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OneSchoolUnit Plan

Name: Unit 6 - English Year 1 (V8)Duration: 8 Weeks

Year Level: Year 1

Applicable LearningAreas/Subjects: English

Unit Plan

Creating digital procedural textsIn this unit, students listen to, read, view and interpret traditional and digital multimodal texts to explore the language features and text structures of procedural texts in imaginative and informative contexts. They create a digital multimodal procedure from a literary context. Students explore a series of picture books with persuasive features and create a digital multimodal innovation of an imaginative text that includes persuasion.

For further information to support teaching of the unit, view the:

Year level plan Teacher lesson overview Supporting learning resource - Assessment alignment planner

Throughout the unit, ensure all students have opportunities to develop their higher-order thinking skills. Students develop skills in thinking when they are encouraged to reflect, inquire, generate, and analyse, synthesise and evaluate. Resources that support higher-order thinking skills:

Helpful information - Higher-order thinking skills Years P-9 https://learningplace.eq.edu.au/cx/resources/items/9bd81b3a-7e0f-4031-b685-85cdd806fd89/0/Higher_Order_Thinking.html

Throughout this unit, students will require ready access to ICT at a whole-class, small-group and individual level. Such ICT include spreadsheet software, graphing software, graphic calculators or mobile device apps. Note: A mobile device is a portable computing device, typically having a display screen with touch input or a miniature keyboard. Ensure that the use of ICT in the classroom, including mobile devices, complies with DET policy requirements - Advice for State Schools on Acceptable Use of ICT Facilities and Devices http://ppr.det.qld.gov.au/corp/ict/management/Procedure%20Attachments/Information%20Communication%20and%20Technology/advice.DOCX.

Content descriptions, achievement standards and general capabilities © ACARA 2014 of 39

Unit Plan Plan Name: Unit 6 - English Year 1 (V8)

Year: 1Learning Areas/Subjects: English

Duration: 8 Weeks

Assessment

Assessment Task Summary Type Learning Areas Status Date

Multimodal procedure (Yr 01)Students create a digital multimodal procedure, combining and connecting written, visual and spoken elements.

Poster/multi-modal presentation

English Unscheduled

Reading and comprehension (Yr 01)Students demonstrate reading accuracy, fluency and understanding of the different purpose of texts.

Short answer questions

English Unscheduled

Document Table of Contents

Curriculum Australian Curriculum Considerations

Teaching SequenceTeaching Sequence Summary

Different texts Procedural texts / Assessment

of reading and comprehension Multimodal texts Digital multimodal procedures Persuasion in imaginative texts Innovations

Resources Attachments Plan Resource Bank

Assessment Poster/multi-modal presentation -

Multimodal procedure (Yr 01) Short answer questions - Reading and

comprehension (Yr 01)




Duration: 8 Weeks

Australian Curriculum

English - Year 1

Year 1 Achievement StandardReceptive modes (listening, reading and viewing)By the end of Year 1, students understand the different purposes of texts. They make connections to personal experience when explaining characters and main events in short texts. They identify that texts serve different purposes and that this affects how they are organised. They describe characters, settings and events in different types of literature.

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

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

They create short texts for a small range of purposes. They interact in pair, group and class discussions, taking turns when responding. They make short presentations on familiar topics. When writing, students provide details about ideas or events, and details about the participants in those events. They accurately spell high-frequency words and words with regular spelling patterns. They use capital letters and full stops and form all upper- and lower-case letters correctly.

Content Descriptions

Language Literacy Literature

Expressing and developing ideas

Compare different kinds of images in narrative and informative texts and discuss how they contribute to meaning (ACELA1453)

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)

Identify the parts of a simple sentence that represent 'What's happening?', 'What state is being described?', 'Who or what is involved?'

Interacting with others

Engage in conversations and discussions, using active listening behaviours, showing interest, and contributing ideas, information and questions (ACELY1656)

Creating texts

Construct texts that incorporate supporting images using software including word processing programs (ACELY1664)

Create short imaginative and informative texts that show emerging use of appropriate text structure, sentence-level grammar, word

Literature and context

Discuss how authors create characters using language and images (ACELT1581)

Creating literature

Recreate texts imaginatively using drawing, writing, performance and digital forms of communication (ACELT1586)

Examining literature

Discuss features of plot, character and setting in different types of literature and explore some features of characters in different texts




Duration: 8 Weeks

and the surrounding circumstances (ACELA1451)

Phonics and word knowledge

Manipulate phonemes in spoken words by addition, deletion and substitution of initial, medial and final phonemes to generate new words (ACELA1457)

Recognise and know how to use simple grammatical morphemes to create word families (ACELA1455)

Segment consonant blends or clusters into separate phonemes at the beginnings and ends of one syllable words (ACELA1822)

Understand how to spell one and two syllable words with common letter patterns (ACELA1778)

Understand that a letter can represent more than one sound and that a syllable must contain a vowel sound (ACELA1459)

Use short vowels, common long vowels, consonant digraphs and consonant blends when writing, and blend these to read single syllable words (ACELA1458)

Use visual memory to read and write high-frequency words (ACELA1821)

Text structure and organisation

Recognise 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 (ACELA1449)

Understand concepts about print and screen, including how different types of texts are organised using page numbering, tables of content, headings and titles, navigation buttons, bars and links (ACELA1450)

choice, spelling, punctuation and appropriate multimodal elements, for example illustrations and diagrams (ACELY1661)

Write using unjoined lower case and upper case letters (ACELY1663)

Interpreting, analysing, evaluating

Describe some differences between imaginative informative and persuasive texts (ACELY1658)

Read 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 (ACELY1659)

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)

Texts in context

Respond to texts drawn from a range of cultures and experiences (ACELY1655)

(ACELT1584)

Responding to literature

Discuss characters and events in a range of literary texts and share personal responses to these texts, making connections with students' own experiences (ACELT1582)




Duration: 8 Weeks

Understand patterns of repetition and contrast in simple texts (ACELA1448)

Understand that the purposes texts serve shape their structure in predictable ways (ACELA1447)

Language for interaction

Explore different ways of expressing emotions, including verbal, visual, body language and facial expressions (ACELA1787)

Understand that there are different ways of asking for information, making offers and giving commands (ACELA1446)




Duration: 8 Weeks

Curriculum Priorities - Pedagogy

Considerations

Prior and future curriculumRelevant prior curriculumStudents require prior experience with the following:

exploring how language is used differently at home and school depending on the relationships between people understanding that texts can take many forms, can be very short (for example an exit sign) or quite long (for example an information book or a film) and that stories and informative

texts have different purposes understanding that some language in written texts is unlike everyday spoken language understanding that punctuation is a feature of written text different from letters; recognising how capital letters are used for names, and that capital letters and full stops signal the

beginning and end of sentences understanding concepts about print and screen, including how books, film and simple digital texts work, and knowing some features of print, for example, directionality recognising that texts are made up of words and groups of words that make meaning exploring the different contribution of words and images to meaning in stories and informative texts understanding how to use knowledge of letters and sounds including onset and rime to spell words knowing how to read and write some high-frequency words and other familiar words understanding that words are units of meaning and can be made of more than one meaningful part responding to texts, identifying favourite stories, authors and illustrators retelling familiar literary texts through performance, use of illustrations and images identifying some differences between imaginative and informative texts reading decodable and predictable texts, practising phrasing and fluency, and monitoring meaning using concepts about print and emerging contextual, semantic, grammatical and

phonic knowledge using comprehension strategies to understand and discuss texts listened to, viewed or read independently creating short texts to explore, record and report ideas and events using familiar words and beginning writing knowledge constructing texts using software including word-processing programs

Curriculum working towardsThe teaching and learning in this unit work towards the following

Understand that language varies when people take on different roles in social and classroom interactions and how the use of key interpersonal language resources varies depending on context (ACELA1461)

Understand that different types of texts have identifiable text structures and language features that help the text serve its purpose (ACELA1463) Understand how texts are made cohesive through language features, including word associations, synonyms, and antonyms (ACELA1464) Recognise that capital letters signal proper nouns and commas are used to separate items in lists (ACELA1465) 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) 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 how to use knowledge of digraphs, long vowels, blends and silent letters to spell one and two syllable words including some compound words (ACELA1471) 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) Build morphemic word families using knowledge of prefixes and suffixes (ACELA1472)




Duration: 8 Weeks

Curriculum Priorities - Pedagogy

Considerations Compare opinions about characters, events and settings in and between texts (ACELT1589) Create events and characters using different media that develop key events and characters from literary texts (ACELT1593) 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) 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) Construct texts featuring print, visual and audio elements using software, including word processing programs (ACELY1674)




Duration: 8 Weeks

General capabilitiesThis unit provides opportunities for students to engage in the following general capabilities.Literacy

Comprehending texts through listening, reading and viewing Composing texts through speaking, writing and creating Text knowledge Grammar knowledge Word knowledge Visual knowledge

Information and communication technology (ICT) capability Applying social and ethical protocols and practices when using ICT Investigating with ICT Creating with ICT Communicating with ICT Managing and operating ICT

Critical and creative thinking Inquiring - identifying, exploring and organising information and ideas Generating ideas, possibilities and actions Reflecting on thinking and processes Analysing, synthesising and evaluating reasoning and procedures

Personal and social capability Self-awareness Self-management Social awareness Social management

Ethical understanding Understanding ethical concepts and issues Reasoning in decision making and actions Exploring values, rights and responsibilities

Intercultural understanding Recognising culture and developing respect Interacting and empathising with others Reflecting on intercultural experiences and taking responsibility

For further information, refer to General capabilities in the Australian Curriculum and the Learning area specific advice.

Cross-curriculum prioritiesAboriginal and Torres Strait Islander histories and culturesStudents will develop a knowledge, deep understanding and respect for Aboriginal peoples' and Torres Strait Islander peoples' history and culture and build an awareness that their histories are part of a shared history belonging to all Australians.




Duration: 8 Weeks

The embedding of Aboriginal peoples' and Torres Strait Islander peoples' histories and cultures into the curriculum can be a challenging task. For further information including pedagogical approaches refer to C2C: Aboriginal peoples & Torres Strait Islander peoples Cross Curriculum Priority support https://oneportal.deta.qld.gov.au/EducationDelivery/Stateschooling/schoolcurriculum/Curriculumintotheclassroom/Pages/C2CAandTSICCPSupport.aspx.Asia and Australia's engagement with AsiaStudents will learn about and recognise the diversity within and between the countries of the Asia region. They will develop knowledge and understanding of Asian societies, cultures, beliefs and environments, and the connections between the peoples of Asia, Australia, and the rest of the world. Students will develop skills to communicate and engage with the peoples of Asia so they can effectively live, work and learn in the region.For further information, refer to Asia and Australia's engagement with Asia in the Australian Curriculum and the Learning area statements.

Assessing student learningAssessment name: Reading and comprehensionAssessment description: Students demonstrate reading accuracy, fluency and understanding of the different purposes of texts.Assessment name: Multimodal procedureAssessment description: Students create a digital multimodal procedure, combining and connecting written, visual and spoken elements.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 1, students understand the different purposes of texts. They make connections to personal experience when explaining characters and main events in short texts. They identify that texts serve different purposes and that this affects how they are organised. They describe characters, settings and events in different types of literature.Students read aloud, with developing fluency. They read short texts with some unfamiliar vocabulary, simple and compound sentences and supportive images. When reading, they use knowledge of the relationship between sounds and letters, high-frequency words, sentence boundary punctuation and directionality to make meaning. They recall key ideas and recognise literal and implied meaning in texts. They listen to others when taking part in conversations, using appropriate language features and interaction skills.Productive modes (speaking, writing and creating)Students understand how characters in texts are developed and give reasons for personal preferences. They create texts that show understanding of the connection between writing, speech and images.They create short texts for a small range of purposes. They interact in pair, group and class discussions, taking turns when responding. They make short presentations on familiar topics. When writing, students provide details about ideas or events, and details about the participants in those events. They accurately spell high-frequency words and words with regular spelling patterns. They use capital letters and full stops and form all upper- and lower-case letters correctly.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:

activating and using prior knowledge navigating a text correctly making attempts at fluency and intonation attempting to work out unknown words re-reading sections or words and self-correcting predicting what might happen on the basis of experience of this kind of text making an inference about a character's feelings discussing and sequencing events in stories




Duration: 8 Weeks

selecting ideas from texts to represent characters and events writing simple responses to ideas and events experienced through texts applying new vocabulary appropriately in writing including ideas about what's happening, who or what is involved and the surrounding circumstances writing several ideas about characters, events or topics organising ideas into simple sentences (and giving commands in procedural texts) writing several simple sentences or joining simple sentences with conjunctions (e.g. and, but, so) sequencing ideas logically including images to suit the purpose and audience in multimodal texts understanding concepts of print and writing using spacing between words spelling words with regular spelling patterns correctly spelling high-frequency words correctly attempting to spell words with morphemes using capital letters and full stops writing using unjoined lowercase and uppercase letters attending to others' talk reflecting on the other person's feelings, using knowledge of the talker's body language and gestures using language appropriately for purpose and context listening for details in spoken imaginative texts using gestures and facial expressions in pair, group and classroom discussions attending to the discussion.

FeedbackFeedback may relate to students comprehending and thinking critically about imaginative and multimodal elements in texts. In this unit this may include:

signalling statements, exclamations, questions and commands with correct punctuation using words and images to represent objects in different ways using literary characters and events to re-create literature imaginatively creating imaginative texts, using text structure, grammar, word choice, punctuation, spelling and multimodal elements describing differences between imaginative, informative and persuasive texts reading supportive texts with developing fluency and intonation, using reading knowledge and text processing strategies comprehending different texts, drawing on knowledge of context, text structure and language features creating procedural texts in response to characters and events in literature using and organising concepts about print and screen in digital multimodal texts.




Duration: 8 Weeks

Teaching Sequence

Curriculum Plan Topics

Duration Topic

4 Lessons Different texts Lesson 1: Exploring differences between texts Lesson 2: Comprehending a story Lesson 3: Giving commands Lesson 4: Exploring procedures

10 Lessons Procedural texts / Assessment of reading and comprehension Lesson 5: Comparing purpose and structure of texts Lessons 6-7: Reading fluently and making meaning Lessons 8-9: Writing procedures Lessons 10-11: Creating multimodal procedures Lessons 12-14: Reading and comprehension

4 Lessons Multimodal texts Lesson 15: Exploring and using patterns of repetition Lesson 16: Combining writing, images and sound Lesson 17: Comprehending a multimodal text Lesson 18: Comparing concepts of print and screen

7 Lessons Digital multimodal procedures Lessons 19-20: Planning a procedure Lessons 21-22: Writing a procedure Lessons 23-25: Creating a digital multimodal procedure

3 Lessons Persuasion in imaginative texts Lesson 26: Exploring purpose and structure Lessons 27-28: Understanding persuasion

4 Lessons Innovations Lessons 29-30: Using writing and drawing to create a persuasive story Lessons 31-32: Creating a digital text

32 Lessons Total Unit




Duration: 8 Weeks

Teaching Sequence

Topic Different texts Topic Duration 4 Lessons

Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will explore and describe differences between different texts, focusing on purpose and text structure.

Lessons Teaching and Learning Sequence Resources

Lesson 1

Exploring differences between texts

Lesson objectivesStudents will:

Understand and recognise differences between imaginative, informative and persuasive texts.

Evidence of learningCan the student:

Describe differences between imaginative, informative and persuasive texts?

Example learning sequence Listen to a reading of a picture book and make connections to

personal experiences Compare different texts

Early literacy skillsReadingRefer to unit reading groups overview for suggested focus area.SpellingRefer to unit spelling overview for suggested focus area.Diagnostic assessment.HandwritingRefer to unit handwriting overview for suggested focus area.

Resources Text - A text that features commands and opportunities to discuss procedure. One

of the following would be appropriate:o Cronin, D and Lewin 2002, Giggle, giggle, quack, Simon and Schuster, New

Yorko Wagner, J and Brooks, R 1977, John Brown, Rose and the midnight cat, Kestrel

Books, Middlesex Sheet - How to wash your pet pig Sheet - Read every night! Supporting learning resource - Teacher tips: Different texts Reading - Reading groups overview Year 1 Unit 6: Lessons 1-16

https://learningplace.eq.edu.au/cx/resources/items/6b90614a-e4db-41cb-a6e8-a86dacfdff18/0/Reading.html

Spelling - Spelling overview Year 1 Unit 6: Lessons 1-16 https://learningplace.eq.edu.au/cx/resources/items/64032b89-6bac-f41d-9983-90b6dfb51b73/0/index.html

Handwriting - Handwriting overview Year 1 Unit 6: Lessons 1-16 https://learningplace.eq.edu.au/cx/resources/items/95b7aee8-25b5-8bcb-4760-fafdb6e84e0f/0/index.html

Helpful information Supporting learning resource - Introduction to the unit: Creating digital procedural

texts https://learningplace.eq.edu.au/cx/resources/items/65792ca4-44e9-4b00-8fa0-1dc860d9b793/0/Eng_Y01_U6_SLR_UnitIntro.docx

Supporting learning resource - Yarning circles https://learningplace.eq.edu.au/cx/resources/items/6af7563c-70cd-4f7f-32a1-ae6ec0aed6bc/0/C2C_EATSIPS_YarningCircles.pdf

Supporting learning resource - Aboriginal & Torres Strait Islander histories and cultures suggested alternative resources https://learningplace.eq.edu.au/cx/resources/items/2e5a409d-aaf0-4dc4-98d6-d1f2715e1db0/0/Eng_Y01_U6_SLR_AlternateRES.docx

Supporting learning resource - C2C: Aboriginal peoples & Torres Strait Islander peoples Cross Curriculum Priority support https://oneportal.deta.qld.gov.au/EducationDelivery/Stateschooling/schoolcurriculum/Curriculumintotheclassroom/Pages/C2CAandTSICCPSupport.aspx

Text - Hill, S 2012, Developing early literacy: Assessment and teaching (2nd ed.), Eleanor Curtain Publishing, Victoria




Duration: 8 Weeks

Teaching Sequence



Lessons Teaching and Learning Sequence Resources Supporting learning resource - Year 1 Monitoring tool for reading

https://learningplace.eq.edu.au/cx/resources/items/84728b57-7565-4ba0-a308-37804602d0d7/0/Eng_Y01_U1_SLR_ReadMonitTool.docx

Supporting learning resource - Year 1 Monitoring tool for listening https://learningplace.eq.edu.au/cx/resources/items/2d704870-0235-49e7-a0d2-644229993be9/0/Eng_Y01_U1_SLR_ListenMonitTool.docx

Supporting learning resource - Year 1 Monitoring tool for group discussions https://learningplace.eq.edu.au/cx/resources/items/750bb4be-9097-4cb7-a256-0fa93b8fec0a/0/Eng_Y01_U1_SLR_GroupDiscMonitTool.docx

Supporting learning resource - English metalanguage: Years P-2 https://learningplace.eq.edu.au/cx/resources/items/332aaccf-9152-1256-2b9f-3f456bd29f88/0/Eng_SLR_YP-Y02_Metalanguage.docx

Attachments Lesson plan

Lesson 2

Comprehending a story


Understand that texts are organised differently, using different concepts of print and screen.

Understand how to build literal and inferred meaning of texts.Evidence of learningCan the student:

Discuss concepts of print and screen texts? Build literal and inferred meaning of texts?

Example learning sequence Review a picture book and explore concepts of print Comprehend the story

Early literacy skillsReadingRefer to unit reading groups overview for suggested focus area.SpellingRefer to unit spelling overview for suggested focus area.


of the following would be appropriate:o Cronin, D and Lewin, B 2002, Giggle, giggle, quack, Simon and Schuster, New


Books, Middlesex Supporting learning resource - Teacher tips: Different texts Reading - Reading groups overview Year 1 Unit 6: Lessons 1-16




Helpful information Text - Hill, S 2012, Developing early literacy: Assessment and teaching (2nd ed.),

Eleanor Curtain Publishing, Victoria Supporting learning resource - Developing early literacy. Chapter 7: Reading

development https://learningplace.eq.edu.au/cx/resources/items/a0541bfa-1641-c660-4a71-




Duration: 8 Weeks

Teaching Sequence




HandwritingRefer to unit handwriting overview for suggested focus area.

548d1fe8468d/0/Eng_Y01_U1_SLR_ReadingDevelopment.pdf Sheet - In the book or in your head?

https://learningplace.eq.edu.au/cx/resources/items/a10df2ad-8dab-2b12-f99b-c16ca6935d31/0/Eng_Y04_U1_SH_InTheBookOrInYourHead.docx

Supporting learning resource - Year 1 Monitoring tool for reading https://learningplace.eq.edu.au/cx/resources/items/84728b57-7565-4ba0-a308-37804602d0d7/0/Eng_Y01_U1_SLR_ReadMonitTool.docx




Lesson 3

Giving commands


Understand how to use reading knowledge and text-processing strategies to read texts.

Understand how to write sentences that give commands.Evidence of learningCan the student:

Use reading knowledge and text-processing strategies to decode words and read texts?

Write sentences that give commands?Example learning sequence

Review a picture book and use text-processing strategies to decode words

Examine sentences and give commandsEarly literacy skillsReadingRefer to unit reading groups overview for suggested focus area.




Books, Middlesex Supporting learning resource - Teacher tips: Different texts Reading - Reading groups overview Year 1 Unit 6: Lessons 1-16





Eleanor Curtain Publishing, Victoria




Duration: 8 Weeks

Teaching Sequence




SpellingRefer to unit spelling overview for suggested focus area.HandwritingRefer to unit handwriting overview for suggested focus area.

Supporting learning resource - Developing early literacy. Chapter 7: Reading development https://learningplace.eq.edu.au/cx/resources/items/a0541bfa-1641-c660-4a71-548d1fe8468d/0/Eng_Y01_U1_SLR_ReadingDevelopment.pdf


Supporting learning resource - Year 1 Monitoring tool for writing https://learningplace.eq.edu.au/cx/resources/items/e1ca8e06-4018-48ba-a1ae-845204003e10/0/Eng_Y01_U1_SLR_WritMonitTool.docx



Lesson 4

Exploring procedures


Understand patterns of repetition and contrast in simple texts. Understand how to create informative texts.


Identify repetition and word patterns in a text? Create informative texts using text structure, sentence-level

grammar, word choice, punctuation and multimodal elements?Example learning sequence

Review a picture book and explore patterns of repetition and contrast

Explore procedural textsEarly literacy skillsReadingRefer to unit reading groups overview for suggested focus area.Spelling




Books, Middlesex Supporting learning resource - Teacher tips: Different texts Sheet - How to wash your pet pig Reading - Reading groups overview Year 1 Unit 6: Lessons 1-16




Helpful information Supporting learning resource - Year 1 Monitoring tool for writing




Duration: 8 Weeks

Teaching Sequence




Refer to unit spelling overview for suggested focus area.HandwritingRefer to unit handwriting overview for suggested focus area.

https://learningplace.eq.edu.au/cx/resources/items/e1ca8e06-4018-48ba-a1ae-845204003e10/1/Eng_Y01_U1_SLR_WritMonitTool.docx






Duration: 8 Weeks

Teaching Sequence

Topic Procedural texts / Assessment of reading and comprehension Topic Duration 10 Lessons

Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will explore elements of procedure in literary texts and write procedures in response to events and ideas in literary texts.They will complete the Reading and comprehension assessment task


Lesson 5

Comparing purpose and structure of texts


Understand that the purpose of texts shapes their structures in predictable ways.

Understand how to explain characters and events, making connections to personal experiences.


Compare purpose and structure of simple texts? Make connections to personal experiences when explaining

characters and events?Example learning sequence

Listen to a reading of a picture book and use text-processing strategies to decode words

Compare different texts Make connections to personal experiences

Early literacy skillsReadingRefer to unit reading groups overview for suggested focus area.SpellingRefer to unit spelling overview for suggested focus area.HandwritingRefer to unit handwriting overview for suggested focus area.

Resources Text - Nayar, N and Roy, P 2009, What shall I make? Frances Lincoln, London Supporting learning resource - Teacher tips: Procedural texts Sheet - Children need to cook Reading - Reading groups overview Year 1 Unit 6: Lessons 1-16






development https://learningplace.eq.edu.au/cx/resources/items/a0541bfa-1641-c660-4a71-548d1fe8468d/0/Eng_Y01_U1_SLR_ReadingDevelopment.pdf









Duration: 8 Weeks

Teaching Sequence




Lessons 6-7

Reading fluently and making meaning


Understand how to read with fluency and intonation. Understand how to draw on knowledge of context, text structure

and language features to build literal and inferred meaning.Evidence of learningCan the student:

Read with fluency and intonation? Build literal and inferred meaning, drawing on knowledge of

context, text structures and language features?Example learning sequence

Review a picture book and read with fluency and intonation Comprehend the story


Resources Text - Nayar, N and Roy, P 2009, What shall I make? Frances Lincoln, London Reading - Reading groups overview Year 1 Unit 6: Lessons 1-16




Supporting learning resource - Teacher tips: Procedural textsHelpful information



Sheet - In the book or in your head? https://learningplace.eq.edu.au/cx/resources/items/a10df2ad-8dab-2b12-f99b-c16ca6935d31/0/Eng_Y04_U1_SH_InTheBookOrInYourHead.docx

Supporting learning resource - Phrasing and fluency https://learningplace.eq.edu.au/cx/resources/items/82958607-c7ad-4929-a8c8-43061446f4d1/0/Eng_Y01_U6_SLR_PhrasFluency.docx








Duration: 8 Weeks

Teaching Sequence





Lessons 8-9

Writing procedures


Understand how to write texts using appropriate text structure, grammar, word choice, spelling and punctuation.


Write procedural texts using text structure, grammar, word choice, spelling and punctuation?

Example learning sequence Review a picture book and explore patterns of repetition and

contrast Explore procedural text Re-create texts imaginatively


Resources Text - Nayar, N and Roy, P 2009, What shall I make? Frances Lincoln, London Supporting learning resource - Teacher tips: Procedural texts Reading - Reading groups overview Year 1 Unit 6: Lessons 1-16




Helpful information Supporting learning resource - Year 1 Monitoring tool for writing

https://learningplace.eq.edu.au/cx/resources/items/e1ca8e06-4018-48ba-a1ae-845204003e10/0/Eng_Y01_U1_SLR_WritMonitTool.docx



Lessons 10-11

Creating multimodal procedures


Understand that print and screen texts are organised differently. Understand how to create multimodal texts.

Resources Text - Nayar, N and Roy, P 2009, What shall I make? Frances Lincoln, London Supporting learning resource - Teacher tips: Procedural texts Reading - Reading groups overview Year 1 Unit 6: Lessons 1-16

https://learningplace.eq.edu.au/cx/resources/items/6b90614a-e4db-41cb-a6e8-




Duration: 8 Weeks

Teaching Sequence





Organise texts using concepts of print and screen? Create multimodal texts?

Example learning sequence Review a picture book Create multimodal procedures


a86dacfdff18/0/Reading.html Spelling - Spelling overview Year 1 Unit 6: Lessons 1-16

https://learningplace.eq.edu.au/cx/resources/items/64032b89-6bac-f41d-9983-90b6dfb51b73/0/index.html


Helpful information Supporting learning resource - English metalanguage: Years P-2

https://learningplace.eq.edu.au/cx/resources/items/332aaccf-9152-1256-2b9f-3f456bd29f88/0/Eng_SLR_YP-Y02_Metalanguage.docx


Lessons 12-14

Reading and comprehension

Assessment purposeTo demonstrate reading accuracy, fluency and understanding of the different purposes of texts.Example assessment sequence

Understand the assessment Review the Guide to making judgments and understand the

standards A-E Conduct the assessment

Early literacy skillsReadingRefer to unit reading groups overview for suggested focus area.SpellingRefer to unit spelling overview for suggested focus area.

Resources Assessment task - Reading and comprehension Assessment task - Reading and comprehension: Model response Assessment task - Captain Jane Stanislaus: Chief of stuff (sheet) Reading - Reading groups overview Year 1 Unit 6: Lessons 1-16




Supporting learning resource - Teacher tips: Assessment of reading and comprehension

Supporting learning resource - Assessing using running records




Duration: 8 Weeks

Teaching Sequence




HandwritingRefer to unit handwriting overview for suggested focus area.









Duration: 8 Weeks

Teaching Sequence

Topic Multimodal texts Topic Duration 4 Lessons

Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will explore elements of multimodal texts and use concepts about print and screen to begin creating texts.


Lesson 15

Exploring and using patterns of repetition


Understand how to write texts using appropriate text structure, grammar, word choice, spelling and punctuation.

Understand the way repetition and word patterns guide a reader through the text.


Write procedural texts using text structure, grammar, word choice, spelling and punctuation?

Identify and use repetition and word patterns?Example learning sequence

Listen to a reading of a picture book and explore patterns of repetition and contrast

Write proceduresEarly literacy skillsReadingRefer to unit reading groups overview for suggested focus area.SpellingRefer to unit spelling overview for suggested focus area.HandwritingRefer to unit handwriting overview for suggested focus area.

Resources Text - A text that recounts an activity and contains examples of procedure. One of

the following would be appropriate:o Text - Langton, R 2009, Catching blueys, Cherbourg State School, Murgon,

Queenslando Supporting learning resource - Fishing for elbow slapperso eBook - Fishing for elbow slappers

Supporting learning resource - Teacher tips: Multimodal texts Sheet - Writing a procedure Sheet - Story to procedure Reading - Reading groups overview Year 1 Unit 6: Lessons 1-16




Helpful information Supporting learning resource - Yarning circles

https://learningplace.eq.edu.au/cx/resources/items/6af7563c-70cd-4f7f-32a1-ae6ec0aed6bc/0/C2C_EATSIPS_YarningCircles.pdf








Duration: 8 Weeks

Teaching Sequence




Lesson 16

Combining writing, images and sound


Understand that print and screen texts are organised differently. Understand how to create multimodal texts.


Organise texts using concepts of print and screen? Create multimodal texts?

Example learning sequence Review a picture book Create multimodal procedures

Early literacy skillsReadingRefer to unit reading groups overview for suggested focus area.SpellingConduct a unit post-test.HandwritingRefer to unit handwriting overview for suggested focus area.

Resources Text - A text that recounts an activity and contains examples of procedure. The

following would be appropriate:o Text - Langton, R 2009, Catching blueys, Cherbourg State School, Murgon,

Queenslando Supporting learning resource - Fishing for elbow slapperso eBook - Fishing for elbow slappers

Reading - Reading groups overview Year 1 Unit 6: Lessons 1-16 https://learningplace.eq.edu.au/cx/resources/items/6b90614a-e4db-41cb-a6e8-a86dacfdff18/0/Reading.html


Spelling - Spelling unit post-test Year 1 Unit 6 https://learningplace.eq.edu.au/cx/resources/items/64032b89-6bac-f41d-9983-90b6dfb51b73/0/index.html


Sheet - Writing a procedure Supporting learning resource - Teacher tips: Multimodal texts

Helpful information Supporting learning resource - Yarning circles

https://learningplace.eq.edu.au/cx/resources/items/6af7563c-70cd-4f7f-32a1-ae6ec0aed6bc/0/C2C_EATSIPS_YarningCircles.pdf








Duration: 8 Weeks

Teaching Sequence




Lesson 17

Comprehending a multimodal text


Understand patterns of repetition and contrast in texts. Understand how to build literal and inferred meaning of a story.


Identify patterns of repetition and contrast in a text? Use knowledge of context, text structure and language features to

build literal and inferred meaning of a story?Example learning sequence

Listen to a reading of a picture book and explore patterns of repetition and contrast

Comprehend the storyEarly literacy skillsReadingRefer to unit reading groups overview for suggested focus area.SpellingRefer to unit spelling overview for suggested focus area.HandwritingRefer to unit handwriting overview for suggested focus area.

Resources Text - Armitage, R & D 1977, The lighthouse keeper's lunch, Puffin Books, London Reading - Reading groups overview Year 1 Unit 6: Lessons 17-32




Supporting learning resource - Teacher tips: Multimodal textsHelpful information

Sheet - In the book or in your head? https://learningplace.eq.edu.au/cx/resources/items/a10df2ad-8dab-2b12-f99b-c16ca6935d31/0/Eng_Y04_U1_SH_InTheBookOrInYourHead.docx




Lesson 18

Comparing concepts of print and screen


Understand and recognise that different punctuation signals sentences that make statements or exclamations, give commands and ask questions.

Understand different concepts about print and screen used to organise texts.

Evidence of learning

Resources Text - Armitage, R & D 1977, The lighthouse keeper's lunch, Puffin Books, London Supporting learning resource - Teacher tips: Multimodal texts Reading - Reading groups overview Year 1 Unit 6: Lessons 17-32



Handwriting - Handwriting overview Year 1 Unit 6: Lessons 17-32




Duration: 8 Weeks

Teaching Sequence




Can the student: Identify the function of full stops, exclamation marks and question

marks? Identify concepts about print and screen used to organise texts?

Example learning sequence Review a picture book and examine sentences Compare concepts of print and screen in multimodal texts


https://learningplace.eq.edu.au/cx/resources/items/95b7aee8-25b5-8bcb-4760-fafdb6e84e0f/0/index.html

Helpful information Website - Lighthouse keepers and their families (National Film & Sound Archive)

http://dl.nfsa.gov.au/module/32/ Supporting learning resource - English metalanguage: Years P-2

https://learningplace.eq.edu.au/cx/resources/items/332aaccf-9152-1256-2b9f-3f456bd29f88/0/Eng_SLR_YP-Y02_Metalanguage.docx





Duration: 8 Weeks

Teaching Sequence

Topic Digital multimodal procedures Topic Duration 7 Lessons

Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will create a digital multimodal procedure in response to literature.


Lessons 19-20

Planning a procedure

Assessment purposeTo create a digital multimodal procedure, combining and connecting written, visual and spoken elements.Example assessment sequence




Resources Assessment task - Multimodal procedure Assessment task - Multimodal procedure: Model response Assessment task - Multimodal procedure: Model response - How to make a

disgusting sandwich (slideshow) Assessment task - Plan for task: Multimodal procedure Assessment task - Plan for task: Multimodal procedure - Sample response Text - Armitage, R & D 1977, The lighthouse keeper's lunch, Puffin Books, London Reading - Reading groups overview Year 1 Unit 6: Lessons 17-32





Lessons 21-22

Writing a procedure




Early literacy skillsReadingRefer to unit reading groups overview for suggested focus area.SpellingRefer to unit spelling overview for suggested focus area.Handwriting





Handwriting - Handwriting overview Year 1 Unit 6: Lessons 17-32




Duration: 8 Weeks

Teaching Sequence

Topic Digital multimodal procedures Topic Duration 7 Lessons

Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will create a digital multimodal procedure in response to literature.


Refer to unit handwriting overview for suggested focus area. https://learningplace.eq.edu.au/cx/resources/items/95b7aee8-25b5-8bcb-4760-fafdb6e84e0f/0/index.html


Lessons 23-25

Creating a digital multimodal procedure














Duration: 8 Weeks

Teaching Sequence

Topic Persuasion in imaginative texts Topic Duration 3 Lessons

Overview Throughout this lesson series, students will explore the persuasive elements represented by language and images in picture books. They will re-create texts imaginatively, using writing and drawing.


Lesson 26

Exploring purpose and structure


Understand the way purpose shapes text structures in predictable ways.

Understand the way emotions and opinions are expressed through visual representations of facial expressions and body language.


Identify the purpose and structure of texts? Discuss how facial expressions and body language express

emotion and opinions?Example learning sequence

Listen to a reading of a picture book and explore purpose and structure

Explore the way language and images create charactersEarly literacy skillsReadingRefer to unit reading groups overview for suggested focus area.SpellingRefer to unit spelling overview for suggested focus area.HandwritingRefer to unit handwriting overview for suggested focus area.

Resources Find and prepare a picture book that includes persuasive features e.g.

o Text - Willems, M 2008, The pigeon wants a puppy! Walker Books Ltd, Londono Text - Willems, M 2008, The pigeon finds a hot dog! Walker Books Ltd, Londono Text - Willems, M 2004, Don't let the pigeon drive the bus! Walker Books Ltd,

Londono Text - Willems, M 2007, Don't let the pigeon stay up late! Walker Books Ltd,

London Supporting learning resource - Teacher tips: Persuasion in imaginative texts Reading - Reading groups overview Year 1 Unit 6: Lessons 17-32




Helpful information Supporting learning resource - Year 1 Monitoring tool for listening

https://learningplace.eq.edu.au/cx/resources/items/2d704870-0235-49e7-a0d2-644229993be9/0/Eng_Y01_U1_SLR_ListenMonitTool.docx


Website - The pigeon teacher's guide (Hyperion Books for Children) http://www.pigeonpresents.com/teachersguides/pigeon_teachguide.pdf



Lessons 27-28 Lesson objectives Resources




Duration: 8 Weeks

Teaching Sequence

Topic Persuasion in imaginative texts Topic Duration 3 Lessons

Overview Throughout this lesson series, students will explore the persuasive elements represented by language and images in picture books. They will re-create texts imaginatively, using writing and drawing.


Understanding persuasion

Students will: Understand how to re-create texts imaginatively, using writing and

drawing. Understand that different sentences make statements,

exclamations, ask questions and give commands.Evidence of learningCan the student:

Re-create texts imaginatively, using writing and drawing? Write statements, exclamations, questions and commands when

re-creating texts?Example learning sequence

Review a picture book and read with fluency and intonation Examine and use different sentences Examine word choice Re-create texts imaginatively


Find and prepare a picture book that includes persuasive features e.g.o Text - Willems, M 2008, The pigeon wants a puppy! Walker Books Ltd, Londono Text - Willems, M 2008, The pigeon finds a hot dog! Walker Books Ltd, Londono Text - Willems, M 2004, Don't let the pigeon drive the bus! Walker Books Ltd,


London Supporting learning resource - Teacher tips: Persuasion in imaginative texts Reading - Reading groups overview Year 1 Unit 6: Lessons 17-32





Eleanor Curtain Publishing, South Yarra, Vic Supporting learning resource - Developing early literacy: Chapter 7: Reading









Duration: 8 Weeks

Teaching Sequence

Topic Innovations Topic Duration 4 Lessons

Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will continue to explore a series of picture books and the persuasive elements represented by language and images. Students will re-create texts imaginatively, using writing, drawing and digital forms of communication.


Lessons 29-30

Using writing and drawing to create a persuasive story


Understand how to re-create texts imaginatively, using text structure, grammar, word choice, punctuation, spelling and multimodal elements.


Re-create texts imaginatively, using text structure, grammar, word choice, punctuation, spelling and multimodal elements?

Example learning sequence Listen to a reading of a picture book and explore purpose and

structure Review the features of a persuasive story Plan the persuasive story


Resources Find and prepare a picture book that includes persuasive features, e.g.

o Text - Willems, M 2008, The pigeon finds a hot dog! Walker Books Ltd, Londono Text - Willems, M 2008, The pigeon wants a puppy! Walker Books Ltd, Londono Text - Willems, M 2004, Don't let the pigeon drive the bus! Walker Books Ltd,


London Sheet - Creating a digital innovation Supporting learning resource - Teacher tips: Innovations Reading - Reading groups overview Year 1 Unit 6: Lessons 17-32




Helpful information Supporting learning resource - Creating a digital innovation (Answers)

https://learningplace.eq.edu.au/cx/resources/items/e1ba7fb6-773b-4544-be2e-9a7cfa97a681/0/Eng_Y01_U6_SLR_DigitalInnovation_Ans.docx



Lessons 31-32

Creating a


Understand how to re-create texts imaginatively, using digital forms of communication.

Resources Find and prepare a picture book that includes persuasive features, e.g.

o Text - Willems, M 2008, The pigeon finds a hot dog! Walker Books Ltd, Londono Text - Willems, M 2008, The pigeon wants a puppy! Walker Books Ltd, London




Duration: 8 Weeks

Teaching Sequence

Topic Innovations Topic Duration 4 Lessons

Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will continue to explore a series of picture books and the persuasive elements represented by language and images. Students will re-create texts imaginatively, using writing, drawing and digital forms of communication.


digital text Evidence of learningCan the student:

Re-create texts imaginatively, using digital forms of communication?

Example learning sequence Review planning of persuasive story Create a digital text Share digital innovations

Early literacy skills ReadingRefer to unit reading groups overview for suggested focus area.SpellingRefer to unit spelling overview for suggested focus area.HandwritingRefer to unit handwriting overview for suggested focus area.

o Text - Willems, M 2004, Don't let the pigeon drive the bus! Walker Books Ltd, London

o Text - Willems, M 2007, Don't let the pigeon stay up late! Walker Books Ltd, London

Sheet - Creating a digital innovation Supporting learning resource - Teacher tips: Innovations Reading - Reading groups overview Year 1 Unit 6: Lessons 17-32




Helpful information Supporting learning resource - Creating a digital innovation (Answers)

https://learningplace.eq.edu.au/cx/resources/items/e1ba7fb6-773b-4544-be2e-9a7cfa97a681/0/Eng_Y01_U6_SLR_DigitalInnovation_Ans.docx






Duration: 8 Weeks

Resources* Attachments are available in the relevant Unit Plan Section directory in the downloaded zip file.

Unit Plan Section Resource Attachments*

Sequence - Different texts Lesson plan - Eng_Y01_U6_LP01.docx

Lesson plan - Eng_Y01_U6_LP02.docx



Sequence - Procedural texts / Assessment of reading and comprehension


Lesson plan - Eng_Y01_U6_LP06_07.docx




Sequence - Multimodal texts Lesson plan - Eng_Y01_U6_LP15.docx




Sequence - Digital multimodal procedures







Duration: 8 Weeks


Sequence - Persuasion in imaginative texts



Sequence - Innovations Lesson plan - Eng_Y01_U6_LP29_30.docx


Sequence Find and prepare a picture book that includes persuasive features e.g.o Text - Willems, M 2008, The pigeon wants a puppy! Walker Books Ltd, Londono Text - Willems, M 2008, The pigeon finds a hot dog! Walker Books Ltd, Londono Text - Willems, M 2004, Don't let the pigeon drive the bus! Walker Books Ltd, Londono Text - Willems, M 2007, Don't let the pigeon stay up late! Walker Books Ltd, London



Reading - Reading groups overview Year 1 Unit 6: Lessons 1-16 https://learningplace.eq.edu.au/cx/resources/items/64032b89-6bac-f41d-9983-90b6dfb51b73/0/index.html

Reading - Reading groups overview Year 1 Unit 6: Lessons 17-32 https://learningplace.eq.edu.au/cx/resources/items/64032b89-6bac-f41d-9983-90b6dfb51b73/0/index.html

Sheet - Children need to cook

Sheet - Creating a digital innovation

Sheet - How to wash your pet pig Sheet - In the book or in your head? https://learningplace.eq.edu.au/cx/resources/items/a10df2ad-8dab-2b12-f99b-c16ca6935d31/0/Eng_Y04_U1_SH_InTheBookOrInYourHead.docx

Sheet - Read every night!

Sheet - Story to procedure Sheet - Writing a procedure




Duration: 8 Weeks



Spelling - Spelling unit post-test Year 1 Unit 6 https://learningplace.eq.edu.au/cx/resources/items/64032b89-6bac-f41d-9983-90b6dfb51b73/0/index.html


Supporting learning resource - Aboriginal & Torres Strait Islander histories and cultures suggested alternative resources https://learningplace.eq.edu.au/cx/resources/items/2e5a409d-aaf0-4dc4-98d6-d1f2715e1db0/0/Eng_Y01_U6_SLR_AlternateRES.docx

Supporting learning resource - Assessing using running records Supporting learning resource - C2C: Aboriginal peoples & Torres Strait Islander peoples Cross Curriculum Priority support https://oneportal.deta.qld.gov.au/EducationDelivery/Stateschooling/schoolcurriculum/Curriculumintotheclassroom/Pages/C2CAandTSICCPSupport.aspx

Supporting learning resource - Creating a digital innovation (Answers)https://learningplace.eq.edu.au/cx/resources/items/e1ba7fb6-773b-4544-be2e-9a7cfa97a681/0/Eng_Y01_U6_SLR_DigitalInnovation_Ans.docx



Supporting learning resource - Introduction to the unit: Creating digital procedural texts https://learningplace.eq.edu.au/cx/resources/items/65792ca4-44e9-4b00-8fa0-1dc860d9b793/0/Eng_Y01_U6_SLR_UnitIntro.docx

Supporting learning resource - Phrasing and fluency https://learningplace.eq.edu.au/cx/resources/items/82958607-c7ad-4929-a8c8-43061446f4d1/0/Eng_Y01_U6_SLR_PhrasFluency.docx

Supporting learning resource - Teacher tips: Assessment of reading and comprehension

Supporting learning resource - Teacher tips: Different texts

Supporting learning resource - Teacher tips: Innovations

Supporting learning resource - Teacher tips: Multimodal texts

Supporting learning resource - Teacher tips: Persuasion in imaginative texts

Supporting learning resource - Teacher tips: Procedural texts Supporting learning resource - Yarning circles https://learningplace.eq.edu.au/cx/resources/items/6af7563c-70cd-4f7f-32a1-ae6ec0aed6bc/0/C2C_EATSIPS_YarningCircles.pdf




Duration: 8 Weeks






Text - A text that features commands and opportunities to discuss procedure. One of the following would be appropriate:o Cronin, D 2002, Giggle, giggle, quack, Simon and Schuster, New Yorko Wagner, J and Brooks, R 1977, John Brown, Rose and the midnight cat, Kestrel Books, Middlesex

Text - A text that recounts an activity and contains examples of procedure. One of the following would be appropriate:o Text - Langton, R 2009, Catching blueys, Cherbourg State School, Murgon, Queenslando Supporting learning resource - Fishing for elbow slapperso eBook - Fishing for elbow slappers

Text - Armitage, R & D 1977, The lighthouse keeper's lunch, Puffin Books, London


Text - Nayar, N and Roy, P 2009, What shall I make? Frances Lincoln, London

Website - Lighthouse keeepers and their families (National Film & Sound Archive) http://dl.nfsa.gov.au/module/32/

Website - The pigeon teacher's guide (Hyperion Books for Children) http://www.pigeonpresents.com/teachersguides/pigeon_teachguide.pdf

Assessment Planner - Multimodal procedure

Assessment task - Eng_Y01_U6_AT_MR_MultimodalProcedure.docx

Assessment task - Eng_Y01_U6_AT_MultimodalProcedure.docx

Assessment task - Eng_Y01_U6_AT_PlanForTask.docx

Assessment task - Eng_Y01_U6_AT_PlanForTask_Sample.docx

Assessment task - Eng_Y01_U6_SS_HowToMakeADisgustingSandwich.pptx

Assessment Planner - Reading and Assessment task - Eng_Y01_U6_AT_MR_ReadingComprehension.docx




Duration: 8 Weeks


comprehension

Assessment task - Eng_Y01_U6_AT_ReadingComprehension.docx

Assessment task - Eng_Y01_U6_SH_Stanislaus.docx

Assessment Assessment task - Captain Jane Stanislaus: Chief of stuff (sheet)

Assessment task - Multimodal procedure

Assessment task - Multimodal procedure: Model response

Assessment task - Multimodal procedure: Model response - How to make a disgusting sandwich (slideshow)

Assessment task - Plan for task: Multimodal procedure

Assessment task - Plan for task: Multimodal procedure - Sample response

Assessment task - Reading and comprehension

Assessment task - Reading and comprehension: Model response




Duration: 8 Weeks

Assessment

Assessment Task - Marking guide

AssessmentTask Name

Multimodal procedure (Yr 01)Type Poster/multi-modal presentation

Date

Description Students create a digital multimodal procedure, combining and connecting written, visual and spoken elements.

Learning Area English

Knowledge and understanding Creating texts (Productive)

When writing, provides details about ideas or events.Accurately spells high-frequency words and words with regular spelling patterns. Uses capital letters and full stops.

Creates a text that shows understanding of the connection between writing, speech and images.Creates a short text for a purpose.

A ◄Selects verbs to represent happenings/actions.Provides details such as when, where and how.

◄Selects characteristic features of informative texts and combines writing, images and speech to convey these features imaginatively to re-create a written procedure.

B ◄Uses repetition and word patterns to guide the reader through the procedure.Uses exclamation marks to express emotion.

◄ Structures information in a logical sequence and uses specific and direct commands to achieve purpose.

C ◄

Provides details about ideas or events.Accurately spells high-frequency words and words with regular spelling patterns.Uses capital letters and full stops.

◄Creates a text that shows understanding of the connection between writing, speech and images.Creates a short text for a purpose.

D ◄ Selects appropriate vocabulary. ◄ Connects images and words.

E ◄ Writes words. ◄ Uses images and words.




Duration: 8 Weeks

Assessment

Assessment Task - Marking guide

AssessmentTask Name

Reading and comprehension (Yr 01)Type Short answer questions

Date

Description Students demonstrate reading accuracy, fluency and understanding of the different purpose of texts.

Learning Area English

Knowledge and understanding Creating texts (Productive)

Understands purposes of texts.Reads aloud, with developing fluency, texts with some unfamiliar vocabulary, simple & compound sentences & supportive images.Uses knowledge of relationship between sounds & letters, high-frequency words, sentence boundary punctuation & directionality to make meaning.

Makes connections to personal experience when explaining characters and main events in short texts.Recalls key ideas and recognises literal and implied meaning in a text.

A ◄Reads fluently using intonation and punctuation to add meaning to the text.Changes voice to account for shifts in narration, commands, thoughts and speech.

◄ Evaluates and explains key messages and ideas.

B ◄ Selects reading knowledge and text processing strategies to read unfamiliar words. ◄

Uses inference, drawing on visual features and words, to provide additional details about characters and events.Identifies appealing aspects of the story.Compares and discusses images, identifying some features that distinguish texts that 'tell stories' from those that 'give information'.

C ◄

Understands the different purposes of texts.Reads aloud with developing fluency, short texts with some unfamiliar vocabulary, simple and compound sentences and supportive images.Uses knowledge of the relationship between sounds and lettes, high-frequency words, sentence boundary punctuation and directionality to make meaning.

◄Makes connections to personal experience when explaining caharacters and main events in short texts.Recalls key ideas and recognises literal and implied meaning in a text.

D ◄ Recognises words. ◄ Makes statements about characters and events.

E ◄ Uses images to predict story. ◄ Identifies characters.




Duration: 8 Weeks

Acknowledgement, Disclaimer and Copyright

Content descriptions, achievement standards and general capabilities are extracts from the Australian Curriculum.

These are subject to copyright under the Copyright Act 1968 and are owned by the Australian Curriculum, Assessment and Reporting Authority (ACARA) [2014].

Disclaimer: ACARA neither endorses nor verifies the accuracy of the information provided and accepts no responsibility for incomplete or inaccurate information. In particular,

ACARA does not endorse or verify that:

The content descriptions are solely for a particular year and subject; All the content descriptions for that year and subject have been used; and The author's material aligns with the Australian Curriculum content descriptions for the relevant year and subject.

You can find the unaltered and most up to date version of this material at http://www.australiancurriculum.edu.au. This material is reproduced with the permission of ACARA.

Copyright in this publication and the content therein is owned by the State of Queensland (acting through the Department of Education and Training) (‘the Department’) or, in the case of some materials, by third parties (‘Third Party Content’).

Apart from any use expressly permitted by the Copyright Act 1968 (Cth), no part of this publication may be reproduced, published, adapted, communicated, or otherwise used without the prior written permission of the Department.

Third Party Content may only be used as permitted by the Copyright Act 1968, or with the prior permission of the relevant third party. Queensland state educational institutions, within the meaning of the Education (General Provisions) Act 2006 (Qld), may reproduce and communicate all or part of this publication (retaining this notice) for non-commercial, educational purposes.

This publication is only to be shared with or distributed to students of Queensland state educational institutions, their parents, staff of the Department, or any other person authorised by the Department.

This publication is not part of NEALS.

Written requests for permission should be addressed to the:

Governance, Strategy and Policy, Information and Technologies BranchDepartment of Education and TrainingPO Box 15033, City East, Q 4002


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