Will comprehension increase if the opportunity to focus and notice
syllables and sounds are provided?
I want my students to see that learning used in one area can be transferred to another if I help them make links with vocabulary, instruction and strategy.
How I changed my teaching practice was by increasing the time I spend on phonics and how I approached the teaching format.
I introduced a puppet that the students named 'Blippy', this assisted in the process of see, say, do. I built on the learners prior knowledge and increased teacher modelling - repeat back to me - check and using phrases to make connections with the students comprehension.
Spelling banks has been a fun way to increase the learners word knowledge and comprehension - the students get to write as many words as they know in a certain time, they get points if the words are correct as well as if they have sounded out the words and have some letters correct. This has become a peer competition game that they support and scaffold each other in.
From assessments I can see the shifts in both reading and spelling, this shows me that the focus of my Teacher Inquiry has been beneficial and with the planning and teaching changes I made are justified and shown in the data.
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| Running records |
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| Spelling assessment |
I will continue to reflect on my teaching practices and teach authentic contexts that the students can connect with.
The biggest change in my practice is recognising when and where the opportunities for explicit teaching are within a lesson.
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