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Teaching

Strategies.

English: Reading, Writing and


Speaking.

Laura Gavin, 2013


Semester 2, EDU 340

Purpose.
The following portfolio contains teaching strategies aimed at assisting and improving
students skills in English. The collection of strategies are resourceful and practical tools
that teachers can employ into a classroom to further the students development in reading,
writing and speaking elements of language within the Australian Curriculum. These
English teaching strategies are intended for students between the years of 1 to 3. One of the
most beneficial aspects of the strategies is that they can be used in a whole class context as
well as focusing on students individual needs. This allows the students to develop their
language skills in a social and collaborated manner as well as an independent learning
environment. Throughout the portfolio each teaching strategy will be described, given
a step by step procedure and also include the processing strategies, cueing systems,
modifications, examples and relevant links to the Australian Curriculum associated
with the strategy.

CONTENTS PAGE.
Purpose

Contents page

ii

READING STRATEGIES

Clozed Procedures

Year 2

MSV

2 -3

Open-mind Portraits

Year 2

MSV

4-5

Reading Logs

Year 2

MSV

6-7

Silent Reading

Year 2

MSV

8-9

Sketch-to-Stretch

Year 3

MSV

10-11

Story Boards

Year 2

MSV

12-13

Tea Party

Year 1

MSV

14-15

Think alouds

Year 2

MSV

16-17

WRITING STRATEGIES

18

Collaborated Books

Year 2

MSV

19-20

Interactive Writing

Year 1

MSV

21-22

Learning Logs

Year 2

MSV

23-24

Quickwriting

Year 2

MSV

25-26

Word Ladders

Year 1

MSV

27-28

Word Sorts

Year 2

MSV

29-30

Word Walls

Year 2

MSV

31-32

Writing Groups

Year 3

MSV

33-34

SPEAKING STRATEGIES

35

Choral Reading

Year 1

MSV

36-37

Grand Conversations

Year 3

MSV

38-39

Hot Seat

Year 1

MSV

40-41

Puppets Readers Theater

Year 1

MSV

42-43

Story Cubes

Year 1

MSV

44-45

Story Retelling

Year 1

MSV

46-47

Talking Places/Graffiti Walls Year 1

MSV

48-49

Whats That Story?

MSV

50-51

Year 1

Reading
Strategies.

Speaking
Strategies.

WORD LADDERS.
Rationale:
Word ladders are a fun and engaging tool that teachers can use to assist students with their writing
skills. The activity involves the students changing one word to another through a series of steps. The
aim of the strategy is for the students to get from the first word to the last word on the ladder with
the least amount of changes possible (All the middle words must be real words). Throughout the
activity students will improve on their phonics skills as well as thinking about the meaning of the
words. This strategy is included as it helps students recognise the similarities between a variety words
and the meaning that they hold. It is also a good strategy to implement as it will show the students
development as they progress onto more challenging levels.

Procedure:
Step 1: Begin with the first word.
Step 2: Read the hints given and change one letter at a time to make a new word
Step 3: Follow all the hints by changing one letter at a time till you reach your final word.

Processing Strategies.

Cueing Systems.

Attending.
Searching.
Crosschecking/confirming.

MSV

Modifications.
This teaching
strategy can be
modified and
manipulated to
practice a range of
language areas
including phonics,
spelling and
vocabulary skills.

ACARA Links.
Year 1: Language.
Recognise sound
letter matches
including common
vowel and consonant
digraphs and
consonant
blends (ACELA1458)

Tompkins. G, Campbell. R, Green. D. (2012). Literacy for the 21st Century A balanced Approach. Frenchs
Forest, NSW: Pearson Australia

WORD WALLS.
Rationale:
Word walls are a great strategy to implement into the classroom to help students enhance their
writing skills. The teacher uses large pieces of paper and places them around the room; students are
able to use the word walls as a stimulating tool while writing. The words on the word walls can vary
depending on the language content being taught, they might contain words that the students find
interesting, confusing, important or helpful. The students contribute to the words being put on the
walls with the teaching adding key words they may have missed. These word walls are on display for
the whole year, allowing the students the add words as the progress. This teaching strategy is
included in the portfolio as it is a constructive tool that teachers can employ in a classroom to assist
and enhance students writing abilities, as well as expand their variety of words.
Procedure:
Step 1. Collect large sheet of paper and categorize each sheet under a different heading.
Step 2. Collaborate with the students and determine what words are going to be put in the word
walls.
Step 3. (Teacher) add any importance or high frequency used words you think need to be added.
Step 4. Place around the classroom in easy view of the students.
Processing Strategies.

Crosschecking/confirming
Self-correcting

Cueing Systems.

MSV

Modifications.

ACARA Links.

This teaching strategy


can be modified and
manipulated to relate to
the content the students
are learning. For
example the word walls
might contain nouns,
verbs etc for younger
year levels but as the
students progress the
words may change to
those from a book they
are reading.

Year 2: Language.
Identify language
that can be used for
appreciating texts
and the qualities of
people and
things(ACELA1462)

Tompkins. G, Campbell. R, Green. D. (2012). Literacy for the 21st Century A balanced Approach. Frenchs
Forest, NSW: Pearson Australia

QUICKWRITING.
Rationale:
Quickwriting is a creative and valuable teaching strategy to apply to a classroom as it allows students
to express their knowledge and understanding of specific literacy focused concepts. Through this
impromptu writing activity students are to write for 5 to 10 minutes about a topic or either
answering a question a teacher has given. This strategy focuses more on the students ability to write
with fluency rather than the spelling aspects of language and it a great tool to engage the students
within the content at start their brainstorming process. Throughout the 5 10 minutes the teacher
may prompt students if needed, ensuring they continuing writing until the completion of the activity.
Once the students have completed their quickwrite, they work in small groups sharing their ideas,
correcting one another and challenging each other to improve their writing. This activity is included
in the portfolio as the students will demonstrate their existing knowledge of a particular topic and
their ability to write fluently. It is also a strategy that will promote thinking and encourage the
students to write.
Procedure:
Step 1: (Teacher) Ask the students a question or give them a topic to write about.
Step 2: Allow the student to write freely for 5 to 10 minutes about the topic (prompted if needed).
Step 3. Put students in small groups where they will share their quickwrite.
Step 4: Choose a student from each small group that will share their quickwrite to the whole class.
Processing Strategies.

Predicting.
Comprehending.

Cueing Systems.

MSV

Modifications.
This strategy is
already easily
modified as it is
based on the
teachers desired
topic or question.

ACARA Links.
Year 2: Literacy.
Create short imaginative,
informative and persuasive
texts using growing knowledge
of text structures and language
features for familiar and some
less familiar audiences, selecting
print and multimodal elements
appropriate to the audience and
purpose (ACELY1671)

Tompkins. G, Campbell. R, Green. D. (2012). Literacy for the 21st Century A balanced Approach. Frenchs
Forest, NSW: Pearson Australia

OPEN-MIND PORTRAITS.
Rationale:
Open-Mind portraits are a beneficial strategy to employ in a classroom as it requires the students to
think more creatively and in a profound manner. The strategy is designed for students to obtain a
deeper understanding about a character or events from the story through the characters point of
view. The portraits consist of two parts: drawing what their character looks like and what the
character is thinking (these are known as the thinking pages). In the thinking pages students reveal
what the character thinking at critical times of the story. Student may write in a Stimulating Journal
before they reach the thinking pages, to express their ideas about what the character might be
thinking. This activity is used frequently in literature focus units or literature circles. Open-mind
Portraits are included in the portfolio as they get the students thinking on a deeper level, improving
their English skills.

Procedure:
Step 1: Draw a portrait of what the character looks like (including only the face and the neck).
Step 2: Cut of the portraits and staple on top on several more sheets of drawing paper.
Step 4: On the spare drawing paper reveal what the character is thinking.

Processing Strategies.
Crosschecking/confirming.
Comprehending.

Cueing Systems.

MSV

Modifications.

ACARA Links.

This teaching
strategy can be
modified the suit
another learning
areas as students may
use a historical figure
or someone out a
biography they have
read.

Year 2: Literature.
Discuss the characters
and settings of different
texts and explore how
language is used to
present these features
in different
ways (ACELT1591)

Tompkins. G, Campbell. R, Green. D. (2012). Literacy for the 21st Century A balanced Approach. Frenchs
Forest, NSW: Pearson Australia

LEARNING LOGS.
Rationale:
Learning logs are a great strategy to use when introducing students to a new concept. The journallike activity allows students to work independently as they record information they are learning,
write questions, summaries big ideas, draw diagrams and reflect on their learning. This strategy is
beneficial as students can see their ideas develop and continually grow and at the same time the
teacher is monitoring their work ensuring that they are on the right path. Learning logs are
impromptu and focus more on the student using writing as a tool compared to creating a finished
product. However, the spelling and careful process should not be discouraged. Throughout the
process of the Learning Logs the teacher will answer any question the students might have, clearing
all confusion. It is a strategic activity that benefits both the student and the teacher which is why it is
included in this portfolio.
Procedure:
Step 1: Get each student to contrast a Learning Log.
Step 2: Allow the students to work through the Learning Log, using words off the word walls.
Step 3: (Teacher) Monitor the students work, clarifying any queries the students might have.

Processing Strategies.

Cueing Systems.

Searching.
Crosschecking/confirming.
Self-Correcting.
Comprehending.

MSV

Modifications.

ACARA Links.

This teaching
strategy can be
modified the suit
other learning areas
such a science. The
students could work
through the learning
log after doing a
basic science
experiment.

Year 2: Language.

Identify aspects of
different types of literary
texts that entertain, and
give reasons for personal
preferences (ACELT1590)

Tompkins. G, Campbell. R, Green. D. (2012). Literacy for the 21st Century A balanced Approach. Frenchs
Forest, NSW: Pearson Australia

WORD SORTS.
Rationale:
Words sorts are aimed at improving students abilities with conceptual and phonological features of
words and identifying recurring patterns. This is achieved as the students categorize words according
to their meaning, sound-symbol correspondence or spelling patterns. Often the words come from
books the class has been learning or content area unit, this allows the students to become more
familiar with the words and create a deeper understanding. One of the most beneficial aspects of
this teaching strategy and the reason it is included in this portfolio is that word sorts are highly
effective for ELA students. ELA students are able to develop a sense of meaning through the
spelling and recognise how English differentiates from their native language. Another features that
works well in the classroom is that the word sort can range depending on the students learning
abilities.
Procedure:
Step 1: Determine word sorts suitable of each learning level.
Step 2: Arrange small groups based on the students learning abilities.
Step 3: provide each group with their categories and selections of words.
Step 4: Allow the student to work together, sorting the words into the correct category.

Processing Strategies.

Cueing Systems.

Attending.
Searching.
Predicting.
Crosschecking/confirming.

MSV

Modifications.

ACARA Links.

This teaching
strategy can be
modified the suit
the need of students
at all learning
stages.

Year 2: Language.
Recognise and know how to
use morphemes in word
families for example play
in played and
playing (ACELA1455)

Self-Correcting.
Comprehending.
Tompkins. G, Campbell. R, Green. D. (2012). Literacy for the 21st Century A balanced Approach. Frenchs
Forest, NSW: Pearson Australia

COLLABORATED BOOKS.
Rationale:
Collaborated books are an engaging and interactive way for students to enhance their writing skills.
Teachers incorporate collaborated books into classrooms as an initial bookmaking project and as a
tool to introduce the various stages within the writing process. The purpose of employing this
strategy into the classroom is that is give students the opportunity to retell a favorite story, illustrate
a poem with one line or a stanza on each page, write an informational book or biography, or even
create a new version of the story. The activity is completed in small groups with each student
contributing a page, this is beneficial as the students can learn and grow from each other while they
draft, revise and edit their pages. This strategy has been included within the portfolio as develops the
students writing and social skills.
Procedure:
Step 1: Choose a topic
Step 2: Introduce the page or section of the book that each students will be working on.
Step 3: Have the students make rough drafts of their pages.
Step 4: Compile the pages to complete the book.
Step 5: Make copies of the book for the students.
Processing Strategies.

Cueing Systems.

Modifications.

ACARA Links.

MSV

This teaching
strategy can be
modified for older
year levels as the
students could work
on a chapter each
out of a novel.

Year 2: Literacy.
Create short imaginative,
informative and
persuasive texts using
growing knowledge
of textstructures
and language features for
familiar and some less
familiar audiences,
selecting print and
multimodal elements
appropriate to
the audienceand
purpose (ACELY1671)

Attending.
Searching.
Crosschecking/confirming.
Self-correcting.
Comprehending.

Tompkins. G, Campbell. R, Green. D. (2012). Literacy for the 21st Century A balanced Approach. Frenchs
Forest, NSW: Pearson Australia

INTERACTIVE WRITING.
Rationale:
Interactive Writing is an English teaching strategy that can be employed throughout a classroom to
enhance students understanding of writing. Guided by the teacher the students will compose a
message and write it on a chart paper word by word. In this process the teacher is observing what
level of understanding each student operates at. This activity allows students to work in a social
environment as well an independent learning space. Interactive Writing demonstrates the process of
writing as the students include their knowledge of sound-symbol correspondences and spelling
patterns to construct words. It is included in this portfolio as it is an instructional strategy that gets
the students thinking deeper about writing.
Procedure:
Step 1: Choose a sentence to write.
Step 2: Pass out writing supplies.
Step 3: Write first sentence.
Step 4: Write the additional sentences.
Step 5: Display the completed text.

Processing Strategies.

Cueing Systems.

Attending.
Crosschecking/confirming.
Self-correcting.

MSV

Modifications.

ACARA Links.

This teaching
strategy can be
modified for science
content by writing
predictions before an
experiment.

Year 1: Literacy.
Create short imaginative
and informative texts that
show emerging use of
appropriate text structure,
sentence-level grammar,
word choice, spelling,
punctuation and
appropriate multimodal
elements, for example
illustrations and
diagrams(ACELY1661)

Tompkins. G, Campbell. R, Green. D. (2012). Literacy for the 21st Century A balanced Approach. Frenchs
Forest, NSW: Pearson Australia

WRITING GROUPS.
Rationale:
Writing groups allow student to mature their writing skills in the revising stage of the writing
process. In a collaborated manner students will share and discuss their rough draft of their written
pieces, giving each other feedback. Within these discussion groups students will give compliments
and suggestions based on topics including: alliterations, leads, dialogue, endings, description, ideas,
word choice, sentences, character development, point of view, flashbacks, sequence, rhyme, voice
and organization. As the strategy requires the students to share their work with one another to
provide compliments and constructive feedback, it is a great exercise that can be employed to gain
students confidence as they learn to write. It is included in this portfolio because it is a effective
teaching strategy that focuses on peer teaching and provides a learning environment that the
students feel comfortable in.
Procedure:
Step 1: As a class come up with suitable comments (compliments & suggestions) to give as feedback.
Step 2: Students share their rough copy among peers.
Step 3: Give feedback to students in an appropriate manner.

Processing Strategies.
Crosschecking/confirming.
Self-correcting.
Comprehending.

Cueing Systems.

MSV

Modifications.

ACARA Links.

This teaching strategy


can be modified if
students were to
partner up and work
with a buddy system.

Year 3: Literacy.
Listen to and contribute
to conversations and
discussions to share
information and ideas
and negotiate in
collaborative
situations (ACELY1676)

Tompkins. G, Campbell. R, Green. D. (2012). Literacy for the 21st Century A balanced Approach. Frenchs
Forest, NSW: Pearson Australia

HOT SEAT.
Rationale:
Hot seat is an English teaching strategy that develops students speaking skills and enriches their
comprehension of texts. Hot Seat is a role-playing activity where the students take on the role of
certain characters, the person from a biography or author of the book they have been reading. As
the student sitting in the hot seat is interviewed by his/her peers they have to think quickly
answering any questions or comments that are made. Through this activity students are able to
explore the characters, analyse story events, draw inferences and try out different interpretations.
This strategy was included in the portfolio as it challenges the students. During the activity students
have to research their persona, prepare responses and inform their peers about their chosen role.

Procedure:
Step 1: Assume the role of your desired persona (may include costume)
Step 2: Introduce you persona to your fellow peers
Step 3: Answer any questions or comments made during the interview.
Step 4: Summarise the interview by clarifying any misunderstandings and adding any critical facts
that may have been left out.
Processing Strategies.

Cueing Systems.

Predicting.
Comprehending.

MSV

Modifications.

ACARA Links.

This teaching strategy


can be modified if
students were to form
a group hot seat and
share the interview
questions.

Year 1: Literacy.
Use interaction skills
including turn-taking,
recognising the
contributions of others,
speaking clearly and
using appropriate
volume and
pace(ACELY1788)

Tompkins. G, Campbell. R, Green. D. (2012). Literacy for the 21st Century A balanced Approach. Frenchs
Forest, NSW: Pearson Australia

STORY RETELLING.
Rationale:
Story retelling is an English teaching strategy that can be used to develop students use of
comprehension strategies, deepen their knowledge of a story structure as well as expand their oral
language. It is an instructional tool that can also be used to monitor and asses the students progress.
Through this strategy students will work one-on-one with the teacher retelling a story they have just
finished reading or listening to. As the students retell the story the teacher develops an idea of where
that particular student is regarding their level of comprehension. Teachers are able to determine
students who are understanding and those who are struggling by the depth, organization of structure
and inclusion of all key events they retell. This strategy is included in the portfolio as it demonstrates
the students understanding and areas that may need to be strengthened.
Procedure:
Step 1: Model how to retell a story.
Step 2: One by one take the students into a quiet area and ask them to retell a story.
Step 3: Prompt students who may need assistance.
Step 4: Determine their level of understanding.
Processing
Strategies.

Cueing Systems.

Modifications.

ACARA Links.

MSV

This teaching
strategy can be
modified to suit other
KLA and determine
the level
understanding from
an activity.

Year 1: Literacy.
Use comprehension
strategies to build literal
and inferred meaning
about key events, ideas and
information in texts that
they listen to, view and read
by drawing on growing
knowledge of context, text
structures and language
features (ACELY1660)

Predicting.
Self-correcting.
Comprehending.

Tompkins. G, Campbell. R, Green. D. (2012). Literacy for the 21st Century A balanced Approach. Frenchs
Forest, NSW: Pearson Australia

CHORAL READING.
Rationale:
Choral Reading is an effective strategy to enhance students speaking skills. The activity is arranged
so that the students work in groups to read poems and other brief texts. The students work in
collaborated manner creating a non-threatening environment for their peers. The strategy aims at
encouraging the students to become active participants in the poetry experience whilst learning to
appreciate the sounds, feeling and magic within the poetry. The students experiment with a variety
of alterations until the find one that conveys the meaning most effectively. This strategy has been
included in the portfolio as is including multiple variations to suit the students learning needs and
works especially well for ELA and students that struggle.
Procedure:
Step 1: Decide on a poem of brief text.
Step 2: Chose which variation suits the class best (Echo reading, leader & chorus reading, smallgroup reading or cumulative reading).
Step 3: Give each student a copy of the text so they can rehearse.
Step 4: Actively participate in the reading of the poem/ brief text.
Processing Strategies.
Crosschecking/confirming.
Self-correcting.
Comprehending.

Cueing Systems.

MSV

Modifications.

ACARA Links.

This teaching strategy


can be modified to
suit the class
depending on the
needs of the students.

Year 1: Literature.
Listen to, recite and
perform poems, chants,
rhymes and songs,
imitating and inventing
sound patterns
including alliteration and
rhyme(ACELT1585)

Tompkins. G, Campbell. R, Green. D. (2012). Literacy for the 21st Century A balanced Approach. Frenchs
Forest, NSW: Pearson Australia

GRAND CONVERSATIONS.
Rationale:
Grand conversations are a student-centred strategy that teachers employ to develop students
communication skills. The strategy involves the students contributing in a group discussion by
sharing their thoughts and opinions, exploring the significant ideas throughout the story, talking
about their personal connections to the story and any connections to the world. The teacher has
minimal contribution to the discussion and allows the students to take over, encouraging each other
to participate. It is student-centred element to this strategy that makes it so effective and creates a
safe learning environment that students who struggle can feel apart of.
Procedure:
Step 1: Read the book.
Step 2: Prepare for the grand conversation.
Step 3: Have small-group conversations.
Step 4: Ask questions to stimulate ideas from the students.
Step 5: Conclude the conversation.
Step 6: Reflect of the conversation.
Processing Strategies.

Predicting.
Comprehending.

Cueing Systems.

MSV

Modifications.
This teaching strategy
can be modified into
other learning areas
where the students
would discuss an
experiment they
conducted (sharing
their opinions, what
they could of changed
etc.)

ACARA Links.
Year 3: Literature.
Draw connections
between personal
experiences and the
worlds of texts, and
share responses with
others (ACELT1596)

Tompkins. G, Campbell. R, Green. D. (2012). Literacy for the 21st Century A balanced Approach. Frenchs
Forest, NSW: Pearson Australia

CLOZED PROCEDURE.
Rationale:
Clozed procedure is a teaching strategy implemented into the classroom to improve students
reading ability. Through this activity teachers gain an insight to the students ability to deal with the
content and structure of the texts. Students work through a closed section of text selected from a
book the students have been working with. In this passage every fifth word is removed, the students
draw on their existing knowledge of the syntax and semantics to fill in the missing words. This
process challenges the students to critically think about the structure and meaning of the text.
Through using this strategy teachers are able to determine which texts correspond to each students
instruction level. This strategy has been included in the portfolio as it effectively enhances students
reading abilities.
Procedure:
Step 1: Create a closed procedure.
Step 2: Get all the students to complete it.
Step 3: Collect the closed procedures and determine what each students level of reading
understanding is.
Processing Strategies.

Cueing Systems.

Predicting.
Crosschecking/confirming.
Self-correcting.
Comprehending.

MSV

Modifications.

ACARA Links.

This teaching strategy


can be modified to
suit each student as
the intensity can be
varied.

Year 2: Language.
Understand the use of
vocabulary about
familiar and new topics
and experiment with and
begin to make conscious
choices of vocabulary to
suit audience and
purpose (ACELA1470)

Tompkins. G, Campbell. R, Green. D. (2012). Literacy for the 21st Century A balanced Approach. Frenchs
Forest, NSW: Pearson Australia

READING LOGS.
Rationale:
Reading logs are a useful teaching strategy to implement into the classroom as the students improve
their reading skills. Students use these reading logs to express their reactions and opinions about a
book they are learning about in addition to clarifying any misunderstandings, exploring ideas and
deepening their comprehension of the text. Reading logs are an effective tool as the students can
either self-direct their entries or respond to questions/prompts given by the teacher. To further their
learning, students incorporate list of words from word walls, diagrams or illustrations about the
story, information about the author and the content genre. This strategy has been included into the
portfolio as consist of student-choice and teacher-directed approaches to enhance students reading
skills.
Procedure:
Step 1: Choose a book the students have been learning about.
Step 2: Allow the student to write openly or respond to a comment and express their feelings and
opinions, demonstrating their understanding of the text.
Processing Strategies.

Crosschecking/confirming.
Self-correcting.
Comprehending.

Cueing Systems.

Modifications.

ACARA Links.

MSV

This teaching
strategy can be
modified to relate to
other KLA as
students can express
their thoughts and
opinions about what
they are learning.

Year 2: Language.
Use comprehension
strategies to build literal and
inferred meaning and begin
to analyse texts by drawing
on growing knowledge
of context, language
and visual features and print
and multimodal
text structures (ACELY1670)

Tompkins. G, Campbell. R, Green. D. (2012). Literacy for the 21st Century A balanced Approach. Frenchs
Forest, NSW: Pearson Australia

SKETCH-TO-STRETCH.
Rationale:
Sketch-to-stretch is an effective teaching strategy as it enhances students reading abilities and
understanding of particular texts. As the students work with stories they are learning about, this
teaching strategy allows the students to deepen their comprehension and explore the various
interpretations the text may embrace. The students work in small collaborated groups in which they
are to draw pictures or diagrams representing what the story means to them. These pictures may
include lines, colours, shapes, symbols and words to help student convey their message. As the
students compose their sketch-to-stretches they focus the interpretation and the meaning within the
text. This is an effective strategy and is included in the portfolio as it encourages students to connect
to the story on a personal level, enhancing their comprehension of the text.
Procedure:
Step 1: Choose a book the students have been learning about and get them to think about what the
story means to them.
Step 2: Work as class to do an example of a sketch-to-stretch to ensure the students understand.
Step 3: Get the students to complete their own sketch-to-stretch, focusing on their interpretation
and understanding.
Step 4: Students share their work with their peers or the teacher, giving and receiving feedback.
Processing Strategies.

Cueing Systems.

Searching.
Crosschecking/confirming.
Self-correcting.

MSV

Modifications.
This teaching strategy
can be modified as
students advance onto
more complex texts.

ACARA Links.
Year 3: Literature.
Draw connections
between personal
experiences and the
worlds of texts, and
share responses with
others (ACELT1596)

Comprehending.

Tompkins. G, Campbell. R, Green. D. (2012). Literacy for the 21st Century A balanced Approach. Frenchs
Forest, NSW: Pearson Australia

STORY BOARDS.
Rationale:
Story boards are an effective teaching strategy that is used to develop students understanding of the
structure of texts. Through this activity students will verify the sequence of a story they have been
learning or are familiar with by using visual cues. Students are to design a recap of the story using
cards to highlight the key events, characters and settings from the original story. As the students are
illustrating the text they are visualising the structure and sequence of the story and developing their
understanding through art rather than language. This allows students to who struggle to write
demonstrate the skills. Story boards is incorporated in the portfolio as it provides students with an
opportunity to develop language skills through visual cues and strengthen their understanding of the
importance of sequencing when telling a story.
Procedure:
Step 1: Have students choose a story they are familiar with or are learning about.
Step 2: Students work through the template visualising the sequence and structure of the story.
Step 3: As the students work through the template get them to add a brief description of what the
illustration represents.
Step 4: Once completed ask the student to retell the story using their story board.
Processing Strategies.

Cueing Systems.

Predicting.
Crosschecking/confirming.
Self-correcting.
Comprehending.

MSV

Modifications.

ACARA Links.

This teaching strategy


can be modified into a
whole class activity
where the students are
given a completed
story board and as a
class they have to
determine the
sequence.

Year 2: Literature.
Discuss the characters
and settings of different
texts and explore how
language is used to
present these features in
different
ways (ACELT1591)

Tompkins. G, Campbell. R, Green. D. (2012). Literacy for the 21st Century A balanced Approach. Frenchs
Forest, NSW: Pearson Australia

TEA PARTY.
Rationale:
Tea party is an interactive teaching strategy that engages students in group reading. The activity can
either be used at the beginning or conclusion of the content, either reinforcing the main ideas
presented or introducing key features within the text. Teachers often use Tea Party when reading a
story; this process gets the students actively involved, taking turns in reading passages from the text
or summarising what they have learnt. Students develop their reading skills as they build upon their
existing knowledge and become familiar with the language used within the story. It is important that
this interactive strategy is conducted in a safe and supportive environment where all students feel
comfortable to contribute. The stories chosen should be at students appropriate reading levels
where they can read fluently. This strategy is included in the portfolio as it successfully engages
students within the reading process.
Procedure:
Step 1: Choose a story within the students appropriate reading levels.
Step 2: Allocate each students a passage to read aloud within the Tea Party.
Step 3: Explore key ideas and vocabulary used, build background knowledge and familiarise students
with new text.
Processing Strategies.

Cueing Systems.

Modifications.

ACARA Links.

MSV

This teaching strategy


can be modified as
students either being
introduced to the
topic or concluding
their knowledge of the
content.

Year 1: Literacy.
Engage in conversations
and discussions, using
listening behaviours,
showing interest, and
contributing ideas,
information and
questions (ACELY1788)

Searching.
Crosschecking/confirming.
Self-correcting.
Comprehending.

Tompkins. G, Campbell. R, Green. D. (2012). Literacy for the 21st Century A balanced Approach. Frenchs
Forest, NSW: Pearson Australia

TALKING PLACES/ GRAFFITIY WALLS.


Rationale:
Talking places/Graffiti walls are an effective teaching strategy to use when introducing students to a
new story. Through this strategy students will explore their knowledge about new content, learn to
express their ideas as well as record them. Talking places/Graffiti walls aim at providing students
with opportunities to learn about word, word groups, clauses and how words are used in particular
context through the means of spoken language. The strategy consist of the students working in a
collaborated manner as they engage in the new content, make connections between concepts and
the language used to represent them and understand experiences. This strategy has been included in
the portfolio as it is an interactive activity that develops students understanding of reading through
oral language experiences.
Procedure:
Step 1: Choose a new book for the students to read.
Step 2: Bring stimulating material in to engage students with the content (a frog aquarium for a book
about frogs etc).
Step 3: Create a talking place where the students explore key concepts of the story.
Step 4: Get students to record their ideas on a graffiti wall.

Processing Strategies.

Cueing Systems.

Attending.
Predicting.
Comprehending.

MSV

Modifications.
This teaching strategy
can be modified for
students to work as a
whole class, small
groups or partner
work.

ACARA Links.
Year 1: Literacy.
Use interaction skills
including turn-taking,
recognising the
contributions of others,
speaking clearly and
using appropriate
volume and pace
(ACELY1788)

Queensland Studies Authority: Comprehension Activities and Activities for Years 1 9 (September,
2010)

SILENT READING.
Rationale:
Silent reading is an independent teaching strategy teachings use to increase the amount of time
student read self-selected books. The students are permitted 15 to 30 minutes of classroom to
silently and independently read without interruption. Silent reading aims at improving students
reading ability, fluency, vocabulary and comprehension. This strategy is particularly effective as the
students are able to choose books of their choice, making the students more likely to want to
participate and having a positive attitude towards reading. This teaching strategy has been
incorporated into the portfolio as it provides students with reading materials they will be engaged
with and enhance their reading ability.
Procedure:
Step 1: Students choose the books they read and begin to read silently.
Step 2: The teacher serves as a model by reading silently.
Step 3: Everyone involved continues to read silently unit the designated time (15-30 min) is up.
Processing Strategies.

Cueing Systems.

Modifications.

ACARA Links.

MSV

This teaching strategy


can be modified by
including shared
discussion at the end
of silent reading
where the students
explain what their
book is about.

Year 2: Language.
Understand that
different types of texts
have identifiable text
structures and
language features that
help the text serve its
purpose (ACELA1463)

Attending.
Searching.
Predicting.
Crosschecking/confirming.
Self-correcting.
Comprehending.

Tompkins. G, Campbell. R, Green. D. (2012). Literacy for the 21st Century A balanced Approach. Frenchs
Forest, NSW: Pearson Australia

THINK-ALOUDS.
Rationale:
Think-alouds are an effective teaching strategy as students learn to become more active readers. This
strategy is used by teachers as a tool to teach students how to direct their thinking during reading.
The teacher will demonstrate what a think-aloud procedure is and then the students will practice.
During this process the students will think aloud, respond to the text, identify big ideas, ask selfquestions, make connections, solve problems and reflect on the strategies they used. As the student
start thinking explicitly they become active readers who learn to think metacognitively and regulate
their own cognitive processes. This strategy has been included in the portfolio as it benefits the
students as they develop their reading skills.
Procedure:
Step 1: Choose a book and plan the think-aloud.
Step 2: Demonstrate the think-aloud and Annotate the text.
Step 3: Continue think-aloud
Step 4: Reflect on the procedure.
Step 5: Repeat the procedure.
Processing Strategies.

Cueing Systems.

Attending.
Searching.
Crosschecking/confirming.
Self-correcting.
Comprehending.

MSV

Modifications.

ACARA Links.

This teaching
strategy can be
modified to be an
assessment tool once
the students know
the procedure.

Year 2: Language.
Understand how
different types of
texts vary in use of
language choices,
depending on their
purpose and context (for
example, tense and
types of
sentences) (ACELA1478)

Tompkins. G, Campbell. R, Green. D. (2012). Literacy for the 21st Century A balanced Approach. Frenchs
Forest, NSW: Pearson Australia

STORY CUBES.
Rationale:
Story cubes are an engaging and interactive strategy designed getting students involved in creating
and oral presentation of storytelling. In this activity students will use the images determined by the 9
dices and improvise a short story to the class. Students will challenge their creativity side has they
make their way through a story including all the images and keeping in mind the structure, sequence
and language used within storytelling. Story Cubes is an effective strategy to implement into a class
as there are endless varieties or combination the students can work with, encouraging the students to
expand their imagination and creative thoughts. The activity focuses on the students delivery and
content of the story rather than the written process and spelling elements. This allows the students
to feel more comfortable and confident to have a go. It is included in the portfolio as it is a strategy
that enhances the students fluency in speaking.
Procedure:
Step 1: Student role all 9 dice to get 9 different pictures.
Step 2: Have one child pick a picture and ask them to begin a story.
Step 3: Continue getting different students to add to the story until all 9 images have been
mentioned.
Step 4: Repeat the activity with 9 different students.
Processing Strategies.

Cueing Systems.

Modifications.

ACARA Links.

MSV

This teaching
strategy can be
modified as students
can work as a whole
class, small groups,
and partnership and
individual manners.

Year 1: Literacy.
Make short
presentations using
some introduced
text structures and
language, for example
opening
statements (ACELY1657)

Predicting.
Searching.
Crosschecking/confirming.
Self-correcting.
Comprehending.

PUPPETS READERS THEATER.


Rationale:
Puppets Readers Theater is a fun and interactive teaching strategy used to gain students confidence
about presenting oral tasks. It is a take on the original Readers Theater but in this variation students
are able to use a puppet to communicate through. The aim of this activity is to get the students
familiar and comfortable with how they interpret the story with their voices. Students benefit a lot
from this activity as they engage with text, interpret characters and bring the text to life through their
puppets. The students dont feel as though they are on display and can use their puppets until they
have gained enough confidence to present without them. This strategy has been included in the
portfolio as it allows the students with little confidence to get involved and develop their speaking
skills.
Procedure:
Step 1: Students form small groups and choose a story they want to tell.
Step 2: A character is allocated to each student.
Step 3: Students communicate through their puppets interpreting the story with their voices..
Step 4: Students work together to complete the retelling of the story..
Processing Strategies.

Cueing Systems.

Predicting.
Searching.
Crosschecking/confirming.
Self-correcting.

MSV

Modifications.

ACARA Links.

This teaching
strategy can be
modified as students
get more confident
they can present
without the puppets.

Year 1: Literacy.
Use interaction skills,
including active listening
behaviours and
communicate in a clear,
coherent manner using a
variety of everyday and
learned vocabulary and
appropriate tone, pace,
pitch and
volume (ACELY1792)

http://suite101.com/a/games-and-activities-with-puppets-in-the-classroom-a359893

WHATS THAT STORY?.


Rationale:
Whats That Story is an interactive and effective teaching strategy that develops students
understanding of different means of communication and expressing their interpretation through oral
language. In this activity students will pair up and take turns in miming a story to one another. Once
complete each student verbally expressing their understanding of the story to the class in a clear and
sequenced manner. Students gain a deeper insight into different ways that stories can be
communicated and recognising the importance of words, gestures and body language when
storytelling. The teacher is able to determine the level of understanding each child is situated at by
the structure of their recap, language used and clarity expressed. This strategy has been included in
the portfolio as it engages the students within the content and also enables teachers to determine the
strengths and weakness each child may have with speaking skills.
Procedure:
Step 1: Students form partnerships.
Step 2: One person in the group presents a 2-3 minute mime of their story.
Step 3: The other student has to orally express their interpretation of the mimed story to the class.
Step 4: The process is repeated and the students swap roles.
Processing Strategies.

Cueing Systems.

Modifications.

ACARA Links.

MSV

This teaching
strategy can be
modified as students
can work in larger
groups and time
adjustments can be
made.

Year 1: Language.
Understand that
language is used in
combination with other
means of
communication, for
example facial
expressions and gestures
to interact with
others (ACELA1444)

Predicting.
Searching.
Comprehending.

http://topergames.blogspot.com.au/

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