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					CoRI          Phonemic Awareness: Designed for students below Year 3 benchmark
Activity 1    Match rhyming words
                                          Descriptor:

                                          For explanation of Phonemic Awareness, and general activity suggestions, see
                                          http://www.anevenstart.dest.gov.au/resources/reading_resources/modules.htm#Strategies_
                                          for_teaching_reading

                                          Activity:

                                          ‘… think about words that rhyme …’




Skill:
•	 Ability	to	identify	rhyming	words

Online Resources:
http://www.standards.dcsf.gov.uk/         Key Skills addressed:
primary/publications/literacy/63469/      Hear and match rhyming words using pictures as cues
nls_els00767_book.pdf
PDF page 115 (instructions: identifying   How to use the Resource:
rhyming pairs), PDF page 341              Cut up the picture cards on the sheet.
(rhyming pair picture cards)              Name each object on the cards.
                                          Match the rhyming pairs.
                                          Alternatively,	play	Memory	or	Snap	with	one	or	two	sets	of	cards.
http://www.bbc.co.uk/schools/             Key Skills addressed:
magickey/worksheet/creamcake_             Match rhyming words based on pictures
printoff_popup.shtml
(worksheet for cards)                     How to use the Resource:
                                          Print out pictures and cut up into individual cards.
http://www.bbc.co.uk/schools/             The words can be removed from the cards for this activity to focus on auditory matching.
magickey/teachers/resources_              Use the pictures as cues for the word.
creamcake.shtml                           Match the rhyming pictures.
(instructions)                            Generate descriptive words to rhyme with nouns.
                                          Extension:	Say	other	words	which	rhyme	with	the	picture	cards.
                                          Note, this can be a phonics activity if the words are used to match the pairs.
                                                                                                                 Continued next page
CoRI         Phonemic Awareness: Designed for students below Year 3 benchmark
Activity 1   Match rhyming words
Online Resources continued:
http://www.schools.nsw.edu.au/media/   Key Skills addressed:
downloads/schoolsweb/studentsupport/   Find rhyming words within a text
programs/lrngdificulties/pshandbook.
pdf                                    How to use the Resource:
                                       Print off the worksheet proforma PDF pg 90.
PDF pg 90 (worksheet: proforma)        Based on a text the student has heard or read, write rhyming word pairs. If the student is
                                       having	difficulty	the	tutor	could	write	the	first	word	and	then	the	student	identifies	the	rhym-
                                       ing words from the text.
CoRI         Phonemic Awareness: Designed for students below Year 3 benchmark
Activity 2   Generate rhyming words
                                        Descriptor:

                                        For explanation of Phonemic Awareness, and general activity suggestions, see
                                        http://www.anevenstart.dest.gov.au/resources/reading_resources/modules.htm#Strategies_
                                        for_teaching_reading

                                        Activity:

                                        ‘… tell me a word that rhymes …’




Skill:
•	 Ability	to	generate	rhyming	words	

Online Resources:
http://www.bbc.co.uk/education/    Key Skills addressed:
dynamo/parents/gameidea/rhymes.htm Create a song using rhyming words
(instruction card)                 Follow	a	specified	structure	to	create	a	song	with	rhyming	words

                                        How to use the Resource:
                                        Follow the instructions on the card.
                                        Read the example and identify rhyming words in the song.
                                        Create own songs with rhyming words.
CoRI                    Awareness:
              Phonemic Awareness Designed for students below Year 3 benchmark
Activity 3    Identify phonemes in words
                                          Descriptor:

                                          For explanation of Phonemic Awareness, and general activity suggestions, see
                                          see http://www.readingtuition.edu.au/verve/_resources/RAK_tutorguide.pdf pages 5 – 6
                                          http://www.anevenstart.dest.gov.au/resources/reading_resources/modules.htm#Strategies_
                                          for_teaching_reading
                                          Activity:
                                          Activity:
                                          ‘… tell me all the sounds in the word …’
                                          ‘… tell me all the sounds in the word …’




Skill:
•	 Ability	to	say	all	the	individual	phonemes	in	a	word	

Online Resources:
http://www.schools.nsw.edu.au/media/
http://www.standards.dfes.gov.uk/         Key Skills addressed:
downloads/schoolsweb/studentsupport/
primary/publications/literacy/63469/      Identify sound sequences within words,
                                          Blend and segment phonemes in words especially consonant blends (CVCC words)
programs/lrngdificulties/pshandbook.
nls_els00767_book.pdf page 217
(instructions: Letters and sounds:
pdf                                     How to use the Resource:
What’s in Pip’s box?), page 362
PDF pg 74 (instructions)                Follow the words and on PDF on worksheet, or fold page in half, for listening to and reading
                                        Cut up the instructionspictures pg 74.
(Worksheet)                             Students	are	given	a	blank	sheet	of	paper	which	has	been	divided	in	two.	They	have	a	row	
                                        phonemes and words
PDF pages 104 and 105 (letter tile      of counters in the top half. The tutor says a word slowly whilst maintaining the integrity of
                                        the word. The student moves a counter from the top to the bottom half of the page for every
cards)                                  sound they hear within the word.
                                        Extension:		Print	out	the	letter	tiles	on	PDF	pg	104	and	105.		Substitute	counters	for	letters	
http://www.readingtuition.edu.          and Skills addressed:
                                        Key follow the same process.
au/verve/_resources/RAK_01a_            Read and generate words with short /e/ sound.
http://www.standards.dfes.gov.uk/
movinghouse.pdf Activity	A,	page	5	of	 Key Skills addressed:
primary/publications/literacy/63469/
this PDF = Kit page 24                  Blend and segment phonemes
                                        How to use the Resource: in words, especially consonant blends (CVCC words)
nls_els00767_book.pdf                   How to use the Resource:
                                        After	working	through	the	activity,	you	could	add	to	the	list	of	short	/e/	words,	or	create	new	
page 217 (instructions: Letters and     Cut up the words and pictures on worksheet, or fold page in half, for listening to and reading
                                        word	finds	with	clues.	You	could	also	find	rhyming	words,	and	make	up	clues	for	the	words	on	
                                        phonemes and words.
sounds: What’s in Pip’s box?), page 362 the worksheet above.
(Worksheet)
CoRI          Phonemic Awareness: Designed for students below Year 3 benchmark
Activity 4    Manipulate sounds in words
                                        Descriptor:

                                        For explanation of Phonemic Awareness, and general activity suggestions, see
                                        http://www.anevenstart.dest.gov.au/resources/reading_resources/modules.htm#Strategies_
                                        for_teaching_reading

                                        Activity:

                                        ‘… say a word and take part of it away …’




Skill:
•	 Ability	to	manipulate	sounds	in	words	to	create	new	words

Online Resources:
http://www.schools.nsw.edu.au/media/    Key Skills addressed:
downloads/schoolsweb/studentsupport/    Hear sounds within words
programs/lrngdificulties/pshandbook.    Add,	delete	or	substitute	sounds	in	words	to	create	new	words	
pdf                                     Note, if this activity is done orally it assesses phonemic awareness, if the letter tiles are used,
PDF pg 75 (teacher instructions)        it becomes an assessment of phonics.

PDF pages 104 and 105 (letter tile      How to use the Resource:
cards)                                  The words should be read aloud, the emphasis is on hearing the sounds.
                                        Print out the letter tiles PDF pg 104 and 105.
                                        Use the tiles to write words e.g. mat.		Say	the	word	and	ask	the	student	to	repeat	the	word.	
                                        Instruct	the	child	to	change	the	first	sound	e.g.	to	‘h’. The student then says the new word.
                                        This	activity	can	involve	substitution	of	the	first,	last	or	an	internal	sound	within	a	word.
CoRI          Phonics:
              Phonics Designed for students below Year 3 benchmark
         1
Activity 2    Identify letter names and sounds
              Decode new words
                                               Descriptor:
                                               Descriptor:
                                               For explanation of Phonics, and general activity suggestions, see
                                               http://www.anevenstart.dest.gov.au/resources/reading_resources/modules.htm#Strategies_
                                               For explanation of Phonics, and general activity suggestions,
                                               see http://www.readingtuition.edu.au/verve/_resources/RAK_tutorguide.pdf pages 6 – 7
                                               for_teaching_reading

                                               Activity:
                                               Activity:

                                               ‘…	tell	me	the	name	and	sound	…’
                                               ‘ … read a list of words aloud …’
Skill:
•	 Ability	to	recognise	and	say	the	name	and	sound	of	the	letters	of	the	alphabet

Online Resources:
Skill:
http://www.schools.nsw.edu.au/media/          Key Skills addressed:
•	 Ability	to	decode	new	words,	in	particular	regular	syllables	strung	together	to	make	nonsense	words
downloads/schoolsweb/studentsupport/          Match	letter	and	corresponding	sound	and	name	
programs/lrngdificulties/pshandbook.pdf
Online Resources:
                                              How to use the Resource:
PDF	pages	104	and	105	(letter	tile	cards);	 Key Skills addressed:
http://www.schools.nsw.edu.au/media/          Cut	up	the	letter	tiles	on	the	worksheet.		
downloads/schoolsweb/studentsupport/
page	103	(teaching	ideas)                     Blend	words	using	onset	and	rime	(onset:	the	part	of	a	syllable	before	the	vowel;	rime:	the	
                                              Say	a	word	and	ask	the	student	to	select	the	corresponding	initial	letter.		
programs/lrngdificulties/pshandbook.pdf       rest	of	the	syllable,	including	the	vowel)		
                                              The	student	could	randomly	select	a	letter	and	say	a	word	with	the	same	initial	sound.
PDF	pages	81	and	82	(detailed	program);	
page	77	(chart)                               How to use the Resource:
                                              Two	sets	of	the	letters	could	be	printed.	
                                              Follow	the	instructions	for	an	on-going	program	to	teach	onset	and	rime	on	pages	81	and	82.	
                                              Cut	up	individual	letters	and	play	Snap,	to	develop	visual	recognition	of	letters.		
                                              Alternatively,	use	the	chart	on	page	77	for	word-building	practice,	which	could	be	verbal	as	
                                              Refer	to	PDF	pg	103	for	additional	teaching	ideas.				
                                              well	as	written.				
http://www.bbc.co.uk/schools/starship/        Key Skills addressed:
english/games/space_spins/small_no_           Alliteration-	Identify	initial	sounds	in	words	in	sentences
sound/standard.shtml
http://www.readingtuition.edu.au/verve/_      Match	letter	and	sound
                                              Key Skills addressed:
(interactive	game:	Space	Spins)
resources/RAK_02a_shadowpuppets.pdf           Practise	oral	and	written	rhyming	patterns
Text Shadow puppets page	1	of	this	PDF	       How to use the Resource:
                                              Write	clues	for	groups	of	rhyming	words
=	Kit	page	29,	and	Activity	4,	page	3,	and	 Play	the	game	online.		A	sentence	on	the	screen	is	read	aloud	when	the	student	clicks	on	it.
                                              Identify	the	initial	letter	and	corresponding	sound	in	each	word.
Student	activity	sheet,	page	5,	of	this	PDF	 How to use the Resource:
=	Kit	pages	32	and	34	                        Extension:	Make	up	sentences	which	show	alliteration.
                                              Follow	the	instructions,	then	adapt	for	other	rimes,	using	the	chart	above.	Invent	clues,	for	
                                              someone	else	to	solve.	
http://www.readwritethink.org/materials/      Key Skills addressed:
abcmatch/abc_match_cards.pdf                  Letter	sound	knowledge	–	initial	sound	
(sheets:	alphabet	letters	and	pictures)
                                              How to use the Resource:
                                              Print	out	the	sheets	and	cut	the	sheets	into	letters	and	pictures.		Shuffle	the	cards	and	match	
                                              the	picture	and	the	initial	letter.		Alternatively,	the	cards	could	be	used	to	play	Memory	or	Snap.

                                                                                                                          Continued next page
CoRI          Phonics: Designed for students below Year 3 benchmark
Activity 1    Identify letter names and sounds
Online Resources continued:
http://www.readwritethink.org/materials/       Key Skills addressed:
alphabet/                                      Letter	and	sound	knowledge	–	initial	sound
(Program	with	templates	to	create	printable	   Word	and	initial	letter	knowledge
alphabet	organiser)	
3	options:	1	word	per	letter                   How to use the Resource:
Multiple words per letter                      Follow	screen	instructions.		
Word	and	meaning	per	letter                    Select	an	appropriate	level	e.g.	option	1;	one	word	per	letter.	Select	a	letter	of	the	alphabet.		
                                               Type	a	word	beginning	with	that	letter.		There	is	the	option	to	save	and	add	to	the	list	in	
                                               subsequent	sessions.	Responses	can	be	printed	out.
http://www.schools.nsw.edu.au/media/           Key Skills addressed:
downloads/schoolsweb/studentsupport/           Use	picture	cards	to	match	sound	and	letter	combinations	
programs/lrngdificulties/pshandbook.pdf        Recall	sounds	of	single	letters	and	letter	combinations

PDF	pages	85	and	86	(picture	sound	cue	        How to use the Resource:
cards);	PDF	page	84	and	87	(teaching	          Cut	up	the	picture	sound	cue	cards.		
ideas)                                         Select	a	card.		Find	words	in	a	text	with	the	same	sound/letter	combination.
                                               Alternatively,	match	cards	with	the	same	sound	and	different	letter	combinations	e.g.	ai	and	ay.	
                                               Find	words	in	text	with	the	same	sound	and	categorise	according	to	the	letter	combination.
                                               Refer	to	PDF	pg	84	and	87	for	additional	teaching	ideas	using	the	picture	sound	cards.
http://www.bbc.co.uk/schools/                  Key Skills addressed:
wordsandpictures/longvow/poems/flash/          Hear long vowel sounds
fpoem1.shtml                                   Match	sound	and	words	containing	the	long	vowel	sound
(Rhyming	poem:	audio	version,	text,	           Identify	the	rhyming	words
student	activities)                            Fill	the	gap	sentences

                                               How to use the Resource:
                                               Hear	the	poem	being	read.		Match	the	audio	version	to	the	written	text.		Locate	the	rhyming	
                                               words.	Complete	the	sentences	using	rhyming	words	containing	the	long	vowel	sound.
                                               The	website	also	has	similar	activities	focussing	on	other	long	vowel	sounds	e.g.	ai,	oo,	ea,	igh
http://www.anevenstart.dest.gov.au/            Key Skills addressed:
movinghouse.htm                                Read	and	generate	words	with	short	/e/	sound
Activity	A,	page	4                             Write	rhyming	words

                                               How to use the Resource:
                                               After	working	through	the	activity,	you	could	add	to	the	list	of	short	/e/	words,	or	create	new	
                                               word	finds	with	clues.	You	could	also	find	rhyming	words,	and	make	up	clues	for	the	words	on	
                                               the	worksheet	above.		Note,	if	the	student	says	the	words	and	the	tutor	writes	the	word	for	
                                               them,	this	can	be	a	Phonemic	Awareness	activity.
                                                                                                                          Continued next page
CoRI          Phonics: Designed for students below Year 3 benchmark
Activity 1    Identify letter names and sounds
Online Resources continued:
http://www.anevenstart.dest.gov.au/         Key Skills addressed:
shadowpuppets.htm                           Practise	oral	and	written	rhyming	patterns
Text Shadow puppets page 1                  Write	clues	for	groups	of	rhyming	words
Activity	4,	page	3,	and
Student	activity	sheet,	page	5              How to use the Resource:
                                            Follow	the	instructions,	then	adapt	for	other	rimes,	using	the	chart	above.	Invent	clues,	for	
                                            someone	else	to	solve.
http://www.bbc.co.uk/schools/               Key Skills addressed:
wordsandpictures/cvc/crank/index.shtml      Auditory	discrimination	of	medial	vowel	sounds	in	Consonant	Vowel	Consonant	words
(teacher	instructions;	follow	link	Start	   Match	vowel	and	printed	letter
Game	to	load	the	game)
                                            How to use the Resource:
                                            Play	the	game	online.		The	student	hears	a	word.		Two	vowels	are	displayed.	Select	the	
                                            correct	medial	letter.		The	tutor	can	adjust	the	level	of	difficulty	of	the	game,	via	the	Control	
                                            Panel,	e.g.	focus	on	only	two	vowels	or	a	range	of	vowels.
                                            A	sheet	of	the	student	responses	can	be	printed	to	use	for	diagnostic	purposes	or	as	a	revision	
                                            sheet.
http://downloads.bbc.co.uk/schools/         Key Skills addressed:
ks1bitesize/worksheets/worksheet01.pdf      Read	and	match	rhyming	words	with	regular	spelling	patterns
(worksheet:	rhyming	words)
                                            How to use the Resource:
                                            Print	out	the	worksheet.	Read	and	identify	rhyming	word	pairs.
                                            Extension:	Write	other	words	with	the	same	rhyming	sound.
CoRI          Phonics: Designed for students below Year 3 benchmark
Activity 2    Decode new words
                                             Descriptor:

                                             For explanation of Phonics, and general activity suggestions, see
                                             http://www.anevenstart.dest.gov.au/resources/reading_resources/modules.htm#Strategies_
                                             for_teaching_reading

                                             Activity:

                                             ‘ … read a list of words aloud …’




Skill:
•	 Ability	to	decode	new	words,	in	particular	regular	syllables	strung	together	to	make	nonsense	words

Online Resources:
http://www.schools.nsw.edu.au/media/         Key Skills addressed:
downloads/schoolsweb/studentsupport/         Read	individual	letters	and	combinations	of	letters
programs/lrngdificulties/pshandbook.pdf      Blend	and	segment	letters	to	decode	words		
PDF	pages	104	to	107	(letter	tile	cards);	
PDF	page	76	and	77(teaching	ideas)           How to use the Resource:
                                             Use	letter	tiles	to	spell	words	from	texts.
                                             Separate	the	letters	of	a	word	into	onset	and	rime	e.g.	h-op (onset:	the	part	of	a	syllable	
                                             before	the	vowel,	rime:	the	rest	of	the	syllable,	including	the	vowel).
                                             Manipulate	letters	to	see	similarities	between	words	e.g.	pick/thick.

http://www.schools.nsw.edu.au/media/         Key Skills addressed:
downloads/schoolsweb/studentsupport/         Blend	words	using	onset	and	rime	(onset:	the	part	of	a	syllable	before	the	vowel;	rime:	the	
programs/lrngdificulties/pshandbook.pdf      rest	of	the	syllable,	including	the	vowel)	
PDF	pages	81	and	82	(detailed	program);	
page	77	(chart)                              How to use the Resource:
                                             Follow	the	instructions	for	an	on-going	program	to	teach	onset	and	rime	on	pages	81	and	82.	
                                             Alternatively,	use	the	chart	on	page	77	for	word-building	practice,	which	could	be	verbal	as	
                                             well	as	written.
                                                                                                                       Continued next page
CoRI          Phonics: Designed for students below Year 3 benchmark
Activity 2    Decode new words
Online Resources continued:
http://www.bbc.co.uk/schools/                Key Skills addressed:
wordsandpictures/clusters/blender/game.      Match	spoken	and	written	letter	clusters	
shtml                                        Blend	onset	and	rime	to	spell	words	(onset:	the	part	of	a	syllable	before	the	vowel,	rime:	the	
(interactive	game)                           rest	of	the	syllable,	including	the	vowel)
                                             Combine	onset	and	rime	to	write	words
http://www.bbc.co.uk/schools/                Range	of	levels:	simple	words;	Consonant	Vowel	Consonant	blends,	to	more	complex	words;	
wordsandpictures/clusters/blender/index.     blends	and	digraphs
shtml
(teacher	instructions)                       How to use the Resource:
                                             The	student	hears	a	word.
                                             Match	the	spoken	onset	with	the	written	onset	and	repeat	for	the	rime.		The	onset	and	rime	
                                             are	combined	and	the	written	word	appears.
http://www.nwrel.org/learns/trainingopps/    Key Skills addressed:
games/games.pdf                              Blend	onset	and	rime,	to	read	words	(onset:	the	part	of	a	syllable	before	the	vowel,	rime:	the	
PDF	pages	11-12	(instructions	to	play	the	   rest	of	the	syllable,	including	the	vowel)
game	and	how	to	make	game	pieces)
                                             How to use the Resource:
                                             Follow	the	instructions	to	make	cards	to	teach	onset	and	rime.	(onset:	the	part	of	a	syllable	
                                             before	the	vowel,	rime:	the	rest	of	the	syllable,	including	the	vowel)

http://www.bbc.co.uk/education/dynamo/       Key Skills addressed:
parents/gameidea/syllable.htm                Read	names	in	a	street	directory,	road	map	or	atlas
(instruction	card)                           Count	syllables	in	words

                                             How to use the Resource:
                                             Use	a	resource	relevant	for	Australian	students	e.g.	local	street	directory,	road	map	(towns)	or	
                                             an	atlas	(countries).
Note	UK	town	examples-	adapt	idea	and	       Look	up	and	read	place	names.	
use	an	Australian	street	directory,	road	    Count	the	syllables.	
map	(towns)	or	an	atlas	(countries).         Select	words	which	when	combined,	give	a	total	of	20	syllables.		
CoRI          Fluency: Designed for students below Year 3 benchmark
Activity 1    Reading aloud (from a story or set of instructions)
                                                Descriptor:

                                                For explanation of Fluency, and general activity suggestions, see
                                                http://www.anevenstart.dest.gov.au/resources/reading_resources/modules.htm#Strategies_
                                                for_teaching_reading

                                                Activity:

                                                ‘ … read aloud as well as you can …’




Skill:
•	 Ability	to	read	quickly	and	naturally

Online Resources:
http://www.abc.net.au/schoolstv/animals/        Key Skills addressed:
DINGOES.htm                                     Copy	fluent	reading	of	information	text
                                                Read the same text more than once
                                                Read for meaning
                                                Use illustrations to improve understanding
                                                Use	glossary	or	dictionary	for	difficult	words		

                                                How to use the Resource:
                                                Read all or part of the text with the student, assisting as necessary. (The student could read
Note that the glossary attached to this and     smaller or larger sections along with you, or after you.) Discuss the text and the photos, then
other similar texts is called a ‘dictionary’.   choose one or more parts to practise, to improve expression and speed. You could time the
                                                student,	and	encourage	a	‘personal	best’.	
                                                Use	a	dictionary,	if	appropriate,	as	well	as	the	glossary	linked	to	the	text.					
http://www.anevenstart.dest.gov.au/             Key Skills addressed:
surfingcomestoz.htm                             How to approach an unfamiliar text
Text Surfing comes to Australia page 1          Copy	fluent	reading	of	information	text
Activities	1–4,	pages	2–3,	and	5	               Read for meaning
                                                Read the same text more than once
                                                Summarise	a	text	by	creating	true	statements	

                                                How to use the Resource:
                                                Follow the instructions, or adapt as appropriate, to demonstrate and practise reading another
                                                information text.
CoRI          Vocabulary: Designed
              Vocabulary knowledgefor students below Year 3 benchmark
         1
Activity 3    Read sight words
              Generate words (expressive vocabulary)
                                              Descriptor:

                                              For explanation of Vocabulary knowledge, and general activity suggestions, see
                                              see http://www.readingtuition.edu.au/verve/_resources/RAK_tutorguide.pdf pages 9 – 10
                                              http://www.anevenstart.dest.gov.au/resources/reading_resources/modules.htm#Strategies_
                                              for_teaching_reading
                                              Activity:
                                              Activity:
                                              ‘ … tell me different words to answer questions about a photo …’
                                              ‘ Now we are going to read a list of words …’

Skill:
Skill:
•	 Knowledge	about	words,	their	meaning	and	pronunciations
•	 Knowledge	about	words	and	pronunciation
Online Resources:
Online Resources:
http://www.nasaexplores.com/extras/           Key Skills addressed:
http://www.standards.dcsf.gov.uk/primary/
puzzles/hof/k-4/HistoryFlight_k-4.pdf         Key Skills addressed:
                                              Generate vocabulary related to a particular topic
publications/literacy/63469/nls_els00767_
and solution:                                 Recognise to locate particular words
                                              Read cluessight words
book.pdf
http://www.nasaexplores.com/extras/           Read thesaurus of increasing complexity
                                              Use a sight words(if appropriate)
PDF pages 312-316 (word cards)
puzzles/hof/k-4/HistoryFlight_k-4TS.pdf
                                                 How to use the Resource:
                                                 How to use the Resource:
                                                 Print out the necessary to complete
                                                 Assist where sight vocabulary cards.the crossword puzzle. You could also look at words within
                                                 Match and in particular compound words (aircraft, Skylab, spacecraft, runway, airline). If
Note US spelling of hanger (easily avoided), and words,the sight vocab words to words in texts.
use of airplane rather than aeroplane            Speed-read	the	words	e.g.	select	8	and	see	how	fast	they	can	be	read.		Practise	to	improve	
                                                 interest	remains	high,	you	could	also	practise	reading	the	clues	aloud,	to	improve	fluency,	
                                                 the recall of the for the
                                                 invent new clueswords. existing words, or consider new words on the same topic.
                                                 Print two sets of cards and play Snap or Memory, identifying matching pairs, for visual
http://www.readingtuition.edu.au/verve/_         Key Skills addressed:
                                                 recognition.
resources/RAK_06b_yawningforhomework. Build compound words
pdf Text Yawning for homework page 1 of
http://www.bbc.co.uk/schools/                    Key Skills addressed:
this	PDF	=	Kit	page	70,	and	Activity	A,	page	 How to use the Resource:
wordsandpictures/hfwords/starwords/index. Read sight words
5	of	this	PDF	=	Kit	page	78
shtml#top                                        Match words and letters using the activity. shape of other compound words (real or non-
                                                 Read the story, then complete visual cues- Make anythe letters
(instructions: interactive game Star Words) sensical) using the same eight smaller words? For a more challenging activity, you could do
                                                 the	activity	without	reading	the	story	first.	
                                                 How to use the Resource:
                                                 Click ‘Play in this window’ own compound word
                                                 You could also create yourlink to start the game.puzzles, using word or picture clues, or a
                                                 mixture of both.
                                                 There	are	3	levels	of	difficulty	in	this	game.
                                                 The	words	can	be	chosen	randomly	by	the	software	from	a	specified	list	or	they	can	be	
                                                 manually selected by the tutor from a word list. The student matches the word to the word
                                                 shape or outline.
                                                 Extension: The letters appear on screen in their correct order. The letter order is then
                                                 rearranged and the student must order the letters correctly before they are matched to the
                                                 word outline.
CoRI          Vocabulary: Designed for students below Year 3 benchmark
Activity 2    Receptive vocabulary
                                           Descriptor:

                                           For explanation of Vocabulary knowledge, and general activity suggestions, see
                                           http://www.anevenstart.dest.gov.au/resources/reading_resources/modules.htm#Strategies_
                                           for_teaching_reading

                                           Activity:

                                           ‘ … I will ask you to point to some things …’


Skill:
•	 Knowledge	of	words	and	their	meanings
Online Resources:
http://www.pictureaustralia.org/           Key Skills addressed:
(National Library picture archive)         Develop vocabulary

                                           How to use the Resource:
                                           Select a picture from the picture library e.g. children playing or the beach. Ask the student to
                                           locate items in the picture.
http://www.bbc.co.uk/schools/starship/     Key Skills addressed:
english/games/word_balloons/small_sound/   Develop vocabulary
standard.shtml                             Match synonyms
(Word balloons: interactive game)          Use a dictionary (if appropriate)

http://www.bbc.co.uk/schools/starship/     How to use the Resource:
teachers/onlineactivities_wordballoons.    Read the word. Click on the synonym selected from a list of words on screen.
shtml#objectives                           Use a dictionary if necessary, to clarify meanings.
(instructions and additional activities)
http://www.bbc.co.uk/schools/              Key Skills addressed:
wordsandpictures/phonics/print/clue.shtml  Develop vocabulary
(instructions and word and meaning sheets) Read words with vowel phonemes produced by a range of digraphs
                                           Match words and their meanings

                                           How to use the Resource:
                                           Print out the lotto word cards.
                                           Print out and cut up word meaning clue cards.
                                           Play lotto using the materials.
                                           Select a clue card. If it matches a word on the lotto card, place a counter on the word.
                                                                                                                     Continued next page
CoRI         Vocabulary: Designed for students below Year 3 benchmark
Activity 2   Receptive vocabulary
Online Resources continued:
http://www.bbc.co.uk/schools/magickey/   Key Skills addressed:
adventures/code_game.shtml               Develop vocabulary
(interactive game: Code Calling)         Match synonyms
                                         Read words within a sentence
                                         Use a dictionary (if appropriate)

                                         How to use the Resource:
                                         Read sentence on the screen. A word is highlighted. Select the synonym from the word list to
                                         match the meaning of the highlighted word.
CoRI          Vocabulary: Designed for students below Year 3 benchmark
Activity 3    Generate words (expressive vocabulary)
                                           Descriptor:

                                           For explanation of Vocabulary knowledge, and general activity suggestions, see
                                           http://www.anevenstart.dest.gov.au/resources/reading_resources/modules.htm#Strategies_
                                           for_teaching_reading

                                           Activity:

                                           ‘ … I want you to tell me different words …’


Skill:
•	 Knowledge	of	words	and	their	meanings

Online Resources:
http://www.teachit.co.uk/                  Key Skills addressed:
attachments/8513.pdf                       Develop vocabulary
(worksheet - synonyms for ‘nice’ and       Write synonyms
writing including the synonyms )           Use a thesaurus (if appropriate)

                                           How to use the Resource:
                                           Print out the worksheet/s.
                                           Read all or part of the worksheet with the student. Assist student if necessary, to use a
                                           thesaurus	to	find	and	write	synonyms	for	the	word	‘nice’.
                                           Extension: Use synonyms for ‘nice’ in a piece of student writing. The student writes a
                                           postcard about a holiday and includes the synonyms.
http://www.pictureaustralia.org/           Key Skills addressed:
(National Library picture archive)         Developing vocabulary

                                           How to use the Resource:
                                           Select a picture from the picture library e.g. children playing or the outback. Offer prompts
                                           to promote verbal responses e.g. What can you see in the picture? What could happen next?
                                           Place yourself in the picture and describe what was happening/ an adventure you could have.
                                           Encourage the student to elaborate on statements e.g. add descriptive words.

                                                                                                                    Continued next page
CoRI          Vocabulary: Designed for students below Year 3 benchmark
Activity 3    Generate words (expressive vocabulary)
Online Resources continued:
http://www.nasaexplores.com/extras/         Key Skills addressed:
puzzles/hof/k-4/HistoryFlight_k-4.pdf       Generate vocabulary related to a particular topic
and solution:                               Read clues to locate particular words
http://www.nasaexplores.com/extras/puz-     Use a thesaurus (if appropriate)
zles/hof/k-4/HistoryFlight_k-4TS.pdf
                                             How to use the Resource:
                                             Assist where necessary to complete the crossword puzzle. You could also look at words within
Note US spelling of hanger (easily avoided), words, and in particular compound words (aircraft, Skylab, spacecraft, runway, airline). If
and use of airplane rather than aeroplane    interest	remains	high,	you	could	also	practise	reading	the	clues	aloud,	to	improve	fluency,	
                                             invent new clues for the existing words, or consider new words on the same topic.
http://www.anevenstart.dest.gov.au/         Key Skills addressed:
yawningforhomework.htm                      Build compound words
Text Yawning for homework page 1
Activity A, page 5                          How to use the Resource:
                                            Read the story, then complete the activity. Make any other compound words (real or
                                            nonsensical) using the same eight smaller words. For a more challenging activity, you could
                                            do	the	activity	without	reading	the	story	first.	
                                            You could also create your own compound word puzzles, using word or picture clues, or a
                                            mixture of both.