Gianduzzo Robert 1059876 Edu340 Task2

EDU 340
Task 2
Teaching Strategies Portfolio
Literacy
Teaching
Strategies
Robert Gianduzzo
1059876
EDU 340
Task 2
This Portfolio contains a list of activities for teacher to use in class

that will help students develop literacy skills. These activities are
engaging and cover the age range for students attending primary
school. Each activity has been divided into the three sections of
literacy, Reading, Writing and Oral Language. Each activity also
contains at least one of three cueing systems that students use to
understand language. They are, Meaning Cueing systems does it
make sense to the students. Structure Cueing systems does it
sounds right. Visual Cueing systems does it looks right
Robert Gianduzzo
1059876
EDU 340
Task 2
Table of Contents
Reading............................................................................ 4
Anticipation Guide..................................................................5
CVC Word Card Game..............................................................6
Example of a CVC Word Card................................................................7
Newspaper Treasure Hunt.......................................................8
Example: Newspaper Treasure Hunt.....................................................9
Story Boards.........................................................................10
Think-Aloud..........................................................................11
Writing...........................................................................12
Collaborative Books..............................................................13
How Do You Think This Story Will End?...................................14
Interactive Writing................................................................15
Just A Note...........................................................................16
Word Boxes..........................................................................17
Example Word Boxes..........................................................................18
Word Ladder.........................................................................19
Example Word Ladders.......................................................................20
Word Wall.............................................................................21
Example Word Wall............................................................................. 22
Oral Language.................................................................23
Choral Reading.....................................................................24
Grand Discussion..................................................................25
Hot Seat...............................................................................26
Learning Language Experience..............................................27
Morning Messages................................................................28
Example Morning Messages...............................................................29
Readers Theatre...................................................................30
Example: Reading Theatre script........................................................31
Story Retelling......................................................................32
References...................................................................... 33
Robert Gianduzzo
1059876
EDU 340
Task 2
Reading
Robert Gianduzzo
1059876
EDU 340
Task 2
Anticipation Guide
Rationale: Anticipation guides are an activity that engages
students in reading. This activity develops students predicting and
collaboration abilities. This activity is applicable all primary school
grades.
Procedure:
Step 1: The teacher prepares a list of statements about a
topic and writes then on the board. These statements will be
true or false
Step 2: The students read the statements and decide if they
are true or false. They then record their answer on paper
individually
Step 3: After all the students have decided on their positions
the class will discuss their responses to the statements and
defend their positions
Step 4: The class will then read text related to the statement
list
Step 5: After reading the text the class will once more discuss
the statement list and change any answers to statements they
have a new prespective on
Processing Strategies: This activity involves students predicting
whether or not a statement was true and investigating the
statement in the text. Students will also cross check their positions
with other students and respectfully collaborate
Cueing Systems: In this activity students use meaning cues to
establish a position and confirm the position. The students do this
by using their prior-knowledge to create a position and then use the
whole text to establish if their position still makes sense
Reference: Tompkins, Campbell, & Green, 2012, 400
Robert Gianduzzo
1059876
EDU 340
Task 2
CVC Word Card Game

Rationale: CVC Word Card Game is a game that is used to
introduce students to phonics. CVC stands for Consonant-VowelConsonant. CVC Word Cards are used to establish letter-word
recognition and sound recognition. This game is applicable to
preschool and grade one classrooms
Procedure:
Step 1: The teacher prepares several CVC cards, two of each
kind, that use the same vowel. E.g. A, cat, bat
Step 2: The class and the teacher sit on the floor. The teacher
places the cards upside down on the floor and spreads them
around
Step 3: The teacher models the activity to the students,
flipping a card over, saying the word out loud, flipping another
card over and saying that cards name and flipping both cards
back down
Step 4: Students take turns repeating the teachers modelling,
however if a student finds two cards with the same words,
those cards are taken out of the pile
Step 5: If all the cards are taken out, the teacher sets the
cards up again until every student has had a go
Step 6: The teacher will then pickup each card, show the
class and say the word out loud.
Step 7: Repeat this until there are no cards left
Processing Strategies: This strategy involves students attending
to the words to break them into sounds
Cueing Systems: In this activity students will use visual cues to
understand the words. The students would deconstruct the words
into sounds and use visual information to assist learning the words.
Reference: CVC Words flashcards
Robert Gianduzzo
1059876
EDU 340
Task 2
Example of a CVC Word Card
Robert Gianduzzo
1059876
EDU 340
Task 2
Newspaper Treasure Hunt

Rationale: Newspaper Treasure hunt is a reading game to develop
students written comprehension. This activity is applicable to all
primary school grades
Procedure:
Step 1: The teacher gathers a pile of newspaper, enough for
one newspaper per four/five students
Step 2: The teacher prepares a treasure hunt list worksheet
instructing students to find and record various words that
meet certain conditions, depending on the grade
Step 3: The teacher puts students into groups and gives them
the newspaper and treasure hunt list
Step 4: Students will search through the newspaper locating
words that meet the treasure lists criteria and record their
findings in a determined timeframe
Step 5: At the end of the timeframe the teacher will gather
the students as a class to discuss their results
Processing Strategies: In this activity students will search
through various texts to complete the worksheet
Cueing Systems: Newspaper Treasure Hunt involves students
using visual cueing systems to identify words in order to complete
the worksheet
Reference: Newspaper reading activities | TeachingEnglish | British Council
| BBC
Robert Gianduzzo
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EDU 340
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Example: Newspaper Treasure Hunt

Grade One
1) Find 5 proper nouns
2) Find 5 words that make an at sound
3) Find 3 words that end in ing
Robert Gianduzzo
1059876
EDU 340
Task 2
Story Boards
Rationale: Story Boards is a reading activity that helps students
develop an understanding of story structure. This activity is best
suited for prep and grade one.
Procedure:
Step 1: The teacher prepares several boards that each
display a page of a story, these will be known as story frames.
The teacher does this for several stories
Step 2: The teacher hands students a story frame and
instructs them to read their boards and try to put the book in
order
Step 3: The students will read their story frames and use
their prior knowledge of the story and use of sentence
structure to arrange themselves into a line to show the book in
order.
Step 4: When the story frames are in order the teacher will
guide the class in a discussion on what strategies they used to
figure out the order. The teacher can repeat the active, with a
different book so every student has a turn
Processing Strategies: In this activity students search for key
features on their story frame to establish its purpose in the story
Cueing Systems: This activity involves students using meaning
and structure cueing systems. The students use Meaning cueing
systems as they use prior knowledge and illustrations on the story
frames to make sense of the story. Structural cueing systems are
used as the students read the sentences to determine the order
they should grammatically appear during the story.
Reference: Tompkins, Campbell, & Green, 2012, 421 422
Robert Gianduzzo
1059876
EDU 340
Task 2
Think-Aloud
Rationale: Think-Aloud is a reading strategy students learn to help
assess text while reading. Teaching students this strategy helps
them develop self-monitoring, reflecting and predicting skills. This
strategy can be taught to any grade in primary school.
Procedure:
Step 1: The teacher selects a book to read to the class.
Step 2: The teacher plans what skills and questions, relating
to reading strategies, they want to model for the students and
when to pause while reading text.
Step 3: The teacher then models using think aloud questions
while reading the book. Such questions as
I wonder if
This makes me think of
I reread this part because. (425)
Step 4: The teacher will write a small note about their
thinking and attach it next to the text that prompted the think
aloud
Step 5: The teacher continues this until the end of the book
Step 6: The teacher then reflections on the notes, the
strategies used throughout the reading and the usefulness of
thinking aloud
Step 7: The teacher repeats this modelling several times
during the year until students are familiar enough with the
concept to practise think aloud in small groups.
Processing Strategies: During this activity students will be predict
and reflect on questions and strategies throughout the activity.
When students perform the activity in small groups they will use
cross checking to ensure they are asking similar questions as other
students and monitor their own progress to determine how effective
their think aloud is.
Cueing Systems: This activity involves students using meaning,
structural and visual cue systems. Depending on the types of
questions the teacher models and the students asks themselves,
students can use all three cueing systems to create meaning such
as deconstructing a word and see how its spelling affects the word,
which affects the sentence which affects the whole text.
Robert Gianduzzo
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EDU 340
Task 2
Reference: Tompkins, Campbell, & Green, 2012, 424 - 425
Robert Gianduzzo
1059876
EDU 340
Task 2
Writing
Robert Gianduzzo
1059876
EDU 340
Task 2
Collaborative Books
Rationale: Collaborative Books is a writing activity to introduce
students to writing structures. The activity assists students in
developing comprehension of written text and understanding story
structure. It can be applied to every grade in primary school.
Procedure:
Step 1: The teacher reads a storybook to the class.
Step 2: The teacher organises students into groups.
Step 3: Each student within these groups is then given a
page from the story to reconstruct
Step 4: The students construct a rough draft of their page,
using drawings and in their own words. They present this in
their group. The groups collaborate on how to improve each
page in order to create a final copy.
Step 5: The students create a title page and a blurb for the
book as a group. Older students can also include table of
contents and a bibliography.
Step 6: Allow students access to the book.
Processing Strategies: Through this activity students will search
through the original book to select appropriate information for their
version. Students will attend to important features of the book and
work collaboratively to cross check their works with other students.
Cueing Systems: During this activity students will use meaning,
structure and visual cues to assist their learning. Students will use
meaning cues by using the whole text and prior knowledge to select
words when writing their page. Structure cues will be used by
students while reading each others pages. Visual cues will be used
as students create their pages and use familiar words.
Robert Gianduzzo
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EDU 340
Task 2
How Do You Think This Story Will

End?
Rationale: How Do You Think This Story Will End? is a writing
activity to extend student knowledge on story structure. The activity
develops students recounting, creativity, collaboration,
comprehension of written words and story structure. This activity
can be applied to all grades.
Procedure:
Step 1: The teacher reads to the nearly the end book to the
class but does not finish it.
Step 2: The teacher organises students into small groups.
Step 3: Students in these groups collaborate on possible
endings for the story
Step 4: The students will decide on which ending they like the
most and draw a page of how they think it will end. For
students in grade 2 and above, a written component will be
included
Step 5: The groups will then present their idea to the class
orally
Processing Strategies: Through this activity students will predict
the outcome of the story. Students will crosscheck and work
collaboratively with other students on their ideas to create an
outcome for the story.
Cueing Systems: During this activity students will use meaning
and structure cues to assist their learning. Students will use
meaning cues by using the whole text and prior knowledge to select
words when predicting and creating their outcome. Students who
include a written component will use structure cues to keep their
outcome within the same theme and tense as the book.
Reference: Welcome to More than Reading
Robert Gianduzzo
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EDU 340
Task 2
Interactive Writing
Rationale: Interactive writing is a writing activity that develops
students written comprehension. It can be applied to grades below
grade three.
Procedure:
Step 1: The teacher selects a theme for a sentence.
Step 2: The teacher or student creates and orally presents
the sentence to the class
Step 3: The teacher repeats the sentence several times but
the students join in. During the third repeat the teacher will
segment the sentence into individual words
Step 4: On the fourth repeat the teacher will only pronounce
the first word slowly with the students. The teacher will ask
Who can write the word on the board?. The teacher will
select a student pronounce the word slowly with the rest of
the class as the student writes the word.
Step 5: The teacher repeats this process pronouncing the
words previously spelled normally but slowly pronouncing the
word that needs to be written. This is done until the sentence
is written.
Step 6: When all the students have written the sentence the
class as a whole will again read the whole sentence out loud
then discuss any issues students had while writing the
sentence.
Processing Strategies: Through this activity students be
attending to the sentence said aloud and deconstruct the words.
Students will cross check their ideas on how words are spelt against
other students.
Cueing Systems: During this activity students will use Structure
Cues to assist their learning. Students will use Structure Cues after
listening to the sentence to determine the tense and types of words
in the sentence.
Reference: Tompkins, Campbell, & Green, 2012 408 - 409
Robert Gianduzzo
1059876
EDU 340
Task 2
Just A Note
Rationale: Just A Note is a writing activity that develops student
written comprehension and communication skills. This activity can
be applied to all grades in primary school, but it is recommended to
do this activity with grades below four due to potential behaviour
problems.
Procedure:
Step 1: The teacher instructs students on how to make note
box, for their desks, to receive notes
Step 2: Throughout the year the teacher will handout paper
for the students to write a note.
Step 3: The teacher will pair students up to write the notes to
each other, and instruct the class what the notes purpose e.g
My favourite part of an excursion, story, sportsday. Notes may
include drawings
Step 4: The students will write the notes and mail them to
their partner to read.
Processing Strategies: Students will monitor their own progress
during this activity and their comprehension of written words to
convey meaning in the notes.
Cueing Systems: During this activity students will use structure
and visual cues to assist their learning. Structure cues will be used
by students to determine whether their notes are readable for other
students. Visual cues will be used as students read their partners
notes and determine the meaning of words by breaking down words.
Reference: Welcome to More than Reading
Robert Gianduzzo
1059876
EDU 340
Task 2
Word Boxes
Rationale: Word Boxes is a writing activity to develop students
letter-word recognition. It is a useful activity for grades one - three
Procedure:
Step 1: The teacher prepares a spelling list for the week
Step 2: The teacher hands students a copy of the Word Boxes
worksheet
Step 3: Students work in groups at their table to fill the boxes
with the words
Step 4: The teacher ends the activity with a discussion about
the answers to the work sheet.
Processing Strategies: This activity involves students attending
and breaking down words and letters to complete the worksheet.
Students will also cross check their answers with other students and
monitor their own understanding of letter-word recognition
Cueing Systems: In this activity students use visual cues to
breakdown the words into letters in order to successfully complete
the activity.
Reference: A to Z Teacher Stuff Tools | Make your own printable word
shapes worksheets
Robert Gianduzzo
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Example Word Boxes

WordList:
hat
sad
book
The
bee
is
dog
Retrieved from: http://tools.atozteacherstuff.com/wordshapes/wordshapes.php
Robert Gianduzzo
1059876
cat
EDU 340
Task 2
Word Ladder
Rationale: Word Ladder is a writing game that helps students
develop an understanding of phonics, spelling and vocabulary skills.
This game can be applied to all grades in primary school.
Procedure:
Step 1: The teacher selects two words, e.g. cat, dog. The
teacher says out loud begin with the word Cat and students
write the word.
Step 2: The teacher depending on the word selected will ask
a question to lead students to change the word by replacing a
letter. E.g. Change the vowel to form another word for bed,
usually used for a baby, Cot
Step 3: The teacher continues giving students instructions
that replace one (or more) letters in the previous words that
should lead them to writing the word dog.
Step 4: When the teacher believes enough instructions have
been given, the teacher will ask students what the final word
the wrote was.
Processing Strategies: During the game students will be
attending to the clues about which letter to change in the sentences
given by the teacher.
Cueing Systems: This activity involves students using meaning
and visual cues. The students use their prior knowledge of various
definitions to determine what the new word is likely to be. They also
use visual cues to breakdown the current word and determine which
letter needs to be changed.
Reference: Tompkins, Campbell, & Green, 2012, 425
Robert Gianduzzo
1059876
EDU 340
Task 2
Example Word Ladders

A cat-dog Word Ladder
The Teacher Says
Students Write
Begin with the word cat
Cat
Change the vowel to form
Cot
another word for bed usually
used for a baby
Change one letter to form a word Dot
that means a tiny round mark
Finally change the final
Dog
consonant to make a word that
goes with the first word cat
Retrieved from: Tompkins, Campbell, & Green, 2012, 425
Robert Gianduzzo
1059876
EDU 340
Task 2
Word Wall
Rationale: Word Walls is a written teaching tool student and
teachers create as an activity to assist word recognition. This
activity is highly effective in grades below four.
Procedure:
Step 1: The teacher reads a book to the class.
Step 2: The teacher, with a sheet of butchers paper, sits the
class down as a group on the floor and discusses the book.
Step 3: During the discussion the teacher will write important
words on the butchers paper as the students acknowledge
them. This will require the teacher to lead the discussion into
the key words.
Step 4: When all the words are written, the teacher will lead
the class into practising pronouncing the words and informing
students of the words definitions.
Step 5: After the activity the teacher will hang the sheet in
the classroom for students to see and use as a reference later
in the year.
Processing Strategies: This activity involves students searching
for key words in the books and attending to them as they are
discussed by the classroom.
Cueing Systems: In this activity students use visual cues to
breakdown the words into simpler forms.
Robert Gianduzzo
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EDU 340
Task 2
Example Word Wall
Retrieved from: http://thedemandingclassroom.com/tag/word-wall/
Robert Gianduzzo
1059876
EDU 340
Task 2
Oral
Language
Robert Gianduzzo
1059876
EDU 340
Task 2
Choral Reading
Rationale: : Choral Reading is a reading out loud activity for
students. Selected students read brief texts out loud while other
listen then repeat the spoken texts. It assists students in developing
comprehension, use of expressions and reading speed. This strategy
can be applicable to all grades in primary school and younger.
Procedure:
Step 1: The teacher selects a text
Step 2: The teacher gives all students a copy of the text then
selects a student(s) to read a portion of the text first.
Step 3: After the selected student(s) read their portion the
remaining students not selected will repeat the read portion
Step 4: Repeat this process until all the text has been read
Processing Strategies: This activity requires students to use their
comprehension of text and spoken words. They will also cross-check
their comprehension against other students and improve their own.
Cueing Systems: During this activity the students will use meaning
cues. Meaning cues are used while the students read the portion of
the text or use prior knowledge to identify unknown words.
Robert Gianduzzo
1059876
EDU 340
Task 2
Grand Discussion
Rationale: Grand Discussion is conversational activity on various
texts. The conversation addresses any inquires, theories and
personal opinions students may have about a book. This activity can
be used for all grades
Procedure:
Step 1: The students read or have a book read to them
Step 2: The teacher arranges the students into small groups
to discuss their opinions on the book
Step 3: The teacher than merges the groups and has a whole
class discussion, the students share any new ideas developed
in their small groups
Step 4: The teacher than asks the students questions to
direct student understanding
Step 5: The teacher summarises all the opinions and
understandings of the book.
Step 6: Students reflect on the discussion.
Processing Strategies: Grand Discussion involves students
searching through the text to construct opinions and inquiries. The
discussion involves students cross checking their opinions with other
students and confirming their own.
Cueing Systems: This activity presents students with an
opportunity to use the meaning cueing system. Students use the
meaning cues by using the whole text to identify any errors or
misconceptions.
Robert Gianduzzo
1059876
EDU 340
Task 2
Hot Seat
Rationale: Hot Seat is an oral roleplaying activity. It assists
students identify characters point of view to build meaning and
comprehension. Hot Seat can be used for any grade.
Procedure:
Step 1: The teacher reads a book to the class
Step 2: The teacher gives the students a character
Step 3. The students research the characters point of view
Step 4. A selected student will stand (or sit) in front of the
class and answers questions regarding the character from the
class
Step 5: Repeat for all students using different characters
Processing Strategies: In this activity student use their
comprehension of spoken and written words. They search through
text to construct a characters point of view.
Cueing Systems: Hot seat allows students to use the meaning
cueing system. They use the meaning cues to identify errors and
misconceptions by using the whole text.
Robert Gianduzzo
1059876
EDU 340
Task 2
Learning Language Experience

Rationale: Learning Language Experience is a monitoring and
measuring activity to assess the students ability to dictate words of
their prior experiences and then develop their ability to read and
create meaning from sentences from the dictation of an experience.
This activity is effective for grades prep 3.
Procedure:
Step 1: The student dictates an experience to the teacher
word for word, sometimes spelling the word.
Step 2: The teacher models reading the text and has the
student do the same.
Step 3. The teacher rewrites the text on sentence strips and
gives them to the student to assemble into a fluent text.
Step 4. The student reads the text without being modelled to
Processing Strategies: In this activity student use their
comprehension of spoken and written words. They search for written
clues to signify where a sentence should be placed in a text.
Cueing Systems: In this activity the student use meaning,
structure and visual cueing systems. The student will use their prior
knowledge to construct meaning and create a text out of the
sentences. Students use structure cueing while telling the story and
identifying the tense in the text and words. Students would use
visual cues as they recognise unknown words.
Robert Gianduzzo
1059876
EDU 340
Task 2
Morning Messages
Rationale: Morning messages are an interactive oral report. It
presents how report based texts are written and preformed. The
messages are used to assist student learning in a variety of skills,
such as associating letters with sounds. This strategy can be done
with all year groups at appropriate developmental levels
Procedure:
Step 1: The teacher will write and Model Morning messages
to the class for several weeks. All students need be able to
read the Morning Message
Step 2: The further into the school year. The messages will
become more challenging as the year progresses, by leaving
blanks for students to fill out, and by use of more complex
sentences.
Step 3. Towards the end of the year students will start
creating and presenting their own morning messages to the
class
comprehension of text and spoken words. They will also monitor
their progress as they create texts and compare the style against
others.
Cueing Systems: This teaching strategy supports all meaning,
structure and visual cues. Students can identify words by reading
the whole text provided by the teacher. Structure cue as students
read their own messages out loud and identify grammatical error.
The visual cue are used as students breakdown and letters to
identify words.
Comments: This teaching strategy can be easily modified to
integrate other content and skill development such as mathematics,
by counting the number of letters in the message. Another
modification to this strategy is to have students record one event
from the day into a class book draw a picture. This modification
involves reflecting.
Reference:
Morning Message
"Mrs. Nelson's Class - MrsNelsonsClass.com
Robert Gianduzzo
1059876
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Task 2
Example Morning Messages
Dear Class,
Today is _(day of the week)_.
_(Name)_ is our helper.
Love,
_(Teacher's name)_
Found at
Edited on the
Robert Gianduzzo
1059876
EDU 340
Task 2
Readers Theatre
Rationale: Readers Theatre is a performing activity for students.
Students communicate the plot, characterisation and themes by
using expressive voices, gestures and facial expressions. It assists
students in developing comprehension, use of expressions and
reading speed. This strategy can be applicable to all grade in
primary school and younger.
Procedure:
Step 1: Teacher places students into groups
Step 2: Groups read or create a script
Step 3: The groups assign students to character roles and
learn lines. Students may chose to alter lines so long as the
alterations follow the theme and development of the book.
Step 4: The group preforms the script
comprehension of text and spoken words.
Cueing Systems: During this activity the students will use meaning
and structure cues. Meaning cues are used as the students can use
the whole text the try and create a meaning for an unknown word.
By reading the script out loud students can identify if the changes to
their script sounds like the rest.
Robert Gianduzzo
1059876
EDU 340
Task 2
Example: Reading Theatre script

The Three Billy-Goats Gruff by Paul Galdone
Parts (6): Storyteller 1, Storyteller 2 , Billy-goat 1, Billy-goat 2 , Billygoat 3 Troll
Storyteller 1: Three Billy Goats Gruff: A Norwegian Folktale
Once upon a time there were three Billy-goats who wanted to go up
to the hillside to make themselves fat. The name of all three was
"Gruff."
Storyteller 2: On the way up was a bridge. And under the bridge
lived a great ugly Troll, with eyes as big as saucers and a nose as
long as a poker.
Storyteller 1: The littlest Billy-goat Gruff was the first to cross the
bridge.
All: TRIP, TRAP! TRIP, TRAP!
Troll: WHO'S THAT tripping over my bridge?
Billy-goat 1: Oh, it's only I, the tiniest Billy-goat Gruff. I'm going up
the hillside to make myself fat.
Storyteller 1: Said the first Billy-goat Gruff in his small voice.
Troll: Now I'm coming to gobble you up!
Billy-goat 1: Oh no! Please don't take me. I'm too little, that I am.
Wait for the second Billy-goat Gruff. He's much bigger.
Troll: Well, be off with you!
Storyteller 2: A little while after came the second Billy-goat Gruff
across the bridge.
All: TRIP, TRAP! TRIP, TRAP! TRIP, TRAP!
Troll: WHO'S THAT tripping over my bridge?
Billy-goat 2: Oh, it's the second Billy-goat Gruff. I'm going up to the
hillside to make myself fat.
Storyteller 2: Said the second Billy-goat Gruff in his not-so-small
voice.
Troll: Now I'm coming to gobble you up!
Robert Gianduzzo
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Task 2
Billy-goat 2: Oh no! Don't take me. Wait for the third Billy-goat Gruff.
He's much bigger, that he is!
Found at:
http://www.thebestclass.org/files/QuickSiteImages/BillyGoatGruff1.p
df
Edited at:
Story Retelling
Rationale: Story Retelling is used to monitor and measure student
comprehension orally. It assists students in developing oral
language, comprehension strategies and knowledge of story
structure. This strategy can be applicable to all grade in primary
school and younger.
Procedure:
Step 1: Students read a book
Step 2: The teacher sits one-on-one with a student and asks
them to retell the story
Step 3. The teacher will record the students answer and
compare it to a scoring sheet to measure the amount of
information the student was able to recall and orally present
Step 4. During the sitting, the teacher will assist the student
by asking prompting questions.
comprehension of text and spoken words. The student will also
monitor their progress as they attempt to retell the story.
Cueing Systems: This teaching strategy supports the meaning
cues. That, are used as the student retells the story making prior
connections to other experiences.
Robert Gianduzzo
1059876
EDU 340
Task 2
References
CVC Words flashcards. (n.d.). ESL Teacher Resources, Job Boards, and Worksheets.
Retrieved from http://bogglesworldesl.com/phonics/cvc_wordcards.htm
Morning Message. Retrieved from
http://www.hubbardscupboard.org/morning_message.html
Mrs. Nelson's Class - MrsNelsonsClass.com. (n.d.). Mrs. Nelson's Class MrsNelsonsClass.com. Retrieved from
http://www.mrsnelsonsclass.com/teacherresources/teachingwriting/morningmessa
ge.aspx
Newspaper reading activities | TeachingEnglish | British Council | BBC.
(n.d.).TeachingEnglish | British Council | BBC. Retrieved from
http://www.teachingenglish.org.uk/activities/newspaper-reading-activities
Tompkins, G., Campbell, R., & Green, D. (2012). Literacy for the 21st Century: A
balanced approach (1st ed.). New South Wales: Pearson.
Welcome to More than Reading. (n.d.). Retrieved from
http://www.morethanreading.com/pdf/Sample_Strategy.pdf
Welcome to More than Reading. (n.d.). Retrieved from
http://www.morethanreading.com/pdf/Teaching_Strategies.pdf
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Teaching Strategies Portfolio

Teaching Strategies Portfolio

This Portfolio contains a list of activities for teacher to use in class

Teaching Strategies Portfolio

Teaching Strategies Portfolio

Teaching Strategies Portfolio

Teaching Strategies Portfolio

CVC Word Card Game

Teaching Strategies Portfolio

Example of a CVC Word Card

Teaching Strategies Portfolio

Newspaper Treasure Hunt

Teaching Strategies Portfolio

Example: Newspaper Treasure Hunt

2) Find 5 words that make an at sound

3) Find 3 words that end in ing

Teaching Strategies Portfolio

Teaching Strategies Portfolio

Teaching Strategies Portfolio

Reference: Tompkins, Campbell, & Green, 2012, 424 - 425

Teaching Strategies Portfolio

Teaching Strategies Portfolio

Teaching Strategies Portfolio

How Do You Think This Story Will

Teaching Strategies Portfolio

Teaching Strategies Portfolio

Teaching Strategies Portfolio

Teaching Strategies Portfolio

Example Word Boxes

Retrieved from: http://tools.atozteacherstuff.com/wordshapes/wordshapes.php

Teaching Strategies Portfolio

Teaching Strategies Portfolio

Example Word Ladders

Teaching Strategies Portfolio

Teaching Strategies Portfolio

Example Word Wall

Retrieved from: http://thedemandingclassroom.com/tag/word-wall/

Teaching Strategies Portfolio

Teaching Strategies Portfolio

Reference: Tompkins, Campbell, & Green, 2012, 402 - 403

Teaching Strategies Portfolio

Teaching Strategies Portfolio

Teaching Strategies Portfolio

Learning Language Experience

Teaching Strategies Portfolio

Teaching Strategies Portfolio

Example Morning Messages

Teaching Strategies Portfolio

Teaching Strategies Portfolio

Example: Reading Theatre script

Teaching Strategies Portfolio

Teaching Strategies Portfolio

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