Acceptable Evidence: Plotting students on the Literacy Continuum – to develop student comprehension and vocabulary. Critical aspects: Comprehension, Vocabulary, Reading texts, Writing Learning across the curriculum: Literacy, creative and critical thinking, diversity ENGLISH UNIT OF WORK LITERACY CONTINUUM for Modelled Reading (Stage appropriate) Session Modes/Skills Explicit Modelled Reading Guided reading (Where to next?) Comprehension C9 1. Builds understanding during reading by discussing possible consequences of actions and events. 2. Interprets texts by recognising and discussing the difference between literal and inferred meaning in relation to information, characteristics, events. 3. Builds understanding about the meaning of a text by actively seeking information from different parts of a text. 4. Shows awareness through discussion that texts can present different perspectives. 5. Analyses the ways ideas and information are presented by making comparisons between texts. 6. Identifies and interprets main and important information in a text to provide an accurate retell of a text. 7. Analyses a text by discussing visual, aural and written techniques used in the text. 8. Builds understanding about the meaning of a text by identifying and discussing text organisation and features, e.g. cohesive links. Comprehension C10 1. Interprets text by inferring connections, causes and consequences during reading. 1 G, P & V Spelling Vocab: (included on page 8) morphemic knowledge R & V 1 images vocabulary Predicting Before: Pre-teach vocabulary – Teacher chooses 2 different words for each set of thinking partners to discuss word meanings (from the vocab list on page 8: 22 words in total). the front cover and photographic evidence, thinking partners make predictions about this factual text. During: Thinking partners their hands as their words are mentioned in the text and state their meanings. Teacher discusses word origins for hippopotamus, ecologist etc. Differentiate groups according to Literacy Continuum Clusters and choose appropriate double pages to photocopy for reading or use suggested guided reading texts: Reading conference (see Monitoring sheet) Choose common sight words and decoding skills from the text or word lists to treat Discuss the photographs and how they add meaning to the text Students reread pages (monitoring) to develop fluency Reciprocal teaching: Predictor, Questioner, Monitoring, Summariser
• Draws ideas from personal experiences, other texts and research to create imaginative, informative and persuasive texts for different audiences. • Rereads and revises text to check and improve meaning, deleting unnecessary information or adding new information. • Uses sentence and simple punctuation correctly. • Uses morphemic, visual, phonic knowledge and knowledge of prefixes and suffixes to and edit words. • Uses grammatical features such as pronouns, conjunctions and connectives to accurately link ideas and information. 4 W & R 1 reread and edit Reflecting on learning Teacher chooses a student’s of writing to model editing and the use of writing criteria. Teacher adds and inserts errors to the previous extracts from the text (session 3 above). Students make corrections to practice editing skills. PARTNER EDITING: Writing is read by a partner for editing. Students review and refine their text using writing criteria (this may continue during the next text - Knut). TEACHER EDITING Conferencing during independent tasks. LITERACY CONTINUUM Session Modes/Skills Explicit Modelled Writing Guided & Independent Writing Writing C9 • Constructs well-sequenced imaginative, informative and persuasive texts using language appropriate to purpose and audience. • Plans and organises ideas using headings, graphic organisers, questions and mind maps. • Rereads texts during and after writing to check accuracy, consistency of meaning and fitness for purpose. • Structures using paragraphs composed of logically grouped sentences that deal with a particular aspect of a topic. • Uses a variety of spelling strategies to spell high frequency words correctly. • Chooses verbs, adverbials, nouns and adjectivals to express specific ideas and details. Writing C10 • Draws ideas from personal experiences, other texts and research to create imaginative, 5 W & R 1 Publishing multimodal & digital processes Spelling experiment with spell check applications & develop an awareness of limitations of features in digital technology Teacher models publishing options: use of spell check replacing words with synonyms etc embedding photos, clip art etc. Students publish their writing digitally using spell check etc.
Vocabulary & Spelling cozy enclosure respected incubator focused permanent tussle nuzzle announced boisterous foster habitat Use apostrophes for contractions: don’t isn’t doesn’t won’t that’s it’s orang-utan jungle struggle survival Compound breakfast bathroom wheelchair walkways everywhere overnight thankfully upstream cool clear smooth green large humble tranquillity shady Compound words sometimes understood without autumn leaves know knew nocturnal Compound words whenever sometimes something ringtail Use apostrophes for contractions: that’s Grammar & Punctuation Reading & Viewing Writing Representing Understand that a clause is a unit of grammar usually containing a subject and a verb and that these need to be in agreement. View film clips/youtube on protected species. Letter writing/email to persuade (see How you can help - last page of book). Review G, P & V from previous text. Communicate with Daniel (video link - see website). Letter writing/email to persuade (continued). Experiment with punctuation to engage the reader and achieve purpose. Compare informative & imaginative texts with the same message. Write a description of an endangered animal. Review G, P & V from previous text. Compare informative & imaginative texts with the same message. Write a description of an endangered animal (continued). WRAP UP (R & V 1 & 2, S & L 2) : Compare and contrast texts Evaluate and personally respond to texts Justify favourite text MONITORING From Assessment to Conferring: Sample Needs and Strategies What We Are Seeing Potential Goals Possible Strategy Alternative Strategy