"We don't send readers home in kindergarten....until [the student] demonstrates a good phonemic awareness"
-Sarah Asome

Disclosure: My attendance at FutureSchools 2017 was under a media pass provided by the organisers.

Sarah then spoke about red flags for dyslexia by speaking about phonemic awareness. Research indicates that phonemic awareness is foundational to reading and writing and is one of the most important indicators for a student being learning to read and write, however, as many as 20% of readers may be struggling due to dyslexia.

Sarah then spoke about an aspect of her schools reading program that would do cause cries of disbelief in many schools; they do not send readers home with kindergarten students in Year One until they demonstrate a good phonemic awareness of the forty-six phonemes in the English language. This is in stark contrast to common practice where there is a new book every night sent home.

There has been an uproar in education and the media recently over the proposal to introduce phonics screening in Australia, however, Sarah spoke about some of the easy and quick to use options for screening that currently exist and are very useful as a diagnostic tool to allow early intervention for those that need it. SEAPART is a phonological awareness screening tool used for pre-school children, and which was written by the same authors as the SPATR. Additionally, there is the CTOPP, the Rosner Test (which is free), and PALS.

It struck me, as I listened to Sarah speak, that it seemed that a lot of what Sarah was espousing was aligned with the THRASS system of teaching spelling. Unfortunately I did not get an opportunity to chat with her and get her views on THRASS.

Returning to the phonics screening check that has been discussed in Australia, Sarah spoke about the UK's approach. The education department there mandated a synthetic phonics check nationally to ensure that all schools were teaching a structured synthetic phonics program. Only after that had been in place for a period of time was a phonics screening check mandated. In Australia, we seem, Sarah remarked, to be going about it backwards, mandating a national phonics screening check without having ensured that there is a structured synthetic phonics program in place. Do not mistake me to be saying that our schools are not teaching phonics, I have never been in an infants classroom that does not do explicit phonics teaching, however, the methods and programs used to do are widely varied and often include linguistically incorrect terminology and rules such as silent letters, bossy e, and the classic i before e except after c.

Sarah's talk was very interesting and I would have liked to have been able to hear her speak in more depth, however the time was up and I needed to shift to the next session.As an aside, Dyslexie font is a fantastic resource if you have a child struggling with dyslexia (or even if they are not). It was designed by a graphic artist who does have dyslexia and wanted to make it easier to read. I would definitely recommend looking at it.

If you have missed any of the previous articles in the FutureSchools 2017 series you can find them here.

This week's Friday Freebie continues the literacy theme. Last week's Friday Freebie was a template for marking and tracking students' writing and using it as assessment for learning and assessment of learning. In this article, I am sharing with you a template for tracking your Guided Reading Groups. As with last week's template, this one can be used with students of any age, but will require modification to suit your needs. You can find the Guided Reading Group template by clicking here or the link below.

To use this form, you need to fill in each section with the relevant details. I include the level of the book being read in the section with the students names. In the text title section for my more advanced students, where we are not reading a whole book, I also include what page we read from and read to. The orientation to text section is where you would record the phrasing you use, words or phrases you need to remember to include because they are high-frequency or challenging. The key words/phrases section is where you might record the focus word/phrase that you are focusing on. The observation section is fairly straight forward.

The bottom section is where you might make the most modification depending on the age. The word work section is where I record the phoneme that I am focusing on from the book and what I will be doing with that phoneme. For example we might be working with the /tʃ/ phoneme (as at the start of chair or the end of catch) and I might record that we are focusing just on the (ch) variation and so would record some words there to use with the group of students I am working with. The questions after reading section allows you to plan ahead for what you will be asking to check for comprehension. This allows you to plan for your differentiation ahead of time as you can plan the questions based around the needs of the group of students. For example, with students who are struggling, you might ask more literal style questions, with an inferential question at the end. However, with more advanced students, there might be none or one literal question and the rest are inferential or connection questions.

The response to text activity allows you to tie your reading to your writing by asking students to write something based upon the the story and can be adjusted to suit the focus in the class at the time. This could be as simple as describing the images in the story, or to write a recount of what happened, to write about a time the student did something from the story. With more capable students, you could ask them to retell the story from a different characters perspective, or as a different text type.

The response to text could also be adjusted vis-a-vis what the mode of response takes. It could be to create an artwork or sculpture if that fits with a unit of learning you are completing with students, to engage with a science experiment if that is appropriate, to research something from the story, to transform the story into a dramatic play or to compose some music to fit the story. These options would be used with older students.

I do also include, in each section, an indication in the margin as to what day my notes correspond to, regardless of whether it is a different book each day, or the same book being read over a few days.

Please feel free to share with your network and to adapt to suit your needs. 

As a child I would read at any opportunity, even if it was only a few lines, I would grab the book of the moment, read the few lines I had time to read and then keep going. This often occurred, much to my mothers frustration, in the morning when I should have been getting ready for school, and would conveniently forget that fact, and become absorbed in the story. I grew up with a plethora of solid Australian authors to choose from, with my two favourites being John Marsden and Morris Gleitzman. Mum introduced me to Jeffrey Archer, Wilbur Smith, Frederick Forsyth, Robert Ludlum. Eventually Timothy Zahn re-introduced fans world wide to the Star Wars universe with the release of his Heir to the Empire trilogy, which for me served as a re-ignition of a much loved saga.

Somewhere along the way, between then and now, my reading habits changed. Growing up, I was a voracious reader and would often fall asleep with an open book late at night. At some point, my habit of reading for a while before bed every night changed to a habit of reading if I had time before bed, which evolved into it being too late to read, maybe tomorrow night.  I still read, just not as often. I found that I had fallen too far behind in the release schedule of the Star Wars novels and I did not know where to start in order to catch back up. I dived into Middle Earth, reading The Hobbit, The Lord of the Rings, The Silmarillion and the various titles in the Unfinished Tales from Middle Earth series.

Then I got to university, and my reading habits changed again. I had to read. The texts that I was required to read in order to complete tasks were often written in dry and dense language that is often associated with academia, and I began to churn through three of four journal articles a day, purely for the purpose of completing the assignment. Though I (occasionally) found the various texts I was reading interesting in themselves, they often simply served to aid in the completion of an assignment. Reading for pleasure became something that I did not have time for.

I had long disdained e-books, I am not entirely sure why, other than a love of the smell of books and the feeling of holding a book and turning the page, but I had not engaged with Kindles and the like at all. I then discovered, quite accidentally, fanfiction.net and turn to it for five minute bouts of reading while I ate breakfast. I have, over the last twelve months, made a conscious effort to return to ensuring I read for pleasure. I have worked through the Magician series by Raymond E. Feist, and I have read through each of the immense books that George R.R. Martin has published thus far in the Song of Ice and Fire saga.

I was left with a dilemma. I had engaged in various avenues of ongoing professional development; attending FutureSchools in March of this year and participating semi-regularly in various education chats on Twitter however, I had not made any effort to engage with literature for professional development. Something about the nature of reading journal articles for university assignments had deadened an enjoyment of reading for professional development, and though I had skimmed a handful of journal articles, I had not engaged fully with any form of professional development through reading.

This term I am making a commitment. I purchased a copy of Invent to Learn by Gary Stager and Sylvia Libow Martinez whilst at FutureSchools, and had started to read through it on the train ride home that afternoon, yet having just been offered a temporary contract, I began to focus what spare time I had on developing a program to suit the specific role I had been assigned, and had, unfortunately, not returned to it. I also recently purchased a copy of Hacking Education by Mark Barnes and Jennifer Gonzalez, which I have not even opened. So in order to return to reading for both pleasure and for professional development, I commit to reading through a chapter a week, beginning with Invent to Learn, and using this platform to solidify my learning, the ideas and inspiration, the challenges and the professional avenues I wish to explore, as a result of the reading, with one blog article each week, beginning next week, devoted to the previous week’s reading.

Today’s professional development day opened with a session about Focus on Reading. Part of that discussion was around the drop-off in students’ engagement with reading, the so-called fourth grade slump and what we, as teachers, could do to re-excite and reengage students with reading.
There are, I believe, a number of things that we can do. Some of them are simple, and others will take a little more effort, while some will open up doors for lessons or discussions that you would be doing or having, at some point any way.

The first idea is, I think, fairly obvious. Select texts that will engage readers. You may have a text that you have been using for the last ten years with every cohort you teach. Look at retiring that text and trying something new and more contemporary. Consider the cultural context withing which that book was situated when it was published and taken up as being a quality text and ask yourself if it is still relevant. I certainly am not advocating removing all old books, just suggesting that we be more selective about the texts which we ask our students to engage with.

When doing class reading, or readers theater, encourage, strongly, the use of expression, or where appropriate, character voices. My supervising teacher whilst I was on my internship was reading The Hobbit as the class text. It was an over and above novel deliberately chosen for the complex language structure, the rich vocabulary and imagery and as something separate to all the learning that was going on, as an enjoyment read. When Gollum had dialogue, the students were required to read it in their impersonation of Gollum’s voice, as made famous by Andy Serkis in the Lord of the Rings movies. Expression and character voices can liven up the often monotone sounds of class readings.

Another option is to ban a word for a week (or a different time frame appropriate within your context). For example, I might ban the word said for a week. The word is not part of the permissible vocabulary in writing or speech for that week. This then requires a conversation about what are our alternatives – synonyms and antonyms, and understanding what the various words mean and how they can be used, and why whispered and muttered are not the same, even though they are both synonyms of said. Create a word wall, or have students create their own word wall in the back of a writing book or somewhere similarly easily accessible.

I wrote recently about using newspapers in the classroom. They are also tools that can be used to increase engagement with reading, and some of the strategies I discussed in that article will be relevant here.

I would love to hear from people about what ideas they have about how we can excite our students about reading. Please leave your suggestions in the comments section.

I have finished the theoretical part of my planning for this term, and now I am up to the practical part, the recording. The way that I will be structuring my flipped classrooms will involve a lot of reading of books for the students. Essentially, the majority of the students will be engaged with the flipped lesson (a book study) whilst I focus on a small group of students. Over the course of a few weeks, I will have seen all of my students and can then move onto the next part.

As part of getting ready to record all of the flipped lesson videos, I spent a significant amount of time in the local library, wandering amongst the bookshelves, looking for suitable titles. It was then that it struck me, how out of date I am with junior literature. I was able to pick out an assortment of books that I think will be suitable for each of my classes, but it started a train of though.

Who are the ‘go to’ authors for junior literature these days, and which books in particular are part of your core literature repertoire? I recall, growing up, that Morris Gleitzman, R.L. Stine, Mem Fox, Duncan Ball, Roald Dahl etc were considered essential reading.

If I was to pull a book from your classroom (or personal) book shelf to teach with, for any class from kindergarten to year six, what book, or which author would you be recommending, and why?

The fourth and final session of the day began after the mid-afternoon break and saw Ian Jukes speaking under the title Strategies for teaching digital learners in today’s classrooms. I was looking forward to this, as based on the title, I was expecting strategies for engaging students who were otherwise disengaged. I found Ian’s talk to be like a whirlwind; fast and furious with lots to be aware of and take in.

Ian started off by commenting that student expectations about learning are fundamentally changing the way in which we teach. There was little elucidation as to what, exactly, he meant by this, but it seems, intuitively, to be reasonably accurate when you take a cursory look at the way in which teachers are adopting, piecemeal, various technologies and new pedagogical techniques. Ian went on to comment that children are currently maturing, physically, at an earlier age, but that neurologically, they are maturing differently to how we, or any previous generation matured due to the constant digital bombardment to which children are now subjected, and that occurs mainly outside the school context.

​My generation (according to the image above which is from this article, as a 1983 baby, I’m the tail end of Generation X, or The Baby Bust generation) and those that came before me, were textual learners, wherein we learnt from the text,whether it be on the blackboard, the textbook or our own writing. Any images used in the text, were used to compliment and provide some additional information or context to the information in the text.

Those born since 2000 have grown up in an age where they are constantly bombarded by digital and visual stimuli, whether it be advertisements on TV, the internet, electronic signboards at sporting events or in the cities. These advertisements, being designed by marketers to capture attention and deliver a short and sharp message, are highly visual, with limited text. Ian posits, and I’ve read articles elsewhere to support the claim, that this has resulted in the brains of today’s students being wired differently; where they seek the bulk of the information or learning from the visual communication, and only then look to the text to get some complementary information.
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This has an impact on teaching practices, wherein teachers now need to ‘rewire’ their pedagogical techniques to account for this. A Google search using the terms Literacy crisis yields over sixty-nine million hits, with some of the excerpts seeming to echo the shift from textual to visual, but without the realisation of what has occurred. Some of these excerpts include:
 

• Literacy is not just a problem in Houston where four out of 10 ninth-graders in HISD struggle with reading…

• Britain is facing a literacy crisis which will leave nearly 1.5 million 11-year-olds unable to read properly by 2025.

• Until the cycle of low literacy is broken, the cycle of poverty will remain unbroken. The Facts. 1 in 5 Houston adults is functionally illiterate…

• In Houston, a city known for its brilliant doctors and energy executives, adults are waiting in line for classes that teach basic literacy skills…

​What the search results tell us is that as a society, we are yet to recognise the shift in our children’s communication preference, or understand why it has occurred. Ian talked about how the digital generation find it natural to communicate visually through images, as seen with the explosion of image-driven social media such as Facebook, Tumblr, Flickr, and Snapchat, amongst others, and that this change is what is driving the shift to visual expression, away from textual expression. From this, and I must point out that this is my inference, not what Ian said, the shift to preferencing visual communication over textual may be a partial explanation for the apparent ‘literacy crisis.’

This shift is also seen in the way in which the generations read. Mine, and those before me, traditionally read, and learned to read, in what is termed a z-pattern whilst the digital generation it seems are reading in what is termed an f-pattern. This has significant connotations for teachers when they are creating lesson plans and setting texts for reading etc, as the f-pattern appears to be more conducive to skimming, which Ian commented is fast “…becoming the new normal.”

Ian provided us with some strategies for leveraging this knowledge. To get students to read the full text, he said, get a real image (a real photo, not a clip art or a stock photo) and put it in the bottom right-hand corner, and rotate it so that it ‘slingshots’ the reader back to the top of the information. This is a strategy commonly utilised in advertisements, particularly for tobacco or alcohol, where they are required to put disclaimers in the advertising. These disclaimers often appear in the bottom left or right-hand corner, above or next to which is an image that ‘slingshots’ you back to the top of the ad, wherein you’ll again be exposed to the brand name, brand logo, or brand slogan.

​This can be seen in the advertisement below, where the brand name is in the middle of the image with the disclaimer, consisting of two words (live responsibly) is in small font in the bottom left-hand corner. A much larger block of text, in a large-size font sits in the right hand corner, to which the western-eye, (being that we read left to right) eye is naturally drawn, above which the rippling water catches and draws the eye in, taking you back to the image in the centre. I suspect that in those countries where reading is done right to left, that the contents of the bottom corners would be switched.

was a bit surprised by his casual dismissal of this, however, when he explained what he meant, it made perfect sense, as I have felt the same way when playing computer games.

​Ian stated that gamers’ are required to make a decision every half to one second and are punished or rewarded for those choices every seven to ten seconds. Anecdotally, as a gamer on various platforms and of a range of different genres, this sounds about right. This is the immediacy of reward and punishment – the instant gratification/punishment system. But note that there is also a significant amount of choice involved.The drop in gaming platform prices has resulted in many children owning their own gaming platform, whether it be console, PC, or mobile device. Many of these games offer instant gratification or rewards for doing certain things, and you gain trophies/points/upgrades and feedback about the achievement along the way. Gaming is certainly a vehicle for instant gratification. I currently own an Xbox 360 and love seeing the little icon pop up when I hit an ‘achievement’ in a game. Additionally, as someone who plays Bioware’s Star Wars: The Old Republic, I love the instant nature of, again, seeing the icon pop up that I’ve hit an achievement, or leveled up – instant gratification.

Gaming also encourages delayed gratification and effort. One of the games I engage with is EA Sports' FIFA, a football/soccer game. To win the various trophies and competitions within a football/soccer season takes a significant investment of time and effort, to not only play the individual matches, but to make choices about manage the team. It also requires constant decisions-making, for which I am instantly punished or rewarded (do I pass the ball this way or that, shoot or not shoot at goal, passes intercepted, or completed, shots made or saved etc). Playing Star Wars: The Old Republic also requires a massive investment in time and effort to work my way around the various worlds, complete individual missions, solve puzzles, find objects, and collaborate with other players to take on large-scale missions and high-level enemies.

All of this results in, over time, me gaining access to the highest level abilities, armour, weapons and missions. It provides delayed gratification, and finally getting to the highest level, or defeating a certain enemy that you’ve been struggling against over a period of time, and have attempted to defeat multiple times as you increase your abilities provides a huge sense of satisfaction, at finally after all this time and the choices made around tactics/weapons/abilities etc finally pay off.

So whilst yes, gaming does provide instant gratification, it also encourages effort and delayed gratification (amongst a range of other benefits, a topic which itself has been the source of much discussion. You can read one paper for gaming here) and as such digital learners are capable of, and display, delayed reward acceptance. The other aspect of gaming that is vastly different to current education systems is the feedback. Feedback in gaming is an ongoing affair, with continual feedback coming from the game as a result of choices that you make as a player. Currently, in education systems, feedback might consist of a tick, a stamp and/or a sticker in the student’s workbook, maybe a comment, maybe even a few sentences, and then the half-yearly and end of year school reports. It has been my experience, both as a student, and yes, I’ll own up to being guilty of this, as a teacher, that feedback is not often ongoing in a genuine and constructive manner, unless it is negative. A two-way dialogue is rarely engaged in, it seems.

Ian closed his presentation with a few final thoughts that tied everything together. He pointed out that students, outside of the school environment, are largely engaged and in charge of their own learning. Students then have to come to school where they have no control of influence over their learning, and that often when they ask, quite genuinely, “why do I need to know this?” and when the answer is “because it’s on the test” it only serves to further disengage them. Ian pointed out that “…digital learners are highly developed critical thinking, social people and are driven learners, it is just that they are these things in ways different to that which is currently recognised and accepted,” which alludes back to his point about the need to ‘rewire’ our pedagogical techniques and teaching practices..

Ian’s final thought was a question, which struck me as being quite a meaningful, insightful challenge to the conference delegates: “If we keep trying to force students to do what we want them to do do, when it does not work, who has the learning problem?”

I’ll stop here, as this has been a much longer article than I anticipated. My next article will be around the first session of Day Two of the FutureSchools ClassTech conference.

As always, thank you for reading, and please, leave a comment with your thoughts on the article.

​See here for the list of articles in this series.