Stage : 2 Term: Weeks: Key Concept: Stories from other Times, Places and Cultures – cultural diversity Text set: Focus Text – There once was a boy called Tashi Anna Fienberg & Barbara Fienburg Tashi and the Royal Tomb Anna Fienberg & Barbara Fienburg Alexander Bunyip and the Swagman Michael Salmon Akimba and the Magic Cow Anne Rose Tales around the world Graham Percy Tikki Tikki Tembo Arlene Mosel Look see, look at me Leonie Norrington Rikki Tikki Tavi Rudyard Kipling Focus: Integrating English Stage 2 content descriptors: S & L - Speaking & Listening R & V - Reading & Viewing W & R - Writing & Representing Spelling G, P & V - Grammar, Punctuation and Vocabulary T I & C -Thinking imaginatively and creatively E T - Expressing themselves R on L - Reflecting on Learning Acceptable Evidence: Plotting students on the Literacy Continuum – to develop student comprehension and vocabulary. Critical aspects: Comprehension, Vocabulary, Reading Writing Learning across the curriculum: Literacy. creative and critical thinking, difference and diversity LITERACY CONTINUUM for Modelled Reading (Stage appropriate) Session Modes/Skills Explicit Modelled Reading Guided reading to next?) Independent reading
Reflecting on learning change the structure (position of phrases) of the sentence. Does it still make sense? add another descriptive sentence pronouns (eg she, he) using connectives (If students cannot complete, this task is continued during the next text from the text set) Create a list of adjectives Create a list of contractions 4 W & R 1 reread and edit Reflecting on learning Use the previous modelled paragraphs for students to edit Add and insert errors to the sentence. Students make corrections PARTNER EDITING: If writing is completed, paragraphs are read by a partner for editing and reflection using the writing criteria. Paragraphs are revised. Students continue their writing task OR Students choose a text: Create a list of adjectives Create a list of contractions TEACHER EDITING Conferencing during independent tasks Continuing the unit:
Vocab & Spelling Suffixes ‘ly’ quietly eagerly easily mostly eating wearing looking sleeping getting shouting there’s you’ll brought/bought surprised gold thought remember absence moment neighbour shouldn’t we’ll i’d it’s wasn’t won’t can’t what’s don’t tomb know whole custom second mountain whole wonderful surely playing honourable answered brought Grammar & Punctuation When to use speech Speech Marks-voice changes Direct Speech Marks commas Speech Marks 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 and Strategies What We Are Seeing Potential Goals Possible Strategy Alternative Strategy Reading too quickly Fluency Adjust and apply different reading rates to match text Phrasing, use punctuation Leaving off ends of Accuracy Cross checking letters together
*understand that Standard Australian English is one of many social dialects used in Australia, and that it originated in England it has been influenced by many other languages (ACELA1487) *understand that languages have different written and visual communication systems, different oral traditions and different ways of constructing meaning (ACELA1475) *identify purposes for listening in a variety of formal and informal situations Understand and apply knowledge of language forms and features *identify organisational patterns and language features of spoken appropriate to a range of purposes *understand the use of vocabulary in discussing and presenting spoken texts in familiar and unfamiliar contexts Respond to and compose texts *plan, rehearse and deliver presentations incorporating learned content and taking into account the particular purposes and audiences (ACELY1689) *discuss how writers and composers of texts engage the interest of the reader or viewer *listen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situations (ACELY1676) *plan and deliver short presentations, providing some key details in logical sequence (ACELY1677) *use persuasive language to compose simple persuasive appropriate to a range of contexts *enhance presentations by using some basic oral presentation strategies, eg using notes as prompts, volume and change in emphasis WRITING AND REPRESENTING 1 Stage Two EN2-2A Objective A Communicate through speaking, listening, reading, writing, viewing and representing Outcome: composes and reviews a range of texts that are more demanding in terms of topic, audience and language Key Concept Stories from times Develop and apply contextual knowledge *identify key elements of planning, composing, reviewing and publishing in order to meet the demands of composing texts on a particular topic for a range of purposes and audiences *experiment and share aspects of composing that enhance learning and enjoyment