Beginning and Ending of Words Strategy How to Read
Shared reading is a strategy that tin back up the didactics of the Big Half-dozen elements of reading: oral linguistic communication and early experiences with print, phonological awareness, phonics, vocabulary, fluency and comprehension. (Konza, 2016).
Day i tin focus on reading for pregnant and enjoyment. Day two to five could focus on a rereading with explicit instruction based on the above elements.
Using fluency and expression to read a text with repetitive segments
Lesson overview
This lesson will require students to mind to and join in with the reading of an enlarged, shared text that contains rhyme and repetition.
Text details
Sharing Fruit, Writer Jenny Feely.
Reproduced by permission. Source: Sharing Fruit, Author Jenny Feely, Program Flying Start to Literacy published by Eleanor Drapery Publishing Pty Ltd. © EC Licensing Pty Ltd.
Text contains
The text contains opportunities for the teacher to:
- model fluent and expressive reading
- encourage students to place and generate rhyming words
- blend and segment unmarried syllable words.
The text contains opportunities for the student to:
- hear what fluent and expressive reading sounds like
- track text as information technology is being read to reinforce early on reading behaviours
- join in with the teacher on the repetitive sections of the text
- identify and generate examples of onset and rime (eg: vine, mine)
- see the teacher model strategies to ensure reading for significant.
The text contains:
- rhyme (tree/me, lunch/munch)
- rhythm (Two ruby-red apples on the tree. One for y'all and ane for me.)
- repeated segments (munch, munch, munch)
- digraph /ch/ in munch, tiffin, bunch, crunchy, each, cherries
- blend 'cr' in crispy, crunchy
- punctuation marks: full end, uppercase letter of the alphabet, comma, question mark, exclamation mark, quotation marks.
Links to the Victorian Curriculum - English
Foundation - Reading and viewing
Read texts with familiar structures and features, practising phrasing and fluency, and monitor meaning using concepts about impress and emerging phonic, semantic, contextual and grammatical knowledge. For more information, see: Content description VCELY152.
Level ane - Reading and viewing
Read texts with familiar features and structures using developing phrasing, fluency, phonic, semantic, contextual, and grammatical noesis and emerging text processing strategies, including prediction, monitoring meaning and rereading. For more information, see: Content clarification VCELY187.
Level two - Reading and viewing
Read familiar and some unfamiliar texts with phrasing and fluency past combining phonic, semantic, contextual and grammatical knowledge using text processing strategies, including monitoring meaning, predicting, rereading and self correcting. For more information, run across: Content description VCELY221.
Links to Victorian Curriculum - English equally an Additional Language (EAL)
Pathway A
Reading and viewing
Level A1
- Read brusque, familiar texts (VCEALC030)
- Adopt the teacher's intonation patterns when reading familiar texts (VCEALL054)
- Participate in shared reading activities (VCEALA037)
- Identify repetitive words or phrases in known texts (VCEALL047)
- Adopt the teacher'southward intonation patterns when reading familiar texts (VCEALL054)
Level A2
- Sympathise information in texts read and viewed in class (VCEALC113)
- Employ noesis of context, text structure and language to understand literal and inferred meanings (VCEALC114)
- Read familiar texts with some fluency (VCEALL135)
- Participate in simple group activities based on shared texts (VCEALA119)
- Read familiar phrases and sentences with fluency (VCEALL128)
- Read familiar texts with some fluency (VCEALL135)
Learning intention
We are learning to read with phrasing and fluency.
Success criteria
I can use the rhythm of the text and placement of words on the folio to help me read with phrasing and fluency.
Role of the reader
Text decoder/ Text participant/ Text user
Lesson sequence
- Innovate the learning intention and success criteria for the lesson.
- Today nosotros are learning almost how to read with phrasing and fluency. When we read fluently and group words together in phrases, information technology can aid us sympathise what we read. It is important to understand what nosotros are reading.
- I am going to testify you how to group your words together in phrased units and utilize the rhythm of the text to help me read this text. Y'all will accept a chance to practise this skill reading some of the pages in this book; to yourself and with a partner. Y'all will know you are successfully reading with phrasing and fluency when yous receive feedback from each other and me at the lesson decision.
- Ensure text is displayed in front of students so they can meet the enlarged font and photographs. Introduce text. "This text is nearly 2 children who share some fruit. While I read, see if you can proper name and remember all the unlike types of fruit they share and eat".
- Begin reading. Apply a pointer to track the words then students tin can see early reading behaviours such as left to correct, return sweep, elevation to bottom, discussion past discussion matching.
- As the text is read, model phrasing and fluency, using the natural rhythm of the text to help.
- Subsequently reading, cheque for agreement.
- Ask students who was in the text, what and how much fruit was eaten (literal comprehension).
- Inquire students why the boy ate all the other fruit except for the lemon? (inferential comprehension).
- Reread the text. Ask students to listen out for the way the text sounds. Encourage students to bring together in with the repetitive segments. Discuss.
- Return to page 2. Model reading page ii and inquire students to handclapping the blueprint as the teacher reads. What practise they find? Enquire them to join in and reread page 2 again. Point out that the text has been written to support phrasing and fluency. Each line is a new phrase.
- Repeat process with page 3.
- Make copies of the written text from folio 2 and 3. Enquire students to read with a partner, using the rhythm to help their phrasing and fluency. Partners requite feedback on whether the reading sounds phrased and fluent. The teacher roams the paired groups modelling and giving feedback as required. Select students to share their reading.
- Students return to the main group. Selected students share their reading with the whole grouping. Mind for rhythm, phrasing and fluency.
- Revisit success criteria. Bank check which students feel confident reading with phrasing and fluency and which students crave more practise. Annotate student records.
Identifying and generating rhyming words
Lesson overview
This lesson will crave students to listen to and join in with the reading of an enlarged, shared text that contains rhyme and repetition.
Text details
Sharing Fruit, Author Jenny Feely.
Reproduced past permission. Source: Sharing Fruit, Writer Jenny Feely, Program Flying Start to Literacy published by Eleanor Curtain Publishing Pty Ltd. © EC Licensing Pty Ltd
Text contains
Enlarged text (large volume), unlevelled.
The text contains opportunities for the teacher to:
- model fluent and expressive reading
- encourage students to place and generate rhyming words
- alloy and segment unmarried syllable words.
The text contains opportunities for students to:
- hear what fluent and expressive reading sounds like
- track text as it is being read to reinforce early on reading behaviours
- join in with the teacher on the repetitive sections of the text
- identify and generate examples of onset and rime (eg: vine, mine)
- encounter the teacher model strategies to ensure reading for meaning.
The text contains:
- rhyme (eg: tree/me, dejeuner/munch)
- rhythm (eg: Ii red apples on the tree. One for yous and 1 for me)
- repeated segments (eg: munch, munch, munch)
- digraph /ch/ in munch, luncheon, bunch, crunchy, each, cherries
- alloy 'cr' in crispy, crunchy
- punctuation marks: full stop, upper-case letter, comma, question marking, exclamation mark, quotation marks.
Links to the Victorian Curriculum - English
Foundation
Speaking and listening
Identify rhyming words, alliteration patterns, syllables and some sounds (phonemes) in spoken words. For more information, see: Content description VCELA168.
Links to Victorian Curriculum - English language as an Additional Language (EAL)
Pathway A
Speaking and listening
Level A1
- Imitate pronunciation, stress and intonation patterns (VCEALL027)
Level A2
- Identify and produce phonemes in blends or clusters at the beginning and end of syllables (VCEALL110)
Learning intention
We are learning to hear words that rhyme and think of other examples that can rhyme with them.
Success criteria
I can hear and identify at least one ready of words that rhyme in this text. I can likewise think of another word that is not in the text but could rhyme with the ones I identified.
Role of the reader
Text decoder
Lesson sequence
- Introduce the learning intention and success criteria for the lesson. Today we are learning near words that rhyme. We know that words rhyme when the last part of a word sounds the same as the last office of another word. I am going to read you this text that has lots of rhyming words in information technology. I desire y'all to listen out for words that sound the same at the end. Past the end of this session I want yous to tell me at least 2 words that rhyme from the text. I also want you to think of another discussion that is not in the text just could rhyme with the words yous identified.
- Ensure text is displayed in front of students so they can see the enlarged font and photographs. Introduce text. "This text is about two children who share some fruit. While I read, see if you can name and remember all the dissimilar types of fruit they share and consume".
- Brainstorm reading. Employ a pointer to rail the words so students can see early reading behaviours such as left to right, return sweep, top to bottom, word by word matching.
- Later reading, check for agreement. Ask students who was in the text, what and how much fruit was eaten (literal comprehension). Ask students why the boy ate all the other fruit except for the lemon? (inferential comprehension).
- Reread the text. Enquire students to listen carefully for whatever rhyming words they hear. The teacher uses intonation and stress to delineate the rhyming words as they read. If students hear a rhyming word, the teacher asks them to clap/put their hand upward/click their fingers etc.
- As the rhyming words are identified, the instructor records the words where all educatee can run into them. (eg: lunch/munch, run across/me, do/you, vine/mine). Discuss why the words rhyme (ie: the ends of both the words sound the aforementioned).
- Inquire students to look at the discussion endings. What exercise they notice? (ie: Rhyming words may audio the same merely word endings are non always spelt the same).
- Ask students to find a spot around the room by themselves. Give each educatee a carte du jour with a rhyming word written on it from the text. Their chore is to say the discussion and find another person in the classroom with a word that rhymes with their word (i.eastward. do and you, tree and me. A further scaffold might be to write each rhyming pair in the aforementioned colour). When they have found a rhyming partner sit down downward on the carpet with their partner and identify the part of the discussion that rhymes and its sound. Rove pairs to help.
- Return to whole group. Students share their matched words and the rhyming sound they can hear at the cease of each matched pair. As a group encourage students to generate another word that rhymes with the rhyming pair. Scaffold students' attempts at new words with prompts such as think of another rhyming word that starts with the digraph /th/, consonant blend 'cr' or begins with the sound /southward/. Record the generated words with the rhyming pairs. Accept real and made upward words. Underline the function of each word that rhymes.
- Revisit the success criteria. Enquire students to use the thumbs upward/down/sideways gesture to signal whether they could hear 2 words that rhymed. Echo process for whether they could think of another word that rhymed that was not in the text.
Going further
Echo the explicit education of identifying and generating words that rhyme with a range of texts that contain rhyming words. Come across Multiple Exposures in Loftier Bear on Instruction Strategies:
Blend and segment onset and rime
Lesson overview
This lesson will require students to listen to and join in with the reading of an enlarged, shared text that contains rhyme and repetition.
The text contains opportunities for the instructor to:
- model fluent and expressive reading
- encourage students to identify
- generate rhyming words and blend and segment unmarried syllable words.
The text contains opportunities for students to:
- hear what fluent and expressive reading sounds like
- track text as it is existence read to reinforce early on reading behaviours
- bring together in with the teacher on the repetitive sections of the text
- identify and generate examples of onset and rime (eg: vine, mine)
- meet the teacher model strategies to ensure reading for significant.
The text contains:
- rhyme (eg: tree/me, lunch/munch)
- rhythm (eg: 2 red apples on the tree. Ane for y'all and one for me)
- repeated segments (eg: munch, munch, munch)
- digraph /ch/ in munch, lunch, agglomeration, crunchy, each, cherries
- blend 'cr' in crispy, crunchy
- punctuation marks: full stop, capital alphabetic character, comma, question marking, assertion marker, quotation marks.
Text details
Sharing Fruit, Author Jenny Feely.
Reproduced by permission. Source: Sharing Fruit, Author Jenny Feely, Plan Flying Start to Literacy published by Eleanor Drapery Publishing Pty Ltd. © EC Licensing Pty Ltd.
Text contains
Enlarged text (big volume), unlevelled
Links to the Victorian Curriculum - English
Foundation
Reading and viewing
Alloy sounds associated with messages when reading consonant-vowel-consonant words. For more than information, see: Content description VCELA147.
Level one
Understand how to spell i and ii syllable words with common alphabetic character patterns. For more than information, come across: Content description VCELA182.
Links to Victorian Curriculum - English every bit an Boosted Language (EAL)
Pathway A
Reading and viewing
Level A1
- Identify some sounds in words (VCEALL050)
- Recognise some mutual letters and letter patterns in words (VCEALL051)
Level A2
- Relate near messages of the alphabet to sounds (VCEALL131)
- Employ noesis of letters and sounds to read a new word or locate cardinal words (VCEALL132)
Learning intention
Nosotros are learning to blend and segment onset and rime in words.
For more information, see: 
Onset-Rime Sectionalisation (docx - 250.94kb)
Success criteria
I tin find the rime in a word I know, change the onset and assist spell at least ii new words.
Function of the reader
Text decoder.
Lesson sequence
- Introduce the learning intention and success criteria for the lesson. Today we are learning how to utilise a discussion we already know to help us get to some other give-and-take that looks and sounds akin. This strategy is useful when nosotros are writing and when decoding text. It helps us go to new words from words we already know. I am going to bear witness yous how to break upwardly a word into its rime and onset and and then change the onset to brand a new word. Past the end of the session I want you to be able to break upwards a word into its onset and rime and so change the onset to spell 2 new words.
- Ensure text is displayed in front of students then they tin see the enlarged font and photographs. Introduce text. "This text is about ii children who share some fruit. While I read, see if you can proper noun and remember all the unlike types of fruit they share and eat".
- Begin reading. Apply a pointer to track the words so students tin come across early reading behaviours such as left to correct, return sweep, top to bottom, word past word matching.
- After reading, check for agreement. Ask students who was in the text, what and how much fruit was eaten (literal comprehension). Ask students why the male child ate all the other fruit except for the lemon? (inferential comprehension).
- Reread folio 2. Record the word 'red' where all students can see information technology.
- Make the give-and-take 'red' with magnetic letters underneath. Show students how to interruption it upwardly into onset and rime. Underline the rime and point out that a rime always starts with a vowel. Introduce the metalanguage 'rime' to students. Talk over its meaning and how information technology is different from rhyme.
- Place the magnetic letters b, f, l, t, w, sh above the word. Say 'I can make another word that looks and sounds like /r/ 'ed' if I change the first letter and replace it with another (eg: /b/ 'ed').
- Ask individual students to come up and brand and break the onset and rime to brand new 'ed' rimes. Introduce the metalanguage 'onset' and talk over its meaning.
- Describe students' attention to the reciprocity of this knowledge; knowing one word can help you get to another and the usefulness of this when decoding or encoding.
- Revisit the success criteria. Inquire students to silently identify the rime in 'blood-red' and call back of 2 new onsets for that rime. Enquire them to turn and share with a partner. Equally students share rove grouping and give feedback. Ask students to use the thumbs up/down/sideways gesture to signal their success at this task.
Going further
As a follow upwardly, students make a flip rime book. Fold several A5 bare pages in half to course a small volume. Staple. Exit the back page intact. Record the rime on the lesser right corner of the back page. Cut a small square out of the right bottom corner on each of the other pages so the recorded rime is visible.
Students then record an onset on each page every bit close to the rime equally possible. They illustrate, blend, read and acquire to spell the rimes. Students keep flip book in their volume box to be referred to during literacy activities.
Differentiation of this task
- students who require a large amount of scaffolding tin can make an 'ed' flip rime book using the displayed onsets to help them with the spelling and writing of the new words
- provide another one syllable words from the text (eg: vine, lunch, dark-green) and ask students to identify the rime and so modify the onset to brand new words.
Foundation Level: Hearing and generating words that rhyme
Text
My Dog Rags, Author Kerrie Shanahan, Program Flying Kickoff to Literacy
Published by Eleanor Curtain Publishing Pty Ltd.
© EC Licensing Pty Ltd.Reproduced by permission
Resources required
- Flashcards with selected rhyming words written on them (docx - 24.89kb)
- Big volume My Dog Rags by Kerrie Shanahan
- YouTube access
Links to the Victorian Curriculum - English
- English language, Speaking and Listening, Language: Phonics and give-and-take knowledge
- Foundation: Place rhyming words, ingemination patterns, syllables and some sounds (phonemes) in spoken words (Content description VCELA168)
- English, Reading and Viewing, Language: Phonics and word knowledge
- Foundation: Recognise all upper- and lower-example messages and the most common sound that each alphabetic character represents (Content description VCELA146)
- English language, Reading and Viewing, Linguistic communication: Expressing and developing ideas
- Foundation: Recognise that texts are made up of words and groups of words that brand meaning (Content description VCELA144).
Links to Victorian Curriculum - English every bit an Additional Language (EAL)
Pathway A
Speaking and listening
Level A1
- Imitate pronunciation, stress and intonation patterns (VCEALL027)
Reading and viewing
- Recognise some messages of the alphabet (VCEALL049)
- Identify some sounds in words (VCEALL050)
- Recognise some common letters and letter patterns in words (VCEALL051)
Level A2
Speaking and listening
- Identify and produce phonemes in blends or clusters at the outset and end of syllables (VCEALL110)
Reading and viewing
- Recognise all messages of the alphabet (VCEALL130)
- Relate virtually letters of the alphabet to sounds (VCEALL131)
- Use knowledge of letters and sounds to read a new word or locate central words (VCEALL132)
Learning intention
I am learning to hear and say words that rhyme by listening to the eye and final part of a give-and-take.
Success criteria
I can hear and say two words that rhyme.
I can think of another word that rhymes with my pair.
- Heed to My Dog Rags clip on YouTube (due east.g. 0.00-0.40 chorus merely)
Model deportment for flip flop, wig wag and zig zag. Children bring together in on the second viewing. Aurally identify the words that rhyme e.k. Rags/sags, wag/zag, wig/zig, he/me and what function of the word makes them rhyme.
- Use the shared reading practice to read large book My Dog Rags by Kerrie Shanahan for enjoyment and understanding. Reread the text and ask students to listen out for rhyming words on selected pages e.g. ii,5,16. Reinforce what makes each set up of words rhyme. Write rhyming words on whiteboard (e.grand. Rags/sags, slops/stops, pet/met, see/me) and on prepared flashcards.
- Model game of tic tac toe with selected rhyming words to support phonic identification.
- Students work with a partner. Each pair has a set of cards with rhyming words from the story written on. Play a game of tic tac toe to identify the words.
- Pairs turn cards over. Play a game of concentration/memory where partners have to observe 2 words that rhyme to make a pair. Teacher roves student pairs to support or differentiates by working with a small group.
- Enquire pairs to choose ane set of rhyming words from their retentiveness game. Say the words and call up of new words that rhyme with the pair.
- Return to main group and a fellow member from each grouping share a rhyming pair and a new rhyming word.
- Return to success criteria. Students turn to their partner and share the ii rhyming words they know. Additionally share a new rhyming discussion that matches the pair. Apply the thumbs up/sideways/downward to indicate their success at the job.
Differentiation
Above: Record unlike rhyming words from the text on flashcards that were not explicitly highlighted and ask students to utilize in paired groups.
Give paired groups blank flashcards and ask them to write their own pairs of rhyming words.
Below: Students who require more assist could piece of work in a modest teacher group.
Pronoun reference
Lesson Overview
This text provides opportunities for:
- investigating the use of pronoun references used as linking devices to brand a text cohesive. I way an author sets upwards links in a text is to use pronouns to refer back to a noun or substantive grouping which has already been mentioned.
- edifice comprehension by supporting students to sympathise that pronouns can take the place of nouns or noun groups in a text. By linking the pronouns to the correct noun or substantive grouping, readers are ameliorate able to sympathize the content including graphic symbol development and the interplay between characters.
Text
Go to Sleep, Jessie!
Text copyright © Libby Gleeson 2014, Illustrations copyright © Freya Blackwood 2014
Published past Little Hare, an imprint of Hardie Grant Egmont
This picture story book is a narrative about two siblings. Jessie, the baby, moves into her big sister's chamber and her crying quickly unsettles her large sister. The story follows the large sister's unsuccessful attempts to placate the infant and become her to sleep. After Dad intervenes and takes Jessie for a ride in the automobile, the large sister realises her bedroom is non the same without her infant sister. The story concludes with both siblings asleep in Jessie's cot.
Links to the Victorian Curriculum - English
English, Writing, Language: Text structure and organisation
Level 4: Understand how texts are fabricated cohesive through the use of linking devices including pronoun reference and text connectives (Content description VCELA290).
English language, Reading and Viewing, Literacy: Interpreting, analysing, evaluating
Level four: Use comprehension strategies to build literal and inferred meaning to expand content noesis, integrating and linking ideas and analysing and evaluating texts (Content description VCELY288).
Links to Victorian Curriculum - English equally an Additional Language (EAL)
Pathway B
Speaking and listening
Level BL
- Utilize words from sets related to immediate chatty demand, interest or experience (VCEALL180)
Level B1
- Employ learnt words in spoken communication (VCEALL260)
Level B2
- Use, in spoken communication, vocabulary and structures learnt from spoken and written texts (VCEALL341)
Reading and viewing
Level BL
- Understand the sequence of events in a familiar text (VCEALL201)
- Use bones terminology of reading (VCEALL202)
- Brand simple predictions or inferences about a text, with support (VCEALC189)
Level B1
- Understand the sequence of key words, phrases or ideas in a familiar text (VCEALL281)
- Use some of the terminology of reading (VCEALL282)
- Brand simple predictions or inferences about a text (VCEALC269)
Level B2
- Understand the relationships between events or ideas in a text (VCEALL362)
- Understand and employ a range of learnt metalanguage to talk about text (VCEALL363)
- Make and substantiate inferences and predictions when reading or listening to a text read aloud (VCEALC350)
Level B3
- Understand the cohesion of ideas between and within paragraphs (VCEALL441)
- Understand and utilise the advisable metalanguage to talk about the structures and features of a text (VCEALL442)
- Discuss texts with some understanding of pregnant beyond the literal level, moving towards the inferential level (VCEALC429)
Office of the reader
Text decoder/Text participant.
Group size
Small grouping.
Learning intention
Nosotros are learning that when we read pronouns can have the place of nouns or noun groups in a text.
Success criteria
- I can locate the pronouns in a page of text I am reading.
- I tin can link the pronouns to a noun or noun group in the text.
Lesson sequence
- Introduce the learning intention. Explicate to students that authors employ pronouns in their texts to take the place of nouns or noun groups. They practice this to make their texts more cohesive. Readers demand to be aware of what pronoun refers to what noun or noun groups and so they can make meaning of the text.
- Revise what pronouns are and brandish in a prominent place where the small grouping can run across view hands.
Personal pronouns
I, me (singular) usa, we (plural) [first person, 'speaking']
you (singular and plural) [second person - 'spoken to']
he, she, him, her, it (singular) they them (plural) [tertiary person - 'spoken 'of] - Read Go To Sleep Jessie! by Libby Gleeson and Freya Blackwood for enjoyment and understanding.
- Reread pages 2 and iii once more with the students, making certain the modest grouping can come across the words in the text or enlarge a section for ease of viewing. As students join in the reading, ask them to look carefully for the personal pronouns and place them.
eastward.g. Jessie is screaming.
Every night she does this. E'er since she moved into my room.
'Be tranquillity,' I say. 'Go to sleep.'Then ask who the pronouns are referring to. For case,
" Who is the pronoun 'she' referring to? She takes the place of the noun or noun group. What noun in the starting time judgement is she referring to? Students reread. She must be referring to Jessie. I can test in the side by side sentence when I see she once again. Does it make sense to say Jessie moved into my room? Does that fit with the meaning in the story? Yes it does." Who is the pronoun 'I' referring to ('Be placidity,' I say)? Enquire students to reread the last sentence on page 3. From the illustration on page three I tin can see a big sis sitting on a bed. She must exist telling the story. I wonder what her name is? Information technology is her room that Jessie the baby has moved into. I know because she calls the room 'my room'.
Note to teachers: The discussion 'my' is not a pronoun. It is a possessive determiner (often called a possessive adjective). My comes before the noun 'room' to prove who owns the room.
Students work in pairs. Refer to the success criteria. Give them a section of the text and ask them to highlight the pronouns and make the link to the relevant noun or noun grouping. Suggested pages might exist:
Page 5
Jessie keeps screaming.
'If yous stop screaming,' I say.
'I'll let you hold T-Behave.'
I climb out of my bed and laissez passer him to her.Double page xix and 20
I stand at the window and watch the car drive down the street and plow the corner.
And so it does it over again and again. - Pairs share their work and their thinking. Ask students to supervene upon the pronouns with the relevant nouns or substantive groups. How does this alter the text? Reiterate the use of pronouns is 1 way to make a text announced more than cohesive.
- Ask students to read independently. As they read use a sticky note to highlight a section that contains pronouns.
- After reading students endeavour to link the pronouns to the correct noun or noun grouping. Record in their Reading Response Book.
- The teacher selects a representative to articulate their learning to the principal group at the conclusion of the reading lesson.
ABC Education Literacy Mini Lessons
The Department collaborated with ABC Teaching to create a serial of videos. All 16 mini lessons based on content from the Literacy Educational activity Toolkit are available on the ABC Education literacy mini lessons page.
Level ane syllable lesson
This lesson will introduce the traditional rhyme 'Miss Mary Mack' via an enlarged text through the practice of shared reading.
The instructor volition select some of the words from the text to innovate and teach syllables. Metalanguage such as vowel, consonant and syllable will exist taught/reinforced.
Students will have the opportunity to investigate words and the number of syllables via clapping and clave sticks.
Text
Traditional Rhyme 'Miss Mary Mack'
Miss Mary Mack, Mack, Mack
All dressed in black, black, black
With silvery buttons, buttons, buttons
All downwardly her back, back, back.
She asked her mother, mother, female parent
f or fifty cents, cents, cents
To run into the elephants, elephants, elephants
Jump over the debate, fence, fence.
They jumped so high, high, high
they reached the heaven, sky, heaven
And didn't come dorsum, back, back
Till the fourth of July, July, July.
Links to the Victorian Curriculum - English language
Victorian Curriculum (English language), Speaking and Listening, Language: Phonics and word cognition
- Foundation: Identify rhyming words, alliteration patterns, syllables and some sounds (phonemes) in spoken words (Content clarification VCELA168).
- Level one: Place the separate phonemes in consonant blends or clusters at the beginnings and ends of syllables (Content clarification VCELA203).
Victorian Curriculum (English), Reading and Viewing, Language: Phonics and discussion knowledge
- Level one: Understand that a letter of the alphabet can represent more than one sound, and that a syllable must comprise a vowel audio (Content description VCELA183).
Links to Victorian Curriculum - English as an Additional Language (EAL)
Pathway A
Speaking and listening
Level A1
- Imitate pronunciation, stress and intonation patterns
(VCEALL027)
Level A2
- Repeat or modify a judgement or phrase, modelling rhythm, intonation and pronunciation on the spoken communication of others (VCEALL109)
Reading and viewing
Level A1
- Recognise some common messages and letter patterns in words (VCEALL051)
- Adopt the teacher's intonation patterns when reading familiar texts (VCEALL054)
Level A2
- Use knowledge of letters and sounds to read a new word or locate key words (VCEALL132)
- Read familiar texts with some fluency (VCEALL135)
Resources required
- Enlarged copy of the traditional rhyme Miss Mary Mack (docx - 23.85kb)
- Definition of syllables (docx - 23.18kb)
- Prepared flashcards with individually recorded words from the rhyme (due east.thou. push button, fence, July, run across, elephants, over, heaven, back, mother, fifty, didn't, they)
- Instrument for clapping-hands, fingers, musical instruments (e.g. clave sticks, drums, tambourines, triangles, maracas).
Learning intention
We are learning how to break words up into syllables.
Success criteria
- I can say what a syllable is.
- I tin can clap the number of syllables in a word.
- To help me work out the number of syllables I tin can cross cheque by looking at a word to find the vowel or vowel-like sounds within it.
Lesson sequence
- Introduce the traditional rhyme Miss Mary Mack through the education practice of shared reading. Inquire students to bring together in on the repetitive sections of the text.
- Refer to the learning intention and ascertain syllable (see syllable sensation, definition of a syllable), vowel and consonant. Record the vowels where students can run across them.
- Refer to the success criteria and explain.
- Use the prepared flashcards with individual words from the rhyme written on them (e.g. button, contend, July, see, elephants, over, heaven, dorsum, mother, fifty, didn't, they). Call up aloud to model how to establish the number of syllables in some of the words.
Clap the beat
Cross bank check past listening for the vowel sounds
Identify the vowels or letters that brand vowel-similar sounds on the flashcards including (e.one thousand. July, fifty), words that have silent letters (eastward.g. fence) or are contractions (e.g. didn't) - Mitt out musical instruments to students. Select some examples and inquire students to turn and piece of work with a partner. Identify the number of syllables in a word past playing the beats with their instruments.
- Share student findings. Prompt students to explain their thinking.
- Make link to why knowing syllables is an important skill for writing and reading
If you can break a word into syllables, yous can hear the sounds so match to letters to write information technology downwardly (encode)
If you are reading and you run across a new/unknown word you can intermission into syllables to help decode it. - Revisit the enlarged version of Miss Mary Mack. Students reread a poetry clapping the syllables (or playing their instrument).
- Return to the success criteria. Check students agreement of what a syllable is and their confidence with clapping the number of syllables in a word.
ABC Teaching Literacy Mini Lessons
The Department collaborated with ABC Education to create a series of videos. All xvi mini lessons based on content from the Literacy Education Toolkit are available on the ABC Pedagogy literacy mini lessons page.
Beginning and Ending of Words Strategy How to Read
Source: https://www.education.vic.gov.au/school/teachers/teachingresources/discipline/english/literacy/readingviewing/Pages/exampleshared.aspx