Week 2

Outcomes
1.

EN3-1A
communicates
effectively for
a variety of
audiences and
purposes using
increasingly
challenging
topics, ideas,
issues and
language
forms and
features

EN3-3A Uses
an integrated
range of skills,
strategies and
knowledge to
read, view and
comprehend a
wide range of
texts in
different media
and
technologies

Designing, Selecting and Sequencing

Activities
Reciprocal reading as a guided
reading

Resources

Teacher will explain that now we must

merge all the skills we have learned
together in order to perform a reciprocal
reading.

The complete Hans Christian

Anderson fairy Tales
(Smartboard version if possible)

Explain to students the steps of a

reciprocal reading. They are the same
steps used to understand a text
thoroughly and that make a successful
reader; making predictions, reading the
text, clarifying, questioning and
summarising
Teacher will perform a think-aloud of the
steps before reading a classic fairy tale of
choice from The complete Hans Christian
Anderson fairy Tales. The teacher will go
through each step, explaining why each is
important and what he/she is doing at
each step.
Make sure to related this to the previous
lessons as students have some
experience using these

Whiteboard

Ipads
www.umass.edu/
aesop/fables.php
Workbook/Word wall

Assessment
- Assessment through
questioning and
observation of
students ability to
perform a reciprocal
reading as a class
and as individuals.
- Assessment of
reading skills through
a one-on-one
observation
monitoring; fluency,
fix-it strategies,
comprehension and
expressions through
the reciprocal
reading

Start with modelling it then proceed to a

shared group collaboration in which the
teacher prompts the students to do the
predicting, reading, clarifying, questioning
and summarising.
During the reading students will be
encouraged to read out loud quietly to
practice and the teacher may assess
individual students
Extension

2.

EN3-3A Uses
an integrated
range of skills,
strategies and
knowledge to
read, view and
comprehend a
wide range of
texts in
different media
and
technologies

Students may like to attempt this on their

own using their IPad devices reading
classic fairy tales to get a feel for each
strategy while the teacher roams and
monitors reading strategies being
employed.
This lesson will be run as a station reading
group lesson. (Refer to detailed lesson
plan for more information). Teacher will
split class into 4 groups. Each group will
rotate after 10 mins with 2 groups at a
time on the Visual Literacy activity
Oral Reading Group
- Students will be reminded of the
qualities that make a good speaker/reader

Oral Reading Group

Access to Library Ipads or
personal student laptops
www.umass.edu/
aesop/fables.php

- Teacher will observe

and make note of
students ability to
read clearly and
confidently during
oral performances
and throughout the
lesson.
- Teacher will observe
and question

e.g. eye contact, projection of voice,

expression, fluency etc.
EN3-6B Uses
knowledge of
sentence
structure,
grammar,
punctuation
and
vocabulary to
respond to and
compose clear
and cohesive
texts in
different media
and
technologies

students during
reciprocal reading
tasks to ensure they
understand the
purpose of each role

-Teacher instructs students to read a

fairytale from Revolting Rhymes by Roald
Dahl and must practice their lines. Any
words that students are unfamiliar with
should be written in their word wall and
apply the fix-up reading strategies to it
1. Re-reading
2. Read forwards
3. Read backwards.
4. Identify function of the word
5. Look at the pictures
6. Substitute words and see
paragraph makes sense

if

-Teacher will collect

students workbooks
to assess
understanding of
visual literacy
comprehension,
development of
vocabulary and
language devices
through students
individual word walls

the

-Students will perform when ready and the

teacher will assess students formally
using a blank roll based on the students
ability to read fluently, incorporate
expression, body language and maintain a
good pace
Visual Literacy
Students will be instructed to complete
the visual literacy activity

Visual Literacy Group

10x Three Little Pigs by David
Wiesner OR
https://www.youtube.com/watch
?
v=TkyL8hRZUe8
Workbooks

-This activity will act as a pre-test or initial

exposure to getting students to
understand the purpose of visual literacy.

Whiteboard with question for

students in this group to answer

- Students will be directed to think about

Empty roll to mark students

visual make up in a way that they may not

have done before through the following
questions on the whiteboard

How does the author use borders in

the text and what are their
purpose?
What types of colours are used in
the illustrations? Why do you think
the author chose these?
Throughout the story direct speech
is shown in two different styles,
what are they?
How have the visuals aided in the
telling of this fractured fairytale?
How has the author transcended
beyond the normal fairytale genre
using images?

Reciprocal Reading Group

Remind students of the previous lesson in
which they did a guided reading using
these reading techniques.
Instruct students to complete a reciprocal
reading session using a story from
Revolting Rhymes by Roald Dahl.
Each student is given a role for each
paragraph and will rotate their role for the
following paragraph until time is up and

progress during the oral reading

Reciprocal Reading Group

20x Revolting Rhymes by Roald
Dahl
Cut out of roles to be given to
reciprocal reading group
(predictor, reader, clarifier,
question/discusser, summarizer)

every student has had at least one turn at

each role.

3.

EN3-2A
composes,
edits and
presents wellstructured and
coherent texts

EN3-6B Uses
knowledge of
sentence
structure,
grammar,
punctuation
and
vocabulary to
respond to and
compose clear
and cohesive
texts in
different media
and
technologies

Go over visual Literacy

Teacher will make links to the prior lesson
through the visual literacy activity and ask
students to discuss their answer. The
teacher will question students
understanding about the purpose of visual
literacy and what the author is trying to
achieve by using these techniques.

Workbooks/Word wall

Mark the visual literacy group work

Revolting Rhymes by Roald Dahl

Create short story

Students will be creating a short fractured
fairy tale of their own using similar
characters that they have been reading
about throughout this unit of work but
changing the resolution or complication of
the story in some way. Students are to
include their word wall language that has
been built up from the previous lessons

Three Little Pigs by David

Wiesner

Provide students with a scaffolded sheet

and encourage them to use many
language devices. (Remember students
will be assessed at the end of the unit on
their ability to read fluently, confidently

30x Scaffolded sheet for

narrative (See Resources)
Provide students with a range of
books and allow IPad access for
inspiration

http://www.worldoftales.com/fair
ytales.

-Observation and
questioning using
think-pair share and
bounce pass
questioning to assess
students
understanding of
visual literacy, its
importance and how
authors use it
effectively to create
deeper meanings
-Collect scaffold of
students draft
fractured fairy tale
and assess use of
vocabulary, language
and understanding

4.

EN3-2A
composes,
edits and
presents wellstructured and
coherent texts

EN3-6B Uses
knowledge of
sentence
structure,
grammar,
punctuation
and
vocabulary to
respond to and
compose clear
and cohesive
texts in
different media
and
technologies

and engage the audience, Therefore they

should include vivid descriptive language
and similes or metaphors to create
engagement)
Short story
Students will continue writing their short
stories and edit the stories
Proofreading
Teacher will question students on the
importance of editing and proofreading.
Let students discuss this with each other.
Students will then be instructed to
perform a Kagan carousel strategy
wherein each student will display their
work and swap it with another student to
have them proof read, provide feedback
on the work and edit the work using a red
marker.
It is important for the teacher to explain
to students what is involved in
proofreading via a list which should be
displayed on the Smartboard.

Workbooks/Word wall
Draft copy Scaffolded sheet for
narrative
IPad accessDictionary/Thesaurus
Provide students with a range of
books and allow IPad access for
inspiration
Revolting Rhymes by Roald Dahl
Three Little Pigs by David
Wiesner
http://www.worldoftales.com/fair
ytales.
Proof Reading Checklist

Quickly go through the list to make sure

students understand. You may like to
prompt students to explain what is
required of each step.

http://planningwith
kids.com/2012/06/07/proofreading-and-editing
-checklist-for-kids/

-Stories will be
collected and marked
looking for a variety
of descriptive
language and
language devices
used throughout the
unit
-Students
understanding of the
importance of
proofreading and
ability to edit,
provide feedback and
proof read with
accuracy others work
will be monitored as
teacher observes

Students will then take their work back

and take on the feedback and edit where
necessary.

5.

EN3-1A
communicates
effectively for
a variety of
audiences and
purposes using
increasingly
challenging
topics, ideas,
issues and
language
forms and
features

This can be repeated several times

Oral reading
Students will be formally assessed on
their individual oral reading skills during a
readers theatre or presentation of their
story. Students will be reminded that a
good reader make eye contact, reads
confidently and clearly, uses body
language, uses expression and creates
engagement through the language
choices used.
While each student reads out their story
to the class the audience (other students)
need to write positive and constructive
feedback as well as highlighting any
words spoken that were of interest in their
word wall
Teacher will instruct audience to provide
the student with feedback by reading out
what they wrote
Teacher will ask students to fill out the
remained of the KWL chart from the start
of the unit

Completed Draft of students

fractured fairy tale
Workbooks
Whiteboard listing what to look
for in a good reader
KWL chart

-Students will be
assessed summarily
and this will be
recorded based on
their ability to read
fluently, self-correct
using fix-up
strategies,
confidently project
voice, engage the
audience with
vocabulary and
pacing, use
expression and body
language. They
should include vivid
descriptive language
and similes or
metaphors to create
engagement through
their proof reading