Episode 28 Early Years Literacy with Camilla Occhipinti

In this Episode, Dan interviews Camilla Occhipinti from The Literacy Collective to establish the most important foundations for lifelong literacy. Camilla explores some of the current issues with many current practices and gives easy to apply strategies you can utilise in your classroom to put smiles on your students faces when it comes to literacy.

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 Early Years Literacy with Camilla Occhipinti is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

About Camilla

Episode Notes

What strategy do you see as most important for students in the early years of developing literacy?

2 key components

  1. Oral language – receptive and expressive language
  2. Phonological awareness – skills, rhyme, alliteration, parts of words
  • Talk is crucial in the process of developing literacy
  • Phonemic awareness including the ability to manipulate, blend and segment sounds in words.
  • Moving from sound to print, NOT print to sound!
  • Linguistic phonics
  • 26 letters but 46 speech sounds

Why is this such a key strategy? How does it lead to lifelong learners?

  • We often see a Year 3 backwards slide in reading because images are removed and prediction no longer works
  • Speech to Print: Language Essentials for Teachers by Louisa Moats is a fantastic resources
  • Synthetic phonics is key to success. Students need to be able to take the parts of a word and put them back together.

What can you do now in your classroom?

SMILES – click the image for a copy of the SMILES pdf

  • Systematic and synthetic phonics to create words earlier (teach it explicitly)
  • Multi-sensory learning (3 or more senses at a time) proprioception, vestibular, tactile, auditory, visual, gustatory, and olfactory) Kinesthetic learning = whole body.
  • Inclusion of oral language – explicit teaching of how to produce sentences, grammatical forms and syntax
  • Literacy big 5 – Australian Inquiry into the Teaching of Literacy by Ken Rowe  (phonemic awareness, phonics, vocab, comprehension and fluency)
  • Explicit teaching
  • Sound to print rather than print to sound

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