When we work with transitional and conventional literacy learners, we need to ensure that the Working with Words block occurs as part of their daily literacy teaching. The working with words block consists of work in two areas: phonics instruction and sight words. This blog post will focus on sight words – and the use
I am addicted to listening to audiobooks and Podcasts while gardening – it’s my Saturday catch up time! This morning I listened to the current Lomah Podcast episode with the amazing Sally Clendon. If you haven’t caught up with this, the Lomah Podcast is running a special 15 episode series at the moment on literacy
Like many of us, I have been enjoying the number of online conference presentations that are now available, as one of the few positive outcomes from the global COVID-19 pandemic. I have enjoyed so many of these presentations – but I just wanted to share three of my favourites – and explain why they are
In Australia, it’s the end of the summer break. We’re all heading back to school – hopefully refreshed by some time at home! And I thought it was time for an update on training available through Jane Farrall Consulting. Face-to-Face training We have two literacy intensives planned for 2021 – basically they are the two
Reading Comprehension Instruction – and don’t forget the reading! (Part 2)
What is Anchor, Read, Apply? If you have read Karen Erickson and David Koppenhaver’s text Comprehensive Literacy for All: Teaching Students with Significant Disabilities to Read and Write (2019) then you will be familiar with the Anchor, Read, Apply model of comprehension instruction. And I strongly encourage you to read that chapter for information about how
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