Book 2 Literacy for all Learners 2020 : simplebooklet.com

About the programme Books 1 2 In Book 1 and 2 we focus on phonological and phonemic awareness Phonological awareness is the ability to recognise and manipulate the spoken parts of words Phonemic awareness is the ability to identify and manipulate individual sounds phonemes in spoken words Phonemes are the distinct units of sound like t and th Language is made of words Words are made of sounds and these sounds are represented in a variety of ways through symbols In our books we focus on the stepping stones to reading and writing by starting with the sounds that make up our words This begins by listening for and hearing different types of sounds We do this by exploring rhythm rhyme vocal sounds sounds in words syllables and storytelling Having a strong understanding of phonological awareness develops the foundations upon which the skills of reading and writing can be developed Phonological awareness needs to be taught before we connect letter sounds to letter shapes Therefore a large section of this book focuses on this development These activities are found in the Rhythm Rhyme and Listening and Hearing sections These books also introduce the symbols of our alphabet through recognising them and making some of the strokes Once these stepping stones are established your child will have developed a solid foundation to begin reading and writing letters and words Throughout these books there are a range of activities to meet all needs including moving cutting sticking sorting colouring playing and singing It has been widely researched that multisensory learning is the best way to cater for all learners and of course it is much more fun so get stuck in and enjoy The other aspect of our language is in its written form so we want our learners to develop their story sequencing skills and their recognition and formation of letter shapes Therefore we also have sections focussing on Recognising Letters the name of alphabet letters graphemes Storytelling sequencing stories and Making Strokes forming the strokes that make up written letters Who is this programme for This programme has been designed for parents who want to understand how to support their children s ability to read and write It provides the purpose materials and guidance needed to do this successfully It is presented in a clear manner and is full of tips and resources that will enable the parent and child to succeed It has equally been designed for those who support students with reading and writing challenges It compliments a sequential structured approach to teaching phonological awareness as well as an understanding of print and phoneme grapheme knowledge It supports this teaching through an activity based programme that is multisensory and systematic This format is modelled on the highly researched and respected Orton Gillingham approach So whether you are a parent or a teacher we hope this programme will provide you with a sequential multi sensory fun way to introduce your child to the wonderful world of words We do not introduce letter formation until a series of strokes for each letter are learned in Books 1 2 In later books these strokes are combined to make each letter of the alphabet We have introduced a vocabulary for each of these strokes under the theme of Forest Friends Forest Friends is just a guide for associating memorised strokes or shapes with a common vocabulary shared between you and your learner For example in later books you will be able to explain to them that the letter n is drawn as a small stick and then a rainbow example next page http www skillsforaction com handwriting strokebased approach 4 2020 Adept Education Limited

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Book 1 Forest Friends Strokes Short stick The Science of Reading Tall stick The term science of reading refers to the research conducted by reading experts on how we learn to read This research has developed over the last 20 years Based on the science of reading the 2000 National Reading Panel Report report can be found on our website stated that students need explicit instruction structured literacy in the essential components of reading phonological awareness hearing sounds phonics sounds to letters fluency vocabulary and reading comprehension This program uses explicit instruction to incorporate these features and also support spelling and writing in a way which compliments school learning Caterpillar Butterfly feeler Tulip u Rainbow Short stick n u Stink bug Essential components of reading Comprehension Vocabulary Fluency Rainbow Alphabetic Principle All of these activities are meant to be progressive and worked through when the child is ready Each activity should take between 1030 minutes depending on engagement levels and what it involves The most important aspect of all these activities is the modelling of what you do and how you do it before you ask your child to join in This way it will become a richer experience so read ahead and prepare beforehand like cutting out cards etc so that you can concentrate on enjoying the activities with your child Phonemic and Phonological Awareness Auditory Discrimination Blending and Segmenting Sounds Onset and Rime Rhyme Alliteration Syllables Adept support If you have any questions as you move through the programme please don t hesitate to email us at support adepteducation co nz In this book we will mostly be focussing on the method My turn together your turn For example model a slow march to the rhyme The Grand Old Duke of York whilst banging your drum Ask your child to join in with you Now ask them to march to a different rhythm that you tap or they can tap one for you As the books progress the activities will become more child led We will be happy to support you in helping your child s confidence and literacy ability grow and are keen to hear any feedback you may have on our programme https literacyonline tki org nz Literacy Online Planningfor my students needs Sounds and words Phonologicalawareness https www inclusive tki org nz guides dyslexia andlearning understanding structured literacy 5 2020 Adept Education Limited

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Book 2 8 9 10 Odd One Out Syllable Bingo Rhyming Towers Syllable Blend Happy Families Syllable Matching Pairs Learning Intention Learning Intention Learning Intention Learning Intention Learning Intention Able to begin to hear and Able to hear the match words with the beginning sound when same initial sound spoken in a broken way Syllable Snap Storytelling Reading Making Strokes Broken Words s m n f REVISE Aa Bb Cc Dd Ee Ff Baa Baa Black Sheep Dragonfly dash stroke Sound Post Box c w REVISE Gg Hh Ii J j Kk Hickory Dickory Dock Bird beak stroke k Teddy Bear s Picnic r l n Ll Mm Teddy Bear Teddy Bear Buried Sounds l b Nn Oo Pp Betty Goes to the Zoo m s f t p Star Sound Sort w d Matching Pairs b t Q Rr Ss REVISE Ll Mm Nn Oo Pp Tt Uu Vv Ww Xx REVISE Q Rr Ss I Hear Thunder Mary Had a Little Lamb Five Little Monkeys It s Raining It s Pouring Able to write different strokes that will support future letter formation 7 Teddy Bear Rhyming Endings Recognising letters Able to sequence and retell story events 6 Syllable Track Game Beginning Sounds Able to recognise and name letters 5 Rhyming Soup Able to match words with the same initial sound with support then independently 4 Rhyme Syllables Able to hear the same initial sound when listening to a sentence 3 Able to hear and match rhyming words and identify syllables in words 2 Able to differentiate between words that do and do not rhyme 1 Able to group rhyming words and blend segment syllables of a word Week Scope Sequence of Learning Intentions and Activities Four leaf clover stroke x Buzzy bee stroke z Snail shell stroke c REVISE k Ladybird stroke o REVISE x z Worm stroke s REVISE c o Musical Corners y r b g Yy Zz REVISE Tt Uu Vv Ww Xx Old King Cole Sound Stories g y d h m REVISE Ll Mm Nn Oo Pp Q Rr Ss Mary Mary Quite Contrary REVISE k x z Silly Sentences s REVISE Tt Uu Vv Ww Xx Yy Zz Itsy Bitsy Spider REVISE c o s p 6 2020 Adept Education Limited Stem leaf strokes p

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Week 1 Week 1 Week 1 Activities Learning Intentions Checklist Sheet 2 01 Able to group a family of rhyming words by identifying the rime part correctly Sheets 2 02 2 03 A quick tutorial for adults Sheet 2 05 Able to recognise and name the letters Aa Bb Cc Dd Ee and Ff Sheet 2 06 Able to retell and sequence the nursery rhyme Baa Baa Black Sheep Making Strokes Recognising letters Sheet 2 04 Able to blend simple words that are broken into onset beginning sound s and rime rest of word chunk Storytelling Reading Beginning Sounds Rhyme Syllables These checklists will help you track what your learning intentions are for the week At the end of each week you can tick off what your learner has been able to achieve and note anything you may need to provide extra support with If you wish at the end of the book you can review any areas that have been challenging and check in to see if your learner has retained their knowledge enough to repeat it Sheet 2 07 A recap on our Forest Friends Sheet 2 08 Able to identify name and write the dragonfly dash stroke 8 2020 Adept Education Limited

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TIPS INFO Equipment Different families from the Rhyming Family Cards found in the Resource Section and a bowl and wooden spoon Week 1 Rhyming Soup Cut out the Rhyming Family Cards the at family from the Resource Section and place them on the floor face up Use a bowl and spoon as props to act out the song Invite your child to choose a card to put into the soup and name the object together make sure it matches the name on the back of the card Then sing the verse below saying In goes a and place it in the bowl After each turn stir the soup and sing the following song to recite the growing list of things that end up in the soup Once your bowl is full of the four cards in the at family take them out and ask your learner to say the rhyming words Then explain that the rhyming part of the word in this family is at Move onto other rhyming cards if you are having fun If your learner is confident you can put two different rhyming families out so they have to find the correct family of words Silly Soup Song Sing the first part of the song to the tune of Pop Goes the Weasel I m making lots of silly soup I m making soup that s yummy I m going to cook it in the pot To make it nice and scrummy In goes a rat a hat a cat 9 2020 Adept Education Limited Sheet 2 01

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Week 1 Quick Tutorial for Adults The information below is provided to explain the focus upon letter sounds and how they are visually represented for you in this book We understand that teaching your learner the letter sounds may be an unfamiliar strategy and even school teachers have not necessarily been taught these techniques Please refer to this guide and the attached links if you are unsure Glossary Phoneme A single unit of sound can be more than one letter e g tch Grapheme A written representation of a single unit of sound can be more than one letter e g tch Beginning sound Initial sound The beginning sound of a word Auditory The sense of hearing Vowel Letters of the alphabet A E I O U Consonant Letters of the alphabet that are not vowels Learners are hearing not reading yet Auditory games and letter sound picture cards dominate the Beginning Sounds activities in this book They enable your learner to explore the beginning sound of words in an auditory way This will set them up to succeed in Book 3 when we match the letter shape to its sound m goes mmm This is a guide for those new to concepts in Literacy especially for use in the Beginning Sounds sections of this book but also in the Rhyme and Syllables sections It is important to note that at this point in your learner s development we only need you to model and guide your learner to HEAR the sound to hear phonemes We are not asking them to see and identify the grapheme of the sound themselves Knowing that the written letter m goes mmm will come later In addition the reason there are words on the back of the cards is to ensure the adult knows to say the correct word for the picture these are not words for the learner to read However your learner DOES continue to focus on learning their letter names through the Recognising activities 10 2020 Adept Education Limited Sheet 2 02

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Week 1 Quick Tutorial for Adults Understanding the notation of the sounds letter picture packs to expose all the sounds to your learner However when you first start or are introducing a new skill it will be easier to model and hear the consonants with longer sounds A line on either side of a letter in this series e g m means you are saying the sound for this letter so mmm not em Please also make sure you pronounce the letter sound purely without an extra sound afterwards such as er or uh So m should be pronounced mmm not muh This is so that your learner does not end up attaching two sounds to that grapheme or letter The consonants with longer sounds used in this book are m s f l n r w The consonants with shorter sounds used in this book are b c d g h p t y When using sets of different sounds try to use contrasting sounds such as m and g NOT m and n which sound similar The examples we give are like this If the initial letter of a word is in bold print such as pig it means you will need to emphasis that sound in the word by separating it a tiny bit and by either making it last a bit longer mmmix or saying it a bit louder dog This will help your learner hear it when they first start out You will notice vowels are not here vowel sounds will be covered in Book 3 Helping children with pronunciation Please see video link for correct pronunciation of all the alphabet sounds and an example of the above emphasis Finally there are also tips to help you guide your child to correct pronunciation in regards to the way they move their mouth lips and tongue Developing awareness of their mouth and face movements can help when finding pronunciation challenging as can modelling with your face and letting them use a mirror to see their own If your child is still having difficulties seek further advice http www adepteducation co nz letter sounds Long and short consonants Consonants can be divided into two groups those that make longer and shorter sounds when you say them We encourage you to try and use all the 11 2020 Adept Education Limited Sheet 2 03

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TIPS INFO Equipment Cut out the s m n and f Beginning Sound Cards from the Resource Section Long sounds are easier for your learner to hear We will use the short sounds cards in coming weeks Week 1 Broken Words Can you fix it Yes I can Consult Appendix IV for mouth tongue positions for letter sounds Visit the Adept website for an online tutorial for how to present this activity to learners www adepteducation co nz website links book2 Lay a selection of six picture cards from the Beginning Sound Cards long sounds on the table face up e g two cards from each of the s m n and f sets Ask your learner to name the pictures to ensure that they are using the correct labels on the back of the cards Explain to your learner that you are playing a game called Can you fix it You are going to tell them a word and you want them to find the picture card but you are going to say it in a broken way so they hear the BEGINNING SOUND of the word They then have to find it and fix it If you need to explain beginning means the FIRST sound Start with the s cards and model the way you will say the words e g seal would be s eal and ask your learner to find the correct picture Then when they find the correct card ask them Can you fix it They say Yes I can and tell you the full word It s seal This can be collected in a pile If this is difficult say it broken and then complete s eal seal so they can connect the two Add cards from the n set if they are engaged and so on If they want a challenge once they are confident put out lots of cards and see how many they can collect in one minute 12 2020 Adept Education Limited Sheet 2 04

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WRITE Week 1 A recap on our Forest Friends We hope these cheeky critters have been making letter formation learning fun Just as a recap from Book 1 before we learn to form real letters it is first best to practise the strokes that will join together to form these letters later on see Appendix II Our Forest Friends will give you a common vocabulary to use with your child when forming real letters whether upper or lower case See pages 4 5 for more detailed information Capital or uppercase letters can be found in Appendix V Book 1 Strokes Tall stick Butterfly feeler Caterpillar Stink bug Tulip Rainbow u v u Short stick Found in the letters Found in the letters Found in the letters Found in the letters Found in the letters Found in the letters Found in the letters i a m n r u l b d h k t j g y f v w u y n h m Book 2 Strokes Dragonfly dash Bird beak Four leaf clover x Buzzy bee Snail shell Ladybird c o z Worm Stem leaf s Found in the letters Found in the letter Found in the letter Found in the letter Found in the letters Found in the letters Found in the letter Found in the letters f t e k x z c a d e g q o b p s p q 15 2020 Adept Education Limited Sheet 2 07

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TIPS INFO Equipment Blank track one counter each and all the Syllable Cards found in the Resource Section Initially help your learner to say the word separating the syllables and to move the counter around the track Week 2 Syllable Track Race HOW TO PLAY Cut out and shuffle the Syllable Cards 1 2 3 and 4 syllables showing the and symbols on the back The symbols represent the number of syllables in that word FINISH Once shuffled lay the card deck on a table face down and take turns with your learner to turn over one card at a time from the top of the deck Tap the number of syllables the card object has and move your counter along the track that many steps The first to complete the track wins 18 2020 Adept Education Limited Sheet 2 09

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TIPS INFO Let your learner choose cards and attempt to break the word and even if they get it slightly wrong just praise their efforts Good try Then repeat it back correctly to them and continue to model Week 2 Sound Post Box Before you start this activity have some fun making a post box together A tissue box is perfect or use any cereal or cardboard box you can find It just needs a slot for posting and a way of retrieving the mail Select and introduce your learner to six of the Beginning Sound Cards making sure four of them start with the beginning sound w and two starting with c Lay all six out face up and follow these instructions Explain to your learner Today we are going to be saying our words in a broken way again so that we can hear the beginning sound of each of them Model picking up the wave card and saying it properly wave and then say it in a broken way w ave Ask your learner to copy the broken way and let them post the card Now if we find another word that has the same beginning sound we can post it in the box Pick up the witch card and say What is this one It is a witch w itch Do w ave and w itch begin with the sound Yes they do We can post that one too Next pick up one of the other cards for instance cat and question your learner What is this one It is a cat c at Does c at have the same beginning sound as w ave No that doesn t have the same beginning sound We have to leave it out Continue until all six cards are checked Then take the four w pictures out of the box and with your learner repeat the broken name of each object followed by its normal spoken name Then say They all begin with the sound w Wonderful Repeat with other card groups if they are enjoying it Consult Appendix IV for mouth tongue positions for new letter sounds 20 2020 Adept Education Limited Sheet 2 11

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OBSERVE Week 2 The Parts of the Writing Line Recap from Book 1 FOR PARENTS As your learner memorises the strokes of writing they may need verbal cues from you to guide their marks This is best achieved by having a common language around the parts of the writing line A system that nicely fits with our Forest Friends theme is the sky grass ground model Learners come to know that most letters are written in the grass layer of the writing line some letters start in the sky and some finish in the ground abcdefghi jklm Sky line Grass line Ground line Under the ground line nop rstuvwxyz Go through these questions to ensure your learner understands this concept Which line does the butterfly feeler stroke start at Where does it finish Which line does the caterpillar stroke start at Where does it finish 23 2020 Adept Education Limited Sheet 2 14

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Appendix IV Mouth tongue positions We are learning to say different letter sounds correctly in this book Each week you will be given helpful tips to pronounce the sounds correctly Some words are voiced and use your voice box others are sounds made through air pressure The blue text indicates what you can say to your learner Week 1 Say the m sound like the mmm in mat holding it for at least one second When you say m your lips press together and vibrate as the sound comes out of m your nose m If you hold your nose you can t say the sound m What s the sound Say the n sound like the nnn in nut holding for at least one second When you say n your lips are apart your tongue touches the roof of your mouth n just behind your front teeth and the sound comes out of your nose n If you hold your nose you can t say the sound n What s the sound Say the f sound like the fff in fat holding it for at least one second f When you say f you put your top teeth on your bottom lip and gently blow f What s the sound Week 4 Week 3 Week 2 Say the s sound like the sss in sat holding it for at least one second s When you say s you put your teeth together lips apart and you hiss like a snake s What s the sound Say the w sound like the w in wet When you say w your lips make an o shape and your voice box is on w Touch w your throat to make sure your voice box is on when you say it w What s the sound Say the c sound like the c in cat c When you say c you open your mouth the back of your tongue touches the roof of your mouth and you blow gently c What s the sound Say the r sound like the rrr in rat holding it for at least one second When you say r the tip of your tongue touches the roof at the back of your mouth r and your voice box is on r Touch your throat to make sure your voice box is on when you say it r What s the sound Say the l sound like the lll in let holding for at least one second l When you say l you put the tip of your tongue on the roof of your mouth and hold it there l What s the sound Say the b sound like the b in bat When you say b you close your lips and gently blow them open with your voice b box on b Touch your throat to make sure your voice box is on when you say it b What s the sound 26 2020 Adept Education Limited

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About the Authors Tracey Waller BA Hons PGCE Lucy Patston BA BSc Hons PhD Tracey has had nearly 25 years experience in the teaching field and now specialises in supporting diverse learners Lucy has 20 years of teaching experience and a strong academic background She has expertise in neuroscience psychology and human development and gained her doctorate for research investigating how childhood learning affects brain functioning in adulthood After many years working in the primary sector Tracey felt dissatisfied with the way certain students were slipping through the system so she trained as a specialist teacher for those with Specific Learning Difficulties SPELD This training gave her an insight into the way the brain processes language into words and reinforced the need to teach literacy through a systematic and structured process Lucy is a mum to three children all of whom have recently entered the school system Lucy s husband and two of her children have dyslexia so this is an area of learning and teaching that is very close to her heart As a parent she understands how important it is for children to be taught reading and writing in a way that works for all learners and that parents can have a huge impact by supporting this process with their children Tracey s interest in creating this programme stems from a strong interest in language and how we use language to read and write She also felt there was a lack of NZ based hands on resources available for parents and teachers of students who need support developing these essential skills Thus the collaboration on Literacy for all Learners was born Lucy is the founding director of Adept Education and has also written a series of mathematics books that help parents support their children in this area of the curriculum in a fun and engaging way 27 2020 Adept Education Limited

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Explore literacy with your learner at your own pace with this guided interactive programme It is a comprehensive well structured resource that includes a clear progression with an oral visual and hands on approach to learning Each book contains all the resources you will need including explicit instructions learning activities games suggested websites sticker charts certificates and re usable resource cards With a combined teaching career of over 40 years the authors have rigorously researched and designed this series to support the needs of all learners including those with reading and writing challenges The programme progresses children and caregivers together along the road to literacy and a love for language Throughout the series you are empowered to understand the way children learn to hear sounds in words and interpret them to be able to read and write You can become an integral part of their literacy development Books 1 and 2 are a must for anyone with a child who is ready for school Online and printed versions available at www adepteducation co nz 2020 Adept Education Limited

Book 2 Literacy for all Learners 2020

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