elsp english yr 2 - wembleyps.vic.edu.au...elsp english yr 2 comprehension 1: i can use questioning,...

ELSP ENGLISH YR 2

What is it that we want our students to know, understand, do and communicate KUDCO? Year Level: Two Semester: Two Subject: English Team Members: Juliet Taylor, Joshua Shuttleworth, Debbie

Arnheim, Gael Howard, Donna Lourensz Essential Learning What is the essential learning? Describe in student friendly vocabulary.

ExampleRigor What does proficient student work look like? Provide an example and/or description.

Prior Skills Needed What prior knowledge, skills and/or vocabulary are needed for a student to master this essential learning?

Common Assessments What assessment/s will be used to measure student mastery?

When taught? When will this essential learning be taught?

Extension Skills What will we do when students have already learned this essential learning?

Reading Process Decoding: I can use my knowledge of sound letter relationships when decoding new unfamiliar words. Learning Target: I know my letter combinations

Students will attempt to read a new word by using the following strategies:

Getting their mouth ready to make the first sound.

Recognising sounds into syllables.

Stretching blends and vowel sounds

Sliding through all the sounds.

Experimenting with a different vowel sound

I can read words with silent letters EG: ‘k’ as in ‘knot’ I can read words with a variety of vowel/consonant digraphs EG: ‘ay’ in ‘play’ I can read words with less common sound letter combinations EG: ‘ight’ as in ‘light’ I can read words by recognising common letter combinations EG: ‘tion’ as in ‘fraction’

Fountas and Pinnell (running record assessment) Conferencing

Once weekly targeted groups at point of need.

I can read words by breaking them into syllables, in 2 or 3 parts. I can read words that have an suffix that is added at the end of a root word eg: play/playing

*Working in Collaborative teams, examine all relevant documents, school scope and sequence, regional documents and AusVELS, and then apply the criteria of endurance, leverage and readiness to determine which standards are essential for all students to master. Remember, less is more. For each standard selected, complete the remaining columns. Complete the chart by the second or third week of each term/semester. BLUE= Reading and Viewing, RED= Writing, GREEN= Speaking and Listening. 1

ELSP ENGLISH YR 2

Reading Process. Decoding: MSV I can use the different MSV strategies to build meaning from sentences. I can combine my decoding strategies, my knowledge of HFW and inferring skills to read unfamiliar words.

I can ask at the end of sentences;

“Did that make sense?”

“Did that look right?”

“Did it sound right”

I can justify and explain my use of MSV

I can use visual clues, like pictures and clusters of letters to help me read words. EG: “I know the word is tree because there is a picture of a tree and the first two letters make the sound tr” I can listen to the words I read and check to see if they sound right in the sentence. EG: “I read ‘she rans in the park’ when I know that words need to be ‘ran’ because there is no word that is ‘rans’” I can listen to the words I read and check if they make sense in the sentence. EG: “I read the word ‘desert’ because I asked myself..where is there no rain and it's very hot” I can use together visual, structural and meaning to decode the words I read. I can explain and show each of the ‘good reader’ skills.

Fountas and Pinnell (running record assessment) Conferencing

Once weekly in a reading lesson

I can solve multisyllable words with three or more syllables, using vowel patterns, less common phonogram patterns, affixes and other word parts.


ELSP ENGLISH YR 2

HFW: I can recognise and read 300+ High Frequency words within continuous text

I can instantly recognise and read over 300 of the Oxford High Frequency words. http://www.oxfordwordlist.com/pages/ (Note that this is the Oxford Wordlist PLUS) I can consistently read these words accurately in a new text, without using decoding strategies.

I can instantly recognise and read over 200 of the Oxford High Frequency words. http://www.oxfordwordlist.com/pages/ (Note that this is the Oxford Wordlist PLUS)

Sight reading test for students who are below level L (F and P)

Regularly during targeted groups at point of need. Reiterated during Spelling lessons.

400+ high frequency words

Fluency: I show how text clues instruct how to read fluently when reading aloud.

I can use the following text clues to support fluency:

Sentence structure Font Punctuation Fluently includes

phrases As a result I can vary the following automatically:

Pace Stress Volume Pitch

I can read in larger, meaningful phrases or word groups. Mostly smooth, expressive interpretation and pausing guided by author’s meaning and punctuation. Appropriate stress and rate.

I know that people read aloud fluently to communicate to other people. When I read aloud I can;

recognise punctuation and change my expression.

read groups of words together in a sentence smoothly.

stress the most important words in a sentence.

Reading conferences Readers’ Theatre Shared reading Mentor texts Peer reading Guided Reading

Reading conferences ongoing Readers’ Theatre every three weeks. Shared reading every week. Mentor texts every week. Peer reading every week. Guided Reading every week in small focus groups.

Maintaining fluency skills with more complex texts. Scanning ahead in the text to predict elements of fluency.


http://www.oxfordwordlist.com/pages/




ELSP ENGLISH YR 2

Comprehension 1: I can use questioning, determining importance and summarising to build literal meaning.

Questioning I can pose

questions that are likely to be answered with information found in the text (‘right there’ questions)

Determining importance

I can focus on my questions to decide on the important ideas

Summarising

I can apply the rule based summary to summarise a text.

Questioning I can answer

‘right there’ questions from a text.

Determining importance

I can identify the subject of a text.

I can identify

author’s purpose.

Summarising

I know the difference between a retell and summary

Regular reading reflections of fiction and nonfiction texts. Conferencing anecdotal notes F and P in December

Periodic focus (linked to writing genre)

Use of more complex texts

Comprehension 2: I can use questioning, visualising and synthesising to build inferred meaning.

Questioning: I can ask and

answer questions that support my inferred understanding (beyond the text questions)

Visualising:

I can represent my visualisation of the settings, characters and actions, with a drawing that shows evidence.

Synthesising:

Questioning; I can use text connections to answer inferred questions. Visualising: I can create and explain a picture from text cues (in my head). Synthesising; I can respond to text by forming an opinion.

Regular reading reflections of fiction and nonfiction texts. Conferencing anecdotal notes F and P in December

Periodic focus (linked to writing genre)

Use of more complex texts


ELSP ENGLISH YR 2

I can combine key facts and my opinion to respond to a text.

I can identify the ‘big idea’ of a text.

Genre: I understand that the purpose of a text is to entertain, inform or persuade. Learning Targets: I can use the top level

structures to identify the features and genre of the text.

use the genre to identify the purpose of the text.

describe features of texts from different cultures.

combine text clues and PK to infer the theme.

Entertain: I can explain the text structures of a range of texts:

Narrative Poetry

Inform: I can explain the text structures of a range of texts:

Information Report

Procedure Pourquoi

Persuade: I can explain the text structures of a range of texts:

Test

I know that texts are written differently because of their genre. I can identify a text’s genre based on the way it is written: it’s presentation, it’s structure or it’s features. EG: “This is a narrative, because the story has chapters with a made up story and characters with problems that are fixed in the end”. I can describe and compare different genres based on their presentation, its structure and its features (specific to a recount, narrative, persuasive letter and explanation). EG: “a persuasive letter has different reasons in paragraphs, but a explanation

Observations of adherence to genre during conferences.

Focus at the commencement of every new writing genre. During author study

Use of more complex texts that have elements of different genres.


ELSP ENGLISH YR 2

I understand that a hybrid combines more than one purpose. I can link top level structures to genres: Narrative=problem/solution Report = information Procedure = information Pourquoi= cause and effect

has different subjects with sub headings”.

Genre: I can analyse texts by drawing on my growing knowledge of context, language and visual features, and print and text structures. Focus on text

features (timelines, alphabetical order)

Noticing writer’s craft

Comparing two texts on same topic

Identifying the audience

I can discuss a genre based on the text features that I see. EG “I know that this is an information report because it has a glossary” I can recognise writer’s craft:

Alliteration figurative

language simile repetition idiom repetition

I can use text features to compare two genres that focus on the same topic “EG: both the narrative and the information text about whales both use figurative language”. I can use text features to identify the intended audience:

language

I know that texts are written differently because of their genre. I can identify a text’s genre based on the way it is written: its presentation, its structure or its features. EG: “This is a narrative, because the story has chapters with a made up story and characters with problems that are fixed in the end”. I can describe and compare different genres based on their presentation, its structure and its features (specific to a recount, narrative, persuasive letter and explanation). EG:

Observations of adherence to genre during conferences.

Focus at the commencement of every new writing genre. During author study

Use of more complex texts that have elements of different genres.


ELSP ENGLISH YR 2

colours and formats

illustration

“a persuasive letter has different reasons in paragraphs, but a explanation has different subjects with sub headings”.

Spelling: I can use a range of spelling strategies to help me spell irregular and unfamiliar words

I am aware of: digraphs eg ch blends eg tr, pl syllabification eg bi/cy/cle prefixes/suffixes eg disappoint sound letter patterns eg ea less common silent letters eg gnat

I know the different ways that vowel sounds can be spelt and I can apply this in my writing of new words. EG: The long ‘e’ sound can be spelt with a ‘ee’ or a ‘ea’ or a ‘e’. I can edit my writing to identify and show when a word is spelt incorrectly, and use my knowledge of spelling patterns to correct it. I can break a work into syllables to spell it.

Spelling: I can spell the first 200 of the Oxford High Frequency words.

I can spell 200 of the Oxford High Frequency words. http://www.oxfordwordlist.com/pages/ (Note that this is the Oxford Wordlist PLUS) I can consistently spell these words accurately.

I can spell 150 of the Oxford High Frequency Words

I can write these words

accurately in a piece of

writing.

Oxford words End of each semester 300+

Grammar & Punctuation: I can identify and use punctuation correctly. Learning Target: Full stops

I know that I use commas when: *I make a list *After someone speaks I can consistently apply full stops in the correct place.

I can use full stops correctly at the end of every sentence. I can use question marks when a sentence begins

Dictation Evidence of writing throughout the writing process.

Moderated writing piece (Recount in Week 3)

I can apply correct grammar and punctuation to more complex sentences and texts.




ELSP ENGLISH YR 2

Upper case letters proper nouns

Commas (separate items in a list)

Quotation marks Question marks Exclamation marks

I can apply the correct rules for dialogue:

You move to a new line whenever a new person speaks or when you switch description.

Speech marks for only the words that are spoken.

Speech marks are used to show someone speaking or thinking.

Question marks are used for asking a question

Exclamation marks are used to exclaim or surprise

I can use commas to make a list. EG: “For breakfast I had an egg, some toast, an apple and a cup of tea,” said Josh. I can use a comma after an introductory clause. EG: “After sunrise, she went fishing”

with the words, why, when, how, which. I can use exclamation marks appropriately. I understand and use upper and lower case letters correctly.

Writing Process: I can work through the writing process to

I can revise my writing for improved:

language (word choice)

I can use a Writer’s Notebook to create writing seeds.

Evidence of writing evolving and changing

Ongoing with various genres.

More thorough use of revision with a focus on writer’s craft


ELSP ENGLISH YR 2

complete a piece of writing. Learning Target: I can: Reread my writing

out aloud. I can revise my

writing to better support purpose and audience.

I can edit my writing so it can be read.

Publish using ICT. feedback from

others.

Structure (sequencing)

Sentence structure (fluency)

Deleting repeated words

Adding missing words.

I can edit my writing for improved:

Spelling Punctuation Capitalisation

I can create and receive feedback that is constructive and supportive. I can justify and explain my choices when publishing.

I can use a graphic organiser to plan my ideas for a new piece of writing. I can draft new writing using my writing seed and my plan. I can show evidence of attempts to revise and edit my writing. I can read my writing aloud to an editing partner to revise and edit my writing. I can select and explain a way to publish my writing. EG: “I have written in big words and made it colourful because it is for my prep buddy”.

throughout the writing process. Checklists that students I complete during the writing process. Ongoing writing conferences.

Weekly free writing sessions that encourage the use of Writer’s notebook and independent use of the Writing process.

Genre 1: I can create short, imaginative and informative texts using a given structure. Learning Target: Report Recount Procedure Poetry

For every piece of writing I can include;

an engaging lead and strong ending.

writing organised into an appropriate genre structure.

voice correct tense correct

punctuation

I can explain the purpose, and some features and elements of structure for procedural, recount, and information reports.

Published texts Writing conferences

Regular writing conferences Regular publishing

I can create longer, more detailed , imaginative and informative texts for a specific audience.


ELSP ENGLISH YR 2

correctly structured sentences

has a clear focus and intent.

some elements of the appropriate top level structure (Eg signal words)

For a recount, I can:

Use past tense Written in first

person Retell and

sequence factual events

For an Information Report I can:

Organise my ideas into categories with subheadings

Include appropriate text features.

Include technical words

For procedure I can

Write in short concise sentences.

Include a goal, a list of materials, and sequenced steps.

Write present tense.


ELSP ENGLISH YR 2

Use action verbs to begin each sentence.

For poetry I can

Write for an audience

use imaginative vocabulary

write in stanzas use repetition

Genre 2: I can create longer, more detailed, imaginative and entertaining narrative for a specific audience.

For Narrative I Can: Write with intent apply a problem

solution structure Use different

tense. Write in the 1st or

3rd person. Use dialogue

selectively. Write in

paragraphs I can write for a specific audience by changing;

Voice Vocabulary the information

based on the audience’s prior knowledge.

Visual representations and illustrations

I can explain the purpose, and some features and elements of structure for a narrative.

Writing throughout the process culminating in a published book. Narrative pre and post assessment rubric.

Weeks 1 2 (following on from work commenced in Semester 1)

I can persuade or inform through my narrative. Have a characters’ journey as central, within a setting.


ELSP ENGLISH YR 2

Craft: I can use a range of writing craft to enhance my writing.

building description of characters to include obvious synonyms and antonyms

alliteration simile repetition idiom rhythm, sound and

word patterns

I can identify and then borrow from an author

Vocabulary Voice Phrases Literary

techniques Characters

Writing conferences Narrative pre and post assessment rubric.

Focus on writing craft during the narrative process. Reiterated during other writing genres throughout the semester.

I can use metaphors to strengthen my writing.

Handwriting: I can legibly write all unjoined upper and lower case letters correctly, for a minimum of 18 minutes, on 14mm dotted third lined paper using Vic Modern Cursive.

I can use 14mm dotted thirds. I can use correct size I use consistent slope. I can write for a minimum of 18 minutes.

I can use correct pencil grip. I can use correct posture. The quick brown fox jumps over the lazy dog

I can write for 15 minutes.

Writing samples throughout the semester.

Periodic targeted small group instruction Targeted homework Focus on handwriting as a success criteria during published work.

I can automatically join when writing in victorian cursive script.

Speaking and Listening: I can adjust what I say and how I say it, according to my audience and content. Learning Target: I can explain the changes I make when speaking aloud to a specific audience.

I can adjust my volume, pace and body language to match the audience and situation. I can use classroom prompts to preface what I want to say in order to agree, disagree, clarify, connect and share my opinion. Examples: “I agree with you because..” “I’d like to add to that…” “That reminds me of…”

I can show respect and cooperation by consistently demonstrating the five L’s of listening:

Anecdotal notes Checklist for students that assesses their own and peers speaking and listening

Daily show and tell Response to mentor text read on a weekly basis to students. Explicit lessons that develop and practise speaking prompts.

I can specify ways that I adjust what I say and how I say it. I can initiate new ideas and topics for discussion.


ELSP ENGLISH YR 2

I can discuss moral and social dilemmas that relate to my learning. I can select both formal and informal language according to my audience.

I can understand and follow three separate instructions that have been told to me and written down. I can take turns speaking and listening. I can ask questions and make comments that relate to the topic.

Regular (once per fortnight) discussion that relate to concept that rely on students to apply speaking and listening prompts.

I can rehearse and deliver short presentations on familiar and new topics.

I can prepare and give presentations using more formal speech and specific vocabulary. I can speak in a clear voice so that others can hear me. I can look people in the eyes when I speak to them. I can give a short, unrehearsed presentation I can use my body effectively to support what I am saying.

I can use words and ‘visuals’ to communicate ideas to my audience. (‘visuals’ can include props, pictures, use of ICT) I can use practiced classroom prompts to reflect upon my learning in mathematics. I can rehearse and perform Reader’s Theatre.

Assessment rubric of ‘Show and Tell’ based upon concept

Term 3 I can use purpose and audience to influence the structure and content of my presentations. My presentations have a clear introduction, middle and end, that flow.


http://ausvels.vcaa.vic.edu.au/Curriculum/ContentDescription/ACELY1667

ELSP ENGLISH YR 2

Essential Learning Reading and Viewing Overview

Prep Foundation

Level One Level Two Level Three Level Four Level Five

Level six

Decoding x2 HFW x1 Fluency x1 Concepts about print x1 Comprehension x1 Genres x2

Decoding x1 HFW x1 Fluency x1 Comprehension x3 Genres x1

Decoding x2 HFW x1 Fluency x1 Comprehension x2 Genres x2

Decoding x1 Fluency x1 Comprehension x2 Genres x2



Decoding x1 Fluency x1 Comprehension x1 Genres x1 Author Study x1 Reading Craft x1

Essential Learning Writing Overview

Prep Foundation Level One Level Two Level Three Level Four Level Five

Level six

Text Structure Spelling x3 Grammar/Punc’nx2 Writing Process x1 Genre x1 Craft x1 Handwriting x2 Speaking /Listening x3

Text Structure x1 Spelling x3 Grammar/Punc’nx1 Writing Process x1 Genre x3 Craft x3 Handwriting x3 Speaking /Listening x3





Text Structure x1 Spelling x1 Grammar/Punc’n x1 Writing Process x1 Genre x1 Craft x1 Handwriting x0 Speaking /Listening x1


ELSP ENGLISH YR 2

Essential Learnings Student Tracking Chart

Year Level: Semester: Subject: Student:

Essential Learning Common Assessment Date Achieved Teacher's Initials


ELSP ENGLISH YR 2


elsp english yr 2 - wembleyps.vic.edu.au...elsp english yr 2 comprehension 1: i can use questioning,...

Documents