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Has an understanding of some basic conventions of print e.g. directionality (similar script learners) |
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Shows awareness of texts presented via various platforms and technologies – newspapers, storybooks, billboards, computer games |
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Shows knowledge of environmental and functional texts eg signs, labels |
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Uses drawing to communicate meaning. |
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Copies writing/pictures from others or from blackboard, without understanding meaning/context. |
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Uses limited English vocabulary or L1 to talk about pictures |
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Encourage writing and verbal expression in L1 and invite L 1 speaking adults to translate contributions
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Become familiar with the features and conventions of student’s L1 script eg Romanised/non-Romanised, direction, spacing, case, punctuation
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Start handwriting activities -‘air writing’ or tactile finger tracing (repeat new words to develop fluency) in sand, on skin, in play dough, on blackboard or whiteboard
- worksheets for tracing lines and letters left to right/ top to bottom.
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Check pencil grip
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Have students make books (cut and fold an A3 page) with pages numbered from front to back and a place to write name
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Develop vocabulary - place labels around classroom
- use magazines and junk mail to make books of pictures eg clothing, places, initial letters –‘B’ –boy, butter, ball, bike
- make an A-Z individual dictionary for entry of ‘Words I Know’
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Have student copy/trace - labels onto pictures or objects; environmental print; simple sentences about own drawings; names; numbers; meaningful communications to give to friends/family/teachers i.e. greeting cards, notes, messages; word bank/basic list words for writing e.g., I, a. is, in, am, to, come, like, see, the, my, we, and, here, on, up, look, go, this, it, me
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Check for accuracy of copying/tracing
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Use the ‘language-experience approach’ i.e. teacher records student’s own speech in relation to personal experiences encountered in both L1 culture and English speaking culture- cut up into individual words for student to glue into book, copy and illustrate
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Conference student writing -
Level 1- use sticky notes to label student’s drawing, ask yes/no questions and scribe student responses
Level 2- write interpretation of approximations expressed in student written sentence ( e.g., bjgaiiuf ief iojd) attached to their drawing
Level 3- use sticky notes to label student’s drawing, encourage student to refer to labels in writing own text and rewrite student written text
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Read a picture book to student then mask text or use non text versions in order to jointly retell/label words from the pictures before writing a simple retell for student to copy
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Reading Recovery |
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Qld Cursive CD (printable sheets) |
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Magnetic board and letters |
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Flip Charts (Mt Gravatt) |
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Bingo-letter/picture, word/picture |
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