year_5_part_2

ENGLISH OVERVIEW – YEAR 5 (TERM 1) UNIT TITLE: BACKGROUND:

The Art of Persuasion (PART B) This unit has been developed in two parts in response to the introduction of the Australian Curriculum. The unit writers decided to work with persuasive texts as Year 5 is a NAPLAN testing year. Whilst persuasive texts pervade the lives of students (oral, written and visual) the writers recognised that students had differing levels of competencies in writing persuasively. It is expected that teachers, through ongoing evaluation of student needs, will select activities that will best aid the learning of their current group of students.

UNIT OUTLINE This unit of work is to aid in the development of students’ ability to argue persuasively. Specifically, this unit of work is directed at increasing students ability to write a convincing balanced argument. The ability to persuade others and argue your opinion convincingly is an important part of social interactions. Students will be asked to recognise how they use the art of persuasion daily. Students will uncover methods or strategies that they have used in the past to persuade and reflect on what techniques work best in various situations. They will be asked to differentiate fact from opinion and balance passionate ideas with convincing arguments. Finally, students will be led through the use of a modelled writing structure.

LINKS TO OTHER LA’S

CONTENT DESCRIPTORS Language Elements

Understand that patterns of language interaction vary across social contexts and types of texts and that they help to signal social roles and relationships (ACELA 1501) Understand how to move beyond making bare assertions and take account  of differing perspectives and points of view (ACELA 1502) Understand that the starting point of a sentence gives prominence to the  message in the text and allows for prediction of how the text will unfold (ACELA 1505) Understand how to use banks of known words as well as word origins,  prefixes, suffixes and morphemes to learn and spell new words. (ACELA 1513) Literature 



Recognise that ideas in literary texts can b e conveyed from different viewpoints, which can lead to different kinds of interpretations and responses (ACELT 1610)

Literacy 

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Show how ideas and points of view in texts are conveyed through the use of vocabulary, including idiomatic expressions, objective and subjective language, and that these can change according to context (ACELY 1698) Clarify understanding of content as it unfolds in formal and informal situations, connecting ideas to students’ own experiences and present and justify a point of view (ACELY 1699)

ASSESSMENT ASSESSMENT (A) ASSESSMENT FOR LEARNING School baseline data testing Reading (Week 3) o Writing sample (late Week 2) o Spelling (Week 3) o Students reading & writing level to create leveled  ability groups for rotations Ongoing evaluation of student responses to writing  stimulus in fortnightly persuasive tasks to inform teacher planning and delivery of writing lessons and rotations 

ASSESSMENT OF LEARNING Final assessment task persuasive writing (draft version) Reading Comprehension (Week 10) Previous  NAPLAN testing materials Reading Fluency passage (Week 9)  

ASSESSMENT AS LEARNING Critical friend relationships in writing (peer assessment) on going Self assessment of writing samples and  identification of weekly goals. Review of goals and evaluation of meeting targets Fluency reading – word lists and fluency passages  

Students need to be literate to experience success in all other learning areas. Becoming a more fluent reader will assist in acquisition and comprehension material in other learning areas. Improving writing conventions, including spelling, punctuation and grammar will allow students to communicate their ideas more effectively across all learning areas. In both learning areas and in social situations it is important to convince others of the veracity of ideas and opinions.

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Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text. (ACELY 1701)

(use of mp4 player or iPod touch / stimulus)

Navigate and read texts for specific purposes apply ing appropriate text and processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanning. (ACELY 1702) Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience (ACELY 1704) Reread and edit student’s own and o thers’ work using agreed criteria for text structures and language features (ACELY 1705)

DEVELOPING INQUIRING AND REFLECTIVE LEARNERS Community Contributor

Effective Communicator

Designer and Creator

Leader and Collaborator

Active Investigator

Quality Producer

CROSS CURRICULA PRIORITIES Catholic Ethos

The overarching purpose of Catholic schools of the past, as well as the future, is to bring the Good News of Jesus to all who hear it. In the midst of a world of educational, social and economic change the focus on the holistic growth of the individual remains the surest way catholic school can prepare students for the u ncertainties of the future. Defining Features, Diocese of Cairns The curriculum provides opportunities for young people to connect their curriculum experiences to a living Christian faith.

Abo rig ina l and Tor res Str ai t I sla nd er Edu cat ion

Active engagement of inclusive curriculum practices which reflect Aboriginal and Torres Strait I slander perspectives, knowledge, histories, cultures and spirituality. A genuine commitment to Reconciliation, guided by principles of personal dignity, social justice and equity, which reflects the Gospel message and the mission of the Church. The curriculum provides opportunities to value and respect: 1. traditional knowledge and practices 2. culture and natural heritage 3. spirituality and to critically examine and/or challenge: 1. social constructs 2. prejudice and racism

Asi an Edu cat ion

This perspective requires students to develop skills, knowledge and understandings related to Asia and Australia’s engagement with Asia. The curriculum provides opportunities to know, understand and be able to: 1. Understand ‘Asia’ 2. Develop informed attitudes and values 3. Know about contemporary and traditional Asia 4. Connect Australia and Asia 5. Communicate effectively with people of the Asian region both within and outside Australia confidently

Social Emotional Learning

Inclusive Education

Access to current information about environmental issues and promotion of a reflective and responsive attitude towards stewardship of the gifts of creation.

Social and emotional competencies are integral to academic and work success and are the basis o f resilience, relational quality and social capital.

It is by the quality of interactions and relationships that all students learn to understand and appreciate difference, to value diversity and learn to respond with dignity and respect to all through mutually enriching interactions.

The curriculum provides opportunities to reflect upon: 1. the gift of creation 2. an attitude of responsible stewardship and to critically examine and/or challenge: 1. the impact of human interaction with the natural, built and social environment 2. current environmental issues

The curriculum provides opportunities to develop: 1. Self Awareness 2. Social Awareness 3. Responsible Decision Making 4. Self-Management 5. Relationship Management

Sustainability Education

The curriculum provides equitable access for and/or positive interactions with students from different backgrounds and with diverse needs and abilities.

GENERAL CAPABILITIES Literacy

Students become literate as they develop the skills to learn and communicate confidently at school and to become effective individuals, community members, workers and citizens. These skills include listening, reading, viewing, writing, speaking and creating print, visual and digital materials accurately and purposefully within and across all learning areas. Literacy involves students engaging with the language and literacy demands of each learning area. As they become literate students learn to: interpret, analyse, evaluate, respond to  and construct increasingly complex texts (Comprehension and composition) understand, use, write and produce  different types of text (Texts) manage and produce grammatical  patterns and structures in texts (Grammar) make appropriate word selections and  decode and comprehend new (basic, specialised and technical) vocabulary (Vocabulary) use and produce a range of visual  materials to learn and demonstrate learning (Visual information)

Numeracy

Students become numerate as they develop the capacity to recognise and understand the role of mathematics in the world around them and the confidence, willingness and ability to apply mathematics to their lives in ways that are constructive and meaningful. As they become numerate, students develop and use mathematical skills related to: Calculation and number  Patterns and relationships  Proportional reasoning  Spatial reasoning  Statistical literacy  Measurement. 

Information and Communication Technology

Students develop ICT competence when they learn to: Investigate with ICT: using ICT to plan  and refine information searches; to locate and access different types of data and information and to verify the integrity of data when investigating questions, topics or problems Create with ICT: using ICT to generate  ideas, plans, processes and products to create solutions to challenges or learning area tasks Communicate with ICT: using ICT to  communicate ideas and information with others adhering to social protocols appropriate to the communicative context (purpose, audience and technology) Operate ICT: applying technical  knowledge and skills to use ICT efficiently and to manage data and information when and as needed Apply appropriate social and ethical  protocols and practices to operate and manage ICT.

Critical and Creative Thinking

Students develop critical and creative thinking as they learn to generate and evaluate knowledge, ideas and possibilities, and use them when seeking new pathways or solutions. In learning to think broadly and deeply students learn to use reason and imagination to direct their thinking for different purposes. In the context of schooling, critical and creative thinking are integral to activities that require reason, logic, imagination and innovation. As they develop critical and creative thinking students learn to: pose insightful and purposeful  questions apply logic and strategies to uncover  meaning and make reasoned judgments think beyond the immediate situation  to consider the ‘big picture’ before focussing on the detail suspend judgment about a situation to  consider alternative pathways reflect on thinking, actions and  processes generate and develop ideas and  possibilities analyse information logically and make  reasoned judgments evaluate ideas and create solutions  and draw conclusions assess the feasibility, possible risks and  benefits in the implementation of their ideas

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transfer their knowledge to new situations

Ethical Behaviour

Students develop ethical behaviour as they learn to understand and act in accordance with ethical principles. This includes understanding the role of ethical principles, values and virtues in human life; acting with moral integrity; acting with regard for others; and having a desire and capacity to work for the common good. As they develop ethical behaviour students learn to : recognise that everyday life involves consideration of  competing values, rights, interests and social norms identify and investigate moral dimensions in issues  develop an increasingly complex understanding of  ethical concepts, the status of moral knowl edge and accepted values and ethical principles explore questions such as:  What is the meaning of right and wrong and can I o be sure that I am right? Why should I act morally? o Is it ever morally justifiable to lie? o What role should intuition, reason, emotion, duty o or self-interest have in ethical decision making?

Personal and Social Competence

Students develop personal and social competence as they learn to understand and manage themselves, their relationships, lives, work and learning more effectively. This involves recognising and regulating their emotions, developing concern for and understanding of others, establishing positive relationships, making responsible decisions, working effectively in teams and handling challenging situations constructively. As they develop personal and social competence students learn to: recognise and understand their own emotions, values  and strengths, have a realistic assessment of their own abilities and a well-grounded sense of self-esteem and self-confidence (Self-awareness) manage their emotions and behaviour, persevere in  overcoming obstacles, set personal and academic goals, develop self-discipline , resilience, adaptability and initiative (Self-management) perceive and understand other people’s emotions and  viewpoints, show understanding and empathy for others, identify the strengths of team members, define and accept individual and group roles and responsibilities, be of service to others (Social awareness) form positive relationships, manage and influence the  emotions and moods of others, cooperate and communicate effectively with others, work in teams, build leadership skills, make decisions, resolve conflict and resist inappropriate social pressure (Social management).

Intercultural Intercultural Understanding Understanding

Students develop intercultural understanding as they learn to understand themselves in relation to others. This involves students valuing their own cultures and beliefs and those of others, and engaging with people of diverse cultures in ways that recognise commonalities and differences, create connections and cultivate respect between people. As they develop intercultural understanding students learn to: identify increasingly sophisticated characteristics of  their own cultures and the cultures of others recognise that their own and others’ behaviours,  attitudes and values are influenced by their languages and cultures consider what it might be like to ‘walk in another’s  shoes’ compare the experiences of others with their own,  looking for commonalities and differences between their lives and seeking to un derstand these reflect on how intercultural encounters have affected  their thoughts, feelings and actions accept that there are different ways of seeing the  world and live with that diversity stand between cultures to facilitate understanding  take responsibility for developing and improving  relationships between people from different cultures in Australia and in the wider world contribute to and benefit from reconciliation between  Indigenous and non-Indigenous Australians.

WEEKLY PLANNER 1

WEEK

2

3

CONTENT DESCRIPTORS 

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Show how ideas and points of view in texts are conveyed through the use of vocabulary, including idiomatic expressions, objective and subjective language, and that these can change according to context (ACELY 1698)

4

5

6

7

GENERAL CAPABILITIES Highlighted above

8

9

10

CROSS CURRICULAR PRIORITIES Highlighted above

Use interaction skills, for example paraphrasing, questioning and interpreting non-verbal cues and choose vocabulary and vocal effects appropriate for different audiences and purposes (ACELY 1796)

MODELLED I Do IT

READING

WRITING

Modelled reading of classroom novel (reading for pleasure). Teacher models reading with fluency, expression and reading to punctuation. Display if possible using document camera or ebook. Purpose : Obtain baseline data sample of writing. Focus Question: What types of writing have you done in previous years? Elicit feedback- narrative, recount, procedural, pe rsuasive etc. 1. Explain that this week they will be completing a recount. “Recounts are the pieces of writing that teachers dread the most. {wait for reaction} Explain that we are always giving oral recounts in our

SHARED We Do It

Purpose : Obtain baseline data sample of writing. Focus Question: Who recalls what we did in writing yesterday? 1. Ask a student to recall something really interesting that occurred in the holidays 2. Record key detail in note form as students did previous day 3. Retell student’s story adding personal flair. 4. Ask students to explain how retells differed.

GUIDED We Do It

INDEPENDENT You Do IT

Guided reading to commence in week 4

Sustained silent reading for 15 minutes in class x 4 times weekly

Purpose : Obtain baseline data sample of writing. Focus Statement: Today we are going to establish a Writing Expectations chart. 1. Using think/pair/share strategy ask students what is the minimum that would be expected from a Year 5 student. 2. Whole class feedback. 3. Make Writing Expectations Chart. Display. NB. This should include capital letters

Purpose : Obtain baseline data sample of writing. Focus Questions: Recall How do we make a retell o interesting? What are the minimum o expectations of writing in Year 5? What are the consequences if we o do not follow the minimum? 1. Students write recount of “My Holiday” 2. Students edit recount, reading

SPEAKING & LISTENING

daily lives but for some reason when we write them down they lose all their interest and personality- they lose their voice. 2. Read teacher sample of recount of “My Holiday” (teacher to write each step “ I got up, brushed my teeth and had a shower. After 30 mins we went to plane etc) …..Elicit how boring was that? 3. Tell students that we are going to endeavour to be more creative and entertain our readers more. 4. Pair students. Ask them to share a favourite moment with each other but explain they will need to pay careful attention to their partner’s story. 5. Students record key detail of partner’s story- after the retell (note form) in writing books. They should enjoy the experience before attempting to record. As above

SPELLING FOCUS Explain Year 5 spelling procedures to class. Set up books under teacher direction. Eg. Following a First Steps approach to spelling. First Steps Spelling Resource Book, Rigby Heinemann 1997. 1. Set up have-a-go pad 2. Set up spelling test book 3. Set up spelling and grammar book. View samples in First Steps Spelling Resource Book. Example of weekly spelling program Day 1: Pre-test ( commonly used words in key learning 

5. Assign pairs to another pair. 6. Explain that students must retell their partner’s story to their new group members. Then they must discuss answers to following questions:a. How did partner retell differ? b. Were the original retells interesting? c. Why were the retells interesting? How did they capture audience interest? d. Was the partner able to capture interest when they did the retell? Why? Why not? 7. Whole class feedback 8. Make class chart “How to make your retell interesting?” Display

to begin and end punctuation etc. Ensure that all students are able to accomplish all items items on the chart. Establish consequences for noncompliance with Writing Expectations. We do this for behaviour it is also important to do this for writing. Eg Writing will not be marked if it doesn’t include minimum. Editing to ensure that it reaches minimum standard is to be done in student’s own time. 4. Re- read boring retell from Day 1 5. Ask students how this could be improved 6. Display and read improved sample 7. Ask students to plan their own recount of holiday (remind them not to tell the “whole” thing but to narrow their ideas and tell an exciting, interesting or funny part.

As above

As above

GRAMMAR FOCUS Review NOUNS Proper and common nouns  Collective  Abstract 

aloud for sense making and to ensure that they have punctuated correctly and have not left any words out.

Students share retells with critical friend.

PUNCTUATION FOCUS Review beginning and end punctuation. Establish writing expectations Capital letters  Fullstops  Exclamation marks  Question marks 

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areas that students will be required to use in writing (eg science journaling or mathematical terms). Class spelling activity o Day 2: peer testing of 5 words from personal spelling lists. Individual spelling activity from assigned list of o activities Day 3 : Class spelling activity Day 4: Peer testing of 5 words from personal spelling list Individual spelling activity from assigned list of o activities.

READING ROTATIONS ONE

TWO

THREE

FOUR

No reading rotations until baseline data and established practices (curriculum and behavioural) are put into place. Suggestion : Week 4

GUIDED READING GROUPS Book orientation, page by page reading and comprehension

GROUP ONE

GROUP TWO

GROUP THREE

GROUP FOUR

TWO

THREE

FOUR

WRITING ROTATIONS ONE

No writing rotations until baseline data and established practices ( curriculum and behavioural) are put into place. Suggestion : Week 5

GUIDED WRITING GROUPS GROUP ONE

GROUP TWO

GROUP THREE

RESOURCES 

First Steps Spelling Resource Book 1997

REFLECTION Identify what worked well during and at the end of the unit, including: activities that worked well and why  activities that could be improved and how  assessment that worked well and why  assessment that could be improved and how  common student misconceptions that need, or needed, to be clarified 

GROUP FOUR

WEEKLY PLANNER 1

WEEK

2

3

4

CONTENT DESCRIPTORS Understand how to move beyond making bare assertions and take account of differing perspectives and points of view (ACELA 1502) Understand how to use banks of known words as  well as word origins, prefixes, suffixes and morphemes to learn and spell new words. (ACELA 1513) Literature 



5

6


7

8

9

10


Recognise that ideas in literary texts can be conveyed from different viewpoints, which can lead to different kinds of interpretations and responses (ACELT 1610)

Literacy 

Navigate and read texts for specific pu rposes applying appropriate text and processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanning. (ACELY 1702)

READING

WRITING

MODELLED I Do IT

SHARED We Do It

GUIDED We Do It

INDEPENDENT You Do IT

Modelled reading of classroom novel (reading for pleasure) x 4 times weekly. Teacher models reading with fluency, expression and reading to punctuation. Display if possible using document camera or ebook.

Response to modelled reading – see First Steps Reading Resource Book or First Steps Reading Map of Development for numerous examples of activities

Guided reading to commence in week 4

Sustained silent reading for 15 minutes in class x 4 times weekly Deliver school based reading test

Drop everything and write sessions at least 3 times weekly cross curricular writing eg 

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Teacher modelling of active listening Teacher modelling of correct speech and social mores

SPELLING FOCUS Continue weekly spelling program as per school plan incorporating following weekly. Phonological awareness  Graphophonic knowledge  Morphemic & Etymological knowledge  Teach spelling strategies – word shapes and Riddle Me Rees (First Steps Spelling Resource Book 1997 p66). Write spelling strategies(“how to” into back of homework for reference. Deliver school based spelling test

Example of weekly spelling program Day 1: Pre-test (commonly used words in key learning  areas that students will be required to use in writing (e.g. science journaling or mathematical terms). Class spelling activity o Day 2: peer testing of 5 words from personal spelling  lists. Individual spelling activity from assigned list of o activities Day 3 : Class spelling activity  Day 4: Peer testing of 5 words from personal spelling  list Individual spelling activity from assigned list of o activities.

science journaling responding to persuasive text stimulus (see attached) responding to classroom reading

Cross curricular brainstorming and discussions

GRAMMAR FOCUS Review VERBS Action words  Singular and plural 

PUNCTUATION FOCUS Review commas in lists (add to writing expectations chart)

READING ROTATIONS

ONE

TWO

THREE

FOUR

No reading rotations until baseline data and established practices (curriculum and behavioural) are put into place. Suggestion : Week 4


GROUP ONE

GROUP TWO

GROUP THREE

GROUP FOUR

Text: An instructional level text for this group




Focus Strategy: What reading strategy is being developed? This could be selected from First Steps Reading.




TWO

THREE

FOUR




GROUP TWO

GROUP THREE

GROUP FOUR

Focus: What writing strategy is being developed? This could be selected from First Steps Writing.




RESOURCES  

First Steps Spelling Resource Book 1997 First Steps Reading Resource Book

First Steps Reading Map of Development School based testing & Data Collection device

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WEEKLY PLANNER 1

WEEK

2

3

4

CONTENT DESCRIPTORS Understand that patterns of language interaction vary across social contexts and types of texts and that they help to signal social roles and relationships (ACELA 1501) Understand how to move beyond making bare  assertions and take account of differing p erspectives and points of view (ACELA 1502) Understand how to use banks of known words as well  as word origins, prefixes, suffixes and morphemes to learn and spell new words. (ACELA 1513) Literature 



5

6

7


8

9

10



Literacy 

Navigate and read texts for specific purposes applying appropriate text and processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanning. (ACELY 1702)

MODELLED I Do IT

READING

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Modelled reading of classroom novel (reading for pleasure) x 4

SHARED We Do It

Response to modelled reading – see First Steps Reading Resource Book or

GUIDED We Do It  

Reading aloud around class Choral reading (encourage

INDEPENDENT You Do IT 


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times weekly. Teacher models reading with fluency, expression and reading to punctuation. Display if possible using document camera or ebook. Demonstrate fluent reading

First Steps Reading Map of Development for numerous examples of activities

fluency)

Focus Question: How good are you at persuading others? Have you ever talked someone into doing something they never would have done without you? Teacher shares experience When did you persuade someone to do something that they normally wouldn’t do? Students write. Students share. Make generalisation s. Be gin chart – Persuasion rules.

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Cross-curricular reading

Drop everything and write sessions at least 3 times weekly cross curricular writing eg science  journaling responding to persuasive text  stimulus (see attached) responding to classroom reading  Grammar writing in present/past tense 

Focus Question: 1. Persuasive tactics do not always come from experts, what has made you change your mind in the past? 2. What makes persuasion work? 3. What makes you agree to do something that you didn’t want to do before?

WRITING

Students write and share responses What methods work well with parents, family and close friends? What methods would not work at school or in our writing? Lane,B & Bernabei, G –“Why we must run with Scissors?” 2001 Sho reham

SPEAKING &

What is the teacher going to demonstrate by thinking aloud whilst students participate by actively attending to the demonstrations?

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Brainstorm acceptable behaviour in reading rotations. Establish behavioural expectations and consequences for reading

Teacher explains reading rotations and models “how to” Activities chart and timetable  Boxed rotation activities with 

Follow reading rotation expectations and participate in reading rotation activities (demonstrating listening skills)

rotations

LISTENING SPELLING FOCUS

explanation cards

GRAMMAR FOCUS

Continue weekly spelling program as per school plan incorporating following weekly. Phonological awareness  Graphophonic knowledge  Morphemic & Etymological knowledge 

PUNCTUATION FOCUS

Subject / Verb Agreement. See attached Flipchart inspired by Jeff Anderson Mechanically Inclined. Subject /verb agreement and tense 

Direct and Indirect Indirect Speech. Define. Ensure that students know the “spoken” word. Role play (use large large speech marks on card). Be sure to include …she said that it was alright..

Teach spelling strategies – Word Snakes (First Steps Spelling Resource Book 1997 p62) and Sign Language Chart. Add spelling strategies “how to” into back of homework for reference.

Example of weekly spelling program Day 1: Pre-test ( commonly used words in key learning  areas that students will be required to use in writing (eg science journaling or mathematical terms). Class spelling activity o Day 2: peer testing of 5 words from personal spelling  lists. Individual spelling activity from assigned list of o activities Day 3 : Class spelling activity  Day 4: Peer testing of 5 words from personal spelling  list Individual spelling activity from assigned list of o activities.

READING ROTATIONS

5 MINUTE WHOLE CLASS FOCUSED LESSON PRIOR TO READING ROTATION TO EXPLAIN READING COMPREHENSION COMPREHENSION STRATE GY ONE Guided Reading with book at appropriate instructional level.

TWO Fluency reading. Students practice fluent reading using levelled sample packages

THREE Reading Comprehension – Previous QLD State testing magazines.

FOUR Inferential Meaning (this activity needs to be delivered by parent of school officer)

(150-200 words in 1 minute). Use iPods or mp4 to record and replay for self assessment. Students practice word list and then with partner they time – read list in 25 seconds or un der. See *******

See Triune “Key into Inferences”. Or Responding to literature (school based documents eg Rigby resources


GROUP ONE

GROUP TWO

GROUP THREE

GROUP FOUR









TWO

THREE

FOUR




GROUP TWO

GROUP THREE

GROUP FOUR





RESOURCES         

First Steps Spelling Resource Book 1997 First Steps Reading Resource Book First Steps Reading Map of Development Inferential Meaning : Key Comprehension Series “Key into Inferences” by Triune. This item is available from CES. Reading Fluency: Mechanically Inclined by Jeff Anderson Twisting Arms :teaching students how to write to persuade by Dawn Di Prince Why we must run with s cissors: voice lessons in persuasive writing by Barry Lane and Gretchen Bernabei I wanna new room (series) by Karen Kaufman Orloff Illustrated by David Catrow


WEEKLY PLANNER WEEK

1

2

3

CONTENT DESCRIPTORS Understand that patterns of language interaction vary across social contexts and types of texts and that they help to signal social roles and relationships (ACELA 1501) Understand how to move beyond making bare  assertions and take account of differing p erspectives and points of view (ACELA 1502) Understand how to use banks of known words as well  as word origins, prefixes, suffixes and morphemes to learn and spell new words. (ACELA 1513) Literature 



Recognise that ideas in literary texts can be convey ed from different viewpoints, which can lead to different kinds of interpretations and responses (ACELT 1610)

Literacy 







Show how ideas and points of view in texts are conveyed through the use of vocabulary, including idiomatic expressions, objective and subjective language, and that these can change according to context (ACELY 1698) Clarify understanding of content as it unfolds in formal and informal situations, connecting ideas to students’ own experiences and present and justify a point of view (ACELY 1699) Navigate and read texts for specific purposes applying appropriate text and processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanning. (ACELY 1702) Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience (ACELY 1704)

4

5

6

GENERAL CAPABILITIES Highlighted Above

7

8

9

10

CROSS CURRICULAR PRIORITIES Highlighted Above

MODELLED I Do IT 

READING 

Modelled reading of classroom novel (reading for pleasure) x 4 times weekly. Teacher models reading with fluency, expression and reading to punctuation. Display if possible using document camera or ebook. Demonstrate fluent reading

SHARED We Do It



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Review: How do you persuade your family? How do you win an argument? We are going to create the “Top Ten Ways to Get Your Own Way” Students write responses. Employ think, pair share strategy.

WRITING

Students will probably come up with begging, bribery and bullying Student list (possible) 10. use puppy dog eyes and pout 9. say “please, please, please” 8. get on hands and knees 7. empty promise “I’ll clean my room 6. clasp hands in front and look saintly 5. paper halos 4. fake tears 3. whine 2. bribe with something parents like 1. try to find a real reason

Reading aloud around class Choral reading (encourage fluency) Peer reading (Once a week talented reader is paired with reader with difficulties. Students take turns reading – this is done in Silent Reading time) Reading to and with teacher (use of DORF reading stimulus to encourage fluency)


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Sustained silent reading for 15 minutes in class x 4 times weekly Cross-curricular reading

Drop everything and write sessions at least 3 times weekly cross curricular writing eg science  journaling responding to persuasive text  stimulus (see attached) responding to classroom reading  Grammar writing present/past tense 

TOP TEN BETTER METHODS 10. Know your point of view 9. Listen to other side 8. Let your facts speak for themselves 7. speak politely 6. keep restating 5. use imagination as well as facts 4. use humor where appropriate 3. don’t force argument, show the truth 2. end with your best point (repeated) 1. practice on yourself first Write a poem entitled recipe for arguing. Display how to write recipe. Make list of recipe verbs (beat, whip, mash, pinch, dash) Talk about structure of procedure. – ingredients and method. method. Remember you need more of some ingredients than others. Students either collaboratively or independently write how to convince someone to your point of view.



From Lane,B & Bernabei, G –“Why we must run with Scissors?” 2001 Shoreham. Pp 102-103 What direction is going to be provided by the teacher for the students to contribute ideas and information?

How is the teacher going to scaffold help and provide support and corrective feedback?

How will the students independently apply ideas and information covered?

SPELLING FOCUS Continue weekly spelling program as per school plan incorporating following weekly. Phonological awareness  Graphophonic knowledge  Morphemic & Etymological knowledge  Teach spelling strategies – Spellamadoodle (Fi rst Steps Spelling Resource Book 1997 p65) and syllabification. Add spelling strategies “how to” into back of homework for reference. Deliver school based spelling test Example of weekly spelling program Day 1: Pre-test ( commonly used words in key learning  areas that students will be required to use in writing (eg science journaling or mathematical terms). Class spelling activity o Day 2: peer testing of 5 words from personal spelling  lists. Individual spelling activity from assigned list of o activities Day 3 : Class spelling activity  Day 4: Peer testing of 5 words from personal spelling  list Individual spelling activity from assigned list of o activities.

GRAMMAR FOCUS Subject /Verb Agreement Agreement continued. Create Verb tenses Chart collaboratively using novels and picture books located in classroom. Identify verbs  Identify tense  Change tense  Discuss differences  Create classroom poster  See Mechanically Inclined by Jeff Anderson p 121-122

PUNCTUATION FOCUS Punctuating Dialogue Display samples of direct speech  Elicit whether punctuation is similar for all samples  Establish rule for direct speech when tag is at the end  and separate rule for when tag is at the beginning. Eg tag at end: “He is the best dog in th e world,” claimed Georgia 1. Speech marks to begin 2. Capital letter immediately after speech marks 3. End punctuation immediately after end of speaking (, ? !) 4. Close speech marks

READING ROTATIONS 5 MINUTE WHOLE CLASS FOCUSED LESSON PRIOR TO READING ROTATION TO EXPLAIN READING COMPREHENSION COMPREHENSION STRATE GY ONE Guided Reading with book at appropriate instructional level.

TWO Fluency reading. Students practice fluent reading using levelled sample packages ( 150-200 words in 1 minute). Use ipods or mp4 to record and replay for self assessment. Students practice word list and then with partner they time – read list in 25 seconds or un der. See *******


FOUR Inferential Meaning (this activity needs to be delivered by parent of school officer) See Triune “Key into Inferences”.

Or Responding to literature (school based documents eg Rigby resources


GROUP ONE

GROUP TWO

GROUP THREE

GROUP FOUR









TWO

THREE

FOUR

WRITING ROTATIONS ONE GUIDED WRITING

SPELLING FOLLOW UP ACTIVITY

GRAMMAR FOLLOW UP ACTIVITY

GROUP TWO

GROUP THREE

DEAW – See attached


GROUP FOUR




RESOURCES         

First Steps Spelling Resource Book 1997 First Steps Reading Resource Book First Steps Reading Map of Development Inferential Meaning : Key Comprehension Series “Key into Inferences” by Triune. This item is available from CES. Reading Fluency: Mechanically Inclined by Jeff Anderson Twisting Arms :teaching students how to write to persuade by Dawn Di Prince Why we must run with scissors: voice lessons in persuasive writing by Barry Lane and Gretchen Bernabei I wanna new room (series) by Karen Kaufman Orloff Illustrated by David Catrow


WEEKLY PLANNER WEEK

1

2

3

CONTENT DESCRIPTORS Understand that patterns of language interaction vary across social contexts and types of texts and that they help to signal social roles and relationships (ACELA 1501) Understand how to move beyond making bare  assertions and take account of differing p erspectives and points of view (ACELA 1502) Understand that the starting point of a sentence gives  prominence to the message in the text and allows for prediction of how the text will unfold (ACELA 1505) Understand how to use banks of known words as well  as word origins, prefixes, suffixes and morphemes to learn and spell new words. (ACELA 1513) Literature 




Literacy 





Show how ideas and points of view in texts are conveyed through the use of vocabulary, including idiomatic expressions, objective and subjective language, and that these can change according to context (ACELY 1698) Clarify understanding of content as it unfolds in formal and informal situations, connecting ideas to students’ own experiences and present and justify a point of view (ACELY 1699) Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text. (ACELY 1701)

4

5

6


7

8

9

10






Navigate and read texts for specific purposes apply ing appropriate text and processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanning. (ACELY 1702) Reread and edit student’s own and others’ work using agreed criteria for text structures and language features (ACELY 1705)


READING 


SHARED We Do It







Introduce scaffold for writing (see flipchart attach). Students copy into writing books.

WRITING

1. Distribute writing samples “Horses in John Forrest National Park”( First Steps Writing Resource Book 1997 p 136) 136) 2. Tell students that we are going to investigate these writing samples for their effectiveness in small groups. Groups will report report back to whole class Focus Questions Does each writer follow the  scaffold? Identify areas What writer is more  successful? Why? Why Not? 3. Collate results from whole class discussion.






Drop everything and write sessions at least 3 times weekly(DEAW) cross curricular writing eg science  journaling responding to persuasive text  stimulus (see attached) responding to classroom reading 



SPELLING FOCUS Continue weekly spelling program as per school plan incorporating following weekly. Phonological awareness  Graphophonic knowledge  Morphemic & Etymological knowledge  Teach spelling strategies – segmenting and consonant vowel (eg cat cvc). Add spelling strategies to “how to” into back of homework for reference.

Example of weekly spelling program Day 1: Pre-test ( commonly used words in key learning  areas that students will be required to use in writing (eg science journaling or mathematical terms). Class spelling activity o Day 2: peer testing of 5 words from personal spelling  lists. Individual spelling activity from assigned list of o activities Day 3 : Class spelling activity  Day 4: Peer testing of 5 words from personal spelling  list Individual spelling activity from assigned list of o activities.

What direction is going to be provided by the teacher for the students to contribute ideas and information?


GRAMMAR FOCUS Subject /verb agreement continued. Do and Have verb charts Students explore classroom texts to establish rules  and create chart on usage of verbs do and have


PUNCTUATION FOCUS Punctuation Direct speech. Students investigate novels in classroom to find sample of direct speech with the tag in the middle. Groups to write down samples and share with class suggestions for rules Establish rules(2) for tag in the middle of speech. Eg speech interrupted “Once,” she whispers, “some goblins hit my dad with sticks.” Eg sentence complete “You know you’re not doing him any favours if you’re lying,” said Mr Sir. “He can’t survive out there for more than a day or two.” Add direct speech rules to class Writing Expectations Chart.

READING ROTATIONS 5 MINUTE WHOLE CLASS FOCUSED LESSON PRIOR TO READING ROTATION TO EXPLAIN READING COMPREHENSION COMPREHENSION STRATEGY ONE Guided Reading with book at appropriate instructional level.






GROUP ONE

GROUP TWO

GROUP THREE

GROUP FOUR










TWO

THREE

FOUR




GROUP ONE

GROUP TWO

GROUP THREE

GROUP FOUR





GUIDED WRITING GROUPS

RESOURCES          

First Steps Spelling Resource Book 1997 First Steps Writing Resource Book 1997 First Steps Reading Resource Book First Steps Reading Map of Development Inferential Meaning : Key Comprehension Series “Key into Inferences” by Triune. This item is available from CES. Reading Fluency: Mechanically Inclined by Jeff Anderson Twisting Arms :teaching students how to write to persuade by Dawn Di Prince Why we must run with scissors: voice lessons in persuasive writing by Barry Lane and Gretchen Bernabei I wanna new room (series) by Karen Kaufman Orloff Illustrated by David Catrow

REFLECTION Identify what worked well during and at the end of the unit, including: activities that worked well and why  activities that could be improved and how  assessment that worked well and why  assessment that could be improved and how  common student misconceptions that need, or needed, t o be clarified 

WEEKLY PLANNER WEEK

1

2

3





Literacy 






4

5

6


7

8

9

10








Navigate and read texts for specific purposes applying appropriate text and processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanning. (ACELY 1702) Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience (ACELY 1704) Reread and edit student’s own and others’ work using agreed criteria for text structures and language features (ACELY 1705)


READING 


SHARED We Do It







WRITING

Display “Should children do more homework?”

Focus Question- What did we learn yesterday?

Ask whether this is a topic that children have an opinion about? Ask them to jot down ideas on whether children should do homework.

Explain that today they will help you write the next paragraph.

Students to pair up with a person who shares similar position. Share


Following completion of demand writing students meet with peer critical friend and share writing. Students evaluate writing using “editing” card (see attached), reader satisfaction and readability.

Display plan for topic. Question what is this next paragraph about.

Display topic plan. Explain that they are now going to get into small groups to write final argument (paragraph 3).





Drop everything and write sessions at least 3 times weekly (DEAW) cross curricular writing eg  science journaling responding to persuasive  text stimulus (see attached) responding to classroom  reading

ideas. Add ideas as necessary. Explain that it is important to be able to explain ideas clearly and have evidence to back up your arguments. Sit children with opposing ideas on opposite sides of room facing each other …conduct ad hoc debate ( ensure all students have opportunity to speak – talking sticks etc) Whole class – Question whether arguments were substantial. Explain that today we will learn how to write a balanced argument. Recall structure from activity previous week. Return to stimulus. Teacher takes a position and models how to write a SOP. Keep it simple. Explain importance of using high modality Take A4 paper and fold ( see attached) Tell students that we are are going to plan the body first- this will help us write our introduction State your 3 primary arguments. Write these down (argument 1 etc) Remind students that we need to write logical detailed arguments. We cannot do this without a plan – leads to “waffle” Write 3 points to validate argument each argument. Children write plan into books. Explain that today we are going to

Who can remember what a topic sentence is? Ask students to volunteer suggestions for how to write. Can we improve it? Write topic sentence, students copy into books. Continue for rest of paragraph.

Ask students what things they must remember in writing. Students write paragraph jointly and copy into books. Teacher moves around class assisting as needed. Whole class – share paragraphs. Provide feedback as necessary.

write introduction and paragraph 1 together.


Demonstrate. (Emphasise importance of topic sentence and introduction, to create a road map for the reader) Students copy into books. As above

SPELLING FOCUS Continue weekly spelling program as per school plan incorporating following weekly. Phonological awareness  Graphophonic knowledge  Morphemic & Etymological knowledge  Teach spelling strategies – Squirt Words and Rainbow words (see attached “Active Spelling Activity Cards). Add spelling strategies to “how to” into back of h omework for reference.

Example of weekly spelling program Day 1: Pre-test (commonly used words in key learning  areas that students will be required to use in writing (e.g. science journaling or mathematical terms). Class spelling activity o Day 2: peer testing of 5 words from personal spelling  lists. Individual spelling activity from assigned list of o activities Day 3 : Class spelling activity  Day 4: Peer testing of 5 words from personal spelling  list Individual spelling activity from assigned o list of activities.

As Above

As above

GRAMMAR FOCUS Adjective Strings Define adjective  Record in grammar book  Different kinds of adjectives (size, colour, quality,  material and type). You must follow a certain order when using a list of adjectives before a noun. Investigate examples in classroom texts  Blackline master or similar (see attached Grammar  Practice 4 pp24-25)

As above

PUNCTUATION FOCUS Apostrophe of Omission

READING ROTATIONS 5 MINUTE WHOLE CLASS FOCUSED LESSON PRIOR TO READING ROTATION TO EXPLAIN READING COMPREHENSION COMPREHENSION STRATEGY ONE Guided Reading with book at appropriate instructional level.






GROUP ONE

GROUP TWO

GROUP THREE

GROUP FOUR









TWO

THREE

FOUR

WRITING ROTATIONS ONE GUIDED WRITING – possible activity transition words (see attached)

GUIDED WRITING GROUPS




GROUP ONE

GROUP TWO

GROUP THREE

GROUP FOUR





RESOURCES            

First Steps Spelling Resource Book 1997 First Steps Writing Resource Book 1997 First Steps Reading Resource Book First Steps Reading Map of Development Inferential Meaning : Key Comprehension Series “Key into Inferences” by Triune. This item is available from CES. Reading Fluency: Mechanically Inclined by Jeff Anderson Active Spelling Activity Cards, www.sparklebox.co.uk Grammar Practice 4 by Rosemary Allen Twisting Arms :teaching students how to write to persuade by Dawn Di Prince Why we must run with scissors: voice lessons in persuasive writing by Barry Lane and Gretchen Bernabei I wanna new room (series) by Karen Kaufman Orloff Illustrated by David Catrow


WEEKLY PLANNER WEEK

1

2

3





Literacy 






4

5

6


7

8

9

10






Navigate and read texts for specific purposes applyi ng appropriate text and processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanning. (ACELY 1702) Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience (ACELY 1704)

Reread and edit student’s own and others’ work using agreed criteria for text structures and language features (ACELY 1705)


READING 

Modelled reading of classroom novel (reading for pleasure) x 4 times weekly. Teacher models reading with fluency, expression and reading to punctuation. Display if possible using document camera or e-book. Demonstrate fluent reading

SHARED We Do It







WRITING







Drop everything and write sessions at least 3 times weekly (DEAW) cross curricular writing eg science  journaling responding to persuasive text  stimulus (see attached) responding to classroom reading 

Display “Books or TV” stimulus.

Persuasive writing Ask students to recall arguments from previous day’s discussion.

1. Using discussions from previous

Question how would we write these into a plan. Plan argument 1 for and against collaboratively on board. Recall how to write introduction. Collaboratively write introduction for and against. Students independently use argument 1 scaffold to write paragraph 1 Display writing stimulus “Books or TV” (see attached)

Employ a think, pair share strategy. Ask students to take a position on whether “Reading books is better than watching TV”. Tell them to note down at least 2 arguments. 3 points to explain these arguments. Group students according to position.


Employ a think, pair share Ask students to think of arguments the opposition would raise. Their group have 10 minutes to plan a 1 minute argument for the alternative argument /opposition. Whole class share / provide feedback. Question whether thinking of what the opposition would argue could help strengthen your own argument. How??

2. 3. 4. 5.

days, writing scaffold students first plan arguments 2 & 3 Share with peer. Whole class sharing Students write paragraphs 2 & 3 Teacher circulates offering assistance as needed.

SPELLING FOCUS

GRAMMAR FOCUS

Continue weekly spelling program as per school plan incorporating following weekly. Phonological awareness  Graphophonic knowledge  Morphemic & Etymological knowledge  Teach spelling strategies – Matchstick Words (see attached Active Spelling Activity Cards) and alp habetical order Add spelling strategies to “how to” into back of homework for reference.

Example of weekly spelling program Day 1: Pre-test (commonly used words in key learning  areas that students will be required to use in writing (eg science journaling or mathematical terms). Class spelling activity o Day 2: peer testing of 5 words from personal spelling  lists. Individual spelling activity from assigned list of o activities Day 3 : Class spelling activity  Day 4: Peer testing of 5 words from personal spelling  list Individual spelling activity from assigned list of o activities.

PUNCTUATION FOCUS

Adjective Strings Review previous week activity  Distribute word & punctuation cards “The mangy,  filthy, stray mutt approached me.” Ask students to order into sentence  Is there another way of doing it….add “and”  Re-order sentence “The stray mutt, mangy and filthy,  approached me.” Need to avoid “adjective pileup”  Highlight comma interrupter  Look for similar examples in classroom no vels or  display examples. Mechanically Inclined by Jeff Anderson pp132-133

Apostrophe of Possession


TWO Fluency reading. Students practice fluent reading using levelled sample packages ( 150-200 words in 1 minute). Use ipods or mp4 to record and replay for self



assessment. Students practice word list and then with partner they time – read list in 25 seconds or un der. See *******



GROUP ONE

GROUP TWO

GROUP THREE

GROUP FOUR









TWO

THREE

FOUR

WRITING ROTATIONS ONE GUIDED WRITING- possible activity transition words (the rebuttal). See attached.





GROUP TWO

GROUP THREE

GROUP FOUR





RESOURCES  

First Steps Spelling Resource Book 1997 First Steps Reading Resource Book

        

First Steps Reading Map of Development Inferential Meaning : Key Comprehension Series “Key into Inferences” by Triune. This item is available from CES. Reading Fluency: Mechanically Inclined by Jeff Anderson Active Spelling Activity Cards, www.sparklebox.co.uk Grammar Practice 4 by Rosemary Allen Twisting Arms :teaching students how to write to persuade by Dawn Di Prince Why we must run with scissors: voice lessons in persuasive writing by Barry Lane and Gretchen Bernabei I wanna new room (series) by Karen Kaufman Orloff Illustrated by David Catrow


WEEKLY PLANNER WEEK

1

2

3





Literacy 






4

5

6


7

8

9

10








Navigate and read texts for specific purposes applying appropriate text and processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanning. (ACELY 1702) Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience (ACELY 1704) Reread and edit student’s own and others’ work using agreed criteria for text structures and language features (ACELY 1705)


READING 


SHARED We Do It







WRITING







Drop everything and write sessions at least 3 times weekly (DEAW) cross curricular writing eg science  journaling responding to persuasive text  stimulus (see attached) responding to classroom reading 

Recall writing structure Persuasive Recall strong word choice. 

students plan arguments

Reiterate importance of reading back work as you write to listen for the flow of the language.



students write to stimulus.

Select and display suitable stimulus ( see attached)



SPELLING FOCUS Continue weekly spelling program as per school plan incorporating following weekly. Phonological awareness  Graphophonic knowledge  Morphemic & Etymological knowledge  Teach spelling strategies – Matchstick Words (see attached Active Spelling Activity Cards) and alphabetical order Add spelling strategies to “how to” into back of homework for reference. Example of weekly spelling program Day 1: Pre-test ( commonly used words in key learning  areas that students will be required to use in writing (e.g. science journaling or mathematical terms). Class spelling activity o Day 2: peer testing of 5 words from personal spelling  lists. Individual spelling activity from assigned list of o activities Day 3 : Class spelling activity  Day 4: Peer testing of 5 words from personal spelling  list Individual spelling activity from assigned list of o activities.


Discuss possible arguments How is the teacher going to scaffold help and provide support and corrective feedback?

GRAMMAR FOCUS Adjectival Clauses or Relative clauses • Investigate samples in classroom novels or distribute examples • Identify relative pronouns and their role(who, whose, whom, which, that and where) • Determine when to use each one Which refers to things and animals o Who, whose and whom refer to people (or beloved o animals) That usually refers to things o


PUNCTUATION FOCUS Apostrophe of Possession


TWO Fluency reading. Students practice fluent reading using levelled sample packages ( 150-200 words in 1 minute). Use iPods or mp4 to record and replay for self assessment. Students practice word list and then with partner they time – read list in 25 seconds or un der. See *******



Or Responding to literature (school based documents e.g. Rigby resources


GROUP ONE

GROUP TWO

GROUP THREE

GROUP FOUR









TWO

THREE

FOUR

WRITING ROTATIONS ONE GUIDED WRITING- possible activity Modality – see attached.



DEAW – See attached attached stimulus. Students read A.Princess letter to Principal on topic “all students MUST play rugby league at lunchtime” and make a stronger pitch


GROUP TWO

GROUP THREE

GROUP FOUR





RESOURCES           

First Steps Spelling Resource Book 1997 First Steps Reading Resource Book First Steps Reading Map of Development Inferential Meaning : Key Comprehension Series “Key into Inferences” by Triune. This item is available from CES. Reading Fluency: Mechanically Inclined by Jeff Anderson Active Spelling Activity Cards, www.sparklebox.co.uk Grammar Practice 4 by Rosemary Allen Twisting Arms :teaching students how to write to persuade by Dawn Di Prince Why we must run with scissors: voice lessons in persuasive writing by Barry Lane and Gretchen Bernabei I wanna new room (series) by Karen Kaufman Orloff Illustrated by David Catrow


WEEKLY PLANNER 1

WEEK

2

3

4

CONTENT DESCRIPTORS 





Understand how to move beyond making bare assertions and take account of differing p erspectives and points of view (ACELA 1502)

5

6


7

8

9

10


Understand that the starting point of a sentence gives prominence to the message in the text and allows for prediction of how the text will unfold (ACELA 1505) Understand how to use banks of known words as well as word origins, prefixes, suffixes and morphemes to learn and spell new words. (ACELA 1513)

Literacy 





Show how ideas and points of view in texts are conveyed through the use of vocabulary, including idiomatic expressions, objective and subjective language, and that these can change according to context (ACELY 1698) Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience (ACELY 1704) Reread and edit student’s own and others’ work using agreed criteria for text structures and language features (ACELY 1705)

MODELLED I Do IT

READING



Modelled reading of classroom novel (reading for pleasure) x 4

SHARED We Do It

Response to modelled reading – see First Steps Reading Resource Book or


Reading aloud around class Choral reading (encourage





times weekly. Teacher models reading with fluency, expression and reading to punctuation. Display if possible using document camera or ebook. Demonstrate fluent reading

First Steps Reading Map of Development for numerous examples of activities





fluency) Peer reading (Once a week talented reader is paired with reader with difficulties. Students take turns reading – this is done in Silent Reading time) Reading to and with teacher (use of DORF reading stimulus to encourage fluency)


WRITING



SPELLING FOCUS Deliver term spelling test

Example of weekly spelling program Day 1: Pre-test ( commonly used words in key learning  areas that students will be required to use in writing (eg science journaling or mathematical terms). Class spelling activity o Day 2: peer testing of 5 words from personal spelling  lists.



GRAMMAR FOCUS Review term concepts



Cross-curricular reading

Drop everything and write sessions at least 3 times weekly (DEAW) cross curricular writing eg science  journaling responding to persuasive text  stimulus (see attached) responding to classroom reading  Persuasive text select and display writing stimulus  (see attached or other) students plan and write to  stimulus using scaffold. (no assistance) Assessment of learning ( see  rubric attached) How will the students independently apply ideas and information covered?

PUNCTUATION FOCUS Review term concepts

Individual spelling activity from assigned list of activities Day 3 : Class spelling activity Day 4: Peer testing of 5 words from personal spelling list Individual spelling activity from assigned list of o activities. o

 







GROUP ONE

GROUP TWO

GROUP THREE

GROUP FOUR









TWO

THREE

FOUR






GROUP TWO

GROUP THREE

GROUP FOUR





RESOURCES           

First Steps Spelling Resource Book 1997 First Steps Reading Resource Book First Steps Reading Map of Development Inferential Meaning : Key Comprehension Series “Key into Inferences” by Triune. This item is available from CES. Reading Fluency: Mechanically Inclined by Jeff Anderson Active Spelling Activity Cards, www.sparklebox.co.uk Grammar Practice 4 by Rosemary Allen Twisting Arms :teaching students how to write to persuade by Dawn Di Prince Why we must run with scissors: voice lessons in persuasive writing by Barry Lane and Gretchen Bernabei I wanna new room (series) by Karen Kaufman Orloff Illustrated by David Catrow


year_5_part_2

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