EAGLEHAWK NORTH PRIMARY SCHOOL TERM PLANNER ENGLISH YEAR B TERM 4 Creators & Destroyers / Desert Survivors

WORKING TOWARD ACHIEVEMENT OF STANDARDS

Level 5 Reading and Viewing

By the end of Level 5, students explain how text structures assist in understanding the text. They understand how language features, images and vocabulary influence interpretations of characters, settings and events. They analyse and explain literal and implied information from a variety of texts. They describe how events, characters and settings in texts are depicted and explain their own responses to them. When reading, they confidently encounter and can decode less familiar words.

Level 5 Writing Students use language features to show how ideas can be extended. They develop and explain a point of view about a text. They create imaginative, informative and persuasive texts for different purposes and audiences. When writing, they demonstrate understanding of grammar and sentence types, and they select specific vocabulary and use accurate spelling and punctuation. They edit their work for cohesive structure and meaning.

Level 5 Speaking and Listening

Students listen and ask questions to clarify content. They use language features to show how ideas can be extended. They develop and explain a point of view about a text selecting information, ideas and images from a range of resources. They create a variety of sequenced texts for different purposes and audiences. They make presentations for defined purposed using multimodal elements, and contribute actively to class and group discussions, taking into account other perspectives.

Level 6 Reading and Viewing

By the end of Level 6, students understand how to use knowledge of phonics when decoding familiar words and the technical or derived words in increasingly complex texts. They understand how the use of text structures can achieve particular effects and can analyse and explain how language features, images and vocabulary are used by different authors to represent ideas, characters and events. They compare and analyse information in different texts, explaining literal and implied meaning. They select and use evidence from a text to explain their response to it.

Level 6 Writing

Students understand how language features and language patterns can be used for emphasis. They show how specific details can be used to support a point of view. They explain how their choices of language features and images are used. They use banks of known words and the less familiar words they encounter to create detailed texts elaborating upon key ideas for a range of purposes and audiences. They demonstrate understanding of grammar and make considered choices from an expanding vocabulary to enhance cohesion and structure in their writing. They also use accurate spelling and punctuation for clarity, provide feedback on the work of their peers and can make and explain editorial choices based on agreed criteria.

Level 6 Speaking and Listening

Students listen to discussions, clarifying content and challenging others’ ideas. They understand how language features and language patterns can be used for emphasis. They show how specific details can be used to support a point of view. They explain how their choices of language features and images are used. They create detailed texts, elaborating on key ideas for a range of purposes and audiences. They make presentations and contribute actively to class and group discussions, using a variety of strategies for effect.

Links to Capability & Digital Technologies Content Descriptors (English specific) Critical and Creative Thinking By the end of Level 6, students apply questioning as a tool to focus or expand thinking. They use appropriate techniques to copy, borrow and compare aspects of existing solutions in order to identify relationships and apply these to new situations.

Students distinguish between valid and sound arguments and between deductive and inductive reasoning. They explain how reasons and evidence can be evaluated. They explain and apply basic techniques to construct valid arguments and test the strength of arguments.

Students represent thinking processes using visual models and language. They practice and apply learning strategies, including constructing analogies, visualising ideas, summarising and paraphrasing information. Students disaggregate ideas and problems into smaller elements or ideas, develop criteria to assess and test thinking, and identify and seek out new relevant information as required.

Digital Technologies By the end of Level 6, students explain the functions of digital system components and how digital systems are connected to form networks that transmit data.

Students explain how digital systems use whole numbers as a basis for representing a variety of data types. They manage the creation and communication of ideas, information and digital projects collaboratively using validated data and agreed protocols.

Students define problems in terms of data and functional requirements and design solutions by developing algorithms to address the problems. They incorporate decision-making, repetition and user interface design into their designs and develop their digital solutions, including a visual program. Students explain how information systems and their developed solutions meet current and future needs taking sustainability into account.

Text Type Focus: Information Report (5 weeks), Response Text (5 weeks), Student Choice `

Description Discussion Purpose: Information Report- to inform the reader Response Text- To respond to a text

Structure/Organisation: Information Report- Response Text

Language Features: Information Report & Response Text -nouns, adjectives, action verbs, figurative language (similes and metaphors)

Teaching & Learning Approaches – non-negotiables ● Daily Reading & Writing sessions that integrate Word Study and

Speaking and Listening ● Gradual Release of Responsibility/Instructional Model ● Use of ongoing assessment and data to target teaching ● Use of ongoing feedback ● Visible learning intentions and success criteria ● Individual reading and writing goals for all students ● Individual Learning Plan (ILP) for 12 months above /below /EAL

/PSD /Koorie /Discipline

Special Events/Dates:

Performance Outcome/Product of Learning: Students will create a … about a …. This will show evidence of:

● Students will publish … ● Students will present …

Vocabulary expectations (English specific) Reading Text Type specific- EG. Fiction, Non-Fiction, Realistic Fiction, etc Writing text type specific- Modality, Connectives, Descriptive bubble, Punctuation, Orientation, Conclusion, Complex sentence

Tune In

Target Teach

Try Out

Tune Up

Take Off

Tie Together

Weeks

& Dates

Learning Focus Assessment

Charts Reading & Viewing Writing Word study Speaking & Listening

Week 1

Grade 6 Follow and understand non-fiction texts with clearly defined overall structure, categories and subcategories and connect the structure to the table of contents.F/P Grade 5 Follow and understand non-fiction texts with clearly defined overall structure, categories and subcategories and connect

Grade 5 Understand how texts vary in purpose, structure and topic as well as the degree of formality VCELA309 Grade 6 Experiment with text structures and language features and their effects in creating literary texts (VCELT355)

Information texts COLD SAMPLE - Lesson 1

Learning Intention We are learning the content language about Creators and Destroyers Success Criteria Students identify the content language related to the integrated topic. Level 5

Level 5-Understand how to use banks of known words, syllabification,

Morning Circle Focus: What did I do today to be Ready to Learn?

- Breakfast - Clean & Tidy - Organisation - Follow the rules - Showing Respect to

others SWPBS: We are always ready to learn.

Reading: Conferencing, PAT R, F & P, Guided Reading Writing: Cold sample of Information viewed in class, students to self assess with a checklist which will be used to self

the structure to the table of contents.F/P

Select, navigate and read increasingly complex texts for a range of purposes, applying appropriate text processing strategies to recall information and consolidate meaning (VCELY346)

Identify, describe, and discuss similarities and differences between texts, including those by the same author or illustrator, and evaluate characteristics that define an author’s individual style (VCELT343)

Level 5

Understand how texts vary in purpose, structure and topic as well as the degree of formality (VCELA309)

(Use picture prompts) Annotation of exemplar Information Texts - Lesson 2 Describe purpose and audience Introduce the function words of an explanation

spelling patterns, word origins, base words, prefixes and suffixes, to spell new words, including some uncommon plurals (VCELA312)

Level 6

Understand how to use banks of known words, word origins, base words, prefixes, suffixes, spelling patterns and generalisations to spell new words, including technical words and words adopted from other languages (VCELA354)

Brainstorm Content language related to Creators and Destroyers-could use merry go round technique. Sort the content language into the spelling knowledge best used to spell that word. When Content Language is sorted -Practice different spelling knowledge words using different spelling activities.

Learn ways to be Ready. Practice daily. Resource:

● BSEM Are you ready to Learn poster

assess their final piece of work. SWPBS: Book work. Spelling: SA spelling test -Week 1

2 Informative

Texts

Grade 6

Recognise and use a writer’s use of underlying text structures: e.g. description, cause and effect, sequence (chronological, temporal), compare and contrast, problem and solution, question and answer, combination.

Grade 5

Understand when a writer is telling information in a sequence (chronological order).

Grade 6 Select, navigate and read increasingly complex texts for a range of purposes, applying appropriate text processing strategies to recall information and consolidate meaning (VCELY346)

Identify, describe, and discuss similarities and differences between texts, including those by the same author or illustrator, and evaluate characteristics that define an author’s individual style (VCELT343)

Level 5

Understand how texts vary in purpose, structure and topic as well as the degree of formality (VCELA309)

Grade 5 Understand how texts vary in purpose, structure and topic as well as the degree of formality VCELA309 Grade 6 Experiment with text structures and language features and their effects in creating literary texts (VCELT355) Analyse examples to look at the structure and language - nouns are plural - modifiers - mostly simple and compound sentences - paragraphs with a topic sentence - third person pronouns and passive voice - technical adjectives or describing words are used

Learning Intention We are learning to use plurals when using nouns. Success Criteria Students identify the spelling rules required to make a noun plural. Understand how to use banks of known words, word origins, base words, prefixes, suffixes, spelling patterns and generalisations to spell new words, including technical words and words adopted from other languages (VCELA354) Grammar Making Plurals Just adding s Adding es Changing y to i and add es changing f or fe to v and add es **** exceptions to plural rules women, geese, sheep. Also cover the correct use of apostrophes.

Morning Circle Focus: What have I done today to allow others to achieve their goals?

- did not interrupt - asked questions - stayed calm -

SWPBS: We are quiet and calm and respect the rights of others to learn, speak and listen. ^ Lesson 1 & 2 on Sentral https://sentral.ehnps.vic.edu.au/documents/download?revid=639 https://sentral.ehnps.vic.edu.au/documents/download?revid=638

SWPBS: Displays of allowing others to Learn SPELLING: Criterion spelling assessment when needed. Reading: Conferencing, PAT R, F & P, Guided Reading

Week 3 Informative

Texts

Grade 6 Understand the problems that occur in everyday life, including some complex problems that may relate to readers’ lives.(F/P) Give reasons (either text-based or from personal experience) to support thinking.(F/P) Grade 5 Understand the problems that occur in everyday life, including some complex problems that may relate to readers’ lives.(F/P) Give reasons (either text-based or from personal experience) to support thinking.(F/P)

Level 6

Identify and explain how analytical images like figures, tables, diagrams, maps and graphs contribute to our

Grade 5 Understand how texts vary in purpose, structure and topic as well as the degree of formality VCELA309 Grade 6 Experiment with text structures and language features and their effects in creating literary texts (VCELT355) Information texts Body (Description) -Macro and Micro sentences - Topic sentence followed by descriptive information sentences. Use of the description bubble - Ideas grouped into appropriate topics, e.g. habitat. diet, appearance etc.

Learning Intention We are learning the function words required to write an explanation Success Criteria Students identify the function words in an information report (modifiers, articles, verbs, conjunctions) To cover What is a modifier? List of modifiers used in info reports. conjunctions-list conjunctions that can be used in info reports Sort function language into the spelling knowledge used to spell it.

Morning Circle Focus: How can I help others to Respect Environment this week? How have I achieved this? What can I do to reach more people? SWPBS:

We move around the school safely and quietly: We walk in and around the buildings. We walk in a single line (on the left when passing) when our class is locating to a new place. We speak quietly only to those closest to us. We be patient. PRACTICE ^^

Reading: Conferencing, PAT R, F & P, Guided Reading SWPBS: Posters & Discussion SPELLING: Dictated text

understanding of verbal information in factual and persuasive texts (VCELA340)

Level 5

Investigate how the organisation of texts into chapters, headings, subheadings, home pages and sub pages for online texts and according to chronology or topic can be used to predict content and assist navigation (VCELA310)

Week 4 Information

Texts

Grade 6

Infer the significance of non-fiction content to their own lives. (F/P) Infer the larger (main) ideas or messages in a nonfiction text. (F/P)

Grade 5

Infer the significance of non-fiction content to their own lives. (F/P) Infer the larger (main) ideas or messages in a nonfiction text. (F/P) Level 6

Identify and explain how analytical images like figures, tables, diagrams, maps and graphs contribute to our understanding of verbal information in factual and persuasive texts (VCELA340)

Level 5

Investigate how the organisation of texts into chapters, headings, subheadings, home pages and sub pages for online texts and according to chronology or topic can be used to predict content and assist navigation (VCELA310)

Grade 5 Understand how texts vary in purpose, structure and topic as well as the degree of formality VCELA309 Grade 6 Experiment with text structures and language features and their effects in creating literary texts (VCELT355)

Information texts Introduction - General statement - Linking sentence introducing the topics to be discussed in below description - concluding statement (optional)

Learning Intention We are learning to use present tense and 3rd person pronouns Success Criteria Students apply present tense relating verbs and 3rd person pronouns in information reports. Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience (VCELY358)

Morning Circle Focus: How can we maintain organisationin our own lives?

● school ● home ● thoughts ● habits

SWPBS:

We maintain the cleanliness of the area we are using. We clean up the area we are using. We use the correct bins provided. Clean tubs, tidy shelves, open areas

Reading: Conferencing, PAT R, F & P, Guided Reading WRITING: Students assess their work using their checklist used during week one SWPBS: Goal setting template & posters

Week 5 Information

Texts

Grade 6

Think across texts to construct knowledge of a topic.(F/P)

Think across texts to compare and expand understanding of content and ideas from academic disciplines: e.g. social responsibility, environment, climate, history, social and geological history, cultural groups.(F/P)

Grade 5

Think across texts to construct knowledge of a topic.(F/P)

Think across texts to compare and expand understanding of content and ideas from academic disciplines: e.g. social responsibility, environment, climate, history, social and geological history, cultural groups.(F/P)

Level 6

Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts (VCELY347)

Level 5

Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources (VCELY319)

Grade 5 Understand how texts vary in purpose, structure and topic as well as the degree of formality VCELA309 Grade 6 Experiment with text structures and language features and their effects in creating literary texts (VCELT355) Information texts Review previous elements and allow students to self assess and improve their work. Students create an information report about Indegenous Australians

Learning Intention We are learning to use an agreed criteria to edit our own work. Success Criteria Students apply an agreed criteria to proof read and edit their own work. Morphemic Visual Recognises most misspelt common and unfamiliar words in writing and uses a variety of resources, eg. spell check, dictionary for corrections. Proof read and edit draft before completing final explanation piece Reread and edit own and others’ work using agreed criteria for text structures and language features (VCELY330)

Morning Circle Focus: How do we enter a room? How does it change according to situation?

● home ● family homes ● friends houses ● school classrooms ● Principal’s office ● Doctor’s office

SWPBS:

We enter a room when we have permission. We make sure that we ask a teacher before entering a room. We knock and wait patiently before we enter someone’s classroom. Role play- how do er enter the room (change the “room” for each role play. How do they differ? What are your thoughts? Why do we do it differently?) Students can film themselves “entering the room”

Reading: Conferencing, PAT R, F & P, Guided Reading Writing: Assessment of students final explanation SWPBS: Certificates and filming of presentations to self. Final short film

Navigate and read imaginative, informative and persuasive texts by interpreting structural features, including tables of content, glossaries, chapters, headings and subheadings and applying appropriate text processing strategies, including monitoring meaning, skimming and scanning (VCELY318)

6 Response

Texts

Grade 6

Infer complex relationships between author and content(F/P)

Think across texts to compare and expand understanding of content and ideas from academic disciplines: e.g. social responsibility, environment, climate, history, social and geological history, cultural groups.(F/P)

Grade 5

Infer complex relationships between author and content(F/P)

Understand the connotative meanings of words that contribute to the mood of a text

Level 6

Identify and explain how choices in language, including modality, emphasis, repetition and metaphor, influence personal response to different texts (VCELT342)

Level 5

Use metalanguage to describe the effects of ideas, text structures and language features on particular audiences (VCELT314)

Notice and acquire new vocabulary from read aloud content Acquire new content words from text or graphics Derive the meaning of words from the context of a sentence, paragraph or the whole text

Grade 5 Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience (VCELY329) Grade 6 Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience (VCELY358) Response Text Cold Sample Annotate Exemplar example of Response Text. Purpose - The purpose of a Response is to give an opinion about a written or visual work, object or event. Look at language features - -Nouns -Adjectives -Present or Past Tense Verbs -Adverbs and Adverbial -Phrases -Time and Sequence Words Sentences -Compound and Complex -Sentences. -Statements -Exclamation -Reported speech -Cause and effect Language Effects -Figurative Language -Persuasive Language

Learning Intention We are learning the content language about Desert Survivors Success Criteria Students identify the content language related to the integrated topic. Level 5

Level 5-Understand how to use banks of known words, syllabification, spelling patterns, word origins, base words, prefixes and suffixes, to spell new words, including some uncommon plurals (VCELA312)

Level 6

Understand how to use banks of known words, word origins, base words, prefixes, suffixes, spelling patterns and generalisations to spell new words, including technical words and words adopted from other languages (VCELA354)

Brainstorm Content language related to Desert survivors Sort the content language into the spelling knowledge best used to spell that word. When Content Language is sorted -Practice different spelling knowledge words using different spelling activities.

Morning Circle Focus: What is a clean routine you follow?

● toilets at home ● toilets at school ● hand washing ● bathing ● clothes washing

SWPBS:

We use the toilets properly: We lock the toilet door behind us. We flush the toilet, we wash our hands with soap and we put rubbish in the bins. Make mini posters to promote cleanliness in the toilets, open areas and the yard

Reading: Conferencing, PAT R, F & P, Guided Reading Writing/spelling: Cold sample of Response Text viewed in class, students to self assess with a checklist which will be used to self assess their final piece of work SWPBS: Book work & DIscussion

7 Response

Texts

Grade 6

Infer the overarching theme(s) in a collection of short texts (F/P)

Grade 5

Provide evidence from the text to support statements describing new learning (F/P)

Level 6

Identify and explain how choices in language, including modality, emphasis, repetition and metaphor, influence personal response to different texts (VCELT342)

Level 5

Use metalanguage to describe the effects of ideas, text structures and language features on particular audiences (VCELT314)

Show how ideas and points of view in texts are conveyed through the use of vocabulary, including idiomatic expressions, objective and subjective language, and that these can change according to context (VCELY317)

Grade 5 Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience (VCELY329) Grade 6 Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience (VCELY358) Look at the body of the text (Judgement). Positives and Negatives

Learning Intention We are learning the function words that makes judgement clear. Success Criteria Students are able to identify a variety of evaluative and persuasive language.

Level 6

Investigate how vocabulary

choices, including evaluative

language can express shades of

meaning, feeling and opinion

(VCELA352)

Morning Circle Focus: Why is it important to keep your area clean where you eat? SWPBS:

We maintain the cleanliness of the area we eat in: We place our rubbish in the correct bin. We tidy the area before leaving (push chairs in, tables straight, etc.) Wash tables, push chairs in. Have a competition between groups- WHO CAN HAVE THE CLEANEST TABLES ALL WEEK?

Reading: Conferencing, PAT R, F & P, Guided Reading SWPBS: Participation in games & discussion

Derive the meaning of words from the context of a sentence, paragraph or the whole text Notice and understand the the meaning of technical words Understand the connotative meanings of words that are

8 Response

Texts

Grade 6 & Grade 5

Use academic language to talk about literary features eg. beginning, ending, character, question and answer, main character, character change, message, dialogue, topic, events, setting, description, time order, problem and solution, comparison and contrast, main idea, flashback, conflict, resolution, theme, descriptive language, simile, cause and effect, categorisation, persuasive language (F/P)

Level 6

Identify, describe, and discuss similarities and differences between texts, including those by the same author or illustrator, and evaluate characteristics that define an author’s individual style (VCELT343)

Identify the relationship between words, sounds, imagery and language patterns in narratives and poetry such as ballads, limericks and free verse (VCELT344)

Level 5

Recognise that ideas in literary texts can be conveyed from different viewpoints, which can lead to different kinds of interpretations and responses (VCELT315)

Understand, interpret and experiment with sound devices and imagery, including simile, metaphor and personification, in narratives, shape poetry, songs, anthems and odes (VCELT316)

Use headings and subheadings, table of contents etc. to search for and use information Gain new understandings from searching for and using information found in text body, sidebars and graphics Notice and use and understand the purpose of some other text resources e.g. glossary, index.

Grade 5 Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience (VCELY329) Grade 6 Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience (VCELY358) Look at the title and opening paragraph. Background information on the topic.

Learning Intention We are learning the difference between past and present tense Success Criteria

Students demonstrate the

difference between past and

present tense.

Figurative language

Idioms, Metaphors and

alliterations

Understand, interpret and

experiment with sound devices

and imagery, including simile,

metaphor and personification, in

narratives, shape poetry, songs,

anthems and odes (VCELT316)

Morning Circle Focus: What equipment do we use at school that needs special care? Why do we do this?

● Sports equipment ● scissors ● glue sticks ● computers

SWPBS:

We use equipment safely and properly: We make sure that we carry our equipment safely. We keep our items organised. We use our equipment for what they are designed for. As a class- borrow sports equipment, use for a game, return in an orderly fashion Discuss why we do this? Who does this effect?

Reading: Conferencing, PAT R, F & P, Guided Reading SWPBS: Saved work and folders made as directed

9 Response

Texts

Grade 6 & Grade 5

Use academic language to talk about literary features eg. beginning, ending, character, question and answer, main character, character change, message, dialogue, topic, events, setting, description, time order, problem and solution, comparison and contrast, main idea, flashback, conflict, resolution, theme, descriptive language, simile, cause and effect, categorisation, persuasive language (F/P)

Level 6

Use comprehension strategies to interpret and analyse information and

Grade 5 Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience (VCELY329) Grade 6 Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience (VCELY358) Judgement and final statement on the topic.

Learning Intention We are learning the difference between homophones and homographs Success Criteria

Students identify homophones

and homographs.

Understand how to use banks of known words, word origins, base words, prefixes, suffixes, spelling patterns and generalisations to spell new words, including technical words and words adopted from other languages (VCELA354)

Morning Circle Focus: How have you used ICT to support your learning recently? How could you use it more in the classroom? What do you want to learn with ICT to support your education? SWPBS: We use I.C.T. to support our learning. Resources: ABCYA Mathletics Prodigy EPIC Calculator Number Word puzzle- https://www.dr-mikes-math-games-for-

Reading: Conferencing, PAT R, F & P, Guided Reading WRITING: Students use the checklist used previously in the cold sample to self-assess their work and make improvements SWPBS: Calculator Number word Puzzle

ideas, comparing content from a variety of textual sources including media and digital texts (VCELY347)

Level 5

Navigate and read imaginative, informative and persuasive texts by interpreting structural features, including tables of content, glossaries, chapters, headings and subheadings and applying appropriate text processing strategies, including monitoring meaning, skimming and scanning (VCELY318)

Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources (VCELY319)

Use details from illustrations to support points made in discussion Notice how illustrations and graphics help to communicate the writer’s message Understand that graphics and text are carefully placed in a nonfiction text so that ideas are communicated clearly

kids.com/support-files/AliceOglesbyCrossNumberOrig.pdf

Week 10 Response

Text

Grade 6 & Grade 5

Use academic language to talk about literary features eg. beginning, ending, character, question and answer, main character, character change, message, dialogue, topic, events, setting, description, time order, problem and solution, comparison and contrast, main idea, flashback, conflict, resolution, theme, descriptive language, simile, cause and effect, categorisation, persuasive language (F/P)

Level 6

Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts (VCELY347)

Level 5

Navigate and read imaginative, informative and persuasive texts by interpreting structural features, including tables of content, glossaries, chapters, headings and subheadings and applying appropriate text processing strategies, including monitoring meaning, skimming and scanning (VCELY318)

Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources (VCELY319)

Reader’s Theatre

Phrasing, expression, intonation, fluency etc.

Grade 5 Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience (VCELY329) Grade 6 Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience (VCELY358) Edit, Review and Publish Response Texts.

Learning Intention We are learning to use an agreed criteria to edit our own work. Success Criteria Students apply an agreed criteria to proof read and edit their own work. Morphemic Visual Recognises most misspelt common and unfamiliar words in writing and uses a variety of resources, eg. spell check, dictionary for corrections. Proof read and edit draft before completing final response piece Reread and edit own and others’ work using agreed criteria for text structures and language features (VCELY330)

Morning Circle Focus: Where are places you have seen rubbish around the school? How does it get there? SWPBS:

We keep our yard clean and tidy: We place our rubbish in the bin. We return equipment.

Reading: Conferencing, PAT R, F & P, Guided Reading WRITING: Assessment of students final Response Text SPELLING: Criterion spelling assessment SWPBS: Book work

Ongoing Comments/Reflections READING: Conferencing