Erika Rimes Stage 1 English Program

Stage 1 Year 2

English Program

Semester 1

Term 1

Year 2 2010

English Stage 1 Overview Foundation Statement Stage 1

Talking and Listening ■ Reading ■ Writing

Students communicate with a wide range of people on familiar and introduced topics to achieve a variety of purposes. They interact

effectively, adopting new speaking skills, in order to give confident oral presentations.

They listen to instructions and share ideas with peers to complete tasks. Students recognise that spoken language has a range of purposes and

audiences and use this knowledge when attempting to communicate effectively with others. They investigate the different types and

organisational patterns of common spoken texts and recognise features within them.

Students read and view short literary and factual texts, using an increasing variety of skills and strategies including context, grammar, word

usage and phonics to make connections between their own experiences and information in texts. Students read, interpret and discuss texts,

including visual and multimedia texts, using a range of skills and strategies. They explore and identify ways texts differ according to purpose,

audience and subject and understand that people produce texts. Students recognise the basic structure and grammatical features of a limited

range of text types.

Students write simple literary and factual texts on familiar topics for known readers by planning and reviewing their writing. They write using

basic grammatical features and conventions of punctuation, showing awareness of different purposes, audiences and subject matter. Students

spell using knowledge of sight words, letter-sound correspondence and other strategies. They write using letters of consistent size and slope in

NSW Foundation Style and use computer technology to produce texts, recognising simple conventions, language and functions.

Subject Overview

English is taught by the classroom teacher for 8 hours per week. It is taught in the following format:

Independent Reading: students have dedicated quiet reading time 10 - 15 minutes a day as well and other opportunities in

other areas of literacy

Guided Reading: Students are arranged in abilities groups based on running record assessments. Each group gets 2 x 20 minutes

sessions per week with the teacher. Comprehension activities are designated to each group which they complete after reading

with teacher.

Modelled Reading: Students are exposed to correct models of text types which forms the focus for further discussion and joint

constructions.

Guided Writing: As a class the students will construct the text type being studies

Independent Writing: after joint construction, students will then be given the opportunity to independently construct the text

type being studied.

Spelling: Students engage in a spelling lesson daily 20minutes with a variety of activities focusing on the four spelling knowledge;

VISUAL KNOWLEDGE, PHONOLOGICAL KNOWLEDGE, MORPHOMIC KNOWLEDGE & ETYMOLOGICAL KNOWLEDGE

Overview of Language and Language Learning

Response Week 1 - 5

General Features of a Response Social Purpose Responses are used to summarise, analyse and respond to literary texts. They may be a personal response or a review. Structure (Personal Response) * Context — this gives background information on the text. * Opinion/Reaction — this explores the qualities and effectiveness of the text, expressing personal feelings. Structure (Review) * Context — this gives background information, eg author, type of work, setting and brief synopsis. * Text description — this describes the main characters and the pattern of their relationships. It also deals with some key incidents selected because they may give further insight into characters and the theme of the text. * Judgement — this is where the writer or speaker evaluates the work by giving an opinion or making a recommendation. Grammar Common grammatical patterns in review texts include: * relating verbs, action verbs, saying verbs, thinking verbs, noun groups describing characters; * present tense — changes to past tense if text has a historical setting; * temporal sequence of events when key events are summarised; * persuasive language used in judgement; * clause or sentence themes that are often the title of the book, name of author etc. These choices clearly locate the reader in a response text.

Note: Students are encouraged to speak and write personal responses in Stage 1.

Links with Other Key Learning Areas Creative and Practical Arts - Response texts are important in CAPA where students are asked to respond to dramatic performances, works of art and music.

Teaching Notes The focus in Stage 1 is on the personal response given orally. Students express a personal opinion about shared texts.

Students should be encouraged to use language about books and films. Teachers should build this knowledge carefully when discussing texts, eg author, title, events and characters. Encourage students to talk about the text structure of books and films using terms such

as orientation, complication, resolution. Allow time for students to talk about books both formally and informally with peers and teacher, and model oral and written ways of

responding to texts. Structure Students should be encouraged to develop a brief context stage and an opinion stage, eg ‘I like this book because …’ Provide opportunities for students to express feelings and attitudes linking their own personal experiences to characters and events in texts. Content Content will be related to texts read and viewed during shared and guided reading. Use proformas and guideline questions to assist students in structuring their responses. Grammar Focus * Using relating verbs, eg ‘This book is about …’. * Naming characters. * Usually using present tense. * Using temporal sequencing of events only in the text description when summarising key events. * Using evaluative language in judgement stage. * Giving information in the beginning focus of clauses and sentences, eg title of book, author. Grammar Terminology Students at this stage will be using terms such as: * sentence; * naming word/noun/proper noun/noun group; * relating verb, action verb; * describing word/adjective; * adverb, adverbial phrase. Spoken Responses These will be mainly personal responses to literary texts heard, read and viewed. Teachers will need to guide oral response either by direct modelling or with questions. Reviews at this stage will be jointly constructed. Written Responses Students will jointly and independently construct written personal responses. Reviews at this stage will be jointly constructed.

ESL Teaching Notes Response

ESL students will need to have a high degree of familiarity with literary texts in order to respond to them effectively. Therefore, teachers need to have engaged their students in focused studies of a range of narratives and poetry before introducing the notion of a response. ESL students are focusing their attention on the meaning of the text. Response requires personal opinion and justification that draws on a wider vocabulary. The ability to respond to open-ended questions of Why? and How? is particularly difficult for the ESL learner. Students working at about level 4 in the ESL scales are beginning to use English to express opinions about literature and start to describe literary features. It is essential that the text an ESL student is being asked to respond to is fully understood by that student and that the text is at an appropriate reading level. Ensure that the vocabulary and content of the text have been studied. ESL students are able to successfully respond to texts when supported by model texts with sentence beginnings and by discussion at the student’s instructional level.

Talking and Listening Teaching points to consider ESL Scales levels: Oral Interaction 1, 2 * Opinions about a text can only be asked about texts the student knows well. * Simple questions requiring short answers may be manageable, eg; Did you like the story? Did you like the wolf? Did you like Red Riding Hood? ‘I liked the grandma. I didn’t like the wolf’. * Sort characters from a known narrative into two categories, eg like/don’t like.

ESL Scales levels: Oral Interaction 3, 4, 5 * Model the use of ‘when’ and ‘because’ when responding to a text, eg I liked the little bear when he fell off his chair. I liked the witch because she can fly. * Teach only a few features of a book at a time and give many opportunities for these to be reinforced, eg characters, setting, plot. * When asking students to retell a story, provide picture support to help trigger vocabulary and to support sequencing of events. * Introduce summarising skills in the simplest forms, eg listing the characters — The book Little Red Riding Hood is about a girl, a wolf and a grandma. * Plot ‘feeling’ words (related to emotions felt when listening to a poem) on a horizontal line. Draw pictures that match the words and place under the words.

Reading & Writing Teaching points to consider

ESL Scales levels: Beginning Reading and Responding 1, 2, 3 Reading and Responding 1 Beginning Writing 1, 2, 3 Writing 1 * Simple oral responses as detailed above are sufficient at these levels. ESL Scales levels Reading and Responding 2, 3 Writing 2, 3 * Ensure that writing activities use the same language patterns that have been modelled in talking and listening activities, eg I liked the bear when … * Invite a student to select three known texts, place them in order of preference, and select cards saying ‘best’, ‘second best’, ‘third best’. If the student offers some reason for their choice, model the language the student has used to scribe a sentence, eg student offers ‘funny grandma’ — teacher scribes ‘I like this book best because of the funny grandma’.

Outcomes & Indicators

Reading Outcomes Talking and Listening Outcomes

Writing Outcomes

RS1.5 Reads a wider range of texts on less familiar topics with increasing independence and understanding, making connections between own knowledge and experience and information in texts. RS1.6 Draws on an increasing range of skills and strategies when reading and comprehending texts. RS1.7 Understands that texts are constructed by people and identifies way in which texts differ according to their purpose, audience and subject matter. RS1.8 Identifies the text structure and basic grammatical features of a limited range of text types.

Indicators • describes the purpose of organisational stages in narrative texts • predicts from the cover and title the target audience of a text • retells and comments on incidents from a children’s storybook or a short children’s film, paying attention to plot elements such as setting, character, conflict and resolution • expresses an opinion about a character’s actions and speculates on their own behaviour in a similar situation.

TS1.1 Communicates with an increasing range of people for a variety of purposes on both familiar and introduced topics in spontaneous and structured classroom activities. TS1.2 Interacts in more extended ways with less teacher intervention, makes increasingly confident oral presentations and generally listens attentively. TS1.3 Recognises a range of purposes and audiences for spoken language and considers how own talking and listening are adjusted in different situations. TS1.4 Recognises that different types of predictable spoken texts have different organisational patterns and features.

Indicators • responds to stories and poems read aloud • identifies main ideas of text • expresses a personal point of view • listens to a point of view • plans delivery of presentations and role-plays.

WS1.9 Plans, reviews and produces a small range of simple literary and factual texts for a variety of purposes on familiar topics for known readers. WS1.10 Produces texts using the basic grammatical features and punctuation conventions of the text type. WS1.11 Uses knowledge of sight words and letter–sound correspondences, and a variety of strategies to spell familiar words. WS1.12 Produces texts using letters of consistent size and slope in NSW Foundation Style and using computer technology. WS1.13 Identifies how own texts differ according to their purpose, audience and subject matter. WS1.14 Identifies the structure of own literary and factual texts and names a limited range of related grammatical features and conventions of written language.

Indicators • writes a short response or review containing basic description with comment or opinion • discusses some of the different purposes for which people write responses or reviews • expresses an opinion in writing • uses drawings to accompany text where relevant • uses adjectives to provide more information about nouns • reads own writing aloud and makes some corrections to clarify meaning.

Exposition Week 6 - 10

General Features of Exposition

Social Purpose Expositions are used to argue a case for or against a particular position or point of view. Structure Expositions are organised to include a ‘statement of position’, ‘arguments’ and a ‘reinforcement of position statement’. The number of arguments may vary in expositions. The statement of position stage usually includes a ‘preview of arguments’. Each argument stage consists of a ‘point’ and ‘elaboration’. In the elaboration, the argument is supported by evidence. Arguments are ordered according to the writer’s choice, usually according to criteria of strong and weak arguments. The reinforcement of the statement of position restates the position more forcefully in the light of the arguments presented. Grammar Common grammatical patterns in exposition include: * general nouns, eg ears, zoos; * abstract nouns, eg policy, government; * technical words, eg species of animals; * relating verbs, eg It is important …; * action verbs, eg We must save …; * thinking verbs, eg Many people believe …; * modal verbs, eg We must preserve …; * modal adverbs, eg Certainly we must try …; * connectives, eg firstly, secondly …; * evaluative language, eg important, significant, valuable.

Teaching Notes: Stage 1

In Stage 1, students will still be dealing mainly with topics of interest or familiarity within their local community. Students should be encouraged to nominate such issues and discuss them. The teacher needs to model spoken and written expositions and to locate appropriate expositions for students to listen to and read. The teacher may need to write model expositions. Structure The meaning of terms such as ‘statement of position’ should be discussed with students. Students should focus on giving a statement of position and should practise different choices for making it as strong a statement as possible. Students should focus on developing the argument stages, if possible, and on the final stage — reinforcement of statement of position. Content Students may still draw on issues to do with school and the local community but also on topics related to the curriculum, eg Should people protect nature and wildlife? The teacher should discuss with the class the kind of information needed to develop strong argument stages to support their position statement. Where the information can be located should also be discussed. Some information from written texts and spoken texts can be recorded in point form on the board, on a wall chart, and on individual pro formas. This information provides the basis for jointly or independently constructed texts. Links with Other Key Learning Areas Expositions can be written in all key learning areas. For example: * Human Society and Its Environment: identify a transport system in the local community and outline the different views on its advantages for the local community. Grammar Focus

* Constructing a sentence for the position statement. * Using some connectives, eg firstly, secondly. * Using action, relating and thinking verbs, eg Koalas eat leaves; They are Australian animals; Many people like koalas. * Using adverbs, adverbial phrases, eg Koalas sleep in trees; they climb slowly. * Naming technical terms where appropriate and demonstrating understanding of their meaning, eg Animals’ habitats are where they live safely and get food and water. Grammar Terminology Students at this stage will be using terms such as: * connective * sentence * verb — doing, thinking, relating * adverb * adverbial phrase. Spoken Expositions Teachers need to model spoken expositions for students. Spoken expositions may still be jointly constructed by students working in pairs or small groups. They may be supported by diagrams, photographs and other visual images. Students need to be able to present supporting information to develop arguments convincingly. They should be given opportunities to practise their presentations. Students need to consider who their audience is for spoken expositions and develop the presentation accordingly. The teacher should help them to develop such strategies as varying the softness and loudness of voice and using hand gestures to gain the attention and interest of their audience. Written Expositions Written expositions may be jointly or independently constructed. Students need to learn to locate information in written texts, film or videos, which can be used to develop effective argument stages. Students need to consider the audience they wish to influence. If the audience is a community one, they may write their expositions in a letter. This will involve them in learning the conventions of letter writing. Students’ expositions can provide models for future writing by them and other classes.

ESL Teaching Notes: Exposition

Persuasive text types require the use of complex English language structures to express and justify opinion. This is challenging and linguistically demanding for early ESL students. In many cultures it is not appropriate to express opinion in a school context, so this form of expression needs to be explicitly encouraged. It is advisable to begin to explore persuasive text types through school-based contexts.

Talking and Listening Teaching points to consider ESL Scales levels: Oral Interaction 1, 2 * Introduce and model the sentence structure ‘I like’ and ‘I don’t like’ in response to ‘Do you like …?’, ‘Does she like …?’ etc. Limit this question to highly contextualised situations. * Modality can be challenging for ESL learners, eg the canteen should sell fruit. * Ask questions that have a yes/no answer as a starting point, eg Should children wear hats? ESL Scales levels: Oral Interaction 3, 4, 5 * Ask students to stand on either side of the room in response to questions where they are required to express an opinion. Provide visual support related to the question — both when * Model sentences that use causal connectives, eg I like dogs because … Break the sentences into separate messages and make links between messages.

Reading and Writing Teaching points to consider ESL Scales levels: Beginning Reading and Responding 1, 2, 3 Reading and Responding 1 Beginning Writing 1, 2, 3 Writing 1 * Build on oral discussion of ‘I like …’ and ‘I don’t like …’. Students construct a chart using pictures of items or words, and use it as a basis for an oral presentation of their likes and dislikes. * Choose issues related to the topic to be discussed. Reframe the issue so that students can provide their input with short answers, eg The canteen can sell apples or lollies. Who will buy apples? * Fill in a picture matrix of what other students like and don’t like. ESL Scales levels: Reading and Responding 2, 3 Writing 2, 3 * Provide sentence stems including causal connectives for students to complete. * Many learning experiences in the modules are relevant but must be based on familiar topics where field knowledge is well developed.

Outcomes and Indicators

Reading Outcomes

Talking and Listening Outcomes

Writing Outcomes

RS1.5

Reads a wider range of texts on less familiar topics with increasing

independence and understanding, making connections between own knowledge and experience and information in texts.

RS1.6

Draws on an increasing range of skills and strategies when reading and

comprehending texts. RS1.7

Understands that texts are constructed by people and identifies way in which

texts differ according to their purpose, audience and subject matter.

RS1.8

Identifies the text structure and basic grammatical features of a limited range

of text types.

Indicators • begins to recognise the purpose and

audience of an exposition viewed or read • identifies and discusses opinions and

information found in expositions, including advertisements

• begins to recognise point of view, and say what the writer might think

• recognises connectives in printed texts.

TS1.1

Communicates with an increasing range of people for a variety of purposes on both familiar and introduced topics in spontaneous and structured classroom

activities. TS1.2

Interacts in more extended ways with less teacher intervention, makes

increasingly confident oral presentations and generally listens attentively.

TS1.3

Recognises a range of purposes and audiences for spoken language and

considers how own talking and listening are adjusted in different situations.

TS1.4

Recognises that different types of predictable spoken texts have different organisational patterns and features.

Indicators • identifies the opinion of the speaker

presenting oral exposition • experiments with gesture and facial expression to indicate emotions and

convey interest • expresses a personal point of view

• listens to a point of view.

WS1.9

Plans, reviews and produces a small range of simple literary and factual texts for a variety of purposes on familiar topics for

known readers. WS1.10

Produces texts using the basic grammatical features and punctuation conventions of the text type.

WS1.11

Uses knowledge of sight words and letter–sound correspondences, and a variety of strategies to spell familiar

words. WS1.12

Produces texts using letters of consistent size and slope in NSW Foundation Style and using computer technology.

WS1.13

Identifies how own texts differ according to their purpose, audience and subject matter.

WS1.14

Identifies the structure of own literary and factual texts and names a limited range of related grammatical features and

conventions of written language.

Indicators

• writes an opinion supported by at least one reason • recognises and uses organisational structure of simple

exposition • writes simple expositions for different purposes

• discusses function of different parts or stages of a text • recognises that connectives such as ‘if’, ‘because’ flag reasons,

also ‘firstly’, ‘secondly’ etc.

Stage 1 Teaching Focus Writing

Teachers need to make explicit and demonstrate ways of using the writing processes of: * planning and drafting; *redrafting and revising; *editing and proofreading;* reviewing and publishing.

Joint Construction of Texts

The process of writing, from planning to publishing, can be taught through joint construction activities and conferencing. Joint construction activities provide opportunities for students to observe experienced writers demonstrating: * how to preplan work, including the completion of a proforma chart; * how to select and organise information according to purpose, audience and situation; * the language structures and features of text types; * how to construct sentences using correct punctuation; * what to include or leave out and the flexibility to change or correct a language choice; * editing and proofreading strategies; * how to make decisions about layout and inclusion of visual text.

Spelling

Spelling strategies that need to be taught in Stage 1 include: * matching sounds with words that contain that sound, for example; at, am, an, et, ag, en, ig, in, un, ug, og, op, ch, s, th, wh; * using knowledge of familiar letter patterns, for example, -ed, -ing, -s; * using a letter or letter combination to represent most syllables in words; * self-correcting words that do not look right when first written; * identifying possible spelling errors after completing writing; * using resources to find correct spelling, eg word banks, alphabet charts, junior dictionaries

Handwriting

Teachers should provide opportunities for students to: * write frequently, practising lower-case and upper-case letters, writing words and sentences and developing patterns related to the letter being practised. A suggested sequence is: o, a, d, g, q, e, c, i, j, l, t, f, h, m, n, k, r, b, p, u, y, x, z, s, v, w; * employ correct pencil grip and good posture; * pay attention to size, shape, slope and spacing of letters;

Talking & Listening

Outcome TS1.1 Communicates with an increasing range of people for a variety of purposes on both familiar and introduced

topics in spontaneous and structured classroom activities.

Purpose

• asks questions to seek clarification • joins in familiar rhymes, chants and poems from various cultures • gives a simple description of familiar people, places, things • listens to a range of different picture books read aloud, in different language varieties • follows and responds to an aural multimedia text, eg talking book • gives personal recounts about familiar events • provides a brief retelling of a familiar story • recounts real or imagined events in logical sequence • presents a biography of a family member to a group • follows a short procedure, eg instructions for a simple task • is able to give simple directions, eg to go to the next classroom/the library • listens to and follows a brief set of instructions • listens for information from a variety of sources • listens for and responds to information from a news event or classroom event • gives a brief, simple oral information report on familiar topics • understands a brief explanation of a simple phenomenon • uses a comment or a question to expand on an idea in a discussion • expresses a point of view about texts read, heard or viewed • participates in a class discussion about school rules • engages in group discussion to solve a problem. Audience, Subject Matter

• greets other teachers appropriately and conveys messages to them • talks with parent helpers in the classroom • converses about a school topic, eg playground equipment, with teacher on duty • talks comfortably with peers on a variety of topics • interacts in informal conversations with peers and adults • listens attentively and converses with others to share ideas or give information • retells partner’s news • talks about familiar, real and imagined topics • listens to and shows respect for the contribution of another in group and class discussions • plans and performs a role-play for the class. ESL Scales

To achieve this outcome, students learning English as their second language will need to be developing English skills described at levels 3/4 in the Oral Interaction strand of the ESL Scales.

Learning to Talk and Listen — Skills and Strategies

Outcome TS1.2 Interacts in more extended ways with less teacher intervention, makes increasingly confident oralpresentations

and generally listens attentively.

Listening Skills

• is aware of how gesture and facial expression may show interest or lack of interest on the part of the listener in some cultures • as a listener, usually maintains eye contact, if culturally appropriate, with speaker

• follows instructions on how to complete an activity.

Interaction Skills

• rephrases statements to increase their clarity • expresses a personal point of view and listens to the viewpoint of others • listens and contributes frequently to small-group interaction • initiates topics in group discussion

• attempts to involve others in a discussion • listens and contributes to class discussions on various topics • uses turn-taking, questioning and other behaviours related to class discussions.

Oral Presentation Skills

• experiments with varying voice, tone, volume and pace to indicate emotions • speaks clearly and conveys meaning to peers • with prompting, varies rate and level of speech to aid listeners’ understanding • talks to whole class using a prop to guide talk, eg a

picture of a farm, computer graphic • as a speaker, makes eye contact, if culturally appropriate, with audience.

ESL Scales

Levels 4/5 Oral Interaction

Learning About Talking and Listening — Context and Text

Outcome TS1.3 Recognises a range of purposes and audiences for spoken language and considers how own talking and listening

are adjusted in different situations.

Purpose

• recognises different oral text types such as conversation, telephone calls, radio advertisements • compares ways in which speech varies in different situations, eg canteen, playground, classroom, home, cultures • talks about the structure of some text types, eg simple procedure, spoken information report, personal recount

• retells a narrative, showing emerging awareness of structure.

Audience

• differentiates between playground language and classroom language • talks about how to make positive statements

• talks about how to make negative statements that will not offend the listener • uses a variety of greetings, introductions and farewells appropriate to the situation and cultural context

• role-plays the difference between interacting with a friend and with an unfamiliar adult.

Channel of Communication

• compares different ways of using spoken language to communicate.

Language Varieties

• demonstrates recognition that there are different languages in the world • recognises different kinds of English: Australian, Aboriginal, British, American, Indian

• recognises diversity of English and its use in different communities. ESL Scales


Learning About Talking and Listening — Language Structures and Features

Outcome TS1.4 Recognises that different types of predictable spoken texts have different organisational patterns and

features.

Text Structure and Features

• differentiates between the purposes of different radio programs, eg a talkback show and a football game • talks about the sequence of ideas in speech • talks about turn-taking in conversations

• explains the importance of an orientation stage in an oral recount • uses ‘um’ and ‘ah’ for pause and emphasis. Grammar

• talks about using verbs in procedures, eg the action words that tell what to do • talks about using describing words (adjectives) in descriptions

• plans temporal sequence in spoken recounts, eg ‘first’, ‘next’, ‘finally’, ‘then’. Expression

• plans delivery of presentations and role-plays. ESL Scales


Forms of Assessments

Assessment

Formative assessment

Formative assessment is the practice of building a cumulative profile of student achievement. This usually takes place during day-to-day classroom activities and involves informal interaction and systematic observation of the student. The indicators may be used to guide teacher observations. While it may also include more formal assessment procedures, formative assessment provides a broader

profile of the student than formal testing may provide. It is a valid and valuable part of overall assessment.

Summative assessment

Summative assessment is the practice of making judgements about student achievement at certain relevant points in the learning program, such as at the end of units of work, or the end of a term or year of schooling. Formal assessment activities such as tests,

projects and assignments are generally used to make summative judgements. Such assessment tools may focus on a single outcome or on a number of outcomes.

Formative and summative assessment complement each other, and both should be used to form a comprehensive profile of student achievement.

Diagnostic assessment

Information gained from assessment will be used in conjunction with other information to diagnose areas of need for individuals or groups of students and to determine students’ future goals. This information informs planning and programming.

Values and Attitudes Outcomes

V1 enjoys creating a range of spoken and written texts;

V5 shows independence in using and learning language;

Talking & Listening

Term 1

Content

ESL Scales Teaching and Learning Activities Modifications

Additional

Support

Extension

Resources

T&L: TS1.1

T&L: TS1.1

T&L: TS1.2

T&L: TS1.3

Oral Interaction

levels 3/4

Oral Interaction

levels 3/4/5

What makes a good speaker?

Students discuss and then the teacher records ideas

on what they think makes a good speaker. This

chart will need to be displayed in the class and

referred to on a regular basis.

Attentive audience.

Students brainstorm and list questions they can ask

each other about their daily news presentation.

Discuss appropriate questioning techniques and use

of language, and role-play being an attentive

audience.

* Students can participate in Daily News items

based on local/national news they may hear or read

about.

Chart paper

List of

appropriate

questions

displayed

T&L: TS1.1

T&L: TS1.2

T&L: TS1.3

T&L: TS1.1

T&L: TS1.2

Oral Interaction

levels 3/4/5

Oral Interaction

levels 3/4/5

Topic Talk

Each student writes down a topic on a ¼ sheet of A4.

* At the top of the page

Topics are put into a ‘Talking and Listening’ box.

Students then select a topic sheet.

Students have 10 minutes to write down as much as

they can on the topic.

Students present their ‘speeches’ to the class.

Once all students have completed this task it can be

repeated on a regular basis.

(Note: Teacher can do a shared topic with class first

and then demonstrate how to present it)

What makes a good listener?

Students have to show they are good listeners they

must record two points made by each speaker in the

above speeches. The teacher can then choose a

student to share their response.

A4 paper cut into

¼

A4 paper cut into

¼

Content


Additional

Support

Extension

Resources

T&L: TS1.1

T&L: TS1.2

T&L: TS1.1

T&L: TS1.2

T&L: TS1.3

Oral Interaction

levels 3/4/5

Oral Interaction

levels 3/4/5

Picture & Text

Students are to read a familiar text to a friend.

Students then choose their favourite part of the

story and illustrate it, before presenting it to the

class. The class looks at the written text and

discusses whether it is supported by the

illustrations.

Story Sequence

The class has been listening to a variety of literary

texts and is to recall events in the text and to make

predictions based on previous reading.

Drawing paper

Speech topics

Palm cards

T&L: TS1.1

T&L: TS1.2

T&L: TS1.3

Oral Interaction

levels 3/4/5

Oral Presentation

The students are given a variety of topics to

research and must prepare notes for a one minute

oral presentation. They can use palm cards or

memorise the speech for their presentation.

Spelling

Term 1

Content

Weeks 1-10

Teaching and learning activities Additional

support

Extension

Resourc

es

Evaluation

WS1.11

Uses knowledge of sight words and letter sound correspondences and a variety of strategies to spell familiar words

GAMES

Air Spelling

1. Choose a spelling word. With their index finder, students spell the word in the air and say the letters aloud. Tell students they must be able to

"see" the letters as they are written in the air.

2. When the students get to the last letter, they underline the whole word as they say the word aloud. Ask them if they can "see" the word in

the air.

3. After their response, ask these type of questions:

--What is the third letter? --What is the last letter?

--What is the second letter?

4. Then, have the students spell the word backwards orally (and with their index finger if they need to). Remind students that the word should be floating in the air in front of them and that they must continue to look at

it throughout the activity.

5. When you are done with the word, continue on to the other spelling words. Do this activity daily and have the students practice it at home.

Spelling Race

1. Divide the class into two teams.

2. On the board, write Team 1 and Team 2 (or the names of the teams).

3. One person from each team goes to the board with chalk in hand.

4. The teacher reads a spelling word. The two students must write that word on the board.

5. The first person to finish spelling the word first gets a point for their team.

6. The team with the most points wins.

Scrambled Spelling

As part of their daily assignment, students are given a number of words that are scrambled. Without looking at their spelling list, the students are asked to unscramble the words within a time-limit and hand it into a basket. Those that correctly unscramble all the words receive stickers in

their spelling booklets.

Word Searches or Crossword Puzzles

Using a software or Puzzlemaker from Discovery.com, create word searches and puzzles from the weekly spelling list. This is a fun way for

your students to practice their spelling.

Spelling Poems

Most spelling words are taught through a common sound, such as short a, long e, etc. Since these words already rhyme, it is easy to create poems

using their weekly spelling words.

1. Have students read through the list and ask them what is the sound(s) that is repeated throughout.

2. Have students brainstorm more words that rhyme with the sound being taught.

3. Create a poem using the spelling words and the list of words from the brainstorm.

4. Illustrate the poem and publish it.

**** The poems are created together as a class for the first few months. Afterwards, if the students are ready, they can then create

their own poems.

Further Activities: Students keep their poems to create poetry books. Or, create a class poetry book in which the students can copy their

favourite poems onto larger sheets of paper.

Weekly Spelling Story

Every Friday, the class creates a weekly spelling story with an illustration. This can be done as a class, in groups, with a partner, or

individually. Stories are posted on a bulletin board.

In the beginning of the year, the teacher should create the stories, with the help of the students, in order to model paragraph formation, story

writing, punctuation, etc.

Spelling Learning Centre

1. Put letters in a basket or bag.

2. One student reads a spelling word.

3. The second student uses the letters to spell the word.

4. After the students finish the list, they switch roles and the first student does the spelling while the second does the reading.

Spelling Puzzles

1. Write each spelling word on index cards.

2. Cut the cards so that the letters are separated. 3. Place the pieces into an envelope (one envelope per word).

4. Pass out the envelopes to the students. When you say go, students take out the pieces and put the letters together to create a spelling word.

5. When the teacher yells stop, the students put their hands at their sides. Teacher checks the cards to see if the word is spelled correctly.

6. Students then put all the pieces back into the envelope and pass it to another student.

Newspaper Spelling

1. Give each student, pairs, or groups, a page from the newspaper.

2. Their job is to look for spelling words in the articles and circle them with marker or crayon.

3. Students make a list of the words they found.

Spelling Train

Read a spelling word aloud and have the students write it down. Using the last letter in that word, students must write another word beginning with

that last letter. They continue the train using the last letter of the word. You can put a certain limit on how many words they can create.

Example: cat tan nap

Spelling Words Term 1

Week 1 Shell Smell Spell Swell Yell Farewell Dwell Jell Sell Bell

Week 2 Drab Draft Drag Dragon Drain Drama Drank Drastic Draw Drip

Week 3 Grab Grace Grass Grade Grain Gram Grammar Grand Grant Greed

Week 4 Stable Stove Stack Stage Stain Stair Stale Stamp Star Start

Week 5 Wrap Wrath Wreck Wreckage Wrist Write Written Wrong Wrinkle Wreath

Week 6 Fill Kill Shrill Chill Bill Sill Sink Pink Link shrink

Week 7 Skate Sky Shop Shark Honk Plonk Shut Flat Fly flew

Week 8 Sank Tank Thank Fall Call Mall Make Take Lake Bake

Week 9 Blue Cute Flute Love Move Shove Clue Shoe Shake Take

Week 10 Spelling test of a selection of words leant throughout the term.

Text Type

Term 1

Response Week 1 - 5

Content


Additional

Support

Extension

Resources

Reading: RS1.5

T&L: TS1.1

Responds to

stories read aloud.

Week 1

Activity 1:

After students have listened to stories (taken from

Premier’s Reading Challenge list) have them :

� Retell events in their own words. � Role play the events.

Activity 2:

Have students compile a list of different ways to

make positive and negative statements about a story

heard. Record these to display in the classroom as a

resource for students, eg

� I enjoyed … � I found this book interesting because … � I found it boring when … � I think it could have been better or more

enjoyable if… � This book isn’t interesting unless …

Premier’s Reading

Challenge list and

books

Display paper

T&L: TS1.1

Expresses a

personal point of

view.

Writing: WS1.9

Oral Interaction

3,4,5

Oral Interaction

3,4,5

Week 2

Activity 3:

Students choose their own favourite part of a story

and illustrate it. The class will look at the written

text and discuss whether the illustrations support

the text.

Activity 4:

Students summarise read books. Teacher

introduces summarising skills in the simplest forms.

� List the characters eg. The book Little Read Riding Hood is about a girl, a wolf and a grandma.

Paper for drawing

Display paper

Display paper

Reading: RS1.5

Week 3

Activity 5:

Complete a matrix on characters in a book, using

adjectives to describe appearance, actions, habits

and feelings.

Then plot ‘feeling’ words on a horizontal line. Draw

pictures that match the words and place under the

words.

Student A reads a familiar text to a friend. The

friend then retells the story to the class.

Premier’s Reading

Challenge books

Writing: WS1.9

Week 4

Activity 6:

As a class, students discuss a book read and jointly

plan a response using the review structure

� Context-gives the background information � Text description-describes main characters

and the theme. � Judgement-opinion expressing personal

feelings.

Display paper

T&L: TS1.1

T&L: TS1.1

Writing: WS1.10

Writing: WS1.10

Reading and

Responding 2,3

Activity 7:

In small groups, students discuss a book read and

plan an oral review to present to class in which each

group member makes a comment relative to the

group’s book.

Have students place books in order of preference

and select cards saying best, second best, third best

etc. Encourage students to give reasons for their

choice. Teacher scribes a sentence using the

correct language and grammar.

Eg.

Student says ‘funny grandma’

Teacher writes ‘I like this book best because of the

funny grandma.’

Activity 8:

Have students build up their understanding of

characters by; *Writing what characters have

said in speech balloons or;

*By drawing and labelling characters with their

attributes.

Premier’s Reading

Challenge books

Cards with best,

2nd best, 3rd best

etc.

Display paper

Writing books

Writing: WS1.10

Writing: WS1.10

Writing: WS1.10

Week 5

Activity 9:Have students write a response to books

read by allowing students to choose a question that

encourages this.

� Who was your favourite character and why? � Draw ‘photos’ of two important events in the

story and write a label for each.

Encourage students to write a personal response to

literature in their journals. Provide scaffolding for

review texts.

� Start with title and author � Give brief summary of story � Identify characters � Make judgements that are personal opinions.

Activity 10:Independently students plan and write a

response using the review structure

� Context-gives the background information � Text description-describes main characters

and the theme. � Judgement-opinion expressing personal

feelings.

Writing books

Display chart

from previous

lessons

Journals

Writing books

Handwriting

Term 1

Week 1 - 5

Content ESL Scales Teaching and Learning Activities Additional

Support

Extension

Resources

Handwriting

WS1.12

Produces texts

using letters of

consistent size

and

slope in NSW

Foundation Style.

o, a, d, g, q, e, c, i,

j, l, t, f, h, m, n, k,

r, b, p, u, y, x, z, s,

v, w;

Week 1

Date

No lesson

week 2

Date

o O o O o O

Olly the octopus went

out.

Handwriting book

lead pencil

colour pencil

(each week)

Week 3

Date

a A a A a A

Alice ate all the

apples.

Handwriting

WS1.12

Produces texts

using letters of

consistent size

and

slope in NSW

Foundation Style.

o, a, d, g, q, e, c, i,

j, l, t, f, h, m, n, k,

r, b, p, u, y, x, z, s,

v, w;

Week 4

Date

d D d D d D

Dora didn’t dig up the

dirt.

Week 5

Date

g G g G g G

Golly gee went the

girl.

Handwriting book

lead pencil

colour pencil

(each week)

Text Type

Term 1

Exposition Week 6 - 10

Content


Additional

Support

Extension

Resources

Oral Interaction

1/2

Oral Interaction

1/2

Oral Interaction

1/2/3

Week 6 Activities;

• Ask questions that have a yes/no answer as a

starting point, eg Should children wear hats?

• Introduce and model the sentence structure ‘I like’

and ‘I don’t like’ in response to ‘Do you like …?’

• Build on oral discussion of ‘I like …’ and ‘I don’t like

…’. Students construct a chart and use it as a basis

for an oral presentation of their likes and dislikes.

NOTE: Modality can be challenging for ESL learners,

eg the canteen should sell fruit.

• Ask students to stand on either side of the room in

response to questions where they are required to

express an opinion.

T&L: TS1.1

T&L: TS1.2

T&L: TS1.1

T&L: TS1.1

Oral Interaction

3/4/5

Oral Interaction

3/4/5

• Model sentences that use causal connectives, eg I

like dogs because … Break the sentences into

separate messages and make links between

messages.

• Ask students, in pairs, to exchange opinions, eg

What makes a good children’s television show?

Students then present their partner’s point of view

to the class, eg ‘John thinks … because …’.

• Build up a list of issues with the class about

familiar topics. Display them in the classroom.

• Ask the class whether they agree/disagree with

above topics.

Display chart

Content


Additional

Support

Extension

Resources

T&L: TS1.1

T&L: TS1.1

Week 7 Activities;

• Encourage students to provide arguments for a

particular position about a familiar school or

community issue by answering teacher-posed

questions such as Why do you think that? When

would that be the case? Can you think of an

example? How could you convince other people that

it is right?. Build up responses on a board or on a wall

chart.

• Develop and display a list of conjunctions, eg

because, so, then, and connectives, eg firstly,

secondly, to assist students to form and order ideas

in their spoken expositions.

• Encourage students to use the structure of a

simple oral exposition to frame a suggestion, eg ‘I

think we should be allowed to … because/so that …’ in

order to persuade others.

Display chart

Display chart

T&L: TS1.1

Writing: WS1.9

Writing: WS1.10

Reading: RS1.5

Week 8 Activities

• Read the position statement of an exposition that

deals with familiar subject matter without showing

the arguments used by the author. Encourage

students to predict and list possible arguments that

could be included to justify this point. Read the text

and compare their predictions with arguments found

in the text. Discuss which arguments are more

persuasive (ie those used by the author or any

student’s predictions not found in the text).

Note: Teachers may need to write model expositions.

Display paper

Content


Additional

Support

Extension

Resources

Writing: WS1.9

Writing: WS1.10

Reading: RS1.5

Writing: WS1.9

Writing: WS1.10

Reading: RS1.5

Reading: RS1.5

Week 9 Activities

• Highlight the structure of an exposition by asking

questions,

What does the writer believe?

Why do you think that?

Why might the writer believe that?

What does the writer want readers to believe?

Display these questions on a wall chart with the

heading ‘Exposition’.

• Read an exposition and locate the thinking verbs

that indicate the author’s point of view, eg think,

believe, feel. Jointly construct a poster of thinking

verbs to use as a writing resource.

• Individually, or in small groups, students connect

and sequence arguments from an exposition using a

jigsaw activity.

Display chart

Eg. of Exposition

Display paper

Exposition jigsaw

Reading: RS1.5

Writing: WS1.9

Week 10 Activities

• Focus on the social purpose of expositions by

jointly constructing texts on relevant issues, eg

letters to school magazine to have a rule changed in

playground, arguments to encourage students to

wear sun hats, speeches to convince classmates to

vote for them as a monitor for a classroom job they

like doing.

• Annotate large display-size copies of sample

expositions with names for each stage and a

description of purpose. Refer to these samples when

jointly constructing an exposition.

Display paper

Samples of

Expositions

Content


Additional

Support

Extension

Resources

Writing: WS1.9

Writing: WS1.10

Writing: WS1.9

Writing: WS1.10

• Jointly construct a point of view held by most of

the students in the class, eg Most of the students in

2 Red think that there should be more trees in the

playground. Students work in small groups to think

of an argument to support this point of view and

then draft this argument into writing. The argument

from each small group can then be used in a joint

construction of an exposition on the given topic.

• Provide students with a pro forma to use to write

independently a simple exposition. Use sentence

starters to give support, eg Firstly, trees should be

planted so …

Chart paper

Exposition

Proforma

Handwriting

Term 1

Week 6 - 10

Content


Additional

Support

Extension

Resources

Handwriting

WS1.12

Produces texts

using letters of

consistent size

and

slope in NSW

Foundation Style.

Week 6Date

q Q q Q q Q

Quickly please and be

quiet.

Week 7Date

e E e E e E

“Eek,” squeaked the

mouse.

Handwriting book

lead pencil

colour pencil

(each week)

Week 8Date

c C c C c C

Could you please call

the children?

Handwriting

WS1.12

Produces texts

using letters of

consistent size

and

slope in NSW

Foundation Style.

Week 9Date

i I i I i I

I liked the icy igloo.

Week 10

Date

j J j J j J

Jumping jacks are the

best.

Handwriting book

lead pencil

colour pencil

(each week)

Term 1 Weekly Overview Learning Experience

English Teaching & Learning Experience Week 2

Talking & Listening Spelling & Grammar

What makes a good speaker?

Students discuss and then the teacher

records ideas on what they think makes a good

speaker. This chart will need to be displayed

in the class and referred to on a regular basis.

Air Spelling

1. Choose a spelling word. With their index finder, students spell the word in the air and say the letters aloud. Tell students they must be able to "see" the letters as they are written in the air.

2. When the students get to the last letter, they underline the whole word as they say the word aloud. Ask them if they can "see" the word in the air.

3. After their response, ask these type of questions:

--What is the third letter? --What is the last letter?

--What is the second letter?

4. Then, have the students spell the word backwards orally (and with their index finger if they need to). Remind students that the word should be floating in the air in front of them and that they must continue to look at it

throughout the activity.

5. When you are done with the word, continue on to the other spelling words. Do this activity daily and have the students practice it at home.

Handwriting Guided Reading Groups

week 2

Date

o O o O o O

Olly the octopus went out

1._____________________________________

2._____________________________________

3.______________________________________

4.______________________________________

5.______________________________________



Attentive audience.

Students brainstorm and list questions they

can ask each other about their daily news

presentation. Discuss appropriate questioning

techniques and use of language, and role-play

being an attentive audience.

* Students can participate in Daily News items

based on local/national news they may hear or

read about.

Spelling Race

1. Divide the class into two teams. 2. On the board, write Team 1 and Team 2 (or the names of the teams). 3. One person from each team goes to the board with chalk in hand. 4. The teacher reads a spelling

word. The two students must write that word on the board 5. The first person to finish spelling the word first gets a point for their team. 6. The team with the most prints

wins.


Week 3 Date

a A a A a A

Alice ate all the

apples.

1._____________________________________

2._____________________________________

3.______________________________________

4.______________________________________

5.______________________________________



Topic Talk

Each student writes down a topic on a ¼ sheet

of A4.


Topics are put into a ‘Talking and Listening’

box.


Students have 10 minutes to write down as

much as they can on the topic.


Once all students have completed this task it

can be repeated on a regular basis.

(Note: Teacher can do a shared topic with

class first and then demonstrate how to

present it)

Scrambled Spelling

As part of their daily assignment, students are given a number of words that are scrambled. Without looking at their spelling list, the students are

asked to unscramble the words within a time-limit and hand it into a basket. Those that correctly unscramble all the words receive stickers in

their spelling booklets.


Week 4

Date

d D d D d D

Dora didn’t dig up the dirt.

1._____________________________________

2._____________________________________

3.______________________________________

4.______________________________________



Topic Talk

Each student writes down a topic on a ¼ sheet

of A4.


Topics are put into a ‘Talking and Listening’

box.


Students have 10 minutes to write down as

much as they can on the topic.


Once all students have completed this task it

can be repeated on a regular basis. (Note: Teacher can do a shared topic with class first and

then demonstrate how to present it)

Word Searches or Crossword Puzzles

Using a software or Puzzlemaker from Discovery.com, create word searches and puzzles from the weekly spelling list. This is a fun way for

your students to practice their spelling.


Week 5

Date

g G g G g G

Golly gee went the girl.

1._____________________________________

2._____________________________________

3.______________________________________

4.______________________________________

5.______________________________________




Students have to show they are good listeners

they must record two points made by each

speaker in the above speeches. The teacher

can then choose a student to share their

response.

Spelling Poems

Most spelling words are taught through a common sound, such as short a, long e, etc. Since these words already rhyme, it is easy to create poems using their weekly spelling words.

1. Have students read through the list and ask them what is the sound(s) that is repeated throughout.

2. Have students brainstorm more words that rhyme with the sound being taught.

3. Create a poem using the spelling words and the list of words from the brainstorm.

4. Illustrate the poem and publish it.

**** The poems are created together as a class for the first few months. Afterwards, if the students are ready, they can then create their own poems.

Further Activities: Students keep their poems to create poetry books. Or, create a class poetry book in which the students can copy their favourite poems onto larger sheets of paper.


Week 6

Date

q Q q Q q Q

Quickly please and be quiet.

1._____________________________________

2._____________________________________

3.______________________________________

4.______________________________________

5.______________________________________




Students have to show they are good listeners they must record two points made by each speaker in the above

speeches. The teacher can then choose a student to share their response.

Weekly Spelling Story

Every Friday, the class creates a weekly spelling story with an illustration. This can be done as a class, in groups, with a partner, or individually. Stories

are posted on a bulletin board.

In the beginning of the year, the teacher should create the stories, with the help of the students, in order to model paragraph formation, story writing,

punctuation, etc. Handwriting Guided Reading Groups

Week 7

Date

e E e E e E

“Eek,” squeaked

the mouse.

1._____________________________________

2._____________________________________

3.______________________________________

4.______________________________________

5.______________________________________



Picture & Text

Students are to read a familiar text to a

friend.

Students then choose their favourite part

of the story and illustrate it, before

presenting it to the class. The class looks

at the written text and discusses whether

it is supported by the illustrations.

Spelling Puzzles

1. Write each spelling word on index cards.

2. Cut the cards so that the letters are separated. 3. Place the pieces into an envelope (one envelope per word).

4. Pass out the envelopes to the students. When you say go, students take out the pieces and put the letters together to create a spelling word.

5. When the teacher yells stop, the students put their hands at their sides. Teacher checks the cards to see if the word is spelled correctly.

6. Students then put all the pieces back into the envelope and pass it to another student.


Week 8

Date

c C c C c C

Could you please call the children?

1._____________________________________

2._____________________________________

3.______________________________________

4.______________________________________



Activities

Story Sequence

The class has been listening to a variety of

literary texts and is to recall events in the

text and to make predictions based on

previous reading.

Newspaper Spelling

1. Give each student, pairs, or groups, a page from the newspaper.

2. Their job is to look for spelling words in the articles and circle them with marker or crayon.

3. Students make a list of the words they found.


Week 9

Date

i I i I i I

I liked the icy

igloo.

1._____________________________________

2._____________________________________

3.______________________________________

4.______________________________________

5.______________________________________



Oral Presentation

The students are given a variety of topics

to research and must prepare notes for a

one minute oral presentation. They can

use palm cards or memorise the speech

for their presentation.

Spelling Train

Read a spelling word aloud and have the students write it down. Using the last letter in that word, students must write another word beginning with that last letter. They continue the train using the last letter of the word. You can put

a certain limit on how many words they can create. Example:

cat tan nap


Week 10

Date

j J j J j J

Jumping jacks are

the best.

1._____________________________________

2._____________________________________

3.______________________________________

4.______________________________________

5.______________________________________

Erika Rimes Stage 1 English Program

Education

Transcript of Erika Rimes Stage 1 English Program