Literacy+Resources

Good readers- good for f-3  I WONDER... with a simple smiley thinking  A list my year 3's made- they know these occur during independent reading  The basic principles of IPICK- promoting independent text selection 
 * ** READING: ** ||
 * [[file:good readers.pdf]]

Right fit book- the FIVE FINGER test

 Comprehension questions- Great for NAPLAN answering- - embedded in the text - embedded around text (captions, diagrams) - your opinion about the text Graham, Stephen. //__Teaching Writing Explicitly__//, Cengage, 2008. Reading Star- great bookmark for emergent readers Here, Hidden Head- A3- better definitions- one page per strategy <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10pt;"> <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10pt;">NAPLAN- Yr 3 Reading preparation =<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10pt;">__**GENRE**__ = <span style="color: #800000; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10pt;"> <span style="color: #800000; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10pt;"> <span style="color: #000000; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10pt;">For Aussie kids- with a focus on trying to include Australian authors on A4 posters- colour <span style="color: #800000; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10pt;"> <span style="color: #800000; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10pt;"> <span style="color: #800000; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10pt;"> <span style="color: #800000; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10pt;"> <span style="color: #800000; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10pt;"> <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10pt;"> <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10pt;"> <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10pt;"> <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10pt;"> <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10pt;"> =**__LIBRARY__**:= Dewey Decimal posters

=SENTENCE ACTIVITIES:= || =CAFE GOALS and DISPLAYS-= CAFE GOALS- A3- giant display CAFE GOALS- A3 big display CAFE GOALS- A4 sized bookmarks CAFE GOALS- Transition skills- marking CAFE GOALS- marking for individuals

=COMPREHENSION POSTERS-= they have a series of questions at the bottom of each poster. 17 COMPREHENSION POSTERS- A3 Use the PIDE poster in the first column of new What is the purpose of the piece of writing? P- Persuade I- Inform D- Describe E- Entertain Making connections- use with the Text to self, Text to world, Text to text comprehension poster Making connections- use with the Text to self, Text to world, Text to text comprehension poster Inference activity == Reading for meaning- yesterday, today, tomorrow ||


 * ** WRITING: ** ||
 * <span style="color: #800000; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10pt;">[[file:good writers.pdf]]

<span style="color: #000000; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10pt;">Good Writers- Good for p-3



<span style="color: #000000; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10pt; line-height: 0px; overflow: hidden;">A series of goals- 5 for increasing volume and stamina,

<span style="color: #000000; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10pt; line-height: 0px; overflow: hidden;">5 for grammar and five for handwriting- students are good

<span style="color: #000000; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10pt; line-height: 0px; overflow: hidden;">placing themselves on this scale- it also give them three

<span style="color: #000000; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10pt; line-height: 0px; overflow: hidden;">concise goals for each term...

<span style="color: #000000; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10pt; line-height: 0px; overflow: hidden;"> you may want to the change the font to suit your country.

=<span style="color: #000000; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10pt; line-height: 0px; overflow: hidden;">__**SENTENCES**__: =

Colourful Semantics- a speech therapist made this for EAL students when a colleague of mine was working in London. It is an amazing resource I will use next term for a little man I teach who is intellectually impaired and EAL. Thank you Amanda! I have put the publisher file in here too, because there may be different spellings etc.... for example British say sweets, Americans say candy and Aussies say lollies...

=<span style="color: #800000; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10pt;">**__ TEXT TYPES: __** = <span style="color: #800000; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10pt;"> This work has been created by Stephen Graham. But I have made it into a powerpoint you can use for teaching. <span style="color: #000000; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10pt;">Graham, Stephen. //__Teaching Writing Explicitly__//, Cengage

<span style="color: #000000; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10pt; line-height: 0px; overflow: hidden;">

<span style="color: #000000; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10pt; line-height: 0px; overflow: hidden;">Cut up the title, structure, features, grammar.... mix them up,

<span style="color: #000000; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10pt; line-height: 0px; overflow: hidden;">give them to students and have them piece together the types

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10pt;"> <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10pt;"> <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10pt;"> <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10pt;"> <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10pt;"> <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10pt;"> My friend and teacher Kim McLean devised one page and I added another and a few structural cues for the IWB. MORE NARRATIVE DICE GAMES: <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10pt;"> <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10pt;"> <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10pt;"> <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10pt;"> || = __**PUNCTUATION:**__ = One page posters Casey Park made in 2005 = **__PARTS OF SPEECH:__** = Posters I made in 2005. = = ||

4 types of word word to learn to spell words: - __morphology__- walk, walks, walked, walker, walking. - __visual__- the way a word is shaped and looks-HWF - __phonological__- being able to hear the sounds within the word-str-ee-t. - __etymological__- base words which usually come from arabic, latin and ancient greek. eg. mono. Graham, Stephen. //__Teaching Writing Explicitly__//, Cengage, 2008. Great activities for weekly spelling words.
 * = SPELLING: =

=**CVC Rhymes:**= ||  Vowels- Short vowels with pictures and gestures- the information was passed onto me from a Speechie and is great for hearing the vowel.

= CVC WORDS = ||
 * =A sounds=

**E sounds** || ** I sounds **

|| ||  ||
 * O sounds **
 * =**BLENDS DIGRAPHS etc...**=

<span style="color: #800000; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10pt;"> <span style="color: #800000; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10pt;"> <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10pt;">Think aloud- essential for Guided Reading and reflection about texts. Sets of questions for Previewing, Predicting, Comprehending, Connecting and Think aloud. <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10pt;">The pdf is a fan to make for a key chain... laminate, hole punch and use as a talking stick <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10pt;"> <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10pt;">Mandy Regan gave me these and I added a bit of kid friendly design to make a fan. <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10pt;"> <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10pt;">Brain Gym for SPEAKING
 * ** LISTENING and SPEAKING: ** ||
 * =<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10pt;">**__SPEAKING:__** =

= = =<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10pt;">__**SENTENCES**__: =

Colourful Semantics- a speech therapist made this for EAL students when a colleague of mine was working in London. It is an amazing resource I will use next term for a little man I teach who is intellectually impaired and EAL. Thank you Amanda!

I have put the publisher file in here too, because there may be different spellings etc.... for example British say sweets, Americans say candy and Aussies say lollies...

|| =<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10pt;">**__RHYTHM AND LISTENING__**: = <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10pt;"> <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10pt;">Brain Gym for LISTENING <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10pt;"> <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10pt;"> <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10pt;">A clapping rhythm- very cross-synaptic centered. With embedded sound tracks and lyrics <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10pt;"> <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10pt;">How loud can they get? Put it on a fan of coloured papers and add a dial or coloured magnet to monitor the volume of the room. ||