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Structured Literacy is used by the teachers at Aorangi School from new Entrants through to when a student no longer requires it.
The teachers are currently working through different professional learning opportunities to support their knowledge of Structured Literacy and started to implement the approach using iDEAL Learning Matters with students as of 2024. Structured Literacy is used, not only for Reading, but for Writing and Spelling.
Structured Literacy involves explicitly teaching the critical skills needed to develop early reading, spelling and writing. The approach is different from our traditional methods known as Balanced Reading or Whole Language. Structured Literacy is an approach that is explicit, direct, cumulative, intensive and focused. It uses Visual, Auditory and Kinesthetic learning pathways in the brain simultaneously or sequentially in order to enhance memory and learning.
At Aorangi Primary School we use iDEAL as our tool for teaching Structured Literacy along with Phonics Plus Decodable books to assist with the learning and reinforcement.
Intensity and frequency are critical components of this approach and a minimum of 4 sessions per week are taught including both whole class and small group teaching daily. Regular assessment is carried out to monitor student progress therefore not holding those more capable students back from moving forward and not moving less capable students on too fast.
Once students are past the scope and sequence of Structured Literacy, they move to a balanced reading approach where they begin to read to learn - reading to find information and for enjoyment. They will be introduced to School Journals and a range of chapter books to support with this learning.
There are 44 English phonemes (letter sounds) that are represented by the 26 letters of the alphabet individually and in combination. Phonics instruction involves teaching the relationship between sounds and the letters used to represent them. There are hundreds of spelling alternatives that can be used to represent the 44 English phonemes. Teachers use a Scope and Sequence to road map the sequence of lessons. Students are taught the letter-sound correspondence that then match decodable books they will be reading. The Scope and Sequence is only a guide. Depending on a student's learning ability will depend on how quickly they move through the lessons.
Once students have completed the sequence series of lessons, they move onto the traditional method of Reading - Whole Language which supports them to read text to learn.
Students are not expected to write until they can confidently sound letters, form letter shapes, and write words in meanigful sentences. This is all taught throughout their literacy lessons. Their lessons will consist of letter sounds (phonemes), forming or writing the shape (grapheme), blending (joining one or more sounds to read a word), segmenting (breaking the word into individual letter sounds), writing words, dictation of words or sentences, and reading corresponding books but only when the new learning is known. Books are not sent home every night, they are sent home once your child has completed the whole lesson.
How you can help at home:
Read picture books and non-fiction books based on your child’s interest. Have fun with the language especially with rhyming books e.g. Dr Seuss.
Support fine motor skills by engaging in drawing, baking, lego and puzzles.
Play word games, such as ‘I Spy’ with a beginning sound or a word that rhymes with another word.
Change descriptive words of items to increase vocabulary.
What does Structured Literacy look like in the classroom?
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