Ideas abound....

There are countless ways to use texts in the primary classroom.  You can take almost anything - be it a book, song, poem, recipe, letter, newspaper article, video or animation, and create a wonderful lesson  for primary children.  The same text can be used across a variety of age groups - it just needs to be treated in a different way.  For example, a fictional story could be used in Year 1 and 2 to explore rhyming sounds, whilst the same text could be used in upper primary to explore narrative features and structure.  

                                                   'Literacy,' writes Margaret Meek, 'has two beginnings: 
                                         one in the world, the other, in each person who learns
                                         to read and write'.
  (Winch et al 2006)

How to use this site...
This site has been compiled as a teaching resource.  It explores ten different texts and provides ideas for their use in your primary classroom.  Each literacy idea includes the following:
1. An annotated bibliography with an overview of the text purpose, content, language and textual features.
2. A range of activities for before, during and after reading or viewing of the text.  These can be spread over the course of a term or
    condensed into a shorter time period.
3. A justification, with information about the 'Four Reader Roles Framework' developed by Alan Luke and Peter Freebody, namely 
    code-breakers, text-participants, text-users and text-analysts.
4. Underlined questions, (included throughout the activities) which span the hierarchy of questions in Bloom's Taxonomy, namely 
    knowledge, comprehension, application, analysis, synthesis and evaluation.

             'The Four Reader Roles framework prompts students to to focus on their purpose for reading 
              and on the different ways they can interact with a text to fulfill that purpose.  It provides ways
              of moving beyond simply decoding the print to a deeper understanding and evaluation of the
              text on several levels'
. (Winch et al, 2006).

The following simple definitions of the four reader roles are outlined by Winch et al 2006, page 127. 
Readers are code-breakers when they work to decode the text (e.g. use reading strategies and schema)
Readers are text-participants when they work to understand the meanings of text (e.g. interpret language in a poem)
Readers are text-users when they use the text for a specific social purpose, (e.g. to create a narrative, or write a list)
Readers are text-analysts when they analyse the underlying and unstated assumptions of a text. (e.g. learn to identify opinion, bias and points of view; distinguish fact from fiction)

This site has been developed with input from various teachers and from information contained on numerous websites.  Details are available at the bottom of each page and can also be found in the References tab.

I hope you find this site helpful and useable.