2. BEST Literacy and Numeracy Project http://www.bestcluster.openlab.net.au/2007web/Lit-numhomepage.htm

3. BEST Literacy and Numeracy Project Literacy Name (s)Level(s)School(s)Email address Maria Aloizos1DNPSaloizos.maria.m@edumail.vi c.gov.au Kerryn Leister1DNPSmuir.kerryn.k@edumail.vic. gov.au Numeracy X http://www.bestcluster.openlab.net.au/2007web/Lit-numhomepage.htm

4. 1. What is the teaching and learning challenge to which you are responding? Which PoLT principle? At the beginning of the year time is spent settling our new Preps into the school routines. Early Years Literacy block starts from the first full week of the school year so children can quickly become involved in the reading processes. With our knowledge of early childhood development we try and include some open ended activities that incorporate fine motor skills and creative thinking. The Literacy Blocks are a series of formal lessons where the three dimensions of English (reading, writing, speaking and listening) are interlinked. The following slides demonstrate a set of lessons focusing on reading. PoLT 3 – Students ’ needs, backgrounds perspectives and interests are reflected in the learning program

5. 2. What will the student be assisted to do? i.e. Understanding Performance; Essential Question; Understanding Goal / Standard (VELS) Students will: -Be introduced to a sequence of events in a story -Be involved by making predictions -Find enjoyment in listening to a story -Be involved in reading aloud and listening -Responding to text in a variety of ways VELS: ENGLISH, Level 1 Students match print and spoken text in their immediate environment. They recognise how sounds are represented alphabetically and identify some sound-letter relationships. They read aloud simple print and electronic texts that include some frequently used words and predominantly oral language structures. They read from left to right with return sweep, and from top to bottom. They use title, illustrations and knowledge of a text topic to predict meaning. They use illustrations to extend meaning.

6. 3. What can the student already do alone? eg KWHL, Pre-test &c. Students had already spent time in the classroom doing activities that involved cutting and pasting, initial sounds, matching pictures and sitting in small groups for shared reading. Initial reading of the book and prediction ascertained if children were already familiar with the story and its sequence.

7. 4. How will the student be assisted? i.e. scaffolding eg modelling, questioning, mind map &c. Show or list resources required & length of learning sequence Resource – “ There was an old woman who swallowed a fly” Monday Tuesday Wednesday MondayTuesday Wednesday Ask the children if they have, by accident or on purpose, swallowed anything strange. Introduce the title. What do you notice is in the stomach of the old woman. Students are encouraged to speculate about why the woman would eat a fly. Read story to children Recount story. Read book, encouragin g children to join in. Focus on direction of print. Look for rhyming words in book. Underline and then have children come up with their own list of rhyming words/ Reader ’ s theatre, using the character puppets. Look at sentence structure, i.e. where the sentence starts and finishes. Reader ’ s theatre. Ask a child to come to the front and to point to words as we read the sentences Read book together. Innovate on Text. Children illustrate new story for our big classroom big book.

8. Grou p s Day 1Day 2Day 3Day 4Day 5Day 6 Teacher / Practise writin g your name on the white board s. Cut and Paste anima ls into the old woman ’s stomac h in order. Matching Tracing, copyi ng, cut and paste words and pictu res. Listening Post Listen to story on tape and make a chara cter using plaste rcine Art Make one of the chara cters from the story. Writing “I can…” Trace, copy and write Writing “I can…” Trace, copy and write Teacher / Practise writin g your name on the white board s Cut and Paste anima ls into the old woman ’s stomac h in order. Matching Tracing, copyi ng, cut and paste words and pictu res. Listening Post Listen to story on tape and make a chara cter using plaste rcine Art Make one of the chara cters from the story. Art Make one of the chara cters from the story. Writing “I can…” Trace, copy and write Teacher / Practise writin g your name on the white board s Cut and Paste anima ls into the old woman ’s stomac h in order. Matching Tracing, copyi ng, cut and paste words and pictu res. Listening Post Listen to story on tape and make a chara cter using plaste rcine Listening Post Listen to story on tape and make a chara cter using plaste rcine Art Make one of the chara cters from the story. Writing “I can…” Trace, copy and write Teacher / Practise writin g your name on the white board s Cut and Paste anima ls into the old woman ’s stomac h in order. Matching Tracing, copyi ng, cut and paste words and pictu res. Matching Tracing, copyi ng, cut and paste words and pictu res. Listening Post Listen to story on tape and make a chara cter using plaste rcine Art Make one of the chara cters from the story. Writing “I can…” Trace, copy and write Fishing High frequ ency words Cut and Paste anima ls into the old woman ’s stomac h in order. Matching Tracing, copyi ng, cut and paste words and pictu res. Listening Post Listen to story on tape and make a chara cter using plaste rcine Art Make one of the chara cters from the story. Writing “I can…” Trace, copy and write Fishing High frequ ency words

9. 5. Review. How well did the learning sequence work or not work? What next? Children can recite the sequence of the story. Most children have shown understanding of some concepts of print, including directionality of print, capital letters and full stops. A follow on activity could be to read “There was an old woman who swallowed the sea” by Child’s Play. After reading different versions of the story, complete a Venn Diagram on the similarities and differences of the stories.

10. Tracing words from story 6. Evidence Attach photographs and / or student work where possible Group Reading Puppets Making own book Cutting & Pasting sequence of story

11. Creating characters Using plasticine to create characters Guided / Shared Reading

12. Innovate on Text Task board

13. Thank you