LITERACY/UNIT PLANNER

Year Level: 1/2

Term: 4

Date: 16/11/15 11/12/15

Topic: Developing and Distinguishing Literacy

GRAMMAR FOCUS:
Spelling through the exploration of a range of different text types including narratives, recounts, poetry, and procedural text. These text types will be explored through both
reading and construction of text.
Commented [K1]: Identification of cross-curricular
AusVELS Domain: English
AusVELS Strand: Writing (ACELR1593), (ACELY1673) and (ACELA1465).

priorities is essential in student learning. Although my focus

of this unit is to improve spelling, this can be done through
exposing students to a range of reading and writing text,
skills and strategies.

CONTEXT:
Over the year, students have participated in the Words Their Way Spelling Program. This program ranges from Foundation Year Level to Year 3. Students have all
been tested twice (diagnostic and summative assessments) throughout the year for reporting purposes, and if their results have been between 95%-100% correct, the
individual student progressed to the next level of words as set out within the program outlines.
Commented [K2]: 5.1 and 5.3 Identified the Words
Their Way test as both forms of diagnostic and summative

Over this unit, students will undertake their final spelling test to compare their results from the beginning the conclusion of the schooling year. Once students have assessments. This is because the test has been undertaken at
the beginning of the year (diagnostic or pre-testing) to see
undergone their test, they will explore a wide range of different text, all familiar with students as they have been explored throughout the year, particularly focussingwhere the students spelling capacity lies on a whole-class
on the spelling and grammatical features of each text type.
scale. This was a formal assessment under timed, test

summative assessment to identify improvements in

Students have a thorough understanding of the Words Their Way program, hence over the series of lessons the teacher will collect a range of formative assessments
students spelling over the period of time.
such as individual student work samples, observation accompanied with anecdotal notes, as well as individual student running records.

At the conclusion of the unit, students will repeat the spelling test appropriate to their current level of comprehension to compare their results over the 3-week
period.

conditions. The same test is repeated mid-year as a

Pre-Assessment of students skills and knowledge:

Standardized tests for reading/writing/ NAPLAN
Profile of Data Progression of Reading Development
Conferences/interviews
Student written work samples
Self-assessments

Commented [K3]: 5.1 and 5.3 Range of formative

assessments including student work samples, observations,
anecdotal notes as well as individual student running
records. These are formative forms of assessment as they
are collected throughout the unit of work progressively,
usually under informal conditions with provided feedback
accordingly where appropriate.

Literacy Learning Intentions:

We are learning to utilize a range of different comprehension and literacy strategies to recognise sound-letter relationships in words to further improve our spelling and
grammatical skills.
Learning Behaviours:

Commented [K4]: Clear learning intentions for students in

order for them to understand exactly what we, as teachers
and assessors, are specifically looking for within the unit.

I need to use the resources available in the Words Their Way textbook to identify word-blends and spelling strategies as a basis for improving the overall grammatical skills of
all students in the class at their specific learning level.
Success Criteria:
I know Im doing well if I can:
Improve my overall feature point score and spelling results from the mid-year results.
Use literacy skills such as chunking, flipping the vowel and recognising the word within to correctly identify and spell particular words that I may struggle with.
Read set text and identify the text type and purpose (recounts, narratives and procedural text).
Work cooperatively with other students within the classroom.
Topic-specific vocabulary for the unit of work:
(See Words Their Way Spelling sheet Word list will vary per individual student)
Bear, D., Invernizzi, M., Templeton, S., & Johnston, F. (2012). Words Their Way Word Study For Phonics, Vocabulary, and Spelling Instruction. 2nd Ed.

Commented [K5]: 5.1 and 5.3 Comparing previous

Words Their Way results with current results. Success
criteria is used for students to understand what is
expected/required of them from this unit.

Lesson 1: Words Their Way Pre-Testing (Diagnostic)

Learning Objective:
Students will be tested on the appropriate level of spelling inventory: This is either the Primary Spelling Inventory (PSI) or Elementary Spelling Inventory (ESI). These words are
ordered by difficulty to sample features of the letter name-alphabetic to derivational relation stages.
Lesson Overview:
Students will sit a seat-apart from one another under test conditions. The teacher will read the PSI or ESI (varies for each student) list of words one-by-one. Students will write
these words as they are heard on a blank piece of lined paper. The teacher will read the words slowly and clearly, followed by putting the word in a sentence for students to
further understand the context of the word, and repeat the particular word at the conclusion of the sentence prior to proceeding to the next word. There are a total of 25-

words on each of the PSI and ESI spelling test. Students will remain seated until the conclusion of the test, which all items should be out of students hands whilst teacher
roves the room collecting each students work for assessment purposes.
Assessment:
Teacher will follow the Words Their Way Feature Guide. This assessment critically assesses students spelling skills and identifies the appropriate spelling stage of each
individual student. This will be used for reporting purposes and pre-assessment of unit.
Lesson 2: Recount Writing
Learning Objective:
Students will observe the teacher modelling a recount of the events that occurred over the weekend, prior to writing their own recount of the events that occurred over their
own weekend. The teacher will highlight: 1) the use of paragraphs where appropriate, correct spelling of words and processes involved with writing difficult words, as well as
key grammatical features such as the use of commas, full-stops and capital letters.
I am doing well if I can
Begin all of my sentences, as well as proper nouns, with capital letters and conclude sentences with a full-stop.
Use paragraphs when starting a sentence on a new topic, different time, a person speaking or beginning with a different place.
Correct spelling and using the back-of-book Give-it-a-Go! checking system (attempt the word, continue writing and teacher will rove the room to correct words).
Lesson Overview:
Teacher will model writing of a recount on the whiteboard for all students to actively observe. Teacher should be writing events (fictional or not) about their weekend and
questioning students as to what they may be missing (grammatically) or what words/terms could be used at particular parts that are more descriptive than adjectives such as
happy or sad. The teacher will also use two-different coloured whiteboard markers to highlight both the spacing between paragraphs and the reasoning behind beginning
a new paragraph (such as writing about a different event or change of time in the recount). Teacher will emphasise the importance of using the Give-it-a-Go spelling check
system at the back of their books for words they may find difficult to spell. Also emphasises the use of different paragraphs and key grammatical features of a recount.
Assessment:
Teacher will collect student work samples at the conclusion of the lesson. Teacher will look for (1) use of paragraphs where appropriate, (2) correct use of grammatical
features such as commas, full-stops and capital letters, and the correct spelling of simple sight words or use of spell checking system.
Lesson 3: Reading Groups
Learning Objective:

Commented [K6]: Formative assessment Collection of

student work specifically looking for grammatical features,
paragraphs where appropriate and spelling-check techniques
utilised by the student.

Students will be rotating between different reading activities specifically modified to suit the identified literacy needs of each group. There are five different groups that have
been ability-base over the year. These activities all have a different literacy focus: word recognition and spelling formations, interactive online computer-based learning,
writing and grammar, as well as a focus group lead by the teacher (usually guided reading or choral reading).
Lesson Overview:
Students are very familiar with the processes involved within the reading rotations and the expectations of what is required for them in each different task. One group will be
working on a spelling and word recognition worksheet (surrounding a key focus such as letter blends, long/short vowel and digraphs). One group will be working on the
computers via the Sunshine Online Program, listening to readings and completing online activities related directly to the text. Another group works on the floor area
completing a memory-based word game, attempting to get pairs of the same word. Whilst the focus group works with the teacher performing guided reading, choral reading
or independent reading following a teacher led book-walk.
Assessment:
Teacher will collect the spelling and word recognition at the conclusion of the lesson to correct and identify common misconceptions amongst the group to plan for future
lessons. During the task, the teacher will listen to each child read from the focus group (through either independent reading or choral reading) to identify factors such as
fluency of reading, correct pronunciation of words, unknown word definitions amongst the group and also reading strategies used by students to interpret unknown words
(such as chunking, word within word and flipping the vowel).
Commented [K7]: 5.3 Collecting the data from a range
Lesson 4: Cinquain Poetry
Learning Objective:
Students will be introduced to Cinquain Poetry and through exploration of the key structure of these poems, the teacher will guide students in creating their own Cinquain
Poems based on a topic of interest as chosen by individual students.

of students in order to identify the common misconceptions

a group of students or whole class may have as a means of
constructing future lesson content or next lesson focus
(inquiry learning).

I am doing well if I can

Identify and understand the structure or layout of Cinquain Poems.
Construct my own Cinquain Poem that follows the set specific rules of Cinquain Poems and correct spelling.
Distinguish between the difference between each of the 5-lines within Cinquain Poems (Distinguishing between action words (verbs), describing words (adjectives),
and conveying emotions).
Lesson Overview:
Whole class viewing of the PowerPoint Cinquain Poetry guided by the teacher through the topics of each slide. Discuss the similarities in the structure of each of the
examples and the shape of each of Cinquain Poems. As a class, brainstorm and illustrate using the whiteboard, the key structural components of Cinquain Poems (must have
5 lines, set amount of words/syllables per line, adjectives, verbs and emotions). Have students return to their desk to complete only the first line of their poems, which

requires a topic with 1-2 words. Return to the floor area once most/all students have completed this, and proceed to the next line of the poem consisting of 4-adjectives.
Brainstorm commonly used adjectives that can be used on students topics on the whiteboard for students to see correct spelling of words. Return to their tables to complete
this line of their poem. Repeat for all lines of the poem, teacher guided. For early finishers, they can begin constructing another poem of their own or complete an illustration
to their original poem. Select two-three students to present their poems to the class at the conclusion of the lesson.
Assessment:
Collect a range of student work samples (from students of all abilities) to see whether they have applied their understandings of Cinquain Poetry in their text construction as
well as being able to have the correct structural elements of a Cinquain Poem. Also look for correct spelling and use of grammatical features such as commas, full-stops and
capital letters at the beginning of a new sentence or proper nouns.
Lesson 5: Reading Record Assessment
Learning Objective:
To assess individual students reading ability and techniques used to identify unknown words. Teacher will assess individual as they are reading a book, pre-selected at the
appropriate reading level (95-100% competent), via a running record. Teacher records:
Reading for Meaning (M) techniques such as does the sentence make sense?
Structure (S) of text identifying the purpose, main idea and type of text.
Visual cues from the book techniques such as looking at the images or illustrations for cues as to how they might related to the sentence.
Lesson Overview:
Select students, individually, that are required to read a text aloud selected by the teacher at the appropriate reading level of the student. As the student reads, the teacher
follows along the script of the Running Record noting correct and mispronunciations of words, self-correcting techniques, teacher prompted or given words, as well as one of
the three reasons a student may have misconceptions of a word via the technique they may have use. These are in the form of: Meaning of the text, Structure of the text, and
Visual cues of the text. At the conclusion of the text the teacher can add the overall score of the running record for reporting purposes (summative testing).
Assessment:
This will be the final running record assessment that students will be completing for the year, hence will be used for reporting purposes and planning for future lesson content
next year. The teacher will be able to classify the reading competency of individual based from their overall score on the text level they appropriately assigned. If students are
receiving less that 75% of words correct, the text used for the running record is too advanced for the student, whereas on the opposite if the student has between 95-100% of
the text correct, this may be an indicator that the student needs to be re-assessed with more challenging text. These results will be documented on a class graph allowing the
teacher to note where each individual lies within the class context as well as the improvements the student has made over the year compared to the running record results
completed at the beginning of the year.

Lesson 6: Procedural Text

Lesson Objectives:
Students will be rotating between different science experiments based activities all of which require them to focus on the literacy components such as the structure and layout
of a procedural text. The teacher will rove the room as students complete the activities of each group prior to rotating them to ensure all students are following the text and
correctly identifying the structure and instructions of the text.
I am doing well if I can
Correctly follow the explicit instructions of the text in the correct chronological order.
Construct a successful experiment design by following all of the instructions as well as explain (both written and verbal) the forces specifically related to your
experiment (push, pull, throw, spin, friction)
Cut and paste all of the steps of the experiment in the correct order
Lesson Overview:
Whole class recap of inquiry topic of May The Force Be With You, highlighting the key terminology of different forces such as push, pull, throw, spin, gravity and friction.
Teacher will explain each of the three science experiments and emphasise the importance of following the instructions. Brainstorm of the purposes and structure of
procedural text. When ready three groups of students (refer to reading groups) will be completing one of the three activities: Balloon Rockets, Pull-O-Meter, and Racing
Marbles. Students will complete the activity, following by cutting and pasting the steps of experiment in the correct order inputting the missing action word relating to the
focus of the inquiry topic (forces).

Photographic Evidence: Words Their Way Spelling Assessment Grid (BLANK)

Words Their Way Test result example

Words Their Way completed assessment record (Summative Assessment).

Reading Record Assessment