Demonstration of a daily review slide outlines
1. Demonstration of a daily review
Extract from a Literacy Hub professional learning webinar.
2. Review section
[Image: diagram of the Literacy Hub’s Phonics instructional model, highlighting the Review section, which precedes the Explicit teaching section. The Review section is the You do part of the model where the teacher provides corrective feedback, and comprises Grapheme level: read and spell, Word level: read and spell, and Sentence level: read and spell.]
3. Lesson flow: instructional model lesson and review flow
[Image: diagram detailing instructional model lesson and review flow progression for a series of lessons. Each review begins at the beginning of the following lesson.]
- Lesson 1: f says /f/
- Lesson 1 review: review sounds for taught graphemes and f
- Lesson 2: c says /k/
- Lesson 2 review: review sounds for taught graphemes and f and c; read and spell with taught graphemes and f and c
- Lesson 3: b says /b/
- Lesson 3 review: review sounds for taught graphemes and f and c and b; read and spell with taught graphemes and f and c and b
4. Four key takeaways from the daily review example
- Same structure as explicit teaching section
- Increased pace
- Mostly student talk (You do)
- Immediate corrective feedback as needed (I do, We do)
5. Daily review
s, a, t, p, i, n, m, e, h
6. Letter–sound review
7. What sound?
p
8. What sound?
h
9. What sound?
s
10. What sound?
n
11. What sound?
a
12. What sound?
t
13. Continues…
[Image: series of 12 ‘What sound?’ slides with the letters a, t, e, i, m, s, i, h, e, p, a, n.]
14. Let’s get ready to write.
15. Let’s sound out words.
16. Say these sounds
Say these sounds with me. What’s the word?
Your turn. Say the sounds. What word?
at
[Image: the word ‘at’ with two blue dots under each of the word’s letters symbolising the sounding out of the sounds and an arrow underneath heading from left to right showing the direction of sounding out.]
17. Say these sounds
Say these sounds with me. What’s the word?
Your turn. Say the sounds. What word?
pip
[Image: the word ‘pip’ with three blue dots under each of the word’s letters symbolising the sounding out of the sounds and an arrow underneath heading from left to right showing the direction of sounding out.]
18. Say these sounds
Say these sounds with me. What’s the word?
Your turn. Say the sounds. What word?
sit
[Image: the word ‘sit’ with three blue dots under each of the word’s letters symbolising the sounding out of the sounds and an arrow underneath heading from left to right showing the direction of sounding out.]
19. Continues…
[Image: series of five ‘Say these sounds with me’ slides with the words: ant, map, net, hip, hem.]
20. Let’s read our words.
21. Let’s read with fluency.
at
[Image: arrow underneath the word ‘at’ pointing from left to right.]
22. Let’s read with fluency.
pip
[Image: arrow underneath the word ‘pip’ pointing from left to right.]
23. Let’s read with fluency.
sit
[Image: arrow underneath the word ‘sit’ pointing from left to right.]
24. Let’s read with fluency.
ant
[Image: arrow underneath the word ‘ant’ pointing from left to right.]
25. Continues…
[Image: series of four ‘Let’s read with fluency’ slides with the words: map, net, hip, hem.]
26. Let’s get ready to write.
27. Irregular words.
28. Say the sounds…
What is the word?
the
29. Say the sounds…
What is the word?
is
30. Let’s get ready to write.
31. Let’s read together.
32. Pat sat in the pan.
33. Continues…
[Image: series of three slides showing sentences to be read. The first two have a single sentence each: The ant is in the pan. The ant nips Pat. The third slide has three sentences: Pat sat in the pan. The ant is in the pan. The ant nips Pat.]
34. Dictation sentence.
35. Pat is ten.