Hot Shots Students to be given a copy of the image of Phoebe on the first page with the text removed. Students are to write their prediction of who the character is and what they think the problem will be. Visual literacy: Beginning/Middle/End: Students will be provided with illustrations (specific pages) throughout book to mark B/M/E They will write their own interpretation according to visual. Meet and Greet: First Steps, Reading Map of Development, p 161 Early readers decide who they would like to meet and greet in a text and why? (Use Feathers for Phoebe) Students to list questions... Students to discuss in their groups Teacher Group Guided reading – descriptive vocabulary Use IWB...Feathers for Phoebe Cloze activity... teacher to block out certain words in text DRAW Draw a picture of your favourite part of the story. Write 1-2 sentences to explain it. The Jets Students to be given a copy of the image of Phoebe on the first page with the text removed. Students are to write their prediction of who the character is and what they think the problem will be. Visual literacy: Beginning/Middle/End: As above Meet and Greet: First Steps, Reading Map of Development, p 161 Early readers decide who they would like to meet and greet in a text and why? (Use Feathers for Phoebe) Students to list questions... Students to discuss in their groups DRAW Draw a picture of your favourite part of the story. Write 1-2 sentences to explain it. Teacher Group: Revisit text: self correction when reading Inferring: Characters motive: Discuss with students one character... Why do you think he / she took certain actions. SILENT READING 10 MINUTES. Whole: Reflection What did they find easy/hard/discovered/- guide discussion What strategies did they use... What did they enjoy and why? Reflection What did they find easy/hard/discovered/- guide discussion What strategies did they use. What did they enjoy and why? Reflection What did they find easy/hard/discovered/- guide discussion What strategies did they use... What did they enjoy and why? Reflection What did they find easy/hard/discovered/- guide discussion What strategies did they use... What did they enjoy and why? Reflection What did they find easy/hard/discovered/- guide discussion What strategies did they use... What did they enjoy and why?
Writer’s Workshop Writing Focus- Narratives Assessment: Comic Strip Retelling in sequence Anecdotal notes – from teaching group and conferencing Monday 10am Tuesday 10am Wednesday 10am Thursday 10 am Friday 10 am Whole: Unpack narrative text type: Organisational Framework only. ‘Writing is fun’ Jenny Eather http://www.writingfun.com/writingfun2010.html Whole: Unpack Language features of narrative - Nouns Whole: Unpack Language features of narrative - adjectives Whole: Unpack Language features of narrative – past tense Whole: Unpack Language features of narrative – Third person Teaching Group- BASED ON NEEDS. Focus – capital letters and full stops Teaching Group Focus – building sentences First steps, Writing Resource, p127 Chain writing or sentence expansion Teaching Group Focus - Organising a paragraph -topic sentence -support sentence -concluding statement First Steps, Writing Resource Book, p193 Teaching Group Focus – Sentence structure Simple (PP 1.0) Compound (PP Complex (PP Teaching Group Focus – Vocabulary – Descriptive – Purpose and how to use Independent: First Steps, Writing Map Development, p148 ‘Retelling from the heart’ – modify activity so that they are retelling as is they are Phoebe. ESL/Level 1students – can visually represent 3 significant moments in the text for Phoebe. Teacher to assist with scribing Independent: Innovate on text: Create a before/after self portrait using student photo. Before: Use first page of text/substitute noun & adjectives After: Create new self & Innovate on text with more descriptive adjectives derived from new self Independent: Innovate on text: Create a before/after self portrait using student photo. Before: Use first page of phoebe/substitute noun & adjectives After: Create new self & Innovate on text with more descriptive adjectives derived from new self Independent: Comic strip – draw the retelling of Feathers for Phoebe. Teacher to assist with scribing where necessary Independent: Provide Pictures of people/animals/places or objects. Students can prepare an oral description First Steps, Writing Resource Book, p66 Whole: Students to share their thoughts, feelings, strategies and writing Year 1/2 Literacy Planner Term 3 Week 2 ACTIVITIES DERIVED FROM FIRST STEPS WILL BE MODIFIED TO SUIT ABILTIES.
Reader’s Workshop Reading Focus: Reading for fun and enjoyment Unit Link: Self Esteem Assessment: Anecdotal notes Running Records from Guided reading groups for Hot Shots and Jets Reading: Crystal Ball activity – Contextual understanding predicting from what they have know Monday 9-15 am Tuesday 9.15am Wednesday 9.15am Thursday 9.15am Friday 9.15 am Whole Class Feathers for Phoebe Shared Reading – Let’s look at the language of the text. Focus – adjectives – purpose/position before noun Feathers for Phoebe Shared Reading – Focus – what did you notice about the verbs (ed) past tense Choral Reading- Feathers for Phoebe Focus – Model Open mind portrait Buddy Bump (First Steps, p155) Feathers for Phoebe – Whole class Readers Theatre Celebrating the words and story – rich on vocabulary Groups WORKSHOP TIME Go Getters This guided reading session will be replaced with whole class activity. Roll Movie. (Hill : 2006 : 111) Students illustrate each event in the story on separate pages, and then they join them into a long roll. Using a cardboard box to resemble TV they read their story. Create an ALPHABOX (Ryan:2010:37) Students will work in the group to write the words from Phoebe in the correct alphabet box. Teacher Group: Guided Reading Focus – revisit text Letters make words. Using magnetic letters focus on high frequency words. Students to find the letters and make the word. Acting it out (Ryan :2010: 15) Students in groups will act out various parts of the story in sequence. Make up a new song for Phoebe Stingers Roll Movie. (Hill : 2006 : 111) Students illustrate each event in the story on separate pages, and then they join them into a long roll. Using a cardboard box to resemble TV they read their story. Teacher Group: Guided Reading Focus – 1. Read on and go back 2. Does it make sense? Punctuation – help make meaning and improve expression. Crystal Ball , First Steps, Reading Resource Book, p 134 Acting it out (Ryan :2010: 15) Students in groups will act out various parts of the story in sequence. Make up a new song for Phoebe
Hot Shots Roll Movie. (Hill : 2006 : 111) Students illustrate each event in the story on separate pages, and then they join them into a long roll. Using a cardboard box to resemble TV they read their story. Make up a new song for Phoebe Crystal Ball , First Steps, Reading Resource Book, p 134 Teacher Group: Guided reading – Comprehension. Stops and think cards, First Steps, Reading Resource, pg 156 Make a list of questions you had whilst reading the text. Were you able to answer them? If yes, how? If no, what could you do? Reading response journal. The Jets Roll Movie. (Hill : 2006 : 111) Students illustrate each event in the story on separate pages, and then they join them into a long roll. Using a cardboard box to resemble TV they read their story. Make up a new song for Phoebe Crystal ball, First Steps, Reading Resource book, p134 Acting it out (Ryan :2010: 15) Students in groups will act out various parts of the story in sequence. Teacher Group: Guided Reading – Focus – Inferring characters motives “Interviews”, First Steps, Reading Resource book, p149 Focus: reading with expression SILENT READING Whole Reflection What did they find easy/hard/discovered/- guide discussion STUDENTS TO SHARE PERFORMANCE OF NEW SONGS What strategies did they use... What did they enjoy and why?