OneSchoolUnit Plan
Name: Unit 4 - English Year Prep (V8)Duration: 8 Weeks
Year Level: Year Prep
Applicable LearningAreas/Subjects: English
Unit Plan
Responding to textIn this unit, students will have multiple opportunities to read, examine and respond to literature and explore text structure and organisation. Students will create a short imaginative multimodal text that includes illustrations. They engage in multiple opportunities to learn about language, literature and literacy within the five contexts of learning - focused teaching and learning, play, real- life situations, investigations, and routines and transitions.
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
Throughout this unit, students will require ready access to ICT at a whole-class, small-group and individual level. Such ICT include spreadsheet software, graphing software, graphic calculators or mobile device apps. Note: A mobile device is a portable computing device, typically having a display screen with touch input or a miniature keyboard. Ensure that the use of ICT in the classroom, including mobile devices, complies with DET policy requirements - Advice for State Schools on Acceptable Use of ICT Facilities and Devices http://ppr.det.qld.gov.au/corp/ict/management/Procedure Attachments/Information Communication and Technology/advice.DOCX.
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 1 of 52
Unit Plan Plan Name: Unit 4 - English Year Prep (V8)
Year: PYLearning Areas/Subjects: English
Duration: 8 Weeks
Assessment
Assessment Task Summary Type Learning Areas Status Date
Reading and comprehending (Yr PY)Students read aloud and respond orally to comprehension questions.
Short answer questions
English Unscheduled
Writing and creating a response to a story (Yr PY)Students write a letter to a main character from a familiar story and create a supporting image or illustration.
Imaginative response - written
English Unscheduled
Document Table of Contents
Curriculum Australian Curriculum Considerations
Teaching SequenceTeaching Sequence Summary
Learn about stories Explore stories Understand stories Explore characters in stories Write a letter Publish a book Present and reflect
Resources Attachments Plan Resource Bank
Assessment Imaginative response - written - Writing
and creating a response to a story (Yr PY)
Short answer questions - Reading and comprehending (Yr PY)
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 2 of 52
Unit Plan Plan Name: Unit 4 - English Year Prep (V8)
Year: PYLearning Areas/Subjects: English
Duration: 8 Weeks
Australian Curriculum
English- Foundation Year
Foundation Year Achievement StandardReceptive modes (listening, reading and viewing)By the end of the Foundation year, students use predicting and questioning strategies to make meaning from texts. They recall one or two events from texts with familiar topics. They understand that there are different types of texts and that these can have similar characteristics. They identify connections between texts and their personal experience.
They read short, decodable and predictable texts with familiar vocabulary and supportive images, drawing on their developing knowledge of concepts of print, sounds and letters and decoding and self-monitoring strategies. They recognise the letters of the English alphabet, in upper and lower case and know and use the most common sounds represented by most letters. They read high-frequency words and blend sounds orally to read consonant-vowel-consonant words. They use appropriate interaction skills to listen and respond to others in a familiar environment. They listen for rhyme, letter patterns and sounds in words.
Productive modes (speaking, writing and creating)Students understand that their texts can reflect their own experiences. They identify and describe likes and dislikes about familiar texts, objects, characters and events.
In informal group and whole class settings, students communicate clearly. They retell events and experiences with peers and known adults. They identify and use rhyme, and orally blend and segment sounds in words. When writing, students use familiar words and phrases and images to convey ideas. Their writing shows evidence of letter and sound knowledge, beginning writing behaviours and experimentation with capital letters and full stops. They correctly form known upper- and lower-case letters.
Content Descriptions
Language Literacy Literature
Expressing and developing ideas
Explore the different contribution of words and images to meaning in stories and informative texts (ACELA1786)
Recognise that sentences are key units for expressing ideas (ACELA1435)
Recognise that texts are made up of words and groups of words that make meaning (ACELA1434)
Understand the use of vocabulary in familiar contexts related to everyday experiences, personal interests and topics taught at school (ACELA1437)
Interacting with others
Deliver short oral presentations to peers (ACELY1647)
Listen to and respond orally to texts and to the communication of others in informal and structured classroom situations (ACELY1646)
Use interaction skills including listening while others speak, using appropriate voice levels, articulation and body language, gestures and eye contact (ACELY1784)
Creating texts
Create short texts to explore, record and report
Creating literature
Innovate on familiar texts through play (ACELT1831)
Retell familiar literary texts through performance, use of illustrations and images (ACELT1580)
Responding to literature
Share feelings and thoughts about the events and characters in texts (ACELT1783)
Literature and context
Recognise that texts are created by authors
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 3 of 52
Unit Plan Plan Name: Unit 4 - English Year Prep (V8)
Year: PYLearning Areas/Subjects: English
Duration: 8 Weeks
Text structure and organisation
Understand concepts about print and screen, including how books, film and simple digital texts work, and know some features of print, for example directionality (ACELA1433)
Understand that punctuation is a feature of written text different from letters; recognise how capital letters are used for names, and that capital letters and full stops signal the beginning and end of sentences (ACELA1432)
Understand that texts can take many forms, can be very short (for example an exit sign) or quite long (for example an information book or a film) and that stories and informative texts have different purposes (ACELA1430)
Language for interaction
Understand that language can be used to explore ways of expressing needs, likes and dislikes (ACELA1429)
Phonics and word knowledge
Know how to read and write some high-frequency words and other familiar words (ACELA1817)
Recognise and generate rhyming words, alliteration patterns, syllables and sounds (phonemes) in spoken words (ACELA1439)
Recognise and name all upper and lower case letters (graphemes) and know the most common sound that each letter represents (ACELA1440)
Segment sentences into individual words and orally blend and segment onset and rime in single syllable spoken words, and isolate, blend and manipulate phonemes in single syllable words (ACELA1819)
Understand how to use knowledge of letters and sounds including onset and rime to spell words
ideas and events using familiar words and beginning writing knowledge (ACELY1651)
Participate in shared editing of students' own texts for meaning, spelling, capital letters and full stops (ACELY1652)
Produce some lower case and upper case letters using learned letter formations (ACELY1653)
Interpreting, analysing, evaluating
Identify some differences between imaginative and informative texts (ACELY1648)
Read decodable and predictable texts, practising phrasing and fluency, and monitor meaning using concepts about print and emerging contextual, semantic, grammatical and phonic knowledge (ACELY1649)
Use comprehension strategies to understand and discuss texts listened to, viewed or read independently (ACELY1650)
who tell stories and share experiences that may be similar or different to students' own experiences (ACELT1575)
Examining literature
Identify some features of texts including events and characters and retell events from a text (ACELT1578)
Recognise some different types of literary texts and identify some characteristic features of literary texts, for example beginnings and endings of traditional texts and rhyme in poetry (ACELT1785)
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 4 of 52
Unit Plan Plan Name: Unit 4 - English Year Prep (V8)
Year: PYLearning Areas/Subjects: English
Duration: 8 Weeks
(ACELA1438) Understand that words are units of meaning and
can be made of more than one meaningful part (ACELA1818)
Write consonant-vowel-consonant (CVC) words by representing some sounds with the appropriate letters, and blend sounds associated with letters when reading CVC words (ACELA1820)
Language variation and change
Understand that English is one of many languages spoken in Australia and that different languages may be spoken by family, classmates and community (ACELA1426)
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 5 of 52
Unit Plan Plan Name: Unit 4 - English Year Prep (V8)
Year: PYLearning Areas/Subjects: English
Duration: 8 Weeks
Curriculum Priorities - Pedagogy
Considerations
Prior and future curriculumRelevant prior curriculumThis unit acknowledges the diversity of prior school learning, capabilities, knowledge and interests. Each student's ideas and prior knowledge are used to develop challenging and connected learning opportunities to accommodate the needs of all students. This unit builds on the teaching and learning from Year Prep Unit 1: Enjoying our new world, Unit 2: Enjoying and retelling stories and Unit 3: Interacting with others.Curriculum working towardsThe teaching and learning in this unit work towards:
Recognise that different types of punctuation, including full stops, question marks and exclamation marks, signal sentences that make statements, ask questions, express emotion or give commands (ACELA1449)
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 (ACELA1450)
Identify the parts of a simple sentence that represent 'What's happening?', 'What state is being described?', 'Who or what is involved?' and the surrounding circumstances (ACELA1451)
Compare different kinds of images in narrative and informative texts and discuss how they contribute to meaning (ACELA1453) Segment consonant blends or clusters into separate phonemes at the beginnings and ends of one syllable words (ACELA1822) Manipulate phonemes in spoken words by addition, deletion and substitution of initial, medial and final phonemes to generate new words (ACELA1457) Understand how to spell one and two syllable words with common letter patterns (ACELA1778) Use visual memory to read and write high-frequency words (ACELA1821) Express preferences for specific texts and authors and listen to the opinions of others (ACELT1583) Discuss features of plot, character and setting in different types of literature and explore some features of characters in different texts (ACELT1584) Recreate texts imaginatively using drawing, writing, performance and digital forms of communication (ACELT1586) Read decodable and predictable texts using developing phrasing, fluency, contextual, semantic, grammatical and phonic knowledge and emerging text processing strategies, for
example prediction, monitoring meaning and re-reading (ACELY1659) 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 (ACELY1660) Create 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 diagrams (ACELY1661) Re-read student's own texts and discuss possible changes to improve meaning, spelling and punctuation (ACELY1662) Write using unjoined lower case and upper case letters (ACELY1663)
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 6 of 52
Unit Plan Plan Name: Unit 4 - English Year Prep (V8)
Year: PYLearning Areas/Subjects: English
Duration: 8 Weeks
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
Numeracy Recognising and using patterns and relationships Using spatial reasoning
Information and communication technology (ICT) capability Applying social and ethical protocols and practices when using ICT Investigating with ICT Creating with ICT Managing and operating 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 and the Learning area specific advice.
Cross-curriculum priorities
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 7 of 52
Unit Plan Plan Name: Unit 4 - English Year Prep (V8)
Year: PYLearning Areas/Subjects: English
Duration: 8 Weeks
Aboriginal 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.Asia and Australia's engagement with AsiaStudents will learn about and recognise the diversity within and between the countries of the Asia region. They will develop knowledge and understanding of Asian societies, cultures, beliefs and environments, and the connections between the peoples of Asia, Australia, and the rest of the world. Students will develop skills to communicate and engage with the peoples of Asia so they can effectively live, work and learn in the region.For further information, refer to Asia and Australia's engagement with Asia in the Australian Curriculum and the Learning area statements.
Assessing student learningAssessment name: Reading and comprehendingAssessment description: Students read aloud and respond orally to comprehension questions.Assessment name: Writing and creating a response to a storyAssessment description: Students write a letter to a main character from a familiar story and create a supporting image or illustration.In this unit, assessment of student learning aligns to the following aspects of the achievement standard.By the end of the Foundation year, students use predicting and questioning strategies to make meaning from texts. They recall one or two events from texts with familiar topics. They understand that there are different types of texts and that these can have similar characteristics. They identify connections between texts and their personal experience.They read short, decodable and predictable texts with familiar vocabulary and supportive images, drawing on their developing knowledge of concepts of print, sounds and letters and decoding and self-monitoring strategies. They recognise the letters of the English alphabet, in upper and lower case and know and use the most common sounds represented by most letters. They read high-frequency words and blend sounds orally to read consonant-vowel-consonant words. They use appropriate interaction skills to listen and respond to others in a familiar environment. They listen for rhyme, letter patterns and sounds in words.Students understand that their texts can reflect their own experiences. They identify and describe likes and dislikes about familiar texts, objects, characters and events.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, consultations and samples of student work. For example:
observing students' learning demonstrations in small-group activities using personalised checklists with anecdotal records collecting artefacts that students produce that demonstrate capabilities collecting images (photographs) and recordings (audio, video) of learning and development activating prior knowledge and making connections to own experience navigating text correctly reading with fluency and intonation working out unknown words re-reading and self-correcting making inferences and predicting story content
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 8 of 52
Unit Plan Plan Name: Unit 4 - English Year Prep (V8)
Year: PYLearning Areas/Subjects: English
Duration: 8 Weeks
recognising and understanding story sequence retelling events by writing one or more simple sentences connecting writing to illustrations or images using beginning concepts about print using sound-letter and word knowledge, and punctuation to write one or more simple sentences producing some upper-case and lower-case letters.
FeedbackFeedback may relate to reading, writing and speaking. In this unit this may include:
comprehending, understanding and making personal connections to the stories explaining and inferring about characters and events in imaginative texts navigating a text attempting to read fluently and using intonation attempting to work out unknown words and self-correcting recognising and using beginning sound and letter knowledge understanding writing conventions when writing simple sentences.
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 9 of 52
Unit Plan Plan Name: Unit 4 - English Year Prep (V8)
Year: PYLearning Areas/Subjects: English
Duration: 8 Weeks
Teaching Sequence
Curriculum Plan Topics
Duration Topic
4 Lessons Learn about stories Lesson 1: Sharing a story Lesson 2: Navigating the book correctly Lesson 3: Exploring fluency in reading Lesson 4: Reading a mystery letter
4 Lessons Explore stories Lesson 5: Reading fluently Lesson 6: Exploring reading for meaning Lesson 7: Reading for language structure Lesson 8: Receiving another mystery letter
8 Lessons Understand stories Lesson 9: Exploring repeating patterns in an imaginative text Lesson 10: Exploring sentence parts Lesson 11: Exploring purpose and audience Lesson 12: Examining story characters Lesson 13: Sharing a story Lesson 14: Exploring vocabulary Lesson 15: Exploring friendship in cultural literature Lesson 16: Exploring words, pictures and meaning in cultural literature
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 10 of 52
Unit Plan Plan Name: Unit 4 - English Year Prep (V8)
Year: PYLearning Areas/Subjects: English
Duration: 8 Weeks
4 Lessons Explore characters in stories Lesson 17: Writing about experiences Lesson 18: Identifying character feelings Lesson 19: Identifying friendships Lesson 20: Responding as story characters
4 Lessons Write a letter Lessons 21-22: Creating words and images Lessons 23-24: Conferencing writing
4 Lessons Publish a book Lessons 25-26: Exploring the features of a book Lessons 27-28: Writing, editing and publishing a story
7 Lessons Present and reflect Lessons 29-30: Preparing for the celebration Lessons 31-32: Continue preparations Lessons 33-34: Celebrating Lesson 35: Reflecting on learning
35 Lessons Total Unit
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 11 of 52
Unit Plan Plan Name: Unit 4 - English Year Prep (V8)
Year: PYLearning Areas/Subjects: English
Duration: 8 Weeks
Teaching Sequence
Topic Learn about stories Topic Duration 4 Lessons
Overview Throughout this lesson series, students will listen to and engage with imaginative texts with a focus on the features of narratives, including the beginning, problem and solution to a story. They will investigate how characters solve problems in a story and explore the different contribution made by words and images to the meaning in stories. Students will discuss and answer comprehension questions by activating and using prior knowledge.
Lessons Teaching and Learning Sequence Resources
Lesson 1
Sharing a story
Lesson objectivesStudents will:
Understand how to comprehend a story by activating and using prior knowledge.
Understand that the beginning of a story is a feature of narratives.Evidence of learningCan the student:
Comprehend and respond to a story? Discuss the beginning of a story?
Example learning sequence Review understanding of stories Review understanding of reading Review predicting strategies Share a story and observe modelled predicting strategies Explore the beginning of the story Review letters and sounds Develop a bank of high-frequency words Record learning Develop, progress and consolidate English through the contexts
for learningEarly literacy skillsReading and handwritingDuring the 'Contexts for learning' time, participate in a reading group and practise handwriting skills.
Resources Text - Walker, A 2010, I don't believe in dragons, Scholastic, Gosford Create a classroom display 'Being the best reader I can be', with subtitles 'Getting
ready to read', 'Understanding stories' and 'Story beginnings'. Create a word wall for recording high-frequency words found in literature and other
written texts. Supporting learning resource - Focused reading and handwriting: Learn about
stories Supporting learning resource - Teacher tips: Learn about stories Supporting learning resource - Unit 4 Contexts for learning 1: English Supporting learning resource - Understanding stories Supporting learning resource - Being the best reader I can be Supporting learning resource - Year Prep Monitoring tool for reading: Semester 2 Supporting learning resource - Reading checklist: Year Prep Spelling - Year Prep Spelling overview
Helpful information Supporting learning resource - Introduction to the unit: Responding to text
https://learningplace.eq.edu.au/cx/resources/items/4b7e1d5f-741d-4427-999a-be95e746aa29/0/Eng_Prep_U4_SLR_UnitIntro.docx
Supporting learning resource - Year Prep Monitoring tool for writing: Semester 2 https://learningplace.eq.edu.au/cx/resources/items/9cbe33ce-56a8-431b-ab56-7a0ac4ad89b7/0/Eng_Prep_U4_SLR_MonitoringToolWriting.docx
Website - Contemporary practice resource: English https://learningplace.eq.edu.au/cx/resources/items/3cf69097-9ee7-076c-3460-9ca7190f1f5d/0/index.html
Text - Hill, S 2012, Developing early literacy: Assessment and teaching (2nd ed.), Eleanor Curtain Publishing, South Yarra
Supporting learning resource - Developing early literacy. Chapter 7: Reading development https://learningplace.eq.edu.au/cx/resources/items/a0541bfa-1641-c660-4a71-548d1fe8468d/0/Eng_Y01_U1_SLR_ReadingDevelopment.pdf
Learning object - Rex does tricks https://learningplace.eq.edu.au/cx/resources/items/f7db9297-cde1-92d4-c410-c7645e106a8e/0/ViewIMS.jsp
Supporting learning resource - English metalanguage: Years P-2 https://learningplace.eq.edu.au/cx/resources/items/332aaccf-9152-1256-2b9f-
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 12 of 52
Unit Plan Plan Name: Unit 4 - English Year Prep (V8)
Year: PYLearning Areas/Subjects: English
Duration: 8 Weeks
Teaching Sequence
Topic Learn about stories Topic Duration 4 Lessons
Overview Throughout this lesson series, students will listen to and engage with imaginative texts with a focus on the features of narratives, including the beginning, problem and solution to a story. They will investigate how characters solve problems in a story and explore the different contribution made by words and images to the meaning in stories. Students will discuss and answer comprehension questions by activating and using prior knowledge.
Lessons Teaching and Learning Sequence Resources3f456bd29f88/0/Eng_SLR_YP-Y02_Metalanguage.docx
Supporting learning resource - Yarning circles https://learningplace.eq.edu.au/cx/resources/items/6af7563c-70cd-4f7f-32a1-ae6ec0aed6bc/0/C2C_EATSIPS_YarningCircles.pdf
Supporting learning resource - Aboriginal & Torres Strait Islander histories and cultures suggested alternative resources https://learningplace.eq.edu.au/cx/resources/items/78d586e7-4f56-4922-8f6d-0e2d9de642c8/0/Eng_Prep_U4_SLR_SuggAltResources.docx
Supporting learning resource - C2C: Aboriginal peoples & Torres Strait Islander peoples Cross Curriculum Priority support https://oneportal.deta.qld.gov.au/EducationDelivery/Stateschooling/schoolcurriculum/Curriculumintotheclassroom/Pages/C2CAandTSICCPSupport.aspx
Attachments Lesson plan
Lesson 2
Navigating the book correctly
Lesson objectivesStudents will:
Understand that reading requires the consistent application of the rules of directionality.
Understand that word order in a sentence is important for meaning.
Evidence of learningCan the student:
Identify the correct reading sequence for a text? Reconstruct a sentence to make meaning?
Example learning sequence Observe modelled reading in the right direction Explore the problem in the story Observe modelled writing with correct word order Review letters and sounds Develop a bank of high-frequency words Record learning Develop, progress and consolidate English through the contexts
Resources Text - Walker, A 2010, I don't believe in dragons, Scholastic, Gosford Supporting learning resource - Alphabet chart Sheet - Wall chart Supporting learning resource - Focused reading and handwriting: Learn
about stories Supporting learning resource - Teacher tips: Learn about stories Supporting learning resource - Unit 4 Contexts for learning 1: English Supporting learning resource - Understanding stories Supporting learning resource - Being the best reader I can be Supporting learning resource - Year Prep Monitoring tool for writing: Semester 2 Supporting learning resource - Year Prep Monitoring tool for reading: Semester 2 Supporting learning resource - Reading checklist: Year Prep
Helpful information Learning object - Rex does tricks
https://learningplace.eq.edu.au/cx/resources/items/f7db9297-cde1-92d4-c410-c7645e106a8e/0/ViewIMS.jsp
Supporting learning resource - English metalanguage: Years P-2 https://learningplace.eq.edu.au/cx/resources/items/332aaccf-9152-1256-2b9f-
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 13 of 52
Unit Plan Plan Name: Unit 4 - English Year Prep (V8)
Year: PYLearning Areas/Subjects: English
Duration: 8 Weeks
Teaching Sequence
Topic Learn about stories Topic Duration 4 Lessons
Overview Throughout this lesson series, students will listen to and engage with imaginative texts with a focus on the features of narratives, including the beginning, problem and solution to a story. They will investigate how characters solve problems in a story and explore the different contribution made by words and images to the meaning in stories. Students will discuss and answer comprehension questions by activating and using prior knowledge.
Lessons Teaching and Learning Sequence Resourcesfor learning
Early literacy skillsReading and handwritingDuring the 'Contexts for learning' time, participate in a reading group and practise handwriting skills.
3f456bd29f88/0/Eng_SLR_YP-Y02_Metalanguage.docx
Attachments Lesson plan
Lesson 3
Exploring fluency in reading
Lesson objectivesStudents will:
Understand one-to-one correspondence when reading. Understand that joining words together when reading adds
meaning.Evidence of learningCan the student:
Match one spoken word with a written word when reading? Join words together when reading?
Example learning sequence Model matching spoken words to written words Observe a modelled fluent reading Read and respond to an imaginative text Observe the creation of a response to an imaginative text Explore the repeating pattern of the story Review letters and sounds Develop a bank of high-frequency words Record learning Develop, progress and consolidate English through the contexts
for learningEarly literacy skillsReading and handwritingDuring the 'Contexts for learning' time, participate in a reading group and practise handwriting skills.
Resources Text - Walker, A 2010, I don't believe in dragons, Scholastic, Gosford Supporting learning resource - Focused reading and handwriting: Learn about
stories Supporting learning resource - Teacher tips: Learn about stories Supporting learning resource - Unit 4 Contexts for learning 1: English Supporting learning resource - Understanding stories Supporting learning resource - Being the best reader I can be Supporting learning resource - Year Prep Monitoring tool for writing: Semester 2 Supporting learning resource - Year Prep Monitoring tool for reading: Semester 2 Supporting learning resource - Reading checklist: Year Prep
Helpful information Learning object - Rex does tricks
https://learningplace.eq.edu.au/cx/resources/items/f7db9297-cde1-92d4-c410-c7645e106a8e/0/ViewIMS.jsp
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 Lesson objectives Resources
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 14 of 52
Unit Plan Plan Name: Unit 4 - English Year Prep (V8)
Year: PYLearning Areas/Subjects: English
Duration: 8 Weeks
Teaching Sequence
Topic Learn about stories Topic Duration 4 Lessons
Overview Throughout this lesson series, students will listen to and engage with imaginative texts with a focus on the features of narratives, including the beginning, problem and solution to a story. They will investigate how characters solve problems in a story and explore the different contribution made by words and images to the meaning in stories. Students will discuss and answer comprehension questions by activating and using prior knowledge.
Lessons Teaching and Learning Sequence Resources
Reading a mystery letter
Students will: Understand that a narrative has a solution to a problem. Understand the different contribution of words and images to the
meaning in stories.Evidence of learningCan the student:
Identify the solution to a problem in a narrative? Explain the contribution of both words and pictures to the meaning
in stories?Example learning sequence
Review characteristic features of a story Explore the solution to a story Read and respond to a mystery letter Write a response to the imaginative text Share letters with the class Review letters and sounds Develop a bank of high-frequency words Record learning Develop, progress and consolidate English through the contexts
for learningEarly literacy skillsReading and handwritingDuring the 'Contexts for learning' time, participate in a reading group and practise handwriting skills.
Text - Walker, A 2010, I don't believe in dragons, Scholastic, Gosford Sheet - Letter 1 Supporting learning resource - Focused reading and handwriting: Learn about
stories Supporting learning resource - Teacher tips: Learn about stories Supporting learning resource - Unit 4 Contexts for learning 1: English Supporting learning resource - Understanding stories Supporting learning resource - Being the best reader I can be Supporting learning resource - Year Prep Monitoring tool for writing: Semester 2 Supporting learning resource - Year Prep Monitoring tool for reading: Semester 2 Supporting learning resource - Reading checklist: Year Prep
Helpful information Learning object - Rex does tricks
https://learningplace.eq.edu.au/cx/resources/items/f7db9297-cde1-92d4-c410-c7645e106a8e/0/ViewIMS.jsp
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
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 15 of 52
Unit Plan Plan Name: Unit 4 - English Year Prep (V8)
Year: PYLearning Areas/Subjects: English
Duration: 8 Weeks
Teaching Sequence
Topic Explore stories Topic Duration 4 Lessons
Overview Throughout this lesson series, students will listen to and engage with imaginative texts with a focus on the features of narratives and comprehending a story by activating and using prior knowledge. They focus on phrasing and fluency while reading predicable texts and employing self-correcting strategies.
Lessons Teaching and Learning Sequence Resources
Lesson 5
Reading fluently
Lesson objectivesStudents will:
Understand that story beginnings are a feature of narratives. Understand the effect of punctuation on phrasing and fluency.
Evidence of learningCan the student:
Discuss characters and setting of a story? Respond to punctuation with their voice when reading?
Example learning sequence Get ready to read Observe using punctuation to change reading voice Explore the beginning of the story Review letters and sounds Develop a bank of high-frequency words Record learning Develop, progress and consolidate English through the contexts
for learningEarly literacy skillsReading and handwritingDuring the 'Contexts for learning' time, participate in a reading group and practise handwriting skills.
Resources Text - Shanahan, L & Guthridge, B 2003, My mum Tarzan, Hodder Headline
Australia, Sydney Supporting learning resource - Focused reading and handwriting: Explore stories Supporting learning resource - Teacher tips: Explore stories Supporting learning resource - Unit 4 Contexts for learning 1: English Supporting learning resource - Understanding stories Supporting learning resource - Being the best reader I can be Spelling - Year Prep Spelling overview Supporting learning resource - Year Prep Monitoring tool for writing: Semester 2 Supporting learning resource - Year Prep Monitoring tool for reading: Semester 2 Supporting learning resource - Reading checklist: Year Prep
Helpful information Text - Hill, S 2012, Developing early literacy: Assessment and teaching (2nd ed.),
Eleanor Curtain Publishing, South Yarra Supporting learning resource - Developing early literacy. Chapter 7: Reading
development https://learningplace.eq.edu.au/cx/resources/items/a0541bfa-1641-c660-4a71-548d1fe8468d/1/Eng_Y01_U1_SLR_ReadingDevelopment.pdf
Learning object - Jan's puppet https://learningplace.eq.edu.au/cx/resources/items/a919141f-04a8-8dd1-ec4d-4bf24549cf7c/0/ViewIMS.jsp
Attachments Lesson plan
Lesson 6
Exploring reading for meaning
Lesson objectivesStudents will:
Understand that narratives show how characters deal with issues or problems.
Understand how to monitor reading for meaning.Evidence of learningCan the student:
Share and respond to a story?
Resources Text - Shanahan, L & Guthridge, B 2003, My mum Tarzan, Hodder Headline
Australia, Sydney Supporting learning resource - Focused reading and handwriting: Explore stories Supporting learning resource - Teacher tips: Explore stories Supporting learning resource - Unit 4 Contexts for learning 1: English Supporting learning resource - Being the best reader I can be Supporting learning resource - Year Prep Monitoring tool for writing: Semester 2 Supporting learning resource - Year Prep Monitoring tool for reading: Semester 2
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 16 of 52
Unit Plan Plan Name: Unit 4 - English Year Prep (V8)
Year: PYLearning Areas/Subjects: English
Duration: 8 Weeks
Teaching Sequence
Topic Explore stories Topic Duration 4 Lessons
Overview Throughout this lesson series, students will listen to and engage with imaginative texts with a focus on the features of narratives and comprehending a story by activating and using prior knowledge. They focus on phrasing and fluency while reading predicable texts and employing self-correcting strategies.
Lessons Teaching and Learning Sequence Resources Correct reading mistakes when meaning is lost?
Example learning sequence Re-read an imaginative text Read for meaning Explore high-frequency words in books Explore the problem of the story Review letters and sounds Develop a bank of high-frequency words Record learning Develop, progress and consolidate English through the contexts
for learningEarly literacy skillsReading and handwritingDuring the 'Contexts for learning' time, participate in a reading group and practise handwriting skills.
Supporting learning resource - Reading checklist: Year PrepHelpful information
Learning object - Jan's puppet https://learningplace.eq.edu.au/cx/resources/items/a919141f-04a8-8dd1-ec4d-4bf24549cf7c/0/ViewIMS.jsp
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
Reading for language structure
Lesson objectivesStudents will:
Understand that repeating patterns are a feature of some narratives.
Understand how to monitor reading for meaning. Understand how to create short texts to record ideas.
Evidence of learningCan the student:
Identify the repeating patterns in the story? Self-correct when reading? Write a sentence about a character's actions?
Example learning sequence Read for language structure Re-read the book observing self-correction strategies Explore a repeating pattern in a story Write sentences about character's actions Share sentences
Resources Text - Shanahan, L & Guthridge, B 2003, My mum Tarzan, Hodder Headline
Australia, Sydney Supporting learning resource - Focused reading and handwriting: Explore stories Supporting learning resource - Teacher tips: Explore stories Supporting learning resource - Unit 4 Contexts for learning 1: English Supporting learning resource - Year Prep Monitoring tool for writing: Semester 2 Supporting learning resource - Year Prep Monitoring tool for reading: Semester 2 Supporting learning resource - Reading checklist: Year Prep
Helpful information Supporting learning resource - Understanding stories
https://learningplace.eq.edu.au/cx/resources/items/b6173cf7-dedf-43d8-ae1e-84a50763fd13/0/Eng_Prep_U4_SLR_UnderstandingStories.docx
Supporting learning resource - Being the best reader I can be https://learningplace.eq.edu.au/cx/resources/items/2c343330-e7d8-423a-8f4f-3c7bbd7084f4/0/Eng_Prep_U4_SLR_BeingBestReaderICanBe.docx
Learning object - Jan's puppet https://learningplace.eq.edu.au/cx/resources/items/a919141f-04a8-8dd1-ec4d-4bf24549cf7c/
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 17 of 52
Unit Plan Plan Name: Unit 4 - English Year Prep (V8)
Year: PYLearning Areas/Subjects: English
Duration: 8 Weeks
Teaching Sequence
Topic Explore stories Topic Duration 4 Lessons
Overview Throughout this lesson series, students will listen to and engage with imaginative texts with a focus on the features of narratives and comprehending a story by activating and using prior knowledge. They focus on phrasing and fluency while reading predicable texts and employing self-correcting strategies.
Lessons Teaching and Learning Sequence Resources Review letters and sounds Develop a bank of high-frequency sight words Record learning Develop, progress and consolidate English through the contexts
for learningEarly literacy skillsReading and handwritingDuring the 'Contexts for learning' time, participate in a reading group and practise handwriting skills.
0/ViewIMS.jsp 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 8
Receiving another mystery letter
Lesson objectivesStudents will:
Understand that a solution to a problem or issue is a feature of some narratives.
Understand how to create short texts to record ideas.Evidence of learningCan the student:
Identify the story solution? Write a sentence to respond to a question using beginning writing
knowledge?Example learning sequence
Read for visual accuracy Observe self-correction strategies Explore the solution to the story Re-read the first mystery letter Read and respond to a second mystery letter Write sentences about character's actions and share with peers Review letters and sounds Develop a bank of high-frequency sight words Record learning Develop, progress and consolidate English through the contexts
for learningEarly literacy skills
Resources Text - Shanahan, L & Guthridge, B 2003, My mum Tarzan, Hodder Headline
Australia, Sydney Sheet - Letter 1 Sheet - Letter 2 Supporting learning resource - Focused reading and handwriting: Explore stories Supporting learning resource - Teacher tips: Explore stories Supporting learning resource - Unit 4 Contexts for learning 1: English Supporting learning resource - Year Prep Monitoring tool for writing: Semester 2 Supporting learning resource - Year Prep Monitoring tool for reading: Semester 2 Supporting learning resource - Reading checklist: Year Prep
Helpful information Supporting learning resource - Understanding stories
https://learningplace.eq.edu.au/cx/resources/items/b6173cf7-dedf-43d8-ae1e-84a50763fd13/0/Eng_Prep_U4_SLR_UnderstandingStories.docx
Supporting learning resource - Being the best reader I can be https://learningplace.eq.edu.au/cx/resources/items/2c343330-e7d8-423a-8f4f-3c7bbd7084f4/0/Eng_Prep_U4_SLR_BeingBestReaderICanBe.docx
Learning object - Jan's puppet https://learningplace.eq.edu.au/cx/resources/items/a919141f-04a8-8dd1-ec4d-4bf24549cf7c/0/ViewIMS.jsp
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
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 18 of 52
Unit Plan Plan Name: Unit 4 - English Year Prep (V8)
Year: PYLearning Areas/Subjects: English
Duration: 8 Weeks
Teaching Sequence
Topic Explore stories Topic Duration 4 Lessons
Overview Throughout this lesson series, students will listen to and engage with imaginative texts with a focus on the features of narratives and comprehending a story by activating and using prior knowledge. They focus on phrasing and fluency while reading predicable texts and employing self-correcting strategies.
Lessons Teaching and Learning Sequence Resources
Reading and handwritingDuring the 'Contexts for learning' time, participate in a reading group and practise handwriting skills.
Attachments Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 19 of 52
Unit Plan Plan Name: Unit 4 - English Year Prep (V8)
Year: PYLearning Areas/Subjects: English
Duration: 8 Weeks
Teaching Sequence
Topic Understand stories Topic Duration 8 Lessons
Overview Throughout this lesson series, students will explore how to discuss and use descriptive vocabulary found in texts. They will examine how to construct words using known letter formations and that words can be broken into two separate parts (onset and rime). Students will examine the differences between informative and imaginative texts and create short texts to record ideas and events using familiar words and phrases. They will explore how families, classmates and communities use different words that reflect their particular circumstances. They will investigate how cultural difference is represented in the community.
Lessons Teaching and Learning Sequence Resources
Lesson 9
Exploring repeating patterns in an imaginative text
Lesson objectivesStudents will:
Understand how to discuss and use descriptive vocabulary found in texts.
Understand how to construct words using known letter formations.Evidence of learningCan the student:
Write descriptive words to talk about creatures and objects?Example learning sequence
Review predicting strategies Observe a modelling of the rules of directionality Review story beginnings Explore repeated sentences and descriptive words Make personal connections Review letters and sounds Develop a bank of high-frequency sight words Record learning Develop, progress and consolidate English through the contexts
for learningEarly literacy skillsReading and handwritingDuring the 'Contexts for learning' time, participate in a reading group and practise handwriting skills.
Resources Text - Morgan, S, Kwaymullina, E & Ottley, M 2003, Me and my dad, Little Hare
Books, Prahran Supporting learning resource - Focused reading and handwriting: Understand
stories Supporting learning resource - Teacher tips: Understand stories Supporting learning resource - Unit 4 Contexts for learning 1: English Spelling - Year Prep Spelling overview Supporting learning resource - Year Prep Monitoring tool for writing: Semester 2 Supporting learning resource - Year Prep Monitoring tool for reading: Semester 2 Supporting learning resource - Reading checklist: Year Prep
Helpful information Text - Hill, S 2012, Developing early literacy: Assessment and teaching (2nd ed.),
Eleanor Curtain Publishing, South Yarra Supporting learning resource - Developing early literacy. Chapter 7: Reading
development https://learningplace.eq.edu.au/cx/resources/items/a0541bfa-1641-c660-4a71-548d1fe8468d/1/Eng_Y01_U1_SLR_ReadingDevelopment.pdf
Supporting learning resource - Understanding stories https://learningplace.eq.edu.au/cx/resources/items/b6173cf7-dedf-43d8-ae1e-84a50763fd13/0/Eng_Prep_U4_SLR_UnderstandingStories.doc
Supporting learning resource - Being the best reader I can be https://learningplace.eq.edu.au/cx/resources/items/2c343330-e7d8-423a-8f4f-3c7bbd7084f4/0/Eng_Prep_U4_SLR_BeingBestReaderICanBe.doc
Learning object - Storytime: Birthday buzz https://learningplace.eq.edu.au/cx/resources/items/3d1d4d48-e6ab-3c98-09a5-73d9019d4d37/0/viewIMS.jsp
Learning object - The dizzy bee https://learningplace.eq.edu.au/cx/resources/items/f0d729eb-7f9a-2cf6-919b-1f518e36f8b3/0/ViewIMS.jsp
Supporting learning resource - Yarning circles https://learningplace.eq.edu.au/cx/resources/items/6af7563c-70cd-4f7f-32a1-ae6ec0aed6bc/0/C2C_EATSIPS_YarningCircles.pdf
Supporting learning resource - C2C: Aboriginal peoples & Torres Strait Islander peoples Cross Curriculum Priority support
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 20 of 52
Unit Plan Plan Name: Unit 4 - English Year Prep (V8)
Year: PYLearning Areas/Subjects: English
Duration: 8 Weeks
Teaching Sequence
Topic Understand stories Topic Duration 8 Lessons
Overview Throughout this lesson series, students will explore how to discuss and use descriptive vocabulary found in texts. They will examine how to construct words using known letter formations and that words can be broken into two separate parts (onset and rime). Students will examine the differences between informative and imaginative texts and create short texts to record ideas and events using familiar words and phrases. They will explore how families, classmates and communities use different words that reflect their particular circumstances. They will investigate how cultural difference is represented in the community.
Lessons Teaching and Learning Sequence Resourceshttps://oneportal.deta.qld.gov.au/EducationDelivery/Stateschooling/schoolcurriculum/Curriculumintotheclassroom/Pages/C2CAandTSICCPSupport.aspx
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
Exploring sentence parts
Lesson objectivesStudents will:
Understand that sentences are made up of parts that tell different information.
Understand that sentences can be improved through editing.Evidence of learningCan the student:
Find the information in different parts of a sentence? Edit sentences to improve meaning?
Example learning sequence Discuss the images in a story Explore high-frequency words in a book Work with unfamiliar words Explore parts of a sentence Edit writing Review letters and sounds Record learning Develop, progress and consolidate English through the contexts
for learningEarly literacy skillsReading and handwritingDuring the 'Contexts for learning' time, participate in a reading group and
Resources Text - Morgan, S, Kwaymullina, E & Ottley, M 2003, Me and my dad, Little Hare
Books, Prahran Supporting learning resource - Focused reading and handwriting: Understand
stories Supporting learning resource - Teacher tips: Understand stories Supporting learning resource - Unit 4 Contexts for learning 1: English Supporting learning resource - Year Prep Monitoring tool for writing: Semester 2 Supporting learning resource - Year Prep Monitoring tool for reading: Semester 2 Supporting learning resource - Reading checklist: Year Prep
Helpful information Supporting learning resource - Understanding stories
https://learningplace.eq.edu.au/cx/resources/items/b6173cf7-dedf-43d8-ae1e-84a50763fd13/0/Eng_Prep_U4_SLR_UnderstandingStories.docx
Supporting learning resource - Being the best reader I can be https://learningplace.eq.edu.au/cx/resources/items/2c343330-e7d8-423a-8f4f-3c7bbd7084f4/0/Eng_Prep_U4_SLR_BeingBestReaderICanBe.docx
Learning object - Storytime: Birthday buzz https://learningplace.eq.edu.au/cx/resources/items/3d1d4d48-e6ab-3c98-09a5-73d9019d4d37/0/viewIMS.jsp
Learning object - The dizzy bee https://learningplace.eq.edu.au/cx/resources/items/f0d729eb-7f9a-2cf6-919b-1f518e36f8b3/0/ViewIMS.jsp
Supporting learning resource - Yarning circles https://learningplace.eq.edu.au/cx/resources/items/6af7563c-70cd-4f7f-32a1-ae6ec0aed6bc/
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 21 of 52
Unit Plan Plan Name: Unit 4 - English Year Prep (V8)
Year: PYLearning Areas/Subjects: English
Duration: 8 Weeks
Teaching Sequence
Topic Understand stories Topic Duration 8 Lessons
Overview Throughout this lesson series, students will explore how to discuss and use descriptive vocabulary found in texts. They will examine how to construct words using known letter formations and that words can be broken into two separate parts (onset and rime). Students will examine the differences between informative and imaginative texts and create short texts to record ideas and events using familiar words and phrases. They will explore how families, classmates and communities use different words that reflect their particular circumstances. They will investigate how cultural difference is represented in the community.
Lessons Teaching and Learning Sequence Resources
practise handwriting skills. 0/C2C_EATSIPS_YarningCircles.pdf Supporting learning resource - C2C: Aboriginal peoples & Torres Strait Islander
peoples Cross Curriculum Priority support https://oneportal.deta.qld.gov.au/EducationDelivery/Stateschooling/schoolcurriculum/Curriculumintotheclassroom/Pages/C2CAandTSICCPSupport.aspx
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 11
Exploring purpose and audience
Lesson objectivesStudents will:
Understand the differences between informative and imaginative texts.
Understand the different contribution of words and images to meaning in stories.
Evidence of learningCan the student:
Compare features of informative and imaginative texts? Write an appropriate sentence for a given illustration?
Example learning sequence Observe modelled re-reading and self-correcting strategies Compare an informative and an imaginative text Explore a repeating pattern in a story Write sentences about characters' actions Edit writing Share and discuss created written stories Review letters and sounds Explore high-frequency words in a sentence Record learning
Resources Text - Morgan, S, Kwaymullina, E & Ottley, M 2003, Me and my dad, Little Hare
Books, Prahran Supporting learning resource - Focused reading and handwriting: Understand
stories Supporting learning resource - Teacher tips: Understand stories Supporting learning resource - Unit 4 Contexts for learning 1: English Supporting learning resource - Year Prep Monitoring tool for writing: Semester 2 Supporting learning resource - Year Prep Monitoring tool for reading: Semester 2 Supporting learning resource - Reading checklist: Year Prep
Helpful information Supporting learning resource - Understanding stories
https://learningplace.eq.edu.au/cx/resources/items/b6173cf7-dedf-43d8-ae1e-84a50763fd13/0/Eng_Prep_U4_SLR_UnderstandingStories.docx
Supporting learning resource - Being the best reader I can be https://learningplace.eq.edu.au/cx/resources/items/2c343330-e7d8-423a-8f4f-3c7bbd7084f4/0/Eng_Prep_U4_SLR_BeingBestReaderICanBe.docx
Learning object - Storytime: Birthday buzz https://learningplace.eq.edu.au/cx/resources/items/3d1d4d48-e6ab-3c98-09a5-73d9019d4d37/0/viewIMS.jsp
Learning object - The dizzy bee https://learningplace.eq.edu.au/cx/resources/items/f0d729eb-7f9a-2cf6-919b-
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 22 of 52
Unit Plan Plan Name: Unit 4 - English Year Prep (V8)
Year: PYLearning Areas/Subjects: English
Duration: 8 Weeks
Teaching Sequence
Topic Understand stories Topic Duration 8 Lessons
Overview Throughout this lesson series, students will explore how to discuss and use descriptive vocabulary found in texts. They will examine how to construct words using known letter formations and that words can be broken into two separate parts (onset and rime). Students will examine the differences between informative and imaginative texts and create short texts to record ideas and events using familiar words and phrases. They will explore how families, classmates and communities use different words that reflect their particular circumstances. They will investigate how cultural difference is represented in the community.
Lessons Teaching and Learning Sequence Resources Develop, progress and consolidate English through the contexts
for learningEarly literacy skillsReading and handwritingDuring the 'Contexts for learning' time, participate in a reading group and practise handwriting skills.
1f518e36f8b3/0/ViewIMS.jsp Supporting learning resource - Yarning circles
https://learningplace.eq.edu.au/cx/resources/items/6af7563c-70cd-4f7f-32a1-ae6ec0aed6bc/0/C2C_EATSIPS_YarningCircles.pdf
Supporting learning resource - C2C: Aboriginal peoples & Torres Strait Islander peoples Cross Curriculum Priority support https://oneportal.deta.qld.gov.au/EducationDelivery/Stateschooling/schoolcurriculum/Curriculumintotheclassroom/Pages/C2CAandTSICCPSupport.aspx
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 12
Examining story characters
Lesson objectivesStudents will:
Understand that a narrative has a solution to the problem. Understand that words can be broken into two separate parts
(onset and rime) when reading.Evidence of learningCan the student:
Discuss the story solution? Identify the two parts of a word?
Example learning sequence Explore the solution to a story Explore onset and rime Read and respond to a third mystery letter Write sentences about characters' actions Edit writing Review letters and sounds Develop a bank of high-frequency sight words Share letters with the class
Resources Text - Morgan, S, Kwaymullina, E & Ottley, M 2003, Me and my dad, Little Hare
Books, Prahran Sheet - Letter 1 Sheet - Letter 2 Sheet - Letter 3 Supporting learning resource - Focused reading and handwriting: Understand
stories Supporting learning resource - Teacher tips: Understand stories Supporting learning resource - Unit 4 Contexts for learning 1: English Supporting learning resource - Year Prep Monitoring tool for writing: Semester 2 Supporting learning resource - Year Prep Monitoring tool for reading: Semester 2 Supporting learning resource - Reading checklist: Year Prep
Helpful information Supporting learning resource - Activities to assist metalinguistic awareness
https://learningplace.eq.edu.au/cx/resources/items/55653225-03a1-43dc-ac83-91a871767be7/0/Eng_Prep_U4_SLR_ActMetalinguisticAwar.docx
Learning object - Storytime: Birthday buzz https://learningplace.eq.edu.au/cx/resources/items/3d1d4d48-e6ab-3c98-09a5-
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 23 of 52
Unit Plan Plan Name: Unit 4 - English Year Prep (V8)
Year: PYLearning Areas/Subjects: English
Duration: 8 Weeks
Teaching Sequence
Topic Understand stories Topic Duration 8 Lessons
Overview Throughout this lesson series, students will explore how to discuss and use descriptive vocabulary found in texts. They will examine how to construct words using known letter formations and that words can be broken into two separate parts (onset and rime). Students will examine the differences between informative and imaginative texts and create short texts to record ideas and events using familiar words and phrases. They will explore how families, classmates and communities use different words that reflect their particular circumstances. They will investigate how cultural difference is represented in the community.
Lessons Teaching and Learning Sequence Resources Develop, progress and consolidate English through the contexts
for learningEarly literacy skillsReading and handwritingDuring the 'Contexts for learning' time, participate in a reading group and practise handwriting skills.
73d9019d4d37/0/viewIMS.jsp Learning object - The dizzy bee
https://learningplace.eq.edu.au/cx/resources/items/f0d729eb-7f9a-2cf6-919b-1f518e36f8b3/0/ViewIMS.jsp
Supporting learning resource - Year Prep: Spelling 'Have a go' book https://learningplace.eq.edu.au/cx/resources/items/5ef3b502-b9b8-4e07-b1cd-fa676fcf3a59/0/Eng_Prep_U4_SLR_SpellingHaveGoBook.doc
Supporting learning resource - Yarning circles https://learningplace.eq.edu.au/cx/resources/items/6af7563c-70cd-4f7f-32a1-ae6ec0aed6bc/0/C2C_EATSIPS_YarningCircles.pdf
Supporting learning resource - C2C: Aboriginal peoples & Torres Strait Islander peoples Cross Curriculum Priority support https://oneportal.deta.qld.gov.au/EducationDelivery/Stateschooling/schoolcurriculum/Curriculumintotheclassroom/Pages/C2CAandTSICCPSupport.aspx
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 13
Sharing a story
Lesson objectivesStudents will:
Understand how to comprehend a story by activating and using prior knowledge.
Understand how to create text to record events.Evidence of learningCan the student:
Comprehend and respond to a story? Write a sentence to describe an event from a text?
Example learning sequence Read and explore a literary text Role-play story experiences to build vocabulary
Resources Text - Sullivan, R & Huxley, D 2008, Tom Tom, Working Title Press, Kingswood Supporting learning resource - Focused reading and handwriting: Understand
stories 2 Supporting learning resource - Teacher tips: Understand stories Supporting learning resource - Unit 4 Contexts for learning 1: English Supporting learning resource - Year Prep Monitoring tool for writing: Semester 2 Supporting learning resource - Year Prep Monitoring tool for reading: Semester 2 Supporting learning resource - Reading checklist: Year Prep
Helpful information Text - Hill, S 2012, Developing early literacy: Assessment and teaching (2nd ed.),
Eleanor Curtain Publishing, South Yarra Supporting learning resource - Developing early literacy. Chapter 7: Reading
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 24 of 52
Unit Plan Plan Name: Unit 4 - English Year Prep (V8)
Year: PYLearning Areas/Subjects: English
Duration: 8 Weeks
Teaching Sequence
Topic Understand stories Topic Duration 8 Lessons
Overview Throughout this lesson series, students will explore how to discuss and use descriptive vocabulary found in texts. They will examine how to construct words using known letter formations and that words can be broken into two separate parts (onset and rime). Students will examine the differences between informative and imaginative texts and create short texts to record ideas and events using familiar words and phrases. They will explore how families, classmates and communities use different words that reflect their particular circumstances. They will investigate how cultural difference is represented in the community.
Lessons Teaching and Learning Sequence Resources Write sentences to describe a journey Review letters and sounds Develop a bank of high-frequency sight words Record learning Develop, progress and consolidate English through the contexts
for learningEarly literacy skillsReading and handwritingDuring the 'Contexts for learning' time, participate in a reading group and practise handwriting skills.
development https://learningplace.eq.edu.au/cx/resources/items/a0541bfa-1641-c660-4a71-548d1fe8468d/1/Eng_Y01_U1_SLR_ReadingDevelopment.pdf
Supporting learning resource - Understanding stories https://learningplace.eq.edu.au/cx/resources/items/b6173cf7-dedf-43d8-ae1e-84a50763fd13/0/Eng_Prep_U4_SLR_UnderstandingStories.docx
Supporting learning resource - Being the best reader I can be https://learningplace.eq.edu.au/cx/resources/items/2c343330-e7d8-423a-8f4f-3c7bbd7084f4/0/Eng_Prep_U4_SLR_BeingBestReaderICanBe.docx
Learning object - Storyboard: Rocky to the rescue https://learningplace.eq.edu.au/cx/resources/items/23e919de-262e-3d5e-4213-f89c10f6b0c9/0/viewIMS.jsp
Learning object - Sam's pram https://learningplace.eq.edu.au/cx/resources/items/b8ca0d8d-2160-3803-56cf-0ef491818e78/0/ViewIMS.jsp
Learning object - The dizzy bee https://learningplace.eq.edu.au/cx/resources/items/f0d729eb-7f9a-2cf6-919b-1f518e36f8b3/0/ViewIMS.jsp
Website - Rosie and Wallace story books http://education.qld.gov.au/library/eresources/vbook/rosie-wallace.html
Learning object - Storyboard: Flutter-by friends! https://learningplace.eq.edu.au/cx/resources/items/f2e77918-c89f-a78e-adec-1077f3751c3c/0/viewIMS.jsp
Supporting learning resource - Yarning circles https://learningplace.eq.edu.au/cx/resources/items/6af7563c-70cd-4f7f-32a1-ae6ec0aed6bc/0/C2C_EATSIPS_YarningCircles.pdf
Supporting learning resource - C2C: Aboriginal peoples & Torres Strait Islander peoples Cross Curriculum Priority support https://oneportal.deta.qld.gov.au/EducationDelivery/Stateschooling/schoolcurriculum/Curriculumintotheclassroom/Pages/C2CAandTSICCPSupport.aspx
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
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 25 of 52
Unit Plan Plan Name: Unit 4 - English Year Prep (V8)
Year: PYLearning Areas/Subjects: English
Duration: 8 Weeks
Teaching Sequence
Topic Understand stories Topic Duration 8 Lessons
Overview Throughout this lesson series, students will explore how to discuss and use descriptive vocabulary found in texts. They will examine how to construct words using known letter formations and that words can be broken into two separate parts (onset and rime). Students will examine the differences between informative and imaginative texts and create short texts to record ideas and events using familiar words and phrases. They will explore how families, classmates and communities use different words that reflect their particular circumstances. They will investigate how cultural difference is represented in the community.
Lessons Teaching and Learning Sequence Resources
Lesson 14
Exploring vocabulary
Lesson objectivesStudents will:
Understand that families and communities use words that reflect their context.
Understand the different ways stories present the characteristic features of a text.
Evidence of learningCan the student:
Recognise and discuss vocabulary that is particular to a story and place?
Recognise the different ways stories present the characteristic features of a text?
Example learning sequence Re-read an imaginative text and explore relevant vocabulary Explore high-frequency words in a book Explore the solution to a story Examine information from a story Revisit the concept of labels Create labels for a map or a 3D representation Review letters and sounds Record learning Develop, progress and consolidate English through the contexts
for learningEarly literacy skillsReading and handwritingDuring the 'Contexts for learning' time, participate in a reading group and practise handwriting skills.
Resources Text - Sullivan, R & Huxley, D 2008, Tom Tom, Working Title Press, Kingswood Supporting learning resource - Focused reading and handwriting: Understand
stories 2 Supporting learning resource - Teacher tips: Understand stories Supporting learning resource - Unit 4 Contexts for learning 1: English Spelling - Year Prep Spelling overview Supporting learning resource - Year Prep Monitoring tool for writing: Semester 2 Supporting learning resource - Year Prep Monitoring tool for reading: Semester 2 Supporting learning resource - Reading checklist: Year Prep
Helpful information Learning object - Storyboard: Rocky to the rescue
https://learningplace.eq.edu.au/cx/resources/items/23e919de-262e-3d5e-4213-f89c10f6b0c9/0/viewIMS.jsp
Learning object - Sam's pram https://learningplace.eq.edu.au/cx/resources/items/b8ca0d8d-2160-3803-56cf-0ef491818e78/0/ViewIMS.jsp
Learning object - The dizzy bee https://learningplace.eq.edu.au/cx/resources/items/f0d729eb-7f9a-2cf6-919b-1f518e36f8b3/0/ViewIMS.jsp
Website - Rosie and Wallace story books http://education.qld.gov.au/library/eresources/vbook/rosie-wallace.html
Learning object - Storyboard: Flutter-by friends! https://learningplace.eq.edu.au/cx/resources/items/f2e77918-c89f-a78e-adec-1077f3751c3c/0/viewIMS.jsp
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 - Yarning circles https://learningplace.eq.edu.au/cx/resources/items/6af7563c-70cd-4f7f-32a1-ae6ec0aed6bc/0/C2C_EATSIPS_YarningCircles.pdf
Supporting learning resource - C2C: Aboriginal peoples & Torres Strait Islander peoples Cross Curriculum Priority support https://oneportal.deta.qld.gov.au/EducationDelivery/Stateschooling/schoolcurriculum/Curriculumintotheclassroom/Pages/C2CAandTSICCPSupport.aspx
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 26 of 52
Unit Plan Plan Name: Unit 4 - English Year Prep (V8)
Year: PYLearning Areas/Subjects: English
Duration: 8 Weeks
Teaching Sequence
Topic Understand stories Topic Duration 8 Lessons
Overview Throughout this lesson series, students will explore how to discuss and use descriptive vocabulary found in texts. They will examine how to construct words using known letter formations and that words can be broken into two separate parts (onset and rime). Students will examine the differences between informative and imaginative texts and create short texts to record ideas and events using familiar words and phrases. They will explore how families, classmates and communities use different words that reflect their particular circumstances. They will investigate how cultural difference is represented in the community.
Lessons Teaching and Learning Sequence Resources
Attachments Lesson plan
Lesson 15
Exploring friendship in cultural literature
Lesson objectivesStudents will:
Understand how authors use words to communicate a meaning about a setting.
Evidence of learningCan the student:
Identify words in the story that help create a soundscape for a story?
Example learning sequence Share a story about exploring different cultures Retell a story through performance Create short texts to record ideas Review letters and sounds Develop a bank of high-frequency sight words Share sentences Develop, progress and consolidate English through the contexts
for learningEarly literacy skillsReading and handwritingDuring the 'Contexts for learning' time, participate in a reading group and practise handwriting skills.
Resources Text - Dunstan, K 2012, The red bridge, Windy Hollow Books, Kew East Supporting learning resource - Focused reading and handwriting: Understand
stories 2 Supporting learning resource - Teacher tips: Understand stories Supporting learning resource - Unit 4 Contexts for learning 1: English Supporting learning resource - Year Prep Monitoring tool for writing: Semester 2 Supporting learning resource - Year Prep Monitoring tool for reading: Semester 2 Supporting learning resource - Reading checklist: Year Prep
Helpful information Learning object - Storyboard: Rocky to the rescue
https://learningplace.eq.edu.au/cx/resources/items/23e919de-262e-3d5e-4213-f89c10f6b0c9/0/viewIMS.jsp
Learning object - Sam's pram https://learningplace.eq.edu.au/cx/resources/items/b8ca0d8d-2160-3803-56cf-0ef491818e78/0/ViewIMS.jsp
Website - Rosie and Wallace story books http://education.qld.gov.au/library/eresources/vbook/rosie-wallace.html
Learning object - The dizzy bee https://learningplace.eq.edu.au/cx/resources/items/f0d729eb-7f9a-2cf6-919b-1f518e36f8b3/0/ViewIMS.jsp
Learning object - Storyboard: Flutter-by friends! https://learningplace.eq.edu.au/cx/resources/items/f2e77918-c89f-a78e-adec-1077f3751c3c/0/viewIMS.jsp
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 16 Lesson objectives Resources
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 27 of 52
Unit Plan Plan Name: Unit 4 - English Year Prep (V8)
Year: PYLearning Areas/Subjects: English
Duration: 8 Weeks
Teaching Sequence
Topic Understand stories Topic Duration 8 Lessons
Overview Throughout this lesson series, students will explore how to discuss and use descriptive vocabulary found in texts. They will examine how to construct words using known letter formations and that words can be broken into two separate parts (onset and rime). Students will examine the differences between informative and imaginative texts and create short texts to record ideas and events using familiar words and phrases. They will explore how families, classmates and communities use different words that reflect their particular circumstances. They will investigate how cultural difference is represented in the community.
Lessons Teaching and Learning Sequence Resources
Exploring words, pictures and meaning in cultural literature
Students will: Understand how culture is represented in stories. Understand that words and images contribute to meaning.
Evidence of learningCan the student:
Identify cultural information contained in a story? Compare experiences to those of the author?
Example learning sequence Use contextual clues of meaning to predict Compare the setting and characters from a cultural story Explore story structure and meaning Read and respond to a fourth mystery letter Review letters and sounds Develop a bank of high-frequency sight words Record learning Develop, progress and consolidate English through the contexts
for learningEarly literacy skillsReading and handwritingDuring the 'Contexts for learning' time, participate in a reading group and practise handwriting skills.
Text - Dunstan, K 2012, The red bridge, Windy Hollow Books, Kew East Prepare a cloze of the story by covering words with sticky labels. Select words that
have a particular learning focus. Sheet - Letter 1 Sheet - Letter 2 Sheet - Letter 3 Sheet - Letter 4 Supporting learning resource - Focused reading and handwriting: Understand
stories 2 Supporting learning resource - Teacher tips: Understand stories Supporting learning resource - Unit 4 Contexts for learning 1: English Supporting learning resource - Year Prep Monitoring tool for writing: Semester 2 Supporting learning resource - Year Prep Monitoring tool for reading: Semester 2 Supporting learning resource - Reading checklist: Year Prep
Helpful information Learning object - Storyboard: Rocky to the rescue
https://learningplace.eq.edu.au/cx/resources/items/23e919de-262e-3d5e-4213-f89c10f6b0c9/0/viewIMS.jsp
Learning object - Sam's pram https://learningplace.eq.edu.au/cx/resources/items/b8ca0d8d-2160-3803-56cf-0ef491818e78/0/ViewIMS.jsp
Website - Rosie and Wallace story books http://education.qld.gov.au/library/eresources/vbook/rosie-wallace.html
Learning object - The dizzy bee https://learningplace.eq.edu.au/cx/resources/items/f0d729eb-7f9a-2cf6-919b-1f518e36f8b3/0/ViewIMS.jsp
Learning object - Storyboard: Flutter-by friends! https://learningplace.eq.edu.au/cx/resources/items/f2e77918-c89f-a78e-adec-1077f3751c3c/0/viewIMS.jsp
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
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 28 of 52
Unit Plan Plan Name: Unit 4 - English Year Prep (V8)
Year: PYLearning Areas/Subjects: English
Duration: 8 Weeks
Teaching Sequence
Topic Understand stories Topic Duration 8 Lessons
Overview Throughout this lesson series, students will explore how to discuss and use descriptive vocabulary found in texts. They will examine how to construct words using known letter formations and that words can be broken into two separate parts (onset and rime). Students will examine the differences between informative and imaginative texts and create short texts to record ideas and events using familiar words and phrases. They will explore how families, classmates and communities use different words that reflect their particular circumstances. They will investigate how cultural difference is represented in the community.
Lessons Teaching and Learning Sequence Resources Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 29 of 52
Unit Plan Plan Name: Unit 4 - English Year Prep (V8)
Year: PYLearning Areas/Subjects: English
Duration: 8 Weeks
Teaching Sequence
Topic Explore characters in stories Topic Duration 4 Lessons
Overview Throughout this lesson series, students will independently read predictable texts and orally respond to comprehension questions. They will identify how images contribute to imaginative texts by inferring the feelings of character/s in relation to events in the text. Students will also write a letter to a known character discussing similarities between the characters' experiences and feelings with their own personal experiences.
Lessons Teaching and Learning Sequence Resources
Lesson 17
Writing about experiences
Lesson objectivesStudents will:
Understand how to read and comprehend a predictable text from a familiar context with phrasing and fluency, using concepts about print and emerging contextual, semantic, grammatical and phonic knowledge.
Understand how to create short texts using writing knowledge.Evidence of learningCan the student:
Comprehend and respond to a story? Create short texts to record a personal experience?
Example learning sequence Complete reading comprehension Share a story Comprehend story through literal and inferential questions Perform and innovate on story elements Write a sentence using elements from a story and performance Discuss special ways of communicating Review letters and sounds Develop a bank of high-frequency sight words Record learning Develop, progress and consolidate English through the contexts
for learningEarly literacy skillsReading and handwritingDuring the 'Contexts for learning' time, participate in a reading group and practise handwriting skills.
Resources Assessment task - Reading and comprehending: Looking for Bowser Assessment task - Reading and comprehending Text - Gleeson, L & Blackwood, F 2006, Amy and Louis, Scholastic Press, Lindfield Text - Shanahan, L & Guthridge, B 2003, My mum Tarzan, Hodder Headline
Australia, Sydney Text - Morgan, S, Kwaymullina, E & Ottley, M 2003, Me and my dad, Little Hare
Books, Prahran Supporting learning resource - Focused reading and handwriting overview: Explore
characters in stories Supporting learning resource - Teacher tips: Explore characters in stories Supporting learning resource - Unit 4 Contexts for learning 1: English Spelling - Year Prep Spelling overview Supporting learning resource - Year Prep Monitoring tool for writing: Semester 2 Supporting learning resource - Year Prep Monitoring tool for reading: Semester 2 Supporting learning resource - Reading checklist: Year Prep
Helpful information Supporting learning resource - Assessing using running records
https://learningplace.eq.edu.au/cx/resources/items/e4598041-95ff-422e-bc92-e24bb08680a5/0/Eng_Y01_U3_SLR_AssessUsingRunRecs.docx
Text - Hill, S 2012, Developing early literacy: Assessment and teaching (2nd ed.), Eleanor Curtain Publishing, South Yarra
Supporting learning resource - Developing early literacy. Chapter 7: Reading development https://learningplace.eq.edu.au/cx/resources/items/a0541bfa-1641-c660-4a71-548d1fe8468d/1/Eng_Y01_U1_SLR_ReadingDevelopment.pdf
Supporting learning resource - Activities to assist metalinguistic awareness https://learningplace.eq.edu.au/cx/resources/items/55653225-03a1-43dc-ac83-91a871767be7/0/Eng_Prep_U4_SLR_ActMetalinguisticAwar.docx
Supporting learning resource - Understanding stories https://learningplace.eq.edu.au/cx/resources/items/b6173cf7-dedf-43d8-ae1e-84a50763fd13/0/Eng_Prep_U4_SLR_UnderstandingStories.docx
Supporting learning resource - Being the best reader I can be https://learningplace.eq.edu.au/cx/resources/items/2c343330-e7d8-423a-8f4f-3c7bbd7084f4/0/Eng_Prep_U4_SLR_BeingBestReaderICanBe.docx
Learning object - Storyboard: Where's Rocky?
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 30 of 52
Unit Plan Plan Name: Unit 4 - English Year Prep (V8)
Year: PYLearning Areas/Subjects: English
Duration: 8 Weeks
Teaching Sequence
Topic Explore characters in stories Topic Duration 4 Lessons
Overview Throughout this lesson series, students will independently read predictable texts and orally respond to comprehension questions. They will identify how images contribute to imaginative texts by inferring the feelings of character/s in relation to events in the text. Students will also write a letter to a known character discussing similarities between the characters' experiences and feelings with their own personal experiences.
Lessons Teaching and Learning Sequence Resourceshttps://learningplace.eq.edu.au/cx/resources/items/4e01dee1-6017-05ee-46f5-0570c906751b/0/viewIMS.jsp
Learning object - Sentence builder: Ocean 1 (TLF L9492) https://learningplace.eq.edu.au/cx/resources/items/d64fafd6-0405-4ce2-4979-2f2bf63d4614/0/viewIMS.jsp
Supporting learning resource - Year Prep: Spelling 'Have a go' book https://learningplace.eq.edu.au/cx/resources/items/5ef3b502-b9b8-4e07-b1cd-fa676fcf3a59/0/Eng_Prep_U4_SLR_SpellingHaveGoBook.doc
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 18
Identifying character feelings
Lesson objectivesStudents will:
Understand how to read and comprehend a predictable text from a familiar context with phrasing and fluency, using concepts about print and emerging contextual, semantic, grammatical and phonic knowledge.
Understand how characters' feelings change through the stages of a story.
Evidence of learningCan the student:
Comprehend and respond to a story? Write a letter to a character in a story expressing a personal
feeling?Example learning sequence
Complete reading comprehension Record changes in characters' feelings through a story Write sentences Write a letter to a story character Review letters and sounds
Resources Assessment task - Reading and comprehending: Looking for Bowser Assessment task - Reading and comprehending Text - Gleeson, L & Blackwood, F 2006, Amy and Louis, Scholastic Press, Lindfield Supporting learning resource - Focused reading and handwriting overview: Explore
characters in stories Supporting learning resource - Teacher tips: Explore characters in stories Supporting learning resource - Unit 4 Contexts for learning 1: English Supporting learning resource - Year Prep Monitoring tool for writing: Semester 2 Supporting learning resource - Year Prep Monitoring tool for reading: Semester 2 Supporting learning resource - Reading checklist: Year Prep
Helpful information Supporting learning resource - Assessing using running records
https://learningplace.eq.edu.au/cx/resources/items/e4598041-95ff-422e-bc92-e24bb08680a5/0/Eng_Y01_U3_SLR_AssessUsingRunRecs.docx
Supporting learning resource - Understanding stories https://learningplace.eq.edu.au/cx/resources/items/b6173cf7-dedf-43d8-ae1e-84a50763fd13/0/Eng_Prep_U4_SLR_UnderstandingStories.docx
Supporting learning resource - Being the best reader I can be https://learningplace.eq.edu.au/cx/resources/items/2c343330-e7d8-423a-8f4f-
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 31 of 52
Unit Plan Plan Name: Unit 4 - English Year Prep (V8)
Year: PYLearning Areas/Subjects: English
Duration: 8 Weeks
Teaching Sequence
Topic Explore characters in stories Topic Duration 4 Lessons
Overview Throughout this lesson series, students will independently read predictable texts and orally respond to comprehension questions. They will identify how images contribute to imaginative texts by inferring the feelings of character/s in relation to events in the text. Students will also write a letter to a known character discussing similarities between the characters' experiences and feelings with their own personal experiences.
Lessons Teaching and Learning Sequence Resources Develop a bank of high-frequency sight words Record learning Develop, progress and consolidate English through the contexts
for learningEarly literacy skillsReading and handwritingDuring the 'Contexts for learning' time, participate in a reading group and practise handwriting skills.
3c7bbd7084f4/0/Eng_Prep_U4_SLR_BeingBestReaderICanBe.docx Learning object - Storyboard: Where's Rocky?
https://learningplace.eq.edu.au/cx/resources/items/4e01dee1-6017-05ee-46f5-0570c906751b/0/viewIMS.jsp
Learning object - Sentence builder: Ocean 1 (TLF L9492) https://learningplace.eq.edu.au/cx/resources/items/d64fafd6-0405-4ce2-4979-2f2bf63d4614/0/viewIMS.jsp
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 19
Identifying friendships
Lesson objectivesStudents will:
Understand how to read and comprehend a predictable text from a familiar context with phrasing and fluency, using concepts about print and emerging contextual, semantic, grammatical and phonic knowledge.
Understand how to create short texts to record ideas.Evidence of learningCan the student:
Comprehend and respond to a story? Create sentences about a personal friendship?
Example learning sequence Complete reading comprehension Explore a repeated pattern in a story Explore and record ideas about friendships Write a message to a friend Review letters and sounds Develop a bank of high-frequency sight words Record learning Develop, progress and consolidate English through the contexts
Resources Assessment task - Reading and comprehending: Looking for Bowser Assessment task - Reading and comprehending Text - Gleeson, L & Blackwood, F 2006, Amy and Louis, Scholastic Press, Lindfield Supporting learning resource - Focused reading and handwriting overview: Explore
characters in stories Supporting learning resource - Teacher tips: Explore characters in stories Supporting learning resource - Unit 4 Contexts for learning 1: English Supporting learning resource - Year Prep Monitoring tool for writing: Semester 2 Supporting learning resource - Year Prep Monitoring tool for reading: Semester 2 Supporting learning resource - Reading checklist: Year Prep
Helpful information Supporting learning resource - Assessing using running records
https://learningplace.eq.edu.au/cx/resources/items/e4598041-95ff-422e-bc92-e24bb08680a5/0/Eng_Y01_U3_SLR_AssessUsingRunRecs.docx
Supporting learning resource - Understanding stories https://learningplace.eq.edu.au/cx/resources/items/b6173cf7-dedf-43d8-ae1e-84a50763fd13/0/Eng_Prep_U4_SLR_UnderstandingStories.docx
Supporting learning resource - Being the best reader I can be https://learningplace.eq.edu.au/cx/resources/items/2c343330-e7d8-423a-8f4f-3c7bbd7084f4/0/Eng_Prep_U4_SLR_BeingBestReaderICanBe.docx
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 32 of 52
Unit Plan Plan Name: Unit 4 - English Year Prep (V8)
Year: PYLearning Areas/Subjects: English
Duration: 8 Weeks
Teaching Sequence
Topic Explore characters in stories Topic Duration 4 Lessons
Overview Throughout this lesson series, students will independently read predictable texts and orally respond to comprehension questions. They will identify how images contribute to imaginative texts by inferring the feelings of character/s in relation to events in the text. Students will also write a letter to a known character discussing similarities between the characters' experiences and feelings with their own personal experiences.
Lessons Teaching and Learning Sequence Resourcesfor learning
Early literacy skillsReading and handwritingDuring the 'Contexts for learning' time, participate in a reading group and practise handwriting skills.
Learning object - Storyboard: Where's Rocky? https://learningplace.eq.edu.au/cx/resources/items/4e01dee1-6017-05ee-46f5-0570c906751b/0/viewIMS.jsp
Learning object - Sentence builder: Ocean 1 (TLF L9492) https://learningplace.eq.edu.au/cx/resources/items/d64fafd6-0405-4ce2-4979-2f2bf63d4614/0/viewIMS.jsp
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 20
Responding as story characters
Lesson objectivesStudents will:
Understand how to read and comprehend a predictable text from a familiar context with phrasing and fluency, using concepts about print and emerging contextual, semantic, grammatical and phonic knowledge.
Understand how to retell the story through performance and images.
Evidence of learningCan the student:
Comprehend and respond to a story? Create parts of the story by enacting the characters and creating
an image?Example learning sequence
Complete reading comprehension Explore the different contribution of words and images to meaning
in stories Retell a familiar story through performance Construct a story image Review letters and sounds
Resources Assessment task - Reading and comprehending: Looking for Bowser Assessment task - Reading and comprehending Text - Gleeson, L & Blackwood, F 2006, Amy and Louis, Scholastic Press, Lindfield Supporting learning resource - Focused reading and handwriting overview: Explore
characters in stories Supporting learning resource - Teacher tips: Explore characters in stories Supporting learning resource - Unit 4 Contexts for learning 1: English Supporting learning resource - Year Prep Monitoring tool for writing: Semester 2 Supporting learning resource - Year Prep Monitoring tool for reading: Semester 2 Supporting learning resource - Reading checklist: Year Prep
Helpful information Supporting learning resource - Assessing using running records
https://learningplace.eq.edu.au/cx/resources/items/e4598041-95ff-422e-bc92-e24bb08680a5/0/Eng_Y01_U3_SLR_AssessUsingRunRecs.docx
Learning object - Storyboard: Where's Rocky? https://learningplace.eq.edu.au/cx/resources/items/4e01dee1-6017-05ee-46f5-0570c906751b/0/viewIMS.jsp
Learning object - Sentence builder: Ocean 1 (TLF L9492) https://learningplace.eq.edu.au/cx/resources/items/d64fafd6-0405-4ce2-4979-2f2bf63d4614/0/viewIMS.jsp
Supporting learning resource - English metalanguage: Years P-2
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 33 of 52
Unit Plan Plan Name: Unit 4 - English Year Prep (V8)
Year: PYLearning Areas/Subjects: English
Duration: 8 Weeks
Teaching Sequence
Topic Explore characters in stories Topic Duration 4 Lessons
Overview Throughout this lesson series, students will independently read predictable texts and orally respond to comprehension questions. They will identify how images contribute to imaginative texts by inferring the feelings of character/s in relation to events in the text. Students will also write a letter to a known character discussing similarities between the characters' experiences and feelings with their own personal experiences.
Lessons Teaching and Learning Sequence Resources Develop a bank of high-frequency sight words Record learning Develop, progress and consolidate English through the contexts
for learningEarly literacy skillsReading and handwritingDuring the 'Contexts for learning' time, participate in a reading group and practise handwriting skills.
https://learningplace.eq.edu.au/cx/resources/items/332aaccf-9152-1256-2b9f-3f456bd29f88/0/Eng_SLR_YP-Y02_Metalanguage.docx
Attachments Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 34 of 52
Unit Plan Plan Name: Unit 4 - English Year Prep (V8)
Year: PYLearning Areas/Subjects: English
Duration: 8 Weeks
Teaching Sequence
Topic Write a letter Topic Duration 4 Lessons
Overview Throughout this lesson series, students will plan and write a letter to a main character from a known text using high-frequency sight words, known words and phrases and letter-sound knowledge. They will write some lower-case and upper-case letters using learned letter formations and correct punctuation. Students will participate in shared editing of their own texts for meaning, spelling, capital letters and full stops.
Lessons Teaching and Learning Sequence Resources
Lessons 21-22
Creating words and images
Assessment purposeTo write a letter to a main character from a familiar story and create a supporting image or illustration.Example assessment sequence
Understand the assessment Review the Guide to making judgments and understand the
standards Conduct the assessment Develop, progress and consolidate English through the contexts
for learningEarly literacy skillsReading and handwritingDuring the 'Contexts for learning' time, participate in a reading group and practise handwriting skills.
Resources Assessment task - Writing and creating a response to a story Assessment task - Writing and creating a response to a story: Model response Assessment task - Plan for task: Writing and creating a response to a story Assessment task - Plan for task: Writing and creating a response to a story - Sample
response newspapers and magazines Website - Rosie and Wallace story books
http://education.qld.gov.au/library/eresources/vbook/rosie-wallace.html (Lots of letters. a Rosie and Wallace story)
Supporting learning resource - Focused reading and handwriting: Write a letter Supporting learning resource - Teacher tips: Write a letter Supporting learning resource - Unit 4 Contexts for learning 2: English Supporting learning resource - Year Prep Monitoring tool for reading: Semester 2 Supporting learning resource - Reading checklist: Year Prep Supporting learning resource - Spelling: Using letterboxes
Helpful information Text - Hill, S 2012, Developing early literacy: Assessment and teaching (2nd ed.),
Eleanor Curtain Publishing, South Yarra Supporting learning resource - Developing early literacy. Chapter 7: Reading
development https://learningplace.eq.edu.au/cx/resources/items/a0541bfa-1641-c660-4a71-548d1fe8468d/1/Eng_Y01_U1_SLR_ReadingDevelopment.pdf
Sheet - Letter tiles https://learningplace.eq.edu.au/cx/resources/items/57d3ce65-fbb7-41ec-86d6-d4219f97cc7b/0/Eng_Prep_U2_ILM_SH_LetterTiles.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
Lessons 23-24 Assessment purposeTo write a letter to a main character from a familiar story and create a
Resources Assessment task - Writing and creating a response to a story
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 35 of 52
Unit Plan Plan Name: Unit 4 - English Year Prep (V8)
Year: PYLearning Areas/Subjects: English
Duration: 8 Weeks
Teaching Sequence
Topic Write a letter Topic Duration 4 Lessons
Overview Throughout this lesson series, students will plan and write a letter to a main character from a known text using high-frequency sight words, known words and phrases and letter-sound knowledge. They will write some lower-case and upper-case letters using learned letter formations and correct punctuation. Students will participate in shared editing of their own texts for meaning, spelling, capital letters and full stops.
Lessons Teaching and Learning Sequence Resources
Conferencing writing
supporting image or illustration.Example assessment sequence
Understand the assessment Review the Guide to making judgments and understand the
standards Conduct the assessment Develop, progress and consolidate English through the contexts
for learningEarly literacy skillsReading and handwritingDuring the 'Contexts for learning' time, participate in a reading group and practise handwriting skills.
Assessment task - Writing and creating a response to a story: Model response Assessment task - Plan for task: Writing and creating a response to a story Assessment task - Plan for task: Writing and creating a response to a story - Sample
response newspapers and magazines Website - Rosie and Wallace story books
http://education.qld.gov.au/library/eresources/vbook/rosie-wallace.html (Lots of letters…. a Rosie and Wallace story)
Sheet - Editing checklist Supporting learning resource - Focused reading and handwriting: Write a letter Supporting learning resource - Teacher tips: Write a letter Supporting learning resource - Unit 4 Contexts for learning 2: English Supporting learning resource - Spelling: Using letterboxes Supporting learning resource - Year Prep Monitoring tool for reading: Semester 2 Supporting learning resource - Reading checklist: Year Prep
Helpful information Sheet - Letter tiles https://learningplace.eq.edu.au/cx/resources/items/57d3ce65-fbb7-41ec-
86d6-d4219f97cc7b/0/Eng_Prep_U2_ILM_SH_LetterTiles.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
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 36 of 52
Unit Plan Plan Name: Unit 4 - English Year Prep (V8)
Year: PYLearning Areas/Subjects: English
Duration: 8 Weeks
Teaching Sequence
Topic Publish a book Topic Duration 4 Lessons
Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. They will explore the publishing process and will all contribute to a class book that showcases letters written to characters from texts enjoyed throughout the unit. They will include a greeting, a question, a suggestion, a sign off and an illustration that expands on the meaning of the letter. Students will edit and publish their work.
Lessons Teaching and Learning Sequence Resources
Lesson 25-26
Exploring the features of a book
Lesson objectivesStudents will:
Understand how to comprehend a story by activating and using prior knowledge.
Understand that books can take different forms.Evidence of learningCan the student:
Comprehend and respond to a story? Identify the different forms books have?
Example learning sequence Share a story Learn about the book-publishing process Review the features of books and stories Review letters and sounds Develop a bank of high-frequency sight words Record learning Develop, progress and consolidate English through the contexts
for learningEarly literacy skillsReading and handwritingDuring the 'Contexts for learning' time, participate in a reading group and practise handwriting skills.
Resources Text - Smith, L 2010, It's a book, Walker Books Australia, Newtown Spelling - Year Prep Spelling overview Supporting learning resource - Focused reading and handwriting: Publish a book Supporting learning resource - Teacher tips: Publish a book Supporting learning resource - Unit 4 Contexts for learning 2: English Supporting learning resource - Year Prep Monitoring tool for writing: Semester 2 Supporting learning resource - Year Prep Monitoring tool for reading: Semester 2 Supporting learning resource - Reading checklist: Year Prep
Helpful information Learning object - Sentence builder: Ocean 2 (TLF L9490)
https://learningplace.eq.edu.au/cx/resources/items/8b22996a-aa0e-64a9-7f34-8ca53e31e242/0/viewIMS.jsp
Sheet - Pictures of CVC words https://learningplace.eq.edu.au/cx/resources/items/ecf41de7-a579-4533-b3cf-d3c2898512d1/0/Eng_Prep_U4_ACT_PictureCVCWords.doc
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
Lessons 27-28
Writing, editing and publishing a story
Lesson objectivesStudents will:
Understand how to participate in shared editing of their own texts for meaning, spelling, capital letters and full stops.
Evidence of learningCan the student:
Edit writing for meaning, spelling, capital letters and full stops with support?
Resources Text - Smith, L 2010, It's a book, Walker Books Australia, Newtown Sheet - Editing checklist Supporting learning resource - Focused reading and handwriting: Publish a book Supporting learning resource - Teacher tips: Publish a book Supporting learning resource - Unit 4 Contexts for learning 2: English Spelling - Year Prep Spelling overview Supporting learning resource - Year Prep Monitoring tool for writing: Semester 2 Supporting learning resource - Year Prep Monitoring tool for reading Semester 2
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 37 of 52
Unit Plan Plan Name: Unit 4 - English Year Prep (V8)
Year: PYLearning Areas/Subjects: English
Duration: 8 Weeks
Teaching Sequence
Topic Publish a book Topic Duration 4 Lessons
Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. They will explore the publishing process and will all contribute to a class book that showcases letters written to characters from texts enjoyed throughout the unit. They will include a greeting, a question, a suggestion, a sign off and an illustration that expands on the meaning of the letter. Students will edit and publish their work.
Lessons Teaching and Learning Sequence Resources
Example learning sequence Explore how to publish writing Prepare to publish writing Publish writing Review letters and sounds Develop a bank of high-frequency sight words Record learning Develop, progress and consolidate English through the contexts
for learningEarly literacy skillsReading and handwritingDuring the 'Contexts for learning' time, participate in a reading group and practise handwriting skills.
Supporting learning resource - Reading checklist: Year PrepHelpful 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
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 38 of 52
Unit Plan Plan Name: Unit 4 - English Year Prep (V8)
Year: PYLearning Areas/Subjects: English
Duration: 8 Weeks
Teaching Sequence
Topic Present and reflect Topic Duration 7 Lessons
Overview Throughout this lesson series, students will plan, organise and invite family and community members to a celebration of what has been learned about stories and to share a letter to a character from a known story. They review their knowledge of narrative structure, letter structure and making personal connections to the characters, events or settings of a text. Students will also explore the transition from Prep to Year One and identify the components of school life that may change.
Lessons Teaching and Learning Sequence Resources
Lesson 29-30
Preparing for the celebration
Lesson objectivesStudents will:
Understand how to interact and plan with others. Understand how to write a simple informative text for a particular
purpose.Evidence of learningCan the student:
Work with others to plan a celebration? Create invitations in different modes for the celebrations?
Example learning sequence Explore and discuss celebrations Plan a celebration Jointly compose a variety of invitations Compose the invitations Discuss, list and assign responsibilities Rehearse reading of stories Review letters and sounds Develop a bank of high-frequency sight words Record learning Develop, progress and consolidate English through the contexts
for learningEarly literacy skillsReading and handwritingDuring the 'Contexts for learning' time, participate in a reading group and practise handwriting skills.
Resources imaginative texts about a celebration (e.g. Let the celebrations begin by Margaret
Wild and Julie Vivas, Let's eat! by Ana Zamorano and Julie Vivas) the class collection of letters written to characters in books simple sentences from familiar books, written onto strips of card or paper cloze activity (copy sentences from a familiar story onto strips of card or paper) Sheet - Celebration introduction Supporting learning resource - Focused reading and handwriting: Present and
reflect Supporting learning resource - Teacher tips: Present and reflect Supporting learning resource - Unit 4 Contexts for learning 2: English Supporting learning resource - Year Prep Monitoring tool for writing: Semester 2 Supporting learning resource - Year Prep Monitoring tool for reading: Semester 2 Supporting learning resource - Reading checklist: Year Prep
Helpful information Learning object - Sentence builder: Prehistoric 1 (TLF L9491)
https://learningplace.eq.edu.au/cx/resources/items/ac310f8a-ed03-a989-6b4d-3a39c80ed977/0/viewIMS.jsp
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
Lessons 31-32
Continue preparations
Lesson objectivesStudents will:
Understand how to listen while others are speaking. Understand how to use appropriate voice levels, articulation and
body language when presenting to an audience.
Resources the class collection of letters written to characters in books Sheet - Celebration introduction Supporting learning resource - Focused reading and handwriting: Present and
reflect Supporting learning resource - Teacher tips: Present and reflect
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 39 of 52
Unit Plan Plan Name: Unit 4 - English Year Prep (V8)
Year: PYLearning Areas/Subjects: English
Duration: 8 Weeks
Teaching Sequence
Topic Present and reflect Topic Duration 7 Lessons
Overview Throughout this lesson series, students will plan, organise and invite family and community members to a celebration of what has been learned about stories and to share a letter to a character from a known story. They review their knowledge of narrative structure, letter structure and making personal connections to the characters, events or settings of a text. Students will also explore the transition from Prep to Year One and identify the components of school life that may change.
Lessons Teaching and Learning Sequence Resources
Evidence of learningCan the student:
Listen while others speak? Use appropriate voice levels, articulation and body language,
gestures and eye contact when presenting to an audience?Example learning sequence
Review the progress of preparations for the celebration Continue rehearsing for the celebration Complete any last tasks Review letters and sounds Develop a bank of high-frequency sight words Record learning Develop, progress and consolidate English through the contexts
for learningEarly literacy skillsReading and handwritingDuring the 'Contexts for learning' time, participate in a reading group and practise handwriting skills.
Supporting learning resource - Unit 4 Contexts for learning 2: English Supporting learning resource - Year Prep Monitoring tool for writing: Semester 2 Supporting learning resource - Year Prep Monitoring tool for reading: Semester 2 Supporting learning resource - Reading checklist: Year Prep
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
Lessons 33-34
Celebrating
Lesson objectivesStudents will:
Understand how to work together to deliver a celebration to an audience.
Understand how to reflect on the celebration and unit.Evidence of learningCan the student:
Work together to deliver a celebration to the audience? Reflect on the celebration?
Example learning sequence Finalise rehearsing Celebrate
Resources the class collection of letters written to characters in books Sheet - Celebration introduction Supporting learning resource - Focused reading and handwriting: Present and
reflect Supporting learning resource - Teacher tips: Present and reflect Supporting learning resource - Unit 4 Contexts for learning 2: English Supporting learning resource - Year Prep Monitoring tool for writing: Semester 2 Supporting learning resource - Year Prep Monitoring tool for reading: Semester 2 Supporting learning resource - Reading checklist: Year Prep
Helpful information Supporting learning resource - English metalanguage: Years P-2
https://learningplace.eq.edu.au/cx/resources/items/332aaccf-9152-1256-2b9f-
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 40 of 52
Unit Plan Plan Name: Unit 4 - English Year Prep (V8)
Year: PYLearning Areas/Subjects: English
Duration: 8 Weeks
Teaching Sequence
Topic Present and reflect Topic Duration 7 Lessons
Overview Throughout this lesson series, students will plan, organise and invite family and community members to a celebration of what has been learned about stories and to share a letter to a character from a known story. They review their knowledge of narrative structure, letter structure and making personal connections to the characters, events or settings of a text. Students will also explore the transition from Prep to Year One and identify the components of school life that may change.
Lessons Teaching and Learning Sequence Resources Review letters and sounds Develop a bank of high-frequency sight words Reflect on the celebration and the unit Develop, progress and consolidate English through the contexts
for learningEarly literacy skillsReading and handwritingDuring the 'Contexts for learning' time, participate in a reading group and practise handwriting skills.
3f456bd29f88/0/Eng_SLR_YP-Y02_Metalanguage.docx
Attachments Lesson plan
Lesson 35
Reflecting on learning
Lesson objectivesStudents will:
Understand how to share and discuss a story about growing up and making transitions.
Understand how to reflect on learning.Evidence of learningCan the student:
Share and discuss a story about growing up and making transitions?
Reflect on learning?Example learning sequence
Share a story about transitions Review letters and sounds Develop a bank of high-frequency sight words Reflect on learning Develop, progress and consolidate English through the contexts
for learningEarly literacy skillsReading and handwritingDuring the 'Contexts for learning' time, participate in a reading group and practise handwriting skills.
Resources an imaginative text about growing up and transitions Supporting learning resource - Focused reading and handwriting: Present and
reflect Supporting learning resource - Teacher tips: Present and reflect Supporting learning resource - Unit 4 Contexts for learning 2: English Supporting learning resource - Year Prep Monitoring tool for reading: Semester 2 Supporting learning resource - Reading checklist: Year Prep Supporting learning resource - Year Prep Monitoring tool for writing: Semester 2
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
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 41 of 52
Unit Plan Plan Name: Unit 4 - English Year Prep (V8)
Year: PYLearning Areas/Subjects: English
Duration: 8 Weeks
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 42 of 52
Unit Plan Plan Name: Unit 4 - English Year Prep (V8)
Year: PYLearning Areas/Subjects: English
Duration: 8 Weeks
Resources* Attachments are available in the relevant Unit Plan Section directory in the downloaded zip file.
Unit Plan Section Resource Attachments*
Sequence - Learn about stories Lesson plan – Eng_Prep_U4_LP01
Lesson plan – Eng_Prep_U4_LP02
Lesson plan – Eng_Prep_U4_LP03
Lesson plan – Eng_Prep_U4_LP04
Sequence - Explore stories Lesson plan – Eng_Prep_U4_LP05
Lesson plan – Eng_Prep_U4_LP06
Lesson plan – Eng_Prep_U4_LP07
Lesson plan – Eng_Prep_U4_LP08
Sequence - Understand stories Lesson plan – Eng_Prep_U4_LP09
Lesson plan – Eng_Prep_U4_LP10
Lesson plan – Eng_Prep_U4_LP11
Lesson plan – Eng_Prep_U4_LP12
Lesson plan – Eng_Prep_U4_LP13
Lesson plan – Eng_Prep_U4_LP14
Lesson plan – Eng_Prep_U4_LP15
Lesson plan – Eng_Prep_U4_LP16
Sequence - Explore characters in Lesson plan – Eng_Prep_U4_LP17 Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 43 of
52
Unit Plan Plan Name: Unit 4 - English Year Prep (V8)
Year: PYLearning Areas/Subjects: English
Duration: 8 Weeks
Unit Plan Section Resource Attachments*
stories
Lesson plan – Eng_Prep_U4_LP18
Lesson plan – Eng_Prep_U4_LP19
Lesson plan – Eng_Prep_U4_LP20
Sequence - Write a letter Lesson plan – Eng_Prep_U4_LP21_22
Lesson plan – Eng_Prep_U4_LP23_24
Sequence - Publish a book Lesson plan – Eng_Prep_U4_LP25_26
Lesson plan – Eng_Prep_U4_LP27_28
Sequence - Present and reflect Lesson plan – Eng_Prep_U4_LP29_30
Lesson plan – Eng_Prep_U4_LP31_32
Lesson plan – Eng_Prep_U4_LP33_34
Lesson plan – Eng_Prep_U4_LP35
Sequence an imaginative text about growing up and transitions
cloze activity (copy sentences from a familiar story onto strips of card or paper)
Create a classroom display 'Being the best reader I can be', with subtitles 'Getting ready to read', 'Understanding stories' and 'Story beginnings'.
Create a word wall for recording high-frequency words found in literature and other written texts.
imaginative texts about a celebration (e.g. Let the celebrations begin by Margaret Wild and Julie Vivas, Let's eat! by Ana Zamorano and Julie Vivas)
Learning object - Jan's puppet https://learningplace.eq.edu.au/cx/resources/items/a919141f-04a8-8dd1-ec4d-4bf24549cf7c/0/ViewIMS.jsp
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 44 of 52
Unit Plan Plan Name: Unit 4 - English Year Prep (V8)
Year: PYLearning Areas/Subjects: English
Duration: 8 Weeks
Unit Plan Section Resource Attachments*
Learning object - Rex does tricks https://learningplace.eq.edu.au/cx/resources/items/f7db9297-cde1-92d4-c410-c7645e106a8e/0/ViewIMS.jsp
Learning object - Sam's pram https://learningplace.eq.edu.au/cx/resources/items/b8ca0d8d-2160-3803-56cf-0ef491818e78/0/ViewIMS.jsp
Learning object - Sentence builder: Ocean 1 (TLF L9492) https://learningplace.eq.edu.au/cx/resources/items/d64fafd6-0405-4ce2-4979-2f2bf63d4614/0/viewIMS.jsp
Learning object - Sentence builder: Ocean 2 (TLF L9490) https://learningplace.eq.edu.au/cx/resources/items/8b22996a-aa0e-64a9-7f34-8ca53e31e242/0/viewIMS.jsp
Learning object - Sentence builder: Prehistoric 1 (TLF L9491) https://learningplace.eq.edu.au/cx/resources/items/ac310f8a-ed03-a989-6b4d-3a39c80ed977/0/viewIMS.jsp
Learning object - Storyboard: Flutter-by friends! https://learningplace.eq.edu.au/cx/resources/items/f2e77918-c89f-a78e-adec-1077f3751c3c/0/viewIMS.jsp
Learning object - Storyboard: Rocky to the rescue https://learningplace.eq.edu.au/cx/resources/items/23e919de-262e-3d5e-4213-f89c10f6b0c9/0/viewIMS.jsp
Learning object - Storyboard: Where's Rocky? https://learningplace.eq.edu.au/cx/resources/items/4e01dee1-6017-05ee-46f5-0570c906751b/0/viewIMS.jsp
Learning object - Storytime: Birthday buzz https://learningplace.eq.edu.au/cx/resources/items/3d1d4d48-e6ab-3c98-09a5-73d9019d4d37/0/viewIMS.jsp
Learning object - The dizzy bee https://learningplace.eq.edu.au/cx/resources/items/f0d729eb-7f9a-2cf6-919b-1f518e36f8b3/0/ViewIMS.jsp
newspapers and magazines
Prepare a cloze of the story by covering words with sticky labels. Select words that have a particular learning focus.
Sheet - Celebration introduction
Sheet - Editing checklist
Sheet - Letter 1
Sheet - Letter 2
Sheet - Letter 3
Sheet - Letter 4
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 45 of 52
Unit Plan Plan Name: Unit 4 - English Year Prep (V8)
Year: PYLearning Areas/Subjects: English
Duration: 8 Weeks
Unit Plan Section Resource Attachments*
Sheet - Letter tiles https://learningplace.eq.edu.au/cx/resources/items/57d3ce65-fbb7-41ec-86d6-d4219f97cc7b/0/Eng_Prep_U2_ILM_SH_LetterTiles.docx
Sheet - Pictures of CVC words https://learningplace.eq.edu.au/cx/resources/items/ecf41de7-a579-4533-b3cf-d3c2898512d1/0/Eng_Prep_U4_ACT_PictureCVCWords.doc
Sheet - Wall chart
simple sentences from familiar books, written onto strips of card or paper
Spelling - Year Prep Spelling overview Supporting learning resource - Aboriginal & Torres Strait Islander histories and cultures suggested alternative resources https://learningplace.eq.edu.au/cx/resources/items/78d586e7-4f56-4922-8f6d-0e2d9de642c8/0/Eng_Prep_U4_SLR_SuggAltResources.docx
Supporting learning resource - Activities to assist metalinguistic awareness https://learningplace.eq.edu.au/cx/resources/items/55653225-03a1-43dc-ac83-91a871767be7/0/Eng_Prep_U4_SLR_ActMetalinguisticAwar.docx
Supporting learning resource - Alphabet chart Supporting learning resource - Assessing using running records https://learningplace.eq.edu.au/cx/resources/items/e4598041-95ff-422e-bc92-e24bb08680a5/0/Eng_Y01_U3_SLR_AssessUsingRunRecs.docx
Supporting learning resource - Being the best reader I can be https://learningplace.eq.edu.au/cx/resources/items/2c343330-e7d8-423a-8f4f-3c7bbd7084f4/0/Eng_Prep_U4_SLR_BeingBestReaderICanBe.docx
Supporting learning resource - C2C: Aboriginal peoples & Torres Strait Islander peoples Cross Curriculum Priority support https://oneportal.deta.qld.gov.au/EducationDelivery/Stateschooling/schoolcurriculum/Curriculumintotheclassroom/Pages/C2CAandTSICCPSupport.aspx
Supporting learning resource - Developing early literacy. Chapter 7: Reading development https://learningplace.eq.edu.au/cx/resources/items/a0541bfa-1641-c660-4a71-548d1fe8468d/1/Eng_Y01_U1_SLR_ReadingDevelopment.pdf
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 - Focused reading and handwriting overview: Explore characters in stories
Supporting learning resource - Focused reading and handwriting: Explore stories
Supporting learning resource - Focused reading and handwriting: Learn about stories
S upporting learning resource - Focused reading and handwriting: Present and reflect Supporting learning resource - Focused reading and handwriting: Publish a book
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 46 of 52
Unit Plan Plan Name: Unit 4 - English Year Prep (V8)
Year: PYLearning Areas/Subjects: English
Duration: 8 Weeks
Unit Plan Section Resource Attachments*
Supporting learning resource - Focused reading and handwriting: Understand stories
Supporting learning resource - Focused reading and handwriting: Understand stories 2
Supporting learning resource - Focused reading and handwriting: Write a letter Supporting learning resource - Introduction to the unit: Responding to text https://learningplace.eq.edu.au/cx/resources/items/4b7e1d5f-741d-4427-999a-be95e746aa29/0/Eng_Prep_U4_SLR_UnitIntro.docx
Supporting learning resource - Reading checklist: Year Prep
Supporting learning resource - Spelling: Using letterboxes
Supporting learning resource - Teacher tips: Explore characters in stories
Supporting learning resource - Teacher tips: Explore stories
Supporting learning resource - Teacher tips: Learn about stories
Supporting learning resource - Teacher tips: Present and reflect
Supporting learning resource - Teacher tips: Publish a book
Supporting learning resource - Teacher tips: Understand stories
Supporting learning resource - Teacher tips: Write a letter Supporting learning resource - Understanding stories https://learningplace.eq.edu.au/cx/resources/items/b6173cf7-dedf-43d8-ae1e-84a50763fd13/0/Eng_Prep_U4_SLR_UnderstandingStories.docx
Supporting learning resource - Unit 4 Contexts for learning 1: English Supporting learning resource - Unit 4 Contexts for learning 2: English
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 47 of 52
Unit Plan Plan Name: Unit 4 - English Year Prep (V8)
Year: PYLearning Areas/Subjects: English
Duration: 8 Weeks
Unit Plan Section Resource Attachments*
Supporting learning resource - Yarning circles https://learningplace.eq.edu.au/cx/resources/items/6af7563c-70cd-4f7f-32a1-ae6ec0aed6bc/0/C2C_EATSIPS_YarningCircles.pdf
Supporting learning resource - Year Prep Monitoring tool for reading: Semester 2
Supporting learning resource - Year Prep Monitoring tool for writing: Semester 2 Supporting learning resource - Year Prep: Spelling 'Have a go' book https://learningplace.eq.edu.au/cx/resources/items/5ef3b502-b9b8-4e07-b1cd-fa676fcf3a59/0/Eng_Prep_U4_SLR_SpellingHaveGoBook.doc
Text - Dunstan, K 2012, The red bridge, Windy Hollow Books, Kew East
Text - Gleeson, L & Blackwood, F 2006, Amy and Louis, Scholastic Press, Lindfield
Text - Hill, S 2012, Developing early literacy: Assessment and teaching (2nd ed.), Eleanor Curtain Publishing, South Yarra
Text - Morgan, S, Kwaymullina, E & Ottley, M 2003, Me and my dad, Little Hare Books, Prahran
Text - Shanahan, L & Guthridge, B 2003, My mum Tarzan, Hodder Headline Australia, Sydney
Text - Smith, L 2010, It's a book, Walker Books Australia, Newtown
Text - Sullivan, R & Huxley, D 2008, Tom Tom, Working Title Press, Kingswood
Text - Walker, A 2010, I don't believe in dragons, Scholastic, Gosford
the class collection of letters written to characters in books
Website - Contemporary practice resource: English https://learningplace.eq.edu.au/cx/resources/items/3cf69097-9ee7-076c-3460-9ca7190f1f5d/0/index.html
Website - Rosie and Wallace story books http://education.qld.gov.au/library/eresources/vbook/rosie-wallace.html
Assessment Planner - Reading and comprehending Assessment task - Eng_Prep_U4_AT_ReadAndComp.docx
Assessment Planner - Writing and creating a response to a story
Assessment task - Eng_Prep_U4_AT_ReadAndCompTextLookBowser.docx
Assessment task - Eng_Prep_U4_AT_MR_WritingAndCreating.docx
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 48 of 52
Unit Plan Plan Name: Unit 4 - English Year Prep (V8)
Year: PYLearning Areas/Subjects: English
Duration: 8 Weeks
Unit Plan Section Resource Attachments*
Assessment task - Eng_Prep_U4_AT_PFT_PlanForTask.docx
Assessment task - Eng_Prep_U4_AT_PFT_SR_PlanForTask.docx
Assessment task - Eng_Prep_U4_AT_WritingAndCreating.docx
Assessment Assessment task - Plan for task: Writing and creating a response to a story
Assessment task - Plan for task: Writing and creating a response to a story - Sample response
Assessment task - Reading and comprehending
Assessment task - Reading and comprehending: Looking for Bowser
Assessment task - Writing and creating a response to a story
Assessment task - Writing and creating a response to a story: Model response
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 49 of 52
Unit Plan Plan Name: Unit 4 - English Year Prep (V8)
Year: PYLearning Areas/Subjects: English
Duration: 8 Weeks
Assessment
Assessment Task – Marking guide
AssessmentTask Name
Reading and comprehending (Yr PY)Type Short answer questions
Date
Description Students read aloud and respond orally to comprehension questions.
Learning Area English
Knowledge and understanding Comprehending texts (Receptive)
Reads short, decodable and predictable texts with familiar vocabulary and supportive images, drawing on their developing knowledge of concepts of print, sounds and letters, and decoding and self-monitoring strategies.
Uses predicting and questioning strategies to make meaning from texts. Recalls one or two events from texts with familiar topics.
AP ◄Reads with some intonation.Demonstrates working out unknown words or self-correcting by combining contextual, semantic, grammatical and phonic knowledge.
◄ Makes literal and some inferred interpretations about characters' feelings or actions.
MC ◄ Reads fluently and with some accuracy. ◄ Makes links between events in the text and own experiences.
WW ◄Reads short, decodable and predictable texts with familiar vocabulary and supportive images, drawing on their developing knowledge of concepts of print, sounds and letters, and decoding and self-monitoring strategies.
◄Uses predicting and questioning strategies to make meaning from texts.Recalls one or two events from texts with familiar topics.
EX ◄ Reads parts of the text word by word and left to right. ◄ Makes connections with personal experience.
BA ◄Recognises basic words.Reads using picture cues.
◄ Looks at and discusses pictures.
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 50 of 52
Unit Plan Plan Name: Unit 4 - English Year Prep (V8)
Year: PYLearning Areas/Subjects: English
Duration: 8 Weeks
Assessment
Assessment Task – Marking guide
AssessmentTask Name
Writing and creating a response to a story (Yr PY)Type Imaginative response - written
Date
Description Students write a letter to a main character from a familiar story and create a supporting image or illustration.
Learning Area English
Comprehending texts (Receptive) Creating texts (Productive)
Recalls one or two events from texts with familiar topics.Identifies connections between texts and their personal experience.
Understands texts can reflect their own experiences.Writes using familiar words & phrases & images to convey ideas.Writing shows evidence of letter & sound knowledge, beginning writing behaviours & experimentation with capital letters & full stops.Correctly forms upper- & lower-case letters.
AP ◄ Expresses and expands on character opinions. ◄Shows understanding of onset and rime to spell words when writing.Matches letters to sounds in words.Includes a greeting, sign-off and illustration in the letter.
MC ◄ Connects text to own experiences and expresses feelings and thoughts about events and characters. ◄ Writes one or more sentences with spaces between words.
WW ◄Recalls one or two events from texts with familiar topics.Identifies connections between texts and their personal experience.
◄
Creates a text that reflects their experiences.Writes using familiar words and phrases, and images to convey ideas.Writing shows evidence of letter and sound knowledge, beginning writing behaviours and experiments with capital letters and full stops.Correctly forms known uppercase and lowercase letters.
EX ◄ Talks about something from a familiar story. ◄ Uses letters in word like clusters.
BA ◄ Listens to stories. ◄ Uses letters and letter-like symbols.
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 51 of 52
Unit Plan Plan Name: Unit 4 - English Year Prep (V8)
Year: PYLearning Areas/Subjects: English
Duration: 8 Weeks
Acknowledgement, Disclaimer and Copyright
Content descriptions, achievement standards and general capabilities are extracts from the Australian Curriculum.
These are subject to copyright under the Copyright Act 1968 and are owned by the Australian Curriculum, Assessment and Reporting Authority (ACARA) [2014].
Disclaimer: ACARA neither endorses nor verifies the accuracy of the information provided and accepts no responsibility for incomplete or inaccurate information. In particular,
ACARA does not endorse or verify that:
The content descriptions are solely for a particular year and subject; All the content descriptions for that year and subject have been used; and The author's material aligns with the Australian Curriculum content descriptions for the relevant year and subject.
You can find the unaltered and most up to date version of this material at http://www.australiancurriculum.edu.au. This material is reproduced with the permission of ACARA.
Copyright in this publication and the content therein is owned by the State of Queensland (acting through the Department of Education and Training) (‘the Department’) or, in the case of some materials, by third parties (‘Third Party Content’).
Apart from any use expressly permitted by the Copyright Act 1968 (Cth), no part of this publication may be reproduced, published, adapted, communicated, or otherwise used without the prior written permission of the Department.
Third Party Content may only be used as permitted by the Copyright Act 1968, or with the prior permission of the relevant third party. Queensland state educational institutions, within the meaning of the Education (General Provisions) Act 2006 (Qld), may reproduce and communicate all or part of this publication (retaining this notice) for non-commercial, educational purposes.
This publication is only to be shared with or distributed to students of Queensland state educational institutions, their parents, staff of the Department, or any other person authorised by the Department.
This publication is not part of NEALS.
Written requests for permission should be addressed to the:
Governance, Strategy and Policy, Information and Technologies BranchDepartment of Education and TrainingPO Box 15033, City East, Q 4002
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 52 of 52