Wonderland – Stage 2 [Years 3 & 4]Author – Fiona Holmes

Stage 2

The Complete Circle

Stage 2 IT

Reso

urce

s

Phonemic Awareness is the ability to hear, identify and manipulate phonemes in a word together with the ability to blend individual sounds into meaningful spoken words.

Phonics is the relationship between letters and sounds.

In Stage 2 of the programme Phonemic Awareness and Phonics fall under the wider category called Word Study.

Reading

A combination of instructional approaches

Interactive Read-Alouds Shared Reading Guided Reading Independent Reading Language Activities

Oral Language

Speaking and listening are critical skills for children and are fundamental to success in all areas of the curriculum.

Instructional Components

Comprehension is the ability to understand what is read. It is the ultimate goal of reading.

Vocabulary refers to the words one must know in order to communicate effectively.

Fluency is the ability to read quickly, accurately and with proper expression.

Skills Development

All of the skills targeted in the programme are research-based skills that have been shown to be effective and necessary for the development of effective reading.

Stage Two – Components

6 Core Readers 2 Novels 2 Non-fiction Books (linked to

the thematic units in the Oral Language Development Schemes)

4 Skills Books 24 Levelled Readers

Teacher’s Notes C & D

Oral Language Development Schemes C & D

Assessment

Home / School Links Programme

IT Material

Year 3 – Core Books

Real Book Experience

Includes poetry

Novel – Camper Van Fun

Non-fiction book with chapters linked to the thematic units in Oral Language Development Scheme C

Looking after Zara – pages 6–7

• Multidimensional characters with unique personalities that continue to develop

• Introduction of new characters

Sample page from Core Reader (Core Reader 1, Year 3 - Looking after Zara )

• Creative and imaginative settings, conducive to rich oral language development

• Links to cross-curricular topics that can be used as a basis for creative writing

A setting from Looking After Zara

Poetry included in the core readers• Appealing and

creative poems

• Poems linked to Wandsville characters

• Poetry linked to themes in stories

Dance Shoes for GG

Page 58

Novel – Camper Van Fun• Plot reflective of real-life

scenarios, with clear problem and resolution

• Progression from picture-book stories to chapters

• Satisfying story-line with progressive character development

• Ideal for development of children’s reading comprehension

Feena’s Book of Facts 1

• Chapters linked to thematic units in O.L.D. Scheme C

• Attractive child-friendly question and answer format

• Provides a rich source of new vocabulary and concepts

• Children taught how to engage with the structural and organisational features of informational texts

Year 4 – Core Books

• More complex story lines• Variety of themes demonstrating important

issues and qualities (courage, friendship, difference, self-esteem)

• Top 300 high frequency words

Novel – The Magic Ring

Non-fiction book Chapters linked to the thematic units in Oral Language Development Scheme D

Skills Books

• Research-based skills development

• Based on the core readers

Year 3: Skills Books E & F

Year 4: Skills Books G& H

Skills Book Structure

Comprehensi

onPhonics

Gramar

Vocabulary

Writing

Sample pages from Skills Book E & F

Teacher’s Notes C & D

Support the core readers Lesson plans which focus on

Comprehension Word Study Vocabulary Fluency

Teacher’s NotesComprehension Strategies

Comprehension Strategies:

Predicting Previewing text vocabulary Activating prior knowledge Making connections (Text to self; text to text; text to

world) Building background knowledge Visualisation Questioning Clarifying Summarising

Teacher’s NotesIntegrated Phonics

Integrated Phonics Phonics

Consonant sounds Short and long vowel

sounds Digraphs / Blends Long vowel patterns R-controlled digraph

patterns, e.g. ar, er

Phonemic Awareness Skills

Sound isolation

Categorisation

Deleting sounds

Adding sounds

Substituting sounds

Blending / Segmenting

Teacher’s NotesWord Study

Word Study

Word sorts

Spelling patterns

Word building

Sentence dictation

Teacher’s NotesVocabulary

• A rich variety of activities that support vocabulary development

• Strategies for learning the meaning of words in context

Teacher’s NotesFluency Strategies

  Fluency Strategies    Strategy: Rereading  

Techniques

Pattern Support

Listen and Comment

Repeated Readings /Repeated Recordings / Videotaped Readings

Lead Reading

Whisper Reading

Partner Reading

             Strategy: Assisted Reading

Techniques

Choral Readers

Shared Reading

Read-Alongs Echo Reading

Stop-Go Reading

 

             Strategy: Pacing

Techniques

Beam Reading

Timed Readings

       

             Strategy: Phrasing

Techniques

Eye-Voice Span

Chunking the text

Noticing Punctuation

Sentence Strips

   

             Strategy: Expressing

Techniques

Readers Theatre

Group Presentation

Character Analysis / Interpretation

Noticing Punctuation

   

           

Supplementary Readers

• 24 supplementary reader (now available also as levelled readers)

• Books to engage and excite children, motivating them to continue reading

• Funny and relevant stories, often with a twist

Oral Language Development

Oral Language Development Schemes C& D

• Provide monthly integrated units centred around a unifying theme, (e.g. Weather / Animal Families / Space)

• Use read-alouds of both fictional and informational texts to foster interest and knowledge of the topics

• Help develop student’s oral language, comprehension, vocabulary and reading skills

Instructional plan for vocabulary instruction in O. L. D. programs

Effective vocabulary instruction should engage the children in

• Integrating, categorising and making connections between words

• Repetition and multiple exposures to new words across contexts

• Meaningful use of words using multiple methods of instruction

Sample pages from Vocabulary section in O. L. D. Scheme C

Structure of Oral Language Programs

• Monthly scheme format with daily lesson plans

• Each thematic unit explored using the following five contexts: Talk and Discussion, Story, Play and Games, Improvisational Drama, Poetry and Rhyme

• Clear and defined instruction

• Collaborative discussion promoted using lesson frameworks such as Questioning the Author, Reciprocal Teaching, Accountable Talk and Collaborative Reasoning

Lesson Plans

• Lesson Menus which allow for differentiation

• Comprehension strategies introduced individually at first (using gradual release of responsibility model) and made ‘visible’ for the child by the use of specific comprehension characters (e.g. Priscilla the Predicting Princess (Prediction), Queenie the Question Queen (Questioning), Indy the Inquisitive Investigator (Inference))

Resource Material for O.L.D. SchemesPhotocopiable Masters

Photocopiable resource material to support the lesson plans available at the back of the book

Resource Material for O.L.D. SchemesPosters

40 Posters to support O.L.D C & D.

Assessment

• Clear, tangible learning outcomes based on the material covered

• Helps the teacher to plan instruction and differentiate according to the needs of each student.

Home/School Links

Parents are provided with a monthlyinformation sheet which

• Outlines some of the activities their child engaged in while exploring the monthly thematic unit

• Shares effective strategies for developing rich oral language and vocabulary.

Oral Language Programs promote differentiation

Lesson menus

• Provide scope for teachers to differentiate instruction according to the variations in children’s needs.

• Allow the appropriate level of challenge to be provided for each child by giving instruction and tasks matched to their instructional needs.

The Complete Circle

Stage 2