In this book... children are playing a chasing game. \ The Springboard is a collection of resources that provide support to instructors working with students learning to read. Use the ideas as starting points to improve skills in oral language, vocabulary, phonological awareness, decoding, comprehension, fluency, phonics and writing, connected with the book, It. Refer to the SPELD SA Instructional Handbook Overview for strategies and explanations of how to deliver the activities, Inside... 1. Before reading 1.1 Pre-teach vocabulary 1.2. Build experience 1.3 Phonological awareness 2, Reading the book 2.1 First guided decoding session 2.2 Further sessions 3. After reading 3.1. List of worksheets and games 3.2 The book and beyond! 3.3. Phonics 3.4 Grammar 3.5. Word and vocabulary extension 3.6 Connections to literature Worksheets and games For more worksheets and games for Set 1 Written by Angela Weeks go to Resources and games Iustrated by rent Lambert. Sastry ee eyInstructional Handbook: SET 1 | Book 10 | It ard ~ S N 7 NU 1. Before reading 1.1 Pre-teach vocabulary Bring words to life! Use games, movernent activities, photos or objects to introduce or revise vocabulary, as suggested below. Check for understanding and teach the words and meanings the student needs. Refer to the Vocabulary page in the book It for additional words and definitions. Vocabulary cards are provided in Resources and games. It Proper noun: It- a game of chasey; the person chosen to chase the other players. Discuss the difference between the word it, a thing/object, and 'it'in a chasey game. pants Verb: puffs, breathes hard, gasps. Discuss (Think-Pair-Share) * Talk about times that you might pant, e.g. when you are hot, when you have been exercising or when you climb a hill * Ask students to think of a time when they have been running and are puffing and panting * Go outside and do an activity that causes you to pant and discuss how it makes you feel Pat Proper Noun: a shortened version of a name. Pat can be short for Patrick and Patricia tis a boy's name in the story. Show the picture of Pat (page 6, It) 2 genset tap / pat Verb: touch someone or something lightly. Show the difference between the name Pat and the action pat. Noun: a gentle hit Discuss Show/describe what a tap or a pat on the shoulder would be like, when you catch someone. Talk about chasey games and discuss how players tag, tap or pat other participants when they play the game. Apply this concept and terminology when playing It Other meanings tap Noun: the sound made by a tap. For example, | can hear the tap of the bird's beak on the window. Pip, Tan, Pat, Ann, Nat Names in the book Introduce the names orally first and associate each name with picture of the character. Then introduce the written names of each character. Emphasise that names begin with a capital letter. If students can write their own name, refer to it and the capital letter at the beginning 1.2 Build experience Make it real! Before reading, use the following ideas as a springboard to familiarise students with concepts that are in this book. Like activating prior knowledge, experience forms basic knowledge that students can link to when reading. Activity Play a chasing game Introduce the term ‘it’ by choosing a child to be the person chasing and catching the other participants, Discuss other terms that students might use for that role. (© SPELD SA Phonic Book SeriesInstructional Handbook: SET 1 | Book 10 | It Play the game as described in the book It. students panting, Use the present tense ‘pants! when talking about children being puffed after running, Remember pants is used with he, she and person's name, so talk about each child who is panting one at a time, using their name Use the vocabulary it, taps, pats, sits, pants from the book It, making these words real for the students in a fun way. After each game, talk about who caught who, and in which order they were caught. Ask a student who is running to pant. Say, (student's name) pants, Use the vocabulary taps and pats when referring to catching, ‘Ask others to pant one by one. Involve students by having them say, (student's name) pants. Review the action in the present tense like the 9 ( dp book It, e.g. Andrew taps Rosie; Rosie sits; Andrew taps David; David sits. Students use the new vocabulary words when describing the action. At the end of one game, using a think-aloud ‘approach, share that you observed some 1.3 Phonological awareness Can you hear it? Can you say it? Practise identifying sounds in words, using words from the book Activity ideas for each skill are in the Overview. Examples of words from It for phonological awareness practice Syllabificat Onset/rime | 2-3Phoneme | 4+ phoneme 1 syllable 2 syllables 3 syllables words words Pip playing verandah tan tt pats, Tan catching trampoline taps Tan taps Pat schoolyard sits ‘Ann sits Ann playground prats Nat snap Nat outside prants pan spins pants window pants Rhyme Rhyming options Rhyme production nip / chip sap / tap. ants / pants / rants tap /tip pen/ snap taps / caps / saps / flaps / straps / slaps / maps / laps / traps cat / slip dog / trap it/ sit/fit/ bit / wit/ Fit / skit / spit / slit ‘Sub: tion and Deletion Substitution Deletion Initial Final Medial Initial Final it/at it7in sat/ sit Tan /an sits / sit Pat / Nat Pat / pan pan / pin Nat / at pits / pit is/as an /at pat / pit taps / apps pips / pip taps / saps tap / tad spat / spit sit /it ants /ant pant / Sant sit / sip tan / tin pat /at ‘and /an, Word chains pants / ants / ant / at / it / sit / sat / Sant / pant / pants it/in/tin/ pin/ spin / spit// pit / pin / pan / tan / tap / app / at /it Phonic Book Series 3Instructional Handbook: SET 1 | Book 10 | It 2. Reading the book During reading, the student will sound out and bblend the sounds to read words. Allow enough time for this and encourage the student to re-read words and sentences to develop fluency and comprehension. Use the following explicit instruction script as needed 2.1 First guided decoding session Before rea: Warm up! Phonological awareness Revise orally blending sounds in words from the book using the Phonological awareness table. When practising substitution and deletion, help the student to hear the difference between the words: tip/sip, sit/sits, sip/sips, pan/pat, sit /spit. Vocabulary Revisit vocabulary introduced in previous sessions. Decoding Use the Practice page in It to practise sounds, blending and any high frequency words. Reading the book Book introduction In this story, children are playing a chasing game. Have you played a chasing game before? Allow time to share experiences. The person chosen to catch the other children is called ‘it’. Who will get caught first in this story? Who will get caught last? Let’s read the book and find out Front cover Here is the title, Let’s read the first word. Wait for the student to read. Ft, It. Read it aloud again. Wait for the student to read. It. In the picture, one person is chasing and one is running away. Who is the person doing the catching? Who is ‘it’? Page 1 Let’s read the words. Student reads the words, with a finger moving under the words left to right, os they sound out and blend. Student re-reads the words. Pip, Tan, Pat, Ann, Nat. Discuss (Think-Pair-Share) * These are the names of the children # Which child is called Pip? * Which child is called Pat? * Match the names with the children, * Who do you think will be the person to do the catching first? * Where are the children? Page2 Let’s read the words. Wait for the student to read. Student re-reads the words. Ann is ‘it’ Discuss Who is Ann? Why has she got her hands over her eyes? Is she counting? If so, why? Page3 Twonder what happens next? Let's read the words. Wait for the student to read. Student re-reads the words. Ann taps Nat. Nat sits. Discuss Find Ann and Nat in the picture. What are they doing? Page 4 Let’s read the words. Wait for the student to read. Student re-reads the words. Ann pats Pip. Pip sits. Discuss Find Ann and Pip. Who is being caught? How is Pip caught? PageS Let’s read the words. Wait for the student to read. Student re-reads the words. ‘Ann pats Tan, Tan sits Discuss (Think-Pair-Share) * Who might be the next child to get caught? * Can you remember the order of who has been. caught so far? Put a thumb up if you remember. ae Let’s see if we can name them + How many children are left in the game? Page 6 Let's read the words. Wait for the student to read, Studentre-reads the words, Ann taps Pat Discuss + Is this child the last one? + What is his name? © SPELDSA Phonic Book SeriesPage7 Let’s read the words. Wait for the student to read, Student re-reads the words. Pat pants. Ann pants. Discuss (Think-Pair-Share) * Pants. Act like you are panting and make the sound. * Tam panting, In the book, Pat pants and Ann pants, This means that they are puffed and breathing hard. They are breathing heavily and panting, Let’s imagine that we are puffed. Let’s pant. Page 8 What happens next? Let’s read the words. Wait for the student to read, Student re-reads the words. Pat is ‘it’ Discuss (Think-Pair-Share) * Who has their eyes covered now? What does that mean? That’s right, Pat is now ‘t’. + What are the other children doing? * Who do you think (or predict) Pat will tap first? Go back to the beginning of the book ond re-read. Identify each character, confirming their names from having read the story. What's next? The student: + re-reads the book, with a partner or individually; * practises reading the same book many times to develop fluency; * reads every day. Make reading active and meaningful by jumping into the after reading activities! 2.2 Further sessions Each additional read builds confidence, fluency, deeper understanding and independence. The more you practise the more you improve. 9 In every session, review: Before rea + phonological awareness skills; * specific vocabulary words from previous sessions; * the Practice page in It to practise sounds and. blending. Review the storyline of the last reading session, (© SPELD SA Phonic Book Saree Instructional Handbook: SET 1 | Book 10 | It In our last reading session, we read It. What can you remember about the story? Suggested questions ‘* Who was playing the game? What game were they playing? Where were they playing? + What were the rules of the game? * How did the children feel as they played the game? What happened when they were caught? © Who was ‘it’ at the end of the story? Reading the book Guide the student through the book, gradually withdrawing help as the student becomes more independent. Think wider! Dive deeper! Use these ideas as a springboard for asking questions and modelling observations for two or three reading sessions. Some ideas Page 1: Select two characters. Describe them. Can someone guess who you are describing? Page 2: Ann is counting. What are the other children doing? Page 3: Why do you think the artist has split the picture? Explain your thinking Page 4: How comfortable do you think it would be sitting on the woodchips? Explain. Page 5: Ann and Tan are running under some bars. What are these bars for? What is their name? Page 6: Ann taps Pat. What should Pat do now? Explain why, The boy's name is Pat. The name Pat can be short for the name Patrick. Do you know of any other names that are shortened? Page 7: Why are the kids panting? Is this part of the game rules? Think of a time when you ran around and were puffed. Share your experience. A dog also pants when running. Can you think of another animal that pants after it has been running? Page 8: How do you think Pat is feeling? How are the other children feeling? What might happen next?Instructional Handbook: SET 1 | Book 10 | It 3. After reading Make reading active and meaningful! Jump into activities and discussion after reading the book, to build essential skils in reading and writing 3.1 Worksheets and games Worksheets and games for It What's missing? Thumbs up/thumbs down Sequence the story Read it, mix it, make it sentences Stepping track game Resources and games for the set Elkonin boxes Roll and ref ct game Rolland read game Story map Comic strip Vocabulary cards Building sentences worksheet Handwriting sheets 3.2 The book and beyond! Launch into deeper questioning, connection and comprehension with these suggestions! Use the Roll and reflect game to help students think and reflect on the story. Games Discuss (Think-Pair-share) ‘* What other games might the children play at this school? + How do you think Ann felt when she tagged the other children? Why do you think this? + How do you think the children felt when Ann tapped them? Explain your thinking *# Does everyone feel happy when they are caught? Why or why not? Activity Write/narrate the rules for the game in the book It, Students can also think of a game they play and write/narrate/draw the rules for‘! Ask another student to follow the rules to know how to play. 6 Research at home. Chat with one of your grandparents or parents. Ask them about their memories of school yard play. What school games did they play? Ask them to explain how to play one of these games that you do not know, Listen carefully. Work out the steps of the game and the rules. Share your game with your classmates, Play it altogether. What did you all think of the game? Explain Activity Research one of the following games. Share the rules with your friends. Play. Sticks ‘+ What's the time Mr Wolf? + Stuck in the mud * Bullrush + Water balloon Pinata 3.3 Phonics Link the book with your phonics program! Use multi-sensory, hands-on activities and games to practise building and reading the phonic words below. Some suggestions are listed in the Overview. Choose a sentence from the book as dictation Words: it, tap, taps, pat, pats 3.4 Grammar Written practice Focus for Set 1: writing simple sentences Sentences from the Set 1 books are used as a model for students to write their own Use the Building sentences worksheet. Oral practice These activities are to be done orally, butif students are ready for written practice - go for it! Using commas in lists When using a list on one line or within a sentence (e.g. of names), each name or item is separated by use of a comma. For example, on page 1 of It, Pip, Tan, Pat, Ann, Nat. Model making a list of other names, using people the students know. Make a list of other things, like names or shopping items. Instructor scribes and adds commas. (© SPELD SA Phonic Book SeriesActivities Give cards to students with pictures and names of the item or people on them, Students place these on paperin a line and add in commas. Provide 10 or more shopping items with names written (labelled), Students compile a shopping list OF 4 oF 5 items, using commas (items can be pictures). Plan a meal with at least 4 ingredients. Students draw (or write) the food items they require for the meal in aline. Students then insert commas between each item, 3.5 Word and vocabulary extension Focus: present and past tense Explain that ‘doing’ words are called verbs. Nouns name a thing or person, verbs name an action Ifwe are doing the action, we use the present tense. For example, | run, sit, hide, tiptoe, stand, bend down, climb, tap. After we have done these actions we say: Iran, sat, jumped, hid, tiptoed, stood, bent down, climbed, tapped, patted, This is past tense, Activities to choose from: 1 Ask students what types of ways they lke to move, e.g. tun, hop, swim, roll. Act out some of these verbs. Play a game by acting out verbs or pointing to objects and asking students is ita verb or noun. Use present tense verbs. Explain why itis a verb or noun when they reply incorrectly. 2 After playing a game of It, discuss the ways everyone moved, using past tense verbs because you have already done the movements. For example, Sarah ran; | sat; you jumped; we all hid; she tiptoed; Mike bent down; Jaimie climbed; the person, who was ‘it, topped 3 Explore the past tense and present tense of verbs. Take the students outside and ask a student to run. Sarah, run. When she has finished running, say, Sarah ran. Ask the stuclents to all tell you what Sarah did. ‘Sarah ran’, Do the same with more verbs: sit/sat, Jump/jumped, hide/hid, tiptoe/tiptoed, stand/ stood, bend down/bent down, climb/climbed 4 For older students you might also explore adverbs that describe the verb (how the students were moving), e.g. running fast, running slowly, jumping quickly, creeping slowly. © SPELD SA Phanic Book Series Instructional Handbook: SET 1 | Book 10 | It 3.6 Connections to literature Spring into wider reading! Make connections to It by reading other books to the student with similar themes. Hairy Maclary Hide and seek by lynley Dodd, 2017 Possum Games by Michelle Worthington, 2014 Koala Lou by Mem Fox, 1988 Bush games and Knucklebones by Doris Kartinyeri, 2003 Remember Revise, revise, revise! Reading mastery takes time and practice. Talk about it! Connect! Make the book more than words on the page. Now that you've brought this book to life, which book is next...Pat taps sits ‘it’ ee Ann is _. 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Glue the correct sentence into a book. Extension: Write the sentence and illustrate © SPELD SA Phanic Book Series aInstructional Handbook: SET 1 | Book 10 | It It game — stepping track game Materials: 1 die, player tokens, game board For variation: 'It' token Instruetions: Each player puts their token on the green circle to start, Players take turns to rol the die and move forward, spaces, saying each word as they pass. Arrows send the player forward or back when they land on them at the end of their turn, The player to finish frst, wins. Variation: Players rol adie to decide who is't. The player with the lowest number's‘ and takes the 't token. I the player who is‘ passes another player, that player is ‘Ii’ and takes the ‘token. 12 DSA Phonic Book Serias