Weekly+Timetable+2014


 * Term 3**
 * Weeks 1 - 3**
 * Book Fair promotion. Online book talks, teasers of provided books.**
 * PRC promotion. Dedicated reading time 3 - 6.**
 * Week 4 - Book Fair**
 * Week 5 - PRC promotion**
 * Week 6 - 10**

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 * Yr 3**
 * Supporting narrative- examining narrative beginnings and endings, and adaptation of familiar narratives.**
 * EN 2-10C**
 * Understand and apply knowledge of language forms and features
 * identify creative language features in imaginative, informative and persuasive texts that contribute to engagement
 * identify and discuss how vocabulary establishes setting and atmosphere
 * make connections between the ways different authors may represent similar storylines, ideas and relationships


 * Term 2 Focus**
 * Promotion of new stock**
 * Increasing accountability for borrowing and reading via shared reviews and book teasers**

6F - weekly consultation with teachers, supporting research tasks. 4N - adapting use of library to increase engagement with literature, in consultation with teacher

Kinder - books with strong rhyming to support classroom focus. Yrs 1 and 2 - reading new stock


 * yrs 3 - 6 - connecting with postmodern fairytales. Comparisons with traditional and examination of humour.**
 * Reading and Viewing 2**
 * EN 2-8B**
 * identifies and compares different kinds of texts when reading and viewing and shows an understanding of purpose, audience and subject matter **
 * EN 3-7C**
 * thinks imaginatively, creatively, interpretively and critically about information and ideas and identifies connections between texts when responding to and composing texts **

//**Communicates with peers and known adults in informal and guided activities demonstrating**// //**emerging skills of group interaction.**// • listen to and respond orally to texts and to the communication of others in informal and structured classroom situations • engage with and respond to a range of oral and aural texts for enjoyment and pleasure __**ENE-4A READING AND VIEWING 1**__ •use comprehension strategies to understand and discuss texts listened to, viewed or read independently • identify literal meanings presented in texts, eg character, setting and events • make connections between a text and own life || __** EN1-1A SPEAKING AND LISTENING 1 **__ //**Communicates with a range of people in informal and guided activities demonstrating interaction skills and considers how own**// //**communication is adjusted in different situations.**// • use turn-taking, questioning and other behaviours related to class discussions • engage in conversations and discussions, using active listening behaviours, showing interest, and contributing ideas, information and questions • contribute appropriately to class discussions __**EN1-4A READING AND VIEWING 1**__ //**Draws on an increasing range of skills and strategies to fluently read,**// //**view and comprehend** **a range of texts on less familiar topics in different media**// //**and technologies.**// • understand how readers' self-selection and enjoyment of texts is informed by personal interests • use background knowledge of a topic to make inferences about the ideas in a text __**EN1-8B READING AND VIEWING 2**__ //**Recognises that there are different kinds of texts when reading and viewing and shows an** **awareness of purpose, audience and subject matter.**// • select a widening range of texts for enjoyment and pleasure and discuss reasons for their choice • respond to a range of literature and discuss purpose and audience || //**Responds to and composes a range of texts that express viewpoints of the world similar to and different from their own.**// • draw connections between personal experiences and the worlds of texts, and share responses with others • make connections between students' own experiences and those of characters and events represented in texts • discuss literary experiences with others, sharing responses and expressing a point of view __**ENE2-1A SPEAKING AND LISTENING 1**__ //**Communicates in a range of informal and formal contexts by adopting a range of roles in group, classroom, school and community contexts.**// • understand that successful cooperation with others depends on shared use of social conventions, including turn-taking patterns, and forms of address that vary according to the degree of formality in social situations • use interaction skills, including active listening behaviours and communicate in a clear, coherent manner using a variety of everyday and learned vocabulary and appropriate tone, pace, pitch and volume • respond appropriately to the reading of texts to demonstrate enjoyment and pleasure || __**EN3-1A SPEAKING AND LISTENING**__ • use interaction skills, for example paraphrasing, questioning and interpreting non-verbal cues and choose vocabulary and vocal effects appropriate for different audiences and purposes • use interaction skills, varying conventions of spoken interactions such as voice volume, tone, pitch and pace, according to group size, formality of interaction and needs and expertise of the audience • participate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinions • discuss and experiment with ways to strengthen and refine spoken texts in order to entertain, inform, persuade or inspire the audience ||
 * Term 1 Focus**
 * Establishment of expectations via PBL matrix**
 * Increasing accountability for borrowing and reading via shared reviews and book teasers**
 * **ES1** || **Stage 1** ||
 * __**ENe-1A SPEAKING AND LISTENING 1**__
 * //Demonstrates developing skills and strategies to read, view and comprehend short,//**
 * //predictable texts on familiar topics in different media and technologies.//**
 * **STAGE 2** || **STAGE 3** ||
 * __**EN2-11D EXPRESSING THEMSELVES**__
 * //Communicates effectively for a variety of audiences and purposes using increasingly challenging topics, ideas, issues and language forms and features.//**
 * Text 3 - 6: //Scary Tales - I Scream, You Scream//**
 * //Texts K - 2: There was an Old Lady series, There was an Old Bloke series, The Monkey with a Blue Bottom, Oi Frog!//**
 * WEEK 8 - 11**
 * 3 - 6**
 * ** Modelled, guided and independent review and promotion of borrowed books with focus on language choices to influence and persuade peers. **


 * Week 7**
 * 3 - 6**
 * **Borrowing requirements**
 * **shared text**
 * Week 6**
 * 3 - 6**
 * **Review PBL matrix**
 * **Begin shared text**


 * Week 5**
 * 3 - 6**
 * ** Discussion of PRC procedures **
 * ** Discussion of shelf adoption **


 * Week 4**
 * 3 - 6**
 * **library expectations and routine according to PBL**
 * **borrowing procedures and responsibilities**
 * **library layout and access**
 * **iPICK**


 * K - 2**
 * **library expectations and routine**
 * **JF layout**
 * **Borrowing**
 * **Story if time**

Weeks 1 - 3 Admin and temporary classes.