In+first+year


 * ~ IN THE FIRST YEAR OF SCHOOL


 * Students begin reading and writing from their first day of school. Effective teachers build on the literacy knowledge, skills and attitudes that students bring to their school learning. Much of the day revolves around literacy. In addition to shared and guided reading and writing, teachers support their students ' literacy learning with a rich mix of approaches, including language experience and frequent reading to students. They provide many opportunities for students to read and write independently and to engage in purposeful literacy tasks.**

NB: For support in establishing what to teach (content) and the strategies to help students learn (pedagogy) it may be useful to consult []

|| Teaching Tool? Students in groups? Individually? As part of literacy rotations? || []
 * || **E-Learning Integration Idea**
 * (exact link to digital resource)** || **How learning may be structured?**
 * (exact link to digital resource)** || **How learning may be structured?**
 * *Students enjoy identifying and using new words, phrases and language patterns that they discover in the book or poems they hear or read . || Online Nursery Rhymes

[]

[] || Nursery Rhymes come with music but no read along. Teachers can print out a copy of the lyrics to send home with child. Youtube nursery rhymes to sing along with and words can be read down the bottom. ||
 * *Students need opportunities to talk:
 * to organise and clarify their ideas
 * to offer opinions and responses about texts
 * to ask questions and participate in discussions
 * to retell a story
 * to recount an experience || [|Best Pack of Acrhitecture Design, Art Design, Graphic Design, Web Design, and Many More..]

[|Best Pack Design] [|Architecture Design] [|Art Design] [|Graphic Design] [|Web Design] ||  ||
 * || [|happy mother's day 2016]

[|happy mothers day 2016] [|happy mothers day quotes] [|mothers day quotes]

[|happy mothers day] [|mothers day images] [|mothers day poems] mothers day gifts

[|happy mothers day pictures] ||  ||



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Integration Idea (exact link to site or software) We have an e-learning platform for real estate whole sellers. Go here to learn more || **How learning may be structured?** Teaching Tool? Students in groups? Individually? As part of literacy rotations? || **reading texts at Magenta level.** **At this level they need to:** ||  ||   || [|Star Words] || Children could engage with a partner in this game || [|BiteSize Literacy Support - BBC] [|Words and Pictures : Long Vowel Sounds:] || Students work in pairs on learning objects as part of a literacy task-board. ||
 * || **E-Learning**
 * || **E-Learning**
 * **As soon as students start school, they begin**
 * *develop early concepts about print, such as ideas that the print carries the message and that print is read from left to right. ||  ||   ||
 * *expect a text to make sense and sound right. ||  ||   ||
 * *gain control over one-to-one matching. ||  ||   ||
 * *start building a reading vocabulary of high-frequency words. || [|Star Writer]
 * *Use their developing knowledge of phoneme–grapheme relationships to: || Digistore[| - Letter Planet Series.]
 * *Use their developing knowledge of phoneme–grapheme relationships to: || Digistore[| - Letter Planet Series.]
 * In the first year of school, students create many texts for a range of purposes across the curriculum. They plan for writing, using talk and pictures, and they attempt to record their ideas and experiences in print.

At first, there is a high level of scaffolding as teachers help students to: || Integration Idea (exact link to digital resource) || **How learning may be structured?** Teaching Tool? Students in groups? Individually? As part of literacy rotations? || Dragon's Jumble Dream [] || Students work in pairs on learning objects as part of a literacy task-board. || [] || Children select a letter and sort the related word families. This could be completed independently or could be used as a demonstration tool using a dataprojector
 * || **E-Learning**
 * *hold an idea in their head long enough to write it down || Digistore: Digital Learning Objects.
 * *say/hear, and record the predominant sounds in the words they want to write || Word Families

|| Online Books ||  ||
 * *write from left to right and leave spaces between words ||  ||   ||
 * *form letters accurately || [] || This alphabet page demonstrates the letter and the sound along with a visual cue. Could be used alongside letter of the week programme. Print outs could be used for handwriting. ||
 * **Gradually, the support alters as teachers help students too build and strength their processing systems to create longer more complex texts. Students learn to:** ||
 * *experiment with capturing words from their oral vocabulary ||  ||   ||
 * *hear and say the initial and final sounds and some dominant medial sounds in the words they want to write ||  ||   ||
 * *recognise and identify common sounds in different words ||  ||   ||
 * *use their developing visual memory to consistently encode(spell) some known words correctly ||  ||   ||
 * *make close attempts to encode words by noticing visual similarities to known words ||  ||   ||
 * *attempt to use capital letters and full stops as they develop their understanding of sentences ||  ||   ||
 * *reread what they write as they are writing and read (retell) their writing for themselves and others ||  ||   ||
 * **General Collections** || [|Tauranga Reading Association]
 * *attempt to use capital letters and full stops as they develop their understanding of sentences ||  ||   ||
 * *reread what they write as they are writing and read (retell) their writing for themselves and others ||  ||   ||
 * **General Collections** || [|Tauranga Reading Association]
 * **General Collections** || [|Tauranga Reading Association]
 * **General Collections** || [|Tauranga Reading Association]