stories, arising from the illustrations and texts. Techniques include the following: • Pupils write freely and read back their own writing. (Observe pupils’ use of symbols that resemble letters, spaces between ‘letter clusters’, etc.) • Pupils dictate a sentence for you to write and which the pupil then copies. • Shared writing, in which you model the process of writing. Vocalise what you are doing (‘Think or write aloud’) and invite pupils to contribute ideas, words and spellings as you gather and select ideas, compose text etc. Speaking and Listening There are frequent opportunities for integrated speaking and listening activities in the teacher’s notes. This edition of Language Tree supports the transition from Creole to Standard English by valuing pupils’ home language and modelling Standard English. Allow pupils to talk about their personal experiences, pastimes etc. using both Standard English and Creole. Assessment and Differentiation Monitor progress. Praise pupils for their achievements and note in which areas individuals have difficulty. Help them to improve by, for example, teaching the same thing in a different way, working alongside them or limiting the scale of the tasks you set. Reinforce concepts through word play, songs and games. In addition to monitoring pupils’ mastery of specific skills, observe and encourage the level of their participation in and their enthusiasm for a range of activities.
Familiarise pupils with a variety of reading strategies: • using their knowledge of sound–letter relationships to blend sounds • using word length and the shape of words to help with decoding • using clues from the illustrations and the context. Integrate phonics by regularly pointing to an illustration and asking, “What sound does it begin with?” and “Can you point to/think of other things that begin with the same sound?” Ask pupils to think of words which rhyme with the word they have just read or an item in an illustration. Draw attention to high frequency words, such as the, he, some and practise them frequently. After reading: Activities suggested in the teacher’s notes require pupils to recall detail, make inferences, draw conclusions, identify cause and effect, express personal opinions and much more. Remember that, after reading any text, pupils can be asked to • recap what has been read, retell stories, invent new endings and role play • play games to practise rhyme and phonics • share ideas and ask questions about what has been read. Writing In addition to teaching letter formation (see Language Tree Workbook K ), it is important to encourage pupils’ creative writing and to accept and praise pupils’ attempts to convey written messages. The teacher’s notes in Language Tree Student’s Book K offer regular suggestions for a range of types of writing from captions to
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