tune in target teach try out tune up take off tie together

EAGLEHAWK NORTH PRIMARY SCHOOL TERM PLANNER ENGLISH A YEAR TERM 3 TOPIC: Weather & the 5 senses +Indigenous Perspectives

WORKING TOWARD ACHIEVEMENT OF STANDARDS

Foundation: Reading and Viewing-By the end of the Foundation level, students use questioning andmonitoring strategies to make meaning from texts. They recall one ortwo events from texts with familiar topics. They understand that thereare different types of texts and that these can have similarcharacteristics. They identify connections between texts and theirpersonal experience. They read short predictable texts with familiarvocabulary and supportive images, drawing on their developingknowledge of concepts about print, and sound and letters. Theyidentify all the letters of the English alphabet in both upper- andlower-case, and know and can use the sounds represented by mostletters.

Foundation: Writing-

When writing, students use familiar words and phrases and imagesto convey ideas. Their writing shows evidence of letter and soundknowledge, beginning writing behaviours and experimentation withcapital letters and full stops. They correctly form all upper- andlower-case letters.

Foundation: Speaking and Listening-Students listen to and use appropriate interaction skills torespond to others in a familiar environment. They can identifyrhyme, letter patterns and sounds in words. Studentsunderstand 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 andwhole-class settings, students communicate clearly. They retellevents and experiences with peers and known adults. Theyidentify and use rhyme, letter patterns and sounds in words.

Level 1: Reading and Viewing-By the end of Level 1, students understand the different purposes oftexts. They make connections to personal experience when explainingcharacters and main events in short texts. They identify that textsserve different purposes and that this affects how they are organised.They are able to read aloud, with developing fluency, short texts withsome unfamiliar vocabulary, simple and compound sentences andsupportive images. When reading, they use knowledge of therelationships between sounds and letters, high-frequency words,sentence-boundary punctuation and directionality to make meaning.They recall key ideas and recognise literal and implied meaning intexts.

Level 1: Writing-When writing, students provide details about ideas or events, anddetails about the participants in those events. They accurately spellwords with regular spelling patterns and use their knowledge ofblending and segmenting, and many simple and high-frequencywords to write predictable words. They use capital letters and fullstops appropriately.

Level 1: Speaking and Listening-Students listen to others when taking part in conversations usingappropriate interaction skills. They listen for and reproduceletter patterns and letter clusters. Students understand howcharacters in texts are developed and give reasons for personalpreferences. They can describe characters, settings and events indifferent types of literature. They create texts that showunderstanding of the connection between writing, speech andimages. They create short texts for a small range of purposes.They interact in pair, group and class discussions, taking turnswhen responding. They make short presentations on familiartopics.

Links to Capability & Digital Technologies Content Descriptors (English specific)

Critical and Creative ThinkingBy the end of Level 2, students use and give examples of different kindsof questions. Students generate ideas that are new to them and makechoices after considering personal preferences.

Students identify words that indicate components of a point of view.They use reasons and examples for different purposes.

Students express and describe thinking activity. They practise somelearning strategies. Students demonstrate and articulate someproblem-solving approaches.

Ethical capabilityBy the end of Level 2, students identify and describe ethical conceptsusing illustrative examples from familiar situations and a basicvocabulary about ethical problems and their outcomes.

Students identify and explain acts and situations that have ethicaldimensions, using illustrative examples. They explain that personalfeelings may influence the way people behave in situations whereethical issues are involved.

Digital TechnologiesBy the end of Level 2, students identify how common digitalsystems are used to meet specific purposes.

Students use digital systems to represent simple patterns indata in different ways and collect familiar data and displaythem to convey meaning.

Students design solutions to simple problems using asequence of steps and decisions. They create and organiseideas and information using information systems and sharethese in safe online environments.

Text Type Focus:

Non-Fiction Texts.

Teaching & Learning Approaches – non-negotiables● Daily Reading & Writing sessions that integrate Phonics, Word Study

and Speaking and Listening● Gradual Release of Responsibility/Instructional Model● Use of ongoing assessment and data to target teaching● Use of ongoing feedback● Visible learning intentions and success criteria● Individual reading and writing goals for all students● Individual Learning Plan (ILP) for 12 months above /below /EAL /PSD

/Koorie /Discipline

Special Events/Dates:

Swimming in week 9.

Performance Outcome/Product of Learning:Students will create a … about a …. This will show evidence of:

● Students will publish …●

Vocabulary expectations (English specific)

Digraph, blend, split digraph, vowel, consonant.Information reportResponseRecountDescription

Tune In Target Teach Try Out Tune Up Take Off Tie Together

Weeks&

Dates

Learning Focus Assessment

Charts

Reading & Viewing Writing Word study/phonics Speaking & Listening

1 Shared Reading Strategy:Chunky MonkeyChunk the words. (Look for wordswithin words)

Text: Stormy Weather (NF)

Reading Eggs Website

Narrative

Weeks 1-4

Narrative First year of school

Purpose: 1.

The writing entertains the reader.Structure:

1. The writing has an orientation(who, when and where), a

Phonics: oo/OO

Word of the week:there

Narrative Topic: The Three LittlePigs.Students will use the 3 little pigsstory as a prompt to model how anarrative is sequenced. Use theimages to create the story.

Show and Tell

Star of the week

Picture chats duringreading.

Morning Circle: Respect forLearning.

(Understand that language canbe used to explore ways of

Moderatedwriting piece.

Letter ID.

[email protected]/word: Ruby.2014

Focus Words: Clouds: Tuesday,storm, afternoon, darker.Rain: everyone, needed,umbrella, covered, slowly.Wind: Window, raining,strong, amazing.Thunder & Lightning:thunderstorm, lightninghowled.After the Storm: raining,damaged, flooded, couldn’t.

INDEPENDENT READING:Practiced daily as part ofthe two hour Literacyblock. Teacher toconference with thestudents weekly to work onstudentsstrategies/abilities.

Understand that texts can takemany forms, and that imaginative

and informative texts have differentpurposes (VCELA141)

Understand concepts about printand screen, including how books,film and simple digital texts work,and know some features of print,

including directionality (VCELA142)

Use comprehension strategies tounderstand and discuss texts

listened to, viewed or readindependently (VCELY153)

complication (problem to solve)and a resolution.

2. Simple time connectives areused to link sentences in the text(e.g. then, later).

Grammar:

1. A range of nouns and noungroups (common and proper) areused to describe people andplaces.

2. Descriptive sentences are used,relating to: size, colour, shape,number, texture.

3. Understanding ofnoun/pronoun relationship (e.g.he, they) is demonstrated.

4. Action verbs and relating verbs(e.g. is, was) are used.

5. Simple sentences are used.

Writing Features: 1. The writinguses consistent tense.

Phonological: p/i/g/sVisual: there

Morphemic: puff/ed

Content Words: pigs, three,house, straw, sticks, bricks,wolf.

Function Words: the, are, have,a.

Recognise all upper- andlower-case letters and the mostcommon sound that each letterrepresents (VCELA146)Blend sounds associated withletters when readingconsonant-vowel-consonantwords (VCELA147)

expressing needs, likes anddislikes (VCELA166) )

VSW-PBS- Lesson One.Reteaching classroomexpectations and routines.

Skills to be explicitly retaughtinclude:

● 5 finger strategy.● The school Matrix.● Lining Up procedures● Transitioning

procedures.

Use Positive Behaviour supportvisuals to support expectations.

2 Shared Reading Strategy:Chunky MonkeyChunk the words. (Look for wordswithin words)

Text: Clothes (NF)

Reading Eggs [email protected]/word: Ruby.2014

Focus Words:Chptr 1- s/u/nn/y, m/o/n/day,sh/or/t/s, t/sh/ir/tChptr 2- c/l/ou/d/y, c/oo/l,l/o/ng, sh/ir/t/sChptr 3- r/ai/n/y,r/ai/n/c/oa/t/s, b/oo/t/sChptr 4- w/i/n/d/y, j/u/m/p/erChptr 5- f/r/i/day, s/u/nn/y




Understand concepts about printand screen, including how books,film and simple digital texts work,

Phonics: y & x

Word of the week:they

Narrative Topic: Students willbegin planning their ownnarrative piece.

Phonological: Name ofCharacter (possibly)

Visual: theyMorphemic: wood/s,

hous/es

Content Words: characters,animals

Function Words: colour, shape,number, size, texture, locationand doing words.


VSW-PBS- Lesson Two.We are prepared for learning.

LI: We are learning to be readyfor learning.SC: I can unpack my bag.I can put my belongings away.I can sit on the mat.I can have my materialsorgansied ready to learn.


● Revisit unpacking ourbags.

● Revisit the 5 L’s forlistening.

● Revisit expectations forworking at the table.


mailto:[email protected]


http://victoriancurriculum.vcaa.vic.edu.au/Curriculum/ContentDescription/VCELA141


http://victoriancurriculum.vcaa.vic.edu.au/Curriculum/ContentDescription/VCELY153









and know some features of print,including directionality (VCELA142)



3 Shared Reading Strategy:Peeking Poodle-Checking the pictures and check thewords.-Look back and forth at the picturesand the words.-Does it look right?-Does it sound right?-Does it make sense?

Text: What Does Sunlight Do?

Get Epic! website [email protected]/word: Teganh

Focus Words:pg. 4-7: light, gives, brightens,cloudy.pg. 8-11: early, higher,evening, nighttime.pg 12-15: heat, ground,animals, water.pg. 16-19: stronger, winter,uses, grow.pg 20- electricity, bodies.








Phonics: ch & sh

Word of the week:go, so, no

Narrative Topic: Going to thesun.(Magic School Bus)

Phonological: b/u/sVisual: go, so, no

Morphemic: fly/ing

Content Words: sun, bus,flying, character names.

Function Words: Descriptivebubble words students havebrainstormed about theircharacters.they, went, go.


VSW-PBS- Lesson Three.We can try our best.

LI: We are learning to try ourbest.SC: I can stay on task.I can attempt all tasks.I can ask for help when I need it.


● Only asking for helpwhen needed.

● What does anindependent workerlook like and do?

● Taking my time toensure I am doing mybest.


4 Shared Reading Strategy:Peeking Poodle-Checking the pictures and check thewords.-Look back and forth at the picturesand the words.-Does it look right?-Does it sound right?-Does it make sense?

Text: Rain

Phonics: soft th, hard, th

Word of the week:my & by

Narrative Topic: Gettingstuck in the storm.

Phonological: st/or/mVisual: my, by

Morphemic: rain/ing,out/side

Content Words: storm, clouds,rain, wind, stuck, trees, hiding.

VSW-PBS- Lesson Four.We can follow the instructions.

LI: We are learning to follow theinstructions. .SC:I can listen to the instructions.I can follow the instructions thefirst time my teacher asks me.


● 5 L’s for listening.● How to follow the

instructions.● How to ask for help only

if needed.











Get Epic! website [email protected]/word: Teganh

Focus Words:- sizesPage 5- light, drizzle, slowlyPage 6- heavy, splat, raindropsPage 8- rivers, oceansPage 9- groundPage 10- become, vaporPage 11- float, airPage 12- bigger, coolPage 13- stick, dustPage 14- bump, togetherPage 15- become








Function Words: Descriptivebubble words students havebrainstormed about theircharacters.we, went, got, in, the


5 Shared Reading Strategy:Kit Kat Connector-Connect to what you already know.-Text to Text-Text to Self-Text to World-Activate your background knowledge.

Text: Wind by Grace Hansen

Get Epic! website [email protected]/word: TeganhINDEPENDENT READING:Practiced daily as part ofthe two hour Literacyblock. Teacher toconference with thestudents weekly to work onstudentsstrategies/abilities.

Information Report

First year of school Purpose:

1. The writing describes a class ofthings.

Structure:

1. An opening statement introducesthe subject (macro group). (e.g. Dogsare animals.)

2. Details are given to describe thesubject (e.g. shape, size, colour,number, texture, action/doingstatement).

Grammar:

1. Adjectives or describing words areused.

2. Third-person pronouns are used(e.g. him, her, it, they, them) ratherthan first-person pronouns (e.g. I,we, me, us).

3. Verbs are usually in simplepresent tense. (e.g. Dogs are animals.They have two eyes.)

Phonics: qu & ou

Word of the week:one

Information report aboutweather. To be completed over2 weeks and published onmicrosoft word.

Phonological: r/ai/n,s/u/n, w/e/tVisual: one

Morphemic: rain/s

Content Words: wind, air, rain,cold, wet, sun.

Function Words: the, is, has,feels, does.


VSW-PBS- Lesson Five.We can put our hand up whenwe have something to say.

LI: We are learning to raise ourhand when we have somethingto say.SC:I can raise my hand when I havesomething to say.I can wait for my teacher to askme.I can be patient while I wait.


● How to raise my hand.● How to wait.● What my teacher is

looking for while I havemy hand up- what is mybody doing?













Focus Words:Page 4- blow, hearPage 6- moving, powerfulPage 8-gust, directionPage 10- atmosphericpressure, pushingPage 12- lighter, createsPage 14- heavierPage 16- everything,movementPage 18- spins, anywhere,directionPage 20- moisture, energy







Writing Features:

1. The tense of verbs is consistent.

2. The subjects and verbs agree.

3. Plurals and articles are usedcorrectly.


Text: I am Australian TooPicture Books- Mem Fox

Text to self:What country were you born in?Can you make a connection to this bookand to yourself?Do you have a special name for yourgrandparents?

Text to text:Have you read another book aboutpeople growing up in Australia?Have you read a book about people fromChina in your Chinese class?

Text to world:What do you know about people whocome from other countries?








Phonics: oi & ue

Word of the week:only

Phonological: r/ai/n,s/u/n, w/e/tVisual: only

Morphemic: rain/s

Information report aboutweather. To be completed over2 weeks and published onmicrosoft word.

Content Words: wind, air, rain,cold, wet, sun.

Function Words: the, is, has,feels, does.


VSW-PBS- Lesson Six.We can work respectfully withmy peers.

LI: We are learning to berespectful when working withothers.SC:I can share objects with others.I can wait my turn.I can use my manners.


● Sharing● Taking turns● Waiting


PM


ResponseWeeks 7-8Purpose:1. The writing responds to avisual, written or performedwork.

Phonics: ue & er

Word of the week:old

VSW-PBS- Lesson Seven.We can work independently.

LI: We are learning to workindependently.SC:









Text: Baby BusinessPicture Books- JasmineSeymour

Focus Questions:How are the characters the sameas you?How are the characters differentto you?o What does this story remind youof?o Can you think of another bookthat is similar to this one?o How is the (topic, characters,ending) similar to “I am AustralianToo?”o How are the characters andwhat happens to them in this storythe same or different as in a storythat you know?








2. The writing makes ajudgement.Structure:1. An opening statementindicates like or dislike of anobject with a point of view.(e.g. I like my teddy because…)2. Descriptive categories (e.g.number, size, colour, shape,texture, feeling, action orlocation) are used.3. A single element ofjudgement is used followed byan adjective. (e.g. I like thebear because it is brown.)Grammar:1. Adjectives or describingwords are used.2. Third-person pronouns areused (e.g. him, her, it, they,them) rather than first-personpronouns (e.g. I, we, me, us).3. Verbs are usually in simplepresent tense. (e.g. I like myteddy. He is soft.)Writing Features:1. Capital letters and full stopsare used correctly.2. Simple sentences have beenused.3. The tense of verbs isconsistent.4. Most high frequency wordsare spelt correctly.5. Plurals and articles are usedcorrectly.

Responding to: What I likeabout living in Australia.

Phonological: h/o/t,c/o/l/d

Visual: old, Australia, likeMorphemic: lik/ed, lik/ed,

liv/ing

Content Words: Australia,Australian, Indigenous, TorresStrait Islander.

Function Words: is, does, has,are.


I can organise my materials bymyself.I can work at my table quietly.I can try my best to finish mywork by myself.


● Working by myself.● Working quietly.● Trying my best.


8 Shared Reading Strategy:Questioning OwlAsk questions as you read. Askquestions before, during and after.Who? What? Where? Why? Look foranswers while you read.

Text: Australia

Get Epic! [email protected]/word: Teganh

Before:What do you think this book will beabout?What do you want to know aboutthis book?Is this book fiction or nonfiction?

During:What things live in Australia?Where is Australia on a map?How big is Australia?How many continents are there inthe world?

After:What did you like about the book?What didn’t you like about the book?

Phonics: ar

Word of the week:like

Response Topic: Writing aboutwhat they like about theimages in the ‘Welcome toCountry’ text.

Phonological: h/o/t,c/o/l/d

Visual: likeMorphemic: lik/ed, lik/ed,

liv/ing

Content Words: colours,patterns, images.

Function Words: are, like,have, looked, look.


VSW-PBS- Lesson Eight..We can speak to othersrespectfully.

LI: We are learning to speak toothers with respect.SC:I can use kind words.I can use my manners.I can wait my turn.


● Speaking respectfully.● Using manners- when to

say please or thank you.











Do you have any other questionsabout Australia now that we haveread it?








9 Shared Reading Strategy:Questioning OwlAsk questions as you read. Askquestions before, during and after.Who? What? Where? Why? Look foranswers while you read.

Text: The Lost ListSpeld Decodable Texts, Set 4Green 2 stars.

Before:What does she need the list for?When do people write lists?Where do you think she is going?

During:What food do you think was on thelist?Will she remember all of the itemson the list?

After:What happened in the story?Did the girl remember all of thethings she was supposed to get?What do you think she might do nexttime she goes shopping?








Recount First year of school

Purpose: 1. To retell a series ofevents (sequenced in order).Structure:1. Orientation is used: where,when, who. 2. Events shouldinclude 3 simple sentences,sequenced in order. e.g. Lastweek my family went tograndma’s house First, we drovein the car. Then we had dinner.Finally, we came home.Grammar:1. Time connectives are used tosequence events (first, then,finally). 2. Past tense verbs areused. 3. Nouns are used to referto people and places (introduceproper nouns). 4. The writeruses noun/pronoun relationshipcorrectly.Writing Features:1. A planned structure is used torecount. 2. Simple sentences areused. 3. Some high-frequencywords are spelt correctly. 4.Capital letters and full stops areused.

Phonics: ar

Word of the week:have

Recount Topic: Recount aboutour visit to the fairy garden.

Phonological: g/ar/d/e/nVisual: have

Morphemic: visit/ed

Content Words: fairy, garden,visited, read, story

Function Words: we, went, to,the


VSW-PBS- Lesson Nine.We can look after our belongings.

LI: We are learning to look afterour belongings.SC:I can organise my table.I can pack my own bag.I can unpack my own bag.


● How to pack up mytable.

● How to pack my bagefficiently.










10 SHARED READINGRevision of all strategies.

Text: An Egg in a NestSpeld Decodable Texts, Set 4Green 1 stars.








Phonics: Review

Word of the week:Review

Recount Topic: Goingswimming

Phonological: s/w/i/mVisual: teacher

Morphemic: swimm/ing

Content Words: swimming,bus, lesson, water, pool,practise.

Function Words: we, went, on,the, to.


VSW-PBS- Lesson Ten.We can wait patiently at theclassroom door to avoidinterrupting learning.

LI: We enter a classroom aftergaining adult permission toavoid interrupting learning.

SC:I can knock on anotherclassrooms door.I can wait for the teacher toacknowledge me.I can say ‘excuse me’.I can wait quietly.


● How to knock onsomeone else's door.

● How to wait for an adultto acknowledge me.

● How to say ‘excuse me’.


Letter IDTricky Words

Pencil GripModeration

Ongoing Comments/Reflections






tune in target teach try out tune up take off tie together

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