ENGLISH

Forward Planning Document

Template
 Year level 1 content descriptions:

- Recognise that different types of punctuation, including full stops, question marks and exclamation marks, signal sentences that
make statements, ask questions, express emotion or give commands (ACELA1449)
- Understand that the purposes texts serve shape their structure in predictable ways (ACELA1447)
- Describe some differences between imaginative informative and persuasive texts (ACELY1658)
- 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 (ACELA1451)
- Engage in conversations and discussions, using active listening behaviours, showing interest, and contributing ideas,
information and questions (ACELY1656)
- Use interaction skills including turn-taking, recognising the contributions of others, speaking clearly and using appropriate
volume and pace (ACELY1788)
- Make short presentations using some introduced text structures and language, for example opening statements (ACELY1657)
- Recreate texts imaginatively using drawing, writing, performance and digital forms of communication (ACELT1586)
- Create short imaginative and informative texts that show emerging use of appropriate text structure, sentence-
level grammar, word choice, spelling, punctuation and appropriate multimodal elements, for example illustrations and
diagrams (ACELY1661)

First Step Writing Map of Development Experimental phase teaching emphasis.

- Begin to build students knowledge about different text forms, reports, recounts, narratives.
- Teach the use of commonly used punctuation, full stops, commas, question marks etc.
- Reinforce conventions of print, page structure.
- Provide opportunity for students to develop and use new vocabulary.
- Model simple ways for planning to write, e.g. Brain storms, labelling.
 FORWARD PLANNING DOCUMENT

TERM/WEEKS: YEAR LEVEL: 1 LEARNING AREA/TOPIC: ENGLISH - writing

WESTERN AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural Understanding
thinking Competence
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australias engagement with Asia Sustainability

WEEK/ AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES

LESSON CURRICULUM OBJECTIVE (what & how) EXPERIENCES
LINKS
Lang Literacy
Literature
Lesson 1: Language/ text Students will: Placing fact/ Familiarise: Butchers paper,
Familiarise, shared structure and 1. Identify an information under the 1. After a visit to the zoo discuss things they saw or textas.
language experience organisation: animal from animal. found out about the animals. Complete a class
prompting (ACELA1449) fact. brainstorm about their day to the zoo. Cards with simple
vocabulary 2. Contribute to Checklist, name: 2. Animal chase: students are to take a simple describing/ factual
development on brainstorm sentence from the box and chase the animal they sentences, cards
topic. about the zoo think it belongs with. with animals
experience. Observational 3. Whole class conferencing to re-arrange or confirm name. capitals and
3. Contribute to checklist. animal facts place on board. full stops in bold.
class / no contribution. 4. Discuss how at the beginning of every sentence/
discussions. // little contribution fact there is a capital and at the end there is a full Blue-tak.
(continued ///some contribution stop, signifying the beginning and ending of the
observation) sentences. When we put the
Key questions: sentences together
- What did you like about the zoo? look at the
- What did you see at the zoo? structure, it starts
- Did you see an animal running? An animal eating? on the left moving
An animal sleeping? to the right on one
- Do you think you sentence is talking about ? Are line and as more
we happy with the facts about a? sentences are
- Where does the sentence begin? Why have I made added it goes down
the capitals bold/dark? the page always
- Where does it end? following the lines.
- Why do we use full stops and capitals? Continue this
theme throughout
using think aloud
statements.
Lesson 2: Language/ text Students will be able Anecdotal notes with Analyse:
Analyse, explore the structure and to: checklist. Ask 5 1. Review one of the reports created in familiarise Familiarise- animal
characteristics of a organisation 1. Recognise a students each round stage and then read a silly story about a discuss card and sentence
report being factual (ACELA1447) fact. of fact or fib. the differences. cards that went
and informational. 2. Recognise a 2. Reports are information about a person, place or with it place on
Literacy/ fib imaginary thing. When we describe animals for a report they board.
interpreting, statement. must be factual.
analysing and 3. Introduce fact or fib game: give students a slip of Silly story about
evaluating: paper, it either has a fact or fib about the chosen the same animal,
(ACELY1658) animal. Each end of the room is labelled fact or fib, created by the
students must choose a side. educator.
4. Class conferencing to establish correctness, ask 5
students their position and why. Repeat 4 rounds Slips of paper with
with different animals. sentences about a
Key questions: giraffe, elephant,
- Is this text imaginary or factual? How do you crocodile, penguin.
know?
- Why is a report factual? Does that mean it is fiction Fact/ fib labels.
or non-fiction? (poster available).
- Is that a fact or fib? Why do you think it is a fact or
fib?

Lesson 3: Students will be able Analyse:

Analyse, use a Language/ to: Bingo sheet, did they 1. Use the same report replacing all the present tense
familiar report to expressing and 1. State the recognise all the verb with past tense and read to the students. Same report from
examine the developing ideas: present tense words that were called 2. Discuss how it is different from the original text. familiarise and first
purpose and use of (ACELA1451) word, given out. 3. Play present tense bingo: teacher reads out past analyse stage, re-
present tense verbs. the past tense tense and students must mark of the matching written with past
word. Group text correction. present tense and call bingo when they have a tense.
2. Recognise #found some row.
incorrect incorrections 4. Group students to go through and correct the verb Tense words
tense use. ##found and corrected tense on the incorrect report, the words were used relative to animal
some incorrections in bingo. reports in bingo
*found most Key questions: cards.
incorrections - Does the report sound, right? What do you think
**found and corrected has changed?
most incorrections - When we are describing an animal should we use
present or past tense?
- Can you change the report from the past to the
present?
Lesson 4: Students will be able Anecdotal notes: Model: / shared
Modelled, explicitly Literacy/ to: Does student listen 1. Have a picture of a giraffe displayed on the board, Picture of giraffe,
demonstrate the interacting with 1. Actively attentively? label the picture, long neck, brown spots, yellow markers.
planning and others: engage in fur, skinny tail, eating leaves.
constructing of (ACELY1656) demonstration 2. Write sentences below the picture and title it Keep the model
simple sentences to . giraffe. session to 10-15-
create a report using 3. In the sentences make tense incorrection, minute
correct grammar, modelling with think aloud statements correcting engagement,
punctuation and the tense. sharing the
text conventions. 4. Include students in correcting tense, information remaining time
or punctuation for the rest. working on the text
Think aloud statements: together.
- What can I see in this picture? I can see a giraffe
eating leaves
- I can it has brown spots
- I can see it has a long neck
- Giraffes had brown spots on the bodies. That does
not sound right they dont have green spots they
still have brown spots so I need to change that to
have and now it is a fact.
- I am starting my sentence so I need to put a capital
in. I am finishing my sentence so I need a full stop.

Lesson 5: Student will be able Checklist: Share:

Sharing, explore to: 1. Educator uses a koala puppet and ask what animal Koala puppet,
using the correct 1. Demonstrate it is? Responds a koala. Teacher, a koala? I white board and
tense in context correct use of Speech bubble sheet. thought koalas slept in trees?. Puppet yes, I am a markers.
through an oral tense in a koala and I do sleep in trees.
game and how it sentence. 2. Educator explains the activity that they are going
relates to describing to ask the students first class what animal are
an animal for a they? And make a statement, they respond with I
factual report. am a and I do
3. Teacher moves on to asking individual students.
4. Students use speech bubble sheet to write their
own question and response.
Key questions:
- what animal are you?
- Have you used past or present tense?
- Does that describe what the animal does
Lesson 6: Observational Share:
Sharing, give Students will be able checklist. 1. Review the fact or fib game with students and the Blank paper,
students to: rules. pencils.
opportunity and 1. Write a simple 2. This time have students write their own fact or fib,
responsibility to fact or fib Pop-stick questions: divide students into groups to create an even Students are now
demonstrate ability about the Name on pop stick, number of facts and fibs. Monitor their facts and given the
to identify fact from given animal. ask question, place on fibs. responsibility to
fibs/ imaginary 2. Identify a fact right if identified 3. Students scrunch paper and have a snow ball fight create their own
information. or fib. correctly and left if for 30 seconds at the end of the time they take the information and
incorrect. closest paper and choose a side. begin writing
4. Ask some students to read out and discuss their sentences about
position. animals.
Key questions:
- Can you write a fact or fib on a piece of paper?
- Do you belong in the fact corner?
- Can the person who wrote that fact/ fib tell us if it
is right?
- Why do you think it is a fact?

Lesson 7: Group brainstorm, Share: planning

Sharing, students Students will be able note names on back. 1. Students are going to be grouped to create a Dress up box/
work collaboratively Literacy/ to: dramatic animal report. recycled items
to express ideas and interacting with 1. Display Rubric. 2. In groups brainstorm facts about their animal from the dramatic
understanding about others: planning Presentation: habits, eating, sleeping, walking, appearance. play centre.
the content in a fun (ACELY1788) through a Sentences: 3. Groups choose their animal to optimise
and safe (ACELY1657) brainstorm. Use of resent tense: engagement and variety. Butchers paper,
environment. 2. Present a Information: 4. Present their dramatic report with an action for pens.
simple oral each sentence/ fact about their animal.
and dramatic Key questions:
report. Anecdotal notes taken - What animal have you chosen?
3. Work on students that did - Have you brainstormed information about your
collaboratively not work well within a animal?
within a group. - Do you need a picture of your animal?
group. - Did your animal or does your animal?
- Were they, or are they?
Lesson 8: Language/ text Guide:
Guided, an structure and Students will be able Self-assessment sheet. 1. Students complete a self-assessment task using Self-assessment
opportunity to self- organisation: to: emojis. sheets.
asses and validate (ACELA1449) 1. Demonstrate Checklist: 2. Students are grouped to specific needs and focus.
ideas and understanding correctly placed 3. Mini lessons completed with groups using group Simple report on
understandings of capital or capital or full stop; C conferencing and group activities. kangaroo without
about the content. full stop or F. 4. Whole group focus lesson on capitals and full capitals or full
placement. stops, provide a text on the board. Each student stops.
2. Describe the /little understanding has opportunity to place a capital or full stop.
purpose of a of purpose Key questions:
capital or full // some - Can you place a capital or full stop in this report?
stop. understanding - Is the report factual? Is it informative?
///good - What do the capitals and full stops do?
understanding. - Do they make it easier to read?
Self-reflection
- Do I think I know when it is a fact or a fib?
- Am I confident at writing a sentence?
- Do I know where capitals and full stops go?
- Am I confident writing 3 sentences about an
animal?
- Can I label a picture?
- Do I know the difference between past and
present words?

Lesson 9: Students will be able Fact and Fib pages, Apply:

Applying, activity to Literature/ creating to: sentence and drawing. 1. Fact and fib: students are to create a fact and a fib Pages titled fact
progress students literature: 1. Construct a Observational notes about an animal. fib, a gap and lines.
into writing simple (ACELT1586) simple about the product. 2. They write their fact on one side of the page and
sentences that sentence the fib on the other. Glue/ stapler.
correspond to an about an 3. Draw a picture of both to go with their sentence.
image. animal. 4. Purpose to write simple sentence about an animal Pencils.
2. Represent using present tense, both fact and fib.
their sentence key questions:
as an image. - Have you read the title of the page? Is it fact or
fib?
- Is your fib imaginary? Is your fact informational?
- Does your picture match your sentence?
- Have you used capitals and full stops?

Students will be able

Lesson 10: Literacy/ creating to: Labelled image. Apply:
Applying, actively texts: 1. Label an Checklist: 1. Each student chooses their favourite animal from Image for labelling.
engage students (ACELY1661) animal image. / little labelling the zoo to write a simple report on.
with their animal of 2. Create a // some labelling 2. They are given a real-world picture of the animal Image with lines
interest through the simple 3 /// comprehensive doing something. underneath for
zoo/ shared sentence labelling 3. They are then to label their drawing as shown in report.
language experience report. the model session.
in creating a simple Portfolio piece 4. Use their labels to create sentences/ facts about Pencils.
report. Opportunity Rubric: their animal.
to display and Use of present tense: 5. Create an, our zoo animal book.
demonstrate the Use of factual Key questions:
knowledge and skills information: - What animal have you chosen?
developed over the Use of capitals and full - Have you labelled your picture?
course. stops: - Is there anyone else doing the same animal? Can
Text structure: staying you exchange information?
on the lines, left to - Have you used present tense?
right top to bottom. - Have you done three or more sentences?
- Have you used capitals and full stops?