Linnea Mead s237572 ELA200

A RESOURCE FOR TEACHING

READING

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

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

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

YEAR 2 AUSTRALIAN CURRICULUM : ENGLISHLANGUAGE

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

LITERATUREResponding 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 LITERACYTexts 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).

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#reader_0330414909

http://www.holisticpage.com.au/ringle-tingle-tiger-mark-austin/9780734407276

http://www.globallanguage.com.au

https://www.google.com.au/#q=red+planet+roderick+hunthttp://www.amazon.com/Village-

Snow-Roderick-Hung/dp/0198482485#reader_0198482485

http://www.kidsbookreview.com/2012/06/review-collecting-colour.html

http://www.goodreads.com/book/show/816735.The_Seven_Chinese_Brothers

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

LESSON TEACHINGAPPROACHESWARM-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 engagementACTIVITY 1 TASK CARDS-SEE SLIDE 11Answers recorded on the IWB for printing/student reference/further discussions

ACTIVITY 2 TASK CARDS-SEE SLIDE 12 & 13Talk 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.

Lesson 1 Brilliant Books Year 2 (1 hour)

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) 18. What about people from other cultures? Do they write books too? (Yes – class books include Indigenous and Torres Strait Islander

materials, as well as other cultural 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.

Lesson 1 Brilliant Books (Continued…..) ACTIVITY 1 & 2 Task Card questions/expected answers

What makes you choose a book to read?________________________________________________________________________________________________________________________________________________________________________________________

Who reads books?____________________________________________________________________________________________________________________________________________________________________________________________

Lesson 1 Brilliant Books (Continued…..)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

TASK CARDS

ACTIVITY 1

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 ______________________________________________________________________________________________________________

TASK CARDS

ACTIVITY 2

8. What does ‘genre’ mean? Try to pronounce it.__________________________________________________________________________________________________________________________________

9. Why do we read books?__________________________________________________________________________________________________________________________________

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?________________________________________________________________________________________________________________________________________________________________________________________

TASK CARDS

ACTIVITY

13. Where might their ideas come from?________________________________________________________________________________________________________________________14. What other ways can people write?________________________________________________________________________________________________________________________

Lesson 2 Why do people write books – Persuade; Inform; Entertain (2 hours)LESSON TEACHING APPROACHES

Students explore the purpose (reason) people write books through determining the meaning of persuade; inform; entertainACTIVITY 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 PURPOSEPERSUADE; INFORM; ENTERTAIN• Students engage individually in an interactive game to determine if text is trying to persuade; inform; entertainACTIVITY 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 15ACTIVITY 5-CRAFT ACTIVITY-SEE SLIDE 16

Instructions: Double click on document to open game, then click on SLIDE SHOW to play.

1. Read the text2. 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!

Lesson 2: Why do people write books – Persuade; Inform; Entertain (Continued)

Activity 2 Game: Persuade; Inform or Entertain: Lesson 2 http://www.missmaggie.org/scholastic/

fishemup2_eng_launcher.html

Activity 3 Word endings : “Fish ‘Em Up”: Lesson 2

PERSUADEINFORM

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

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.

Lesson 2: Why do people write books – Persuade; Inform; Entertain (Continued)

PIE

ersuade

nform

ntertain

Can you think of other words that you can add endings to?

Call-edCall-ingCall-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 

Lesson 2: Why do people write books – Persuade; Inform; Entertain (Continued)

Lesson 2: Reasons people write books – Persuade; Inform; Entertain (Continued)

Interactive Whiteboard Activity

persuaded informed entertainedpersuading informing entertainingpersuades informs entertains

Using –ed; -ing; -es; -s; how can you change the words

persuadeinform

entertain

Lesson 3: All about Al-lit-er-a-tionLESSON 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 thinkingStudents 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

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 3http://www.bbc.co.uk/schools/starship/english/games/space_spins/small_no_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

Lesson 3: All about Al-lit-er-a-tion (Continued…)

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

Lesson 3: All about Al-lit-er-a-tion (Continued…)

LESSON TEACHING APPROACHESStudents 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 PeopleACTIVITY 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 suggestionEXTENSION 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…..

Lesson 4: It’s time to rhyme...ACTIVITY 1

There was an old ladyWho lived in a shoe.She had so many childrenShe didn’t know what to do.She gave them some brothWithout any bread.She kissed them all gentlyAnd 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 threeOne day he wakes early and goes for a jogStick Man, oh Stick Man, beware of the dog!........

A mouse took a stroll through the deep dark woodA 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

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/resources/one-fluffy-possum/

http://www.crackerjackeducation.com.au/resources/its-going-to-rain/

http://pbskids.org/superwhy/#/game/wonderredbingo

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

RhymingExtensionactivities

Lesson 4: It’s time to rhyme...Activity 5Students 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 wallEveryone thought he was a bouncy ballAll the kings horses and all the kings menWanted to bounce him every now and then.

Our Slinky CatShe’s really quite a bratShe likes to eat my hatAnd that’s that!

Twinkle twinkle little star________________________Up above the world so bright,________________________

One, two, Is this a clue?Three, four,Swim to the shoreFive, six, Where’s my bag of tricks?

Hey Diddle diddleThe man in the middleThe cow jumped over the moon….

Old McDonald had a farm,____________________________

Mary had a little lamb____________________________

LESSON TEACHING APPROACHESACTIVITY 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 – “” . ; , ? !

Lesson 5 Story writingWhole 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.

Students use the above templates on a PPT document, to create their own

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

Lesson 5 Story Writing (Continued)

ACTIVITY 1: WORD GAME ON THE WASHING LINE:

under reads words

books super teams

author readersmart

bookworms

ACTIVITY 2a: PEOPLE AND

PLACESPICTURE

YOURSELF IN THE PICTURE

Lesson 5 Story Writing

http://home.freeuk.net/elloughton13/sunset.htm http://

www.bbc.co.uk/schools/starship/english/games/story_plant/small_sound/standard.shtml

http://www.funenglishgames.com/writinggames/story.html

http://www.abc.net.au/dustechoes/dustEchoesFlash.htmhttp://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.ivona.com/en/

2c: MAKING CONNECTIONS WITH PUNCTUATION

http://www.funenglishgames.com/punctuation.swf

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