pialbastateschool.files.wordpress.com€¦ · Web viewUnit Plan . Exploring how a story works. In this unit students listen to, read and view a range of written picture books, including

OneSchoolUnit Plan

Name: Unit 1- English Year 1 (V8)Duration: 8 Weeks

Year Level: Year 1

Applicable LearningAreas/Subjects: English

Unit Plan

Exploring how a story worksIn this unit students listen to, read and view a range of written picture books, including stories from Aboriginal cultures and Torres Strait Islander cultures. They retell events of a familiar story using text structure and repetition. Students respond to imaginative stories making connections between personal experiences and the text.

For further information to support teaching of the unit, view the:

Year level plan Teacher lesson overview Supporting learning resource - Assessment alignment planner

Throughout the unit, ensure all students have opportunities to develop their higher-order thinking skills. Students develop skills in thinking when they are encouraged to reflect, inquire, generate, and analyse, synthesise and evaluate. Resources that support higher-order thinking skills:

Helpful information - Higher-order thinking skills Years P-9 https://learningplace.eq.edu.au/cx/resources/items/9bd81b3a-7e0f-4031-b685-85cdd806fd89/0/Higher_Order_Thinking.html

Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 1 of 51

Unit Plan Plan Name: Unit 1 - English Year 1 (V8)

Year: 1Learning Areas/Subjects: English

Duration: 8 Weeks

Assessment Task Summary Type Learning Areas Status Date

Responding to imaginative texts (Yr 01)Students comprehend and respond to imaginative texts (picture books).

Informative response - written

English Unscheduled

Document Table of Contents

Curriculum Australian Curriculum Considerations

Teaching SequenceTeaching Sequence Summary

Skills for listening and speaking Character study Responses to picture books Imaginative texts Comprehension of imaginative

texts Purpose, structure and

language Language and images Responses to literature

Resources Attachments Plan Resource Bank

Assessment Informative response - written -

Responding to imaginative texts (Yr 01)




Duration: 8 Weeks

Australian Curriculum

English - Year 1

Year 1 Achievement StandardReceptive 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.




Duration: 8 Weeks

Content Descriptions

Language Literature Literacy

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)

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)

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)

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)

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




Duration: 8 Weeks

Content Descriptions

Language Literature Literacy 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)

multimodal elements, for example illustrations and diagrams (ACELY1661)

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




Duration: 8 Weeks

Considerations

Prior and future curriculumRelevant prior curriculumStudents 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 towardsThe 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)




Duration: 8 Weeks

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

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

Ethical understanding Understanding ethical concepts and issues Reasoning in decision making and actions Exploring values, rights and responsibilities

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 culturesStudents 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 learningAssessment name: Responding to imaginative texts




Duration: 8 Weeks

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.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.

FeedbackFeedback 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.




Duration: 8 Weeks




Duration: 8 Weeks

Teaching Sequence

Curriculum Plan Topics

Duration Topic

3 Lessons Skills for listening and speaking Lesson 1: Listening actively Lesson 2: Interacting with others Lesson 3: Speaking about actions and emotions

4 Lessons Character study Lesson 4: Exploring language and sentences Lesson 5: Speaking about images Lesson 6: Connecting to personal experiences Lesson 7: Writing about characters and events

4 Lessons Responses to picture books Lesson 8: Using words that represent characters Lesson 9: Exploring simple sentences Lesson 10: Extending spoken responses Lesson 11: Responding to images

4 Lessons Imaginative texts Lesson 12: Exploring purpose and structure Lesson 13: Exploring elements of plot (beginning) Lesson 14: Exploring elements of plot (middle) Lesson 15: Exploring elements of plot (end)

4 Lessons Comprehension of imaginative texts Lesson 16: Identifying and using structure Lesson 17: Comparing texts Lesson 18: Using language features Lesson 19: Forming opinions

4 Lessons Purpose, structure and language




Duration: 8 Weeks

Lesson 20: Identifying repetition Lesson 21: Understanding and using language Lesson 22: Recalling plot Lesson 23: Writing a personal response

4 Lessons Language and images Lesson 24: Exploring images Lesson 25: Combining language and images Lesson 26: Exploring repetition of language and images Lesson 27: Understanding importance of purpose

5 Lessons Responses to literature Lesson 28: Exploring an imaginative text Lesson 29: Completing assessment (Part A) Lesson 30: Completing assessment (Part B) Lesson 31-32: Completing assessment (Part C)

32 Lessons Total Unit




Duration: 8 Weeks

Teaching Sequence

Topic Skills for listening and speaking Topic Duration 3 Lessons

Overview Throughout this lesson series, students will learn how to listen and speak in conversations and discussions and begin to examine speaking and listening in contexts that are more formal.

Lessons Teaching and Learning Sequence Resources

Lesson 1

Listening actively

Lesson objectivesStudents will:

Recognise the importance of active listening. Understand appropriate ways to engage in

conversations and discussions about texts and personal experiences.

Evidence of learningCan the student:

Exhibit signs of active listening while engaging in discussions and conversations about texts and personal experiences?

Example learning sequence Understand active listening Use active listening during discussion of a

picture bookEarly literacy skillsReadingRefer to unit reading groups overview for suggested focus area.SpellingDiagnostic assessment.HandwritingRefer to unit handwriting overview for suggested focus area.

Resources Find and prepare a picture book that names and describes a range of emotions. One of the following

would be appropriate:o Text - Owen Reeder, S 2011, Feeling fine! National Library of Australia, ACT, Australiao eBook - How are you feeling?

Supporting learning resource - Teacher tips: Skills for listening and speaking Spelling - Spelling overview Year 1 Unit 1: Lessons 1-16

https://learningplace.eq.edu.au/cx/resources/items/64032b89-6bac-f41d-9983-90b6dfb51b73/0/index.html Reading - Reading groups overview Year 1 Unit 1: Lessons 1-16

https://learningplace.eq.edu.au/cx/resources/items/6b90614a-e4db-41cb-a6e8-a86dacfdff18/0/Reading.html Handwriting - Handwriting overview Year 1 Unit 1: Lessons 1-16

https://learningplace.eq.edu.au/cx/resources/items/95b7aee8-25b5-8bcb-4760-fafdb6e84e0f/0/index.htmlHelpful information

Supporting learning resource - Introduction to the unit: Exploring how a story works https://learningplace.eq.edu.au/cx/resources/items/088e446e-fbdb-47b6-bd0d-94bbff17fece/0/Eng_Y01_U1_SLR_UnitIntro.docx

Supporting learning resource - Yarning circles https://learningplace.eq.edu.au/cx/resources/items/6af7563c-70cd-4f7f-32a1-ae6ec0aed6bc/0/C2C_EATSIPS_YarningCircles.pdf

Supporting learning resource - Aboriginal & Torres Strait Islander histories and cultures suggested alternative resources https://learningplace.eq.edu.au/cx/resources/items/e5d750fb-a0bc-42fb-ad3b-690aa8195fa2/0/Eng_Y01_U1_SLR_SuggAltResources.docx

Supporting learning resource - C2C: Aboriginal peoples & Torres Strait Islander peoples Cross Curriculum Priority support https://oneportal.deta.qld.gov.au/EducationDelivery/Stateschooling/schoolcurriculum/Curriculumintotheclassroom/Pages/C2CAandTSICCPSupport.aspx

Supporting learning resource - English metalanguage: Years P-2 https://learningplace.eq.edu.au/cx/resources/items/332aaccf-9152-1256-2b9f-3f456bd29f88/0/Eng_SLR_YP-Y02_Metalanguage.docx

Sheet - Active listening - Y chart https://learningplace.eq.edu.au/cx/resources/items/31e5f406-d9cf-1040-924c-b19179a5b71e/0/Eng_Y01_U1_SH_ActiveListening_YChart.docx

Supporting learning resource - Year 1 Monitoring tool for listening https://learningplace.eq.edu.au/cx/resources/items/2d704870-0235-49e7-a0d2-644229993be9/0/Eng_Y01_U1_SLR_ListenMonitTool.docx

Supporting learning resource - Year 1 Monitoring tool for group discussions https://learningplace.eq.edu.au/cx/resources/items/750bb4be-9097-4cb7-a256-0fa93b8fec0a/0/Eng_Y01_U1_SLR_GroupDiscMonitTool.docx

Supporting learning resource - Year 1 Monitoring tool for reading https://learningplace.eq.edu.au/cx/resources/items/84728b57-7565-4ba0-a308-37804602d0d7/0/Eng_Y01_U1_SLR_ReadMonitTool.docx




Duration: 8 Weeks

Teaching Sequence




Attachments Lesson plan

Lesson 2

Interacting with others


Understand how to engage in discussions. Understand how to make connections between

texts and personal experiences.Evidence of learningCan the student:

Engage in and contribute to discussions, making connections between texts and personal experiences?

Example learning sequence Listen to a reading of a picture book Make connections between texts and personal

experiencesEarly literacy skillsReadingRefer to unit reading groups overview for suggested focus area.SpellingRefer to unit spelling overview for suggested focus area.HandwritingRefer to unit handwriting overview for suggested focus area.


would be appropriate:o Text - Owen Reeder, S 2011, Feeling fine! National Library of Australia, ACT, Australia.o eBook - How are you feeling?

Supporting learning resource - Teacher tips: Skills for listening and speaking Spelling - Spelling overview Year 1 Unit 1: Lessons 1-16



https://learningplace.eq.edu.au/cx/resources/items/95b7aee8-25b5-8bcb-4760-fafdb6e84e0f/0/index.html

Helpful information Supporting learning resource - English metalanguage: Years P-2

https://learningplace.eq.edu.au/cx/resources/items/332aaccf-9152-1256-2b9f-3f456bd29f88/0/Eng_SLR_YP-Y02_Metalanguage.docx

Supporting learning resource - Active listening - Y chart https://learningplace.eq.edu.au/cx/resources/items/31e5f406-d9cf-1040-924c-b19179a5b71e/0/Eng_Y01_U1_SH_ActiveListening_YChart.docx



Lesson 3

Speaking about actions and emotions


Understand how to use language and images to discuss characters in literary texts.

Understand how to speak clearly and use


texts would be appropriate:o Text - Owen Reeder, S 2011, Feeling fine! National Library of Australia, ACT, Australia




Duration: 8 Weeks

Teaching Sequence



Lessons Teaching and Learning Sequence Resourcesvolume and pace when delivering spoken texts.


Use language and images from a literary text to discuss characters?

Speak clearly using volume and pace?Example learning sequence

Listen to a reading of a picture book Examine language and respond

Early literacy skillsReadingRefer to unit reading groups overview for suggested focus area.SpellingRefer to unit spelling overview for suggested focus area.HandwritingRefer to unit handwriting overview for suggested focus area.

o eBook - How are you feeling? Supporting learning resource - Teacher tips: Skills for listening and speaking Spelling - Spelling overview Year 1 Unit 1: Lessons 1-16










Duration: 8 Weeks

Teaching Sequence

Topic Character study Topic Duration 4 Lessons

Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will explore the actions and emotions of a character, examining language and images.


Lesson 4

Exploring language and sentences


Understand how to use language to discuss characters in literary texts.

Understand the parts of simple sentences.Evidence of learningCan the student:

Use language from a literary text to discuss characters?

Identify meaningful parts of simple sentences?Example learning sequence

Listen to a reading of a picture book Make inferences using language - verbs Speak and write sentences about characters



would be appropriate:o Text - Yates, L 2010, Dog loves books, Red Fox Book, Londono Text - Laguna, S and Argent, K 2002, Too loud Lily, Scholastic, Sydney

Sheet - Sentence strips Supporting learning resource - Teacher tips: Character study Spelling - Spelling overview Year 1 Unit 1: Lessons 1-16




Helpful information Find and prepare a picture book that has a character exhibiting emotions after something bad occurs.

One of the following would be appropriate:o Text - Viorst, J and Cruz, R 1972, Alexander and the terrible, horrible, no good, very bad day,

Angus & Robertson, NSW, Australiao Text - Rosen, M and Oxenbury, H 1989, We’re going on a bear hunt, Walker Books, London, UK


Supporting learning resource - Year 1 Monitoring tool for writing https://learningplace.eq.edu.au/cx/resources/items/e1ca8e06-4018-48ba-a1ae-845204003e10/0/Eng_Y01_U1_SLR_WritMonitTool.docx



Lesson 5 Lesson objectivesStudents will:

Understand how to refer to images to discuss


would be appropriate:




Duration: 8 Weeks

Teaching Sequence




Speaking about images

characters. Understand the parts of simple sentences.


Refer to images when discussing characters? Identify meaningful parts of simple sentences?

Example learning sequence Listen to a reading of a picture book and explore

text processing strategies Explore images that represent characters Respond using speaking


o Text - Yates, L 2010, Dog loves books, Red Fox Book, Londono Text - Laguna, S and Argent, K 2002, Too loud Lily, Scholastic, Sydney

Supporting learning resource - Teacher tips: Character study Spelling - Spelling overview Year 1 Unit 1: Lessons 1-16








Text - Hill, S 2012, Developing early literacy: Assessment and teaching (2nd ed), Eleanor Curtain Publishing, South Yarra


Lesson 6

Connecting to personal experiences


Understand how to make connections between texts and personal experiences.

Understand how to use simple sentences to create spoken texts.


Make connections between texts and personal experiences in spoken sentences?









Duration: 8 Weeks

Teaching Sequence




Example learning sequence Read or listen to a picture book Make connections with personal experiences Respond using speaking

Early literacy skillsReadingRefer to the unit reading groups overview for suggested focus area.SpellingRefer to unit spelling overview for suggested focus area.HandwritingRefer to unit handwriting overview for suggested focus area.









Lesson 7

Writing about characters and events


Understand how to discuss characters and events in literary texts.

Understand how to use simple sentences to create written texts.


Discuss and form opinions about characters and events?

Write responses in simple sentences?Example learning sequence

Listen to a reading of a picture book Form opinions about characters and events








One of the following texts would be appropriate:




Duration: 8 Weeks

Teaching Sequence



Lessons Teaching and Learning Sequence Resources Write sentences about characters


o Text - Viorst, J and Cruz, R 1972, Alexander and the terrible, horrible, no good, very bad day, Angus & Robertson, NSW, Australia

o Text - Rosen, M and Oxenbury, H 1989, We’re going on a bear hunt, Walker Books, London, UK Supporting learning resource - English metalanguage: Years P-2







Duration: 8 Weeks

Teaching Sequence

Topic Responses to picture books Topic Duration 4 Lessons

Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will practise making spoken and written responses to characters in picture books.


Lesson 8

Using words that represent characters


Understand how to use language to discuss characters in literary texts.

Understand how to speak clearly and use volume and pace in conversations and discussions.


Use language from a literary text to discuss characters?

Speak clearly and use appropriate volume and pace in conversations and discussions?

Example learning sequence Listen to a reading of a picture book Make links between verbs used for different

characters Speak in sentences about characters


ResourcesNote: Aboriginal peoples and Torres Strait Islander peoples are warned that these resources may contain images, voices and names of persons who may now be deceased.

Text - Emmerton, S and Elliott, J 2004, My mob going to the beach, Black Ink Press, Thuringowa Sheet - Characters and actions Supporting learning resource - Teacher tips: Responses to picture books Spelling - Spelling overview Year 1 Unit 1: Lessons 1-16




Helpful information Supporting learning resource - Yarning circles https://learningplace.eq.edu.au/cx/resources/items/6af7563c-

70cd-4f7f-32a1-ae6ec0aed6bc/0/C2C_EATSIPS_YarningCircles.pdf Supporting learning resource - Aboriginal & Torres Strait Islander histories and cultures suggested

alternative resources https://learningplace.eq.edu.au/cx/resources/items/e5d750fb-a0bc-42fb-ad3b-690aa8195fa2/0/Eng_Y01_U1_SLR_SuggAltResources.docx


Website - Queensland Curriculum and Assessment Authority (Queensland Government) https://www.qcaa.qld.edu.au/ (Home > Search > Defining Aboriginal stories)




Lesson 9 Lesson objectivesStudents will:

ResourcesNote: Aboriginal peoples and Torres Strait Islander peoples are warned that these resources may contain




Duration: 8 Weeks

Teaching Sequence




Exploring simple sentences

Understand the parts of simple sentences. Understand how to use language and simple

sentences to write about characters.Evidence of learningCan the student:

Apply knowledge of simple sentences to write about characters?

Example learning sequence Listen to a reading of a picture book Explore simple sentences and language Write simple sentences

Early literacy skillsReadingRefer to reading groups overview for suggested focus area.SpellingRefer to unit spelling overview for suggested focus area.HandwritingRefer to unit handwriting overview for suggested focus area.

images, voices and names of persons who may now be deceased. Text - Emmerton, S and Elliott, J 2004, My mob going to the beach, Black Ink Press, Thuringowa Supporting learning resource - Teacher tips: Responses to picture books Spelling - Spelling overview Year 1 Unit 1: Lessons 1-16




Helpful information Supporting learning resource - Aboriginal & Torres Strait Islander histories and cultures suggested

alternative resources https://learningplace.eq.edu.au/cx/resources/items/e5d750fb-a0bc-42fb-ad3b-690aa8195fa2/0/Eng_Y01_U1_SLR_SuggAltResources.docx


Website - Queensland Curriculum and Assessment Authority (Queensland Government) https://www.qcaa.qld.edu.au/ (Home > Search > Defining Aboriginal stories)




Lesson 10

Extending spoken responses


Understand how to use language and text structures to make short presentations about characters.

Evidence of learning

Resources Find and prepare a picture book that has a character whose emotions change at the end of the story.

One of the following would be appropriate:o Text - Diesen, D and Hanna, D 2004, The pout-pout fish, Scholastic, NSW, Australiao Text - Wild, M and Tanner, J 1989, There’s a sea in my bedroom, Puffin, Australia

Sheet - Response planning sheet Supporting learning resource - Teacher tips: Responses to picture books




Duration: 8 Weeks

Teaching Sequence




Can the student: Make a short presentation using relevant

vocabulary and include an opening statement?Example learning sequence

Listen to a reading of a picture book Explore language that represents characters Make spoken responses about characters


Spelling - Spelling overview Year 1 Unit 1: Lessons 1-16 https://learningplace.eq.edu.au/cx/resources/items/64032b89-6bac-f41d-9983-90b6dfb51b73/0/index.html

Reading - Reading groups overview Year 1 Unit 1: Lessons 1-16 https://learningplace.eq.edu.au/cx/resources/items/6b90614a-e4db-41cb-a6e8-a86dacfdff18/0/Reading.html

Handwriting - Handwriting overview Year 1 Unit 1: Lessons 1-16 https://learningplace.eq.edu.au/cx/resources/items/95b7aee8-25b5-8bcb-4760-fafdb6e84e0f/0/index.html







Duration: 8 Weeks

Teaching Sequence




Lesson 11

Responding to images


Understand how to use language to present ideas about images of characters.


Make a short presentation about images of characters?

Example learning sequence Listen to a reading of a picture book Explore images and meaning Speak and write about images of characters


Resources Find and prepare a picture book that has a character whose emotions change at the end of the story.

One of the following would be appropriate:o Text - Diesen, D and Hanna, D 2011, The pout-pout fish, Scholastic, NSW, Australiao Text - Wild, M and Tanner, J 1989, There’s a sea in my bedroom, Puffin, Australia

Sheet - Response planning sheet Supporting learning resource - Teacher tips: Responses to picture books Spelling - Spelling overview Year 1 Unit 1: Lessons 1-16








Supporting learning resource - Developing early literacy. Chapter 7: Reading development https://learningplace.eq.edu.au/cx/resources/items/a0541bfa-1641-c660-4a71-548d1fe8468d/0/Eng_Y01_U1_SLR_ReadingDevelopment.pdf

Supporting learning resource - Teaching of reading Year 1 Semester 1 https://learningplace.eq.edu.au/cx/resources/items/869adfcc-d020-4535-a07b-c40fb95e2ac0/0/Eng_Y01_U1_SLR_TeachOfReadYear1Sem1.docx





Duration: 8 Weeks

Teaching Sequence

Topic Imaginative texts Topic Duration 4 Lessons

Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will be introduced to a new 'imaginative text' and explore the way purposes of texts shape their structures in predictable ways.


Lesson 12

Exploring purpose and structure


Understand that the purpose of imaginative texts shapes their structures in predictable ways.


Make connections between purpose and structure of simple imaginative texts?

Example learning sequence Listen to a reading of an imaginative picture

book Explore purpose and structure


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

Australia Supporting learning resource - Teacher tips: Imaginative texts Sheet - Events in Blossom Possum Spelling - Spelling overview Year 1 Unit 1: Lessons 1-16




Helpful information Text - Fox, M and Lofts, P 1988, Koala Lou, Ian Drakeford, Victoria, Australia Supporting learning resource - Events in Blossom Possum - answers

https://learningplace.eq.edu.au/cx/resources/items/e1ba7fb6-773b-4544-be2e-9a7cfa97a681/0/Eng_Y01_U2_SLR_EventsBlossomPossum_Ans.docx





Lesson 13

Exploring elements of plot (beginning)


Understand how to use simple sentence structure and punctuation.

Respond to imaginative texts.


Australia Supporting learning resource - Teacher tips: Imaginative texts Sheet - Events in Blossom Possum Supporting learning resource - Events in Blossom Possum - answers




Duration: 8 Weeks

Teaching Sequence





Understand how to use simple sentences and punctuation?

Respond to imaginative texts?Example learning sequence

Listen to a re-reading of an imaginative picture book

Explore elements of the plot Respond to the setting and characters





Helpful information Text - Fox, M and Lofts, P 1988, Koala Lou, Ian Drakeford, Victoria, Australia Supporting learning resource - Year 1 Monitoring tool for writing

https://learningplace.eq.edu.au/cx/resources/items/e1ca8e06-4018-48ba-a1ae-845204003e10/0/Eng_Y01_U1_SLR_WritMonitTool.docx




Lesson 14

Exploring elements of plot (middle)


Understand how to create short texts. Respond to the predictable stages of an

imaginative text.Evidence of learningCan the student:

Write responses to imaginative texts using appropriate grammar, punctuation and word choice?

Example learning sequence


Australia Supporting learning resource - Teacher tips: Imaginative texts Spelling - Spelling overview Year 1 Unit 1: Lessons 1-16




Helpful information Text - Fox, M and Lofts, P 1988, Koala Lou, Ian Drakeford, Victoria, Australia




Duration: 8 Weeks

Teaching Sequence



Lessons Teaching and Learning Sequence Resources Listen to a re-reading of an imaginative picture

book Explore elements of plot Explore language Respond to the events






Lesson 15

Exploring elements of plot (end)


Understand how to form opinions about imaginative texts and make connections to personal experiences.


Form opinions about events and make connections to personal experiences in imaginative texts?

Example learning sequence Listen to a re-reading of an imaginative picture

book Explore elements of plot Form opinions and make connections to

personal experiences


Australia Supporting learning resource - Teacher tips: Imaginative texts Sheet - Response to Blossom Possum Spelling - Spelling overview Year 1 Unit 1: Lessons 1-16




Helpful information Text - Fox, M and Lofts, P 1988, Koala Lou, Ian Drakeford, Victoria, Australia Supporting learning resource - Response to Blossom Possum - answers

https://learningplace.eq.edu.au/cx/resources/items/e1ba7fb6-773b-4544-be2e-9a7cfa97a681/0/Eng_Y01_U2_SLR_RespBlossomPossum_Ans.docx





Duration: 8 Weeks

Teaching Sequence











Duration: 8 Weeks

Teaching Sequence

Topic Comprehension of imaginative texts Topic Duration 4 Lessons

Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will learn how to consider purpose, structure, plot and language when comprehending texts.


Lesson 16

Identifying and using structure


Understand purpose of imaginative texts. Use predictable structures to comprehend

imaginative texts.Evidence of learningCan the student:

Comprehend imaginative texts using text structure?


book Explore purpose and structure and how text

structures assist comprehension Recall events


Resources Text - Burningham, J 1979, Mr Gumpy’s motor car, Puffin Books, London Supporting learning resource - Teacher tips: Comprehension of imaginative texts Sheet - Events in Mr Gumpy’s motor car Spelling - Spelling overview Year 1 Unit 1: Lessons 1-16




Helpful information Supporting learning resource - Events in Mr Gumpy’s motor car - answers

https://learningplace.eq.edu.au/cx/resources/items/e1ba7fb6-773b-4544-be2e-9a7cfa97a681/0/Eng_Y01_U2_SLR_EventsMrGumpysMotorCar_Ans.docx





Lesson 17

Comparing texts


Understand how to use context and text structures to comprehend and compare texts.

Evidence of learning

Resources Text - Burningham, J 1979, Mr Gumpy’s motor car, Puffin Books, London Supporting learning resource - Teacher tips: Comprehension of imaginative texts Sheet - Cars Sheet - Comparing texts Spelling - Spelling overview Year 1 Unit 1: Lessons 17-32




Duration: 8 Weeks

Teaching Sequence




Can the student: Use text structures and context to comprehend

and compare texts?Example learning sequence


Compare textsEarly literacy skillsReadingRefer to unit reading groups overview for suggested focus area.SpellingRefer to unit spelling overview for suggested focus area.HandwritingRefer to unit handwriting overview for suggested focus area.




Helpful information Supporting learning resource - Comparing texts - answers

https://learningplace.eq.edu.au/cx/resources/items/e1ba7fb6-773b-4544-be2e-9a7cfa97a681/0/Eng_Y01_U2_SLR_ComparingTexts_Ans.docx





Lesson 18

Using language features


Understand how to build literal and inferred meaning using language features.


Make literal and inferred meaning using language features?


book and decode words using text processing strategies

Resources Text - Burningham, J 1979, Mr Gumpy’s motor car, Puffin Books, London Supporting learning resource - Teacher tips: Comprehension of imaginative texts Sheet - Explaining how a story works - Cloze activity Spelling - Spelling overview Year 1 Unit 1: Lessons 17-32




Helpful information Supporting learning resource - Explaining how a story works - Cloze activity - answers

https://learningplace.eq.edu.au/cx/resources/items/e1ba7fb6-773b-4544-be2e-9a7cfa97a681/0/Eng_Y01_U2_SLR_ExplainHowStoryWorks_Ans.docx




Duration: 8 Weeks

Teaching Sequence



Lessons Teaching and Learning Sequence Resources Explore language features


Text - Hill, S 2012, Developing early literacy: Assessment and teaching (2nd ed.), Eleanor Curtain Publishing


Supporting learning resource - Teaching of reading Year 1, Semester 1 https://learningplace.eq.edu.au/cx/resources/items/869adfcc-d020-4535-a07b-c40fb95e2ac0/0/Eng_Y01_U1_SLR_TeachOfReadYear1Sem1.docx




Lesson 19

Forming opinions


Understand how to form opinions about characters and events in literary texts.

Understand how to write responses.Evidence of learningCan the student:

Form opinions about characters and events in literary texts?

Write personal responses?Example learning sequence


Form opinions about characters and events Write and share personal responses

Early literacy skills

Resources Text - Burningham, J 1979, Mr Gumpy’s motor car, Puffin Books, London Supporting learning resource - Teacher tips: Comprehension of imaginative texts Sheet - Response to Mr Gumpy’s motor car Spelling - Spelling overview Year 1 Unit 1: Lessons 17-32




Helpful information Supporting learning resource - Response to Mr Gumpy’s motor car - answers

https://learningplace.eq.edu.au/cx/resources/items/e1ba7fb6-773b-4544-be2e-9a7cfa97a681/0/Eng_Y01_U2_SLR_RespMrGumpy_Ans.docx

Slideshow - Forming opinions about characters and events https://learningplace.eq.edu.au/cx/resources/items/a78eac00-58d8-4670-b6cc-bae26051a84a/0/Eng_Y01_U2_SS_FormOpinionsCharacEvents.pptx

Supporting learning resource - Year 1 Monitoring tool for writing




Duration: 8 Weeks

Teaching Sequence




ReadingRefer to unit reading groups overview for suggested focus area.SpellingRefer to unit spelling overview for suggested focus area.HandwritingRefer to unit handwriting overview for suggested focus area.









Duration: 8 Weeks

Teaching Sequence

Topic Purpose, structure and language Topic Duration 4 Lessons

Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will learn how to comprehend and respond to texts by focusing on the purpose, structure and language of imaginative texts.


Lesson 20

Identifying repetition


Understand how to comprehend the plot of stories using text structures, purpose and repetition.


Comprehend story plots using text structures, purpose and repetition?


book Explore purpose, structure and patterns of

repetitionEarly literacy skillsReadingRefer to unit reading groups overview for suggested focus area.SpellingRefer to unit spelling overview for suggested focus area.HandwritingRefer to unit handwriting overview for suggested focus area.

Resources Text - Tanner, J 2008, Just Jack, Puffin Books, Victoria, Australia Supporting learning resource - Teacher tips: Purpose, structure and language Sheet - Repetitive structures Spelling - Spelling overview Year 1 Unit 1: Lessons 17-32




Helpful information Supporting learning resource - Repetitive structures - answers

https://learningplace.eq.edu.au/cx/resources/items/e1ba7fb6-773b-4544-be2e-9a7cfa97a681/0/Eng_Y01_U2_SLR_RepetStructures_Ans.docx






Lesson 21

Understanding and using language


Understand how to examine and comprehend language to make literal and inferred meaning.

Resources Text - Tanner, J 2008, Just Jack, Puffin Books, Victoria, Australia Supporting learning resource - Teacher tips: Purpose, structure and language Sheet - Inferring about Jack Spelling - Spelling overview Year 1 Unit 1: Lessons 17-32




Duration: 8 Weeks

Teaching Sequence





Examine and comprehend events in a picture book, using language to make literal and inferred meaning?


book Understand differences in words Examine language in literature





Helpful information Supporting learning resource - Inferring about Jack - answers

https://learningplace.eq.edu.au/cx/resources/items/e1ba7fb6-773b-4544-be2e-9a7cfa97a681/0/Eng_Y01_U2_SLR_InferAboutJack_Ans.docx

Slideshow - Words that represent people, places and things https://learningplace.eq.edu.au/cx/resources/items/106954f7-5b9f-46e0-8bf4-289f158a3746/0/Eng_Y01_U2_SS_WordsRepPeoplePlaceThings.pptx

Slideshow - Words that represent qualities https://learningplace.eq.edu.au/cx/resources/items/d14b527d-9d14-49e1-b3b1-873ba0265651/0/Eng_Y01_U2_SS_WordsRepQualities.pptx




Lesson 22

Recalling plot


Understand how to use text structure to recall events in plot.

Understand how to write responses using sentences and punctuation.


Recall events in the plot of an imaginative text using text structure?

Write responses using appropriate sentence

Resources Text - Tanner, J 2008, Just Jack, Puffin Books, Victoria, Australia Supporting learning resource - Teacher tips: Purpose, structure and language Sheet - Events in Just Jack Spelling - Spelling overview Year 1 Unit 1: Lessons 17-32




Helpful information




Duration: 8 Weeks

Teaching Sequence



Lessons Teaching and Learning Sequence Resourceslevel grammar and punctuation?

Example learning sequence Listen to a re-reading of or independently read

an imaginative picture book Use text structure to recall events in the plot Write responses


Supporting learning resource - Events in Just Jack - answers https://learningplace.eq.edu.au/cx/resources/items/e1ba7fb6-773b-4544-be2e-9a7cfa97a681/0/Eng_Y01_U2_SLR_EventsJustJack_Ans.docx

Slideshow - Modelled writing: Just Jack https://learningplace.eq.edu.au/cx/resources/items/92c158b5-ffbc-4e8e-88fe-6e635412849f/0/Eng_Y01_U2_SS_ModelWritJustJack.pptx





Lesson 23

Writing a personal response


Understand how to compose written personal responses to imaginative texts.


Compose responses to imaginative texts using appropriate grammar, word choice, punctuation and multimodal elements?

Example learning sequence Listen to a re-reading of or independently read

an imaginative picture book Write a personal response to literature

Early literacy skills

Resources Text - Tanner, J 2008, Just Jack, Puffin Books, Victoria, Australia Supporting learning resource - Teacher tips: Purpose, structure and language Sheet - Response to Just Jack Spelling - Spelling overview Year 1 Unit 1: Lessons 17-32




Helpful information Supporting learning resource - Response to Just Jack - answers

https://learningplace.eq.edu.au/cx/resources/items/e1ba7fb6-773b-4544-be2e-9a7cfa97a681/0/Eng_Y01_U2_SLR_RespJustJack_Ans.docx





Duration: 8 Weeks

Teaching Sequence




ReadingRefer to unit reading groups overview for suggested focus area.SpellingRefer to unit spelling overview for suggested focus area.HandwritingRefer to unit handwriting overview for suggested focus area.







Duration: 8 Weeks

Teaching Sequence

Topic Language and images Topic Duration 4 Lessons

Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will understand the way language and images are combined to tell imaginative stories.


Lesson 24

Exploring images


Understand how to comprehend the plot of an imaginative text, using images.


Comprehend the plot of an imaginative text, using images to help make meaning?

Example learning sequence Listen to and view a reading of an imaginative

picture book Explore images


Resources Text - Browne, E 1994, Handa’s surprise, Walker Books, London Supporting learning resource - Teacher tips: Language and images Sheet - Exploring images Spelling - Spelling overview Year 1 Unit 1: Lessons 17-32




Helpful information Supporting learning resource - Exploring images - answers

https://learningplace.eq.edu.au/cx/resources/items/e1ba7fb6-773b-4544-be2e-9a7cfa97a681/0/Eng_Y01_U2_SLR_ExplorImages_Ans.docx





Lesson 25

Combining language and images


Understand how to use language features and images to comprehend plot, setting and characters in imaginative texts.


Resources Text - Browne, E 1994, Handa’s surprise, Walker Books, London Supporting learning resource - Teacher tips: Language and images Sheet - Comprehension - Handa’s surprise Spelling - Spelling overview Year 1 Unit 1: Lessons 17-32


https://learningplace.eq.edu.au/cx/resources/items/6b90614a-e4db-41cb-a6e8-a86dacfdff18/0/Reading.html




Duration: 8 Weeks

Teaching Sequence



Lessons Teaching and Learning Sequence Resources Comprehend plot, setting and characters in

imaginative texts using language features and images?

Example learning sequence Listen to and view a re-reading of an imaginative

picture book Explore the way language and images work

togetherEarly literacy skillsReadingRefer to unit reading groups overview for suggested focus area.SpellingRefer to unit spelling overview for suggested focus area.HandwritingRefer to unit handwriting overview for suggested focus area.


Helpful information Supporting learning resource - Comprehension - Handa’s surprise - answers

https://learningplace.eq.edu.au/cx/resources/items/e1ba7fb6-773b-4544-be2e-9a7cfa97a681/0/Eng_Y01_U2_SLR_CompHandasSurprise_Ans.docx



Lesson 26

Exploring repetition of language and images


Use text structure and patterns of repetition to recall plot, setting and character.


Recall plot, setting and character using text structure and patterns of repetition?

Example learning sequence Listen to and view a re-reading of an imaginative

picture book Explore patterns of repetition Recall events and write sentences

Resources Text - Browne, E 1994, Handa’s surprise, Walker Books, London Supporting learning resource - Teacher tips: Language and images Sheet - Events in Handa’s surprise Spelling - Spelling overview Year 1 Unit 1: Lessons 17-32




Helpful information Supporting learning resource - Events in Handa’s surprise - answers

https://learningplace.eq.edu.au/cx/resources/items/e1ba7fb6-773b-4544-be2e-9a7cfa97a681/0/Eng_Y01_U2_SLR_EventsHandasSurprise_Ans.docx





Duration: 8 Weeks

Teaching Sequence








Lesson 27

Understanding importance of purpose


Understand that the purpose of texts shapes their structure.

Understand how to create personal responses to imaginative texts.


Make links between purpose and structure of simple imaginative texts?

Create personal responses to imaginative texts?Example learning sequence

Listen to and view a reading of an imaginative picture book

Write personal responsesEarly literacy skillsReadingRefer to unit reading groups overview for suggested focus area.Spelling

Resources Text - Hutchins, P 1968, Rosie’s walk, Puffin Books, London Text - Browne, E 1994, Handa’s surprise, Walker Books, London Supporting learning resource - Teacher tips: Language and images Sheet - Personal response Spelling - Spelling overview Year 1 Unit 1: Lessons 17-32




Helpful information Supporting learning resource - Personal response - answers

https://learningplace.eq.edu.au/cx/resources/items/e1ba7fb6-773b-4544-be2e-9a7cfa97a681/0/Eng_Y01_U2_SLR_PersonalResponse_Ans.docx







Duration: 8 Weeks

Teaching Sequence




Refer to unit spelling overview for suggested focus area.HandwritingRefer to unit handwriting overview for suggested focus area.





Duration: 8 Weeks

Teaching Sequence

Topic Responses to literature Topic Duration 5 Lessons

Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will complete assessment, demonstrating their knowledge and understanding of text purpose, predictable structures and elements of plot.


Lesson 28

Exploring an imaginative text


Understand how to comprehend imaginative texts using text structures and language features.


Comprehend character, plot and setting in imaginative texts?


book Become familiar with elements of the

imaginative textEarly literacy skillsReadingRefer to unit reading groups overview for suggested focus area.SpellingRefer to unit spelling overview for suggested focus area.HandwritingRefer to unit handwriting overview for suggested focus area.

ResourcesNote: Aboriginal peoples and Torres Strait Islander peoples are warned that these resources may contain images, voices and names of persons who may now be deceased.

Text - Germein, K 1999, Big rain coming, Puffin Books, Victoria, Australia Supporting learning resource - Teacher tips: Responses to literature Sheet - Repetition in Big rain coming Spelling - Spelling overview Year 1 Unit 1: Lessons 17-32




Helpful information Supporting learning resource - Repetition in Big rain coming - answers

https://learningplace.eq.edu.au/cx/resources/items/e1ba7fb6-773b-4544-be2e-9a7cfa97a681/0/Eng_Y01_U2_SLR_RepetBigRainComing_Ans.docx

Supporting learning resource - Holistic planning and teaching framework https://learningplace.eq.edu.au/cx/resources/items/696ffcd4-6100-19f3-b658-8fcf28215815/0/C2C_HolisticPlanningTeachingFramework.pdf






Attachments




Duration: 8 Weeks

Teaching Sequence



Lessons Teaching and Learning Sequence Resources Lesson plan

Lesson 29

Completing assessment (Part A)

Assessment purposeTo comprehend and respond to imaginative texts (picture books).Example assessment sequence

Understand the assessment task Review the Guide to making judgments and

understand the standards A-E Conduct the assessment

Early literacy skillsReadingRefer to unit reading groups overview for suggested focus area.SpellingRefer to unit spelling overview for suggested focus area.HandwritingRefer to unit

Resources 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 Supporting learning resource - Year 1 Monitoring tool for writing Supporting learning resource - Year 1 Monitoring tool for listening Spelling - Spelling overview Year 1 Unit 1: Lessons 17-32





Lesson 30

Completing assessment (Part B)




Early literacy skillsReadingRefer to unit reading groups overview for suggested focus area.

Resources 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 Supporting learning resource - Year 1 Monitoring tool for writing Supporting learning resource - Year 1 Monitoring tool for reading Spelling - Spelling overview Year 1 Unit 1: Lessons 17-32







Duration: 8 Weeks

Teaching Sequence




SpellingRefer to unit spelling overview for suggested focus area.HandwritingRefer to unit handwriting overview for suggested focus area.


Lesson 31-32

Completing assessment (Part C)




Early literacy skillsReadingRefer to unit reading groups overview for suggested focus area.SpellingRefer to unit spelling overview for suggested focus area (Lesson 31).Conduct a unit post-test (Lesson 32).HandwritingRefer to unit handwriting overview for suggested focus area.

Resources Text - Germein, K 1999, Big rain coming, Puffin Books, Victoria, Australia texts covered throughout the unit Assessment task - Responding to imaginative texts Assessment task - Responding to imaginative texts: Model response Supporting learning resource - Year 1 Monitoring tool for writing Spelling - Spelling overview Lessons 17-32 https://learningplace.eq.edu.au/cx/resources/items/64032b89-

6bac-f41d-9983-90b6dfb51b73/0/index.html Spelling - Spelling unit post-test Year 1 Unit 1: Lesson 32








Duration: 8 Weeks

Resources* Attachments are available in the relevant Unit Plan Section directory in the downloaded zip file.

Unit Plan Section Resource Attachments*

Sequence - Skills for listening and speaking

Lesson plan - Eng_Y01_U1_LP_01.docx



Sequence - Character study Lesson plan - Eng_Y01_U1_LP_04.docx




Sequence - Responses to picture books





Sequence - Imaginative texts Lesson plan - Eng_Y01_U1_LP_12.docx




Sequence - Comprehension of Lesson plan - Eng_Y01_U1_LP_16.docx




Duration: 8 Weeks


imaginative texts Lesson plan - Eng_Y01_U1_LP_17.docx



Sequence - Purpose, structure and language





Sequence - Language and images Lesson plan - Eng_Y01_U1_LP_24.docx




Sequence - Responses to literature Lesson plan - Eng_Y01_U1_LP_28.docx



Lesson plan - Eng_Y01_U1_LP_31-32.docx

Sequence Find and prepare a picture book that has a character exhibiting emotions after something bad occurs. One of the following would be appropriate:

Text - Viorst, J and Cruz, R 1972, Alexander and the terrible, horrible, no good, very bad day, Angus & Robertson, NSW, Australia

Text - Rosen, M and Oxenbury, H 1989, We’re going on a bear hunt, Walker Books, London, UK




Duration: 8 Weeks


Find and prepare a picture book that has a character whose emotions change at the end of the story. One of the following would be appropriate:

Text - Diesen, D and Hanna, D 2004, The pout-pout fish, Scholastic, NSW, Australia Text - Wild, M and Tanner, J 1989, There’s a sea in my bedroom, Puffin, Australia

Find and prepare a picture book that names and describes a range of emotions. One of the following would be appropriate: Text - Owen Reeder, S 2011, Feeling fine! National Library of Australia, ACT, Australia eBook - How are you feeling?

Find and prepare a picture book that names and describes a range of emotions. One of the following would be appropriate: Text - Yates, L 2010, Dog loves books, Red Fox Book, London Text - Laguna, S and Argent, K 2002, Too loud Lily, Scholastic, Sydney





Sheet - Active listening - Y chart https://learningplace.eq.edu.au/cx/resources/items/31e5f406-d9cf-1040-924c-b19179a5b71e/0/Eng_Y01_U1_SH_ActiveListening_YChart.docx

Sheet - Cars

Sheet - Characters and actions

Sheet - Comparing texts

Sheet - Comprehension - Handa’s surprise

Sheet - Events in Blossom Possum

Sheet - Events in Handa’s surprise

Sheet - Events in Just Jack Sheet - Events in Mr Gumpy’s motor car




Duration: 8 Weeks


Sheet - Explaining how a story works - Cloze activity

Sheet - Exploring images

Sheet - Inferring about Jack

Sheet - Personal response

Sheet - Repetition in Big rain coming

Sheet - Repetitive structures

Sheet - Response planning sheet

Sheet - Response to Blossom Possum

Sheet - Response to Just Jack

Sheet - Response to Mr Gumpy’s motor car

Sheet - Sentence strips Slideshow - Forming opinions about characters and events https://learningplace.eq.edu.au/cx/resources/items/a78eac00-58d8-4670-b6cc-bae26051a84a/0/Eng_Y01_U2_SS_FormOpinionsCharacEvents.pptx

Slideshow - Modelled writing: Just Jack https://learningplace.eq.edu.au/cx/resources/items/92c158b5-ffbc-4e8e-88fe-6e635412849f/0/Eng_Y01_U2_SS_ModelWritJustJack.pptx

Slideshow - Words that represent people, places and things https://learningplace.eq.edu.au/cx/resources/items/106954f7-5b9f-46e0-8bf4-289f158a3746/0/Eng_Y01_U2_SS_WordsRepPeoplePlaceThings.pptx

Slideshow - Words that represent qualities https://learningplace.eq.edu.au/cx/resources/items/d14b527d-9d14-49e1-b3b1-873ba0265651/0/Eng_Y01_U2_SS_WordsRepQualities.pptx

Spelling - Spelling overview Lessons 17-32 https://learningplace.eq.edu.au/cx/resources/items/64032b89-6bac-f41d-9983-90b6dfb51b73/0/index.html






Duration: 8 Weeks


Spelling - Spelling unit post-test Year 1 Unit 1: Lesson 32 https://learningplace.eq.edu.au/cx/resources/items/64032b89-6bac-f41d-9983-90b6dfb51b73/0/index.html

Supporting learning resource - Aboriginal & Torres Strait Islander histories and cultures suggested alternative resources https://learningplace.eq.edu.au/cx/resources/items/e5d750fb-a0bc-42fb-ad3b-690aa8195fa2/0/Eng_Y01_U1_SLR_SuggAltResources.docx


Supporting learning resource - Comparing texts - answers https://learningplace.eq.edu.au/cx/resources/items/e1ba7fb6-773b-4544-be2e-9a7cfa97a681/0/Eng_Y01_U2_SLR_ComparingTexts_Ans.docx

Supporting learning resource - Comprehension - Handa’s surprise - answers https://learningplace.eq.edu.au/cx/resources/items/e1ba7fb6-773b-4544-be2e-9a7cfa97a681/0/Eng_Y01_U2_SLR_CompHandasSurprise_Ans.docx



Supporting learning resource - Events in Blossom Possum - answers Supporting learning resource - Events in Handa’s surprise - answers https://learningplace.eq.edu.au/cx/resources/items/e1ba7fb6-773b-4544-be2e-9a7cfa97a681/0/Eng_Y01_U2_SLR_EventsHandasSurprise_Ans.docx

Supporting learning resource - Events in Just Jack - answers https://learningplace.eq.edu.au/cx/resources/items/e1ba7fb6-773b-4544-be2e-9a7cfa97a681/0/Eng_Y01_U2_SLR_EventsJustJack_Ans.docx

Supporting learning resource - Events in Mr Gumpy’s motor car - answers https://learningplace.eq.edu.au/cx/resources/items/e1ba7fb6-773b-4544-be2e-9a7cfa97a681/0/Eng_Y01_U2_SLR_EventsMrGumpysMotorCar_Ans.docx

Supporting learning resource - Explaining how a story works - Cloze activity - answers https://learningplace.eq.edu.au/cx/resources/items/e1ba7fb6-773b-4544-be2e-9a7cfa97a681/0/Eng_Y01_U2_SLR_ExplainHowStoryWorks_Ans.docx

Supporting learning resource - Exploring images - answers https://learningplace.eq.edu.au/cx/resources/items/e1ba7fb6-773b-4544-be2e-9a7cfa97a681/0/Eng_Y01_U2_SLR_ExplorImages_Ans.docx

Supporting learning resource - Holistic planning and teaching framework https://learningplace.eq.edu.au/cx/resources/items/696ffcd4-6100-19f3-b658-8fcf28215815/0/C2C_HolisticPlanningTeachingFramework.pdf

Supporting learning resource - Inferring about Jack - answers https://learningplace.eq.edu.au/cx/resources/items/e1ba7fb6-773b-4544-be2e-9a7cfa97a681/0/Eng_Y01_U2_SLR_InferAboutJack_Ans.docx

Supporting learning resource - Introduction to the unit: Exploring how a story works https://learningplace.eq.edu.au/cx/resources/items/088e446e-fbdb-47b6-bd0d-94bbff17fece/0/Eng_Y01_U1_SLR_UnitIntro.docx

Supporting learning resource - Personal response - answers https://learningplace.eq.edu.au/cx/resources/items/e1ba7fb6-773b-4544-be2e-9a7cfa97a681/0/Eng_Y01_U2_SLR_PersonalResponse_Ans.docx




Duration: 8 Weeks


Supporting learning resource - Repetitive structures - answers https://learningplace.eq.edu.au/cx/resources/items/e1ba7fb6-773b-4544-be2e-9a7cfa97a681/0/Eng_Y01_U2_SLR_RepetStructures_Ans.docx

Supporting learning resource - Repetition in Big rain coming - answers https://learningplace.eq.edu.au/cx/resources/items/e1ba7fb6-773b-4544-be2e-9a7cfa97a681/0/Eng_Y01_U2_SLR_RepetBigRainComing_Ans.docx

Supporting learning resource - Response to Blossom Possum - answers https://learningplace.eq.edu.au/cx/resources/items/e1ba7fb6-773b-4544-be2e-9a7cfa97a681/0/Eng_Y01_U2_SLR_RespBlossomPossum_Ans.docx

Supporting learning resource - Response to Just Jack - answers https://learningplace.eq.edu.au/cx/resources/items/e1ba7fb6-773b-4544-be2e-9a7cfa97a681/0/Eng_Y01_U2_SLR_RespJustJack_Ans.docx

Supporting learning resource - Response to Mr Gumpy’s motor car - answers https://learningplace.eq.edu.au/cx/resources/items/e1ba7fb6-773b-4544-be2e-9a7cfa97a681/0/Eng_Y01_U2_SLR_RespMrGumpy_Ans.docx

Supporting learning resource - Teacher tips: Character study

Supporting learning resource - Teacher tips: Comprehension of imaginative texts

Supporting learning resource - Teacher tips: Imaginative texts

Supporting learning resource - Teacher tips: Language and images

Supporting learning resource - Teacher tips: Purpose, structure and language

Supporting learning resource - Teacher tips: Responses to literature

Supporting learning resource - Teacher tips: Responses to picture books

Supporting learning resource - Teacher tips: Skills for listening and speaking Supporting learning resource - Teaching of reading Year 1, Semester 1 https://learningplace.eq.edu.au/cx/resources/items/869adfcc-d020-4535-a07b-c40fb95e2ac0/0/Eng_Y01_U1_SLR_TeachOfReadYear1Sem1.docx



Supporting learning resource - Year 1 Monitoring tool for listening

Supporting learning resource - Year 1 Monitoring tool for listening




Duration: 8 Weeks


Supporting learning resource - Year 1 Monitoring tool for reading


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

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

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

Text - Fox, M and Lofts, P 1988, Koala Lou, Ian Drakeford, Victoria, Australia

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


Text - Hutchins, P 1968, Rosie’s walk, Puffin Books, London

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

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

Texts covered throughout the unit

Website - Queensland Curriculum and Assessment Authority (Queensland Government) https://www.qcaa.qld.edu.au/ (Home > Search > Defining Aboriginal stories) (Note: Aboriginal peoples and Torres Strait Islander peoples are warned that these resources may contain images, voices and names of persons who may now be deceased).

Assesment Planner - Responding to imaginative texts

Assessment task - Eng_Y01_U1_AT_RespondImagTexts.docx

Assessment task - Eng_Y01_U1_AT_MR_RespondImagTexts.docx

Assessment Assessment task - Responding to imaginative texts

Assessment task - Responding to imaginative texts: Model response




Duration: 8 Weeks




Duration: 8 Weeks

Assessment

Assessment Task - Marking guide

AssessmentTask Name

Responding to imaginative texts (Yr 01)Type Informative response - written

Date

Description Students comprehend and respond to imaginative texts (picture books).

Learning Area English

Knowledge and understanding Comprehending texts (Receptive)

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

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

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

C ◄ 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.

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

E ◄ Selects a preferred story. ◄ Selects an event.




Duration: 8 Weeks

Acknowledgement, Disclaimer and Copyright

Content descriptions, achievement standards and general capabilities are extracts from the Australian Curriculum.

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Documents

pialbastateschool.files.wordpress.com€¦ · Web viewUnit Plan . Exploring how a story works. In this unit students listen to, read and view a range of written picture books, including