Reading, Writing and Language Features

Program for 3R, Term 1 2015

English
Objectives

Term

Objective A: Communicate through speaking, listening, reading, writing, viewing and representing
Objective B: Use language to shape and make meaning according to purpose, audience and context
Objective C: Think in ways that are imaginative, creative, interpretive and critical
Objective E: Learn and reflect on their learning through their study of English
Writing
Grammar & Punctuation
Reflecting on Learning

Outcomes
and
Indicators

EN2-2A plans, composes and

reviews a range of texts that
are more demanding in terms
of topic, audience and
language

EN2-9B uses effective and

accurate sentence structure,
grammatical features,
punctuation conventions and
vocabulary relevant to the type
of text when responding to and
composing texts

EN2-12E recognises and uses an

increasing range of strategies
to reflect on their own and
others learning

Thinking imaginatively, creatively and

interpretively
EN2-10C thinks imaginatively, creatively
and interpretively about information,
ideas and texts when responding to and
composing texts

EN2-7B identifies and uses

language forms and features in
their own writing appropriate to
a range of purposes, audiences
and contexts
Students will participate in short, daily activities focused on improving their knowledge and use of vocabulary, connectives, sentence openers
and punctuation (VCOP) in their writing.
Overview

Once a week, students will consolidate and practise their skills in an extended writing session called Big Writing. Prior to writing independently,
students will participate in activities that will assist them in their writing. They will be taught various planning formats so that they are able to
choose which suits them best. Time will be given for planning before every Big Writing session, and they will write in a special atmosphere e.g.
quiet classical music, special pencils and paper. Students will be provided 'brain breaks', after each ten minutes have gone by, in the form of a
reminder:
- How many WOW words (accurate, interesting, carefully-chosen vocabulary) have you used? (after 10 mins)
- How many types of punctuation have you used? (after 20 mins)
- Have you used a range of openers and connectives? (after 30 mins)
- Have you done your best to reach your goal? Five minutes to go (after 40 mins)
At the end of the school day before a Big Writing session, discuss stimulus for tomorrow's BW and briefly recap features of the genre (informative,
persuasive, imaginative) required. The BW text should be one the children are already familiar with so that it can be recapped/'recycled' rather
than needing to be taught. Students are encouraged to go home and talk about what they will be writing about, e.g. discuss ideas, opinions,
possible phrases, suitable vocabulary etc.

 Reading, Writing and Language Features Program - 3R Term 1, 2015

Assessment

Reading- formative assessment through teacher observation

Reads own peers texts
Begins to use a dictionary
Identifies:
o words that indicate where, why, when and how actions take place
o conjunctions, e.g. and, but, so, and understands that they join clauses in sentence
o noun groups in texts, e.g. the sunny day, and discusses the effect of their use in comparison to using a noun only
o adverbial phrases that tell us more about the action in terms of where, when, why, how, and discusses the effect of this use in texts
o adjectives and understands that their function is to describe (in terms of size, colour, shape and other qualities)
o and names commas, quotation marks, question marks, exclamation marks
Writing- summative assessment each week through Big Writing task
Uses a framework to make notes, e.g. matrix, flowchart, semantic map
Reads own writing to the teacher or a peer
Uses:
o adjectives to provide more information about nouns
o pronoun references accurately
o different types of verbs (action, thinking, seeing, feeling) in own writing
o past tense relatively consistently in literary texts
o relating verbs to describe and classify in information reports
o most common punctuation marks, e.g. spaces between words, lower-case and capital letters, full stops (experiments with others)
o creative word play in the writing of literary texts
o synonyms in own writing and discusses differences in meaning, e.g. hurried, raced, rushed
o capital letters at the beginning of sentences and full stops at the end of sentences

 Reading, Writing and Language Features Program - 3R Term 1, 2015

Using Language

Resources: Spelling City (/nreynolds3), Soundwaves textbook, Reading Eggs slideshows and
worksheets, VCOP Notebooks, various interactive games compiled at is.gd/3Rwebs

Content Overview
Wk

Phonics

Term
Sound Waves

Spelling Words

Grammar

CO

Adding ed

If

Antonyms

Interesting
openings

Full stops &

sentence
structure

Synonyms

So

(Reading Eggs)

BL, BR

AMP,
ANG,
ANK,
ATCH

b as in balloon

a as in apple

watch, amplify, champion, ankle, thank

you, catch, snatch, angle, strange,
fangs, water, thank you, trapped,
grabbed, abominable, adapt, adore,
appealing, habitat, adore, snapped,
capture, appealing, abominable

CH, CL,
CR, SCH,
QU, CHR,
SQU, LK

k as in kite

ELL, END,
ECK, EAD

e as in Egg

DR, ND

bridge, bright, bring, break, breathe,

brought, blaze, bleach, blade, brave,
blackened, browse, middle, able, audible,
avoid, options, amount, search, edge

d as in duck

again, agree, people, thought, colourful,

forget, know, quit, quick, quiet, clothes,
aqua, climbed, scrape, scribble,
scratched, school, chrome, similar, familiar,
unique, scheme, relieved, alleviate,
believable
echo, enough, even, freckles, spread,
dread, steady, splendid, blend, eliminate,
entered, endure, wreck, check, slept,
crept, inept, wept, achieve, believe, relief,
drain, dried, drama, dread, droop, drowsy,
drying, droned, drawing, bind, kind, round,
spend, wind, draft, dribble, dramatic,
abandon, abundant, almond, endorse,
offend, found

Comparing
Adjectives
+ Introduce VCOP
Editing

Rhyming
Clauses

Tenses

Adding ed

when
openings

Adding s,

Because

es, ed
when
openings

Lists and using

and

Rhyming words

Question
marks and
exclamation
marks

Full stops &

sentence
structure

And

Synonyms

Commas
Suddenly

Adding ing, s, es
Ownership

But

Antonyms
Compound words

Apostrophes
At that
moment

4
Reg

 Reading, Writing and Language Features Program - 3R Term 1, 2015

8

10

ISH, INK,
ICH, ITCH,
ING, ILL,
ICK, IFT
FL, FR, FT

i as in igloo

f as in fish

ditch, bewitch, kitchen, stitch, abolish,

witch, switch, glitch, spilled, sicken, shift,
bring, single, whisper, tingle, drift, fifty,
million, caterpillar, chill, illusion, drilled

Direct and indirect

speech

friend, float, frozen, freeze, sift, often, sniffle,

offer, prefer, final, finish, giraffe, after, fresh,
fray, frame, fruit, freeze, foreign, flowers,
conflict, reflect, affliction, fluorescent

Paragraphs

Synonyms

Although

Adding ing

Just in time

Speech marks

However

Spaces and
paragraph
breaks

Rhyming words

Revision & Review

Suffixes
Adding ing ed full

Incredibly

 Reading, Writing and Language Features Program - 3R Term 1, 2015

Writing
Content Overview
Wk
3

Term

Modelled/Guided Writing
Persuasive: should all
families own a dog?

Independent Writing
(groups)

Big Writing
Prompt

NAPLAN practice topic

and paper

Which animal/pet is the best?

(and why?)
Words to use: clearly, able

How to do Big
Writing

Persuasive: Analyse
the text Saving
Water (reading
eggs).
Students will write in
pairs, a persuasive
text about why we
should save water.
Persuasive: should
adult bike riders be
allowed to use the
footpath?

Language: firstly,
secondly, finally,
strongly, think/dont
think. Discuss and
show examples of
evaluative language
to the class. Students
brainstorm evaluative
language about
given topics
Link
Concepts:
organising ideas,
expanding,
planning
beforehand.

Is wearing House Colours for

sport good?
Words to use: divide, unite,
organise,

Tree Man
Who is this
creature, what
has he got and
where is he
going?

Children should ride bikes to

school.
Words to use: exercise,
dangerous, walk, school

Fire What
happened to
cause this?

LanguageConventionsYr3
paper edited for
Matilda

Informative: You are

trying to teach your
grandmother about
computers/iPads.
Write an information
text to help her.

Language:
Use for and how to,
classification,
habitat,
appearance,
threats, diet.

Using atlases, write an

information report about your
favourite country for someone
who has never been there.
*Could use a pamphlet or other
template*
Words to use: unique, exciting

What are they

making?
She tipped in the
blue liquid and
the mixture
frothed and
bubbled

Reading Magazine B

Concepts:
Gathering and
organising
information.

LanguageConventionsYr3
paper
*How to access NAPLAN
questions, how to read
them properly and
complete a test.
Reading Magazine A

WOW Word

Sighed

Crept

Struggled

Apprehensive

4
Reg

 Reading, Writing and Language Features Program - 3R Term 1, 2015

Wk
7

10

Modelled/Guided Writing
Informative: read and
organise information
given about a
specific
animal/insect.

Creative: Using Harris

Burdicks prompts.
Organise main points
of your story into a
story board. Expand
on these points into
paragraphs.

Language:
Connectives and
Openers explored
in class.
Analyse the
example text The
boy who bounced
(reading eggs).
Students write the
narrative structure in
their books.
In pairs, students
jointly analyse and
plan narratives using
the scaffold sheet.
Concepts: planning
and organising a
narrative.

Independent Writing
(groups)

Big Writing

NAPLAN practice topic

and paper

Pick one of the pre-chosen

animals (books from library
needed) and write an
information report about it.
Words to use: type, habitat,
located, diet.

Star wish she

made that wish
so long ago, she
never thought it
would come true!

LanguageConventionsYr3
paper edited for Little
Red Riding Hood

I reached up and grabbed the

branch tightly in my hands,
swinging my body up higher
into the tree canopy
Words to use: terrifying, close
I gripped the basket tightly
and looked out over the hills
and farms below me.
Goodbye I whispered.
Words to use: redeem, return
I looked at the rabbit, terrified
in its cage, and suddenly I
understood: this evil man had
captured the Easter bunny!
Words to use: rescue, grateful

Car tree
How on earth did
that car get in the
tree?

Reading Magazine C

Tree Family
Who are they and
why are they
living there?

LanguageConventionsYr3
paper edited for Easter
stories

*No big writing due

to public holiday*

WOW Word

Unique

Gasped

Reading: Dear Greg +

Magic Beach

Soared

Reg

 Reading, Writing and Language Features Program - 3R Term 1, 2015

Reading
Literacy Groups
For literacy activities, students are
grouped according to ability across the
areas of the literacy continuum,
ranging from Elephants (support) to
Tigers and Wolves (extension).

The students rotate between 8

activities over 2 days. The activities are
designed to help them practice and
review different areas of literacy;
vocabulary, grammar, punctuation,
writing, reading, comprehension, ICT,
and spelling.

These rotations last 20 minutes each

and timing will be managed using this
online segmented timer, which helps
the students to manage their time and
get the most out of learning.
http://www.teachit.co.uk/custom_con
tent/Timer/timer.html

 Reading, Writing and Language Features Program - 3R Term 1, 2015

Rotations Schedule
WEDNESDAY
Group

Elephants

THURSDAY

VCOP/

SPELLING

NAPLAN
PRACTICE

WRITING

DICTIONARY
DETECTIVES

READING EGGS

READING

COMPREHENSION

NAPLAN
PRACTICE

WRITING

DICTIONARY
DETECTIVES

READING EGGS

READING

COMPREHENSION

VCOP/

GRAMMAR
SPELLING

GRAMMAR
Giraffes
NAPLAN
PRACTICE

WRITING

DICTIONARY
DETECTIVES

READING EGGS

READING

COMPREHENSION

VCOP/

SPELLING

GRAMMAR
Hummingbirds
DICTIONARY
DETECTIVES

READING EGGS

READING

COMPREHENSION

VCOP/

SPELLING

NAPLAN
PRACTICE

WRITING

SPELLING

NAPLAN
PRACTICE

WRITING

DICTIONARY
DETECTIVES

NAPLAN
PRACTICE

WRITING

DICTIONARY
DETECTIVES

READING EGGS

GRAMMAR

Rhinos
READING EGGS

READING

COMPREHENSION

VCOP/
GRAMMAR

Tigers
READING

COMPREHENSION

VCOP/
GRAMMAR

Wolves

SPELLING

Activity
VCOP/

Week 3
Similes

GRAMMAR
SPELLING

NAPLAN
PRACTICE

DICTIONARY
DETECTIVES

READING

COMPREHENSION

WRITING

READING EGGS

Reading, Writing and Language Features Program - 3R Term 1, 2015

Week 4
Week 5
Week 6
Week 7
Week 8

Week 9

Week 10

Punctuation
Doctor
passage

Choose from 4
spelling
activities
Language
Conventions
Paper

Reading
Magazine A

Language
Conventions
Road Dahl

Reading
Magazine B

Language
Conventions
Little Red

Reading
Magazine C

Language
Conventions
Easter

Reading: Dear
Greg + Magic
Beach

Transparent /
Vague / Sheer
/ Sighed

Creep / bloom
/ vanish / burst
/ automatic

Struggle /
brawl / melee /
toil / thrash

Enhance/
amplify/ expand
magnify/ swell

Reduce / shrink
lessen / trim /
condense

concede /
admit / forfeit /
yield / lose

Create / build /
generate /
design /
construct /

Unique / rare /
apprehensive /
soar / gasp

Activity Cards

Activity Cards

Activity Cards

Activity Cards

Activity Cards

Activity Cards

Activity Cards

Is wearing
House Colours
for sport good?

Children should
ride bikes to
school.

Info report
about a
country

Info report
about an
animal

Narrative (see
writing
program)

Narrative (see
writing
program)

Narrative (see
writing
program)

Levelled
Novels

Comprehension

cards relating
to text
Which pet is
the best and
why?
Each child
works on their
own program