Tuesday

th
27 October 2015

PM

Middle

AM

Schedule
9:00am

Welcome

9:05am

Literacy
Unit 6 lesson 14
Activity Sheet 18

9:30am

Spelling

10:00am

Reading

10:30am

RE

11:30am

Maths on the board

11:50am

Readers & Sight words

12:20pm

Lunch

1:45pm

Swimming

2:10pm

MORNING SESSION 9:00-11:00am

Key Teaching
Focus

1. How am I using positive reinforcement to engage the

students?
a. Use descriptive encouragement: be specific abut
the positive that is being recognised. E.g. That is
good use of capital letter sand full stops in your
writing
b. Be careful not to overuse.
c. Use positive reinforcement to cue parallel
acknowledgement praising students to encourage
others.
2. Focus on giving instructions.
a. Be clear that the instructions have been heard and
understood before moving on. Check for
understanding e.g. Can someone tell me what you
are meant to do now?
3. Focus on scan and wait.
a. Use the wait and scan approach to ensure there
has been understanding.

9:00am 9:05am

Morning Administration
1. Before students arrive:
a. Check resources and materials for the day; turn on
IWB if needed.
2. Students come into class:
a. Check for hats, readers and homework have been
handed in.
b. Move quietly to the mat when asked.
c. Mark the roll.
d. Discuss class rules as positive examples. (see
Skill 1: Setting Expectations)

9:05am 9:30am

Literacy Comprehending an Informative Text

Australian
Curriculum Links

Understand that texts 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
texts have different purposes (ACELA1430)
Identify some differences between imaginative and
informative texts(ACELY1648)
Explore the different contribution of words and images to
meaning in stories and informative texts (ACELA1786)
Understand that nouns represent people, places, concrete

objects and abstract concepts; that there are three types of

nouns: common, proper and pronouns; and
that noun groups/phrases can be expanded using articles
and adjectives(ACELA1468)
Lesson
Objectives

1. Understand how language is used differently in

imaginative and informative texts.
2. Construct sentences and use language for specific
purposes.

Lesson
Outcomes

Today you will:

1. Revisit the text
2. Examine language
3. Write an informative text.

Resources

Fox and fine feathers by Narelle Oliver 2009.

Key learnings

Informative text; Narrative text; Noun Group; Proper nouns

Differentiation

Check for understanding through questioning in discussions.

Warm up

Read pages 11 to 22 of the text

Read the information about Nightjar at the back of the text.
Discuss some of the key ideas and write on the board.

Activity 1
Comprehending
texts
IWB activity
Wrap up

1. Display activity sheet 18 on the IWB

2. Explain how to answer comprehension questions
3. Give example using Pitta.
4. Discuss and model each of the questions.
Recap of information covered today:

what have we learnt?

Check for understanding.

Next lesson we will be

Resources

C2C Year 2 English Unit 6 lesson 14

Assessment

Check on progress while students are contributing to

discussions. Make a mental note of the students that may
require more help during the next lesson.

TRANSITION TO SPELLING
Wait for the class to settle and give instructions (Skill 2)
We are going to move to spelling groups: Year 2 students that move classes
can go. Preps to be at the back of the room with me; Year 1 and 2 students to
remain here with Mrs Amit.
Students are not to move before listening to the instructions and if they do, wait
until they resettle.
Remind students that they will need a pencil and rubber before they start their
spelling.

9:30am
10:00am

Spelling Groups Prep

Australian
Curriculum
Links

Recognise the letters of the alphabet and know there are

lower and upper case letters (ACELA1440)

Differentiation

Produce some lower case and upper case letters using

learned letter formations (ACELY1653)
1. Check for understanding through questioning in
discussions.
2. Use different methods to help students with concepts:
a. Counting the sounds on fingers
b. Keep the pace of the lesson going so not to lose
engagement
c. Use writing on the board to engage
d. Positive reinforcement that is explicit.

Resources

Prep Spelling Workbook Lesson

Assessment

Check on progress while students are contributing to

discussions. Make a mental note of the students that may
require more help during the next lesson.

TRANSITION TO READING
Wait for the class to settle and give instructions (Skill 2)
We are going to move to reading groups.
Students are not to move before listening to the instructions and if they do, wait
until they resettle.
Remind students that they will need a pencil and rubber before they start their
spelling.

10am 10:30am

Reading Groups Year 2

Australian
Curriculum
Links

Listen for specific purposes and information, including

instructions, and extend students own and others' ideas in
discussions (ACELY1666)
Read less predictable texts with phrasing and fluency by
combining contextual, semantic, grammatical and phonic
knowledge using text processing strategies, for example
monitoring meaning, predicting, rereading and selfcorrecting (ACELY1669)
Use comprehension strategies to build literal and inferred
meaning and begin to analyse texts by drawing on growing
knowledge of context, language and visual features and print
and multimodal text structures (ACELY1670)

Lesson
Outcomes

Read a new text and complete an activity sheet.

Teaching ideas

1.

Book walkthrough what do you think is happening here?

Why?

2.

What do you think is happening?

Differentiation

1. Check for understanding through questioning in

discussions.
2. Help students that are having any trouble to complete the
activity sheet.

Resources

Year 2 Reading books and activity sheet

Assessment

Check on progress while students are contributing to

discussions. Make a mental note of the students that may
require more help during the next lesson.

MIDDLE SESSION 11:30am-12:20pm

TRANSITION BACK TO CLASS
Students to come in and be seated with hats on their head. Check for hats.
Wait for the class to settle and give instructions (Skill 2)
We are going to be doing maths on the board, reading and sight words.
Students are not to move before listening to the instructions and if they do, wait
until they resettle.
Remind students that they will need a pencil and rubber before they start their
writing.