Demonstration of a daily review transcript
Rebecca McEwan:
Now, I'll bring us back to this instructional model that you can see on the screen now, but this time we are looking at the top section, that review section of the model. You'll notice that it's very similar in structure to the explicit teaching section because we do still have that grapheme level, word level, sentence level, with reading and spelling included in each. The difference is that this content is not new to students. This is a planned section of content that has already been taught, so your letter–sound correspondences that have already been taught.
Just to remind you, this would usually be that first part of your lesson, that's why it sits at the top of the instructional model, that you would go through before your explicit teaching section.
Now, obviously to review something, we need to have taught something. In that instructional model document, we've also included what you can see now as the flow diagram, which leads you through how to incorporate your content from your explicit teaching into your daily reviews.
https://www.literacyhub.edu.au/search/phonics-instructional-model-for-reading-and-spelling/
You can see on the diagram we have the example of the explicit teaching in Lesson 1 as being f says /f/. Then as we move along, that gets transferred into the next lesson’s daily review.
To begin with, on the second day in your cycle, you are starting by reviewing f says /f/, and potentially words and sentences that go along with that, and then moving into your explicit teach, which on our example is c says /k/.
So, flowing along again, we see that the review for Lesson 3 in your cycle is a review of f says /f/ and c says /k/, and those words and sentences associated, reading and spelling, before moving into a new part of content, b says /b/, in your explicit teach.
Again, the final box there that you can see on the right in orange shows that our daily review following that covers all three of those letter–sound correspondences before we would move into some explicit teaching as well.
Definitely go back and take a look at that diagram to get your head around the flow of how this can work together.
We need to think about when we drop content out of the review, because obviously we can't just keep growing it and growing it, we'll have no time for the explicit teach. What you are looking for is your students' automaticity. Are they becoming fluent in using those letter–sound correspondences at the word level, at the sentence level? When they are and you're seeing that transfer in class, that's when it's giving you an indication that that can drop out of your daily review. Of course, it'll still be incorporated in some of the words and sentences, we're not forgetting it, but it's not the focus of the review anymore.
Similarly, you can bring back older content into your daily review. If you notice that your students in their bookwork or in the classroom, you're noticing that there is a misconception that is starting to crop up, or some students are making a consistent mistake, then you can bring back that letter–sound correspondence into your daily review to see whether it is just a review that's needed. If that's still tricky, we go back to our explicit teaching for that as well.
So, lots to take in. Definitely go back and check out the diagrams to support you.
As we go through our daily review example, we have four key takeaways for you. Those takeaways are, firstly, that it does follow the same structure in terms of grapheme level, word level, sentence level, and both reading and spelling skills in each of those, so similar to explicit teaching section. The difference that you'll notice, or differences that you'll notice, is the increased pace. Because we are reviewing, it's not new, we're building automaticity and fluency, we're speeding things up.
You'll also notice that there's a lot more student talk and student work in this rather than the teacher talk. While in explicit teaching there's a lot of the I do, We do, but in this section because it's review, it's practice, there's a lot more emphasis on You do. So I'm prompting, students are applying. That said, it's still my job to give immediate corrective feedback as needed. I can stop and take students back through an I do, We do if there's a misconception that I notice during the session.
Now for the slides that we’ll show for daily review. Again, this example is included in your handouts, and we'll send a link in the chat. Let's take a look at a daily review.
https://www.literacyhub.edu.au/search/daily-review-example/
This example has s, a, t, p, i, n, m, e, h; some of those early phases from our progression. We start with a letter–sound review, this is the reading side of grapheme level.
Elaine Stanley:
I'll be the student this time.
Rebecca McEwan:
Oh yes, sorry. I should mention that, shouldn't I? I get to sit in the teacher's seat this time. Here we go.
Teacher:
What sound?
Student:
/p/.
Teacher:
What sound?
Student:
/h/.
Teacher:
What sound?
Student:
/s/.
Teacher:
What sound?
Student:
/m/.
Teacher:
Okay. I noticed some students putting their lips together. For this letter, n, we have our tongue behind our teeth and our mouth open. Watch my mouth, n says /n/. Do it with me.
Teacher and student:
/n/.
Teacher:
What sound?
Student:
/n/.
Teacher:
What sound?
Student:
/a/.
Teacher:
What sound?
Student:
/t/.
Rebecca McEwan:
We'd continue through some more slides; you can see how quickly we move through those. We're making sure that we're covering all of those letters that we've included for focus, with some repetitions on ones that we think our students need more of.
Now we're at the grapheme level for spelling. I'll say the sounds, the students will write them on their board. Here we go.
Teacher:
Your first sound is /i/.
Student:
/i/ [while writing].
Teacher:
Your next sound is /s/.
Student:
/s/ [while writing].
Teacher:
Your next sound is /a/.
Student:
/a/ [while writing].
Teacher:
Alex, we're going to try your ‘a’ again together. ‘a’ says /a/. Watch me on your board.
Now try one for you. This way, this way. Around, up, down. Fantastic. Okay. Can everyone chin their boards, looking for correct formation? Beautiful.
Your next sound is... Look at my lips, /n/.
Student:
/n/ [while writing].
Teacher:
Your next sound is /t/.
Student:
/t/ [while writing].
Teacher:
Your next sound is /m/. m says /m/.
Student:
/m/ [while writing].
Teacher:
Your next sound is /h/.
Student:
/h/ [while writing].
Teacher:
Just make sure you have a long stick on your h. Start at the top, down, over the hill. Great. And chin it. Some nice long sticks on our h’s. Fantastic. Two hills on those m’s.
We'll write two more sounds. Your next sound is /e/.
Student:
/e/ [while writing].
Teacher:
And your last sound is /p/.
Student:
/p/ [while writing].
Teacher:
Chin it. Again, some nice long sticks on those letter p's for /p/. And wipe it, then park your textas.
The next section of the review, we're moving into that word-level section, and we're going to sound out some words. You'll see from the prompt on the screen that this time we're saying each sound, then reading the word. Here we go.
Student:
/a/, /t/, at.
/p/, /i/, /p/, pip.
/s/, /i/, /t/, sit.
Rebecca McEwan:
Again, we'd continue with some more words to give lots of practice and repetition and to include all of those sounds that we're focusing on.
Teacher:
Now we're going to read those words fluently. So again, you'll see the prompt on the screen has changed slightly, and we're just going to read from left to right.
Here we go. Reading for fluency. Look at the words from left to right.
Student:
At, pip, sit, ant.
Rebecca McEwan:
We have some more words. As the teacher, I’m monitoring, I’m looking at lips, I’m listening out. I’m really focusing on those students who I think might have some trouble, to make sure I really understand what they are and aren’t able to do.
Teacher:
Now we're up to word-level spelling. Let's get ready to write. Are your textas ready? Fantastic. Listen carefully. I expect to see word stretches and finger spelling. Your first word is hit. Say the word.
Student:
Hit. Hit, hit. /h/, /i/, /t/ [while writing].
Teacher:
Chin it. All right. Your next word is pet.
Student:
Pet. Pet, pet. /p/, /e/, /t/ [while writing].
Teacher:
I'm seeing some people write the word pit. Listen to the middle sound. /p/, /e/, /t/, pet. My lips are stretched wide in the middle. Pet, e says /e/. Fix it if you need to, and chin it. Fantastic.
Rebecca McEwan:
Again, we'd go through some more words. I'm giving corrective feedback as we go and including all of those letters and sounds that we're focusing on.
Teacher:
We're still in the words section. We're going to look at the irregular words that we've been focusing on from our progression. Say the sounds.
Student:
/th/, /e/.
Teacher:
What is the word?
Student:
The.
Teacher:
Say the sounds.
Student:
/i/, /s/.
Teacher:
What is the word?
Student:
Is.
Teacher:
We're going to practise writing, spelling those irregular words now.
Rebecca McEwan:
We'd usually do it for both the words, but we'll just do it for one today for time's sake.
Teacher:
The word is going to be ‘is’. Your word to write down is ‘is’. Say the sounds.
Student:
/i/, /s/.
Teacher:
Draw your sound lines.
Student:
/i/, /s/.
Teacher:
Chin it. Okay. Add the letters.
Student:
/i/, /s/.
Teacher:
Circle the irregular part for us. I'm checking everybody's understanding that. All right. Spell the word and write it on your board.
Student:
/i/, /s/, is.
Teacher:
Spelling with the letter names.
Student:
i, s, spells ‘is’.
Teacher:
Chin it. Fantastic.
We're moving on to sentence-level reading. Let's read together.
Rebecca McEwan:
Again, we can use the gesture of the hand up for sounding out and I'll lead my students to read through the sentence together. I'm looking at lips, I'm looking at eyes, to make sure all the students are really participating actively.
Student:
/p/, /a/, /t/, pat, pat, /s/, /a/, /t/, sat, pat sat in the, /p/, /a/, /n/, pan, pan. Pat sat in the pan.
Teacher:
Fantastic.
Rebecca McEwan:
Again, we have some more examples within the example daily review that you can use with your lesson. There is a slide at the end of that sentence-level reading point with the three sentences to again prompt for some focus on fluency.
Sentence level, and we're up to writing. I'm going to dictate a sentence. Again, this is a really rich opportunity for differentiation in your session. I'll demonstrate some of that as we go as well with some other students that I'm imagining are in this class.
Teacher:
Your sentence today is, Pat is ten. Oh, he must have just had a birthday. Pat is ten. When we write a sentence, we remember...? Elaine?
Student:
Capital letter at the start, finger spaces, full stop at the end.
Teacher:
Great. Pat is ten. Say it for me.
Student:
Pat is ten.
Teacher:
Don't forget those word stretches, finger spelling. I want to see everyone doing their very best.
Alex and Tam, just wait for me.
Alex, I'd like you to write the letter ‘a’ across your board three times, as you write it ‘a’ says /a/. Your formation is around, up, down. Check your letter strip if you need to remember where to start and end.
Tam, great job. We're going to practise a word with the /e/ sound in the middle. e says /e/. Your word is ten. Listen carefully to the middle sound. Which letter makes the /e/ sound? e, that's right, and it's up on your letter strip.
Ange, you're ready for a second sentence. Your second sentence is, He has a list. He must be making a list of present wishes for his birthday. He has a list. Four sounds in list, four letters in list.
Rebecca McEwan:
I'm checking as everyone's finishing and when I see that we are ready –
Teacher:
Everybody chin your board. Pat is ten. I do hope he enjoyed his birthday. Fantastic. You can also check your work on the board. Make sure yours is the same. Once you have, you can cap it, wipe it, park your things.
Rebecca McEwan:
At this stage I'll usually prompt my students to go and have a drink break or a turn and talk. They've been working really hard, so it's a good opportunity for them to just have a moment to digest and to have a little break before we move into that explicit teach section, as Elaine demonstrated for us, that introducing of new content.
That brings us to the end of our daily review section.