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**Teaching and Assessing Fluency- Training PowerPoint (pdf file) for Teaching Staff ** This comprehensive training package is intended for whole school training of teaching staff. The objectives are to define reading fluency and explain why it is so important to teach. To introduce evidence-based teaching of fluency and offer suggestions for establishing class routines and timetabling. Covering teacher assessment, identifying students with low fluency and providing fluency intervention. Several training and support ideas, links and resources are also provided. Teaching reading fluency is crucial; it directly impacts a student’s ability to comprehend and understand what they read. Fluency bridges word recognition and comprehension, it is one of the key components of learning to read. Less fluent readers must allocate more resources to decoding, leaving little time to concentrate on meaning. Fluent readers can focus on making meaning from the text allowing them to engage with complex ideas and learn more effectively. There are three components of fluency: accuracy in word recognition, reading rate being the speed of word recognition, and prosody; the study of the tune and rhythm of speech and how these features contribute to meaning. Other literacy areas like phonological awareness, vocabulary, grammar and punctuation are also related to fluency. The PowerPoint presentation is made up of 45 slides Comprehensive training is provided. A range of evidence-based teaching methods to develop fluency are provided. Whole school assessment training included. Intervention for students identified with low fluency. Opportunities for teacher discussion are offered. Classroom practice examples and links to resources to support class teaching Terms of Use; Purchase is for single user only e.g., a school. All resources are for educational use only and not for commercial use or resale. DASS all rights reserved

PowerPoint to train staff about developmental Coordination Disorder (Dyspraxia and Dysgraphia) and provide staff with a number of useful resources for assessment and to use in the classroom

The Five Big Essential Skills Maps for Reading & Helpful Resources Thousands of studies of the teaching of reading, and how children learn to read, have been published in scientific and academic journals. All studies placed an emphasis on teaching five essential skills for reading and that a high-quality literacy program must include all five components. • Phonemic Awareness • Phonics • Vocabulary • Fluency • Comprehension The recommendations were that students be explicitly and systematically taught. The five maps, one for each of the five skills, indicate what should be included in each of the five areas and are accompanied by explanations of some targeted activities such as Repeated Reading, Choral Reading and Readers Theatre. There are also suggestions for evidence-based programs and a number of websites containing information and numerous resources to help you plan and deliver your lessons.

Pre-school Questionnaire for all children which will alert you to possible learning difficulties such as dyslexia or dyspraxia or social/behavioural problems; There is so much evidence that schools can collect from parents before a child starts school to alert you for possible learning difficulties/disabilities. In fact, if you ask the correct questions you can be ready to intervene to prevent academic failure or social/behavioural difficulties before they occur. The questionnaire is intended for schools to use with parents of all new children. It will, however, help teachers highlight those children who may require support and intervention. It might also be used with other data to help schools group children and place in classes. It can be changed to have the school’s name and Logo, additional questions can be added or others extracted.

School Improvement Audit Questionnaires for Primary Schools – Diversity and Inclusion: There are 4 questionnaires within this set intended for schools to use with their school community to audit what they are doing well & what needs developing in terms of inclusion & meeting the needs of students with learning difficulties. The questionnaires are intended for Senior managers, Teachers, Parents and students but schools can decide to use them for in-school staff only. The responses to the questionnaires will help schools determine what they doing well, what needs to be developed and also to prioritise developments. They are concerned with inclusion with a particular emphasis on literacy although special reference to literacy could be deleted if preferred. The questionnaires for parents and students could be used with two school years only e.g. years 2 and 5.

CLASS SOUND PACK FOR PHONICS WITH SPELLING AND SYLLABLE RULES The sound pack can be used every day for constant repetition and reinforcement of phonemes, which is essential when teaching a structured synthetic phonics program. Ideally, they should be used at the start of each phonics and word work session as they are crucial in developing phoneme/grapheme correspondences. The sound pack is ordered to line up with many programs’ scope and sequence including Orton Gillingham. The cards have graphemes on one side with the keyword, teaching point, spelling rule or word origin associated with them printed on the back. They will be particularly helpful to teachers who are unsure of spelling and syllables rules. Regularly used, the sound pack will assist in the review of grapheme-phoneme correspondences and in retaining information in long-term memory. The repetition and reinforcement is recommended for all students and will be particularly beneficial to students who have dyslexia. In addition to using the sound pack in the early years they can also be used in later years to reinforce the 6 syllable and spelling rules. There are instructions on how to use these cards for decoding and encoding with class and individually with Tier 3 students. LARGE CLASS PACK 4 cards to one page of A4 224 cards in total 112 grapheme cards 112 phoneme cards with rules and keywords to go on the reverse of cards Instructions for use. Comes as a PDF file Terms of Use; Purchase is for single user only. If you require more for your school, please purchase additional packs through the discounted license. All resources are for educational use only and not for commercial use or resale.

PHONIC SOUND PACK WITH SPELLING RULES -INDIVIDUAL OR SMALL GROUP WORK- Tier 2/3 The sound pack is designed to be used with individual students or small groups of students. Ideal for use with students with dyslexia. The sound pack can be used for students in Prep/reception, through Primary and with teenagers It should be used every day for constant repetition and reinforcement of phonemes, which is essential when teaching a structured synthetic phonics program and for constant reinforcement necessary for students with memory weakness. Ideally, the sound pack should be used at the start of each phonics and word work session as they are crucial in developing phoneme/grapheme correspondences. The sound pack can be used to complement many programs’ scope and sequence such as Orton Gillingham, Barton, Nessy, Wilson etc. The cards have graphemes on one side with the keyword, teaching point, spelling rule or word origin associated with them printed on the back. They will be particularly helpful to teachers who are unsure of spelling and syllables rules. Regularly used, the sound pack will assist in the review of grapheme-phoneme correspondences and in retaining information in long-term memory. The repetition and reinforcement is recommended for all students and will be particularly beneficial to students who have dyslexia. In addition to using the sound pack in the early years they can also be used in later years to reinforce the 6 syllable and spelling rules. There are instructions on how to use these cards for decoding and encoding with class and individually with Tier 3 students. 9 cards to one page of A4 216 cards in total 108 grapheme cards 108 rules and keywords to go on the reverse of cards Instructions To be printed back-to-back with the phoneme on the front and rule on the back Instructions for printing are included. Comes as a PDF file Terms of Use; Purchase is for single user only. If you require more for your school, please purchase additional packs through the discounted license. All resources are for educational use only and not for commercial use or resale.

Scope & Sequence Phonics, Morphology And Word Knowledge P-2 Vic Curriculum The document is 42 pages in length and based on a validated SOR sequence. The difference between this and other sequences is that it combines phonics and morphology as opposed to separate scopes and provides teachers with all spelling, syllable and morphology rules and ideas for activities included as well as a sequence for handwriting. Also included are ‘I can statements’ and ‘End of year Attainment Standards,’ a comprehensive list of resource links and phonics and morphology glossaries and ideas for investigations. Key contents 1. Intended for Reading and Spelling: Many schools have a separate reading and spelling program. This is a missed opportunity to link encoding and decoding and often leads to students making progress in reading but not with spelling. This scope is therefore designed to teach reading and spelling together. Catherine Snow et al. summarise the real importance of spelling for reading as follows: “Spelling and reading build and rely on the same mental representation of a word. Knowing the spelling of a word makes the representation of it sturdy and accessible for fluent reading.” 2. Morphology is included in the sequence: I have included morphology in this scope and sequence with more emphasis on morphology as the sequence progresses. Morphology is a critical element of successful vocabulary development and accurate decoding by understanding the meaning of prefixes and suffixes and the rules governing syllable division. Awareness of morphology has been shown to be a strong indicator of and positive influence upon reading comprehension (Soifer, 2005). 3. High Frequency and Irregular Words These words are introduced, for the most part, as the sound spellings are introduced. However, words such as ‘‘the’’ may be introduced before /th/ is covered. 4. Handwriting: A handwriting scope and sequence is included for each year. I can provide further detailed information, and a policy if schools wish to follow this scheme. 5. Assessment: These lessons are intended to be taught to the class in an explicit direct instruction mode. Assessment is important and tracking data but there has to be a time to use the data to target individuals and groups and to ‘fill the gaps.’ Sometimes scopes and sequences do not allow for this. Therefore, every 5th to 6th week I have inserted an assess and review week for teachers to assess where there are gaps and to group the students to focus on areas of weakness. 6. Teacher Judgement: At the end of the sequence for each year are 3 columns: ‘Working Towards,’ ‘Established’ and ‘Extension.’ ‘Established’ = expected end of year attainment. ‘Working Towards’ = end of year attainment for the year below and ‘Extension’ = expected end of year attainment for the year above. Helps teachers make judgements and support/extend students below and above standard.

**PREP-2 SCOPE & SEQUENCE FOR PHONICS, MORPHOLOGY & WORD KNOWLEDGE AUSTRALIAN CURRICULUM ** The document is 42 pages in length & based on a validated SOR sequence. The difference between this & other sequences is that it combines phonics & morphology as opposed to separate scopes & provides teachers with all spelling, syllable & morphology rules & ideas for activities included as well as a sequence for handwriting. At the end of the sequence for each year are ‘Level Descriptors’ & ‘Achievement Standards’ intended to help teachers make judgements about attainment. Also included are ‘I can statements’ & a comprehensive list of resource links & phonics & morphology glossaries & ideas for investigations. Key contents 1. Intended for Reading & Spelling: Many schools have a separate reading & spelling program. I believe that this is a missed opportunity to link encoding & decoding & often leads to students making progress in reading but not with spelling. This scope is therefore designed to teach reading & spelling together. Catherine Snow et al. summarise the real importance of spelling for reading as follows: “Spelling & reading build & rely on the same mental representation of a word. Knowing the spelling of a word makes the representation of it sturdy & accessible for fluent reading.” **2. Morphology is included in the sequence: ** I have included morphology in this scope & sequence with more emphasis on morphology as the sequence progresses. Morphology is a critical element of successful vocabulary development & accurate decoding by understanding the meaning of prefixes & suffixes & the rules governing syllable division. Awareness of morphology has been shown to be a strong indicator of & positive influence upon reading comprehension (Soifer, 2005). 3. High Frequency & Irregular Words These words are introduced, for the most part, as the sound spellings are introduced. However, words such as ‘‘the’’ may be introduced before /th/ is covered. 4. Handwriting: A handwriting scope & sequence is included for each year. I can provide further detailed information, & a policy if schools wish to follow this scheme. **5. Assessment: ** **6. Teacher Judgements: ** At the end of the sequence for each year are Level Descriptors, Achievement Standards & ‘I can’ statements. Helps teachers make judgements & support/extend students below & above standard.’ Also Includes: A ‘Resources’ section with links to websites to support teaching. A glossary of terms for phonics and an additional glossary of morphology and etymology terms. Ideas for Investigations and examples. Suggested Timetable for teaching the Phonics and Word Knowledge Scope and Sequence. All rights reserved; not to be edited or copied, placed on websites or posted for sale or for free’