Level 4, Literacy Planner - Term 3, 2013

Reading Workshop Focus Whole Class Learning Intention: 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. Students will identify aspects of literary texts that convey details or information about particular social, cultural and historical contexts. Non-Fiction Reading Powers 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. Writing Workshop Focus Whole Class Learning Intention: Students will learn about the purpose, structure and language features of biographical recounts and information reports. Language Conventions 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 Reading and Writing program. Speaking and Listening Students make presentations and contribute actively to class and group discussions, using a variety of strategies for effect. They will learn techniques for engaging an audience and communicating with clarity and purpose.

Students will demonstrate understanding of grammar, make considered choices from an expanding vocabulary, use, accurate spelling and punctuation for clarity and make and explain editorial choices.

Resources: Herald Sun Australian History Kit Sir Edward Weary Dunlop by Hazel Edwards (Biography and timeline) Mary MacKillop by Gabiann Marin (Biography and timeline) Professor Fred Hollows by Hazel Edwards (Biography and timeline) Dame Nellie Melba by Gabiann Marin (Biography and timeline) The Hunt for Ned Kelly by Sophie Masson (Information Narrative, Journal examples, Hero versus Villain concepts) The Australia Book by Eve Pownall We Are All Born Free by Amnesty International We Are All Born Free - Teacher Notes Save the Children Rights and Responsibilities of Children Rights and Responsibilities Book United Nations Convention on the Rights of the Child Rights of the Child ABC - Famous Australians Amnesty International Human Rights Film The Literacy Shed Aussie Educators - List of Famous Australians Mary MacKillop's Story

Teacher Resources: Reading Power by Adrienne Gear Non-Fiction Reading Power by Adrienne Gear Writing Power by Adrienne Gear Write Ways by Lesley Wing Jan A New Grammar Companion for Teachers by Beverly Derewianka (Sharee) Connecting with History by Geraldine Ditchburn and Stacey Hattensen (Sharee) History: What a Drama! By Ann Parry (Sharee) Herald Sun Australian History Kit (Teacher Notes emailed to all) Australian Legends: Famous Australians since Federation by George Moore (Sharee) Teacher Notes:

Hunt for Ned Kelly Teacher Notes

Dame Nellie Melba Teacher Notes

Fred Hollows Teacher Notes

The Australia Book - Nanberry - Teacher Teacher Notes Notes

My Australian Story: Refugee - Teacher Notes

Famous Australians - Blake Education Resource Save the Children - Rights of Children

Human Rights Quotes

Freedom Riders Charles Perkins Text

Finding my Magic Series Save the Children (You Tube) Human Rights Education Multi-media Gallery (videos, pictures, games, cartoons). Please check on the appropriateness of the content before allowing students to view images or videos. Human Rights Multi-Media Gallery

1 15 July Camp Coonawarra 2 22

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Reading Power: The Power to Question Text Type: Biography Reading Workshop: Tuning In: Good readers ask questions while they read; some answers can be found right in the story, but if you cant find the answer in the story; the answer has to come from you. Lessons: Lesson One (Teacher Directed): Introducing the Power, Reading Power, p.53. Good readers ask questions before, during and after reading. Introduce the Question Song, Reading Power, p.51. Create a class anchor chart based on the Questioning Words Chart, Reading Power, p.61. Discuss a variety of Question words. Discuss two types of questions: literal and inferential; thick and thin; right there and in your head; quick questions and deep thinking questions. Lesson Three: Three Stages of Questions #1, Reading Power, p.59. Use this before, during and after reading We Are All Born Free. Look at Strategies that Work, p.109-129. With the We are All Born Free text, generate questions about the text and use coding to categorise questions. Strategies that Work, p.113. Text: We Are All Born Free, Amnesty International We Are All Born Free - Teacher Notes Visual Literacy: Born Free and Equal Film Wing - http://www.literacyshed.com/the-thinking-shed.html A solitary, one winged creature called Wing is harassed by a group of oppressive crows due to being weak and different from them. He decides that he wants to overcome his disability and escape from the forest. Group Focus: STARS focus for students determined by CARS Reading Power Questioning Text Exposure - Biography / Human Rights Reciprocal Reading

July

Whole Class Learning Intention: Students will build knowledge of the characteristics and structures of the informational genre, specifically the biography. Writing Workshop: Lesson 1: Identify Attributes of Informational Genre Tuning In Introduce a biographical text (see resources). Model Create an Anchor Chart to list the attributes of a biography. Independent Writing Have a chart prepared of the names of different people to write biographies about. On the chart include several fictional characters. Students will write down the names of the people who are appropriate for biography writing and their reasons why. Independent writing. Authors Chair Share Time- Share their reasons for who was an appropriate person for a biography and why. Lesson 2: Where do Writers get their ideas? What is a biography? Tuning In Where do writers go to get new ideas? Model Read aloud Nothing ever happens on 90th Street by Roni Schotter (Sharee and Erin have the text). Independent Writing Jot down any ideas or topics students can later write about in their Writers Notebook. Independent writing Authors Chair Share Time- How can we apply what we learnt today to the writing of a biography?

Word Focus: Smart Words Proofreading Strategies Revise nouns, noun groups and pronouns. Proper nouns to refer to specific people, places, times and events. Understand how noun and adjective groups can be expanded in a variety of ways to provide a fuller description of the person, place or thing (AC: E Year 5). Understand how ideas can be expanded and sharpened through careful choice of verbs, elaborated tenses and a range of adverbials (they tell us how, when and where things happen) (AC: E Year 6). Revision of capital letters for proper nouns.

Authors Chair Share Time Sharing about self. Oral recount of holidays / camp. Oral Reflection.

Sex Ed 23rd July 24th July Pilot Pen Competition Entries Due to Mrs Gaiser

Non-Fiction Thinking Circles

3 29th July Chinese Visitors Production Week Rehearsal st 1 August Sex Ed 31st July Literacy and Numeracy Week

Reflection: How does asking questions while you read help you understand the text better? Show me or tell me about your thinking? Reading Power: The Power to Question Text Type: Biography Reading Workshop: Tuning In: Good readers ask questions while they read; some answers can be found right in the story, but if you cant find the answer in the story; the answer has to come from you. Good readers ask questions before, during and after reading. Sing the Question Song, Reading Power, p.51. Lessons: Lesson Two Four (Teacher Directed/Independent Work): Extending Deep Thinking Questions, Reading Power, p.54. Spend one or two lessons working on practising, discussing and asking deep-thinking questions. Use the IfWeb, Reading Power, p.62. As a whole class, focus on one of the visuals from the We are All Born Free text and write a What if? statement inside the web. Coding our questions use these codes with the students QC Quick Question You found the answer to this question in the text. NC Not Connected This question is not really connected to the text. DT Deep Thinking Question This answer is not in the text but you are still wondering about it. Text: We Are All Born Free, Amnesty International We Are All Born Free - Teacher Notes Visual Literacy: Born Free and Equal Film Group Focus: STARS focus for students determined by CARS Reading Power Questioning Text Exposure - Biography / Human Rights Reciprocal Reading Non-Fiction Thinking Circles Reflection: How does asking questions while you read help you understand the text better? Show me or tell me about your thinking?

Whole Class Learning Intention: Students will build knowledge of the characteristics and structures of the informational genre, specifically the biography. Writing Workshop: Lesson 3: How do writers find information about a persons life? Tuning In Review characteristics of a biography. Refer to the posters hanging in the gallery spaces as people who you could write a biography about. Talk about the difference between fact and opinion as biographies contain factual information. Make links to our Reading focus The Power to Question and discuss how our questions can guide our research on a person for the purpose of writing a biography. Discuss the types of questions we may ask and record on an anchor chart to aid students own question formation. Model Model a bio poem on yourself. Independent Writing Students to write a bio poem about themselves. Authors Chair Share Time- Select students to share who have demonstrated the structure of a bio poem correctly. Bio Poem Format:

Word Focus: Smart Words Proofreading Strategies Connectives to link event and indicate time sequence. Connectives are words and phrases that link ideas within sentences and across paragraphs. Sequence first, on another occasion, later. Cause and Effect consequently, therefore, despite this, because, otherwise. Comparison and Contrast however, in spite of this, nevertheless, on the contrary. Addition furthermore, also, along with, in addition, and. Examples and Results for example, such as, for instance, as a result, therefore, hence. Build up a list of words to connect events in sequence rather than then.

Authors Chair Share Time Hot seating Students sit on a chair in character and are interviewed by peers. Interviewers and characters hold an improvised conversation. Begin with teacher modelling. Teacher takes on the role of an historical figure and tells a story about their life and accomplishments. Students ask questions (encourage open-ended questioning and make links with our learning about questioning in Reading). (See Sharee for resource) The role that a significant individual or group played in shaping a colony; for example, explorers, farmers, entrepreneurs, artists, writers, humanitarians, religious and political leaders, and Aboriginal and Torres Strait Islander peoples (ACHHKO97) Focus on oral presentation techniques (voice, eye contact, tone, pace, volume, etc.)

Bio Poem Format

Lesson 4: Research: Using Sources to find information. Tuning In When do we need to research sources of information for a biography? What are reputable sources that we can collect information from? Model The use of a SQRRR to organise information about an Australian notable. E.g. Fred Hollows. SQRR Format:

SQRRR - Reading
Independent Writing Choice writing Authors Chair Share Time- Students will evaluate the accuracy of the sources of information used in the modelling. You can also include information on citing resources and encourage students to begin keeping a bibliography of references they use for

their inquiry. This will be covered again when we look at information reports. Authors Chair Share Time Hot seating Students sit on a chair in character and are interviewed by peers. Interviewers and characters hold an improvised conversation. Characterisation Focus on students adopting the character of their Notable person (speech, mannerisms, movement, etc.). Focus on oral presentation techniques (voice, eye contact, tone, pace, volume, etc.)

4 5th August Level Four Hoop Time 9th August

Reading Power: The Power to Question Text Type: Biography Reading Workshop: Tuning In: Good readers ask questions while they read; some answers can be found right in the story, but if you cant find the answer in the story; the answer has to come from you. Good readers ask questions before, during and after reading. Sing the Question Song, Reading Power, p.51. Lessons: Lesson Two Four (Teacher Directed/Independent Work): Extending Deep Thinking Questions, Reading Power, p.54. Spend one or two lessons working on practising, discussing and asking deep-thinking questions. Use the IfWeb, Reading Power, p.62. In small groups, focus on one of the visuals from the We are All Born Free text and write a What if? statement inside the web. Wonder Webs can also be found in Non-Fiction Reading Power, p.68. Coding our questions use these codes with the students QC Quick Question You found the answer to this question in the text. NC Not Connected This question is not really connected to the text. DT Deep Thinking Question This answer is not in the text but you are still wondering about it. Text: We Are All Born Free, Amnesty International We Are All Born Free - Teacher Notes Visual Literacy: Born Free and Equal Film For the Birds - Animation about bullying (Thinking Shed) Group Focus: STARS focus for students determined by CARS Reading Power Questioning Text Exposure - Biography / Human Rights Reciprocal Reading Non-Fiction Thinking Circles Reflection: How does asking questions while you read help you understand the text better? Show me or tell me about your thinking?

Whole Class Learning Intention: Students will build knowledge of the characteristics and structures of the informational genre, specifically the biography. Writing Workshop: Lesson 5: Organizing Information: Narrowing your choice of Biography. Writing Skill: Using graphic organisers Tuning In Read a short biography on an Australian notable. (Refer to biography samples or borrow Sharees book Australian Legends for short samples.) Model Review the genre by telling your students that biographies are the one genre that can open their eyes and hearts to people who have made a difference in the world. They can learn about lives and eras of both the past and present. Instruct students that we will begin to think about what we will focus on for each part of the biography. Model the graphic organiser (Link below) for collecting data. http://www.scholastic.com/teachers/lessonplan/collateral_resources/pdf/f/feb05_unit_BiographyChart.pdf Independent Writing With a partner students will use a short biographical text and the above graphic organiser to collect important ideas. Authors Chair Share Time- Sharing of findings from the biography book report graphic organiser. Lesson 6: Prewriting - Note Taking Writing Skill: Organising Tuning In Why is taking notes a good thing to do? When might you need to take notes? Model Finding the main idea and important details in the text. Independent Writing Find the main idea of the text they are reading independently and two supporting important details. Authors Chair Share Time- Students can share how and why we take notes as well as their main idea of the text they were reading. Lesson 7: Putting Information into your own words - Paraphrasing. Writing Skill: Paraphrasing Tuning In Start this lesson by writing this sentence on the board or chart paper: The bears ingested large quantities of berries. Ask students to define ingested (ate) and quantities (numbers or amounts) Invite volunteers to say these sentences in their own words. (The bears ate many berries.) Ask students to compare the original with their sentences and tell how they are the same and different. (same meaning, different words)

Word Focus: Smart Words Proofreading Strategies Use of first and third person. Past tense - action verbs in past tense. Look at the different types of tense: Simple past (base verb + ed, e.g. played) Past Continuous (present participle with a helper, e.g. was playing/were playing) Past Perfect (e.g. had played) Perfect Continuous (e.g. had been playing) Create an anchor chart to model the differences for first, second and third person). Quoted and reported speech quotation marks. Ellipses () can be used to show that a part of a quotation is missing.

 Explain what they have done here is called Paraphrasing. Discuss with students how paraphrasing can help them to become better readers and writers. (As readers, students can use paraphrasing to think about and remember what they read. As writers, students can include in their writing important facts they learned without copying the original source, word for word.) Model Say: Paraphrasing is different from quoting the author directly. What do you do when you quote someone elses exact words? (You put quotation marks around them) On the board or on chart paper, demonstrate quoting the author by writing a line from the visual and placing quotation marks around it. Ask: What does a summary do? (gives only the most important points) Say: Paraphrasing gives more detail than summarizing does, but it does not restate every word. Display a two-column chart. Work with students to complete the chart by writing sentences from the article in the left-hand column and paraphrasing them in the right-hand column. Encourage students to review each paraphrased sentence to check that it does not change the meaning of the original or use too many of the same words as the original Independent Writing Work in pairs or small groups to paraphrase facts and ideas from the passage about an Australian Notable or about the declaration of human rights/ social justice. Authors Chair Share Time- Invite groups to paraphrase what they read for the class. Lesson 8: Finding Date and Place of Birth, Childhood Events Writing Skill: Researching Tuning In Discuss organisation of information. Model Independent Writing Students will use information gathered during inquiry time and organise it during writing time. Authors Chair Share TimeAssessment make use of collaboratively generated rubrics and reference Write Ways. Recount Assessment Criteria Whole Class Learning Intention: Students will build knowledge of the characteristics and structures of the informational genre, specifically the biography. Writing Workshop: Lesson 9: Drafting: Writing an introduction Writing Skill: Writing a strong lead Tuning In Read various introductions of biographies; make an anchor chart of the different leads students can use. Model Write one (or more to compare) introductions, using one of the types of leads from the chart. Independent Writing Draft an opening paragraph using one of the leads off the chart (see writing resource for ideas of leads). Authors Chair Share Time- share opening paragraphs.

5 12th August

Reading Power: The Power to Question Text Type: Biography Reading Workshop: Tuning In: Good readers ask questions while they read; some answers can be found right in the story, but if you cant find the answer in the story; the answer has to come from you. Good readers ask questions before, during and after reading. Sing the Question Song, Reading Power, p.51. Lessons: We want students to learn to identify questions that stop thinking and those that move our thinking forward.

Word Focus: Smart Words Proofreading Strategies Sentences and clause level grammar Review what a clause is and how simple, compound and complex sentences are constructed through one clause (simple) or by combining different clauses using different types of conjunctions

Authors Chair Share Time Hot seating Students sit on a chair in character and are interviewed by peers. Interviewers and characters hold an improvised conversation. Characterisation Focus on students adopting the character of their Notable person (speech, mannerisms,

Lesson 5-6 (Teacher Directed/Independent Work): Group Questioning, Reading Power, p.54. Model read-aloud/think-aloud using sticky notes. Use Evaluating Questions #1, Reading Power, p.63. Reinforce that the questions that are often not answered in the text, are the ones that encourage us to think. Use Carousel activity described in Reading Power, p.55. Introduce the Extended OWI Non-Fiction Reading Power, p.76. This template is useful for teaching students about important events that have shaped and influence our history. Use photographs from Visual Literacy texts. Text: We Are All Born Free, Amnesty International We Are All Born Free - Teacher Notes Visual Literacy: Born Free and Equal Film Group Focus: STARS focus for students determined by CARS Reading Power Questioning Text Exposure - Information Reports Reciprocal Reading Non-Fiction Thinking Circles Reflection: How does asking questions while you read help you understand the text better? Show me or tell me about your thinking?

Lesson 10: Drafting- Writing the middle in Paragraph form with a topic sentence. Writing Skill: Developing the main idea Tuning In A good topic sentence (1) names the subject and (2) states your feelings (see resource for an example, page 143) Model drafting a paragraph, underlining the important details, develop subheading for the paragraph Independent Writing Draft a paragraph/ choice writing Authors Chair Share Time- choose students who are having success in doing their personal best in writing a paragraph with a topic sentence. Lesson 11: Drafting: Ending with a Bang Writing Skill: Writing a strong ending Tuning In facts/ quotes/ images as endings, read some examples, talk about the differences with whole class. Model Choose one of the types of endings to model Independent Writing Students to write their concluding paragraphs and begin editing using a checklist Authors Chair Share Time- Share drafts of final paragraphs * Specific Revising and editing skill lessons are included in the writing resource and would be best utilised during conferring with students.

(compound and complex). A clause is a group of words with a subject and something to say about the subject. E.g. Dad and I went fishing. Two types of clauses: A principal, or main clause, consists of one complete idea. (E.g. Jill made a model plane.) A subordinate, or dependent, clause says more about the main idea in the principal clause. It is linked to the principal clause by a conjunction or relative pronoun. (E.g. Alexander Bell was the person (principal) who invented the telephone (subordinate). Subordinate clauses are incomplete and do not make sense on their own. Understand the difference between main and subordinate clauses and how these can be combined to create complex sentences through subordinating conjunctions to develop and expand ideas (AC: E Year 5). Investigate how clauses can be combined in a variety of ways to elaborate, extend or explain ideas (AC: E Year 6). Word group focuses: Specialised vocabulary Collective nouns Names given to groups of animals, people or things. E.g. team of scientists, gang of bushrangers, and a congregation of nuns. Sentences containing one or more facts Variety of Sentence types Simple Compound

movement, etc.). Focus on oral presentation techniques (voice, eye contact, tone, pace, volume, etc.)

6 19 August
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Reading Power: The Power to Question Text Type: Information Report Reading Workshop: Tuning In: If we answer deep-thinking questions, this will help us with the power to infer answers to deep thinking questions. Lessons: Lesson 7-8 (Guided Practice): Your turn to question After recording questions on sticky notes, transfer to anchor chart, Evaluating Questions #1, Reading Power, p.63. Discuss Does it Matter help students identify deep-thinking questions that help us move to inferring answers. Revise the Extended OWI Non-Fiction Reading Power, p.76. This template is useful for teaching students about important events that have shaped and influence our history. Use

Whole Class Learning Intention: Students will build knowledge of the characteristics and structures of the informational genre, specifically an information report. Writing Workshop: Lesson 1: Identify Attributes of an Information Report Tuning In Introduce an information report that includes information that describes aspects of people, places, history, geography, science or economy (see resources). Model After viewing a sample of an information report, annotate the features and then create an Anchor Chart to list the attributes of an information report, Write Ways, p. 121-123. Structure of an information report: Opening statement - Lead in sentence to state the topic and capture interest - may include a short description of the subject - may include definition

Authors Chair Share Time Hot seating Students sit on a chair in character and are interviewed by peers. Interviewers and characters hold an improvised conversation. Characterisation Focus on students adopting the character of their Notable person (speech, mannerisms, movement, etc.).

photographs from Visual Literacy texts. Lesson 9-10 (Independent Practice): Choose your Own Book Students use the information they have obtained for their notable person. Reading Power, p.55. Use templates which focus on the Three Stages of Questioning, Reading Power, p.63 and 64 to help students record their thinking. Text: We Are All Born Free, Amnesty International We Are All Born Free - Teacher Notes Visual Literacy: Born Free and Equal Film Group Focus: STARS focus for students determined by CARS Reading Power Text Exposure - Information Report Reciprocal Reading Non-Fiction Thinking Circles Common Assessment Task: Students will complete a Text Questions and Inferences Chart, Non-Fiction Reading Power, p.85 on a suitable text. They will code their questions using the codes introduced: QC Quick Question You found the answer to this question in the text. NC Not Connected This question is not really connected to the text. DT Deep Thinking Question This answer is not in the text but you are still wondering about it. Students will develop inferences to the deep-thinking questions they have posed. Reflection: How does asking questions while you read help you understand the text better? Show me or tell me about your thinking?

- may include classification or categorisation of types Paragraphs - each paragraph is about a different aspect of the subject. - begins with a topic or a preview sentence - focus is on facts not opinion Conclusion - Summarises the information presented - Does not include any new information Independent Writing Independent writing. Authors Chair Share Time Repeat this lesson over the course of the week and identify the features and structure of a variety of information reports. Annotate as many information reports as possible and have students work with a partner or in small groups to annotate information reports. Suitable reference to use is the Herald Sun History Kit. Lesson 2: Identify the structure and features of an opening statement. Tuning In Look at the introduction or opening statement to introduce the topic identify the classification (e.g.: Ned Kelly was a bushranger, Mary MacKillop was a Saint.). What are the other features of the opening statement? Will be written in the third person note use of their, they, the. Model - Model the writing of an opening statement written in the third person. Independent Writing Independent writing. Authors Chair Share Time Discuss the language features which will include: Specialised vocabulary (scientific, historical, social) Variety of sentence types (simple, compound, complex) Generalisations (review) Use of relative pronouns (relative pronouns are who and whom (used when talking about people) and which and that (used when talking about animals or things.) Descriptive language using factual and precise adjectives and verbs and adverbs. Language of comparison (compared with, most famous, like, different from) Timeless present tense Brackets to clarify, explain or add extra information Lesson 3: Identify the structure and features of the main body of the report. Tuning In Look at the main body of a sample report. What are the other features of the main body of the report? Note the description of the aspects, features or characteristics of the subject of the report. Note that related information will be grouped in paragraphs. Topic headings and sentences provide indications of what is to follow. Highlight elaborations or supporting evidence. Will be written in present tense. Sentences will contain more than one fact. Check for action verbs. Discuss how an information report contains specialised

Complex Visual Literacy Identify and explain how analytical images like figures, tables, diagrams, maps and graphs contribute to our understanding of verbal information in factual texts (AC: E Year 6).

Focus on oral presentation techniques (voice, eye contact, tone, pace, volume, etc.)

vocabulary and factual and precise adjectives are used to expand facts. Identify examples of present tense. Have students rewrite sentences that were written in past and future tense to present tense. Create an anchor chart to record thinking and examples. For example: Present tense base verb, e.g. serve/serves Past tense base verb + ed, e.g. served Future tense - base verb with helpers, e.g. shall serve/will serve Remember regular verbs can have the suffixes s, -ing- and ed added to them. Model - Model the writing of one paragraph in an information report. Independent Writing Independent writing. Authors Chair Share Time Whole Class Learning Intention: Students will build knowledge of the characteristics and structures of the informational genre, specifically an information report. Writing Workshop: Lesson 4: Identify the structure and features of the conclusion. Tuning In Review our work from last week. Look at examples of conclusions from a sample of information reports. Identify sentences which summarise information. Model - Model the writing of one paragraph in an information report. Independent Writing Independent writing. Authors Chair Share Time Lesson 5: Identify the use of facts and the need for accurate information in a report. Tuning In Help the students locate and classify facts in reports. Discuss the difference between fact and opinion and create an anchor chart to model the difference. Encourage them to research carefully when they are preparing for writing. How can we check the reliability of information? Independent Writing Choice writing Authors Chair Share Time Lesson 6: Identify the use of visual text. Tuning In Help the students locate and classify examples of visual text and how it is used to support and extend the information in the printed text (diagrams, timelines, maps, tables, and pictures.) Compare written text with digital text (check use of audio as another source of information to enhance an information report). In pairs, provide students with examples of visual texts and have them write statements about the information they can glean from such text. Independent Writing Choice writing or Reports in Brief activity from Write Ways, p. 132. Authors Chair Share Time

7 26th August Three Way Conference Week

Reading Power: The Power to Question Text Type: Information Report Reading Workshop: Tuning In: If we answer deep-thinking questions, this will help us with the power to infer answers to deep thinking questions. Lessons: Lesson 9-10 (Independent Practice): Choose your Own Book Students use the information they have obtained for their notable person. Reading Power, p.55. Use templates which focus on the Three Stages of Questioning, Reading Power, p.63 and 64 to help students record their thinking. Lesson 11-12 (Independent Practice): Asking and Answering Questions Students need to begin answering their questions in sentences as part of their Inquiry work. Text: We Are All Born Free, Amnesty International We Are All Born Free - Teacher Notes Visual Literacy: Born Free and Equal Film Group Focus: STARS focus for students determined by CARS Reading Power Text Exposure - Information Report Reciprocal Reading Non-Fiction Thinking Circles Reflection: How does asking questions while you read help you understand the text better? Show me or tell me about your thinking?

Word group focuses: Specialised vocabulary Sentences containing one or more facts Variety of Sentence types Adverbs used to add extra information to verbs. Look specifically at Adverbs of Frequency - always, sometimes, never, etc. Adverbs of Manner - carefully, slowly Adverbs of Time and Place here, yesterday, then Adverbs of Relative Time recently, already, soon Adverbs of Degree - very, extremely, rather Adverbs of Quantity - a few, a lot, much Adverbs of Attitude fortunately, apparently, clearly Create anchor charts to display different types of adverbs we might use to add extra information to the verbs we use in our writing. Visual Literacy Identify and explain how analytical images like figures, tables, diagrams, maps and graphs contribute to our understanding of verbal

Authors Chair Share Time Hot seating Students sit on a chair in character and are interviewed by peers. Interviewers and characters hold an improvised conversation. Characterisation Focus on students adopting the character of their Notable person (speech, mannerisms, movement, etc.). Focus on oral presentation techniques (voice, eye contact, tone, pace, volume, etc.)

information in factual texts (AC: E Year 6). Authors Chair Share Time Hot seating Students sit on a chair in character and are interviewed by peers. Interviewers and characters hold an improvised conversation. Characterisation Focus on students adopting the character of their Notable person (speech, mannerisms, movement, etc.). Focus on oral presentation techniques (voice, eye contact, tone, pace, volume, etc.)

8 2nd September Premiers Reading Challenge ends 06/09

Reading Power: The Power to Question Text Type: Information Report Reading Workshop: Tuning In: If we answer deep-thinking questions, this will help us with the power to infer answers to deep thinking questions. Lessons: Lesson 11-12 (Independent Practice): Asking and Answering Questions Students need to begin answering their questions in sentences as part of their Inquiry and writing work. Text: We Are All Born Free, Amnesty International We Are All Born Free - Teacher Notes Visual Literacy: Born Free and Equal Film Group Focus: STARS focus for students determined by CARS Reading Power Text Exposure - Information Report Reciprocal Reading Non-Fiction Thinking Circles Reflection: How does asking questions while you read help you understand the text better? Show me or tell me about your thinking? Reading Power: The Power to Question Text Type: Information Report Reading Workshop: Tuning In: If we answer deep-thinking questions, this will help us with the power to infer answers to deep thinking questions. Lessons: Lesson 11-12 (Independent Practice): Asking and Answering Questions Students need to begin answering their questions in sentences as part of their Inquiry work and work in writing. Text: We Are All Born Free, Amnesty International We Are All Born Free - Teacher Notes Visual Literacy: Born Free and Equal Film Group Focus:

Whole Class Learning Intention: Students will build knowledge of the characteristics and structures of the informational genre, specifically an information report. Writing Workshop: Lesson 7: Identify the use of facts and the need for accurate information in a report. Tuning In Help the students locate and classify facts in reports. Discuss the difference between fact and opinion and create an anchor chart to model the difference. Encourage them to research carefully when they are preparing for writing. Model use of a Fact Tree, Write Ways, p. 130. Independent Writing Choice writing or Reports in Brief activity from Write Ways, p. 132. Authors Chair Share Time Lesson 8: Identify the use of visual text Tuning In Help the students locate and classify examples of visual text and its purpose. Use the Read and Represent activity from Write Ways, p. 131. Independent Writing Choice writing or Reports in Brief activity from Write Ways, p. 132. Authors Chair Share Time

Word group focuses: Specialised vocabulary Sentences containing one or more facts Variety of Sentence types Adverbs used to add extra information to verbs. Look specifically at Manner How? Time When? Location Where? Accompaniment With whom or what? Visual Literacy Identify and explain how analytical images like figures, tables, diagrams, maps and graphs contribute to our understanding of verbal information in factual texts (AC: E Year 6).

9 9th September International Literacy Day 8th September District Aths 13th September

Whole Class Learning Intention: Students will build knowledge of the characteristics and structures of the informational genre, specifically an information report. Writing Workshop: Lesson 9: Students organise information in readiness for writing Tuning In Using our questions (from Inquiry) to guide our research, students will organise the information they have gathered into an information report. See Write Ways, p. 133-134. Independent Writing Report Writing Authors Chair Share Time Students will collect, organise and draft an information report. Review the use of bibliographies, references, acknowledgements. Help students locate these and model how to cite references and compile simple bibliographies. Encourage students to use these in their reports. Discuss the importance of using a variety of resources when researching a topic.

Word group focuses: Specialised vocabulary Sentences containing one or more facts Variety of Sentence types Simple, Compound, Complex Adverbs used to add extra information to verbs. Look specifically at Manner How? Time When? Location Where? Accompaniment With whom or what? Visual Literacy

Hot seating Students sit on a chair in character and are interviewed by peers. Interviewers and characters hold an improvised conversation. Characterisation Focus on students adopting the character of their Notable person (speech, mannerisms, movement, etc.). Focus on oral presentation techniques (voice, eye contact, tone, pace, volume, etc.)

STARS focus for students determined by CARS Reading Power Text Exposure - Information Report Reciprocal Reading Non-Fiction Thinking Circles

10 16th September Footy Lunch L 3-4 17th September

Reflection: How does asking questions while you read help you understand the text better? Show me or tell me about your thinking? Reading Power: The Power to Question Text Type: Information Report Reading Workshop: Tuning In: Lessons: Reflect on our learning in reading this term and how asking questions while you read both fiction and non-fiction texts can help you understand the text better. Group Focus: STARS focus for students determined by CARS Reading Power Text Exposure - Information Report Reciprocal Reading Non-Fiction Thinking Circles Reflection: How does asking questions while you read help you understand the text better? Show me or tell me about your thinking? Reflective Journal self-assessment.

Identify and explain how analytical images like figures, tables, diagrams, maps and graphs contribute to our understanding of verbal information in factual texts (AC: E Year 6).

Whole Class Learning Intention: Students will build knowledge of the characteristics and structures of the informational genre, specifically an information report. Writing Workshop: Lesson 10: Students present their completed information report for assessment (self, peer and teacher). Tuning In Independent Writing Report Writing Authors Chair Share Time Students publish their Information Report to their Weebly site. Assessment make use of collaboratively generated rubrics and reference Write Ways. Information Report Assessment

Word group focus: Specialised vocabulary Sentences containing one or more facts Variety of Sentence types Adverbs used to add extra information to verbs. Look specifically at Manner How? Time When? Location Where? Accompaniment With whom or what? Visual Literacy Identify and explain how analytical images like figures, tables, diagrams, maps and graphs contribute to our understanding of verbal information in factual texts (AC: E Year 6). BTN - Weekly

Speaking and Listening Self-Assessment and Teacher Assessment

Notes

Assessment (Before, During and After Learning) Assessment FOR Learning

Students understand exactly what they are to learn, what is expected of them and are given feedback and advice on how to improve their work. Assessment for Learning happens during the learning, often more than once, rather than at the end. Students understand exactly what they are to learn, what is expected of them and are given feedback and advice on how to

Assessment AS Learning
Students reflect on their work on a regular basis, usually through self and peer assessment and decide (often with the help of the teacher, particularly in the early stages) what their next learning will be. Assessment as learning helps students to take more responsibility for their own learning and monitoring future directions: What is the purpose of learning these concepts

Assessment OF Learning
The purpose of this kind of assessment is usually SUMMATIVE and is mostly done at the end of a task, unit of work etc. Students demonstrate their understanding of questioning by: 1. Common Assessment Task Week Six (details in Week Six of planner) Look for evidence that: 1. Students stop, ask questions, and wonder about their reading. 2. Students ask questions to clarify confusion. 3. Students read to gain information and answer questions.

improve their work. Pre-tests and Immersion On-Demand Reading Comprehension PROBE Goal Setting

and skills? What do I know about this topic? What strategies do I know that will help me learn this? Do I understand these concepts? What are the criteria for improving my work? Have I accomplished the goals I set for myself?

4. Reading

Students consider lingering questions to expand thinking.

Writing

Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources (ACELY1703) Level 5. Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts (ACELY1713) Level 6.

The teachers role in promoting the development of independent learners through assessment as learning is to: model and teach the skills of self-assessment guide students in setting their own goals, and monitoring their progress toward them provide exemplars and models of good practice and quality work that reflect curriculum outcomes work with students to develop clear criteria of good practice Reading and Writing Conferences Samples of work

Understand the difference between main and subordinate clauses and that a complex sentence involves at least one subordinate clause (ACELA1507) Level 5. Understand how noun groups/phrases and adjective groups/phrases can be expanded in a variety of ways to provide a fuller description of the person, place, thing or idea (ACELA1508) Level 5. Investigate how complex sentences can be used in a variety of ways to elaborate, extend and explain ideas (ACELA1522) - Level 6. Understand how ideas can be expanded and sharpened through careful choice of verbs, elaborated tenses and a range of adverb groups/phrases (ACELA1523) Level 6.

Speaking and Listening Use interaction skills, for example paraphrasing, questioning and interpreting non-verbal cues and choose vocabulary and vocal effects appropriate for different audiences and purposes (ACELY1796) Level 5. Plan, rehearse and deliver presentations for defined audiences and purposes incorporating accurate and sequenced content and multimodal elements (ACELY1700) Level 5. Use interaction skills, varying conventions of spoken interactions such as voice volume, tone, pitch and pace, according to group size, formality of interaction and needs and expertise of the audience (ACELY1816) - Level 6. Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements for defined audiences and purposes, making appropriate choices for modality and emphasis (ACELY1710) Level 6.

AusVELS STANDARDS FOR ENGLISH

Levels 5 and 6 Writing By the end of Level 5, students use language features to show how ideas can be extended. They develop and explain a point of view about a text. They create a variety of sequenced texts for different purposes and audiences. When writing, they demonstrate understanding of grammar, select specific vocabulary and use accurate spelling and punctuation, editing their work to provide structure and meaning.

By the end of Level 6, students understand how language features and language patterns can be used for emphasis. They show how specific details can be used to support a point of view. They explain how their choices of language features and images are used. They create detailed texts elaborating upon key ideas for a range of purposes and audiences. They demonstrate understanding of grammar, make considered choices from an expanding vocabulary, use, accurate spelling and punctuation for clarity and make and explain editorial choices. Levels 5 and 6 Reading By the end of Level 5, students explain how text structures assist in understanding the text. They understand how language features, images and vocabulary influence interpretations of characters, settings and events. They analyse and explain literal and implied information from a variety of texts. They describe how events, characters and settings in texts are depicted and explain their own responses to them. By the end of Level 6, students understand how the use of text structures can achieve particular effects. They analyse and explain how language features, images and vocabulary are used by different authors to represent ideas, characters and events. They compare and analyse information in different texts, explaining literal and implied meaning. They select and use evidence from a text to explain their response to it. Level 5 and 6 Speaking and Listening By the end of Level 5, students listen and ask questions to clarify content. They use language features to show how ideas can be extended. They develop and explain a point of view about a text selecting information, ideas and images from a range of resources. They create a variety of sequenced texts for different purposes and audiences. They make presentations and contribute actively to class and group discussions, taking into account other perspectives. By the end of Level 6, students listen to discussions, clarifying content and challenging others ideas. They understand how language features and language patterns can be used for emphasis. They show how specific details can be used to support a point of view. They explain how their choices of language features and images are used. They create detailed texts, elaborating on key ideas for a range of purposes and audiences. They make presentations and contribute actively to class and group discussions, using a variety of strategies for effect.