pialbastateschool.files.wordpress.com€¦ · Web viewPIALBA STATE SCHOOL: ENGLISH YEAR 1 SEMESTER 1 UNITS 1, 2 & 3 UNIT PLAN. Assessment (D – Diagnostic, M- Monitoring, S –

PIALBA STATE SCHOOL: ENGLISH YEAR 1 SEMESTER 1 UNITS 1, 2 & 3 UNIT PLAN

Deep Learning Inquiry Cycle Question

In this unit students will learn.. Student will:

Analysing and creating persuasive texts (Unit 1)

Students demonstrate their understanding of persuasive texts by examining ways persuasive language features are used to influence an audience. They use this language to create their own persuasive texts.

Investigating characters (Unit 2)

Students read an extract from the novel and answer questions using comprehension strategies to build literal and inferred meaning of the text. They write a short imaginative narrative based on a familiar theme.

Engaging with poetry (Unit 3)

In this unit students listen to, read and view a variety of poems to explore sound patterns and features of plot, character and setting. Students recite a poem to the class.

Pedagogical Practices Levering Digitally Learning Environments Learning PartnershipsPedagogical Practices are used to design, monitor and assess learning.

Leveraging digital accelerates access to knowledge beyond the classroom and cultivates student driven deep learning.

Learning Environments foster 24/7 interaction in trusting environments where students take responsibility for their learning.

Learning Partnerships are cultivated between and among students, teachers, families and the wider environment

Continual Feedback loop / monitoring

Deep Learning opportunities through open-ended questioning and tiered tasks using Collaboration: Elbow partners, small groups, whole class, Innovation Space, Computer lab.

Check in / Check out (thumbs up) strategies

Deep Learning Competency Focus: (Focus from 2019 beyond other than Year 4 NPDL Planning 2018)Collaboration Creativity Critical Thinking Citizenship Character Communication

1 of 66DiT_YP-02Band_U1_AT_COW

Assessment (D – Diagnostic, M- Monitoring, S – Summative)Week D-F-S Assessment Title

WK3 T1 D PAT-R Testing

WK8 T1 D PM Testing

WK9 T1 S Responding to imaginative texts

WK 4 T2 S Character description

Wk 6 T2 S Reading Comprehension

Wk 10 T2 S Poetry recitation

Planning is sequenced across the Term or Semester. Timings of Units are based on data and school timetabled events

KLA: ENGLISH Year Level Team: Semester 1 (Units 1, 2 & 3)WALT/WILF/TIB

(The What)Active Learning Engagement

(The How)Check for

Understanding

Internal monitoring data

Formative (Feedback)

DifferentiationContent: What

Process: Pedagogy – HowProduct: Check for Understanding

Resources

Before Unit commences: As a Year Level Team analysis of data based on end of Prep Early Start Data combined with A-E results / Internal Monitoring from Class Dashbaord) Teachers identify student’s results and place this on a class “Differentiation Surfboard” – Identify Higher Level students. Teachers set priorities as a team for reading.

Unit One – Responding to Imaginative Texts (Eight Week Unit)Walt: Understand how to make connections to text we read through actively listening and participating in discussions about stories

Wilf: Show active listening by using whole body listening. Sharing my feelings about the text and characters and make a personal connection to the text

Tib: It helps to make meaning from the text when we can connect and talk about it

Each lesson KWL and Vocab developmentSpend a short time at the start of each lesson revising concepts and enhancing understanding and fluency.

Listening and Speaking about Characters and Emotions: As a whole class create a KWL chart about what we know about

good listeners. Watch YouTube clips and to help students understand what active

listening is. Teacher explicitly teaches the language and actions of whole body

listening (artefacts visible in room as prompts) Teacher models expectations of what being an active listening

looks like during discussion of a picture book ‘Feeling Fine’ Through modelled reading on focus text, teacher models how to

make a personal connection to the text. Using elbow partner’s students rehearse active listening and share

feelings and connections to the focus text. Making connections between texts and personal experiences.

As a whole class listen to ebook ‘How are you feeling’ and make a list of language from the text that we could use to respond to the story. Create a vocabulary Wall of this language and add to it throughout the unit of work

In small group collaboration and indendantly rehearse responding to texts by asking a connection and sharing feelings.

Formative (Feedback)Check students understanding

Observe students individual and group responses to focus textsKeep KWL chart and use to reinforce active listening throughout unit of workWord Wall

L2B

Allow 'wait time' for the student to process information

Plan for visual supports to instruction.

Break tasks into smaller, achievable steps.

Use small group instruction and cooperative learning strategies

Use technology to record students work; e.g. digital photography.

U2B

Expose to more technical or specific narrative vocabulary.

Extend with students choice of extra study – ensure one-to-one conferences to allow student to share their work.

Use computers to reduce the additional practice of concepts and skills – Compact the curriculum where possible.

English Digital Resource Libraryhttps://learningplace.eq.edu.au/cx/resources/file/4ca676d1-7cda-d63c-5f7a-ab29a30c0c90/4/index.html

Find and prepare a picture book that names and describes a range of emotions. One of the following texts would be appropriate:

Text - Owen Reeder, S 2011, Feeling fine! National Library of Australia, ACT, Australia

eBook - How are you feeling?

Text - Yates, L 2010, Dog loves books, Red Fox Book, London

Text - Laguna, S and Argent, K 2002, Too loud Lily, Scholastic, Sydney

Sheet - Sentence strips


https://learningplace.eq.edu.au/cx/resources/file/4ca676d1-7cda-d63c-5f7a-ab29a30c0c90/4/index.html



Planning is sequenced across the Term or Semester. Timings of Units are based on data and school timetabled eventsKLA: ENGLISH Year Level Team: Semester 1WALT/WILF/TIB


(The How)Check for

UnderstandingInternal

monitoring data Formative (Feedback)


Process: Pedagogy – HowProduct: Check for

Understanding

Resources

Walt: To discuss and write about characters and events from a literary story

Wilf: Use language from a literary text to discuss characters andspeak clearly and use appropriate volume and pace in conversations and discussions about texts. Use simple sentences to respond to different texts

Tib: We can respond to texts in different ways


Responses to Picture Books: Through whole class instruction teacher does modelled and shared

reading using the texts ‘Dogs loves books, Laguna, Too loud lily, My mob going to the beach, The Pout, Pout Fish and There’s a sea in my bedroom’

Teacher models how to activate prior knowledge (Text type, purpose, predictions and making connections, looking a characters, plot and story events)

During small group instruction (guided reading) students practise what the teacher has modelled.

Using elbow partner’s students share ideas and feelings about the text, characters in the text and story events.

After reading each text, as a whole class brainstorm a list of characters, setting and the story events of each text. Create story board displays for the classroom

As a whole class and in small groups, students rehearse listening or viewing imaginative texts and practise making inferences about the characters and events using the language – (verbs/adjectives) from the text that describes the characters and what they do.

Teacher explicitly models how to speak and write simple sentences about characters, drawing out evidence from the text, such as nouns/noun groups, verbs and adjectives.

In daily rehearsal students speak and write sentences about characters as well as explore images that represent characters

In daily practise students use elbow partners and small group collaboration to respond to focus texts, by forming opinions about characters and events and writing simple sentences about characters.

Formative FeedbackCheck students understanding through:

Elbow partner discussions

Observe student responses during small group work and when sharing feelings about characters in elbow partners

Story Board to be displayed and referred to during unit

Baseline samples of students sentences about characters

L2B


Explicitly teach the vocabulary and grammatical structures to ensure the students have the required prior knowledge.

Provide smaller number of vocabulary words and use picture clues with explanation.


Break tasks into smaller, achievable

U2BExpose to more technical or specific literary vocabulary.




Text - Yates, L 2010, Dog loves books, Red Fox Book, London

Text - Laguna, S and Argent, K 2002, Too loud Lily, Scholastic, SydneySheet - Sentence strips

Text - Emmerton, S and Elliott, J 2004, My mob going to the beach, Black Ink Press, Thuringowa

Text - Diesen, D and Hanna, D 2011, The pout-pout fish, Scholastic, NSW, Australia

Text - Wild, M and Tanner, J 1989, There’s a sea in my bedroom, Puffin, Australia





steps. Sheet - Response planning sheet

Sheet - Characters and actions



KLA: ENGLISH Year Level Team: Semester 1WALT/WILF/TIB


(The How)Check for

UnderstandingInternal monitoring

data Formative (Feedback)



Resources

Walt: Understand that imaginative texts have a particular purpose and structure. Create a short text and respond to a predictable part of a familiar text

Wilf: Write responses to imaginative texts using appropriate grammar, punctuation and word choice and form opinions about events, making connections to personal experiences in imaginative texts

Tib: Authors purpose guides who we can write about and respond to stories


Understanding and Comprehending Imaginative texts: Teacher uses modelled and shared reading to

explore the focus text ‘Mr Grumpy’s Motor Car’ and ‘Blossom Possom’

Students listen to, re-read and view focus imaginative texts multiple times.

Teacher explicitly teaches (I Do) how to identify elements of plot using the sheet -Events in Mr Grumpy’s Car

In small group instruction (We Do)students retell plot events in ‘Blossom Possum’ and independently (I Do) fill out Sheet - Events in Blossom Possum

Teacher models how to respond to focus text ‘Mr Grumpy’s motor car’ - by using think a louds to explore elements of plot, forming opinions about characters and making a personal connections to the text.

Using collaborative sharing strategies students rehearse forming opinions and sharing ideas about characters, setting and plot in ‘Blossom Possum’.

Independently students complete sheet - Response to Blossom Possum

As a whole class create character and plot element anchor charts for ‘Mr Grumpy’s motor car’ and ‘Blossom Possum’

Formative FeedbackCheck students understanding through

Student samples of responses to focus texts

Anchor charts for focus texts displayed and referred to during unit of work

L2BAllow 'wait time' for the student to process information






Use technology to record students work; e.g. digital photography, tape and video.

U2BExpose to more technical or specific narrative vocabulary.


Use computers to reduce the additional practice of concepts and skills – Compact the curriculum where possible


Text - Burningham, J 1979, Mr Gumpy’s motor car, Puffin Books, London

Sheet - Response to Mr Gumpy’s motor car

Sheet - Events in Mr Gumpy’s motor car

Text - Newton, G 2006, Blossom Possum: The sky is falling down under, Scholastic Press, NSW, Australia

Sheet - Events in Blossom Possum

Sheet - Response to Blossom Possum








(The How)Check for

Understanding

Internal monitoring data




Resources

Walt: Understand that Imaginative texts follow a predictable structure and include specific language features to build literal and inferred meaning

Wilf: Locate and identify the parts of an imaginative text, beginning, middle, end. Identify how nouns, verbs and adjectives provide detail to narratives

Tib: Understanding text structure helps us locate literal and inferred information


Structure and Language of an imaginative text: Through modelled and shared reading of focus text ‘Just Jack’.

Teacher uses think a louds to highlight the predictable structure of imaginative text

As a whole class create an anchor chart on the structure of an imaginative/narrative text

Use the build it up break it down method to pull apart the specific structure (beginning, middle, end) and language features (nouns/groups, verbs and adjectives) of the focus text.

Students listen to, read and view focus text multiple times to explore purpose, structure and patterns of an imaginative picture book

Through gradual model of release teacher introduces purpose, structure and patterns of repetition (sheet - Repetitive structures)

o Understand differences in wordso Examine language in literatureo Use text structure to recall events in the plot

Teacher explicitly teaches how to make inferences about main character by using language of the text as evidence. Teacher then models how to write a written response using simple sentences.

Through small group instruction (groups/guided writing) students rehearse how to make an inference about the character and story events and how to structure their own written response to focus text.

Independently students plan and write their individual written responses.

Formative Feedback

Check students understanding

Observe student thinking and sharing of ideas within whole class, small group and elbow partners

Work samples of students written responses to focus texts

Structure and language feature anchor chart displayed and referred to throughout unit of work.







Use technology to record students work; e.g. digital photography, tape

U2B





Text - Tanner, J 2008, Just Jack Puffin Books, Victoria, Australia

Sheet - Repetitive structures

Sheet - Inferring about Jack

Sheet - Events in Just Jack

Sheet - Response to Just Jack





and video.

Planning is sequenced across the Term or Semester. Timings of Units are based on data and school timetabled eventsKLA: ENGLISH Year Level Team: Semester 1

WALT/WILF/TIB(The What)

Active Learning Engagement(The How)

Check for Understanding

Internal monitoring data Formative

(Feedback)



Resources

Walt: Understand how to comprehend the plot of an imaginary text using images, structure and language features

Wilf: Understand character plot and setting in an imaginary text and use images and words to support their understanding.

Tib:It helps us make meaning from the text when we use images, and words to support our thinking


Exploring images, language features and structure in imaginative texts: Through modelled, shared and guided reading, explore the

focus texts, ‘Handa’s surprise’ and ‘Big rain coming’ Explore the way language and images work together to make meaning.

As a whole class (We Do) look at the images in the focus text and discuss how those images;

o add context to the texto sequence the storyo support the understanding of the texts

Independently students complete sheet- Exploring images In small group instruction (guided reading) read and view

focus text and work through the comprehension sheet - Comprehension - Handa’s surprise

Using collaborative sharing strategies students can share their thinking and responses to focus text.

Independently students complete a written response to focus text using sheet - Personal response

Formative FeedbackCheck students understanding

Observe student discussion around how images support the words in a text.

Collect student comprehension sheets from guided reading groups

Work samples of students written responses to focus text






U2B





Text - Browne, E 1994, Handa’s surprise, Walker Books, London

Sheet - Exploring images

Sheet - Comprehension - Handa’s surprise

Sheet - Events in Handa’s surprise

Sheet - Personal response

Text - Germein, K 1999, Big rain coming, Puffin Books, Victoria, Australia

Sheet - Repetition in Big rain coming








Check for Understanding

Internal monitoring data Formative

(Feedback)



Resources

Walt: Plan, create and publish our assessment piece

Wilf: Complete assessment part A, B and C (over 2 weeks)

Tib:Comprehending and responding to imaginative texts allows students to be creative in writing and link their reading/ writing (authors purpose)


Response to literature – Assessment Task (Over 2 weeks)

Assessment purpose:To comprehend and respond to imaginative texts (picture books).Example assessment sequenceUnderstand the assessment task

Summative Task Unit 1: (Completed over 2 weeks)

Sharing a Favourite StorySee attached checklist



Support person available for students (e.g. teacher aide)



U2B

Expose students to extended vocabulary they can use when talking about their feelings about the familiar story

Provide opportunities for students to compare the familiar story with other stories they have read and how they are similar and different




Assessment task - Responding to imaginative texts

Assessment task - Responding to imaginative texts: Model response

Text - Germein, K 1999, Big rain coming, Puffin Books, Victoria, Australia

Texts covered throughout the unit

Summative Assessment Task: Students comprehend and respond to imaginative texts (picture books).







(The How)Check for

UnderstandingInternal monitoring data




Resources

Before Unit 2 commences: As a Year Level Team revise the analysis of data based on Early Start Diagnostic (Early Start Data) and learning outcomes from unit 1 Teachers use diagnostic and observations to identify Higher Level students and revise “Differentiation Surfboard”. Teachers check the priorities as a team for reading (e.g, sound/letter knowledge/ sight words).

Unit Two – Exploring Characters in Stories (Four Week Unit)

Walt: Write a character profile from a familiar story

Wilf:Students can use nouns, verbs and adjectives when describing the characters attributes.

Tib: Students need to be able to identify a character type.


Character Profiles: Teacher focus modelled and shared reading

around the text ‘ The Rainbow Fish’- As a whole class use build it up, break it down strategies to unpack the book- hand signs /role-play tricky words.

Within small group instruction revise concepts of print. Author/illustrator/main character and setting. ( This is a repeated strategy when introducing any new text)

Elbow partner activity – talk to the hand- recall and share 5 events from the story and/or 5 character traits.

Daily rapid quick writes to build writing stamina- Whole class engages in 5-10 rapid writing each day. Sentences written about a main character including at least one noun and verb describing the character.

Create a class character profile – whole class brainstorm activity highlighting nouns/verbs/and adjectives that connect to Henry from ‘Rainbow Fish’ (could be


Teacher Observations:Record oral retell of story on iPads during literacy block time.

Recall of character attributes

Base-student sample of their - descriptive sentence (feedback focused on noun/verb and adjective use)


Provide extra wait time for students to share ideas with a trusted peer

Can identify a character based on physical attributes(e.g. Henry the fish is sparkly)

Can write a subject verb sentence about a familiar character.

Record sentence on digital tool rather than write it.

Work with a buddy when sharing ideas about character traits

U2BExpose to more technical or specific English vocabulary.

Create a character profile and describe that character using sophisticated vocabulary from text.

Can compare and contrast different characters attributes from the same text

(e.g Both Henry the fish and the octopus are friendly because in the story they help each other.)Provide opportunities for


Text - Pfister, M 1992, The rainbow fish, (trans. James, JA) North-South, New York

Materials to create a poster.

iPads – digital tool to record student response or to type sentences

You tube version of text – “Rainbow fish”

Learning objects around characters and attributes





published using picture flip/or other digital display)

Weekly editing/grammar/punctuation focus- This can be through explicit teaching, one on one during quick write time or in small group instruction - remind and discuss need to re-read written work and where they can find help to spell unknown words. Opportunities for students to peer edit each other’s writing,



students to peer collaborate and share their thinking with L2B






(The How)Check for Understanding

Internal monitoring data Formative (Feedback)



Resources

Walt: identify the words the author used to describe the characters qualities and attributes.

Wilf: Use of nouns/verbs/ adjectives related to the character in the story. Evidence of words taken from the book language used and inferences made from pictures viewed.

Tib: To help develop a wider vocabulary to describe differing personalities.


Attributes and Qualities of characters: Teacher focus modelled and

shared reading around the text ‘Rose meets Mr Wintergarten’- As a whole class use build it up, break it down strategies to unpack the text with a focus on the qualities and attributes of the main characters

Teacher uses think a louds to build a list of words the author has used to (book language) to represent the characters attributes/qualities

Students create a character poster by drawing an illustration of a main character from the text and using the words from the previously created list of attributes/qualities to describe the character

Through picture walks and talks, teacher models how to use the pictures in the text to gain a deeper understanding of the character.

Students use elbow partners to discuss the illustrations and how they can help build a bigger picture of the character.

Through ‘daily quick writes’ students rehearse writing sentences that identify the when, where and how of a stimulus.

Formative FeedbackTeacher Observations:

Observations of oral responses about the character

Quick write sentences.

Samples of the character poster created by the students.


Break text into smaller parts and focus on the pictures as a way for students to describe character attributes and qualities.

Provide a reading buddy to help student identify and locate book language in the focus text

Use sentence starters to scaffold the writing of a character description

Extra wait time for sharing ideas with whole class or trusted peer.



U2BIndependently construct mind map of chosen leisure activity, write a sentence based on activity and share with class

Opportunities to share thinking with whole class

Expose to more technical or specific vocabulary from the text that describes a character (e.g. adverbs, adverbial phrases, noun groups)


Use computers to reduce the additional practice of concepts and skills – Compact the curriculum


Texts:Text - Graham, B 2003, Rose meets Mr Wintergarten, Walker, London

Sheet - Create a character description: Planning sheetSupporting learning resource - Character description without pronouns

Sheet - Description of Rose

Materials for a poster





Focus on punctuation required for a sentence.

During whole class modelled reads and in guided reading instruction, teacher models how to use picture clues and book language to make an inference about the main character. This is repeated throughout the whole week of reading instruction.

where possibleUse computers to reduce the additional practice of concepts and skills – Compact the curriculum where possible.





Check for UnderstandingInternal monitoring data




Resources

Walt: Write a character description correctly using relevant, appropriate and real language.

Wilf: A clear description of what the character looks and acts like.

Tib: Students need to be able to identify a character type.


Writing a Character Description: Teacher focus modelled and

shared reading around the text ‘When Henry caught imaginitis’- As a whole class use build it up, break it down strategies to unpack the structure of a character description

*As a whole class teacher explicitly teaches the structure of a character description, using a visual and written planning chart.

*Daily rapid quick writes - Students rehearse writing a character description from stimulus (e.g. picture, video, written passage)

-What does the character look like?

-Use conjunctions and book language.

-What does the character act like?- Use conjunctions and book

language. *Using collaborative sharing

strategies students practice orally describing their characters

Formative FeedbackObservations of oral character descriptions with peers

Sample of quick writes with student feedback aroundbook language -conjunctions language features

Work sample - character description planning sheet



Break text into smaller parts and focus on the pictures as a way for students to describe character attributes and qualities.

Provide a reading buddy to help student identify and locate book language in the focus text

Use sentence starters to

U2BExpose to more technical or specific vocabulary from the text that describes a character (e.g. adverbs, adverbial phrases, noun groups)


Use computers to reduce the additional practice of concepts and skills – Compact the curriculum where possible



Texts:Text - Bland, N 2007, When Henry caught imaginitis, Scholastic, Lindfield, NSW

Sheet - Description of Henry at the start of the book

Supporting learning resource - Annotated character description of Henry

Structure of a character description





attributes and qualities. *Students independently choose a

familiar text and fill in the planning chart for their qualities/attributes of their chosen character. Adding nouns/verbs/adjective/book language.

Character changes-Orally discuss how the character of (Mr Wintergarten/Henry) has changed throughout the story.

scaffold the writing of a character description









Resources

Walt: Write a detailed character description for a familiar character.

Wilf: The use of relevant /Appropriate / real words that clearly describe what the character looks like/acts like and how they have changed in the story.

Tib: This is your check for understanding


Assessment Purpose:

To plan, draft and publish a character descriptionExample assessment sequenceUnderstand the assessment taskReview the Guide to making judgments and understand the standards A-EConduct the assessment

Summative FeedbackSummative Assessment Task – Character Description(A-E Rubric)

L2B


Provide extra wait time for students to understand the task




U2B

Peer collaboration to share thinking and reasoning with other students

Identify titles, author and writing in a text independently and explain why each is important



Assessment task - Character descriptionAssessment task - Character description: Model response





(assessment task)








Resources

Walt:

Read with accuracy and fluency.Wilf:

When we read, we sound like when we talk and can answer literal and inferential questions about the characters in the textTib:

Each lesson KWL and Vocab development

Reading Comprehension Pam and Lily – Assessment Task (over 5 days)

Assessment Purpose:

To demonstrate reading accuracy, fluency and comprehension of character development.Example assessment sequenceUnderstand the assessment taskReview the Guide to making judgments and understand the standards A-EConduct the assessment

Summative Assessment

Reading Comprehension Task – Pam and Lily(A-E Rubric)

L2BAllow 'wait time' for the student to process information and understand the assessment task

Record answers for students either by scribing or recording on digit

Extra time for completing assessment with the support of a teacher aide

Use Digital devices – Students using and IPad or Computer to complete the assessment.

U2B



Assessment task – Pam and Lily Reading Comprehension to word walls





To demonstrate students comprehension of, and personal connection to, a familiar story through retelling events to peers mirrors real life reading behaviours.

One on one access to a support adult Break tasks into smaller, achievable steps.




(The How)Check for

UnderstandingInternal monitoring data




Resources

Before Unit 3 commences: As a Year Level Team revise the analysis of data based on Early Start Diagnostic (Early Start Data) and assessment post moderation data from previous unit Teachers use diagnostic and observations to identify Higher Level students and revise “Differentiation Surfboard”. Teachers check the priorities as a team for reading.

Unit Three – Exploring Poetry (4 Week Unit)

Walt: Understand how language features are used in poems.Understand


Features of Poetry:


Teacher Observations:Observation of individual involvement in


Provide extra wait time

U2BExpose to more technical or specific English vocabulary.

Exposure to






how volume and pace is used to deepen meaning when reading poems.Wilf: Students engaging in conversations and discussions about poetryTib: Author’s use different styles of writing for different purposes

Through modelled, shared and guided reading students listen to a variety of different poems and teacher demonstrates the use of volume and pace while reading poetry.

As a whole class, brainstorm the different features that various poems contain, including rhyme, rhythm, alliteration etc. Create an anchor chart to display in the room with all the different ideas about poetry.

Teacher uses focus poem/poems and using the build it up/break it down strategies pulls apart the poem concentrating on the rhyme and patterns used in each poem.

Using elbow partners’ students discuss how the words from the poem help make pictures in your head

Through explicit instruction teacher models how to use the language features and words in a poem to build literal and inferential meaning

Using collaborative sharing strategies get students in groups use highlighters to mark important features within each poem read.

o Repetition/main character/actions.

During subsequent shared and guided reading lessons students rehearse listening to and reciting poetry using appropriate volume, pace, facial expressions and gestures

discussions.

Answers to literal and inferential questions about poems

Samples of work from students poetry journal

for students to share ideas with a trusted peer

Use a variety of accessible poems. Poems of varying length and text complexity

Have students recite poetry and record it using an IPad, listen back and modify attempts

Use both written and recorded poetry so all students can listen to and view poemsPlan for visual supports to instruction.


more technical or specific vocabulary in poems that create mood and theme. (e.g. adverbs, adverbial phrases, noun groups)

Students practise responding to the poetry and comparing different poems and their features

Provide opportunities for students to peer collaborate and share their thinking with L2B


Various poems to read/share - You can select any that are suitable bu the following are C2C suggested textsText - Costain, M & Allen, P 2006, Doodledum dancing, Penguin Group (Australia), Camberwell, VICText - Milne, AA & Shepard, EH 1927, Now we are six, Methuen Children's Books, London ('Sneezles' would be an appropriate poem from this collection.)Text - Eliot, TS 1966, Old possum's book of practical cats, Faber and Faber, London ('Macavity: The mystery cat' would be an


to add meaning to recitations or performances of poetry.

In small groups student discuss the difference between a poem and a story or informative text.








Resources

Walt: Identify patterns of repetition in poetry.Build literal and inferred meaning


Making Meaning from Poetry: Through modelled, shared and

Formative FeedbackObservation of individual involvement in discussions.


Use a variety of

U2BIndependently construct mind map of chosen leisure activity, write a sentence based on






of the plot, setting and characters in a poem.

Wilf: Student is able to locate and repeat the repetitive pattern in a poem.Student can answer literal and inferential questions about a familiar poem.

Tib: Author’s use different language features to add impact to their poems

guided reading students listen to a variety of different poems and teacher demonstrates the use of volume and pace while reading poetry.

Identify patterns of repetition in poetry, alliteration, rhyme, beat. As a whole class, create anchor charts with examples of these poetic devices.

Through modelled reading teacher explicitly teaches how to identify the who, what, where, why and when of a poem. Teacher models how to use this information to build a literal and inferred meaning of plot, setting and characters in poems.

Through guided reading students participate in discussion around plot, characters and settings in poems and have the opportunity to share ideas with their peers as well as practise reciting poetry using, using facial expressions, gestures, volume and pace?

As a whole class using the build it up break it down strategy, teachers identify key words and language features that enhance meaning in poems. Teacher explores rhyme and patterns of repetition.

In small groups and independently students us poetry stimulus and respond by writing a simple rhyming verse using rhyming words or alliteration.

Answers to literal and inferential questions about poems

Samples of work from students poetry journal

Highlighters to mark answers to literal/inferred questionsWho/what/whereSpecific wordsfeelings

accessible poems. Poems of varying length and text complexity


Use both written and recorded poetry so all students can listen to and view poems

Extra wait time for sharing ideas with whole class or trusted peer.



activity and share with class

Exposure to more technical or specific vocabulary in poems that create mood and theme. (e.g. adverbs, adverbial phrases, noun groups)




Texts:Various poems to read/share - You can select any that are suitable bu the following are C2C suggested textsText - Costain, M & Allen, P 2006, Doodledum dancing, Penguin Group (Australia), Camberwell, VICText - Milne, AA & Shepard, EH 1927, Now we are six, Methuen Children's Books, London ('Sneezles' would be an appropriate poem from this collection.)Text - Eliot, TS 1966, Old possum's book of practical cats, Faber and Faber, London ('Macavity: The mystery cat' would be an appropriate poem from this collection.)Sheet - Felix the flea

Poster outlining the features of a poem









Resources


Walt: Build literal and inferred meaning of the plot, setting and characters in a poem

Wilf: Student can answer literal and inferential questions about a familiar poem.


PART A - Reading Comprehension – Poetry Assessment Task

Assessment Purpose:To demonstrate an understanding of characters, plot and setting in poetry.Example assessment sequenceUnderstand the assessment taskReview the Guide to making judgments and understand the standards A-E

Reading Comprehension Task – Poetry(A-E Rubric)



Pam and Lily audio version for students to listen to

U2B English Digital Resource Libraryhttps://learningplace.eq.edu.au/cx/resources/file/4ca676d1-7cda-d63c-5f7a-ab29a30c0c90/4/index.html

Assessment Task – Comprehending Poetry







Process: Pedagogy – How

Resources





Product: Check for UnderstandingWalt:

Deepen our understanding of poetry features in various text types.

Wilf:

Students can identify specific poetic features and recite a poem by imitating appropriate volume, pace and facial expression. Tib:

Texts come in various forms and have varied purposes.


Invention, imitation and innovation of Poetry:

Through modelled, shared and guided reading listen to and view a variety of poems that contain rhyme and alliteration. Teacher models appropriate volume, pace and facial expression while reciting poetry.

Through small group instruction, students rehearse reciting various poems. Multiple opportunities to invent and imitate rhyme and alliteration to recreate a poem.

Using elbow partners students practise listening or reading a poems and;

o Identify sound patterns (rhyme)

o Imitate and invent rhymes

o Identify sound patterns (alliteration)

-Imitate and invent alliteration

Formative FeedbackCheck students understanding

Observation and participation in group and elbow partner discussion

Observe and provide feedback to students on their rehearsal of imitation of poems

Samples of work that show how students have identifies rhyme, alliteration and poetic language features

L2B


Use both written and recorded poetry so all students can listen to and view poems

Use a variety of accessible poems. Poems of varying length and text complexity


Students can identify one time word Break tasks into smaller, achievable steps.


U2B

Peer collaboration to share thinking and reasoning with other students

Exposure to more technical or specific vocabulary in poems that create mood and theme. (e.g. adverbs, adverbial phrases, noun groups)




Texts:Milne, AA & Shepard, EH 1927, Now we are six, Methuen Children's Books, London ('Sneezles' would be an appropriate poem from this collection.)

Supporting learning resource - Teacher tips: Analysis

Sheet - My poetry journal

Supporting learning resource - Symbols for marking up poetry

Planning is sequenced across the Term or Semester. Timings of Units are based on data and school timetabled events22 of 66DiT_YP-02Band_U1_AT_COW






(The How)Check for Understanding

Internal monitoring data Formative (Feedback)



Resources

Walt: Present a familiar poem to the class

Wilf: Students will recite a familiar poem using the appropriate pace, volume and expression to entertain the audience.

Each lesson KWL and Vocab development

Summative Assessment Task:

PART B – Summative Assessment Task – Reciting a familiar Poem Discuss with students:

TaskGTMJ Success Criteria

Summative Assessment

Assessment Purpose:To demonstrate an understanding of poetry and use appropriate pace, volume and expression when presenting a familiar poem to the class.Example assessment sequenceUnderstand the assessment taskReview the Guide to making judgments and understand the standards A-E

Summative Assessment Task – Reciting Poetry (A-E Rubric)

L2BAllow 'wait time' for the student to process information and understand the assessment task


Audio version of familiar poem for students to listen to multiple times

Record answers for students either by scribing or recording on digit

Extra time for completing assessment with the support of a teacher aide


One on one access to a support adult Break tasks into smaller, achievable steps.


U2B



Summative Assessment Task

Assessment Task – Reciting a Familiar Poem

Planning sheetAccess to word walls





Assessment Tasks:

Exploring how a story works Year 1 Unit 1Assessment task — Responding to imaginative texts

Name Class

Teacher Date

Task

To comprehend and respond to imaginative texts (picture books).

Instructions• Part A: Understand the purpose of imaginative texts

• Part B: Comprehend a story

• Part C: Make connections to personal experiences

Conditions

Open conditions:

• Undertaken individually with teacher support

• Prior notice of the assessment

• Stimulus material provided with assessment

• Access to resources — supported by teacher

24 of 66document.docx

Part A: Understand the purpose of imaginative textsListen to a reading of the following imaginative stories.

Put a tick above the better story.

STORY ONE

Ben woke up. He was very excited. Today he was going to the park with his friend Molly.

He got dressed, brushed his teeth and opened the door… and it was raining.

Ben threw himself on the ground. He kicked and screamed. He banged his fists.

‘Don’t be silly, Ben,’ said his mother. ‘We just need to think of something else… Why don’t we ask Molly to come here and you could have indoor play?’

Ben stopped kicking and screaming. He thought that building forts could be fun.

Ben’s mother rang Molly’s mother and asked if Molly could come over and play.

Ben and Molly built the most exciting forts and had many great adventures, even though it rained all day.

STORY TWO

Ben woke up.

He got dressed, brushed his teeth and opened the door.

His mother drove to Molly’s and picked her up.

They all went to the park and had a fun day.

Ben and Molly couldn’t wait to go back to the park.


What is the purpose of imaginative stories?

Write about why you think the story you chose was better.

Think about the purpose and structure of stories when you write your answer.

(This part of the assessment is to show that you understand the purpose and structure of stories. It is not to assess your spelling or handwriting.)


Part B: Comprehend a storyListen to a reading of the story Big rain coming.

Fill in the table with pictures and writing about the events. Think about the characters and setting as well.

Beginning Middle End

Draw a picture to show one event from each section of the story.


Write sentences to tell what happened.


Part C: Make connections to personal experiences

Choose a picture book that has been read in class.

Choose an event from the picture book.

Think about this event:

o How did you feel about it?

o What would you have done about this event?

o How do you feel about what the characters did in this event?

o What does this event remind you of?

Write your response in sentences with punctuation (capital letters and full stops).

Draw a picture to match your writing.

Writing


Picture


English Year 1 Unit 1: Exploring how a story works Name:Purpose of assessment: To comprehend and respond to imaginative texts (picture books).

Knowledge and understanding(Receptive)

Comprehending texts(Receptive)

Understand the different purposes of texts. Make connections to personal experiences when explaining charactersand main events in short texts.Recall key ideas and recognise literal meaning in texts.

Explains reasons for how a text achieves its purpose. Forms and justifies opinions about events and characters and elaborates on these. A

Describes an entertaining aspect of the story. Provides details about events, characters and setting. B

Understands the different purposes of texts.Makes connections to personal experiences when explaining characters and main events in short texts.Recalls key ideas and recognises literal meaning in texts.

C

Selects the better example of a story. Selects and sequences some events.Recalls a personal experience. D

Selects a preferred story. Selects an event. E

Feedback:

31 of 66Eng_Y01_U3_AT_ComprehendingPoetry

32 of 66Eng_Y01_U3_AT_ComprehendingPoetry

Assessment Tasks:

Exploring characters in stories Year 1 Unit 2Assessment task — Character description

Name Class

Teacher Date

Task

To create a character description using writing and images.

Instructions

Choose a character from a familiar story.

Write a character description to describe the character development at the end of the story.

• Part A: Plan a character description.

• Part B: Create a character description.o Write a character description.o Create an image.

Conditions

Open conditions

• Undertaken individually with teacher support


• Stimulus material provided with assessment

• Access to resources allowed

• Drafting in lesson time with access to teacher feedback and conferencing

33 of 66Eng_Y01_U2_AT_CharacterDescription

Part A: Plan a character description

Listen to your teacher read the picture books The rainbow fish and When Henry caught imaginitis.

Choose a character from one of these books.

Think about what the character was like at the beginning of the story and how the character had changed by the end of the story.

You will write about what your character was like at the end of the story.

Circle your character below.

Rainbow Fish

Henry

Reference: Pfister, M 1992, The rainbow fish, (trans. James, JA) North-South, New YorkReference: Bland, N 2007, When Henry caught imaginitis, Scholastic, Lindfield, NSW


Organise your ideas about what Henry or Rainbow Fish was like at the beginning and end of the story.

You could:

• write down words from the story

• write down words from the word wall

• write down your own ideas about the character

• draw pictures.

You will need to make inferences about your character and the way they have changed.

Character name:

Look at the words and the pictures in the book to complete the table.

What does the character look like? (adjectives)

Words — What does the character look like at the beginning of the story?

Picture — Draw a picture of what the character looks like at the beginning of the story.

Words — What does the character look like at the end of the story?

Picture — Draw a picture of what the character looks like at the end of the story.

Write a sentence about how the character looks at the end of the story.

What are the character’s actions? (verbs)


Words — What are the character’s actions at the beginning of the story?

Picture — Draw a picture of how the character acts at the beginning of the story.

Words — What are the character’s actions at the end of the story?

Picture — Draw a picture of how the character acts at the end of the story.

Write a sentence about the character’s actions at the end of the story.

How did the author use words and images to show how the character changed?


Part B: Create a character description

Write a character description

Write a description of the character to describe what they were like at the end of the story.

• Choose words to describe your character. Use nouns and pronouns, adjectives, verbs and adverbs.

• Use simple sentences with capital letters and full stops.

• Think about your spelling and the sounds you can hear in words.

• Use correctly formed uppercase and lowercase letters.

Create an image

Draw a picture of your character at the end of the book (created using drawing software).


Year 1 English: Unit 2 — Exploring characters in stories: Character description Name:

Purpose of assessment: To create a character description using writing and images.


Creating texts(Productive)

Describes characters, settings and events in different types of literature.Recognises literal and implied meaning in texts.

Creates texts that show understanding of the connection between writing and images.Accurately spells high-frequency words and words with regular spelling patterns. Uses capital letters and full stops and forms all uppercase and lowercase letters correctly.

Uses inference to interpret and demonstrate a deep understanding of the character.

Selects vocabulary and images to enhance details of the character description.Explains how the author uses language and images to create a character. A

Uses inference to provide additional details in description.Uses appropriate vocabulary from the text to describe qualities and actions of the character (nouns, pronouns, verbs, adjectives, adverbs). B


Creates texts that show understanding of the connection between writing and images and how characters are developed.Accurately spells high-frequency words and words with regular spelling patterns. Uses capital letters and full stops and forms all uppercase and lowercase letters correctly.

C

Makes statements about characters. Lists ideas. D

Identifies a character. Writes words. E

Feedback:


Assessment Tasks:

Engaging with poetry Year 1 Unit 3Assessment task — Comprehending poetry

Name Class

Teacher Date

Task

To read, view or listen to a poem, identifying language features and vocabulary used in poetry and recognising literal and implied meaning.

Instructions

• Read or listen to the poem.

• Complete the comprehension questions.

Conditions

Supervised conditions:

• Undertaken individually

• Unseen poem and questions

• Completed under exam conditions

Read or listen to the poem ‘Little raindrops’.

Read or listen to the poem below.


Little raindropsOh, where do you come from,You little drops of rain,Pitter patter, pitter patter,Down the window-pane?

They won’t let me walk,And they won’t let me play,And they won’t let me goOut of doors at all today.

They put away my playthingsBecause I broke them all,And then they locked up all my bricks,And took away my ball.

Tell me, little raindrops,Is that the way you play,Pitter patter, pitter patter,All the rainy day?

They say I’m very naughty,But I’ve nothing else to doBut sit here at the window;I should like to play with you.

The little raindrops cannot speak,But ‘pitter, patter pat’Means, ‘We can play on this side:Why can’t you play on that?’

Source: Stevenson, BE (Ed.), 1918 The home book of verse, Volume 1


© DET

Complete the comprehension questions.

Listen to your teacher read the comprehension questions.

Complete the questions.1. Tick () the sentences that are correct

a. The purpose of a poem is to express thoughts and feelings.

b. The purpose of a poem is to entertain.

c. The purpose of a poem is to tell a story.

d. The purpose of a poem is to make lists.

2. Finish the sentence to explain why it is a poem. Think about how the poem is organised.

I know this is a poem because _____________________________________________________________________

3. Finish the sentence to explain why the poet repeats the words ‘pitter patter’.

The poet repeats the words ‘pitter patter’ because _______________________________________________

4. Which words tell you that the main character in the poem is a child?

5. Which words tell you that the child is inside?

6. Colour or highlight yellow, any words that tell you what is happening in the poem (happenings or actions).


7. Colour or highlight pink the words that tell you where the child ‘can’t walk, play or go today’.

8. Colour or highlight pink the words that tell you where the child is sitting.

9. Why is the child inside? ______________________________________________________________________

10. Who are ‘they’ (that the child says took things away)?________________________________________________________________________________________________________________________________________

11. Which words make you think this?

12. Circle a word that describes how the child feels about being inside.

happy lonely mad sad bored

How do you know?

13. What does the word ‘playthings’ mean?


Year 1 English: Unit 3 — Engaging with poetry: Comprehending poetry Name:

Purpose of assessment: To read, view or listen to a poem, identifying language features and vocabulary used in poetry and recognising literal and implied meaning.

Knowledge and understanding(Receptive)


Understands the different purposes of texts.Identifies that texts serve different purposes and that this affects how they are organised.Describes characters, settings and events in literature.

Recalls key ideas and recognises literal and implied meaning in texts.

Explains the use of repetition. Explains inferences with reference to the poem. A

Identifies how the author uses vocabulary (words that represent ‘where’) to enhance description of characters and events. Comprehends vocabulary using context and language features. B

Identifies the different purposes of a text.Identifies that texts serve different purposes and that this affects how they are organised.Describes characters, settings and events in literature.

Recalls key ideas and recognises literal and implied meaning in a text. C

Identifies words related to characters and events. Recalls ideas about the main character in a poem. D

Identifies words. Listens to a poem. E

Feedback:


Engaging with poetry Year 1 Unit 3Assessment task — Poem recitation

Name Class

Teacher Date

Task

To perform a recitation or reading of a poem for a familiar audience.

Instructions

• Choose a poem.

• Prepare for the recitation/reading.

• Perform the poem recitation for the class.

Conditions

Open conditions:

• Undertaken individually


• Drafted in lesson time with access to teacher feedback

• Presented in class to audience of peers

44 of 66Eng_Y01_U3_AT_PoemRecitation

Choose a poem

Choose a favourite poem.

Write the name of your poem in the box.

Paste a copy of your poem below.


Prepare for the recitation/reading

If you have chosen a long poem, your teacher can help you choose a part to recite to the class.

1. Read your poem aloud. Think about:

volume (What will you say in a loud voice and what will you say in a quiet voice?)

pace (What you will say quickly and what you will say slowly?)

speaking clearly

rhymes and sound patterns

gestures (moving your body parts, such as hands and arms)

facial expressions (happy face, sad face, serious face).

2. Make notes on a copy of the poem to plan how you will recite it to the class.

3. Use symbols to mark up the poem.

Volume and pace

L Loud

Q Quiet

↓ Slow down

↑ Get faster

/ Pause, stop and wait

4. Practise your recitation or reading, preparing to perform to the class.

Perform the poem recitation for the class.

Remember to follow these steps when presenting your poem:

• Use an opening statement such as ‘Good morning. Today I am reciting…’

• Present your poem to the class.

• Use a closing statement such as ‘I hope you enjoyed this poem. Thank you for listening.’


Year 1 English: Unit 3 — Engaging with poetry: Poem recitation Name:

Purpose of assessment: To perform a recitation or reading of a poem for a familiar audience.

Creating texts (Productive)

Makes short presentations.

Uses gestures and facial expressions to emphasise ideas, express emotion and recreate the poem imaginatively. A

Adjusts volume and pace to enhance meaning; imitates sound patterns to engage the audience. B

Makes short presentations. C

Reads a poem. D

Chooses a favourite poem. E

Feedback:

Australian Curriculum

Foundation to 6 ENGLISH - Year One

Year One Achievement StandardBy 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 that texts serve different purposes and that this affects how they are organised. They describe characters, settings and events in different types of literature.

Students read aloud, with developing fluency. They read short texts with some unfamiliar vocabulary, simple and compound sentences and supportive images. When reading, they use knowledge of the relationship between 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 and interaction skills.

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 on familiar topics. When writing, students provide details about ideas or events, and details about the participants in those events. They accurately spell high-frequency words and words with regular spelling patterns. They use capital letters and full stops and form all upper- and lower-case letters correctly.

Content DescriptionsLanguage Literature Literacy

Unit 1

Language for interaction

Understand that language is used in combination with other means of communication, for example facial expressions and gestures to interact with others (ACELA1444)

Explore different ways of expressing emotions, including verbal, visual, body language and facial expressions (ACELA1787)

Text structure and organisation

Understand that the purposes texts serve shape their structure in predictable ways (ACELA1447)

Understand patterns of repetition and contrast in simple texts (ACELA1448)

Unit 1

Literature and context

Discuss how authors create characters using language and images (ACELT1581)

Responding to literature

Discuss characters and events in a range of literary texts and share personal responses to these texts, making connections with students' own experiences (ACELT1582)

Examining literature

Discuss features of plot, character and setting in different types of literature and explore some features of characters in different texts (ACELT1584)

Unit 1

Interacting with others

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)

Interpreting, analysing, evaluating

Describe some differences between imaginative informative and persuasive texts (ACELY1658)


Expressing and developing ideas

Identify the parts of a simple sentence that represent ‘What’s happening?’, ‘What state is being 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)

Phonics and word knowledge

Manipulate phonemes in spoken words by addition, deletion and substitution of initial, medial and final phonemes to generate new words (ACELA1457)

Use short vowels, common long vowels, consonant digraphs and consonant blends when writing, and blend these to read single syllable words (ACELA1458)

Understand that a letter can represent more than one sound and that a syllable must contain a vowel sound (ACELA1459)

Understand how to spell one and two syllable words with common letter patterns (ACELA1778)

Recognise and know how to use simple grammatical morphemes to create word families (ACELA1455)

Use visual memory to read and write high-frequency words (ACELA1821)

Segment consonant blends or clusters into separate phonemes at the beginnings and ends of one syllable words (ACELA1822)

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 re-reading (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)

Creating texts

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)

Write using unjoined lower case and upper case letters (ACELY1663)


Unit 2

Language for interaction

Examine how evaluative language can be varied to be more or less forceful (ACELA1477)


Understand how different types of texts vary in use of language choices, depending on their purpose and context (for example, tense and types of sentences) (ACELA1478)

Understand that paragraphs are a key organisational feature of written texts (ACELA1479)


Understand that a clause is a unit of grammar usually containing a subject and a verb and that these need to be in agreement (ACELA1481)

Understand that verbs represent different processes, for example doing, thinking, saying, and relating and that these processes are anchored in time through tense (ACELA1482)

Learn extended and technical vocabulary and ways of expressing opinion including modal verbs and adverbs (ACELA1484)


Understand how to use letter-sound relationships and less common letter patterns to spell words (ACELA1485)

Recognise and know how to write most high frequency words including some homophones (ACELA1486)

Understand how to apply knowledge of letter-sound relationships, syllables, and blending and segmenting to fluently read and write multisyllabic words with more complex letter patterns (ACELA1826)

Unit 2

Literature and context

Discuss texts in which characters, events and settings are portrayed in different ways, and speculate on the authors’ reasons (ACELT1594)

Responding to literature

Draw connections between personal experiences and the worlds of texts, and share responses with others (ACELT1596)


Discuss how language is used to describe the settings in texts, and explore how the settings shape the events and influence the mood of the narrative (ACELT1599)

Creating literature

Create imaginative texts based on characters, settings and events from students’ own and other cultures using visual features, for example perspective, distance and angle (ACELT1601)

Unit 2


Identify the audience and purpose of imaginative, informative and persuasive texts (ACELY1678)

Read an increasing range of different types of texts by combining contextual, semantic, grammatical and phonic knowledge, using text processing strategies, for example monitoring, predicting, confirming, rereading, reading on and self-correcting (ACELY1679)

Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features (ACELY1680)

Creating texts

Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print,and multimodal elements appropriate to the audience and purpose (ACELY1682)

Re-read and edit texts for meaning, appropriate structure, grammatical choices and punctuation (ACELY1683)

Write using joined letters that are clearly formed and consistent in size (ACELY1684)

Use software including word processing programs with growing speed and efficiency to construct and edit texts featuring visual, print and audio elements (ACELY1685)


Unit 3


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)

Understand the use of vocabulary in everyday contexts as well as a growing number of school contexts, including appropriate use of formal and informal terms of address in different contexts (ACELA1454)


Manipulate phonemes in spoken words by addition, deletion and substitution of initial, medial and final phonemes to generate new words (ACELA1457)

Recognise and know how to use simple grammatical morphemes to create word families (ACELA1455)

Segment consonant blends or clusters into separate phonemes at the beginnings and ends of one syllable words (ACELA1822)

Understand how to spell one and two syllable words with common letter patterns (ACELA1778)

Understand that a letter can represent more than one sound and that a syllable must contain a vowel sound (ACELA1459)

Use short vowels, common long vowels, consonant digraphs and consonant blends when writing, and blend these to read single syllable words (ACELA1458)

Use visual memory to read and write high-frequency words (ACELA1821)


Understand concepts about print and screen, including how different types of texts are organised using page numbering, tables of

Unit 3

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)

Use interaction skills including turn-taking, recognising the contributions of others, speaking clearly and using appropriate volume and pace (ACELY1788)

Creating texts

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)

Write using unjoined lower case and upper case letters (ACELY1663)


Describe some differences between imaginative informative and persuasive texts (ACELY1658)

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 re-reading (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)

Texts in context

Respond to texts drawn from a range of cultures and experiences (ACELY1655)

Unit 3

Creating literature

Innovate on familiar texts by using similar characters, repetitive patterns or vocabulary (ACELT1832)

Recreate texts imaginatively using drawing, writing, performance and digital forms of communication (ACELT1586)


Discuss features of plot, character and setting in different types of literature and explore some features of characters in different texts (ACELT1584)

Listen to, recite and perform poems, chants, rhymes and songs, imitating and inventing sound patterns including alliteration and rhyme (ACELT1585)


content, headings and titles, navigation buttons, bars and links (ACELA1450)

Understand patterns of repetition and contrast in simple texts (ACELA1448)

Understand that the purposes texts serve shape their structure in predictable ways

Curriculum Priorities - Pedagogy

ConsiderationsUnit 1

Prior and future curriculumRelevant prior curriculum

Students require prior experience with: understanding that texts can take many forms, can be very short (e.g. an exit sign) or quite long (e.g.an information book or a film) and that stories and informative texts have different

purposes responding to texts, identifying favourite stories, authors and illustrators identifying some features of texts including events and characters and retelling events from a text using comprehension strategies to understand and discuss texts listened to, viewed or read independently.

Curriculum working towards

The teaching and learning in this unit work towards the following: Understand that different types of texts have identifiable text structures and language features that help the text serve its purpose (ACELA1463) Compare opinions about characters, events and settings in and between texts (ACELT1589) Discuss the characters and settings of different texts and explore how language is used to present these features in different ways (ACELT1591) 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)

Unit 2

Relevant prior curriculum

Students require prior experience with: identifying language that can be used for appreciating texts and the qualities of people and things understanding that different types of texts have identifiable text structures and language features that help the text serve its purpose understanding how texts are made cohesive through language features, including word associations, synonyms, and antonyms understanding that nouns represent people, places, concrete objects and abstract concepts; that there are three types of nouns: common, proper and pronouns; that noun groups / phrases

can be expanded using articles and adjectives understanding the use of vocabulary about familiar and new topics and experimenting with and beginning to make conscious choices of vocabulary to suit audience and purpose


Considerations discussing how depictions of characters in print, sound and images reflect the contexts in which they were created creating events and characters using different media that develop key events and characters from literary texts using 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 creating short imaginative texts using growing knowledge of text structures and language features for familiar and some less familiar audiences, selecting print and multimodal elements

appropriate to the audience and purpose re-reading and editing texts for spelling, sentence boundary punctuation and text structure constructing texts featuring print, visual and audio elements using software including word processing programs.


The teaching and learning in this unit work towards the following: Understand differences between the language of opinion and feeling and the language of factual reporting or recording (ACELA1489) Understand how texts vary in complexity and technicality depending on the approach to the topic, the purpose and the intended audience (ACELA1490) Understand how adverb groups/phrases and prepositional phrases work in different ways to provide circumstantial details about an activity (ACELA1495) Incorporate new vocabulary from a range of sources into students’ own texts including vocabulary encountered in research (ACELA1498) Make connections between the ways different authors may represent similar storylines, ideas and relationships (ACELT1602) Create literary texts that explore students’ own experiences and imagining (ACELT1607) Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts (ACELY1692) Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control

over text structures and language features (ACELY1694) Use a range of software including word processing programs to construct, edit and publish written text, and select, edit and place visual, print and audio elements (ACELY1697)

Unit 3

Relevant prior curriculum

Students require prior experience with: exploring how language is used differently at home and school depending on the relationships between people understanding that some language in written texts is unlike everyday spoken language recognising that texts are made up of words and groups of words that make meaning understanding the use of vocabulary in familiar contexts related to everyday experiences, personal interests and topics taught at school identifying some features of texts including events and characters and retelling events from a text recognising some different types of literary texts and identifying some characteristic features of literary texts, e.g. beginnings and endings of traditional texts and rhyme in poetry replicating the rhythms and sound patterns in stories, rhymes, songs and poems from a range of cultures retelling familiar literary texts through performance, use of illustrations and images using interaction skills including listening while others speak, using appropriate voice levels, articulation and body language, gestures and eye contact delivering short oral presentations to peers using comprehension strategies to understand and discuss texts listened to, viewed or read independently



ConsiderationsThe teaching and learning in this unit work towards the following:

Understand that language varies when people take on different roles in social and classroom interactions and how the use of key interpersonal language resources varies depending on context (ACELA1461)

Understand that different types of texts have identifiable text structures and language features that help the text serve its purpose (ACELA1463) Understand how texts are made cohesive through language features, including word associations, synonyms, and antonyms (ACELA1464) 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) Understand the use of vocabulary about familiar and new topics and experiment with and begin to make conscious choices of vocabulary to suit audience and purpose (ACELA1470) Discuss the characters and settings of different texts and explore how language is used to present these features in different ways (ACELT1591) Identify, reproduce and experiment with rhythmic, sound and word patterns in poems, chants, rhymes and songs (ACELT1592) Create events and characters using different media that develop key events and characters from literary texts (ACELT1593) Use interaction skills including initiating topics, making positive statements and voicing disagreement in an appropriate manner, speaking clearly and varying tone, volume and pace

appropriately (ACELY1789) Rehearse and deliver short presentations on familiar and new topics (ACELY1667) 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)

Assessing student learningAssessment name: Retell a StoryUnit 1

Assessing student learningAssessment name: Responding to imaginative texts

Assessment description: Students comprehend and respond to imaginative texts (picture books).In this unit, assessment of student learning aligns to the following components of the 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 that texts serve different purposes and that this affects how they are organised. They describe characters, settings and events in different types of literature.Students read aloud, with developing fluency. They read short texts with some unfamiliar vocabulary, simple and compound sentences and supportive images. When reading, they use knowledge of the relationship between 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 and interaction skills.

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 on familiar topics. When writing, students provide details about ideas or events, and details about the participants in those events. They accurately spell high-frequency words and words with regular spelling patterns. They use capital letters and full stops and form all upper- and lower-case letters correctly.

Assessing student learningAssessment name: Retell a Story

Monitoring student learningStudent learning should be monitored throughout the teaching and learning process to determine student progress and learning needs.Each lesson provides opportunities to gather evidence about how students are progressing and what they need to learn next.Specific monitoring opportunities in this unit may include observations, consultations and samples of student work, for example:

using text processing strategies reading with fluency and phrasing comprehending texts identifying meaningful parts of simple sentences creating spoken and written texts using simple sentences using appropriate volume and pace when speaking speaking clearly using language and text structures in short oral presentations attending to others' talk attending to discussion.

Unit 2

Assessment name: Reading comprehension

Assessment description: Students comprehend literal and implied meaning in a text and identify and explain the author’s use of language.

Assessment name: Imaginative narrative

Assessment description: Students write an imaginative narrative on a familiar theme of ‘friendship’ that develops characters.In this unit, assessment of student learning aligns to the following components of the Achievement standard.


By the end of Year 3, students understand how content can be organised using different text structures depending on the purpose of the text. They understand how language features, images and vocabulary choices are used for different effects.They read texts that contain varied sentence structures, a range of punctuation conventions, and images that provide extra information. They use phonics and word knowledge to fluently read more complex words. They identify literal and implied meaning connecting ideas in different parts of a text. They select information, ideas and events in texts that relate to their own lives and to other texts. They listen to others’ views and respond appropriately using interaction skills.


Students understand how language features are used to link and sequence ideas. They understand how language can be used to express feelings and opinions on topics. Their texts include writing and images to express and develop, in some detail, experiences, events, information, ideas and characters.Students create a range of texts for familiar and unfamiliar audiences. They contribute actively to class and group discussions, asking questions, providing useful feedback and making presentations. They demonstrate understanding of grammar and choose vocabulary and punctuation appropriate to the purpose and context of their writing. They use knowledge of letter-sound relationships including consonant and vowel clusters and high-frequency words to spell words accurately. They re-read and edit their writing, checking their work for appropriate vocabulary, structure and meaning. They write using joined letters that are accurately formed and consistent in size.



identifying verbs, verb groups and noun groups making inferences about characters and settings answering literal and inferential questions identifying evaluative language used to make judgments about events, settings and characters composing expanded noun and verb groups to develop characters and settings organising ideas into paragraphs using extended and technical vocabulary in writing maintaining tense consistently across writing using, reviewing and editing structure and language features of a narrative.

Unit 3

Assessment name: Comprehending poetry

Assessment description: Students read, view or listen to a poem, identifying language features and vocabulary used in poetry and recognising literal and implied meaning.

Assessment name: Poem recitation

Assessment description: Students perform a recitation or reading of a poem for a familiar audience.In this unit, assessment of student learning aligns to the following aspects of the achievement standard.


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 that texts serve different purposes and that this affects how they are organised. They describe characters, settings and events in different types of literature. Students read aloud, with developing fluency. They read short texts with some unfamiliar vocabulary, simple and compound sentences and supportive images. When reading, they use knowledge of the relationship between 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 and interaction skills.


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 on familiar topics. When writing, students provide details about ideas or events, and details about the participants in those events. They accurately spell high-frequency words and words with regular spelling patterns. They use capital letters and full stops and form all upper- and lower-case letters correctly.


activating and using prior knowledge navigating a text correctly attempting to work out unknown words re-reading sections or words and self-correcting predicting what might happen on the basis of experience of this kind of text making inferences discussing events writing simple responses to ideas and events experienced through texts


applying new vocabulary appropriately in writing writing several ideas about character, events or topics understanding concepts of print recognising and producing rhyming words replacing sounds in spoken words listening to poems, chants, rhymes and songs, imitating and inventing sound patterns including alliteration and rhyme attending to others talking reflecting on the other person's feelings using knowledge of the talker's body language and gestures using language appropriately for purpose and context listening for details in imaginative texts using language appropriately for purpose and context using gestures and facial expressions that support meaning attending to the discussion.

Feedback

Unit 1Feedback may relate to reading, writing, speaking and listening. In this unit this may include:• using emerging text processing strategies and making literal, and some inferred meanings, about characters and events in texts• writing and speaking in simple sentences and identifying the meaningful parts of sentences• using interaction skills, including volume and pace and speaking clearly when making short oral presentations• organising and delivering oral presentations about characters in literary texts• actively listening and engaging in group discussions• understanding text purpose and structure• understanding forming personal opinions about characters, plot and setting in literary texts• recalling features of character, plot and setting when talking and writing about literary texts• using comprehension strategies to make meaning• understanding sentence-level grammar and sentence boundary punctuation.

Feedback

Unit 2

Feedback may relate to reading, writing and listening. In this unit this may include: using evaluative language to make evaluations of settings, events and characters using extended and technical vocabulary to demonstrate a range of feelings and opinions about characters and events identifying and using a variety of verb processes and identifying verb tense using comprehension strategies to build literal and inferred meaning and begin to evaluate texts planning, drafting and editing an imaginative narrative.

Feedback

Unit 3

Feedback may relate to reading, viewing and speaking. In this unit this may include: understanding different words and groups of words used in poems to make meaning understanding features of plot, setting and character in poetry identifying, imitating and inventing language features and sound patterns in poetry, including patterns of repetition, rhyme and alliteration using facial expressions, gestures, volume and pace to add meaning and express emotion while presenting and performing poetry for familiar audiences building literal and inferred meaning using comprehension strategies.

Year 1 Semester 1 English Report Card Comment Bank

Assessment Task 1: Responding to imaginative texts

A B C D E2E1A1 2E1B1 2E1C1 2E1D1 2E1E1

{Name} explains resons for how a {Name} described an entertaining aspect of the story. {She,He}

{Name} understood the different purposes of texts. {She,He}

{Name} selected the better example of a story when

{Name} selected a preferred

text achieves its purpose. {She,He} formed and justified opinions about events and characters and elaborates on these as they responded to the imaginative text.

provided details about events, characters and setting as they responded to the imaginative text.

made connections to personal experiences when explaining characters and main events in short texts. {Name} recalled key ideas and recognised literal meaning in texts.

attempting to understand the different purposes of texts. {She,He} selected and sequenced some events. {Name} recalled a personal experience.

story. {She,He} selected an event while being supported to recall ideas and recognise literal meaning in texts.

Assessment Task 2: Character Description “Imaginative narrative”


{Name} used extended vocabulary to create an engaging narrative. {She,He} selected evaluative language to express judgments of characters and events

{Name} modified grammatical choices to improve meaning. {She,He} edited punctuation to improve the flow of writing. {Name} created engagi9ng and detailed descriptions of setting, characters and events through expanded noun groups.

{Name} used language features to link and sequence ideas. {She,He} selected language to express feelings on the topic. {Name} wrote to express and develop in some detail events, ideas and characters. {She,He} demonstrated understanding of grammar and chooses vocabulary and punctuation appropriate to the purpose and context of writing. {Name} re-read and edited their writing, checking their work for appropriate vocabulary, structure and meaning.

{Name} used everyday language to write simple sentences about the topic. {She,He} described characters and events.

{Name} used language to write about the topic. {She,He} identified characters and events.

Assessment Task 3: Reading Comprehension


{Name} gave reasons for the author’s choices of verbs and noun groups. {She,He} made

{Name} explained the author’s choice in language to suit the purpose of the text.

{Name} explained how language features and vocabulary choices are used for different effects. {She,He} identified literal and

{Name} identified nouns and verb groups in the text. {She,He} retrieved literal information from the text.

{Name} identified language related to the characters and the events.. {She,He} identified words

considered inferences about characters and their actions and feelings.

Identifies the different verb types. {She,He} determined important details and information using evidence from the text.

implied meaning connecting ideas in different parts of a text.

in the text.

Assessment Task 4: Poetry Recitation


{Name} made short presentations by performing a recitation or reading of a poem for a familiar audience. {She,He} used gestures and facial expressions to emphasise ideas, express emotion and recreate the poem imaginatively.

{Name} made short presentations by performing a recitation or reading of a poem for a familiar audience. {She,He} adjusted volume and pace to enhance meaning; imitates sound patterns to engage the audience.

{Name} made short presentations by performing a recitation or reading of a poem for a familiar audience.

With support, {Name} made short presentations by performing a reading of a poem.

{Name} choose a favourite poem.

English Pre-ModerationYear : Unit 1, 2 & 3 Semester 1 Title:

Curriculum Intent for the Unit (see unit /task description) In this unit students will learn and apply English knowledge and skills and creating texts through Receptive and Productive modes.

Learning opportunities support students. Read through and discuss each of the prior knowledge and where to in each of the here units of work. Unpack the curriculum intent and revise before each unit.

Assessable Content (Must Know) (Refer to AAP or Unit Plan to source this Information)Unit 1 – Imaginative Texts – Exploring how a story worksKnowledge and Understanding (Receptive) Understand s the different purposes of texts.

Comprehending texts (Receptive) Make connections to personal experiences when explaining characters

and main events in short texts. Recall key ideas and recognise literal meaning in texts.

Unit 2 – Character DescriptionComprehending texts (Receptive) Describes characters, settings and events in different types of literature. Recognises literal and implied meaning in texts.

Creating Texts (Productive) Creates texts that show understanding of the connection between writing and images. Accurately spells high-frequency words and words with regular spelling patterns. Uses capital letters

and full stops and forms all uppercase and lowercase letters correctly.Unit 2 – Reading and Comprehension – Exploring characters in storiesKnowledge and Understanding (Receptive) Reads aloud with developing fluency. Reads short texts with some unfamiliar vocabulary, simple and compound sentences and supportive

images. When reading, uses knowledge of sounds and letters, high-frequency words, sentence boundary

punctuation and directionality to make meaning.Comprehending texts (Receptive) Recalls key ideas and recognises literal and implied meaning. Identifies that texts serve different purposes and that this affects how they are organised. Describes characters and events in literature.

Unit 3 – Poetry RecitationCreating Texts (Productive) Makes short presentations.

Additional Targeted Teaching Priorities

* Identified from Early Start Data from End of Prep Data. What were the literacy identified areas?

* Identified from previous assessment & post moderation of Semester 1 English Unit 1 or 2. Were there any identified areas?

Scan and Assess

Prioritise

Develop and Plan

Unit Success Criteria and DifferentiationHow will you know you students have succeeded?

Differentiation: CONTENT PROCESS PRODUCT

and ENVIRONMENT

‘C’ Year Level “Working With” Achievement Standard – Success Criteria(Refer to GTMJ and relevant content descriptors (AAP) – including prior content – previous levels)

Unit 1 – Imaginative Texts – Exploring how a story worksKnowledge and Understanding (Receptive)

Understands the different purposes of texts.Comprehending texts (Receptive)

Make connections to personal experiences when explaining charactersand main events in short texts.

Recalls key ideas and recognise literal meaning in texts.

Unit 2 – Character DescriptionComprehending texts (Receptive)


Creating Texts (Productive)Creates texts that show understanding of the connection between writing and images and how characters are developed.Accurately spells high-frequency words and words with regular spelling patterns. Uses capital letters and full stops and forms all uppercase and lowercase letters correctly.

Unit 2 – Reading and Comprehension – Exploring characters in storiesKnowledge and Understanding (Receptive)

Reads aloud with developing fluency.Reads short texts with some unfamiliar vocabulary, simple and compound sentences and supportive images.When reading, uses knowledge of sounds and letters, high- frequency words, sentence boundary punctuation and directionality to make meaning.

Comprehending texts (Receptive)Recalls key ideas and recognises literal and implied meaning.Identifies that texts serve different purposes and that this affects how they are organised.Describes characters and events in literature.

Unit 3 – Poetry RecitationCreating Texts (Productive)

Makes short presentations.

‘B’ Year Level “Making Connections” Achievement Standard – Success Criteria(Refer to GTMJ and relevant content descriptors)


Describes an entertaining aspect of the story.Comprehending texts (Receptive)

Provides details about events, characters and setting.


Uses inference to provide additional details in description.

Creating Texts (Productive)Uses appropriate vocabulary from the text to describe qualities and actions of the character (nouns, pronouns, verbs, adjectives, adverbs).


Uses reading knowledge and text processing strategies to read some unfamiliar words.Comprehending texts (Receptive)

Uses inference to provide additional details about characters.


Adjusts volume and pace to enhance meaning; imitates sound patterns to engage the audience.

‘A’ Year Level “Applying” Achievement Standard – Success Criteria(Refer to GTMJ and relevant content descriptors + above)


Explains reasons for how a text achieves its purpose. Comprehending texts (Receptive)

Forms and justifies opinions about events and characters and elaborates on these.


Uses inference to interpret and demonstrate a deep understanding of the character.Creating Texts (Productive)

Selects vocabulary and images to enhance details of the character description.Explains how the author uses language and images to create a character.


Reads decodable and predictable texts using developing phrasing, fluency, contextual, semantic, grammatical and phonic knowledge and emerging text processing strategies.Uses short vowels, common long vowels, consonant digraphs and consonant blends and blends these to read single-syllable words.

Comprehending texts (Receptive)Uses comprehension strategies to build literal and inferred meaning about key events and ideas in texts that they read by drawing on growing knowledge of context, text structures and language features.


Uses gestures and facial expressions to emphasise ideas, express emotion and recreate the poem imaginatively.

Support Plan or ICP Adjusted Content – Refer to ICPStudents:

Tasks: Supported Plan or ICPs Differentiated Assessment

Reporting Sentence: ‘Students working at Year x as per their Support Plan or ICP Plan Tasks and assessments.’

Maker Model Guiding Questions

Content What students need to learn (Select focus questions as required)

Can I choose a familiar context to help make connections or will I scaffold to broaden student world knowledge?

What links can I make to real life? Can I change the context to match student

interests? What prior learning experiences are required? How will I know what students already know?

Which data? Will students complete a Pre-test? Can I skim over some of the content or miss it

completely? How will I extend those students who already

have this knowledge? Will I accelerate students?

Process How students learn (Select focus questions as required)

Can I tier the activities around concepts and skills to provide different levels of support or opportunities to demonstrate deeper knowledge?

Do I need to vary the length of time students require to grasp a concept either by compacting the curriculum or extending the timeframe?

Can I provide opportunities for students to construct and demonstrate knowledge using digital resources and technologies?

Can I scaffold activities or break larger tasks down into smaller tasks?

Can I provide study guides or graphic organisers for targeted students?

Can I modify delivery modes for individuals or small groups?

Can I use peer tutoring?

ProductHow students demonstrate what they know (Select focus questions as required)

To complete the scheduled assessment task will some students require more/less time?

Can students be extended by communicating the information in a more challenging way? E.g. change to authentic audience

Are there students who need the assessment task to be broken down for them?

Will some students need adjustments to the task e.g. having concrete materials at hand or access to digital technologies?

Will some students need feedback provided more frequently or in a different manner?

Environment How learning is structured (Select focus questions as required)

Which of a range of flexible groupings: whole class, small group and individual, best suits this concept and skill set?Have I offered a range of materials and resources -including ICT's to reflect student diversity?Can I vary the level of class teacher support for some students?Would activities outside the classroom best suit this concept? E.g. Other learning spaces within the school, excursions, campsWhat routines can I put into place to assist students in developing independent and group work skills?What class structures can be modified e.g. team teaching or shared teaching and timetabling?Are there additional support provisions from specialist, teacher aide, mentor etc.?Can I provide visual cues for students e.g. content posters or list of instructions for students to follow?

Post Moderation “Every Student Succeeding”

Objective: Develop professional knowledge and practice (Refer to Pialba state School Moderation and Reporting Policy)

Moderation ProtocolsRefer Appendix of Pialba State School Reporting and Moderation (pre-post) School Policy – Social Moderation Norms.

Moderation of Completed English Assessment Samples Refer Appendix of School Policy – Making judgements using standards.

Previously agreed criteria (Pre Moderation) A-E given using the GTMJ On balance teacher judgement- poles Start at the C Move up or down according to the evidence in the sample. The achievement standard is the C standard. Compare each student sample to the standard not against other student samples Give an A-E grade for the task This sample will become part of the student’s portfolio of work

Where to next after Moderation Refer Appendix of School Policy – Moderation Reflection Tool. From the moderated samples information can then be used to plan for the next task. Complete in next English unit the ADDITIONAL TARGETED TEACHING PRIORITIES

Identified from this terms assessment & moderation.

Scan and Assess

Act

Review

Prioritise

Review

Documents

pialbastateschool.files.wordpress.com€¦ · Web viewPIALBA STATE SCHOOL: ENGLISH YEAR 1 SEMESTER 1 UNITS 1, 2 & 3 UNIT PLAN. Assessment (D – Diagnostic, M- Monitoring, S –