reading book 1 · 2020. 5. 20. · highlight the answers in the text, then write your answers...

Level 1 – Literacy capabilities

Student name

Mentor name Delivery site

Start date End date

Reading

Book 1English Work Journal

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1

These pre-vocational resource materials have been developed by Vocational Training Queensland (VTQ) to support short-term interventions for students requiring accelerated literacy and numeracy skill development. The goal for students who undertake the courses is increased learner confidence,

re-engagement with education and improved academic outcomes

To support successful outcomes for a wide range of students, the resources have been developed at four levels, aligned with the Australian Core Skills Framework (ACSF). Further mapping has been

provided in each work journal to assist facilitators to understand where students are performing in relation to the Australian Curriculum general capabilities in Literacy and Numeracy and, where

relevant, the Australian Curriculum content descriptions in English and Maths.

For more information regarding the use of these resources, please contact VTQ at:

[email protected]

Vocational Training Queensland

PO Box 456

ARCHERFIELD QLD 4108

Phone: 32710771

www.vtq.edu.au

Reading

L1 Book 1 First published: 2019

Author(s): Bek, Meredith Vocational Training Queensland retains all ownership of these course materials. Materials include all

print and digital resources. Except as permitted by the copyright law applicable to you, you may not

reproduce or communicate any of the content without the permission of the copyright owner.

© 2018 VTQ ALL RIGHTS RESERVED

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mailto:[email protected]

http://www.vtq.edu.au/

2

This unit is all about Sport.

Main Ideas

What do I know about this topic?

Discuss with your teacher or mentor.

Do you play sport?

Why do people play sport?

What types of sports are there?

Where do people play sport?

Can you name a National and International sporting event?

Work journal icons:

Writing activity

Coassemble log in

Reading activity

Hands on activity

Quick tip

Talk about it

Sport

Apply reading

strategies to

texts.

Learn a range

of reading

strategies.

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Keep track of your learning

We are learning to: Student

Teacher or mentor sign

Date

Warm up

Read common sight words

Use syllables

Understand base words, prefixes and suffixes

Use compound words

Read common spelling patterns

Reflect

Coassemble Student

Teacher or mentor sign

Date

I have completed my Coassemble course

Let’s keep track of your learning together by using the table below. • Tick each box when you have

completed the section. • Get your teacher or mentor to check

and sign below too. Each section is marked by a

• When you are finished your Work

Journal, log into coassemble and complete the final quiz

Banner Heading

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Warm up

Let’s warm up and get our brain muscle exercising!

Find that word

a) Circle the letters to spell SPORT in the line below.

Q T Y S U N B G Z W P M N Y G H L O E B V Z A R P G T Y

b) Circle the words POWER LIFTING in the line below.

q r s t i l p o w e r z p i e y h o f n b u l k l i f t i n g k l p s u

c) Circle the words Gym, Strength, Conditioning in the line below.

V O L I N T E R V G Y M O L U N T E E R V S T R E N G T H

L A N T I C A N I V A L C A R T I V C O N D I T I O N I N G A L

L F Y F O O T Y G J E T I S N U Y T H E B A H M W B E S T

d) Circle the ALL the letters of your first name and your surname.

A B C D E F G H I J K L M N O P Q R S T U V W X Y Z

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Fill in the missing VOWELS and then match the power sports with

the picture that fits best. The vowels are: A E I O U

1. Gr__b __ tr__ __n__ng b__ddy.

2. Str__tch y__ __r m__scl__s.

3. S__t y__ __ r w__ __ghts.

4. P__ mp s__ m__ __r__n.

5. W__rk y__ __r s__ ts.

6. N__ v__ r g__v__ __p!

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Now that you have filled in the missing VOWELS. Circle all the

vowels in the alphabet below.


Go back to the matching activity on page 5. Highlight the first word in

every sentence. Write them down here:

Noun

Doing word

Adjective

Describing word

Verb Adjective Noun

Naming word Doing word Describing word

The words you wrote above all belong to one type of word class. Circle

which word class they belong to.

Nouns Verbs Adjectives

Those words are all about DOING. Doing words are called VERBS. They

are words about action. Match the correct word class to its correct

definition.

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

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Read this with your teacher or mentor.

I like to work out. I love to box. My favourite thing is to hear the

skipping rope spin around me. I love being in the ring. My

trainer, Ben, gets the pads out and I put on my Everlast gloves.

It makes me feel calm. There is nothing else like it.

Highlight the answers in the text, then write your answers below:

1. What does the storyteller like to do?

_________________________________________________

2. What is the storyteller’s favourite thing to hear?

_________________________________________________

3. Who gets the pads out?

_________________________________________________

4. What happens next?

_________________________________________________

This answer is not in the text, so make up your own mind:

5. Why do you think boxing make the storyteller feel calm?

________________________________________________________

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Alphabetical Order

When we write words in alphabetical order, we use the first letter. A word starting with “a/A” will come before a word starting with “b/B”. These words are in alphabetical order: David, John, Louise, Philip, Zac

.

Are these words in alphabetical order? ( Circle yes or no)

curl press dip stand bench - Yes / No jog press run weights stretch - Yes / No row sit squat step sweat - Yes / No


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Here are some muscles in the body.

Now put the muscles into alphabetical order, based on their first letter:

a) ________________________________

b) ________________________________

c) ________________________________

d) ________________________________

e) ________________________________ f) ________________________________

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All our stories are important. Your stories are important.

Talk to your teacher or mentor about the topic SPORT.

Your teacher or mentor will listen to you and write down the

main points.

Now it’s your turn to listen to your teacher or mentor talk about SPORT. Write down 3 main ideas they say.

____________________________________________

____________________________________________

____________________________________________

Great work! Go back to page 3 and tick ‘Warm up’.

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Teacher / Mentor to complete when the student finishes ‘Warm up’.

Success criteria (Teacher or mentor to complete) Student can:

Yes No

identify key words and ideas

I provided literacy support for this student by:

☐ Reading the instructions and explaining the activity

☐ Assisting with spelling and/or punctuation

☐ Assisting with grammar

☐ Assisting with alphabetical order

☐ Prompting with reading of words

☐ Other:_________________________

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Read common sight words

Try to master these words on three (3) different days.

1st 2nd 3rd Word Write the word

over

new

sound

take

only

little

work

know

place

years

Checklist


Yes No

Read and write common sight words

Teacher or mentor signature: _______________________ Date: __________________

Get your teacher or mentor to make flash cards for words you need to practise.

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Use the common sight words to complete the sentences.

I have a gym. Run the hill. I have two more sets to do. Tom will a bus to the MMA competition. The man made a when he deadlifted 80kg.

Write them one more time:

o __ __ __ t __ __ __

n __ __ o __ __ __

s __ __ __ __

over new sound take

only little work know

place years

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Read this sentence:

I know a little place to do my gym work at.

Find your list words in the sentence above and circle them.

Write them again in the space below:

k __ __ __ w __ __ __

l __ __ __ __ __ y __ __ __ __

p __ __ __ __

Now you have another great strategy for reading – reading common

sight words.

Great work! Keep going.

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Word find – Second hundred: 1 to 20

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Teacher / Mentor to complete when the student finishes ‘Read common sight words’.


Yes No

read and write common sight words in context



☐ Assisting with spelling

☐ Prompting with the reading of words

☐ Other:___________________________


Great work! Go back to page 3 and tick ‘Read common sight words’.

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Use syllables

Words can be broken into syllables. Syllables are single sounds – like a beat. When we read words out aloud, we can hear the

syllables clearly! That way we can break the word down, hear the sounds and read it. How many syllables do these words have? Read the words aloud. Break them into syllables.

WORD BREAK THE

WORK DOWN HOW MANY

SYLLABLES?

eg. educate

ed u cate

3

youth

Murri

gym

power

exercise

strength

conditioning

physical

repetition

Now test yourself! Supercalifragilisticexpialidocious

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Mixed up words

The first line has mixed up syllables. You need to unscramble the

syllables and spell the words correctly.

1. soc rug by cer

A football game played using only your feet = _________________

A football game played with tackling = ____________________

2. ing sure mea train

When you workout = ____________________________

When you see how much you grow = ___________________

3. con phys di ic tion al

Connected to a person’s body = _________________________

The state that something is in = _________________________

4. ty ti i tion ac pe re tiv

To do something over and over again = ______________________

Something that you spend time doing = ______________________

EXAMPLE:

er dum pow bell

A bar you lift in the gym = dumbell

Your ability to do something = power

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Read this with your teacher or mentor

Arnie had a very exciting life. He began weight training at the age of 15.

He won the Mr Universe title at age 20. Arnie went on to win the Mr

Olympia contest seven times. He is one of the most famous men in

bodybuilding. He is the greatest bodybuilder of all time.

1. Highlight these common sight words

had at went he of the

2. Highlight these words in the text and complete the table.

Word How many syllables

Word meaning

Exciting

Contest

Famous

Bodybuilder

Highlight the answer to these questions in the text above, then write your

answers in here.

3. WHO had an exciting life?

________________________________________________________

4. WHAT did Arnie win when he was 20 years old?

_______________________________________________________

5. WHY is he so famous?

_______________________________________________________

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6. Now re-read the text with your teacher or mentor. You read the

highlighted parts and they will read the rest!

Teacher / Mentor to complete when the student finishes ‘Use syllables’.


Yes No

break words into syllables

read and comprehend text




☐ Assisting with syllables


☐ Identifying the key points in text ☐ Other: ____________________________


Great work! Go back to page 3 and tick ‘Use syllables’.

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Understand base words, prefixes and suffixes

To help us be better readers, we need to understand how words are put

together. Australian English steals bits and pieces of language from all

over the world – which is why it gets tricky sometimes. Lots of our

prefixes and suffixes come from Latin roots – from way back in the time

of the Roman Empire. Let’s see what these do to our base words!

A base word is a word that you can add to

A prefix goes in front of a base word

A suffix goes at the end of a base word

The tricky thing is that prefixes and suffixes change the base word’s

meaning! Each prefix and suffix have their own meaning.

Eg.

SMOKE means gas given off by fire. SMOKE is a base word.

SMOKER means someone who does smoke. ER is the suffix.

NON-SMOKER means someone who doesn’t smoke. NON is the

prefix.

The suffix ER means person.

The prefix NON means not.

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Prefixes

Complete this table.

Prefix Base word New word New meaning

un happy unhappy not happy

im polite

mis behave

il legal

Match up the prefix with the correct base word.

im sure

dis possible

un understood

mis legal

il fair

un appoint

These prefixes all mean NOT

dis mis ir im

non un in il

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Use the words from the text box below to complete the

sentences.

1. It is _______________________ for me to do a 200kg deadlift!

2. His bad behaviour was _______________________ in the gym.

3. The umpire’s decision was ______________________.

4. I am ____________________ about who won.

5. Using someone else’s pass to get into the gym is

____________________.

6. You could hurt your back because your squat technique is

_____________________________.

7. He is really healthy and is a _____________________.

8. Every time I go to the gym, my workouts are making me stronger, that

is not _____________________________.

impossible unfair unsure illegal

disappointing incorrect non-smoker insignificant

How are you going? Keep trying your best!

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Here are more prefixes. Add them to the base words below:


re = again learn relearn learn again

cover

done

surface


fore = before

or in front of

head forehead infront of my head

arm

see

warn


super =

more than

man superman more than a man

star

natural

human


sub = under

or take away

divide subdivide take away and divide

marine

way

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Suffixes

Complete this table.

Suffix Base word New word New meaning

er work worker

ist piano pianist Someone who

plays piano

or act

ess Someone who

is a female god

Look at this list of jobs below and highlight the suffix in each job.

These suffixes all mean SOMEONE WHO

er ist ian ic

ire or ess

weightlifter technician journalist

mentor bodybuilder doctor

detective personal trainer competitor

manager student paramedic

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Add these suffixes to the base words to make new words.


less = none of heart heartless has no love or has no love

spot

hope

base


ful = full of hope hopeful full of hope

thought

tear

care


est = most short shortest the most short

young

hard

clean


y or ly = changes the noun to an adjective

cheer cheery happy

hour

deep

year

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Suffix challenge

Use the suffixes to see how many new words you can build!

clear deliver care watch

hard teach mind wind

ed ing er est

ful able ance y

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Each word below has a base word. They also have a suffix or a

prefix.

Break each word down into its base word and prefix/suffix.

impatient = __________ + ______________________

(prefix) (base word)

happiness = ________________ + __________________

(base word) (suffix)

superhuman = _______________ + ________________


reeducate = _____________ + ____________________


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Read this story and highlight all the prefixes and suffixes you can

find. These are all prefixes and suffixes that you have just learnt

about!

Ben was skinny. He was at a disadvantage in the gym. His trainer said

“Ben, you are unfortunately not a weightlifter.” Ben felt like the unluckiest

person in the world but he was careful not to feel disappointed. Ben

thought it would be impossible to lift weights. So Ben became a planner.

He relearned how to do the workouts. He could foresee that his trainer

had been unfair. Ben practiced all the time until he became superhuman.

Everyone thought he was a superstar. Ben decided he would become a

professional weightlifter!

1. HOW did Ben feel at the start of the story?

___________________________________________________

2. WHAT did Ben do to change his future?

__________________________________________________

3. HOW did Ben feel by the end of the story?

___________________________________________________

Prefixes: dis un im re fore super

Suffixes: er ly ful

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Teacher / Mentor to complete when the student finishes ‘Understand base words, prefixes and suffixes’.


Yes No

identify prefixes and suffixes

use a range of reading strategies to support reading difficult words

read a paragraph with some support





☐ Identifying the key points in text

☐ Identifying and/or using base words

☐ Identifying and/or using prefixes

☐ Identifying and/or using suffixes

☐ Other:_______________________________

Teacher or mentor signature: _______________________ Date: ___________

Great work! Go back to page 3 and tick ‘Understand base words, prefixes and suffixes’.

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Use compound words

Compound words are made of 2 or more smaller words. If you see a big

word, check to see if you can split it up. This will help you to read the

word more easily!

Use these words to complete the compound words:

out box side jelly burger foot

case hay some light thing book

ham__________________ _______________ stack

suit___________________ _______________ ball

some_________________ _______________ house

in____________________ _______________ side

cook_________________ _______________ fish

mail__________________ _______________ body

Eg.

Goalpost = goal + post

He kicked the ball past the goalpost.

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To

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Read these out loud to your teacher or mentor then highlight the

compound words below – there are heaps!

1. He had a toothache and it gave him a headache! (2)

2. Somebody fell over on the footpath after basketball. (3)

3. My football was kicked somewhere near the railway. (3)

4. The ironman and the bodybuilder had an awesome workout. (4)

5. The barbell fell onto the bodybuilder, so he was not the overall

winner. (4)

6. I ran up the mountain to the lighthouse, with something inside my

shoe. I am tough! (3)

Great work! Go back to page 3 and tick ‘Use compound words’.

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Teacher / Mentor to complete when the student finishes ‘Use compound words’.


Yes No

read compound words

identify compound words in sentences

use compound words





☐ Identifying the key points in text ☐ Identifying and/or using compound words ☐ Other:___________________________

Teacher or mentor signature: _______________________ Date: __________________ SAMPLE

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Letters and their sounds can be tricky! Lucky for us, letters have clues about how they sound. Look at this chart below. All these letter combinations have the SAME sound! Letter combos that say AY

___a___e as in late

AI as in daily

EIGH as in sleigh

AY as in day

EA as in break

EY as in fey

EI as in abseil

Read these words out loud and highlight the letters that say ‘ay’

paid weight explain

neigh late eight pay

Monday complain fail

weigh ate

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Read this text. It is about mates who train together at the gym.

I love to train daily. Every day in my break at work I pump weights. I

train with my buddy who works at a place where they abseil! So every

day we get together and workout. On Monday, we paid and went into

the gym. I explained how to do a lat pulldown but my mate complained

and said that he needed more weight. I told him to wait and have a

break and let his muscles rest. A few days later the rest paid off and at

training he lifted more weight.

Highlight the words that by use these letter combinations to make

the ‘ay’ sound

AY AI EIGH

_______________ _______________ _______________

_______________ _______________ _______________

_______________ _______________ _______________

EA EY EI

________________ ________________ _______________

________________ ________________ _______________

________________ ________________ _______________

___a___e ai eigh ay

ea ey ei

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Great work! Now go back and highlight these answers then write

them:

1. WHAT does he do in his break? ________________________________________________________ 2. WHO does he train with? _______________________________________________________ 3. WHY did his mate complain? _______________________________________________________ 4. WHY did his mate have to wait? _______________________________________________________ 5. HOW did things turn out in the end? _______________________________________________________

Now go back and read the text with your teacher or mentor. You read the highlighted parts and your teacher or mentor will read the rest!

Checklist


Yes No

highlight answers

take notes from the highlighting

share reading out loud


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The letters ee and ey both say the long sound ee.

Circle the “ee” and “ey” spelling patterns in the text box below.

Now match each word from above to their 2 different spelling patterns.

“ee” words “ey” words

______________________ _____________________

______________________ _____________________

______________________ _____________________

______________________ _____________________

______________________ _____________________

chimney steep hockey honey sleep

journey breeze jockey coffee

Great work!

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“OO” Words

Say the long “oo” sound. The words below use the “oo” spelling.

Match the meanings below with the words from the above text box:

Not tight _____________________________________

Not rough ____________________________________

A moth hatches from one of these _________________

Select _______________________________________

Male chicken _________________________________

Place of education______________________________

rooster school cocoon loose

hoot choose smooth brood

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“ight” and “aste”

Say the words below out loud:

What are the 2 spelling patterns - found at the end of each word?

Spelling pattern # 1: _____________________

(4 letters)

Spelling pattern # 2: ______________________

(4 letters)

Add the letter to the spelling pattern to make new words:

f eg.___fight____

l _______________

s _______________

t _______________

fl _______________

might taste light waste night

sight baste paste

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Read this paragraph. It describes Anthony “The Man” Mundine and the gym where he trains.

Anthony Mundine is a great boxer. In the gym the sound is loud,

the light is gloomy. The gym is full of teens, waiting to see

Mundine. It is a deadly sight. Mundine steps up to the ring. He

plays Snoop Dog, the record screeches as he spins it, there is

not a moment to waste. Mundine likes to keep things tight.

Boom! The smell, the sight, are all too deadly! The Man is here.

He gets ready to fight!

Write any words from this passage that have the spelling patterns: ‘oo’, ‘ey’, ‘ee’, ‘aste’ or ‘ight’.

oo words (2) ee words (3)

____________ _____________

____________ _____________

____________ _____________

aste words (1) ight words (2)

____________ _____________

____________ _____________

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Teacher / Mentor to complete when the student finishes ‘Read common spelling patterns’.


Yes No

read a paragraph aloud with some independence

read some common spelling patterns





☐ Identifying the key points in text ☐ Identifying common spelling patterns

☐ Other:__________________________


Great work! Go back to page 3 and tick ‘Read common spelling patterns’.

… and now go to

Coassemble.

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Reflect

Well done! You made it to the end of the unit.

Answer these questions to reflect on what you have learnt.

I worked to the best of my ability

1. Rate your performance: (circle a number)

1 2 3 4 5

(Could be better) (I did my very best)

2. Activities I enjoyed the most:

_____________________________________________________

_____________________________________________________

3. Activities I struggled with:

_____________________________________________________

_____________________________________________________

4. Comments:

I would like the teacher or mentor to know that…

_____________________________________________________

_____________________________________________________

_____________________________________________________

Teacher or Mentor Signature: ____________________

Date: ________________

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Don’t tag your work journal pages. TAG HERE instead!

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Mapping

Chapters ACARA Content descriptions General Capability in Literacy

Learning Continuum Warm up Understand how texts are made cohesive through

language features, including word associations (ACELA1464) Read less predictable texts with phrasing and fluency by combining contextual, semantic, grammatical and phonic knowledge using text processing strategies, for example monitoring meaning, predicting, rereading and self-correcting (ACELY1669)

Level 2

Navigate, read and view texts with illustrations and simple graphics Interpret and use texts to explore topics, gather information and make some obvious inferences using comprehension strategies

Read common

sight words

Understand that the purposes texts serve shape their structure in predictable ways (ACELA1447) Read decodable and predictable texts using developing phrasing, fluency, contextual, semantic, grammatical and phonic knowledge and emerging text processing strategies, for example prediction, monitoring meaning and rereading (ACELY1659) Use comprehension strategies to build literal and inferred meaning about key events, ideas and information in texts that they listen to, view and read by drawing on growing knowledge of context, text structures and language features (ACELY1660)

Level 1e

Navigate, read and view simple texts with familiar vocabulary and supportive illustrations Interpret simple texts using comprehension strategies Recognise that texts are made up of words and groups of words that make meaning Use familiar vocabulary contexts related to everyday experiences, personal interests and topics taught at school and used in other contexts

Use syllables

Understand how texts are made cohesive through language features, including word associations (ACELA1464) Read less predictable texts with phrasing and fluency by combining contextual, semantic, grammatical and phonic knowledge using text processing strategies, for example monitoring meaning, predicting, rereading and self-correcting (ACELY1669)

Level 2


Understand prefixes and suffixes

Use comprehension strategies to build literal and inferred meaning and begin to analyse texts by drawing on growing knowledge of context, language and visual features and print and multimodal text structures (ACELY1670) Understand how texts are made cohesive through language features, including word associations (ACELA1464) Read less predictable texts with phrasing and fluency by combining contextual, semantic, grammatical and phonic knowledge using text processing strategies, for example monitoring meaning, predicting, rereading and self-correcting (ACELY1669)

Level 3

Use growing knowledge of the structure and features of learning area texts to comprehend an increasing number and range of texts

Use compound words


Level 2




Level 3

Use growing knowledge of the structure and features of learning area texts to comprehend an increasing number and range of texts

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reading book 1 · 2020. 5. 20. · highlight the answers in the text, then write your answers...

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