Spelling and Phonics

All students across Foundation, Year 1 and Year 2 participate in a 30-40 minute spelling lesson each day during the Literacy block. Teachers follow the CLPS ‘Spelling Sequence’ and use the CLPS ‘Spelling Lesson’ structure each day. Each lesson includes the following:

• Review of individual letter sound correspondences
• Review of reading and writing words that use previously taught  letter sound correspondences
• Explicit teaching of new letter sound correspondences and spelling patterns
• Review of previously taught irregular words
• Explicit teaching of new irregular words
• Sentence dictation

Foundation students complete lessons on a mini whiteboard in Terms 1, 2 and 3, and move to a pre-printed Spelling Book in Term 4. Students in Years 1 and 2 complete all lessons in a pre-printed Spelling Book.

Throughout every spelling lesson, teachers should ensure the following:

• All students sit at assigned table spots. Students needing a higher level of support must be seated at the front to allow for closer monitoring by the teacher.
• Teachers will follow the scripts provided in the weekly planning and use verbal cues for students to respond chorally.
• Teachers and ES staff (where possible) will actively roam around the room while students are working to ensure students are participating and their letter formation, spelling, punctuation and handwriting is neat and correct.

Spelling Mastery

We use the Spelling Mastery program to deliver structured lessons to effectively and efficiently teach spelling skills to enable our students to become proficient readers and writers. We ensure the program is implemented with fidelity by ensuring the following;

• Participation in the Spelling Mastery Program is for all students in Years 1-6
• Each student will have a Spelling Mastery Workbook and a lined workbook for spelling tests and incorrect word practice.
• Each unit of the school will participate in the program a minimum of four times per week. These sessions will sit within the Literacy block in Years 3-6.
• Spelling Mastery can sit outside of the Literacy block for Years 1/2 as they engage in alternative phonics and spelling programs during the Literacy Block.
• Each Spelling Mastery session will run for the duration of 20-25 minutes.
• Teachers will follow the scripts exactly and use verbal cues for students to respond chorally. They will also repeat oral parts where necessary.
• Teachers and ES staff will actively roam around the room while students are working to ensure students are participating and their letter formation, spelling, punctuation and handwriting is neat and correct.
• When correcting answers the teacher and students will read/spell words together aloud while the teacher scribes on the whiteboard.
• Teachers will mark each student's workbook each lesson to signify that the student has completed the task/s and that they have been given an opportunity to correct their work.
• The sequence of the Spelling Mastery sessions will follow the sequence outlined in the teacher manual. For books A and B, follow the lessons with scored Bonus Activities. For books C onwards, the first four lessons will be teaching lessons, the next lesson will be a retest of the previous test for all students and then the next lesson will be a test lesson. Then this sequence repeats.
• The four teaching lessons from the manual may take longer than four school sessions depending on the length. It is ok to carry a lesson over to the next session and then start a new lesson half way through a session.
• Student tests will be corrected within the testing lesson by a table partner and any discrepancies will be checked by the teacher. These will be scored and student scores will be collated on a Google Sheet on Google Drive for tracking progress and possible intervention.
• Study lists will be given to students at the beginning of each teaching sequence for them to practise both at home and at school during the end of Spelling Mastery sessions (if time) or at other times in the day such as Handwriting.
• A test list will be given to each student after they have done a test to highlight their errors and for them to practise both at home and at school during the end of Spelling Mastery sessions (if time) or at other times in the day such as Handwriting before they have a retest.

English Lessons (including Reading, Vocabulary and Writing)

At Canadian Lead PS, students from Foundation to Year 6 participate in a daily English Lesson. These units of work are developed with a fiction or non-fiction focus, e.g. a novel based unit using ‘Nim’s Island’ or a content based unit called ‘Cycles in Nature’. These lessons always include the following:

• Pre-reading questions or tasks
• Explicit teaching of key vocabulary and tasks to review previously taught vocabulary words
• Questioning throughout the text
• Explicit teaching of sentence, paragraph and/or genre-level writing skills (year level appropriate)

In Foundation and Years 1/2, the teacher reads the text aloud to the class, stopping at different points to review key information and pose questions.

In Years 3-6, students may have an individual copy of a text (printed passage, novel etc.) and are expected to track the text while the teacher reads aloud. The teacher may also ask students to read smaller sections aloud.

Handwriting

At Canadian Lead PS we use NSW font. Handwriting is explicitly taught in Foundation and Year 1/ 2 using the Peggo Lego handwriting shapes. Students are explicitly taught the correct posture, pencil grip and paper position.

Foundation handwriting lessons include:

• All students are sitting at tables with a lined whiteboard and marker.
• Teacher models correct letter formation while saying the Peggy Lego cue.
• Students practise correct letter formation ‘in the air’ while saying the cue.
• Students practise writing the target letter while the teacher roams and gives support and feedback.

Year 1/2 handwriting lessons include:

• All students are sitting at tables and work in their dotted thirds Writing book.
• Teacher models correct letter formation while saying the Peggy Lego cue.
• Students practise correct letter formation ‘in the air’ while saying the cue.
• Students practise writing the target letter while the teacher roams and gives support and feedback.

Students in Years 3/4 are explicitly taught joined handwriting. Their lessons include:

• In Term 1 explicitly teaching cursive handwriting strokes daily including exits, entries, diagonal joins, drop in joins, horizontal joins and letters that don’t join.
• In Terms 2-4 previous learning is consolidated during 10 minute lessons 3 times per week. Students will use Spelling Mastery Study Lists or previously learned words from vocabulary or morphology.

Students in Years 5/6 are consolidating the skills taught in the previous years and will choose their preferred handwriting style.

Morphology

Students in Years 3-6 take part in Morphology lessons for approximately 15 minutes, twice per week. These lessons follow the CLPS Morphology sequence and lessons should utilise the weekly planning provided. Lessons include:

• Review of previously taught prefixes, suffixes and bases using the pre-made ‘card deck’.
• Explicit teaching of new prefixes, suffixes and base words.
• Practice applying knowledge of prefixes, suffixes and base words in a review activity.

Throughout every Morphology lesson, teachers should ensure the following:

• All students sit at tables. Students needing a higher level of support must be seated at the front to allow for closer monitoring by the teacher.
• Teachers will follow the scripts provided in the weekly planning and use verbal cues for students to respond chorally.
• Teachers and ES staff (where possible) will actively roam around the room while students are working to ensure students are participating and their letter formation, spelling, punctuation and handwriting is neat and correct.

Fluency

Fluency is the link between recognising words and understanding them. Being a fluent reader allows students time and mental energy to focus on what a text means. The components of fluency are:

• Speed - reading at an appropriate conversational pace, not too fast or too slow. Speed is measured in words per minute (WPM).
• Accuracy - decoding words carefully and correctly. This is measured in percentage of errors.
• Prosody - reading with appropriate expression, phrasing and smoothness. This is measured by listening to students read aloud.

At Canadian Lead Primary School we teach fluency through Fluency Pairs. The teacher’s role whilst Fluency Pairs are happening includes:

• Taking a focus group where the teacher models correct fluency, then echo and/or choral reads with the group.
• The teacher may also work with a particular pair to monitor and support their reading.
• The teacher may also work one-to-one with a student who needs considerable support.
• ES staff may also do the above with a pair of students or individual student.

Foundation

Fluency Pairs begin in Term 1, Week 6. Each session begins with whole-class slides, where previously learned sounds are on the screen followed by segmenting and blending practice, before moving into pairs. Initially, students read for two minutes each, eventually moving to three minutes each when appropriate. Students should move through the steps below across the year (as quickly as possible while maintaining accuracy):

• Sound sheets (previously taught sounds highlighted)
• Word lists
• Sentence sheets (multiple sentences containing current code and irregular words)
• Short decodable passages (taken from UFLI Decodable Text Guide)
• Simple ‘regular’ texts taken (from the Wonders Fluency Passages)

The process for Foundation students is:

• Two - three minutes reading per person.
• Like ability pairs sit together with the same text each.
• Partner One reads first while Partner Two tracks the text using their finger.
• Swap roles and repeat.

Year 1/2:

Fluency Pairs begin in Term 1, Week 2 and happen four times per week. Each student has a book box with their fluency folder that contains their texts. Students should move through the steps below across the year (as quickly as possible while maintaining accuracy):

• Short decodable passages (taken from UFLI Decodable Text Guide)
• Short ‘regular’ texts taken (from the Wonders Fluency Passages)

Students needing support may use alternative reading material:

• Sound sheets (previously taught sounds highlighted)
• Word lists
• Sentence sheets (multiple sentences containing current code and irregular words)

The process for Year 1/2 students is:

• Three minutes reading per person.
• Like ability pairs sit together with the same text each. Students needing support sit at the teacher table.
• Partner One reads first while Partner Two tracks the text using a ruler.
• Swap roles and repeat.

Year 3/4:

Fluency Pairs begin in Term 1, Week 2 and happen a minimum of four times per week. Each pair has a fluency pouch that contains their texts. Texts may include short, ‘regular’ texts linked to Science/History/Geography content. Students needing support may use alternative reading material such as decodable books or passages.

The process for Year 3/4 students is:

• Four minutes reading per person.
• Like ability pairs sit together with the same text each. Students needing support sit at the teacher table in a teacher focus group.
• Partner One reads first while Partner Two tracks the text using a ruler or strip of paper.
• Partner Two gives feedback using the ‘Feedback Bookmark’.
• Swap roles and repeat.

Year 5/6:

Fluency Pairs begin in Term 1, Week 2 and happen a minimum of 4 times per week. Each student has a book box with their fluency folder that contains their texts. Students sitting in tier 2 and 3 will participate in timed reads for 4 minutes per day. Texts may include short, ‘regular’ texts linked to Science/History/Geography content.  Students needing support may use alternative reading material such as decodable books or passages. The remainder of the class engage in an alternative fluency activity.

The process for Year 5/6 students is:

• Four minutes reading per person.
• Like ability pairs sit together with the same text each. Students needing support sit at the teacher table.
• Partner One reads first while Partner Two tracks the text using a ruler or strip of paper.
• Partner Two gives feedback using the ‘Feedback Bookmark’.
• Swap roles and repeat.