Documente Academic
Documente Profesional
Documente Cultură
TEACHING
G
N
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REA
Linnea Mead
s237572
ELA200
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; students
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.
LESSON PLANS
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 students 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
Ethical understanding
Intercultural understanding
ASSESSMENT
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:
Was student pairing correct & what other ways could this exercise have been conducted?
Did all students have opportunities to contribute to their learning & discussions?
UNIT CONCLUSION
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.
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
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 words meaning ACELA1472
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).
LESSON SEQUENCE
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: ITS 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.
Year 2
LESSON
(1 hour)
TEACHINGAPPROACHES
Lesson 1 Brilliant Books (Continued..) ACTIVITY 1 & 2 Task Card questions/expected answers
1. What are books?
-(written /printed work with pages glued or sewn together along one side and bound in covers) (WhatAreBooks, 2013).
(fiction or fact/factual; storybooks; picture books (non-fiction; big; small)-what are picture books-why are they called picture books?
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)
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?
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.
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Lesson 1
Brilliant Books
(Continued..)
A
Who reads books?
C
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______________________________________________
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V
I Answers: Who____
reads books? (anyone) extend classroom discussions- who do students
T think, reads the most/least? Why?
Y
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D books can we read?
S _________________________
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2
_________________________
_________________________
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________________________
________________________
________________________
________________________
7. What makes a
book boring?
List at least 3 points
______________________
______________________
______________________
______________________
______________________
8. What does genre
mean? Try to
pronounce it.
__________________________
__________________________
__________________________
__________________________
__________________________
9. Why do we read
books?
__________________________
__________________________
__________________________
__________________________
__________________________
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(2 hours)
TEACHING APPROACHES
(Continued)
http://www.missmaggie.org/scholastic/fishemup2_eng_la
uncher.html
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 cant think of one, can be given time to think and come back to
them.
TEACHING APPROACHES
(Continued)
http://www.youtube.com/watch?v=6OREVulhcuA
http://www.youtube.com/watch?v=Ld-jEAZaAyw
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
TEACHING APPROACHES
http://www.shawjonathan.wordpress.com
http://splash.abc.net.au/media/-/
m/209941/platypus-rhyme
http://pbskids.org/superwhy/#/game/
wonderredbingo
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/freezedance
ACTIVITY 5: MODIFY
A RHYME OR MAKE
YOUR OWN:
DICTIONARY
http://www.ictgames.com/rhymingRockets.html
LESSON
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
TEACHING APPROACHES
Title
Beginning
Topic/subject/genre
Mystery?
Setting
Characters
Objects
table;
Middle
Ending
Starting sentences
Once upon a
time; A long time ago; Long, long ago; Many years ago; It was
nearly lunchtime;
Ending sentences
Descriptive words
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.
(Continued)
ACTIVITY 2a:
PEOPLE AND
PLACES
PICTURE
YOURSELF
IN THE PICTURE
http://www.abc.net.au/dustechoes/dustEchoesFlash.htm
http://www.youtube.com/watch?v=xDJrnldb08o
http://www.iv
ona.com/en
/
http://
home.freeuk.net/elloughton13/s
unset.htm
http://
www.bbc.co.uk/schools/starship
/english/games/story_plant/sma
ll_sound/standard.shtml
2e: PLANNING
INDIVIDUAL STORY
CONSTRUCTIONS
WITH ONLINE STORY
CREATORS
http://
www.funenglishgames.com/writinggames/
2c: MAKING
CONNECTIONS
WITH
PUNCTUATION
http://
www.funenglishga
mes.com/punctuat
ion.swf