Planning for Teaching, Learning and Assessing in Writing and Reading (Comprehension focus)

Daily Five - Term 3, Weeks 8-10, 2015

EN3-1A communicates effectively for a variety of audiences and purposes using increasingly challenging topics, ideas, issues and
language forms and features
EN3-2A composes, edits and presents well- structured and coherent texts
EN3-3A uses an integrated range of skills, strategies and knowledge to read, view and comprehend a wide range of texts in
different media and technologies
EN3-4A draws on appropriate strategies to accurately spell familiar and unfamiliar words when composing texts

Stage 3
Literacy
Outcomes

EN3-5B discusses how language is used to achieve a widening range of purposes for a widening range of audiences and contexts
EN3-6B uses knowledge of sentence structure, grammar, punctuation and vocabulary to respond to and compose clear and
cohesive texts in different media and technologies
EN3-7C thinks imaginatively, creatively, interpretively and critically about information and ideas and identifies connections
between texts when responding to and composing texts
EN3-8D identifies and considers how different viewpoints of their world, including aspects of culture, are represented in texts
EN3-9E recognises, reflects on and assesses their strengths as a learner

Cross
curricular
priorities
And
General
capabilitie
s

Aboriginal and Torres Strait Islander histories and culture

Asia and Australias engagement with Asia
Sustainability
Critical and creative thinking
Ethical understanding
Information and communication technology capability
Intercultural understanding
Literacy
Numeracy
Personal and social capability
Civics and citizenship
Difference and diversity
Work and enterprise

Writing - Cluster Markers and Teaching Focus

Cluster 8
1.
2.
3.
4.

Findhy Khow
Nicholas Arambatzis
Atilla-Han Telim
Alessandro Farina

5.

Gabriel Da Fonseca Reis

Cluster 5

6.

Quang Dung Tran

Cluster 4

7.

Simon Mella Espinola

Cluster 2

Cluster 9
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.

Camila Godoy
Maluenda
Jessica (Thuong) Le
Jennifer (Duong)
Nguyen
Linda Sabouni
Yana Strakhova
Tugba Yildirim
Vee Jei Choi
William Lazaris
Mathew Jin
Jorge Moudanidis
Rhys Williams

Cluster 10
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.

Ryan Tuften
Mark Thu
Jastin Micla
Thomas Raj
Michelle Reid
Liv BjorkliRerceretnam
Eda Haller
Saina Navabi
Adrijana Petkovic
Elizabeth Tairi
Erokay Tulpar
Kaemon Burfoot
Melvin Chen
Sebastian Maron
Leon Peter
Liam Tiedemann

Cluster 11
35.
36.
37.
38.
39.
40.
41.
42.
43.
44.
45.
46.

Charles Smith
Jack Trimmer
Dylan Gil
Darcy Pritchard
Kyran Adam
Sai Cropper
Ansel Lee
Andrew Miles
Toby Riggs
Samuel Cropper
Zoe Johnston
Greta Lewis

Cluster 11 (cont)
47.
48.
49.
50.
51.
52.
53.
54.
55.
56.
57.

Analise Rosa
Sophia Koulis
Ava Haywood White
Fay (Di Fei) Liang
Sascha Craney ***
Simone Waugh
Hannah Noun
Suzi Christian
Angeliina Courtis
Annabella McKinnon
Dimitra Permagalis

Cluster 12

Writing - Cluster Markers and Teaching Focus

Cluster 9
Constructs well-sequenced
imaginative, informative and
persuasive texts using language
appropriate to purpose and audience.
Plans and organises ideas using
headings, graphic organisers,
questions and mind maps.
Rereads texts during and after writing
to check accuracy, consistency of
meaning and fitness for purpose.
Structures texts using paragraphs
composed of logically grouped
sentences that deal with a particular
aspect of a topic.
Uses a variety of spelling strategies
to spell high frequency words
correctly.
Uses simple word processing
functions such as spell check,
grammar check.
Chooses verbs, adverbials, nouns and
adjectivals to express specific ideas
and details.

Cluster 10
Draws ideas from personal
experiences, other texts and research
to create imaginative, informative
and persuasive texts for different
audiences.
Shows awareness of the need to
justify opinions with supporting
evidence.
Locates resources and accesses
information when planning.
Rereads and revises text to check
and improve meaning, deleting
unnecessary information or adding
new information.
Creates meaningful sentences using
a variety of sentence beginnings,
including adverbial and adjectival
clauses to create complex sentence
Uses sentence and simple
punctuation correctly.
Uses morphemic, visual, phonic
knowledge and knowledge of prefixes
and suffixes to spell and edit words.

Uses joined letters of consistent size.

Experiments with creating simple
multimodal texts using digital text
creation programs.

Uses grammatical features such as

pronouns, conjunctions and
connectives to accurately link ideas
and information.
Consolidates handwriting that is
consistent in form.

Cluster 11 (end of year 5)

Writes coherent, structured texts for a range
of purposes and contexts.

Cluster 12 (end of year 6)

Writes sustained texts for a wide
range of purposes

Deliberately structures language in a way that

creates more cohesive imaginative,
informative and persuasive texts.

Shows awareness of accurately

acknowledging sources in relevant texts.
(all students working towards****)

Makes choices about the type and

form of texts, including combinations
of forms and types, to suit purpose
and audience.

Refines writing in response to feedback.

Selects appropriate language for purpose, e.g.

descriptive, persuasive, topic, technical,
evaluative, emotive, and colloquial.
Uses topic sentences and appropriately
organises main and subordinate ideas.

Experiments with using complex

punctuation to engage the reader and
achieve purpose.
Applies knowledge of generalisations,
meanings of base words and word parts
(prefixes and suffixes) to spell new words
Writes fluently with appropriate size, slope
and spacing.

Uses word processing programs

confidently and accurately,
integrating various functions.
Plans and designs more complex
multimodal texts.

Creates well planned, extended

texts that include more complex
and detailed subject matter and
language features such as
nominalisation.

Critically reflects on effectiveness

of own/others writing and seeks
and responds to feedback from
others.
Selects some sophisticated and
subtle language features, literary
devices (e.g. irony, humour) and
grammatical features (e.g. modality)
to engage and influence an audience
Makes sentence level choices (e.g.
short sentences to build tension;
complex sentences to add detail)
using a variety of sentence
beginnings and dependent clauses

Uses a range of punctuation

to enhance meaning and
clarity, including the use of
brackets to enclose additional
information, quotation marks
and commas to indicate
clauses.
Integrates a range of spelling
strategies and conventions to
accurately spell most words,
including words of many syllables.

Uses visuals to extend or

clarify meaning, selects from
a range of media and
experiments creatively with

the production of multimodal

texts for audience impact.

Term

Week

1 2

1
0

1
1

Class

5/6W

Summarising V.I.P.s Very Important Points

Modelled lesson: Identify the focus text and specify what a short section looks like for that text. Explain to students that they
will be summarising parts of the text. Read aloud with whole class and model identifying a VIP.
Read to Self
1. Read short
sections of the
text.
2. Use sticky
notes to select
very important
points.

Work Work Vocabulary

Identify 5-10 words
technical and/or topic
words in the text and
develop a student
created dictionary.

Read to teacher
Maos Last Dancer: The
Autobiography Genre
Autobiography and biography are
popular genres. They provide a birds
eye
view of someones life. For some this
is voyeuristic, for others it allows
some
comparison of our own human
existence.
Do you enjoy this genre?
Recall another autobiographical
film or story that you have seen or
read. What is appealing about it?
Compare and contrast.

Writing

Multimodal

M: Reread the passage together

then Teacher demonstrates a VIP
and Ss take turns to share VIPs from
text
G: rank/sequence the VIPs
I: Ss write a summary of the text.

Choose a link from teacher

created Thinglink and write
three VIPs.
Ext: Add to own thinglink or
access peer created thinglink
and add a VIP they found as a
comment.

Summarising Weave a Web of Understanding

Modelled lesson: Explain the weave a web activity and create a web brainstorming points from previous learning.
Read to Self
1. Read short
sections of the
text.
2. Highlight 3 key
ideas.

Work Work Vocabulary

Use a highlighter to
identify noun groups
and classify the types of
nouns used in the text.
Ext: Replace noun
groups with more/less
technical language in
the text to make it
suitable for a different
audience.

Read to teacher
Maos Last Dancer
This autobiography is told in
chronological order. In this case it
starts with birth, childhood, leaving
home and going abroad. It is told
from the authors recollections and
relies on Lis memories of childhood.
Often autobiographies unfold around
events that stand out such as
starting school, family occasions,
getting into trouble and leaving
home.
What problems could there be with

Writing
Bring 3 key ideas from read to
self and create web of
understanding. In brag
books/journals record one idea
from another group member
and reflect on it.

Multimodal
Choose a different link from
teacher created Thinglink and
write three VIPs.
Ext: Add to own thinglink or
access peer created thinglink
and add a VIP they found as a
comment.

this method of recalling past events?

What scenes stand out as told by
Li?
What influence do Lis early years
have on his adulthood?
What events in your childhood
stand out?

Summarising I remember!
Modelled lesson: Explain to Ss they have to listen carefully while the teacher reads aloud. Their goal is to find information
that they think is important or interesting. Think-Pair-Share they have to use the stem I remember
Read with a
Partner
1. Both read
silently until
reaching preagreed
stopping point.
2. Stop and
signal with
thumb on
chest when
ready to share
I remember
reflection..

Work Work Vocabulary

Read to teacher

Writing

Multimodal

Alphaboxes use
proforma to record key
words from the reading
passage.

Maos Last Dancer

Lifestyle/Childhood/Family
Encourage students to comparison
chart for note taking throughout
their reading of the novel and during
class work.

M: Teacher models components

of a FAT question.
I: Use the text to create
questions to deepen knowledge
or help apply knowledge to
other contexts.
Share questions.

Choose a different link from

teacher created Thinglink and
write three VIPs.

Work with a partner to

write questions that are
answered by the key
words from the
alphabox.

Ext: Add to own thinglink or

access peer created thinglink
and add a VIP they found as a
comment.

Ext: Use the internet to locate

answers to own or another
persons question.

Summarising Sum it up
Modelled lesson: Good readers take time to stop reading and think about what they have learned. When you are reading
today stop at the end of each page and think what did I just learn? What is most important? Read a text and model
recording the page number and use proforma to record key points.
Read to self
Read a page of
the text and
complete
proforma as
modelled above.

Work Work Vocabulary

Provide students with a
list of metalanguage
related to summarising.
Students with a partner
to create and record
their own definitions of
the metalanguage
terms.

Read to teacher
Maos Last Dancer
Using the notes from the chart:
Students could compare Li
Cunxins upbringing to their own,
this could be an oral or written
activity.
They could debate which type of
upbringing is more valuable.
Interview grandparents and
compare their upbringing to the

Writing
Take a section from the text and
create a comic strip of the
section of text.

Multimodal
Choose a different link from
teacher created Thinglink and
write three VIPs.
Ext: Add to own thinglink or
access peer created thinglink
and add a VIP they found as a
comment.

above.

Questioning Coding strategy

Modelled lesson: This strategy is to help Ss to become reflective readers pausing and weighing what they are reading against
their prior knowledge. Model by reading a digital text about light and then code using *I already knew this +new information !
Wow and ?I dont understand.
Read to self
1. Students read
to self and
stop at each
paragraph and
code using the
coding
strategy
modelled.
2. After coding
meet with a
partner to
share/compare
the codes
marked and
share why you
coded as you
did.

Work Work Vocabulary

Identify 5-10 words
technical and/or topic
words in the text and
develop a student
created dictionary.

Read to teacher
Maos Last Dancer
Throughout Lis childhood there are
examples of great struggle: not
having enough food or coal, being ill
and not affording to go to the doctor,
sharing a bed with three brothers
and regularly having lice. Li Cunxin
grew up in poverty, yet throughout
the first section there are examples
of great warmth and love alongside
terrible hardship.
Can there be any joy in this kind of
upbringing?
Make a list of what you think are
the elements of a happy family
upbringing.
What are the benefits and
drawbacks of having five siblings
and a large extended family nearby?
How does this compare to your
family?
Does affluence make you happy or
want for more?

Writing
M: Read text Model !Wow and ?I
dont understand
G: Jointly construct !Wow and ?
Idont understand
I: create own !wow and ?I dont
understand from shared text.

Multimodal
Choose a different link from
teacher created Thinglink and
write three VIPs.
Ext: Add to own thinglink or
access peer created thinglink
and add a VIP they found as a
comment.

Questioning Word Prediction

Modelled lesson: Show the front cover of the book and the illustration from the page being deconstructed eg p22/23 World of
Science: Light. Pose the question what words should I expect to see in the passage. Record a list of up to six words. Students
use mini whiteboards to write the words and tally the amount of times it appears in the text. Discuss which words did and
didnt appear and possible reasons why.
Read to self
1. Read the text
noting which
predicted
words were
not used.
2. Find evidence
in the text to
justify why
certain words
are or are not
used to a
partner.

Work Work Vocabulary

Apply Predict strategy
to new text and then
read and tally as per
modeled lesson.

Read to teacher
Maos Last Dancer

Continuation of previous lesson

Writing
M: Use modeled text to create
sentences to jointly add to text
using the predicted words.

Multimodal
Create a wordle using the words
from the text.

G & I: Use modeled text to

create sentences in pairs and
then independently to jointly
add to text using the predicted
words.

Questioning Fact or Fib

Modelled lesson: Read part of a digital text and model using a fact to create a statement for fact or fib. The statement maybe
true (fact) or a fib. Read another part of the text and have the students create a fact or fib and share with a partner.
Read to self
1. Read a new
text and make
a list of five
facts they
remember
from the text.
2. For each fact
they must
decide
whether they
will create a
fact of a fib.
3. Post fact/fibs
into a box to
share with
whole class at
end of literacy
block.

Work Work Vocabulary

Use teacher created list
of facts or fibs and
knowledge of
vocabulary to identify
which are facts and fibs.
Fast finishers: Use
technology and books to
prove which are
facts/fibs. Remember to
create a bibliography.

Read to teacher
Maos Last Dancer: Chinese Fables

A fable is a short tale designed to

illustrate a moral.
Think of a fable in your own culture,
what is the moral of the story? (E.g. the
tortoise and the hare; the Emperors new
clothes.)
There are at least four fables throughout
Maos Last Dancer. Ask students work in
pairs and re-read the following and
explain the moral of each story.
The Frog in the Well (p43)
The Emperor and the Cricket (p54)
The Millet Dream (p164)
The Archer (p182)
How did these fables apply to Lis life?

Writing
Select up to five facts about
light to add to our Wackypedia
entry about light.
Write your facts in such a way
that your audience is deceived
into believing your fact is a fib
or vice versa.

Multimodal
Use technology to create a
vodcast of your facts/fibs about
light. Remember to make your
character believable.

Questioning Table of Contents Retell.

Modelled: Display a Table of Contents and identify 1 section from the table of contents. Get students to write questions about
what they think might be in that section of the text. Engage students in searching for the answers to their questions by
reading a section of the text. As teacher reads aloud the students can write the answer to their question (if they hear it). After
reading has finished, ask a few students to share their question and answer.
Read to self
Read the text
supplied and
complete the
activity that was
modeled (different
text from modeled
lesson).

Work Work Vocabulary

Students read the text
supplied and complete
the Retelling Expository
Text worksheet. This
details main ideas they
have learned, identify
key features of text,
text structure, visuals
used and the authors
purpose.

Read to teacher
Maos Last Dancer:
Customs/Superstitions
There are many Chinese customs
throughout the novel
Bound Feet (pIX, p21)
Arranged marriages (introduction)
Chinese medicine/herbs (p7)
Ginger tea (p23)
Cure for warts (p34-6)
Dust on cuts (p33)
Snakeskin and green onion (p33)
Customary death practice (p62-5)
Lucky look/three long toes (p97)
What makes these anecdotes
interesting?
Explain one of these beliefs in
more detail. Compare this to
Australia in the 21st Century.

Writing
(M) Classify the information on
the Wackypedia to
subheadings and then create a
table of contents.

Multimodal
Complete the vodcast from
previous lesson. If students
have finished, they can
choose a different link from
teacher created Thinglink and
write an I wonder question.
I wonder______ (something
they have questions about or
need to clarify).

Reading (Comprehension) - Cluster Markers and Teaching Focus

Cluster 8
1.
2.

Alessandro Farina
Vee Jei Choi

3.

Gabriel Da
Fonseca Reis Cluster 5

4.

Quang Dung Tran

Cluster 5

5.

Simon Mella

Cluster 9
6.
7.
8.
9.
10.
11.

Nicholas Arambatzis
William Lazaris
Mathew Jin
Jorge Moudanidis
Atilla-Han Telim
Camila Godoy
Maluenda
12. Findhy Khow
13. Yana Strakhova

Cluster 10
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.

Melvin Chen
Sebastian Maron
Leon Peter
Jastin Micla
Rhys Williams
Jessica (Thuong) Le
Jennifer (Duong)
Nguyen
Saina Navabi
Dimitra Permagalis
Erokay Tulpar
Elizabeth Tairi
Linda Sabouni
Tugba Yildirim

Cluster 11
28.
29.
30.
31.
32.
33.
34.
35.
36.
37.
38.
39.
40.
41.

Ryan Tuften
Liam Tiedemann
Kyran Adam
Mark Thu
Thomas Raj
Kaemon Burfoot
Sai Cropper
Dylan Gil
Suzi Christian
Angeliina Courtis
Greta Lewis
Sascha Craney
Sophia Koulis
Fay (Di Fei) Liang

Cluster 12
49.
50.
51.
52.
53.
54.
55.
56.
57.

Toby Riggs
Charles Smith
Jack Trimmer
Darcy Pritchard
Samuel Cropper
Ansel Lee
Andrew Miles
Analise Rosa
Ava Haywood White

Espinola Cluster
2

27. Liv Bjorkli-Rerceretnam

42.
43.
44.
45.
46.
47.
48.

Annabella McKinnon
Hannah Noun
Adrijana Petkovic
Michelle Reid
Eda Haller
Simone Waugh
Zoe Johnston

Cluster 9

Reading
(Comprehension)
- Cluster
Markers
and Teaching Focus
Cluster
10
Cluster
11
Cluster 12

Builds understanding during

reading by discussing possible
consequences of actions and
events.
Interprets texts by recognising
and discussing the difference
between literal and inferred
meaning in relation to information,
characteristics, events.
Builds understanding about the
meaning of a text by actively
seeking information from different
parts of a text.
Shows an awareness through
discussion that texts can present
different perspectives.
Analyses the ways ideas and
information are presented by
making comparisons between
texts.
Identifies and interprets main
ideas and important information in
a text to provide an accurate retell
of a text.
Analyses a text by discussing
visual, aural and written
techniques used in the text.
Builds understanding about the
meaning of a text by identifying
and discussing text organisation
and features, e.g. cohesive links.

Interprets text by inferring connections,

causes and consequences during
reading.

Analyses and evaluates the ways

that inference is used in a text to
build understanding.

Responds to and interprets texts by

discussing the differences between
literal and inferred meanings.

Re-examines sections of texts for

evidence to support interpretations
and opinions.

Interprets the meaning of a text by

seeking further information in other
sections of a text or in different texts.

Evaluates a personal interpretation

of a text by critically re-examining
evidence within the text.

Identifies ways texts present different

perspectives.

Responds to themes and issues

evident in texts that present
different perspectives on a given
topic or different points of view in a
text.

Evaluates text accuracy and credibility

by comparing texts on a similar topic.
Analyses and evaluates the relative
importance of key ideas and information
in a text to construct an overview.
Responds to and analyses texts by
discussing the ways language structures
and features shape meaning.
Responds to and interprets texts by
integrating sources of information in
texts.

Analyses texts to explain and

compare how audience, purpose
and context influence texts.
Critically analyses and interprets a
text to create a summary that
demonstrates an understanding of
the different views and values
represented.
Analyses and responds to language
and grammatical techniques used to
influence an audience.
Analyses and compares how
information and ideas are presented
in a range of texts on the one topic.

Interprets and critically analyses texts

by responding to inferred meaning
within a text and justifying
interpretations using evidence.
Reinterprets ideas and issues by
creating innovative personal responses
to ideas and issues in literary texts
through oral, dramatic, written and
multimodal presentations
Critically analyses a wide range of
imaginative, informative and
persuasive texts in different forms to
compare how ideas are presented.
Explains how texts can be interpreted
from a variety of perspectives by
discussing the ways that different views
and values are presented.
Interprets texts by identifying and
discussing multiple purposes within the
same text.
Interprets and analyses several
different texts on one topic to present a
summary of information and ideas that
show an understanding of the topic.
Analyses texts to compare how
language structures and features are
used to position readers and viewers
Analyses and evaluates how written
information and visual images shape
meaning by comparing texts on the
same topic.