Week 1 2 3 4 5 6 7 8 9 10 Text and Genre Type Poetry Report Recount Discussion Narrative Structure Orientation Events Evaluation (optional) Orientation Generalisation/Classification Description Summary (optional) Orientation Events in time order Re-orientation (optional) Evaluation (optional) Thesis Argument Reiteration Orientation Events in time order Re-orientation (optional) Evaluation (optional) Structural Features Rhyme, rhythm Characters Descriptive language Timeless present tense Subject specific vocabulary Impersonal objective language Generalised participants (people and things) Simple past tense Usually chronological events Action Specific participants (people and things) Sometimes includes a personal reflection Use of linking words associated with reasoning such as because, therefore. Passive voice is often used Often personal bias is concealed Simple past tense Usually chronological events Action Specific participants (people and things) Sometimes includes a personal reflection Grammar (word usage) Rhyming words Adjectives Adjectives Verbs Adverbs Vocabulary to suit audience and purpose Nouns Adjectives Verbs Adverbs Nouns Adjectives Adverbs Vocabulary to suit audience and purpose Simple Sentences Nouns Adjectives Adverbs Punctuation Capital letters Full Stops Exclamation Marks Full Stops Capital Letters Paragraphs Commas Dialogue Quotation Marks Apostrophes Question Marks Exclamation Marks Full Stops Capital Letters Paragraphs Commas Full Stops Capital Letters Paragraphs Commas Full Stops Capital Letters Paragraphs Commas Dialogue Quotation Marks Question Exclamation Marks Literal Reorganisation
5 & 6 Literacy focus: Recount: Write an autobiography of Uno’s life. Write a recount from the perspective of one of the animal in the forest from ‘Uno’s Garden’. Letter writing Diary entries Newspaper articles 7 & 8 Literacy focus: Discussion/ Persuasive Writing: Argument about an environmental related topic eg. Recycling, ethics when working with animals Letter to the editor Advertisement or commercial 9 & 10 Literacy focus: Narrative: scripts/plays for a commercial advertising an environmental issue a story taking inspiration from something you have learnt in this unit, design the story to teach other kids about what you have learnt.
Weekly Literacy Planner Week One –Focus on Poetry and introducing the topic Term Planner Structure Structural Features Grammar (Word Punctuation Comprehension Orientation Events Evaluation (optional) Orientation (Dependant on of poetry) Rhyme, rhythm Characters Descriptive language Rhyming words Adjectives Capital letters Full Stops Exclamation Marks Literal Inferential Use illustration to extend meaning Interpret the main idea of a text Locate directly stated information in a text Make inferences author’s feelings Reading Group Focus Texts: Uno’s Garden (to be read for pleasure first before any analysis) Milligan’s poem ‘Hipporhinostricow’. Others to be matched to the interests and/or needs of the grade. Monday Tuesday Wednesday Thursday Friday Reading Whole Modelled & Shared Reading Learning Intention: CAFÉ- Make and adjust predictions; use text to confirm Learning Intention: To understand the main idea or message of a poem/text. Learning Intention: To understand how to use clue words in a poem/text to understand a character or authors feelings or purpose. Learning Intention: To understand how to use images to add further meaning. CAFÉ: Use text features (graphic features) Learning Intention: CAFÉ- Make a picture or mental image/ infer and support with evidence Focus: Inference Literal Focus: Inference Focus: Comprehension Focus: Inference
Success Criteria: I can understand the main idea or message in a poem. I can make predictions about the text from the poem at the start. Success Criteria: I can figure out and explain the main idea of a poem/text. Success Criteria: I can use clue words in a poem/text to understand a character or authors feelings or purpose. Success Criteria: I can use illustrations to give further meaning to what I am reading. Success Criteria: I can make a picture or a mental image about what I read and I can find clues in the text to find answers. Extra Info: Students will look at the front page and the poem at the start of Uno’s Garden and use them to predict what will happen in the story. The teacher will then read the story to the class. Students will compare their predictions to the story for accuracy. Extra Info: *If a suitable poem is not available you can do this lesson by looking at the book ‘Uno’s Garden’ Extra Info: *If a suitable poem is not available you can do this lesson by looking at the book ‘Uno’s Garden’ Info: Look at a poem with accompanying pictures. Discuss how the images add to the meaning of the Extra Info: Read ‘Hipporhinostricow’ to students. Focus on which words help students to make a visual picture and why. Students draw what they can visualise.
Show images of animals, towns, different habitats (home, forest, seas, desert, etc.) Look at images, compare how has the forest in ‘Uno’s Garden’ changed (the same activity can be done with maps/images of your town/city Part Guided Reading & Literacy Rotations Activities for Guided Reading and Literary Rotations are on another page. Working of CAFÉ strategies. Writing Writing Whole Modelled, Shared or Interactive Writing Phase: Writing Analysis/ Planning Composing Genre/Text Type: Shape Poem Phase: Planning Genre/Text Type: Cinquain Phase: Composing Genre/Text Type: Cinquain Phase: Genre/Text Type: Cinquain Learning Intention: To gather a list of words that can be used to write poetry. Introduce the idea of a shape poem. Learning Intention: To understand how to create a shape poem. Learning Intention: To understand the structure needed to create a cinquain. Learning Intention: To understand how to write a cinquain. Learning Intention: To understand how to use revision and editing strategies to improve the quality of my poem. Focus: Vocabulary Word Wall Shape Poem Focus: Shape Poem Focus: Cinquain Cinquain Focus: Cinquain Revising/editing
Weekly Literacy Planner Week Two –Focus on Poetry and further developing the unit of work Term Planner Structure Structural Features Grammar (Word Punctuation Comprehension Orientation Events Evaluation (optional) Orientation (Dependant on genre of poetry) rhythm Characters Descriptive language Rhyming words Adjectives Verbs Capital letters Full Stops Exclamation Marks Literal Reorganisation Vocabulary Interpret the main idea of a text Locate directly stated information in a text Work out the meaning of words in context Make links between directly stated ideas in a text Make inferences about characters or author’s feelings Reading Whole Group Focus Texts: To be matched to the interests and/or needs of the grade. Monday Tuesday Wednesday Thursday Friday Reading Whole Modelled & Shared Reading Learning Intention: To understand what we want to achieve from this terms unit of work. Learning Intention: To understand the main idea or message of the poem Learning Intention: To understand how to find similarities or differences between different of poetry. Learning Intention: To understand how to use word or the context of a poem to work out the meaning of an unknown word. Learning Intention: To understand the perspective of a character. Focus: Reorganisation -link from text to essential questions from unit. Focus: Literal Focus: Reorganisation -make between directly stated ideas in a text Focus: Vocabulary Focus: Reorganisation Success Criteria: I can develop questions that I would like to know the answers to. Success Criteria: I can figure out and explain the main idea of a poem/text. Success Criteria: I can find and explain similarities between different types of poetry. Success Criteria: I can use word parts or the context of a poem to work out the meaning of an unknown word. Success Criteria: I can compare the perspective of 2 characters from the same story.
questions relevant to the topic Prompt student’s prior knowledge about living things and community. Students come up with their own essential questions that they would like to explore. Extra Info: Read/Watch information about living things. Discuss the topic questions for this unit. Info: Read poems about animals found in gardens. Extra Info: Extra Info: Extra Info: Read about 2 characters perspectives on an issue and compare them. Part Guided Reading & Literacy Rotations Activities for Guided Reading and Literary Rotations are on another page. Working of CAFÉ strategies. Writing Writing Whole Modelled, Shared or Interactive Writing Phase: Type: Concept Map Topic Wall Phase: Planning Genre/Text Type: Acrostic Poems Phase: Composing Genre/Text Type: Acrostic Poems Phase: Planning Genre/Text Type: Cinquain Phase: Composing Type: Cinquain Learning Intention: To figure out what you already know about the topic and to develop questions that you would like to have answered during the unit. Learning Intention: To understand the structure of an acrostic poem. Learning Intention: To understand how to write and acrostic poem. Learning Intention: To understand the structure needed to create a cinquain. Learning Intention: To understand how to write a cinquain.
Focus: Topic Wall –relevant words and questions Focus: Acrostic Poem Description Focus: Acrostic Poem Description Focus: Cinquain Focus: Cinquain Success Criteria: I have completed a concept map and developed questions that I would like to explore within the unit. Success Criteria: I understand the structure of an acrostic poem. Success Criteria: I can write an acrostic poem that conveys an idea about a living thing. Success Criteria: I understand the structure of a cinquain. Success Criteria: I can write a cinquain. Information: Demonstrate how to fill in a concept map. (Outline provided to students). Extra Information: The teacher will the structure on the board. Poems will be about something the students have observed in the garden. Words will be relating to the objects features. Extra Information: Teacher and students will an acrostic poem together on the board. Extra Information: The teacher and students write a cinquain together on the board. Extra Information: Part Writing- Writers Workshop Students complete a concept map and develop questions. Make a list of all the living things that are found in a garden. Decide on one to write about then get planning/brainstorming. Students will write their acrostic poem. Using ‘Uno’s Garden’. Students beginning planning to write a cinquain about the forest from the snorltepig’s perspective. Students will complete their cinquains. Whole Sharing and Reflection Students share their questions and stick them to the topic wall. Students will share their poems. Students will their poems. They will then compare the two different perspectives from the cinquain they just finished and last week’s poem (Uno’s and the snortlepig’s perspectives).
Weekly Literacy Planner Week Report Term Planner Structure Structural Features Grammar (Word Usage) Punctuation Comprehension Description Summary (optional) Timeless present tense Subject specific vocabulary Impersonal objective language Generalised participants (people and things) Adjectives Verbs Adverbs Vocabulary to suit audience and purpose Full Stops Capital Letters Paragraphs Commas Dialogue Quotation Apostrophes Question Exclamation Marks Literal Reorganisation Inferential Vocabulary Evaluative Reaction Use illustration to extend meaning Interpret the main idea of a text Locate directly stated information in a text Work out the meaning of in context Make links between directly stated ideas in a text Make inferences about author’s feelings Reading Whole Group Focus Texts: To be matched to the interests and/or needs of the grade. Monday Tuesday Wednesday Thursday Friday Reading Whole Modelled & Shared Reading Learning Intention: To find the main idea of a text. Learning Intention: CAFÉ- Use text features (titles, headings, captions graphic features) Learning Intention: CAFÉ-Ask questions throughout the reading process Learning Intention: CAFÉ- Use prior knowledge to connect with text Focus: Literal Focus: Literal Focus: Reorganisation make links between directly stated ideas in a text Reaction
Success Criteria: I can find the main idea of a text. Success Criteria: I can use text features to help me better understand what I am reading. Success Criteria: I can ask myself questions throughout the reading process. Success Criteria: I can use evidence in the text and what I already know to help me better understand what I am reading. Success Criteria: Info: Read a report and ask students to find information from it. Extra Info: how titles in a report enable us to better find information. Extra Info: Explicit modelling of what the teacher is thinking reading the text. Write questions and comments next to the text. Not using a report text but one linked to the inquiry topic. Extra Info: Modelling of reaction comprehension type. What it is, cues to help. Forming an opinion from the text or linking it to own experiences and forming and opinion. Not a report text. Though text should be linked to inquiry topic. Extra Info: Revisiting the Reaction comprehension type. Not using a report text. Part Guided Reading & Literacy Rotations Activities for Guided Reading and Literary Rotations are on another page. Working of CAFÉ strategies. Writing Writing Whole Modelled, Shared or Interactive Writing Phase: Research Genre/Text Type: Recount Planning Genre/Text Type: Recount Composing Genre/Text Type: Recount Phase: Composing/editing Genre/Text Type: Recount Phase: Composing Genre/Text Type: Recount
Learning Intention: To understand how to find and extract important information in a piece of writing. Learning Intention: To understand how to write a simple animal report including a title, classification, description and habitat Learning Intention: To understand how to a simple animal report including a title, classification, description and habitat Learning Intention: To understand how to use revising and editing techniques to improve my writing. Learning Intention: To understand how to write a simple animal report including a title, classification, description and habitat Focus: Finding relevant information for a text. Reports on Animals Using Headings in writing Using language appropriate to text type Focus: Reports on Animals Using Headings in writing language appropriate to text type Focus: Reports on Animals Headings in writing Using language appropriate to text type Reports Using Headings in writing Using language appropriate to text type Success Criteria: Success Criteria: I can write a simple animal report including a title, classification, description and habitat Success Criteria: I can write a simple animal report including a title, classification, description and habitat Success Criteria: I can use revising and editing techniques to improve my writing. Success Criteria: I can write a simple animal report including a title, classification, description and habitat Extra Information: Teacher models extracting important information from a text. Information: Teacher models the structure of a report on the Extra Information: Students help the teacher to write a report. Information: The teacher models editing a of work Extra Information: Students to carry on with previous animal report if they are not finished Part Writing- Writers Workshop Research one of the animals that can be found in the garden. Use computers and books, videos Plan out a report about one of the animals you researched. Get start started writing a report. Continue Writing and to edit/publish your report. Students write a report about one of the made up creatures in Graeme Base’s Uno’s Garden.
Whole Sharing and Reflection Students share how they went about finding information. Students the editing techniques that they are using. Students what they have written with the other students. Discuss all the different animals that students did reports on. Will lead into discussion their roles in the garden and how they work together.
Reading Groups Week 1 Groups Monday Tuesday Wednesday Thursday Friday Part 8 CAFÉ Focus Strategies: Accuracy & Fluency Teacher Group: Focus on accuracy Listening Post: Focus: listening to reading on iPod while reading along in a book following words with finger. High Frequency Students make words using magnetic letters, practise reading them out loud. Students Play Snap: Read the words on each card put down Focus: accuracy Teacher Group: Work with Teacher to decode and read high frequency words Focus: accuracy Follow Up Task: Text taken from book: fill in the blanks (makes sure that students are accurately reading the text) Listening Post Activity: retell the story in your own words Best fit books: read books at their level independently focusing on accuracy Spelling: Students play spelling games to practice M100W/ list words Sentence Builders: Students use word cards to create sentences. Level 13 Listening Post: Focus: listening to reading on iPod while reading along in a book following words with finger. Teacher Group Focus on reading for accuracy High Frequency Words: Students make words using magnetic letters, practise reading them out loud. Partner read and record: In record each other reading and then play it back. Peer feedback. Focus: fluency Teacher Group Focus on reading for comprehension Listening Post Follow Up: Retell the story. Write a few simple sentences. Follow Up Task Best Fit Book: read books at their level independently focusing on accuracy Spelling: Students play spelling games to practice M100W/ list words Follow Up Task Retell the 18 Word Game: Students play a board game from the literacy shelf. Free Choice. Best Fit Book: read books at their level independently focusing on accuracy Follow Up Task Listening Post: Focus: listening to reading on iPod while reading along in a book following words with finger. High Frequency Students play to practice reading their high frequency words. Spelling: Students play spelling games to practice M100W/ list words Teacher Partner read and record: In pairs record each other reading and then play it back. Peer feedback. fluency Listening Post Follow Up: Retell the Write a few simple sentences. Students read Magazines focusing on punctuation to enhance fluency.