Read+it!

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[|Marvin] - Free to NZ schools (animations great for digital storytelling)

/ Student Action || e-learning Integration || **Next Steps** || To match 1-1 ...................... To relate own experiences to the story || Teacher puts link into wiki for easy access by students Teacher models on screen with data projector. One student is helper and one is learner || [|All About Me] ........................................
 * **Learning Intentions** || Acts of Teaching
 * To relate pictures to print

( From [|Starfall] ) ||  || To talk about plot and characters ||  || media type="custom" key="5423341" ||   || To locate specific information || Teacher identifies text as part of integrated programme Students predict words they expect to see Students list words they didn't expect to see or are unknown Students write own definitions for specialised vocabulary Compare with //experts// definitions || [|Orcas] || Students design their own questions about the text. Students record questions and select the best question through discussion of good questions. || To respond critically to a range of texts To show awareness of how words and images can be combined to make meaning To identify how verbal and visual features can be combined for a particular purpose and audience || Teacher explains what a report is Discuss the features of a report and models using enriched vocabulary (fact, opinion, evidence, example, true, false, solution, compare, contract) Students write a script and prepare a podcast || [|KPE - podcasts] || Share podcast online and read feedback. Reflect on whether it met intention and conveyed a messge || and extend reading interests To recognise the features of of a report || Students identify how the author uses language to convey meaning and influence the reader Students express an opinion about the development of the story Students use an enriched vocabulary in their report (main events, action, plot, setting, problem, crisis, solution, conclusion) Students discuss the actions of the characters and the development of relationships and express their feelings about the text. || Classroom Booktalks || Students read a range of text types and can make connections and comparisons between books and authors || To identify and reflect upon information while reading || Teacher introduces fact v fiction and exposes students to a variety of texts Teacher provokes discussion about a variety of sites and students respond in Think, pair share Students identify 6 points to help them to establish fact, fantasy, hoax || [|Tree Octopus] || Students create their own hoax site, incorporating strategies such as formative language, claims from other people, fictitious references and visuals ||
 * To use initial letters and endings to decode
 * To read texts with more specialised vocabulary
 * To discuss confidently about books and authors when reporting
 * To read a wide range of texts for pleasure and information
 * To clarify vocabulary or meaning independently

[|Literacy Zone - Interactive Stories for Kids][|Roy the Zebra] - Interactive games to support early readers