after+1+year

After one year at school


 * **In the first year at school, students are engaging with texts as they learn in a range of contexts across the curriculum. Many texts, including picture books and topic-related non-fiction books, are read aloud by the teacher. The texts that students read largely by themselves are usually selected specifically to meet instructional reading purposes.**

NB: For support in establishing what to teach (content) and the strategies to help students learn (pedagogy) it may be useful to consult [] || 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 ? Examples || Focus : prediction and sequencing ||  || Focus : identify levels in upper and lower case. || Teachers could use the different Pasifika alphabet to identify sounds for each letter. Tongan, Niuean, Samoan, [|__Little Learners Tongan__] ||  Using a keyboard to identify lower and upper case letters- familiar with where the letters are on the keyboard.
 * **Literacy Progressions**
 * * use a variety of comprehension strategies to interpret and respond to a range of texts. || <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">[|Digistore: Storyboard Series]
 * * identifying all levels by name and being able to produce an associated sound for each letter. || [|Digistore: Letter Detective Series]
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">*identifying all letters by name and being able to produce an associated sound for each letter || <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Using a digital camera

[|__oz Phonics (iPad)__] (there’s different levels of this) || <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Take photos of items around the school and associate with the letter to extend letter knowledge.

[|__Letter School on iPad__] Use device camera to take photos and put into Pic Collage ( [|__iPad__] and [|__Android__] ) Use Book Creator to make an Alphabet Book Can add sound and video, images and text ( [|__iPad__] and [|__Android__] ) At appropriate time use of a suitable app (like [|__oz phonics__] ) to practice and reinforce skill || <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> Focus: developing phonemic awareness
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">*Use their developing phonemic awareness to aurally identify and distinguish individual phonemes within words || <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">[|Digistore Letter Planet Series]

<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> Other sites that contain interactives focused on phonemic awareness include: <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> [] <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> [|www.Starfall.com] <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> [|www.carlscorner.us.com] <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> [|www.edzone.net] <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> []

[|__oz Phonics iPad__] (there’s different levels of this) || <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Students work in pairs on learning objects as part of a literacy task-board.



<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> Use as an individual task to further develop knowledge of phoneme grapheme relationships.

[|__Reading OZ__] series of Apps with an NZ accent

[|__iPad__]

(iPad and Android) <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> [|__Pasifika Digital dialect game__] || <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> [|www.vocaroo.com]
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">*Monitor their own reading and self-correct when necessary, using strategies such as rerunning text or checking further sources of info. || <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Read while being recorded by a web- camera or easi-speak microphone.

[|__Quick Voice__] (free version, some limitations with size of recording) <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> [|__Puppet Pals__] || <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Students read into the web-camera/microphone and play it back to either: set goals, share with others, as a record of progress.

<span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; text-align: left;">Children, teacher and parent can monitor reading strategies, and fluency and set goals to improve. <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; text-align: left;"> Children, teacher and parent can monitor reading strategies, and fluency and set goals to improve. Thanks to Sarah Taylor, Tauranga Primary for Self assessment booklets

Students read their text and record, e.g. with the text loaded as background, in [|__Puppet Pals__]. ||
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Decoding unfamiliar words by using thier developing knowledge of grapheme-phonime relationships, which enables them to

<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> identify common graphemes (e.g., sh,ch,ow,ai,th,oy) and produce an associated sound for each on || <span class="wiki_link_ext">[|BBC - Focus Phonics] ||  || <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 90%;">descriptors of attitudes, skills and knowledge that students demonstrate and draw on when writing at this level. || <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 110%;">**E-Learning** <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 99%;">Integration Idea <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 90%;">(exact link to digital resource) || <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 110%;">**How learning may be structured?** <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 99%;">Teaching Tool? <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 99%;"> Students in groups? Individually? <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 99%;"> As part of literacy rotations <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 90%;">? ||
 * ~ [[image:heading_writing.gif]] ||
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">**In the first year at school, students create texts in a range of contexts across the curriculum. The texts that students write largely by themselves usually meet specific instructional writing purposes. They write about their experiences and ideas as well as writing to record information on different topics.** ||
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 110%;">**Literacy Progressions**
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">* Plan for writing, using text, talk or drawing. || [|Digistore: Story Map Series]

Online collaboration [|__Popplet (iPa__] [|__d__] and [|__PC)__]

Online collaborative tools (with no registration!) [|__Padlet__] and [|__MoPad__]

IWB for modelling, resources available on __ [|Promethean Planet] __ || Collaborate planning, modelling moving towards students planning writing more independently, ||
 * <span style="color: #000000; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">*Using classroom resources such as wall-charts and picture dictionaries. || <span style="color: #000000; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">[]

Activities: [|__ABCYA Word Clouds__] ( Chromebooks)

Cameras

Digital books Powerpoint/Keynote/GooglePresentation with voice-over and photos of alphabet on each slide. || <span style="color: #000000; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Collaboratively create classroom charts of familiar words

|| [] || <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Students work in pairs on learning objects as part of a literacy task-board.
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">*Use their developing knowledge of phoneme–grapheme relationships to:
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">recognise and write most sounds of English in at least one appropriate way
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">recognise that there can be different ways of representing the same sound (phone/Father)
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">apply sound-letter relationships in order to write words they want to use i.e. catapulla || <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">[|Digistore: Letter Planet Series.]

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