Mini beast reports Stage 1 EnglishConcepts: Genre

Students recognise that particular types of texts can be identified through features and structures.

Unit Summary:In this unit of work, students learn about mini beasts and using the information researched and gathered in science to organise information into paragraphs and compose an informative text. Text will be more highly organised, perhaps with headings and subheadings and relevant drawings, diagrams and photographs. They might be presented as posters or charts. Students will still jointly construct the informative texts at this stage as well as writingindependently.

Duration: 10 weeks planning cycle every 5 weeks with a writing assessment at the end of 5 weeks to drive future planning.

Knowledge, understandings, skills, values

Reads texts in different ways to meet a range of reading purposes (cl 8) Understands that pathways for reading literary and factual print and screen

texts can be navigated in different ways

Focus question/s

How do informative and imaginative texts differ? What are the features of an informative text? How can information about mini beasts be organised?

Cross-curriculum prioritiesAboriginal and Torres Strait Islander histories and culturesAsia and Australia’s engagement with AsiaSustainability

General CapabilitiesCritical and creative thinkingEthical understandingInformation and communication technology capabilityIntercultural understandingLiteracyNumeracy

Personal and social capabilityOther learning across the curriculum areasCivics and citizenshipDifference and diversityWork and enterprise4CsCritical Thinking, Collaboration, Communication, Creativity

Objective ACommunicate through speaking, listening, reading writing, viewing and representing

Objective BUse language to shape and make meaning, according to purpose, audience and context

Objective CThink in ways that are imaginative, creative, interpretive and critical

Objective DExpress themselves and their relationships with others and their world

Objective ELearn and reflect on their learning through their study of English

EN1-1A Communicates with a range of people in informal & 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 viewersEN1-3A composes texts using letters of consistent size and slope and uses digital technologiesEN1-4A 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. EN1-5A uses a variety of strategies, including knowledge of sight words and letter-sound correspondences, to spell familiar words

EN1-6B Recognises a range of purposes & audiences for spoken language & recognises organisational patterns & features of predictable spoken texts EN1-7B Identifies how language use in their own writing differs according to their purpose, audience and subject matter. En1-8B recognises that there are different kinds of texts when reading and viewing and shows an awareness of purpose, audience and subject matter.EN1-9B Uses basic grammatical features, punctuation conventions and vocabulary appropriate to the type of text when responding to and composing texts.

EN1-10C Thinks imaginatively and creatively about familiar topics, ideas and texts when responding to and composing texts.

EN1-11D Responds to and composes a range of texts about familiar aspects of the world and their own experiences.

EN1-12E Identifies and discusses aspects of their own and others learning.

Content:S1O2AWR1UA1 create short imaginative, informative and persuasive texts using growing 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 (ACELY1661, ACELY1671) S1O4ARV1DA2 Discuss different texts on a similar topic, identifying similarities and differences between the texts (ACELY1665) S1O4ARV1RRVT7 predict author intent, series of events and possible endings in an imaginative, informative and persuasive text

Content:S1O8BRV2DA2 identify how imaginative, informative and persuasive texts can vary in purpose, structure and topic

Content: Content:S111DETEP2 identify aspects of different types of literary texts that entertain, and give reasons for personal preferences (ACELT1590)

Processes (from Process descriptors and progressions)Understanding Engaging Connecting Engaging Experimenting Reflecting

Through responding and composing students identify and interpret ideas and patterns in texts and make predictions about content and structure.

PersonallyStudents become aware that their choices and preferences for texts and authors are shaped by their own experiences and interests. They share different views, infer meaning, express and justify their own opinions and extend their experiences of text

Students make responses to texts based on personal experiences. In their responding and composing they start to compare the purposes of texts and explore how the relationship of the visual to the written affects meaning.

CriticallyStudents interpret texts and justify opinions.

Students create and recreate texts imaginatively in a range of modes and media using their understanding of textual concepts.

Students become aware that their own experiences and preferences shape their compositions and their responses to text. They articulate some approaches to responding, composing and assessing texts and ways to learn.

S1O4ARV1RRVT7 predict author intent, series of events and possible endings in an imaginative, informative and persuasive text

S111DETEP2 identify aspects of different types of literary texts that entertain, and give reasons for personal preferences (ACELT1590)

S1O4ARV1DA2 discuss different texts on a similar topic, identifying similarities and differences between the texts (ACELY1665)

S1O2AWR1UA1 create short imaginative, informative and persuasive texts using growing 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 (ACELY1661, ACELY1671)

Learning Activities Literacy continuum English Concept Processes Content Eng SylReading goals: Retell 5 features from a text year 1Retells 7 features from a text year 2Identifies features of an informative text.Identifies different ways of organising information

Writing Goals: write 2 or more paragraphs experimenting with subheadings Yr 1A page of writing using subheadings yr 2Construct simple and compound sentences yr 1Constructs simple, compound and complex sentences year 2Correct use of capital letters, full stops and commasUse of adjectives and adverbs to improve sentencesEditing

RT Cluster 6*Understands that pathways for reading literary and factual, print and screen texts can be navigated in different waysRT Cluster 7*Understands how to ‘read’ text features such as illustrations, diagrams, tables, maps and graphs to enhance meaningRT Cluster 8*‘Reads’ texts in different ways to meet a range of reading purposes Concept- Students recognise that particular types of texts can be identified through features and structures. Processes – Students discuss different texts on a similar topic, identifying similarities and differences between the texts Describe differences between imaginative, informative text

Week 1 ElaineGENREReview Storytelling unit – what is the author’s purpose in a storytelling text? What other purposes can authors have? Introduce the idea of PIE (Persuasive Informative Entertaining/Imaginative) The difference between imaginative and INFORMATIVE TEXTS.Have a collection of Information and Imaginative texts have the students sort the texts into 2 separate piles. (This activity is repeated from the Storytelling unit)Why did they sort them this way? What features do the texts have? Introduce the Features and Structures table. Choose one informative text. Explore / revise the purpose and use of the separate features (e.g. contents page, glossary, index) and how these features impact our ‘reading’ of the text. What is the difference between these features? When would you use one feature and not another? (e.g. when would you use an index in preference to a contents page?) Why does an author use subtitles? What information does a table give us? Do we have to read an informative text from beginning to end? Model/guide (depending on the cohort) the completion of the table in relation to one imaginative text and one informative text. (Ideally these texts will be on the same topic).Use a Venn diagram to compare and contrast the information. In small groups students select an informative text. Is this an informative text? How do you know?What features and structures does it have? Complete the table.Who do you think this book was written for? How do you know?Do all informative texts have all of the same features and structures? Teacher choses a book and draws attention to the title and contents page; the teacher models skimming the book, briefly pointing out features such as tables or subheadings. Encourage the students to predict what information the book will tell them. Jointly construct 2-3 sentences about predictions paying close attention to sentence structure.eg. I think that the author intends to give me information about snails because the book has pictures of real snails and there are tables too. I predict that it will tell me where snails live and what they eat. Complete the above task independently with the book cover or contents page of the text as a prompt. Use the above example sentence as a guide. Support students that need it by making a sentence reconstruction for them to cut rearrange and paste. Extend students by providing them with an additional book where they write a short paragraph about the likely contents of the book. (S1O4ARV1RRVT7 - Understanding)[These ideas and activities should be revisited and reinforced throughout the unit during guided reading.]

Grammar

Week 2 Marina

Ignition activity:On the floor have cards with headings and their meanings to play a game of matching/concentration until all paired. (see resources and appendix file) Discuss headings and predict what information would be relevant. Explicit Whole Class Teaching:

LESSON 1:WALT: Information texts have headingsReading Eggs: (login – teacher toolkit – big books – choose level)Reading eggsYear 1: Level 10 Forest Minibeasts Year 2: Level 21 Insects

Read through the Big Book together. Discuss which headings would suit the information given on each page and why.

Draw students attention to paragraphs. New heading – new paragraph. Jointly sort headings and strips of information about the Snail. Use core sheet to model(see resources and appendix file) Model to students the sequential flow of sentences. E.g. First sentence begins with "Butterflies are insects…." Next sentence begins with "They lay their eggs..." In pairs sort using the differentiated stripsWrite out information. (to bum up/down use

LESSON 2: WALT: Sort information sentences in a sequential flow under correct headings.Using the Butterflies templates *(see resources and appendix file) in reading groups students are to sort the information under the correct headings. Pose question to students, "How can we sort the information under each heading so that it flows?" Start with the name and then use the pronoun. Why we use they (it) instead of he/she. Have students write their information as per the scaffold.

LESSON 3:WALT: Write headings to match information stripsUsing the Ladybugs templates *(see resources and appendix file) have students in their reading groups, collaborate and write headings for the sentence strips. Discuss "Why did you choose that heading for that group of sentence strips?" Write out information under correct headings and in sequence.

Copy templates onto cardboard. Use different colours for each level

Week 2 Karen/IsabelleGrammar lesson Adjective and noun groups lists to describe minibeast

*** Refer to adjective supplement doc and adjective powerpoint in resources ***

sequence a summary of events and identify key facts or key arguments in imaginative, informative and persuasive texts

discuss aspects of imaginative texts such as setting and dialogue, making connections with students' own experiences

Writes to express one or two ideas.

Contributes to group or pair activities involving discussion about a familiar topic.

Week 3- CherylWalt: Using descriptive to label images and develop descriptive writing for informational text.

LESSON 1:

Modelling

Expose students to a variety of information text. Using a big book look for as many adjectives in the text. Using postit notes bump it up by asking students for synonyms for adjectives used in the text? What is another word, adjective, Synonym we could use instead of __________?Is that the best adjective? Discuss how adjectives make the text more interesting and how they help paint a picture.

Use the grammar to model a sentence using have/are/can. Spiders have.......they can....... and are......

LESSON 2

Guided

Appearance – label a spiderRead an information text on spiders. There is a big book on spiders

As a whole class activity use a diagram of a spider (or other minibeast you choose) and label the different parts of the spider modelling the use of technical language. Brainstorm adjectives for the different parts of the spider and again using the have, can, are as well as size, shape, colour descriptors to assist students to extend their use of adjectives.

Then in pairs have students label the spider and then form sentences using adjectives on the templates appropriate to their level encouraging them to use other adjectives/synonyms.

ModelStudents come back together and teacher models sentences based on the responses from students. Highlight the use of technical language eg thorax, abdomen etc and adjectives to describe the different parts.

LESSON 3

Releasing – using a different minibeast (everyone is using the same minibeast)

Read an information text on the chosen minibeast. Discuss how you would label your chosen minibeast and what features you would label. Brainstorm adjectives and noun groups (have, can, are and size, shape, colour descriptors) you could use to describe the minibeast. Have students orally supply you with sentences. Prompt the use of paragraphs from the examples given by students and why and when to put the information into a new paragraph.

Release students to write their own description of the minibeast chosen, provide them with image of the minibeast on the interactive whiteboard or individual images. (This activity could be used during reading groups)

GrammarTime connectivesIdentify within a text.Brainstorm as many as possible.Insert them in the text.Make a chart.

See templates in resources

Images of spiders, Images of minibeasts all in resources.

Reading and Comprehension

S1O4ARV1RRVT7 predict author intent, series of events and possible endings in an imaginative, informative and persuasive text S1O8BRV2DA2 identify how imaginative, informative and persuasive texts can vary in purpose, structure and topic Reading Cluster 6 •Understands that pathways for reading literary and factual, print and screen texts can be navigated in different ways. Comprehension Cluster 4 •Constructs meaning from texts by making connections between print, illustrations and diagrams. •Builds understandings of a topic by identifying key facts in texts. Comprehension Cluster 5 •Interprets information in factual texts, e.g. using contents page and screen icons to locate specific information. Comprehension Cluster 6 •Shows awareness that information about

Week 4 Sally Skimming and Scanning Key words Sorting key words into scaffold Using scaffold to write information text

WALT: Using skimming and scanning to predict words in an information text Lesson 1Word Prediction(pg. 172 Revisit, Reflect, Retell) 1. Whole class (Explicit teach- Modelled)Model how to preview an information text by skimming and scanning pictures, headings and other graphics. If using non-interactive book- cover text on some pages to make tricker. Then think aloud “What words should I expect to see in this book?”. Come up with a list of words; write them down the side of the board. Then, read the section of text. Every time one the predicted words appear, place a tally next to it. Finally, think aloud:- about any words that didn’t appear, considering why the might not have been selected for this passage- words you wished you selected as they appeared often and were central to meaning. ResourcesYou will need to choose appropriate texts for the level of your students. Links to online big books and web information texts are on Notebook File. I’ll also find some books from library and photocopy/laminate some other useful resources. Year 2 (& extentsion)- suggest using complicated texts where students are challenged to find the key points. 2 x Enlarged text for Modelled and guided Large Whiteboard Individual Whiteboards 3 Levels of Text for paired practice Sheet with table for words and tally

Grammar lesson –Adjectives and adverbs

one topic can be sought from a number of sources, e.g. graphs, posters, reference texts, websites. Comprehension Cluster 7 •Analyses and evaluates how visual images support print to create meaning in texts. •Interprets and responds to texts by skimming and scanning to confirm predictions and answer questions posed by self and others while reading. Comprehension Cluster 8 •Justifies predictions about sections of a text. •Builds understanding of a text by using knowledge of text organisation and features, e.g. referring to headings and sub-headings to locate information. •Draws conclusions by using clues in a text. •Articulates the main idea and provides a synthesised retell that captures key events in texts. Comprehension Cluster 9 •Identifies and interprets main ideas and important information in a text to provide an accurate retell of a text.

2. Guided (In Pairs)Explain that we are going to do the activity again except in pairs, students will be coming up with list of words on their whiteboards. Use enlarged text to flick through as class allowing them to skim and scan pictures, headings and other graphics. In pairs, students then write words on whiteboard (or on sheet) that they predict will appear (give time limit approx. 3-5 min). Read through text as class and allow partners to tally next to their words. If on whiteboard- don’t allow to rub off- need these words for next activity.

WALT: Use key words to sequence and write information texts

3. Whole class: Joint constructionBring class back together and look at initial list of words. Discuss are these all the words we need if we were going to write our own information report about ___________? What other words would we need?Discuss- Sight words- Headings that we use in information report (such as Habitat ect.)

Sort key words into information text scaffold as class. Do this on Notebook file or hovercam >> Discuss if need more words. Add more words if needed. Where can get more information from if needed? Jointly construct information report from scaffold.

4. Guided (Pairs)Put same enlarged text as from previous pair activity. Students work in pairs to sort their words (on their whiteboards) into the information text scaffold. As pairs are doing this, hover around room to ensure putting information under correct headings. Together they work to turn those words into sentences for information text. Combine groups to share.

WRITING S1O2AWR1UA1 create short imaginative, informative and persuasive texts using growing knowledge of text structures and language features… (ACELY1661, ACELY1671) Writing Cluster 5 •Selects vocabulary and phrases modelled by the teacher during whole class planning to construct own text. •Engages in the joint production of texts using a variety of mediums, e.g. podcasts, digital stories. •Draws on personal experiences and topic knowledge to create texts of about 4-5 sentences for a range of purposes. Writing Cluster 6 •Creates longer texts supported by visual information, e.g. diagrams, maps, graphs on familiar topics for known audiences. •Begins to use text features such as headings and paragraphs to organise information. Writing Cluster 8 •Creates longer texts (at least one page) that achieve the intended purpose and are appropriate for less familiar audiences.

Lesson 2 (flows on but allows for more independence)

WALT: Using skimming and scanning to predict words in an information textWALT: Use key words to sequence and write information textsDo same word predictions activity as whole class but with new information text

Bump it up- have some students with individual whiteboards doing their own predictions

Independent PracticeProvide students with 3 different levels information text. Students write their predicted words on the sheet. They then read their text and tally next to the word each time it appears.Bump it down- simple text (or same text as yesterday, have key words highlighted or bold for low group)

Bump it up (extension sheet)- students must then write another word and write why they wish they had picked that word- why did that word come up a lot in the text.

Bring class back together and discuss if getting better at making predictions.

Discussion on how to sort these words into the scaffold. Allow students time to sort their words into scaffold. Bump it down- lowest group has cards with obvious key words on them to stick onto scaffold. Allow students time to use key words to write sentences for information report.

Lesson 3V.I.P. (“very important points”)Pg.44 Revisit, Reflect, Retell

WALT: Using skimming and scanning to predict words in an information text

Whole class (Modelled)Return back to the original information text from first word prediction activity. Explain that you are now looking for VIP (discuss what a VIP is… in class today VIP is very important points). Using post it notes, model to students writing out only 5 VIP from the text. Unlike the word predictions activity, VIP’s aren’t just words but can be a few words or a phrase.

It is important that they use small strips of sticky notes so that they can’t write all the information on the post it.

Individual (or pairs)Provide students with information text appropriate to them. As demonstrated, student must look for VIP’s and write them on post it notes.This activity is easily differentiated:lower groups 3 VIPcore 5 VIPtop group 7 VIP

WALT: Use key words to sequence and write information textsOnce students have chosen their VIP, they must buddy up and explain why they chose those VIPS. Students then paste their post it notes (with VIP’s) into their writing book. Using their VIPS, they write (sentences or paragraphs) of information report. Week 5 Tiona WALT-understand the comprehension strategy of visualisation SpidersLesson 1 (Complete grammar lesson first)-Today we are going to learn how to create a picture in our minds when we read nonfiction books. We are going to use key vocabulary to create an appropriate image.-Explain the Super 6 comprehension strategy of Visualisation-Look at Powerpoint on visualisation (see resources and appendix file)-Continue to explain that our background knowledge and key words help us to create an appropriate image.-Read the cover of the book (Informative text on Spiders) and model how you get an image. Talk about the images you get (spiders and webs) Explain these are the two key words.-Students then draw a detailed picture of a spider based on their visualisation. Share, discuss and explain drawings.Lesson 2 WALT-to use adjective to improve the description of the minibeast.In pairs have students label a spider using vocab gathered from science unit (body parts, invertebrates, abdomen, etc). Share ideas. Bump it up- Explain how a stronger visual image can be created if adjectives are added to the labels. A more appropriate visual image will be obtained if appropriate adjectives or noun groups are used.Then have students add adjectives to these labels to create noun groups.Model placing these noun groups into a describing sentence. Extend by adding an additional phrase (complex sentence) for...

For Example: Spiders have short, sharp fangs for capturing their prey. (additional phrase making a complex sentence).

Grammar- Compound and complex sentences. (ideally this lesson should be completed prior to the adjacent lesson)Use the informative text on grasshoppers. Identify simple, compound and complex sentences.

Model changing a simple or compound sentence into a complex sentence by adding the additional phrase. Chose another simple sentence for students to change.

As an additional lesson, take a labelled invertebrate ad adjectives and write into compound and complex sentences.

Lesson 3 WALT- how to take notesRead Informative text on spiders- discuss the text in terms of appearance, habitat, diet, life cycle and interesting facts.Provide the Writing Plan (see resources and appendix) Reread the text, pausing and allowing students in pairs to draw or write into the plan to gather ideas under each subheading. Share ideas allowing students time to add to the plan.

Lesson 4 WALT- Collaborate with a partner to write an informative text. With their partner have the students collaborate and write an informative text about spiders, using the writing Plan developed and the labelled picture.Week 6 Tiona WRITING SAMPLE

Lesson 1 WALT- independently write an informative text.

-Provide students with a number of texts and pictures of already investigated invertebrates.-In groups of 2 or 3 students are to decide on an invertebrate to write about. -together the students are to collaborate to fill in their own writing plan about the groups chosen minibeast.

Lesson 2 Provide students with the student marking rubric (see resources and appendix file)Demonstrate how to use this rubric to edit their work.Using the plan that was developed collaboratively, students are to INDEPENDENTLY write their own Informative text using the Writing Sample sheet (See resources and appendix file)

Lesson 3Completing informative text and then allow time for students to publish on the computer.

Writing Sample

1. Choose from the 15 concepts

2. Choose a text/s and develop focus

questions

spoken texts/print texts/visual texts/media, multimedia and digital

texts

3. List objectives

Objectives A and B should be included

together

Objectives C,D and E might not appear always

and are not reliant on each other

4. Write down all outcomes for each

objectiveHighlight the General

capabilities/Cross curricular

priorities/Other LAs as per the icons in the

syllabus

5. Include the content which relates to the

concept

6. List the 6 processes and write down a

description for each and the related

content

7. Brainstorm learning activities which fit under each process and fits the content descriptions. These will be fleshed out to become the

learning activities

8. Transfer your planning to an

appropriate template

This diagram is intended to support

teachers in the writing and development of an

English unit. It is the process you

will undergo as a teacher that will

develop your knowledge of the syllabus and the

support documents.

At this point you will be thinking about and highlighting

activities which fit into assessment

opportunities. You will also be

gathering tiered questions.

Concepts Toolbox Textual Concepts descriptions Stage relevance grid

How to write focus questions doc.

Syllabus p16-17

Syllabus p16-17 Textual Processes Descriptions Related Syllabus Content

Processes Toolbox Process descriptors & progressions Related Syllabus content