Level 4, Literacy Planner - Term 1, 2013

WEEK Reading Works o! "oc#s W ole $lass Learning %ntention& Help students to think critically about the way language is used and texts are created to put forward points of view and to position the reader. 'on-"iction Reading Po(ers Teaching students to think while they read using specific strategies. Enabling students to engage in a more interactive, thoughtful reading experience in order to improve comprehension. Reading Po(er& #ooming $n Te,t Ty!e& Explanation Reading Works o!% T#ning %n& $ntroducing the &ower to #oom $n', NonFiction Reading Power, p.(). Lesson *ne% +Teacher ,irected', NonFiction Reading Power, p.(-. .se a non/ fiction book with a lot of text features. Lesson Two% +Teacher ,irected0$ndependent &ractice', Non-Fiction Reading Power, p.(1. .se 2enn ,iagram, p.(3 and Cut and 4ort, p.(5. Teac % !hat is 6iction7 4ong, Non-Fiction Reading Power, p.8. $&ick 4trategy, Cafe, +Erin'. Reso#rce& #oom by $stvan 9anyai http%00www.youtube.com0watch7v:$f;/ < =rkC. e/#oom by $stvan 9anyai http%00www.youtube.com0watch7v:sTww/ fCuc>? %nde!endent Reading& eading &ower @ using text appropriate to in"uiry focus. eading Aournal @ student choice. Writing Works o! "oc#s W ole $lass Learning %ntention& Lang#age $onventions Teachers are to select specific grammar and punctuation conventions depending on class needs throughout the year. Tick and date as you cover it and revise when needed. Language Conventions are not taught in isolation but need to be incorporated into the eading and !riting program. W ole $lass Learning %ntention& To learn about the purpose, structure and language features of explanations. Explanations are used to describe how or why things happen. Writing Works o!& T#ning %n @ Add the effect, !rite !ays, p. -(5. Add the cause/action, !rite !ays, p.-(5 Cause and Effect, !rite !ays, p. -(5. Match Up, !rite !ays, p. -(5. Analysing E planation, Bll you Ceed to Teach Con/6iction Text Types, p. D3 !oin up, !rite !ays, p. -(3 "ell us how or why, !rite !ays p. -(3. %nde!endent Writing& Choice !riting for 1 sessions. !riting an Explanation for < sessions. -#t or.s $ air ) are Time& "oc#s% !ords that signal cause and effect, e.g# therefore, so $ecause. !ords that signal a se"uence of events or stages in a process, e.g. first, last, finally, si%ultaneously. &rite &ays, p. -(( 2erbs @ action verbs in present tense, e.g. e plodes, $uilds, pushes, swirling. ConEunctions @ words used to Eoin words, phrases and clauses within a sentence. They can be used to link cause and effect, subEect and actions or effects, etc. 6or example, and, $ut, yet, whereas, since, whether, or, yet, $ecause, since# "oc#s& Class Feetings ButhorGs Chair %n*#iry Week T(o 4top !ork -D 6ebruary )!eaking and Listening %n*#iry& $#riosity $ontent links Teachers are to use texts containing necessary in"uiry content where possible during the literacy block.

Week 3 11 "e+r#ary 2013

Text Exposure @ www.kidshealth.org texts

Re/lection&

Week 4 10 "e+r#ary 2013

Reading Po(er& #ooming $n Te,t Ty!e& Explanation Reading Works o!% T#ning %n& Lesson Three% +Teacher ,irected0$ndependent &ractice% Confiction 6eature 4earch', Non-Fiction Reading Power, p.(1. .se Con/6iction 6eature 4earch task, p. 8)/8-. Lesson 6our% +Teacher ,irected0$ndependent &ractice% Confiction 6eature ,ictionary', Non-Fiction Reading Power, p.(1. %nde!endent Reading& 4TB 4 @ testing eading &ower @ using text appropriate to in"uiry focus. eading Aournal @ student choice. Text Exposure @ Re/lection& !hat features in a Con/6iction text help you make sense of the text the best7 Reading Po(er& #ooming $n Te,t Ty!e& Explanation Reading Works o!% T#ning %n& Lesson 6ive% +Teacher ,irected0Huided &ractice', Non-Fiction Reading Power, p.((. 6ind a text without text features and discuss the challenges of finding information. Fodel labelling, title and captions for feature/less texts. %nde!endent Reading& 4TB 4 @ testing. eading &ower @ using text appropriate to in"uiry focus. eading Aournal @ student choice. Text Exposure @

W ole $lass Learning %ntention& To learn about the purpose, structure and language features of explanations. Explanations are used to describe how or why things happen. Writing Works o!& T#ning %n @ Bdd the effect, &rite &ays, p. -(5. Bdd the cause0action, &rite &ays, p.-(5 Cause and Effect, &rite &ays, p. -(5. Fatch .p, &rite &ays, p. -(5. Bnalysing Explanation, All you Need to "each Non-Fiction "e t "ypes, p. D3 Aoin up, &rite &ays, p. -(3 Tell us how or why, &rite &ays p. -(3. %nde!endent Writing @ Choice !riting for 1 sessions. !riting an Explanation for < sessions. -#t or.s $ air ) are Time&

"oc#s% !ords that signal cause and effect, e.g# therefore, so $ecause. !ords that signal a se"uence of events or stages in a process, e.g. first, last, finally, si%ultaneously. &rite &ays, p. -(( 2erbs @ action verbs in present tense, e.g. e plodes, $uilds, pushes, swirling. ConEunctions @ words used to Eoin words, phrases and clauses within a sentence. They can be used to link cause and effect, subEect and actions or effects, etc. 6or example, and, $ut, yet, whereas, since, whether, or, yet, $ecause, since#

"oc#s& Class Feetings ButhorGs Chair

%n*#iry Week T ree 4TB 4 testing

Week 1 21 "e+r#ary 2012

W ole $lass Learning %ntention& To learn about the purpose, structure and language features of explanations. Explanations are used to describe how or why things happen. Writing Works o!& T#ning %n @ 2odel& %nde!endent Writing @ !riting an Explanation for 1 sessions. This will be used for team moderation. -#t or.s $ air ) are Time&

"oc#s% !ords that signal cause and effect, e.g# therefore, so $ecause. !ords that signal a se"uence of events or stages in a process, e.g. first, last, finally, si%ultaneously. &rite &ays, p. -(( 2erbs @ action verbs in present tense, e.g. e plodes, $uilds, pushes, swirling. ConEunctions @ words used to Eoin words, phrases and clauses within a sentence. They can be used to link cause and effect, subEect and actions or effects, etc. 6or example, and, $ut, yet, whereas, since, whether, or, yet,

"oc#s& Class Feetings ButhorGs Chair

%n*#iry Week "o#r 4TB 4 testing CB&LBC &reparation English @ &reparation for !riting Foderation Task during Team Feeting. 4tudents write an Explanation on the body system they investigated in their small group.

$ecause, since# Week 3 4 2arc 2013 Re/lection& Reading Po(er& #ooming $n Te,t Ty!e& &ersuasive Reading Works o!% T#ning %n& E ploring Persuasi'e "e ts, !rite !ays p. ->8 @ ->5. Analysing Persuasion, Bll you Ceed to Teach Con/6iction Text Types, p. (-. .se a variety of persuasive texts and analyse during mini/lesson. 4ro#! "oc#s& 4TB 4 / student groups. eading &ower @ provide students with a page from a non/fiction book that has little or no text features. 4tudents annotate text features to match pictures and write text to match. eading Aournal @ student choice. Text Exposure @ CB&LBC &reparation @ ?ear ( Reso#rces& eal &eople Text http%00www.ricgroup.com.au0wp/ content0uploads0<)-<0)<0primary/writing/ g.pdf http%00www.nap.edu.au0verve0Iresources0CB &LBC<)--IpromptIIcagedIanimalsIfinal.p df -ssessment& http%00www.nap.edu.au0verve0Iresources0<) -<IFarkingIHuide.pdf Re/lection& How can you represent new learning through different text features7 !hat features would you use most and why7 How do you identify and locate text features and gain information from them7 !hat is the purpose of text features7 Week 5 11 2arc 2013 Reading Po(er& ,etermining $mportance Te,t Ty!e& &ersuasive Reading Works o!% T#ning %n& Lesson *ne% +Teacher ,irected', Non-Fiction Reading Power, p.3). $ntroducing the TH$E2E4 acronym. W ole $lass Learning %ntention& To learn about the purpose, structure and language features of persuasive text +including arguments, discussions, advertisements'. Writing Works o!& T#ning %n @ 2odel% The structure of a persuasive text, &rite &ays, p. -88. (upport )t activity, !rite !ays p. ->(. ,isplay arguments for0against in class using &ost $t notes on posters using a T/Chart, &rite &ays, p. ->-. &oint of 2iew activities, &rite &ays, p. ->(. &rovide models of arguments or discussion and help children identify the parts and purposes of each. 4tand on the line, T $9J4, p. Reso#rces& http%00www.primaryresources.co.uk0en glish0english,-).htm http%00www."sa."ld.edu.au0downloads0 pI-)0naplanIpersuasiveIsample.pdf http%00www.blake.com.au0v0vspfiles0ass ets0images0naplanIpriIpersuasiveIwo rksheetsIdownload.pdf %nde!endent Writing @ Choice !riting for 1 sessions. "argeting the Audience, !rite !ays p. ->( for < sessions. CB&LBC &reparation @ ?ear ( -#t or.s $ air ) are Time& W ole $lass Learning %ntention& To learn about the purpose, structure and language features of persuasive text +including arguments, discussions, advertisements'. Writing Works o!& "oc#s% Lang#age "eat#res& Emotive !ords and phrases +high modality language' &resent Tense "oc#s& Class Feetings &ersuasive Language and using voice to convey personal opinion. %n*#iry Week )i, Labour ,ay &ublic Holiday -- Farch CB&LBC &reparation @ ?ear ( "oc#s% Lang#age "eat#res& Emotive !ords and phrases +high modality language' &resent Tense Time connectives +firstly, secondly, thirdly' ConEunctions to link reasons or opinions +e.g.% so, therefore, because' 4pecialised vocabulary and technical terms ;uotes or reported speech )entences% 4imple, compound and complex &rite &ays, p. 1< and p. ->) &assive and &ersonal and impersonal voice &rite &ays, p. ->) How can we change sentences from personal to impersonal7 CB&LBC &reparation @ ?ear ( Language Conventions &roofreading 4trategies "oc#s& Class Feetings &rovide opportunities for children to share opinions and ideas before writing a persuasive text. ,ebates +4ee 4haree for resources' ButhorGs Chair %n*#iry Week "ive ,ebates @ Bre they really7 CB&LBC &reparation @ ?ear ( Curriculum ,ay ( Farch 4chool &hotos 8 Farch

4tudents learn how to be TH$E2E4 when they read. Lesson Two% +Teacher ,irected0Huided &ractice' Non-Fiction Reading Power, p.31/ 3D. .sing sub/headings, model turning the heading into a "uestion. %nde!endent Reading& 4TB 4 / student groups. eading &ower @ Create your own TH$E2E4 bookmark eading Log @ student choice. Text Exposure @ .se a text and work with a partner using the TH$E2E4 strategy to determine what is important in the non/fiction text. Text Exposure @ CB&LBC &reparation @ ?ear ( Re/lection& How has the TH$E2E4 strategy help you when you read a non/fiction text to determine what is important7

T#ning %n @ "al* to the Author activity, !rite !ays p. ->(. .se arguments from previous weekGs 4upport $t activity to write letter. %nde!endent Writing @ Choice !riting for 1 sessions. "al* to the Author, !rite !ays p. ->( for < sessions @ students write a letter to the editor. 4earch and Compare activities, &rite &ays, p. ->(. CB&LBC &reparation @ ?ear ( -#t or.s $ air ) are Time&

+) thin* this $ecause,K Time connectives +firstly, secondly, thirdly' ConEunctions to link reasons or opinions +e.g.% so, therefore, because' 4pecialised vocabulary and technical terms ;uotes or reported speech )entences% 4imple, compound and complex &rite &ays, p. 1< and p. ->) &assive and &ersonal and impersonal voice &rite &ays, p. ->) How can we change sentences from personal to impersonal7 CB&LBC &reparation @ ?ear ( Language Conventions &roofreading 4trategies ,ebates ButhorGs Chair

Week 0 10 2arc 2013

Reading Po(er& ,etermining $mportance Te,t Ty!e& &ersuasive Reading Works o!% T#ning %n& Lesson 6our% +Teacher ,irected', Con-Fiction Reading Power, p.3D, $ntroducing Con/6iction Text 4tructures. ) (ee &hat -ou Mean, 4teve Foline, p. -(1 +!ebs', p. --3 +&rocess ,iagrams' and p. ->> +2enn ,iagrams' @ 4haree. Lesson 6ive +Teacher ,irected0Huided &ractice'% Ley !ords, Non-Fiction Reading Power, and p.38. Fodel using Ley !ords -, p.-)8. .se the "6R strategy for identifying the Facts, .uestions, and Responses for a non/ fiction text. Fodel this strategy to students. http%00www.stemresources.com0static0tools0 Bssessments06ormative06; 06; .pdf 4ro#! "oc#s& 4TB 4 / student groups.

W ole $lass Learning %ntention& To learn about the purpose, structure and language features of persuasive text +including arguments, discussions, advertisements'. Writing Works o!& T#ning %n 7 !hoGs the target audience7 &rite &ays, p# /01# Targeting the audience, &rite &ays, p. ->(. Reso#rce& http%00www.readwritethink.org0files0reso urces0interactives0persuasionImap0 %nde!endent Writing @ 6ree choice writing for 1 sessions, teacher directed for < sessions. CB&LBC &reparation @ ?ear ( -#t or.s $ air ) are Time&

"oc#s& Lang#age "eat#res& Emotive !ords and phrases +high modality language' &resent Tense Time connectives +firstly, secondly, thirdly' ConEunctions to link reasons or opinions +e.g.% so, therefore, because' 4pecialised vocabulary and technical terms ;uotes or reported speech )entences% 4imple, compound and complex &rite &ays, p. 1< and p. ->) &assive and &ersonal and

"oc#s& Class Feetings &ersuasive Language and using voice to convey personal opinion. +) thin* this $ecause,K ButhorGs Chair

%n*#iry Week )even 4wimming Level 6our CB&LBC &reparation @ ?ear (

eading &ower @ Lesson Three, Non-Fiction Reading Power, p.3D. 4tudents use visual guide when reading and classify texts according to their structure. eading Aournal @ student choice. Text Exposure @ use Turn $t into a ;uestion task, Con-Fiction Reading Power, p.3D as independent practice. .se in"uiry focus text. Text Exposure @ CB&LBC &reparation @ ?ear (

impersonal voice &rite &ays, p. ->) How can we change sentences from personal to impersonal7 CB&LBC &reparation @ ?ear ( Language Conventions &roofreading 4trategies

Week 8 21 2arc 2013

Re/lection& How has selecting Mkey wordsK in a text helped you to make sense of a non/fiction text7 !hat helped you decide on your key words today7 !hat strategy do you find the most useful when reading a non/fiction text and why7 Reading Po(er& ,etermining $mportance Te,t Ty!e& &ersuasive Reading Works o!% T#ning %n& Lesson 4ix +Teacher ,irected'% 4um $t .p, Non-Fiction Reading Power, and p.33. Teacher ,irected &airs $ndependent task over course of the week. Lesson 4even +Teacher ,irected0Huided &ractice', Non-Fiction Reading Power, p.-)). Listen, 4ketch, Label, 4ummarise, p. -)5 and ,raw $t0 ecall $tN &. -)3. 4ro#! "oc#s& 4TB 4 / student groups. eading &ower @ 4tudents use Ley !ords -, Non-Fiction Reading Power, and p.-)8 with a text related to in"uiry model. eading Log @ student choice. Text Exposure @ 4tudents use 6; strategy for identifying facts, "uestions and responses to text. Text Exposure @ CB&LBC &reparation @ ?ear ( Re/lection& !hat important skill have you learned to help you determine importance7 ,escribe the strategies you use to summarise a text in your own words7 How

W ole $lass Learning %ntention& To learn about the purpose, structure and language features of persuasive text +including arguments, discussions, advertisements'. Writing Works o!& T#ning %n @ High and low modality language. Have students categorise the modality of emotive language used to persuade an audience. Reso#rce&
https%00www.det.nsw.edu.au0eppcontent0glos sary0app0resource0factsheet0D)3-.pdf http%00kogarahnews.wikispaces.com0Fodality http%00hsc.csu.edu.au0english0esl0texts0elect0D)130languageextre.pdf

"oc#s& Lang#age "eat#res& Emotive !ords and phrases +high and low modality language' &resent Tense Time connectives +firstly, secondly, thirdly' ConEunctions to link reasons or opinions +e.g.% so, therefore, because' 4pecialised vocabulary and technical terms ;uotes or reported speech )entences% 4imple, compound and complex &rite &ays, p. 1< and p. ->) &assive and &ersonal and impersonal voice &rite &ays, p. ->) How can we change sentences from personal to impersonal7 CB&LBC &reparation @ ?ear ( Language Conventions

"oc#s& Class Feetings &ersuasive Language and using voice to convey personal opinion. +) thin* this $ecause,K ButhorGs Chair

%n*#iry Week Eig t CB&LBC &reparation @ ?ear ( Bthletics <> Farch Term *ne Ends <5 Farch <%1)pm

%nde!endent Writing @ 6ree choice writing for 1 sessions, teacher directed for < sessions. CB&LBC &reparation @ ?ear ( -ssessment& -#t or.s $ air ) are Time&

have these strategies helped you to understand a text better7 Cotes

&roofreading 4trategies

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Level 4 Writing Bt Level D, students produce, in print and electronic forms, a variety of texts for different purposes using structures and features of language appropriate to the purpose, audience and context of the writing. They begin to use simple figurative language and visual images. They use a range of vocabulary, a variety of sentence structures, and use punctuation accurately, including apostrophes. They identify and use different parts of speech, including nouns, pronouns, adverbs, comparative adverbs and adEectives, and use appropriate prepositions and conEunctions. They use a range of approaches to spelling, applying morphemic knowledge and an understanding of visual and phonic patterns. They employ a variety of strategies for writing, including note/making, using models, planning, editing and proofreading Level 4 Reading Bt Level D, students read, interpret and respond to a wide range of literary, everyday and media texts in print and in multimodal formats. They analyse these texts and support interpretations with evidence drawn from the text. They describe how texts are constructed for particular purposes, and identify how socio cultural values, attitudes and beliefs are presented in texts. They analyse imagery, characterisation, diaEournalue, point of view, plot and setting. They use strategies such as reading on, using contextual cues, and drawing on knowledge of text organisation when interpreting texts containing unfamiliar ideas and information. Level 4 )!eaking and Listening Bt Level D, students plan, rehearse and make presentations for different purposes. They sustain a point of view and provide succinct accounts of personal experiences or events. They adEust their speaking to take account of context, purpose and audience, and vary tone, volume and pace of speech to create or emphasise meaning. !hen listening to spoken texts, they identify the main idea and supporting details and summarise them for others. They identify opinions offered by others, propose other relevant viewpoints and extend ideas in a constructive manner.