Learning Management Plan for: Year 2 English

(1) What does my Learner Already Know? Students have an understanding of sentence structure using adjectives, nouns and compound words. They can incorporate basic punctuation into sentences (capital letters, full stops, commas, spaces between words). Students have had exposure to fiction and non-fiction stories. Students have been exposed to different story telling mediums: TV, video, digital, puppets, plays in different contexts and cultures.

Learning Management Plan Focus: Comprehension and Writing

(5) What will constitute the learning journey?
LEP Sequence No. LEP/ Lesson sequence/ Outcome focus (LMQ2) Learning Experiences What is to be taught? What are the Sequential Strategies Settle students emphasising that classroom climate is critical to learning, reiterating class rules, overview of session and expectations, eg: 1st lesson Listen to CD Make connection to prior learnings: looking at nouns, adjectives and explain that we are going to draw those characters on the whiteboard and write adjectives to describe them physically, and emotionally (feelings). Connections to different media for stories (digital, puppet shows, plays, TV) Crossword puzzle/word sort Ext: Complete worksheet on reverse side Ext: Draw picture of a character doing something represented in the story. Main DoL focus Time Frame (LMQ4)

DoL 1, 5

5 mins

(2) Where does my learner(s) need / want to be? My learner will be able to: (Procedural Knowledge is able to): Children will be able to use co-operative learning and reciprocal teaching to deconstruct the story in order to recognise the main characters in the story, their qualities and events. Children will be able to follow instructions and complete a crossword puzzle or word search related to aspects of the story. Extension: Children will complete the reverse side of the worksheet. Extention: Children will be able to draw a picture of a chosen character doing something that relates to the story eg girl eating strawberry, old woman talking to tree (visual of noun, adjective and verb) 2nd lesson Children will be able to recall details of the story through questioning, pictograph/descriptive pattern on butchers paper and replaying some of the CD. Children will be able to word sort characters and group their qualities Children will be able to construct a sentence about a character using adjectives to consolidate their knowledge about the relationship between nouns and adjectives in the written word from gleaned from an audio stories. Children will be able to read a friends work (sentences), or read their own work to the class (time permitting). Extension: Children will be able to draw the character they wrote about in a scene from the story. (Declarative Knowledge knows or understands) Students will know that stories are available through different mediums (audio, TV, video, digital, plays and puppet shows). Children will recall the facts about fictitious characters in the story. Literacy ACELY 1666

DoL 2,3,4

Students will construct meaning, organise and store information of the story in order to answer questions, complete crossword puzzle or word sort and write about a character from the story. Children will know that different people, characters and things have different qualities. Children will extend their knowledge in discussion groups and by reading their story to a friend or the class. Students will use their knowledge of basic conventions of punctuation and writing (nouns, adjectives, compound words, capital letters, some knowledge of commas and spacing between words) to construct sentences about the characters in the story. Language: Identify language that can be used for appreciating texts and the qualities of people and things (ACELA1462). Create events and characters using different media that develop key events and characters from literary texts (ACELT1593) Literacy: Listen for specific purposes and information, including instructions, and extend students own and others ideas in discussions (ACELY1666) The Australian Cirriculum, Assessment and Reporting Authority, The Australian Curriculum, English, Year 2, Curriculum F-10, Version 1.2, 8th March 2011, pages 7-8. Graduate Standards for teachers: (3) How does my learner best learn? Literacy skills for this class of students is mixed with approximately 8 x children in the advanced level, 5 x children in the upper average level, 6 x children in the lower average level and 7 x in the lower level according to running record classification. Whole group learning opportunities to engage in discussion to revise, explore, consolidate ideas and make predictions, eg interactive whiteboard pictogram/descriptive pattern. Working collaboratively in paired activities. A variety of mediums given their age and span of concentration on any given task before becoming restless. There is a cross section of learning styles within the class (auditory, kinaesthetic, visual). Information will cater to all learning styles, eg listening skills of story CD, completing crossword puzzle/word sort, interactive whiteboard pictogram, and writing about a character of their choice and reason for 2

Literacy ACELY166 6

Language ACELA146 2 Language ACELT159 3

2nd lesson Make connections to previous lessons sentence structure, nouns, adjectives Q&As to recall events and characters and adjectives to describe them physically and emotionally and display. New addition of qualities of the characters (physical and emotional, eg kind, trusting, wise, good, naughty. Focus on nouns person, place, thing; and adjectives to describe nouns. Sorting task (character qualities) Choose a character to write about. Write 3 or more sentences using adjectives to describe them. Underline nouns and adjectives in a different colour. If we have time you can share your work with a friend and have them read it. Some children will read theirs out to the class if time. Ext: draw the character you wrote about in a scene from the story. Encourage students to create detailed mental images, physical sensations and emotions associated with the information they are receiving to improve their comprehension and retention of information (visualisation, smell, taste, touch, hearing, feelings) Play CD Stop at mid-point in story to ask students to make predictions about what they think might happen next. DoL 2

10 mins

Literacy ACELY166 6 Language ECEA1462

14 mins

DoL 2, 3

choosing.the story. Visualising characters and backdrop of the story children can be encouraged to make inferences about the way characters might look, their actions and motivations, and relate information, ideas and events to their own lives. Children can be encouraged to make predictions on future events based on the information given. Children can be given opportunities to relate social and emotional responses to experiences. When a topic is interesting and engaging it helps children to maintain focus. Students are given ownership and involvement in the exercise (discussion group, interactive whiteboard, paired task, and individual written task.

Language ACELA146 2 Literature ACCELT15 93 Literacy ACELY166 6 Literacy ACELY166 6

Group discussion to reinforce events in the story by summarizing, questioning, clarifying and consolidating comprehension. Highlight main characters, setting, events, feelings of character, incl tree as pictograph/descriptive pattern on interactive whiteboard. Show crossword puzzle / word search on whiteboard with questions and identify what they need to do (Across and Down questions). Complete puzzle at their desks. Ext: Children can complete task on reverse side of worksheet. Ext: For children who finish early they can draw a character of their choice interacting with his/her environment (doing something) Recap previous lesson by playing audio again/or recap session on whiteboard with pictograph/diagram to include qualities. Children to choose a character/thing to write about, their/its qualities and why they chose it/them. Use knowledge that they know to construct a sentence. Use nouns and adjectives and proper sentence construction capital letters, spaces between words, commas, full stops.

Dol 2,3, 4

6 mins

4 (4) What resources do I have at my disposal? National Curriculum framework, Essential Learnings, The Story Tree and Other Nature Tales CD by Jenni Cargill-Strong; classroom facilities: computer, interactive whiteboard, crossword puzzle worksheet, writing books, drawing paper; educational websites, student participation in group Q&A time by working collaboratively with peers co-operative learning and reciprocal teaching is enhanced (5) See table to right (6) Who will do what? Pre service teacher to lead this experience. Control playing of CD, pause to ask reflective and predictive questions. Ask students to participate verbally to complete a pictograph/descriptive pattern on the whiteboard. Display crossword puzzle/word search on whiteboard and ensure students understand the task before completing it at their desk. Extension: Children can complete the reverse side of their worksheet. Extension: Children can draw a character of their choice from the story interacting with their environment. 2nd lesson Ensure students understand written task to write about one of the characters (quality, characteristic) and why chose them/it. Children to share their work with a friend by having their friend read their sentences. Some children to read their work to the class (time permitting)

DoL 3,4

6 mins

DoL 3, 4

2nd lesson

DoL 2.3.4

6-8 mins

Language ACELA146 2 Literature ACELT159 3

Ext: Drawing of the character they wrote about in a scene from the story.

Literacy ACELY166 6

Extension: for those who finish early complete a drawing of the character written about and draw in a scene from the story. Children to share their work with a friend and read it to them. Some children will read their work to the class.

DoL 3, 4

(7) How will I check to see my learner has achieved the defined learning outcomes? Participation in question and answer time on the mat. Completion and assessment of crossword puzzle/word search Extension: Drawing a character interacting with some aspect in his/her environment Sorting task Written work of selecting a character, their qualities and why they chose them. Roving, listening and looking at students work. Australian Curriculum, Year 2, English, http://www.australiancurriculum.edu.au/Elements

(8) How will I inform the learner and others of the learners progress? Children to read a friends work and to the class (time permitting) their chosen character, qualities and why they chose them. Feedback to children Feedback to Pre service Teacher from Mentor Teacher regarding delivery of lesson and learning tasks. Understanding of who needs more assistance in comprehension and written tasks in future.