Weekly Reading Program: Grade Term: Week:

Monday: Comprehension Tuesday: Comprehension Wednesday: Accuracy Thursday: Extending Vocab/Fluency Friday: Literature Circles/Book ClubsWCF: Launch (15-20min) RT SR WCF: Launch (15-20min) RT SR WCF: Launch (15-20min) RT SR WCF: Launch (15-20min) R

T SR WCF: Launch (15-20min) RT SR

Text: Text: Text: Text: Text:Focus:L.I

Focus:L.I

Focus:L.I

Focus:L.I

Focus:L.I

Independent Task: Explore (25-30min)

Independent Task: Explore (25-30min)

Independent Task: Explore (25-30min)

Independent Task: Explore (25-30min)

Independent Task: Explore (25-30min)

Purposeful Differentiated Learning Task Purposeful Differentiated Learning Task Purposeful Differentiated Learning Task Purposeful Differentiated Learning Task Purposeful Differentiated Learning Task

Teaching Group (10-15min) Teaching Group (10-15min) Teaching Group (10-15min) Teaching Group (10-15min) Teaching Group (10-15min)students: students: students: students: students:

Text: Text: Text: Text: Text:Focus: Focus: Focus: Focus: Focus:

Conferencing (10-15min) Conferencing (10-15min) Conferencing (10-15min) Conferencing (10-15min) Conferencing (10-15min)

students: students: students: students: students:

WCS: Summarise (5-10min) WCS: Summarise (5-10min) WCS: Summarise (5-10min) WCS: Summarise (5-10min) WCS: Summarise (5-10min)

READING BLOCK FOCI/ACTIVITIESLAUNCH - Whole Class Foci: 15-20 minutesReading With Students: Shared Reading -Demonstration and engagement in problem solving in text using meaning, structure & visual information. Demonstration how texts work.Specific teaching of Comprehension, Accuracy, Fluency or Expanded vocabulary: -Explicit demonstration modelling strategies clearly stated in the learning attention followed by explicit success criteria.

POSSIBLE FOCI/ - DEVELOP LEARNING INTENTIONS WITHIN THESE 4 AREAS:Comprehension Thoughtful readers care about understanding what they hear and read.

Accuracy Thoughtful readers can read letters, sounds and words. (spelling & language conventions)

Fluency Thoughtful readers practice reading fluently. Expanding vocabulary Thoughtful readers care about the words they read and use strategies to work out the meaning of words they don’t know. They use new and interesting words.

Comprehension Strategies Visualisation/Mental Imagery Prior knowledge/Prediction Questions & Questioning Summarising – retelling the text Text Structures & Features Thinking Aloud

Prediction: Derivatives Letters in all positions of a

word Contractions Base words High frequency words Spelling Patterns in words Compound words Affixes: Prefixes and suffixes Tense (past, present, future)

I am improving the quality of my oral reading… I stop at full stops (my voice goes down) I pause at commas (my voice goes up slightly) I raise my voice for question marks (my voice

goes up) I use expression for exclamation marks (I show

feelings/loud) I change my voice for quotation marks

(I change my voice to suit the character) I adjust my pacing and voice to convey mood,

tone, meaning and purpose I animate verbs when appropriate (eg. I

RAN…) I read in meaningful phrases (dancing voice) I read clearly (pronunciation to say the sounds of a

word correctly, eg. You do not pronounce the ‘t’ in often.)

Prediction at word level^: Predicting the meaning of words I don’t know.

Clues in context: read the sentence before and after to look for clues (information)

Use my prior knowledge Look for base words Visualise while reading Use my knowledge of grammar and words Use my knowledge of sentence structure (e.g.

brackets)

Specific Comprehension Strategies for preparing students for NAPLAN: reading Cohesive Ties Text Structures of Genres, Story Grammar & Top

Level Structures QAR (Question Answer Relationship) Reciprocal Teaching SQ3R Clarifying the meaning of unknown words

(Prediction at Word Level)^

EXPLORE – INDIVIDUAL PRACTICE (Purposeful Differentiated Learning Task) 25-30 minutesIndependent Reading:Independent reading is the time when students get to practice for themselves the strategies they have been introduced to in other parts of the program. The students need to have access to a wide range of texts that they can read independently (Just Right Texts).Opportunities for sustained independent reading need to occur every day. Clay reminds us that it is during independent reading that “children learn to be readers”.

General Comprehension Activities:There are many activities that are known to improve students’ comprehension but are not necessarily the type of work that would be classified as part of any of the main instructional practices. In particular, there are several small group activities that are really worthwhile, but they do not occur in Guided Reading (where students must read the text silently after some support to guide them through the text) or Literature Circles and Book Clubs. So these activities may be done as needed by the whole class, small groups, or individuals.

EXPLORE - Small Group Foci: 10-15 minutesTeaching Group: Beginning/Emergent Readers

Teaching Group: Emergent/Early/Fluent Readers Teaching Group: Emergent/Early/Fluent Readers Teaching Group: Emergent/Early/Fluent Readers

RT – Reading To studentsLE – Language ExperienceSR – Shared Reading

GR – Guided Reading tuning in book introduction independent reading discussionTeaching students to integrate cue sources to successfully problem solve in text

Literature Circles: Discussion Director Illuminator (reading aloud – practising fluency) Illustrator (visualisation) Connector (Thinking Aloud – Connections text to self, text to text & text to

world) Word Watcher (Prediction – How to work out the meaning of words you don’t

know & extending vocabulary) Summariser (Summarising & Top Level Structures)

Reciprocal Teaching:1. Leader2. Predicting (Prediction)3. Reading (Fluency)4. Clarifying (Prior Knowledge & Prediction)5. Questioning (Questions & Questioning)6. Summarising (Summarising)

EXPLORE – Conferencing 10-15 minutes

Questions to ask yourself while conferencing with students: You gain insight into student reading behaviours through regular conferring and discussion that focuses on what the students read an how they apply a range of strategies.

Was the text read by the students a ‘just right text’? Why? Did the conference assist the student in becoming more thoughtful about his/her reading and use of reading strategies? Was feedback given to the student in relation to his/her strengths and goals/ learning intention/success criteria? Was the language used clear and specific when providing feedback and giving instructions? What did you as the teacher learn about the student’s persona interests and attitudes to reading? How did you and the student agree on goals for further learning? What notes were taken during the conference? What was the content? How was this shared with students?

SUMMARISE – Whole Class Share – High Order Questioning 5-10 minutesTeacher models and reinforces strategies from the lesson’s learning intention. This is where the teacher addresses any misconceptions s/he observed during the lesson.Blooms Taxonomy – Use one of these question types to generate higher level thinking from students.Remembering: recognise, list, describe, identify, retrieve, name… Can you recall information?Understanding: interpret, exemplify, summarise, infer, paraphrase… Can you explain ideas or concepts?Applying: implement, carry out, use… Can you use the knowledge in another familiar situation?Analysing: Compare, attribute, organise, deconstruct…. Can you differentiate between constituent parts?Evaluating: check, critique, judge, hypothesise… Can you justify a decision or course of action?Creating: design, construct, plan, produce… Can you generate new products, ideas or ways of viewing things?

Thinking Verbs found in Standards

AnalyseApplyClassifyCompareConnectContrastDescribe

DiscussElaborateExploreDiagramIdentifyInterpretJudge

ObserveOrganiseParaphrasePredictRespondSupportRepresent

VisualiseReasonVerifySolveSummariseSimplify

Weekly Writing Program: Grade Term: Week:

Monday Tuesday Wednesday Thursday FridayWCF: Launch Modelled Shared WCF: Launch Modelled` Shared WCF: Launch Modelled Shared WCF: Launch Modelled Shared WCF: Launch Modelled Shared

Text Type: Aspect of Writing: Text Type: Aspect of Writing: Text Type: Aspect of Writing: Text Type: Aspect of Writing: Text Type: Aspect of Writing:

Focus/Learning Intention: Focus/Learning Intention: Focus/Learning Intention: Focus/Learning Intention: Focus/Learning Intention:

Independent Writing: Explore Independent Writing: Explore Independent Writing: Explore Independent Writing: Explore Independent Writing: Explore

Teaching Group Teaching Group Teaching Group Teaching Group Teaching GroupGroup: Group: Group: Group: Group:

Shared Guided Shared Guided Shared Guided Shared Guided Shared GuidedFocus: Focus: Focus: Focus: Focus:

Conferencing Students Conferencing Students Conferencing Students Conferencing Students Conferencing Students

WCS: Summarise WCS: Summarise WCS: Summarise WCS: Summarise WCS: Summarise

Aspect of Writing (Publishing Process)

Planning & Organising: What is my story going to be about? What planner/organiser will I use? Who is my audience? (Author)Working Copy: Have I done my first draft? Have I used my planner to guide my writing (Author)?Author Circle: Have I shared my work with a group? Does it sound right? Have my group given me ideas on how to make it better?Edit: Have I got capital letters and full stops? Have I check my spelling? Have I got exciting words? (Secretary)Teacher Edit: Did I go to my teacher to edit my work? (Secretary)Publish: Now I can make my work look great. What should I use, computer, paper, cardboard, Story Book Weaver? (Secretary)

Text Types (Genres)Narratives consist of an orientation, a complication & a resolution (eg. story, personal recount, fairy tale).Information Narrative: poetry, speech, joke, riddle, song, cartoon.Transactional Texts are used to maintain relationships & involve some kind of simple negotiation (e.g. invitations, letters, cards etc.)Recounts describe or retell something imagined or real (e.g. story maps, retelling journals). Forms of recounts include: personal, factual, imaginative, biography, autobiography & historically recount.Procedural texts are sequence of actions or steps to direct behaviour (e.g. directions, instructions, messages, recipes, rules for games)

More detail list of text types in Early Years Manual, PD for teachers: Writing