pialbastateschool.files.wordpress.com€¦ · Web viewUnit Plan . Exploring informative texts. In this unit, students read, view and listen to a range of texts to comprehend and

OneSchoolUnit Plan

Name: Unit 5 - English Year 2 (V8)Duration: 4 Weeks

Year Level: Year 2

Applicable LearningAreas/Subjects: English

Unit Plan

Exploring informative textsIn this unit, students read, view and listen to a range of texts to comprehend and compare the text structures and language features of imaginative and informative texts. Students create an informative text with a supporting image.

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

Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 1 of 24

Unit Plan Plan Name: Unit 5 - English Year 2 (V8)

Year: 2Learning Areas/Subjects: English

Duration: 4 Weeks

Assessment

Assessment Task Summary Type Learning Areas Status Date

Writing an informative text (Yr 02)Students create an informative text with a supporting image.

Informative response - written

English Unscheduled

Document Table of Contents

Curriculum Australian Curriculum Considerations

Teaching SequenceTeaching Sequence Summary

Language in texts Comparison of texts Language for purpose Informative writing

Resources Attachments Plan Resource Bank

Assessment Informative response - written - Writing

an informative text (Yr 02)




Duration: 4 Weeks

Australian Curriculum

English - Year 2

Year 2 Achievement StandardReceptive modes (listening, reading and viewing)By the end of Year 2, students understand how similar texts share characteristics by identifying text structures and language features used to describe characters and events, or to communicate factual information.

They read texts that contain varied sentence structures, some unfamiliar vocabulary, a significant number of high-frequency sight words and images that provide extra information. They monitor meaning and self-correct using knowledge of phonics, syntax, punctuation, semantics and context. They use knowledge of a wide variety of letter- sound relationships to read words of one or more syllables with fluency. They identify literal and implied meaning, main ideas and supporting detail. Students make connections between texts by comparing content. They listen for particular purposes. They listen for and manipulate sound combinations and rhythmic sound patterns.

Productive modes (speaking, writing and creating)When discussing their ideas and experiences, students use everyday language features and topic-specific vocabulary. They explain their preferences for aspects of texts using other texts as comparisons. They create texts that show how images support the meaning of the text.

Students create texts, drawing on their own experiences, their imagination and information they have learnt. They use a variety of strategies to engage in group and class discussions and make presentations. They accurately spell words with regular spelling patterns and spell words with less common long vowel patterns. They use punctuation accurately, and write words and sentences legibly using unjoined upper- and lower-case letters.

Content Descriptions

Language Literacy Literature

Text structure and organisation

Know some features of text organisation including page and screen layouts, alphabetical order, and different types of diagrams, for example timelines (ACELA1466)

Understand that different types of texts have identifiable text structures and language features that help the text serve its purpose (ACELA1463)

Expressing and developing ideas

Understand that nouns represent people, places, concrete objects and abstract concepts;

Creating texts

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)

Interpreting, analysing, evaluating

Literature and context

Discuss how depictions of characters in print, sound and images reflect the contexts in which they were created (ACELT1587)

Examining literature

Discuss the characters and settings of different texts and explore how language is used to present these features in different ways (ACELT1591)




Duration: 4 Weeks

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)

Phonics and word knowledge

Build morphemic word families using knowledge of prefixes and suffixes (ACELA1472)

Orally manipulate more complex sounds in spoken words through knowledge of blending and segmenting sounds, phoneme deletion and substitution in combination with use of letters in reading and writing (ACELA1474)

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)

Understand that a sound can be represented by various letter combinations (ACELA1825)

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)

Use most letter-sound matches including vowel digraphs, less common long vowel patterns, letter clusters and silent letters when reading and writing words of one or more syllable (ACELA1824)

Identify the audience of imaginative, informative and persuasive texts (ACELY1668)

Read less predictable texts with phrasing and fluency by combining contextual, semantic, grammatical and phonic knowledge using text processing strategies, for example monitoring meaning, predicting, rereading and self-correcting (ACELY1669)

Use comprehension strategies to build literal and inferred meaning and begin to analyse texts by drawing on growing knowledge of context, language and visual features and print and multimodal text structures (ACELY1670)

Texts in context

Discuss different texts on a similar topic, identifying similarities and differences between the texts (ACELY1665)




Duration: 4 Weeks

Curriculum Priorities – PedagogyConsiderationsPrior and future curriculumRelevant prior curriculumStudents require prior experience with:

Understand that the purposes texts serve shape their structure in predictable ways (ACELA1447) 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) 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) Discuss features of plot, character and setting in different types of literature and explore some features of characters in different texts (ACELT1584) 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) 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)

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

Understand how different types of texts vary in use of language choices, depending on their purpose and context (for example, tense and types of sentences) (ACELA1478) Understand that verbs represent different processes, for example doing, thinking, saying, and relating and that these processes are anchored in time through tense (ACELA1482) Learn extended and technical vocabulary and ways of expressing opinion including modal verbs and adverbs (ACELA1484) Discuss how language is used to describe the settings in texts, and explore how the settings shape the events and influence the mood of the narrative (ACELT1599) Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features

(ACELY1680) Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print, and multimodal

elements appropriate to the audience and purpose (ACELY1682)

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 Investigating with ICT Managing and operating ICT




Duration: 4 Weeks

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

Intercultural understanding Reflecting on intercultural experiences and taking responsibility

For further information, refer to General capabilities in the Australian Curriculum http://www.australiancurriculum.edu.au/generalcapabilities/overview/introduction and the Learning area specific advice http://www.australiancurriculum.edu.au/generalcapabilities/overview/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.

Assessing student learningAssessment name: Writing an informative textAssessment description: Students create an informative text with a supporting image.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 2, students understand how similar texts share characteristics by identifying text structures and language features used to describe characters and events, or to communicate factual information.They read texts that contain varied sentence structures, some unfamiliar vocabulary, a significant number of high-frequency sight words and images that provide extra information. They monitor meaning and self-correct using knowledge of phonics, syntax, punctuation, semantics and context. They use knowledge of a wide variety of letter-sound relationships to read words of one or more syllables with fluency. They identify literal and implied meaning, main ideas and supporting detail. Students make connections between texts by comparing content. They listen for particular purposes. They listen for and manipulate sound combinations and rhythmic sound patterns.Productive modes (speaking, writing and creating)When discussing their ideas and experiences, students use everyday language features and topic-specific vocabulary. They explain their preferences for aspects of texts using other texts as comparisons. They create texts that show how images support the meaning of the text. Students create texts, drawing on their own experiences, their imagination and information they have learnt. They use a variety of strategies to engage in group and class discussions and make presentations. They accurately spell words with regular spelling patterns and spell words with less




Duration: 4 Weeks

common long vowel patterns. They use punctuation accurately, and write words and sentences legibly using unjoined upper- and lower-case letters.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:

uses language features and text purpose when discussing a text chooses vocabulary to suit audience and purpose recognises noun groups identifies literal meanings identifies the audience of informative texts identifies fact from fiction attends to others' talk composes informative sentences.

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

using text structures and language features to understand how the text has served a particular purpose extending noun groups through the use of adjectives and using noun groups to represent characters and events in different ways using vocabulary about familiar topics and making conscious choice of vocabulary to suit audience and purpose of particular texts abilities to identify how language is being used to present characters and events in different ways abilities to build literal meaning of texts by analysing their growing knowledge of context, language and visual features, and print and multimodal text structures.




Duration: 4 Weeks

Teaching Sequence

Curriculum Plan Topics

Duration Topic

4 Lessons Language in texts Lesson 1: Comparing texts Lesson 2: Examining an informative text Lessons 3-4: Identifying language features and text structures

5 Lessons Comparison of texts Lesson 5: Examining language Lesson 6: Examining an informative text Lesson 7: Comprehending an informative text Lessons 8-9: Identifying language in texts: language choices

3 Lessons Language for purpose Lesson 10: Exploring texts Lesson 11: Identifying noun groups Lesson 12: Exploring and comparing texts

4 Lessons Informative writing Lessons 13-14: Reading and comprehending informative texts Lessons 15-16: Writing an informative text

16 Lessons Total Unit




Duration: 4 Weeks

Teaching Sequence

Topic Language in texts Topic Duration 4 Lessons

Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will explore the text structure and language features used in informative and imaginative texts.

Lessons Teaching and Learning Sequence Resources

Lesson 1

Comparing texts

Lesson objectivesStudents will:

Understand how language is used to suit the purpose of a text.Evidence of learningCan the student:

Identify how language has been used to suit the purpose of texts?Example learning sequence

Read an imaginative text Read an informative text Compare language used in different texts

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 Find and prepare a narrative picture book that contains animal characters in their

natural environment. For example:o Text - Oliver, N 2006, Home, Omnibus Books, Adelaide

Find and prepare an informative text about an animal from the imaginative text. Spelling - Year 2 Unit 6 Spelling overview Handwriting - Year 2 Unit 6 Handwriting overview Reading - Year 2 Unit 6 Reading groups overview Supporting learning resource - Teacher tips: Language in texts

Helpful informationNote: 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.

Supporting learning resource - Introduction to the unit: Exploring informative texts https://learningplace.eq.edu.au/cx/resources/items/f439c834-2c6e-4ec8-9789-635350c5d0de/0/Eng_Y02_U5_SLR_UnitIntro.docx

Website - Contemporary practice resource: English https://learningplace.eq.edu.au/cx/resources/items/3cf69097-9ee7-076c-3460-9ca7190f1f5d/0/index.html

Supporting learning resource - Shared reading: Narratives https://learningplace.eq.edu.au/cx/resources/items/4090ac79-d7d7-4382-a214-069c3fdb117a/0/Eng_Y02_U6_SLR_SharedReading_Narratives.docx

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

Supporting learning resource - Aboriginal & Torres Strait Islander histories and cultures suggested alternative resources https://learningplace.eq.edu.au/cx/resources/items/447933bd-168c-4fec-b0cc-cd4c4a70b434/0/Eng_Y02_U6_SLR_SuggAltResources.docx

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

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




Duration: 4 Weeks

Teaching Sequence




Lesson 2

Examining an informative text


Understand how language is used to suit the purpose of a text.Evidence of learningCan the student:

Identify how particular language is used to suit the purpose of a text?

Example learning sequence Review an imaginative text and an informative text Read and comprehend an informative text Examine language in an informative text



natural environment. For example:o Text - Oliver, N 2006, Home, Omnibus Books, Adelaide

Find and prepare an informative text about an animal from the imaginative text. Sheet - Peregrine falcon facts Spelling - Year 2 Unit 6 Spelling overview Reading - Year 2 Unit 6 Reading groups overview Supporting learning resource - Teacher tips: Language in texts

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

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


Lessons 3-4

Identifying language features and text structures


Understand how language in informative texts is used to provide information.

Understand how to use noun groups to write informative sentences.

Evidence of learningCan the student:

Identify information within the text? Write informative sentences using noun groups from an

informative text?


natural environment. For example:o Text - Oliver, N 2006, Home, Omnibus Books, Adelaideo Text - McCloskey, R 1999, Make way for ducklings, Penguin, New York

Find and prepare a collection of online informative reports on an animal from the imaginative text, e.g. peregrine falcons or mallard ducks.

Sheet - Peregrine falcon facts Sheet - Informative writing 1 Spelling - Year 2 Unit 6 Spelling overview Handwriting - Year 2 Unit 6 Handwriting overview Reading - Year 2 Unit 6 Reading groups overview




Duration: 4 Weeks

Teaching Sequence




Example learning sequence Review text structures and language features of an informative

text Explore an online informative text Identify the nouns and noun groups in an informative text Write informative sentences Draw and label an image


Supporting learning resource - Teacher tips: Language in textsHelpful information

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

Website - Creative features: Pet facts - Free range ducks (ABC) http://www.abc.net.au/creaturefeatures/facts/freerangeducks.htm

Sheet - Make way for ducklings https://learningplace.eq.edu.au/cx/resources/items/f072721b-3daf-4d1b-81f7-380585663ae0/0/Eng_Y02_U5_SH_MakeWayForDucklings.docx






Duration: 4 Weeks

Teaching Sequence

Topic Comparison of texts Topic Duration 5 Lessons

Overview Students will explore the text structure and language features used in informative and imaginative texts.


Lesson 5

Examining language


Understand how to comprehend a story. Understand how language is used differently in imaginative

and informative texts.Evidence of learningCan the student:

Identify noun groups that are facts? Identify different language used in imaginative and informative

texts?Example learning sequence

Review text structures and language features Examine an imaginative text Examine language in an imaginative text Examine language in an informative text



natural environment. For example:o Text - Oliver, N 2009, Fox and fine feathers, Omnibus Books, Adelaide

Find and prepare an informative text about an animal from the imaginative text. Reading - Year 2 Unit 6 Reading groups overview Spelling - Year 2 Unit 6 Spelling overview Handwriting - Year 2 Unit 6 Handwriting overview Supporting learning resource - Teacher tips: Comparison of texts Sheet - In the book or in your head?




Lesson 6

Examining an informative text


Understand how language is used in an informative text to achieve its purpose.


Identify topic-specific and technical language used in informative texts?



Find and prepare an informative text about an animal from the imaginative text. Reading - Year 2 Unit 6 Reading groups overview Spelling - Year 2 Unit 6 Spelling overview Handwriting - Year 2 Unit 6 Handwriting overview Supporting learning resource - Teacher tips: Comparison of texts




Duration: 4 Weeks

Teaching Sequence




Example learning sequence Revisit the informative text Read and comprehend an informative text Examine language in an informative text





Lesson 7

Comprehendingan informative text


Understand how to comprehend an informative text using reading strategies to identify literal meaning.


Comprehend literal meaning in an informative text?Example learning sequence

Review comprehension strategies Comprehend an informative text




Find and prepare an informative text about an animal from the imaginative text. Sheet - Comprehension of an informative text Reading - Year 2 Unit 6 Reading groups overview Spelling - Year 2 Unit 6 Spelling overview Handwriting - Year 2 Unit 6 Handwriting overview Supporting learning resource - Teacher tips: Comparison of texts Sheet - In the book or in your head?







Duration: 4 Weeks

Teaching Sequence




Lessons 8-9

Identifying language in texts: language choices


Understand how language in informative texts is used to provide information.

Understand the text structure and organisation of informative texts.


Identify information within the text? Identify the text structure and organisation of informative texts?

Example learning sequence View an informative text Identify the nouns and noun groups in an informative text Write informative sentences Draw and label an image


Resources Spelling - Year 2 Unit 6 Spelling overview Handwriting - Year 2 Unit 6 Handwriting overview Reading - Year 2 Unit 6 Reading groups overview Sheet - Large-tailed nightjar information Sheet - Informative writing 2 Supporting learning resource - Teacher tips: Comparison of texts

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






Duration: 4 Weeks

Teaching Sequence

Topic Language for purpose Topic Duration 3 Lessons

Overview Students will compare the language and purpose of a range of narrative and informative texts.


Lesson 10

Exploring texts


Understand that different types of texts have identifiable text structures and language features.


Identify text structures and language features of a narrative? Answer literal questions about events and characters in a

narrative?Example learning sequence

Listen to an imaginative text and explore purpose, audience and structure

Respond to comprehension questions Read an informative text Compare language in texts



natural environment. For example:o Text - Cannon, J 1993, Stellaluna, Koala Books, Sydneyo Text - McCloskey, R 1999, Make way for ducklings, Penguin, New York

Find and prepare an informative text about the animals from the imaginative text. Sheet - Comprehension questions Supporting learning resource - Teacher tips: Language for purpose Sheet - In the book or in your head? Spelling - Year 2 Unit 6 Spelling overview Reading - Year 2 Unit 6 Reading groups overview Handwriting - Year 2 Unit 6 Handwriting overview

Helpful information Website - Stellaluna - Storyline online (SAG-AFTRA Foundation)

http://www.storylineonline.net/stellaluna/ Website - Creative features: Pet Facts - Free range ducks (ABC)

http://www.abc.net.au/creaturefeatures/facts/freerangeducks.htm


Lesson 11

Identifying noun groups


Understand how language in texts is used to construct characters and settings in narratives.

Understand noun groups that refer to characters and settings and noun groups used to communicate factual information.

Understand how to identify information in imaginative texts that can be written into informative sentences.



Sheet - Make way for ducklings Spelling - Year 2 Unit 6 Spelling overview Reading - Year 2 Unit 6 Reading groups overview Handwriting - Year 2 Unit 6 Handwriting overview




Duration: 4 Weeks

Teaching Sequence





Identify language in narratives used to evoke feelings about characters and settings?

Identify factual information in the imaginative text about the character, setting or topic?

Write factual noun groups to convey information?Example learning sequence

Read and review noun groups in an imaginative text Review the author's language choices Write informative sentences


Supporting learning resource - Teacher tips: Language for purposeHelpful information

Website - Stellaluna - Storyline online (SAG-AFTRA Foundation) http://www.storylineonline.net/stellaluna/

Website - Creative features: Pet Facts - Free range ducks (ABC) http://www.abc.net.au/creaturefeatures/facts/freerangeducks.htm


Lesson 12

Exploring and comparing texts


Understand the text structure of informative texts and how language is used to provide information.

Understand how to construct informative sentences.Evidence of learningCan the student:

Use the language features and text structures of an informative text?

Example learning sequence Explore online informative texts Compare imaginative and informative texts



Sheet - Informative sentences Reading - Year 2 Unit 6 Reading groups overview Spelling - Year 2 Unit 6 Spelling overview Handwriting - Year 2 Unit 6 Handwriting overview Supporting learning resource - Teacher tips: Language for purpose

Helpful information Sheet - In the book or in your head?

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




Duration: 4 Weeks

Teaching Sequence



Lessons Teaching and Learning Sequence Resources Construct an informative text


c16ca6935d31/0/Eng_Y04_U1_SH_InTheBookOrInYourHead.docx Supporting learning resource - English metalanguage: Years P-2






Duration: 4 Weeks

Teaching Sequence

Topic Informative writing Topic Duration 4 Lessons

Overview Students will comprehend literal meaning from facts and images to create an informative text.


Lessons 13-14

Reading and comprehending informative texts

Assessment purposeTo create an informative text with a supporting image.Example assessment sequence

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

standards A-E Conduct the assessment


Resources Assessment task - Writing an informative text Assessment task - Writing an informative text: Model response Assessment task - Writing an informative text: Information texts Reading - Year 2 Unit 6 Reading groups overview Spelling - Year 2 Unit 6 Spelling overview Handwriting - Year 2 Unit 6 Handwriting overview




Lessons 15-16

Writing an informative text

Assessment purposeTo create an informative text with a supporting image.Example assessment sequence

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

standards A-E Conduct the assessment

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

Resources Assessment task - Writing an informative text Assessment task - Writing an informative text: Model response Assessment task - Writing an informative text: Information texts Reading - Year 2 Unit 6 Reading groups overview Spelling - Year 2 Unit 6 Spelling overview Spelling - Year 2 Unit 6 Unit post-test Handwriting - Year 2 Unit 6 Handwriting overview







Duration: 4 Weeks

Teaching Sequence

Topic Informative writing Topic Duration 4 Lessons

Overview Students will comprehend literal meaning from facts and images to create an informative text.


Refer to unit handwriting overview for suggested focus area.




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 - Language in texts Lesson plan - Eng_Y02_U5_LP01.docx

Lesson plan - Eng_Y02_U5_LP02.docx

Lesson plan - Eng_Y02_U5_LP03-04.docx

Sequence - Comparison of texts Lesson plan - Eng_Y02_U5_LP05.docx




Sequence - Language for purpose Lesson plan - Eng_Y02_U5_LP10.docx



Sequence - Informative writing Lesson plan - Eng_Y02_U5_LP13-14.docx


Sequence Find and prepare a collection of online informative reports on an animal from the imaginative text, e.g. peregrine falcons or mallard ducks.Find and prepare a narrative picture book that contains animal characters in their natural environment. For example:

Text - Oliver, N 2006, Home, Omnibus Books, Adelaide Text - McCloskey, R 1999, Make way for ducklings, Penguin, New York Text - Cannon, J 1993, Stellaluna, Koala Books, Sydney Text - Oliver, N 2009, Fox and fine feathers, Omnibus Books, Adelaide

Find and prepare an informative text about the animals from the imaginative text.




Duration: 4 Weeks


Handwriting - Year 2 Unit 6 Handwriting overview

Reading - Year 2 Unit 6 Reading groups overview

Sheet - Comprehension of an informative text

Sheet - Comprehension questions

Sheet - In the book or in your head?

Sheet - Informative sentences

Sheet - Informative writing 1

Sheet - Informative writing 2

Sheet - Large-tailed nightjar information

Sheet - Make way for ducklings

Sheet - Peregrine falcon facts

Spelling - Year 2 Unit 6 Spelling overview

Spelling - Year 2 Unit 6 Unit post-test Supporting learning resource - Aboriginal & Torres Strait Islander histories and cultures suggested alternative resources https://learningplace.eq.edu.au/cx/resources/items/447933bd-168c-4fec-b0cc-cd4c4a70b434/0/Eng_Y02_U6_SLR_SuggAltResources.docx

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

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 - Introduction to the unit: Exploring informative texts https://learningplace.eq.edu.au/cx/resources/items/f439c834-2c6e-4ec8-9789-635350c5d0de/0/Eng_Y02_U5_SLR_UnitIntro.docx

Supporting learning resource - Shared reading: Narrativeshttps://learningplace.eq.edu.au/cx/resources/items/4090ac79-d7d7-4382-a214-069c3fdb117a/0/Eng_Y02_U6_SLR_SharedReading_Narratives.docx




Duration: 4 Weeks


Supporting learning resource - Teacher tips: Comparison of texts

Supporting learning resource - Teacher tips: Language for purpose

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

Website - Contemporary practice resource: Englishhttps://learningplace.eq.edu.au/cx/resources/items/3cf69097-9ee7-076c-3460-9ca7190f1f5d/0/index.html

Website - Creative features: Pet facts - Free range ducks (ABC) http://www.abc.net.au/creaturefeatures/facts/freerangeducks.htm

Website - Stellaluna - Storyline online (SAG-AFTRA Foundation) http://www.storylineonline.net/stellaluna/

Assessment Planner - Writing an informative text

Assessment task - Eng_Y02_U5_AT_SH_InformationTexts.docx

Assessment task - Eng_Y02_U5_AT_MR_WritingAnInformativeText.docx

Assessment task - Eng_Y02_U5_AT_WritingAnInformativeText.docx

Assessment Assessment task - Writing an informative text

Assessment task - Writing an informative text: Information texts

Assessment task - Writing an informative text: Model response




Duration: 4 Weeks

Assessment

Assessment Task – Marking guide

AssessmentTask Name

Writing an informative text (Yr 02)Type Informative response - written

Date

Description Students create an informative text with a supporting image.

Learning Area English

Comprehending texts (Receptive) Creating texts (Productive)

Understands text structures and language features used to communicate factual information.Identifies literal meaning, main ideas and supporting detail.

Uses everyday language features and topic-specific vocabulary.Creates a text that shows how images support the meaning of the text.Creates a text drawing on information learned.

A ◄ Identifies additional information in supporting images. ◄Selects topic-specific vocabulary.Labels image with noun groups to extend reader understanding of the informative text.

B ◄ Identifies and names main ideas in texts. ◄Combines information in compound sentences.Writes expanded noun groups to communicate factual information.

C ◄Understands text structures and language features used to communicate factual nformation.Identifies literal meaning, main ideas and supporting detail.

◄Uses everyday language features and topic-specific vocabulary.Creates a text that shows how images support the meaning of the text.Creates a text drawing on information learned.

D ◄ Identifies noun groups. ◄Constructs simple sentences containing a fact.Creates an image to represent a topic.

E ◄ Identifies a fact. ◄ Writes a fact.




Duration: 4 Weeks

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Documents

pialbastateschool.files.wordpress.com€¦ · Web viewUnit Plan . Exploring informative texts. In this unit, students read, view and listen to a range of texts to comprehend and