Year 2

OVERVIEW, TERM 1, 2011Unit Focus:readingUnit Title: Ripper readersLength: TERMYear Level: 2

Ripper Readers was created to help beginning readers learn, and use, a variety of effective reading strategies to suit the text. The Year 2 students become Ripper Readers who are charged with the task of teaching their parents and Year 1 students reading strategies. Ripper Readers is designed to allow teachers the freedom to choose texts that match with other Learning Areas, and are based on students interests and ability levels. Some guided reading, writing and spelling suggestions have been included however, teachers will need to plan appropriate guided sessions to suit the needs of their students.The sequence of lessons is correct but the pacing will vary, depending on student abilities. It is important to involve parents in their child/rens learning. Inform them of the reading strategies students should be using (theres more than sounding out), and invite them to your room to learn the reading strategies from their child/ren. Content DescriptorsAssessment (A)

LANGUAGE

Text structure and organisation1. Understand that different types of texts have identifiable text structures and language features that help the text serve its purpose (ACELA1463)2. Know some features of text organisation including page and screen layouts, alphabetical order, and different types of diagrams, for example timelines (ACELA 1466)

LITERACY

Interacting with others2. 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 (ACELY 1789)3. Rehearse and deliver short presentations on familiar and new topics (ACELY 1667)

Interpreting, analysing, evaluating1. Identify the audience of imaginative, informative and persuasive texts (ACELY 1668)2. Read less predictable texts with phrasing and fluency by combining contextual, semantic, grammatical and phonic knowledge using text processing strategies, for example monitoring meaning, predicting, rereading and self-correcting (ACELY 1669)3. 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 (ACELY 1670)

Creating texts1. 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 (ACELY 1671)

LITERATURE (Teacher may choose to add to suit texts selected for the unit.)Selected Work Samples: Reading Match (as) (1466, 1668) Text Type Scavenger Hunt (for) (1463) Cloze Activity (for & as) (1669) Comprehension questions (for) (1669, 1670) Sequencing Activity (for & as) (1669, 1670) Observations/Anecdotal Records

Running Record Assessment TaskRecorded on Criteria Sheet (1789, 1669, 1670, 1671)

Year 2 Statement By the end of Year 2 students listen to, read and view a range of spoken, written and multimodal texts, recalling details and some main ideas and key facts. They begin to compare the content and purposes of different texts on similar topics. They locate literal information in written texts, and refer to features of language and images to make inferences about characters actions and motivations. They discuss possible meanings in narratives, and predict likely future events. They sustain interest in characters and events in imaginative texts, seek books by favourite authors and give reasons for personal preferences. They relate information, ideas and events in texts to their own lives and to other texts. They locate information on a variety of topics in texts with some complex language, ideas, images and vocabulary. They read, monitoring meaning and self-correcting using context, prior knowledge, grammar and phonic knowledge.Students create imaginative, informative and persuasive written, spoken and multimodal texts for different purposes and audiences, drawing on their own experiences, their imagination and ideas they have learned. They create texts that appropriately include writing and images to support the meaning of the text. They organise texts in predictable ways using a small range of text and sentence structures. They use common punctuation accurately, including sentence boundary punctuation. They use sound-letter correspondence to help spell words correctly in their writing. They use everyday language and topic-specific vocabulary to discuss ideas about areas of interest with peers. They engage effectively in group and class discussions, and ask questions to clarify and extend others ideas. They express their opinions on topics of interest, providing some supporting evidence for their points of view. They discuss how to interact appropriately with audiences in the classroom and other familiar contexts.

DEVELOPING INQUIRING AND REFLECTIVE LEARNERS

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CROSS CURRICULA PRIORITIESCatholic Ethos Aboriginal and Torres Strait Islander Education Asian Education

The overarching purpose of Catholic schools of the past, as well as the future, is to bring the Good News of Jesus to all who hear it. In the midst of a world of educational, social and economic change the focus on the holistic growth of the individual remains the surest way catholic school can prepare students for the uncertainties of the future.Defining Features, Diocese of Cairns

The curriculum provides opportunities for young people to connect their curriculum experiences to a living Christian faith.Active engagement of inclusive curriculum practices which reflect Aboriginal and Torres Strait Islander perspectives, knowledge, histories, cultures and spirituality. A genuine commitment to Reconciliation, guided by principles of personal dignity, social justice and equity, which reflects the Gospel message and the mission of the Church.

The curriculum provides opportunities to value and respect: 1. traditional knowledge and practices2. culture and natural heritage3. spiritualityand to critically examine and/or challenge:1. social constructs 2. prejudice and racismThis perspective requires students to develop skills, knowledge and understandings related to Asia and Australias engagement with Asia.

The curriculum provides opportunities to know, understand and be able to: 1. Understand Asia2. Develop informed attitudes and values3. Know about contemporary and traditional Asia4. Connect Australia and Asia5. Communicate effectively with people of the Asian region both within and outside Australia confidently

Sustainability EducationSocial Emotional LearningInclusive Education

Access to current information about environmental issues and promotion of a reflective and responsive attitude towards stewardship of the gifts of creation.

The curriculum provides opportunities to reflect upon:1. the gift of creation2. an attitude of responsible stewardshipand to critically examine and/or challenge:1. the impact of human interaction with the natural, built and social environment2. current environmental issuesSocial and emotional competencies are integral to academic and work success and are the basis of resilience, relational quality and social capital.

The curriculum provides opportunities to develop:1. Self Awareness2. Social Awareness3. Responsible Decision Making4. Self-Management5. Relationship ManagementIt is by the quality of interactions and relationships that all students learn to understand and appreciate difference, to value diversity and learn to respond with dignity and respect to all through mutually enriching interactions.

The curriculum provides equitable access for and/or positive interactions with students from different backgrounds and with diverse needs and abilities.

GENERAL CAPABILITIES Literacy Numeracy Information and Communication Technology Critical and Creative Thinking

Students become literate as they develop the skills to learn and communicate confidently at school and to become effective individuals, community members, workers and citizens. These skills include listening, reading, viewing, writing, speaking and creating print, visual and digital materials accurately and purposefully within and across all learning areas.

Literacy involves students engaging with the language and literacy demands of each learning area.

As they become literate students learn to: interpret, analyse, evaluate, respond to and construct increasingly complex texts (Comprehension and composition) understand, use, write and produce different types of text (Texts) manage and produce grammatical patterns and structures in texts (Grammar) make appropriate word selections and decode and comprehend new (basic, specialised and technical) vocabulary (Vocabulary) use and produce a range of visual materials to learn and demonstrate learning (Visual information)Students become numerate as they develop the capacity to recognise and understand the role of mathematics in the world around them and the confidence, willingness and ability to apply mathematics to their lives in ways that are constructive and meaningful.

As they become numerate, students develop and use mathematical skills related to: Calculation and number Patterns and relationships Proportional reasoning Spatial reasoning Statistical literacy Measurement.Students develop ICT competence when they learn to: Investigate with ICT: using ICT to plan and refine information searches; to locate and access different types of data and information and to verify the integrity of data when investigating questions, topics or problems Create with ICT: using ICT to generate ideas, plans, processes and products to create solutions to challenges or learning area tasks Communicate with ICT: using ICT to communicate ideas and information with others adhering to social protocols appropriate to the communicative context (purpose, audience and technology) Operate ICT: applying technical knowledge and skills to use ICT efficiently and to manage data and information when and as needed Apply appropriate social and ethical protocols and practices to operate and manage ICT.Students develop critical and creative thinking as they learn to generate and evaluate knowledge, ideas and possibilities, and use them when seeking new pathways or solutions. In learning to think broadly and deeply students learn to use reason and imagination to direct their thinking for different purposes. In the context of schooling, critical and creative thinking are integral to activities that require reason, logic, imagination and innovation.As they develop critical and creative thinking students learn to: pose insightful and purposeful questions apply logic and strategies to uncover meaning and make reasoned judgments think beyond the immediate situation to consider the big picture before focussing on the detail suspend judgment about a situation to consider alternative pathways reflect on thinking, actions and processes generate and develop ideas and possibilities analyse information logically and make reasoned judgments evaluate ideas and create solutions and draw conclusions assess the feasibility, possible risks and benefits in the implementation of their ideas transfer their knowledge to new situations

Ethical Behaviour Personal and Social Competence Intercultural Understanding

Students develop ethical behaviour as they learn to understand and act in accordance with ethical principles. This includes understanding the role of ethical principles, values and virtues in human life; acting with moral integrity; acting with regard for others; and having a desire and capacity to work for the common good.

As they develop ethical behaviour students learn to: recognise that everyday life involves consideration of competing values, rights, interests and social norms identify and investigate moral dimensions in issues develop an increasingly complex understanding of ethical concepts, the status of moral knowledge and accepted values and ethical principles explore questions such as: What is the meaning of right and wrong and can I be sure that I am right? Why should I act morally? Is it ever morally justifiable to lie? What role should intuition, reason, emotion, duty or self-interest have in ethical decision making?Students develop personal and social competence as they learn to understand and manage themselves, their relationships, lives, work and learning more effectively. This involves recognising and regulating their emotions, developing concern for and understanding of others, establishing positive relationships, making responsible decisions, working effectively in teams and handling challenging situations constructively.

As they develop personal and social competence students learn to: recognise and understand their own emotions, values and strengths, have a realistic assessment of their own abilities and a well-grounded sense of self-esteem and self-confidence (Self-awareness) manage their emotions and behaviour, persevere in overcoming obstacles, set personal and academic goals, develop self-discipline , resilience, adaptability and initiative (Self-management) perceive and understand other peoples emotions and viewpoints, show understanding and empathy for others, identify the strengths of team members, define and accept individual and group roles and responsibilities, be of service to others (Social awareness) form positive relationships, manage and influence the emotions and moods of others, cooperate and communicate effectively with others, work in teams, build leadership skills, make decisions, resolve conflict and resist inappropriate social pressure (Social management).Students develop intercultural understanding as they learn to understand themselves in relation to others. This involves students valuing their own cultures and beliefs and those of others, and engaging with people of diverse cultures in ways that recognise commonalities and differences, create connections and cultivate respect between people.

As they develop intercultural understanding students learn to: identify increasingly sophisticated characteristics of their own cultures and the cultures of others recognise that their own and others behaviours, attitudes and values are influenced by their languages and cultures consider what it might be like to walk in anothers shoes compare the experiences of others with their own, looking for commonalities and differences between their lives and seeking to understand these reflect on how intercultural encounters have affected their thoughts, feelings and actions accept that there are different ways of seeing the world and live with that diversity stand between cultures to facilitate understanding take responsibility for developing and improving relationships between people from different cultures in Australia and in the wider world contribute to and benefit from reconciliation between Indigenous and non-Indigenous Australians.

WEEKLY PLANNERWeek12345678910

(Teacher to select week depending on pace of unit to suit class.)Content DescriptorsGeneral CapabilitiesCross Curricular Priorities

LANGUAGEText structure and organisation1. Understand that different types of texts have identifiable text structures and language features that help the text serve its purpose (ACELA1463)2. Know some features of text organisation including page and screen layouts, alphabetical order, and different types of diagrams, for example timelines (ACELA 1466)

LITERACYInteracting with others2. 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 (ACELY 1789)Interpreting, analysing, evaluating1. Identify the audience of imaginative, informative and persuasive texts (ACELY 1668)Creating texts1. 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 (ACELY 1671)SEL & IE,

MODELLEDI Do ITSHAREDWe Do ItGUIDEDWe Do ItINDEPENDENTYou Do ItREFLECTIONWe do it

Reading FOCUS: There are many different text types. Texts have different purposes.Tuning in to Reading has a purposeOver several reading sessions model different reactions to different text types (eg. laugh at jokes/cartoons, serious expressions in response to newspaper articles). Link reactions to the text by sharing whats written. Explicit instruction of Reading has a purposeDisplay class goal: I understand we read for different purposes (See Class Goals.doc). Use a newspaper to demonstrate this statement. (See Newspaper Text Types.pdf or create a shared newspaper reading experience.) Newspapers have a wide variety of text types written for many purposes eg news reports, weather maps, classifieds, comics, advertisements etc. Use a weather map as an example of how texts change to suit a purpose by reading all the information you can get from the map. Start to write some of this information down until students can gain an understanding of how much writing it would take to convey the same amount of information that the weather map and associated table provides. Show students how to access and use Scootle Learning Objects on IWB: My Day: Jenka and My Day: Li as a guided reading activity.Explicit teaching of Reading has a purposeIntroduce SEL puppets Peter Persistence and Connie Confidence. Discuss the dinner party youve had with the puppets. Peter wanted to know how you made such nice food. You said you used recipes. Discuss with the class what a recipe is. Record class answers to the following questions: what does it do? who uses them? when/where are they used? what type of words do you find on them? what does it look like? - is it the right way to write down how to make food? Read recipes together (see Recipes.docx) to answer above questions. Compare with prior answers. Visually compare a recipe with other text types from Text Types Pack (see resources). Ask students: was a recipe the right text to use for your purpose (dinner party food making)? Is there another text type (type of writing) that students know of that would work? (Evaluation question)Share pre-reading Text Type Test.docx questions. Tell students this will help to know if a recipe was the right type of text for your purpose. Model Text Type Testing a recipe. Ask students how will knowing these answers help them? Model Text Type Testing several times on other text types. (Jenny Eathers Writing for Fun website (http://www.writingfun.com/writingfun2010.html) provides texts that can be shared with the whole class on an IWB. This site also provides the purpose and structure of different text types.)Shared practice of identifying Reading has a purposeIn small, mixed reading ability groups students analyse different texts using the Text Type Test questions. Each group needs access to a Text Types Pack and Text Type Test questions. Groups answer questions together before whole class sharing. After discussing each text type each group will be asked to answer: What is the purpose of this text? Would it be better than a recipe to meet our purpose (make dinner party food)?Create whole class table titled Reading has a purpose (see resources). Complete columns Purpose for reading (eg. entertain, amuse, inform) with Examples (eg. Roald Dahls The Twits). (First Steps Reading Resource p 95, 96 Texts purpose.)

Independent application of Reading has a purposeAssessment using Reading Match activity. Provide students with the following six text types with removable labels 1 6: a map, novel, recipe, blue prints/building plans and a text that would make a child scream (based on individual students). On the Reading Match activity page students write the corresponding text type number underneath the image of the person reading.

Evaluation of Reading has a purposeAfter collecting students completed Reading Match work, discuss answers as a class to clarify misconceptions. Ask students if a person could be reading more than one type of text in their pictured position.Add more ideas to Reading has a purpose table. Use student responses as assessment and evaluation.Explain Ripper Readers Assessment Task. Students will learn how to complete the task as they go. To start off you are going to show students how to make a PowerPoint presentation using the really valuable learning they have just experienced. Create a Class Reading Strategies PowerPoint as slide one, slide two is to start Good readers . Ask students to reflect upon their learning. Consider whats easy/hard about the purpose of a text. Add [Good readers] think about the purpose of the text before reading. Explain slides will be added as we learn more about what good readers do. Check students understanding of knowing what to expect from a text by knowing its text type eg. what do you expect to find in a comic, recipe, information report etc.Display class goal I understand we read for different purposes. Discuss and clarify misconceptions/concerns. Ask students to buddy up and explain their understanding of the class goal. Further develop this concept during guided reading.

MODELLEDI Do ITSHAREDWe Do ItGUIDEDWe Do ItINDEPENDENTYou Do ItREFLECTIONWe do it

WritingExplicit teaching of Writing has a purpose(Re)explain Ripper Readers Assessment Task. Discuss the purpose of the text type students will be creating. Model using the Text Type Test questions (other than Who wrote it?) to create an information text about a class routine or maths strategy (see resources Oscar Organisation sign). Use features of posters already in the classroom (colour, neat, clear to read, some have helpful images) to create a Text Type Features Checklist of the information poster text type. (These features become assessable elements for students Ripper Readers Assessment Task see example of criteria sheet. Teachers are to ensure the features match the criteria that students are working towards.)Explicit teaching and some shared practice of Writing has a purposeDiscuss the purpose of the assessment task text (informative) and the characteristics of the audience (need pictures to help them remember, short simple sentences, easy to understand and remember Ask students to suggest pictures to use to help us to remember things. Discuss the layout options of the information and the best logical order etcUse joint construction of PowerPoint Class Reading Strategies asking students for input to model a PowerPoint presentation creation.Guided practice of Writing has a purposeProvide students with access to Text Type Features Checklist for an information poster text and the questions from the Text Type Test.In small groups students plan how they would present the questions from the Text Type Test on a chart/poster/booklet/PowerPoint. Remind students to focus on audience and purpose of the text.Independent practice of Writing has a purposeStudents independently present the questions from the Text Type Test on a chart/poster/booklet/PowerPoint.Remind students to focus on audience and purpose of the text.Evaluation of Writing has a purposeAsk students to present their questions from the Text Type Test. Focus on one aspect of (ACELY1789) Content Descriptor as appropriate for individual students. Ask students to provide feedback for their peers, with supporting evidence from individual presentations, regarding how well they feel each presentation has considered the audience and the text purpose.

Speaking & Listening (Re)explain Ripper Readers Assessment Task focusing on the spoken presentation of the DVD. Tell students you will be using the Think aloud strategy, which is where you share what you are thinking with everyone. They will need to use this strategy for the class DVD. Model using the Text Type Test questions as a Think aloud process when you want to choose a text to share with students. Tell students When you wear the Think Aloud hat you will tell people the things that you are thinking in your head.Discuss what students will need to think about when creating a spoken performance for their class DVD e.g. loud voices, clear voices, changing tone and pace and clear explanations. Add these features to the Text Type Features Checklist of an oral presentation. View You Tube clips on How to make a paper hat http://www.youtube.com/watch?v=6M4ssBxasFU,http://www.youtube.com/watch?v=-_uZrfFy6lw and http://www.youtube.com/watch?v=7M_bH5AeQDE. Compare the presentation styles, what was good about each one and what could have been improved (eg background TV noise, quite voice etc). Jointly analyse the presentations using the Text Type Features Checklist of an oral presentation. Discuss the difference between using plain A4 page vs newspaper page.

Ask the students to tell you how to make a paper hat. Follow their oral instructions. Critique them on their instructions for clarity of instruction and volume (or other features from oral presentation checklist).

Students make and decorate their own Think aloud paper hats with A4 paper or newspaper.Regather as a class and discuss end products and the steps students followed. Ask confident students to present their own paper hat making demonstration for peers to critique using Text Type Features Checklist of an oral presentation. Tell students they will be wearing their Think aloud hats to remind them to do this. Teacher is to model good practice of this by wearing a Think aloud hat.

Spelling focusGrammar focusPunctuation focus

See school based English Learning Area Plan for reference to the appropriate Sequence and Scope documents.

What is the focus in this area? This could come from student writing, topical words, the sequence and scope.

What is the focus in this area? This could come from the text type being studied or the sequence and scope.

What is the focus in this area? This could come from student writing, the text type being studied or the sequence and scope.

Reading RotationsOneTwoThreeFour

Suggested activity: Opportunity to work with the teacher on identifying how texts fit the purpose of reading. Provide students with Text_Type_student_reminder_Qs.docxSuggested activity: You Tube paper hat making clips

Suggested activity: Scootle Learning Objects: My Day: Jenka and My Day: Li

Suggested activity: Personal reading for enjoyment

Guided reading GroupsBook orientation, page by page reading and comprehensionGroup OneGroup TwoGroup ThreeGroup Four

Text: An instructional level text for this group

Focus Strategy:What reading strategy is being developed? This could be selected from First Steps Reading.







Writing Rotations

OneTwoThreeFour

Suggested activity: Create a poster using Word - Text Type TestSuggested activity: Create a slide on PowerPoint - Text Type TestSuggested activity: Targeted Training based individual needs Suggested activity: Personal writing for enjoyment

Guided Writing Groups

Group OneGroup TwoGroup ThreeGroup Four

Focus:What writing strategy is being developed? This could be selected from First Steps Writing.




Resources

Word documentsClass Goals Cards.docRecipes.docxText Type Test.docx questions taken from p 68 First Steps Reading Resource BookText_Type_Test_Student_Reminder_Qs.docxReading Has A Purpose.docxReading Match.docxRipper Readers Assessment TaskText Type Feature Checklist no sample supplied as this is a document to be created with the students

Digital resourcesJenny Eather Writing for fun: http://www.writingfun.com/writingfun2010.html

Recipe websites:http://www.kidspot.com.au/best-recipes/http://www.kidspot.com.au/best-recipes/After-school-snacks+86/Ants-on-a-log-recipe+2077.htm http://www.childrensrecipes.com/easy_bake_tea_cakes.htmhttp://www.kidspot.com.au/best-recipes/Easy-recipes+15/Apple-dessert-recipe+7.htmhttp://www.childrensrecipes.com/

You Tube clips on How to make a paper hat:http://www.youtube.com/watch?v=6M4ssBxasFU,http://www.youtube.com/watch?v=-_uZrfFy6lw http://www.youtube.com/watch?v=7M_bH5AeQDE

Jointly construct a Power Point presentation titled Class reading strategies

Scootle Learning Objects: My Day: Jenka and My Day: LiIWB or other similar technology for sharing digital texts

OtherFirst Steps Reading Resource for teacher background and ideasPersonal reading choices of the teacherSEL puppets: Peter Persistence & Connie ConfidenceText Types Pack: Make your own packs using texts in your classroom that include samples of - cartoons, storybooks, Maths/English text book, novels, maps, building blue prints (Google images has many), textbooks/encyclopaedias, recipes and official documents (planning folders, CES SEL documents, parent handbooks et cetera). These texts will be used during following lessons. Texts in the pack should have removable labels identifying its text type. Several texts should be on the same topic but different text types (eg a poem and information report on weather). Link these texts with other Learning Area topics.Labelling stickersOscar Organisation signThink Aloud hat for the teacher and studentsRecycled A4 paper and/or newspaper for paper hat making, materials to decorate

REFLECTION

Planned opportunities to use for reflection and evaluation of Ripper Readers direction:During Shared session the question: Is there another type of writing that students know of that would work? Student performance on Reading MatchDuring Reflection session: Check students understanding of what to expect from a text by knowing its text type eg. what do you expect to find in a comic, recipe, information report etc.


Content DescriptorsGeneral CapabilitiesCross Curricular Priorities


LITERACYInteracting with others2. 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 (ACELY 1789)3. Rehearse and deliver short presentations on familiar and new topics (ACELY 1667)Interpreting, analysing, evaluating1. Identify the audience of imaginative, informative and persuasive texts (ACELY 1668)3. 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 (ACELY 1670)Creating texts1. 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 (ACELY 1671)SEL & IE,

FOCUS: Predicting who is this text for? What is the purpose? Choosing a text to suit my needs. Skimming, making connections, using pictures clues

MODELLEDI Do itSHAREDWe Do ItGUIDEDWe Do ItINDEPENDENTYou Do ITREFLECTION

Reading FOCUS: Predicting who is this text for? What is the purpose? Choosing a text to suit my needs. Skimming, making connections, using pictures cluesRevising the Purpose for readingReview Purposes for reading table, Class reading strategies PowerPoint and ask the Text Type Test questions of texts in a Text Types Pack.Explicit instruction of Texts are organised in different waysDisplay class goal: I understand that text types look different. Discuss and display texts from the Text Types Packs highlighting visual features distinguishable between text types, such as layout, diagrams, font type etc. Introduce Polly the Penguin soft animal toy and posters (see resources for their particular reading skill). Discuss what Polly would find from your recent text type visual examination. What predictions could she make? Create links for students to understand the purpose of a text influences its structure eg recipes are short and written in clear steps as the reader so reader can follow them quickly and easily, novels are long and wordy as the reader has time to enjoy them and words help reader to create pictures in their minds to entertain, info texts have diagrams to help explain words, ads are short and visually appealing.

Explicit teaching of Texts have different organisationsDisplay Mary had a little lamb and Sample _ Year _ 3 _ Information_Report (see resources) simultaneously to demonstrate similarities and differences between the texts. Wear Think aloud hat to discuss the visual features that let good readers know one of these texts would suit the purpose of learning more factual information about an animal while the other text would suit the purpose of entertaining. (This understanding requires some prior knowledge regarding the layout of text types that will need to be explained to some students. This is why using Think aloud is essential.)Simultaneously display other text types to look for visual features (for example, compare the format of a recipe, a letter, a narrative, an information report etc). Add to the Text Type Features Checklist from these modelled and shared experiences. (See Jenny Eather Writing for fun: http://www.writingfun.com/writingfun2010.html for text samples.) Use Think aloud to teach that success at this activity relies on skimming and scanning, not trying to read the words on the page. It will also be important in explaining how text representation links to real life experiences.Shared practice of Texts have different organisationsAs a class decide which text types are used in Wingdings_Text_Type_Examples.docx. Ask students to wear their Think aloud hats to explain their reasons. Provide similar experiences until students realise visual features (pictures, layout, text size, font colour etc) help good readers understand what they read. Explicitly state that this activity made our eyes skim the text for recognisable features, then we make sense by connecting it with something else in real life, like using a recipe or reading a novel or receiving a letter.During guided reading provide opportunities for text comparisons. Ask students to identify texts to use for factual information, entertainment etc. Ask students what text features would they look for to know they had a particular type of text.Independent practice of Texts have different organisationsDuring reading rotations students will be asked to track the number of times they use visual clues to help them with their reading. In their English workbooks, students record the Visual clues I use (eg. picture on the page, heading size, text layout, photo or diagram) as a list with a tick beside the number of times they use that clue. Provide non-fiction and fiction guided reading texts for this. (Assessment/Evaluation opportunity)Students independently complete Text Type Scavenger Hunt. Students who struggle with written work can discuss their answers with the teacher. (Assessment/Evaluation opportunity)Evaluation of Texts are organised in different waysAsk students to put on their Think aloud hats to share their responses to I can skim and scan a text before I read and while I am reading to make predictions. Discuss commonly used clues and the links students make with their personal experiences. Add to the PowerPoint Class reading strategies something similar to [Good readers] use visual clues to help them understand. Good readers skim and scan. Good readers make connections to real life. Add another slide to the class reading strategies PowerPoint that lists visual clues students noticed they used in their reading.Revisit the class goal I understand that text types look different. Ask students to turn to a peer to explain what this means. Students share their understandings. Let Polly Penguin assist in clarifying any misconceptions.

WritingModel list making for different purposes. Discuss the reasons behind writing brief notes (purpose), who theyre for (audience) and layout. Model writing reminder notes to self and link to Think aloud skill.Model and discuss information that would not suit the purpose of the text and/or the audience.Model using Word to create reminders and posters, importing clip art, changing font size and placing text in different places. Link purpose and audience to process.Continue demonstrating PowerPoint features as Class Reading Strategies is added to. Use the Think aloud hat and strategy to check the Text Type Features Checklist to make sure new criteria is being included in the making of this joint information text. Ask the students to help make a checklist of tips that come from the Class Reading Strategies PowerPoint. Call this Reading Strategies Checklist.

In groups students use the Text Type Features Checklist to analyse their own and peers Text Type Test information presentations. Students are encouraged to provide advice to each other in constructive ways, with supporting evidence from individual presentations, and other good examples in the classroom.

Guided activity idea students in groups discuss and select information that would suit the purpose of a text and information that is not suitable.Using peer suggestions students create another information text presentation on the visual clues they use when they read (links to READING REFLECTION lesson, slide added to Class Reading Strategies PowerPoint). Encourage students to check the Text Type Features Checklist.

Independent activity idea students cross out information in a given text that does not suit the purpose of the text and/or the audience.Read the hints in the Reading Strategies checklist created from the Class Reading Strategies PowerPoint. Use features recorded in the Text Type Features Checklist or from Ripper Readers Assessment Task Criteria sheet to analyse class product. Students present their Skimming and Predicting information texts. Ask students to put on their Think aloud hats to discuss changes they are making and why, showing how they have taken a peers suggestion on board.

Speaking & ListeningRemind students that they are going to be giving a simple spoken presentation of reading strategies at the end of the unit for the DVD. Model good examples of use of loud, clear voice and good pace and also model bad examples and discuss.During various learning episodes experiment with good and bad examples of volume and pitch, body posture and positioning. Take students to an outdoor learning area. In pairs students stand near to each other and talk quietly. As they move further away from each other ask students to consider what changes they need to make to hear and to be heard.In their English workbooks students write a list with the heading To present well I must Video confident students when they present their Visual Clues information. Watch the examples and discuss the use of pitch, volume and pace.Discuss use of voice when presenting for an audience needs to be loud, clear and the correct pace. Can change tone to make more interesting.







Suggested activity: text comparisons. Ask students to identify texts to use for factual information, entertainment etc. Ask students what text features would they look for to know they had a particular type of text. Refer to Text_Type_Test_Student_Reminder_Qs.docxSuggested activity: Text Type Scavenger HuntSuggested activity: Scootle Learning Objects: Story board birthday buzz, Wheres Rocky?, Rocky to the Rescue etc (Prep level)Suggested activity: Personal reading for enjoyment. Record number and type of visual clue used to help understanding










Writing RotationsOneTwoThreeFour

Suggested activity: Further work on creating a poster using Word Visual Clues Suggested activity: Further work on creating a slide on PowerPoint - Visual CluesSuggested activity: Targeted Training based individual needs Suggested activity: Personal writing for enjoyment - In their English workbooks students write a list with the heading To present well I must

Guided Writing GroupsGroup OneGroup TwoGroup ThreeGroup Four





Resources

From previous learning experience:Text Type TestReading Has A PurposeClass Reading Strategies PowerPointRipper Readers Assessment TaskText Types PackText_Type_Test_Student_Reminder_Qs.docxText Type Feature Checklist Word Documents:Class goal: I understand that text types look different. Reading Match.docxMary_had_a_little_lamb_lyrics.docx - http://www.kididdles.com/lyrics/m003.htmlSample-_Year_3_Information_Report Wingdings_Text_Type_Examples.docxText Type Scavenger HuntReading Strategies Checklist to be created with students. See example Reading Strategies Checklist.pngDigital Resources:The Learning Place: http://www.learningplace.com.au/deliver/content.asp?pid=368250Scootle Learning Objects: Story board - Birthday Buzz, Wheres rocky?, Rocky to the rescue etc: text prediction using front cover prep level IWB, Flipcams and Macs or other available technologyOther:First Steps Reading Resource for teacher background and ideasPoster & soft toy: Polly the Penguin, Students English booksTexts with specific visual features to address, such as timelines, photographs and diagrams with captions, bolded, large print, contents pages. Advertisements, flyers, labels and non-fiction texts would be most suitable.Think aloud hats

REFLECTION

Answers to, and discussion stemming from, Visual clues I use and Text Type Scavenger Hunt will help to guide further learning experience pacing and the revision needs of concepts so far.




LITERACYInteracting with others2. 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 (ACELY 1789)3. Rehearse and deliver short presentations on familiar and new topics (ACELY 1667)Interpreting, analysing, evaluating1. Identify the audience of imaginative, informative and persuasive texts (ACELY 1668)3. 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 (ACELY 1670)Creating texts1. 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 (ACELY 1671)SEL & IE,

FOCUS: Predicting, making connections, using pictures clues

MODELLEDI Do ITSHAREDWe Do ItGUIDEDWe Do ItINDEPENDENTYou Do ITREFLECTION

Reading FOCUS:, making connections, using pictures cluesExplicit Teaching I can use visual clues to work out unknown wordsIntroduce Eagle Eye soft toy and poster. Discuss how Eagle Eye can use pictures to work out unknown words. Set the class goal. Explain that Eagle Eye is friends with Polly Penguin and that Polly also uses pictures and other visual cues to help her make predictions. Class Goal: I can use my Eagle Eye to work out unknown words and other important information from the pictures. Model the use of this strategy while wearing the Think Aloud hat. Show how we can use the strategy along with other strategies to predict unknown words e.g. sound oute.g. View a picture with text. Cover one word in the text and discuss whether the picture can help us to work out the unknown word. Use Think Aloud to discuss what the word might be and then uncover letter clues to confirm or deny predictions. Discuss how you are using the picture and the letter clues together to decode the unknown word. Also use examples where picture does not help work out the word and explain your thinking in this case another strategy is needed.Explain that pictures can provide us with lots of information. Sometimes pictures can provide us with information that is not written in the words. Discuss the purpose of captions in information textsExamples of texts to share and discuss Rosies Walk (Pat Hutchins Jennie Baker books (no words) Invite students to wear their Think Aloud hats and explain their thinking when decoding words using picture clues. Discuss information they can gain from visual clues and predictions they can make.

Ideas for guided reading activities:

*Play word & picture match games.

*Ask students to draw a picture and write a matching caption.

*Match captions and pictures (Matching activity)

*Discuss pictures and share thinking. Predict picture flick

*Sequence pictures

*Evaluate pictures and discuss whether a picture is supporting the text well or not.

*Discuss how an illustrator can make the reader feel by choosing certain colours, styles Ideas for Independent Activities:

*Play word & picture match games.

*Draw a picture and write a matching caption.

*Match captions and pictures (Matching activity)

*Sequence pictures

Class discussion: students invited to share what they have learnt about using pictures e.g. they add to our understanding when reading and help us make predictions.

Remind students about Eagle Eye and Polly Penguin.

Create a slide about using picture clues to add to the Class Reading Strategies PowerPoint.

Could make up a catchy slogan e.g. I spy with my Eagle Eye. (Could also make up catchy slogans for some of the other animals tryin lion, skippy frog)

WritingDiscuss and evaluate pictures/visual cues that would support information in text and other pictures that would not support the text well.Invite students to share their ideas about pictures/clip art selections to support an information text.Using peer suggestions students create another information text presentation on the visual clues they use when they read (links to READING REFLECTION lesson, slide added to Class Reading Strategies PowerPoint). Encourage students to check the Text Type Features Checklist.Read the hints in the Reading Strategies checklist created from the Class Reading Strategies PowerPoint. Students present their Visual Clues information texts. Ask students to put on their Think aloud hats to discuss changes they are making and why, showing how they have taken a peers suggestion on board.

Speaking & ListeningRemind students that they are going to be giving a simple spoken presentation of reading strategies at the end of the unit for the DVD. Model good examples of use of loud, clear voice and good pace and also model bad examples and discuss.During various learning episodes experiment with good and bad examples of volume and pitch, body posture and positioning. Take students to an outdoor learning area. In pairs students stand near to each other and talk quietly. As they move further away from each other ask students to consider what changes they need to make to hear and to be heard.In their English workbooks students review their list of tips about how to present information for an audience.Video confident students when they present their Visual Clues information. Watch the examples and discuss the use of pitch, volume and pace.Discuss use of voice when presenting for an audience needs to be loud, clear and the correct pace.







Suggested activity: text comparisons. Ask students to identify texts to use for factual information, entertainment etc. Ask students what text features would they look for to know they had a particular type of text. Refer to Text_Type_Test_Student_Reminder_Qs.docx

Suggested activity: Text Type Scavenger HuntSuggested activity: Scootle Learning Objects: Story board birthday buzz, Wheres Rocky?, Rocky to the Rescue etc (Prep level)Suggested activity: Personal reading for enjoyment. Record number and type of visual clue used to help understanding











Suggested activity: Further work on creating a poster using Word Visual Clues Suggested activity: Further work on creating a slide on PowerPoint - Visual CluesSuggested activity: Targeted Training based individual needs Suggested activity: Personal writing for enjoyment - In their English workbooks students write a list with the heading To present well I must






Resources

From previous learning experience:Text Type TestReading Has A PurposeClass Reading Strategies PowerPointRipper Readers Assessment TaskText Types PackText_Type_Test_Student_Reminder_Qs.docxText Type Feature Checklist

Word Documents:Class goal: I understand that text types look different. Reading Match.docxMary_had_a_little_lamb_lyrics.docx - http://www.kididdles.com/lyrics/m003.htmlSample-_Year_3_Information_Report Wingdings_Text_Type_Examples.docxText Type Scavenger HuntReading Strategies Checklist to be created with students. See example Reading Strategies Checklist.png

Digital Resources:The Learning Place: http://www.learningplace.com.au/deliver/content.asp?pid=368250Scootle Learning Objects: Story board - Birthday Buzz, Wheres rocky?, Rocky to the rescue etc: text prediction using front cover prep level IWB, Flipcams and Macs or other available technology

Other:First Steps Reading Resource for teacher background and ideasPoster & soft toy: Polly the Penguin, Eagle EyeStudents English booksTexts with specific visual features to address, such as timelines, photographs and diagrams with captions, bolded, large print, contents pages. Advertisements, flyers, labels and non-fiction texts would be most suitable.Think aloud hats

REFLECTION

Answers to, and discussion stemming from, Visual clues I use and Text Type Scavenger Hunt will help to guide further learning experience pacing and the revision needs of concepts so far.



LANGUAGEText structure and organisation1. Understand that different types of texts have identifiable text structures and language features that help the text serve its purpose (ACELA1463)LITERACYInteracting with others2. 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 (ACELY 1789)3. Rehearse and deliver short presentations on familiar and new topics (ACELY 1667)Interpreting, analysing, evaluating1. Identify the audience of imaginative, informative and persuasive texts (ACELY 1668)3. 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 (ACELY 1670)Creating texts1. 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 (ACELY 1671)SEL & IE,


Reading FOCUS: making connections, REAding onExplicit teaching of Reading onTell students we havent seen Connie or Peter lately because Connies confidence has taken a knock. She cant read as well as the other puppets. Peter wants to share one of his two favourite reading strategies to help Connie improve her reading read on. (Re-read is the other and someone may be able to tell you what they think that is when they understand read on.)Display class goal: I can read-on to work out words I dont know. Remind students of the Ripper Readers Assessment Task. Ask how this information may be helpful. Introduce Skippy Frog (see resources for this particular reading skill). Wearing Think aloud hat model this strategy by covering selected words in a shared text.Shared practice of Reading onExplain that later in the week we will be having a visit from puppet Connie and students will be invitee to share the new strategy they learnt from Peter (Read-on) to help Connie improve her reading. Display Skippy Frogs poster and shared text with covered words. Work with students to create a list of possible words to insert in covered spaces; accept all answers at this stage. Wear Think aloud hat to eliminate student suggested words that may not be suitable. The goal is to make sensible substitutions by reading on and using the context of the text. At the end uncover the first letters of the covered word and discuss how we can use letter clues to confirm or reject the predictions we make when we read on.

Guided practice of Reading onDuring guided reading students will work in pairs following the direction on the Read_Strat_Task_Card_GR (see resources). Each student will need a copy of the Reading Strategies Checklist. Encourage students to wear their Think aloud hatsStudents could draw a picture of Skippy Frog next to the read on strategy. Encourage adding symbols beside other strategies (eg. an eye next to Visual Clues) (link with writing part of Ripper Readers Assessment Task using appropriate images for the audience to help them remember).

Independent practice of Read onStudents read and record their own use of reading strategies on a Reading Strategies Checklist. Discuss the most frequently used strategy. Ask students will one strategy always work? Why not? (Assessment/Evaluation opportunity). Wear Think aloud hat to model examples of a strategy not suiting a situation. Encourage students to use a wide variety of strategies, not just favour one.Students independently complete Cloze Activity. Collect and use for assessment of learning.

Reflection of Read onDisplay class goal: I can read-on when I come to a word I dont know. Explain that to complete the Cloze Activity correctly they had to read on. Using a shared copy of the Cloze Activity, film confident students, wearing their Think aloud hats, as they model reading on to solve the cloze passage, using it as assessment as learning.Film a confident student explaining the read on strategy to Connie. Connie will ask Why is the read on strategy good to use? What is easy about using read on? What is hard about using read on? Encourage students to understand that they sometimes use strategies together e.g. when they use read on they make predictions about what a word could be and they also use letter clues to confirm these predictions. This information will be recorded on a new slide about reading on in the Class Reading Strategies PowerPoint.Ask any students if they might be able to explain what the re-read strategy is about.

WritingReview the points recorded in the Text Type Feature Checklist for an information text and a poster. Remind students of the Ripper Readers Assessment Task. Compare the Text Type Feature Checklist with the criteria for the assessment task. View the videoed presentations of students Visual Clues information texts. Use the criteria students will be assessed against for their main assessment task to demonstrate where their presentations could be improved. Students work together to plan the creation of the information contained in the Reading Strategies Checklist. They will need to consider the oral component of their presentations as they plan and rehearse with a peer or in a small group. Students individually create presentations for their Reading Strategies Checklist and rehearse their oral presentations, which are to be filmed. Ask students to consider which texts they will use to model their strategies on.

Speaking & ListeningUsing the video of students presentation of Visual Clues, identify areas that may be a problem for students. Discuss and model appropriate use of voice volume, clarity and pace.Provide all students with an opportunity to view a recorded presentation of themselves. Ask students if they want to volunteer to critique their own presentations.

Train students how to record on flipcams, download and save footage on Macs (or other available technology).Students, in pairs or small groups, practise giving simple spoken information as identified in the shared experience. Focus on volume, clarity and pace.See above Independent Writing activity. Students view their presentations in small groups and offer advice to each other in constructive ways, with supporting evidence from individual presentations.







Suggested activity: Reading Strategy recording (see resource Read_Strat_Task_Card_GR).

Suggested activity: Online Cloze Activity at http://www.bradleys-english-school.com/online/cloze/

Suggested activity: Students create cloze passages for each other to solve.

Suggested activity: Reading for enjoyment and recording reading strategies used.


Text: An instructional level text for this groupFocus Strategy:What reading strategy is being developed? This could be selected from First Steps Reading.Text: An instructional level text for this groupFocus Strategy:What reading strategy is being developed? This could be selected from First Steps Reading.Text: An instructional level text for this groupFocus Strategy:What reading strategy is being developed? This could be selected from First Steps Reading.Text: An instructional level text for this groupFocus Strategy:What reading strategy is being developed? This could be selected from First Steps Reading.


Suggested activity: Further experimentation of creating a poster using Word Reading Strategies Checklist.Suggested activity: Further experimentation of creating a poster using PowerPoint Reading Strategies Checklist.Suggested activity: Targeted Training based individual needs.Suggested activity: Personal writing for enjoyment.


Focus:What writing strategy is being developed? This could be selected from First Steps Writing.Focus:What writing strategy is being developed? This could be selected from First Steps Writing.Focus:What writing strategy is being developed? This could be selected from First Steps Writing.Focus:What writing strategy is being developed? This could be selected from First Steps Writing.

Resources

From previous learning experience:Class Reading Strategies PowerPointRipper Readers Assessment TaskText Types PackText_Type_Test_Student_Reminder_Qs.docxText Type Feature Checklist Reading Strategies Checklist Shared text with covered words to model read on strategy withThink aloud hatsOther:SEL puppets: Connie Confidence and Peter PersistencePoster & soft toy: Polly the Penguin, Eagle Eye, Skippy FrogWord Documents:Class goal: I can read-on Read_Strat_Task_Card_GRCloze ActivityDigital Resources:IWB, Flipcams and Macs or other available technologyVideoed student presentations of Visual Clues

REFLECTION

Answers to, and discussion stemming from students understanding of will one strategy always work? Why not? Why is the read on strategy good to use? What is easy about using read on? What is hard about using read on? will help to guide further learning experience pacing and the revision needs of concepts so far. Encourage students to use a wide variety of strategies, not just favour oneStudents independent answers and shared answers to the Cloze Activity will also provide insight into the success of this teaching and learning episode.



LANGUAGEText structure and organisation1. Understand that different types of texts have identifiable text structures and language features that help the text serve its purpose (ACELA1463)2. Know some features of text organisation including page and screen layouts, alphabetical order, and different types of diagrams, for example timelines (ACELA 1466)LITERACYInteracting with others2. 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 (ACELY 1789)3. Rehearse and deliver short presentations on familiar and new topics (ACELY 1667)Interpreting, analysing, evaluating1. Identify the audience of imaginative, informative and persuasive texts (ACELY 1668)2. Read less predictable texts with phrasing and fluency by combining contextual, semantic, grammatical and phonic knowledge using text processing strategies, for example monitoring meaning, predicting, rereading and self-correcting (ACELY 1669)3. 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 (ACELY 1670)Creating texts1. 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 (ACELY 1671)SEL & IE,


Reading FOCUS: RE-READExplicit instruction of Re- Read strategyCheck Connies confidence after learning how to read on. Ask again if anyone wants to attempt to explain what re-read, Peters other favourite strategy, might be.Display the class goal: I can use the re-read strategy to help me understand what I am reading and to work out difficult words. Link to Ripper Readers Assessment Task. Introduce Tryin Lion (see resources for its particular reading skill). Explain that this strategy can be used in different ways. Display 3 flashcards: Re-read the whole text, Re-read a part of the text e.g. a page or a sentence, Re-read a word. Teacher explains that she/he will Think Aloud while reading and explain choices about when and how much to re-read. Repeat the modelling on consecutive days to show how the strategy works with different texts and in a couple of different contexts.

Shared practice of Re-readingCheck with Connie and other students that they understand the idea of re-reading. Cover the 3 flashcards and ask students to explain the three ways re-reading can be used. Add these ideas to the Class Reading Strategies PowerPoint and the Reading Strategies Checklist that students have been using while they monitor their own and their peers reading.Ask confident students if they can be videoed while they demonstrate how to use the Re-read strategy. Prompt students to think about whether they might need to re-read a word, or a sentence or the entire text. Use flashcards to remind students.Show students how to access and use Scootle Learning Object Learning Object on IWB: Dragons Jumble: Dream or Pirate Treasure Hunt: 5 Challenges.

Guided practice of Re-readDiscuss the Re-read strategy with the guided reading group. Explain that today we will be focusing on using this strategy but remind students that we still need to try to remember to use the other strategies we have learnt about in previous weeks. (Refer to Class Reading Strategies PowerPoint and Reading Strategies Checklist.)Break students into pairs or groups of three. Give each student a Reading Strategies Checklist. Students will again complete the instructions on Read_Strat_Task_Card_Gr but will also orally answer 4 or 5 comprehension questions based on students instructional level text. Remind students to Think Aloud while they are reading. Students could wear their own Think Aloud hats while they read.Students swap roles so that each student has the chance to read while the other observes. Reflection bring the group back together and discuss observations students have made while reading and observing.Independent practice of Re-readTeacher to model one of the listed learning objects on the IWB using Think Aloud strategy to demonstrate the use of the re-read strategy and to remind students that this is the focus for the activity. Students will need to re-read parts of the text in order to work out correct sequence for Dragons Dream and for the Treasure Hunt.Students work on Digital Learning Objects selected by the teacher to suit levels e.g. -Dragons Jumble: dream: three parts:-Dragons Jumble: dream: four parts-Pirate Treasure Hunt: 5 challenges

Sequencing activity for assessment (Students will need to re-read to be able to sequence well. See example. Students will need to be familiar with the text to complete this example. Tricky Truck Track Wings Reading Scheme - ERA)Evaluation of Re-readingDisplay the class goal: I can use the re-read strategy to help me understand what I am reading and to work out difficult words. Ask Connie if she is feeling more confident now she can re-read and read-on. Video confident students modelling the re-read strategy with the read-on strategy. Add new strategy to Class Reading Strategies PowerPoint and Checklist. Students consider the results from their Reading Strategies tallies during guided reading groups. Ask students will one strategy always work? Why not? (Assessment/Evaluation opportunity). Wear Think aloud hat to model examples of a strategy not suiting a situation. Encourage students to use a wide variety of strategies, not just favour one. Students set personal learning goal to attempt to use a less favoured strategy than what they normally use.

WritingReview the Ripper Readers Assessment Task and criteria sheet. Video confident students sharing their work samples and explain how the examples match up with the criteria on the criteria sheet.Discuss the features of all mediums students are considering using for the presentation of their reading strategies information. Provide scaffold and create an example of an information text together.Provide group time for students to trial and share their learning of the different types of medium they want to use for their information presentation. Provide scaffold for planning of text.Provide students with time to trial the different types of medium they want to use for their information presentation. Provide scaffold for planning of text.Regather as a class to discuss any pros and cons of selected media types. Review the criteria for the assessment task, particularly focusing students on the audience and purpose of their text.

Speaking & ListeningVideo the students presentation in Modelled Writing lesson. Identify instances of students meeting the Ripper Readers Assessment Task criteria for speaking and listening. Model for students how to improve on all areas of the assessment criteria. Students work in small groups to video and view each others performances using flipcams and Macs (or other available technology). Small groups provide mock Year 1 audiences for students to present and model to. Teacher to rove and offer assistance when needed. Hone students videoing skills.Students use examples from shared learning experience and explain to the class how someone they saw met the Ripper Readers Assessment Task criteria.







Suggested activity: See above Guided lessonSuggested activity: See above Independent lesson

Suggested activity: Text Type Scavenger HuntSuggested activity: Reading for enjoyment and recording reading strategies used.




Suggested activity: Further experimentation of creating a poster using Word Reading Strategies Checklist.Suggested activity: Further experimentation of creating a poster using PowerPoint Reading Strategies Checklist.Suggested activity: Targeted Training based individual needs.Suggested activity: Personal writing for enjoyment.






Resources

From previous learning experience:Class Reading Strategies PowerPointRipper Readers Assessment TaskText Types PackText_Type_Test_Student_Reminder_Qs.docxText Type Feature Checklist Reading Strategies Checklist Read_Strat_Task_Card_GR

Word Documents:Class goal: I can use the re-read strategy to help me understand what I am reading and to work out difficult words.Re-Read_Flashcards.docx4 5 comprehension questions based on students instructional level text

Digital Resources:IWB, Flipcams and Macs or other available technologyVideoed student presentationsScootle Learning Objects: Dragons Jumble: Dream: Three Parts, Dragons Jumble: Dream: Four Parts and Pirate Treasure Hunt: Five challenges

Other:SEL puppets: Connie Confidence and Peter PersistencePoster & soft toy: Polly the Penguin, Eagle Eye, Skippy Frog, Tryin LionThink aloud hatsTexts chosen by teacher to model Re-reading strategy for class. (Teacher should have prepared how they will use the text to model re-reading.)

REFLECTION

Answers to, and discussion stemming from students understanding of the 3 re-reading flashcards, modelling of the re-read (and possibly read on) strategy, whether one strategy will always work, why/not, and the setting of personal learning goals to attempt to use a variety of reading strategies, will help to guide further learning experience pacing and the revision needs of concepts so far. Encourage students to use a wide variety of strategies, not just favour oneStudents independent answers to the Sequencing Activity, and comprehension questions during guided reading, will provide insight into the success of this teaching and learning episode.



LANGUAGEText structure and organisation1. Understand that different types of texts have identifiable text structures and language features that help the text serve its purpose (ACELA1463)2. Know some features of text organisation including page and screen layouts, alphabetical order, and different types of diagrams, for example timelines (ACELA 1466)LITERACYInteracting with others2. 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 (ACELY 1789)3. Rehearse and deliver short presentations on familiar and new topics (ACELY 1667)Interpreting, analysing, evaluating1. Identify the audience of imaginative, informative and persuasive texts (ACELY 1668)2. Read less predictable texts with phrasing and fluency by combining contextual, semantic, grammatical and phonic knowledge using text processing strategies, for example monitoring meaning, predicting, rereading and self-correcting (ACELY 1669)3. 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 (ACELY 1670)Creating texts1. 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 (ACELY 1671)SEL & IE ,

MODELLEDI Do ITSHAREDWe Do ItGUIDEDWe Do ItINDEPENDENTYou Do ItREFLECTIONWe Do It

WritingStudents to work on their Ripper Readers Assessment Task.

Speaking & ListeningStudents to work on their Ripper Readers Assessment Task.

Reading FOCUS: Sounding out/chunkingExplicit instruction and evaluation of Sounding outRemind students that we have been learning strategies that help us to improve our reading and for Ripper Readers Assessment Task. Display class goal: I can use letters and sound clues to help me work out unknown words.Introduce students to more good reading friends Stretchy Snake, Lips the Fish and Chunky Monkey (see resources for characters reading strategy). Explain that when we read we can use letter and sound clues to help us work out unknown words.Teacher uses Think aloud hat to model Sound the word strategy with a shared text.Discuss and list important points about Sound the word strategy:-look at the first letter and think about a word that begins with this letter and would make sense-look at the end of the word-look for letters that might go together e.g. sh-cover up some of the word with a finger-break the work into partsExplain that when we use the Sound a word strategy along with the other strategies on our chart we can usually work out unknown words and make sense of what we are reading. Sometimes we might come across new words and we might need to ask another person to explain the meaning of the word and how the word is pronounced. (Helpful Kangaroo strategy card)Shared practice of Sounding outAsk students if they think sharing sounding out would help Connie with her reading too. Video a confident student explaining the class goal and what they have learnt about it so far.Ask Connie to stay for a shared reading session with the class. Invite students to model and give suggestions about the best way to go about sounding out e.g. look at the first letter, chunkingWatch some youtube examples of blending sounds on the IWB e.g. Hooked on Phonics: http://www.youtube.com/watch?v=iOu-QkmInKc and Reading Chant Sounds to Words 1 FUNKY: http://www.youtube.com/watch?v=_MNETwHzwnE.Teacher and students read a shared text chosen by teacher. Students wear their Think Aloud hat and model the use of the Sound the word strategy.Discuss how sometimes this strategy might not be helpful e.g. if we sound out each letter individually and if we only use this strategy and forget to use the other strategies. Model examples and ask students to share examples.

Guided practice of Sound outGuided reading activities should include opportunities to reinforce Sound the word strategy at students instructional reading level. Suggested activities include:-Discuss words students had to use letter and sound clues to decode while reading a section of text. Invite students to discuss their methods of sounding.-Students use sliding masks to decode words with teacher guidance-List all of the words in a given text which have a given letter pattern-Teacher uses a slinky to show children how to stretch words into phonemes and then put them back together-Sound out nonsense words e.g. monster names and children up their own monster names (see example)-Match pictures to text using letter and sound clues-Digital Learning Objects including Letter Planet, Words and Pictures-Students in pairs. One student reads using Think Aloud while the other student makes a tally mark each time he/she observes the reader using a strategy on the Reading Strategies Checklist. Pairs swap roles.-Board games e.g. Picture/Word match games-Word trains (beginning sound, middle sound, end sound). For an example see Youtube clip Sound Blending Idea (Train): http://www.youtube.com/watch?v=YbI4_Df2XSQ

Independent practice of Sounding outStudents remind themselves of their personal Reading Strategies goal to use less frequently used reading strategies. Students read instructional level texts and complete a Reading Strategies Checklist putting a tally mark beside the strategies they use. Students compare their goal to their reading experience.Scootle Learning Objects: Letter Planet and Words and Pictures

Evaluation of Sounding outDisplay class goal: I can use letters and sound clues to help me work out unknown words. Ask students to explain and model the use of this strategy and the 5 key points from the explicit instruction lesson. Add to Class Reading Strategies PowerPoint and Checklist.Teacher makes notes about students who are having difficulty with the Sound the word strategy so they may be provided with more support during guided reading sessions.Use Connie, Peter and all the stuffed animals, as well as class displays and notes, to revise and correct misconceptions of the reading strategies students have learnt before removing all displays and props for students to commence work on the Ripper Readers Assessment Task.



What is the focus in this area? This could come from student writing, topical words, the sequence and scope.Spelling words could include words needed to make the texts e.g. read, try, sound, picturesWhat is the focus in this area? This could come from the text type being studied or the sequence and scope.


Reading Rotations

OneTwoThreeFour

Suggested activity: Reading Strategies Checklist Teacher to assess students using Running Records Suggested activity: Scootle Digital Learning Objects including Letter Planet, Words and Pictures

Suggested activity: Board games e.g. Picture/Word match games

Suggested activity: Match pictures to text using letter and sound clues




Suggested activity: Work on Ripper Readers Assessment Task





Focus:What writing strategy is being developed? This could be selected from First Steps Writing.Focus:What writing strategy is being developed? This could be selected from First Steps Writing.Focus:What writing strategy is being developed? This could be selected from First Steps Writing.Focus:What writing strategy is being developed? This could be selected fro First Steps Writing.

Resources

From previous learning experience:Class Reading Strategies PowerPointRipper Readers Assessment TaskText Types PackText_Type_Test_Student_Reminder_Qs.docxText Type Feature Checklist Reading Strategies Checklist Read_Strat_Task_Card_GRWord Documents:Class goal: I can use letters and sound clues to help me work out unknown words.Digital Resources:IWB, Flipcams and Macs or other available technologyVideoed student presentationsScootle Learning Objects: Letter Planet and Words and PicturesYoutube clips Hooked on Phonics: http://www.youtube.com/watch?v=iOu-QkmInKc Reading Chant Sounds to Words 1 FUNKY: http://www.youtube.com/watch?v=_MNETwHzwnESound Blending Idea (Train): http://www.youtube.com/watch?v=YbI4_Df2XSQOther:SEL puppets: Connie Confidence and Peter PersistencePoster & soft toy: Stretchy Snake, Lips the Fish and Chunky Monkey , Polly the Penguin, Eagle Eye, Skippy Frog, Tyrin LionThink aloud hatsTexts chosen by teacher to model sound out strategy for class. (Teacher should have prepared how they will use the text to model re-reading.)Sliding Masks to decodeSlinky to show how words stretchBoard games e.g. Picture/Word match gamesWord trains (beginning sound, middle sound, end sound). Running Records

REFLECTION

43

Assessment Task Sheet: Ripper ReadersStudent Name:Year Level: 2

Name of Task:Reminders for Ripper ReadersTeacher:

Learning Area/s:English

Date Commenced:Date Due:

Type of Task:|_| Oral|_| Written|_| Other

Task Conditions:|X| Individual|_| Pair|X| Group Work

|X| In Class|_| Homework|_| Other

Opportunity to Access:|_| Books|_| Notes|_| Library|X| Technology

Assessed By:|_| Self|_| Peer|X| Teacher

Task Description: PART A: You will work in small groups. Each student in your group will model reading strategies. You should model each strategy using a book and explain how you might use the strategy to work out difficult words. You should try to use Think Alouds to help the audience (Year 1 students and Year 2 students and parents) understand what you were thinking when you were using the strategy. Your teacher will let you select books to use for your modelling from a class library. Some of the books will be easy books that you have seen before and some will be more difficult books that you have never seen before. In your group, a group member will video each students presentation of the reading strategies using a flipcam. Your groups work will be made into a Reminders for Ripper Readers DVD to be presented to Year 1 students and Year 2 students and parents.PART B:You will work on your own to create a Reminders For Ripper Readers chart/poster/booklet/PowerPoint. You will share your completed work with a Year 1 student.

Resources: Flipcams, laptops for PowerPoint, stationery for making posters, booklets etc..

Catholic Education Services Diocese of Cairns