Documentos de Académico
Documentos de Profesional
Documentos de Cultura
Unit duration: 8
ENe-1A Speaking and Listening Respond to and compose texts- Retell familiar stories, including in
home language
ENe-9B-Grammar, Punctuation & Vocabulary *Understand and apply knowledge of language forms and
features. Demonstrate an awareness of nouns.
ENe-4A Reading and Viewing 1. Develop and apply graphological, phonological, syntactic and semantic
knowledge. Recognise high-frequency words.
ENe- 2A Writing and Representing 1. Composes simple texts to convey meaning.
ENe-10C Think Imaginatively and Creatively. Discusss creative language features in imaginative texts
that can enhance enjoyment eg illustrations repetition.
ENe-4A Reading and Viewing 1. Demonstrates developing skills and strategies to read view and
comprehend short predictable texts.
ENe-11D Expressing Themselves-Engage with a variety of simple text and begin to understand that
readers draw on their own knowledge and enhance enjoyment.
ENe-8B Reading and Viewing 2. Use language to shape and make meaning according to purpose,
audience and context.
ENe-6B
Lesson Sequence
Week
Wk:1
Outcomes
TEXT 1
ENe-10C
Use
imagination
to represent
aspects of an
experience
using written
text,
drawings and
other visual
media.
ENe-4A
Demonstrate
s developing
skills and
strategies to
read view
and
comprehend
short
predictable
texts.
Resources
*Text:
Piglet and Mama
by Margaret Wild and Stephen Michael
King
Assessment
Students are able
to imaginatively
respond with
creative language
to the text.
IWB
Computers
Lesson 1 Pre teach vocab/phonics, stretch words eg. daff-o-dils
(3 syllables) and identify initial sounds eg mama,
snort.
Story walk: Teacher walks through the story
discussing the pictures.
With thinking partners, students express their prior
knowledge.
Modelled reading of story.
Teacher models: So, Far, Next (Predicting).
Teacher scribes beginning, middle and end from So,
FarNext responses.
Lesson 2 Review vocab/phonics stretch words and identify
initial sounds.
Concepts about print strategies eg, hold book upside
down, read from bottom of the bookDoes that
Writing books
Using writing
criteria checklist.
ENe-2A
Writing and
Representing
1. Composes
simple texts
to convey
meaning.
Wk:2
sound right?
Modelled reading of story: Teacher stops occasionally
to model concepts about print eg. Capitals, left to
right, orientation.
Scan first page from book and print to A3 and
selected students highlight concepts about print learnt
during reading.
Students indicate initial sounds of words from the
text.
Wk:3
TEXT 2
ENe-11D
Engage with
a variety of
simple text
and begin to
understand
that readers
draw on their
own
knowledge
and enhance
enjoyment.
Margaret Wild
Omnibus Books, 2008 - Children's stories - 32 pages
21 Reviews
For a little puffin, life outside the warm, safe burrow can be
very scary. There are gulls ready to swoop, but there are
also new friends to find. Puffling must make his way in this
big, exciting world-but not until he is strong enough and tall
enough
Lesson 1 Orientation of the text. With partners, discuss the
illustrations and the three main characters- Puffling,
Big Stripy Beak and Long Black Feather. Predict what
the story might be about. During this lesson discuss
key words- nearly, not quite, almost. Discuss key
questions:
Am I strong enough?
Am I tall enough?
Am I brave enough?
Read text. Thinking partners discuss why baby
Puffling needs to be protected by his parents and the
Text:
Puffling by Margaret Wild
YouTube:
Night of the Pufflings- Video Clip (and
other information texts eg National
Geographic)
Wk:4
ENe-8B
Reading and
Viewing 2.
Use
language to
shape and
make
meaning
according to
purpose,
audience and
context.
ENe-9BGrammar,
Punctuation
& Vocabulary
*Understand
and apply
knowledge of
language
forms and
features.
Demonstrate
an
awareness of
nouns.
Wk:5
by Nick Bland
ENe-1A
Speaking
and Listening
Respond to
and compose
texts- Retell
familiar
stories,
including in
home
language
By: Nicholas Bland
Refer to attached
Cards as a prompt for matching
rhyming words both orally and visually.
ENe-10C
Think
Imaginatively
and
Creatively.
http://www.youtube.com/watch?
v=tGMY90P9-7Y&feature=youtu.be:
Dress up clothes.
ASSESSMENT
FOR: comments
and notations
ASSESSMENT
AS: Reflection on
matching attempts
ASSESSMENT
OF: Student
achievement
against set goals
ASSESSMENT
FOR: Anecdotal
notes and
comments, task
marking
ASSESSMENT
AS: Reflection on
task completion
ASSESSMENT
Discusss
creative
language
features in
imaginative
texts that can
enhance
enjoyment eg
illustrations
repetition.
Wk:7
OF: Student
achievement
against set goals
ENe-10C
Think
Imaginatively
and
Creatively.
Discusss
creative
language
features in
imaginative
Wk:8
MARKING GUIDELINES
Outcome
Criteria
EN2-4A:
identify and explain
language features of texts
from earlier times and
compare with the
vocabulary, images, layout
and content of
contemporary texts.
EN2-4A:
Use graphological,
phonological, syntactic and
semantic strategies to
respond to texts, e.g.
knowledge of homophones,
contractions, syllables,
word families and common
prefixes.
EN2-2A:
Create texts that adapt
language features and
patterns encountered in
literary texts for example
characterisation, rhyme,
rhythm, mood, music,
sound effects and dialogue.
EN2-12E:
Develop criteria for
establishing personal
preferences for literature.
Level
Outstandin
g
High
Sound
Basic
Outstandin
g
High
Sound
Basic
Literary text created that builds upon the selected text and
successfully applies features of selected text to achieve their
own purpose and enhance the purpose of the given text
Literary text created that successfully applies features of
selected text to achieve their own purpose
Literary text created that experiments with the application of
features of a selected text to achieve their own purpose
Literary text created that mimics the features of the selected text
Outstandin
g
Outstandin
g
High
High
Sound
Basic
Sound
Teachers additional
comments
Basic
PROGRAM PLAN
Summary of core components
Map the core knowledge and skills we need to teach the students in order for them to successfully engage in the planned assessment.
In doing so, have we identified the syllabus content (NOT INDICATORS) we will be teaching in order to meet the assessment outcomes?
Component 1
Component 2
Component 3
Introduce book
Comparative Literature
Component 4
Component 5
Component 6
Identify Complexity