Thursday 22nd October

Morning Session 9am 10:30am

Key Teaching
Focus

1. How am I using positive reinforcement to engage the students?

a. Use descriptive encouragement: be specific abut the
positive that is being recognised. E.g. That is good use of
capital letter sand full stops in your writing
b. Be careful not to overuse.
c. Use positive reinforcement to cue parallel
acknowledgement praising students to encourage others.
2. Focus on giving instructions.
a. Use the wait and scan approach to ensure there has been
understanding.

9:00am 9:10am

Morning Administration
1. Before students arrive:
a. Turn on IWB and set up for the literacy worksheets
b. Check copies of worksheets to be handed out.
c. Locate literacy workbooks if needed.
2. Students come into class:
a. Check for hats, readers and homework have been handed
in.
b. If needed remind students to be organised before class
each day.
c. Move quietly to the mat when asked.
d. Mark the roll.
e. Discuss class rules as positive examples. (see Skill 1:
Setting Expectations)

Thursday 22nd October

9:10am 9:35am

Literacy Writing an Informative Text

Australian
Curriculum Links

Understand that texts can take many forms, can be very short (for
example an exit sign) or quite long (for example an information book
or a film) and that stories and informative texts have different
purposes (ACELA1430)
Identify some differences between imaginative and informative
texts(ACELY1648)
Explore the different contribution of words and images to meaning in
stories and informative texts (ACELA1786)
Understand that nouns represent people, places, concrete objects
and abstract concepts; that there are three types of nouns: common,
proper and pronouns; and that noun groups/phrases can be
expanded using articles and adjectives(ACELA1468)

Lesson
Objectives

1. Understand how language is used differently in imaginative and

informative texts.
2. Construct sentences and use language for specific purposes.

Lesson
Outcomes

Today you will:

1. Revisit the text
2. Examine language
3. Write an informative text.

Resources

Fox and fine feathers by Narelle Oliver 2009.

Key learnings

Informative text; Narrative text; Noun Group; Proper nouns

Differentiation

1. Check for understanding through questioning in discussions.

2. If completing Sheet 15 by writing then suggests that the Prep
students try writing where they can and scribe for them as
required.

Warm up

1. Review a narrative that contains animal characters

a. Re-read pages 5 & 6 with students with focus on the lyrebird
b. Remind students about the features of a narrative text: tells a
story, contains imaginative language and descriptive noun
groups; the purpose is to entertain.

Thursday 22nd October

Activity 1
Examine
language
IWB activity

1. Provide samples of narrative and informative text and ask

students to identify them on the whiteboard.
2. Remind students about the features of a narrative text and an
informative text.
3. Explain the differences to students as per C2C.
4. Provide students with a list of statements about different text types
and ask them to allocate to narrative vs. informative texts.

Transition

1. Move back to desks and get ready with a pencil and workbooks.
2. Wait with hands on head when you are ready to start work
3. Refer Skill 2 Giving Instructions and then follow up with wait and
scan.

Activity 2
Write and
informative text

1. Show students the modelled sentence for writing an informative

text.
a. Identify elements from the checklist and ask students to
point them out.
2. Provide sample facts that the students can use in their writing and
discuss. Give them ideas that they can use and refer to the
checklist.
3. Demonstrate a sample on the board. Ask students to check to see
if I have covered everything.
4. When students have finished:
a. they can read their sentences to their partner and check.
b. Discuss as a group and check all elements.
c. Ask students to circle any words that they think they may
have spelt incorrectly.
Ideas to implement from PD:

Wrap up

Scan for understanding walk around and check that students

are on task and have understood.

Positive reinforcement specific examples of good effort.

If students are off task redirect them to work (thanks)

Use parallel acknowledgement to encourage desired behaviours.

Students to glue any worksheets into their books.

Recap of information covered today:

what have we learnt?

3

Thursday 22nd October

Check for understanding.

Next lesson we will be

Resources

C2C Year 2 English Unit 6 lesson 13

Assessment

Check on progress while students are contributing to discussions.

Make a mental note of the students that may require more help
during the next lesson.

TRANSITION

Wait for the class to settle and give instructions (Skill 2)

We are going to move to spelling groups: Year 2 students that move classes can go.
Preps to be at the back of the room with me; Year 1 and 2 students to remain here with
Mrs Armit.

Students are not to move before listening to the instructions and if they do, wait until
they resettle.

Remind students that they will need a pencil and rubber before they start their spelling.

9:35am 10am

Spelling Groups Prep

Australian
Curriculum Links

Recognise the letters of the alphabet and know there are lower and
upper case letters (ACELA1440)
Produce some lower case and upper case letters using learned letter
formations (ACELY1653)

Differentiation

1. Check for understanding through questioning in discussions.

2. Use different methods to help students with concepts:
a. Counting the sounds on fingers
b. Keep the pace of the lesson going so not to lose
engagement
c. Use writing on the board to engage
d. Positive reinforcement that is explicit.

Resources

Prep Spelling Workbook Lesson

Assessment

Check on progress while students are contributing to discussions.

Make a mental note of the students that may require more help
during the next lesson.

Thursday 22nd October

TRANSITION

Wait for the class to settle and give instructions (Skill 2)

We are going to move to Reading Groups: Prep students are with me; one group to go
to reading eggs (check beforehand).

Students are not to move before listening to the instructions and if they do, wait until
they resettle.

Remind students that they will need a pencil and rubber.

10am 10:30am

Reading Groups Year 2

Australian
Curriculum Links

Listen for specific purposes and information, including instructions,

and extend students own and others' ideas in
discussions (ACELY1666)
Read less predictable texts with phrasing and fluency by combining
contextual, semantic, grammatical and phonic knowledge using text
processing strategies, for example monitoring meaning, predicting,
rereading and self-correcting (ACELY1669)
Use comprehension strategies to build literal and inferred meaning
and begin to analyse texts by drawing on growing knowledge
of context, language and visual features and print and multimodal
text structures (ACELY1670)

Lesson
Outcomes
Teaching ideas

Read a new text and complete an activity sheet.

1. Book walkthrough what do you think is happening here? Why?
2. What do you think is happening?

Differentiation

1. Check for understanding through questioning in discussions.

2. Help students that are having any trouble to complete the activity
sheet.

Resources

Prep Reading books and activity sheet

Assessment

Check on progress while students are contributing to discussions.

Make a mental note of the students that may require more help
during the next lesson.