How is our program structured?
We firstly conduct an initial placement assessment, which takes up to 45 minutes. Students will generally be placed in either Level 1 or 2.
4 LEVEL PROGRAM
1. INITIAL CODE
The individual alphabet sounds are taught systematically and sequentially while being introduced in reading and spelling activities in CVC words.
After this the sessions move to build the capacity for students to phonically decode and spell words that move from CVC to CCVCC in structure, over a gradual progression. We also introduce the digraphs ch, sh, th and wh in this section.
There can be up to 30 lessons in this initial level. Children are selected to start in this level if they are in their first two years of school or have poor phonic decoding skills.
By the end of this level our goal is to build proficiency and fluency in quick identification and oral blending skills in word reading and spelling on increasingly longer word structures.
2. SPELLING RULES AND SIMPLE VOWEL DIAGRAPHS
We begin to introduce generalised spelling rules and their application alongside a range of syllable types. Students learn how the vowel sound can be identified due to structural elements in each syllable. Once the spelling rules have been established, we begin working through identifying the sounds and positions of a range of common vowel digraphs and their associated spelling choices. Students are introduced to prefixes and suffixes and learn how they modify the meanings of words. Spelling rules associated with suffixing are introduced and practiced in this section. We also introduce a range of syllable division patterns in words for both reading and spelling. The words students read and spell get longer.
There are approximately 35 lessons in this section. Children move systematically along this progression, constantly building, revising and refining their skills and knowledge. Most primary and high school students who come into the program start at this point. This section is crucial for success in primary and high school for both reading and spelling.
By the end of this level our goal is to build knowledge on a range of spelling rules and their application, decoding fluency for the concepts taught, choices for spelling options when using vowel digraphs, identification of syllable types and division procedures. The student should move away from entirely phonetic spelling and begin to apply the rules they have learnt in their own spelling and writing.
3. MORE COMPLEX VOWEL SPELLING AND MORPHOLOGICAL AWARENESS
We introduce more complex spelling options for vowel sounds. We cover more complex suffixes, in both reading and spelling. Students are introduced to morphology, in the form of lower-level Latin roots. We begin constructing words using prefixes, roots and suffixes when reading and spelling. Students will learn why some words are spelt the way they are, delving into the history of spelling and etymology.
There are approximately 30 lessons in this section. Once again children move systematically along this progression, constantly building, revising and refining their skills and knowledge. This section is also foundational for the skills students will require to access the structure and meaning of more complex words.
By the end of this level our goal is to build knowledge on a range of more complex vowel spellings while fostering morphological awareness. Students will be able to identify and break words into their morphemes and apply knowledge to construct meaning. Students will develop an appreciation of etymology and be able to understand what some spellings indicate about the history of words.
4. MORPHOLOGY
Morphology - from lower-level Latin roots to Greek Combining forms.
We move entirely into the study of morphology: prefixes, roots and suffixes. Did you know that 50% of the words we have in English follow this structure? This section is crucial for high school students, as they learn how to break words into their morphemes and determine what words mean according to these parts.
This part of the program is quite extensive. The initial 25 lessons will guide students through structural identification and application of meaning to determine how meaning is built through attaching prefixes and suffixes to roots. Students are able to complete the program at this time if they do not require more knowledge on roots, which is beneficial for High School, particularly in the study of the sciences. If students remain on the program, they will follow a progression across the higher-level Latin roots before moving to Greek combining forms.