Data analysis for structured review slide outlines

1. Data analysis for structured review

Extract from a Literacy Hub professional learning webinar.

2. Data analysis for structured review

3. Progress monitoring data

[Image: Sample filled-in progress monitoring tool for Phase 8 of the Literacy Hub’s phonics progression. Rows across the top detail what is tested in each individual part of the assessment (digraphs, decoded words, sentences, pseudo words, irregular words). The first vertical column shows names of students, the second column shows considerations (for a handful of students, not all), considerations identified include: EAL background; ASD; ear infections; DLD/ADHD; high absence; and new to school/EAL. The next rows show green, red or n/a cells, based on student result for each of the assessment components. A final column details teacher notes for each student. A row across the top of all student results shows a percentage coloured either red or green, to identify areas of class-wide success (80% or above) or areas needing further instruction (less than 80%). Arrows identify areas just above 80%, which the teacher can target for daily review to boost and consolidate student knowledge and build fluency and automatic recall. Areas identified include: word-level decoding (82%), the irregular word ‘once’ (82%), and word-level encoding (82%).

A text box in the top right-hand corner shows focus areas. Text reads:

Whole-class daily review:

  • Word-level decoding
  • Irregular word ‘once’
  • Word-level encoding.]

4. Daily review

[Image: Two elements are shown side by side: on the left is a diagram shows the Phonics instructional model, and on the right are seven Literacy Hub student resource slides.

The diagram of the Phonics instructional model is in two parts, review and explicit teaching. The review starts with phonemic awareness, which leads to grapheme level (read and spell), word level (read and spell), sentence level (read and spell). These are next to a 'You do' icon (teacher provides corrective feedback). The explicit teaching starts with phonemic awareness, and learning intention and success criteria, which lead to grapheme level (read and spell), word level (read and spell), sentence level (read and spell). These are next to an 'I do' icon and a 'We do' icon. This leads to check for understanding, which leads to either 'You do' (independent practice) or teacher focus group.

Arrows point from the Review, Word level (read and spell) section of the instructional model to the seven resources.

The first three resources have the introductory text: ‘Say these sounds with me. What’s the word? Your turn. Say the sounds. What word?’ Each of the three slides then features one highlight word for decoding and blending (signified by a series of dots and an arrow under each word from left to right). The words shown are ‘chin’, ‘sing’ and ‘shop’. The following three slides show images of three new words to be decoded: ‘ship’, ‘brush’ and ‘wing’. A final slide has the text: ‘Say the sounds … What is the word?’ The word shown is the irregular word ‘once’.]