English Curriculum Planning

Title of the unit: Teachers: Michelle Tooth, Trish Nolan, Kay Buxton, Amy Trebilcock, Doug Ryan
Year Level: Year 1
Term: 3 Year: 2017
Unit Outline
In this unit students listen to, read, view and interpret written picture books, including stories from Aboriginal cultures and Torres Strait Islander cultures. They identify emotive
content and justify their interpretations of the stories.
Focus Is:

Inquiry Question:

Class Context: (Anything you need to keep in mind when planning for your particular group of students e.g. students with special needs and/or students from
differing religious backgrounds)

Year Level Description

The English curriculum is built around the three interrelated strands of Language, Literature and Literacy. Teaching and learning programs should balance and integrate all
three strands. Together the strands focus on developing students knowledge, understanding and skills in listening, reading, viewing, speaking, writing and creating.
Learning in English builds on concepts, skills and processes developed in earlier years, and teachers will revisit and strengthen these as needed.
In Year 1, students communicate with peers, teachers, known adults and students from other classes.
Students engage with a variety of texts for enjoyment. They listen to, read, view and interpret spoken, written and multimodal texts designed to entertain and inform. These
encompass traditional oral texts including Aboriginal stories, picture books, various types of stories, rhyming verse, poetry, non-fiction, film, dramatic performances, and
texts
used by students as models for constructing their own texts.
The range of literary texts for Foundation to Year 10 comprises Australian literature, including the oral narrative traditions of Aboriginal and Torres Strait Islander peoples,
as
well as the contemporary literature of these two cultural groups, and classic and contemporary world literature, including texts from and about Asia.
Literary texts that support and extend Year 1 students as independent readers involve straightforward sequences of events and everyday happenings with recognisably
realistic or imaginary characters. Informative texts present a small amount of new content about familiar topics of interest and topics being studied in other areas of the
curriculum. These texts also present a small range of language features, including simple and compound sentences, some unfamiliar vocabulary, a small number of high
frequency words and words that need to be decoded phonically, and sentence boundary punctuation, as well as illustrations and diagrams that support the printed text.
Students create a variety of imaginative, informative and persuasive texts including recounts, procedures, performances, literary retellings and poetry.
Year 1 achievement standard
Receptive modes (listening, reading and viewing)
By the end of Year 1, students understand the different purposes of texts. They make connections to personal experience when explaining characters and main events in
short texts. They identify the language features, images and vocabulary used to describe characters and events.
Students read aloud, with developing fluency and intonation, short texts with some unfamiliar vocabulary, simple and compound sentences and supportive images. When
reading, they use knowledge of sounds and letters, high frequency words, sentence boundary punctuation and directionality to make meaning. They recall key ideas and
recognise literal and implied meaning in texts. They listen to others when taking part in conversations, using appropriate language features. They listen for and reproduce
letter patterns and letter clusters.
Productive modes (speaking, writing and creating)
Students understand how characters in texts are developed and give reasons for personal preferences. They create texts that show understanding of the connection
between
writing, speech and images.
They create short texts for a small range of purposes. They interact in pair, group and class discussions, taking turns when responding. They make short presentations of a
few connected sentences on familiar and learned topics. When writing, students provide details about ideas or events. They accurately spell words with regular spelling
patterns and use capital letters and full stops. They correctly form all upper- and lower-case letters.

Content Descriptions
Language
Language for interaction
Understand that the purposes texts serve shape their
structure in predictable ways (ACELA1447)
Expressing and developing ideas
Identify the parts of a simple sentence that represent
Whats happening?, What state is being experiences [ACELY1655)
described?, Who or what is involved? and the
surrounding circumstances
(ACELA1451)
Explore differences in words that represent people,
places and things (nouns, including pronouns),
happenings and states (verbs), qualities (adjectives)
and details such as when, where and how (adverbs)
(ACELA1452)
Compare different kinds of images in narrative and
informative texts and discuss how they contribute to
meaning (ACELA1453)
Know that regular one-syllable words are made up
of
letters and common letter clusters that correspond to
the sounds heard, and how to use visual memory to
write high-frequency words (ACELA1778)
Literacy
Creating texts
Write using unjoined lower case and upper case
letters (ACELY1663)
Text in Context
Respond to texts drawn from a range of cultures and
Responding to literature
Discuss characters and events in a range of literary
Interacting with others
Engage in conversations and discussions, using
active listening behaviours, showing interest, and
contributing ideas, information and questions
(ACELY1656)
Make short presentations using some introduced
text
structures and language, for example opening
statements (ACELY1657)
Describe some differences between imaginative and
persuasive texts(ACELY1658)
Use interaction skills including turn-taking,
recognising the contributions of others, speaking
clearly and using appropriate volume and pace
(ACELY1788)
Literature
Literature and context
Discuss how authors create characters using
language and images (ACELT1581)
Discuss how authors create characters using
language and images (ACELT1581)
texts and share personal responses to these texts,
making connections with students' own experiences
(ACELT1582)
Express preferences for specific texts and authors
and listen to the opinions of others
(ACELT1583)
Examining literature
Discuss features of plot, character and setting in
different types of literature and explore some features
of characters in different texts (ACELT1584)
Creating literature
Recreate texts imaginatively using drawing, writing,
performance and digital forms of communication
(ACELT1586)
 Recognise and know how to use morphemes in word
families for example play in played and playing
(ACELA1455)
Understand the variability of sound-letter matches
(ACELA1459)
Sound and letter knowledge
Manipulate sounds in spoken words including
phoneme deletion and substitution (ACELA1457)
Recognise sound letter matches including
common
vowel and consonant digraphs and consonant blends
(ACELA1458)
Understand the variability of sound letter
matches
(ACELA1459)
Interpreting, analysing, evaluating
Read decodable and predictable texts using
developing phrasing, fluency, contextual, semantic,
grammatical and phonic knowledge and emerging
text processing strategies for example prediction,
monitoring meaning and rereading (ACELY1659)
Use comprehension strategies to build literal and
inferred meaning about key events, ideas and
information in texts that they listen to, view and read
by drawing on growing knowledge of context, text
structures and language features (ACELY1660)

General capabilities
Literacy
Comprehending texts through listening, reading and viewing
Composing texts through speaking, writing and creating
Grammar knowledge
Word knowledge
Visual knowledge
Personal and social capability
Self-awareness
Self-management
Social awareness
Social management
Intercultural understanding
Recognising culture and developing respect
Interacting and empathising with others

Cross-curriculum priorities
Aboriginal and Torres Strait Islander histories and cultures
Students will develop a knowledge, deep understanding and respect for Aboriginal peoples' and Torres Strait Islander peoples' history and culture and build an awareness that their histories
are part of a shared history belonging to all Australians.
Students will develop an awareness of Aboriginal and Torres Strait Islander cultural practices and histories by choosing specific texts.

Feedback to students
students' ability to use emerging text processing strategies and make literal and some inferred meanings about characters and events in texts
students' ability to write and speak in simple sentences, and identify the meaningful parts of sentences
students' ability to use interaction skills, including volume and pace and speaking clearly when making short oral presentations
students' ability to organise and deliver oral presentations
students' ability to actively listen and engage in group discussions.
 LEARNING INTENTIONS:
Through this unit of work students will:

Reading
Apply phonemes and most common graphemes to text.
Become familiar with the typical stages of types of text
Know vowel and consonant digraphs and consonant blends
Use strategies and skills to decode.
Become aware of fluency within a sentence. (Pattern)
Recognise upper and lower case letters.
Use language capitals.
Discuss and compare the purposes of familiar texts
Recognise and discuss punctuation i.e. full stop and capital letters. Exposure to commas and exclamation marks
Recognise high frequency words and vocabulary related to guided reading groups.
Use predicting, connecting with the text, visualising, authors purpose and main ideas as comprehension strategies to build literal meaning about key events, ideas and
information.
Become familiar with the devises authors use to influence meaning eg. choice of language, large bold words
Writing
Write using upper and lower case letters.
Create written texts using simple sentences.
Explore differences in words that represent people, places and things (nouns, including pronouns), happenings and states (verbs), qualities (adjectives) and details such as
when, where and how (adverbs)
Identify the parts of a simple sentence that represent Whats happening?, What state is being described?, Who or what is involved? and the surrounding circumstances
Use conventions of print
use capital letters and full stops
Use developing pre-editing skills for meaning, spelling and punctuation.
They accurately spell words with regular spelling patterns

Use vowel and consonant digraphs and consonant blends in writing.

Write one-syllable words containing known blends, for example bl, st
Recognise and know how to use morphemes in word families
Use an increasing number of high frequency sight words correctly that are recognised in shared texts and in texts being read independently (for example 'one', 'have',
'them', 'about, they, was, )'
Speaking
Elaborations
Recognising the effect of words, symbols, gestures and body language on the way communications are received by others
Answer who, what, when, why, how questions.
Attend to the speaker and interact t appropriately.
 Make meaningful contributions during discussions
Express and justify personal responses to text
Use language features and text structures in short oral presentations
Use appropriate volume and pace when speaking
Look at the audience
Make eye contact
Uses conjunctions
Use topic vocab
Follow structure.
Speak clearly
learning forms of address for visitors and how to use language appropriately to ask directions and for information, for example on excursions

Listening
Attend to others' talk
Discuss characters and events in a range of literary texts and share personal responses to these texts, making connections with students' own experiences
Use interaction skills including turn-taking, recognising contributions of others.

SUCCESS CRITERIA:

By the end of this unit of work students will be able to:

English Achievement Standard

Receptive modes (listening, reading and viewing)

By the end of Year 1, students understand the different purposes of texts. They make connections to personal experience when explaining characters and main events in
short texts. They identify the language features, images and vocabulary used to describe characters and events.

Students read aloud, with developing fluency and intonation, short texts with some unfamiliar vocabulary, simple and compound sentences and supportive images. When
reading, they use knowledge of sounds and letters, high frequency words, sentence boundary punctuation and directionality to make meaning. They recall key ideas and
recognise literal and implied meaning in texts. They listen to others when taking part in conversations, using appropriate language features...

ASSESSMENT
Diagnostic:
Bench marking
High frequency words
Spelling
Formative:
Chn write a persuasive text Suggestion-See end of Week 6- Ernie Dances To The Didgeridoo No 11.
Summative:
Oral response
Show and Tell
Reading goals through guided reading

Learning Sequence/Inquiry model

TEACHING and LEARNING INQUIRY - using Jill Eggletons 5 day plan

Inquiry
Model
Diff e re nti at e f o r n ee d s g ro up b y g iv ing s u ppor t to - E xt en sio n g ro up
j oi n i n c l as s d is c us s io ns wi t h as s is t a nc e q ues t io ns a t h i gh er l e v e l

W ith as s is ta nc e wi l l a t tem pt wr i tt en ac t i v it i es a n d s pe l l i ng O pe n e n de d wr i ti n g ac t i v i ti es

V is u a l- p ic tur es t o as s is t ex t ens i o n of wor d ac ti v i t ies

W or d c har t t o r ef er t o wh e n ne e de d R e l at ed l it er at ure at a h i g her le v e l

C ha l l en g i ng m orph em es a n d c om pou n d wo rds

G u id e d r e ad i n g
Lo ok s e e, lo ok a t m e
s up p ort i v e, s im pl e tex t t o ex am ine an d f oc us on v erbs , n ou ns a n d a dj ec t i ves
r h ym e- f lo p, t o p s to p , b e, t hr ee an d r ec o gn i ti o n of pu nc t u at i on .

S pe l l i ng - Us in g ye ll o w c ha r t a n d Ho t W ords C h art t o as s is t wi th c h a l le n g in g wo rds ,

s ou n d in g , c ou nt i n g s yl l ab l es a nd p h o nem es , l ook i ng at s p e l l in g c h o ic es of s im pl e gra p hs an d W ow wo rds , a war en es s of s im pl e m orph em es
an d c om po u nd wor ds

Dif f e re nti at e b y in c re as ing :

f r eq ue nc y of ex pos ur e , i nt ens i t y of t e ac h i n g b y a dj us ti n g gr ou p s i z e, d ur at i o n ne e d e d t o c om pl et e gr ou p t as k s , f ee db ac k a nd go a l s e tt i ng

Writing Resources
The Writing Book-To Persuade pp-162-167
Videos list throughout plan
Writing Resource book First Steps pp 103-115

Week 1 and 2 Big Rain Coming- Katrina Germain illustrated by Bronwyn Bancroft Look up on you Tube
/Focus 1 Discover the text: ORAL-Predict from the pictures and then read the text to the students
Book language-front/back page, cover, author, left to right, title page, top to bottom, illustration
Children predict title What do you think this story could be about, what do you think the title means?
Hide text initially - discuss pictures
Authors intent
Relate to own experiences, feelings eg in the hot summer nights
Read to children using dev. phrasing and fluency, meaning and re-reading
Discuss differences between informative and persuasive.
Comprehension strategies
Interpret illustrations and use to predict text
Focus strategy- Critically reflect on content, structure, language and images-
Discuss the short sentence Big rain coming, said Stephen and the use of repetition
Questioning -chn answer and ask questions about text learning about the difference between closed questions, for example 'Are you ready?', 'Did they
enjoy their holidays?' and open questions, for example 'What made this text so exciting?'
Connections- text to self
Give an opinion

Focus 2 Vocab- Wow Words- adjectives

Re-read children join in with parts of story Look at nouns c lo u ds , b re e ze , do gs e tc
Adjective-dark, warm, dusty, fat, green, leaky, rain-water grey, wonderful, cool and verbs and pull apart the sentence structure.
Ho w r o ot wor d/m or p h e m es wer e us ed
Hu d dl e h u dd l e d
Le ak l eak y
Ec ho ec ho i ng e tc
Find the WOW words and put onto a chart --interesting, unusual or difficult words
Focus 3 Flow, phrasing and fluency
Discuss the print conventions, devices- bold large print, print following the curve of the picture, repetition and full stop at the end. How do they help us to read with
expression?
Focus 4 Phonic knowledge, Phonemic Awareness
RE-read entire book together. Reinforce spelling in context.- Wow words,
Compound words, morphemes, find the digraph and trigraph vowels
THRASS some of the Wow words.
Focus 5 Oral, Written, and Visual Language
Did you enjoy the book and why? Can you persuade me that I should read this book? Model as a persuasive text.
Vocab-should, because, Firstly, Also, Mostly, Finally, Therefore, uses,
Use the ideas of the- the story line, the illustrations, the characters, the text devises, the vivid adjectives Writing- model the beginning of a persuasive text to answer the
question- Can you persuade me that I should read this book?
Look at structure, sentence beginnings to progress through argument -think, because, firstly, also, mostly, so, finally, therefore, furthermore, another reason. Medium/High
modality words-must read, I am sure, very, cannot miss out on reading.
Activities- make a noun/adjective/ verb fan
-Match root word and morpheme
You tube- Childrens book festival 2013: Bronwyn Bancroft both author and illustrator- she talks about the pictures in her book- Remembering
Lyonsville [parts are excellent]
-Bronwyn Bancroft- shows some of her art work-textiles, paintings and book pages [no speaking]

Week 3 and 4 Malu Kangaroo Judith Morecroft illustrated by Bronwyn Bancroft

A m o der n s t or y th a t te l ls h o w p e op l e f ir s t le a rnt t o s urf . W eav es to ge t her t h e p as t a n d pr es e n t to c re a te a n e v o c at i v e n arra t i ve f or o u r t im e.
S am e a ut h or a nd i ll us t r at or as Bi g R a in C om i ng , s o h a v e c h il dr e n p red ic t wh a t m ig h t be s ee n i n t he pic t ures an d wh a t m ig ht be r ea d . /Focus 1
Focus 1 Discover the text: ORAL-
Predict from the pictures and then read the text to the students
Children predict title What do you think this story could be about, what do you think the title means?
Hide text initially - discuss pictures
Authors intent
Relate to own experiences, feelings eg riding waves at the beach
Read to children using dev. phrasing and fluency, meaning and re-reading
Discuss differences between informative and persuasive.
Interpret illustrations and use to predict text
Comprehension strategies
Literal and inferred comprehension, fact and fiction
Focus strategy- Critically reflect on content, structure, language and images-
Questioning -chn answer and ask questions about text learning about the difference between closed questions, for example 'Are you ready?', 'Did they enjoy their
holidays?' and open questions, for example 'What made this text so exciting?'
Connections- text to self / Give an opinion

Focus 2 Vocab- Wow Words- verbs

Re-read children join in with parts of story Wow phrases- Look at the use of similes [something that is similar with two different items] through the book-eg Like flying fish,
Like bright birds in the sun.
Find the WOW words and put onto a chart --interesting, unusual or difficult words
Past and present tense-ran/run, give /gave, swim/swam, come/came, make/made, take/took, son/sun
Excellent verbs for surf riding-balance, skim, leap, swoop and fly etc.
morphemes
compound word-surfboards
Focus 3 Flow, phrasing and fluency
Discuss the print conventions, devices- bold large print, print following the curve of the picture, repetition and full stop at the end. How do they help us to read with
expression? Discuss the use of capital letters for every line.
Focus 4 Phonic knowledge, Phonemic Awareness
RE-read entire book together. Reinforce spelling in context.- Wow words,
Compound words, morphemes, find the digraph and trigraph vowel spelling choices- look at all the choices the author had to make when spelling these words,
homophones for charts same sound different spelling, meaning -see/sea.
Letter depletion - Would/could/should
THRASS some of the Wow words.
Focus 5 Oral, Written, and Visual Language
Which book of illustrator -Bronwyn Bancroft did you like the most and why? Can you persuade me that this is a good book? Model as a persuasive text.
Venn diagram to assist writing
You tube- Malu Kangaroo, written by J. Morecraft & B Bancroft
You tube- Malu Kangaroo Aurelia Cramp- This is a story of Malu coming back to the children of the first children and giving them a gift.
Writing- model the beginning of a persuasive text to answer the question- Which book did you enjoy the most, Big Rain Coming or Malu Kangaroo? Try and persuade me
that I should like the book that you like.
Look at structure, sentence beginnings to progress through argument -think, because, firstly, also, mostly, so, finally, therefore, furthermore, another reason. Low modality
words-watch out, may, sometimes, usually, try. Medium modality words-must make sure, very, cannot. High modality words- must be extremely, savage, very cunning,
cannot, must be alert, at all times.

Week 5 and 6 Specific details for this week at the end after Weeks 5,6

Walking Talking Texts

Ernie Dances to the Didgeridoo
Column Planner http://www.education.nt.gov.au/__data/assets/pdf_file/0019/2638/ernie_dances_didgeridoo.pdf Continua Differentiation
Activity Indicators
Other websites:
http://www.det.wa.edu.au/education/cmis/eval/fiction/authors/at12.htm
http://www.education.vic.gov.au/prc/keypeople/ambassadors/lester.htm
http://www.cli.nsw.edu.au/cli/WritersTalk/sections/lester.htm
http://www.cli.nsw.edu.au/cli/WritersTalk/lo/lester_MC/lester_MC_04.htm
http://www.alisonlester.net/biography.html (this is excellent)

Walking Talking Texts
Column Planner Activity
Focus 1-Discover the text: Predict
from the pictures and then read the
text to the students
1. Complete oral cloze exercises
2. Teacher and students talk
about whether the text was as
predicted in activity 1 and
exchange ideas, opinions and
feelings about the contents of
the text
3. Read the text with the
students role play the text
and/or parts of it
These are just suggestions. Take from it what you want.
Last year I had children choose a season and write why it
was their favourite. Chn. for each season shared ideas before
writing. It was very successful. I have written it up at no. 11.
Continua Indicators
Specific details for -Ernie Dances To The Didgeridoo
Book language-front/back page, cover, author, left to right, R-C3. All texts, both
title page, top to bottom, illustrations/or narrative and
Children predict title What do you think this story could informational, are written
be about, what do you think the title means? by authors who are
Hide text initially - discuss pictures expressing their own
Authors intent
ideas.
Relate to own experiences, feelings
Read to children
R-B3. Uses memory of
Leaving out the nouns.
text to match spoken with
Eg) Ernie ______ to the didgeridoo.
written
Ernie dances to the _____.
Teacher tells students what she thinks about the text, the
content, how it makes her feel, how she thinks each character Repertoire-Empathising
would feel and why, what she does and does not like about the with characters from a
text teach the language. story
How does the story make you feel?
How do you feel when you go to a new place? Eg) school
Plan a role play
Whole class role plays story as teacher reads to class
Ask what comes next as story is reread
Guessing game-children role play scene and other children have
to guess where they are looking
Role play feelings
Teacher reads story and stops at point and children act out next
segment

4. Read the text again and talk
about any links between the
written text and the real world
experiences of the students
talk about similarities and
differences.
5. Teacher tells the students about
the genre of the text
6.The students retell the text: the
story line, the sequence of events
etc
7.Teacher and students make a list
of words
8.Organise this list in alphabetical
order
Students begin writing about the
text every day.
9. Create a wall dictionary words
with meanings using the above
list. Add to this as unfamiliar words
are encountered.
Is this story an information text or a narrative? [Aboriginal]
Are the characters real?
Discuss each picture
What are some words that help us picture the meaning?
What are some of the things you could do in real life?
Empathy with the characters
Explain this is a narrative describe the setting, time, and place,
conflict and resolution. Explain the structure.
Using main pictures from text put the pictures on the Narrative
skeleton
Using pictures as a guide, sequence them then orally retell story
Sequence events
List of animals
List interesting words [WOW words]
Put animal name flashcards in alphabetical order
.
Meanings of interesting words from activity 7.
Rhyming words for animal list from activity 7.
Add to thesaurus- arrives; gets to, lands good; nice, fabulous, fantastic,
great, wonderful, fun beautiful; lovely, wonderful, pretty frightened; scared,
Read related texts to the students fearful, horrified, anxious, nervous mother; mum, mummy, ma, mamma W-C3. Uses basic
every day. grandfather; pop, aka, grandad, papa lots; many, plenty, heaps billabong; sentence structures and
lake, dam, puddle, lagoon icy poles; iceblock, frozie activities; tasks, jobs varies sentence
10.Create a wall thesaurus beginnings

W-C6. Begins to develop

11. Read the text again with the
students. Teacher and students write
a group negotiated text
Teacher models persuasive text for her/his favourite season. editing skills Caterpillar
chart
Children are to choose a season and write why it is their favourite.
Pictures matching each season are placed on the floor. Chn. walk Some punctuation
around them to get their ideas.
Chn. form groups of matching seasons and share ideas for why they W-C5. Experiments with
think their choice of season would be the best. words drawn from
Keep individual work samples for portfolios language experience
activities

12. Practise listening skills through W-C8. Talks with others

listening games and exercises to plan and revise own
13.Explore the text through art and writing
craft

W ee k 7- 8
Focus 1- Discover the text: ORAL
I W ann a Igu an a - K a r e n K auf ma n O r lof f
Ill ust r at ed b y D av id Cat row
St o r y r ea d o n Y ou T ube - Ca r ri e l e Cl ai r
Look at you tube videos about iguanas- some suggestions:
Are You Prepared to Own an Iguana
Retiles as Pets in Australia- Reptile Park What to Expect From a Pet Iguana
So You Really Want an Iguana You Tube
How to tame an Iguana- The Dos and Donts
Should You Own an Iguana?
The Iguana Song You Tube
Focus 2 Vocab- Wow Words- modality and topic words E.G.-think, doubt, really, would never, could teach, would
Focus 3 Flow, phrasing and fluency
Focus 4 Phonic knowledge, Phonemic Awareness- Look at spelling choices for modality and topic words
Focus 5 Oral, Written, and Visual Language- Should Alex be allowed to own an iguana? What might happen?
Persuasive Writing Gabrielle Casaceli You Tubes -shows and explains how to write a persuasive text and the points Alex used to persuade his mum.
W ee k 9- 1 0
He y, L ittl e An t - P hi lli p a nd H ann ah Hoo s e
Ill ust r ato r - D ebb ie T i ll e y
Focus 1- Discover the text: ORAL
Reading- Hey Little Ant The Kinder cupboard
Hey Little Ant Song You Tube [story acted out]
Son sung by P hi ll ip an d H ann ah Ho os e - w w w .he yl itt le ant . com - R ea ll y R ea l l y g o od - wo rth lis t en i n g t o .
Song- The Ants Go Marching One By One You Tube
Easy Cartoon Drawing : How to Draw a Cartoon Ant You Tube

Focus 2 Vocab- Wow Words- modality and topic words E.G.-think, really, would never, could teach, would, please, tiny, giant, decide, right, wrong,
Focus 3 Flow, phrasing and fluency
Focus 4 Phonic knowledge, Phonemic Awareness- Look at spelling choices for modality and topic words
Focus 5 Oral, Written, and Visual Language- Should the boy squish the little ant?