Personalised Learn-To-Read (and Write) - For Neurodivergent and Neurotypical Learners (Part 2 Of 10 - Full Homeschool Curriculum)

This class is Part Two (of ten)  of an inclusive learning-to-read-and-write curriculum for both neurodivergent and neurotypical learners. I have designed this program for those who are home educating, unschooling, or who attend school but have learning preferences "outside" the standardised, rush-through (and often developmentally inappropriate) approach to literacy teaching seen in many traditional classrooms. The full series focuses on supporting children to be able to hear, code and decode (i.e. read and write) the 44 phonemes of the English language.

Unlike a live class, where everyone has to learn the same thing in the same way, this program is set up to provide a variety of resources which can be mixed-and-matched to meet the individual needs and interests of your child and blended into your family's own learning approach and style. 

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Ｈｏｗ  Ｔｈｉｓ  Ｃｌａｓｓ  Ｗｏｒｋｓ：

Each week, for five weeks, you will receive a step-by-step curriculum. 

 Each weekly curriculum will consist of: 
~ A step-by-step parent guide, including a suggested order of activities. 
~ Several teacher-led stories (usually between 2 - 4 each week): these will be in a video (either animated or pantomime) format and focussed on introducing key reading concepts, as well as letter formation, or content in a developmentally appropriate and engaging way. 
~ Between two and five short video "micro-lessons" (between 3-7 minutes each) introducing the specific skills for that week. I use declarative (non-instructional, low-demand) language in these micro-lessons to ensure inclusion and learning safety for PDA, gifted and hyperlexic children. 
~ A video "play session" where I model and prompt play-based language learning. I model both neurotypical and neurodivergent play in these videos.  
~ A set of off-screen activity prompts to support open-ended, multisensory and authentic play relating to the development of our weekly skills (both writing and reading). These activities are designed to be able to be integrated into child-led play, and everyday activities. They are not "sit and drill" activities.
~ A set of language prompts to support fluency of concepts during play and social interaction. 
~ In the weeks where we are learning specific letters, a set of handwriting tracing sheets (some children love these, some don't - they are not compulsory and there as an option for those children who like to use them). 

It is up to you and your child how you use these resources. 

𝗨𝘀𝗶𝗻𝗴 𝘁𝗵𝗲 𝗿𝗲𝘀𝗼𝘂𝗿𝗰𝗲𝘀 "𝗮𝘀 𝗶𝘀": Some families like to use the curriculum "as is". In this approach, all ten parts of this series will provide a full and comprehensive foundation for formal reading and writing. 

𝗨𝘀𝗶𝗻𝗴 𝘁𝗵𝗲 𝗿𝗲𝘀𝗼𝘂𝗿𝗰𝗲𝘀 𝗮𝘀 𝗮 𝗴𝘂𝗶𝗱𝗲: Some families prefer to use the resources as a "starting point" or a "framework" for the sequence and order of literacy learning, and for ideas to develop, add to, or guide their own teaching approach. 

𝗔 𝗾𝘂𝗶𝗰𝗸 𝗻𝗼𝘁𝗲 𝗮𝗯𝗼𝘂𝘁 𝗽𝗿𝗶𝗼𝗿 𝗸𝗻𝗼𝘄𝗹𝗲𝗱𝗴𝗲: This 10-part series is for children with no prior formal literacy skills - such as letter names or sounds. It is also suitable for children who have significant gaps in their foundation literacy skills, and who are struggling at higher levels as a result. 𝗧𝗵𝗶𝘀 𝗰𝗹𝗮𝘀𝘀 𝗶𝘀 𝗣𝗮𝗿𝘁 𝟮, and assumes children have completed Part 1 of the series. If your child has not done Part 1, you can register here: 
https://outschool.com/classes/first-year-of-learn-to-read-and-write-for-neurodivergent-and-neurotypical-learne-xVzF1E0A 

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Ｐａｒｔ ２：  Ｗｅｅｋｌｙ  Ｃｏｎｔｅｎｔ

In this, Part Two, of our class, we will be learning: 

𝗪𝗲𝗲𝗸 𝟭: 𝗦𝗼𝘂𝗻𝗱𝘀 𝗮𝗻𝗱 𝗦𝗵𝗮𝗽𝗲𝘀 - /𝘁/; 𝗦𝘁𝗮𝗿𝘁𝗶𝗻𝗴 𝗖𝗩𝗖 𝗯𝗹𝗲𝗻𝗱𝘀
This week, we introduce the sound of the letter /t/, and how it is formed. We will continue working on our fluency in coding and decoding letter-sounds and begin some blends using CVC words.

𝗪𝗲𝗲𝗸 𝟮: 𝗦𝗼𝘂𝗻𝗱𝘀 𝗮𝗻𝗱 𝗦𝗵𝗮𝗽𝗲𝘀 - /𝗿/; 𝗡𝗲𝘄 𝗖𝗩𝗖 𝗯𝗹𝗲𝗻𝗱𝘀
This week, we introduce the sound of the letter /r/, and how it is formed. We will continue working on our fluency in coding and decoding letter-sounds and begin some blends  using CVC words.

𝗪𝗲𝗲𝗸 𝟯: 𝗥𝗵𝘆𝗺𝗲𝘀 𝗮𝗻𝗱 𝗕𝗹𝗲𝗻𝗱𝘀
This week, we will be exploring rhymes the we can read and hear. We will continue working on our fluency in coding and decoding letter-sounds and continue practicing some our blends (CVC, CVV). 

𝗪𝗲𝗲𝗸 𝟰: 𝗦𝗼𝘂𝗻𝗱𝘀 𝗮𝗻𝗱 𝗦𝗵𝗮𝗽𝗲𝘀 - /𝗱/; 𝗥𝗵𝘆𝗺𝗲𝘀 𝗮𝗻𝗱 𝗕𝗹𝗲𝗻𝗱𝘀
This week, we introduce the sound of the letter /d/, and how it is formed. We will continue working on our fluency in coding and decoding letter-sounds and by continuing to explore CVC and CVV blends. We will also start practicing CVVC blends and some more complex words that have silent letters as we introduce our first reading story. 

𝗪𝗲𝗲𝗸 𝟱: 𝗦𝗼𝘂𝗻𝗱𝘀 𝗮𝗻𝗱 𝗦𝗵𝗮𝗽𝗲𝘀 - /𝗶/; 𝗡𝗲𝘄 𝗕𝗹𝗲𝗻𝗱𝘀
This week, we introduce the sound of the letter /i/, and how it is formed. We will continue working on our fluency in coding and decoding letter-sounds and by continuing to explore a variety of blends, as well as story reading.
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Ｈｏｗ  Ｔｈｉｓ  Ｃｌａｓｓ  Ｈｅｌｐｓ  Ｃｈｉｌｄｒｅｎ  Ｌｅａｒｎ  ｔｏ  Ｒｅａｄ
There are many, many different approaches to teaching reading and writing. However, research consistently recognises that the most successful readers and writers learn when their teachers use explicit and direct instruction about the "building blocks" of written words (phonics, vocabulary, linguistic structure, decoding, etc.). This approach is commonly referred to as the "Science of Reading". Orton-Gillingham, LETRS, UFLI, among many other programs use a Science of Reading approach. It is estimated that at least 95% of all children (including those who are dyslexic, 2E, intellectually disabled or otherwise neurodivergent) can learn to read when they are taught using at least one (or a combination of) Science of Reading program(s) (Hanford, 2019; Louden, 2014). 

However, a major challenge with implementing any Science of Reading program is that the broader research (and parent wisdom) confirms that young children (at least through to the age of eight years old), learn best through extended periods of self-directed and guided play (Robertson, Morrisey & Rouse, 2019). Authentic, learnful play goes beyond the colour-in sheets and everyone-does-the-same crafts that often feature in early literacy instruction. Rather, the deepest learning for children occurs in play that is self-selected by the child and open-ended. This makes it difficult for an adult to "control" or "direct" the learning that is occurring in authentic play. 

Another challenge with most off-the-shelf Science of Reading programs, is that they do not take into account the developmental needs (and the range of these needs) when offering reading/ writing instruction. This means that children can be introduced to methods and concepts before they are developmentally ready, and have to compensate for significant "gaps" in their literacy foundations (Michigan State Board of Education, 2017; Noble, 2019). These foundations are called "emergent literacy skills", and are crucial to ensuring a smooth transition to formal reading and writing. 

This means that most Science of Reading programs are not authentically play-based, and are often not implemented in ways that are developmentally appropriate or ensure the necessary foundations. However, most programs that use authentic play, do not easily include the systematic, explicit instruction that is the cornerstone of successful literacy. This leaves parents in a position of having to "choose" between one or the other. Typically, this results in children experiencing literacy learning as "work" (rather than as pleasurable and self-motivated). As the feeling of "work" intensifies, this can lead to other challenges such as learning blocks, decreased motivation, and even performance anxieties. 

This class offers the "best of both worlds". It combines the research about the science of reading, with the evidence about how young children actually learn (through play, story-telling and conversation), and is then modified it to be affirming and safe for neurodivergent learners. Because of the wonderful diversity of learning needs and preferences that children have, and all the differences in pre-existing knowledge that they bring, I have set this up as an online curriculum (rather than live classes). This means you can adapt and mix-and-match the elements that work for you and your child and go at your own pace. However, even though this is not a "live" program, you will still have direct access to me to help adapt, modify and adjust as your child embarks on their literacy journey. I aim to offer children the best of both worlds when it comes to learning literacy: a truly amazing life-skill and resource.

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Ｔｅａｃｈｉｎｇ　Ａｐｐｒｏａｃｈ

This information will help you decide if my approach is a "good fit" for your child.  

I believe that learning comes not from memorising abstract facts, but though children being able to create and make sense of new ideas. To guide this learning, children need learning experiences that are meaningful, and which they can explore through play and conversations. In this class we use stories, art, creativity and conversation to spark engagement. The resources are designed to support each child to respond to ideas and to explore the core skills in a way that comes to life for them. This helps make their learning become meaningful and sustained. 

You may see some differences in my classes, from the traditional US-based pre-K/ K/ early elementary and seated classroom approach. My aim is to extend your child's learning beyond our allocated screen time, through teaching and classroom practices such as:

🦋 Child-led learning (not teacher-led instruction)

🦋 Shared understanding (not imposing meaning)

🦋 Individualised and humanising relationships (not standardised expectations)

🦋 Hands-on, authentic play (not lectures)

🦋 Deep experimentation with creative, scientific, mathematical and relational process (not factory produced products or worksheets)

🦋 Collaboration and meaning (not rote memorising)

🦋 Imaginative resourcefulness (not mundane replication) 

🦋 Growing children's passions and intellectual discovery (not their performance)

🦋 Reading and responding to children’s cues, behaviours and signals (not managing, pathologising or fixing them)

🦋 Being an adult who is in calm control (not an adult who is battling for control and compliance)

My teaching approach tends to suit families who are seeking a humanising and wholistic learning experience for their young child.