7. Whole class reading –My Place by Nadia Wheatley Before-reading activities Predicting – Students to look at the image/text and make predictions. During-reading activities: Students use skimming and scanning techniques and record key information in a table. After reading activities Students summarise the text, answering questions and making further predictions/wonderings. Predicting: Possible nouns, verbs and adjectives. e.g. The Aboriginal boy will be hunting. Time connectives: In the past: back then, prior to 1935, before, once, used to The present time: now, these days, today EAL focus: basic time connectives – then/now, used to, now, once Identifying nouns and verbs: Aboriginals, Melbourne, hunting, gathering, playing, watching, Describing adjectives: old, worn, dirty, beige, ripped, empty Questioning: Ask questions to ensure students understanding of topic. 8. Grammar Lesson – Past tense Whole Class- Look at sentences that are written incorrectly. e.g.: I jump on the trampoline yesterday. Students identify and discuss the errors. Students complete activity in small groups. Past tense/verbs: jump/jumped, hunt/hunted, eat/ate, fish/fished. Verbal Instant Teacher Feedback – Teacher to give 2 stars and wish. Two things the student has done well, one thing they can practice and improve on. 9. Whole class reading of Mentor Text – Life in Melbourne before 1788 (see Appendix Whole class read mentor text ‘Life in Melbourne before 1788’ Students explore the text and identify factual information. Information and key words will be gathered and added to word wall. EAL student rereads text in small reading group, highlighting and colour coding nouns, verbs, and time connectives using colourful semantics cards. Nouns: Melbourne, Aboriginals, Bellarine Peninsula Action verbs: fishing, hunting, gathering Past tense/time connectives: moved, around, first Modelled/ deconstruction: Teaching and learning activities Linguistic focus Assessment for learning ideas
10. Re-read Mentor Text Whole class re-read mentor text. Students to identify information, grammar and text structure. EAL student reads through and highlights nouns, verbs and past tense recording them in a chart. Nouns: Melbourne, Aboriginals, Bellarine Peninsula Action verbs: fishing, hunting, gathering Past Tense/time connectives: moved, around, first 11. Whole Class Reading Whole class re-reads and identifies the text structure. Teacher explicitly teaches the structure; headings, general classification, topic specific paragraphs, conclusion. EAL student to work with Teacher developing a deeper understanding of the text structure and organization of an information report. Features of an information report: heading, general classification, topic specific paragraphs, and conclusion. Observations/ Checklist Students ability to identify the features of the text and sequence them. 12. Text Reconstruction (see Appendix 3) Students cut up and sequence mentor text under text structure headings. Students to discuss and justify their order and sequencing to their peers. EAL student to work with Teacher and sequence larger piece of texts with text structure headings as support. Students to discuss and justify their choice of order to their peers. Reconstruction sequencing of text. Justifying order through discussion of nouns, time connectives and sentence starters. Observations/Anecdotal notes: Teacher to record the success of students’ ability to sequence and reconstruct text. Teacher to observe and record students’ responses and justification of sequencing choices.
Independent Construction: Teaching and learning activities Linguistic focus Assessment for learning ideas 20. Independent Writing (see Appendix 6) Students independently plan, write, edit and publish an information text based on the topic Aboriginals in Melbourne before 1788. EAL student to plan with a partner using the modelled planning tool Students to use sentence starters from previous lesson to assist with writing topic sentences where necessary. (see Appendix 7) Planning the structure of an information text: heading, general classification, topic specific paragraphs, and conclusion. Brainstorming factual information gathered from planning tool and class word wall. Sequencing the structure of an information text using varying sentence starters. Identifying nouns, adjectives from our class word wall. e.g.: Aboriginal women fish along the beautiful coastline, while Aboriginal men go hunting for animals with wooden spears. Time connectives/past tense: e.g.: Before 1788 Aboriginals were living in Australia. They used to live all along the coast line. They hunted for animals and made canoes to go fishing. Joint construction of goals- Teacher and student to jointly construct a goal for the student to work towards in their writing. Self/Peer reflection – Students give two stars and a wish to their own writing, and then explain to a partner why they gave these assessments. Their partner says why they agree or disagree with this assessment. Reflection on rubrics – Students identify where their writing sits on the given rubrics, and name two or three goals for their future writing. Presentation to audience: Students to read and present to a Year 2 student. Unit evaluation: Unit name: Marvellous Melbourne