Page 3 - KEYLINKS_CATALOGUE_E&A

to reading success
Foundation & Intermediate Phase
Activities
Paired Activities
• each title includes a paired activity to practice oral language and reinforce comprehension.
Independent Activities
• each title includes an independent activity that encourages learners to develop their critical thinking skills and expand their horizons.
Guided Reading
• Levelled fiction and non-fiction
• Scaffolded skills, strategies and processes
• Opportunities for explicit teaching through prompts for speaking, listening, reading and writing
Glossary
• advanced titles includes a glossary of new words to build learners’ vocabulary.
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After that, when we went to Dad’s place we were in the kitchen. He was always cooking something new.
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PREVIEW/
VIEW
What do you think happening here?
RWearde therpeaagneyswtorydosuyrsoeulf. didnʼt know the meaning of or how to say?
Clarify – famous V.I.P.
What does V.I.P. stand for? Who do you know that is a V.I.P.?
How are very important people treated?
Who do you think the V.I.P. coming to Dadʼs place could be?
How do you know Dad really likes cooking now?
Find the words that help you know this.
How do you think the kids feel?
What makes you think that? Read the words that give you a clue.
Continue on PREVIEW/VIEW to page 17.
READING REVIEW
abpborsetvrioaptihoen
VW.hI.aPt. oisthaenrawbobrdesvidaotioyno.u know that are abbreviations? Write the words Dadʼs place. Make a circle around the apostrophe. What does it tell you?
Turn to WRITING REVIEW on page 3.
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PREVIEW/
VIEW
What do you think
is happening in this photograph? Have you ever been fishing? What did you use to catch a fish? Read the heading. What do you think is meant by ‘Home on the Sea’?
Read the page and the caption. Were there any words you didnʼt know the meaning of or how to say? Clarify - legends.
What do you think it means by – ‘they learnt to read the wind and the waves’? Why do you think that this skill is important to them?
Wknhoawt?leWghenydsodyouyotuhink Moken people know legends about the sea? Continue on PREVIEW/VIEW to page 17.
Report
Facts
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PROMOTIONAL COPY NOT FOR SALE
eading
Nest
Written by Jill Eggleton Illustrated by Richard Hoit
Personal Narrative
30196 dads_place_cvr_promo.indd
1
7/10/12 12:01:58 PM
HL
ISBN 978-0-7021-9113-8
FAL
ISBN 978-0-7021-9203-6
Written by Jill Eggleton Illustrated by Raymond McGrath
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Home on the Sea
The Moken people were born on
the sea and that is where they spend most of their lives. They know all about the sea and the creatures that live in
it. They have learnt to read the wind and the waves and know how to keep themselves safe.
Over the years many stories and legends have been told about the sea. The Moken people know these stories well.
The Moken people are nomads. They don’t live in the same place all the time.
Then one day Dad said,
“We’re having a V.I.P. for dinner.” We asked him what a V.I.P. was and he said,“Wait and see.”
I thought it must be someone famous, so I put on my best clothes.
These people are spear fishing out of a dug-out canoe.
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PROMOTIONAL COPY NOT FOR SALE
f
Informational Report
the Sea Written by Jill Eggleton
30196 call_of_sea_cvr_promo.indd 1
7/10/12 9:34:30 AM
HL
ISBN 978-0-7021-9179-4
FAL IISSBBN997788--00--77002211--99127196--46
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Baboon went . . . Slap! Slap! Slap!
So Eagle went . . . Snap! Snap! Snap!
Off came feathers, off came hair,
in the air!
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Key Links Teachersʼ Tool Box – Foundation Phase
Key Links Teachersʼ Tool Box – Foundation Phase
Early (Yellow)
ToeaolcBhoexrs’ iOscatoFpriuesnd RGarebebdity HCeralpzys OCuat EHgipgpo’s FAantihmearsl MOcotohperuss
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JSmumopkers Help UGnodinegr RThideeKing’s FCiasht and GThoeSAhloiepnpsing TJ’s Car
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TrheeTall WIt iStthaartePdlant DSuopger UGpoing Big Bull Cool Sails
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Jaobke’s DBignosaur tUhnedIecre Cohalonugrisng RCorabbot SLSipvaincge in
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Key Links Teachersʼ Tool Box – Grade 2
Key Links Teachersʼ Tool Box – Grade 2 19
Provide a Learning Centre task board (example below). Colour coding the pockets is a good idea to indicate the different centres. Write each learner’s name on a card and have them draw themselves. Rotate the names (vertically) each day. It is suggested that learners stay at one centre for the duration of the reading block and move as individuals, not in a group. Some suggested activities for these centres are recorded below.
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Shared Reading
Specifically model language, literature, literacy skills and strategies in context
• 24 books
• 4 'age-appropriate' levels
Teachers' Tool Box
3 Teachers' Tool Boxes for foundation phase include classroom organisation and independent Learning Centre ideas
An example of a Learning Centre Task Board.
Where are you going today?
Liz
Science Centre Mike
Design Centre
Word and Letter Centre
Library Centre
CCoCmenptureter Poetry Centre
Speaking and Listening Centre
Handwriting Centre
Word and Letter Centre
Library Centre
Writing Centre
Sue
Shared Books Centre
Speaking and Listening Centre
Handwriting Centre
Jack
Word and Letter Centre
Library Centre
Writing Centre
Shared Books Centre
Science Centre
Design Centre
Word and Letter Centre
Library Centre
CoCmenptureter
Poetry Centre
The physical environment will determine the size and number of learning centres that can be established.
However, if the space is limited many of the ideas can be housed in boxes called ‘Mobile Motivators’.
WRITING
REVIEW Informational reports include facts.
WRITERS TOOL BOX
Find two important facts on this page.
Turn to WRITING REVIEW on page 17.
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Key Links Teachersʼ Tool Box – Grade 3
Key Links Teachersʼ Tool Box – Grade 3
Practising High–frequency Words
Provide a variety of material, eg. coloured pens, magazines, scrabble letters, magnetic letters, upper and lowercase letters on cards, play dough. Place high- frequency words (appropriate to Green Level) on cards.
could who just before think everyone
Learners select a high-frequency word and use any of the above material to formulate the word, on either paper, card, floor or magnetic board or write them in their ‘Learning Centre Scrapbook’.
Singular and Plural
• Prepare base card with headings: Singular/Plural. Prepare cards with words that can be sorted into each category.
Singular
Plural
• Learners can find words in magazines or newspapers, cut these out and make their own singular/plural
chart.
wolf wolves
Word Family Houses
Cut out several house shapes.
Make word cards using word families.
eat
Learners can place the words into the appropriate house.
glasses feet horse
fly
glass
foot
flies
horses
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