Prep

ENGLISH OVERVIEW, TERM 1 UNIT TITLE:

Getting Along – This is me at school

UNIT OUTLINE

CONTENT DESCRIPTORS

ASSESSMENT (A)

This unit is centered around students’ first experiences at school. Many of the books and activities are related to getting along, introducing ourselves, making new friends and learning to negotiate transition and new routines in the school environment. The activities are taken largely from First Steps and could be applied to any text available at your school. The phonics have been fast tracked to align with the Letterland philosophy of exposing children to all sounds initially then working further with the sounds

LANGUAGE Language for Interaction ACELA1428 Explore how language is used differently at home and school depending on the relationships between people ACELA1429 Understand that language can be used to explore ways of expressing needs, likes and dislikes Text Structure and Organisation ACELA1430 Understand concepts about print and screen, including how books, film and simple digital texts work, and know some features of print, e.g. directionality ACELA1431 Understand that some language in written texts is unlike everyday spoken language. ACELA1432 Understand that punctuation is a feature of written text different from letters, recognize how capital letters are used for names, and that capital letters and full stops signal the beginning and end of sentences. ACELA1433 Understand concepts about print and screen, including how books, film and simple digital texts work, and know some features of print, for example directionality. Expressing and Developing Ideas ACELA14234 Recognise that texts are made up of words and groups of words that make meaning. ACELA1786 Explore the different contribution of words and images to meaning in stories and informative texts. ACELA1437 Understand the use of vocabulary in familiar contexts related to everyday experiences, personal interests and topics taught at school. ACELA1758 Know that spoken sounds and words can be written down using letters of the

Anecdotal  Questioning and answering skills  Individual oral interviews – eg. Book knowledge and features of print  Listening and learning behaviours Writing samples  Handwriting  Sentence writing  Name writing Oral presentation  Show and Share rubric Letter / sound knowledge check list for individual students 1

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later. The sequence aligns with the sequence used in Reading Eggs. This unit will finish in the lead up to Easter. You may like to finish the unit with a culminating activity such as a liturgy, a shared meal / picnic which will link into your Religion unit.

LINKS TO OTHER LA’S    

SEL Getting Along ICT Science (refer to resources) Maths - Numeracy

alphabet and how to write some high-frequency words and known words. Sound and Letter Knowledge ACELA1439 Recognise rhymes, syllables and sounds (phonemes) in spoken words ACELA1440 Recognise the letters of the alphabet and know there are lower and upper case letters LITERATURE Responding to Literature ACELT1783 Share feelings and thoughts about the events and characters in texts. Examining Literature ACELT1578 Identify some feature of texts including events and characters and retell events from a text. Creating Literature ACELT1580 Retell familiar literary texts through performance, use of illustrations and images. LITERACY Interacting with others ACELY1784 Use interaction skills including listening while others speak, using appropriate voice levels, articulation and body language, gestures and eye contact. ACELY1647 Deliver short oral presentations to peers. Creating Texts ACELY1653 Produce some lower and upper case letters using learned letter formations

DEVELOPING INQUIRING AND REFLECTIVE LEARNERS  Community Contributor Leader and Collaborator

Effective Communicator

Designer and Creator

Active Investigator

Quality Producer

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CROSS CURRICULA PRIORITIES Catholic Ethos The overarching purpose of Catholic schools of the past, as well as the future, is to bring the Good News of Jesus to all who hear it. In the midst of a world of educational, social and economic change the focus on the holistic growth of the individual remains the surest way catholic school can prepare students for the uncertainties of the future.

Aboriginal and Torres Strait Islander Education

Asian Education

Active engagement of inclusive curriculum practices which reflect Aboriginal and Torres Strait Islander perspectives, knowledge, histories, cultures and spirituality. A genuine commitment to Reconciliation, guided by principles of personal dignity, social justice and equity, which reflects the Gospel message and the mission of the Church.

This perspective requires students to develop skills, knowledge and understandings related to Asia and Australia’s engagement with Asia.

Social Emotional Learning

Inclusive Education

The curriculum provides opportunities to know, understand and be able to: 1. Understand ‘Asia’ 2. Develop informed attitudes and values Defining Features, Diocese of Cairns The curriculum provides opportunities to value and 3. Know about contemporary and traditional The curriculum provides opportunities for young respect: Asia people to connect their curriculum experiences to a 1. traditional knowledge and practices 4. Connect Australia and Asia living Christian faith. 2. culture and natural heritage 5. Communicate effectively with people of the 3. spirituality Asian region both within and outside and to critically examine and/or challenge: Australia confidently 1. social constructs 2. prejudice and racism

Sustainability Education

Access to current information about environmental Social and emotional competencies are integral to It is by the quality of interactions and relationships issues and promotion of a reflective and responsive academic and work success and are the basis of that all students learn to understand and appreciate attitude towards stewardship of the gifts of creation. resilience, relational quality and social capital. difference, to value diversity and learn to respond with dignity and respect to all through mutually The curriculum provides opportunities to reflect The curriculum provides opportunities to develop: enriching interactions. upon: 1. Self Awareness 1. the gift of creation 2. Social Awareness The curriculum provides equitable access for and/or 2. an attitude of responsible stewardship 3. Responsible Decision Making positive interactions with students from different and to critically examine and/or challenge: 4. Self-Management backgrounds and with diverse needs and abilities. 1. the impact of human interaction with the 5. Relationship Management natural, built and social environment 2. current environmental issues

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GENERAL CAPABILITIES Literacy Students become literate as they develop the skills to learn and communicate confidently at school and to become effective individuals, community members, workers and citizens. These skills include listening, reading, viewing, writing, speaking and creating print, visual and digital materials accurately and purposefully within and across all learning areas.

Students become numerate as they develop the capacity to recognise and understand the role of mathematics in the world around them and the confidence, willingness and ability to apply mathematics to their lives in ways that are constructive and meaningful.

Literacy involves students engaging with the language and literacy demands of each learning area.

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As they become literate students learn to:    

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interpret, analyse, evaluate, respond to and construct increasingly complex texts (Comprehension and composition) understand, use, write and produce different types of text (Texts) manage and produce grammatical patterns and structures in texts (Grammar) make appropriate word selections and decode and comprehend new (basic, specialised and technical) vocabulary (Vocabulary) use and produce a range of visual materials to learn and demonstrate learning (Visual information)

As they become numerate, students develop and use mathematical skills related to:

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Calculation and number Patterns and relationships Proportional reasoning Spatial reasoning Statistical literacy Measurement.

Critical and Creative Thinking

Information and Communication Technology

Numeracy

Students develop ICT competence when they learn to: 

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Investigate with ICT: using ICT to plan and refine information searches; to locate and access different types of data and information and to verify the integrity of data when investigating questions, topics or problems Create with ICT: using ICT to generate ideas, plans, processes and products to create solutions to challenges or learning area tasks Communicate with ICT: using ICT to communicate ideas and information with others adhering to social protocols appropriate to the communicative context (purpose, audience and technology) Operate ICT: applying technical knowledge and skills to use ICT efficiently and to manage data and information when and as needed Apply appropriate social and ethical protocols and practices to operate and manage ICT.

Students develop critical and creative thinking as they learn to generate and evaluate knowledge, ideas and possibilities, and use them when seeking new pathways or solutions. In learning to think broadly and deeply students learn to use reason and imagination to direct their thinking for different purposes. In the context of schooling, critical and creative thinking are integral to activities that require reason, logic, imagination and innovation. As they develop critical and creative thinking students learn to:         

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pose insightful and purposeful questions apply logic and strategies to uncover meaning and make reasoned judgments think beyond the immediate situation to consider the ‘big picture’ before focussing on the detail suspend judgment about a situation to consider alternative pathways reflect on thinking, actions and processes generate and develop ideas and possibilities analyse information logically and make reasoned judgments evaluate ideas and create solutions and draw conclusions assess the feasibility, possible risks and benefits in the implementation of their ideas transfer their knowledge to new situations

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Ethical Behaviour Students develop ethical behaviour as they learn to understand and act in accordance with ethical principles. This includes understanding the role of ethical principles, values and virtues in human life; acting with moral integrity; acting with regard for others; and having a desire and capacity to work for the common good. As they develop ethical behaviour students learn to:    

recognise that everyday life involves consideration of competing values, rights, interests and social norms identify and investigate moral dimensions in issues develop an increasingly complex understanding of ethical concepts, the status of moral knowledge and accepted values and ethical principles explore questions such as: o What is the meaning of right and wrong and can I be sure that I am right? o Why should I act morally? o Is it ever morally justifiable to lie? o What role should intuition, reason, emotion, duty or self-interest have in ethical decision making?

Personal and Social Competence Students develop personal and social competence as they learn to understand and manage themselves, their relationships, lives, work and learning more effectively. This involves recognising and regulating their emotions, developing concern for and understanding of others, establishing positive relationships, making responsible decisions, working effectively in teams and handling challenging situations constructively. As they develop personal and social competence students learn to: 

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recognise and understand their own emotions, values and strengths, have a realistic assessment of their own abilities and a well-grounded sense of self-esteem and selfconfidence (Self-awareness) manage their emotions and behaviour, persevere in overcoming obstacles, set personal and academic goals, develop self-discipline , resilience, adaptability and initiative (Self-management) perceive and understand other people’s emotions and viewpoints, show understanding and empathy for others, identify the strengths of team members, define and accept individual and group roles and responsibilities, be of service to others (Social awareness) form positive relationships, manage and influence the emotions and moods of others, cooperate and communicate effectively with others, work in teams, build leadership skills, make decisions, resolve conflict and resist inappropriate social pressure (Social management).

Intercultural Understanding Students develop intercultural understanding as they learn to understand themselves in relation to others. This involves students valuing their own cultures and beliefs and those of others, and engaging with people of diverse cultures in ways that recognise commonalities and differences, create connections and cultivate respect between people. As they develop intercultural understanding students learn to:        

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identify increasingly sophisticated characteristics of their own cultures and the cultures of others recognise that their own and others’ behaviours, attitudes and values are influenced by their languages and cultures consider what it might be like to ‘walk in another’s shoes’ compare the experiences of others with their own, looking for commonalities and differences between their lives and seeking to understand these reflect on how intercultural encounters have affected their thoughts, feelings and actions accept that there are different ways of seeing the world and live with that diversity stand between cultures to facilitate understanding take responsibility for developing and improving relationships between people from different cultures in Australia and in the wider world contribute to and benefit from reconciliation between Indigenous and non-Indigenous Australians.

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WEEKLY PLANNER WEEK

1

2

3

4

CONTENT DESCRIPTORS LANGUAGE

LITERATURE

Language for Interaction

Responding to Literature

Text Structure and Organisation

Examining Literature

Expressing and Developing Ideas

Creating Literature

5

6

7

8

GENERAL CAPABILITIES

9

10

CROSS CURRICULAR PRIORITIES

Literacy Information and Communication Technology Numeracy - counting Personal and Social Competence Ethical Behaviour

Catholic Ethos Inclusive Education Social Emotional Learning

LITERACY Interacting with others

Sound and Letter Knowledge

Creating Texts

Suggested Focus Texts: Mrs Wishy Washy – Joy Cowley or Me and My World – Go Books Green level see Tch bk p. 46/7 + At the Zoo, Big, Dog, Dragon & I Can (see Go Books Green Level tch bk p. 48-57 / Me – Go Facts (see reading eggs teachers resources big books level 1 – non literary text)

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READING

MODELLED

SHARED

GUIDED

INDEPENDENT

I Do IT

We Do It

We Do It

You Do IT

Introduce letters m, s, a, t,  b, c Explore book orientation –  title, front cover, back cover, Author, Illustrator, Blurb, Title Page (Book  Terminology RMD p. 73)

Introduce letters m, s, a, t, Reading Rotations based on ability groups b, c Discuss what the book  Begin reading groups later might be about from the in the term when picture on the front cover students have acquired Read aloud with the reading behaviours students Diocese of Cairns, Catholic Education Services

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Reading big book alone Complete reading activity based on the book – sequencing the story, make their own booklet of the text (finish words, draw pictures, etc) 6

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WRITING

Model concepts of printleft to right reading, spaces,  Discuss what the book might be about from the picture on the front cover – Predicting RRB p. 114  Read aloud to the students  Possible Predictions (RMD p. 66)  Like or Unlike? (RMD p.67)  Model concepts of printleft to right, top-to bottom reading, spaces etc., (RMD p. 72)  Use ‘think aloud’ statements to develop reading behaviours (RMD p. 58)  Show letter, word, sentence (RRB p.76)  Demonstrate correct letter formation: m, s, a, t, b, c  Finger trace letters in the air  Demonstrate correct sounds of letters – rhymes, chants or handwriting songs

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Discuss characters, storyline, setting, etc. Like or Unlike RMD p. 67 – before reading big book Choral reading (RMD p.59) Text innovation – word level (RMD p.59) Dramatisation (RMD p.62) Link to students’ prior knowledge and experience (washing their dog, etc)

Writing Rotations based on  Brainstorm word lists for ability groups focus letters Draw letters on a partners  back while singing letter  Begin writing groups later  in the term when song, chant etc. Finger students have acquired trace letters in the air appropriate behaviours Joint composition using words previously brainstormed. Demonstrate correct

Trace letters that have been introduced. Trace names Tracing sentences

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SPEAKING & LISTENING

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Model eye contact, voice projection, inside/outside voices, Model whole body listening – looking, listening, lips still, hands in lap, legs crossed Model greeting others – good morning, good bye

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SPELLING FOCUS

sounds of letters – rhymes, chants or handwriting songs Innovating the text – change the story and write your own similar to oral activity earlier. E.g. “Oh lovely mud” said David. Establish daily prayer circle – whole body listening Teaching daily prayer / morning prayer Getting to Know You games/activities/songs – eg Bee Bee Bumble Bee – see also “The Peaceful Classroom” Letter chants, rhymes, songs, finger play Alphabet knowledge – singing or saying the alphabet

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Establish classroom rules – rules for learning, inside outside voices, asking questions SEL Getting Along activities

GRAMMAR FOCUS

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Encourage children to use ‘inside / outside’ voices Take turns speaking Putting hand up Introduce selves

PUNCTUATION FOCUS

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Focus on letter / sound knowledge m, s, a, t, b, c o See Soundwaves B Teachers Resource book pgs. 20, 25, 35, 26, 11, 13 o See Letterland Fast Track lessons or Letterland Teachers Guide pgs. 37, 41, 33, 38, 66, 31 o See Funny Photo Alphabet (linked with Reading Eggs) Teachers Book pgs 52, 70, 16, 73, 19, 22 o Reading Eggs lessons

Establishing oral syntactic patterns of text – Model orally. Eg – “In went the …”  Capital letters Adjective + noun – – Dragon poem. (from  Full stops Dragon book) – Joint construction – A red dragon, A fiery dragon, a scary dragon, a flying dragon, I like dragons.

RESOURCES Big Book: “Me and My World” Go Books green level, Electronic Text “Me “ Go Facts Reading Eggs Teacher’s Toolkit Big Book – “Mrs Wishy Washy” Joy Cowley Go Green Teacher Resource Book – Letterland Teachers Book Funny Photo Phonics Teacher’s Book + Alphabet Books Sound Waves - Beginners Teacher’s Book

Reading Eggs Teacher Tool kit and Reading Eggs site for individual children. First Steps Reading Map of Development (RMD) (2005) First Steps Writing Map of Development (WMD) The Peaceful Classroom – Charles A. Smith

REFLECTION

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WEEKLY PLANNER WEEK

1

2

3

4

CONTENT DESCRIPTORS LANGUAGE

LITERATURE

Language for Interaction

Responding to Literature

Text Structure and Organisation

Examining Literature

Expressing and Developing Ideas

LITERACY

Sound and Letter Knowledge

Creating Texts

5

6

7

8

GENERAL CAPABILITIES

9

10

CROSS CURRICULAR PRIORITIES

Literacy Information and Communication Technology Personal and Social Competence Ethical Behaviour Numeracy – attributes – big /little/colour

Catholic Ethos Inclusive Education Social Emotional Learning

Creating Literature Interacting with others

Suggested Focus Texts: A Surprise for Mrs O’Malley – Jill Eggleton, Sunshine Books, Me and My World – (Poems) Go Books green level Tch Bk p. 46-47 Who is Happy?, Bubbles, Soccer, Apples and Ice-Cream, What is it?( GO Books Green Level Tch Bk p. 58/67)

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READING

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MODELLED

SHARED

GUIDED

INDEPENDENT

I Do IT

We Do It

We Do It

You Do IT

Introduce letters f, I, n, p, h,  r Explore book orientation – 

Introduce letters f, I, n, p, h, Reading Rotations based on ability groups r Read aloud with the

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Reading big book alone Complete reading activity based on the book – 10

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WRITING

title, front cover, back cover, Author, Illustrator, Blurb, Title Page (Book Terminology RMD p. 73)  Model concepts of print and reading behaviours (RMD pg.58)  Discuss what the book might be about from the picture on the front cover – Predicting RRB p. 114  Read aloud to the students  Possible Predictions (RMD p. 66)  Like or Unlike? (RMD p.67)  Model concepts of printleft to right, top-to bottom reading, spaces etc., (RMD p. 72)  Use ‘think aloud’ statements to develop reading behaviours (RMD p. 58)  Show letter, word, sentence (RRB p.76)  Demonstrate correct letter formation: f, I, n, p, h, r  Finger trace letters in the air

students  Discuss characters, storyline, setting, etc.  Dramatisation (RMD p.62)  Who am I? – Guess characters in the text (RMD p.63)  Choral reading (RMD p.59)  Link to students’ prior knowledge and experience (what surprises have they had?)  Wall stories – main ideas (RMD p.110)  Sequencing activity (RMD pg. 61)  Create name tags and photos for students – display for children to read eg, recognising own names (interactive whiteboard, paper copy, etc)

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sequencing the story, make their own booklet of the text (finish words, draw pictures, etc)

Begin reading groups later in the term when students have acquired reading behaviours

Writing Rotations based on Brainstorm word lists for ability groups focus letters Finger trace letters in the air (also refer to  Begin writing groups later in the term when Letterland computer

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Trace letters that have been introduced. Trace names Tracing sentences. Copying sentences 11

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Demonstrate correct sounds of letters – rhymes, chants or handwriting songs

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SPEAKING & LISTENING

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Model eye contact, voice projection, inside/outside voices, Model whole body listening – looking, listening, lips still, hands in lap, legs crossed Model greeting others – good morning, good bye Model reading behaviours with picture book stories

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software) Joint composition using words previously brainstormed. Demonstrate correct sounds of letters – rhymes, chants or handwriting songs Language experienceproduce a meaningful reading material from the experience, eg. “A Surprise for….” Daily prayer circle – whole body listening Teaching daily prayer / morning prayer Letter chants, rhymes, songs, finger play Listen to picture book stories – also e-books see tumblebooks Alphabet knowledge – singing or saying the alphabet See A Sound Way for ideas and progression)

students have acquired appropriate behaviours

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Review classroom rules – rules for learning, inside outside voices, asking questions Listening games – doggy doggy who has your bone SEL Getting Along activities Speaking and Listening activities related to sounds – see Soundwaves beginners Teachers Book

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Encourage children to use ‘inside / outside’ voices Take turns speaking Putting hand up School routines – lining up, asking to go to the toilet, etc

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SPELLING FOCUS 

GRAMMAR FOCUS

PUNCTUATION FOCUS

Focus on letter / sound knowledge f, I, n, p, Establishing oral syntactic patterns of text – Model orally. Eg – “In went the …”  Capital letters h, r o See Soundwaves B Teachers Resource  Full stops Sentence structure – letter, word, sentence book pgs. 15, 37, 21, 23, 17, 24 o See Letterland Fast Track lessons or Letterland Teachers Guide pgs. 64, 44, 46, 51, 36, 69 o See Funny Photo Alphabet (linked with Reading Eggs) Teachers Book pgs 31, 40, 55, 61, 37, 67 o Reading Eggs lessons

RESOURCES 

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Me and My World – (Poems) Go Books green level Tch Bk p. 46-47 Who is Happy?, Bubbles, Soccer, Apples and Ice-Cream, What is it?( GO Books Green Level Tch Bk p. 58/67 Big Book – “A Surprise for Mrs O’Malley” Jill Eggleton Go Green Teacher Resource Book – Me and My World Letterland Teachers Book Funny Photo Phonics Teacher’s Book + Alphabet Books Sound Waves - Beginners Teacher’s Book

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Reading Eggs Teacher Tool kit and Reading Eggs site for individual children. First Steps Reading Map of Development (RMD) (2005) First Steps Writing Map of Development (WMD) A Sound Way - Phonological Awareness - Activities for Early Literacy - E. Love & S. Reilly (Alphabet Knowledge) A Peaceful Classroom – Charles A. Smith Tumble books website or access through Cairns Library

REFLECTION

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WEEKLY PLANNER WEEK

1

2

3

4

CONTENT DESCRIPTORS LANGUAGE

LITERATURE

Language for Interaction

Responding to Literature

Text Structure and Organisation

Examining Literature

Expressing and Developing Ideas

LITERACY

Sound and Letter Knowledge

Creating Texts

Creating Literature

5

6

7

8

GENERAL CAPABILITIES

9

10

CROSS CURRICULAR PRIORITIES

Literacy Information and Communication Technology Numeracy – snakes and ladders Personal and Social Competence Ethical Behaviour Critical and Creative Thinking

Catholic Ethos Inclusive Education Social Emotional Learning

Interacting with others

Suggested Focus Texts: Ben’s Surprise – Go Book Green Level Tch Book p. 20/21 + My Dad, What is Ben?, Yum! Yum!, Baby Sister, & Ben’s Cat (see Go books Green Level Tch Bk p. 22 – 31) or Meanies – Joy Cowley, Storybox

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READING

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MODELLED

SHARED

GUIDED

INDEPENDENT

I Do IT

We Do It

We Do It

You Do IT

Introduce letters z, v, d, j, o,  q Introduce sight words –  M100w choose the most commonly used words to  begin with for term one

Introduce letters z, v, d, j, o, Reading Rotations based on ability groups q Identify focus sight words  See below for examples in shared texts Read aloud with the students

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Reading big book alone Complete reading activity based on the book – sequencing the story, make their own booklet of the text (finish words, 14

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WRITING

(eg, I, am, the, is, was, in)  Hidden pictures – (Meanies) decide on how characters in a text could be represented before reading OR Text detective – (Bens Surprise) tell students title, characters and ask what the book might be about. (RMD p.68, 69)  Explore book orientation – title, front cover, back cover, Author, Illustrator, Blurb, Title Page (Book Terminology RMD p. 73)  Model concepts of print and reading behaviours (RMD pg.58)  Read aloud to the students  Possible Predictions (RMD p. 66)  Like or Unlike? (RMD p.67)  Model concepts of printleft to right, top-to bottom reading, spaces etc., (RMD p. 72)  Demonstrate correct letter formation: z, v, d, j, o, q

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Discuss characters, storyline, setting, etc.  Who am I? – Guess characters in the text (RMD p.63)  Choral reading (RMD p.59)  Link to students’ prior knowledge and experience (what surprises have they had?)  Wall stories – main ideas (RMD p.110)  Sequencing activity (RMD pg. 61)  Create name tags and photos for students – display for children to read eg, Star of the Day.  Cloze activity – (RMD p.78)  Hidden messages – reassure hunt with simple messages linked to your focus text of the week (RMD p.83)

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Writing Rotations based on  Brainstorm word lists for ability groups. focus letters Finger trace letters in the  Examples of good reading /

draw pictures, etc)

Trace letters that have been introduced. Trace names 15

Diocese of Cairns, Catholic Education Services

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Finger trace letters in the air Demonstrate correct sounds of letters – rhymes, chants or handwriting songs Model sentences using a focus syntactic pattern. Eg – “I like…”

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air (also refer to writing rotation activities from  Letterland computer First Steps:  software)  Letter collage using focus  Use sight words in own letters of the week (WMD writing p.73) Joint construction writing  Word walk – what words from sentence starters “I can you read and write in like…” the classroom?  Alphabet hunt – find Text Innovation – words that start with (Meanies) good prep letters of the alphabet behaviours for getting (WMD p.78) along eg, Preps all like to sit up straight, preps all  Sequencing – put the like to get along, etc. pictures in the right order (RMD p.68) (WMD p.57) Demonstrate correct sounds of letters – rhymes, chants or handwriting songs Language experienceproduce a meaningful reading material from the experience, (Ben’s Surprise) eg. Own hospital experiences, visit from ambulance people, etc. Word sorting – categorising words into groups – beginning letters etc. (WMD p.72)

Tracing sentences. Copying sentences Have a go at your own sentence using a sentence starter “I like…”

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SPEAKING & LISTENING

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Model eye contact, voice projection, inside/outside voices, Model whole body listening – looking, listening, lips still, hands in lap, legs crossed Model reading behaviours with picture book stories Teacher model show and share activity – bring your favourite book. Model questioning skills

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Daily prayer circle – whole body listening Teaching daily prayer / morning prayer Letter chants, rhymes, songs, finger play Listen to picture books brought in by other students Questions for show and share time Alphabet knowledge – singing or saying the alphabet Syllables awareness – listen to words and clap how many syllables are in it. Names, routines, etc.

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Review classroom rules –  rules for learning, inside outside voices, asking  questions Listening games SEL Getting Along  activities Speaking and Listening activities related to sounds – see Soundwaves beginners Teachers Book

Encourage children to use ‘inside / outside’ voices School routines – lining up, asking to go to the toilet, etc Show and share time – presentation and questions

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SPELLING FOCUS 

Focus on letter / sound knowledge z, v, d, j, o, q o See Soundwaves B Teachers Resource book pgs. 30, 27, 14, 18, 38, 13 o See Letterland Fast Track lessons or Letterland Teachers Guide pgs. 76, 71, 35, 67, 49, 70 o See Funny Photo Alphabet (linked with Reading Eggs) Teachers Book pgs 91, 79, 25, 43, 58, 64 o Reading Eggs lessons  Sight words – M100w choose the most commonly used words to begin with for term one (eg, I, am, the, is, was, in)

GRAMMAR FOCUS  

PUNCTUATION FOCUS

Concepts of book, story, page, word, Model  Capital letters sentence Concept of text connectives shown and  Full stops discussed in stories; e.g. then he huffed and he puffed; finally, the bird flew away. Where appropriate expose students to:  Talking marks  Exclamation marks  Question marks  Fonts in texts – bold means loud  Letter formations with different fonts – letter a and g

RESOURCES      

Ben’s Surprise – Go Book Green Level Tch Book p. 20/21 + My Dad, What is Ben?, Yum! Yum!, Baby Sister, & Ben’s Cat (see Go books Green Level Tch Bk p. 22 – 31) Big Book – “Meanies” Joy Cowley Go Green Teacher Resource Book – Letterland Teachers Book Funny Photo Phonics Teacher’s Book + Alphabet Books Sound Waves - Beginners Teacher’s Book

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Reading Eggs Teacher Tool kit and Reading Eggs site for individual children. (www.readingeggs.com) First Steps Reading Map of Development (RMD) (2005) First Steps Writing Map of Development (WMD) A Sound Way - Phonological Awareness - Activities for Early Literacy E. Love & S. Reilly The Peaceful Classroom – Charles A. Smith

18 Diocese of Cairns, Catholic Education Services

EXAMPLE OF READING / WRITING ROTATIONS ONE  

Guided reading group with levelled text Sequencing – put the pictures in the right order (WMD p.57)

TWO 

THREE

Word walk – what words can you read and write in the classroom?



Alphabet hunt – find words that start with letters of the alphabet (WMD p.78)

FOUR 

Letter collage using focus letters of the week (WMD p.73)

EXAMPLE OF GUIDED READING GROUPS At this stage most children will be on level 1, however you may have a group beyond this level. Rotate readers over 4 weeks (if chn. on same level)

GROUP ONE

GROUP TWO

GROUP THREE

Text: Me, PM starter 1

Text: Mum, PM starter 1

Text: Dad, PM starter 1

Focus Strategy: 1:1 correspondence

Focus Strategy: recognising sight Focus Strategy: visual cues words

GROUP FOUR Text: A house, PM starter 1 Focus Strategy: left to right

REFLECTION

19 Diocese of Cairns, Catholic Education Services

WEEKLY PLANNER WEEK

1

2

3

4

CONTENT DESCRIPTORS LANGUAGE

LITERATURE

Language for Interaction

Responding to Literature

Text Structure and Organisation

Examining Literature

Expressing and Developing Ideas

LITERACY

Sound and Letter Knowledge

Creating Texts

Creating Literature

5

6

7

8

GENERAL CAPABILITIES

9

10

CROSS CURRICULAR PRIORITIES

Literacy Information and Communication Technology Numeracy – snakes and ladders Personal and Social Competence Ethical Behaviour Critical and Creative Thinking

Catholic Ethos Inclusive Education Social Emotional Learning

Interacting with others

Suggested Focus Texts: A Party for the Alley Cats – Jill Eggleton Sunshine books or Ben’s Surprise – Go Book Green Level Tch Book p. 20/21 + Has Ben Got a Sore Back?, Hugs, Ouch!, Fishing, Ben and John (see Go books Green Level Tch Bk p. 32 – 41) + Friends – Storylands, Lost Island level 3 (Reading Eggs, teacher tool kit)



READING



MODELLED

SHARED

GUIDED

INDEPENDENT

I Do IT

We Do It

We Do It

You Do IT

Introduce letters e, g, l, k, y,  x Introduce a new set of sight  words – M100w choose the most commonly used

Introduce letters e, g, l, k, y, Reading Rotations based on ability groups x Identify focus sight words  See below for examples in shared texts, revise old words

 

Reading big book alone Complete reading activity based on the book – sequencing the story, make their own booklet of 20

Diocese of Cairns, Catholic Education Services

 



    

words. Rhyme and rhythm in texts (Alley Cats) syllables and clap rhythm Hidden pictures – (Meanies) decide on how characters in a text could be represented before reading OR Text detective – (Bens Surprise) tell students title, characters and ask what the book might be about. (RMD p.68, 69) Explore book orientation – title, front cover, back cover, Author, Illustrator, Blurb, Title Page (Book Terminology RMD p. 73) Model concepts of print and reading behaviours (RMD pg.58) Read aloud to the students Possible Predictions (RMD p. 66) Like or Unlike? (RMD p.67) Model concepts of printleft to right, top-to bottom reading, spaces etc., (RMD p. 72)



Rhyming words card game (RMD p.81) or use rhyming words from text  Read aloud with the students  Comprehension questions (Storylands texts)  Dramatisation (RMD p.62)  Discuss characters, storyline, setting, etc.  Choral reading (RMD p.59)  Link to students’ prior knowledge and experience (what surprises have they had?)  Create name tags and photos for students – display for children to read eg, Star of the Day.  Cloze activity – (RMD p.78)  Letter poetry – (RMD p.82) using focus sounds and syntactic pattern (Friends) eg, we like giraffes, we like goats, we like goannas, but we don’t like gardens.

the text (finish words, draw pictures, etc)

21 Diocese of Cairns, Catholic Education Services

  



WRITING

Demonstrate correct letter formation: e, g, l, k, y, x Finger trace letters in the air Demonstrate correct sounds of letters – rhymes, chants or handwriting songs Model sentences using a focus syntactic pattern. Eg – “We like…”

 

 









SPEAKING & LISTENING



Model eye contact, voice projection, inside/outside voices, Model whole body listening – looking, listening, lips still, hands

  

Brainstorm word lists for focus letters Finger trace letters in the air (also refer to Letterland computer software) Use sight words in own writing Joint construction eg Letter poetry – (RMD p.82) using focus sounds and syntactic pattern Demonstrate correct sounds of letters – rhymes, chants or handwriting songs Language experienceproduce a meaningful reading material from the experience Word sorting – categorising words into groups – beginning letters etc. (WMD p.72) Daily prayer circle Letter chants, rhymes, songs, finger play Listen to picture books brought in by other students

Writing Rotations based on  ability groups.  Examples of good reading / writing rotation activities from  First Steps:   Letter collage using focus letters of the week (WMD p.73)  Sentence reconstruction – chop up a sentence and put it back in order (WMD p.77)  It would look like this – choose a character from the story and draw a picture (WMD p.64)  The Letter Can – graphophonic activity (WMD p.73)



 

Review classroom rules –  rules for learning, inside  outside voices, asking questions  Listening games SEL Getting Along

Trace letters that have been introduced. Practice writing letters in scrapbook Copying sentences Have a go at your own sentence using a sentence starter “I like…”

Speaking in full sentences Encourage children to use ‘inside / outside’ voices School routines – lining up, asking to go to the toilet, etc 22

Diocese of Cairns, Catholic Education Services

  

in lap, legs crossed Model reading behaviours with picture book stories Teacher model show and share activity – bring your favourite book. Model questioning skills

  

SPELLING FOCUS 

Focus on letter / sound knowledge e, g, l, k, y, x o See Soundwaves B Teachers Resource book pgs. 36, 16, 19, 13, 29, 13 o See Letterland Fast Track lessons or Letterland Teachers Guide pgs. 53, 47, 63, 58, 75, 74 o See Funny Photo Alphabet (linked with Reading Eggs) Teachers Book pgs 28, 34, 49, 46, 88, 85 o Reading Eggs lessons  Sight words – M100w choose the most commonly used words to begin with for term one (eg, I, am, the, is, was, in)

Questions for show and share time Alphabet knowledge – singing or saying the alphabet Syllable awareness – listen to words and clap how many syllables are in it. Names, routines, etc.





activities  Speaking and Listening activities related to sounds – see Soundwaves beginners Teachers Book Odd one out – rhyming words, focus sounds or syllables (RMD p.90)

GRAMMAR FOCUS  

Show and share time – presentation and questions. Continue roster.

PUNCTUATION FOCUS

Concepts of book, story, page, word, Model  Capital letters sentence Concept of text connectives shown and  Full stops discussed in stories; e.g. then he huffed and he puffed; finally, the bird flew away. Where appropriate expose students to:  Talking marks  Exclamation marks  Question marks  Fonts in texts – bold means loud  Letter formations with different fonts – letter a and g

RESOURCES 

Big Book: Ben’s Surprise – Go Book Green Level Tch Book p. 20/21 + Has Ben Got a Sore Back?, Hugs, Ouch!, Fishing, Ben and John (see

 

Funny Photo Phonics Teacher’s Book + Alphabet Books Sound Waves - Beginners Teacher’s Book 23

Diocese of Cairns, Catholic Education Services

   

Go books Green Level Tch Bk p. 32 – 41) + Electronic Tects: Friends – Storylands, Lost Island level 3 (Reading Eggs, teacher tool kit) Big Book – “A Party for the Alley Cats” Jill Eggleton Go Green Teacher Resource Book Letterland Teachers Book

   

Reading Eggs Teacher Tool kit and Reading Eggs site for individual children.(www.readingeggs.com) First Steps Reading Map of Development (RMD) (2005) First Steps Writing Map of Development (WMD) A Sound Way - Phonological Awareness - Activities for Early Literacy - E. Love & S. Reilly

EXAMPLE OF READING / WRITING ROTATIONS ONE  

Guided reading group with levelled text Sentence reconstruction – chop up a sentence and put it back in order (WMD p.77)

TWO 

THREE

Letter collage using focus letters of the week (WMD p.73)





It would look like this – choose a character from the story and draw a picture (WMD p.64)



FOUR 

The Letter Can – graphophonic activity (WMD p.73)



EXAMPLE OF GUIDED READING GROUPS At this stage most children will be on level 1, however you may have a group beyond this level. Rotate readers over 4 weeks (if chn. on same level)

GROUP ONE

GROUP TWO

GROUP THREE

GROUP FOUR

Text: A house, PM starter 1

Text: Me, PM starter 1

Text: Mum, PM starter 1

Text: Dad, PM starter 1

Focus Strategy: left to right

Focus Strategy: 1:1 correspondence

Focus Strategy: recognising sight Focus Strategy: visual cues words

REFLECTION 24 Diocese of Cairns, Catholic Education Services

WEEKLY PLANNER WEEK

1

2

3

4

CONTENT DESCRIPTORS LANGUAGE

LITERATURE

Language for Interaction

Responding to Literature

Text Structure and Organisation

Examining Literature

Expressing and Developing Ideas

LITERACY

Sound and Letter Knowledge

Creating Texts

Creating Literature

5

6

7

8

GENERAL CAPABILITIES

9

10

CROSS CURRICULAR PRIORITIES

Literacy Information and Communication Technology Numeracy Personal and Social Competence Ethical Behaviour Critical and Creative Thinking

Catholic Ethos Inclusive Education Social Emotional Learning

Interacting with others

Suggested Focus Texts: The Farmyard Concert – Joy Cowley or Ellie’s Big Swim – Lost Island Level 2 (Reading Eggs Teacher Toolkit ) Revise or revisit previous focus text, Visual text / movie about friendship

 

READING 

MODELLED

SHARED

GUIDED

INDEPENDENT

I Do IT

We Do It

We Do It

You Do IT

Introduce letters u, w  Introduce a new set of sight words – M100w choose the  most commonly used words. Explore book orientation – 

Introduce letters u, w and Reading Rotations based on ability groups revise previous letters Identify focus sight words  See below for examples in shared texts, revise old words Read aloud with the

 

Reading big book alone Complete reading activity based on the book – sequencing the story, make their own booklet of the text (finish words, 25

Diocese of Cairns, Catholic Education Services

title, front cover, back cover, Author, Illustrator, Blurb, Title Page (Book Terminology RMD p. 73) Model concepts of print and reading behaviours (RMD pg.58) Read aloud to the students Model concepts of printleft to right, top-to bottom reading, spaces etc., (RMD p. 72)

  

   



   

WRITING



Demonstrate correct letter formation: u, w Finger trace letters in the air Demonstrate correct sounds of letters – rhymes, chants or handwriting songs Model sentences using a focus syntactic pattern. Eg – “We like…”

   

students Dramatisation (RMD p.62) Discuss characters, storyline, setting, etc. Choral reading (RMD p.59) Link to students’ prior knowledge and experience (what surprises have they had?) Create name tags and photos for students – display for children to read eg, Star of the Day. Cloze activity – (RMD p.78) Brainstorm word lists for focus letters Use sight words in own writing Joint construction eg class book from focus text. Demonstrate correct sounds of letters – rhymes, chants or handwriting songs

draw pictures, etc)

Writing Rotations based on  ability groups.  Examples of good reading / writing rotation activities from  First Steps:   Bright balloons – write a note and put it in a balloon for a friend (RMD p.84)  Magic Words – data projector or smartboard activity (RMD p.77)  Rhyming Word card game – match rhyming

Trace letters that have been introduced. Practice writing letters in scrapbook Copying sentences Have a go at your own sentence using a sentence starter “I like…”

26 Diocese of Cairns, Catholic Education Services







SPEAKING & LISTENING

  

Model eye contact, voice projection, inside/outside voices, Model whole body listening – looking, listening, lips still, hands in lap, legs crossed Model reading behaviours with picture book stories Teacher model show and share activity – bring your favourite book. Model questioning skills

  

 

SPELLING FOCUS 

Focus on letter / sound knowledge u, w o See Soundwaves B Teachers Resource book pgs. 39, 28 o See Letterland Fast Track lessons or Letterland Teachers Guide pgs. 56, 73 o See Funny Photo Alphabet (linked with Reading Eggs) Teachers Book pgs 76, 82 o Reading Eggs lessons  Sight words – M100w choose the most commonly used words to begin with for term one (eg, I, am, the, is, was, in)

Daily prayer circle Letter chants, rhymes, songs, finger play Listen to picture books brought in by other students Questions for show and share time Alphabet knowledge – chunking sections of the alphabet

  

 

GRAMMAR FOCUS 

words (RMD p.88) Sight word activitybingo, snap, (RMD p.86) Listening games SEL Getting Along activities Speaking and Listening activities related to sounds – see Soundwaves beginners Teachers Book Shoot out – 2 students, say 2 words, students call out rhyme or don’t rhyme Jumping jacks – jump up when the word doesn’t rhyme (Soundwaves p.58)

  



Speaking in full sentences Encourage children to use ‘inside / outside’ voices School routines – lining up, asking to go to the toilet, etc Show and share time – presentation and questions. Continue roster.

PUNCTUATION FOCUS

Concept of text connectives shown and Model discussed in stories; e.g. then he huffed  Capital letters and he puffed; finally, the bird flew away.  Full stops  Point out word sets; e.g. houses and their materials in The Three Little Pigs; animals Where appropriate expose students to: in Old MacDonald’s Farm; etc. – list all the  Talking marks things you would find at a farm.  Exclamation marks  Question marks  Fonts in texts – bold means loud  Letter formations with different fonts – letter a and g 27 Diocese of Cairns, Catholic Education Services

RESOURCES  Electronic Books: Ellie’s Big Swim – Lost Island Level 2  Sound Waves - Beginners Teacher’s Book  Reading Eggs Teacher Tool kit and Reading Eggs site for individual (Reading Eggs Teacher Toolkit )     

Big Book – “The Farmyard Concert” Joy Cowley Movie about Friendship Go Green Teacher Resource Book – Letterland Teachers Book Funny Photo Phonics Teacher’s Book + Alphabet Books

  

children. First Steps Reading Map of Development (RMD) (2005) First Steps Writing Map of Development (WMD) A Sound Way - Phonological Awareness - Activities for Early Literacy - E. Love & S. Reilly

EXAMPLE OF READING / WRITING ROTATIONS ONE  

Guided reading group with levelled text Sight word activity- bingo, snap, (RMD p.86)

TWO 

Bright balloons – write a note and put it in a balloon for a friend (RMD p.84)



THREE 

Rhyming Word card game – match rhyming words (RMD p.88)

FOUR 

Magic Words – data projector or Smartboard activity (RMD p.77)



EXAMPLE OF GUIDED READING GROUPS At this stage most children will be on level 1, however you may have a group beyond this level. Rotate readers over 4 weeks (if chn. on same level)

GROUP ONE

GROUP TWO

GROUP THREE

GROUP FOUR

Text: Little Things, PM starter 1

Text: Dressing up, PM starter 1

Text: Playing, PM starter 1

Text: Pets, PM starter 1

Focus Strategy: left to right

Focus Strategy: 1:1 correspondence

Focus Strategy: recognising sight Focus Strategy: visual cues words 28

Diocese of Cairns, Catholic Education Services

REFLECTION

29 Diocese of Cairns, Catholic Education Services

LETTER / SOUND KNOWLEDGE Name:

Date:

RECOGNITION OF Letterland Character name: a b c d e f g h i j k l m n

o

p

q

r

s

t

u

v

w x

y

z

RECOGNITION OF LETTER SOUNDS: a b c d e f g h i j

k

l

m n

o

p

q

r

s

t

u

v

w x

y

z

KNOWLEDGE OF LETTER NAMES: a b c d e f g h i j

k

l

m n

o

p

q

r

s

t

u

v

w x

y

z

Comments:

30 Diocese of Cairns, Catholic Education Services

CONCEPTS OF PRINT Name:

Date:

Concepts of Print Can you show me …? o Front cover

o Letter

o Back cover

o Word

o Title

o Full stop

o Title page

o Capital letter

o Spine

o Sentence

31 Diocese of Cairns, Catholic Education Services

ORAL PRESENTATION

Show and Share – Favourite Book Name:________________________________ Very High (no Prompts)

High (some prompts)

Greeting

Gives Clear Greeting with no prompts

Gives clear Greeting with prompts

States Name of Favourite book and the Author States why the book is his or her favourite

States title and author States title and author States title and author with no prompts with prompts with prompts and support States 3 reasons why States 2 reasons why States 1 reasons why the book is his/her the book is his/her the book is his/her favourite – no favourite may need favourite may need prompts prompts prompts With no prompts With some prompts With constant prompts

Speaking

Uses a loud clear voice.

Listening to other presentations Eyes are on the Always speaker Displays Whole body Always

Sound (with support and some prompts) Gives a greeting with prompts and support

Limited (with explicit support ) With explicit support gives a greeting States title with prompts and support May state one basic reason why book is his/her favourite with prompts and support Voice is not clear or not audible

Mostly

Sometimes

Not often

Mostly

Sometimes

Not often

Very limited

Not able to give a greeting with extensive support Unable to state title or author. Unable to state any reason why the book is his/her favourite

listening

Comments:

32 Diocese of Cairns, Catholic Education Services

WRITING SAMPLE CHECKIST Name: ______________________ Date: ________________ Writing Assessment – SENTENCE DEVELOPMENT:  I remember to begin my sentence with a capital letter.  I remember to finish my sentence with a full stop.  I remember to use a left to right progression across the page.  I remember to orientate my text from top to bottom.  I remember to use finger spaces between my words.  I draw an appropriate illustration for my text.  I often choose to write more than one sentence.

Name: ______________________ Date: ________________ Writing Assessment – SENTENCE DEVELOPMENT:  I remember to begin my sentence with a capital letter.  I remember to finish my sentence with a full stop.  I remember to use a left to right progression across the page.  I remember to orientate my text from top to bottom.  I remember to use finger spaces between my words.  I draw an appropriate illustration for my text.  I often choose to write more than one sentence.

33 Diocese of Cairns, Catholic Education Services