[Pre-Primary|English|Program]

[Term|One|2020]
W.A CURRICULUM LEARNING
LEARNING EXPERIENCES RESOURCES ASSESSMENT EVENTS
LINKS INTENTIONS
LANGUAGE As a result of this Week One and Week Two Paint, names typed Early Online Entry Wk 1
Language Variation and English program, Name Work on paper, playdough, Assessment First day with
Change children will be able Introductions: Sitting in a circle and saying collage pieces, glue, Name writing, letter children
Understand that English is
one of many languages
to... our names, groupings based on letters in our glitter, white oil name and sound
spoken in Australia and that names (onset and rime sounds), moving to pastels, Edicol dye, recognition, reading Wk 2
different languages may be Language activities based on items that start with the tennis balls, labels, comprehension task, Parent
spoken by family, classmates Recognise that same letter as names, descriptions of child masking tape, writing a sentence about Information
and different texts use where others must guess their name, last dishwashing liquid, a book, identifying Evening
community (ACELA1426) variations of Standard name calling out to move off. straws, magnetic rhyming words,
Language for Interaction Australian English • Using paint to trace over written name letters, large pot, old segmenting words, Wk 3
• Making name out of playdough magazines, popsticks. concepts about print OLI Testing
Explore how language is Explore rhyme and checklist
used differently at home • Covering written name with collage
identify rhyming words Wk 4
and school depending on the pieces
relationships between Wk 1 OLI Testing,
people (ACELA1428) Recognise letters of • Tracing over written name with glue Phase Two sounds and Early close,
the alphabet and say and glitter words (checklist) IEP meetings
Understand that language the common sound that • Writing name in white and covering
can be used to explore ways with Edicol dye
of expressing needs, likes
it makes Wk 2 Wk 5
and dislikes (ACELA1429)
• Name hockey/soccer with letters on Edicol dye names (work Labour Day
Literacy tennis balls sample) public holiday,
Text Structure and Listen to the oral Shrove
Organisation telling of texts and Wk 6
Understand that texts can
take many forms, can be
very short (for example an
exit sign) or quite long
(for example an information
book or a film) and that
stories and informative
texts have different
purposes (ACELA1430)
Understand that some
language in written texts is
unlike everyday spoken
language (ACELA1431)
Understand that punctuation
is a feature of
written text different from
letters; recognise how
capital letters are used for create texts in contexts
names, and that capital
letters and full stops signal different to their own workshop, alphabet stamps.
the beginning and end of
sentences (ACELA1432)
Understand concepts about
print and screen, including
how books, film and simple Write their own name
digital texts work, and
know some features of
print, for example
directionality (ACELA1433)
respond to questions • Sticky taped name covered with bubble Brightpath oral Tuesday, Ash
art (dishwashing liquid and paint with narrative Wednesday
Work on developing
straws)
their active listening • Alphabet soup letter hunt Wk 6
skills St Patrick’s
• Magazine letter hunt and name poster
Feast Day
creation
Look at the person
who is speaking • Popstick name puzzle with letters on Wk 7
each stick Harmony Day,
Explore writing, Parent-Teacher
especially the Week Three and Four Alphabet stamps, ‘I Interviews
formation of upper Letters and Sounds – Ss, Aa, Tt, Pp Can Read’ activity
and lower case letters High Frequency Words – a, as, an page. Wk 8
Spelling – sat, sap, pat, tap, at Early close
Literature Reading Strategy – Blending and segmenting
Recognise that authors ‘I Can Read’ activity page Wk 9
that may be similar or Investigations – name cards near the writing
Wk 10
experiences Student free
day (MJR),
Homework commences in Week Four
Fine and Gross Motor (worksheet that is due each fortnight) Easter raffle,
Skills Crazy Hair
Week Five and Six ‘I Can Read’ activity Day
Letters and Sounds – Ii, Nn, Mm, Dd page, Handa’s
Develop pencil control High Frequency Words – is, it, in, at, I Surprise by Eileen
Browne video, bowl
Spelling – sit, sip, nip, nap, map
Participate in fine full of fruit from
motor activities the story, story
Expressing and Developing
Ideas
Recognise that sentences are
key units for expressing
ideas (ACELA1435)
Recognise that texts are
made up of words and
groups of words that make
meaning (ACELA1434)
Explore the different
contribution of words and
images to meaning in stories
and informative
texts (ACELA1786)
Understand the use of
vocabulary in familiar
contexts related to everyday
experiences, personal interests
and topics taught at
school (ACELA1437)
Phonics and Word
Knowledge
Recognise and generate
rhyming
words, alliteration patterns,
syllables and sounds
(phonemes) in spoken
words (ACELA1439)
Reading Strategy – revision of blending and animal-fruit cards,
Engage in sensory segmenting (add in new sounds) art supplies,
activities ‘I Can Read’ activity page rectangles of coloured
card, images from
General Talk for Writing (Week Six): the story, paper and
Take part in the Text – Handa’s Surprise by Eileen Browne coloured pencils.
Letters and Sound Cold Task – Brightpath oral narrative
Program assessment task
Imitation Stage – Hook (bowl full of fruit
Take part in the Talk from the story), daily retelling of the story
for Writing Program with characters and voices, creation of a
simple story map, use actions to familiarise
children with connectives.
Activities – match the fruit to the animal,
African cooking, making a hut (painting, box
construction etc.)
Reading as a reader – turn text into a big
book, identify unknown words and answer
plot comprehension questions.
Reading as a writer – look for patterns and
discuss, isolate major plot events, identify
writing tools (punctuation etc.)
Spelling and sentence work.
Commencement of teaching recount writing.
Investigations – Handa’s Surprise word wall,
animal cards, paper and pencils.
Recognise and name all
upper and lower case letters
(graphemes) and know the
most common sound that
each letter represents
(ACELA1440)
Understand how to use
knowledge of letters and
sounds
including onset and rime to
spell words (ACELA1438)
Know how
to read and write some high-
frequency words and other
familiar words (ACELA1817)
Understand that words are
units of meaning and can be
made of more than one
meaningful
part (ACELA1818)
Segment sentences into
individual words and orally
blend and
segment onset and rime in
single syllable spoken words,
and isolate, blend and
manipulate phonemes in
single syllable words (ACELA1
819)
Week Seven and Eight Handa’s Surprise by
Letters and Sounds – Gg, Oo, Cc, Kk Eileen Browne video,
High Frequency Words – and, on, not, into story map sheets
Spelling – tap, gap, gas, not, God, cot, cap, (varied for different
kid, kit groups), paper,
brainstorm sheets
Phrase – Pat a dog and cat
with images of fruit
Reading Strategy – revision of blending and
from the text,
segmenting (add in new sounds)
plasticine.
Sight Words – said, is
Talk for Writing – Innovation Stage:
Text – Handa’s Surprise by Eileen Browne
Draw and retell – start by changing the
class story map using the children’s ideas and
suggestions, retell the new story, children
change their story maps with adult
assistance.
Shared Writing – over the rest of the week
create a big book using the new story and
create illustrations.
Guided Writing – working in small groups
to complete one section of the big book text
at a time.
Individual Writing – favourite scene drawing
and annotation/acting out of new text.
Write consonant-vowel-
consonant (CVC) words by
representing some sounds
with the appropriate letters,
and blend sounds associated
with letters when reading
CVC words (ACELA1820)
LITERATURE
Literature and Context
Recognise that texts are
created by authors who tell
stories and share experiences
that may be similar or
different to students' own
experiences (ACELT1575)
Responding to Literature
Respond to texts, identifying
favourite stories, authors
and
illustrators (ACELT1577)
Share feelings and thoughts
about the events and
characters in
texts (ACELT1783)
Examining Literature
Identify some features of
texts including events and
Spelling and sentence work using tricky
words (modelling phonic strategies), oral
sentence pronunciation.
Continuation of teaching recount writing.
Rhyming word focus.
Investigations – sound brainstorms connected
to fruit from the text, plasticine on craft
table to create plot scenes from text.
Week Nine and Ten Handa’s Surprise by
Letters and Sounds – ck, Ee, Uu, Rr Eileen Browne video,
High Frequency Words – the, and, said fruit bowl props,
Spelling – ten, pen, sun, cup, rip, rug, kick, animal popstick
sock, to, the puppets, paper,
pencils, story writing
Phrases – A peg on the sock. The dog was
prompts.
sick.
Reading Strategy – revision of blending and
segmenting (add in new sounds)
Sight Words – it, the
Talk for Writing – Invention Stage:
Text – Handa’s Surprise by Eileen Browne
Modelling the invention of familiar texts
using props/puppets, plays, drawing, writing
etc.
characters and retell events
from a text (ACELT1578)
Recognise some different
types of literary texts and
identify some characteristic
features of literary texts,
for example beginnings and
endings of traditional texts
and rhyme in
poetry (ACELT1785)
Replicate the rhythms and
sound patterns in stories,
rhymes, songs and poems
from a range of
cultures (ACELT1579)
Creating Literature
Retell familiar literary texts
through performance, use of
illustrations and
images (ACELT1580)
Innovate on familiar texts
through play (ACELT1831)
LITERACY
Texts in Context
Identify some familiar texts
and the contexts in which
they are used (ACELY1645)
Interacting with Others
Modelling how to illustrate and orally retell
another new version of the familiar text
(more independently).
Modelling of how to turn the new version
into writing (using shared and guided
writing).
Encourage children to use other familiar
texts to inspire the new version of the story.
Ensure that each child’s story is published
and celebrated.
Each day children will be provided with
paper, pencils and story writing prompts
(purposes for writing, sentences and images)
so that they can ‘play’ at creating stories.
Sharing of two or three stories daily.
Creation of a big book using ideas from
multiple children’s invented stories.
Continuation of teaching recount writing.
Rhyming word focus.
Early Term Two
Letters and Sounds – Hh, Bb, Ff, ff, Ll, ll,
ss
High Frequency Words – he, of, was
Spelling – had, him, big, bed, huff, puff,
bell, doll, mess, pass
Phrase – Pass the ball to me.
Listen to and respond orally Reading Strategy –blending and segmenting
to texts and to the
Sight Words – see, big
communication of others in
informal and structured
classroom
situations (ACELY1646)
Use interaction skills
including listening while
others speak, using
appropriate voice levels,
articulation and body
language, gestures and eye
contact (ACELY1784)
Deliver short oral
presentations to
peers (ACELY1647)
Interpreting, Analysing,
Evaluating
Identify some differences
between imaginative and
informative
texts (ACELY1648)
Read decodable and
predictable texts, practising
phrasing and fluency, and
monitor meaning
using concepts about
print and emerging
contextual, semantic,
grammatical
and phonic knowledge (ACEL
Y1649)
Use comprehension strategies
to understand and discuss
texts listened to, viewed
or read independently (ACEL
Y1650)
Creating Texts
Create short texts to
explore, record and report
ideas and events using
familiar words and
beginning writing
knowledge (ACELY1651)
Participate in shared editing
of students' own texts for
meaning, spelling, capital
letters and full
stops (ACELY1652)
Produce some lower case and
upper case letters using
learned letter
formations (ACELY1653)
Construct texts using
software
including word processing
programs (ACELY1654)
 [Early|Years|Learning|Framework|Links|]
Secure, respectful and reciprocal
Partnerships High expectations and equity Respect for diversity Ongoing learning and reflective practice
relationships

Responsiveness to Continuity of learning

Holistic approaches Learning through play Intentional teaching Learning environments Cultural competence Assessment for learning
children and transitions

1. Children have a strong sense of 2. Children are connected with and 3. Children have a strong sense of 4. Children are confident and involved
5. Children are effective communicators
identity contribute to their world wellbeing learners

2.1 Children develop a sense of belonging
to groups and communities and an
1.1 Children feel safe, secure and
understanding of the reciprocal rights
supported
and responsibilities necessary for active
community participation
4.1 Children develop dispositions for
learning such as curiosity, cooperation, 5.1 Children interact verbally and non-
3.1 Children become string in their social
confidence, creativity, commitment, verbally with others for a range of
and emotional wellbeing
enthusiasm, persistence, imagination and purposes
reflexivity

4.2 Children develop a range of skills

1.2 Children develop their emerging 3.2 Children take increasing
2.2 Children respond to diversity with and processes such as problem solving, 5.2 Children engage with a range of
autonomy, inter-dependence, resilience and responsibility for their own health and
respect enquiry, experimentation, hypothesising, texts and gain meaning from these texts
sense of agency physical wellbeing
researching and investigating

4.3 Children transfer and adapt what

1.3 Children develop knowledgeable and 5.3 Children express ideas and make
2.3 Children become aware of fairness they have learned from one context to
confident self-identities meaning using a range of media
another

4.4 Children resource their own learning

1.4 Children learn to interact in relation
2.4 Children become socially responsible through connecting with people, place, 5.4 Children begin to understand how
to others with care, empathy and
and show respect for the environment technologies and natural and processed symbols and pattern systems work
respect
materials

5.5 Children use information and

communication technologies to access
information, investigate ideas and
represent their thinking