Using Award Literacy Task Cards : Judy Stevenson

[Judy Stevenson]

A teacher asked about using the Award Literacy Task Cards successfully saying that they were too hard for children.

This is how I would use the Literacy task cards in the classroom.

The aim is to have the children use the Award Literacy Task Cards independently, but first I would model the use of them to a group or the whole class.

For example Literacy Task Card 3 is called Make Words.



I would read the instructions to/with the group or class, check the boxes that apply – that is whether I want the students to find 1, 2, 3 or more than 3 letter words. I would then direct them to the Award letter cards and paper to write on.

I would model making one or two words together, and then writing them on paper or an easel.

Then I would select some children to work at a Task Card Learning Center and practice what they have just seen modeled,

In general, I would gradually introduce the cards in this way so that students can use them independently when they revisit them. (Or I would review if necessary)

There is more information in the Award Teachers Guides (See page 22 of K or G1 Teachers’ Guides) or the 64 pagers (See Page 46).

The Award Teachers’ Guides include the Award Literacy Task Cards in the daily planning and suggest a way to model them when first used. Week one (K) suggests four literacy task cards in the independent activities sections and on page 45 there is an explanation of how to use literacy task card 15. Teachers can follow the guide or vary the number of and their choices of cards according to their needs for each week.

I think Award Literacy Task Cards are great because during independent/small group learning time they are ideal to have as one of the independent activities organized for children who are working independently, in small groups or with their teacher.