ORACY belly ache

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					                              ORACY

  BOOK         SOUND           WORD        SENTENCE         TEXT
 THE VERY        FOOD             “MY         TEXT        RETELL USING
                               BUTTERFLY   INNOVATION       NUMBER &
  HUNGRY       PICTURE
                                 HAS …”     “THE VERY        FRUIT
CATERPILLAR   ALPHABET         LISTENING                    MATCH-UP
                                             HUNGRY
  BY ERIC       SOUND             AND
                                             CHILD.”         BOARD
   CARLE         SORT          MATCHING
                                 GAME.

  IN THE          SOUND       ANIMAL AND        TEXT        RETELL
              MANIPULATION      ACTION     INNOVATION
  SMALL,      GAME (NEXT IN                                 USING
                               MATCH-UP       “IN THE
  SMALL,      THE PATTERN =                               PADDLE POP
                  A NEW          GAME          SMALL,
   POND       RHYMING WORD      (VERBS)        SMALL
                                                           PUPPETS
BY DENISE       OR A NEW                     GARDEN.”
 FLEMING         WORD OF
              ALLITERATION)


 THE VERY      INSECT          BRAIN-     TEXT            RETELL USING
                                                           FELT BOARD
  QUIET        PICTURE        STORMING INNOVATION
                                        “THE VERY          CHARACTERS
 CRICKET      ALPHABET        ACTIVITY.                       AND
                                          QUIET
  BY ERIC       SOUND         WORDS OF   SCHOOL
                                                          BACKGROUND
   CARLE         SORT         GREETING.                      PROPS.
                                          BELL”.



 THE VERY      SYLLABLE       SYNONYM          TEXT          RETELL
                                           INNOVATION        USING
  CLUMSY      COUNTING          WORD
                                             “THE VERY      PICTURE
   CLICK         GAME          MEMORY       PERSISTANT     CARDS FOR
  BEETLE        WORDS            EG.          CHILD” –
                                                          SEQUENCING
  BY ERIC        FROM          SCURRY-     EMPHASIS ON
                                           KEEP TRYING.
   CARLE        STORY.          FAST
      FILL IN A NEW
     RHYMING WORD
WIGGLE   JIGGLE

  FILL IN A NEW WORD
    OF ALLITERATION
WADDLE   WADE

      FILL IN A NEW
     RHYMING WORD
SHIVER QUIVER

   FILL IN A NEW WORD
    OF ALLITERATION
DROWSE     DOZE
      FILL IN A NEW
     RHYMING WORD
 LUNGE   PLUNGE

    FILL IN A NEW WORD
     OF ALLITERATION
SPLITTER SPLATTER

      FILL IN A NEW
     RHYMING WORD
 SWIRL    TWIRL

   FILL IN A NEW WORD
    OF ALLITERATION
 SWEEP    SWOOP
      FILL IN A NEW
     RHYMING WORD
CLACK     CRACK

   FILL IN A NEW WORD
    OF ALLITERATION
DABBLE      DIP

      FILL IN A NEW
     RHYMING WORD
SPLASH    FLASH

   FILL IN A NEW WORD
    OF ALLITERATION
 PILE      PACK
      FILL IN A NEW
     RHYMING WORD
BREEZE   FREEZE


hop         slide



swim        buzz



fly         climb



jump        gallop
THE VERY HUNGRY CATERPILLAR

         SESSION ONE
   BOOK     TEXT     SOUND
  INTRO.    WORK     WORD
  Look at book          Use the day /                     Use the food
cover, read title,      number / food                  picture cards and
discuss possible        chart to retell                    sort them
plot. Read story.         the story.                     alphabetically.

        SESSION TWO
  BOOK     WORD   SENTENCE
 REVISIT   WORK     WORK
                     Use the butterfly game to play
  Students tell      a listen and match game. Give
                                                            Students use the
                                                          concept of eating and
    what they        each student a butterfly card
                                                       growing to create a text
                       (butterfly has a different
 remember from         variation of colour – body,     innovation for “The very
                       wings, spots) esure another          hungry boy”. Each
yesterday’s story.      child has its exact match.
                                                         student designs a new
  Read it again.          Students take turns to
                     describe their butterfly. “my
                                                         page, eg. on Monday he
 Discuss in more       butterfly has purple wings,     ate …..” Another student
                      with little orange spots and a    illustrates “On Tuesday
   detail than           yellow body”. The other         he ate ….”, ETC. Adult
                     students look at own butterfly
   yesterday.         and listens to determines if
                                                        ends the story with “He
                     the description matches their         had a belly ache and
                      butterfly or not. If it does         went to bed. In the
                     they call out “that sounds like    morning he woke up and
                      my butterfly!” matches are
                                                             he was bigger.”
                       placed in the middle of the
                                   circle.
   IN THE SMALL, SMALL POND.

         SESSION ONE
   BOOK     TEXT     SOUND
  INTRO.    WORK     WORD
  Look at book       Use the puppets    Using the words
cover, read title,    to retell the     from the story,
discuss possible          story.           create new
plot. Read story.                        rhyming words
                                          and words of
                                           alliteration.

        SESSION TWO
  BOOK     WORD   SENTENCE
 REVISIT   WORK     WORK
  Students tell    Students play a      Students use rhyming
                                        and alliteration skills
    what they       memory game
                                           to create a text
 remember from where they match          innovation for “In A
yesterday’s story. an animal to an      Small, Small Garden.”
                                         Each child designs a
  Read it again.    action word,
                                           new page about a
 Discuss in more       (verb).         chosen insect from the
   detail than                         garden. EG. Two words
   yesterday.                               of alliteration
                                         describing a sound +
                                        animal + action/verb.
      THE VERY QUIET CRICKET

         SESSION ONE
   BOOK     TEXT     SOUND
  INTRO.    WORK     WORD
  Look at book      Use felt board     Use the insect
cover, read title,  characters and   picture cards and
discuss possible background props to     sort them
                   retell the story.
plot. Read story.                      alphabetically.

        SESSION TWO
  BOOK     WORD   SENTENCE
 REVISIT   WORK     WORK
  Students tell            Students             Students use the theme of
                                             passing characters and a sound-

    what they             brainstorm          making instrument waiting for
                                               the appropriate time to make
 remember from       different greetings        their sound to write a text
                     such as those in the       innovation called “The Very
yesterday’s story.                              Quiet School Bell”. Eg. “Mr.
                     story. Adult makes      Ferdinand’s walked past the bell
  Read it again.     a poster with all the    and said hello, but the bell did

 Discuss in more     different greetings.
                                               not make a sound.” Students
                                             think of other school personnel
   detail than                                   who could walk by and use
                                                different greetings. Adult
   yesterday.                                    writes the final page, “At
                                                2.30pm a boy passed with a
                                             school bag on his back. The bag
                                              said its home time. The school
                                                   bell rang very loudly.”
 THE VERY CLUMSY CLICK BEETLE

          SESSION ONE
    BOOK     TEXT     SOUND
   INTRO.    WORK     WORD
  Look at book       Use picture cards          Students are split into two
                                            teams. Adult shows a flashcard
cover, read title,    to sequence and         of a word from the story and
                                              reads it to the children. One
discuss possible      retell the story.         child from each team must
                                              collect the correct amount of
plot. Read story.                             unifix cubes to represent the
                                               number of syllables, place in
                                             front, hands on head, the first
                                               wins a point for their team.


        SESSION TWO
  BOOK     WORD   SENTENCE
 REVISIT   WORK     WORK
 Students tell what Use word flashcards      Students use concept of trying
                                            over and over until achievement
   they remember       to play a memory     occurs to write a text innovation
                                               called “The Very Persistent
  from yesterday’s     game. Students            Child”. Eg. A (character)
story. Read it again. must overturn cards    (movement word appropriate to
                                            animal) by, “look at me” said the
   Discuss in more      in an effort to       child as he tried to climb the

     detail than      match the synonyms      tree. He/she fell out. “Keep
                                               trying” said the (character).
     yesterday.        using words from        Adult writes the end of the
                                             story. “The child tried one last
                           the story.        time and he climbed all the way
                                                        to the top!”
           THE LOST WORLD OF
             POSSUM CREEK

          SESSION ONE
    BOOK     TEXT     SOUND
   INTRO.    WORK     WORK
  Look at book       Use picture cards          Students are split into two
                                            teams. Adult shows a flashcard
cover, read title,    to sequence and         of a word from the story and
                                              reads it to the children. One
discuss possible      retell the story.         child from each team must
                                              collect the correct amount of
plot. Read story.                             unifix cubes to represent the
                                               number of syllables, place in
                                             front, hands on head, the first
                                               wins a point for their team.


        SESSION TWO
  BOOK     WORD   SENTENCE
 REVISIT   WORK     WORK
 Students tell what Use word flashcards          Adult places cards
                                             randomly on carpet – face
   they remember       to play a memory       up, read them. Discuss
  from yesterday’s     game. Students         how to make the words
story. Read it again. must overturn cards   into a sentence that makes
                                               sense using who-what-
   Discuss in more      in an effort to     where structure. Students
     detail than      match the rhyming       work together to create
     yesterday.         words from the        sentences following the
                                            who-what where structure.
                             story.
 IN A SMALL,
SMALL GARDEN.

 WRITTEN BY
----------------, ----------------
(ANIMAL SOUND),        (ANOTHER SOUND USING ALLITERATION)




---------------         ---------------
      (ANIMAL NAME),      (ANIMAL ACTION)
THE VERY QUIET
 SCHOOL BELL

 WRITTEN BY
 __________ walked past the
   (school personnel)

  bell and said “___________”.
                        (greeting)   .

But the bell did not make a sound.
At 2.30 a boy walked past with
his school bag. The school bag
said, “Its home time!” The bell
        rang very loudly.
 locust     cricket   Praying     worm
                      mantis

Dragonfly   Bumble    Cicada    Spittlebug
             bee


   sun       Egg       Luna     Mosquito
                       moth
flower   froth   branch   apple



moon     stars    air     water
   THE VERY
PERSISTENT BOY

 WRITTEN BY
 A __________ ___________
    (animal character)              (movement appropriate for that animal)


 by. The child tried to climb the
tree. “Look at me” said the child.
But he fell out. “Keep trying” said
     the _______________.
                         (animal)
  The boy tried one last time.
But this time he climbed all the
 way to the top. “Look at you!”
     shouted the animals.
          “You did it!”
flower   pebbles



grass     tree
beetle   worm



turtle   snail
Mouse   somersault
creek   week



day     play
pool   cool



bone   stone
yell    fell



flame   came
galah     wombat



reptile   mammal
triceratops tyrannosaurus



 kangaroo     cockatoo
possum     pterodactyl



platypus   diplodocus
Find the Synonym

      flip



Find the Synonym

     amble
Find the Synonym

    slither



Find the Synonym

     wiggle
Find the Synonym

      leap



Find the Synonym

     scurry
turn    slow    slide



fast   squirm   jump
 Six friends     went camping
 in the bush.   Wally Wombat
found a tunnel in the mountainside.
 The friends      saw a jungle
  in a valley.   A triceratops
   came out      of the jungle.
    Flames           burst out
of the volcano.    The kangaroo
lead the friends    back home.
     TEMPLATE FOR CREATING YOUR
        OWN ORACY PROGRAM

               SESSION ONE

         *BOOK INTRODUCTION
encourage the students to predict the story.
    Discuss story structure, eg. Topic –
         complication – resolution.

                *TEXT WORK
This is simply done through the students re-
enacting or retelling the story with props, eg.
 Sequence picture cards, puppets, felt board
                    figures.

               *SOUND WORD
This work is sound related. Possible activities
     to include here are :- rhyming, sound
 identifying, sound blending, syllabification,
 word segmenting, sound manipulation. Use
words from the story and sort them using the
                above concepts.
         TEMPLATE FOR CREATING YOUR
          OWN ORACY PROGRAM (con’t.)

                   SESSION TWO

              *REVISIT THE BOOK
Encourage the students to share deeper perceptions
   about the book – ask comprehension questions.

                     *WORD WORK
    This work is word related. Possible activities to
 include here are :- associations, categories, synonyms
   and antonyms, adjectives, nouns, new vocab., word
  manipulation. Look carefully for the above concepts
in the book, use the words from the story to highlight
   these concepts and create sorting games, memory
         games, circle games using these words.

                  *SENTENCE WORK
This is best done through a text innovation. Choose a
repetitive sentence or concept from the book, change
 it slightly and provide it as a sentence starter. All
  students contribute to create a new text about a
 similar topic, using the same sentence structure or
              concept as the original book.

				
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posted:11/24/2011
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