Term 3 Learning Centre Idea Planner: English PPD
Learning Outcomes Evaluation/Assessment
LANGUAGE VARIATION AND CHANGE
Understand that English is one of many
languages spoken in Australia and that
different languages may be spoken by
family, classmates and community.
(ACELA1426)
LANGUAGE FOR INTERACTION
Explore how language is used differently at
home and school depending on the
relationships between people.
(ACELA1428)
TEXT STRUCTURE AND ORGANISATION
Understand text can take many forms, can
be very short (for example an EXIT sign) or
quite long (or example an information
book or a film) and that stories and
informative texts have different purposes.
(ACELA1430)
Understand that some language in written
texts is unlike everyday spoken language
(ACELA1431)
Student can use French
greetings, farewells, thank
you and other languages
introduced into the class.
Anecdotal checklist of active
participation in French.
(Madame Arrangio)
Anecdotal checklist of
classroom participation.
Student can raise hand to
speak in whole group
situations.
Student can wait turn to
speak in small group and
whole group situations.
Anecdotal checklist.
Student can discuss the
purpose of a text.
Student can recite poetic
and rhyming phrases
Anecdotal Checklist
Student can differentiate
between numerals and
letters. WORK SAMPLE
Student can derive
information from pictures.
Anecdotal Checklist
Learning Experiences Evaluation_Planning
IT/Digital Technology Links ideas for Term 4
 Exposure to French language during French timetabled sessions.
 Incorporation of French greetings, farewells and thank you (bonjour,
au revior, merci) into daily routines
 Singing ‘Happy Birthday’ in French
 Research cultural backgrounds of class families and ask family
members to provide words used for greeting, farewells and thank
you.
 Discuss difference in informal morning greetings used at home )
compared to formal greetings used at school in whole group.
 Picture Talks – shopkeeper and customer compared to asking parent
for something in the home
 Learning to put hand on teachers arm if wanting to speak to teacher
and teacher is already engaged in a conversation.
 Learning to raise hand to speak in a whole group situation at school.
 Daily recital of poems and songs.
 Children select texts from the Library that will assist them with mini
research topics.
 Smartboard – viewing to access information and discuss whether
fiction or non-fiction texts are required.
 Daily Big Book Reading – (title page, spaces between words, pictures
to give us context clues).
 Magazine search – students find and cut out letters and numerals,
sort paste them into 2 groups.
Understand that punctuation is a feature
of written text different from letters;
recognise how capital letters are used for
names, and that capital letters and full
stops signal the beginning and end of
sentences (ACELA1432)
Understand concepts about print and
screen, including how books, film and
simple digital texts work, and know some
features of print, for example directionality
(ACELA1433)
EXPRESSING AND DEVELOPING IDEAS
Recognise that texts are made up of words
and groups of words that make meaning
(ACELA1434)
Explore the different contribution of words
and images to meaning in stories and
informative texts (ACELA1786)
Understand the use of vocabulary in
familiar contexts related to everyday
experiences, personal interests and topics
taught at school (ACELA1437)
Student can identify a
capital letter.
Student can identify a full
stop.
ASSESS Observation
Student can identify the role
of an author.
Student can identify the role
of an illustrator.
Student can identify in
which direction to read?
ASSESS Anecdotal Checklist
Students can differentiate
between words and
sentences.
Child refers to print located
in the room.
Child re –reads texts made
in class.
Anecdotal records
 Daily Big Book Reading – (beginning, end, capital letters, fullstops).
 Magazine search – Students find cut and paste letters to make their
name.
 Daily Big Book Reading – (directionality, title, author, layout,)
 Author study Joy Cowley – begin to make a list of Joy Cowley Books
we read. View Joy Cowley addressing her readers on the electronic
versions of the books.
 Smartboard – access the electronic versions of the Big Books,
compare the layout and the navigation required to find them.
Discuss what the electronic version offers that hard copies can not
offer.
 QR Code Readers – I-Pads ( small group literacy)
 Daily Big Book Reading – discuss how one word will not provide us
with much information other than identify an object, action or
sensation. We need other words to tell us more. These words make a
sentence.
 Arrange words from familiar texts (Big Books Read) to make
sentences.
 Dictate words to an adult scribe to make sentences.
 Read the Big Book through the pictures only – cover all text including
title. Re-read again with the text and discuss the ‘difference’ in
meaning.
 Discuss how a ‘different’ story can be told when we use pictures
only.
 View an assortment of ‘picture only’ books.
 Jobs Roster on display changed weekly.
 Line Leader Roster changed weekly.
 Washing Roster changed weekly.
 Word Wall – children’s names, colour words, shape words, number
words 1-10, add sight words to be taught.
 Song, poem and rhyme list displayed and referred to daily.
 Learning Goal displayed with photographic evidence of improvement
towards achievement of goal. ‘We are learning to line up with a
partner’. ‘We are learning to walk in a straight line’ We are
learning to walk in a quiet line’.
 Class made books (generated from Big Books, Integrated Unit).
Know that spoken sounds and words can
be written down using letters of the
alphabet and how to write some high-
frequency sight words and known words
(ACELA1758)
Know how to use onset and rime to spell
words (ACELA1438)
SOUND AND LETTER KNOWLEDGE
Recognise rhymes, syllables and sounds
(phonemes) in spoken words (ACELA1439)
ASSESS Writing Checklist
SCASA Writing checklist
(Moderation)
ASESS Observation of Oral
work
Student can identify onset-
rime.
Student can blend onset-
rime.
Student can segment onset-
rime
Student can identify rhyme.
Student can generate a
rhyming word.
Student can break a CVC
word into 3 phonemes.
Student can identify number
of syllables in a word.
ASSESS Checklist Rhyme,
Syllable, 3 phonemes
 Write in writing Books twice weekly with adult guidance and
support.
 Writing Area – set up in classroom containing paper, writing tools
and Word Wall.
 Children encouraged to ‘have a go’ at writing on their own
illustrations and paintings.
 Children are provided with paper and pens for labeling block
buildings, constructions and junk creations.
 Children are provided with paper and pencils in the Dramatic Play
area
 Children play rhyming Memory pairs in small group.
 Alien Talk – Puppet Requests items from a box c-up, f-an, p-ig
 Stepping Stones – student put hand and foot on stepping stone as
they break word into onset-rime c(hand), up(foot) =cup
 Fishing Rod – break picture into onset and rime when caught
 Go Fish – ask players for picture p-ig

 Complete class Letters and Sounds Book of initial sounds. Children
search through magazines to find pictures that begin with the
phoneme.
 Children sort pictures by initial sound.
 Children select items from a ‘Sound Bag’ and identify initial, final
and/or medial sound depending on level of ability.
 Alphabet Challenge, I-Pad children write beginning/middle or end
sound of word called out by adult( Art of Glow, Kids Doodle)
 Alien Talk – Puppet Requests items from a box c-u-p, f-a-n, p-i-g
 Stepping Stones – student put hand and foot on stepping stone as
they break word into phonemes
 Fishing Rod - break picture into phonemes
 Bean Bag Toss – Syllables. Toss bean bag onto overturned pictures
and identify number of syllables.
 Syllable Sort – sort pictures onto numerals 1,2,3,4 depending on
number of syllables.
 Diana Rigg Initial Sound Game Track, 1,2,3 – children throw dice and
name the sound of the letter they land on. Think of something that
begins with the sound.
 Treasure Trove Phonics Folders for spelling CVC and CCVC words.

Recognise the letters of the alphabet and
know there are lower and upper case
letters (ACELA1440)
Know how to read and write some high
frequency words and other
words.(ACELA1817)
Segment sentences into individual words
and orally blend and segment onset and
rime in single syllable spoken words,
isolate, blend and manipulate phonemes in
single syllable words. (ACELA 1819)
Write consonant vowel consonant words
by representing some sounds with the
appropriate letters, and blend sounds
associated with letters when reading CVC
words. (ACELA 1820)
RESPONDING TO LITERATURE
Share feelings and thoughts about the
events and characters in texts (ACELT1783)
Student can identify the
sounds of 26 letters of the
alphabet.
Student can name 26 letters
of the alphabet.
ASSESS Alphabet Sounds
Grid
Student can read a bank of
10-20 sight words
ASSESS First 100 words,
mark off words that can be
read and written correctly.
Student can identify and
manipulate sounds
(phonemes) in spoken
words c-a-n.
ASSESS WTW Primary
Spelling Inventory
 Parking Cars labeled with Sounds
 Diana Rigg CVC Spelling Tracks.
 CVC Spelling cards
 Make class Letters and Sounds Book of initial sounds. Children search
through magazines to find pictures that begin with the phoneme/
letter.
 Children play Capital / Lower Case Bingo
 Play Musical Statues – Children have to find a letter to stand on
when the music stops. Teacher holds up letter and child on the
matching letter calls out the name.
 Children play Alphabet Soup. Pick up a card and name the sound that
the picture begins with. Turn over to view and name the letter.
 Alphabet tracks – children throw dice and name the letter that they
land on. Think of something that begins with that letter.
 Children write matching capital or lower case letter for letter called
out by the teacher.I Pad- ( Art of Glow, Kids Doodle)
 Sight words accompany the child in Homework Reading Folders.
 Sight words introduced to the whole class each week.
 Sight words are displayed on the ‘Word Wall’ for children to refer to
when writing.
 Games –Sight Word Snap, Sight word Bingo, Sight Word Snap, Sight
Word Search.
 Writing Sight Words, I-Pad ( Art of Glow, Kids Doodle)
 Student engage in activities in Treasure Trove Phonics Folders to
spell and manipulate the sounds in words.
 Student engage in games “Look Say Cover Write Check Track, Parking
Lot CVC,
 Phonics based reading books to take home in Reading Folders.
 Read and Draw CVC sentences.
 Making CVC with Duplo letters, magnetic letters, sand trays, jelly
packs, Dianna Rigg CVC cards.
 Spelling CVC Words, I-Pad ( Art of Glow, Kids Doodle)

 End of day literature, Story is selected by a child in the class from the
class Library.
 Illustrate a face to show feeling towards a text listened to, I-Pad ( Art
of Glow, Kids Doodle)
EXAMINING LITERATURE
Replicate the rhythms and sound patterns
in stories, rhymes, songs and poems from a
range of cultures (ACELT1579)
CREATING LITERATURE
Retell familiar literary texts through
performance, use of illustrations and
images (ACELT1580)
TEXTS IN CONTEXT
Identify some familiar texts and the
contexts in which they are used
(ACELY1645)
INTERACTING WITH OTHERS
Deliver short oral presentations to peers.
(ACELY1647)
Use interaction skills including listening
while others speak, using appropriate voice
levels, articulation and body language,
gestures and eye contact (ACELY1784)
INTERPRETING, ANALYSING, EVALUATIONG
Identify some differences between
imaginative and informative texts.
(ACELY1648)
Oral language checklist –
First Steps
Oral language checklist –
First Steps
Student can listen to peers.
Student can speak clearly
and audibly.
Student makes eye contact
when speaking.
Students talk about what is
‘real’ and imagined in texts.
 Daily Big Book Reading
 Beginning of each day children recite a songs or poems. Repertoire
to be built on throughout the year and a visual list displayed in the
room for students to refer to.
 Retell big books read to an adult scribe after illustrating favourite
part of the story.
 Retell events from personal experiences. Take Home Bear with Diary.
What did you do with the bear on the weekend (photos and
illustrations are encouraged to support the retell).
 Make lists of things required by the students to address the
investigations, activities they wish to pursue. Tick off items on the list
as they are gathered.
 Does our classroom require EXIT signs?
 What other signs do we need in our classroom?
 Why do we make cards with hearts or flowers on them?
 Make Mothers Day Cards
 Children take turns on a rostered basis to engage in oral news.
 Bring something in to show the class for the ‘News Bag’.
 Retell events from personal experiences.
 Take Home Bear with Diary.
 Share interests and discoveries.
 Share morning prayer ideas.
 Film newstelling using I-Pads and children check their own
performance against a checklist ( stand tall, project voice, eye
contact, clear speech)
 Small group activities requiring collaboration and co-operation with
peers (sharing and taking turns).
 Retell events from personal experiences. Take Home Bear with Diary.
 Film newstelling using I-Pads and children check their own
performance against a checklist ( stand tall, project voice, eye
contact, clear speech)
 Write results of research questions from Integrated Unit.
 Report results of inquiry.
 Students select texts from the Library that will assist in mini research
topics from the Integrated Unit.

Read predictable texts, practicing phrasing
and fluency, and monitor meaning using
concepts about print and emerging
contextual, semantic, grammatical and
phonic knowledge. (ACELY1649)
Use comprehension strategies to
understand and discuss texts listened to,
viewed or read independently( ACELY1650)
CREATING TEXTS
Create short texts to explore, record and
report ideas and events using familiar
words and beginning writing knowledge.
(ACELY1651)
Produce some lower case and upper case
letters using learned letter formations
(ACELY1653)
Students select texts for
information purposes and
comment on how the text
might help with a task.
Students view a variety of
genres and explain their
purpose.
Home Reading Records
Checklist of ‘Can retell 3 or
more events from a story”
Student can write and draw
to represent and
communicate personal
responses to ideas and
events experienced through
texts.
Student uses beginning
concepts about print,
sound-letter, word
knowledge and punctuation
to create short texts.
Student demonstrates
correct pencil grip.
Student produces some
recognizable letters which
may not be uniform in size
and shape.
 Lists recipe, letters, stories,
 Pre Level one children work in a small group with the teacher
learning ‘One spoken word to one written word’.
 ‘Level 1+ reading books go home on a weekly basis.
 Daily Big Book Reading – covering Concepts of Print
 Teach strategies to work out unknown words ( Look at the picture,
look at the initial sound, the following sounds, what is the topic, go
back and reread)
 Look at picture clues to interpret what might be happening in the
story.
 Children retell, sequence three or more events from a story in the
correct sequence.
 Cut, paste, colour, retell.
 Make small 4 page story books.
 Read, write and draw.
 CVC dictations.
 Write results of research questions from Integrated Unit.
 Report results of inquiry.
 Retelling events
 Writing in Writing Books twice per week.
 Labelling, messages, notes, lists.
 Children use whiteboards to learn basic letter shapes (Starting point,
direction).
 Children use paper to learn basic basic letter shapes (Starting point,
direction).
 Children engage in writing activities in writing area, dramatic play
area, building block area, organized and self directed activities.
SCASAWriting Checklist  Red Writing app, I-Pads.