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OneSchoolUnit Plan

Name: Unit 5 - English Year 1 (V8)Duration: 4 Weeks

Year Level: Year 1

Applicable LearningAreas/Subjects: English

Unit Plan

Retelling cultural storiesIn this unit, students listen to, read, view and interpret picture books and stories from different cultures. They write, present and read a retelling of their favourite story to an audience of peers.

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 30

Unit Plan Plan Name: Unit 5 - English Year 1 (V8)

Year: 1Learning Areas/Subjects: English

Duration: 4 Weeks

Assessment

Assessment Task Summary Type Learning Areas Status Date

Retelling of a cultural story (Yr 01)Students create and present a retelling of a traditional or cultural story.

Poster/multi-modal presentation

English Unscheduled

Document Table of Contents

Curriculum Australian Curriculum Considerations

Teaching SequenceTeaching Sequence Summary

Cultural stories Retellings Structure and language Written and spoken retellings

Resources Attachments Plan Resource Bank

Assessment Poster/multi-modal presentation -

Retelling of a cultural story (Yr 01)




Duration: 4 Weeks

Australian Curriculum

English - Year 1Year 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 DescriptionsLanguage Literacy Literature

Expressing and developing ideas 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?' and the surrounding circumstances (ACELA1451)

Understand the use of vocabulary in everyday contexts as well as a growing number of school contexts, including appropriate use of formal and informal terms of address in different contexts (ACELA1454)

Interacting with others

Make short presentations using some introduced text structures and language, for example opening statements (ACELY1657)

Use interaction skills including turn-taking, recognising the contributions of others, speaking clearly and using appropriate volume and pace (ACELY1788)

Creating texts

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

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 (ACELT1584)

Responding to literature Express preferences for specific texts and

authors and listen to the opinions of others (ACELT1583)




Duration: 4 Weeks

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)

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

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)

Re-read student's own texts and discuss possible changes to improve meaning, spelling and punctuation (ACELY1662)

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)




Duration: 4 Weeks

Curriculum Priorities - Pedagogy

ConsiderationsPrior and future curriculumRelevant prior curriculumStudents require prior experience with:

Understand that punctuation is a feature of written text different from letters; recognise how capital letters are used for names, and that capital letters and full stops signal the beginning and end of sentences (ACELA1432)

Recognise that sentences are key units for expressing ideas (ACELA1435) Recognise that texts are made up of words and groups of words that make meaning (ACELA1434) Understand the use of vocabulary in familiar contexts related to everyday experiences, personal interests and topics taught at school (ACELA1437) Recognise and name all upper and lower case letters (graphemes) and know the most common sound that each letter represents (ACELA1440) Understand how to use knowledge of letters and sounds including onset and rime to spell words (ACELA1438) Know how to read and write some high-frequency words and other familiar words (ACELA1817) Share feelings and thoughts about the events and characters in texts (ACELT1783) Retell familiar literary texts through performance, use of illustrations and images (ACELT1580) Use interaction skills including listening while others speak, using appropriate voice levels, articulation and body language, gestures and eye contact (ACELY1784) Deliver short oral presentations to peers (ACELY1647) Create short texts to explore, record and report ideas and events using familiar words and beginning writing knowledge (ACELY1651) Produce some lower case and upper case letters using learned letter formations (ACELY1653) Construct texts using software including word processing programs (ACELY1654)

Curriculum working towards The teaching and learning in this unit work towards the following: Recognise that capital letters signal proper nouns and commas are used to separate items in lists (ACELA1465) Understand that simple connections can be made between ideas by using a compound sentence with two or more clauses usually linked by a coordinating conjunction (ACELA1467) Understand that nouns represent people, places, concrete objects and abstract concepts; that there are three types of nouns: common, proper and pronouns; and that noun

groups/phrases can be expanded using articles and adjectives (ACELA1468) Understand the use of vocabulary about familiar and new topics and experiment with and begin to make conscious choices of vocabulary to suit audience and purpose (ACELA1470) 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) Identify aspects of different types of literary texts that entertain, and give reasons for personal preferences (ACELT1590) Create events and characters using different media that develop key events and characters from literary texts (ACELT1593) Use interaction skills including initiating topics, making positive statements and voicing disagreement in an appropriate manner, speaking clearly and varying tone, volume and pace

appropriately (ACELY1789) Rehearse and deliver short presentations on familiar and new topics (ACELY1667) 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-awareness Self-management Social awareness Social management

Ethical understanding Understanding ethical concepts and issues 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

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: Retelling of a cultural storyAssessment description: Students create and present a retelling of a traditional or cultural story.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:

applying knowledge of variability of sound-letter matches making attempts at fluency and intonation selecting ideas from texts to represent characters and events applying new vocabulary appropriately in writing including ideas about what's happening, who or what is involved and the surrounding circumstances organising ideas into simple sentences sequencing ideas logically including images to suit the purpose and audience in multimodal texts re-reading writing and revising some ideas 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 lower-case and upper-case letters understanding the variability of sound-letter matches




Duration: 4 Weeks

recognising sound-letter matches attending to others' talks listening for details in imaginative texts using language appropriately for purpose and context attending to the discussion.

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

retelling stories using simple sentences and choosing words to represent happenings, qualities and details of when, where and how using appropriate vocabulary in formal school contexts expressing preferences for specific texts and authors retelling stories and recreating imaginative texts creating texts using text structure, sentence-level grammar, word choice, punctuation and multimodal elements such as illustrations.




Duration: 4 Weeks

Teaching Sequence

Curriculum Plan Topics

Duration Topic

3 Lessons Cultural stories Lesson 1: Discussing features Lesson 2: Writing responses Lesson 3: Recalling key events and selecting language

3 Lessons Retellings Lesson 4: Reading fluently Lesson 5: Examining language and retelling stories Lesson 6: Using text structure and vocabulary to present retellings

6 Lessons Structure and language Lesson 7: Creating vivid sentences Lesson 8: Structuring and writing retellings Lesson 9: Presenting and reading a retelling Lesson 10: Making inferences about messages and ideas Lesson 11: Discussing differences between texts Lesson 12: Making presentations

4 Lessons Written and spoken retellings Lesson 13: Writing a retelling Lesson 14: Creating an image Lessons 15-16: Presenting the retelling

16 Lessons Total Unit




Duration: 4 Weeks

Teaching Sequence

Topic Cultural stories Topic Duration 3 Lessons

Overview Throughout this lesson series, students will become familiar with traditional or cultural stories and begin using writing to retell these stories.

Lessons Teaching and Learning Sequence Resources

Lesson 1

Discussing features

Lesson objectivesStudents will:

Understand how to write simple sentences that include what is happening, who or what is involved and surrounding circumstances.

Understand how to use morphemes in word families.Evidence of learningCan the student:

Write simple sentences to tell what is happening, who or what is involved and surrounding circumstances?

Use morphemes in word families?Example learning sequence

View a retelling of a cultural or traditional story Discuss features of plot, character and setting, and write

sentencesEarly 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.

Find and prepare an audiovisual version of a cultural or traditional story significant to Aboriginal peoples or Torres Strait Islander peoples. Note: Prior to using, review the content to ensure its suitability for your school context and class.

Supporting learning resource - Teacher tips: Cultural stories Reading - Reading groups overview Year 1 Unit 5

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

Spelling - Spelling overview Year 1 Unit 5 https://learningplace.eq.edu.au/cx/resources/items/64032b89-6bac-f41d-9983-90b6dfb51b73/0/index.html

Handwriting - Handwriting overview Year 1 Unit 5 https://learningplace.eq.edu.au/cx/resources/items/95b7aee8-25b5-8bcb-4760-fafdb6e84e0f/0/index.html

Helpful information Find and prepare The Butterfly as told by Olga Miller, available on:

o Video - The Dreaming (Series 2) (Aboriginal Nations Australia) http://www.thedreamingstories.com.au/

Website - Twelve canoes (Yolngu people) http://www.12canoes.com.au/ (Click on 'Creation' link and 'Our Ancestors' link)

Website - The AIATSIS map of Aboriginal Australia (ABC) http://www.abc.net.au/indigenous/map/

Supporting learning resource - Introduction to the unit: Retelling cultural stories https://learningplace.eq.edu.au/cx/resources/items/067396be-ecbf-4c5b-89fd-628f6e6934ed/0/Eng_Y01_U5_SLR_UnitIntro.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

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




Duration: 4 Weeks

Teaching Sequence



Lessons Teaching and Learning Sequence Resources 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

Website - Dandiiri Schools and Community Library (Queensland Government, Indigenous education) http://indigenous.education.qld.gov.au/library/Pages/default.aspx

Website - Queensland Curriculum & Assessment Authority (The State of Queensland) https://www.qcaa.qld.edu.au/ (Home > Search > Defining Aboriginal stories)

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

Writing responses


Understand how to create texts using sentences, punctuation and multimodal elements.

Evidence of learningCan the student:

Create texts with appropriate sentence-level grammar, punctuation and multimodal elements?

Example learning sequence Listen to a reading of a traditional or cultural story Discuss features of plot, character and setting, and write

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


Text - Jakamarra, HC 2002, The two wallabies, A Dreaming Narrative series(ed. Nicholls, C & Williams, S), Working Title Press, Kingswood

Supporting learning resource - Teacher tips: Cultural stories Reading - Reading groups overview Year 1 Unit 5




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





Duration: 4 Weeks

Teaching Sequence




HandwritingRefer to unit handwriting overview for suggested focus area.

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 - Holistic planning and teaching framework for The two wallabies https://learningplace.eq.edu.au/cx/resources/items/e4e190f5-4703-4369-978b-aba1910cede7/0/Eng_Y01_U6_SLR_HolisticFrameworkTwoWallabies.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



Lesson 3

Recalling key events and selecting language


Understand the key events and make inferences about a text. Understand how nouns, verbs, adjectives and adverbs can be

selected to make sentences more vivid and provide specific detail.Evidence of learningCan the student:

Recall and sequence key events and make inferences about meanings?

Select nouns, verbs, adjectives and adverbs to make sentences more vivid and provide specific detail?

Example learning sequence Review a traditional or cultural story Recall key events and make inferences Select language and write sentences to retell

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


Text - Jakamarra, HC 2002, The two wallabies, A Dreaming Narrative series (ed. Nicholls, C & Williams, S), Working Title Press, Kingswood SA

Sheet - Story map Sheet - Writing a retelling Slideshow - The two wallabies: A Dreaming narrative Supporting learning resource - Teacher tips: Cultural stories Reading - Reading groups overview Year 1 Unit 5




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

Eleanor Curtain Publishing, South Yarra




Duration: 4 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

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









Duration: 4 Weeks

Teaching Sequence

Topic Retellings Topic Duration 3 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 reading and retelling traditional or cultural stories using speaking and writing.


Lesson 4

Reading fluently


Understand that different types of punctuation are used to read aloud with fluency, intonation and pace.

Understand how to comprehend key events and make inferences using context and text structures.


Use punctuation to read aloud with fluency, intonation and pace? Recall and sequence key events and make inferences, using

knowledge of context and text structure?Example learning sequence

Listen to a reading of a traditional or cultural story and explore punctuation

Comprehend using context and text structureEarly 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.


Text - Jakamarra, HC 2002, The two wallabies, A Dreaming Narrative series (ed. Nicholls, C & Williams, S), Working Title Press, Kingswood

Text - Mudgedell, MN & MN 2002, The cocky, the crow and the hawk, A Dreaming Narrative series (ed. Nicholls, C & Williams, S), Working Title Press, Kingswood

Supporting learning resource - Teacher tips: Retellings Supporting learning resource - Yarning circles Supporting learning resource - Holistic planning and teaching framework Supporting learning resource - Holistic planning and teaching framework for The

cocky, the crow and the hawk Supporting learning resource - Phrasing and fluency Reading - Reading groups overview Year 1 Unit 5




Helpful 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 - 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

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



Supporting learning resource - C2C: Aboriginal peoples & Torres Strait Islander




Duration: 4 Weeks

Teaching Sequence



Lessons Teaching and Learning Sequence Resourcespeoples Cross Curriculum Priority support https://oneportal.deta.qld.gov.au/EducationDelivery/Stateschooling/schoolcurriculum/Curriculumintotheclassroom/Pages/C2CAandTSICCPSupport.aspx



Lesson 5

Examining language and retelling stories


Understand how words that represent qualities, happenings and details of when, where and how can be used to create vivid, detailed sentences.

Understand how to use appropriate text structure, grammar, word choice, spelling and punctuation and images to recreate texts.


Create imaginative texts, using appropriate text structure, grammar, word choice, spelling and punctuation?

Example learning sequence Review a traditional or cultural story Examine language Write simple sentences to retell the story

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



Supporting learning resource - Teacher tips: Retellings Supporting learning resource - Language table for The cocky, the crow and the hawk Reading - Reading groups overview Year 1 Unit 5






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/




Duration: 4 Weeks

Teaching Sequence




Refer to unit handwriting overview for suggested focus area. 0/Eng_Y01_U1_SLR_GroupDiscMonitTool.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

Website - Indigenous cultural and intellectual property (ICIP)(Arts Law Centre of Australia, Artists in the Black)http://www.aitb.com.au/information-sheets/entry/indigenous-cultural-and-intellectual-property-icip



Lesson 6

Using text structure and vocabulary to present retellings


Understand how to make presentations, using text structures and formal vocabulary.

Understand how to express preferences for specific texts.Evidence of learningCan the student:

Make presentations using text structures and formal vocabulary? Express and discuss preferences for specific texts?

Example learning sequence Review written retelling Express preferences and present and read retelling

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



Supporting learning resource - Teacher tips: Retellings Reading - Reading groups overview Year 1 Unit 5




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

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




Duration: 4 Weeks

Teaching Sequence





0/Eng_Y01_U1_SLR_GroupDiscMonitTool.docx Supporting learning resource - Yarning circles

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







Duration: 4 Weeks

Teaching Sequence

Topic Structure and language Topic Duration 6 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 exploring structure and language in traditional or cultural stories, and then use structure and language to retell the stories through speaking and writing


Lesson 7

Creating vivid sentences


Understand how to comprehend key events and make inferences using context and text structures.

Understand how texts can be made more vivid by selecting adjectives, verbs and adverbs and supporting images.


Recall and sequence key events and make inferences, using knowledge of context and text structure?

Select adjectives, verbs and adverbs and use images to make texts more vivid?

Example learning sequence Read and comprehend a traditional or cultural story Explore variability of sound-letter matches Examine language and write sentences

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 - Morimoto, J 1997, The two bullies, Random House Australia, Milsons Point Supporting learning resource - Teacher tips: Structure and language Reading - Reading groups overview Year 1 Unit 5








Lesson 8

Structuring and writing retellings


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


Create imaginative texts, using appropriate text structure, grammar, word choice, spelling and punctuation?



Spelling - Spelling overview Year 1 Unit 5 https://learningplace.eq.edu.au/cx/resources/items/64032b89-6bac-f41d-9983-




Duration: 4 Weeks

Teaching Sequence



Lessons Teaching and Learning Sequence ResourcesExample learning sequence

Review a traditional or cultural story Retell the story


90b6dfb51b73/0/index.html Handwriting - Handwriting overview Year 1 Unit 5

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





Lesson 9

Presenting and reading a retelling


Understand how to make presentations using text structures and formal vocabulary.


Make presentations using text structures and formal vocabulary? Express and discuss preferences for specific texts?

Example learning sequence Review written retelling Express preferences and present and read retelling

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





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

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-




Duration: 4 Weeks

Teaching Sequence



Lessons Teaching and Learning Sequence ResourcesRefer to unit handwriting overview for suggested focus area. 3f456bd29f88/0/Eng_SLR_YP-Y02_Metalanguage.docx


Lesson 10

Making inferences about messages and ideas


Understand the importance of reading with fluency and intonation. Understand how to make inferences about messages and ideas in

texts.Evidence of learningCan the student:

Discuss and practise aspects of fluent reading? Infer messages and key ideas in texts?

Example learning sequence Listen to a reading of a traditional or cultural story Comprehend using context and text structure


Resources eBook - The four dragons Supporting learning resource - Teacher tips: Structure and language Reading - Reading groups overview Year 1 Unit 5




Helpful information 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

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

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





Duration: 4 Weeks

Teaching Sequence





Lesson 11

Discussing differences between texts


Understand how words that represent happenings, qualities and details of when, where and how can make sentences more vivid.


Select words that represent happenings, qualities and details of when, where and how to create vivid sentences?

Example learning sequence Review a traditional or cultural story and compare to an

informative text Examine language and write retellings


Resources eBook - The four dragons Sheet - Rivers in China Supporting learning resource - Teacher tips: Structure and language Reading - Reading groups overview Year 1 Unit 5








Lesson 12

Making presentations


Understand how to make presentations using text structures and formal vocabulary.


Make presentations using text structures and formal vocabulary?

Resources eBook - The four dragons Reading - Reading groups overview Year 1 Unit 5



Handwriting - Handwriting overview Year 1 Unit 5




Duration: 4 Weeks

Teaching Sequence



Lessons Teaching and Learning Sequence Resources Express and discuss preferences for specific texts?

Example learning sequence Explore a digital version of a traditional Asian story Express preferences and present and read retelling


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

Helpful information 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






Duration: 4 Weeks

Teaching Sequence

Topic Written and spoken retellings 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 create their retellings using writing, images and speaking.


Lesson 13

Writing a retelling

Assessment purposeTo create and present a retelling of a traditional or cultural story.Example assessment sequence

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

standards A-E Conduct the assessment


Resources Assessment task - Retelling of a cultural story Assessment task - Retelling of a cultural story: Model response Texts used throughout the unit Reading - Reading groups overview Year 1 Unit 5




Helpful information Supporting learning resource - How Sun, Moon and Wind went out to dinner

https://learningplace.eq.edu.au/cx/resources/items/0c8db999-f905-4130-bd1e-173a863524bd/0/Eng_Y01_U6_SLR_HowSunMoonWindDinner.docx


Lesson 14

Creating an image




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








Duration: 4 Weeks

Teaching Sequence

Topic Written and spoken retellings 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 create their retellings using writing, images and speaking.




Lessons 15-16

Presenting the retelling




Early literacy skillsReadingRefer to unit reading groups overview for suggested focus area.SpellingRefer to unit spelling overview for suggested focus area (Lesson 15)Conduct a unit post-test (Lesson 16).HandwritingRefer to unit handwriting overview for suggested focus area.




Spelling - Spelling unit post-test Year 1 Unit 5 https://learningplace.eq.edu.au/cx/resources/items/64032b89-6bac-f41d-9983-90b6dfb51b73/0/index.html






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 - Cultural stories Lesson plan - Eng_Y01_U5_LP01.docx

Lesson plan - Eng_Y01_U5_LP02.docx


Sequence - Retellings Lesson plan - Eng_Y01_U5_LP04.docx



Sequence - Structure and language Lesson plan - Eng_Y01_U5_LP07.docx






Sequence - Written and spoken retellings



Lesson plan - Eng_Y01_U5_LP15_16.docx

Sequence eBook - The four dragons




Duration: 4 Weeks


Find and prepare an audiovisual version of a cultural or traditional story significant to Aboriginal peoples or Torres Strait Islander peoples.Find and prepare The Butterfly as told by Olga Miller, available on:

o Video - The Dreaming (Series 2) (Aboriginal Nations Australia) http://www.thedreamingstories.com.au/


Reading - Reading groups overview Year 1 Unit 5 https://learningplace.eq.edu.au/cx/resources/items/6b90614a-e4db-41cb-a6e8-a86dacfdff18/0/Reading.html

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

Sheet - Rivers in China

Sheet - Story map

Sheet - Writing a retelling

Slideshow - The two wallabies: A Dreaming narrative Spelling - Spelling overview Year 1 Unit 5 https://learningplace.eq.edu.au/cx/resources/items/64032b89-6bac-f41d-9983-90b6dfb51b73/0/index.html

Spelling - Spelling unit post-test Year 1 Unit 5 https://learningplace.eq.edu.au/cx/resources/items/64032b89-6bac-f41d-9983-90b6dfb51b73/0/index.html



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

Supporting learning resource - Holistic planning and teaching framework

Supporting learning resource -Holistic planning and teaching framework for The cocky, the crow and the hawk Supporting learning resource - Holistic planning and teaching framework for The two wallabies https://learningplace.eq.edu.au/cx/resources/items/e4e190f5-4703-4369-978b-aba1910cede7/0/Eng_Y01_U6_SLR_HolisticFrameworkTwoWallabies.docx

Supporting learning resource - How Sun, Moon and Wind went out to dinner https://learningplace.eq.edu.au/cx/resources/items/0c8db999-f905-4130-bd1e-173a863524bd/0/Eng_Y01_U6_SLR_HowSunMoonWindDinner.docx




Duration: 4 Weeks


Supporting learning resource - Introduction to the unit: Retelling cultural stories https://learningplace.eq.edu.au/cx/resources/items/067396be-ecbf-4c5b-89fd-628f6e6934ed/0/Eng_Y01_U5_SLR_UnitIntro.docx

Supporting learning resource - Language table for The cocky, the crow and the hawk

Supporting learning resource - Phrasing and fluency

Supporting learning resource - Teacher tips: Cultural stories

Supporting learning resource - Teacher tips: Retellings

Supporting learning resource - Teacher tips: Structure and language

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

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

Text - Jakamarra, HC 2002, The two wallabies, A Dreaming Narrative series (ed. Nicholls, C & Williams, S), Working Title Press, Kingswood

Text - Morimoto, J 1997, The two bullies, Random House Australia, Milsons Point


Texts used throughout the unit


Website - Indigenous cultural and intellectual property (ICIP) (Arts Law Centre of Australia, Artists in the Black)http://www.aitb.com.au/information-sheets/entry/indigenous-cultural-and-intellectual-property-icip




Duration: 4 Weeks


Website - Queensland Curriculum & Assessment Authority (The State of Queensland) https://www.qcaa.qld.edu.au/ (Home > Search > Defining Aboriginal stories)


Website - Twelve canoes (Yolngu people) http://www.12canoes.com.au/ (Click on 'Creation' link and 'Our Ancestors' link)

Assessment Planner - Retelling of a cultural story

Assessment task - Eng_Y01_U5_AT_RetellCulturalStory.docx

Assessment task - Eng_Y01_U5_AT_MR_RetellCulturalStory.docx

Assessment Assessment task - Retelling of a cultural story

Assessment task - Retelling of a cultural story: Model response




Duration: 4 Weeks

Assessment

Assessment Task - Marking guide

AssessmentTask Name

Retelling of a cultural story (Yr 01)Type Poster/multi-modal presentation

Date

Description Students create and present a retelling of a traditional or cultural story.

Learning Area English

Knowledge and understanding Creating texts (Productive)

When writing, provides details about ideas or events, and details about the participants in those events. 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.

Creates texts that show understanding of the connection between writing, speech and images.Gives reasons for personal preferences.Makes short presentations.

A ◄ Adds adjectives, adverbs and interesting verbs to create vivid sentences. ◄

Selects and uses appealing characteristic features of an imaginative text in a retelling.Uses formal vocabulary and terms of address with content-specific words.Uses appropriate volume and pace when addressing the audience.

B ◄Selects sentence beginnings and specific details to engage the audience.Uses morphemes in word families accurately.

◄Sequences events in a written and spoken retelling.Selects image for maximum impact.Organises the retelling presentation in a logical sequence.

C ◄

Provides details about ideas or events, and details about the participants in those events.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.

◄

Creates a text that shows understanding of the connection between writing, speech and images.Gives reasons for personal preferences.Makes a short presentation.

D ◄ Uses capital letters for names. ◄Expresses a preference.Uses speaking to retell a story.Speaks clearly.

E ◄ Writes words. ◄Draws an image.Acknowledges the audience.




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:

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