Integrated Reading and Writing Program Term 1 and 2, 2015

Patterns
Outcomes
Understand that English is one of many languages spoken in Australia and that different languages may be spoken by family, classmates and community. ACELA1426
Understand that texts3 can take many forms, can be very short (for example an exit sign) or quite long (for example an information book or a film) and that stories and informative
texts3 have different purposes. ACELA1430
Understand that punctuation is a feature of written text3 different from letters; recognise how capital letters are used for names, and that capital letters and full stops signal the
beginning and end of sentences.7 ACELA1432
Recognise that sentences7 are key units for expressing ideas. ACELA1435
Explore the different contribution of words and images to meaning in stories and informative texts3. ACELA1786
Recognise the letters of the alphabet and know there are lower and upper case letters. ACELA1440
Use interaction skills including listening while others speak33, using appropriate voice34 levels, articulation and body language, gestures and eye contact. ACELY1784
Listen36 to and respond orally to texts3 and to the communication of others in informal and structured classroom situations. ACELY1646
Identify some differences between imaginative and informative texts.3 ACELY1648
Use comprehension strategies43 to understand and discuss texts listened to or viewed or read39 independently. ACELY1650

Overview and Rationale

Patterns is a unit of work that examines patterns in literature and language, with suggestions for follow-up activities investigating patterns in mathematics
and creative arts. In this unit students will read and view a variety of multimodal texts, including print-based texts, an online video and artworks.
Assessment Indicators
Students will:

learn how to use predicting as a comprehension strategy

learn to use onset and rime of words as a word attack strategy when reading, and as a spelling strategy when writing
learn correct letter formation of some upper and lower case letters
learn about and use capital letters and full stops
examine the structure of a sentence
read and write sentences using action verbs
examine illustrations and other visual texts for examples of patterns
compare informative and imaginative texts and exploring the purpose of each type of text.
recognise that names (of people and days of the week) begin with capital letters
jointly construct grammatically accurate sentences that begin with capital letters and finish with full stops

Lesson focus
Assessment Indicators
For lesson content and description please see the each sequence booklet on the
Students:
following pages.
Sequence 1: Patterns in Words and Letters- Capital Letters
Modelled Reading: The Very Hungry Caterpillar

Reading the Days of the Week

Joint Writing: The days of the week

Handwriting Capital Letters
Recognising Capital and Lower case letters in different texts

Cross KLA activity: Create egg carton caterpillars

Use predicting the days of the week as a comprehension

strategy.
Recite the days of the week
Recite the days of the week
Begin to recognise the days of the week in different
texts.
Identify that days of the week begin with a capital letter
Jointly construct a sentence
Independently copy sentence and read it aloud.
Identify capital letters in different texts
Write 3-5 different capital letters
Identify capital letters and lower case letters in different
texts
Write the corresponding capital letter for 3-5 lowercase
letters.
Create an egg carton caterpillar using patterns

Register

Sequence 2: Patterns in Illustrations: Informative versus Imaginative

Study pictures of butterflies and caterpillars from different types of texts to define
the difference between imaginative and informative illustrations.

Identify characteristics of and differences between

informative and imaginative illustrations.

Modelled reading: Informative text. Study an informative text and predict the
different headings.
Classifying texts using illustrations: Work in groups to sort different pictures and
books into informative or imaginative.

Predict headings of an informative text

Sorts illustrations into informative and imaginative texts

Review the life cycle of the butterfly. Create a model of the lifecycle using playdoh.

Explain the sequence of the butterflys life cycle.

Model the life cycle using playdoh.

Evaluation:

Lesson focus
Assessment Indicators
For lesson content and description please see the each sequence booklet on the
Students:
following pages.
Sequence 3: Patterns in Words: Onset and Rime
Modelled Reading: For All Creatures

Responding to All Creatures

Language Focus: Pattern of repeated sounds

Close Reading : Alphabet Hunt

Handwriting

Predict whether the book will be imaginative or

informative by studying the front cover.
Identify patterns in the books language
Identify animals from the book that they have seen (in a
zoo or on TV).
Identify words or animals which were new to them
Identify words which share the same onset sound.
Identify the capital and lower case letters for repeated
sounds
Find chosen letters in the text
Write words beginning with the chosen letters
Write the upper and lower case letters for their chosen
sounds
Write a word beginning with their chosen sound.
Sequence 4: Patterns in Illustrations

Modelled Reading: Animal Colours

Predict whether the book will be imaginative or

informative by studying the front cover.
Identify full stops in the text and explain their purpose
Recall facts from the book
Add information about animals from their own
knowledge.

Modelled and Joint Writing. Students add in missing capital letters on a copy of the
text. Students complete their own sentence from the starter I think this book is..

Independent Writing: Students re write sentences adding missing capital letters

Write in missing capital letters

Write a sentence about their opinion of the book when
given a sentence starter.
Write in missing capital letters

Cross KLA activity: Create patterned butterflies.

Paint paper and fold in half to create a patterned butterfly

Evaluation:

Register

Lesson focus
For lesson content and description please see the each sequence booklet on the
Students:
following pages.
Sequence 5: Patterns in Nature
Modelled Reading: Animal Colours
Pattern Hunt
Joint Writing: Write about patterns

Independent Reading: Reading walk

Assessment Indicators

Predict the animal colours for the next page

Use ipads to photograph patterns in the playground
Record patterns on worksheets
Chose descriptive words to add to a description about a
pattern.
Chose a sentence to write and read aloud
Read sentences written by their peers
Sequence 6: Patterns in sentences

Register

Writing for a purpose

Complete a KWL chart about spiders

Modelled reading: Reading for information

Explain that certain pages are about certain topics in

non- fiction books
Find the correct page to read about a certain topic
Identify new facts they have learnt about spiders
Suggest how to put these in a sentence
Write a sentence about their new facts
Identify parts of a sentence that tell the reader what is
happening, where it is happening, how it is happening
and why it is happening.

Writing for a purpose: Joint writing

Language Focus: Sentence grammar

Evaluation: