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OneSchoolUnit Plan

Name: Unit 4 - English Year Prep (V8)Duration: 8 Weeks

Year Level: Year Prep

Applicable LearningAreas/Subjects: English

Unit Plan

Responding to textIn this unit, students will have multiple opportunities to read, examine and respond to literature and explore text structure and organisation. Students will create a short imaginative multimodal text that includes illustrations. 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 52

Unit Plan Plan Name: Unit 4 - English Year Prep (V8)

Year: PYLearning Areas/Subjects: English

Duration: 8 Weeks

Assessment

Assessment Task Summary Type Learning Areas Status Date

Reading and comprehending (Yr PY)Students read aloud and respond orally to comprehension questions.

Short answer questions

English Unscheduled

Writing and creating a response to a story (Yr PY)Students write a letter to a main character from a familiar story and create a supporting image or illustration.

Imaginative response - written

English Unscheduled

Document Table of Contents

Curriculum Australian Curriculum Considerations

Teaching SequenceTeaching Sequence Summary

Learn about stories Explore stories Understand stories Explore characters in stories Write a letter Publish a book Present and reflect

Resources Attachments Plan Resource Bank

Assessment Imaginative response - written - Writing

and creating a response to a story (Yr PY)

Short answer questions - Reading and comprehending (Yr PY)




Duration: 8 Weeks

Australian Curriculum

English- Foundation Year

Foundation Year Achievement StandardReceptive 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.

Content Descriptions

Language Literacy Literature

Expressing and developing ideas

Explore the different contribution of words and images to meaning in stories and informative texts (ACELA1786)

Recognise that sentences are key units for expressing ideas (ACELA1435)

Recognise that texts are made up of words and groups of words that make meaning (ACELA1434)

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

Interacting with others

Deliver short oral presentations to peers (ACELY1647)

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)

Creating texts

Create short texts to explore, record and report

Creating literature

Innovate on familiar texts through play (ACELT1831)

Retell familiar literary texts through performance, use of illustrations and images (ACELT1580)

Responding to literature

Share feelings and thoughts about the events and characters in texts (ACELT1783)

Literature and context

Recognise that texts are created by authors




Duration: 8 Weeks

Text structure and organisation

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)

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 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)

Language for interaction

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

Phonics and word knowledge

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

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)

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)

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

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

Participate in shared editing of students' own texts for meaning, spelling, capital letters and full stops (ACELY1652)

Produce some lower case and upper case letters using learned letter formations (ACELY1653)

Interpreting, analysing, evaluating

Identify some differences between imaginative and informative texts (ACELY1648)

Read decodable and predictable texts, practising phrasing and fluency, and monitor meaning using concepts about print and emerging contextual, semantic, grammatical and phonic knowledge (ACELY1649)

Use comprehension strategies to understand and discuss texts listened to, viewed or read independently (ACELY1650)

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

Examining literature

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

Recognise some different types of literary texts and identify some characteristic features of literary texts, for example beginnings and endings of traditional texts and rhyme in poetry (ACELT1785)




Duration: 8 Weeks

(ACELA1438) Understand that words are units of meaning and

can be made of more than one meaningful part (ACELA1818)

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)

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)




Duration: 8 Weeks

Curriculum Priorities - Pedagogy

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. This unit builds on the teaching and learning from Year Prep Unit 1: Enjoying our new world, Unit 2: Enjoying and retelling stories and Unit 3: Interacting with others.Curriculum working towardsThe teaching and learning in this unit work towards:

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)

Understand concepts about print and screen, including how different types of texts are organised using page numbering, tables of content, headings and titles, navigation buttons, bars and links (ACELA1450)

Identify the parts of a simple sentence that represent 'What's happening?', 'What state is being described?', 'Who or what is involved?' and the surrounding circumstances (ACELA1451)

Compare different kinds of images in narrative and informative texts and discuss how they contribute to meaning (ACELA1453) Segment consonant blends or clusters into separate phonemes at the beginnings and ends of one syllable words (ACELA1822) Manipulate phonemes in spoken words by addition, deletion and substitution of initial, medial and final phonemes to generate new words (ACELA1457) Understand how to spell one and two syllable words with common letter patterns (ACELA1778) Use visual memory to read and write high-frequency words (ACELA1821) 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) Recreate texts imaginatively using drawing, writing, performance and digital forms of communication (ACELT1586) Read decodable and predictable texts using developing phrasing, fluency, contextual, semantic, grammatical and phonic knowledge and emerging text processing strategies, for

example prediction, monitoring meaning and re-reading (ACELY1659) 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 (ACELY1660) Create short imaginative and informative texts that show emerging use of appropriate text structure, sentence-level grammar, word choice, spelling, punctuation and appropriate

multimodal elements, for example illustrations and diagrams (ACELY1661) Re-read student's own texts and discuss possible changes to improve meaning, spelling and punctuation (ACELY1662) Write using unjoined lower case and upper case letters (ACELY1663)




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 Recognising and using patterns and relationships Using spatial reasoning

Information and communication technology (ICT) capability Applying social and ethical protocols and practices when using ICT Investigating with ICT Creating 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

Ethical understanding Understanding ethical concepts and issues Reasoning in decision making and actions Exploring values, rights and responsibilities

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 priorities




Duration: 8 Weeks

Aboriginal 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.Asia and Australia's engagement with AsiaStudents will learn about and recognise the diversity within and between the countries of the Asia region. They will develop knowledge and understanding of Asian societies, cultures, beliefs and environments, and the connections between the peoples of Asia, Australia, and the rest of the world. Students will develop skills to communicate and engage with the peoples of Asia so they can effectively live, work and learn in the region.For further information, refer to Asia and Australia's engagement with Asia in the Australian Curriculum and the Learning area statements.

Assessing student learningAssessment name: Reading and comprehendingAssessment description: Students read aloud and respond orally to comprehension questions.Assessment name: Writing and creating a response to a storyAssessment description: Students write a letter to a main character from a familiar story and create a supporting image or illustration.In this unit, assessment of student learning aligns to the following aspects of the achievement standard.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.Students understand that their texts can reflect their own experiences. They identify and describe likes and dislikes about familiar texts, objects, characters and events.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 observation, consultations and samples of student work. For example:

observing students' learning demonstrations in small-group activities using personalised checklists with anecdotal records collecting artefacts that students produce that demonstrate capabilities collecting images (photographs) and recordings (audio, video) of learning and development activating prior knowledge and making connections to own experience navigating text correctly reading with fluency and intonation working out unknown words re-reading and self-correcting making inferences and predicting story content




Duration: 8 Weeks

recognising and understanding story sequence retelling events by writing one or more simple sentences connecting writing to illustrations or images using beginning concepts about print using sound-letter and word knowledge, and punctuation to write one or more simple sentences producing some upper-case and lower-case letters.

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

comprehending, understanding and making personal connections to the stories explaining and inferring about characters and events in imaginative texts navigating a text attempting to read fluently and using intonation attempting to work out unknown words and self-correcting recognising and using beginning sound and letter knowledge understanding writing conventions when writing simple sentences.




Duration: 8 Weeks

Teaching Sequence

Curriculum Plan Topics

Duration Topic

4 Lessons Learn about stories Lesson 1: Sharing a story Lesson 2: Navigating the book correctly Lesson 3: Exploring fluency in reading Lesson 4: Reading a mystery letter

4 Lessons Explore stories Lesson 5: Reading fluently Lesson 6: Exploring reading for meaning Lesson 7: Reading for language structure Lesson 8: Receiving another mystery letter

8 Lessons Understand stories Lesson 9: Exploring repeating patterns in an imaginative text Lesson 10: Exploring sentence parts Lesson 11: Exploring purpose and audience Lesson 12: Examining story characters Lesson 13: Sharing a story Lesson 14: Exploring vocabulary Lesson 15: Exploring friendship in cultural literature Lesson 16: Exploring words, pictures and meaning in cultural literature




Duration: 8 Weeks

4 Lessons Explore characters in stories Lesson 17: Writing about experiences Lesson 18: Identifying character feelings Lesson 19: Identifying friendships Lesson 20: Responding as story characters

4 Lessons Write a letter Lessons 21-22: Creating words and images Lessons 23-24: Conferencing writing

4 Lessons Publish a book Lessons 25-26: Exploring the features of a book Lessons 27-28: Writing, editing and publishing a story

7 Lessons Present and reflect Lessons 29-30: Preparing for the celebration Lessons 31-32: Continue preparations Lessons 33-34: Celebrating Lesson 35: Reflecting on learning

35 Lessons Total Unit




Duration: 8 Weeks

Teaching Sequence

Topic Learn about stories Topic Duration 4 Lessons

Overview Throughout this lesson series, students will listen to and engage with imaginative texts with a focus on the features of narratives, including the beginning, problem and solution to a story. They will investigate how characters solve problems in a story and explore the different contribution made by words and images to the meaning in stories. Students will discuss and answer comprehension questions by activating and using prior knowledge.

Lessons Teaching and Learning Sequence Resources

Lesson 1

Sharing a story

Lesson objectivesStudents will:

Understand how to comprehend a story by activating and using prior knowledge.

Understand that the beginning of a story is a feature of narratives.Evidence of learningCan the student:

Comprehend and respond to a story? Discuss the beginning of a story?

Example learning sequence Review understanding of stories Review understanding of reading Review predicting strategies Share a story and observe modelled predicting strategies Explore the beginning of the story Review letters and sounds Develop a bank of high-frequency words Record learning Develop, progress and consolidate English through the contexts

for learningEarly literacy skillsReading and handwritingDuring the 'Contexts for learning' time, participate in a reading group and practise handwriting skills.

Resources Text - Walker, A 2010, I don't believe in dragons, Scholastic, Gosford Create a classroom display 'Being the best reader I can be', with subtitles 'Getting

ready to read', 'Understanding stories' and 'Story beginnings'. Create a word wall for recording high-frequency words found in literature and other

written texts. Supporting learning resource - Focused reading and handwriting: Learn about

stories Supporting learning resource - Teacher tips: Learn about stories Supporting learning resource - Unit 4 Contexts for learning 1: English Supporting learning resource - Understanding stories Supporting learning resource - Being the best reader I can be Supporting learning resource - Year Prep Monitoring tool for reading: Semester 2 Supporting learning resource - Reading checklist: Year Prep Spelling - Year Prep Spelling overview

Helpful information Supporting learning resource - Introduction to the unit: Responding to text

https://learningplace.eq.edu.au/cx/resources/items/4b7e1d5f-741d-4427-999a-be95e746aa29/0/Eng_Prep_U4_SLR_UnitIntro.docx

Supporting learning resource - Year Prep Monitoring tool for writing: Semester 2 https://learningplace.eq.edu.au/cx/resources/items/9cbe33ce-56a8-431b-ab56-7a0ac4ad89b7/0/Eng_Prep_U4_SLR_MonitoringToolWriting.docx

Website - Contemporary practice resource: English https://learningplace.eq.edu.au/cx/resources/items/3cf69097-9ee7-076c-3460-9ca7190f1f5d/0/index.html

Text - Hill, S 2012, Developing early literacy: Assessment and teaching (2nd ed.), Eleanor Curtain Publishing, South Yarra

Supporting learning resource - Developing early literacy. Chapter 7: Reading development https://learningplace.eq.edu.au/cx/resources/items/a0541bfa-1641-c660-4a71-548d1fe8468d/0/Eng_Y01_U1_SLR_ReadingDevelopment.pdf

Learning object - Rex does tricks https://learningplace.eq.edu.au/cx/resources/items/f7db9297-cde1-92d4-c410-c7645e106a8e/0/ViewIMS.jsp

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




Duration: 8 Weeks

Teaching Sequence



Lessons Teaching and Learning Sequence Resources3f456bd29f88/0/Eng_SLR_YP-Y02_Metalanguage.docx

Supporting learning resource - Yarning circles https://learningplace.eq.edu.au/cx/resources/items/6af7563c-70cd-4f7f-32a1-ae6ec0aed6bc/0/C2C_EATSIPS_YarningCircles.pdf

Supporting learning resource - Aboriginal & Torres Strait Islander histories and cultures suggested alternative resources https://learningplace.eq.edu.au/cx/resources/items/78d586e7-4f56-4922-8f6d-0e2d9de642c8/0/Eng_Prep_U4_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

Attachments Lesson plan

Lesson 2

Navigating the book correctly


Understand that reading requires the consistent application of the rules of directionality.

Understand that word order in a sentence is important for meaning.

Evidence of learningCan the student:

Identify the correct reading sequence for a text? Reconstruct a sentence to make meaning?

Example learning sequence Observe modelled reading in the right direction Explore the problem in the story Observe modelled writing with correct word order Review letters and sounds Develop a bank of high-frequency words Record learning Develop, progress and consolidate English through the contexts

Resources Text - Walker, A 2010, I don't believe in dragons, Scholastic, Gosford Supporting learning resource - Alphabet chart Sheet - Wall chart Supporting learning resource - Focused reading and handwriting: Learn

about stories Supporting learning resource - Teacher tips: Learn about stories Supporting learning resource - Unit 4 Contexts for learning 1: English Supporting learning resource - Understanding stories Supporting learning resource - Being the best reader I can be Supporting learning resource - Year Prep Monitoring tool for writing: Semester 2 Supporting learning resource - Year Prep Monitoring tool for reading: Semester 2 Supporting learning resource - Reading checklist: Year Prep

Helpful information Learning object - Rex does tricks

https://learningplace.eq.edu.au/cx/resources/items/f7db9297-cde1-92d4-c410-c7645e106a8e/0/ViewIMS.jsp

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




Duration: 8 Weeks

Teaching Sequence



Lessons Teaching and Learning Sequence Resourcesfor learning

Early literacy skillsReading and handwritingDuring the 'Contexts for learning' time, participate in a reading group and practise handwriting skills.

3f456bd29f88/0/Eng_SLR_YP-Y02_Metalanguage.docx


Lesson 3

Exploring fluency in reading


Understand one-to-one correspondence when reading. Understand that joining words together when reading adds

meaning.Evidence of learningCan the student:

Match one spoken word with a written word when reading? Join words together when reading?

Example learning sequence Model matching spoken words to written words Observe a modelled fluent reading Read and respond to an imaginative text Observe the creation of a response to an imaginative text Explore the repeating pattern of the story Review letters and sounds Develop a bank of high-frequency words Record learning Develop, progress and consolidate English through the contexts


Resources Text - Walker, A 2010, I don't believe in dragons, Scholastic, Gosford Supporting learning resource - Focused reading and handwriting: Learn about

stories Supporting learning resource - Teacher tips: Learn about stories Supporting learning resource - Unit 4 Contexts for learning 1: English Supporting learning resource - Understanding stories Supporting learning resource - Being the best reader I can be Supporting learning resource - Year Prep Monitoring tool for writing: Semester 2 Supporting learning resource - Year Prep Monitoring tool for reading: Semester 2 Supporting learning resource - Reading checklist: Year Prep



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


Lesson 4 Lesson objectives Resources




Duration: 8 Weeks

Teaching Sequence




Reading a mystery letter

Students will: Understand that a narrative has a solution to a problem. Understand the different contribution of words and images to the

meaning in stories.Evidence of learningCan the student:

Identify the solution to a problem in a narrative? Explain the contribution of both words and pictures to the meaning

in stories?Example learning sequence

Review characteristic features of a story Explore the solution to a story Read and respond to a mystery letter Write a response to the imaginative text Share letters with the class Review letters and sounds Develop a bank of high-frequency words Record learning Develop, progress and consolidate English through the contexts


Text - Walker, A 2010, I don't believe in dragons, Scholastic, Gosford Sheet - Letter 1 Supporting learning resource - Focused reading and handwriting: Learn about

stories Supporting learning resource - Teacher tips: Learn about stories Supporting learning resource - Unit 4 Contexts for learning 1: English Supporting learning resource - Understanding stories Supporting learning resource - Being the best reader I can be Supporting learning resource - Year Prep Monitoring tool for writing: Semester 2 Supporting learning resource - Year Prep Monitoring tool for reading: Semester 2 Supporting learning resource - Reading checklist: Year Prep








Duration: 8 Weeks

Teaching Sequence

Topic Explore stories Topic Duration 4 Lessons

Overview Throughout this lesson series, students will listen to and engage with imaginative texts with a focus on the features of narratives and comprehending a story by activating and using prior knowledge. They focus on phrasing and fluency while reading predicable texts and employing self-correcting strategies.


Lesson 5

Reading fluently


Understand that story beginnings are a feature of narratives. Understand the effect of punctuation on phrasing and fluency.


Discuss characters and setting of a story? Respond to punctuation with their voice when reading?

Example learning sequence Get ready to read Observe using punctuation to change reading voice Explore the beginning of the story Review letters and sounds Develop a bank of high-frequency words Record learning Develop, progress and consolidate English through the contexts


Resources Text - Shanahan, L & Guthridge, B 2003, My mum Tarzan, Hodder Headline

Australia, Sydney Supporting learning resource - Focused reading and handwriting: Explore stories Supporting learning resource - Teacher tips: Explore stories Supporting learning resource - Unit 4 Contexts for learning 1: English Supporting learning resource - Understanding stories Supporting learning resource - Being the best reader I can be Spelling - Year Prep Spelling overview Supporting learning resource - Year Prep Monitoring tool for writing: Semester 2 Supporting learning resource - Year Prep Monitoring tool for reading: Semester 2 Supporting learning resource - Reading checklist: Year Prep

Helpful information Text - Hill, S 2012, Developing early literacy: Assessment and teaching (2nd ed.),

Eleanor Curtain Publishing, South Yarra Supporting learning resource - Developing early literacy. Chapter 7: Reading

development https://learningplace.eq.edu.au/cx/resources/items/a0541bfa-1641-c660-4a71-548d1fe8468d/1/Eng_Y01_U1_SLR_ReadingDevelopment.pdf

Learning object - Jan's puppet https://learningplace.eq.edu.au/cx/resources/items/a919141f-04a8-8dd1-ec4d-4bf24549cf7c/0/ViewIMS.jsp


Lesson 6

Exploring reading for meaning


Understand that narratives show how characters deal with issues or problems.

Understand how to monitor reading for meaning.Evidence of learningCan the student:

Share and respond to a story?


Australia, Sydney Supporting learning resource - Focused reading and handwriting: Explore stories Supporting learning resource - Teacher tips: Explore stories Supporting learning resource - Unit 4 Contexts for learning 1: English Supporting learning resource - Being the best reader I can be Supporting learning resource - Year Prep Monitoring tool for writing: Semester 2 Supporting learning resource - Year Prep Monitoring tool for reading: Semester 2




Duration: 8 Weeks

Teaching Sequence



Lessons Teaching and Learning Sequence Resources Correct reading mistakes when meaning is lost?

Example learning sequence Re-read an imaginative text Read for meaning Explore high-frequency words in books Explore the problem of the story Review letters and sounds Develop a bank of high-frequency words Record learning Develop, progress and consolidate English through the contexts


Supporting learning resource - Reading checklist: Year PrepHelpful information




Lesson 7

Reading for language structure


Understand that repeating patterns are a feature of some narratives.

Understand how to monitor reading for meaning. Understand how to create short texts to record ideas.


Identify the repeating patterns in the story? Self-correct when reading? Write a sentence about a character's actions?

Example learning sequence Read for language structure Re-read the book observing self-correction strategies Explore a repeating pattern in a story Write sentences about character's actions Share sentences


Australia, Sydney Supporting learning resource - Focused reading and handwriting: Explore stories Supporting learning resource - Teacher tips: Explore stories Supporting learning resource - Unit 4 Contexts for learning 1: English Supporting learning resource - Year Prep Monitoring tool for writing: Semester 2 Supporting learning resource - Year Prep Monitoring tool for reading: Semester 2 Supporting learning resource - Reading checklist: Year Prep

Helpful information Supporting learning resource - Understanding stories

https://learningplace.eq.edu.au/cx/resources/items/b6173cf7-dedf-43d8-ae1e-84a50763fd13/0/Eng_Prep_U4_SLR_UnderstandingStories.docx

Supporting learning resource - Being the best reader I can be https://learningplace.eq.edu.au/cx/resources/items/2c343330-e7d8-423a-8f4f-3c7bbd7084f4/0/Eng_Prep_U4_SLR_BeingBestReaderICanBe.docx

Learning object - Jan's puppet https://learningplace.eq.edu.au/cx/resources/items/a919141f-04a8-8dd1-ec4d-4bf24549cf7c/




Duration: 8 Weeks

Teaching Sequence



Lessons Teaching and Learning Sequence Resources Review letters and sounds Develop a bank of high-frequency sight words Record learning Develop, progress and consolidate English through the contexts


0/ViewIMS.jsp 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


Lesson 8

Receiving another mystery letter


Understand that a solution to a problem or issue is a feature of some narratives.

Understand how to create short texts to record ideas.Evidence of learningCan the student:

Identify the story solution? Write a sentence to respond to a question using beginning writing

knowledge?Example learning sequence

Read for visual accuracy Observe self-correction strategies Explore the solution to the story Re-read the first mystery letter Read and respond to a second mystery letter Write sentences about character's actions and share with peers Review letters and sounds Develop a bank of high-frequency sight words Record learning Develop, progress and consolidate English through the contexts

for learningEarly literacy skills


Australia, Sydney Sheet - Letter 1 Sheet - Letter 2 Supporting learning resource - Focused reading and handwriting: Explore stories Supporting learning resource - Teacher tips: Explore stories Supporting learning resource - Unit 4 Contexts for learning 1: English Supporting learning resource - Year Prep Monitoring tool for writing: Semester 2 Supporting learning resource - Year Prep Monitoring tool for reading: Semester 2 Supporting learning resource - Reading checklist: Year Prep









Duration: 8 Weeks

Teaching Sequence




Reading and handwritingDuring the 'Contexts for learning' time, participate in a reading group and practise handwriting skills.





Duration: 8 Weeks

Teaching Sequence

Topic Understand stories Topic Duration 8 Lessons

Overview Throughout this lesson series, students will explore how to discuss and use descriptive vocabulary found in texts. They will examine how to construct words using known letter formations and that words can be broken into two separate parts (onset and rime). Students will examine the differences between informative and imaginative texts and create short texts to record ideas and events using familiar words and phrases. They will explore how families, classmates and communities use different words that reflect their particular circumstances. They will investigate how cultural difference is represented in the community.


Lesson 9

Exploring repeating patterns in an imaginative text


Understand how to discuss and use descriptive vocabulary found in texts.

Understand how to construct words using known letter formations.Evidence of learningCan the student:

Write descriptive words to talk about creatures and objects?Example learning sequence

Review predicting strategies Observe a modelling of the rules of directionality Review story beginnings Explore repeated sentences and descriptive words Make personal connections Review letters and sounds Develop a bank of high-frequency sight words Record learning Develop, progress and consolidate English through the contexts


Resources Text - Morgan, S, Kwaymullina, E & Ottley, M 2003, Me and my dad, Little Hare

Books, Prahran Supporting learning resource - Focused reading and handwriting: Understand

stories Supporting learning resource - Teacher tips: Understand stories Supporting learning resource - Unit 4 Contexts for learning 1: English Spelling - Year Prep Spelling overview Supporting learning resource - Year Prep Monitoring tool for writing: Semester 2 Supporting learning resource - Year Prep Monitoring tool for reading: Semester 2 Supporting learning resource - Reading checklist: Year Prep




Supporting learning resource - Understanding stories https://learningplace.eq.edu.au/cx/resources/items/b6173cf7-dedf-43d8-ae1e-84a50763fd13/0/Eng_Prep_U4_SLR_UnderstandingStories.doc

Supporting learning resource - Being the best reader I can be https://learningplace.eq.edu.au/cx/resources/items/2c343330-e7d8-423a-8f4f-3c7bbd7084f4/0/Eng_Prep_U4_SLR_BeingBestReaderICanBe.doc

Learning object - Storytime: Birthday buzz https://learningplace.eq.edu.au/cx/resources/items/3d1d4d48-e6ab-3c98-09a5-73d9019d4d37/0/viewIMS.jsp

Learning object - The dizzy bee https://learningplace.eq.edu.au/cx/resources/items/f0d729eb-7f9a-2cf6-919b-1f518e36f8b3/0/ViewIMS.jsp


Supporting learning resource - C2C: Aboriginal peoples & Torres Strait Islander peoples Cross Curriculum Priority support




Duration: 8 Weeks

Teaching Sequence



Lessons Teaching and Learning Sequence Resourceshttps://oneportal.deta.qld.gov.au/EducationDelivery/Stateschooling/schoolcurriculum/Curriculumintotheclassroom/Pages/C2CAandTSICCPSupport.aspx



Lesson 10

Exploring sentence parts


Understand that sentences are made up of parts that tell different information.

Understand that sentences can be improved through editing.Evidence of learningCan the student:

Find the information in different parts of a sentence? Edit sentences to improve meaning?

Example learning sequence Discuss the images in a story Explore high-frequency words in a book Work with unfamiliar words Explore parts of a sentence Edit writing Review letters and sounds Record learning Develop, progress and consolidate English through the contexts

for learningEarly literacy skillsReading and handwritingDuring the 'Contexts for learning' time, participate in a reading group and



stories Supporting learning resource - Teacher tips: Understand stories Supporting learning resource - Unit 4 Contexts for learning 1: English Supporting learning resource - Year Prep Monitoring tool for writing: Semester 2 Supporting learning resource - Year Prep Monitoring tool for reading: Semester 2 Supporting learning resource - Reading checklist: Year Prep






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




Duration: 8 Weeks

Teaching Sequence




practise handwriting skills. 0/C2C_EATSIPS_YarningCircles.pdf 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 11

Exploring purpose and audience


Understand the differences between informative and imaginative texts.

Understand the different contribution of words and images to meaning in stories.


Compare features of informative and imaginative texts? Write an appropriate sentence for a given illustration?

Example learning sequence Observe modelled re-reading and self-correcting strategies Compare an informative and an imaginative text Explore a repeating pattern in a story Write sentences about characters' actions Edit writing Share and discuss created written stories Review letters and sounds Explore high-frequency words in a sentence Record learning








Learning object - The dizzy bee https://learningplace.eq.edu.au/cx/resources/items/f0d729eb-7f9a-2cf6-919b-




Duration: 8 Weeks

Teaching Sequence



Lessons Teaching and Learning Sequence Resources Develop, progress and consolidate English through the contexts


1f518e36f8b3/0/ViewIMS.jsp Supporting learning resource - Yarning circles

https://learningplace.eq.edu.au/cx/resources/items/6af7563c-70cd-4f7f-32a1-ae6ec0aed6bc/0/C2C_EATSIPS_YarningCircles.pdf




Lesson 12

Examining story characters


Understand that a narrative has a solution to the problem. Understand that words can be broken into two separate parts

(onset and rime) when reading.Evidence of learningCan the student:

Discuss the story solution? Identify the two parts of a word?

Example learning sequence Explore the solution to a story Explore onset and rime Read and respond to a third mystery letter Write sentences about characters' actions Edit writing Review letters and sounds Develop a bank of high-frequency sight words Share letters with the class


Books, Prahran Sheet - Letter 1 Sheet - Letter 2 Sheet - Letter 3 Supporting learning resource - Focused reading and handwriting: Understand


Helpful information Supporting learning resource - Activities to assist metalinguistic awareness

https://learningplace.eq.edu.au/cx/resources/items/55653225-03a1-43dc-ac83-91a871767be7/0/Eng_Prep_U4_SLR_ActMetalinguisticAwar.docx

Learning object - Storytime: Birthday buzz https://learningplace.eq.edu.au/cx/resources/items/3d1d4d48-e6ab-3c98-09a5-




Duration: 8 Weeks

Teaching Sequence



Lessons Teaching and Learning Sequence Resources Develop, progress and consolidate English through the contexts


73d9019d4d37/0/viewIMS.jsp Learning object - The dizzy bee

https://learningplace.eq.edu.au/cx/resources/items/f0d729eb-7f9a-2cf6-919b-1f518e36f8b3/0/ViewIMS.jsp

Supporting learning resource - Year Prep: Spelling 'Have a go' book https://learningplace.eq.edu.au/cx/resources/items/5ef3b502-b9b8-4e07-b1cd-fa676fcf3a59/0/Eng_Prep_U4_SLR_SpellingHaveGoBook.doc





Lesson 13

Sharing a story



Understand how to create text to record events.Evidence of learningCan the student:

Comprehend and respond to a story? Write a sentence to describe an event from a text?

Example learning sequence Read and explore a literary text Role-play story experiences to build vocabulary

Resources Text - Sullivan, R & Huxley, D 2008, Tom Tom, Working Title Press, Kingswood Supporting learning resource - Focused reading and handwriting: Understand

stories 2 Supporting learning resource - Teacher tips: Understand stories Supporting learning resource - Unit 4 Contexts for learning 1: English Supporting learning resource - Year Prep Monitoring tool for writing: Semester 2 Supporting learning resource - Year Prep Monitoring tool for reading: Semester 2 Supporting learning resource - Reading checklist: Year Prep






Duration: 8 Weeks

Teaching Sequence



Lessons Teaching and Learning Sequence Resources Write sentences to describe a journey Review letters and sounds Develop a bank of high-frequency sight words Record learning Develop, progress and consolidate English through the contexts



Supporting learning resource - Understanding stories https://learningplace.eq.edu.au/cx/resources/items/b6173cf7-dedf-43d8-ae1e-84a50763fd13/0/Eng_Prep_U4_SLR_UnderstandingStories.docx


Learning object - Storyboard: Rocky to the rescue https://learningplace.eq.edu.au/cx/resources/items/23e919de-262e-3d5e-4213-f89c10f6b0c9/0/viewIMS.jsp

Learning object - Sam's pram https://learningplace.eq.edu.au/cx/resources/items/b8ca0d8d-2160-3803-56cf-0ef491818e78/0/ViewIMS.jsp


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

Learning object - Storyboard: Flutter-by friends! https://learningplace.eq.edu.au/cx/resources/items/f2e77918-c89f-a78e-adec-1077f3751c3c/0/viewIMS.jsp








Duration: 8 Weeks

Teaching Sequence




Lesson 14

Exploring vocabulary


Understand that families and communities use words that reflect their context.

Understand the different ways stories present the characteristic features of a text.


Recognise and discuss vocabulary that is particular to a story and place?

Recognise the different ways stories present the characteristic features of a text?

Example learning sequence Re-read an imaginative text and explore relevant vocabulary Explore high-frequency words in a book Explore the solution to a story Examine information from a story Revisit the concept of labels Create labels for a map or a 3D representation Review letters and sounds Record learning Develop, progress and consolidate English through the contexts


Resources Text - Sullivan, R & Huxley, D 2008, Tom Tom, Working Title Press, Kingswood Supporting learning resource - Focused reading and handwriting: Understand

stories 2 Supporting learning resource - Teacher tips: Understand stories Supporting learning resource - Unit 4 Contexts for learning 1: English Spelling - Year Prep Spelling overview Supporting learning resource - Year Prep Monitoring tool for writing: Semester 2 Supporting learning resource - Year Prep Monitoring tool for reading: Semester 2 Supporting learning resource - Reading checklist: Year Prep

Helpful information Learning object - Storyboard: Rocky to the rescue

https://learningplace.eq.edu.au/cx/resources/items/23e919de-262e-3d5e-4213-f89c10f6b0c9/0/viewIMS.jsp











Duration: 8 Weeks

Teaching Sequence





Lesson 15

Exploring friendship in cultural literature


Understand how authors use words to communicate a meaning about a setting.


Identify words in the story that help create a soundscape for a story?

Example learning sequence Share a story about exploring different cultures Retell a story through performance Create short texts to record ideas Review letters and sounds Develop a bank of high-frequency sight words Share sentences Develop, progress and consolidate English through the contexts


Resources Text - Dunstan, K 2012, The red bridge, Windy Hollow Books, Kew East Supporting learning resource - Focused reading and handwriting: Understand










Lesson 16 Lesson objectives Resources




Duration: 8 Weeks

Teaching Sequence




Exploring words, pictures and meaning in cultural literature

Students will: Understand how culture is represented in stories. Understand that words and images contribute to meaning.


Identify cultural information contained in a story? Compare experiences to those of the author?

Example learning sequence Use contextual clues of meaning to predict Compare the setting and characters from a cultural story Explore story structure and meaning Read and respond to a fourth mystery letter Review letters and sounds Develop a bank of high-frequency sight words Record learning Develop, progress and consolidate English through the contexts


Text - Dunstan, K 2012, The red bridge, Windy Hollow Books, Kew East Prepare a cloze of the story by covering words with sticky labels. Select words that

have a particular learning focus. Sheet - Letter 1 Sheet - Letter 2 Sheet - Letter 3 Sheet - Letter 4 Supporting learning resource - Focused reading and handwriting: Understand









Attachments




Duration: 8 Weeks

Teaching Sequence



Lessons Teaching and Learning Sequence Resources Lesson plan




Duration: 8 Weeks

Teaching Sequence

Topic Explore characters in stories Topic Duration 4 Lessons

Overview Throughout this lesson series, students will independently read predictable texts and orally respond to comprehension questions. They will identify how images contribute to imaginative texts by inferring the feelings of character/s in relation to events in the text. Students will also write a letter to a known character discussing similarities between the characters' experiences and feelings with their own personal experiences.


Lesson 17

Writing about experiences


Understand how to read and comprehend a predictable text from a familiar context with phrasing and fluency, using concepts about print and emerging contextual, semantic, grammatical and phonic knowledge.

Understand how to create short texts using writing knowledge.Evidence of learningCan the student:

Comprehend and respond to a story? Create short texts to record a personal experience?

Example learning sequence Complete reading comprehension Share a story Comprehend story through literal and inferential questions Perform and innovate on story elements Write a sentence using elements from a story and performance Discuss special ways of communicating Review letters and sounds Develop a bank of high-frequency sight words Record learning Develop, progress and consolidate English through the contexts


Resources Assessment task - Reading and comprehending: Looking for Bowser Assessment task - Reading and comprehending Text - Gleeson, L & Blackwood, F 2006, Amy and Louis, Scholastic Press, Lindfield Text - Shanahan, L & Guthridge, B 2003, My mum Tarzan, Hodder Headline

Australia, Sydney Text - Morgan, S, Kwaymullina, E & Ottley, M 2003, Me and my dad, Little Hare

Books, Prahran Supporting learning resource - Focused reading and handwriting overview: Explore

characters in stories Supporting learning resource - Teacher tips: Explore characters in stories Supporting learning resource - Unit 4 Contexts for learning 1: English Spelling - Year Prep Spelling overview Supporting learning resource - Year Prep Monitoring tool for writing: Semester 2 Supporting learning resource - Year Prep Monitoring tool for reading: Semester 2 Supporting learning resource - Reading checklist: Year Prep

Helpful information Supporting learning resource - Assessing using running records

https://learningplace.eq.edu.au/cx/resources/items/e4598041-95ff-422e-bc92-e24bb08680a5/0/Eng_Y01_U3_SLR_AssessUsingRunRecs.docx



Supporting learning resource - Activities to assist metalinguistic awareness https://learningplace.eq.edu.au/cx/resources/items/55653225-03a1-43dc-ac83-91a871767be7/0/Eng_Prep_U4_SLR_ActMetalinguisticAwar.docx



Learning object - Storyboard: Where's Rocky?




Duration: 8 Weeks

Teaching Sequence



Lessons Teaching and Learning Sequence Resourceshttps://learningplace.eq.edu.au/cx/resources/items/4e01dee1-6017-05ee-46f5-0570c906751b/0/viewIMS.jsp

Learning object - Sentence builder: Ocean 1 (TLF L9492) https://learningplace.eq.edu.au/cx/resources/items/d64fafd6-0405-4ce2-4979-2f2bf63d4614/0/viewIMS.jsp

Supporting learning resource - Year Prep: Spelling 'Have a go' book https://learningplace.eq.edu.au/cx/resources/items/5ef3b502-b9b8-4e07-b1cd-fa676fcf3a59/0/Eng_Prep_U4_SLR_SpellingHaveGoBook.doc



Lesson 18

Identifying character feelings



Understand how characters' feelings change through the stages of a story.


Comprehend and respond to a story? Write a letter to a character in a story expressing a personal

feeling?Example learning sequence

Complete reading comprehension Record changes in characters' feelings through a story Write sentences Write a letter to a story character Review letters and sounds

Resources Assessment task - Reading and comprehending: Looking for Bowser Assessment task - Reading and comprehending Text - Gleeson, L & Blackwood, F 2006, Amy and Louis, Scholastic Press, Lindfield Supporting learning resource - Focused reading and handwriting overview: Explore

characters in stories Supporting learning resource - Teacher tips: Explore characters in stories Supporting learning resource - Unit 4 Contexts for learning 1: English Supporting learning resource - Year Prep Monitoring tool for writing: Semester 2 Supporting learning resource - Year Prep Monitoring tool for reading: Semester 2 Supporting learning resource - Reading checklist: Year Prep




Supporting learning resource - Being the best reader I can be https://learningplace.eq.edu.au/cx/resources/items/2c343330-e7d8-423a-8f4f-




Duration: 8 Weeks

Teaching Sequence



Lessons Teaching and Learning Sequence Resources Develop a bank of high-frequency sight words Record learning Develop, progress and consolidate English through the contexts


3c7bbd7084f4/0/Eng_Prep_U4_SLR_BeingBestReaderICanBe.docx Learning object - Storyboard: Where's Rocky?

https://learningplace.eq.edu.au/cx/resources/items/4e01dee1-6017-05ee-46f5-0570c906751b/0/viewIMS.jsp




Lesson 19

Identifying friendships



Understand how to create short texts to record ideas.Evidence of learningCan the student:

Comprehend and respond to a story? Create sentences about a personal friendship?

Example learning sequence Complete reading comprehension Explore a repeated pattern in a story Explore and record ideas about friendships Write a message to a friend Review letters and sounds Develop a bank of high-frequency sight words Record learning Develop, progress and consolidate English through the contexts










Duration: 8 Weeks

Teaching Sequence



Lessons Teaching and Learning Sequence Resourcesfor learning

Early literacy skillsReading and handwritingDuring the 'Contexts for learning' time, participate in a reading group and practise handwriting skills.

Learning object - Storyboard: Where's Rocky? https://learningplace.eq.edu.au/cx/resources/items/4e01dee1-6017-05ee-46f5-0570c906751b/0/viewIMS.jsp




Lesson 20

Responding as story characters



Understand how to retell the story through performance and images.


Comprehend and respond to a story? Create parts of the story by enacting the characters and creating

an image?Example learning sequence

Complete reading comprehension Explore the different contribution of words and images to meaning

in stories Retell a familiar story through performance Construct a story image Review letters and sounds







Supporting learning resource - English metalanguage: Years P-2




Duration: 8 Weeks

Teaching Sequence



Lessons Teaching and Learning Sequence Resources Develop a bank of high-frequency sight words Record learning Develop, progress and consolidate English through the contexts







Duration: 8 Weeks

Teaching Sequence

Topic Write a letter Topic Duration 4 Lessons

Overview Throughout this lesson series, students will plan and write a letter to a main character from a known text using high-frequency sight words, known words and phrases and letter-sound knowledge. They will write some lower-case and upper-case letters using learned letter formations and correct punctuation. Students will participate in shared editing of their own texts for meaning, spelling, capital letters and full stops.


Lessons 21-22

Creating words and images

Assessment purposeTo write a letter to a main character from a familiar story and create a supporting image or illustration.Example assessment sequence

Understand the assessment Review the Guide to making judgments and understand the

standards Conduct the assessment Develop, progress and consolidate English through the contexts


Resources Assessment task - Writing and creating a response to a story Assessment task - Writing and creating a response to a story: Model response Assessment task - Plan for task: Writing and creating a response to a story Assessment task - Plan for task: Writing and creating a response to a story - Sample

response newspapers and magazines Website - Rosie and Wallace story books

http://education.qld.gov.au/library/eresources/vbook/rosie-wallace.html (Lots of letters. a Rosie and Wallace story)

Supporting learning resource - Focused reading and handwriting: Write a letter Supporting learning resource - Teacher tips: Write a letter Supporting learning resource - Unit 4 Contexts for learning 2: English Supporting learning resource - Year Prep Monitoring tool for reading: Semester 2 Supporting learning resource - Reading checklist: Year Prep Supporting learning resource - Spelling: Using letterboxes




Sheet - Letter tiles https://learningplace.eq.edu.au/cx/resources/items/57d3ce65-fbb7-41ec-86d6-d4219f97cc7b/0/Eng_Prep_U2_ILM_SH_LetterTiles.docx



Lessons 23-24 Assessment purposeTo write a letter to a main character from a familiar story and create a

Resources Assessment task - Writing and creating a response to a story




Duration: 8 Weeks

Teaching Sequence

Topic Write a letter Topic Duration 4 Lessons

Overview Throughout this lesson series, students will plan and write a letter to a main character from a known text using high-frequency sight words, known words and phrases and letter-sound knowledge. They will write some lower-case and upper-case letters using learned letter formations and correct punctuation. Students will participate in shared editing of their own texts for meaning, spelling, capital letters and full stops.


Conferencing writing

supporting image or illustration.Example assessment sequence

Understand the assessment Review the Guide to making judgments and understand the

standards Conduct the assessment Develop, progress and consolidate English through the contexts


Assessment task - Writing and creating a response to a story: Model response Assessment task - Plan for task: Writing and creating a response to a story Assessment task - Plan for task: Writing and creating a response to a story - Sample

response newspapers and magazines Website - Rosie and Wallace story books

http://education.qld.gov.au/library/eresources/vbook/rosie-wallace.html (Lots of letters…. a Rosie and Wallace story)

Sheet - Editing checklist Supporting learning resource - Focused reading and handwriting: Write a letter Supporting learning resource - Teacher tips: Write a letter Supporting learning resource - Unit 4 Contexts for learning 2: English Supporting learning resource - Spelling: Using letterboxes Supporting learning resource - Year Prep Monitoring tool for reading: Semester 2 Supporting learning resource - Reading checklist: Year Prep

Helpful information Sheet - Letter tiles https://learningplace.eq.edu.au/cx/resources/items/57d3ce65-fbb7-41ec-

86d6-d4219f97cc7b/0/Eng_Prep_U2_ILM_SH_LetterTiles.docx Supporting learning resource - English metalanguage: Years P-2






Duration: 8 Weeks

Teaching Sequence

Topic Publish a book Topic Duration 4 Lessons

Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. They will explore the publishing process and will all contribute to a class book that showcases letters written to characters from texts enjoyed throughout the unit. They will include a greeting, a question, a suggestion, a sign off and an illustration that expands on the meaning of the letter. Students will edit and publish their work.


Lesson 25-26

Exploring the features of a book



Understand that books can take different forms.Evidence of learningCan the student:

Comprehend and respond to a story? Identify the different forms books have?

Example learning sequence Share a story Learn about the book-publishing process Review the features of books and stories Review letters and sounds Develop a bank of high-frequency sight words Record learning Develop, progress and consolidate English through the contexts


Resources Text - Smith, L 2010, It's a book, Walker Books Australia, Newtown Spelling - Year Prep Spelling overview Supporting learning resource - Focused reading and handwriting: Publish a book Supporting learning resource - Teacher tips: Publish a book Supporting learning resource - Unit 4 Contexts for learning 2: English Supporting learning resource - Year Prep Monitoring tool for writing: Semester 2 Supporting learning resource - Year Prep Monitoring tool for reading: Semester 2 Supporting learning resource - Reading checklist: Year Prep

Helpful information Learning object - Sentence builder: Ocean 2 (TLF L9490)

https://learningplace.eq.edu.au/cx/resources/items/8b22996a-aa0e-64a9-7f34-8ca53e31e242/0/viewIMS.jsp

Sheet - Pictures of CVC words https://learningplace.eq.edu.au/cx/resources/items/ecf41de7-a579-4533-b3cf-d3c2898512d1/0/Eng_Prep_U4_ACT_PictureCVCWords.doc



Lessons 27-28

Writing, editing and publishing a story


Understand how to participate in shared editing of their own texts for meaning, spelling, capital letters and full stops.


Edit writing for meaning, spelling, capital letters and full stops with support?

Resources Text - Smith, L 2010, It's a book, Walker Books Australia, Newtown Sheet - Editing checklist Supporting learning resource - Focused reading and handwriting: Publish a book Supporting learning resource - Teacher tips: Publish a book Supporting learning resource - Unit 4 Contexts for learning 2: English Spelling - Year Prep Spelling overview Supporting learning resource - Year Prep Monitoring tool for writing: Semester 2 Supporting learning resource - Year Prep Monitoring tool for reading Semester 2




Duration: 8 Weeks

Teaching Sequence

Topic Publish a book Topic Duration 4 Lessons

Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. They will explore the publishing process and will all contribute to a class book that showcases letters written to characters from texts enjoyed throughout the unit. They will include a greeting, a question, a suggestion, a sign off and an illustration that expands on the meaning of the letter. Students will edit and publish their work.


Example learning sequence Explore how to publish writing Prepare to publish writing Publish writing Review letters and sounds Develop a bank of high-frequency sight words Record learning Develop, progress and consolidate English through the contexts


Supporting learning resource - Reading checklist: Year PrepHelpful information






Duration: 8 Weeks

Teaching Sequence

Topic Present and reflect Topic Duration 7 Lessons

Overview Throughout this lesson series, students will plan, organise and invite family and community members to a celebration of what has been learned about stories and to share a letter to a character from a known story. They review their knowledge of narrative structure, letter structure and making personal connections to the characters, events or settings of a text. Students will also explore the transition from Prep to Year One and identify the components of school life that may change.


Lesson 29-30

Preparing for the celebration


Understand how to interact and plan with others. Understand how to write a simple informative text for a particular

purpose.Evidence of learningCan the student:

Work with others to plan a celebration? Create invitations in different modes for the celebrations?

Example learning sequence Explore and discuss celebrations Plan a celebration Jointly compose a variety of invitations Compose the invitations Discuss, list and assign responsibilities Rehearse reading of stories Review letters and sounds Develop a bank of high-frequency sight words Record learning Develop, progress and consolidate English through the contexts


Resources imaginative texts about a celebration (e.g. Let the celebrations begin by Margaret

Wild and Julie Vivas, Let's eat! by Ana Zamorano and Julie Vivas) the class collection of letters written to characters in books simple sentences from familiar books, written onto strips of card or paper cloze activity (copy sentences from a familiar story onto strips of card or paper) Sheet - Celebration introduction Supporting learning resource - Focused reading and handwriting: Present and

reflect Supporting learning resource - Teacher tips: Present and reflect Supporting learning resource - Unit 4 Contexts for learning 2: English Supporting learning resource - Year Prep Monitoring tool for writing: Semester 2 Supporting learning resource - Year Prep Monitoring tool for reading: Semester 2 Supporting learning resource - Reading checklist: Year Prep

Helpful information Learning object - Sentence builder: Prehistoric 1 (TLF L9491)

https://learningplace.eq.edu.au/cx/resources/items/ac310f8a-ed03-a989-6b4d-3a39c80ed977/0/viewIMS.jsp



Lessons 31-32

Continue preparations


Understand how to listen while others are speaking. Understand how to use appropriate voice levels, articulation and

body language when presenting to an audience.

Resources the class collection of letters written to characters in books Sheet - Celebration introduction Supporting learning resource - Focused reading and handwriting: Present and

reflect Supporting learning resource - Teacher tips: Present and reflect




Duration: 8 Weeks

Teaching Sequence





Listen while others speak? Use appropriate voice levels, articulation and body language,

gestures and eye contact when presenting to an audience?Example learning sequence

Review the progress of preparations for the celebration Continue rehearsing for the celebration Complete any last tasks Review letters and sounds Develop a bank of high-frequency sight words Record learning Develop, progress and consolidate English through the contexts


Supporting learning resource - Unit 4 Contexts for learning 2: English Supporting learning resource - Year Prep Monitoring tool for writing: Semester 2 Supporting learning resource - Year Prep Monitoring tool for reading: Semester 2 Supporting learning resource - Reading checklist: Year Prep

Helpful information Supporting learning resource - English metalanguage: Years P-2



Lessons 33-34

Celebrating


Understand how to work together to deliver a celebration to an audience.

Understand how to reflect on the celebration and unit.Evidence of learningCan the student:

Work together to deliver a celebration to the audience? Reflect on the celebration?

Example learning sequence Finalise rehearsing Celebrate

Resources the class collection of letters written to characters in books Sheet - Celebration introduction Supporting learning resource - Focused reading and handwriting: Present and

reflect Supporting learning resource - Teacher tips: Present and reflect Supporting learning resource - Unit 4 Contexts for learning 2: English Supporting learning resource - Year Prep Monitoring tool for writing: Semester 2 Supporting learning resource - Year Prep Monitoring tool for reading: Semester 2 Supporting learning resource - Reading checklist: Year Prep


https://learningplace.eq.edu.au/cx/resources/items/332aaccf-9152-1256-2b9f-




Duration: 8 Weeks

Teaching Sequence



Lessons Teaching and Learning Sequence Resources Review letters and sounds Develop a bank of high-frequency sight words Reflect on the celebration and the unit Develop, progress and consolidate English through the contexts


3f456bd29f88/0/Eng_SLR_YP-Y02_Metalanguage.docx


Lesson 35

Reflecting on learning


Understand how to share and discuss a story about growing up and making transitions.

Understand how to reflect on learning.Evidence of learningCan the student:

Share and discuss a story about growing up and making transitions?

Reflect on learning?Example learning sequence

Share a story about transitions Review letters and sounds Develop a bank of high-frequency sight words Reflect on learning Develop, progress and consolidate English through the contexts


Resources an imaginative text about growing up and transitions Supporting learning resource - Focused reading and handwriting: Present and

reflect Supporting learning resource - Teacher tips: Present and reflect Supporting learning resource - Unit 4 Contexts for learning 2: English Supporting learning resource - Year Prep Monitoring tool for reading: Semester 2 Supporting learning resource - Reading checklist: Year Prep Supporting learning resource - Year Prep Monitoring tool for writing: Semester 2







Duration: 8 Weeks




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 - Learn about stories Lesson plan – Eng_Prep_U4_LP01

Lesson plan – Eng_Prep_U4_LP02



Sequence - Explore stories Lesson plan – Eng_Prep_U4_LP05




Sequence - Understand stories Lesson plan – Eng_Prep_U4_LP09








Sequence - Explore characters in Lesson plan – Eng_Prep_U4_LP17 Content descriptions, achievement standards and general capabilities © ACARA 2014 of

52



Duration: 8 Weeks


stories




Sequence - Write a letter Lesson plan – Eng_Prep_U4_LP21_22

Lesson plan – Eng_Prep_U4_LP23_24

Sequence - Publish a book Lesson plan – Eng_Prep_U4_LP25_26


Sequence - Present and reflect Lesson plan – Eng_Prep_U4_LP29_30




Sequence an imaginative text about growing up and transitions

cloze activity (copy sentences from a familiar story onto strips of card or paper)

Create a classroom display 'Being the best reader I can be', with subtitles 'Getting ready to read', 'Understanding stories' and 'Story beginnings'.

Create a word wall for recording high-frequency words found in literature and other written texts.

imaginative texts about a celebration (e.g. Let the celebrations begin by Margaret Wild and Julie Vivas, Let's eat! by Ana Zamorano and Julie Vivas)





Duration: 8 Weeks


Learning object - Rex does tricks https://learningplace.eq.edu.au/cx/resources/items/f7db9297-cde1-92d4-c410-c7645e106a8e/0/ViewIMS.jsp



Learning object - Sentence builder: Ocean 2 (TLF L9490) https://learningplace.eq.edu.au/cx/resources/items/8b22996a-aa0e-64a9-7f34-8ca53e31e242/0/viewIMS.jsp

Learning object - Sentence builder: Prehistoric 1 (TLF L9491) https://learningplace.eq.edu.au/cx/resources/items/ac310f8a-ed03-a989-6b4d-3a39c80ed977/0/viewIMS.jsp


Learning object - Storyboard: Rocky to the rescue https://learningplace.eq.edu.au/cx/resources/items/23e919de-262e-3d5e-4213-f89c10f6b0c9/0/viewIMS.jsp




newspapers and magazines

Prepare a cloze of the story by covering words with sticky labels. Select words that have a particular learning focus.

Sheet - Celebration introduction

Sheet - Editing checklist

Sheet - Letter 1

Sheet - Letter 2

Sheet - Letter 3

Sheet - Letter 4




Duration: 8 Weeks


Sheet - Letter tiles https://learningplace.eq.edu.au/cx/resources/items/57d3ce65-fbb7-41ec-86d6-d4219f97cc7b/0/Eng_Prep_U2_ILM_SH_LetterTiles.docx

Sheet - Pictures of CVC words https://learningplace.eq.edu.au/cx/resources/items/ecf41de7-a579-4533-b3cf-d3c2898512d1/0/Eng_Prep_U4_ACT_PictureCVCWords.doc

Sheet - Wall chart

simple sentences from familiar books, written onto strips of card or paper

Spelling - Year Prep Spelling overview Supporting learning resource - Aboriginal & Torres Strait Islander histories and cultures suggested alternative resources https://learningplace.eq.edu.au/cx/resources/items/78d586e7-4f56-4922-8f6d-0e2d9de642c8/0/Eng_Prep_U4_SLR_SuggAltResources.docx

Supporting learning resource - Activities to assist metalinguistic awareness https://learningplace.eq.edu.au/cx/resources/items/55653225-03a1-43dc-ac83-91a871767be7/0/Eng_Prep_U4_SLR_ActMetalinguisticAwar.docx

Supporting learning resource - Alphabet chart Supporting learning resource - Assessing using running records https://learningplace.eq.edu.au/cx/resources/items/e4598041-95ff-422e-bc92-e24bb08680a5/0/Eng_Y01_U3_SLR_AssessUsingRunRecs.docx





Supporting learning resource - Focused reading and handwriting overview: Explore characters in stories

Supporting learning resource - Focused reading and handwriting: Explore stories

Supporting learning resource - Focused reading and handwriting: Learn about stories

S upporting learning resource - Focused reading and handwriting: Present and reflect Supporting learning resource - Focused reading and handwriting: Publish a book




Duration: 8 Weeks


Supporting learning resource - Focused reading and handwriting: Understand stories

Supporting learning resource - Focused reading and handwriting: Understand stories 2

Supporting learning resource - Focused reading and handwriting: Write a letter Supporting learning resource - Introduction to the unit: Responding to text https://learningplace.eq.edu.au/cx/resources/items/4b7e1d5f-741d-4427-999a-be95e746aa29/0/Eng_Prep_U4_SLR_UnitIntro.docx

Supporting learning resource - Reading checklist: Year Prep

Supporting learning resource - Spelling: Using letterboxes

Supporting learning resource - Teacher tips: Explore characters in stories

Supporting learning resource - Teacher tips: Explore stories

Supporting learning resource - Teacher tips: Learn about stories

Supporting learning resource - Teacher tips: Present and reflect

Supporting learning resource - Teacher tips: Publish a book

Supporting learning resource - Teacher tips: Understand stories

Supporting learning resource - Teacher tips: Write a letter Supporting learning resource - Understanding stories https://learningplace.eq.edu.au/cx/resources/items/b6173cf7-dedf-43d8-ae1e-84a50763fd13/0/Eng_Prep_U4_SLR_UnderstandingStories.docx

Supporting learning resource - Unit 4 Contexts for learning 1: English Supporting learning resource - Unit 4 Contexts for learning 2: English




Duration: 8 Weeks



Supporting learning resource - Year Prep Monitoring tool for reading: Semester 2

Supporting learning resource - Year Prep Monitoring tool for writing: Semester 2 Supporting learning resource - Year Prep: Spelling 'Have a go' book https://learningplace.eq.edu.au/cx/resources/items/5ef3b502-b9b8-4e07-b1cd-fa676fcf3a59/0/Eng_Prep_U4_SLR_SpellingHaveGoBook.doc

Text - Dunstan, K 2012, The red bridge, Windy Hollow Books, Kew East

Text - Gleeson, L & Blackwood, F 2006, Amy and Louis, Scholastic Press, Lindfield


Text - Morgan, S, Kwaymullina, E & Ottley, M 2003, Me and my dad, Little Hare Books, Prahran

Text - Shanahan, L & Guthridge, B 2003, My mum Tarzan, Hodder Headline Australia, Sydney

Text - Smith, L 2010, It's a book, Walker Books Australia, Newtown

Text - Sullivan, R & Huxley, D 2008, Tom Tom, Working Title Press, Kingswood

Text - Walker, A 2010, I don't believe in dragons, Scholastic, Gosford

the class collection of letters written to characters in books

Website - Contemporary practice resource: English https://learningplace.eq.edu.au/cx/resources/items/3cf69097-9ee7-076c-3460-9ca7190f1f5d/0/index.html


Assessment Planner - Reading and comprehending Assessment task - Eng_Prep_U4_AT_ReadAndComp.docx

Assessment Planner - Writing and creating a response to a story

Assessment task - Eng_Prep_U4_AT_ReadAndCompTextLookBowser.docx

Assessment task - Eng_Prep_U4_AT_MR_WritingAndCreating.docx




Duration: 8 Weeks


Assessment task - Eng_Prep_U4_AT_PFT_PlanForTask.docx

Assessment task - Eng_Prep_U4_AT_PFT_SR_PlanForTask.docx

Assessment task - Eng_Prep_U4_AT_WritingAndCreating.docx

Assessment Assessment task - Plan for task: Writing and creating a response to a story

Assessment task - Plan for task: Writing and creating a response to a story - Sample response

Assessment task - Reading and comprehending

Assessment task - Reading and comprehending: Looking for Bowser

Assessment task - Writing and creating a response to a story

Assessment task - Writing and creating a response to a story: Model response




Duration: 8 Weeks

Assessment

Assessment Task – Marking guide

AssessmentTask Name

Reading and comprehending (Yr PY)Type Short answer questions

Date

Description Students read aloud and respond orally to comprehension questions.

Learning Area English

Knowledge and understanding Comprehending texts (Receptive)

Reads 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.

Uses predicting and questioning strategies to make meaning from texts. Recalls one or two events from texts with familiar topics.

AP ◄Reads with some intonation.Demonstrates working out unknown words or self-correcting by combining contextual, semantic, grammatical and phonic knowledge.

◄ Makes literal and some inferred interpretations about characters' feelings or actions.

MC ◄ Reads fluently and with some accuracy. ◄ Makes links between events in the text and own experiences.

WW ◄Reads 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.

◄Uses predicting and questioning strategies to make meaning from texts.Recalls one or two events from texts with familiar topics.

EX ◄ Reads parts of the text word by word and left to right. ◄ Makes connections with personal experience.

BA ◄Recognises basic words.Reads using picture cues.

◄ Looks at and discusses pictures.




Duration: 8 Weeks

Assessment

Assessment Task – Marking guide

AssessmentTask Name

Writing and creating a response to a story (Yr PY)Type Imaginative response - written

Date

Description Students write a letter to a main character from a familiar story and create a supporting image or illustration.

Learning Area English

Comprehending texts (Receptive) Creating texts (Productive)

Recalls one or two events from texts with familiar topics.Identifies connections between texts and their personal experience.

Understands texts can reflect their own experiences.Writes using familiar words & phrases & images to convey ideas.Writing shows evidence of letter & sound knowledge, beginning writing behaviours & experimentation with capital letters & full stops.Correctly forms upper- & lower-case letters.

AP ◄ Expresses and expands on character opinions. ◄Shows understanding of onset and rime to spell words when writing.Matches letters to sounds in words.Includes a greeting, sign-off and illustration in the letter.

MC ◄ Connects text to own experiences and expresses feelings and thoughts about events and characters. ◄ Writes one or more sentences with spaces between words.

WW ◄Recalls one or two events from texts with familiar topics.Identifies connections between texts and their personal experience.

◄

Creates a text that reflects their experiences.Writes using familiar words and phrases, and images to convey ideas.Writing shows evidence of letter and sound knowledge, beginning writing behaviours and experiments with capital letters and full stops.Correctly forms known uppercase and lowercase letters.

EX ◄ Talks about something from a familiar story. ◄ Uses letters in word like clusters.

BA ◄ Listens to stories. ◄ Uses letters and letter-like symbols.




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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