26. Segmenting sounds for writing stegosaurus How many syllables can you hear? Clap them! Where do the syllables fall?
27. Understanding the high frequency words that need to be learnt the that not look put and with them don’t could a all were come house to we go will old said can little Into too in are as back by he up no from day I had mum children made of my one him time it her then Mr. I’m
28. High frequency words Masterson, J Stuart, M Dixon M Lovejoy S (2003) Children’s Printed Word Database: Economic & Social Research Council funded project R00023406 - Primary National Strategy UK was what do get if you there me just help they out down now Mrs. on this dad came called she have big oh here is went when about off for be It’s got asked at like see their saw his some looked people make but so very your an
29. Part ii) Developing learner materials to use as reading resources Fiction/story – pictures only Non-fiction/information – pictures only TASK: make your own nonfiction book.
30. Developing learner materials to use as reading resources TASK: Read the text in small groups. Look at the pictures as a source of context.
31. Developing learner materials to use as reading resources THEORY: If a learner can write language then they can read it. By reading the text they have written they are making meaning and developing their language ability.
32. Developing learner materials to use as reading resources THEORY: If a learner has written language it is ‘high interest’ and at the ‘right level’ for them.
33. Developing learner materials to use as reading resources THEORY INTO PRACTICE TASK: Write sentences to match your pictures. Read your text to a partner. Listen to a partner. Read a partners text.