English Planner Term 4 Week 1 - Week 5 T Malberg

T Malberg - English
Week 1 - Week 5

Term 4

Overall Learning Intention

LI: We are learning about recounts.
We are learning about ordering events.
We are learning how to create recounts and present them.
SC: I can use some of the 5ws to create a recount.
I can put some events in the correct order.
I can present a recount of a shared class event.

2016

1.2 Clear learning goals and success criteria relate

to visible learning and create informed students
with clear learning goals. These are displayed
(visual) and discussed (speaking and listening) in
every lesson.

3.1 These learning goals provide simple

clear goals appropriate for foundation
year students. Individual goals can be
Unit Description
varied according to students ability.
Children will learn about the structure of recounts and ordering events. They will write a recount
using the 5ws (Who, What, When, Where, Why and How) and end with a personal response of
shared experiences, books and create recounts based on these events.
Lessons begin with explicit teaching of modelled writing with teacher focusing on one or two
aspects each lesson depending on previous lessons results. Most of the tasks are heavily scaffolded
as students have limited knowledge of recount writing. Encourage idea sharing during activities
When introducing a new form of writing, the gradual release of responsibility model of familiarising,
analysing, modelling, sharing, guiding and applying (First Steps Writing Resource Book) should
inform teacher planning. This model moves students from a supportive context to a more
independent context where the student takes on the role of creating their own text.
Teachers also need to ensure that the learning intentions and success criteria are made explicit to
their students and tied into the lessons activities.
Spelling strategies and handwriting strategies are displayed in the classroom and re-enforced during
all lessons. Students are encouraged to have a go in all learning areas and positive praise, positive
re-enforcers and positive recognition (4 to 1, 4 positives to 1 negative) structure is utilised to
create the positive learning environment within the classroom.
Learner Context
Children have a love for learning and most children are quite capable readers and writers. Some
children are still in their beginning stages of reading and writing. There are 4 EAL/D students. Books
covered will include: The Hungry Caterpillar, A counting Rhyme, Side by Side, Grace & Family.

Transition
Literacy Achievement Standard

Transition
Receptive modes (listening, reading and viewing)
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1.1 Demonstrates understanding of students

through detailed learner context, identifies
support needed, and development
characteristics that may affect learning.

English Planner Term 4 Week 1 - Week 5 T Malberg

By the end of the Foundation year, students use predicting and questioning strategies to make meaning from texts. They
recall one or two events from texts with familiar topics. They understand that there are different types of texts and that these
can have similar characteristics. They identify connections between texts and their personal experience.
They read short, predictable texts with familiar vocabulary and supportive images, drawing on their developing knowledge of
concepts about print and sound and letters. They identify the letters of the English alphabet and use the sounds represented by
most letters. They listen to and use appropriate language features to respond to others in a familiar environment.
They listen for rhyme, letter patterns and sounds in words.
Productive modes (speaking, writing and creating)

Students understand that their texts can reflect their own experiences. They identify and describe likes and dislikes about
familiar texts, objects, characters and events
In informal group and whole class settings, students communicate clearly. They retell events and experiences with peers and
known adults. They identify and use rhyme, letter patterns and sounds in words. When writing, students use familiar words
and phrases and images to convey ideas. Their writing shows evidence of sound and letter knowledge, beginning writing
behaviours and experimentation with capital letters and full stops. They correctly form known upper- and lower-case letters

Week 1
Writing

Mon - Recount Writing. Children share

(Oral Language) with a partner what they
did on the weekend. Whole Class:
Modelled/Shared Writing followed by
Independent Recounts.
Set Writing Goals on Chart

1.6 ESO to work 1 on 1 with ESL students to model

recount and scribe on a whiteboard for students to
independently write. Task is broken down and
positive encouragement used to keep students on task
and complete set learning goal.

Wed Exploring Recounts View, read, listen to and talk about spoken, written and multimodal recounts
including local community, fictional and non-fictional texts. Discuss the 5 Ws and display poster.
Brainstorm words for each of the Ws. Discuss sequencing and chronological order. Discuss use of
vocabulary and past tense. Recounts conclude with a personal comment or summary. E.g. I had fun. Model
a holiday recount on the board, underline the; who, what, when, where, why & personal comment. Think
out aloud whilst writing using spelling strategies and letter formation. Highlight the title (On the Holidays)
use of capital letters, finger spaces and full stops. Students then go to desks and write their holiday recount
in their books. Encourage students to start editing their own work, re-read to see if it makes sense prior to
coming up to the teacher.
Set individualised writing goals during writing sessions weekly
Fri Read the big book PM Writing- Exemplars for teaching writing Recount.
Focus on words, sentence structure and then about combining the two.
Today we are writing a recount about our show and tell this week. Start with the focus, a direct
recount. Model on the board about a students show and tell, verbalising the process while
writing.
On Tuesday for show and tell I bought in Lego man. I liked it because my friends thought my Lego
was good. Using the prompt cards highlight the Who, What, When, Where and Why, ask the
students to see if they recognise the structure of the recount.
Mon- Fri Children use their creative writing books to write about a topic of their choice. They are
guided through the writing process as they write and participate in free writing for 10 minutes
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English Planner Term 4 Week 1 - Week 5 T Malberg

every day after lunch. The children are reminded the audience they are writing for it themselves so
they are free to write what they want. Prompts are given to levels of ability, writing name, writing
words and sentences, writing a story, writing how they feel, writing words they see around the
room.

Reading

Big Book Reading: Over in the Meadow A counting Rhyme

Mon: Introduce the book, Look at the front cover what could the book be about? Read the book to the
children for enjoyment ask the children what they think is happening on the page before reading it.
Tues: Read through the book together. Draw attention to the numbers in the book & how the animals are
arranged, what other ways could you represent this number.
Wed: Read through the book together. Look at the pictures and illustrations in the book, who is the
audience, why has the author written the book?
Thurs: Read through the book together. Draw attention to reading strategies used for particular
words in the books, use the animal cue cards and get students to select an appropriate strategy
for the words
Fri: Read through the book together. Select students to read a page at a time.
Set Individualised Reading Goals during Guided Reading with Literacy Groups Weekly

Word Study
/
Spelling/Vocab

Sight words (children working on individual

lists)
WOW words - descriptive words for characters

3.1 These writing and reading goals

provide simple clear goals appropriate for
foundation year students. Individual
goals can be varied according to students
ability.

Handwriting/
Grammar

Tues - Handwriting 'w Thurs b' - ( I can write 1 by Deborah Davis and Chris Rawlins)
Grammar Focus: What is a letter? What is a word? What is a Sentence? Sentence Structure Starting with a capital letter and finishing with a full stop (Children copy the sentence on their
handwriting sheet)

Oral Language

Oral recall of holidays to peers.

Show and Tell
Feeling Sticks and sharing

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English Planner Term 4 Week 1 - Week 5 T Malberg

Week 2
Mon - Weekend Recount - Teacher Modelled/shared then Independent Recount
Set Writing Goals on Chart
Wed Analysing Recounts Order familiar pictures and stories into structured series of events. Read the
book The very hungry caterpillar. Explore text structure such as order / sequence of events /
happenings, using oral prompts for support. Review pictures and discuss how these support oral and
written recounts to tell a story. Model the activity on the board, today we will fill out Monday-Thursday.
Orally recount the story with the children using questioning strategies, verbalize thinking and demonstrate
strategies to re-call sequence of events (looking in book) Draw onto appropriate section. Inform students
that Friday Sunday will be next lesson.

Writing

Fri Order familiar pictures and stories into structured series of events. Read the book The very hungry
caterpillar. Explore text structure such as order / sequence of events / happenings, using oral prompts for
support. Review pictures and discuss how these support oral and written recounts to tell a story. Model the
activity on the board, today we will finish off Friday - Sunday. Orally recount the story with the children
using questioning strategies, verbalize thinking and demonstrate strategies to re-call sequence of events
(looking in book) Draw onto appropriate section. Upon completion students seated to reflect on their
learning, were events retold correctly and events sequenced correctly, this is a recount of a story.
Set individualised writing goals during writing sessions weekly

Mon- Fri Children use their creative writing books to write about a topic of their choice. They are
guided through the writing process as they write and participate in free writing for 10 minutes
every day after lunch. The children are reminded the audience they are writing for it themselves so
they are free to write what they want. Prompts are given to levels of ability, writing name,
writing words and sentences, writing a story, writing how they feel, writing words they see
around the room
Big Book Reading: Grace & Family

Reading

Mon: Introduce the book, Look at the front cover what could the book be about? Read pages 1-5
highlighting reading strategies used
Tues: Read through the book together. Read pages 6-10 highlighting reading strategies used, prompt
children to have a go with tricky words.
Wed: Read through the book together. Read pages 11-15 highlighting reading strategies used, prompt
children to have a go with tricky words.
Thurs: Read through the book together. Read pages 16-20 highlighting reading strategies used, prompt
children to have a go with tricky words.
Fri: Read through the book together. Read pages 21- finish, highlighting reading strategies used, prompt
children to have a go with tricky words.
Set Individualised Reading Goals during Guided Reading with Literacy Groups Weekly

Word Study
Sight words (children working on individual lists)
/
WOW words - descriptive words for characters
Spelling/Vocab

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English Planner Term 4 Week 1 - Week 5 T Malberg

Handwriting/
Grammar

Tues - Handwriting 'A&B', Thurs C&D- ( I can write 1 by Deborah Davis and Chris Rawlins)
Grammar Focus: What is a letter? What is a word? What is a Sentence? Sentence Structure Starting with a capital letter and finishing with a full stop (Children copy the sentence on their
handwriting sheet)

Oral Language

Oral recall of weekend to peers.

Show and Tell
Feeling Sticks and Sharing

Amy Malberg - T Malberg - English

English Planner Term 4 Week 1 - Week 5 T Malberg

Week 3
Monday - Weekend Recount - Teacher Modelled/shared then Independent Recount
Set Writing Goals on Chart
Wednesday - Creating Recounts Gather information through participating in an experience or
series of related experiences. Students will go outside and join in a class game of duck, duck,
goose. Once back in the classroom children will the join in the class creation of a recount. Focus
on the sequence of recounts using oral prompts and visual cue cards such as who, where, when,
why and how. Students write the W words and complete prior to forming a sentence about the
experience; Model on the board, running vertically down the page. Who The class, What to
play a When Today, Where Outside on the grass, Why To play a game of duck, duck,
goose. Use both pictures and familiar words to create recounts, students can then translate this
into a sentence or sequence of sentences and draw a picture recounting the experience.
Set individualised writing goals during writing sessions weekly
Writing

Friday - Creating Recounts Gather information through participating in an experience or series

of related experiences. Students will go outside and join in a class fruit picnic. Once back in the
classroom children will the join in the class creation of a recount. Focus on the sequence of
recounts using oral prompts and visual cue cards such as who, where, when, why and how.
Students write the W words and complete prior to forming a sentence about the experience;
Model on the board, running vertically down the page. Who The class, What, When Today,
Where Outside on the grass, Why To have a picnic. Use both pictures and familiar words to
create recounts, students can then translate this into a sentence
Mon- Fri Children use their creative writing books to write about a topic of their choice. They are
guided through the writing process as they write and participate in free writing for 10 minutes
every day after lunch. The children are reminded the audience they are writing for it themselves
so they are free to write what they want. Prompts are given to levels of ability, writing name,
writing words and sentences, writing a story, writing how they feel, writing words they see
around the room

Reading

Big Book Reading: Side by Side

Mon - Read the book for enjoyment - see if the children can remember some of the characters
from the book?
Tues Read the book again with the children, ask them to put their hand up when they see a
sight word in the book or hear it read out?
Wed - Read the book together, as you turn to a new page, before reading, if the can re-call what
happens next, (ordering events)
Thurs - Read the book together. See if children can think of reading strategies they may use to
read words they are having trouble with.
Fri - Read the book together, Choose children to read a page each as the book is read.
Set Individualised Reading Goals during Guided Reading with Literacy Groups Weekly

Word Study
/
Spelling/Vocab

Sight words (children working on individual lists)

WOW words - descriptive words for characters

Amy Malberg - T Malberg - English

English Planner Term 4 Week 1 - Week 5 T Malberg

Handwriting/
Grammar

Tues & Thurs - Handwriting 'E&F' & G&H - ( I can write 1 by Deborah Davis and Chris
Rawlins)
Grammar Focus: What is a letter? What is a word? What is a Sentence? Sentence Structure Starting with a capital letter and finishing with a full stop (Children copy the sentence on their
handwriting sheet)

Oral Language

Oral recall of weekend to peers.

Show and Tell
Feeling Sticks and sharing

Amy Malberg - T Malberg - English

English Planner Term 4 Week 1 - Week 5 T Malberg

Week 4
Monday - Weekend Recount - Teacher Modelled/shared then Independent Recount
Set Writing Goals on Chart
Wednesday - Creating Recounts Music Count us in Thurs 11am
Gather information through participating in an experience or series of related experiences
being the lower Primary participation of Music Count us in Join in the class creation of
recounts from this experience. Sequence recounts using oral prompts such as who, where,
when, why and how. Use both pictures and familiar words to create recounts and explore the
language features of next, then, before,
3.4 Utilising the smartboard and ICT to
after, last, first in the recount. Create a
create this weeks recount of a shared
multi-modal element with photos and vision
virtual experience demonstrates a
taken on the ipad as prompts for recount
knowledge of a range of resources
sequence. The purpose of this recount
available.
activity may be to demonstrate to Mrs Young what happened during this event.

Writing

Friday Creating Recounts Music Count us in Thurs 11am

Continue on from previous lesson focusing on editing work, drafts and final copies. Gather
information through participating in an experience or series of related experiences being the
lower Primary participation of Music Count us in. Join in the class creation of recounts from
this experience. Sequence recounts using oral prompts such as who, where, when, why and
how. Use both pictures and familiar words to create recounts and explore the language
features of next, then, before, after, last, first in the recount. Create a multi-modal element
with photos and vision taken on the ipad as
2.5 Writing goals demonstrates a literacy
prompts for recount sequence. The purpose
strategy to ensure students have a voice in
of this recount activity may be to
their learning and can apply these goals
demonstrate to Mrs Young what happened
across all curriculum areas.
during this event.
Set individualised writing goals during writing sessions weekly
Mon- Fri Children use their creative writing books to write about a topic of their choice. They
are guided through the writing process as they write and participate in free writing for 10
minutes every day after lunch. The children are reminded the audience they are writing for it
themselves so they are free to write what they want. Prompts are given to levels of ability,
writing name, writing words and sentences, writing a story, writing how they feel, writing
words they see around the room

Reading

Big Book: Our Rooster Jack

Mon - Introduce the book. Look at the front cover what could it be about? Read the book to
the children for enjoyment ask children what they think is happening on each page before
reading it.
Tues - Read through the book together. Look for sight words on each page.
Wed - Read through the book together. Discuss different strategies for tricky words that the
children might use, get them to come up and model it to the others.
Thurs - Read the book together. Talk about how different families and cultures do different
things.
Fri - Read the book together. Again discuss how families, cultures and history, this is how
many people eat and did things in the past and how many people still do things today, we
respect this.
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English Planner Term 4 Week 1 - Week 5 T Malberg

Set Individualised Reading Goals during Guided Reading with Literacy Groups Weekly

Word Study
/Spelling/Vocab

1.3 Utilising a big book for reading that

creates an awareness of different cultures,
family structures, linguistic and
socioeconomic backgrounds demonstrates a
teaching strategy (modelled/shared reading)
to create inclusion and respond to the
learning strengths and needs in the
Sight words (children working on individual lists) classroom.
WOW words - descriptive words for characters

Handwriting/
Grammar

Tues & Thurs: Handwriting I&J' & K&L

( I can write 1 by Deborah Davis and Chris Rawlins)
Grammar Focus: What is a letter? What is a word? What is a Sentence? Sentence Structure Starting with a capital letter and finishing with a full stop (Children copy the sentence on their
handwriting sheet)

Oral Language

Oral recall of weekend to peers.

Show and Tell
Feeling Sticks and Sharing

Amy Malberg - T Malberg - English

English Planner Term 4 Week 1 - Week 5 T Malberg

Week 5
Monday - Weekend Recount - Teacher Modelled/shared then Independent Recount
Set Writing Goals on Chart

Writing

Wednesday & Friday Link into Old Timers Excursion from History Unit
After excursion define the; who, what, when, why, why of the excursion. Prepare a recount
that will be read presented to the class, link to oral language development and presentation
techniques when talking to the class. Focus on the 6 writing traits, ideas, voice, audience,
grammar, fluency, organisation, editing, drafting. Link into Old Timers excursion from History
Unit.
Practise and present a short oral recount of a relevant shared experience that includes a simple
multimedia element(photo)
Set individualised writing goals during writing sessions weekly
Mon- Fri Children use their creative writing books to write about a topic of their choice. They
are guided through the writing process as they write and participate in free writing for 10
minutes every day after lunch. The children are reminded the audience they are writing for it
themselves so they are free to write what they want. Prompts are given to levels of ability,
writing name, writing words and sentences, writing a story, writing how they feel, writing
words they see around the room

Reading

Big Book: Who Will Be My Mother?

Mon - Introduce the book. Look at the front cover what could it be about? Read the book to
the children for enjoyment ask children what they think is happening on each page before
reading it.
Tues - Read through the book together. Look for sight words on each page.
Wed - Read through the book together. Discuss different strategies for tricky words that the
children might use, get them to come up and model it to the others.
Thurs - Read the book together. Talk about how different families.
Fri - Read the book together. Again discuss how families, cultures and history.
Set Individualised Reading Goals during Guided Reading with Literacy Groups Weekly

Word Study
/Spelling/Vocab

Sight words (children working on individual lists)

WOW words - descriptive words for characters

Handwriting/
Grammar

Tues & Thurs - Handwriting 'M&N' & O&P - ( I can write 1 by Deborah Davis and Chris
Rawlins)
Grammar Focus: What is a letter? What is a word? What is a Sentence? Sentence Structure Starting with a capital letter and finishing with a full stop (Children copy the sentence on their
handwriting sheet)

Amy Malberg - T Malberg - English

English Planner Term 4 Week 1 - Week 5 T Malberg

Oral Language

Oral recall of weekend to peers.

Show and Tell
Feeling Sticks and Sharing

Amy Malberg - T Malberg - English