SHARPREADING COURSE BOOK - THE STRUGGLING OLDER READER "SEVENPLUS AND THE 5 BITS"
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SharpReading Course Book
The Struggling Older Reader
“SevenPlus and the 5 Bits”
Hilton Ayrey & Chuck Marriott
www.sharpreading.com
sharpreading@icloud.com
March 2019
Co-Writers of SharpReading
Hilton Ayrey
* 18 years classroom teaching in New Zealand
* 10 years tutor at New Zealand Graduate School of Education
* 8 years as an independent consultant overseeing the
implementation of SharpReading in schools in New Zealand,
Australia, Hong Kong and China
Brian Parker
* 15 years classroom teaching in New Zealand and Japan
* 2 years tutor at New Zealand Graduate School of Education
* 8 years as an independent consultant overseeing the
implementation of SharpReading in schools in New Zealand,
Australia, Hong Kong and China
Writer of SevenPlus
Chuck Marriott
* 17 years classroom teaching in New Zealand
* 1 year Reading Recovery Teacher Trainer
* 3 years managing director of private tutoring company
* 15 years Resource Teacher of Literacy
* 6 years Australasian Director of AVAILLL
COPYRIGHT - The fine Print
The materials in this manual are provided for the sole use of participants who have attended a
SharpReading “Struggling Older Reader” workshop or who have purchased “The Struggling Older
Reader ONLiNE’. Any unauthorised copying of this publication is strictly prohibited.
All work(s), products, trade secrets, copyright, know-how and other intellectual and proprietary rights
demonstrated, communicated or presented here is owned by SharpReading and at all times shall remain the sole
and exclusive property of SharpReading and is protected by New Zealand and international patent laws.
SIMPLY PUT - you can’t copy, record, reproduce or use our material outside of your licence agreement and you
cannot sell or exploit it.
MORAL RIGHTS - The Fine Print
SharpReading fully asserts all moral rights over all work(s), which means any interference with that work which
offends the honour or reputation of the creator is prohibited.
Our ‘Solution’
SevenPLUS
(An Intervention)
and
The 5 Bits
(A transition back into Guided Reading)
Where does it all fit?
What the experts say
What we suggest
Thinking)
Cracking)) Critically)
Constructing)
the)Code) Meaning) Constructing)
Meaning)
Thinking) Decoding)
Critically)
© SharpReading March 2019 3 www.sharpreading.com
Guiding Principles
(Points of Difference)
For SevenPLUS students
• This is NOT Guided Reading. The purpose is different.
The learning is dense and concentrated
• Improvement doesn’t come from working harder at scaffolding
the meaning
• We need to work at the word level
- how words work
- word and subword analysis
- what the words mean
• Use short pieces of text
• Work on ‘hard’ text (90-94% accuracy)
• BUT the reading should never sound hard
• YOU HAVE TO STICK WITH THE ROUTINE
What is the Focus
FLUENCY - the bridge between decoding and comprehension
• IMPRESS and Repeated Reading
VOCABULARY
• Providing students with rich opportunities which they don’t normally
access in reading instruction
DECODING STRATEGIES
• Teaching Syllabification is a HUGE benefit
• Ongoing development of the student’s knowledge of chunks
This is where the explicit instruction takes place.
© SharpReading March 2019 4 www.sharpreading.com
What is SevenPlus?
• A teaching Intervention
- not meant to be an ongoing Guided Reading routine
• 8-10 weeks duration
• 15-20 minutes per lesson
• Small groups - Perfect for 1-on-1
Who does it work for?
• 8-13 year olds
• Students 2+ years behind chronological age OR the student who is
starting to slip behind.
• Students with a reasonable understanding of letter sound
relationships - they need to be starting to decode more complex
words.
• Not students with severe learning difficulties
© SharpReading March 2019 5 www.sharpreading.com
UNIT 1: Getting Started
Identifying the Students
BURT Word test is a good screening procedure
Typically students with a score between 35 and 50 (BURT Reading Age 7-8)
ACCURACY (Running Record)
Using InfoBytes Screening
Assessment helps identify
an appropriate starting point
if you are going to be using
InfoBytes and StoryBytes.
Work on text that students
can read at 90-94% accuracy.
Student A
RA 7-8 (Level 1) 98%
RA 8.5-9 (Level 3) 92%
RA 10-12 (Level 5) 83%
5 of these grading texts are supplied
© SharpReading March 2019 6 www.sharpreading.com
UNIT 1: Getting Started
SevenPlus - Choosing appropriate text
Text needs to be carefully chosen
Not visually overwhelming for the reader
Easily divided into small paragraphs for daily lessons
InfoBytes and StoryBytes for SevenPlus provide you with extra formatting
for these lessons - separate lists of the difficult words and these words are
highlighted in the text.
As part of your workshop fee you get 10 InfoBytes at Levels 1, 3, 5
PLUS 10 StoryBytes at Level 1and 5 at Level 5
SPECIAL NOTE: It is critical that groups are homogenous in ability and learning goals.
© SharpReading March 2019 7 www.sharpreading.com
UNIT 2: SevenPlus
Where do I start?
1. Teach the ‘Find the Syllables’ Rule
* Find the first vowel
* Find the next letter that is not a vowel
* Draw a line after that letter
* Find the next vowel ….
2. CHUNKS - Once the rule has been established introduce chunks
as is appropriate to the needs of the learner.
Have a go at the syllabification rule with these lists
1. suddenly 6. nervous
2. inquisitive 7. wandered
3. numbers 8. colourful
4. counter 9. multiply
5. valley 10. movies
11. wrapped 16. bobbing
12. rescued 17. controlled
13. strangest 18. helicopter
14. fearless 19. propellers
15. consequences 20. frustrated
21. patiently 26. gathered
22. diligently 27. standing
23. bewildered 28. backwards
24. seriously 29. lonely
25. stared 30. weather
© SharpReading March 2019 8 www.sharpreading.com
UNIT 2: SevenPlus
The Need for a Routine
Effective Teaching and Learning
Explain
Model
Guided Practice
Independent Practice
Fluency
With a STRUCTURED, REPETITIVE ROUTINE based on
Explain, Model, Guided Practice, Independent Practice, Fluency
The learner
• Is freed up to dedicate ALL of their cognitive energy to strategy
practice
• Knows exactly what is coming next - no surprises
• Knows what the expectation is
• Gets used to SUCCESS
• With reduced anxiety participation increases
The teacher has the opportunity to monitor the skill level
© SharpReading March 2019 9 www.sharpreading.com
UNIT 2: The Routine
SevenPlus Teacher Script
”Warm-Up” - Fluency Practice
[Use IMPRESS method and cover card]
a. READ ALOUD TOGETHER the paragraph from the previous lesson.
”Something New” - Explicit Teaching (Decoding)
[Use small whiteboard, modelling book, piece of paper]
b. EXPLAIN today’s Learning Outcome and how it will help.
(Initially “Find the Syllables”, later appropriate chunks)
c. MODEL today’s Learning Outcome using ‘Thinking Aloud’.
(eg Find the Syllables - vowel, not a vowel, draw a line)
d. GUIDED PRACTICE of today’s Learning Outcome (eg Find the syllables)
e. READ the words together.
f. “What are we working on? How will it help us?
“Look for the Bits You Know” - Independent Practice
[Hand-out list of 'difficult' words from today's new passage]
TEACHER CHECK:
g. “Circle the words you know without having to work them out.”
h. RANDOM CHECK to see whether they do ‘know’ the words.
INDEPENDENT PRACTICE:
i. FIND syllables in the list
Later … students also underline chunks they know in list words.
j. READ the syllables - “Say the syllables, Speed it up, Say the word”
k. STUDENTS READ ALOUD each word on the list.
“Give Me A Sentence” - Vocabulary Practice
l. “Give me a sentence (orally) for the word….” (do all words on the list)
- If the word is unfamiliar, teacher provides a model, students have a go
- If the meaning of the word is NOT clear from sentence prompt for more
“Three Readings” - Fluency Practice
First Reading
m. TEACHER READS ALOUD - STUDENTS FOLLOW ALONG
[Teacher monitors - pause to allow catch-up if necessary]
Second Reading
n. TEACHER and STUDENTS READ ALOUD
[Use IMPRESS at the pace of the least able student - monitor carefully]
Third Reading
o. STUDENTS READ ALOUD
[Teacher joins in to support as required]
”Wrap-Up” - Reviewing Progress
p. “What have we been working on? Why?”
q. “Are you getting better at this? How do you know?”
r. FEEDBACK to students (about LO or any aspect of the routine)
s. “Next lesson we will…”
Follow-Up Activity - optional
Assign an appropriate follow-up activity (see examples)
© SharpReading March 2019 10 www.sharpreading.comUNIT 2: SevenPlus
Record your ‘Lightbulb Moments’
The SevenPlus Routine PURPOSE
Warm-Up
Something New
Look for the Bits You Know
Give Me A Sentence
Three Readings
Wrap-Up
Follow-Up Activity
© SharpReading March 2019 11 www.sharpreading.comUNIT 2: SevenPlus
The Routine - Additional Notes
“Warm-up” - Re-Read text from previous lesson
PURPOSE: To provide a further opportunity for repeated reading of the text covered in the
previous lesson.
ROUTINE: Read aloud together, continuing to use the IMPRESS method (read slightly quicker
than the MIDDLE student pulling them through the text). Monitor carefully their attempts. Vary
your speed according to their speed. Allow slight pauses at the end of a sentence so that they
can catch up.
Are they maintaining the fluency they had during the last lesson? Are they more fluent or less
fluent? There is a lot of data you can collect (in your head) by carefully tuning in to their reading.
“Something New” - Explicit Teaching (Decoding)
PURPOSE: This is the teaching moment. Plan for it. Keep it short. Select the LO from the list we
have provided or work from your own list.
Initially this will be the “Find the Syllables” strategy.
Next you will introduce appropriate chunks - for example -ing, -ly, -ed, -tion.
Later you might introduce some letter sound relationships if they need teaching.
ROUTINE: This is done from a small whiteboard or a modelling book. Have word samples ready.
The words you use shouldn’t be from the text you will be working from today.
1. QUICKLY review the previous LOs if appropriate (but be careful not to over clutter
the teaching)
2. EXPLAIN today’s LO - the new chunk etc you are introducing
3. MODEL the LO - Use thinking aloud to find the syllables in the words you have
prepared and underline the new chunk (and any other chunks you have taught)
NB: The chunk usually over rides the syllable.
4. PRACTISE the LO - Students get a chance to practise underlining the new chunk
5. VERBALISE the LO - What are we learning? (to find the new chunk)
How will it help us? (read hard words)
“Look for the Bits you Know”- Independent Practice
PURPOSE: An opportunity for them to apply the decoding strategies you have been teaching
with the unfamiliar words that have been identified from today’s passage. Are they able to do
this? REMEMBER - Your job is to monitor not teach!
ROUTINE: Hand out the list of ‘difficult’ words you have prepared from today’s passage. These
should be numbered for easy reference during the practice.
1. CIRCLE THE WORDS YOU KNOW
Independently, students circle the words they know - the words that ‘jump out at them’ -
the ones that don’t require any analysis. It takes a while to get this established because
their initial reaction is to want to be able to circle them all.
The teacher checks a few of these by calling out the number of a word that a child has
circled and asks them to say the word. If they get it right the teacher tells the student to
tick it. This can just be a sample - it doesn’t have to be every circled word. It lets the
teacher know how accurate the students are at identifying known words and whether
there are sufficient challenges in the text. As a general rule if students know 80% of these
lists they need to move onto the next level.
2. FIND THE SYLLABLES AND THE CHUNKS
Students split the word into syllables using the rule they have been taught.
Students underline chunks they know within the words (once this has been taught).
Teacher monitors individual students - only prompt when they are really stuck.
© SharpReading March 2019 12 www.sharpreading.comUNIT 2: SevenPlus
The Routine - Additional Notes
The key thing is to monitor whether they are transferring the new learning into their own practice.
This gives you lots of data about what to bring into the teaching component of the next lesson.
3. RE-READ THE WORDS TOGETHER
a) Work through the list encouraging the student to use the notation they have created.
* Say the syllables (and the chunks)
* Speed it up - Push the syllables together
* Say the word
You can do repeated practice of this if necessary
b) Now get the students to reread the whole list without using the notation
“Give me a Sentence for …” - Vocabulary Practice
PURPOSE: To make the difficult words more memorable by unpacking the word meaning.
ROUTINE: Teacher reads out a word from the list.
• Students offers a sentence that shows the meaning of the word.
• Teacher prompts for more if necessary.
• Teacher provides a model sentence if necessary
• Students have another go
“Three Readings” - Fluency Practice
PURPOSE: An opportunity to utilise the decoding strategies that have been practiced in an
authentic context. Using IMPRESS ‘drags’ the student through the decoding process and the
repeated readings give an opportunity to gain confidence and fluency. In time the skill of
splitting ‘hard’ words into recognisable chunks while reading will become more and more of an
automatic process.
ROUTINE: First Reading - Teacher reads aloud - students follow along
(Teacher monitors that students are following along - pause at end of sentence)
Second Reading - Teacher and students read aloud
(Use IMPRESS at the pace of the least able reader)
Third Reading - Students all read aloud
(Teacher carefully monitors - provides support or joins in as required)
The goal is for the students to successfully decode the passage without your help.
“Wrap-Up” - Reviewing Progress
PURPOSE: A crucial part of the teaching and learning process - making sure that the learner is
aware of what it is that you are working on together . For you the teacher you will find that you
can only give good feedback if you have withdrawn from the teachable moments and r you, to
learn to tune in to what the learner is doing rather than filling the space with teachable
moments.
ROUTINE:
• Can they articulate the learning outcome? As you move away from many teachable
moments to a specific focus this helps them to take more ownership for the learning process.
• Can they reflect on their progress? Once again it will take a while for this habit to kick in.
• Can you give them specific feedback about the work they have been doing.
The routine frees you up to monitor now that you are not so concerned with every
teachable moment. Initially you will have nothing specific to say. Set this as a goal - look for
and remember specifics during the lesson.
• Can you identify the next step? Once again this may be something that initially you find
challenging. Set yourself the goal of being able to do this. Remember that the next step can
be to repeat today’s LO. It doesn’t always have to be ‘something new’. It is always
reassuring for the learner to walk away with some expectation about what is coming next.
© SharpReading March 2019 13 www.sharpreading.comUNIT 2: SevenPlus
Practising the Pieces
We suggest you work through each of the pieces of the routine one at a time and
follow the Explain, Model, Guided Practice model.
EXPLAIN: Read the information in the Teacher Script and the Additional Notes for each
of the pieces of the routine.
MODEL: View the video model so that you can see what it looks like in action.
GUIDED PRACTICE: Have a go yourself with one of your peers if you are doing a
workshop or find someone to practice on.
REFLECT ON YOUR LEARNING
Go to the Lightbulb Moments page and make some notes on the things that occurred
to you as you were working through the practice. Making notes will help you to hang
onto the things you have learnt and will be a very good record to come back to.
MAKE THE MOST OF ROLE PLAY
SevenPlus
Warm-Up
Something New
Look for the Bits You Know
Give Me a Sentence
The Three Readings
Wrap-Up
© SharpReading March 2019 14 www.sharpreading.comUNIT 2: SevenPlus
PEER PRACTICE: “Warm Up”
INSTRUCTIONS FOR PEER PRACTICE
PURPOSE: For you the teacher to get a feel for IMPRESS reading - adjusting your reading
pace to the pace of your student(s).
With a partner or in a group of three, take turns at being the teacher and the student
using the text below.
Introduce the “Warm Up” (explain what you are going to do and the purpose of it) and
then read the passage aloud with the ‘students’ joining in.
Match your pace to the pace of your student(s). ‘Students’ should be reading at a
pace that is slower than what they would normally read to give the teacher practise at
IMPRESS but don’t model really slow reading or lots of errors.
Remember that the students should be able to complete the text successfully as they
have worked through the routine on this text in their previous lesson.
Swap roles for the second and third paragraphs.
My Mother is a Spy from StoryByte #15
My mother is a spy, a secret agent, just like James Bond. I wonder what her 00
number is? Most of the time you wouldn't know it. She looks like a normal mother,
looking after our family, cooking meals and doing the shopping. But all of that is
just a cover for her real life. How do I know? Well she hasn't actually told me but
it is just so obvious.
Here’s my first clue. On Thursday night she tells us that she goes to cooking
lessons. That’s hard to believe because the meals she cooks just get worse and
weirder. I do admit she has developed some impressive knife skills. It is pretty
scary watching the way she chops and dices vegetables. I get very nervous
around her when she has a knife. Which makes me think that Thursday has
nothing to do with cooking classes. I think its weapons training at spy school.
Then there is her driving. Get her behind the wheel of a car and she becomes a
different person. Going to school every day is like being in one of those car
chases on the movies. She accelerates away from every traffic light, as if her life
depends on it. She changes lanes at every opportunity always trying to stay
ahead of everyone else. She is constantly checking her mirror. I think she is
nervous about being followed. No one drives like that unless they have been
trained to do it.
© SharpReading March 2019 15 www.sharpreading.comUNIT 2: SevenPlus
“Something New” - Explicit Teaching
INSTRUCTIONS FOR PEER PRACTICE
PURPOSE: For you the teacher to practice the explicit teaching.
In the first few lessons this will always be the “Find the Syllable Rule” until
you feel your students have developed a sound understanding of what
they have to do and some fluency at doing it quickly.
REMEMBER
Use the word list on the next page. Don’t use the InfoByte and StoryByte
word lists for Explicit Teaching
The Explicit teaching should be done on a separate piece of paper (as
prepared for you on the next page), or a modelling book or a small
whiteboard NOT using the word lists from their InfoByte or StoryByte
booklet.
Make up your own list for Explicit Teaching
The words that you choose for the Explicit Teaching DO NOT have to be
from the text for today, in fact it is preferable that they aren’t.
Sample Word Lists are available in this course book
We have provided some sample word lists for the Explicit Teaching of
“Find the Syllables” (the next page is an example) and later on for
teaching some chunks. These are models for you. Feel free to make your
own.
© SharpReading March 2019 16 www.sharpreading.comUNIT 2: SevenPlus
PEER PRACTICE: Teaching Chart
Something New
Today we are learning to…
Find the syllables in hard words
1. Find the first vowel (a, e, i, o, u)
2. Find the next letter that is not a vowel
3. Draw a line after it
wonderful
surprising
laminator
comfortable
happening
controlled
© SharpReading March 2019 17 www.sharpreading.comUNIT 2: SevenPlus
PEER PRACTICE: “Look for the Bits you Know”
INSTRUCTIONS FOR PEER PRACTICE
PURPOSE: For you the teacher to practice monitoring the Independent
Practice of the decoding strategy that has just been taught.
The students should now be working on the list of difficult words from the
paragraph of text they will be reading in today’s lesson. If you are using
InfoBytes or StoryBytes, then they should go back to their booklet, reopen
at the page they are working on and work on the next list of difficult
words.
Teacher 1: Use the first list on the opposite page.
Teacher 2: Use the second list on the opposite page.
Teacher 3: Use the third list on the opposite page.
REMEMBER - Follow the Teacher Script closely
* For the Teacher Check - this is a check for word recognition so it has to
be immediate not as the result of ‘working it out’.
* For finding the syllables
- make sure the students verbalise “vowel, not a vowel…”
* For reading the notation
- Insist on “Say the Syllables, Speed it up, Say the word.” Don’t allow
them to take shortcuts if they work out the word straight away.
* For the final reading of the list
- Encourage them to read the whole word (without breaking it down
into syllables)
UNIT 2: SevenPlus
PEER PRACTICE: “Give me a Sentence”
INSTRUCTIONS FOR PEER PRACTICE
PURPOSE: For you the teacher to practice asking for sentences and
responding to students relies.
* Take turns at being the teacher. Work through all the list you used for
“Look for the Bits you Know.”
* Try to limit your teacher talk to “Give me a sentence for …”
Work your way through the list. Keep it quick and snappy.
* Use “I need a bit more” if the sentence doesn’t show understanding
of the word.
* Provide an example if they are stuck.
© SharpReading March 2019 18 www.sharpreading.comUNIT 2: SevenPlus
PEER PRACTICE: “Look for the bits you know”
and “Give me a sentence”
StoryByte #4 for SevenPLUS: Tim’s Torment LEVEL 3
1. moment 6. annoying
Teacher 1 - Word List 1
2. kitchen 7. decided
3. unpack 8. mocking
4. backpack 9. worse
5. promised 10. monitor
5. annoying
1. Katherine 6. twisted
Teacher 2 - Word List 2
2. Murphy 7. mystery
3. problem 8. interest
4. strange 9. sweat
5. flushes 10. handbag
1. inevitable 6. launch
Teacher 3 - Word List 3
2. lurching 7. yachting
3. veranda 8. frustrated
4. threatening 9. interruption
5. misguided 10. attention
© SharpReading March 2019 19 www.sharpreading.comUNIT 2: SevenPlus
PEER PRACTICE: “Three Readings”
INSTRUCTIONS FOR PEER PRACTICE
PURPOSE: For you the teacher to practice the three different readings of
the text.
REMEMBER - Follow the Teacher Script closely
You need to have a copy of the script printed off to work from.
Complete all three readings and then change roles.
First Reading
Look up and use your peripheral vision to check they are following along.
Second Reading
Adjust your pace to that of the slowest reader in the group.
Third Reading
If possible leave them to it. Join in if it is sounding ‘hard’.
Restart them if they are getting out of sync.
© SharpReading March 2019 20 www.sharpreading.comUNIT 2: SevenPlus
PEER PRACTICE: “Three Readings”
Tim’s Torment by Hilton Ayrey
From the moment my eyes opened this morning, I knew it was going to
StoryByte #4 for SevenPLUS Level 3
be one of those days. My mum has been on my case ever since I
showed my face in the kitchen looking for some breakfast. "Tim, have
you made your bed yet? Why can't you unpack your backpack and clean
out your lunchbox! You promised me you would feed the cat every
morning!” ... and so on. My annoying brother Matthew has decided that
today is the day to start mocking my new haircut. Then just when I
think that things can’t get worse, my teacher decides that it’s my turn
to be the lunch monitor.
Why is that a bad thing? It means that I have to go into Room 7.
Katherine Murphy is in Room 7. Ever since last Monday, Katherine
Murphy has become a huge problem for me. Every time I get close to
her strange things happen. My face flushes bright red, my hands drip
with sweat and words get twisted in my mouth. This is a great mystery
for a boy who up until last Monday had as much interest in girls as he
did in handbag shopping.
So now I am hanging around outside Room 7, putting off the inevitable.
I have been to every classroom except Room 7. My heart is lurching in
my chest, threatening to leap out and pump blood all over the veranda.
I can't put this off any longer. I open the door with a misguided hope
that my entry will be unnoticed, but that is not to be. Mr Brownlie is
holding the floor, about to launch into another one of his boring stories
about yachting. He stops in mid sentence, frustrated by my interruption,
and glares at me. I am the centre of attention.
I had a plan; eyes straight ahead, do my monitor thing and beat a hasty
retreat. But my stupid eyes are searching for her and quickly latch onto
her seated in the front row. It feels like one of those movie moments
when everything slows right down and the camera zooms in. The sun
catches her golden hair as she flicks it behind her ear. There is a hint of
that winning smile on her face and my knees buckle.
© SharpReading March 2019 21 www.sharpreading.comUNIT 2: SevenPlus
PEER PRACTICE: The Full Routine
INSTRUCTIONS FOR PEER PRACTICE
PURPOSE: For you the teacher to put all the pieces together and get a
feel for the pace of the full SevenPlus Routine.
REMEMBER - Follow the Teacher Script closely
You need to have a copy of the script printed off to work from.
Reduce all your teacher talk
For this practice assume your students are now familiar with the routine so
you don’t have to provide an explanation of each piece - just announce
the title (“Now for the Three Readings”) and launch straight into it.
Warm up
Use the first paragraph of ‘Cats vs Dogs’ (page 25) as if you used that text
in the previous lesson).
Something New
Come back to page 23 for “Something New”.
Yes, you are doing the same lesson (Learning Outcome) again because
your students are not yet fluent with the new strategy. Don’t take
shortcuts. Technically, it is still ‘Something New’.
Cats vs Dogs for the rest of the lesson
Go back to ‘Cats vs Dogs’ (pages 24 and 25) and work through the rest of
the routine.
© SharpReading March 2019 22 www.sharpreading.comUNIT 2: SevenPlus
PEER PRACTICE: The Full Routine
Something New
Today we are learning to…
Find the syllables in hard words
1. Find the first vowel (a, e, i, o, u)
2. Find the next letter that is not a vowel
3. Draw a line after it
promised
decided
patiently
machines
frustrated
grovel
© SharpReading March 2019 23 www.sharpreading.comFull Practice - putting it all together
InfoByte #1 for SevenPLUS: Cats vs Dogs LEVEL 5
1. toilet 6. inconveniencing
2. habits 7. patiently esson
o u s d a y’s l
3. unpleasant h e vi notice
pre8.
m t
i s th e list fro
s
Thi4. unleashed 9. evidence
5. business 10. scoop
1. odour 6. totally
Teacher #1
2. grovel 7. preening
3. concern 8. freaks
4. cleanliness 9. naturally
5. unexplainable 10. important
1. silence 6. siren
2. constant 7. harmless
Teacher #2
3. seriously 8. butterfly
4. hunger 9. distress
5. nuisance 10. neighbours
1. exterminators 6. disease
2. certain 7. carriers
Teacher #3
3. insects 8. pleasant
4. property 9. bloodied
5. rodents
© SharpReading March 2019 24 www.sharpreading.comCats vs Dogs by Hilton Ayrey
(Use this paragraph for the Warm-up - yesterday’s lesson)
InfoByte #1 for SevenPLUS Level 5
When it comes to toilet habits, cats win hands down. If you have a dog, no
matter what unpleasant weather is being unleashed outside, he needs to be
taken for a walk to do his business. If your beloved cat needs to relieve
herself, she will be happy to use her litter-box without inconveniencing you
or she will patiently wait by the door until you notice and let her out. Once
the job is done your cat will happily cover up the evidence without you
having to scoop the poop.
(Teacher 1 uses this paragraph)
Then there is the problem of dog odour. Take a dog for a walk and his first
thought is to grovel around in the dirt. He has no concern for cleanliness
and for some unexplainable reason, no matter how often you give him a
bath, he will still have that doggy smell. Cats are totally different. They
spend hours every day licking and preening themselves. It's not because
they are vain, neat freaks. They just naturally want to be clean. It is
important for their health and keeps them happy … and you as well.
(Teacher 2 uses this paragraph)
Silence is the golden rule for cats. Constant meowing rarely occurs as cats
have learned that they are taken more seriously if they save their precious
meows for when hunger calls. Your cat will always respect your need for
peace and quiet. On the other hand, dogs never worry about being a
nuisance. They will bark at pretty much everything; the mailman, children
walking past your house on their way to school, a police siren, a harmless
butterfly, other dogs. This causes great distress to both your family and the
neighbours.
(Teacher 3 uses this paragraph)
Finally, cats are cheap exterminators. When was the last time your dog did
anything useful like catch a mouse? That's right - never. Mice, rats and
even certain insects leave the property once a cat moves in. They don't
want to share a home with a hunting cat. Rodents are often disease
carriers, so that pussycat could possibly save your life. OK, so it may not be
pleasant when she drops a dead, bloodied mouse at your feet in the
morning, but it's really her gift to show how much she loves you. Thank her
for a job well done and be glad you didn't get a dog.
FOLLOW-UP ACTIVITIES
1. Select three tricky words from the InfoByte.
Look up the meaning of each word and write it down.
Draw a picture to show that you understand the word.
2. Make a poster showing some of the information about cats and
dogs that you have read about.
3. Design something that will keep dogs from barking all the time.
Use diagrams and labels to show your wonderful ideas
© SharpReading March 2019 25 www.sharpreading.comUNIT 2: SevenPlus
ORDER OF INSTRUCTION - Learning Outcomes
Remember that this is a Top Down rather than a Bottom Up approach.
STEP 1: Find the Syllables - the starting point
PURPOSE: To make multisyllabic words more manageable by introducing ONE
simple, easily applied rule.
- BLENDING letter sounds in small chunks (syllables) means the reader doesn’t get
overwhelmed by the big word
- ‘Find the Syllable’ rule trains the brain to scan the multisyllabic word from left to
right rather than sample and guess.
NB: This does not always result in correct syllables and requires
pronunciation to be flexible (jiggle the sounds around), but does provide
visual and aural cues which often help the reader latch onto the correct
word.
Find the Syllable Rule
Find the first vowel
Find the next letter that is not a vowel
NOTE: Keep double and triple vowels together and split double consonants
STEP 2: Chunking
PURPOSE: To provide additional visual cues by recognising sub-word parts of the
difficult word.
Once the ‘Find the Syllable’ rule is in place, attention can turn to recognising and
using the chunks they already know and teaching the chunks they don’t know.
CHUNKING - using any sub-word parts of the word
Start with:
Prefixes (most common dis, re, un, ir, il, im, ir) plus more
Suffixes (most common ed, ing, ly, s, es) plus more
Stems: e.g. appoint
Compound Words: e.g. sometime, everyone
As needs are identified:
Advanced phonics:
Digraphs: e.g. ll, ss, ng, ck,
Trigraphs e.g. dge, tch
Long vowel phonemes (dipthongs); e.g ea, ew, ue, ai, ey, ow
Vowel digraphs and trigraphs:
STEP 3: Backfill blending letter sounds
Where the is a lack of understanding of basic letter sounds, explicitly teach as the
need arises.
© SharpReading March 2019 26 www.sharpreading.comMost common Meaning Examples
Suffixes
…ed past tense painted
…ing present tense painting
…s, …es, …ies more than one painters
…ly the manner of quickly
The four suffixes above account for 65% of suffixed words in printed school English
…al, …ial, …ic having the characteristics personal
of heroic
…en made of wooden
…er, …or one who painter
…er comparative funnier
…est superlative funniest
…ful characteristic of wonderful
…ion, …tion, …sion act, process reaction
…ity, …ty state of clarity
…ive adjective creative
…ment action, process enjoyment
…ness, …ance, …ence, state of kindness
…ous having the qualities of joyous
…y characterised by honest
Most Common Meaning Examples
Prefixes
un… not, opposite unhappy
re… again replace
dis… not, opposite disappear
in…, im…, il…,ir… not inactive, immature
illegal, irregular
The four prefixes above account for 58% of prefiixed words in printed school English
de… opposite, down defrost, depress
in… im… il… ir…. in inhale, import
inter… between interact
mid… middle midway
mis… bad, wrong misbehave
non… opposite, not nonsense
over… over overlook
pre… before pretest
semi… half semicircle
sub… under subway
super… more than superstar
trans… across transport
under… too little, under undersea
anti… against antifreeze
fore… front, ahead forecast
en… em… in encode, embrace
© SharpReading March 2019 27 www.sharpreading.comSTEP 3: Backfill blending letter sounds
Where the is a lack of understanding of basic letter sounds, explicitly teach
as the need arises.
ELEMENT& EXAMPLE&
Consonant Digraphs! ck, ng, th, zh, sh, th, wh, ch!
Vowel digraphs! ai, ea, oa, ee, ey, ea, au, aw,
oo, oo, ow, ou, oi oy, ow!
Silent letters! knife, write, talk, gnat, black,
hour!
Vowels with r! ar er, ir, or, ur!
Rimes! ail, ain, all, and, ate, ay, con,
eep, ell, en, ent, est, ick, ight,
ill, in, ing, ock, ter, tion!
Soft ‘c’ sound! dance, ace, price, cinder, city,
When c is followed by ‘e’, ‘i’ cinch, spicy, recycle, privacy!
or ‘y’!
Soft ‘g’ sound! germ, urgent, fringe, giraffe,
When ‘g’ is followed by ‘e’, ‘i’ digit, giant, gym, edgy, energy!
or ‘y’!
© SharpReading March 2019 28 www.sharpreading.com© SharpReading March 2019 29 www.sharpreading.com
Something New
Today we are learning to…
Find the syllables in hard words
1. Find the first vowel (a, e, i, o, u)
2. Find the next letter that is not a vowel
3. Draw a line after it
promised
decided
patiently
machines
frustrated
grovel
naturally
wrapped
© SharpReading March 2019 30 www.sharpreading.comSomething New
Today we are learning to…
Find the “-ed” endings
smiled
exploded
collected
ignored
prepared
collapsed
happened
reminded
© SharpReading March 2019 31 www.sharpreading.comSomething New
Today we are learning to…
Find the “-ly” endings
lovely
barely
positively
embarrassingly
pleasantly
obviously
gracefully
practically
© SharpReading March 2019 32 www.sharpreading.comWe are learning to Today we are learning to… Find the un- beginnings (not, opposite) Find the dis- beginnings (not, opposite) uncomfortable dislike unhappy dismount unusable disengage unsuitable disapprove unhelpful distrust unlikely disability © SharpReading March 2019 33 www.sharpreading.com
The Struggling Older Reader
Go to www.sharpreadingonline.com
USERNAME: your school email address
PASSWORD: your first name (lower case)
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Downloadable Resources, ONLiNE Videos
Once you have opened the webpage for The Struggling Older Reader you will be able to
• Download digital versions of the teaching resources
• Download StoryBytes and InfoBytes formatted for SevenPlus
• View and revisit the ONLiNE videos of the SevenPlus and 5Bits routines
© SharpReading March 2019 34 www.sharpreading.comYou can also read
