WULUNGARRA COMMUNITY SCHOOL · Survey Readers Theatre Word Search Split Sentences Drawing for Comprehension Book Review Reward Poster Wall Story Model Making . Smith 2014 5

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WULUNGARRA COMMUNITY SCHOOL

WHOLE SCHOOL LITERACY PLAN

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CONTENTS PAGE

LITERACY OUTCOMES 4

LITERACY ASPIRATIONAL TARGETS 5

ASSESSMENT TOOLS 6

AGREED WHOLE SCHOOL APPROACH TO PLANNING 6

AGREED WHOLE SCHOOL APPROACH TO WRITING 7

AGREED WHOLE SCHOOL APPROACH TO SPELLING 7

AGREED WHOLE SCHOOL APPROACH TO HANDWRITING 8

AGREED WHOLE SCHOOL APPROACH TO READING 8

ESSENTIAL FRAMEWORKS 9

APPENDIX 1.0 11

APPENDIX 2.0 13

APPENDIX 3.0 17

APPENDIX 4.0 22

APPENDIX 5.0 54

APPENDIX 6.0 56

APPENDIX 7.0 58

APPENDIX 8.0 70

APPENDIX 9.0 73

APPENDIX 10.0 75

APPENDIX 11.0 78

APPENDIX 12.0 80

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APPENDIX 13.0 100

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WULUNGARRA COMMUNITY SCHOOL WHOLE SCHOOL LITERACY PLAN

Rationale: To improve the outcomes for students by adopting agreed whole school approaches to the teaching and learning of Literacy.

Literacy Outcomes Reading & Viewing Writing Speaking & Listening

Students read a wide range of texts with purpose, understanding and

critical awareness. Students view a wide range of visual texts with

purpose, understanding and critical awareness.

Students write for a range of purposes and in a range of forms using conventions appropriate to

audience.

Students listen with purpose, understanding & critical awareness in a wide range of situations. Students speak with purpose and effect in a

wide range of contexts.

OUR BELIEFS AND UNDERSTANDINGS

Students learn best when: • Collaborating in a scaffolded environment. • Provided with optimal reading opportunities. • Speaking, writing and listening are incorporated

daily. • Exposed to a print rich environment. • Part of an environment that encompasses Being,

Belonging and Becoming. • Literacy is meaningful and connected to real life

situations.

• A variety of key language strategies are in place. • Their contributions are reflected upon, valued and

shared. • Appropriate teaching and learning strategies for

ESL/EALD learners are employed. • SMART goals are set. • Learning through differentiation. • Provided with a ‘Keeping Safe’ environment.

SCHOOL LITERACY STRATEGIES Develop Whole School Literacy Plan Hotdogs & Homework Program Oxford Reading Program

Guided Reading Individual Reading Boxes Teacher Reading (Chapter Book)

Words Their Way Sight Words Daily News

Writing Workbooks Handwriting Workbooks

Mind Mapping KWL Chart (What I Know, What I Want to Know, What I Learned)

Conversations

Survey Readers Theatre Word Search

Split Sentences Drawing for Comprehension Book Review

Reward Poster Wall Story Model Making

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LITERACY ASPIRATIONAL TARGETS

These targets are set at school based level and not set against NAPLAN National Targets. They are based on research evidence and negotiation with staff, and will be monitored annually.

Sight Words: • Students will have measurable gains in word recognition.

o See Student Analysis documentation and individual Education Support Plans. Letter Names, Sounds and Phonemes

• Students will have measureable gains in phonemic awareness. o See Student Analysis documentation and individual Education Support Plans.

Education Support Plans

• Wulungarra Community School operates under a modified curriculum where each student has an active individualised Education Support Plan (ESP). This adheres to The National Aboriginal and Torres Strait Islander Education Action Plan 2010-2014 (ATSIEAP), which aims to accelerate improvement in the educational outcomes of Aboriginal and Torres Strait Islander students.

Hotdogs and Homework

• Students are encouraged to attend weekly homework sessions (with a parent/guardian) “Hotdogs and Homework” run by the teaching staff.

Kids Matters

• Guiding Principles of the Kids Matters Program to be integrated on a daily basis. All teachers to have appropriate training in the Kids Matters Program.

Keeping Safe: Child Protection Curriculum

• Wulungarra Community School uses, promotes and integrates the Keeping Safe Curriculum and acknowledges its guiding principles

o The right to be safe o Relationships o Recognising and reporting abuse o Protective strategies

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ASSESSMENT TOOLS

AISWA Literacy Assessments

• Reading Independent Level: PM Benchmark Kit 2 (See Appendix 1.0)

• Speaking and Listening: The DoE ESL/ESD Progress Maps (See Appendix 2.0)

• Phonological Awareness: The AISWA Phonological Awareness Test (See Appendix 3.0)

• Writing: The NT ESL Writing Bandscales (See Appendix 4.0)

• Letter ID: The Marie Clay Letter ID Test (See Appendix 5.0)

• Concepts About Print: The Marie Clay Concepts About Print Test (See Appendix 6.0)

Other Assessment:

• Individualised Spelling Tests (See individual ESPs). Purpose of Assessment:

• All assessment is collated in Student Analysis folders. This data is used to adapt and modify individualised Education Support Plans, and inform pedagogy.

o For Individual Year Level Descriptions and Achievement Standards as recommended by the Australian Curriculum see Appendix 7.0.

• All assessments align with the School Curriculum and Standards Authority’s Curriculum and Assessment Outline document and therefore meet the Assessment Principles (See http://k10outline.scsa.wa.edu.au/Resources/downloadà Assessment Principles 1 – 6).

o Teaching staff to utilise the AICS Literacy Portal as a resource for planning, teaching and assessing.

AGREED WHOLE SCHOOL APPROACH TO PLANNING All unit, term, week and lesson planning is completed and implemented by the classroom teacher in collaboration with the Educational Staff. Each planning document adheres to the principles set by the Wulungarra Community School Whole School Literacy Plan and follows themes and practices consistent with the Australian Curriculum, appropriate Scope and Sequence documents, other relevant materials, and modified to cater to all Education Support Plans in place. All planning is undertaken with student learning and outcomes as the highest priority.

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AGREED WHOLE SCHOOL APPROACH TO WRITING • Daily Modelled Writing: Teachers model writing to students daily presenting a wide range of writing

forms over the course of the year.

• Genre of writing must be explicitly taught as per Whole School Curriculum.

• Planning through Mind-Mapping.

• Clarification of audience, language context, message and method.

• KWL: What I Know, What I Want to Know, What I Learned

• Use of Forms of Writing: Genre Teaching Plan (see Appendix 11.0).

• Students to use Publishing Cycle: Using a Range of Writing Forms as a guide (see Appendix 12.0). Writing Level Targets based on Teacher Judgements:

• Students will have measureable gains in writing.

AGREED WHOLE SCHOOL APPROACH TO SPELLING Teachers will take a personalised approach to spelling whereby:

a. Spelling is to be practised daily. b. Students’ spelling words are to be significant to the student’s whole learning program and thus

involves personal, class and theme related words. c. Phonics Program: Teachers to primarily use Jolly Phonics d. Teachers to use a range of spelling activities and strategies. e. Teachers are to use a problem solving approach (e.g. cooperative learning), to support children to

discover patterns in words themselves. f. Rote learning is only one strategy and has a place in learning sight words, but is not effective for

each student therefore a range of strategies will be implemented. g. All students to receive individualised spelling word lists available in ESPs. h. Teachers to use Spelling Principles as defined below.

Spelling Principles:

• Spelling is learnt as we use it.

• Learning to spell is a part of the developmental process of learning to write.

• Errors are diagnostic signposts.

• Exploring words and vocabulary are part of learning to spell.

• Effective spellers use a number of strategies to assist unknown words.

• Students need to learn how to independently select, apply and self evaluate the effectiveness of their spelling strategies.

Spelling Level Targets based on Teacher Judgements:

• Students will have measureable gains in spelling.

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AGREED WHOLE SCHOOL APPROACH TO HANDWRITING • Victorian Style Handwriting to be taught across all year levels using New Wave Handwriting books.

o This style chosen due to visual appropriateness for students in this setting.

• Students to be given regular opportunities to practise their writing skills.

• Strong emphases to be placed on correct pencil grip and posture.

AGREED WHOLE SCHOOL APPROACH TO READING • Letter sounds and names are not to be taught in isolation, they are to be taught together and in

context.

• 4 Roles of the Reader to be used as a reading strategy across the school.

• All students to be involved in modelled reading. All teachers read aloud to their class from a wide range of texts.

• Phonics Program: Teachers to primarily use Jolly Phonics. o Large class charts for each room to use as needed.

• Teachers to explicitly teach reading strategies and students to reflect on these strategies as outlined in the scope and sequence.

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ESSENTIAL FRAMEWORKS All planning should be made on Wulungarra Community School templates (see Appendices 8.0 through 10.0) and follow the principles and practices of the Early Years Learning Framework as seen in the Kindergarten Curriculum Guidelines (DRAFT) (see Figure 1):

Figure 1: Principles and practices of the Early Years Learning Framework

The Wulungarra Community School Whole School Literacy Plan aligns with the seven (7) quality areas of the Quality Improvement Plan Framework as provided by the Australian Children’s Education & Care Quality Authority. All Wulungarra Community School Staff are required to understand and align to the Capability Framework: Teaching Aboriginal and Torres Strait Islander EAL/D Learners in conjunction with the Australian Professional Standards for Teachers (see Figure 2).

Figure 2: Table demonstrating how Capabilities relate to the Australian Professional Standards for Teachers

�

DRAFT FOR CONSULTATION November 2013 2013/40178v9

5

Educators are mindful that all curriculum decisions affect each child in some way. The key curriculum decisions (adapted from Queensland Studies Authority, 2010) are: • Plan and organise for learning and teaching - daily, short and long term plans. Educators strive to

provide relevant learning opportunities that take into account the experiences, interests and capabilities of individuals and groups of children.

• Enact, interact and respond thoughtfully using a number of strategies to engage children in learning experiences. They give feedback to strengthen learning.

• Monitor, assess and document children’s learning and participation in a variety of ways in diverse contexts over time.

• Analyse and evaluate to inform ongoing planning and share information with parents and colleagues. • Reflect on learning and practice to further professional growth. Interact with colleagues and identify

areas for further professional learning that will improve curriculum processes and practices. As educators work through each of the key curriculum decisions they are mindful of the five principles and eight practices of the EYLF. The principles and practices are synthesised below to enable quality curriculum development:

• Differentiation and inclusion • Early learning environments • Relationships and partnerships • Balanced content

• Contexts and strategies for learning • Child participation • Extension, engagement and enjoyment in children’s

learning

��

Using the Framework

This Framework is designed so that it can be used independently or alongside the Australian Professional Standards for Teachers (APST). It does not replace the APST.

The Framework has seven Capabilities. Each Capability is related to an APST Standard. The Capabilities provide supplementary information for the effective teaching of Aboriginal and Torres Strait Islander EAL/D learners.

Like the APST, the Capabilities in this framework are arranged into Domains of Teaching: Professional Knowledge, Professional Practice and Professional Engagement.

Framework Capabilities Related Standards from the APST

1. Identify Aboriginal and Torres Strait Islander EAL/D learners and understand EAL/D learning

1. Know students and how they learn

2. Know about language, Standard Australian English, and the language demands of the curriculum

2. Know the content and how to teach it

3. Plan for and implement effective teaching and learning for Aboriginal and Torres Strait Islander EAL/D learners

3. Plan for and implement effective teaching and learning

4. Create and maintain supportive and safe learning environments for Aboriginal and Torres Strait Islander EAL/D learners

4. Create and maintain supportive and safe learning environments

5. Assess, provide feedback and report on SAE learning

5. Assess, provide feedback and report on student learning

6. Engage in professional learning about teaching Aboriginal and Torres Strait Islander EAL/D learners

6. Engage in professional learning

7. Engage in respectful and reciprocal cross-cultural relationships

7. Engage professionally

Professional Knowledge

Professional Practice

Professional Engagement

Professional Knowledge

Professional Practice

Professional Engagement

The following table shows how the Capabilities relate to the APST Standards:

5 Capability Framework Teaching Aboriginal and Torres Strait Islander EAL/D learners

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All planning and curriculum development has been made in line with the Early Years Learning Framework (see Figure 3). Wulungarra Community School supports the principles of the Early Years Learning Framework and ensures all five (5) learning outcomes are met through planning, regular meetings, anecdotal notes, formative and summative assessment and modification/review of Education Support Plans:

1. Children have a strong sense of identity. 2. Children are connected with and contribute to their world. 3. Children have a strong sense of wellbeing. 4. Children are confident and involved learners. 5. Children are effective communicators.

Figure 3: Elements of the Early Years Learning Framework

10 BELONGING, BEING & BECOMING The Early Years Learning Framework for Australia

CURRICULUMDECISION

MAKING FORCHILDREN’SLEARNING

PRINC

IPLES

Secure relationships and positive interactions

Genuine partnerships w

ith families

Respect for diversity

Com

munity to equity

Reflective practiceLEA

RNIN

G O

UTC

OM

ES

Chi

ldre

n ha

ve a

stro

ng se

nse

of id

entit

y

Chi

ldre

n pa

rtici

pate

in c

omm

uniti

es

Chi

ldre

n ha

ve a

stro

ng se

nse

of w

ellb

eing

Chi

ldre

n ar

e co

nfid

ent a

nd in

volve

d le

arne

rs

Chi

ldre

n ar

e ef

fect

ive c

omm

unica

tors

PEDAGOGICAL PRACTICEPlay-based curriculum and intentional teaching

Physical and social learning environmentsContinuity of learning and transitions

Assessment for learning

BELONGING

BECOM

ING B

EING

CHILDREN’SLEARNING

PRINC

IPLES

Secure, resepctful and reciprocal relationships

Partnerships with fam

ilies

High expectations and equity

Respect for diversity

Ongoing learning and reflective practice

LEA

RNIN

G O

UTC

OM

ES

Chi

ldre

n ha

ve a

stro

ng se

nse

of id

entit

y

Chi

ldre

n ar

e co

nnec

ted

with

and

con

trib

ute

to th

eir w

orld

Chi

ldre

n ha

ve a

stro

ng se

nse

of w

ellb

eing

Chi

ldre

n ar

e co

nfid

ent a

nd in

volve

d le

arne

rs

Chi

ldre

n ar

e ef

fect

ive c

omm

unica

tors

PRACTICEHolistic approaches

Responsiveness to childrenLearning through playIntentional teaching

Learning environmentsCultural competence

Continuity of learning and transitionsAssessment for learning

BELONGING

BECOM

ING B

EING

Figure 1: Elements of the Early Years Learning Framework

Dispositions: enduring habits of mind and actions, and

tendencies to respond in characteristic

ways to situations, for example,

maintaining an optimistic outlook, being

willing to persevere, approaching new

experiences with confidence. (Carr, 2001)

Involvement: is a state of intense, whole hearted

mental activity, characterised by sustained

concentration and intrinsic motivation.

Highly involved children (and adults)

operate at the limit of their capacities,

leading to changed ways of responding

and understanding leading to deep level

learning. (adapted from Laevers 1994)

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APPENDIX 1.0

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AICS Accelerated Literacy Independent Level Assessment Selected Texts PM Benchmark Kit 2 tests

Year Level PM Level Text

PP (0.5) 2 At the zoo

PP (0.5) 4 The big plane

1 11 Tom’s train ride

2 17 The greedy dog and the bone

3 23 The miller, his son and their donkey

4 26 Saved by a sense of smell

5 28 Tracks by the stream

6 29 Cyclone Tracy destroys Darwin

7 Thunderfish (first 304 words)

8 Predator’s Gold (first 298 words)

• Students are marked as achieving that year level if they read at 90% accuracy

or above. • If they read at 95% accuracy or above, have them try the next level. • If they read below 90% accuracy, have them try the level/s below.

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APPENDIX 2.0

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ESL/ESD&Progress&M

ap,&Early&Childho

od:&Spe

aking&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&Nam

e:&

& ESL/ESD&Progress&m

ap,&Early&Childho

od&(Listen

ing,&Spe

aking,&Reading&&&Viewing,&and

&Writing)&W

A&De

pt&of&E

ducatio

n&an

d&Training,&200

9&

&BE

GINNING&

DEV

ELOPING&

FUNCT

IONAL

&CO

MPE

TENT&

1&2&

3&4&

5&6&

7&8&

Communication&&and&use&of&texts&

&□&uses&occasiona

l,&iso

lated&SA

E&words,&the

&HL

,&non

Kverba

l&commun

ication,&

gestures&and

&action&to&

convey&m

eaning&

& & & &

□&labe

ls&some&ob

jects&

verbally&

□&be

gins&to

&repe

at&

short,&familiar&SAE

&ph

rases&in&highly&

structured

&con

texts&

with

&supp

ort&

□&ha

s&a&develop

ing&SA

E&vocabu

lary&fo

r&nam

ing&

and&de

scrib

ing&ob

jects&

and&even

ts&

□&expe

rimen

ts&with

&short,&pred

ictable&SA

E&ph

rases&a

nd&simple&

langua

ge&structures&&in&

controlled&contexts&

with

&supp

ort&

□&gene

rates&o

wn&

langua

ge&in&SAE

&in&so

me&

uncontrolled&contexts&

with

&supp

ort&

□&considers&p

urpo

se&

and&au

dien

ce&to

&some&

extent&

□&commun

icates&in&a&

narrow

&range&of&SAE

&social&and

&learning&

contexts&with

&some&

supp

ort&

□&thinking&m

ore&ab

out&

their&p

urpo

se&and

&au

dien

ce&

□&sustains&participation&

in&a&broad

er&ra

nge&of&

SAE&social&and

&learning&

contexts&on&familiar&and

&some&un

familiar&to

pics&

with

&little&su

pport&

□&considers&p

urpo

se&

and&au

dien

ce&

□&takes&a

n&activ

e&an

d&prod

uctiv

e&pa

rt&in&m

ost&

social&and

&learning&

contexts&with

&greater&

control&and

&inde

pend

ence&

□&inde

pend

ently

&and

&compe

tently&uses&S

AE&

in&all&relevant&so

cial&and

&learning&con

texts&

socioKcultural&and&contextual&understandings&

&□&uses&und

erstan

dings&

of&th

e&way&peo

ple&

interact&in&th

e&ho

me&

cultu

re&to

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pt&

commun

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& & & &

□&initiates&and

&maintains&so

me&brief&

interactions&with

&others&

who

&do&no

t&sha

re&HL&

□&be

gins&to

&use&SAE

&to&

establish

&relatio

nships&

with

&others&

□&choo

ses&a

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range&of&so

cially&

approp

riate&expressions&

in&an&exchan

ge&

□&de

velops&an&

unde

rstand

ing&that&th

e&use&an

d&choice&of&

langua

ge&dep

end&on

&situa

tion&

□&practices&se

paratin

g&scho

ol&ta

lk,&hom

e&talk&

and&othe

r&lan

guages&or&

dialects&according&to

&the&situa

tion&

□&is&intent&on&getting&

meaning&across&

□&considers&w

ays&in&

which&sp

eaking&cha

nges&

according&to&th

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rticipates&

approp

riately&in&SAE

&classroo

m&con

ventions&

□&more&clearly

&un

derstand

s&task&

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iremen

ts&

□&en

gages&in&discussio

n&arou

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pics&

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ires&s

ome&

explan

ation&ab

out&h

ow&

cultu

re&affe

cts&lan

guage&

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E&context&

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&texts&

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evalua

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t&wha

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English&language&structures,&&features&and&conventions&

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&to&

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w&

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& & & &

□&uses&one

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E&words&and

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repe

titive&SA

E&form

ulaic&

phrases&to&convey&a&

larger&m

eaning&

□&expe

rimen

ts&with

&using&pred

ictable&an

d&sim

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E&langua

ge&

structures&

& □&may&includ

e&word&

meanings&from&th

e&HL

&

□&be

gins&to

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ipulate&

learne

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E&langua

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& □&be

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&sequ

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ideas&in&speech&in&a&

logical&w

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□&be

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complex&SAE

&langua

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structures&

& □&sequ

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as&in&

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&use&m

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&langua

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structures&with

&greater&

fluen

cy,&few

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hesitations,&few

er&se

lfKcorrectio

ns&

□&ha

s&greater&con

trol&

over&SAE

&langua

ge&

structures,&features&a

nd&

conven

tions&

& □&may&con

tinue

&to&have&

occasio

nal&difficultie

s&

□&inde

pend

ently

&and

&compe

tently&uses&s

ome&

complex&structures,&

features&and

&conven

tions&of&SAE

&spoken

&texts&w

ith&

increased&confiden

ce&

LanguageKlearning&processes&&and&strategies&

□&uses&sp

eaking&

beha

viou

rs&and

&skills&

from

&the&HL

&and

&culture&

to&com

mun

icate&ne

eds&

to&others&

& & & & &

□&relies&h

eavily&on&

contextual&su

pport,&

visual&prompts,&

gestures,&m

emory&an

d&othe

rs&to

&com

mun

icate&

in&hab

itual,&daily&

situa

tions&

□&be

gins&to

&use&a&

developing&SAE

&vocabu

lary&

& □&confiden

t&to&take&

risks&

& □&relies&h

eavily&on&

contextual&su

pport&a

nd&

mem

ory&to&

commun

icate&in&

inform

al&situations&

□&uses&a&m

ore&

develope

d&SA

E&vocabu

lary&

& □&relies&o

n&othe

rs&to

&be&

patie

nt&and

&helpful&

durin

g&commun

ication&

in&inform

al&and

&classroo

m&situations&

□&uses&an&extend

ing&

range&of&SAE

&vocab

ulary&

and&gram

matical&

structures&

& □&makes&so

me&attempts&

to&re

phrase&or&a

lter&

langua

ge&to

&be&be

tter&

unde

rstood

&

□&consolidates&

know

ledge&of&SAE

&conven

tions&and

&be

haviou

rs&

& □&refle

cts&o

n&an

d&assesses&th

e&conten

t&of&

speech&fo

r&relevan

ce&

and&accuracy&

□&inde

pend

ently

&plans&

and&refle

cts&o

n&commun

ication&in&SAE

&in&inform

al,&classroom

&an

d&some&form

al&

situa

tions&to

&improve&

fluen

cy&and

&accuracy&

□&compe

tently&

mon

itors&sp

eech&to

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hance&

commun

ication&in&SAE

&in&inform

al,&classroom

&an

d&some&form

al&

situa

tions&

Smith 2014

15

ESL/ESD&Progress&M

ap,&M

iddle&Ch

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od:&Spe

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e:&

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&Writing)&W

A&De

pt&of&E

ducatio

n&an

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9&(HL&=&Ho

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&BE

GINNING&

DEV

ELOPING&

FUNCT

IONAL

&CO

MPE

TENT&

1&2&

3&4&

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gins

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t with

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utin

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mm

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atio

n an

d w

ell-r

ehea

rsed

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rmul

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ses

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fam

iliar

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text

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□ co

mm

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cial

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arns

th

roug

h S

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e of

si

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e co

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atio

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ills

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lvin

g m

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e de

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tend

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al

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oom

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t ora

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ass

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mm

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mili

ar

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al a

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cade

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ugh

a ra

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situ

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kes

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ss a

ll le

arni

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the

HL

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onte

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lues

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re

expr

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&□ un

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gani

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sour

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dict

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exam

ples

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tises

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ds a

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stru

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nd

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rmul

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ut

tera

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n ne

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□ de

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s fo

r exp

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ans

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tises

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eaki

ng in

par

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arni

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□ co

nsol

idat

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know

ledg

e of

ora

l S

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the

use

of a

var

iety

of

reso

urce

s to

sus

tain

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d m

onito

r spo

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ans

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ow to

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ove

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e, fl

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□ m

onito

rs o

wn

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for r

elev

ance

and

ac

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road

er

rang

e of

spo

ken

text

s,

to e

nhan

ce a

nd

sust

ain

com

mun

icat

ion.

Smith 2014

16

ESL/ESD&Progress&M

ap,&Early&Ado

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APPENDIX 3.0

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Designed by Rebecca Duncan: Education Consultant: 2010.

1. Word Awareness/ Concept of a Spoken Word

Tell the student you are going to play a game with words and counters. Use the practice sentence as an example. As you say each word of the sentence, push a counter forward – one counter per word.

Practice sentence: “Joey likes cake”

1. Tom ran home. (3) !

2. I have two pets. (4) !

3. Did you eat lunch? (4) !

4. Terry loves to play soccer. (5) !

5. Yesterday it rained. (3) ! TOTAL : ________ / 5

2. Syllable Blending

Tell the child you are going to say a word in a funny way. The job of the student is to put the parts together and say the whole word. Give these examples, pausing between syllables:

Practice examples: “out-side (outside), ro-bot (robot)”

1. pen-cil !

2. rain-bow !

3. pop-corn !

4. white-board !

5. pa-per ! TOTAL : ________ / 5

3. Syllable Segmentation

Use Test Sheet 1 to demonstrate tapping the ‘drumbeats’/syllables in words.

Practice examples: “Turtle (2); Dinosaur (3)”

1. elephant (3) !

2. butterfly (3) !

3. table (2) !

4. monkey (2) !

5. television (4) !

TOTAL : ________ / 5

PHONOLOGICAL AWARENESS ASSESSMENT

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Te

st S

he

et 1

- Sylla

ble

Se

gm

en

tatio

n

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Test Sheet 2 - Rhyming words

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Te

st S

he

et 7

- CV

C S

eg

me

nta

tion

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APPENDIX 4.0

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NT#CURRICULUM#FRAMEWORK##

ASSESSMENT#RECORD#–#WRITING#(Early#Childhood#and#Primary#Learners)! Student Name: ___________________________ Year level: ___________ Term 1 mid-year end year OUTCOMES Learners demonstrating evidence of Beginning Level 1 W BL1.1 Communication communicate ideas through drawings and early writing behaviours W BL1.2 Socio-cultural understandings recognise that speech can be written down, with inconsistent interpretations of their own ‘writing’ attempts W BL1.3 Language structures and features show limited awareness of direction and spacing conventions W BL1.4 Learning-how-to-learn copy symbols and sometimes experiment with drawing and ‘writing’.

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3 Writing Indicators: Beginning Level 1

Communication • use drawings to relate events, experiences and stories • make comments about their drawings • use drawings, symbols and strings of letters and some words in writing • assign their own meaning to symbols/words copied. Socio-cultural understandings • show awareness of the difference between pictures and words • show awareness that writing can be read and re-read. Language structures and features • attempt to copy text left to right and top to bottom • approximate letter forms • copy own name, letters, words and phrases sometimes missing out letters • attempt word spacing. Learning-how-to-learn • become familiar with and use different writing implements • watch others write • show writing-like behaviour • rely on bilingual assistance.

ESL Level: BL1 BL2 BL3 L2 L3 L4 L5 L6 L7 EMERGING SOLID COMPREHENSIVE

Where to next? (refer to the AICS S&S)

Consider the following: Creating & publishing texts, Text structure, Language use (vocab, punctuation, grammar, sentence structure)

What text type will you teach to best address your student’s needs?_______________________________

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ASSESSMENT#RECORD#–#WRITING#(Early#Childhood#and#Primary#Learners)! Student Name: ___________________________ Year level: ___________ Term 1 mid-year end year Learners demonstrating evidence of Beginning Level 2 W BL2.1 Communication communicate ideas through drawings, copied writing and attempts at own writing W BL2.2 Socio-cultural understandings contribute to group text writing and show awareness that print has a consistent message W BL2.3 Language structures and features sometimes respond in writing, complete modelled sentences using known language and some writing conventions of SAE W BL2.4 Learning-how-to-learn copy from classroom resources, ask for help and experiment with writing.

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Communication • use drawings and copied words to communicate events and experiences • copy own name • attempt to label drawings. Socio-cultural understandings • indicate that print has consistent meaning • identify SAE sounds represented by some letters. Language structures and features • copy accurately from classroom vocabulary resources, eg word lists, charts • attempt to leave spaces between words • write well-known words and phrases • complete modelled sentences and short cloze activities, with support • copy basic punctuation as part of ‘writing’. Learning-how-to-learn • access environmental print • rely on bilingual assistance • practise writing SAE letter forms, words and phrases • ask for SAE word spelling of familiar words • dictate words of familiar phrases about a drawing or experience for others to write.





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ASSESSMENT#RECORD#–#WRITING#(Early#Childhood#and#Primary#Learners)! Student Name: ___________________________ Year level: ___________ Term 1 mid-year end year OUTCOMES Learners demonstrating evidence of Beginning Level 3 W BL3.1 Communication communicate ideas in short simple texts using familiar language W BL3.2 Socio-cultural understandings indicate that some different texts have different purposes W BL3.3 Language structures & features help to edit group constructed texts and write some sentences independently using familiar vocabulary and basic conventions W BL3.4 Learning-how-to-learn model writing on other texts, sometimes self-correct, and use ‘invented spelling’.

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Communication • write simple texts based on modelled texts and personal experience • contribute to class shared text writing • initiate own writing of single words, eg labels • write text incorporating common spoken and written phrases, with support. Socio-cultural understandings • write simple text types appropriate to purpose, eg list • use illustrations to support simple narrative or recount sentences. Language structures and features • write simple modelled repetitive sentences • show some spelling accuracy, eg first letters • show some control over, with some inaccuracies, subject-verb agreement, tenses, articles, pronouns, word order • imitate simple text formats, with support, eg genre structure and features • use common joining words and attempt SAE word order • use basic punctuation, eg full stop, capital letters. Learning-how-to-learn • attempt spelling based on known visual or sound features • attempt to correct aspects of own writing • use class resources as models for their writing • find words in word lists and class resources.





• ______________________________________________________________________________________________

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ASSESSMENT RECORD – WRITING (Early Childhood and Primary Learners) Student Name: ___________________________ Year level: ___________ Term 1 mid-year end year OUTCOMES Learners demonstrating evidence of Level 2 W L2.1 Communication write short simple coherent texts containing a few ideas related to task/topic and showing organisation of subject matter with modelled support W L2.2 Socio-cultural understandings indicate that SAE written texts are organised and presented in specific ways according to topic and purpose W L2.3 Language structures & features use basic sentence structures including features of learned oral and written SAE W L2.4 Learning-how-to-learn take some risks, ask for SAE vocabulary, apply limited sound/symbol and visual cues in spelling.

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3 Writing Indicators: Level 2

Communication • write short simple texts on familiar topics for different purposes and learning areas with support, eg recounts, procedures, narratives, descriptions • write brief texts which show simple logical sequencing of ideas • participate in shared writing activities, contributing learnt vocabulary • initiate own writing for particular purposes, eg labels, short notes/texts • use a range of simple text formats to record information • use words and phrases appropriate to the task/topic to locate events in place and time • create simple fictional or poetic texts modelled on familiar forms and repetitive patterns. Socio-cultural understandings • show organisation of different text formats/genres, eg narrative (setting, storyline, ending), draw simple graphs, write lists • identify purpose of different text formats. Language structures and features • show SAE word order in phrases and sentences • write sentences that use basic subject-verb-object patterns • show varying accuracy in tense, subject-verb agreement, articles, adjectives and adverbs • attempt to write text using paragraphs • correctly spell frequently used words • attempt to spell words using own pronunciation • use simple text connectives, eg and, but, then • use basic punctuation, eg full stops, capitals • write text closely related to everyday spoken SAE. Learning-how-to-learn • sometimes supplement SAE with fi rst language writing • take some risks, ask for SAE vocabulary and apply known sound/symbol relationship to create SAE words • attempt to spell a wider range of words using own pronunciation, visual cues and classroom resources • use repeated formulae to generate and structure writing • attempt to provide more detail in writing through illustrations, listing • use limited language resources to create desired effect - repetition for emphasis or intensity • re-write after corrections and conferencing • over-generalise spelling patterns.

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ASSESSMENT RECORD – WRITING (Early Childhood and Primary Learners) ESL Level: BL1 BL2 BL3 L2 L3 L4 L5 L6 L7 EMERGING SOLID COMPREHENSIVE




• ______________________________________________________________________________________________

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ASSESSMENT RECORD – WRITING (Early Childhood and Primary Learners) Student Name: ___________________________ Year level: ___________ Term 1 mid-year end year OUTCOMES Learners demonstrating evidence of Level 3 W L3.1 Communication write simple creative and informational texts in response to classroom tasks W L3.2 Socio-cultural understandings use common text types and begin to use features of written rather than spoken SAE W L3.3 Language structures and features use basic SAE language features and structures in a variety of simple cohesive texts W L3.4 Learning-how-to-learn use vocabulary resources and modelling to experiment with planning, writing and redrafting.

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Communication • write simple creative texts, eg narrative, poetry • write personal texts, eg opinions, point of view • write information texts, eg report • write descriptions based on modelled language and learning experience • write a variety of texts with some elaboration and integrated ideas and information. Socio-cultural understandings • use key features of simple, common SAE text types required in school learning • plan a format for an intended writing purpose, eg letter, report • discuss the impact of different text formats on the reader, eg poster/exercise book. Language structures and features • use organisational framework in writing familiar text types • use SAE structures and features with some accuracy, eg time markers, plurals, common conjunctions, subject-verb agreement, articles, simple comparison phrases • use known sentence patterns/text formats for new texts • use descriptive vocabulary, eg big dark cave, cold misty morning • use past and present tense with reasonable consistency • attempt paragraphs and topic sentences • use punctuation correctly most of the time, eg full stops, capitals, question marks, commas • spell frequently used words and one and two syllable words with common patterns with increased accuracy • use some specialised words in appropriate contexts. Learning-how-to-learn • write first draft focussing on meaning rather than accuracy • revise draft after re-reading and conferencing • plan with teacher/others before writing • write expanded texts from teacher’s notes and retrieval charts.


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ASSESSMENT RECORD – WRITING (Early Childhood and Primary Learners) Where to next? (refer to the AICS S&S)



• ______________________________________________________________________________________________

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ASSESSMENT RECORD – WRITING (Early Childhood and Primary Learners) Student Name: ___________________________ Year level: ___________ Term 1 mid-year end year OUTCOMES Learners demonstrating evidence of Level 4 W L4.1 Communication use a basic repertoire of text types (creative and informational) across the curriculum for a given audience W L4.2 Socio-cultural understandings adapt writing to topic requirements and reader’s needs W L4.3 Language structures and features write a variety of texts with some accuracy in text features, organisation, cohesion and imagery W L4.4 Learning-how-to-learn plan, write, apply spelling, access vocabulary, edit and reflect on the process.

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Communication • write a range of texts across the curriculum incorporating information from other sources, with support, eg narrative, poetry, report, simple explanation, notes, summaries, biography, autobiography, discussion • plan and sequence information for specific text type, eg report, explanation, biography • write according to structure of text genre • write narrative and descriptive texts relevant to task and topic which contain elaborated and integrated ideas • make summaries by writing sentences expanded from key words. Socio-cultural understandings • use suitable text types for particular purposes and readers • begin to use some colloquial and idiomatic language and humour • elaborate on own knowledge, experience and cultural perspectives to support viewpoint. Language structures and features • attempt to create mood and feeling with appropriate language • write cohesive paragraphs reflecting distinct ideas • use introductory topic sentence to announce the idea of a paragraph • use vocabulary appropriate for topic, eg descriptive and subject specific terms • use some antonyms, synonyms and abstract nouns • use reference words to link ideas, eg pronouns, this, that • use common text connectives, relative clauses, conditionals and modals with increasing control • use subject-verb agreement and tense with increasing control • combine simple sentences into complex sentences • spell frequently used and recognised words and words with common spelling patterns • use punctuation correctly, eg capital letters, full stops, question marks, commas and exclamation marks. Learning-how-to-learn • plan writing collaboratively • revise text beyond word or phrase level • seek assistance regarding new vocabulary, structure for writing • keep a learning journal.


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ASSESSMENT RECORD – WRITING (Early Childhood and Primary Learners)




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ASSESSMENT RECORD – WRITING (Early Childhood and Primary Learners) Student Name: ___________________________ Year level: ___________ Term 1 mid-year end year OUTCOMES Learners demonstrating evidence of Level 5 W L5.2 Communication write personal, creative and informational texts across the curriculum incorporating language and ideas from different sources, with support W L5.2 Socio-cultural understandings apply register and socio-cultural knowledge adjusting writing formats to contexts, purposes and audiences, with support W L5.3 Language structures and features write coherent texts with consistent grammatical accuracy, flexibility and control over imagery, key organisational and language features W L5.4 Learning-how-to-learn plan and edit writing to improve range and expression of written texts.

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Communication • write reports by summarising or paraphrasing information from two or three resources • write complex arguments and discussions across the curriculum, with support • use own writing for personal reflection across learning areas • write from the viewpoint of a designated character in the text • write poetry and dialogue based on studied models • maintain an appropriate balance between main ideas and supporting details in texts. Socio-cultural understandings • vary writing to audience and purpose, eg choice of vocabulary, style and subject matter to topic/task • use aspects of register suited to the text type, eg use of passive voice as part of an objective description in a science report • use a range of formats appropriate to the topic and audience, eg graphs and diagrams to support text • sustain an appropriate tone throughout the text. Language structures and features • use appropriate content language for different learning areas • use SAE vocabulary appropriate to the purpose of the text, with correct spelling • use dialogue, direct speech, reported speech, apostrophes in contractions, exclamation marks, commas to separate clauses • use appropriate cohesive features and referencing cues, eg pronouns, articles, demonstratives • show some flexibility and control over use of language features to relate ideas across paragraphs, eg prepositions, phrasal verbs and text connectives • use topic sentences to unify ideas within a paragraph • use relative clauses, tenses and adjectival expressions for descriptive purposes and modals to express likelihood, obligation and doubt • use rhetorical questions appropriately • use subject-verb agreement in common usages • use prepositions in prepositional phrases. Learning-how-to-learn • apply conventions for acknowledging sources, references • plan extended writing • use a range of strategies to spell, eg word patterns, graphophonic knowledge • check own writing for coherence, spelling and punctuation • take notes to assist in writing a text and later redraft to improve suitability for intended audience • select suitable information from a range of sources to assist in topic specific writing.

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• ______________________________________________________________________________________________

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ASSESSMENT RECORD – WRITING (Early Childhood and Primary Learners) Student Name: ___________________________ Year level: ___________ Term 1 mid-year end year OUTCOMES Learners demonstrating evidence of Level 6 W L6.1 Communication write an extensive range of personal, imaginative and informational texts across the curriculum W L6.2 Socio-cultural understandings adapt writing for audience and purpose W L6.3 Language structures and features write coherent texts demonstrating a wide range of SAE structural features to link ideas W L6.4 Learning-how-to-learn plan, review and redraft writing.

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Communication • write extended texts on a range of topics using well-known fictional and non-fictional text types, eg narratives, explanations of processes, argumentative texts, discussions of issues, essays, poetry, drama scripts • incorporate language and ideas drawn from a wide range of sources • make reference to supporting evidence from different sources in texts. Socio-cultural understandings • present similar content in different ways/forms, eg compare sports in a factual report and a discussion • identify culturally specific patterns of written information, eg compare SAE discourse patterns with those of the first language • sustain register use in writing • recognise inappropriate use of register, eg use of colloquial terms in formal writing • show awareness about choice of words and social/cultural sensibilities, eg plump and fat, man and people • use common euphemisms and imagery, eg passed away • plan texts with audience in mind. Language structures and features • use appropriate structural features for a range of texts • produce most texts successfully in learning areas, with occasional grammatical errors • use a range of grammatical features with some confidence, eg compound, complex sentences, tenses, noun phrases, modality and modification • use direct and reported speech, including quotations, appropriately • use a range of cohesive devices to improve fluency, eg avoid redundancy by leaving out words • show varying control over subject-verb agreement, articles, irregular plurals • vary writing by using a range of sentence beginnings for different purposes, eg ‘In conclusion...’, ‘At the same time...’ • show use of a broad vocabulary appropriate to changing social contexts and academic learning. Learning-how-to-learn • write a clear plan of intention on the cover sheet of an extended writing task • use a bilingual dictionary to select specific word • take notes for references, citing references and quotations • monitor own writing for irrelevant sentences, unintended meanings and errors • redraft writing showing significant and appropriate changes, and not just minor corrections, in response to feedback and self- assessment.

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ASSESSMENT RECORD – WRITING (Secondary Learners) Student Name: ___________________________ Year level: ___________ Term 1 mid-year end year Learners new to ESL but already literate in their first language should be mapped against Reading and Writing outcomes commencing at Level 1. OUTCOMES Learners demonstrating evidence of Beginning Level 1 W BL1.1 Communication communicate ideas through drawings, copied symbols, some letters and simple words W BL1.2 Socio-cultural understandings recognise that speech can be written down, with inconsistent interpretations of their own ‘writing’ attempts W BL1.3 Language structures and features show limited awareness of direction and spacing conventions W BL1.4 Learning-how-to-learn rely on copying symbols and experiment with drawing and ‘writing’.

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Communication • use drawings to relate events, experiences and stories • make some comments about their drawings • copy own name and other words, sometimes missing out some letters • show limited awareness of concepts of print and purpose of written language • suggest words as teacher scribes for individual or in group writing. Socio-cultural understandings • indicate a difference between picture and symbol • show awareness that writing can be read and re-read • indicate that speech can be written down. Language structures and features • copy text left to right • attempt word spacing • shows limited knowledge of literacy set, ie concepts of print, purpose of written language • use drawing to support writing • approximate letter forms. Learning-how-to-learn • become familiar with and use different writing implements, eg pen/pencil when appropriate • copy words, phrases and short sentences • watch others write.


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ASSESSMENT RECORD – WRITING (Secondary Learners) Where to next? (refer to the AICS S&S)



• ______________________________________________________________________________________________

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ASSESSMENT RECORD – WRITING (Secondary Learners) Student Name: ___________________________ Year level: ___________ Term 1 mid-year end year Learners new to ESL but already literate in their first language should be mapped against Reading and Writing outcomes commencing at Level 1. OUTCOMES Learners demonstrating evidence of Beginning Level 2 W BL2.1 Communication communicate ideas through drawings, copied writing and attempts at own writing W BL2.2 Socio-cultural understandings contribute to group text writing and show awareness that print has a consistent message W BL2.3 Language structures and features write simple texts using modelled sentences, known language and some writing conventions of SAE W BL2.4 Learning-how-to-learn copy from classroom resources, ask for help and experiment with writing.

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Communication • use drawing and copied words to relate events and experiences • contribute to group shared text writing • dictate sentences for others to write • use drawing occasionally to communicate • copy or write well-known phrases or short sentences • complete modelled sentences and short cloze activities • write own names and labels. Socio-cultural understandings • indicate that print has consistent meaning • expect words to have consistent spelling • plan and write simple short texts for a specific purpose, eg shopping list, caption for an illustration/photograph. Language structures and features • copy words, phrases and sentences accurately • leave spaces between words • recognise that words have consistent spelling’ • consistently write the same letters and numbers the same way • show awareness that some SAE sounds are represented by certain letters. Learning-how-to-learn • dictate sentences for others to write • practise writing words and phrases • ask for SAE word spelling • use drawings, illustrations with writing • rely on bilingual assistance • copy from classroom vocabulary resources • conference with teacher about writing.


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ASSESSMENT RECORD – WRITING (Secondary Learners)




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ASSESSMENT RECORD – WRITING (Secondary Learners) Student Name: ___________________________ Year level: ___________ Term 1 mid-year end year Learners new to ESL but already literate in their first language should be mapped against Reading and Writing outcomes commencing at Level 1. W BL3.1 Communication communicate ideas in short simple texts using familiar language W BL3.2 Socio-cultural understandings recognise that some different texts have different purposes W BL3.3 Language structures and features help to edit group constructed texts and write some sentences independently using familiar vocabulary, basic structures and conventions W BL3.4 Learning-how-to-learn model writing on other texts, sometimes self-correct, and use ‘invented spelling’.

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Communication • write short, simple texts of personal significance on topics beyond immediate environment using a modelled text • contribute to class shared text writing • use models to write simple texts for different purposes, eg recount, description, instruction, procedure, narrative • construct simple tables of information, eg students’ countries of origin, ages. Socio-cultural understandings • use text type appropriate to a purpose, eg a list for shopping, a caption for a photograph or illustration • use simple text formats with support, eg genre structure and features • size writing appropriately for different tasks when provided with a model, eg paper or line size. Language structures and features • use some inaccuracies with articles, tenses, word order, pronouns, subject-verb agreement • use common conjunctions, eg and, but • use past tense • use basic punctuation, eg full stop, capital letters • write sentences reflecting spoken SAE in vocabulary and structure • show some spelling accuracy • write simple text types with support, eg procedure, recount. Learning-how-to-learn • attempt to correct some of own writing, eg spelling, structures • attempt ‘invented’ spelling • model writing on other texts • plan and review writing with support • find words in dictionaries, word lists and class resources.


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ASSESSMENT RECORD – WRITING (Secondary Learners) Where to next? (refer to the AICS S&S)



• ______________________________________________________________________________________________

• ______________________________________________________________________________________________

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ASSESSMENT RECORD – WRITING (Secondary Learners) Student Name: ___________________________ Year level: ___________ Term 1 mid-year end year Learners new to ESL but already literate in their first language should be mapped against Reading and Writing outcomes commencing at Level 1. OUTCOMES Learners demonstrating evidence of Level 2 W L2.1 Communication write short, simple, coherent texts containing a few ideas related to task/topic and showing organisation of subject matter with modelled support W L2.2 Socio-cultural understandings indicate that SAE written texts are organised and presented in specific ways according to topic and purpose W L2.3 Language structures and features use basic sentence structures that incorporate features of learned oral and written SAE W L2.4 Learning-how-to-learn use a variety of basic writing strategies to create a simple coherent text.

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Communication • write short, simple texts on familiar topics for different purposes and learning areas incorporating familiar language with some specialised terms, with support, eg recounts, descriptions, procedures, narratives, simple reports • write brief texts which show simple logical sequencing of ideas • contribute to group construction of texts/writing activities • initiate own writing, eg labels, short notes, short text • present information in a variety of forms, eg simple tables, charts, graphs • create simple fictional or poetic texts modelled on familiar forms and repetitive patterns • use words and phrases appropriate to the task/topic to locate events in place and time. Socio-cultural understandings • demonstrate awareness of cultural differences in transferring first language text structures to SAE writing • identify purpose of different text formats • use a range of simple text formats to record information • use modelled subject-specific vocabulary appropriately • enhance own writing with appropriate layout and visual information, eg draw a diagram to accompany information in a report, select appropriate computer applications for particular purposes. Language structures and features • write texts which show simple, logical sequence of ideas with attempts to write paragraphs, eg a beginning and an end, opinion and reason • use words appropriate to the task/topic including subject-specific words • show varying accuracy in tense, verb endings, subject-verb agreement, articles, adjectives, adverbs • spell accurately frequently used words learned in class • use SAE word order in phrases and sentences • write sentences that use basic subject-verb-object patterns • use simple joining words/cohesive markers, eg and, but, then, next, because • use basic punctuation, eg full stop, capitals, commas and question marks • use key sequence markers and some past tense appropriately, eg ‘Yesterday ...’ Learning-how-to-learn • sometimes supplement SAE with first language writing • take some risks, ask for SAE vocabulary and apply known sound-symbol relationships to create SAE words

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ASSESSMENT RECORD – WRITING (Secondary Learners) • attempt to spell a wider range of words using own pronunciation, visual cues and classroom resources • use repeated formulae to generate and structure writing • attempt to provide more detail in writing through illustrations and listing • use limited language resources to create desired effect, eg repetition for emphasis or intensity • re-write after corrections and conferencing • over-generalise spelling patterns.





• ______________________________________________________________________________________________

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ASSESSMENT RECORD – WRITING (Secondary Learners) Student Name: ___________________________ Year level: ___________ Term 1 mid-year end year Learners new to ESL but already literate in their first language should be mapped against Reading and Writing outcomes commencing at Level 1. OUTCOMES Learners demonstrating evidence of Level 3 W L3.1 Communication write simple, creative and informational texts using familiar spoken and written language from modelled texts W L3.2 Socio-cultural understandings use some common SAE text types sometimes taking account of purpose and audience W L3.3 Language structures and features use some cohesive features and attempt independent writing and vocabulary choice with some errors in SAE structures and spelling W L3.4 Learning-how-to-learn plan, write and redraft texts with support.

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Communication • write simple creative and personal texts based on modelled language for social and general school use, eg narrative, personal opinions, point of view • write information texts based on modelled language for general school use, eg reports • take part in shared writing activities, eg suggest words, phrases or sentences • present information in a variety of forms, eg simple tables, charts, graphs • initiate own writing, eg labels, short notes, texts. • write a variety of texts with some elaboration, integrated ideas and information. Socio-cultural understandings • attempt to use features of written rather than spoken SAE when appropriate • plan format for intended writing purpose and use many appropriate language features for the modelled text type, eg letter, report • use key features of simple/common SAE text types • show some organisation of subject matter, eg beginning, middle, end • make variations in writing to suit audience and purpose • enhance own writing with appropriate layout and visual information, eg draw a diagram to accompany an information report, choose appropriate computer applications for particular purposes. Language structures and features • show initial grasp of text types used in secondary education • attempt paragraphs and topic sentences • use descriptive vocabulary, eg big dark cave, cold misty morning • use SAE structures and features with varying accuracy, eg time markers, plurals, conjunctions, pronoun references, subject-verb agreement, articles, comparison phrases • use past and present tense with reasonable consistency • use SAE conventions and punctuation correctly most of the time, eg full stops, capitals, question marks, commas • use modelled subject-specific vocabulary appropriately • spell frequently used words and one and two syllable words with common patterns with reasonable accuracy • use a small range of cohesive features in texts. Learning-how-to-learn • use vocabulary resources and modelling • use known sentence patterns/text formats for new texts

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ASSESSMENT RECORD – WRITING (Secondary Learners) • refer to bilingual dictionary to confirm/check on SAE • select and utilise appropriate environmental print around the class as well as examples of modelled texts as a basis for planning their own writing • write first draft focussing on meaning rather than accuracy • revise draft after re-reading and conferencing • plan with teacher/others before writing • write expanded texts from teacher’s notes and retrieval charts.





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ASSESSMENT RECORD – WRITING (Secondary Learners) Student Name: ___________________________ Year level: ___________ Term 1 mid-year end year Learners new to ESL but already literate in their first language should be mapped against Reading and Writing outcomes commencing at Level 1. OUTCOMES Learners demonstrating evidence of Level 4 W L4.1 Communication use a basic repertoire of text types (creative and informational) across the curriculum for a given audience W L4.2 Socio-cultural understandings write texts for particular purposes and audience W L4.3 Language structures and features show some accuracy in text features, organisation, cohesion, imagery and complex sentence structures W L4.4 Learning-how-to-learn plan, write, apply spelling, access vocabulary, edit and reflect on the process."

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Communication • write extended texts across the curriculum to convey integrated ideas and information to given audience, with some support • write a range of texts with overall cohesion across the curriculum, with support • incorporate information from other sources in their writing, eg narrative, poetry, report, simple explanation, notes, summaries, biography, autobiography, discussion • plan and sequence information for specific text type, eg report, explanation, biography • write according to structure of text genre • make summaries by writing sentences expanded from key words. Socio-cultural understandings • organise information (beginning, middle, end) and write according to structure of text genre • write texts relevant to task and topic which contain elaborated and integrated ideas • present and support viewpoint from own experience and cultural perspectives • attempt to create mood and feeling with appropriate language • use some colloquial/idiomatic language and humour • demonstrate growing command of text types and understand that text choice is linked with topic and needs of reader illustrate and write about self at different stages of life in the past/present/future. Language structures and features • identify common aspects of spoken and written language and formal/informal tone in registers • write cohesive paragraphs with distinct ideas using reference words to link ideas, eg pronouns, this, that • expand range of vocabulary and show use of appropriate vocabulary for subject matter including subject-specific terms and some antonyms, synonyms, abstract nouns • use common linking expressions, relative clauses, conditionals, time sequence references, modals, present and past tense with increasing control • combine simple sentences into complex sentences and show embedding of language in common structures, eg clause reduced to a phrase • use modelled refl ective language in letters, journals and personal recounts, and modification devices, eg I think, sometimes • use subject-verb agreement with reasonable control • spell most of the frequently used and recognised words and most one and two syllable words with common spelling patterns • use punctuation, eg capital letters, full stops, question marks, commas, exclamation marks. Learning-how-to-learn • apply some spelling knowledge and rely on vocabulary resources

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ASSESSMENT RECORD – WRITING (Secondary Learners) • edit texts and cooperate with group for planning writing • seek assistance regarding new vocabulary and structures • make summaries from notes • use an SAE dictionary appropriate for ESL learners for new words • maintain a learning journal to refl ect on and monitor their own language learning with support from the teacher, eg through guided questions.





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ASSESSMENT RECORD – WRITING (Secondary Learners) Student Name: ___________________________ Year level: ___________ Term 1 mid-year end year Learners new to ESL but already literate in their first language should be mapped against Reading and Writing outcomes commencing at Level 1. OUTCOMES Learners demonstrating evidence of Level 5 W L5.1 Communication write personal, imaginative and informational texts across the curriculum incorporating language and ideas from different sources, with support for the more complex texts W L5.2 Socio-cultural understandings adjust writing formats to intended context, audience and purpose with support W L5.3 Language structures and features write coherent texts with sufficient control of linguistic structure and features W L5.4 Learning-how-to-learn plan and edit their work to improve range and clarity of expression.

WS

1 W

S 2

WS


Communication • write extended texts for a range of purposes across the curriculum, with support, eg narrative, poetry, recount, description, report, explanation, personal reflection, drama script, biography, argument and discussion • write reports incorporating information from two or three sources • incorporate language and ideas from selected sources drawn from classroom activities • take notes that capture the gist of texts from across the curriculum, including online texts • use a range of formats, eg graphs, diagrams, to convey information • maintain an appropriate balance between general ideas and supporting detail in text. Socio-cultural understandings • vary writing to audience and purpose, eg choice of vocabulary, style and subject matter to topic/task • discuss how their own writing achieves its purpose and the allowances that have been made for audience • show understanding of register and identify inappropriate use of register in own and others’ writing • differentiate between formal and informal registers when writing • demonstrate awareness of the effect of mode on the type of communication, eg the difference between written and spoken texts, the layout of a web site compared to the layout of a newspaper • use appropriate content language for different learning areas. Language structures and features • after modelling, write a range of factual and imaginative text types using appropriate overall structure • organise writing using topic sentences to focus on the paragraph and a range of cohesive devices and cues at the sentence and whole text level, eg pronouns, articles, conjunctions • show some flexibility and control over key grammatical features appropriate to text type, eg verb forms, passive voice, conditionals, prepositions, phrasal verbs, text connectives, clauses, adjectival expressions, conjunctions • use relative clauses, tenses and adjectival expressions for descriptive purposes • use modality and formulaic expressions to qualify opinions, express probability, obligation and doubt, eg may, might, should, could, ‘in my opinion’, ‘I believe’ • use a range of SAE vocabulary appropriate to the purpose of the text, with correct spelling • use dialogue, direct speech, reported speech, apostrophes in contractions, exclamation marks, and commas to separate clauses • apply conventions for acknowledging sources and references

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ASSESSMENT RECORD – WRITING (Secondary Learners) • use appropriate abbreviations when taking notes • use subject-verb agreement in common usages and prepositions in prepositional phrases. Learning-how-to-learn • discuss and note the plans for extended writing • use different strategies for different writing tasks, eg using time lines to plan a narrative or recount • use a range of strategies to spell words, eg visual cues, word patterns, graphophonic knowledge, context clues • check own writing for coherence, spelling, punctuation • take responsibility for proofreading and redrafting own writing for clarity of meaning and appropriateness of content to audience • maintain a journal to reflect on and monitor own learning • use a form of self-evaluation to assess work, eg checklist.





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ASSESSMENT RECORD – WRITING (Secondary Learners) Student Name: ___________________________ Year level: ___________ Term 1 mid-year end year Learners new to ESL but already literate in their first language should be mapped against Reading and Writing outcomes commencing at Level 1. OUTCOMES Learners demonstrating evidence of Level 6 W L6.1 Communication write an extensive range of personal, imaginative and informational texts from across the curriculum W L6.2 Socio-cultural understandings adapt writing for audience and purpose W L6.3 Language structures & features write coherent texts demonstrating an expanded range of SAE structural features for linking ideas W L6.4 Learning-how-to-learn plan, review and redraft writing to enhance fluency, accuracy and appropriateness to purpose and audience.

WS

1 W

S 2

WS


Communication • write extended texts on a range of topics using well-known fictional and non-fictional text types, eg narratives, explanations of processes, argumentative texts, discussions of issues, essays, poetry, drama scripts • write creative texts showing plot development and character portrayal • incorporate language and ideas drawn from a wide range of sources • make reference to supporting evidence from different sources in texts. Socio-cultural understandings • present similar content in different ways, eg compare sports as a factual report and discussion • identify culturally-specific patterns of written information, eg compare SAE discourse patterns with those of their first language • sustain register use in writing • recognise inappropriate use of register, eg use of colloquial terms in formal writing • show awareness of social and cultural sensibilities in choice of words, eg plump/fat, man/people • use common euphemisms and imagery, eg passed away • plan texts with audience in mind. Language structures and features • use appropriate structural features for a range of texts • produce most texts successfully in subject areas with occasional grammatical errors • use a range of grammatical features with some confidence, eg compound, complex sentences, tenses, noun phrases, modality and modification • use direct and/or reported speech, including quotations, appropriately • use a range of cohesive devices to improve fluency, eg avoids redundancy by leaving out words • show varying control over subject-verb agreement, articles and irregular plurals • vary writing by using a range of sentence beginnings for different purposes, eg ‘In conclusion...’ ‘At the same time...’ • show use of a broad vocabulary appropriate to changing social contexts and academic learning. Learning-how-to-learn • write a clear plan of intention on the cover sheet of an extended writing task • use a SAE dictionary, thesaurus and/or bilingual dictionary to select a specific word • take notes for references, citing references and quotations • monitor own writing for irrelevant sentences, unintended meanings and errors • redraft writing showing significant and appropriate changes and not just minor corrections, in response to feedback and self- assessment.

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ASSESSMENT RECORD – WRITING (Secondary Learners) ESL Level: BL1 BL2 BL3 L2 L3 L4 L5 L6 L7 EMERGING SOLID COMPREHENSIVE




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ASSESSMENT RECORD – WRITING (Secondary Learners) Student Name: ___________________________ Year level: ___________ Term 1 mid-year end year Learners new to ESL but already literate in their first language should be mapped against Reading and Writing outcomes commencing at Level 1. OUTCOMES Learners demonstrating evidence of Level 7 W L7.1 Communication write personal, creative, informational and research texts effectively across the curriculum to fulfil literacy requirements W L7.2 Socio-cultural understandings take account of context, purpose and reader, using subtle socio-cultural references W L7.3 Language structures & features use a broad vocabulary showing control over varied styles and consistent control over imagery and most complex language structures W L7.4 Learning-how-to-learn plan, revise and refine writing to improve overall text impact.

WS

1 W

S 2

WS


Communication • write independently most texts across curriculum areas, with support for finer distinctions of intention/ argument • write creative or reflective responses to texts • write extended informational and interpersonal texts • sustain features of tone, mood, style and register in written texts, eg when completing an unfinished text • support and develop a theme, eg loneliness in a poem • summarise and synthesise information from a number of sources and use the information in a text • write research reports • develop argument and discussion texts with some recognition of opposing viewpoints. Socio-cultural understandings • adapt text types and style to suit different contexts for individual purposes • select appropriate forms for intended messages • show awareness that stereotyping should be avoided in characterisation and argument • include cultural references shared during reading activities • use irony and humour for effect, with support for subtleties • write about values and beliefs assumed by an author in a written text. Language structures and features • write most compound and complex sentences with ease, but with some support for identifying precise intentions • show consistent control over subject-verb agreement, comparisons, noun-pronoun agreement, articles, mass/count nouns, relative pronouns, prepositions and phrases • use a broad vocabulary which reflects changing social contexts and specialist and technical vocabulary • write texts using passive and active voice, complex conditionals, language of exemplification, eg ‘This shows that...’ • use a variety of content-related words and phrases in a text. Learning-how-to-learn • change writing plan when editing to communicate more effectively • check writing to ensure appropriate expression though vocabulary choice, eg using a thesaurus • edit at whole text level for coherence and focus, clarity, errors, consistency of tenses and consistency of argument • engage the reader for creative and dramatic purposes, eg by writing provocative opening sentences, mixing tenses.

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ASSESSMENT RECORD – WRITING (Secondary Learners) ESL Level: BL1 BL2 BL3 L2 L3 L4 L5 L6 L7 EMERGING SOLID COMPREHENSIVE




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APPENDIX 5.0

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Confusions:

Letters Unknown:

Comment:

Recording:

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APPENDIX 6.0

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1© Marie M. Clay Heinemann 2006

Date:

Name: Age: TEST SCORE:

Recorder: Date of Birth: STANINE GROUP:

PAGE SCORE ITEM COMMENT

Cover 1. Front of book

2/3 2. Print contains message

4/5 3. Where to start4/5 4. Which way to go4/5 5. Return sweep to left4/5 6. Word-by-word matching

6 7. First and last concept

7 8. Bottom of picture

8/9 9. Begins ‘The’ (Sand)Begins ‘I’ (Stones)Begins ‘I’ (Moon)Begins ‘Leaves’ (Shoes)bottom line, then top, OR turns book

10/11 10. Line order altered

12/13 11. Left page before right12/13 12. One change in word order12/13 13. One change in letter order

14/15 14. One change in letter order14/15 15. Meaning of a question mark

16/17 16. Meaning of full stop (period)16/17 17. Meaning of comma16/17 18. Meaning of quotation marks16/17 19. Locate: m h (Sand); t b (Stones);

m i (Moon); m i (Shoes)

18/19 20. Reversible words ‘was’, ‘no’

20 21. One letter: two letters20 22. One word: two words20 23. First and last letter of word20 24. Capital letter

/24

SandStonesMoonShoes

CONCEPTS ABOUT PRINT SCORE SHEET

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APPENDIX 7.0

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FOUNDATION YEAR YEAR LEVEL DESCRIPTION The English curriculum is built around the three interrelated strands of Language, Literature and Literacy. Teaching and learning programs should balance and integrate all three strands. Together the three strands focus on developing students’ knowledge, understanding and skills in listening, reading, viewing, speaking, writing and creating. Learning in English builds on concepts, skills and processes developed in earlier years, and teachers will revisit, strengthen and develop these as needed. In the Foundation year, students communicate with peers, teachers, known adults, and students from other classes. Students engage with a variety of texts for enjoyment. They listen to, read and view spoken, written and multimodal texts in which the primary purpose is to entertain, as well as some texts designed to inform. These include traditional oral texts, picture books, various types of stories, rhyming verse, poetry, non-fiction, film, multimodal texts and dramatic performances. They participate in shared reading, viewing and storytelling using a range of literary texts, and recognise the entertaining nature of literature. The range of literary texts for Foundation to Year 10 comprises Australian literature, including the oral narrative traditions of Aboriginal and Torres Strait Islander peoples, as well as the contemporary literature of these two cultural groups, and classic and contemporary world literature, including texts from and about Asia. Literary texts that support and extend Foundation students as beginner readers include predictable texts that range from caption books to books with one or more sentences per page. These texts involve straightforward sequences of events and everyday happenings with recognisable, realistic or imaginary characters. Informative texts present a small amount of new content about familiar topics of interest; a small range of language features, including simple and compound sentences; mostly familiar vocabulary, known high-frequency words and single-syllable words that can be decoded phonically, and illustrations that strongly support the printed text. Students create a range of imaginative, informative and persuasive texts including pictorial representations, short statements, performances, recounts and poetry. ACHIEVEMENT STANDARD Reading and viewing By the end of the Foundation year, students use predicting and questioning strategies to make meaning from texts. They recall one or two events from texts with familiar topics. They understand that there are different types of texts and that these can have similar characteristics. They identify connections between texts and their personal experience. They read short predictable texts with familiar vocabulary and supportive images, drawing on their developing knowledge of concepts about print and sound and letters. They identify the letters of the English alphabet and use the sounds represented by most letters. Writing When writing, students use familiar words and phrases and images to convey ideas. Their writing shows evidence of sound and letter knowledge, beginning writing behaviours and experimentation with capital letters and full stops. They correctly form known upper- and lower-case letters. Speaking and listening They listen to and use appropriate language features to respond to others in a familiar environment. They listen for rhyme, letter patterns and sounds in words. Students understand that their texts can reflect their own experiences. They identify and describe likes and dislikes about familiar texts, objects, characters and events. In informal group and whole class settings, students communicate clearly. They retell events and experiences with peers and known adults. They identify and use rhyme, letter patterns and sounds in words.

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YEAR 1 YEAR LEVEL DESCRIPTION The English curriculum is built around the three interrelated strands of Language, Literature and Literacy. Teaching and learning programs should balance and integrate all three strands. Together the strands focus on developing students’ knowledge, understanding and skills in listening, reading, viewing, speaking, writing and creating. Learning in English builds on concepts, skills and processes developed in earlier years, and teachers will revisit and strengthen these as needed. In Year 1, students communicate with peers, teachers, known adults and students from other classes. Students engage with a variety of texts for enjoyment. They listen to, read, view and interpret spoken, written and multimodal texts designed to entertain and inform. These encompass traditional oral texts including Aboriginal stories, picture books, various types of stories, rhyming verse, poetry, non-fiction, film, dramatic performances, and texts used by students as models for constructing their own texts. The range of literary texts for Foundation to Year 10 comprises Australian literature, including the oral narrative traditions of Aboriginal and Torres Strait Islander peoples, as well as the contemporary literature of these two cultural groups, and classic and contemporary world literature, including texts from and about Asia. Literary texts that support and extend Year 1 students as independent readers involve straightforward sequences of events and everyday happenings with recognisably realistic or imaginary characters. Informative texts present a small amount of new content about familiar topics of interest and topics being studied in other areas of the curriculum. These texts also present a small range of language features, including simple and compound sentences, some unfamiliar vocabulary, a small number of high-frequency words and words that need to be decoded phonically, and sentence boundary punctuation, as well as illustrations and diagrams that support the printed text. Students create a variety of imaginative, informative and persuasive texts including recounts, procedures, performances, literary retellings and poetry. ACHIEVEMENT STANDARD Reading and viewing By the end of Year 1, students understand the different purposes of texts. They make connections to personal experience when explaining characters and main events in short texts. They identify the language features, images and vocabulary used to describe characters and events. Students read aloud, with developing fluency and intonation, short texts with some unfamiliar vocabulary, simple and compound sentences and supportive images. When reading, they use knowledge of sounds and letters, high frequency words, sentence boundary punctuation and directionality to make meaning. They recall key ideas and recognise literal and implied meaning in texts. Writing When writing, students provide details about ideas or events. They accurately spell words with regular spelling patterns and use capital letters and full stops. They correctly form all upper- and lower-case letters. Speaking and listening They listen to others when taking part in conversations using appropriate language features. They listen for and reproduce letter patterns and letter clusters. Students understand how characters in texts are developed and give reasons for personal preferences. They create texts that show understanding of the connection between writing, speech and images. They create short texts for a small range of purposes. They interact in pair, group and class discussions, taking turns when responding. They make short presentations of a few connected sentences on familiar and learned topics.

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YEAR 2 YEAR LEVEL DESCRIPTION The English curriculum is built around the three interrelated strands of Language, Literature and Literacy. Teaching and learning programs should balance and integrate all three strands. Together the strands focus on developing students’ knowledge, understanding and skills in listening, reading, viewing, speaking, writing and creating. Learning in English builds on concepts, skills and processes developed in earlier years, and teachers will revisit and strengthen these as needed. In Year 2, students communicate with peers, teachers, students from other classes, and community members. Students engage with a variety of texts for enjoyment. They listen to, read, view and interpret spoken, written and multimodal texts in which the primary purpose is to entertain, as well as texts designed to inform and persuade. These encompass traditional oral texts, picture books, various types of print and digital stories, simple chapter books, rhyming verse, poetry, non-fiction, film, multimodal texts, dramatic performances, and texts used by students as models for constructing their own work. The range of literary texts for Foundation to Year 10 comprises Australian literature, including the oral narrative traditions of Aboriginal and Torres Strait Islander peoples, as well as the contemporary literature of these two cultural groups, and classic and contemporary world literature, including texts from and about Asia. Literary texts that support and extend Year 2 students as independent readers involve sequences of events that span several pages and present unusual happenings within a framework of familiar experiences. Informative texts present new content about topics of interest and topics being studied in other areas of the curriculum. These texts include language features such as varied sentence structures, some unfamiliar vocabulary, a significant number of high-frequency sight words and words that need to be decoded phonically, and a range of punctuation conventions, as well as illustrations and diagrams that both support and extend the printed text. Students create a range of imaginative, informative and persuasive texts including imaginative retellings, reports, performances, poetry and expositions. ACHIEVEMENT STANDARD Reading and viewing By the end of Year 2 students understand how similar texts share characteristics by identifying text structures and language features used to describe characters, settings and events. They read texts that contain varied sentence structures, some unfamiliar vocabulary, a significant number of high frequency sight words and images that provide additional information. They monitor meaning and self-correct using context, prior knowledge, punctuation, language and phonic knowledge. They identify literal and implied meaning, main ideas and supporting detail. Students make connections between texts by comparing content. Writing Students create texts that show how images support the meaning of the text. They accurately spell familiar words and attempt to spell less familiar words and use punctuation accurately. They legibly write unjoined upper- and lower-case letters. Speaking and listening They listen for particular purposes. They listen for and manipulate sound combinations and rhythmic sound patterns. When discussing their ideas and experiences, students use everyday language features and topic-specific vocabulary. They explain their preferences for aspects of texts using other texts as comparisons. They create texts that show how images support the meaning of the text. Students create texts drawing on their own experiences, their imagination and information they have learned. Students use a variety of strategies to engage in group and class discussions and make presentations.

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YEAR 3 YEAR LEVEL DESCRIPTION The English curriculum is built around the three interrelated strands of Language, Literature and Literacy. Teaching and learning programs should balance and integrate all three strands. Together the strands focus on developing students’ knowledge, understanding and skills in listening, reading, viewing, speaking, writing and creating. Learning in English builds on concepts, skills and processes developed in earlier years, and teachers will revisit and strengthen these as needed. In Years 3 and 4, students communicate with peers and teachers from other classes and schools in a range of face-to-face and online/virtual environments. Students engage with a variety of texts for enjoyment. They listen to, read, view and interpret spoken, written and multimodal texts in which the primary purpose is to entertain, as well as texts designed to inform and persuade. These encompass traditional oral texts including picture books, various types of print and digital texts, simple chapter books, rhyming verse, poetry, non-fiction film, multimodal texts, dramatic performances, and texts used by students as models for constructing their own work. The range of literary texts for Foundation to Year 10 comprises Australian literature, including the oral narrative traditions of Aboriginal and Torres Strait Islander peoples, as well as the contemporary literature of these two cultural groups, and classic and contemporary world literature, including texts from and about Asia. Literary texts that support and extend students in Years 3 and 4 as independent readers describe complex sequences of events that extend over several pages and involve unusual happenings within a framework of familiar experiences. Informative texts present new content about topics of interest and topics being studied in other areas of the curriculum. These texts use complex language features, including varied sentence structures, some unfamiliar vocabulary, a significant number of high-frequency sight words and words that need to be decoded phonically, and a range of punctuation conventions, as well as illustrations and diagrams that both support and extend the printed text. Students create a range of imaginative, informative and persuasive types of texts including narratives, procedures, performances, reports, reviews, poetry and expositions. ACHIEVEMENT STANDARD Reading and viewing By the end of Year 3, students understand how content can be organised using different text structures depending on the purpose of the text. They understand how language features, images and vocabulary choices are used for different effects. They read texts that contain varied sentence structures, a range of punctuation conventions, and images that provide additional information. They identify literal and implied meaning connecting ideas in different parts of a text. They select information, ideas and events in texts that relate to their own lives and to other texts. Writing Their texts include writing and images to express and develop in some detail experiences, events, information, ideas and characters. They demonstrate understanding of grammar and choose vocabulary and punctuation appropriate to the purpose and context of their writing. They use knowledge of sounds and high frequency words to spell words accurately, checking their work for meaning. They write using joined letters that are clearly formed and consistent in size. Speaking and listening Students listen to others’ views and respond appropriately. They understand how language features are used to link and sequence ideas. They understand how language can be used to express feelings and opinions on topics. They create a range of texts for familiar and unfamiliar audiences. They contribute actively to class and group discussions, asking questions, providing useful feedback and making presentations.

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YEAR 4 YEAR LEVEL DESCRIPTION The English curriculum is built around the three interrelated strands of Language, Literature and Literacy. Teaching and learning programs should balance and integrate all three strands. Together the strands focus on developing students’ knowledge, understanding and skills in listening, reading, viewing, speaking, writing and creating. Learning in English builds on concepts, skills and processes developed in earlier years, and teachers will revisit and strengthen these as needed. In Years 3 and 4, students experience learning in familiar contexts and a range of contexts that relate to study in other areas of the curriculum. They interact with peers and teachers from other classes and schools in a range of face-to-face and online/virtual environments. Students engage with a variety of texts for enjoyment. They listen to, read, view and interpret spoken, written and multimodal texts in which the primary purpose is aesthetic, as well as texts designed to inform and persuade. These encompass traditional oral texts including Aboriginal stories, picture books, various types of print and digital texts, simple chapter books, rhyming verse, poetry, non-fiction, film, multimodal texts, dramatic performances, and texts used by students as models for constructing their own work. The range of literary texts for Foundation to Year 10 comprises Australian literature, including the oral narrative traditions of Aboriginal and Torres Strait Islander peoples, as well as the contemporary literature of these two cultural groups, and classic and contemporary world literature, including texts from and about Asia. Literary texts that support and extend students in Years 3 and 4 as independent readers describe complex sequences of events that extend over several pages and involve unusual happenings within a framework of familiar experiences. Informative texts present new content about topics of interest and topics being studied in other areas of the curriculum. These texts use complex language features, including varied sentence structures, some unfamiliar vocabulary, a significant number of high-frequency sight words and words that need to be decoded phonically, and a variety of punctuation conventions, as well as illustrations and diagrams that both support and extend the printed text. Students create a range of imaginative, informative and persuasive types of texts including narratives, procedures, performances, reports, reviews, poetry and expositions. ACHIEVEMENT STANDARD Reading and viewing By the end of Year 4, students understand that texts have different structures depending on the purpose and audience. They explain how language features, images and vocabulary are used to engage the interest of audiences. They describe literal and implied meaning connecting ideas in different texts. They express preferences for particular texts, and respond to others’ viewpoints. Writing Students use language features to create coherence and add detail to their texts. They understand how to express an opinion based on information in a text. They create texts that show understanding of how images and detail can be used to extend key ideas. Students create structured texts to explain ideas for different audiences. They demonstrate understanding of grammar, select vocabulary from a range of resources and use accurate spelling and punctuation, editing their work to improve meaning. Speaking and listening Students listen for key points in discussions. They use language features to create coherence and add detail to their texts. They understand how to express an opinion based on information in a text. They create texts that show understanding of how images and detail can be used to extend key ideas. Students create structured texts to explain ideas for different audiences. They make presentations and contribute actively to class and group discussions, varying language according to context.

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YEAR 5 YEAR LEVEL DESCRIPTION The English curriculum is built around the three interrelated strands of Language, Literature and Literacy. Teaching and learning programs should balance and integrate all three strands. Together the strands focus on developing students’ knowledge, understanding and skills in listening, reading, viewing, speaking, writing and creating. Learning in English builds on concepts, skills and processes developed in earlier years, and teachers will revisit and strengthen these as needed. In Years 5 and 6, students communicate with peers and teachers from other classes and schools, community members, and individuals and groups, in a range of face-to-face and online/virtual environments. Students engage with a variety of texts for enjoyment. They listen to, read, view, interpret and evaluate spoken, written and multimodal texts in which the primary purpose is aesthetic, as well as texts designed to inform and persuade. These include various types of media texts including newspapers, film and digital texts, junior and early adolescent novels, poetry, non-fiction, and dramatic performances. The range of literary texts for Foundation to Year 10 comprises Australian literature, including the oral narrative traditions of Aboriginal and Torres Strait Islander peoples, as well as the contemporary literature of these two cultural groups, and classic and contemporary world literature, including texts from and about Asia. Literary texts that support and extend students in Years 5 and 6 as independent readers describe complex sequences, a range of non-stereotypical characters and elaborated events including flashbacks and shifts in time. These texts explore themes of interpersonal relationships and ethical dilemmas within real-world and fantasy settings. Informative texts supply technical and content information about a wide range of topics of interest as well as topics being studied in other areas of the curriculum. Text structures include chapters, headings and subheadings, tables of contents, indexes and glossaries. Language features include complex sentences, unfamiliar technical vocabulary, figurative language, and information presented in various types of graphics. Students create a range of imaginative, informative and persuasive types of texts including narratives, procedures, performances, reports, reviews, explanations and discussions. ACHIEVEMENT STANDARD Reading and viewing By the end of Year 5, students explain how text structures assist in understanding the text. They understand how language features, images and vocabulary influence interpretations of characters, settings and events. They analyse and explain literal and implied information from a variety of texts. They describe how events, characters and settings in texts are depicted and explain their own responses to them. Writing Students use language features to show how ideas can be extended. They develop and explain a point of view about a text. They create a variety of sequenced texts for different purposes and audiences. When writing, they demonstrate understanding of grammar, select specific vocabulary and use accurate spelling and punctuation, editing their work to provide structure and meaning. Speaking and listening Students listen and ask questions to clarify content. They use language features to show how ideas can be extended. They develop and explain a point of view about a text selecting information, ideas and images from a range of resources. They create a variety of sequenced texts for different purposes and audiences. They make presentations and contribute actively to class and group discussions, taking into account other perspectives.

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YEAR 6 YEAR LEVEL DESCRIPTION The English curriculum is built around the three interrelated strands of Language, Literature and Literacy. Teaching and learning programs should balance and integrate all three strands. Together the strands focus on developing students’ knowledge, understanding and skills in listening, reading, viewing, speaking, writing and creating. Learning in English builds on concepts, skills and processes developed in earlier years, and teachers will revisit and strengthen these as needed. In Years 5 and 6, students communicate with peers and teachers from other classes and schools, community members, and individuals and groups, in a range of face-to-face and online/virtual environments. Students engage with a variety of texts for enjoyment. They listen to, read, view, interpret and evaluate spoken, written and multimodal texts in which the primary purpose is aesthetic, as well as texts designed to inform and persuade. These include various types of media texts including newspapers, film and digital texts, junior and early adolescent novels, poetry, non-fiction and dramatic performances. Students develop their understanding of how texts, including media texts, are influenced by context, purpose and audience. The range of literary texts for Foundation to Year 10 comprises Australian literature, including the oral narrative traditions of Aboriginal and Torres Strait Islander peoples, as well as the contemporary literature of these two cultural groups, and classic and contemporary world literature, including texts from and about Asia. Literary texts that support and extend students in Years 5 and 6 as independent readers describe complex sequences, a range of non-stereotypical characters and elaborated events including flashbacks and shifts in time. These texts explore themes of interpersonal relationships and ethical dilemmas within real-world and fantasy settings. Informative texts supply technical and content information about a wide range of topics of interest as well as topics being studied in other areas of the curriculum. Text structures include chapters, headings and subheadings, tables of contents, indexes and glossaries. Language features include complex sentences, unfamiliar technical vocabulary, figurative language, and information presented in various types of graphics. Students create a range of imaginative, informative and persuasive types of texts such as narratives, procedures, performances, reports, reviews, explanations and discussions. ACHIEVEMENT STANDARD Reading and viewing By the end of Year 6, students understand how the use of text structures can achieve particular effects. They analyse and explain how language features, images and vocabulary are used by different authors to represent ideas, characters and events. They compare and analyse information in different texts, explaining literal and implied meaning. They select and use evidence from a text to explain their response to it. Writing Students understand how language features and language patterns can be used for emphasis. They show how specific details can be used to support a point of view. They explain how their choices of language features and images are used. They create detailed texts elaborating upon key ideas for a range of purposes and audiences. They demonstrate understanding of grammar, make considered choices from an expanding vocabulary, use, accurate spelling and punctuation for clarity and make and explain editorial choices. Speaking and listening Students listen to discussions, clarifying content and challenging others’ ideas. They understand how language features and language patterns can be used for emphasis. They show how specific details can be used to support a point of view. They explain how their choices of language features and images are used. They create detailed texts, elaborating on key ideas for a range of purposes and audiences. They make presentations and contribute actively to class and group discussions, using a variety of strategies for effect.

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YEAR 7 YEAR LEVEL DESCRIPTION The English curriculum is built around the three interrelated strands of Language, Literature and Literacy. Teaching and learning programs should balance and integrate all three strands. Together the strands focus on developing students’ knowledge, understanding and skills in listening, reading, viewing, speaking, writing and creating. Learning in English builds on concepts, skills and processes developed in earlier years, and teachers will revisit and strengthen these as needed. In Years 7 and 8, students communicate with peers, teachers, individuals, groups and community members in a range of face-to-face and online/virtual environments. They experience learning in both familiar and unfamiliar contexts that relate to the school curriculum, local community, regional and global contexts. Students engage with a variety of texts for enjoyment. They listen to, read, view, interpret, evaluate and perform a range of spoken, written and multimodal texts in which the primary purpose is aesthetic, as well as texts designed to inform and persuade. These include various types of media texts including newspapers, magazines and digital texts, early adolescent novels, non-fiction, poetry and dramatic performances. Students develop their understanding of how texts, including media texts, are influenced by context, purpose and audience. The range of literary texts for Foundation to Year 10 comprises Australian literature, including the oral narrative traditions of Aboriginal and Torres Strait Islander peoples, as well as the contemporary literature of these two cultural groups, and classic and contemporary world literature, including texts from and about Asia. Literary texts that support and extend students in Years 7 and 8 as independent readers are drawn from a range of realistic, fantasy, speculative fiction and historical genres and involve some challenging and unpredictable plot sequences and a range of non-stereotypical characters. These texts explore themes of interpersonal relationships and ethical dilemmas within real-world and fictional settings and represent a variety of perspectives. Informative texts present technical and content information from various sources about specialised topics. Text structures are more complex including chapters, headings and subheadings, tables of contents, indexes and glossaries. Language features include successive complex sentences with embedded clauses, unfamiliar technical vocabulary, figurative and rhetorical language, and information supported by various types of graphics presented in visual form. Students create a range of imaginative, informative and persuasive types of texts, for example narratives, procedures, performances, reports and discussions, and are beginning to create literary analyses and transformations of texts. ACHIEVEMENT STANDARD Reading and viewing By the end of Year 7, students understand how text structures can influence the complexity of a text and are dependent on audience, purpose and context. They demonstrate understanding of how the choice of language features, images and vocabulary affects meaning. They explain issues and ideas from a variety of sources, analysing supporting evidence and implied meaning. They select specific details from texts to develop their own response, recognising that texts reflect different viewpoints. Writing Students understand how the selection of a variety of language features can influence an audience. They understand how to draw on personal knowledge, textual analysis and other sources to express or challenge a point of view. They create texts showing how language features, text structures, and images from other texts can be combined for effect. They create structured and coherent texts for a range of purposes and audiences. When creating and editing texts they demonstrate understanding of grammar, use a variety of more specialised vocabulary, use accurate spelling and punctuation. Speaking and listening Students listen for and explain different perspectives in texts. They understand how the selection of a variety of language features can influence an audience. They understand how to draw on personal knowledge, textual analysis and other sources to express or challenge a point of view. They create texts showing how language features and images from other texts can be combined for effect. They create structured and coherent texts for a range purposes and audiences. They make presentations and contribute actively to class and group discussions, using language features to engage the audience.

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YEAR 8 YEAR LEVEL DESCRIPTION The English curriculum is built around the three interrelated strands of Language, Literature and Literacy. Teaching and learning programs should balance and integrate all three strands. Together the strands focus on developing students’ knowledge, understanding and skills in listening, reading, viewing, speaking, writing and creating. Learning in English builds on concepts, skills and processes developed in earlier years, and teachers will revisit and strengthen these as needed. In Years 7 and 8, students interact with peers, teachers, individuals, groups and community members in a range of face-to-face and online/virtual environments. They experience learning in both familiar and unfamiliar contexts that relate to the school curriculum, local community, regional and global contexts. Students engage with a variety of texts for enjoyment. They listen to, read, view, interpret, evaluate and perform a range of spoken, written and multimodal texts in which the primary purpose is aesthetic, as well as texts designed to inform and persuade. These include various types of media texts including newspapers, magazines and digital texts, early adolescent novels, non-fiction, poetry and dramatic performances. Students develop their understanding of how texts, including media texts, are influenced by context, purpose and audience. The range of literary texts for Foundation to Year 10 comprises Australian literature, including the oral narrative traditions of Aboriginal and Torres Strait Islander peoples, as well as the contemporary literature of these two cultural groups, and classic and contemporary world literature, including texts from and about Asia. Literary texts that support and extend students in Years 7 and 8 as independent readers are drawn from a range of realistic, fantasy, speculative fiction and historical genres and involve some challenging and unpredictable plot sequences and a range of non-stereotypical characters. These texts explore themes of interpersonal relationships and ethical dilemmas within real-world and fictional settings and represent a variety of perspectives. Informative texts present technical and content information from various sources about specialised topics. Text structures are more complex including chapters, headings and subheadings, tables of contents, indexes and glossaries. Language features include successive complex sentences with embedded clauses, unfamiliar technical vocabulary, figurative and rhetorical language, and information supported by various types of graphics presented in visual form. Students create a range of imaginative, informative and persuasive types of texts, for example narratives, procedures, performances, reports and discussions, and begin to create literary analyses and transformations of texts. ACHIEVEMENT STANDARD Reading and viewing By the end of Year 8, students understand how the selection of text structures is influenced by the selection of language mode and how this varies for different purposes and audiences. They explain how language features, images and vocabulary are used to represent different ideas and issues in texts. They interpret texts, questioning the reliability of sources of ideas and information. They select evidence from the text to show how events, situations and people can be represented from different viewpoints. Writing Students understand how the selection of language features can be used for particular purposes and effects. They explain the effectiveness of language choices they use to influence the audience. Through combining ideas, images and language features from other texts students show how ideas can be expressed in new ways. They create texts for different purposes selecting language to influence audience response. When creating and editing texts for specific effects, they take into account intended purposes and the needs and interests of audiences. They demonstrate understanding of grammar, select vocabulary for effect and use accurate spelling and punctuation. Speaking and listening Students listen for and identify different emphases in texts, using that understanding to elaborate upon discussions. They understand how the selection of language features can be used for particular purposes and effects. They explain the effectiveness of language choices they use to influence the audience. Through combining ideas, images and language features from other texts students show how ideas can be expressed in new ways. They create texts for different purposes selecting language to influence audience response. They make presentations and contribute actively to class and group discussions, using language patterns for effect.

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YEAR 9 YEAR LEVEL DESCRIPTION The English curriculum is built around the three interrelated strands of Language, Literature and Literacy. Teaching and learning programs should balance and integrate all three strands. Together the strands focus on developing students’ knowledge, understanding and skills in listening, reading, viewing, speaking, writing and creating. Learning in English builds on concepts, skills and processes developed in earlier years, and teachers will revisit and strengthen these as needed. In Years 9 and 10, students interact with peers, teachers, individuals, groups and community members in a range of face-to-face and online/virtual environments. They experience learning in familiar and unfamiliar contexts, including local community, vocational and global contexts. Students engage with a variety of texts for enjoyment. They interpret, create, evaluate, discuss and perform a wide range of literary texts in which the primary purpose is aesthetic, as well as texts designed to inform and persuade. These include various types of media texts, including newspapers, film and digital texts, fiction, non-fiction, poetry, dramatic performances and multimodal texts, with themes and issues involving levels of abstraction, higher order reasoning and intertextual references. Students develop a critical understanding of the contemporary media, and the differences between media texts. The range of literary texts for Foundation to Year 10 comprises Australian literature, including the oral narrative traditions of Aboriginal and Torres Strait Islander peoples, as well as the contemporary literature of these two cultural groups, and classic and contemporary world literature, including texts from and about Asia. Literary texts that support and extend students in Years 9 and 10 as independent readers are drawn from a range of genres and involve complex, challenging and unpredictable plot sequences and hybrid structures that may serve multiple purposes. These texts explore themes of human experience and cultural significance, interpersonal relationships, and ethical and global dilemmas within real-world and fictional settings and represent a variety of perspectives. Informative texts represent a synthesis of technical and abstract information (from credible/verifiable sources) about a wide range of specialised topics. Text structures are more complex including chapters, headings and subheadings, tables of contents, indexes and glossaries. Language features include successive complex sentences with embedded clauses, a high proportion of unfamiliar and technical vocabulary, figurative and rhetorical language, and dense information supported by various types of graphics presented in visual form. Students create a range of imaginative, informative and persuasive types of texts including narratives, procedures, performances, reports, discussions, literary analyses, transformations of texts and reviews. ACHIEVEMENT STANDARD By the end of Year 9, students analyse the ways that text structures can be manipulated for effect. They analyse and explain how images, vocabulary choices and language features distinguish the work of individual authors. They evaluate and integrate ideas and information from texts to form their own interpretations. They select evidence from the text to analyse and explain how language choices and conventions are used to influence an audience. Writing Students understand how to use a variety of language features to create different levels of meaning. They understand how interpretations can vary by comparing their responses to texts to the responses of others. In creating texts students demonstrate how manipulating language features and images can create innovative texts. They create texts that respond to issues interpreting and integrating ideas from other texts. They edit for effect, selecting vocabulary and grammar that contribute to the precision and persuasiveness of texts and using accurate spelling and punctuation. Speaking and listening They listen for ways texts position an audience. They understand how to use a variety of language features to create different levels of meaning. They understand how interpretations can vary by comparing their responses to texts to the responses of others. In creating texts, students demonstrate how manipulating language features and images can create innovative texts. They create texts that respond to issues, interpreting and integrating ideas from texts. They make presentations and contribute actively to class and group discussions, comparing and evaluating responses to ideas and issues.

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YEAR 10 YEAR LEVEL DESCRIPTION The English curriculum is built around the three interrelated strands of Language, Literature and Literacy. Teaching and learning programs should balance and integrate all three strands. Together the strands focus on developing students’ knowledge, understanding and skills in listening, reading, viewing, speaking, writing and creating. Learning in English builds on concepts, skills and processes developed in earlier years, and teachers will revisit and strengthen these as needed. In Years 9 and 10, students interact with peers, teachers, individuals, groups and community members in a range of face-to-face and online/virtual environments. They experience learning in familiar and unfamiliar contexts, including local community, vocational and global contexts. Students engage with a variety of texts for enjoyment. They interpret, create, evaluate, discuss and perform a wide range of literary texts in which the primary purpose is aesthetic, as well as texts designed to inform and persuade. These include various types of media texts, including newspapers, film and digital texts, fiction, non-fiction, poetry, dramatic performances and multimodal texts, with themes and issues involving levels of abstraction, higher order reasoning and intertextual references. Students develop critical understanding of the contemporary media, and the differences between media texts. The range of literary texts for Foundation to Year 10 comprises Australian literature, including the oral narrative traditions of Aboriginal and Torres Strait Islander peoples, as well as the contemporary literature of these two cultural groups, and classic and contemporary world literature, including texts from and about Asia. Literary texts that support and extend students in Years 9 and 10 as independent readers are drawn from a range of genres and involve complex, challenging and unpredictable plot sequences and hybrid structures that may serve multiple purposes. These texts explore themes of human experience and cultural significance, interpersonal relationships, and ethical and global dilemmas within real-world and fictional settings and represent a variety of perspectives. Informative texts represent a synthesis of technical and abstract information (from credible/verifiable sources) about a wide range of specialised topics. Text structures are more complex including chapters, headings and subheadings, tables of contents, indexes and glossaries. Language features include successive complex sentences with embedded clauses, a high proportion of unfamiliar and technical vocabulary, figurative and rhetorical language, and dense information supported by various types of graphics and images. Students create a range of imaginative, informative and persuasive types of texts including narratives, procedures, performances, reports, discussions, literary analyses, transformations of texts and reviews. ACHIEVEMENT STANDARD Reading and viewing By the end of Year 10, students evaluate how text structures can be used in innovative ways by different authors. They explain how the choice of language features, images and vocabulary contributes to the development of individual style. They develop and justify their own interpretations of texts. They evaluate other interpretations, analysing the evidence used to support them. Writing Students show how the selection of language features can achieve precision and stylistic effect. They explain different viewpoints, attitudes and perspectives through the development of cohesive and logical arguments. They develop their own style by experimenting with language features, stylistic devices, text structures and images. They create a wide range of texts to articulate complex ideas. They demonstrate understanding of grammar, vary vocabulary choices for impact, and accurately use spelling and punctuation when creating and editing texts. Speaking and listening Students listen for ways features within texts can be manipulated to achieve particular effects. They show how the selection of language features can achieve precision and stylistic effect. They explain different viewpoints, attitudes and perspectives through the development of cohesive and logical arguments. They develop their own style by experimenting with language features, stylistic devices, text structures and images. They create a wide range of texts to articulate complex ideas. They make presentations and contribute actively to class and group discussions building on others' ideas, solving problems, justifying opinions and developing and expanding arguments.

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APPENDIX 8.0

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!!!

!!This!unit!of!work!contains![number]!of!lessons.!It!provides!students!with!opportunities!to.......................................................................................................!!!CONTENTS!CURRICULUM!INFORMATION!Phase!of!development!…………………!!1!Major!learning!areas!….......................1!Values!………………………………..............1!!!TOPIC!INFORMATION!Purpose……………………………………..……2!Student!outcomes………………..…………2!Key!background!points………..………….2!Cultural!and!protocol!considerations.....................................2!!!TEACHING!AND!LEARNING!STRATEGIES!Teaching!resources!overview………….2!Lesson!1:![Title]…………….………………..3!Lesson!2:![Title]……………….……………..4!Lesson!3:![Title]!……………….…………….5!Lesson!4:![Title]!…………………….……….6!Lesson!5:![Title]!…………………….……….7!!PHOTOCOPIABLE!RESOURCES!Learning!guide!1:![Title]………………….8!Learning!guide!2:![Title]…………….……9!

CURRICULUM!INFORMATION!

Phase!of!Development!

Early!Childhood! !Middle!Childhood! !Early!Adolescence! !Late!Adolescence! !

!Key!Learning!Areas!

!The!Arts! !English! !Health!&!Physical!Education! !Languages! !Mathematics! !Science! !Society!&!Environment! !Technology!&!Enterprise! !

! !! !! !! !! !

!Values!

[Unit Plan Title]

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Wulungarra/Smith 2013/

TERM PLANNER

TERM 1, 2014

Theme: Year Levels: Combined K - 10

WEEK LITERACY NUMERACY MUSIC/LANGUAGE ICT

1

2

3

4

5

6

7

8

9

10 KLAs Science/History/Geography etc. are explicitly integrated into our literacy and numeracy planning and adhered to Australian Curriculum Framework where possible.

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APPENDIX 9.0

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WEE

KLY

SCHE

DULE

M

OND

AY

TUES

DAY

WED

NESD

AY

THUR

SDAY

FR

IDAY

7:00

Rou

tine:

Bru

sh te

eth,

was

h fa

ce, p

ut o

n sc

hool

shi

rt, y

ard

tidy.

7:

00 R

outin

e: B

rush

teet

h, w

ash

face

, and

put

on

scho

ol s

hirt.

7:

15 In

tegr

atio

n (n

umer

acy,

lite

racy

, scie

nce,

ICT,

hea

lth)

7:00

Rou

tine:

Bru

sh te

eth,

was

h fa

ce, p

ut o

n sc

hool

shi

rt, y

ard

tidy.

7:00

Rou

tine:

Bru

sh te

eth,

was

h fa

ce, a

nd p

ut o

n sc

hool

shi

rt.

7:15

Inte

grat

ion

(num

erac

y,

litera

cy, s

cienc

e, IC

T, h

ealth

)

7:00

Rou

tine:

Bru

sh te

eth,

was

h fa

ce, p

ut o

n sc

hool

shi

rt, y

ard

tidy.

7:15

Inte

grat

ion

(num

erac

y,

litera

cy, s

cienc

e, IC

T)

7:45

Gar

den

Writ

ing

8:00

Tea

cher

Rea

d Bo

ok +

Ac

tivity

7:15

Inte

grat

ion

(num

erac

y,

litera

cy, s

cienc

e, IC

T)

7:45

Gar

den

Writ

ing

8:00

Tea

cher

Rea

d Bo

ok +

Ac

tivity

7:15

Inte

grat

ion

(num

erac

y,

litera

cy, s

cienc

e, IC

T)

8:00

Gui

ded

Read

ing

(3 g

roup

s)

8:00

Gui

ded

Read

ing

(3 g

roup

s)

8:00

Gui

ded

Read

ing

(3 g

roup

s)

8:30

FIR

ST B

REAK

8:45

Num

erac

y

8:45

Num

erac

y

8:45

Wor

ds T

heir

Way

8:45

Gui

ded

Read

ing

9:15

Wor

ds T

heir

Way

8:

45 N

umer

acy

9:15

Inte

grat

ion

(lite

racy

, SO

SE)

9:15

Writ

ing

9:

45 L

itera

cy G

ames

9:

00 In

tegr

atio

n (n

umer

acy,

life

skills

, phy

sica

l edu

catio

n)

9:30

Num

erac

y 9:

15 W

ritin

g 9:

40 W

ords

The

ir W

ay

9:45

Wor

ds T

heir

Way

9:30

Inte

grat

ion

(lite

racy

, SO

SE)

10:0

0 FR

UIT

BREA

K

10:1

5 In

tegr

atio

n (m

usic,

liter

acy,

nu

mer

acy)

10:1

5 W

ords

The

ir W

ay

10:3

5 In

depe

nden

t Rea

ding

10

:15

Inte

grat

ion

(mus

ic, lit

erac

y,

num

erac

y)

10:1

5 W

ritin

g

10:1

5 In

tegr

atio

n (m

usic,

liter

acy,

nu

mer

acy)

10

:45

Inte

grat

ion

(num

erac

y, lif

e sk

ills, p

hysi

cal e

duca

tion)

11:0

0 W

ritin

g 10

:50

Num

erac

y 10

:45

Inte

grat

ion

(num

erac

y,

litera

cy, l

ife s

kills

, ICT

) 11

:15

Inte

grat

ion

(lite

racy

, SO

SE)

11:

00 N

umer

acy

11:2

0 Pa

ck-U

p Cl

assr

oom

11:3

0 LA

ST B

REAK

11:4

5 In

depe

nden

t Rea

ding

11:4

5 Ki

ngdo

m A

viatio

n

11:4

5 W

ritin

g 12

:15

Inde

pend

ent R

eadi

ng

11:4

5 In

tegr

atio

n (li

tera

cy,

num

erac

y, v

isua

l arts

) 12

:30

Pack

-Up

11:4

5 In

tegr

atio

n (n

umer

acy,

lite

racy

, life

skil

ls, I

CT)

12:0

5 In

tegr

atio

n (li

tera

cy,

num

erac

y, v

isua

l arts

) 12

:50

Pack

-Up

Clas

sroo

m

1:05

End

of D

ay R

evie

w an

d G

ame

12:3

0 Li

brar

y: S

elec

ted

Lite

racy

Ap

ps

12:3

0 Nu

mer

acy

12:4

5 Li

brar

y: S

elec

ted

Num

erac

y Ap

ps

12:3

0 W

ritin

g

1:00

Pac

k-Up

Cla

ssro

om

1:05

Pac

k up

Cla

ssro

om

2:00

BRE

AK

2:

00 B

REAK

3:00

Sta

ff M

eetin

g 3:

00 C

urric

ulum

Mee

ting

3:00

Por

tfolio

/ESP

Mee

ting

4:00

AAS

C

4:00

AAS

C 4:

00 A

ASC

4:00

Hot

dogs

& H

omew

ork

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APPENDIX 10.0

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!Lesson!Plan!!

!Date:!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!

Grade!level:!!

Learning!area:! Topic:!

Learning!Outcomes!!At!the!end!of!this!lesson!students!should!be!able!to!…!!

• !!!Resources/equipment:!!!!Learning!environment:!!!!Timing! Learning!&!teaching!strategies! Key!teaching!

points/Questions!Assessment!opportunities!

! !!

!!!!

!

! ! !!!!!!!!!!

!!!!!!!!

!

! !!!!

! !

Lesson Plan

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Professional!Knowledge!Focus!

Professional!Practice!Focus! Professional!Engagement!Focus!

!!!!

Lesson!reflection/evaluation:!!!!!

!!!

!

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APPENDIX 11.0

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FORMS OF WRITING: GENRE TEACHING PLAN

Genre K PP 1 2 3 4 5 6 7

Recount Expose and Immerse

Teach Maintain and Extend

Narrative Immerse Model Teach Maintain and Extend

Report Expose Expose, Immerse & Model


Procedure Expose Expose, Immerse & Model

Model & Teach


Explanation

Expose & Immerse Model Teach

Exposition Oral Immersion

Model

Model and Teach

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APPENDIX 12.0

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PUBLISHING CYCLE:

Using a Range of Writing Forms

This writing cycle is linked to First Steps and should be used a guide. It is expected that steps may be adjusted or repeated to suit students’ needs.

Conference • With teacher • With peer • Gather advice

and feedback

Planning • Gather ideas • Brainstorming • Mind maps • Discussions • Paragraphs • Note taking

Drafting • Sustained writing to produce

first version • Focus on ideas/arguments in

paragraphs

Publishing • Publish writing for

presentation to your audience

Refining • Punctuation

o Capitals o Meaning o Sentence

Structure • Read out loud and

refine further • Make corrections

and changes

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APPENDIX 13.0

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SPEAKING & LISTENING SCOPE AND SEQUENCE (Junior Primary)

NB Teachers of Early Years: This Scope and Sequence represents the Australian English Curriculum for AICS students in Kindergarten and beyond. Whilst younger children will certainly be developing early

literacy skills and understandings, it must be recognised that a holistic and integrated program is the focus of a program for children aged birth to three. When working with children in this age group, the most

beneficial resource to guide your curriculum will be the Learning Outcomes in the Early Years Framework for Australia.

LANGUAGE KINDERGARTEN FOUNDATION YEAR 1 YEAR 2 Develop use of Standard Australian English and home language to communicate effectively.

Listen and participate in conversation as appropriate to children’s cultural situation, e.g. eye contact, turn-taking. Communicate with peers and adults in a range of contexts, e.g. play setting, group situations, formal instruction. Use language for a variety of social purposes, e.g. taking turns in conversations, expressing thinking and ideas, recounting experiences, coordinating play. Listen and engage in conversations related to classroom activities. Use vocabulary in familiar contexts related to everyday experiences and personal interests. Carry out simple 2 step instructions. Use specific, subject or topic-related vocabulary, e.g. mathematical or scientific terms including number, size and quantity, spatial words, categories of items such as colours, animals, body parts or food.

Understand that English is one of many languages spoken in Australia and that different languages may be spoken by family, classmates and community. Explore how language is used differently at home and school depending on the relationships between people. Understand that language can be used to explore ways of expressing needs, likes and dislikes. Understand the use of vocabulary in familiar contexts related to everyday experiences, personal interests and topics taught at school. Recognise rhymes, syllables and sounds (phonemes) in spoken words.

Understand that people use different systems of communication to cater to different needs and purposes and that many people may use sign systems to communicate with others. Understand that language is used in combination with other means of communication, for example facial expressions and gestures to interact with others. Understand that there are different ways of asking for information, making offers and giving commands. Explore different ways of expressing emotions, including verbal, visual, body language and facial expressions. Understand the use of vocabulary in everyday contexts as well as a growing number of school contexts, including appropriate use of formal and informal terms of address in different contexts.

Understand that spoken, visual and written forms of language are different modes of communication with different features and their use varies according to the audience, purpose, context and cultural background. Understand that language varies when people take on different roles in social and classroom interactions and how the use of key interpersonal language resources varies depending on context. Identify language that can be used for appreciating texts and the qualities of people and things. Understand the use of vocabulary about familiar and new topics and experiment with and begin to make conscious choices of vocabulary to suit audience and purpose.

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Develops a range of simple sentence structures to convey meaning. Establishes use of a range of vocabulary, e.g. nouns, verbs, adjectives, simple conjunctions. Demonstrate oral word awareness (e.g. jumping to represent each word in a spoken sentence such as I/ can/ see/ a/ cat. Recognises and suggests rhyming words. Uses body percussion to represent the number of syllables in spoken words. Demonstrated awareness of the initial sound in a spoken word, e.g. the sound that own name begins with. EYLF 5.1 EYLF 5.2 EYLF 5.4

ACELA 1426 ACELA 1428 ACELA 1429 ACELA 1437 ACELA 1439


ACELA 1460 ACELA 1461 ACELA 1462 ACELA 1470

Common Assessment: • DoE ESL/ESD Progress Maps for Speaking and Listening based on observation. • Phonological Awareness Test from Foundation.

LITERATURE KINDERGARTEN FOUNDATION YEAR 1 YEAR 2 Actively uses, engages with and shares his/her enjoyment of language and literature. Share, illustrate, re-enact or re-tell stories of different cultures, e.g. traditional tales, dreamtime stories. Sings and chants rhymes, jingles and songs.

Respond to texts, identifying favourite stories, authors and illustrators. Share feelings and thoughts about the events and characters in texts. Replicate the rhythms and sound patterns in stories, rhymes, songs and poems from a range of cultures.

Express preferences for specific texts and authors and listen to the opinions of others. Discuss characters and events in a range of literary texts and share personal responses to these texts, making connections with students' own experiences. Discuss how authors create characters using language and images. Discuss features of plot,

Discuss how depictions of characters in print, sound and images reflect the contexts in which they were created. Identify aspects of different types of literary texts that entertain, and give reasons for personal preferences. Compare opinions about characters, events and settings in and between texts. Identify, reproduce and experiment with

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character and setting in different types of literature and explore some features of characters in different texts. Listen to, recite and perform poems, chants, rhymes and songs, imitating and inventing sound patterns including alliteration and rhyme.

rhythmic, sound and word patterns in poems, chants, rhymes and songs.

ELYF 5.2 ACELT 1577 ACELT 1783 ACELT 1579

ACELT 1581 ACELT 1582 ACELT 1583 ACELT 1584 ACELT 1585

ACELT 1587 ACELT 1589 ACELT 1590 ACELT 1592

LITERACY KINDERGARTEN FOUNDATION YEAR 1 YEAR 2 Communicates with known adults and peers about personal experiences. Share what they have written or created with others. Respond to and generate questions. Asks for information and clarification. Use oral language as a tool for analysing and organising, e.g. sorting, describing, comparing and categorising objects and experiences.

Listen to and respond orally to texts and to the communication of others in informal and structured classroom situations. Use interaction skills including listening while others speak, using appropriate voice levels, articulation and body language, gestures and eye contact. Deliver short oral presentations to peers.

Engage in conversations and discussions, using active listening behaviours, showing interest, and contributing ideas, information and questions. Use interaction skills including turn taking, recognising the contributions of others, speaking clearly and using appropriate volume and pace. Make short presentations using some introduced text structures and language, for example opening statements.

Listen for specific purposes and information, including instructions, and extend students’ own and others' ideas in discussions. Use interaction skills including initiating topics, making positive statements and voicing disagreement in an appropriate manner, speaking clearly and varying tone, volume and pace appropriately. Rehearse and deliver short presentations on familiar and new topics.

EYLF 5.1 EYLF 5.2 EYLF 5.3

ACELY 1646 ACELY 1647 ACELY 1784



Common Assessment: • DoE ESL/ESD Progress Maps for Speaking and Listening based on observation. • Phonological Awareness Test from Foundation.

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READING & VIEWING SCOPE AND SEQUENCE (Junior Primary)




LANGUAGE KINDERGARTEN FOUNDATION YEAR 1 YEAR 2 Explore early concepts of print including that print is constant, and text sequence and directionality, e.g. text goes left-right and top-bottom, where to start reading, pictures on subsequent pages are related. Recognise components of text, e.g. letters, words, sentence, picture, page, title, author, illustrator. Recognise and uses specific vocabulary that is related to information and communication technologies, e.g. mouse, screen, keyboard. Use oral language as a tool for reflective thinking, e.g. recounting, describing, reasoning, explaining, problem-solving. Develops beginning knowledge of the alphabet, e.g. letters in own name. Develop awareness of sound-symbol relationships, associating the shapes of some letters with their sounds and names. Develop awareness of different letter forms, e.g. capital and lower case in

Understand that texts can take many forms, can be very short (for example an exit sign) or quite long (for example an information book or a film) and that stories and informative texts have different purposes. Recognise that sentences are key units for expressing ideas. Recognise that texts are made up of words and groups of words that make meaning. Explore the different contribution of words and images to meaning in stories and informative texts. Understand concepts about print and screen, including how books, film and simple digital texts work, and know some features of print, for example directionality. Recognise the letters of the alphabet and know there are lower and upper case letters.

Understand that the purposes texts serve shape their structure in predictable ways. Identify the parts of a simple sentence that represent ‘What’s happening?’; ‘What state is being described?’, ‘Who or what is involved?’ and the surrounding circumstances. Explore differences in words that represent people, places and things (nouns, including pronouns), happenings and states (verbs), qualities (adjectives) and details such as when, where and how (adverbs). Compare different kinds of images in narrative and informative texts and discuss how they contribute to meaning. Understand concepts about print and screen, including how different types of texts are organised using page numbering, tables of content, headings and titles, navigation buttons, bars and links. Recognise sound—letter matches including common vowel and consonant digraphs and

Understand that different types of texts have identifiable text structures and language features that help the text serve its purpose. Know some features of text organisation including page and screen layouts, alphabetical order, and different types of diagrams, for example timelines. Understand that simple connections can be made between ideas by using a compound sentence with two or more clauses usually linked by a coordinating conjunction. Identify visual representations of characters’ actions, reactions, speech and thought processes in narratives, and consider how these images add to or contradict or multiply the meaning of accompanying words. Understand that nouns represent people, places, concrete objects and abstract concepts; that there are three types of nouns: common, proper and pronouns; and that noun groups/phrases can be

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name.

consonant blends. Understand the variability of sound — letter matches. Manipulate sounds in spoken words including phoneme deletion and substitution. Know that regular one-syllable words are made up of letters and common letter clusters that correspond to the sounds heard, and how to use visual memory to write high-frequency words.

expanded using articles and adjectives. Recognise most sound–letter matches including silent letters, vowel/consonant digraphs and many less common sound–letter combinations. Recognise common prefixes and suffixes and how they change a word’s meaning.

EYLF 5.1 EYLF 5.2 EYLR 5.4 EYLR 5.5

ACELA 1430 ACELA 1433 ACELA 1434 ACELA 1435 ACELA 1440 ACELA 1786

ACELA 1450 ACELA 1447 ACELA 1451 ACELA 1452 ACEAL 1453 ACELA 1457 ACELA 1458 ACELA 1459 ACELA 1778

ACELA 1463 ACELA 1466 ACELA 1467 ACELA 1468 ACELA 1469 ACELA 1472 ACELA 1474

Common Assessment: • Marie Clay Letter ID

Common Assessment: • Marie Clay Letter ID • PM Benchmark Kit 2

LITERATURE KINDERGARTEN FOUNDATION YEAR 1 YEAR 2 Recognise that books contain text and illustrations which relate to each other and that these are created by authors and illustrators for us to enjoy. Attempt to ‘read’ and share texts for personal purposes.

Engages with, listens to and responds to a variety of texts, e.g. fiction, non-fiction, poetry, multi-media texts, with familiarity and understanding of their format. Explores texts from a

Recognise some different types of literary texts and identify some characteristic features of literary texts, for example beginnings and endings of traditional texts and rhyme in poetry. Recognise that texts are created by authors who tell stories and share experiences that may be similar or different to students’ own experiences. Identify some features of texts including events and characters and retell

N/A Discuss the characters and settings of different texts and explore how language is used to present these features in different ways.

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range of perspectives and begin to analyse the meanings. Recognise and recall key details or literal information, e.g. who, what, where. Reflect on cause-effect relationships and make inferences, e.g. why, how, what if, what might happen next. Predict and sequence events in text with teacher support. Identify some elements of books and conventional texts, e.g. character, setting, title, beginning and ending. Engage in activities that involve representation of meaning in response to text, e.g. re-telling, drawing, painting, music, sculpture, dance, symbolic play, role-play.

events from a text.

EYLF 5.2 ACELT 1575 ACELT 1578 ACELT 1785

ACELT 1591

Common Assessment: • Marie Clay Concepts About Print

LITERATURE KINDERGARTEN FOUNDATION YEAR 1 YEAR 2 Identify some familiar texts and the contexts in which they are used. Recognises own name. Understand that there are different text types that have different purposes, e.g. lists, procedure, recount, narrative. Understand that information can be found in non-fiction texts to provide answers to questions.

Identify some familiar texts and the contexts in which they are used. Identify some differences between imaginative and informative texts. Read predictable texts, practising phrasing and fluency, and monitor meaning using concepts about print and emerging contextual, semantic, grammatical and phonic knowledge. Use comprehension

Respond to texts drawn from a range of cultures and experiences. Describe some differences between imaginative informative and persuasive texts. Read supportive texts using developing phrasing, fluency, contextual, semantic, grammatical and phonic knowledge and emerging text processing strategies, for example prediction, monitoring

Discuss different texts on a similar topic, identifying similarities and differences between the texts. Identify the audience of imaginative, informative and persuasive texts. Read less predictable texts with phrasing and fluency by combining contextual, semantic, grammatical and phonic knowledge using text processing strategies, for example monitoring

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Investigates words and word meanings. Engage in active construction of meaning from text with teacher support, e.g. makes connections between text and own experiences and ideas, makes predictions.

strategies to understand and discuss texts listened to, viewed or read independently.

meaning and rereading. Use comprehension strategies to build literal and inferred meaning about key events, ideas and information in texts that they listen to, view and read by drawing on growing knowledge of context, text structures and language features.

meaning, predicting, rereading and self-correcting. Use comprehension strategies to build literal and inferred meaning and begin to analyse texts by drawing on growing knowledge of context, language and visual features and print and multimodal text structures.

EYLF 5.2 ACELY 1645 ACELY 1648 ACELY 1649 ACELY 1650

ACELY 1655 ACELY 1658 ACELY 1659 ACELY 1660


Common Assessment: • Marie Clay Letter ID • Marie Clay Concepts About Print

Common Assessment: • Marie Clay Letter ID • Marie Clay Concepts About Print • PM Benchmark Kit 2

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WRITING SCOPE AND SEQUENCE (Junior Primary)




LANGUAGE KINDERGARTEN FOUNDATION YEAR 1 YEAR 2 Explore the use of literate language in oral texts and shared writing experiences, e.g. traditional story starters, ‘rich’ descriptions.

Understand that some language in written texts is unlike everyday spoken language. Know that spoken sounds and words can be written down using letters of the alphabet and how to write some high-frequency sight words and known words. Understand that punctuation is a feature of written text different from letters; recognise how capital letters are used for names, and that capital letters and full stops signal the beginning and end of sentences. Know how to use onset and rime to spell words.

Understand patterns of repetition and contrast in simple texts. Recognise and know how to use morphemes in word families for example ‘play’ in ‘played’ and ‘playing’. Recognise that different types of punctuation, including full stops, question marks and exclamation marks, signal sentences that make statements, ask questions, express emotion or give commands.

Understand how texts are made cohesive through resources, for example word associations, synonyms, and antonyms. Recognise that capital letters signal proper nouns and commas are used to separate items in lists. Understand how to use digraphs, long vowels, blends and silent letters to spell words, and use morphemes and syllabification to break up simple words and use visual memory to write irregular words.

EYLF 3 ACELA 1431 ACELA 1432 ACELA 1438 ACELA 1758

ACELA 1448 ACELA 1449 ACELA 1455


Common Assessment: • NT ESL Writing Bandscales

LITERATURE KINDERGARTEN FOUNDATION YEAR 1 YEAR 2 Initiates drawing or writing to communicate an idea.

Retell familiar literary texts through performance, use of illustrations and images.

Recreate texts imaginatively using drawing, writing, performance and digital forms of communication.

Create events and characters using different media that develop key events and characters from literary texts.

EYLF 5.3 ACELT 1580 ACELT 1586 ACELT 1593 Common Assessment:

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• NT ESL Writing Bandscales LITERACY KINDERGARTEN FOUNDATION YEAR 1 YEAR 2 Explore representation of language, e.g. scribbles, shapes, pictures, letter-like symbols, letters, writing high-frequency words such as own name. Experiments with representing texts in a variety of ways, e.g. oral re-telling, role-play writing, imaginative play, drawing, drawn or written letter. Participates in innovation and play involving sound patterns, vocabulary and language, e.g. invented words, songs, poems, nonsense rhyming, sentence innovation. Contribute to texts produced in collaborative or modelled writing context.

Can write own name using correct letter formation and capitalisation. Experiments with the use of the keyboard for roleplay writing.

Create short texts to explore, record and report ideas and events using familiar words and beginning writing knowledge. Participate in shared editing of students’ own texts for meaning, spelling, capital letters and full stops. Produce some lower case and upper case letters using learned letter formations. Construct texts using software including word processing programs.

Create short imaginative and informative texts that show emerging use of appropriate text structure, sentence-level grammar, word choice, spelling, punctuation and appropriate multimodal elements, for example illustrations and diagrams. Reread student’s own texts and discuss possible changes to improve meaning, spelling and punctuation. Write using unjoined lower case and upper case letters. Construct texts that incorporate supporting images using software including word processing programs.

Create short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for familiar and some less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose. Reread and edit text for spelling, sentence-boundary punctuation and text structure. Write legible and with growing fluency using unjoined upper case and lower case letters. Construct text feature print, visual and audio elements using software, including word processing programs.

EYLF 5.3 EYLF 5.4 EYLF 5.5




Common Assessment: • NT ESL Writing Bandscales

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SPEAKING & LISTENING SCOPE AND SEQUENCE (Middle & Upper Primary) LANGUAGE YEAR 3 YEAR 4 YEAR 5 YEAR 6 Understand that languages have different written and visual communication systems, different oral traditions and different ways of constructing meaning. Understand that successful cooperation with others depends on shared use of social conventions, including turn-taking patterns, and forms of address that vary according to the degree of formality in social situations. Examine how evaluative language can be varied to be more or less forceful. Learn extended and technical vocabulary and ways of expressing opinion including modal verbs and adverbs.

Understand that Standard Australian English is one of many social dialects used in Australia, and that while it originated in England it has been influence by many other languages. Understand that social interactions influence the way people engage with ideas and respond to others for example when exploring and clarifying ideas of others, summarising their own views and reporting them to a larger group. Understand differences between the language of opinion and feeling and the language of factual reporting or recording.

Understand that the pronunciation, spelling and meanings of words have histories and change over time. Understand that patterns of language interaction vary across social contexts and types of texts and that they help to signal social roles and relationships.

Understand how to move beyond making bare assertions and take account of differing perspectives and points of view.

Understand that different social and geographical dialects or accents are used in Australia in addition to Standard Australian English. Understand that strategies for interaction become more complex and demanding as levels of formality and social distance increase.

Understand the uses of objective and subjective language and bias.





Common Assessment: • PM Benchmark from Foundation/Pre-Primary

LITERATURE YEAR 3 YEAR 4 YEAR 5 YEAR 6 Discuss texts in which characters, events and settings are portrayed in different ways, and speculate on the authors’ reasons.

Discuss literary experiences with others, sharing responses and expressing a point of view.

Present a point of view about particular literary texts using appropriate meta-language, and reflecting on the viewpoints of others.

Make connections between students’ own experiences and those of characters and events represented in texts drawn from different historical, social and cultural contexts.

ACELT 1594 ACELT 1603 ACELT 1609 ACELT 1613 Common Assessment:

• N/A

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LITERACY YEAR 3 YEAR 4 YEAR 5 YEAR 6 Listen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situations. Use interaction skills, including active listening behaviours and communicate in a clear, coherent manner using a variety of everyday and learned vocabulary and appropriate tone, pace, pitch and volume. Plan and deliver short presentations, providing some key details in logical sequence.

Interpret ideas and information in spoken texts and listen for key points in order to carry out tasks and use information to share and extend ideas and information. Use interaction skills such as acknowledging another’s point of view and linking students’ response to the topic, using familiar and new vocabulary and a range of vocal effects such as tone, pace, pitch and volume to speak clearly and coherently. Plan, rehearse and deliver presentations incorporating learned content and taking into account the particular purposes and audiences.

Clarify understanding of content as it unfolds in formal and informal situations, connecting ideas to students’ own experiences and present and justify a point of view. Use interaction skills for example paraphrasing, questioning and interpreting non-verbal cues and choose vocabulary and vocal effects appropriate for different audiences and purposes. Plan, rehearse and deliver presentations for defined audiences and purposes incorporating accurate and sequenced content and multimodal elements.

Participate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinions. Use interaction skills, varying conventions of spoken interactions such as voice volume, tone, pitch and pace, according to group size, formality of interaction and needs and expertise of the audience. Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements for defined audiences and purposes, making appropriate choices for modality and emphasis.




ACELY 1709 ACELY 1816 ACELY 1710 (ACELY 1662/1663/1664)

Common Assessment: • NT ESL Writing Levels from Foundation/Pre-Primary

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READING & VIEWING SCOPE AND SEQUENCE (Middle & Upper Primary) LANGUAGE YEAR 3 YEAR 4 YEAR 5 YEAR 6 Understand how different types of texts vary in use of language choices, depending on their purpose and context (E.g. tense and types of sentences). Identify the features of online texts that enhance navigation. Identify the effect on audiences of techniques, for example shot size, vertical camera angle and layout in picture books, advertisements and film segments. Recognise high-frequency sight words.

Understand how texts vary in complexity and technicality depending on the approach to the topic, the purpose and the intended audience. Identify features of online texts that enhance readability including text, navigation, links, graphics and layout. Explore the effect of choices when framing an image, placement of elements in the image, and salience on composition of still and moving images in a range of types of texts. Understand how adverb groups/phrases and prepositional phrases work in different way to provide circumstantial details about an activity. Investigate how quoted (direct) and reported (indirect) speech work in different types of text.

Understand how texts vary in purpose, structure and topic as well as the degree of formality. Investigate how the organisation of texts into chapters, headings, subheadings, home pages and sub pages for online texts and according to chronology or topic can be used to predict content and assist navigation. Explain sequences of images in print texts and compare these to the ways hyperlinked digital texts are organised, explaining their effect on viewers’ interpretations. Understand how to use banks of known words, as well as word origins, prefixes and suffixes, to learn and spell new words. Recognise uncommon plurals, for example ‘foci’.

Understand how authors often innovate on text structures and play with language features to achieve particular aesthetic, humorous and persuasive purposes and effects. Identify and explain how analytical images like figures, tables, diagrams, maps and graphs contribute to our understanding of verbal information in factual and persuasive texts.




ACELA 1518 ACELA 1524

Common Assessment: • PM Benchmark

LITERATURE YEAR 3 YEAR 4 YEAR 5 YEAR 6 Draw connections between personal experiences and the world of texts, and share responses with others. Develop criteria for

Discuss how authors and illustrators make stories exciting moving and absorbing and hold readers’ interest by using various techniques, for example

Recognise that ideas in literary texts can be conveyed from different viewpoints, which can lead to different kinds of interpretations and

Analyse and evaluate similarities and differences in texts on similar topics, themes or plots. Identify, describe, and

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establishing personal preferences for literature. Discuss how language is used to describe the settings in texts, and explore how the settings shape the events and influence the mood of the narrative. Discuss the nature of effects of some language devices used to enhance meaning and shape the reader’s reaction, including rhythm and onomatopoeia in poetry and pose.

character development and plot tension. Make connections between the ways different authors may represent similar storylines, ideas and relationships. Understand, interpret and experiment with a range of devices and deliberate word play in poetry and other literary texts, for example nonsense words, spoonerisms, neologisms and puns. Use metalanguage to describe the effects of ideas, text structures and language features of literary texts.

responses. Identify aspects of literary texts that convey details or information about particular social, cultural and historical contexts. Understand, interpret and experiment with sound devices and imagery, including simile, metaphor and personification, in narratives, shape poetry, songs, anthems and odes. Use metalanguage to describe the effects of ideas, text structures and language features on particular audiences.

discuss similarities and differences between texts, including those by the same author or illustrator, and evaluate characteristics that define an author’s individual style. Identify and explain how choices in language, for example modality, emphasis, repetition and metaphor, influence personal response to different texts. Identify the relationship between words, sounds, imagery and language patterns in narratives and poetry such as ballads, limericks and free verse.





Common Assessment: • NT ESL Writing Levels • DoE ESL/ESD Progress Maps for Speaking and Listening

LITERACY YEAR 3 YEAR 4 YEAR 5 YEAR 6 Identify the point of view of a text and suggest alternative points of view. Identify the audience and purpose of imaginative, informative and persuasive texts. Read an increasing range of different types of texts by combining contextual, semantic, grammatical and phonic knowledge, using text processing strategies, for example monitoring, predicting, confirming, rereading, reading on and self-correcting.

Identify and explain language features of texts from earlier times and compare with the vocabulary, images, layout and content of contemporary texts. Identify characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text. Read different types of text by combining contextual, semantic, grammatical and phonic knowledge using text processing strategies for example monitoring

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.

Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text. Navigate and read texts for specific purposes

Analyse how text structures and language features work together to meet the purpose of a text. Analyse strategies authors use to influence readers. Select, navigate and read texts for a range of purposes, applying appropriate text processing strategies and interpreting structural features, for example table of contents, glossary, chapters, headings and subheadings.

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Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and langue features.

meaning, cross checking and reviewing. Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts.

applying appropriate text processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanning. Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources.

Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts.





Common Assessment: • N/A

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WRITING SCOPE AND SEQUENCE (Middle & Upper Primary) LANGUAGE YEAR 3 YEAR 4 YEAR 5 YEAR 6 Understand that paragraphs are a key organisational feature of written texts. Understand that a clause is a unit of grammar usually containing a subject and a verb and that these need to be in agreement. Understand that verbs represent different processes, for example doing, thinking, saying, and relating and that these processes are anchored in time through tense. Understand how to use sound-letter relationships and knowledge of spelling rules, compound words, prefixes, suffixes, morphemes and less common letter combinations, for example ‘tion’. Know that word contractions are a feature of informal language and that apostrophes of contraction are used to signal missing letters.

Understand how texts are made cohesive through the use of linking devices including pronoun reference and text connectives. Understand that the meaning of sentences can be enriched through the use of noun groups/phrases and prepositional phrases.

Incorporate new vocabulary from a range of sources into students’ own texts including vocabulary encountered in research. Understand how to use strategies for spelling words, including spelling rules, knowledge of morphemic word families, spelling generalisations, and letter combinations including double letters. Recognise homophones and know how to use context to identify correct spelling. Recognise how quotation marks are used in texts to signal dialogue, titles and quoted (direct) speech.

Understand that the starting point of a sentence gives prominence to the message in the text and allows for prediction of how the text will unfold. Understand the difference between main and subordinate clauses that that a complex sentence involves at least one subordinate clause. Understand how noun groups/phrases and adjective groups/phrases can be expanded in a variety of ways to provide a fuller description of the person, place, thing or idea. Understand the use of vocabulary to express greater precision of meaning, and know that words can have different meanings in different contexts. Understand how the grammatical category of possessives is signalled through apostrophes and how to use apostrophes with common and proper nouns.

Understand that cohesive links can be made in texts by omitting or replacing words. Investigate how complex sentences can be used in a variety of ways to elaborate, extend and explain ideas. Understand how ideas can be expanded and sharpened through careful choice of verbs elaborated tenses and a range of adverb groups/phrases. Investigate how vocabulary choices, including evaluative language can express shades of meaning, feeling and opinion. Understand how to use banks of known words, word origins, base words, suffixes and prefixes, morphemes, spelling patterns and generalisations to learn and spell new words, for example technical words and words adopted form other languages. Understand the use of commas to separate clauses.






LITERATURE YEAR 3 YEAR 4 YEAR 5 YEAR 6

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Create imaginative texts based on characters, settings and events from students’ own and other cultures using visual features, for example perspective, distance and angle. Create texts that adapt language features and patterns encountered in literary texts, for example characterisation, rhyme, rhythm, mood, music, sound effects and dialogue.

Create literary texts by developing storylines, characters and settings. Create literary texts that explore students’ own experiences and imagining.

Create literary texts that experiment with structures, ideas and stylistic features of selected authors. Create literary texts using realistic and fantasy settings and characters that draw on the worlds represented in texts students have experienced.

Experiment with text structures and language features and their effects in creating literary texts, for example, using imagery, sentence variation, metaphor and word choice. Create literary texts that adapt or combine aspects of texts students have experienced in innovative ways.

ACELT 1601 ACELT 1791





LITERACY YEAR 3 YEAR 4 YEAR 5 YEAR 6 Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print, and multimodal elements appropriate to the audience and purpose. Reread and edit texts for meaning, appropriate structure, grammatical choices and punctuation. Write using joined letters that are clearly formed and consistent in size. Use software including word processing programs with growing speed and efficiency to construct and edit texts featuring visual, print and audio elements.

Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features. Reread and edit for meaning by adding, deleting or moving words or word groups to improve content and structure. Write using clearly-formed joined letters, and develop increased fluency and automaticity. Use a range of software including word processing programs to construct, edit and publish written text, and select, edit and place

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. Reread and edit student’s own and others’ work using agreed criteria for text structures and language features. Develop a handwriting style that is becoming legible, fluent and automatic. Use a range of software including word processing programs with fluency to construct, edit and place visual, print and audio elements.

Compare texts including media texts that represent ideas and events in different ways, explaining the effects of the different approaches. Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience. Reread and edit students’ own and others’ work using agreed criteria and explain editing choices. Develop a handwriting style that is legible, fluent and automatic and varies according to audience and purpose. Use a range of software,

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visual, print and audio elements.

including word processing programs, learning new functions as required to create texts.




ACELY 1708 ACELY 1714 ACELY 1715 ACELY 1716 ACELY 1717

Common Assessment: • NT ESL Writing Levels

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APPENDIX 14.0

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!!!

!!This!unit!of!work!contains![number]!of!lessons.!It!provides!students!with!opportunities!to.......................................................................................................!!!CONTENTS!CURRICULUM!INFORMATION!Phase!of!development!…………………!!1!Major!learning!areas!….......................1!Values!………………………………..............1!!!TOPIC!INFORMATION!Purpose……………………………………..……2!Student!outcomes………………..…………2!Key!background!points………..………….2!Cultural!and!protocol!considerations.....................................2!!!TEACHING!AND!LEARNING!STRATEGIES!Teaching!resources!overview………….2!Lesson!1:![Title]…………….………………..3!Lesson!2:![Title]……………….……………..4!Lesson!3:![Title]!……………….…………….5!Lesson!4:![Title]!…………………….……….6!Lesson!5:![Title]!…………………….……….7!!PHOTOCOPIABLE!RESOURCES!Learning!guide!1:![Title]………………….8!Learning guide 2: [Title]…………….……9






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Integrated with Science, Music/Language & ICT

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sear

ches

/wor

d ga

mes

, etc

. Ea

ch le

sson

com

men

ces

with

one

of t

he fo

llow

ing:

•

Stor

yboo

k –

Oce

an C

reat

ure

Them

e.

• So

ng –

Oce

an C

reat

ure

Them

e.

• DV

D –

Sea

Crea

ture

s.

• Yo

uTub

e cli

p –

Oce

an T

hem

e.

• Yo

uTub

e cli

p –

Indi

geno

us P

ersp

ectiv

es (d

ust e

choe

s)

WEE

K LE

SSO

NS

1 Le

sson

One

: Liv

ing

or N

on-L

ivin

g 1.

W

alk

thro

ugh

the

scho

ol g

roun

ds o

r aro

und

the

scho

ol b

lock

, ask

stu

dent

s to

poi

nt o

ut li

ving

thin

gs a

nd n

on-li

ving

thin

gs.

2.

Whe

n ba

ck in

the

class

room

, ask

stu

dent

s to

dra

w a

line

down

a p

age

then

dra

w an

d la

bel li

ving

thin

gs th

ey s

aw o

n on

e si

de a

nd n

on-li

ving

thin

gs o

n th

e

Smith 2014

103

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ULUN

GAR

RA C

OM

MUN

ITY

SCHO

OL

Wul

unga

rra/

Smith

201

3/

othe

r. 3.

As

k yo

ur s

tude

nts

to th

ink

abou

t how

we

know

if s

omet

hing

is liv

ing

or n

on-li

ving?

4.

Pl

ace

stud

ents

into

pai

rs a

nd re

ad o

ut e

ach

of th

e be

low

word

s on

e at

a ti

me.

Afte

r eac

h wo

rd, a

sk s

tude

nts

to c

onfe

r with

eac

h ot

her a

nd d

ecid

e wh

ethe

r the

wo

rd is

a n

eces

sity

for s

omet

hing

to b

e liv

ing.

E.g

. Gro

w, r

epro

duce

, has

hai

r, is

har

d, ta

ke in

nut

rient

s, b

e un

derw

ater

, not

mov

e, h

ave

air,

build

thin

gs,

elim

inat

e w

aste

, mov

e, ta

lk, e

tc.

5.

Brai

nsto

rm: r

ecor

d in

min

d-m

ap fo

rm o

n wh

itebo

ard

what

thin

gs c

an liv

e un

der t

he o

cean

? 6.

Di

scus

s an

d re

sear

ch w

hat a

sub

mar

ine

is a

nd h

ow w

e ar

e go

ing

to p

rete

nd w

e ar

e in

a s

ubm

arin

e to

go

unde

r the

oce

an to

dis

cove

r wha

t live

s th

ere.

7.

St

uden

ts c

opy

min

d m

ap o

nto

work

shee

t. 8.

IW

B UN

DER

THE

OCE

AN Y

ouTu

be: N

atio

nal G

eogr

aphi

c, W

A Aq

uariu

m o

r Syd

ney

Aqua

rium

etc

. 2

Less

on T

wo:

Par

ts o

f a F

ish

1. I

CT: L

ook

up d

iffer

ent t

ypes

of f

ish

on c

ompu

ters

in lib

rary

. Rea

d st

ory.

2.

Cho

ose

one

fish

you

like

and

fill in

info

rmat

ion

shee

t abo

ut th

at fi

sh.

Draw

a p

ictur

e of

you

r fis

h an

d la

bel a

ll the

par

ts o

f the

fish

you

can

.

3 Le

sson

Thr

ee: M

y Sh

ell i

s M

y Ho

me

1. B

rain

stor

m w

hat s

ea c

reat

ures

hav

e sh

ells

? Re

ad s

tory

. 2.

Tea

cher

reco

rds

on b

oard

stu

dent

resp

onse

s.

3. W

atch

Stu

dy J

ams:

Sea

Cre

atur

es w

ith S

hells

. 4.

Stu

dent

s ch

oose

a fr

iend

to w

ork

with

to p

lan,

mak

e an

d wr

ite a

bout

a s

ea c

reat

ure

with

a s

hell;

choo

se fr

om a

hat

. 5.

Dis

cuss

wha

t mak

es a

goo

d se

nten

ce/p

arag

raph

. St

uden

ts w

ork

toge

ther

to c

ome

up w

ith c

orre

ctly

cons

truct

ed s

ente

nces

and

par

agra

phs

desc

ribin

g th

eir s

helle

d cr

eatu

re.

4 Le

sson

Fou

r: Da

nger

, Dan

ger,

Dead

ly C

reat

ures

1.

Rea

d st

ory

abou

t dea

dly

sea

crea

ture

s.

2. D

iscu

ss B

ook.

Co

mpr

ehen

sion

Act

ivitie

s.

5 Le

sson

Fiv

e: In

dige

nous

Dre

amin

g (In

con

sulta

tion

with

AEW

) 1.

Yar

n Ti

me.

2.

DVD

or Y

ouTu

be c

lip to

sup

port

stor

y.

Com

preh

ensi

on w

orks

heet

to d

emon

stra

te u

nder

stan

ding

.

6 Le

sson

Six

: Com

pare

– W

hat’s

the

Diffe

renc

e?

1. B

rain

stor

m a

ll typ

es o

f Sea

Cre

atur

es, l

ook

in b

ooks

, You

Tube

clip

s, D

VDs,

etc

. As

k st

uden

ts to

dra

w a

pict

ure

of tw

o liv

ing

anim

als

they

saw

on

the

YouT

ube

clip

or k

now

abou

t tha

t live

in th

e oc

ean.

Ask

them

to d

escr

ibe

how

they

are

di

ffere

nt; w

rite

word

s do

wn, m

odel

on

white

boar

d wi

th w

ord

lists

I.e.

adj

ectiv

es a

nd n

ouns

. Dis

cuss

with

stu

dent

s wh

ethe

r the

se tw

o di

ffere

nt a

nim

als

need

di

ffere

nt h

omes

/hab

itats

to liv

e in

eve

n th

ough

they

are

bot

h in

the

ocea

n. W

hy?

7 Le

sson

Sev

en: T

ell U

s Ab

out I

t! St

uden

t cho

oses

a s

ea c

reat

ure

and

fills

in a

n In

form

atio

n Re

port

tem

plat

e ga

ther

ing

info

rmat

ion

to p

repa

re to

writ

e th

eir i

nfor

mat

ion

repo

rt.

8 Le

sson

Eig

ht: P

repa

re th

at R

epor

t

Smith 2014

104

W

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GAR

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OM

MUN

ITY

SCHO

OL

Wul

unga

rra/

Smith

201

3/

Teac

her s

uppo

rts s

tude

nts

to u

se th

e in

form

atio

n th

ey h

ave

gath

ered

ove

r the

pas

t few

wee

ks to

writ

e th

eir i

nfor

mat

ion

repo

rt th

en p

ublis

h us

ing

iPad

s.

9 Le

sson

Nin

e: A

sses

smen

t Tim

e 1.

Stu

dent

pre

sent

s In

form

atio

n Re

port

to c

lass

and

has

the

oppo

rtuni

ty to

use

the

follo

wing

to d

emon

stra

te u

nder

stan

ding

•

Writ

ing

• M

ovin

g •

Mak

ing

• Dr

awin

g •

Talki

ng

RE

SOUR

CES

ASSE

SSM

ENT

Supp

ortin

g Te

xts

• O

cean

The

me

book

s fro

m lib

rary

(var

iety

). •

Rain

bow

Fish

. •

Yello

w Su

bmar

ine

song

. •

Oct

opus

’s G

arde

n so

ng.

• Po

ems.

•

DVD

Natio

nal G

eogr

aphi

c.

• Sy

dney

Aqu

ariu

m S

tude

nt b

ookle

t. •

Indi

geno

us S

tude

nt b

ookle

t. W

ebsi

tes

• Du

st E

choe

s.

• St

udy

Jam

s.

• Na

tiona

l Geo

grap

hic.

•

Have

Fun

Tea

chin

g.

• W

ork

Sam

ples

. •

Teac

her o

bser

vatio

n an

d di

scus

sion

s.

• As

sess

men

t Pro

ject

: Ora

l Pre

sent

atio

n.

• Ch

eckli

sts.

Smith 2014

105

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OM

MUN

ITY

SCHO

OL

Wul

unga

rra/

Smith

201

3/

ST

UDEN

T NA

ME

& YE

AR L

EVEL

DESC

RIPT

IVE

LANG

UAG

E R

ecog

nise

s an

d an

w

rite

abou

t si

mila

ritie

s an

d di

ffere

nces

bet

wee

n liv

ing

and

non

livin

g th

ings

usi

ng

desc

riptiv

e la

ngua

ge.

NOUN

S &

ADJE

CTIV

ES

Can

wor

k in

divi

dual

ly

to c

ompl

ete

‘Par

ts o

f a

Fish

Wor

kshe

et’

corre

ctly

, usi

ng

noun

s an

d ap

prop

riate

ad

ject

ives

. Can

id

entif

y th

ese

type

s of

wor

ds.

SPEA

KING

&

LIST

ENIN

G

List

ens

to, w

atch

es,

spea

ks a

nd w

rites

ab

out i

ndig

enou

s st

orie

s of

sea

life

and

th

eir

sign

ifica

nce/

tote

ms

etc.

WRI

TING

: IN

FORM

ATIO

N RE

PORT

In

divi

dual

ly

com

plet

es a

n In

form

atio

n R

epor

t on

cho

ice

of o

ne s

ea

crea

ture

usi

ng

tem

plat

e pr

ovid

ed.

ICT

Usi

ng In

form

atio

n R

epor

t stu

dent

use

s iP

ad to

pub

lish

stor

y ab

out c

hose

n se

a cr

eatu

re.

ORA

L PR

ESEN

TATI

ON

Stud

ent c

lear

ly

pres

ents

thei

r In

form

atio

n R

epor

t to

clas

s.

CO

MM

ENTS

KEY:

A =

Achi

eved

W =

Wor

king

Tow

ards

N

= Ne

eds

Impr

ovem

ent

NP

= N

ot P

rese

nt a

t Ass

essm

ent T

ime

Smith 2014

106


!!!







! !! !! !! !! !

!Values!

‘This is me! What makes me special?’: Literacy

Integrated with Science, Music/Language & ICT

Smith 2014

107

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RA C

OM

MUN

ITY

SCHO

OL

Wul

unga

rra/

Smith

201

3/

LITE

RACY

‘T

his

is m

e! W

hat m

akes

me

spec

ial?

’

OUT

COM

ES

INDI

CATO

RS/K

EY ID

EAS

DAIL

Y LE

ARNI

NG E

XPER

IENC

ES

The

Stud

ents

will:

C

UES

1: C

omm

unic

ate

som

e co

mm

on c

hara

cter

istic

s th

at a

ll pe

ople

sha

re, a

s w

ell a

s so

me

of th

e di

ffere

nces

. C

CES

1: D

escr

ibe

even

ts o

r ret

ells

st

orie

s th

at d

emon

stra

te th

eir o

wn

herit

age

and

the

herit

age

of o

ther

s.

TES1

.1: C

omm

unic

ates

with

pee

rs

and

know

n ad

ults

in in

form

al

situ

atio

ns a

nd s

truct

ured

act

iviti

es

deal

ing

brie

fly w

ith fa

milia

r top

ics.

• R

ecou

nts

even

ts a

nd s

ituat

ions

in

volv

ing

them

selv

es a

nd o

ther

s.

• R

ecal

ls a

spec

ts o

f the

ir fa

mily

, he

ritag

e, in

clud

ing

coun

tries

thei

r re

lativ

es c

ame

from

, val

ued

fam

ily

poss

essi

ons

and

relig

ious

pra

ctic

es.

• Li

sten

s to

and

talk

s ab

out s

torie

s of

ot

her f

amilie

s an

d th

eir h

erita

ge,

incl

udin

g co

untri

es o

f orig

in a

nd

Abor

igin

ality

. •

Link

peo

ple

to e

vent

s in

thei

r ow

n lif

e, b

oth

past

and

pre

sent

. •

Loca

te it

ems

rele

vant

to th

e he

ritag

e of

peo

ple

from

thei

r cul

ture

s.

• R

efer

to c

urre

nt fa

mily

, sch

ool,

loca

l, na

tiona

l and

glo

bal e

vent

s.

• Li

sten

s to

Dre

amin

g st

orie

s.

• Se

quen

ces

even

ts a

nd s

tage

s in

th

eir l

ife a

nd in

the

lives

of o

ther

s.

• Ta

lk a

bout

then

and

now

. •

Ref

lect

on

thei

r life

and

wha

t the

ir lif

e co

uld

be li

ke in

the

futu

re.

How

do

I com

pare

with

oth

ers?

WEE

K LE

SSO

NS

1 Le

sson

One

: •

Teac

her d

escr

ibes

to c

lass

wha

t is

spec

ial a

bout

sel

f (ha

nds

out “

Me”

boo

s fo

r chi

ldre

n to

com

plet

e at

hom

e).

• R

ead

a sh

ort s

tory

– T

itch

and

disc

uss.

•

Writ

e a

shor

t sto

ry a

bout

them

selv

es a

nd w

hy th

ey a

re s

peci

al.

2 Le

sson

Tw

o:

• M

ake

a fa

cts

char

t abo

ut y

ours

elf E

.g. h

air,

age,

eye

col

our,

etc.

•

Dra

w a

tim

elin

e fro

m 0

– 5

, 6, 7

, 8 w

ith a

n illu

stra

tion

of w

hat y

ou c

ould

do

at e

ach

age.

•

Col

lect

pic

ture

s of

face

s sh

owin

g ey

es, h

air c

olou

r and

leng

th a

nd s

hape

of f

ace.

Smith 2014

108

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OL

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Smith

201

3/

• C

ateg

oris

e fa

ce p

ictu

res

into

as

man

y gr

oups

as

poss

ible

. •

Look

at y

our p

artn

er a

nd d

iscu

ss th

e th

ings

that

are

the

sam

e an

d th

e th

ings

that

are

diff

eren

t.

3 Le

sson

Thr

ee:

• D

esig

n a

wal

l boa

rder

of t

he c

hild

ren’

s ha

nd a

nd fo

ot p

rints

. •

Rea

d st

orie

s ab

out f

amilie

s an

d di

scus

s ho

w th

e fa

mily

in th

e st

ory

is th

e sa

me/

diffe

rent

to y

our f

amily

. •

Dis

cuss

with

you

r par

tner

wha

t is

the

sam

e/di

ffere

nce

betw

een

your

fam

ilies.

•

Send

lette

rs h

ome

to p

aren

ts a

bout

cul

tura

l bac

kgro

und

talk

s.

4 Le

sson

Fou

r:

• Vi

sit t

he s

enio

r cla

ss a

nd w

atch

the

child

ren

doin

g th

eir w

ork.

Ask

them

wha

t the

y ca

n do

now

that

they

cou

ldn’

t do

whe

n th

ey w

ere

youn

ger.

• C

ompl

ete

“Now

I am

old

er I

can…

.” W

orks

heet

.

5 Le

sson

Fiv

e:

• R

ead

a st

ory

abou

t Abo

rigin

al d

ream

time

and

disc

uss

• C

olle

ct in

form

atio

n ab

out c

ultu

ral b

ackg

roun

ds a

nd c

ount

ries

of o

rigin

of f

amilie

s (o

ngoi

ng p

roce

ss).

• H

ave

a “S

ock

Day

”: ol

d, p

retty

, foo

tbal

l, ba

by s

ock

– de

scrib

e yo

ur s

ock

to th

e cl

ass.

•

Dis

cuss

eac

h ot

her’s

soc

k an

d w

hat t

he s

ock

mea

ns to

you

.

6 Le

sson

Six

: •

Invi

te p

aren

ts to

com

e in

and

talk

abo

ut th

eir c

ultu

ral b

ackg

roun

ds to

the

clas

s.

• D

ispl

ay a

ny a

rtefa

cts

or p

erso

nal o

bjec

ts re

latin

g to

thei

r cul

ture

in th

e cl

assr

oom

.

7 Le

sson

Sev

en:

• H

ave

child

ren

give

a s

hort

talk

title

d “T

his

is m

y Li

fe”,

usin

g th

eir ‘

Me’

boo

ks.

8 Le

sson

Eig

ht:

1.

9 Le

sson

Nin

e:

1.

10

Less

on T

en:

1.

RE

SOUR

CES

ASSE

SSM

ENT

Supp

ortin

g Te

xts

• Ti

tch.

•

The

Party

. •

Whe

re th

e W

ild T

hing

s Ar

e.

• Yo

u’ll

Soon

Gro

w In

to T

hem

Titc

h.

• M

um G

oes

to W

ork.

• W

ork

Sam

ples

. •

Teac

her o

bser

vatio

n an

d di

scus

sion

s.

• As

sess

men

t che

cklis

t/wor

kshe

et a

t the

end

of t

he u

nit.

Smith 2014

109

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RA C

OM

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ITY

SCHO

OL

Wul

unga

rra/

Smith

201

3/

Web

site

s •

Smith 2014

110

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ITY

SCHO

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rra/

Smith

201

3/

STUD

ENT

NAM

E &

YEAR

LEV

EL

Reco

gnis

es

sim

ilarit

ies

and

diffe

renc

es in

th

emse

lves

and

ot

hers

.

Sequ

ence

s ev

ents

an

d st

ages

in th

eir

own

life

and

in th

e liv

es o

f oth

ers.

List

ens

to a

nd ta

lks

abou

t sto

ries

of

othe

r fam

ilies

and

th

eir h

erita

ge.

Talk

s ab

out t

hen

and

now

. Pr

esen

ts a

talk

to

the

clas

s ab

out

thei

r spe

cial

soc

k.

Com

plet

es a

nd

pres

ents

thei

r “M

e”

Book

to th

e cl

ass.

CO

MM

ENTS

KEY:

A =

Achi

eved

W =

Wor

king

Tow

ards

N

= Ne

eds

Impr

ovem

ent

NP

= N

ot P

rese

nt a

t Ass

essm

ent T

ime

Smith 2014

111


!!!







! !! !! !! !! !

!Values!

‘Getting About’: Literacy Integrated with Science, Music/Language & ICT

Smith 2014

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RA C

OM

MUN

ITY

SCHO

OL

Wul

unga

rra/

Smith

201

3/

LITE

RACY

‘G

ettin

g Ab

out’

Vehi

cles

in o

ur S

choo

l and

Loc

al A

rea:

Ene

rgy

O

UTCO

MES

IN

DICA

TORS

/KEY

IDEA

S DA

ILY

LEAR

NING

EXP

ERIE

NCES

Ph

ysic

al P

heno

men

a En

ergy

can

exi

st in

var

ious

form

s an

d ca

n be

use

d to

mee

t spe

cific

ne

eds.

A c

onsi

dera

ble

prop

ortio

n of

hu

man

act

ivity

dep

ends

on

unde

rsta

ndin

g of

phy

sica

l ph

enom

ena

rela

ted

to e

nerg

y, s

pace

an

d tim

e.

Early

Sta

ge 1

PP

ES1

.4

Expl

ores

and

iden

tifie

s wa

ys s

ome

form

s of

ene

rgy

are

used

in th

eir

daily

lives

. St

age

1 PP

S1.

4 Id

entif

ies

and

desc

ribes

diff

eren

t wa

ys s

ome

form

s of

ene

rgy

are

used

in

the

com

mun

ity.

Inte

grat

ed w

ith S

cien

ce

Early

Sta

ge 1

•

Exam

ines

mov

ing

toys

and

pro

pose

s ex

plan

atio

ns fo

r the

ir m

ovem

ent E

.g.

‘I ca

n ro

ll th

e ba

ll.’

• Ex

plor

es a

nd m

anip

ulat

es m

ovin

g pa

rts in

con

stru

ctio

n m

ater

ials

(E.g

. ge

ars

and

whee

ls) a

nd d

escr

ibes

the

ways

they

mov

e.

Stag

e 1

• Ex

plor

es a

nd d

escr

ibes

how

pus

hes

and

pulls

can

mak

e th

ings

mov

e E.

g.

Push

ing

a ba

ll or t

oy c

ar.

• M

akes

it m

ove,

col

lect

s to

ys th

at

mov

e an

d cla

ssifie

s th

em a

ccor

ding

to

pus

h or

pul

l.

Wat

ch A

BC o

nlin

e fo

r Jun

iors

Tra

nspo

rt Se

ries

at th

e be

ginn

ing

of e

ach

less

on (c

over

s la

nd, w

ater

and

air

trans

port)

.

WEE

K LE

SSO

NS

1 Le

sson

One

: But

how

will

I ge

t the

re?

1.

Wat

ch A

BC O

nlin

e.

2.

Gro

up d

iscu

ssio

n: T

rans

port

in o

ur lo

cal a

rea,

reco

rd o

n wh

itebo

ard.

3.

Tr

ansp

ort W

ord

Wal

l: As

k st

uden

ts fo

r the

ir ow

n wo

rds.

4.

In

divid

ual w

ork

at id

entif

ying

form

s of

tran

spor

t in

thei

r own

com

mun

ity, c

olla

ging

and

col

latin

g in

form

atio

n. S

tude

nts

gath

er p

ictur

es fo

r use

in n

ext l

esso

n. A

ll tra

nspo

rt pi

ctur

es g

o to

ward

s th

e tra

nspo

rt se

ctio

n of

the

mur

al.

2 Le

sson

Tw

o:

1. S

tude

nts

class

ify a

nd re

class

ify p

ictur

es u

sing

a v

arie

ty o

f crit

eria

E.g

. num

ber o

f whe

els,

whe

re th

ey tr

avel

, wha

t the

ir lo

ad is

, how

they

are

pow

ered

.

Smith 2014

113

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OM

MUN

ITY

SCHO

OL

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unga

rra/

Smith

201

3/

2. S

tude

nts

iden

tify

the

char

acte

ristic

s an

d us

es o

f diff

eren

t veh

icles

.

3 Le

sson

Thr

ee: H

ow d

oes

Japa

nese

rice

get

to A

ustra

lia?

1. S

tude

nts

cont

inue

to w

ork

on c

olla

ge a

spec

t of m

ural

with

pict

ures

foun

d.

2. S

tude

nts

are

aske

d to

iden

tify

thin

gs w

e ne

ed to

tran

spor

t E.g

. ani

mal

s, s

choo

l chi

ldre

n, p

etro

l, fo

od, s

eafo

od.

3. S

tude

nts

are

aske

d wh

ere

thin

gs n

eed

to b

e tra

nspo

rted

to E

.g. O

ver o

cean

s, th

roug

h m

ount

ains

; how

do

we d

o th

is?

4. W

atch

You

Tube

clip

of p

rodu

ce b

eing

tran

spor

ted

over

seas

and

aro

und

Aust

ralia

. 4

Less

on F

our:

How

do

you

get t

o sc

hool

? 1.

Who

le C

lass

Act

ivity

– S

urve

y 2.

Eva

luat

e go

od w

ays

to c

ome

to s

choo

l? C

onsi

der s

afet

y, k

eepi

ng d

ry, e

njoy

men

t; is

this

the

sam

e fo

r eve

ryon

e? W

hy/w

hy n

ot?

3. W

atch

You

Tube

clip

of c

hild

ren

mak

ing

thei

r way

to s

choo

l in A

ustra

lia a

nd o

ther

cou

ntrie

s.

5 Le

sson

Fiv

e: K

eep

it Sa

fe

1.

Ask

why

ther

e ar

e ru

les

abou

t: se

atbe

lts, s

tand

ing

in b

uses

, lin

ing

up fo

r bus

es, b

ike h

elm

ets.

2.

As

k st

uden

ts w

hat m

akes

road

s sa

fe?

E.g.

Cro

ssin

gs, t

raffi

c lig

hts,

give

way

sig

ns e

tc.

3.

Role

Pla

y: U

se c

ross

ing

(tape

on

floor

).

6 Le

sson

Six

: Ene

rgy

1. W

atch

vid

eo a

nd d

iscu

ss e

nerg

y ht

tp://

tiki.o

newo

rld.n

et/e

nerg

y/en

ergy

3.ht

ml

2. L

iving

thin

gs a

nd m

achi

nes

need

ene

rgy

to d

o th

ings

. 3.

Wha

t mak

es th

ings

mov

e? H

uman

Bei

ngs.

4.

Act

ivitie

s ar

ound

ene

rgy

requ

ired

for t

rans

port

vehi

cles:

wor

kshe

et m

atch

ene

rgy

form

to tr

ansp

ort v

ehicl

e.

5. P

lay

gam

es a

nd q

uizz

es fr

om fo

llowi

ng w

ebsi

te o

n en

ergy

http

://st

udyja

mes

.sch

olas

tic.c

om/s

tudy

jam

es/in

dex.

htm

7

Less

on S

even

: Des

ign

1. C

reat

e a

desi

gn/d

rawi

ng o

f a h

alf a

nim

al, h

alf m

achi

ne th

at c

ould

be

used

as

a tra

nspo

rt m

achi

ne. Y

ou m

ust s

tate

wha

t is

bein

g tra

nspo

rted

and

the

sour

ce

of e

nerg

y us

ed.

RE

SOUR

CES

ASSE

SSM

ENT

Supp

ortin

g Te

xts

•

Web

site

s •

• W

ork

Sam

ples

. •

Teac

her o

bser

vatio

n an

d di

scus

sion

s.

• St

uden

ts id

entif

y di

ffere

nt ty

pes

of v

ehicl

es fo

r mov

ing

diffe

rent

type

s of

load

s.

• St

uden

ts e

xpla

in h

ow a

nd w

hat m

akes

mac

hine

s m

ove.

Smith 2014

114

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ULUN

GAR

RA C

OM

MUN

ITY

SCHO

OL

Wul

unga

rra/

Smith

201

3/

ST

UDEN

T NA

ME

& YE

AR L

EVEL

Can

stud

ents

nam

e te

n (1

0) d

iffer

ent

type

s of

tran

spor

t ve

hicl

es?

Can

stud

ents

id

entif

y di

ffere

nt

type

s of

veh

icle

s fo

r mov

ing

vario

us

load

s?

Can

stud

ents

id

entif

y di

ffere

nt

type

s of

veh

icle

s fo

r mov

ing

hum

an

bein

gs?

Can

stud

ents

id

entif

y w

hich

toys

ne

ed to

be

push

ed

or p

ulle

d to

mov

e?

Can

stud

ents

tell

teac

her i

n th

eir

own

wor

ds w

hat

mak

es th

ings

m

ove?

Can

stud

ents

de

sign

and

dra

w

thei

r ow

n ha

lf an

imal

hal

f m

achi

ne tr

ansp

ort

vehi

cle?

CO

MM

ENTS

KEY:

A =

Achi

eved

W =

Wor

king

Tow

ards

N

= Ne

eds

Impr

ovem

ent

NP

= N

ot P

rese

nt a

t Ass

essm

ent T

ime

Smith 2014

115


!!!







! !! !! !! !! !

!Values!

Solar System: Literacy Integrated with Science, Music/Language & ICT

Smith 2014

116

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GAR

RA C

OM

MUN

ITY

SCHO

OL

Wul

unga

rra/

Smith

201

3/

LITE

RACY

‘T

HE S

OLA

R SY

STEM

’

OUT

COM

ES

INDI

CATO

RS/K

EY ID

EAS

LEAR

NING

EXP

ERIE

NCES

EA

RLY

STAG

E 1

ES E

S1.6

Ex

plor

es a

nd id

entif

ies

ways

the

envir

onm

ent i

nflu

ence

s th

eir d

aily

lives

. ST

AGE

1 ES

S1.

6 Id

entif

ies

and

desc

ribes

way

s in

wh

ich p

eopl

e an

d ot

her l

iving

thin

gs

depe

nd u

pon

the

Earth

and

its

envir

onm

ents

.

• Co

ntrib

utes

to a

‘who

le c

lass

task

’ to

pla

n an

d co

nstru

ct a

mod

el o

f th

e so

lar s

yste

m.

• Is

abl

e to

con

tribu

te to

dis

cuss

ion

rega

rdin

g th

e so

lar s

yste

m

inclu

ding

the

impo

rtanc

e of

the

sun,

cha

ract

eris

tics

of v

ario

us

• Ca

n re

pres

ent u

sing

pict

ures

, co

llage

, con

cret

e m

ater

ials

the

posi

tion

and

size

of t

he p

lane

ts in

re

latio

n to

the

sun.

•

Acce

sses

and

reco

rds

info

rmat

ion

abou

t the

sun

and

pla

nets

in th

e so

lar s

yste

m.

This

Scie

nce

and

Tech

nolo

gy U

nit w

ill be

inte

grat

ed e

ach

week

with

visu

al a

rts a

nd ru

n fo

r ap

prox

imat

ely

60 m

inut

es.

The

Sola

r Sys

tem

De

finitio

n: T

he s

un to

geth

er w

ith 8

pla

nets

and

all o

ther

cel

estia

l bod

ies

that

orb

its th

e su

n.

Stud

ents

will

be p

aire

d du

ring

scie

nce

less

ons

or th

e wh

ole

tem

I.e.

a k

inde

r stu

dent

sits

wi

th a

stu

dent

from

yea

r one

or t

wo.

WEE

K LE

SSO

NS

1 Le

sson

One

: ‘Th

e Ni

ght S

ky’

• W

atch

on

YouT

ube:

‘Our

Nig

ht S

ky’.

• W

hole

cla

ss d

iscu

ssio

n (re

cord

con

tribu

tions

on

boar

d –

thes

e wo

rds

beco

me

our w

ord

wall)

. •

Find

out

wha

t stu

dent

s al

read

y kn

ow: d

on’t

give

them

ans

wers

yet

let t

hem

dis

cuss

/bra

inst

orm

usi

ng th

eir o

wn la

ngua

ge.

1.

Wha

t obj

ects

do

we s

ee in

the

nigh

t sky

? 2.

W

hat i

s ‘T

he M

ilky

Way

’?

3.

Wha

t is

the

‘Sol

ar S

yste

m’?

4.

Ho

w m

an p

lane

ts a

re th

ere?

5.

W

hat e

lse

is th

ere

besi

des

plan

ets,

the

sun,

moo

ns?

E.g.

met

eors

, com

ets,

ast

eroi

ds…

Wha

t are

they

? 6.

Re

cord

on

white

boar

d an

d tra

nsfe

r wor

ds to

wor

d wa

ll. •

Wor

kshe

et: S

tude

nts

work

in p

airs

(you

nger

with

old

er) t

o cu

t out

the

pict

ures

for T

he N

ight

Sky

wor

kshe

et.

• CA

PA in

tegr

atio

n co

mm

ence

s ar

twor

k/ac

tivity

one

(see

CAP

A pr

ogra

mm

ing)

. •

Expl

ain

to s

tude

nts

they

will

work

on

a pr

ojec

t to

be p

rese

nt in

wee

k 10

. Pro

ject

will

invo

lve s

tude

nts

rese

arch

ing

give

n pl

anet

and

ans

werin

g re

leva

nt

ques

tions

on

proj

ect t

empl

ate.

2

Less

on T

wo:

•

Revis

e la

st w

eek,

ask

if a

nyon

e fo

und

the

nam

es o

f any

oth

er o

bjec

ts in

our

gal

axy

i.e. m

eteo

rs, c

omet

s, a

ster

oids

& e

xpla

in w

hat t

hey

are?

Smith 2014

117

W

ULUN

GAR

RA C

OM

MUN

ITY

SCHO

OL

Wul

unga

rra/

Smith

201

3/

• W

atch

You

Tube

‘Pla

net E

arth

Son

g’.

• W

hole

cla

ss d

iscu

ssio

n: H

ow is

the

Earth

diff

eren

t to

othe

r pla

nets

? •

Wor

kshe

et: W

ork

in p

airs

on

plan

et e

arth

wor

kshe

et a

nd h

ave

fun

fillin

g in

you

r ast

rona

ut’s

pas

spor

t. •

Disc

uss

what

is a

n as

trona

ut?

• CA

PA in

tegr

atio

n co

ntin

ues

with

artw

ork.

3 Le

sson

Thr

ee: D

ay &

Nig

ht

• Re

ad b

ook.

•

Gro

up D

iscu

ssio

n: s

tude

nts

nam

e so

me

activ

ities

that

you

do

durin

g th

e da

y an

d du

ring

the

even

ing.

•

Wor

kshe

et: ‘

Day

& Ni

ght’.

4 Le

sson

Fou

r: St

ar o

f our

Uni

vers

e •

Wat

ch &

Lea

rn a

ll abo

ut th

e SU

N: h

ttp://

sola

rsys

tem

.nas

a.go

v/kid

s/fra

me/

pane

l/#Su

n •

Gro

up d

iscu

ssio

n ab

out t

he im

porta

nce

of th

e su

n… R

elat

e to

ene

rgy

unit

from

last

term

. •

Wor

kshe

et ‘T

he S

un’.

• CA

PA p

aper

pla

te s

un.

5 Le

sson

Fiv

e: T

he M

oon

• W

alkin

g on

the

moo

n fo

otag

e: V

ERY

EXCI

TING

!: ht

tp://

www.

yout

ube.

com

/wat

ch?v

=3ov

Jc0h

DaT4

•

‘Zoo

m, z

oom

, zoo

m, W

e’re

goi

ng to

the

Moo

n’.

• W

orks

heet

: ‘Th

e M

oon’

. •

CAPA

moo

n cr

aft a

ctivi

ty.

6 Le

sson

Six

: •

Read

Onl

ine:

Wha

t is

the

Sola

r Sys

tem

? St

oryb

ook

@ h

ttp://

www.

nasa

.gov

/aud

ienc

e/fo

rstu

dent

s/k-

4/st

orie

s/wh

at-is

-the-

sola

r-sys

tem

.htm

l •

Wor

kshe

et: ‘

Plan

ets’

Writ

e 2

fact

s ab

out e

ach

plan

et b

esid

e th

e pi

ctur

es a

nd c

olou

r in.

•

Year

2 c

ompl

ete

‘The

Sol

ar S

yste

m-1

’ (bo

okle

t 2) w

orks

heet

pas

ting

the

plan

ets

in th

e co

rrect

pos

ition

I.e. d

ista

nce

from

the

sun.

•

CAPA

wee

k 6

to w

eek

10 m

obile

of T

he S

olar

Sys

tem

.

7 Le

sson

Sev

en: G

ames

in S

pace

•

http

://ww

w.na

sa.g

ov/a

udie

nce/

fors

tude

nts/

k-4/

inde

x.ht

ml

• St

uden

ts g

iven

shee

t of c

ardb

oard

. Pai

rs to

wor

k on

‘The

Sol

ar S

yste

m-2

’ (Bo

okle

t 21)

. •

Read

and

dis

cuss

info

rmat

ion

rela

ting

to A

sses

smen

t Qui

z’.

8 Le

sson

Eig

ht: P

ut it

All

Toge

ther

•

Read

and

dis

cuss

info

rmat

ion

rela

ting

to A

sses

smen

t Qui

z •

ASSE

SSM

ENT

TIM

E So

lar S

yste

m Q

uiz

(Boo

klet 2

) •

Wat

ch: h

ttp://

www.

nasa

.gov

/aud

ienc

e/fo

rstu

dent

s/k-

4/st

orie

s/st

orie

s_ar

chive

_1.h

tml

• CA

PA m

obile

•

Rem

ind

stud

ents

abo

ut p

rese

ntin

g pr

ojec

t tom

orro

w.

9 Le

sson

Nin

e: W

hat a

re th

ose

Ring

s ar

ound

Sat

urn?

Smith 2014

118

W

ULUN

GAR

RA C

OM

MUN

ITY

SCHO

OL

Wul

unga

rra/

Smith

201

3/

• St

uden

ts w

atch

: http

://w

ww

.nas

a.go

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10

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on T

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uden

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to c

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S AS

SESS

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Smith 2014

119

W

ULUN

GAR

RA C

OM

MUN

ITY

SCHO

OL

Wul

unga

rra/

Smith

201

3/

STUD

ENT

NAM

E &

YEAR

LEV

EL

Can

stud

ents

nam

e al

l pla

nets

? Ca

n st

uden

ts

iden

tify

five

(5)

diffe

renc

es

betw

een

plan

ets?

Can

stud

ents

talk

an

d/or

writ

e ab

out

the

sign

ifica

nce

of

the

sun?

Can

stud

ents

pla

ce

plan

ets

from

cl

oses

t to

furth

est

away

from

the

sun?

Does

stu

dent

co

ntrib

ute

to g

roup

di

scus

sion

s ea

ch

wee

k?

Did

stud

ent p

rese

nt

thei

r pro

ject

ac

cord

ing

to th

e gi

ven

rubr

ic?

CO

MM

ENTS

KEY:

A =

Achi

eved

W =

Wor

king

Tow

ards

N

= Ne

eds

Impr

ovem

ent

NP

= N

ot P

rese

nt a

t Ass

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ime

Documents

WULUNGARRA COMMUNITY SCHOOL · Survey Readers Theatre Word Search Split Sentences Drawing for Comprehension Book Review Reward Poster Wall Story Model Making . Smith 2014 5