LEARNING EXPERIENCE PLAN (LEP 11) ~ Writing and Sharing Experiences

Year level(s) Duration Focus Implementation date(s) Curriculum area(s)

Prep

50 minutes

Writing and sharing experiences

English

AUSTRALIAN CURRICULUM

Foundation: English (ACARA) LANGUAGE Language for Interaction Understand that language can be used to explore ways of expressing needs, likes and dislikes (ACELA1429) Text Structure and Organisation 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) Expressing and Developing Ideas 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) Know that spoken sounds and words can be written down using letters of the alphabet and how to write some high-frequency sight words and known words (ACELA1758) Sound and Letter Knowledge Recognise the letters of the alphabet and know there are lower and upper case letters (ACELA1440)
Prior knowledge: LMQ1 - What does the learner already know?

LITERATURE Literature and Content Recognise that texts are created by authors who tell stories and share experiences that may be similar or different to students own experiences (ACELT1575) Share feelings and thoughts about the events and characters in texts (ACELT1783) Creating Literature Retell familiar literary texts through performance, use of illustrations and images (ACELT1580)

LITERACY Interactions with Others Deliver short oral presentations to peers (ACELY1647) Creating Texts Create short texts to explore, record and report 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)

Learners are aware of letter and sound recognition Learners can recall past events/experiences and orally present them Learners know how to speak in group situations Learners know what is expected while commencing the I DO, WE DO, YOU DO Explicit Instruction framework

Learning outcomes/standards: LMQ2 - Where does the learner need/want to be? (Knowledge & understanding & skills to be acquired or further developed. Draw upon relevant content descriptions from curriculum document to inform specific outcomes/standards for this learning experience. Foreground achievement standards that will inform assessment. Use descriptors appropriate for phase of learning & curriculum. QSA, 2011, defines curriculum as the sum total of the learning and development experiences that are offered by a school, formally and informally, in class and out of class .)

Knowledge & understanding: Learners understand: DK 1 DK 2 DK 3

(declarative)

Skills: Learners can: PK1 PK2 PK3

(procedural/do)

How to comprehend a story by using prior knowledge of elements of a story and story features. That stories have elements such as title, beginning, middle and end. How to write from left to right in a lined book

Share a past experience in a written context Write a sentence Use correct punctuation, capital letters, full stops

Time

Learning procedures LMQ5 - What will constitute the learning journey? LMQ6 - Who will do what? (Include adjustments in the learning experiences to accommodate learner difference.)

Dimensions of Learning (DoL) focus. including teaching strategies to be used

Resources LMQ4 - What resources do I have at my disposal?

Assessment & feedback LMQ7 - How will I check to see the learner has achieved the learning outcomes? (See also the QSA Assessment Bank.) LMQ8 - How will I inform others? (Include moderation of teacher judgments of standards if necessary.)

WARM UP 5 Minutes Using the IWB learners join in the Alphabet Song. This gets the learners thinking about letters and sounds and switches on their brain. Using mini whiteboards and markers, have a warm up game of Whats the Letter? Whats the Letter? Learners have their own individual whiteboard, marker and eraser. The teacher stands at the front of the classroom and the learners are at their individual desks. Teacher says a letter of the alphabet Lower case (a). Learners are then to write that letter on their whiteboards as quick as they can, then turn the whiteboard over and place their hands on their head. Once everyone is finished, say turn it over and check the letter formations. Give a in the air hi 5 and continue on with more letters. DOL 2: Organising Declarative knowledge IWB Flipchart YouTube

Mini Whiteboards, markers, erasers Observation of letter formations and understandings through visually representing on whiteboards.

5 minutes

Introduce the lesson via the IWB flipchart. Use the language WALT, as the learners are familiar with this process in their classroom. WALT: Today we are learning to write sentences about what we did on the weekend.

DOL 1: Attitudes and Perceptions (understand and be clear about tasks)

IWB Flipchart

Ask the learners if they understand what they are about to learn in this lesson. Answer any queries or questions that the learners may have. Explain the activity for today. Today we will be writing some of our past experiences or events from the weekend on paper, illustrating and then making a class book out of them. I want you to put on your thinking hats and think of something you did on the weekend that you may like to write about. DOL 5: Habits of Mind (Be accurate and seek clarity) Whiteboard, Paper easel Ability to recall observation

Before starting the I DO, create a word wall with some of the tricky words that the learners may need help with spelling. Refer to previous word walls and sight words to help them construct their sentences.

Bubbl.us DOL 3: Refine and extend knowledge

Some Tricky words may include: Weekend, beach, farm, family, brother, sister, Mum, Dad, jumping, running, football 5 minutes I DO: Before starting the session, explain that this is the I DO part of the lesson therefore they need to sit, listen and watch what the teacher is doing. Having the learners sitting on the group activity area, demonstrate how to construct a recount of what happened on the weekend. Use think aloud strategy to help with understandings. Use the IWB camera to demonstrate how to complete this activity. Demonstrate editing skills, such as circling words that you are unsure of the spelling. DOL 3: Constructing support IWB Camera

Example: On the weekend, I went to the beach. It was a bright sunny day so I went for a swim in the water. It was cold! Explain that this is a rough draft therefore no picture will be needed.

WE DO: 10 minutes Together as a class, complete the We Do part of the lesson. Learners are to help contribute to the class journal, talking about what they did at school yesterday. Allows learners to express their ideas and try to get as many down on paper as possible. DOL 5: Habits of Mind (plan appropriately & monitor your own thinking) Class Journal

YOU DO: 20 minutes Split the class into two small groups. This YOU DO will be completed as 10 minute rotations. DOL 2: Internalise knowledge Rotation 1: On the computers, bring up the program RED WRITE THINK in particular the alphabet match up and reading eggs activities: ABC Match & Reading Eggs Rotation 2: Learners are to return to their individual desks . Hand out some paper. Allow them to free write their stories using their lettering guide and sounds chart (THRASS). Once they have completed their first draft, check their work and help with editing. Once the draft has been edited, give the learners a fresh piece of paper and allow them to rewrite their story on it. Illustrate and hand in to the teacher. Collate all the stories and make into a book. 5 minutes Finish the lesson with some alphabet games, or word match up using magnetic letters and boards. Computers / Ipads Observation of letter recognition and sight word recognition through online recording through ICT Reading Eggs

Paper for drafts Work Samples

Good copy paper Pencils

Magnetic letters Alphabet games

Reflection: LMQ9 - Why has the learner (achieved/not) achieved the learning outcomes (standards)? (Feedback to the student & teacher about what is needed to inform future learning - what worked and what didnt. Were the knowledge & understanding & skills achieved? Learning diagnosis including individual learning issues that need to be addressed.) Can the learner: Use correct punctuation in writing? Identify sentence structures? Form correct upper and lower case letters? Depict the beginning, middle and end of a story? Retell an event and write about it?