pialbastateschool.files.wordpress.com · Web viewStudents using IPads to engage and share their knowledge, watch EBooks, work through Apps on selected texts and watch videos of

PIALBA STATE SCHOOL: ENGLISH PREP SEMESTER 1 UNIT 1 AND 2 PLAN

Deep Learning Inquiry Cycle QuestionEnjoying our new worldIn this unit students listen to and read texts to explore predictable text structures and common visual patterns in a range of literary and non-literary texts, including fiction and non-fiction books and everyday texts. Enjoying and retelling storiesIn this unit students will listen to and engage with a range of literary and non-literary texts with a focus on exploring how language is used to entertain through retelling events. They will prepare for their spoken retelling by drawing events in sequence and writing simple sentences.

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

Students using IPads to engage and share their knowledge, watch EBooks, work through Apps on selected texts and watch videos of texts.

Creating a class picture book using I-Movie / Video Studio 10 with all students pictures and their voice overs.

Sending and receiving of an email to the school principal of Class Postcards.

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

1 of 48DiT_YP-02Band_U1_AT_COW

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

W2 T 1 D Letter/sound Testing/ Speech TestingW3 T 1 D Early Start Testing (Week 3)W5 T1 F Speaking about Favourite StoryW5 T2 D PM Benchmarking

Wk8 T2 S Retell of familiar story

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 What)Active Learning Engagement

(The How)Check for

UnderstandingInternal 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 Early Start is completed as soon as the students have completed the Diagnostic (Early Start Data) 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 (e.g. sound/letter knowledge/ sight words)

Unit One – Enjoying our New World ~ Sharing Personal StoriesWalt:Make predictions about the stories we read

Wilf: Share ideas and use the pictures as clues

Tib: Predictions help us understand the story

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

Finding out about prep and sharing a story. Sharing different types of writingThinking before reading

Teacher Models how to “predict using pictures from the text “The Magic Hat”.

Students use elbow partners to practise expressing own thinking about the text

Students make their own “Magic Hat” and as a whole class take turs to describe their hats

Teachers introduces types of texts to students (fiction “I went walking”) models thinking about the text and making up a story to go with the pictures.

In small groups students use pictures for “I Went Walking” to practise sharing what is happening in the story.

Formative (Feedback) Check students

understanding (using checklist) of their understanding by looking for the use of descriptive language(size, shape and colour)

L2B

Allow 'wait time' for the student to process information

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

Students make predictions based on their own personal experiences

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

Plan for visual supports to instruction.

Break tasks into smaller, achievable steps.

U2BExpose to more technical or specific English vocabulary.

Students use prior knowledge to help make predictions about the story

Make connections between own experiences and clues from the story to make predictions.

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

Texts: The Magic Hat I Went Walking

Digital Integration:Students using IPads


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 1

WALT/WILF/TIB(The What)

Active Learning Engagement(The How)

Check for Understanding

Internal monitoring data Formative

(Feedback)



Resources

Walt: Use descriptive language and make connections to the spoken language

Wilf: Identify and use descriptive words to describe a picture

Tib: Helps form pictures in our heads.


Learning about words and pictures in storiesCreating a new version of a storyExploring different languagesRetelling an animation

Teachers models “descriptive language” (colour, size, shape) using familiar text “I went walking” and creates a display chart with whole class

As a whole class look at the learning object Fish 1: descriptive sentence and create a list of descriptive words that match the picture. Teacher then writes a simple descriptive sentence about the fish.

Small groups - students discuss where they have seen fish and make a collage of a fish.

Student orally shares a description of their fish and teacher scribes’ the sentence underneath

Watch e-book Walking through Cherbourg and innovate a story as a whole class based on the images.

Formative FeedbackCheck students understanding through elbow partner and small group / whole class Oral description of fish collage.

Teacher observations

Speech Screener

EARLY START Diagnostics (Week 3)

L2B



Student can repeat of mimic a descriptive sentence about their fish collage

Students can point to images that teacher is describing. (e.g. point to the small fish)




Students use multiple descriptive words to describe their own fish collage

Students can recognise the difference between two pictures by using descriptive language. (eg. this one is different because the fish is bigger)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.


Texts:Williams, S 1996, I went walking, Harcourt Brace International,Orlando, USA

EBook - Walking through Cherbourg

Learning object Fish 1: descriptive sentenceSheet - Underwater fish










Internal monitoring data Formative

(Feedback)



Resources

Walt: Use our imaginations to create and plan for play

Wilf: Sharing of ideas and making lists

Tib: We need to use our imaginations for play

Each lesson KWL and Vocab development

Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.

Sharing a story using my imaginationPlan, talking and writing to plan for play

Teacher takes photos of the class getting ready for playtime at school and creates a sequence wall using the photos.

As a whole class innovate a story based on the sequence of photos.

Listen to Audio - Playing in the snow with Josephine and Playing in the snow with Lilly and as a class make a list of the things Lilly and Josephine had to do to get ready to play in the snow.

Get students to discuss play at school (e.g. playing on the adventure playground, digging in the sandbox)

Students use photos to help plan for play using their imagination.

Record plan using ipads

Formative FeedbackCheck students understanding through elbow partner and small group / whole class students discussions on planning, talking and sharing written story using imagination.

Teacher observations Collect sequence

of picture students draw to plan play

Record students sharing their plan to play on iPad

EARLY START Diagnostics (Week 3)

L2B



Students share one idea about imaginative play based on own experience

One photo from the sequence and teacher aide scaffolds a simple sentence to match the photo (e.g. I put on my hat before I go outside to play)




Student can compare their own imaginative plan to someone else’s by saying what is the same and what is different

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.


Texts:Imagine

Audio - Playing in the snow with Josephine

Audio - Playing in the snow with Lilly

Video - Lots of lists










Internal monitoring data Formative (Feedback)



Resources

Walt: Look for the main characters in stories and discuss my feelings about the character

Wilf: Name a main character from a story and show preference for liking or disliking

Tib: Everyone has an opinion and there are character in stories



Talking about main charactersDiscussing our feelings about characters

Modelled reading lesson on “making predictions”

As a whole class introduce the story “Queenie the Bantam” get students to predict what might happen in the text

Read the text and make a list of characters from the text.

Use elbow partners to discuss things we like and dislike (e.g I dislike vegetables I like my toy car)

Model drawing a picture of Queenie and discuss why she is the main character, get students to recall what Queenie does through the text.

Have students act out some of what the main character does in the story (e.g. cluck around looking for earthworms) Record on the iPad so students can describe what is happening.

Discuss Feelings about the story and the characters

Name the main character and show a preference for liking or disliking them

Formative FeedbackCheck students understanding through elbow partner and small group / whole class students identifying the main characters and discus the feelings of the character.

Teacher ObservationsIn teacher checklist take note of how students are expressing like or dislike and those who are using a reason to support.

L2B



Can recall a character out of the text.

Can identify a feeling about anything from the story.




Can explain why they like or dislike the main character(e.g I like Queenie because she is orange)




Texts:Queenie the Bantam

Digital Integration:Students using IPads.








Check for UnderstandingInternal monitoring data




Resources

Walt: Make connections and compare the characters to our own experiences.

Wilf: Understand and talk about the information shown in the text, using pictures and words.

Tib: Everyone can make some kind of connection to what they read.



Sharing experiences/ Labelling charactersCreating text

Modelled reading lesson on making connections.

o Teacher uses familiar text “Queenie the Bantam” and models how to make a personal connection to the story.

o Teacher draws a picture to match the connection and labels the picture

Small group activity – share a personal story that relates to the text and draw a picture to match.

Teacher / Aide scribes a sentence that relates to the picture.

Record students personal stories orally (using IPad) and match it with the picture they drew (video picture with students voice)

Teacher creates a class picture book using I-Movie / Video Studio 10 with all students’ pictures and their voice overs.

Formative FeedbackCheck students understanding through elbow partner and small group / whole class of their connections they made to what they are reading. Check to see if students can compare the characters in the story to their own experiences.

Teacher ObservationsCollect sample of work from students around personal connection to the text(drawing with or without words)

L2B



Can recall an event or character about the story in their own words.

Can draw a picture using a statement about the text (e.g Chickens lay eggs)




Can compare the character or story event to their personal story and can also state differences between the two(e.g. I have seen a chicken on a farm, but not in a house)




Texts:Queenie the Bantam













Resources

Walt: Understand how to share feelings and thoughts about what happens in a text and can make personal connections

Wilf: Discuss feelings about events in letters and make a connection to writing/receiving letters

Tib: Different people share their stories in different ways



Predicting the story/ Writing a letter or email

Teacher introduces the story “The Jolly Postman”. Make predictions about why people send/receive letters.

With elbow partners students talk about what a postman does?, Where have you seen a postman? What do they deliver? What is a letter?

Modelled Reading Lesson using “The Jolly Postman” - Making connections to stories in letters.

Whole class lesson – What features are in a letter?

Teacher/Class brainstorm and make a list (greeting, sequence of events/salutation)

Class brainstorms who they could write a letter to and what sequence of events to write about?

Class innovate a letter to a chosen familiar person.

In small groups, students listen to postcard written to them by a familiar character. Students orally innovate a response to the postcard. Teacher / Aide scribes the

Formative FeedbackCheck students understanding through elbow partner and small group / whole class student’s feelings about events in letters.

Teacher ObservationsChecklist:

Who can make predictions and connections to texts

Who can share feelings about the events in letters.

Record student response to a written letter/email

L2B



Can identify one feature of a letter/email/postcard

Can share a feeling from the text “The Jolly Postman”

With support can make a personal connection to tory/letter/postcard




Can compare the character or story event to their personal story and can also state differences between the two(e.g. I have seen a chicken on a farm, but not in a house)




Texts:The Jolly PostmanPostman Pat Video clipsCollections of various letters/postcards/emails





response and students decorate the front side of the postcard.

Teacher sends “postcards” to “chosen person” (eg Principal / Deputy Principal) and wait for a response.

Note: This process could also be followed using the sending and receiving of an email to the school principal for example.









Resources

Walt: Plan a short talk about a familiar story

Wilf: Discuss your likes and dislikes/ feelings about characters and recall familiar events

Tib: We are preparing to share our favourite story with our friends



Sharing a Favourite Story – Planning a short talk in response to a familiar story

Revise the texts covered in the last 5 weeks of modelled lessons.

Make a comparison chart with the students of all the main characters and what we liked and disliked about them.

In a sharing circle allow students to share their feelings around each story and recall as many story events as they can remember.

Plan, rehearse and share a familiar story with the class

Monitoring Task Unit 1:

Sharing a Favourite StorySee attached checklist

L2BAllow 'wait time' for the student to process information


Students may use drawings instead of words to share feelings about a familiar story

Student may not be able to share with whole class, instead sharing favourite story with a trusted adult (aide / teacher / parent) or may prefer to be recorded.



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




Monitoring Task Sharing a favourite story

Monitoring Task: Students share their feelings and thoughts about a favourite story





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 What)Active Learning Engagement

(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) 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 – Retelling a familiar StoryWalt: Share a familiar experience

Wilf: Listen and speak about a personal experience

Tib: We need build our confidence in sharing things about ourselves


Sharing a familiar experience: Teacher shares events that happened to

them over the holiday break by referring to photos that were taken and using time words.

(e.g. First I, then we, after that ) In table groups students share with their

peers what they did on the holidays, practice-using details like people, places, and events.

Students draw a picture of something they did on the holiday and speak a sentence about the picture.

Teacher aide/ teacher scribes sentence. Class discussion about the difference

between spoken and a written sentence Begin to explore capital letters for Names

and full stops for the end of sentences. Edit a sentence about a familiar topic by

adding a capital letter and full stop


Teacher Observations:Concepts of print baseline

Collect a sample of the edited sentences or take a photo (Using IPad) of the corrected sentence if done on whiteboards.


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

Scaffolding or sentence starter to form a sentence about the picture they drew

Break writing tasks into smaller parts (e.g. Writing capitals and lower case in isolation and build up to a sentence)




Expose students to extended vocabulary they can use in their sentence construction

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



Digital - Eye video (Select 'A frog went walking')eBook - Rosie and Wallace story booksText - Mc G 2005, Evie's mad hair day, Templar Publishing, Dorking, UKText - Millard, K 2006, Quincy and Oscar, ABC Books, SydneyText - Sullivan, R 2008, Tom Tom, Working Title Press, South Australia Share an experience you have the same as Yu LinSheet - Yu Lin's daySheet - This is the way we…Sheet - Photos: Going to schoolLearning object - Going to school












Resources

Walt: Link stories to our own experience

Wilf: Make a personal connection to the stories we share

Tib: It helps us understand our world



Linking Stories to our own Experience: Whole class brainstorm about leisure

activities they participate in (e.g sport/music/hobbies/past times)

Teacher models a concept/mind map about own leisure activity

Students watch videos of children and adults participating in this activity

As a class create a mind map drawing of leisure activity and create a list of words/actions/feelings that go along with that activity. Teacher writes a sentence based around the ideas. Identifying high frequency words that are in the sentence and the use of capital letters and full stops.

In small group rotations, students create their own mind map of a leisure activity they participate in and with support attempt to write a sentence about their chosen activity.

Talk, draw and write about leisure activities Identify high-frequency words Teacher uses chosen text to model making

a personal connection “Biddy’s Fishing line”

Students retell story using a picture sequence and write or orally create a sentence for each part of the sequence.

Formative FeedbackCheck students understanding through elbow partner and small group / whole class student’s mind maps.


Repeated exposure to examples of leisure activities through multi mediums (e.g stories, videos, listening posts, photos)

Multiple exposure to high frequency words in both isolation and within sentences created in class.

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 and explain the actions/words and feelings about chosen activity

Use high frequency words and attempt to use more unfamiliar vocabulary in their sentence constructionExtend with students choice of extra study – ensure one-to-one conferences to allow student to share their work.



Texts:Priman, B 2005, Biddy's fishing-line, Black Ink Press, Townsville & sequencing activitieseBook - First day at school… a Rosie and Wallace story

Learning object - Dragon's jumble: dream: four parts

Learning object - Going swimming

Sheet - My recountSheet - Retelling planner: Going swimming

Learning object - Twisted tales












Resources

Walt: How letters and sounds make up words and how pictures help give meaning to the words

Wilf: Use SSP strategies to stretch out sounds to read new words

Use the picture clues to help make predictions about the new words.

Tib: Letters/sounds and pictures help us understand the text we are reading



Letters/sounds and Pictures: Review understanding of stories and

reading through open ended questioning and comprehension-close activities based around the text “Lost and Found” and “The Adventures of Bert”

• Represent sounds with letters to write spoken words SSP-add sounds to lines and numbers

Identify punctuation marks and letters in a text and explore how punctuation helps us to read

Modelled and small group instruction around reading in the correct direction

• Identify and practise high-frequency words Model a retell of text as a whole class, using

the retell planner from previous weeks lesson

Plan and retell familiar stories with sequence cards and illustrations

Use iPad to record students retell of familiar story

Formative FeedbackCheck students understanding through elbow partner and small group / whole class Oral description of fish collage.



Multiple opportunities for students to use SSP strategies to break apart familiar cvc words and with support identify those words in the text

Teacher models where to find capital letter and full stop in text and then students locates it.

Break retell of familiar story into smaller parts (e.g. retell orientation of story only)Plan for visual supports to instruction.

U2BUse peer collaboration to help L2B identify high frequency words and short cvc words in text.

Independently corrects punctuation in a short amount of text. Can explain why punctuation is used.

Retell a familiar story without a sequence of illustrations and use the language of orientation, resolution and complication




Texts:Jeffers, O 2005, Lost and found, Harper Collins, London

Alhberg, A 2001, The adventures of Bert, Straus and Giroux, New York













Resources

Walt: Use new and known words to retell a story

Wilf: Use familiar words to retell a story

Tib: Words help paint a picture in our heads as we read



Using Familiar Words to retell a story: As a whole class teachers shares

interactive photo adventure – Reggie and Max

As a class brainstorm some ideas for a title, students observe teacher writing the title

In small groups teacher gives each group a part of the photo sequence from the story. Each group comes up with a sentence to retell what is happening in the photo.

Teacher models the writing of a sentence for each group’s idea.

Students Identify letters and sounds and high-frequency words within

their sentence. Read the sentences together adding

time words like (first, then, after, next) to bring the retell back together.

Match words to text so it makes sense

Review the photo adventure story exploring a different order of events

Formative FeedbackCheck students understanding

Observe how each group frames the retelling of their story event using appropriate time words

Collect independent sample of sentences from the new adventure they write independently or have scribed for them

L2B


Provide extra wait time for students to share ideas with teacher and peers

Multiples exposures to teacher/aide identifying titles, author and writing in texts and student echoing back to adult

Students attempt to copy teacher’s written sentence.

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


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

Provide opportunities for students to edit their own sentences after constructionExtend with students choice of extra study – ensure one-to-one conferences to allow student to share their work.



Texts:Supporting learning resource - Photos: Reggie and Max

Sheet - Reggie and Max

Learning object - Reggie and Max's adventure

Learning object - Reggie and Max's garden





Write sentences for a new adventure-transfer knowledge








Resources

Walt: Explore differences between imaginative and informative texts

Wilf: Discuss different purposes of texts

Tib: Texts have different purposes



Compare and Contrast Narrative and Information Texts: Teacher introduces students to two

different text types. Narrative text ‘Bear and Chook’ and an information text about chickens.

Read each text type and as a whole class create an anchor chart for the structure and features of both text types

Explore the differences between imaginative and informative texts through a variety of whole class, small group and peer collaboration discussionso Share a story-_Bear and Chook

and through a visual picture sequences discuss the events in the storyo Explore letters and sounds in texto Explore characters' feelings in texto Review the story and its characterso Relate to prior knowledge of

retelling a story

As a whole class innovate a new adventure for Bear and Chook

Formative FeedbackCheck students understanding through elbow partner and small group / whole class

Observe students thinking when talking about narrative structure (e.g. can they identify main character, story events etc)

Checklist of letter/sound knowledge

Record students feelings about the text either through written form or via digital device (IPad)

L2B

Allow 'wait time' for the student to process information and to share feelings about texts

Break retell into smaller parts with supporting pictures

Record students thinking on iPad

Repetition of familiar letter and sounds through all texts



U2B

Provide exposure to extended vocabulary in texts they can use when retelling story

Opportunities to extend oral retell by writing their retell.

Innovation of the familiar story




Texts:Shanahan, L 2009, Bear and Chook, Lothian Children's Books,Australia

Find and prepare a variety of simple factual texts about chickens and/or bears, e.g.Text - Magloff, L 2004, Watch me grow: Bear, DK Preschool, New York

Sheet - Playing with sounds 1Sheet - Playing with sounds 2

Video - Sharing a story












Resources

Walt: Retell a Familiar story

Wilf: Use the assessment task planner to plan and draft a retell of Bear and Chook.

Tib: Understanding the task and the A-C success criteria provides greater student success.


Summative Assessment Task:

Students plan, draft and edit a retell of the familiar story – Bear and Chook

Discuss with students:TaskGTMJ Success Criteria

Summative Assessment

Retell a familiar story

Purpose: To demonstrate comprehension of, and personal connection to, a familiar story through retelling events to peers.

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.

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


U2B

Opportunity to innovate the familiar story after completing the assessment task

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


Summative Assessment Task Sheet – Retelling a familiar story

Planning sheetDigital device for recording answersAccess to word walls

Summative Assessment





Assessment Task:

Enjoying our new world Year Prep Unit 1Monitoring task — Speaking: Talk about a favourite story

Name Class Date

Task

To select a favourite story and create a short spoken response to elements of the story.

Note: Teachers may prepare a task sheet for students to refer to as they plan their talk.

Instructions

Students:

• Choose a favourite story they have read or listened to.

• Discuss the following (which will make up the ‘talk’):o the storyo the main character/so feelings about the main character/so likes and dislikes about the main character/so an event from the storyo feelings about the storyo ideas in the story connected to their own experiences.

• Rehearse talking about their favourite story.

• Talk about their favourite story in front of a group of peers.

Conditions

Open conditions:

• Undertaken individually.

• Prior notice of the assessment.

• Access to resources (e.g. imaginative texts, pictures and objects that support speaking).

• Rehearsed in lesson time with access to teacher feedback and conferencing.

• Presented in class to audience of peers.

16 of 48Eng_Prep_U2_AT_RetellAStory

EnglishMonitoring checklist — Speaking: Talk about a favourite story

Name

Assessment purpose: To select a favourite story and create a short spoken response to elements of the story.

Aspects of English Year PrepAchievement standard N

ot e

vide

nt

Emer

ging

Satis

fact

ory

Com

pete

nt

Comments

Rece

ptive

Mod

e

They recall one or two events from texts with familiar topics.

(Features of literary texts — Characters, events)

They identify connections between texts and their personal experience.

(Expressing preferences — Feelings and thoughts about events, characters)

Prod

uctiv

e M

ode

They identify and describe likes and dislikes about familiar texts, objects, characters and events.

(Expressing opinions — Needs, likes, dislikes)

In informal group and whole class settings, students communicate clearly.

(Short presentations — Oral delivery)

Relevance of monitoring checklist

The monitoring checklist addresses the following aspects of the Content descriptions from The Australian Curriculum: English Year Prep:

Language

Language for interaction

• Understand that language can be used to explore ways of expressing needs, likes and dislikes (ACELA1429)

Literature -Responding to literature

• Share feelings and thoughts about the events and characters in texts (ACELT1783)

Examining literature

• Identify some features of texts including events and characters and retell events from a text (ACELT1578)

Literacy

Interacting with others

Deliver short oral presentations to peers (ACELY1647)


Enjoying and retelling stories Year Prep Unit 2Assessment task — Retell a story

Name Class

Teacher Date

Task

To demonstrate comprehension of, and personal connection to, a familiar story through retelling events to peers.

Instructions

Draw pictures and write a retell of a familiar story that has been read or listened to in class.

Present the retell to your peers.

• Choose a familiar story.

• Comprehend a familiar story.

• Plan the retelling.

• Rehearse the retelling.

• Present the retelling.

Conditions

Open conditions:

• undertaken individually

• prior notice of the assessment

• access to resources (narrative texts, word walls) allowed

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

• presented in class to audience of peers


Choose a familiar story • Choose a story that you have read or listened to in class.

Comprehend a familiar story • Read or listen to the chosen story again.

• Comprehend and discuss the story:o the title and author’s name

o characters and events in the story.

Plan the retelling • Collect the retelling plannero Write the title and name of the author at the

top of My retelling planner.

• Draw a picture and write sentences to retell what happened:o in the beginning of the story

o during one or more events in the story

o at the end of the story.

• Make a connection with the story.

• Draw or write about something from your life that connects with the character or events in the story.

Rehearse the retelling • Choose a way you will share the retelling with your peers. You might choose to present with:o a puppet showo a recordingo a presentation.

• Book a time with your teacher to conference on your retelling.

• Rehearse the retelling of your story.

Present the retelling • Present the retelling to a group of peers.

My retelling planner19 of 48Eng_Prep_U2_AT_RetellAStory

This story reminds me of the time when my family built a brick house but a

wolf did not come to visit!

Title:

Author:

Beginning — Who? and when? What happened next?

What happened next? What happened next?

What happened next? What happened at the end?

This story reminds me of when … (personal connection to the story)


Year Prep English: Unit 2 — Enjoying and retelling stories: Retell a story Name:

Purpose of assessment: To demonstrate comprehension of, and personal connection to, a familiar story through retelling events to peers.

Knowledge and understanding

(Receptive)

Knowledge and understanding

(Productive)

Creating texts

(Productive)

Recalls one or two events from a text with a familiar topic. Identifies connections between texts and personal experience.

When writing, uses familiar words and phrases and images to convey ideas. Writing shows evidence of sound-letter knowledge, beginning writing behaviours and experimentation with capital letters and full stops.

In informal group settings, communicates clearly. Retells events and experiences with peers.

Identifies similarities and/or differences between events and characters in a familiar story and own experiences.

Uses some high-frequency words, descriptive words and time/order words. Represents beginning, end and some middle sounds with letters. Writes in sentences.

Varies voice to enhance meaning.Expresses thoughts using new vocabulary from stories, learning experiences and personal experiences. Ap

plyi

ng

Sequences events as they happened in a familiar story, including a beginning and end.

Represents beginning sounds and some end sounds. Knows print carries a constant message.Uses spaces between words. Uses capital letters for the names of author/s and character/s.

Uses voice levels and articulation to engage the listener. Includes vocabulary and groups of words from the text. M

akin

g co

nnec

tions

Recalls one or two events from a text with a familiar topic. Identifies connections between a text and personal experience.

Writes using familiar words and phrases and images to convey ideas. Writing shows evidence of sound-letter knowledge, beginning writing behaviours and experimentation with capital letters and full stops.

In informal group settings, communicates clearly.Retells events and experiences with peers

Wor

king

with

Recalls the main idea of a familiar story and talks about own experiences.

Uses illustrations and begins to assign meaning to written symbols to represent an event. Uses words to convey ideas.

Expl

orin

g

Listens to a story and talks about something they remember from the story. Differentiates between writing and drawing.

Uses visual or verbal prompts to talk about the content of a familiar story to express a personal preference or connection with it. Be

com

ing

awar

e

Feedback:

Australian Curriculum

Foundation to 6 ENGLISH - Year PrepYear Prep Achievement Standard

Receptive modes (listening, reading and viewing)

By the end of the Foundation year, students use predicting and questioning strategies to make meaning from texts. They recall one or two events from texts with familiar topics. They understand that there are different types of texts and that these can have similar characteristics. They identify connections between texts and their personal experience.They read short, decodable and predictable texts with familiar vocabulary and supportive images, drawing on their developing knowledge of concepts of print, sounds and letters and decoding and self-monitoring strategies. They recognise the letters of the English alphabet, in upper and lower case and know and use the most common sounds represented by most letters. They read high-frequency words and blend sounds orally to read consonant-vowel-consonant words. They use appropriate interaction skills to listen and respond to others in a familiar environment. They listen for rhyme, letter patterns and sounds in words.Productive modes (speaking, writing and creating)Students understand that their texts can reflect their own experiences. They identify and describe likes and dislikes about familiar texts, objects, characters and events.In informal group and whole class settings, students communicate clearly. They retell events and experiences with peers and known adults. They identify and use rhyme, and orally blend and segment sounds in words. When writing, students use familiar words and phrases and images to convey ideas. Their writing shows evidence of letter and sound knowledge, beginning writing behaviours and experimentation with capital letters and full stops. They correctly form known upper- and lower-case letters.

Unit 1 - Content DescriptionsLanguage Literature Literacy

Language variation and change Understand that English is one of many languages

spoken in Australia and that different languages may be spoken by family, classmates and community (ACELA1426)

Understand that language can be used to explore ways of expressing needs, likes and dislikes (ACELA1429)

Text structure and organisation Understand that texts can take many forms, can be

very short (for example an exit sign) or quite long (for example an information book or a film) and that stories and informative texts have different purposes (ACELA1430)

Understand that some language in written texts is unlike everyday spoken language (ACELA1431)

Understand that punctuation is a feature of written text different from letters; recognise how capital letters are used for names, and that capital letters and full stops signal the beginning and end of sentences (ACELA1432)

Understand concepts about print and screen, including how books, film and simple digital texts work, and know some features of print, for example directionality (ACELA1433)

Expressing and developing ideas Explore the different contribution of words and

images to meaning in stories and informative texts (ACELA1786)

Understand the use of vocabulary in familiar contexts related to everyday experiences, personal interests and topics taught at school (ACELA1437)

Phonics and word knowledge Recognise and generate rhyming words, alliteration

patterns, syllables and sounds (phonemes) in spoken words (ACELA1439)

Recognise and name all upper and lower case letters (graphemes) and know the most common sound that each letter represents (ACELA1440)

Understand how to use knowledge of letters and sounds including onset and rime to spell words (ACELA1438)

Literature and context Recognise that texts are created by authors who tell

stories and share experiences that may be similar or different to students’ own experiences (ACELT1575)

Responding to literature Respond to texts, identifying favourite stories, authors

and illustrators (ACELT1577) Share feelings and thoughts about the events and

characters in texts (ACELT1783)Examining literature

Identify some features of texts including events and characters and retell events from a text (ACELT1578)

Replicate the rhythms and sound patterns in stories, rhymes, songs and poems from a range of cultures (ACELT1579)

Creating literature Retell familiar literary texts through performance, use

of illustrations and images (ACELT1580) Innovate on familiar texts through play (ACELT1831)

Texts in context Identify some familiar texts and the contexts in

which they are used (ACELY1645)Interacting with others

Listen to and respond orally to texts and to the communication of others in informal and structured classroom situations (ACELY1646)

Use interaction skills including listening while others speak, using appropriate voice levels, articulation and body language, gestures and eye contact (ACELY1784)

Deliver short oral presentations to peers (ACELY1647)

Interpreting, analysing, evaluating Identify some differences between imaginative

and informative texts (ACELY1648) Use comprehension strategies to understand

and discuss texts listened to, viewed or read independently (ACELY1650)

Creating texts Create short texts to explore, record and report

ideas and events using familiar words and beginning writing knowledge (ACELY1651)

Construct texts using software including word processing programs (ACELY1654)


Know how to read and write some high-frequency words and other familiar words (ACELA1817)

Understand that words are units of meaning and can be made of more than one meaningful part (ACELA1818)

Segment sentences into individual words and orally blend and segment onset and rime in single syllable spoken words, and isolate, blend and manipulate phonemes in single syllable words (ACELA1819)

Write consonant-vowel-consonant (CVC) words by representing some sounds with the appropriate letters, and blend sounds associated with letters when reading CVC words (ACELA1820)


Explore the different contribution of words and images to meaning in stories and informative texts (ACELA1786)

Recognise that sentences are key units for expressing ideas (ACELA1435)

Recognise that texts are made up of words and groups of words that make meaning (ACELA1434)

Understand the use of vocabulary in familiar contexts related to everyday experiences, personal interests and topics taught at school (ACELA1437)

Text structure and organisation Understand concepts about print and screen,

including how books, film and simple digital texts work, and know some features of print, for example directionality (ACELA1433)

Understand that punctuation is a feature of written text different from letters; recognise how capital letters are used for names, and that capital letters and full stops signal the beginning and end of sentences (ACELA1432)

Understand that some language in written texts is unlike everyday spoken language (ACELA1431)

Understand that texts can take many forms, can be very short (for example an exit sign) or quite long (for example an information book or a film) and that stories and informative texts have different purposes (ACELA1430)

Language for interaction Explore how language is used differently at home

and school depending on the relationships between people (ACELA1428)

Phonics and word knowledge Know how to read and write some high-

frequency words and other familiar words (ACELA1817)

Recognise and generate rhyming words, alliteration patterns, syllables and sounds (phonemes) in spoken words (ACELA1439)

Interacting with others Deliver short oral presentations to peers (ACELY1647) Listen to and respond orally to texts and to the

communication of others in informal and structured classroom situations (ACELY1646)

Creating texts Construct texts using software including word processing

programs (ACELY1654) Create short texts to explore, record and report ideas and

events using familiar words and beginning writing knowledge (ACELY1651)

Interpreting, analysing, evaluating Identify some differences between imaginative and

informative texts (ACELY1648) Use comprehension strategies to understand and discuss

texts listened to, viewed or read independently (ACELY1650)

Creating literature Retell familiar literary texts through performance, use

of illustrations and images (ACELT1580)Responding to literature

Share feelings and thoughts about the events and characters in texts (ACELT1783)

Literature and context Recognise that texts are created by authors who tell

stories and share experiences that may be similar or different to students’ own experiences (ACELT1575)

Examining literature Identify some features of texts including events and

characters and retell events from a text (ACELT1578) Recognise some different types of literary texts and

identify some characteristic features of literary texts, for example beginnings and endings of traditional texts and rhyme in poetry (ACELT1785)


Recognise and name all upper and lower case letters (graphemes) and know the most common sound that each letter represents (ACELA1440)

Segment sentences into individual words and orally blend and segment onset and rime in single syllable spoken words, and isolate, blend and manipulate phonemes in single syllable words (ACELA1819)

Understand how to use knowledge of letters and sounds including onset and rime to spell words (ACELA1438)

Understand that words are units of meaning and can be made of more than one meaningful part (ACELA1818)

Write consonant-vowel-consonant (CVC) words by representing some sounds with the appropriate letters, and blend sounds associated with letters when reading CVC words (ACELA1820)

Language variation and change Understand that English is one of many

languages spoken in Australia and that different languages may be spoken by family, classmates and community (ACELA1426)

Curriculum Priorities - Pedagogy

Considerations

Prior and future curriculumRelevant prior curriculum

This unit acknowledges the diversity of prior school learning, capabilities, knowledge and interests. Each student's ideas and prior knowledge are used to develop challenging and connected learning opportunities to accommodate the needs of all students.

Curriculum working towards

The teaching and learning in this unit work towards the following: Understand that the purposes texts serve shape their structure in predictable ways (ACELA1447) Recognise that different types of punctuation, including full stops, question marks and exclamation marks, signal sentences that make statements, ask questions, express emotion or give

commands (ACELA1449) Discuss how authors create characters using language and images (ACELT1581) Discuss characters and events in a range of literary texts and share personal responses to these texts, making connections with students' own experiences (ACELT1582) Express preferences for specific texts and authors and listen to the opinions of others (ACELT1583) Discuss features of plot, character and setting in different types of literature and explore some features of characters in different texts (ACELT1584) Respond to texts drawn from a range of cultures and experiences (ACEY1655) Make short presentations using some introduced text structures and language, for example opening statements (ACEY1657) Describe some differences between imaginative informative and persuasive texts (ACEY1658) 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 (ACEY1660) Construct texts that incorporate supporting images using software including word processing programs (ACEY1664)

General capabilitiesThis unit provides opportunities for students to engage in the following general capabilities.

Literacy

Comprehending texts through listening, reading and viewing Composing texts through speaking, writing and creating Text knowledge Grammar knowledge Word knowledge Visual knowledge

Numeracy

Estimating and calculating with whole numbers

Information and communication technology (ICT) capability

Applying social and ethical protocols and practices when using ICT Communicating with ICT Managing and operating ICT

Curriculum Priorities - Pedagogy

Considerations

Critical and creative thinking

Inquiring - identifying, exploring and organising information and ideas Generating ideas, possibilities and actions Reflecting on thinking and processes Analysing, synthesising and evaluating reasoning and procedures

Personal and social capability

Self-awareness Self-management Social awareness Social management

Intercultural understanding

Recognising culture and developing respect Interacting and empathising with others

Reflecting on intercultural experiences and taking responsibility

For further information, refer to General capabilities in the Australian Curriculum and the Learning area specific advice.

Cross curriculum prioritiesAboriginal and Torres Strait Islander histories and cultures

Students will develop a knowledge, deep understanding and respect for Aboriginal peoples’ and Torres Strait Islander peoples’ history and culture and build an awareness that their histories are part of a shared history belonging to all Australians.The embedding of Aboriginal peoples’ and Torres Strait Islander peoples’ histories and cultures into the curriculum can be a challenging task. For further information, including pedagogical approaches, refer to C2C: Aboriginal peoples & Torres Strait Islander peoples Cross Curriculum Priority support https://oneportal.deta.qld.gov.au/EducationDelivery/Stateschooling/schoolcurriculum/Curriculumintotheclassroom/Pages/C2CAandTSICCPSupport.aspx.

Assessing student learning

Assessment name: Retell a Story

Assessing student learningMonitoring 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:

observation of students' learning demonstrations in small-group activities personalised checklists with anecdotal records artefacts that students produce that demonstrate capabilities images (photographs) and recordings (audio, video) of learning and development.

Monitoring task

Monitoring name: Speaking: Talk about a favourite storyMonitoring description: Students select a favourite story and create a short spoken response to elements of the story.

Feedback

Feedback may relate to the development of students' Digital Technologies knowledge, understanding and application of processes and production skills. In this unit this may include providing feedback about a student's ability to:

Unit 1 FeedbackFeedback may relate to reading, writing, speaking and listening. In this unit this may include:

understanding connections between spoken language and print understanding of concepts of print and screen making connections to personal experiences identifying and using letters of the English alphabet communicating clearly and effectively in pair, group and class discussions developing oral retelling skills.

Unit 2 FeedbackFeedback may relate to reading, writing, speaking and listening. In this unit this may include:

sequencing of events using texts that have been read to them understanding of concepts of print when reading and re-reading familiar texts beginning sound and letter knowledge understanding of writing conventions speaking individually and in small groups using spoken communication skills in a classroom setting.

Prep Semester 1 English Report Card Comment BankUnit 1 Enjoying Our New world – No Assessment Task

Unit 2 Enjoying and Retelling Stories

AApplying

BMaking connections

CWorking with

DExploring

EBecoming aware

2EPA 2EPB 2EPC 2EPD 2EPEUnit 2: Enjoying and Retelling Stories

{Name} made considered choices of information to include in a retelling. {She,He} wrote some high-frequency words and uses time/order words. {Name} represented beginning, end and some middle sounds with letters. {She,He} demonstrated some correct use of full stops. {Name} varied voice to enhance meaning.

Unit 2: Enjoying and Retelling Stories

{Name} recalled and described events that happen to characters, including a clear beginning and end. {She,He} represented beginning sounds and some end sounds in unfamiliar words. {Name} knows print carries a constant message. {She,He} used spaces between words and used capital letters for the names of author/s and character/s.{Name} used voice levels and articulation to engage the listener. {She,He} included vocabulary and groups of words from the retelling planner.


{Name} recalled one or two events from a text with a familiar topic. {She,He} wrote using familiar words and phrases and images to convey ideas. {Name}’s writing showed evidence of letter and sound knowledge, beginning writing behaviours and experimentation with capital letters and full stops. {She,He} in informal group settings, communicated clearly.{Name} retells events and experiences with peers.


{Name} recalled an event from a familiar story. {She,He} used illustrations and begins to assign meaning to written symbols to represent an event. {Name} communicated in a small group.


{Name} choses a familiar story. {She,He} differentiated between writing and drawing. {Name} used visual or verbal prompts to express an idea about a familiar story.

English Pre-ModerationPrep : Unit 1 & 2 Semester 1 Title: Enjoying Our New World & Enjoying and Retelling Stories

Curriculum Intent for the Unit (see unit /task description) Enjoying our new worldIn this unit students listen to and read texts to explore predictable text structures and common visual patterns in a range of literary and non-literary texts, including fiction and non-fiction books and everyday texts. Enjoying and retelling storiesIn this unit students will listen to and engage with a range of literary and non-literary texts with a focus on exploring how language is used to entertain through retelling events. They will prepare for their spoken retelling by drawing events in sequence and writing simple sentences.

Assessable Content (Must Know) (Refer to AAP or Unit Plan to source this Information)Students: Recalls one or two events from a text with a familiar topic. Identifies connections between

texts and personal experience. When writing, uses familiar words and phrases and images to convey ideas. Writing shows evidence of sound-letter knowledge, beginning writing behaviours and

experimentation with capital letters and full stops. In informal group settings, communicates clearly. Retells events and experiences with

peers.

Additional Targeted Teaching Priorities

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

Feedback Guide/Assessment OpportunitiesSee Feedback that may relate to misunderstandings and commo alternative conceptions (in planning – Pre Moderating)Unit 1 Feedback may relate to reading, writing, speaking and listening. In this unit this may include:

understanding connections between spoken language and print understanding of concepts of print and screen making connections to personal experiences identifying and using letters of the English alphabet communicating clearly and effectively in pair, group and class discussions developing oral retelling skills.

Unit 2 Feedback may relate to reading, writing, speaking and listening. In this unit this may include: sequencing of events using texts that have been read to them understanding of concepts of print when reading and re-reading familiar texts beginning sound and letter knowledge understanding of writing conventions speaking individually and in small groups using spoken communication skills in a classroom setting.

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

Unit 2 - Enjoying and Retelling Stories

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

Knowledge and Understanding (Receptive) Recalls one or two events from a text with a familiar topic.Knowledge and Understanding Productive) Writes using familiar words and phrases and images to convey ideas. Writing shows evidence of letter and sound knowledge,

beginning writing behaviours and experimentation with capital letters and full stops.Creating Texts (Productive) In informal group settings, communicates clearly.

Retells events and experiences with peers.

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

Knowledge and Understanding (Receptive) Recalls and describes events that happen to characters, including a clear beginning and end.Knowledge and Understanding Productive) Represents beginning sounds and some end sounds in unfamiliar words. Knows print carries a constant message. Uses spaces between words. Uses capital letters for the names of author/s and character/s.Creating Texts (Productive) Uses voice levels and articulation to engage the listener. Includes vocabulary and groups of words from the retelling planner.

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

Knowledge and Understanding (Receptive) Makes considered choices of information to include in a retelling.Knowledge and Understanding Productive) Writes some high-frequency words and uses time/order words. Represents beginning, end and some middle sounds with letters.

Demonstrates some correct use of full stops.Creating Texts (Productive) Varies voice to enhance meaning.

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?

Feedback: Evidence of LearningUnit 1 - Enjoying Our New World

Teaching Sequence FeedbackLesson 1Finding out about Prep and sharing a storyExample learning sequence

Learn about Prep Share a story Develop, progress and consolidate English through

the contexts for learning Record learning

Evidence of learningCan the student:

Talk about own experiences related to the story? Share feelings and thoughts about what happens

in a text?

Lesson 2Sharing different types of writingExample learning sequence

Learn more about Prep Share a story Explore an informative text Develop, progress and consolidate English through



Talk about own experiences in relation to the imaginative text or the informative text?

Recognise similarities and differences between imaginative and informative texts?

Lesson 3Thinking before readingExample learning sequence

Learn about predicting Practise making predictions about a story Discuss and retell the story Explore texts independently Develop, progress and consolidate English through



Talk about own experiences that relate to the story?

Share feelings and thoughts about what happens in a text?

Lesson 4Learning about words and pictures in storiesExample learning sequence

Learn about the relationship between words and pictures

Develop understanding about the writing process Develop, progress and consolidate English through



Identify and talk about concepts about print? Identify the difference between words and

pictures?

Lesson 5Creating a new version of a storyExample learning sequence

Identify rhyme in an adapted version of a story Practise adding words to give more information Develop, progress and consolidate English through



Talk about what happens in a story? Suggest ideas for the new version?

Lesson 6Exploring different languagesExample learning sequence

Think about the many languages spoken in Australia

View and listen to familiar stories and songs in other languages

Develop, progress and consolidate English through the contexts for learning

Record learning


Identify that there are different languages? Talk about own experiences that relate to the

story?

Unit 1 - Enjoying Our New WorldTeaching Sequence FeedbackLesson 7Retelling an animationExample learning sequence

Talk about animations View an animation Respond to an animation to build vocabulary for

retelling Retell the animation without sound Reflect on the retelling Develop, progress and consolidate English through

the contexts for learning


Talk about feelings and thoughts on what happens in a text?

Use words to retell the story shown in the images?

Lesson 8Sharing a storyExample learning sequence

Share a story Learn about imagination and play Develop, progress and consolidate English through



Talk about how the words and images in the story work?

Share and listen to personal experiences about playing and pretending?

Lesson 9Using my imaginationExample learning sequence

Share and comprehend a story Learn about capital letters and full stops Develop, progress and consolidate English through



Comprehend and talk about the information shown in the text using the pictures and words?

Lesson 10Planning my playExample learning sequence

Talk about words and pictures Understand the purpose of talking and writing

when planning for play Compose a brief text planning for play Innovate on the story through play Develop, progress and consolidate English through



Use appropriate vocabulary when talking about planning play experiences?

Understand that the words of speech can be recorded using letters?

Lesson 11Talking and writing to plan for playExample learning sequence

Use a story situation to prompt play Write a list Innovate on familiar texts through play Develop, progress and consolidate English through



Use vocabulary from personal experiences to talk about new experiences?

Participate in the creation of texts that plan for play?

Unit 1 - Enjoying Our New World

Teaching Sequence FeedbackLesson 12Looking at different stories with signs and labelsExample learning sequence

Share a story Respond to a story Talk about long and short texts Develop, progress and consolidate English through



Identify and talk about long and short texts? Recognise the meaning of symbols in context?

Lesson 13Learning more about signs and labelsExample learning sequence

Re-read and comprehend a story Discuss features of short texts Finding short texts in your environment Develop, progress and consolidate English through



Identify and talk about the purpose of some short texts?

Identify and discuss signs and labels in context?

Lesson 14Planning a journey for some favourite toysExample learning sequence

Revisit a familiar story Plan a journey for some favourite toys Develop, progress and consolidate English through

the contexts for learning Record the toys' journey Record learning


Identify and talk about the difference between spoken and written text?

Retell a story using images?

Lesson 15Sharing an original storyExample learning sequence

Learn about communicating with others Presenting your toys' journey Develop, progress and consolidate English through



Speak clearly in an interesting manner and use appropriate eye contact when retelling a story?

Use the images to support the retelling?

Lesson 16Talking about authors and their ideasExample learning sequence

Focus on letters and sounds Share a story Respond to a story Match letters and sounds in words in the story Develop, progress and consolidate English through



Talk about the story? Compare own experiences with those in the story?

Lesson 17Sharing experiencesExample learning sequence

Share feelings and thoughts about a story Review letters and sounds Record your experiences that are similar to the

story Develop, progress and consolidate English through



Compare own ideas and experiences to those described by the author?

Identify familiar contexts?


Teaching Sequence FeedbackLesson 18Labelling charactersExample learning sequence

Revisit a familiar story Create short texts to label images Develop, progress and consolidate English through



Talk about differences between spoken and written text?

Provide examples of different types of texts that include labels and signs?

Engage in beginning writing to create labels?

Lesson 19Creating textExample learning sequence

Review labelled images Create short texts Read digital texts Develop, progress and consolidate English through



Identify the difference between a word and a letter?

Engage with beginning writing to create simple sentences?

Use knowledge of the story, characters and labels to demonstrate reading-like behaviour?

Lesson 20Predicting the storyExample learning sequence

Focus on letters and sounds Predict, read and discuss a story Identify text types Match letters and sounds in words in the story Read a book Develop, progress and consolidate English through



Discuss their feelings about what happens in the story?

Make inferences about the character's feelings?

Lesson 21Sharing rhymesExample learning sequence

Share and find rhyme in a story Listen for rhyming words in text Review letters and sounds in words in familiar

contexts Develop, progress and consolidate English through



Recognise some letter names and their sounds in spoken words?

Identify the rhyming words in a familiar text?

Lesson 22Writing a letter or emailExample learning sequence

Read and view an email or letter as part of a story Discuss features of a letter or email Develop understanding about how capital letters

are always used for people's names Develop understanding about how to write a letter

or email Develop, progress and consolidate English through



Identify the difference between full stops and letters in a text?

Engage with the writing process and provide thoughts and feelings about characters?


Teaching Sequence FeedbackLesson 23Sending a messageExample learning sequence

Review the features and content of a letter or email

Write and draw for a letter or email Match letters and sounds in words in familiar text Develop, progress and consolidate English through



Create short texts including images which record thoughts and feelings or ideas?

Lesson 24Sharing a story with postcardsExample learning sequence

Explore letters and sounds Share a story Discuss experiences with postcards Match letters and sounds in words in the story Develop, progress and consolidate English through



Talk about the purpose of informative and imaginary text?

Make inferences about character feelings? Identify words with a specified initial sound?

Lesson 25Exploring the features of postcardsExample learning sequence

Examine the features of postcards Compare an informative text with an imaginative

text Review letters and sounds in familiar contexts Develop, progress and consolidate English through



Identify the direction of print and return sweep? Talk about the features of informative and

imaginative texts?

Lesson 26Creating a postcard or e-card 1Example learning sequence

Examine examples of postcards or e-cards Shared writing of a postcard or e-card Develop, progress and consolidate English through



Make the connection between spoken and written language?

Suggest the correct use of some conventions of written text?

Lesson 27Creating a postcard or e-card 2Example learning sequence

Review how to construct a postcard or e-card Match letters and sounds in words in familiar text Write and draw for a postcard or e-card Read a book Develop, progress and consolidate English through



Understand that spoken language can be written down?

Talk about their picture? Experiment with and 'read' own writing?


Teaching Sequence FeedbackLesson 28Sharing a favourite storyExample learning sequence

Focus on letters and sounds Share a favourite story Make personal connections to the story Develop, progress and consolidate English through



Share their feelings and opinions about stories and what happens in them?

Compare own experiences to those in the story?

Lesson 29Introducing a literary seriesExample learning sequence

Discuss stories by the same author Share a story which is part of a series Respond to the story Review letters and sounds in familiar contexts Develop, progress and consolidate English through



Identify that characters and events are features of a story?

Provide thoughts, feelings and opinions about texts read and viewed?

Lesson 30Sharing another story from a literary seriesExample learning sequence

Discuss stories by the same author Share a story which is part of a series Review letters and their sounds and find high-

frequency words Role-play a story character from a story series Develop, progress and consolidate English through



Make connections from the story characters and events to personal experience?

Role-play a story character to better understand what they are like?

Lesson 31Thinking of ideas for another storyExample learning sequence

Review the stories from a literary series Talk about and retell parts of a story from the

series Reflect on the talk Provide ideas for another story in the series Develop, progress and consolidate English through



Understand the elements of the short talk and provide feedback for improving it?

Identify the characteristics of story characters including their appearance and actions, and identify the setting they are in?

Apply knowledge of story characters and events to create a new story?

Lesson 32Exploring a short talkExample learning sequence

Explore letters and sounds Predict then share a story which is part of a series Discuss the task of giving a short talk about a story Talk about a story from a series Identify and reflect on the elements of the talk Develop, progress and consolidate English through



Identify that characters and events are features of a story?

Identify thoughts, feelings and opinions about texts read and viewed?

Identify a personal experience related to a story?


Teaching Sequence FeedbackLesson 1Recounting an experienceExample learning sequence

Discuss and share a photo of an experience Listen to a recount of the experience in the photo Observe the writing of a recount Understand letters and sounds Talk about why we read, listen to and watch

stories Identify high-frequency words Develop, progress and consolidate English through



Identify details about a personal experience? Suggest words to tell about an idea? Identify capital letters at the beginning and full

stops at the end of sentences?

Lesson 2Recounting events of a dayExample learning sequence

Recount events in a song Share a story Recount the events of a day Recount the students' day Review letters and sounds Identify high-frequency words Develop, progress and consolidate English through



Identify and talk about the difference between spoken and written text?

Use vocabulary from personal experiences and the text to discuss the story?

Recall characters and events from a story?

Lesson 3Sharing other people’s experiencesExample learning sequence

Read about and view another child's life Recall events in order Discuss similarities and differences Review letters and sounds Develop, progress and consolidate English through



Compare personal experiences with those in the story?

Lesson 4Sequencing a recount 1Example learning sequence

Recall events from the students' day View and discuss the photos for the recount Order the photos Observe a telling of the recount Review letters and sounds Develop, progress and consolidate English through



Use vocabulary from personal experiences to talk about new experiences?

Build vocabulary by relating prior knowledge of known words to new experiences?

Share and listen to ideas about the series of events?

Lesson 5Retelling experiencesExample learning sequence

Share a story that recounts events Talk, draw and write about leisure activities Review letters and sounds Identify high-frequency words Develop, progress and consolidate English through



Make a personal connection to the story? Create a short visual or written text recounting a

personal experience? Identify how words and groups of words make

meaning?


Teaching Sequence FeedbackLesson 6Sequencing a recount 2Example learning sequence

Review a story that recounts events Sequence and recount the story events Review letters and sounds Identify high-frequency words Develop, progress and consolidate English through



Identify how words and images in the story work together?

Discuss cultural features relevant to the characters or events?

Discuss and sequence events in the story?

Lesson 7Retelling an experienceExample learning sequence

Share a recount View a model of a retell planner and retell events Plan a retelling of a personal experience using

words and pictures Retell a personal experience to an audience Develop, progress and consolidate English through



Identify the elements of an experience to help retell it?

Use words and images to plan the retelling of an experience?

Share an oral retelling of an experience?

Lesson 8Making connectionsExample learning sequence

Share a literary text with repetitive sentences Read high-frequency words Observe a retelling of the story Make a personal connection to the story Review letters and sounds Develop, progress and consolidate English through



Write letters to represent spoken words? Use understanding of the characters and events to

help retell the story?

Lesson 9Reading the pictures and the wordsExample learning sequence

Share a story Identify high-frequency words Respond to the story Identify letters and sounds Develop, progress and consolidate English through



Talk about how the words and images in the story work together?

Relate own experiences to those in the text? Share thoughts and feelings about story characters

and events?

Lesson 10Investigating sentencesExample learning sequence

Review the adventure Explore a different order of events Write sentences for a new adventure Review letters and sounds Identify high-frequency words Record learning Develop, progress and consolidate English through



Understand the concepts of a sentence and a word?

Use capital letters and full stops in writing? Understand that words are made up of letters that

represent spoken sounds?


Teaching Sequence FeedbackLesson 11Planning to retell a storyExample learning sequence

Retell a story and talk about it Plan a retelling of a story using words and pictures Develop, progress and consolidate English through



Use words and images to plan a retelling of a familiar story?

Represent spoken sounds as letters?

Lesson 12Retelling a story to an audienceExample learning sequence

Continue to plan a retelling Retell the story to another person Review letters and sounds Review high-frequency words Record learning Develop, progress and consolidate English through



Retell a major event of a story using written text? Retell a story using images?

Lesson 13Writing about an adventureExample learning sequence

Share photos of an adventure Observe the writing of a title Observe the writing of a sentence Identify high-frequency words Read the sentences Identify letters and sounds Develop, progress and consolidate English through

the context for learning


Use vocabulary from personal experiences to tell about a series of images?

Identify letters to match spoken sounds?

Lesson 14Telling a photo adventureExample learning sequence

Review the photos of an adventure Sequence events Observe the telling of the adventure Identify high-frequency words Review letters and sounds Develop, progress and consolidate English through



Provide appropriate vocabulary for talking about the events in the story?

Sequence story events correctly?

Lesson 15Example learning sequence

Review the adventure Explore a different order of events Observe writing sentences for a new adventure Write ideas for a new adventure Review letters and sounds Identify high-frequency words Record learning Develop, progress and consolidate English through



Understand the concepts of a sentence and a word?

Identify capital letters and full stops in writing? Understand that words are made up of letters that

represent spoken sounds?


Teaching Sequence FeedbackLesson 16Example learning sequence

Review the photo adventure story Discuss being an author Create and record a new digital story Identify high-frequency words Review letters and sounds Develop, progress and consolidate English through



Use known words to tell a story? Construct digital images and spoken text to tell a

story of an adventure? Use known vocabulary to tell the story?

Lesson 17Exploring an Aboriginal or Torres Strait Islander storyExample learning sequence

Apply early reading skills Explore storytelling Review prior knowledge of Aboriginal Dreaming or

Torres Strait Islander Before, Before Time stories Acknowledge the traditional custodians of the land View and listen to an Aboriginal Dreaming or

Torres Strait Islander Before, Before Time story Comprehend and discuss the story Identify entertaining storytelling behaviours Review high-frequency words Review letters and sounds Develop, progress and consolidate English through



Identify the influence of other languages in the story?

Discuss how film is different from books? Talk about and comprehend stories that are

presented as spoken and visual text?

Lesson 18Listening to another Aboriginal or Torres Strait Islander storyExample learning sequence

Read independently Acknowledge the traditional custodians of the land View and listen to an Aboriginal Dreaming story or

Torres Strait Islander Before Before Time story Comprehend and discuss the story Identify entertaining storytelling behaviours Review letters and sounds Develop, progress and consolidate English through



Identify other languages in the story? Talk about and comprehend stories that are

presented as spoken and visual text? Identify the techniques an author uses to keep an

audience engaged and interested?


Establish prior knowledge about fables and discuss their purpose and audience

Observe the writing of a fable title Identify effective and entertaining storytelling

behaviours Review entertaining storytelling behaviours Review high-frequency words Review letters and sounds Develop, progress and consolidate English through



Identify the differences in the language used when storytelling?

Identify how the storyteller uses voice and facial expressions to tell an engaging story?

Talk about a story's message and make connections to personal experiences?


Teaching Sequence FeedbackLesson 20Retelling a fableExample learning sequenceExplore a fable

Review letters and sounds and high-frequency words when writing

Identify effective and entertaining storytelling behaviours

Retell a fable Develop, progress and consolidate English through



Use words and groups of words to retell a story that makes sense?

Understand that letters are used to write story titles?

Identify how the storyteller uses characters and events to help tell a story?


Explore the differences between imaginative and informative texts

Share a story Explore characters' feelings Review the story and its characters Explore letters and sounds Develop, progress and consolidate English through



Discuss the different purposes of imaginative and informative texts?

Recall personal events that relate to a story? Identify concepts of print including letters and

their sounds?

Lesson 22Describing charactersExample learning sequence

Re-read a familiar story Review high-frequency words, letters and sounds Record information about the characters View writing a sentence about a character in a

story Write words about a character in a story Develop, progress and consolidate English through



Identify and infer information about characters from events and illustrations in a story?

Use known words to write about characters in a story?

Lesson 23Sequencing story eventsExample learning sequence

Re-read a familiar story Review high-frequency words, letters and sounds Sequence story events View writing about a story event Write about a story event Develop, progress and consolidate English through



Sequence events from a story? Write words about a story?

Lesson 24Sharing a retelling of a traditional storyExample learning sequence

Share a traditional story Identify events and characters in a traditional story Retell a traditional story Explore letters and sounds Develop, progress and consolidate English through



Communicate ideas to include in a retelling?


Teaching Sequence FeedbackLesson 25Choosing a familiar storyExample assessment sequence

Understand the assessment Review the Guide to making judgments and

understand the standards Conduct the assessment - Choose a familiar story Develop, progress and consolidate English through


Assessment purposeTo demonstrate comprehension of a familiar story through retelling events to peers.

Lessons 26-28Comprehending a story and planning a retellingExample assessment sequence


understand the standards Conduct the assessment - Comprehend a familiar

story Conduct the assessment - Plan the retelling Develop, progress and consolidate English through



Lessons 29-30Retelling a story 1Example assessment sequence


understand the standards Conduct the assessment - Share the retelling Develop, progress and consolidate English through



Lesson 31Planning for a celebrationExample learning sequence

Discuss celebrations Plan a celebration of learning Review letters and sounds Compose a variety of invitations Develop, progress and consolidate English through



Share and provide detail about their experiences with celebrations?

Write words for an invitation?

Lessons 32-33Preparing for a celebrationExample learning sequence

Review the storytelling celebration Choose a familiar story to retell Identify high-frequency words Review letters and sounds Plan a group retelling Add celebration features to a group retelling Develop, progress and consolidate English through



Listen to others and share their own thoughts and feelings about authors, events and characters?

Plan a retelling of a story? Write and draw the story sequence, linking written

and visual text?


Teaching Sequence FeedbackLesson 34Rehearsing for a celebrationExample learning sequence

Review the plan for the celebration Review the elements of retellings and oral

presentations and rehearse Review high-frequency words Review letters and sounds Develop, progress and consolidate English through



Consider the elements of an interesting and entertaining retelling while rehearsing?

Use feedback to improve aspects of a retelling?

Lesson 35Presenting a celebrationExample learning sequence

Retell a story Develop, progress and consolidate English through



Present a retelling of a story, which includes a beginning, a sequenced series of events and an end?

Communicate clearly, presenting the retelling in an interesting and entertaining way?

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 viewStudents using IPads to engage and share their knowledge, watch EBooks, work through Apps on selected texts and watch videos of