This year Christ the King is participating in professional learning in Structured Literacy and as a result, our teaching practices will transition over time to align with this teaching approach in spelling, reading and writing.

Structured Literacy is an evidence-based approach that is grounded in the Science of Reading. As a school, we will be accessing the iDeaL platform to ensure our teachers are well supported with this transition and that the approach becomes embedded and is sustainable across our school.

The findings from the Science of Reading have taught us some very important lessons that we cannot ignore. This body of research findings has been a welcome addition to the education sector and we are proud to share with you that we are certainly taking heed of these.

Key takeaways from the Science of Reading include the following:

• Reading is not a natural process. We previously believed that learning to read was like learning to speak.
• We now know the skills that good readers implement and the associated parts of the brain that are involved in the reading process.
• Likewise, we know what aspects we should assess and teach to students who are not progressing in reading and spelling.
• We now know that all brains learn to read in the same way and that these areas of the brain can be taught and developed.
• A Structured Literacy approach to learning to read and spell is necessary for all and crucial for some.
• A Structured Literacy approach is the most efficient teaching and learning approach for dyslexic children and those with reading difficulties.
• The teaching of spelling in a systematic and explicit way enables students to become capable readers and writers.

You are possibly wondering how this will affect your child’s home learning. Some key aspects are as follows:

• We will be implementing a very explicit approach to the teaching of spelling. You will notice a much more systematic sequence to the practising of spelling words. Here is an example of a whānau tip that teachers may, in time, send home to help you understand and support the learning of the spelling concept that your child is practising.

• The spelling concept may also align with the reading focus for your child and in time, they may bring home what is known as a ‘decodable reader’. In these books, the letter representations relate to the sounds and letters that your child is learning through a set teaching order.

• When your child brings home a reading book, if they are a beginning reader it may be one for you as the adult to read and for the child to enjoy.

• Or they might bring home a word list to learn, a passage to read or a book for them to read to you. Help your child read each word on the page, rather than guessing or using the pictures as clues. The prompts below will help to guide you.

In Term 1 our focus is on Assessing Spelling and gathering evidence to inform teaching.  

As a school we are very excited to be taking part in this professional learning over the next three years, and we look forward to sharing this journey with our school community throughout the year. 

As a parent, you may wish to learn more about this approach and the Science of Reading. If you have questions, please feel free to find further information at:

· Lifting Literacy Aotearoa

· Learning MATTERS

· iDeaL Approach

· APM Reports – At a Loss for Words.