i'm not your friend es1 (1)
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Leila Agresta Richmond North PS&Chris Fraser LaST Hawkesbury
2014Im not your friendby Sam McBratneyStage ES1
ENGLISH UNIT OF WORK
Stage : ES1 Term: Weeks:
Key Concept:Exploring ethical and social relationships CARING/FRIENDSHIP
Text set:FOCUS TEXT: Im not your friend Sam McBratneyAlex and Roy Mary DickinsonA bit of company Margaret Wild The pear in a pear tree Pamella AllenRaising dragons Jerdine Nolen
Focus:Integrating English ES1 content descriptors: S & L - Speaking & Listening R & V - Reading & Viewing W & R - Writing & Representing Spelling G, P & V - Grammar, Punctuation and Vocabulary T I & C -Thinking imaginatively and creatively E T - Expressing themselves R on L - Reflecting on Learning
Acceptable Evidence:Plotting students on the Literacy Continuum to develop student comprehension and vocabulary.
Critical aspects: Comprehension, Vocabulary, Reading texts, Writing
Learning across the curriculum:Literacy, critical & creative thinking, ethical understanding, personal & social capability, difference & diversity, civics & citizenship
LITERACY CONTINUUMfor Modelled Reading (Stage appropriate)SessionModes/SkillsExplicit Modelled Reading(L3 Reading to)SESSION EVALUATION
Comprehension C2Gives a sequenced retell of a story when prompted. Recalls some details from illustrations in a story book. Is beginning to analyse and evaluate stories read and viewed by providing and justifying a personal opinion.Comprehension C3Provides a literal explanation when asked an inferential question. Gives an unprompted sequenced retell of a story that includes the beginning, middle and end.Recalls many details from illustrations in a story book.Comprehension C4Interprets meaning by answering an inferential question correctly. Responds to overall meaning in narrative and factual texts by talking about the central themes. Constructs meaning from texts by making connections between print, illustrations and diagrams. Analyses and evaluates a characters actions or events in a story through discussion.Vocab C2 Knows the meaning of, and when speaking, can use words that are likely to be encountered in easy reading texts, e.g. big little. (sight words from the text)VocabC3 Begins to expand the vocabulary used to describe everyday events and experiences.Concepts of print C2Identifies one or more capital letters when prompted.Names a full stop.Identifies a word in print.Identifies a letter in print.Indicates left to right.Points to the first word to read.Indicates return sweep to left at the end of a line of text.Concepts of print C3 Names a full stop and knows its purpose. Identifies a lower case letter. Identifies the first letter in a word. Identifies the last letter in a word. Reads left page before right.Concepts of print C4 Identifies one or more capital letters. Uses capital letters for names. Identifies a sentence.(continued on to following page)1G, P & VWord meaningspounce scamperflutterglancesighmeadowR & V 1Phonemic awareness/PhonicsRhyming words: fox, can, sunInitial soundsc: c/ould, c/an, c/lawsh: h/e, h/is, h/op, her, h/imu: u/pon, u/ntil, s/unMaking connectionsS & L 1Questioning, respondingBefore: Pre-teach vocab for meaning, phonemic awareness (rhyme, initial sounds, onset & rhyme, blending eg can, sun), phonics from vocab list.Making connections: Thinking partners discuss their knowledge of - foxes friendsPredicting: What words may be in the story
During: Attentive listening: Students touch their nose when a f word is read
After:Social skills: A game with friends when the music stops, run to friend and explain why you like to play with your friend (repeat) etc
2G, P & VR & V 1Word identification (see above)Concepts of printQuestion marksInferential questioningPoint of viewS & L 1Respond to questionsS & L 2Communicates opinionsQuestions/statements
Before: Review vocab, phonics etc. Pre-teach sight words from vocab list: he, his, him, her, canQuestioning: Teacher discusses Whats a question?- it asks for an answer, has a question mark at the end.Thinking partners ask each other a question (teacher models first with a chosen student).
During: Attentive listening: Teacher models inflection when reading a question. Students touch their nose when a QUESTION is read in the text.
After: Teacher has scribed questions from the text prepared: eg How long is a long time? Was his mother still there? Did he hear the wind blowing through the meadow grass etc. Thinking partners answer these questions.Inferential Questioning: Thinking partners discuss Why do you think that little fox didnt want to be his mothers friend?Why do you think that the mother still wanted to be little foxs friend?
LITERACY CONTINUUMSession Modes/SkillsExplicit Modelled Reading(L3 Reading to)SESSION EVALUATION
Phonemic awareness C2Identifies rhyming words on some occasions. Identifies words that start with the same initial sound on some occasions. Says the word when teacher models onset/rime, e.g. teacher says mmmm/at, child says mat.Phonemic awareness C3Consistently identifies words that rhyme.Consistently identifies words that start with the same initial sound. Orally blends two and three sounds to make a word. Segments orally into onset and rime, e.g. t-ent. Segments one syllable words (up to three sounds) into separate sounds.Phonics C2Identifies two or more letters that are the same in words.Names some letters in a given word. Says one of the sounds for letters in a given word. Writes approximate letters for some sounds.Phonics C3Identifies all letters that are the same in more than one context. Names most letters in a given word.Says some of the sounds for letters in a given word. Blends up to three sounds in words when reading. Writes letters to correspond with single letter sounds.Phonic C4Names all letters in a given word. Says most of the sounds for letters in a given word.
3 G, P & VR & V 1Word identification (see session 1)Sequencing
R & V 2/S & L 1Interpret pictures & imagesText structure - sequencingRetelling
Before:Review vocab, phonics, sight words etc. Students sequence the four main ideas from the story using images in the text representing those ideas.
During: Teacher reads a section of the text and thinking partners retell what is to happen next.
After:Students match text to the sequences of images.
4G, P & VR & V 1Word identification (see session 1)Main idea
R & V 2Authors intent/purposeEnjoyment
S & L 1Point of view
S & L 2Communicates opinions & feelingsBefore: Review vocab, phonics, sight words etc. Thinking partners discuss when a friend made them feel sad, happy.
During: Students hold feelings cards for happy, sad. Students raise the appropriate card during the reading of the text.
After: Thinking partners: discuss: What I have learnt from this story? and What did the author want me to learn? assist teacher to make a list (anchor chart): What makes a good friend
LITERACY CONTINUUMSessionModes/SkillsExplicit Modelled Writing(L3 Interactive writing)Guided Writing(L3 Independent writing)SESSION EVALUATION
Writing C2 Clear attempt to write name (may not be correct spelling).Writes at least one recognisable word (may not be spelled correctly) related to a story book that has been read to them.'Writes' from left to right and leaves spaces between words. Attempts to form some letters. Talks about intended 'writing' before attempting to 'write'. Talks about own writing and drawing. Experiments with computer mouse and keyboard.Writing C3Writes name correctly.Writes a recognisable sentence, words may not be spelled correctly, some evidence of sentence punctuation. Draws on both personal and imaginary experiences to 'write' texts. Vocalises words to approximate spelling. Begins to develop a simple writing vocabulary including some high frequency words and words of personal significance. Uses simple noun groups and adverbial phrases when writing. Begins to demonstrate understanding of pencil grip, paper placement and posture. Experiments with creating simple texts on the computer.Writing C4Writes more than one recognisable sentence, words may not be spelled correctly, some evidence of sentence punctuation. Talks about the audience and purpose for texts being written. Attempts to spell high frequency words that have been taught. Produces some compound sentences using conjunctions to join ideas. Uses simple pronoun references. Forms most letters correctly. Uses correct pencil grip, paper placement, posture and knows how to self-correct. With support, uses computer software programs to create simple texts.Vocab C4 Knows the meaning of commonly used words in texts read and demonstrates this knowledge when writing and speaking.1G, P & VW & R 2Noun groupsReread & share Spellingcvcs:mumdadfox
W & R 1Descriptive writing
Thinking partners retell the story Im not your friend.
Teacher extracts noun groups: little fox, long time, pointy teeth, sharp claws, strange shapes for students to read.
Teacher highlights adjectives.
Students create sentences using the noun groups for teacher to scribe.THINK: Thinking time should be given to students to create their sentence before writing is expected.
Use a graphic organiser to list nouns and adjectives to describe their mum: Adjectives mummymy
2G, P & VW & R 2S & L 1Pronoun reference reread and shareSpellingcvcs:mumdadfox
Reflecting on learning
Students collaborate to create a