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)