PR-6218IRE Reading for Success - Book 3

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Fluency Passage used: Planning sheet Character names Actor/Actress Narrator: Rehearsal time: Write the script in the frame below. Viewing sample Reading for success 88 Prim-Ed Publishing – www.prim-ed.com
Vocabulary Vocabulary In order to communicate effectively, we need to have an adequate vocabulary. This is typically discussed in terms of oral vocabulary and reading vocabulary, but also includes listening and writing vocabulary. Reading vocabulary is the words we recognise and understand when we read; oral vocabulary is the words we use when speaking; listening vocabulary is the words we understand when listening to others speak; and writing vocabulary is the words we use in our own writing. Vocabulary is important because pupils use their vocabulary to make sense of print. It can be taught directly or indirectly. • Indirect vocabulary learning Most vocabulary is learnt indirectly. It happens as we communicate through speaking and writing in everyday life. When we hear or see words used in different contexts, it helps us to expand our knowledge of word meanings. This book provides indirect vocabulary activities in the following areas: • daily oral language • adult read-alouds • independent reading • Direct vocabulary learning Some vocabulary is learnt directly. This involves explicit instruction of individual words. While most vocabulary is learnt indirectly, direct vocabulary instruction can be helpful to pupils for reading comprehension. Direct vocabulary learning involves specific-word instruction and word learning strategies. With specific-word instruction, pupils are taught individual words and their meanings. This is typically done to prepare pupils for text they will be reading. Specific-word instruction increases pupils’ reading comprehension, is particularly effective when pupils are actively involved and helps them remember word meanings when they are used in different contexts. Because it isn’t possible to teach pupils the meanings and pronunciations of all words they will encounter, it is important to teach pupils strategies to use when they encounter new words. This book provides such word learning strategies as dictionary skills, knowledge of word parts and using context clues. Cautions about vocabulary instruction • Pupils can be overwhelmed if too many words are introduced at one time. Focus on only a few words at a time Viewing sample • Don’t spend too much time on meanings of words in isolation. This could interfere with comprehension of words in context. • Don’t spend too much time directly teaching words that can easily be understood in context. • Remember that pupils need to learn what to do when they encounter new words. Be sure to spend more time teaching strategies than individual words. • Remember that pupils internalise the meaning of a word when they have many opportunities to encounter it (especially in different contexts). Prim-Ed Publishing – www.prim-ed.com 89 Reading for success
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Viewing sample
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Introduction.......................
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Introduction - 2 Phonics • synthe
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ENGLAND Level National curriculum Y
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SCOTLAND - Curriculum for excellenc
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Phonemic awareness Phoneme isolatio
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Phonemic awareness Picture cards -
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Phonemic awareness Picture cards -
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Phonemic awareness What do you hear
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Phonemic awareness Phoneme categori
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Phonemic awareness Categorisation c
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Phonemic awareness Phoneme blending
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Phonemic awareness Sound spelling P
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Phonemic awareness Phoneme deletion
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Phonemic awareness Deletion cards -
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Phonemic awareness Phoneme riddles
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Phonemic awareness Assessment - 1 C
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Phonemic awareness Assessment descr
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Phonics Word family chains Material
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Phonics Long and short vowels - 1 L
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Phonics Long and short vowels - 3 p
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Phonics Long and short vowels - 5 h
Page 45 and 46: Phonics Circle the word that names
Page 47 and 48: Phonics ‘y’ as a vowel Directio
Page 49 and 50: Phonics Hard and soft ‘g’ Direc
Page 51 and 52: Phonics Compound words Directions:
Page 53 and 54: Phonics Contractions - 2 Directions
Page 55 and 56: Phonics See the instructions on pag
Page 57 and 58: Phonics Plurals - 1 Directions: Rew
Page 59 and 60: Phonics Blends puzzle - 1 Refer to
Page 61 and 62: Phonics Diphthongs game - 1 Refer t
Page 63 and 64: Phonics Diphthongs game - 2 Refer t
Page 65 and 66: Phonics Phonics assessment chart Pu
Page 67 and 68: Fluency General fluency activities
Page 69 and 70: Fluency High-frequency word cards -
Page 75 and 76: Fluency Pupil’s name: High-freque
Page 77 and 78: Fluency More general activities Pra
Page 79 and 80: Fluency Be our guest Dear The pupil
Page 81 and 82: Fluency The quiet corner More fluen
Page 83 and 84: Fluency Read me a poem More fluency
Page 85 and 86: Fluency Fluency progress - 1 Passag
Page 87 and 88: Fluency Big book read-alouds Choral
Page 89 and 90: Fluency Predictable books parent le
Page 91 and 92: Fluency Fluency evaluation Pupil di
Page 93 and 94: Fluency What is it? Readers theatre
Page 95: Fluency Stories for readers theatre
Page 99 and 100: Vocabulary Synonym cards - 1 fix hu
Page 101 and 102: Vocabulary Antonym cards - 1 fast l
Page 103 and 104: Vocabulary Interesting words New wo
Page 105 and 106: Vocabulary More general vocabulary
Page 107 and 108: Vocabulary Wordplay activities Your
Page 109 and 110: Vocabulary Idiom cards - 2 bright-e
Page 111 and 112: Vocabulary Idiom cards - 4 C O ST Z
Page 113 and 114: Vocabulary Pun and games - 2 Direct
Page 115 and 116: Vocabulary Reading aloud activities
Page 117 and 118: Vocabulary Word illustrations Speci
Page 119 and 120: Vocabulary Specific word instructio
Page 121 and 122: Vocabulary Word learning strategies
Page 123 and 124: Vocabulary Word forms Word learning
Page 125 and 126: Vocabulary Nonsense words More word
Page 127 and 128: Vocabulary Which meaning? Direction
Page 129 and 130: Vocabulary What do you mean? Direct
Page 131 and 132: Vocabulary Personal dictionary - 2
Page 137 and 138: Vocabulary Beginning, middle or end
Page 139 and 140: Vocabulary Digging into the diction
Page 141 and 142: Vocabulary Raging raceway - 1 Write
Page 143 and 144: Vocabulary City skyline Directions:
Page 145 and 146: Vocabulary Suffixes Directions: Rea
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Comprehension 3. Answering question
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Comprehension Reality vs. fantasy D
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Comprehension Graphic organisers On
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Comprehension Web Event Event Event
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Comprehension Answering questions Q
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Comprehension Generating questions
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Comprehension Directions (for two p
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Comprehension Details, details, det
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Comprehension Postcard pattern View
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Comprehension More story structure
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Comprehension Main idea Summarising
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Comprehension More summarising acti
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Comprehension Self-assessment Answe
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4. no slang 5. slang 6. slang 7. sl
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PR-6218IRE Reading for Success - Book 3

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