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eLr - What's New 2023 | |||
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This month we added further to the major revision and expansion of the "Prefixes and Suffixes" subsection in "Reading and Spelling - Later Skills" begun last month. The now named "Morphology" section will eventually include tasks focusing further on roots and word bases as well. Prefixes and suffixes are now comprehensively categorised into 4 levels roughly corresponding to the frequency of usage with subsections for each level as follows:
Forty-eight new tasks were added this month so that "Level 1" is now completed, as are most tasks for "Prefixes" in "Level 2". We'll continue to extend the coverage over the next few months.
These activities encourage the student to identify the morphemes in each word and discuss meaning, with the ultimate aim of developing fluent word reading and accurate spelling. A range of models (WordSound Buttons, WordSplits, WordSearch, SmileyMan and ConnectWords) have been used to provide for variety and repetition. The WordSplits model also includes an example sentence for each word to facillitate discussion of the usage of target words.
This month we have started a major revision and expansion of the "Prefixes and Suffixes" subsection in "Reading and Spelling - Later Skills". The subsection has been renamed "Morphology" and will eventually include tasks focusing further on roots and word bases as well. The prefixes and suffixes are now comprehensively categorised into 4 levels roughly corresponding to the frequency of usage with subsections for each level as follows:
Currently only "Level 1" contains "Prefix" and "Suffix" tasks for all its indicated items, with 48 new tasks and 15 from the 80 tasks previously included in the this section. The remainder of those previous tasks are located in the higher levels where each belongs. We'll extend the coverage over the next few months.
These activities encourage the student to identify the morphemes in each word and discuss meaning, with the ultimate aim of developing fluent word reading and accurate spelling. A range of models (WordSound Buttons, WordSplits, WordSearch, SmileyMan and ConnectWords) have been used to provide for variety and repetition
This month we have added six tasks to the "Reading and Spelling - Early Skills" section in the subsection called "Consonant sounds - Short consonant sounds". These new tasks add coverage to the "/k/" sound for words such as "acquire" and "racquet" that use the letters "cq" for that sound. We'd previously only had words using the "qu" combination such as "queen" and "square" in this subsection. Although few in number, these additional variants are useful in cases where explicit teaching around the /k/ sound is required.
A range of models (activities) are used in this and related subsections. The WordSound Buttons and WordSearch models encourage the student to sound out and blend the sounds to read each word; LookThenCover and SmileyMan support the student's ability to recall spelling patterns; and MemoryWords and ConnectWords provide a fun way to consolidate automatic recognition of previously decoded words (sight words).
This month we have added a second and third "Placement task" in the subsection called "SSP nonword assessments" in the "Systematic synthetic phonics" section of "Reading & Spelling - Early Skills".
As with the first task added last month, the new tasks are comprised of 36 unique, legal nonwords sampling decoding skill across all the 10 levels available in the Progress monitoring section. These placement tasks may be used prior to commencement of intervention to establish the level of grapheme-phoneme knowledge to identify the starting point for intervention, or as an overall review of progress. If used as a placement assessment, use of the SSP Progress Monitoring assessments at each level will provide a more detailed baseline.
The tasks use the model SingleWord Slideshow which is a simple activity for displaying/reading a single word at a time. Each item (nonword in these tasks) appears on the screen and the client attempts to decode and read it. To move between items, click the [Forward] or [Back] buttons. The clinician/helper provides appropriate verbal response and records results as necessary. We have placed response forms, and printable sets of the stimulus items, to facilitate delivery of these assessments at www.elr.com.au/links/NLBHY
The items selected for all these tasks are drawn from the ARC Nonword Database www.elr.com.au/links/CVFJB, and are single-syllable, "legal" nonwords; that is, the spelling patterns are consistent with the English orthography (for example, "ck" never appears at the start of a word).
This month we have added a new "Placement task", and moved all 48 of the recently added "Progress monitoring" assessment tasks, to a new subsection called "SSP nonword assessments" in the "Systematic synthetic phonics" section of "Reading & Spelling - Early Skills".
This placement task may be used prior to commencement of intervention to establish the level of grapheme-phoneme knowledge; thus identifying the starting point for intervention. Following a placement assessment, use of the SSP Progress Monitoring assessments will provide a more detailed baseline at that level. For example, if the results of the placement test suggest that the student has mastered the first three levels but struggles at level 4, administration of set 1 of the level 4 progress monitoring nonword assessments will provide more precise information of grapheme-phoneme knowledge at level 4. After a couple of weeks of intervention, administration of Level 4 set 2 nonword assessment provides feedback about response to intervention.
The tasks use the model SingleWord Slideshow which is a simple activity for displaying/reading a single word at a time. Each item (nonword in these tasks) appears on the screen and the client attempts to decode and read it. To move between items, click the [Forward] or [Back] buttons. The clinician/helper provides appropriate verbal response and records results as necessary. We have placed response forms, and printable sets of the stimulus items, to facilitate delivery of these assessments at www.elr.com.au/links/NLBHY
The items selected for all these tasks are drawn from the ARC Nonword Database www.elr.com.au/links/CVFJB, and are single-syllable, "legal" nonwords; that is, the spelling patterns are consistent with the English orthography (for example, "ck" never appears at the start of a word).
This month we've added a final 5 "Progress monitoring" tasks in the "Alternative spellings" subsection of "Reading & Spelling - Early Skills - Systematic synthetic phonics". The new tasks are for the graphemes "ow(cow), ir|ur, ew, au|aw" in nonwords such as "cowt, birm, hurp, fewp, chaut and chawn" All these "Progress monitoring" tasks are intended to provide a quick and simple nonword reading assessment/review of phoneme-grapheme knowledge and accurate decoding for the following groupings:
The tasks use the model SingleWord Slideshow which is a simple activity for displaying/reading a single word at a time. Each item (nonword in these tasks) appears on the screen and the client attempts to decode and read it. To move between items, click the [Forward] or [Back] buttons. The clinician/helper provides appropriate verbal response and records results as necessary.
The nonwords selected for these SSP "Progress monitoring" tasks are drawn from the ARC Nonword Database https://www.elr.com.au/links/CVFJB, and are "legal" nonwords; that is the spelling patterns are consistent with the English orthography (for example, "ck" never appears at the start of a word). We have placed PDF response forms to facilitate delivery of these assessments at www.elr.com.au/links/NLBHY
This month we've added 5 new "Progress monitoring" tasks in the "Alternative spellings" subsection of "Reading & Spelling - Early Skills - Systematic synthetic phonics". This follows the addition of 38 such tasks over the last few months in this and the "Common spelling of the main sounds" sections. All these tasks are intended to provide a quick and simple nonword reading assessment/review of phoneme-grapheme knowledge and accurate decoding.
The items selected for all these tasks are drawn from the ARC Nonword Database https://www.elr.com.au/links/CVFJB, and are single-syllable, "legal" nonwords; that is the spelling patterns are consistent with the English orthography (for example, "ck" never appears at the start of a word). The new tasks are for the graphemes "ay|ey, oy, ea(dream), igh" in nonwords such as "snay, chey, gloy, crean, and shright".
The tasks use the model SingleWord Slideshow which is a simple activity for displaying/reading a single word at a time. Each item (nonword in these tasks) appears on the screen and the client attempts to decode and read it. To move between items, click the [Forward] or [Back] buttons. The clinician/helper provides appropriate verbal response and records results as necessary. We have placed response forms, and printable sets of the stimulus items, to facilitate delivery of these assessments at www.elr.com.au/links/NLBHY
This month we've added 5 new "Progress monitoring" tasks in the "Alternative spellings" subsection of "Reading & Spelling - Early Skills - Systematic synthetic phonics". This follows the addition of 33 such tasks over the last few months in the "Common spelling of the main sounds" sections. All these tasks are intended to provide a quick and simple nonword reading assessment/review of phoneme-grapheme knowledge and accurate decoding.
The items selected for all these tasks are drawn from the ARC Nonword Database https://www.elr.com.au/links/CVFJB, and are single-syllable, "legal" nonwords; that is the spelling patterns are consistent with the English orthography (for example, "ck" never appears at the start of a word). The new tasks are for the "e-rule" graphemes found in words ending with "a-e, e-e, i-e, o-e and u-e" such as "dake, zeme, tive, boke, and fune".
The tasks use the model SingleWord Slideshow which is a simple activity for displaying/reading a single word at a time. Each item (nonword in these tasks) appears on the screen and the client attempts to decode and read it. To move between items, click the [Forward] or [Back] buttons. The clinician/helper provides appropriate verbal response and records results as necessary. We have placed response forms, and printable sets of the stimulus items, to facilitate delivery of these assessments at www.elr.com.au/links/NLBHY
This month we've added 2 new levels with 10 tasks in the "Progress monitoring" tool we introduced recently. This tool is to provide a quick and simple assessment/review of SSP phonics skills and uses only nonwords because the aim is monitor progress of letter-sound knowledge and decoding accuracy. You can find it in "Reading & Spelling - Early Skills" in the subsection "Systematic synthetic phonics - Common spelling of the main sounds" which is now completed, and in future we'll be working on adding similar such assessment tasks for the "Alternative spellings" subsection.
The nonwords selected for these SSP "Progress monitoring" tasks are drawn from the ARC Nonword Database https://www.elr.com.au/links/CVFJB, and are "legal" nonwords; that is the spelling patterns are consistent with the English orthography (for example, "ck" never appears at the start of a word). There are now monitoring tasks for all the common graphemes: "s, a, t, p, i, n", "c|k|ck, e, h, r, m, d'", "g, o, u, l, f, b", "ai, j, oa, ie, ee, or", "z, w, ng, v, oo(room)", "y, x, sh, ch, th", and "qu, ou, oi, ue, er, ar".
All these new tasks use the model SingleWord Slideshow which is a simple activity for displaying/reading a single word at a time. Each item (word or nonword) appears on the screen and the client attempts to decode and read it. To move between words, click the [Forward] or [Back] buttons. The clinician/helper provides appropriate verbal response and records results as necessary. We have placed PDF response forms to facilitate delivery of these assessments at www.elr.com.au/links/NLBHY
This month we've added a new level with 5 tasks in the "Progress monitoring" tool we introduced recently. This tool is to provide a quick and simple assessment/review of SSP phonics skills and uses only nonwords because the aim is monitor progress of letter-sound knowledge and decoding accuracy. You can find it in "Reading & Spelling - Early Skills" in the subsection "Systematic synthetic phonics - Common spelling of the main sounds". In subsequent updates, we'll continue to add similar such assessment tasks for the rest of this area.
The nonwords selected for these SSP "Progress monitoring" tasks are drawn from the ARC Nonword Database https://www.elr.com.au/links/CVFJB, and are "legal" nonwords; that is the spelling patterns are consistent with the English orthography (for example, "ck" never appears at the start of a word). The new level this month covers the graphemes "z, w, ng, v, oo(room)" adding to the previous levels "s, a, t, p, i, n", "c|k|ck, e, h, r, m, d'", "g, o, u, l, f, b" and "ai, j, oa, ie, ee, or".
All these new tasks use the model SingleWord Slideshow which is a simple activity for displaying/reading a single word at a time. Each item (word or nonword) appears on the screen and the client attempts to decode and read it. To move between words, click the [Forward] or [Back] buttons. The clinician/helper provides appropriate verbal response and records results as necessary. We have placed response forms to facilitate delivery of these assessments at www.elr.com.au/links/NLBHY
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