InitiaLit Foundation Fact sheet

(1)

1

whole-class initial instruction in literacy

10

Handbook 1

InitiaLit–F

5 Listen: I ride my bike

say). Say it with me. Signal. I ride my bike

say each word). How many words? Signal.

I ride my bike. one, two, three, four four

6 Repeat Step 5 with a selection of the following sentences. •Jack is my brother. •We like to read books. •Chloe is my friend. •Sina plays on the swing. •Lee went to the movies.

Correction procedure Listen again. I have said four words. Jack is my brother

.

How many words? Signal.

one, two, three, four four

Activity 2: Introduction to print

Materials required: Any big storybook; whiteboard and marker

Teacher

Students

1 We use words when we talk. We also use words in books when we read. We can

write down the words we know. Words that we write and read tell us things. 2 Hold up big storyboo

k on any page with text.

3 Point to words on the page as you say: Look, books have words in them.

Point to a word. This is a word.

Point to several other words.

This is also a word.

Point to a picture. This is not a word. This is a picture.

Provide several more examples and non-examples of a word.

4 Can someone come and point t o a word on the page? Now point to a picture. Provide feedback. Select different children to point to words and pictures on a page. children come up to point to a word and picture Lesson 2 Written words Handbook 1 11 InitiaLit–F

5 The words written on the pages in a book tell us a story or tell us about things. What do words in a book tell us? Signal.

a story/about things

6 Point to letters.

These are called letters. We put letters together to make words.

Note: The concept of a letter will be revisited in Lesson 14

7 Find words displayed in the clas sroom, e.g., a word on a poster or a label.

Somebody wrote these words. This is a written word. And so is this.

Count as you point to each letter in a word. This word has … letters.

Find a word written somewhere in the classroom, .

on the classroom wall). Provide opportunities for other c

hildren to respond. individuals get up and point to words

Correction procedure

Use Model, Lead, Test to correct any errors.

Activity 3: Linking spee ch to print

Note: This activity assumes that children have basic numerical knowledge of one-to-one correspondence (see Manual: Glossary). Provide support as required.

Materials required: Whiteboard and marker

Teacher

Students

1 I can write words on the whiteboard or on a piece of p aper.

Write the following sentence on the whiteboard: Apples are good for you.

2 Point to each word in the sentence as you say: This is a word, this is a word … etc. Call individual children up to the board to point to a word in the sentence.

individuals get up and point to words Lesson 2 Written words

Who is it for?

• All children in their first year of school

• Schools seeking a reading program that incorporates a

synthetic approach to the teaching of phonics alongside a rich literature and vocabulary component

• Schools that would like to see thorough and consistent

instruction across Foundation classrooms and a reduction in the number of children needing support in higher grades

• Teachers looking to provide an evidence-based

approach to reading and spelling that is aligned with the Australian National Curriculum

What is InitiaLit?

InitiaLit is an evidence-based whole-class literacy program

which will provide all children with the essential core knowledge

and strong foundations to become successful readers and

writers. InitiaLit is a three-year program, covering the first three

years of school (typically Foundation to Year 2).

InitiaLit–Foundation was released in 2017,

InitiaLit–1 in 2018 and InitiaLit–2 in 2019.

InitiaLit marks a departure from remedial literacy education for MultiLit, instead addressing initial instruction in the hope that by providing strong foundations in reading and writing from the outset, fewer children will fall behind and require more intensive intervention.

In the context of a Response to Intervention approach, InitiaLit is a Tier 1 program, designed to be delivered to whole classes by classroom teachers.

What is InitiaLit–Foundation?

InitiaLit–Foundation (InitiaLit–F) offers an explicit and effective model for teaching reading and related skills to children in their first year of schooling in a fun and engaging way. The program incorporates daily lessons in phonemic awareness, reading and spelling as well as rich language instruction using children’s literature. A set of decodable readers, InitiaLit Readers (Levels 1-9), which are aligned to the instructional sequence, accompany the program enabling children to generalise and consolidate their skills.

InitiaLit–Foundation

Fact sheet

handbook 1 lessons 1-27 teacher

InitiaLit

Foundation whole-class i

nitial instructi_{on in literacy}

The InitiaLit–F approach

InitiaLit–F incorporates the key components necessary for early reading instruction – phonemic awareness, phonics, fluency, vocabulary and comprehension. It is implemented across the four terms of the Foundation year.

The program is designed to be delivered in a 90-minute instruction block (ideally uninterrupted, but this can be broken up if timetabling requires). This will include:

• 20-25 minutes of whole-class teaching (ideally four times

per week) using a detailed scripted lesson plan.

• 30-45 minutes of further literacy work (these are

activities to consolidate the teaching, either completed independently or with a class aide/volunteer while the teacher works with groups on reading and word-building).

• 15-20 minutes for a Storybook session. This literature

component provides opportunities to develop oral language, vocabulary and comprehension, with one storybook used as a focus over four sessions.

• Regular progress monitoring using curriculum-based

(2)

32 Sounds and Words Set 6: Lessons 76-81 InitiaLit–F 1. _{It is a mess.} 2.

I will miss you.

3.

She did not tell _him.

4.

I will run up th_{e hill.}

5.

He fell off the _log.

Tricky Words is a you sh_{e he} ll, ff, ss – sentences 33 Sounds and W ords Set 6: Less ons 76-81 Initia Lit–F ff ss ll tiff mass ill toss less bell pill huff riff pell ll, ff , ss – sou nds and w ords sounds and words book

InitiaLit

Foundation

whole-class initial instruct ion in literacy

Professional development

There is a compulsory two-day Professional Development Workshop that must be completed prior to implementation of the InitiaLit program.

The workshop will cover:

• An introduction to InitiaLit and why it was developed

• The pedagogical framework underpinning the program

• Implementation of InitiaLit

• Delivery of lessons, including demonstrations

• How to run Storybook Lessons and Reading Groups

• Assessment and reporting

This training can be undertaken via a public workshop (as advertised on the MultiLit Professional Development Workshop calendar), or as an on-site workshop at your school. Please see our InitiaLit program brochure for details of costs and the discounts available when you have multiple teachers trained.

From Term 4, 2019, the two-day workshop will cover all three years of InitiaLit: Foundation, Year 1 and Year 2 (prior to this, only Foundation and Year 1 are covered).

Schools interested in running an on-site workshop are encouraged to contact [email protected], with requested dates, as early as possible to avoid disappointment.

Following the training, MultiLit will provide support for implementation of the InitiaLit program by phone, webinar, email and our Facebook group, InitiaLit Community.

Program content and resources

The InitiaLit–F Kit includes:

• Teacher Manual

• Nine Handbooks with 126 detailed lessons and session

procedures

• Storybook Lessons Manual, with lessons to accompany

25 popular children’s literature titles

• Sounds and Words Books (six copies, for small group

sessions)

• Assessment Manual, outlining procedures for ongoing

student assessment

• Flashcards, Picture Cards, Sound Prompt Cards, Tricky

Word Cards

• Wall frieze and posters of InitiaLit characters, used to

introduce letters and sounds

• InitiaLit Sounds and Letters posters (A3)

• PowerPoint slides to accompany lessons (downloadable

from MultiLit website)

• Access to hundreds of downloadables, including:

• Consolidation worksheets to accompany each

lesson

• Handwriting worksheets

• Literacy games

• Activity templates

• Letter Tiles/Cards for word-building activities

• Home Reading Diaries (one per term)

• Assessment Recording Forms

• Resources to help schools implement the program

e.g., parent information sheets, certificates, planning documents, curriculum linkage information

If you prefer to purchase ready-printed Handwriting Workbooks and Home Reading Diaries, these are available in class sets (25 copies per set) or packs of five. Home Reading Diaries are available in NSW font, while Handwriting Workbooks are available in NSW, Qld and Vic font.

Also required for the delivery of the program is a

classroom set of InitiaLit Readers (Levels 1-9). There are 60 Reader titles in this series, and a classroom set contains six copies of each title.

InitiaLit has been an amazing program

which has not only benefitted my

students, but myself as a first year

graduate. With a class of 30 students,

the program has been instrumental in

enabling me to provide lessons aimed

at engaging and targeting all ability

levels. My students love the characters

and actions for each of the sounds

taught, making them enjoyable and

easy to learn!

Cody Keenan | Foundation teacher

Mercy School, Perth (InitiaLit trial site)

Find out more

1300 559 919 [email protected] www.multilit.com/programs/initialit

(3)

1

whole-class initial instruction in literacy

InitiaLit–1

Fact sheet

94

Sounds and Words B

InitiaLit–1

“I like to spend time by myself in m y burrow

friends in the evening.”

Summer Holidays

Lessons 124-131

Extended passage

Sounds and Words B

95 InitiaLit–1 Lessons 124-131

Comprehension questions

Summer Holidays

Questions

1. Why are the animal friends excited?

2. Where does Gemma Green Tree Frog like to rest?

3. What does Wendy Wombat plan to do when it is h ot?

4. Who do you think is the loudest o

f the animals? What sound does he make?

5. Why didn’t Kenny Koala answer W endy’s question?

6. What are your plans for the summe r holidays?

An interesting word

burrow: a hole or a tunnel in the groun d dug by an animal

Who is it for?

• Children in their second year of school (Year 1)

• Schools seeking a reading program that incorporates a

synthetic approach to the teaching of phonics alongside a rich literature and vocabulary component

instruction across Year 1 classrooms and a reduction in the number of children needing intervention in later years

• Teachers seeking to provide an evidence-based approach

to reading and spelling that is aligned with the Australian National Curriculum.

What is InitiaLit?

InitiaLit is an evidence-based whole-class literacy program which

will provide all children with the essential core knowledge and

strong foundations to become successful readers and writers.

InitiaLit is a three-year program, covering the first three years of

school (typically Foundation to Year 2). InitiaLit–Foundation

was released in 2017, InitiaLit–1 in 2018, and InitiaLit–2

in 2019.

MultiLit has broadened its scope beyond purely providing remedial reading interventions. InitiaLit addresses initial literacy instruction in the hope that, by providing strong foundations in reading and writing from the outset, fewer children will fall behind and require more intensive intervention.

In the context of a Response to Intervention framework, InitiaLit is a Tier 1 program, designed to be delivered to whole classes by classroom teachers.

What is InitiaLit–1?

InitiaLit–1 continues on from InitiaLit–Foundation in providing an explicit and effective model for teaching reading, spelling and related skills to children in their second year of schooling. The program incorporates daily lessons in reading and spelling, as well as rich language instruction using children’s literature. As with InitiaLit–Foundation, a set of decodable InitiaLit Readers (Levels 10-16), have been developed to align with the InitiaLit–1 instructional sequence. These readers, used alongside the program, will help students generalise and consolidate their skills.

The InitiaLit–1 approach

InitiaLit–1 has two main components. The first component is the phonic component. This component systematically and explicitly teaches the advanced alphabetic code in a set sequence. In addition to learning letter-sound correspondences and how these are applied to reading and spelling, children will be introduced to common morphemes and simple grammatical concepts.

The second component focuses on vocabulary, oral language and comprehension through children’s literature. Detailed lessons are provided for each of the 25 storybook titles selected for use with the program, including a writing task. The literacy session will include the following:

• 25 minutes of whole-class teaching using a detailed

scripted lesson plan

• 10 minutes of spelling as the lesson directs

• 30-40 minutes of small group and independent work (using

targeted and differentiated activities to consolidate the teaching that has taken place during the whole-class lesson)

• 15-20 minutes for a Storybook session. One storybook is

used as a focus for four sessions, over a two-week period.

• Ongoing progress monitoring using curriculum-based

assessments (CBA) to identify and respond to the needs of children.

(4)

InitiaLit–1 Fact Sheet

139

InitiaLit–1

Storybook Lessons

Storybook 13: The Day the Crayons Quit

Further sessions

Further sessions

Persuasive Materials: Storybo writing tasok 13 writik

ng template (download from MultiLit website) – one per child

Remind children about the purpose of a persuasive tex t: to convince the reader about your idea or opinio

n. The structure consists of an introduction (stating your opinion), reasons (

to support your opinion) and conclusion (re-stating your opinion). In this

task, children will write about why their chosen colour is the best.

Model

Introduction Reasons

Conclusion

I am going to choose a colour and try to convince other people why my colour is th

e best. This is my opinion or what I think. The colour that I choose is red.

Write mainI think that red is the best colou idea on the board:r.

Now I am going to think of some things that are red. These are the reasons why I think red is the best colour.

Write reasons on the board: You can use red to colour stop signs, brigapples.ht flowers and juicy

Next, I am item from my list of red things and going to choose one describe it in a positive way. Then again, usinWrite conclusion on the board:g strong words. I think that bright flowers are gorgeous.

That is why red is the best colour of all!

Guided and Independent Introduction

Reasons Conclusion Brainstorm and write a list of 5-6 colours on the board for children to choose from. Children complete first sentence on their templates.

Children foto their chosen colour and think rm pairs according of three special uses for their colour. The class then comes back together a

nd the teacher lists ideas for each colour on the board. Children complete next section of their templates, listing three uses for their colour.

Students choose their favourite use for thepositive word to describe it.ir colour and think of a Children complete last two sentences on their templates. Provide support as necessary.

“Don’t forget to use the wo rds from the Helpful House when you write.” Astrid the Awesome Architect says,

Name:

My Favourite Colour I think that is the best colour. You can use to colour (Item 1) , (Item 2) and (Item 3) . I think that is/are .

That is why is the best colour of all.

138

InitiaLit–1

Storybook Lessons

Storybook 13: The Day the Crayons Quit

Session 4: Beyond the book

World connSelect one of the following activiectionsties to connect the boo

k to other areas of the curriculum. Science: Colours of the rainbow

•Discuss the colours of the rainbow: red, orange, yellow, green, blue, indigo, violet (ROY G. BIV).

•Look at so me images of rainbows and inves

tigate how they are formed.

Maths: Colour graph

•Discuss children’s fav ourite colours. List top six colours on the board.

•Provide sm

all squares of paper (of equal size) in these colours. Stud ents

choose a sq uare in their favourite colour and paste onto a class col

umn graph. Discuss results. English: Crayons’ arguments

•Create a table on the board outlining thwas trying to make.e point each crayon

•Discuss persuasive w ords (e.g., ‘need’, ‘please’, ‘listen’) and methods used (e.g., capital letters, u

nderlining and use of questions). Session 4: Beyond the book

Word connections

Use the following act ivity to connect the focus words t

o other words the children know.

Advanced Word Web

Introduce children to the Advanced Word Web Temp

late (download from the MultiLit website), which

includes s ynonyms, antonyms and Helpfu

l House category. The Advance d Word Web is used from

Storybook 13.

InitiaLit–1

2. Helpful House category 3. Number of syllables

Word

Advanced Word Web

4. Words that mean the same (synonyms) 1. Meaning

6. Use the word in a sentence 5. Words that mean the opposite (antonyms)

InitiaLit–1

•Complete the word web as a clas

s for the word ‘gorgeous’.

•Revise the concept of synonyms.

•Explain tha t words with an opposite meaning are called ‘antony

ms’. Ask the children to repeat the word ‘antonyms’ several times. Give examples (e.g., hot – cold, quiet – noisy). Can children think of so

me antonyms for gorgeous? (e.g., ugly, horrible)

•Revise wh

ere the word belongs in the Helpful House of Words (He lpful House

category).

Revise the meaning of the word hover (from Max) and use in the context of the current story, e.g., In the last

picture, Duncan drew a purple dragon hoveri ng above a juggling elephant.

Crayon Point

Red crayonI need a rest! Purple crayon Colour INSIDE the lines.

Professional development

There is a compulsory two-day Professional Development Workshop that must be completed prior to implementation of the InitiaLit program to ensure that schools gain

maximum benefit from the program. The workshop will cover:

• The theoretical framework on which InitiaLit is based

• Detailed overview of the program content

• Implementation and assessment procedures

• Practical demonstrations of the lessons and opportunities

to practise lesson delivery

This training can be undertaken via a public workshop (as advertised on the MultiLit Professional Development Workshop calendar), or as an on-site workshop at your school. Please see our InitiaLit program brochure for details of costs and the discounts available when multiple teachers attend training. Schools interested in running an on-site workshop are encouraged to contact [email protected], with requested dates, as early as possible to secure preferred dates.

Following the training, MultiLit will provide support for implementation of the InitiaLit–1 program by phone, webinar, email and our Facebook group, InitiaLit Community.

Please note: From Term 4, 2019, the two-day workshop will

cover all three years of InitiaLit: Foundation, Year 1 and Year 2 (prior to this, only Foundation and Year 1 are covered).

Program content and resources

The InitiaLit–1 Kit includes:

• Teacher Manual

• Eight Handbooks with 131 detailed lessons and session

procedures with PowerPoints

• Storybook Lessons book, with lessons to accompany 25

popular children’s storybooks

• Sounds and Words Books A and B (six copies of each, for

small group sessions)

• Assessment Manual, outlining procedures for ongoing

student assessment

• Card sets

• Colourful posters for display in the classroom

• Access to quality downloadable resources, including:

• Consolidation worksheets and handwriting

worksheets to accompany each lesson (available in NSW, SA, Qld and Vic font)

• Literacy games to reinforce tricky words

• Writing and craft templates to accompany the

storybook lessons

• Additional items such as parent information sheets,

certificates, planning documents and curriculum information

Consumables accompanying the program

There are several sets of consumables that can also be purchased for use alongside the InitiaLit–1 program. These include:

• InitiaLit–1 Activity Book: available in packs of five, these

books provide students with reading and spelling practice to consolidate the content taught in the whole-class lesson. They can also be used as a homework resource.

• InitiaLit–1 Home Reading Diaries. Also available as a

downloadable from the MultiLit Members’ Area.

• InitiaLit Readers More to Explore workbooks: this optional

resource accompanies InitiaLit Readers, Levels 10-16, to provide more in-depth comprehension activities.

Find out more

1300 559 919 [email protected] www.multilit.com/initialit

My Home Reading_Diary

Term 4

This diary belongs to: Class:

(5)

1

whole-class initial instruction in literacy

InitiaLit–2

Fact sheet

RAD Reading Book InitiaLit–2

52

Asking questions

Practice passage 2

• What is the coldest place you have ever been to? What animals live in cold places? • Have you hear

d of Antarctica? What do you know about it?

• Read carefully and with expr ession. • Discuss the meaning of wor

ds you may not know .

• As you read, ask your own questions about Antar ctica. Start with the question wor

ds:

who, what, where, when, how and why .

• Imagine that you ar e a scientist working in Antar

ctica. Write about what it is like to

work in this cold and windy place.

Download worksheet for Antarctica from the MultiLit website.

Let’s discuss

• What do the wor

ds southernmost, continent, desert, survive

and remote mean?

• What questions did you have as you r ead the text?

• Why is Antarctica a desert? In what ways is Antar ctica like the Australian desert? In

what ways is it different? • What else would you like to know about Antar

ctica? Where can you look for mor e

information?

Asking questions: Antarctica

This practice passage accompanies Lessons 27-32

Why is it important to ask questions?

We ask questions to help us understand what we are reading.

When do we ask questions?

We can ask questions at any time – befor e, during and after reading.

Question words

Many questions start with the following wor ds:

• Who asks about a person or character • What asks about an animal or thing • Where asks about a place • When asks about time • Why asks for a r

eason • How asks about the way something happened

Let’s write!

After we read …

During reading …

Before we read …

RAD Reading Book

InitiaLit–2 53 Asking questions Practice passage 2 Antarctica Antarctica is the southern most place on Earth. It is almost double the size of Austral

ia and is much, much colder. Antarctica is the windiest a

nd driest continent on the planet. It is a desert because i

t receives very little rain. Antarctica is s

urrounded by deep oceans and is covered in thick i

ce all year round. Icebergs of d

ifferent shapes and sizes ﬂoat in the seawater. Antarctica ha

s many volcanoes. It is too cold for people to m

ake their homes in Antarctica, but many scientists work t

here to learn more about this icy d

esert. They study the weather, landscape and wildlife. Some animals and plant

s are able to survive the freezing temperatures. Penguins a

nd seals have thick, waterproof co

ats and extra layers of fat under their skins to p

rotect them from the cold.

We must preserve and protect this b eautiful, remote wilderness.

Who is it for?

• Children in their third year of school (Year 2)

• Schools seeking a reading and spelling program that

incorporates a synthetic approach to the teaching of phonics alongside a rich literature and vocabulary component

instruction across all Year 2 classrooms and a reduction in the number of children needing literacy support in higher grades

• Teachers looking to provide an evidence-based approach

to reading and spelling that is aligned with the Australian National Curriculum

What is InitiaLit?

InitiaLit is an evidence-based whole-class literacy program

which will provide all children with the essential core knowledge

and strong foundations to become successful readers and

writers. InitiaLit is a three-year program, covering the first three

years of school (typically Foundation to Year 2).

InitiaLit–Foundation was released in 2017, InitiaLit–1 in 2018, and the release of InitiaLit–2 in 2019 completes the program.

MultiLit has broadened its scope beyond purely providing remedial reading interventions. InitiaLit addresses initial literacy instruction in the hope that, by providing strong foundations in reading and writing from the outset, fewer children will fall behind and require more intensive intervention.

In the context of a Response to Intervention framework, InitiaLit is a Tier 1 program, designed to be delivered to whole classes by classroom teachers.

What is InitiaLit–2?

By Year 2, most children will be well on their way to reading independence. The program builds on the skills taught in InitiaLit–F and InitiaLit–1, with the focus shifting now to consolidating children’s reading and spelling skills, working specifically on reading comprehension, fluency, spelling and vocabulary.

InitiaLit

Year 2 whole-class i

nitial instructi_{on in literacy} RAD reading b_ook Read And D_iscuss

The InitiaLit–2 approach

InitiaLit–2 has four main components:

1. Spelling. This component reviews phoneme-grapheme correspondences and spelling concepts taught in InitiaLit–1 and teaches the remainder of the advanced alphabetic code systematically and explicitly. Children will also learn new spelling rules and morphological concepts.

2. Reading comprehension and fluency. In this component, children will be taught comprehension strategies explicitly and how to apply them to different types of text. They will also be given regular opportunities to work on reading fluency through echo, choral and paired reading.

3. Grammar. Children will be explicitly taught key grammatical features and how to apply them to a writing task.

4. Vocabulary, oral language and comprehension through children’s literature. Detailed lessons are provided for each of the 15 storybook titles selected for use with the program, including detailed writing tasks. Two novel studies are included for use towards the end of the year.

(6)

InitiaLit–2 Fact Sheet

InitiaLit–2

Concept Poster 6 Doubling Rule: Adding suf

fix /ing/

Short vowel

sound before the

final consonan

_{t ...}

DOUBLE

the consonant.

run + ing

ru

_nn

_ing

sitting winning _cla_pp ing swimming InitiaLit Year 2 whole-class i nitial instruc tion in literac y student’s name spelling workbook

Professional development

There is a compulsory two-day Professional Development Workshop that must be completed prior to implementation of InitiaLit–2, to ensure schools gain maximum benefit from the program.

The workshop covers:

• The theoretical framework on which InitiaLit is based

• Detailed overview of the program content

• Implementation and assessment procedures

• Practical demonstrations of the lessons and opportunities

to practise lesson delivery

This training can be undertaken via a public workshop (as advertised on the MultiLit Professional Development Workshop calendar), or as an on-site workshop at your school. Please see our InitiaLit pricing table for details of costs and the discounts available when you have multiple teachers trained.

Schools interested in running an on-site workshop are encouraged to contact [email protected], with requested dates, as early as possible to avoid disappointment.

Following the training, MultiLit will provide support for implementation of InitiaLit, via phone, webinar, email and our Facebook group, InitiaLit Community.

Please note: from November 2019, the InitiaLit Professional

Development Workshop will cover all three years of InitiaLit– Foundation, InitiaLit–1 and InitiaLit–2. For teachers who have already undertaken the two-day InitiaLit PD Workshop, and are now seeking to be trained in InitiaLit–2, a bridging webinar series will be available at a price of $200 per school, to provide an update on the new content contained in InitiaLit–2. Staff who have not been trained in InitiaLit are strongly encouraged to attend the two-day PD workshop as outlined above.

Program structure

• Two comprehension and fluency lessons per week [approx.

40 minutes each]

• Three spelling lessons per week [approx. 20-30 minutes each]

• Two storybook lessons per week [approx. 30 minutes each]

• Grammar lessons to be used flexibly during writing lessons

• Time for reading groups using RAD (Read and Discuss)

Reading Books and any other appropriate reading material, and independent work using a variety of resources

• Ongoing curriculum-based assessments

The InitiaLit–2 Kit includes:

• Teacher Manual

• Comprehension and Fluency Handbooks

• Spelling Handbooks

• Storybook Lesson Handbook

• Growing Grammar Handbooks

• Assessment Manual

• A class set of RAD (Read and Discuss)

Reading Books, to accompany the Comprehension and Fluency component

• A class set of 25 Spelling Workbooks

(available for purchase as a consumable after the first year, and as a downloadable)

• Spelling and concept posters to display in the classroom

• PowerPoint slides to accompany lessons (downloadable

from MultiLit website)

• Access to hundreds of downloadables, including:

• Consolidation worksheets to accompany spelling

program

• Comprehension activities to accompany text in the RAD

Reading Book

• Literacy games e.g., bingo for tricky words

• Storybook writing templates

• Assessment Recording Forms

• Resources to help schools implement the program e.g.,

parent information sheets, certificates, curriculum linkage information

Consumables accompanying the program

There are several sets of consumables that can also be purchased for use alongside the InitiaLit–2 program. These include:

• InitiaLit–2 Spelling Workbooks: available in packs of five.

A class set of these workbooks (25 copies) is included in the Kit when purchased. (Also available as a downloadable from the MultiLit Members’ Area.)

• InitiaLit–2 Home Reading Diaries (one per term per

student). Available for purchase in packs of five, and as a downloadable from the MultiLit Members’ Area.

Find out more

1300 559 919 [email protected] www.multilit.com/initialit

My Home Reading_Diary

Term 1

This diary belongs to: Class:

InitiaLit–2

InitiaLit

Year 2

whole-class initial instruction in literacy

comprehension and fluency handbook 1 lessons 1-16