After two years at school

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In their second year at school, students are engaging with a wide variety of texts for a number of purposes, although the texts that they read, largely by themselves, are still mostly those that have been selected for instructional reading.
NB: For support in establishing what to teach (content) and the strategies to help students learn (pedagogy) it may be useful to consult http://englishonline.tki.org.nz/
Literacy Progressions
descriptors of attitudes, skills and knowledge that students demonstrate and draw on when reading at this level.
E-Learning
Integration Idea
(exact link to digital resource)
How might learning may be structured?
Teaching Tool?
Students in groups? Individually?
As part of literacy rotations?
*Apply strategies in order to work out words, e.g., by using consistent chunks and rimes, analogy, knowledge of word structure (e.g., of prefixes and suffixes), and visual memory;
www.roythezebra.com
To build word knowledge, blends and compound words.

Digistore Letter Planet Series

Focus: developing phonemic awareness


__ABC Phonics__

__Spellosaur__
__Reading Eggs Spelling__
Integrate as part of reading programme role model with whole class. IWB/ Data Projector
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Roy the Zebra

Students work in pairs on learning objects as part of a literacy task-board
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Letter Planet - Series of 5


Students could be creating their own rhyming, blends, books (taking own photos etc) using eg. __Book Creator,__ - ipad __Book Creator__ Android



*finding the meanings of unknown words by using strategies such as :
  • rereading text to gather more info.
  • looking for definitions in the text
  • using prior and subsequent info. in the sentences
  • inferring from illustrations
Use the digital video camera and/or microphone to capture reading strategies. Share strategies through photo wall and class blogs and wikis.


Use ‘Reading Nannies’to model strategies - video for students to access (rewindable)
Develop a poster - __Pic Collage__ - Android __ipad__
Capturing students/ students capturing peers showing the different strategies and/or reading behaviours.
*Use comprehension strategies to :
  • respond to ideas, plots, and characters
www.aypwip.org (webnote)
Lift Off - The Lie


Glogster to illustrate a character

__Sock Puppets__ to retell
__Popplet__ to sequence a story, character description,
Use webnote for a reading group to respond to text. Colour code the webnote boxes - have chn rotate and record their 6 hat thinking ideas
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In their second year at school, students create texts for instructional writing purposes as well as to support their own learning across the curriculum. They write in order to think about, record, and communicate experiences, ideas, and information that relate to a curriculum topic.
Literacy Progressions
descriptors of attitudes, skills and knowledge that students demonstrate and draw on when writing at this level.
E-Learning
Integration Idea
(exact link to digital resource)
How learning may be structured?
Teaching Tool?
Students in groups, individually?
As part of literacy rotations?
*generate ideas in many ways, including brainstorming with peers, with the teacher , and independently.
using online tools such as
skrbl: www.skrbl.com
etherpad: http://etherpad.com/
inspiration: http://www.inspiration.com/
padlet: https://padlet.com/

bubblus: http://bubbl.us/
Contribute to group/class brainstorm
*Use simple planning strategies to organise their ideas and then apply their planning as they turn ideas into connected sentences.
Digistore: Dragon's Jumble Series
Students work in pairs on learning objects as part of a literacy task-board
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Dragon's Jumble Dream

To develop story structure and develop pupils ability to summaries key events and sequences:
http://www.crickweb.co.uk/assets/resources/flash.php?&file=storyseq
http://www.crickweb.co.uk/assets/resources/flash.php?&file=teaseq

Digistore - Story Map Series

Download ript www.ript.comand organise your thoughts and ideas electronically.
Integrate into the reading programme use with a buddy.
Use with IWB or Data Projector


Individual or group task to summarise main ideas/thoughts from a reading or research.
ript.jpg
organise ideas

Create a storyboard. Use the digital camera and powerpoint/photostory to create story.
Choose photos and sequence. Add caption or text to explain. Share on class blog or wiki.
*proofread their text to check punctuation and spelling, ( e.g by using their previous writing and other sources to find or verify correct spellings.
Extend student understanding of proofreading/grammar tools available in word processing programmes: squiggles that indicate an error, dictionary, thesaurus..

*make choices, where appropriate, for publishing in a variety of media , including digital and visual media
Digital/Visual media options to consider:
  • Blog
  • Wiki
  • Email
  • Glogster for Educators
  • Powerpoint
  • Prezi
  • Photostory
  • Podcasting
  • Comiclife

*forming all lower-case and upper-case letters correctly with increasing speed and automaticity
Key board skills could also be encouraged. At hand -writing time some students could be using the computer.
See further ideas from Jill Hammonds: http://juniorclasses.wikispaces.com/Resources
*using their visual memory to spell personal vocab. as well as high-frequency words, which coul include most of the word in essential lists 1 and 2 as well as some of the high-frequency words in essential lists 3 and 4.
www.wordle.net
www.spellingcity.com
Spellosaur app (ipad)
Sort words according to commonalities and add to wordle.
Add own spelling lists to spellingcity. Use as part of home learning and /or literacy programme. Options include : play a game/teach me and test me.
.
SpellCity.jpg
*General Websites
http://photopeach.com/
www.brendonisteaching.com
www.busyteacherscafe.com
http://storynory.com/