english overview, term 1 - general web viewmake appropriate word selections ... (see reading eggs...

ENGLISH OVERVIEW, TERM 1UNIT TITLE: Getting Along – This is me at school

UNIT OUTLINE CONTENT DESCRIPTORS ASSESSMENT (A)This unit is centered around students’ first experiences at school. Many of the books and activities are related to getting along, introducing ourselves, making new friends and learning to negotiate transition and new routines in the school environment. The activities are taken largely from First Steps and could be applied to any text available at your school. The phonics have been fast tracked to align with the Letterland philosophy of exposing children to all sounds initially then working further with the sounds

LANGUAGELanguage for InteractionACELA1428 Explore how language is used differently at home and school depending on the relationships between peopleACELA1429 Understand that language can be used to explore ways of expressing needs, likes and dislikesText Structure and OrganisationACELA1430 Understand concepts about print and screen, including how books, film and simple digital texts work, and know some features of print, e.g. directionalityACELA1431 Understand that some language in written texts is unlike everyday spoken language.ACELA1432 Understand that punctuation is a feature of written text different from letters, recognize how capital letters are used for names, and that capital letters and full stops signal the beginning and end of sentences.ACELA1433 Understand concepts about print and screen, including how books, film and simple digital texts work, and know some features of print, for example directionality.Expressing and Developing IdeasACELA14234 Recognise that texts are made up of words and groups of words that make meaning.ACELA1786 Explore the different contribution of words and images to meaning in stories and informative texts.ACELA1437 Understand the use of vocabulary in familiar contexts related to everyday experiences, personal interests and topics taught at school.ACELA1758 Know that spoken sounds and words can be written down using letters of the

Anecdotal Questioning and

answering skills Individual oral

interviews – eg. Book knowledge and features of print

Listening and learning behaviours

Writing samples Handwriting Sentence writing Name writing

Oral presentation Show and Share

rubric

Letter / sound knowledge check list for individual students

Diocese of Cairns, Catholic Education Services1

later. The sequence aligns with the sequence used in Reading Eggs.This unit will finish in the lead up to Easter. You may like to finish the unit with a culminating activity such as a liturgy, a shared meal / picnic which will link into your Religion unit.

alphabet and how to write some high-frequency words and known words.Sound and Letter KnowledgeACELA1439 Recognise rhymes, syllables and sounds (phonemes) in spoken wordsACELA1440 Recognise the letters of the alphabet and know there are lower and upper case lettersLITERATUREResponding to LiteratureACELT1783 Share feelings and thoughts about the events and characters in texts.Examining LiteratureACELT1578 Identify some feature of texts including events and characters and retell events from a text.Creating LiteratureACELT1580 Retell familiar literary texts through performance, use of illustrations and images.LITERACYInteracting with othersACELY1784 Use interaction skills including listening while others speak, using appropriate voice levels, articulation and body language, gestures and eye contact.ACELY1647 Deliver short oral presentations to peers.Creating TextsACELY1653 Produce some lower and upper case letters using learned letter formations

LINKS TO OTHER LA’S

SEL Getting Along ICT Science (refer to

resources) Maths - Numeracy

DEVELOPING INQUIRING AND REFLECTIVE LEARNERS

Community Contributor

Leader and Collaborator

Effective Communicator

Active Investigator

Designer and Creator

Quality Producer


CROSS CURRICULA PRIORITIES

Catholic Ethos Aboriginal and Torres Strait Islander Education Asian Education

The overarching purpose of Catholic schools of the past, as well as the future, is to bring the Good News of Jesus to all who hear it. In the midst of a world of educational, social and economic change the focus on the holistic growth of the individual remains the surest way catholic school can prepare students for the uncertainties of the future.

Defining Features, Diocese of Cairns

The curriculum provides opportunities for young people to connect their curriculum experiences to a living Christian faith.

Active engagement of inclusive curriculum practices which reflect Aboriginal and Torres Strait Islander perspectives, knowledge, histories, cultures and spirituality. A genuine commitment to Reconciliation, guided by principles of personal dignity, social justice and equity, which reflects the Gospel message and the mission of the Church.

The curriculum provides opportunities to value and respect:

1. traditional knowledge and practices2. culture and natural heritage3. spirituality

and to critically examine and/or challenge:1. social constructs 2. prejudice and racism

This perspective requires students to develop skills, knowledge and understandings related to Asia and Australia’s engagement with Asia.

The curriculum provides opportunities to know, understand and be able to:

1. Understand ‘Asia’2. Develop informed attitudes and values3. Know about contemporary and traditional

Asia4. Connect Australia and Asia5. Communicate effectively with people of the

Asian region both within and outside Australia confidently

Sustainability Education Social Emotional Learning Inclusive Education

Access to current information about environmental issues and promotion of a reflective and responsive attitude towards stewardship of the gifts of creation.

The curriculum provides opportunities to reflect upon:

1. the gift of creation2. an attitude of responsible stewardship

and to critically examine and/or challenge:1. the impact of human interaction with the

Social and emotional competencies are integral to academic and work success and are the basis of resilience, relational quality and social capital.

The curriculum provides opportunities to develop:1. Self Awareness2. Social Awareness3. Responsible Decision Making4. Self-Management5. Relationship Management

It is by the quality of interactions and relationships that all students learn to understand and appreciate difference, to value diversity and learn to respond with dignity and respect to all through mutually enriching interactions.

The curriculum provides equitable access for and/or positive interactions with students from different backgrounds and with diverse needs and abilities.


natural, built and social environment2. current environmental issues

GENERAL CAPABILITIES

Literacy Numeracy Information and Communication Technology Critical and Creative Thinking

Students become literate as they develop the skills to learn and communicate confidently at school and to become effective individuals, community members, workers and citizens. These skills include listening, reading, viewing, writing, speaking and creating print, visual and digital materials accurately and purposefully within and across all learning areas.

Literacy involves students engaging with the language and literacy demands of each learning area.

As they become literate students learn to: interpret, analyse, evaluate, respond to

and construct increasingly complex texts (Comprehension and composition)

understand, use, write and produce different types of text (Texts)

manage and produce grammatical patterns and structures in texts (Grammar)

make appropriate word selections and decode and comprehend new (basic, specialised and technical) vocabulary (Vocabulary)

use and produce a range of visual materials to learn and demonstrate

Students become numerate as they develop the capacity to recognise and understand the role of mathematics in the world around them and the confidence, willingness and ability to apply mathematics to their lives in ways that are constructive and meaningful.

As they become numerate, students develop and use mathematical skills related to: Calculation and number Patterns and relationships Proportional reasoning Spatial reasoning Statistical literacy Measurement.

Students develop ICT competence when they learn to: Investigate with ICT: using ICT to plan and

refine information searches; to locate and access different types of data and information and to verify the integrity of data when investigating questions, topics or problems

Create with ICT: using ICT to generate ideas, plans, processes and products to create solutions to challenges or learning area tasks

Communicate with ICT: using ICT to communicate ideas and information with others adhering to social protocols appropriate to the communicative context (purpose, audience and technology)

Operate ICT: applying technical knowledge and skills to use ICT efficiently and to manage data and information when and as needed

Apply appropriate social and ethical protocols and practices to operate and manage ICT.

Students develop critical and creative thinking as they learn to generate and evaluate knowledge, ideas and possibilities, and use them when seeking new pathways or solutions. In learning to think broadly and deeply students learn to use reason and imagination to direct their thinking for different purposes. In the context of schooling, critical and creative thinking are integral to activities that require reason, logic, imagination and innovation.As they develop critical and creative thinking students learn to: pose insightful and purposeful questions apply logic and strategies to uncover

meaning and make reasoned judgments think beyond the immediate situation to

consider the ‘big picture’ before focussing on the detail

suspend judgment about a situation to consider alternative pathways

reflect on thinking, actions and processes generate and develop ideas and

possibilities analyse information logically and make

reasoned judgments evaluate ideas and create solutions and

draw conclusions


learning (Visual information) assess the feasibility, possible risks and benefits in the implementation of their ideas

transfer their knowledge to new situations

Ethical Behaviour Personal and Social Competence Intercultural UnderstandingStudents develop ethical behaviour as they learn to understand and act in accordance with ethical principles. This includes understanding the role of ethical principles, values and virtues in human life; acting with moral integrity; acting with regard for others; and having a desire and capacity to work for the common good.

As they develop ethical behaviour students learn to: recognise that everyday life involves consideration of

competing values, rights, interests and social norms identify and investigate moral dimensions in issues develop an increasingly complex understanding of ethical

concepts, the status of moral knowledge and accepted values and ethical principles

explore questions such as: o What is the meaning of right and wrong and can I be

sure that I am right? o Why should I act morally? o Is it ever morally justifiable to lie? o What role should intuition, reason, emotion, duty or

self-interest have in ethical decision making?

Students develop personal and social competence as they learn to understand and manage themselves, their relationships, lives, work and learning more effectively. This involves recognising and regulating their emotions, developing concern for and understanding of others, establishing positive relationships, making responsible decisions, working effectively in teams and handling challenging situations constructively.

As they develop personal and social competence students learn to: recognise and understand their own emotions, values and

strengths, have a realistic assessment of their own abilities and a well-grounded sense of self-esteem and self-confidence (Self-awareness)

manage their emotions and behaviour, persevere in overcoming obstacles, set personal and academic goals, develop self-discipline , resilience, adaptability and initiative (Self-management)

perceive and understand other people’s emotions and viewpoints, show understanding and empathy for others, identify the strengths of team members, define and accept individual and group roles and responsibilities, be of service to others (Social awareness)

form positive relationships, manage and influence the emotions and moods of others, cooperate and communicate effectively with others, work in teams, build leadership skills, make decisions, resolve conflict and resist inappropriate social pressure (Social management).

Students develop intercultural understanding as they learn to understand themselves in relation to others. This involves students valuing their own cultures and beliefs and those of others, and engaging with people of diverse cultures in ways that recognise commonalities and differences, create connections and cultivate respect between people.

As they develop intercultural understanding students learn to: identify increasingly sophisticated characteristics of their

own cultures and the cultures of others recognise that their own and others’ behaviours, attitudes

and values are influenced by their languages and cultures consider what it might be like to ‘walk in another’s shoes’ compare the experiences of others with their own, looking

for commonalities and differences between their lives and seeking to understand these

reflect on how intercultural encounters have affected their thoughts, feelings and actions

accept that there are different ways of seeing the world and live with that diversity

stand between cultures to facilitate understanding take responsibility for developing and improving

relationships between people from different cultures in Australia and in the wider world

contribute to and benefit from reconciliation between Indigenous and non-Indigenous Australians.


WEEKLY PLANNERWEEK 1 2 3 4 5 6 7 8 9 10

CONTENT DESCRIPTORS GENERAL CAPABILITIES CROSS CURRICULAR PRIORITIESLANGUAGE

Language for Interaction

Text Structure and Organisation

Expressing and Developing Ideas

Sound and Letter Knowledge

LITERATURE

Responding to Literature

Examining Literature

Creating Literature

LITERACY

Interacting with others

Creating Texts

LiteracyInformation and Communication TechnologyNumeracy - countingPersonal and Social Competence Ethical Behaviour

Catholic EthosInclusive EducationSocial Emotional Learning

Suggested Focus Texts: Mrs Wishy Washy – Joy Cowley or Me and My World – Go Books Green level see Tch bk p. 46/7 + At the Zoo, Big, Dog, Dragon & I Can (see Go Books Green Level tch bk p. 48-57 / Me – Go Facts (see reading eggs teachers resources big books level 1 – non literary text)

MODELLEDI Do IT

SHAREDWe Do It

GUIDEDWe Do It

INDEPENDENTYou Do IT

READING Introduce letters m, s, a, t, b, c

Explore book orientation – title, front cover, back cover, Author, Illustrator,

Introduce letters m, s, a, t, b, c

Discuss what the book might be about from the picture on the front cover

Reading Rotations based on ability groups

Begin reading groups later in the term when

Reading big book alone Complete reading activity

based on the book – sequencing the story, make their own booklet of


Blurb, Title Page (Book Terminology RMD p. 73)

Model concepts of print- left to right reading, spaces,

Discuss what the book might be about from the picture on the front cover – Predicting RRB p. 114

Read aloud to the students Possible Predictions (RMD

p. 66) Like or Unlike? (RMD p.67) Model concepts of print-

left to right, top-to bottom reading, spaces etc., (RMD p. 72)

Use ‘think aloud’ statements to develop reading behaviours (RMD p. 58)

Show letter, word, sentence (RRB p.76)

Read aloud with the students

Discuss characters, storyline, setting, etc. Like or Unlike RMD p. 67 – before reading big book

Choral reading (RMD p.59) Text innovation – word

level (RMD p.59) Dramatisation (RMD p.62) Link to students’ prior

knowledge and experience (washing their dog, etc)

students have acquired reading behaviours

the text (finish words, draw pictures, etc)

WRITING Demonstrate correct letter formation: m, s, a, t, b, c

Finger trace letters in the air

Demonstrate correct sounds of letters – rhymes, chants or handwriting songs

Brainstorm word lists for focus letters

Draw letters on a partners back while singing letter song, chant etc. Finger trace letters in the air

Joint composition using words previously brainstormed.

Writing Rotations based on ability groups

Begin writing groups later in the term when students have acquired appropriate behaviours

Trace letters that have been introduced.

Trace names Tracing sentences



Innovating the text – change the story and write your own similar to oral activity earlier. E.g. “Oh lovely mud” said David.

SPEAKING &

LISTENING

Model eye contact, voice projection, inside/outside voices,

Model whole body listening – looking, listening, lips still, hands in lap, legs crossed

Model greeting others – good morning, good bye

Establish daily prayer circle – whole body listening

Teaching daily prayer / morning prayer

Getting to Know You games/activities/songs – eg Bee Bee Bumble Bee – see also “The Peaceful Classroom”

Letter chants, rhymes, songs, finger play

Alphabet knowledge – singing or saying the alphabet

Establish classroom rules – rules for learning, inside outside voices, asking questions

SEL Getting Along activities

Encourage children to use ‘inside / outside’ voices

Take turns speaking Putting hand up Introduce selves

SPELLING FOCUS GRAMMAR FOCUS PUNCTUATION FOCUS


Focus on letter / sound knowledge m, s, a, t, b, co See Soundwaves B Teachers Resource

book pgs. 20, 25, 35, 26, 11, 13 o See Letterland Fast Track lessons or

Letterland Teachers Guide pgs. 37, 41, 33, 38, 66, 31

o See Funny Photo Alphabet (linked with Reading Eggs) Teachers Book pgs 52, 70, 16, 73, 19, 22

o Reading Eggs lessons

Establishing oral syntactic patterns of text –orally. Eg – “In went the …”Adjective + noun – – Dragon poem. (from Dragon book) – Joint construction – A red dragon, A fiery dragon, a scary dragon, a flying dragon, I like dragons.

Model Capital letters Full stops

RESOURCESBig Book: “Me and My World” Go Books green level, Electronic Text “Me “ Go Facts Reading Eggs Teacher’s Toolkit Big Book – “Mrs Wishy Washy” Joy CowleyGo Green Teacher Resource Book –Letterland Teachers BookFunny Photo Phonics Teacher’s Book + Alphabet BooksSound Waves - Beginners Teacher’s Book

Reading Eggs Teacher Tool kit and Reading Eggs site for individual children.First Steps Reading Map of Development (RMD) (2005)First Steps Writing Map of Development (WMD)The Peaceful Classroom – Charles A. Smith

REFLECTION








LITERATURE



Creating Literature

LITERACY


Creating Texts

LiteracyInformation and Communication TechnologyPersonal and Social Competence Ethical BehaviourNumeracy – attributes – big /little/colour


Suggested Focus Texts: A Surprise for Mrs O’Malley – Jill Eggleton, Sunshine Books, Me and My World – (Poems) Go Books green level Tch Bk p. 46-47 Who is Happy?, Bubbles, Soccer, Apples and Ice-Cream, What is it?( GO Books Green Level Tch Bk p. 58/67)

MODELLEDI Do IT

SHAREDWe Do It

GUIDEDWe Do It


READING Introduce letters f, I, n, p, h, r

Explore book orientation –

Introduce letters f, I, n, p, h, r

Read aloud with the



based on the book –


title, front cover, back cover, Author, Illustrator, Blurb, Title Page (Book Terminology RMD p. 73)

Model concepts of print and reading behaviours (RMD pg.58)

Discuss what the book might be about from the picture on the front cover – Predicting RRB p. 114




Use ‘think aloud’ statements to develop reading behaviours (RMD p. 58)

Show letter, word, sentence (RRB p.76)

students Discuss characters,

storyline, setting, etc. Dramatisation (RMD p.62) Who am I? – Guess

characters in the text (RMD p.63)

Choral reading (RMD p.59) Link to students’ prior

knowledge and experience (what surprises have they had?)

Wall stories – main ideas (RMD p.110)

Sequencing activity (RMD pg. 61)

Create name tags and photos for students – display for children to read eg, recognising own names (interactive whiteboard, paper copy, etc)

Begin reading groups later in the term when students have acquired reading behaviours

sequencing the story, make their own booklet of the text (finish words, draw pictures, etc)

WRITING Demonstrate correct letter formation: f, I, n, p, h, r


Demonstrate correct


Finger trace letters in the air (also refer to Letterland computer software)

Writing Rotations based on ability groups

Begin writing groups later in the term when students have acquired


Trace names Tracing sentences. Copying sentences


sounds of letters – rhymes, chants or handwriting songs

Joint composition using words previously brainstormed.


Language experience- produce a meaningful reading material from the experience, eg. “A Surprise for….”

appropriate behaviours

SPEAKING &

LISTENING



Model greeting others – good morning, good bye

Model reading behaviours with picture book stories

Daily prayer circle – whole body listening



Listen to picture book stories – also e-books see tumblebooks

Alphabet knowledge – singing or saying the alphabet See A Sound Way for ideas and progression)

Review classroom rules – rules for learning, inside outside voices, asking questions

Listening games – doggy doggy who has your bone

SEL Getting Along activities

Speaking and Listening activities related to sounds – see Soundwaves beginners Teachers Book


Take turns speaking Putting hand up School routines – lining up,

asking to go to the toilet, etc


SPELLING FOCUS GRAMMAR FOCUS PUNCTUATION FOCUS Focus on letter / sound knowledge f, I, n, p,

h, ro See Soundwaves B Teachers Resource

book pgs. 15, 37, 21, 23, 17, 24o See Letterland Fast Track lessons or



o Reading Eggs lessons

Establishing oral syntactic patterns of text –orally. Eg – “In went the …”

Sentence structure – letter, word, sentence


RESOURCES Me and My World – (Poems) Go Books green level Tch Bk p. 46-47

Who is Happy?, Bubbles, Soccer, Apples and Ice-Cream, What is it?( GO Books Green Level Tch Bk p. 58/67

Big Book – “A Surprise for Mrs O’Malley” Jill Eggleton Go Green Teacher Resource Book – Me and My World Letterland Teachers Book Funny Photo Phonics Teacher’s Book + Alphabet Books Sound Waves - Beginners Teacher’s Book

Reading Eggs Teacher Tool kit and Reading Eggs site for individual children.

First Steps Reading Map of Development (RMD) (2005) First Steps Writing Map of Development (WMD) A Sound Way - Phonological Awareness - Activities for Early Literacy

- E. Love & S. Reilly (Alphabet Knowledge) A Peaceful Classroom – Charles A. Smith Tumble books website or access through Cairns Library

REFLECTION








LITERATURE



Creating Literature

LITERACY


Creating Texts

LiteracyInformation and Communication TechnologyNumeracy – snakes and laddersPersonal and Social Competence Ethical BehaviourCritical and Creative Thinking


Suggested Focus Texts: Ben’s Surprise – Go Book Green Level Tch Book p. 20/21 + My Dad, What is Ben?, Yum! Yum!, Baby Sister, & Ben’s Cat (see Go books Green Level Tch Bk p. 22 – 31) or Meanies – Joy Cowley, Storybox

MODELLEDI Do IT

SHAREDWe Do It

GUIDEDWe Do It


READING Introduce letters z, v, d, j, o, q

Introduce sight words – M100w choose the most commonly used words to begin with for term one

Introduce letters z, v, d, j, o, q

Identify focus sight words in shared texts



See below for examples


based on the book – sequencing the story, make their own booklet of the text (finish words,


(eg, I, am, the, is, was, in) Hidden pictures –

(Meanies) decide on how characters in a text could be represented before reading OR Text detective – (Bens Surprise) tell students title, characters and ask what the book might be about. (RMD p.68, 69)

Explore book orientation – title, front cover, back cover, Author, Illustrator, Blurb, Title Page (Book Terminology RMD p. 73)





Discuss characters, storyline, setting, etc.

Who am I? – Guess characters in the text (RMD p.63)

Choral reading (RMD p.59) Link to students’ prior


Wall stories – main ideas (RMD p.110)

Sequencing activity (RMD pg. 61)

Create name tags and photos for students – display for children to read eg, Star of the Day.

Cloze activity – (RMD p.78) Hidden messages –

reassure hunt with simple messages linked to your focus text of the week (RMD p.83)

draw pictures, etc)

WRITING Demonstrate correct letter formation: z, v, d, j, o, q

Finger trace letters in the


Finger trace letters in the air (also refer to

Writing Rotations based on ability groups.

Examples of good reading /


Trace names Tracing sentences.


air Demonstrate correct

sounds of letters – rhymes, chants or handwriting songs

Model sentences using a focus syntactic pattern. Eg – “I like…”

Letterland computer software)

Use sight words in own writing

Joint construction writing from sentence starters “I like…”

Text Innovation – (Meanies) good prep behaviours for getting along eg, Preps all like to sit up straight, preps all like to get along, etc. (RMD p.68)


Language experience- produce a meaningful reading material from the experience, (Ben’s Surprise) eg. Own hospital experiences, visit from ambulance people, etc.

Word sorting – categorising words into groups – beginning letters etc. (WMD p.72)

writing rotation activities from First Steps: Letter collage using focus

letters of the week (WMD p.73)

Word walk – what words can you read and write in the classroom?

Alphabet hunt – find words that start with letters of the alphabet (WMD p.78)

Sequencing – put the pictures in the right order (WMD p.57)

Copying sentences Have a go at your own

sentence using a sentence starter “I like…”

SPEAKING Model eye contact, voice projection, inside/outside

Daily prayer circle – whole body listening

Review classroom rules – rules for learning, inside



& LISTENING

voices, Model whole body

listening – looking, listening, lips still, hands in lap, legs crossed


Teacher model show and share activity – bring your favourite book.

Model questioning skills



Listen to picture books brought in by other students

Questions for show and share time


Syllables awareness – listen to words and clap how many syllables are in it. Names, routines, etc.

outside voices, asking questions

Listening games SEL Getting Along

activities Speaking and Listening

activities related to sounds – see Soundwaves beginners Teachers Book

School routines – lining up, asking to go to the toilet, etc

Show and share time – presentation and questions


SPELLING FOCUS GRAMMAR FOCUS PUNCTUATION FOCUS Focus on letter / sound knowledge z, v, d, j,

o, qo See Soundwaves B Teachers Resource

book pgs. 30, 27, 14, 18, 38, 13 o See Letterland Fast Track lessons or



o Reading Eggs lessons Sight words – M100w choose the most

commonly used words to begin with for term one (eg, I, am, the, is, was, in)

Concepts of book, story, page, word, sentence

Concept of text connectives shown and discussed in stories; e.g. then he huffed and he puffed; finally, the bird flew away.


Where appropriate expose students to: Talking marks Exclamation marks Question marks Fonts in texts – bold means loud Letter formations with different fonts –

letter a and g

RESOURCES


Ben’s Surprise – Go Book Green Level Tch Book p. 20/21 + My Dad, What is Ben?, Yum! Yum!, Baby Sister, & Ben’s Cat (see Go books Green Level Tch Bk p. 22 – 31)

Big Book – “Meanies” Joy Cowley Go Green Teacher Resource Book – Letterland Teachers Book Funny Photo Phonics Teacher’s Book + Alphabet Books Sound Waves - Beginners Teacher’s Book

Reading Eggs Teacher Tool kit and Reading Eggs site for individual children. (www.readingeggs.com)

First Steps Reading Map of Development (RMD) (2005) First Steps Writing Map of Development (WMD) A Sound Way - Phonological Awareness - Activities for Early Literacy -

E. Love & S. Reilly The Peaceful Classroom – Charles A. Smith

EXAMPLE OF READING / WRITING ROTATIONS

ONE TWO THREE FOUR Guided reading group with

levelled text Sequencing – put the pictures

in the right order (WMD p.57)

Word walk – what words can you read and write in the classroom?

Alphabet hunt – find words that start with letters of the alphabet (WMD p.78)

Letter collage using focus letters of the week (WMD p.73)

EXAMPLE OF GUIDED READING GROUPSAt this stage most children will be on level 1, however you may have a group beyond this level. Rotate readers over 4 weeks (if chn. on same level)

GROUP ONE GROUP TWO GROUP THREE GROUP FOURText: Me, PM starter 1

Focus Strategy: 1:1 correspondence

Text: Mum, PM starter 1

Focus Strategy: recognising sight words

Text: Dad, PM starter 1

Focus Strategy: visual cues

Text: A house, PM starter 1

Focus Strategy: left to right

REFLECTION








LITERATURE



Creating Literature

LITERACY


Creating Texts

LiteracyInformation and Communication TechnologyNumeracy – snakes and laddersPersonal and Social Competence Ethical BehaviourCritical and Creative Thinking


Suggested Focus Texts: A Party for the Alley Cats – Jill Eggleton Sunshine books or Ben’s Surprise – Go Book Green Level Tch Book p. 20/21 + Has Ben Got a Sore Back?, Hugs, Ouch!, Fishing, Ben and John (see Go books Green Level Tch Bk p. 32 – 41) + Friends – Storylands, Lost Island level 3 (Reading Eggs, teacher tool kit)

MODELLEDI Do IT

SHAREDWe Do It

GUIDEDWe Do It


READING Introduce letters e, g, l, k, y, x

Introduce a new set of sight

Introduce letters e, g, l, k, y, x

Identify focus sight words



based on the book –


words – M100w choose the most commonly used words.

Rhyme and rhythm in texts (Alley Cats) syllables and clap rhythm

Hidden pictures – (Meanies) decide on how characters in a text could be represented before reading OR Text detective – (Bens Surprise) tell students title, characters and ask what the book might be about. (RMD p.68, 69)

Explore book orientation – title, front cover, back cover, Author, Illustrator, Blurb, Title Page (Book Terminology RMD p. 73)




left to right, top-to bottom reading, spaces etc., (RMD

in shared texts, revise old words

Rhyming words card game (RMD p.81) or use rhyming words from text


Comprehension questions (Storylands texts)

Dramatisation (RMD p.62) Discuss characters,

storyline, setting, etc. Choral reading (RMD p.59) Link to students’ prior



Cloze activity – (RMD p.78) Letter poetry – (RMD p.82)

using focus sounds and syntactic pattern (Friends) eg, we like giraffes, we like goats, we like goannas, but we don’t like gardens.

See below for examples sequencing the story, make their own booklet of the text (finish words, draw pictures, etc)


p. 72)

WRITING

Demonstrate correct letter formation: e, g, l, k, y, x



Model sentences using a focus syntactic pattern. Eg – “We like…”


Finger trace letters in the air (also refer to Letterland computer software)


Joint construction eg Letter poetry – (RMD p.82) using focus sounds and syntactic pattern


Language experience- produce a meaningful reading material from the experience

Word sorting – categorising words into groups – beginning letters etc. (WMD p.72)


Examples of good reading / writing rotation activities from First Steps: Letter collage using focus

letters of the week (WMD p.73)

Sentence reconstruction – chop up a sentence and put it back in order (WMD p.77)

It would look like this – choose a character from the story and draw a picture (WMD p.64)

The Letter Can – graphophonic activity (WMD p.73)


Practice writing letters in scrapbook



SPEAKING &

LISTENING


Model whole body listening – looking, listening, lips still, hands

Daily prayer circle Letter chants, rhymes,

songs, finger play Listen to picture books

brought in by other students

Review classroom rules – rules for learning, inside outside voices, asking questions


Speaking in full sentences Encourage children to use

‘inside / outside’ voices School routines – lining up,



in lap, legs crossed Model reading behaviours

with picture book stories Teacher model show and

share activity – bring your favourite book.




Syllable awareness – listen to words and clap how many syllables are in it. Names, routines, etc.



Odd one out – rhyming words, focus sounds or syllables (RMD p.90)

Show and share time – presentation and questions. Continue roster.

SPELLING FOCUS GRAMMAR FOCUS PUNCTUATION FOCUS Focus on letter / sound knowledge e, g, l, k,

y, xo See Soundwaves B Teachers Resource

book pgs. 36, 16, 19, 13, 29, 13o See Letterland Fast Track lessons or



o Reading Eggs lessons Sight words – M100w choose the most

commonly used words to begin with for term one (eg, I, am, the, is, was, in)

Concepts of book, story, page, word, sentence




letter a and g

RESOURCES Big Book: Ben’s Surprise – Go Book Green Level Tch Book p. 20/21 +

Has Ben Got a Sore Back?, Hugs, Ouch!, Fishing, Ben and John (see Funny Photo Phonics Teacher’s Book + Alphabet Books Sound Waves - Beginners Teacher’s Book


Go books Green Level Tch Bk p. 32 – 41) + Electronic Tects: Friends – Storylands, Lost Island level 3 (Reading

Eggs, teacher tool kit) Big Book – “A Party for the Alley Cats” Jill Eggleton Go Green Teacher Resource Book Letterland Teachers Book

Reading Eggs Teacher Tool kit and Reading Eggs site for individual children.(www.readingeggs.com)

First Steps Reading Map of Development (RMD) (2005) First Steps Writing Map of Development (WMD) A Sound Way - Phonological Awareness - Activities for Early Literacy

- E. Love & S. Reilly



levelled text Sentence reconstruction –

chop up a sentence and put it back in order (WMD p.77)

Letter collage using focus letters of the week (WMD p.73)

It would look like this – choose a character from the story and draw a picture (WMD p.64)

The Letter Can – graphophonic activity (WMD p.73)


GROUP ONE GROUP TWO GROUP THREE GROUP FOURText: A house, PM starter 1


Text: Me, PM starter 1


Text: Mum, PM starter 1


Text: Dad, PM starter 1


REFLECTION








LITERATURE



Creating Literature

LITERACY


Creating Texts

LiteracyInformation and Communication TechnologyNumeracy Personal and Social Competence Ethical BehaviourCritical and Creative Thinking


Suggested Focus Texts: The Farmyard Concert – Joy Cowley or Ellie’s Big Swim – Lost Island Level 2 (Reading Eggs Teacher Toolkit ) Revise or revisit previous focus text, Visual text / movie about friendship

MODELLEDI Do IT

SHAREDWe Do It

GUIDEDWe Do It


READING Introduce letters u, w Introduce a new set of sight

words – M100w choose the most commonly used words.

Explore book orientation –

Introduce letters u, w and revise previous letters

Identify focus sight words in shared texts, revise old words

Read aloud with the


See below for examples


based on the book – sequencing the story, make their own booklet of the text (finish words,


title, front cover, back cover, Author, Illustrator, Blurb, Title Page (Book Terminology RMD p. 73)


Read aloud to the students Model concepts of print-


students Dramatisation (RMD p.62) Discuss characters,

storyline, setting, etc. Choral reading (RMD p.59) Link to students’ prior



Cloze activity – (RMD p.78)

draw pictures, etc)

WRITING Demonstrate correct letter formation: u, w



Model sentences using a focus syntactic pattern. Eg – “We like…”



Joint construction eg class book from focus text.



Examples of good reading / writing rotation activities from First Steps:

Bright balloons – write a note and put it in a balloon for a friend (RMD p.84)

Magic Words – data projector or smartboard activity (RMD p.77)

Rhyming Word card game – match rhyming words (RMD p.88)


Practice writing letters in scrapbook




Sight word activity- bingo, snap, (RMD p.86)

SPEAKING &

LISTENING




Teacher model show and share activity – bring your favourite book.


Daily prayer circle Letter chants, rhymes,

songs, finger play Listen to picture books

brought in by other students


Alphabet knowledge – chunking sections of the alphabet




Shoot out – 2 students, say 2 words, students call out rhyme or don’t rhyme

Jumping jacks – jump up when the word doesn’t rhyme (Soundwaves p.58)

Speaking in full sentences Encourage children to use

‘inside / outside’ voices School routines – lining up,


Show and share time – presentation and questions. Continue roster.

SPELLING FOCUS GRAMMAR FOCUS PUNCTUATION FOCUS Focus on letter / sound knowledge u, wo See Soundwaves B Teachers Resource

book pgs. 39, 28o See Letterland Fast Track lessons or

Letterland Teachers Guide pgs. 56, 73o See Funny Photo Alphabet (linked with

Reading Eggs) Teachers Book pgs 76, 82o Reading Eggs lessons

Sight words – M100w choose the most commonly used words to begin with for term one (eg, I, am, the, is, was, in)


Point out word sets; e.g. houses and their materials in The Three Little Pigs; animals in Old MacDonald’s Farm; etc. – list all the things you would find at a farm.



letter a and g


RESOURCES Electronic Books: Ellie’s Big Swim – Lost Island Level 2

(Reading Eggs Teacher Toolkit ) Big Book – “The Farmyard Concert” Joy Cowley Movie about Friendship Go Green Teacher Resource Book – Letterland Teachers Book Funny Photo Phonics Teacher’s Book + Alphabet Books

Sound Waves - Beginners Teacher’s Book Reading Eggs Teacher Tool kit and Reading Eggs site for individual

children. First Steps Reading Map of Development (RMD) (2005) First Steps Writing Map of Development (WMD) A Sound Way - Phonological Awareness - Activities for Early Literacy

- E. Love & S. Reilly



levelled text Sight word activity- bingo,

snap, (RMD p.86)

Bright balloons – write a note and put it in a balloon for a friend (RMD p.84)

Rhyming Word card game – match rhyming words (RMD p.88)

Magic Words – data projector or Smartboard activity (RMD p.77)


GROUP ONE GROUP TWO GROUP THREE GROUP FOURText: Little Things, PM starter 1


Text: Dressing up, PM starter 1


Text: Playing, PM starter 1


Text: Pets, PM starter 1



REFLECTION


LETTER / SOUND KNOWLEDGE

Name: Date:

RECOGNITION OF Letterland Character name: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

RECOGNITION OF LETTER SOUNDS: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

KNOWLEDGE OF LETTER NAMES: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

Comments:


CONCEPTS OF PRINTName: Date:

Concepts of Print

Can you show me …?

o Front cover

o Back cover

o Title

o Title page

o Spine

o Letter

o Word

o Full stop

o Capital letter

o Sentence


ORAL PRESENTATION

Show and Share – Favourite BookName:________________________________

SpeakingVery High(no Prompts)

High(some prompts)

Sound(with support and some prompts)

Limited(with explicit support )

Very limited

Greeting Gives Clear Greeting with no prompts

Gives clear Greeting with prompts

Gives a greeting with prompts and support

With explicit support gives a greeting

Not able to give a greeting with extensive support

States Name of Favourite book and the Author

States title and author with no prompts

States title and author with prompts

States title and author with prompts and support

States title with prompts and support

Unable to state title or author.

States why the book is his or her favourite

States 3 reasons why the book is his/her favourite – no prompts

States 2 reasons why the book is his/her favourite may need prompts

States 1 reasons why the book is his/her favourite may need prompts

May state one basic reason why book is his/her favourite with prompts and support

Unable to state any reason why the book is his/her favourite

Uses a loud clear voice.

With no prompts With some prompts With constant prompts

Voice is not clear or not audible

Listening to other presentationsEyes are on the speaker

Always Mostly Sometimes Not often

Displays Whole body listening

Always Mostly Sometimes Not often

Comments:


WRITING SAMPLE CHECKIST

Name: ______________________ Date: ________________Writing Assessment – SENTENCE DEVELOPMENT: I remember to begin my sentence with a capital letter. I remember to finish my sentence with a full stop. I remember to use a left to right progression across the page. I remember to orientate my text from top to bottom. I remember to use finger spaces between my words. I draw an appropriate illustration for my text. I often choose to write more than one sentence.

Name: ______________________ Date: ________________Writing Assessment – SENTENCE DEVELOPMENT: I remember to begin my sentence with a capital letter. I remember to finish my sentence with a full stop. I remember to use a left to right progression across the page. I remember to orientate my text from top to bottom. I remember to use finger spaces between my words. I draw an appropriate illustration for my text. I often choose to write more than one sentence.


english overview, term 1 - general web viewmake appropriate word selections ... (see reading eggs...

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