Episode Details

In this first part of a two-part series on implementing structured literacy in upper primary, Jocelyn outlines critical shifts in word-level instruction and text selection for Years 3-6. She advocates transitioning from phonics-only spelling instruction to incorporating orthography and morphology once students master approximately 70 graphemes, emphasising explicit knowledge-building over worksheet activities and memorisation strategies that leave students "going through the motions." 

For text selection, Jocelyn promotes moving away from levelled reading assessments toward rich, age-appropriate texts that provide suitable challenge, supported through intensive whole-class guided reading where teachers stop regularly to ensure comprehension rather than assigning independent reading followed by end-of-lesson questions. 

Drawing on research from Beck, McKeown, and Sandora's work on questioning techniques and Lemov's Reading Reconsidered, she emphasises that effective upper primary literacy instruction requires shifts in "how" rather than "what", making teaching more intensive, explicit, and responsive to ensure all students can access complex texts. 

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