Writing Programme Term 2 - 2015

Stage:1 Year: 1
Intellectual Quality;
What are the central
ideas or concepts I want
the students to know?

KLA(S): Reading/Writing
Reading; Authors use a variety of literary techniques to
create imagery for an audience.

Writing; Writers capacity to orient, engage and affect
the reader, through the structure of a text.

Significance;
Why does this
learning matter?

Grammar; Writers construct texts to convey meaning.

Formal Assessment
How will the students
demonstrate their deep
knowledge?

Complete comprehension activities on selected texts.

Plan and write a Narrative

Outcomes
Communication: EN1-1A communicates with a range of people in informal and
guided activities demonstrating interaction skills and considers how own
communication is adjusted in different situations.
EN1-2A plans, composes and reviews a small range of simple texts for a variety
of purposes on familiar topics for known readers and viewers.
EN1-4A draws on an increasing range of skills and strategies to fluently read,
view and comprehend a range of texts on less familiar topics in different media
and technologies.
Language: EN1-9B uses basic grammatical features, punctuation conventions
and vocabulary appropriate to the type of text when responding to and
composing texts.
Thinking: EN1-11D thinks imaginatively and creatively about familiar topics,
ideas and texts when responding to and composing texts.
Expression: EN1-10C responds to and composes a range of texts about familiar
aspects of the worlds and their own experiences.
Reflection: EN1-12E identifies and discusses aspects of their own and others
learning.

Criteria for marking

What criteria will be
used to assess deep
understanding?

Duration: Weeks 1 - 10
Reading; Students must to be able to recognise
literary techniques used by authors, in order to gain
deeper meaning from the texts they are reading.
Writing; Students must be able to identify and use
literary techniques such as adjectives and similes to
write descriptively to create imagery for the
purposes of engaging an audience with their writing.
Grammar; Students must be able to identify and
create correctly constructed sentences.
Reading: Comprehension Tasks & Benchmarking
Writing & Grammar: Formative marking of Students
Writing Books using;
Recount/Description/Review/Poetry Rubrics.

Content
Students will learn about;
Different types of communication in a range of situations and audiences.
Using graphic organisers to plan and compose a range of simple texts.
Implements a variety of reading skills and strategies to read with fluency,
expression and comprehension.
Grammatical features in the construction of simple and compound sentences.
Identifying and using literary and visual techniques authors use to create
imagery for an audience.
Elaborating about their own and others ideas.
Reflecting on their own and others learning and identifying the next step.
Teachers will;
Plan and provide opportunities for a range of communication situations.
Explicitly model and teach literal and inferential reading strategies.
Explicitly model and teach the use of graphic organisers to plan writing.
Explicitly model and teach sentence structure.
Explicitly model and teach construction of recount, description, review and
poetry forms.
Explicitly model and teach assessing own work against a simple criteria.

Wk
1

Writing Programme Term 2 - 2015

Learning Sequence Weeks 1 3 Review
*Have students collect supermarket advertising brochures for Healthy Lunchbox Activity in Wk 8
Review a Live Performance Dinosaurs
Attend Dinosaur performance at the Sydney Opera House
Discuss the event eliciting vocabulary that describes the characters and what the characters did.
View a template of a review highlighting Content/ Description & Judgement - Tale Text Tip Cards
Class discussion and then
Class jointly construct review of the Dinosaur Performance using proforma

Review a Performance - Video
Watch Twinkle Twinkle Little Star by The Wiggles https://www.youtube.com/watch?v=TsKI0lE1QjI
o Compose a class review of the performance using the Review Proforma
Watch Classical Music for Children https://www.youtube.com/watch?v=jc13BVJy1BY
o Class discussion and then
o Students jointly compose a review of Classical Music for Children using proforma
Grammar

Resources

Eval/Reg

Review Proforma.
http://lrr.dlr.det.nsw.edu.au/L
RRView/7850/


Review Proforma.

Twinkle Twinkly Little Star by
The Wiggles
https://www.youtube.com/wa
tch?v=TsKI0lE1QjI

Classical Music for Children
https://www.youtube.com/wa
tch?v=jc13BVJy1BY
*verb charades

adjectives
action verbs
feeling and thinking verbs
A sentence must contain a noun and a verb.

*noun charades
http://www.abcya.com/nouns_a
nd_verbs.htm
http://www.softschools.com/lang
uage_arts
/grammar/noun/balloon_game/
http://www.abcya.com/nouns_a
nd_verbs.htm

Wk
2

Learning Sequence Weeks 1 3 Review

Review a book
Introduce Pamela Allen. Talk about books by this author
o The Bears Lunch, Share Said the Rooster, Grandpa and Thomas, Black Dog, Mr
McGee and the Perfect Nest, Is Your Grandmother a Goanna?, Shhh! Little

Resources
Eval/Reg
Who Sank the Boat? Vimeo
reading
http://vimeo.com/395039
00

Writing Programme Term 2 - 2015

Mouse, Inside Mary Elizabeths House etc
Give a Low Order Book Orientation of Who Sank the Boat? Encourage children to
form opinions about the characters
o Listen to Who Sank The Boat? (Pamela Allen) http://vimeo.com/39503900
Discuss text.
o The Context what the book was about
o A description of the text who is in it and what happened
o A Judgement an opinion about it.
Use BLM 90 Characters I Like - Ask students to cut out the characters they liked the
most and paste them into the boat. Encourage students to tell why they liked these
particular characters.
Review discuss the purpose of a review is to tell other people about a text youve
read or seen and to say what you thought of it.
o Present a written review of Who Sank the Boat? Read it together and talk
about its features (adjectives, action verbs, feeling and thinking verbs see
Writing a Book Review Word Bank).
Listen to Mary Elizabeths House https://www.youtube.com/watch?v=6GJIjxNuG98
o Present students with a Review Proforma and a mixed up Review of Mary
Elizabeths House.
o Cut and paste the review into order.
Work on other book reviews as required.
Grammar

Revision: Using capital letters and full stops, and identifying sentences.
Using capitals at the start of sentences and for names.
Sentences need someone doing something; a subject and a verb.

BLM 90 Characters I Like.

Review of Who Sank the
Boat?
Writing a Book Review
word bank
Mixed up version of Mary
Elizabeths House Review
Review Proforma.
Mary Elizabeths House
https://www.youtube.com/
watch?v=6GJIjxNuG98

edit texts and put capitals and full

stops
*cut blocks of text into sentences
then find the subject and verb in
each
http://www.sentenceplay.co.uk/S
entenceDoctor.html
http://roythezebra.com/reading-
games-sentence-level.html (use

Writing Programme Term 2 - 2015

Zeds Advanced games and Full
Stop Advanced)
Print this poster:
https://docs.google.com/file/d/0
B-
0qyqbKURGIbURTQUVETGlUNktP
MzFfTjNEb2szdw/edit

Review a Performance Summative Assessment

Watch Twinkle Twinkle Little Star by The Wiggles
https://www.youtube.com/watch?v=TsKI0lE1QjI
o Compose a class review of the performance using the Review Proforma
Watch Classical Music for Children https://www.youtube.com/watch?v=jc13BVJy1BY
o Class discussion and then
o Students compose own review of Classical Music for Children using proforma
Watch and review other performances as necessary.

Review Proforma.

Grammar

*verb charades
*noun charades
http://www.abcya.com/nouns_a
nd_verbs.htm
http://www.softschools.com/lang
uage_arts
/grammar/noun/balloon_game/
http://www.abcya.com/nouns_a
nd_verbs.htm

adjectives
action verbs
feeling and thinking verbs
A sentence must contain a noun and a verb.

Twinkle Twinkly Little Star

by The Wiggles
https://www.youtube.com/
watch?v=TsKI0lE1QjI
Classical Music for
Children
https://www.youtube.com/
watch?v=jc13BVJy1BY

Summative Assessment
Teacher - Criteria for marking
Student - Criteria for writing
Structure of review introduction, description and judgement
Write in the form of a review
Thinking verbs
Write in sentences and paragraphs
Descriptive Language
Use correct spelling and punctuation

Writing Programme Term 2 - 2015

Evaluative Language
Explain characters by using verbs that tell how they move,
Paragraphs
speak, feel and think.
Use descriptive words in writing.
Learning Sequence Weeks 4 6 Description
Introduce Description Text Type
Tale Text Type Cards
Discuss with students the purpose of description is to create an image in the
Literary Description
audiences mind.
http://lrr.cli.det.nsw.edu.a
Read the Tale description to the students.
u/LRRView/7850/
Reread the description and have the children draw the cat.
Give students a copy of the Tale text to glue into their books, highlighting the
features they remembered to draw.
Reread Tale description discussing the features.
Identifying Description Features Gordon the Garden Gnome
In small groups give the students a cut up copy of the Gnome description.
Instruct the students to reconstruct focussing on introduction, body and concluding
personal view.
Discuss features of description.

Targeting Text BLM

Pp 105 - 111

Describing using positional language

Using Wheres Gordon BLM 79 instruct students to work in pairs to place Gordon on
the map.
Students then write where Gordon is standing and describe what is behind Gordon, in
front of Gordon, next to Gordon, above Gordon etc.
Describing attributes
Gnomes with attitude BLM 80, describe different attributes for different character
traits.
Using BLM 82 Students create their own description of one of the Gnomes from BLM
80.
Grammar

Students make a comic strip with

Writing Programme Term 2 - 2015

Speech marks, exclamation marks and question marks

Speech marks or quotation marks are used to show when someone is talking. They can be single () or double
().
Exclamation marks are used instead of a full stop, usually to show strong feeling such as surprise, anger or
joy.
Question marks are used instead of a full stop, to mark the end of a question. An upward inflection is used
especially on the last word of the question.

characters talking. This could be

done on the ipads. They then
transcribe this into paragraphs,
using speech marks to indicate
what was written in the bubbles.
Explicitly teach content and the
changes of inflection related to
the ! and ? marks.
Write interview questions for a
particular person e.g. mum, Mrs
Cope, etc. and actually have and
record the interview. Children
then transcribe the interview,
using all appropriate punctuation.

Describe a landscape
Watch video of landscapes on literacy shed website.
Negotiate with class which landscape they would like to describe
Devise a class list of nouns, then add adjectives.
Using Writing in Fun template on whiteboard, jointly construct beginning sentence with
the landscape noun as the starting sentence eg; In the forest
In their writing books students copy the description then add to it, then add how it
makes them feel.
Grammar

Past tense verbs and plurals

Adding d, ed, and irregular past tense verbs.
Adding s, ies, and irregular plurals.

http://www.literacyshed.c
om/the-images-shed.html
T:\Teacher\Literacy\Writ
ing is Fun\WritingFun
(D)\WritingFun\planners

http://www.eslgamesplus.com/p
ast-simple-irregular-verbs-esl-
grammar-interactive-activity-
online/
Students pull an object or animal
from the grab bag and must
match it to its plural word which

Writing Programme Term 2 - 2015

is already displayed.
Students pull a verb from the
grab bag and must match it to its
past-tense version which is
already displayed. Could be done
in reverse.
Games such as Memory, Go Fish,
Snap could be played (see cards
below).

Paperbag Description
Read Wilfred Gordon McDonald Partridge
Students retrieve their paper bag items.
In small groups describe the item in the bag to group members.
Group members try and guess what the item is.
Students then draw on the template their item, labelling its features.

Youtube
http://www.youtube.com/w
atch?v=usnOEnTXabw

Describing a Memory
In small groups students describe their memory of how they got their item.
Remind students of the structure of a description introduction, main body
describing, conclusion of how they felt.
Using the template students write their description.
Grammar

Writing Templates

Synonyms and enriching vocab

Using different words makes writing and reading more interesting.
As well, having and using a rich vocabulary increases brain capacity!

Discuss interesting language and

introduce the concept of wow
words. Give examples and have
students think of synonyms.
Jigsaw activity: have different
stations with an A4 paper and a
heading word e.g. dark. Students
have 1 min to think of as many
synonyms as they can, then
rotate to the next word.

Writing Programme Term 2 - 2015

Afterwards, discuss each group of
words.
A fun game for encouraging
thinking: give students an animal
and they must make an
alliterative sentence about it, e.g.
An Angry Alligator Ate An
Avalanche.
Using
graduated
paper or
paint
swatches,
students
are given
a word
and must think of synonyms for
it. Create a funky display!

Summative Assessment
Teacher - Criteria for marking
Student - Criteria for writing
Structure of description introduction, characteristic features
Write in the form of a description
& evaluation.
Write in sentences and paragraphs
Nouns/adjectives & thinking verbs
Use correct spelling and punctuation
Paragraphs
Describe a memory by using adjectives that describe an event
and convey how they felt.
Use descriptive words in writing.

Learning Sequence Weeks 7 9 Procedure

7

Introduce Procedural Writing

Select the make and do icon on Zip tales
Follow instructions on how to make a Teddy

Teddy making resources

Ziptales

Writing Programme Term 2 - 2015

Discuss the vocabulary used and what is missing; ie; Pronouns.
Class jointly construct a procedure on how to make a teddy bear.

Grammar

Action Verbs
Instructional Language of Commands

http://www.ziptales.com/ac
e/yr1.swf
Username:caslteco14
P/w:ccps
Tale Text Type Cards Procedure
http://lrr.dlr.det.nsw.edu.au/LRRVi
ew/7850/documents/43129%20S1
%20Procedure.pdf

Procedural Writing How to Create a Healthy Lunchbox

Working in small groups Students use supermarket advertising brochures collected to
select food items for lunchboxes; cut out and glue on a chart. What I like in my
lunchbox/What I should have in my lunchbox.
Students write statements about their choices and why they should or shouldnt be
included in their lunchboxes.
Students then create a food list of items they could have in their lunchbox that would
be healthy.
Using a lunchbox template students create a healthy lunch box using food items from
the class created list.
Students jointly constructs a procedure on how to create a healthy lunchbox.
Grammar

Action Verbs
Instructional Language of Commands
Time Connectives

Procedural Writing Recipe for Pizza Topppings

In small groups students create a list of snack foods and illustrate.
Students discuss their choices and explain whether the snack would be healthy or not.
Guide students discussion to include food allergies and intolerances.

Advertising Brochures

Tale Text Type Cards Procedure

http://lrr.dlr.det.nsw.edu.au/LRRVi
ew/7850/documents/43129%20S1
%20Procedure.pdf
Tale Text Type Cards Procedure
http://lrr.dlr.det.nsw.edu.au/LRRVi
ew/7850/documents/43129%20S1
%20Procedure.pdf

Writing Programme Term 2 - 2015

Teacher introduces activity of making a pizza and what ingredients would be needed
for the toppings.
Students negotiate in their small groups what kind of toppings for their Pizza they
would like to make, taking into consideration students food intolerances/allergies.
Students create a shopping list of ingredients to bring for cooking day.
Students create a list of equipment needed.
In small groups students create their pizza.
Students construct a recipe on what was made.
Students eat Pizzas made.
Grammar
Action Verbs
Instructional Language of Commands
Time Connectives
Summative Assessment
Teacher - Criteria for marking
Student - Criteria for writing
Structure of procedure goal, equipment & instructions.
Write in the form of a procedure
Simple and compound sentences/Paragraphs/action
Write in sentences and paragraphs
verbs/commands & time connectives
Use correct spelling and punctuation
Write a procedure on How to Create a Healthy Snack.
Learning Sequence Revision Week 10 Review/ Description/ Procedure
10

Revision
Review - using IPads record a partner reviewing a book you have enjoyed.
Description draw and describe the Pizza toppings created.
Procedure write a procedure on how to play a favourite game.

Ipads
Description template.
Procedure Template.

Grammar

http://www.bbc.co.uk/bitesize/ks1
/literacy/pronouns/play/

Revise concepts with a Grammar Obstacle Course or Grammar-lympics.

Practise replacing subjects and objects in sentences with pronouns.
Practise making sentences involving a given pronoun e.g. THEM. I have lots of friends and I like THEM.

Whole class game (warning, a little spooky)

http://www.softschools.com/langu
age_arts/

Writing Programme Term 2 - 2015

grammar/pronoun/balloon_game/
Give students two sentences and the must join them, e.g. The camel ate cherries. The cherries were
rotten.
This could be a Points game, where each connective/group is worth a certain amount of points, and if they try http://www.bbc.co.uk/bitesize/ks1
/literacy/
to use more difficult ones and get them correct, they get more points.
joining_words/play/
http://www.bbc.co.uk/bitesize/ks2
/english/
spelling_grammar/sentences/play/