Focus for Student Activities: Reading- Development of fluency, comprehension, vocabulary and writing

Week 1
Outcomes
1.

EN2-4A
Uses an increasing range of
skills, strategies and knowledge
to fluently read, view and
comprehend a range of texts on
increasingly challenging topics
in different media and
technologies
EN2-2A
Plans, composes and reviews a
range of texts that are more
demanding in terms of topic,
audience and language

Designing, Selecting and Sequencing

Activities
Teacher and students discuss and
identify the differences between
narrative and informative text.
Teacher reads extracts of a few
classroom texts and shows features of
narrative and informative texts.
In pairs, students read and classify
classroom texts into narrative or
informative.
Pairs classify and record each text under
the headings narrative or informative.
Pairs share one book and explain how
they classified it to the class.
Show Piggybook and students make
oral predictions about Piggybook.
Teacher and students explore and list
characters, setting, main events and
resolution in a well-known narrativeThree Little Pigs.
Teacher reads Piggybook.
Students compare their predictions with
the actual story of Piggybook.

Resources

Classroom
books
Piggybook
Whiteboard
Writing books

Assessment

listening to
students
responses during
class discussion
about narrative
and informative
texts
observation of
students as they
work in pairs
listening to
students
comparisons
between the
actual story and
predictions of
Piggybook

2.

EN2-1A
communicates in a range of
informal and formal contexts by
adopting a range of roles in
group,
classroom, school and
community
contexts

EN2-2A
plans, composes and reviews a
range of texts that are more
demanding in terms of topic,
audience and language

3.

EN2-9B
uses effective and accurate
sentence structure, grammatical
features, punctuation
conventions
and vocabulary relevant to the
type
of text

Teacher and students recall Piggybook.

Teacher reads Piggybook.
Discuss the setting, characters, the
relationship between characters, events
that change the relationship between
characters and resolution of
Piggybook.
In pairs, students prepare and write a
retelling of Piggybook.
Pairs share their retelling of Piggybook
with the class.
Teacher and students identify and
demonstrate the structure of a narrative
on a whiteboard- orientation,
complication/sequence of events,
resolution.
Students plan their own narrative.
Some students share their narrative
plans.

Teacher and students recall Piggybook.

Discuss and identify the orientation,
complication and resolution of
Piggybook.
Teacher and students explore different
types of verbs (doing, thinking, saying
and relating) and write examples for
each on the whiteboard.
In pairs, students identify and write 1-2

Piggybook
Whiteboard
Writing books

Piggybook
Smartboard
Writing books

listening to
students
responses during
class discussion
about
piggybook
listening to
pairs retelling of
Piggybook
students
narrative plans

Listening to
students
responses during
class discussion
about the
structure of
Piggybook
Observation of
students working

EN2-2A
plans, composes and reviews a
range of texts that are more
demanding in terms of topic,
audience and language

4.

EN2-1A
communicates in a range of
informal and formal contexts by
adopting a range of roles in
group,
classroom, school and
community
EN2-2A
plans, composes and reviews a
range of texts that are more
demanding in terms of topic,
audience and language

examples for each type of verb used in

Piggybook.
Teacher and students re-read the first two
pages of Piggybook and identify how
the author has developed the orientation
of Piggybook.
Teacher and students jointly construct
the orientation of a narrative on the
Smartboard.
Students write the orientation of their
own narrative using the plan from Day 2.
Some students read the orientation of
their narratives.
Teacher and students identify characters
in Piggybook and the adjectives that
describe these characters.
Teacher and students list adjectives for
each character in Piggybook on the
whiteboard.
In pairs, students select one character
from Piggybook and write a short
character profile using the adjectives on
the whiteboard and their own adjectives.
Pairs read it to another pair.
Teacher and students jointly construct a
complication and sequence of events for
the class orientation written on Day 3.
Students write a complication and

Piggybook
(multiple
copies)
Whiteboard
Writing books

in small groups
Students
orientation of
their own
narratives

listening to
students use of
adjectives to
describe
characters in
Piggybook
Pair work-short
character profile
Students own
narratives

5.

EN2-6B
identifies the effect of purpose
and
audience on spoken texts,
distinguishes between different
forms of English and identifies
EN2-2A
plans, composes and reviews a
range of texts that are more
demanding in terms of topic,
audience and language

sequence of events for their own

orientation developed on Day 3.
Some students read their narratives so
far to the class.
Teacher explains a task- preparing and
delivering an oral book report.
Teacher and students write a brief outline
of events in Piggybook on the
whiteboard.
Teacher explains strategies to use in
delivering an oral book report. Eg.
Writing events in point form on palm
cards, appropriate eye contact and body
posture.
Students prepare and present their oral
book report on Piggybook in small
groups.
Teacher displays some of students
orientation, complication and sequence
of event written on days 3 and 4.
Students suggest how these
complications could be resolved.
Students write a resolution for their own
narrative.
Teacher reads a few of the students
narratives to the class.

Piggybook
(multiple
copies)
Whiteboard
Palm cards
Writing books

Observation of
students working
in small groups
for an oral book
report
Small group
presentation-oral
book report on
Piggybook
Students
resolution for
their own
narratives