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OneSchoolUnit Plan
Name: Unit 3 - English Year Prep (V8)Duration: 8 Weeks
Year Level: Year PY
Applicable LearningAreas/Subjects: English
Unit Plan
Interacting with othersIn this unit students listen to, view and interpret a range of multimodal texts, including poetry and rhymes, to develop an understanding of sound and letter knowledge and a range of language features. They engage in multiple opportunities to learn about language, literature and literacy within the five contexts of learning: Focused teaching and learning, Play, Real-life situations, Investigations and routines and Transitions.
Students create a rhyming verse and recite it to a familiar audience. They listen while others present their rhyme and show knowledge of rhyme by identifying the rhyming words that they have used.
For further information to support teaching of the unit, view the:
Year level plan Teacher lesson overview Supporting learning resource - Assessment alignment planner
Throughout the unit, ensure all students have opportunities to develop their higher-order thinking skills. Students develop skills in thinking when they are encouraged to reflect, inquire, generate, and analyse, synthesise and evaluate. Resources that support higher-order thinking skills:
Helpful information - Higher-order thinking skills Years P-9 https://learningplace.eq.edu.au/cx/resources/items/9bd81b3a-7e0f-4031-b685-85cdd806fd89/0/Higher_Order_Thinking.html
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 1 of 53
Unit Plan Plan Name: Unit 3 - English Year Prep (V8)
Year: YPLearning Areas/Subjects: English
Duration: 8 Weeks
Assessment
Assessment Task Summary Type Learning Areas Status Date
Create and recite a rhyme (Yr PY)Students listen to and demonstrate knowledge of rhyme through written and spoken communication.
Imaginative response - oral
English Unscheduled
Responding to a rhyming story (Yr PY)Students communicate an opinion about a familiar rhyming story and identify the use of rhyme.
Informative response - oral
English Unscheduled
Document Table of Contents
Curriculum Australian Curriculum Considerations
Teaching SequenceTeaching Sequence Summary
Introduction to rhyme Presentation of a rhyme Exploration of funny characters Exploration of character
friendships Unusual ideas in stories and
rhymes Information from pictures Presentation of a personal
response
Resources Attachments Plan Resource Bank
Assessment Imaginative response - oral - Create
and recite a rhyme (Yr PY) Informative response - oral -
Responding to a rhyming story (Yr PY)
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 2 of 53
Unit Plan Plan Name: Unit 3 - English Year Prep (V8)
Year: YPLearning Areas/Subjects: English
Duration: 8 Weeks
Australian Curriculum
English- Foundation Year
Foundation Year 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, decodable and predictable texts with familiar vocabulary and supportive images, drawing on their developing knowledge of concepts of print, sounds and letters and decoding and self-monitoring strategies. They recognise the letters of the English alphabet, in upper and lower case and know and use the most common sounds represented by most letters. They read high-frequency words and blend sounds orally to read consonant-vowel-consonant words. They use appropriate interaction skills to listen and 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, and orally blend and segment sounds in words. When writing, students use familiar words and phrases and images to convey ideas. Their writing shows evidence of letter and sound knowledge, beginning writing behaviours and experimentation with capital letters and full stops. They correctly form known upper- and lower-case letters.
Content Descriptions
Language Literacy Literature
Expressing and developing ideas Explore the different contribution of words and
images to meaning in stories and informative texts (ACELA1786)
Recognise 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)
Understand the use of vocabulary in familiar contexts related to everyday experiences, personal interests and topics taught at school (ACELA1437)
Interacting with others Deliver short oral presentations to peers
(ACELY1647) Listen to and respond orally to texts and to the
communication of others in informal and structured classroom situations (ACELY1646)
Use interaction skills including listening while others speak, using appropriate voice levels, articulation and body language, gestures and eye contact (ACELY1784)
Creating texts Create short texts to explore, record and report
ideas and events using familiar words and
Creating literature
Innovate on familiar texts through play (ACELT1831)
Responding to literature Respond to texts, identifying favourite stories,
authors and illustrators (ACELT1577) Share feelings and thoughts about the events
and characters in texts (ACELT1783)
Literature and context Recognise that texts are created by authors
who tell stories and share experiences that may be similar or different to students' own
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 3 of 53
Unit Plan Plan Name: Unit 3 - English Year Prep (V8)
Year: YPLearning Areas/Subjects: English
Duration: 8 Weeks
Content Descriptions
Language Literacy Literature
Text structure and organisation Understand concepts about print and screen,
including how books, film and simple digital texts work, and know some features of print, for example directionality (ACELA1433)
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)
Understand that texts can take many forms, can be very short (for example an exit sign) or quite long (for example an information book or a film) and that stories and informative texts have different purposes (ACELA1430)
Language for interaction Understand that language can be used to
explore ways of expressing needs, likes and dislikes (ACELA1429)
Phonics and word knowledge Know how to read and write some high-
frequency words and other familiar words (ACELA1817)
Recognise and generate rhyming words, alliteration patterns, syllables and sounds (phonemes) in spoken words (ACELA1439)
Recognise and name all upper and lower case letters (graphemes) and know the most common sound that each letter represents (ACELA1440)
Segment sentences into individual words and orally blend and segment onset and rime in single syllable spoken words, and isolate, blend and manipulate phonemes in single syllable words (ACELA1819)
Understand how to use knowledge of letters and sounds including onset and rime to spell words
beginning writing knowledge (ACELY1651) Produce some lower case and upper case
letters using learned letter formations (ACELY1653)
Interpreting, analysing, evaluating Identify some differences between imaginative
and informative texts (ACELY1648) Read decodable and 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)
experiences (ACELT1575)
Examining literature Identify some features of texts including events
and characters and retell events from a text (ACELT1578)
Recognise some different types of literary texts and identify some characteristic features of literary texts, for example beginnings and endings of traditional texts and rhyme in poetry (ACELT1785)
Replicate the rhythms and sound patterns in stories, rhymes, songs and poems from a range of cultures (ACELT1579)
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 4 of 53
Unit Plan Plan Name: Unit 3 - English Year Prep (V8)
Year: YPLearning Areas/Subjects: English
Duration: 8 Weeks
Content Descriptions
Language Literacy Literature(ACELA1438)
Understand that words are units of meaning and can be made of more than one meaningful part (ACELA1818)
Write consonant-vowel-consonant (CVC) words by representing some sounds with the appropriate letters, and blend sounds associated with letters when reading CVC words (ACELA1820)
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 5 of 53
Unit Plan Plan Name: Unit 3 - English Year Prep (V8)
Year: YPLearning Areas/Subjects: English
Duration: 8 Weeks
Curriculum Priorities - Pedagogy
Considerations
Prior and future curriculumRelevant prior curriculumThis unit acknowledges the diversity of prior school learning, capabilities, knowledge and interests. Each student's ideas and prior knowledge are used to develop challenging and connected learning opportunities to accommodate the needs of all students.This unit builds on the teaching and learning from Year Prep Unit 1 Enjoying our new world and Year Prep Unit 2 Enjoying and retelling stories.Curriculum working towardsThe teaching and learning in this unit work towards the following:
Explore different ways of expressing emotions, including verbal, visual, body language and facial expressions (ACELA1787) Understand the use of vocabulary in everyday contexts as well as a growing number of school contexts, including appropriate use of formal and informal terms of address in different
contexts (ACELA1454) Understand how to spell one and two syllable words with common letter patterns (ACELA1778) Segment consonant blends or clusters into separate phonemes at the beginnings and ends of one syllable words (ACELA1822) Manipulate phonemes in spoken words by addition, deletion and substitution of initial, medial and final phonemes to generate new words (ACELA1457) Express preferences for specific texts and authors and listen to the opinions of others (ACELT1583) Discuss features of plot, character and setting in different types of literature and explore some features of characters in different texts (ACELT1584) Listen to, recite and perform poems, chants, rhymes and songs, imitating and inventing sound patterns including alliteration and rhyme (ACELT1585) Innovate on familiar texts by using similar characters, repetitive patterns or vocabulary (ACELT1832) Engage in conversations and discussions, using active listening behaviours, showing interest, and contributing ideas, information and questions (ACELY1656) Use interaction skills including turn-taking, recognising the contributions of others, speaking clearly and using appropriate volume and pace (ACELY1788) Make short presentations using some introduced text structures and language, for example opening statements (ACELY1657) Create short imaginative and informative texts that show emerging use of appropriate text structure, sentence-level grammar, word choice, spelling, punctuation and appropriate
multimodal elements, for example illustrations and diagrams (ACELY1661)
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 6 of 53
Unit Plan Plan Name: Unit 3 - English Year Prep (V8)
Year: YPLearning Areas/Subjects: English
Duration: 8 Weeks
General capabilitiesThis unit provides opportunities for students to engage in the following general capabilities.Literacy
Comprehending texts through listening, reading and viewing Composing texts through speaking, writing and creating Text knowledge Grammar knowledge Word knowledge Visual knowledge
Numeracy Estimating and calculating with whole numbers Recognising and using patterns and relationships
Information and communication technology (ICT) capability Applying social and ethical protocols and practices when using ICT Communicating with ICT Managing and operating ICT
Critical and creative thinking Inquiring - identifying, exploring and organising information and ideas Generating ideas, possibilities and actions Reflecting on thinking and processes Analysing, synthesising and evaluating reasoning and procedures
Personal and social capability Self-awareness Self-management Social awareness Social management
Ethical understanding Understanding ethical concepts and issues Reasoning in decision making and actions Exploring values, rights and responsibilities
Intercultural understanding Interacting and empathising with others
For further information, refer to General capabilities in the Australian Curriculum http://www.australiancurriculum.edu.au/generalcapabilities/overview/introduction and the Learning area specific advice http://www.australiancurriculum.edu.au/generalcapabilities/overview/learning-area-specific-advice.
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 7 of 53
Unit Plan Plan Name: Unit 3 - English Year Prep (V8)
Year: YPLearning Areas/Subjects: English
Duration: 8 Weeks
Cross-curriculum prioritiesAboriginal and Torres Strait Islander histories and culturesStudents will develop a knowledge, deep understanding and respect for Aboriginal peoples' and Torres Strait Islander peoples' history and culture and build an awareness that their histories are part of a shared history belonging to all Australians.The embedding of Aboriginal peoples' and Torres Strait Islander peoples' histories and cultures into the curriculum can be a challenging task. For further information, including pedagogical approaches, refer to C2C: Aboriginal peoples & Torres Strait Islander peoples Cross Curriculum Priority support https://oneportal.deta.qld.gov.au/EducationDelivery/Stateschooling/schoolcurriculum/Curriculumintotheclassroom/Pages/C2CAandTSICCPSupport.aspx.
Assessing student learningAssessment name: Create and recite a rhymeAssessment description: Students listen to and demonstrate knowledge of rhyme through written and spoken communication.Assessment name: Responding to a rhyming storyAssessment description: Students communicate an opinion about a familiar rhyming story and identify the use of rhyme.In this unit, assessment of student learning aligns to the following aspects of the achievement standard.Receptive 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, decodable and predictable texts with familiar vocabulary and supportive images, drawing on their developing knowledge of concepts of print, sounds and letters and decoding and self-monitoring strategies. They recognise the letters of the English alphabet, in upper and lower case and know and use the most common sounds represented by most letters. They read high-frequency words and blend sounds orally to read consonant-vowel-consonant words. They use appropriate interaction skills to listen and 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, and orally blend and segment sounds in words. When writing, students use familiar words and phrases and images to convey ideas. Their writing shows evidence of letter and sound knowledge, beginning writing behaviours and experimentation with capital letters and full stops. They correctly form known upper- and lower-case letters.Monitoring student learningStudent learning should be monitored throughout the teaching and learning process to determine student progress and learning needs.Each lesson provides opportunities to gather evidence about how students are progressing and what they need to learn next.Specific monitoring opportunities in this unit may include observation, consultation and samples of student work. For example:
navigating a text correctly matching one spoken word to one written word attempting to work out unknown words using concepts of print and emerging phonic knowledge breaking words into onset and rime predicting what might happen in texts with familiar content using prior knowledge to comprehend a story identifying features of texts, including events and characters, and retelling events from texts responding to texts, sharing feelings and thoughts about the events and characters in texts writing using unjoined lower case and upper case letters
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 8 of 53
Unit Plan Plan Name: Unit 3 - English Year Prep (V8)
Year: YPLearning Areas/Subjects: English
Duration: 8 Weeks
writing letters to represent the most obvious sounds in words spelling high-frequency words using onset and rime to spell words listening to and responding orally to others communicating in informal classroom situations listening for and identifying rhyme and syllables in spoken words using language to express likes and dislikes about stories and characters and events in stories listening and responding orally to others communicating in informal and structured classroom situations.
FeedbackFeedback may relate to reading, writing, speaking and listening. In this unit this may include:
constructing a rhyming verse reflecting on a favourite book and why they like it understanding of concepts of print when reading and re-reading familiar texts beginning sound and letter knowledge understanding of writing conventions when writing simple sentences spoken communication skills in a classroom setting, speaking individually and in small groups.
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 9 of 53
Unit Plan Plan Name: Unit 3 - English Year Prep (V8)
Year: YPLearning Areas/Subjects: English
Duration: 8 Weeks
Teaching Sequence
Curriculum Plan Topics
Duration Topic
7 Lessons Introduction to rhyme Lesson 1: Reading a rhyming book Lesson 2: Writing a new rhyme for a familiar book Lesson 3: Analysing a familiar rhyme Lesson 4: Analysing a rhyming song Lesson 5: Rhyming with numbers Lesson 6: Exploring reading strategies Lesson 7: Reading an informative text
7 Lessons Presentation of a rhyme Lesson 8: Introducing the task Lesson 9: Creating a rhyme Lesson 10: Creating actions for a rhyme Lessons 11-12: Continuing the task Lessons 13-14: Presenting and responding to a rhyme
4 Lessons Exploration of funny characters Lesson 15: Sharing a funny book Lesson 16: Giving an opinion Lesson 17: Investigating the words and pictures Lesson 18: Exploring letter patterns
4 Lessons Exploration of character friendships Lesson 19: Sharing a book with character friendships Lesson 20: Exploring opinions about character friendships Lesson 21: Observing modelled reading Lesson 22: Responding to literature
4 Lessons Information from pictures Lesson 27: Exploring illustrations
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 10 of 53
Unit Plan Plan Name: Unit 3 - English Year Prep (V8)
Year: YPLearning Areas/Subjects: English
Duration: 8 Weeks
Lesson 28: Expressing an opinion about illustrations Lesson 29: Investigating visual appeal Lesson 30: Exploring visual influence
5 Lessons Presentation of a personal response Lesson 31: Introducing the task Lesson 32: Choosing a favourite book Lesson 33: Planning the presentation Lesson 34: Continue planning the presentation Lesson 35: Sharing presentations
4 Lessons Unusual ideas in stories and rhymes Lessons 23-24: Exploring unusual characters Lesson 25: Exploring the appeal of rhyme Lesson 26: Creating a rhyme for a familiar song
35 Lessons Total Unit
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 11 of 53
Unit Plan Plan Name: Unit 3 - English Year Prep (V8)
Year: YPLearning Areas/Subjects: English
Duration: 8 Weeks
Teaching Sequence
Topic Introduction to rhyme Topic Duration 7 Lessons
Overview Throughout this lesson series, students will explore rhyme through immersion in rhyming stories and verses.
Lessons Teaching and Learning Sequence Resources
Lesson 1
Reading a rhyming book
Lesson objectivesStudents will:
Understand how to identify rhyme in spoken words. Understand concepts of print and reading behaviours. Understand rhyming texts by activating and using prior knowledge.
Evidence of learningCan the student:
Identify and create rhyming words? Use prior knowledge to comprehend a rhyming story?
Example learning sequence Understand rhyme Explore a rhyming literary text Share a story Explore the rhyming words in the story Respond to the story Review letters and sounds Record learning Develop, progress and consolidate English through the contexts
for learningEarly literacy skillsReading and handwritingDuring the 'Contexts for learning' time, participate in a reading group and practise handwriting skills.
Resources Text - Pym, T 2009, Have you ever seen a Sneep? Doubleday, London Sheet - Alphabet chart Sheet - Letters, sounds and words booklet - aA Sheet - Wall chart Supporting learning resource - Focused reading and handwriting overview:
Introduction to rhyme 1 Supporting learning resource - Unit 3 Contexts for learning 1 - English Supporting learning resource - Year Prep Monitoring tool for reading Supporting learning resource - Reading checklist: Year Prep
Helpful information Spelling - Year Prep Spelling overview
https://learningplace.eq.edu.au/cx/resources/items/64032b89-6bac-f41d-9983-90b6dfb51b73/0/index.html
Supporting learning resource - Aboriginal & Torres Strait Islander histories and cultures suggested alternative resources https://learningplace.eq.edu.au/cx/resources/items/bc9b956f-7099-4ac5-9103-e03cec41f823/0/Eng_Prep_U3_SLR_AlternativeResources.docx
Supporting learning resource - C2C: Aboriginal peoples & Torres Strait Islander peoples Cross Curriculum Priority support https://oneportal.deta.qld.gov.au/EducationDelivery/Stateschooling/schoolcurriculum/Curriculumintotheclassroom/Pages/C2CAandTSICCPSupport.aspx
Supporting learning resource - Developing early literacy. Chapter 7: Reading development https://learningplace.eq.edu.au/cx/resources/items/a0541bfa-1641-c660-4a71-548d1fe8468d/0/Eng_Y01_U1_SLR_ReadingDevelopment.pdf
Supporting learning resource - English metalanguage: Years P-2 https://learningplace.eq.edu.au/cx/resources/items/332aaccf-9152-1256-2b9f-3f456bd29f88/0/Eng_SLR_YP-Y02_Metalanguage.docx
Supporting learning resource - Exploring rhyming words https://learningplace.eq.edu.au/cx/resources/items/b5c6aa3d-f43c-4c3b-8a8c-d01b53fa1d58/0/Eng_Prep_U3_SLR_ExplRhymingWords.docx
Supporting learning resource - Introduction to the unit: Interacting with others https://learningplace.eq.edu.au/cx/resources/items/08ff99de-fed0-470f-9aca-339c3595c535/0/Eng_Prep_U3_SLR_UnitIntro.docx
Supporting learning resource - Supporting a beginning reader https://learningplace.eq.edu.au/cx/resources/items/e01075a0-b772-413e-887d-ec2d5da2c790/0/Eng_Prep_U2_SLR_SuppBegReader.docx
Supporting learning resource - Yarning circles
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 12 of 53
Unit Plan Plan Name: Unit 3 - English Year Prep (V8)
Year: YPLearning Areas/Subjects: English
Duration: 8 Weeks
Teaching Sequence
Topic Introduction to rhyme Topic Duration 7 Lessons
Overview Throughout this lesson series, students will explore rhyme through immersion in rhyming stories and verses.
Lessons Teaching and Learning Sequence Resourceshttps://learningplace.eq.edu.au/cx/resources/items/6af7563c-70cd-4f7f-32a1-ae6ec0aed6bc/0/C2C_EATSIPS_YarningCircles.pdf
Text - Hill, S 2012, Developing early literacy: Assessment and teaching (2nd ed.), Eleanor Curtain Publishing, South Yarra
Website - Contemporary practice resource: English https://learningplace.eq.edu.au/cx/resources/items/3cf69097-9ee7-076c-3460-9ca7190f1f5d/0/index.html
Website - Queensland Curriculum & Assessment Authority (State of Queensland) https://www.qcaa.qld.edu.au/ (Note: For further support materials for rhyme use the 'Rhyme time' package from the Queensland Curriculum & Assessment Authority website (Home > Search > Rhyme time)
Attachments Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 13 of 53
Unit Plan Plan Name: Unit 3 - English Year Prep (V8)
Year: YPLearning Areas/Subjects: English
Duration: 8 Weeks
Teaching Sequence
Topic Introduction to rhyme Topic Duration 7 Lessons
Overview Throughout this lesson series, students will explore rhyme through immersion in rhyming stories and verses.
Lessons Teaching and Learning Sequence Resources
Lesson 2
Writing a new rhyme for a familiar book
Lesson objectivesStudents will:
Understand how to identify different concepts of print. Understand how to compose rhyming words.
Evidence of learningCan the student:
Identify different concepts of print in a text? Identify and replicate rhyme in spoken words?
Example learning sequence Explore concepts of print Re-read a familiar rhyming text Investigate the rhyming words in the story Create a fantasy creature Write a simple sentence Review letters and sounds Record learning Develop, progress and consolidate English through the contexts
for learningEarly literacy skillsReading and handwritingDuring the 'Contexts for learning' time, participate in a reading group and practise handwriting skills.
Resources Sheet - Alphabet chart Sheet - Wall chart Supporting learning resource - Focused reading and handwriting overview:
Introduction to rhyme 1 Supporting learning resource - Unit 3 Contexts for learning 1 - English Text - Pym, T 2009, Have you ever seen a Sneep? Doubleday, London
Helpful information Learning object - Create a fantasy character
https://learningplace.eq.edu.au/cx/resources/items/4fe9c2f7-9c31-fb0e-46b9-b7191842ea02/0/viewIMS.jsp
Supporting learning resource - English metalanguage: Years P-2 https://learningplace.eq.edu.au/cx/resources/items/332aaccf-9152-1256-2b9f-3f456bd29f88/0/Eng_SLR_YP-Y02_Metalanguage.docx
Supporting learning resource - Examples of poems for Prep https://learningplace.eq.edu.au/cx/resources/items/0f7d1d0a-bc65-461c-bb8a-c17fcee0cfd6/0/Eng_Prep_U3_SLR_ExamplesOfPoems.docx
Supporting learning resource - Exploring poems https://learningplace.eq.edu.au/cx/resources/items/e2ecc9f5-fbbc-426b-bc35-c6f37f0d43ef/0/Eng_Y02_U1_SLR_ExploringPoems.docx
Attachments Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 14 of 53
Unit Plan Plan Name: Unit 3 - English Year Prep (V8)
Year: YPLearning Areas/Subjects: English
Duration: 8 Weeks
Teaching Sequence
Topic Introduction to rhyme Topic Duration 7 Lessons
Overview Throughout this lesson series, students will explore rhyme through immersion in rhyming stories and verses.
Lessons Teaching and Learning Sequence Resources
Lesson 3
Analysing a familiar rhyme
Lesson objectivesStudents will:
Understand the importance of word order in simple sentences. Recognise and/or match high-frequency words in different
contexts. Identify rhyme and syllables in simple rhyme.
Evidence of learningCan the student:
Show the correct word order in a simple sentence? Recognise and/or match high-frequency words in different
contexts?Example learning sequence
Share new rhymes about a character Investigate words in a sentence Identify high-frequency words Analyse a familiar rhyme Review words and simple sentences Review letters and sounds Record learning Develop, progress and consolidate English through the contexts
for learningEarly literacy skillsReading and handwritingDuring the 'Contexts for learning' time, participate in a reading group and practise handwriting skills.
Resources Learning object - Baa, baa, black sheep Sheet - Essential words Supporting learning resource - Focused reading and handwriting overview:
Introduction to rhyme 1 Supporting learning resource - Unit 3 Contexts for learning 1 - English Text - Pym, T 2009, Have you ever seen a Sneep? Doubleday, London
Helpful information Learning object - Animal rhymes
https://learningplace.eq.edu.au/cx/resources/items/2398fc71-1ae3-c9f0-dbdf-cee90c2437ed/0/viewIMS.jsp
Supporting learning resource - English metalanguage: Years P-2 https://learningplace.eq.edu.au/cx/resources/items/332aaccf-9152-1256-2b9f-3f456bd29f88/0/Eng_SLR_YP-Y02_Metalanguage.docx
Attachments Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 15 of 53
Unit Plan Plan Name: Unit 3 - English Year Prep (V8)
Year: YPLearning Areas/Subjects: English
Duration: 8 Weeks
Teaching Sequence
Topic Introduction to rhyme Topic Duration 7 Lessons
Overview Throughout this lesson series, students will explore rhyme through immersion in rhyming stories and verses.
Lessons Teaching and Learning Sequence Resources
Lesson 4
Analysing a rhyming song
Lesson objectivesStudents will:
Understand the use of repetition and rhyme in a rhyming song. Understand the parts of a sentence. Understand how to use knowledge of the elements of a sentence
and the features of rhyme to construct new verses for a song.Evidence of learningCan the student:
Identify rhyming words that have the same or different letter patterns at the end of the word?
Use knowledge of sentence parts and rhyme to construct new verses?
Example learning sequence View, listen to and join in with a rhyming song Examine the song Investigate a song's text Orally jointly construct new verses for the song Share new verses with the wider community Review letters and sounds Record learning Develop, progress and consolidate English through the contexts
for learningEarly literacy skillsReading and handwritingDuring the 'Contexts for learning' time, participate in a reading group and practise handwriting skills.
Resources Find and prepare cardboard sheets with visual cues for 'Down by the bay' verses. Learning object - Eye video (Note: select 'Down by the bay: Rhyming song') Learning object - Make a rhyme Sheet - Down by the bay Supporting learning resource - Focused reading and handwriting overview:
Introduction to rhyme 1 Supporting learning resource - Unit 3 Contexts for learning 1 - English
Helpful information Supporting learning resource - English metalanguage: Years P-2
https://learningplace.eq.edu.au/cx/resources/items/332aaccf-9152-1256-2b9f-3f456bd29f88/0/Eng_SLR_YP-Y02_Metalanguage.docx
Attachments Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 16 of 53
Unit Plan Plan Name: Unit 3 - English Year Prep (V8)
Year: YPLearning Areas/Subjects: English
Duration: 8 Weeks
Teaching Sequence
Topic Introduction to rhyme Topic Duration 7 Lessons
Overview Throughout this lesson series, students will explore rhyme through immersion in rhyming stories and verses.
Lessons Teaching and Learning Sequence Resources
Lesson 5
Rhyming with numbers
Lesson objectivesStudents will:
Understand the use of letter and sound patterns to identify words that rhyme with numbers.
Understand the importance of word order for meaning.Evidence of learningCan the student:
Use letter and sound pattern knowledge to identify words that rhyme with numbers?
Correctly match the order of words in a known sentence?Example learning sequence
Recall rhymes with numbers View or listen to rhymes with numbers Investigate words that rhyme with number names Transform the order of words in a sentence Review letters and sounds Record learning Develop, progress and consolidate English through the contexts
for learningEarly literacy skillsReading and handwritingDuring the 'Contexts for learning' time, participate in a reading group and practise handwriting skills.
Resources Sheet - Alphabet chart Learning object - Baa, baa, black sheep Learning object - Eye video (Note: select 'Over in the meadow') Learning object - Ten in the bed Learning object - Tune in Sheet - One, two, buckle my shoe Sheet - Over in the meadow Sheet - Wall chart Supporting learning resource - Focused reading and handwriting overview:
Introduction to rhyme 2 Supporting learning resource - Unit 3 Contexts for learning 1 - English Supporting learning resource - Year Prep Monitoring tool for reading Supporting learning resource - Reading checklist: Year Prep
Helpful information Learning object - Animal rhymes
https://learningplace.eq.edu.au/cx/resources/items/2398fc71-1ae3-c9f0-dbdf-cee90c2437ed/0/viewIMS.jsp
Spelling - Year Prep Spelling overview https://learningplace.eq.edu.au/cx/resources/items/64032b89-6bac-f41d-9983-90b6dfb51b73/0/index.html
Supporting learning resource - Developing early literacy. Chapter 7: Reading development https://learningplace.eq.edu.au/cx/resources/items/a0541bfa-1641-c660-4a71-548d1fe8468d/0/Eng_Y01_U1_SLR_ReadingDevelopment.pdf
Supporting learning resource - English metalanguage: Years P-2 https://learningplace.eq.edu.au/cx/resources/items/332aaccf-9152-1256-2b9f-3f456bd29f88/0/Eng_SLR_YP-Y02_Metalanguage.docx
Text - Hill, S 2012, Developing early literacy: Assessment and teaching (2nd ed.), Eleanor Curtain Publishing, South Yarra
Attachments Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 17 of 53
Unit Plan Plan Name: Unit 3 - English Year Prep (V8)
Year: YPLearning Areas/Subjects: English
Duration: 8 Weeks
Teaching Sequence
Topic Introduction to rhyme Topic Duration 7 Lessons
Overview Throughout this lesson series, students will explore rhyme through immersion in rhyming stories and verses.
Lessons Teaching and Learning Sequence Resources
Lesson 6
Exploring reading strategies
Lesson objectivesStudents will:
Understand that using prior knowledge helps to comprehend a text.
Understand how to use knowledge of rhyme to predict words. Identify high-frequency words in simple repetitive text.
Evidence of learningCan the student:
Comprehend text by making connections to own experiences? Use knowledge of rhyme to predict words?
Example learning sequence Listen to and comprehend a rhyming text Explore reading strategies Investigate words in a sentence Identify high frequency words Share reading of a simple repetitive text Review letters and sounds Record learning Develop, progress and consolidate English through the contexts
for learningEarly literacy skillsReading and handwritingDuring the 'Contexts for learning' time, participate in a reading group and practise handwriting skills.
Resources eBook - Look at … a Rosie and Wallace story eBook - The nest … a Rosie and Wallace story Supporting learning resource - Focused reading and handwriting overview:
Introduction to rhyme 2 Supporting learning resource - Unit 3 Contexts for learning 1 - English Text - Moreton-Shaw, C and Shaw, G 2006, Wake up, sleepy bear! Puffin Books,
LondonHelpful information
Sheet - Essential words https://learningplace.eq.edu.au/cx/resources/items/e21aa314-0499-4a4a-a310-145c46401b67/0/Eng_Prep_U3_SH_Essential%20words.docx
Supporting learning resource - English metalanguage: Years P-2 https://learningplace.eq.edu.au/cx/resources/items/332aaccf-9152-1256-2b9f-3f456bd29f88/0/Eng_SLR_YP-Y02_Metalanguage.docx
Attachments Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 18 of 53
Unit Plan Plan Name: Unit 3 - English Year Prep (V8)
Year: YPLearning Areas/Subjects: English
Duration: 8 Weeks
Teaching Sequence
Topic Introduction to rhyme Topic Duration 7 Lessons
Overview Throughout this lesson series, students will explore rhyme through immersion in rhyming stories and verses.
Lessons Teaching and Learning Sequence Resources
Lesson 7
Reading an informative text
Lesson objectivesStudents will:
Understand the purposes of, and differences between, informative and imaginative texts.
Understand how to predict unknown words using knowledge about rhyme, context and phonics.
Evidence of learningCan the student:
Describe the features of informative texts? Predict unknown words using knowledge about rhyme, context
and phonics?Example learning sequence
View and discuss the purpose and audience of an informative text Participate in a shared exploration of an informative text Participate in a shared reading of an informative text Review letters and sounds Record learning Develop, progress and consolidate English through the contexts
for learningEarly literacy skillsReading and handwritingDuring the 'Contexts for learning' time, participate in a reading group and practise handwriting skills.
Resources Supporting learning resource - Focused reading and handwriting overview:
Introduction to rhyme 2 Supporting learning resource - Unit 3 Contexts for learning 1 - English Text - Oliver, N 2003, Baby Bilby, where do you sleep? Lothian, South Melbourne
Helpful information Supporting learning resource - English metalanguage: Years P-2
https://learningplace.eq.edu.au/cx/resources/items/332aaccf-9152-1256-2b9f-3f456bd29f88/0/Eng_SLR_YP-Y02_Metalanguage.docx
Attachments Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 19 of 53
Unit Plan Plan Name: Unit 3 - English Year Prep (V8)
Year: YPLearning Areas/Subjects: English
Duration: 8 Weeks
Teaching Sequence
Topic Presentation of a rhyme Topic Duration 7 Lessons
Overview Throughout this lesson series, students will create and present a rhyming verse.
Lessons Teaching and Learning Sequence Resources
Lesson 8
Introducing the task
Assessment purposeTo listen to and demonstrate knowledge of rhyme through written and spoken communication.Example assessment sequence
Understand the assessment Review the Guide to making judgments and understand the
standards Conduct the assessment Develop, progress and consolidate English through the contexts
for learningEarly literacy skillsReading and handwritingDuring the 'Contexts for learning' time, participate in a reading group and practise handwriting skills.
Resources Assessment task - Create and recite a rhyme Assessment task - Create and recite a rhyme: Model response Supporting learning resource - Focused reading and handwriting overview:
Presentation of a rhyme 1 Supporting learning resource - Unit 3 Contexts for learning 1 - English Supporting learning resource - Year Prep Monitoring tool for reading Supporting learning resource - Reading checklist: Year Prep
Helpful information Supporting learning resource - Developing early literacy. Chapter 7: Reading
development https://learningplace.eq.edu.au/cx/resources/items/a0541bfa-1641-c660-4a71-548d1fe8468d/0/Eng_Y01_U1_SLR_ReadingDevelopment.pdf
Supporting learning resource - English metalanguage: Years P-2 https://learningplace.eq.edu.au/cx/resources/items/332aaccf-9152-1256-2b9f-3f456bd29f88/0/Eng_SLR_YP-Y02_Metalanguage.docx
Text - Hill, S 2012, Developing early literacy: Assessment and teaching (2nd ed.), Eleanor Curtain Publishing, South Yarra
Attachments Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 20 of 53
Unit Plan Plan Name: Unit 3 - English Year Prep (V8)
Year: YPLearning Areas/Subjects: English
Duration: 8 Weeks
Teaching Sequence
Topic Presentation of a rhyme Topic Duration 7 Lessons
Overview Throughout this lesson series, students will create and present a rhyming verse.
Lessons Teaching and Learning Sequence Resources
Lesson 9
Creating a rhyme
Assessment purposeTo listen to and demonstrate knowledge of rhyme through written and spoken communication.Example assessment sequence
Understand the assessment Review the Guide to making judgments and understand the
standards Conduct the assessment Develop, progress and consolidate English through the contexts
for learningEarly literacy skillsReading and handwritingDuring the 'Contexts for learning' time, participate in a reading group and practise handwriting skills.
Resources Assessment task - Create and recite a rhyme Assessment task - Create and recite a rhyme: Model response Supporting learning resource - Focused reading and handwriting overview:
Presentation of a rhyme 1 Supporting learning resource - Unit 3 Contexts for learning 1 - English
Helpful information Supporting learning resource - Developing early literacy. Chapter 7: Reading
development https://learningplace.eq.edu.au/cx/resources/file/a0541bfa-1641-c660-4a71-548d1fe8468d/1/Eng_Y01_U1_SLR_ReadingDevelopment.pdf
Supporting learning resource - English metalanguage: Years P-2 https://learningplace.eq.edu.au/cx/resources/items/332aaccf-9152-1256-2b9f-3f456bd29f88/0/Eng_SLR_YP-Y02_Metalanguage.docx
Supporting learning resource - Year Prep Monitoring tool for reading https://learningplace.eq.edu.au/cx/resources/items/e606c1c8-34ce-4e9d-89e6-23aa19a528a7/0/Eng_Prep_SLR_MonitoringToolReading.docx
Text - Hill, S 2012, Developing early literacy: Assessment and teaching (2nd ed.), Eleanor Curtain Publishing, South Yarra
Attachments Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 21 of 53
Unit Plan Plan Name: Unit 3 - English Year Prep (V8)
Year: YPLearning Areas/Subjects: English
Duration: 8 Weeks
Teaching Sequence
Topic Presentation of a rhyme Topic Duration 7 Lessons
Overview Throughout this lesson series, students will create and present a rhyming verse.
Lessons Teaching and Learning Sequence Resources
Lesson 10
Creating actions for a rhyme
Assessment purposeTo listen to and demonstrate knowledge of rhyme through written and spoken communication.Example assessment sequence
Understand the assessment Review the Guide to making judgments and understand the
standards Conduct the assessment Develop, progress and consolidate English through the contexts
for learningEarly literacy skillsReading and handwritingDuring the 'Contexts for learning' time, participate in a reading group and practise handwriting skills.
Resources Assessment task - Create and recite a rhyme Assessment task - Create and recite a rhyme: Model response Find and prepare a booking board (e.g. 'Getting ready for your presentation') where
students can keep track of their progress and plan the process of completing the task. Include Plan, Create rhyme, Conference, Create actions, Rehearse and Ready.
Supporting learning resource - Focused reading and handwriting overview: Presentation of a rhyme 1
Supporting learning resource - Unit 3 Contexts for learning 1 - English Text - Martin Jnr, B 2007, Polar bear, polar bear, what do you hear? Puffin Books,
London Text - Martin Jnr, B 1986, Brown bear, brown bear, what do you see? Collins Books,
LondonHelpful information
Supporting learning resource - Developing early literacy: Chapter 7: Reading development https://learningplace.eq.edu.au/cx/resources/items/a0541bfa-1641-c660-4a71-548d1fe8468d/0/Eng_Y01_U1_SLR_ReadingDevelopment.pdf
Supporting learning resource - English metalanguage: Years P-2 https://learningplace.eq.edu.au/cx/resources/items/332aaccf-9152-1256-2b9f-3f456bd29f88/0/Eng_SLR_YP-Y02_Metalanguage.docx
Supporting learning resource - Year Prep Monitoring tool for reading https://learningplace.eq.edu.au/cx/resources/items/e606c1c8-34ce-4e9d-89e6-23aa19a528a7/0/Eng_Prep_SLR_MonitoringToolReading.docx
Text - Hill, S 2012, Developing early literacy: Assessment and teaching (2nd ed.), Eleanor Curtain Publishing, South Yarra
Attachments Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 22 of 53
Unit Plan Plan Name: Unit 3 - English Year Prep (V8)
Year: YPLearning Areas/Subjects: English
Duration: 8 Weeks
Teaching Sequence
Topic Presentation of a rhyme Topic Duration 7 Lessons
Overview Throughout this lesson series, students will create and present a rhyming verse.
Lessons Teaching and Learning Sequence Resources
Lessons 11-12
Continuing the task
Assessment purposeTo listen to and demonstrate knowledge of rhyme through written and spoken communication.Example assessment sequence
Understand the assessment Review the Guide to making judgments and understand the
standards Conduct the assessment Develop, progress and consolidate English through the contexts
for learningEarly literacy skillsReading and handwritingDuring the 'Contexts for learning' time, participate in a reading group and practise handwriting skills.
Resources Assessment task - Create and recite a rhyme Assessment task - Create and recite a rhyme: Model response Find and prepare a booking board (for example, 'Getting ready for your
presentation') where students can keep track of their progress and plan the process of completing the task. Include Plan, Create rhyme, Conference, Create actions, Rehearse and Ready.
Supporting learning resource - Focused reading and handwriting overview: Presentation of a rhyme 1
Supporting learning resource - Unit 3 Contexts for learning 1 - English Text - Martin Jnr, B 1986, Brown bear, brown bear, what do you see? Collins Books,
London Text - Martin Jnr, B 2007, Polar bear, polar bear, what do you hear? Puffin Books,
LondonHelpful information
Supporting learning resource - Developing early literacy: Chapter 7: Reading development https://learningplace.eq.edu.au/cx/resources/items/a0541bfa-1641-c660-4a71-548d1fe8468d/0/Eng_Y01_U1_SLR_ReadingDevelopment.pdf
Supporting learning resource - English metalanguage: Years P-2 https://learningplace.eq.edu.au/cx/resources/items/332aaccf-9152-1256-2b9f-3f456bd29f88/0/Eng_SLR_YP-Y02_Metalanguage.docx
Supporting learning resource - Year Prep Monitoring tool for reading https://learningplace.eq.edu.au/cx/resources/items/e606c1c8-34ce-4e9d-89e6-23aa19a528a7/0/Eng_Prep_SLR_MonitoringToolReading.docx
Text - Hill, S 2012, Developing early literacy: Assessment and teaching (2nd ed.), Eleanor Curtain Publishing, South Yarra
Attachments Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 23 of 53
Unit Plan Plan Name: Unit 3 - English Year Prep (V8)
Year: YPLearning Areas/Subjects: English
Duration: 8 Weeks
Teaching Sequence
Topic Presentation of a rhyme Topic Duration 7 Lessons
Overview Throughout this lesson series, students will create and present a rhyming verse.
Lessons Teaching and Learning Sequence Resources
Lessons 13-14
Presenting and responding to a rhyme
Assessment purposeTo listen to and demonstrate knowledge of rhyme through written and spoken communication.Example assessment sequence
Understand the assessment Review the Guide to making judgments and understand the
standards Conduct the assessment Develop, progress and consolidate English through the contexts
for learningEarly literacy skillsReading and handwritingDuring the 'Contexts for learning' time, participate in a reading group and practise handwriting skills.
Resources Assessment task - Create and recite a rhyme Assessment task - Create and recite a rhyme: Model response Find and prepare a booking board (e.g. 'Getting ready for your presentation') where
students can keep track of their progress and plan the process of completing the task. Include Plan, Create rhyme, Conference, Create actions, Rehearse and Ready.
Supporting learning resource - Unit 3 Contexts for learning 1 - English Supporting learning resource - Focused reading and handwriting overview:
Presentation of a rhyme 1 Text - Martin Jnr, B 2007, Polar bear, polar bear, what do you hear? Puffin Books,
London Text - Martin Jnr, B 1986, Brown bear, brown bear, what do you see? Collins Books,
LondonHelpful information
Supporting learning resource - Developing early literacy: Chapter 7: Reading development https://learningplace.eq.edu.au/cx/resources/items/a0541bfa-1641-c660-4a71-548d1fe8468d/0/Eng_Y01_U1_SLR_ReadingDevelopment.pdf
Supporting learning resource - English metalanguage: Years P-2 https://learningplace.eq.edu.au/cx/resources/items/332aaccf-9152-1256-2b9f-3f456bd29f88/0/Eng_SLR_YP-Y02_Metalanguage.docx
Supporting learning resource - Year Prep Monitoring tool for reading https://learningplace.eq.edu.au/cx/resources/items/e606c1c8-34ce-4e9d-89e6-23aa19a528a7/0/Eng_Prep_SLR_MonitoringToolReading.docx
Text - Hill, S 2012, Developing early literacy: Assessment and teaching (2nd ed.), Eleanor Curtain Publishing, South Yarra
Attachments Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 24 of 53
Unit Plan Plan Name: Unit 3 - English Year Prep (V8)
Year: YPLearning Areas/Subjects: English
Duration: 8 Weeks
Teaching Sequence
Topic Exploration of funny characters Topic Duration 4 Lessons
Overview Throughout this lesson series, students will listen to and engage with a range of rhyming texts with a focus on funny characters
Lessons Teaching and Learning Sequence Resources
Lesson 15
Sharing a funny book
Lesson objectivesStudents will:
Understand how to use speech appropriately to talk about a favourite story and to express reasons for own opinion.
Understand how to comprehend a story, making links to text and own experiences.
Understand how to identify parts of a sentence that are key units for expressing ideas.
Evidence of learningCan the student:
Express opinions about a favourite story? Comprehend a story, making links to text and own experiences? Identify sentence parts that express ideas?
Example learning sequence Identify characteristics of favourite books Shared reading of a funny book Identify the actions and characteristics of the main character Review letters and sounds Record learning Develop, progress and consolidate English through the contexts
for learningEarly literacy skillsReading and handwritingDuring the 'Contexts for learning' time, participate in a reading group and practise handwriting skills.
Resources Text - Allen, P 1989, Mr McGee and the biting flea, Puffin Books, Camberwell, Vic Supporting learning resource - Focused reading and handwriting overview:
Exploration of funny characters 1 Supporting learning resource - Unit 3 Contexts for learning 1 - English Supporting learning resource - Year Prep Monitoring tool for reading Supporting learning resource - Reading checklist: Year Prep
Helpful information Spelling - Year Prep Spelling overview
https://learningplace.eq.edu.au/cx/resources/items/64032b89-6bac-f41d-9983-90b6dfb51b73/0/index.html
Supporting learning resource - Developing early literacy. Chapter 7: Reading development https://learningplace.eq.edu.au/cx/resources/items/a0541bfa-1641-c660-4a71-548d1fe8468d/0/Eng_Y01_U1_SLR_ReadingDevelopment.pdf
Supporting learning resource - English metalanguage: Years P-2 https://learningplace.eq.edu.au/cx/resources/items/332aaccf-9152-1256-2b9f-3f456bd29f88/0/Eng_SLR_YP-Y02_Metalanguage.docx
Text - Hill, S 2012, Developing early literacy: Assessment and teaching (2nd ed.), Eleanor Curtain Publishing, South Yarra
Attachments Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 25 of 53
Unit Plan Plan Name: Unit 3 - English Year Prep (V8)
Year: YPLearning Areas/Subjects: English
Duration: 8 Weeks
Teaching Sequence
Topic Exploration of funny characters Topic Duration 4 Lessons
Overview Throughout this lesson series, students will listen to and engage with a range of rhyming texts with a focus on funny characters
Lessons Teaching and Learning Sequence Resources
Lesson 16
Giving an opinion
Lesson objectivesStudents will:
Understand how to identify stories with funny events or characters. Understand how to write a response about a book of funny
characters or events. Understand how to identify words and groups of words that make
meaning.Evidence of learningCan the student:
Identify funny events or characters when reading and viewing familiar books?
Identify sentence parts that make meaning?Example learning sequence
Review the characteristics of a funny character Observe the modelled writing of an opinion about a favourite book Investigate words in a sentence Share books with funny characters Review letters and sounds Record learning Develop, progress and consolidate English through the contexts
for learningEarly literacy skillsReading and handwritingDuring the 'Contexts for learning' time, participate in a reading group and practise handwriting skills.
Resources Supporting learning resource - Focused reading and handwriting overview:
Exploration of funny characters 1 Supporting learning resource - Unit 3 Contexts for learning 1 - English Text - Allen, P 1989, Mr McGee and the biting flea, Puffin Books, Camberwell, Vic
Helpful information Sheet - Alphabet chart https://learningplace.eq.edu.au/cx/resources/items/3ff59195-3368-
4c86-9ff2-9c14e628c923/0/Eng_Prep_U1_SLR_AlphabetChart.docx Sheet - Wall chart https://learningplace.eq.edu.au/cx/resources/items/fb8a7168-a300-4b6b-
bfe5-5683715241a5/0/Eng_Prep_U2_SH_WallChart.docx Supporting learning resource - English metalanguage: Years P-2
https://learningplace.eq.edu.au/cx/resources/items/332aaccf-9152-1256-2b9f-3f456bd29f88/0/Eng_SLR_YP-Y02_Metalanguage.docx
Website - Children's author profiles (Penguin Group, Australia) http://www.puffin.com.au/contributors/
Website - Allen, Pamela (New Zealand Book Council) http://www.bookcouncil.org.nz/writers/allenpamela.html
Attachments Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 26 of 53
Unit Plan Plan Name: Unit 3 - English Year Prep (V8)
Year: YPLearning Areas/Subjects: English
Duration: 8 Weeks
Teaching Sequence
Topic Exploration of funny characters Topic Duration 4 Lessons
Overview Throughout this lesson series, students will listen to and engage with a range of rhyming texts with a focus on funny characters
Lessons Teaching and Learning Sequence Resources
Lesson 17
Investigating the words and pictures
Lesson objectivesStudents will:
Understand the use of semantic knowledge and phonic knowledge to predict and read.
Understand the use of onset and rime to identify and write rhyming words.
Evidence of learningCan the student:
Use pictures and phonic knowledge to predict and read? Use onset and rime to identify and write rhyming words?
Example learning sequence Review the reasons why readers love stories Share a text of a funny character Identify rhyming words and their letter patterns Observe the modelled writing of an opinion about a funny
character Review letters and sounds Record learning Develop, progress and consolidate English through the contexts
for learningEarly literacy skillsReading and handwritingDuring the 'Contexts for learning' time, participate in a reading group and practise handwriting skills.
Resources Learning object - Tune in Sheet - Rhyme time Supporting learning resource - Focused reading and handwriting overview:
Exploration of funny characters 1 Supporting learning resource - Unit 3 Contexts for learning 1 - English
Helpful information Supporting learning resource - Beginning to write
https://learningplace.eq.edu.au/cx/resources/items/813b1e2e-9d2c-48e4-bc91-1afffec32628/0/Eng_Prep_U1_SLR_BeginToWrite.docx
Supporting learning resource - English metalanguage: Years P-2 https://learningplace.eq.edu.au/cx/resources/items/332aaccf-9152-1256-2b9f-3f456bd29f88/0/Eng_SLR_YP-Y02_Metalanguage.docx
Supporting learning resource - Learning about reading https://learningplace.eq.edu.au/cx/resources/items/6a48338f-f0e5-40bf-a940-3cab93371936/0/Eng_Prep_U1_SLR_LearnRead.docx
Website - Rhyme: Humpty dumpty ... (NeoK12 Education) http://www.neok12.com/rhymes/rhyHumpty.htm
Attachments Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 27 of 53
Unit Plan Plan Name: Unit 3 - English Year Prep (V8)
Year: YPLearning Areas/Subjects: English
Duration: 8 Weeks
Teaching Sequence
Topic Exploration of funny characters Topic Duration 4 Lessons
Overview Throughout this lesson series, students will listen to and engage with a range of rhyming texts with a focus on funny characters
Lessons Teaching and Learning Sequence Resources
Lesson 18
Exploring letter patterns
Lesson objectivesStudents will:
Understand the use of semantic knowledge and phonic knowledge to predict and read.
Understand the use of onset and rime to read and write rhyming words.
Evidence of learningCan the student:
Use pictures and phonic knowledge to predict and read? Use onset and rime to write rhyming words?
Example learning sequence View and listen to more funny stories Write opinions of rhymes Read and explore reading strategies Reflect on ways to help read Review letters and sounds Record learning Develop, progress and consolidate English through the contexts
for learningEarly literacy skillsReading and handwritingDuring the 'Contexts for learning' time, participate in a reading group and practise handwriting skills.
Resources Learning object - Rhymes and stories Supporting learning resource - Focused reading and handwriting overview:
Exploration of funny characters 1 Supporting learning resource - Unit 3 Contexts for learning 1 - English
Helpful information Learning object - foniks (Tim Bowyer) http://www.foniks.org/2/pagessou/hat.html Supporting learning resource - English metalanguage: Years P-2
https://learningplace.eq.edu.au/cx/resources/items/332aaccf-9152-1256-2b9f-3f456bd29f88/0/Eng_SLR_YP-Y02_Metalanguage.docx
Attachments Lesson plan
Teaching Sequence
Topic Exploration of character friendships Topic Duration 4 Lessons
Overview Throughout this lesson series, students will listen to and engage with a range of rhyming texts with a focus on character friendships
Lessons Teaching and Learning Sequence Resources
Lesson 19
Sharing a book
Lesson objectivesStudents will:
Resources Text - Bland, N 2010, The very itchy bear, Scholastic, Lindfield, NSW
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 28 of 53
Unit Plan Plan Name: Unit 3 - English Year Prep (V8)
Year: YPLearning Areas/Subjects: English
Duration: 8 Weeks
Teaching Sequence
Topic Exploration of funny characters Topic Duration 4 Lessons
Overview Throughout this lesson series, students will listen to and engage with a range of rhyming texts with a focus on funny characters
Lessons Teaching and Learning Sequence Resources
with character friendships
Understand how to use different strategies to help work out unknown words when reading.
Understand how authors and illustrators make books appealing.Evidence of learningCan the student:
Identify reading strategies used for unknown words? Discuss why books may be appealing to the reader?
Example learning sequence Review the reasons for enjoying a favourite book Read a story and observe reading strategies Use authors' words to build character information Role-play the book characters' friendships Review letters and sounds Develop a bank of high-frequency words Record learning Develop, progress and consolidate English through the contexts
for learningEarly literacy skillsReading and handwritingDuring the 'Contexts for learning' time, participate in a reading group and practise handwriting skills.
Learning object - Sam's pram Supporting learning resource - Focused reading and handwriting overview:
Exploration of character friendships Supporting learning resource - Teacher tips: Exploring character friendships Supporting learning resource - Unit 3 Contexts for learning 2 - English Supporting learning resource - Year Prep Monitoring tool for reading Supporting learning resource - Reading checklist: Year Prep
Helpful information Spelling - Year Prep Spelling overview
https://learningplace.eq.edu.au/cx/resources/items/64032b89-6bac-f41d-9983-90b6dfb51b73/0/index.html
Supporting learning resource - Beginning to read https://learningplace.eq.edu.au/cx/resources/items/c0c48e57-a81e-4deb-a7be-e4d565bf09e0/0/Eng_Prep_U3_SLR_BeginningToRead.docx
Supporting learning resource - English metalanguage: Years P-2 https://learningplace.eq.edu.au/cx/resources/items/332aaccf-9152-1256-2b9f-3f456bd29f88/0/Eng_SLR_YP-Y02_Metalanguage.docx
Attachments Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 29 of 53
Unit Plan Plan Name: Unit 3 - English Year Prep (V8)
Year: YPLearning Areas/Subjects: English
Duration: 8 Weeks
Teaching Sequence
Topic Exploration of funny characters Topic Duration 4 Lessons
Overview Throughout this lesson series, students will listen to and engage with a range of rhyming texts with a focus on funny characters
Lessons Teaching and Learning Sequence Resources
Lesson 20
Exploring opinions about character friendships
Lesson objectivesStudents will:
Understand how to use letter patterns to read new words. Understand how to construct simple sentences that express likes
and dislikes.Evidence of learningCan the student:
Use letter patterns to read new words? Construct simple sentences that express likes and dislikes?
Example learning sequence Re-read a rhyming text Explore letter patterns to help read words Observe a written response to express an opinion about a story Review letters and sounds Develop a bank of high-frequency words Record learning Develop, progress and consolidate English through the contexts
for learningEarly literacy skillsReading and handwritingDuring the 'Contexts for learning' time, participate in a reading group and practise handwriting skills.
Resources Supporting learning resource - Focused reading and handwriting overview:
Exploration of character friendships Supporting learning resource - Teacher tips: Exploring character friendships Supporting learning resource - Unit 3 Contexts for learning 2 - English Text - Bland, N 2010, The very itchy bear, Scholastic, Lindfield, NSW Learning object - Sam's pram
Helpful information Supporting learning resource - English metalanguage: Years P-2
https://learningplace.eq.edu.au/cx/resources/items/332aaccf-9152-1256-2b9f-3f456bd29f88/0/Eng_SLR_YP-Y02_Metalanguage.docx
Attachments Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 30 of 53
Unit Plan Plan Name: Unit 3 - English Year Prep (V8)
Year: YPLearning Areas/Subjects: English
Duration: 8 Weeks
Teaching Sequence
Topic Exploration of funny characters Topic Duration 4 Lessons
Overview Throughout this lesson series, students will listen to and engage with a range of rhyming texts with a focus on funny characters
Lessons Teaching and Learning Sequence Resources
Lesson 21
Observing modelled reading
Lesson objectivesStudents will:
Understand how to use reading strategies to work out unknown words.
Understand how to use language to express likes and dislikes.Evidence of learningCan the student:
Identify reading strategies to work out unknown words? Express an opinion about a story?
Example learning sequence Observe a modelled exploration and reading of a literary book Use the author's vocabulary to build character information Role-play the book characters' friendship Compare friendships shown in two story books Review letters and sounds Develop a bank of high-frequency words Record learning Develop, progress and consolidate English through the contexts
for learningEarly literacy skillsReading and handwritingDuring the 'Contexts for learning' time, participate in a reading group and practise handwriting skills.
Resources Supporting learning resource - Focused reading and handwriting overview:
Exploration of character friendships Supporting learning resource - Teacher tips: Exploring character friendships Supporting learning resource - Unit 3 Contexts for learning 2 - English Text - Lester, A 2010, Noni the pony, Allen & Unwin, Crows Nest, NSW Learning object - Sam's pram
Helpful information Supporting learning resource - English metalanguage: Years P-2
https://learningplace.eq.edu.au/cx/resources/items/332aaccf-9152-1256-2b9f-3f456bd29f88/0/Eng_SLR_YP-Y02_Metalanguage.docx
Attachments Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 31 of 53
Unit Plan Plan Name: Unit 3 - English Year Prep (V8)
Year: YPLearning Areas/Subjects: English
Duration: 8 Weeks
Teaching Sequence
Topic Exploration of funny characters Topic Duration 4 Lessons
Overview Throughout this lesson series, students will listen to and engage with a range of rhyming texts with a focus on funny characters
Lessons Teaching and Learning Sequence Resources
Lesson 22
Responding to literature
Lesson objectivesStudents will:
Understand how to identify, read and write rhyming words using letter patterns.
Understand how to effectively communicate an opinion about a book.
Evidence of learningCan the student:
Identify and write rhyming words using letter patterns? Identify communication skills used to give an opinion about a
book?Example learning sequence
Re-read a rhyming story Use rhyme knowledge to write new words Observe a model response that expresses an opinion about a
story Review letters and sounds Develop a bank of high-frequency words Record learning Develop, progress and consolidate English through the contexts
for learningEarly literacy skillsReading and handwritingDuring the 'Contexts for learning' time, participate in a reading group and practise handwriting skills.
Resources Find and prepare cards with rhyming word pairs from the text used, e.g.
o Text - Lester, A 2010, Noni the pony, Allen & Unwin, Crows Nest, NSW Supporting learning resource - Focused reading and handwriting overview:
Exploration of character friendships Supporting learning resource - Teacher tips: Exploring character friendships Supporting learning resource - Unit 3 Contexts for learning 2 - English Learning object - Sam's pram
Helpful information Supporting learning resource - English metalanguage: Years P-2
https://learningplace.eq.edu.au/cx/resources/items/332aaccf-9152-1256-2b9f-3f456bd29f88/0/Eng_SLR_YP-Y02_Metalanguage.docx
Attachments Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 32 of 53
Unit Plan Plan Name: Unit 3 - English Year Prep (V8)
Year: YPLearning Areas/Subjects: English
Duration: 8 Weeks
Teaching Sequence
Topic Unusual ideas in stories and rhymes Topic Duration 4 Lessons
Overview Throughout this lesson series, students listen to and engage with a range of rhyming texts with a focus on unusual ideas. They will use different strategies to help work out unknown words when reading. Students will continue to identify reasons we appreciate texts and give opinions based on events and characters in shared stories.
Lessons Teaching and Learning Sequence Resources
Lessons 23-24
Exploring unusual characters
Lesson objectivesStudents will:
Understand how to use contextual, semantic and phonic knowledge when reading and predicting.
Understand how to be effective communicators.Evidence of learningCan the student:
Predict and read a rhyme using context, pictures, sentence meaning and letter- sounds?
Respond and present their ideas during class discussions?Example learning sequence
Review a list of criteria for liking stories Read, view and listen to a rhyme about an unusual character Identify the rhyming words in the text Give a personal response to a rhyming story Review letters and sounds Develop a bank of high-frequency words Record learning Develop, progress and consolidate English through the contexts
for learningEarly literacy skillsReading and handwritingDuring the 'Contexts for learning' time, participate in a reading group and practise handwriting skills.
Resources Learning object - Tune in Supporting learning resource - Focused reading and handwriting overview: Unusual
ideas in stories or rhymes Supporting learning resource - Teacher tips: Unusual ideas in stories and rhymes Supporting learning resource - Unit 3 Contexts for learning 2 - English Text - Simon, T and Notley, W 2009, Kangaroo rock, Blake Education, Leichhardt,
NSW Text - Allen, P 1990, Bertie and the bear, Penguin Group (Australia), Camberwell,
Vic Supporting learning resource - Year Prep Monitoring tool for reading Supporting learning resource - Reading checklist: Year Prep
Helpful informationNote: Aboriginal peoples and Torres Strait Islander peoples are warned that these resources may contain images, voices and names of persons who may now be deceased.
Learning object - The dry tap https://learningplace.eq.edu.au/cx/resources/items/c7a52750-880d-8f84-c423-f1ba5f7506ff/0/ViewIMS.jsp
Spelling - Year Prep Spelling overview https://learningplace.eq.edu.au/cx/resources/items/64032b89-6bac-f41d-9983-90b6dfb51b73/0/index.html
Supporting learning resource - Developing early literacy. Chapter 7: Reading development https://learningplace.eq.edu.au/cx/resources/items/a0541bfa-1641-c660-4a71-548d1fe8468d/0/Eng_Y01_U1_SLR_ReadingDevelopment.pdf
Text - Hill, S 2012, Developing early literacy: Assessment and teaching (2nd ed.), Eleanor Curtain Publishing, South Yarra
Website - Construct a word (IRA/NCTE) http://www.readwritethink.org/files/resources/interactives/construct/index.html
Website - Aunty Wendy's mob (www.auntywendysmob.com) http://www.auntywendysmob.com/home
Attachments Lesson plan
Lesson 25 Lesson objectives Resources
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 33 of 53
Unit Plan Plan Name: Unit 3 - English Year Prep (V8)
Year: YPLearning Areas/Subjects: English
Duration: 8 Weeks
Teaching Sequence
Topic Unusual ideas in stories and rhymes Topic Duration 4 Lessons
Overview Throughout this lesson series, students listen to and engage with a range of rhyming texts with a focus on unusual ideas. They will use different strategies to help work out unknown words when reading. Students will continue to identify reasons we appreciate texts and give opinions based on events and characters in shared stories.
Lessons Teaching and Learning Sequence Resources
Exploring the appeal of rhyme
Students will: Understand how to use text processing strategies to read and
identify rhyming words. Understand how to respond to questions during informal class
discussions.Evidence of learningCan the student:
Predict and read a rhyme using text processing strategies? Respond orally during class discussions by giving an opinion
about a rhyme?Example learning sequence
Complete the words for an unusual rhyme Explore the words that rhyme Investigate personal preferences for the rhyme Review letters and sounds Develop a bank of high-frequency words Record learning Develop, progress and consolidate English through the contexts
for learningEarly literacy skillsReading and handwritingDuring the 'Contexts for learning' time, participate in a reading group and practise handwriting skills.
Learning object - Tune in Learning object - Old Mother Hubbard Supporting learning resource - Unit 3 Contexts for learning 2 - English Supporting learning resource - Teacher tips: Unusual ideas in stories and rhymes Supporting learning resource - Focused reading and handwriting overview: Unusual
ideas in stories and rhymes Supporting learning resource - 'Old Mother Hubbard' rhyme Slideshow - Old Mother Hubbard
Helpful information edStudio - Sing and move https://staff.learningplace.eq.edu.au/lp/pages/default.aspx?
cid=19369 (The Learning Place) (Note: access key S66419369) Supporting learning resource - Beginning to read
https://learningplace.eq.edu.au/cx/resources/items/c0c48e57-a81e-4deb-a7be-e4d565bf09e0/0/Eng_Prep_U3_SLR_BeginningToRead.docx
Website - Between the lions: Chicken stacker (PBS Kids) http://pbskids.org/lions/games/stacker.html
Website - Construct a word (IRA/NCTE) http://www.readwritethink.org/files/resources/interactives/construct/index.html
Attachments Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 34 of 53
Unit Plan Plan Name: Unit 3 - English Year Prep (V8)
Year: YPLearning Areas/Subjects: English
Duration: 8 Weeks
Teaching Sequence
Topic Unusual ideas in stories and rhymes Topic Duration 4 Lessons
Overview Throughout this lesson series, students listen to and engage with a range of rhyming texts with a focus on unusual ideas. They will use different strategies to help work out unknown words when reading. Students will continue to identify reasons we appreciate texts and give opinions based on events and characters in shared stories.
Lessons Teaching and Learning Sequence Resources
Lesson 26
Creating a rhyme for a familiar song
Lesson objectivesStudents will:
Understand and identify pairs of words that rhyme in a text. Understand how to write or copy letter patterns to match rhyming
words and complete rhyming sentences.Evidence of learningCan the student:
Identify pairs of words that rhyme in a text? Use letter patterns to match and write rhyming words in order to
complete sentences?Example learning sequence
Share a rhyme with unusual events Complete the words for a rhyme Use knowledge of onset and rime to write new words Review letters and sounds Develop a bank of high-frequency words Record learning Develop, progress and consolidate English through the contexts
for learningEarly literacy skillsReading and handwritingDuring the 'Contexts for learning' time, participate in a reading group and practise handwriting skills.
Resources Sheet - Recount rhyming words Supporting learning resource - Focused reading and handwriting overview: Unusual
ideas in stories and rhymes Supporting learning resource - Teacher tips: Unusual ideas in stories and rhymes Supporting learning resource - Unit 3 Contexts for learning 2 - English Learning object - Eye video (Note: Select the song 'A frog went walking')
Helpful information Learning object - The dry tap https://learningplace.eq.edu.au/cx/resources/items/c7a52750-
880d-8f84-c423-f1ba5f7506ff/0/ViewIMS.jsp Learning object - Tune in https://learningplace.eq.edu.au/cx/resources/items/3066c5bf-
17cd-f753-0d10-55b94d4353bd/0/ViewIMS.jsp edStudio - Sing and move https://staff.learningplace.eq.edu.au/lp/pages/default.aspx?
cid=19369 (Note: access key S66419369)
Supporting learning resource - Beginning to read https://learningplace.eq.edu.au/cx/resources/items/c0c48e57-a81e-4deb-a7be-e4d565bf09e0/0/Eng_Prep_U3_SLR_BeginningToRead.docx
Supporting learning resource - English metalanguage: Years P-2 https://learningplace.eq.edu.au/cx/resources/items/332aaccf-9152-1256-2b9f-3f456bd29f88/0/Eng_SLR_YP-Y02_Metalanguage.docx
Attachments Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 35 of 53
Unit Plan Plan Name: Unit 3 - English Year Prep (V8)
Year: YPLearning Areas/Subjects: English
Duration: 8 Weeks
Teaching Sequence
Topic Information from pictures Topic Duration 4 Lessons
Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students listen to and engage with a range of rhyming texts with a focus on visual images. They will explore how illustrations help build meaning into a text. Students will continue to identify reasons we appreciate texts and give opinions based on events and characters in shared stories.
Lessons Teaching and Learning Sequence Resources
Lesson 27
Exploring illustrations
Lesson objectivesStudents will:
Understand how illustrations help build meaning into a text. Understand how to respond to questions during informal class
discussions and express likes and dislikes.Evidence of learningCan the student:
Discuss and understand how words and pictures make meaning? Participate in class discussions and express opinions, including
likes and dislikes?Example learning sequence
Review a list that gives reasons for liking stories Complete a shared reading of a book Investigate the visual aspects of the text Discuss why the illustrations make the book appealing Explore appealing books Review letters and sounds Develop a bank of high-frequency words Record learning Develop, progress and consolidate English through the contexts
for learningEarly literacy skillsReading and handwritingDuring the 'Contexts for learning' time, participate in a reading group and practise handwriting skills.
Resources A collection of literary texts with illustrations or page layout that would be appealing
to the class of Prep students. Text - McKimmie, C 2010, Two peas in a pod, Allen & Unwin, Crows Nest. NSW Supporting learning resource - Focused reading and handwriting overview:
Information from pictures Supporting learning resource - Teacher tips: Information from pictures Supporting learning resource - Unit 3 Contexts for learning 2 - English Supporting learning resource - Year Prep Monitoring tool for reading Supporting learning resource - Reading checklist: Year Prep
Helpful information eBook - Nat's cat likes to nap
https://learningplace.eq.edu.au/cx/resources/items/4079eba2-4004-a758-8db7-d88b7e087a56/0/ViewIMS.jsp
Spelling - Year Prep Spelling overview https://learningplace.eq.edu.au/cx/resources/items/64032b89-6bac-f41d-9983-90b6dfb51b73/0/index.html
Supporting learning resource - Beginning to read https://learningplace.eq.edu.au/cx/resources/items/c0c48e57-a81e-4deb-a7be-e4d565bf09e0/0/Eng_Prep_U3_SLR_BeginningToRead.docx
Supporting learning resource - English metalanguage: Years P-2 https://learningplace.eq.edu.au/cx/resources/items/332aaccf-9152-1256-2b9f-3f456bd29f88/0/Eng_SLR_YP-Y02_Metalanguage.docx
Website - Construct a word (IRA/NCTE) http://www.readwritethink.org/files/resources/interactives/construct/index.html
Attachments Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 36 of 53
Unit Plan Plan Name: Unit 3 - English Year Prep (V8)
Year: YPLearning Areas/Subjects: English
Duration: 8 Weeks
Teaching Sequence
Topic Information from pictures Topic Duration 4 Lessons
Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students listen to and engage with a range of rhyming texts with a focus on visual images. They will explore how illustrations help build meaning into a text. Students will continue to identify reasons we appreciate texts and give opinions based on events and characters in shared stories.
Lessons Teaching and Learning Sequence Resources
Lesson 28
Expressing an opinion about illustrations
Lesson objectivesStudents will:
Understand how to use language to discuss picture book illustrations.
Understand how to express opinions in a written response.Evidence of learningCan the student:
Express an opinion using spoken language? Offer ideas when creating a written opinion?
Example learning sequence Re-read a literary text Explore different types of visual texts Identify and explore letters of the alphabet and their sounds Observe a modelled written opinion about a book Create a written opinion about a book Review letters and sounds Develop a bank of high-frequency words Record learning Develop, progress and consolidate English through the contexts
for learningEarly literacy skillsReading and handwritingDuring the 'Contexts for learning' time, participate in a reading group and practise handwriting skills
Resources Text - McKimmie, C 2010, Two peas in a pod, Allen & Unwin, Crows Nest, NSW Find and prepare a collection of picture books in which a variety of techniques and
styles have been used in the illustrations. Find and prepare different mediums to use to create an illustration Supporting learning resource - Focused reading and handwriting overview:
Information from pictures Supporting learning resource - Teacher tips: Information from pictures Supporting learning resource - Unit 3 Contexts for learning 2 - English
Helpful information eBook - Nat's cat likes to nap
https://learningplace.eq.edu.au/cx/resources/items/4079eba2-4004-a758-8db7-d88b7e087a56/0/ViewIMS.jsp
eBook - Bob the cod https://learningplace.eq.edu.au/cx/resources/items/080b548b-be8d-3a85-2a16-abd7be26eb01/0/viewIMS.jsp
Supporting learning resource - Beginning to read https://learningplace.eq.edu.au/cx/resources/items/c0c48e57-a81e-4deb-a7be-e4d565bf09e0/0/Eng_Prep_U3_SLR_BeginningToRead.docx
Supporting learning resource - English metalanguage: Years P-2 https://learningplace.eq.edu.au/cx/resources/items/332aaccf-9152-1256-2b9f-3f456bd29f88/0/Eng_SLR_YP-Y02_Metalanguage.docx
Attachments Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 37 of 53
Unit Plan Plan Name: Unit 3 - English Year Prep (V8)
Year: YPLearning Areas/Subjects: English
Duration: 8 Weeks
Teaching Sequence
Topic Information from pictures Topic Duration 4 Lessons
Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students listen to and engage with a range of rhyming texts with a focus on visual images. They will explore how illustrations help build meaning into a text. Students will continue to identify reasons we appreciate texts and give opinions based on events and characters in shared stories.
Lessons Teaching and Learning Sequence Resources
Lesson 29
Investigating visual appeal
Lesson objectivesStudents will:
Understand how illustrations help build meaning into a text. Understand how to respond to questions during informal class
discussions. Understand how to express likes and dislikes.
Evidence of learningCan the student:
Discuss and understand the story's meaning? Participate in class discussions about the illustrations? Express an opinion including likes and dislikes?
Example learning sequence Review reasons for enjoying stories Observe a modelled reading of a text Use picture cues to help read text Investigate the visual aspects of the text Discuss why the illustrations make the book appealing Review letters and sounds Develop a bank of high-frequency words Record learning Develop, progress and consolidate English through the contexts
for learningEarly literacy skillsReading and handwritingDuring the 'Contexts for learning' time, participate in a reading group and practise handwriting skills.
Resources Text - Logan, K & Keller, T 2011, A fish with a wish, Imago Productions: Singapore Find and prepare a collection of literary texts with illustrations or page layout that
would be appealing to the class of Prep students. Supporting learning resource - Focused reading and handwriting overview:
Information from pictures Supporting learning resource - Teacher tips: Information from pictures Supporting learning resource - Unit 3 Contexts for learning 2 - English
Helpful information eBook - Nat's cat likes to nap
https://learningplace.eq.edu.au/cx/resources/items/4079eba2-4004-a758-8db7-d88b7e087a56/0/ViewIMS.jsp
Supporting learning resource - Beginning to read https://learningplace.eq.edu.au/cx/resources/items/c0c48e57-a81e-4deb-a7be-e4d565bf09e0/0/Eng_Prep_U3_SLR_BeginningToRead.docx
Supporting learning resource - English metalanguage: Years P-2 https://learningplace.eq.edu.au/cx/resources/items/332aaccf-9152-1256-2b9f-3f456bd29f88/0/Eng_SLR_YP-Y02_Metalanguage.docx
Attachments Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 38 of 53
Unit Plan Plan Name: Unit 3 - English Year Prep (V8)
Year: YPLearning Areas/Subjects: English
Duration: 8 Weeks
Teaching Sequence
Topic Information from pictures Topic Duration 4 Lessons
Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students listen to and engage with a range of rhyming texts with a focus on visual images. They will explore how illustrations help build meaning into a text. Students will continue to identify reasons we appreciate texts and give opinions based on events and characters in shared stories.
Lessons Teaching and Learning Sequence Resources
Lesson 30
Exploring visual influence
Lesson objectivesStudents will:
Understand how illustrations help build meaning into a text. Understand how to use language to give an opinion about a book. Understand how to identify and write rhyming words using letter
patterns.Evidence of learningCan the student:
Participate in class discussions about illustrations and text? Use language to give an opinion about a book? Identify and write rhyming words using letter patterns?
Example learning sequence Re-read a literary text Explore different types of visual texts Observe a modelled written opinion about a book Identify and explore letters of the alphabet and their sounds Use knowledge of rhyme to write words Review letters and sounds Develop a bank of high-frequency words Record learning Develop, progress and consolidate English through the contexts
for learningEarly literacy skillsReading and handwritingDuring the 'Contexts for learning' time, participate in a reading group and practise handwriting skills.
Resources Text - Logan, K & Keller, T 2011, A fish with a wish, Imago Productions, Singapore Supporting learning resource - Focused reading and handwriting overview:
Information from pictures Supporting learning resource - Teacher tips: Information from pictures Supporting learning resource - Unit 3 Contexts for learning 2 - English
Helpful information Find and prepare cards (or digital equivalent) with rhyming word pairs from the text. eBook - Nat's cat likes to nap
https://learningplace.eq.edu.au/cx/resources/items/4079eba2-4004-a758-8db7-d88b7e087a56/0/ViewIMS.jsp
eBook - The fish who wished https://learningplace.eq.edu.au/cx/resources/items/a703f9c6-4941-d595-b841-761e07ba36b6/0/ViewIMS.jsp
Learning object - At the start or at the end https://learningplace.eq.edu.au/cx/resources/items/43e71e8e-ef0d-7098-429e-db2eb4ae8ea5/0/ViewIMS.jsp
Learning object - Wishes and fishes https://learningplace.eq.edu.au/cx/resources/items/907ff6de-5e53-6292-02cd-62381114323a/0/ViewIMS.jsp
Sheet - Letters, sounds and words booklet - sh https://learningplace.eq.edu.au/cx/resources/items/75c9f2d8-35e7-4b79-a00d-06c4e62fff4b/0/Eng_Prep_U3_SH_LettersSoundsWords_sh.docx
Spelling - Year Prep Spelling overview https://learningplace.eq.edu.au/cx/resources/items/64032b89-6bac-f41d-9983-90b6dfb51b73/0/index.html
Supporting learning resource - Beginning to read https://learningplace.eq.edu.au/cx/resources/items/c0c48e57-a81e-4deb-a7be-e4d565bf09e0/0/Eng_Prep_U3_SLR_BeginningToRead.docx
Supporting learning resource - English metalanguage: Years P-2 https://learningplace.eq.edu.au/cx/resources/items/332aaccf-9152-1256-2b9f-3f456bd29f88/0/Eng_SLR_YP-Y02_Metalanguage.docx
Attachments Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 39 of 53
Unit Plan Plan Name: Unit 3 - English Year Prep (V8)
Year: YPLearning Areas/Subjects: English
Duration: 8 Weeks
Teaching Sequence
Topic Presentation of a personal response Topic Duration 5 Lessons
Overview Throughout this lesson series, students will choose a favourite rhyming story book and write about the characters and events and why they like or dislike the book. They will identify some rhyming words from the story and think of other words that rhyme with these words. Students share their thoughts, feelings and rhyming words with others in an informal group.
Lessons Teaching and Learning Sequence Resources
Lesson 31
Introducing the task
Lesson objectivesStudents will:
Understand how to express an opinion about a book. Understand how to make connections between the book and
personal experiences.Evidence of learningCan the student:
Express an opinion about a book. Make personal connections with the book?
Example learning sequence Understand how to express an opinion about a book. Understand how to make connections between the book and
personal experiences. Understand the assessment Record learning Develop, progress and consolidate English through the contexts
for learningEarly literacy skillsReading and handwritingDuring the 'Contexts for learning' time, participate in a reading group and practise handwriting skills.
Resources Assessment task - Responding to a rhyming story Assessment task - Responding to a rhyming story: Model response Text - Child, L 2006, Charlie and Lola: But excuse me that is my book, Penguin,
London Find and prepare the rhyming books read in this unit and other fiction books that
have been read to students during the year and set up a display. Supporting learning resource - Focused reading and handwriting overview:
Presentation of a personal response 1 Supporting learning resource - Unit 3 Contexts for learning 2 - English Supporting learning resource - Year Prep Monitoring tool for reading Supporting learning resource - Reading checklist: Year Prep
Helpful information Supporting learning resource - English metalanguage: Years P-2
https://learningplace.eq.edu.au/cx/resources/items/332aaccf-9152-1256-2b9f-3f456bd29f88/0/Eng_SLR_YP-Y02_Metalanguage.docx
Attachments Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 40 of 53
Unit Plan Plan Name: Unit 3 - English Year Prep (V8)
Year: YPLearning Areas/Subjects: English
Duration: 8 Weeks
Teaching Sequence
Topic Presentation of a personal response Topic Duration 5 Lessons
Overview Throughout this lesson series, students will choose a favourite rhyming story book and write about the characters and events and why they like or dislike the book. They will identify some rhyming words from the story and think of other words that rhyme with these words. Students share their thoughts, feelings and rhyming words with others in an informal group.
Lessons Teaching and Learning Sequence Resources
Lesson 32
Choosing a favourite book
Assessment purposeTo communicate an opinion about a familiar rhyming story and identify the use of rhyme.Example assessment sequence
Understand the assessment Review the Guide to making judgments and understand the
standards Conduct the assessment Record learning Develop, progress and consolidate English through the contexts
for learningEarly literacy skillsReading and handwritingDuring the 'Contexts for learning' time, participate in a reading group and practise handwriting skills.
Resources Assessment task - Responding to a rhyming story Assessment task - Responding to a rhyming story: Model response Find and prepare the rhyming books read in this unit and other fiction books that
have been read to students during the year and set up a display. Supporting learning resource - Focused reading and handwriting overview:
Presentation of a personal response 1 Supporting learning resource - Unit 3 Contexts for learning 2 - English
Helpful information Supporting learning resource - English metalanguage: Years P-2
https://learningplace.eq.edu.au/cx/resources/items/332aaccf-9152-1256-2b9f-3f456bd29f88/0/Eng_SLR_YP-Y02_Metalanguage.docx
Attachments Lesson plan
Lesson 33
Planning the presentation
Assessment purposeTo communicate an opinion about a familiar rhyming story and identify the use of rhyme.Example assessment sequence
Understand the assessment Review the Guide to making judgments and understand the
standards Conduct the assessment Develop, progress and consolidate English through the contexts
for learningEarly literacy skillsReading and handwritingDuring the 'Contexts for learning' time, participate in a reading group and practise handwriting skills.
Resources Assessment task - Responding to a rhyming story Assessment task - Responding to a rhyming story: Model response Find and prepare the rhyming books read in this unit and other fiction books that
have been read to students during the year and set up a display. Supporting learning resource - Focused reading and handwriting overview:
Presentation of a personal response 1 Supporting learning resource - Unit 3 Contexts for learning 2 - English
Helpful information Supporting learning resource - English metalanguage: Years P-2
https://learningplace.eq.edu.au/cx/resources/items/332aaccf-9152-1256-2b9f-3f456bd29f88/0/Eng_SLR_YP-Y02_Metalanguage.docx
Attachments Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 41 of 53
Unit Plan Plan Name: Unit 3 - English Year Prep (V8)
Year: YPLearning Areas/Subjects: English
Duration: 8 Weeks
Teaching Sequence
Topic Presentation of a personal response Topic Duration 5 Lessons
Overview Throughout this lesson series, students will choose a favourite rhyming story book and write about the characters and events and why they like or dislike the book. They will identify some rhyming words from the story and think of other words that rhyme with these words. Students share their thoughts, feelings and rhyming words with others in an informal group.
Lessons Teaching and Learning Sequence Resources
Lesson 34
Continue planning the presentation
Assessment purposeTo communicate an opinion about a familiar rhyming story and identify the use of rhyme.Example assessment sequence
Understand the assessment Review the Guide to making judgments and understand the
standards Conduct the assessment Develop, progress and consolidate English through the contexts
for learningEarly literacy skillsReading and handwritingDuring the 'Contexts for learning' time, participate in a reading group and practise handwriting skills.
Resources Assessment task - Responding to a rhyming story Assessment task - Responding to a rhyming story: Model response Find and prepare resources and equipment needed for planning and creating the
poster. Supporting learning resource - Focused reading and handwriting overview:
Presentation of a personal response 1 Supporting learning resource - Unit 3 Contexts for learning 2 - English
Helpful information Supporting learning resource - English metalanguage: Years P-2
https://learningplace.eq.edu.au/cx/resources/items/332aaccf-9152-1256-2b9f-3f456bd29f88/0/Eng_SLR_YP-Y02_Metalanguage.docx
Attachments Lesson plan
Lesson 35
Sharing presentations
Assessment purposeTo communicate an opinion about a familiar rhyming story and identify the use of rhyme.Example assessment sequence
Understand the assessment Review the Guide to making judgments and understand the
standards Conduct the assessment Develop, progress and consolidate English through the contexts
for learningEarly literacy skillsReading and handwritingDuring the 'Contexts for learning' time, participate in a reading group and practise handwriting skills.
Resources Assessment task - Responding to a rhyming story Assessment task - Responding to a rhyming story: Model response Supporting learning resource - Focused reading and handwriting overview:
Presentation of a personal response 1 Supporting learning resource - Unit 3 Contexts for learning 2 - English
Helpful information Supporting learning resource - English metalanguage: Years P-2
https://learningplace.eq.edu.au/cx/resources/items/332aaccf-9152-1256-2b9f-3f456bd29f88/0/Eng_SLR_YP-Y02_Metalanguage.docx
Attachments Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 42 of 53
Unit Plan Plan Name: Unit 3 - English Year Prep (V8)
Year: YPLearning Areas/Subjects: English
Duration: 8 Weeks
Resources* Attachments are available in the relevant Unit Plan Section directory in the downloaded zip file.
Unit Plan Section Resource Attachments*
Sequence - Introduction to rhyme Lesson plan - Eng_Prep_U3_LP01.docx
Lesson plan - Eng_Prep_U3_LP02.docx
Lesson plan - Eng_Prep_U3_LP03.docx
Lesson plan - Eng_Prep_U3_LP04.docx
Lesson plan - Eng_Prep_U3_LP05.docx
Lesson plan - Eng_Prep_U3_LP06.docx
Lesson plan - Eng_Prep_U3_LP07.docx
Sequence - Presentation of a rhyme Lesson plan - Eng_Prep_U3_LP08.docx
Lesson plan - Eng_Prep_U3_LP09.docx
Lesson plan - Eng_Prep_U3_LP10.docx
Lesson plan - Eng_Prep_U3_LP11_12.docx
Lesson plan - Eng_Prep_U3_LP13_14.docx
Sequence - Exploration of funny characters
Lesson plan - Eng_Prep_U3_LP15.docx
Lesson plan - Eng_Prep_U3_LP16.docx
Lesson plan - Eng_Prep_U3_LP17.docx
Lesson plan - Eng_Prep_U3_LP18.docx
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 43 of 53
Unit Plan Plan Name: Unit 3 - English Year Prep (V8)
Year: YPLearning Areas/Subjects: English
Duration: 8 Weeks
Unit Plan Section Resource Attachments*
Sequence - Exploration of character friendships
Lesson plan - Eng_Prep_U3_LP19.docx
Lesson plan - Eng_Prep_U3_LP20.docx
Lesson plan - Eng_Prep_U3_LP21.docx
Lesson plan - Eng_Prep_U3_LP22.docx
Sequence - Unusual ideas in stories and rhymes
Lesson plan - Eng_Prep_U3_LP23_24.docx
Lesson plan - Eng_Prep_U3_LP25.docx
Lesson plan - Eng_Prep_U3_LP26.docx
Sequence - Information from pictures Lesson plan - Eng_Prep_U3_LP27.docx
Lesson plan - Eng_Prep_U3_LP28.docx
Lesson plan - Eng_Prep_U3_LP29.docx
Lesson plan - Eng_Prep_U3_LP30.docx
Sequence - Presentation of a personal response
Lesson plan - Eng_Prep_U3_LP31.docx
Lesson plan - Eng_Prep_U3_LP32.docx
Lesson plan - Eng_Prep_U3_LP33.docx
Lesson plan - Eng_Prep_U3_LP34.docx
Lesson plan - Eng_Prep_U3_LP35.docx
Sequence A collection of literary texts with illustrations or page layout that would be appealing to the class of Prep students.
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 44 of 53
Unit Plan Plan Name: Unit 3 - English Year Prep (V8)
Year: YPLearning Areas/Subjects: English
Duration: 8 Weeks
Unit Plan Section Resource Attachments*
eBook - Bob the cod https://learningplace.eq.edu.au/cx/resources/items/080b548b-be8d-3a85-2a16-abd7be26eb01/0/viewIMS.jsp
eBook - Look at … a Rosie and Wallace story
eBook - Nat's cat likes to nap https://learningplace.eq.edu.au/cx/resources/items/4079eba2-4004-a758-8db7-d88b7e087a56/0/ViewIMS.jsp
eBook - The fish who wished https://learningplace.eq.edu.au/cx/resources/items/a703f9c6-4941-d595-b841-761e07ba36b6/0/ViewIMS.jsp
eBook - The nest … a Rosie and Wallace story edStudio - Sing and move https://staff.learningplace.eq.edu.au/lp/pages/default.aspx?cid=19369 (The Learning Place) (Note: access key S66419369)Find and prepare a booking board (e.g. 'Getting ready for your presentation') where students can keep track of their progress and plan the process of completing the task. Include Plan, Create rhyme, Conference, Create actions, Rehearse and Ready.Find and prepare a collection of literary texts with illustrations or page layout that would be appealing to the class of Prep students.
Find and prepare a collection of picture books in which a variety of techniques and styles have been used in the illustrations.
Find and prepare cardboard sheets with visual cues for 'Down by the bay' verses.
Find and prepare cards (or digital equivalent) with rhyming word pairs from the text.
Find and prepare different mediums to use to create an illustration
Find and prepare resources and equipment needed for planning and creating the poster.
Find and prepare the rhyming books read in this unit and other fiction books that have been read to students during the year and set up a display.
Learning object - Animal rhymes https://learningplace.eq.edu.au/cx/resources/items/2398fc71-1ae3-c9f0-dbdf-cee90c2437ed/0/viewIMS.jsp
Learning object - At the start or at the endhttps://learningplace.eq.edu.au/cx/resources/items/43e71e8e-ef0d-7098-429e-db2eb4ae8ea5/0/ViewIMS.jsp
Learning object - Baa, baa, black sheep Learning object - Create a fantasy characterhttps://learningplace.eq.edu.au/cx/resources/items/4fe9c2f7-9c31-fb0e-46b9-b7191842ea02/0/viewIMS.jsp
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 45 of 53
Unit Plan Plan Name: Unit 3 - English Year Prep (V8)
Year: YPLearning Areas/Subjects: English
Duration: 8 Weeks
Unit Plan Section Resource Attachments*
Learning object - Eye video (Note: select 'Down by the bay: Rhyming song')
Learning object - Eye video (Note: select 'Over in the meadow')
Learning object - Eye video (Note: Select the song 'A frog went walking')
Learning object - foniks (Tim Bowyer) http://www.foniks.org/2/pagessou/hat.html
Learning object - Make a rhyme
Learning object - Old Mother Hubbard
Learning object - Rhymes and stories
Learning object - Sam's pram
Learning object - Ten in the bed
Learning object - The dry tap https://learningplace.eq.edu.au/cx/resources/items/c7a52750-880d-8f84-c423-f1ba5f7506ff/0/ViewIMS.jsp
Learning object - Tune in Learning object - Wishes and fisheshttps://learningplace.eq.edu.au/cx/resources/items/907ff6de-5e53-6292-02cd-62381114323a/0/ViewIMS.jsp
Sheet - Alphabet chart
Sheet - Down by the bay
Sheet - Essential words
Sheet - Letters, sounds and words booklet - aA Sheet - Letters, sounds and words booklet - sh https://learningplace.eq.edu.au/cx/resources/items/75c9f2d8-35e7-4b79-a00d-06c4e62fff4b/0/Eng_Prep_U3_SH_LettersSoundsWords_sh.docx
Sheet - One, two, buckle my shoe
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 46 of 53
Unit Plan Plan Name: Unit 3 - English Year Prep (V8)
Year: YPLearning Areas/Subjects: English
Duration: 8 Weeks
Unit Plan Section Resource Attachments*
Sheet - Over in the meadow
Sheet - Recount rhyming words
Sheet - Rhyme time
Sheet - Wall chart
Slideshow - Old Mother Hubbard Spelling - Year Prep Spelling overviewhttps://learningplace.eq.edu.au/cx/resources/items/64032b89-6bac-f41d-9983-90b6dfb51b73/0/index.html
Supporting learning resource - Aboriginal & Torres Strait Islander histories and cultures suggested alternative resources https://learningplace.eq.edu.au/cx/resources/items/bc9b956f-7099-4ac5-9103-e03cec41f823/0/Eng_Prep_U3_SLR_AlternativeResources.docx
Supporting learning resource - Beginning to readhttps://learningplace.eq.edu.au/cx/resources/items/c0c48e57-a81e-4deb-a7be-e4d565bf09e0/0/Eng_Prep_U3_SLR_BeginningToRead.docx
Supporting learning resource - Beginning to writehttps://learningplace.eq.edu.au/cx/resources/items/813b1e2e-9d2c-48e4-bc91-1afffec32628/0/Eng_Prep_U1_SLR_BeginToWrite.docx
Supporting learning resource - C2C: Aboriginal peoples & Torres Strait Islander peoples Cross Curriculum Priority support https://oneportal.deta.qld.gov.au/EducationDelivery/Stateschooling/schoolcurriculum/Curriculumintotheclassroom/Pages/C2CAandTSICCPSupport.aspx
Supporting learning resource - Developing early literacy: Chapter 7: Reading developmenthttps://learningplace.eq.edu.au/cx/resources/items/a0541bfa-1641-c660-4a71-548d1fe8468d/0/Eng_Y01_U1_SLR_ReadingDevelopment.pdf
Supporting learning resource - English metalanguage: Years P-2https://learningplace.eq.edu.au/cx/resources/items/332aaccf-9152-1256-2b9f-3f456bd29f88/0/Eng_SLR_YP-Y02_Metalanguage.docx
Supporting learning resource - Examples of poems for Prephttps://learningplace.eq.edu.au/cx/resources/items/0f7d1d0a-bc65-461c-bb8a-c17fcee0cfd6/0/Eng_Prep_U3_SLR_ExamplesOfPoems.docx
Supporting learning resource - Exploring poemshttps://learningplace.eq.edu.au/cx/resources/items/e2ecc9f5-fbbc-426b-bc35-c6f37f0d43ef/0/Eng_Y02_U1_SLR_ExploringPoems.docx
Supporting learning resource - Exploring rhyming wordshttps://learningplace.eq.edu.au/cx/resources/items/b5c6aa3d-f43c-4c3b-8a8c-d01b53fa1d58/0/Eng_Prep_U3_SLR_ExplRhymingWords.docx
Supporting learning resource - Focused reading and handwriting overview: Exploration of character friendships
Supporting learning resource - Focused reading and handwriting overview: Exploration of funny characters 1
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 47 of 53
Unit Plan Plan Name: Unit 3 - English Year Prep (V8)
Year: YPLearning Areas/Subjects: English
Duration: 8 Weeks
Unit Plan Section Resource Attachments*
Supporting learning resource - Focused reading and handwriting overview: Information from pictures
Supporting learning resource - Focused reading and handwriting overview: Introduction to rhyme 1
Supporting learning resource - Focused reading and handwriting overview: Introduction to rhyme 2
Supporting learning resource - Focused reading and handwriting overview: Presentation of a personal response 1
Supporting learning resource - Focused reading and handwriting overview: Presentation of a rhyme 1
Supporting learning resource - Focused reading and handwriting overview: Unusual ideas in stories or rhymes Supporting learning resource - Introduction to the unit: Interacting with others https://learningplace.eq.edu.au/cx/resources/items/08ff99de-fed0-470f-9aca-339c3595c535/0/Eng_Prep_U3_SLR_UnitIntro.docx
Supporting learning resource - Learning about readinghttps://learningplace.eq.edu.au/cx/resources/items/6a48338f-f0e5-40bf-a940-3cab93371936/0/Eng_Prep_U1_SLR_LearnRead.docx
Supporting learning resource - 'Old Mother Hubbard' rhyme
Supporting learning resource - Reading checklist: Year Prep Supporting learning resource - Supporting a beginning readerhttps://learningplace.eq.edu.au/cx/resources/items/e01075a0-b772-413e-887d-ec2d5da2c790/0/Eng_Prep_U2_SLR_SuppBegReader.docx
Supporting learning resource - Teacher tips: Exploring character friendships
Supporting learning resource - Teacher tips: Information from pictures
Supporting learning resource - Teacher tips: Unusual ideas in stories and rhymes
Supporting learning resource - Unit 3 Contexts for learning 1 - English
Supporting learning resource - Unit 3 Contexts for learning 2 - English Supporting learning resource - Yarning circleshttps://learningplace.eq.edu.au/cx/resources/items/6af7563c-70cd-4f7f-32a1-ae6ec0aed6bc/0/C2C_EATSIPS_YarningCircles.pdf
Supporting learning resource - Year Prep Monitoring tool for reading
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 48 of 53
Unit Plan Plan Name: Unit 3 - English Year Prep (V8)
Year: YPLearning Areas/Subjects: English
Duration: 8 Weeks
Unit Plan Section Resource Attachments*
Text - Allen, P 1989, Mr McGee and the biting flea, Puffin Books, Camberwell, Vic
Text - Allen, P 1990, Bertie and the bear, Penguin Group (Australia), Camberwell, Vic
Text - Bland, N 2010, The very itchy bear, Scholastic, Lindfield, NSW
Text - Child, L 2006, Charlie and Lola: But excuse me that is my book, Penguin, London
Text - Hill, S 2012, Developing early literacy: Assessment and teaching (2nd ed.), Eleanor Curtain Publishing, South Yarra
Text - Lester, A 2010, Noni the pony, Allen & Unwin, Crows Nest, NSW
Text - Logan, K & Keller, T 2011, A fish with a wish, Imago Productions: Singapore
Text - Martin Jnr, B 1986, Brown bear, brown bear, what do you see? Collins Books, London
Text - Martin Jnr, B 2007, Polar bear, polar bear, what do you hear? Puffin Books, London
Text - McKimmie, C 2010, Two peas in a pod, Allen & Unwin, Crows Nest. NSW
Text - Moreton-Shaw, C and Shaw, G 2006, Wake up, sleepy bear! Puffin Books, London
Text - Oliver, N 2003, Baby Bilby, where do you sleep? Lothian, South Melbourne
Text - Pym, T 2009, Have you ever seen a Sneep? Doubleday, London
Text - Simon, T and Notley, W 2009, Kangaroo rock, Blake Education, Leichhardt, NSW
Website - Allen, Pamela (New Zealand Book Council) http://www.bookcouncil.org.nz/writers/allenpamela.html
Website - Aunty Wendy's mob (www.auntywendysmob.com) http://www.auntywendysmob.com/home
Website - Between the lions: Chicken stacker (PBS Kids) http://pbskids.org/lions/games/stacker.html
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 49 of 53
Unit Plan Plan Name: Unit 3 - English Year Prep (V8)
Year: YPLearning Areas/Subjects: English
Duration: 8 Weeks
Unit Plan Section Resource Attachments*
Website - Children's author profiles (Penguin Group, Australia) http://www.puffin.com.au/contributors/
Website - Construct a word (IRA/NCTE) http://www.readwritethink.org/files/resources/interactives/construct/index.html
Website - Contemporary practice resource: Englishhttps://learningplace.eq.edu.au/cx/resources/items/3cf69097-9ee7-076c-3460-9ca7190f1f5d/0/index.html
Website - Queensland Curriculum & Assessment Authority (State of Queensland) https://www.qcaa.qld.edu.au/(Note: For further support materials for rhyme use the 'Rhyme time' package from the Queensland Curriculum & Assessment Authority website (Home > Search > Rhyme time)
Website - Rhyme: Humpty dumpty ... (NeoK12 Education) http://www.neok12.com/rhymes/rhyHumpty.htm
Assessment Planner - Create and recite a rhyme
Assessment task - Eng_Prep_U3_AT_CreateReciteRhyme.docx
Assessment task - Eng_Prep_U3_AT_MR_CreateReciteRhyme.docx
Assessment Planner - Responding to a rhyming story
Assessment task - Eng_Prep_U3_AT_MR_RespondingToRhymingStory.docx
Assessment task - Eng_Prep_U3_AT_RespondingToRhymingStory.docx
Assessment Assessment task - Create and recite a rhyme
Assessment task - Create and recite a rhyme: Model response
Assessment task - Responding to a rhyming story
Assessment task - Responding to a rhyming story: Model response
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 50 of 53
Unit Plan Plan Name: Unit 3 - English Year Prep (V8)
Year: YPLearning Areas/Subjects: English
Duration: 8 Weeks
Assessment
Assessment Task - Marking guide
AssessmentTask Name
Create and recite a rhyme (Yr PY)Type: Imaginative response - oral
Date:
Description Students listen to and demonstrate knowledge of rhyme through written and spoken communication.
Learning Area English
Knowledge and understanding Creating texts (Productive) Comprehending texts (Receptive)
Writes showing evidence of letter and sound knowledge and beginning writing behaviours.
Communicates clearly in whole class setting. Identifies and uses rhyme, and orally blends sounds in words.
Uses appropriate interaction skills to listen and respond to others in a familiar environment. Listens for rhyme, letter patterns and sounds in words.
AP ◄ Uses appropriate vocabulary for context. ◄Varies articulation (intonation and pace) to enhance meaning. Emphasises the meaning of the rhyme through actions.
◄Sequences ideas when speaking about peers' rhymes. Identifies and discusses rhyming words by referencing the letter and sound patterns.
MC ◄ Uses letter and sound knowledge, including onset and rime, to spell words. ◄
Uses appropriate voice levels, body language, and gestures. Makes eye contact. Recites rhyme with appropriate actions.
◄ Exchanges ideas about peers' rhymes. Identifies rhyme, letter patterns and sounds in words.
WW ◄ Writes showing evidence of letter and sound knowledge and beginning writing behaviours. ◄
Communicates clearly in whole class settings. Identifies and uses rhyme, and orally blends sounds in words.
◄Uses appropriate interaction skills to listen and respond to others in a familiar environment. Listens for rhyme, letter patterns and sounds in words.
EX ◄ Uses letters in word-like clusters. ◄ Speaks so that others can hear. ◄Recalls words used in peers' rhymes.Uses words to convey feedback.
BA ◄ Uses letters and letter-like symbols. ◄ Refers to topic of the rhyme. ◄ Participates in listening situations.
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 51 of 53
Unit Plan Plan Name: Unit 3 - English Year Prep (V8)
Year: YPLearning Areas/Subjects: English
Duration: 8 Weeks
Assessment
Assessment Task - Marking guide
AssessmentTask Name
Responding to a rhyming story (Yr PY)Type: Informative response - oral
Date:
Description Students communicate an opinion about a familiar rhyming story and identify the use of rhyme.
Learning Area English
Comprehending texts (Receptive) Knowledge and understanding Creating texts (Productive)
Recalls one or two events from texts with familiar topics. Identifies connections between texts and their personal experiences.
Listens for rhyme, letter patterns and sounds in words. Identifies and describes likes and dislikes about familiar texts, characters and events. Communicates clearly in whole class setting.
AP ◄ Makes inferences about characters and events and connects these with own experiences. ◄ Replicates rhymes using known words. ◄ Varies articulation (intonation and pace) to enhance
meaning. Uses eye contact with the audience.
MC ◄ Shares thoughts and feelings about characters and events in familiar texts. ◄ Identifies rhyming words and sounds in familiar
texts. ◄ Uses appropriate voice levels, body language, and gestures.
WW ◄Recalls one or two events from a story with a familiar topic. Identifies connections between texts and their personal experiences.
◄ Listens for rhyme, letter patterns and sounds in words. ◄
Identifies and describes likes and dislikes about familiar texts, characters and events.Communicates clearly in whole class setting.
EX ◄ Talks about something from a familiar story. ◄ Identifies words in familiar texts. ◄Gives an opinion about a familiar text.Speaks so that others can hear and understand.
BA ◄ Listens to stories. ◄ Participates in reading situations. ◄ Refers to topic of familiar text.
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 52 of 53
Unit Plan Plan Name: Unit 3 - English Year Prep (V8)
Year: YPLearning Areas/Subjects: English
Duration: 8 Weeks
Acknowledgement, Disclaimer and Copyright
Content descriptions, achievement standards and general capabilities are extracts from the Australian Curriculum.
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Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 53 of 53