Encourage the habit of sharing books with students. Encourage them to interact with the content, for example, joining in with repetitive text.
- Ensure learners have access to a wide range of fiction and non-fiction texts to encourage reading for pleasure and with greater independence. Provide opportunities for independent reading across the year.
- Share simple large print books with pictures. When reading, point out and discuss:
- new high frequency words
- phonically regular words which learners can decode
- how the words relate to the picture
- spelling patterns in rhyming words
- CCVC and CVCC words
- CVC words with long vowel phonemes that learners can decode
- words with common endings-s, -ed and -ing.
CCVC = consonant–consonant–vowel–consonant (e.g. frog)
CVCC = consonant–vowel–consonant–consonant (e.g. sand)
CVC = consonant–vowel–consonant (e.g. feet, where the double e sounds as a single long vowel phoneme ‘ee’)
- As students read aloud, either individually or in guided reading groups, encourage them to use all the available information to identify words and make sense of what they read, and to develop their speaking and listening skills by, for example:
- speaking clearly and pausing at full stops
- using the pictures to help them to identify less familiar words
- summarising what has happened on a page before moving to the next page
- making predictions about what will happen next
- saying one thing that happened in the story at the beginning/middle/end.
For this activity we need little plastic letters and a spare box or paper bag. Initially we can place three plastic letters that can be used to make an easy-to-sound-out word (pat or cat, for example) inside the bag.
Suggest your student pull out one letter at a time. Ask them what sound each letter makes. For struggling students , you can place the letters together to spell a word and sound it out for them. Then let them copy you.
You can ask children to try to make a word on their own. If they make tap instead of pat that’s fine, of course! With more advanced readers, also consider adding more letters to make longer words.
Ask your students to make punctuation mark characters in the Art class and colour them ( question mark puppet, exclamation mark puppet. etc.) Cut them out and glue them to the ends of ice cream sticks.These cute punctuation mark stick puppets can be used in fun punctuation mark activities that will help your child learn.
Write sentences on your dry erase board and leave out the punctuation marks. Have your children use the stick puppets to fill in the missing punctuation.
Used a shared reading to check that each child understands book concepts such as line, title, cover, back, front and some expressions referring to texts (e.g. this page, the next page, turn over).
Check that children can retell parts of a story in English and point to the relevant part of the text.
Identify and differentiate between by choosing the front and back of the book.
- Identify the book's title.
- Point out where to begin reading and which way the sentence goes.
- Point out one word from the first and last sentence.
- Find the last word in the story.
- Point out a single letter anywhere in the book.
- Identify an uppercase letter and a lowercase letter.
- Show a period, a comma, a question mark, and an exclamation mark in the book
- Predict the main plot / theme of the story.
Students are shown a book title and asked to predict (by selecting pictures or writing words) what the book will be about.
Another nice and relaxing way to break up the day is to shake up your lesson plan and take a class reading break! This activity is useful on days when kids don’t seem to be engaged in the lessons and need something a little different to reset and get back into the learning mood.
Like the acronym DEAR says, just drop everything and read. Math books closed, reading books open. You can also do this as a read-aloud/read-along, where you read to the kids and they follow along in the text.