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OneSchoolUnit Plan

Name: Unit 1 - English Year Prep (V8)Duration: 8 Weeks

Year Level: Year Prep

Applicable LearningAreas/Subjects: English

Unit Plan

Enjoying our new worldIn this unit students listen to and read texts to explore predictable text structures and common visual patterns in a range of literary and non-literary texts, including fiction and non-fiction books and everyday texts. They engage in multiple opportunities to learn about language, literature and literacy within the five contexts of learning - Focused teaching and learning, Play, Real-life situations, Investigations and Routines and transitions.

For further information to support teaching of the unit, view the:

Year level plan Teacher lesson overview Supporting learning resource - Assessment alignment planner

Throughout the unit, ensure all students have opportunities to develop their higher-order thinking skills. Students develop skills in thinking when they are encouraged to reflect, inquire, generate, and analyse, synthesise and evaluate. Resources that support higher-order thinking skills:

Helpful information - Higher-order thinking skills Years P-9 https://learningplace.eq.edu.au/cx/resources/items/9bd81b3a-7e0f-4031-b685-85cdd806fd89/0/Higher_Order_Thinking.html

Throughout this unit, students will require ready access to ICT at a whole-class, small-group and individual level. Such ICT include spreadsheet software, graphing software, graphic calculators or mobile device apps. Note: A mobile device is a portable computing device, typically having a display screen with touch input or a miniature keyboard. Ensure that the use of ICT in the classroom, including mobile devices, complies with DET policy requirements - Advice for State Schools on Acceptable Use of ICT Facilities and Devices http://ppr.det.qld.gov.au/corp/ict/management/Procedure Attachments/Information Communication and Technology/advice.DOCX.

Content descriptions, achievement standards and general capabilities © ACARA 2014 of 48

Unit Plan Plan Name: Unit 1 - English Year Prep (V8)

Year: PrepLearning Areas/Subjects: English

Duration: 8 Weeks

Assessment Task Summary Type Learning Areas Status Date

Speaking: Talk about a favourite story (Yr Prep)Students select a favourite story and create a short spoken response to elements of the story.

Monitoring task – Speaking

English Unscheduled

Document Table of Contents

Curriculum Australian Curriculum Considerations

Teaching SequenceTeaching Sequence Summary

Prep begins World of imagination Texts for a purpose Get the message Stories to share

Resources Attachments Plan Resource Bank

Assessment Monitoring task – Speaking: Talk about

a favourite story (Yr Prep)




Duration: 8 Weeks

Australian Curriculum

English – Foundation Year Prep

Foundation Year Achievement Standard

Receptive modes (listening, reading and viewing)By the end of the Foundation year, students use predicting and questioning strategies to make meaning from texts. They recall one or two events from texts with familiar topics. They understand that there are different types of texts and that these can have similar characteristics. They identify connections between texts and their personal experience.

They read short, decodable and predictable texts with familiar vocabulary and supportive images, drawing on their developing knowledge of concepts of print, sounds and letters and decoding and self-monitoring strategies. They recognise the letters of the English alphabet, in upper and lower case and know and use the most common sounds represented by most letters. They read high-frequency words and blend sounds orally to read consonant-vowel-consonant words. They use appropriate interaction skills to listen and respond to others in a familiar environment. They listen for rhyme, letter patterns and sounds in words.

Productive modes (speaking, writing and creating)Students understand that their texts can reflect their own experiences. They identify and describe likes and dislikes about familiar texts, objects, characters and events.

In informal group and whole class settings, students communicate clearly. They retell events and experiences with peers and known adults. They identify and use rhyme, and orally blend and segment sounds in words. When writing, students use familiar words and phrases and images to convey ideas. Their writing shows evidence of letter and sound knowledge, beginning writing behaviours and experimentation with capital letters and full stops. They correctly form known upper- and lower-case letters.




Duration: 8 Weeks

Content Descriptions

Language Literature Literacy

Language variation and change Understand that English is one of many

languages spoken in Australia and that different languages may be spoken by family, classmates and community (ACELA1426)

Understand that language can be used to explore ways of expressing needs, likes and dislikes (ACELA1429)

Text structure and organisation Understand that texts can take many forms, can

be very short (for example an exit sign) or quite long (for example an information book or a film) and that stories and informative texts have different purposes (ACELA1430)

Understand that some language in written texts is unlike everyday spoken language (ACELA1431)

Understand that punctuation is a feature of written text different from letters; recognise how capital letters are used for names, and that capital letters and full stops signal the beginning and end of sentences (ACELA1432)

Understand concepts about print and screen, including how books, film and simple digital texts work, and know some features of print, for example directionality (ACELA1433)

Expressing and developing ideas Explore the different contribution of words and

images to meaning in stories and informative texts (ACELA1786)

Understand the use of vocabulary in familiar contexts related to everyday experiences, personal interests and topics taught at school (ACELA1437)

Literature and context Recognise that texts are created by authors

who tell stories and share experiences that may be similar or different to students’ own experiences (ACELT1575)

Responding to literature Respond to texts, identifying favourite stories,

authors and illustrators (ACELT1577) Share feelings and thoughts about the events

and characters in texts (ACELT1783)Examining literature

Identify some features of texts including events and characters and retell events from a text (ACELT1578)

Replicate the rhythms and sound patterns in stories, rhymes, songs and poems from a range of cultures (ACELT1579)

Creating literature Retell familiar literary texts through

performance, use of illustrations and images (ACELT1580)

Innovate on familiar texts through play (ACELT1831)

Texts in context Identify some familiar texts and the contexts in

which they are used (ACELY1645)Interacting with others

Listen to and respond orally to texts and to the communication of others in informal and structured classroom situations (ACELY1646)

Use interaction skills including listening while others speak, using appropriate voice levels, articulation and body language, gestures and eye contact (ACELY1784)

Deliver short oral presentations to peers (ACELY1647)

Interpreting, analysing, evaluating Identify some differences between imaginative

and informative texts (ACELY1648) Use comprehension strategies to understand

and discuss texts listened to, viewed or read independently (ACELY1650)

Creating texts Create short texts to explore, record and report

ideas and events using familiar words and beginning writing knowledge (ACELY1651)

Construct texts using software including word processing programs (ACELY1654)




Duration: 8 Weeks

Content Descriptions

Language Literature Literacy

Phonics and word knowledge Recognise and generate rhyming words,

alliteration patterns, syllables and sounds (phonemes) in spoken words (ACELA1439)

Recognise and name all upper and lower case letters (graphemes) and know the most common sound that each letter represents (ACELA1440)

Understand how to use knowledge of letters and sounds including onset and rime to spell words (ACELA1438)

Know how to read and write some high-frequency words and other familiar words (ACELA1817)

Understand that words are units of meaning and can be made of more than one meaningful part (ACELA1818)

Segment sentences into individual words and orally blend and segment onset and rime in single syllable spoken words, and isolate, blend and manipulate phonemes in single syllable words (ACELA1819)

Write consonant-vowel-consonant (CVC) words by representing some sounds with the appropriate letters, and blend sounds associated with letters when reading CVC words (ACELA1820)




Duration: 8 Weeks

Considerations

Prior and future curriculumRelevant prior curriculumThis unit acknowledges the diversity of prior school learning, capabilities, knowledge and interests. Each student's ideas and prior knowledge are used to develop challenging and connected learning opportunities to accommodate the needs of all students.Curriculum working towardsThe teaching and learning in this unit work towards the following:

Understand that the purposes texts serve shape their structure in predictable ways (ACELA1447) Recognise that different types of punctuation, including full stops, question marks and exclamation marks, signal sentences that make statements, ask questions, express emotion or

give commands (ACELA1449) Discuss how authors create characters using language and images (ACELT1581) Discuss characters and events in a range of literary texts and share personal responses to these texts, making connections with students' own experiences (ACELT1582) Express preferences for specific texts and authors and listen to the opinions of others (ACELT1583) Discuss features of plot, character and setting in different types of literature and explore some features of characters in different texts (ACELT1584) Respond to texts drawn from a range of cultures and experiences (ACEY1655) Make short presentations using some introduced text structures and language, for example opening statements (ACEY1657) Describe some differences between imaginative informative and persuasive texts (ACEY1658) Use comprehension strategies to build literal and inferred meaning about key events, ideas and information in texts that they listen to, view and read by drawing on growing

knowledge of context, text structures and language features (ACEY1660) Construct texts that incorporate supporting images using software including word processing programs (ACEY1664)




Duration: 8 Weeks

General capabilitiesThis unit provides opportunities for students to engage in the following general capabilities.Literacy

Comprehending texts through listening, reading and viewing Composing texts through speaking, writing and creating Text knowledge Grammar knowledge Word knowledge Visual knowledge

Numeracy Estimating and calculating with whole numbers

Information and communication technology (ICT) capability Applying social and ethical protocols and practices when using ICT Communicating with ICT Managing and operating ICT

Critical and creative thinking Inquiring - identifying, exploring and organising information and ideas Generating ideas, possibilities and actions Reflecting on thinking and processes Analysing, synthesising and evaluating reasoning and procedures

Personal and social capability Self-awareness Self-management Social awareness Social management

Intercultural understanding Recognising culture and developing respect Interacting and empathising with others Reflecting on intercultural experiences and taking responsibility

For further information, refer to General capabilities in the Australian Curriculum and the Learning area specific advice.

Cross curriculum prioritiesAboriginal and Torres Strait Islander histories and culturesStudents will develop a knowledge, deep understanding and respect for Aboriginal peoples’ and Torres Strait Islander peoples’ history and culture and build an awareness that their histories are part of a shared history belonging to all Australians.The embedding of Aboriginal peoples’ and Torres Strait Islander peoples’ histories and cultures into the curriculum can be a challenging task. For further information, including pedagogical approaches, refer to C2C: Aboriginal peoples & Torres Strait Islander peoples Cross Curriculum Priority support https://oneportal.deta.qld.gov.au/EducationDelivery/Stateschooling/schoolcurriculum/Curriculumintotheclassroom/Pages/C2CAandTSICCPSupport.aspx.




Duration: 8 Weeks

Assessing student learningMonitoring 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:

observation of students' learning demonstrations in small-group activities personalised checklists with anecdotal records artefacts that students produce that demonstrate capabilities images (photographs) and recordings (audio, video) of learning and development.

Monitoring taskMonitoring name: Speaking: Talk about a favourite storyMonitoring description: Students select a favourite story and create a short spoken response to elements of the story.

FeedbackFeedback may relate to reading, writing, speaking and listening. In this unit this may include:

understanding connections between spoken language and print understanding of concepts of print and screen making connections to personal experiences identifying and using letters of the English alphabet communicating clearly and effectively in pair, group and class discussions developing oral retelling skills.




Duration: 8 Weeks

Teaching Sequence

Curriculum Plan Topics

Duration Topic

7 Lessons Prep begins Lesson 1: Finding out about Prep and sharing a story Lesson 2: Sharing different types of writing Lesson 3: Thinking before reading Lesson 4: Learning about words and pictures in stories Lesson 5: Creating a new version of a story Lesson 6: Exploring different languages Lesson 7: Retelling an animation

4 Lessons World of imagination Lesson 8: Sharing a story Lesson 9: Using my imagination Lesson 10: Planning my play Lesson 11: Talking and writing to plan for play

8 Lessons Texts for a purpose Lesson 12: Looking at different stories with signs and labels Lesson 13: Learning more about signs and labels Lesson 14: Planning a journey for some favourite toys Lesson 15: Sharing an original story Lesson 16: Talking about authors and their ideas Lesson 17: Sharing experiences Lesson 18: Labelling characters Lesson 19: Creating text

8 Lessons Get the message Lesson 20: Predicting the story Lesson 21: Sharing rhymes




Duration: 8 Weeks

Lesson 22: Writing a letter or email Lesson 23: Sending a message Lesson 24: Sharing a story with postcards Lesson 25: Exploring the features of postcards Lesson 26: Creating a postcard or e-card 1 Lesson 27: Creating a postcard or e-card 2

8 Lessons Stories to share Lesson 28: Sharing a favourite story Lesson 29: Introducing a literary series Lesson 30: Sharing another story from a literary series Lesson 31: Thinking of ideas for another story Lesson 32: Exploring a short talk Lesson 33: Helping create a short talk Lesson 34: Planning a short talk Lesson 35: Sharing a short talk

35 Lessons Total Unit




Duration: 8 Weeks

Teaching Sequence

Topic Prep begins Topic Duration 7 Lessons

Overview Throughout this lesson series, students will share literary and non-literary books and short animations. They express their thoughts and feelings about stories and they make personal connections to the story context. They engage with and innovate on predictable repetitive texts. They compare texts in different languages and gain an understanding that English is one of many languages spoken in Australia.

Lessons Teaching and Learning Sequence Resources

Lesson 1

Finding out about Prep and sharing a story

Lesson objectivesStudents will:

Understand how to comprehend text by making connections to own experiences.

Understand concepts about print. Understand how to talk about feelings and

thoughts in response to what happens in a text.Evidence of learningCan the student:

Talk about own experiences related to the story? Share feelings and thoughts about what

happens in a text?Example learning sequence

Learn about Prep Share a story Develop, progress and consolidate English

through the contexts for learning Record learning

Resources Text - Fox, M 2002, The magic hat, Scholastic, Gosford, NSW

Helpful information Spelling - Year Prep Unit 1 Spelling overview https://learningplace.eq.edu.au/cx/resources/items/64032b89-

6bac-f41d-9983-90b6dfb51b73/0/index.html Supporting learning resource - Aboriginal & Torres Strait Islander histories and cultures suggested

alternative resources https://learningplace.eq.edu.au/cx/resources/items/193f9fcd-4d44-4b0b-9721-29f189762b26/0/Eng_Prep_U1_SLR_SuggAltResources.docx

Supporting learning resource - C2C: Aboriginal peoples & Torres Strait Islander peoples Cross Curriculum Priority support https://oneportal.deta.qld.gov.au/EducationDelivery/Stateschooling/schoolcurriculum/Curriculumintotheclassroom/Pages/C2CAandTSICCPSupport.aspx

Supporting learning resource - Contexts for learning - English Year Prep Unit 1 https://learningplace.eq.edu.au/cx/resources/items/9cf7ea93-f4b5-42dd-af43-9e3abb4a0ee6/0/Eng_Prep_U1_SLR_ContextsLearningIdeas.docx

Supporting learning resource - Developing awareness of phonemes program https://learningplace.eq.edu.au/cx/resources/items/94ddb360-15f4-ac7c-9eb2-30b7f84bf051/1/docs/Focus_on_Phonics_-_DAP_program.pdf

Supporting learning resource - English metalanguage: Years P-2 https://learningplace.eq.edu.au/cx/resources/items/332aaccf-9152-1256-2b9f-3f456bd29f88/0/Eng_SLR_YP-Y02_Metalanguage.docx

Supporting learning resource - Getting started with reading https://learningplace.eq.edu.au/cx/resources/items/5d786168-eab1-4950-a727-8570719e72d6/0/Eng_Prep_U1_SLR_GetStartRead.docx

Supporting learning resource - Introduction to the unit: Enjoying our new world https://learningplace.eq.edu.au/cx/resources/items/219b8eea-9c41-44a8-bb8f-9afd413e09e5/0/Eng_Prep_U1_SLR_UnitIntro.docx

Supporting learning resource - Year Prep monitoring tool for reading https://learningplace.eq.edu.au/cx/resources/items/a9d06868-e3c6-4484-9f5a-368bde1d7160/1/Eng_Prep_U2_SLR_MonToolRead.docx

Supporting learning resource - Reading checklist: Year Prep https://learningplace.eq.edu.au/cx/resources/items/af937ce2-fe56-4c98-9c5d-a48c133c05d1/1/Eng_Prep_SLR_ReadingChecklist.docx

Supporting learning resource - Resource list: English Unit 1 - Getting started https://learningplace.eq.edu.au/cx/resources/items/bce6418e-ac5c-426d-a9f7-163c9fd0200e/0/Eng_Prep_U1_SLR_ResourceListGetStarted.docx

Supporting learning resource - Yarning circles https://learningplace.eq.edu.au/cx/resources/items/6af7563c-




Duration: 8 Weeks

Teaching Sequence



Lessons Teaching and Learning Sequence Resources70cd-4f7f-32a1-ae6ec0aed6bc/1/C2C_EATSIPS_YarningCircles.pdf

Website - Contemporary practice resource: English https://learningplace.eq.edu.au/cx/resources/items/a6fa10d8-7a10-fd20-105d-61936d635413/0/index.html

Attachments Lesson plan

Lesson 2

Sharing different types of writing


Understand concepts about print. Understand that imaginative and informative

texts are different. Understand how to comprehend text and make

connections to own experiences.Evidence of learningCan the student:

Talk about own experiences in relation to the imaginative text or the informative text?

Recognise similarities and differences between imaginative and informative texts?

Example learning sequence Learn more about Prep Share a story Explore an informative text Develop, progress and consolidate English


Resources Find and prepare informative texts related to the text The magic hat, e.g. an informative text about

hats Text - Fox, M 2002, The magic hat, Scholastic, Gosford, NSW

Helpful information Supporting learning resource - Contexts for learning - English Year Prep Unit 1

https://learningplace.eq.edu.au/cx/resources/items/9cf7ea93-f4b5-42dd-af43-9e3abb4a0ee6/0/Eng_Prep_U1_SLR_ContextsLearningIdeas.docx





Supporting learning resource - Using informative texts https://learningplace.eq.edu.au/cx/resources/items/5547bd01-29cf-4935-b48c-dc1f5ec2c4ef/0/Eng_Prep_U1_SLR_UsingInfoTexts.docx





Duration: 8 Weeks

Teaching Sequence




Lesson 3

Thinking before reading


Understand how to comprehend a text by making connections to own experiences.


thoughts on content from a text.Evidence of learningCan the student:

Talk about own experiences that relate to the story?

Share feelings and thoughts about what happens in a text?

Example learning sequence Learn about predicting Practise making predictions about a story Discuss and retell the story Explore texts independently Develop, progress and consolidate English


Resources Text - Williams, S 1996, I went walking, Harcourt Brace International, Orlando, USA





Supporting learning resource - Learning about reading https://learningplace.eq.edu.au/cx/resources/items/6a48338f-f0e5-40bf-a940-3cab93371936/0/Eng_Prep_U1_SLR_LearnRead.docx

Supporting learning resource - Listening, including language and listening games with feedback https://learningplace.eq.edu.au/cx/resources/items/bb216ce2-af0d-4457-9e8d-57e1fd3f0d31/0/Eng_Prep_U1_SLR_ListenIncludingGames.docx

Supporting learning resource - Put your happy face on https://learningplace.eq.edu.au/cx/resources/items/61aaa670-1677-484a-84c4-41adc31e61b5/0/Eng_Prep_U1_SLR_PutHappyFaceOn.docx


Supporting learning resource - Song -This old man https://learningplace.eq.edu.au/cx/resources/items/9988b59d-aae0-4f5c-a1ff-5096d5428fe2/0/Eng_Prep_U1_SLR_SongThisOldMan.docx

Supporting learning resource - Supporting a beginning reader including feedback ideas https://learningplace.eq.edu.au/cx/resources/items/8a042449-18ce-4c18-b6a4-65b7b76bbebe/0/Eng_Prep_U1_SLR_SuppBegReader.docx





Duration: 8 Weeks

Teaching Sequence




Lesson 4

Learning about words and pictures in stories



thoughts on what happens in a text. Understand how to record simple ideas using

beginning writing knowledge.Evidence of learningCan the student:

Identify and talk about concepts about print? Identify the difference between words and

pictures?Example learning sequence

Learn about the relationship between words and pictures

Develop understanding about the writing process

Develop, progress and consolidate English through the contexts for learning

Record learning

Resources Text - Williams, S 1996, I went walking, Harcourt Brace International, Orlando, USA

Helpful information Supporting learning resource - Beginning to write

https://learningplace.eq.edu.au/cx/resources/items/813b1e2e-9d2c-48e4-bc91-1afffec32628/0/Eng_Prep_U1_SLR_BeginToWrite.docx




Supporting learning resource - Holding a pencil including feedback idea https://learningplace.eq.edu.au/cx/resources/items/749c81a9-aa25-485b-aae3-7e1a9c799b35/0/Eng_Prep_U1_SLR_HoldPencil.docx


Supporting learning resource - Talking about sentences, words and letters/sounds including feedback https://learningplace.eq.edu.au/cx/resources/items/50c0651e-f6eb-4f53-a373-46e569dfe246/0/Eng_Prep_U1_SLR_TalkSentWordLetterSound.docx


Lesson 5

Creating a new version of a story


Understand concepts about print. Understand how to talk about what happens in a

story. Understand how to record information using

Resources Learning object - Fish 1: descriptive sentence Sheet - Underwater fish Text - Williams, S 1996, I went walking, Harcourt Brace International, Orlando, USA

Helpful information




Duration: 8 Weeks

Teaching Sequence



Lessons Teaching and Learning Sequence Resourcesbeginning writing knowledge.

Evidence of learningCan the student:

Talk about what happens in a story? Suggest ideas for the new version?

Example learning sequence Identify rhyme in an adapted version of a story Practise adding words to give more information Develop, progress and consolidate English


eBook - Walking through Cherbourg http://education.qld.gov.au/library/resource/eresources/vbook/bb/walkingthrough/index.html (Note: Aboriginal peoples and Torres Strait Islander peoples are warned that this resource may contain images, voices and names of persons who may now be deceased.)

Supporting learning resource - Aboriginal & Torres Strait Islander histories and cultures suggested alternative resources https://learningplace.eq.edu.au/cx/resources/items/193f9fcd-4d44-4b0b-9721-29f189762b26/0/Eng_Prep_U1_SLR_SuggAltResources.docx





Supporting learning resource - Yarning circles https://learningplace.eq.edu.au/cx/resources/items/6af7563c-70cd-4f7f-32a1-ae6ec0aed6bc/1/C2C_EATSIPS_YarningCircles.pdf


Lesson 6

Exploring different languages


Understand that English is one of many languages spoken in Australia.

Understand that authors tell stories that may be similar or different to students' own experiences.

Understand how to comprehend texts through making connections to own experiences.

Evidence of learning

Resources Video - Heads, shoulders, knees and toes (Note: in Chinese)

Helpful information Website - PCAP (Priority Country Area Program) books

http://education.qld.gov.au/library/eresources/vbook/pcap.html

Note: Aboriginal peoples and Torres Strait Islander peoples are warned that these resources may contain images, voices and names of persons who may now be deceased.

Supporting learning resource - Aboriginal & Torres Strait Islander histories and cultures suggested alternative resources https://learningplace.eq.edu.au/cx/resources/items/193f9fcd-4d44-4b0b-9721-




Duration: 8 Weeks

Teaching Sequence




Can the student: Identify that there are different languages? Talk about own experiences that relate to the

story?Example learning sequence

Think about the many languages spoken in Australia

View and listen to familiar stories and songs in other languages

Develop, progress and consolidate English through the contexts for learning

Record learning

29f189762b26/0/Eng_Prep_U1_SLR_SuggAltResources.docx Supporting learning resource - C2C: Aboriginal peoples & Torres Strait Islander peoples Cross

Curriculum Priority support https://oneportal.deta.qld.gov.au/EducationDelivery/Stateschooling/schoolcurriculum/Curriculumintotheclassroom/Pages/C2CAandTSICCPSupport.aspx






Lesson 7

Retelling an animation


Understand how to express feelings and thoughts about animated stories.

Understand that words, sound and images contribute to the meaning of a story.


Talk about feelings and thoughts on what happens in a text?

Use words to retell the story shown in the images?

Example learning sequence Talk about animations

Resources Find and prepare a short animation, advertisement or segment from a longer animation or film, e.g.

Australian Children’s Television FoundationHelpful information







Duration: 8 Weeks

Teaching Sequence



Lessons Teaching and Learning Sequence Resources View an animation Respond to an animation to build vocabulary for

retelling Retell the animation without sound Reflect on the retelling Develop, progress and consolidate English

through the contexts for learning





Duration: 8 Weeks

Teaching Sequence

Topic World of imagination Topic Duration 4 Lessons

Overview Throughout this lesson series, students will use literature to stimulate their imagination in order to talk about, plan and play in imaginary contexts. They will use personal experiences and use new words from texts to extend their own vocabulary when interacting with others as they play. They will retell and play out the characters and events from literary texts.


Lesson 8

Sharing a story


Understand that words and images add to the meaning of a story.

Understand how to use new vocabulary to talk about texts and experiences.

Understand how to listen and respond to others.Evidence of learningCan the student:

Talk about how the words and images in the story work?

Share and listen to personal experiences about playing and pretending?

Example learning sequence Share a story Learn about imagination and play Develop, progress and consolidate English


Resources Text - Lester, A 1992, Imagine, Allen and Unwin, North Sydney, NSW

Helpful information Supporting learning resource - Basic pretend play ideas

https://learningplace.eq.edu.au/cx/resources/items/e6c8a529-c582-418e-8dfb-4d61fb65ea83/0/Eng_Prep_U1_SLR_BasicPretendPlayIdeas.docx

Supporting learning resource - Beginning to write https://learningplace.eq.edu.au/cx/resources/items/813b1e2e-9d2c-48e4-bc91-1afffec32628/0/Eng_Prep_U1_SLR_BeginToWrite.docx



Supporting learning resource - Foundation Year - Monitoring tool for speaking and listening: Imaginative and inquiry https://learningplace.eq.edu.au/cx/resources/items/9aac2ad0-a38f-4a0a-954a-9c161d18abb3/0/Eng_Prep_U1_SLR_MonToolSpeakListen_ImagInq.docx

Supporting learning resource - Prep Year - Monitoring tool for speaking and listening: Interacting with others https://learningplace.eq.edu.au/cx/resources/items/a320daf0-5b3a-4051-95f8-343691017313/0/Eng_Prep_U1_SLR_MonToolSpeakListenInteract.docx



Supporting learning resource - Talking about sentences, words and letters/sounds, including feedback https://learningplace.eq.edu.au/cx/resources/items/50c0651e-f6eb-4f53-a373-46e569dfe246/0/Eng_Prep_U1_SLR_TalkSentWordLetterSound.docx


Lesson 9 Lesson objectives Resources




Duration: 8 Weeks

Teaching Sequence




Using my imagination

Students will: Understand how to comprehend text using

words and images. Make connections to own experiences and

express feelings and thoughts about contents of text.


Comprehend and talk about the information shown in the text using the pictures and words?

Example learning sequence Share and comprehend a story Learn about capital letters and full stops Develop, progress and consolidate English


Text - Lester, A 1992, Imagine, Allen and Unwin, North Sydney, NSWHelpful information











Lesson 10 Lesson objectivesStudents will:

Resources Audio - Playing in the snow with Josephine




Duration: 8 Weeks

Teaching Sequence




Planning my play

Understand how to apply new vocabulary used in play.

Understand that letters can be used to write spoken words.


Use appropriate vocabulary when talking about planning play experiences?

Understand that the words of speech can be recorded using letters?

Example learning sequence Talk about words and pictures Understand the purpose of talking and writing

when planning for play Compose a brief text planning for play Innovate on the story through play Develop, progress and consolidate English


Audio - Playing in the snow with Lilly Text - Lester, A 1992, Imagine, Allen and Unwin, North Sydney, NSW







Supporting learning resource - Getting along with others https://learningplace.eq.edu.au/cx/resources/items/c7a243c1-0d50-430f-8799-1ee7aaae438a/0/Eng_Prep_U1_ILM_SLR_GettingAlongWithOthers.docx



Supporting learning resource - Learning through play https://learningplace.eq.edu.au/cx/resources/items/36d05872-b970-4aa4-a688-976874169e91/0/Eng_Prep_U1_SLR_LearnPlay.docx

Supporting learning resource - Speaking clearly https://learningplace.eq.edu.au/cx/resources/items/37419592-dbba-44d5-8482-fc6f2137379d/0/Eng_Prep_U1_SLR_SpeakingClearly.docx





Duration: 8 Weeks

Teaching Sequence





Lesson 11

Talking and writing to plan for play


Understand how to use vocabulary from previous experiences.

Understand how lists can be used to plan for play.


Use vocabulary from personal experiences to talk about new experiences?

Participate in the creation of texts that plan for play?

Example learning sequence Use a story situation to prompt play Write a list Innovate on familiar texts through play Develop, progress and consolidate English


Resources Text - Gleeson, L 2006, Clancy & Millie and the very fine house, Little Hare, Surry Hills, NSW Video - Lots of lists








Supporting learning resource - Holding a pencil including feedback ideas https://learningplace.eq.edu.au/cx/resources/items/749c81a9-aa25-485b-aae3-7e1a9c799b35/0/Eng_Prep_U1_SLR_HoldPencil.docx

Supporting learning resource - Interacting with others 1 https://learningplace.eq.edu.au/cx/resources/items/eb41c6a8-f477-494d-843b-274afdf0dac5/0/Eng_Prep_U1_SLR_InteractOthers1.docx





Duration: 8 Weeks

Teaching Sequence



Lessons Teaching and Learning Sequence Resources Supporting learning resource - Talking about sentences, words and letters/sounds including feedback

https://learningplace.eq.edu.au/cx/resources/items/50c0651e-f6eb-4f53-a373-46e569dfe246/0/Eng_Prep_U1_SLR_TalkSentWordLetterSound.docx





Duration: 8 Weeks

Teaching Sequence

Topic Texts for a purpose Topic Duration 8 Lessons

Overview Throughout this lesson series, students will look at different forms of texts including short and long texts and stories with signs and labels. They will identify and create signs and labels for their own environments.


Lesson 12

Looking at different stories with signs and labels


Understand that texts can be very short or quite long and have different purposes.

Understand how to recognise and understand familiar texts in context.

Understand how to comprehend and talk about text meaning.


Identify and talk about long and short texts? Recognise the meaning of symbols in context?

Example learning sequence Share a story Respond to a story Talk about long and short texts Develop, progress and consolidate English


Resources Text - Dray, M 2006, Dougal and Bumble and the long walk home, Viking, Camberwell, Vic

Helpful information Find and prepare signs, labels and symbols from the local area and classroom (Note: Prior to using

these resources, review the content to ensure suitability for your school context and class) Supporting learning resource - Contexts for learning - English Year Prep Unit 1






Lesson 13

Learning more about signs and labels


Understand that texts can be very short or quite long and have different purposes.

Understand how to identify different features of text.

Understand how to recognise and understand familiar texts in context.


Identify and talk about the purpose of some short texts?

Identify and discuss signs and labels in context?

Resources Text - Dray, M 2006, Dougal and Bumble and the long walk home, Viking, Camberwell, Vic Find and prepare signs and labels from the local area and classroom (Note: Prior to using these

resources, review the content to ensure suitability for your school context and class) Sheet - Labels for the schoolroom Video - Signs in your community







Duration: 8 Weeks

Teaching Sequence




Example learning sequence Re-read and comprehend a story Discuss features of short texts Finding short texts in your environment Develop, progress and consolidate English




Website - International children’s digital library (International Children's Digital Library Foundation) http://en.childrenslibrary.org/


Lesson 14

Planning a journey for some favourite toys


Understand that written text is different to spoken text.

Understand how to use spoken words and images to retell a story.

Understand how to create short texts using familiar words and phrases.


Identify and talk about the difference between spoken and written text?

Retell a story using images?Example learning sequence

Revisit a familiar story Plan a journey for some favourite toys Develop, progress and consolidate English

through the contexts for learning Record the toys' journey Record learning

Resources Text - Dray, M 2006, Dougal and Bumble and the long walk home, Viking, Camberwell, Vic Find and prepare signs and labels from the local area and classroom (Note: Prior to using these

resources, review the content to ensure suitability for your school context and class)Helpful information




Supporting learning resource - Talking about thinking with feedback https://learningplace.eq.edu.au/cx/resources/items/83b6f0bb-e177-45e3-87ef-cb7ddd7e3e9d/0/Eng_Prep_U1_SLR_TalkingAboutThinking.docx


Lesson 15 Lesson objectives Resources




Duration: 8 Weeks

Teaching Sequence




Sharing an original story

Students will: Understand that written text is different to

spoken text. Understand how to use spoken words and

images to retell a story. Understand how to use appropriate voice level

and eye contact.Evidence of learningCan the student:

Speak clearly in an interesting manner and use appropriate eye contact when retelling a story?

Use the images to support the retelling?Example learning sequence

Learn about communicating with others Presenting your toys' journey Develop, progress and consolidate English


Text - Dray, M 2006, Dougal and Bumble and the long walk home, Viking, Camberwell, Vic Find and prepare signs and labels from the local area and classroom (Note: Prior to using these

resources, review the content to ensure suitability for your school context and class)Helpful information







Lesson 16

Talking about authors and their ideas


Understand concepts about print. Understand that authors tell stories that may be

similar or different to students' own experiences.Evidence of learningCan the student:

Talk about the story? Compare own experiences with those in the


Resources Text - Graham, B 1997, Queenie the bantam, Walker books, London

Helpful information Supporting learning resource - Alphabet chart https://learningplace.eq.edu.au/cx/resources/items/3ff59195-

3368-4c86-9ff2-9c14e628c923/0/Eng_Prep_U1_SLR_AlphabetChart.docx Supporting learning resource - Beginning to write



Supporting learning resource - Foundation Year - Monitoring tool for speaking and listening:




Duration: 8 Weeks

Teaching Sequence



Lessons Teaching and Learning Sequence Resources Focus on letters and sounds Share a story Respond to a story Match letters and sounds in words in the story Develop, progress and consolidate English


Imaginative and inquiry https://learningplace.eq.edu.au/cx/resources/items/9aac2ad0-a38f-4a0a-954a-9c161d18abb3/0/Eng_Prep_U1_SLR_MonToolSpeakListen_ImagInq.docx


Supporting learning resource - Learning about letters, sounds and words https://learningplace.eq.edu.au/cx/resources/items/ecf7e07b-e0a9-4adc-af5a-4477910ca842/0/Eng_Prep_U1_SLR_LearnLettersSoundsWords.docx




Lesson 17

Sharing experiences


Understand how to express feelings and thoughts about a story.

Understand how to compare their own experiences to those described by the author.

Understand how to identify familiar contexts.Evidence of learningCan the student:

Compare own ideas and experiences to those described by the author?

Identify familiar contexts?Example learning sequence

Share feelings and thoughts about a story Review letters and sounds Record your experiences that are similar to the

story









Duration: 8 Weeks

Teaching Sequence



Lessons Teaching and Learning Sequence Resources Develop, progress and consolidate English


Lesson 18

Labelling characters


Understand that written text is different to spoken text.

Understand how to identify different features of text.

Understand how to record ideas using beginning writing knowledge.


Talk about differences between spoken and written text?

Provide examples of different types of texts that include labels and signs?

Engage in beginning writing to create labels?Example learning sequence

Revisit a familiar story Create short texts to label images Develop, progress and consolidate English







Lesson 19

Creating text


Understand concepts about print. Understand how to use beginning writing

knowledge to create short texts.Evidence of learningCan the student:




Supporting learning resource - Word wall https://learningplace.eq.edu.au/cx/resources/items/31213974-010f-4bad-a506-e4bddd9671dd/0/Eng_Prep_U1_SLR_WordWall.docx




Duration: 8 Weeks

Teaching Sequence



Lessons Teaching and Learning Sequence Resources Identify the difference between a word and a

letter? Engage with beginning writing to create simple

sentences? Use knowledge of the story, characters and

labels to demonstrate reading-like behaviour?Example learning sequence

Review labelled images Create short texts Read digital texts Develop, progress and consolidate English


Website - Rosie and Wallace story books http://education.qld.gov.au/library/eresources/vbook/rosie-wallace.html





Duration: 8 Weeks

Teaching Sequence

Topic Get the message Topic Duration 8 Lessons

Overview Throughout this lesson series, students will write messages and learn about ways of communicating with different types of language. They will experience a number of literary texts where letters, messages, postcards and invitations are featured in the texts.


Lesson 20

Predicting the story


Understand concepts about print. Understand how to share feelings and thoughts

about what happens in a text and make connections to their own experiences.

Understand how to comprehend text by making inferences about character feelings.


Discuss their feelings about what happens in the story?

Make inferences about the character's feelings?Example learning sequence

Focus on letters and sounds Predict, read and discuss a story Identify text types Match letters and sounds in words in the story Read a book Develop, progress and consolidate English


Resources Text - Ahlberg, J & Ahlberg, A 1986, The jolly postman, Heinemann, London









Lesson 21

Sharing rhymes


Understand how to match the sound at the beginning of words to the correct letter.

Understand that some spoken words rhyme. Understand how to use the rhyme in a text to

help recite it.Evidence of learningCan the student:

Recognise some letter names and their sounds


Helpful information Learning object - Eye video https://learningplace.eq.edu.au/cx/resources/items/fa881b03-9004-df16-ae80-

89c3ee8b87bf/0/ViewIMS.jsp Learning object - There were ten in the bed https://learningplace.eq.edu.au/cx/resources/items/81c3ca4a-

8643-4a0b-c600-ac5cbef97fa2/0/ViewIMS.jsp Learning object - Tune in https://learningplace.eq.edu.au/cx/resources/items/3066c5bf-17cd-f753-0d10-

55b94d4353bd/0/ViewIMS.jsp Supporting learning resource - Contexts for learning - English Year Prep Unit 1

https://learningplace.eq.edu.au/cx/resources/items/9cf7ea93-f4b5-42dd-af43-9e3abb4a0ee6/0/




Duration: 8 Weeks

Teaching Sequence



Lessons Teaching and Learning Sequence Resourcesin spoken words?

Identify the rhyming words in a familiar text?Example learning sequence

Share and find rhyme in a story Listen for rhyming words in text Review letters and sounds in words in familiar

contexts Develop, progress and consolidate English


Eng_Prep_U1_SLR_ContextsLearningIdeas.docx


Lesson 22

Writing a letter or email


Understand that full stops are a feature of written text different from letters and that spoken sounds are written using letters.

Understand how to create short texts about story characters or events.


Identify the difference between full stops and letters in a text?

Engage with the writing process and provide thoughts and feelings about characters?

Example learning sequence Read and view an email or letter as part of a

story Discuss features of a letter or email Develop understanding about how capital letters

are always used for people's names Develop understanding about how to write a

letter or email Develop, progress and consolidate English









Duration: 8 Weeks

Teaching Sequence



Lessons Teaching and Learning Sequence Resources Record learning

Lesson 23

Sending a message


Understand that full stops are different from letters and spoken sounds are written using letters.

Understand how to create short texts about story characters or events.


Create short texts including images which record thoughts and feelings or ideas?

Example learning sequence Review the features and content of a letter or

email Write and draw for a letter or email Match letters and sounds in words in familiar

text Develop, progress and consolidate English

through thecontexts for learning Record learning









Lesson 24

Sharing a story with postcards


Understand that stories and informative texts have different purposes.

Understand how to comprehend text by making inferences about character feelings.

Understand how to match the sound at the beginning of words to the correct letter.


Talk about the purpose of informative and

Resources Text - Gravett, E 2006, Meerkat mail, Macmillan Children’s Books, London








Duration: 8 Weeks

Teaching Sequence



Lessons Teaching and Learning Sequence Resourcesimaginary text?

Make inferences about character feelings? Identify words with a specified initial sound?

Example learning sequence Explore letters and sounds Share a story Discuss experiences with postcards Match letters and sounds in words in the story Develop, progress and consolidate English





Lesson 25

Exploring the features of postcards


Understand some concepts about print. Understand the difference between imaginative

and informative texts.Evidence of learningCan the student:

Identify the direction of print and return sweep? Talk about the features of informative and

imaginative texts?Example learning sequence

Examine the features of postcards Compare an informative text with an imaginative

text Review letters and sounds in familiar contexts Develop, progress and consolidate English






Lesson 26

Creating a


Understand that spoken language can be written

Resources Sheet - Greetings from the beach: an eCard Text - Gravett, E 2006, Meerkat mail, Macmillan Children’s Books, London




Duration: 8 Weeks

Teaching Sequence




postcard or e-card 1

down. Understand some conventions and features of

written text.Evidence of learningCan the student:

Make the connection between spoken and written language?

Suggest the correct use of some conventions of written text?

Example learning sequence Examine examples of postcards or e-cards Shared writing of a postcard or e-card Develop, progress and consolidate English




Website - E-cards (E-Cards.com) http://cards.e-cards.com/send/write-card.pl


Lesson 27

Creating a postcard or e-card 2


Understand that spoken language can be written down.

Understand how to draw and use words to share information and retell about characters and events.


Understand that spoken language can be written down?

Talk about their picture? Experiment with and 'read' own writing?

Example learning sequence Review how to construct a postcard or e-card Match letters and sounds in words in familiar

text










Duration: 8 Weeks

Teaching Sequence



Lessons Teaching and Learning Sequence Resources Write and draw for a postcard or e-card Read a book Develop, progress and consolidate English





Duration: 8 Weeks

Teaching Sequence

Topic Stories to share Topic Duration 8 Lessons

Overview Throughout this lesson series, students will listen to, view and read literary texts from a variety of different authors. They will focus on the stories from a literary series and develop an understanding about the characters and events. They will express likes and dislikes about the characters and the events they are involved in and find opportunities to play the characters in different contexts. They will select a favourite series and plan, rehearse and present a short talk about one of its texts in a semi-formal situation.


Lesson 28

Sharing a favourite story


Understand how to express feelings and opinions about stories.

Understand that authors tell stories that may be similar or different to students' own experiences.

Understand how to make personal connections to the story.


Share their feelings and opinions about stories and what happens in them?

Compare own experiences to those in the story?Example learning sequence

Focus on letters and sounds Share a favourite story Make personal connections to the story Develop, progress and consolidate English


ResourcesNote: Aboriginal peoples and Torres Strait Islander peoples are warned that these resources may contain images, voices and names of persons who may now be deceased.

Students to select a book, DVD or animation that is a favourite or is by a favoured author or illustratorHelpful information






Lesson 29

Introducing a literary series


Understand how to identify characters and events in stories.

Understand how to share feelings and opinions about the characters and events in stories.

Understand how to listen to a story and discuss texts listened to and viewed.


Resources Text - Scotton, R 2005, Russell the sheep, Harper Collins, USA




Supporting learning resource - Talking about sentences, words and letters/sounds including feedback




Duration: 8 Weeks

Teaching Sequence



Lessons Teaching and Learning Sequence Resources Identify that characters and events are features

of a story? Provide thoughts, feelings and opinions about

texts read and viewed?Example learning sequence

Discuss stories by the same author Share a story which is part of a series Respond to the story Review letters and sounds in familiar contexts Develop, progress and consolidate English


https://learningplace.eq.edu.au/cx/resources/items/50c0651e-f6eb-4f53-a373-46e569dfe246/0/Eng_Prep_U1_SLR_TalkSentWordLetterSound.docx


Lesson 30

Sharing another story from a literary series


Understand how to share feelings and thoughts about what happens in a text.

Understand how to develop meaning from a text by role-playing characters.


Make connections from the story characters and events to personal experience?

Role-play a story character to better understand what they are like?

Example learning sequence Discuss stories by the same author Share a story which is part of a series Review letters and their sounds and find high-

frequency words Role-play a story character from a story series Develop, progress and consolidate English


Resources Text - Scotton, R 2006, Russell and the lost treasure, Harper Collins, USA Text - Scotton, R 2007, Russell’s Christmas magic, Harper Collins, USA



Supporting learning resource - Resource list: English Prep Unit 1 - Reading and viewing https://learningplace.eq.edu.au/cx/resources/items/dbfdeaab-fb63-401d-a40a-065f1003cc4b/0/Eng_Prep_U1_SLR_ResListReadView.docx






Duration: 8 Weeks

Teaching Sequence




Lesson 31

Thinking of ideas for another story



Understand how to retell parts of a familiar story. Understand how to listen to and discuss texts

listened to and viewed.Evidence of learningCan the student:

Understand the elements of the short talk and provide feedback for improving it?

Identify the characteristics of story characters including their appearance and actions, and identify the setting they are in?

Apply knowledge of story characters and events to create a new story?

Example learning sequence Review the stories from a literary series Talk about and retell parts of a story from the

series Reflect on the talk Provide ideas for another story in the series Develop, progress and consolidate English


Resources Audio - Talking about Russell the sheep Monitoring task - Speaking: Talk about a favourite story Text - Scotton, R 2005, Russell the sheep, Harper Collins, USA Text - Scotton, R 2006, Russell and the lost treasure, Harper Collins, USA Text - Scotton, R 2007, Russell’s Christmas magic, Harper Collins, USA





Lesson 32

Exploring a short talk




Understand how to present a short talk to peers.

Resources Audio - Talking about Russell the sheep Monitoring task - Speaking: Talk about a favourite story Text - Dodd, L, Hairy Maclary series





Duration: 8 Weeks

Teaching Sequence





Identify that characters and events are features of a story?

Identify thoughts, feelings and opinions about texts read and viewed?

Identify a personal experience related to a story?

Example learning sequence Explore letters and sounds Predict then share a story which is part of a

series Discuss the task of giving a short talk about a

story Talk about a story from a series Identify and reflect on the elements of the talk Develop, progress and consolidate English





Lesson 33

Helping create a short talk




Understand how to talk about a story including personal ideas.


Talk about characters and story events? Talk about a personal experience related to the

story?

Resources Monitoring task - Speaking: Talk about a favourite story Text - Dodd, L, Hairy Maclary series







Duration: 8 Weeks

Teaching Sequence




Example learning sequence Review letters and sounds Predict then share a story which is part of a

series Create a practice short talk about a story from a

series Engage with texts from a favourite or familiar

literary series and begin to plan the short talk Develop, progress and consolidate English


Lesson 34

Planning a short talk




Understand how to talk about a story, including personal ideas.


Talk about characters and events in a story? Talk about a personal experience related to the


Read independently Continue to plan for a short talk about a text

from a favourite or familiar literary series Prepare and practise the short talk about a story

from a literary series Record learning Develop, progress and consolidate English

Resources Audio - Talking about Russell the sheep Monitoring task - Speaking: Talk about a favourite story Find and prepare various literary texts that are part of a series







Duration: 8 Weeks

Teaching Sequence



Lessons Teaching and Learning Sequence Resourcesthrough the contexts for learning

Lesson 35

Sharing a short talk




Understand how to talk about a story, including personal ideas.


Talk about characters and story events? Connect their ideas to the story? Sequence ideas correctly during the short talk?

Example learning sequence Read independently Continue planning and practising then record a

short talk about a story from a literary series Share and record learning Develop, progress and consolidate English


Resources Monitoring task - Speaking: Talk about a favourite story Find and prepare various literary texts that are part of a series







Duration: 8 Weeks

Resources* Attachments are available in the relevant Unit Plan Section directory in the downloaded zip file.

Unit Plan Section Resource Attachments*

Sequence - Prep begins Lesson plan - Eng_Prep_U1_LP_01.docx

Lesson plan - Eng_Prep_U1_LP_02.docx






Sequence - World of imagination Lesson plan - Eng_Prep_U1_LP_08.docx




Sequence - Texts for a purpose Lesson plan - Eng_Prep_U1_LP_12.docx



Lesson plan - Eng_Prep_U1_LP_15.docx Lesson plan - Eng_Prep_U1_LP_16.docx




Duration: 8 Weeks





Sequence - Get the message Lesson plan - Eng_Prep_U1_LP_20.docx








Sequence - Stories to share Lesson plan - Eng_Prep_U1_LP_28.docx





Lesson plan - Eng_Prep_U1_LP_33.docx Lesson plan - Eng_Prep_U1_LP_34.docx




Duration: 8 Weeks



Sequence Audio - Playing in the snow with Josephine

Audio - Playing in the snow with Lilly

Audio - Talking about Russell the sheep

eBook - Walking through Cherbourg http://education.qld.gov.au/library/resource/eresources/vbook/bb/walkingthrough/index.html

Find and prepare a short animation, advertisement or segment from a longer animation or film, e.g. Australian Children’s Television Foundation

Find and prepare informative texts related to the text The magic hat, e.g. an informative text about hats

Find and prepare signs, labels and symbols from the local area and classroom

Find and prepare various literary texts that are part of a series

Learning object - Eye video https://learningplace.eq.edu.au/cx/resources/items/fa881b03-9004-df16-ae80-89c3ee8b87bf/0/ViewIMS.jsp

Learning object - Fish 1: descriptive sentence Learning object - There were ten in the bed https://learningplace.eq.edu.au/cx/resources/items/81c3ca4a-8643-4a0b-c600-ac5cbef97fa2/0/ViewIMS.jsp

Learning object - Tune in https://learningplace.eq.edu.au/cx/resources/items/3066c5bf-17cd-f753-0d10-55b94d4353bd/0/ViewIMS.jsp

Monitoring task - Speaking: Talk about a favourite story

Sheet - Greetings from the beach: an eCard

Sheet - Labels for the schoolroom

Sheet - Underwater fish




Duration: 8 Weeks


Spelling - Year Prep Unit 1 Spelling overview https://learningplace.eq.edu.au/cx/resources/items/64032b89-6bac-f41d-9983-90b6dfb51b73/0/index.html

Students to select a book, DVD or animation that is a favourite or is by a favoured author or illustrator


Supporting learning resource - Alphabet chart https://learningplace.eq.edu.au/cx/resources/items/3ff59195-3368-4c86-9ff2-9c14e628c923/0/Eng_Prep_U1_SLR_AlphabetChart.docx

Supporting learning resource - Basic pretend play ideas https://learningplace.eq.edu.au/cx/resources/items/e6c8a529-c582-418e-8dfb-4d61fb65ea83/0/Eng_Prep_U1_SLR_BasicPretendPlayIdeas.docx










Supporting learning resource - Interacting with others 1 https://learningplace.eq.edu.au/cx/resources/items/eb41c6a8-f477-494d-843b-274afdf0dac5/0/Eng_Prep_U1_SLR_InteractOthers1.docx

Supporting learning resource - Introduction to the unit: Enjoying our new world https://learningplace.eq.edu.au/cx/resources/items/219b8eea-9c41-44a8-bb8f-9afd413e09e5/0/Eng_Prep_U1_SLR_UnitIntro.docx






Duration: 8 Weeks




Supporting learning resource - Put your happy face on https://learningplace.eq.edu.au/cx/resources/items/61aaa670-1677-484a-84c4-41adc31e61b5/0/Eng_Prep_U1_SLR_PutHappyFaceOn.docx

Supporting learning resource - Reading checklist: Year Prep https://learningplace.eq.edu.au/cx/resources/items/af937ce2-fe56-4c98-9c5d-a48c133c05d1/1/Eng_Prep_SLR_ReadingChecklist.docx



Supporting learning resource - Song -This old man https://learningplace.eq.edu.au/cx/resources/items/9988b59d-aae0-4f5c-a1ff-5096d5428fe2/0/Eng_Prep_U1_SLR_SongThisOldMan.docx

Supporting learning resource - Speaking clearly https://learningplace.eq.edu.au/cx/resources/items/37419592-dbba-44d5-8482-fc6f2137379d/0/Eng_Prep_U1_SLR_SpeakingClearly.docx

Supporting learning resource - Supporting a beginning reader including feedback ideas https://learningplace.eq.edu.au/cx/resources/items/8a042449-18ce-4c18-b6a4-65b7b76bbebe/0/Eng_Prep_U1_SLR_SuppBegReader.docx







Supporting learning resource - Year Prep monitoring tool for reading https://learningplace.eq.edu.au/cx/resources/items/a9d06868-e3c6-4484-9f5a-368bde1d7160/1/Eng_Prep_U2_SLR_MonToolRead.docx

Text - Ahlberg, J & Ahlberg, A 1986, The jolly postman, Heinemann, London




Duration: 8 Weeks


Text - Dodd, L, Hairy Maclary series

Text - Dray, M 2006, Dougal and Bumble and the long walk home, Viking, Camberwell, Vic

Text - Fox, M 2002, The magic hat, Scholastic, Gosford, NSW

Text - Gleeson, L 2006, Clancy & Millie and the very fine house, Little Hare, Surry Hills, NSW

Text - Graham, B 1997, Queenie the bantam, Walker books, London

Text - Gravett, E 2006, Meerkat mail, Macmillan Children’s Books, London

Text - Lester, A 1992, Imagine, Allen and Unwin, North Sydney, NSW

Text - Scotton, R 2005, Russell the sheep, Harper Collins, USA

Text - Scotton, R 2006, Russell and the lost treasure, Harper Collins, USA

Text - Scotton, R 2007, Russell’s Christmas magic, Harper Collins, USA

Text - Williams, S 1996, I went walking, Harcourt Brace International, Orlando, USA

Video - Heads, shoulders, knees and toes

Video - Lots of lists

Video - Signs in your community Website - Contemporary practice resource: English https://learningplace.eq.edu.au/cx/resources/items/a6fa10d8-7a10-fd20-105d-61936d635413/0/index.html

Website - E-cards (E-Cards.com) http://cards.e-cards.com/send/write-card.pl

Website - International children’s digital library (International Children's Digital Library Foundation) http://en.childrenslibrary.org/

Website - PCAP (Priority Country Area Program) books http://education.qld.gov.au/library/eresources/vbook/pcap.html





Duration: 8 Weeks


Assessment Planner - Speaking: Talk about a favourite story Assessment task - Eng_Prep_U1_MT_SpeakingFavStory.docx




Duration: 8 Weeks

Acknowledgement, Disclaimer and Copyright

Content descriptions, achievement standards and general capabilities are extracts from the Australian Curriculum.

These are subject to copyright under the Copyright Act 1968 and are owned by the Australian Curriculum, Assessment and Reporting Authority (ACARA) [2014].

Disclaimer: ACARA neither endorses nor verifies the accuracy of the information provided and accepts no responsibility for incomplete or inaccurate information. In particular,

ACARA does not endorse or verify that:

The content descriptions are solely for a particular year and subject; All the content descriptions for that year and subject have been used; and The author's material aligns with the Australian Curriculum content descriptions for the relevant year and subject.

You can find the unaltered and most up to date version of this material at http://www.australiancurriculum.edu.au. This material is reproduced with the permission of ACARA.

Copyright in this publication and the content therein is owned by the State of Queensland (acting through the Department of Education and Training) (‘the Department’) or, in the case of some materials, by third parties (‘Third Party Content’).

Apart from any use expressly permitted by the Copyright Act 1968 (Cth), no part of this publication may be reproduced, published, adapted, communicated, or otherwise used without the prior written permission of the Department.

Third Party Content may only be used as permitted by the Copyright Act 1968, or with the prior permission of the relevant third party. Queensland state educational institutions, within the meaning of the Education (General Provisions) Act 2006 (Qld), may reproduce and communicate all or part of this publication (retaining this notice) for non-commercial, educational purposes.

This publication is only to be shared with or distributed to students of Queensland state educational institutions, their parents, staff of the Department, or any other person authorised by the Department.

This publication is not part of NEALS.

Written requests for permission should be addressed to the:

Governance, Strategy and Policy, Information and Technologies BranchDepartment of Education and TrainingPO Box 15033, City East, Q 4002


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