Two+weekly+Program+2015

Term 3 Identify audience, purpose and structure || Familiar text: Space Camp
 * **Literacy Session Component** ||  **Session 1**  ||  **Session 2**  ||  **Session 3**  ||  **Session 4**  ||
 * Modelled Reading**
 * Explicit teaching through modelled reading.
 * Modelling focus on a specific aspect of reading. |||||||| Comprehension strategies (Visualising, monitoring, questioning)
 * Modelling focus on a specific aspect of reading. |||||||| Comprehension strategies (Visualising, monitoring, questioning)
 * Guided Reading**
 * Orientation to text/chapter to set up for success.
 * Model decoding, self-correction, fluency, phrasing.
 * Pause throughout guided reading to discuss events, ideas, characters, word choices, connections, illustrations, etc.
 * Reading with each group at least twice per week. |||||||| **Levelled Readers: 21/22** Bridges
 * Reading with each group at least twice per week. |||||||| **Levelled Readers: 21/22** Bridges

Fizzlebert Stump, Stories of Nim, Percy Jackson, How to Eat Fried Worms || What did you think? What did you ask? || Sketch to stretch ||  ||
 * Independent readers- fiction reading groups**
 * **Independent Reading Activities**
 * Independent reading/learning activities reinforce a specific aspect of reading at a word, sentence or whole text level. || Back to Back, Knee to Knee || What did you see?

(dinosaurs; Cats vs Dogs)
 * **Component** ||  **Session 1**  ||  **Session 2**  ||  **Session 3**  ||  **Session 4**  ||
 * Modelled Writing**
 * Explicit teaching through modelled writing
 * Teacher focuses on specific aspect of writing determined by developmental level of students || Identify technical and emotive language in persuasive text samples
 * Teacher focuses on specific aspect of writing determined by developmental level of students || Identify technical and emotive language in persuasive text samples

Generate list of vocab appropriate to current text || Identify verbs in sample text and discuss tense and importance to persuasive writing || Identify components of persuasive structure in sample introduction ||  ||
 * Guided/Independent Writing**
 * Students complete an individual writing task linked to the modelled writing
 * Small group addressing particular learning needs.
 * Individual monitoring, conferencing and assistance || Sts revisit own persuasive text and review to include technical and emotive language. || Review own text checking consistency of tense
 * Individual monitoring, conferencing and assistance || Sts revisit own persuasive text and review to include technical and emotive language. || Review own text checking consistency of tense

Continue to develop arguments || Students manipulate samples to become more familiar with structure and compare to features of own text. ||  ||

Author Study -

What is the specific learning intention (marker clusters, syllabus content)? What frontloading and scaffolding of vocabulary is required? How will opportunities for rich talk be provided? || Alice in Wonderland- Fluency with punctuation and dialogue EN2-4A, EN2-9B
 * **week 7 Literacy Session Component** ||  **Planning Considerations**  ||  **Session 1**  ||  **Session 2**  ||  **Session 3**  ||  **Session 4**  ||
 * **Modelled Reading**
 * Explicit teaching through modelled reading.
 * Modelling focus on a specific aspect of reading. || What text will you use for modelled reading?

Frontload images of roses, gardeners and fountains

What do you expect to see in the hall? Alice is finally going in the garden, how is she feeling? What will she see? || Alice in Wonderland- ch8 Fluency with punctuation and dialogue EN2-4A, EN2-9B

Why are the gardeners reacting to the queen that way? How will Alice react? || Alice in Wonderland-ch 8 Fluency with punctuation and dialogue EN2-4A, EN2-9B ||  ||
 * **Guided Reading**
 * Orientation to text/chapter to set up for success.
 * Model decoding, self-correction, fluency, phrasing.
 * Pause throughout guided reading to discuss events, ideas, characters, word choices, connections, illustrations, etc.
 * Reading with each group at least twice per week. || What text will be used (fiction or informational? Level?)

- Which reading strategies will be taught and reinforced?

-What print conventions will you focus on?

-What contextual understandings?

-Will you focus on literal, inferential or critical interpretations of meaning? || Level 8 -Sight words and initial sounds Level 14-16 -Decoding with chunking Level 25+ Fluency around punctuation and line breaks || Level 8 -Sight words and initial sounds Level 14-16 -Decoding with chunking Level 25+ Fluency around punctuation and line breaks || L8 -Sight words and initial sounds L15 -Decoding with chunking, comprehension L25+ Fluency, comprehension ||  ||
 * **Independent Learning Tasks**
 * Independent reading/learning activities reinforce a specific aspect of reading at a word, sentence or whole text level. || What familiar texts will students read?

How will the independent reading/learning activity reinforce the modelled or guided learning? || Response contracts Spelling Pronouns Back to back, knee to knee with reading group texts. Level 8 – 16 fluency with familiar texts and readomatics. || Response contracts Spelling Pronouns Back to back, knee to knee with reading group texts. Level 8 – 16 fluency with familiar texts and readomatics. || Response contracts Spelling Contractions Back to back, knee to knee with reading group texts. Level 8 – 16 fluency with familiar texts and readomatics ||  ||

Week 6 exec dev week

What is the specific learning intention (marker clusters, syllabus content)? What frontloading and scaffolding of vocabulary is required? How will opportunities for rich talk be provided? || Alice in Wonderland
 * **Wk 5 Literacy Session Component** ||  **Planning Considerations**  ||  **Session 1**  ||  **Session 2**  ||  **Session 3**  ||
 * **Modelled Reading**
 * Explicit teaching through modelled reading.
 * Modelling focus on a specific aspect of reading. || What text will you use for modelled reading?

Understanding use and purpose of dialogue tags

Difference between narrator and character Use of pronouns in tags, who do they refer to? || The Jabberwocky Identifying parts of speech based on suffixes and word position in text || Information text- Commemorations Identifying text features that assist with comprehension ||
 * **Guided Reading**
 * Orientation to text/chapter to set up for success.
 * Model decoding, self-correction, fluency, phrasing.
 * Pause throughout guided reading to discuss events, ideas, characters, word choices, connections, illustrations, etc.
 * Reading with each group at least twice per week. || What text will be used (fiction or informational? Level?)

- Which reading strategies will be taught and reinforced?

-What print conventions will you focus on?

-What contextual understandings?

-Will you focus on literal, inferential or critical interpretations of meaning? |||||| Groups: Level 8 – Sally’s Red Bucket, Classroom Caterpillars (Initial sounds, sight words) Level 14 – 3 Naughty Ostriches, Anno (decoding, chunking, familiar letter patterns) ||
 * **Independent Learning**
 * Independent reading/learning activities reinforce a specific aspect of reading at a word, sentence or whole text level. || What familiar texts will students read?

How will the independent reading/learning activity reinforce the modelled or guided learning? |||||| Reader's Theatre- Alice script. 30+ - book club packs (comprehension strategy) Spelling groups Grammar focus- identifying pronouns Reading contract Buddy Reading Solo Reading

History: Summarising information text into points and key words ||

What assessment information will you use to determine the focus for your lesson? How will opportunities for rich talk be provided? || Dialogue and tags
 * **Component** ||  **Focus**  ||  **Session 1**  ||  **Session 2**  || Session 3 ||
 * **Modelled Writing**
 * Explicit teaching through modelled writing
 * Teacher focuses on specific aspect of writing determined by developmental level of students || What form of writing will you model?

Dialogue punctuation || Jabberwocky Parts of speech Substituting nonsense words for synonyms || History: Taking notes from information text. Summarising without plagiarising ||
 * **Guided/Independent Writing**
 * Students complete an individual writing task linked to the modelled writing
 * Small group addressing particular learning needs.
 * Individual monitoring, conferencing and assistance || How will the independent writing task reinforce the modelled writing?

What form of writing will students practise?

What writing conventions will you focus on? || Narrative writing including dialogue || Groups: Rework a verse of Jabberwocky to insert synonyms || Note taking in line with 5 prompt questions ||

// uses an increasing range of skills, strategies and knowledge to fluently read, view and comprehend a range of texts on increasingly challenging topics in different media and technologies // // identifies and compares different kinds of texts when reading and viewing and shows an understanding of purpose, audience and subject matter //
 * Term: 2 |||| Unit Concept: Descriptive Techniques ||
 * **Outcomes:**
 * //EN2-4A Reading and Viewing 1//**
 * // EN2-8B Reading and Viewing 2 //**

plans, composes and reviews a range of texts that are more demanding in terms of topic, audience and language identifies and uses language forms and features in their own writing appropriate to a range of purposes, audiences and contexts
 * EN2-2A Writing and Representing 1 **
 * EN2-7B Writing and Representing 2 **

// uses effective and accurate sentence structure, grammatical features, punctuation conventions and vocabulary relevant to the type of text when responding to and composing texts // || **Content:** // -identify and explain language features of texts from earlier times and compare with the vocabulary, images, layout and content of contemporary texts // // -use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts // // -discuss how language is used to describe the settings in texts, and explore how the settings shape the events and influence the mood of the narrative // // -discuss the nature and effects of some language devices used to enhance meaning and shape the reader's reaction //
 * // EN2-9B Grammar, Punctuation and Vocabulary //**
 * // -identify characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text //

-plan, compose and review imaginative texts

-create texts that adapt language features and patterns encountered in literary texts

-identify elements of their writing that need improvement and review using feedback

-understand how characters, actions and events in imaginative texts can engage the reader

-understand how audience and purpose influence the choice of vocabulary

-compare and review written and visual texts for different purposes and audiences

// -understand that choice of vocabulary impacts on the effectiveness of texts // > // -understand that the meaning of ////sentences//// can be enriched through the use of ////noun groups//// /phrases and verb groups/phrases and prepositional phrases // // -experiment with vocabulary choices to engage the listener or reader //
 * // -understand how ////adverb//// groups/phrases and prepositional phrases work in different ways to provide circumstantial details about an activity //

// - //// use grammatical features to create complex sentences when composing texts // || **Reading Text Focus:** -Reads for sustained periods (15-20 minutes) and sustains understanding in longer texts over time, e.g. reading short novels over several days. (C9) -Selects and uses the most effective word identification strategy to maintain fluency and meaning. (C9) || -Builds understanding during reading by discussing possible consequences of actions and events. (C9) -Builds understanding about the meaning of a text by actively seeking information from different parts of a text. (C10) || -Chooses verbs, adverbials, nouns and adjectivals to express specific ideas and details. (C9) -Creates meaningful sentences using a variety of sentence beginnings, including adverbial and adjectival clauses to create complex sentences. (C10) || -Uses synonyms for a range of common words. (C9) -Demonstrates expanded content vocabulary by drawing on a combination of known and new topic knowledge. (C10) || c ** Literacy ** c Numeracy c ICT capability c **Critical and creative thinking** c Personal and social capability c Ethical understanding c Intercultural understanding. || * Cross-curriculum Priorities c Aboriginal and Torres Strait Islander histories and cultures c Asia and Australia’s engagement with Asia c Sustainability. ||  || ** Intellectual Quality ** || ** Quality Learning Environment ** || ** Significance ** || Problematic Knowledge HO Thinking Metalanguage Substantive Communication || Explicit Quality Criteria Engagement High Expectations Social Support Self-Regulation Student Direction || Background Knowledge Cultural Knowledge Knowledge Integration Inclusivity Connectedness Narrative || **Quality Teaching Framework** Reading levels Narrative Writing Matrix || **Assessment as Learning** Students track own progress through markers on Narrative Writing Matrix || **Assessment of Learning** Collection and analysis of work samples against syllabus content and continuum markers ||
 * ^  ||^   || **Comprehension Focus:**
 * ^  ||^   || **Writing Focus:**
 * ^  ||^   || **Vocabulary Focus:**
 * General Capabilities
 * Deep Knowledge
 * Deep Understanding **
 * **Assessment for Learning**
 * **Assessment for Learning**

||  ||   ||   || What is the specific learning intention (marker clusters, syllabus content)? What frontloading and scaffolding of vocabulary is required? How will opportunities for rich talk be provided? || Alice in Wonderland ||  ||   ||   ||
 * **Literacy Session Component** ||  **Planning Considerations**  ||
 * **Modelled Reading**
 * Explicit teaching through modelled reading.
 * Modelling focus on a specific aspect of reading. || What text will you use for modelled reading?
 * **Guided Reading**
 * Orientation to text/chapter to set up for success.
 * Model decoding, self-correction, fluency, phrasing.
 * Pause throughout guided reading to discuss events, ideas, characters, word choices, connections, illustrations, etc.
 * Reading with each group at least twice per week. || What text will be used (fiction or informational? Level?)

- Which reading strategies will be taught and reinforced?

-What print conventions will you focus on?

-What contextual understandings?

-Will you focus on literal, inferential or critical interpretations of meaning? || Level 8 PM readers Focus- sight words and initial sounds

Level 14-16 PM readers Focus- Word attack: vowel sounds, diagraphs. Pronoun references.

Level 30+ Group novels Focus- fluency, self- monitoring comprehension Pronoun reference for comprehension ||  ||   ||   ||
 * **Independent Reading Activities**
 * Independent reading/learning activities reinforce a specific aspect of reading at a word, sentence or whole text level. || What familiar texts will students read?

How will the independent reading/learning activity reinforce the modelled or guided learning? || Independent contract see above inc Spelling groups grammar focus ||  ||   ||   ||