2.What do you notice about the teaching of the Big Six in the handbook? (Oral language, Phonics, Phonological Awareness, Vocabulary, Fluency, Comprehension)

3.What are teachers doing before during and after?

2. The big 6 all relate to one another and should be taught for complete understanding of the word. They are required for active recall and recognition of the word. All play a role in the development of print literacy and spoke language.

3. Before:

   Teacher has a discussion about the meaning of the word (apply to everyday life and make it relevant to the child). e.g. Where do we sit? How do you sit? Teacher demonstrates the word in different tenses and joined with different pronouns.

   Check that student is phonologically aware of the word and its sounds. Check for syllable, rhyming, substitution and deletion awareness.

   Reading the word - sounding it out as individual graphemes and as a whole word.

   After -

   Write, read and draw the word. Revising over the components of the word and what it means. Checking for understanding and ability to recognise the word (encode and decode)

before:

-Revise the letter-sounds

- Teach the blending of letter-sounds in regular words

-Teach the high frequency words (words that the student will not be able to sound out)

during:

practise writing, saying and spelling/ vocabulary

develop fluency, the student needs to re-read the same book multiple times

-When finished, the student needs to re-read the whole book and practise reading the same book until they can read at a steady pace with minimal sounding out

after:

-Making connections - questions and discussion

2. To promote fluency, the teacher requests the students to sound-out and read the given words multiple times to cement understanding and enhance their overall oral/ print literacy. This also helps the students blend out the sounds, separating them from individual sounds to an actual word, promoting comprehension.

3. Before, the teachers ask the students to participate in practice activities. During the activity, the teacher will request for the student to repeat the words multiple times; blending the sounds of each unknown word in the sentence, identifying and reading high frequency words, re-reading the sentence from the beginning, and discussing the meaning of the sentence. Afterwards, the teacher will request the student to re-read the book until they are at an optimal level of understanding and demonstrating their knowledge. They will also ask questions to the student to discuss in further detail. The questions become personal, linking the word to their life.

   
   

2. The big six are taught to the students in a way that blends into each other. The phonics, phonological awareness blend into oral language, vocabulary and fluency which then blends into comprehension. It is a very straight forward and simple method to help teach students the big six without over complicating it.

3. Before: Practising letters/sounds, Practising blending sounds, Practising high frequency words (words students will not be able to sound out), Discuss the meaning of some words we will see in the book.

During: Reading the story with the students, Identifying the letters we practised s/a/t/I/p/n/c/k/Ck/e/h/r/m/d, Identifying the blending sounds we practised e.g. had, ken, did, sip, kick, skid, drink, helmet, Identifying high frequency words we practised e.g the, was, he, of, a, his. Asking the meaning to the words we already know

After: Making connections- asking questions and discussing (all questions are available within the book), Identifying new high frequency words, Having the students re-read the book by themselves and practise reading the book until they can read at steady pace with minimum sounding out.