Structured Literacy

Waterloo School has a structured literacy approach to teaching spelling, reading and writing across our kura. This approach is grounded in extensive research that shows the most beneficial way for children to become successful readers and writers is with a systematic and evidence-based teaching approach, which is based on the Science of Learning.

As a school, we use the iDeal platform to support our teachers in delivering explicit, systematic instruction daily, as part of our structured literacy approach, aiming for the best possible outcomes for all learners.

Reading

Key takeaways from the Science of Reading include the following:

• Reading is not a natural process. Previously, we believed that learning to read was as natural as learning to speak.

• We now know that all brains learn to read in the same way and that these areas of the brain can be trained and developed.

• We now know about the skills that good readers implement and the 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.

• 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.

Writing

Key takeaways from the Science of Writing include the following:

Writing is a learned skill, not a natural talent. Just like reading, writing is a complex process that must be taught through explicit, systematic instruction rather than just "immersion."
The "Simple View of Writing" highlights three main components. Just as in reading, writing success is the product of Transcription Skills (spelling and handwriting/typing), Composition (ideas, words and sentences) and Executive Functions (planning, organising, and reviewing).
Transcription must become automatic. If a student has to think hard about how to form the letter "b" or how to spell "said," they have no mental energy left for creative expression or complex sentence structure.
Handwriting still matters. Research shows that the physical act of forming letters by hand creates a stronger neural pathway for letter recognition and spelling than typing does, especially in the early years.

What does this look like in the classroom?

This structured approach to teaching literacy is where we teach in a sequential, systematic and explicit way. Our approach is based on the building blocks of reading and writing success.

What Structured Literacy Looks Like in the Junior Hub (Years 1–3)

Phonological awareness activities (oral) - syllable blending/segmenting, rhyme identification/generation, initial sound awareness.
Explicit teaching of handwriting - correct letter formation and pencil grip using sky, grass, dirt sheets.
Explicit teaching of spelling – the alphabetic code - using a scope and sequence, including learning irregular words (heart words).
Finger spelling - to isolate sounds in words and match sounds to symbols.
Reading decodable texts in sentence strips and books.
Reading authentic texts (e.g. junior journals): teaching key vocabulary and building knowledge, decoding difficult words.
Whole class and group teaching.
Many opportunities to practice new learning using supporting resources in guided and independent situations.
Building fluency (speed and phrasing), vocabulary and comprehension.
Writing - Explicitly taught sentence strategies - oral first, then moving to mini whiteboards. This includes learning what makes a sentence (who and what) and expansion (when, where, why).
- Example: The dog (who) barked (what) in the garden (where) because he saw a cat (why).
Application of the sentence strategy across all genres through different mediums of writing such as quick writes, Topic writing, and formal writing.

What Structured Literacy Looks Like in the Senior Hub (Years 4–6)

Explicit teaching of spelling - following a scope and sequence.
Supporting activities to reinforce new learning.
Decodable texts for older catch-up readers.
Authentic texts (e.g. school journals): following the same principles of front-loading key vocabulary and decoding difficult words.
Whole class and group teaching.
Emphasis on building fluency (speed and phrasing) and vocabulary, as well as comprehension.
Handwriting practice - to correct formation and make brain connections.
Etymology (the origins of the word) and morphology of words - recognising the base or “root” word and how prefixes and suffixes add to the meaning.
- Example: un- means not, predict means to say what will happen, and -able means can be done. So unpredictable means "not able to be told before it happens."
Writing - Explicitly taught sentence strategies (e.g. teaching appositives).

Example - Neil Armstrong, the first man on the moon, was a brave explorer.

Application of the sentence strategy across all genres through different mediums of writing such as quick writes, Topic writing, and formal writing.

Supporting Literacy at Home

This overview is intended as a guideline of ways whānau can support literacy learning at home. It has been developed to ensure consistency across the syndicates, and be simple for teachers and families to manage.

Reading for enjoyment is encouraged across the school, through bringing home library books to read with whānau.