literacy unit overview

Year X unit overview — Australian Curriculum: MathematicsSource: Australian Curriculum, Assessment and Reporting Authority (ACARA), Australian Curriculum v3.0: Mathematics for Foundation–10,<www.australiancurriculum.edu.au/Mathematics/Curriculum/F-10>.

School name Unit title Duration of unit

Wembley Downs Sound Waves program 6 weeks

Unit outline

Children develop an understanding that letters are symbols used to interact with others, to express imagination and ideas across a broad spectrum of subjects. They explore letter symbols that possess names and sounds, and that either of these contexts can be used to express meaning through different text formats. They will learn that there are rules that govern the way in which words are assembled, and they will start to explore how to apply these rules to phoneme addition and substitution. Children will begin to identify language features and features of print in familiar texts.Learning opportunities in this unit are developed for the children by the teachers, so that they gain the maximum level of exposure to written text, using symbols to express ideas, and develop deeper understanding of language symbols, and text construction. Teaching is explicit to the extent that the children are able to gain a greater understanding of the rules of language and language construction and how to employ these rules. However, intentional in its delivery, ensuring that children are exposed to multi-faceted modes of text. This unit is of great importance to ensure the future success of children at school- that they are able to cope with the varying demands of education, as it provides the basis for a sound knowledge of language, symbols, and language construction via written or oral modes.This unit (throughout the year), places a strong focus on the development of children’s understandings of: the symbol system used within their world and how it contributes to language for interaction text structures and organisation developing sound and letter knowledge creating texts

Inquiry questions for this unit: How do I put my ideas together in a sentence? - How do I correctly construct a sentence? What words should I use in my sentence? - What are the basic concepts about print? How should these words be ordered? - How can I present my text? What are the different sounds that letters can make? - What are appropriate interaction skills? How do these sounds change according to the letters they are blended with?

Queensland Studies Authority January 2012 |1

Identify curriculum

Content descriptions to be taught General capabilities and cross-curriculum prioritiesLanguage Literature Literacy

Language variation and changeUnderstand that English is one of many languages spoken in Australia and that different languages may be spoken by family, classmates and community (ACELA1426)Language for interactionUnderstand that language can be used to explore ways of expressing needs, likes and dislikes (ACELA1429)Text structure and organisationRepeating parts of texts, for example characteristic refrains, predicting cumulative storylines, reciting poetic and rhyming phrases (ACELA1430)Understand that punctuation is a feature of written text different from letters; recognise how capital letters are used for names, and that capital letters and full stops signal the beginning and end of sentences (ACELA1432)Expressing and developing ideasRecognise that sentences are key units for expressing ideas (ACELA1435)Recognise that texts are made up of words and groups of words that make meaning (ACELA1434)Explore the different contribution of words and images to meaning in

Literature and contentRecognise that texts are created by authors who tell stories and share experiences that may be similar or different to students’ own experiences (ACELT1575)Responding to literatureShare feelings and thoughts about the events and characters in texts (ACELT1783)Examining literatureIdentify some features of texts including events and characters and retell events from a text (ACELT1578)

Interacting with othersListen to and respond orally to texts and to the communication of others in informal and structured classroom situations (ACELY1646)- listening to, remembering and

following simple instructions- asking and answering questions

to clarify understanding- participating in class, group and

pair discussions- participating in informal

situations, involving the imaginative use of spoken language

- listening for specific things, to give an answer

- sequencing ideas in spoken texts, retelling stories with picture cues

Use interaction skills including listening while others speak, using appropriate voice levels, articulation and body language, gestures and eye contact (ACELY1784)Interpreting, analyzing, evaluatingIdentify some differences between imaginative and informative texts (ACELY1648)- talking about what is ‘real’ and

what is imagined in texts

Literacy develop the skills to learn and

communicate confidently in listening, reading and viewing, writing, speaking and creating print

Critical and creative thinking identifying, exploring and

organising information and ideas generating ideas, possibilities and

actions, that is, considering alternatives

imagine possibilities and connect ideas

seek solutions and put ideas into action

Personal and social capability communicate effectively recognise emotions appreciate diverse perspectives understand relationships negotiate and resolve conflict work collaboratively develop self-discipline become confident, resilient and

adaptable

2 | Year X unit overview Australian Curriculum: Mathematics

Identify curriculum

stories and informative texts (ACELA1786)Know how to use onset and rime to spell words (ACELA1438)Sound and letter knowledgeRecognise rhymes, syllables and sounds (phonemes) in spoken words (ACELA1439)Recognise the letters of the alphabet and know there are lower and upper case letters (ACELA1440)

Read predictable texts, practising phrasing and fluency, and monitor meaning using concepts about print and emerging contextual, semantic, grammatical and phonic knowledge (ACELY1649)Use comprehension strategies to understand and discuss texts listened to, viewed or read independently (ACELY1650)- talking about the meanings in

texts listened to, viewed and read- making an inference about a

character's feelings- discussing and sequencing

events in storiesCreating textsCreate short texts to explore, record and report ideas and events using familiar words and beginning writing knowledge (ACELY1651)Produce some lower case and upper case letters using learned letter formations (ACELY1653)


Identify curriculum

Achievement standardReceptive modes (listening, reading and viewing)By the end of the Foundation year, students use predicting and questioning strategies to make meaning from texts. They recall one or two events from texts with familiar topics. They understand that there are different types of texts and that these can have similar characteristics. They identify connections between texts and their personal experience.

They read short, predictable texts with familiar vocabulary and supportive images, drawing on their developing knowledge of concepts about print and sound and letters. They identify the letters of the English alphabet and use the sounds represented by most letters. They listen to and use appropriate language features to respond to others in a familiar environment. They listen for rhyme, letter patterns and sounds in words.

Productive modes (speaking, writing and creating)Students understand that their texts can reflect their own experiences. They identify and describe likes and dislikes about familiar texts, objects, characters and events.

In informal group and whole class settings, students communicate clearly. They retell events and experiences with peers and known adults. They identify and use rhyme, letter patterns and sounds in words. When writing, students use familiar words and phrases and images to convey ideas. Their writing shows evidence of sound and letter knowledge, beginning writing behaviours and experimentation with capital letters and full stops. They correctly form known upper- and lower-case letters.


Relevant prior curriculum Curriculum working towards

Western Australian Early Years Learning FrameworkChildren are confident and involved learners: explore ideas and theories using imagination, creativity and play use feedback from themselves and others to revise and build on an ideaChildren are effective communicators: contribute their ideas and experiences in play, small group discussions attend and give cultural cues that they are listening to and understanding

what is said to them listen and respond to sounds and patterns in speech, stories and rhymes

in context view and listen to printed, visual multimedia texts and respond with

relevant gestures, actions comments and/or questions sing and chant rhymes, jingles and songs begin to understand key literacy concepts and processes, ie. sounds of

language, letter-sound relationships, concepts of print and the ways text are structured

recognise and engage with written and oral culturally constructed texts use language and engage in play to imagine and create roles, scripts and

ideas use symbols in play to represent and make meaning develop an understanding that symbols are a powerful means of

communication and that ideas, thoughts and concepts can be represented through them

begin to be aware of the relationships between oral, written and visual representations

listen to and respond to sounds and patterns in speech stories and rhyme draw on their experience in constructing meaning using symbols

Year 1 Australian CurriculumChildren will be provided with opportunities to understand: that texts have varying purposes and this shapes their structure in a

predictable way differing forms of punctuation change the way that a text can be

understood text is made up of differing parts, that culminate in giving more

understanding differences in word to represent people, places, states and so on how to use onset and rime to spell words sound-letter matches and their variabilityThey will also be provided with opportunities to: participate in discussions and present opinions recreate texts imaginatively through drawing, writing performance and/or

digital format make presentations that presents their own work and thought processes discuss differences in texts participate in editing of own and others’ work write longer and more creative texts, using lower case/capital letters, and

punctuation

Bridging content

Australian Curriculum and the EYLFUsing the five contexts for learning and the eight guiding principles of practice, teachers create teaching and learning opportunities that may include: explaining the different modes and structures of texts within everyday contexts, that is, speaking and listening, responding, interacting and presenting discussing the purposes of language for communicating within a range of contexts for example, learning context, social context


looking at different structures of text types in meaningful ways exploring through rhythm and rhyme the patterns of oral language and making explicit through texts the relationship between these patterns and text and

word construction, eg. onset and rime, rhyming patterns, phoneme substitution and deletion discussing and exploring the features of text, such as, print concepts, punctuation, sentence structures predicting within shared reading high-frequency and sight words within texts how to recognise letters and sounds constructing texts focusing on appropriate capital/lower case letters, sentence formation, punctuation, vocabulary creating written texts recognising familiar words within shared reading texts, and applying prior knowledge about letters and sounds to decipher new vocabulary

Links to other learning areas


Assessment Make judgments

Describe the assessment Assessment date Teacher gathers evidence to make judgements about the following characteristics of children’s work:Productive: Use of familiar words, phrases and

images to convey ideas Use of new terminology to convey ideas Organisation and detail of description Deliver short oral presentation to peers

in familiar situations Use interaction skills – voice level,

articulation, eye contact Create short texts to report ideas using

familiar words and beginning writing knowledge

The sequence of teaching and learning experiences allows for teachers to: monitor learning about language, literature and literacy strands withing

everyday learning determine future directions for teaching and learning for each childAnecdotal notes and observationsTeacher will make notes and observations about individual children’s progress towards language, literature and literacy knowledge, skills and understanding during everyday learning experiences.WrittenChildren will write about a character that they have chosen (robot), and express their ideas giving name, what they like about their robot, what is their robots special function.Children will write about themselves as a pirate – draw a picture and 3 sentences about you as a pirate – name, what they can do,Informative: Presentation (spoken)Children report about their robots discussing design, and design features: what materials did you use; why did you choose those materialsSelf-Reflection checklist:1. Does your robot have legs?2. Did you build your robot using 3 or more materials?3. What feature of your robot do you like the most?Exhibit:Robots set out in robot exhibit (Robot land), for parents, with short written explanation of own robot.

The assessments allow for individuality of design as well as imagination. There are a variety of assessment types, which allow for all students to practice talking about a topic, whether that be oral, written or one-to-one. In so doing, the weaker students are given the opportunity to refine their ideas and become more specific about what it is they want to say. These assessments give the stronger students the opportunity to use a greater level of language, through the use of descriptive language, and the medium to explore ideas, as well as, refining their written work.

Ongoing

Week 6 (wk. 3 of prac)

Week 7 (wk.4)

Week 8 (wk.5)

Week 9 (wk.6)


Assessment Make judgments

Students will be given a chance to write their ideas, then feedback will be given in order to refine what they have written, to ensure that it conforms to the format given, and the ideas that they need to present.The purpose of each assessment is to gauge how students are able to construct text using the knowledge they have of text construction, as well as letter/sound construction and syntax.Oral assessment is given so that children can explore the language of presentation, and the mode of delivery. It is also a means to encourage all students to take part in, and understand that their contributions are important.


Teaching and learning Supportive learning environment

Teaching strategies and learning experiences Adjustments for needs of learners Resources

Modelled writing:Teacher: Writes and thinks aloud while children observe, when writing about “My robot” Makes explicit how text is to be presented and what information is to be

containedShared writing:Teacher: Scribes text as children supply content, paying attention to spelling out familiar

words, and assisting children to think about and verbalise information Facilitates children’s ability to focus on developing the content of the text without

having to writeChildren: Talk about, and develop ideas pertinent to the content Collaborate with peers about ideas Make links with their knowledge and experiencesGuided writing:Teacher: Based on small groups, working on needs of children ie. planning, sequencing,

joining sentencesChildren: Opportunity to use initiative when writing Apply prior knowledge and any new skills to the writing processWhole-class discussions:Teacher: Facilitates conversations with key topics, ideas, and questions to give children

direction in their discussions and ideasChildren: Collaborate with each other to explore topic and concepts in order to write a

presentation

Section 6 of the Disability Standards for Education (The Standards for Curriculum Development, Accreditation and Delivery) state that education providers, including class teachers, must take reasonable steps to ensure a course/program is designed to allow any student to participate and experience success in learning.The Disability Standards for Education 2005 (Cwlth) is available from: <www.ag.gov.au> select Human rights and anti-discrimination > Disability standards for education.

According to ability children will be helped to focus on a core set of questions in order to complete their written work.Other children will be asked to state their ideas, and how they will sequence them in order to construct a text.

Children will need access to: Paper Pencils Coloured pencils Crayons Textas Boxes of varying shapes

and sizes Robot reading books Buttons Aluminium foil Glue Cardboard (coloured) String Popsticks Matchsticks Crepe paper CBeebies “Little Robots”


Teaching and Learning Component for Unit of Work

Content Description Lesson / Learning Activities Materials EvaluationWeek 1:Language – Expressing and developing ideas(ACELA1437) Understand the use of vocab in familiar contexts related to everyday experiences, personal interests and topics taught at schoolLiteracy – Interpreting, analyzing, evaluating (ACELA1650) Use comprehension strategies to understand and discuss texts listened to, viewed or read.Language - Sound and letter knowledge (ACELA1439) – recognize rhymes, syllables and sounds in spoken wordsLiteracy – Creating texts (ACELY1652) – produce some lower case and upper case letters using learned letter formations

Literacy – Interpreting, analyzing, evaluating (ACELY1649) Read predictable texts, practicing phrases & fluency, & monitor meaning using concepts about print and emerging contextual, semantic, grammatical and phonic knowledge.

Literacy – Creating texts (ACELY1652) – produce some lower case and upper case letters using learned letter formations

“The Vegetable Garden” sequencing of events sequencing specific vocab draw picture from one pg of story to recreate shared book

SoundWaves: Phonics letter Ff – prompt for name and sound Ff story – smartboard – Five speckled frog story

- prompt -Who?, What?, What happens?, How?- listen for f sound, jump, clap

Ff colouring activity, pg.10 Differentiation for rainbow group – SW’s page from Yr1 or 2

bk List words – practice, check for sounding out/reading

Handwriting: Ff handwriting – smartboard – practice – wk/sheet – model

writing Practice writing list words fit, fat and any other words that chln

can make Rainbow group make sentences with words –differentiation

“Wake up Dad” – Shared reading: Think, pair, share – what is the story about ? Discuss pair thoughts on story Discuss childn’s habit of waking parents

SoundWaves: Phonics Letter Nn – Nanny had a net story - read – listen for N sound,

clap, jump Sound and name Nn – colouring activity pg. 11 Rainbow group differentiation – SW’s pg. from Yr 1/2 bk List words – practice, check for sounding out/reading

Handwriting:

Shared book “the vegetable garden”

Sound Wavessmartboardpencils/coloured pencils

Ff wk/sheetSmartboard

“Wake up Dad” big book

Sound WavesSmartboardPencils/coloured pencilsWhiteboards - individual


Language - Sound and letter knowledge (ACELA1439) – recognize rhymes, syllables and sounds in spoken words

Week 2:Language - Sound and letter knowledge (ACELA1439) – recognize rhymes, syllables and sounds in spoken wordsLiteracy – Creating texts (ACELY1652) – produce some lower case and upper case letters using learned letter formations

Literacy – Interpreting, analyzing, evaluating (ACELY1649) Read predictable texts, practicing phrases & fluency, & monitor meaning using concepts about print and emerging contextual, semantic, grammatical and phonic knowledge.Language - Expressing and developing ideas (ACELA1786) Recognise that texts are made up of words and groups of words that make meaningLiterature – Examining literature – Retell events form a text (ACELT1578)Literacy – Creating texts – produce some lower case and upper case letters using learned letter formations (ACELY1653)

Nn handwriting – smartboard – practice – wk/sheet – model writing

List words – practice, and other words you can make with Nn Rainbow group make sentence

SoundWaves: Phonics Letter Pp – Pretty Pink Pig – smartboard story – identify P

words – clap, jump Other words that start with P –add an, at, in, am etc. sound out

and read together Think/pair/share words Pp – SoundWaves wk.bk pg 12 – colouring activity – explain List words – break down, say the sounds Rainbow group –SW’s pg. from Yr1/2 bk

Handwriting: wk/sheet: Pp handwriting – sky/grass SB practice – model writing, childn

attempt List words – pat, tap – what words can we make – what are the

sounds Whiteboard writing practice

Shared Reading: Identifying key phrases – I am/ I like/ I can… Discuss prior knowledge – write key words on board Read book together – prompt students to read familiar words Retell story looking at pictures only Use key phrases to make your own pirate short story – oral Cover words – childn identify missing words in story

Writing: high frequency words: the/ I /can/see write sentences using can/see/I trace over unfamiliar words for red/green/blue/yellow rainbow – write your own sentences – unjumble sentence Worksheet – draw your pirate, write 3 sentences about your

pirate - assessment

Group activity: table rotations: word spinner – use familiar pictures of words as spinner lands on picture, make the word using letters

SoundWavesPencils/coloured pencilsSmartboard – activity & story

Writing sheetWhiteboards - individualPencils/coloured pencils

I am a Pirate – shared book

Pirate writing worksheetI am a pirate worksheet

Picture spinner, letter cards, base


Week 3:Language - Sound and letter knowledge (ACELA1439) – recognize rhymes, syllables and sounds in spoken wordsExpressing and developing ideas – recognizing that sentences are key units for expressing ideas (ACELA1435)Explore the different contributions of words to meaning in stories (ACELA1786)Know how to use onset and rime to spell words (ACELA1438)Literacy – Creating texts (ACELY1652) – produce some lower case and upper case letters using learned letter formationsLiteracy – Creating texts – create short texts to explore, record and report ideas and events using familiar words and beginning writing knowledge (ACELY1651)

Shared writing: phonics – letter Rr write letter story together as a class prepare R words that childn can use in story clap when you hear r sound in story what words start with r? onset rime, r-at, r-an, r-ip, sound out, put together pg. 14 – Rr colouring activity – list words – explain, model robot movements Rainbow group – yr. 1/2 wk/book copies

Handwriting: Rr worksheet – sky/grass smartboard – model writing letter Explain wk/sheet What are some R words – write them on your whiteboard Rainbow group - sentences

Writing: Narrative: My Robot stories: Brainstorm robot ideas for stories – write on board Title, character, setting, what happened, who, solution Individuals present ideas for their stories Individual writing – lined paper for this activity

Writing: R words: Revise R words Worksheet – go through pix – what are the words? Spell out words use magnetic letters on board, ask chldn to com

up What sounds can you hear in each word? (ram, ring, ran/run,

rug, rat, rib) Children complete worksheet Sit with Lisa, Sean, Elise, Madison, Jake, Ryana (extra help),

use magnetic letters with this group, they sound out, then write words on sheet

Change other groups

Morning rotations: (over 2 weeks)

card

SmartboardComputerSound Waves activity book

WhiteboardsRr worksheet

Robot writing - lined paper

R words worksheetAlphabet magnetsA3 version for whiteboard of worksheets

Break this activity up into parts, does not work at this age level to write a story all in one go. (time)


Week 4:Literacy – Creating texts - Produce some lower case and upper case letters using learned letter formations (ACELY1653)Language – expressing and developing ideas - Know how to use onset and rime to spell words (ACELA1438)

Language - Sound and letter knowledge (ACELA1439) – recognize rhymes, syllables and sounds in spoken wordsExpressing and developing ideas – recognizing that sentences are key units for expressing ideas (ACELA1435)Explore the different contributions of words to meaning in stories (ACELA1786)Know how to use onset and rime to spell words (ACELA1438)Literacy – Creating texts (ACELY1652) – produce some lower case and upper case letters using learned letter formationsLiteracy – Creating texts – create short texts to explore, record and report ideas and events using familiar words and beginning writing knowledge (ACELY1651)

Word slides Simple sentences using list words

SoundWaves: Phonics: Oo Smartboard – SoundWaves – letter O story – read, then reread Children clap, jump where they hear letter O What are some other words that you know? (can have O in the

word) Write these words on whiteboard – reread them together List words – on,off, pot, top – are these words in our whiteboard

list? Sound Waves pg. 13 – explain – practice on/off Children complete workbook

Shared Reading: summarizing: “Anna’s Big Day”: – what can we infer from the title/picture?

Discuss Beginning, middle, end – identify these elements of the story

together retell the story using your own words – ask number of children write what childn say on board

Handwriting: worksheet Oo list words – review – o – n; o – ff; p-ot; t-op; st- op can you write any O words – individual whiteboards sky/grass – smartboard – writing practice – model – ask children

to come up children complete worksheet

Shared writing: story elements – main character, setting, problems, solution, feelings writing a story for the letter Gg, make clear story elements look at story elements 1by1, write together, sound out words as

children say/hear them. Model sounding out, and writing by talking out loud Clap, jump, hop when you hear the sound G Sound Waves – pg. 15: list words – sound out and say Colour in activity page

Onset and rime cards (x6)Explanations for parentsList words, lined paper

Smartboard storyPencils/coloured pencilsWhiteboard

Big book – Anna’s Big DayPrompt cards for beg/mid/end

Oo writing worksheetIndividual whiteboards

Smartboard

Prompt cards – narrative elements

Sound Waves workbook



Week 5:

Language - Sound and letter knowledge (ACELA1439) – recognize rhymes, syllables and sounds in spoken wordsExpressing and developing ideas – recognizing that sentences are key units for expressing ideas (ACELA1435)Explore the different contributions of words to meaning in stories (ACELA1786)Know how to use onset and rime to spell words (ACELA1438)Literacy – Creating texts (ACELY1652) – produce some lower case and upper case letters using learned letter

Check each child’s list word ability – check list

Handwriting: Gg worksheet: list words – review – got; pig; dog; can you write any G words? – individual whiteboards sky/grass – smartboard – writing practice – model – ask children


Table rotations: Phonics, writing word bingo/ Read the room/ Word slide/ SW book/ Spinner

SoundWaves: Phonics: Ee Smartboard – SoundWaves – letter E (short sound) story –

read, then reread Children clap, jump where they hear letter E What are some other words that you know? (can have E in the

word or beginning) Can you make a sound E, sentence? Write child’s sentence on board, sounding out, and writing -

model Write these words on whiteboard – reread them together List words – red, peg, get Sound Waves pg. 13 – explain – practice Children complete workbook

Shared Reading: “Smarty Pants”: rhyming words: Title and picture – brainstorm –write ideas on board – check

after reading to see how close we were Rhyming words – what are rhyming words? Can any children say 2 words that rhyme? How could we put them in a sentence? Read book Read again, children read along Go over each page, what are the rhyming words? Can you make a sentence with those rhyming words

Writing: rhyming sentences: Rainbow – write own sentences with given words (unjumble?) Red, yellow, blue, green tables scaffolded sentences, finish the

List words - checklist

Gg worksheets

whiteboards

Smartboard story

Sound Waves workbook

Smarty Pants Big Book

Whiteboard

Differentiated worksheets for rainbow and other groups.

Rainbow – unjumble rhyming


formationsLiteracy – Creating texts – create short texts to explore, record and report ideas and events using familiar words and beginning writing knowledge (ACELY1651)

Language: Sound and letter knowledge: recognize rhymes, syllables and sounds in spoken words (ACELA1439)Literature – examing literature - replicate the rhythms and sound patterns in stories, rhymes, songs and poems from a range of cultures (ACELT1579)


Language - Sound and letter knowledge (ACELA1439) – recognize rhymes, syllables and sounds in spoken wordsExpressing and developing ideas – recognizing that sentences are key units for expressing ideas (ACELA1435)Explore the different contributions of words to meaning in stories (ACELA1786)Know how to use onset and rime to spell words (ACELA1438)Literacy – Creating texts (ACELY1652) – produce some lower case and upper case letters using learned letter formationsLiteracy – Creating texts – create short texts to explore, record and report ideas and events using familiar words and

sentence with a rhyming word eg. The ____ sat on the ___. Does the word that you chose make sense?

Handwriting: Ee worksheet: list words – review – red, peg, get can you write any E words? – individual whiteboards Rainbow – write a sentence with an E word sky/grass – smartboard – writing practice – model – ask children


SoundWaves: Phonics: Hh Smartboard – SoundWaves – letter H - story – read, then reread Children clap, jump where they hear letter H What are some other words that you know? Can you make a sound H sentence? Write child’s sentence on board, sounding out, and writing -

model Write these words on whiteboard – reread them together List words – hat, hot, hit Other words that start with H? Write on your board Sound Waves pg. 13 – explain – practice Children complete workbook Check for sounding out of list words

Handwriting: Hh worksheet: list words – review – hat, hot, hit can you write any H words? – individual whiteboards Rainbow – write a sentence with an H word sky/grass – smartboard – writing practice – model – ask children


SoundWaves: Phonics: Kk Smartboard – SoundWaves – letter k (short sound) story – read,

then reread Children clap, jump where they hear letter K

sentences

Other – Fill in the gap with a word from the list.

Sound Waves: workbook

Smartboard letter story

Pencils/coloured pencils

Worksheet

Smarboard


Sound Waves book


beginning writing knowledge (ACELY1651)

Language: Sound and letter knowledge: recognize rhymes, syllables and sounds in spoken words (ACELA1439)Literacy – Creating texts (ACELY1652) – produce some lower case and upper case letters using learned letter formations

Week 6:Language - Sound and letter knowledge (ACELA1439) – recognize rhymes, syllables and sounds in spoken wordsExpressing and developing ideas – recognizing that sentences are key units for expressing ideas (ACELA1435)Explore the different contributions of words to meaning in stories (ACELA1786)Know how to use onset and rime to spell words (ACELA1438)Literacy – Creating texts (ACELY1652) – produce some lower case and upper case letters using learned letter formationsLiteracy – Creating texts – create short texts to explore, record and report ideas and events using familiar words and beginning writing knowledge (ACELY1651)

What are some other words that you know? Can you make a sound K, sentence? Write child’s sentence on board, sounding out, and writing -

model Write these words on whiteboard – reread them together List words – kid, kit Can we make other words with the sounds that we know? Sound Waves pg. 18 – explain – practice Children complete workbook

Shared book:

n/a

Writing:

Handwriting: Kk worksheet: list words – review – kid, kit can you write any K words? – individual whiteboards Rainbow – write a sentence with an K word sky/grass – smartboard – writing practice – model – ask children


SoundWaves: Phonics: - (k)c Smartboard – SoundWaves – (k)c - story – read, then reread Children clap, jump where they hear letter kc What are some other words that you know? Can you make a sound kc sentence? Write child’s sentence on board, sounding out, and writing -

model Write these words on whiteboard – reread them together List words – can, cat, cot, cap Other words that start with k(c)? Write on your board Sound Waves pg. 19 – explain – practice Children complete workbook


Worksheet


Smartboard sky/grass format

Sound Waves book

Smartboard story



Language: Sound and letter knowledge: recognize rhymes, syllables and sounds in spoken words (ACELA1439)Literacy – Creating texts (ACELY1652) – produce some lower case and upper case letters using learned letter formations

Language - Sound and letter knowledge (ACELA1439) – recognize rhymes, syllables and sounds in spoken wordsExpressing and developing ideas – recognizing that sentences are key units for expressing ideas (ACELA1435)Explore the different contributions of words to meaning in stories (ACELA1786)Know how to use onset and rime to spell words (ACELA1438)Literacy – Creating texts (ACELY1652) – produce some lower case and upper case letters using learned letter formationsLiteracy – Creating texts – create short texts to explore, record and report ideas and events using familiar words and beginning writing knowledge (ACELY1651)

Language: Sound and letter knowledge: recognize rhymes, syllables and sounds in spoken words (ACELA1439)Literacy – Creating texts (ACELY1652) –

Check for sounding out of list words

Handwriting: (k)c List words – review – can, cat, cot, cap Can you write any (k)c words – individual whiteboards Rainbow – write a sentence with (k)c Sky/grass – model writing – k sound, but use the letter c Children complete worksheet


Letter worksheet


produce some lower case and upper case letters using learned letter formations


Use feedback

Ways to monitor learning and assessment

Teachers meet to collaboratively plan the teaching, learning and assessment to meet the needs of all learners in each unit.Teachers create opportunities for discussion about levels of achievement to develop shared understandings; co-mark or cross mark at key points to ensure consistency of judgments; and participate in moderating samples of student work at school or cluster level to reach consensus and consistency.

Feedback to students Teachers strategically plan opportunities and ways to provide ongoing feedback (both written and informal) and encouragement to children/students on their strengths and areas for improvement.Children/Students reflect on and discuss with their teachers or peers what they can do well and what they need to improve.Teachers reflect on and review learning opportunities to incorporate specific learning experiences and provide multiple opportunities for children to experience, practise and improve.

Reflection on the unit plan 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.
