organising/matching words from the story into order based on • syllables after this has been introduced in the Goanna Planner organising word cards from the story into lists - words which • begin/end the same way; words which name people/animals etc. etc. after this has been introduced in the Goanna Planner for beginning literacy students, teach syllables/sounds as • necessary. Teacher asks questions about the story ‘comprehension’ – students can answer through drawing and talking (teacher can then scribe - write) for more literate students, answer statements about the • story; answer multiple choice questions about the story; write answers to questions about the story, after these have been introduced in the Goanna Planner other games such as bingo, snap etc. using words from the story • Do every activity with the whole group of children first before asking them to do it independently. When each unit of work has finished, these activities can continue with the previous
• organising/matching words from the story into order based on syllables after this has been introduced in the Goanna Planner • organising word cards from the story into lists - words which begin/end the same way; words which name people/animals etc. etc. after this has been introduced in the Goanna Planner • for beginning literacy students, teach syllables/sounds as necessary. Teacher asks ‘comprehension’ questions about the story – students can answer through drawing and talking (teacher can then scribe - write) • for more literate students, answer statements about the story; answer multiple choice questions about the story; write answers to questions about the story, after these have been introduced in the Goanna Planner • other games such as bingo, snap etc. using words from the story Do every activity with the whole group of children first before asking them to do it independently. When each unit of work has finished, these activities can continue with the previous
bilingual_l1_l2_literacy_times__timetable.docx