Using pictures as cues (T); learning new words (W); recognising critical features of words (W). Writing composition. At
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e l b a i op d c o t o ph ing an read iting wr ies t activi Christine Moorcroft
Developing Literacy
NONFICTION
Contents Introduction
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Understanding of print: writing
Notes on the activities
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W: word level S: sentence level T: text level
Understanding of print: reading Giving presents Recognising words in different settings (T); reading high-frequency words (W)
9
Sorting coats Recognising words in different settings (T); understanding purposes of writing (T); reading children’s names (W)
10
Spot the animals Recognising words in different settings (T); understanding purposes of writing (T)
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Let’s go! 12 Direction of text (T); understanding that words are ordered from left to right and need to be read that way to make sense (S)
Balloons Distinguishing between picure and text (T)
20
Mugs Distinguishing between writing and drawing (T)
21
Lost letters: 1, 2 and 3 Understanding how letters are used to spell words (T); reading high-frequency words (W) Get well soon Sending messages (T); understanding that writing remains constant (T)
25
Write a fax Sending messages (T); understanding purposes of text (T)
26
Spelling robots: 1 and 2 27–28 Applying knowledge of letter/sound relationships (T); writing letters corresponding to sounds (W)
I spy 13 Direction of text (T); understanding that words are ordered from left to right and need to be read that way to make sense (S) Toy car Reading a simple recount (T)
14
Sorting postcards Recognising words in different settings (T); reading children’s names (W)
15
Come and buy! Recognising words in different settings (T); reading high-frequency words (W)
16
Here is the news: 1 and 2 Recognising words in different settings (T); reading high-frequency words (W) Shopping list Recognising words in different settings (T); understanding purposes of writing (T); tracking text from top to bottom (T)
17–18
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22–24
t a p
Reading comprehension In the classroom: 1 and 2 Using pictures as cues (T); reading familiar sight words (W)
29–30
What’s the weather? Recognising known words (W)
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Creek or forest? Using pictures as cues (T)
32
Push and pull Using pictures as cues (T); locating significant parts of a text (T); recognising critical features of words (W)
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Night and day Using pictures as cues (T); recognising critical features of words (W)
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Shops Using pictures as cues (T); learning new words (W)
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Which shop? Using pictures as cues (T); learning new words (W); recognising critical features of words (W)
36
Writing composition
Planting seeds Writing sentences to match pictures (T)
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Make a list Writing lists (T); using texts as a basis for independent writing (T); thinking about what they intend to write (T)
41
Take a seat Writing text to match pictures (T)
42
Have a drink Writing text to match pictures (T)
43
House labels Writing labels (T); using knowledge of grapheme/phoneme correspondences (W); recognising critical features of words (W)
44
45
At the pond Using a variety of cues (T); checking a written text for sense (S); reading familiar and high-frequency words on sight (W)
37
All about me Using writing to communicate (T); using capital letters at the start of names (S); reading familiar words on sight (W)
At the beach Using a variety of cues (T); checking a written text for sense (S); reading familiar and high-frequency words on sight (W)
38
Where are they going?: 1 and 2 46–47 Writing directions (T); writing text to match pictures (T); recognising known and high-frequency words (W)
Lunch boxes Writing names on labels (T); using capital letters at the start of names (S)
39
In the picture Writing captions (T); learning new words (W)
Here is the news 1 • Ring the word big in blue. NEWS
The big match
NEWS
Big shock
NEWS
My big dog
NEWS
Win big prizes
NEWS
The big storm
NEWS
The
big paper
for BIG news
• Find two other words you know. • Write the words in the box. Teachers’ note To introduce this activity you could collect and display newspaper headlines which contain words the children know. Fix a sheet of paper next to each headline and invite the children to copy on to it any words in the headline that they can read. They could practise writing the same words in upper- and lower-case letters. See also page 18.
Teachers’ note The children could first practise finding the letters (from sets of plastic or wooden letters) which make up these words and other short words they know. Each group could be allocated a word to find from a selection of letters. For the extension activity, explain that the letters of the word are mixed up with other letters. See also pages 23 and 24.
Creek or forest? • Look at the pictures. • Read the words.
The creek
The forest possum
duck
moth
frog fish trees snail
tadpole weed
wombat
• Write where the things live. Write creek or forest .
wombat duck fish frog moth
forest
trees snail possum tadpole weed
• Draw something else that lives in a creek. • Write a label. 32
Teachers’ note This could be enlarged and read as a shared text, with the emphasis on using cues to read unknown words. The activity involves reading labels in order to gather information. The charts enable the children to record this information in a different way and allow the teacher to assess their understanding of the text.
Teachers’ note Encourage the children to use cues such as pictures and initial consonants to help them read unknown words. They could draw, label and write about other furniture (from either the school or the home), using the words from this page and others which could be provided in a word-bank.
Have a drink • Look at the pictures. • Read the labels.
handle
lid
spout
handle
teapot
glass
cup
• Write the missing words.
Word-bank
The teapot has a handle .
spout a lid has no The handle
The teapot has __ __ __ __.
The teapot __ __ __ __ __ __ __ __ __. The cup has __ __ __ __ __ __ __. The cup has no __ __ __. __ __ __ cup __ __ __ __ __ __ __ __ __ __. • Write three sentences about the glass.
_____ _______ _____ ____ ________. _____ _______ _____ ____ ________. _____ _______ _____ ____ ________. Teachers’ note Encourage the children to use cues such as pictures and initial consonants to help them read unknown words. They could draw, label and write about other crockery (from either the school or the home).
Seven photocopiable books containing a range of nonfiction reading and writing activities that support the teaching of literacy skills at text, sentence and word levels.
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year
year
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Each book provides
● Over 40 flexible activities that will easily fit into the daily lesson plan ● Word, Sentence and Text level activities
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● Formats that aid students with their own writing ● Extension activities on each page which reinforce and develop what students have learned
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● Teacher’s notes for each activity ● Strategies for independent learning
