Year 5 Part 2

ENGLISH OVERVIEW YEAR 5 (TERM 1)
UNIT TITLE: BACKGROUND:

The Art of Persuasion (PART B) This unit has been developed in two parts in response to the introduction of the Australian Curriculum. The unit writers decided to work with persuasive texts as Year 5 is a NAPLAN testing year. Whilst persuasive texts pervade the lives of students (oral, written and visual) the writers recognised that students had differing levels of competencies in writing persuasively. It is expected that teachers, through ongoing evaluation of student needs, will select activities that will best aid the learning of their current group of students.
UNIT OUTLINE
This unit of work is to aid in the development of students ability to argue persuasively. Specifically, this unit of work is directed at increasing students ability to write a convincing balanced argument. The ability to persuade others and argue your opinion convincingly is an important part of social interactions. Students will be asked to recognise how they use the art of persuasion daily. Students will uncover methods or strategies that they have used in the past to persuade and reflect on what techniques work best in various situations. They will be asked to differentiate fact from opinion and balance passionate ideas with convincing arguments. Finally, students will be led through the use of a modelled writing structure. Language Elements
CONTENT DESCRIPTORS
Understand that patterns of language interaction vary across social contexts and types of texts and that they help to signal social roles and relationships (ACELA 1501) Understand how to move beyond making bare assertions and take account of differing perspectives and points of view (ACELA 1502) Understand that the starting point of a sentence gives prominence to the message in the text and allows for prediction of how the text will unfold (ACELA 1505) Understand how to use banks of known words as well as word origins, prefixes, suffixes and morphemes to learn and spell new words. (ACELA 1513) Literature Recognise that ideas in literary texts can be conveyed from different viewpoints, which can lead to different kinds of interpretations and responses (ACELT 1610) Literacy Show how ideas and points of view in texts are conveyed through the use of vocabulary, including idiomatic expressions, objective and subjective language, and that these can change according to context (ACELY 1698) Clarify understanding of content as it unfolds in formal and informal situations, connecting ideas to students own experiences and present and justify a point of view (ACELY 1699)
ASSESSMENT (A)
ASSESSMENT FOR LEARNING School baseline data testing o Reading (Week 3) o Writing sample (late Week 2) o Spelling (Week 3) Students reading & writing level to create leveled ability groups for rotations Ongoing evaluation of student responses to writing stimulus in fortnightly persuasive tasks to inform teacher planning and delivery of writing lessons and rotations ASSESSMENT OF LEARNING Final assessment task persuasive writing (draft version) Reading Comprehension (Week 10) Previous NAPLAN testing materials Reading Fluency passage (Week 9) ASSESSMENT AS LEARNING Critical friend relationships in writing (peer assessment) on going Self assessment of writing samples and identification of weekly goals. Review of goals and evaluation of meeting targets Fluency reading word lists and fluency passages
LINKS TO OTHER LAS
Students need to be literate to experience success in all other learning areas. Becoming a more fluent reader will assist in acquisition and comprehension material in other learning areas. Improving writing conventions, including spelling, punctuation and grammar will allow students to communicate their ideas more effectively across all learning areas. In both learning areas and in social situations it is important to convince others of the veracity of ideas and opinions.
Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text. (ACELY 1701) Navigate and read texts for specific purposes applying appropriate text and processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanning. (ACELY 1702) Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience (ACELY 1704) Reread and edit students own and others work using agreed criteria for text structures and language features (ACELY 1705)
(use of mp4 player or iPod touch / stimulus)
DEVELOPING INQUIRING AND REFLECTIVE LEARNERS

Community Contributor Leader and Collaborator Effective Communicator Active Investigator Designer and Creator Quality Producer
CROSS CURRICULA PRIORITIES

Catholic Ethos The overarching purpose of Catholic schools of the past, as well as the future, is to bring the Good News of Jesus to all who hear it. In the midst of a world of educational, social and economic change the focus on the holistic growth of the individual remains the surest way catholic school can prepare students for the uncertainties of the future. Defining Features, Diocese of Cairns The curriculum provides opportunities for young people to connect their curriculum experiences to a living Christian faith. Aboriginal and Torres Strait Islander Education Active engagement of inclusive curriculum practices which reflect Aboriginal and Torres Strait Islander perspectives, knowledge, histories, cultures and spirituality. A genuine commitment to Reconciliation, guided by principles of personal dignity, social justice and equity, which reflects the Gospel message and the mission of the Church. The curriculum provides opportunities to value and respect: 1. traditional knowledge and practices 2. culture and natural heritage 3. spirituality and to critically examine and/or challenge: 1. social constructs 2. prejudice and racism Social Emotional Learning Social and emotional competencies are integral to academic and work success and are the basis of resilience, relational quality and social capital. The curriculum provides opportunities to develop: 1. Self Awareness 2. Social Awareness 3. Responsible Decision Making 4. Self-Management 5. Relationship Management Asian Education This perspective requires students to develop skills, knowledge and understandings related to Asia and Australias engagement with Asia. The curriculum provides opportunities to know, understand and be able to: 1. Understand Asia 2. Develop informed attitudes and values 3. Know about contemporary and traditional Asia 4. Connect Australia and Asia 5. Communicate effectively with people of the Asian region both within and outside Australia confidently
Sustainability Education Access to current information about environmental issues and promotion of a reflective and responsive attitude towards stewardship of the gifts of creation. The curriculum provides opportunities to reflect upon: 1. the gift of creation 2. an attitude of responsible stewardship and to critically examine and/or challenge: 1. the impact of human interaction with the natural, built and social environment 2. current environmental issues
Inclusive Education It is by the quality of interactions and relationships that all students learn to understand and appreciate difference, to value diversity and learn to respond with dignity and respect to all through mutually enriching interactions. The curriculum provides equitable access for and/or positive interactions with students from different backgrounds and with diverse needs and abilities.
GENERAL CAPABILITIES
Literacy Students become literate as they develop the skills to learn and communicate confidently at school and to become effective individuals, community members, workers and citizens. These skills include listening, reading, viewing, writing, speaking and creating print, visual and digital materials accurately and purposefully within and across all learning areas. Literacy involves students engaging with the language and literacy demands of each learning area. As they become literate students learn to: interpret, analyse, evaluate, respond to and construct increasingly complex texts (Comprehension and composition) understand, use, write and produce different types of text (Texts) manage and produce grammatical patterns and structures in texts (Grammar) make appropriate word selections and decode and comprehend new (basic, specialised and technical) vocabulary (Vocabulary) use and produce a range of visual materials to learn and demonstrate learning (Visual information) Numeracy Students become numerate as they develop the capacity to recognise and understand the role of mathematics in the world around them and the confidence, willingness and ability to apply mathematics to their lives in ways that are constructive and meaningful. As they become numerate, students develop and use mathematical skills related to: Calculation and number Patterns and relationships Proportional reasoning Spatial reasoning Statistical literacy Measurement. Information and Communication Technology Students develop ICT competence when they learn to: Investigate with ICT: using ICT to plan and refine information searches; to locate and access different types of data and information and to verify the integrity of data when investigating questions, topics or problems Create with ICT: using ICT to generate ideas, plans, processes and products to create solutions to challenges or learning area tasks Communicate with ICT: using ICT to communicate ideas and information with others adhering to social protocols appropriate to the communicative context (purpose, audience and technology) Operate ICT: applying technical knowledge and skills to use ICT efficiently and to manage data and information when and as needed Apply appropriate social and ethical protocols and practices to operate and manage ICT. Critical and Creative Thinking Students develop critical and creative thinking as they learn to generate and evaluate knowledge, ideas and possibilities, and use them when seeking new pathways or solutions. In learning to think broadly and deeply students learn to use reason and imagination to direct their thinking for different purposes. In the context of schooling, critical and creative thinking are integral to activities that require reason, logic, imagination and innovation. As they develop critical and creative thinking students learn to: pose insightful and purposeful questions apply logic and strategies to uncover meaning and make reasoned judgments think beyond the immediate situation to consider the big picture before focussing on the detail suspend judgment about a situation to consider alternative pathways reflect on thinking, actions and processes generate and develop ideas and possibilities analyse information logically and make reasoned judgments evaluate ideas and create solutions and draw conclusions assess the feasibility, possible risks and benefits in the implementation of their ideas
transfer their knowledge to new situations
Ethical Behaviour Students develop ethical behaviour as they learn to understand and act in accordance with ethical principles. This includes understanding the role of ethical principles, values and virtues in human life; acting with moral integrity; acting with regard for others; and having a desire and capacity to work for the common good. As they develop ethical behaviour students learn to: recognise that everyday life involves consideration of competing values, rights, interests and social norms identify and investigate moral dimensions in issues develop an increasingly complex understanding of ethical concepts, the status of moral knowledge and accepted values and ethical principles explore questions such as: o What is the meaning of right and wrong and can I be sure that I am right? o Why should I act morally? o Is it ever morally justifiable to lie? o What role should intuition, reason, emotion, duty or self-interest have in ethical decision making?
Personal and Social Competence Students develop personal and social competence as they learn to understand and manage themselves, their relationships, lives, work and learning more effectively. This involves recognising and regulating their emotions, developing concern for and understanding of others, establishing positive relationships, making responsible decisions, working effectively in teams and handling challenging situations constructively. As they develop personal and social competence students learn to: recognise and understand their own emotions, values and strengths, have a realistic assessment of their own abilities and a well-grounded sense of self-esteem and self-confidence (Self-awareness) manage their emotions and behaviour, persevere in overcoming obstacles, set personal and academic goals, develop self-discipline , resilience, adaptability and initiative (Self-management) perceive and understand other peoples emotions and viewpoints, show understanding and empathy for others, identify the strengths of team members, define and accept individual and group roles and responsibilities, be of service to others (Social awareness) form positive relationships, manage and influence the emotions and moods of others, cooperate and communicate effectively with others, work in teams, build leadership skills, make decisions, resolve conflict and resist inappropriate social pressure (Social management).
Intercultural Understanding Students develop intercultural understanding as they learn to understand themselves in relation to others. This involves students valuing their own cultures and beliefs and those of others, and engaging with people of diverse cultures in ways that recognise commonalities and differences, create connections and cultivate respect between people. As they develop intercultural understanding students learn to: identify increasingly sophisticated characteristics of their own cultures and the cultures of others recognise that their own and others behaviours, attitudes and values are influenced by their languages and cultures consider what it might be like to walk in anothers shoes compare the experiences of others with their own, looking for commonalities and differences between their lives and seeking to understand these reflect on how intercultural encounters have affected their thoughts, feelings and actions accept that there are different ways of seeing the world and live with that diversity stand between cultures to facilitate understanding take responsibility for developing and improving relationships between people from different cultures in Australia and in the wider world contribute to and benefit from reconciliation between Indigenous and non-Indigenous Australians.
WEEKLY PLANNER
WEEK 1 2 3 4 5 6 7 8 9 10
CONTENT DESCRIPTORS
Show how ideas and points of view in texts are conveyed through the use of vocabulary, including idiomatic expressions, objective and subjective language, and that these can change according to context (ACELY 1698) Use interaction skills, for example paraphrasing, questioning and interpreting non-verbal cues and choose vocabulary and vocal effects appropriate for different audiences and purposes (ACELY 1796)
Highlighted above
CROSS CURRICULAR PRIORITIES

Highlighted above
MODELLED I Do IT Modelled reading of classroom novel (reading for pleasure). Teacher models reading with fluency, expression and reading to punctuation. Display if possible using document camera or ebook. Purpose : Obtain baseline data sample of writing. Focus Question: What types of writing have you done in previous years? Elicit feedback- narrative, recount, procedural, persuasive etc. 1. Explain that this week they will be completing a recount. Recounts are the pieces of writing that teachers dread the most. {wait for reaction} Explain that we are always giving oral recounts in our
SHARED We Do It
GUIDED We Do It Guided reading to commence in week 4
INDEPENDENT You Do IT Sustained silent reading for 15 minutes in class x 4 times weekly
READING
WRITING
Purpose : Obtain baseline data sample of writing. Focus Question: Who recalls what we did in writing yesterday? 1. Ask a student to recall something really interesting that occurred in the holidays 2. Record key detail in note form as students did previous day 3. Retell students story adding personal flair. 4. Ask students to explain how retells differed.
Purpose : Obtain baseline data sample of writing. Focus Statement: Today we are going to establish a Writing Expectations chart. 1. Using think/pair/share strategy ask students what is the minimum that would be expected from a Year 5 student. 2. Whole class feedback. 3. Make Writing Expectations Chart. Display. NB. This should include capital letters
Purpose : Obtain baseline data sample of writing. Focus Questions: Recall o How do we make a retell interesting? o What are the minimum expectations of writing in Year 5? o What are the consequences if we do not follow the minimum? 1. Students write recount of My Holiday 2. Students edit recount, reading
SPEAKING & LISTENING
daily lives but for some reason when we write them down they lose all their interest and personality- they lose their voice. 2. Read teacher sample of recount of My Holiday (teacher to write each step I got up, brushed my teeth and had a shower. After 30 mins we went to plane etc)..Elicit how boring was that? 3. Tell students that we are going to endeavour to be more creative and entertain our readers more. 4. Pair students. Ask them to share a favourite moment with each other but explain they will need to pay careful attention to their partners story. 5. Students record key detail of partners story- after the retell (note form) in writing books. They should enjoy the experience before attempting to record. As above
5. Assign pairs to another pair. 6. Explain that students must retell their partners story to their new group members. Then they must discuss answers to following questions:a. How did partner retell differ? b. Were the original retells interesting? c. Why were the retells interesting? How did they capture audience interest? d. Was the partner able to capture interest when they did the retell? Why? Why not? 7. Whole class feedback 8. Make class chart How to make your retell interesting? Display
to begin and end punctuation etc. Ensure that all students are able to accomplish all items on the chart. Establish consequences for noncompliance with Writing Expectations. We do this for behaviour it is also important to do this for writing. Eg Writing will not be marked if it doesnt include minimum. Editing to ensure that it reaches minimum standard is to be done in students own time. 4. Re- read boring retell from Day 1 5. Ask students how this could be improved 6. Display and read improved sample 7. Ask students to plan their own recount of holiday (remind them not to tell the whole thing but to narrow their ideas and tell an exciting, interesting or funny part. As above
aloud for sense making and to ensure that they have punctuated correctly and have not left any words out.
As above
Students share retells with critical friend.
SPELLING FOCUS
Explain Year 5 spelling procedures to class. Set up books under teacher direction. Eg. Following a First Steps approach to spelling. First Steps Spelling Resource Book, Rigby Heinemann 1997. 1. Set up have-a-go pad 2. Set up spelling test book 3. Set up spelling and grammar book. View samples in First Steps Spelling Resource Book. Example of weekly spelling program Day 1: Pre-test ( commonly used words in key learning
GRAMMAR FOCUS
Review NOUNS Proper and common nouns Collective Abstract
PUNCTUATION FOCUS
Review beginning and end punctuation. Establish writing expectations Capital letters Fullstops Exclamation marks Question marks
areas that students will be required to use in writing (eg science journaling or mathematical terms). o Class spelling activity Day 2: peer testing of 5 words from personal spelling lists. o Individual spelling activity from assigned list of activities Day 3 : Class spelling activity Day 4: Peer testing of 5 words from personal spelling list o Individual spelling activity from assigned list of activities.
READING ROTATIONS ONE TWO THREE FOUR
No reading rotations until baseline data and established practices (curriculum and behavioural) are put into place. Suggestion : Week 4
GUIDED READING GROUPS

Book orientation, page by page reading and comprehension
GROUP ONE
GROUP TWO
GROUP THREE
GROUP FOUR
WRITING ROTATIONS ONE TWO THREE FOUR
No writing rotations until baseline data and established practices ( curriculum and behavioural) are put into place. Suggestion : Week 5
GUIDED WRITING GROUPS GROUP ONE GROUP TWO GROUP THREE GROUP FOUR
RESOURCES
First Steps Spelling Resource Book 1997
REFLECTION
Identify what worked well during and at the end of the unit, including: activities that worked well and why activities that could be improved and how assessment that worked well and why assessment that could be improved and how common student misconceptions that need, or needed, to be clarified
WEEKLY PLANNER
WEEK 1 2 3 4 5 6 7 8 9 10
CONTENT DESCRIPTORS
Understand how to move beyond making bare assertions and take account of differing perspectives and points of view (ACELA 1502) Understand how to use banks of known words as well as word origins, prefixes, suffixes and morphemes to learn and spell new words. (ACELA 1513) Literature Recognise that ideas in literary texts can be conveyed from different viewpoints, which can lead to different kinds of interpretations and responses (ACELT 1610)
Highlighted above

Highlighted above
Literacy Navigate and read texts for specific purposes applying appropriate text and processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanning. (ACELY 1702)
MODELLED I Do IT Modelled reading of classroom novel (reading for pleasure) x 4 times weekly. Teacher models reading with fluency, expression and reading to punctuation. Display if possible using document camera or ebook.
SHARED We Do It Response to modelled reading see First Steps Reading Resource Book or First Steps Reading Map of Development for numerous examples of activities
GUIDED We Do It Guided reading to commence in week 4
INDEPENDENT You Do IT Sustained silent reading for 15 minutes in class x 4 times weekly Deliver school based reading test
READING
WRITING
Drop everything and write sessions at least 3 times weekly cross curricular writing eg
science journaling responding to persuasive text stimulus (see attached) responding to classroom reading
Teacher modelling of active listening Teacher modelling of correct speech and social mores
Cross curricular brainstorming and discussions
SPELLING FOCUS
Continue weekly spelling program as per school plan incorporating following weekly. Phonological awareness Graphophonic knowledge Morphemic & Etymological knowledge Teach spelling strategies word shapes and Riddle Me Rees (First Steps Spelling Resource Book 1997 p66). Write spelling strategies(how to into back of homework for reference. Deliver school based spelling test Example of weekly spelling program Day 1: Pre-test (commonly used words in key learning areas that students will be required to use in writing (e.g. science journaling or mathematical terms). o Class spelling activity Day 2: peer testing of 5 words from personal spelling lists. o Individual spelling activity from assigned list of activities Day 3 : Class spelling activity Day 4: Peer testing of 5 words from personal spelling list o Individual spelling activity from assigned list of activities.
GRAMMAR FOCUS
Review VERBS Action words Singular and plural
PUNCTUATION FOCUS
Review commas in lists (add to writing expectations chart)
READING ROTATIONS
ONE
TWO
THREE
FOUR
No reading rotations until baseline data and established practices (curriculum and behavioural) are put into place. Suggestion : Week 4
GUIDED READING GROUP S Book orientation, page by page reading and comprehension
GROUP ONE
Text: An instructional level text for this group Focus Strategy: What reading strategy is being developed? This could be selected from First Steps Reading.
GROUP TWO
GROUP THREE
GROUP FOUR
GUIDED WRITING GROUPS GROUP ONE

Focus: What writing strategy is being developed? This could be selected from First Steps Writing.
GROUP TWO
GROUP THREE
GROUP FOUR
RESOURCES
First Steps Spelling Resource Book 1997 First Steps Reading Resource Book
First Steps Reading Map of Development School based testing & Data Collection device
WEEKLY PLANNER
WEEK 1 2 3 4 5 6 7 8 9 10
CONTENT DESCRIPTORS
Understand that patterns of language interaction vary across social contexts and types of texts and that they help to signal social roles and relationships (ACELA 1501) Understand how to move beyond making bare assertions and take account of differing perspectives and points of view (ACELA 1502) Understand how to use banks of known words as well as word origins, prefixes, suffixes and morphemes to learn and spell new words. (ACELA 1513) Literature Recognise that ideas in literary texts can be conveyed from different viewpoints, which can lead to different kinds of interpretations and responses (ACELT 1610) Literacy Navigate and read texts for specific purposes applying appropriate text and processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanning. (ACELY 1702)
Highlighted above

Highlighted above
MODELLED I Do IT
SHARED We Do It Response to modelled reading see First Steps Reading Resource Book or
GUIDED We Do It Reading aloud around class Choral reading (encourage
READING
Modelled reading of classroom novel (reading for pleasure) x 4
times weekly. Teacher models reading with fluency, expression and reading to punctuation. Display if possible using document camera or ebook. Demonstrate fluent reading
First Steps Reading Map of Development for numerous examples of activities
fluency)
Cross-curricular reading
Focus Question: How good are you at persuading others? Have you ever talked someone into doing something they never would have done without you? Teacher shares experience When did you persuade someone to do something that they normally wouldnt do? Students write. Students share. Make generalisations. Begin chart Persuasion rules. Focus Question: 1. Persuasive tactics do not always come from experts, what has made you change your mind in the past? 2. What makes persuasion work? 3. What makes you agree to do something that you didnt want to do before? Students write and share responses What methods work well with parents, family and close friends? What methods would not work at school or in our writing? Lane,B & Bernabei, G Why we must run with Scissors? 2001 Shoreham Brainstorm acceptable behaviour in reading rotations. Establish behavioural expectations and consequences for reading
Drop everything and write sessions at least 3 times weekly cross curricular writing eg science journaling responding to persuasive text stimulus (see attached) responding to classroom reading Grammar writing in present/past tense
WRITING
SPEAKING &
What is the teacher going to demonstrate by thinking aloud whilst students participate by actively attending to the demonstrations?
Teacher explains reading rotations and models how to Activities chart and timetable Boxed rotation activities with
Follow reading rotation expectations and participate in reading rotation activities (demonstrating listening skills)
LISTENING SPELLING FOCUS

Continue weekly spelling program as per school plan incorporating following weekly. Phonological awareness Graphophonic knowledge Morphemic & Etymological knowledge Teach spelling strategies Word Snakes (First Steps Spelling Resource Book 1997 p62) and Sign Language Chart. Add spelling strategies how to into back of homework for reference.
rotations
explanation cards
GRAMMAR FOCUS
Subject / Verb Agreement. See attached Flipchart inspired by Jeff Anderson Mechanically Inclined. Subject /verb agreement and tense
PUNCTUATION FOCUS
Direct and Indirect Speech. Define. Ensure that students know the spoken word. Role play (use large speech marks on card). Be sure to include she said that it was alright..
Example of weekly spelling program Day 1: Pre-test ( commonly used words in key learning areas that students will be required to use in writing (eg science journaling or mathematical terms). o Class spelling activity Day 2: peer testing of 5 words from personal spelling lists. o Individual spelling activity from assigned list of activities Day 3 : Class spelling activity Day 4: Peer testing of 5 words from personal spelling list o Individual spelling activity from assigned list of activities.
READING ROTATIONS
5 MINUTE WHOLE CLASS FOCUSED LESSON PRIOR TO READING ROTATION TO EXPLAIN READING COMPREHENSION STRATEGY ONE
Guided Reading with book at appropriate instructional level.
TWO
Fluency reading. Students practice fluent reading using levelled sample packages
THREE
Reading Comprehension Previous QLD State testing magazines.
FOUR
Inferential Meaning (this activity needs to be delivered by parent of school officer)
(150-200 words in 1 minute). Use iPods or mp4 to record and replay for self assessment. Students practice word list and then with partner they time read list in 25 seconds or under. See *******
See Triune Key into Inferences. Or Responding to literature (school based documents eg Rigby resources
GUIDED READING GROUP S Book orientation, page by page reading and comprehension
GROUP ONE
GROUP TWO
GROUP THREE
GROUP FOUR

GROUP TWO
GROUP THREE
GROUP FOUR
RESOURCES
First Steps Spelling Resource Book 1997 First Steps Reading Resource Book First Steps Reading Map of Development Inferential Meaning : Key Comprehension Series Key into Inferences by Triune. This item is available from CES. Reading Fluency: Mechanically Inclined by Jeff Anderson Twisting Arms :teaching students how to write to persuade by Dawn Di Prince Why we must run with scissors: voice lessons in persuasive writing by Barry Lane and Gretchen Bernabei I wanna new room (series) by Karen Kaufman Orloff Illustrated by David Catrow
REFLECTION
WEEKLY PLANNER
WEEK 1 2 3 4 5 6 7 8 9 10
CONTENT DESCRIPTORS
Understand that patterns of language interaction vary across social contexts and types of texts and that they help to signal social roles and relationships (ACELA 1501) Understand how to move beyond making bare assertions and take account of differing perspectives and points of view (ACELA 1502) Understand how to use banks of known words as well as word origins, prefixes, suffixes and morphemes to learn and spell new words. (ACELA 1513) Literature Recognise that ideas in literary texts can be conveyed from different viewpoints, which can lead to different kinds of interpretations and responses (ACELT 1610) Literacy Show how ideas and points of view in texts are conveyed through the use of vocabulary, including idiomatic expressions, objective and subjective language, and that these can change according to context (ACELY 1698) Clarify understanding of content as it unfolds in formal and informal situations, connecting ideas to students own experiences and present and justify a point of view (ACELY 1699) Navigate and read texts for specific purposes applying appropriate text and processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanning. (ACELY 1702) Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience (ACELY 1704)
Highlighted Above

Highlighted Above
MODELLED I Do IT Modelled reading of classroom novel (reading for pleasure) x 4 times weekly. Teacher models reading with fluency, expression and reading to punctuation. Display if possible using document camera or ebook. Demonstrate fluent reading
GUIDED We Do It Reading aloud around class Choral reading (encourage fluency) Peer reading (Once a week talented reader is paired with reader with difficulties. Students take turns reading this is done in Silent Reading time) Reading to and with teacher (use of DORF reading stimulus to encourage fluency)
INDEPENDENT You Do IT Sustained silent reading for 15 minutes in class x 4 times weekly Cross-curricular reading
READING
Review: How do you persuade your family? How do you win an argument? We are going to create the Top Ten Ways to Get Your Own Way Students write responses. Employ think, pair share strategy. Students will probably come up with begging, bribery and bullying Student list (possible) 10. use puppy dog eyes and pout 9. say please, please, please 8. get on hands and knees 7. empty promise Ill clean my room 6. clasp hands in front and look saintly 5. paper halos 4. fake tears 3. whine 2. bribe with something parents like 1. try to find a real reason
Drop everything and write sessions at least 3 times weekly cross curricular writing eg science journaling responding to persuasive text stimulus (see attached) responding to classroom reading Grammar writing present/past tense
WRITING
TOP TEN BETTER METHODS 10. Know your point of view 9. Listen to other side 8. Let your facts speak for themselves 7. speak politely 6. keep restating 5. use imagination as well as facts 4. use humor where appropriate 3. dont force argument, show the truth 2. end with your best point (repeated) 1. practice on yourself first Write a poem entitled recipe for arguing. Display how to write recipe. Make list of recipe verbs (beat, whip, mash, pinch, dash) Talk about structure of procedure. ingredients and method. Remember you need more of some ingredients than others. Students either collaboratively or independently write how to convince someone to your point of view. From Lane,B & Bernabei, G Why we must run with Scissors? 2001 Shoreham. Pp 102-103 What direction is going to be provided by the teacher for the students to contribute ideas and information?
How is the teacher going to scaffold help and provide support and corrective feedback?
How will the students independently apply ideas and information covered?
SPELLING FOCUS
Continue weekly spelling program as per school plan incorporating following weekly. Phonological awareness Graphophonic knowledge Morphemic & Etymological knowledge Teach spelling strategies Spellamadoodle (First Steps Spelling Resource Book 1997 p65) and syllabification. Add spelling strategies how to into back of homework for reference. Deliver school based spelling test Example of weekly spelling program Day 1: Pre-test ( commonly used words in key learning areas that students will be required to use in writing (eg science journaling or mathematical terms). o Class spelling activity Day 2: peer testing of 5 words from personal spelling lists. o Individual spelling activity from assigned list of activities Day 3 : Class spelling activity Day 4: Peer testing of 5 words from personal spelling list o Individual spelling activity from assigned list of activities.
GRAMMAR FOCUS
Subject /Verb Agreement continued. Create Verb tenses Chart collaboratively using novels and picture books located in classroom. Identify verbs Identify tense Change tense Discuss differences Create classroom poster See Mechanically Inclined by Jeff Anderson p 121-122
PUNCTUATION FOCUS
Punctuating Dialogue Display samples of direct speech Elicit whether punctuation is similar for all samples Establish rule for direct speech when tag is at the end and separate rule for when tag is at the beginning. Eg tag at end: He is the best dog in the world, claimed Georgia 1. Speech marks to begin 2. Capital letter immediately after speech marks 3. End punctuation immediately after end of speaking (, ? !) 4. Close speech marks
READING ROTATIONS 5 MINUTE WHOLE CLASS FOCUSED LESSON PRIOR TO READING ROTATION TO EXPLAIN READING COMPREHENSION STRATEGY ONE
TWO
Fluency reading. Students practice fluent reading using levelled sample packages ( 150-200 words in 1 minute). Use ipods or mp4 to record and replay for self assessment. Students practice word list and then with partner they time read list in 25 seconds or under. See *******
THREE
FOUR
Inferential Meaning (this activity needs to be delivered by parent of school officer) See Triune Key into Inferences. Or Responding to literature (school based documents eg Rigby resources

GROUP ONE
GROUP TWO
GROUP THREE
GROUP FOUR
WRITING ROTATIONS ONE

GUIDED WRITING
TWO
SPELLING FOLLOW UP ACTIVITY
THREE
GRAMMAR FOLLOW UP ACTIVITY
FOUR
DEAW See attached
GUIDED WRITING GROUPS GROUP ONE GROUP TWO GROUP THREE GROUP FOUR
RESOURCES
First Steps Spelling Resource Book 1997 First Steps Reading Resource Book First Steps Reading Map of Development Inferential Meaning : Key Comprehension Series Key into Inferences by Triune. This item is available from CES. Reading Fluency: Mechanically Inclined by Jeff Anderson Twisting Arms :teaching students how to write to persuade by Dawn Di Prince Why we must run with scissors: voice lessons in persuasive writing by Barry Lane and Gretchen Bernabei I wanna new room (series) by Karen Kaufman Orloff Illustrated by David Catrow
WEEKLY PLANNER
WEEK 1 2 3 4 5 6 7 8 9 10
CONTENT DESCRIPTORS
Understand that patterns of language interaction vary across social contexts and types of texts and that they help to signal social roles and relationships (ACELA 1501) Understand how to move beyond making bare assertions and take account of differing perspectives and points of view (ACELA 1502) Understand that the starting point of a sentence gives prominence to the message in the text and allows for prediction of how the text will unfold (ACELA 1505) Understand how to use banks of known words as well as word origins, prefixes, suffixes and morphemes to learn and spell new words. (ACELA 1513) Literature Recognise that ideas in literary texts can be conveyed from different viewpoints, which can lead to different kinds of interpretations and responses (ACELT 1610) Literacy Show how ideas and points of view in texts are conveyed through the use of vocabulary, including idiomatic expressions, objective and subjective language, and that these can change according to context (ACELY 1698) Clarify understanding of content as it unfolds in formal and informal situations, connecting ideas to students own experiences and present and justify a point of view (ACELY 1699) Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text. (ACELY 1701)
Highlighted above

Highlighted above
Navigate and read texts for specific purposes applying appropriate text and processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanning. (ACELY 1702) Reread and edit students own and others work using agreed criteria for text structures and language features (ACELY 1705)
GUIDED We Do It Reading aloud around class Choral reading (encourage fluency) Peer reading (Once a week talented reader is paired with reader with difficulties. Students take turns reading this is done in Silent Reading time) Reading to and with teacher (use of DORF reading stimulus to encourage fluency)
READING
Introduce scaffold for writing (see flipchart attach). Students copy into writing books.
WRITING
1. Distribute writing samples Horses in John Forrest National Park( First Steps Writing Resource Book 1997 p 136) 2. Tell students that we are going to investigate these writing samples for their effectiveness in small groups. Groups will report back to whole class Focus Questions Does each writer follow the scaffold? Identify areas What writer is more successful? Why? Why Not? 3. Collate results from whole class discussion.
Drop everything and write sessions at least 3 times weekly(DEAW) cross curricular writing eg science journaling responding to persuasive text stimulus (see attached) responding to classroom reading
What direction is going to be provided by the teacher for the students to contribute ideas and information?
SPELLING FOCUS
Continue weekly spelling program as per school plan incorporating following weekly. Phonological awareness Graphophonic knowledge Morphemic & Etymological knowledge Teach spelling strategies segmenting and consonant vowel (eg cat cvc). Add spelling strategies to how to into back of homework for reference.
GRAMMAR FOCUS
Subject /verb agreement continued. Do and Have verb charts Students explore classroom texts to establish rules and create chart on usage of verbs do and have
PUNCTUATION FOCUS
Punctuation Direct speech. Students investigate novels in classroom to find sample of direct speech with the tag in the middle. Groups to write down samples and share with class suggestions for rules Establish rules(2) for tag in the middle of speech. Eg speech interrupted Once, she whispers, some goblins hit my dad with sticks. Eg sentence complete You know youre not doing him any favours if youre lying, said Mr Sir. He cant survive out there for more than a day or two. Add direct speech rules to class Writing Expectations Chart.
Example of weekly spelling program Day 1: Pre-test ( commonly used words in key learning areas that students will be required to use in writing (eg science journaling or mathematical terms). o Class spelling activity Day 2: peer testing of 5 words from personal spelling lists. o Individual spelling activity from assigned list of activities Day 3 : Class spelling activity Day 4: Peer testing of 5 words from personal spelling list o Individual spelling activity from assigned list of activities.
TWO
THREE
FOUR

GROUP ONE
GROUP TWO
GROUP THREE
GROUP FOUR

GUIDED WRITING
TWO
THREE
FOUR
DEAW See attached

GROUP TWO
GROUP THREE
GROUP FOUR
RESOURCES
First Steps Spelling Resource Book 1997 First Steps Writing Resource Book 1997 First Steps Reading Resource Book First Steps Reading Map of Development Inferential Meaning : Key Comprehension Series Key into Inferences by Triune. This item is available from CES. Reading Fluency: Mechanically Inclined by Jeff Anderson Twisting Arms :teaching students how to write to persuade by Dawn Di Prince Why we must run with scissors: voice lessons in persuasive writing by Barry Lane and Gretchen Bernabei I wanna new room (series) by Karen Kaufman Orloff Illustrated by David Catrow
REFLECTION
WEEKLY PLANNER
WEEK 1 2 3 4 5 6 7 8 9 10
CONTENT DESCRIPTORS
Highlighted above

Highlighted above
Navigate and read texts for specific purposes applying appropriate text and processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanning. (ACELY 1702) Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience (ACELY 1704) Reread and edit students own and others work using agreed criteria for text structures and language features (ACELY 1705)
GUIDED We Do It Reading aloud around class Choral reading (encourage fluency) Peer reading (Once a week talented reader is paired with reader with difficulties. Students take turns reading this is done in Silent Reading time) Reading to and with teacher (use of DORF reading stimulus to encourage fluency) Following completion of demand writing students meet with peer critical friend and share writing. Students evaluate writing using editing card (see attached), reader satisfaction and readability. Display topic plan. Explain that they are now going to get into small groups to write final argument (paragraph 3).
READING
Display Should children do more homework? Ask whether this is a topic that children have an opinion about? Ask them to jot down ideas on whether children should do homework. Students to pair up with a person who shares similar position. Share
Focus Question- What did we learn yesterday? Explain that today they will help you write the next paragraph. Display plan for topic. Question what is this next paragraph about.
WRITING
Drop everything and write sessions at least 3 times weekly (DEAW) cross curricular writing eg science journaling responding to persuasive text stimulus (see attached) responding to classroom reading
ideas. Add ideas as necessary. Explain that it is important to be able to explain ideas clearly and have evidence to back up your arguments. Sit children with opposing ideas on opposite sides of room facing each other conduct ad hoc debate ( ensure all students have opportunity to speak talking sticks etc) Whole class Question whether arguments were substantial. Explain that today we will learn how to write a balanced argument. Recall structure from activity previous week. Return to stimulus. Teacher takes a position and models how to write a SOP. Keep it simple. Explain importance of using high modality Take A4 paper and fold ( see attached) Tell students that we are going to plan the body first- this will help us write our introduction State your 3 primary arguments. Write these down (argument 1 etc) Remind students that we need to write logical detailed arguments. We cannot do this without a plan leads to waffle Write 3 points to validate argument each argument. Children write plan into books. Explain that today we are going to
Who can remember what a topic sentence is? Ask students to volunteer suggestions for how to write. Can we improve it? Write topic sentence, students copy into books. Continue for rest of paragraph.
Ask students what things they must remember in writing. Students write paragraph jointly and copy into books. Teacher moves around class assisting as needed. Whole class share paragraphs. Provide feedback as necessary.
write introduction and paragraph 1 together. Demonstrate. (Emphasise importance of topic sentence and introduction, to create a road map for the reader) Students copy into books. As above
As Above
As above
As above
SPELLING FOCUS
Continue weekly spelling program as per school plan incorporating following weekly. Phonological awareness Graphophonic knowledge Morphemic & Etymological knowledge Teach spelling strategies Squirt Words and Rainbow words (see attached Active Spelling Activity Cards). Add spelling strategies to how to into back of homework for reference.
GRAMMAR FOCUS
Adjective Strings Define adjective Record in grammar book Different kinds of adjectives (size, colour, quality, material and type). You must follow a certain order when using a list of adjectives before a noun. Investigate examples in classroom texts Blackline master or similar (see attached Grammar Practice 4 pp24-25)
PUNCTUATION FOCUS
Apostrophe of Omission
Example of weekly spelling program Day 1: Pre-test (commonly used words in key learning areas that students will be required to use in writing (e.g. science journaling or mathematical terms). o Class spelling activity Day 2: peer testing of 5 words from personal spelling lists. o Individual spelling activity from assigned list of activities Day 3 : Class spelling activity Day 4: Peer testing of 5 words from personal spelling list o Individual spelling activity from assigned list of activities.
TWO
THREE
FOUR

GROUP ONE
GROUP TWO
GROUP THREE
GROUP FOUR

GUIDED WRITING possible activity transition words (see attached)
TWO
THREE
FOUR
DEAW See attached
GUIDED WRITING GROUPS
GROUP ONE
GROUP TWO
GROUP THREE
GROUP FOUR
RESOURCES
First Steps Spelling Resource Book 1997 First Steps Writing Resource Book 1997 First Steps Reading Resource Book First Steps Reading Map of Development Inferential Meaning : Key Comprehension Series Key into Inferences by Triune. This item is available from CES. Reading Fluency: Mechanically Inclined by Jeff Anderson Active Spelling Activity Cards, www.sparklebox.co.uk Grammar Practice 4 by Rosemary Allen Twisting Arms :teaching students how to write to persuade by Dawn Di Prince Why we must run with scissors: voice lessons in persuasive writing by Barry Lane and Gretchen Bernabei I wanna new room (series) by Karen Kaufman Orloff Illustrated by David Catrow
REFLECTION
WEEKLY PLANNER
WEEK 1 2 3 4 5 6 7 8 9 10
CONTENT DESCRIPTORS
Highlighted above

Highlighted above
MODELLED I Do IT Modelled reading of classroom novel (reading for pleasure) x 4 times weekly. Teacher models reading with fluency, expression and reading to punctuation. Display if possible using document camera or e-book. Demonstrate fluent reading
GUIDED We Do It Reading aloud around class Choral reading (encourage fluency) Peer reading (Once a week talented reader is paired with reader with difficulties. Students take turns reading this is done in Silent Reading time) Reading to and with teacher (use of DORF reading stimulus to encourage fluency) Following completion of demand writing students meet with peer critical friend and share writing. Students evaluate writing using editing card (see attached), reader satisfaction and readability. Display Books or TV stimulus.
READING
WRITING
Drop everything and write sessions at least 3 times weekly (DEAW) cross curricular writing eg science journaling responding to persuasive text stimulus (see attached) responding to classroom reading Persuasive writing
Ask students to recall arguments from previous days discussion.
1. Using discussions from previous
Question how would we write these into a plan. Plan argument 1 for and against collaboratively on board. Recall how to write introduction. Collaboratively write introduction for and against. Students independently use argument 1 scaffold to write paragraph 1 Display writing stimulus Books or TV (see attached) Employ a think, pair share strategy. Ask students to take a position on whether Reading books is better than watching TV. Tell them to note down at least 2 arguments. 3 points to explain these arguments. Group students according to position.
2. 3. 4. 5.
days, writing scaffold students first plan arguments 2 & 3 Share with peer. Whole class sharing Students write paragraphs 2 & 3 Teacher circulates offering assistance as needed.
Employ a think, pair share Ask students to think of arguments the opposition would raise. Their group have 10 minutes to plan a 1 minute argument for the alternative argument /opposition. Whole class share / provide feedback. Question whether thinking of what the opposition would argue could help strengthen your own argument. How??
SPELLING FOCUS
Continue weekly spelling program as per school plan incorporating following weekly. Phonological awareness Graphophonic knowledge Morphemic & Etymological knowledge Teach spelling strategies Matchstick Words (see attached Active Spelling Activity Cards) and alphabetical order Add spelling strategies to how to into back of homework for reference.
GRAMMAR FOCUS
Adjective Strings Review previous week activity Distribute word & punctuation cards The mangy, filthy, stray mutt approached me. Ask students to order into sentence Is there another way of doing it.add and Re-order sentence The stray mutt, mangy and filthy, approached me. Need to avoid adjective pileup Highlight comma interrupter Look for similar examples in classroom novels or display examples. Mechanically Inclined by Jeff Anderson pp132-133
PUNCTUATION FOCUS
Apostrophe of Possession
Example of weekly spelling program Day 1: Pre-test (commonly used words in key learning areas that students will be required to use in writing (eg science journaling or mathematical terms). o Class spelling activity Day 2: peer testing of 5 words from personal spelling lists. o Individual spelling activity from assigned list of activities Day 3 : Class spelling activity Day 4: Peer testing of 5 words from personal spelling list o Individual spelling activity from assigned list of activities.
TWO
Fluency reading. Students practice fluent reading using levelled sample packages ( 150-200 words in 1 minute). Use ipods or mp4 to record and replay for self
THREE
FOUR
Inferential Meaning (this activity needs to be delivered by parent of school officer) See Triune Key into Inferences.
assessment. Students practice word list and then with partner they time read list in 25 seconds or under. See *******
Or Responding to literature (school based documents eg Rigby resources

GROUP ONE
GROUP TWO
GROUP THREE
GROUP FOUR

GUIDED WRITING- possible activity transition words (the rebuttal). See attached.
TWO
THREE
FOUR
DEAW See attached

GROUP TWO
GROUP THREE
GROUP FOUR
RESOURCES
First Steps Spelling Resource Book 1997 First Steps Reading Resource Book
First Steps Reading Map of Development Inferential Meaning : Key Comprehension Series Key into Inferences by Triune. This item is available from CES. Reading Fluency: Mechanically Inclined by Jeff Anderson Active Spelling Activity Cards, www.sparklebox.co.uk Grammar Practice 4 by Rosemary Allen Twisting Arms :teaching students how to write to persuade by Dawn Di Prince Why we must run with scissors: voice lessons in persuasive writing by Barry Lane and Gretchen Bernabei I wanna new room (series) by Karen Kaufman Orloff Illustrated by David Catrow
REFLECTION
WEEKLY PLANNER
WEEK 1 2 3 4 5 6 7 8 9 10
CONTENT DESCRIPTORS
Highlighted above

Highlighted above
GUIDED We Do It Reading aloud around class Choral reading (encourage fluency) Peer reading (Once a week talented reader is paired with reader with difficulties. Students take turns reading this is done in Silent Reading time) Reading to and with teacher (use of DORF reading stimulus to encourage fluency) Following completion of demand writing students meet with peer critical friend and share writing. Students evaluate writing using editing card (see attached), reader satisfaction and readability. Recall writing structure
READING
WRITING
Drop everything and write sessions at least 3 times weekly (DEAW) cross curricular writing eg science journaling responding to persuasive text stimulus (see attached) responding to classroom reading Persuasive
Recall strong word choice. students plan arguments
Reiterate importance of reading back work as you write to listen for the flow of the language. Select and display suitable stimulus ( see attached) Discuss possible arguments How is the teacher going to scaffold help and provide support and corrective feedback?
students write to stimulus.
SPELLING FOCUS
Continue weekly spelling program as per school plan incorporating following weekly. Phonological awareness Graphophonic knowledge Morphemic & Etymological knowledge Teach spelling strategies Matchstick Words (see attached Active Spelling Activity Cards) and alphabetical order Add spelling strategies to how to into back of homework for reference. Example of weekly spelling program Day 1: Pre-test ( commonly used words in key learning areas that students will be required to use in writing (e.g. science journaling or mathematical terms). o Class spelling activity Day 2: peer testing of 5 words from personal spelling lists. o Individual spelling activity from assigned list of activities Day 3 : Class spelling activity Day 4: Peer testing of 5 words from personal spelling list o Individual spelling activity from assigned list of activities.
GRAMMAR FOCUS
Adjectival Clauses or Relative clauses Investigate samples in classroom novels or distribute examples Identify relative pronouns and their role(who, whose, whom, which, that and where) Determine when to use each one o Which refers to things and animals o Who, whose and whom refer to people (or beloved animals) o That usually refers to things
PUNCTUATION FOCUS
Apostrophe of Possession
TWO
Fluency reading. Students practice fluent reading using levelled sample packages ( 150-200 words in 1 minute). Use iPods or mp4 to record and replay for self assessment. Students practice word list and then with partner they time read list in 25 seconds or under. See *******
THREE
FOUR
Inferential Meaning (this activity needs to be delivered by parent of school officer) See Triune Key into Inferences. Or Responding to literature (school based documents e.g. Rigby resources

GROUP ONE
GROUP TWO
GROUP THREE
GROUP FOUR

GUIDED WRITING- possible activity Modality see attached.
TWO
THREE
FOUR
DEAW See attached stimulus. Students read A.Princess letter to Principal on topic all students MUST play rugby league at lunchtime and make a stronger pitch

GROUP TWO
GROUP THREE
GROUP FOUR
RESOURCES
First Steps Spelling Resource Book 1997 First Steps Reading Resource Book First Steps Reading Map of Development Inferential Meaning : Key Comprehension Series Key into Inferences by Triune. This item is available from CES. Reading Fluency: Mechanically Inclined by Jeff Anderson Active Spelling Activity Cards, www.sparklebox.co.uk Grammar Practice 4 by Rosemary Allen Twisting Arms :teaching students how to write to persuade by Dawn Di Prince Why we must run with scissors: voice lessons in persuasive writing by Barry Lane and Gretchen Bernabei I wanna new room (series) by Karen Kaufman Orloff Illustrated by David Catrow
REFLECTION
WEEKLY PLANNER
WEEK 1 2 3 4 5 6 7 8 9 10
CONTENT DESCRIPTORS
Understand how to move beyond making bare assertions and take account of differing perspectives and points of view (ACELA 1502) Understand that the starting point of a sentence gives prominence to the message in the text and allows for prediction of how the text will unfold (ACELA 1505) Understand how to use banks of known words as well as word origins, prefixes, suffixes and morphemes to learn and spell new words. (ACELA 1513) Literacy Show how ideas and points of view in texts are conveyed through the use of vocabulary, including idiomatic expressions, objective and subjective language, and that these can change according to context (ACELY 1698) Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience (ACELY 1704) Reread and edit students own and others work using agreed criteria for text structures and language features (ACELY 1705)
Highlighted above

Highlighted above
MODELLED I Do IT
SHARED We Do It Response to modelled reading see First Steps Reading Resource Book or
GUIDED We Do It Reading aloud around class Choral reading (encourage
READING
Modelled reading of classroom novel (reading for pleasure) x 4
times weekly. Teacher models reading with fluency, expression and reading to punctuation. Display if possible using document camera or ebook. Demonstrate fluent reading
First Steps Reading Map of Development for numerous examples of activities
fluency) Peer reading (Once a week talented reader is paired with reader with difficulties. Students take turns reading this is done in Silent Reading time) Reading to and with teacher (use of DORF reading stimulus to encourage fluency) Following completion of demand writing students meet with peer critical friend and share writing. Students evaluate writing using editing card (see attached), reader satisfaction and readability.
Cross-curricular reading
WRITING
Drop everything and write sessions at least 3 times weekly (DEAW) cross curricular writing eg science journaling responding to persuasive text stimulus (see attached) responding to classroom reading Persuasive text select and display writing stimulus (see attached or other) students plan and write to stimulus using scaffold. (no assistance) Assessment of learning ( see rubric attached) How will the students independently apply ideas and information covered?
SPELLING FOCUS
Deliver term spelling test Example of weekly spelling program Day 1: Pre-test ( commonly used words in key learning areas that students will be required to use in writing (eg science journaling or mathematical terms). o Class spelling activity Day 2: peer testing of 5 words from personal spelling lists.
GRAMMAR FOCUS
Review term concepts
PUNCTUATION FOCUS
Review term concepts
o Individual spelling activity from assigned list of activities Day 3 : Class spelling activity Day 4: Peer testing of 5 words from personal spelling list o Individual spelling activity from assigned list of activities.
TWO
THREE
FOUR

GROUP ONE
GROUP TWO
GROUP THREE
GROUP FOUR

GUIDED WRITING
TWO
THREE
FOUR
DEAW See attached

GROUP TWO
GROUP THREE
GROUP FOUR
RESOURCES
First Steps Spelling Resource Book 1997 First Steps Reading Resource Book First Steps Reading Map of Development Inferential Meaning : Key Comprehension Series Key into Inferences by Triune. This item is available from CES. Reading Fluency: Mechanically Inclined by Jeff Anderson Active Spelling Activity Cards, www.sparklebox.co.uk Grammar Practice 4 by Rosemary Allen Twisting Arms :teaching students how to write to persuade by Dawn Di Prince Why we must run with scissors: voice lessons in persuasive writing by Barry Lane and Gretchen Bernabei I wanna new room (series) by Karen Kaufman Orloff Illustrated by David Catrow
REFLECTION

Year 5 Part 2

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Year 5 Part 2

Uploaded by

Copyright:

Available Formats

ENGLISH OVERVIEW YEAR 5 (TERM 1)

UNIT TITLE: BACKGROUND:

LINKS TO OTHER LAS

(use of mp4 player or iPod touch / stimulus)

DEVELOPING INQUIRING AND REFLECTIVE LEARNERS

CROSS CURRICULA PRIORITIES

transfer their knowledge to new situations

CROSS CURRICULAR PRIORITIES

GUIDED We Do It Guided reading to commence in week 4

SPEAKING & LISTENING

Students share retells with critical friend.

READING ROTATIONS ONE TWO THREE FOUR

GUIDED READING GROUPS

WRITING ROTATIONS ONE TWO THREE FOUR

CROSS CURRICULAR PRIORITIES

GUIDED We Do It Guided reading to commence in week 4

SPEAKING & LISTENING

Cross curricular brainstorming and discussions

WRITING ROTATIONS ONE TWO THREE FOUR

GUIDED WRITING GROUPS GROUP ONE

CROSS CURRICULAR PRIORITIES

GUIDED We Do It Reading aloud around class Choral reading (encourage

Modelled reading of classroom novel (reading for pleasure) x 4

First Steps Reading Map of Development for numerous examples of activities

LISTENING SPELLING FOCUS

WRITING ROTATIONS ONE TWO THREE FOUR

GUIDED WRITING GROUPS GROUP ONE

CROSS CURRICULAR PRIORITIES

SPEAKING & LISTENING

GUIDED READING GROUPS

WRITING ROTATIONS ONE

CROSS CURRICULAR PRIORITIES

SPEAKING & LISTENING

GUIDED READING GROUPS

WRITING ROTATIONS ONE

GUIDED WRITING GROUPS GROUP ONE

CROSS CURRICULAR PRIORITIES

SPEAKING & LISTENING

GUIDED READING GROUPS

WRITING ROTATIONS ONE

GUIDED WRITING GROUPS

CROSS CURRICULAR PRIORITIES

Ask students to recall arguments from previous days discussion.

1. Using discussions from previous

SPEAKING & LISTENING

Or Responding to literature (school based documents eg Rigby resources

GUIDED READING GROUPS

WRITING ROTATIONS ONE

GUIDED WRITING GROUPS GROUP ONE

CROSS CURRICULAR PRIORITIES

Recall strong word choice. students plan arguments

students write to stimulus.

SPEAKING & LISTENING

GUIDED READING GROUPS

WRITING ROTATIONS ONE

GUIDED WRITING GROUPS GROUP ONE

CROSS CURRICULAR PRIORITIES

GUIDED We Do It Reading aloud around class Choral reading (encourage

Modelled reading of classroom novel (reading for pleasure) x 4

First Steps Reading Map of Development for numerous examples of activities

SPEAKING & LISTENING

GUIDED READING GROUPS