Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text. (ACELY 1701) Navigate and read texts for specific purposes applying appropriate text and processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanning. (ACELY 1702) Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience (ACELY 1704) Reread and edit student’s own and others’ work using agreed criteria for text structures and language features (ACELY 1705) Fluency reading – word lists and fluency passages (use of mp4 player or iPod touch / stimulus) Students need to be literate to experience success in all other learning areas. Becoming a more fluent reader will assist in acquisition and comprehension material in other learning areas. Improving writing conventions, including spelling, punctuation and grammar will allow students to communicate their ideas more effectively across all learning areas. In both learning areas and in social situations it is important to convince others of the veracity of ideas and opinions. DEVELOPING INQUIRING AND REFLECTIVE LEARNERS Community Contributor Leader and Collaborator Effective Communicator Active Investigator Designer and Creator Quality Producer CROSS CURRICULA PRIORITIES Catholic Aboriginal and Torres Strait Islander Education Asian Education The overarching purpose of Catholic schools of the past, as well as the future, is to bring the Good News of Jesus to all who hear it. In the midst of a world of educational, social and economic change the focus on the holistic growth of the individual remains the surest way catholic school can prepare students for the uncertainties of the future. Defining Features, Diocese of Cairns Active engagement of inclusive curriculum practices which reflect Aboriginal and Torres Strait Islander perspectives, knowledge, histories, cultures and spirituality. A genuine commitment to Reconciliation, guided by principles of personal dignity, social justice and equity, which reflects the Gospel message and the mission of the Church. The curriculum provides opportunities to value and respect: This perspective requires students to develop skills, knowledge and understandings related to Asia and Australia’s engagement with Asia. The curriculum provides opportunities to know, understand and be able to: Understand ‘Asia’ Develop informed attitudes and values Know about contemporary and traditional Asia Connect Australia and Asia
develop an increasingly complex understanding of ethical concepts, the status of moral knowledge and accepted values and ethical principles explore questions such as: What is the meaning of right and wrong and can I be sure that I am right? Why should I act morally? Is it ever morally justifiable to lie? What role should intuition, reason, emotion, duty or self-interest have in ethical decision making? abilities and a well-grounded sense of self-esteem and self-confidence (Self-awareness) manage emotions and behaviour, persevere in overcoming obstacles, set personal and academic goals, develop self-discipline , resilience, adaptability and initiative (Self-management) perceive and understand other people’s emotions and viewpoints, show understanding and empathy for others, identify the strengths of team members, define and accept individual and group roles and responsibilities, be of service to others (Social awareness) form positive relationships, manage and influence the emotions and moods of others, cooperate and communicate effectively with others, work in teams, build leadership skills, make decisions, resolve conflict and resist inappropriate social pressure (Social management). recognise that their own and others’ behaviours, attitudes and values are influenced by their languages and cultures consider what it might be like to ‘walk in another’s shoes’ compare the experiences of others with their own, looking for commonalities and differences between their lives and seeking to understand these reflect on how intercultural encounters have affected their thoughts, feelings and actions accept that there are different ways of seeing the world and live with that diversity stand between cultures to facilitate understanding take responsibility for developing and improving relationships between people from different cultures in Australia and in the wider world contribute to and benefit from reconciliation between Indigenous and non-Indigenous Australians. WEEKLY PLANNER Week 1 2 3 4 5 6 7 8 9 10 Show how ideas and points of view in texts are conveyed through the use of vocabulary, including idiomatic expressions, objective and subjective language, and that these can change according to context (ACELY 1698) Use interaction skills, for example paraphrasing, questioning and interpreting non-verbal cues and choose vocabulary and vocal effects appropriate for different audiences and purposes (ACELY 1796) Highlighted above Highlighted above
Students either collaboratively or independently how to convince someone to your point of view. From Lane,B & Bernabei, G –“Why we must run with Scissors?” 2001 Shoreham. Pp 102-103 & What is the teacher to demonstrate by thinking aloud whilst students participate by actively attending to the demonstrations? What direction is going to be provided by the teacher for the students to contribute ideas and information? How is the teacher going to scaffold help and provide support and corrective feedback? How will the students independently apply ideas and information covered? Continue weekly spelling program as per school plan incorporating following weekly. Phonological awareness Graphophonic knowledge Morphemic & Etymological knowledge Teach spelling strategies – Spellamadoodle (First Steps Spelling Resource Book 1997 p65) and syllabification. Add spelling strategies “how to” into back of homework for reference. Deliver school based spelling test Example of weekly spelling program Day 1: Pre-test ( commonly used words in key learning areas that students will be required to use in writing (eg science journaling or mathematical terms). Class spelling activity Day 2: peer testing of 5 words from personal spelling lists. Individual spelling activity from assigned list of activities Day 3 : Class spelling activity Day 4: Peer testing of 5 from personal spelling list Individual spelling activity from assigned list of activities. Subject /Verb Agreement continued. Create Verb tenses Chart collaboratively using novels and picture books located in classroom. Identify verbs Identify tense Change tense Discuss differences Create classroom poster See Mechanically Inclined by Jeff Anderson p 121-122 Punctuating Dialogue Display samples of direct speech Elicit whether punctuation is similar for all samples Establish rule for direct speech when tag is at the end and separate rule for when tag is at the beginning. Eg tag at end: “He is the best dog in the world,” claimed Georgia Speech marks to begin Capital letter immediately after speech marks End punctuation immediately after end of speaking (, ? !) Close speech marks GRAMMAR
5 Guided Reading with book at appropriate instructional level. Fluency reading. Students practice fluent reading using levelled sample packages ( 150-200 words in 1 minute). Use ipods or mp4 to record and replay for self assessment. Students practice word list and then with partner they time – read list in 25 seconds or under. See ******* Reading Comprehension – Previous QLD State testing magazines. Inferential Meaning (this activity needs to be delivered by parent of school officer) See Triune “Key into Inferences”. Or Responding to literature (school based documents eg Rigby resources Book orientation, page by page reading and comprehension Text: An instructional level text for this group Strategy: What reading strategy is being developed? This could be selected from First Steps Reading. Text: An instructional level text for this group Focus Strategy: What reading strategy is being developed? This could be selected from First Steps Reading. Text: An instructional level text for this group Focus Strategy: What reading strategy is being developed? This could be selected from First Steps Reading. Text: An instructional text for this group Focus Strategy: What reading strategy is being developed? This could be selected from First Steps Reading. WRITING SPELLING FOLLOW UP ACTIVITY FOLLOW UP ACTIVITY DEAW – See attached GUIDED GUIDED
Navigate and read texts for specific purposes applying appropriate text and processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanning. (ACELY 1702) Plan, and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience (ACELY 1704) Reread and edit student’s own and others’ work using agreed criteria for text structures and language features (ACELY 1705) MODELLED I Do IT SHARED We Do It We Do It INDEPENDENT You Do IT Modelled reading of classroom novel (reading for pleasure) x 4 times weekly. Teacher models reading with fluency, expression and reading to punctuation. Display if possible using document camera or ebook. Demonstrate fluent reading Response to modelled reading – see First Steps Reading Resource Book or First Steps Reading Map of Development for numerous examples of activities Reading around class Choral reading (encourage fluency) Peer reading (Once a week talented reader is paired with reader with difficulties. Students take turns reading – this is done in Silent Reading time) Reading to and with teacher (use of DORF reading stimulus to encourage fluency) Sustained silent reading for 15 minutes in x 4 times weekly Cross-curricular reading Display “Should children do more homework?” Ask whether this is a topic that children have an opinion about? Ask them to jot down ideas on whether children should do homework. Students to pair up with a person who shares similar position. Share ideas. Add ideas as necessary. Focus Question- What did we learn yesterday? Explain that today they will help you write the next paragraph. Display plan for topic. Question what is this next paragraph about. Who can remember what a topic sentence is? Following completion of demand writing students meet with peer critical friend and share writing. Students evaluate writing using “editing” card (see attached), reader satisfaction and readability. Display topic plan. Explain that they are now going to get into small groups to write final argument (paragraph 3). Ask students what things they must remember in writing. Students write Drop everything and write sessions at least 3 times weekly (DEAW) cross curricular writing eg science journaling responding to persuasive text stimulus (see attached) responding to classroom reading
Navigate and read for specific purposes applying appropriate text and processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanning. (ACELY 1702) Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience (ACELY 1704) Reread and edit student’s own and others’ work using agreed criteria for text structures and language features (ACELY 1705) MODELLED I Do IT SHARED We Do It GUIDED We Do It INDEPENDENT You Do IT Modelled reading of classroom novel (reading for pleasure) x 4 times weekly. Teacher models reading with fluency, expression and reading to punctuation. Display if possible using document camera or e-book. Demonstrate fluent reading Response to modelled reading – see Steps Reading Resource Book or First Steps Reading Map of Development for numerous examples of activities Reading around class Choral reading (encourage fluency) Peer reading (Once a week talented reader is paired with reader with difficulties. Students take turns reading – this is done in Silent Reading time) Reading to and with teacher (use of DORF reading stimulus to encourage fluency) Sustained silent reading for 15 minutes in class x 4 times weekly Cross-curricular reading Following completion of demand writing students meet with peer critical friend and share writing. Students evaluate writing using “editing” card (see attached), reader satisfaction and readability. Display “Books or TV” stimulus. Ask students to recall arguments from previous day’s discussion. Question how would we write these into a plan. Drop everything and write sessions at least 3 times weekly (DEAW) cross curricular writing eg science journaling responding to persuasive text stimulus (see attached) responding to classroom reading Persuasive writing Using discussions from previous days, writing scaffold students first plan arguments 2 & 3 Share with peer.
5 Guided Reading with book at appropriate instructional level. Fluency reading. Students practice fluent reading using levelled sample packages ( 150-200 words in 1 minute). Use iPods or mp4 to record and replay for self assessment. Students practice word list and then with partner they time – read list in 25 seconds or under. See ******* Reading Comprehension – Previous QLD testing magazines. Inferential Meaning (this activity needs to be delivered by parent of school officer) See Triune “Key into Inferences”. Or Responding to literature (school based documents e.g. Rigby resources Book orientation, page by page reading and comprehension Text: An instructional level text for this group Strategy: What reading strategy is developed? This could be selected from First Steps Reading. Text: An instructional level text for this group Focus Strategy: What reading strategy is being developed? This could be selected from First Steps Reading. Text: An instructional text for this group Focus Strategy: What reading strategy is being developed? This could be selected from First Steps Reading. Text: An instructional level text for this group Focus Strategy: What reading strategy is being developed? This could be selected from First Steps Reading. GUIDED WRITING- possible activity Modality – see attached. SPELLING FOLLOW UP ACTIVITY GRAMMAR FOLLOW UP ACTIVITY DEAW – See attached stimulus. Students read A.Princess letter to Principal on topic “all students MUST play rugby league at lunchtime” and make a stronger pitch