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Recognises own name |
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Comprehends through contextual cues, eg pictures and facial expressions of other readers |
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Recognises some letters and high frequency environmental print for which meaning is given, eg Police, Stop, school |
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Shows awareness of different forms of text – signs, labels, storybooks, newsletters, newspapers |
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Has an understanding of some basic conventions of print |
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Exhibits reading-like behaviour e.g., chooses a book, turns pages, studies pictures |
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Select texts which:
-are repetitive and predictable
-resemble spoken forms
- have strong rhythm
-link to student’s first culture and/or prior experiences
-repeat high frequency and non-structural words
- make use of rhyme (email Jenny Crawford – Chinese uses rhyme – nursery rhyme? Childrens’ verse?
-are taped if possible (‘talking books’)
- avoid density of information and language complexity
-have a strong visual component – include advertisements, packaging, film versions of books, harnessing student’s more sophisticated visual literacy to scaffold comprehension of print
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Provide repeated reading of stories, to enable student to access increasing levels of meaning
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Provide contextual cues in shared reading e.g., drawing student’s attention to pictures and using exaggerated facial expressions to convey meaning
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Pause in shared reading to allow time for student to process language/concepts and to gain meaning from picture cues
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Display and build on illustrated word banks in student’s visual field; reinforce by making scrapbooks & using flashcards
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Guide student through visual tracking exercises to establish left to right progression (e.g., move pointer slowly from left to right for student to follow with eyes, before each reading session); stick green dot on left of desk, red dot on right of desk to indicate start and finish positions
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Teach letter names, consistently using Qld script or similar (ensuring that letter formation corresponds to that taught in writing lessons, e.g., ‘a’ ‘g’ ‘z’ – identify letters in student’s name, in names of teacher, family, friends, on computer keyboard, in environmental print e.g., signs – school name, Police Station, stop signs; play letter-recognition games e.g., snap, with alphabet cards; match upper and lower case letters; teach common variations using initial sounds e.g. ant/ant, girl / girl
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Provide Alphabet book for students to make personal dictionary in which they copy class theme words, simple content words from illustrated story books – encourage L1 translation if L1 literacy skills are sufficient
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Develop and draw on student’s visual/spatial awareness to link content words to meaning by projecting picture onto screen/whiteboard and adding labels for student to ‘read’, then removing picture and asking student to ‘read’ words again – restore picture each time error is made until student can read target number of words – recycle words immediately, e.g., have student copy them into personal dictionary
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Present matching games/activities with self-correcting design e.g. ,jigsaw edge (words to pictures) e.g., bingo, snap - student chooses the correct label/caption for a picture with environmental print vocabulary– e.g., ‘stop’, ‘boys’, ‘girls’, ‘school’, ‘taxi’ etc - point out and photograph environmental print in and around school and on excursions, to use for above
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Photograph student performing simple actions, then use joint construction of text to make caption books e.g., Jan can sit; Jan can stand
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Use the Language Experience Approach i.e. provide shared experiences e.g., excursions, cooking, from which spoken language can be generated for use in creating texts for reading – use photos of key segments to support text
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Demonstrate meaning of frequently used terms – e.g., front, back, title, page, letter, word
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Recycle language using all four macro-skills – explore topic through stories, rhymes, poems, songs, pointing to words while reading - follow with games to consolidate learning
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Model reading strategies, using big books for shared reading - demonstrate using title as verbal clue for predicting content; stick ‘post-it’ pages over key words and repetitive phrases, encouraging student to guess the omitted items
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Construct word banks: A- Content words (nouns, pronouns, verbs) for each main class topic e.g., ‘Me’: my, family, look, has, does, needs, likes – make scrap books B-Other high frequency words and phrases e.g., colours, numbers, days, months; C-Structural words e.g., articles – a, the; conjunctions - and, or, but; prepositions -in, of; interrogatives – what, who
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Make caption books combining words and pictures, eg ‘I am…’, ‘I Have…’, ‘I can…’ I Like…’,
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Recycle words from word banks in a variety of ways – puzzles, matching activities, multiple choice, cloze (including word list/alternatives beside gaps) e.g., This is a__(cat, dog), gradually increasing graphophonic similarity between choices, e.g., This is a __(cat, can), bingo (write bank words on board, have student select some and copy onto bingo sheet to play); as student learns new word copy it onto flashcard template which can be cut up when full and used for sentence construction
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Present words in context rather than in isolation, i.e. write them in sentences using class themes
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Guide student in scanning text first for pictures then for familiar words and phrases from word banks –Q: ‘What’s this?’ A: ‘A ball’ Q: ‘Can you find the word that says ball?’
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Develop student’s graphophonic awareness with a focus first on initial phonemes/graphemes (sounds/letters) –eg match picture to initial sound; followed by medial and final – e.g., cut picture into as many segments as there are phonemes, separate them, saying sounds individually - move segments closer together, decreasing pauses until segments are joined together to form picture, and all sounds are blended; using whole picture as support, cut word into segments and follow same procedure as above
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Give letter cloze and picture-to-letter matching activities at the word level; physically manipulate letters in activities that require insertion/deletion/re-ordering to e.g., identify word families – rhyming words – seat/feet, and letter patterns – watch/match
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Jazz Chants for Children |
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The Alphabet CD |
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English For Me CD |
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P.M. Starters |
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Little Red Books |
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‘Sounds Great’ |
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Thrass |
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Jolly Phonics |
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Computer Classroom K-1 |
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Reading for Literacy CD 1 |
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