Literacy Learning Centres

RIC-6415 6.4/166

Literacy learning centres for early years (Ages 4–8) Published by R.I.C. Publications® 2008 Copyright© Desiree Gilbert 2008 ISBN 978-1-74126-771-6 RIC– 6415

Titles available in this series:

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Literacy learning centres for early years (Ages 4–8) Mathematics learning centres for early years (Ages 4–8)

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It is strongly recommended that the class teacher checks all URLs before allowing students to access them.

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Foreword Literacy learning centres for early years is a classroom resource that supports the literacy curriculum for early years students. It provides opportunities for students of different abilities to practise, consolidate and deepen their understanding of four key literacy concepts: • concepts of print • responding to texts • listening and speaking

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• grammar and punctuation.

Other title in this series: Mathematics learning centres for early years (Ages 4–8).

Contents

Introduction .................................................................. ii Structure of the book ..................................................... ii Recommendations ........................................................ ii Recommended resources . ............................................. ii Materials required for the learning centres........................ iii Organisation and storage . ............................................ iii Independence .............................................................. iv Grouping .................................................................... iv Recording ................................................................... iv Records ...................................................................... iv Behaviour management . ............................................... v Extension ..................................................................... v Conferencing and assessment ........................................ v Timing ........................................................................ vi Implementing the learning centres . ................................ vi Three-week model . ..................................................... vii Literacy block session model........................................ viii

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The centres encourage students to work independently in small groups as they discuss, explain, create and communicate their way to better understanding, supporting a constructivist pedagogy. The activities are structured to allow for reuse and to encourage independent student work, giving teachers time to assess, question and conference with students about strategies and understanding, and gain feedback which can be used to direct their teaching programs.

Learning centre 3 – Listening and speaking

Teacher pages ...................................................... 55–57 Station 1 – What can you hear? (Listening skills) ..........

Station 2 – What is your view? (Responsive listening) .....

Station 3 – Listen carefully (Listening for information) .......

Station 4 – Chatterbox (Speaking skills) .......................

Station 5 – Express yourself (Speaking for a purpose) ......

Station 6 – Superstars (Speaking to an audience) .............

58–61 62–65 66–69 70–72 73–74 75–78

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Teacher pages ...................................................... 79–81 Noun, adjective and verb wordlist ................................ 82 Sorting sheet ............................................................. 83

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Learning centre 4 – Grammar and punctuation

Station 1 – All about names (Nouns) ......................... 84–87 Station 2 – Tell me more (Adjectives) .......................... 88–91 Station 3 – Ready, set, go! (Verbs) ............................ 92–95 Station 4 – Let’s begin. Now, let’s finish.

(Capital letters and full stops) . .......................96–102 Station 5 – How, what, why and when?

(Questions and question marks)....................101–104 Station 6 – Wow!

(Exclamations and exclamation marks) .......... 105–108

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Learning centre 1 – Concepts of print

Teacher pages .......................................................... 1–3

Station 1 – What is a letter? ....................................... 4–7 Station 2 – What is a number? ..................................8–11 Station 3 – What is a word? ................................... 12–15 Station 4 – What is a sentence? ............................. 16–19 Station 5 – Which way? . ........................................20–23 Station 6 – Once upon a time ... ............................. 24–27

Learning centre 2 – Responding to texts Teacher pages .......................................................28–30 Station 1 – How do you feel? .................................

Station 2 – Let me think! ........................................

Station 3 – Take a picture ......................................

Station 4 – What if? ..............................................

Station 5 – All about me ........................................

Station 6 – Let’s explore . .......................................

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31–34 35–38 39–42 43–46 47–50 51–54

Appendix A – Picture cards .............................. 109–111 Appendix B – Record sheet 1 .................................. 112 Appendix C – Record sheet 2 .................................. 113 Appendix D – Alternative thematic wordlists

The sea .............................................................

Celebrations ......................................................

Sport . ...............................................................

Animals ............................................................

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i

Teachers notes Introduction To become competent in literacy, students require explicit teaching in whole-class and small-group organisational ‘set-ups’, along with constant reinforcement through practical and meaningful tasks. The learning centres provide opportunities for reinforcement, consolidation and extension in small-group and individual tasks.

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It is no secret that confidence and competence in literacy underpins success in all curriculum areas. The ability to read enables students to understand directions and instructions, gather information, and use literature for relaxation and entertainment. Being able to write enables them to communicate and express themselves creatively and informatively and allows them to record their research, thoughts and ideas. Having confidence in speaking and listening is essential for successful, responsive, clear and appropriate communication.

Structure of the book This book contains four literacy learning centres, each based on a different literacy concept; concepts of print, responding to texts, listening and speaking, and grammar and punctuation. The learning centres are further divided into six activity stations, each investigating one aspect of the target literacy learning area. The activities are presented as cards that can be copied and laminated in order to be reused. These activity cards have written instructions and picture prompts that allow students to work without constant teacher direction; hence they foster student independence. Clear explanations and modelling are still essential for each activity, and each concept must be taught before the activities are undertaken.

An emphasis is placed upon oral language, with many activities having sharing tasks and with assessments sheets being based on questions and verbal explanations of literacy concepts and skills.

Each learning centre has a set of teaching notes. These include information for teachers about preparation, set-up and implementation, a list of related vocabulary that the students will need to be familiar with before completing the individual learning centres, and other relevant and useful information. The teaching notes for each of the learning centres have a list of curriculum links.

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Recommendations

Recommended resources

It is advisable that teachers incorporate their knowledge of the age of students in each class, their literacy skills, cultural backgrounds and other factors in using this resource appropriately. For example, teachers of very young students may choose to use only the ‘partner’ or ‘solo’ activities on each activity station card, rather than use the challenge activities. Similarly, teachers of very young students may choose to do the recording for their students and reduce the number of activity stations running in the classroom at one time. Teachers of slightly older students may encourage students to work on challenge tasks, promoting deeper thinking about the literacy concepts.

First steps reading resource book and developmental continuum, 1st edition (Government of Western Australia, Rigby Heinemann) First steps writing resource book and developmental continuum, 1st edition (Government of Western Australia, Rigby Heinemann) Teaching readers in the early years: Keys to Life early literacy program (Department of Education, Government of Victoria, Longman, 1997) Teaching writers in the early years: Keys to Life early literacy program (Department of Education, Government of Victoria, Longman, 1997) An observation survey of early literacy achievement, 2nd edition (Marie Clay, Heinemann Education, 2002) South Australian curriculum standards and accountability framework (Department of Education and Student’s Services, Government of South Australia)

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In order for students to be able to work confidently and independently, they must be taught how to use the learning centres. It is recommended that, prior to using the centre, one week should be spent introducing and trialling the activities as a whole-class activity. Each activity has been successfully trialled with students from four to eight years of age. ii

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Teachers notes Materials required for the learning centres Specific instructions about the materials needed for each centre and station are included in the teaching pages at the beginning of each learning centre. However, teachers will need to gather the following materials before the learning centres are used in the classroom: • 6 activity boxes

• a class set of scissors • a class set of glue sticks or equivalent • a lead pencil per child

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• 6 medium-sized ‘press and seal’ bags or plastic soap containers • 6 manila folders and envelopes

Organisation and storage Each learning centre has six activity stations designed to be set up in the classroom at one time. (Teachers of very young students may wish to have fewer stations.)

The six activity stations each require an activity box (such as A4 photocopying paper boxes, shoe or magazine boxes, the lids of A4 photocopying paper boxes or commercially bought gift and storage boxes), clearly labelled with the station number and box contents with permanent markers.

• sets of coloured pencils per child NB: Some cutting, pasting, photocopying, enlarging and laminating will need to be done before introducing the learning centre in the classroom.

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• permanent and non-permanent markers (for teacher use)

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• a class set of highlighters in a range of colours

picture prompts as visual guides to the activity. The instruction cards outline ‘partner and solo activities’ and ‘solo extension challenges’ (requiring higher thinking abilities and intended for students requiring extension rather than simply for fast finishers), or (b) one set of instruction cards could be pasted, clearly visible, on the sides of the activity box. The group ‘advisor’ reads these instructions to the group, and can be checked by students when required.

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• station activity worksheets or exercise books (teachers may prefer children to record their own work in exercise books); 1 worksheet or 1 workbook per student is required

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• activity station record sheets: These could be laminated so that students’ names can be recorded with a nonpermanent marker and then stuck onto a cardboard manila folder or envelope. These folders/envelopes are for storage of the worksheets at the end of each session. Students need to complete the record sheet (see Appendix B). Alternatively, a combined learning centre record sheet can be used. This would need to be kept in a central location (see Appendix C)

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For each station, teachers will need to prepare the following, according to the information given on the teachers pages accompanying each learning centre:

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• highlighters, coloured pencils and/or scissors as listed in the teaching notes for each learning centre

• activity station instruction cards: (a) one for each student in the group. These allow students to check instructions when needed and support students that may need to refer to the

• optional assessment sheets: These could be used for assessment at another time or incorporated into the centre stations.

• extra items as listed in the teaching notes for each learning station.

Independence On each instruction card there are a number of symbols designed to assist students to work independently. Picture prompt cards of these symbols, found in Appendix A, can be copied, laminated and used in the classroom. Teachers can use these cards with whole-class activities and to label items in the classroom. The tasks do not require high-level reading skills for the children to be able to complete them successfully. It is essential that the children are given clear instructions and modelling about what to do at each station R.I.C. Publications® ~ www.ricpublications.com.au

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Teachers notes Grouping

Recording

Students need to be placed in groups, established by the teacher, to support maximum learning opportunities according to individual needs and group dynamics. A board to record groups is a good idea as a prompt for the students to organise themselves independently. A piece of coloured A2 cardboard (preferably laminated) with Velcro™ dots arranged in groups makes a good board. Students’ names can be recorded on flash cards (with Velcro™ dots on the reverse side). This is an easy way to change groupings. Groups can be given fun or thematic names or be devised by the students themselves.

Worksheets have been included for each activity station. Teachers may wish to enlarge them to A3 for younger students. These can be helpful as practise sheets for the students and assessment sheets for teachers but it is very important to note that they do not always represent a student’s true understanding of the concept being investigated.

The layout, boxes provided, examples given on the worksheet etc. may not allow the student’s true understanding of a topic to be displayed and could limit him or her from exploring and demonstrating his or her real abilities. Alternatively, the worksheet may disguise any misconceptions or part understandings. Consequently, teachers may like to adapt some activities and provide blank sheets of paper for students to record their work. Blank paper is just as effective for recording and provides a better indication of a students real understanding of concepts, skills and strategies.

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Each group has an ‘advisor’ appointed by the teacher. The ‘advisor’ is responsible for helping other students in their group with the station task; e.g. reading or interpreting instructions.

The groups stay the same until all six stations have been completed. It is important that once the learning centre has been completed, the groups are rearranged to ensure a sharing of leadership roles and maximum learning potential for all children based on the skills or concepts being taught and reinforced at the time.

Records

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At the end of each session, students are required to mark their names on the station record sheet (see the example below and Appendix B) once they have completed the activities. This provides the teacher with a quick checklist for following up unfinished work. The children are also expected to put all their named work in the manila folder or envelope in the Activity Box at the end of each session. This makes it easy for the teacher to access the work for marking during the day.

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The first column on the record sheet is to be used by the group adviser after each pair of students has completed their partner activities. Two columns have also been included for the teacher; one to keep a check on conferencing and the second, larger, column for making notes about individual progress, success, learning needs and notes about future teaching requirements. This can be used for student assessment and teacher/curriculum evaluation. The blank column can be used according to need. One suggestion is that it is used as a record for team work rewards (see below).

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Conferenced by teacher

Solo extension challenge

Solo or partner activity

Student names

Partner activity

Use of record and assessment sheets are an excellent way to provide information about student progress and understanding and, therefore, help to guide planning for future literacy programs. However, it is important that the teacher assesses their usefulness in their own classroom. It may be more appropriate for teachers of very young students to do the record-keeping themselves rather than the ‘adviser’. See Appendixes B and C for two optional record sheets.

Teacher comment for assessment and planning

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Teachers notes Behaviour management

Extension

Teachers will need strategies to ensure appropriate student behaviour during independent learning time. An example is a team reward system. Each group starts their first session with three marbles (or counters) in a small bowl or jar lid. These marbles are reminders for appropriate behaviour. One marble reminds students to use ‘whisper’ voices, the second is a reminder for doing careful, thoughtful work, and the third reminds students to support each other as a team.

Learning centres provide the perfect learning environment for inclusive teaching. All students can be engaged in the same or similar activities, with individual goals set for students requiring extension or additional time to master the concepts.

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During the learning centre sessions, the teacher (or adult supervisor; e.g. parent or teacher assistant) observes the groups at work and rewards them accordingly with extra marbles (or counters).

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At the end of each week or at the completion of the learning centre, the marble tallies are totalled and a reward (e.g. stickers, house points, first choice with equipment at play time, free choice in activity time) is given to the group or groups with the most marbles.

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At the end of each day, the students count and record the number of marbles on the record sheet in the blank column.

It is important that students with higher learning needs are challenged at every opportunity through tasks that promote problem-solving and independence, and maximise their intellectual potential. Within each learning centre and activity station is an extension challenge task for students with these needs. The extension challenges are optional. The teacher needs to assess their suitability and benefit for individual students.

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Conferencing small groups of students about their work is an effective way to overview each student’s progress and concept understanding. It provides a ‘big picture’ assessment. Individual assessment is still necessary to identify and provide for each student’s needs. In the ‘class model of learning centre implementation’ (see next section), three sessions in the third week are timetabled for teacher-group conferencing.

During these small-group sessions, two groups of students (maximum six students per group) spend approximately 40 minutes with the teacher, sharing the work that they have been doing up to that point. This sharing can take many different forms. Students could ‘pair and share’ together while the teacher moves around, listening to each pair informally. Alternatively, a sharing circle could be established with each student showing their work and talking about one success and one thing that they found difficult. The group could then praise the success and group problem-solve the difficulty.

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Teachers might find the large number of students in two groups difficult to work with. In such circumstances, teachers could conduct intense conferencing sessions with one group at a time for approximately 20 minutes.

The group not working with the teacher could be reading, playing literacy games or completing any unfinished work.

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Conferencing and assessment

The rest of the class during this conferencing time could still be working on other stations of the learning centre, as illustrated in the ‘Three-week model’ timetable.

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While supervising these sessions, teachers could record comments made by students as informal anecdotal records. Another suggestion is to put the students into pairs and ask them to share successes and ‘tricky’ aspects of the work. They then reorganise into a sharing circle; student ‘A’ shares student ‘B’s’ successes and how he/ she handled the difficult parts of the work, then student ‘B’ shares in the same way with student ‘A’. The teacher could then ask the group for other ideas about solving the difficult parts.

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The ‘Class model of learning centre implementation’ schedules the last day of the learning centre for the teacher to work with individuals needing detailed assessment, as indicated through their work or/and through the group conferencing sessions. It is not possible to assess all students individually in this one session; however, it is possible to allocate time to a selection of students who have specific needs with respect to the particular concept being consolidated. It is important that a record is kept so that in future learning centres other students can be provided with individual assessment time. Ideally equal time should be given to all students, not just those needing extension work or support.

Finding time to incorporate assessment and conferencing into the school day is an ongoing difficulty for many teachers, so by timetabling them into weekly planners the teacher can ensure their inclusion on a regular basis.

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Teachers notes Timing Each learning centre is designed to run for approximately three to four weeks. The first week should be used for whole-class introduction and revision of concepts involved in the learning centre. The second, third and fourth weeks are for the actual implementation of the learning centre.

Example timetables for implementing the learning centres have been included on pages vii – viii. This includes a timetable showing the integration of the centre into a typical school day.

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The following three-week model is based on a class of 26 students. The students have been divided into six groups (labelled A–F, but would ideally be given names), with four groups working independently on learning stations and two groups working with the teacher (guided/interactive reading and/or writing). All six learning stations are set up in the classroom, with four stations in use and two stations not in use.

Students are not allowed to move onto the next station within one session but may go back to a previous station to complete any unfinished work.

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r o e t s Bo r e p ok u Implementing the learning S centres

Some examples of new literacy skills and concepts that need attention and explicit teaching in the early years are:

• pre-reading and pre-writing skills and concepts developed through language/experience activities • phonological awareness • reading strategies • comprehension skills

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The first week is dedicated to revising the concepts consolidated in the learning centre and to learning how to use the activity stations. In the second week, five sessions have been dedicated to the learning centre and in the third week, four. Teacher conferencing sessions have been timetabled.

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An extra learning centre session has been timetabled at the end of the third week. This is a ‘catch-up’ or finishing session, accommodating the numerous interruptions that occur in all school timetables. This also provides an opportunity for assessment. The teacher can use this time to conference with students individually or in their groups about the learning centre tasks and therefore assess their understanding, use and knowledge of the concepts.

Literacy games or assessment sheets could also be used during this time.

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Each session is approximately 40 minutes long. Teacher sessions are either 40 minutes with combined groups, or 20 minutes each then a group swap. If doing a 20-minute swap, the ‘waiting group’ is given the choice of quiet literacy games to play or silent reading/reading with a buddy.

• writing skills (authorial and secretarial).

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Students working with the teacher should be working on a new literacy skill or concept. These concepts and skills can be reinforced through use in a future learning centre or alternative consolidation task.

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Teachers notes Three-week model for the implementation of a learning centre TUES.

WED.

THURS.

FRI.

Revision of literacy concept/ whole-class trials of learning centre activities

Revision of literacy concept/ whole-class trials of learning centre activities

Revision of literacy concept/ whole-class trials of learning centre activities

Revision of literacy concept/ whole-class trials of learning centre activities

Revision of literacy concept/ whole-class trials of learning centre activities

Teacher revises/ introduces new concept: Groups A and B

Teacher revises/ introduces new concept: Groups C and D

Teacher revises/ introduces new concept: Groups E and F

Teacher revises/ introduces new concept: Groups A and B

Teacher revises/ introduces new concept: Groups C and D

Activity stations 1 Group C 2 Group D 3 Group E 4 Group F 5 6

Activity stations 1 Group E 2 Group F 3 Group A 4 Group B 5 6

Activity stations 1 Group A 2 Group B 3 Group C 4 Group D 5 6

Activity stations 1 Group F 2 Group E 3 4 5 Group C 6 Group D

Activity stations 1 Group B 2 Group A 3 4 5 Group E 6 Group F

introduces new concept: Groups E and F

Station work: Groups A and B

Station work: Groups C and D

Station work: Groups E and F

or works with specific students.

Activity stations 1 2 3 Group B 4 Group A 5 Group D 6 Group C

Activity stations 1 2 3 Group D 4 Group C 5 Group F 6 Group E

Activity stations 1 2 3 Group F 4 Group E 5 Group B 6 Group A

Activity stations 1 Group D 2 Group C 3 4 5 Group A 6 Group B

Students complete unfinished activity stations, do assessment sheets or play literacy games.

WEEK 2

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WEEK 1

MON.

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WEEK 3

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C.Publ i cat i ons Teacher Teacher Teacher Teacher Teacher • f o r r e v i e w p u r p o s e s o n l y • assesses conferences revises/ conferences conferences

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Teachers notes A model of how a learning centre could fit into a two-hour literacy block.

Two-hour block e.g., 9.00 am – 11.00 am 9.00 am 9.20 am

Silent reading/reading with a friend. (Parents help with individual reading/change take-home books)

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10.20 am

10.30 am

Big book shared reading (teacher consolidates/introduces concept or skill); or/and modelled writing session (teacher consolidates/introduces concept or skill).

Group work begins.

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9.40 am

Literacy block session breakdown

Teacher works with groups (guided/interactive writing and reading sessions) while the rest of the class works on learning centre activity station tasks.

Pack-up group work/individuals or groups share learning centre work or guided/interactive group work with the whole class.

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C.Publ i cat i ons Other literacy activity; e.g. spelling, phonics, genre writing, handwriting, oralu language.

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11.00 am

Finish.

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NB: The 40-minute teacher group time (interactive and guided reading and writing) can be replaced by specific conferencing and assessment activities and sessions (either individual or group) at three weekly periods or as needed. The group-work sessions make on-going observation and anecdotal assessment readily available.

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Learning centre 1 – Concepts of print Language focus:

Recommended use

Pre-reading

• Very young students in their first year of formal schooling.

• Students needing extra support with reading skills.

Skills required

Understanding of concepts of print strategies

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numbers direction

meaning

next

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end

letters

words

sentences

print

text

order

start

left/right

finish

beginning

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For this learning centre teachers will need to prepare the following materials:

• Magazines, catalogues, calendars, newspapers and cards to cut letters, words and numbers.

• Funny pictures to motivate students to write sentences.

• Items for a class library such as a pretend computer and scanner made from boxes and collage materials; clothes for dress-ups; book posters and signs; bean bags; books.

Teaching notes

• This learning centre provides activities that support very young students’ understanding with the basics of print. It also helps to reinforce concepts involved with directionality and the essential ability to recognise and distinguish letters, words and sentences. Numbers have been included in this literacy section because many young students find it hard to differentiate between letters and numbers.

This practice helps students to make discoveries and construct their own understanding.

• The students need to be exposed to and be explicitly taught the key vocabulary and concepts of print strategies prior to using the learning centre.

This could include whole-class activities, such as: – shared and modelled reading of big books – cloze activities – book club discussions focussing on ‘What was the story about? ...’ etc.

– interactive reading: focussing on letters, words, sentences and direction – interactive writing: focussing on letters, words, sentences and direction – games that help students to differentiate between/among letters, numbers and/or words (e.g. ‘I-spy’ or ‘Memory’) – phonological activities – introduction to glossaries.

• Consolidation of vocabulary and concepts should occur through discussion and usage in the classroom, library etc. on a regular basis.

• The activities in Stations 1, 2 and 3 are intentionally very repetitive to encourage young students to work independently and allow them to focus on the skills and concepts rather than the task itself.

• The worksheets are purposefully uncluttered and open, allowing students to demonstrate their understanding, skills and knowledge without distraction.

• Teachers are encouraged to read the suggested questions on the optional assessment sheets as they may be useful in assessing student understanding.

Engaging students in conversations of what they know and understand about concepts and skills can highlight any misunderstandings, gaps in knowledge or deeper understandings. This allows the needs of individual students to be identified and future teaching programs to be directed.

• Simple definitions have been used for students at this early stage for understanding. As student knowledge and understanding grows, teachers can use more detailed and appropriate definitions.

• Each activity station has a ‘library’ theme which can be developed by teachers as they see appropriate.

This theme motivates and sparks student interest, and provides a meaningful environment for learning.

• To fully engage the students in the theme, a classroom ‘library’ should be set up with as much student participation as possible, using both fiction and nonfiction, and age-appropriate books.

Students can role-play being visiting authors, librarians and borrowers.

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Literacy learning centres for early years

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Learning centre 1 – Concepts of print Station information and materials Station

Page

Station 1 What is a letter?

– pre-reading skills, letter and sound recognition, differentiating letters from other symbols, purpose of letters

Station 2

4–7

Additional materials

• 1 box for storage of station materials • 6 lead pencils • 6 pairs of scissors • 6 glue sticks or the equivalent • 6 sets of coloured pencils • 6 instruction cards • 6 solo or partner worksheets • 1 extension worksheet for each student requiring extension • 6 assessment sheets • 6 manila folders for storage (optional) • 1 record sheet

• A small collection of magazines, greeting cards, and/or newspapers, preferably with a larger print.

• Optional large pieces of card and paper for big books and to display alphabet letters.

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What is a number?

8–11

Station 3

What is a word?

– pre-reading skills, differentiating words from letters, identifying clusters of letters making words, glossaries

12–15

• A small collection of calendars and/or catalogues, preferably with larger printed numbers.

• Optional items for pattern making, string to hang collections or trays to display collections.

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– pre-reading skills, differentiating numbers from other symbols, purpose of numbers

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Base materials

• A small collection of magazines, greeting cards, and newspapers, preferably with a larger print.

• Optional sheets of card (A2) for glossary words and big books, tape and string to hang word lists, cardboard cut-out shapes; e.g. stars for glossary words.

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• 18 highlighters: 6 blue, 6 pink, 6 yellow (or alternative colours) • A small collection of magazines, greeting cards, and newspapers, preferably with a larger print.

• Card, paper and funny pictures for optional activities.

20–23

• 6 sets of coloured pencils, each containing red, orange, yellow, green, blue (light blue), indigo (dark blue) and violet (purple) pencils.

• Optional paints, streamers and items for making patterns.

Station 4

– pre-reading skills, identifying sentences, writing short sentences to convey meaning

m . u

What is a sentence?

w ww

Station 5

Which way?

– pre-reading and writing skills, left to right – direction

. te

Station 6

o c . che e r o t r s super

Once upon a time ...

– pre-reading and writing skills, print has meaning

• Optional card and paper for big books, paper for recording ideas.

24–27

Curriculum links English

2

NSW

TES1.1, RES1.5, RES1.6, RES1.7, RES1.8, WES1.10

SA

Listening and speaking – Strands: Text and contents (Outcome 1.3), Language (Outcome 1.7), Strategies (Outcome 1.11)

Qld

Refer to curriculum documents on http://www.qsa.qld.edu.au

Vic.

ENSL0102, ENSL0103, ENWR0101, ENWR0103, ENRE0103

WA

W1.1, W1.3, W1.4, R1.1, R1.4, LS1.1

Literacy learning centres for early years

R.I.C. Publications® ~ www.ricpublications.com.au

Learning centre 1 – Concepts of print Additional ideas and display suggestions Station

Station 1 What is a letter?

• Literacy: genre study of newspapers and magazines; phonics • Maths: lines and shapes

• Make and display large A3-size cut-out numbers from 1 to 10 (or greater depending on the age of the students). Students hang a matching collection from each number; e.g. two paper clips hanging from the number 2.

• Make a class counting book from A3 card and paper—each page has one number. The students draw collections that match each number.

• Make collections on trays and match numeral cards to the collections.

• Visit a library to investigate the Dewey decimal system and replicate in class library.

• Literacy: genre study of newspapers and magazines; phonics • Maths: lines and shapes, numbers and counting

Station 3

• Students make lists of their favourite/useful words to attach to their desks or hang above desks to help them with their writing.

• Make and display class lists and books of useful/thematic words.

• Make a glossary of words, especially useful when the class is working with a theme (e.g. Space). These could be displayed as posters or in a thematic way; e.g. ‘Space’ glossary words could be displayed on star shapes and hung in front of a space display.

• Students could make one-word topic labels for the nonfiction books in the class library.

• Literacy: genre study of newspapers and magazines; phonics • Maths: grouping • Thematic studies: choose words that build upon an investigative topic

• Make class big books. Students each add a sentence to develop the story.

The teacher provides the characters, the story starter and brings it to an end.

• The students write/speak a sentence to describe a funny picture.

• Students can make advertising posters for books, using short sentences.

• Literacy: writing and reading • Themes: write thematic sentences

• Students use a variety of mediums and materials to explore left-to-right direction; e.g. staple paper streamers on the left- or right-hand side of a piece of card. The students twist, twirl, stretch or concertina each streamer across the page and attach them.

• Paint different sorts of lines (wriggly, zigzag, wavy, straight, dotty, twirly), starting at the left-hand edge of a piece of paper and going to the right-hand edge of the paper, with different tools.

• Make patterns going from left to right. Use the desk top and a variety of counters and objects, or stick fabric or paper pieces in a pattern on paper going from left to right.

• Use computer programs to watch and experiment with the print/type appearing on the screen from left to right.

• Literacy: writing and reading • Maths: mapping, directional and positioning concepts; patterning, lines • FIne motor skills such as folding, cutting, twirling, stapling, curling and crimping

• Make class big books, encouraging the students to develop the stories.

Discuss the relationship between their ideas and the print. Record their ideas as a rough copy so that the students see their thoughts being recorded.

• Illustrate the big books. Discuss how illustrations relate to the print/text— and how they add to the meaning.

• Students retell or share their favourite storybooks. They show the book and talk about the characters, the plot etc.

• Students improvise a story to display their understanding/comprehension.

• Students make up a role-play based on a favourite story.

• Invite authors to speak about their writing experiences.

• Students could role-play being a visiting author, sharing their work orally.

• Literacy: writing and reading, comprehension, author study, illustrations, diagrams and labelling, narrative genre writing

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

Station 4 What is a sentence?

w ww

Station 5

Which way?

Station 6 Once upon a time …

. te

m . u

What is a word?

r o e t s Bo r e p ok u S

ew i ev Pr

What is a number?

Integration

• Make large A3-size cut-out letters of the alphabet (lower case) and display around the room. Students draw pictures of things that start with each letter on the cut-outs.

• Students write words that start with each letter, and glue matching letters (different fonts), words cut from magazines and pictures on the cut-outs as they discover them.

• Make a class alphabet book—each page has one letter. The students cover the page in matching letters found in magazines that are of a variety of fonts and different colours and sizes.

• Sort the books in the class library alphabetically.

Teac he r

Station 2

Additional ideas, and thematic and display suggestions

o c . che e r o t r s super

R.I.C. Publications® ~ www.ricpublications.com.au

Literacy learning centres for early years

3

tatio

n

S

Instruction card

1

Concepts of print

What is a letter?

A:

B:

Letters are symbols that represent the sounds we make when we talk.

r o e t s Bo r e 1. Using old magazines,p cards and newspapers, cuto out u k individual lettersS in different sizes and colours.

ew i ev Pr

Teac he r

Partner activities

2. Sort the letters into groups:

• matching sounds

• matching names

• matching shapes

3. Tell your partner about the groups you have made.

Say the names or sounds of the letters you have collected.

w ww

Solo or partner activity

. te

m . u

© R. I .

C.Publ i cat i ons • capitals and lower case.

•f orr evi ew pur posesonl y•

1. Glue your favourite group of letters on the worksheet or in your workbook.

o c .

2. Put your worksheetc in the folder and tick the record e her r sheet. o t s super Solo extension challenge 1. Rewrite some of your letters and draw pictures of things that start with each of the letters.

2. Put your worksheet in the folder and tick the record sheet.

4

Literacy learning centres for early years

R.I.C. Publications® ~ www.ricpublications.com.au

A:

Name:

tatio 1

n

What is a letter?

B:

S

Solo or partner worksheet

Concepts of print

Date:

r o e t s Bo r e p ok u S

ew i ev Pr

Teac he r

This is my favourite group of letters!

w ww

. te

m . u

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

o c .

Student/Teacher comment box ch e r er o t s super This is how I grouped my letters.

R.I.C. Publications® ~ www.ricpublications.com.au

Literacy learning centres for early years

5

tatio

n

S

Student extension challenge worksheet

1

Concepts of print

What is a letter?

Name:

A:

B:

Date:

ew i ev Pr

Teac he r

r o e t s Bo r e Rewrite your letters and draw a pthe sound ok picture that matches u S that the letter makes.

w ww

. te

m . u

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

o c . che e r o t r s super

Student/Teacher comment box

6

Literacy learning centres for early years

R.I.C. Publications® ~ www.ricpublications.com.au

A:

Name:

tatio 1

n

What is a letter?

B:

S

Assessment sheet

Concepts of print

Date:

r o e t s Bo r e p ok u S

1. Explain what a letter is in your own words.

ew i ev Pr

Teac he r

2. Tell the teacher some letters that you know. Say their name and/or make their sound. (Teacher scribes)

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

w ww

3. Where have you seen letters written?

. te

m . u

o c .

che e r o t r s up er 4. Write some letters thats you know.

wers or s n a s e scrib ly.

Teacher ssess informal a uses to R.I.C. Publications® ~ www.ricpublications.com.au

Literacy learning centres for early years

7

Concepts of print

What is a number?

tatio

n

S

Instruction card

2

3:

5:

Numbers are symbols that represent a quantity.

r o e t s B r e oo 1. Using old calendars p and catalogues, cut out singleu k digit and multiple-digit numbers in different sizes and S colours.

ew i ev Pr

Teac he r

Partner activities

2. Sort the numbers into groups:

• same numbers

• matching number of digits

• big or small numbers.

3.

© R. I .

C.Publ i cat i ons Tell your partner about the groups you have made.

•f or r ev i ew pu r p ose sonl y•

w ww

1. Glue your favourite numbers on the worksheet or in your workbook.

. te

2. Put your worksheet in the folder and tick the record sheet.

m . u

Solo or partner activity

o c . che e r o t r s super

Solo extension challenge 1. Record the single-digit numbers and draw pictures to match the quantity each represents.

2. Put your worksheet in the folder and tick the record sheet.

8

Literacy learning centres for early years

R.I.C. Publications® ~ www.ricpublications.com.au

3:

Name:

tatio

n

What is a number?

5:

S

Solo or partner worksheet

Concepts of print

2

Date:

r o e t s Bo r e p ok u S

ew i ev Pr

Teac he r

This is my favourite group of numbers!

w ww

. te

m . u

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

o c .

Student/Teacher comment box ch e r er o t s super This is how I grouped my numbers.

R.I.C. Publications® ~ www.ricpublications.com.au

Literacy learning centres for early years

9

tatio 2

n

S

Student extension challenge worksheet

Concepts of print

What is a number?

Name:

3:

5:

Date:

r o e t s Bo r e p ok u S

ew i ev Pr

Teac he r

Rewrite your single-digit numbers and draw a picture that matches the quantity of each digit.

w ww

. te

m . u

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

o c . che e r o t r s super

Student/Teacher comment box

10

Literacy learning centres for early years

R.I.C. Publications® ~ www.ricpublications.com.au

3:

Name:

tatio 2

n

What is a number?

5:

S

Assessment sheet

Concepts of print

Date:

r o e t s Bo r e p ok u S

1. Explain what a number is in your own words.

ew i ev Pr

Teac he r

2. Tell the teacher some numbers that you know. (Teacher scribes)

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

w ww

3. Where have you seen numbers written?

. te

m . u

o c .

che e r o t r s su r pe 4. Write some numbers that you know.

wers or s n a s e scrib ly.

Teacher ssess informal a uses to R.I.C. Publications® ~ www.ricpublications.com.au

Literacy learning centres for early years

11

Concepts of print

What is a word?

tatio

n

S

Instruction card

3

Words are sounds or combinations of sounds that are part of our speech. They have meaning.

r o e t s Bo r e p o u k 1. Using old magazines, cards and newspapers, cut out S words of different sizes and colours.

2. Sort the words into groups:

• matching words

• matching letters making up the word

• matching number of letters making up the word

ew i ev Pr

Teac he r

Partner activities

© R. I .

C.Publ i cat i ons • words with similar meanings.

•f o rr e vi ew pur posesonl y•

w ww

m . u

3. Tell your partner about the groups you have made.

Read the words if you can.

Solo or partner activity

. te

1. Glue your favourite words on the worksheet or in your workbook.

o c .

2. Put your worksheetc in the folder and tick the record sheet. e her r o st super Solo extension challenge 1. Cut up words and then glue them back together.

2. Jumble up the letters and make nonsense words.

3. Put your worksheet in the folder and tick the record sheet.

12

Literacy learning centres for early years

R.I.C. Publications® ~ www.ricpublications.com.au

Name:

tatio

n

What is a word?

S

Solo or partner worksheet

Concepts of print

3

Date:

r o e t s Bo r e p ok u S

ew i ev Pr

Teac he r

This is my favourite group of words!

w ww

. te

m . u

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

o c .

Student/Teacher comment box ch e r er o t s supe r This is how I grouped my words .

R.I.C. Publications® ~ www.ricpublications.com.au

Literacy learning centres for early years

13

3

Concepts of print

What is a word?

tatio

n

S

Student extension challenge worksheet

Name:

Date:

Teac he r

ew i ev Pr

r o e t s Bo r e p ok u S

Cut up words into individual letters and then stick them back together. Jumble up the letters and make silly words.

w ww

. te

m . u

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

o c . che e r o t r s super

Student/Teacher comment box

14

Literacy learning centres for early years

R.I.C. Publications® ~ www.ricpublications.com.au

Name:

tatio 3

n

What is a word?

S

Assessment sheet

Concepts of print

Date:

r o e t s Bo r e p ok u S

1. Explain what a word is in your own words.

ew i ev Pr

Teac he r

2. Tell the teacher some words that you know. (Teacher scribes)

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

w ww

. te

m . u

3. Where have you seen words written?

o c . c e he r 4. Write some words that you know. o t r s super

rs or e w s n a scribes ly.

Teacher ssess informal a uses to R.I.C. Publications® ~ www.ricpublications.com.au

Literacy learning centres for early years

15

Instruction card

Concepts of print

tatio 4

n

S

The

bus big . d is re

What is a sentence?

Sentences are complete collections of words. They make a statement or ask a question. They always begin with a word that starts with a capital letter and finish with a full stop, ‘?’ or ‘!’.

ew i ev Pr

Teac he r

r o e t s Bo r e p ok Partner activities u S 1. Use the worksheet your teacher gives you. Highlight

the capital letters at the start of each sentence in one colour. Highlight the full stop, ‘?’ or ‘!’ in a different colour.

Now use another colour to underline the words in the sentences.

2. Tell your partner how many words there are in each sentence. Record the number of words next to each sentence.

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y• Solo or partner activity

. te

m . u

w ww

1. Use magazines to cut out words. Make your own sentences. They can be silly sentences. Make sure you have a capital letter at the beginning and a full stop, ‘?’ or ‘!’ at the end.

o c . che e r o t r s super Solo extension challenge 2. Glue them on the back of your sentence sheets. Put your worksheet in the folder and tick the record sheet.

1. Write two five-word sentences of your own. Illustrate them.

2. Read and copy two sentences and draw pictures that show what they mean.

3. Put your worksheet in the folder and tick the record sheet.

16

Literacy learning centres for early years

R.I.C. Publications® ~ www.ricpublications.com.au

Solo or partner worksheet

Concepts of print bus big . d is re

Name:

4

Date:

Mum is at the park.

© R. I .

C.Publ i cat i ons Dad is in the big red car.

•f orr evi ew pur posesonl y•

Is the cat black?

w ww

. te Look at the big waves!

m . u

Teac he r

ew i ev Pr

r o e t s Bo r e p ok u I wentS to the beach.

tatio

n

What is a sentence?

S

The

o c . che e r o t r s super

Is it hot today?

I love dogs.

R.I.C. Publications® ~ www.ricpublications.com.au

Literacy learning centres for early years

17

Student extension challenge worksheet

Concepts of print

4

What is a sentence?

Name:

Date:

2.

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

w ww

3.

r o e t s Bo r e p ok u S

ew i ev Pr

Teac he r

1.

bus big . d is re

. te

m . u

tatio

n

S

The

o c . che e r o t r s super

4.

18

Literacy learning centres for early years

R.I.C. Publications® ~ www.ricpublications.com.au

Assessment sheet

Concepts of print

Name:

tatio 4

n

What is a sentence?

S

bus big . d The is re

Date:

r o e t s Bo r e p ok u S

1. Explain what a sentence is in your own words.

ew i ev Pr

Teac he r

2. Give an example of a sentence.

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

3. Where have you seen sentences written?

w ww

m . u

4. What is at the beginning of every sentence?

. te

o c . c e her r

o t s super 5. What is at the end of every sentence?

wers or s n a s e scrib ly.

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Literacy learning centres for early years

19

Instruction card

Concepts of print

5

Right

Which way?

tatio

n

S

Left

Partner activities

r o e t s Bo r e p ok u S partner to write your names on 2. Take turns with your each line. Remember to start on the left-hand side and keep repeating your names across the page to the right . Continue down the page, left to right.

Solo or partner activity 1. On the back of your worksheet write as many letters and words as you can. Write from left to right, going across the page. Remember to continue down the page.

ew i ev Pr

Teac he r

1. Take turns with your partner to trace the lines. Start at the on the left-hand side and finish at the on the right-hand side. Use every colour of the rainbow.

2. Put your worksheet in the folder and tick the record sheet.

w ww

m . u

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

. te o 1. Read the words that are jumbled. c . che e r o t 2. Rewrite them in the correct order, left to right, so r s super that they make sense.

Solo extension challenge

3. Draw a picture of the animal in the sentence on the left-hand side of your page. Draw a picture of the person in the sentence on the right-hand side of your page.

4. Put your worksheet in the folder and tick the record sheet.

20

Literacy learning centres for early years

R.I.C. Publications® ~ www.ricpublications.com.au

Solo or partner worksheet

Concepts of print Left

Right

Name:

S

5

n

Which way?

tatio

Date:

Teac he r

ew i ev Pr

r o e t s Bo r e Ben Anne p Ben Anne Ben Anne okBen Anne ....................................................................................................... u S ....................................................................................................... .......................................................................................................

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

.......................................................................................................

w ww

m . u

....................................................................................................... .......................................................................................................

. te

o c . che e r o t r s super ....................................................................................................... .......................................................................................................

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Literacy learning centres for early years

21

Student extension challenge worksheet

Concepts of print Left

Name:

Date:

5

patting

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

w ww

. te

22

big

ew i ev Pr

Teac he r

r o e t s Bo r e is the p brown o u k S dog.

Mum

m . u

S

n

Which way?

tatio

Right

o c . che e r o t r s super

Literacy learning centres for early years

R.I.C. Publications® ~ www.ricpublications.com.au

.

Assessment sheet

Concepts of print

Name:

S

5

n

Which way?

tatio

Date:

r o e t s Bo r e p ok u S

ew i ev Pr

Teac he r

1. Look at the sentence below. Draw a red circle around the word on the left. Draw a green circle around the word on the right.

2. Draw an arrow showing how you would read the sentence.

The big brown cow jumped high. © R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

w ww

. te

m . u

3. Going from left to right across the page, write your name as many times as you can.

o c . che e r o t r s super

ers or w s n a s scribe ly.

Teacher ssess informal a uses to R.I.C. Publications® ~ www.ricpublications.com.au

Literacy learning centres for early years

23

Concepts of print

Once upon a time …

tatio

n

S

Instruction card

6

Partner activities

r o e t s Bo r e p ok u S 2. Look at the words again. Tell your partner a short story.

ew i ev Pr

Teac he r

1. Take turns with your partner to read the words on your worksheet. Use the pictures to help you work out what the words say and mean.

Use as many of the words as possible.

Solo or partner activity

1. On the back of your worksheet, draw a picture of the story that you made up. Remember, you have to use as many of the words as you can in your story. If you can, label the pictures with the words.

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

w ww

m . u

2. Put your worksheet in the folder and tick the record sheet.

. te o Solo extension challenge c . c e hthe r 1. Read the sentence on worksheet. Drawt a e o r sshort supe picture to show your understanding of r the story.

2. Now write a sentence about what could happen next in the story. Use your imagination. Illustrate your story.

3. Put your worksheet in the folder and tick the record sheet.

24

Literacy learning centres for early years

R.I.C. Publications® ~ www.ricpublications.com.au

Solo or partner worksheet

Concepts of print

Name:

S

6

Date:

r o e t s Bo r e p ok u bag S man

ew i ev Pr

Teac he r

hat

girl

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

w ww

stop

. te

fall

m . u

n

Once upon a time …

tatio

o c . che e r o t r dog ran s super

sad R.I.C. Publications® ~ www.ricpublications.com.au

smile Literacy learning centres for early years

25

tatio 6

n

S

Student extension challenge worksheet

Concepts of print

Once upon a time …

Name:

Date:

r o e t s Bo r e p ok u S

ew i ev Pr

Teac he r

It was Ben’s birthday. He was very happy. He was having a big party with lots of friends and a big birthday cake.

w ww

. te

26

m . u

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

o c . che e r o t r s super

Literacy learning centres for early years

R.I.C. Publications® ~ www.ricpublications.com.au

Name:

tatio 6

n

Once upon a time …

S

Assessment sheet

Concepts of print

Date:

r o e t s Bo r e p ok u S

1. Where can you find print (letters, words and sentences)?

2. Why do we learn to read and write?

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

w ww

. te

3. How will reading and writing help you?

m . u

ew i ev Pr

Teac he r

o c . che e r o t r s super

ers or w s n a s scribe ly.

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Literacy learning centres for early years

27

Learning centre 2 – Responding to texts Language focus:

Recommended use

• • • •

For all early years students. Older students will be able to record independently. Younger students will need support.

Reading comprehension Reading for meaning Text study, including features of a book and structure of a story Speaking and listening

r o e t s Bo r e p ok u S

For this learning centre teachers will need to prepare the following materials:

Required vocabulary

setting

author

character

illustrator

Teac he r

ew i ev Pr

• A suitable text that is age-appropriate and plot text has a clearly identifiable setting and story sequence. The characters, vocabulary used illustrating/medium cover and subject matter need to be relevant blurb non-fiction fiction and appealing to the students, to inspire imagination and discussion. Using the beginning, middle and end vocabulary listed above, teachers should read and discuss aspects of the text cartooning question answer with the students. Do this both before and during the implementation of the

word bubble facts learning centre.

diagram label • A ‘feelings’ theme program could be run in conjunction with this learning centre. Make brainstorming charts about feelings; display images of emotions and feelings; make masks with different facial expressions; run a social skills program (including appropriate ways to express feelings and how to deal with them at school); set up a senses table with listening experiences (different sounds such as waves, the sea, rain, dogs howling, different types of music); touching experiences (different textures); seeing experiences (a range of photos and other images); tasting experiences (note: be aware of any allergies); and smelling experiences (cotton wool balls soaked in different scents such as peppermint, vanilla or strawberry essence, perfume or vegemite™).

Teaching notes

w ww

• This learning centre supports students’ understanding of text and helps young children to experience literature at a deeper level. It also supports the development of comprehension and encourages thinking skills. It can be used to support any type of text (traditional, popular, contemporary etc.) and can be repeated with different texts. The activity stations expose students to a range of different ‘responses’, ensuring student’s involvement with literature.

• The students need to be exposed to and explicitly taught the key vocabulary and concepts of text study as listed above, prior to using the learning centre. Shared and guided reading and writing sessions provide an excellent opportunity to explicitly teach these terms. Consolidation should occur through discussion and usage in the classroom, library etc. on a regular basis.

. te

28

m . u

© R. I .

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• The students need to be exposed to skills of listening and speaking prior to implementing the learning centre.

This involves: – using listening skills to listen to stories – using oral language skills to discuss texts – using oral language skills to relate texts, characters, settings etc. to one’s own life – using oral language to discuss an opinion about a text – being familiar with a range of different text types, including cartoons – being exposed to, and having some experience with, a range of recording strategies; e.g. writing, drawing, diagrams, labelling.

• The assessment sheets are to be used as conferencing and observation sheets. The observation pointers are some of the key thinking skills that are focused on in each specific activity station.

They can be used to guide assessment and future teaching and learning programs.

• Each activity station has a ‘feelings’ theme that can be developed by teachers as they see appropriate. This theme motivates and sparks student’s interest and provides a meaningful environment for learning. The feelings or emotions theme supports students in expressing views about book characters in a more personal way.

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Learning centre 2 – Responding to texts Station information and materials Station

Page

Station 1 How do you feel?

– responding to texts, text studies, identifying characters

Station 2 Let me think!

Teac he r

Additional materials

• 1 box for storage of station materials • 6 sets of coloured pencils • 6 lead pencils • 6 instruction cards • 6 solo or partner worksheets • 1 extension worksheet for each student requiring extension • 6 assessment sheets • 6 manila folders for storage (optional) • 1 record sheet

• Support materials for a ‘feelings’ theme, as suggested on page 28.

• Optional paper plates, string and paper for display suggestions.

r o e t s Bo r e p ok u S 31–34

35–38

• Support materials for a ‘feelings’ theme, as suggested on page 28.

• Optional A2 card and paper for big books; and access to computers, printers and digital cameras for display suggestions.

Station 3

Take a picture

– responding to texts, text studies, illustrators and illustrations, cartooning

What if?

39–42

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– responding to texts, text studies, authors, conversation, questions, answers

• Support materials for a ‘feelings’ theme, as suggested on page 28.

• Optional A2 card and pictures of well-known comic or cartoon characters for display suggestions.

43–46

m . u

Station 4

• Exposure to ‘story maps’ prior to doing the extension task. The layout on the worksheet is only a suggestion. Students may prefer a blank sheet to design their own map.

• Support materials for a ‘feelings’ theme, as suggested on page 28.

• Optional A3 card and paper for display suggestions.

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– responding to texts, text studies, identifying and planning narratives (beginning, middle and end), improvisation and use of imagination

Base materials

• Optional cut-out shapes of stars for rating the books, push pins, paper for writing book reviews, access to age-appropriate books, technology plan template and a range of materials to make a mobile.

• Support materials for a ‘feelings’ theme, as suggested on page 28.

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Station 5

All about me

– responding to texts, text studies, author studies, parts of a book, the blurb

Station 6

47–50

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Let’s explore – responding to texts, text studies, the setting

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• Access to a school library and nonfiction books (only for extension task).

• Access to computers and the Internet (only for extension task).

• Optional paints, paper and collage materials for display ideas.

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Curriculum links English NSW

TES1.1, RES1.5, RES1.6, RES1.7, RES1.8, WES1.9, WES1.11

SA

Listening and speaking – Strands: Text and contents (Outcome 1.1), Language (Outcome 1.5), Strategies (Outcomes 1.9, 1.10) Reading and viewing – Strands: Text and contents (Outcome 1.3), Strategies (Outcome 1.11) Writing – Strands: Text and contents (Outcome 1.4), Language (Outcome 1.8)

Qld

Refer to curriculum documents on http://www.qsa.qld.edu.au

Vic.

ENSL0101, ENSL0102, ENSL0103, ENWR0101, ENWR0103, ENRE0101, ENRE0103, ENRE0102, ENRE0104

WA

W1.1, W1.2, W1.3, W1.4, R1.1, R1.2, R1.3, LS1.1, LS1.3, LS1.4

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Learning centre 2 – Responding to texts Additional ideas and display suggestions Station

Additional ideas, and thematic and display suggestions

Station 1 How do you feel?

Station 2

• Literacy: reading, character study comprehension • Drama: role-playing, facial expressions, mime • Health/social skills: our feelings • Sensory experiences, as per suggestions on page 28

• Plan a big book with a large wall-sized story map. Show how the story could have different endings.

• Using the story map plan, make a big book that has alternative endings; e.g. ‘choose an ending’.

• Have a class discussion about self-control and how it can help to control our emotions and feelings (Stop, think, do!). Stimulus pictures could be used to prompt discussion.

• Role-play situations where students can practise ‘Stop, think, do!’

• Literacy: reading, planning narratives, comprehension, sequencing • Maths: mapping, sequencing

• Make a class picture book telling a story (use photos or drawings) to share with younger students (e.g. at a local kindy).

• Use an appropriate computer program to make a picture slide show telling a story.

• Make a class comic. Publish it like a comic book or as a serial in a weekly newsletter.

• Have a discussion about using visual clues to show how you feel; e.g. strong eyes, hand stretched outwards.

• Link visual clues to illustrations in books; ask the students: ‘How do the pictures make you feel? Do they tell you anything more than just the words do?’

• Literacy: reading, comprehension, cartooning • Research or investigative studies: compare pictures in a nonfiction to a fiction book.

• ICT: use digital cameras and computer (To make slide shows, using clip art and imported pictures.)

• Brainstorm a list of question starters. Display it as a wall poster.

• Set up a ‘conversation board’. Pin pictures of well-known characters on a board. Students are given word bubble shapes to write conversations between the different characters. The word bubbles could be changed daily or more frequently. Students need to keep the conversation going between the characters.

• Take a photo of each student and print them on A4 paper (if black and white, the students could ‘colour’ themselves in). Students write ‘I feel ... when ...’ statements on word bubbles. Display each word bubble next to each photo on a pin board in the classroom.

• Literacy: reading, direct speech comprehension, asking and answering questions • Research or investigative studies: asking appropriate and relevant questions and providing informative answers • Drama/Social skills: developing confidence through oral language skills

• Make a class display of students’ recommended books. Students record the title of the book, author, recommendation and star rating.

• Students make lists of things that make them feel happy, angry, sad, worried, scared etc. These could be displayed as hanging mobiles in the classroom. The designs could be part of a technology project: ‘Design a mobile that ...’

• Literacy: reading, author study, comprehension, being an author.

• Library: parts of a book, where to find books in the library, alphabetical order

• Using painting or collage, make six large posters or pictures of different environments. Research the environments and record facts on strips of paper to stick on or around the pictures/posters.

• Students discuss how other senses effect their emotions; e.g. the sound of the sea makes us feel calm, the smell of lunch cooking makes people feel happy because they are hungry, the feel of a teddy bear makes people feel safe etc.

• Set up a ‘senses station’ in the classroom and ask students to record their feelings about the different experiences.

• Help students make a link between experiences, feelings and different situations and environments. Discuss and share.

• Literacy: reading, comprehension, setting • Library/Research skills: fiction/ nonfiction, locating and selecting information, using the Dewy decimal system • ICT: using Internet search engines to research • Society and the Environment: features of different environments

Teac he r

• Use paper plates to make faces showing emotions. Hang the titles of books from the face that matches how the books make you feel.

Make some faces show ‘mixed emotions’.

• Brainstorm different emotions and make posters or face masks illustrating the different feelings.

Station 3 Take a picture

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Let me think!

Integration

Station 4 What if?

w ww Station 5 All about me

Station 6 Let’s explore

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tatio

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How do you feel?

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Instruction card

Responding to texts

1

When you heard the text, how did it make you feel?

r o e t s Bo r e p o u 1. Tell your partner about your favourite characterk in S the story. Explain why he, she or it is your favourite.

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Partner activities

Solo or partner activity

1. Draw your favourite character on the worksheet.

2. Draw a face that shows how your favourite character makes you feel. Now draw a face showing how you feel about the whole story.

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3. Put your worksheet in the folder and tick the record sheet.

. te o Solo extension challenge c . che e r o 1. Draw a picture that shows what happened at the start t r s s r u e p of the story. Now do the same for the middle part and at the end of the story. Draw a face showing how you felt during each part of the story.

2. Explain why you felt different or the same.

3. Put your worksheet in the folder and tick the record sheet.

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1

Responding to texts

How do you feel?

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Name:

Date:

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My favourite character

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My favourite character chemakes me feel ... r e o r st super

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The whole text makes me feel ...

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Responding to texts

Student extension challenge worksheet

Name:

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How do you feel?

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r o e t s Bo r e p ok u S because

The beginning of the story made

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o c . c e r The end of the storyh made me er o t s super feel

because

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Responding to texts

How do you feel?

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Assessment sheet

1

Name:

Date:

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Teacher comments based on:

Teac he r

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comments made by the student

independence shown

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ability to record

reflective behaviour shown

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initiative used

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Instruction card

Responding to texts

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Let me think!

tatio 2

Partner activities

r o e t s Bo r e p o u k Solo or partner activity S 1. Think about what happened in the story.

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Teac he r

1. Talk about the story with your partner.

2. Think of something that could have really changed the story:

• a different setting

• a new character

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3. Draw or write about the change that you imagined.

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4. Put your worksheet in the folder and tick the record sheet.

o c . che e r o Solo extension challenge t r s super 1. Think of a new plot for the characters in the story.

2. Tell your story to a friend or make a story map showing what happens.

3. Put your worksheet in the folder and tick the record sheet.

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2

Name:

Date:

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r o e t s Bo r e p ok u S

What changes would you make to the story?

Teac he r

Responding to texts

Let me think!

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Solo or partner worksheet

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Responding to texts

Student extension challenge worksheet

S

Date:

r o e t s Bo r e p ok u S

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Teac he r

Name:

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Let me think!

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My story map

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Responding to texts

Let me think!

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Assessment sheet

2

Name:

Date:

r o e t s Bo r e p ok u S

Teacher observations based on:

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Teac he r

comments made by the student independence shown initiative used

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creativity

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ability to sequence events ability to retell

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attitude

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Instruction card

Responding to texts

S

tatio

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Take a picture

3

Partner activities

r o e t s Be.g. photos, r e (a) What medium does the illustrator use;o p ok collage, cartoons? u S (b) What extra things do they tell you about the story

1. Talk about the illustrations with your partner.

that the text does not?

Solo or partner activity

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Teac he r

1. Make your own set of illustrations for the story.

Remember to sequence them in the right order. Use any medium.

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I love honey!

Where’s my honey?

. te Bee couldn’t find his honey anywhere.

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o c Bee looked for Bee found his Bee was happy! . c e his honey. honey. h r er o t s super

Solo extension challenge 1. Do your own cartoon version of the story. Use pictures, word bubbles and words.

2. Put your worksheet in the folder and tick the record sheet.

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3

Name:

Date:

r o e t s Bo r e 2. p ok u S

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3.

Responding to texts

Take a picture

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Solo or partner worksheet

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Responding to texts

Student extension challenge worksheet

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Date:

r o e t s Bo r e p ok u S

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Teac he r

Name:

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Take a picture

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Responding to texts

Take a picture

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Assessment sheet

3

Name:

Date:

r o e t s Bo r e p ok u S

Teacher observations based on:

Teac he r

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comments made by the student independence shown

initiative used

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attitude

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creativity

ability to sequence events

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ability to recall events

detail

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Responding to texts

Instruction card

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What if?

tatio

Partner activities

r o e t s Bo r e p ok u 2. Tell your partner which character you would most S like to talk to.

Solo or partner activity

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Teac he r

1. Imagine you could talk to one of the characters in the book.

1. Think of a question that you could ask the character.

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•f orr evi ew pur posesonl y•

2. Now imagine what the answer would be.

3.

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4. Write your question and his/her answer in word bubbles.

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5. Put your worksheet in the folder and tick the record sheet.

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1. Imagine that you could talk to the author. Write down three questions that you could ask her/him about the story.

2. Put your worksheet in the folder and tick the record sheet.

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Responding to texts

What if?

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Solo or partner worksheet

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Date:

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Teac he r

Name:

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This is the character from the book.

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Responding to texts

Student extension challenge worksheet

Name:

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What if?

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Date:

r o e t s Questions for theB author r e o

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p u S

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Responding to texts

What if?

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Assessment sheet

4

Name:

Date:

r o e t s Bo r e p ok u S

Teacher observations based on:

ew i ev Pr

Teac he r

comments made by the student independence shown

initiative used

attitude

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imagination

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vocabulary used

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sentence construction understanding of questions and answers

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Instruction card

Responding to texts

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All about me

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Partner activities

r o e t s Bo r e p o u k 2. Tell your partner about other books by the same S author or about books with similar characters or

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1. Think about some other books that you have read.

ideas.

Solo or partner activity

1. Draw the cover of the book you told your partner about.

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C.Publ i cat i ons 2. Write the title and the author (if you know it).

•f orr evi ew pur posesonl y•

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3. Put your worksheet in the folder and tick the record sheet.

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o c . che Solo extension challenge e r o t r s super 1. Imagine you are an author.

2. Write the blurb for the book that you would write.

3. Put your worksheet in the folder and tick the record sheet.

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Solo or partner worksheet

Responding to texts

Name:

Date:

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All about me

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5

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Responding to texts

Student extension challenge worksheet

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Date:

r o e t s Bo r e p ok u S My book

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5

Responding to texts

All about me

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Name:

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Teacher observations based on:

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comments made by the student independence shown initiative used

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ability to record

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vocabulary used links to other books

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Instruction card

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Let’s explore

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tatio 6

Partner activities

r o e t s Bo r e p o u Solo or partner activity k S Teac he r

1. Talk to your partner about the setting of the story.

ew i ev Pr

1. Draw a picture or diagram of where the story is set.

Add lots of detail.

2. Label or list all of the things that you know about this setting; for example, if it was a beach:

• sand

• sea

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• shells.

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3. Put your worksheet in the folder and tick the record sheet.

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o c . che e Solo extension challenge r o t r s super 1. Look in a nonfiction book or on the Internet to learn more about this setting.

2. Write four facts that you have explored and discovered.

3. Put your worksheet in the folder and tick the record sheet.

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Solo or partner worksheet

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Name:

Date:

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Let’s explore

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Student extension challenge worksheet

Name:

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Let’s explore

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Date:

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Assessment sheet

Responding to texts

Name:

Date:

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n

Let’s explore

tatio 6

r o e t s Bo r e p ok u S

Teacher observations based on:

ew i ev Pr

Teac he r

comments made by the student independence shown initiative used

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ability to record

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vocabulary used sentence construction

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understanding of fact or fiction

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attitude

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Learning centre 3 – Listening and speaking Language focus: Recommended use

• Listening and speaking • Text study and features of a book

All early years students

Required vocabulary

setting

r o e t s Bo r e p ok u S character

plot (beginning/middle/end) review

letter

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expression

conversation

character voices

author

information

Readers’ Theatre

illustrations

retell

describe

list

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For this learning centre teachers will need to prepare the following materials:

• A suitable text—age-appropriate and with a clearly identifiable setting and story sequence, no longer than six minutes. The characters, vocabulary used and subject matter need to be relevant and appealing to the students, to inspire imagination and discussion. The story will need to be read to the students in Activity Stations 1–3 at the start of each session or recorded on a CD/computer. A suitable audio story could also be used. Alternatively, another child with suitable reading skills, an older peer, parent helper or teacher assistant could be used.

• Suitable discussion picture for Activity Stations 4–6, such as picture book covers, photographs, calendar pictures or copies/prints of painting. The pictures used must have a number of characters, an interesting setting and lots of action. The subject matter needs to be interesting and relevant to the students. The pictures could integrate with a topic being investigated in the classroom.

• A classroom theatre—provide a curtain/fabric/screen to designate a backstage area; costumes, dress ups and props (cutlery, handbags, plastic crockery, microphones, plastic flowers etc.), puppets, masks, pretend money, tickets, programs, character cards, cash register, recorded sound effects.

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Teaching notes

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• Shared and guided reading and writing sessions provide an excellent opportunity to explicitly teach the required vocabulary.

Consolidation should occur through regular discussion and usage.

• Each activity station has a ‘theatre’ theme which can be developed by teachers as they see appropriate.

This theme motivates and sparks the students’ interest, and provides a meaningful and fun environment for using speaking and listening skills.

• To fully engage the students in the theme, a classroom ‘theatre’ should be set up with as much student participation as possible.

Use an area such as a small corner of the classroom where the students can role-play, dress up and be involved with imaginative, dramatic and creative play.

m . u

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• This learning centre is to be used with close teacher supervision and could be used to work with small groups while other students are doing alternative activities or another station activity. The purpose of this learning centre is to help children develop speaking and listening strategies for educational and personal communication. Students are provided with activities that involve focused listening and speaking activities, supporting their ability to talk clearly, expressively and confidently, and to listen attentively and respond appropriately.

• The students need to be exposed to the required vocabulary and to the skills of listening and speaking prior to implementing the learning centre.

This involves: – discussing and modelling what a good listener ‘looks like’; e.g. eye contact.

– modelling ‘listening for information’ by focusing on key words – using oral language skills to retell, perform etc.

– using oral language skills to relate texts, characters, settings, plot etc. to one’s own life – using oral language to discuss an opinion about a text – being familiar with a range of different text types and identifying the feelings they inspire.

– being exposed to, and having some experience with, a range of recording strategies; e.g. writing, drawing, letters, lists – discussing, using and listening for descriptive words and language.

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Learning centre 3 – Listening and speaking Station information and materials The number of items listed below is based on the recommended maximum number of six students per group.

Station

Station 1 What can you hear?

Station 2

What’s your view?

Base materials

Additional materials

r o e t s Bo r e p ok u S 58–61

62–65

– Responsive listening

• 6 sets of coloured pencils • 6 lead pencils • 6 instruction cards • 6 solo or partner worksheets • 6 extension worksheets (depending on students needing extension) • 6 assessment sheets • 6 manila folders for storage (optional) • 1 record sheet • box for storage of station materials

• A listening post and 6 headphones/CD player/ computer with speakers (optional) • Audio story selected by the teacher (or story for reading at the start of the learning centre) • Optional paper and envelopes, theatre items, nursery rhyme collections and lanyards for further idea suggestions • A listening post and 6 headphones/CD player/ computer with speakers (optional) • Audio story selected by the teacher (or story for reading at the start of the learning centre)

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– Listening skills

Pages

Station 3

Listen carefully

• A listening post and 6 headphones/CD player/ computer with speakers (optional) • Audio story selected by the teacher (or story for reading at the start of the learning centre)

66–69

– Listening for information

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Station 4

Chatterbox

• 6 discussion pictures provided by the teacher • Computer (optional extension task) • Does not require extension sheets

70–72

– Speaking skills

Station 5 Express yourself

• 6 discussion pictures provided by the teacher • Does not require pencils or worksheets as the activities encourage speech and performance rather than written work.

• Optional selection of fiction picture books with wellknown characters for further ideas

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– Speaking for a purpose

Station 6

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– Speaking to an audience

• 6 discussion pictures provided by the teacher • Students requiring extension will need to be introduced to Readers’ Theatre. A Readers’ Theatre is when a story is performed by narration and character voices. Conversation is often used. Expression and dramatic reading is very important in a Readers’ Theatre performance.

• Optional selection of play scripts suitable for young students, and paper and envelopes for invitations for further ideas

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Curriculum links English

56

NSW

TES1.1, TES1.2, TES1.3, TES1.4, RES1.5, RES1.6, RES1.7, RES1.8, WES1.9, WES1.11

SA

Listening and speaking – Strands: Text and contents (Outcome 1.1, 1.2), Language (Outcome 1.5, 1.6), Strategies (Outcomes 1.9, 1.10) Reading and viewing – Strands: Text and contents (Outcome 1.3), Language (Outcome 1.8)

Qld

Refer to curriculum documents on http://www.qsa.qld.edu.au

Vic.

ENSL0101, ENSL0102, ENSL0103, ENWR0101, ENWR0103, ENWR0104, ENRE0101, ENRE0102, ENRE0104

WA

W1.1, W1.2, W1.4, R1.2, V1.1, V1.2, V1.4, LS1.1, LS1.3, LS1.4

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Learning centre 3 – Listening and speaking Additional ideas and display suggestions Station 1

• Have a special ‘storytelling week’. Invite parents, other teachers and staff, and older students to tell their favourite stories. Share favourite stories and record some for future listening.

• Students use the class theatre to mime or retell a nursery rhyme as a play. Students work in groups of 4–6. Each group is allocated a nursery rhyme (that they already know). Each student in the group is allocated a role; e.g. actor (2 or 3 students); or a person to look after props, costumes, sound or lighting effects.

Each group is given time to rehearse and then perform to the rest of the class.

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What can you hear?

Additional ideas, and thematic and display suggestions

Station 2

Station 3 Listen carefully

Chatterbox

Station 5 Express yourself

Station 6 Superstars

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• Make a class newsletter including storytelling reviews about stories listened to in class and include transcripts of interviews held by the students with their peers.

• Students could pretend to be theatre critics and write reviews of classroom performances. Discussions about ‘constructive criticism’ need be held prior to this activity so that students understand how to review positively and fairly. Students can learn how to accept suggestions and ideas and understand that perfection is very rarely immediate, necessary or possible.

• Students can act as reporters, asking the actors, prop assistants and technicians questions about the performances. The students need to listen to each other carefully to be able to respond effectively and appropriately to the questions asked.

• Literacy: responsive listening skills, oral language skills, text study, comprehension, character study, structure and setting of a story, letter writing, questioning skills, book reviews

• The teacher gives the students descriptive information about a character. The students listen and try to draw a matching picture using all the information provided. Display the pictures with a sign explaining the task and how we each interpret information differently.

• Students take turns to look at pictures of different characters; e.g. a girl at a party, a construction worker, a dog chasing a ball on a beach. The student keeps the character a secret and mimes everything they can about the character in the class theatre. The audience gather all the information they can from the mime and try to guess the character and what they were doing.

This encourages eye contact and concentration, both important features of good listening.

• Literacy: responsive listening skills, oral language skills, text study, comprehension, descriptive words

• Make a slide show of the story by using an appropriate computer program.

• Many students will enjoy using the class theatre to create dramatic plays using costumes, props and puppets. Students are encouraged to speak clearly and expressively and to experiment with characters’ voices.

• Literacy: speaking skills, listening skills, text study, comprehension, descriptive words, sentence construction, expressive language • Drama: characters’ voices • ICT: publishing

• Create role-plays about characters in different books.

• Play ‘guess the character’. Students role-play a character from a well-known book (using characters’ voice etc.). Students try to guess the character and book.

• Literacy: speaking skills, listening skills, text study, comprehension, descriptive words, sentence construction, expressive language • Drama: characters’ voices, role-play

• Invite parents to watch Readers’ Theatre performances.

• Read and use play scripts.

• Rewrite Readers’ Theatre plays as a script.

• Literacy: speaking skills, text study, listening skills, comprehension, descriptive words, using direct speech, conversation, character development, play scripts, Readers’ Theatre • Drama: reading and performing simple plays; Music: use instruments to represent characters or mood

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Station 4

• Literacy: responsive listening skills, oral language skills, text study, comprehension, character study, structure and setting of a story, letter writing, questioning skills, book reviews

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Integration

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Instruction card

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Listening and speaking

What can you hear?

Listening skills

r o e t s B r e oo 1. Listen to the story. Don’t look at the illustrations p k (if there are any). u S Solo or partner activity 1. As you listen to the story again, draw the different characters that you hear mentioned in the story.

Include as much detail as you can.

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Partner activities

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2. Show your partner your pictures. Have you missed any characters?

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3. Put your worksheet in the folder and tick the record sheet.

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2. Retell the story to a friend using your own words.

Make sure you include all of the details. Write the story if you prefer.

3. Put your worksheet in the folder and tick the record sheet.

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What can you hear?

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r o e t s Bo of each r e Draw a picture in or near the jigsaw pieces p ok character that you hear mentioned in the story. u S

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Student extension challenge worksheet

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What can you hear?

Listening skills

Name:

Date:

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r o e t s Bo r e ok A retelling of p the story u S

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Listening and speaking

Date:

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Teacher observations based on:

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detail included

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accuracy of listening

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ability to sequence events

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attitude

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ability to find hidden meaning

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interest in the story

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Instruction card

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Listening and speaking

What is your view?

Responsive listening

r o e t s Bo r e 1. Listen to the story. p ok u S Solo or partner activity

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Group activity

1. Write a letter to the author asking him/her what he/she feels about the book. Include questions about:

– the characters

– how he/she wrote the book

– how the ideas were developed

– other books he/she has written.

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2. Put your worksheet in the folder and tick the record sheet.

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o c . c e her r Solo extension challenge o t s super 1. Listen to the story again.

2. Pretend you are a book critic. Write a review of the story or pretend that you are being interviewed on TV about the book.

3. Put your worksheet in the folder and tick the record sheet.

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Date:

r o e t s Bo r e p ok u S

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What is your view?

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Solo or partner worksheet

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Student extension challenge worksheet

Listening and speaking

What is your view?

Responsive listening Date:

r o e t s Bo r e p ok u S

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Name:

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This is what I thought about the story.

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What is your view?

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Assessment sheet

Listening and speaking

Date:

r o e t s Bo r e p ok u S

Teacher observations based on:

Teac he r

detail included ability to find hidden meaning

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accuracy of listening

ability to find humour in the story

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understanding of the story

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Listening and speaking

Listen carefully

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Instruction card

3

Listening for information

r o e t s Bo r e 1. Listen to the story. p ok u S

Solo or partner activity

1. Draw a picture that shows your understanding of where and when the events in the story happen.

2. Tell your partner how you found your information.

What was the part(s) of the story that informed you?

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Partner activities

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record sheet.

. te o Solo extension challenge c . che e r 1. Listen to the story again. r o t s super 2. What are the words that give you information about one of the characters and what he/she/it looks like? Write them down in a list. Now describe the character using your own words.

3. Put your worksheet in the folder and tick the record sheet.

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Solo or partner worksheet

Listening and speaking

S

Listening for information Name:

n

Listen carefully

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Date:

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r o e t s B r e oowhere and Draw a picture in the camera’s lens showing p u when the events S in the story take place. k

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3

Listening and speaking

Listen carefully

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Listening for information Date:

r o e t s Bo r e p ok u S This is the list of words used in the story.

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Name:

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Assessment sheet

Listening and speaking

S

Listening for information Name:

3

n

Listen carefully

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Teacher observations based on:

Teac he r

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accuracy of listening

detail included

ability to find hidden meaning

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ability to sequence events

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vocabulary used

selecting relevant information

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4

Listening and speaking

Chatterbox

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Speaking skills

r o e t s Bo r 1. Look at the picture the e teacher has given you. p ok u 2. Tell your partner about what you can see in the S picture.

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Partner activities

Solo or partner activity

1. Look at the picture again and make up a story with a beginning, middle and end about the people/things in the picture.

3. Tell your story to your group. Remember to speak clearly and loudly (but not too loud).

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4. Put your worksheet in the folder and tick the record sheet.

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C.Publ i cat i ons Draw a picture of your story, including the beginning, •f ortor e vi e wremember pur po esonl y• middle and end, help you it. s

o c . che e r o Solo extension challenge r t s super 1. Retell your story, but now use characters’ voices to include conversations among characters in your story.

Optional extension challenge 1. Make your story into a ‘movie’ by using an appropriate computer program.

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Solo or partner worksheet

Listening and speaking

S

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Speaking skills Name:

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r o e t s Bo r e p ok Beginning u S

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4

Listening and speaking

Chatterbox

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Speaking skills

Name:

Date:

r o e t s Bo r e p ok u S

Teacher observations based on:

Teac he r

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clarity of speech

use of vocabulary

use of ‘book language’ (storytelling) ability

ability to create a story based on the picture

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ability to correctly sequence thoughts

characters’ voices

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Instruction card

Listening and speaking

r o e t s Bo r e 1. Look at the picture with your partner.

See if you p o u can find one interesting thing that is happeningk in it. Tell yourS partner what you found.

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Partner activities

Solo or partner activity

1. Look at the picture again and find one funny, sad or exciting thing that is happening.

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3. Perform your description to the whole class/ group.

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2. Tell your partner about it. Use words that describe it and make it sound funny, sad or exciting.

Remember to use expression in your voice.

o c . c e her r Solo extension challenge o t s super 1. Imagine you are one of the characters in the picture.

2. Tell the class/group about yourself and what you are doing in the picture. Use your words and voice to persuade others that you really are the character in the picture.

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5

Listening and speaking

Express yourself

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Assessment sheet

Speaking for a purpose

Name:

Date:

r o e t s Bo r e p ok u S

clarity of speech

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Teacher observations based on:

use of vocabulary

meeting the needs of the audience

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ability to link the picture to the purpose of the activity

ability to correctly sequence thoughts

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confidence

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Instruction card

Listening and speaking

S

Speaking to an audience

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Superstars

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r o e t s Bwhat r e ooyou 1. Look at the picture and tell your partner p like/don’t like u about it. k S

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Partner activities

Solo or partner activity

1. Look again at the picture and choose your favourite character in it.

2. Draw your own picture of the same character but put him/her/it in a different setting.

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•f orr evi ew pur posesonl y• 4. Practise it by yourself until you know it really well.

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5. Perform your story to the group/class. Remember to use a clear, strong voice, lots of expression and to make eye contact with your friends.

6. Put your worksheet in the folder and tick the record sheet.

o c . che e r o t r s uper Solo extension challenge s 1. Write your story down. Include any conversation spoken among characters.

2. Perform your story as a Readers’ Theatre to the rest of the class.

3. Put your worksheet in the folder and tick the record sheet.

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6

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Superstars

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Speaking to an audience

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My picture of

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Student extension challenge worksheet

Listening and speaking

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My story about

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Listening and speaking

Superstars

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Assessment sheet

6

Speaking to an audience

Name:

Date:

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Teacher observations based on:

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clarity of speech

use of vocabulary meeting the needs of the audience

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ability to correctly sequence thoughts

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Learning centre 4 – Grammar and punctuation Language focus:

Recommended use

• Written language – features of written language.

• Reading.

For slightly older students in the early years, especially those who exhibit confidence with pre-writing skills and have knowledge about and experience with writing for a purpose.

r o e t s Bo r e p ok u S Required vocabulary

past

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nouns

verbs

present

adjectives

places

future

questions and question marks

capital letters

names

things

full stops

exclamation and exclamation marks

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For this learning centre teachers will need to prepare the following materials;

• Suitable discussion pictures for Activity Stations 4–6, such as picture book covers, photographs, calendar pictures or copies/prints of paintings. The pictures used must have a number of characters, an interesting setting and lots of action. The subject matter needs to be interesting and relevant to the students. The pictures could integrate with a topic being investigated in the classroom.

• Some laminating is required for this station. The wordlist on page 82 needs to be cut, laminated and stored in ‘press and seal’ bags or plastic soap boxes (which can be clearly labelled with permanent markers) for use with Stations 1–3. Alternative word lists can be found in Appendix D, or teachers may wish to write their own lists based on a class topic. The sorting sheets on page 83 needs to be enlarged to A3 and laminated.

• A classroom writer’s centre. Set up tables with a variety of paper (blank, templates, lines, strips), writing tools (pens, pencils, marker pens, highlighters, chalk), writing accessories (envelopes, erasers, staplers, tape, hole punchers, paper clips), a letterbox, appropriate dictionaries, wordlists, story starters and storage for materials.

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Teaching notes

• This learning centre aims to provide opportunities for children to reinforce basic writing concepts such as grammar and punctuation. This supports the word processing skills needed by students to be able to achieve success in communicating their thoughts clearly when writing.

• The students need to be exposed to the required vocabulary and to the skills of listening and speaking prior to implementing the learning centre.

This involves: – shared and modelled writing of narratives, recounts, procedures, reports etc.

– interactive writing focusing on features of written language, including punctuation, sentence construction etc.

– spontaneous writing activities – exposure to a variety of genre writing – phonological awareness and spelling activities.

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• Stations 1–3 use similar reading and sorting activities. This repetition is intended to support the students’ confidence and help them consolidate communication skills and knowledge of correct usage of nouns, adjectives and verbs.

• Station 4 uses a short story (page 97) to help students consolidate their recognition of capital letters and full stops. Any other short, easy reading passage could be used. Laminating a variety of short stories would be a useful resource. Students may like to write and use their own short stories.

• The wordlist (page 82) needs to be cut apart, laminated and stored in ‘press and seal’ bags or plastic boxes (which can be clearly labelled with permanent markers) for use with Stations 1–3.

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Consolidation of this should occur through regular discussion and by the use of resources in the classroom, library etc.

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Learning centre 4 – Grammar and punctuation Station information and materials The number of items listed below is based on the recommended maximum number of six students per group.

Station

Station 1 All about names – Nouns

Pages

• 6 sets of coloured pencils • 6 lead pencils • 6 instruction cards • 6 solo or partner worksheets • 6 extension worksheets (depending on students needing extension) • 6 assessment sheets • 6 manila folders for storage (optional) • 1 record sheet • box for storage of station materials.

• 6 already cut-out and laminated copies of the wordlist on p. 82. (Alternative thematic wordlists can be found in Appendix D on pp.114–117) • 6 copies of the ‘Sorting sheet’ (p. 83), already enlarged and laminated.

• Optional long strips of paper and big sheets of card for additional ideas

Tell me more – Adjectives

88–91

Station 3

Ready, set, go!

– Verbs

92–95

• 6 already cut-out and laminated copies of the wordlist on p. 82. (Alternative thematic wordlists can be found in Appendix D on pp.114–117) • 6 copies of the ‘Sorting sheet’ (p. 83), already enlarged and laminated.

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Additional materials

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Station 2

Base materials

• 6 already cut-out and laminated copies of the wordlist on p. 82. (Alternative thematic wordlists can be found in Appendix D on pp.114–117) • 6 copies of the ‘Sorting sheet’ (p. 83), already enlarged and laminated.

• Optional paper to write a fitness plan as suggested in additional ideas

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Let’s begin. Now, let’s finish.

– Capitals and full stops

96–100

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Station 5

How, what, why and when?

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– Questions and question marks

Station 6 Wow!

– Exclamations and exclamation marks

Curriculum links

101–104

• 6 already laminated copies of the short story (p. 99) • 12 highlighters; 6 blue and 6 yellow (or alternative colours) • 6 pairs of scissors • 6 glue sticks or alternative • Optional large sheets of paper that can be cut up into flashcards as suggested in further ideas • 6 discussion pictures provided by teacher • Optional surveys made by the students asking questions as suggested in further ideas

m . u

Station 4

o c . che e r o t r s super 105–108

• 6 discussion pictures provided by teacher • 3 or 4 catalogues to model the extension challenge activity • Optional paper to record poems as suggested in additional ideas

English

80

NSW

TS1.1, TS1.2, TS1.3, RS1.5, RS1.6, RS1.8, WS1.9, WS1.10, WS1.14

SA

Listening and speaking – Strands: Language (Outcome 1.5) Reading and viewing – Strands: Text and contents (Outcome 1.3), Language (Outcome 1.7) Writing – Strands: Text and contents (Outcome 1.4), Language (Outcome 1.8), Strategies (Outcome 1.12)

Qld

Refer to curriculum documents on http://www.qsa.qld.edu.au

Vic.

ENSL0101, ENSL0102, ENSL0103, ENWR0101, ENWR0103, ENRE0103, ENRE0101, ENRE0103, ENRE0104

WA

W1.1, W1.2, W1.3, W1.4, R1.1, R1.2, R1.3, V1.1, V1.3, LS1.1

Literacy learning centres for early years

R.I.C. Publications® ~ www.ricpublications.com.au

Learning centre 4 – Grammar and punctuation Additional ideas and display suggestions Station

Station 1

Integration

• Write lists of nouns. Brainstorm as a class and display as long lists around the room. Alternatively, students make their own lists using cash register rolls.

• Sort out different sorts of nouns; e.g. nouns with capital letters, nouns that are names of animals, nouns that name flowers.

• Students use the writers’ centre to explore written language

• Literacy: understanding what a noun is, using nouns in writing, writing sentences, asking questions • Thematic and investigative studies: make a list of the nouns used in relation to a class thematic or investigative study • Maths: sorting and grouping

Station 2

Tell me more

• Play ‘I-spy’ with a student using adjectives to describe an item in the classroom. Other students listen and guess what it might be; e.g. ‘It has 12 big black numbers on it, it is round, it has two pointy hands, and it makes a noisy ticking sound’.

• Students use the writers’ centre to explore written language

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

Ready, set, go!

• Write a class fitness lesson or plan using verbs; e.g. run on the spot, do four big bunny jumps, wriggle and squirm on the ground like a worm.

• Literacy: understanding what a verb is, using verbs in writing, writing sentences • Science: classification tasks using ‘movement’ language • Physical Education: writing fitness plans, circuits and aerobic routines • Music: describing ways to play instruments, dance routines

• Write a simple sentence, using a capital letter for the first word and a full stop at the end. Cut up the sentence into separate words. Write the words big enough that each one is about A5-length in size. The full stop needs to be on a card by itself. The students have to put the sentence back together, making sure it makes sense.

• Repeat the above task but write questions and exclamations and add extra words; e.g. adjectives.

• Literacy: punctuation (full stops and capitals), writing sentences, descriptive language • All curriculum subjects: using sentences with full stops and capitals to record; e.g. science reports, retelling a maths process, technology plans

• Make a class or individual survey where you ask other class members questions. Focus on different question starters.

• Literacy: asking questions, using question marks, responding appropriately to questions • Maths: creating surveys asking questions

• Write a ‘Wow!’ poem: Students are asked to write a descriptive poem about a friend. Using exclamations to describe the friend; e.g. ‘Wow! Look at Jack run fast !

See him fly across the oval! He is my best friend ever!’

• Students use the writers’ centre to explore written language.

• Literacy: making exclamations, using exclamation marks, using language to make an impression; e.g. advertising language, persuasive writing

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Station 4

Let’s begin.

Now, let’s finish.

Station 5 How, what, why and when?

Station 6 Wow!

• Literacy: understanding what an adjective is, using adjectives in writing, writing sentences, using descriptive language • Thematic and investigative studies: adjectives could be used in extended brainstorming tasks where ideas are sorted and expanded • Maths: sorting and grouping • Science: classification tasks using descriptive language

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Station 3

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All about names

Additional ideas, and thematic and display suggestions

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Literacy learning centres for early years

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Adjective, noun and verb wordlist Before using this wordlist, photocopy the page (you can also enlarge it), cut out each word, laminate each word and store in a labelled container. It is recommended that one set of words is shared between two students per station.

oval

bounce

shady

flapping

bouncy

kicking

clever

paint

football

Teac he r

flower

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r o e t s B r small e oo fly soccer p k ball u S cool fluttering

round run © R .

I .

C .

P u b l i c a t i o n s forest draw •f orr evi ewtall pur poseson l y•

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butterfly

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short colourful

grow

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pretty

climb wave

o c . spraying che brave e r o t r s s r u e p shiny

firefighter hot

island

tidy large

82

Literacy learning centres for early years

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Sorting sheet

r o e t s Bo r e p ok u S Verbs

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Teac he r

We can sort our words as verbs, adjectives or nouns!

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Adjectives

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C.Publ i cat i ons •f orr evi ew pur posesonl y•

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Nouns R.I.C. Publications® ~ www.ricpublications.com.au

Literacy learning centres for early years

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1

Grammar and punctuation

All about names

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Instruction card

Nouns

A noun is a word which names a person, a place or a thing.

r o e t s Bo r e p ok u 1. With a partner, place the word cards face down on a table in front S of you. Take turns to flip each over and read them aloud.

2. Now sort the words as nouns, adjectives or verbs by placing them on the sorting sheet.

Solo or partner activity

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Teac he r

Partner activities

2. Now look at the nouns on the sorting sheet.

Copy the matching noun next to its picture on the worksheet.

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3. Put your worksheet in the folder and tick the record sheet.

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© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

1. Take a worksheet from the activity box. Write your name on it.

o c . che Solo extension challenge e r o t r s supnouns er 1. Look at the pictures and matching on your worksheet. If the picture and noun is a person or a thing, write a short sentence describing it. If the picture and noun is a place, write a question about it.

Remember to include the nouns in the sentences and questions.

2. Check your worksheet, put it in the folder and tick the record sheet.

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tatio 1

n

All about names

S

Solo or partner worksheet

Grammar and punctuation

Nouns Name:

Date:

r o e t s Bo r Noun e p ok u S

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Teac he r

Picture

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C.Publ i cat i ons •f orr evi ew pur posesonl y•

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Literacy learning centres for early years

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Grammar and punctuation

All about names

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Student extension challenge worksheet

1

Nouns

Name:

Date:

r o e t s Bo r Sentence/Question e p ok u S

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Teac he r

Person, thing or place?

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Literacy learning centres for early years

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tatio

Nouns Name:

1

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All about names

S

Assessment sheet

Grammar and punctuation

Date:

Teac he r

ew i ev Pr

r o e t s Bo r 1. Explain what a noun is in your own words. e p ok u

S

2. Give some examples of different nouns that you know.

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C.Publ i cat i ons •f orr evi ew pur posesonl y•

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3. What else do know about nouns? Tell me as much as you can!

o c . che e r o t r s 4. Highlight the nouns in s the sentences. u per

Benjamin loves going to the beach. He really enjoys boogie boarding on his blue board when the waves are nice and big.

His sister, Emily, prefers to swim in a pool.

Note: Teacher scribes answers or uses to assess informally.

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Grammar and punctuation

Tell me more

tatio

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Instruction card

2

Adjectives

Adjectives are describing words. They usually go before a noun in a sentence. They describe the noun.

Teac he r

read them aloud.

2. Now sort the words as nouns, adjectives or verbs by placing them on the sorting sheet.

Solo or partner activity

ew i ev Pr

r o e t s Bo r e Partner activities p ok u 1. With a partner, place the word cards face down on a S table in front of you. Take turns to flip each over and

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

1. Take a worksheet from the activity box. Write your name on it.

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3. Put your worksheet in the folder and tick the record sheet.

m . u

w ww

2. Now look at the nouns and adjectives on the sorting sheet. Find two adjectives to describe each noun.

Copy the two adjectives next to each noun on the worksheet.

o c . che e r o t r Solo extension challenge s super 1. Think of the name of an animal and write it in the box in the middle of your worksheet.

2 Now think of adjectives that describe your animal in the different ways written on your worksheet and draw your animal.

3. Put your worksheet in the folder and tick the record sheet.

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Solo or partner worksheet

Grammar and punctuation

S

2

Adjectives Name:

n

Tell me more

tatio

Date:

r o e t s Bo Adjective 2 r e p ok u S Adjective 1

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Teac he r

Noun

soccer ball

flower

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forest

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island

firefighter

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C.Publ i cat i ons butterfly •f orr evi ew pur posesonl y•

o c . che e r o t r s super

football

artist R.I.C. Publications® ~ www.ricpublications.com.au

Literacy learning centres for early years

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2

Grammar and punctuation

Tell me more

tatio

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Student extension challenge worksheet

Adjectives Date:

r o e t s Bo r e p ok u S

An adjective that describes how the animal feels when you touch it.

An adjective that describes a bad thing about the animal.

ew i ev Pr

Teac he r

Name:

An adjective that describes a good thing about the animal.

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An adjective that describes the sound that the animal makes.

90

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C.Publ i cat i ons •f orr ev i ewanimal pur posesonl y• My

o c . che e r o t r s super My picture

Literacy learning centres for early years

An adjective that describes the way that the animal moves.

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Assessment sheet

Grammar and punctuation

S

2

Adjectives Name:

n

Tell me more

tatio

Date:

r o e t s Bo r e p ok u S

1. Explain what an adjective is in your own words.

ew i ev Pr

Teac he r

2. Give some examples of different adjectives that you know.

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

m . u

w ww

3. Make the following sentence more interesting by adding adjectives.

The pirate buried the treasure in the hole.

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4. Highlight the adjectives in the sentences.

The squelchy purple alien waddled out of the shiny silver spaceship. It opened its pink mouth and made a long, deep and loud hooting sound.

Note: Teacher scribes answers or uses to assess informally.

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Instruction card

Grammar and punctuation

Ready, steady, go!

Verbs

A verb is a doing word. All sentences need verbs. The verbs show the action.

Teac he r

read them aloud.

2. Now sort the words as nouns, adjectives or verbs by placing them on the sorting sheet.

Solo or partner activity

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y• Now look at the verbs on the sorting sheet. Copy

1. Take a worksheet from the activity box. Write your name on it.

the matching verb next to its action picture on the worksheet.

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3. Put your worksheet in the folder and tick the record sheet.

m . u

2.

ew i ev Pr

r o e t s Bo r e Partner activities p ok u 1. With a partner, place the word cards face down on a S table in front of you. Take turns to flip each over and

. t e o Solo extension challenge c . c e he r 1. On your worksheet write sentences that describe the o t r s s r u e p action in each picture. Remember to include the verbs.

Draw a picture of your sentence.

2. Still using your worksheet, rewrite two of your sentences as if they happened yesterday (in the past tense) and two of your sentences as if they will happen tomorrow (in the future tense).

3. Put your worksheet in the folder and tick the record sheet.

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Literacy learning centres for early years

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tatio

Verbs Name:

3

n

Ready, steady, go!

S

Solo or partner worksheet

Grammar and punctuation

Date:

r o e t s B r Verb e oo p u k S

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Teac he r

Action

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Literacy learning centres for early years

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Grammar and punctuation

Ready, steady, go!

tatio

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Student extension challenge worksheet

3

Verbs

Name:

Date:

r o e t s Bo r e p ok u S

Describing sentence (include the verb)

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Teac he r

Action

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© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

Rewrite two of your sentences in the past tense and two in the future tense.

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Literacy learning centres for early years

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tatio

Verbs Name:

n

Ready, steady, go!

S

Assessment sheet

Grammar and punctuation

3

Date:

ew i ev Pr

Teac he r

r o e t s Bo r 1. Explain what a verb is in your own words. e p ok u

S

2. Give some examples of different verbs that you know.

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

m . u

3. Change the verbs in this sentence to different verbs. It will change the ‘actions’ carried out by the cat.

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The cat ran across the garden, jumped up the tree and sat on the branch.

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4. Highlight the verbs in the sentences.

Emily and Ben ran as fast as they could across the sand. They kicked the sand as they went. Finally, they jumped into the cool blue waves and splashed each other. Emily screamed in delight and Ben laughed loudly.

Note: Teacher scribes answers or uses to assess informally.

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Instruction card

Grammar and punctuation

Let’s begin. Now, let’s finish.

Capital letters and full stops

Partner activities

r o e t s Bo r e p ok u S 2. Now take turns to listen to the story while your partner

ew i ev Pr

Teac he r

1. With a partner, read the short story. Highlight all of the capital letters in blue. Highlight all of the full stops in pink.

reads it. Put your hand up every time you think a sentence has finished. As you can’t see the words, you have to listen for the pauses.

Solo or partner activity

© R. I .

C.Publ i cat i ons •f orr e vi e w pofuthe r ppage. osesonl y• 2. Cut out the words at the bottom 1. Take a worksheet from the activity box. Write your name on it.

4. Put your worksheet in the folder and tick the record sheet.

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w ww

3. Arrange them to make two sentences. Glue the words in place. Remember, sentences need a capital letter at the start of the first word and a full stop at the end.

o c . che Solo extension challenge e r o t r syour sustory r pe 1. On your worksheet, write a short about favourite pet. It doesn’t have to be real, you can use your imagination. Remember to use capital letters and full stops. If your pet has a name, remember to use a capital letter.

2. Draw a picture of your animal.

3. Put your worksheet in the folder and tick the record sheet.

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tatio

Capital letters and full stops Name:

Date:

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r o e t s r e morning, SamBand oo One bright andp sunny Max decided to u k S go to the beach for a picnic. They went into the kitchen and

Teac he r

4

n

Let’s begin. Now, let’s finish.

S

Short story

Grammar and punctuation

packed themselves a yummy lunch of apples, biscuits, cool drinks and sandwiches. Then they packed some things to play with—a ball, a cricket bat and a frisbee™.

© R. I .

C.Publ i cat i ons •they f or r ev i ewThe pbeach ur po severy soclose. nl yWhen • At last were ready. was

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they first got there they decided to have a swim. After their swim, they played beach cricket and then with the frisbee™.

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o c . they sat downc and ate all of e her r o t s super their food. Finally, it was time Soon they were so hungry that

to go home. The boys had really enjoyed their day at the beach.

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Literacy learning centres for early years

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4

Grammar and punctuation

Let’s begin. Now, let’s finish.

tatio

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Solo or partner worksheet

Capital letters and full stops

Name:

Date:

r o e t s Bo r e p ok u S

ew i ev Pr

Teac he r

Glue your sentences here!

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C.Publ i cat i ons •f orr evi ew pur posesonl y•

o c . che e r o t r s super

the

have

goals

Look

three

.

Holly

kicked

at

They

kicking

Peter

.

ball

and

Literacy learning centres for early years

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tatio

Capital letters and full stops Date:

r o e t s Bo r e p ok u S My favourite pet

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Teac he r

Name:

4

n

Let’s begin. Now, let’s finish.

S

Student extension challenge worksheet

Grammar and punctuation

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C.Publ i cat i ons •f orr evi ew pur posesonl y•

o c . che e r o t r s super

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Literacy learning centres for early years

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tatio 4

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Assessment sheet

Grammar and punctuation

Let’s begin. Now, let’s finish.

Capital letters and full stops

Name:

Date:

r o e t s Bo r e p ok u S

1. When do you use a capital letter and why?

2. When do you use a full stop and why?

ew i ev Pr

Teac he r

3. Rewrite this story correctly by adding full stops and capital letters.

© R. I .

C.Publ i cat i ons once upon a time there was little girl named who loved •f o rr e vi e wap ur po sesmary onl y•

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cats she really wanted one but never thought to ask her mum and dad if she could then one very special christmas her best friend gave her a very cute fluffy black kitten called sooty she was so happy and they lived happily ever after

o c . che e r o t r s super

Note: Teacher scribes answers or uses to assess informally.

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How, what, why and when?

S

Instruction card

Grammar and punctuation

Questions and question marks Partner activities

r o e t s Bo r e p ok u 2. Take turns toS ask each other questions about

the picture.

Try to answer each other’s questions correctly.

Solo or partner activity

ew i ev Pr

Teac he r

1. With a partner, look at the picture your teacher gives you.

1. Take a worksheet from the activity box. Write your name on it.

2.

© R. I .

C.Publ i cat i ons Look• at f the pictures and ofr questions that or r evi ewthink pu poses onl y•

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3. Put your worksheet in the folder and tick the record sheet.

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the people could be asking the animals. Tell your partner or write each down. Don’t forget the question mark at the end of each question.

o c . che e r o t r s super

Solo extension challenge

1. Read the sentences on the worksheet. Pretend they are answers. Now write the questions.

2. Put your worksheet in the folder and tick the record sheet.

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Solo or partner worksheet

5

Grammar and punctuation

How, what, why and when?

?

Questions and question marks Date:

r o e t s Bo r e p ok u S

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Teac he r

Name:

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?

tatio

Questions and question marks Name:

n

How, what, why and when?

S

Student extension challenge worksheet

Grammar and punctuation

5

Date:

ew i ev Pr

Teac he r

r o e t s Bo r e pquite blue and sunny.ok u No, the sky looks S

© R. I .

C.Publ i cat i ons ?

•f orr evi ew pur posesonl y•

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Yes, I love to swim in pools and the sea.

o c . che e r o ? t r s super

ART: BOY OR GIRL ON MOBILE PHONE

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Assessment sheet

Grammar and punctuation

How, what, why and when?

?

Questions and question marks

Name:

Date:

Teac he r

ew i ev Pr

r o e t s Bo r e 1. When do you use question marks? p ok u S

2. How is a question different from a normal sentence?

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3. Write an example of a question.

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che e r o t r s r pe 4. Write question marks and s fullu stops in the correct places in the

sentences.

The sky looked dark and cloudy ‘Is it going to rain ’ asked William The wind howled and the trees blew wildly ‘Can you hear thunder ’ asked Susan

Note: Teacher scribes answers or uses to assess informally.

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Instruction card

Grammar and punctuation

S

tatio

Exclamations and exclamation marks

6

n

Wow!

!

Partner activities

r o e t s Bo r e p o u 2. Take turns to find things in the picture that look k exciting, S amazing, scary, incredible or fantastic.

Solo or partner activity

ew i ev Pr

Teac he r

1. With a partner, look at the picture your teacher gives you.

1. Take a worksheet from the activity box. Write your name on it.

2. Match the sentences to the pictures. Add the correct punctuation—full stop, question mark or exclamation mark.

3.

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y• Put your worksheet in the folder and tick the record

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sheet.

On sale NOW! What an amazing price! You can have this gorgeous, fluffy teddy for only $4.50! Incredible! Just imagine the happy face of the lucky child getting this as a present. Buy it NOW! Don’t miss out!

o c . che e r o t r s super Solo extension challenge

1. On your worksheet write an advertisement for a favourite toy. Make sure you use lots of exclamations to make your toy appealing. Draw a picture of your toy and include the cost.

2. Put your worksheet in the folder and tick the record sheet.

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6

Grammar and punctuation

Wow!

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Solo or partner worksheet

!

Exclamations and exclamation marks Name:

Date:

r o e t s Bo r e p ok u S

‘I am very hot

‘What is the

‘EEEK

•

•

•

•

•

’ •

•

•

•

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y• I am ’

scared of

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snakes

’

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‘ I love school

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time

’ •

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Teac he r

Match the sentences with the pictures. Add the missing punctuation marks: full stops (.), question marks (?) and exclamation marks (!).

o c .

‘I am happy c e her r o t s supe playing with my • • r friends

’

‘May I have something to eat, please 106

’ Literacy learning centres for early years

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Student extension challenge worksheet

Grammar and punctuation

S

tatio 6

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Wow!

!

Exclamations and exclamation marks Name:

Date:

r o e t s Bo r e p ok u S

ew i ev Pr

Teac he r

Write an advertisement on the computer screen to sell your toy. Use lots of exclamations and exclamation marks.

w ww

. te

m . u

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Literacy learning centres for early years

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6

Grammar and punctuation

Wow!

tatio

n

S

Assessment sheet

!

Exclamations and exclamation marks

Name:

Date:

r o e t s Bo r e p ok u S

1. When do you use exclamation marks?

ew i ev Pr

Teac he r

2. How is an exclamation different from a normal sentence?

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

w ww

m . u

3. Write an example of an exclamation.

. te

o c . c e her r 4. Write exclamation marks and full stops in the correct places in o t s s r upe the sentences.

‘Wow

Look at that

’ exclaimed Jacob

‘The sun set looks really amazing

‘Yes, it does sunsets

’, said Matt

‘I love looking at

’

Note: Teacher scribes answers or uses to assess informally.

Literacy learning centres for early years

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’

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A

A

ix

p pend

Picture cards

Bo ok

r e p u S

trace

write

ew i ev Pr

Teac he r

draw or e st

highlight

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

w ww

. te

file

m . u

glue

o c . cheread e r o t r s super

computer R.I.C. Publications® ~ www.ricpublications.com.au

Literacy learning centres for early years

think

ask 109

p u S

ok

sort

A

tell

ew i ev Pr

Teac he r

r o e t s Bo r cut e

A

ix

Picture cards

p pend

look

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C.Publ i cat i ons •f orr evi ew pur posesonl y•

110

listen

m . u

w ww

. te

imagine

o c . che e r o t r s super practise

Literacy learning centres for early years

find

R.I.C. Publications® ~ www.ricpublications.com.au

Picture cards

r o e t s Bo r e perform p ok u S repeat

describe

ew i ev Pr

Teac he r

A

A

ix

p pend

copy

w ww

. te

match

m . u

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Literacy learning centres for early years

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A

B

ix

Record sheet 1

p pend

Learning centre title:

Solo extension activity

Conferenced by teacher

r o e t s Bo r e p ok u S

Teacher comment for assessment and future planning

ew i ev Pr

Teac he r

Student names

Date: Solo or partner activity

Activity station:

Partner activity

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112

m . u

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Literacy learning centres for early years

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A

C

ix

p pend

Record sheet 2

Conferenced by teacher

Station 6

Station 5

Station 4

Station 3

Station 2

Teacher comment for assessment and future planning

r o e t s Bo r e p ok u S

ew i ev Pr

Teac he r

Student names

Date:

Station 1

Learning centre title:

w ww

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m . u

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Literacy learning centres for early years

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A

D

ix

Alternative wordlist for learning centre 4 – The sea

p pend

To be photocopied, cut, laminated and stored in separate containers.

Noun

Adjective

water

cold

sand

Verb

trickling

flowing r o e t s Bo r e pgritty ok blowing u S blue

Teac he r

ocean

soft

crashing

shells

wide

rolling

pebbles

angry

throw

weeds

skimming © Rpatterned .

I .

C.Publ i cat i ons •f orr ev i ew pur pose sonl y• smooth swim

w ww

. te

rough

flap

round

peeping

m . u

fish

ew i ev Pr

waves

o c . glittering waving ch e r er o t s super choppy scaly

tickle

thundering tangly slimy 114

Literacy learning centres for early years

R.I.C. Publications® ~ www.ricpublications.com.au

A

D

ix

p pend

Alternative wordlist for learning centre 4 – Celebrations

To be photocopied, cut, laminated and stored in separate containers.

Noun

Adjective

streamers fireworks

Teac he r

balloons

flapping

twirling r o e t s Bo r e p sparkling oexploding u k S paper

loud

fly

people

round

float

food

rubbery

yelling

ew i ev Pr

presents

colourful

Verb

fancy smile © R. I .

C .Publ i cat i on s •f orr evi e w pur poseso nl y• clothes pretty laugh drinks

w ww

. te

chattering

m . u

noisy

o c . chesweet e r o t r s super cold delicious

hot festive bright R.I.C. Publications® ~ www.ricpublications.com.au

Literacy learning centres for early years

115

A

D

ix

Alternative wordlist for learning centre 4 – Sport

p pend

To be photocopied, cut, laminated and stored in separate containers.

Noun

Adjective

ball

round

children

Verb

bouncing

kick r o e t s Bo r e pexcited ok screaming u S leather

goals

noisy

cheer

coach

tall

talk

pool

smelly

inform

joggers

teaches © Rloud .

I .

C.Publ i cat i ons •f orr ev i ew pur pose sonl y• informative runs

w ww

. te

encouraging

blows

bossy

squeak

knowledgeable

m . u

whistle

ew i ev Pr

Teac he r

commentator

o c . cold ch e r er o t s super wide shrill comfortable dirty

116

Literacy learning centres for early years

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A

D

ix

p pend

Alternative wordlist for learning centre 4 – Animals

To be photocopied, cut, laminated and stored in separate containers.

Noun

Adjective

cat

furry

dog

Verb

climb

leap r o e t s Bo r e p cuddly obarks u k S cute

Teac he r

lion

big

yelps

koala

ferocious

roars

tiger

fluffy

purr

ew i ev Pr

elephant

enormous trumpets © R. I .

C .Publ i cat i on s orr evi e w pur poseso nl y• lizard •f grey sleeping kangaroo

w ww

frog

. te

small

digging

quiet

hop

m . u

bird

o c . singing cheheavy e r o t r s croaking super red

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firm

blinks

scaly

jumping

feathery

stretch

wet

swimming Literacy learning centres for early years

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