pialbastateschool.files.wordpress.com · web viewpialba state school: english year 4 semester 1...

PIALBA STATE SCHOOL: ENGLISH YEAR 4 SEMESTER 1 UNITS 1, 2 & 3 UNIT PLAN

Deep Learning Inquiry Cycle QuestionIn this unit students will learn. Student will:

Unit 1 – Plan a new chapter for a familiar narrative

In this unit students read a narrative and examine and analyse the language features and techniques used by the author. They create a new chapter for the narrative for an audience of their peers.

Unit 2 – Interpreting and evaluating PoetryIn this unit students will read and listen to a range of humorous poems by different authors. They will identify structural features and poetic language devices in humorous poetry. They will use this knowledge to innovate on poems and evaluate the poems by expressing a personal viewpoint using evidence from the poem.

Unit 3 – Creating a traditional story

In this unit students read and analyse traditional stories from Asia and from Aboriginal peoples' and Torres Strait Islander peoples' histories and cultures. They demonstrate understanding of the stories by identifying structural and language features, finding literal and inferred meaning and explaining the message or moral. Students plan, create and present a traditional story which includes a moral for a younger audience.

Pedagogical Practices Levering Digitally Learning Environments Learning PartnershipsPedagogical Practices are used to design, monitor and assess learning.

Leveraging digital accelerates access to knowledge beyond the classroom and cultivates student driven deep learning.

Learning Environments foster 24/7 interaction in trusting environments where students take responsibility for their learning.

Learning Partnerships are cultivated between and among students, teachers, families and the wider environment

Continual Feedback loop / monitoring

Whole class explicit instructionSmall group instructionElbow partner/peer collaborationGradual release model

Check in / Check out (thumbs up) strategies

How can we incorporate digital literacy skills students are learning in other KLA’s to enhance our English planning?

Have you provided purposeful spaces for guided/modelled and shared reading?Are we using anchor charts and artefacts around the room and referring to them?Is there space for students to be collaborating?

What have we got coming up that we can frame our English work around?

Deep Learning Competency Focus: (Focus from 2019 beyond other than Year 4 NPDL Planning 2018)

1 of 71DiT_YP-02Band_U1_AT_COW

Assessment (D – Diagnostic, M- Monitoring, S – Summative)Week D-F-S Assessment Title

Week 3 TERM 1 D Pat- R Testing

Week 5 TERM 1 S Write a New Chapter

Week 6 TERM 1 M Reading Comprehension

Week 10 TERM 1

D PM / Probe Benchmark

Week 2 TERM 2 S Evaluating Poetry

Week 3 TERM 2 M Reading Comprehension

Week 5 TERM 2 D PM / Probe Benchmark

Week 6 TERM 2 S Create a Traditional Story

Collaboration Creativity Critical Thinking Citizenship Character Communication


Planning is sequenced across the Term or Semester. Timings of Units are based on data and school timetabled events

KLA: ENGLISH Year Level Team: Semester 1 (Units 1, 2 & 3)

WALT/WILF/TIB(The What)

Active Learning Engagement(The How)

Check for Understanding

Internal monitoring data Formative

(Feedback)

DifferentiationContent: What

Process: Pedagogy – HowProduct: Check for Understanding

Resources

Before Unit commences: As a Year Level Team analysis of data based on end of Year 3 English / Naplan Data, Literacy Continuum combined with A-E results / Internal Monitoring from Class Dashboard) Teachers identify student’s results and place this on a class “Differentiation Surfboard” – Identify Higher Level students. As a cohort meet to discuss (Pat – R Diagnostic data) Teachers set priorities as a team for reading.

Unit 1 – Plan a new chapter for a familiar narrative (Five Week Unit)Walt: Revise the structure and language features of a narrative.

Wilf: Identify the parts of a narrative. Recognise how language features helped to build a character.

Tib: To be an engaging writer we need to build tension and create interesting characters.

Each lesson KWL and Vocab developmentSpend a short time at the start of each lesson revising concepts and enhancing understanding and fluency.

Revise Narrative Structure /language features: Teacher activates prior knowledge around narratives.

As a whole class brainstorms a list a characteristics and features of a narrative.

Students use elbow partners to discuss key questions that may include (What type of narratives do you enjoy reading? Why?) Choose one partner to feed back to the class about personal narrative preference

Explicit lesson – Teacher models deconstructing a familiar narrative into its three main parts (orientation, complication, resolution). Highlighting what text features go into each part. As a whole class, create an anchor chart on narrative structure.

Small group instruction - Multiple exposures to various short narratives, through modelled, shared and guided reading groups.

Teacher introduces focus text “The Twits” and activates student’s prior knowledge by asking students to consider text type, purpose, making a connection and predicting what the text will be about.

As a whole class teacher models how to visualise a

Formative (Feedback)Check students understanding

Formative – writing sample to form baseline data

Monitor student responses when sharing prior knowledge of narratives

Identify any students who may require more scaffolding in narrative text structure

L2B

Allow 'wait time' for the student to process information

Plan for visual supports to instruction.

Break tasks into smaller, achievable steps.

Use small group instruction and cooperative learning strategies

Students can listen to and view narratives multiple times

Share ideas and responses with peer buddy or on digital device

U2B

Expose to more technical or specific narrative vocabulary.

Extend with students choice of extra study – ensure one-to-one conferences to allow student to share their work.

Can recall narrative structure and connect text features that belong in each different part the beginning, complication and resolution

English Digital Resource Libraryhttps://learningplace.eq.edu.au/cx/resources/file/4ca676d1-7cda-d63c-5f7a-ab29a30c0c90/4/index.html

Visual Wall Novel – The Twits by

Roald Dahl You tube clips – variety

of short narratives Learning Objects –

Narrative structure Study ladder Story board Character profile

template Grammar Rants Vocabulary

PowerPoints


https://learningplace.eq.edu.au/cx/resources/file/4ca676d1-7cda-d63c-5f7a-ab29a30c0c90/4/index.html



character, introducing noun groups that describe the characters physical/ personality traits.

In small groups, choose another text character and create a character profile (visual drawing) using noun groups from the texts

As a whole class start a visual wall based around “The Twits” that can be added to as the unit progresses.

language features vocabulary text type structure story board Revision of sentence structure Quick writes using highly engaging stimulus Reading focus novel “The Twits”

Identify character traits from pictures rather than text and use a character profile template to write a short response using nouns and noun groups supplied by teacher

Use technology to record students work; e.g. digital photography

Can locate and identify multiple noun groups and how the author has used them to build a portrayal of the character

Can build a character profile using specific vocabulary from the text to write about the characterUse computers to reduce the additional practice of concepts and skills – Compact the curriculum where possible


Planning is sequenced across the Term or Semester. Timings of Units are based on data and school timetabled eventsKLA: ENGLISH Year Level Team: Semester 1




Internal monitoring data

Formative (Feedback)


Process: Pedagogy – HowProduct: Check for

Understanding

Resources

Walt: Explore language features and how they contribute to the narrative.- Understand how direct speech can help build character traits

Wilf: Locating and identifying where the author has used specific language features and the explain the effect it has on the readerLocating direct speech in text and making inferences from that language

Tib: Incorporating different language features makes our writing more interesting.


Language Features and how they are used:

Through modelled, shared and guided reading provide opportunities for students to listen to, read and view texts with a traditional narrative structure with a focus on

- narrative structure (orientation, complication, resolution)- Locating direct speech in text and making inferences

from the language used

Teacher models how to locate time connectives and pronoun referencing to create cohesion by highlighting these directly in the text

- Adverbs and prepositional phrases to paint a clearer picture

Using the focus text and build it up, break it down strategies, teacher models how to track and re-read text multiple times in order to make inferences from the language in the text

Through small group instruction and think, pair, share activities students practise

- construction of sentences using grammar functions and punctuation

- use of appropriate language features

Use of vocabulary that suits the purpose

Formative FeedbackCheck students understanding through:

Observe students responses and discussion during small activities.

L2B


Use audio poetry for students to listen to multiple times



Use technology to record students work; e.g. digital photography,

U2BExpose to more technical or specific narrative vocabulary.


Use computers to reduce the additional practice of concepts and skills – Compact the curriculum where possible.


Visual Wall Novel – The Twits You tube clips Learning Objects Study ladder Story board Character profile

template Grammar Rants Vocabulary PowerPoints 7 Steps to writing –

direct speech Grammar by Rod

Campbell

Verb Group worksheet C2C






KLA: ENGLISH Year Level Team: Semester 1WALT/WILF/TIB

(The What)Active Learning Engagement

(The How)Check for

UnderstandingInternal monitoring

data Formative (Feedback)



Resources

Walt: Create well-constructed paragraphs

Wilf: Topic sentence, explanations, elaborations

Tib: It will assist you in writing all texts using paragraphs


Constructing Paragraphs

Through modelled, shared and guided reading provide opportunities for students to identify and deconstruct well written paragraphs in the text that contain

-Topis sentences- appropriate language features- extended vocabulary to suit purpose

As a whole class create an anchor char that has an annotated example of what a well written paragraph should include

In small group instruction provide examples and non-examples of paragraphs and allow students to discuss and evaluate the examples

As a whole class jointly construct a paragraph that includes a topic sentences, explanation and elaborations

During quick write time provide opportunities for students to construct their own paragraphs and provide feedback to their peers on each other’s paragraphs

- use a checklist to aide in the feedback process

Formative FeedbackCheck students understanding through

Display paragraph anchor chart in classroom for students to refer to

Observes student discussion and feedback when evaluating paragraphs

Collect students samples of constructed paragraphs

L2BAllow 'wait time' for the student to process information









Visual Wall Novel – The Twits You tube clips Learning Objects Study ladder Story board Character profile template Grammar Rants Vocabulary PowerPoints https://www.youtube.com

/watch?v=sPvLukU4I2k

7 Steps to writing

Planning is sequenced across the Term or Semester. Timings of Units are based on data and school timetabled events6 of 71DiT_YP-02Band_U1_AT_COW

https://www.youtube.com/watch?v=sPvLukU4I2k

https://www.youtube.com/watch?v=sPvLukU4I2k






(The How)Check for





Resources

Walt: Modelled and joint construction of narrative chapter.

Wilf: Share ideas and contribute to the joint construction of a narrative chapter

Tib: You are practising the skills in preparation for your assessment next week


Joint Construction of new chapter for a familiar narrative

As a whole class go through the assessment rubric and deconstruct the exemplar for the assessment task.

Revise the structure of the chapter using the previous visual and anchor charts for “The Twits”

As a whole class brainstorm different ideas for story events that will take place in the new chapter, use elements from

- 7 steps of successful writing- language features that should be

included- character development- direct speech

Jointly construct the new chapter for a familiar narrative

Formative Feedback

Collect and display jointly constructed chapter

Monitor student participation in brainstorming activities to ensure everyone is contributing






U2B

Expose to more technical or specific narrative vocabulary.




Visual Wall Novel – The Twits You tube clips Learning Objects Study ladder Story board Character profile template Grammar Rants Vocabulary PowerPoints Cline Checklist Exemplar for assessment task








(The How)Check for





Resources

Walt: Demonstrate what we have learnt by creating an imaginative new chapter for the Twits.

Wilf: An independently constructed chapter which is engaging and cohesive.


Plan, draft and Publish a new chapter to a familiar narrative Assessment:

Assessment purpose

To create an imaginative new chapter for a book.Example assessment sequenceUnderstand the assessmentReview the Guide to making judgments and understand the standards A-EConduct the assessment

Summative Assessment

Assessment purposeTo create an imaginative new chapter for a book.





U2B



Assessment task - A new chapterAssessment task - A new chapter: Model response

Find and prepare a familiar novel which has some illustrations which reflect the characters and settings, e.g.

Text - Dahl, R 1980, The Twits, Jonathan Cape Ltd & Penguin Books Limited, London, UK

Summative Assessment Task: Students create an imaginative new chapter for a book.





Planning is sequenced across the Term or Semester. Timings of Units are based on data and school timetabled eventsKLA: ENGLISH Year Level Team: Semester 1WALT/WILF/TIB


(The How)Check for

UnderstandingInternal monitoring data




Resources

Before Unit 2 commences: As a Year Level Team analysis of post moderation data based on Year 4 English Unit 1 / Naplan Data, Literacy Continuum / Internal Monitoring from Class Dashboard) Teachers identify student’s results and place this on a class “Differentiation Surfboard” – Identify Higher Level students. Teachers set priorities as a team for reading.

Unit Two – Interpreting and Evaluating Poetry (Seven Week Unit)

Walt: Understand the structure of poems (Rhythm, rhyming pattern, line length, verses)

Wilf: Identify the rhythm, rhyming pattern, line length, amount of verses and lines in various examples of poems

Tib: It will help us to identify and write verses in poems and songs.


Through modelled, shared and guided reading provide opportunities for students to listen to, read and view a variety of different humorous poems

As a whole class brainstorm what we already know about poetry and create a KWL chart for display in the classroom

Teacher uses focus poem to deconstruct the structure highlighting how the author uses humour in poetry

o rhythmo rhyming patternso line lengtho verses

During small group instruction and when


Teacher Observations:Observation and participation in group and elbow partner discussion

Observe and provide feedback to students on their responses to focus poems

Samples of work that show how students have identified rhyme, rhythm and poetic language features




Use a variety of accessible poems. Poems of varying length and text complexity

Have students recite poetry and record it using an IPad, listen back and modify attempts

U2BExposure to more technical or specific vocabulary in poems that create mood and theme. (e.g. adverbs, adverbial phrases, noun groups)

Students practise responding to the poetry and comparing different poems and their features



Supporting learning resource - Teacher tips: Examining humour in poetryeBook - Poetry collectionSheet - Nonsense poem 1: The Quangle Wangle’s hatSheet - Nonsense poem 2: Wacky word playSheet - Learning log: Poetry analysis





using elbow partners provide opportunities for students to listen to and read humorous poetry and share their opinions and responses to the poetry with their peers

Students independently complete a response the focus poem “The Quangle Wangle’s Hat”

Use both written and recorded poetry so all students can listen to and view poems



Compact the curriculum where possible.







(Feedback)



Resources

Walt: Identify poetic devices in a variety of poems and innovate on poetry using poetic devices.

Wilf: Identify neologisms, spoonerisms, puns, and onomatopoeia and nonsense words in a variety of poems

Tib: It helps see how authors use humour in texts.


Identifying poetic devices in humorous poems

Through modelled, shared and guided reading provide opportunities for students to listen to , view and read humorous poems that contain puns, neologism, spoonerisms and onomatopoeia.

Using build it up, break it down strategies teacher models how to identify the various poetic devices by highlighting them in the text

o Examine a poem containing poetic deviceso Examine another poems containing

spoonerisms, puns, neologisms and onomatopoeia

o Innovate on a poems to include learned poetic devices

o Share innovated poem

In small groups students view a variety of poems and practise identifying poetic devises by highlighting them in the text. Students also share opinions of poems and evaluate poems together.

Formative Feedback

Teacher observation Observe student discussion around poetry in small groups and listen for them sharing their opinionsProvide feedback to students on their responses to focus poems

Samples of work that show how students have identified rhyme, rhythm and poetic language features


Break text into smaller parts and focus on the pictures as a way for students to describe character attributes and qualities.

Extra wait time for sharing ideas with whole class or trusted peer.



Use small group instruction and

U2B

Opportunities to share thinking with whole class

Expose to more technical or specific vocabulary from the text that describes a character (e.g. adverbs, adverbial phrases, noun groups)




Text - ‘The common cormorant’ by Christopher IsherwoodSheet - Learning log: Poetry analysisSupporting learning resource - Teacher tips: Examining humour in poetryeBook - Poetry collectionSheet - Puns in poems 1Sheet - Puns in poems 2Sheet - Spoonerisms in poems 1Sheet - Playground rhymes 1Sheet - Spoonerisms in poems 2Sheet - LimerickseBook - Poetry collectionSlideshow - Limericks: What





cooperative learning strategies

is a limerick?






(Feedback)



Resources

Walt: Understand how to evaluate and express a personal viewpoint about a poem using evidence from the text to support our opinion

Wilf: Students will be able to share their own opinion of a poem and support that opinion using evidence from the text

Tib: We need to be able to justify our opinions by referring back to parts of the text as evidence


Sharing evaluation of a humorous poem Through modelled, shared and guided reading provide

opportunities for students to view and comprehend humorous poetry by

o Identify structural features and language devices in a humorous poem and present these to peers

o Explain a personal viewpoint of a humorous poem to peers using metalanguage and supporting evidence from the poem

Teacher explicitly models how to examine and comprehend a humorous poem by looking for text structure poetic devices

o Teacher models how to express a personal viewpoint

o Go back to the text and find language and phrases that support point of view

In small groups and elbow partners allow students time to practise reading humorous poems and sharing their personal viewpoints with their peers. Students should support their personal viewpoint by finding and

Formative Feedback

Teacher observation Observe and monitor student responses when reading and discussing poetry in groups

Collect student samples where they have highlighted evidence from the poem to support viewpoint


Use a variety of accessible poems. Poems of varying length and text complexity

Have students recite poetry and record it using an IPad, listen back and modify attempts

Use both written and recorded poetry so all students can listen to and view poems


U2B

Opportunities to share thinking with whole class

Exposure to more technical or specific vocabulary in poems that create mood and theme. (e.g. adverbs, adverbial phrases, noun groups)



Use computers to


Text - ‘The common cormorant’ by Christopher IsherwoodSheet - Learning log: Poetry analysiseBook - Poetry collectionSheet - Learning log: Poetry analysis





highlighting supporting

Students independently use Poetry analysis learning log to evaluate and analyse humorous poems


reduce the additional practice of concepts and skills – Compact the curriculum where possible.




Check for UnderstandingInternal monitoring data




Resources

Walt: Interpret and evaluate a humorous poem for its characteristic features.

Wilf: Complete the reading comprehension summative task


Creation of an imaginary narrative

To write an imaginative narrative on a familiar theme of ‘friendship’ that develops characters.

Instructions

Write an imaginative narrative about the theme of ‘friendship’.Sequence the events logically into an orientation, complication and resolution.Develop the characters through descriptions using a range of verb types, expanded noun groups and evaluative language.• Plan ideas for an imaginative narrative

• Draft an imaginative narrative

• Edit an imaginative narrative

• Publish a narrative using word

Summative FeedbackSummative Assessment Task –

Interpreting and evaluating a humorous poem (Reading Comprehension)

L2B


Provide extra wait time for students to understand the task


Support person available for students (e.g. teacher aide)


U2B

Peer collaboration to share thinking and reasoning with other students

Identify titles, author and writing in a text independently and explain why each is important



Assessment task - Interpret and evaluate a humorous poem: Reading comprehension

Assessment task - Interpret and evaluate a humorous poem: Reading comprehension - Model response

Summative Assessment Task: Student’s interpreting and evaluating a humorous poem (Reading Comprehension).





Planning is sequenced across the Term or Semester. Timings of Units are based on data and school timetabled eventsKLA: ENGLISH Year Level Team: Semester 1WALT/WILF/TIB


(The How)Check for

UnderstandingInternal monitoring data




Resources

Before Unit 3 commences: As a Year Level Team analysis of post moderation data based on Year 4 English Unit 2 / Naplan Data, Literacy Continuum / Internal Monitoring from Class Dashboard) Teachers identify student’s results and place this on a class “Differentiation Surfboard” – Identify Higher Level students. Teachers revise priorities as a team for reading.

Unit Three – Examining Traditional Stories (Five Week Unit)

Walt: Explore language features and how they contribute to the narrative/ traditional story.- Understand how direct speech can help build character traits

Wilf: Locating and identifying where the author has used specific language features and the explain the effect it has on the readerLocating direct speech in text and

Language Features and how they are used:

Through modelled, shared, guided reading provide multiple opportunities for students to listen to, read and view traditional stories (indigenous and other cultures)

o with a reading focus on tracking and re-reading text multiple times

Using build it up, break it down strategies and a focus traditional narrative teacher models how identify and use;

o time connectives and pronoun referencing to create cohesion

o adverbs and prepositional phrases to paint a clearer picture

In small group instruction or using elbow partners, provide students with multiple opportunities to discuss characters, setting and plot of traditional narratives with a focus on explaining how the author builds the character through language choice

As a whole class, brainstorm and revise what


Teacher Observations:Student work samples of sentences and paragraphs with evidence from grammar and punctuation editing checklist

Monitoring of student discussion around purposeful language choice that build character traits


Provide extra wait time for students to share ideas with a trusted peer

Use both written and recorded poetry so all students can listen to and view poemsPlan for visual supports to instruction.

Break tasks into smaller, achievable

U2BExpose to more technical or specific English vocabulary.

Exposure to more technical or specific vocabulary in poems that create mood and theme. (e.g. adverbs, adverbial phrases, noun groups)



Visual Wall Novel – The Twits You tube clips Learning Objects Study ladder Story board Character profile template Grammar Rants Vocabulary PowerPoints 7 Steps to writing – direct

speech Grammar by Rod Campbell





making inferences from that language

Tib: Authors use language features to create an emotional connection with the audience /reader

direct speech is and how it builds character traits and personality

In small groups construct sentences and paragraphs using correct grammar and punctuation

o Use 7 steps of writing – conversation task ensuring they are using the appropriate punctuation – focus on both the saying verbs before and after the direct speech.

steps. Provide opportunities for students to peer collaborate and share their thinking with L2B










Resources

Walt: Identify when to start a new paragraph within a narrative

Wilf: A new paragraph when it’s a new time, place or a new idea.

Tib: To help you’re your writing more cohesive


Adding a new paragraph to a familiar narrative

Whole class – teacher uses focus text and build it up, break it down strategies to model how separate text into separate paragraphs

o new paragraph for each new topico new paragraph when there is a time

jumpo new paragraph for when story moves to

a new setting

In small group instruction students work collaboratively to deconstruct whole texts into appropriate paragraphs. (Make and Break activity)

In quick write time, using a short text (Narrative), students practise breaking the whole text into appropriate paragraphs.

Formative Feedback

Monitor student responses and how they work together in collaborative group work

Collect student samples of quick writes










Visual Wall You tube clips Learning Objects Study ladder Story board Character profile template Grammar Rants Vocabulary PowerPoints

7 Steps to writing













Resources

Walt: Jointly construct and write a traditional story

Wilf: Share ideas and contribute to the joint construction of traditional story


Jointly Construct a Modelled Response:

As a whole class discuss and look at the modelled response for the assessment task, go through the assessment task rubric and for a clear understanding of what students need to produce to reach a c, b, and a standard

In small groups or elbow partners make a checklist of language and text features that need to be included in class-modelled response.

Brainstorm ideas for our own traditional narrative using inspiration from the traditional stories we have read in modelled, shared and guided reading

Jointly construct a traditional narrative that includeso appropriate narrative structure (orientation,

complication & resolution)o paragraphs to help create cohesiono language features (noun-groups, adverbs,

prepositional phrases, time connectives, purposeful vocabulary)

o writing conventions from 7 steps of writing to create suspense, mood and feeling

Formative Feedback

Monitor student responses during brainstorming time and in small group instruction

Continued adding to jointly constructed traditional narrative

Samples of student writing










Assessment task - Create and present a traditional story

Assessment task - Create and present a traditional story: Model response

Supporting learning resource - Teacher tips: Writing a traditional story








Check for UnderstandingInternal monitoring data




Resources

Walt: Plan, draft and edit a traditional narrative.

Wilf: An independently constructed traditional narrative.


Summative Assessment Task – Traditional Narrative

Assessment purposeTo create a traditional story that follows narrative structure

Example assessment sequenceUnderstand the assessmentReview the Guide to making judgments and understand the standards A-EConduct the assessment

Summative FeedbackSummative Assessment Task –

Assessment:Understand the assessmentReview the Guide to making judgments and understand the standards A - EConduct the assessment

L2B


Provide extra wait time for students to understand the task


Support person available for students (e.g. teacher aide)


U2B

Peer collaboration to share thinking and reasoning with other students

Identify titles, author and writing in a text independently and explain why each is important



Assessment task - Create and present a traditional story

Assessment task - Create and present a traditional story: Model response

Supporting learning resource - Teacher tips: Writing a traditional story

Summative Assessment Task: Student’s create a traditional story that follows narrative structure





Assessment Tasks:

Investigating author’s language in a familiar narrative Year 4 Unit 1Assessment task — A new chapter

Name Class

Teacher Date

Task

To create an imaginative new chapter for a book.

Instructions

• Part A: Plan the plot for a new chapter

• Part B: Write the draft of new chapter using a plot chart

• Part C: Edit the draft chapter

• Part D: Write a description for an illustration

• Part E: Proofread draft chapter

• Part F: Publish your chapter

Conditions

Open conditions

• Length: 200–300 words

• Undertaken individually

• Prior notice of the assessment

• Access to resources (e.g. dictionary, familiar novel) allowed

• Drafting in lesson time with access to peer conferencing and teacher feedback

19 of 71

Eng_Y04_U1_AT_ANewChapter

Write an imaginative new chapter for the novel The Twits, that you have been reading. Your audience is your fellow class members.

Part A: Plan the plot for a new chaptera) Think of some ideas for a new chapter of the book you have been reading.

b) Plan the plot for your new chapter.

Include the following narrative text structure:Orientation:o set the scene and provide information which leads to the plot tension

o introduce the setting (time and place) and the characters

o aim to capture the audience’s interest.

Events:

o create a series of events involving the characters

o describe characters’ actions during events and how tension is developed towards the problem (complication).

Complication:o describe the major problem which has occurred due to the events in the story.

Resolution:o create an event or circumstance that resolves the problem (showing how the problem

was solved or dealt with).

Part B: Write the draft of new chapter using a plot chartWhen writing the draft of your new chapter, make sure you include language features and text structures to develop the characters and plot including:

a range of sentences to express and combine ideas

nouns and noun groups to describe characters and setting

verbs and verb groups to describe characters’ actions, behaviours, thoughts, feelings and speech

prepositional phrases to provide details of events and add interest in the sentences

adverbs and adverb groups to provide details about happenings

direct speech used by the characters to enhance the story

pronouns to reference nouns and to avoid unnecessary repetitions

text connectives to link ideas and sequence the events of the plot.

20 of 71


New chapter draft

TitleWrite an interesting title that reflects the main characters, or the problem, or the setting.

OrientationWrite the beginning of the chapter to introduce the characters, setting and complication.

Consider: How will the chapter

begin? What event/s will

lead up to the complication in the story?

Events and complicationContinue the chapter, providing detail about the pivotal point that causes the complication.

Use a variety of sentence structures.

Consider the language features needed to develop the characters and plot tension, e.g.o nouns, noun groupso verbs, verb groupso adverbs, adverb

groups

21 of 71


New chapter draft

o direct speecho pronounso text connectives.

ResolutionBring your chapter to an end.

Consider: How is the

complication resolved?

How does the resolution affect the characters?

22 of 71


New chapter draft

Part C: Edit the draft chapter Re-read the draft of your new chapter.

Check that the title you have chosen is suitable for your chapter.

Check that you have used language features to give more detail about the characters, setting and events in the chapter to make it more interesting for the reader, e.g.

o nouns, noun groupso verbs, verb groupso adverbs, adverb groupso direct speecho prepositional phrases

o pronouns and text connectives.

Move parts of the text to help with plot sequence (e.g. consider which parts of the text have an impact on the complication and ensure that they occur before that event).

Change and replace words that have been overused (e.g. re-read your chapter and look for words that are repeated and change them, such as, ‘and then he’ could be replaced with ‘he decided to’).

Part D: Write a description for an illustrationAuthors use illustrations to enhance the story and develop key aspects of characters and plots.

Describe an appropriate illustration for the new chapter and explain how it would support and enhance the story for the reader.

Part E: Proofread draft chapterProofread your draft to check that:

punctuation and spelling is correct

sentences are correctly formed

the plot follows a logical sequence of events.

Part F: Publish your chapter23 of 71


Publish your new chapter and include:

the title

the edited and proofread chapter

the description of the illustration for the chapter.

24 of 71


Year 4 English: Unit 1 — A new chapter Name:

Purpose of assessment: To create an imaginative new chapter for a book.

Knowledge and understanding(Productive)

Creating texts(Productive)

Uses language features to create coherence and add detail to their texts.Creates a text that shows understanding of how images and detail can be used to extend key ideas.Demonstrates understanding of grammar and uses accurate spelling and punctuation.Re-reads and edits work to improve meaning.

Creates a structured text for an audience.

Creates detailed descriptions of setting, characters and events through the use of nouns and noun groups, verbs and verb groups.Chooses adverbs and prepositional phrases in sentences to entertain the reader and to support meaning.

Creates a series of sequenced events to build tension in the chapter and to hold audience interest.Uses a range of sentence types for effect. A

Selects texts’ connectives to support the progression of time (e.g. before long, in a flash, suddenly).Uses direct speech to add interest. Uses quotation marks to signal dialogue.

Creates a chapter with a developed storyline, characters and setting. B

Uses language features to create coherence and add detail to their texts.Creates a text that shows understanding of how images and detail can be used to extend key ideas.Demonstrates understanding of grammar and uses accurate spelling and punctuation.Re-reads and edits work to improve meaning.

Creates a structured text for an audience. C

Spells familiar words.Uses capital letters and full stops to punctuate sentences. Writes a series of events. D

Writes sentences. Lists events. E

Feedback:

25 of 71


EnglishMonitoring task — Reading comprehension Year 4 Unit 1

Name Date

Task

To use comprehension strategies to understand language and visual features in a familiar narrative.

Instructions

Read the chapter ‘The funny walking-stick’ in The Twits by Roald Dahl.

Answer the following questions.

Refer to the book for your responses.

Conditions

Supervised conditions

Undertaken individually

Unseen assessment with prior detail of the specific assessment

Completed in one uninterrupted supervised session

26 of 71Eng_Y04_U1_MT_ReadingCompr

1. In the first sentence in this chapter, find a noun group and explain what effect it has on the reader.

Noun group What is the effect on the reader?

2. Choose another noun or noun group in this chapter that appealed to you. Explain why it appealed to you.

Noun or noun group Why did this noun or noun group appeal to you?

3. Find one verb or verb group in this chapter. Explain what effect it has on the reader.

Verb or verb group What is the effect on the reader?

27 of 71Eng_Y04_U2_AT_InterpEvalHumorPoem

4. Identify language features Roald Dahl used to describe Mr Twit or Mrs Twit in this chapter.

Author’s language

Language feature

What did the use of this language make you feel about characters or

the events?

Mr/Mrs Twit’s behaviour

Mr/Mrs Twit’s speech

5. Find two cohesive devices (a pronoun and a text connective) in this chapter. Explain how they are used.

Cohesive device The purpose of its use (why were these words chosen)

Pronoun:

Text connective:


6. Find three adverb groups and/or prepositional phrases in this chapter. Explain how they are used.

Adverb groups/prepositional phrases

Explain how they are used

7. Explain how Quentin Blake’s illustrations in this chapter contribute to readers’ enjoyment of the story.


8. What example does Roald Dahl give to explain how something can change gradually?

9. How do you know that Mr Twit thought that his trick had worked?


English Year 4 Unit 1: Investigating author’s language in a familiar narrativeMonitoring checklist

Student name: _________________________________________________

Reading comprehension

Assessment purpose: To use comprehension strategies to understand language and visual features in a familiar narrative.

Aspect of English Year 4 Achievement standard Not evident Emerging Satisfactory Competent Comments

Rec

eptiv

e m

odes

Explains how language features, images and vocabulary are used to engage the interest of audiences.

Evaluating texts — (Using metalanguage to describe effects of ideas, text structures, language features)

(Questions 1, 2, 3, 4, 6)

Features of literary texts — (Authors and illustrators use techniques to involve readers: character development, plot tension)

(Questions 4, 7)

Sentences — (Meaning enriched through noun groups/phrases, verb groups/phrases, prepositional phrases)

(Questions 1, 2, 3, 4, 6)

Cohesive devices — Pronoun referencing, text connectives (Question 5)

Describes literal and implied meaning connecting ideas.

Comprehension strategies — (Expanding content knowledge, integrating and linking ideas)

(Questions 7, 8, 9)


Examining humour in poetry Year 4 Unit 2Assessment task — Interpret and evaluate a humorous poem: Reading comprehension

Name Class

Teacher Date

Task

To interpret and evaluate a humorous poem for its characteristic features.

Instructions

Part A: Read the poem ‘My funny punny family’.

Part B: Answer the comprehension questions.

Conditions


• Undertaken individually

• Unseen assessment

• Stimulus materials provided with assessment

• Completed under test conditions

• Completed over two supervised sessions

Length: two lessons


Part A

Read the poem.

My funny punny family

1

My cat has fab computer skills

The best ones in our house

He’s an athlete on the keyboard

But he cannot hold that mouse.

2

My dad’s a mathemagician

He solves problems everywhere

When our calculator disappeared

He pulled answers from thin air!

3

Mum’s mad about macramé

She’s covered our pittle loodle

with a woolly green mess (red frills are the best)

and now he’s the shape of a noodle.


4

Sister Jen constantly cries,

‘I keep falling off my bicycle,

The spokes and chain confuse my brain’

Now that’s a vicious cycle!

5

My dog’s name is Holden

He thinks that he’s a car

He screeches round the corners

Doing burnouts on the tar.

6

I’m the smartest in my family

I’ve got the bestest brain

My father calls me Codger Tate

Now what does that mean again?


Part B

Answer the questions below. Write in sentences unless otherwise directed.

1. Identify the structure of this poem.

2. Explain how the structure suits the purpose of the poem and the audience.

3. Identify the rhyming pattern.

4. Re-read the first verse.

a) Write down two words from the first verse of the poem that rhyme.

b) Explain how the pun about the cat and the mouse in this verse is an example of word play. This pun is an example of word play because …

c) Explain how the image for the first verse engages the reader and helps you to understand the meaning of the verse.

5. Re-read the second verse.

a) Write the word in the first line that is a neologism.

b) What two words make up this new word?

c) What does this new word add to the poem?


6. Re-read the third verse.

a) Write down the spoonerism used in this verse.

b) Explain what the words were before they were ‘spoonerised’.

c) Rewrite the last line of the third verse to include an example of a spoonerism while keeping the intent of the verse.

7. Re-read the fourth verse.

a) Choose the poetic device used in this verse. spoonerism neologism pun

b) Explain how this poetic device is used in this verse?

8. Re-read the fifth verse.

The poet uses the word ‘screeches’ in the third line. Explain why you think this is a better choice than ‘He goes round the corners’.

9. Re-read the sixth verse.

How has the poet created humour by using the words ‘smartest’ and ‘bestest’?


10. You may have read a humorous narrative, such as The Twits by Roald Dahl. In this unit you have read some humorous poems. Express a preference for one of these types of text.

Tick the type of text which you prefer:

A humorous narrative

A humorous poem

Write a paragraph using examples from texts you have read to support your preference.


Year 4 English: Unit 2 — Examining humour in poetry: Interpret and evaluate a humorous poem: Reading comprehension

Name:

Purpose of assessment: To interpret and evaluate a humorous poem for its characteristic features.

Knowledge and understanding(Receptive)

Comprehending texts(Receptive)

Explains that texts have different text structures depending on purpose and context.Explains how language features, images and vocabulary are used to engage the interest of audiences.

Describes literal and implied meanings.Expresses preferences for particular types of texts.

Uses metalanguage to effectively explain how the language features including nonsense words, spoonerisms, neologisms and puns suit a poem’s purpose and audience.

Evaluates how the poet’s choice of language adds to the subtle meaning of the poem. A

Uses knowledge of particular word play to maintain the intent of a poetic verse.Explains how text structure is used to achieve the purpose of poem.

Explains literal and inferred ideas in the poem using appropriate evidence from the text.Justifies preference with examples from texts.

B

Explains how texts have different text structures depending on purpose and context.Explains how language features, images and vocabulary are used to engage the interest of audiences.

Describes literal and implied meanings.Expresses preference for a particular type of text. C

Identifies text structure. Recognises nonsense words in the poem.States an opinion about a text. D

Identifies audience for the poem. Reads the poem and restates information. E

Feedback:


Examining traditional stories Year 4 Unit 3Assessment task — Create and present a traditional story

Name Class

Teacher Date

Task

To create and present a traditional story which includes a moral for a younger audience.

Instructions

Part A: Plan, write and edit a draft traditional story

Part B: Publish the traditional story

Part C: Present the story to a younger audience

Conditions

Open conditions


Prior notice of the assessment

Access to resources (dictionary, thesaurus, word walls) allowed

Drafting in lesson time with access to teacher feedback and conferencing

39 of 71Eng_Y04_U3_AT_CreateTradStory

Part A: Plan, write and edit a draft traditional story

Step 1: Plan ideasWrite planning ideas for a traditional story. The purpose of the story is to tell a moral to a younger audience.

Identify:

the moral or lesson to be learned in the story

the main characters

the setting

the complication the characters face

how the complication relates to the moral of the story

how the characters will react to the complication

how the complication is resolved.

Step 2: Plan plot structureUse your planning ideas to write notes for each part of your traditional story’s text structure:

orientation

a complication

a series of events

a resolution.

Include events that create plot tension and engage the reader.

Step 3: Write a draft of a traditional storyWrite a draft for your traditional story.

Organise your ideas in paragraphs using the following narrative text structure:

orientation to introduce the characters and setting

a series of events that develop the plot

complication that includes a conflict that relates to the moral being taught in the story

resolution to resolve the complication in the story and identify the moral being taught.

Use a range of text structures and language features to develop the plot and characters to create a coherent and engaging story including:

nouns/noun groups to describe the characters, setting and events

verbs/verb groups to describe the actions, feelings, thoughts of the characters

adverbs to provide more information about actions such as where, when, how, in what way, why

prepositional phrases providing more details about an activity

quotation marks to indicate direct speech of characters

pronouns (referencing a noun) rather than repeating character names

text connectives to link ideas and information


a variety of sentences (simple, compound) and varied sentence beginnings.

Step 4: Create a word processed version of the storyCreate a digital copy of your draft traditional story using a word processing program.

Step 5: Edit draftRe-read your draft to check that the moral is clear in the story and that the audience will learn a lesson.

Edit the digital draft of your traditional story. You may need to add, delete or move words to improve your story.

Use an editing checklist.

Part B: Publish the traditional storyPrint out your edited traditional story.

Read over your edited story to check that it is ready to publish. Make changes if necessary.

Publish your story by printing it on a computer.

Part C: Present the story to a younger audience

Step 1: Rehearse your presentationRehearse your story. Use appropriate vocal features: clarity, volume, tone, pace, pitch and pausing to engage the audience.

Step 2: Deliver your presentation

Present your story to a younger audience.


Year 4 English: Unit 3 — Examining traditional stories: Create and present a traditional story Name:Purpose of assessment: To create and present a traditional story which includes a moral for a younger audience.

Knowledge and understanding(Productive)



Uses language features to create coherence and add detail to the text.

Creates a structured text to explain ideas for different audiences. Demonstrates understanding of grammar,

and uses accurate spelling and punctuation. Re-reads and edits work to improve meaning.

Makes presentations, varying language according to context.

Provides circumstantial details to engage the audience by including adverbs and/or adverb groups/phrases and prepositional phrases.

Sequences events to build tension to convey the moral of the story to a younger audience.Uses a range of sentence structures, to engage the interest of the reader.

Varies use of tone, pitch and pace to create and sustain audience interest. A

Includes direct speech to enhance character development and advance the storyline.Enriches sentences by adding descriptive noun groups/phrases and verb/verb groups.Uses pronouns and text connectives to make the text cohesive.

Creates a traditional story with a developed storyline, characters and setting. Organises ideas into paragraphs in the narrative structure of orientation, complication and resolution.Uses quotation marks to signal dialogue.Adds, deletes and moves words and word groups to edit text.

Speaks clearly and coherently, using appropriate volume and pausing for emphasis. B


Creates a structured text to explain ideas for different audiences.Demonstrates understanding of grammar, and uses accurate spelling and punctuation.Re-reads and edits work to improve meaning.

Makes presentations, varying language according to context.

C

Provides information about setting and characters.Writes a story.Uses capital letters and full stops to punctuate sentences.

Delivers a presentation. D

States ideas. Uses simple sentences.Spells high-frequency words.

Presents ideas about a traditional story. E

Feedback:


EnglishMonitoring task — Comprehending a traditional Asian story Year 4 Unit 3

Name Class Date

Task

To comprehend a traditional Asian story.

Instructions

Read the traditional story.

Respond to the questions using evidence from the story to support your answers.

Part A: Read and comprehend a traditional Asian story

Part B: Analyse the language features in a traditional Asian story

Conditions



Unseen traditional story provided

Completed under exam conditions

Completed in two supervised sessions

44 of 71Eng_Y03_U3_AT_PersuasiveLtr

Part A: Read and comprehend a traditional Asian storyRead the sheet Certainly! A retold traditional story from China.

Comprehend the story by answering the following questions.

Re-read sections of the text to respond to the questions.

Paragraphs are numbered to make it easy to find the sections of text.

1. The first two paragraphs introduce the reader to the time, the setting and the characters in the story. Write the words from the text that the author uses to tell us these things.

the time:

the setting:

the characters:

2. Write down Pot-boil’s direct speech in paragraph 3. Use the correct punctuation.

3. What did Pot-boil’s direct speech to Manchu in paragraph 3 show about his character?

4. Explain how Pot-boil’s treatment of Manchu in paragraph 3 establishes the complication in the plot of the story. 45 of 71Eng_Y03_U3_AT_PersuasiveLtr

5. The pronoun ‘him’ is used in paragraph 3. To whom does this pronoun refer?

6. In paragraph 13, the author uses the adverb ‘scornfully’. Write another adverb that could be used instead of this word to convey a similar meaning in the sentence.


7. Why do you think the storyteller made the parrot, Bao, reply ‘certainly’ in paragraphs 30 and 32?

8. How does the character’s name Pot-boil contribute to the message of the story? (paragraph 33)

9. Circle the statement below which you think best describes the moral in the story, Certainly!Tricking people is wrong.

Always treat others kindly.

Wealth makes you happy.

Birds can make good pets.

Explain your choice using examples from the traditional story Certainly! to justify your answer.

10. Explain how this story reminds you of another traditional story you have read.

Consider the:

moral of the story


language features used to engage the audience

complication of the story.

11. Express your point of view on how well the traditional story Certainly! conveys the moral. Give examples from the text to support your viewpoint.

12. In this unit you have read contemporary stories such as Sam’s bush journey. You have also read traditional stories such as Certainly!

Express a preference for one of these types of text. Tick the type of text you prefer.

a contemporary story

a traditional story

Write a paragraph using examples from a text/s you have read to support your preference.


Part B: Analyse the language features in a traditional Asian storyAnalyse the language features in the traditional story Certainly!

Explain how the author has used language features to enrich the text.

1. Re-read the descriptions of Pot-boil and Manchu in paragraphs 1 and 2.

What literal information is provided?

Pot-boil:

Manchu:


2. What inferred meaning could the reader make?

Pot-boil:

Manchu:

3. In paragraph 4 the author uses the words ‘were outraged’ to explain the feelings of Manchu’s friends. Explain why this is a better word choice than ‘were angry’.

4. Explain the effect of the saying verbs ‘demanded’ (paragraph 3), ‘scoffed’ (paragraph 11) and ‘commanded’ (paragraph 21) to describe how Pot-boil is speaking to Manchu.

5. Evaluate the effectiveness of this language in showing the relationship between the two characters.

6. Identify two examples of text connectives in this story. 50 of 71Eng_Y03_U3_AT_PersuasiveLtr

7. What do these text connectives indicate to the reader?

8. What prepositional phrases are used to provide more detail about where the gold was buried and where Pot-boil was digging? (paragraphs 14–16)


Monitoring checklist — Comprehending a traditional Asian story

Name

Assessment purpose: To comprehend a traditional Asian story.

Aspects of English Year 4Achievement standard N

ot

evid

ent

Em

ergi

ng

Sat

isfa

ctor

y Com

pete

nt

Comments

Rec

eptiv

e m

ode

Understand that texts have different structures depending on purpose and contextCohesive devices — Pronoun referencing, text connectives (Part A Q5, Part B Q6, Q7)Explain how language features and vocabulary are used to engage the interest of audiencesSentences — Meaning enriched through noun groups/phrases, verb groups/phrases, prepositional phrases (Part B Q3, Q4, Q5 )Sentences — Quoted (direct) speech in different texts (Part A Q2, Q3 )Grammatical function — Adverb groups/phrases and prepositional phrases providing circumstantial details (Part A Q6, Part B Q8)Evaluating texts — Using metalanguage to describe effects of ideas, text structures, language features (Part B Q3, Q4, Q5)Features of literary texts — Authors use techniques to involve readers: character development, plot tension (Part A Q3, Q4, Q8 Part B Q5)


Describe literal and implied meaning connecting ideas in different textsAuthor and context — Authors representing similar storylines, ideas and relationships (Part A Q10)Comprehension strategies — Expanding content knowledge, integrating and linking ideas (Part A, Part B Q1, Q2)Express preferences for particular types of textsPoint of view — Expressing viewpoints about literary experiences (Part A Q11, Q12)


Australian Curriculum

Foundation to 6 ENGLISH - Year Four

Year 4 Achievement Standard

Receptive modes (listening, reading and viewing)By the end of Year 4, students understand that texts have different text structures depending on purpose and context. They explain how language features, images and vocabulary are used to engage the interest of audiences. They describe literal and implied meaning connecting ideas in different texts

They fluently read texts that include varied sentence structures, unfamiliar vocabulary including multisyllabic words. They express preferences for particular types of texts, and respond to others’ viewpoints. They listen for and share key points in discussions.

Productive modes (speaking, writing and creating)Students use language features to create coherence and add detail to their texts. They understand how to express an opinion based on information in a text. They create texts that show understanding of how images and detail can be used to extend key ideas.

Students create structured texts to explain ideas for different audiences. They make presentations and contribute actively to class and group discussions, varying language according to context. They demonstrate understanding of grammar, select vocabulary from a range of resources and use accurate spelling and punctuation, re-reading and editing their work to improve meaning.

Content DescriptionsLanguage Literature Literacy

Unit 1

Text structure and organisation

Understand how texts vary in complexity and technicality depending on the approach to the topic, the purpose and the intended audience (ACELA1490)

Understand how texts are made cohesive through the use of linking devices including pronoun reference and text connectives (ACELA1491)

Recognise how quotation marks are used in texts to signal dialogue, titles and quoted (direct) speech (ACELA1492)

Unit 1

Responding to literature

Use metalanguage to describe the effects of ideas, text structures and language features of literary texts (ACELT1604)

Examining literature

Discuss how authors and illustrators make stories exciting, moving and absorbing and hold readers’ interest by using various techniques, for example character development and plot tension (ACELT1605)

Creating literature

Create literary texts by developing storylines, characters and settings (ACELT1794)

Unit 1

Interpreting, analysing, evaluating

Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts (ACELY1692)

Creating texts

Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features (ACELY1694)

Re-read and edit for meaning by adding, deleting or moving words or word groups to improve content and structure (ACELY1695)

Write using clearly-formed joined letters, and develop increased fluency and automaticity (ACELY1696)



Expressing and developing ideas

Understand that the meaning of sentences can be enriched through the use of noun groups/phrases and verb groups/phrases and prepositional phrases (ACELA1493)

Understand how adverb groups/phrases and prepositional phrases work in different ways to provide circumstantial details about an activity (ACELA1495)

Explore the effect of choices when framing an image, placement of elements in the image, and salience on composition of still and moving images in a range of types of texts (ACELA1496)

Phonics and word knowledge

Understand how to use knowledge of letter patterns including double letters, spelling generalisations, morphemic word families, common prefixes and suffixes and word origins to spell more complex words (ACELA1779)

Read and write a large core of high frequency words including homophones and know how to use context to identify correct spelling (ACELA1780)

Understand how to use phonic knowledge to read and write multisyllabic words with more complex letter combinations, including a variety of vowel sounds and known prefixes and suffixes (ACELA1828)

Unit 2



Unit 2


Understand how texts vary in complexity and technicality depending on the approach to the topic, the purpose and the intended audience (ACELA1490)




Understand how to use phonic knowledge to read and write multisyllabic words with more complex letter combinations, including a variety of vowel sounds and known prefixes and suffixes (ACELA1828)


Discuss literary experiences with others, sharing responses and expressing a point of view (ACELT1603)



Understand, interpret and experiment with a range of devices and deliberate word play in poetry and other literary texts, for example nonsense words, spoonerisms, neologisms and puns (ACELT1606)

Creating literature

Create literary texts that explore students’ own experiences and imagining (ACELT1607)

Unit 3

Unit 2

Interacting with others

Interpret ideas and information in spoken texts and listen for key points in order to carry out tasks and use information to share and extend ideas and information (ACELY1687)


Identify characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text (ACELY1690)


Creating texts




Unit 3

Expressing and developing ideas

Incorporate new vocabulary from a range of sources into students' own texts including vocabulary encountered in research (ACELA1498)

Investigate how quoted (direct) and reported (indirect) speech work in different types of text (ACELA1494)

Understand how adverb groups/phrases and prepositional phrases work in different ways to provide circumstantial details about an activity (ACELA1495)

Understand that the meaning of sentences can be enriched through the use of noun groups/phrases and verb groups/phrases and prepositional phrases (ACELA1493)

Language for interaction

Understand that social interactions influence the way people engage with ideas and respond to others for example when exploring and clarifying the ideas of others, summarising their own views and reporting them to a larger group (ACELA1488)

Language variation and change

Understand that Standard Australian English is one of many social dialects used in Australia, and that while it originated in England it has been influenced by many other languages (ACELA1487)




Understand how to use phonic knowledge to

Interacting with others

Plan, rehearse and deliver presentations incorporating learned content and taking into account the particular purposes and audiences (ACELY1689)

Use interaction skills such as acknowledging another's point of view and linking students' response to the topic, using familiar and new vocabulary and a range of vocal effects such as tone, pace, pitch and volume to speak clearly and coherently (ACELY1688)


Identify characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text (ACELY1690)

Read different types of texts by combining contextual , semantic, grammatical and phonic knowledge using text processing strategies for example monitoring meaning, cross checking and reviewing (ACELY1691)


Creating texts

Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features (ACELY1694)

Re-read and edit for meaning by adding, deleting or moving words or word groups to improve content and structure (ACELY1695)

Use a range of software including word processing programs to construct, edit and publish written text, and select, edit and place visual, print and audio elements (ACELY1697)


Unit 3

Creating literature

Create literary texts by developing storylines, characters and settings (ACELT1794)


Discuss literary experiences with others, sharing responses and expressing a point of view (ACELT1603)


Literature and context

Make connections between the ways different authors may represent similar storylines, ideas and relationships (ACELT1602)


Discuss how authors and illustrators make stories exciting, moving and absorbing and hold readers' interest by using various techniques, for example character development and plot tension (ACELT1605)



read and write multisyllabic words with more complex letter combinations, including a variety of vowel sounds and known prefixes and suffixes (ACELA1828)


Recognise how quotation marks are used in texts to signal dialogue, titles and quoted (direct) speech (ACELA1492)

Understand how texts are made cohesive through the use of linking devices including pronoun reference and text connectives (ACELA1491)

Curriculum Priorities - Pedagogy

ConsiderationsUnit 1

Prior and future curriculumRelevant prior curriculum

Students require prior experience with: understanding how different types of texts vary in use of language choices, depending on their purpose and context (e.g. tense and types of sentences) understanding that paragraphs are a key organisational feature of written texts knowing that word contractions are a feature of informal language and that apostrophes of contraction are used to signal missing letters understanding that a clause is a unit of grammar usually containing a subject and a verb and that these need to be in agreement understanding that verbs represent different processes, e.g. doing, thinking, saying and relating, and that these processes are anchored in time through tense discussing how language is used to describe the settings in texts, and explore how the settings shape the events and influence the mood of the narrative creating texts that adapt language features and patterns encountered in literary texts, e.g. characterisation, rhyme, rhythm, mood, music, sound effects and dialogue planning, drafting and publishing imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print, and

multimodal elements appropriate to the audience and purpose re-reading and editing texts for meaning, appropriate structure, grammatical choices and punctuation.

Curriculum working towards

The teaching and learning in this unit work towards the following: Understand how texts vary in purpose, structure and topic as well as the degree of formality (ACELA1504) Understand that the starting point of a sentence gives prominence to the message in the text and allows for prediction of how the text will unfold (ACELA1505) Understand how the grammatical category of possessives is signalled through apostrophes and how to use apostrophes with common and proper nouns (ACELA1506) Understand the difference between main and subordinate clauses and that a complex sentence involves at least one subordinate clause (ACELA1507) Understand how noun groups/phrases and adjective groups/phrases can be expanded in a variety of ways to provide a fuller description of the person, place, thing or idea (ACELA1508)



Considerations Recognise that ideas in literary texts can be conveyed from different viewpoints, which can lead to different kinds of interpretations and responses (ACELT1610) Create literary texts that experiment with structures, ideas and stylistic features of selected authors (ACELT1798) Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience (ACELY1704) Re-read and edit student's own and others' work using agreed criteria for text structures and language features (ACELY1705)

Unit 2


Students require prior experience with: understanding how different types of texts vary in use of language choices, depending on their purpose and context (e.g. tense and types of sentences) drawing connections between personal experiences and the worlds of texts, and sharing responses with others developing criteria for establishing personal preferences for literature discussing the nature and effects of some language devices used to enhance meaning and shaping the reader’s reaction, including rhythm and onomatopoeia in poetry and prose identifying the audience and purpose of imaginative, informative and persuasive texts using comprehension strategies to build literal and inferred meaning and beginning to evaluate texts by drawing on a growing knowledge of context, text structures and language features.


The teaching and learning in this unit work towards the following: Understand how texts vary in purpose, structure and topic as well as the degree of formality (ACELA1504) Present a point of view about particular literary texts using appropriate metalanguage, and reflecting on the viewpoints of others (ACELT1609) Use metalanguage to describe the effects of ideas, text structures and language features on particular audiences (ACELT1795) Understand, interpret and experiment with sound devices and imagery, including simile, metaphor and personification, in narratives, shape poetry, songs, anthems and odes (ACELT1611) Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text (ACELY1701) Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources (ACELY1703)Use a range of software including

word processing programs to construct, edit and publish written text, and select, edit and place visual, print and audio elements (ACELY1697)

Unit 3


Students require prior experience with: understanding how different types of texts vary in the use of language choices, depending on their purpose and context (e.g. tense and types of sentences) understanding that paragraphs are a key organisational feature of written texts knowing that word contractions are a feature of informal language and that apostrophes of contraction are used to signal missing letters understanding that a clause is a unit of grammar usually containing a subject and a verb and that these need to be in agreement understanding that verbs represent different processes, such as doing, thinking, saying, and relating, and that these processes are anchored in time through tense understanding how to use letter-sound relationships and less common letter patterns to spell words knowing how to use common prefixes and suffixes, and generalisations for adding a suffix to a base word creating texts that adapt language features and patterns encountered in literary texts, (e.g. characterisation, rhyme, rhythm, mood, music, sound effects and dialogue)



Considerations using interaction skills, including active listening behaviours and communicating in a clear, coherent manner using a variety of everyday and learned vocabulary and appropriate tone, pace,

pitch and volume planning and delivering short presentations, providing some key details in logical sequence planning, drafting and publishing imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print, and

multimodal elements appropriate to the audience and purpose re-reading and editing texts for meaning, appropriate structure, grammatical choices and punctuation using software including word processing programs with growing speed and efficiency to construct and edit texts featuring visual, print and audio elements.


The teaching and learning in this unit works towards the following: Understand how texts vary in purpose, structure and topic as well as the degree of formality (ACELA1504) Understand that the starting point of a sentence gives prominence to the message in the text and allows for prediction of how the text will unfold (ACELA1505) Understand how the grammatical category of possessives is signalled through apostrophes and how to use apostrophes with common and proper nouns (ACELA1506) Understand the difference between main and subordinate clauses and that a complex sentence involves at least one subordinate clause (ACELA1507) Understand how noun groups/phrases and adjective groups/phrases can be expanded in a variety of ways to provide a fuller description of the person, place, thing or idea (ACELA1508) Understand how to use knowledge of known words, base words, prefixes and suffixes, word origins, letter patterns and spelling generalisations to spell new words (ACELA1513) Create literary texts that experiment with structures, ideas and stylistic features of selected authors (ACELT1798) Use interaction skills, for example paraphrasing, questioning and interpreting non-verbal cues and choose vocabulary and vocal effects appropriate for different audiences and purposes

(ACELY1796) Plan, rehearse and deliver presentations for defined audiences and purposes incorporating accurate and sequenced content and multimodal elements (ACELY1700) Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and

audience (ACELY1704) Re-read and edit student's own and others' work using agreed criteria for text structures and language features (ACELY1705) Use a range of software including word processing programs with fluency to construct, edit and publish written text, and select, edit and place visual, print and audio elements (ACELY1707)


Assessing student learningAssessment name: Retell a StoryUnit 1Assessing student learningAssessment name: A new chapterAssessment description: Students create an imaginative new chapter for a book.In this unit, assessment of student learning aligns to the following aspects of the achievement standard.Receptive modes (listening, reading and viewing)By the end of Year 4, students understand that texts have different text structures depending on purpose and context. They explain how language features, images and vocabulary are used to engage the interest of audiences. They describe literal and implied meaning connecting ideas in different texts.They fluently read texts that include varied sentence structures, unfamiliar vocabulary including multisyllabic words. They express preferences for particular types of texts, and respond to others’ viewpoints. They listen for and share key points in discussions.Productive modes (speaking, writing and creating)Students use language features to create coherence and add detail to their texts. They understand how to express an opinion based on information in a text. They create texts that show understanding of how images and detail can be used to extend key ideas.Students create structured texts to explain ideas for different audiences. They make presentations and contribute actively to class and group discussions, varying language according to context. They demonstrate understanding of grammar, select vocabulary from a range of resources and use accurate spelling and punctuation, re-reading and editing their work to improve meaning.

Monitoring student learningStudent learning should be monitored throughout the teaching and learning process to determine student progress and learning needs.Each lesson provides opportunities to gather evidence about how students are progressing and what they need to learn next.Specific monitoring opportunities in this unit may include observations, consultations and samples of student work, e.g.

identifying verb groups/phrases which describe main characters identifying examples of noun groups/phrases which the author has used to enhance meaning understanding how quotation marks are used to signal dialogue and how authors use speech to develop characters identifying cohesive devices (pronoun references and text connectives) in a section of text explaining how texts can be made cohesive with pronoun referencing and text connectives which support plot sequencing identifying and analysing adverb groups and prepositional phrases in texts enriching a text using language features editing texts by adding, deleting and moving words and word groups.

Monitoring taskMonitoring name: Reading comprehensionMonitoring description: Students use comprehension strategies to understand language and visual features in a familiar narrative.

Unit 2Assessing student learningAssessment name: Create and present a traditional story

Assessment description: Students create and present a traditional story which includes a moral for a younger audience.

In this unit, assessment of student learning aligns to the following aspects of the achievement standard.


Assessing student learningAssessment name: Retell a Story

Receptive modes (listening, reading and viewing)

By the end of Year 4, students understand that texts have different text structures depending on purpose and context. They explain how language features, images and vocabulary are used to engage the interest of audiences. They describe literal and implied meaning connecting ideas in different texts.

They fluently read texts that include varied sentence structures, unfamiliar vocabulary including multisyllabic words. They express preferences for particular types of texts, and respond to others' viewpoints. They listen for and share key points in discussions.

Productive modes (speaking, writing and creating)

Students use language features to create coherence and add detail to their texts. They understand how to express an opinion based on information in a text. They create texts that show understanding of how images and detail can be used to extend key ideas.

Students create structured texts to explain ideas for different audiences. They make presentations and contribute actively to class and group discussions, varying language according to context. They demonstrate understanding of grammar, select vocabulary from a range of resources and use accurate spelling and punctuation, re-reading and editing their work to improve meaning.

Monitoring student learningStudent learning should be monitored throughout the teaching and learning process to determine student progress and learning needs. Each lesson provides opportunities to gather evidence about how students are progressing and what they need to learn next.Specific monitoring opportunities in this unit may include observations, consultations and samples of student work, for example:

identifying language features, ideas and relationships in stories from Aboriginal peoples' and Torres Strait Islander peoples' histories and cultures expanding content knowledge, integrating and linking ideas in stories from Aboriginal peoples' and Torres Strait Islander peoples' histories and cultures making connections between storylines, ideas and relationships in stories from Aboriginal peoples' and Torres Strait Islander peoples' histories and cultures expressing viewpoints about stories from Aboriginal peoples' and Torres Strait Islander peoples' histories and cultures comprehending the literal and implied meaning in a text using language features to enrich a story through descriptions that provide more detail to make the story more engaging for an audience using text connectives to create a cohesive text using a narrative text structure to create plot tension to meet the purpose of the text, to teach a moral or lesson.

Monitoring task

Monitoring name: Comprehending a traditional Asian story

Monitoring description: Students comprehend a traditional Asian story.

Unit 3

Assessing student learningAssessment name: Procedural presentation

Assessment description: Students create and present a spoken procedure in the role of a character from a story, where the character is explaining how to do something.

Assessment name: Persuasive letter

Assessment description: Students write a letter to persuade a known audienceIn this unit, assessment of student learning aligns to the following aspects of the achievement standard.

Receptive modes (listening, reading and viewing)

By the end of Year 3, students understand how content can be organised using different text structures depending on the purpose of the text. They understand how language features, images and vocabulary choices are used for different effects.


Assessing student learningAssessment name: Retell a Story

They read texts that contain varied sentence structures, a range of punctuation conventions, and images that provide extra information. They use phonics and word knowledge to fluently read more complex words. They identify literal and implied meaning connecting ideas in different parts of a text. They select information, ideas and events in texts that relate to their own lives and to other texts. They listen to others' views and respond appropriately using interaction skills.

Productive modes (speaking, writing and creating)

Students understand how language features are used to link and sequence ideas. They understand how language can be used to express feelings and opinions on topics. Their texts include writing and images to express and develop, in some detail, experiences, events, information, ideas and characters.Students create a range of texts for familiar and unfamiliar audiences. They contribute actively to class and group discussions, asking questions, providing useful feedback and making presentations. They demonstrate understanding of grammar and choose vocabulary and punctuation appropriate to the purpose and context of their writing. They use knowledge of letter-sound relationships including consonant and vowel clusters and high-frequency words to spell words accurately. They re-read and edit their writing, checking their work for appropriate vocabulary, structure and meaning. They write using joined letters that are accurately formed and consistent in size.

Feedback

Unit 1

Feedback may relate to writing and creating texts. In this unit this may include students’ ability to: share and discuss students' own and others' understanding of the effects of particular language features that authors use to engage the reader use metalanguage to describe the effects of ideas and language features in narratives effectively plan, draft and write a new chapter use appropriate text structure and include language features to hold readers' interest and make the narrative more interesting.

Feedback

Unit 2

Feedback may relate to reading, writing and speaking throughout the unit. In this unit this may include: identifying and evaluating structural features and language devices used in a poem and completing learning logs about poems innovating on poems using similar structure and language devices used in original poems evaluating poems by expressing viewpoint using correct metalanguage to explain how effective structural features and poetic language devices are in creating a humorous poem interpreting and evaluating a humorous poem.


Feedback

Unit 3

Feedback may relate to writing and creating texts. In this unit this may include students’ ability to: identifying language features, ideas and relationships in stories from Aboriginal peoples' and Torres Strait Islander peoples' histories and cultures interpreting and evaluating language features, ideas and relationships in stories from Aboriginal peoples' and Torres Strait Islander peoples' histories and cultures making connections between storylines, ideas and relationships in stories from Aboriginal peoples' and Torres Strait Islander peoples' histories and cultures using metalanguage to describe the effects of ideas and language features and techniques in narratives sharing and discussing students' own and others' understanding of the effects of particular literary techniques and language features authors use effectively planning, drafting, editing and publishing a traditional story using appropriate text structures and including language features to hold readers' interest and make the story more interesting rehearsing and delivering a spoken presentation, taking into account the purpose and audience.


Year 4 Semester 1 English Report Card Comment BankAssessment Task 1: Narratives - A new chapter

A B C D E1E4A1 1E4B1 1E4C1 1E4D1 1E4E1

{Name} created detailed descriptions of setting, characters and events through the use of nouns and noun groups, verbs and verb groups. {She,He} choose adverbs and prepositional phrases in sentences to entertain the reader and to support meaning. {Name} created a series of sequenced events to build tension in the chapter and to hold audience interest. {She,He} used a range of sentence types for effect.

{Name} selected texts connectives to support the progression of time (e.g. before long, in a flash, suddenly). {She,He} used direct speech to add interest and quotation marks to signal dialogue. {Name} created a chapter with a developed storyline, characters and setting.

{Name} used language features to create coherence and add detail to their texts. {She,He} created a text that shows understanding of how images and detail can be used to extend key ideas. {Name} demonstrated understanding of grammar and used accurate spelling and punctuation. {She,He} created a structured text for an audience and reread and edited their work to improve meaning.

{Name} spelt familiar words, used capital letters and full stops to punctuate sentences. {She,He} wrote a series of events.

{Name} wrote sentences and listed events.

Assessment Task 2: Examining humour in poetry: Interpret and evaluate a humorous poem: Reading comprehension


{Name} used metalanguage to effectively explain how the language features including nonsense words, spoonerisms, neologisms and puns suit a poem’s purpose and audience. {She,He} evaluated how the poet’s choice of language adds to the subtle meaning of the poem.

{Name} used knowledge of particular word play to maintain the intent of a poetic verse. {She,He} explained how text structure is used to achieve the purpose of poem. {Name} explained literal and inferred ideas in the poem using appropriate evidence from the text. {She,He} justified their preference with examples from texts.

{Name} explained how texts have different text structures depending on purpose and context. {She,He} explained how language features, images and vocabulary are used to engage the interest of audiences. {Name} described literal and implied meanings. {She,He} expressed preference for a particular type of text.

{Name} identified text structure. {She,He} recognised nonsense words in the poem. {Name} stated an opinion about a text.

{Name} identified audience for the poem. {She,He} read the poem and restated information.


Assessment Task 3: Examining traditional stories: Create and present a traditional story


{Name} provided circumstantial details to engage the audience by including adverbs and/or adverb groups/phrases and prepositional phrases. {She,He} sequenced events to build tension to convey the moral of the story to a younger audience. {Name} used a range of sentence structures, to engage the interest of the reader. {She,He} varied the use of tone, pitch and pace to create and sustain audience interest.

{Name} included direct speech to enhance character development and advance the storyline. {She,He} enriched sentences by adding descriptive noun groups/phrases and verb/verb groups. {Name} used pronouns and text connectives to make the text cohesive. {She,He} created a traditional story with a developed storyline, characters and setting. {Name} organised ideas into paragraphs in the narrative structure of orientation, complication and resolution. {She,He} spoke clearly and coherently, using appropriate volume and pausing for emphasis.

{Name} used language features to create coherence and add detail to the text. {She,He} created a structured text to explain ideas for different audiences. {Name} demonstrated understanding of grammar, and used accurate spelling and punctuation. {She,He} reread and edited their work to improve meaning. {Name} made presentations, varying language according to context.

{Name} provided information about

setting and characters. {She,He}

wrote a story, using capital letters

and full stops to punctuate

sentences. {Name} delivered a

presentation.

{Name} stated ideas. {She,He} used simple sentences. {Name} spelt high frequency words. {She,He} presented ideas about a traditional story.


English Pre-ModerationYear 3 : Unit 1, 2 & 3 Semester 1 Title:

Curriculum Intent for the Unit (see unit /task description) In this unit students will learn and apply English knowledge and skills and creating texts through Receptive and Productive modes.

Learning opportunities support students. Read through and discuss each of the prior knowledge and where to in each of the here units of work. Unpack the curriculum intent and revise before each unit.

Assessable Content (Must Know) (Refer to AAP or Unit Plan to source this Information)Unit 1 – Narratives - A new chapterKnowledge and Understanding (Productive) Uses language features to create coherence and add detail to their texts. Creates a text that shows understanding of how images and detail can be used to extend key ideas. Demonstrates understanding of grammar and uses accurate spelling and punctuation. Re-reads and edits work to improve meaning.

Creating texts (Productive) Creates a structured text for an audience.

Unit 2 — Examining humour in poetry: Interpret and evaluate a humorous poem: Reading comprehension Knowledge and Understanding (Receptive) Explains that texts have different text structures depending on purpose and context. Explains how language features, images and vocabulary are used to engage the interest of audiences..

Comprehending Texts (Receptive) Describes literal and implied meanings. Expresses preferences for particular types of texts..

Unit 3 – Examining traditional stories: Create and present a traditional storyKnowledge and Understanding (Productive)


Creating texts (Productive) Creates a structured text to explain ideas for different audiences. Demonstrates understanding of grammar, and uses accurate spelling and punctuation. Re-reads and edits work to improve meaning.

Creating Texts (Productive) Makes presentations, varying language according to context.

Additional Targeted Teaching Priorities

* Identified from Early Start Data from End of Year 2 Data. What were the literacy identified areas?

* Identified from previous assessment & post moderation of Semester 1 English Unit 1 or 2. Were there any identified areas?


Scan and Assess

Prioritise

Develop and Plan

Unit Success Criteria and DifferentiationHow will you know you students have succeeded?

Differentiation: CONTENT PROCESS PRODUCT and ENVIRONMENT

‘C’ Year Level “Working With” Achievement Standard – Success Criteria(Refer to GTMJ and relevant content descriptors (AAP) – including prior content – previous levels)

Unit 1 – Narratives - A new chapterKnowledge and Understanding (Productive) Uses language features to create coherence and add detail to their texts. Creates a text that shows understanding of how images and detail can be used to extend key ideas. Demonstrates understanding of grammar and uses accurate spelling and punctuation. Re-reads and edits work to improve meaning.

Creating texts (Productive) Creates a structured text for an audience.

Unit 2 — Examining humour in poetry: Interpret and evaluate a humorous poem: Reading comprehension Knowledge and Understanding (Receptive) Explains that texts have different text structures depending on purpose and context. Explains how language features, images and vocabulary are used to engage the interest of audiences..

Comprehending Texts (Receptive) Describes literal and implied meanings. Expresses preferences for particular types of texts..



Creating texts (Productive) Creates a structured text to explain ideas for different audiences. Demonstrates understanding of grammar, and uses accurate spelling and punctuation. Re-reads and edits work to improve meaning.

Creating Texts (Productive) Makes presentations, varying language according to context.

‘B’ Year Level “Making Connections” Achievement Standard – Success Criteria(Refer to GTMJ and relevant content descriptors)

Unit 1 – Narratives - A new chapterKnowledge and Understanding (Productive) Selects texts’ connectives to support the progression of time (e.g. before long, in a flash, suddenly). Uses direct speech to add interest. Uses quotation marks to signal dialogue.

Creating texts (Productive) Creates a chapter with a developed storyline, characters and setting.

Unit 2 — Examining humour in poetry: Interpret and evaluate a humorous poem: Reading comprehension Knowledge and Understanding (Receptive) Uses knowledge of particular word play to maintain the intent of a poetic verse. Explains how text structure is used to achieve the purpose of poem.

Comprehending Texts (Receptive) Explains literal and inferred ideas in the poem using appropriate evidence from the text.


Justifies preference with examples from texts.


Includes direct speech to enhance character development and advance the storyline. Enriches sentences by adding descriptive noun groups/phrases and verb/verb groups. Uses pronouns and text connectives to make the text cohesive.

Creating texts (Productive) Creates a traditional story with a developed storyline, characters and setting. Organises ideas into paragraphs in the

narrative structure of orientation, complication and resolution. Uses quotation marks to signal dialogue. Adds, deletes and moves words and word groups to edit text.

Creating Texts (Productive) Speaks clearly and coherently, using appropriate volume and pausing for emphasis

‘A’ Year Level “Applying” Achievement Standard – Success Criteria(Refer to GTMJ and relevant content descriptors + above)

Unit 1 – Narratives - A new chapterKnowledge and Understanding (Productive) Creates detailed descriptions of setting, characters and events through the use of nouns and noun groups, verbs and verb groups. Chooses adverbs and prepositional phrases in sentences to entertain the reader and to support meaning.

Creating texts (Productive) Creates a series of sequenced events to build tension in the chapter and to hold audience interest. Uses a range of sentence types for effect.

Unit 2 — Examining humour in poetry: Interpret and evaluate a humorous poem: Reading comprehension Knowledge and Understanding (Receptive) Uses metalanguage to effectively explain how the language features including nonsense words, spoonerisms, neologisms and

puns suit a poem’s purpose and audience.

Comprehending Texts (Receptive) Evaluates how the poet’s choice of language adds to the subtle meaning of the poem.

Unit 3 – Examining traditional stories: Create and present a traditional storyKnowledge and Understanding (Productive) Provides circumstantial details to engage the audience by including adverbs and/or adverb groups/phrases and prepositional

phrases.

Creating texts (Productive) Sequences events to build tension to convey the moral of the story to a younger audience. Uses a range of sentence structures, to engage the interest of the reader.

Creating Texts (Productive) Varies use of tone, pitch and pace to create and sustain audience interest.

Support Plan or ICP Adjusted Content – Refer to ICPStudents:

Tasks: Supported Plan or ICPs Differentiated Assessment

Reporting Sentence: ‘Students working at Year x as per their Support Plan or ICP Plan Tasks and assessments.’


Maker Model Guiding Questions

Content What students need to learn (Select focus questions as required)

Can I choose a familiar context to help make connections or will I scaffold to broaden student world knowledge?

What links can I make to real life? Can I change the context to match student

interests? What prior learning experiences are required? How will I know what students already know?

Which data? Will students complete a Pre-test? Can I skim over some of the content or miss it

completely? How will I extend those students who already

have this knowledge? Will I accelerate students?

Process How students learn (Select focus questions as required)

Can I tier the activities around concepts and skills to provide different levels of support or opportunities to demonstrate deeper knowledge?

Do I need to vary the length of time students require to grasp a concept either by compacting the curriculum or extending the timeframe?

Can I provide opportunities for students to construct and demonstrate knowledge using digital resources and technologies?

Can I scaffold activities or break larger tasks down into smaller tasks?

Can I provide study guides or graphic organisers for targeted students?

Can I modify delivery modes for individuals or small groups?

Can I use peer tutoring?

ProductHow students demonstrate what they know (Select focus questions as required)

To complete the scheduled assessment task will some students require more/less time?

Can students be extended by communicating the information in a more challenging way? E.g. change to authentic audience

Are there students who need the assessment task to be broken down for them?

Will some students need adjustments to the task e.g. having concrete materials at hand or access to digital technologies?

Will some students need feedback provided more frequently or in a different manner?

Environment How learning is structured (Select focus questions as required)

Which of a range of flexible groupings: whole class, small group and individual, best suits this concept and skill set?Have I offered a range of materials and resources -including ICT's to reflect student diversity?Can I vary the level of class teacher support for some students?Would activities outside the classroom best suit this concept? E.g. Other learning spaces within the school, excursions, campsWhat routines can I put into place to assist students in developing independent and group work skills?What class structures can be modified e.g. team teaching or shared teaching and timetabling?Are there additional support provisions from specialist, teacher aide, mentor etc.?Can I provide visual cues for students e.g. content posters or list of instructions for students to follow?


Post Moderation “Every Student Succeeding”

Objective: Develop professional knowledge and practice (Refer to Pialba state School Moderation and Reporting Policy)

Moderation ProtocolsRefer Appendix of Pialba State School Reporting and Moderation (pre-post) School Policy – Social Moderation Norms.

Moderation of Completed English Assessment Samples Refer Appendix of School Policy – Making judgements using standards.

Previously agreed criteria (Pre Moderation) A-E given using the GTMJ On balance teacher judgement- poles Start at the C Move up or down according to the evidence in the sample. The achievement standard is the C standard. Compare each student sample to the standard not against other student samples Give an A-E grade for the task This sample will become part of the student’s portfolio of work

Where to next after Moderation Refer Appendix of School Policy – Moderation Reflection Tool. From the moderated samples information can then be used to plan for the next task. Complete in next English unit the ADDITIONAL TARGETED TEACHING PRIORITIES

Identified from this terms assessment & moderation.


Scan and Assess

Act

Review

Prioritise

Review

pialbastateschool.files.wordpress.com · web viewpialba state school: english year 4 semester 1...

Documents