Mandama Primary School

Early Years Literacy Planner

Year Level:
Grade 1

Term
Term 1

Planned by
Grade 1 Team

Text Types:
Letter Writing List making Post card writing Writing for purpose Recount

Writing Students will develop the structure, language and format of Formal letters, Narrative, Recount and Procedural texts.

Learning Focus: Reading

Comprehension Tell the story from pictures Retell the story from the pictures Predict what might happen next Talk about the text relate to self Use prior knowledge to relate to the text Ask questions to clarify Make a picture or mental image Predict an unknown word so that it makes sense Notice/stop if it doesnt make sense Back up and self correct if it doesnt make sense Understand and Use text features (title, headings, captions, visual features) Identify important

Choosing a Just Right book

Accuracy Understand directionality left to right/ return sweep Show 1:1 matching pointing with finger (early levels) Read most high frequency words needed for the level Notice if a word doesnt look right Work actively to solve words Use beginning and ending sounds Blend sounds together effectively Use chunks of words effectively e.g. sh out ed Use analogy e.g. look to book Fluency Choose appropriate good fit books to practise fluent reading Read without pointing when 1:1 matching is established Easily read most high frequency words needed at the level Use punctuation ( . , ? ! bold print to enhance phrasing and intonation Change voice for direct speech Stress appropriate words to convey accurate meaning Read at a good rate not too fast or not too slow Reread for fluency / phrasing/ expression Expand Vocabulary Notice or collect new/interesting words when reading Use parts of words to determine the meaning of new words e.g. prefixes, suffixes Use pictures and diagrams to help work out new words Use prior knowledge and context to predict and confirm meaning of unfamiliar words Reread sentences / paragraph to try to determine meaning of new words Collect new words to find out their meaning Ask someone if the meaning is not clear Use dictionaries,

information, particularly in non-fiction

thesauruses and glossaries as tools

Understandings

Focus Questions:

A recount records a series of events or experiences in the order in which they occurred. They tell how what, where and when. What is a recount? What is the purpose of a recount? A narrative tells a story and aims to get attention and maintain interest. They are mainly used to entertain, What is a narrative? What is the purpose of a narrative? motivate or teach. There are many different types of stories e.g. real-life drama, fantasy, adventure, science fiction, What is a procedural text? What is the purpose of a mystery, classic. Fairytale, legend, myth, fable, etc. procedural text? A procedural text tells us how to make or do something e.g. a recipe. How do our Understandings link with VELS? Which Domains, Dimensions & Standards will be addressed?

At level 1 (Beginning year 1) students: Writes personal recounts and simple texts about familiar topics to convey ideas or messages. Writes Writes Writes Writes Writes a simple instruction that specifies an action. a simple list of 2 or 3 items. a description of 2 or 3 sentences. captain for a drawing. some information about themselves. of their own experiences when writing for personal purposes and audiences such as in lists, letters, cards, of one or more generally readable sentences that support the intended meaning of their writing attempts at spelling unfamiliar words, matching soundletter relationships and using some simple spelling

At level 1.25 (middle year 1) students:

inclusion

posters Writing
some

inclusion

correct use of capital letters and full stops

drawings plausible

patterns

At level 1.50 (end year 1) students: Experiment with a range of short text types recounts, narratives, letters, lists, information reports, procedures. Correct spelling of some high-frequency words and plausible attempts at unfamiliar words. Begin to spell words that do not fit phonetic patterns. Sequence ideas with a clear beginning, middle and an end. Sequence a small number of ideas in short texts of up to 4 sentences. Mostly correct use of capital letters and full stops and begins to experiment with question marks and exclamation marks.

At level 1 (beginning year 1) students: For a text students hear read, they show word-by-word matching Can recognize how sounds are represented alphabetically. Names the most common letters and recalls the sound for most of the letters. Can categorise both lower and upper case letters based on their shape. Displays fluency in the texts they read. Can express emotion as they read. Uses title, illustrations and existing knowledge to predict meaning. Identifies events in texts as real or imaginary. Answers literal questions about sentences they have read. Retelling of various characters and events from simple texts. At level 1.25 (middle year 1) students: Reading
naming

of all uppercase and lowercase letters in the alphabet of common sounds for letters reading of simple print and electronic texts with moderate accuracy and fluency

identification independent accurate retelling

reading of high-frequency words of what they have read using the text as a prompt of what a text will be about, using textual features and some known words of differences between real and imaginative texts

prediction

understanding

At level 1.50 (end year 1) students: Reads automatically 1-syllable words and sight vocabulary taught earlier. Accurate and independent reading of print and electronic texts with high-frequency words. Reads the text aloud independently and recognize when what they have said does not make sense, then self-correct Identifies and changes pitch for common punctuation marks and textual features. Can retell, in order, the main ideas in a text.

At level 1 (beginning year 1) students:

recount

and description of familiar personal experiences when participating in discussions during group discussion of listening skills to a range of conversations and other spoken texts responses to what others say

turn-taking application

Speaking and Listening

appropriate

At level 1.25 (middle year 1) students: Communicates in small groups, listens and responds to what others say, takes turns to speak. Explains their views to others, and decides how to report the groups views to a larger group. Recalls, recounts and describes in sequence, familiar experiences and events, and their feelings and beliefs. Responds appropriately to what others say. Answers questions about main details in a presentation. Links events or ideas they hear with own experiences. Follows spoken instructions and asks for help and clarification if necessary. Listens to and/or watches a story and says how they felt. At level 1.50 (end year 1) students: recounts and descriptions of familiar experiences in logical sequence communication with others in small group situations clear speech with simple phrases and sentences, and appropriate vocabulary application of listening skills to a range of conversations, discussions and spoken texts; about real or imagined events recall of what others say and answers to questions about details of what has been said

Mandama Primary School

Early Years Literacy Planner
Assessment FOR Learning: Assessment AS Learning:
How will students reflect on their learning to ensure future progress? Have we engaged the students in self-assessments and/or peer assessments? How will we assess students learning to ensure future progress?
Anecdotal Notes Annotated Work Samples Discussions Conferencing (Reading and Writing)

Assessment OF Learning: What major task/event/action will students

undertake that will demonstrate understanding? How will students apply what they have learned? Is this task/event/action authentic, purposeful, and aimed at an audience?
Annotated Work Samples Moderation of Writing.

How can we assess students prior knowledge?

* REFER TO ASSESSMENT SCHEDULE Annotated Work Samples Running Records

Key Resources Recount Western Australia First steps writing resource book (see Mel) Letter Writing

Language Features: Retells past events or experiences (past tense). Sequences events in the order they happened. Set the scene: who, what, when, where and why. Words to establish a sense of place and time (time connectives) Word Focus: Time connectives and Adjectives Sensory descriptions (smell, taste, see and/or hear). Reference to personal memories, treasures, possessions, personality traits (first person) Orientation (set the scene); events (what happened); conclusion (personal comment) Write a letter to a family member or a friend. Introduces Key features of a letter. Make writing to the relevant audience. Writing with purpose and meaning. Distinguishing the difference between post cards and letters. Word Focus: nouns and adjectives and verbs. Making lists, cards for personal purpose e.g. organising a party.

Mandama Primary School

Early Years Literacy Planner

Refer to above text types to understand what the language features and structures are when teaching recount, narrative and procedural text. Below is a rough guide, it is dependent on experiences and your individual students.
Cafe menu & Daily 5 Literacy activities Word game, Sentence work, Comprehension, Spelling, Book Box, Guided Reading book activity, Guided Reading, Write Well page

Wee k

Experience

Writing

BIG Writing

Assessment and VCOP Vocabulary: Take a card with an image on it and think of words to describe it using 4 words. Connectives: and, because, Openers: Firstly, after that, next Punctuation: use full stops and capital letters.

3 Mon Feb 13th

4 Mon Feb 20th

Focus: Journal recount (Of Share Me weekend.) display. Handwriting Find simple Letter writing: write topics to a letter to last years share teacher. preferences e.g. Pets, TV Writing Goal setting shows, food, All about me and my Colour. friends writing using the Share Me Display. Focus: Letter Writing Sending Journal Writing home a (Recount) letter. Take Handwriting a walk down Sound check a post box hearing and to post a recording sounds in letter home. sequence. Focus: Post card Writing Journal Writing (Recount) Handwriting Sound check Turn it up Tuesday (Up levelling sentences.) Working
with the word suddenly. Construct a

Model the BIG TALK. Talk about what it is and how it helps you with your big writing. Do an I chart to help with setting expectations.

Spelling Unit & Homework Oxford Spelling Word List: Assessment Begin to take home readers

Topic: This is Me

Write about what makes you special. Where you live, your family, things you like and things you dont like.

Vocabulary: Make a list of WOW words about you. How would you describe yourself that sounds interesting. Connectives: and, because. Openers: Firstly, after that and next. Punctuation: using full stops and capital letters.

Take home readers & spelling words (Individual high frequency words).

5 Mon Feb 27th

Create your own post card. Design a front and write about your special holiday on the back.

Topic: If I could go anywhere in the world I would go to

Have students think about a place they would like to visit e.g. the moon, Antarctica, the jungle ect write about what they will find there.

Vocabulary: Words about animals. Connectives: and, because and but Openers: Suddenly (Sallys book SUDDENLY!) Punctuation: Using full stops and capital letter and introduce exclamations marks.

Take home readers & spelling words (Individual high frequency words).

Focus: Letter writing Topic Food. Journal Writing (Recount) Handwriting

Topic: Nude food.

What is Nude

Vocabulary: List WOW words associated with healthy foods. Connectives: pick a connective and put it in a sentence. Openers: Use words such as firstly. Punctuation: Use paragraphs

Take home readers & spelling words (Individual high frequency words).