Summary

Usefulness in whole class teaching for upper primary

Reading is pivotal for all students regardless of abilities, ages and stages highlighting the significance of these 5
lessons to any student or group of students. Edward-Groves (2004) notes that literacy needs to be taught
explicitly due to understanding that the social and cognitive demands of literacy are constantly changing,
evolving and expanding. As a result students are never up to date with the complexity, which is associated with
literacy. If as adults we are still learning how can students be done learning literacy? These lessons whilst they
specifically cater to the needs of Ray, thats not to say that they cannot be used for the whole class in the upper
primary classroom. The NSW Department of Education states Reading is an essential part of literacy. Any
discussion of reading must take place in the context of what it means to be literate in todays society. Further
reiterating the significance held by literacy for each and every student (1997). Moreover, the views, which
students bring to the classroom in regards to literacy, are based on reading experiences, which occur, in varying
contexts. As a future teacher my role is to acknowledge the understandings brought to the classroom by students
and value these by continuing to build on them. (NSW DET, 1997) Its the literacy experiences encountered
within the school walls that shape the perception, which all students have on themselves and competent readers.
Thus, through these lessons, the literacy-learning journey is followed, students are able to grow and further
themselves and their capabilities by strengthening their skills and building new ones.

Appendices
Appendix 1: Unfamiliar words given to students
Appendix 2: Unlock strategies for unfamiliar words
Appendix 3: Cards with images and text
Appendix 4: Questions on Cards
Appendix 5- Beginning Statements for reflection
Appendix 6- TBSQA Worksheet

Appendix 1: Unfamiliar words given to students

Careering

Gnashing

Laden

Crisscrossed

Tram stop

Slatted

Permanently

Hurrying

Envy

Runningboard

Heaved

Curved

Mightily

Agile

Whirlwind

Rattling

Expertly

Shuddered

Fumbled

Angrily

Peered

1
2

Appendix 2: Unlock strategies for unfamiliar words

Sound the word out

slowly.

Cover up the last part

of the word. Start by
sounding out the first
part. Now cover the
first part and sound out
the second part. Now
put them together.

Look at the first

letter, say this
sound, then look at
the picture.

Skip the word and read

the rest of the sentence.
Go back, what word could
you put there that would
make sense and uses the
sounds and letters you
already know.

Have a guess;
check the meaning
with the story. Does
it make sense?

Are there any

smaller words or
sound groups that
you know?

Try sounding the

word out with a
different vowel
sound.

Appendix 3: Cards with images and text

That day John went wondering, he missed his father

terribly and didnt know what to do. It was this
mystic moment that John saw something, it was
improbable but real. The grass was green and the
sky magenta and his father was there in the tree.

Mum I HATE broccoli, there is nothing you can say

or do to make me reconsider. Exclaimed Sam. But
darling look whats inside the tree. That house
belongs to an ant, do you like it a little now?

Maddie fell in love that day. She wasnt sure why but her
love for dancing returned. It was the elephants and there long
trunks serene movements that helped her see. Now she could
be truly happy.

To remember the most wonderfully packed picnic and the

help that everyone gave. A picnic basket was built, it was
larger than the tallest trees and lamp posts !

Appendix 4: Questions on Cards

What would make sense in
the sentence?

Have you seen this word
before? Can you go back
and read it somewhere
else?

Can you point to the
word that sounded
wrong?

Think about what is

happening in the story at
the moment, what would
make sense here?

Look at the picture; does
it help you read the
word?

Does it sound right to
you?

Appendix 5- Beginning Statements for reflection

I learnt
Today I discovered
I was challenged by
I found it helpful to
Something new for me
I practiced my skills in
Something tricky for me was
I am really improving in
A great strategy is
I am still learning to

Appendix 6- TBSQA Worksheet

The Tram to Bondi Beach

Excerpt from the text
Identify the pages of the text which you
have been given.

Think
What is the author saying ?

Build
What are the ideas?

Summarise
What is the main idea of the text ?

Question
Build some questions about the main idea
of the text (Who, What, When, Where)

Ask
Ask your questions and search for
answers.

References

ACARA The Australian Curriculum: English (2010) http://www.australiancurriculum.edu.au/English/Rationale

Atlantic Canada English Lanaguge Arts Curriculum. (n.d). Reading and writing
http://www.ed.gov.nl.ca/edu/k12/curriculum/guides/english/primary/readandviewcomp.pdf
Board of Studies (2014). New Syllabus for the Australian Curriculum English K-10. Sydney: NSW Board of Studies.
http://syllabus.bos.nsw.edu.au/english/english-k10/
Edward- Groves, C. (2004). Connecting students to reading through explicit teaching.
http://www.myread.org/explicit.htm
Griggs., I. (2000). Four main methods learning to read.
http://www.teachingtreasures.com.au/homeschool/reading-methods/context-support-method.html
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http://www.edu.gov.mb.ca/k12/cur/ela/docs/litlearn3.html
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NSW Department of School Education, (1997). Teaching Reading: A k-6 Framework.
http://www.curriculumsupport.education.nsw.gov.au/primary/english/assets/pdf/reading/teach_read.pdf
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Melbourne, Wiley.

Watson,, A., & Badenhop., A. (1992). Prevention of Reading Failure, Scholastic Australia Pty Limited,
Lindfield, NSW. http://www.myread.org/readings_freebody.htm