Flying Start -...

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Email: info@flying-start-to-literacy.com.au www.flying-start-to-literacy.com.au

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Colours

Vocabulary Starter

© 2009 EC Licensing Pty Ltd. This work is protected by copyright law, and under international copyright conventions, applicable in the jurisdictions in which it is published. The trademark “Flying Start to Literacy” and Star device is a registered trademark of EC Licensing Pty Ltd in Australia and New Zealand.

In addition to certain rights under applicable copyright law to copy parts of this work, the purchaser may make copies of those sections of this work displaying the footnote: ‘© 2009 EC Licensing Pty Ltd’, provided that: (a) the number of copies made does not exceed the number reasonably required by the purchaser for its teaching purposes; (b) those copies are only made by means of photocopying and are not further copied or stored or transmitted by any means; (c) those copies are not sold, hired, lent or offered for sale, hire or loan; and (d) every copy made clearly shows the footnote copyright notice.

All other rights reserved.

Getting startedTalk about the way that colour can be used to describe things. What things are black? What things are orange? What other colour words are there? Develop a list that includes colours that are not on the Vocabulary Starter (e.g. grey, brown, aqua, purple).

Memory gamePlay the game “Spotto” in small groups. To play, display a group of six similar objects of different colours (e.g. six toy cars). While one student turns away, another student removes one item from the group. The first student must spot what is missing. Encourage students to say: The black car is gone.

Describing wordsProvide a range of colour samples (colour cards or charts from paint suppliers can be useful). Have the students group the samples by colour. Talk about words that can be used to describe different hues of the same colour (e.g. light blue, dark blue, navy blue, sky blue).

Common sayingsEncourage students to talk about feelings that can be associated with colour. For example, blue is often associated with sadness. Talk about sayings that use colour. For example, say: She was green with envy; It was a black day; She saw red; He was feeling blue. Do people really go these colours? Why do we use words in this way?

Writing sentencesProvide a picture of a rainbow to write about. Ask: How could I describe this rainbow? I want to write the sentence, “I can see yellow.” Write: “I can see” and then ask: How will I work out how to write the word “yellow”? Model referring to the Vocabulary Starter as a resource.

Have students write about their favourite colour. Provide the sentence stem: My favourite colour is … (e.g. red, blue, yellow, orange, black).

SpellingHave students write each word from the Vocabulary Starter using a pencil of that colour (e.g. yellow written in yellow pencil).

Provide each student with a copy of the Blackline master. Have him/her fill in the colour words and then have a partner find the things that are listed. Encourage students to check their spelling of each colour word against the Vocabulary Starter.

Developing oral vocabulary Developing reading vocabulary Developing writing vocabulary Blackline master: Coloured things

Getting startedIntroduce the word on each card. Point to the photograph and ask: What colour is this? Can you see the word that says “red”? Ask the students to look at the word. What do you notice about this word?

Draw out information about:

• word shape• number of letters• first letter e.g. Whose name in the class has the same first letter?• other words that sound like the word.

Repeat with other words.

First lettersMask the key vocabulary words on the Vocabulary Starter using sticky labels. Ask: What letter do you expect to see at the start of this word? Unmask to check.

Word and picture matchWrite the key words from the Vocabulary Starter onto small cards. Give each student one of the word cards and ask the students to match the word to the correct picture on the Vocabulary Starter and then read the word aloud. Change cards and repeat.

Sentence stemsUsing the Blackline master, finish the sentences by writing different colour words in the spaces provided. Cut the page into sentence strips. Give each student a sentence and have him/her read it and follow the instructions. Pass the sentences onto the next person and repeat.

Flying Start Vocabulary Starters support the development of:

• oral language• reading• writing.

They reflect the vocabulary needs of children in the first few years of school (key vocabulary) and have direct relevance to students’ everyday lives and interests. As well, these words support the curriculum, including science and social studies:

This card can be:• read as a book• opened up into a chart• folded to reveal single images one at a time.

Flying Start to Literacy Vocabulary Starters can be used:

• to introduce new vocabulary• as a word bank – display opened out on a notice board

as a writing resource.• as a stimulus for discussion e.g. What colours do you know?• to support ELL students by linking spoken and written

vocabulary with clear photographs• to build confidence using vocabulary. Copy this blackline master at 140%.

Get a pencil.

Get a block.

Get a paper.

Get a pen.

Get a car.

Get a book.

Get a toy.

The Vocabulary Starter Colours provides direct support for the vocabulary used in the Flying Start to Literacy Stage 1 books Come and Look! and Fish.

Developed by Eleanor Curtain Publishing

Designed by Derek SchneiderPrinted and bound in China through Colorcraft Ltd, Hong KongDistributed in Australia & New Zealand by:Lioncrest Pty Ltd, PO Box 340, Cessnock NSW 2325Freecall (Aust): 1800 249 727Phone: +61 2 4991 2874www.lioncrest.com.auwww.flying-start-to-literacy.com.au

Colours

Key vocabulary: black blue green orange pink red yellow

Vocabulary Starter ✂

Flying Start to Literacy Vocabulary Starter Colours © 2009 EC Licensing Pty Ltd.

Colours vocab starter.indd 1-7 21/11/08 9:53:00 AM

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Fluent Plus Reading Stage Guided Reading Level 25 Fluent Plus Reading Stage Guided Reading Level 26 Fluent Plus Reading Stage Guided Reading Level 27

ExplanationReport ExplanationExplanation Report Report NarrativeNarrative NarrativeNarrative Narrative Narrative

Argument Factual recountReport Explanation Narrative NarrativeNarrative Narrative

Fluent Plus Reading Stage Guided Reading Level 30

Early Fluent Reading Stage Guided Reading Level 15 Early Fluent Reading Stage Guided Reading Level 16

ExplanationReport Explanation/ Procedure

Report – descriptive

Report Explanation RecountReport Recount ReportNarrativeNarrative NarrativeNarrative NarrativeNarrative NarrativeNarrative Narrative Narrative

ReportReport/Interview Personal Narrative

Explanation ExplanationRecount RecountProcedure Report ReportNarrativeNarrative NarrativeNarrative – Traditional Tale

NarrativeNarrative NarrativeNarrative Narrative Narrative

Early Fluent Reading Stage Guided Reading Level 17 Early Fluent Reading Stage Guided Reading Level 18

Fluent Reading Stage Guided Reading Level 19

Report NarrativeExplanation Narrative Report – descriptive

Narrative – fairy tale

Report Narrative Explanation NarrativeExplanation Narrative Report ReportReport Narrative

Fluent Reading Stage Guided Reading Level 21

Report – personal opinion

NarrativeReport Narrative Explanation Narrative – fairy tale

Report Narrative Explanation NarrativeReport Play Report NarrativeBiography Narrative

Fluent Reading Stage Guided Reading Level 23

Historical recount

NarrativeReport Narrative Report NarrativeReport Narrative Report NarrativeExplanation Narrative Journal NarrativeReport Narrative

Transitional Reading Stage Guided Reading Level 11 Transitional Reading Stage Guided Reading Level 12

RecountProcedure Recount - opinion

Explanation ReportRecount ReportRecount Explanation RecountNarrativeNarrative NarrativeNarrative NarrativeNarrative NarrativeNarrative Narrative Narrative

Historical recount

Report DiaryReport RecountReport ReportReport Explanation RecountNarrativeNarrative NarrativeNarrative NarrativeNarrative NarrativeNarrative Narrative Poem

Transitional Reading Stage Guided Reading Level 13 Transitional Reading Stage Guided Reading Level 14

Early Reading Stage Guided Reading Level 7 Early Reading Stage Guided Reading Level 8

ReportRecount RecountExplanation ExplanationExplanation ExplanationReport Recount ProcedureNarrativeNarrative Narrative Narrative NarrativeNarrative NarrativeNarrative Narrative Narrative

RecountProcedure ExplanationReport Recount - opinion

Explanation ExplanationReport Report ReportNarrativeNarrative NarrativeNarrative NarrativeNarrative NarrativeNarrative Narrative Narrative

Early Reading Stage Guided Reading Level 9 Early Reading Stage Guided Reading Level 10

Emergent Reading Stage Guided Reading Level 3 Emergent Reading Stage Guided Reading Level 4

ExplanationRecount ReportExplanation ReportRecount RecountReport Explanation ExplanationNarrativeNarrative NarrativeNarrative NarrativeNarrative NarrativeNarrative Narrative Narrative

RecountReport ReportReport ProcedureReport ReportReport Report ReportNarrativeNarrative NarrativeNarrative NarrativeNarrative NarrativeNarrative Narrative Narrative

Emergent Reading Stage Guided Reading Level 5 Emergent Reading Stage Guided Reading Level 6

Early Emergent Reading Stage Guided Reading Level 1

Shared Reading Collection Pre-K–K

Early Emergent Reading Stage Guided Reading Level 2

Report RecountRecount Recount

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Fluent Reading Stage Guided Reading Level 20

Fluent Reading Stage Guided Reading Level 22

Fluent Reading Stage Guided Reading Level 24

★★★★★★★★

Argument ExplanationNarrative Narrative

Fluent Plus Reading Stage Guided Reading Level 28 Fluent Plus Reading Stage Guided Reading Level 29

LEVEL PRE-K–LEVEL 30 (284 TITLES)

Shared Reading big books Level Pre-K–K (16 titles). Vocabulary Starter and Lesson Plan (one per book).

Flying Start to Literacy Lesson Plans A Pizza for Bear © 2016 EC Licensing Pty Ltd.

This delightful rhyming story is about a bear who travels around the

woods finding food to eat. One day, Bear smells something new and

delicious. He follows the smell to a family campsite. Yum, yum! The

campers scurry away! Munch, munch! It’s a pizza for Bear!

Activity cardBear and me

You will need: crayonsDraw pictures in the boxes.

Bear runs.

I run.

Bear eats.

I eat.

Lesson Plan

Shared Book

Vocabulary Starter

Shared Reading

© 2016 EC Licensing Pty Ltd. This work is protected by copyright law, and

under international copyright conventions, applicable in the jurisdictions in

which it is published. The trademark “Flying Start to Literacy” and Star device

is a registered trademark of EC Licensing Pty Ltd in Australia and New Zealand.

In addition to certain rights under applicable copyright law to copy parts

of this work, the purchaser may make copies of those sections of this work

displaying the footnote: “© 2016 EC Licensing Pty Ltd”, provided that: (a) the

number of copies made does not exceed the number reasonably required by the

purchaser for its teaching purposes; (b) those copies are only made by means of

photocopying and are not further copied or stored or transmitted by any means;

(c) those copies are not sold, hired, lent or offered for sale, hire or loan; and (d)

every copy made clearly shows the footnote copyright notice.

All other rights reserved.

Developed by Eleanor Curtain Publishing

Text: Kerrie Shanahan Consultants: Susan Hill & Lyn ReggettDesigned by Derek SchneiderPrinted in China through Colorcraft Ltd, Hong Kong

Distributed in Australia & New Zealand by Lioncrest Education

Phone: +61 2 4991 2874 email: info@lioncrest.com.au

www.lioncrest.com.auDistributed in Ireland by Folens Publishers

Phone: +353 1 413 7230 email: info@folens.ie

www.folens.iewww.flying-start-to-literacy.com.auwww.ecpublishing.com.au

VocabularyOral vocabulary ambles crunch drools eats licks runs scampers scratches

slurps sniffs swimsHigh-frequency words a and he his the to with

Phonemic awareness• Rhyming words as in trees/bees/breeze, to/do, lips/drips, munch/crunchPhonics• Identifying the /p/ sound as in pizza

Print concepts• Matching one-to-one correspondence between the written and spoken wordKey concepts

Curriculum link• We use different actions to do things, e.g.

eat, run, sleep, swim.• When camping, be prepared for the unexpected.

• Science: People and the environment

Early Emergentreading stage Shared Reading

FS US LT LP Pizza for Bear.indd 1-2

4/11/15 11:40 AM

Lesson Plans

My Body shows a range of body parts and where they are on the body.Running words: 28Text type: Recount

Here I Am! explores which body parts children use when playing in different parts of the playground.Running words: 28Text type: Recount

VocabularyHigh-frequency wordsis here my

Phonics • Hearing beats in a word • Hearing initial sounds in words

Text features • Arrows on photographs • Word bank (page 16)

Reading strategies • Matching one printed word to each word read • Using the photographs to identify unknown words

Vocabulary Starter

Key vocabularyeye face foot hand knee leg nose

The Body

Vocabulary Starter

Early Emergentreading stage

Level 1

hand foot knee leg nose eye face

Key concepts Curriculum links

• Our body has different parts.

• We use parts of our body to do different things.

• Science

• Health and Physical Education

FS AUS LP L1 My Body Here I Am.indd 3 8/15/16 11:15 AM

Paired books Levels 1–2 (18 pairs/36 titles). Vocabulary Starter and Lesson Plan (one per pair).

AlphaAssess resources for assessing and developing early literacy. Benchmark books Levels 1–28.

Activity cardBlackline master Lesson Plans

Content vocabulary

Flying Start to Literacy Lesson Plans Basketball Basics / Alex Stands Tall © 2016 EC Licensing Pty Ltd.

AssessmentCan the student match the appropriate verb to each photograph?Can the student write an explanation for each verb?

Basketball terms Basketball game

You will need: a die, scissors

What to do:1. Cut out your basketball token, think of a team name

and write it on your token.

2. With two friends, take turns rolling the die. Move the same number of spaces as the number you roll. Follow the instructions on the space you land on.

3. The first person to reach FINISH is the winner.

Flying Start to Literacy Lesson Plans Basketball Basics / Alex Stands Tall © 2016 EC Licensing Pty Ltd.

backboard basket basketball centre line court defender defending dribbling drills foul free pass hoop key line passed passing point rebound referee rules scoring season shooting skills sub subbing team train uniform

Reading strategies

Phonics

• Integrating visual and textual information• Making inferences about characters’ relationships

Text featuresBasketball Basics

Alex Stands Tall

• Chapters with headings and sub-headings• Labelled diagrams• Introduction, conclusion, glossary• Chapters with headings• Use of direct speech• Full-colour illustrations

• Identifying compound words• Identifying the /aw/ sound made by “a” as in tall, ball

Alex worries that she’s not tall enough to be a good basketballer. But, with hard work, she proves that being tall isn’t everything.

Running words: 756Text type: Narrative

Basketball Basics describes the equipment needed to play basketball and gives detailed information about how to play.Running words: 722Text type: Explanation

Fluent reading stage

Level 19

Developed by Eleanor Curtain Publishing

Text: Kerrie ShanahanConsultants: Susan Hill and Jenny FeelyDesigned by Derek SchneiderPrinted in China through Colorcraft Ltd, Hong Kong

1. Choose a word from the word bank to write underneath each photo.

2. Write what each word means.

Word bank

ELL support Key concepts Curriculum links

• Labelled diagrams support the text.

• The glossary explains content vocabulary.

• Illustrations support the content.

• Basketball is a game with particular skills, rules and equipment.

• Basketball is a game that facilitates fitness and socialising.

• Everyone in a team has different skills to offer.

• Hard work can improve skills.

• Health and Physical Education: Games and sport

• Health and Physical Education: Relationships, teamwork

© 2016 EC Licensing Pty Ltd. This work is protected by copyright law, and under international copyright conventions, applicable in the jurisdictions in which it is published. The trademark “Flying Start to Literacy” and Star device is a registered trademark of EC Licensing Pty Ltd in Australia and New Zealand.

In addition to certain rights under applicable copyright law to copy parts of this work, the purchaser may make copies of those sections of this work displaying the footnote: “© 2016 EC Licensing Pty Ltd”, provided that: (a) the number of copies made does not exceed the number reasonably required by the purchaser for its teaching purposes; (b) those copies are only made by means of photocopying and are not further copied or stored or transmitted by any means; (c) those copies are not sold, hired, lent or offered for sale, hire or loan; and (d) every copy made clearly shows the footnote copyright notice.

All other rights reserved.

Distributed in Australia & New Zealand by Lioncrest Education Phone: +61 2 4991 2874 email: info@lioncrest.com.au www.lioncrest.com.au

Distributed in Ireland by Carroll Education Phone: +353 1 413 7230 email: info@carrolleducation.ie www.carrolleducation.ie/ecom

www.flying-start-to-literacy.com.au

www.ecpublishing.com.au

1

START

2Your team has the correct uniform. Move forward 1 space.

3 4Your team has only 4 players. Move back 3 spaces.

5

6 7You commit a foul. Move back 2 spaces.

8 9 10You do a great rebound. Move forward 2 spaces.

11 12 13You miss scoring a basket. Move back 4 spaces.

14You dribble up the court and score. Move forward 3 spaces.

15

16You defend well. Move forward 1 space.

17 18You score the winning points. Move forward 2 spaces.

19You have 5 fouls and must leave the court. Move back 4 spaces.

20

FINISH

✁

passing refereeing shooting defending scoring dribbling

FS L19 AUS LP Basketball basics Alex Stands Tall.indd 1-3 13/08/15 10:16 AM

Paired books Levels 3–30 (112 pairs/224 titles). Lesson Plan (one per pair).