Literacy

Working with sight words. A handful of crumbs for the primary students.

by

This is a post dedicated to my trainees and course participants because, as it often happens, good ideas surface while talking to other teachers. Thank you! And I hope you find it useful)

About sight words

If in one line, sight words are those precious bits of the English language that, in a way, are exceptions are they do not follow the rules of phonics and which, at the same time appear in the English language with a high frequency (hence another term used to refer to them ‘high-frequency words’) which makes them very relevant to anyone learning to read and write. ‘Sight words are the glue that holds the sentences together’ (sightwords.com) which makes them a necessary part of literacy development, even if they had to be learnt by heart.

There are two lists of these words, the Dolch Sight Words List and the Fry Sight Words Lists and they are organised either by the year (Dolch’s) or the frequency with which they appear in English (Fry’s).

Available resources

There are lots of resources available for parents and for teachers of the English as L1. Naturally, just like in the case of phonics, we need to proceed with caution as they were created for children who already communicate in the language so the meaning of all of these does not need to presented, clarified and practise. Here are some of the

Sight words in primary EFL (a very objective take)

It is some kind of a paradox that sight words do not make even a cameo appearance in our mainstream coursebooks for primary. Or perhaps it is not, actually. After all, despite all the changes and developments that have taken place over the last two decades (my time in EFL), literacy development over all of the years of primary still falls under the category ‘Areas for improvement’.

Year 1 is usually well-taken care of (or at least it is the year 1 coursebooks that have shown the greatest progress in the area) but the same cannot be said about levels 2 – 4. It seems that once the kids are out of year 1 and once they have gone over the few phonics sets, they are all ready to read and write pretty much everything, as long as it has the appropriate lenght and more or less the vocabulary and grammar that follows the curriculum of the level.

It does not work like that and it is not only my opinion. Every time I run a course for primary teachers and meet teachers from a variety of backgrounds and contexts (bilingual, freelance teachers, state school teachers, private langauge school teachers), they all come with the same problem that could be summarised as: ‘How do we teach the kids to read? My students are in year 3 and they still cannot read. The book does not help. I don’t know what to do.’

Yes, as teachers, we are going to be supplementing, staging and facilitating the process and the kids will eventually learn to read and write but it would be wonderful if this area had more systemic support and attention.

Enough of this whining. Let me tell you how we approach sight words with my students:

  • Year 1 of instruction is fully devoted to phonics and sight words are put on hold. The reasons for that are simple. First of all, phonics have to have the priority and I don’t want to overload the students who are taking their first steps in English and in literacy. Second of all, I am taking my time to ensure that when we start working on sight words, kids are not complete beginners and may actually know some of the words they are to learn and to practise. This is also the time when we start moving from sentence reading / writing to text reading / writing and these words really do make an appearance. We start learning and practising sight words in year 2.
  • I divided the words in my own (very subjective) way, according to the categories such as grammar words, adjectives, verbs, etc, to facilitate recognition and memorisation and to enable to come up with meaningful practice activities, something more than just reading. So far I have been using Dolch’s list but I am going to upgrade it, as soon as we get through it. The lists have been colour-coded, printed and laminated and we take one list per week.
  • Read and put your hand up: the introductory exercise, the children are looking at the list and I read the words, one by one. The kids listen and raise their hands if they know the word. The aim of this activity is for me to understand where we are with the words regarding their meaning. Naturally, if we find something new, we explain them.
  • You’re the teacher, I am the teacher: kids work in pairs. They take turns to lead the activity. ‘The teacher’ points at the words in the table, ‘the student’ reads them out loud.
  • Line by line: we work as a team, kids take turns to read one line of the sight words. If the kids are quite strong, they can point at two or three words at the same time.
  • Knock, knock!: one more copy of the sight words is displayed on the door of the classroom. Kids read a number of words on entering the room (i.e. 3 or 5). The words can also be colourcoded, randomly or by the level of difficulty, i.e. 5 words per colour (depending on the list). Kids choose themselves which colour they want to read.
  • Bingo!: teacher prepares a set of cards with the words in question and hands them out among students (4 or 5 cards per student). The teacher reads the words in a random order. The child who has the card with a certain word puts it up to signal to the teacher (‘I’ve got it’) and they put the word away. Whoever runs out of their words first is the winner, like in a regular Bingo game.
  • Make a sentence: this activity requires a bit more than just a list but there is so much potential that I decided to invest time in preparing the resources for it. You will need two sets of cards, one with sentence starters made out of sight words (i.e. I have, I can, I like, I don’t, Do you, I will, I didn’t…etc) and the second set with adjectives (i.e. blue, green, long etc). Kids pick out one card of each and show to their peer for them to make a full sentence made out of these two bits and their own ideas.

There are just a few of them but we have just started our adventure with sight words. There is more to come, for sure!

To be continued…

Happy teaching!

Crumbs #62 Secret words. Learning to read

by
@Cambridge University Press

Ingredients

  • A text written for the lower levels learners, pre-A – A1 level, preferably accompanied by some visuals. The one pictured above which was the inspiration for this kind of an activity was taken from Super Grammar 2 by Emma Szlachta, CUP, p. 38
  • A set of blue cards to cover some of the key words in the coursebook. It is much easier to manage if the text is displayed on the screen. The SECRET cards can be easily adjusted and moved around during the lesson.

Procedures

  • In the first stage, the kids look at the illustrations and describe them. If you are looking for the ideas how to use with illustrations in the EFL classroom, make sure you check out these posts, here and here. There are lots and lots of ideas. This stage will give the kids an opportunity to produce some language and also to get ready for the reading.
  • Kids read the text in silence, individually and, afterwards, in pairs, trying to guess what words are hidden under the cards. At this point all ideas are good ideas but the teacher should point out that there are some hints in the illustrations.
  • The class read out loud together, led by the teacher or the students, and each pair proposes their ideas. The teacher is revealing the real words. It is not a competitive activity so no points are awarded.
  • The following stage is the reading comprehension task, such as the one in the coursebook.
  • The follow-up productive task can be a text interpretation: the teacher covers all the secret words again. Kids work in pairs, they read a text (one text per child). In step A: they try to remember what the original words are, in step B: the kids read the text again with their own ideas for all the secret words.

Why we liked it

  • The activity is easy to prepare, especially with the use of the electronic devices.
  • The activity can be used with practically any text and it is easy to adjust the level of development by limiting or extending the number of words, by focusing on some specific words ie only colours, only verbs or only a specific grammar word ie a structure or a part of speech, depending on the level of the students.
  • This is one of the ways of breaking up the text and making it more manageable for the early readers.
  • It is also a way of making it more interesting as it changes the reading task into something resembling a guessing game.
  • It can be made productive and generative by the illustrations-based activities or by the creative reading (the final stage) which can also lead to a writing task ie describing your own room or your own dream room.

Happy teaching!

Crumbs #57 Early reading: Secret words

by

Ingredients

  • The most important thing is a set of words to represent each letter / sound of the alphabet. Some teachers like to use the set from a song to make it possible to use and reuse the same set of words and to help the students memorise and practise them in an easy way, in class and outside of class. One of these more popular songs is this one from Kids TV 123, Phonics Song 2. I use the song, too, although I created a different set of words for myself and for our teachers with b is boy, g is for girl etc. What is more, in our exercises we use a wider range, too, as an opportunity to revise all the words that the kids already know. Sometimes b is for boy and sometimes b is for banana, ball, blue or black.
  • The other thing that is necessary is a place to display the words. It can be a whiteboard, a noticeboard, a powerpoint or, as in the case of my online classes, a miro board. All the photos presented here are the screenshots from my miro board from the past two weeks.
  • Depending on the type of display, a different set of resources will be necessary. In the classroom, I simply draw and write on the whiteboard. As regards miro, I duplicate pictures and post-it notes. It would be possible to do the same using a set of specific flashcards and letter cards. In this case, the words could even be displayed on the carpet or on the table.

Procedures

  • The teacher chooses the word(s) for the lesson and prepares the visuals to represent them.
  • The pictures are drawn on the board or arranged on the miro board.
  • In class, the students, aided by the teacher, sound out all the pictures (‘What’s this?’ ‘Apple’ ‘Ok. Apple starts with …aaa or ooo’ ‘A’).
  • The teacher writes the letters as the kids call them out.
  • When all the letters of the words are on the board, the students try to read them as one word, supported by the teacher.

Why we like it

  • This game is introduced as a part of every lesson, as a starter or as a final game and normally two or three words are used.
  • We start playing the game only when the kids are familiar with all the letters / sounds of the alphabet and alongside the traditional phonics and sight words work, not instead of it. It is a way of encouraging kids to read the familiar words that might not and do not fall into all the patterns of the phonics system and which are not going to be as frequently used as the sight words.
  • In a way, it is a decoding activity that is made fun and achievable with the use of the familiar visuals and it has worked well as a transition from sounds to letters through an intermediary of the carefully chosen images, before we are ready to decode words using only letters.
  • Kids enjoy this activity and they quickly improve their skills. In our lesson yesterday, my student Sasha started to call out the sounds in the sequence of the pictures so fast that I could not catch up with typing the letters. Recently, we made even more progress. She just looked at a series of pictures and called out the hidden word out loud, not even bothering to wait for me. I guess that means that we are ready for the next step.
  • The next step and the development of the activity will be decoding secret words with a mix of letters and visuals before we finally move to reading only letters.
  • The choice of words used is up to the teacher. It makes sense to start with the easy, short words, the students’ names, the familiar cvc words or the frequently used words such as sight words or the functional words (‘Hello’, ‘Bye’, ‘Thank you’ etc). The decisions made here are in no connection with the phonics or the sight words that we currently work on. Most frequently, these represent some of the target vocabulary or the words that are interesting for the student (hence all the Frozen characters here).

Happy teaching!

Crumbs #55 Early readers and the sentence building blocks.

by
‘Pigs might fly’ from Poznan

Ingredients

  • Since I am teaching online at the moment, my main resources are digital. To create this material and this activity, I used my Miro Board although the same could be done using a regular powerpoint. In the classroom, the activity could be recreated with a set of flashcards and wordcards, on the board or on the floor.
  • Three sets of cards are necessary: the key phrase, the numbers, the objects.
Step 1

Procedures

  • We start with revising the key structures and the vocabulary. We read together all the cards.
  • We read the first sentence (I’ve got’) and add one of the food items. Once it is added, the card changes the colour to match the first one. The same activity is repeated with all the cards.
  • We read the sentences again but this time the students choose the number, the teacher add the number and changes the colour to match the colour of the sentence. The same procedure is repeated with all the cards.
  • We read all the sentences together.
  • We play in pairs and we call out the colour of the sentence for the partner to read out loud. The teacher is monitoring and helping.
Step 2

Why we like it

  • This kind of an activity is introduced in the middle of the unit when the students are more familiar with the key structure (I’ve got) and the vocabulary (food and numbers 1 – 20) and its main aims the literacy development.
  • I have only used it with 1-1 online students but there is some potential for adapting this activity for a group of even for pairs (with a multiple set of cards or colour-coded handouts).
  • The activity helps the kids deal with the written form of the vocabulary and structures and to read the words in sentences. In a way, they are also involved in writing because they put the blocks together and make decisions about the numbers, too.
  • The colours help to make the activity more fun and to help them deal with a text that for them will be long and potentially scary. The activity uses only one structure at a time which will be also an early reader-friendly approach.
  • The activity can be made more or less challenging by adding food illustrations to help the kids read, extending the number of sentences or extending the sentences ie I’ve got 4 cakes and 3 apples, etc. When the students are ready, the teacher can also introduce a variety of structures in one set i.e. I’ve got, I like, I can etc.
  • The activity is easy to prepare, it can be recycled and it can be used with a variety of structures.

Step 3

Happy teaching!

Crumbs #20 Тетрадка Love*)

by

Or about my favourite resource in this academic year, hands down.

Ingredients

  • A notebook for each student and a box to keep all the class notebooks. These notebooks don’t travel home, they live in the classroom.
  • Some writing materials: pencils, markers, crayons.

Why we love it

  • For all of the students in all the groups where I introduced notebooks (and that’s everybody, pre-primary, primary, juniors and teens, apart from my pre-primary level 1 and 2, who are still only 3 and 4 years old, they are going to get theirs a bit later in the year), this has become a surprisingly wonderful way to express their personality and to become even more present in the classroom. When I gave these out, many of my students of all ages were inquiring what they should write on the front page or on the cover page. I suppose it is because there might be some specific regulations at their schools regarding what needs to be and what can be written there. When I just shrugged my arms and said ‘I have no idea. It is your notebook. Write what you want‘, many of them looked at me in disbelief and then started to write some elaborate names in Russian or some made-up names and nicknames or just their names, in a variety of fonts and styles.
  • Equally, the format of the note-taking is highly personalised, too. There are certain activities that we use these notes for (see below) and sometimes they involve a structure or a format which is the same to everyone but, at the same time, the kids are in charge as regards the choice of the writing materials, colours or the ratio between text and the drawings.
  • It is the students’ personal space in the classroom, too. We share what we have written but I hardly ever look into those notes, unless they ask me to or unless they need help with some vocabulary or structures. Since this is a new project and since I am just developing it and discovering its potential and its potholes, I have just realised that I will have to include some kind of delayed error correction in the process, for instance by reading the entries and contributions to fish out some of the spelling or grammar mistakes.
  • It give the students an opportunity to write and to read more.
  • It is an opportunity to keep all the notes and all the ideas in one place and to go back to them, to review, to remember, to reminisce or to recycle.
  • Notebooks for the high level students (C1) are our way of breaking into the least favourite skills ie writing. After we have finished a receptive skill task such as exam reading and exam listening, we follow it up with a 50-word (plus) summary in the notebooks, steering away from any specific genre or format, just simple note-taking that now compliment our regular ‘What do you think?’ speaking sessions. We go back to these notes in the following lessons, to check whether our views have changed in any way, whether they have developed but also, very importantly, to edit and to improve, when possible.
  • Notebooks for juniors (B1) have been used in a variety of ways related to the vocabulary we study. First of all, they are the opportunity for the students to reflect on the vocabulary they have learnt. At the end of the unit, we look at all the phrases, structures and words and categorise them. The categorise we use change all the time and have included the following: easy words and difficult words, useful words and not-so-useful words, interesting words and not-so-interesting words and I am hoping to add more to this list. In the future I would also like the kids to use their own categories in the future. This kind of an activity also involves a discussion and sharing the rationale for our choices (and that is my favourite part of the whole activity). We use the notebooks also to work on the additional vocabulary, not included in the coursebook but still worth knowing. Sometimes we create the lists ourselves (ie while describing the objects, we also revised a list of materials) or we work on the lists that I prepare (ie a few weather idioms that we discussed while going through the topic of ‘extreme weather’). Last but not least, this is also where we take note of the emergent language, in the section at the end of the notebook called ‘Our special words’. I keep track of these on the whiteboard (the left margin) but I encourage the students to take a note of these (or some of these) in their notebooks.
  • Notebooks for primary (A2) are probably the most multi-functional among all the age groups. First of all, we use them to complete our portfolio tasks that are included in our coursebooks, one task for every two units. For these, each student gets a pre-prepared template, a notebook-page size, which they glue in and then use for whichever task we have such as the personal file (used in an interview) or the list of the adjectives to describe animals (used later in Our Big Animal Quiz) and so on. We use it also to personalise the vocabulary that we learn, for example after we have learnt the jungle vocabulary, the kids were asked to arrange all the new words in the order of their own preference, number 1 being their favourite word, number 9 being their least favourite. As with the older students, we later talked about the reasons for our arrangements. Last but not least, we use the notebooks to prepare for any student-generated games that we play. They are especially useful in all the guessing games and are much better than any small cars because the notebooks are not transparent and, because of their format, they help the kids to keep their secret words really secret. You can find out more about this game here.
  • Notebooks for pre-primary (pre-A1) is a serious step towards developing reading and writing skills. Now, I am not sure whether it is going to fit all the pre-primary classes (because some children are not ready and some programme do not even include any literacy elements) but this is what works for us. My students are 5 and 6 at this point and we have been doing a lot of literacy activities for about a year now. We started relatively early simply because the kids showed interest in the written word and I realised they were ready. We went slowly but with great results and I can safely say that now it is their favourite part of the lesson. Last year we did a lot of writing on the laminated erasable pages, with whiteboard markers, this year we moved on to notebooks. We use the notebooks to copy the words that we learn, in two or three batches, with only four or five words per lesson, not to overwhelm the kids. Kids usually choose to add little drawings to these so our notebooks are slowly becoming picture dictionaries. Our notebooks are also used in pairwork, for example in a survey on the food we like and we don’t like in which the students used a pre-prepared chart (printed, cut out and glued in by the teacher) to interview their partners and to ‘take notes’ in the form of pluses and minues. I found out that the notebooks really help to set-up and to run a pair-work activity. The notebooks are also going to help us to maintain continuity with the longer-term projects such as the reading of a phonics story such as ‘A fat cat on the mat’ by Usborne and all the related activities. They will be completed over a series of lessons but thanks to the notebooks we will be able to get back to them and to revise in a more SS-centred way. Or so I am hoping.
  • There is no other way of putting it is: it is a proper Notebook Love (or Тетрадка Love) and it is almost ridiculous that such a tiny and irrelevant thing, at RUB 40 a piece (about 50 cents) could have such an impact on our lessons with its potential for creativity, reflection, personalisation…And, mind you, it’s been only two months. Something tells me, the best is yet to come.

Happy teaching!

P.S. Of course I have forgotten to take proper photos in the classroom, of all the cool things in our notebooks. I will try to make up for it, at one point. For now, just some cool notebooks that are kicking about the house.

I did not ask them to write my name here. I feel honoured they decided to include me here))

*) Тетрадка – a dimunitive of the word тетрадь (notebook)

‘Dear Sasha’ or About journaling with YLs

by
created with Miro

It is the middle of one heavy-duty reading for the theoretical background for my first classroom research. I am already a bit tired because it takes time for a rookie scholar (if we want to use big words, if not – just a humble MA student). The eyes are struggling, the brain is struggling, even the spine is struggling because it’s been quite a few articles on the Zone of Proximal Development since the day broke. And, sadly, not all of them exciting. Alas.

But then, somehow, I opened a piece by H. Nassaji and A.Cummings from a few years back *) and, all of a sudden, I was wide awake and excited!

Why? The article is an account of a small-scale but very interesting research based on the dialogue journals that a primary school teacher set up for one of her young students – a 6-year-old boy from an immigrant family who already spoke English at the point of their arrival in Canada but he still struggled in comparison with his peers at school. The journals were a supplementary homework task and their main aim was an opportunity to develop the child’s literacy skills, catered to his immediate needs. The article is fascinating account of the nature of the Zone of Proximal Development and how it was changing in relation to the child developing langauge skills. Highly recommened!

This is how my researcher’s brain reacted. My teacher’s brain only sighed ‘I WANT ONE OF THOSE!’

And I got one. It’s been three years now and this is one of my favourite teaching projects. This is how we do it.

Ingredients

The main aim of this project is the development of young learners’ literacy skills, reading and writing. I normally start this project with my Starters students (that is the children who have finished the YLE Starters level and are about to start preparing for Movers, or, in other words, are at the start of the A1 level). The reasoning behind that timing is the fact that, most of the time, children can deal with simple tests, write single words or simple sentences within a specific structure (from among those that they are familiar with such as I like, I’ve got, I can) but cannot be considered to be fluent readers or independent writers. Not yet, anyway, but keeping the journal is definitely going to help them become these.

The journals are kept in simple notebooks which I buy for my students. I do not really introduce the idea to the students, apart from a short note, in the kids’ L1, glued into the notebook in which the journal introduces itself. It goes, more or less, like that: Hello! I am your new project – a journal! Please open me, read the notes from Anka and, if you want, write something and bring it back when you are ready! Anka will read it and write something to you!

This time round, since we are all on whatsapp, it was also followed-up by a note to parents which explained in more detail what it is and how I would like to run it.

In each notebook, on the first page, there was the first entry, from me. All of them consisted of only a few lines and said:

Hello student!

How are you? What’s your favourite subject / food / sport / colour / toy?

Write to me!

Anka

Procedures

Everything is super simple and straightforward: I give out notebooks, kids take them home, read, reply and bring them back. Then I take them home, read their notes and reply. Afterwards, I take photos of all the entries to keep the record, to be able to reflect on their progress and to save all the data. After all, travelling notebooks are in a grave danger of getting lost in-between the school and the house.

I do not correct any mistakes in the notebooks themselves, not to discourage the kids and not to destroy their entries with my scribbles. Instead, I focus on the delayed error correction and on the extensive input and additional practice based on the mistakes I spot.

It is very important to highlight that I really do not want the journals to become an additonal homework task. The kids are supposed to take part voluntarily and as frequently as they are ready to. In our everyday lesson procedures, whenever we check our regular homework, I also ask ‘Have you got the addional homework?’. I do not keep track of who brought what and when. There are no marks or points involved.

That means that each child is in charge of the journal and of how involved they want to be, they can write a little or a lot, they can write every week or every two weeks, they can draw or not. And, last but not least, they can opt out of being involved altogether.

Reflection

The journals are an amazing opportunity for the kids to develop literacy skills outside of the classroom. Each entry means additional opportunity to read a bit and to write a bit.

All of the entries are highly personalised and unique. The conversations that started from the same ‘What’s your favourite…?’ have taken different routes and turned into conversations about hobbies, families, books, food, sports and pets. Some of them are accompanied by drawings, some of them turned into scrapbooks that both the teacher and the student contribute to. What is more, although there is some scaffolding (ie the questions asked by the teacher), the students have a lot of freedom as regards the topic, the vocabulary and the structures that they want and will use.

They are perfectly suited to the needs of a mixed ability group. I have students who take time to read and to plan what they want to write and later to produce an entry for two pages. I have students who write only one sentence answer and their own question. I had students in the past from whom, at one point, it was easy to supplement the text with simple drawings in order to limit the number of words that they had to write but I was and I am extremely grateful and excited about any, even the smallest contribution.

Regardless of the volume of the text, it is obvious that the kids also learn from the experience as sometimes they write about the topics that are not included in our course curriculum, such as some unusual hobbies, less common although useful verbs etc, and this makes them look up the words in dictionaries which proves that the project also works towards expanding their vocabulary.

What is more, it has been obvious from the very beginning (with different groups) that the students really do enjoy taking part in this project to the point that at one point it even interrupted our classroom routine. As soon as I would give out the journals back to their owners, the kids would grab them, open them and start reading, completely engrossed in it and not paying attention to what was happening in the classroom. Did it upset me? Of course not! I know the feeling – when the book that you are reading is so interesting and so good that you don’t want to put it away. Only this time, it was not a book but our journal and our conversations. I was happy. But I had play with the routine a little bit – on some days I check the homework at the end of the lesson and on some days, we check the homework in two stages, first the homework for all and the journals at the end of the lesson only, depending on the day.

One more lesson learnt is that Kids Can! I am all for challenging the students and hoovering on the outskirts of the ZPD, stretching it gently and carefully but stretching it nonetheless, but since I started this project I have been surprised, time after time. For me, for a long time the main indicator of the students’ writing skills has been the YLE Cambridge tasks and writing assessment scales. While I still consider these to be relevant and useful, thanks to this experience, I was able to see that children, even at the age of 7 and on the level of A1 are capable of a lot more. If given a chance to produce and if the conditions are perfect.

Sample aka a few quotes

‘I’m happy because big holidays.’

‘My favourite food is pasta. I don’t like pasta’

‘My favourite toy is Lego. I like making cars, houses from Lego. I like teddy bears, too. What’s your hobby?’

‘I like to draw magic animals.’

‘I can cook, a little.’

‘I have got many, many, many toys.’

‘I love sharks because they are big and interesting’.

‘My favourite city is Moscow because Moscow is very good and has a lot of big houses.’

The beginning of a beautiful adventure

As I have mentioned above, I have been journaling for three years now, with groups and with individual students, primary and a bit older, too. It has been so successful that I started to use journals in the other areas of teaching and teacher training. More on that soon!

What about the students who don’t want to take part? Nothing. It is their choice and I have respect it. After all, I am this girl who has kept journals since since she was 13 (yes, there are still a few notebooks in my parents’ house, filled up with words, sketches and memories) but not everyone might like writing. Instead, I will encourage, I will praise and I will be completely over the moon when a journal comes back but that’s it. And I will be happy when they do their regular homework and I will absolutely melt when a five-year-old sister of my student also attempts a letter, inspired by our exchanges.

So, how about a journal for your students?

My youth in journals)

Happy teaching!

*) H. Nassaji and A. Cummings (2000), What’s in a ZPD? A case of a young ESL student and teacher interacting through dialogue journals, Language Teaching Research, 4 (2), p. 95 – 121.

Early literacy online: when technology is on your side. Part 1: Reading

by

Switching to the online and making it your place could be, in my case, described as flying colours or one step forward two steps back, on different days. Nothing wrong with that, a new reality, transitioning is a part of the game.

But, surprise surprise, I love teaching literacy online!
1. It is easier to get the kids focused.

2. It is easier to keep the whole group on the task.

3. Adapting activities to the requirements of the online classroom is not that difficult.

4. I have been forced to get interested in many apps, online games and programmes that I have, stubbornly, avoided so far.

5. We are improving and are better at reading.

The wonders of the Miro board, any level of literacy skills.

My Big (online) Book of Words: first letter level

It has been our tradition with all the pre-primary groups to start our class Big Book of Words where we collect all the words we know, gluing new cards (word+image) at the end of the unit and choosing a letter to read in every lesson as a part of our class routine. Since we’ve moved online, this little tradition had to be updated, too, but it was quite easy because on the miro board you can pick any image and quickly, too. Whatever word your students bring up, you’ve got it!

Noughts and crosses online: the first letter/sound level

It is one of my favourite games and so no wonder that there must have been a way to adapt it to the needs of early literacy and, then, to the needs of early literacy online.

The advantages are obvious: the older kids are familiar with the game and its rules and it tasks only a moment to prepare, online or off and you can easily focus on the chosen letters or phonics. With the older students in groups we play in teams, the kids choose the box and give a word that starts with that sound/letter. Some of them still struggle, that’s why each box contains not only a letter but also a number. This is what we use to choose.

With the younger kids, we keep the competitive element out, we use a bigger grid and we simply colour it in.

Phonics stories: sentence level

Before the kids get to read for real, they need to practice on simple phonics stories. They are inlcuded in every coursebook, some of them are more interesting, some are less but there is always a way of getting a little bit more of them. After a few rounds of listening and reading the story from the coursebook (‘Mum jumps in the mud with the ducks’) and then words in different order, the teacher does a sort of a ‘substitution drill’, revealing more and more sentences with one different word to really encourage them to read. The key words can be underlined, too.

This activity can be followed up by the students creating their own similar sentences and the teacher typing them up on the whiteboard.

Quizlet quiz: sentence level

Instead of putting single words and images or single words and translations, we use definitions. Students read them together and try to guess what it is. Then we check! To make it more challenging and to turn it into a real quiz, you can ask the kids to write the words and check at the very end, award points.Or not.

True or false: sentence level

It only takes an illustration, one of the pictures in the coursebooks or in the Cambrige YLE Wordlist Picturebook or anything else available online and a set of sentences that the teacher prepares beforehand.

They can be written on post-it notes or have them covered by shapes to be removed, one by one and ask the kids to react to the text. If the sentence is true – they clap their hands, if the sentences is false – they raise a hand.

The activity can be extended into a writing a activity, too. If nothing else, they can type them up into the chat box for the rest of the group to read and react.

Shared reading: text level

Shared reading was one of our favourite activities this year, until we had to move online. Doing it online is a bit challenging since not many storybooks are available online.

Online phonics stories like those from the youtube channel English Singsing https://www.youtube.com/watch?v=9C1qj06xduo&t=104s might be a solution but I have also started to use Barefoot Books, also on youtube https://www.youtube.com/watch?v=Lrd0TiER_J0. We use them with the sound switched off and at the lower speed. This and the bouncing ball really helps the kids to focus and to follow the text with ease.

Useful websites

  1. Phonics Bloom https://www.phonicsbloom.com/
  2. Oxford Owl https://www.oxfordowl.co.uk/for-home/find-a-book/library-page
  3. Starfall https://www.starfall.com/h/ltr-classic/
  4. Reading A – Z https://www.readinga-z.com/phonics/decodable-books/
  5. Kidz Phonics https://www.kizphonics.com/materials/