Portfolio 2.5

The following resource is a portfolio of language teaching and learning strategies.
The strategies
are a range of writing, reading and oral language strategies that can be implemented by early
years and upper primary teachers to enhance the learning of their students. This resource is a
live document meaning it is not complete because it will never be complete, only being added
to as my knowledge of language teaching and learning strategies expands. The portfolio is
organised by strategy, with a contents page that outlines what page you will find each strategy
and what category it fits into reading, writing or oral language.
Strategy Page NO. Reading Writing Oral

Word Wall tense 2 --- --- ---
Double Journal Entry 4 --- ---
Think Aloud 6 --- ---
Readers Theatre 8 --- ---
Think Pair Share 12 --- --- ---
Framed Paragraph 14 ---
Paragraph Hamburger 15 ---
Word Wall - Buzz 17 --- --- ---
Shared Reading 19 --- ---
Quick Writing 21 ---
Grand Conversations 23 --- ---
Interactive Writing 25 ---
Writing Groups 26 --- ---
Story Retelling 28 ---
Making words 29 --- ---
Dictation 31 --- ---
RAFT 33 --- ---
Choral Reading 35 --- ---
1
Elise Brady Portfolio of Language Teaching and learning strategies
Title
Tense word wall
Rationale
A tense word wall is a collection of words that are displayed under the headings Past
Present and Future. Each set of three words are next to each other so that the students can
clearly see the link between the past, present and future tense of a word. For example, the
word come would be displayed under the Present heading, with came and coming in their
respective columns on either side of the word come. This word wall is often referred to in
reading and writing tasks.
Procedure
1. Select the past present and future tense of words students are learning in their weekly spelling
words.
2. Each week put up the spelling word along with its two counterparts (past, present or future).
Ensure that words are written on bright coloured paper in black writing so it is clear and the
students can easily see them. Colours should be coded so that all of the present words are on
the same coloured paper, as well as the past and future words.
3. Draw student attention to the word wall during writing activities to assist them in determining
which tense to use.
Processing Strategies
This strategy targets searching and attending as processing strategies. The students are looking at
details of text (tense words) to determine the meaning of tense, as well as to look at the features of
these words.
Cueing Systems
This strategy supports the visual cueing system.
Comment
Word walls are a very flexible strategy that can be used to assist learning in through many different
activities. Word walls can be made for each spelling level or group; or each literacy group based on their
spelling and literacy levels.
Reference
Reading Rockets Word walls
http://www.readingrockets.org/strategies/word_walls
2
ACARA reference
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)
An example
Write a sentence on the board that uses either past, present, or future tense, for example I saw a dog
(past tense). Ask the students to identify the words in the sentence that determine the tense. Underline
these words on the board so that the students can clearly see the words they have identified (in this
sentence the word saw would be identified). Then ask the students to search the tense word wall to
find either the past or present counterpart to the highlighted words (for example saw in the present
tense would be see). Discuss with the students how they might write this sentence in the present tense
using the word see. Write the new present tense sentence on the board underneath the past tense
sentence so the students can clearly see the progression. Repeat with the future tense, discussing with
students the possible ways of writing this sentence in the future tense and displaying the sentence on
the board underneath the present tense. Once you have gone through the past, present and future
tense of a sentence with the whole class, give them another sentence in past tense. Ask the students to
once again identify the tense words and then have them attempt to write the present and future
counterpart sentences individually.
3
Title
Double journal entry
Rationale
A double journal entry is set out with two columns with the headings Idea from text and
Reaction/Connection. This allows students to identify a section of text or an idea of the text
and then record their reactions and feelings about the situation within the text, helping
students to make text to self, text to text and text to world connections that enable them to
better understand the text.
Procedure
1. Have students draw up a double journal entry template

2. Have students select and idea or section from a text that they have just read
3. Tell students to write their chosen idea or section in the left hand column, and record the
reactions and feelings to this in the right hand column, identifying if this is making a connection
to self, text or world.
4. Once students have had enough time to complete this, have them share aloud what they have
written, remembering to identify what connection they have made
* If this is the first time using this strategy with your students, ensure that you first model it for your
class through a whole class double journal entry.
This strategy targets searching as processing strategy. The students are looking at details of text (a
section of text) to determine the meaning of it to make a connection to themselves, another text or the
world.
Cueing Systems
This strategy supports the meaning cueing system. Students are looking at sections of texts or text ideas
and exploring their reactions and feelings towards it to make a connection (or meaning) to themselves,
another text or the world.
Comment
Double journal entries are a good strategy for catering to all ability levels as the students get to choose a
section of text that means something to them, and from their reaction and connections made the
teacher can easily identify individual progress of processing strategies and cueing systems.
Reference
ReadWriteThink Double Journal Entry
4
http://www.readwritethink.org/classroom-resources/printouts/double-entry-journal-30660.html
ACARA reference
Draw connections between personal experiences and the worlds of texts, and share responses with
others (ACELT1596)
An example
Have students read a text that has an underlying message such as Pig the pug or You are special.
Students can the select a section of the text or an idea from the text that they felt spoke them or they
felt connected to and write up a double journal entry focussing on this idea. Have students share with
the class the idea or section they chose and the connection the made to, explaining their reactions or
feelings that helped to make this connection.
5
Title
Thinks Aloud
Rationale
Think alouds are used so that students can learn how to better understand what they are
reading through questioning and making connections to self, text or world. Teachers can model
to students how competent readers construct meaning from a text. Teachers will read aloud a
specific text, stopping at appropriate points to talk out loud about what they are thinking about
the text and to answer some question about the text such as Do I understand what this text is
talking about? What do I know about this topic? What new information did I learn? How does it
fit in with what I already know? Once the think aloud strategy has been modeled, students can
then go on to use this strategy to assist their individual reading and comprehension.
Procedure
1. Teachers must first model a think aloud so that students can see how they should be using this
strategy. Once modelled, discuss with your students the purpose and benefits of the think aloud
strategy.
2. Then develop a set of questions that would support this strategy, such as:
What do I know about this topic?

What do I think I will learn about this topic?
Do I understand what I just read?
Do I have a clear picture in my head about this information?
What more can I do to understand this?
What were the most important points in this reading?
What new information did I learn?
How does it fit in with what I already know?
3. Introduce a text to students and have them pair up. Together, students read through the text,
stopping at certain points to think aloud the answers to some of the questions.
Think alouds support searching, as well as cross checking, confirming and self correcting as a processing
strategy.
Cueing Systems
This strategy supports the meaning cueing system.
6
Comment
Think alouds are such a versatile strategy as it is directed by the individuals own understanding and
reading/comprehension levels.
Reference
Literacy for the 21st Century
(Tompkins, 2010, p. 108)
ACARA reference
Develop criteria for establishing personal preferences for literature (ACELT1598)
Identify the audience and purpose of imaginative, informative and persuasive texts (ACELY1678)
An example
A think aloud could be done with a newspaper article to determine the intended purpose and audience
of the article through making meaning and understanding.
7
Title
Readers Theatre
Rationale
Readers theatre is a strategy developed by Aaron Shepard that focuses on supporting literature
and reading. Students are given scripts and characters and are required to perform a skit
through the reading of a script. As part of this strategy, nnarration serves as the framework of
dramatic presentation, no full stage used - sets are simple and suggestive. There are also no full
costumes. If used at all, costumes are partial and suggestive, or neutral and uniform. Readers
theatre requires no full memorization. Scripts are used openly in performance in order to
stretch and strengthen the students reading and fluency skills.
Procedure
Readers Theatre is done in a number of sessions. The steps for each session are as listed:
Session 1
1. Introduce Readers Theatre to your class. Give an overview of what it is and how it will be used in
the classroom. Review Aaron Shepard's "RT Tips: A Guide to Readers Theatre," which provides tips
on staging, scripting, and reading. Encourage students to apply these strategies in their preparation
and performance.
2. Introduce the Readers Theatre Rubric and make sure that students are aware of how their
performance will be assessed.
3. Place students in groups to work with selected scripts, and assign students in each group the role
(or roles) they will read.
4. Have students use a highlighter to highlight their roles in the script. It is a good idea for each
student in the group to use a different colour highlighter or for students with multiple roles to
highlight each of their roles in a different colour.
5. Provide time for the groups to practice reading through the scripts. Circulate around the room and
give assistance as needed.
6. Have groups take turns "performing" their script in front of the class.
7. Lead a class discussion on ways that the groups could make their performance more enjoyable for
the audience, reminding them of tips from "Readers on Stage."
8
Session 2
1. Explain that today, rather than simply read a premade Readers Theatre script, the class will begin
learning how to create their own scripts.
2. Discuss the following script roles:
Narrator(s)
Character(s)
Silent Character(s)
Sound Effects Person
3. Place the selected scripting sheet for modelling on the overhead. Demonstrate how to identify the
specific script roles for the selected script. Delineate between narration and dialogue. Narrators
read what is "outside" the quotation marks and characters read what is "inside" the quotation
marks. Make a list of the roles.
4. Read through the script on the overhead and have students identify who is reading each part of the
text. Write the name of the role on the transparency to identify each portion of the text.
5. Select students to read through the script on the overhead based on the roles that were identified.
Adjust roles as necessary during the reading in the event a role was omitted.
6. Place students in the same groups as Session 1, and assign one scripting sheet to each group (giving
each member a copy).
7. Have students work in groups to identify the roles on their scripting sheet. After all the roles have
been identified, students should read through the script to ensure that roles have not been
overlooked.
8. Have the groups read their scripts in front of the class. If any of the groups did not have time to
perform during Session 1, make sure they do so during this session.
Session 3
1. Give students an overview of their task. Each group should create a Readers Theatre script from the
text selection that has been assigned to their group. They will be expected to "perform" their script
the following day. Briefly review the "RT Tips: A Guide to Readers Theatre" with the class to remind
students of some tips on scripting and staging.
2. Review the Readers Theatre Evaluation form and remind the groups on the aspects of their script
9
and performance that will be assessed.
3. Have students identify the different roles in their selection and mark them on the copies. Groups
can then assign specific roles to each member.
4. Encourage students to use highlighters to identify their portions of the text. If one member is
playing multiple roles, using different colour highlighters will help him or her distinguish the roles
and know when to use a different voice.
5. Have students practice performing their scripts within the group.
Session 4
1. Have each group perform their Readers Theatre script in front of the class.
2. Use the Readers Theatre Evaluation form to assess each group's performance.
Sourced from: ReadWriteThink http://www.readwritethink.org/classroom-resources/lesson-plans/readers-theatre-172.html?tab=4#tabs
Readers Theatre is a continual cycle of attending and searching, predicting, cross-checking, confirming or
self-correcting, and re-predicting as the students read through their scripts and then perform them.
Cueing Systems
This strategy supports the visual and structural cueing systems.
Comment
Readers Theatre is an exciting and novel way to get students engaged in reading, particularly those
students who might struggle to read but are very extroverted.
Reference
ReadWriteThink Readers Theatre
http://www.readwritethink.org/classroom-resources/lesson-plans/readers-theatre-
172.html?tab=4#tabs
ACARA reference
Read an increasing range of different types of texts by combining contextual, semantic, grammatical and
phonic knowledge, using text processing strategies, for example monitoring, predicting, confirming,
rereading, reading on and self-correcting (ACELY1679)
10
An example
An example has not been included in this strategy as Readers Theatre is the strategy and activity in
itself. For scripts and more instruction please see source/reference.
11
Title
Think Pair Share
Rationale
Think pair share is a collaborative learning strategy in which students work together to solve a
problem or answer a question about an assigned reading or question. This technique requires
students to think individually about a topic or answer to a question; and to then share these
thoughts and ideas with partner and classmates.
Procedure
1. Write a topic sentence on the board.

2. Have students individually think about the sentence what is it about, what do they think/feel
about it, do they agree/disagree with it?
3. Pair students up and have them discuss their thoughts
This strategy targets searching and attending as processing strategies. The students are looking at a
sentence and first attending to the detail of the text to read it, and then searching the text for meaning
and reflecting on the text.
Cueing Systems
This strategy supports the visual and meaning cueing systems.
Comment
Think Pair Share strategy can be used for any text or subject, making it very versatile when catering to
diversity in student ability or learning styles.
Reference
(Tompkins, 2010, p. 408)
ACARA reference
Discuss how language is used to describe the settings in texts, and explore how the settings shape the
events and influence the mood of the narrative (ACELT1599)
Discuss the nature and effects of some language devices used to enhance meaning and shape the
readers reaction, including rhythm and onomatopoeia in poetry and prose (ACELT1600)
Identify the point of view in a text and suggest alternative points of view (ACELY1675)
12
Identify the audience and purpose of imaginative, informative and persuasive texts (ACELY1678)
An example
Read a text to students that they have read before and understand easily. Ask them to think about the
point of view in the text. Pair students up and have them discuss alternative points of view.
13
Title
Framed paragraphs
Rationale
Framed paragraphs are a prewriting tool that gives students a framework to work with that
supports paragraph writing. These are skeleton templates that contain information about the
main concepts and ideas as well as the transition words within paragraphs.
Procedure
1. Write template up on board or give students each a handout of the template.

2. Explain to students what it is and what they will be doing.
3. Give students a topic for their paragraph along with the template such as the beach or
animals so that they do not get overwhelmed by just coming up with their paragraph content.
4. Model this activity for the students using the template you wrote on the board.
5. Have students complete this activity using the template you have given them.
This strategy targets attending as processing strategies. The students are looking at details of text
(transition words) as well as concepts and ideas that a paragraph might talk about.
Cueing Systems
Comment
The framed paragraphs strategy gives students a very visual and structured explanation of how to write
a paragraph. The templates can be modified depending on each students ability.
Reference
Reading Rockets Framed Paragraphs - http://www.readingrockets.org/strategies/framed_paragraphs
ACARA reference
Understand that paragraphs are a key organisational feature of written texts (ACELA1479)
An example
14
Title
Paragraph hamburgers
Rationale
Paragraph hamburgers are a prewriting tool that gives students a framework to work with that
supports paragraph writing. These are skeleton templates that contain information about the
main concepts and ideas as well as the transition words within paragraphs. Paragraph
hamburgers are beneficial in that they give a unique and engaging twist on framed paragraphs
with the template of a hamburger.
Procedure
1. Draw a template up on the board or give students each a handout of the template.
2. Explain to students what it is and what they will be doing.
3. Give students a topic for their paragraph along with the template such as the beach or
animals so that they do not get overwhelmed by just coming up with their paragraph content.
4. Model this activity for the students using the template you drew on the board.
5. Have students complete this activity using the template you have given them.
This strategy targets attending as processing strategies. The students are looking at details of text
(transition words) as well as concepts and ideas that a paragraph might talk about.
Cueing Systems
Comment
The paragraph hamburgers strategy gives students a very visual and structured explanation of how to
write a paragraph. The templates can be modified depending on each students ability, and can help to
engage students with a unique and quirky template.
Reference
Reading Rockets Paragraph Hamburger
http://www.readingrockets.org/strategies/paragraph_hamburger
ACARA reference
15
An example
16
Title
Buzz word wall
Rationale
A buzz word wall is a collection of words which are displayed in large visible letters on a wall, pin
board, or other display surface in a classroom. The buzz word wall is designed to be an interactive tool
for students that contains high frequency words to be used to refer to during reading and writing
activities.
Procedure
1. Write high frequency words on brightly coloured pieces of paper in large text so each word can
be clearly seen.
2. Display words on a wall or board in the classroom, somewhere that students can see it at all
times.
3. Draw student attention to the word wall during reading and writing activities to assist them in
their learning.
This strategy targets searching and attending, predicting, as well as cross checking, confirming and self
correcting as processing strategies.
Cueing Systems
Comment
Word walls are a very flexible strategy that can be used to assist learning in through many different
activities. Word walls can be made for each spelling level or group; or each literacy group based on their
spelling and literacy levels.
Reference
Reading Rockets Word walls
http://www.readingrockets.org/strategies/word_walls
ACARA reference
Recognise high-frequency sight words (ACELA1486)
17
An example
Each day give each child two of the high frequency word flash cars. Go around the class and have
students read each of their words. Number of words can increase each day or week, or a rotation of
words could be done so that students are reading four, six or even eight words each day.
18
Title
Shared reading
Rationale
Shared Reading is an interactive reading experience that occurs when students join in or share the
reading of a book or other text while guided and supported by a teacher. The teacher reads the book
out loud, modelling fluent reading with expression in their voice, and then reads the book again and
again for several days. The first reading is for the students enjoyment as they get lost in the story. Then
as the readings go on the teacher will draw the students attention to concepts about print,
comprehension and interesting words and sentences.
Procedure
1. Introduce the text by building some background knowledge for the students. Read the title and
author names out loud.
2. Read the text out loud. If the text is a big book, use a pointer to point at the words as you read
them.
3. Have a Grand conversation about the story. Have students ask questions and share their own
responses.
4. Reread the story having the students take turns of using the pointer and turning the pages.
Students can also join in on reading familiar words.
5. Continue the rereading process, then start to draw the students attention to words for the
interesting features, the structure of the text and other concepts of print as well as going
through the comprehension.
6. Have the students read text individually.
This strategy targets searching and attending and predicting as well as crosschecking, confirming and
self correcting as processing strategies.
Cueing Systems
This strategy supports the meaning, visual and structural cueing system.
Comment
Teachers can modify the support they provide throughout the shared reading process depending on the
students reading levels.
Reference
(Tompkins, 2010, p. 465)
19
Reading Rockets Shared reading
http://www.readingrockets.org/strategies/shared_reading
ACARA reference
Understand concepts about print and screen, including how books, film and simple digital texts work,
and know some features of print, for example directionality (ACELA1433)
Use comprehension strategies to understand and discuss texts listened to, viewed or read
independently (ACELY1650)
Recognise that texts are made up of words and groups of words that make meaning (ACELA1434)
Recognise that different types of punctuation, including full stops, question marks and exclamation
marks, signal sentences that make statements, ask questions, express emotion or give commands
(ACELA1449)
An example
20
Title
Quick writing
Rationale
Quick writing is an impromptu writing activity that is designed to generate ideas and develop
writing fluency.
Procedure
1. Select a topic and have students write it at the top of their paper
2. Have students write about the topic for five to ten minutes, not stopping to make any
corrections or revisions and never rereading what they have written until the end
3. Have students read their quick writes in small groups, now adding any unfinished thoughts to
them.
4. Have students choose one quick write from each group and read them out loud.
5. Students will now do a second quick write on either the same topic or a subtopic that has
emerged from the sharing of students work.
This strategy targets searching and attending, and then later on cross checking, confirming and self
Cueing Systems
This strategy supports the meaning and visual cueing systems.
Comment
Quick writes would be a good way of briefly breaking up a lesson to generate some new ideas without
there being pressure on students to worry about grammar, spelling and punctuation.
Reference
(Tompkins, 2010)
ACARA reference
Discuss characters and events in a range of literary texts and share personal responses to these texts,
making connections with students' own experiences (ACELT1582)
21
An example
Have students choose one aspect of the class text that they feel a connection with. Give students five to
ten minutes to write about this, and then whilst in groups have them identify the connection that they
have made (to self, text or world).
22
Title
Grand conversations
Rationale
Grand conversations are used so that students can explore the big ideas of a text and reflect on their
feelings. Students do most of the talking in a grand conversation, voicing their views and opinions, as
well as what confuses them and the connections to the text. Students will respond to each other and
encourage their classmates to join in on the conversation by asking each other questions.
Procedure
1. Read a book to the students.

2. Prepare for the conversation by having the students individually reflect on the story by drawing
a picture or writing in their writing logs.
3. Form a circle with the students and choose a student whom you will ask the first question. Ask
this student either What are you thinking about? or What are your thoughts on the story?
4. Continue the conversation by encouraging the students to contribute and engage in a deep
discussion. Students will get better at opening up the more they perform this activity. The
teacher may like to ask directive questions to highlight specific aspects of the story.
5. End the conversation by summarising and drawing conclusions about the story.
6. Have the students reflect on the conversation in their writing logs.
This strategy targets searching and attending as processing strategies.
Cueing Systems
This strategy supports the meaning cueing system.
Comment
Grand conversation can be had for any subject or topic and are student centred, making them very
easily adaptable to different levels of ability.
Reference
(Tompkins, 2010, p. 436)
ACARA reference
Engage in conversations and discussions, using active listening behaviours, showing interest, and
contributing ideas, information and questions (ACELY1656)
23
Use interaction skills including turn-taking, recognising the contributions of others, speaking clearly and
using appropriate volume and pace (ACELY1788)
Discuss characters and events in a range of literary texts and share personal responses to these texts,
making connections with students' own experiences (ACELT1582)
Express preferences for specific texts and authors and listen to the opinions of others (ACELT1583)
24
Title
Interactive writing
Rationale
Interactive writing is used to demonstrate how writing works and to show students how to
construct words and sentences. Teachers use interactive writing to create a message with the
students and write it on chart paper. The text is teacher guided but written by the entire group.
Procedure
1. Set a purpose or stimuli activity for the interactive writing piece.

2. Choose a sentence to write, negotiated between the students and teacher.
3. Have students write the sentence, word by word, with you and keep track of the words that
students can and cant spell.
4. Display the completed sentence for all students to see and have them read it using shared
reading.
This strategy targets searching and attending, and then later cross checking, confirming and self
Cueing Systems
Comment
Interactive writing can be used for many purposes, including literature focus units.
Reference
(Tompkins, 2010, p. 440)
ACARA reference
Understand how texts are made cohesive through resources, for example word associations, synonyms,
and antonyms (ACELA1464)
Know some features of text organisation including page and screen layouts, alphabetical order, and
different types of diagrams, for example timelines (ACELA1466)
25
Title
Writing groups
Rationale
Writing groups are used in the revision stage of the writing process for students to give and
receive feedback on rough drafts. Students give and receive compliments and constructive
feedback on their work. This activity not only allows students to receive feedback on where
they could improve their work, but they learn to interact with others in a way that can be
difficult at first.
Procedure
1. Read drafts out loud

2. Students offer compliments about the work that have meaning, for example rather than I liked
it, encourage them to say I liked it because... or I liked the part where...
3. The writer now asks clarifying questions about areas they think they are having trouble or could
use revising.
4. Students can now offer extra feedback on any other revisions they think could be beneficial.
5. Repeat the process for each member of the group.
6. Have each student make an individual plan for the revision.
This strategy targets searching and attending as processing strategies, as well as cross checking,
confirming and self correcting.
Cueing Systems
This strategy supports the meaning, visual and structural cueing systems.
Comment
Writing groups offer a good chance for the students to hear feedback from their peers rather than the
teacher. Groups can be organised according to ability level through streaming, or abilities could be
mixed.
Reference
(Tompkins, 2010, p. 480)
ACARA reference
26
Use interaction skills including initiating topics, making positive statements and voicing disagreement in
an appropriate manner, speaking clearly and varying tone, volume and pace appropriately (ACELY1789)
27
Title
Story retelling
Rationale
Story retelling is used to monitor student comprehension. This is a one on one strategy that can
be recorded using a running record or other template.
Procedure
1. Introduce the text by reading it out loud to the whole class, to an individual student or having
students read it independently.
2. Afterward have a grand conversation or think pair share time to think about and discuss the
story.
3. Have a student retell the story to you in a quiet area of the classroom. Ask questions such as
Who was the story about? What happened next? Where did the story take place? What did
the character do next? How did the story end if necessary to elicit more information.
4. Mark the running record or scoring guide to keep track of the students comprehension.
This strategy targets searching and attending as well as predicting as a processing strategy to initially
read the text, and then to re tell it.
Cueing Systems
This strategy supports the meaning and visual cueing system.
Comment
Story retelling allows teachers to monitor student comprehension levels so that they can better be
catered for in lessons.
Reference
(Tompkins, 2010, p. 470)
ACARA reference
Use comprehension strategies to understand and discuss texts listened to, viewed or read
independently (ACELY1650)
28
Title
Making words
Rationale
The making words strategy is a teacher directed spelling activity where students arrange letter
cards to make words. This strategy is often used in small groups with English learners as it is
nonthreatening and hands on, engaging students and allowing them to have fun with it.
Procedure
1. Make letter cards. This can be done by the teacher, but involving the students in the card
making process will help them to make more connections to the letters.
2. Choose a word, and without disclosing it distribute all the cars need to make this word.
3. Ask the students to name each letter and place them on their desks, with constantans and
vowels in separate groups.
4. Have students make words with one, two, three, four or more letters and list them in their log.
5. Have students share their words starting with the shortest ones, until you work up to the
longest word, using all of the letters available.
6.
This strategy targets searching and attending as well as predicting as a processing strategy to initially
read the letter and then predict and construct words.
Cueing Systems
This strategy supports the visual and structural cueing system systems.
Comment
Words can be chosen from books students are reading or from thematic units, such as whilst studying
Egypt or the ocean.
Reference
(Tompkins, 2010, p. 448)
ACARA reference
Produce some lower case and upper case letters using learned letter formations (ACELY1653)
29
Recognise sound-letter matches including common vowel and consonant digraphs and consonant
blends (ACELA1458)
Example
A class studying the ocean might choose the word angelfish. From this word, the following can be
found:
2 3 4 5 6 7
is Lie leaf fines Angles Shingle
an Fig self hinge angels
30
Title
Dictation
Rationale
With young children, dictation offers a way for a teacher the chance to record a child's thoughts, ideas
or reactions when the writing demands expert writing skills. Dictation provides a chance for an adult to
model many writing behaviours including handwriting, matching sounds-to-letters to spell words, and
sentence formation. Dictation can also be used in reverse, allows for teachers to test students phonetic
awareness or letters and words.
Procedure
Student dictation
1. Ask a student a question or give them a topic to speak on.

2. Record their answers or thoughts.
Teacher dictation
1. Have students get ready with a pencil and piece of paper.

2. Ask them to write down what you are about to say.
3. Choose a topic to talk about what is relevant to the students a unit of work or social issue.
4. Students work can be reviewed by the teacher to keep track of phonetic awareness.
This strategy targets searching and attending as processing strategies.
Cueing Systems
This strategy supports the meaning and structural cueing system.
Comment
Dictation is very versatile and can be modified to suit the level of the student. It is also very useful for
recording responses from students who might excel in an area of work but struggle to write.
Reference
Reading Rockets Dictation
http://www.readingrockets.org/strategies/dictation
ACARA reference
31
Recognise sound-letter matches including common vowel and consonant digraphs and consonant
blends (ACELA1458)
Recognise most soundletter matches including silent letters, vowel/consonant digraphs and many less
common soundletter combinations (ACELA1474)
An example
Dictation can be used to test students knowledge and awareness of silent letters.
32
Title
RAFT
Rationale
RAFT is used as a writing strategy to help learners understand their role as writers, the audience they
will address, the different formats of writing and the topic the will be writing about. This strategy allows
the teacher to encourage students to write creatively, think about different viewpoints and audiences
and what that means for their role as the author.
Role of the Writer: Who or what are you as the writer? A pilgrim? A soldier? The President?
Audience: To whom are you writing? A friend? Your teacher? Readers of a newspaper?
Format: In what format are you writing? A letter? A poem? A speech?
Topic and strong verb: What are you writing about? Why? What's the subject or the point?
Procedure
1. Establish the purpose or topic book for this activity and read the book or study the topic as a
class.
2. Model the activity through creating a RAFT chart on a similar book or for a similar purpose.
3. Have students choose their own projects and create them using the writing process.
4. Students can share their work at the end to receive feedback from their peers.
This strategy targets searching and attending as a processing strategy.
Cueing Systems
This strategy supports the meaning, visual and structural cueing system.
Comment
RAFT is a great way for differentiation through tiering rejects to match student abilities.
Reference
(Tompkins, 2010, p. 456)
Reading Rockets RAFT
33
http://www.readingrockets.org/strategies/raft
ACARA reference
Reread and edit student's own and others work using agreed criteria for text structures and language
features (ACELY1705)
34
Title
Choral reading
Rationale
Choral reading is reading aloud in unison with a whole class or group of students. Choral reading helps
build students' fluency, self-confidence, and motivation. Because students are reading aloud together,
students who may ordinarily feel self-conscious or nervous about reading aloud have built-in support.
Procedure
1. Select a text for the students to read.

2. Decide whether all students will read together, a group of students will read or if it will be echo
or leader choral reading.
3. Have students arrange the text according to how it will be read, highlighted their parts.
4. Have students read the text out loud.
This strategy targets searching and attending as processing strategies, as well as predicting.
Cueing Systems
Comment
Choral reading can be tailored to just about any class of different ability levels through using either echo
reading, leader reading, all class choral reading or cumulative reading. Choral reading is also very good
for non-English speakers or English as a Second Language speakers.
Reference
(Tompkins, 2010, p. 430)
Reading Rockets Choral reading
http://www.readingrockets.org/strategies/choral_reading
ACARA reference
35

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The following resource is a portfolio of language teaching and learning strategies.

Strategy Page NO. Reading Writing Oral

Tense word wall

This strategy supports the visual cueing system.

Reading Rockets Word walls

Double journal entry

1. Have students draw up a double journal entry template

ReadWriteThink Double Journal Entry

What do I know about this topic?

This strategy supports the meaning cueing system.

Literacy for the 21st Century

(Tompkins, 2010, p. 108)

Develop criteria for establishing personal preferences for literature (ACELT1598)

2. Discuss the following script roles:

Sound Effects Person

5. Have students practice performing their scripts within the group.

Sourced from: ReadWriteThink http://www.readwritethink.org/classroom-resources/lesson-plans/readers-theatre-172.html?tab=4#tabs

This strategy supports the visual and structural cueing systems.

ReadWriteThink Readers Theatre

Think Pair Share

1. Write a topic sentence on the board.

This strategy supports the visual and meaning cueing systems.

Literacy for the 21st Century

(Tompkins, 2010, p. 408)

1. Write template up on board or give students each a handout of the template.

This strategy supports the visual and structural cueing systems.

Reading Rockets Framed Paragraphs - http://www.readingrockets.org/strategies/framed_paragraphs

This strategy supports the visual and structural cueing systems.

Reading Rockets Paragraph Hamburger

Buzz word wall

This strategy supports the visual and structural cueing systems.

Reading Rockets Word walls

Recognise high-frequency sight words (ACELA1486)

Literacy for the 21st Century

(Tompkins, 2010, p. 465)

This strategy supports the meaning and visual cueing systems.

Literacy for the 21st Century

1. Read a book to the students.

This strategy targets searching and attending as processing strategies.

This strategy supports the meaning cueing system.

Literacy for the 21st Century

(Tompkins, 2010, p. 436)

1. Set a purpose or stimuli activity for the interactive writing piece.

This strategy supports the visual and structural cueing systems.

Literacy for the 21st Century

(Tompkins, 2010, p. 440)

1. Read drafts out loud

Literacy for the 21st Century

(Tompkins, 2010, p. 480)

This strategy supports the meaning and visual cueing system.

Literacy for the 21st Century

(Tompkins, 2010, p. 470)

Literacy for the 21st Century

(Tompkins, 2010, p. 448)

1. Ask a student a question or give them a topic to speak on.

1. Have students get ready with a pencil and piece of paper.

This strategy targets searching and attending as processing strategies.

This strategy supports the meaning and structural cueing system.

Reading Rockets Dictation

Format: In what format are you writing? A letter? A poem? A speech?

This strategy targets searching and attending as a processing strategy.

Literacy for the 21st Century

(Tompkins, 2010, p. 456)

Reading Rockets RAFT