EMPOWERMENT THROUGH LITERACY:
We believe literacy is the foundation for understanding, communication and expression. We believe developing literacy skills supports students to take action and engage with the world around them. We believe literacy provides students with the necessary skills to think critically, creatively and compassionately. We acknowledge that each child's literacy journey will be unique and UWCT strives towards supporting learners to achieve their full potential.
WHAT IS DAILY 5 AND CAFE?
We have just begun our Daily 5 and CAFE adventure! This is a new reading and writing program which will be implemented in the primary school. Our year is off to a great start and I am excited to share what the children will be working on during our Literacy time this year. Research shows that good readers use a variety of strategies when successfully reading and comprehending a selection of text. I feel it is not only important to teach these strategies, but to post them as a reference for readers in the classroom.
Daily 5 is the structure we will use to plan our morning. Children will be busy completing meaningful literacy tasks. The choices will be:
We believe literacy is the foundation for understanding, communication and expression. We believe developing literacy skills supports students to take action and engage with the world around them. We believe literacy provides students with the necessary skills to think critically, creatively and compassionately. We acknowledge that each child's literacy journey will be unique and UWCT strives towards supporting learners to achieve their full potential.
WHAT IS DAILY 5 AND CAFE?
We have just begun our Daily 5 and CAFE adventure! This is a new reading and writing program which will be implemented in the primary school. Our year is off to a great start and I am excited to share what the children will be working on during our Literacy time this year. Research shows that good readers use a variety of strategies when successfully reading and comprehending a selection of text. I feel it is not only important to teach these strategies, but to post them as a reference for readers in the classroom.
Daily 5 is the structure we will use to plan our morning. Children will be busy completing meaningful literacy tasks. The choices will be:
- Read to self
- Work on writing
- Word Work
- Listen to reading
- Read to Someone
- C for Comprehension
- A for Accuracy
- F for Fluency
- E for Expanding Vocabulary
WORD WORK- SPELLING IN GRADE 1
In Grade 1 spelling is a component of the Daily 5 literacy block. We call it Word Work. The students have 2 groups of words they study each day; Heart Words (taken from the Dolche high-frequency sight word lists), and Word Sorts.
Heart Words
The students are assessed on an individual basis for their spelling knowledge of the Dolche high-frequency words. These are words that don't often follow spelling patterns or phonics rules, so must be learned "off by heart". The students practice spelling these words in a variety of developmentally appropriate and fun ways. Their spelling of the words is regularly assessed, and new words are then given to the student upon mastery.
Word Sorts
Following an individual assessment of phonics understanding, each student is given an individual list of words or pictures to sort according to their developmental spelling stage. The student discovers the rules and patterns of spelling through repeated sorting of the words. They are also able to build vocabulary and practice using the words in sentences, in their writing and finding new words that follow the pattern in their reading.
In Grade 1 spelling is a component of the Daily 5 literacy block. We call it Word Work. The students have 2 groups of words they study each day; Heart Words (taken from the Dolche high-frequency sight word lists), and Word Sorts.
Heart Words
The students are assessed on an individual basis for their spelling knowledge of the Dolche high-frequency words. These are words that don't often follow spelling patterns or phonics rules, so must be learned "off by heart". The students practice spelling these words in a variety of developmentally appropriate and fun ways. Their spelling of the words is regularly assessed, and new words are then given to the student upon mastery.
- Using magnetic letters to spell the words
- Using a white board or Magnidoodle to write out the words
- Using pipe-cleaners to form the words
- Building the words from play-dough
- Using alphabet stamps to stamp the words
- Writing the words using rainbow colored markers
- Building the word using beans, shells, jewels or sequins
Word Sorts
Following an individual assessment of phonics understanding, each student is given an individual list of words or pictures to sort according to their developmental spelling stage. The student discovers the rules and patterns of spelling through repeated sorting of the words. They are also able to build vocabulary and practice using the words in sentences, in their writing and finding new words that follow the pattern in their reading.
Read To Self
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Read to Someone- Buddy Reading
Work on Writing
To help students see the value and purpose in reading we explored photos of people reading around the world and brainstormed 'why people read'. This then lead us to ask, 'What do good readers do.' This launched our inquiry into CAFE and the Daily 5 routine.
Text Type- Recount
Students in Grade 1 have been doing an in depth study of the text type, "Recount". They explored different examples of children's literature written in the form of a recount such as "Diary of a Fly" to find out what a recount is, and what it needs. From there they wrote many different recounts, from their visits to the Tin Mine Museum, to their Mid-term holiday. We experienced what it was like to go through each step of the "Writing Process", from planning, draft, editing to good copy. We can't wait to share our recounts with you!
Text Type- Information Reports
Grade 1 has been very busy learning how to write a research information report. Before we even started our writing, we learned some specific skills to read a non-fiction book for information. We spent some time looking at the text features of a non-fiction text such as a Table of Contents, Headings, diagrams, labels and glossary. As a class we learned how to take notes on the important information in the book by writinga summary of the facts in our own words.
From there, students decided to choose a particular cycle they would like to learn more about. We have started researching about a cycle using books and taking notes in their own words on the important information. The students will learn how to organize their notes, and then write a draft report about the cycle they are researching.
From there, students decided to choose a particular cycle they would like to learn more about. We have started researching about a cycle using books and taking notes in their own words on the important information. The students will learn how to organize their notes, and then write a draft report about the cycle they are researching.
The Grade 1's have been using their thinking skills, research skills, and communication skills to write a research report on a cycle we want to find out more about. The students started by formulating questions and collecting data. they did this in the form of note-taking. We practiced putting the facts we found from books and the internet into our own words, making sure we aren't copying someone else's writing. This helped us to practice using our communication skills, such as viewing, listening and writing. We organised our data by arranging our sticky note facts into different categories for our report. When we got back from the holiday, we got to work writing our very own non-fiction book. We wanted to write an information report to teach others about what we learned. This helped us practice using our presenting and writing skills. Our reports were complete with a table of contents, diagrams, and a glossary!
Poetry
Grade 1 have been exploring the genre of poetry. We have been reading various poems to discover the different literary elements such as rhyme, alliteration and onomatopoeia and how they are used. During Work on Writing, we have even been experimenting with writing our own poems by using some of these literary elements ourselves.
To help us practice reading fluently, we have been practicing reading our poems over and over again adding in expression, emotion, and reading clearly, smoothly and attending to the punctuation.
To help us practice reading fluently, we have been practicing reading our poems over and over again adding in expression, emotion, and reading clearly, smoothly and attending to the punctuation.
Researching traditions around the World
The students honed in on their research skills to inquire into their questions about different traditions that cultures use to express their beliefs. They started with asking open questions, which led them to the iPads and library to look for sources. From there, they took notes by writing down important ideas and putting it into their own words. After peer editing their notes, they wrote their research onto posters or composed it into a video. Finally, they presented their findings to their Grade 5 buddies. They were so proud of their reports!