Literacy centre. Teacher's resources - Hilary Braund

The new Scholastic Literacy Centres have taken the popular Literacy Centres concept and updated it to incorporate the requirements of the National Literacy Strategy Framework for Teaching. Each Literacy Centre reflects the range and teaching objectives detailed in the National Literacy Strategy for one term of one specific Year Group (covering Y1 to Y6). Each new Scholastic Literacy Centre resources the school with a set of books in a way that genuinely gets inside the texts and explores them. In each Centre, a Teacher's Resource Book kits teachers out with a set of teaching materials that fully complements shared and guided reading. The texts in each Centre are specifically chosen to resource one particular genre in the range for one particular term and year in the NLS Framework.;Each Literacy Centre contains: *6 copies of a core text used by the whole class and supporting Shared and Guided reading activities *6 copies of a guided text aimed at the average reader in that year group *6 copies of a guided text aimed at more able readers in that year group *6 copies of a guided text aimed at less able readers in that year group *lyfjackets for the children's books *a Teacher's Book How the Centres work The core text This is used with the whole class, either as a text they all share, or as a class novel for that term. The three guided texts These are selected for a specific ability level but are linked to the core novel by genre. The Teacher's Book This contains Shared and Guided reading activities plus photocopiables for each of the books in the Centre. It also contains a short section of activity ideas for three Supplementary Texts - suggestions for wider reading. Selected children's books key into Year 1, Term 3 requirements of the NLS Framework for Teaching.;The teachers' book matches these Objectives from the framework: * to explore features of fantasy stories and to identify what is real and what is fantasy * to re-tell stories, to give the main points in sequence and to pick out significant incidents; *to use titles, cover pages, pictures and 'blurbs' to predict the content of stories *to compare and contrast stories with a variety of settings