Level 4, Literacy Planner - Term 4, 2013

Reading Workshop Focus Whole Class Learning Intention: Help students to think critically about the way language is used and texts are created to put forward points of view and to position the reader. Students will identify aspects of literary texts that convey details or information about particular social, cultural and historical contexts. Fiction and Non-Fiction Reading Powers Teaching students to think while they read using specific strategies. Enabling students to engage in a more interactive, thoughtful reading experience in order to improve comprehension. Writing Workshop Focus Whole Class Learning Intention: Students will plan, draft and publish information and multi-modal texts, choosing text structures, language features, images and sound appropriate to purpose and audience. (Creating Texts ACLEA1704 Year 5) Language Conventions Teachers are to select specific grammar and punctuation conventions depending on class needs throughout the year. Tick and date as you cover it and revise when needed. Language Conventions are not taught in isolation but need to be incorporated into the Reading and Writing program. Speaking and Listening Students make presentations and contribute actively to class and group discussions, using a variety of strategies for effect. They will learn techniques for engaging an audience and communicating with clarity and purpose.

Students will demonstrate understanding of grammar, make considered choices from an expanding vocabulary, use, accurate spelling and punctuation for clarity and make and explain editorial choices.

Resources: Earths Place in Space (Primary Connections) Earthquake Explorers (Primary Connections) The Day of the Elephant by Barbara Ker Wilson Where Theres Smoke by John Heffernan Elephant Alert by Jackie French Pompeii: A Roman Girls Diary AD 78-79 (My Story) by Sue Reid Cyclone Tracy (My Australian Story) by Alan Tucker Aftershock by Colin Thiele The Killing Sea by Richard D. Lewis (Teen Fiction) Can we go home now? By Kate Wilson (PB) Black Saturday was my Dads Birthday by Kate Wilson (PB) Flood by Jackie French by Jackie French (PB) When Tracy came for Christmas by June Epstein (PB)

Teacher Resources: Reading Power by Adrienne Gear Non-Fiction Reading Power by Adrienne Gear Writing Power by Adrienne Gear Write Ways by Lesley Wing Jan Expository Writing by Hawker Brownlow (Sharee) A New Grammar Companion for Teachers by Beverly Derewianka (Sharee) Global Words (World Vision and PETAA resource) this is a Year 7 unit but much of the content is applicable to our level. http://www.globalwords.edu.au/units/Neighbours_JSY7_html/index.html Where Theres Smoke Teacher Notes http://www.scholastic.com.au/schools/education/teacherresources/assets/pdfs/where_theres_smoke.pdf Flood by Jackie French - Teacher Notes http://www.scool.scholastic.com.au/schoolzone/toolkit/Flood.pdf Online Resources for Tuning In or Small Group Focus in Reading or Writing Story Planning Cubes (for use on IWB) http://www.readwritethink.org/classroom-resources/student-interactives/cube-creator-30850.html Tagxedo (much like Wordle but you can create your own shape http://www.tagxedo.com/

Multi-Modal Texts La Luna (Pixar) two clips found on this page http://www.literacyshed.com/the-film-trailers-shed.html I lived on the Moon - http://www.literacyshed.com/the-sci---fi-shed.html Kiss - http://www.literacyshed.com/the-sci---fi-shed.html The Astronomers Sun - http://www.literacyshed.com/the-sci---fi-shed.html Australia's worst disaster Cyclone Tracy documentary http://www.youtube.com/watch?v=ZqIErhxcJN0 Pompeii: Buried Alive http://www.youtube.com/watch?v=dfc_mD-a1k8 Kinglake CFA Captains Story Part 1 http://www.youtube.com/watch?v=5PehwIznrRs Black Saturday: Animal Welfare after the Firestorm http://www.youtube.com/watch?v=6_wJiHShUUs 2011 Japan Tsunami on CCTV http://www.youtube.com/watch?v=noq8FYvRqgs Amazing Standstill Tornado http://www.youtube.com/watch?v=xPTXqzMVFUA Montserrat: Living with Volcanoes Preview http://www.youtube.com/watch?v=Ftj-Ty0lM60 The Haiti Earthquake 2010 Preview http://www.youtube.com/watch?v=yfpHc-xTCZQ

PicLIt - Word bank builder http://www.piclits.com/compose_dragdrop.aspx Select a picture. Drag and drop the associated words onto the picture. The words change depending on the picture you choose. Print off the picture and create fabulous pieces of writing using the vocabulary on the picture. Instagrok www.instagrok.com This website creates spider diagrams from web searches. E.g. Type in moon and it brings up; Apollo, orbital period, film, lunar prospector, lunar eclipse, space, sun etc. You can then click on any of the results and it creates another spider diagram off the main one. Also gives key facts, links to pictures, and links to

What are hurricanes, typhoons and tropical cyclones? http://www.youtube.com/watch?v=SSx_gisp24w Cyclone Yasi Australia http://www.youtube.com/watch?v=ZORqT8SGz34 A Cloudy Lesson http://www.youtube.com/watch?v=gzfX5dmIYPI

websites for further info.

Disaster Simulation Game http://www.stopdisastersgame.org/en/home.html Children of the Tsunami http://www.childrenoftsunami.info/index.php http://www.worldvision.com.au/resources/SchoolResources/Content.aspx?id=4608c128-02a2-4a78-ad6e251cd49bfcfe 1 7th October Reading Power: Power to Connect Text Type: Procedural Text / Scientific Reports (Information Reports) Reading Workshop: Tuning In: Capture students interest and find out what they think and know about the Earth as part of a system of planets orbiting a star (the Sun). We will be focussing on the Power to Connect as we read. We want students to be able to consider these questions: Is my connection connected to the topic? Does my connection help me understand this information better? Is my connection to a personal experience, another book, or something I already knew about the world? Teach students how to BIBB Bring It Back to the Book, NonFiction Reading Power, p.111-112. Mini Lessons: 1. Introduce the Power to Connect, Reading Power, p.37. Cross reference with Non-Fiction Reading Power, 112113. Teach the Connect Song. Using a text, discuss how we all make different connections because of our different life stories. Discuss the types of connections we can make and their codes (T-S, T-T, T-W, T-M). 2. How Scientists think and work. Eratosthenes Epiphany (Earths Place in Space, p.22). But It Looks Flat (Comic Text). Discuss the dialogue, asking the five questions listed. See Unit Hero. 3. Introduce the Science Journal (use Reflective Journal) and why we use a science journal. Discuss what the science journal will include. 4. Building the Word Wall discuss words or phrases that students know about the Solar System and Space. Group the words according to students suggestions (headings, etc.). 5. Literacy Shed Clip Pandora (short 'documentary' Whole Class Learning Intention: Students will build knowledge of the characteristics and structures of the informational genre. Writing Workshop: Mini Lessons: 1. Writers Notebook (Plant a new seed, based upon our content). Model the use of a multi-modal text to generate a seed and possible text types. 2. Today we will begin our writing journey toward creating a research-based expository essay. We will begin by studying the structures that writers of non-fiction use in their writing. (5 structures - Description, Temporal Sequence, Comparison/Contrast, Cause and Effect, Problem/Solution.) Teacher will model: Begin with an Anchor Chart entitled Expository Writing. Ask students what they know about expository, or nonfiction writing and record their responses. Refer back to our Term One focus on the differences between fiction and non-fiction texts. If not suggested by students, nudge them to get the purpose of non-fiction writingrecord and underline. The purpose of non-fiction/expository writing is to inform and to make the reader think about the topic. 3. Today you will focus on choosing an appropriate topic for the expository research-based essay. It is important to choose a topic that you are interested in and want to know more about. In fact, you may already know quite a bit about certain topic. Make links to inquiry focus (Solar System/Natural Disasters.) Teacher will Model: Use the current reading/ inquiry focus topic. Create a chart and ask students for facts that they already know about this topic and list them. Discuss how this prior knowledge about a topic will make it easier to write about it. 4. All of you should have chosen an appropriate topic to write Language Focus: Smart Words Proofreading Strategies Oral Reflection. Understand that the pronunciation, spelling and meanings of words have histories and change over time. (Language variation and change ACELA1500 Year 5) Understand how to move beyond making bare assertions and take account of differing perspectives and points of view. (Language for Interaction ACELA1502 Year 5) Understand how texts vary in purpose, structure and topic as well as the degree of formality. (Text Structure and Organisation ACELA1504 Year 5) Understand the use of vocabulary to express greater precision of meaning, and know that words can have difference meaning in different contexts. (Expressing and Developing Ideas ACELA1512 Year 5) Authors Chair Share Time Sharing about self. Oral recount of holidays.

about Pandora, the planet from the film Avatar) http://www.literacyshed.com/the-sci---fi-

Understand the uses of objective and subjective language and bias. (Language for Interaction

shed.html
Text: Earths Place in Space Resource Visual Literacy: TWLH Chart. Word Wall Group Focus: STARS focus for students determined by CARS Reading Power Making Connections Reading to Learn Moon Illusion by Andrew Vanden Heuvel TED Ed http://ed.ted.com Reciprocal Reading Non-Fiction Thinking Circles

an expository research based essay on by now. Because this essay is non-fiction and will be research-based, it is important to develop questions that will drive your research. Think about what you want to know about this topic and chances are the readers will want to know the same things. Lets imagine that you are going to write your non-fiction piece about earths place in space. What questions would you want to know and want answered about it? Teacher will model: A chart with this topic listed Ask students for questions they have and list them. Discuss how most readers would want to know the same information that you do. 5. Selecting Fascinating Facts Writers, you will continue to do more research today. As you research you will come across a tonne of information which can be overwhelming. However, good writers often sort through all the facts and information and include only the most important and fascinating. Some facts are simply boring or well- known. Others are distracting or repetitive. It is important that we engage the reader so that they will be interested and want to know more. Teacher will: Read a selected text that contains fascinating facts. Discuss how the reader is captivated and may wonder Wow is that really true? Whole Class Learning Intention: Mini Lessons: 1. Writers Notebook (Plant a new seed, based upon our content). 2. Developing a Thesis Statement Writers now that all of your research is done, you must develop a thesis statement or main idea for your essay. You will spend this whole period crafting and revising one sentence so that it is the best it can be. Teacher will: Use an example of a non-fiction essay to demonstrate how you would locate the thesis and ideas that support it. Create an anchor chart about good thesis statements. 3. Researching a concept. 4. Summarizing Use either the summarizing planners from the writing resource or the Sum it Up Strategy from Reading Power which focuses on identifying key words and writing a summary (students must write a $2 summary where each word is worth 10c). 5. Avoid Plagiarism by Paraphrasing. As writers, we often get our information from research using sources. It is important to understand that we must never copy what another writer has written word for word without quoting them. This is called plagiarism, and it is wrong. It is

ACELA1517 Year 6) Identify and explain how analytical images like figures, tables, diagrams, maps and graphs contribute to our understanding of verbal information in factual and persuasive texts. (Expressing and Developing Ideas ACELA1524 Year 6) Understand how to use banks of known words, word origins, base words, suffixes and prefixes, morphemes and generalisations to learn and spell new words, for example technical words and words adopted from other languages. (Expressing and Developing Ideas ACELA1526 Year 6) Analyse how text structures and language features work together to meet the purpose of a text. (Interpreting, analysing, evaluating ACELA1711 Year 6) Select, navigate and read texts for a range of purposes, applying appropriate text processing strategies and interpreting structural features, for example table of contents, glossary, chapters, headings and subheadings. (Interpreting, analysing, evaluating ACELA1712 Year 6) Use comprehension strategies to interpret and

2 14th October

Reading Power: Power to Connect Text Type: Procedural Text / Scientific Reports (Information Reports) Reading Workshop: Tuning In: Mini Lessons: 1. Modelling your thinking when you make connections, Reading Power, p.37. Use Lesson One from NonFiction Reading Power, p.114. Focus on how making connections to a non-fiction text is different to how we make connections to fiction texts discuss. Use a KNEW-NEW chart with a text and model. 2. Perplexing Planets, Earths Place in Space, p.44-45. Using a Factual Recount, conduct a Think-Pair-Share activity. Reading to learn, finding main idea. Discuss as a whole class why Galileos model was finally accepted. 3. Solar System What does the term Solar System mean to you? Add to you TWLH chart. Update Word Wall where appropriate. 4. Solar System clip. 5. Sizes and characteristics of planets in the Solar System table. Earths Place in Space, p.58.Focus on interpreting data and drawing conclusions. Use the

KNEW-NEW chart from Non-Fiction Reading Power, p.120. Text: Earths Place in Space Resource Visual Literacy: Flow Charts Group Focus: STARS focus for students determined by CARS Reading Power KNEW/NEW chart. Reading to Learn - TEDEd Clip What on earth is spin? Brian Jones. Reciprocal Reading Non-Fiction Thinking Circles Reflection: Complete TWLH chart. Reading Power: Power to Connect Text Type: Procedural Text / Scientific Reports (Information Reports) Reading Workshop: Tuning In: Is my connection connected to the topic? Does my connection help me understand this information better? Is my connection to a personal experience, another book, or something I already knew about the world? Mini Lessons: 1. Modelling your thinking when you make connections, Reading Power, p.37. Use Lesson Three from NonFiction Reading Power, p.117. Introducing Sketch Connections. Sketch Connections 1 organiser, NonFiction Reading Power, p.121. 2. Earth Quake Encounters Discuss ideas and questions for the TWLH chart. Earthquake Explorers, p.13. 3. Visual Literacy Viewing and discussion a. www.youtube.com/watch?v=JrBaiPN6AW8 (might like to stop at 2 mins due to content being somewhat graphic in nature. b. www.youtube.com/watch?v=VSgB1Wr604 c. Earthquake Storyboard, Earthquake Explorers, p.14. 4. Earthquake hits Newcastle #1, Earthquake Explorers, p.21. Read eyewitness account and use question placemat with a partner. 5. Earthquake hits Newcastle #2, Earthquake Explorers, p.21. Ask students if they found out information from the text about how scientists measure. Use Richter Scale resource 3 and discuss descriptions. Seismograph, Seismometer and Magnitude.

like stealing and is wrong to steal another writers ideas. We must put their ideas into our own words to tell others what we have read and learned. We can avoid plagiarism by quoting passages or summarizing information in our own words. This is called paraphrasing. Model on the board. Revise work we did on paraphrasing in Term Three. Make use of resources (synonyms in Word and a thesaurus.)

analyse information and ideas, comparing content from a variety of textual sources including media and digital texts. (Interpreting, analysing, evaluating ACELA1713 Year 6)

3 21 October
st

Whole Class Learning Intention: Mini Lessons: 1. Writers Notebook (Plant a new seed, based upon our content). 2. First Person Vs. Third Person Read the suggested texts The Three Little Pigs and The True Story of the Three Little Pigs. Discuss who is telling the story and from what point of view. Compare/contrast the two stories using a Venn Diagram. Distribute an example of a narrative piece or have students use a narrative piece that they have written. Ask the students to work with a partner and change the point of view from first person to third person. 3. Researching and Drafting for an expository text. 4. Writing a strong lead that contains a thesis statement Teacher will begin the lesson with a question for the students What are the main things that expository writers are trying to accomplish in an introduction? Have a strong lead or hook that grabs the readers attention. State the thesis. Explain your purpose for writing State the main ideas that will follow Provide a little background information List these ideas on a chart. 5. Writing a Conclusion Begin the lesson with a question for the students What are expository writers trying to accomplish in a conclusion? Emphasize that the concluding paragraph is important because it restates the thesis, gives the essay a sense of completeness and leaves a final impression on the reader.

Text: Earthquake Explorers Visual Literacy: What is an earthquake? www.youtube.com/watch?v=hlePrsXTGxQ Group Focus: We need to place appropriate texts on the Weebly for students to access during this week. STARS focus for students determined by CARS Reading Power Students select a topic specific text and complete a Sketch Connections chart. Students can use either Sketch Connections 1 or 2, Non-Fiction Reading Power, 121-122. Reading to Learn - Solar System Information Organiser, Earths Place in Space, p. 59. Glossary - Why do we use a glossary? What does a glossary include? A glossary includes a list of technical terms in alphabetical order, accompanied by a description or an explanation of the term in the context of the subject. Look at examples in NonFiction texts and create a glossary of words and definitions and add to Word Wall. 4 28th October Reading Power: Power to Connect Text Type: Procedural Text / Scientific Reports (Information Reports) Reading Workshop: Tuning In: Non-fiction texts can be based on content with which we have no personal experience. Explicitly teach different ways to make connections to information. Is my connection connected to the topic? Does my connection help me understand this information better? Is my connection to a personal experience, another book, or something I already knew about the world? Mini Lessons: 1. Earthquake hits Newcastle #3, Earthquake Explorers, p.21. Modified Mercalli Scale. Discuss why they use the Richter Scale and modified Mercalli Scale together. 2. Expanding Connections use Three Kinds of Connections chart, Non-Fiction Reading Power, p.119 and 123. Ensure students BIBB and ensure students are finding connections that are more deeply connected to the topic or context of the text. 3. Plates on the Move - Resource Sheet 6, Earthquake Explorers, p.39 and p.41. 4. Revision/Extending Learning Whole Class Learning Intention: Students will build knowledge of the characteristics and structures of the informational genre. Writing Workshop: Mini Lessons: 1. Writers Notebook (Plant a new seed, based upon our content) 2. Today we will begin our writing journey toward creating a research-based expository essay. We will begin by studying the structures that writers of nonfiction use in their writing. (5 structures (Description, Temporal Sequence, Comparison/Contrast, Cause and Effect, Problem/Solution) Teacher will model: Begin with an Anchor Chart entitled Expository Writing. Ask students what they know about expository, or nonfiction, writing and record their responses. If not suggested by students, nudge to get the purpose of nonfiction writingrecord and underline The purpose of nonfiction/expository writing is to inform and to make the reader think about the topic. 3. Today you will focus on choosing an appropriate topic for the expository research based essay. It is important to choose a topic that you are interested in and want to know more about. In fact, you may already know quite a bit about

5.

Revision/Extending Learning and Assessment Task using the Three Kinds of Connections graphic organiser, Non-Fiction Reading Power, p.123. For moderation purposes, select a common text related to the inquiry learning intentions.

Text: Earthquake Explorers Visual Literacy: Group Focus: STARS focus for students determined by CARS Reading Power Reading to Learn - So you want to be a Seismologist? Earthquake Explorers, p.57. Reciprocal Reading Non-Fiction Thinking Circles

4.

5.

certain topic. Teacher will Model: Use the current reading/ inquiry focus topic. Create a chart and ask students for facts that they already know about this topic and list them. Discuss how this prior knowledge about a topic will make it easier to write about it. All of you should have chosen an appropriate topic to write an expository research based essay on by now. Because this essay is nonfiction and will be research based, it is important to develop questions that will drive your research. Think about what you want to know about this topic and chances are the readers will want to know the same things. Lets imagine that you are going to write your nonfiction piece about earths place in space. What questions would you want to know and want answered about it. Teacher will model: A chart with this topic listed Ask students for questions they have and list them. Discuss how most readers would want to know the same information that you do. Selecting Fascinating Facts Writers, you will continue to do more research today. As you research you will come across a ton of information which can be overwhelming. However, good writers often sort through all the facts and information and include only the most important and fascinating. Some facts are simply boring or well- known. Others are distracting or repetitive. It is important that we engage the reader so that they will be interested and want to know more.

Teacher will: Read a selected text that contains fascinating facts. Discuss how the reader is captivated and may wonder Wow is that really true? 5 4th November Report Writing Day Cup Day Reading Power: Revise Power to Question Text Type: Procedural Text / Scientific Reports (Information Reports) Reading Workshop: Tuning In: We will be revising the Power to Question and generate deep-thinking questions. Questioning is the catalyst of inquiry. Buhrow and Garcia (2006). Lessons: 1. Review the different types of questions we can ask. Use a related text and have students generate a selection of quick and deep-thinking questions. 2. Wander and Wonder activity make use of science journal and a walk around the school, Non-Fiction Reading Power, p.67. Whole Class Learning Intention: Students will produce an anthology containing THREE texts, one of which is an Exposition and two will be student choice. Writing Workshop: Tuning In Revise and record on an anchor chart the different text types we can use to convey a message to an audience. Explain the anthology task to students. Each student will need to submit a project proposal in which they detail their focus and list the text types they intend to cover. This proposal is to be used as a project planner and is not set in concrete. Students may negotiate changes to their proposals as their ideas and projects evolve. Use the information on the proposals for planning guided reading and Language Focus: Use noun groups to provide a fuller description of a person, place, thing or idea appropriate to the purpose and audience (ACELA1508 - Word level grammar Grade 5). Form the possessive by adding just the apostrophe to regular plural nouns ending in s (ACELA1506 Punctuation Grade 5). Use the subordinate clause in complex sentences to elaborate,

Text: Earthquake Explorers Visual Literacy: Group Focus: STARS focus for students determined by CARS Reading Power Reading to Learn Reciprocal Reading Non-Fiction Thinking Circles

writing sessions. For example, if 5 students plan to write a report then group them for a guided reading session where we read 1 or 2 examples of reports and discuss the features of each. A guided writing session may follow where the students would write a short report together then begin writing their own, coming together regularly as a group to provide feedback and support. Students will need to think carefully about the presentation of their final product and how this fits with their chosen Inquiry Rubric. They were encouraged to be creative in presenting their project. The final presentation will include a contents page and the original project proposal sheet. 8 Steps for Anthology Success a. Planning and introducing the task b. Choosing topic to link to inquiry learning intention c. Project proposals d. Researching and gathering information e. Critical reading and sorting f. Working on the project g. Assessment h. Celebration Model Writing of the proposal, text purpose, etc. Mini Lessons: 1. Noun Groups used to name the participants in a text (people, animals, objects that are involved in events). They are a group of words built around the noun, eg: a tiny, black spider. It answers the questions: What? Who? To whom? About whom? in the text. 2. Noun Groups Who? What? (Thing) Which one/s? (Pointer) How many? (Quantifiers) Whats it like? (Describers) What type? (Classifiers) Tell me more (Qualifiers) E.g.: I felt like throttling those (which? Pointer) two (how many? Quantifier) scruffy (What like? Describer) alley (What type? Classifier) cats (Who or what? Thing) on the roof that were yowling all night (More information. Qualifier). Whole Class Learning Intention: Students will produce an anthology containing THREE texts, one of which is an Exposition and two will be student choice. Writing Workshop: Mini Lessons: 1. Apostrophes revise the two uses of an apostrophe and create an anchor chart. An apostrophe can be used to show

extend or explain ideas (ACELA1522 - Sentence and clause level grammar Grade 6) Use of a selection of banks of known words, word origins, base words, suffixes and prefixes, morphemes, spelling patterns and generalisations to learn and spell new words (ACELA1526 Spelling Grade 6)

6 11th November Science Day 14th

Reading Power: Revise Power to Infer Text Type: Procedural Text / Scientific Reports (Information Reports) Reading Workshop: Tuning In: Review the purpose of inferring when comprehending a written or oral text. Focus on the need to infer when asking deep-thinking questions. Remind students that they need to BIBB (Bring it Back to the Book) when they infer. Make

Language Focus: Form the possessive by adding just the apostrophe to regular plural nouns ending in s (ACELA1506 Punctuation Grade 5).

use of I think and Maybe statements. Encourage use of textual information to support inferences. 2. Lessons: 1. Use one of the moving images on this page http://www.literacyshed.com/the-images-shed.html for inferring and have students use a graphic organiser (e.g. OWI Intermediate or Extended OWI from NonFiction Reading Power, p. 82-83) to record their inferences. 2. Lets Play WI - Focus on identifying what students are wondering about and what they infer, from Non-Fiction Reading Power, p. 76 & 81). This task eliminates the Observation column, allowing the students to begin with their questions. This is a two day activity; students spend the first day focusing on the questions and then time is spent the next day selecting one or two deep-thinking questions to stimulate their inferences. 3. As above. 4. Use a multi-modal text to review inferring. 5. Assessment of use of strategy use the Sharing your Thinking #3 organiser, Non-Fiction Reading Power, p.146 and an article related to inquiry learning intention. This assessment proforma will also assess a students ability to generate questions. Text: Earthquake Explorers Visual Literacy: Group Focus: STARS focus for students determined by CARS Reading Power review Reading to Learn Reciprocal Reading Non-Fiction Thinking Circles 7 18th November Reading Power: Revise Power to Determine Importance Text Type: Procedural Text / Scientific Reports (Information Reports) Reading Workshop: Tuning In: Review the purpose of determining importance when we read, particularly when reading non-fiction texts. When we determine importance, we are finding the main idea in a text this is what the text is about. Lessons: 1. Use an inquiry related text to review the THIEVES strategy. Revise the THIEVES mnemonic, Non-Fiction Reading Power, p.90-91.

3.

4.

missing letters in a contraction or the possession of an object by a character. An apostrophe for Contractions an apostrophe is used to mark the missing letters when two words are joined together. In negative sentences, the helping verb and not are often joined together, or contracted, to make one word. This is called a contraction. E.g. did not = didnt. Revise common contractions. Possessive Nouns show ownership. An apostrophe is always used, e.g. Jacks horse; childrens shoes. Revise the use of s for single owners and the apostrophe after plural owners. Remind students to add an apostrophe to any noun that ends in s. Add s to a noun that DOES NOT end in s (there are a few exceptions to this rule.) Possessive Nouns review and assess.

Independent Writing Students will continue to work on their anthology. Conference independently and small focus groups related to text type or need. Authors Chair Share Time Focus students to share and seek feedback from peers about their text progress and content.

Whole Class Learning Intention: Students will produce an anthology containing THREE texts, one of which is an Exposition and two will be student choice. Writing Workshop: Mini Lessons: 1. Verbs verbs consist of one or more words that tell us what is going on in a sentence. They are the essential ingredient to any communication. Verbs link ideas and give them meaning. There are different types of verbs: a) Simple Verbs consist of one word, e.g.: laughed, made, runs, open. b) Compound Verbs consist of two or more words, e.g.

Language Focus: Understand how the use of vocabulary to express greater precision in meaning. (ACELA1512 Year 5) Understand how ideas can be expanded and sharpened through careful choice of verbs. (ACELA1523 Year 6)

2. 3.

4.

5.

Revise the Turn it into a Question strategy, NonFiction Reading Power, p.93, 94, and 102. Revise locating key words in a text, Non-Fiction Reading Power, p.96-97, and 106-107. Focus on the characteristics of key words: Look for a) Words connected to the topic b) Words that are repeated in the title, headings or text c) Words that help you visualise d) One word that helps you to remember an important idea. Revise the Sum it Up strategy using an inquiry related written text, Non-Fiction Reading Power, p.99, 106 and 107. Revise the Listen, Sketch, Label, Summarise Strategy, Non-Fiction Reading Power, p.100, 108,109 and complete assessment of use of strategy use the Sharing your Thinking #3 continued organiser, NonFiction Reading Power, p.147 and an article related to inquiry learning intention.

2.

3.

Text: Earthquake Explorers 4. Visual Literacy: Group Focus: STARS focus for students determined by CARS Reading Power review Reading to Learn Reciprocal Reading Non-Fiction Thinking Circles

was waiting, will make, has been picking. Infinitives are a verb form and are usually introduced by the word to. An infinitive verb needs another verb to make sense with a subject, e.g. The children had to eat quickly and leave. Infinitives can do the work of nouns (tell what) and adverbs (tell why), e.g.: I go to school to learn. I went to the river to swim. As a general rule, we do not split the infinitive (place a word between to and the verb), e.g. She decided to walk home slowly. NOT She decided to slowly walk home. Verb Categories create anchor charts in small groups with examples and definitions. a) Doing Verbs express action. b) Saying Verbs express ways of speaking. c) Thinking Verbs express ways of thinking. d) Feeling Verbs express ways of feeling. e) Being Verbs include am, is, are, was, were. They can be used on their own to link ideas together. f) Having Verbs include has, have and had. They can be used on their own. Play Process Charades where students act out a particular category of process or verb for the rest of the class to guess. They process categories include those discussed in Mini Lesson #2. Create a process list in small groups. Organise brainstormed lists of processes into clines or groups of chatting attributes. For example, organise saying verbs into groups from softest to loudest, action verbs from least active to most active, thinking verbs from least challenging to most challenging. Softest: whisper, mutter, hush, mumble Moderate: announce, ask, dictate, speak Loudest: shriek, roar, bellow, yell c)

Independent Writing Students will continue to work on their anthology. Conference independently and small focus groups related to text type or need. Authors Chair Share Time Focus students to share and seek feedback from peers about their text progress and content. Whole Class Learning Intention: Students will produce an anthology containing THREE texts, one of which is an Exposition and two will be student choice. Writing Workshop: Mini Lessons: 1. Punctuating Sentences different types of sentences require different types of punctuation. What are the different types of sentences? a) Statement requires a capital letter to start and a full stop to end. May also contain a comma. Tells the

8 25th November

Reading Power: Revise Power to Transform Text Type: Procedural Text / Scientific Reports (Information Reports) Reading Workshop: Tuning In: Review the purpose of Transformed Thinking. This is also related to a students ability to synthesise information in a range of texts. Lessons: 1. Transforming our Thinking using an inquiry related written or multi-modal text, use the Transforming My

2.

3.

4.

5.

Thinking graphic organiser found in Non-Fiction Reading Power, p.132. How my thinking changes using an inquiry related written or multi-modal text, use the React with NonFiction graphic organiser found in Non-Fiction Reading Power, p.133. How my thinking changes - using an inquiry related written or multi-modal text, use the How My Thinking Changes (Intermediate) graphic organiser found in Non-Fiction Reading Power, p.135. Sharing Your Thinking #1 good readers use many different strategies when reading in order to comprehend a written or multi-modal text. Focus on integrating a range of strategies when reading NonFiction Reading Power, p.143. Complete assessment of use of strategy use the Sharing your Thinking #3 continued organiser, NonFiction Reading Power, p.149 and a common text (for moderation purposes) related to inquiry learning intention.

2. 3.

Text: Earthquake Explorers Visual Literacy: Group Focus: 6. STARS focus for students determined by CARS 7. Reading Power review 8. Reading to Learn 9. Reciprocal Reading 10. Non-Fiction Thinking Circles 9 2 December Science Fair 6th Carols Night Planning Week Lessons: 1. Review any reading strategies that require attention in small focus groups. 2. Christmas Literacy Tasks (see Sharee for task cards).
nd

4.

reader something. Question requires a capital letter to start and a question mark at the end. Asks something. c) Exclamation - requires a capital letter to start and an exclamation mark at the end. Gives a feeling of surprise, anger or excitement. d) Command - requires a capital letter to start and a full stop at the end. Tells someone what to do. Revise punctuation of different types of sentences independently or in small focus groups. Punctuating with commas a comma is used to separate words or parts of sentences to help the reader understand the meaning. Examples of usage include: a) Commas in a list (to separate three or more items). b) Commas in adverbial phrases and clauses (used to describe the verb in the sentence.) e.g.: Finally, Sarah could rest. c) Commas to act as brackets (to contain specific information). E.g.: Ali, who was the eldest, led the way. d) Commas to separate main clauses and dependent clauses. E.g.: Looking around carefully, Jared crept towards the fence. Revise punctuation of different types of sentences, using commas, independently or in small focus groups. b)

Independent Writing Students will continue to work on their anthology. Conference independently and small focus groups related to text type or need. Authors Chair Share Time Focus students to share and seek feedback from peers about their text progress and content.

Reading Power: Integrating Reading Powers Text Type: Procedural Text / Scientific Reports (Information Reports) Reading Workshop: Tuning In: Review the purpose of Transformed Thinking. This is also related to a students ability to synthesise information in a range of texts.

Whole Class Learning Intention: Students will produce an anthology containing THREE texts, one of which is an Exposition and two will be student choice. Writing Workshop: Mini Lessons: 1. Adjectives of Degree adjectives often compare the qualities of people and things. These are adjectives of degree. There are three degrees: a) Positive describes a quality of a person or thing. b) Comparative makes a comparison between the qualities of two people or things. c) Superlative shows the highest degree of difference compared to all others. Sometimes we add er and est to show comparative and superlative degrees. Sometimes we use more and most before the adjective. This occurs when the adjective already has a suffix, eg; famous, more famous, most famous. 2. Direct Speech sentences can directly record the speech of

10 9th December Transition Day Graduation

one person to another. This is called direct speech or dialogue. Direct speech is shown by placing speech marks around the spoken words. Create an anchor chart of things to remember: a) The first spoken word has a capital letter. b) Spoken words are separated from unspoken words by a comma, a question or exclamation mark. c) Each new speaker is given a new line. 3. Direct Speech review and enable independent and small group practice. 4. Indirect Speech sentences can indirectly record what has been said. Indirect speech is usually reported by an onlooker or third person, not the speaker. It is therefore written as a noun clause. E.g.; Ella told Kim that she hated mice (indirect speech reported by another person). Reported speech must be in past tense. Speech marks are not needed. Have students change selected statements from direct to indirect speech. Whole Class Learning Intention: Students will produce an anthology containing THREE texts, one of which is an Exposition and two will be student choice. Writing Workshop: Mini Lessons: 1. Revision and assessment tasks related to class learning.

11 16 December
th

Whole Class Learning Intention: Students will produce an anthology containing THREE texts, one of which is an Exposition and two will be student choice. Writing Workshop: Mini Lessons: 1. Revision and assessment tasks related to class learning.

Notes

BTN - Weekly

Assessment (Before, During and After Learning) Assessment FOR Learning

Students understand exactly what they are to learn, what is expected of them and are given feedback and advice on how to improve their work. Assessment for Learning happens during the learning, often more than once, rather than at the end. Students understand exactly what they are to learn, what is

Assessment AS Learning
Students reflect on their work on a regular basis, usually through self and peer assessment and decide (often with the help of the teacher, particularly in the early stages) what their next learning will be. Assessment as learning helps students to take more responsibility for their own learning and monitoring future directions:

Assessment OF Learning
The purpose of this kind of assessment is usually SUMMATIVE and is mostly done at the end of a task, unit of work etc. Students demonstrate their understanding of questioning by: 1. Common Assessment Task Week Look for evidence that:

expected of them and are given feedback and advice on how to improve their work. Pre-tests and Immersion On-Demand Reading Comprehension PROBE Goal Setting

What is the purpose of learning these concepts and skills? What do I know about this topic? What strategies do I know that will help me learn this? Do I understand these concepts? What are the criteria for improving my work? Have I accomplished the goals I set for myself?

Reading

Writing

Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources (ACELY1703) Level 5. Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts (ACELY1713) Level 6.

The teachers role in promoting the development of independent learners through assessment as learning is to: model and teach the skills of self-assessment guide students in setting their own goals, and monitoring their progress toward them provide exemplars and models of good practice and quality work that reflect curriculum outcomes work with students to develop clear criteria of good practice Reading and Writing Conferences Samples of work

Understand the difference between main and subordinate clauses and that a complex sentence involves at least one subordinate clause (ACELA1507) - Level 5. Understand how noun groups/phrases and adjective groups/phrases can be expanded in a variety of ways to provide a fuller description of the person, place, thing or idea (ACELA1508) Level 5. Investigate how complex sentences can be used in a variety of ways to elaborate, extend and explain ideas (ACELA1522) - Level 6. Understand how ideas can be expanded and sharpened through careful choice of verbs, elaborated tenses and a range of adverb groups/phrases (ACELA1523) Level 6.

Speaking and Listening

AusVELS STANDARDS FOR ENGLISH

Levels 5 and 6 Writing By the end of Level 5, students use language features to show how ideas can be extended. They develop and explain a point of view about a text. They create a variety of sequenced texts for different purposes and audiences. When writing, they demonstrate understanding of grammar, select specific vocabulary and use accurate spelling and punctuation, editing their work to provide structure and meaning. By the end of Level 6, students understand how language features and language patterns can be used for emphasis. They show how specific details can be used to support a point of view. They explain how their choices of language features and images are used. They create detailed texts elaborating upon key ideas for a range of purposes and audiences. They demonstrate understanding of grammar, make considered choices from an expanding vocabulary, use, accurate spelling and punctuation for clarity and make and explain editorial choices. Levels 5 and 6 Reading By the end of Level 5, students explain how text structures assist in understanding the text. They understand how language features, images and vocabulary influence interpretations of characters, settings and events. They analyse and explain literal and implied information from a variety of texts. They describe how events, characters and settings in texts are depicted and explain their own responses to them.

By the end of Level 6, students understand how the use of text structures can achieve particular effects. They analyse and explain how language features, images and vocabulary are used by different authors to represent ideas, characters and events. They compare and analyse information in different texts, explaining literal and implied meaning. They select and use evidence from a text to explain their response to it. Level 5 and 6 Speaking and Listening By the end of Level 5, students listen and ask questions to clarify content. They use language features to show how ideas can be extended. They develop and explain a point of view about a text selecting information, ideas and images from a range of resources. They create a variety of sequenced texts for different purposes and audiences. They make presentations and contribute actively to class and group discussions, taking into account other perspectives. By the end of Level 6, students listen to discussions, clarifying content and challenging others ideas. They understand how language features and language patterns can be used for emphasis. They show how specific details can be used to support a point of view. They explain how their choices of language features and images are used. They create detailed texts, elaborating on key ideas for a range of purposes and audiences. They make presentations and contribute actively to class and group discussions, using a variety of strategies for effect.