Blurb, Title Page (Book storyline, setting, etc. students have acquired the text (finish words, Terminology RMD p. 73) reading behaviours draw pictures, etc) Dramatisation (RMD p.62) Model concepts of print Who am I? – Guess and reading behaviours characters in the text (RMD pg.58) (RMD p.63) Discuss what the book Choral reading (RMD p.59) might be about from the Link to students’ prior picture on the front cover – knowledge and experience Predicting RRB p. 114 (what surprises have they Read aloud to the students had?) Possible Predictions (RMD Wall stories – main ideas p. 66) (RMD p.110) Like or Unlike? (RMD p.67) Sequencing activity (RMD Model concepts of print- pg. 61) left to right, top-to bottom Create name tags and reading, spaces etc., (RMD photos for students – p. 72) display for children to read Use ‘think aloud’ eg, recognising own names statements to develop (interactive whiteboard, reading behaviours (RMD p. paper copy, etc) 58) Show letter, word, sentence (RRB p.76) Writing Rotations based on Demonstrate correct Brainstorm word lists for Trace letters that have ability groups letter formation: f, I, n, p, focus letters been introduced. h, r Finger trace letters in the Trace names Begin writing groups later Finger trace letters in the air (also refer to Tracing sentences. in the term when Letterland computer air Copying sentences students have acquired software) Demonstrate correct appropriate behaviours sounds of letters – Joint composition using
Blurb, Title Page (Book Terminology RMD p. 73) Model concepts of print and reading behaviours (RMD pg.58) Discuss what the book might be about from the picture on the front cover – Predicting RRB p. 114 Read aloud to the students Possible Predictions (RMD p. 66) Like or Unlike? (RMD p.67) Model concepts of print- left to right, top-to bottom reading, spaces etc., (RMD p. 72) Use ‘think aloud’ statements to develop reading behaviours (RMD p. 58) Show letter, word, sentence (RRB p.76) storyline, setting, etc. Dramatisation (RMD p.62) Who am I? – Guess characters in the text (RMD p.63) Choral reading (RMD p.59) Link to students’ prior knowledge and experience (what surprises have they had?) Wall stories – main ideas (RMD p.110) Sequencing activity (RMD pg. 61) Create name tags and photos for students – display for children to read eg, recognising own names (interactive whiteboard, paper copy, etc) students have acquired reading behaviours the text (finish words, draw pictures, etc) Demonstrate correct letter formation: f, I, n, p, h, r Finger trace letters in the air Demonstrate correct sounds of letters – Brainstorm word lists for focus letters Finger trace letters in the air (also refer to Letterland computer software) Joint composition using Writing Rotations based on ability groups Begin writing groups later in the term when students have acquired appropriate behaviours Trace letters that have been introduced. Trace names Tracing sentences. Copying sentences