Whole School Literacy Plan - Currambine Primary · PDF fileWhole School Literacy Plan ... Words their Way Spelling Diagnostic Test ... Creating images, decoding texts from the 18 Reading

Whole School Literacy

Plan

Whole School Literacy Plan

Vision: Currambine Primary School is committed to achieving the best

possible literacy outcomes for all students.

Mission: In the English Learning Area, Currambine Primary School will encourage a love of language and learning and will provide appropriate

programs to support all students to achieve their potential.

Ethos: All students will be provided with opportunities to succeed, in a supportive and positive learning environment, regardless of gender, race or

ability.

Values: Students at Currambine Primary School will be supported to pursue knowledge and commit to the achievement of their potential and to develop

self confidence and respect of self and others.

Community Links: Currambine Primary School will strive to develop collaborative, supportive and respectful relationships between school, home

and the wider community. ENGLISH LEARNING AREA Curriculum Framework: Students will use language to understand, develop and communicate ideas and information and interact with others Student Outcome Statements:

Students listen with purpose, understanding and critical awareness in a wide range of situations

Students speak with purpose and effect in a wide range of contexts Students view and read a wide range of texts with purpose,

understanding and critical awareness Students write for a range of purposes and in a range of forms using

conventions appropriate to audience, purpose and context K-10 syllabus

Students learn about the English language; how it works and how to use it effectively

students develop an understanding of the ways in which language operates as a social process and how to use language in a variety of forms and situations

Students learn to speak , listen, view, read and write effectively

CURRAMBINE PRIMARY SCHOOL T O G E T H E R T O W A R D S T O M O R R O W

Beliefs about Literacy At Currambine Primary School we believe that it is essential that the teaching of literacy has

a structured, coordinated and whole school approach from K to 7 the explicit teaching of literacy skills a structured, coordinated and whole school approach to the

assessment and monitoring of student progress from K to 7 the teaching of literacy using the principles and strategies of First Steps a focus on phonic instruction 25% of our daily instruction literacy focussed The setting of specific targets and content areas for each year level staff actively engaging in professional learning to develop confidence

and knowledge accurate and reliable reporting of student progress to parents in a

timely fashion Links to Departmental Documents: The Currambine Primary School Whole School Literacy Plan links directly to the following publications:

Plan for Public Schools 2008-2011 Focus 2010 Australian Curriculum Classrooms First Strategy Early Years Framework Curriculum, Assessment and Reporting Policy

Statewide Speech and Language Service Scope and Sequence Documents The Role of the Teacher: At Currambine Primary School Each classroom will be provided with a Literacy file, which will contain the

literacy profile for that year level and a number of resources to support the implementation of the Currambine Primary School Whole School Literacy Plan.

Each teacher will use the literacy profile to direct the planning of teaching and learning programmes for the class.

Each teacher will collect and collate evidence of student achievement as directed by the whole school literacy plan.

Each class teacher will be provided with a Literacy Assessment File to store individual evidence of student achievement, as directed by the Whole School Literacy Plan.

Each teacher will arrange for the handover of the Literacy Assessment profile for each student to the next class teacher, at the end of each school year. Information in the student record file should include:

PM running Records Phonic Screener Words their Way Spelling Diagnostic Test (Given at the beginning of each year) Comprehension Test. At the end of First Term, file student data from previous year in main student file in Administration.

Each teacher will engage in ongoing critical reflection of the Whole School Literacy Plan and all supporting resources to enable ongoing development and modification to the plan

The Role of the Administration Team: Each member of the administration team will support the Whole School Literacy Plan by: Working collaboratively with teachers to implement the Whole School

Literacy Plan. Supporting teachers to implement the Whole School Literacy Plan. Providing support for teachers to plan and implement teaching and

learning programs and collect and analyse student achievement data Provide opportunities for staff development in areas linked to the Whole

School Literacy Plan. Supporting parents to work collaboratively with teachers to support

Literacy. Demonstrating educational leadership in the area of Literacy.

LITERACY PROFILE KINDY Speaking & Listening (Oral Language) Reading / Viewing Writing

Core Areas Social Communication (Pragmatics)

Oral Narrative

Oral Comprehension

Phonological Awareness

Phonics (Sound-letter links)

Word Knowledge

(Sight words)

Reading/ Viewing Strategies

Reading/ Viewing Comprehension

Written Language

Essential Skills &

Strategies children need

to know

Whole Body Listening

Sentences are the key units for expressing ideas

Semantics Labelling (T1) Functions (T2) Attributes and simple descriptions (T3) Associations (T4) What is important? Think alouds. Connecting with text.

Auditory & visual discrimination Word Awareness (clap words in sentence) Syllable segmentation Identify and generate rhyming words Initial sound awareness (identify the picture that starts with_____)

Identify and label letters in own name Alphabet naming through songs, rhymes and games. Recognise most upper and lower case letters.

List 1 & 2 used as environmental print. (put up around classroom and used incidentally) Classifying into categories, colour, size, function,location, use.

Concepts of Print. Understands that texts have meaning. Reacts to pictures and environmental print. Discusses characters or information represented in texts. Joins in shared reading activities. ROLE PLAY Reading Phase (P49-95) Model 18 Reading Processes and Strategies (p112-169)

Text Forms- Students are read a wide range of texts with purpose, understanding and critical awareness. Imaginative Picture books, Nursery Rhymes, Fairytales, Aboriginal, Asian. Information Environmental Print, timetables, charts. Argument Class rules Teachers need to explicitly teach listed text forms for each year and consolidate the previous years.

Daily Modelled Writing

Key Resources

Above –Staff shared English “Compy” I get it! Statewide Speech&Language Service K-3 Scope&Sequence –Vocab, Comprehension, semantics

Speech&Language Service K-3 Scope&Sequence –Vocab(ora)

Semantic Hierarchy Phase 1 Letters & Sounds

Phase 1 Letters & Sounds

Word Knowledge Pack Literacy File

First Steps 18 Reading Processes and Strategies Table

Diagnostic Assessments

Phonics Screener Phonics Screener

Recording Sheet

Timeframes Term by Term As per Screener (on-going)

As per Screener (on-going)

LITERACY PROFILE Pre Primary

Speaking & Listening (Oral Language) Reading / Viewing Writing

Core Areas Social Communication (Pragma

tics)

Oral Narrative

Oral Comprehension

Phonological Awareness Phonics (Sound-letter

links)

Word Knowledge

(Sight words)



Written Language

Essential Skills &

Strategies children

need to know

Whole Body Listening “Click and “Clunk” Switch on the brain.

News telling. Oral reports. Who, What, When, Where, Why Senses Sentence expansion

Semantics Attributes and simple descriptions (T1) Associations (T2) Differences and Similarities (T3) Categorisation (T4) Extending vocabulary with feelings and emotions.

Initial sound awareness (Generate words beginning with__) Auditory Discrimination Initial, Final and Medial Identify & generate final sounds Blend & segment compound words into parts, not syllables (rain / bow) Onset and Rhyme (b…..ag) Orally blend CVC words ( b/a/g, bag) Orally segment CVC words (bag, b/a/g) Identify long and short words/ sounds Use joining words to make sentences Rhyming Families

Alphabet to be displayed in room at the beginning of the year. Include daily in Literacy walk. Name all upper and lower case letters of the alphabet. Begin blending & segmenting with letters Focus on 1/2 syllable words

List 1 - 4 used as environmental print (Literacy file Word Knowledge pack) Refer to words in reading and writing activities Use of sight word games (eg bingo, snap) Theme generated words each term Semantic generated words ie. Hop, run, skip, short, long, big, little, shapes Tricky Word Wall

Concepts of print. Reading from front to back of book, using left to right, working from top to bottom, matching spoken word to written word, difference between a letter and a word. Explicit teaching of Use of texts, Contextual Understanding, Conventions, Processes and strategies, Environment and Attitude Focus on Predicting, Creating images, decoding texts from the 18 Reading Processes and Strategies Guided Reading 2x a week. Shared Reading 3x a week Daily Literacy Walk

Text Forms- Students read a wide range of texts with purpose, understanding and critical awareness. Imaginative Poems, Traditional stories. Information Class labels and charts, calendars, labelled diagrams Argument Posters/Persuasive Teachers need to explicitly teach listed text forms for each year and consolidate the previous years.

Handwriting Correct formation of lowercase letters and most uppercase letters Text forms Diary Writing (T2) Teach Recount Expose to all other text types (First Steps Writing) Grammar As per K-3 Scope&Sequence Punctuation Capital Letters and Full stops Spelling Introduce spelling of list words sets 1 to 4 –Letters &Sounds p 69,70 Spelling is ongoing from oral to written with onset and rhyme changing initial, final and medial sounds.

Captions for Reading (L&S p.71) Reading Sight Words in context. (Word Knowledge Pack – file)

Key Resources Australian Curriculum

K-3 Scope and Sequence Statewide S&L (File) “Compy” I get it! (Library) Staff Shared English Australian Curriculum

Semantics Hierarchy Literacy File See K-3 (S&L Service) Scope&Sequence

Vocabulary & Grammar

Library Resource Semantic Skills Files PP Term

1,2,3,4.

Phase 1/2 Letters & Sounds Smart Words -A Phonic Screener Support File(Library)

Phase 1/2 Letters & Sounds Smart Words-A ReadingDoctor Computer Program – to ensure automaticity of single sounds, CVC segmenting .Can be used for extension to CCVC, CVCC, segmenting, blending, sightwords

Word Knowledge Pack Literacy File

PM Readers First Steps 18 Reading Processes and Strategies Table Key Links- Magenta Sails PM Readers Map students on Reading Map of development (First Steps for own planning EXPERIMENTAL Reading Phase (p96-142) - EARLY

Waddington Pack Letters & Sounds Phase 2 pg 69 F.S Writing

Diagnostic Assessment

Phonic Screener Phonic Screener Assess T4 List 1 & 2 Letters and Sounds

Level 3 PM Benchmark “Kate goes to the Farm”

Level 6 PM Benchmark “Nick’s” Snowman”

Spelling Test 1 Letters and sounds

Timeframes Term by Term On-going On- going Semester One Semester 2 Term 4

LITERACY PROFILE

Year 1 Speaking & Listening (Oral Language)

Reading / Viewing Writing

Core Areas Oral Narrative

Oral Comprehen

sion


Phonics (Sound-letter

links)

Word Knowledge

(Sight words)

Reading/ Viewing

Strategies


Written Language

Spelling

Essential Skills and Strategies

children need to know

Sentence expansion Sentence types – telling, asking,explaining, commanding As per S&L Scope & sequence

Semantics Categorisation (T1) Description (T2) Synonyms (T3) Antonyms (T4)

Identify and generate medial sounds Orally identifies all sounds in a word (Segmenting) Delete and substitute syllables & phonemes Identify and give the sound for 25 common digraphs/trigraphs (as per phase 3 letters and sounds) Continue blending &segmenting CVC words, moving to more complex words Recognise consonant and vowel sounds

Identify all 26 upper and lowercase letters of the alphabet by name and single sound At beginning of year display all digraphs. Read daily. Discriminate/read digraphs & trigraphs (as per phase 3 &5) Sound out 3 & 4 letter words using 2 letter initial consonant Read and spell nonsense words Teach long and short vowels Teach “e” rule

Reads 90 sight words in isolation and in familiar context (Lists 1 to 7) Theme generated words around the room. Tricky word wall. Use of class dictionary and “Have a go “ pad.

Selects reads and views literary and non-literary texts for a range of learning purposes. Decodes words and builds fluency using prior knowledge (Semantic and syntactic cues) Explicit teaching in Use of texts, Contextual Understanding, Conventions, Processes and strategies, Environment and Attitude Focus on skills for interpreting the text and gathering information from text, from the 18 Reading Processes and Strategies.

Text Forms- Students read a wide range of texts with purpose, understanding and critical awareness. Imaginative Stories written by self and other children, riddles, posters, narratives. Information Personal diaries, cards, labelled diagrams. Argument Book Reviews Teach Multiple Choice comprehension Teachers need to explicitly teach listed text forms for each year and consolidate the previous years

Handwriting Correct formation Upper and Lower case Vic Modern Cursive Text forms Teach recount, Narrative, Report, Procedure. Expose to all other text forms Grammar As per S&L Scope and sequence Punctuation Capitals,fullstops, commas, exclamation marks, question marks Begin editing

Teach Masuta spelling strategy Continue with spelling sets 1-5, 1-6, 1-7 (Test 2) List words for Phase 3 graphemes. (Test 3) Use sentences on Page 101 – 104 for dictation. Contractions Double the consonant to keep the vowel short. Common Suffixes and Prefixes High frequency words.


Statewide Speech and Language K-3

Semantics Hierarchy

Phase 3/4 Letters & Sounds

Phase 3/4/5 Letters & Sounds

Word Knowledge Pack

PM Readers First Steps !8 Reading

Waddington Pack First Steps Reading

First Steps Writing

Letters & Sounds Phase 3 Page 100-102

Scope and Sequence

S&L Scope and Sequence Staff Shared

Phonic Screener Support File (Library) Spelling Essentials Grammar Essentials

S&L Phonics K-3 Scope and Sequence ReadingDoctor Computer Program – to ensure automaticity of single sounds, CVC segmenting .Can be used for extension to CCVC, CVCC, segmenting, blending, sightwords “e” rule

S&L Vocab Scope&Seq

Processes and Strategies Table EXPERIMENTAL / EARLY Reading Phase (p96-196)FS Map students on Reading Map of development (First Steps for own planning)

S&L K-3 Syntax and Grammar Scope & Seq.

S&L Spelling K-7 Scope& Seq.


Phonics Screener Phonics Screener Recording Sheet (Update regularly)

PM Benchmark Level 10: The Helpful Bulldozer OR suitable level

PM Benchmark Level 13: The Best Runner OR suitable level Comp Passage One (optional –file)

Writing Moderation

“Words their Way” Spelling Diagnostic Test- Term 1 Spelling Checklist Test 2 & 3

Timeframes Term by Term

On-going On-going Semester One Semester Two Each Term Test 2- Term 1 Test 3 on-going

LITERACY PROFILE

Year 2 Speaking & Listening (Oral Language)

Reading / Viewing Writing


Oral Comprehension



links)

Word Knowledge

(Sight words)



Written Language

Spelling

Essential Skills & Strategies children need

to know

As per StatewideSpeech & Language K-3 Oral Skill Scope & Seq.

Semantics Synonyms/ Antonyms (T1) Definitions/Word Meanings (T2) Multiple Meanings (T3) Word Problems/ Relationships. (T4)

Oral syllabification Blending and segmenting polysyllabic words Deleting & substitution of syllables or phonemes Identify and give the sound for 18 more digraphs(as per phase 5 letters and sounds) Identify & generate tense, finding the base word Identify & generate suffixes

Represent each of the 42 phonemes by a grapheme Have Phonics Charts displayed from the beginning of the year. Revise a digraph/trigraph daily. Understands & can identify alternative spellings for phonemes Read & spell phonically decidable 2/3 syllable words Experiment with tense & suffixes in writing Recognise & spell the component parts of compound word “e” Rule

Reads 154 words in isolation and familiar context (List 1 to 11)

Identifies a purpose for reading and viewing. Compares and describes how people, characters, places, events and things have been represented in particular ways Explicit teaching in Use of texts, Contextual Understanding, Conventions, Processes and strategies, Environment and Attitude Focus on skills for Making Predictions about topic purpose and audience, Pausing, Re-reading and Reading-on for meaning, Identifying patterns in the structure of the text from the 18 Reading Processes and Strategies. Reading Mastery Program for selected SAER students

Text Forms- Students read a wide rang of texts with purpose, understanding and critical awareness Imaginative Narratives, structured poems, fables. Information Post cards/letters, reports, recipes Argument Advertisements Teachers need to explicitly teach listed text forms for each year and consolidate the previous years Teach Multiple Choice Comprehension

Handwriting Correct formation of printed Capitals and Lowercase Vic Modern cursive Text forms Teach Exposition, Procedure, Response Continue Narrative, Recount, Report, Procedure, Description, Expose to Explanation, Discussion Grammar Synonyms Conjunctions Pronouns Verbs Abstract nouns Adjectives Punctuation Editing format Continue Capital letters, commas,

Continue with Masuta Spelling Strategy. Revision of Spelling Checklists – re-teach any difficult concepts. Re-test using Tests 1-3. Move onto spelling using words Page 126-127. Use sentences for dictation. Double sounds at end of words. Adding “s” or “es” Plurals, Contractions

exclamation mark, full stop, question mark, “e” rule

Key Resources

Australian Curriculum

Statewide Speech & Language Literacy Scope&Sequence K-3 Oral Vocab and Grammar

Semantics Hierarchy

Phase 5/6 Letters & Sounds

Phase 5/6 Letters & Sounds ReadingDoctor Computer Program – to ensure automaticity of single sounds, CVC segmenting blending, e rule sightwords Literacy Scope & Seq. Phonics and Beyond K-3

Word Knowledge Pack

PM Readers First Steps 18 Reading and Processing Table Map students on Reading Map of development (First Steps -for own planning) EARLY Reading Phase (p143-196) Australian Curriculum

Waddington Pack First Steps Writing Statewide S&L K-3 Vocab and Grammar Scope&Sequ Grammar Essentials

Letters &Sounds Phase 4 Page 126, 127 Spelling Essentials Statewide Scope &Sequence K-3 Spelling

Diagnostic Assessment

Phonics Screener Phonics Screener Recording Sheet (update regularly)

PM Benchmark Level 17: The Greedy Dog and Bone /OR level suggested by former teacher on Individual Running record

PM Benchmark Level 19: Harvest Mice/OR level suggested by former teacher on Individual Running record Sheet.

Writing Moderation

“Words their Way” Spelling Diagnostic Test- Term 1 Tests 1-3 Letters &Sounds

Timeframes Term by Term On-going On-going Semester One Semester Two Each Term On-going

LITERACY PROFILE Year 3 Speaking & Listening (Oral

Language) Reading / Viewing Writing


Oral Comprehensi

on



links)

Word Knowledge

(Sight words)

Reading/ Viewing

Strategies


Written Language

Spelling

Essential Skills & Strategies

children need to know

News telling using different text types Oral presentation of report

Semantics Word Problems/ Relationships (T1) Semantic Absurdities (T2) Figurative Language/ implied meaning (T3&4)

Oral syllabification Blending and segmenting polysyllabic words Deleting & substitution of syllables or phonemes Correct Oral use of *contractions *prefixes *Antonyms *Synonyms Expose to Homophones (sail /sale) & Homonyms (park-garden, park-car)

Have Phonics Charts displayed from the beginning of the year. Revise a digraph/trigraph daily. Give the correct phoneme when shown any grapheme & vice- versa Use diagraphs & trigraphs, seeing the visual patterns Able to transfer knowledge across a range of contexts Use base words/ tense / suffixes correctly in writing Experiment with contractions, prefixes, homophones, homonyms

Instantly recognises 90% of words read across a broad range of texts (links to comprehension and spelling)

Explains why the chosen texts may or may not be suitable for the purpose and audience Reads and views a range of print and electronic text types Explicit teaching in Use of texts, Contextual Understanding, Conventions, Processes and strategies, Environment and Attitude Focus on skills for decoding the text, gathering information from text and interpreting the text from the 18 Reading Processes and Strategies

Text Forms- Students read a wide rang of texts with purpose, understanding and critical awareness Imaginative Indigenous stories, nonsense poems Information Recounts, Procedures, Descriptions, Instructions Argument Catalogues, Book Reviews Teachers need to explicitly teach listed text forms for each year and consolidate the previous years

Handwriting Vic Modern Cursive Joins Text forms Teach Narrative, Recount,Procedure, Report, Exposition. Expose to Grammar Verb Tense Sentence types- Question Statement Command Punctuation Continue Capital letters, commas, exclamation mark, full stop, question mark quotation

Continue with Masuta spelling strategy Use spelling words from lists on Page 151-157. Letters & Sounds Use sentences for dictation and applying words.

marks

Key Resources

Australian Curriculum

Statewide Speech & Language K-3 Oral Vocab &Grammar Scope & Sequence

Semantics Hierarchy

Phase 6 Letters & Sounds

Phase 6 Letters & Sounds Literacy Scope & Seq. Phonics and Beyond K-3

Word Knowledge Pack

PM Readers Photo Story Map students on Reading Map of development (First Stepsfor own planning) EARLY/ TRANSITIONAL Reading Phase (p143-247) Australian Curriculum

Waddington Pack First Steps Writing First Steps Writing Statewide Grammar Scope&SeqK-3 (File) Grammar Essentials

Letters & Sounds Phase 5, Pg. 151-157 Spelling Essentials Statewide Scope &Seq Spelling K-3


Fill any gaps Phonics Screener

Fill any gaps Phonics Screener

Ensure all words achieved on recording sheet

Level 19: A Supermarket/ OR level suggested by former teacher on Individual Running record Sheet.

Level 20: Leo the Lion Cub/ OR level suggested by former teacher on Individual Running record Sheet.

Writing Moderation

“Words their Way” Spelling Diagnostic Test- Term 1 Weekly Test on list words covered

Timeframes Term by Term Semester One Semester Two Each Term

LITERACY PROFILE

Year 4 Speaking & Listening Reading / Viewing Writing


Oral Comprehension


links)

Word Knowledge (Sight words)


(Skills)

Reading/ Viewing

Comprehension

Written Language

Spelling

Essential Skills &


to know

Oral presentations using text forms Oral presentations of work projects

Quiz Book/text Reviews Listening Post

Read and Spell Demons List 1 using MASUTA

method. (See file)

M- Meaning A- Analysis S- Synthesis U- Using Memory T- Testing A- Applying

Instantly recognises 90% of Yr 4-7 Set 2 Sight Words.

Word Study Base Words Homophones Morphemes Palindromes

Plurals Pre-fixes Suffixes Synonyms

Word Origins Derivatives

Dictionary Skills

Explicit teaching of Use of texts, Contextual Understanding, Conventions, Processes and strategies, Environment and Attitude 1st Steps Reading Strategies

Semester 1 Waddington Reading Assessment Test 1. Semester 2 Waddington Reading Assessment Test 2.

Handwriting Vic Modern Cursive Text Forms Narrative, Recount, Procedure, Explanation, Information Report, Exposition, Discussion, Response, Description Note taking Grammar Compound & Complex sentences Time connectives and linking words. Paragraphing, Pronouns Multimodal punctuation

Words their Way Teach appropriate level according to diagnostic test.

Key Resources Australian curriculum

Demons List 1 Year 4-7 Sight Words Set 1.

1st Steps Reading Map of Development and Resource Books. . Map students on Reading Map of development (First Steps) Photo Story 3

Waddington Reading Assessment 1 and 2. Waddington Score Sheet.

First Steps Writing Grammar Essentials

Statewide S&L Grammar Scope&Sequ

4-7(File)

“Words Their Way” Word Sorts for Within Word Pattern Spellers. Diagnostic Testing to determine “Words Their Way “ book. Spelling Essentials Speech & Language Scope &

(See overview in the file)

Sequence Spelling 4-7

Diagnostic Assessments PM Benchmarks Level

23: The Miller, His son and their donkey/OR level suggested by former teacher on Individual Running record Sheet.

PM Benchmarks Level 24: A New Skate Park/OR level suggested by former teacher on Individual Running record Sheet.

“Words Their Way” Diagnostic Assessment: Elementary Spelling Inventory.

Timeframes On going. On going. Semester 1 (Term 1) Semester 2 (Term 3)

Semester 1 (Term 1) On going.

LITERACY PROFILE Year 5 Speaking & Listening Reading / Viewing Writing


Oral Comprehension

Phonics (Sound-letter links) – Word

Study

Word Knowledge (Sight words)


(Skills)


Written Language

Spelling


to know

Drama Debates Class meetings Presentations using all text forms

Read and Spell Demons List 2 using MASUTA method.

(See file)


Instantly recognises 90% of Yr 4-7 Set 2 Sight Words.

Word Study Base Words Homophones Morphemes Palindromes


Word Origins Derivatives

Dictionary Skills

Explicit teaching of Use of texts, Contextual Understanding, Conventions, Processes and strategies, Environment and Attitude All 18 1st Steps Reading Strategies (See overview in the file) 4 Roles of the Reader Habits of Mind Guided Reading 3x/week Independednt Reading 2x/week

Grammar Adjectival groups Adverbial groups Noun groups Complex Sentences Sentence word order – changes meaning. Main/subordinate clauses Active/Passive Voice Person – 1st, 2nd etc Literary Devices Objective/Subjective language Idiomatic Expressions Imagery Metaphors Personification Similes Signs/Symbols

Handwriting Vic Modern Cursive Text Forms Narrative, Recount, Procedure, Explanation, Information Report, Exposition, Discussion, Response, Description Grammar

Text Types Persuasive Argument Procedure Narrative

Poetry Letter

Grammar

Proper Adjectives Adverbs Adverbial

phrase Adverbials

Noun Groups Pronouns

(indefinite) Referring pronouns

Verb Tense

“Words their way” Teach appropriate level according to diagnostic test. Base Word Charts Suffix Charts Prefix Charts on display /read daily (First Steps Reading course Book)

Complex Sentences Clause =

verb, noun group,

adverbial Paragraphs –

topic, supporting, concluding sentence

Punctuation Apostrophe:possession Literary Devices

Objective/Subjective Lnaguage

Imagery Metaphors

Personification Similes


Australian Curriculum Demons List 2 Year 4-7 Sight Words Set 2.

1st Steps Reading Map of Development and Resource Books. Map students on Reading Map of development (First Steps) Photo Story 3. Newspapers in Education

Waddington Reading Assessment 1 and 2. Waddington Score Sheet.

First Steps Writing Statewide S&L Grammar Scope&Sequ 4-7(File) Grammar Essentials

“Words Their Way” Word Sorts for Syllables and Affixes Spellers. Spelling Essential Speech & Language Scope & Sequence Spelling 4-7s


PM Benchmarks Level 25: Sea Turtles OR level suggested by former teacher on Individual Running record Sheet.

PM Benchmarks Level 26: Smoke OR level suggested by former teacher on Individual Running record Sheet.

“Words Their Way” Diagnostic Assessment: Elementary Spelling Inventory.

Timeframes

On going. On going. Semester 1 (Term 1)

Semester 2 (Term 3)

Semester 1 (Term 1) On going.



Oral Comprehension


links)

Word Knowledge

(Sight words)

Word Study


(Skills)


Written Language

Spelling

Essential Skills &


to know


Oral reports paraphrasing BTN or other shows, verbal book reports,

Read and spell Demons List 3 using MASUTA

method.


Word Study Instantly recognises 90% of Yr 4-7 Set 2 Sight Words. Word Study Base Words Homophones Morphemes Palindromes


Word Origins

Derivatives Dictionary Skills

All 18 1st Steps Reading Strategies PM Benchmark Running Records – see below Map students on Reading Map of development (First Steps) Use Major Teaching emphases in Use of texts, Contextual Understanding, Conventions, Processes and strategies, Environment and Attitude Could use Photo Story 3 to record students reading. (See instructions in the file).

Multi modal Comprehension of all text types across all learning areas Grammar Adjectives Adverbs Adverbial groups Text Connectives Subordinat’g Conju Nouns Modal Auxiliary verbs Tense: Present, past, future, timeless, elaborated tenses Complex sentences Main/ subordinate clause Active/passive voice Person – 1st, 2nd

Handwriting Vic Modern Cursive Text Forms used across the Curriculum Narrative, Recount, Procedure, Explanation, Information Report, Exposition, Discussion, Response, Description Grammar Statewide speech and Language Grammar Scope and Sequence 4-7 (in file) Punctuation Correct Editing of multi modal texts.

“Words their Way” Teach appropriate level according to diagnostic test. Base Word Charts Suffix Charts Prefix Charts on display /read regularly (First Steps Reading Course Book)

etc Literary Devices Cause and Effect Objective/Subjective language Exaggeration Humour Metaphor Pathos Repetition


Demons List 3 1st Steps Reading Map of Development and Resource Books. Photo Story 3. Australian Curriculum

First Steps Writing Australian Curriculum Scope and Seq as above Grammar Essentials

“Words Their Way” Word Sorts for Derivational Relations Spellers. First Steps Course Book Statewide Speech and Language Scope and Sequence Spelling Essentials


PM Benchmarks Level 27: The Nervous Passenger R.A. 10-10.5 OR level suggested by former teacher on Individual Running record Sheet. Waddington Reading Assessment 1

PM Benchmarks Level 28 Robot Explorers (RA 10.5-11) OR level suggested by former teacher on Individual Running record Sheet. Waddington Reading Assessment 2

Writing Moderation

“Words Their Way” Diagnostic Assessment: Upper Spelling Inventory..

Timeframes On going. On going. Semester 1 (Term 1) Semester 2 (Term 3) Each Term Semester 1 (Term 1) On going.



Oral Comprehension


links)

Word Knowledge

(Sight words) Word Study

Reading/ Viewing

Strategies (Skills)

Reading/ Viewing

Comprehension

Written Language

Spelling


to know


Oral reports paraphrasing BTN or other shows, verbal

book reports,

Read and spell Demons List 4 using MASUTA method.


Instantly recognises 90% of words read across a broad range of texts (links to comprehension and spelling) Word Study Base Words Classifications – class, subclass Prefixes / Suffixes Root Words Word Origins

PM Benchmark Running Records – see below Map students on Reading Map of development (First Steps- for own use) Use Major Teaching emphases in Use of texts, Contextual Understanding, Conventions, Processes and strategies, Environment and Attitude All 18 1st Steps Reading Strategies (See overview in the file) Could use Photo Story 3 to record students reading. (See instructions in the file).

Multi modal Comprehension of all text types across all learning areas Grammar Adjectives Adverbs Clause= verb, noun group, adverbial Relative Clauses Main/Subordinate Clauses Nouns – abstract/ concrete Noun Goups – ID head of noun group, pre/post modifiers Modal verbs Paragraphs – Topic Sentences - Initial/Concluding paragraphs Punctuation Comma –Further info, conjunctions,

Handwriting Vic Modern Cursive Text Forms used across the Curriculum Narrative, Recount, Procedure, Explanation, Information Report, Exposition, Discussion, Response, Description Grammar Statewide Speech and Language Grammar Scope and Sequence Punctuation Correct Grammar Adjectives Adjectival Clause Adverbs – Conjunctions Adverbial

“Words their Way” Teach appropriate level according to diagnostic test. Base Word Charts Suffix Charts Prefix Charts on display /read regularly (First Steps Reading Course Book)

clauses, Literary Devices Accent Cause and Effect Extended Metaphors Levels of Language – slang, colloquial, formal Stereotypes Taxonomies

groups Clause= verb, noun group, adverbial Relative Clauses Main/Subordinate Clauses Noun Goups – ID head of noun group, pre/post modifiers Modal Verbs Paragraphs – Topic Sentences Punctuation Comma – lists, clauses, direct speech, dates, following signal words Hyphens Parenthesis Semicolons Literary Devices Humour Imagery Metaphor Pathos Rhetorical Devices Editing of multi modal texts


Demons List 4 1st Steps Reading Map of Development and Resource Books. Photo Story 3. Australian Curriculum

Waddington Reading Assessment 1 and 2. Waddington Score Sheet. First Steps Reading

Grammar Essentials

“Words Their Way” Word Sorts for Derivational Relations Spellers. Statewide Speech and Language Scope and Sequence Spelling Essentials


PM Benchmarks Level 29: How Camels survive in the desert R.A. 11-11.5/OR level suggested by former teacher on Individual Running record Sheet.

PM Benchmarks Level 30: The Haircut RA 11.5-12 /OR level suggested by former teacher on Individual Running record Sheet.

Writing Moderation

“Words Their Way” Diagnostic Assessment: Upper Spelling Inventory.

Timeframes On going. On going. Semester 1 (Term 1) Semester 1 Waddington Reading Assessment Test 1.

Semester2 Waddington Reading Assessment Test 2.

As needed Semester 1 (Term 1) On going.

Junior School – Kindergarten

(Segmented throughout the day) .

10 mins Speaking

and Listening

5 minutes Modelled Writing (Conventions of Print)

25 minutes Reading for Pleasure

Shared Reading

90 minutes Integrated Literacy

Activities, both explicit and Incidental.

(Small group/Indep.)

50 minutes Day 1:

Rotational Literacy

Activities, based on Letters and

Sounds Day 2:

Integrated Literacy

MORNING AFTERNOON

10 minutes Reading

for Pleasure

10mins Modelled Writing Plenary

Junior School – Pre Primary Literacy Block

10 minutes Plenary

5 minutes INTRODUCTION Setting the Scene Brief outline with “end in mind” for teacher and student

15 minutes

WORD LEVEL FOCUS Phonemic Awareness Phonics Key Sight Words Vocabulary/Word

Study Print Walk 30 minutes

GROUP/INDIVIDUAL ACTIVITIES Modelled Reading Modelled Writing Guided Reading Guided Writing Phonics Extension/Enrichment

Junior School – Year 1 Literacy Block

10 minutes Lesson Closure Review Re-teach Reflection Making

links

15 minutes INTRODUCTORY BIG BOOK SESSION Modelled/Shared/ Guided Reading

15 minutes


Study

30 minutes GROUP ACTIVITIES

Combining word, sentence and whole text focus

Combining integrated reading, writing, viewing listening & speaking activities

20 minutes INDIVIDUAL ACTIVITIES

(word, sentence, whole text

focus/practice)

GROUP ACTIVITIES Independent and teacher lead groups Co-operative learning activities Learning centres Activity/task cards Reciprocal reading Guided/shared reading and/or writing activities First Steps activities Drama/discussion activities Comprehension/question answering

INDEPENDENT WORK Learning

Centres Spelling

Journals Shared/Silent

Reading Activity/Task

Cards Worksheets Individual

contracts Extension/

enrichment Handwriting

x2

INTRODUCTORY WHOLE CLASS SESSION Explicit teaching focus Whole

text/literature/sentence/word level focus

LESSON CLOSURE Whole class session Explicit teaching

Middle School –Year 2,3 and 4

10 minutes Lesson Closure Review Re-teach Reflection Making

links

15 minutes INTRODUCTORY BIG BOOK SESSION Modelled/Shared/ Guided Reading

15 minutes


Study

30 minutes GROUP ACTIVITIES

Combining word, sentence and whole text focus

Combining integrated reading, writing, viewing listening & speaking activities

20 minutes INDIVIDUAL ACTIVITIES

(word, sentence, whole text

focus/practice)

GROUP ACTIVITIES Independent and teacher lead groups Co-operative learning activities Learning centres Activity/task cards Reciprocal reading Guided/shared reading and/or writing activities First Steps activities Drama/discussion activities Comprehension/question answering

INDEPENDENT WORK Learning

Centres Spelling

Journals Shared/Silent

Reading Activity/Task

Cards Worksheets Individual

contracts Extension/

enrichment

INTRODUCTORY WHOLE CLASS SESSION Explicit teaching focus Whole

text/literature/sentence/word level focus

LESSON CLOSURE Whole class session Explicit teaching