Flying Start to Literacy - Lioncrest · missing. Encourage students to say: The black car is gone....

Guided Reading Level 22

Explanation ReportNarrative Narrative



Guided Reading Level 19 Guided Reading Level 20

Explanation ReportNarrative Report



to Literacy™Flying StartYour core early literacy reading resource

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

Australia Free phone: 1800 249 727 Free fax: 1800 249 737 Email: [email protected] www.lioncrest.com.au

New Zealand Free phone: 0800 990 999 Free fax: 0800 990 777 Email: [email protected] www.lioncrest.co.nz

Fluent Reading Stage

24 Student Books 4 paired books per level

12 Lesson Plans One per pair of books (incl. ongoing assessment)



Report BiographyPlay Narrative


Report JournalNarrative Narrative



Guided Reading Level 28 Guided Reading Level 29 Guided Reading Level 30

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

Report

Argument

Explanation

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Explanation

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Explanation

Factual recount

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Transitional Reading Stage





Early Fluent Reading Stage









Guided Reading Level 7Early Reading Stage







Emergent Reading Stage




Vocabulary Starters One for each pair of books at Levels 1 and 2



Early Emergent Reading Stage

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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New 16 titles

for Early Fluent Reading Stage available now!

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Flying Start AUS Poster A1 Sept 2014.indd 1 4/09/14 2:41 PM

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Develo

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ental Read

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tages o

f Flying

Start to Literacy

The B

ig N

ews

in Early Literacy

Use Flyin

g S

tart to Literacy in your classro

om

and

build

a solid

found

ation in b

eginning

reading

.

Features of the p

rog

ram:

Key vocabulary is introduced system

atically.

Key vocabulary is carefully introduced and constantly revisited. P

aired books present the sam

e key vocabulary in different text types.

High-frequency w

ords have a high rate of repetition with a low

ratio

of unfamiliar w

ords.

Connected, paired books present the sam

e high-frequency words in different

sentence structures and text types.

A variety of text types enable the developm

ent of a range of reading

strategies.

A range of text types, w

ith different structures and text features, build reading strategies for texts that have different purposes.

Text com

plexity is carefully seq

uenced to

build

reading

strategies.

Flying Start to Literacy is sequenced into 7 D

evelopmental S

tages and 30 Guided

Reading levels. R

eading strategies are developed and consolidated at each level.

The teaching

of p

honics and

pho

nemic aw

areness is supp

orted

b

y the pro

gram

.

Underpinning Flying S

tart to Literacy is a systematic and explicit sequence of

phonemic aw

areness and phonics. This sequence is matched in the books to

provide a context for learning.

Fluency enhances com

prehensio

n.

Lesson Plans provide opportunities for oral reading and include the re-reading

of books to improve w

ord identification skills and comprehension.

Read

ing and

writing

are linked.

The range of text types and the pairing of narrative and informative texts provide

models of w

riting for the readers. Com

prehensive Lesson Plans include w

riting as an integral part of each lesson.

Assessm

ent is ong

oing

to info

rm instructio

n.

Ongoing assessm

ent forms part of each teaching sequence.

Assessm

ent checklists are available.

Develo

pm

ental R

eading

S

tages

Flying

Start

to Literacy Levels

Features of the P

rog

ram

at each Develo

pm

ental R

eading

Stag

e

Early E

merg

ent R

eading

Stag

e1–2

•Establishesafullrangeofconceptsaboutprint.

•Introducescommonstem

sandkeyvocabulary.

•Introducesthefirst26high-frequencywords.

•Focusesonphonemicaw

arenessandintroducesletters(commonsounds).

Em

ergent

Read

ing S

tage

3–6•Introducesphonologicallyregularvocabulary:allw

ordswithshortvow

els.

•Revisitsandextendshigh-frequencyw

ords.

•Re-useskeyvocabulary.

Early

Read

ing S

tage

7–10•N

ew,phonologicallyregularvocabularyiscarefullyintroduced.

•Keyvocabularyisrevisited.

•High-frequencyw

ordsarerevisitedandextended.

Transitional

Read

ing S

tage

11–14•N

ew,phonologicallyregularvocabularyiscarefullyintroduced.

•Languagestructuresbecomem

orecomplex.

•High-frequencyw

ordsarerevisitedandextended.

Early Fluent

Read

ing S

tage

15–18•Increasedcom

plexityofconcepts.

•Phonologicallyregularw

ordsnowincludem

orecomplex

vowel com

binations.

Fluent R

eading

Stag

e19–24

•Vocabularynowincludeslesscom

monlettercom

binations.

•Increasedconceptualload.

•Morecom

plexlanguagestructures.

Fluent Plus

Read

ing S

tage

25–30•Increasedconceptualloadw

ithsomelessfam

iliarcontent.

•Morespecialisedandtechnicallanguage.

•Increasedrangeoftextandlanguagefeatures.

Han

dy

Less

on

Pla

ns f

or

Pra

ctic

al a

nd

Sys

tem

atic

Inst

ruct

ion

122

Les

son

Pla

ns –

one

for

each

pai

r of

boo

ks.

The

re a

re B

efor

e, D

urin

g an

d A

fter

Rea

ding

Act

iviti

es fo

r ea

ch b

ook,

plu

s a

synt

hesi

sing

act

ivity

focu

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n ca

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spl

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tegr

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Dig

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Early

Em

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Sente

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ms

Hig

h-f

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s:

New

Hig

h-f

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s:

Rev

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voca

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indi

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here

are

m

any

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addr

essi

ng a

rang

e of

read

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strat

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s in

eac

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ok.

My T

oys

Wor

d co

unt:

35M

y …

can

go

here

.go

can

her

e m

ybo

at b

ulld

ozer

bus

car

pl

ane

trai

n tr

uck

Read

ing

for m

eani

ng:

“Doe

s it

mak

e se

nse?

”U

sing

initi

al le

tters

to s

uppo

rt re

adin

gG

etting A

round

Wor

d C

ount

: 42

I can

go

in th

is ..

.ca

n g

o I

in t

his

boat

bul

ldoz

er b

us c

ar

plan

e tr

ain

truc

k

Wher

e are

the

Anim

als

?W

ord

Cou

nt: 3

5C

an y

ou s

ee th

is?

see

can

thi

s y

ouel

epha

nt h

ippo

pota

mus

lio

n

mon

key

sna

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iger

zeb

raU

nder

stand

ing

conc

epts

abou

t pr

int

Und

ersta

ndin

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ft to

righ

t di

rect

iona

lity

Anim

als

at

the

Zoo

Wor

d C

ount

: 35

I can

see

this

…ca

n I

see

thi

sel

epha

nt h

ippo

pota

mus

lio

n

mon

key

sna

ke t

iger

zeb

ra

Earl

y E

mer

gen

t S

tage:

Lev

el 2

On M

y B

ike

Wor

d C

ount

: 49

I can

go

here

. C

an y

ou?

dow

n o

n u

p o

ver

can

go

her

e I

in y

ouar

ound

und

erM

atch

ing

the

text

and

the

pict

ures

Usi

ng p

ictu

res

to s

olve

un

know

n w

ords

Can Y

ou G

o H

ere?

Wor

d C

ount

: 49

Can

you

go

… h

ere?

I can

!ca

n d

own

go

her

e I

in o

n

over

up

you

ar

ound

und

er

At

Gra

ndpa’s

House

Wor

d C

ount

: 49

I lik

e to

… w

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y gr

andp

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e to

with

I m

y

build

cou

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raw

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a

retu

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wee

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cogn

isin

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me

hi

gh-fr

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or

Sale

Wor

d C

ount

: 49

Her

e is

my

...m

eat

I l

ike

look

to

build

cou

nt c

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raw

glu

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gran

dpa

read

writ

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The

Dre

ss-u

p B

ox

Wor

d co

unt:

49Lo

ok a

t me.

Look

at m

y …

at l

ook

me

my

hat

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et p

ants

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es s

kirt

so

cks

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irtLo

catin

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wor

dsU

sing

initi

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tters

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m

wor

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oin

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hoppin

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ord

coun

t: 42

Com

e an

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hoes

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shirt

Look

ing a

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uW

ord

coun

t: 63

See

the

…Th

e …

can

see

the

…ca

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ere

I s

ee t

heco

w d

uck

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t ho

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pig

ro

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r sh

eep

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ndin

g th

e re

turn

sw

eep

Mat

chin

g sto

ry a

nd il

lustr

atio

ns

Anim

als

on t

he

Farm

Wor

d co

unt:

70I c

an s

ee a

…

Can

you

see

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?a

can

I s

ee y

ouco

w d

uck

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ro

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eep

Look

at

Me

Pla

yW

ord

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t: 63

Look

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e.

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e to

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…

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lay

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Usi

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elp

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The

Pla

ygro

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Wor

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n th

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like

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we

like

on

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rs b

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pes

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ing

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© 2

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EC L

icen

sing

Pty

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. Pub

lishe

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Ele

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Cur

tain

Pub

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erm

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for t

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each

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SCO

PE

AN

D S

EQU

ENCE

Ea

rly

Emer

gen

t Rea

din

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tage:

Guid

ed R

eadin

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evel

s 1-2

Title

Sente

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Hig

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Hig

h-f

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age:

Lev

el 1

My

Body

Wor

d co

unt:

28

My

… is

her

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re i

s m

y

eye

face

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unkn

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Her

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m!

Wor

d C

ount

: 28

Her

e is

my

...

here

is

my

eye

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nee

leg

nos

e

What

Shape

Can Y

ou

See?

W

ord

coun

t: 35

I can

see

the

…ca

n I

see

the

circ

le h

eart

ova

l re

ctan

gle

squa

re s

tar

trian

gle

Iden

tifyi

ng p

arts

of th

e bo

ok

Iden

tifyi

ng w

here

to b

egin

and

stop

read

ing

Shapes

Aro

und U

s

Wor

d co

unt:

35

Can

you

see

the

…?

you

can

see

the

circ

le h

eart

ova

l re

ctan

gle

squa

re s

tar

trian

gle

I Lo

ok a

t th

e Fr

uit

Wor

d co

unt:

35

I loo

k at

the

…at

loo

kI

the

appl

e b

anan

a le

mon

ora

nge

pine

appl

e s

traw

berr

y

wat

erm

elon

Reco

gnis

ing

the

patte

rn o

f the

book

U

sing

initi

al le

tters

to c

onfir

m

wor

ds

Eating F

ruit

Wor

d co

unt:

28

Look

at t

he …

at

loo

k th

e

appl

e b

anan

a le

mon

ora

nge

pine

appl

e s

traw

berr

y

wat

erm

elon

Pet

s at

Hom

e

Wor

d co

unt:

35

My

… is

her

e.in

here

is

bird

cat

dog

fish

mou

se

rabb

it tu

rtle

Iden

tifyi

ng th

e pa

rts o

f a b

ook

– co

ver,

title

pag

e

Turn

ing

page

s fro

m le

ft to

righ

t

Find

ing

text

on

a pa

ge

My

Pet

Wor

d co

unt:

28

Her

e is

my

…

here

is

my

bird

cat

dog

fish

mou

se

rabb

it tu

rtle

Hid

e and S

eek

Wor

d co

unt:

27

Her

e is

my

…co

me

here

is

my

br

othe

r fa

ther

gra

ndm

a

gran

dpa

mot

her

siste

r

One

-to-o

ne w

ord

mat

chin

g

Und

ersta

ndin

g le

ft to

righ

t

dire

ctio

nalit

y

My

Bir

thday

Wor

d co

unt:

24

My

… is

her

e.

here

is

my

brot

her

fath

er g

rand

ma

gran

dpa

mot

her

siste

r

Me

Wor

d co

unt:

21

I ca

nea

t di

g d

rink

jum

p ru

n

sleep

sw

im

Und

ersta

ndin

g th

e co

ncep

ts of

prin

t (Re

adin

g fo

r mea

ning

Usi

ng s

impl

e gr

amm

atic

al

struc

ture

s: I

can

… T

his

dog

can

…

Dogs

Wor

d C

ount

: 28

This

dog

can

…th

isca

n

eat

dig

dog

drin

k ju

mp

run

sleep

sw

im

In t

he

Gard

en

Wor

d co

unt:

28

Look

at t

he …

at l

ook

the

ant

bee

but

terfl

y c

ater

pilla

r

lady

bird

spi

der

wor

m

Und

ersta

ndin

g co

ncep

t abo

ut

first/

last

wor

d on

pag

e

Linki

ng p

rior k

now

ledg

e to

the

text

Wow

! Lo

ok a

t Th

at

Wor

d co

unt:

35

I loo

k at

the

…

at I

loo

k th

e

ant

bee

but

terfl

y c

ater

pilla

r

lady

bird

spi

der

wor

m

1

ww

w.fl

ying

-star

t-to-

liter

acy.

com

.au

Fly

ing

Star

t to

Liter

acy

Teac

her R

esou

rces

© 2

013

EC L

icen

sing

Pty

Ltd

. Pu

blis

hed

by E

lean

or C

urta

in P

ublis

hing

. Per

mis

sion

is g

rant

ed fo

r thi

s re

sour

ce to

be

repr

oduc

ed fo

r tea

chin

g pu

rpos

es o

nly.

All

othe

r rig

hts

rese

rved

.

C

ount

Ana

lysi

s of

err

ors

and

self-

corr

ectio

ns

Page

Tex

t E

SC

Info

rmat

ion

used

Err

or

MSV

SC

MSV

2“K

ing

Ott

o is

com

ing

to e

at

with

us

next

Sat

urda

y m

orni

ng,”

said

Gra

ndpa

.

“Oh,

my!

” sa

id G

rand

ma.

“Wha

t will

we

give

him

to e

at?”

“I w

ill m

ake

him

my

eggs

with

chee

se,”

sai

d G

rand

pa.

“I b

et h

e w

ill li

ke th

at.”

4“W

ell,

I kn

ow h

e w

ill li

ke m

y

saus

ages

,” s

aid

Dad

.

“Kin

g O

tto

will

like

my

fres

hly

bake

d br

ead

the

best

,” s

aid

Mol

ly.

“I w

ill c

ook

him

my

yum

my

rice

and

spic

e di

sh,”

sai

d M

um.

5“I

like

toas

t with

jam

,” s

aid

Josh

.

“I w

ill m

ake

toas

t with

jam

for

Kin

g O

tto.

”

6“T

oast

!” s

aid

Dad

, Mum

, Mol

ly

and

Gra

ndpa

. “N

ot to

ast!

”

“Kin

g O

tto

is a

kin

g.

100

wor

ds

Tot

al

Rec

ord

of R

eadi

ng B

ehav

iour

s T

he K

ing’

s B

reak

fast

Lev

el 1

1 R

ead

the

title

to th

e st

uden

t. A

sk th

e st

uden

t to

tell

you

wha

t the

boo

k is

abo

ut.

Nam

e:

Dat

e:

3

ww

w.fl

ying

-star

t-to-

liter

acy.

com

.au

Fly

ing

Star

t to

Liter

acy

Teac

her R

esou

rces

© 2

013

EC L

icen

sing

Pty

Ltd

.

Publ

ishe

d by

Ele

anor

Cur

tain

Pub

lishi

ng. P

erm

issi

on is

gra

nted

for t

his

reso

urce

to b

e re

prod

uced

for t

each

ing

purp

oses

onl

y. A

ll ot

her r

ight

s re

serv

ed.

Rec

ord

of R

eadi

ng B

ehav

iour

s

The

Skat

ing

Clu

b L

evel

12

Rea

d th

e tit

le to

the

stud

ent.

Ask

the

stud

ent t

o te

ll yo

u w

hat t

he b

ook

is a

bout

.

Nam

e:

Dat

e:

Cou

nt

Ana

lysi

s of

err

ors

and

self-

corr

ectio

ns

Page

Tex

t

E

SC

Info

rmat

ion

used

Err

or

MSV

SC

MSV

3W

e ar

e in

a s

katin

g cl

ub.

We

play

gam

es a

nd d

o tr

icks

on o

ur s

kate

s. I

t is

lots

of f

un.

4W

e ne

ed to

sta

y sa

fe

whe

n w

e sk

ate.

We

have

helm

ets

and

we

have

pad

s fo

r

our

wri

sts,

kne

es a

nd e

lbow

s.

6B

efor

e w

e go

ska

ting,

we

chec

k

our

skat

es.

We

clea

n th

e w

heel

s

and

chec

k th

at th

ey c

an s

pin.

We

test

the

brak

e pa

ds.

9So

me

of u

s pl

ay h

ocke

y

on o

ur s

kate

s.

Whe

n w

e ar

e sk

atin

g

we

hit t

he p

uck

to e

ach

othe

r

with

our

hoc

key

stic

ks.

We

have

to k

eep

stan

ding

whe

n so

meo

ne b

umps

us

or h

its o

ur h

ocke

y s

ticks

.

100

wor

ds

Tot

al

Flying Start AUS Poster A1 Sept 2014.indd 2 4/09/14 2:43 PM

Flying Start to Literacy - Lioncrest · missing. Encourage students to say: The black car is gone....

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