WAPPA€¦  · Web viewCRYSTAL BALL. The Crystal Ball activity encourages readers to draw on explicit and implicit information from a text. Once the whole text has been read, students

CRYSTAL BALLThe Crystal Ball activity encourages readers to draw on explicit and implicit information from a text. Once the whole text has been read, students speculate about the future of a main character.

Materials: Shared reading text Small group of students

After reading a text, form students into small groups. Each group is allocated a character from the text.

Have students brainstorm important information about their character’s likes, dislikes, interests or personality that were stated explicitly or implied in the text.

Invite students to create a future for the character, e.g. where they are, what they are doing, who they are with. Predictions should stem from the information in the text.

Encourage students to share Crystal Ball predictions and substantiate speculations.

FUNCTION FLIPSThe Function Flips activity helps students to develop an awareness of different grammatical and phonological features while comprehending and following directions.

Materials: Section of text from narrative or non fiction text. Master sheet of directions Bag of coloured counters Coloured markers

Read the section of text together. Read and follow the instruction list.

1. Put a blue counter on the nouns2. Put a red counter on the verbs3. Put a green counter on the adjectives4. Put a yellow counter on the pronouns5. Circle the full stops.6. Trace the capital letters7. Find a word with 6 letters8. Find a little word inside a big word9. Find a word that rhymes with make 10. Find 2 words that begin with the same sound11. Find 2 words that end with the same sound.12. Find 2 words that have double letters.

The long, brown snake slithered under the tent. I was scared and started to scream. Dad came running into my tent with a big stick. He raised his hand and tried to hit the snake. It wriggled through the opening and in to the thick bush.

DEVELOPING SENTENCESThe Developing Sentences activity will help students to develop their vocabulary and explore the function of words in sentences.

Complete the grid brainstorming words/clauses under each heading.

Take a word from each column to create your own original sentence.

Add punctuation to your sentence. Read your sentence. Write your sentence.

eg. TOPIC: MonstersHow

many?What sort?

What do they do?

How do they do it?

Where do they do it?

one ugly eat worms greedily in the bathmany furry laugh sloppily up a treelots funny sing angrily in my beda few furious stomp happily at school

Your turn!TOPIC: _________________________

How many?

What sort?

What do they do?

How do they do it?

Where do they do it?

Manyfurry monsters eat worms greedily up a tree …

ONCE UPON A BOX!The ‘Once Upon a Box!’ activity allows students to develop their narrative story structure, allow students to develop creativity and text innovation while developing their ability to describe story characters and settings.

Students choose 2 or 3 different characters from the story box. Students then choose a pictorial setting. Students work in pairs and use a Narrative Chart to orally tell a

story. Students then share their story with the rest of the group Individuals then may illustrate or write the narrative, or make a

power point.

SECRET MESSAGEThe Secret Message activity helps students to use their graphophonic knowledge, following instructions to solve a problem.

Follow the instructions to solve the secret message.

1.Take “W” off wood and put on ‘G’_______.

2. Add ‘ing’ to ‘morn’.___________

3. Take ‘H’ from ‘He’ and put on ‘W’_________

4. Take ‘ R’ off ‘Rope’ and put on ‘H’._______

5. It sounds like flew but it looks like y--. _______

6. The first 4 letters of haven’t.__________

7. Take ‘gain’ from ‘again’ __________

8. Take ‘sp’ from ‘spice’ and add ‘n’. _________

9. Take ‘sw’ from sway and add‘d’. __________

________________________________________________________________________________________________________________________________________________________

TEXT THINK TANKThe Text Think Tank activity allows students to work together exploring and developing an awareness of different text types and their features. This activity may be extended by asking students to use the information found to develop their own text based on their findings.

Materials: range of different text type samples (3 or 4 of each text type) eg

narrative, poetry, informational text, recipes, magazines etc blank paper and marker pens text recording sheet (per partner)

Working together in a small group students should spend time exploring the different text given to them.

Students should group text and record their criteria for grouping on the blank paper provided.

Within their groups students should choose a partner to examine one text form closer using the recording sheet provided:

TEXT FORM: ________________________________ EXAMPLES:

TEXT LAYOUT TEXT FEATURES LANUAGE USED

Students should take turns to report their findings to the group. Partner recording charts may be used for class display.

TREE WORDSThe Tree Words activity allows students to explore and develop word knowledge and vocabulary.

Materials: large blank paper and markers box of relevant class words written on cards (best generated from

context of class shared texts or topic words) reference materials eg dictionary, thesaurus

Students will take a class word from the card box and record it in the trunk of the tree.

Using reference materials students will record definition in the trunk, synonyms, homonyms in the fruit and root word in the roots of the tree.

Students should share their tree words with partners, small groups or whole class. They may be displayed for future reference during class activities.

TWISTER WORDSThe Twister Words activity provides opportunity for the development of vocabulary and phonological awareness. This activity can be adapted to develop other areas.

Materials: large concrete area(that can be drawn on with chalk) chalk flash cards

Use the chalk to draw up a ‘Twister Grid’ on the concrete replacing the colours with letters, diagraphs or words (relevant to the flash cards that you have developed).

Students should work in two teams with one calling the word from the flash cards and the other group using body parts to connect the letters to make the words.

Points are scored for their team if they do not fall over while spelling out the words.

eg.

Flash Card Words:

potsetlosttrip

sippramnoterest

crabballstopboat

droproomdriprabbit

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