Name: Unit 4 - English Year 2 (V8)Duration: 4 Weeks
Year Level: Year 2
Applicable LearningAreas/Subjects: English
Unit Plan
Exploring procedural textIn this unit students listen to, read and view a range of literary imaginative texts that contain certain structural elements and language features that reflect an informative text. Students create, rehearse and present a procedure in front of their peers.
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
Receptive modes (listening, reading and viewing)By the end of Year 2, students understand how similar texts share characteristics by identifying text structures and language features used to describe characters and events, or to communicate factual information.
They read texts that contain varied sentence structures, some unfamiliar vocabulary, a significant number of high-frequency sight words and images that provide extra information. They monitor meaning and self-correct using knowledge of phonics, syntax, punctuation, semantics and context. They use knowledge of a wide variety of letter- sound relationships to read words of one or more syllables with fluency. They identify literal and implied meaning, main ideas and supporting detail. Students make connections between texts by comparing content. They listen for particular purposes. They listen for and manipulate sound combinations and rhythmic sound patterns.
Productive modes (speaking, writing and creating)When discussing their ideas and experiences, students use everyday language features and topic-specific vocabulary. They explain their preferences for aspects of texts using other texts as comparisons. They create texts that show how images support the meaning of the text.
Students create texts, drawing on their own experiences, their imagination and information they have learnt. They use a variety of strategies to engage in group and class discussions and make presentations. They accurately spell words with regular spelling patterns and spell words with less common long vowel patterns. They use punctuation accurately, and write words and sentences legibly using unjoined upper- and lower-case letters.
Content Descriptions
Language Literacy Literature
Text structure and organisation
Recognise that capital letters signal proper nouns and commas are used to separate items in lists (ACELA1465)
Understand how texts are made cohesive through language features, including word associations, synonyms, and antonyms (ACELA1464)
Understand that different types of texts have identifiable text structures and language features that help the text serve its purpose (ACELA1463)
Interacting with others Listen for specific purposes and information,
including instructions, and extend students' own and others' ideas in discussions (ACELY1666)
Rehearse and deliver short presentations on familiar and new topics (ACELY1667)
Creating texts Create short imaginative, informative and
persuasive texts using growing knowledge of text structures and language features for familiar and some less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose (ACELY1671)
Creating literature
Create events and characters using different media that develop key events and characters from literary texts (ACELT1593)
Innovate on familiar texts by experimenting with character, setting or plot (ACELT1833)
Examining literature
Discuss the characters and settings of different texts and explore how language is used to present these features in different ways (ACELT1591)
Understand that nouns represent people, places, concrete objects and abstract concepts; that there are three types of nouns: common, proper and pronouns; and that noun groups/phrases can be expanded using articles and adjectives (ACELA1468)
Understand the use of vocabulary about familiar and new topics and experiment with and begin to make conscious choices of vocabulary to suit audience and purpose (ACELA1470)
Phonics and word knowledge
Orally manipulate more complex sounds in spoken words through knowledge of blending and segmenting sounds, phoneme deletion and substitution in combination with use of letters in reading and writing (ACELA1474)
Understand how to use knowledge of digraphs, long vowels, blends and silent letters to spell one and two syllable words including some compound words (ACELA1471)
Understand that a sound can be represented by various letter combinations (ACELA1825)
Use knowledge of letter patterns and morphemes to read and write high-frequency words and words whose spelling is not predictable from their sounds (ACELA1823)
Use most letter-sound matches including vowel digraphs, less common long vowel patterns, letter clusters and silent letters when reading and writing words of one or more syllable (ACELA1824)
Write legibly and with growing fluency using unjoined upper case and lower case letters (ACELY1673)
Interpreting, analysing, evaluating
Identify the audience of imaginative, informative and persuasive texts (ACELY1668)
Read less predictable texts with phrasing and fluency by combining contextual, semantic, grammatical and phonic knowledge using text processing strategies, for example monitoring meaning, predicting, rereading and self-correcting (ACELY1669)
Use comprehension strategies to build literal and inferred meaning and begin to analyse texts by drawing on growing knowledge of context, language and visual features and print and multimodal text structures (ACELY1670)
Texts in context
Discuss different texts on a similar topic, identifying similarities and differences between the texts (ACELY1665)
Prior and future curriculumRelevant prior curriculumStudents require prior experience with:
understanding that the purposes texts serve shape their structure in predictable ways understanding the use of vocabulary in everyday contexts as well as a growing number of school contexts, including appropriate use of formal and informal terms of address in
different contexts recreating texts imaginatively using drawing, writing, performance and digital forms of communication making short presentations using some introduced text structures and language, for example opening statements creating 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 diagramsCurriculum working towardsThe teaching and learning in this unit work towards the following:
Understand how different types of texts vary in use of language choices, depending on their purpose and context (for example, tense and types of sentences) (ACELA1478) Learn extended and technical vocabulary and ways of expressing opinion including modal verbs and adverbs (ACELA1484) Create imaginative texts based on characters, settings and events from students' own and other cultures using visual features, for example perspective, distance and angle (ACELT1601) Plan and deliver short presentations, providing some key details in logical sequence (ACELY1677) Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print, and multimodal
elements appropriate to the audience and purpose (ACELY1682)
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
Information and communication technology (ICT) capability Applying social and ethical protocols and practices when using ICT Creating with 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 http://www.australiancurriculum.edu.au/generalcapabilities/overview/introduction and the Learning area specific advice http://www.australiancurriculum.edu.au/generalcapabilities/overview/learning-area-specific-advice.Cross-curriculum prioritiesAboriginal and Torres Strait Islander histories and culturesStudents will develop a knowledge, deep understanding and respect for Aboriginal peoples' and Torres Strait Islander peoples' history and culture and build an awareness that their histories are part of a shared history belonging to all Australians.The embedding of Aboriginal peoples' and Torres Strait Islander peoples' histories and cultures into the curriculum can be a challenging task. For further information including pedagogical approaches refer to C2C: Aboriginal peoples & Torres Strait Islander peoples Cross Curriculum Priority support https://oneportal.deta.qld.gov.au/EducationDelivery/Stateschooling/schoolcurriculum/Curriculumintotheclassroom/Pages/C2CAandTSICCPSupport.aspx.
Assessment name: Multimodal procedureAssessment description: Students create, rehearse and present a multimodal procedure.In this unit, assessment of student learning aligns to the following aspects of the achievement standard.Receptive modes (listening, reading and viewing)By the end of Year 2, students understand how similar texts share characteristics by identifying text structures and language features used to describe characters and events, or to communicate factual information.They read texts that contain varied sentence structures, some unfamiliar vocabulary, a significant number of high-frequency sight words and images that provide extra information. They monitor meaning and self-correct using knowledge of phonics, syntax, punctuation, semantics and context. They use knowledge of a wide variety of letter-sound relationships to read words of one or more syllables with fluency. They identify literal and implied meaning, main ideas and supporting detail. Students make connections between texts by comparing content. They listen for particular purposes. They listen for and manipulate sound combinations and rhythmic sound patterns.Productive modes (speaking, writing and creating)When discussing their ideas and experiences, students use everyday language features and topic-specific vocabulary. They explain their preferences for aspects of texts using other texts as comparisons. They create texts that show how images support the meaning of the text.Students create texts, drawing on their own experiences, their imagination and information they have learnt. They use a variety of strategies to engage in group and class discussions and make presentations. They accurately spell words with regular spelling patterns and spell words with less common long vowel patterns. They use punctuation accurately, and write words and sentences legibly using unjoined upper- and lower-case letters.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, consultation and samples of student work. For example:
using vocabulary about familiar topics choosing vocabulary to suit audience and purpose rehearsing and presenting ideas.
Monitoring taskMonitoring name: Reading comprehensionMonitoring description: Students read and comprehend an imaginative text and a procedural text and respond to literal and inferential questions.
FeedbackFeedback may relate to speaking, listening, reading and viewing. In this unit this may include:
using text structures and language features to understand how the text has served a particular purpose extending noun groups through the use of articles and adjectives using vocabulary and making conscious choices of vocabulary to suit audience and purpose of particular texts building literal and inferred meaning of texts and to analyse texts, considering context, language and visual features, and print and multimodal text structures.
7 Lessons Analysis of characters and text structures Lesson 1: Understanding the purpose and structure of different types of text Lesson 2: Identifying text structures Lesson 3: Identifying the text structure of a procedure Lesson 4: Identifying language that describes characters Lesson 5: Building noun groups to describe characters Lesson 6: Sequencing a procedure Lesson 7: Sequencing an event
3 Lessons Comprehension of a procedural text Lesson 8: Analysing language features and text structure 1 Lesson 9: Analysing language features and text structure 2 Lesson 10: Completing the comprehension task
6 Lessons Creation of a procedural text Lesson 11: Examining the multimodal task Lesson 12: Planning the multimodal task Lessons 13-14: Publishing a multimodal procedure Lessons 15-16: Rehearsing and presenting a multimodal procedure
Topic Analysis of characters and text structures Topic Duration 7 Lessons
Overview Throughout this lesson series, students will explore the text structures and language features used in informative texts and imaginative texts.
Lessons Teaching and Learning Sequence Resources
Lesson 1
Understanding the purpose and structure of different types of text
Lesson objectivesStudents will:
Understand that different text types have identifiable text structures and language features.
Understand that authors choose vocabulary to suit audience and purpose, and to present characters in different ways.
Evidence of learningCan the student:
Use text structure to identify different types of texts? Discuss how topic-specific vocabulary is used to suit audience and
purpose? Discuss how language is used to present characters in different
ways?Example learning sequence
Listen to a reading from a novel and explore purpose, structure and audience
Explore language that presents characters in different waysEarly literacy skillsReadingRefer to unit reading groups overview for suggested focus area.SpellingRefer to unit spelling overview for suggested focus area.HandwritingRefer to unit handwriting overview for suggested focus area.
Resources Find and prepare a simple chapter book that includes procedural language as part
of the narrative, e.g.o Text - Dahl, R 1981, George's marvellous medicine, Penguin Group, London
Sheet - Words to describe characters Supporting learning resource - Teacher tips: Analysis of characters and text structures Reading - Year 2 Unit 5 Reading groups overview Spelling - Year 2 Unit 5 Spelling overview Handwriting - Year 2 Unit 5 Handwriting overview Sheet - Peer review of spoken retell of a narrative presentation
Helpful information Supporting learning resource - Introduction to the unit: Exploring procedural text
Supporting learning resource - Aboriginal & Torres Strait Islander histories and cultures suggested alternative resources https://learningplace.eq.edu.au/cx/resources/items/c62de5d9-ce83-4606-8e5b-7e366ce636a3/0/Eng_Y02_U5_SLR_SuggAltResources.docx
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
Topic Analysis of characters and text structures Topic Duration 7 Lessons
Overview Throughout this lesson series, students will explore the text structures and language features used in informative texts and imaginative texts.
Lessons Teaching and Learning Sequence Resources
Identifying text structures
Students will: Understand how to analyse texts by making connections between
the purpose, text structure and language features.Evidence of learningCan the student:
Analyse texts to make connections between the text structure and language features used to suit audience and purpose?
Example learning sequence Review reading of beginning chapters from a novel Discuss the features of procedural texts Respond to text structure and language features of procedural
textsEarly literacy skillsReadingRefer to unit reading groups overview for suggested focus area.SpellingRefer to unit spelling overview for suggested focus area.HandwritingRefer to unit handwriting overview for suggested focus area.
Find and prepare a simple chapter book that includes procedural language as part of the narrative, e.g.o Text - Dahl, R 1981, George's marvellous medicine, Penguin Group, London
Sheet - Examining a recipe: Pikelets Sheet - Making pikelets Supporting learning resource - Teacher tips: Analysis of characters and text structures Reading - Year 2 Unit 5 Reading groups overview Spelling - Year 2 Unit 5 Spelling overview Handwriting - Year 2 Unit 5 Handwriting overview
Helpful information Supporting learning resource - English metalanguage: Years P-2
Understand that authors choose text structures and language features to suit their audience and purpose.
Understand how to write sentences containing lists and use commas to separate items.
Evidence of learningCan the student:
Identify different text structures and language features of a procedure and understand how these are shaped by purpose?
Write sentences containing lists and use commas to separate items?
Resources Find and prepare a simple chapter book that includes procedural language as part
of the narrative, e.g.o Text - Dahl, R 1981, George's marvellous medicine, Penguin Group, London
Sheet - Making pikelets Sheet - Making George's medicine: Recipe Sheet - Jumbled George's marvellous medicine method Reading - Year 2 Unit 5 Reading groups overview Spelling - Year 2 Unit 5 Spelling overview Handwriting - Year 2 Unit 5 Handwriting overview Supporting learning resource - Teacher tips: Analysis of characters and text structures Supporting learning resource - Jumbled George's marvellous medicine method
Topic Analysis of characters and text structures Topic Duration 7 Lessons
Overview Throughout this lesson series, students will explore the text structures and language features used in informative texts and imaginative texts.
Lessons Teaching and Learning Sequence Resources Create a procedural text to suit audience and purpose?
Example learning sequence Listen to a reading from a novel Investigate a procedure Understand the purpose of commas in lists Create a procedure
Early literacy skillsReadingRefer to unit reading groups overview for suggested focus area.SpellingRefer to unit spelling overview for suggested focus area.HandwritingRefer to unit handwriting overview for suggested focus area.
(Answers)Helpful information
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
Attachments Lesson plan
Lesson 4
Identifying language that describes characters
Lesson objectivesStudents will:
Understand the purpose of noun groups in imaginative and procedural texts.
Evidence of learningCan the student:
Analyse texts and language features (noun groups) to identify how characters and concrete objects are represented in texts?
Example learning sequence Listen to a reading from a novel Discuss language features in noun groups
Early literacy skillsReadingRefer to unit reading groups overview for suggested focus area.SpellingRefer to unit spelling overview for suggested focus area.
Resources Find and prepare a simple chapter book that includes procedural language as part
of the narrative, e.g.o Text - Dahl, R 1981, George's marvellous medicine, Penguin Group, London
Sheet - Create a procedure Supporting learning resource - Teacher tips: Analysis of characters and text structures Reading - Year 2 Unit 5 Reading groups overview Spelling - Year 2 Unit 5 Spelling overview Handwriting - Year 2 Unit 5 Handwriting overview
Helpful information Sheet - In the book or in your head?
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
Topic Analysis of characters and text structures Topic Duration 7 Lessons
Overview Throughout this lesson series, students will explore the text structures and language features used in informative texts and imaginative texts.
Lessons Teaching and Learning Sequence Resources
HandwritingRefer to unit handwriting overview for suggested focus area.
Lesson plan
Lesson 5
Building noun groups to describe characters
Lesson objectivesStudents will:
Understand how to build noun groups using adjectives to present characters in different ways.
Evidence of learningCan the student:
Present characters in different ways by building and expanding on noun groups using adjectives?
Example learning sequence Review reading of last section from novel Understand how noun groups change representations
Early literacy skillsReadingRefer to unit reading groups overview for suggested focus area.SpellingRefer to unit spelling overview for suggested focus area.HandwritingRefer to unit handwriting overview for suggested focus area.
Resources Find and prepare a simple chapter book that includes procedural language as part
of the narrative, e.g.o Text - Dahl, R 1981, George's marvellous medicine, Penguin Group, London
Sheet - George's nice grandma! Supporting learning resource - Teacher tips: Analysis of characters and text structures Reading - Year 2 Unit 5 Reading groups overview Spelling - Year 2 Unit 5 Spelling overview Handwriting - Year 2 Unit 5 Handwriting overview
Helpful information Supporting learning resource - English metalanguage: Years P-2
Understand how the purpose of a procedural text shapes text structure and language features.
Evidence of learningCan the student:
Identify the text structure and language features of a procedure that suit the purpose?
Example learning sequence
Resources Find and prepare a simple chapter book that includes procedural language as part
of the narrative, e.g.o Text - Dahl, R 1981, George's marvellous medicine, Penguin Group, London
Sheet - How to make a banana smoothie (jumbled) Supporting learning resource - Teacher tips: Analysis of characters and text structures Supporting learning resource - How to make a banana smoothie (jumbled)
(Answers) Reading - Year 2 Unit 5 Reading groups overview Spelling - Year 2 Unit 5 Spelling overview
Topic Analysis of characters and text structures Topic Duration 7 Lessons
Overview Throughout this lesson series, students will explore the text structures and language features used in informative texts and imaginative texts.
Lessons Teaching and Learning Sequence Resources Listen to a reading from a novel Discuss how to sequence a procedural text Sequence a procedural text
Early literacy skillsReadingRefer to unit reading groups overview for suggested focus area.SpellingRefer to unit spelling overview for suggested focus area.HandwritingRefer to unit handwriting overview for suggested focus area.
Handwriting - Year 2 Unit 5 Handwriting overviewHelpful information
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
Attachments Lesson plan
Lesson 7
Sequencing an event
Lesson objectivesStudents will:
Understand how to identify the purpose of a procedural text by making connections between text structure and language features.
Evidence of learningCan the student:
Make connections and create texts that reflect the structure and language features of a procedure?
Example learning sequence Listen to a reading of the final section from a novel Respond to text structure and language features by sequencing a
procedural textEarly literacy skillsReadingRefer to unit reading groups overview for suggested focus area.SpellingRefer to unit spelling overview for suggested focus area.Handwriting
Resources Find and prepare a simple chapter book that includes procedural language as part
of the narrative, e.g.o Text - Dahl, R 1981, George's marvellous medicine, Penguin Group, London
Sheet - Sequence an event Supporting learning resource - Teacher tips: Analysis of characters and text structures Reading - Year 2 Unit 5 Reading groups overview Spelling - Year 2 Unit 5 Spelling overview Handwriting - Year 2 Unit 5 Handwriting overview Sheet - Peer review of spoken retell of a narrative presentation
Helpful information Supporting learning resource - English metalanguage: Years P-2
Topic Analysis of characters and text structures Topic Duration 7 Lessons
Overview Throughout this lesson series, students will explore the text structures and language features used in informative texts and imaginative texts.
Lessons Teaching and Learning Sequence Resources
Refer to unit handwriting overview for suggested focus area.
Topic Comprehension of a procedural text Topic Duration 3 Lessons
Overview Throughout this lesson series, students will use comprehension strategies to analyse informative texts and imaginative texts that contain a procedure.
Lessons Teaching and Learning Sequence Resources
Lesson 8
Analysing language features and text structure 1
Lesson objectivesStudents will:
Understand how to make connections between the purpose, audience and language features in an imaginative text that contains a procedure.
Evidence of learningCan the student:
Make connections between the purpose, audience and language features in an imaginative text containing a procedure?
Example learning sequence Listen to a reading of a picture book Compare language features of imaginative and procedural texts Create a procedure
Early literacy skillsReadingRefer to unit reading groups overview for suggested focus area.SpellingRefer to unit spelling overview for suggested focus area.HandwritingRefer to unit handwriting overview for suggested focus area.
Resources Find and prepare an imaginative picture book that contains a procedure, e.g.
o Text - Dunstan, K 2009, Collecting colour, Lothian Children's Books, Sydney Supporting learning resource - Teacher tips: Comprehension of a procedural text Reading - Year 2 Unit 5 Reading groups overview Spelling - Year 2 Unit 5 Spelling overview Handwriting - Year 2 Unit 5 Handwriting overview
Helpful information Sheet - In the book or in your head?
Note: Aboriginal peoples and Torres Strait Islander peoples are warned that these resources may contain images, voices and names of persons who may now be deceased.
Supporting learning resource - Aboriginal & Torres Strait Islander histories and cultures suggested alternative resources https://learningplace.eq.edu.au/cx/resources/items/c62de5d9-ce83-4606-8e5b-7e366ce636a3/0/Eng_Y02_U5_SLR_SuggAltResources.docx
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
Attachments Lesson plan
Lesson 9
Analysing language
Lesson objectivesStudents will:
Understand how to use comprehension strategies to understand events in an imaginative text.
Resources Sheet - The little red hen Supporting learning resource - Teacher tips: Comprehension of a procedural text Reading - Year 2 Unit 5 Reading groups overview
Topic Comprehension of a procedural text Topic Duration 3 Lessons
Overview Throughout this lesson series, students will use comprehension strategies to analyse informative texts and imaginative texts that contain a procedure.
Lessons Teaching and Learning Sequence Resources
features and text structure 2
Understand how to create, rehearse and present a procedure.Evidence of learningCan the student:
Identify key events in an imaginative text? Create, rehearse and present a procedure?
Example learning sequence Listen to a reading of an imaginative text Respond to language features and structural elements in an
imaginative textEarly literacy skillsReadingRefer to unit reading groups overview for suggested focus area.SpellingRefer to unit spelling overview for suggested focus area.HandwritingRefer to unit handwriting overview for suggested focus area.
Spelling - Year 2 Unit 5 Spelling overview Handwriting - Year 2 Unit 5 Handwriting overview
Helpful information Sheet - Peer review of spoken retell of a narrative presentation
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
Attachments Lesson plan
Lesson 10
Completing the comprehension task
Lesson objectivesStudents will:
Understand how to comprehend and analyse purposes, text structures and audiences of texts.
Evidence of learningCan the student:
Comprehend texts and analyse purpose, audience, text structure and language features?
Example learning sequence Explore the monitoring task Complete the reading comprehension monitoring task Early literacy skills
Early literacy skills
Resources Monitoring task - Reading comprehension Monitoring task - Reading comprehension: Model response Reading - Year 2 Unit 5 Reading groups overview Spelling - Year 2 Unit 5 Spelling overview Handwriting - Year 2 Unit 5 Handwriting overview
Helpful information Supporting learning resource - English metalanguage: Years P-2
Topic Comprehension of a procedural text Topic Duration 3 Lessons
Overview Throughout this lesson series, students will use comprehension strategies to analyse informative texts and imaginative texts that contain a procedure.
Lessons Teaching and Learning Sequence Resources
ReadingRefer to unit reading groups overview for suggested focus area.SpellingRefer to unit spelling overview for suggested focus area.HandwritingRefer to unit handwriting overview for suggested focus area.
Topic Creation of a procedural text Topic Duration 6 Lessons
Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will create, rehearse and present an informative text (in the form of a procedure) derived from an imaginative text that contains a procedure.
Lessons Teaching and Learning Sequence Resources
Lesson 11
Examining the multimodal task
Lesson objectivesStudents will:
Understand that topic-specific vocabulary is used to create events and to suit audience and purpose.
Evidence of learningCan the student:
Choose topic-specific vocabulary to create an event?Example learning sequence
Explore the assessment task Review the features of a procedural text Choose ideas for a procedural text
Early literacy skillsReadingRefer to unit reading groups overview for suggested focus area.SpellingRefer to unit spelling overview for suggested focus area.HandwritingRefer to unit handwriting overview for suggested focus area.
Resources Assessment task - Multimodal procedure Assessment task - Multimodal procedure: Model response Assessment task - Plan for task: Multimodal procedure Find and prepare a simple chapter book that includes procedural language as part
of the narrative, e.g.o Text - Dahl, R 1981, George's marvellous medicine, Penguin Group, London
Supporting learning resource - Teacher tips: Creation of a procedural text Reading - Year 2 Unit 5 Reading groups overview Spelling - Year 2 Unit 5 Spelling overview Handwriting - Year 2 Unit 5 Handwriting overview
Helpful information Supporting learning resource - English metalanguage: Years P-2
Assessment purposeTo create, rehearse and present a multimodal procedure.Example assessment sequence
Understand the assessment Review the Guide to making judgments and understand the
standards A-E Conduct the assessment
Early literacy skillsReadingRefer to unit reading groups overview for suggested focus area.
Resources Assessment task - Multimodal procedure Assessment task - Multimodal procedure: Model response Assessment task - Plan for task: Multimodal procedure Find and prepare a simple chapter book that includes procedural language as part
of the narrative, e.g.o Text - Dahl, R 1981, George's marvellous medicine, Penguin Group, London
Supporting learning resource - Teacher tips: Creation of a procedural text Reading - Year 2 Unit 5 Reading groups overview Spelling - Year 2 Unit 5 Spelling overview Handwriting - Year 2 Unit 5 Handwriting overview
Topic Creation of a procedural text Topic Duration 6 Lessons
Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will create, rehearse and present an informative text (in the form of a procedure) derived from an imaginative text that contains a procedure.
Lessons Teaching and Learning Sequence Resources
SpellingRefer to unit spelling overview for suggested focus area.HandwritingRefer to unit handwriting overview for suggested focus area.
Helpful information Supporting learning resource - English metalanguage: Years P-2
Assessment purposeTo create, rehearse and present a multimodal procedure.Example assessment sequence
Understand the assessment Review the Guide to making judgments and understand the
standards A-E Conduct the assessment
Early literacy skillsReadingRefer to unit reading groups overview for suggested focus area.SpellingRefer to unit spelling overview for suggested focus area.HandwritingRefer to unit handwriting overview for suggested focus area.
Resources Assessment task - Multimodal procedure Assessment task - Multimodal procedure: Model response Assessment task - Plan for task: Multimodal procedure Find and prepare a simple chapter book that includes procedural language as part
of the narrative, e.g.o Text - Dahl, R 1981, George's marvellous medicine, Penguin Group, London
Supporting learning resource - Teacher tips: Creation of a procedural text Reading - Year 2 Unit 5 Reading groups overview Spelling - Year 2 Unit 5 Spelling overview Handwriting - Year 2 Unit 5 Handwriting overview
Helpful information Supporting learning resource - English metalanguage: Years P-2
Assessment purposeTo create, rehearse and present a multimodal procedure.Example assessment sequence
Understand the assessment Review the Guide to making judgments and understand the
Resources Assessment task - Multimodal procedure Assessment task - Multimodal procedure: Model response Assessment task - Plan for task: Multimodal procedure Find and prepare a simple chapter book that includes procedural language as part
Topic Creation of a procedural text Topic Duration 6 Lessons
Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will create, rehearse and present an informative text (in the form of a procedure) derived from an imaginative text that contains a procedure.
Lessons Teaching and Learning Sequence Resourcesstandards A-E
Conduct the assessmentEarly literacy skillsReadingRefer to unit reading groups overview for suggested focus area.SpellingRefer to unit spelling overview for suggested focus area (Lesson 15). Conduct a unit post-test (Lesson 16).HandwritingRefer to unit handwriting overview for suggested focus area.
o Text - Dahl, R 1981, George's marvellous medicine, Penguin Group, London Supporting learning resource - Teacher tips: Creation of a procedural text Reading - Year 2 Unit 5 Reading groups overview Spelling - Year 2 Unit 5 Spelling overview Spelling - Year 2 Unit 5 Unit post-test Handwriting - Year 2 Unit 5 Handwriting overview
Helpful information Supporting learning resource - English metalanguage: Years P-2
Resources* Attachments are available in the relevant Unit Plan Section directory in the downloaded zip file.
Unit Plan Section Resource Attachments*
Sequence - Analysis of characters and text structures
Lesson plan - Eng_Y02_U4_LP01.docx
Lesson plan - Eng_Y02_U4_LP02.docx
Lesson plan - Eng_Y02_U4_LP03.docx
Lesson plan - Eng_Y02_U4_LP04.docx
Lesson plan - Eng_Y02_U4_LP05.docx
Lesson plan - Eng_Y02_U4_LP06.docx
Lesson plan - Eng_Y02_U4_LP07.docx
Sequence - Comprehension of a procedural text
Lesson plan - Eng_Y02_U4_LP08.docx
Lesson plan - Eng_Y02_U4_LP09.docx
Lesson plan - Eng_Y02_U4_LP10.docx
Sequence - Creation of a procedural text
Lesson plan - Eng_Y02_U4_LP11.docx
Lesson plan - Eng_Y02_U4_LP12.docx
Lesson plan - Eng_Y02_U4_LP13-14.docx
Lesson plan - Eng_Y02_U4_LP15-16.docx
Sequence Find and prepare a simple chapter book that includes procedural language as part of the narrative, e.g.o Text - Dahl, R 1981, George's marvellous medicine, Penguin Group, London
Find and prepare an imaginative picture book that contains a procedure, e.g.o Text - Dunstan, K 2009, Collecting colour, Lothian Children's Books, Sydney
Monitoring task - Reading comprehension: Model response
Reading - Year 2 Unit 5 Reading groups overview
Sheet - Create a procedure
Sheet - Examining a recipe: Pikelets
Sheet - George's nice grandma!
Sheet - How to make a banana smoothie (jumbled) Sheet - In the book or in your head? https://learningplace.eq.edu.au/cx/resources/items/a10df2ad-8dab-2b12-f99b-c16ca6935d31/0/Eng_Y04_U1_SH_InTheBookOrInYourHead.docx
Sheet - Jumbled George's marvellous medicine method
Sheet - Making George's medicine: Recipe
Sheet - Making pikelets
Sheet - Peer review of spoken retell of a narrative presentation
Sheet - Sequence an event
Sheet - The little red hen
Sheet - Words to describe characters
Spelling - Year 2 Unit 5 Spelling overview
Spelling - Year 2 Unit 5 Unit post-test Supporting learning resource - Aboriginal & Torres Strait Islander histories and cultures suggested alternative resources https://learningplace.eq.edu.au/cx/resources/items/c62de5d9-ce83-4606-8e5b-7e366ce636a3/0/Eng_Y02_U5_SLR_SuggAltResources.docx
Supporting learning resource - English metalanguage: Years P-2 https://learningplace.eq.edu.au/cx/resources/items/332aaccf-9152-1256-2b9f-3f456bd29f88/0/Eng_SLR_YP-Y02_Metalanguage.docx
Supporting learning resource - How to make a banana smoothie (jumbled) (Answers) Supporting learning resource - Introduction to the unit: Exploring procedural text https://learningplace.eq.edu.au/cx/resources/items/61b41dc6-cc1a-4cf6-b8bb-a5c769d2c5bb/0/Eng_Y02_U4_SLR_UnitIntro.docx
Supporting learning resource - Jumbled George's marvellous medicine method (Answers)
Supporting learning resource - Teacher tips: Analysis of characters and text structures
Supporting learning resource - Teacher tips: Comprehension of a procedural text
Supporting learning resource - Teacher tips: Creation of a procedural text Supporting learning resource - Yarning circles https://learningplace.eq.edu.au/cx/resources/items/6af7563c-70cd-4f7f-32a1-ae6ec0aed6bc/0/C2C_EATSIPS_YarningCircles.pdf
Website - Contemporary practice resource: English https://learningplace.eq.edu.au/cx/resources/items/3cf69097-9ee7-076c-3460-9ca7190f1f5d/0/index.html
Description Students create, rehearse and present a multimodal procedure.
Learning Area English
Knowledge and understanding Creating texts (Productive)
Discusses ideas and experiences, using everyday language features and topic-specific vocabulary.
Creates texts that show how images support the meaning of the text.Creates texts, drawing on their own experiences, imagination and information they have learned.Uses a variety of strategies to engage in group and class discussions.Makes presentations.
A ◄ Makes conscious vocabulary choices to suit the audience and purpose. ◄
Uses identifiable text structures and language features that help text serve its purpose.Varies pace and volume and uses appropriate facial expression, gestures and eye contact to maintain audience interest.
B ◄ Develops procedure using extended noun groups. ◄
Creates a multimodal procedure that develops a key event in an imaginative text.Presents information in a logical sequence.Speaks clearly with expression.
C ◄ Discusses ideas and experiences, using everyday language features and topic- specific vocabulary. ◄
Creates texts that show how images support the meaning of the text.Creates texts, drawing on own experiences, imagination and information learned.Uses a variety of strategies to engage in group and class discussions.Makes presentations.
D ◄ Uses verbs at the beginning of command sentences. ◄Makes connection between images and text.Shares ideas with peers.
E ◄ Writes names of ingredients/material and equipment. ◄Writes text and draws images.States the topic of a procedure.
Content descriptions, achievement standards and general capabilities are extracts from the Australian Curriculum.
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