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OneSchoolUnit Plan

Name: Unit 2 - English Year 1 (V8)Duration: 4 Weeks

Year Level: Year 1

Applicable LearningAreas/Subjects: English

Unit Plan

Exploring characters in storiesIn this unit students listen to, read, view and interpret spoken, written and multimodal literary texts to identify some features of characters in these texts and to create character descriptions.

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 Attachments/Information Communication and Technology/advice.DOCX.

Content descriptions, achievement standards and general capabilities © ACARA 2014 of 30

Unit Plan Plan Name: Unit 2 - English Year 1 (V8)

Year: 1Learning Areas/Subjects: English

Duration: 4 Weeks

Assessment Task Summary Type Learning Areas Status Date

Character description (Yr 01)Students create a character description using writing and images.

Informative response - written

English Unscheduled

Reading and comprehension (Yr 01)Students demonstrate reading accuracy, fluency and comprehension of character development.

Interview English Unscheduled

Document Table of Contents

Curriculum Australian Curriculum Considerations

Teaching SequenceTeaching Sequence Summary

Features of characters Character development Assessment of reading and

comprehension Character descriptions Construction

Resources Attachments Plan Resource Bank

Assessment Informative response - written -

Character description (Yr 01) Interview - Reading and

comprehension (Yr 01)




Duration: 4 Weeks

Australian Curriculum

English - Year 1

Year 1 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.

Content Descriptions

Language Literature Literacy

Text structure and organisation

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

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)

Expressing and developing ideas

Identify the parts of a simple sentence that represent ‘What’s happening?’, ‘What state is

Literature and context

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

Examining literature

Discuss features of plot, character and setting in different types of literature and explore some features of characters in different texts (ACELT1584)

Interacting with others

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

Interpreting, analysing, evaluating

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




Duration: 4 Weeks

Content Descriptions

Language Literature Literacybeing described?’, ‘Who or what is involved?’ and the surrounding circumstances (ACELA1451)

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)

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

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)

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

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

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

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

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

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)

Creating texts

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)

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

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




Duration: 4 Weeks

Considerations

Prior and future curriculumRelevant prior curriculumStudents require prior experience with:

understanding that texts can take many forms, can be very short (e.g. an exit sign) or quite long (e.g. an information book or a film) and that stories and informative texts have different purposes

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

recognising that texts are made up of words and groups of words that make meaning recognising and naming all uppercase and lowercase letters (graphemes) and knowing the most common sound that each letter represents understanding how to use knowledge of letters and sounds including onset and rime to spell words recognising that texts are created by authors who tell stories and share experiences that may be similar or different to students' own experiences identifying some features of texts, including events and characters, and retelling events from a text 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 phrases and beginning writing producing some lowercase and uppercase letters using learned letter formations constructing texts using software including word processing programs.

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

Understand that different types of texts have identifiable text structures and language features that help the text serve its purpose (ACELA1463) Recognise that capital letters signal proper nouns and commas are used to separate items in lists (ACELA1465) 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) 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) 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) Discuss how depictions of characters in print, sound and images reflect the contexts in which they were created (ACELT1587) Discuss the characters and settings of different texts and explore how language is used to present these features in different ways (ACELT1591) 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) Write legibly and with growing fluency using unjoined upper case and lower case letters (ACELY1673) Construct texts featuring print, visual and audio elements using software, including word processing programs (ACELY1674)




Duration: 4 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 Creating 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-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.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.




Duration: 4 Weeks

Assessing student learningAssessment name: Reading and comprehensionAssessment description: Students demonstrate reading accuracy, fluency and comprehension of character development.In this unit, assessment of student learning aligns to the following components 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 observations, consultations and samples of student work, e.g.

activating and using prior knowledge navigating a text correctly making attempts at fluency and intonation attempting to work out unknown words using reading knowledge and text processing strategies selecting ideas from texts to represent characters writing simple responses to ideas and events experienced through texts applying new vocabulary to writing including ideas about what's happening, who or what is involved and the surrounding circumstances writing several ideas about characters organising ideas into simple sentences writing several simple sentences including images to suit the purpose and audience spelling high frequency words and words with regular spelling patterns using capital letters and full stops writing using unjoined lowercase and uppercase letters attending to others' talk using language appropriately for purpose and context listening for details in spoken texts using language appropriately for purpose and context attending to the discussion.




Duration: 4 Weeks

FeedbackFeedback may relate to reading and writing. In this unit this may include:

using reading knowledge and text processing strategies using comprehension strategies to build literal and inferred meaning creating informative texts (character descriptions) using appropriate text structure, sentence-level grammar, word choice, spelling, punctuation and multimodal elements understanding the way language and images create characters understanding character features and the way plot helps develop characters.




Duration: 4 Weeks

Teaching Sequence

Curriculum Plan Topics

Duration Topic

4 Lessons Features of characters Lesson 1: Using text processing strategies Lesson 2: Identifying qualities Lesson 3: Identifying happenings and details of when, where and how Lesson 4: Building literal and inferred meaning

3 Lessons Character development Lesson 5: Analysing language Lesson 6: Examining character development Lesson 7: Examining images and reading meaningfully

2 Lessons Assessment of reading and comprehension Lessons 8-9: Reading and comprehension

3 Lessons Character descriptions Lesson 10: Planning for writing Lesson 11: Exploring differences between happenings and states Lesson 12: Using pronouns and re-reading own texts

4 Lessons Construction Lesson 13: Becoming familiar with characters Lessons 14-15: Character description (Part A) Lesson 16: Character description (Part B)

16 Lessons Total Unit




Duration: 4 Weeks

Teaching Sequence

Topic Features of characters Topic Duration 4 Lessons

Overview Throughout this lesson series, students learn about differences in words that represent characters.

Lessons Teaching and Learning Sequence Resources

Lesson 1

Using text processing strategies

Lesson objectivesStudents will:

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

Understand features of text structure, plot and character.

Evidence of learningCan the student:

Use text processing strategies to decode texts? Discuss features of text structure, plot and

characterExample learning sequence

Decode words using text processing strategies Discuss text structure, plot and character

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.

ResourcesNote: Aboriginal peoples and Torres Strait Islander peoples are warned that these resources may contain images, voices and names of persons who may now be deceased.

Text - Oliver, N 2003, The very blue thingamajig, An Omnibus Book from Scholastic Australia, Norwood, SA

Supporting learning resource - Teacher tips: Features of characters Reading - Reading groups overview Year 1 Unit 2

https://learningplace.eq.edu.au/cx/resources/items/6b90614a-e4db-41cb-a6e8-a86dacfdff18/0/Reading.html Spelling - Spelling overview Year 1 Unit 2 https://learningplace.eq.edu.au/cx/resources/items/64032b89-6bac-

f41d-9983-90b6dfb51b73/0/index.html Handwriting - Handwriting overview Year 1 Unit 2

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: Exploring characters in stories

https://learningplace.eq.edu.au/cx/resources/items/4c99ed2c-490b-4257-b626-87f7b4cec691/0/Eng_Y01_U2_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 - Holistic planning and teaching framework https://learningplace.eq.edu.au/cx/resources/items/696ffcd4-6100-19f3-b658-8fcf28215815/0/C2C_HolisticPlanningTeachingFramework.pdf

Supporting learning resource - Aboriginal & Torres Strait Islander histories and cultures suggested alternative resources https://learningplace.eq.edu.au/cx/resources/items/7733c1ce-dbfd-4474-8b50-a8eccad9183f/0/Eng_Y01_U3_SLR_SuggAltResources.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, South Yarra

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 - Teaching of reading Year 1 Semester 1 https://learningplace.eq.edu.au/cx/resources/items/869adfcc-d020-4535-a07b-c40fb95e2ac0/0/Eng_Y01_U1_SLR_TeachOfReadYear1Sem1.docx

Supporting learning resource - Year 1 Monitoring tool for reading https://learningplace.eq.edu.au/cx/resources/items/f30d83bd-acf0-45a0-83b7-99b22514af63/0/




Duration: 4 Weeks

Teaching Sequence



Lessons Teaching and Learning Sequence ResourcesEng_Y01_U1_SLR_ReadMonitTool.docx

Supporting learning resource - Year 1 Monitoring tool for listening https://learningplace.eq.edu.au/cx/resources/items/48b86544-e55b-4364-a95d-b6a7b63c2b74/0/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

Identifying qualities


Understand how words and images represent qualities of characters.


Identify and use words that represent qualities of characters?

Example learning sequence Listen to a re-reading of a picture book Explore words and images that represent

qualities of characters Write sentences about characters

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

Resources Text - Oliver, N 2003, The very blue thingamajig, An Omnibus Book from Scholastic Australia,

Norwood, SA Supporting learning resource - Teacher tips: Features of characters Reading - Reading groups overview Year 1 Unit 2




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

Publishing, South Yarra 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


Attachments




Duration: 4 Weeks

Teaching Sequence




HandwritingRefer to unit handwriting overview for suggested focus area.

Lesson plan

Lesson 3

Identifying happenings and details of when, where and how


Understand how words that represent happenings (actions) develop characters.

Identify words representing details of when, where and how, and how these add meaning to character actions.


Identify and use words that represent happenings (actions) of characters?

Identify and use words that represent details of when, where and how?

Example learning sequence Listen to a re-reading of a picture book Explore words that represent happenings

(actions) of characters Explore words that represent details of when,

where and how Work with sentences about characters

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






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

https://learningplace.eq.edu.au/cx/resources/items/f30d83bd-acf0-45a0-83b7-99b22514af63/0/Eng_Y01_U1_SLR_ReadMonitTool.docx






Duration: 4 Weeks

Teaching Sequence




area.

Lesson 4

Building literal and inferred meaning


Understand how to read fluently and with phrasing.

Recognise literal and inferred meaning about characters.


Read with fluency and phrasing? Build literal and inferred meaning about

characters?Example learning sequence

Read with fluency and intonation Recognise literal and inferred meaning







Helpful information Supporting learning resource - Phrasing and fluency

https://learningplace.eq.edu.au/cx/resources/items/fb48984a-0344-4dd5-8034-30130536bb9d/0/Eng_Y01_U3_SLR_PhraseFluency.docx


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 reading https://learningplace.eq.edu.au/cx/resources/items/f30d83bd-acf0-45a0-83b7-99b22514af63/0/Eng_Y01_U1_SLR_ReadMonitTool.docx






Duration: 4 Weeks

Teaching Sequence

Topic Character development Topic Duration 3 Lessons

Overview Throughout this lesson series, students will explore the way characters develop in stories, and examine the way language and images create and describe character development.


Lesson 5

Analysing language


Understand the way authors use language to create characters.

Understand how to create informative texts about characters, using appropriate grammar, word choice, spelling and punctuation.


Identify language used to create characters? Create informative texts about characters, using

appropriate grammar, spelling, punctuation and language from literature?

Example learning sequence Decode words using text processing strategies Analyse language that represents the character

at the beginning of the story Write about the main character


Resources Text - Andreae, G & Parker-Rees, G 2002, Giraffes can't dance, Orchard, London Sheet - Create a character description (beginning): Planning sheet Supporting learning resource - Teacher tips: Character development Reading - Reading groups overview Year 1 Unit 2





Publishing, South Yarra 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 6

Examining


Understand how authors create and develop

Resources Text - Andreae, G & Parker-Rees, G 2002, Giraffes can't dance, Orchard, London Sheet - Create a character description (end): Planning sheet




Duration: 4 Weeks

Teaching Sequence




character development

characters using language. Understand how to create informative texts

about characters, using appropriate grammar, word choice and punctuation.


Identify different language that creates and develops characters?

Create informative texts about characters, using appropriate grammar, punctuation and language from literature?

Example learning sequence Listen to a re-reading of a picture book Analyse character development by exploring

language Write about the main character


Supporting learning resource - Teacher tips: Character development Reading - Reading groups overview Year 1 Unit 2




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




Lesson 7

Examining images and reading meaningfully


Understand how to read fluently and with phrasing.

Recognise inferred meaning about characters, and use this to enhance understanding of

Resources Text - Andreae, G & Parker-Rees, G 2002, Giraffes can't dance, Orchard, London Supporting learning resource - Teacher tips: Character development Reading - Reading groups overview Year 1 Unit 2





Duration: 4 Weeks

Teaching Sequence



Lessons Teaching and Learning Sequence Resourcescharacters.

Understand how to create images that support written texts.


Read with fluency and phrasing? Build inferred meaning about characters and use

these inferences to enhance character descriptions?

Incorporate supportive images into written texts?Example learning sequence

Read with fluency and intonation Recognise inferred meaning Use inferences to enhance character description Examine images Create images




Helpful information Supporting learning resource - Teaching of reading Year 1 Semester 1

https://learningplace.eq.edu.au/cx/resources/items/869adfcc-d020-4535-a07b-c40fb95e2ac0/0/Eng_Y01_U1_SLR_TeachOfReadYear1Sem1.docx




Teaching Sequence

Topic Assessment of reading and comprehension Topic Duration 2 Lessons

Overview Throughout this lesson series, students will complete a reading and comprehension assessment and independently practise writing skills.




Duration: 4 Weeks

Teaching Sequence





Lessons 8-9

Reading and comprehension

Assessment purposeTo demonstrate reading accuracy, fluency and comprehension of character development.Example assessment sequence

Understand the assessment Review the Guide to making judgments and

understand the standards A-E Conduct the assessment


Resources Assessment task - Reading and comprehension Assessment task - Reading and comprehension: Pam and Lilly Assessment task - Reading and comprehension: Model response Reading - Reading groups overview Year 1 Unit 2



https://learningplace.eq.edu.au/cx/resources/items/95b7aee8-25b5-8bcb-4760-fafdb6e84e0f/0/index.html Supporting learning resource - Teacher tips: Assessment of reading and comprehension

Helpful information Supporting learning resource - Assessing using running records

https://learningplace.eq.edu.au/cx/resources/items/e4598041-95ff-422e-bc92-e24bb08680a5/0/Eng_Y01_U3_SLR_AssessUsingRunRecs.docx

Text - Clay, MM 2000, Running records for classroom teachers, Heinemann, Auckland Text - Hill, S 2012, Developing early literacy: Assessment and teaching (2nd ed.), Eleanor Curtain

Publishing, South Yarra 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






Duration: 4 Weeks

Teaching Sequence

Topic Character descriptions Topic Duration 3 Lessons

Overview Throughout this lesson series, students will examine descriptions of character, and practise creating texts.


Lesson 10

Planning for writing


Understand how to use context and language features to build literal and inferred meaning about characters.


Build literal and inferred meaning about characters?

Example learning sequence Listen to a reading of a picture book Recognise literal and inferred meaning Plan for writing


Resources Text - Croser, J and McLean-Carr, C 1986, Crunch the crocodile, Ashton Scholastic, Sydney, NSW Reading - Reading groups overview Year 1 Unit 2



https://learningplace.eq.edu.au/cx/resources/items/95b7aee8-25b5-8bcb-4760-fafdb6e84e0f/0/index.html Sheet - Create a character description: Planning sheet Supporting learning resource - Teacher tips: Character descriptions

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

https://learningplace.eq.edu.au/cx/resources/items/48b86544-e55b-4364-a95d-b6a7b63c2b74/0/Eng_Y01_U1_SLR_ListenMonitTool.docx




Lesson 11

Exploring differences between happenings and states


Understand how to create texts about characters using appropriate text structure, grammar, word choice, spelling, punctuation and multimodal elements.


Resources Text - Croser, J and McLean-Carr, C 1986, Crunch the crocodile, Ashton Scholastic, Sydney, NSW Sheet - Create a character description: Planning sheet Supporting learning resource - Teacher tips: Character descriptions Reading - Reading groups overview Year 1 Unit 2






Duration: 4 Weeks

Teaching Sequence



Lessons Teaching and Learning Sequence Resources Create informative texts using appropriate text

structures, sentence-level grammar, word choice, spelling, punctuation and multimodal elements?

Example learning sequence Listen to a re-reading of a picture book and

explore differences in words that represent happenings and states

Write a character descriptionEarly 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.


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




Lesson 12

Using pronouns and re-reading own texts


Understand how to create texts about characters using appropriate text structure, grammar, word choice and punctuation.

Understand the way plot contributes to character description and development.


Create informative texts using text structures, grammar, word choice and punctuation?

Use events in the plot of a story to enhance meaning in a character description?

Resources Text - Graham, B 2003, Rose meets Mr Wintergarten, Walker, London Sheet - Create a character description: Planning sheet Supporting learning resource - Character description without pronouns Supporting learning resource - Teacher tips: Character descriptions Sheet - Description of Rose Reading - Reading groups overview Year 1 Unit 2








Duration: 4 Weeks

Teaching Sequence




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

differences in words that represent people Explore character development Write a character description with sentences

focusing on spelling Re-read own texts and discuss possible

changesEarly 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.

Publishing, South Yarra Supporting learning resource - Year 1 Monitoring tool for writing







Duration: 4 Weeks

Teaching Sequence

Topic Construction Topic Duration 4 Lessons

Overview Throughout this lesson series, students will complete the assessment piece using writing and images to create a character description of a familiar character.


Lesson 13

Becoming familiar with characters


Understand the plot and characters in literary texts.


Discuss features of plot and character?Example learning sequence

Listen to a reading of two picture books Engage in discussions about plot and character


Resources Text - Bland, N 2007, When Henry caught imaginitis, Scholastic, Lindfield, NSW Text - Pfister, M 1992, The rainbow fish, (trans. James, JA) North-South, New York Sheet - Description of Rainbow Fish at the start of the book Supporting learning resource - Annotated character description of Rainbow Fish Sheet - Description of Henry at the start of the book Supporting learning resource - Annotated character description of Henry Supporting learning resource - Teacher tips: Construction Reading - Reading groups overview Year 1 Unit 2




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

https://learningplace.eq.edu.au/cx/resources/items/48b86544-e55b-4364-a95d-b6a7b63c2b74/0/Eng_Y01_U1_SLR_ListenMonitTool.docx




Lesson 14-15

Character description (Part A)

Assessment purposeTo create a character description using writing and images.Example assessment sequence


Resources Text - Bland, N 2007, When Henry caught imaginitis, Scholastic, Lindfield, NSW Text - Pfister, M 1992, The rainbow fish, (trans. James, JA) North-South, New York Assessment task - Character description Assessment task - Character description: Model response Reading - Reading groups overview Year 1 Unit 2

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




Duration: 4 Weeks

Teaching Sequence



Lessons Teaching and Learning Sequence Resourcesunderstand the standards A-E

Conduct the assessmentEarly 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.

Spelling - Spelling overview Year 1 Unit 2 https://learningplace.eq.edu.au/cx/resources/items/64032b89-6bac-f41d-9983-90b6dfb51b73/0/index.html

Handwriting - Handwriting overview Year 1 Unit 2 https://learningplace.eq.edu.au/cx/resources/items/95b7aee8-25b5-8bcb-4760-fafdb6e84e0f/0/index.html

Helpful information Supporting learning resource - Helping students to write and design texts

https://learningplace.eq.edu.au/cx/resources/items/ac190b87-7caa-43aa-9d74-20eedc014917/0/Eng_Y01_U3_SLR_HelpStudentsWriteDesignTexts.docx



Lesson 16

Character Description (Part B)

Assessment purposeTo create a character description using writing and images.Example assessment sequence


understand the standards A-E Conduct the assessment

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 - Bland, N 2007, When Henry caught imaginitis, Scholastic, Lindfield, NSW Text - Pfister, M 1992, The rainbow fish, (trans. James, JA) North-South, New York Assessment task - Character description Assessment task - Character description: Model response Reading - Reading groups overview Year 1 Unit 2

https://learningplace.eq.edu.au/cx/resources/items/6b90614a-e4db-41cb-a6e8-a86dacfdff18/0/Reading.html Spelling - Spelling unit post-test Year 1 Unit 2 https://learningplace.eq.edu.au/cx/resources/items/64032b89-

6bac-f41d-9983-90b6dfb51b73/0/index.html Handwriting - Handwriting overview Year 1 Unit 2


Helpful information Supporting learning resource - Helping students to write and design texts

https://learningplace.eq.edu.au/cx/resources/items/ac190b87-7caa-43aa-9d74-20eedc014917/0/Eng_Y01_U3_SLR_HelpStudentsWriteDesignTexts.docx





Duration: 4 Weeks

Teaching Sequence








Duration: 4 Weeks

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

Unit Plan Section Resource Attachments*

Sequence - Features of characters Lesson plan - Eng_Y01_U2_LP01.docx

Lesson plan - Eng_Y01_U2_LP02.docx



Sequence - Character development Lesson plan - Eng_Y01_U2_LP05.docx



Sequence - Assessment of reading and comprehension Lesson plan - Eng_Y01_U2_LP08_09.docx

Sequence - Character descriptions Lesson plan - Eng_Y01_U2_LP10.docx



Sequence - Construction Lesson plan - Eng_Y01_U2_LP13.docx

Lesson plan - Eng_Y01_U2_LP14_15.docx


Sequence Handwriting - Handwriting overview Year 1 Unit 2 https://learningplace.eq.edu.au/cx/resources/items/95b7aee8-25b5-8bcb-4760-fafdb6e84e0f/0/index.html

Reading - Reading groups overview Year 1 Unit 2 https://learningplace.eq.edu.au/cx/resources/items/6b90614a-e4db-41cb-a6e8-a86dacfdff18/0/Reading.html




Duration: 4 Weeks


Sheet - Create a character description (beginning): Planning sheet

Sheet - Create a character description (end): Planning sheet

Sheet - Create a character description: Planning sheet

Sheet - Description of Henry at the start of the book

Sheet - Description of Rainbow Fish at the start of the book

Sheet - Description of Rose Spelling - Spelling overview Year 1 Unit 2 https://learningplace.eq.edu.au/cx/resources/items/64032b89-6bac-f41d-9983-90b6dfb51b73/0/index.html

Spelling - Spelling unit post-test Year 1 Unit 2 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/7733c1ce-dbfd-4474-8b50-a8eccad9183f/0/Eng_Y01_U3_SLR_SuggAltResources.docx

Supporting learning resource - Annotated character description of Henry

Supporting learning resource - Annotated character description of Rainbow Fish Supporting learning resource - Assessing using running records https://learningplace.eq.edu.au/cx/resources/items/e4598041-95ff-422e-bc92-e24bb08680a5/0/Eng_Y01_U3_SLR_AssessUsingRunRecs.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

Supporting learning resource - Character description without pronouns 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 - Helping students to write and design texts https://learningplace.eq.edu.au/cx/resources/items/ac190b87-7caa-43aa-9d74-20eedc014917/0/Eng_Y01_U3_SLR_HelpStudentsWriteDesignTexts.docx




Duration: 4 Weeks


Supporting learning resource - Holistic planning and teaching framework https://learningplace.eq.edu.au/cx/resources/items/696ffcd4-6100-19f3-b658-8fcf28215815/0/C2C_HolisticPlanningTeachingFramework.pdf

Supporting learning resource - Introduction to the unit: Exploring characters in stories https://learningplace.eq.edu.au/cx/resources/items/4c99ed2c-490b-4257-b626-87f7b4cec691/0/Eng_Y01_U2_SLR_UnitIntro.docx

Supporting learning resource - Phrasing and fluency https://learningplace.eq.edu.au/cx/resources/items/fb48984a-0344-4dd5-8034-30130536bb9d/0/Eng_Y01_U3_SLR_PhraseFluency.docx

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

Supporting learning resource - Teacher tips: Character descriptions

Supporting learning resource - Teacher tips: Construction

Supporting learning resource - Teacher tips: Features of characters Supporting learning resource - Teaching of reading Year 1 Semester 1 https://learningplace.eq.edu.au/cx/resources/items/869adfcc-d020-4535-a07b-c40fb95e2ac0/0/Eng_Y01_U1_SLR_TeachOfReadYear1Sem1.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 - Year 1 Monitoring tool for listening https://learningplace.eq.edu.au/cx/resources/items/48b86544-e55b-4364-a95d-b6a7b63c2b74/0/Eng_Y01_U1_SLR_ListenMonitTool.docx


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

Text - Andreae, G & Parker-Rees, G 2002, Giraffes can't dance, Orchard, London

Text - Bland, N 2007, When Henry caught imaginitis, Scholastic, Lindfield, NSW

Text - Clay, MM 2000, Running records for classroom teachers, Heinemann, Auckland

Text - Croser, J and McLean-Carr, C 1986, Crunch the crocodile, Ashton Scholastic, Sydney, NSW

Text - Graham, B 2003, Rose meets Mr Wintergarten, Walker, London




Duration: 4 Weeks



Text - Oliver, N 2003, The very blue thingamajig, An Omnibus Book from Scholastic Australia, Norwood, SA

Text - Pfister, M 1992, The rainbow fish, (trans. James, JA) North-South, New York

Assessment Planner - Character description

Assessment task - Eng_Y01_U2_AT_CharacterDescription.docx

Assessment task - Eng_Y01_U2_AT_MR_CharacterDescription.docx

Assessment task - Eng_Y01_U2_SH_PamAndLilly.docx

Assessment Planner - Reading and comprehension

Assessment task - Eng_Y01_U2_AT_MR_ReadingComprehension.docx

Assessment task - Eng_Y01_U2_AT_ReadingComprehension.docx

Assessment Assessment task - Character description

Assessment task - Character description: Model response

Assessment task - Reading and comprehension

Assessment task - Reading and comprehension: Model response

Assessment task - Reading and comprehension: Pam and Lilly




Duration: 4 Weeks

Assessment

Assessment Task - Marking guide

AssessmentTask Name

Character description (Yr 01)Type Informative response - written

Date TBA

Description Students create a character description using writing and images.

Learning Area English

Comprehending texts (Receptive) Creating texts (Productive)

Describes characters, settings and events in different types of literature.Recognises literal and implied meaning in texts.

Creates texts that show understanding of the connection between writing and images.Accurately spells high-frequency words and words with regular spelling patterns. Uses capital letters and full stops and forms all uppercase and lowercase letters correctly.

A ◄ Uses inference to interpret and demonstrate a deep understanding of the character. ◄

Selects vocabulary and images to enhance details of the character description.Explains how the author uses language and images to create a character.

B ◄ Uses inference to provide additional details in description. ◄ Uses appropriate vocabulary from the text to describe qualities and actions of the character (nouns, pronouns, verbs, adjectives, adverbs).

C ◄Describes characters, settings and events in different types of literature.Recognises literal and implied meaning in texts.

◄

Creates texts that show understanding of the connection between writing and images and how characters are developed.Accurately spells high-frequency words and words with regular spelling patterns. Uses capital letters and full stops and forms all uppercase and lowercase letters correctly.

D ◄ Makes statements about characters. ◄ Lists ideas.

E ◄ Identifies a character. ◄ Writes words.




Duration: 4 Weeks

Assessment

Assessment Task - Marking guide

AssessmentTask Name

Reading and comprehension (Yr 01)Type Interview

Date TBA

Description Students demonstrate reading accuracy, fluency and comprehension of character development.

Learning Area English

Knowledge and understanding Comprehending texts (Receptive)

Reads aloud with developing fluency.Reads short texts with some unfamiliar vocabulary, simple and compound sentences and supportive images.When reading, uses knowledge of sounds and letters, high-frequency words, sentence boundary punctuation and directionality to make meaning.

Recalls key ideas and recognises literal and implied meaning.Identifies that texts serve different purposes and that this affects how they are organised.Describes characters and events in literature.

A ◄

Reads decodable and predictable texts using developing phrasing, fluency, contextual, semantic, grammatical and phonic knowledge and emerging text processing strategies.Uses short vowels, common long vowels, consonant digraphs and consonant blends and blends these to read single-syllable words.

◄Uses comprehension strategies to build literal and inferred meaning about key events and ideas in texts that they read by drawing on growing knowledge of context, text structures and language features.

B ◄ Uses reading knowledge and text processing strategies to read some unfamiliar words. ◄ Uses inference to provide additional details about characters.

C ◄

Reads aloud with developing fluency.Reads short texts with some unfamiliar vocabulary, simple and compound sentences and supportive images.When reading, uses knowledge of sounds and letters, high- frequency words, sentence boundary punctuation and directionality to make meaning.

◄

Recalls key ideas and recognises literal and implied meaning.Identifies that texts serve different purposes and that this affects how they are organised.Describes characters and events in literature.

D ◄ Recognises high-frequency words. ◄ Recalls basic facts about characters.

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




Duration: 4 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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