later. The sequence aligns with the sequence used in Reading Eggs. This unit will finish in the lead up to Easter. You may like to finish the unit with a culminating activity such as a liturgy, a shared meal / picnic which will link into your Religion unit. alphabet and how to write some high-frequency words and known words. Sound and Letter Knowledge ACELA1439 Recognise rhymes, syllables and sounds (phonemes) in spoken words ACELA1440 Recognise the letters of the alphabet and know there are lower and upper case letters LITERATURE Responding to Literature ACELT1783 Share feelings and thoughts about the events and characters in texts. Examining Literature ACELT1578 Identify some feature of texts including events and characters and retell events from a text. Creating Literature 80 Retell familiar literary texts through performance, use of illustrations and images. LITERACY Interacting with others ACELY1784 Use interaction skills including listening while others speak, using appropriate voice levels, articulation and body language, gestures and eye contact. ACELY1647 Deliver short oral presentations to peers. Creating Texts ACELY1653 Produce some lower and upper case letters using learned letter formations SEL Getting Along ICT Science (refer to resources) Maths - Numeracy DEVELOPING INQUIRING AND REFLECTIVE LEARNERS Community Contributor Leader and Collaborator Effective Communicator Active Investigator Designer and Creator Quality Producer
WEEKLY PLANNER Week 1 2 3 4 5 6 7 8 9 10 LANGUAGE Language for Interaction Text Structure and Organisation Expressing and Developing Ideas Sound and Letter Knowledge LITERATURE Responding to Literature Examining Literature Creating Literature LITERACY Interacting with others Creating Texts Literacy Information and Communication Technology Numeracy - counting Personal and Social Competence Ethical Behaviour Catholic Ethos Inclusive Education Social Emotional Learning Suggested Focus Texts: Mrs Wishy Washy – Joy Cowley or Me and My World – Go Books Green level see Tch bk p. 46/7 + At the Zoo, Big, Dog, Dragon & I Can (see Go Books Green Level tch bk p. 48-57 / Me – Go Facts (see reading eggs teachers resources big books level 1 – non literary text) MODELLED I Do IT SHARED We Do It GUIDED We Do It INDEPENDENT You Do IT Introduce letters m, s, a, t, b, c Explore book orientation – title, front cover, back cover, Author, Illustrator, Blurb, Title Page (Book Terminology RMD p. 73) Model concepts of print- Introduce letters m, s, a, t, b, c Discuss what the book might be about from the picture on the front cover Read aloud with the students Discuss characters, Reading Rotations based on ability groups Begin reading groups later in the term when students have acquired reading behaviours Reading big book alone Complete reading activity based on the book – sequencing the story, make their own booklet of the text (finish words, draw pictures, etc)
left to right reading, spaces, Discuss what the book might be about from the picture on the front cover – Predicting RRB p. 114 Read aloud to the students Possible Predictions (RMD p. 66) Like or Unlike? (RMD p.67) Model concepts of print- left to right, top-to bottom reading, spaces etc., (RMD p. 72) Use ‘think aloud’ statements to develop reading behaviours (RMD p. 58) Show letter, word, sentence (RRB p.76) storyline, setting, etc. Like or Unlike RMD p. 67 – before reading big book Choral reading (RMD p.59) Text innovation – word level (RMD p.59) Dramatisation (RMD p.62) Link to students’ prior knowledge and experience (washing their dog, etc) Demonstrate correct letter formation: m, s, a, t, b, c Finger trace letters in the air Demonstrate correct sounds of letters – rhymes, chants or handwriting songs Brainstorm word lists for focus letters Draw letters on a partners back while singing letter song, chant etc. Finger trace letters in the air Joint composition using words previously brainstormed. Demonstrate correct sounds of letters – Writing Rotations based on ability groups Begin writing groups later in the term when students have acquired appropriate behaviours Trace letters that have been introduced. Trace names Tracing sentences
rhymes, chants or handwriting songs Innovating the text – change the story and write your own similar to oral activity earlier. E.g. “Oh lovely mud” said David. & Model eye contact, voice projection, inside/outside voices, Model whole body listening – looking, listening, lips still, hands in lap, legs crossed Model greeting others – good morning, good bye Establish daily prayer circle – whole body listening Teaching daily prayer / morning prayer Getting to Know You games/activities/songs – eg Bee Bee Bumble Bee – see also “The Peaceful Classroom” Letter chants, rhymes, songs, finger play Alphabet knowledge – singing or saying the alphabet Establish classroom rules – rules for learning, inside outside voices, asking questions SEL Getting Along activities Encourage children to use ‘inside / outside’ voices Take turns speaking Putting hand up Introduce selves
WEEKLY PLANNER Week 1 2 3 4 5 6 7 8 9 10 LANGUAGE Language for Interaction Text Structure and Organisation Expressing and Developing Ideas Sound and Letter Knowledge LITERATURE Responding to Literature Examining Literature Creating Literature LITERACY Interacting with others Creating Texts Literacy Information and Communication Technology Personal and Social Competence Ethical Behaviour Numeracy – attributes – big /little/colour Catholic Ethos Inclusive Education Social Emotional Learning Suggested Focus Texts: A Surprise for Mrs O’Malley – Jill Eggleton, Sunshine Books, Me and My World – (Poems) Go Books green level Tch Bk p. 46-47 Who is Happy?, Bubbles, Soccer, Apples and Ice-Cream, What is it?( GO Books Green Level Tch Bk p. 58/67) MODELLED I Do IT SHARED We Do It GUIDED We Do It INDEPENDENT You Do IT Introduce letters f, I, n, p, h, r Explore book orientation – title, front cover, back cover, Author, Illustrator, Introduce letters f, I, n, p, h, r Read aloud with the students Discuss characters, Reading Rotations based on ability groups Begin reading groups later in the term when Reading big book alone Complete reading activity based on the book – sequencing the story, make their own booklet of
rhymes, chants or handwriting songs words previously brainstormed. Demonstrate correct sounds of letters – rhymes, chants or handwriting songs Language experience- produce a meaningful reading material from the experience, eg. “A Surprise for….” & Model eye contact, voice projection, inside/outside voices, Model whole body listening – looking, listening, lips still, hands in lap, legs crossed Model greeting others – good morning, good bye Model reading behaviours with picture book stories Daily prayer circle – whole body listening Teaching daily prayer / morning prayer Letter chants, rhymes, songs, finger play Listen to picture book stories – also e-books see tumblebooks Alphabet knowledge – singing or saying the alphabet See A Sound Way for ideas and progression) Review classroom rules – rules for learning, inside outside voices, asking questions Listening games – doggy doggy who has your bone SEL Getting Along activities Speaking and Listening activities related to sounds – see Soundwaves beginners Teachers Book Encourage children to use ‘inside / outside’ voices Take turns speaking Putting hand up School routines – lining up, asking to go to the toilet, etc
Focus on letter / sound knowledge f, I, n, p, h, r See Soundwaves B Teachers Resource book pgs. 15, 37, 21, 23, 17, 24 See Letterland Fast Track lessons or Letterland Teachers Guide pgs. 64, 44, 46, 51, 36, 69 See Funny Photo Alphabet (linked with Reading Eggs) Teachers Book pgs 31, 40, 55, 61, 37, 67 Reading Eggs lessons Establishing oral syntactic patterns of text Eg – “In went the …” Sentence structure – letter, word, sentence Model Capital letters Full stops Me and My World – (Poems) Go Books green level Tch Bk p. 46-47 Who is Happy?, Bubbles, Soccer, Apples and Ice-Cream, What is it?( GO Books Green Level Tch Bk p. 58/67 Big Book – “A Surprise for Mrs O’Malley” Jill Eggleton Go Green Teacher Resource Book – Me and My World Letterland Teachers Book Funny Photo Phonics Teacher’s Book + Alphabet Books Sound Waves - Beginners Teacher’s Book Reading Eggs Teacher Tool kit and Reading Eggs site for individual children. First Steps Reading Map of Development (RMD) (2005) First Steps Writing Map of Development (WMD) A Sound Way - Phonological Awareness - Activities for Early Literacy - E. Love & S. Reilly (Alphabet Knowledge) A Peaceful Classroom – Charles A. Smith Tumble books website or access through Cairns Library REFLECTION
WEEKLY PLANNER Week 1 2 3 4 5 6 7 8 9 10 LANGUAGE Language for Interaction Text Structure and Organisation Expressing and Developing Ideas Sound and Letter Knowledge LITERATURE Responding to Literature Examining Literature Creating Literature LITERACY Interacting with others Creating Texts Literacy Information and Communication Technology Numeracy – snakes and ladders Personal and Social Competence Ethical Behaviour Critical and Creative Thinking Catholic Ethos Inclusive Education Social Emotional Learning Suggested Focus Texts: Ben’s Surprise – Go Book Green Level Tch Book p. 20/21 + My Dad, What is Ben?, Yum! Yum!, Baby Sister, & Ben’s Cat (see Go books Green Level Tch Bk p. 22 – 31) or Meanies – Joy Cowley, Storybox MODELLED I Do IT SHARED We Do It GUIDED We Do It INDEPENDENT You Do IT Introduce letters z, v, d, j, o, q Introduce sight words – M100w choose the most commonly used words to begin with for term one (eg, I, am, the, is, was, in) Introduce letters z, v, d, j, o, q Identify focus sight words in shared texts Read aloud with the students Discuss characters, Reading Rotations based on ability groups See below for examples Reading big book alone Complete reading activity based on the book – sequencing the story, make their own booklet of the text (finish words, draw pictures, etc)
Hidden pictures – (Meanies) decide on how characters in a text could be represented before reading OR Text detective – (Bens Surprise) tell students title, characters and ask what the book might be about. (RMD p.68, 69) Explore book orientation – title, front cover, back cover, Author, Illustrator, Blurb, Title Page (Book Terminology RMD p. 73) Model concepts of print and reading behaviours (RMD pg.58) Read aloud to the students Possible Predictions (RMD p. 66) Like or Unlike? (RMD p.67) Model concepts of print- left to right, top-to bottom reading, spaces etc., (RMD p. 72) storyline, setting, etc. Who am I? – Guess characters in the text (RMD p.63) Choral reading (RMD p.59) Link to students’ prior knowledge and experience (what surprises have they had?) Wall stories – main ideas (RMD p.110) Sequencing activity (RMD pg. 61) Create name tags and photos for students – display for children to read eg, Star of the Day. Cloze activity – (RMD p.78) Hidden messages – reassure hunt with simple messages linked to your focus text of the week (RMD p.83) Demonstrate correct letter formation: z, v, d, j, o, q Finger trace letters in the Brainstorm word lists for focus letters Finger trace letters in the air (also refer to Writing Rotations based on ability groups. Examples of good reading / writing rotation activities from Trace letters that have been introduced. Trace names Tracing sentences.
& voices, Model whole body listening – looking, listening, lips still, hands in lap, legs crossed Model reading behaviours with picture book stories Teacher model show and share activity – bring your favourite book. Model questioning skills Teaching daily prayer / morning prayer Letter chants, rhymes, songs, finger play Listen to picture books brought in by other students Questions for show and share time Alphabet knowledge – singing or saying the alphabet Syllables awareness – listen to words and clap how many syllables are in it. Names, routines, etc. outside voices, asking questions Listening games SEL Getting Along activities Speaking and Listening activities related to sounds – see Soundwaves beginners Teachers Book School routines – lining up, asking to go to the toilet, etc Show and share time – presentation and questions
Focus on letter / sound knowledge z, v, d, j, o, q See Soundwaves B Teachers Resource book pgs. 30, 27, 14, 18, 38, 13 See Letterland Fast Track lessons or Letterland Teachers Guide pgs. 76, 71, 35, 67, 49, 70 See Funny Photo Alphabet (linked with Reading Eggs) Teachers Book pgs 91, 79, 25, 43, 58, 64 Reading Eggs lessons Sight words – M100w choose the most commonly used words to begin with for term one (eg, I, am, the, is, was, in) Concepts of book, story, page, word, sentence Concept of text connectives shown and discussed in stories; e.g. then he huffed and he puffed; finally, the bird flew away. Model Capital letters Full stops Where appropriate expose students to: Talking marks Exclamation marks Question marks Fonts in texts – bold means loud Letter formations with different fonts – letter a and g Ben’s Surprise – Go Book Green Level Tch Book p. 20/21 + My Dad, What is Ben?, Yum! Yum!, Baby Sister, & Ben’s Cat (see Go books Green Level Tch Bk p. 22 – 31) Big Book – “Meanies” Joy Cowley Go Green Teacher Resource Book – Letterland Teachers Book Funny Photo Phonics Teacher’s Book + Alphabet Books Sound Waves - Beginners Teacher’s Book Reading Eggs Teacher Tool kit and Reading Eggs site for individual children. (www.readingeggs.com) First Steps Reading Map of Development (RMD) (2005) First Steps Writing Map of Development (WMD) A Sound Way - Phonological Awareness - Activities for Early Literacy - E. Love & S. Reilly The Peaceful Classroom – Charles A. Smith /
Guided reading group with levelled text Sequencing – put the pictures in the right order (WMD p.57) Word walk – what words can you read and write in the classroom? Alphabet hunt – find words that start with letters of the alphabet (WMD p.78) Letter collage using focus letters of the week (WMD p.73) At this stage most children will be on level 1, however you may have a group beyond this level. Rotate readers over 4 weeks (if chn. on same level) Text: Me, PM starter 1 Focus Strategy: 1:1 correspondence Text: Mum, PM starter 1 Focus Strategy: recognising sight words Text: Dad, PM starter 1 Focus Strategy: visual cues Text: A house, PM starter 1 Focus Strategy: left to right REFLECTION
WEEKLY PLANNER Week 1 2 3 4 5 6 7 8 9 10 LANGUAGE Language for Interaction Text Structure and Organisation Expressing and Developing Ideas Sound and Letter Knowledge LITERATURE Responding to Literature Examining Literature Creating Literature LITERACY Interacting with others Creating Texts Literacy Information and Communication Technology Numeracy – snakes and ladders Personal and Social Competence Ethical Behaviour Critical and Creative Thinking Catholic Ethos Inclusive Education Social Emotional Learning Suggested Focus Texts: A Party for the Alley Cats – Jill Eggleton Sunshine books or Ben’s Surprise – Go Book Green Level Tch Book p. 20/21 + Has Ben Got a Sore Back?, Hugs, Ouch!, Fishing, Ben and John (see Go books Green Level Tch Bk p. 32 – 41) + Friends – Storylands, Lost Island level 3 (Reading Eggs, teacher tool kit) MODELLED I Do IT SHARED We Do It GUIDED We Do It INDEPENDENT You Do IT Introduce letters e, g, l, k, y, x Introduce a new set of sight words – M100w choose the most commonly used words. Introduce letters e, g, l, k, y, x Identify focus sight words in shared texts, revise old words Rhyming words card game Reading Rotations based on ability groups See below for examples Reading big book alone Complete reading activity based on the book – sequencing the story, make their own booklet of the text (finish words,
letter formation: e, g, l, k, y, x Finger trace letters in the air Demonstrate correct sounds of letters – rhymes, chants or handwriting songs Model sentences using a focus syntactic pattern. Eg – “We like…” focus letters Finger trace letters in the air (also refer to Letterland computer software) Use sight words in own writing Joint construction eg Letter poetry – (RMD p.82) using focus sounds and syntactic pattern Demonstrate correct sounds of letters – rhymes, chants or handwriting songs Language experience- produce a meaningful reading material from the experience Word sorting – categorising words into groups – beginning letters etc. (WMD p.72) ability groups. Examples of good reading / writing rotation activities from First Steps: Letter collage using focus letters of the week (WMD p.73) Sentence reconstruction – chop up a sentence and put it back in order (WMD p.77) It would look like this – choose a character from the story and draw a picture (WMD p.64) The Letter Can – graphophonic activity (WMD p.73) been introduced. Practice writing letters in scrapbook Copying sentences Have a go at your own sentence using a sentence starter “I like…” & Model eye contact, voice projection, inside/outside voices, Model whole body listening – looking, listening, lips still, hands in lap, legs crossed Daily prayer circle Letter chants, rhymes, songs, finger play Listen to picture books brought in by other students Questions for show and Review classroom rules – rules for learning, inside outside voices, asking questions Listening games SEL Getting Along activities Speaking in full sentences Encourage children to use ‘inside / outside’ voices School routines – lining up, asking to go to the toilet, etc Show and share time –
WEEKLY PLANNER Week 1 2 3 4 5 6 7 8 9 10 LANGUAGE Language for Interaction Text Structure and Organisation Expressing and Developing Ideas Sound and Letter Knowledge LITERATURE Responding to Literature Examining Literature Creating Literature LITERACY Interacting with others Creating Texts Literacy Information and Communication Technology Numeracy Personal and Social Competence Ethical Behaviour Critical and Creative Thinking Catholic Ethos Inclusive Education Social Emotional Learning Suggested Focus Texts: The Farmyard Concert – Joy Cowley or Ellie’s Big Swim – Lost Island Level 2 (Reading Eggs Teacher Toolkit ) Revise or revisit previous focus text, Visual text / movie about friendship MODELLED I Do IT SHARED We Do It GUIDED We Do It INDEPENDENT You Do IT Introduce letters u, w Introduce a new set of sight words – M100w choose the most commonly used words. Explore book orientation – title, front cover, back Introduce letters u, w and revise previous letters Identify focus sight words in shared texts, revise old words Read aloud with the students Reading Rotations based on ability groups See below for examples Reading big book alone Complete reading activity based on the book – sequencing the story, make their own booklet of the text (finish words, draw pictures, etc)
cover, Author, Illustrator, Blurb, Title Page (Book Terminology RMD p. 73) Model concepts of print and reading behaviours (RMD pg.58) Read aloud to the students Model concepts of print- left to right, top-to bottom reading, spaces etc., (RMD p. 72) Dramatisation (RMD p.62) Discuss characters, storyline, setting, etc. Choral reading (RMD p.59) Link to students’ prior knowledge and experience (what surprises have they had?) Create name tags and photos for students – display for children to read eg, Star of the Day. Cloze activity – (RMD p.78) Demonstrate correct letter formation: u, w Finger trace letters in the air Demonstrate correct sounds of letters – rhymes, chants or handwriting songs Model sentences using a focus syntactic pattern. Eg – “We like…” Brainstorm word lists for focus letters Use sight words in own writing Joint construction eg class book from focus text. Demonstrate correct sounds of letters – rhymes, chants or handwriting songs Writing Rotations based on ability groups. Examples of good reading / writing rotation activities from First Steps: Bright balloons – write a note and put it in a balloon for a friend (RMD p.84) Magic Words – data projector or smartboard activity (RMD p.77) Rhyming Word card game – match rhyming words (RMD p.88) Trace letters that have been introduced. Practice writing letters in scrapbook Copying sentences Have a go at your own sentence using a sentence starter “I like…”
Sight word activity- bingo, snap, (RMD p.86) & Model eye contact, voice projection, inside/outside voices, Model whole body listening – looking, listening, lips still, hands in lap, legs crossed Model reading behaviours with picture book stories Teacher model show and share activity – bring your favourite book. Model questioning skills Daily prayer circle Letter chants, rhymes, songs, finger play Listen to picture books brought in by other students Questions for show and share time Alphabet knowledge – chunking sections of the alphabet Listening games SEL Getting Along activities Speaking and Listening activities related to sounds – see Soundwaves beginners Teachers Book Shoot out – 2 students, say 2 words, students call out rhyme or don’t rhyme Jumping jacks – jump up when the word doesn’t rhyme (Soundwaves p.58) Speaking in full sentences Encourage children to use ‘inside / outside’ voices School routines – lining up, asking to go to the toilet, etc Show and share time – presentation and questions. Continue roster. Focus on letter / sound knowledge u, w See Soundwaves B Teachers Resource book pgs. 39, 28 See Letterland Fast Track lessons or Letterland Teachers Guide pgs. 56, 73 See Funny Photo Alphabet (linked with Reading Eggs) Teachers Book pgs 76, 82 Reading Eggs lessons Sight words – M100w choose the most commonly used words to begin with for term one (eg, I, am, the, is, was, in) Concept of text connectives shown and discussed in stories; e.g. then he huffed and he puffed; finally, the bird flew away. Point out word sets; e.g. houses and their materials in The Three Little Pigs; animals in Old MacDonald’s Farm; etc. – list all the things you would find at a farm. Model Capital letters Full stops Where appropriate expose students to: Talking marks Exclamation marks Question marks Fonts in texts – bold means loud Letter formations with different fonts – letter a and g
Electronic Books: Ellie’s Big Swim – Lost Island Level 2 (Reading Eggs Teacher Toolkit ) Big Book – “The Farmyard Concert” Joy Cowley Movie about Friendship Go Green Teacher Resource Book – Letterland Teachers Book Funny Photo Phonics Teacher’s Book + Alphabet Books Sound Waves - Beginners Teacher’s Book Reading Eggs Teacher Tool kit and Reading Eggs site for individual children. First Steps Reading Map of Development (RMD) (2005) First Steps Writing Map of Development (WMD) A Sound Way - Phonological Awareness - Activities for Early Literacy - E. Love & S. Reilly / Guided reading group with levelled text Sight word activity- bingo, snap, (RMD p.86) Bright balloons – write a note and put it in a balloon for a friend (RMD p.84) Rhyming Word card game – match rhyming words (RMD p.88) Magic Words – data projector or Smartboard activity (RMD p.77) At this stage most children will be on level 1, however you may have a group beyond this level. Rotate readers over 4 weeks (if chn. on same level) Text: Little Things, PM starter 1 Focus Strategy: left to right Text: Dressing up, PM starter 1 Focus Strategy: 1:1 correspondence Text: Playing, PM starter 1 Focus Strategy: recognising sight words Text: Pets, PM starter 1 Focus Strategy: visual cues
ORAL PRESENTATION Show and Share – Favourite Book Name:________________________________ Speaking Very High (no Prompts) High (some prompts) Sound (with support and some prompts) Limited (with explicit support ) Very limited Greeting Gives Clear Greeting with no prompts Gives clear Greeting with prompts Gives a greeting with prompts and support With explicit support gives a greeting Not able to give a greeting with extensive support States Name of Favourite book and the Author States title and author with no prompts States title and author with prompts States title and author with prompts and support States title with prompts and support Unable to state title or author. States why the book is his or her favourite States 3 reasons why the book is his/her favourite – no prompts States 2 reasons why the book is his/her favourite may need prompts States 1 reasons why the book is his/her favourite may need prompts May state one basic reason why book is his/her favourite with prompts and support Unable to state any reason why the book is his/her favourite Uses a loud clear voice. With no prompts With some prompts With constant prompts Voice is not clear or not audible Listening to other presentations Eyes are on the speaker Always Mostly Sometimes Not often Displays Whole body listening Always Mostly Sometimes Not often