The iDeaL Approach for Specialists in a School Setting
This series of snippets show what using the iDeaL Approach for Specialists can look like in a school context – where routines, session lengths, and support structures may differ. Through these sessions, we’re learning what works: adapting lesson length, incorporating modelling books, building in more review, and using student insight to shape what comes next. And sharing the journey with you as we go.
Contents
1. Exploring the iDeaL Approach for Specialists in a School Setting
Hugo is 9 years old and is in Year 5. He’s curious, eager to learn...
2. Reflection of Sessions 1 and 2
Session 1 focused on setting up routines – introducing the lesson structure...
3. Reflection of Sessions 3 – 5
By Session 3, Hugo’s teacher had already noticed a boost in his confidence...
Exploring the iDeaL Approach for Specialists in a School Setting
Hugo is 9 years old and is in Year 5. He’s curious, eager to learn, and the focus of a new journey we’re sharing as we explore how the iDeaL Approach for Specialists can be adapted and delivered in a school-based intervention setting.
Background
Hugo’s school has had a school-wide Structured Literacy approach in place for the past three years. He previously received support through an external agency, but this was discontinued after it was determined he had made sufficient progress. However, his principal remained concerned and put Hugo’s name forward for further assessment, recognising that, despite gains, there were still additional needs to be addressed.
That’s where this journey began
Ange, one of our team members, completed the Mini Literacy Assessment with Hugo and began working with him using the iDeaL Approach for Specialists. This has given us a valuable opportunity to explore how these specialist resources, originally developed for 50–60 minute lessons in a private tutoring setting, can be adapted for use in schools, where sessions may be shorter and shaped by timetable constraints. In Hugo’s case, all sessions with Ange are 30 minutes long and occur twice per week – providing a consistent structure as we observe and reflect on his learning journey.
Assessment Results
Results from the Mini Literacy Assessment indicate that Hugo has a secure understanding of basic consonant and vowel sounds, as well as strengths in rhyme identification and syllable blending. A personalised, multisensory, cumulative and structured intervention will enable him to strengthen his phonological awareness and deepen his understanding of how letters and letter combinations represent sounds. A key focus will be on enhancing his ability to generate rhymes and manipulate phonemes – including beginning sounds, end sounds, and blends. Hugo also requires explicit instruction in all syllable types and spelling rules, which will improve his accuracy and help reduce the cognitive load that currently affects his writing.
Why We’re Sharing This?
This journey is about more than just one student. It’s an opportunity to show what using the iDeaL Approach for Specialists can look like in a school context – where routines, session lengths, and support structures may differ.
We’re learning what works: adapting lesson length, incorporating modelling books, building in more review, and using student insight to shape what comes next.
Reflection of Sessions 1 and 2
Session 1 focused on setting up routines – introducing the lesson structure, where to write, how to highlight, and how marking would work. With so much to establish, time was tight, but Hugo’s enthusiasm was obvious from the outset.
By Session 2, Hugo was already making discoveries. While highlighting the consonant after the short vowel in a closed syllable word list, he paused and said, “Hey, there are a, e, i, o, u in every word here!” A great opportunity to talk about vowels and syllables – one of those authentic moments of learning you can’t plan for but can build from.
When planning Sessions 3 and 4, Ange realised a fifth session would be needed to tie together open and closed syllables. More review, more exposure – key to retention. This reflects one of the most important principles of explicit instruction: frequent and purposeful practice.
We’ll continue sharing Hugo’s story as it unfolds – highlighting what’s possible when evidence-based teaching meets personal, responsive instruction.
Reflection of Sessions 3 – 5
By Session 3, Hugo’s teacher had already noticed a boost in his confidence with reading. His accuracy with open syllables had improved and he was decoding more fluently. When tired, Hugo would sometimes revert to short vowel sounds – reinforcing the need for regular, spaced review.
Session 4 was a real turning point. Hugo was engaged, confident, and applying his learning. He was able to distinguish between open and closed syllables and successfully read unfamiliar words like mascot and vortex using syllable division strategies.
In Session 5, the focus was applying this knowledge to spelling multisyllabic words like fantastic, volcano, and elastic. Hugo was proud of his success – working one syllable at a time, using sounds to guide spelling. Ange noted he sometimes used letter names rather than sounds, so regular practice of the sounds during the letter formation section of the lesson will help to address this.
What’s Happening Beyond the Lessons?
Hugo’s classroom teacher has noticed positive shifts, not just in Hugo’s reading confidence but in how he’s applying syllable division strategies during instructional reading. His parents are also seeing change: “He’s feeling more confident with sounding out letters like a and u,” they shared. “We’re so pleased with how enthusiastic he is.”
What’s next…
The next concept Hugo will be taught is the /sh/ digraph. This will be his first lesson using a decodable text, so it will be interesting to observe both the lesson timing and his engagement with the text. The current 30-minute lesson structure is also under review to determine whether any changes are needed.
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