English+2015+Overview

Timetables .......... KLAs .......... Resources ..........  English Stage 2 2015 Overview https://docs.google.com/document/d/1gT2gFfUWMz8oMFHWCU0qJV-ZruAHeszyydx_tsHvWRM/edit Through a variety of shared reading, writing, speaking and listening activities, students develop their understanding of how stories can be communicated using still and moving images. Through an in-depth study of a wordless picture book and an animated short film, they explore how visual narratives are constructed. They engage in interpretation of the settings, events, characters and themes expressed in texts. Students also experiment with digital tools and processes to compose their own multimodal texts and narratives. || Major Integrated Components Science/History Year 3 · ???? Year 4 · Informative texts including explanations, procedures and descriptions || · specific skills and strategies for reading addressed via guided reading and determined by assessment against clusters and syllabus outcomes. · literal and inferred comprehension strategies || Writing Focus · …….. · Additional specific skills and strategies for writing addressed via guided modelled and guided writing and determined by assessment against clusters and syllabus outcomes. || · …….. · ……. ||  Language Focus from concept + grammar punc vocab sequence doc
 * Term 1: Wordless picture book and film study ||
 * English Concepts Focus
 * Reading Focus
 * Speaking and listening Focus

Complex sentences, paragraphs, tense, speech, plurals, nouns and noun groups || · morphemic word families · letter combinations · spelling rules · word origins · spelling strategies || Handwriting Focus · Correct formation and consistent size of printed letters · Correct formation and consistent size of cursive letters (Year 4) || Through a variety of shared reading, writing, speaking and listening activities, students investigate effective techniques used by authors to engage readers. Analysing these techniques, students develop skills to apply these devices to their own writing. They compose imaginative texts such as descriptions and narratives. |||| Major Integrated Components Science /History Year 3 · Informative texts including historical recounts, historical description and cross-cultural texts Year 4 ??????? ||
 * Spelling Focus
 * Term 2: Responding to literature ||   ||
 * English Concepts Focus
 * Reading Focus

· effects of ideas, [|text structures] and [|language features] of [|literary texts] features used in imaginative, informative and persuasive texts to meet the purpose of the text · Additional specific skills and strategies for reading addressed via guided reading and determined by assessment against clusters and syllabus outcomes. · literal and inferred comprehension strategies || Writing Focus · create texts that adapt language features and patterns encountered in literary texts · identify and analyse the [|purpose] and [|audience] of imaginative, informative and persuasive texts · Additional specific skills and strategies for writing addressed via guided modelled and guided writing and determined by assessment against clusters and syllabus outcomes. ||  || · respond appropriately to the reading of texts to demonstrate enjoyment and pleasure · discuss how writers and composers of texts engage the interest of the reader or viewer || Language Focus from concept + grammar punc vocab sequence doc
 * Speaking and Listening Focus

· Complex sentences · Quoted speech · Noun groups · Adjectives · Idioms · Apostrophes. ||  || · morphemic word families · letter combinations · spelling rules · word origins · spelling strategies || Handwriting Focus · Correct formation and consistent size of printed letters · Introduction (Year 3), continuation (year 4) of cursive. · Correct formation and consistent size of cursive letters. ||  || Through shared reading, writing, speaking and listening activities, students study persuasive techniques. They analyse and compose a range of persuasive texts, including advertisements, arguments, persuasive letters, expositions and discussions. They plan and rehearse simple oral texts, including presentations, for a variety of audiences and purposes. || Major Integrated Components Science/History Year 3 · …… Year 4 · ……. ||  || ·  · specific skills and strategies for reading addressed via guided reading and determined by assessment against clusters and syllabus outcomes. · literal and inferred comprehension strategies |||| Writing and Representing Focus · ….. Additional specific skills and strategies for writing addressed via guided modelled and guided writing and determined by assessment against clusters and syllabus outcomes. || · morphemic word families · letter combinations · spelling rules · word origins · spelling strategies |||| Handwriting Focus · Correct formation and consistent size of printed letters · Correct formation and consistent size of cursive letters. || In this unit, students engage in reading, writing and discussion about celebrations and commemorations in Australia and around the world. They engage in shared reading of Dreaming stories, with a focus on meaning and comprehension. Students develop their research skills to locate information and compose a range of informative texts, including information reports about global celebrations and commemorations and those of major world religions. They analyse a range of sources and visual texts, including maps and photographs, in order to investigate the past. || Major Integrated Components Science/History Year 3 · …… Year 4 · ……. ||  || · specific skills and strategies for reading specific skills and strategies for reading addressed via guided reading and determined by assessment against clusters and syllabus outcomes. · literal and inferred comprehension strategies · |||| Writing and Representing Focus · …… · .Additional specific skills and strategies for writing addressed via guided modelled and guided writing and determined by assessment against clusters and syllabus outcomes. || · …… · ……. ||||  Language Focus from concept + grammar punc vocab sequence doc
 * Spelling Focus
 * Term 3: Persuasive techniques ||
 * English Concepts Focus
 * Reading and Viewing Focus
 * Speaking and Listening Focus ||||  Language Focus from concept + grammar punc vocab sequence doc  ||
 * Spelling Focus
 * Term 4: Informative texts and source analysis ||
 * English Concepts Focus
 * Reading and Viewing Focus
 * Speaking and Listening

· …… · ……. || · morphemic word families · letter combinations · spelling rules · word origins · spelling strategies |||| Handwriting Focus · Correct formation and consistent size of printed letters · Correct formation and consistent size of cursive letters. ||
 * Spelling Focus