Term+3+Program+2015

-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 EN2-4A -identifies and compares different kinds of texts when reading and viewing and shows an understanding of purpose, audience and subject matter EN2-8B -plans, composes and reviews a range of texts that are more demanding in terms of topic, audience and language EN2-2A -identifies and uses language forms and features in their own writing appropriate to a range of purposes, audiences and contexts EN2-7B communicates in a range of informal and formal contexts by adopting a range of roles in group, classroom, school and community contexts EN2-1A identifies the effect of purpose and audience on spoken texts, distinguishes between different forms of English and identifies organisational patterns and features EN2-6B uses effective and accurate sentence structure, grammatical features, punctuation conventions and vocabulary relevant to the type of text when responding to and composing texts EN2-9B thinks imaginatively, creatively and interpretively about information, ideas and texts when responding to and composing texts EN2-10C || **Content:** // -skim a text for overall message and scan for particular information, eg headings, key words // // -use strategies to confirm predictions about author intent in imaginative, informative and persuasive texts // // -summarise a paragraph and indicate the main idea, key points or key arguments in imaginative, informative and persuasive texts // // -identify the audience and purpose of imaginative, informative and persuasive texts // // -identify characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text // // -plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features // // -plan, compose and review imaginative and persuasive texts // // -discuss aspects of planning prior to writing, eg knowledge of topic, specific vocabulary and language features // // -use information to support and elaborate on a point of view // // -use persuasive language to compose simple persuasive texts appropriate to a range of contexts // // - // // understand that effective organisation of ideas in imaginative, informative and persuasive texts enhances meaning // // - // // compose a range of effective imaginative, informative and persuasive texts using language appropriate to purpose and audience // // - // // identify creative language features in imaginative, informative and persuasive texts that contribute to engagement // || **Writing Focus:** -Constructs well-sequenced imaginative, informative and persuasive texts using language appropriate to purpose and audience. -Shows awareness of the need to justify opinions with supporting evidence. - Plans and organises ideas using headings, graphic organisers, questions and mind maps. - Structures texts using paragraphs composed of logically grouped sentences that deal with a particular aspect of a topic.
 * Term: 3 |||| Unit Concept: Persuasive Techniques ||
 * **Outcomes:**
 * Reading and Viewing**
 * Writing and Representing **
 * Speaking and Listening **
 * Grammar, punctuation and vocabulary **
 * Thinking **
 * // Reading and Viewing //**
 * // Writing and Representing //**
 * // Speaking and Listening //**
 * // Grammar, punctuation and vocabulary //**
 * // Thinking //**
 * Cluster 9 **

-Draws ideas from personal experiences, other texts and research to create imaginative, informative and persuasive texts for different audiences. || - Uses simple content specific vocabulary in appropriate ways when creating texts.
 * Cluster 10 **
 * ^  ||^   || **Vocabulary Focus:**
 * Cluster 9 **

- Demonstrates expanded content vocabulary by drawing on a combination of known and new topic knowledge. ||
 * Cluster 10 **
 * **Assessment for Learning** || **Assessment as Learning** || **Assessment of Learning** ||

|||||| **Modelled persuasive texts: Non-fiction** || 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? |||| The Day the Crayons Quit Click Clack Moo Green Eggs and Ham Uno’s Garden True Story of the 3 Little Pigs Don’t Let the Pidgeon…. |||||| Dogs vs Cats series Meat eaters vs Plant eaters series Litterbug Doug Recycle It! || -Monitoring -Visualising -Questioning |||||| **Modelling Focus**: Identify audience, purpose and structure of persuasive texts ||
 * ||  ||||  **Modelled persuasive texts: Fiction**
 * **Modelled Reading**
 * Explicit teaching through modelled reading.
 * Modelling focus on a specific aspect of reading. || What text will you use for modelled reading?
 * ||  |||| **Focus modelled comprehension strategies**
 * |||||||||| **Fiction Groups**  ||
 * **Guided and Independent 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.


 * Independent reading/learning activities reinforce a specific aspect of reading at a word, sentence or whole text level. || 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?

- What familiar texts will students read?

-How will the independent reading/learning activity reinforce the modelled or guided learning? || **Fizzlebert Stump** Musaab Ali William Akilisi Junior (comprehension concern) Murtuza

//(good fluency and word attack skills. Some monitoring of comprehension still needed)// || **Percy Jackson** Vivian Batool Aya Samanan Farouk Autumn //(independent readers with good comprehension)// |||| **Nim Stories** Briannon Layla Ye Seon //(good fluency. Very active group in self-monitoring of comprehension)// || **How to Eat Fried Worms** Omar Mohamed F (comprehension concern) Abdul (needs fluency) Malaak Adib Ashlynn //(all need work on fluency and general comprehension)// || Lalonce- L22-24 //(needs work on chunking words with diagraphs)// Mohamad R – L22-24 //(needs work on vowel sounds)// Haitham- L16 //(//EAL/D //often works with 22-24 group, needs work on vowel sounds)// Teina- L10 //(//extreme language delay //does not know all letter names and sounds. Beginning to decode CVC. Increasing sight word range. ~4hrs/wk SLSO)// || Monitoring Visualising Questioning |||| **Activities to support responses:** What assessment information will you use to determine the focus for your lesson? How will opportunities for rich talk be provided? |||||||||| **//Persuasive texts (includes texts for reading and writing)//**
 * ^  ||^   |||||||||| **Guided Levels**
 * ||  |||||| **Reading Responses focus on modelled comprehension strategies**
 * Graphic Organisers (Reflect, Revisit, Retell)**
 * Back to Back and Knee to Knee** ||
 * **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?
 * Teacher focuses on specific aspect of writing determined by developmental level of students || What form of writing will you model?
 * //Cats vs Dogs; Dinosaurs; 12 yo drivers; Best Crayon Colour.//** ||  ||
 * || Introduction to parts of a persuasive text ||  ||   || Language Orientation- Facts and opinions to support arguments ||   ||
 * || Persuasive Text Orientation ||  ||   || Transformation- body ||   ||
 * || Language Orientation-openings ||  ||   || **//Word Study- body //** ||   ||
 * || Language Orientation- technical and emotive language ||  ||   || Joint Construction- body ||   ||
 * || Language Orientation- verbs and tense ||  ||   || Language Orientation- Conclusion ||   ||
 * || Transformation- introduction ||  ||   || Transformation- conclusion ||   ||
 * || **//Word Study- Introduction //** ||  ||   || **//Word study- homophones //** ||   ||
 * || Joint Construction- Introduction ||  ||   || Joint Construction- conclusion ||   ||
 * || <span style="font-family: Arial,sans-serif; font-size: 12pt;">Language Orientation- conjunctions and connectives ||  ||   || <span style="font-family: Arial,sans-serif; font-size: 12pt;">Plan individual construction ||   ||
 * || <span style="font-family: Arial,sans-serif; font-size: 12pt;">Language Orientation- Modality ||  ||   || <span style="font-family: Arial,sans-serif; font-size: 12pt;">Individual construction ||   ||
 * || <span style="font-family: Arial,sans-serif; font-size: 12pt;">Language Orientation- Passive voice ||  ||   ||   ||   ||   ||
 * **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? ||^  || http://krooney.wikispaces.com/Term+3+Persuasive+unit+2015 |||| **Spelling: groupings and word lists in spelling program** http://krooney.wikispaces.com/Spelling ||
 * **Spelling/Word Work** ||  |||||| **Word work: focus in writing program**
 * **Spelling/Word Work** ||  |||||| **Word work: focus in writing program**