Toe By Toe Learning Support
INTRODUCTION
The Toe by Toe Programme is designed to meet the needs of Years 3 – 6 students aged 8 years and above whose STAR test and/or running record data shows reading achievement is below age expectation. Teacher knowledge of the learner is also used to determine suitability for the programme.
It also supports reading development for students identified with dyslexia.
AIMS
To provide
- A graduated programme of word building to develop a reading vocabulary
- A method of word decoding that does not rely on contextual cues
- Daily practice in word building through phonics, syllabification and sentence building exercises
IMPLEMENTATION
- Students are initially selected through
-
- formal running record and STAR test results, or
- being noted by teachers on “Student learning and Behaviour Needs” form
- Students are then tested using the Toe by Toe test. This indicates particular areas of need and can help target the teaching students receive in the programme.
- Four students are then selected to attend daily lessons of 20-25 minutes duration. These lessons are one-on-one sessions with a teacher aid trained in the programme.
- These students also form part of the target reading group within the classroom so skills are practiced and reinforced.
- Attendance is tracked and the SENCO (Senior) is kept informed of any concerns.
- On completion of the module, or modules, students are re-tested to determine their next steps.
EXPECTED OUTCOME
Students will have gained in confidence in their reading skills and be able to read with greater independence within the class reading programme.
RESOURCE
Toe by Toe Ò A Highly Structured Multi-Sensory Reading Manual for Teachers & Parents
Keda Cowling & Harry Cowling
Small Group Learning
INTRODUCTION
The Small Group Programmes are designed to meet the needs of Years 3 –4 students whose reading and/or writing achievement is below age expectation as defined by either: a) a running record or b) a Carlton School moderated writing sample, and who display low oral language skills.
Teachers also identify students whose fine motor skills are less developed than peers leading to poor spatial awareness, letter formation and use of their exercise books.
AIMS
To provide
- practice in alphabet letter and sound knowledge
- practice in letter formation, directionality and order
- oral language modelling and practice
- practice in sequencing and writing simple sentences
IMPLEMENTATION
- Students are initially selected through
-
- formal running record and STAR test results, or
- being noted by teachers on “Student learning and Behaviour Needs” form
- Students are then assessed by the teacher aid in charge of the programmes, and results are discussed with SENCO.(Special Education Needs Coordinator)
- Identified students are then selected and grouped according to their particular needs.
- They attend daily sessions of half hour duration.
- These students also form part of the target reading group within the classroom so skills are practiced and reinforced.
- Attendance is tracked and the SENCO is kept informed of any concerns.
- At the end of each term, or at the discretion of the teacher aid and SENCO, student progress is reviewed and decisions are made as to the next steps in their learning.
- Students who graduate from the programme receive a certificate.
EXPECTED OUTCOME
Students will have gained in confidence in their reading skills and be able to read/write/speak with greater confidence and independence within the classroom.
RESOURCES
Alphabet, phonetic and writing resources developed by the teacher aid.
Alphabet, phonetic and writing resources developed for use within the Junior School Learning Support programmes.
Resources supplied through attendance at professional development seminars.
Resources supplied by the Resource Teacher Literacy.
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