Precorrecting reminds students of the expected behaviours before they are expected to use them. Experienced teachers precorrect often, doing more of it when routines are new to students or if students have started to slip in their adherence to routines. Precorrects are far more effective than correcting during teaching time. However, both are necessary. Effective precorrects are straight to the point.
(Refer to Teachers’ Manual for directions)
The class uses multisensory gestures to recall the definitions of morphemes. There are suggested gestures on our morphology card decks; however, you will notice that this group have slightly different gestures. This is fine, as the ones on the cards are merely suggestions. If students come up with their own, or variations on the ones on the cards, this is great! Remember that the gestures may need to change when these students move to their next year level! Remember that the gestures trigger the recall of the worded definitions that should remain the same, so differences in gestures shouldn’t give students\ too much trouble as long as the definitions stay the same.
Notice the responses to the suffixes:
Christie and the students name the letters that spell the suffixes instead of reading the suffixes. This is deliberate because the suffix -ed makes three sounds. It is more reliable to spell the suffixes because of this.
The prefixes and roots, however, are read by the students.
As part of the choral response, the roots and affixes are also named ‘root words’, ‘prefixes’, or ‘suffixes’.
Christie chorally responds with the students for most of the review deck but occasionally doesn’t so that she can listen to the students. She also continually scans the class, checking participation and keeping more of an eye on students who are more likely to fall out of routine. When students stop, the teacher can quickly cue the student:
Upon completion of the drill, Christie then gives feedback to the group:
Then.
Download complete masterclass notes as a PDF
Download complete masterclass notes as a PDF
In this edition:
Assessment: There’s tests and then there’s tests! …
The difference between assessing reading and spelling…
New Assessments on the platform…
Pure sounds are crucial to forming accurate mental representations of speech sounds (phonemes). Most of us have taught from programs that are a little sloppy on phoneme pronunciation and have formed not-so-great pronunciations. This video covers some of the trickier phonemes and their pronunciations in Playberry Laser T1-2. Some schools use this video in staff meetings to get sounds pure and have a good laugh at each other! Some teachers show this to students, and some even send it home to parents.
In this edition:
Additive Blending in Phase 1 …
Teaching Heart Words Well …
2025 Training Dates …
Phase 0 Has Lift-Off! …
Lesson Videos ….
We Have a How-to Section
Watch Bill Teach a Tier 2 intervention Group Lesson.
Playberry Laser has freed teachers from having to create materials so they can get on with the job of teaching. This has a downside. When teachers are provided with materials, they miss the learning that comes with designing the instructional materials and because of this, miss important learning about ‘why’ of the ‘how’ we ask them to teach. This places a huge importance on leaders to know how the materials are to be used and to set up cycles of observation and feedback with teachers.
Leaders, where is where your schools need you to get brave!
We acknowledge and pay respect to the past, present and future Traditional Custodians and Elders of this nation and the continuation of cultural, spiritual and educational practices of Aboriginal and Torres Strait Islander peoples.
