Академический Документы
Профессиональный Документы
Культура Документы
Term 3 - 2015
Duration: 34 lessons/week
Overview
In this unit, students develop their knowledge of concepts about print as they engage in a range of
modelled and shared writing experiences. Students are taught specific skills and strategies for composing
and structuring texts. They learn to express themselves and respond to a variety of texts.
This unit provides a general framework for teaching independent and guided writing. Effective use in the
classroom will require meaningful contextualisation. Skills and strategies should be taught through relevant
and engaging texts with an appropriate thematic basis. Students should be provided with opportunities to
build their understanding continually, eg through viewing picture books and animations, engaging with
relevant objects and people (such as guest presenters), and discussing their personal experience of the
theme.
Outcomes
Assessment overview
ENe-2A
ENe-3A
produces most lower case and upper case letters and uses digital technologies to construct
texts
ENe-5A
demonstrates developing skills in using letters, simple sound blends and some sight words to
represent known words when spelling
sequence the beginning, middle and end of the story using the
ENe-9B
demonstrates developing skills and knowledge in grammar, punctuation and vocabulary when
responding to and composing texts
ENe-10C thinks imaginatively and creatively about familiar topics, simple ideas and the basic features of
texts when responding to and composing texts
text
for support
ENe-11D responds to and composes simple texts about familiar aspects of the world and their own
experiences
Week
1
Sentence a Day
Recount
In my holidays
After school I.
Descriptive Sentences
Students are given pictures of different landscapes and jointly construct sentences describing the
place. Pictures can be of country studied this week in HSIE unit Countries - not mandatory. Use
above differentiation examples where necessary.
eg/ This is a long, sandy beach.
This mountain is tall and has lots of green trees.
Reconstructing Sentences
Use sentences from authentic texts and other known texts to reconstruct the sentence structure.
Write the sentences out on cards and cut up into separate words, students then place the sentence
in order and rewrite in books or whiteboards. This can be linked to shared/modelled reading program
texts.
Adjectives
My favourite place
is..because
Mystery word students choose a word from the selection on cards. They then write their own
sentences using that mystery word. Read sentence to a partner to check if the meaning is
maintained.
4
Sentence structure
Here is a .
On the weekend.
Model for the students how we can use this information to help us write a simple sentence such
as, The wide river is flowing through the trees. Get the students to turn to a partner and rehearse
constructing a sentence using the information on the cards as a guide. Bring the group back
together to share some of the sentences they have constructed in pairs. Provide each pair with a
strip of paper for them to record a sentence that they constructed themselves or one that they heard
from another group. ACELA1451, ACELY1655
Sentence structure
Revisit jointly constructed story on a following day. Read the text as a class and ask the students to
comment on the meaning, sequence and link to the illustrations.
*Alternatively, this can be done on the IWB with the pages of the story scanned.
** Text may be altered based on Teacher preference or text availability
6
Sentence structure
Similes
Introduce similes to the students and ask them to identify some during a reading of a well-known
text.
Similes
I love eating.
Students complete the following examples (try to link to HSIE unit Countries):
As brown as a
As cold as
As dry as
As quiet as
As smooth as
As green as
As hard as
Adjectives
Composing a Sentence using visual stimuli Direct link to HSIE Countries Unit.
Students will be engaging with an illustration from Alison Lesters Are We There Yet? and using this
to assist them to construct a sentence. Alternatively, using a text with an Aboriginal perspective is
encouraged for this lesson sequence.
Who or what is in the illustration?
What is happening?
What else can we tell? or Are there any other circumstances surrounding the activity?
Copy several different illustrations, ensuring there are sufficient copies so all students will have
access to an illustration.
**Assessment task
Introduce students to Storybird.com and encourage the students to create their own stories by
inserting pictures and writing a story. Complete a whole class guided writing session on the site first.
Variations and extension
Students requiring more support could retell a known story using the Storybird.com pictures and
their own text.
Students could be asked to create a what happens next story for a known text using Storybird.com
pictures.
10
Revisit Storybird.com to re-read and edit their stories. Students are welcome to create new or extra
stories as needed. Emphasis is on story sequence and sentence structure.
Story structure
Meaning
Typing skills
Basic sentence structure
Using ICT to create a narrative images and text match and
complement
At home I help
At lunchtime I like to.
Typing skills
Basic sentence structure
Evaluation
SUGGESTED RESOURCES
Dictionary of Classroom Strategies K6, Board of Studies
Teach this: www.teachthis.com.au
Shared reading titles only suggestions
Weblinks
Jeanie Adams collection: Pigs and Honey, Little Black Books (Indigenous titles)
Pamela Allen collection: Who Sank the Boat?, Grandpa and Thomas, Mr McGee
Sheena Knowles collection: Edward the Emu, Edwina the Emu
Mem Fox collection: Koala Lou, Where is the Green Sheep?, Possum Magic
Computer resources