PREP 27 & 28 READING PROGRAM

Term 3 Week 6Monday 17/8/15 Tuesday 18/8/15 Wednesday 19/8/15 Thursday 20/8/15 Friday 21/8/15

Daily 5(up to15m)

Set up Work on Writing book - Passions Page. *Early/Emergent - Behaviours + anchor chart.

Role Play/Beginning - Behaviours + anchor chartEarly/Emergent - Practise recalling facts from big book.

Role Play/Beginning - Practise big book response. Early/Emergent - Practise recalling facts from big book.

N/A due to single session. N/A due to single session.

Tuning in B Role Play /BeginningReaders(15-20m)

C Redshaw

Text: Max and the Little PlantFocus: GKR - Picture splash - what doyou think this book is going to be about based on the pictures on the IWB? Making predictions. THRASS focus: /a/ as in ant

Text: Max and the Little PlantFocus: To practise using reading strategies - look at the pictures, say the .rst sound. Cover particular words, model using picture cues to help work out what a word might be, then slowly uncover, looking at initial sound to con.rm.

Text: Max and the Little PlantFocus: Targeting vocabulary

Text: Max and the Little PlantFocus: To practise using reading strategies - look at the pictures, say the .rst sound. Cover particular words, model using picture cues to help work out what a word might be, then slowly uncover, looking at initial sound to con.rm.

Text: Max and the Little PlantFocus: (shared reading) To retell the story using words - .rst, then, next, after that, last/at the end. After reading together, model how to give anoral retell, then turn and talk toa partner doing the same.

Tuning In AEarly /

EmergentReaders(15-20m)A Khun

Text: A day at Greenhill FarmFocus: To identify features of non-.ction texts and describe their purpose - contents, glossary, index, photos, labels, captions.THRASS focus: ‘i’ like in tin. Practisecued articulation and make anchor chart of ‘i’ words.

Text: A day at Greenhill FarmFocus: Highlight how we can .nd information easier by utilizing features of non-.ction texts. E.g. contents, headings, glossary and index.

Text: A day at Greenhill FarmFocus: To identify and describe verbs, nouns, and adjectives. Before reading, review what these word groups are.

Text: A day at Greenhill FarmFocus: To identify beginning and end sounds in a word in order to decode unknown words.

Text: A day at Greenhill FarmFocus: To identify words with sounds that can be 6ipped.

Independent

Activities(20m perrotation)

Refer toActivityDetailstablebelow

Lucas Q, Lucas W (21) Nasreen,Moni (18) Computer iPad Word Work THRASS Big Book A L/L: Gabby’s Fast Ride Follow Up

Jordana, Pearl-Lyn (16)

Word Work THRASS iPad Big Book ATaking Care of

OurselvesFollow Up Computer

Narud, Ashleen,Arni , Kara, Amity (13) THRASS Word Work iPad Swimming Lessons Follow Up Computer Big Book A

Brendan , Sky, Ajaiveeer, Axel (10) Word Work Computer

Polar Animals inDanger

Follow Up THRASS iPad Big Book A

Alex, Laylla, Hasula (9)

THRASS Horse’s Hiccups Follow Up Computer iPad Read to Someone Word Work

Daniel S, Ayden, Aaron, Tasma, Cheny, Andrew (8)

Say Cheese Follow Up Computer Big Book A Read to Someone Word Work M/N: Everybody Feels Scared

Omar, Methvin, Jayda (6)

THRASS Big Book B Listen to Reading Mumps Follow Up GR - Josh’s Shop Follow Up

LivY, Kevin, Jj (5)

THRASS Word WorkKitty Cat and Fat

CatFollow Up Big Book B Listen to Reading Hide and Seek

Ethan, Christina, Angelica, Danny (4)

THRASS Mother Bird Follow Up Big Book B Listen to Reading Bumper Cars Follow Up

Chrystian, Daniel (3)

The Lazy Pig Follow Up THRASSListening to

ReadingHappy Face, Sad

FaceFollow Up Big Book B

TeacherGroup(20m)A Khun

AssessmentForm

Guided ReadingText/Level: Say Cheese (8)Focus: To use picture and initial blends to help read - ‘ph’ and ‘ch’. Review sight words - the, but, came, take. Model blending and stretching sounds to help read new words.Follow Up: complete the blend worksheet that focuses on initial sounds. Students areto .ll in the blank spaces while using the pictures to support their learning. They are then to write a silly sentence using one of the words.

Guided ReadingText/Level: Horse’s Hiccups (9) Focus: To chunk words into smaller parts to help read. Before reading, make predictions. Model chunking strategy - hic/cups, swoop/ed, tum/my, pat/ted, rub/bed.Follow Up: students will complete the chunking worksheet where they need to match the words in the left column to the the words in the right column to form longerwords and understandhow these words are chunked. They will then write a word thatcan be chunked.

Guided ReadingText/Level: Polar Animals in Danger (10)Focus: To chunk words into smaller parts to help read. Before reading, makepredictions. Model chunking strategy - gar/bage, hunt/ing, tank/ers, sea/birds, .sher/menFollow Up: studentswill complete the activity ‘Spin a Chunk’ where they use the pencil to spinon the wheel. Whichever word theyland on they must color the words around that have theword they landed on inside. For e.g. they land on ‘an’ they will color in the word ‘hand.’

Guided ReadingText/Level: Swimming Lessons (13) Focus: To chunk words into smaller known parts to help read. Model chunkingstrategy - swimm/ing, learn/ing,safe/ly, show/er, 6oat/ing, kick/ing.Follow Up: studentswill complete the chunking worksheet where they will use the ending sounds in the word list to complete the words on the left side. For e.g. learn/ing.

Guided ReadingText/Level: Taking Care of Ourselves (16)Focus: To 6ip soundswhen trying to decode diIcult words.

Guided Reading L/LText/Level: Gabby’s First Ride (21)Focus: To summarise the main eventsin the book.Follow Up: students will complete the ‘.ction stories’ worksheet. They will need to use the headings providedto summarize the main ideas in the story. Headings include: .rst, next, then and last.

Guided ReadingText/Level: Everybody Feels Scared (18)Focus: To track thoughts while reading - questions and connectionsFollow Up: students will need to identify a part in the story in which they made a connection with. They must draw a picture of this part anddescribe it. In the next box they willdescribe and draw a time that reminded them of what they read inthe story.

TeacherGroup(20m)

C RedshawAssessment

Form

Guided ReadingText/Level: The Lazy Pig (3)Focus: Recognising words at sight, lookingat the .rst sound in the word. Follow Up: Cut and paste the sentences into the correct order.

Guided ReadingText/Level: Mother Bird (4) Focus: Looking at initial sounds and pictures to decode unfamiliar words. Follow Up: Cut and paste the words into the correct order.

Guided ReadingText/Level: Kitty Catand Fat Cat (5) Focus: Looking at the sounds in the words and putting them together to decode. Follow Up: Fill in themissing words in the sentences from the book.

Guided ReadingText/Level: Mumps (6)Focus: Looking at the sounds in words and connecting thesesounds to the pictures. Does it look right? Follow Up: Cut and paste the pictures into the correct order.(sequencing/retelling)

Guided ReadingText/Level: Happy Face, Sad Face (3)Focus: Recognising words at sight, looking at the .rst sound in the word. Follow Up: Cut and paste words to matchthe opposites.

Guided ReadingText/Level: Bumper Cars (4)Focus: Looking at initial sounds and pictures to decode unfamiliar words. Follow Up: Looking at the pictures, write a brief sentence to retell the story.

Guided ReadingText/Level: Hide and Seek (5) Focus: Looking at the sounds in thewords and putting them together todecode. Follow Up: Fill in the missing common words in the sentences.

Kate Tairi /

Thy Kong

Guided ReadingText/Level: Josh’s Shop (6) Focus: Looking at the sounds in words and connecting these sounds tothe pictures. Does it look right? Follow Up: Draw a picture of Josh’s shop, copy the sentence and cut and paste the words into the correct order.

Aide GroupSage Davis

Support Lucas with assigned activities.

Aide GroupThy Kong

Literacy Support10 minutes each:Group 1-Ethan & AngelicaGroup 2- Jj & ChristinaPractise recording letters, saying the sounds and making cued articulation signs for the following:g, j, n, i e.Play sound/letter games: Tic Tac Toe, Frogs in the Lily Pond.

Literacy Support10 minutes each:Group 1- Chrystian & OmarGroup 2- Daniel & MethvinPractise recording letters, saying the sounds and making cued articulation signs for the following:g, j, n, i e.Play sound/letter games: Tic Tac Toe, Frogs inthe Lily Pond.

Working with Ponies on Big Book B activity

Working with Kittens on Big Book B activity

Guided ReadingText/Level: Josh’s Shop (6) Focus: Looking at the sounds in words and connecting these sounds tothe pictures. Does it look right? Follow Up: Draw a picture of Josh’s shop, copy the sentence and cut and paste the words into the correct order.

Literacy Support10 minutes each:Group 1-Ethan & AngelicaGroup 2- Omar & DannyPractise recording letters, saying the sounds and making cued articulation signs for the following:g, j, n, i e.

Share Time(5-10m)

Refer to Reading task board. Refer to Reading task board . Refer to Reading task board in classroom.

Refer to Reading task board in classroom.

Refer to Reading task board.

ACTIVITY DETAILS

Computer iPad THRASS Word Work Listen to Reading Big Book A/B

Early / Emergent

[Rhino, Zebras and Lions]Log onto Oxford Owl (class login). Read eBook - Little Mouse Deer and the Crocodile. Listen to the story twice, complete the activities and then record on the T-Chart provided, listing ‘i’ words from the book.

[GiraNes, Monkeys and Elephants]The Laughing Princess instead of Little Mouse Deer and the Crocodile.

Watch BrainPop Jr video on---

Students are to complete the activity worksheet focusing on the/i/ sound. They must .ll in the blanks, using the pictures to help them. After, they should write another word with the /i/ sound and draw a picture to support it, as well as, using it in a sentence.

Students are to complete a cloze activity with sentences from the big book. The words are verbs that must be chosen from the wordlist. Students are then to write a sentence with a verb of their choice and draw apicture.

Incorporated into Computer task.

Work independently to record adjectives identi.ed in the big book for describing ducklings and choose an animal of their choice to describe, using the graphic organizer.

Role Play / Beginning

N/A N/A Circle the picture with the short a sound. Trace the word and .ll in the missing letter.

N/A Watch and listen to the story onthe IWB - after you have read through the story twice, as a group complete the activities. PM GEMS Green, Little Chimp and the BuNalo.

Fill in the sentences about helping people. Who do you like to help and what do you do to help them? Draw a picture for each sentence.

Week 9 Planner Monday Tuesday Wednesday Thursday Friday

Period 1 9am – 10am

N u m e r a c y G r o u p s

Refer to Unit of Work document

P e r s u a s i v e W r i t i n g

D i g i t a l L i t e r a c i e s

Curriculum area: Information and Communications Technology Learning outcome: students continue to work on their Go Animate clip. They must show progress since the last session and have a clear story line to their project. Assessment: roving, observation and criteria sheet • Students are able to show

progress on their clip • Students begin to

understand the roles of persistence, and effort in completing tasks

• Expressing ideas and presenting information using ICT

• Exploring a range of ICT tools and simple techniques for visualising thinking

• Evaluate the final information product and describe how well it meets its purpose

Teaching focus: being able to effectively give clear expectations of the students at

Period 2 10am – 11am

I n t e g r a t e d Curriculum area: see attached table Learning outcome: students continue work on their project while identifying and reaching achievable goals during the session. Assessment: roving, observation and anecdotal notes • Students display progression in

their work • Students are focused and actively

involved in their work • Students identify their own learning

goals • Students who are sharing are able to

justify their answers when asked questions in relation to their project and provide reasoning in their decisions

Teaching focus: being able to give clear and concise instructions before the students are set to work. Background to the learning: students

L i t e r a c y G r o u p s Curriculum area: English Communication – responsiveness to ideas and information in a variety of oral, written and visual forms and on a range of topics and ideas Writing – create texts that take account of the needs and interests of familiar and some unfamiliar audiences (ACEL1694 Creating texts) - Use a range of software to combine

print, audio and visual elements to construct and publish texts (ACELY1697 Use of software)

- Speaking and Listening: discuss a response to or point of view about the effect of literary techniques (ACELT1603 Personal)

Learning outcome: students are aware of local and global news and can provide a written response to a news article. In addition, they are able to explain how an issue effects them, their community and

D i g i t a l P o r t f o l i o / I n t e g r a t e d Curriculum area: Personal Learning Learning outcome: students continue to work on their portfolio using the checklist as a guide that highlights what tasks they have or have not completed. They will use ICT and efficiently present and reflect on their own work completed throughout the year. Once they have completed their portfolio they must assist fellow peers who have not finished. It is only until then they are allowed to finish Integrated work. Assessment: roving, observation and checklist • Students are able to show progress on

their portfolio • Students reflect on the effectiveness

of the strategies they use in learning and recording and commenting on task outcomes

• Students begin to understand the roles of persistence, and effort in

D i g i t a l P o r t f o l i o / I n t e g r a t e d Curriculum area: Personal Learning Learning outcome: students continue to work on their portfolio using the checklist as a guide that highlights what tasks they have or have not completed. They will use ICT and efficiently present and reflect on their own work completed throughout the year. Once they have completed their portfolio they must assist fellow peers who have not finished. It is only until then they are allowed to finish Integrated work. Assessment: roving, observation and checklist • Students are able to show progress

on their portfolio • Students reflect on the effectiveness

of the strategies they use in learning and recording and commenting on task outcomes

• Students begin to understand the

have been working on their Integrated projects throughout the term and have only now begun to actually put the final pieces together. Integrated is a unit where students are able to choose a topic that they would like to create a project on. Resources: tablets, Integrated tub, whiteboard, and whiteboard marker. Introduction/Development: share time will begin with the three chosen students (Anna, Jessica and Dino). This time is usually structured with the student describing their project, their progress, challenges and their goal for today’s session. I will notify the class those students who are creating a stall or a fundraising type of event that the date is December the 11th. I will also aim to focus my time on these particular students; this includes writing their name on the board for conferencing (Nada and Emily). Consolidation, practice, and extension: while students continue work on their projects I will be available to conference with students whose names are on the board. While I am not conferencing, I will rove between students; checking up on where they are up to on their project. Closure: students will regroup into a circle in the learning space. We will continue on with the second half of share time. Anna, Jessica and Dino will share what they have achieved during the session and the class will provide feedback and comments. The students must discuss whether the progress is

the world. Assessment: roving, observation and checklist • Draw connections between personal

experiences and the worlds of texts, and share responses with others

• Discussing relevant prior knowledge and past experiences to make meaningful connections to the people places, events, issues and ideas in the text

• Exploring texts that highlight issues and problems in making moral decisions and discussing these with others

Background to the learning: students are continuing to develop the concept of responding to text using ICT and to real-life issues. Resources: tablets and checklist. Introduction/Development: as a class discuss what are the latest issues in the news today. Create a list of the student’s responses. Show students a snap shot of the video, Comet Landing and ask what they think it is about. We will watch the clip and respond to it as a class. - What was it about? - What is something new you learnt? - What did you find it interesting? - What could you learn more about

this topic? Allow students in pairs to respond to the video using the following prompts: - I liked…. - I think…

completing tasks • Expressing ideas and presenting

information using ICT • Exploring a range of ICT tools and

simple techniques for visualising thinking

• Evaluate the final information product and describe how well it meets its purpose

Teaching focus: being able to close the session and re-group students efficiently. Background to the learning: students have been working on their Digital Portfolio throughout the term. The portfolio accumulates reflections, objectives, videos and photos of their work. While, a lot of slides are complete there are still areas that are missing information. Resources: tablets and checklist. Introduction/Development: we will first check that every student has the two required checklist. As a class we will go through the checklist to see which students have or have not finished work. Students who have not finished will continue with their portfolio while those who have will get their work corrected by Julie and then continue to help their peers. Consolidation, practice, and extension: students will continue work on their Digital Portfolio using the checklist as a guide. Once they have finished a particular slide they must tick the “checked” column and then the teacher will check the “finished” column to ensure they have correctly completed the slide. Students need to be reminded that only

roles of persistence, and effort in completing tasks

• Expressing ideas and presenting information using ICT

• Exploring a range of ICT tools and simple techniques for visualising thinking

• Evaluate the final information product and describe how well it meets its purpose

Teaching focus: being able to close the session and re-group students efficiently. Background to the learning: students have been working on their Digital Portfolio throughout the term. The portfolio accumulates reflections, objectives, videos and photos of their work. While, a lot of slides are complete there are still areas that are missing information. Resources: tablets and checklist. Introduction/Development: we will first check that every student has the two required checklist. As a class we will go through the checklist to see which students have or have not finished work. Students who have not finished will continue with their portfolio while those who have will get their work corrected by Julie and then continue to help their peers. Consolidation, practice, and extension: students will continue work on their Digital Portfolio using the checklist as a guide. Once they have finished a particular slide they must tick the “checked” column and then the

the beginning of the lesson Background to the learning: in literacy students have been developing reading comprehension skills. They have created a narrative previously in Digital Literacies and are now creating an animation clip that interprets what their narrative is about; through the use of ICT and their skills learnt in Literacy. This area of work incorporates features from both English and Information and Communications Technology. Resources: tablets and criteria sheet. Introduction/Development: the teacher will collect Rapid Readers from the students for checking. The class will discuss the criteria sheet that they created and will later be assessed against for their animation clip created. Consolidation, practice, and extension: students will continue work on their Go Animate and must check against the criteria sheet that they are meeting all the requirements. We will do this for 20 minutes before regrouping again for 10 minutes to watch and grade two groups work against the criteria. The students will then continue

acceptable and what their goal is for the next session.

- I found it interesting… Consolidation, practice, and extension: we will watch the video Future Careers and respond to it emphasizing how the issue affects them. - How does this issue affect you? - Your community? - The world? - This affects me because… - This affects the community

because… - This affects the world because… Closure: as a class we can discuss what the students have learnt and some students can share their postings for the Future Careers clip. We can also discuss how these video clips help us learn; for example it allows us to explore an issue closely online.

until they have checked everything on their list that they will get their worked approved by the teacher. If they have any questions in regards to the portfolio or checklist they will use the conferencing board to write their name and I will assist them. The students who have the most things to do on their checklist (which will we establish in the introduction phases) will work with a student who has completed their digital portfolio. That means, Integrated should be the last thing to complete, as these students should be helping their peers. Closure: students will regroup in the learning area and if time permits we will share what they have completed during the session. Students must show some progression from the last session and their checklist can verify this. We will allow students who received help from a peer to say thank you.

teacher will check the “finished” column to ensure they have correctly completed the slide. Students need to be reminded that only until they have checked everything on their list that they will get their worked approved by the teacher. If they have any questions in regards to the portfolio or checklist they will use the conferencing board to write their name and I will assist them. The students who have the most things to do on their checklist (which will we establish in the introduction phases) will work with a student who has completed their digital portfolio. That means, Integrated should be the last thing to complete, as these students should be helping their peers. Closure: students will regroup in the learning area and if time permits we will share what they have completed during the session. Students must show some progression from the last session and their checklist can verify this. We will allow students who received help from a peer to say thank you.

work for another 20 minutes and again in the last 10 minutes of the session we will go through another groups animation clip. Closure: students will collect their reader and stickers if they have read 5 or more times during that week.

Period 3 11:30am – 12:30pm

R e a l i t y G r o u p s Curriculum area: The Arts Learning outcome: students are to demonstrate and refine the movement sequences to their dance routine to the Christmas song, Santa Clause is Coming. Assessment: observations • Students create movement

sequences based on ideas and feelings suggested by one or more images viewed in class

• Students display cooperation and

Period 4 12:30pm – 1:30pm

D i g i t a l P o r t f o l i o Curriculum area: Personal Learning Learning outcome: students continue to work on their portfolio using the

LESSON PLAN

Learning Outcome(s)/Standard(s):

Students will explore different elements of literacy from identifying homophones, comprehension during the reading circle or focusing on word blends. The outcome/standard is a broad range when it comes to reading rotations.

Indicators

! Students are able to self-correct their own writing e.g. improving meaning, spelling or punctuation

! Students completing the reading circle activity can discuss characters and events making connections to personal experiences or making connections through text-to-text

! Through working in groups students engage in conversation and discussion ! Reading groups encourages students to highlight the different types of

punctuation.

Assessment: Criteria

! Reread student's own texts and discuss possible changes to improve meaning, spelling and punctuation (ACELY1662).

! Write using unjoined lower case and upper case letters (ACELY1663). ! Discuss characters and events in a range of literary texts and share personal

responses to these texts, making connections with students' own experiences (ACELT1582).

! Engage in conversations and discussions, using active listening behaviours, showing interest, and contributing ideas, information and questions (ACELY1656).

! Recognise that different types of punctuation, including full stops, question marks and exclamation marks, signal sentences that make statements, ask questions, express emotion or give commands (ACELA1449).

Teaching Focus:

A. Understanding the process of shared reading (chosen by Associate Teacher). B. Encouraging students to recognise the different literacy focuses for reading time.

Lesson Topic: Reading Rotations Date: 19th June, 2013

AusVELS Domain(s): English Grade(s)/ Year Level(s): 1 & 2

AusVELS Substrands Dimension(s) or Religious Education Guideline:

Duration of Lesson: 50 minutes

Background to the learning:

1. Teacher

Seeking advice from Associate Teacher who strongly recommended that shared reading and reading rotations help expand the repertoire of English usage which is also supported by learning standards of AusVELS.

2. Pupil

Day three of reading rotations.

Lesson Resources:

! Big books – There was an Old Lady who Swallowed the Sea/What’s for Dinner? ! Comprehension booklet ! Interactive whiteboard – Sunshine Online > Tricky Tricks ! Guided reading books ! Reading circle books ! Retell A Story cubes ! Oral language picture cards ! Homophones jigsaw ! Reading exercise books ! Stationary (grey leads, coloured pencils, erasers)

Content of Lesson:

Development/Consolidation and Practice

A. Shared Reading Groups 15 mins

Focus Group 1 (Christian, Abulu, Victoria, Sasvini, Bradley, Trisha, Kavvin, Namitha, Asvin, Simon, Antonio): There was an Old Lady who Swallowed the Sea -Syllabification, asking questions and adjectives.

Focus Group 2 (Anna, Lii, Lado, Marie-Belle, Tyrese, Liana, Dagbayosa, Tanya, Talei, Namitha, Tristan, Shown, Beadjowk, Tanya): What’s for Dinner? – Reading on, self-correcting and comparing and contrast (Venn diagram).

B. Rotation Groups 25 mins

Guided Reading Groups-

Focus Group 1: students will be introduced to the short story School Bag Then and Now. Students will highlight the similarities’ in the story in red and the differences in blue. They will then begin a comprehension activity identifying the similarities and differences – comparing and contrasting.

Focus Group 2: students will continue the comprehension activity of comparing and contrasting elements of the story School Bag Then and Now. Students will begin constructing their accompanying Venn diagram.

Interactive White Board: students will explore the word blend ‘tr’ through the literacy activity on the website Sunshine Online. Students will identify ‘tr’ words and what

words contain that particular word blend. Students will also use the words in sentences and highlight the focused word blend.

Reading Circle: students will read the book Fox in Socks by Dr. Seuss. After finishing the book they must use the Retell a Story cubes and answer the questions that are rolled. E.g. what was the problem in the book? Who were the main characters? How would you change the stories ending?

Oral Language: whilst the teacher reads a passage of a story to the students, the children will arrange four pictures into a sequence of events that are related to the story. They must also write a story in their own words using the pictures.

Word Game: students will discover the different possible homophones. The word game allows students to identify pairs of homophones. They must join the jigsaw pieces together accompanied by the matching words and picture. E.g. a row of roses or a rose and a dog’s tail or a story tale. Students must write the homophones in their book and use the homophone in a sentence to show that they clearly understand the words meaning.

C. Closure 10 mins

After students complete the activity, everyone will return to the discussion area and share what they liked about the activity they were completing. The teacher will ask them to review their experiences in the activity and discuss what information can be learnt from it.