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LIBRARY TERM 1 2015

LIBRARY TERM 1

2015

details about ideas or events. They accurately spell words with regular spelling patterns and use capital

letters and full stops. They correctly form all upper- and

taking turns when responding.

They make short

 

presentations of a few connected sentences on familiar

and learned topics

. When writing, students provide

purposes of texts.

They make connections to personal

experience when explaining characters and main

   

events in short texts. They identify the

 

features, images and vocabulary used to describe

 

characters and events.

 

They

short texts for a small range of purposes

.

YEAR 1 ENGLISH ACHIEVEMENT STANDARD

Receptive modes (listening, reading and viewing): By

the end of Year 1, students understand the different

Students read aloud, with developing fluency and intonation, short texts with some unfamiliar vocabulary, simple and compound sentences and supportive images. When reading, they use knowledge of sounds and letters, high frequency words, sentence boundary punctuation and directionality to make meaning. They recall key ideas and recognise literal and implied meaning in texts. They listen to others when taking part in conversations, using appropriate language features. They listen for and reproduce letter patterns and letter clusters.

Students understand how characters in texts are developed and give reasons for personal preferences. They create texts that show understanding of the connection between writing, speech and images.

They interact in pair, group and class discussions,

Productive modes (speaking, writing and creating)

YEAR 2 ENGLISH ACHIEVEMENT STANDARD

Receptive modes (listening, reading and viewing): By

They read texts that contain varied sentence structures, some unfamiliar vocabulary, a significant number of high frequency sight words and images that provide additional information. They monitor meaning and self-correct using context, prior knowledge, punctuation, language and phonic knowledge. They identify literal and implied meaning, main ideas and supporting detail. Students make connections between texts by comparing content. They listen for particular purposes. They listen for and manipulate sound combinations and rhythmic sound patterns.

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.

engage in group and class discussions and make

the end of Year 2,

students understand how similar

 

texts share characteristics by identifying

structures

and

used to describe characters,

 

settings and events

.

Students

texts, drawing on their own

 

experiences, their imagination and information they

have learned

. They use a variety of strategies to

 

lower-case letters.

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.

TEACHING SEQUENCE

WEEK

ACTIVITY

RESOURCES

2

Exploring the context of literature; Hold a sharing session where children share their favourite animal and what they like about it. ACELT1582

Thank you card

Create a wall display of pictures of children’s favourite animals. ACELT1582

Stock the class book corner with books about animals, fiction and non-fiction. ACELT1582

Share with the class a Thank You card that you have received. Talk about what it means to be thankful. Ask children to think about what they do in their families to show that they are thankful. ACELT1582

3

Examining literature: Categorise the different animals in the text according to habitat and environment, for instance whether they mainly live or can be seen on land, in water, or in the air. Create other categories such as size, life cycle or the types of food animals eat. ACELT1593

Retrieval chart Samples of alliteration in the text

Make note of alliteration in the text. Create alliterating sentences about the class’s favourite animals. ACELT1585

4

Responding to literature: Have an alphabet hunt. Try to find flora or fauna in the text for

Retrieval alphabet

 

each letter of the alphabet. Extend the hunt outdoors, to the school playground or a nearby park, to encourage children to look closely at their own environment. Explain how the text encourages us to focus in on small details of nature and to look at them in new ways. ACELA1458

pages

5

Responding to literature: Discuss how we can show our thankfulness for creatures big and small. Visit the Royal Society for Prevention of Cruelty to Animals (RSPCA) or WWF websites to see what others are doing to help look after and protect animals around the world.ACELY1670

Powerpoint Google image search

Create a PowerPoint presentation showing images of a chosen animal from For All Creatures and including sentences about the characteristics that other children in the class may not know about. ACELT1593

6

Creating literature: On a map of the world locate the country of origin of illustrated animals. Research countries not included and create your own list of interesting animals in

Map of the world

other parts of the world. ACELY1670

7

Examining text structure and cohesion(including punctuation): List

Definitions of

the nominalised verbs such as haughtiness, nonchalance, gentleness and tenderness. Define them and ask children to attempt to act them out or mime them. ACELA1452

nominalized verbs

Discuss the way the use of conjunctions (particularly ‘and’) and commas creates a rhythm when read aloud. ACELA1465

8

Examining grammar and vocabulary: Conduct a vocabulary hunt. As a class, define

Dictionaries

 

and discuss words of interest. Choose one or two from each page, such as spiderlings, metamorphosis, chrysalis, dawdlers, nocturnes, mopokes, enigmas and eccentrics. Demonstrate use of a print or online dictionary. ACELA1452

   

‘Spiderling’ and ‘puggle’ are names for young spiders and platypuses. Research to list baby names for all the animals.ACELA1452

 

Examining visual and multimodal features: Look closely at the first three double-

   

9

page spreads, and the life cycles of spider, butterfly and frog. Compare these to scientific diagrams. Draw lifecycles for other creatures, labeling stages. ACELA1453

Given and New refer to left and right layout, with Given or known on the left of the image and New or unfamiliar on the right. Many narrative texts use this layout; leading readers from left to right. Review the layout of each illustration, two of which have animals moving from right to left. Why this choice? What message is intended? How does this choice echo a theme of looking back or reflection? ACELT1587

ADDITIONAL

Additional resources:

Find online dictionaries at

or

Merriam Webster. Discover names of animals’ babies

RESOURCES

at

or zooborns. Reference an online pin board of

animal Haiku. Study

at the Australian

Museum.

 

ASSESSMENT

Students connect the text to personal experiences (Week 1) Students identify text structures and language features (Week 7)

 

Students create texts for a range of purposes, drawing on information they have learned (Week 5 & 6)