DEPARTMENT OF EDUCATION AND TRAINING

Unit plan
Name Year Level Class One Learning area Duration English Weeks 1 - 8 Leisha Crompton, Shae Le Gassick, Jess Sykes & Donna Harding

Year One

Teacher Unit Outline

Big Idea: Understand the structure of a narrative text.

In this unit students will continue to be exposed to a range of literary texts. They will read, view and listen to a range of narrative texts. They will investigate how animals are given human traits in picture story books to tell a fun story. They will choose their favourite story from a small range of picture story books and persuade their peers as to why it is a great book. They will also learn to write their own narrative. Inquiry questions for the unit: What makes a good story? What are the key features of a story?

Stuart Park Primary School English Unit of Work template, Term 4, 2013

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Year One Achievement Standards

Achievement Standard Receptive modes (listening, 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. They listen to others when taking part in conversations, using appropriate language features. They listen for and reproduce letter patterns and letter clusters. Productive modes (speaking, writing and creating) 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. 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.

Relevant prior curriculum Year Level below

Curriculum working towards Year level above

Receptive modes (listening, reading and viewing) By the end of Transition, 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. They listen to and use appropriate language features to respond to
Stuart Park Primary School English Unit of Work template, Term 4, 2013

Achievement Standard Receptive modes (listening, 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. They listen for particular
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others in a familiar environment. They listen for rhyme, letter patterns and sounds in words. Productive modes (speaking, writing and creating) 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. 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 upperand lower-case letters.

purposes. They listen for and manipulate sound combinations and rhythmic sound patterns. Productive modes (speaking, writing and creating) 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. They use a variety of strategies to engage in group and class discussions and make presentations. They accurately spell familiar words and attempt to spell less familiar words and use punctuation accurately. They legibly write un-joined upper- and lower-case letters.

Curriculum Intent: Content Descriptions Language Literature Literacy General Capabilities and Cross-curriculum priorities

Language for interaction Literature and context Understand that language is used Discuss how authors create in combination with other means characters using language and of communication, for example facial expressions and gestures to images interact with others identifying some features of Understand that there are different ways of asking for information, making offers and giving commands

learning about the difference between closed questions, for example 'Are you ready?', 'Did they enjoy their holidays?' and open questions, for example 'What made this text so exciting?' characters and how particular words and images convey qualities of their nature, for example some characters are portrayed as shy, others adventurous

Texts in context Respond to texts drawn from a range of cultures and experiences Interacting with others Engage in conversations and discussions, listening actively to others, showing interest and contributing ideas, information and question

Critical and Creative Thinking Generating ideas, possibilities and actions Imagine possibilities and connect ideas Consider alternatives Inquiring identifying, exploring and organising information and ideas Identify and clarify information and ideas

Use interaction skills including turn-taking, recognising the Discuss characters and events in contributions of others, speaking a range of literary texts, and share clearly and using appropriate Responding to literature
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Stuart Park Primary School English Unit of Work template, Term 4, 2013

Text structure and organisation Understand that the purposes texts serve shape their structure in predictable ways -purpose, audience and structures of
different types of texts

personal responses to these texts, making connections with their own experiences
discussing characters from books and films and whether these are life-like or imaginary (for example talking animals)

volume and pace Make short presentations using some introduced text structures and language, for example opening statements Interpreting, analysing, evaluating 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 meaning and rereading

recognising most high frequency sight words when reading text self-correcting when reading does not make sense, using pictures, context, meaning, phonics and grammatical knowledge reading aloud with developing fluency and intonation

Understand patterns of repetition and contrast in simple texts -how texts work as cohesive wholes
through language features eg. Paragraphs, connectives, nouns and associated pronouns

Express preferences for specific texts and authors and listen to the opinions of others

sharing favourite texts and authors and some reasons for preferences discussing different texts and considering what is entertaining or appealing and why using arts methods and role play to express personal responses to characters and events in stories identifying who is telling the story in different texts

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

reading texts and identifying different sentence-level punctuation

Examining literature

Discuss features of plot, character and setting in different types of Expressing and developing literature and explore some ideas Identify parts of a simple sentence features of characters in different Use comprehension strategies to texts that represent Whats build literal and inferred meaning happening?, Who or what is about key events, ideas and discussing how plots develop involved and the circumstances including: beginnings (orientation), information in texts that they listen Explore differences in words that represent people, places and things (nouns and pronouns), actions (verbs), qualities (adjectives) and details like when, where and how (adverbs)
talking about what is real and what is imagined in texts

to, view and read by drawing on growing knowledge of context, Creating literature text structures and language Recreate texts imaginatively using features drawing, writing, performance and making connections between the text and students own digital forms of communication Write a narrative text with an
experiences, and between information in print and images

how the problem (complication) is introduced and solved (resolution)

Stuart Park Primary School English Unit of Work template, Term 4, 2013

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anthromorphic theme to it. Compare different kinds of images in narrative and informative texts and discuss how they contribute to meaning 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 Recognise and know how to use morphemes in word families for example play in played and playing Sound and letter knowledge Manipulate sounds in spoken words including phoneme deletion and substitution Recognise soundletter matches including common vowel and consonant digraphs and consonant blends Understand the variability of soundletter matches

making inferences about characters feelings and motives making predictions from the cover, from illustrations and at points in the text before reading on retelling the events or key information in the text orally, in writing and/or through digital or arts media

Creating texts 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

referring to learned knowledge of text structure and grammar when creating a new text applying new vocabulary appropriately in creating text learning how to plan spoken and written communications so that listeners and readers might follow the sequence of ideas or events beginning to consider audience in designing a communication involving visual components, selecting images for maximum impact

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

Stuart Park Primary School English Unit of Work template, Term 4, 2013

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Teaching and Learning sequence Sequence of literacy component investigating narrative texts and identifying the text structure of the genre Through Book Bazaar lesson and follow up activity session The children will continue to look at a range of picture story books focusing on the main elements of a story. They will read discuss specific elements such as characters, setting, beginning, middle (problem ) and ending (how is the problem solved) and fill out a chart for the story book each week. They will discuss which is their favourite story and why

Assessment Formative - Literacy Through discussion be able to identify elements of a story Summative- Literacy Students to write a book review to convince peers that this is the best book and why Formative - Writing Children to participate in discussion about different texts and show an awareness of different text types for different purposes Children to participate in a range of activities that develop an understanding of the narrative text Summative Writing Students to write their own narrative story using their animal puppet as their main character.

Resources Animal puppet made in Term 3. Planning sheet to write a narrative 5 Picture story books for Book Bazaar

Sequence of the writing genre narrative text Introduce the text structure of Beginning, Middle (Complication problem) and Ending how was the problem solved As a class write a narrative plan and then in small groups acting out the stories for peers. As a class write a plan give options for a problem and in pairs choose a problem for an animal. Writing own narrative Summative Task

Stuart Park Primary School English Unit of Work template, Term 4, 2013

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Literacy Term Overview

Week Genre Language Literature and Literacy Spelling / Soundwaves Grammar/ Punctuation Handwriting Oral Language + Phonemic Awareness Reading / Comprehension

Book Bazaar Who Sank the Boat? Pamela Allen Focus Brainstorm and fill in the story chart for the book. Children to articulate a personal response. What makes a good story? Identify the main parts of a narrative (beginning, middle, end). Book Bazaar The Very Cranky Bear Nick Bland Focus See week 1

Introduce the text structure of a narrative. Beginning introduces the characters , setting etc Middle develops the story creates a problem Ending solves the problem Use a PM Gems on IWB to read as a class and then identify the three parts of the story. Using the story The Very Cranky Bear sort 3 pictures into beginning, middle and end then write for each picture. Use a PM Gems on IWB to read as a class and then identify the three parts of the story.

Adjectives Unit 32 sh at the beginning and end of words

Anti-clockwise cvc words Guided reading letters at, et, it, ot, ut sessions 2 times a a, c, d, g, q week for approx. 45 min to 1 hour Groups based aroun PM Benchmark testing levels Introducing varying genres in guided reading groups using Flying Colours and Sails. Other anti clockwise o, e, f, s cvc words ag, eg, it, og, ug Reading comprehension Term 4 Focus Continuing to expose children to a range of different text eg. narrative, information, procedure, recount. When reading narrative texts focus on the
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Unit 32 ch at the beginning and end of words

Verbs Use The Very Cranky Bear to identify nouns and verbs. See Sound Waves for detail

Book Bazaar Too Many Pears Jackie French/ Bruce Whatley

Read the beginning and middle of Too Many Pears and children write their own ending.

Unit 34 th thong th - feather

Speech marks

U family u, y, v

cvc words an, en, in, un

Stuart Park Primary School English Unit of Work template, Term 4, 2013

Focus See week 1

4

Book Bazaar Edward the Emu Sheena Knowles Focus See week 1

Act out one or two of the endings a happy / sad ending Write (as a class) own narrative plan about an emu. Break into groups to practise story in detail (orally) and act out in that group.

Unit 29 oo boot

Sentence expansion Simple sentence add adjectives and adverbs

w, b

ccvc Consonant blends

Unit 31 ou as in cloud ow as in flower Conjunctions Sentence beginnings And then add- but, because, and, although, while, so Homophones To, two, too Clockwise letters m, n, r, x, z Rhyming words own

Book Bazaar Alexanders Outing Pamela Allen Focus See week 1

Book Bazaar use all 5 books. Focus: - Children to choose which was their favourite story over the past 5 weeks and write a book review to be displayed with weekly book Book Bazaar Focus

Write (as a class) a narrative plan for an adventure about a ducklist some options for problems Children to discuss in pairs their choices and record in a mini planthen write own narrative about a duck adventure. Common Summative assessment task: Use their individual animal puppet to plan a story then write it. Develop the plans and ideas over a couple of oral sessions then children to write their own narrative.

Unit 33 oy oi

Words other than said

Other clockwise letters h, p, k

Syllables

structure and characters. When using these books focus on punctuations and grammar eg. verbs, adjective, speech marks. Focus on questioning. Children to become aware of the different types of questions being asked eg. here questions (literal), hidden (inferential), head (connection to the text).

High frequency words Continue to read words as part of guided reading sessions.

Unit 33 eer ear

Homophones Hear / here Contractions

I family l, t, i, j

Deleting sounds to make new

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Stuart Park Primary School English Unit of Work template, Term 4, 2013

Book Bazaar

Unit 35 air Unit 36 er

Revision

words Consonant blendsrevision

9 Reso urces

Book Bazaar

Stuart Park Primary School English Unit of Work template, Term 4, 2013

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