Year 2 English Unit Plan, Term 3

School Name:
Unit Title:
2016
St Josephs Mount Isa
Learners:

Beliefs

Unit

Roles of
Lifelong
Learners

\]\gh

We prepare learners for spiritual,

independent, reflective, selfdirected learning, because we
believe that learning continues
throughout life.
We support learning activities that
engage their interest and
motivation, because we believe
that learners are the centre of
curriculum.
We promote skills, knowledge and
attitudes that are future
focused, because we believe in
preparing learners of fulfilling,
productive lives.
We seek ways to extend
appropriate learning
opportunities beyond existing

Stories from Australia

Learning:
We proclaim that Jesus gives
meaning to life and learning,
because we believe in Jesus as
the way, the truth and the life.
We support increasing flexibility to
accommodate individual
learning needs, because we
believe in recognizing and
meeting individual needs.
We accommodate diversity so
that cultural and individual
differences do not compromise
learning opportunities, because
we believe in equity.
We support learning environments
that sustain positive
relationships, particularly

Year
Level:

Duration of Unit:

10 weeks
Learning Communities:
We strive to build learning
communities in which faith, life
and culture are integrated,
because we believe in the
mission of the Catholic school
to give witness to Jesus and
the Gospel
We support sharing vision,
decision-making and action
with all education partners,
because we believe in shared
responsibility.
We create conditions for positive
change that in turn fosters
positive learning environments,
because we believe in
continuous improvement.
We support learning
communities that promote

Unit Overview
Students explore Australian stories (including dreaming stories) as they learn how to write a narrative and present it as a childrens book. They
also learn how to write an informal presentation and practise the skills needed to do a good presentation to the class.
This unit provides the opportunity for my students to develop and practise the skills of a lifelong learner.
This unit will focus on: (please check a minimum of 2)
Community Contributor Designer and Creator Effective Communicator A Knowlegeable Person
Complex Thinker Reflective Learner Active Investigator Leader and Collaborator

Identifying
Curriculum

General Capabilities

Literacy
Numeracy

Information and Communication Technology (ICT)

Cross Curriculum Priorities

Aboriginal and Torres Strait Islander histories and cultures

Asia and Australias engagement with Asia
Sustainability.

capability

Critical and creative thinking

Personal and social capability

Ethical behaviour

Intercultural understanding

Relevant prior curriculum

The Australian Curriculum indicates that in Year 1, children have learned:
that people use different systems of communication to cater to different needs and purposes
that there are different ways of asking for information
to make short presentations using some introduced text structures and language
how different types of texts are organised
that the purposes that texts serve will shape their structure in predictable ways.

Targeted Curriculum. Expected Achievement Levels

By the end of Year 2, students understand how similar texts share characteristics by identifying text structures and language features used to
describe characters, settings and events.

Relevant
prior curriculum
They read texts that contain
varied sentence
structures, some unfamiliar vocabulary, a significant number of high frequency sight words and
Students
have
investigated
and explored
and using
structure
of other
text
types Persuasive
textlanguage
and
images that provide additional information.
They monitor
meaningthe
andfeatures
self-correct
context,
prior
knowledge,
punctuation,
and
areand
developing
strongermain
understanding
that different
text Students
types have
different
purposes.
phonic knowledge. They Poetry
identifyand
literal
implied a
meaning,
ideas and supporting
detail.
make
connections
between texts by
comparing content. They listen for particular purposes. They listen for and manipulate sound combinations and rhythmic sound patterns.
Students are immersed in texts to instruct in their daily lives.
Productive modes (speaking, writing and creating)
When discussing their ideas and experiences, students use everyday language features and topic-specific vocabulary. They explain their
preferences for aspects of texts using other texts as comparisons. They create texts that show how images support the meaning of the text.
Students create texts, drawing on their own experiences, their imagination and information they have learned. They use a variety of strategies
to engage in group and class discussions and make presentations. They accurately spell familiar words and attempt to spell less familiar words

and use punctuation accurately. They legibly write unjoined upper- and lower-case letters.

Strands and Content descriptors:

Language
Identifying
Curriculum Language variation and Change
continued
Understand that spoken, visual and

written forms of language are different

modes of communication with different
features and their use varies according
to the audience, purpose, context and
cultural background (ACELA1460)
Text Structure and Organisation
Understand how texts are made
cohesive through resources, for
example word associations, synonyms
and antonyms (ACELA1464)
Recognise that capital letters signal
proper nouns, and commas are used to
separate items in lists (ACELA1465)
Expressing and Developing Ideas
Understand that nouns represent
people, places, things and ideas and
can be, for example, common, proper,
concrete and abstract, and that noun
groups can be expanded using articles
and adjectives (ACELA1468)
Identify visual representations of
characters actions, reactions,
presentation and thought processes in
narratives, and consider how these
images add to or contradict or multiply
the meaning of accompanying words
(ACELA1469)
Understand how to use digraphs, long
vowels, blends and silent letters to spell
words, and use morphemes and

Literature

Literacy

Literature and context

Discuss how depictions of characters
in print, sound and images reflect the
contexts in which they were created
(ACELT1474)
Responding to literature
Compare opinions about characters,
events and settings in and between
texts (ACELT1589)
Identify aspects of different types of
literary texts that entertain, and give
reasons for personal preferences
(ACELT1590)
Examining literature
Discuss the characters and settings
of different texts and explore how
language is used to present these
features in different ways
(ACELT1591)
Identify, reproduce and experiment
with rhythmic, sound and word
patterns in poems, chants, rhymes
and songs (ACELT1592)
Creating literature

Interacting with Others

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 (ACELY1789)
Rehearse and deliver short
presentations on familiar and new
topics (ACELY1667)
Interpreting, analysing, evaluating
Identify the audience of imaginative,
informal and persuasive texts
(ACELY1668)
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
(ACELY1669)
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 (ACELY1670)
Creating texts
Create short imaginative, informal
and persuasive texts using growing

Create events and characters using

different media that develop key
events and characters from literary
texts
(ACELT1593)

syllabification to break up simple words

and use visual memory to write
irregular words (ACELA1471)

Recognise common prefixes and

suffixes and how they change a words
meaning(ACELA1472)

Describe the assessment

Assessm
ent

instrument

Assessment
date

Formative

Annotated work

One to one conferencing

Class discussion

Observations

Student involvement and

participation

Work samples

Ongoing

Purpose and conditions

The purpose of these
formative tasks are to
periodically check for
understanding in relation
to narrative (including the
text structure and
purpose).
Student work will be
celebrated and shared
through school newsletter,
class displays and end of
term culminating activity.

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 (ACELY1671)
Reread and edit text for spelling,
sentence-boundary punctuation and
text structure (ACELY1672

Write legibly and with growing

fluency using unjoined upper case
and lower case letters(ACELY1673)
Contruct texts featuring print, visual
and audio elements using software,
including word processing programs
(ACELY1674)

Differentiated assessment

Guide to Making
Judgement considerations

ILP students may require

additional assistance when
writing. Students may require a
scribe to record their ideas.
Other ideas can be recorded
using drawings and oral
responses.

Students identify and describe

structure and purpose of
entertaining texts written by
Australian Authors.

High achievers will be able to

demonstrate their capability
through open ended
assessments such as writing
their own narrative in addition
to the provided task.

Summative
Narrative Story Australian Childrens
Book

Week 6

In class

Week 10

In class

Week 7

In class

If required ILP students will have

their narratives scribed for
them.

GTMJ

Students may include images to

uses as prompts and to show
evidence of understanding.

Checklist

GTMJ

Informal Oral Presentation

Comprehension Test

Sequence Learning

Learning Experiences and Teaching Strategies

Resources

Adjustments for needs of

learners (including
extension)

Week 1
GENRE
Narrative
Remember in term 1 we wrote a recount? What did you write your recount on? We are going to write a
new type of story where we introduce a complication and we are going to add lots and lots of
description.

All worksheets and

templates are in tdrive in Resources
folders under English.
They are categorised
into weeks.

We are going to recap how to write a fictional recount.

Soundwaves book
teacher and student

Have students come up in front of the class to orally tell a recount (can be made up).
Dont get students up in front of the class to just say words. They need to say sentences.
Activity- introduce the story graph
Stage- Plan for success
Introduce students to the story graph as a way of understanding and planning for a narrative. Use the
story graph as a planning tool and demonstrate that a narrative can be broken down into small, doable
steps.
Introduce the story graph using fairy tales. (Three billy goats gruff, jack and the beanstalk, goldilocks,
little red riding hood). Or Poetry (hickory, dickory, dock, Roald dahl poems, growing up by C.J. Dennis).
Or it using commercials (RSPCA, AAMI, Allianz, Worksafe).

Reading Conventions
book
Main Sail books
Teaching Reading
Comprehension
Strategies

SPELLING
Unit 19 Page 42 and 43
Sound: oa, o_e, ow, o
HANDWRITING
Writing time pg.
Handwriting practice in Workbook. Students write the full date. They then write three sentences that
contain spelling words.
- People walking, riding a bike or travelling in a car can use a road.
- You must wash your hands with soap and water to make sure you get rid of the germs.
- Yellow is one of the colours of the rainbow.
Students must then do something creative at the bottom using one of the sound words. They write the
letter o and make a little picture out of it.
Rotations:
Comprehension: Sentence endings, ending with a question. Punctuation Pigs game.
Grammar/Punctuation: Nouns, verbs and adjectives revision. Nouns, verbs, adjectives sort (with
teacher support).
Writing: Better words than nice. Tired words activity (Print off the tired word clouds. Students write
lists for words to use other than these in their books. You then use the best ones to put on paddle pop
sticks in envelops to display in the classroom)
Soundwaves: 2nd page of book
READING & VIEWING

Punctuation pigs
game
Nouns, verbs and
adjectives cards
Clouds
Soundwaves books

Students can use a scribe if

necessary.
Students may give oral
explanations instead of
writing.

Students on ILPs & IEPs

may require additional
support and scaffolding
during independent
activities and independent
writing tasks.
During the writing tasks,
teachers and school officers
may scribe student ideas
down and assist in recording
answers.

Week 2
GENRE
Narrative
Development of Descriptions: Simple, Compound, Complex Sentences. Students should start with
describing themselves, then something thats familiar or well known (e.g. an animal or friend). Then,
something that is less familiar (an animal they dont know much about, a stranger). Finally the
imaginative thing. Better kids can start to compare and contrast (a cat has two eyes and so does a dog).

All worksheets and

templates are in tdrive in Resources
folders under English.
They are categorised
into weeks.

Look at an image; identify the nouns then add the descriptors.

Soundwaves book
teacher and student

Adjectives of: shapes, size, colour, number, texture, location, action statement.

Writing time book

ActivityPlan for success

Use every opportunity to practise story graphing. Bring up the story graph on the whiteboard. Create a
verbal story or read an existing one such as three billy goats gruff. Get a group of students to act out
the story. Track the story on a graph together after.
Put up a picture story prompt on the board. Ask the class to brainstorm story ideas. Time students to
see how long It takes for them to find 10 different ideas. Record the time as a PB and write it on the
board. Try and beat your PB with new topics each day (2 weeks). Fly, jump, run, crash, shh, lost.

Main Sail books

Teaching Reading
Comprehension
Strategies

SPELLING
Unit 20 pg. 44 45
Sound: p pp, r rr
HANDWRITING
Writing time pg.
Handwriting practice in Workbook. Students write the full date. They then write three sentences that
contain spelling words.
- A sunflower is a type of plant.
- I am sorry I hurt your feelings, said the young boy.
- When the girl jumped in the pool it made a big splash.
Students must then do something creative at the bottom using one of the sound words. They write the
letter p and make a little picture out of it.
Rotations:
Writing Sequencing a narrative. Going to use one of the textbooks.
Comprehension: Conjunctions: 2 x worksheets (students must colour/underline all of the connective
words once theyve written them).
Grammar/ Punctuation: Quotation Marks (Punctuating with pasta)
If finished: Synonyms (go fish and dominos activity)
Soundwaves: 2nd page
READING & VIEWING
Focused Reading Strategy

Sequencing a
narrative template
Example narrative to
sequence
Pasta
Conjunction
worksheets
Go fish synonyms
activity

Week 3
GENRE
Narrative
Important to teach noun/pronoun. Start to introduce of the narrative, the structure and the grammar.
Look at the structure of a narrative using the Follow the yellow brick road cards on the IWB.
Orientation- the main characters are introduced in a setting of time and place, complication- the
character encounters a problem, and resolution-the problem is solved, conclusion-Ending.
- Students are then given the smaller version of the narrative parts and must glue them in their English
books in the correct order.
Activity- sizzling starts
Sizzling starts in movies- watch some great ones in movies (WALL-E, toy story, ice age, frozen, up). Look
for great sizzling starts in picture books (fox by Margaret wild, diary of a wombat by Jackie French, too
many elephants in this house by Ursula dubosarky). After watching the starts of movies, ask students to
describe their reactions. Create a poster with sizzling starts and fizzling starts. Why does it make you
want to watch more, was it interesting, how was it a sizzling start, how have the filmmakers gained your
attention. Scaffold students to write their own sizzling starts by providing them with a half-finished
sizzling start. Leave blank boxes in the place of nouns and ask students to draw or write to fill in the
blanks. Develop one with a class first. Use template.
*Have students present their show and share using a sizzling start
SPELLING
Unit 21 pg. 46-47
Sound: ar a

All worksheets and

templates are in tdrive in Resources
folders under English.
They are categorised
into weeks.
Soundwaves book
teacher and student
THRASS handbook
Writing time book
Grammar Once a
Week book
Reading Conventions
book
Main Sail books
Teaching Reading
Comprehension
Strategies

HANDWRITING
Writing time pg.
Handwriting practice in Workbook. Students write the full date. They then write three sentences that
contain spelling words.
- The animals all live on a farm.
- It takes hard work to achieve your goals.
- Is the glass half empty or half full?
Students must then do something creative at the bottom using one of the sound words. They write the
letter a and make a little picture out of it.
Rotations
Comprehension: Read the story of Tiddalick the Frog and answer the questions.
Chromebooks: Prepositions http://www.australiancurriculumlessons.com.au/2012/12/07/preposition-lesson/ //
Students then write sentences in their English books. E.g. The pencils are in the pencil tin. The door is to
the left of the window.
Grammar/ punctuation: Dictionary Work (Students look up 5 spelling words in their dictionaries and
write the meaning in their English books.
Soundwaves: 2nd page

Tiddalick the frog

book
Tiddalick the frog
questions
Dictionaries
Chromebooks
Soundwaves books

Week 4
GENRE
Narrative
Go over the previous lesson on the structure of a narrative. Then, read the book Possum Magic by Mem
Fox. Following this, discuss who the characters were and the setting. Talk about the complication. What
was it? What did the characters do to go about solving the problem? Was there a resolution in the end?
What was it?
Re-look at the structure (orientation- the main characters is introduced in a setting of time and place,
complication- the character encounters a problem, Resolution-the problem is solved, ConclusionEnding). Fill in a graphic organiser using this book.
Activity- tightening tension
Introduce tension scenes using fairytales (hansel and gretal, little red riding hood, snow white). Discuss
how tension is built up slowly, how the main character almost fails and use the 5 senses to describe that
excited and anxious feeling. Help students to develop the skill of creating descriptive language by using
the 5 senses to create a detailed picture. Show students a tension picture and ask them to brainstorm
using the senses. Write students responses on the board (I see, I hear, smell, taste, touch, fell). This can
also be done with real life experiences (I see snow falling on my window, I hear the dull thud of hooves
on the roof, I can smell the fresh cold air, I feel excited and anxious).
Bingo- make a bingo sheet using action verbs and pictures. Print copies for all students and then play
action verb bingo to introduce and familiarise students to action verbs to use in their writing (wriggle,
bounce, swing, howl, sway, twirl, shine).
Suspenseful sentences- write a word on a long sheet of paper and then fold the paper over so you cant
see what it says. Get students, one by one, to add one random word on the paper, fold it over and pass
it to the next person. Repeat until the paper comes back to the teacher.

All worksheets and

templates are in tdrive in Resources
folders under English.
They are categorised
into weeks.
Soundwaves book
teacher and student
THRASS handbook
Writing time book
Grammar Once a
Week book
Reading Conventions
book
Main Sail books
Teaching Reading
Comprehension
Strategies

SPELLING
Unit 22 pg. 48-49
Sound: ts ss se ce x(ks) c
HANDWRITING
Writing time pg.
Handwriting practice in Workbook. Students write the full date. They then write three sentences that
contain spelling words.
Students must then do something creative at the bottom using one of the sound words. They write the
letter x and make a little picture out of it.
Rotations:
Writing: Students read a narrative and highlight the nouns, verbs and adjectives in different colours.
Grammar/Punctuation: Quotation marks
Chromebooks: Connectives/ conjunctions activity on study ladder
Soundwaves: 2nd page
READING & VIEWING

Narrative to highlight
Chromebooks
Soundwaves books

Week 5
GENRE
Narrative
Dynamic dialogue
Put students into pairs- give students different scenarios and ask them to act them out using dialogue.
Birthday party- mum forgot the cake or the present that nobody wanted, fight with parents- one plays
mum and one plays the child, the grandma that gives you too many kisses, you just discovered your pet
could talk.
SPELLING
Unit 23 pg. 50-51
Sound: ir ur or er
HANDWRITING
Writing time pg.
Handwriting practice in Workbook. Students write the full date. They then write three sentences that
contain spelling words.
Students must then do something creative at the bottom using one of the sound words. They can write
the letter r and make a little picture out of it.
Rotations
Comprehension: Students make connections to the narrative Koala Lou and draw on a medal a time
in their life where they may have won or lost and how they felt about it.
Grammar/Punctuation: Punctuation pop ups activity. Give students guide to follow. Students work
with a partner to research and punctuation mark and find the 3 things on the list before making the
poster. Once the poster is made, students teach the class.
Chromebooks: Collective Nouns- study ladder
Soundwaves: Second page. If finished- Alphabetical order: Students put their spelling words in
alphabetical order.
READING & VIEWING
Focused Reading Strategy
Self-Monitoring pg. 45 - 52 of Teaching Reading Comprehension Strategies book for lesson overview and
activities.
Guided Reading
Use main sail books and your classroom reading levels to establish guided reading groups. Practice
focused reading strategy for this week whilst doing guided reading.
SPEAKING & LISTENING
Show & Share - Check roster for weekly topic.

All worksheets and

templates are in tdrive in Resources
folders under English.
They are categorised
into weeks.
Soundwaves book
teacher and student
THRASS handbook
Writing time book
Grammar Once a
Week book
Reading Conventions
book
Main Sail books
Teaching Reading
Comprehension
Strategies
Book- Koala Lou
Medal templates
Punctuation pop ups
guide sheet
Chromebooks
Alphabetical order
sheet
Soundwaves book

Week 6
GENRE
Narrative
Show, dont tell techniqueShow you-tube clips that show a story (the world without paper- Le Trefle, volkswagon- the force
commercial, wordless pixar short films (pigeons, for the birds). Look at wordless picture books and how
they can tell a story without having any words (windows by Jeannie baker, Tuesday by david wiesner,
where the forest meets the sea by Jeannie baker).
Give a student an object (pick from a bag). Ask them to describe to the class the object using some of
the 5 senses. Where can you find the object or what can you do with it. Other students can try and
guess what you can do with it or what it is. (a pinecone- it feels spikey, hard and rough, it smells woody,
fresh and earthy, you could find it in a forest or near a tree).
Show students a photo and ask them to describe what they can see, hear, touch, smell and taste.
Encourage visual literacy by giving students an exciting sentence, scene or scenario then ask them to
draw a picture that shows it (it was dark and scary on the beach, maybe the web was magic).
SPELLING
Unit 24 pg. 52-53
Sound: t tt
HANDWRITING
Writing time pg.
Handwriting practice in Workbook. Students write the full date. They then write three sentences that
contain spelling words.
Students must then do something creative at the bottom using one of the sound words. They write a
letter t and make a little picture out of it.
Rotations:
Writing: Students make a story dice and role it to write their own creative narrative.
Grammar/Punctuation: Contractions memory game
Chromebooks: Homophones (sheet to follow)
Soundwaves: 2nd page
READING & VIEWING
Focused Reading Strategy
Self-Monitoring pg. 45 - 52 of Teaching Reading Comprehension Strategies book for lesson overview and
activities.
Guided Reading
Use main sail books and your classroom reading levels to establish guided reading groups. Practice
focused reading strategy for this week whilst doing guided reading.

All worksheets and

templates are in tdrive in Resources
folders under English.
They are categorised
into weeks.
Soundwaves book
teacher and student
THRASS handbook
Writing time book
Grammar Once a
Week book
Reading Conventions
book
Main Sail books
Teaching Reading
Comprehension
Strategies

Story dice template

Contractions memory
printed cards to
match
Chromebooks
Homophone sheet
Soundwaves book

Week 7
GENRE
Informal Presentation
Technique- Ban the boringGive students different sentences or short paragraphs- some exciting ones and some boring ones. Ask
a student to read out the sentence and have other students vote on whether it is a sizzling or needs
more work by using their sizzle sticks.
Whole class- model a boring beginning to the class and then ask students to brainstorm ways to make
the sentence more interesting.
Create a boring board.
SPELLING
Unit 25 pg. 54-55
Sound: or ore a aw au
HANDWRITING
Writing time pg.
Rotations
Chromebooks: ABC splash (no more boring sentences)
Grammar and punctuation: synonyms game printed
Comprehension: test
Soundwaves: 2nd page
READING & VIEWING
Focused Reading Strategy
Self-Monitoring pg. 45 - 52 of Teaching Reading Comprehension Strategies book for lesson overview and
activities.
Comprehension Test: Students read the passage from ?? and answer the given questions.
Guided Reading
Use main sail books and your classroom reading levels to establish guided reading groups. Practice
focused reading strategy for this week whilst doing guided reading.
SPEAKING & LISTENING
Show & Share - Check roster for weekly topic.

All worksheets and

templates are in tdrive in Resources
folders under English.
They are categorised
into weeks.
Soundwaves book
teacher and student
THRASS handbook
Writing time book
Grammar Once a
Week book
Reading Conventions
book
Main Sail books
Teaching Reading
Comprehension
Strategies
Chromebooks
Synonyms game
Comprehension test
sheet
Soundwaves book

Week 8
GENRE
Technique- exciting endingsLook for exciting endings in picture books (the very hungry caterpillar, diary of a wombat, the great
bear, and Mrs Hunnicutts hat) or exciting endings in commercials (RSPCA, AAMI, and Worksafe). Discuss
the endings and what makes an ending.
Watch some film trailors and ask students to brainstorm three possible endings (happy feet, cars, lion
king, toy story, Madagascar).
Read students an incomplete poem and get them to create an ending. This can either be brainstormed
as a class or written down individually. Use book for unfinished poems.
Read students to story book there was an old women who swallowed a fly. Point out the use of rhyme
and exciting endings. Ask students to come up with another animal the women might have swallowed
and ask them what would happen if she swallowed that animal.
Assessment
Read the Assessment Task Sheet for the Australian Childrens Book and students plan what they are
going to write about using the planning sheet. They also create a character map for their main
character.
SPELLING
Unit 28 pg. 60 - 61
Sound: y u
HANDWRITING
Writing time pg.
Rotations
Comprehension: sheet from comprehension once a week book
Soundwaves: 2nd page
Chromebooks: questions activity on study ladder
Grammar and punctuation: dictionary work- write the definition of an adverb and do activity sheet.
READING & VIEWING
Focused Reading Strategy
Questioning pg. 65 77 of Teaching Reading Comprehension Strategies book for lesson overview and
activities.
Guided Reading
Use main sail books and your classroom reading levels to establish guided reading groups. Practice
focused reading strategy for this week whilst doing guided reading.
SPEAKING & LISTENING
Show & Share - Check roster for weekly topic

All worksheets and

templates are in tdrive in Resources
folders under English.
They are categorised
into weeks.
Soundwaves book
teacher and student
THRASS handbook
Writing time book
Grammar Once a
Week book
Reading Conventions
book
Main Sail books
Teaching Reading
Comprehension
Strategies
Comprehension sheet
Soundwaves book
Dictionaries
Adverb sheet

Week 9
GENRE
Informal Presentation
Informal Presentation
What is a presentation? (Where you stand up in front of an audience and present about something. or
create an online presentation). Use Bubble.us to brainstorm what students think What makes a good
Presentation?
Discuss any presentations that the students have watched before (listening to the teacher, on TV?).
Who is the audience for different presentations? Is the audience important? Why?
Revise what students thought were important things when making a presentation (ensure they have
things like voice tone, volume & pace, eye contact, use of any props or slideshows etc).
Tell students we are going to practise using our voice today. Discuss the idea of appropriate tone,
volume and pace. Read the presentation about Australia and model a good voice level and a not so
good voice level. Also model the use of expression and fluency. Give students a copy of the presentation
and have them practise saying it in partners (give students with LD modified presentation).
Model creating a concept map about an Iconic Mount Isa Place and write a presentation. Students
then write a presentation titled Iconic Mount Isa Place using the information gathered for their History
poster. They are collected and marked by the teacher.
SPELLING
Unit 29 pg. 62 - 63
Sound: oo ew ue u_e u
HANDWRITING
Writing time pg.
GRAMMAR & PUNCTUATION
Theme: Unit 25 The Post Office pg. 54 55
Sentence/Punctuation: Editing a letter
Parts of presentation: Nouns, verbs and adjectives
Word Knowledge: Abbreviations
READING & VIEWING
Focused Reading Strategy
Questioning pg. 65 77 of Teaching Reading Comprehension Strategies book for lesson overview and
activities.
Guided Reading
Use main sail books and your classroom reading levels to establish guided reading groups. Practice
focused reading strategy for this week whilst doing guided reading.
Reading Conventions
Unit 26 A Great Win! pg. 52 - 53
Focus: Recount

All worksheets and

templates are in tdrive in Resources
folders under English.
They are categorised
into weeks.
Soundwaves book
teacher and student
THRASS handbook
Writing time book
Grammar Once a
Week book
Reading Conventions
book
Main Sail books
Teaching Reading
Comprehension
Strategies

Week 10
GENRE
Informal Presentation
Students present their presentations to the class.
SPELLING
Unit 30 pg. 64 - 65
Sound: z zz s se
HANDWRITING
Writing time pg.
GRAMMAR & PUNCTUATION
Theme: Unit 26 Australia pg. 56 57
Sentence/Punctuation: Answering questions in a full sentence
Parts of presentation: Proper nouns
Word Knowledge: Dictionary meanings for spelling words
READING & VIEWING
Focused Reading Strategy
Questioning pg. 65 77 of Teaching Reading Comprehension Strategies book for lesson overview and
activities.
Guided Reading
Use main sail books and your classroom reading levels to establish guided reading groups. Practice
focused reading strategy for this week whilst doing guided reading.
Reading Conventions
Unit 27 My Pop pg. 54 - 55
Focus: Description
SPEAKING & LISTENING
Show & Share - Check roster for weekly topic.

*PAT Testing Online for PAT R Spelling and PAT SPG Grammar, Written Spelling and
Punctuation

All worksheets and

templates are in tdrive in Resources
folders under English.
They are categorised
into weeks.
Soundwaves book
teacher and student
THRASS handbook
Writing time book
Grammar Once a
Week book
Reading Conventions
book
Main Sail books
Teaching Reading
Comprehension
Strategies

Assessment alone will not contribute significantly to improved learning. It is

what teachers and students do with the assessment information that makes a
difference. The goal of feedback is to inspire and guide students to become
better learners. Assessment feedback is most helpful if the specific elements
of the content (knowledge, processes and skills) are identified and specific
suggestions are provided. For more information about providing useful
feedback go to Building Student Success, 2008.
Which strategies will facilitate a shared understanding of the curriculum and
assessment (e.g. social moderation, cross-marking, common assessment)?
When will they occur? How will feedback be presented to students?
INFORMAL TEACHER FEEDBACK
Teachers individually conference with students(or small groups of
students) as they are learning.
Key questions:
- What can I do?
- What cant I do?
- How can I improve?
FORMAL TEACHER FEEDBACK
The use of a criteria sheet will help students to understand what they need to
achieve and how they can improve their grades.
Parent Interviews and Reports
SELF EVAUATION
The use of a simple checklist will help students to evaluate their
understanding and processes.
Students can record their own progress and monitor their own learning selfevaluation
Self-reflection
PEER EVALUATION
Positive peer comment using feedback sheets

At the end of the unit, teachers identify what worked well. This is an opportunity to self-reflect and to improve student learning.
Teachers need to take the time to adequately reflect upon this unit.

What worked well?

What was a challenge for students?

What could be done differently next year?

What else could be included?

What opportunities exist for students reflection?

Early Years Teachers to reflect throughout the unit on:

What changes were made to the original planning due to student interest, prior-learning experiences, curiosity, questioning or stimulus?