Quality Literature, Silent Reading & Creative Writing

Learning Across the Curriculum * **NOTE outcomes listed on another page**

Quality Literature Silent Reading Creative Writing
Students will be read to from a variety of literature
throughout the term, across most KLAs (not just in
the weekly Quality Literature lesson). The main
focus of the Quality Literature lessons is to read for
enjoyment. Therefore activities are kept short to
allow time for the reading of the story.
Various activities are chosen each week, including:
o Students are shown the cover of the book
Question: What does the cover tell us? What do
you already know about this topic? Who do
you think the main characters might be? What
do you think might happen in the story?
o Identify the text type and discuss identifying
features.
o Discuss vocabulary used in the story, especially
any words that may be unfamiliar to the
students. Discuss meanings of difficult words.
o Discuss phonetics of words in the story.
o Ask if they enjoyed the story. Why/why not?
o Discuss what makes a good story.

Differentiation: Direct harder questions to extension
kids. Read excerpts of chapter books and
informative texts to encourage competent readers
to read them in Silent Reading or their own time.
Explain unfamiliar/uncommon vocabulary in the
story to help strugglers understand the content.
Three 10-minute Silent Reading sessions
are programmed into the weekly
timetable.
Students are able to read:
*a book from their assigned box (4
boxes with various books of different
difficulty levels chosen by the teacher)
*a book from class library
*a class dictionary or thesaurus
*a class picture Bible !
*a book they have brought in
*their Home Reader
Silent Reading is an opportunity for
students to read independently, and for
enjoyment. They may also be given the
opportunity to read to or with others
and talk about what they have read.
To encourage reluctant readers and
foster a love of literature, students are
invited to borrow a library book on my
class account to add to our class book
shelf to read in Silent Reading and as a
class if there is opportunity to do so.
Differentiation: levelled readers and
boxes, students will be encouraged to
select a book at their level.
Because the text types this term are factual text types, I want
to provide opportunities for students to have fun being
creative and writing about imaginary things. Various stimuli will
be presented to spark creativity.

Week 1 & 2: Sea theme
hear: crashing waves feel: spray bottle with water
taste/smell: seaweed, coconut see: treasure box, sand

Week 3 & 4: Winter
Read The Gruffalos Child by Julia Donaldson.
Play sound effects during reading and writing time.
hear: snow storm, campfire & cave sound effects
feel: frozen water bottle, cold air-con
smell: branch/leaves, straw, burnt stick

Week 5 & 6: Cheeky ladybug/Garden
Watch Minuscule The Ladybug
http://youtu.be/6C0HSoX4b8c (set to play on speed x2)
hear: sunny day chirping birds, rustle of trees sounds
see: picnic basket smell & touch: grass

Week 7 & 8: Jungle/rainforest
hear: jungle animal sounds feel: toy snakes, palm leaves
taste & smell: tropical fruits see: jungle images
*invite students to bring in jungle items from home

Differentiation: Teacher will rotate around tables to provide
individual support. Students write as much detail as they want.
Registration:
Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9
Reflection & Biblical detours:
Year 1 Term 3 English Program Hannah Thompson-Laing [EXCERPT]
Year 1 Term 3 English Program Hannah Thompson-Laing [EXCERPT]


Talking & Listening
Learning Across the Curriculum: ` * **NOTE outcomes listed on another page**
Rationale for Discovery Time: I have recognized a need for my students to better learn how to work with classmates they wouldnt normally play
with. Discovery Time provides the opportunity for students to learn how to communicate effectively and appropriately in a variety of situations,
problem-solve within a team, develop resilience, form new friendships and grow to appreciate the differences between themselves and others.
Week News Topics / Discovery Time activities Rego
1
Discovery Time
o Small groups role play: what a good friend *says *does *doesnt say *doesnt do.
o Create something with someone you dont normally play with (Lego, puzzles, Kinex, other building materials)
o Compliment circle (class activity)

2 News: free choice

3
Discovery Time
o Write an encouraging letter to.(randomly assigned)
o Small groups role play: Asking to play with other kids - dos and donts
o Compliment circle (class activity)
o Bring in something from home to show your classmates

4 News: Decide what is better: a family holiday in the country or the city. Convince the class with 3 reasons for your choice.

5
Discovery Time
o Create something with someone you dont normally play with (Lego, puzzles, Knex, other building materials)
o Compliment circle (class activity)
o Scavenger hunt race to fill in a grid with names of other students who own/like/do a thing listed on the sheet

6 News: If I had a super power it would be because.

7
Discovery Time
o Create something with someone you dont normally play with (Lego, puzzles, Kinex, other building materials)
o Compliment circle (class activity)

8
News: Plants: Do some research on a plant of your choice and share 5 interesting facts with the class. Make sure one of your facts includes
where it grows (what kind of environment does it need? dry, hot, rocky, underwater, etc)

9
Discovery Time
o Create something with someone you dont normally play with (Lego, puzzles, Kinex, other building materials)
o Compliment circle (class activity)
o Class party everyone bring in different treats to share

Reflection & Biblical detours:
Outcomes
Creative Writing
EN1-2A Plans, composes and reviews a small range of simple texts for a variety of purposes on familiar topics for known readers and viewers.
EN1-3A Composes texts using letters of consistent size and slope and uses digital technologies
EN1-5A Uses a variety of strategies, including knowledge of sight words and letter sound correspondences, to spell familiar words
EN1-7B Identifies how language use in their own writing differs according to their purpose, audience and subject matter.
EN1-9B Uses basic grammatical features, punctuation conventions and vocabulary appropriate to the type of text when responding to and composing
texts
EN1-10C Thinks imaginatively and creatively about familiar topics, ideas and texts when responding to and composing texts
EN1-12E Identifies and discusses aspects of their own and others learning

Talking & Listening
EN1-1A Communicates with a range of people in informal and guided activities demonstrating interaction skills and considers how own communication is
adjusted in different situation.
o Develop and apply contextual knowledge
o understand that language varies when people take on different roles in social and classroom interactions and how the use of key interpersonal language resources varies
depending on context (ACELA1461)
o listen for specific purposes and information, including instructions, and extend students' own and others' ideas in discussions (ACELY1666)
o understand that language is used in combination with other means of communication, e.g. facial expressions and gestures to interact with others (ACELA1444)
o understand that there are different ways of asking for information, making offers and giving commands (ACELA1446)
o use turn-taking, questioning and other behaviours related to class discussions
o explore different ways of expressing emotions, including verbal, visual, body language and facial expressions(ACELA1787)

EN1-6B Recognises a range of purposes and audiences for spoken language and recognises organisational patterns and features of predictable spoken
texts

Quality Literature & Silent Reading
EN1-1A Communicates with a range of people in informal and guided activities demonstrating interaction skills and considers how own communication is
adjusted in different situation.
EN1-4A Draws on an increasing range of skills and strategies to fluently read, view and comprehend a range of texts on less familiar topics in different
media and technologies.
EN1-6B Recognises a range of purposes and audiences for spoken language and recognises organisational patterns and features of predictable spoken
texts
EN1-8B Recognises that there are different types of text when reading and viewing and shows an awareness of purpose, audience and subject matter
EN1-9B Uses basic grammatical features, punctuation conventions and vocabulary appropriate to the type of text when responding to and composing
texts
EN1-10C Thinks imaginatively and creatively about familiar topics, ideas and texts when responding to and composing texts
EN1-12E Identifies and discusses aspects of their own and others learning