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A Resource for Teaching Reading


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A Resource for Teaching reading that includes lesson plans, templates, activities and ideas that incorporate technology

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A Resource for Teaching Reading

  1. 1. Linnea Mead s237572 ELA200
  2. 2. Traditionally, being literate required a person to be able to read and comprehend print materials, however growth in technologies has resulted in new approaches necessary to support and teach literacy and reading. “Reading is the ability to interpret symbols and text”, and it is vital that educators incorporate such technologies to support reading and comprehension (Kearns, 2012, p. 486). There are four main areas that depend on successful reading, achieved through the context and purpose in which people engage in texts, suitable text selection to achieve the desired objective, and a knowledge of concepts and skills in how to read. This requires effective teaching strategies (Winch, Johnson, March, Ljungdahl and Holliday, 2010). This Resource for Teaching Reading has been designed in an attempt to incorporate effective teaching strategies with technologies that support and extend reading and grammar knowledge; student engagement; and encourages students to make connections with the context and purpose in which people write texts. Learning is based on a Year 2 classroom, which consists of 26 students, with 2 students of Aboriginal heritage. Cultural learning is inclusive throughout the classroom, with all students and staff expected to contribute at all times, to a culturally safe, respectful environment. The classroom is organised into two large, but connected areas that consists of 25 computers, at the rear of the classroom; student’s usual workspaces in the centre of the classroom; and space at the front of the classroom for students to engage in whole classroom learning. Throughout the term, students have had extensive learning related to language and reading instruction; phonics and grammar including digraphs, blends, long and short vowels, and written and oral comprehension. TEACHING READING TEACHING AND LEARNING CONTEXT
  3. 3. Five lesson plans are included, which aim to stimulate students’ engagement in learning activities, that further extends their knowledge and understanding in “listening, reading, viewing, speaking, writing and creating” (ACARA, 2013). Classroom activities provide opportunities for students to work independently; in groups, and whole class interactive learning; through scaffolding; critical thinking skills; higher and lower order skills; with each lesson informed by the objectives of the Australian Curriculum, Assessment and Reporting Authority: Language, Literature and Literacy. Pedagogy in the classroom attempts to provide learning experiences that are child-centred, to ensure the learning environment engages student’s in social constructivist learning that, according to Vygotsky, further extends their language, thinking and supports “ongoing learning”, supported primarily with technologies that include the Interactive White Board, and interactive on-line games (Darling-Hammond, Austin, Orcutt and Martin, p. 126). Lesson plans cover varying elements of the 7 general capabilities set by the Australian Curriculum, to support the learning outcomes expected of Year 2 students. These include • Literacy • Numeracy • Information and communication technology (ICT) • Critical and creative thinking • Personal and social capability • Ethical understanding • Intercultural understanding LESSON PLANS
  4. 4. Student assessment at the commencement of the unit utilising a KWL approach, enables the teacher to understand what students already know; what they want to know; and what they have learnt, so lesson content can be modified according to student needs. Learning opportunities will incorporate scaffolding; individual and group learning, and continued student assessment based on their participation and contribution in groups and individually; comprehension and language; completion of tasks and activities; ability to engage with technologies that support their learning; and through cloze activities. As a teacher, personal reflections on lessons will include: • Did the content of the lesson meet desired outcomes? • Were the students engage in their learning? • Did students understand the requirements of tasks? • How could the lesson have been conducted better? • Was the student’s learning experiences relevant? • Was student pairing correct & what other ways could this exercise have been conducted? • Did all students have opportunities to contribute to their learning & discussions? The conclusion to the unit, seeks to demonstrate the skills and knowledge students have acquired, with students showcasing their creative skills in story writing, to publish their individual, online classroom stories, which will occur further on in the term. ASSESSMENT UNIT CONCLUSION
  5. 5. YEAR 2 AUSTRALIAN CURRICULUM : ENGLISH LANGUAGE Language variation and change • Understand that spoken, visual and written forms of language are different modes of communication with different features and their use varies according to the audience, purpose, context and cultural background ACELA1460 Language for interaction • Identify language that can be used for appreciating texts and the qualities of people and things ACELA1462 Text structure and organisation • Understand that different types of texts have identifiable text structures and language features that help the text serve its purpose ACELA1463 • Understand how texts are made cohesive through resources, for example word associations, synonyms, and antonyms ACELA1464 • Recognise that capital letters signal proper nouns and commas are used to separate items in lists ACELA1465 Expressing and developing ideas • Understand that nouns represent people, places, concrete objects and abstract concepts; that there are three types of nouns: common, proper and pronouns; and that noun groups/phrases can be expanded using articles and adjectives ACELA1468 • Understand the use of vocabulary about familiar and new topics and experiment with and begin to make conscious choices of vocabulary to suit audience and purpose ACELA1470 • Understand how to use digraphs, long vowels, blends and silent letters to spell words, and use morphemes and syllabification to break up simple words and use visual memory to write irregular words ACELA1471 • Recognise common prefixes and suffixes and how they change a word’s meaning ACELA1472 Sound and letter knowledge • Recognise most sound–letter matches including silent letters, vowel/consonant digraphs and many less common sound–letter combinations ACELA1474
  6. 6. LITERATURE Responding to literature • Identify aspects of different types of literary texts that entertain, and give reasons for personal preferences ACELT1590 Examining literature • Identify, reproduce and experiment with rhythmic, sound and word patterns in poems, chants, rhymes and songs ACELT1592 Creating literature • Create events and characters using different media that develop key events and characters from literary texts ACELT1593 LITERACY Texts in context • Discuss different texts on a similar topic, identifying similarities and differences between the texts ACELY1665 Interacting with others • Listen for specific purposes and information, including instructions, and extend students’ own and others' ideas in discussions ACELY1666 Interpreting, analysing, evaluating • Identify the audience of imaginative, informative and persuasive texts ACELY1668 Creating texts • Create short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for familiar and some less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose ACELY1671 • Reread and edit text for spelling, sentence-boundary punctuation and text structure ACELY1672 (ACARA, 2013).
  7. 7.  This is a small selection of books that include Australian and Aboriginal and Torres Strait Islander peoples, and Asia content, that students have used to engage in reading as individual activities and whole class reading, and through examining text structures and organisation including their visual representations; titles, determine topics and types of text (ACELA1463) picturebooks.htm Mayonnaisy-Mum-poems- Donaldson/dp/0330414909#rea der_0330414909 /ringle-tingle-tiger-mark- austin/9780734407276 http://www.globallangu ed+planet+roderick+hunt Snow-Roderick- Hung/dp/0198482485#reader_0 198482485 2012/06/review-collecting- colour.html w/816735.The_Seven_Chinese_Brot hers
  8. 8. LESSON 1: BRILLIANT BOOKS -To engage students in critically thinking about books; who writes books and why people write them. -To engage students in teamwork; talk partner activities; sharing of ideas and communication. -Students discover difference in styles of communication and methods according to spoken; written and visual forms. -Students engage in viewing and listening to resources, both fiction and factual, to further develop their concepts of parts of a book including characters, settings, feelings and mood, and how stories are structured. -Students develop an understanding of how illustrations can be used to support and extend the intent of printed text. -Students investigate styles of writing and illustrations, that authors from other cultures use including Aboriginal and Torres Strait Islander Peoples and Asian cultures. LESSON 2: WHY DO PEOPLE WRITE BOOKS? PERSUADE, INFORM, ENTERTAIN -Through different genres and writing styles of books, students investigate the purpose people write -what makes text persuasive, informative or entertaining -why an author writes text that is persuasive, informative or entertaining -Knowledge of language; phonics, vocabulary, reading and listening skills, to determine that an author writes to either persuade, inform, or entertain will be extended. -All students are expected to contribute to a beginning activity that requires small group discussions and questions, followed with a whole class sharing and discussion. -Students discover differences in styles of communication and methods according to spoken; written and visual forms. LESSON 3: ALL ABOUT ALLITERATION -Students learn the meaning of alliteration. -Students make connections through interactive games and discussion, regarding why authors use alliteration and how it is used to improve sentence flow for reading, fun and engagement. LESSON 4: IT’S RHYME TIME -Students explore rhyme; rhythm; word play to create chants, poems and rhymes. -Students further develop their knowledge of phonemic awareness and word families through experimenting with interactive rhyme games. -Students engage with poetry written by other cultures such as Aboriginal and Torres Strait Islander People. LESSON 5: STORY WRITING -Students explore and investigate parts of a book. -Students identify that sometimes looking at pictures and images can help a person make predictions about a story. -Students begin to engage with story planning, firstly as a shared whole class activity, to model the process, then designing their own story, with a subject, genre, characters, setting, and other parts of a book. LESSON SEQUENCE
  9. 9. LESSON TEACHINGAPPROACHES WARM-UP GAME: Teacher Demonstration with student participation: • Teacher-example–writes the word worm, on the classroom whiteboard. • Rules for play-only 1 letter to be changed in each new word • Teacher- demonstrate removal of 1 letter- “m” and replaces it with “d”, to make a new word- word • Student-suggestions sought for further changes e.g. Work; Cork; Fork; Folk…… Whole Class Participation: • Teacher-writes the word book on the whiteboard. • Every student has a turn at changing 1 letter to make a new one. • When no further words can be made out of book, students may suggest new words until all students have had a turn. ACTIVITY 1: • As talk partners, students discuss, evaluate and record questions about books through TASK CARDS. (TASK CARDS are already loaded on computers, with 3 computers having 1 extra TASK CARD for students who are higher achievers). • Teacher-demonstrates to whole class, TASK CARDS through the IWB, to model expected outcomes. • Students-engage in critical thinking, ideas/shared discussion with teacher examples. ACTIVITY 2: • Students-on teacher command, are given 2 minutes to quietly choose a computer and be seated with their talk partner, waiting for further instruction. • On the command “READY, STEADY…READ-students locate, read, discuss, explore and record ideas/answers/comments with their talk partner using computer templates. • After specified time, students print their TASK CARD and return to the floor space at the front of the classroom. ACTIVITY 3: TASK CARD TEMPLATES from ACTIVITY 2, will be loaded on IWB • Each talk pair partners, share their TASK CARDS ideas and comments. • Whole class discuss further, each task card question • Suggestions/further questioning between students; from students, and the teacher such as “How do you feel about that answer”?; “What do you think”?; “How do you know this”?; “What can you add”?; “How can you further improve on this answer”?; “Do you have any questions”? Students seated on the floor at the front of the classroom facing the teacher/whiteboard -Whole Class Participation ACTIVITY 1-Whole class engagement ACTIVITY 1 TASK CARDS-SEE SLIDE 11 Answers recorded on the IWB for printing/student reference/further discussions ACTIVITY 2 TASK CARDS-SEE SLIDE 12 & 13 Talk partners grouped according to teacher discretion/student ability. Regularly seek student understanding of requested tasks. ACTIVITY 3-Whole class engagement Q. 15 & 16, will be given to students who are capable of achieving higher academic outcomes to extend their critical thinking skills.
  10. 10.  1. What are books?  -(written /printed work with pages glued or sewn together along one side and bound in covers) (WhatAreBooks, 2013).  2. What types of books can we read?  (fiction or fact/factual; storybooks; picture books (non-fiction; big; small)-what are picture books-why are they called picture books?  3. What makes a book fiction?  (made up stories)  4. What makes a book factual (or non-fiction)?  (true/real information about real objects, people or places)  5. What makes a book interesting? Students work with a talk partner to come up with 3 different ideas  (Style and language used; funny; interesting; font type and size; illustrated or not; genre; purpose for reading; relevant to the readers needs-the topic/subject of the book; content too hard; too many pages)  6. What makes a book fun? – Students work with their talk partner to come up with 3 different ideas  7. What makes a book boring? – Students work with their talk partner to come up with 3 different ideas  8. Explore genre – What does genre mean? Try to pronounce the word ‘genre’  (the class or subject of a book) – demonstrate and discuss pronunciation – zhahn ruh)  9. Why do we read?  (fun; learning; relaxation; escapism; extends our word knowledge and language skills)  10. What helps us read?  (not just words, but pictures; knowing how to read the words)  11. Why do people write books? Dependent on their purpose; (persuade; inform; entertain) – (Teacher to inform students, that P I E will be discussed further in the next lesson) -REASONS PEOPLE WRITE BOOKS (See Slide ????) on the IWB at time of discussion, designed as an interactive tool, where words appear after clicking) What do students think persuade, inform, entertain mean?  12. Who can write books? (men, women, children)  13. Where might their ideas come from?  14. What other ways can people write what they want to say, that aren’t books? (newspapers; comics; letters; postcards; emails; internet; magazines; movies; songs; spoken; other visual modes)  15. Who reads books? (anyone; also dependent on the purpose) –extend classroom discussions- who do students think, reads the most/least? Why?  16. How does reading help us? (reading is necessary for speech and language development; extends language and listening skills-vocabulary; knowledge; stimulates our imagination)  17. How can we learn more when we read? (read books that allow us to extend our knowledge and skills-reading at a level that is more advanced than we currently read; try different modes of reading materials) Although acronyms are not taught until year 8 in the SACSA & Australian Curriculum, students can engage in higher order thinking skills, through discussions about vocabulary including “acronym”; “persuade”; “inform”; and “entertain”. E.g. what is an acronym? What do students think persuade; inform; and entertain mean, seeking examples of the latter three terms. Task Card questions/expected answers
  11. 11. What makes you choose a book to read? ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ Who reads books? _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ Teacher examples TASK CARDS to be displayed on IWB- whole class discussion Answers: Who reads books? (anyone) –extend classroom discussions- who do students think, reads the most/least? Why? Answers: What makes you choose a book to read? Interest in the subject; favourite author; style of writing e.g. stories in rhyme; size and shape of the book; illustrations; entertainment T A S K C A R D S A C T I V I T Y 1
  12. 12. 1. What are books? _________________________ _________________________ _________________________ _________________________ _________________________ 2. What types of books can we read? _________________________ _________________________ _________________________ _________________________ _________________________ 3. What makes a book fiction? _________________________ _________________________ _________________________ _________________________ _________________________ 4. What makes a book non-fiction/factual? _________________________ _________________________ _________________________ _________________________ _________________________ 5. What makes a book interesting? List at least 3 points ________________________ ________________________ ________________________ ________________________ ________________________ 6. What makes a book fun? List at least 3 points ________________________ ________________________ ________________________ ________________________ ________________________ 7. What makes a book boring? List at least 3 points ______________________ ______________________ ______________________ ______________________ ______________________ T A S K C A R D S A C T I V I T Y 2 8. What does ‘genre’ mean? Try to pronounce it. __________________________ __________________________ __________________________ __________________________ __________________________ 9. Why do we read books? __________________________ __________________________ __________________________ __________________________ __________________________
  13. 13. 11. Why do people write books? _________________________ _________________________ _________________________ _________________________ _________________________ 16. How does reading help us? _______________________ _______________________ _______________________ _______________________ _______________________ 10. What helps us to read? __________________________ __________________________ __________________________ __________________________ __________________________ 15. Who reads books? ________________________ ________________________ ________________________ ________________________ ______________________ 12. Who can write books? ________________________ ________________________ ________________________ ________________________ ________________________ 17. How can we learn more when we read? _______________________ _______________________ _______________________ _______________________ _______________________ _______________________ _______________________ _______________________ T A S K C A R D S A C T I V I T Y 13. Where might their ideas come from? ________________________ ________________________ ________________________ ________________________ ________________________ 14. What other ways can people write? _____________________ _____________________ _____________________ _____________________ _____________________ _______________
  14. 14. LESSON TEACHING APPROACHES Students explore the purpose (reason) people write books through determining the meaning of persuade; inform; entertain ACTIVITY 1: THINK TIME: • Working individually, students have 1 minute to critically think about their understanding of what an author’s purpose is, to write and how we find the author’s purpose? • Working with their talk partner, students share their ideas before reforming as a whole class to discuss ideas. • Through whole classroom discussion, students determine the purpose is to persuade; inform; entertain ACTIVITY 2: GAME:-AN AUTHOR’S PURPOSE PERSUADE; INFORM; ENTERTAIN • Students engage individually in an interactive game to determine if text is trying to persuade; inform; entertain ACTIVITY 3: WORD ENDINGS: • Through class activities and interactive games, students explore rules for word sounds; common letter patterns; identifying syllables and rules for adding –ing and –ed to words ending with consonants; and rules for adding –s; -es; -ies through an interactive game FISH ‘EM UP ACTIVITY 4: WORD KNOWLEDGE:-PERSUADE INFORM ENTERTAIN • Students expand word knowledge to discover other words that mean the same – e.g. inform/tell/fact, then investigate word endings relevant to persuade; inform; entertain. ACTIVITY 5: • Craft activity: Students engage in making their own PIE, using to paste in work books. This will be used for an ongoing project throughout the unit and when other tasks are completed ahead of time. Whole class engagement Students view REASONS PEOPLE WRITE BOOKS slide on IWB SEE SLIDE 17 & 18 ACTIVITY 2-GAME-AN AUTHOR’S PURPOSE-SEE SLIDE 15 ACTIVITY 3-WORD ENDINGS- SEE SLIDE 15 ACTIVITY 4-WORD KNOWLEDGE-”PERSUADE, INFORM, ENTERTAIN”-SEE SLIDE 15 ACTIVITY 5-CRAFT ACTIVITY- SEE SLIDE 16
  15. 15. Instructions: Double click on document to open game, then click on SLIDE SHOW to play. 1. Read the text 2. Decide whether the author is trying to: Persuade you; Inform you; or Entertain you. 3. Click on the blue square that you think is the correct answer. If you are shown a man crying, click the back arrow to try again. Keep trying until you see some hands clapping. Then click on the right arrow to have a go at the next text. 4. Have fun!  Activity 2 Game: Persuade; Inform or Entertain: Lesson 2 uncher.html Activity 3 Word endings : “Fish ‘Em Up”: Lesson 2 PERSUADE INFORM ENTERTAIN1. Type your name at the top of page 3, 4, and 5, in the space given. 2. Choose the correct word by highlighting it, then dragging and dropping it into the correct box to finish the sentences. 3. When you have finished, print ONLY pages 3, 4, and 5 to paste in your workbooks. Good luck! Instructions: Double click on document to open activity Activity 3: Word Expansion: Lesson 2
  16. 16. Persuade Inform Entertain LESSON 2 Craft Activity Instructions: 1. Cut around each plate. 2. Colour in the pie. 3. Glue each plate on the poster board you were given at the start of this lesson. 4. Look through classroom magazines and catalogues to find as many examples as you can to show your understanding of Persuade; Inform; Entertain. 5. Cut out your examples, and glue them under the right plate. 6. You might like to bring some examples from home to add to your poster. 
  17. 17. P I E ersuade nform ntertain Can you think of other words that you can add endings to? Call-ed Call-ing Call-s Can you create your own new words? to communicate knowledge; to give information (Bergquist, S. R. 1981). to influence by argument or advice; to convince (Bergquist, S. R. 1981). to amuse(Bergquist, S. R. 1981).
  18. 18. persuaded informed entertained persuading informing entertaining persuades informs entertains Using –ed; -ing; -es; -s; how can you change the words persuade inform entertain
  19. 19. LESSON TEACHING APPROACHES • Students investigate alliteration by listening to, and viewing presentations through the IWB; creating their own alliteration; and concluding, with a game. ACTIVITY 1: ALLITERATION:WHAT IS IT? • Engage students in thinking, with the PowerPoint to be used through the IWB, enabling students to work interactively with the document/underlining/circling content – ACTIVITY 2: EXPLORING ALLITERATION THROUGH STARSHIP: • Students explore alliteration through interactive games using classroom computers- ACTIVITY 3: ONLINE STORY 1: Princess Pigtoria and the Pea (8 minutes) • Students LISTEN TO and VIEW online examples of stories to determine word sounds; letters; and alliteration through stories. ACTIVITY 4: ONLINE STORY 2: Some Smug Slug (3 minutes) • Students LISTEN TO and VIEW online examples of stories to determine word sounds; letters; and alliteration through stories. ACTIVITY 5: ALLITERATION CREATIONS: • Using the template design from slide 33 – EXPLORING ALLITERATION PPT, students create their own alliteration on classroom computers, followed by printing them. • Whole class sharing through reading creations, discussing, exploring and investigating words used. ACTIVITY 6: WHOLE CLASS GAME: • Students put their knowledge and skills learnt throughout the lesson, into further practice, with a whole class game, where students create alliterations verbally using the first initial of their first or last name. • Students follow the template from ACTIVITY 5 • Students who can’t think of one, can be given time to think and come back to them. • Students stand in a large circle, facing others. • Teacher to scaffold by demonstrating how to play: ”I’m Ms. Mead and I like melting marshmallows on Mondays at the market”. • Teacher gently throws soft toy to another student, who attempts to create their own alliteration, and then passes the soft toy to another student. Whole class engagement- viewing/questioning FOR ALL ACTIVITIES: SEE SLIDE 20. Presentations can be paused throughout to extent questions to students that enable further critical thinking Students address the meaning of: 1. What is alliteration? 2. Why people use alliteration? 3. How people use alliteration? Whole class participation. EXTRA SUPPORT VIEWING: SEE SLIDE 21:--- • Demonstrates using alliteration with music/songs; • YouTube presentation explaining Alliteration
  20. 20. Instructions: Double click on document to open game, then click on SLIDE SHOW to play. (This activity used on the IWB as an interactive class learning resource) Activity 1: Alliteration: What is it? Lesson 3 o_sound/standard.shtml Activity 2: Exploring Alliteration through Starship: Lesson 3 Activity 3: Online story 1: Lesson 3 Activity 4: Online story 2: Lesson 3 Activity 5 & 6: Activity/Game Template: Lesson 3 I’m Ms. Mead and I like melting marshmallows on Mondays at the market
  21. 21. EXTRA RESOURCES – 1. YouTube presentation on Alliteration; 2. Using alliteration in songs 1. Alliteration expanation 2.
  22. 22. LESSON TEACHING APPROACHES Students explore rhyme; rhythm, word play to create chants, poems and rhymes. Students further develop their knowledge of phonemic awareness and word families through experimenting with interactive rhyme games. Students engage with poetry written by other cultures such as Aboriginal and Torres Strait Islander People ACTIVITY 1: EXPLORING RHYMING WORDS IN POEMS: • Using examples from SLIDE 23 shown on the Interactive White Board, students explore words that sound the same; their position in poems; word families; punctuation; syllables; revisit the concept that stories can be written in rhyme. • Students identify with consonant and vowel sounds • Can rhymes be put to music? • Which words have 1 beat? Which words have 2 or more? • How does a rhyme sound if it is read fast? Slow? With a rhythm? • How do rhymes make people feel? And why? ACTIVITY 2: RHYTHM, RHYME AND MUSIC: • Students view a YouTube presentation of a story in rhyme, demonstrating music and rhythm. ACTIVITY 3: CAN YOU MAKE THESE PLATYPUS/SHARK RHYMES: • Create poems by changing sentences/words structures to alter meanings. ACTIVITY 4: RHYMES THROUGHOUT OTHER CULTURES: • Students acknowledge and identify with rhymes; language and images used by other cultures including Aboriginal and Torres Strait Islander People. ACTIVITY 5: MODIFY A RHYME OR MAKE YOUR OWN: • Students can use existing rhymes to change words or lines ; create their own rhyme; or use a rhyme SEE SLIDE 24 • Students interact with an online rhyme dictionary of their choice of teacher suggestion EXTENSION ACTIVITIES: SEE SLIDE 25 • Students have access to other interactive games that assist them in extending their knowledge development on recognising rhyming words. • Students can create their own or rhymes if confident to do so. • Students decide on the topic relevant to their own choice or culture Whole Class engagement Through interactive games, students are able to determine: • What is a rhyme? (similar sounds in two or more words, that are generally at the end of a line) • Is a poem the same as a rhyme? • What is rhythm? • What purpose do authors use rhymes/rhyming words? (fun, catchy) • Where do we find rhymes? (poems; nursery rhymes; songs; books-stories in rhyme) • Where do rhyming words appear in a rhyme? • Is there a rule to how many syllables can/can’t; should/shouldn’t be used in the words used in rhyming words? • How do we know it’s a rhyming word? (sounds the same; sometimes may have the same letters e.g. rain; plain; fit; sit) Lesson 4: It’s time to rhyme…..
  23. 23. Lesson 4: It’s time to rhyme...ACTIVITY 1 There was an old lady Who lived in a shoe. She had so many children She didn’t know what to do. She gave them some broth Without any bread. She kissed them all gently And sent them to bed. Stick Man lives in the family tree With his Stick Lady Love and their stick children three One day he wakes early and goes for a jog Stick Man, oh Stick Man, beware of the dog!........ A mouse took a stroll through the deep dark wood A fox saw the mouse and the mouse looked good “Where are you going to, Little Brown Mouse?” “Come and have lunch in my underground house”. “It’s terribly kind of you Fox, but no, I’m going to have lunch with the Gruffalo”. Humpty Dumpty sat on a wall Humpty Dumpty had a great fall. All the king's horses and all the king's men Couldn't put Humpty together again
  24. 24. /-/m/209925/shark-rhyme /m/209941/platypus-rhyme Lesson 4: It’s time to rhyme...ACTIVITIES Activity 2: Rhythm, Rhyme and Music: Lesson 4 Activity 3: Can you make these platypus/shark rhymes? Activity 4: Rhymes throughout other cultures: Lesson 4 esources/one-fluffy-possum/ .au/resources/its-going-to-rain/ wonderredbingo
  25. 25. Lesson 4: It’s time to rhyme...ACTIVITIES ACTIVITY 5: MODIFY A RHYME OR MAKE YOUR OWN: DICTIONARY Rhyming Extension activities
  26. 26. Lesson 4: It’s time to rhyme...Activity 5 Students use 1st lines of existing rhymes; 1st and 3rd lines; or other choice of rhymes to recreate their own rhymes. e.g. Humpty Dumpty sat on a wall Everyone thought he was a bouncy ball All the kings horses and all the kings men Wanted to bounce him every now and then. Our Slinky Cat She’s really quite a brat She likes to eat my hat And that’s that! Twinkle twinkle little star ________________________ Up above the world so bright, ________________________ One, two, Is this a clue? Three, four, Swim to the shore Five, six, Where’s my bag of tricks? Hey Diddle diddle The man in the middle The cow jumped over the moon…. Old McDonald had a farm, ____________________________ Mary had a little lamb ____________________________
  27. 27. LESSON TEACHING APPROACHES ACTIVITY 1: WORD GAME ON THE WASHING LINE: SEE SLIDE 29 • Teams of 5 have a container of mini pegs; a designated space and “washing line”; and laminated letters with consonants and vowels; Students view a word, or listen to a word shown/spoken by the teacher. • Students select the correct consonants and vowels, and peg the letters in the correct word order on the washing line. • Words selected ensure all students engage in letter selection and contributes to/promotes teamwork. ACTIVITY 2: CONNECTING WITH STORYWRITING: 2a: PEOPLE AND PLACES: PICTURE YOURSELF, IN THE PICTURE SEE SLIDE 30 • Students view images of people and places to think about; to imagine themselves in the pictures; and discuss as a whole class: What they would see/HEAR/FEEL/SMELL? 2b: ACTIVITY 4: STORY TELLING BY ABORIGINAL &TORRES STRAIT ISLANDERS: • Students make connections with the way other cultures tell stories using images and rhythm, and connections to cultural history through interactive stories online. SEE SLIDE 31 2c: MAKING CONNECTIONS WITH PUNCTUATION: SEE SLIDE 31 • Students experiment with punctuation to predict and practice correct use and placements of punctuation with interactive games that allow students to type in; change; add or leave out punctuation to realise the effects of correct/incorrect punctuation; placement of punctuation and how they affect pronunciation; sentence structure and the intent of the message sent. 2d: WHOLE CLASS STORY CREATOR: SEE SLIDE 29 • Teacher presents templates for story design, engaging all students in brainstorming and planning a whole class story, remembering the rules for correct capitalizations with names and punctuation, story structure, sentence structures, language, grammar. • Students learn to reread sentences, to see if it makes sense; is connected and relevant-how can sentences be modified; word altered to improve meaning. • 2e: PLANNING INDIVIDUAL STORY CREATIONS USING ONLINE/INTERACTIVE RESOURCES • Students engage with online/interactive story creators, and using story writing templates, plan original stories, or modify favourite stories modify, scaffolding ideas for genre; characters; settings; and sentence structures; in preparation for their own story creations. SEE SLIDE 31 *Some words with more than 5 letters will engage students in further teamwork skills such as negotiation and decision making skills. *Discussion about the way other cultures tell a story – Australian and Torres Strait Islander People-tell stories through storytelling, singing and dancing. Each dreaming story has a song /helps the transmission of the information Students think about the purpose of their text. Consider words they can/can’t; should/shouldn’t include Lesson 5 Story Writing *Students also explore punctuation and positioning – “” . ; , ? !
  28. 28. Lesson 5 Story writing Whole class will brainstorm ideas to demonstrate how to plan their own stories, which will consist of suggesting easier words, and asking students to expand on their vocabulary. E.g. subject=genre; people in the story=characters; sunny day=one day, with the warm sun shining brightly……. IWB used to record information which can be printed and posted around the classroom for students to refer to -A topic to be decided on as a group-suggestions sought by the teacher, and the whole class to agree on one by the most popular. Students also decide what elements might need to be included using a WHO; WHAT; WHEN; WHERE; HOW; WHY plan e.g. Using these questions as a guideline, the whole class can contribute to writing a whole class short story, to demonstrate how to write a short story. Title Setting The weather: is it hot or cold, snowing, sunny, raining, thundering?; the scenery? an old farm house? A pirate ship? A castle? Characters Who is in the story? How many characters? Friends? Family? Pets? Pirates? Robots? Dragons? Do they have names? How many characters in the story? Real or make-believe? What do they look like? (Character descriptions)- Old? Young? Beautiful? Pink? Adventurous? Cheeky? Bright and bubbly? Good? Bad? A fierce fire breathing dragon? How do they move? What are their names? Capitalization? Objects a sports car; a pirate ship; the kitchen table; Beginning How does the story start? What happens? What do people/characters do? How do they do what they do? WHERE; WHAT; HOW; WHY Middle What happens in the middle of the story? What do people/characters do? How do they do what they do? WHERE, WHAT, HOW, WHY Ending How does the story end? What do people/ characters do? How do they do what they do? WHERE, WHAT, HOW, WHY Topic/subject/genre Mystery? Science fiction? Romance? Starting sentences Once upon a time; A long time ago; Long, long ago; Many years ago; It was nearly lunchtime; Ending sentences …and they lived happily ever after; …and that was that; …and they all went to bed; …and that’s the end of the story Descriptive words
  29. 29. Lesson 5 Story Writing (Continued) ACTIVITY 1: WORD GAME ON THE WASHING LINE: under reads words books super teams author readersmart bookworms
  31. 31. n13/sunset.htm arship/english/games/story_pla nt/small_sound/standard.shtml games/story.html Lesson 5 Story Writing (Continued) ACTIVITY 2b: STORY TELLING BY ABORIGINAL AND TORRES STRAIT ISLANDER PEOPLE 2e: PLANNING INDIVIDUAL STORY CONSTRUCTIONS WITH ONLINE STORY CREATORS http://www.ivo 2c: MAKING CONNECTIONS WITH PUNCTUATION http://www.funen punctuation.swf
  32. 32. ACARA see Australian Curriculum, Assessment and Reporting Authority Australian Curriculum, Assessment and Reporting Authority. (2013). The Australian Curriculum: English. Retrieved from Bergquist, S. R. (1981). New Webster’s Dictionary of the English Language. (Modern Desk ed). New York: Delair Publishing. p. 260. DeRitter, K. (2008). Identifying the Author’s Purpose. Retrieved from Kearns, K. (2012). Supporting Education: The Teaching Assistant’s Handbook. NSW: Pearson Education. Rowe, K. (2006). Teaching Reading: Findings from the National Inquiry. Research Developments, 15(2). Retrieved from Teachers Pay Teachers. (2013). Authors Purpose. Retrieved from WhatAreBooks. (2013). What Are Books. Retrieved from Winch, G., Johnston, R. R., March, P., Ljungdahl, L., & Holliday, M. (2010). Literacy: reading, writing & children’s literature. 4th ed. Victoria: Oxford University Press. REFERENCES