1. Wonderland – Stage 2 [Years 3 & 4]
Author – Fiona Holmes
Stage 2

2. The
Complete
Circle
Stage 2
ITResources

3. Phonemic Awareness is the ability to
hear, identify and manipulate phonemes
in a word together with the ability to
blend individual sounds into meaningful
spoken words.
Phonics is the relationship between
letters and sounds.
In Stage 2 of the programme Phonemic
Awareness and Phonics fall under the
wider category called Word Study.

4. Reading
A combination of instructional
approaches
Interactive Read-Alouds
Shared Reading
Guided Reading
Independent Reading
Language Activities

5. Oral Language
Speaking and listening are critical skills for
children and are fundamental to success in all
areas of the curriculum.

6. Instructional Components
Comprehension is the ability to understand
what is read. It is the ultimate goal of
reading.
Vocabulary refers to the words one must
know in order to communicate effectively.
Fluency is the ability to read quickly,
accurately and with proper expression.

7. Skills Development
All of the skills targeted in the
programme are research-based skills
that have been shown to be effective
and necessary for the development of
effective reading.

8. Stage Two – Components
 6 Core Readers
 2 Novels
 2 Non-fiction Books (linked to the
thematic units in the Oral Language
Development Schemes)
 4 Skills Books
 24 Levelled Readers
 Teacher’s Notes C & D
 Oral Language Development
Schemes C & D
 Assessment
 Home / School Links Programme
 IT Material

9. Year 3 – Core Books
Real Book Experience
Includes poetry
Novel –
Camper
Van Fun
Non-fiction book with chapters
linked to the thematic units in Oral
Language Development Scheme C

10. Looking after Zara – pages 6–7
• Multidimensional
characters with unique
personalities that
continue to develop
• Introduction of new
characters
Sample page from Core Reader
(Core Reader 1, Year 3 - Looking after Zara )

11. • Creative and
imaginative
settings,
conducive to
rich oral
language
development
• Links to cross-
curricular
topics that can
be used as a
basis for
creative writing
A setting from Looking After Zara

12. Poetry
included in
the core
readers
• Appealing and
creative poems
• Poems linked to
Wandsville
characters
• Poetry linked to
themes in stories
Dance
Shoes for
GG
Page 58

13. Novel –
Camper Van Fun
• Plot reflective of real-life scenarios,
with clear problem and resolution
• Progression from picture-book
stories to chapters
• Satisfying story-line with
progressive character development
• Ideal for development of children’s
reading comprehension

14. Feena’s Book of Facts 1
• Chapters linked to thematic
units in O.L.D. Scheme C
• Attractive child-friendly
question and answer format
• Provides a rich source of new
vocabulary and concepts
• Children taught how to engage
with the structural and
organisational features of
informational texts

15. Year 4 – Core Books
• More complex story lines
• Variety of themes demonstrating important issues and
qualities (courage, friendship, difference, self-esteem)
• Top 300 high frequency words
Novel – The
Magic Ring
Non-fiction book
Chapters linked to the thematic units
in Oral Language Development
Scheme D

16. Skills Books
• Research-based skills
development
• Based on the core
readers
Year 3:
Skills Books E & F
Year 4:
Skills Books G& H

17. Skills Book
Structure
Comprehension Phonics Gramar Vocabulary Writing

18. Sample pages from Skills Book E & F

19. Teacher’s Notes C & D
 Support the core readers
 Lesson plans which focus on
 Comprehension
 Word Study
 Vocabulary
 Fluency

20. Teacher’s Notes
Comprehension Strategies
 Comprehension
Strategies:
 Predicting
 Previewing text vocabulary
 Activating prior knowledge
 Making connections (Text to self; text to text; text to world)
 Building background knowledge
 Visualisation
 Questioning
 Clarifying
 Summarising

21. Teacher’s Notes
Integrated Phonics
Integrated Phonics
 Phonics
 Consonant sounds
 Short and long vowel
sounds
 Digraphs / Blends
 Long vowel patterns
 R-controlled digraph
patterns, e.g. ar, er
Phonemic Awareness Skills
 Sound isolation
 Categorisation
 Deleting sounds
 Adding sounds
 Substituting sounds
 Blending / Segmenting

22. Teacher’s Notes
Word Study
Word Study
 Word sorts
 Spelling patterns
 Word building
 Sentence dictation

23. Teacher’s Notes
Vocabulary
• A rich variety of activities that
support vocabulary
development
• Strategies for learning the
meaning of words in context

24. Teacher’s Notes
Fluency Strategies
Fluency Strategies
Strategy: Rereading
Techniques
Pattern
Support
Listen and
Comment
Repeated
Readings /
Repeated
Recordings /
Videotaped
Readings
Lead Reading Whisper
Reading
Partner
Reading
Strategy: Assisted Reading
Techniq
ues
Choral
Readers
Shared
Reading
Read-Alongs Echo Reading Stop-Go
Reading
Strategy: Pacing
Techniq
ues
Beam
Reading
Timed
Readings
Strategy: Phrasing
Techniq
ues
Eye-Voice
Span
Chunking the
text
Noticing
Punctuation
Sentence
Strips
Strategy: Expressing
Techniques
Readers
Theatre
Group
Presentation
Character
Analysis /
Interpretation
Noticing
Punctuation

25. Supplementary Readers
• 24 supplementary reader (now available also as
levelled readers)
• Books to engage and excite children, motivating them
to continue reading
• Funny and relevant stories, often with a twist

26. Oral Language Development
Oral Language Development Schemes C& D
• Provide monthly integrated units centred
around a unifying theme, (e.g. Weather /
Animal Families / Space)
• Use read-alouds of both fictional and
informational texts to foster interest and
knowledge of the topics
• Help develop student’s oral language,
comprehension, vocabulary and reading skills

27. Instructional plan for vocabulary
instruction in O. L. D. programs
Effective vocabulary instruction should engage the children in
• Integrating, categorising and making connections between words
• Repetition and multiple exposures to new words across contexts
• Meaningful use of words using multiple methods of instruction

28. Sample pages from Vocabulary
section in O. L. D. Scheme C

29. Structure of Oral Language Programs
• Monthly scheme format with daily lesson plans
• Each thematic unit explored using the following
five contexts: Talk and Discussion, Story, Play and
Games, Improvisational Drama, Poetry and
Rhyme
• Clear and defined instruction
• Collaborative discussion promoted using lesson
frameworks such as Questioning the Author,
Reciprocal Teaching, Accountable Talk and
Collaborative Reasoning

30. Lesson Plans
• Lesson Menus which allow for differentiation
• Comprehension strategies introduced individually at
first (using gradual release of responsibility model) and
made ‘visible’ for the child by the use of specific
comprehension characters (e.g. Priscilla the Predicting
Princess (Prediction), Queenie the Question Queen
(Questioning), Indy the Inquisitive Investigator
(Inference))

31. Resource Material for O.L.D. Schemes
Photocopiable Masters
Photocopiable resource
material to support the
lesson plans available at
the back of the book

32. Resource Material for O.L.D. Schemes
Posters
40 Posters to support O.L.D C & D.

33. Assessment
• Clear, tangible learning
outcomes based on the
material covered
• Helps the teacher to
plan instruction and
differentiate according
to the needs of each
student.

34. Home/School Links
Parents are provided with a monthly
information sheet which
• Outlines some of the activities their child engaged in
while exploring the monthly thematic unit
• Shares effective strategies for developing rich oral
language and vocabulary.

35. Oral Language Programs promote
differentiation
Lesson menus
• Provide scope for teachers to
differentiate instruction
according to the variations in
children’s needs.
• Allow the appropriate level of
challenge to be provided for
each child by giving instruction
and tasks matched to their
instructional needs.

36. The
Complete
Circle
Stage 2