warwick farm literacy program stage 1 -...

NSW, Department of Education and Training

Warwick Farm Literacy Program Stage 1

The is a modified version of the original Warwick Farm Literacy Program

Lesson 1 –Preparing and Concepts of Print

Outcome ContentEN1-4A recognise a clause as a complete message or thought expressed in words, noun–pronoun

agreement, conjunctionsunderstand that nouns representpeople, places, things & ideas & can be, eg, common, proper, concrete or abstract, & that noun groups/ phrases can be expanded using articles & adjectivesunderstand patterns of repetition &contrast in simple textsunderstand how sentencepunctuation is used to enhancemeaning & fluencypredict author intent, series ofevents and possible endings in animaginative, informative & persuasive textdiscuss the use of text connectives, eg sequencing ideas, indicating time

EN1-7B understand the use of vocabulary about familiar & new topics & experiment with & begin to make conscious choices of vocabulary to suit audience & purpose

EN1-8B understand concepts about print & screen, including how different types of texts are organised using page numbering, tables of content, headings & titles, navigation buttons, bars & linksunderstand how text structurecontributes to the meaning of textsknow some features of textorganisation including page & screen layouts, alphabetical order, & different types of diagrams, eg timelinesunderstand simple explanations in diagrammatic form, including flowcharts, hierarchies, life cycles

EN1-9B understand that ideas in texts can beorganised to enhance meaning using sentences & paragraphsbegin to understand that choice ofvocabulary adds to the effectivenessof textexplore differences in words thatrepresent people, places & things (nouns, including pronouns), happenings & states (verbs), qualities (adjectives) & details such as when, where & how (adverbs)

recognise that time connectivessequence information in textsrecognise that different types of punctuation, including full stops, question marks & exclamation marks, signal sentences that make statements, ask questions, express emotion or give commandsrecognise that capital letters signalproper nouns & commas are used toseparate items in listsexperiment with the use of quotedspeech/direct speech (direct) & reported (indirect) speech

EN1-10C engage in wide reading of self- selected and teacher-selected texts, including digital texts, for enjoyment,& share responses

Lesson 1 –Preparing and Concepts of PrintMain IdeaStudents will begin to access the print and digital texts by participating in a variety of pre-reading activities. These activities will stimulate imaginative and creative thoughts and discussion, preparing students for the information, vocabulary, visual, and auditory stimulus that will be found in the text. This will also enable students to develop their background knowledge and vocabulary relevant to the topic.

Preparation/ Resources Print and digital textStimulating questionsQuestion Charts

Lesson Sequence Show the class the text. Discuss how the text might be viewed. Book / Poster

up the correct way, reading right to left, return sweep, turning pages, parts of print and digital texts etc.

Ask the class what they think it might be about ? Ask the student to they see any text or symbols they might know ? Ask the students :

What do we already know ? What would you like to know? What words do you think we will see / hear in the text ?

Read / Listen / Show the text to the students. Is this an Imaginative text/ Persuasive text or an Informative Text. Discuss / recognise the key differences between imaginative and informative texts. What is the purpose of this text ? Who is it written for (Audience) ? How do you know ?

Re read it explicitly noting appropriate reading behaviours and explicitly teaching reading strategies.

Discuss the Grammar / Vocabulary/ Punctuation focus – find it in the text Discuss with student beginning / middle/ end of the story Discuss how the different parts of the print and digital text ( Multi Model) impact of the meaning

of the text. Explicitly discuss the Visual Literacy features of the text.

Alternative Activities

Mind maps instead of charts Drawings of predictions Use of colours Simple words Use only some of the charts Use of ‘What’s in my head’ poster Use of graphics to prompt discussion Reference to plans and posters of text types

Deep Knowledge Deep Understanding Problematic Knowledge

Higher-Order Thinking Metalanguage Substantive

CommunicationExplicit Quality Engagement High Expectations Social Support Students’ self- Student Direction

Criteria regulationBackground Knowledge Cultural Knowledge Knowledge

Integration Inclusivity Connectedness Narrative

Lesson 2 – The Key Ideas

Outcome Content

EN1-4A recognise grammatical patterns to enhance comprehension, eg actionverbs, words or groups of words that tell who, what, when, where & howidentify the parts of a simple sentence that represent 'What'shappening?', 'Who or what is involved?' & the surrounding circumstancesidentify word families & word origins to understand the meaning of unfamiliar words, eg base words, rhyming words & synonyms

distinguish between fact & opinion in persuasive textsEN1-9B understand that paragraphs are used to organise ideas

understand that simple connections can be made between ideas by using a compound sentence with two or more clauses usually linked by a coordinating conjunctionrecognise that a preposition placed in front of a noun group can show where, when, eg 'on the box' (where), 'before my birthday' (when)

EN1-10C predict & discuss ideas drawn from picture books & digital stories

EN1-12E develop an understanding of how a rich text environment underpins learningrecognise and begin to understand that there are different ways of learning in English

Lesson 2 – The Key Ideas

Main IdeaStudents will extend their vocabulary needed to interact in understand the text as well as select the key ideas and information found in the text.Preparation/ Resources“Reading the Text “ chartKey Ideas Chart

Lesson Sequence Read / Show / Listen to the print or digital text. Review the previous lesson, with particular focus on the text type and the

beginning / Middle / End of the text. Ask the students:

Who is in the text ? What happened? When was this set ? Where was it set? Is the text fact or is it opinion ( Where appropriate)

Is this text similar to anything else we have read or seen ? Add to the word wall from yesterday on new words they have seen or heard.

Discuss the meaning of theses word. Can they mean different thing? Explicitly look at work families which may be present.

Discuss how ideas are arrange in paragraphs Discuss the connectives and explicitly show where they are in the text. Complete the Key Ideas Poster – Explicitly teaching that sentences are key

units for expressing ideas. What key ideas can be seen throughout the text ?

Alternative Activities Teacher reads the text instead of students Use of a who, when, where chart Use the highlighter tool Mind map Acting/ Drama to depict the main idea Story maps Use of diagrams instead of words

Focus on lead sentence of each paragraph



CommunicationExplicit Quality

Criteria Engagement High Expectations Social Support Students’ self-regulation Student Direction

Background Knowledge Cultural Knowledge Knowledge


Lesson 3 – Understanding

Outcome Content

EN1-4AEN1-4A

use comprehension strategies to build literal and inferred meaning & begin to analyse texts by drawing on growing knowledge of context, language & visual features & print & multimodal text structuresuse background knowledge of a topic to make inferences about the ideas in a text

EN1-7B make inferences about character motives, actions, qualities & characteristics when responding to texts

EN1-8B understand that texts can draw on readers' or viewers' knowledge of texts to make meaning & enhance enjoyment, eg comparing fairytales

EN1-10C recreate texts imaginatively using drawing, writing, performance & digital forms of communicationuse creative & imaginative features in role-play & dramajointly adapt a well-known text for a different audience & purpose

Lesson 3 – Understanding

Main Idea

Students will maximise their understanding of a text by gaining a deep understanding of the text through various mode of deconstruction and questioning.

Preparation/ Resources Here, Hidden Head charts

Lesson Sequence Explain to students that during today’s lesson we will be maximising their

understanding of the text. Re read / view the print or digital text. Use one or more of the ideas below to allow student to explore and

demonstrate their understanding of the text.

Formulate Head / Hidden / Head questions Formulate questions for collaborative discussion based on the Super Six Deconstruct a sentence to grammar / vocabulary and meaning. Have

student do a cut and paste activity Retell the story with a focus on the Main Idea Create Visuals that reflect character, setting and events Sequencing of the story. Retell the text through performance, use of illustrations and images. Cloze passage Formulate questions from Blooms Taxonomy Have students create a review or video blog about the text. Hot Seat Use DeBono’s Thinking hats to stimulate collaborative discussion Re-write as a diagram / carton/ picture Adapt for a different audience and purpose.







Lesson 4 – Responding Reflecting and Evaluating Outcome

Content

EN1-4A discuss different texts on a similar topic, identifying similarities & differences between the texts• identify the cohesive links between pronouns & people and thingssequence a summary of events & identify key facts or key arguments in imaginative, informative & persuasive textsidentify visual representations of characters' actions, reactions, speech & thought processes in narratives, & consider how these images add to or contradict or multiply the meaning of accompanying wordscompare opinions about characters, events & settings in & between texts

EN1-7B compare different kinds of images in narrative and informative texts & discuss how they contribute to meaning

EN1-8B respond to a range of literature & discuss purpose & audience

EN1-9B understand how texts are made cohesive through resources, eg word associations, synonyms, & antonyms

recognise, discuss & use creative word play, eg alliteration & onomatopoeia

EN1-10C recognise the way that different texts create different personal responsesrespond to a wide range of texts through discussing, writing & representingrecognise & begin to understand how composers use creative features to engage their audienceidentify & compare the imaginative language used by composers

identify creative language features in imaginative texts that enhance enjoyment eg illustrations, repetitionrecognise similarities between texts from different cultural traditions, eg representations ofdragons in traditional European & Asian textsexpress a range of feelings in response to a text

EN1-11D recognise & begin to understand that their own experience helps shape their responses to & enjoyment of textsidentify aspects of different types of literary texts that entertain, & give reasons for personal preferencesdiscuss how depictions of characters in print, sound & images reflect the contexts in which they were createdrecognise simple ways meaning in texts is shaped by structure & perspectiverespond to texts drawn from a range of cultures & experiencesidentify features of texts from arange of cultures, including language patterns & style of illustrationdiscuss characters & events in a range of literary texts and share personal responses to these texts, making connections with students' own experiencesdiscuss the place of Dreaming stories in Aboriginal & Torres Strait Islander life

identify, explore & discuss symbols of Aboriginal & Torres Strait Islander culture & recognise recurring characters, settings & themes in Dreaming storiesexpress preferences for specific texts & authors & listen to the opinions of othersrespond to a range of texts, eg short films, documentaries & digital texts, that include issues about their world, including home life & the wider community

Lesson 4 – Responding, Reflecting and Evaluating

Main Idea

Students will demonstrate their understanding of the text, by responding to the text, reflecting, comparing and evaluation the text.

Preparation/ Resources

Lesson Sequence Review the purpose of the print or digital text and the text type. Reread the text and develop a structured overview as you go.

Tell me about our text ? ( Record on mind map or similar device) Have student identify other similar texts What were the important features of the text and how did they make

an impact on the reader ? Is this text similar to something you know / do ? How ? How is the language / words used in the text different to what you use

at home or school ? What different points of view seen in the text ?

Discuss if the students enjoyed the text. Why or why not ? What was hard understand in the text ?








Lesson 5 –Deconstruct and Plan To Write

Outcome Content

EN1-2A understand how planning, composing & reviewing contribute to effective imaginative,informative & persuasive texts

compose a range of written forms of communication, including emails, greeting cards & letters

use effective strategies to plan ideas for writing, eg making notes, drawing, using diagrams, planning a sequence of events or information

plan, compose & review simple imaginative, informative & persuasive texts on familiar topics

create short imaginative, informative and persuasive texts using growing knowledge of textstructures & language features for familiar & some less familiar audiences, selecting print & multimodal elements appropriate to the audience & purposeunderstand the process of planning, drafting & publishing imaginative, informative &persuasive texts

experiment in all aspects of composing to enhance learning &enjoyment

EN1-7B identify the audience of imaginative, informative & persuasive texts

discuss some of the different purposes for written & visual texts

understand that different types of texts have identifiable text structures& language features that help the text serve its purpose

describe some differences between imaginative informative & persuasive texts

discuss the characters & settings of different texts & explore howlanguage is used to present these features in different ways

compose & review written & visual texts for different purposes & audiences

draw on personal experience & feelings as subject matter to compose imaginative & other texts for different purposes

EN1-8B recognise a range of purposes & audiences for imaginative, informative & persuasive print & visual texts

identify how imaginative, informative & persuasive texts can vary in purpose, structure & topic

EN1-10C identify that different texts have different organisational patterns & features for a variety of audiences

recognise the place of ancestral beings in Aboriginal & Torres Strait Islander Dreaming stories

EN1-11D discuss aspects of imaginative texts such as setting & dialogue, making connections with students' own experiences

identify, explore & discuss the morals of stories from a variety of cultures, eg Asian stories, & identify their central messages

EN1-12E begin to discuss different ways we learn to read & write

discuss some of the ways that story can be reflected in a variety of media, eg film, music & dance

Lesson 5 –Deconstruct and Plan to Write

Main IdeaStudents will review the deconstruction of the Modelled Reading text/s and the structured overview in order to jointly plan for writing.

Preparation/ ResourcesAll Modelled Reading charts used in the deconstructionStructured OverviewsPlanning for writing sheetA wider variety of plans are available in a labelled folder in the photocopying room.

Lesson Sequence Re read / view the print or digital text. Explicitly teach and discuss :

Text Type / Written Form, discussing the differnces Audience Purpose Main Idea Character Setting Title Illustrator Author Grammatical features ( If appropriate) Moral

Use a planning sheet, and as a class, develop a class plan for jointly constructing a print or digital text. Continually refer back to text structure and specific features of the text e.g. verbs, technical vocabulary, etc.

Focus on the POWER process – Plan, Organise, Write, Edit, Rewrite


Peer AssessmentSelf Assessment







Lesson 6 - Writing Together

Outocme ContentEN1-2A experiment in all aspects of composing to enhance learning & enjoyment

experiment in all aspects of composing to enhance learning & enjoyment

EN1-9B begin to organise ideas into paragraphs when composing texts

compose sentences effectively using basic grammatical features & punctuation conventions

use subject/verb & noun/pronoun agreement when composing texts & responding to texts orally & inwriting

demonstrate the use of more precise vocab to describe emotions & experiences when writing

EN1-11D compose simple print, visual & digital texts that depict aspects of their own experience

EN1-12E jointly develop criteria for assessing their own & others' presentations or compositions with teacher guidance

Lesson 6 - Writing Together

Main IdeaAs a whole class, the students will participate in the joint construction of a specific text type.

Preparation/ Resources

Planning for writing sheetModelled writing pad/ computer/ IWBEditing chart

Lesson Sequence Use this opportunity to experiment with basic visual, multimodal and

digital processes to express simple ideas. Using the class plan, all students participate in a joint construction of the

text. Specific focus needs to be on : Text Type / Written Form / Structure Audience Purpose Main Idea Character Setting Grammatical features ( If appropriate)

As each point is used from the plan, tick it off so that students can see how the plan is used and ensure all points are included in the Joint Construction.

Discuss how to construct words, sentences, language features and pictures to enhance the text.

If time permits, use the editing chart to edit the text as a class. This is an excellent opportunity to model to students the editing process, so that they have the skills to edit their own writing independently.








Lesson 7 – Ready to Write

Outcome ContentEN1-2A draw on personal experience & topic knowledge to express opinions

in writingexperiment in all aspects of composing to enhance learning & enjoymentuse effective strategies to plan ideas for writing, eg making notes, drawing, using diagrams, planning a sequence of events or information

experiment in all aspects of composing to enhance learning & enjoyment

use effective strategies to plan ideas for writing, eg making notes, drawing, using diagrams, planning a sequence of events or information

EN1-12E develop an awareness of criteria for the successful completion of tasks

Lesson 7 – Ready to Write

Main IdeaStudents will participate in the completion and editing of the joint construction and will complete an individual plan in preparation for independent writing.

Preparation/ Resources Planning for writing sheetModelled writing pad/ computer/ IWBEditing chartIndividual Planning sheets

Lesson Sequence If needed, complete Joint Construction and editing.

Give students individual planning sheets, as well as a criteria goal sheet and self assessment , which includes their own personal Data Wall goals.

Students independently complete own simple plans. This can be completed through a variety of ways to meet the needs and skill level of the student. For Example drawing, cut and paste activities, simple word answers or collaborative work

NOTEThis provides an excellent opportunity for teachers to withdraw a small group of students to work with while the other students are completing independent plans. The focus could be on a support group or an ‘extension’ group e.g. working with students who are up to writing complex sentences.








Lesson 8 – Going it Alone

Outcome ContentEN1-2A draw on personal experience & topic knowledge to express opinions in writing

create events & characters using different media that develop key events & characters from literary texts

compose texts supported by visual information on familiar topics

EN1-9B begin to organise ideas into paragraphs when composing texts

compose sentences effectively using basic grammatical features & punctuation conventions

use subject/verb & noun/pronoun agreement when composing texts & responding to texts orally & inwriting

demonstrate the use of more precise vocab to describe emotions & experiences when writing

Lesson 8 – Going It Alone

Main IdeaStudents will participate in the completion and editing of the joint construction and will complete an individual plan in preparation for independent writing.

Preparation/ ResourcesPlanning for writing sheetModelled writing pad/ computer/ IWBEditing chartIndividual Planning sheets

Lesson Sequence Students review individual plan for writing. Children begin draft of the print or digital text independently. Remind

students to use their plan to guide them and to refer to the joint construction. Ensure that they consistently reviewing their work in intervals to check that it makes sense and to complete any editing.

NOTEThis provides an excellent opportunity for teachers to withdraw a small group of students to work with while the other students are completing independent plans.

This could also be a good time for feedback to the students to see if Data Wall goals are being achieve.Alternative Activities







Lesson 9 Polishing and Refining

Outcome ContentEN1-2A create events & characters using different media that develop key events & characters from literary texts


reread and edit text for spelling, sentence-boundary punctuation & text structure

Lesson 9 Polishing and Refining

Main IdeaStudents will complete their independent writing and will use the editing chart, a peer or peers and the teacher, to polish and refine their draft.

Preparation/ ResourcesWhole class Joint constructionIndividual planning sheetIndependent draftEditing chart

Lesson Sequence Students continue writing their draft text. On completion of writing, students will use the editing chart to polish and

refine their writing.

Note : At this stage, you may use a sample of a student’s independent writing to demonstrate to the whole class or small groups the editing process using the chart.

When students have edited their draft independently they can then work with a peer or peers to edit and discuss their work before conferencing with the teacher.








Lesson 10 Publishing

Outcome ContentEN1-2A compose a range of written forms of communication, including emails, greeting cards & letters


create short imaginative, informative and persuasive texts using growing knowledge of text structures & language features for familiar & some less familiar audiences, selecting print & multimodal elements appropriate to the audience & purpose

understand the process of planning, drafting & publishing imaginative, informative & persuasive texts

develop an awareness of issues relating to the responsible use of digital communication

experiment with publishing using different modes & media to enhance planned presentations

compose a range of written forms of communication, including emails, greeting cards & letters


create short imaginative, informative and persuasive texts using growing knowledge of textstructures & language features for familiar & some less familiar audiences, selecting print & multimodal elements appropriate to the audience & purpose

understand the process of planning, drafting & publishing imaginative, informative & persuasive texts

create events & characters using different media that develop key events & characters from literary texts


EN1-7B compose & review written & visual texts for different purposes & audiences


compose & review written & visual texts for different purposes & audiences


EN1-11D compose simple print, visual & digital texts that depict aspects of their own experience

EN1-12E develop an awareness of criteria for the successful completion of tasks

Lesson 10 Publishing

Main IdeaStudents will complete a self assessment to ensure that they have fulfilled the criteria of the text type and then they will publish their writing by hand or using computer technology.

Preparation/ ResourcesIndependent draftStudent self assessment sheetPublishing sheetComputer

Lesson Sequence Jointly complete a self assessment and criteria mark their draft to ensure

they have included all components necessary for their text type and give feedback on their Data Wall goals.

Have students share their writing with peers from their class / other classes and with members of the school.

Students publish their work. This can be done through a variety of print and digital forms.

Alternative ActivitiesPublishing work can be in a variety of ways. This may include, handwriting, posters, digital media, videos etc.







warwick farm literacy program stage 1 -...

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