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

1. Linnea Mead s237572 ELA200

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. 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. 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. 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. 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.  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)
http://www.juliadonaldson.co.uk/
picturebooks.htm
http://www.amazon.co.uk/Crazy-
Mayonnaisy-Mum-poems-
Donaldson/dp/0330414909#rea
der_0330414909
http://www.holisticpage.com.au
/ringle-tingle-tiger-mark-
austin/9780734407276
http://www.globallangu
age.com.au
https://www.google.com.au/#q=r
ed+planet+roderick+hunthttp://www.amazon.com/Village-
Snow-Roderick-
Hung/dp/0198482485#reader_0
198482485
http://www.kidsbookreview.com/
2012/06/review-collecting-
colour.html
http://www.goodreads.com/book/sho
w/816735.The_Seven_Chinese_Brot
hers

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. 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.  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. 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
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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
______________________
______________________
______________________
______________________
______________________
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8. What does ‘genre’
mean? Try to pronounce it.
__________________________
__________________________
__________________________
__________________________
__________________________
9. Why do we read
books?
__________________________
__________________________
__________________________
__________________________
__________________________

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?
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
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13. Where might their
ideas come from?
________________________
________________________
________________________
________________________
________________________
14. What other
ways can people
write?
_____________________
_____________________
_____________________
_____________________
_____________________
_______________

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. 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 http://www.missmaggie.org/scholastic/fishemup2_eng_la
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. Persuade Inform Entertain
http://www.pinterest.com/pin/21532904441044101/
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. 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).
www.teacherspayteachers.com

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. 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. 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
http://www.bbc.co.uk/schools/starship/english/games/space_spins/small_n
o_sound/standard.shtml
Activity 2: Exploring Alliteration through
Starship: Lesson 3
http://www.youtube.com/watch?v=6OREVulhcuA
Activity 3: Online story 1:
Lesson 3
Activity 4: Online story 2:
Lesson 3
http://www.youtube.com/watch?v=Ld-jEAZaAyw
Activity 5 & 6: Activity/Game
Template:
Lesson 3
I’m Ms. Mead and I like melting
marshmallows on Mondays at the
market

21. EXTRA RESOURCES – 1. YouTube presentation on Alliteration; 2. Using alliteration in songs
1. Alliteration expanation
2.
http://www.youtube.com/watch?v=ZhrY5ZCYtlU
http://www.youtube.com/watch?v=DGJu6LzUfYM

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. 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.
http://www.shawjonathan.wordpress.com
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. http://splash.abc.net.au/media
/-/m/209925/shark-rhyme
http://splash.abc.net.au/media/-
/m/209941/platypus-rhyme
http://www.gruffalo.com/join-in/songs/
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
http://www.crackerjackeducation.com.au/r
esources/one-fluffy-possum/
http://www.crackerjackeducation.com
.au/resources/its-going-to-rain/
http://pbskids.org/superwhy/#/game/
wonderredbingo

25. Lesson 4: It’s time to rhyme...ACTIVITIES
http://www.ictgames.com/rhymingRockets.htmlhttp://pbskids.org/superwhy/#/game/freezedance
ACTIVITY 5: MODIFY
A RHYME OR MAKE
YOUR OWN:
DICTIONARY
Rhyming
Extension
activities

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. 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. 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. Lesson 5 Story Writing (Continued)
ACTIVITY 1: WORD GAME ON THE WASHING LINE:
under reads words
books super teams
author readersmart
bookworms

30. ACTIVITY 2a:
PEOPLE AND
PLACES
PICTURE
YOURSELF
IN THE PICTURE
Lesson 5 Story Writing

31. http://home.freeuk.net/elloughto
n13/sunset.htm
http://www.bbc.co.uk/schools/st
arship/english/games/story_pla
nt/small_sound/standard.shtml
http://www.funenglishgames.com/writing
games/story.html
http://www.abc.net.au/dustechoes/dustEchoesFlash.htm
http://www.youtube.com/watch?v=xDJrnldb08o
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
na.com/en/
2c: MAKING
CONNECTIONS
WITH
PUNCTUATION
http://www.funen
glishgames.com/
punctuation.swf

32. ACARA see Australian Curriculum, Assessment and Reporting Authority
Australian Curriculum, Assessment and Reporting Authority. (2013). The Australian Curriculum: English. Retrieved from
http://www.australiancurriculum.edu.au/English/Curriculum/F-10
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
http://www.studyzone.org/testprep/ela4/h/authorpur.cfm
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
http://research.acer.edu.au/cgi/viewcontent.cgi?article=1030&context=resdev
Teachers Pay Teachers. (2013). Authors Purpose. Retrieved from
https://www.teacherspayteachers.com/Login?f=%2FProduct%2FPIE-Authors-Purpose-Poster
WhatAreBooks. (2013). What Are Books. Retrieved from http://whatarebooks.com/
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