Teaching

Strategies
Oral Language, Written Language and Reading

~ Jessica Gorman ~

Introduction
This portfolio is a comprised collection of teaching strategies that assist in
teaching oral language, written language and reading. English is important for all
students to understand and comprehend as well as being the basis for all
communication means. To further develop and attain growth in English, students
will need to understand and have knowledge on key concepts and ideas. Without
key concepts and aspects, the English language will be difficult to understand
and students may struggle with other areas of the curriculum.
The National Australian Curriculum document outlines that teachers need to
ensure they are providing a balanced English curriculum allowing every student
maximum opportunities for success. In this portfolio many teacher friendly
strategies can be adapted to suit a wide variety of ages and student needs. This
portfolio has the ability to adapt to other curriculum areas to maximise its
efficiently.
These strategies are categorised into three sections, oral language, reading and
written language. Each strategy describes cueing systems and lists the
processing strategy. These strategies are easily adapted to suit all year levels in
primary school including prep to year 3.
To easily identify the difference between Meaning (M), Syntax (S) and Visual (V)
through the teaching strategies they will be highlighted in colour blue. The
difference of Text (T), Word (W) and Letter (L) language will also be distinguished
by the colour blue.

Table of Contents
Oral Language
Think, Pair, Share
Open- Mind Portraits
Choral Reading
Tea Party
Guided Reading
Grand Conversation
Readers Theatre

Written Language
KWL Chart
Word Wall
Quick Writing
Word Ladder
Writing Groups
Learning Logs
Word Making

Reading
Hot Seat
Double Journal Entry
Cloze Procedure
Five Fingers
Schema Story
Literacy Circles
Muddled Up Sentences

Oral Language

Think, Pair, Share

Open- Mind Portraits
Choral Reading
Tea Party
Guided Reading
Grand Conversation
Readers Theatre

Think, Pair, Share

Explanation:
Think: Allow students to individually think of an answer to a particular topic or
problem.
Pair: Students share their answers with a partner to formulate a combined
response.

Share: Students are then asked by the teacher to share their combined answers
to the class.
Rationale:
This encourages student participation and time for students to formulate their
answers. This strategy allows the students to have think time which increases
the quality and depth of the answers. Allowing students to form an answer with a
partner will increases their confidence when answering in the whole class
situation.
Procedure:

With students seated in teams of 4, have them numbered from 1 4.

Announce a discussion topic or problem to solve.
Give the students at least 10 seconds of think time to THINK of their own
answer.
Using student numbers, announce discussion partners. (E.g. for this
discussion, Student #1 and #2 will be partners, whilst student #3 and #4
will be partners).
Ask students to PAIR with their partners to discuss the topic or solution.
Finally, randomly call on a few students to SHARE their ideas with the
class.

Processing Strategies:

Comprehending

Modes of Communication:
Written

Oral

Reading

Cueing Systems:

Meaning (M)
Syntax (S)
Visual (V)

Comment:

When pairing the students up you would ideally put students that may
need more assistance with students that will understand the topic and be
able to give advice and guidance on the topic.

Example:

Teachers could implement this strategy with lower primary students to

formulate predictions about science experiments. This will incorporate
cross curricula areas and maximising the learning outcomes in all curricula

Text (T)
Word (W)
Letter (L)

areas. Students could be asked to talk about items that float or items that
sink.

ACARA Link:

Discuss the characters and settings of different texts and explore how
language is used to present these features in different ways (ACELT1591)
Create events and characters using different media that develop key
events and characters from literary texts (ACELT1593)

Reference:

www.cristinatacata.wordpress.com

Open Mind Portraits

Explanation:

The Open Mind Portraits teaching strategy helps students by making them
think more deeply about a character and analysing things from the
characters view point. The strategy is made up of two parts the portrait
page and the Thinking page. So that student have practice at language,
the students can be asked to explain their thinking and reasoning for their
drawings.

Rationale:

This strategy is a great way to help students contextualise thinking before

explaining. Students, who struggle to convey their understanding when
speaking, can use this strategy to act as a reference point to focus and
structure their explanations.

Procedure:

Make a portrait of the character- students can use colour and labels to
details features of a character (drawing the facial features)
Student details the thinking page- on the same cut out image students
detail the character thinking during the particular focus segment.
Students can draw or make short notes to detail their thinking
Students will then talk to peers about their drawings and how the
Portrait page and the Thinking page relate to the story.

Processing Strategies:

Make Sense
Make Connections
Summarise

Modes of Communication:

Written

Cueing Systems:

Oral

Reading

Mean
ing
(M)

Synt
ax
(S)
Visua
l (V)
Text
(T)
Word
(W)
Lette
r (L)

Comment:
This
strategy is
versatile
across lower and upper primary. It provide two (2) means of showing
student explanation and how they interpret and make meaning.

Example:

Teachers could implement this strategy with lower primary students and
make observations as a formative assessment task. Students have the
opportunity to express their thought process through two (2) means of
assessment.

ACARA Link:

Discuss how depictions of characters in print, sound and images reflect

the contexts in which they were created (ACELT1587)
Discuss features of plot, character and setting in different types of
literature and explore some features of characters in different texts
(ACELT1584)

Reference:

www.prezi.com/hlpmosywbzy8/open-mind-portrait-strategy/
www.thefreelibrary.com
www.pdst.ie/sites/default/files/latest_1.pdf

Choral Reading

Explanation:

Choral reading is when all members of the class are reading aloud the
same piece of text at the same time.

Rationale:

Choral reading provides students with valuable opportunity for oral

reading practice, students learn to read more expressively and become
more fluent. It allows all students to participate in reading comprehension,
giving less able readers the support they need from more advanced
readers in the class.

Procedure:

As a class or small group read the assigned passage so students are not
singled out or left behind. Read only small sections of texts so it does not
confuse students or make the task complicated. As students become
confident and competent, students read a line of a passage at a time to
the class. There are four (4) different activities that can be used in choral
reading.

Echo Reading: A nominated leader reads a line from the passage and as a
group the students repeat it.
Leader and Chorus Reading: The selected reader will read the main parts
of the passage and the rest of the students in the class read the other
parts.
Small-group Reading: Students divide into small groups and read equal
parts of the story to the group. (line at a time, paragraph at a time)
Cumulative Reading: One student will read the first line of the passage or
text and every line after students join in to create a cumulative effect.

Processing Strategies:

Attending
Cross Checking
Self- Correcting
Searching
Comprehending
Confirming
Predicting

Modes of Communication:

Written

Cueing Systems:

Oral

Reading

Meaning (M)
Syntax (S)
Visual (V)

Text (T)
Word (W)
Letter (L)

Comment:

Modifications can be made to suit any year level or reading ability group. A
range of text can also be used to keep the task interesting and engaging
for all students. Students can be split into reading levels and be guided by
their ability to read. Students at a higher reading level can do longer
lengths of reading whereas lower level readers can read a sentence at a
time.

Example:

Students read the story Wombat Stew and together as a small group
read the story. This book is fairly simple for students of year 3; however it
will cater for those students of a lower reading level.

Understand that language varies when people take on different roles in

social and classroom interactions and how the use of key interpersonal
language resources varies depending on context (ACELA1461)
Understand how texts are made cohesive through resources, for example
word associations, synonyms, and antonyms (ACELA1464)

ACARA Link:

Reference:

www.readingrockets.org

 Tea Party

Explanation:

Each student has a card with an excerpt from a story, informational book,
or content-area textbook. They walk around the class reading they card to
other classmates and discussing.

Rationale:

This is most often used to familiarise students with new texts and
vocabulary whilst practicing their reading skills.

Procedure:

1. Make the card with excerpts from your selected text.

2. Allow students with time to practice reading their card.
3. Students then walk around the class, pair up with another and read their
excerpt and discuss, then the other student will read their excerpt and
discuss.
4. Students then find another partner and repeat.

Processing Strategies:

Attending
Searching
Predicting
Comprehending
Self- Correcting
Cross- Checking

Modes of Communication:

Written

Cueing Systems:

Meaning (M)
Syntax (S)
Visual (V)

Oral

Reading

Text (T)
Word (W)
Letter (L)

Comment:

As a teacher you could strategically give certain cards to particular

students based on their developmental stage. This will ensure that
students stay focused and engaged in the task. It will also ensure that

students have the opportunity to succeed and feel as if they have it

correct.

Example:

Students use their own knowledge about words and create their own
personal vocabulary words on their cards. It will also include the meaning
of the word and detailed illustrations. Students then discuss words they
have created along with its meaning to the

rest of the class. Students will become more familiar with the words as
time progresses.

ACARA Link:

Plan and deliver short presentations, providing some key details in logical
sequence (ACELY1677)

Identify the parts of a simple sentence that represent Whats happening?,

What state is being described?, Who or what is involved? and the
surrounding circumstances(ACELA1451)

Reference:

Tompkins, G. E. (2010). Literacy for the 21st Century, A Balanced

Approach. 5th Edition. USA: Pearson.
www.engageny.org/sites/default/files/resource/tea_party_strategy

Guided Reading

Explanation:

Teachers sit with a small group of students at roughly the same reading
stage and help guide their individual reading. By observing the students,
the teacher can learn the different strategies the students are using tor
reading. As teachers we know that students learn at different rates and by
spending one on one time with individuals it can increase more efficient
reading in the classroom.

Rationale:

Guided reading is used in small groups to make the students feel

comfortable and for the teacher to help individual students with problems
or queries they may have. It allows for the teacher to make observations
about students and their reading skills.

Procedure:

1.
2.
3.
4.

Choose an appropriate book.

Introduce the book.
Have students read the book.
Encourage discussion around the book.

Processing Strategies:

Predicting
Comprehending

Attending
Searching
Self- Correcting

Modes of Communication:

Cueing Systems:

Meaning (M)
Syntax (S)
Visual (V)

Comment:

This strategy would prove effective in all year levels. Students who are
new to reading or need more guidance with reading have the opportunity
in this strategy. Students will feel more comfortable reading aloud in a
small group environment.

Written
Reading

Oral

Text (T)
Word (W)
Letter (L)

Example:

Students read story aloud in group and to advance students they could
swap book within their reading level ability.

ACARA Link:

Use comprehension strategies to understand and discuss texts listened to,

viewed or read independently (ACELY1650)
Use interaction skills including turn-taking, recognizing the contributions of
others, speaking clearly and using appropriate volume and pace
(ACELY1788)
Reference:
Tompkins, G. E. (2010). Literacy for the 21st Century, A Balanced
Approach. Fifth Edition. USA: Pearson.
Www.olc.spsd.sk.ca/DE/PD/instr/strats/guided/guided.html
www.myread.org/guide_guided.htm

Grand Conversation

Explanation:

Grand conversations are discussions about stories that the students

express their feelings and ideas about. Grand conversations are student
centred as they control the conversation with their opinions and support
their views with examples from the text.

Rationale:

Grand conversations help to develop students oral language and

vocabulary. They help the students to comprehend the text that has been
set in place. This can assist in teaching students about turn taking and
requires them to use their listening skills.

Procedure:

1. Read the book.

2. Allow students to prepare themselves for the conversation. Writing down
ideas or topics they would like to speak about.
3. If students are uncomfortable speaking in front of the whole class, start off
in small groups then progress.
4. Begin the conversation.

5.
6.
7.
8.

Add important topics that have not been spoken about.

Conclude the conversation.
Individually students can write ideas discussed.
Students write a written reflection on what was discussed.

Processing Strategies:

Predicting
Comprehending
Attending
Confirming
Processing

Modes of Communication:

Written

Cueing Systems:

Meaning (M)
Syntax (S)
Visual (V)

Oral

Reading

Text (T)
Word (W)
Letter (L)

Comment:

This strategy would be effective with any grade level, however the more
depth that the story has the greater the conversation will be. Using a ball
to pass around the class room is a great way of allowing one (1) student to

talk at a time. The strategy will be varied to how students are feeling, their
thoughts and beliefs and social and cultural values.

Example:

Students can examine the text Wombat Stew and have a small
discussion on the animals and setting. Students can discuss what other
types of animals could be used instead.

ACARA Link:

Use comprehension strategies to build literal and inferred meaning about

key events, ideas and information in texts that they listen to, view and
read by drawing on growing knowledge of context, text structures and
language features (ACELY1660)
Compare opinions about characters, events and settings in and between
texts (ACELT1589)

Reference:

Tompkins, G. E. (2010). Literacy for the 21st Century, A Balanced

Approach. Fifth Edition. USA: Pearson.

Readers Theatre

Explanation:

Readers theatre is a dramatic performance of a script by a group of

readers. A variety of texts can be used include story books, newspapers,
magazine articles or comic strips. Comic strips allow for student to make
up the words that is being expressed by the character/ characters.

Rationale:

Readers Theatre provides students with valuable oral reading time, and
encourages them to practice their expressive reading.

Procedure:

1. Select a script.
2. Rehearse the reading.
3. Stage the reading.

Processing Strategies:

Predicting
Comprehending
Attending
Searching
Cross Checking
Self- Correcting

Modes of Communication:

Written

Cueing Systems:

Meaning (M)
Syntax (S)
Visual (V)

Oral

Reading

Text (T)
Word (W)
Letter (L)

Comment:

Place students in groups of their reading abilities and select a script that
suits the abilities. Have students rotate and take turns of being all of the
characters in the story or text.

Example:

Students read a well-known fairy-tale story such as The three little pigs,
Goldilocks and the three bears or Snow white and the seven dwarfs
and each student has the opportunity to be that character. Students read
aloud and take on the role of their character. Students take on the
personality and type of voice that the character may have.

ACARA Link:

Use interaction skills including listening while others speak, using

appropriate voice levels, articulation and body language, gestures and eye
contact (ACELY1784)
Understand that language is used in combination with other means of
communication, for example facial expressions and gestures to interact
with others (ACELA1444)

Reference:

Tompkins, G. E. (2010). Literacy for the 21st Century, A Balanced

Approach. Fifth Edition. USA: Pearson.
www.readwritethink.org
www.thebestclass.org/rtscripts.html
www.tes.co.uk
www.primaryresources.co.uk

o
o
o
o
o
o

o
o
o Written
Language

Word Making
Learning Logs
Writing Groups
Word Ladder
Quick Writing
Word Wall
KWL Chart

 K W L Chart

Explanation:

Students draw a table with three columns. Students write the headings,
what I know, what I want to know and what I have learnt. Teachers
may use this at the start of a topic to gain knowledge from students. This
forms the basis of many lessons and allows the teacher to plan according
to students knowledge, interest and queries.

Rationale:

KWL charts assist teachers in understanding students' prior knowledge of

a subject or topic and encourage inquisition, active reading, and research.

Procedure:

1. Announce a discussion topic or problem.

2. Get students to draw or hand out copies of a KWL chart, otherwise do a
whole class KWL chart.
3. Get students to fill in the first two columns of the chart.
4. Class discussion on what people have written and why.
5. At the end of the unit allow the student to look back on the chart and fill in
the last column.

Processing Strategies:

Comprehending

Modes of Communication:

Written

Cueing Systems:

Meaning (M)
Syntax (S)
Visual (V)

Comment:

This strategy is great to use in any year level. It requires minimal

resources and can be used across all curricula areas. KWL charts can be
completed at an individual level, in small groups or as a whole class. It has
the ability to be modified to suit different age groups and also as a means
of formative assessment. For students who find this task difficult they can

Oral

Reading

Text (T)
Word (W)
Letter (L)

be paired with another student or be guided by the teacher in a whole

group discussion.

Example:

Students will discuss living and unloving things in the world that surrounds
them. Students will create a KWL Chart to formulate their thoughts and
ideas.

ACARA Link:

Identify
some features of texts
including
events and characters and
retell events from a text (ACELT1578)
Use comprehension strategies to build literal and inferred meaning about
key events, ideas and information in texts that they listen to, view and
read by drawing on growing knowledge of context, text structures and
language features (ACELY1660)

Reference:

https://www.msu.edu/course/cep/886/Reading
%20Comprehension/7Learn_Serv_Proj_KWL.html
www.readingeducator.com

Word wall

Explanation:

Word walls are collections of words that are placed in the classroom so
that students can refer to them in word study activities and theyre
writing.

Rationale:

Word Walls help students to recognize and spell high frequency words and
other words that are relevant to them. Word Walls also provide reference
support for children during reading and writing activities.

Procedure:

1. Prepare a blank word wall with the letters of the alphabet as headings.
2. As a class think of important words that should go on the wall.
3. Use the word wall for referring to in writing and word activities.

Processing Strategies:

Attending
Cross Checking
Self- Correcting

Modes of Communication:

Written

Oral

Reading

Cueing Systems:

Meaning (M)
Syntax (S)
Visual (V)

Text (T)
Word (W)
Letter (L)

Comment:

This strategy is great for students who struggle with frequent sight words
and helping students become familiar with the words. Students will have
the opportunity to see the word on a daily basis and become confident

with using these words. Students will then be able to demonstrate their
ability to use these words in reading and writing tasks.

Example:

Students will list words starting with the start of the alphabet working their
way to the end of the alphabet. Student will build upon their vocabulary
knowledge and use words they werent confident using before. Word walls
create an avenue for independence in the classroom where students can
find a word independently without asking fellow students or teachers.

ACARA Link:

Know that spoken sounds and words can be written down using letters of
the alphabet and how to write some high-frequency sight words and
known words (ACELA1758)
Explore differences in words that represent people, places and things
(nouns, including pronouns), happenings and states (verbs), qualities
(adjectives) and details such as when, where and how (adverbs)
(ACELA1452)

Reference:

www.readingrockets.org

www.abcteach.com
www.theschoolbell.com/Links/word_walls/words.html

Quick Writing

Explanation:

The Quick Writing strategies main focus is to encourage students writing

fluency and the connection of ideas. The impromptu activity can be used
with creating a question for the student to respond or having the students
respond to a topic.

Rationale:

If a student has a competent understanding of the spelling of a word and

correct sentence structure, this strategy would come in to assist the final
stages of competent writing.

Procedure:

Introduce a topic or pose a question to students that will stimulate their

thinking
Allow the students 10-15 minutes to respond to the question or topic
The teacher will encourage the students let their ideas flow and focus on
their writing fluency.

Processing Strategies:

Confirming
Attending
Fluency

Modes of Communication:

Written

Oral

Reading

Cueing
Systems:

Meaning
(M)
Syntax (S)
Visual (V)

Text (T)
Word (W)
Letter (L)

Comment:

This
given
the
will be

Example:

Students will be given the opportunity to experience this task on a weekly

engagement to allow for improvement in writing. Students will be given a
question or a discussion idea to write about and improve written skills.

strategy will be
a set time from
teacher. Students
monitored and
assessed by the
teacher in the task to further assist in one on one teaching.

ACARA Link:

Understand that simple connections can be made between ideas by using

a compound sentence with two or more clauses usually linked by a
coordinating conjunction (ACELA1467)
Plan, draft and publish imaginative, informative and persuasive texts
demonstrating increasing control over text structures and language
features and selecting print, and multimodal elements appropriate to the
audience and purpose (ACELY1682)

Reference:

www.readingrockets.org
www.nrhs.nred.org/www/nred_nrhs/site/hosting/LiteracyWebsite/LiteracySt
rategyTemplates/Quick_Write_description.pdf
www.teachers.scholastic.com

Word Ladder

Explanation:

Word ladders are games where students change one word into another
through a series of steps, altering a single letter or sound at each step.

Rationale:

Word ladders can help student with their phonics, spelling and vocabulary
skills.

Procedure:

1.
2.
3.
4.

Create the word ladder. Use 5 to 15 words and write clues for each.
Equip the students with whiteboards or paper.
Do the word ladder.
Have a class discussion about the words they have written.

Processing Strategies:

Attending
Searching
Predicting
Comprehending
Self- Correcting

Modes of Communication:

Written

Cueing Systems:

Meaning (M)
Syntax (S)
Visual (V)

Comment:

For students struggling with the concept you may need to do different
levels of difficulty in order for the students that need assistance to
succeed. Students may need to be split into reading abilities and be given
different word ladders to solve. This will be beneficial to the students as
they are learning in their correct zone of proximal development and keep
student engaged and actively on task.

Example:

Students have a list of words to find the initial/ medial/ final sounds of the
words. Students will need to understand types of words associated with
the last few sound/ letters shown in the word.

Oral

Reading

Text (T)
Word (W)
Letter (L)

ACARA Link:

Recognise soundletter matches including common vowel and consonant

digraphs and consonant blends (ACELA1458)
Recognise most soundletter matches including silent letters,
vowel/consonant digraphs and many less common soundletter
combinations (ACELA1474)

Reference:

www.readingrockets.org
www.dltk-kids.com/type/word_ladders.htm

 Writing Groups

Explanation:

Students are placed in groups to discuss with their classmates their piece
of writing. Students give feedback and provide possible improvements
that could be made to the students work.

Rationale:

By receiving feedback on their writing student learn how they can improve
their writing so it can communicate their message clearly. Whilst they are
giving feedback they are reinforcing their own writing knowledge, which is
helping their writing. Students give 2 positive comments and 1 comment
of improvement. This provides students with a goal of what to work
towards and improve.

Procedure:

1.
2.
3.
4.

Students read their drafts to the selected group.

Students give feedback and ask any necessary questions.
Students repeat this process with a different student reading their draft.
When finished students can make changes or modifications to their
writing.

Processing Strategies:

Predicting
Comprehending
Cross Checking
Self- Correcting

Modes of Communication:

Written

Cueing Systems:

Meaning (M)
Syntax (S)
Visual (V)

Oral

Reading

Text (T)
Word (W)
Letter (L)

Comment:

Students give fellow peers feedback based on a criteria. The teacher may
pose multiple questions on a white/ smart board for students to choose
one and talk about. This gives the students some guidance on what to

give feedback on but also gives students the freedom to express their
ideas and thought on other students work. Students must be encouraged
to be positive and be non-judgemental about other students written work.

Example:

Students write a diary or journal entry about what they did on the
holidays. Depending on ability level students write between 1- 2 pages.
Teacher writes a variety of questions on the board for students to critic. As
students finish the task they swap books with another student and give
feedback in response to questions the teacher has placed on the board.

ACARA Link:

Plan, draft and publish imaginative, informative and persuasive texts

demonstrating increasing control over text structures and language
features and selecting print, and multimodal elements appropriate to the
audience and purpose (ACELY1682)

Reference:

http://olc.spsd.sk.ca/DE/PD/instr/strats/logs/index.html
www.web.cecv.catholic.edu.au
www.ttms.org/writing_strategies/writin_strategies.htm

 Learning Logs

Explanation:

Learning logs are a simple and straightforward way to help students

integrate content, process, and personal feelings. Students write
reflections about actions that took place during their day or week.

Rationale:

Learning logs can be used in any subject area to help the student to
understand information, or they can be used as a piece of work that is
assisting in the students writing abilities.

Procedure:

1. Set a time where the students will write in the log. (Weekly or Daily)
2. Allow students to write freely during this time.
3. Collect books and analyse problem areas, concerns or improvements.

Processing Strategies:

Predicting
Comprehending
Cross Checking
Self- Correcting
Attending
Searching

Modes of Communication:

Written

Cueing Systems:

Meaning (M)
Syntax (S)
Visual (V)

Oral

Reading

Text (T)
Word (W)
Letter (L)

Comment:

Allowing students to reflect on a weekly or daily basis allows for

understanding and recapping on previous tasks. Students can express
their interests and ideas through writing in a learning log. By encouraging
students thoughts and allowing partial free writing can assist in students
writing ability. If students are happy to write they will learn much quicker
than someone who isnt.

Example:

Students will be given a number of sentence starters to help with the

initial part of writing in their learning log. Different topic questions on a
daily or weekly basis will keep student engaged and motivated for writing.

Questions:

What did I do in class today?

What did I learn?
What did I find the most interesting?
What is one thing I want to know more about in todays lessons?
What connections can I remember about previous lessons and the one we
did today?
What would I change about one of todays lessons?

ACARA Link:

Draw connections between personal experiences and the worlds of

texts, and share responses with others (ACELT1596)

Reference:

http://olc.spsd.sk.ca/DE/PD/instr/strats/logs/index.html

www.decd.sa.giv.au/assessment/files/pages/strategies/Learning_Logs.pdf
www.learninglogs.co.uk
www.glencoe.com/sec/teachingtoday/downloads/pdf/learning_logs.pdf

 Word Making

Explanation:

The Making Words Strategy can take on a number of differing formats and
provide differing degrees of difficultly for students. The teacher will select
a group of differing letters and then challenge that student to build words.
The student will then record all the letters used to make the word and
combined the sounds to articulate the word.

Rationale:

The Making Words teaching strategy will help struggling students to make
connections between sounds, letters and the structure of words. This
strategies main focus is to assist a students recognition of initial, medial
and final letters/parts of a word. Depending on the students literacy
development level, the words created will vary.

Procedure:

Students come and receive a group of letters form the teacher

Students then move to their own space and place all the letters in a line
Students can then start to experiment with letter combinations to create
differing words
The student will then state and combined the sounds of all letters to state
the word
If the word is confirmed to be correct the student will record the spelling of
the word and add to their vocabulary list.

Processing Strategies:

Predicting
Comprehending
Cross Checking
Self- Correcting
Attending
Searching

Modes of Communication:

Written

Cueing Systems:

Meaning (M)
Syntax (S)
Visual (V)

Oral

Reading

Text (T)
Word (W)
Letter (L)

Comment:

Teachers must place students into appropriate ability levels to create a fair
playing field. This strategy can be completed on an individual level, small
group or whole class.

Example:

Students will be given a selection of letters and be asked to create as

many words as possible. As an extension activity students can play boggle
which is a similar task. Students shake the boggle container and a variety
of letters are shown. The timer is set for 1 or 2 minutes and the student
with the most amounts of correct words will win the game.

ACARA Link:

Recognise rhymes, syllables and sounds (phonemes) in spoken words

(ACELA1439)
Know that spoken sounds and words can be written down using letters
of the alphabet and how to write some high-frequency sight words and
known words (ACELA1758)

Reference:

www.readingrockets.org
www.creatingreadersandwriters.blogspot.com

o Reading

Muddled Up Sentences
Literacy Circles
Schema Story
Five Fingers
Cloze Procedure
Double Journal Entry
Hot Seat

Hot Seat

Explanation:

Students take on the role of a character from a story that has been read in
class. The student in the Hot Seat answer questions from their peers and
presents their own representation of the character.

Rationale:

Assist students in identifying the characters point of views and helps to

build meaning and comprehension of the text. Hot Seat allows students to
speak and make meaning of characters in a book, orally represent their
personal understanding and interpretation.

Procedure:

1. Read the book.

2. Let students pick their favourite character from a book.
3. Let the students analyse and research the character to come up with
suitable questions to ask fellow peers.
4. Students take turns at being in the Hot Seat.
5. Fellow students ask questions about their character.
6. The student in Hot Seat answers the questions in their own
representation of the character.

Processing Strategies:

Searching
Predicting
Comprehending

Modes of Communication:

Written

Cueing Systems:

Meaning (M)
Syntax (S)
Visual (V)

Comment:

This activity must be selected for specific students as confrontational

learning may upset or embarrass some students. Students who are
confident in giving oral presentations and being in front of the class will
strive off positive reinforcement in this activity. Giving this activity to a
student who lacks confidence and public speaking will find it difficult to
comprehend and find enjoyment.

Example:

Oral

Reading

Text (T)
Word (W)
Letter (L)

This strategy will work best in a lower grade classroom and using
storybooks with a large variety of characters. The story Who sank the
Boat written by Pamela Allen would be a great example for students in
lower primary. It allows for students to take on the role as animals with the
opportunity of being creative and dressing up.

ACARA Link:

Discuss the characters and settings of different texts and explore how
language is used to present these features in different ways (ACELT1591)
Discuss different texts on a similar topic, identifying similarities and
differences between the texts (ACELY1665)
Understand that language can be used to explore ways of expressing
needs, likes and dislikes (ACELA1429)

Reference:

www.dramaresource.com/strategies/hot-seating
www.learningpt.org/literacy/adolescent/strategies/hotseat.php

Double-Entry Journals

Explanation:

Students have a page divided into two columns, in one column they write
a quote from the selected text, in the other one they reflect on the quote.

Rationale:

Double Entry Journals help to structure students thoughts about a

particular book. It allows students to become familiar with types of writing
and think and reflect on its meaning. It requires deep understanding from
students to process and analysis quotes in texts.

Procedure:

1.
2.
3.
4.
5.

Read the book.

Design Journal pages.
Write quotes in journals.
Reflect on the quotes.
Share quotes and reflection with class.

Processing Strategies:

Predicting
Comprehending

Modes of Communication:

Written

Cueing Systems:

Meaning (M)
Syntax (S)
Visual (V)

Comment:

Oral

Reading

Text (T)
Word (W)
Letter (L)

Children may need prompting about quote that they could write or topics
that they could discuss.

Example:

Students use an individual worksheet that they complete or complete on a

whiteboard or smart board. Students have the opportunity to begin
starting in pairs, sharing their ideas then breaking off and finishing the
activity as an individual.

ACARA Link:

Understand that simple connections can be made between ideas by using

a compound sentence with two or more clauses usually linked by a
coordinating conjunction (ACELA1467)

Reference:

Tompkins, G. E. (2010). Literacy For The 21st Century, A Balanced

Approach. Fifth Edition. USA: Pearson.

Cloze Procedure

Explanation:

The Cloze Procedure is a great tool to test a students reading ability. A

passage of text will be presented to the students but in areas words will be
missing and filled with a blank space. Students will read through the text,
identify what each missing word is and fill in the blank.

Rationale:

This reading strategy has the key focus of determining a students syntax
and semantic ability. This strategy is mostly used as an assessment tool of
a students reading ability.

Procedure:

1. Have a passage of text and go through and delete every fifth word.
2. Then structure the deleted words in a differing order at the top of the
passage.
3. Students are then presented with the passage and have to read through
and identify what word fits in which spot. The student will be successful
when the passage makes sense.
Processing Strategies:

Attending
Cross Checking
Self- Correcting
Confirming
Monitoring

Modes of Communication:

Written

Oral

Reading

Cueing Systems:

Meaning (M)
Syntax (S)
Visual (V)

Comment:

This strategy is excellent when the need to assess is critical. Students in a

cloze activity have to make sense of what is being asked and complete to
the best of their ability. Students will realise that in order for the passage
to make sense the correct missing word must be placed in the correct
place.

Text (T)
Word (W)
Letter (L)

Example:

Teacher gives worksheet to students and asks to complete as part of an

assessment item. Teacher has words at top of the page when students can
cross off and place in correct space.

ACARA Link:

Understand how texts are made cohesive through resources, for example
word associations, synonyms, and antonyms (ACELA1464)
Read supportive texts using developing phrasing, fluency, contextual,
semantic, grammatical and phonic knowledge and emerging text
processing strategies, for example prediction, monitoring meaning and
rereading (ACELY1659)

Reference:

www.bogglesworldesl.com/cloze_activities.htm
olc.spsd.sk.ca/DE/PD/instr/strats/cloze/

Five Fingers

Explanation:

The Five Finger strategy involves students completing a series of

steps and questions. Once the student has chosen a book that
interests them, they open and start reading. When the student
comes to a word that they cannot identify or pronounce after trying
a sounding out technique, they hold up one finger. If the student
gets to 5 fingers during the book, then the book is too hard for their
reading level.

Rationale:

This is a reading strategy to help students become independent

readers at a level that is suitable to them. This strategy is a simple
process that students can apply themselves to test if the book is too
hard for them to read. This strategy is simple enough that students
of any level can apply the procedure

Procedure:

1. Student choose a book of interest

2. Open the book to the first page and start reading
3. At each word that the student cannot identify they hold up one
finger
4. if the student gets to 5 fingers the book is to hard
5. the finger grading strategy states the differing level of books for
students:
1 finger- the book is too easy for that students reading ability

2 fingers- this book is at the correct reading level for that

student
3 fingers- this book is at the correct reading level for that
student
4 fingers- this book is starting to be too hard for the student
though may be able to read with a bit of assistance from a
teacher or parent.
5 fingers- this book is too hard for the student at this current
time. Though, the book should not be viewed as impossible
but as a challenge for the student to aim for.

Processing Strategies:

Attending
Cross Checking
Self- Correcting
Comprehension
Fluency

Modes of
Cueing
Systems:
Communication:

Comment:
Written

This strategy is excellent as it allows students to self-monitor their

learning. It allows the student to make personal judgement on their
personal reading ability. It gives students a goal for next time.

Example:

Students work individually or in a partnership. If in a partnership one

student reads to the other. The student listening makes the judgements
with his/her fingers. Students swap and do the five fingers with the other
student.

ACARA Link:

Oral

Meaning (M)

Reading

Read predictable texts, practicing phrasing and fluency, and monitor

meaning using concepts about print and emerging contextual,
semantic, grammatical and phonic knowledge (ACELY1649)
Use comprehension strategies to understand and discuss texts
listened to, viewed or read independently (ACELY1650)
Reference:
www.everydaylife.globalpost.com/fivefinger-reading-strategy-14639
www.education.pitt.edu
www.learnresilience.weebly.com/the-5-finger-strategy.html

Schema story

Explanation:

A book is cut into different sections and given to students to reconstruct as

the original story.

Rationale:

Schema stories help students to understand different aspects of a fiction

or non-fiction story. It allows for students to practice reading and
comprehension skills that allow them to become more competent at
reading and writing. Children use their knowledge about sentence and
story structure to reconstruct the original text.

Procedure:

1.
2.
3.
4.

Cut out section of the text and distribute to students.

Ask students who thinks they have the beginning of the story and why.
Continue this pattern until the story is complete and in the correct order.
Students discuss why they placed the certain part of the story where they
did and what would happen if the story was not in order?

Processing Strategies:

Predicting
Comprehending
Attending
Searching
Cross Checking
Self- Correcting

Modes of Communication:

Written

Cueing Systems:

Meaning (M)
Syntax (S)
Visual (V)

Comment:

For lower primary use pictures with the words which will assist students in
reconstructing the story. For older primary students increase the difficulty
in text and remove the images. This will increase a higher thought process
and give students the opportunity to draw their own images as part of an
extension task.

Oral

Reading

Text (T)
Word (W)
Letter (L)

Example:

Students could engage in reading a well-known story such as Little Red

Riding Hood. As a class students work together to place the order of the
story in sequence from beginning to end. Students then read another wellknown story together as a class then given a worksheet to complete
individually.

ACARA Link:

Understand that simple connections can be made between ideas by using

a compound sentence with two or more clauses usually linked by a
coordinating conjunction (ACELA1467)
Use comprehension strategies to build literal and inferred meaning and
begin to evaluate texts by drawing on a growing knowledge of context,
text structures and language features (ACELY1680)

Reference:

Tompkins, G. E. (2010). Literacy For The 21st Century, A Balanced

Approach. Fifth Edition. USA: Pearson.
www.siue.edu/MLTE/LA%Modules%20DONE/scheme_stories.htm
www.transparencynow.com/news/schemastories.htm

Literature Circles

Explanation:

In literature circles, small groups of students gather together to discuss a

piece of literature in depth.

Rationale:

Literature circles provide a way for students to engage in critical thinking

and reflection as they read. It allows opportunities for discussion and
responding to books. Literature circles create a sense of ownership as
students become familiar with the text they are reading. It also gives
students a chance to socialise in a learning environment and form
discussion based on reading books.

Procedure:

1.
2.
3.
4.

Select members for the literature circles.

Assign roles for the members of each group.
Assign reading to be completed by the circles inside or outside of class.
Begin class discussions.

Processing Strategies:

Predicting
Comprehending
Cross Checking

Self- Correcting

Modes of Communication:

Written

Cueing Systems:

Meaning (M)
Syntax (S)
Visual (V)

Oral

Reading

Text (T)
Word (W)
Letter (L)

Comment:

Roles for the students
could be discussion director, vocabulary enricher, summariser, and
investigator. To cater for diversity you could strategically place students
with particular students and be mindful of what sort of literature would
suit what group.

Example:

Students given a role (as above) in the group and be asked to take control
as their role suggests. Students wear a prop to determine their role in the
group and will be asked to rotate by the teacher on a small time frame.
This will allow for all students to try all four (4) roles.

Discussion Director: Circus Baton

Vocabulary Enricher: Dictionary

Summariser: Summariser Badge

Investigator: Glasses

ACARA Link:

Discuss different texts on a similar topic, identifying similarities and

differences between the texts (ACELY1665)
Understand that language can be used to explore ways of expressing
needs, likes and dislikes (ACELA1429)

Reference:

http://olc.spsd.sk.ca/DE/PD/instr/strats/logs/index.html
www.insideadog.com.au/teachers/literature-circles
www.abcteach.com.au

Muddled Up Sentences

Explanation:

The Muddles up Sentence strategy is used to help teach students about

the reading words as part of sentence. Then from understanding the
sentence, identifying the order in which the sentences need to be read to
make meaning. If the student has got the order of the sentences wrong,
then students will have to determine where they have gone wrong and try
to fix the order.

Rationale:

This teaching strategy is an effective way to show students the

importance of structure in texts. By confusing the order of the sentences it
creates a challenge for the students to identify needs to be done in order
to make meaning from the text..

Procedure:

The teacher prepares a sheet with sentences to be cut up

The teacher will cut the sentences out and jumble the order
Students will then have to read each sentence and determine where each
sentence should go in relation to the other sentences, so that when the
sentences are placed in an order what is being read makes sense.

Processing Strategies:

Predicting
Searching

Modes of Communication:

Cueing Systems:

Meaning (M)
Syntax (S)
Visual (V)

Comment:

Allow students to create a sentence and cut it up for their friend or class
buddy. This will give them the opportunity to discuss right or wrong
answers with their partner.

Example:

Students can be given sentences in relation to the topic of work they are
learning. Students will have the opportunity to bring prior knowledge when
constructing the muddled- up sentences. Students complete a worksheet
which can be used as a formative assessment task for teachers.

Written

ACARA Link:

Oral

Reading

Text (T)
Word (W)
Letter (L)

Read less predictable texts with phrasing and fluency by combining

contextual, semantic, grammatical and phonic knowledge using text
processing strategies, for example monitoring meaning, predicting,
rereading and self-correcting (ACELY1669)

Reference:

www.readwritethink.org
www.roythezebra.com/literacy-worksheets.html
www.primaryresources.co.uk/English/englishB11.htm
www.readingrockets.org