Eng_Yr2_Transition_Unit1 -...

DEPARTMENT OF EDUCATION AND CHILDREN’S SERVICES

Unit plan

C2CName Unit 1 – Discovering characters in picture books Learning area English

Year Level Transition – 2 Duration 5 weeks

Class Teacher

Unit Outline

In this unit, students listen to and read picture books and explore how authors create their characters. Students will deliver a short oral talk on a character from a book.

Curriculum intent: Content descriptions Language/Cultural Considerations Teaching Strategies

Language Literature Literacy

TRANSITIONLanguage for interactionExplore how language is used differently at home and school depending on the relationships between people

Some students may use language dialects at home that differ from the way language is used in the school setting. One use of language is not better or worse than another. They are simply different, and it is important not to assign values to those differences.

Explicitly teach ways to use English appropriately in school, taking into account audience and purpose. For example:

playground language

TRANSITIONLiterature and contextRecognise that texts are created by authors who tell stories and share experiences that may be similar or different to students’ own experiences

Responding to literatureRespond to texts, identifying favourite stories, authors and illustrators

Share feelings and thoughts about the events and characters in texts

EAL/D students in the Beginning and Emerging phases of English language learning have limited vocabulary. Additionally, the vocabulary of feelings and emoti.ons is

TRANSITIONInteracting with other s Listen to and respond orally to texts and to the speech of others in informal and structured classroom situations

Idiomatic language such as ‘inside voices’, ‘outside voices’ and ‘quiet as mice’ will be unfamiliar to EAL/D students in the early phases of English language learning.

Reinforce oral instructions with alternative vocabulary, visuals and gestures.

Use interaction skills including listening while others speak, using appropriate voice levels, articulation and body language, gestures and eye contact

Curriculum into the Classroom (C2C), Unit plan, Education Queensland of 33

informal language of classroom

speaking to teachers

academic-specific language.

Understand that language can be used to explore ways of expressing needs, likes and dislikes

The vocabulary of feelings and emotions is challenging for EAL/D students, as it is often abstract. Often, language is learned through visual reinforcement, and this is not always possible for abstract nouns. EAL/D students are more likely to know this vocabulary in their first language.

Classroom discussions can be used to teach new vocabulary to EAL/D students. When students contribute ideas and vocabulary to discussion, teach that contribution back to the whole class to ensure that EAL/D students have shared understanding while simultaneously building their vocabulary. For example, act out ‘miserable’, or draw facial expressions for ‘sad’, ‘excited’ and so on.

Ask parents or bilingual assistants to assist in translating abstract emotions.

Explicitly teach ways to use language appropriately depending on context and relationship between speaker and listener. Role play is an excellent vehicle for this kind of explicit teaching in the early year levels.

Expressing and developing ideasRecognise that texts are made up of words and groups of words that make meaning

Word order differs in all other languages, and so English sentence structures will be new for all EAL/D students. In English, meaning is governed by word order to a greater extent than in many other languages. Some EAL/D students with first language print literacy may have different expectations of word order and directionality of print.

EAL/D students do not have an intuitive sense of the English language and cannot easily self– correct. Even

often abstract it is challenging for EAL/D students in all phases of their EAL/D learning progression

Not all cultures value the sharing of feelings. For some EAL/D students this may be confronting, embarrassing or just unfamiliar. Be aware that some students’ reticence to contribute may be for cultural reasons.

Use visual reinforcement to teach the vocabulary of feelings and emotions.

Ask parents or bilingual assistants to assist, as the students may know this vocabulary in their first language.

Use texts from the students’ first language to model and prompt language.

Allow EAL/D students time and space to become contributors to classroom discussions. One– on– one interactions and small group work can support this.

Examining literatureIdentify some features of texts including events and characters and retell events from a text.

EAL/D students in the Beginning and Emerging phases of language learning have limited vocabulary and understanding of beginning sentence structures. This means that they will be limited in their retells.

Use stories that are familiar to the students, and provide scaffolds into the retell. EAL/D students in the Beginning and Emerging phases could put visuals of main events into the correct sequence, while Developing phase students could match words and pictures using a teacher’s modelled example.

Recognise some different types of literary texts and identify some characteristic features of literary texts, for example beginnings and endings of traditional texts and rhyme in poetry.

All cultures have rich literary traditions, either oral or written, or both. These traditions can be drawn upon when identifying texts to examine in the classroom.

Invite EAL/D students to share favourite stories from

Deliver short oral presentations to peers

Speaking in front of groups is challenging for EAL/D students in the Beginning and Emerging phases of their EAL/D learning progression.

Some students in the Beginning phase of English language learning will go through a silent period where they choose to listen rather than attempt to speak in the new language.

Allow EAL/D students the opportunity to share in one- on-one interactions or in smaller groups.

Give students time to practice their delivery.

Interpreting, analysing and evaluatingUse comprehension strategies to understand and discuss texts listened to, viewed or read independently

Inferences require contextual cultural knowledge and a wide vocabulary, which most EAL/D students in the Beginning and Emerging phases of English language learning may still be learning.

Explain the cultural context of the books being read (for example the bush in Possum Magic by Mem Teach key vocabulary through the use of visuals and practical activities, including picture book illustrations.

EAL/D students in the Beginning and Emerging phases of language learning should start with literal questions supported by visuals. Students should have a strong literal understanding before moving on to inferential questions. For EAL/D students, examples of inferential questions can check understanding of gender pronouns (for example Twiggy loves to eat berries. They are her favourite fruit).


EAL/D students in the Developing phase do not have enough broad experiences of English to recognise all of what is possible with English sentence structure. Do not rely on student self– correction or prompt questions such as ‘Does that sound right?’ Explicitly teach sentence structure by demonstrating what is possible with word order and what is not. Engage EAL/D students with frequent experiences of hearing English texts read aloud.

Explore the different contribution of words and images to text meaning in stories and informative texts

Visuals themselves are not culturally neutral, and sometimes require as much explanation as words.

Develop and extend vocabulary (multiple meanings) and link to images– descriptive vocabulary to enhance meaning.

Classroom discussions can be used to teach new vocabulary to EAL/D students. When students contribute ideas and vocabulary to discussion, teach that contribution back to the whole class to ensure that EAL/D students have shared understanding while simultaneously building their vocabulary. A variety of visuals (for example several images of a letterbox in different contexts rather than one which may be unfamiliar), or acting out new vocabulary (for example using a ‘whispering’ voice or a ‘mumbling’ voice) can be an aid to vocabulary teaching.

Understand the use of vocabulary in familiar contexts related to everyday experiences, personal interests and topics taught at school

The ‘everyday’ is determined by our social and cultural contexts, and so it is important not to assume what constitutes ‘everyday’ for all students.

Often, with this year level we use the home experiences as a familiar starting point for teaching language. However, many EAL/D students don't know the English vocabulary for ‘everyday’ home and family items because they use their home language in these contexts.

their own lives, understanding that these may sometimes be oral stories. Family members and bilingual assistants, where available, can be helpful in identifying traditional and favourite stories.


Explicitly teach 'everyday' vocabulary, including the language of home (for example kitchen utensils). Build visual word banks for everyday vocabulary.

Ensure that a broad and inclusive view of the ‘familiar’ and ‘everyday’ is portrayed in the classroom (for example images of kitchen utensils familiar in different households: wok, mortar and pestle, steam basket).

Use real– life objects to teach language (for example props when reading stories).

Make use of illustrations and photographs in imaginative and informative picture books to teach new vocabulary.


YEAR 1Language for interactionUnderstand that language is used in combination with other means of communication, for example facial expressions and gestures to interact with others

Body language, ‘personal space’ and gestures are linked to culture, and some EAL/D students will use and interpret body language gestures differently. For example, a nod of the head means ‘no’ in Greece and in many Middle Eastern countries; eye contact can indicate respect (or a lack thereof) in different cultures.

Be explicit about the meaning of gestures.

Be aware of different interpretations of gesture when dealing with EAL/D students, recognising that inappropriate behaviour may be cultural and unintentional, rather than deliberate. Model behaviours deemed appropriate in the classroom. Parents and others who share the same linguistic and cultural background can help with information.

Explore different ways of expressing emotions, including verbal, visual, body language and facial expressions

The vocabulary of feelings and emotions is challenging for EAL/D students, particularly in the Beginning and Emerging phases of English language learning, as it is often abstract.

Use visual reinforcement to teach this vocabulary.

Ask parents or bilingual assistants to assist, as the students may know this vocabulary in their first language.

Expressing and developing ideasCompare different kinds of images in narrative and informative texts and discuss how they contribute to meaning

Colour has different cultural meanings (for example the colour of mourning can be purple, black, red or yellow depending on the culture; the colour red can variously represent danger, mourning, death and happiness).

YEAR 1Literature and contextDiscuss how authors create characters using language and images

Responding to literatureDiscuss characters and events in a range of literary texts, and share personal responses to these texts, making connections with their own experiences

Express preferences for specific texts and authors and listen to the opinions of others

Reasoning and explaining require the language of cause and effect in English (for example I like this author because he always writes funny stories).

Teach how to join sentences using different conjunctions for different purposes (for example and, but, because).

Provide oral and written sentence patterns that students can vary by inserting their own preferences (for example I like books about animals, but I don’t like ones about magic).

Examining literatureDiscuss features of plot, character and setting in different types of literature and explore some features of characters in different texts

YEAR 1Interacting with othersEngage in conversations and discussions, using active listening behaviours, showing interest and contributing ideas, information and questions

Not all cultures interact in the same way. For example, turn– taking may not be the norm, or students may appear to not be listening, appearing distracted or walking around the room while actually listening.

Explicitly teach class rules and parameters for engaging in discussions/active listening.

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

Every language produces its own phonemes (sounds). Some of the phonemes of English will be new for EAL/D students and difficult to distinguish and reproduce. This means that a Standard Australian accent is difficult to reproduce and comprehend, and may cause these students stress when speaking in front of groups.

If pronunciation does not develop after a sustained period of time, check with parents to ascertain the student’s fluency/pronunciation in their first language.

Work with EAL/D students to assist them with particular sounds and intonation (rise and fall of speech), providing them with oral practice so that they are more easily understood by the audience.

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

Interpreting, analysing and evaluatingRead supportive texts using developing phrasing, fluency, contextual, semantic, grammatical and phonic knowledge and emerging text processing strategies, for example prediction, monitoring meaning and rereading

Contextual and visual information that we often assume is supportive of learning is often culturally


Incorporate different understandings of images into classroom activities and examples.

loaded. EAL/D students may not have experience with the cultural context or images of books (for example the bush and Australiana in Mem Fox’s Possum Magic).

Self– correction requires an innate sense of what ‘sounds right’ in English. EAL/D students in the Beginning and Emerging phases of English language learning do not have this sense of the language and cannot easily self– correct.

Ensure that a variety of visuals familiar to the learner are used to support communication and comprehension.

Ensure shared understanding by explaining cultural references in stories.

Do not rely on questions such as ‘Does this sound right?’ to prompt EAL/D students to self– correct. Explicitly teach the vocabulary necessary to read a text, and introduce sentence patterns used in the text.

Select texts for reading that make use of repetition so that EAL/D students can become familiar with words and phrases.

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

Retells require a good control of the past tense forms in English. English has a complicated tense system with several ways of talking about the past, which are not interchangeable and are used to make fine distinctions of meaning. For example: The little red hen baked the bread. The little red hen was baking the bread. The little red hen has baked the bread. These variations remain a challenge for EAL/D students in all phases of their English language learning.

Making inferences requires contextual cultural knowledge and a wide vocabulary, which will be difficult for EAL/D students in the Beginning and Emerging


phases of English language learning.

Draw attention to the specific tenses required, as EAL/D students will rarely know intuitively which tense to use. A list of the verb options in the correct tense is a useful scaffold to writing.

Provide sentences that students can sequence to construct a retelling.

Explain the cultural context of the text. Teach key vocabulary through the use of visuals.

Provide opportunities for EAL/D students to use new vocabulary and language structures orally.


YEAR 2Language for interactionUnderstand that language varies when people take on different roles in social and classroom interactions and how the use of key interpersonal language resources varies depending on context

EAL/D students may be bilingual as they are already communicating, orally or in writing, in at least one other language. Maintenance of their first language is important to their English language learning.

Many cultures have strong oral storytelling traditions (for example Aboriginal communities).

Ask students to share different kinds of texts, including oral storytelling from their first language. These can be displayed in the classroom and used for comparative study.

Identify language that can be used for appreciating texts and the qualities of people and things

Size of vocabulary is one of the best predictors of literacy success. EAL/D students will not have had the same extensive exposure to English vocabulary as other students, nor the same ‘prior knowledge’ to build upon, and so special attention must be paid to vocabulary development in the classroom.

Use gestures and visual supports such as illustrated dictionaries to build vocabulary, remembering that visuals are also culturally loaded (for example an Australian-style letterbox at the front of the house is non- existent in most other cultures and in remote communities in Australia).

Ensure that a variety of visuals are used to support communication and comprehension, and try to use visuals that are familiar to the learner.

Allow EAL/D students many opportunities to use the vocabulary orally.

Expressing and developing ideasIdentify visual representations of characters’ actions,

YEAR 2Literature and contextDiscuss how depictions of characters in print, sound and images reflect the contexts in which they were created

Responding to literatureCompare opinions about characters, events and settings in and between texts

Identify aspects of different types of literary texts that entertain, and give reasons for personal preferences

All cultures have literary traditions, either oral or written, or both. These traditions can be drawn upon when identifying texts to examine in the classroom.

Ask EAL/D students to share favourite stories from their own lives, understanding that these may sometimes be oral stories. Family members and bilingual assistants can be helpful.

Examining literatureDiscuss the characters and settings of different texts and explore how language is used to present these features in different ways

The language of comparison in English includes the use of the comparative adjective forms. These include: adding ‘– er’ to one– or two– syllable adjectives (for example This book is funnier),

using ‘more’ for adjectives with three or more syllables (for example This book is more beautiful), and the irregular comparative adjectives such as better, not gooder. For most native English speakers, this is intuitive knowledge that comes from a sense of what sounds right.

Encourage EAL/D students to build lists of comparative forms, with the words in context, in their personal word books.

Misused comparatives in EAL/D writing and speech should be explained rather than the error simply being

YEAR 2Interacting with othersListen for specific purposes and information, including instructions, and extend students’ own and others’ ideas in discussions

Listening for long periods of time and trying to comprehend is very tiring. Sometimes lack of attention is simply an indication that the EAL/D learner has been overloaded and requires supplementary support.

Some EAL/D students in the Beginning phase of English language learning will go through a silent period where they choose to listen rather than attempt to speak in the new language.

Always support verbal instructions with visual supports and gestures, and revisit the EAL/D learner often while on task to reinforce instructions.

Allow students opportunities to share in one– on– one and small group situations.

Use interaction skills including initiating topics, making positive statements and voicing disagreement in an appropriate manner, speaking clearly and varying tone, volume and pace appropriately

Questions are formed in many ways in English, mostly unique to English, and are thus quite challenging for EAL/D students. For example, making a question requires the learner to change the position of the verb and the subject (Can I?) or else to use a question word (Why did this happen?).

Collaboration and cooperative learning are learning styles that are not universal. Some students will have come from a schooling system where they were required to work individually, rather than collaboratively.

Be aware that there may be cultural sensitivities when assigning groups. While the students will need to overcome these in time, they may be deeply ingrained and it can be advantageous to pay attention to these in the first instance. A discreet conversation with the student/s before this commences will be useful in


reactions, speech and thought processes in narratives, and consider how these images add to or contradict or multiply the meaning of accompanying words

Visuals are not culturally neutral and often require as much explanation as words.

When explaining meanings, be aware of the language used, to ensure that the explanations don’t use vocabulary more complicated than the word or concept under examination.

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

EAL/D students will not have had the same extensive exposure to English vocabulary as other students, nor the same prior knowledge to build upon and so special attention must be paid to vocabulary development in the classroom.

Introduce new vocabulary in context, using real objects, picture books and websites.

Give EAL/D students multiple opportunities to use new vocabulary in guided and independent contexts.

Provide word lists and definitions of challenging words prior to tackling new texts.

Encourage the use of junior dictionaries, including picture dictionaries.

corrected. avoiding any issues (such as mixing boys and girls, certain ethnic groups, or different mobs).

Explicitly teach how questions are formed and provide models of question formats: What happened? Why did this happen? How many ...? What is ...?

Model how to construct questions by modifying known statement sentences. For example:

My name is ... What is your name?

I walk to school. How do you come to school?

Teach group work skills explicitly and reward them positively.

Rehearse and deliver short presentations on familiar and new topics

Speaking in front of groups is challenging for EAL/D students in the Beginning phases of English language learning.

Allow EAL/D students the opportunity to share in one– on– one interactions or in smaller groups.

Give students time to practice their delivery.

Interpreting, analysing and evaluatingRead 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

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

Contextual and visual information that we often assume is supportive of learning is often culturally loaded. EAL/D students may not have experience with the cultural context or images of books (for example the bush and Australiana in Mem Fox’s Possum Magic). Teachers should never assume prior knowledge.

Inferences at this stage require contextual cultural


knowledge, a wide vocabulary and a growing competency with grammatical devices such as cohesion.

Often, EAL/D students in the Emerging phase have good decoding skills that can mask comprehension difficulties.

Ensure that a variety of visuals are used to support communication and comprehension, and effort should be made to use visuals that will be familiar to the learner.

Teach the cultural context of any book through an initial book orientation.

Reading assessment methods such as Running Records, Retells (oral, written or drawn) and comprehension questions (oral, written or drawn answers) are a crucial component of assessing reading competency in EAL/D students.

General Capabilities and Cross-curriculum priorities

LiteracyStudents will have opportunities to:

comprehend texts through listening, viewing and reading

compose texts through speaking, writing and creating

Critical and creative thinkingStudents will have opportunities in:

inquiring through identifying, exploring and clarifying information

reflecting on thinking, actions and processes

understanding and empathising with others’ emotions and viewpoints.

Personal and social capabilityStudents will be developing:

self awareness

self management


social awareness

Intercultural understandingStudents will have opportunities to develop skills in:

recognising

respecting

Relevant prior curriculum

Students require prior experience with:

listening to, reading and viewing picture books

prior school learning, capabilities, knowledge and interests. Each student’s ideas and prior knowledge are used to develop challenging and connected learning opportunities.

knowing that texts are created by authors.

Curriculum working towards

This unit works towards reading and responding to stories.

Eight Learning Management Questions (LMQs)When planning teachers make critical decisions around the Eight Learning Management Questions.


Supportive learning environmentDifferentiationWhat do your students already know and what do your students need to learn? Consider the individual needs of your students — including ESL, gifted and talented and special needs.

Start from where your students are at and differentiate teaching and learning to support the learning needs of all students. Plan and document how you will cater for individual learning needs.

The learning experiences within this unit can be differentiated by increasing:

the frequency of exposure for some students

the intensity of teaching by adjusting the group size

the duration needed to complete tasks and assessment.


For guided and/or independent practice tasks:

student groupings will offer tasks with a range of complexities to cater for individual learning needs

rotational groupings allow for more or less scaffolding of student learning

use of audio recordings of written texts can be used to support student reading.

Feedback

Feedback is information and advice provided by a teacher, peer, parent or self about aspects of someone’s performance. The aim of feedback is to improve learning and is used to plan what to do next and how to teach it.

Teachers and students use feedback to close the gap between where students are and where they aim to be. Teachers use self-feedback to guide and improve their teaching practice.

Feedback to studentsEstablish active feedback partnerships between students, teachers and parents/carers to find out:

what each student already knows and can do

how each student is progressing

what each student needs to learn next.

Ensure feedback is timely, ongoing, instructive and purposeful.Feedback may relate to reading, writing and speaking throughout the unit. In this unit this may include students’:

understanding of the connections between spoken language and print

ability to make connections to personal experience

ability to communicate clearly and effectively in group and class discussions

oral retelling skills

ability to use developing reading strategies

ability to identify emotions displayed by characters using words and illustrations from the text

exploring and communicating ideas.

Use feedback to inform future teaching and learning.

Reflection on the unit planIdentify what worked well during and at the end of the unit for future planning.Reflection may include:


activities that worked well and why

activities that could be improved and how

monitoring and assessment that worked well and why

monitoring and assessment that could be improved and how

common errors that need, or needed, to be addressed (e.g. grammar, spelling, punctuation)

differentiation and future student learning needs.

AssessmentLMQs

What do my students understand and can do? How well do they know and do it?

Assessment is the purposeful, systematic and ongoing collection of information as evidence for use in making judgments about student learning.

Principals, teachers and students use assessment information to support improving student learning. Feedback from evaluation of assessment data helps to determine strengths and weaknesses in students’ understanding.

Students should contribute to an individual assessment folio that provides evidence of their learning and represents their achievements over the year. The folio should include a range and balance of assessments for teachers to make valid judgments about whether the student has met the achievement standard. Refer to Year level plan for more assessment information.

Monitoring student learning

Student learning should be monitored throughout the teaching and learning process to determine student progress and learning needs.

Each lesson provides opportunities to provide feedback about how students are progressing and what they need to learn next. Specific monitoring opportunities in this unit include:

TRANSITION

Observation recordsCollect information about students’:

beginning recognition of a variety of everyday signs, labels, instructions and statements

ability to write some high frequency sight words (e.g. own name)

ability to recognise/’read’ repetitive and predictable text structures and use pictures to predict text

ability to orally present a talk explaining a character and a main event from a story.


InterviewsConduct interviews with student to collect information about their knowledge and understanding of English through:

oral responses to a variety of texts

use of comprehension strategies to explain content of texts

written/drawn responses to a variety of texts.

Year 1ComprehensionCheck student comprehension of character qualities in picture books using Discovering characters in picture books task sheet as a guide.Running recordsRecord how well students:

read using developing phrasing, fluency, contextual, semantic, grammatical and phonic knowledge and emerging text processing strategies, for example, prediction, monitoring meaning and rereading

use comprehension strategies to answer questions based on literal and inferred meanings.

Year 2

ComprehensionCheck student comprehension of two characters and their qualities in picture books using Discovering characters in picture books Task sheet as a guide – ‘teacher created’.

Running recordCheck how well students:

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

use comprehension strategies to answer questions based on literal and inferred meanings.

Assessing student learning

Transition

There is no summative assessment of student learning in this unit for Transition. Monitor student learning and progress through the unit. Use feedback to inform teaching and


learning.

Year 1 and 2

Assessment — Oral presentation: Discovering characters in picture books

Students create an oral presentation about a character in a familiar picture book.

For Year 1 students, this assessment provides opportunities to gather evidence of student learning in:

Year 1 — Content descriptions

LanguageLanguage for interaction

Explore different ways of expressing emotions including verbal, visual and facial expressions

LiteratureLiterature and context

Discuss how authors create characters using language and images

Responding to literature

Discuss characters and events in a range of literary texts and share personal responses to these texts, making connections with students’ own experiences

Examining literature

Discuss features of plot, character and setting in different types of literature and explore some features of characters in different texts

LiteracyInteracting with others

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

For Year 2 students, this assessment provides opportunities to gather evidence of student learning in:

Year 2 — Content descriptions

LanguageLanguage for interaction

Identify language that can be used for appreciating texts and the qualities of people and things

LiteratureLiterature and context


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

Responding to literature

Compare opinions about characters, events and settings in and between texts

Examining literature

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

LiteracyInteracting with others

Rehearse and deliver short presentations on familiar and new topics

Sequencing teaching and learning

LMQs

What do my students already know and can do? What do my students need to learn? How do I teach it?The relationship between what is taught and how it is taught is critical in maximising student learning.Start with what your students already know and set goals for the next steps for learning.

Decide how to provide multiple opportunities for all students to explore and consolidate ideas, skills and concepts by considering how students learn best and by using a variety of teaching strategies.

Teaching strategies and learning experiences

A suggested teaching and learning sequence is outlined below. For further information about learning focus and teaching strategies, refer to the lesson overview and lesson plans.

Exploring and responding to emotions in picture books

exploring emotions

exploring text structure and language patterns

exploring vocabulary

identifying repetitive text patterns

exploring emotions

reading and responding

Identifying and analysing language and illustrations used to show emotion


analysing illustrations

making inferences and analysing language

identifying parts of a simple sentence

exploring and responding to picture books

analysing language and illustrations

identifying language structures

identifying text structure

exploring literary devices

review, refine or extend

Exploring characters’ relationships and motivation

examining a literary text

developing deeper understandings about characters

inferring characters’ qualities

examining and building noun groups

review, refine or extend

Planning, creating and sharing an oral presentation

introducing the oral presentation

modelling the planning

creating an oral presentation

active listening and rehearsing an oral presentation

sharing and reflecting in a Story Circle

Making judgements

How do I know how well my students have learned?


Teachers and students use standards to judge the quality of learning based on the available evidence. The process of judging and evaluating the quality of performance and depth of learning is important to promoting learning.

Teachers identify the task-specific assessable elements to make judgements against specified standards on evidence.

Achievement standard

TRANSITION

Receptive modes (listening, reading and viewing)

By the end of the Foundation year, students use predicting and questioning strategies to make meaning from texts. They recall one or two events from texts with familiar topics. They understand that there are different types of texts and that these can have similar characteristics. They identify connections between texts and their personal experience.

They read short, predictable texts with familiar vocabulary and supportive images, drawing on their developing knowledge of concepts about print and sound and letters. They identify the letters of the English alphabet and use the sounds represented by most letters. They listen to and use appropriate language features to respond to others in a familiar environment. They listen for rhyme, letter patterns and sounds in words.Productive modes (speaking, writing and creating)Students understand that their texts can reflect their own experiences. They identify and describe likes and dislikes about familiar texts, objects, characters and events.In informal group and whole class settings, students communicate clearly. They retell events and experiences with peers and known adults. They identify and use rhyme, letter patterns and sounds in words. When writing, students use familiar words and phrases and images to convey ideas. Their writing shows evidence of sound and letter knowledge, beginning writing behaviours and experimentation with capital letters and full stops. They correctly form known upper- and lower-case letters.

YEAR 1

Receptive modes (listening, reading and viewing)By the end of Year 1, students understand the different purposes of texts. They make connections to personal experience when explaining characters and main events in short texts. They identify the language features, images and vocabulary used to describe characters and events.Students read aloud, with developing fluency and intonation, short texts with some unfamiliar vocabulary, simple and compound sentences and supportive images. When reading, they use knowledge of sounds and letters, high frequency words, sentence boundary punctuation and directionality to make meaning. They recall key ideas and recognise literal and implied meaning in texts. They listen to others when taking part in conversations, using appropriate language features. They listen for and reproduce letter patterns and letter clusters.Productive modes (speaking, writing and creating)Students understand how characters in texts are developed and give reasons for personal preferences. They create texts that show understanding of the connection between writing, speech and images.They create short texts for a small range of purposes. They interact in pair, group and class discussions, taking turns when responding. They make short presentations of a few connected sentences on familiar and learned topics. When writing, students provide details about ideas or events. They accurately spell words with regular spelling patterns and use capital letters and full stops. They correctly form all upper- and lower-case letters.


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http://www.australiancurriculum.edu.au/Glossary?a=E&t=creating

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http://www.australiancurriculum.edu.au/Glossary?a=E&t=read





http://www.readwritethink.org/professional-development/strategy-guides/making-connections-30659.html?a=E&t=phrases




https://portal.ntschools.net/SITES/LEARNINGLINKS/default.aspx?a=E&t=modes


http://www.memfox.com/mem-reads-aloud?a=E&t=language+features


http://www.australiancurriculum.edu.au/Glossary?a=E&t=concepts+about+print



http://www.wordle.net/?a=E&t=texts

http://www.australiancurriculum.edu.au/Glossary?a=E&t=types+of+texts




YEAR 2

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, settings and events.They read texts that contain varied sentence structures, some unfamiliar vocabulary, a significant number of high frequency sight words and images that provide additional information. They monitor meaning and self-correct using context, prior knowledge, punctuation, language and phonic knowledge. 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 learned. They use a variety of strategies to engage in group and class discussions and make presentations. They accurately spell familiar words and attempt to spell less familiar words and use punctuation accurately. They legibly write un-joined upper- and lower-case letters.


http://www.australiancurriculum.edu.au/Glossary?a=E&t=write

http://www.readwritethink.org/classroom-resources/lesson-plans/guided-comprehension-self-questioning-227.html?a=E&t=texts


http://www.australiancurriculum.edu.au/Glossary?a=E&t=text











http://www.australiancurriculum.edu.au/Glossary?a=E&t=phonic

http://www.australiancurriculum.edu.au/Glossary?a=E&t=context

http://www.australiancurriculum.edu.au/Glossary?a=E&t=high+frequency+sight+words

http://www.australiancurriculum.edu.au/Glossary?a=E&t=sentence




http://www.australiancurriculum.edu.au/Glossary?a=E&t=text+structures



Lesson overviews


Exploring emotions (1of 6)

make predictions about a story

model correct reading behaviours and demonstrate explicitly concepts of print

explore images in narrative texts

explore and respond to language and illustrations to show emotions

create a word wall of words that describe emotions

Exploring text structure and language patterns (2 of 6)

read the story and respond to predictions about the story

explore and respond to language and illustrations used to show emotions

make connections from the story to personal experiences

compose a simple oral response to demonstrate an understanding of a character’s emotions

Exploring vocabulary (3 of 6)


identify the repetitive elements of the text

identify how the author and illustrator show emotions

make inferences about character’s emotions

act out events from the story

select a character to illustrate, labelling it with words from the emotions word wall from any of the three texts

Identifying repetitive text patterns (4 of 6)

retell repetitive elements of text structure

explore how the author uses noun groups

explore how the author builds suspense through language choices and text structure

explore similarities and differences between characters (studied in three texts) and students

Exploring emotions (5 of 6)


compare illustrations across the texts

make connections from the story to personal experience

identify sequence of events

explore how to make inferences across the text

Reading and responding (6 of 6)


discuss personal responses to the story, events and characters

compose a simple response to a character with illustration and written text

share student responses

act out events from the story and reflect on the characters

Differentiation LMQ 1,2 & 3


Resources LMQ 4


TextsThe Wonky Donkey by Craig Smith

Dog loves books by Louise Yates

We’re Going on a Bear Hunt by Michael Rosen and Helen Oxenbury

Koala Lou by Mem Fox

DigitalLearning object — Going on a Bear Hunt song

Website — The Bear Hunt song

Mem Fox — Mem reads aloud

http://www.memfox.com/mem-reads-aloud

Find and prepareA range of narrative booksEmotion word wall — Word walls: Emotive wordsBlank strips of card for recording sequences

Range of picture books written by Mem Fox

Helpful InformationThis lesson relates to: Year 1 Unit 1 Exploring and responding to emotions in picture books — Exploring emotions (1 of 5)

This lesson relates to: Prep Unit 1 Engaging with a literary series

This lesson relates to: Year 1 Unit 1 Exploring and responding to emotions in picture books — Exploring text structure and language patterns (2 of 5)

This lesson relates to: Year 1 Unit 1 Exploring and responding to emotions in picture books — Exploring vocabulary choices (3 of 5)

This lesson relates to: Year 1 Unit 1 Exploring and responding to emotions in picture books — Identifying repetitive text patterns (4 of 5)

This lesson relates to: Year 1 Unit 1 Exploring and responding to emotions in picture books — Exploring emotions (5 of 5)

This lesson relates to: Year 1 Unit 1 Analysing language and illustrations used to show emotions — Reading and responding (1 of 5)


http://www.timmyabell.com/music/lyrics/ol/bearhunt.htm

Lesson overviews

Identifying and analysing language and illustrations used to show emotion

Analysing illustrations (1 of 9)

identify how the illustrator uses pictures to show emotion

model talking about the characters

locate literal information in the text

Make inferences about a character’s emotions

explore how students relate to some of the characters presented to date

explore similarities and differences between characters (studied in three texts) and students\

Making inferences and analysing language(2 of 9)

make inferences about the character’s traits by using illustrations and action verbs

identify action verbs and create a class chart

make inferences about characters using action verbs

Identifying parts of a simple sentence (3 of 9)

identify ‘what’s happening’ and ‘who or what is doing the action’

compare the actions of characters

write a simple sentence

Exploring and responding to picture books (4 of 9)

read the story and respond to predictions about the story

analyse words in the text used to show emotions

identify the elements of the illustrations that support the text

make inferences about a character’s emotions

compose a short written response about character and uniqueness

Analysing language and illustrations (5 of 9)

develop an awareness of how the use of punctuation supports meaning

identify how the illustrator uses pictures to support the emotions intended by the author

locate literal information in the text

compose string sentences (break into meaningful parts and suggest alternatives)

Identifying language structures (6 of 9)

identify how an author uses language to show emotion

identify nouns and adjectives

jointly compose a text about the character Alexander and his particular qualities, making reference to text and illustration


Identifying text structure (7 of 9)

identify the daily time sequence in the text

sequence the events of the day

take on the role of the character and play out events from the story

Exploring literary devices (8 of 9)

explore different ways of expressing emotions, including verbal, visual, body language and facial expressions

explore the use of alliteration in the text

explore and identify the use of rhyme in the text

Review, refine or extend (9 of 9)

review, refine and extend inferring the feelings and qualities of a character and choosing emotive vocabulary

review comparisons of characters to personal experiences



Resources LMQ 4

Identifying and analysing language and illustrations used to show emotionTextsKoala Lou by Mem FoxAlexander and the Terrible, Horrible, No Good, Very Bad Day by Judith ViorstFind and prepareWord walls: Emotive wordsLarge sticky notesWhiteboard or chart, magnetic lettersHelpful InformationThis lesson relates to: Year 1 Unit 1Analysing language and illustrations used to show emotions — Analysing illustrations (2 of 5)This lesson relates to: Year 1 Unit 1Analysing language and illustrations used to show emotions — Making inferences (3 of 5) and Analysing language and illustrations used to show emotions — Analysing language (4 of 5)This lesson relates to: Year 1 Unit 1Analysing language and illustrations used to show emotions — Identifying parts of a simple sentence (5 of 5)This lesson relates to: Year 1 Unit 1Identifying language and illustrations used to show emotions — Exploring and responding to picture books (1 of 5)This lesson relates to: Year 1 Unit 1Identifying language and illustrations used to show emotions — Analysing language and illustrations (2 of 5)This lesson relates to: Year 1 Unit 1Identifying language and illustrations used to show emotions — Identifying language structures (3 of 5)This lesson relates to: Year 1 Unit 1Identifying language and illustrations used to show emotions — Identifying text structure (4 of 5)

This lesson relates to: Year 1 Unit 1Identifying language and illustrations used to show emotions — Exploring literary devices (5 of 5)


Lesson overviews

Exploring characters’ relationships and motivation

Examining a literary text (1 of 5) preview the book, Fox

model an ‘interactive read-aloud’ to predict and reflect on the story

construct reflection questions for the author of Fox

make connections from the story to personal experiences

Developing deeper understandings about characters (2 of 5) re-read the book, Fox and discuss the character’s

motivations and behavioural qualities

explain emotions and motivations while in role as characters from the story

record a reflection about understandings of a character from the story

Inferring characters’ qualities (3 of 5) construct a character profile of feelings and qualities

for the character, “Dog”’

model/guide students to choose precise vocabulary for emotive language

add inferred character quality’s adjectives to character profile

Examining and building noun groups (4 of 5) build understanding of the metalanguage and

functions of: nouns, articles and adjectives

discuss the author’s deliberate choices of language when developing expanded noun groups

identify and innovate noun groups in Fox text

reflect on meaning changes

Review, refine or extend (5 of 5) review, refine and extend inferring the feelings and

qualities of a character and choosing emotive vocabulary

complete a character profile for ‘Fox’ or ‘Magpie’

extension: Create a ‘Wordle’ with character profile words



Resources LMQ 4

Exploring characters’ relationships and motivationTextFox by Margaret WildFind and prepareTwo cards (for teacher use) to hold up at key points during a reading of the story with the following wording:

First card: ‘I wonder why’

Second card: ‘I wonder if’

Large chart/s to record students’ questionsWriting group: Emotive words on the Word wall to be accessibleThree simple sentences containing a noun preceded by an article (for display on IWB or board)A variety of expanded noun groups from the Fox text (for display)Helpful InformationThis lesson relates to: Year 2 Unit 2 Exploring characters’ relationships and motivations — Examining a literary text (1 of 5)

This lesson relates to: Year 2 Unit 2 Exploring characters’ relationships and motivations — Developing deeper understandings about characters (2 of 5)

This lesson relates to: Year 2 Unit 2 Exploring characters’ relationships and motivations — Inferring characters’ qualities (3 of 5)

This lesson relates to: Year 2 Unit 2 Exploring characters’ relationships and motivations — Examining and building noun groups (4 of 5)

Supported learning resource:This lesson relates to: Year 2 Unit 2 Exploring characters’ relationships and motivations— Review, refine or extend (5 of 5)

readwritethink — Making connections (text to text; text to self; text to world)http://www.readwritethink.org/professional-development/strategy-guides/making-connections-30659.htmlreadwritethink Guided Comprehension: Self-Questioning Using Question-Answer Relationshipshttp://www.readwritethink.org/classroom-resources/lesson-plans/guided-comprehension-self-questioning-227.html?tab=3#tabsCreating a ‘wordle’ http://www.wordle.net/

Lesson overviews


http://www.australiancurriculum.edu.au/Glossary

http://www.australiancurriculum.edu.au/Glossary?tab=3#tabs

Assessment task - Discovering characters in picture books

C2CName Learning area English

Class Transition – Year 2 Year level Year 1 / 2

School Unit 1

Create and present an oral presentation about a character in a familiar book.

You need to:

1. Choose a main character from a picture book (Year 1)

Choose two characters from different picture books (Year 2)

2. Create notes using the questions

3. Book a conference with your teacher

4. Practise your oral presentation

5. Share your presentation during Story Circle

Your peers would like to know:

• the title, author and illustrator

• who is in your story and what is so special about them

• how do you feel about this character

• what language and images did the author use to make this character special

Remember to:

• use notes for your answers to the questions

• speak clearly so that everyone can hear you

• speak at a good pace — not too fast and not too slow




http://www.australiancurriculum.edu.au/

Year 1

Character Oral Presentation

What is the title of the book?

Who is the author?

Who is the illustrator?

The character:

Who is the character?

What is special about this character?

The character and me:

What are your feelings about this character?

How is this character the same as you/ different to you?

The author and me:

What language did the author use to make this character stand out?

What images did the author use to make this character stand out?


Year 2

The two characters:

Who is the character? Who is the character?

Describe what makes this character special? Describe what makes this character special?

Retell one incident from the story which shows the character’s qualities that you have described.

Retell one incident from the story which shows the character’s qualities that you have described.

The character and me:

What are your feelings about this character? What are your feelings about this character?

How is this character the same as you/different to you?

How is this character the same as you/different to you?

The author and me:





Guide to making judgements - Discovering characters in picture books

C2CName Learning area English

Class Transition – Year 2 Year level Year 1 / 2

School Unit 1


Character Oral Presentation

What is the title of the book? What is the title of the book?

Who is the author? Who is the author?

Who is the illustrator? Who is the illustrator?

Purpose of assessment: To create and present an oral presentation about a character in a familiar picture book.

Interpreting Texts Constructing texts

Interprets a character’s qualities Makes an oral presentation about a chosen characterin a familiar picture book

Examines a character’s role and features in a literary text and shares personal responses to the character. Includes detail relating to how the author created the character.

Delivers a cohesive presentation about a character using descriptive language.Uses language from the text.

A

Uses literal information and makes some inferences about the character’s qualities and features and how the author created the character.

Delivers a short presentation about a character using descriptive language.B

Attributes simple qualities to the character. Delivers a short presentation of a few connected sentences about a character. C

Shares feelings and thoughts about the character in the text. Retells information about the character. D

E

Feedback:


Purpose of assessment: To create and present an oral presentation comparing two characters in familiar picture books.

Interpreting Texts Constructing texts

Interprets a character’s qualities Makes an oral presentation about a chosen characterin a familiar picture book

Explains and infers features and qualities of two characters in literature and compares the characters’ attributes.Justifies opinions about the characters using relevant evidence from the texts.

Delivers a cohesive, rehearsed presentation about two characters.Varies tone and pace appropriate to the audience using pausing for effect. A

Makes meaningful comparisons and inferences about the characters’ qualities.

Delivers a cohesive presentation about two characters.B

Uses literal information to compare the qualities of two characters from different picture books.Expresses personal opinions about the characters with some supporting evidence from the texts.

Delivers a short presentation about two characters.Adjusts volume and pace appropriate to the audience and purpose. C

Makes references to the two texts in order to attribute simple qualities to the characters. D

Retells general information E

Feedback:


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