the literacy houra guide to all teachers - grade 2
TRANSCRIPT
1
The document also includes
• Preparation for Success
• The Pronunciation Guide
Since the Literacy Hour isan intervention to raise the literacy
level of our primary school children, it is felt that teachers need
to understand fully the idea of the Literacy Hour. Hence, there is
a discussionabout
• The Rationale
• What makes a good Literacy Programme
• A Literacy Classroom Environment - A Checklist
• A Balanced Literacy Programme
• TheStructure of the Literacy Hour
• The Daily Plan
• weeks 1- 4 Suggested Schedule for an extended
The Literacy Hour - A Guide for all Teachers is a handbook
prepared for Grade Two Teachers. It discussesin full detail the
Literacy Hour and provides additional resources which the
teacher will find useful as he/she prepares the content to be
delivered during the period.
INTRODUCTION
2
LITERACY HOUR RATIONALE
What the literacy Hour is designed to do
Improve the quality of teaching through:
Using a range of teaching strategies which promote
high quality interaction;
Increasing pace and rigour in literacy lessons;
Focusing on explicit and challenging interventions;
Setting high expectations matched to children's
abilities;
A structured planning system which outlines the
objectives which children are to learn and how these
objectives will be achieved.
should be used as Resource Material at this Level
(Grade 2)
NOTE:
• Some Words I Know (i) RALPsets 1 and 2
To READand WRITE (ii) Infant Years 1 and 2 - Rainbow
Readers
(iii) Dolch Sight Vocabulary Pre
Primer to Grade 3.
The Literacy Hour: A Guide to all Teachers Grade 1
• Lesson Plans prepared from
(i) RALP Set 4 Lesson 5
(ii) RALPSet 5 Lesson 5
3
• strive for the reader's early independence
• involve parents
• teach reading sequentially {in sequence}
• encourage reading for pleasure
• allow adequate teaching time {60 minutes} (the Literacy
Hour)
A 'good' literacy programme has a strong reading componentthat should:
THEREADING COMPONENT
WHAT MAKES A GOOD LITERACYPROGRAMME
Improve efficiency in teaching time through:
Emphasizinggroup or classinstruction;
Maximizing direct teaching time;
Targeting groups for specific and relevant instruction;
Employing common patterns of classroom
organisation which support consistency from class to
class through the school;
Encouraging independent working enabling the
teacher to work intensively on Guided Reading and
Writingwith smaller groups of children;
Making the teaching of literacy more manageable at
whole school level.
4
A classroom environment that encourages Literacy learning
includes:
• clustered desks (arranged for group)
• student work on display
• experience chart
• classroom libraries
• learning corners/interest areas
• trips - extend the classroom
• heterogeneous grouping
• integrated grouping
THE LITERACY CLASSROOM ENVIRONMENT A CHECKLIST
Ways to help children participate in Literacy Events
• paired reading
• echo reading
• listening to tape recording of a child reading
• written conversation
• say some thing
• directive instructions in skillsand strategies
• keep reading group flexible
• let students read independently in class
• stock a variety of supplementary material
• continue reading instruction in the upper grades
5
A BALANCED LITERACY PROGRAMME
A Balanced Literacy Programme includes the following
components:
• Reading aloud
• Writing aloud
• peer tutoring
• cooperative learning group
• manipulative materials
• graphic organisers
• print displayed around the room
• abundance and variety of reading materials
• writing process
• thematic interdisciplinary planning
• reading aloud
• teacher made materials
• a variety of materials
• project based assignment
• experimental, inductive hands-on learning
• active learning in the classroom
• time for independent reading
• sustained silent reading
• listening and speaking activities
• word wall
6
COMPONENTS OF "LITERACY PROGRAMME"
• independent reading
• reading aloud to children
• shared and guided reading
• literature discussiongroups
• choral reading, readers' theatre, drama and story telling
• language experience
• guided writing
• journals and learning logs
• directive instruction in skillsand strategies etc.
Language opportunities to respond critically and thoughtfully.
Each of these components or approaches is part of an
ongoing reading and writing balanced literacy programme
throughout the grade.
• Shared Reading
• Shared Writing
• Guided Reading
• Independent Reading
• Independent Writing
7
THE STRUCTURE OF THE LITERACY HOUR
It is recommended that the schedule used at Grade One level
be changed somewhat. Teachers should ensure that they
have sufficient time to:
confer with children as they read independently
make sure that children are matched with
appropriate books
that books can be read with fluency, accuracy and
comprehension.
that an opportunity isgiven to see children are using
the strategies taught in reading independently.
that children can browse the library, reading corner,
or their personal books.
The transition time between "Accelerated Literacy Instruction is
a good opportunity for children to get up and move,
participate in the IRIprogramme and Recess(15 mins) 10:20-
10:35. This is a long morning and building in a small routine
here, getting writing (folders) books, taking care of any other
necessitiescan help children to be better able to stay focused
for the second part of the morning.
THE LITERACY HOUR
10:35 - 11:35
A balance over the term offocused word work orsentence work.
Focused word work2
nuns
15Whole classapprox
3
420mms
~ Group and1IIIII""ndependent work
approx
approx
Independent reading, writing or-........ ... --_ •• - ....... -word work, while the teacher workswith at least two ability groups eachday on guided text work (reading orwriting).
Independent reading, writing orword and sentence work, whilethe teacher works with at leastone ability group each day onguided text work (reading or writing). 8
Shared text work(a balance of readingand writing).
1Reviewing reflecting,consolidating teachingpoints, and presentingwork covered in thelesson.
4
Structure of the Literacy Hour
9
Reviewing, reflectingconsolidating teaching pointsand presenting work covered inthe lesson.
Whole Class10
Independent Reading, Writing orword work, (while teacher workswith at least two ability groupseach day on guided TextworkReading and Writing.)
Focused Word Work (a balanceof focused word work orsentence work.)
Shared Text work (a balance ofReading and writing.)
Group andIndependentWork
Whole Class
Whole Class
20
15
15
ActivitiesGroupTime(Mins)
STRUCTUREOF THE LITERACY HOUR BLOCK OF 60 MINUTES
10
Time Group Min. Activities
10:35 - 10:50 Whole 15 Shared Reading - abalance of Reading andWriting
10:50 - 11 :05 Whole 15 Focuson Word WorkA balance over focusedword work or sentencework.
11:05 - 11 :25 Independent 20 Independent reading,and Small writing or word work.Group
Independent reading,writing, or word work andsentence work.
11:25 - 11 :35 Whole 10 Reviewing, reflecting,consolidating points andpresenting work coveredin lesson.
10:35 - 11 :35
DAILY PLAN - LITERACY HOUR
11
Time Activity Teacher will Students will
10:35 - 10:50 Reading Lesson Discuss purpose of lesson Read along with15mins Whole Group Read an engaging Text teacher one text that
Shared Reading (visible to all) is familiar.Invite Student to "read" Demonstratealong with you after initial understandingreading. Participate in activityModel reading strategies (e.g. oral reading,to practise during discussion etc.)independent reading.Develop word studycomponent, discussconcepts of printedlanguage.
and/or Read an engaging text to Listen to andInteractive Read- the class facilitating 'book- participate inaloud (Reading talk'. conversation atto students) Model strategies to critical points in the
practise during story.independent reading. DemonstrateModel appropriate ways to understanding.respond to text forchildren to practise duringindependent reading (e.g.book talk, topic, journalentry etc.)
READING
WEEKS 1 - 4 SUGGESTED SCHEDULE FOR AN EXTENDED LITERACYBLOCK - 60 MINUTES
READING AND WRITING
12
Time Activity Teacher will Students will
15mins. Word Study Plan engaging activities Participate in(Whole Group) that support children in activity.
making meaning of wordsand teach spellingstrategies.
20mins. Reading work Introduce a text to a Participate in atime (Small guided reading group. guided readingGroup/partners Think, talk, question lesson.Guided Reading) through the text. Think, talk and read
- Provide reading through a text.strategy support asneeded.
Independent - Provide appropriate - ReadPartner Reading books for students to independently
read independently or and/or with awith partners. partner
- Demonstrate positive - Practise previouslypartner behaviours modelled responses(e.g. ways to talk, how Read, talk or writeto share a book etc.) with partners/groupsConfer with individual after teacher hasstudents keeping modelledinformal records. appropriate ways of
working together.
Literacy Tasks Introduce instructional Work independentlytasks. Assign students to and/ortasks. collaboratively at
tasks.
10 mins. Readers' Share Facilitate discussion about Listen, question(Whole Group) use of strategies modelled comment.
in lessons, interestingreading responses and/orissues that came up inindividual conference.
13
Time Activity Teacher will Students will
Writing Mini- Discuss purpose of lesson Listen, read alongLesson (Whole Read a carefully selected with teacher.Group) Shared text with the class to DemonstrateReading model an aspect of understanding (e.g.
writer's craft an example tell your partner)of concept being studied - say to the teacherand its features a what we are doingparticular writing strategy. today etc.)
Modelled Writing Write in front of the class Listen and reador share prepared along with teacher.example of teacher's own Demonstratewriting, thinking aloud understanding (e.g.about the writing process. tell your partner-
say t6 the teacherwhat we're going todo today?
Independent - Send students off to Write anWriting write and practise independent writing
strategies. piece.- Confer with individual Practise modellingstudents about their strateg ies.writing Confer with teacher- Choose children to share Discuss theirwriting writing.- Keep records of Talk with partner orconferences to refer to groups about writingwhen planning. work.
WRITING BLOCK
WEEKS 2 - 4 SUGGESTED SCHEDULE FOR AN EXTENDED LITERACY
14
Time Activity Teacher will Students will
Writers' Share Pre-select students for Discuss and reflect(Whole Group) purposeful sharing. on their writing and
Reassemble group. their processes.Facilitate discussion of - Listenwriting. - Question
- Comment
Read Aloud Read from carefully - Listen and enjoy(Whole Group) chosen book or picture - Participate in
book, modelling fluent conversation.reading and activeengagement with text.
15
10 A A B A A20 1 1 1 1 1 1mins.
10 B C C B C
TEACHER'S DAILY SCHEDULE
Monday Tuesday Wednesday Thursday Friday
10 Guided Independent Literacy Activities Guided Reading IndependentReading Reading Reading
A
10 Literacy Guided Reading Independent Literacy Guided ReadingActivities Reading Activities
10 Independent Literacy Activities Guided Reading Independent LiteracyReading Reading Activities
B
10 Guided Independent Literacy Activities Guided Reading IndependentReading Reading Reading
10 Literacy Guided Reading Independent Literacy Guided ReadingActivities Reading Activities
C
10 Independent Literacy Activities Guided Reading Independent LiteracyReading Reading Activities
Each Group - 10 minutes twice per day.
J J :05 - J J :2520mins.Schedule
SMALL GROUP/INDEPENDENT INSTRUCTION
16
Preparing for Success
Remember, praise and encourage the learner often. It is very
important for the learner to have a positive experience when
reading the book.
NOTE: Read all words without a mistake before moving on.
Read all soundswithout a mistake before moving on.
READING FOR ALL LEARNERS PROGRAMME
17
6. Coming Attractions (skillpreview)
5. Looking back (assessment)
SUPPORTING ACTIVITIES
4. 2nd Reading (independent practice)
3. 1st Reading (guided practice)
READING PRACTICE
2. New Sounds and Words (skillintroduction)
1. Practise Sounds and Words (skillreview)
PREPARING FOR SUCCESS
18
PRONUNCIATION GUIDE
Sound Example Letter Example AlternateCombination
a am ai paina ate 01 ballb big or carc cat au hauld dog ow lawne end ay mgye eve ch chip echof fill eo seat headg got ee seeh hat er fern
prn ew newI ice igh hlgbJ lump Ing nosk kiss ir bjrdI let kn kneem me 00 oatn nut 01 old0 lot 00 moon foot0 go or forp Qet ou outr [at ow show cows ~ell oy bQYt top ph Rhoneu up qu illleenu use sh shipv vet tion potionw win th this thinx box ture capturey yes ue bluey my ur turnz zoo wh when
wr wrap
19
Supporting Activities
Coming Attractions 32
Reading Practice
Story The King's Ring 23
Sound Practice 18
Word Practice 19
New Words 20
Story 2: The King's Ring 17
Supporting Activities
Coming Attractions 16
Reading Practice
Story The Ducks Go Camping .7
story 1: The Ducks Go Camping 1
Preparing for success
Sound Practice 2
New Sound 2
Word Practice 3
New Words 4
Contents
Set 4 Book 5: Trunk and Things
20
New Words
Sail Ducks sailing
Camping sailed slid
sails ducks Dan
running
Word Practice
Thank bent lot
nip played skipped
stopped Thanks dashed
napped nipped skip
spotted wanted
n
x
Sound Practice New Sound
aicu
sh
e
21
Teach the learner the words below.Step 4:
Meg'sman'sDan'sAnn's
Ask the following questions who owns the trunk?
How do you know?
Step 3:
Meg sat on Ann's trunk
State the rule while pointing to the word Ann's in the
sentence below.
Step 1:
Rule: An's" is added the name of a person or an animal to
show ownership.
Have the learner read the sentence.step 2:
22
panpane
What does this letter say?
Say the word the slow way. Say the word the fast way.
New Silent "e" Words: Repeat instructions for each word
and (point to a word) Isthere an "e" at the end of each word?
rate
mane
fate
rat
can
hate
at
fat
Rule: Silent "e"
Silent "e" Word Practice" Repeat instructions for each word
and (point to a word) What isthisword?
24
Reading Practice
Story 3: The Beast of the Rocks 29
Story 3: The Beast of the Rocks 25
Preparing for success
Word Practice 26
New Words 27
Reading Practice
Story The Hay Ride 17
Preparing for success
Word Practice 14
New Words 15
Story 2: The Hay Ride 13
Reading Practice
Story The Logger and the Queen 5
Contents
Story 1: The Logger and the Queen 1
Preparing for success
Word Practice 2
New Words 3
Loggers and LunchesSet 5 Book 5
may
stay
25
Reading Practice
"The Logger and the Queen".
way days
stayed
Letter Combination: "ay"
NOTE: The learner should recognise letter combination "ay"
was introduced previously as "ay" (with a line).
From this point on the learner should say the sound
"a" for the letter combination "ay" (without a line)
(Review the sound for "ay" with the learner, and
then read the words below).
ay
day pay
logger wink
vou'll (you will)
New Words
taking
Quicker
Preparing for Success
Word Practice
wait wheel birds
logs
27
Sam 8 in 14 man 20 fitsSee it Man NatI sees a Sits
It theSim The
2 am 9 on 15 mad 21 sunsit that themSit Mad us
That What
3 me 10 IS 16 at 22 SunMe sits meets
sat SidSat
4 Mat 11 this 17 will 23 feetAnn with fun
We runWill Feet
Run
5 Mit 12 Is 18 feel 24 AmSis This mess Nell
Mess YesA Who
6 meet 13 and 19 WeMeet Nan when
Whenfit
Set 1RALPBooks
Some Words I know
28
Reading for All Learners Set 2
Books RALP (26 Booklets) Past Review
net 8 Rat 12 nuts 16 Fun a Fno them With e (long) Rran into m Ysad s Ewhat S L
2 fill 9 fat 13 hand 17 bad M shfills feels hands be t Dlet if hats him I shsheet set hill men n hshut Wet seed Men I HSheet shells Set 0 b
3 mud 10 nut 14 weed 18 all th 01sheets rat Hand also A AIshuts sets Seed All th Bshut Nut Weed Bad d Am
bat N Nellhis I Yeswish W WhoBat W didHit e runsball f Ed
4 sand i 1 ran 15 hit 19 And wh Letsell fans hits u needshell win met r shesell Fan Feel wellfish Fill tohat Win washe wasFishHatHethem
30
19 runsball
Some Words I Know
Infant Year 1 RAINBOW READERS Reader 1
Family and Friends
Page1 Skippy 8 at 14 play 20 too
Daddy is playsKitty cat with
2 baby 15 WegrandmotherSandraRoger
3 Come 10 here 16 22 haveSeeand
5 11 are 17 runupdown
6 look 18 24 hasthe fundog family
31
Some Words I KnowInfant Year 1 RAINBOW READERS Reader 1
Family and FriendsPage26 32 bananas 38 Jump 44 Super-
banana jumps marketa bigwill carno go
In
27 table 39 bird 45 stopsits tree Iby on amunder no thisnear
28 say 34 our 40 little 46 shopsays friends fly yellowthanks Kim cannot carrotslet Burt tous Atofamily
29 drink 35 Hello 41 shemilk fun juicedrinks happy cakesit
30 like 42 thank 48 Pine-break goodbye applesJam for sweetlikes you they
oranges
31 eat 37 doll 43 49 therebasketeggs
Reader 1
32
56 bluebagred
51 home 54 MrsHillyou Good-
morningringbell
52 Revision 55 ringling
53 Schoolchildren
Page50 Ice-
creamplease
Some Words I KnowInfant Year 1 RAINBOW READERS
Family and Friends
33
Some Words I KnowInfant Year 1 RAINBOW READERS Reader 2
Fun in the HolidaysPage3 making 9 me 17 make 28 Sunday
help Sandwiches birthdaykite partysays her
4 will 10 it 18 get 29 takemake higher away presentyes wags blue pretty
goes boat dresssea doll
5 cannot 11 small 19 running 30 balloonshow shells manysmaller dig
dancearound
6 lovely 12 kites 20 dancing 32 mvthree wind gigs fivecolours blow amgreen girl
7 tail 13 pulling 21 there 33 toyswindy pull fishToday line swimminghigh swimsky
8 holds 16 Sunny 22 crab 34 candleshold Seaside crabsline sand after
Some Words I KnowInfant Year 1 RAINBOW READERS Reader 2
Fun in the HolidaysPage35 talk 42 nest 54 what 60 beautiful
telephone two animal cooltall alligators glide
sleeping poolstay so
36 who 44 flies 55 long 61 hadcut mouth greatsing teeth againasks meat
for
39 Monday 46 digging 56 lookingclouds blowing feedingwhite nutsgardenwant
40 weeds 50 zoo 57 climbingtree monkeys swimmingflowers parrots climb
visit swingtheir
40 wants 51 lions 58 Roarsnakes noiseswans thatyes roaring
41 orange 53 cage 59 largebutterfly longflower asksthatdonot
34
35
Dolch WordsPre-Primer List
Your child identifies all highlighted words.Thanks for your help in practicing at home.
Jill Perkins© 1998
a run
and In said
away IS see
big it the
blue jump three
can little to
come look two
down make up
find me we
for my where
funny not yellow
go one you
help play
Here red
DOLCH PRE-PRIMER SIGHT VOCABULARY
36
Dolch Words
Your child identifies all highlighted words.Thanksfor your help in practicing at home .
.JillPerkins© 1998
all into that
am like there
are must they
at new this
ate no too
be now under
black on want
brown our was
but out well
came please went
did pretty what
do ran white
eat ride who
four saw will
get say with
good she yes
have so
he soon
DOLCH PRE-PRIMER SIGHT VOCABULARY
37
D0Ich WordsPre-Primer List
Your child identifies all highlighted words.Thanks for your help in practicing at home.
Jill Perkins© 1998
after has over
again her put
an him round
any his some
ask how stop
as just take
by know thank
could let them
every live then
fly may think
from of walk
give old were
going once when
had open
DOLCH FIRSTGRADE SIGHT VOCABULARY
Pre-Primer List
38
Dolch WordsPre-PrimerList
Your child identifies all highlighted words.Thanks for your help in practicing at home.
Jill Perkins© 1998
always gave these
around goes those
because green upon
been its us
before made use
best many very
both off wash
buy or which
call pull why
cold read wish
does right work
don't sing would
fast sit write
first sleep your
five tell
found their
DOLCH SECOND GRADE SIGHT VOCABULARY
39
Dolch WordsPre-PrimerList
Your child identifies all highlighted words.Thanksfor your help in practicing at home.
Jill Perkins© 1998
about hold seven
better hot shall
bring hurt show
carry if SIX
clean keep small
cut kind start
done laugh ten
draw light today
drink long together
eight much try
fall myself warm
for never
full only
got own
grow pick
DOLCH THIRD GRADE SIGHT VOCABULARY
40
Positive Read Aloud experiences occur when teachers:
• preview and practise the selected book
• read a wide variety of material, content and forms
• read picture books to children of all ages
• read chapter books to children of all ages
• read fluently and with expression
• change their voices as characters dictate
• becoming aware of the enjoyment of reading
• extending their understanding and experience
• understanding written language is different from spoken
language
• developing understanding of the patterns of and
structuresof written language
• learning new words and ideas
• giving a critical responseto a variety of texts
• developing listeningand comprehension
• finding out about new writer
• learning about and locating models or formsof writing
• becoming aware of texts as source of information for
other curriculum areas
• seeing the importance of fluent well paced real reading
CHILDREN BENEFIT FROM BEING READ TO BY:
41
QUALITY TALK
This involves talk (discussions) between teacher and child
(children) e.g.
• What did you think?
• What did you notice?
• What isthe book about?
• What does this remind you?
• What seems important (sofar) to you in the book?
• What isthe author trying to say?
• when reading novels end each reading at a suspenseful
movement
• recap the previous chapter/unit with students
• encourage predictions before and during the reading
• create a relaxed environment conducive to listening
• choose quality books and stories they enjoy and believe
their children will enjoy
• read books consistent with the children's emotional and
social level
• engage in good book discussion
• model accountable talk
42
Also included a number of poems taken from collections, that
you may want to use. You may want to use those which are
based on a couple things.
1. appealing and that you think your children will respond
to and enjoy.
2. you'll want to see where they fit in, asking yourself if
they provide an opportunity to practise the strategies
you're teaching.
3. if you are talking with children about an onset and
nmes, you may want to choose poems that have
rhyming words with rimes.
It is an ideal instructional strategy for EnglishLanguage learners
as they can both see and hear the text and it is typically read
more than once. Included in this guide is a brief overview of
shared reading and language experience.
Shared reading provides children an opportunity to practise
with the support of teachers and peers the strategies you'll
rnodel in 'mini' lessonsand interactive read alouds.
"What a child can do with assistance to-day she/he will be
able to do by herself/himself to-morrow" Vygosky
SHARED READING MATERIALS