Slide B V2
Slide C V2
Slide A V2
And onwards to writing beginning here.
Wordchain For Android IOS Child Holding 940px

But for many kids that is not enough. They also need to learn how to process words easily and fluently, and how to spell - and they get that here.

But for many kids that is not enough. They also need to learn how to process words easily and fluently, and how to spell - and they get that here.

All kids need to learn how the language works in order to read and write. Some need much more practice than others - and they get that here.

Slide B V2

It helps to have other ways to build these skills and they get that here.

It helps to have other ways to build these skills and they get that here.

It helps to have other ways to build these skills and they get that here.

Slide C V2

But for many kids that is not enough. As fragile skills develop, they need reading material that they can read, want to read, and meets their learning needs - and they get that here.

But for many kids that is not enough. As fragile skills develop, they need reading material that they can read, want to read, and meets their learning needs - and they get that here.

But for many kids that is not enough. They also need to learn how to process words easily and fluently, and how to spell - and they get that here.

But for many kids that is not enough. They also need to learn how to process words easily and fluently, and how to spell - and they get that here.

But for many kids that is not enough. As fragile skills develop, they need reading material that they can read, want to read, and meets their learning needs - and they get that here.

Slide A V2

But for many kids that is not enough. They also need to learn how to process words easily and fluently, and how to spell - and they get that here.

But for many kids that is not enough. They also need to learn how to process words easily and fluently, and how to spell - and they get that here.

But even that is not enough. The books should also teach them how to comprehend and should be a springboard for writing - and they get that here.

And onwards to writing beginning here.

And onwards to writing beginning here.

And onwards to writing beginning here.

And onwards to writing beginning here.

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In essence, Agility with Sound and Wordchain work like this.

Wordchain and the letter tile activities are about phonics and phonological awareness, leaning to think in the sounds of words, how the sequence of letters relates to pronunciation.

 Wordchain and the fluency sheets, sliders and puzzles teach students to recognise the repeating patterns in words. Know ect in in/s/ect and you know it in eff/ect/ive,  corr/ect/ly, ne/ gl/ect/ed, ad/j/ect/ive, in/sp/ect/or,  ex/p/ect/ant, con/j/ect/ure, re/j/ection and hundreds of other words. Students learn to look for those familiar patterns and then add up the components quickly. (This begins with the simplest words: d/og, l/og, f/og and progresses sequentially, starting a little beyond what a student already knows, already can do.)

The books are all for older students and are about comprehension, but with words you can read so that your attention is not soaked up by figuring out the words. How to comprehend, how to infer, is heavily scaffolded.

The writing resource is about extending comprehension further, most especially inferencing; writing about your reading in a heavily scaffolded and sequenced way, learning how to generate, evaluate and then organise thoughts and ideas into structured sentences, paragraphs and an essay.

PLD videos

I am an approved Structured Literacy PLD provider. However, I simply do not have the time to travel and have produced a series of videos instead.

I am often asked these questions. You will find the answers in these videos.

  • Why do so many students seem to decode adequately but struggle with both spelling and comprehension? What is the link? How can this be addressed?
  • How do you teach kids to make inferences?
  • These students are so far from achieving NCEA writing standards. How can their writing competence be lifted in time? (This webinar is relevant to teachers of Year 5 – 8 students as well.)
  • Direct teaching of vocabulary is essential but far from enough. What else can be done to build students’ vocabulary?
  • Managing diverse needs within a senior classroom. How can the most competent be extended in a structured literacy framework? Why does this matter?
  • How can students working at level 1 or 2 of the curriculum be advanced in a busy classroom?
  • How can the disengaged be engaged?

Video 1

How do competent students figure out and remember words, and why do so many kids not get it?

https://youtu.be/yh94DvyMYjw

Video 2

Dealing with longer words. This is where it breaks down for so many older students. What needs to happen?

https://youtu.be/RyomSwBSWF0

Video 3

Spelling makes sense, mostly. Whatever do you mean?

https://youtu.be/a0iygsRwZaw

Video 4

Comprehension, especially inferencing, is a significant problem. How do you teach kids to make inferences, to make connections and to figure out new vocabulary?

https://youtu.be/fUsNSMgwIek

Video 5

about structured writing for older students, is in production.