the literacy houra guide to all teachers - grade 2

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The Literacy Hour

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A Guide to All Teachers - Grade 2

1

The document also includes

• Preparation for Success

• The Pronunciation Guide

Since the Literacy Hour isan intervention to raise the literacy

level of our primary school children, it is felt that teachers need

to understand fully the idea of the Literacy Hour. Hence, there is

a discussionabout

• The Rationale

• What makes a good Literacy Programme

• A Literacy Classroom Environment - A Checklist

• A Balanced Literacy Programme

• TheStructure of the Literacy Hour

• The Daily Plan

• weeks 1- 4 Suggested Schedule for an extended

The Literacy Hour - A Guide for all Teachers is a handbook

prepared for Grade Two Teachers. It discussesin full detail the

Literacy Hour and provides additional resources which the

teacher will find useful as he/she prepares the content to be

delivered during the period.

INTRODUCTION

2

LITERACY HOUR RATIONALE

What the literacy Hour is designed to do

Improve the quality of teaching through:

Using a range of teaching strategies which promote

high quality interaction;

Increasing pace and rigour in literacy lessons;

Focusing on explicit and challenging interventions;

Setting high expectations matched to children's

abilities;

A structured planning system which outlines the

objectives which children are to learn and how these

objectives will be achieved.

should be used as Resource Material at this Level

(Grade 2)

NOTE:

• Some Words I Know (i) RALPsets 1 and 2

To READand WRITE (ii) Infant Years 1 and 2 - Rainbow

Readers

(iii) Dolch Sight Vocabulary Pre

Primer to Grade 3.

The Literacy Hour: A Guide to all Teachers Grade 1

• Lesson Plans prepared from

(i) RALP Set 4 Lesson 5

(ii) RALPSet 5 Lesson 5

3

• strive for the reader's early independence

• involve parents

• teach reading sequentially {in sequence}

• encourage reading for pleasure

• allow adequate teaching time {60 minutes} (the Literacy

Hour)

A 'good' literacy programme has a strong reading componentthat should:

THEREADING COMPONENT

WHAT MAKES A GOOD LITERACYPROGRAMME

Improve efficiency in teaching time through:

Emphasizinggroup or classinstruction;

Maximizing direct teaching time;

Targeting groups for specific and relevant instruction;

Employing common patterns of classroom

organisation which support consistency from class to

class through the school;

Encouraging independent working enabling the

teacher to work intensively on Guided Reading and

Writingwith smaller groups of children;

Making the teaching of literacy more manageable at

whole school level.

4

A classroom environment that encourages Literacy learning

includes:

• clustered desks (arranged for group)

• student work on display

• experience chart

• classroom libraries

• learning corners/interest areas

• trips - extend the classroom

• heterogeneous grouping

• integrated grouping

THE LITERACY CLASSROOM ENVIRONMENT A CHECKLIST

Ways to help children participate in Literacy Events

• paired reading

• echo reading

• listening to tape recording of a child reading

• written conversation

• say some thing

• directive instructions in skillsand strategies

• keep reading group flexible

• let students read independently in class

• stock a variety of supplementary material

• continue reading instruction in the upper grades

5

A BALANCED LITERACY PROGRAMME

A Balanced Literacy Programme includes the following

components:

• Reading aloud

• Writing aloud

• peer tutoring

• cooperative learning group

• manipulative materials

• graphic organisers

• print displayed around the room

• abundance and variety of reading materials

• writing process

• thematic interdisciplinary planning

• reading aloud

• teacher made materials

• a variety of materials

• project based assignment

• experimental, inductive hands-on learning

• active learning in the classroom

• time for independent reading

• sustained silent reading

• listening and speaking activities

• word wall

6

COMPONENTS OF "LITERACY PROGRAMME"

• independent reading

• reading aloud to children

• shared and guided reading

• literature discussiongroups

• choral reading, readers' theatre, drama and story telling

• language experience

• guided writing

• journals and learning logs

• directive instruction in skillsand strategies etc.

Language opportunities to respond critically and thoughtfully.

Each of these components or approaches is part of an

ongoing reading and writing balanced literacy programme

throughout the grade.

• Shared Reading

• Shared Writing

• Guided Reading

• Independent Reading

• Independent Writing

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THE STRUCTURE OF THE LITERACY HOUR

It is recommended that the schedule used at Grade One level

be changed somewhat. Teachers should ensure that they

have sufficient time to:

confer with children as they read independently

make sure that children are matched with

appropriate books

that books can be read with fluency, accuracy and

comprehension.

that an opportunity isgiven to see children are using

the strategies taught in reading independently.

that children can browse the library, reading corner,

or their personal books.

The transition time between "Accelerated Literacy Instruction is

a good opportunity for children to get up and move,

participate in the IRIprogramme and Recess(15 mins) 10:20-

10:35. This is a long morning and building in a small routine

here, getting writing (folders) books, taking care of any other

necessitiescan help children to be better able to stay focused

for the second part of the morning.

THE LITERACY HOUR

10:35 - 11:35

A balance over the term offocused word work orsentence work.

Focused word work2

nuns

15Whole classapprox

3

420mms

~ Group and1IIIII""ndependent work

approx

approx

Independent reading, writing or-........ ... --_ •• - ....... -word work, while the teacher workswith at least two ability groups eachday on guided text work (reading orwriting).

Independent reading, writing orword and sentence work, whilethe teacher works with at leastone ability group each day onguided text work (reading or writing). 8

Shared text work(a balance of readingand writing).

1Reviewing reflecting,consolidating teachingpoints, and presentingwork covered in thelesson.

4

Structure of the Literacy Hour

9

Reviewing, reflectingconsolidating teaching pointsand presenting work covered inthe lesson.

Whole Class10

Independent Reading, Writing orword work, (while teacher workswith at least two ability groupseach day on guided TextworkReading and Writing.)

Focused Word Work (a balanceof focused word work orsentence work.)

Shared Text work (a balance ofReading and writing.)

Group andIndependentWork

Whole Class

Whole Class

20

15

15

ActivitiesGroupTime(Mins)

STRUCTUREOF THE LITERACY HOUR BLOCK OF 60 MINUTES

10

Time Group Min. Activities

10:35 - 10:50 Whole 15 Shared Reading - abalance of Reading andWriting

10:50 - 11 :05 Whole 15 Focuson Word WorkA balance over focusedword work or sentencework.

11:05 - 11 :25 Independent 20 Independent reading,and Small writing or word work.Group

Independent reading,writing, or word work andsentence work.

11:25 - 11 :35 Whole 10 Reviewing, reflecting,consolidating points andpresenting work coveredin lesson.

10:35 - 11 :35

DAILY PLAN - LITERACY HOUR

11

Time Activity Teacher will Students will

10:35 - 10:50 Reading Lesson Discuss purpose of lesson Read along with15mins Whole Group Read an engaging Text teacher one text that

Shared Reading (visible to all) is familiar.Invite Student to "read" Demonstratealong with you after initial understandingreading. Participate in activityModel reading strategies (e.g. oral reading,to practise during discussion etc.)independent reading.Develop word studycomponent, discussconcepts of printedlanguage.

and/or Read an engaging text to Listen to andInteractive Read- the class facilitating 'book- participate inaloud (Reading talk'. conversation atto students) Model strategies to critical points in the

practise during story.independent reading. DemonstrateModel appropriate ways to understanding.respond to text forchildren to practise duringindependent reading (e.g.book talk, topic, journalentry etc.)

READING

WEEKS 1 - 4 SUGGESTED SCHEDULE FOR AN EXTENDED LITERACYBLOCK - 60 MINUTES

READING AND WRITING

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15mins. Word Study Plan engaging activities Participate in(Whole Group) that support children in activity.

making meaning of wordsand teach spellingstrategies.

20mins. Reading work Introduce a text to a Participate in atime (Small guided reading group. guided readingGroup/partners Think, talk, question lesson.Guided Reading) through the text. Think, talk and read

- Provide reading through a text.strategy support asneeded.

Independent - Provide appropriate - ReadPartner Reading books for students to independently

read independently or and/or with awith partners. partner

- Demonstrate positive - Practise previouslypartner behaviours modelled responses(e.g. ways to talk, how Read, talk or writeto share a book etc.) with partners/groupsConfer with individual after teacher hasstudents keeping modelledinformal records. appropriate ways of

working together.

Literacy Tasks Introduce instructional Work independentlytasks. Assign students to and/ortasks. collaboratively at

tasks.

10 mins. Readers' Share Facilitate discussion about Listen, question(Whole Group) use of strategies modelled comment.

in lessons, interestingreading responses and/orissues that came up inindividual conference.

13


Writing Mini- Discuss purpose of lesson Listen, read alongLesson (Whole Read a carefully selected with teacher.Group) Shared text with the class to DemonstrateReading model an aspect of understanding (e.g.

writer's craft an example tell your partner)of concept being studied - say to the teacherand its features a what we are doingparticular writing strategy. today etc.)

Modelled Writing Write in front of the class Listen and reador share prepared along with teacher.example of teacher's own Demonstratewriting, thinking aloud understanding (e.g.about the writing process. tell your partner-

say t6 the teacherwhat we're going todo today?

Independent - Send students off to Write anWriting write and practise independent writing

strategies. piece.- Confer with individual Practise modellingstudents about their strateg ies.writing Confer with teacher- Choose children to share Discuss theirwriting writing.- Keep records of Talk with partner orconferences to refer to groups about writingwhen planning. work.

WRITING BLOCK

WEEKS 2 - 4 SUGGESTED SCHEDULE FOR AN EXTENDED LITERACY

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Writers' Share Pre-select students for Discuss and reflect(Whole Group) purposeful sharing. on their writing and

Reassemble group. their processes.Facilitate discussion of - Listenwriting. - Question

- Comment

Read Aloud Read from carefully - Listen and enjoy(Whole Group) chosen book or picture - Participate in

book, modelling fluent conversation.reading and activeengagement with text.

15

10 A A B A A20 1 1 1 1 1 1mins.

10 B C C B C

TEACHER'S DAILY SCHEDULE

Monday Tuesday Wednesday Thursday Friday

10 Guided Independent Literacy Activities Guided Reading IndependentReading Reading Reading

A

10 Literacy Guided Reading Independent Literacy Guided ReadingActivities Reading Activities

10 Independent Literacy Activities Guided Reading Independent LiteracyReading Reading Activities

B

10 Guided Independent Literacy Activities Guided Reading IndependentReading Reading Reading

10 Literacy Guided Reading Independent Literacy Guided ReadingActivities Reading Activities

C

10 Independent Literacy Activities Guided Reading Independent LiteracyReading Reading Activities

Each Group - 10 minutes twice per day.

J J :05 - J J :2520mins.Schedule

SMALL GROUP/INDEPENDENT INSTRUCTION

16

Preparing for Success

Remember, praise and encourage the learner often. It is very

important for the learner to have a positive experience when

reading the book.

NOTE: Read all words without a mistake before moving on.

Read all soundswithout a mistake before moving on.

READING FOR ALL LEARNERS PROGRAMME

17

6. Coming Attractions (skillpreview)

5. Looking back (assessment)

SUPPORTING ACTIVITIES

4. 2nd Reading (independent practice)

3. 1st Reading (guided practice)

READING PRACTICE

2. New Sounds and Words (skillintroduction)

1. Practise Sounds and Words (skillreview)

PREPARING FOR SUCCESS

18

PRONUNCIATION GUIDE

Sound Example Letter Example AlternateCombination

a am ai paina ate 01 ballb big or carc cat au hauld dog ow lawne end ay mgye eve ch chip echof fill eo seat headg got ee seeh hat er fern

prn ew newI ice igh hlgbJ lump Ing nosk kiss ir bjrdI let kn kneem me 00 oatn nut 01 old0 lot 00 moon foot0 go or forp Qet ou outr [at ow show cows ~ell oy bQYt top ph Rhoneu up qu illleenu use sh shipv vet tion potionw win th this thinx box ture capturey yes ue bluey my ur turnz zoo wh when

wr wrap

19

Supporting Activities

Coming Attractions 32

Reading Practice

Story The King's Ring 23

Sound Practice 18

Word Practice 19

New Words 20

Story 2: The King's Ring 17

Supporting Activities

Coming Attractions 16

Reading Practice

Story The Ducks Go Camping .7

story 1: The Ducks Go Camping 1

Preparing for success

Sound Practice 2

New Sound 2

Word Practice 3

New Words 4

Contents

Set 4 Book 5: Trunk and Things

20

New Words

Sail Ducks sailing

Camping sailed slid

sails ducks Dan

running

Word Practice

Thank bent lot

nip played skipped

stopped Thanks dashed

napped nipped skip

spotted wanted

n

x

Sound Practice New Sound

aicu

sh

e

21

Teach the learner the words below.Step 4:

Meg'sman'sDan'sAnn's

Ask the following questions who owns the trunk?

How do you know?

Step 3:

Meg sat on Ann's trunk

State the rule while pointing to the word Ann's in the

sentence below.

Step 1:

Rule: An's" is added the name of a person or an animal to

show ownership.

Have the learner read the sentence.step 2:

22

panpane

What does this letter say?

Say the word the slow way. Say the word the fast way.

New Silent "e" Words: Repeat instructions for each word

and (point to a word) Isthere an "e" at the end of each word?

rate

mane

fate

rat

can

hate

at

fat

Rule: Silent "e"

Silent "e" Word Practice" Repeat instructions for each word

and (point to a word) What isthisword?

23

The Ducks Go Camping

READING PRACTICE

24

Reading Practice

Story 3: The Beast of the Rocks 29

Story 3: The Beast of the Rocks 25


Word Practice 26

New Words 27

Reading Practice

Story The Hay Ride 17


Word Practice 14

New Words 15

Story 2: The Hay Ride 13

Reading Practice

Story The Logger and the Queen 5

Contents

Story 1: The Logger and the Queen 1


Word Practice 2

New Words 3

Loggers and LunchesSet 5 Book 5

may

stay

25

Reading Practice

"The Logger and the Queen".

way days

stayed

Letter Combination: "ay"

NOTE: The learner should recognise letter combination "ay"

was introduced previously as "ay" (with a line).

From this point on the learner should say the sound

"a" for the letter combination "ay" (without a line)

(Review the sound for "ay" with the learner, and

then read the words below).

ay

day pay

logger wink

vou'll (you will)

New Words

taking

Quicker

Preparing for Success

Word Practice

wait wheel birds

logs

26

The Logger and the Queen

Reading Practice

27

Sam 8 in 14 man 20 fitsSee it Man NatI sees a Sits

It theSim The

2 am 9 on 15 mad 21 sunsit that themSit Mad us

That What

3 me 10 IS 16 at 22 SunMe sits meets

sat SidSat

4 Mat 11 this 17 will 23 feetAnn with fun

We runWill Feet

Run

5 Mit 12 Is 18 feel 24 AmSis This mess Nell

Mess YesA Who

6 meet 13 and 19 WeMeet Nan when

Whenfit

Set 1RALPBooks

Some Words I know

28

Reading for All Learners Set 2

Books RALP (26 Booklets) Past Review

net 8 Rat 12 nuts 16 Fun a Fno them With e (long) Rran into m Ysad s Ewhat S L

2 fill 9 fat 13 hand 17 bad M shfills feels hands be t Dlet if hats him I shsheet set hill men n hshut Wet seed Men I HSheet shells Set 0 b

3 mud 10 nut 14 weed 18 all th 01sheets rat Hand also A AIshuts sets Seed All th Bshut Nut Weed Bad d Am

bat N Nellhis I Yeswish W WhoBat W didHit e runsball f Ed

4 sand i 1 ran 15 hit 19 And wh Letsell fans hits u needshell win met r shesell Fan Feel wellfish Fill tohat Win washe wasFishHatHethem

21 bellbuthasButsaid

22 antsbushadAntBenBus

23 BedbeehidBeeBill

24 ant

29

30

19 runsball

Some Words I Know

Infant Year 1 RAINBOW READERS Reader 1

Family and Friends

Page1 Skippy 8 at 14 play 20 too

Daddy is playsKitty cat with

2 baby 15 WegrandmotherSandraRoger

3 Come 10 here 16 22 haveSeeand

5 11 are 17 runupdown

6 look 18 24 hasthe fundog family

31

Some Words I KnowInfant Year 1 RAINBOW READERS Reader 1

Family and FriendsPage26 32 bananas 38 Jump 44 Super-

banana jumps marketa bigwill carno go

In

27 table 39 bird 45 stopsits tree Iby on amunder no thisnear

28 say 34 our 40 little 46 shopsays friends fly yellowthanks Kim cannot carrotslet Burt tous Atofamily

29 drink 35 Hello 41 shemilk fun juicedrinks happy cakesit

30 like 42 thank 48 Pine-break goodbye applesJam for sweetlikes you they

oranges

31 eat 37 doll 43 49 therebasketeggs

Reader 1

32

56 bluebagred

51 home 54 MrsHillyou Good-

morningringbell

52 Revision 55 ringling

53 Schoolchildren

Page50 Ice-

creamplease

Some Words I KnowInfant Year 1 RAINBOW READERS

Family and Friends

33


Fun in the HolidaysPage3 making 9 me 17 make 28 Sunday

help Sandwiches birthdaykite partysays her

4 will 10 it 18 get 29 takemake higher away presentyes wags blue pretty

goes boat dresssea doll

5 cannot 11 small 19 running 30 balloonshow shells manysmaller dig

dancearound

6 lovely 12 kites 20 dancing 32 mvthree wind gigs fivecolours blow amgreen girl

7 tail 13 pulling 21 there 33 toyswindy pull fishToday line swimminghigh swimsky

8 holds 16 Sunny 22 crab 34 candleshold Seaside crabsline sand after


Fun in the HolidaysPage35 talk 42 nest 54 what 60 beautiful

telephone two animal cooltall alligators glide

sleeping poolstay so

36 who 44 flies 55 long 61 hadcut mouth greatsing teeth againasks meat

for

39 Monday 46 digging 56 lookingclouds blowing feedingwhite nutsgardenwant

40 weeds 50 zoo 57 climbingtree monkeys swimmingflowers parrots climb

visit swingtheir

40 wants 51 lions 58 Roarsnakes noiseswans thatyes roaring

41 orange 53 cage 59 largebutterfly longflower asksthatdonot

34

35

Dolch WordsPre-Primer List

Your child identifies all highlighted words.Thanks for your help in practicing at home.

Jill Perkins© 1998

a run

and In said

away IS see

big it the

blue jump three

can little to

come look two

down make up

find me we

for my where

funny not yellow

go one you

help play

Here red

DOLCH PRE-PRIMER SIGHT VOCABULARY

36

Dolch Words

Your child identifies all highlighted words.Thanksfor your help in practicing at home .

.JillPerkins© 1998

all into that

am like there

are must they

at new this

ate no too

be now under

black on want

brown our was

but out well

came please went

did pretty what

do ran white

eat ride who

four saw will

get say with

good she yes

have so

he soon

DOLCH PRE-PRIMER SIGHT VOCABULARY

37

D0Ich WordsPre-Primer List


Jill Perkins© 1998

after has over

again her put

an him round

any his some

ask how stop

as just take

by know thank

could let them

every live then

fly may think

from of walk

give old were

going once when

had open

DOLCH FIRSTGRADE SIGHT VOCABULARY

Pre-Primer List

38

Dolch WordsPre-PrimerList


Jill Perkins© 1998

always gave these

around goes those

because green upon

been its us

before made use

best many very

both off wash

buy or which

call pull why

cold read wish

does right work

don't sing would

fast sit write

first sleep your

five tell

found their

DOLCH SECOND GRADE SIGHT VOCABULARY

39

Dolch WordsPre-PrimerList

Your child identifies all highlighted words.Thanksfor your help in practicing at home.

Jill Perkins© 1998

about hold seven

better hot shall

bring hurt show

carry if SIX

clean keep small

cut kind start

done laugh ten

draw light today

drink long together

eight much try

fall myself warm

for never

full only

got own

grow pick

DOLCH THIRD GRADE SIGHT VOCABULARY

40

Positive Read Aloud experiences occur when teachers:

• preview and practise the selected book

• read a wide variety of material, content and forms

• read picture books to children of all ages

• read chapter books to children of all ages

• read fluently and with expression

• change their voices as characters dictate

• becoming aware of the enjoyment of reading

• extending their understanding and experience

• understanding written language is different from spoken

language

• developing understanding of the patterns of and

structuresof written language

• learning new words and ideas

• giving a critical responseto a variety of texts

• developing listeningand comprehension

• finding out about new writer

• learning about and locating models or formsof writing

• becoming aware of texts as source of information for

other curriculum areas

• seeing the importance of fluent well paced real reading

CHILDREN BENEFIT FROM BEING READ TO BY:

41

QUALITY TALK

This involves talk (discussions) between teacher and child

(children) e.g.

• What did you think?

• What did you notice?

• What isthe book about?

• What does this remind you?

• What seems important (sofar) to you in the book?

• What isthe author trying to say?

• when reading novels end each reading at a suspenseful

movement

• recap the previous chapter/unit with students

• encourage predictions before and during the reading

• create a relaxed environment conducive to listening

• choose quality books and stories they enjoy and believe

their children will enjoy

• read books consistent with the children's emotional and

social level

• engage in good book discussion

• model accountable talk

42

Also included a number of poems taken from collections, that

you may want to use. You may want to use those which are

based on a couple things.

1. appealing and that you think your children will respond

to and enjoy.

2. you'll want to see where they fit in, asking yourself if

they provide an opportunity to practise the strategies

you're teaching.

3. if you are talking with children about an onset and

nmes, you may want to choose poems that have

rhyming words with rimes.

It is an ideal instructional strategy for EnglishLanguage learners

as they can both see and hear the text and it is typically read

more than once. Included in this guide is a brief overview of

shared reading and language experience.

Shared reading provides children an opportunity to practise

with the support of teachers and peers the strategies you'll

rnodel in 'mini' lessonsand interactive read alouds.

"What a child can do with assistance to-day she/he will be

able to do by herself/himself to-morrow" Vygosky

SHARED READING MATERIALS

the literacy houra guide to all teachers - grade 2

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