pialbastateschool.files.wordpress.com · web viewin this unit, students explore a variety of...

PIALBA STATE SCHOOL: ENGLISH YEAR 2 SEMESTER 2 UNITS 4, 5 & 6 UNIT PLAN

Deep Learning Inquiry Cycle Question

In this unit students will learn.. Student will:

Unit Four: Exploring procedural text

In this unit students listen to, read and view a range of literary imaginative texts that contain certain structural elements and language features that reflect an informative text. Students create, rehearse and present a procedure in front of their peers.

Unit Five: Exploring informative texts

In this unit, students read, view and listen to a range of texts to comprehend and compare the text structures and language features of imaginative and informative texts. Students create an informative text with a supporting image.

Unit Six: Exploring plot and characterisation in stories

In this unit, students explore a variety of stories in picture books and from other cultures to explore how stories use plot and characterisation to entertain and engage an audience. Students create a written imaginative event to be added to a familiar narrative, with appropriate images that match the text.

Pedagogical Practices Levering Digitally Learning Environments Learning PartnershipsPedagogical Practices are used to design, monitor and assess learning.

Leveraging digital accelerates access to knowledge beyond the classroom and cultivates student driven deep learning.

Learning Environments foster 24/7 interaction in trusting environments where students take responsibility for their learning.

Learning Partnerships are cultivated between and among students, teachers, families and the wider environment

Continual Feedback loop / monitoring

Deep Learning opportunities through open-ended questioning and tiered tasks using Collaboration: Elbow partners, small groups, whole class, Innovation Space, Computer lab.

Check in / Check out (thumbs up) strategies

How can we incorporate digital literacy skills students are learning in other KLA’s to enhance our English planning?

Have you provided purposeful spaces for guided/modelled and shared reading?Are we using anchor charts and artefacts around the room and referring to them?Is there space for students to be collaborating?

What have we got coming up that we can frame our English work around?

Deep Learning Competency Focus: (Focus from 2019 beyond other than Year 4 NPDL Planning 2018)Collaboration Creativity Critical Thinking Citizenship Character Communication

1 of 76DiT_YP-02Band_U1_AT_COW

Assessment (D – Diagnostic, M- Monitoring, S – Summative)Week D-F-S Assessment Title

T3 Wk5 S Multimodal Procedure Presentation

T3 Wk6 M Reading Comprehension

T3 Wk 8 S Written Informative Text

T4 Wk 3 S Multimodal Poster Presentation

T4 Wk 4 S Reading Comprehension

T4 Wk5 D Pat-R Testing

T4 Wk 9 D PM/Probe Testing

Planning is sequenced across the Term or Semester. Timings of Units are based on data and school timetabled events

KLA: ENGLISH Year Level Team: Semester 2(Units 4, 5 & 6)

WALT/WILF/TIB(The What)

Active Learning Engagement(The How)

Check for Understandin

gInternal

monitoring data Formative (Feedback)

DifferentiationContent: What

Process: Pedagogy – HowProduct: Check for Understanding

Resources

Before Unit 4 commences: As a Year Level Team analysis of data based on end of Prep Early Start Data combined with A-E results / Internal Monitoring from Class Dashbaord) Teachers identify student’s results and place this on a class “Differentiation Surfboard” – Identify Higher Level students. Teachers set priorities as a team for reading.

Unit Four – Procedural TextWALT: Identify the structure of a Procedure

WILF: Clearly identified the different parts of a procedure

Tib: Procedures have a set structure, which are clearly defined.

Each lesson KWL and Vocab developmentSpend a short time at the start of each lesson revising concepts and enhancing understanding and fluency.Exploring Procedural Texts

Begin to read George’s Marvellous Medicine/Fantastic Mr Fox to whole class.

Read Wombat Stew to whole class as focused text for the week/day.

Students independently complete a pre written test and write a procedure without any support to identify what students know about procedures.

Using data gathered from pre assessment identify aspects that need to be retaught – focused data gathering session with Master Teacher support, if required

As a whole class, explicitly teach structure words – Ingredients, Equipment, Method, Title, Materials etc.

As a whole class begin to make a visual picture wall of Wombat Stew. Ensure that daily recall of Focus book.

Begin to teach/revise how to use PowerPoint.

Formative (Feedback)Check students understanding

Observe students

Pre written assessment for internal monitoring data

Cross-Curricular links Science Unit 3 and Digital Technology PowerPoint presentation

L2B

Allow 'wait time' for the student to process information

Plan for visual supports to instruction.

Break tasks into smaller, achievable steps.

Use small group instruction and cooperative

patterns that are the same

U2B

Expose to more technical or specific narrative vocabulary.

Can identify nouns and verbs in poems visualise and explain what the authors key message is using examples from the poem

Share opinions and feelings about the poem with peers and cite a reason why. (e.g. I really like this poem because the author uses adjectives to paint a picture in my head)

English Digital Resource Libraryhttps://learningplace.eq.edu.au/cx/resources/file/4ca676d1-7cda-d63c-5f7a-ab29a30c0c90/4/index.htmlTexts:George's Marvellous Medicine – Roald DahlFantastic Mr Fox - Roald DahlThe Lighthouse Keepers Lunch - Ronda ArmitageThe Little Red HenSticky Jam - Meredith HooperWombat Stew - Marcia K. VaughnHow the Birds got their Colours - Mary AlbertCollecting Colour - Kylie Dunstan Movie: How to train a dragon


https://learningplace.eq.edu.au/cx/resources/file/4ca676d1-7cda-d63c-5f7a-ab29a30c0c90/4/index.html



Movie: TrollsPlanning is sequenced across the Term or Semester. Timings of Units are based on data and school timetabled events

KLA: ENGLISH Year Level Team: Semester 2WALT/WILF/TIB

(The What)Active Learning Engagement

(The How)Check for

Understanding

Internal monitoring data

Formative (Feedback)


Process: Pedagogy – HowProduct: Check for

Understanding

Resources

WALT: Write sentences containing lists and use commas to separate items.

WILF: Correct use of commas to separate items.

Tib:You can write a list as part of a sentence

Each lesson KWL and Vocab developmentSpend a short time at the start of each lesson revising concepts and enhancing understanding and fluency.

Revision of Sentence Construction: Continue to read George’s Marvellous Medicine/Fantastic

Mr Fox to whole class. As a whole class, write a sentence on the board without

punctuation. Discuss what a comma is and where they would be placed in sentences.

As a ‘we do’ activity, students help teacher place commas into the sentence.

Practise sentences using the ‘talk to the hand’ strategy to help correctly articulate sentences.

Using the ‘you do’ strategy, students write/copy sentences and correctly place commas.

Continue to build information to visual picture/word wall Continue to teach/revise how to use PowerPoint.

Formative FeedbackCheck students understanding through:

Collect student work samples

Monitor and provide feedback on student sentence writing

L2BAllow 'wait time' for the student to process information

Break tasks into smaller steps

Small groups to write sentences

U2BUse audio poetry for students to listen to multiple times

Respond to poetry using a peer buddy, or recording ideas on a digital device

Students independently write sentences

English Digital Resource Libraryhttps://learningplace.eq.edu.au/cx/resources/file/4ca676d1-7cda-d63c-5f7a-ab29a30c0c90/4/index.html

George's Marvellous Medicine – Roald Dahl

Fantastic Mr Fox - Roald Dahl

Wombat Stew - Marcia K. Vaughn

* Cross Curricular activity to be completed in either Science or English: Use photos taken in science to write a procedure to plant flowers, make a grass head








(The How)Check for

UnderstandingInternal monitoring

data Formative (Feedback)



Resources

WALT: Identify and use topic specific vocabulary.

WILF: Use of bossy verbs at the beginning of a command.

Tib: Verbs are given at the beginning of a command and commands are used in procedures.


Language specific to procedural texts:

Continue to read George’s Marvellous Medicine/Fantastic Mr Fox to whole class.

Read Sticky Jam as focus text Make an anchor chart with topic

specific vocabulary Make visual picture wall depicting

information from Sticky Jam As a whole class, discuss language

features of procedures – focus on verbs - ‘bossy’ verbs in particular –

Focus on where the ‘bossy’ verbs go in a sentence

Create anchor charts for ‘bossy’ verbs Practice changing sentences into

commands Eg change ‘the sugar cane in planted in

the ground’ to ‘Plant the sugar cane in the ground”

Use ‘Talk to the hand’ strategy to use bossy commands in sentences

Ensure subject-verb agreement Independently students write a procedure for planting Sugar Cane using bossy commands

Continue to teach/revise how to use PowerPoint.

Formative FeedbackCheck students understanding through


Use audio for students to listen to stimulus multiple times

Respond to text using a peer buddy, or recording ideas on a digital device

Pair with U2B student for talk to the hand

Work with teacher in small groups to write procedure.

U2BCan identify nouns and verbs in texts visualise and explain what the authors key message is using examples from text

Work with L2B students as peer tutor

Independently, write procedures they are interested in



Fantastic Mr Fox - Roald DahlSticky Jam - Meredith Hooper







(The How)Check for





Resources

WALT: Build noun groups to describe characters

WILF: The use of adjectives to build information around nouns.

Tib: Noun groups make sentences and stories more interesting and engaging.


Revision of nouns and noun groups: Continue to read George’s Marvellous

Medicine/Fantastic Mr Fox to whole class.

Reread Sticky Jam - Meredith Hooper Revise visual wall As a whole class revise noun groups

(taught in Unit 1,2 and 3) Revise adjectives and nouns Give students a sample of yesterday’s

procedure, have them highlight the nouns, focus on how to improve the sentence to make it more specific to the topic eg, change ‘dirt’ to ‘rich, moist dirt’

In pairs, students change nouns to noun groups including topic specific vocabulary from anchor chart made in previous lesson.




Monitor and provide feedback on use of noun groups to describe characters










Texts:



Sticky Jam - Meredith Hooper







(The How)Check for





Resources

WALT: Sequence procedures, events and activities and Write commands using appropriate text specific vocabulary.

WILF: Clearly defined text structure whom identifies the purpose of the procedure. Correct punctuation, bossy verbs and noun groups.

Tib: We need to use these things to write an interesting and engaging procedure.


How to sequence of procedural text:

Continue to read George’s Marvellous Medicine/Fantastic Mr Fox to whole class.

As a whole class, revise the structure of a procedure.

Give students a simple jumbled copy of procedure of how to make sugar. Independently students cut and paste procedure in sequence.

Students are given images of how to make Sugar, students write instructions, ensure the use of ‘bossy’ verbs and noun groups.

Complete these activities several times to ensure students have a deep understanding of how to write a procedure.




Monitor and provide feedback to students on structuring a procedural text












Sticky Jam - Meredith Hooper








(The How)Check for





Resources

WALT: Design and create a multimodal procedure.

WILF: Topic specific vocabulary, text structure and punctuation.

TIB:This is part of your assessment for the semester


Summative AssessmentAssessment purposeTo create, rehearse and present a multimodal procedure.Example assessment sequence

Understand the assessment Review the Guide to making judgments and

understand the standards A-E Conduct the assessment

Summative Assessment

Summative Assessment Task – Character Description (A-E Rubric)




Use technology to record students work; e.g. digital photography, tape and video.

U2B

Use computers to reduce the additional practice of concepts and skills – Compact the curriculum where possible.


ASSESSMENT:

Assessment task - Multimodal procedureAssessment task - Multimodal procedure: Model response

WALT: Understand how to use comprehension strategies to understand events in imaginative texts.

WILF: Identify key events in an imaginative text.

Tib: Sometime texts include various types of writing genres e.g. imaginative and procedural


Comprehending a procedural TextWhole class read suggested book - Collecting Colour - Kylie Dunstan Whole class discuss and compare the features of a narrative and procedural text. Focus on language features of narratives and how they differ from proceduresUse C2C Reading Groups resource to analyse ‘The Little red Hen’ narrative Whole class write a procedure from a narrative to compare In daily streamed reading groups continue to analyse narrative texts compared to procedural texts

Monitoring Task – Reading Comprehension





U2B



Texts:Collecting Colour - Kylie Dunstan

MONITRING ASSESSMENT:

Monitoring task - 8 of 76DiT_YP-02Band_U1_AT_COW







features Reading comprehensionMonitoring task - Reading comprehension: Model response

Summative Assessment Task: Students plan, write and present a multimodal procedurePlanning is sequenced across the Term or Semester. Timings of Units are based on data and school timetabled events



(The How)Check for





Resources

Before Unit 5 commences: Teachers use diagnostic and observations to identify Higher Level students and revise “Differentiation Surfboard”. Teachers check the priorities as a team for reading

Unit Five – Exploring Informative Texts

WALT: Understand how language is used to suit the purpose of a text

WILF: Identify how particular language is used to suit the purpose of a text


Language in imaginative texts:

Read an imaginative text and an informative text Identify which is imaginative and which is

informative – what clues are there in the text Identify the different language features used:

pronouns, factual words, sentence structure


Teacher Observations:Observe and monitor student responses while working in groups and with peers.

Collect student samples of work where they have responded to

L2B




Use small group instruction and cooperative learning strategies

Use technology to record students work; e.g. digital photography,

Work with a buddy when sharing ideas about character traits

U2BExpose to more technical or specific narrative vocabulary.

Extend with students choice of extra study – ensure one-to-one conferences to allow student to share their work.



Texts:

Peregrine falcons – - McCloskey, R 1999, Make way for ducklings, Penguin, NewYork

Find and prepare a collection of online







informative reports on an animal from the imaginative text, e.g. peregrine falcons or mallard ducks.

Cannon, J 1993, Stellaluna, Koala Books, Sydney

Planning is sequenced across the Term or Semester. Timings of Units are based on data and school timetabled eventsKLA: ENGLISH Year Level Team: Semester 2WALT/WILF/TIB


(The How)Check for





Resources

WALT: Understand howlanguage in informativetexts is used to provideinformation.

Understand how to usenoun groups to writeinformative sentences.

WILF: Noun groups in informative sentences.


Exploring language in informative texts

Examine and review text structures and language features of an informative text

Explore an online informative text Explore factual texts on birds What is the purpose of an informative text Identify the nouns and noun groups in an informative

text Write informative sentences using the information in

the text.

Formative FeedbackTeacher Observations:

Observe and monitor student responses while working in groups and with peers.

Collect student samples – Character profile

Use anchor as a display in room.

L2B


Break text into smaller parts and focus on the pictures as a way for students to describe character attributes and qualities.

Provide a reading buddy to help student identify and locate book language in the focus text

Extra wait time for sharing ideas with whole class or trusted peer.



U2BIndependently construct mind map of chosen leisure activity, write a sentence based on activity and share with class

Opportunities to share thinking with whole class

Expose to more technical or specific vocabulary from the text that describes a character (e.g. adverbs, adverbial phrases, noun groups)

Extend with students choice of extra study – ensure one-to-one


Texts:

Fox and Fine Feathers by N. Oliver

Peregrine Falcons

Large Tailed Nightjar





conferences to allow student to share their work.




(The How)Check for





Resources

WALT:Understand howlanguage in informativetexts is used to provideinformation.

Understand how to use noun groups to write informative sentences.

WILF: Noun groups in informative sentences.


Exploring language in informative texts

Examine and review text structures and language features of an informative text

Explore an online informative text Explore factual texts on birds What is the purpose of an informative text Identify the nouns and noun groups in an informative

text Write informative sentences using the information in

the text. Examine and review text structures and language

features of an imaginative text. Identify noun groups, verbs, sentence structures Identify the feelings they evoke and why What is the purpose of an imaginary text Write imaginative sentences. Comprehension strategies for informative text –

Formative FeedbackTeacher Observations:

Observe and monitor student responses while working in groups and with peers.

Collect student samples of informative sentences

Use anchor as a display in room.

L2B


Break text into smaller parts and focus on the pictures as a way for students to describe character attributes and qualities.

Provide a reading buddy to help student identify and locate book language in the focus text

Extra wait time for sharing ideas with whole class or trusted peer.



U2BIndependently construct mind map of chosen leisure activity, write a sentence based on activity and share with class

Opportunities to share thinking with whole class

Expose to more technical or specific vocabulary from the text that describes a character (e.g. adverbs, adverbial phrases, noun groups)

Extend with students choice of extra study – ensure one-to-one


Texts:

Book: Fox and Fine Feathers by N. Oliver

Peregrine Falcons

Large Tailed Nightjar





Types of questions used for informative texts Use knowledge to identify factual information in

imaginary text. Complete Information sheet – to identify noun

groups

conferences to allow student to share their work.


Planning is sequenced across the Term or Semester. Timings of Units are based on data and school timetabled eventsKLA: ENGLISH Year Level Team: Semester 2



Check for Understanding

Internal monitoring data Formative

(Feedback)



Resources

WALT: Create an informative text with a supporting image


TIB:This is part of your assessment for the semester


Summative AssessmentAssessment purposeTo create an informative text with a supportive image

Example assessment sequence Understand the assessment Review the Guide to making judgments and

understand the standards A-E Conduct the assessment







U2B



ASSESSMENT:

Assessment task - Writing an informative textAssessment task - Writing an informative text: Model response

Summative Assessment Task: Writing an informative text with supporting image







(The How)Check for

UnderstandingInternal monitoring data




Resources

Before Unit 6 commences: Teachers use diagnostic and observations to identify Higher Level students and revise “Differentiation Surfboard”. Teachers check the priorities as a team for reading.

Unit Six – Multimodal Poster Presentation – write an imaginative event for a familiar narrative

WALT: Read and understand narrative texts by using literal and inferred meaning. Understand how an author uses language, plot, structure and visuals to make meaning.

WILF: Students will be able to make literal and


Elements of Narratives

Through modelled, shared and guided reading students will view, read and respond to a variety of familiar and unfamiliar narratives

Teacher uses Toy Boat to explicitly teach narrative structure, plot, language features and visuals.

Through daily guided reading sessions students will have an opportunity to


Teacher Observations:Observation of individual involvement in discussions.

Observe and monitor students during group and partner discussion

L2BAllow extra ‘wait time’ for students to process information

Plan for visual supports for instruction

Break tasks into smaller achievable steps

Use small group instruction and cooperative leaning strategies

Use technology to

U2BExpose to more technical vocabulary specific to narrative

Extend students choice of extra study- ensure one on one conferencing to allow students to share their work

Use computers/iPad to reduce the additional practise of concepts and


Texts:

Toy Boat

Sheet - Exploring narratives





inferred meaning from narratives by identifying key words, story events and images that build plot.

Tib: Words, pictures and story events help us make meaning from a text

- Explore theme- Language features- Retell and story events- Purpose of illustrations to support

meaning Through peer collaboration and using elbow

partners students will respond to various narratives through- Brainstorm- KWL chartShare opinions and feelings about texts

record or as an aid in learning activities

Streamed literacy groups- small group intervention with TA

skills they already have

Compact the curriculum where necessary






(Feedback)



Resources

WALT: Identify language features, theme and text structure of a narrative in order to retell a text. Innovate on a narrative by writing and illustrating a new event for a familiar story.

WILF: Students will be able to use specific language to suit the purpose of the text and write a new story event that fits with the familiar narrative.

Tib: Story events need to build upon one another in order to make sense.


Plot and Characterisation

Through modelled, shared and guided reading students will view, read and respond to a variety of familiar and unfamiliar narratives and have the opportunity to:

- Identify plot elements,- Create plot charts,- Explore the use of images in

characterisation,- Explore language use in

characterisation,- Create character traits charts/

write a character description, Teacher uses Toy Boat to explicitly teach

plot elements, characterisation. Teacher to model writing and illustrating

an imaginative event to add to a Toy Boat.

Formative FeedbackObservation of individual involvement in discussions.

Informal observations of student and peer responses during group work.

Collecting student samples and written responses.

L2BAllow extra ‘wait time’ for students to process information




Use technology to record or as an aid in learning activities

Streamed literacy groups- small group intervention with TA

U2BExpose to more technical vocabulary specific to narrative


Use computers/iPad to reduce the additional practise of concepts and skills they already have



Texts:

Toy Boat





Through peer collaboration and using elbow partners students will respond to various narratives through:

- Brainstorming: new events, language choices, character response and images.

- Share opinions and feelings through peer review.

Students have opportunity to plan and write an imaginative event to add to a narrative.






(Feedback)



Resources

WALT: Read and understand narrative texts by using literal and inferred meaning. Understand how an author uses language, plot, structure and visuals to make meaning.

WILF: Students will be able to make literal and inferred meaning from narratives by identifying key words, story events and images that build plot.


Representation in Narratives

Through modelled, shared and guided reading students will view, read and respond to a variety of familiar and unfamiliar narratives.

Through daily guided reading sessions students will have an opportunity to - Explore theme- Language features- Retell and story events- Purpose of illustrations to support meaning

Teacher uses “Shhh Don’t Wake the Baby” to consolidate and reinforce learning of narrative structure, plot, language features and visuals. Narrative structure:

- Activity, noise level, warning, help.

Formative Feedback

Informal observations of student and peer responses during group work.

Collecting student samples and written responses.

L2B




Use small group instruction and cooperative learning strategies

Use technology to record students work; e.g. digital

U2B

Expose to more technical or specific narrative vocabulary.

Extend with students choice of extra study – ensure one-to-one conferences to allow student to share their work.



Text:

Sshh Don’t Wake the Baby





Tib: Words, pictures and story events help us make meaning from a text

Language features:- Create a word wall of past tense, present

tense and past continuous verbs used in the story and brainstorm others.

- Create a retrieval chart of pronouns.Visuals

Create a story map or sequence of images for students to sequence. Through peer collaboration and using elbow partners

students will respond to “Shhh Don’t Wake the Baby” through:

- Brainstorm- KWL chart- Share opinions and feelings about texts

photography,






(Feedback)



Resources

WALT: Identify language features, theme and text structure of a narrative in order to retell a text. Innovate on a narrative by writing and illustrating a new event for a familiar story.

WILF: Students will be able to use specific language to suit the purpose of the text and write a new story event that fits with the familiar narrative.


Analysis of Plot and Characterisation

Through modelled, shared and guided reading students will view, read and respond to a variety of familiar and unfamiliar narratives.

Through daily guided reading sessions students will have an opportunity to:

- Explore theme- Language features- Retell and story events- Purpose of illustrations to support

meaning. Through peer collaboration and elbow

partner activities, using “Shhh Don’t Wake the Baby” students:

- discuss possible new events

Formative FeedbackCheck students understanding

Observe student response and peer discussion

Collect group and independent writing samples

L2B

Allow extra ‘wait time’ for students to process information




Use technology to record or as an aid in learning activities

Streamed literacy groups- small group

U2B

Expose to more technical vocabulary specific to narrative


Use computers/iPad to reduce the additional practise of concepts and skills they already have



Text:

Shhh Don’t Wake the Baby





Tib: Story events need to build upon one another in order to make sense.

(provide ideas if necessary), and create visual stimuli.

- Revisit text structure and plan new event.

- Discuss character language and responses.

- Brainstorm required verbs and add to word wall,

Individually students:- Write the new event- Create illustrations to support the

new event.New event ideas (adapted from L4L unit)

Chased a butterfly, tripped over – howled

Went exploring, got lost – cried Played hide and seek, got stuck in the

mud – yelled Picked flowers, got stung by a bee –

screamed

intervention with TA



(The How)Check for





Resources

WALT: Write an imaginative event to add to familiar narrative


TIB:This is part of your


Summative AssessmentAssessment purposeTo write an imaginative event to add to a familiar narrativeExample assessment sequence

Understand the assessment Review the Guide to making judgments and

understand the standards A-E






Use technology to record students work; e.g. digital photography, tape

U2B



ASSESSMENT:

Assessment task - Reading





assessment for the semester

Conduct the assessmentand video. comprehension

Assessment task - Reading comprehension: Model response

Assessment task - Create a digital multimodal textAssessment task - Create a digital multimodal text: Model response

Summative Assessment Task: Write an imaginative event for a familiar narrative / Reading comprehension task


Exploring procedural text Year 2 Unit 4Assessment task — Multimodal procedure

Name Class

Teacher Date

Task

To create, rehearse and present a multimodal procedure.

Instructions

• Choose ideas from Roald Dahl’s book George’s marvellous medicine to create a procedure for George to make something for his grandma.

• Plan and draft the procedure.

• Edit the procedure using a checklist.

• Publish the procedure as a multimodal poster.

• Rehearse the procedure with a partner.

• Present the procedure to an audience of peers.

Conditions

Open conditions:

• Undertaken individually

• Access to resources allowed (word wall, dictionary, text)

• Drafting in lesson time with access to teacher feedback and conferencing

• Presented in class to audience of peers

19 of 76Eng_Y02_U4_AT_MultimodalProcedure

Year 2 English: Unit 4 — Exploring procedural text: Multimodal procedure Name:

Purpose of assessment: To create, rehearse and present a multimodal procedure.

Knowledge and understanding(Productive)

Creating texts(Productive)


Discusses ideas and experiences, using everyday language features and topic-specific vocabulary.

Creates texts that show how images support the meaning of the text.Creates texts, drawing on their own experiences, imagination and information they have learned.

Uses a variety of strategies to engage in group and class discussions. Makes presentations.

Makes conscious vocabulary choices to suit the audience and purpose.

Uses identifiable text structures and language features that help text serve its purpose.

Varies pace and volume and uses appropriate facial expression, gestures and eye contact to maintain audience interest.

A

Develops procedure using extended noun groups. Creates a multimodal procedure that develops a key event in an imaginative text.

Presents information in a logical sequence.Speaks clearly with expression.

B

Discusses ideas and experiences, using everyday language features and topic-specific vocabulary.

Creates texts that show how images support the meaning of the text.Creates texts, drawing on own experiences, imagination and information learned.

Uses a variety of strategies to engage in group and class discussions. Makes presentations.

C

Uses verbs at the beginning of command sentences. Makes connection between images and text. Shares ideas with peers. D

Writes names of ingredients/materials and equipment. Writes text and draws images. States the topic of a procedure. E

Feedback:


Exploring procedural text Year 2 Unit 4Monitoring task ― Reading comprehension

Name Class

Teacher Date

TaskTo read and comprehend an imaginative text and a procedural text and respond to literal and inferential questions.

Instructions

• Part A: Read the two texts:o ‘A version of The little red hen’

and

o ‘Little red hen’s bread’.

• Part B: Answer the comprehension questions.

ConditionsSupervised conditions:

• Undertaken individually

• Unseen assessment with texts previously unread by students completed under test conditions

• Teacher supervision (Teacher may read text to students and read questions as students answer them.)

• Completed in one uninterrupted supervised session

22 of 76Eng_Y02_U4_MT_ReadingComprehension

Part A: Read the texts: ‘A version of The little red hen’ and ‘Little red hen’s bread’

A version of The little red hen Yesterday, when I was out walking, I found a golden grain of wheat. I decided to plant it and use the grain to make a tasty loaf of bread. I asked the pig, the dog and the cat if they would help me but they were too busy. So, I planted the grain of wheat on my own. Every day I carefully watered the wheat and soon it was ready to cut.I asked the other animals if they would help me cut the wheat but they said no, and ran off to play. I slowly walked away and got my axe. I cut the wheat all by myself. Then I ground it into flour ready to be made into bread.The lazy animals still didn’t want to help me so I decided to make the bread all by myself. First, I put the flour, yeast, a pinch of salt and some water into a large bowl. I stirred the mixture until it became dough and then put it on the bench to knead. I pushed and pulled the soft dough with my hands until it became smooth. Then I left it in the bowl to rest for a while. I kneaded it again and then put it in a tin and popped it into the oven to bake. It smelled great!It wasn’t long before the other animals were knocking on my door. They wanted to help me eat the lovely, hot bread. They were very upset that I would not give them any. I told them that if they helped me next time I would be happy to share.

Little red hen’s bread

Ingredients

1 cup flour

2 teaspoons yeast

Pinch of salt

100 mL warm water

Method

Put flour, yeast, salt and water in a large bowl.

Stir with wooden spoon until mixture turns into dough.

Place dough on bench and knead until it is smooth.

Leave dough in bowl for 20 minutes to rest.

Knead dough again for two minutes and then place it in a bread tin.

Place tin in oven (set to 180 °C) for 30 minutes.

Take out of oven and place onto cooling rack.

Slice a piece of the bread.

Spread with butter, jam and cream.

23 of 76Eng_Y02_U4_MT_ReadingComprehension

Part B: Answer the comprehension questionsRead the instructions below to help you complete the task.

This picture means you need to refer to the story ‘A version of The little red hen’ to find your answer.

This picture means you need to refer to the recipe for ‘Little red hen’s bread’ to find your answer.

Both pictures means you will need to look at both texts to find your answer.

Some questions are multiple choice. Colour the bubble for the response which best answers the question.

Some questions are short answer. Write your answers down using sentences and give reasons for your answers. Use words from the text.

24 of 76Eng_Y02_U5_AT_WritingAnInformativeText

Question 1

What type of text is ‘A version of The little red hen’?

o Imaginative (narrative)

o Informative (procedure)

How do you know?

Who would read ‘A version of The little red hen’?

o Someone who wanted to be entertained

o Someone who wanted to know how to make bread

o Someone who wanted to know how to grow wheat

What type of text is ‘Little red hen’s bread’?

o Imaginative (narrative)

o Informative (procedure)

How do you know?

Who would read ‘Little red hen’s bread’?

o Someone who wanted to be entertained

o Someone who wanted to know how to make bread

o Someone who wanted to know how to grow wheat


Question 2

Why are these two texts organised differently? Complete the sentence below.

The texts are written in two different ways because

Write one thing that is the same about the two texts.

Write one thing that is different about the two texts.

Question 3

Which text would be easier to follow if you were making bread?

o ‘A version of The little red hen’

o ‘Little red hen’s bread’

Why would this text be easier to follow?


Question 4

In the method of ‘Little red hen’s bread’, each sentence begins with the same type of word. Colour the bubble which shows that type of word.

o A verb (an action word)

o An adjective (a describing word)

o A noun (names a person, place or thing)

Question 5

List some verbs (action words) in ‘A version of The little red hen’.

Question 6

The other animals in the story of ‘A version of The little red hen’ are a pig, a dog and a cat.

Create noun groups that describe each of these animals by adding an article and two adjectives before the noun.

pig.

dog.

cat.

Question 7

Below are some noun groups from ‘A version of The little red hen’.

Colour or circle the noun groups you could use in a procedural text (recipe) for how to make bread.

a golden grain the other animals the flour

the lazy animals a large bowl the pig

the dog the mixture


Question 8

How did the little red hen feel when the other animals would not help her cut the wheat? What words from the story tell you this?

Question 9

Why didn’t the hen share the bread with the other animals?

o She was selfish and did not want to share.

o She worked hard and didn’t receive help from the others.

o She didn’t know they would like any.

o She wanted to taste it before sharing it with the others.

Question 10

Both texts ask you to ‘knead’ the dough. What do you think this means? Use the words in the text to explain.

Question 11

Why is the recipe called ‘Little red hen’s bread’?

The recipe is called ‘Little red hen’s bread’ because


Question 12

The table below lists all the steps the little red hen followed to make the bread.

Read each step and number them from 1 to 5 in the order they were done.

The first step has been numbered for you.

Put the dough in a tin.

Stir the mixture until it forms dough.

1 Put the flour, yeast, a pinch of salt and some water in a large bowl.

Put it in the oven to bake.

Knead the dough until it becomes soft and smooth.


Year 2 Unit 4 — Exploring procedural textMonitoring checklist — Reading comprehension

Name

Purpose: To read and comprehend an imaginative text and a procedural text and respond to literal and inferential questions.

Aspects of English Year 2Achievement standard(and related concepts) N

ot e

vide

nt

Emer

ging

Satis

fact

ory

Com

pete

nt

Comments

Rece

ptive

mod

es

Students understand how similar texts share characteristics by identifying text structures and language features used to describe characters and events, or to communicate factual information.

Text and purpose — (Purpose shapes different types of texts: text structures and language features) Q1, Q2, Q3, Q4, Q5, Q7

☐ ☐ ☐ ☐Text audience — (Imaginative, informative texts) Q1 ☐ ☐ ☐ ☐Word groups — (Expanded noun groups/phrases using articles and adjectives) Q6, Q7

☐ ☐ ☐ ☐They identify literal and implied meaning, main ideas and supporting detail. Students make connections between texts by comparing content.

Comprehension strategies — (Analysing texts: print text structures) Q3, Q5, Q8, Q9, Q10, Q11, Q12

☐ ☐ ☐ ☐Text and context — (Texts on a similar topic: similarities, differences) Q2 ☐ ☐ ☐ ☐


Relevance of monitoring checklistThe monitoring checklist addresses the following aspects of the content descriptions from The Australian Curriculum: English Year 2:

Language

Text structure and organisation• Understand that different types of texts have identifiable text structures and language

features that help the text serve its purpose (ACELA1463)

Expressing and developing ideas• Understand that nouns represent people, places, concrete objects and abstract

concepts; that there are three types of nouns: common, proper and pronouns; and that noun groups/phrases can be expanded using articles and adjectives (ACELA1468)

Literacy

Texts in context• Discuss different texts on a similar topic, identifying similarities and differences

between the texts (ACELY1665)

Interpreting, analysing, evaluating• Identify the audience of imaginative, informative and persuasive texts (ACELY1668)

• 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)


Exploring informative texts Year 2 Unit 5Assessment task — Writing an informative text

Name Class

Teacher Date

Task

To create an informative text with a supporting image.

Instructions

• Part A: Read information texts

o Read the information texts on Northern blossom bats (Text 1 and Text 2).o Identify the topic for each section of information and write this as a heading in the box

provided in Text 1.o Circle or highlight the nouns and noun groups in Text 1 and Text 2.o Underline topic-specific vocabulary in Text 1 and Text 2.

• Part B: Plan an informative textOn the planning sheet:

o use the same headings written on Text 1

o list at least two nouns or noun groups from each text under the headings

o list verbs from the texts that describe the actions of the bat

o build sentences using verbs and noun groups and that you can use to write your informative text.

• Part C: Write an informative texto Write your own informative text based on the notes you have recorded on the planning

sheet.

• Part D: Draw an imageo Draw a picture to support your informative text.

o Label the drawing using noun groups to provide detail.

Conditions

• Completed in class time


Part A: Read information textsUse the assessment task Writing an informative text: Information texts to complete the

following.

Your teacher will supply this to you.

Text 1• Read the information on northern blossom bats. Look at the images.

• Identify the topic for each section of information and write this as a heading in the box provided. The first one has been done for you.

• Circle or highlight the nouns and noun groups in the information. Some examples have been done for you.

• Underline topic-specific vocabulary.

Text 2

• Read the information on northern blossom bats.

• Circle or highlight the nouns and noun groups that give key information about the topic.

• Underline topic-specific vocabulary.

Part B: Plan an informative report

• Use the same headings that you have written for Text 1.

• List at least two nouns or noun groups from each of the texts under headings.

• List some of the verbs from the texts that describe the actions of the bats.

• Build sentences using verbs and noun groups that you can use to write your informative text.

Make sure you:

o Use the facts found in the texts.

o Expand some of the noun groups from the texts.

o Join information from the two texts.

o Use simple sentences and compound sentences.

• Use topic-specific vocabulary from the text.

An example has been done for you.


Planning sheet

Heading: General information

Nouns and noun groups from Text 1

• a nocturnal animal

• a flying mammal

Nouns and noun groups from Text 2

• a fruit bat

• a tiny mammal

Build sentences using verbs and noun groups

Northern blossom bats are a small fruit bat. Bats are the only mammal that can fly. They are nocturnal and fly at night.

Heading:

Nouns and noun groups from Text 1 Nouns and noun groups from Text 2


Heading:




Heading:



Heading:



Verbs used to describe the actions of the bats

Verbs from Text 1 Verbs from Text 2

Part C: Write an informative text

Use your planning sheet to write an informative text about the northern blossom bat.35 of 76Eng_Y02_U5_AT_WritingAnInformativeText

Use selected information from the two texts (including images) that you have read.

You may expand on the notes that you have written.

Include:

• a title

• headings to organise the information

• factual information about the topic

• noun groups to add detail

• topic-specific vocabulary

• simple sentences and compound sentences using co-ordinating conjunctions to connect ideas.

An example has been done for you.________________________________________________

General information

Northern blossom bats are a type of small fruit bat. Bats are the only mammal that can fly. They are nocturnal. This means they search for food at night and sleep during the day. Northern blossom bats are only seven centimetres long and can fit in the palm of a human hand.


Part D: Draw an image

• Draw a picture to support your informative text.

• Label your drawing using noun groups to provide detail.

In your illustration, you can include some extra details from the texts provided.


Year 2 English: Unit 5 — Exploring informative texts: Writing an informative text Name:

Purpose of assessment: To create an informative text with a supporting image.

Comprehending texts(Receptive)


Understands text structures and language features used to communicate factual information.Identifies literal meaning, main ideas and supporting detail.

Uses everyday language features and topic-specific vocabulary.Creates a text that shows how images support the meaning of the text.Creates a text drawing on information learned.

Identifies additional information in supporting images.Selects topic-specific vocabulary.Labels image with noun groups to extend reader understanding of the informative text.

A

Identifies and names main ideas in texts. Combines information in compound sentences.Writes expanded noun groups to communicate factual information. B

Understands text structures and language features used to communicate factual information.Identifies literal meaning, main ideas and supporting detail.

Uses everyday language features and topic-specific vocabulary.Creates a text that shows how images support the meaning of the text.Creates a text drawing on information learned.

C

Identifies noun groups. Constructs simple sentences containing a fact.Creates an image to represent a topic. D

Identifies a fact. Writes a fact. E

Feedback:


Exploring plot and characterisation in stories Year 2 Unit 6Assessment task — Create a digital multimodal text

Name Class

Teacher Date

Task

Task: To write an imaginative event to add to a familiar narrative and support the event with appropriate images that match the text.

Instructions

Plan imaginative event and illustrations Write imaginative event Edit imaginative event

Create a digital multimodal text

Conditions

Open conditions:

Undertaken individually Stimulus material provided with assessment Drafting in lesson time with access to teacher feedback and conferencing

Submitted digital multimodal text

42 of 76Eng_Y02_U6_AT_CreateDigMultiText

1. Plan imaginative event and illustrations Revise the book Spirit of hope by Bob Graham and identify the beginning, the middle and the end. View the assessment task Create a digital multimodal text: Narrative writing stimulus and choose an

image to use to write the new event. Plan the narrative event to add to the story Spirit of hope by Bob Graham. (Remember to include the

problem that leads to the event.)o Start the narrative with:

The following week, Micky had an idea …’o End the narrative with:

‘Oh well, we’ll try again next week,’ said Dad.

Sketch or explain ideas for illustrations to match each section.

2. Write imaginative event Write your imaginative event, using text structures and language features to engage your audience.

3. Edit imaginative event Use an editing checklist to check your written work.

Correct any errors in your writing as you notice them.

4. Create digital multimodal text Use software, including word-processing programs, to create a digital multimodal text from your written

imaginative event. Type your narrative event.

Create images to support the narrative event.


Year 2 English: Unit 6 — Exploring plot and characterisation in stories: Create a digital multimodal text

Name:

Purpose of assessment: To write an imaginative event to add to a familiar narrative and support the event with appropriate images that match the text.

Knowledge and understanding(Productive)


Uses everyday language features and topic-specific vocabulary.Accurately spells words with regular spelling patterns and spells words with less-common long-vowel patterns.Uses punctuation accurately.

Creates texts that show how images support the meaning of the text.Creates texts drawing on their own experiences, their imagination and information they have learned.

Selects vocabulary to suit the purpose of the text and engage the audience.Applies spelling knowledge to spell words accurately (visual knowledge for irregular words, correct use of long vowels, blends and digraphs, prefixes and suffixes).

Creates an imaginative well-structured new event that further develops characters and plot of the original story. A

Provides clear descriptions in noun groups.Varies sentence structure, including simple and compound sentences.Creates a digital multimodal text using images that support meaning. B

Uses everyday language features and topic-specific vocabulary.Accurately spells words with regular spelling patterns and spells words with less-common long-vowel patterns.Uses punctuation accurately.

Creates texts that show how images support the meaning of the text.Creates texts drawing on their own experiences, their imagination and information they have learned.

C

Uses familiar words and phrases. Writes using simple sentences. D

Spells high-frequency words. Writes about an idea. E

Feedback:


Exploring plot and characterisation in stories Year 2 Unit 6Assessment task — Reading comprehension

Name Class

Teacher Date

Task

To read aloud and respond to comprehension questions with oral responses focusing on literal and inferred meaning.

Instructions

Part A: Read the story (Running record)

Part B: Answer comprehension questions

Conditions

Supervised conditions:

Undertaken individually Stimulus materials provided with assessment

Completed under test conditions

45 of 76Eng_Y02_U6_AT_ReadingComprehension

Teacher administration instructions and recording booklet

Administration instructionsAssessment task — Reading comprehension: A big brother’s job (sheet)

Before commencing the reading and comprehension assessment with students

Download and print required copies of the story A big brother’s job.

Read through the administration instructions, comprehension questions and answers.

Make copies of the reading record and comprehension pages of this assessment task, ensuring there is a recording sheet per student.

Make copies of the Guide to making judgments, ensuring there is a GTMJ per student.

Administration instructions

Before reading (with student)

Introduce the student to the title of the story A big brother’s job and identify the name of the main character in the story.

Ask the student to predict what might happen in the story by looking at the cover.

Allow the student to peruse the story and read it quietly.

During reading (with student or can be recorded as student reads independently)

Note: Reading can be recorded digitally using software/devices. This allows marking and analysis to be completed at a later stage.

Record reading behaviours on the ‘Reading record’ table (below). Refer to the supporting learning resource Assessing using running records if additional information is required to complete record.

Allow opportunities for the student to decode words independently.

Prompt the student only where necessary and record where prompts have been given.

Tell the student a word where necessary and record (only to ensure the reading can continue, and after considerable pause from the student and prompts given).

Note: Decide how much text the student is required to read aloud to make judgments about reading behaviours. The student may not need to read the whole text aloud.

If it is obvious the text is beyond the reading capability of the student, do not continue. Stop the student reading and read to them. Record this on the sheet.


After reading (with student)

Ask the comprehension questions and record student responses under ‘Answer comprehension questions’ (below).

Allow time for the student to answer fully. Only prompt where necessary, and record any prompts given.

Note: If the student could not complete the reading independently, still ask the comprehension questions. This will offer some data on the student’s listening comprehension levels.

After reading (student does not need to be present)

Record relevant comments in the ‘Fluency and intonation’ section (below). These will be necessary for marking the Guide to making judgments.

Analyse the running record, using the supporting learning resource Assessing using running records and the guide below.

E Errors

(There is no ‘limit’ to the number of errors a student makes. Use judgment to determine if the text is too difficult and the student needs to be stopped.)

S-C Self-corrections

(There is no ‘limit’ to the number of self-corrections a student makes.)

M Meaning, sense

Does it make sense? Did the error or cue retain meaning?

S Structure, grammar

Can we say it that way? Did the error or cue retain grammatical correctness?

V Visual cues

Does it look right? Did visual information from the print influence the error or cue?

Complete the assessment

Analyse student comprehension responses.

Record student achievement on the Guide to making judgments.

Note: The analysis of reading behaviours, fluency and comprehension will provide the data required to complete a summative assessment of reading against the receptive mode of the achievement standard.

Calculating accuracy levels is not essential for this task. Accuracy levels can be calculated using the formula provided in the supporting learning resource Assessing using running records, if required.


Part A: Read the story (Running record)

Conduct individual oral reading interviews using the sheet A big brother’s job and the running record recording sheet below.

Running record recording sheet

Student’s name:___________________________________Date: ____________________

Book title: A big brother's job

Number of words: 419

Have the student read out loud as you record. Assessed by: __________________________

Page E = errors; S-C = self-correction;

M = meaning; S = structure; V = visual

E S-C EM S V

S-CM S V

1 Lola stamped her feet and stuck her lip out.

“No Lola. Stop it. I want to play with Jamie today,” said Tom. He put his hands on his hips to show Lola he was serious.

Lola looked at Tom, tears welling up in her big, blue eyes. She buried her head in her hands then ran off.

Tom started to run after her then stopped. Mum and Dad had never allowed him to bring his best friend to the beach before. He just wanted Lola to leave him alone.

Big brothers aren’t supposed to always have their little sisters tagging along after them.

2 Tom and Jamie gathered sticks and ran in the opposite direction, to some large rocks. Every now and then Tom thought about Lola’s sad face before she ran off, but he quickly thought of something else and kept on playing.

3 They were halfway through building their fortress when Tom heard his mother calling, “Tom, Jamie, Lola, lunch is ready.”

Tom and Jamie took off towards the barbecue. Tom’s mother had a stern look on her face as they approached her. Tom had a bad feeling he was about to be in big trouble.

‘Where’s Lola?’ she asked.

Tom looked around. There was no sign of his sister.

“I don’t know,” he muttered.


“Tom, you are her big brother. You were supposed to be looking after her. She could be anywhere!”

4 Tom felt a pain in his stomach. He knew he had done the wrong thing and he had been horrible to her. What if something happened to Lola?

The search began. Everyone looked in a different spot.

5 Tom and Jamie were looking near the rock pools. They were just about to leave when Tom saw it. It was one of Lola’s shoes. It was lying on its side on a mossy rock.

“Lola!” Tom’s voice was strained and he was fighting back tears.

6 Then he heard it!

A small whimper.

7 Tom leaped over the rocks and there in between some of the larger rocks was Lola. She was lying on the ground holding her foot.

‘Tom, I slipped on that slimy rock and hurt my foot,’ cried Lola.

Tom helped Lola up, putting his arms around her. He led her back to Mum and Dad.

8 “Thanks for finding me Tom. I love you,” said Lola, giving Tom a tight hug.

Tom felt happy and relieved. Maybe big brothers are supposed to have their little sisters with them.

9 How else can big brothers look after little sisters?

Totals

Accuracy rate: Error rate: Self-correction rate:

Comments on fluency and intonation

Calculating accuracy49 of 76Eng_Y02_U6_AT_ReadingComprehension

1 Count the errors and work out the error ratio.

Ratio of errors to running words

Errors ___

419 250 1:

2 Use the conversion table in the supporting learning resource Assessing using running records to find the accuracy rate.

3 Work out the self-correction ratio. Self-correction ratio

SC ___

E + SC 1:


Part B: Answer comprehension questions

Ask individual students to answer the following questions orally while the teacher records their responses.

Name:________________________________________ Date:___________________

1. A big brother’s job is a narrative text. What is the text structure of a narrative?

2. Retell the events from the story in the order they happened.

3. Who are the characters in the story?

4. Where has the family gone for the day? Where is the story set?

5. How is Lola feeling at the beginning of the story? Use the words and pictures to help you explain your answer.

6. How is Lola feeling at the end of the story? Use the words and pictures to help you explain your answer.

7. Go to page 4. The story says that ‘Tom’s mother had a stern look on her face’. What does the word ‘stern’ mean?


8. How did Tom feel after Lola cried and ran away? How do you know Tom felt this way? Give examples from the text.

9. Why did Lola want to play with Tom and Jamie?

10.Do you think Tom will leave Lola alone again? Explain your answer. Give examples from the text.

11.How did Tom feel when he realised Lola was missing? Use words from the text to explain your answer.

12.What is the main idea of the story? What message does it tell the reader?


Year 2 English: Unit 6 — Exploring plot and characterisation in stories: Reading comprehension Name:

Purpose of assessment: To read aloud and respond to comprehension questions with oral responses focusing on literal and inferred meaning.

Knowledge and understanding (Receptive) Comprehending texts (Receptive)

Monitors meaning and self-corrects using knowledge of phonics, syntax, punctuation, semantics and context.Uses knowledge of a wide variety of letter–sound relationships to read words of one or more syllables with fluency.

Understands how similar texts share characteristics by identifying text structures and language features used to describe characters and events.Identifies literal and implied meaning, main ideas and supporting detail.Listens for particular purposes.

Reads fluently using intonation and applies grammatical knowledge to predict sentence patterns.

Synthesises ideas to make inferences about the meaning of the text.Responds to questions by making valid and reasoned inferences about characters.

A

Attempts meaningful substitutions using contextual clues to decode text. Uses text structures, language and visual features to analyse texts.Uses inference to provide details about characters and events. B

Monitors meaning and self-corrects using knowledge of phonics, syntax, punctuation, semantics and context.Uses knowledge of a wide variety of letter–sound relationships to read words of one or more syllables with fluency.

Understands how similar texts share characteristics by identifying text structures and language features used to describe characters and events.Identifies literal and implied meaning, main ideas and supporting detail.Listens for particular purposes.

C

Uses knowledge of sound–letter relationships and sight words to decode text. Makes statements about characters and events. D

Recognises words. Identifies story. E

Feedback:

Australian Curriculum

Foundation to 6 ENGLISH - Year Two

Year 2 Achievement Standard

Receptive modes (listening, reading and viewing)By the end of Year 2, students understand how similar texts share characteristics by identifying text structures and language features used to describe characters and events, or to communicate factual information.

They read texts that contain varied sentence structures, some unfamiliar vocabulary, a significant number of high-frequency sight words and images that provide extra information. They monitor meaning and self-correct using knowledge of phonics, syntax, punctuation, semantics and context. They use knowledge of a wide variety of letter- sound relationships to read words of one or more syllables with fluency. 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.

Students create texts, drawing on their own experiences, their imagination and information they have learnt. They use a variety of strategies to engage in group and class discussions and make presentations. They accurately spell words with regular spelling patterns and spell words with less common long vowel patterns. They use punctuation accurately, and write words and sentences legibly using unjoined upper- and lower-case letters.

Content DescriptionsLanguage Literature Literacy

Unit 4 - Exploring procedural textText structure and organisation

Recognise that capital letters signal proper nouns and commas are used to separate items in lists (ACELA1465)

Understand how texts are made cohesive through language features, including word associations, synonyms, and antonyms (ACELA1464)

Understand that different types of texts have identifiable text structures and language features that help the text serve its purpose (ACELA1463)

Expressing and developing ideas

Understand that nouns represent people, places, concrete objects and abstract concepts; that

Unit 4 - Exploring procedural textInteracting with others

Listen for specific purposes and information, including instructions, and extend students' own and others' ideas in discussions (ACELY1666)

Rehearse and deliver short presentations on familiar and new topics (ACELY1667)

Creating texts

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 (ACELY1671)

Write legibly and with growing fluency using unjoined upper case and lower case letters (ACELY1673)

Unit 4 - Exploring procedural textCreating literature

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

Innovate on familiar texts by experimenting with character, setting or plot (ACELT1833)

Examining literature

Discuss the characters and settings of different texts and explore how language is used to present these features in different ways (ACELT1591)


there are three types of nouns: common, proper and pronouns; and that noun groups/phrases can be expanded using articles and adjectives (ACELA1468)

Understand the use of vocabulary about familiar and new topics and experiment with and begin to make conscious choices of vocabulary to suit audience and purpose (ACELA1470)

Phonics and word knowledge

Orally manipulate more complex sounds in spoken words through knowledge of blending and segmenting sounds, phoneme deletion and substitution in combination with use of letters in reading and writing (ACELA1474)

Understand how to use knowledge of digraphs, long vowels, blends and silent letters to spell one and two syllable words including some compound words (ACELA1471)

Understand that a sound can be represented by various letter combinations (ACELA1825)

Use knowledge of letter patterns and morphemes to read and write high-frequency words and words whose spelling is not predictable from their sounds (ACELA1823)

Use most letter-sound matches including vowel digraphs, less common long vowel patterns, letter clusters and silent letters when reading and writing words of one or more syllable (ACELA1824)

Interpreting, analysing, evaluating

Identify the audience of imaginative, informative 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)

Texts in context

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


Unit 5 - Exploring informative texts

Text structure and organisation

Know some features of text organisation including page and screen layouts, alphabetical order, and different types of diagrams, for example timelines (ACELA1466)



Understand that nouns represent people, places, concrete objects and abstract concepts; that there are three types of nouns: common, proper and pronouns; and that noun groups/phrases can be expanded using articles and adjectives (ACELA1468)



Build morphemic word families using knowledge of prefixes and suffixes (ACELA1472)






Creating texts







Texts in context



Literature and context

Discuss how depictions of characters in print, sound and images reflect the contexts in which they were created (ACELT1587)






Unit 6 - Exploring plot and characterisation in stories

Text structure and organisation

Know some features of text organisation including page and screen layouts, alphabetical order, and different types of diagrams, for example timelines (ACELA1466)

Recognise that capital letters signal proper nouns and commas are used to separate items in lists (ACELA1465)

Understand how texts are made cohesive through language features, including word associations, synonyms, and antonyms (ACELA1464)



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 (ACELA1469)

Understand that nouns represent people, places, concrete objects and abstract concepts; that there are three types of nouns: common, proper and pronouns; and that noun groups/phrases can be expanded using articles and adjectives (ACELA1468)

Understand that simple connections can be made between ideas by using a compound sentence


Interacting with others

Listen for specific purposes and information, including instructions, and extend students' own and others' ideas in discussions (ACELY1666)

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)

Creating texts

Construct texts featuring print, visual and audio elements using software, including word processing programs (ACELY1674)


Re-read and edit text for spelling, sentence- boundary punctuation and text structure (ACELY1672)






Creating literature

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

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)

Literature and context

Discuss how depictions of characters in print, sound and images reflect the contexts in which they were created (ACELT1587)




with two or more clauses usually linked by a coordinating conjunction (ACELA1467)


Language for interaction

Identify language that can be used for appreciating texts and the qualities of people and things (ACELA1462)


Build morphemic word families using knowledge of prefixes and suffixes (ACELA1472)







Texts in context


Curriculum Priorities - Pedagogy

Considerations

Unit 4 - Exploring procedural textPrior and future curriculumRelevant prior curriculum

Students require prior experience with: understanding that the purposes texts serve shape their structure in predictable ways understanding the use of vocabulary in everyday contexts as well as a growing number of school contexts, including appropriate use of formal and informal terms of address in different

contexts recreating texts imaginatively using drawing, writing, performance and digital forms of communication making short presentations using some introduced text structures and language, for example opening statements creating short imaginative and informative texts that show emerging use of appropriate text structure, sentence-level grammar, word choice, spelling, punctuation and appropriate

multimodal elements, for example illustrations and diagrams

Curriculum working towards

The teaching and learning in this unit work towards the following: Understand how different types of texts vary in use of language choices, depending on their purpose and context (for example, tense and types of sentences) (ACELA1478) Learn extended and technical vocabulary and ways of expressing opinion including modal verbs and adverbs (ACELA1484) Create imaginative texts based on characters, settings and events from students' own and other cultures using visual features, for example perspective, distance and angle (ACELT1601) Plan and deliver short presentations, providing some key details in logical sequence (ACELY1677)

Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print, and multimodal elements appropriate to the audience and purpose (ACELY1682)

Unit 5 - Exploring informative textsRelevant prior curriculum

Students require prior experience with: Understand that the purposes texts serve shape their structure in predictable ways (ACELA1447) 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) (ACELA1452) Understand the use of vocabulary in everyday contexts as well as a growing number of school contexts, including appropriate use of formal and informal terms of address in different contexts

(ACELA1454) Discuss features of plot, character and setting in different types of literature and explore some features of characters in different texts (ACELT1584) 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 (ACELY1660) Create short imaginative and informative texts that show emerging use of appropriate text structure, sentence-level grammar, word choice, spelling, punctuation and appropriate multimodal

elements, for example illustrations and diagrams (ACELY1661)



ConsiderationsThe teaching and learning in this unit work towards the following:

Understand how different types of texts vary in use of language choices, depending on their purpose and context (for example, tense and types of sentences) (ACELA1478) Understand that verbs represent different processes, for example doing, thinking, saying, and relating and that these processes are anchored in time through tense (ACELA1482) Learn extended and technical vocabulary and ways of expressing opinion including modal verbs and adverbs (ACELA1484) Discuss how language is used to describe the settings in texts, and explore how the settings shape the events and influence the mood of the narrative (ACELT1599) Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features

(ACELY1680) Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print, and multimodal

elements appropriate to the audience and purpose (ACELY1682)

Unit 6 - Exploring plot and characterisation in storiesRelevant prior curriculum

Students require prior experience with the following: understanding that the purposes texts serve shape their structure in predictable ways recognising that different types of punctuation, including full stops, question marks and exclamation marks, signal sentences that make statements, ask questions, express emotion or give

commands identifying the parts of a simple sentence that represent 'What's happening?', 'What state is being described?', 'Who or what is involved?' and the surrounding circumstances exploring 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) comparing different kinds of images in narrative and informative texts and discuss how they contribute to meaning understanding the use of vocabulary in everyday contexts as well as a growing number of school contexts, including appropriate use of formal and informal terms of address in different

contexts segmenting consonant blends or clusters into separate phonemes at the beginnings and ends of one syllable words manipulating phonemes in spoken words by addition, deletion and substitution of initial, medial and final phonemes to generate new words using short vowels, common long vowels, consonant digraphs and consonant blends when writing, and blend these to read single syllable words understanding that a letter can represent more than one sound and that a syllable must contain a vowel sound understanding how to spell one and two syllable words with common letter patterns using visual memory to read and write high-frequency words recognising and know how to use simple grammatical morphemes to create word families discussing features of plot, character and setting in different types of literature and explore some features of characters in different texts recreating texts imaginatively using drawing, writing, performance and digital forms of communication engaging in conversations and discussions, using active listening behaviours, showing interest, and contributing ideas, information and questions reading decodable and predictable texts using developing phrasing, fluency, contextual, semantic, grammatical and phonic knowledge and emerging text processing strategies, for example

prediction, monitoring meaning and re-reading using 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 creating short imaginative and informative texts that show emerging use of appropriate text structure, sentence-level grammar, word choice, spelling, punctuation and appropriate

multimodal elements, for example illustrations and diagrams constructing texts that incorporate supporting images using software including word processing programs


Considerations


The teaching and learning in this unit work towards the following: Understand how different types of texts vary in use of language choices, depending on their purpose and context (for example, tense and types of sentences) (ACELA1478) Know that word contractions are a feature of informal language and that apostrophes of contraction are used to signal missing letters (ACELA1480) Understand that a clause is a unit of grammar usually containing a subject and a verb and that these need to be in agreement (ACELA1481) Understand that verbs represent different processes, for example doing, thinking, saying, and relating and that these processes are anchored in time through tense (ACELA1482) Identify the effect on audiences of techniques, for example shot size, vertical camera angle and layout in picture books, advertisements and film segments (ACELA1483) Learn extended and technical vocabulary and ways of expressing opinion including modal verbs and adverbs (ACELA1484) Understand how to apply knowledge of letter-sound relationships, syllables, and blending and segmenting to fluently read and write multisyllabic words with more complex letter patterns

(ACELA1826) Understand how to use letter-sound relationships and less common letter patterns to spell words (ACELA1485) Recognise and know how to write most high frequency words including some homophones (ACELA1486) Know how to use common prefixes and suffixes, and generalisations for adding a suffix to a base word (ACELA1827) Discuss how language is used to describe the settings in texts, and explore how the settings shape the events and influence the mood of the narrative (ACELT1599) Create imaginative texts based on characters, settings and events from students' own and other cultures using visual features, for example perspective, distance and angle (ACELT1601) Listen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situations (ACELY1676) Read an increasing range of different types of texts by combining contextual, semantic, grammatical and phonic knowledge, using text processing strategies, for example monitoring,

predicting, confirming, rereading, reading on and self-correcting (ACELY1679) Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features

(ACELY1680) Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print, and multimodal

elements appropriate to the audience and purpose (ACELY1682) Use software including word processing programs with growing speed and efficiency to construct and edit texts featuring visual, print and audio elements (ACELY1685)

Assessing student learning

Unit 4 - Exploring procedural textAssessing student learningAssessment name: Multimodal procedure

Assessment description: Students create, rehearse and present a multimodal procedure.In this unit, assessment of student learning aligns to the following aspects of the achievement standard.

Receptive modes (listening, reading and viewing)

By the end of Year 2, students understand how similar texts share characteristics by identifying text structures and language features used to describe characters and events, or to communicate factual information.They read texts that contain varied sentence structures, some unfamiliar vocabulary, a significant number of high-frequency sight words and images that provide extra information. They monitor meaning and self-correct using knowledge of phonics, syntax, punctuation, semantics and context. They use knowledge of a wide variety of letter-sound relationships to read words of one or more syllables with fluency. 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.Students create texts, drawing on their own experiences, their imagination and information they have learnt. They use a variety of strategies to engage in group and class discussions and make presentations. They accurately spell words with regular spelling patterns and spell words with less common long vowel patterns. They use punctuation accurately, and write words and sentences legibly using unjoined upper- and lower-case letters.

Monitoring student learningStudent learning should be monitored throughout the teaching and learning process to determine student progress and learning needs.Each lesson provides opportunities to gather evidence about how students are progressing and what they need to learn next.Specific monitoring opportunities in this unit may include observation, consultation and samples of student work. For example:

using vocabulary about familiar topics choosing vocabulary to suit audience and purpose rehearsing and presenting ideas.

Monitoring taskMonitoring name: Reading comprehension

Monitoring description: Students read and comprehend an imaginative text and a procedural text and respond to literal and inferential questions.



Assessment name: Writing an informative text

Assessment description: Students create an informative text with a supporting image.In this unit, assessment of student learning aligns to the following aspects of the achievement standard.




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 learnt. They use a variety of strategies to engage in group and class discussions and make presentations. They accurately spell words with regular spelling patterns and spell words with less common long vowel patterns. They use punctuation accurately, and write words and sentences legibly using unjoined upper- and lower-case letters.

Monitoring student learningStudent learning should be monitored throughout the teaching and learning process to determine student progress and learning needs. Each lesson provides opportunities to gather evidence about how students are progressing and what they need to learn next.Specific monitoring opportunities in this unit may include observation, consultations and samples of student work. For example:

uses language features and text purpose when discussing a text chooses vocabulary to suit audience and purpose recognises noun groups identifies literal meanings identifies the audience of informative texts identifies fact from fiction attends to others' talk composes informative sentences.



Assessment name: Reading comprehension

Assessment description: Students read aloud and respond to comprehension questions with oral responses focusing on literal and inferred meaning.

Assessment name: Create a digital multimodal text

Assessment description: Students write an imaginative event to add to a familiar narrative and support the event with appropriate images that match the text.In this unit, assessment of student learning aligns to the following aspects of the achievement standard.




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 learnt. They use a variety of strategies to engage in group and class discussions and make presentations. They accurately spell words with regular spelling patterns and spell words with less common long vowel patterns. They use punctuation accurately, and write words and sentences legibly using unjoined upper- and lower-case letters.

Monitoring student learningStudent learning should be monitored throughout the teaching and learning process to determine student progress and learning needs.Each lesson provides opportunities to gather evidence about how students are progressing and what they need to learn next.Specific monitoring opportunities in this unit may include observations, consultations and samples of student work. For example:

identifying narrative text structure and language features, and understanding how these serve the purpose of the text making inferences about literal and inferred meanings identifying meaning in images and understanding that images can contradict or complement the text identifying language used to describe characters and understanding how this language is used to present characters in different ways using noun groups writing with correct slope and shape editing work and attempts to spell known words and some unknown words correctly using narrative text structure to compose a short text using discussion skills when giving opinions listening for information and instructions, and understanding the given tasks.

Feedback

Unit 4 - Exploring procedural textFeedback may relate to speaking, listening, reading and viewing. In this unit this may include:

using text structures and language features to understand how the text has served a particular purpose extending noun groups through the use of articles and adjectives using vocabulary and making conscious choices of vocabulary to suit audience and purpose of particular texts building literal and inferred meaning of texts and to analyse texts, considering context, language and visual features, and print and multimodal text structures.

Feedback

Unit 5 - Exploring informative textsFeedback may relate to reading, speaking and writing. In this unit this may include:

using text structures and language features to understand how the text has served a particular purpose extending noun groups through the use of adjectives and using noun groups to represent characters and events in different ways using vocabulary about familiar topics and making conscious choice of vocabulary to suit audience and purpose of particular texts abilities to identify how language is being used to present characters and events in different ways abilities to build literal meaning of texts by analysing their growing knowledge of context, language and visual features, and print and multimodal text structures.

Feedback

Unit 6 - Exploring plot and characterisation in storiesFeedback may relate to reading, writing and speaking. In this unit this may include:

students' ability to identify elements of narrative structure: orientation, complication and resolution reading comprehension strategies that develop inferential and literal comprehension skills making inferences about characters by examining and understanding language and images in cultural stories sentence structure and vocabulary used to write an event, and boundary punctuation reading behaviours, such as developing fluency, decoding words, reading on, making predictions and self-correcting students' ability to interact with others appropriately in pair, group and class discussions listening skills and responding appropriately to others' ideas and views.

Year 2 Semester 2 English Report Card Comment Bank

ENGLISH REPORT COMMENTS

Assessment Task 1: Exploring procedural text: Multimodal procedure

A B C D E2E2A1 2E2B1 2E2C1 2E2D1 2E2E1Multimodal procedure

{Name} made conscious vocabulary choices to suit the audience and purpose. {She,He} used identifiable text structures and language features that help text serve its purpose. {Name} varied pace and volume and uses appropriate facial expression, gestures and eye contact to maintain audience interest.

Multimodal procedure

{Name} developed procedure using extended noun groups. {She,He} created a multimodal procedure that develops a key event in an imaginative text. {Name} presented information in a logical sequence. {She,He} spoke clearly with expression.


{Name} discussed ideas and experiences, using everyday language features and topic-specific vocabulary. {She,He} created texts that show how images support the meaning of the text. {Name} created texts, drawing on own experiences, imagination and information learned. {She,He} used a variety of strategies to engage in group and class discussions. {Name} made a presentation.


{Name} used verbs at the beginning of command sentences. {She,He} made connection between images and text. {Name} shared ideas with peers.


{Name} wrote names of ingredients/materials and equipment. {She,He} wrote text and drew images. {Name} stated the topic of a procedure.

Assessment Task 2: Exploring informative texts: Writing an informative text

A B C D E2E2A2 2E2B2 2E2C2 2E2D2 2E2E2

Writing an informative text

{Name} identified additional information in supporting images. {She,He} selected topic-specific vocabulary. {Name} labelled image with noun groups to extend reader understanding of the informative text.


{Name} identified and names main ideas in texts. {She,He} combined information in compound sentences. {Name} wrote expanded noun groups to communicate factual information.


{Name} understood text structures and language features used to communicate factual information. {She,He} identified literal meaning, main ideas and supporting detail. {Name} identified everyday language features and topic-specific vocabulary. {She,He} created a text that showed how images support the meaning of the text. {Name} created a text drawing on information learned.


{Name} identified noun groups. {She,He} constructed simple sentences containing a fact. {Name} created an image to represent a topic.


{Name} identified a fact. {She,He} wrote a fact.

Assessment Task 3: Exploring plot and characterisation in stories: Create a digital multimodal.


Create a digital multimodal narrative

{Name} selected vocabulary to suit the purpose of the text and engage the audience. {She,He} applied spelling knowledge to spell words accurately (visual knowledge for irregular words, correct use of long vowels, blends and digraphs, prefixes and suffixes). {Name} created an imaginative well-structured new event that further develops characters and plot of the original story.


{Name} provided clear descriptions in noun groups.{She,He} varied sentence structure, including simple and compound sentences. {Name} created a digital multimodal text using images that support meaning.


{Name} used everyday language features and topic-specific vocabulary. {She,He} accurately spelt words with regular spelling patterns and spells words with less-common long-vowel patterns. {Name} used punctuation accurately. {She,He} created texts that show how images support the meaning of the text. {Name} created texts drawing on their own experiences, their imagination and information they have learned.


{Name} used familiar words and phrases. {She,He} wrote using simple sentences.


{Name} spelt high-frequency words. {She,He} wrote about an idea.

Assessment Task 4: Exploring plot and characterisation in stories: Reading comprehension


Reading Comprehension

{Name} reads fluently using intonation and applies grammatical knowledge to predict sentence patterns. {She,He} synthesised ideas to make inferences about the meaning of the text. {She,He} responded to questions by making valid and reasoned inferences about characters.


{Name} attempted meaningful substitutions using contextual clues to decode text. {She,He} used text structures, language and visual features to analyse texts. {Name} used inferences to provide details about characters and events.


{Name} monitored meaning and self-corrected using knowledge of phonics, syntax, punctuation, semantics and context. {She,He} used knowledge of a wide variety of letter–sound relationships to read words of one or more syllables with fluency. {Name} understood how similar texts share characteristics by identifying text structures and language features used to describe characters and events. {She,He} identified literal and implied meaning, main ideas and supporting detail.


{Name} used knowledge of sound–letter relationships and sight words to decode text. {She,He} made statements about characters and events.


{Name} recognises words. {She,He} identified a story.

English Pre-ModerationYear : Unit 4, 5 & 6 Semester 2 Title:

Curriculum Intent for the Unit (see unit /task description) In this unit students will learn and apply English knowledge and skills and creating texts through Receptive and Productive modes.

Learning opportunities support students. Read through and discuss each of the prior knowledge and where to in each of the here units of work. Unpack the curriculum intent and revise before each unit.

Assessable Content (Must Know) (Refer to AAP or Unit Plan to source this Information)Unit 4 - Exploring procedural textMultimodal procedure

Knowledge and Understanding Discusses ideas and experiences, using everyday language features and topic-specific vocabulary.

Creating texts (Productive) Creates texts that show how images support the meaning of the text. Creates texts, drawing on their own experiences, imagination and information they have learned. Uses a variety of strategies to engage in group and class discussions. Makes presentations.

Unit 5 - Exploring informative textsWriting an informative text

Comprehending Texts (Receptive) Understands text structures and language features used to communicate factual information. Identifies literal meaning, main ideas and supporting detail.

Creating Texts (Productive) Uses everyday language features and topic-specific vocabulary. Creates a text that shows how images support the meaning of the text. Creates a text drawing on information learned.

Unit 6 - Exploring plot and characterisation in storiesCreate a digital multimodal text

Knowledge and Understanding Uses everyday language features and topic-specific vocabulary. Accurately spells words with regular spelling patterns and spells words with less-common long-vowel

patterns. Uses punctuation accurately.

Creating texts (Productive) Creates texts that show how images support the meaning of the text. Creates texts drawing on their own experiences, their imagination and information they have learned.

Unit 6 - Creating digital procedural texts

Reading comprehension

Knowledge and Understanding

Scan and Assess

Prioritise

Develop and Plan

Monitors meaning and self-corrects using knowledge of phonics, syntax, punctuation, semantics and context.

Uses knowledge of a wide variety of letter-sound relationships to read words of one or more syllables with fluency.

Comprehending texts (Receptive) Understands how similar texts share characteristics by identifying text structures and language

features used to describe characters and events. Identifies literal and implied meaning, main ideas and supporting detail. Listens for particular

purposes.

Additional Targeted Teaching Priorities

* Identified from Early Start Data from End of Prep Data. What were the literacy identified areas?

* Identified from previous assessment & post moderation of Semester 1 English Unit 1 or 2. Were there any identified areas?

Unit Success Criteria and DifferentiationHow will you know you students have succeeded?

Differentiation: CONTENT PROCESS PRODUCT

and ENVIRONMENT

‘C’ Year Level “Working With” Achievement Standard – Success Criteria(Refer to GTMJ and relevant content descriptors (AAP) – including prior content – previous levels)

Unit 4 - Exploring procedural textMultimodal procedure

Knowledge and Understanding Discusses ideas and experiences, using everyday language features and topic-specific vocabulary.

Creating texts (Productive) Creates texts that show how images support the meaning of the text. Creates texts, drawing on their own experiences, imagination and information they have learned. Uses a variety of strategies to engage in group and class discussions. Makes presentations.


Comprehending Texts (Receptive) Understands text structures and language features used to communicate factual information. Identifies literal meaning, main ideas and supporting detail.

Creating Texts (Productive) Uses everyday language features and topic-specific vocabulary. Creates a text that shows how images support the meaning of the text. Creates a text drawing on information learned.


Knowledge and Understanding Uses everyday language features and topic-specific vocabulary. Accurately spells words with regular spelling patterns and spells words with less-common long-vowel patterns. Uses punctuation accurately.

Creating texts (Productive) Creates texts that show how images support the meaning of the text. Creates texts drawing on their own experiences, their imagination and information they have learned.



Knowledge and Understanding Monitors meaning and self-corrects using knowledge of phonics, syntax, punctuation, semantics and context. Uses knowledge of a wide variety of letter-sound relationships to read words of one or more syllables with fluency.

Comprehending texts (Receptive) Understands how similar texts share characteristics by identifying text structures and language features used to describe characters

and events.Identifies literal and implied meaning, main ideas and supporting detail. Listens for particular purposes.

‘B’ Year Level “Making Connections” Achievement Standard – Success Criteria(Refer to GTMJ and relevant content descriptors)


Knowledge and Understanding Develops procedure using extended noun groups.

Creating texts (Productive) Creates a multimodal procedure that develops a key event in an imaginative text. Presents information in a logical sequence. Speaks clearly with expression.


Comprehending Texts (Receptive) Identifies and names main ideas in texts.

Creating Texts (Productive) Combines information in compound sentences. Writes expanded noun groups to communicate factual information.


Knowledge and Understanding Provides clear descriptions in noun groups.

Creating texts (Productive) Varies sentence structure, including simple and compound sentences. Creates a digital multimodal text using images that support meaning.



Knowledge and Understanding Attempts meaningful substitutions using contextual clues to decode text.

Comprehending texts (Receptive) Uses text structures, language and visual features to analyse texts. Uses inference to provide details about characters and events.

‘A’ Year Level “Applying” Achievement Standard – Success Criteria

(Refer to GTMJ and relevant content descriptors + above)


Knowledge and Understanding Makes conscious vocabulary choices to suit the audience and purpose.

Creating texts (Productive) Uses identifiable text structures and language features that help text serve its purpose. Varies pace and volume and uses appropriate facial expression, gestures and eye contact to maintain audience interest.


Comprehending Texts (Receptive) Identifies additional information in supporting images.

Creating Texts (Productive) Selects topic-specific vocabulary. Labels image with noun groups to extend reader understanding of the informative text.


Knowledge and Understanding Selects vocabulary to suit the purpose of the text and engage the audience. Applies spelling knowledge to spell words accurately (visual knowledge for irregular words, correct use of long vowels, blends and

digraphs, prefixes and suffixes).

Creating texts (Productive) Creates an imaginative well-structured new event that further develops characters and plot of the original story.



Knowledge and Understanding Reads fluently using intonation and applies grammatical knowledge to predict sentence patterns.

Comprehending texts (Receptive) Synthesises ideas to make inferences about the meaning of the text. Responds to questions by making valid and reasoned inferences about characters.

Support Plan or ICP Adjusted Content – Refer to ICPStudents:

Tasks: Supported Plan or ICPs Differentiated Assessment

Reporting Sentence: ‘Students working at Year x as per their Support Plan or ICP Plan Tasks and assessments.’

Maker Model Guiding Questions

Content What students need to learn (Select focus questions as required)

Can I choose a familiar context to help make connections or will I scaffold to broaden student world knowledge?

What links can I make to real life? Can I change the context to match student

interests? What prior learning experiences are required? How will I know what students already know?

Which data? Will students complete a Pre-test? Can I skim over some of the content or miss it

completely? How will I extend those students who already

have this knowledge? Will I accelerate students?

Process How students learn (Select focus questions as required)

Can I tier the activities around concepts and skills to provide different levels of support or opportunities to demonstrate deeper knowledge?

Do I need to vary the length of time students require to grasp a concept either by compacting the curriculum or extending the timeframe?

Can I provide opportunities for students to construct and demonstrate knowledge using digital resources and technologies?

Can I scaffold activities or break larger tasks down into smaller tasks?

Can I provide study guides or graphic organisers for targeted students?

Can I modify delivery modes for individuals or small groups?

Can I use peer tutoring?

ProductHow students demonstrate what they know (Select focus questions as required)

To complete the scheduled assessment task will some students require more/less time?

Can students be extended by communicating the information in a more challenging way? E.g. change to authentic audience

Are there students who need the assessment task to be broken down for them?

Will some students need adjustments to the task e.g. having concrete materials at hand or access to digital technologies?

Will some students need feedback provided more frequently or in a different manner?

Environment How learning is structured (Select focus questions as required)

Which of a range of flexible groupings: whole class, small group and individual, best suits this concept and skill set?Have I offered a range of materials and resources -including ICT's to reflect student diversity?Can I vary the level of class teacher support for some students?Would activities outside the classroom best suit this concept? E.g. Other learning spaces within the school, excursions, campsWhat routines can I put into place to assist students in developing independent and group work skills?What class structures can be modified e.g. team teaching or shared teaching and timetabling?Are there additional support provisions from specialist, teacher aide, mentor etc.?Can I provide visual cues for students e.g. content posters or list of instructions for students to follow?

Post Moderation “Every Student Succeeding”

Objective: Develop professional knowledge and practice (Refer to Pialba state School Moderation and Reporting Policy)

Moderation ProtocolsRefer Appendix of Pialba State School Reporting and Moderation (pre-post) School Policy – Social Moderation Norms.

Moderation of Completed English Assessment Samples Refer Appendix of School Policy – Making judgements using standards.

Previously agreed criteria (Pre Moderation) A-E given using the GTMJ On balance teacher judgement- poles Start at the C Move up or down according to the evidence in the sample. The achievement standard is the C standard. Compare each student sample to the standard not against other student samples Give an A-E grade for the task This sample will become part of the student’s portfolio of work

Where to next after Moderation Refer Appendix of School Policy – Moderation Reflection Tool. From the moderated samples information can then be used to plan for the next task. Complete in next English unit the ADDITIONAL TARGETED TEACHING PRIORITIES

Identified from this terms assessment & moderation.

Scan and Assess

Act

Review

Prioritise

Review

pialbastateschool.files.wordpress.com · web viewin this unit, students explore a variety of...

Documents