MOSSGIEL PARK PS LIBRARY PROGRAM SCARY CREATURES Odd Years – Years 1 & 2 Introduction: This unit takes about 7-8 library lessons of an hour each. It is primarily print-based with a focus on learning to record simple bibliographic data about resources that are used; on using Tables of Content and Indexes to locate information, and on using pictures to gather information from non-fiction texts. (A PowerPoint presentation is used only to provide supplementary information if needed). Year One students will need a lot more support than Year Two students. Contents LESSON SEQUENCES...................................................... 3 Lesson 1................................................................................. 3 Lesson 2................................................................................. 3 Lesson 3................................................................................. 3 Lesson 4................................................................................. 3 Lesson 5................................................................................. 6 Lesson 6................................................................................. 6 Lesson 7................................................................................. 6 Lesson 8................................................................................. 6 LEARNING FOCUS...............................................................................9 VICTORIAN ESSENTIAL LEARNING STANDARDS LEARNING FOCUS.................9 Learning Focus English................................................................... 9 Learning Focus Thinking Processes........................................................ 9 Learning Focus Personal Learning......................................................... 9 Page 1 of 29
Transcript
MOSSGIEL PARK PS LIBRARY PROGRAMSCARY CREATURES Odd Years – Years 1 & 2
Introduction:This unit takes about 7-8 library lessons of an hour each. It is primarily print-based with a focus on learning to record simple bibliographic data about resources that are used; on using Tables of Content and Indexes to locate information, and on using pictures to gather information from non-fiction texts. (A PowerPoint presentation is used only to provide supplementary information if needed). Year One students will need a lot more support than Year Two students.
VELS Thinking Processes Standards Year 1...............................................................................................................................................16VELS Thinking Processes Standards Year 2...............................................................................................................................................16VELS Personal Standards Year 1................................................................................................................................................................16VELS Personal Standards Year 2................................................................................................................................................................16VELS Interpersonal Learning Standards Year 1.........................................................................................................................................16VELS Interpersonal Learning Standards Year 2.........................................................................................................................................16
AUSTRALIAN CURRICULUM ACHIEVEMENT STANDARDS............................................................17AUSTRALIAN CURRICULUM ENGLISH YEAR 1...............................................................................................................................17AUSTRALIAN CURRICULUM ENGLISH YEAR 2...............................................................................................................................17
SUGGESTED RESOURCES FOR THIS UNIT...........................................................................................18
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LESSON SEQUENCES
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Lesson 1 Lesson 2 Lesson 3 Lesson 4A
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Cue in by talking about dangerous creatures. What are they? Why do we need to watch out for them? Read p6 of Dangerous Animals: List animals and the body parts (e.g. claws, teeth, jaws, beaks, fangs, stingers, antlers, tusks, venom) they use to attack on w/b.Show pictures of cute cats & ask is a cat a dangerous animal? Read Lucy’s Cat and the Rainbow Birds –What was in danger from Lucy’s cat? (The birds). Show pictures of cats’ claw, teeth and muscular legs and list body parts used to kill birds on w/b.Show (but do not distribute) project worksheet. Children browse texts to choose a dangerous animal and identify its body parts, teacher records name of chosen animal & which book was used. Browsing and borrowing.Review taking turns & sharing.Share Time: add to list of animals on w/b & their body parts. Complete PLJs.AFTER THE LESSON: Check that the book the student is using has enough information for them to find the answers they need. If not, check to see if there is a page about that animal in the PPT and if not, make additional pages for the PPT as needed.
Review last week’s list of dangerous animals & their body parts. Read and discuss Queenie: One Elephant’s Story by Corinne Fenton (F). Discuss whether a zoo elephant is a dangerous animal. Model using a table of contents and an index, when using keywords to take notes on a Juniors note-taking research worksheet. Stress using own words.Distribute worksheets and assist students to record the page number & information in their own words for some of the keywords. Fast finishers: Practise labelling the practice drawing of their scary creature on the back of the worksheet Browsing and borrowing.Share Time: tips for finding information. Complete PLJs.
View Australia’s Deadliest Creatures (Travel Oz, loan from Lois Garrett, 15 minutes)Give out & review last week’s work when children researched dangerous animals & their body parts. Discuss which of these creatures they might encounter and how to avoid them. 1Discuss how Aboriginal families taught their children about these dangers through story, song and dance and how they supervised them all the time to keep them safe. Focus for this week is researching ONLY what the animal eats. Model using a table of contents and an index to find the page, when using keywords to take notes on a Juniors note-taking research worksheet. Stress looking at pictures and text to find answers, using own words, and only filling in the box for what the animal eats.Distribute worksheets and assist students to record the page number & information in their own words. Monitor spelling to ensure invented spelling can be read next week. Define 1/2/3/4 rubric where 3 is the expected level: what should be in the Notes boxes on the worksheet to score 3? What if you copy from the book?Fast finishers: Practise labelling the practice drawing of their scary creature on the back of the worksheet
1 See Aboriginal Perspectives section below.
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Lesson 1 Lesson 2 Lesson 3 Lesson 4R
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Lucy’s Cat and the Rainbow Birds by Anthony HillSelected easy-reading non-fiction texts about cats, and dangerous creatures including reptiles and insectsCats by June Love, Macmillan Young Library 2003(636LOV) Cats and Dogs by Amanda O’Neill, Kingfisher, 2001 p54-55 (636 ONE) Teacher-made project research sheets and project sheets.Personal Learning Journals.
Tick-tock Tick-tock, What’s Up Croc? By Kim Michelle Toft (T) Selected easy-reading non-fiction texts about cats, and dangerous creatures including reptiles and insects.Teacher-made project research sheets and project sheets, with OHP versions for modelling.Personal Learning Journals.
Queenie: One Elephant’s Story by Corinne Fenton (F) Selected easy-reading non-fiction texts about cats, and dangerous creatures including reptiles and insects.Teacher-made project research sheets and project sheets, with OHP versions for modelling.Personal Learning Journals.Teacher made PPT with supplementary info about animals for which insufficient info is available in the available books.
Selected easy-reading non-fiction texts about cats, and dangerous creatures including reptiles and insects.Teacher made PPT with supplementary info about animals for which insufficient info is available in the available books.
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At risk ESL: Monitor choice of animal & text for easy reading
Gifted: Encourage challenging choice of more unusual animals.
At risk ESL: Monitor choice of animal & text for easy reading
Gifted: Encourage challenging choice of more unusual animals.
At risk ESL: Support students to locate easy-reading info.
Gifted: Encourage adding extra detail.
At risk ESL: Support students to locate easy-reading info.
Gifted: Encourage adding extra detail.
Ass
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s IL 2.1 Defining: select from a range of well defined topics, participate in teacher led brainstorming, clustering of ideas, focus question development and completion of a group search plan
IL 2.1 Defining: select from a range of well defined topics, participate in teacher led brainstorming, clustering of ideas, focus question development and completion of a group search plan IL 2.2 Locating: identify and locate resources following a search plan with assistance LS2.7 Recognise main elements of a text & be familiar with publication process (Can show publishing details & copyright for books)
IL 2.3 Selecting: select main ideas and supporting keywords, categorise and record information in lists, picture sequences, grids or webs IL 2.4 Processing and Organising: process information by comparing, selecting and combining that which is relevant to the task and organising according to an agreed format
IL 2.3 Selecting: select main ideas and supporting keywords, categorise and record information in lists, picture sequences, grids or webs IL 2.4 Processing and Organising: process information by comparing, selecting and combining that which is relevant to the task and organising according to an agreed format
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1 Personal Learning 1.25 Working in teams strategies for allocating speaking and listening time; e.g. taking turns
Personal Learning 1.25 Working in teams a willingness to share and take turns
PP 1.25 Working in teams a willingness to share and take turns
PP 1.25 Working in teams a willingness to share and take turns
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Lesson 1 Lesson 2 Lesson 3 Lesson 4Y
2Personal Learning 1.75 Working in teams a generous attitude that encourages the fair allocation of resources, opportunities and roles
Personal Learning 1.75 Working in teams a generous attitude that encourages the fair allocation of resources, opportunities and roles
PP1.75 Working in teams a generous attitude that encourages the fair allocation of resources, opportunities and roles self control in listening and planning
PP1.75 Working in teams a generous attitude that encourages the fair allocation of resources, opportunities and roles self control in listening and planning
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1 Y1 Literacy: They interact in pair, group and class discussions and make short presentations of a few connected sentences on familiar and learned topics.
Y1 Literacy: They interact in pair, group and class discussions and make short presentations of a few connected sentences on familiar and learned topics.
Y1 Literacy: They accurately use knowledge of text structure, letters, words, sentences and directionality to read different kinds of short texts. They retell the main ideas in texts in logical sequence
Y2 Literacy: They locate literal information in written texts.
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Y2 Literacy: They engage effectively in group and class discussions, and ask questions to clarify and extend others’ ideas. They express their opinions on topics of interest, providing some supporting evidence for their points of view.
Y2 Literacy: They engage effectively in group and class discussions, and ask questions to clarify and extend others’ ideas. They express their opinions on topics of interest, providing some supporting evidence for their points of view.
Y2 Literacy: They locate literal information in written texts.
Define 1/2/3/4 rubric where 3 is the expected level: what should be in the Notes boxes on the worksheet to score 3? What if you copy from the book?
E5
Define 1/2/3/4 rubric where 3 is the expected level: Define items on PLJs and explain how they are expectations for all students in Victorian Schools.
Define 1/2/3/4 rubric where 3 is the expected level: what should be in the Resource Used box on the worksheet to score 3? What if you forget capital letters?
Define 1/2/3/4 rubric where 3 is the expected level: what should be in the Notes boxes on the worksheet to score 3? What if you copy from the book?
Define 1/2/3/4 rubric where 3 is the expected level: what should be in the Notes boxes on the worksheet to score 3? What if you copy from the book?
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Lesson 5 Lesson 6 Lesson 7 Lesson 8A
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Model using the Table of Contents and index to choose pages to read from in The Truth about Dangerous Sea Creatures. Give out & review last week’s work when children researched dangerous animals & their prey and habitat. Focus for this week is researching ONLY the body parts used to attack & defend. Develop a word bank on the w/b. Stress looking at pictures and text to find answers, using own words, and only filling in the box for what the animal uses for attack & defence.Distribute worksheets and assist students to record the page number & information in their own words. Monitor spelling to ensure invented spelling can be read next week. Define 1/2/3/4 rubric where 3 is the expected level: what should be in the Notes boxes on the worksheet to score 3? What if you copy from the book?Fast finishers: Begin transferring info from notes sheet to project sheets. Browsing and borrowing.Share Time: tips for finding information. Complete PLJs.
Read selected page/s from an information report, i.e. the puffer fish on p18 of Amazing Poisonous Animals drawing attention to text features i.e. general statements in the present tense. Focus for this week is transferring information from research sheets to the project sheet. Model features of information report genre i.e. the way sentences begin with the name of the animal and are in the present tense. Develop a word bank on the w/b. Distribute completed worksheets from previous week & project presentation sheetsMonitor spelling to ensure invented spelling can be read next week. Define 1/2/3/4 rubric where 3 is the expected level: how should sentences look to score 3? Fast finishers: Begin transferring info from notes sheet to project sheets. Browsing and borrowing.Share Time: tips for finding information. Complete PLJs.
Read Library Lion by Michelle Knudsden (K) and discuss the main characters, the setting & the emotions in the story, and identify the sequence of events. How does the setting contribute to the humour in the story? Focus for this week is finishing the transfer of information from research sheets to the project sheet. Review features of information report genre i.e. the way sentences begin with the name of the animal and are in the present tense. Distribute completed worksheets from previous week & project presentation sheetsMonitor spelling to ensure invented spelling can be read. Define 1/2/3/4 rubric where 3 is the expected level: how should sentences look to score 3? Browsing and borrowing.Fast Finishers: Scary Animals word-search. Share Time: Finished projects. Complete PLJs.
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Lesson 5 Lesson 6 Lesson 7 Lesson 8R
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The Truth about Dangerous Sea Creatures by Mary M Cerullo (Casey-Cardinia library 591.77CER)
Selected easy-reading non-fiction texts about cats, and dangerous creatures including reptiles and insects.Teacher made PPT with supplementary info about animals for which insufficient info is available in the available books.
Amazing Poisonous Animals by Alexandra Parsons (Amazing Animals Series) (591PAR) Teacher-made project presentation sheets. Teacher made PPT with supplementary info about animals for which insufficient info is available in the available books.
Library Lion by Michelle Knudsden (K)Teacher-made project sheetsCover paper for backing sheetsTeacher-made Scary Animals wordsearchTeacher made PPT with supplementary info about animals for which insufficient info is available in the available books.
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students to locate easy-reading info.
Gifted: Encourage adding extra detail & longer sentences (on project sheets). .
At risk ESL: Support students with repetitive text models to follow
Gifted: Encourage adding extra detail & longer sentences (on project sheets). .
At risk ESL: Support students with repetitive text models to follow
Gifted: Encourage adding extra detail & longer sentences (on project sheets).
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IL 2.3 Selecting: select main ideas and supporting keywords, categorise and record information in lists, picture sequences, grids or webs IL 2.4 Processing and Organising: process information by comparing, selecting and combining that which is relevant to the task and organising according to an agreed format
IL 2.4 Processing and Organising: process information by comparing, selecting and combining that which is relevant to the task and organising according to an agreed format
LS 2.3 verbalise sequence of main events in stories LS 2.4 identify the main characters from particular picture story books and describe significant physical features LS 2.5 describe the setting for a particular picture story book LS 2.6 identify strong emotions that occur in a picture story book and explain the contribution of the illustrations to that end
IL 2.4 Processing and Organising: process information by comparing, selecting and combining that which is relevant to the task and organising according to an agreed format IL 2.5 Creating and Sharing: present information which conveys understanding of the information gathered
VELS
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PP 1.25 Working in teams a willingness to share and take turns
Personal Learning (focus)Students begin to take responsibility for managing their time and resources within the context of structured tasks that have clear outcomes and a set time frame.
Personal Learning (focus)Students begin to take responsibility for managing their time and resources within the context of structured tasks that have clear outcomes and a set time frame.
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Lesson 5 Lesson 6 Lesson 7 Lesson 8VE
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PP1.75 Working in teams a generous attitude that encourages the fair allocation of resources, opportunities and roles self control in listening and planning
Personal Learning (focus)Students begin to take responsibility for managing their time and resources within the context of structured tasks that have clear outcomes and a set time frame.
Personal Learning (focus)Students begin to take responsibility for managing their time and resources within the context of structured tasks that have clear outcomes and a set time frame.
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Y1 Literacy: They accurately use knowledge of text structure, letters, words, sentences and directionality to read different kinds of short texts. They retell the main ideas in texts in logical sequence
Y1 Literacy: Create short... informative texts that show emerging use of appropriate text structure, sentence-level grammar, word choice, spelling, punctuation and appropriate multimodal elements, for example illustrations and diagrams
Y1 Literacy: Create short... informative texts that show emerging use of appropriate text structure, sentence-level grammar, word choice, spelling, punctuation and appropriate multimodal elements, for example illustrations and diagrams
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2 Y2 Literacy: They locate literal information in written texts.
Y2 Literacy: Create short ... informative ... texts using growing knowledge of text structures and language features ... selecting print and multimodal elements appropriate to the audience and purpose.
Y2 Literacy: Create short ... informative ... texts using growing knowledge of text structures and language features ... selecting print and multimodal elements appropriate to the audience and purpose.
E5
Define 1/2/3/4 rubric where 3 is the expected level: what should be in the Notes boxes on the worksheet to score 3? What if you copy from the book?
Define 1/2/3/4 rubric where 3 is the expected level: how should sentences look to score 3?
Define 1/2/3/4 rubric where 3 is the expected level: how should sentences look to score 3?
English VELSStudents practise the skills of being attentive listeners in a wider range of contexts. They listen to spoken texts that deal with familiar ideas and information, recall some of the main ideas and information presented, and use questions to clarify meaning.
Learning Focus
Thinking Processes
As students work towards the achievement of Level 3 standards in Thinking Processes, they explore ... contexts and information which lie beyond their immediate experience. Questions and wondering are encouraged, recorded and shared, and become the basis for further learning.
They develop their skills in using a range of sources of information when investigating selected questions.
Learning Focus
Personal Learning
Students begin to record their feelings and understanding about their learning, responding to prompts which help them acknowledge their successes, noting where improvements could be made and reflecting on the effort they put into particular tasks.
Students develop strategies to use when they are feeling uncertain about their learning, for example, seeking assistance from peers. They begin to recognise that learning from mistakes is an important attribute of being a good learner. Students begin to take responsibility for managing their time and resources within the context of structured tasks that have clear outcomes and a set time frame. ....
Students work with the teacher to develop simple protocols to assist them to learn effectively with peers. They begin to recognise their contribution to the achievement of a positive learning environment in the classroom.
Learning Focus
Interpersonal Learning
Students learn to work in teams to complete structured activities within a set timeframe (the teacher may select the teams and allocate roles and responsibilities). Students learn to stay on task and share resources fairly. In response to questions and prompts, they learn to reflect on the team’s challenges and successes and their contribution to the team’s effectiveness.
SLAV Library
focus
Level 2 Information skillsWith teacher assistance, modelling and scaffolding students will be able to: IL 2.1 Defining: select from a range of well defined topics, participate in teacher led brainstorming, clustering of ideas, focus question development and completion of a group search plan IL 2.2 Locating: identify and locate resources following a search plan with assistance IL 2.3 Selecting: select main ideas and supporting keywords, categorise and record information in lists, picture sequences, grids or webs IL 2.4 Processing and Organising: process information by comparing, selecting and combining that which is relevant to the task and organising according to an agreed format IL 2.5 Creating and Sharing: present information which conveys understanding of the information gathered IL 2.6 Evaluation and Strategies: review appropriateness and acceptability of presentation in relation to the original task
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Aboriginal Perspectives
Before European settlement Aboriginal children learned how to stay safe from their Elders. Each generation passed on how to stay safe by word of mouth. The community used story, song and dance to teach the children how to keep away from dangerous creatures like crocodiles and red-back spiders, and they watched them all the time when they were in dangerous places.
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POLT Focus
Assessment practices are an integral part of teaching and learning.In learning environments that reflect this principle the teacher:
5.2 ensures that students receive frequent constructive feedback that supports further learning 5.3 makes assessment criteria explicit 5.4 uses assessment practices that encourage reflection and self assessment
Key Understandings for Assessment Focus Questions
Aust Science CurriculumY1 Living things have a variety of external features2
Y2 Living things grow, change and have offspring similar to themselves3
Some animals are scary and dangerous to other animals or to humans. There are many kinds of body parts animals use for attack.Before European Settlement Aboriginal families taught their children about dangerous creatures through story, song and dance.
What makes an animal scary and dangerous?How can they hurt other animals or people? Why do they do it?What parts of their bodies do they use to attack?
Are baby animals scary too?
AUSTRALIAN CURRICULUM LEARNING FOCUSYear 1 Year 2Students engage with a variety of texts for enjoyment. They listen to, read, view and interpret spoken, written and multimodal texts designed to entertain and inform. These encompass traditional oral texts including Aboriginal stories, picture books, various types of stories, rhyming verse, poetry, non-fiction, film, dramatic performances, and texts used by students as models for constructing their own texts.
Literary texts that support and extend Year 1 students as independent readers involve straightforward sequences of events and everyday happenings with recognisably realistic or imaginary characters. Informative texts present a small amount of new content about familiar topics of interest and topics being studied in other areas of the curriculum. These texts also present a small range of language features, including simple and compound sentences, some unfamiliar vocabulary, a small number of high-
Students engage with a variety of texts for enjoyment. They listen to, read, view and interpret spoken, written and multimodal texts in which the primary purpose is to entertain, as well as texts designed to inform and persuade. These encompass traditional oral texts, picture books, various types of print and digital stories, simple chapter books, rhyming verse, poetry, non-fiction, film, multimodal texts, dramatic performances, and texts used by students as models for constructing their own work.
Literary texts that support and extend Year 2 students as independent readers involve sequences of events that span several pages and present unusual happenings within a framework of familiar experiences. Informative texts present new content about topics of interest and topics being studied in other areas of the curriculum. These texts include language features such as varied sentence structures, some unfamiliar vocabulary, a
2 Y1 recognising common features of animals such as head, legs and wingsdescribing the use of animal body parts for particular purposes such as moving andfeeding• identifying common features of plants such as leaves and rootsdescribing the use of plant parts for particular purposes such as making food andobtaining water3 • representing personal growth and changes from birthrecognising that living things have predictable characteristics at different stages ofdevelopment•exploring different characteristics of life stages in animals such as egg, caterpillar andbutterfly•• observing that all animals have offspring, usually with two parents
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frequency words and words that need to be decoded phonically, and sentence boundary punctuation, as well as illustrations and diagrams that support the printed text.
Students create a variety of imaginative, informative and persuasive texts including recounts, procedures, performances, literary retellings and poetry.
significant number of high-frequency sight words and words that need to be decoded phonically, and a range of punctuation conventions, as well as illustrations and diagrams that both support and extend the printed text.
Students create a range of imaginative, informative and persuasive texts including imaginative retellings, reports, performances, poetry and expositions.
LANGUAGEYear 1 Year 2Text organisation and structure Elaborations Text organisation and structure ElaborationsUnderstand that the purposes texts serve shape their structure in predictable ways
discussing and comparing the purposes of familiar texts drawn from local contexts and interests becoming familiar with the typical stages of types of text including recount and procedureusing different types of texts, for example procedures (including recipes) and discussing the text structure
Understand that different types of texts have identifiable text structures and language features that help the text serve its purpose
identifying the topic and type of a text through its visual presentation, for example cover design, packaging, title/subtitle and imagesbecoming familiar with the typical stages of text types, for example simple narratives, instructions and expositions
Understand concepts about print and screen, including how different types of texts are organised using page numbering, tables of content, headings and titles, navigation buttons, bars and links
learning about how books and digital texts are organised including page numbers, table of contents, headings, images with captions and the use of scrolling to access digital texts
Know some features of text organisation including page and screen layouts, alphabetical order, and different types of diagrams, for example timelines
recognising how chapters and table of contents, alphabetical order of index and glossary operate to guide access to information
Expressing and developing ideas Elaborations Expressing and developing ideas
Elaborations
Compare different kinds of images in narrative and informative texts and discuss how they contribute to meaning
talking about what is ‘real’ and what is imagined in texts, for example ‘This is the section about platypuses in the book about mammals’
LITERATUREYear 1 Year 2Literature and context Elaborations Literature and context ElaborationsDiscuss how authors create characters using language and images
identifying some features of characters and how particular words and images convey qualities of their nature, for example some characters are portrayed as shy, others adventurousdiscussing the characters of fictional animals and how
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they relate to those of humansResponding to literature Elaborations Responding to literature ElaborationsDiscuss characters and events in a range of literary texts and share personal responses to these texts, making connections with students' own experiences
discussing characters from books and films and whether these are life-like or imaginary (for example talking animals) comparing characters and events in texts to students’ own experiences
Compare opinions about characters, events and settings in and between texts
LITERACYYear 1 Year 2Interacting with others Elaborations Interacting with others ElaborationsEngage in conversations and discussions, using active listening behaviours, showing interest, and contributing ideas, information and questions
listening for details in spoken informative textsparticipating in informal and structured class, group and pair discussions about content area topics, ideas and informationspeaking clearly and with appropriate volumeinteracting confidently and appropriately with peers, teachers, visitors and community memberslearning to value listening, questioning and positive body language and understanding that different cultures may approach these differentlyformulating different types of questions to ask a speaker, such as open and closed questions and ‘when’, ‘why’ and ‘how’ questions
Listen for specific purposes and information, including instructions, and extend students’ own and others' ideas in discussions
using spoken language for problem solving, and exploring ideas and conceptslistening for specific information and providing two or more key facts from an informative text spoken or read aloudlistening to, remembering and responding to detailed instructions
Use interaction skills including turn-taking, recognising the contributions of others, speaking clearly and using appropriate volume and pace
identifying turn-taking patterns in group and pair work (for example initiating a topic, changing a topic when appropriate, staying on task, supporting other speakers, eliciting responses, being supportive and attentive listeners, asking relevant questions, providing useful feedback, prompting, checking understanding, 'sharing the talking space')
Use interaction skills including initiating topics, making positive statements and voicing disagreement in an appropriate manner, speaking clearly and varying tone, volume and pace appropriately
discussing appropriate conventions to use in group discussionsexploring ways to comment on what others say, including using sentence starters such as ‘I like the way you…’, ‘I agree that …’, ‘I have a different thought…’, ‘I’d like to say something different…’participating in pair, group and class speaking and listening situations, including informal conversations,
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participating in pair, group and class speaking and listening situations, including informal conversations and class discussions, contributing ideas and listening to the contributions of otherstaking turns, asking and answering questions and attempting to involve others in discussionsdemonstrating active listening behaviour and responding to what others say in pair, group and class discussionsexperimenting with voice volume and pace for particular purposes including making presentations, retelling stories and reciting rhymes and poemsattempting correct pronunciation of new vocabulary
class discussions and presentationsdemonstrating appropriate listening behaviour, responding to and paraphrasing a partner’s contribution to a discussion, such as think/pair/share activitiesasking relevant questions and making connections with personal experiences and the contributions of othersbrainstorming topics, contributing ideas and acknowledging the ideas of othersspeaking clearly and with appropriate intonationunderstanding how to disagree with a point of view or offer an alternative idea courteouslyexperimenting with presentation strategies such as pitch, volume and intonation
Describe some differences between imaginative informative and persuasive texts
comparing and discussing texts identifying some features that distinguish those that ‘tell stories’ from those that ‘give opinions’selecting texts for a particular purpose or task, for example..., a book that will tell a story about a possum
Identify the audience of imaginative, informative and persuasive texts
identifying the main purpose of a text, including whether the author wants to entertain, explain or persuade and considering how audiences might respond to those texts
Read supportive texts using developing phrasing, fluency, contextual, semantic, grammatical and phonic knowledge and emerging text processing strategies, for example prediction, monitoring meaning and rereading
using contextual and semantic knowledge to make predictions about a text’s purpose and contentcombining knowledge of context, meaning, grammar and phonics to decode textrecognising most high frequency sight words when reading textself-correcting when reading does not make sense, using pictures, context, meaning, phonics and grammatical knowledge
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
using prior and learned knowledge and vocabulary to make and confirm predictions when reading textusing grammatical knowledge to predict likely sentence patterns when reading more complex narratives and informative textsusing knowledge of sound–letter relationships and high frequency sight words when decoding textmonitoring own reading and self-correcting when reading does not
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reading aloud with developing fluency and intonation
make sense, using illustrations, context, phonics, grammar knowledge and prior and learned topic knowledgeusing grammar and meaning to read aloud with fluency and intonation
Use comprehension strategies to build literal and inferred meaning about key events, ideas and information in texts that they listen to, view and read by drawing on growing knowledge of context, text structures and language features
using elements in books and screen texts, for example illustrations, diagrams, sound and movement, to support readingmaking connections between the text and students’ own experiences, and between information in print and imagesfinding key information in a textmaking inferences about characters’ feelings and motivesbuilding knowledge about the topic of the text and learning new vocabulary before and during readingmaking predictions from the cover, from illustrations and at points in the text before reading onretelling the events or key information in the text orally, in writing and/or through digital or arts media
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
making connections between the text and students’ own experiences and experiences with other texts, comparing authors’ differing point of view on a topicmaking connections between information in print and imagesbuilding on and using prior knowledge and vocabularymaking valid inferences using information in a text and students’ own prior knowledgepredicting, asking and answering questions as they read, and summarising and reviewing meaning
Creating texts Elaborations Creating texts ElaborationsCreate short ... informative texts that show emerging use of appropriate text structure, sentence-level grammar, word choice, spelling, punctuation and appropriate multimodal elements, for example illustrations and diagrams
referring to learned knowledge of text structure and grammar when creating a new textapplying new vocabulary appropriately in creating textlearning how to plan spoken and written communications so that listeners and readers might follow the sequence of ideas or eventsbeginning to consider audience in designing a communication involving visual components, selecting images for maximum impact
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
learning how to plan .. written communications so that listeners and readers might follow the sequence of ideas or eventssequencing content according to text structureusing appropriate simple and compound sentence to express and combine ideasusing vocabulary, including technical vocabulary, appropriate to text type and purpose
Reread student's own texts and adding or deleting words on page Reread and edit text for spelling, reading their work and adding,
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discuss possible changes to improve meaning, spelling and punctuation
or screen to improve meaning, for example adding an adjective to a nounreading the students’ own work aloud to listen for grammatical correctness:checking use of capital letters, full stops, question marks and exclamation markschecking for inclusion of capital letters and full stopsidentifying words which might not be spelt correctlybeginning to use dictionaries and classroom charts to check and correct spelling of less familiar words
sentence boundary punctuation and text structure
deleting or changing words, phrases or sentences to improve meaning, for example replacing an everyday noun with a technical one in an informative textchecking spelling using a dictionarychecking for inclusion of relevant punctuation including capital letters to signal names, as well as sentence beginnings, full stops, question marks and exclamation marksmaking significant changes to their texts using a word processing program ( for example add, delete or move sentences)
VELS Thinking Processes Standards Year 1 VELS Thinking Processes Standards Year 2
In Thinking Processes, standards for assessing and reporting on student achievement are introduced at Level 3. The learning focus statements for Levels 1 and 2 provide advice about learning experiences that will assist students to work towards the achievement of the standards at Level 3.
In Thinking Processes, standards for assessing and reporting on student achievement are introduced at Level 3. The learning focus statements for Levels 1 and 2 provide advice about learning experiences that will assist students to work towards the achievement of the standards at Level 3.
VELS Personal Standards Year 1 VELS Personal Standards Year 2
No standard till Level 3 No standard till Level 3
VELS Interpersonal Learning Standards Year 1 VELS Interpersonal Learning Standards Year 2Progression point 1.25 At 1.25, the work of a student progressing towards the standard at Level 2 demonstrates, for example: Building social relationships
knowledge of appropriate behaviour in different contexts knowledge of the possible causes of general feeling states such as
happiness, sadness, anger, peacefulness, fear and safety knowledge of the link between choice, behaviour and
consequences; for example, choices between generous or selfish, inclusive or excluding behaviour
Progression point 1.75At 1.75, the work of a student progressing towards the standard at Level 2 demonstrates, for example:Building social relationships
reflection on the appropriateness of their behaviours in different contexts
attempts to respond sensitively to the feelings of others knowledge of behaviours that promote positive social relationships knowledge of the need to modify their behaviour to resolve conflict
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behaviours that contribute to friendly play, and avoidance of those behaviours that may alienate or lead to conflict
Working in teams a willingness to share and take turns strategies for allocating speaking and listening time; for example,
taking turns planning to complete group tasks within given time frames self reflection by identifying preferences, likes, dislikes,
achievements and challenges
Working in teams a generous attitude that encourages the fair allocation of
resources, opportunities and roles self control in listening and planning with teacher direction, evaluation of strategies for meeting group
timelines reflection on their own contributions to team outcomes
AUSTRALIAN CURRICULUM ACHIEVEMENT STANDARDS
AUSTRALIAN CURRICULUM ENGLISH YEAR 1 AUSTRALIAN CURRICULUM ENGLISH YEAR 2 Year 1 achievement standardBy the end of Year 1 students listen to, read and view a range of spoken, written and multimodal texts, recognising the different purposes of these texts. They accurately use knowledge of text structure, letters, words, sentences and directionality to read different kinds of short texts. They retell the main ideas in texts in logical sequence. They understand literal and some inferred meanings in imaginative and informative texts and accurately recall some key ideas. They display sustained interest in longer texts listened to and viewed. They know the sounds represented by all letters, and the purpose of capital letters and full stops. They read short, predictable imaginative and informative texts aloud with some fluency and intonation, and use sentence boundary punctuation appropriately to support meaning.
Students create short imaginative, informative and persuasive spoken and written texts for a limited range of purposes. They include several related ideas on familiar topics, use visual features to support meaning, and include beginnings and endings to indicate sequence. They select vocabulary to enhance meaning, and use relevant vocabulary related to the topic and content of texts to discuss ideas and to share responses. They use capital letters and full stops appropriately. They accurately spell many words with regular spelling patterns and a growing number of irregularly spelled words. They use different interaction conventions including asking questions and making comments, adjusting communication to suit their audience and purpose. They interact in pair, group and class discussions and make short presentations of a few connected sentences on familiar and learned topics.
Year 2 achievement standardBy the end of Year 2 students listen to, read and view a range of spoken, written and multimodal texts, recalling details and some main ideas and key facts. They begin to compare the content and purposes of different texts on similar topics. They locate literal information in written texts, and refer to features of language and images to make inferences about characters’ actions and motivations. They discuss possible meanings in narratives, and predict likely future events. They sustain interest in characters and events in imaginative texts, seek books by favourite authors and give reasons for personal preferences. They relate information, ideas and events in texts to their own lives and to other texts. They locate information on a variety of topics in texts with some complex language, ideas, images and vocabulary. They read, monitoring meaning and self-correcting using context, prior knowledge, grammar and phonic knowledge.
Students create imaginative, informative and persuasive written, spoken and multimodal texts for different purposes and audiences, drawing on their own experiences, their imagination and ideas they have learned. They create texts that appropriately include writing and images to support the meaning of the text. They organise texts in predictable ways using a small range of text and sentence structures. They use common punctuation accurately, including sentence boundary punctuation. They use sound-letter correspondence to help spell words correctly in their writing. They use everyday language and topic-specific vocabulary to discuss ideas about areas of interest with peers. They engage effectively in group and class discussions, and ask questions to clarify and extend others’ ideas. They express their opinions on topics of interest, providing some supporting evidence for their points of view. They discuss how to interact appropriately with audiences in the classroom and other familiar contexts.
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SUGGESTED RESOURCES FOR THIS UNITFictionLucy’s Cat and the Rainbow Birds by Anthony Hill (H) Tick-tock Tick-tock, What’s Up Croc, by Kim Michelle Toft (T)Library Lion by Michelle Knudsden (K)
Non fictionSelected easy-reading non-fiction texts about cats, and dangerous creatures including reptiles and insects. When selecting texts for this project choose ones with pictures that provide the information the children are looking for. Queenie: One Elephant’s Story by Corinne Fenton (F) Cats by June Love, Macmillan Young Library 2003(636LOV) Cats and Dogs by Amanda O’Neill, Kingfisher, 2001 p54-55 (636 ONE)Dangerous Animals by Dr John Seidensticker & Dr Susan Lumpkin, Weldon Owen, 1995 (591 SEI)Macmillan Library Dangerous Creatures Series by Helen Bateman and Jayne Denshire, 2005
Grasslands Oceans Tropical Rainforests Forests and Woodlands Deserts
Australia’s Deadly and Dangerous Animals by Michael Cermak, Steve Parish Kids series 2008 (591 PAR)Take Care! Poisonous Australian Animals, by Dr Straun Sutherland and Susie Kennewell, Hyland House, 1999 (591 SUT)Dangerous Animals by Ron Thomas and Jan Sutchbury, Macmillan Beginners Science, 1990 (591 THO)Amazing Poisonous Animals by Alexandra Parsons, Amazing Worlds, RD Press, 1990 (591 PAR)Animal Opposites Series by Mark Carwardine, Wayland Publishing, 1990 (591 CAR)
Quick and Slow, Daytime and Night-time, Sleepy and Busy, Big and Small, Prickly and Soft, Noisy and Quiet
The Truth about Dangerous Sea Creatures by Mary M Cerullo (Casey-Cardinia library (591.77CER)Teacher-made project research sheets and project sheets.Teacher-made Personal Learning Journals.Audio Visual: DVD: Australia’s Deadliest Creatures (Travel Oz), 15 mins)
PowerPoint with supplementary information about animals for which there is insufficient information in the available books. The Scary animals PPT can be downloaded from http://lisahillschoolstuff.wikispaces.com and adapted to suit student needs.
