Curriculum Planner for Reading – Grade 1 (Black) Grade 2 (Blue)

 Understand that the purposes texts serve shape their structure in predictable ways (VCELA176)

 Understand concepts about print and screen, including how different types of texts are organised using page numbering, tables of content, headings and titles, navigation buttons, bars and links (VCELA177)

 Understand that different types of texts have identifiable text structures and language features that help the text serve its purpose (VCELA212)

 Know some features of text organisation including page and screen layouts, alphabetical order, and different types of diagrams (VCELA213)
 Identify the parts of a simple sentence that represent ‘What’s happening?’, ‘Who or what is involved?’ and the surrounding circumstances (VCELA178)

 Explore differences in words that represent people, places and things (nouns, including pronouns), happenings and states (verbs), qualities (adjectives) and details such as when, where and how (adverbs)
(VCELA179)
 Compare different kinds of images in narrative and informative texts and discuss how they contribute to meaning (VCELA180)

 Understand that simple connections can be made between ideas by using a compound sentence with two or more clauses usually linked by a coordinating conjunction (VCELA214)

 Identify visual representations of characters’ actions, reactions, speech and thought processes in narratives, and consider how these images add to or contradict or multiply the meaning of accompanying words
(VCELA215)
 Understand that nouns represent people, places, things and ideas and include common, proper, concrete or abstract, and that noun groups/phrases can be expanded using articles and adjectives (VCELA216)


 Recognise short vowels, common long vowels and consonant digraphs, and consonant blends (VCELA181)

 Understand how to spell one and two syllable words with common letter patterns (VCELA182)
 Understand that a letter can represent more than one sound, and that a syllable must contain a vowel sound (VCELA183)

 Learn some generalisations for adding suffixes to words (VCELA217)

 Recognise most letter–sound matches including silent letters, trigraphs, vowel digraphs and common long vowels, and understand that a sound can be represented by various letter combinations (VCELA218)
 Respond to texts drawn from a range of cultures and experiences (VCELY185)
 Discuss the characters and settings of different texts and explore how language is used to present these features in different ways (VCELT219)
 Use comprehension strategies to build literal and inferred meaning about key events, ideas and information in texts that they listen to, view and read by drawing on growing knowledge of context, text structures
and language features (VCELY186)

 Read texts with familiar features and structures using developing phrasing, fluency, phonic, semantic, contextual, and grammatical knowledge and emerging text processing strategies, including prediction,
monitoring meaning and rereading (VCELY187)
 Describe some differences between imaginative, informative and persuasive texts, and identify the audience of imaginative, informative and persuasive texts (VCELY188)

 Read familiar and some unfamiliar texts with phrasing and fluency by combining phonic, semantic, contextual and grammatical knowledge using text processing strategies, including monitoring meaning,
predicting, rereading and self-correcting (VCELY221)
 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
(VCELY222)
 Analyse how different texts use nouns to represent people, places, things and ideas in particular ways (VCELY223)

Lesson Focus Tuning in (warm up)
1 Questioning Model reading through a book
(that is not a part of the main
lesson) Stop to share the
questions that I want to the
students to think about. – don’t
answer them. Hold onto your
thoughts
Let the students think, pair and
share on what questions, I may
have missed.
2 Predicting Select a student to leave the
room.
Sit down on my read aloud chair
and have a white board marker in
my hand. Let the student come
back in. Ask the student to come
back in. What do you predict is
going to happen? What evidence
do you have to make this
prediction?
3 Determining Ask students to think about how
importance of a the experience of reading fiction
non-fiction text and nonfiction texts is different.
Have them discuss with a partner
before having a class discussion.
Share that fiction reading is often
a simple process because readers
are able to begin reading and the
story unfolds. With nonfiction, a
reader should look at all the extra
things on the page that add
information. Text features are
things that give more information
about a topic like, illustrations,
Session Differentiation
Students read in small groups the same book. - Support group with integration aid, giving prompts
Using sticky notes to make questions about the book. Coming together as a group, have a gallery walk for their questioning
to look at each other’s questions. 5-7mins - Have lined paper for the students who need
Discuss the different questions that the students wrote down. Why are there different questions, structure when writing.
when it is the same book? 2mns - Extension group with myself letting them discuss
Students read from their personalized tub. – picking one book that they would like to question, and questions, inside questions.
writing these questions into their readers journal. – 10-15mins
Coming together at the end to reflect upon their book, and their questions. Asking the question;
Project the examples on the worksheet titled “Learning to Make Predictions.” - During the independent reading exercise,
Model reading the first example to the class, thinking aloud about your prediction and evidence. gather struggling readers in a separate
- Go over the next example as a class, making sure to emphasize that student’s note the group and do the activity together with a
evidence that they used to make their prediction. shared text at an accessible reading level.
Read each of the remaining examples as a class and then have students discuss their predictions and
evidence in pairs or small groups. - Have students who require extension
Have groups or pairs report their thinking to the large group. Discuss as needed. practice writing passages for their peers to
- Distribute the worksheet titled “Matching Predictions.” Go over the instructions and the read and make predictions.
example, then have students complete the exercises in pairs.
When they are finished, have students review their work together (in groups) or as a whole class.
Encourage students to share why they selected their predictions. Discuss any questions.
Students will then complete the same idea into their readers journal independently- Support Kayla,
Jesika, and Ripley
Explain to students that nonfiction texts are also called informational, which means they give - Support students can be paired with more
information to the reader. An author can provide a lot of information, but it is up to the reader to advanced students in grouped times
determine, or decide, which information is the most important for learning. Important information
has the greatest meaning or value. It requires the most attention. We can’t possibly remember
everything in an informational text, but we can remember the most important information.
Model scanning and skimming through a nonfiction piece of text. What am I looking for? What are the - Students who require support in independent
important pieces of information I am looking for? How do you know? times will require teacher or integration aid
support.
 Put students into small groups and read aloud the second section of the worksheet
Nonfiction Text Features: Wild, Wild Weather.
 Instruct groups to underline new learning in the text. Have them discuss whether the
underlined text is important or interesting.
 captions, headings, bold words,
maps, charts, and timelines.
These features clue the reader
into the important information
that the author wants us to learn.
4 Visualising Call students together as a group
and ask them to think about their
last birthday or a birthday party
they have attended.
After giving students a moment
to think about this, ask them to
close their eyes. While their eyes
are closed, tell them to think
about what they saw at their
birthday. Ask students to think
about what they felt, smelled,
heard, and tasted at their
birthday party.
Have students open their eyes
and share with the group or a
partner some of the things they
saw, smelled, heard, felt, and
tasted in their minds.
5 Making Connections
Provide the students with a copy
of the Icebreaker Game – Human
Bingo. Explain that they are going
to play a game where the
purpose is to connect with as
many classmates as possible by
finding something in common
with them.
6 Synthesising Write the topic of the article you
are using on the board or on
chart paper (for example, polar
bears) Ask students to share
what they already know about
 Distribute a copy of the Reading Strategies: Determining Importance worksheet. Ask the
groups to complete two rows of the graphic organizer with information from the text.
 Engage the class in a discussion about which information they determine is important,
rather than interesting.
Students will then complete the same activity into their reader’s journal independently. Support –
Kayla, Jesika and Ripley
Explain that today, they will practice visualizing as they read.
Explain that this is something they already know how to do since they just did it. Today, they will learn - Support group with integration aid, giving
to apply this skill to reading. Good readers use the strategy of visualization to help them make prompts for their questioning
pictures in their minds and think about what they read. - Have lined paper for the students who need
structure when writing.
Play a clip with no image. Get the students to close their eyes and listen to the clip/music that is - Extension group with myself letting them
playing. What can you hear? (keep your answers in your mind) Where is this happening? How do you discuss why they are picturing that. What evidence is in
know this? the text that makes you think that picture?
Drawing a picture of what we just heard, make sure that you include all that you have visualised.
Show some of the pictures to get other students minds thinking.
Students will then complete this activity into their reader’s journals independently (support students
will need a lot of prompting with this activity).
What did we just do? How did you make a connection? - Support students may need pictures of the
How could we do this when we read? text to connect with the text.
Model through a book – read the entire book without stopping. At the end, give the students 1
minute of think time to make a connection to the book, whether it be to another text, text to self, or
text to world. Think pair and share.
How did we get similar/ different answers?
Record results on a piece of poster paper – to display in the room for future reference
Students then read through a book at their level, and record their connection into their reader’s
journal.
After reading the text, tell students that they are going to learn a special strategy that they can use to - Support students may need to do this as a
help them understand something they read. The strategy is called 3-2-1. group with integration aid on a simplified
version of the text.
The first step is to write "3 things we discovered." Write this heading on the board and ask students to
go back through the text in groups of ability and underline or highlight three things they discovered.
this topic. Record what they
share under the heading (for
example, they are white, they live
in cold climates).
Read through an informative
piece of writing on polar bears.
Then have each group share the three things they learned. Choose three things to write on the board
(for example, polar bears live in the Arctic, polar bears mostly eat seals, and polar bears give birth to
one to three cubs).
The second step is to write "two interesting things." Use the same approach as in the first step. (For
the polar bear article, you might write, 25,000 to 40,000 polar bears live in the Arctic and polar bears
can sneak up on their prey.)
Last, have students think of one question they still have about the topic. Have students share some of
their questions. Write "1 question we still have" on the board along with one sample question (for
example, How long do polar bears live?).
What have we discovered about polar bears? Did we sythesise this piece of text? Could we do this to
a fiction or non-fiction text?
Students then go to their readers notebook and do this activity independently