How to Teach Encoding and Decoding

Encoding and decoding

Today, we’re diving into the fascinating world of encoding and decoding —two skills that hold the key to unlocking the magic of language. I recently heard encoding and decoding compared to breathing. Encoding is the in breath and decoding is the out breath. Undoubtedly, encoding skills are as important to reading as decoding skills.

“Encoding is not simply a first step to writing; it is a vital but under-appreciated route to reading.” 

Herron and Gillis, 2020.

So, how does encoding help students to read (decode?)

  1. Phonemic Awareness: Encoding helps students develop phonemic awareness, which is the ability to recognise and manipulate individual sounds (phonemes) in spoken words. When students encode words, they learn to segment spoken words into their constituent phonemes, helping them understand the sound-letter correspondence.
  2. Letter-Sound Correspondence: Through encoding, students learn the relationship between letters (graphemes) and the sounds they represent (phonemes). This understanding of letter-sound correspondence is essential for decoding, as it allows students to recognise written words by sounding them out.
  3. Segmenting and Blending: Encoding requires students to segment words into individual phonemes and then blend those phonemes together to form words. This process of segmenting and blending helps students develop phonemic blending skills, which are vital for reading fluency.
  4. Spelling Skills: Encoding involves spelling words phonetically, which helps students develop spelling proficiency. By encoding words, students learn to apply spelling rules and conventions, such as vowel patterns and syllable structures, which contribute to their overall literacy skills.
  5. Vocabulary Development: Through encoding, students expand their vocabulary as they encounter new words and learn to spell them phonetically. This active engagement with language helps students internalise new vocabulary words, improving their reading comprehension and overall language proficiency.
  6. Metacognitive Awareness: Encoding requires students to think critically about the sounds and structures of words, fostering metacognitive awareness of language. By reflecting on their encoding processes, students develop a deeper understanding of word formation and language patterns, which enhances their reading and writing abilities.
  7. Reading Fluency: As students become proficient at encoding, they transfer their skills to decoding, which contributes to improved reading fluency. By recognising letter-sound relationships and quickly decoding words, students can read more smoothly and efficiently, leading to enhanced comprehension and enjoyment of reading.

ENCODING AND DECODING IN THE CLASSROOM

How do we help students to decode?

  • Tell students to ‘sound out’ in their heads and then say the whole word out loud.
  • Remind students to keep their eyes on the print as they decode and as they blend the word.
  • Teach continuous blending (NOT segmenting or tapping before blending – read the research here)
  • Practice fluency reading daily.

How do we help students to encode?

  • A good basis in phonemic awareness such Heggerty’s
  • Use Elokin boxes to tap/segment the sounds
  • Begin with VC words. Once students are fluent in VC words,  then begin CVC words, swapping initial sounds where possible
  • ‘Singing’ the sounds can help!
  • Teach using a synthetic phonics sound sequence, where sounds build on previously taught sounds.

Bringing it all together:

  • Pair decoding and encoding activities together, such as in these Encoding and Decoding Color By Code Activities.
  • Boggle type games where students blend sounds to make words
  • Blending consonants and vowels to create words using letter cards or magnetic letters. You can set up two baskets of consonants and one basket of vowels. Students draw one letter from each basket and create a word. They then write if the word is a real word or a nonsense word.
  • Using familiar decodable readers for dictation. Students write the story as they hear it.
  • Word ladders – exchanging one letter at a time to create new words – decoding the words that are made.

One of my favourite tools to aid in encoding are my Word Mats! I’ve got different mats for different seasons and they are all FREE (create a free Teachie Tings account to download)! Check them out here below!

Teaching Fairy Tales in your Classroom

teaching fairy tales in the classroom

Are you venturing into the magical world of teaching fairy tales in your classroom?

Teaching students the art of crafting magical narratives filled with whimsy and wonder? You’re in for a treat!

Teaching fairy tales is hands down one of my favourite units! I’m thrilled to share the joy and creativity that come with unraveling the secrets of this ]genre. If you’re ready to embark on a storytelling adventure and guide your students through the realm of fairy tales, you’re in the right place! Let the magic of storytelling unfold in your classroom!

There is a wealth of great fairy tales to engage students and immerse them in the genre. Some of my favourites include:

  • Puss in Boots
  • Jack and the Beanstalk
  • The Elves and the Shoemaker
  • Cinderella

You will need a good selection of texts to teach with, and to include in your classroom library for the duration of your unit.

teaching fairy tales

Engage Students in How to Write a Fairy Tale with Rich Texts

It’s important to begin teaching fairy tales with a complete immersion into the genre through reading, deconstructing, and retelling. This will help your students to identify the fairy tale elements:

  • Characters – who is good and who is bad? Who is a helpful friend?
  • Setting – describing the settings with their senses
  • The main events of the story in the correct order
  • The main problem and how it is solved
  • The resolution – in fairy tales, this normally positive! So this means the love story is complete or the prize is won, and everyone lives happily ever after.

Fairy tale displays and posters are necessary! Boost student success with a learning wall, where the deconstruction of a known fairy tale is co-constructed and displayed.

teaching fairy tales
Help students identify fairy tale structure with visual displays.

Display Worked Examples of How to Write a Fairy Tale

Worked examples are proven to increase student achievement (see my post on Bump It Up Wall Research here). For this reason, it’s important to show students what a good fairy tale looks like! You can write ta worked example yourself, with your class or if you’re short on time use some of our samples. Our samples are ready to print and annotate with your class (use highlighters and identify the parts of the text that align with the success criteria).

Teaching Fairy Tales

Here’s our step-by-step guide to teaching fairy tales in your classroom!

Introducing Characters

When introducing characters to students, it’s crucial to make the experience whimsical and engaging.

Start by bringing beloved fairy tale characters to life through vivid storytelling or animated visuals. Begin with iconic characters they might already know, like Cinderella or Little Red Riding Hood.

Use descriptive language to highlight the traits of characters, emphasising their appearances, personalities, and roles in the story. Encourage students to participate actively by asking questions about the characters and prompting them to share their thoughts.

Consider interactive activities such as drawing or crafting character cutouts to enhance the sensory experience. By making the introduction of characters a lively and participatory process, you’ll ignite the young learners’ imagination and enthusiasm for the enchanting world of fairy tales.

Introducing Fairy Tale Settings

Begin by choosing rich and descriptive fairy tale texts that vividly paint the settings.

As you read, encourage the students to close their eyes and imagine the magical places described in the story. Engage their senses by asking questions like, “Can you picture the enchanted forest? How do you think it smells there?”

Encourage them to share their imaginative responses, fostering a sense of creativity.

Extend the experience by incorporating hands-on activities, such as creating sensory boards with materials like textured fabrics, scented markers, or nature items that represent different settings.

By appealing to their senses, you not only make the introduction of fairy tale settings memorable but also ignite their curiosity to explore the magical realms within the stories.

Fairy Tale Plots

Start by introducing the concept of a story arc, explaining the key components such as the introduction of characters and settings, the development of the main events, the climax or turning point, and the resolution.

Use engaging and age-appropriate fairy tales as examples to illustrate these elements.

To enhance understanding, guide students in sequencing the events in the correct order, fostering their comprehension of narrative structure. Encourage them to identify the beginning, middle, and end of the stories, ensuring they grasp the magical journey each fairy tale undertakes. Sequencing activities can help students to solidify this concept.

Through this exploration of story arcs and sequencing, young learners can unravel the enchanting mysteries that make fairy tales timeless treasures.

Adding excitement with complications

Teaching students to explore complications adds a layer of excitement to their storytelling journey. This involves introducing them to the challenges or obstacles that characters encounter on their magical adventures.

Encourage students to think about what could go wrong in the story, prompting them to brainstorm various complications that the characters might face.

Emphasise the importance of these challenges in driving the plot forward and creating suspense. Problems also make characters smarter and stronger. Explore this theme with students by looking at characters at the beginning of the story and at the end of the story. You can use interactive activities, such as group discussions or drawing sessions, to spark their creativity and help them envision different complications.

By fostering their imaginative thinking, young storytellers will learn to infuse their fairy tales with captivating twists and turns, making the narrative all the more enchanting for both the storyteller and the audience.

Happy Endings in Fairy Tales

As budding storytellers immerse themselves in the enchanting world of fairy tales, guiding them through crafting a satisfying resolution becomes a pivotal aspect of the journey. For students, emphasising the concept of a “happy ending” is key.

Encourage students to envision the resolution where the characters overcome challenges, and the story concludes on a positive note. Discuss the idea that in fairy tales, resolutions often involve the characters achieving their goals, winning a prize, or, in the classic tradition, living “happily ever after.”

Foster students creativity by prompting them to think about the ultimate joyous outcome for the characters they’ve introduced in their tales. This exploration not only instills a sense of fulfillment in storytelling but also sparks the imaginative sparks that make fairy tales timeless and cherished narratives for young minds.

Teaching to the ‘A’: A Strategy for Elevating Student Performance

teaching to the 'a'

Teaching to the ‘A’ is a bold approach that communicates high expectations to every learner. As an educator, it has proven to be the most effective strategy in lifting the performance of students. But what exactly does it mean to teach to the ‘A’?

teaching to the 'a'

Defining ‘Teaching to the ‘A’’

Teaching to the ‘A’ involves modeling what success at an ‘A’ level looks like for every student in the classroom. This is achieved by setting high expectations through a Learning Intention and exposing students to exemplary ‘A’ samples. The Backward Design model, when integrated, provides a laser focus for teaching, leading students towards desired results.

The Importance of High Standards

It is crucial that all students are familiar with and exposed to the success criteria representing the highest level of achievement. The goal is to teach and demonstrate skills and knowledge that align with ‘A’ level success criteria. This not only challenges students but also empowers them to strive for excellence.

Inclusivity and Support for Lower-Achieving Students

Teaching to the ‘A’ does not leave lower-achieving students behind. The approach involves a collaborative journey where the educator guides students toward the highest level of achievement. This inclusivity is in stark contrast to the potential pitfalls of teaching to a lower level, such as the ‘C,’ which may inadvertently perpetuate underachievement.

Avoiding the Pitfalls: Bump It Up Wall Concept

The misuse of concepts like the Bump It Up Wall can hinder students’ progress if the focus is solely on teaching to a lower level, like the ‘C.’ Without exposure to the requirements of higher levels, students may lack the necessary tools to achieve a ‘B’ or ‘A.’ Tiered examples and success criteria statements become essential in helping students elevate their performance.

Practical Strategies for Differentiation

Differentiating A-level instruction is key to the success of teaching to the ‘A.’ Strategies include deconstructing texts, pre-learning vocabulary, varying reading strategies, and incorporating group activities with assigned roles. The exposure to high-level examples and guidance on reproducing key elements can significantly impact the achievement levels of average students.


Knowing Your ‘A’: Essential Steps for Educators: Practical Steps for Implementing Teaching to the ‘A’

Teaching to the ‘A’ is not just a theoretical concept; it requires actionable steps in the classroom to ensure effective implementation. Here are five practical strategies that educators can employ:

1. Develop Clear Learning Intentions and Success Criteria

Establishing clear learning intentions and success criteria is foundational. Clearly communicate to students what success at the ‘A’ level entails. Break down the criteria into manageable components, making it easier for students to grasp and work towards achieving the desired standards. This clarity provides a roadmap for both educators and students, fostering a shared understanding of expectations.

2. Expose Students to Exemplary ‘A’ Samples

Regularly expose students to high-quality ‘A’ samples relevant to their grade level. This exposure serves as a visual and contextual reference, helping students understand the standards they are striving to achieve. Utilize diverse examples across subjects, ensuring that students have a well-rounded understanding of what excellence looks like in various contexts.

3. Integrate Backward Design Model

Incorporate the Backward Design model into lesson planning. Start with the end goal in mind – the ‘A’ level of achievement – and work backward to create lesson plans and activities that align with those standards. This approach ensures that every element of the curriculum contributes to the overarching objective of reaching the ‘A’ level, providing a cohesive and focused learning experience.

4. Implement Tiered Examples and Differentiated Instruction

Recognize the diversity in your classroom by implementing tiered examples and differentiated instruction. Tailor your teaching methods to accommodate various learning styles and levels. Provide tiered examples that guide students from lower to higher achievement levels. Differentiated instruction could involve varying reading materials, pre-learning vocabulary, and group activities with assigned roles, ensuring that all students have the opportunity to elevate their performance.

5. Regularly Assess and Provide Constructive Feedback

Establish a consistent assessment and feedback loop. Regularly assess student work against the established success criteria. Provide constructive feedback that not only highlights areas for improvement but also acknowledges and reinforces the elements where students have excelled. This ongoing assessment allows students to track their progress, understand their strengths and weaknesses, and make necessary adjustments to meet ‘A’ level expectations.

By implementing these practical steps, educators can create an environment that actively supports and guides students toward the ‘A’ level of achievement, fostering a culture of excellence in the classroom.

Avoid setting unattainable ‘A’ standards, as this can discourage students. An ‘A’ in a lower grade should not surpass the level of a higher grade ‘C.’ Additionally, acknowledge that perfection is not always necessary. Acceptable errors, within certain limits, can be present in ‘A’ examples, maintaining a realistic and encouraging standard.

Conclusion

Teaching to the ‘A’ is a brave and effective strategy that elevates student performance by setting high standards and expectations. It is a journey where both educators and students work collaboratively towards achieving excellence. By understanding the nuances of teaching to the ‘A’ and implementing practical strategies, educators can empower students to reach their highest potential.

Smooth Transitions: A Guide to Introducing Students to Their New Teacher

Introducing students to their new teacher significant moment for everyone involved. Preparing them adequately for this change is essential for a positive start to the academic year. Here are some practical steps you can take to help your students adjust seamlessly to their new teacher:

introducing students to their new teacher

Intriducing Students to Their New Teacher Early


Focus on introducing students to their new teacher as soon as possible. To make it more personal, share a photo of the new teacher, fostering recognition and reducing uncertainty. Consider asking the new teacher for a friendly, unseen photo to enhance the connection.

Highlight the Positives of Introducing Students to their New Teacher


Emphasize the positive aspects of transitioning to a new year and having a new teacher. Explain how the change brings fresh ideas, innovative teaching methods, and exciting opportunities to the classroom. Encourage students to approach the transition with an open mind, ready for new experiences.

Share Relevant Information


Provide basic information about the new teacher, including their name, background, and a few interesting facts. This helps create a sense of familiarity and connection among students.

Open Dialogue for Questions


When introducing students to their new teacher, ensure there is a space for students to ask questions about their new teacher. This encourages them to express any concerns or curiosity they may have, fostering an open and safe environment for communication.

Facilitate Relationship Building


Although students may not know much about their new teacher initially, emphasize that the new teacher is eager to learn about them. Engage in a ‘get to know me’ activity, such as “5 Things to Know About Me,” to initiate the relationship-building process.

introducing students to their new teacher

Freebie Offer: Next Grade In Training Paper Crowns!
Love the idea of helping students transition? As a bonus, we’re offering a small freebie to make the experience even more memorable. Click here to grab your “Next Grade In Training” paper crowns—a fun tool perfect for aiding students in their transition to the next grade. Simply sign up for a FREE Teachie Tings account to receive this engaging resource!

Post-Transition Check-In:
After the new teacher has taken over, make it a point to check in with your former students regularly. This ongoing support ensures they continue to adjust positively to the change. Preparing your students for a new teacher involves effective communication, empathy, and the creation of a supportive environment. By implementing these strategies, you can help your students transition smoothly and confidently to a new teacher, fostering a positive academic journey.