Year 2

OVERVIEW, TERM 1, 2011
UNIT FOCUS:READING
Ripper Readers was created to help beginning readers learn, and use, a variety of effective reading strategies to suit the text. The Year 2 students become Ripper Readers who are charged with the task of teaching their parents and Year 1 students reading strategies.
UNIT TITLE: RIPPER READERS

Content Descriptors LANGUAGE
LENGTH: TERM
YEAR LEVEL: 2
Assessment (A) Selected Work Samples:
Reading Match (as) Text structure and organisation (1466, 1668) 1. Understand that different types of texts have identifiable text structures and Text Type Scavenger language features that help the text serve its purpose (ACELA1463) Hunt (for) (1463) 2. Know some features of text organisation including page and screen layouts, alphabetical order, and different types of diagrams, for example timelines Cloze Activity (for & as) Ripper Readers is designed to allow (ACELA 1466) (1669) teachers the freedom to choose Comprehension texts that match with other Learning LITERACY questions (for) (1669, Areas, and are based on students 1670) interests and ability levels. Some Interacting with others guided reading, writing and spelling 2. Use interaction skills including initiating topics, making positive statements Sequencing Activity (for suggestions have been included and voicing disagreement in an appropriate manner, speaking clearly and & as) (1669, 1670) however, teachers will need to plan varying tone, volume and pace appropriately (ACELY 1789) appropriate guided sessions to suit 3. Rehearse and deliver short presentations on familiar and new topics (ACELY Observations/Anecdotal Records the needs of their students. 1667) The sequence of lessons is correct but the pacing will vary, depending Interpreting, analysing, evaluating 1. Identify the audience of imaginative, informative and persuasive texts (ACELY on student abilities. 1668) It is important to involve parents in 2. Read less predictable texts with phrasing and fluency by combining their child/rens learning. Inform contextual, semantic, grammatical and phonic knowledge using text processing them of the reading strategies strategies, for example monitoring meaning, predicting, rereading and selfstudents should be using (theres correcting (ACELY 1669) more than sounding out), and 3. Use comprehension strategies to build literal and inferred meaning and begin Running Record Assessment Task Recorded on Criteria Sheet (1789, 1669, 1670, 1671)
invite them to your room to learn the reading strategies from their child/ren.
to analyse texts by drawing on growing knowledge of context, language and visual features and print and multimodal text structures (ACELY 1670) Creating texts 1. Create short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for familiar and some less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose (ACELY 1671) LITERATURE (Teacher may choose to add to suit texts selected for the unit.)
Year 2 Statement By the end of Year 2 students listen to, read and view a range of spoken, written and multimodal texts, recalling details and some main ideas and key facts. They begin to compare the content and purposes of different texts on similar topics. They locate literal information in written texts, and refer to features of language and images to make inferences about characters actions and motivations. They discuss possible meanings in narratives, and predict likely future events. They sustain interest in characters and events in imaginative texts, seek books by favourite authors and give reasons for personal preferences. They relate information, ideas and events in texts to their own lives and to other texts. They locate information on a variety of topics in texts with some complex language, ideas, images and vocabulary. They read, monitoring meaning and self-correcting using context, prior knowledge, grammar and phonic knowledge. Students create imaginative, informative and persuasive written, spoken and multimodal texts for different purposes and audiences, drawing on their own experiences, their imagination and ideas they have learned. They create texts that appropriately include writing and images to support the meaning of the text. They organise texts in predictable ways using a small range of text and sentence structures. They use common punctuation accurately, including sentence boundary punctuation. They use sound-letter correspondence to help spell words correctly in their writing. They use everyday language and topic-specific vocabulary to discuss ideas about areas of interest with peers. They engage effectively in group and class discussions, and ask questions to clarify and extend others ideas. They express their opinions on topics of interest, provid ing some supporting evidence for their points of view. They discuss how to interact appropriately with audiences in the classroom and other familiar contexts.
DEVELOPING INQUIRING AND REFLECTIVE LEARNERS

Community Contributor Leader and Collaborator Effective Communicator Active Investigator Designer and Creator Quality Producer
CROSS CURRICULA PRIORITIES

Catholic Ethos The overarching purpose of Catholic schools of the past, as well as the future, is to bring the Good News of Jesus to all who hear it. In the midst of a world of educational, social and economic change the focus on the holistic growth of the individual remains the surest way catholic school can prepare students for the uncertainties of the future. Aboriginal and Torres Strait Islander Education Active engagement of inclusive curriculum practices which reflect Aboriginal and Torres Strait Islander perspectives, knowledge, histories, cultures and spirituality. A genuine commitment to Reconciliation, guided by principles of personal dignity, social justice and equity, which reflects the Gospel message and the mission of the Church. Asian Education This perspective requires students to develop skills, knowledge and understandings related to Asia and Australias engagement with Asia.
The curriculum provides opportunities to know, understand and be able to: 1. Understand Asia 2. Develop informed attitudes and values Defining Features, Diocese of Cairns The curriculum provides opportunities to value and 3. Know about contemporary and traditional The curriculum provides opportunities for young respect: Asia people to connect their curriculum experiences to a 1. traditional knowledge and practices 4. Connect Australia and Asia living Christian faith. 2. culture and natural heritage 5. Communicate effectively with people of the 3. spirituality Asian region both within and outside and to critically examine and/or challenge: Australia confidently 1. social constructs 2. prejudice and racism Sustainability Education Social Emotional Learning Inclusive Education
Access to current information about environmental Social and emotional competencies are integral to It is by the quality of interactions and relationships issues and promotion of a reflective and responsive academic and work success and are the basis of that all students learn to understand and appreciate attitude towards stewardship of the gifts of creation. resilience, relational quality and social capital. difference, to value diversity and learn to respond with dignity and respect to all through mutually The curriculum provides opportunities to reflect The curriculum provides opportunities to develop: enriching interactions. upon: 1. Self Awareness 1. the gift of creation 2. Social Awareness The curriculum provides equitable access for and/or 2. an attitude of responsible stewardship 3. Responsible Decision Making positive interactions with students from different and to critically examine and/or challenge: 4. Self-Management backgrounds and with diverse needs and abilities. 1. the impact of human interaction with the 5. Relationship Management natural, built and social environment 2. current environmental issues
GENERAL CAPABILITIES
Literacy
Students become literate as they develop the skills to learn and communicate confidently at school and to become effective individuals, community members, workers and citizens. These skills include listening, reading, viewing, writing, speaking and creating print, visual and digital materials accurately and purposefully within and across all learning areas. Literacy involves students engaging with the language and literacy demands of each learning area. As they become literate students learn to:
interpret, analyse, evaluate, respond to and construct increasingly complex texts (Comprehension and composition) understand, use, write and produce different types of text (Texts) manage and produce grammatical patterns and structures in texts (Grammar) make appropriate word selections and decode and comprehend new (basic, specialised and technical) vocabulary (Vocabulary) use and produce a range of visual materials to learn and demonstrate learning (Visual information)
Numeracy
Students become numerate as they develop the capacity to recognise and understand the role of mathematics in the world around them and the confidence, willingness and ability to apply mathematics to their lives in ways that are constructive and meaningful. As they become numerate, students develop and use mathematical skills related to:
Calculation and number Patterns and relationships Proportional reasoning Spatial reasoning Statistical literacy Measurement.
Information and Communication Technology

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

Students develop critical and creative thinking as they learn to generate and evaluate knowledge, ideas and possibilities, and use them when seeking new pathways or solutions. In learning to think broadly and deeply students learn to use reason and imagination to direct their thinking for different purposes. In the context of schooling, critical and creative thinking are integral to activities that require reason, logic, imagination and innovation. As they develop critical and creative thinking students learn to:
pose insightful and purposeful questions apply logic and strategies to uncover meaning and make reasoned judgments think beyond the immediate situation to consider the big picture before focussing on the detail suspend judgment about a situation to consider alternative pathways reflect on thinking, actions and processes generate and develop ideas and possibilities analyse information logically and make reasoned judgments evaluate ideas and create solutions and draw conclusions assess the feasibility, possible risks and benefits in the implementation of their ideas transfer their knowledge to new situations
Ethical Behaviour
Students develop ethical behaviour as they learn to understand and act in accordance with ethical principles. This includes understanding the role of ethical principles, values and virtues in human life; acting with moral integrity; acting with regard for others; and having a desire and capacity to work for the common good. As they develop ethical behaviour students learn to:
recognise that everyday life involves consideration of competing values, rights, interests and social norms identify and investigate moral dimensions in issues develop an increasingly complex understanding of ethical concepts, the status of moral knowledge and accepted values and ethical principles explore questions such as: o What is the meaning of right and wrong and can I be sure that I am right? o Why should I act morally? o Is it ever morally justifiable to lie? o What role should intuition, reason, emotion, duty or self-interest have in ethical decision making?
Personal and Social Competence

Students develop personal and social competence as they learn to understand and manage themselves, their relationships, lives, work and learning more effectively. This involves recognising and regulating their emotions, developing concern for and understanding of others, establishing positive relationships, making responsible decisions, working effectively in teams and handling challenging situations constructively. As they develop personal and social competence students learn to:
recognise and understand their own emotions, values and strengths, have a realistic assessment of their own abilities and a well-grounded sense of self-esteem and selfconfidence (Self-awareness) manage their emotions and behaviour, persevere in overcoming obstacles, set personal and academic goals, develop self-discipline , resilience, adaptability and initiative (Self-management) perceive and understand other peoples emotions and viewpoints, show understanding and empathy for others, identify the strengths of team members, define and accept individual and group roles and responsibilities, be of service to others (Social awareness) form positive relationships, manage and influence the emotions and moods of others, cooperate and communicate effectively with others, work in teams, build leadership skills, make decisions, resolve conflict and resist inappropriate social pressure (Social management).
Intercultural Understanding
Students develop intercultural understanding as they learn to understand themselves in relation to others. This involves students valuing their own cultures and beliefs and those of others, and engaging with people of diverse cultures in ways that recognise commonalities and differences, create connections and cultivate respect between people. As they develop intercultural understanding students learn to:
identify increasingly sophisticated characteristics of their own cultures and the cultures of others recognise that their own and others behaviours, attitudes and values are influenced by their languages and cultures consider what it might be like to walk in anothers shoes compare the experiences of others with their own, looking for commonalities and differences between their lives and seeking to understand these reflect on how intercultural encounters have affected their thoughts, feelings and actions accept that there are different ways of seeing the world and live with that diversity stand between cultures to facilitate understanding take responsibility for developing and improving relationships between people from different cultures in Australia and in the wider world contribute to and benefit from reconciliation between Indigenous and non-Indigenous Australians.
WEEKLY PLANNER
WEEK 1 2 3 4 (Teacher to select week depending on pace of unit to suit class.) 5 6 7 8 9 10
CONTENT DESCRIPTORS
CROSS CURRICULAR PRIORITIES

,
LANGUAGE SEL & IE Text structure and organisation 1. Understand that different types of texts have identifiable text structures and language features that help the text serve its purpose (ACELA1463) 2. Know some features of text organisation including page and screen layouts, alphabetical order, and different types of diagrams, for example timelines (ACELA 1466) LITERACY Interacting with others 2. Use interaction skills including initiating topics, making positive statements and voicing disagreement in an appropriate manner, speaking clearly and varying tone, volume and pace appropriately (ACELY 1789) Interpreting, analysing, evaluating 1. Identify the audience of imaginative, informative and persuasive texts (ACELY 1668) Creating texts 1. Create short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for familiar and some less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose (ACELY 1671)
MODELLED I Do IT
Tuning in to Reading has a purpose Over several reading sessions model different reactions to different text types (eg. laugh at jokes/cartoons, serious expressions in response to newspaper articles). Link reactions to the text by sharing whats written. Explicit instruction of Reading has a purpose Display class goal: I understand we read for different purposes (See Class Goals.doc). Use a newspaper to demonstrate this statement. (See Newspaper Text Types.pdf or create a shared newspaper reading experience.) Newspapers have a wide variety of text types written for many purposes eg news reports, weather maps, classifieds, comics, advertisements etc. Use a weather map as an example of how texts change to suit a purpose by reading all the information you can get from the map. Start to write some of this information down until students can gain an understanding of how much writing it would take to convey the same amount of information that the weather map and associated table provides. Show students how to access and use Scootle Learning Objects on IWB: My Day: Jenka and My Day: Li as a guided reading activity.
SHARED We Do It
Explicit teaching of Reading has a purpose Introduce SEL puppets Peter Persistence and Connie Confidence. Discuss the dinner party youve had with the puppets. Peter wanted to know how you made such nice food. You said you used recipes. Discuss with the class what a recipe is. Record class answers to the following questions: what does it do? who uses them? when/where are they used? what type of words do you find on them? what does it look like? - is it the right way to write down how to make food? Read recipes together (see Recipes.docx) to answer above questions. Compare with prior answers. Visually compare a recipe with other text types from Text Types Pack (see resources). Ask students: was a recipe the right text to use for your purpose (dinner party food making)? Is there another text type (type of writing) that students know of that would work? (Evaluation question) Share pre-reading Text Type Test.docx questions. Tell students this will help to know if a recipe was the right type of text for your purpose. Model Text Type Testing a recipe. Ask students how will knowing these answers help them? Model Text Type Testing several times on other text types. (Jenny Eathers Writing for Fun website (http://www.writingfun.com/writingfun 2010.html) provides texts that can be shared with the whole class on an IWB. This site also provides the purpose and structure of different text types.)
GUIDED We Do It
Shared practice of identifying Reading has a purpose In small, mixed reading ability groups students analyse different texts using the Text Type Test questions. Each group needs access to a Text Types Pack and Text Type Test questions. Groups answer questions together before whole class sharing. After discussing each text type each group will be asked to answer: What is the purpose of this text? Would it be better than a recipe to meet our purpose (make dinner party food)? Create whole class table titled Reading has a purpose (see resources). Complete columns Purpose for reading (eg. entertain, amuse, inform) with Examples (eg. Roald Dahls The Twits). (First Steps Reading Resource p 95, 96 Texts purpose.)
INDEPENDENT You Do It
Independent application of Reading has a purpose Assessment using Reading Match activity. Provide students with the following six text types with removable labels 1 6: a map, novel, recipe, blue prints/building plans and a text that would make a child scream (based on individual students). On the Reading Match activity page students write the corresponding text type number underneath the image of the person reading.
REFLECTION We do it
Evaluation of Reading has a purpose After collecting students completed Reading Match work, discuss answers as a class to clarify misconceptions. Ask students if a person could be reading more than one type of text in their pictured position. Add more ideas to Reading has a purpose table. Use student responses as assessment and evaluation. Explain Ripper Readers Assessment Task. Students will learn how to complete the task as they go. To start off you are going to show students how to make a PowerPoint presentation using the really valuable learning they have just experienced. Create a Class Reading Strategies PowerPoint as slide one, slide two is to start Good readers . Ask students to reflect upon their learning. Consider whats easy/hard about the purpose of a text. Add *Good readers+ think about the purpose of the text before reading. Explain slides will be added as we learn more about what good readers do. Check students understanding of knowing what to expect from a text by knowing its text type eg. what do you expect to find in a comic, recipe, information report etc. Display class goal I understand we read for different purposes. Discuss and clarify misconceptions/concerns. Ask students to buddy up and explain their understanding of the class goal. Further develop this concept during guided reading.
READING FOCUS: THERE ARE MANY DIFFERENT TEXT TYPES. TEXTS HAVE DIFFERENT PURPOSES.
MODELLED
I Do IT
Explicit teaching of Writing has a purpose (Re)explain Ripper Readers Assessment Task. Discuss the purpose of the text type students will be creating. Model using the Text Type Test questions (other than Who wrote it?) to create an information text about a class routine or maths strategy (see resources Oscar Organisation sign). Use features of posters already in the classroom (colour, neat, clear to read, some have helpful images) to create a Text Type Features Checklist of the information poster text type. (These features become assessable elements for students Ripper Readers Assessment Task see example of criteria sheet. Teachers are to ensure the features match the criteria that students are working towards.)
SHARED
We Do It
Explicit teaching and some shared practice of Writing has a purpose Discuss the purpose of the assessment task text (informative) and the characteristics of the audience (need pictures to help them remember, short simple sentences, easy to understand and remember Ask students to suggest pictures to use to help us to remember things. Discuss the layout options of the information and the best logical order etc Use joint construction of PowerPoint Class Reading Strategies asking students for input to model a PowerPoint presentation creation.
GUIDED
We Do It
Guided practice of Writing has a purpose Provide students with access to Text Type Features Checklist for an information poster text and the questions from the Text Type Test. In small groups students plan how they would present the questions from the Text Type Test on a chart/poster/booklet/PowerPoi nt. Remind students to focus on audience and purpose of the text.
INDEPENDENT
You Do It
Independent practice of Writing has a purpose Students independently present the questions from the Text Type Test on a chart/poster/booklet/PowerPoi nt. Remind students to focus on audience and purpose of the text.
REFLECTION
We do it
Evaluation of Writing has a purpose Ask students to present their questions from the Text Type Test. Focus on one aspect of (ACELY1789) Content Descriptor as appropriate for individual students. Ask students to provide feedback for their peers, with supporting evidence from individual presentations, regarding how well they feel each presentation has considered the audience and the text purpose.
WRITING
(Re)explain Ripper Readers Assessment Task focusing on the spoken presentation of the DVD. Tell students you will be using the Think aloud strategy, which is where you share what you are thinking with everyone. They will need to use this strategy for the class DVD. Model using the Text Type Test questions as a Think aloud process when you want to choose a text to share with students. Tell students When you wear the Think Aloud hat you will tell people the things that you are thinking in your head. Discuss what students will need to think about when creating a spoken performance for their class DVD e.g. loud voices, clear voices, changing tone and pace and clear explanations. Add these features to the Text Type Features Checklist of an oral presentation.
View You Tube clips on How to make a paper hat http://www.youtube.com/watch?v =6M4ssBxasFU, http://www.youtube.com/watch?v =-_uZrfFy6lw and http://www.youtube.com/watch?v =7M_bH5AeQDE. Compare the presentation styles, what was good about each one and what could have been improved (eg background TV noise, quite voice etc). Jointly analyse the presentations using the Text Type Features Checklist of an oral presentation. Discuss the difference between using plain A4 page vs newspaper page.
SPEAKING & LISTENING
Ask the students to tell you how to make a paper hat. Follow their oral instructions. Critique them on their instructions for clarity of instruction and volume (or other features from oral presentation checklist).
Students make and decorate their own Think aloud paper hats with A4 paper or newspaper.
Regather as a class and discuss end products and the steps students followed. Ask confident students to present their own paper hat making demonstration for peers to critique using Text Type Features Checklist of an oral presentation. Tell students they will be wearing their Think aloud hats to remind them to do this. Teacher is to model good practice of this by wearing a Think aloud hat.
SPELLING FOCUS
What is the focus in this area? This could come from student writing, topical words, the sequence and scope.
GRAMMAR FOCUS
What is the focus in this area? This could come from the text type being studied or the sequence and scope.
PUNCTUATION FOCUS
What is the focus in this area? This could come from student writing, the text type being studied or the sequence and scope.
See school based English Learning Area Plan for reference to the appropriate Sequence and Scope documents.
READING ROTATIONS
ONE
Suggested activity: Opportunity to work with the teacher on identifying
TWO
Suggested activity: You Tube paper hat making clips
THREE
Suggested activity: Scootle Learning Objects: My Day: Jenka
FOUR
Suggested activity: Personal reading for enjoyment 10
how texts fit the purpose of reading. Provide students with Text_Type_student_reminder_Qs.do cx
and My Day: Li
GUIDED READING GROUPS

Book orientation, page by page reading and comprehension
GROUP ONE
GROUP TWO
GROUP THREE
GROUP FOUR
Text: Text: Text: Text: An instructional level text for this An instructional level text for this An instructional level text for this An instructional level text for this group group group group Focus Strategy: What reading strategy is being developed? This could be selected from First Steps Reading. Focus Strategy: What reading strategy is being developed? This could be selected from First Steps Reading. Focus Strategy: What reading strategy is being developed? This could be selected from First Steps Reading. Focus Strategy: What reading strategy is being developed? This could be selected from First Steps Reading.
WRITING ROTATIONS
ONE TWO THREE FOUR
Suggested activity: Create a poster Suggested activity: Create a slide Suggested activity: Targeted Suggested activity: Personal writing using Word - Text Type Test on PowerPoint - Text Type Test Training based individual needs for enjoyment
GUIDED WRITING GROUPS

GROUP ONE GROUP TWO GROUP THREE GROUP FOUR
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Focus: What writing strategy is being developed? This could be selected from First Steps Writing.
RESOURCES
Word documents Class Goals Cards.doc Recipes.docx Text Type Test.docx questions taken from p 68 First Steps Reading Resource Book Text_Type_Test_Student_Reminder_Qs.docx Reading Has A Purpose.docx Reading Match.docx Ripper Readers Assessment Task Text Type Feature Checklist no sample supplied as this is a document to be created with the students Digital resources Jenny Eather Writing for fun: http://www.writingfun.com/writingfun2010.html Recipe websites: http://www.kidspot.com.au/best-recipes/ http://www.kidspot.com.au/best-recipes/After-school-snacks+86/Ants-on-a-log-recipe+2077.htm http://www.childrensrecipes.com/easy_bake_tea_cakes.htm http://www.kidspot.com.au/best-recipes/Easy-recipes+15/Apple-dessert-recipe+7.htm http://www.childrensrecipes.com/ You Tube clips on How to make a paper hat: http://www.youtube.com/watch?v=6M4ssBxasFU, http://www.youtube.com/watch?v=-_uZrfFy6lw http://www.youtube.com/watch?v=7M_bH5AeQDE Jointly construct a Power Point presentation titled Class reading strategies
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Scootle Learning Objects: My Day: Jenka and My Day: Li IWB or other similar technology for sharing digital texts Other First Steps Reading Resource for teacher background and ideas Personal reading choices of the teacher SEL puppets: Peter Persistence & Connie Confidence Text Types Pack: Make your own packs using texts in your classroom that include samples of - cartoons, storybooks, Maths/English text book, novels, maps, building blue prints (Google images has many), textbooks/encyclopaedias, recipes and official documents (planning folders, CES SEL documents, parent handbooks et cetera). These texts will be used during following lessons. Texts in the pack should have removable labels identifying its text type. Several texts should be on the same topic but different text types (eg a poem and information report on weather). Link these texts with other Learning Area topics. Labelling stickers Oscar Organisation sign Think Aloud hat for the teacher and students Recycled A4 paper and/or newspaper for paper hat making, materials to decorate
REFLECTION
Planned opportunities to use for reflection and evaluation of Ripper Readers direction: During Shared session the question: Is there another type of writing that students know of that would work? Student performance on Reading Match During Reflection session: Check students understanding of what to expect from a text by knowing its text type eg. what do you expect to find in a comic, recipe, information report etc.
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WEEKLY PLANNER
WEEK 1 2 3 4 5 6 7 8 9 10
CONTENT DESCRIPTORS

,
LANGUAGE SEL & IE Text structure and organisation 1. Understand that different types of texts have identifiable text structures and language features that help the text serve its purpose (ACELA1463) 2. Know some features of text organisation including page and screen layouts, alphabetical order, and different types of diagrams, for example timelines (ACELA 1466) LITERACY Interacting with others 2. Use interaction skills including initiating topics, making positive statements and voicing disagreement in an appropriate manner, speaking clearly and varying tone, volume and pace appropriately (ACELY 1789) 3. Rehearse and deliver short presentations on familiar and new topics (ACELY 1667) Interpreting, analysing, evaluating 1. Identify the audience of imaginative, informative and persuasive texts (ACELY 1668) 3. Use comprehension strategies to build literal and inferred meaning and begin to analyse texts by drawing on growing knowledge of context, language and visual features and print and multimodal text structures (ACELY 1670) Creating texts 1. Create short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for familiar and some less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose (ACELY 1671)
FOCUS: Predicting who is this text for? What is the purpose? Choosing a text to suit my needs. Skimming, making connections, using pictures clues
14
MODELLED I Do it
READING FOCUS: PREDICTING WHO IS THIS TEXT FOR ? WHAT IS THE PURPO SE? CHOOSING A TEXT TO S UIT MY NEEDS. SKIMM ING, MAKING CONNECTI ONS, USING PICTURES CLUES
Revising the Purpose for reading Review Purposes for reading table, Class reading strategies PowerPoint and ask the Text Type Test questions of texts in a Text Types Pack. Explicit instruction of Texts are organised in different ways Display class goal: I understand that text types look different. Discuss and display texts from the Text Types Packs highlighting visual features distinguishable between text types, such as layout, diagrams, font type etc. Introduce Polly the Penguin soft animal toy and posters (see resources for their particular reading skill). Discuss what Polly would find from your recent text type visual examination. What predictions could she make? Create links for students to understand the purpose of a text influences its structure eg recipes are short and written in clear steps as the reader so reader can follow them quickly and easily, novels are long and wordy as the reader has time to enjoy them and words help reader to create pictures in their minds to entertain, info texts have diagrams to help explain words, ads are short and visually appealing.
SHARED We Do It
Explicit teaching of Texts have different organisations Display Mary had a little lamb and Sample _ Year _ 3 _ Information_Report (see resources) simultaneously to demonstrate similarities and differences between the texts. Wear Think aloud hat to discuss the visual features that let good readers know one of these texts would suit the purpose of learning more factual information about an animal while the other text would suit the purpose of entertaining. (This understanding requires some prior knowledge regarding the layout of text types that will need to be explained to some students. This is why using Think aloud is essential.) Simultaneously display other text types to look for visual features (for example, compare the format of a recipe, a letter, a narrative, an information report etc). Add to the Text Type Features Checklist from these modelled and shared experiences. (See Jenny Eather Writing for fun: http://www.writingfun.com/writingfun 2010.html for text samples.) Use Think aloud to teach that success at this activity relies on skimming and scanning, not trying to read the words on the page. It will also be important in explaining how text representation links to real life experiences.
GUIDED We Do It
Shared practice of Texts have different organisations As a class decide which text types are used in Wingdings_Text_Type_Examples. docx. Ask students to wear their Think aloud hats to explain their reasons. Provide similar experiences until students realise visual features (pictures, layout, text size, font colour etc) help good readers understand what they read. Explicitly state that this activity made our eyes skim the text for recognisable features, then we make sense by connecting it with something else in real life, like using a recipe or reading a novel or receiving a letter. During guided reading provide opportunities for text comparisons. Ask students to identify texts to use for factual information, entertainment etc. Ask students what text features would they look for to know they had a particular type of text.
INDEPENDENT You Do IT
Independent practice of Texts have different organisations During reading rotations students will be asked to track the number of times they use visual clues to help them with their reading. In their English workbooks, students record the Visual clues I use (eg. picture on the page, heading size, text layout, photo or diagram) as a list with a tick beside the number of times they use that clue. Provide non-fiction and fiction guided reading texts for this. (Assessment/Evaluation opportunity) Students independently complete Text Type Scavenger Hunt. Students who struggle with written work can discuss their answers with the teacher. (Assessment/Evaluation opportunity)
REFLECTION
Evaluation of Texts are organised in different ways Ask students to put on their Think aloud hats to share their responses to I can skim and scan a text before I read and while I am reading to make predictions. Discuss commonly used clues and the links students make with their personal experiences. Add to the PowerPoint Class reading strategies something similar to *Good readers+ use visual clues to help them understand. Good readers skim and scan. Good readers make connections to real life. Add another slide to the class reading strategies PowerPoint that lists visual clues students noticed they used in their reading. Revisit the class goal I understand that text types look different. Ask students to turn to a peer to explain what this means. Students share their understandings. Let Polly Penguin assist in clarifying any misconceptions.
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Model list making for different purposes. Discuss the reasons behind writing brief notes (purpose), who theyre for (audience) and layout. Model writing reminder notes to self and link to Think aloud skill. Model and discuss information that would not suit the purpose of the text and/or the audience. Model using Word to create reminders and posters, importing clip art, changing font size and placing text in different places. Link purpose and audience to process.
Continue demonstrating PowerPoint features as Class Reading Strategies is added to. Use the Think aloud hat and strategy to check the Text Type Features Checklist to make sure new criteria is being included in the making of this joint information text. Ask the students to help make a checklist of tips that come from the Class Reading Strategies PowerPoint. Call this Reading Strategies Checklist.
In groups students use the Text Type Features Checklist to analyse their own and peers Text Type Test information presentations. Students are encouraged to provide advice to each other in constructive ways, with supporting evidence from individual presentations, and other good examples in the classroom. Guided activity idea students in groups discuss and select information that would suit the purpose of a text and information that is not suitable.
WRITING
Using peer suggestions students create another information text presentation on the visual clues they use when they read (links to READING REFLECTION lesson, slide added to Class Reading Strategies PowerPoint). Encourage students to check the Text Type Features Checklist. Independent activity idea students cross out information in a given text that does not suit the purpose of the text and/or the audience.
Read the hints in the Reading Strategies checklist created from the Class Reading Strategies PowerPoint. Use features recorded in the Text Type Features Checklist or from Ripper Readers Assessment Task Criteria sheet to analyse class product. Students present their Skimming and Predicting information texts. Ask students to put on their Think aloud hats to discuss changes they are making and why, showing how they have taken a peers suggestion on board.
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SPELLING FOCUS
Remind students that they are going to be giving a simple spoken presentation of reading strategies at the end of the unit for the DVD. Model good examples of use of loud, clear voice and good pace and also model bad examples and discuss.
During various learning episodes experiment with good and bad examples of volume and pitch, body posture and positioning.
Take students to an outdoor learning area. In pairs students stand near to each other and talk quietly. As they move further away from each other ask students to consider what changes they need to make to hear and to be heard.
In their English workbooks students write a list with the heading To present well I must
Video confident students when they present their Visual Clues information. Watch the examples and discuss the use of pitch, volume and pace. Discuss use of voice when presenting for an audience needs to be loud, clear and the correct pace. Can change tone to make more interesting.
GRAMMAR FOCUS
PUNCTUATION FOCUS
See school based English Learning Area Plan for reference to the appropriate Sequence and Scope documents. What is the focus in this area? This could come What is the focus in this area? This could come What is the focus in this area? This could come from student writing, topical words, the from the text type being studied or the from student writing, the text type being sequence and scope. sequence and scope. studied or the sequence and scope.
READING ROTATIONS
ONE
factual information, entertainment etc. Ask students what text features would they look for to know they had a particular type of text. Refer to Text_Type_Test_Student_Reminder_ Qs.docx
TWO
THREE
Suggested activity: Scootle Learning Objects: Story board birthday buzz, Wheres Rocky?, Rocky to the Rescue etc (Prep level)
FOUR
Suggested activity: Personal reading for enjoyment. Record number and type of visual clue used to help understanding
Suggested activity: text comparisons. Suggested activity: Text Type Ask students to identify texts to use for Scavenger Hunt
17

GROUP ONE
Text: An instructional level text for this group Focus Strategy: What reading strategy is being developed? This could be selected from First Steps Reading.
GROUP TWO
GROUP THREE
GROUP FOUR
WRITING ROTATIONS
ONE TWO THREE FOUR
Suggested activity: Personal writing for enjoyment - In their English workbooks students write a list with the heading To present well I must Suggested activity: Further work on Suggested activity: Further work on Suggested activity: Targeted creating a poster using Word creating a slide on PowerPoint - Training based individual needs Visual Clues Visual Clues

GROUP ONE
GROUP TWO
GROUP THREE
GROUP FOUR
18
RESOURCES
From previous learning experience: Text Type Test Reading Has A Purpose Class Reading Strategies PowerPoint Ripper Readers Assessment Task Text Types Pack Text_Type_Test_Student_Reminder_Qs.docx Text Type Feature Checklist Word Documents: Class goal: I understand that text types look different. Reading Match.docx Mary_had_a_little_lamb_lyrics.docx - http://www.kididdles.com/lyrics/m003.html Sample-_Year_3_Information_Report Wingdings_Text_Type_Examples.docx Text Type Scavenger Hunt Reading Strategies Checklist to be created with students. See example Reading Strategies Checklist.png Digital Resources: The Learning Place: http://www.learningplace.com.au/deliver/content.asp?pid=368250 Scootle Learning Objects: Story board - Birthday Buzz, Wheres rocky?, Rocky to the rescue etc: text prediction using front cover prep level IWB, Flipcams and Macs or other available technology Other: First Steps Reading Resource for teacher background and ideas Poster & soft toy: Polly the Penguin, Students English books Texts with specific visual features to address, such as timelines, photographs and diagrams with captions, bolded, large print, contents pages. Advertisements, flyers, labels and non-fiction texts would be most suitable. Think aloud hats
REFLECTION
Answers to, and discussion stemming from, Visual clues I use and Text Type Scavenger Hunt will help to guide further learning experience pacing and the revision needs of concepts so far.
19
WEEKLY PLANNER
WEEK 1 2 3 4 5 6 7 8 9 10
CONTENT DESCRIPTORS

,
LANGUAGE SEL & IE Text structure and organisation 1. Understand that different types of texts have identifiable text structures and language features that help the text serve its purpose (ACELA1463) 2. Know some features of text organisation including page and screen layouts, alphabetical order, and different types of diagrams, for example timelines (ACELA 1466) LITERACY Interacting with others 2. Use interaction skills including initiating topics, making positive statements and voicing disagreement in an appropriate manner, speaking clearly and varying tone, volume and pace appropriately (ACELY 1789) 3. Rehearse and deliver short presentations on familiar and new topics (ACELY 1667) Interpreting, analysing, evaluating 1. Identify the audience of imaginative, informative and persuasive texts (ACELY 1668) 3. Use comprehension strategies to build literal and inferred meaning and begin to analyse texts by drawing on growing knowledge of context, language and visual features and print and multimodal text structures (ACELY 1670) Creating texts 1. Create short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for familiar and some less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose (ACELY 1671) FOCUS: Predicting, making connections, using pictures clues
20
MODELLED I Do IT
Explicit Teaching I can use visual clues to work out unknown words Introduce Eagle Eye soft toy and poster. Discuss how Eagle Eye can use pictures to work out unknown words. Set the class goal. Explain that Eagle Eye is friends with Polly Penguin and that Polly also uses pictures and other visual cues to help her make predictions. Class Goal: I can use my Eagle Eye to work out unknown words and other important information from the pictures. Model the use of this strategy while wearing the Think Aloud hat. Show how we can use the strategy along with other strategies to predict unknown words e.g. sound out e.g. View a picture with text. Cover one word in the text and discuss whether the picture can help us to work out the unknown word. Use Think Aloud to discuss what the word might be and then uncover letter clues to confirm or deny predictions. Discuss how you are using the picture and the letter clues together to decode the unknown word. Also use examples where picture does not help work out the word and explain your thinking in this case another strategy is needed. Explain that pictures can provide us with lots of information. Sometimes pictures can provide us with information that is not written in the words. Discuss the purpose of captions in information texts Examples of texts to share and discuss Rosies Walk (Pat Hutchins Jennie Baker books (no words)
SHARED We Do It
Invite students to wear their Think Aloud hats and explain their thinking when decoding words using picture clues. Discuss information they can gain from visual clues and predictions they can make.
GUIDED We Do It
Ideas for guided reading activities: *Play word & picture match games. *Ask students to draw a picture and write a matching caption.
INDEPENDENT You Do IT
Ideas for Independent Activities: *Play word & picture match games. *Draw a picture and write a matching caption.
REFLECTION
Class discussion: students invited to share what they have learnt about using pictures e.g. they add to our understanding when reading and help us make predictions. Remind students about Eagle Eye and Polly Penguin.
READING FOCUS:, MAKI NG CONNECTIONS , USIN G PICTURES CLUES
*Match captions and pictures (Matching activity)
*Match captions and pictures (Matching activity)
Create a slide about using picture clues to add to the Class Reading Strategies PowerPoint. Could make up a catchy slogan e.g. I spy with my Eagle Eye. (Could also make up catchy slogans for some of the other animals tryin lion, skippy frog)
*Discuss pictures and share thinking. Predict picture flick *Sequence pictures
*Sequence pictures
*Evaluate pictures and discuss whether a picture is supporting the text well or not. *Discuss how an illustrator can make the reader feel by choosing certain colours, styles
21
WRITING
Discuss and evaluate pictures/visual cues that would support information in text and other pictures that would not support the text well.
Invite students to share their ideas about pictures/clip art selections to support an information text.
Using peer suggestions students create another information text presentation on the visual clues they use when they read (links to READING REFLECTION lesson, slide added to Class Reading Strategies PowerPoint). Encourage students to check the Text Type Features Checklist.
Read the hints in the Reading Strategies checklist created from the Class Reading Strategies PowerPoint. Students present their Visual Clues information texts. Ask students to put on their Think aloud hats to discuss changes they are making and why, showing how they have taken a peers suggestion on board. Video confident students when they present their Visual Clues information. Watch the examples and discuss the use of pitch, volume and pace. Discuss use of voice when presenting for an audience needs to be loud, clear and the correct pace.
Remind students that they are going to be giving a simple spoken presentation of reading strategies at the end of the unit for the DVD. Model good examples of use of loud, clear voice and good pace and also model bad examples and discuss.
During various learning episodes experiment with good and bad examples of volume and pitch, body posture and positioning.
Take students to an outdoor learning area. In pairs students stand near to each other and talk quietly. As they move further away from each other ask students to consider what changes they need to make to hear and to be heard.
In their English workbooks students review their list of tips about how to present information for an audience.
SPELLING FOCUS
GRAMMAR FOCUS
PUNCTUATION FOCUS
See school based English Learning Area Plan for reference to the appropriate Sequence and Scope documents.
22
What is the focus in this area? This could come What is the focus in this area? This could come What is the focus in this area? This could come from student writing, topical words, the from the text type being studied or the from student writing, the text type being sequence and scope. sequence and scope. studied or the sequence and scope.
READING ROTATIONS
ONE
factual information, entertainment etc. Ask students what text features would they look for to know they had a particular type of text. Refer to Text_Type_Test_Student_Reminder_ Qs.docx
TWO
Text
THREE
Type Suggested activity: Scootle Learning Objects: Story board birthday buzz, Wheres Rocky?, Rocky to the Rescue etc (Prep level)
FOUR
Suggested activity: Personal reading for enjoyment. Record number and type of visual clue used to help understanding
Suggested activity: text comparisons. Suggested activity: Ask students to identify texts to use for Scavenger Hunt

GROUP ONE
GROUP TWO
GROUP THREE
GROUP FOUR
23
WRITING ROTATIONS
ONE
Suggested activity: Further work on creating a poster using Word Visual Clues
TWO
Suggested activity: Further work on creating a slide on PowerPoint Visual Clues
THREE
Suggested activity: Targeted Training based individual needs
FOUR
Suggested activity: Personal writing for enjoyment - In their English workbooks students write a list with the heading To present well I must

GROUP ONE
GROUP TWO
GROUP THREE
GROUP FOUR
RESOURCES
From previous learning experience: Text Type Test Reading Has A Purpose Class Reading Strategies PowerPoint Ripper Readers Assessment Task Text Types Pack Text_Type_Test_Student_Reminder_Qs.docx Text Type Feature Checklist Word Documents: Class goal: I understand that text types look different. Reading Match.docx Mary_had_a_little_lamb_lyrics.docx - http://www.kididdles.com/lyrics/m003.html
24
Sample-_Year_3_Information_Report Wingdings_Text_Type_Examples.docx Text Type Scavenger Hunt Reading Strategies Checklist to be created with students. See example Reading Strategies Checklist.png Digital Resources: The Learning Place: http://www.learningplace.com.au/deliver/content.asp?pid=368250 Scootle Learning Objects: Story board - Birthday Buzz, Wheres rocky?, Rocky to the rescue etc: text prediction using front cover prep level IWB, Flipcams and Macs or other available technology Other: First Steps Reading Resource for teacher background and ideas Poster & soft toy: Polly the Penguin, Eagle Eye Students English books Texts with specific visual features to address, such as timelines, photographs and diagrams with captions, bolded, large print, contents pages. Advertisements, flyers, labels and non-fiction texts would be most suitable. Think aloud hats
REFLECTION
Answers to, and discussion stemming from, Visual clues I use and Text Type Scavenger Hunt will help to guide further learning experience pacing and the revision needs of concepts so far.
25
WEEKLY PLANNER
WEEK 1 2 3 4 5 6 7 8 9 10
CONTENT DESCRIPTORS

,
LANGUAGE SEL & IE Text structure and organisation 1. Understand that different types of texts have identifiable text structures and language features that help the text serve its purpose (ACELA1463) LITERACY Interacting with others 2. Use interaction skills including initiating topics. making positive statements and voicing disagreement in an appropriate manner, speaking clearly and varying tone, volume and pace appropriately (ACELY 1789) 3. Rehearse and deliver short presentations on familiar and new topics (ACELY 1667) Interpreting, analysing, evaluating 1. Identify the audience of imaginative, informative and persuasive texts (ACELY 1668) 3. Use comprehension strategies to build literal and inferred meaning and begin to analyse texts by drawing on growing knowledge of context, language and visual features and print and multimodal text structures (ACELY 1670) Creating texts 1. Create short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for familiar and some less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose (ACELY 1671)
26
MODELLED
I Do IT
Explicit teaching of Reading on Tell students we havent seen Connie or Peter lately because Connies confidence has taken a knock. She cant read as well as the other puppets. Peter wants to share one of his two favourite reading strategies to help Connie improve her reading read on. (Re-read is the other and someone may be able to tell you what they think that is when they understand read on.) Display class goal: I can readon to work out words I dont know. Remind students of the Ripper Readers Assessment Task. Ask how this information may be helpful. Introduce Skippy Frog (see resources for this particular reading skill). Wearing Think aloud hat model this strategy by covering selected words in a shared text.
SHARED
We Do It
Shared practice of Reading on Explain that later in the week we will be having a visit from puppet Connie and students will be invitee to share the new strategy they learnt from Peter (Read-on) to help Connie improve her reading. Display Skippy Frogs poster and shared text with covered words. Work with students to create a list of possible words to insert in covered spaces; accept all answers at this stage. Wear Think aloud hat to eliminate student suggested words that may not be suitable. The goal is to make sensible substitutions by reading on and using the context of the text. At the end uncover the first letters of the covered word and discuss how we can use letter clues to confirm or reject the predictions we make when we read on.
GUIDED
We Do It
Guided practice of Reading on During guided reading students will work in pairs following the direction on the Read_Strat_Task_Card_GR (see resources). Each student will need a copy of the Reading Strategies Checklist. Encourage students to wear their Think aloud hats Students could draw a picture of Skippy Frog next to the read on strategy. Encourage adding symbols beside other strategies (eg. an eye next to Visual Clues) (link with writing part of Ripper Readers Assessment Task using appropriate images for the audience to help them remember).
INDEPENDENT
You Do IT
Independent practice of Read on Students read and record their own use of reading strategies on a Reading Strategies Checklist. Discuss the most frequently used strategy. Ask students will one strategy always work? Why not? (Assessment/Evaluation opportunity). Wear Think aloud hat to model examples of a strategy not suiting a situation. Encourage students to use a wide variety of strategies, not just favour one. Students independently complete Cloze Activity. Collect and use for assessment of learning.
REFLECTION
Reflection of Read on Display class goal: I can readon when I come to a word I dont know. Explain that to complete the Cloze Activity correctly they had to read on. Using a shared copy of the Cloze Activity, film confident students, wearing their Think aloud hats, as they model reading on to solve the cloze passage, using it as assessment as learning. Film a confident student explaining the read on strategy to Connie. Connie will ask Why is the read on strategy good to use? What is easy about using read on? What is hard about using read on? Encourage students to understand that they sometimes use strategies together e.g. when they use read on they make predictions about what a word could be and they also use letter clues to confirm these predictions. This information will be recorded on a new slide about reading on in the Class Reading Strategies PowerPoint. Ask any students if they might be able to explain what the reread strategy is about.
READING FOCUS: MAKING CONNECTIONS, READING ON
27
Review the points recorded in the Text Type Feature Checklist for an information text and a poster. Remind students of the Ripper Readers Assessment Task. Compare the Text Type Feature Checklist with the criteria for the assessment task. Using the video of students presentation of Visual Clues, identify areas that may be a problem for students. Discuss and model appropriate use of voice volume, clarity and pace.
View the videoed presentations of students Visual Clues information texts. Use the criteria students will be assessed against for their main assessment task to demonstrate where their presentations could be improved. Provide all students with an opportunity to view a recorded presentation of themselves. Ask students if they want to volunteer to critique their own presentations. Train students how to record on flipcams, download and save footage on Macs (or other available technology).
Students work together to plan the creation of the information contained in the Reading Strategies Checklist. They will need to consider the oral component of their presentations as they plan and rehearse with a peer or in a small group. Students, in pairs or small groups, practise giving simple spoken information as identified in the shared experience. Focus on volume, clarity and pace.
WRITING
Students individually create presentations for their Reading Strategies Checklist and rehearse their oral presentations, which are to be filmed.
Ask students to consider which texts they will use to model their strategies on.
See above Independent Writing activity.
Students view their presentations in small groups and offer advice to each other in constructive ways, with supporting evidence from individual presentations.
28
SPELLING FOCUS
GRAMMAR FOCUS
PUNCTUATION FOCUS
READING ROTATIONS
ONE
Suggested activity: Reading Strategy recording (see resource
Read_Strat_Task_Card_GR).
TWO
Suggested activity: Online Cloze Activity at http://www.bradleysenglish-school.com/online/cloze/
THREE
Suggested activity: Students create cloze passages for each other to solve.
FOUR
Suggested activity: Reading for enjoyment and recording reading strategies used.

GROUP ONE
GROUP TWO
GROUP THREE
GROUP FOUR
29
WRITING ROTATIONS
ONE
Suggested activity: Further experimentation of creating a poster using Word Reading Strategies Checklist.
TWO
Suggested activity: Further experimentation of creating a poster using PowerPoint Reading Strategies Checklist.
THREE
Suggested activity: Targeted Training based individual needs.
FOUR
Suggested activity: Personal writing for enjoyment.

GROUP ONE
GROUP TWO
GROUP THREE
GROUP FOUR
RESOURCES
From previous learning experience: Class Reading Strategies PowerPoint Ripper Readers Assessment Task Text Types Pack Text_Type_Test_Student_Reminder_Qs.docx Text Type Feature Checklist Reading Strategies Checklist Shared text with covered words to model read on strategy with Think aloud hats Other: SEL puppets: Connie Confidence and Peter Persistence Poster & soft toy: Polly the Penguin, Eagle Eye, Skippy Frog Word Documents: Class goal: I can read-on Read_Strat_Task_Card_GR Cloze Activity Digital Resources: IWB, Flipcams and Macs or other available technology Videoed student presentations of Visual Clues
30
REFLECTION
Answers to, and discussion stemming from students understanding of will one strategy always work? Why not? Why is the read on strategy good to use? What is easy about using read on? What is hard about using read on? will help to guide further learning experience pacing and the revision needs of concepts so far. Encourage students to use a wide variety of strategies, not just favour one Students independent answers and shared answers to the Cloze Activity will also provide insight into the success of this teaching and learning episode.
31
WEEKLY PLANNER
WEEK 1 2 3 4 5 6 7 8 9 10
CONTENT DESCRIPTORS

,
LANGUAGE SEL & IE Text structure and organisation 1. Understand that different types of texts have identifiable text structures and language features that help the text serve its purpose (ACELA1463) 2. Know some features of text organisation including page and screen layouts, alphabetical order, and different types of diagrams, for example timelines (ACELA 1466) LITERACY Interacting with others 2. Use interaction skills including initiating topics. making positive statements and voicing disagreement in an appropriate manner, speaking clearly and varying tone, volume and pace appropriately (ACELY 1789) 3. Rehearse and deliver short presentations on familiar and new topics (ACELY 1667) Interpreting, analysing, evaluating 1. Identify the audience of imaginative, informative and persuasive texts (ACELY 1668) 2. Read less predictable texts with phrasing and fluency by combining contextual, semantic, grammatical and phonic knowledge using text processing strategies, for example monitoring meaning, predicting, rereading and self-correcting (ACELY 1669) 3. Use comprehension strategies to build literal and inferred meaning and begin to analyse texts by drawing on growing knowledge of context, language and visual features and print and multimodal text structures (ACELY 1670) Creating texts 1. Create short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for familiar and some less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose (ACELY 1671)
32
MODELLED
I Do IT
Explicit instruction of Re- Read strategy Check Connies confidence after learning how to read on. Ask again if anyone wants to attempt to explain what reread, Peters other favourite strategy, might be. Display the class goal: I can use the re-read strategy to help me understand what I am reading and to work out difficult words. Link to Ripper Readers Assessment Task. Introduce Tryin Lion (see resources for its particular reading skill). Explain that this strategy can be used in different ways. Display 3 flashcards: Reread the whole text, Re-read a part of the text e.g. a page or a sentence, Re-read a word. Teacher explains that she/he will Think Aloud while reading and explain choices about when and how much to re-read. Repeat the modelling on consecutive days to show how the strategy works with different texts and in a couple of different contexts.
SHARED
We Do It
Shared practice of Re-reading Check with Connie and other students that they understand the idea of re-reading. Cover the 3 flashcards and ask students to explain the three ways re-reading can be used. Add these ideas to the Class Reading Strategies PowerPoint and the Reading Strategies Checklist that students have been using while they monitor their own and their peers reading. Ask confident students if they can be videoed while they demonstrate how to use the Re-read strategy. Prompt students to think about whether they might need to re-read a word, or a sentence or the entire text. Use flashcards to remind students. Show students how to access and use Scootle Learning Object Learning Object on IWB: Dragons Jumble: Dream or Pirate Treasure Hunt: 5 Challenges.
GUIDED
We Do It
Guided practice of Re-read Discuss the Re-read strategy with the guided reading group. Explain that today we will be focusing on using this strategy but remind students that we still need to try to remember to use the other strategies we have learnt about in previous weeks. (Refer to Class Reading Strategies PowerPoint and Reading Strategies Checklist.) Break students into pairs or groups of three. Give each student a Reading Strategies Checklist. Students will again complete the instructions on Read_Strat_Task_Card_Gr but will also orally answer 4 or 5 comprehension questions based on students instructional level text. Remind students to Think Aloud while they are reading. Students could wear their own Think Aloud hats while they read. Students swap roles so that each student has the chance to read while the other observes. Reflection bring the group back together and discuss observations students have made while reading and observing.
INDEPENDENT
You Do IT
Independent practice of Reread Teacher to model one of the listed learning objects on the IWB using Think Aloud strategy to demonstrate the use of the re-read strategy and to remind students that this is the focus for the activity. Students will need to re-read parts of the text in order to work out correct sequence for Dragons Dream and for the Treasure Hunt. Students work on Digital Learning Objects selected by the teacher to suit levels e.g. -Dragons Jumble: dream: three parts: -Dragons Jumble: dream: four parts -Pirate Treasure Hunt: 5 challenges
REFLECTION
Evaluation of Re-reading Display the class goal: I can use the re-read strategy to help me understand what I am reading and to work out difficult words. Ask Connie if she is feeling more confident now she can re-read and read-on. Video confident students modelling the re-read strategy with the read-on strategy. Add new strategy to Class Reading Strategies PowerPoint and Checklist. Students consider the results from their Reading Strategies tallies during guided reading groups. Ask students will one strategy always work? Why not? (Assessment/Evaluation opportunity). Wear Think aloud hat to model examples of a strategy not suiting a situation. Encourage students to use a wide variety of strategies, not just favour one. Students set personal learning goal to attempt to use a less favoured strategy than what they normally use.
READING FOCUS: RE-READ
Sequencing activity for assessment (Students will need to re-read to be able to sequence well. See example. Students will need to be familiar with the text to complete this example. Tricky Truck Track Wings Reading Scheme - ERA)
33
Review the Ripper Readers Assessment Task and criteria sheet. Video confident students sharing their work samples and explain how the examples match up with the criteria on the criteria sheet. Video the students presentation in Modelled Writing lesson. Identify instances of students meeting the Ripper Readers Assessment Task criteria for speaking and listening. Model for students how to improve on all areas of the assessment criteria.
Discuss the features of Provide group time for Provide students with all mediums students students to trial and time to trial the are considering using for share their learning of different types of the presentation of their the different types of medium they want to reading strategies medium they want to use for their information information. Provide use for their information presentation. Provide scaffold and create an presentation. Provide scaffold for planning of example of an scaffold for planning of text. information text text. together. Students work in small groups to video and view each others performances using flipcams and Macs (or other available technology). Small groups provide mock Year 1 audiences for students to present and model to. Teacher to rove and offer assistance when needed. Hone students videoing skills.
Regather as a class to discuss any pros and cons of selected media types. Review the criteria for the assessment task, particularly focusing students on the audience and purpose of their text. Students use examples from shared learning experience and explain to the class how someone they saw met the Ripper Readers Assessment Task criteria.
WRITING
SPELLING FOCUS
GRAMMAR FOCUS
PUNCTUATION FOCUS
34
READING ROTATIONS
ONE
Suggested activity: See above Guided lesson
TWO
Suggested activity: See above Independent lesson
THREE
Suggested activity: Text Type Scavenger Hunt
FOUR
Suggested activity: Reading for enjoyment and recording reading strategies used.

GROUP ONE
GROUP TWO
GROUP THREE
GROUP FOUR
WRITING ROTATIONS
ONE
Suggested activity: Further experimentation of creating a poster using Word Reading Strategies Checklist.
TWO
Suggested activity: Further experimentation of creating a poster using PowerPoint Reading Strategies Checklist.
THREE
Suggested activity: Targeted Training based individual needs.
FOUR
Suggested activity: Personal writing for enjoyment.

GROUP ONE
Focus: What writing strategy is being
GROUP TWO
GROUP THREE
GROUP FOUR
Focus: What writing strategy is being 35
developed? This could be selected from First Steps Writing.
RESOURCES
From previous learning experience: Class Reading Strategies PowerPoint Ripper Readers Assessment Task Text Types Pack Text_Type_Test_Student_Reminder_Qs.docx Text Type Feature Checklist Reading Strategies Checklist Read_Strat_Task_Card_GR Word Documents: Class goal: I can use the re-read strategy to help me understand what I am reading and to work out difficult words. Re-Read_Flashcards.docx 4 5 comprehension questions based on students instructional level text Digital Resources: IWB, Flipcams and Macs or other available technology Videoed student presentations Scootle Learning Objects: Dragons Jumble: Dream: Three Parts, Dragons Jumble: Dream: Four Parts and Pirate Treasure Hunt: F ive challenges Other: SEL puppets: Connie Confidence and Peter Persistence Poster & soft toy: Polly the Penguin, Eagle Eye, Skippy Frog, Tryin Lion Think aloud hats Texts chosen by teacher to model Re-reading strategy for class. (Teacher should have prepared how they will use the text to model re-reading.)
REFLECTION
Answers to, and discussion stemming from students understanding of the 3 re-reading flashcards, modelling of the re-read (and possibly read on) strategy, whether one strategy will always work, why/not, and the setting of personal learning goals to attempt to use a variety of reading strategies, will help to guide further learning experience pacing and the revision needs of concepts so far. Encourage students to use a wide variety of strategies, not just favour one
36
Students independent answers to the Sequencing Activity, and comprehension questions during guided reading, will provide insight into the success of this teaching and learning episode.
37
WEEKLY PLANNER
WEEK 1 2 3 4 5 6 7 8 9 10
CONTENT DESCRIPTORS
LANGUAGE Text structure and organisation 1. Understand that different types of texts have identifiable text structures and language features that help the text serve its purpose (ACELA1463) 2. Know some features of text organisation including page and screen layouts, alphabetical order, and different types of diagrams, for example timelines (ACELA 1466) LITERACY Interacting with others 2. Use interaction skills including initiating topics. making positive statements and voicing disagreement in an appropriate manner, speaking clearly and varying tone, volume and pace appropriately (ACELY 1789) 3. Rehearse and deliver short presentations on familiar and new topics (ACELY 1667) Interpreting, analysing, evaluating 1. Identify the audience of imaginative, informative and persuasive texts (ACELY 1668) 2. Read less predictable texts with phrasing and fluency by combining contextual, semantic, grammatical and phonic knowledge using text processing strategies, for example monitoring meaning, predicting, rereading and self-correcting (ACELY 1669) 3. Use comprehension strategies to build literal and inferred meaning and begin to analyse texts by drawing on growing knowledge of context, language and visual features and print and multimodal text structures (ACELY 1670) Creating texts 1. Create short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for familiar and some less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose (ACELY 1671)
SEL & IE ,
38
MODELLED
I Do IT
SHARED
We Do It
GUIDED
We Do It
INDEPENDENT
You Do It
REFLECTION We Do It
Students to work on their Ripper Readers Assessment Task.
WRITING
Students to work on their Ripper Readers Assessment Task.
39
Explicit instruction and evaluation of Sounding out Remind students that we have been learning strategies that help us to improve our reading and for Ripper Readers Assessment Task. Display class goal: I can use letters and sound clues to help me work out unknown words. Introduce students to more good reading friends Stretchy Snake, Lips the Fish and Chunky Monkey (see resources for characters reading strategy). Explain that when we read we can use letter and sound clues to help us work out unknown words. Teacher uses Think aloud hat to model Sound the word strategy with a shared text. Discuss and list important points about Sound the word strategy: -look at the first letter and think about a word that begins with this letter and would make sense -look at the end of the word -look for letters that might go together e.g. sh -cover up some of the word with a finger -break the work into parts Explain that when we use the Sound a word strategy along with the other strategies on our chart we can usually work out unknown words and make sense of what we are reading. Sometimes we might come across new words and we might need to ask another person to explain the meaning of the word and how the word is pronounced. (Helpful Kangaroo strategy card)
Shared practice of Sounding out Ask students if they think sharing sounding out would help Connie with her reading too. Video a confident student explaining the class goal and what they have learnt about it so far. Ask Connie to stay for a shared reading session with the class. Invite students to model and give suggestions about the best way to go about sounding out e.g. look at the first letter, chunking Watch some youtube examples of blending sounds on the IWB e.g. Hooked on Phonics: http://www.youtube.com/watch?v =iOu-QkmInKc and Reading Chant Sounds to Words 1 FUNKY: http://www.youtube.com/watch?v =_MNETwHzwnE. Teacher and students read a shared text chosen by teacher. Students wear their Think Aloud hat and model the use of the Sound the word strategy. Discuss how sometimes this strategy might not be helpful e.g. if we sound out each letter individually and if we only use this strategy and forget to use the other strategies. Model examples and ask students to share examples.
Guided practice of Sound out Guided reading activities should include opportunities to reinforce Sound the word strategy at students instructional reading level. Suggested activities include: -Discuss words students had to use letter and sound clues to decode while reading a section of text. Invite students to discuss their methods of sounding. -Students use sliding masks to decode words with teacher guidance -List all of the words in a given text which have a given letter pattern -Teacher uses a slinky to show children how to stretch words into phonemes and then put them back together -Sound out nonsense words e.g. monster names and children up their own monster names (see example) -Match pictures to text using letter and sound clues -Digital Learning Objects including Letter Planet, Words and Pictures -Students in pairs. One student reads using Think Aloud while the other student makes a tally mark each time he/she observes the reader using a strategy on the Reading Strategies Checklist. Pairs swap roles. -Board games e.g. Picture/Word match games -Word trains (beginning sound, middle sound, end sound). For an example see Youtube clip Sound Blending Idea (Train): http://www.youtube.com/watch?v =YbI4_Df2XSQ
READING FOCUS: SOUNDING OUT/CHUNKING
Independent practice of Sounding out Students remind themselves of their personal Reading Strategies goal to use less frequently used reading strategies. Students read instructional level texts and complete a Reading Strategies Checklist putting a tally mark beside the strategies they use. Students compare their goal to their reading experience. Scootle Learning Objects: Letter Planet and Words and Pictures
Evaluation of Sounding out Display class goal: I can use letters and sound clues to help me work out unknown words. Ask students to explain and model the use of this strategy and the 5 key points from the explicit instruction lesson. Add to Class Reading Strategies PowerPoint and Checklist. Teacher makes notes about students who are having difficulty with the Sound the word strategy so they may be provided with more support during guided reading sessions. Use Connie, Peter and all the stuffed animals, as well as class displays and notes, to revise and correct misconceptions of the reading strategies students have learnt before removing all displays and props for students to commence work on the Ripper Readers Assessment Task.
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SPELLING FOCUS
GRAMMAR FOCUS
PUNCTUATION FOCUS
See school based English Learning Area Plan for reference to the appropriate Sequence and Scope documents. What is the focus in this area? This could come What is the focus in this area? This could come What is the focus in this area? This could come from student writing, topical words, the from the text type being studied or the from student writing, the text type being sequence and scope. sequence and scope. studied or the sequence and scope. Spelling words could include words needed to make the texts e.g. read, try, sound, pictures
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READING ROTATIONS
ONE
Suggested activity: Reading Strategies Checklist Teacher to assess students using Running Records
TWO
Suggested activity: Scootle Digital
Learning Objects including Letter Planet, Words and Pictures
THREE
Suggested activity: Board games e.g.
Picture/Word match games
FOUR
Suggested activity: Match pictures to
text using letter and sound clues

GROUP ONE
GROUP TWO
GROUP THREE
GROUP FOUR
WRITING ROTATIONS
ONE TWO THREE
Suggested activity: Work on Ripper Readers Assessment Task
FOUR
Suggested activity: Work on Ripper Readers Assessment Task
Suggested activity: Work on Ripper Suggested activity: Work on Ripper Readers Assessment Task Readers Assessment Task
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GROUP ONE
GROUP TWO
GROUP THREE
GROUP FOUR
Focus: What writing strategy is being developed? This could be selected fro First Steps Writing.
RESOURCES
From previous learning experience: Class Reading Strategies PowerPoint Ripper Readers Assessment Task Text Types Pack Text_Type_Test_Student_Reminder_Qs.docx Text Type Feature Checklist Reading Strategies Checklist Read_Strat_Task_Card_GR Word Documents: Class goal: I can use letters and sound clues to help me work out unknown words. Digital Resources: IWB, Flipcams and Macs or other available technology Videoed student presentations Scootle Learning Objects: Letter Planet and Words and Pictures Youtube clips Hooked on Phonics: http://www.youtube.com/watch?v=iOu-QkmInKc Reading Chant Sounds to Words 1 FUNKY: http://www.youtube.com/watch?v=_MNETwHzwnE Sound Blending Idea (Train): http://www.youtube.com/watch?v=YbI4_Df2XSQ Other: SEL puppets: Connie Confidence and Peter Persistence Poster & soft toy: Stretchy Snake, Lips the Fish and Chunky Monkey , Polly the Penguin, Eagle Eye, Skippy Frog, Tyrin Lion Think aloud hats Texts chosen by teacher to model sound out strategy for class. (Teacher should have prepared how they will use the text to model re-reading.) Sliding Masks to decode Slinky to show how words stretch Board games e.g. Picture/Word match games Word trains (beginning sound, middle sound, end sound). Running Records
REFLECTION
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Assessment Task Sheet: Ripper Readers

Student Name: Name of Task: Learning Area/s: Year Level: 2 Reminders for Ripper Teacher: Readers English
Date Commenced:
Date Due:
Type of Task: Task Conditions:
Oral Individual In Class
Written Pair Homework Notes Peer Library Teacher
Other Group Work Other Technology
Opportunity Access: Assessed By: Task Description: PART A:
to
Books Self
You will work in small groups. Each student in your group will model reading strategies. You should model each strategy using a book and explain how you might use the strategy to work out difficult words. You should try to use Think Alouds to help the audience (Year 1 students and Year 2 students and parents) understand what you were thinking when you were using the strategy. Your teacher will let you select books to use for your modelling from a class library. Some of the books will be easy books that you have seen before and some will be more difficult books that you have never seen before. In your group, a group member will video each students presentation of the reading strategies using a flipcam. Your groups work will be made into a Reminders for Ripper Readers DVD to be presented to Year 1 students and Year 2 students and parents.
PART B: You will work on your own to create a Reminders For Ripper Readers chart/poster/booklet/PowerPoint. You will share your completed work with a Year 1 student.
Resources: Flipcams, laptops for PowerPoint, stationery for making posters, booklets etc..
Catholic Education Services Diocese of Cairns
44
CRITERIA SHEET TITLE: Reminders for Ripper Readers (Year 2 English)

Criteria Very High High
You were able to show and explain (using Think Alouds), how you used reading strategies to work out difficult words when reading books you have never seen before
Sound
You were able to show and explain (using Think Alouds), how you used reading strategies to work out difficult words when reading books you have seen before.
Developing
You were able to remember reading strategies you could use to work out difficult words when reading books you have seen before
Support Required
With help from your teacher, you were able to remember some reading strategies you could use to work out difficult words when reading books you have seen before
Reminders for Ripper Readers DVD presentation You were able to show Literacy and explain (using Think (Mode Reading) Alouds how you used Interpreting, analysing, evaluating 1. (ACELY1669) reading strategies to 2. (ACELY1670) work out difficult words when reading books you have never seen before.
You were also able to talk about why you might choose to use a strategy or strategies and explain why your choice worked well or if another strategy might be better. You spoke clearly and You spoke clearly and Literacy smoothly throughout the smoothly throughout the (Mode Speaking) presentation and presentation and tried to Interacting with others 2. (ACELY1789) changed your tone and change your tone and 3. (ACELY1667) pace effectively to make pace to make the the presentation presentation interesting interesting for the for the audience. audience Reminders for Ripper Readers chart/booklet/PowerPoint Your information text had Your information text had Literacy the following features: the following features: (Mode Writing) Clearly set out Clearly set out Creating texts 1. (ACELY1671) headings, list or headings, list or bullet/point form bullet/point form Information in Information in
You spoke clearly and smoothly throughout the presentation.
Your voice was unclear at times during the presentation
Your voice was unclear throughout the presentation
Your information text had the following features: Clearly set out headings, list or bullet/point form Information in
Your information text had some of the following features: Clearly set out headings, list or bullet/point form
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Your text had features that did not suit the purpose or the audience
order Easy to read Suitable pictures
And presented information that was very suitable for the audience and purpose, in an interesting way.
And presented information that was very suitable for the audience and purpose
And presented information that was suitable for the audience and purpose
Information in order Easy to read Suitable pictures
And/or presented some information that did not suit the audience or the purpose
Feedback
Signed:
Date:
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OVERVIEW, TERM 1, 2011

UNIT TITLE: RIPPER READERS

DEVELOPING INQUIRING AND REFLECTIVE LEARNERS

CROSS CURRICULA PRIORITIES

Information and Communication Technology

Critical and Creative Thinking

Personal and Social Competence

CROSS CURRICULAR PRIORITIES

SPEAKING & LISTENING

GUIDED READING GROUPS

GUIDED WRITING GROUPS

CROSS CURRICULAR PRIORITIES

SPEAKING & LISTENING

GUIDED READING GROUPS

GUIDED WRITING GROUPS

CROSS CURRICULAR PRIORITIES

READING FOCUS:, MAKI NG CONNECTIONS , USIN G PICTURES CLUES

*Match captions and pictures (Matching activity)

*Match captions and pictures (Matching activity)

SPEAKING & LISTENING

GUIDED READING GROUPS

GUIDED WRITING GROUPS

CROSS CURRICULAR PRIORITIES

READING FOCUS: MAKING CONNECTIONS, READING ON

SPEAKING & LISTENING

See above Independent Writing activity.

GUIDED READING GROUPS

GUIDED WRITING GROUPS

CROSS CURRICULAR PRIORITIES

READING FOCUS: RE-READ

SPEAKING & LISTENING

GUIDED READING GROUPS

GUIDED WRITING GROUPS

developed? This could be selected from First Steps Writing.

developed? This could be selected from First Steps Writing.

developed? This could be selected from First Steps Writing.

developed? This could be selected from First Steps Writing.

CROSS CURRICULAR PRIORITIES

Students to work on their Ripper Readers Assessment Task.

Students to work on their Ripper Readers Assessment Task.

SPEAKING & LISTENING

READING FOCUS: SOUNDING OUT/CHUNKING

GUIDED READING GROUPS

GUIDED WRITING GROUPS

Assessment Task Sheet: Ripper Readers

Type of Task: Task Conditions:

Oral Individual In Class

Written Pair Homework Notes Peer Library Teacher

Other Group Work Other Technology

Opportunity Access: Assessed By: Task Description: PART A:

Catholic Education Services Diocese of Cairns

CRITERIA SHEET TITLE: Reminders for Ripper Readers (Year 2 English)

You spoke clearly and smoothly throughout the presentation.

Your voice was unclear at times during the presentation

Your voice was unclear throughout the presentation

order Easy to read Suitable pictures

order Easy to read Suitable pictures

order Easy to read Suitable pictures

Information in order Easy to read Suitable pictures

Catholic Education Services Diocese of Cairns

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