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Rawa Community School, High School Literacy Plan, Term 4, 2013

Rationale The focus of this term is to improve fluency in reading and understanding of the set text. Improve independent comprehension. reading of texts, for fluency in reading and

Improved vocabulary, spelling and constancy in correct writing of sentences and paragraphs. Basic grammar to be covered will increase understanding of the structure of a sentence, including nouns, verbs, prepositions, contractions, adjectives and adverbs. Provide students with real life skills, within the literacy classes and the integrated programs. The text study will link in with the integrated history unit to give students a wider understanding of historical content and context in literature.

Deep nowle!ge or un!er"tan!ing" Identify the parts of a simple sentence that represent, !ho, what, where, when"# $nderstand that simple connections can be made between ideas using conjunctions. $nderstanding what nouns, verbs and adjectives are in a sentence. $nderstand the use of vocabulary about familiar and new topics and experiment with and begin to make conscious choices of vocabulary to suit audience and purpose. $nderstand how to use digraphs, long vowels, blends and silent letters to spell words, and use morphemes and syllabification to break up simple words and use visual memory to write irregular words. %ecognise common prefixes and suffixes and how they change a word#s meaning. $nderstand that nouns represent people, places, things andideas and can be, for example, common, proper, concrete or abstract, and that noun groups& phrases can be expanded using articles and adjectives. Plan, draft and publish imaginative, informative and persuasive texts, selecting aspects of subject matter and particular language, visual, and audio features to convey information and ideas '()*+,-./01 'year .1 Rele+ant prior curriculum

#eneral capa$ilitie" % Cro"" Curricular

+iteracy 2umeracy )ritical and creative thinking


Personal and social capability

&i"ual Language '(amining Te(t" Creating Te(t" )CT competency

Planning Con"i!eration"*"tu!ent conte(t

The students speak 3tandard (ustralian *nglish as a second language and speak little *nglish at home. 4anyjilyjarra, the students# first language will be incorporated into literacy experiences, where possible, to support the development of 3.(.*. and establish an understanding of the different languages spoken at home and school. 5isual displays and texts in both 4anyjilyjarra and 3.(.* will be made available throughout the classroom to further support this The students have minimal exposure to reading and literacy outside of school. To overcome this limitation, the school has instigated a 6rop *verything and %ead Program 7 6.%.8.P. when students read to an adult for -0 minutes everyday. ( reading portfolio has been instigated to encourage daily reading and to monitor progress of each students reading. Phonics and sight word practice is a daily practise. (ll classes have a variety of texts in the classroom for independent reading. 8ther mediums are used in the literacy and integrated program to expose students to other text types and mediums, including I)T. The classroom has visuals of relevant words for all learning activities on display. 6aily journals are used to encourage writing and expression. )reation of individual wikis for alternative literacy exposure and expression. Ipads in classrooms for alternative writing activities.
Re"ource"

3tudents have had significant exposure to and practise with the (+ system of reading texts. 3tudents have previously had a regime of daily phonics to instil recognition of most sound7letter matches including silent letters, vowel&consonant digraphs and many less, common sound7letter combinations. Informal assessment at the beginning of the term has shown that students need more work on spelling and practice writing sentences using correct structure of capitals, punctuation, subject, verbs and adjectives. Informal testing also revealed a need for working on articles, prepositions use of past tenses. ,3tudents have a practice of reading sight words at various levels, dependent on years of schooling completed.

,""e""ment

(ustralian curriculum, *nglish (I)3 +iteracy portal and activities booklets +iteracy materials in resource room 3ight words flashcards !ord games $se of internet with laptops and ipads

P4 Benchmark testing !eeks -, / and end of term %unning %ecords )haracter maps 3harpreading assessment Informative writing assessment 7 a newspaper article.

Te(t" in .ocu" / The 6ivine !ee :luency activities k 1 :lashcards for sight words, )5), 4odeled reading. ;ournal writing, link to novel. %eading passage one. %ewriting sentences 7 'I do, we do, you do1. Bingo 7 Initial sounds, Blends Bingo, initial sounds, <ousehold !ords Bingo. 2 Phonic flashcards, initial sound Bingo. !ord of the 6ay 7 put it into sentence. <ow many words can be found in word. 6aily spelling, from novel and 8xford sight words. 6aily ;ournal writing. %eading passage one. %eading portfolios

Phonics flash cards and prepositions flashcards. %eading sight words off I!B. 6aily spelling of sight words and words from novel. !ord of the day 7 put into sentence. 6aily reading for reading portfolio. %eading novel out

Term Teaching Se-uence !ind 'supported by 9rowing up (sian in (ustralia,1 *xplicit teaching 3tudent learning. +anguage&5ocabular '6ifferentiated +earning1. y 0ocu" = investigation 7 1riting2 'working towards1 try &oca$ to spell words on own by Title, character, !here is 6oha> sounding out or having a go@ author, spine, blurb, $se small white boards. cover, novel, 4odel ?uestions and predict, describe, answers about the topic, I nvestigation 7 where is 6oha > Spelling then scaffold so students students formulate own Phonics stages are asking the ?uestions ?uestions then using the based for different and finding the answers. internet find the answers., levels. !rite in A B ( format. 1riting goal" Fun activities Write independently in !ord search 7 culture Journal writing. Banana grams 7 make words Rea!ing %eading portfolios 0ocu" 7 8ral language for 3ral language 7 going to see &oca$ everyday use. a movie with friends. 4ovie, film, action, !hat is a news story> popcorn, watch, In pairs or a group students #rammar 7 parts of a work on a conversation about sentence, nouns, verbs, )!ea" .or going to the movies. adjectives. Punctuation, con+er"ation"4 capital letters, !hat do you want Brainstorm ideas and then 1riting to do today> write a conversation about the 4odel writing a sentence 6o you want to go activity. using above forms. to the movies> !hat is on> The writing process 'task, :ocus on editing. !hat kind of movies ideas, plan, draft, edit, $sing adjectives for do you like> proofread, publish1. describing places and Spelling <ow do you phrase a activities. Phonics words response> 3caffold written and Rea!ing / = C groups. then oral responses. = %eading portfolios Li"tening an! "pea ing 1or ing $eyon! 7 novel 'read by try self editing conversations teacher1 1or ing towar!", 7 conversations with *dit conversations with teacher each other for role !ord search 7 play. 9oing to the Banana grams 7 make words movies. 4ake sentences with word &iewing cards BT2 7 current affairs news stories 3how stories that students have made, i.e from )hristmas Island. 4odel how using similes, 4y pile your pile with vocab &oca$ 'novel) metaphors, onomatopoeia= from novel. (news report) can make writing more report, information, %econstructing sentences. interesting. eyewitness, account, 8ral presentation on an )loDe exercises 7 varying Spelling inspirational person. difficulty. Phonics words )ontinue to work on oral !atch BT2 7 <ow pearls are presentation on an inspirational / =C groups made person. &iewing &iewing BT2 news stories and how BT2 7 current affairs news

%esources %eading portfolios, :lashcards 7 spelling words, phonics, activities. I!B Internet

(nnotations

(ssessment

4ay have 4ake a poster of limited places of numbers or no interest in 6oha. students, as it is a short week.

)omputers, Internet, ipads

If students can do this then try some other ideas, i.e 7 going to the beach, fishing, shopping.

Ta" 3ne 8ral Presentation Someone I admire, This can be a pop star, sports star or a prominent member of society. $se the internet to research your person. !ho is the person> !hat do they do> !hy do you admire them> Present on any medium you want to, PPT, ipad or poster.

%eading passages from novel !atch BT2 6escribing new characters sheet.

httpE&&www.do gonews.com httpE&&www.ab c.net.au&btn&

%econstructing sentences from text. )loDe exercises

Phonics, sight words, prepositions, adjectives, adverbs, daily spelling, daily reading for portfolio, !ord of the day, sentence 2ovel 7 The Divine Wind, %ead passage two.

Phonics, sight words daily spelling, daily reading for portfolio, !ord of the day, sentences expansion based on Parts of a sentence 7 adjectives. 2ovel 7 The Divine Wind, %ead passage three.

'""ential content 3ral Introduce use of similies and 3tudents relate some news or metaphors for writing. a topic of interest to class. $se $se similies and metaphors card prompts. in writing to make writing 1riting more interesting Practice using similies and metaphors in writing to make writing more interesting 3tart writing informative article about an event. The bombing of Broome. 4aking pearls Rea!ing )ontinue reading novel 7 by Teacher. 9uided reading using the 34(%T%eading strategies. %eading portfolios 7 reading level books 3how film footage from 3ral Internet and BT2 of F Practice sharing something interesting, or a piece of news. The bombing of Broome. $se a prompt or a prop or a 4aking pearls 'BT21 card. 8ther students may ask ?uestions. Examples of newspaper articles from WW!! and 1riting current. "#howing different 3tart writing informative article styles and formats. What about an event. are the main points$ The bombing of Broome. 4aking pearls %ormat of a news story Rea!ing )ontinue reading novel 7 by <eadline, brief outline of Teacher. facts, then detail. 9uided reading using the 34(%T%eading strategies. %eading portfolios 7 reading level books

&oca$ 6novel) (nger, almost, <appens, wave, jaw 3napped, spurted Spelling Phonics words / =C groups target student needs according to testing and observations from reading.

*xamples of 2ewspaper articles about events, from the past and the present.

%unning records ,""e""ment ta" (informative) !riting a newspaper article.

&oca$ 6novel) Spelling Phonics words / =C groups

%eading portfolios, :lashcards 7 spelling words, phonics, activities. I!B ipads Internet

Phonics, sight words daily spelling, daily reading for portfolio, !ord of the day, Parts of a sentence 7 adjectives and adverbs. 2ovel 7 The Divine Wind, %ead passage three.

'""ential Content :ocus on finishing informative writing piece.

Learning ,cti+itie" 1riting )ontinue your informative writing about an event 7 in a newspaper style. %ewrite sentences from passage three using different verbs and adjectives to make own sentences. 3tudents working beyond can continue on to make a new paragraph. 3tudents working towards, can have sentence starters and vocab from flashcards and scaffolding by teacher. Rea!ing )ontinue reading novel 7 by Teacher. 9uided reading using the 34(%T%eading strategies. %eading portfolios 7 reading level books

&oca$ 6novel)

%eading portfolios, :lashcards 7 spelling words, phonics, activities. I!B ipads Internet

1riting Ta" Due4

Phonics, sight words '""ential Content daily spelling, daily %eview Term and novel reading for portfolio, !ord of the day, $sing adjectives7 adjectives and adverbs in a sentence. 2ovel 7 The Divine Wind, %ead passage Three

Learning ,cti+itie" 4ake a collage of events from the novel )haracter map of characters from the novel. !ord games 7 Bananagrams, Rea!ing )ontinue reading novel 7 by Teacher. 9uided reading using the 34(%T%eading strategies. %eading portfolios 7 reading level books &oca$ 6novel)

%eading portfolios, :lashcards 7 spelling words, phonics, activities. I!B ipads Internet

%unning records

:ear 1 Recepti+e mo!e" 6li"tening, rea!ing an! +iewing; By the end of ,ear -, students understand the different purposes of texts. They make connections to personal experience when explaining characters and main events in short texts. They identify the language features, images and vocabulary used to describe characters and events. 3tudents read aloud, with developing fluency and intonation, short texts with some unfamiliar vocabulary, simple and compound sentences and supportive images. !hen reading, they use knowledge of sounds and letters, high fre?uency words, sentence boundary punctuation and directionality to make meaning. They recall key ideas and recognise literal and implied meaning in texts. They listen to others when taking part in conversations, using appropriate language features. They listen for and reproduce letter patterns and letter clusters.

Term e+aluation again"t the ,chie+ement Stan!ar!" :ear 2 :ear 3 Recepti+e mo!e" 6li"tening, rea!ing an! +iewing; Recepti+e mo!e" 6li"tening, rea!ing an! +iewing; By the end of ,ear /, students understand how similar texts share characteristics by identifying text structures and language features used to describe characters, settings and events. They read texts that contain varied sentence structures, some unfamiliar vocabulary, a significant number of high fre?uency sight words and images that provide additional information. They monitor meaning and self=correct using context, prior knowledge, punctuation, language and phonic knowledge. They identify literal and implied meaning, main ideas and supporting detail. 3tudents make connections between texts by comparing content. They listen for particular purposes. They listen for and manipulate sound combinations and rhythmic sound patterns. By the end of ,ear C, students understand how content can be organised using different text structures depending on the purpose of the text. They understand how language features, images and vocabulary choices are used for different effects. They read texts that contain varied sentence structures, a range of punctuation conventions, and images that provide additional information. They identify literal and implied meaning connecting ideas in different parts of a text. They select information, ideas and events in texts that relate to their own lives and to other texts. They listen to others# views and respond appropriately.

Pro!ucti+e mo!e" 6"pea ing, writing an! creating; 3tudents understand how characters in texts are developed and give reasons for personal preferences. They create texts that show understanding of the connection between writing, speech and images. They create short texts for a small range of purposes. They interact in pair, group and class discussions, taking turns when responding. They make short presentations of a few connected sentences on familiar and learned topics. !hen writing, students provide details about ideas or events. They accurately spell words with regular spelling patterns and use capital letters and full stops. They correctly form all upper= and lower= case letters.

Pro!ucti+e mo!e" 6"pea ing, writing an! creating; !hen discussing their ideas and experiences, students use everyday language features and topic=specific vocabulary. They explain their preferences for aspects of texts using other texts as comparisons. They create texts that show how images support the meaning of the text. 3tudents create texts, drawing on their own experiences, their imagination and information they have learned. They use a variety of strategies to engage in group and class discussions and make presentations. They accurately spell

Pro!ucti+e mo!e" 6"pea ing, writing an! creating; 3tudents understand how language features are used to link and se?uence ideas. They understand how language can be used to express feelings and opinions on topics. Their texts include writing and images to express and develop in some detail experiences, events, information, ideas and characters. 3tudents create a range of texts for familiar and unfamiliar audiences. They contribute actively to class and group discussions, asking ?uestions, providing useful feedback and making presentations. They demonstrate understanding of grammar and choose vocabulary and punctuation appropriate to the purpose and context of their writing. They use knowledge of sounds and high fre?uency words to spell words accurately, checking their work for meaning. They write using joined letters that are accurately formed and consistent in siDe.

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