This resource is an IWB resource aimed at stage 1 students who are developing their strategies to reading. Students are introduced to ‘chunking’ as a strategy they can use when they are stuck on a tricky word. In this strategy, students break down individual sounds or groups of sounds in words, as a means of breaking the code of print (Winch et al, 2010, p. 38). This interactive games provides students with the opportunity to practice this strategy, by tapping on the ‘chunks’ that make up words. In this way, students are working towards the syllabus outcome: EN1-4A draws on an increasing range of skills and strategies to fluently read, view and comprehend a range of texts on less familiar topics in different media and technologies. I have scooped this resource because it is essential that emergent readers are provided with opportunities to practice these strategies. Teachers must be aware however that this should not be the only strategy students are equipped with when tackling the task of reading. This is just one strategy that encourages students to read by using phonological sources of information. Other strategies from the other cue systems must also be taught explicitly (and are explored in some of the other ‘scoops’).
Learning to read can be a difficult task, especially when children come across unfamiliar words, or are faced with letters that can make more than one sound (particularly vowels). This video is an instructional video for teachers, providing ideas on ways to give your students an arsenal of reading strategies in order to overcome unfamiliar words in texts. I have scooped this video because of the fun and engaging manner in which it suggests reading strategies can be taught. The students will love the characters and their poems. More importantly, these characters make the thought of failing in reading far less daunting. When students get stuck during their reading, they will know they have a pool of different strategies they can draw on. Each animal allows for individual reading strategies (informed by the cue system) to be explicitly and individually taught, which is the best way to learn to read (Winch et al, 2010). Therefore, if teachers use this ‘animal reading strategy’ system, they will be encouraging their students to meet the syllabus outcome: EN1-4A draws on an increasing range of skills and strategies to fluently read, view and comprehend a range of texts on less familiar topics in different media and technologies.
This website is targeted for teacher use. It provides teachers with an abundant pool of reading strategy resources that can be implemented in the classroom, as well as a place for up to date research and information with regards to developing reading strategies in students. I have scooped this website for two main reasons. Firstly, there is sea of useless websites on the Internet that provide literacy activities based around individual work sheet practice. Good teachers will know how disengaging this type of instruction is. Alternatively, this website provides engaging activity ideas that are student centred. Secondly, this website justifies all of its activity ideas with pedagogical research grounded within the theories of education. Whilst this is an American site, the same principles behind what makes a good reader (a balanced reading model from all the cue systems) still provides the foundation for activities and research displayed on the site. Therefore, this website provides teachers with avenues for engaging students in a variety of reading strategies, as part of the syllabus outcome: EN1-4A draws on an increasing range of skills and strategies to fluently read, view and comprehend a range of texts on less familiar topics in different media and technologies.
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