SEMESTER ONE Goanna Planner Writing time in L1 30 mins a day + 2 hours and 30 mins in L1 across the curriculum, including reading lessons (see below) and ongoing activities in Goanna Planner. 3hrs Petal Planner 1hr a day + 1hr a day across the curriculum (not covered in Petal, L1 lessons or Goanna planner) Total: 2 hrs a day YEAR FOUR YEAR FOUR SEMESTER TWO Goanna Planner Writing time in L1 30 mins a day + 2hrs in L1 across the curriculum, including reading lessons (see below) and ongoing activities in Goanna Planner. 2hrs 30mins Column Planner 1.5hrs a day and Literacy of, in and through English + 30mins a day writing in English and 30mins a day across the curriculum (not covered in L1 lessons or Goanna planner) Total: 2hrs 30mins a day YEAR FIVE YEAR FIVE Goanna Planner Writing time in L1 30 mins a day + 1 hr 30mins in L1 across the curriculum, including reading lessons (see below) and ongoing activities in Goanna Planner. Total: 2hrs Column Planner 2 hrs + 30mins a day writing in English and 30 mins a day across the curriculum (not covered in Petal, L1 lessons or Goanna planner) Total: 3hrs a day YEAR SIX YEAR SIX
Do Literacy exercises – choose two or each day once they have been introduced in the Goanna Planner and repeat until the unit is finished. Choose from • oral after this has been introduced in the Goanna Planner • written after this has been introduced in the Goanna Planner; for beginning literacy students, use words on card/one word left out to be placed by the student; for more literate students, writing own words in gaps • organising paragraphs from the story into the correct sequence (using the story for matching as necessary) after this has been introduced in the Goanna Planner • organising from the story into sentences from the text (using the story for matching as necessary) after this has been introduced in the Goanna Planner • organise letters/syllables into words (using the story for matching as necessary) after this has been introduced in the Goanna Planner
• organising/matching words from the story into order based on syllables after this has been introduced in the Goanna Planner • organising word cards from the story into lists - words which begin/end the same way; words which name people/animals etc. etc. after this has been introduced in the Goanna Planner • for beginning literacy students, teach syllables/sounds as necessary. Teacher asks ‘comprehension’ questions about the story – students can answer through drawing and talking (teacher can then scribe - write) • for more literate students, answer statements about the story; answer multiple choice questions about the story; write answers to questions about the story, after these have been introduced in the Goanna Planner • other games such as bingo, snap etc. using words from the story Do every activity with the whole group of children first before asking them to do it independently. When each unit of work has finished, these activities can continue with the previous
- what you need to write next - which words you could use, will use. Independent writing Do this every day beginning with the first piece of independent writing in the Goanna Planner. Continue with the same piece of wiring making it longer each day until the next topic is introduced in the Goanna Planner Use the Scaffolding Writing Guidelines below to guide each day’s writing time. Have the children write a similar text to the one you wrote with the group. For beginning literacy students, use the same text with a few words left out so the children can have-a-go at writing single words/you may need to give them the starting letter and ask them to find the sentence in the shared writing so that they can copy other words to begin with; as the students get better, leave more words out of the text you give them. If this is too easy, have them do a scrambled text activity first and then copy; leave some words out of the scrambled text so they have to try them themselves. For more literate students, you can ask them to have at writing a similar text without copying Gradually work with all students until they are prepared to have a go at writing something by themselves. Talk About The stories that children have attempted to write. Tell the children what they will be doing next time. YOLGNU MATHA WRITING