Where the Forest

Meets the Sea

by Jeannie Baker
Stage 1

Dannielle Raams Glossodia P S

Chris Fraser
&
2014
LaST Hawkesbury

Dannielle Raams and Chris Fraser – Glossodia Public School

 Visual Arts
As a class, create a collage based on one of these topics ICT
Create a rainforest in your classroom Sebastion lives in a hat:
http://www.youtube.com/watch?v=RjjRdnv_Dc4

UNIT EXTENSION SUGGESTIONS

Fern gully:

Across KLAs: RESOURCES &

http://www.veoh.com/watch/v32996472nxNEb74r?h1=F
ernGully%3A+The+Last+Rainforest+%5B1992%5D

https://www.pinterest.com/madeheinen/reduce-reuse-
recycle/

HSIE / Science
http://www.kidsbegreen.org/
http://kids.niehs.nih.gov/explore/reduce/
http://www.olliesworld.com/aus/
http://www.skyrail.com.au/news/skyrail-news/2989-student-research-
funding-supporting-rainforest-protection-now-available-
http://www.k12.hi.us/~paia/frer.html
The reciprocal relationship between trees and humans:
http://www.schools.nsw.edu.au/media/downloads/schoolsarts/learning/k
_6/arts/s3_rainforests.pdf

Dannielle Raams and Chris Fraser – Glossodia Public School

 ENGLISH UNIT OF WORK

Stage : 1 Term: 4 Weeks:

Key Concept: Sustainability - Understanding natural and built environments and their
features.

Text set: FOCUS TEXT: Where the Forest meets the Sea – Jeannie Baker
Lester & Clyde running scared James Reece
One world Michael Foreman
Uno’s Garden – Graeme Base
Sebastian lives in a hat Thelma Catterwell
Drought Tricia Oktober (also in Come on, Rain ! unit)
Big Rain Coming – Katrina Germein (also in Come on, Rain ! unit)
Fern Gully (Film Study)
Integrating English Stage 1 content descriptors: S & L - Speaking & Listening
Focus: R & V - Reading & Viewing W & R - Writing & Representing Spelling
G, P & V - Grammar, Punctuation and Vocabulary T I & C -Thinking imaginatively and creatively
E T - Expressing themselves R on L - Reflecting on Learning

Acceptable Evidence: Plotting students on the Literacy Continuum – to develop student comprehension
and vocabulary.

Critical aspects: Comprehension, Vocabulary, Reading texts, Writing

Learning across the curriculum: Literacy, creative and critical thinking, sustainability
Science, HSIE

Dannielle Raams and Chris Fraser – Glossodia Public School

 LITERACY CONTINUUM Session Explicit Modelled Reading Guided reading Independent
for Modelled Reading (Stage appropriate) Modes/Skills (Where to next?) reading
Comprehension 5 1. Responds to questions about a character’s actions, 1 Before: Pre-teach vocab and phonics Differentiate groups Develop text
qualities, characteristics and motives by expressing an opinion about the G, P & V  Before reading the book, look at a range of according to Literacy sets based on
character. 2. Builds understanding by interpreting and discussing inferred R & V 1 illustrations from the text. Continuum clusters and the key
meanings. Spelling  In small groups, students discuss what they choose appropriate concept
Comprehension 6 1. Retells and responds to incidents from a story book or film Phonics: think may be happening in the picture double pages to Students
with attention to plot elements such as setting, character, conflict and reach (Predicting). photocopy for reading: choose a
resolution. 4. Analyses and evaluates a character’s actions/motives in a story.
easy  Groups report what they think is happening  Reading conference text:
Vocab 5 1. Uses knowledge and understanding of topic words when reading,
sea back to the class for discussion. (see Monitoring  Read to
writing and speaking. 3. Demonstrates awareness that some words have
reef  Pre-teach important vocab, chunk the sheet) self–
multiple meanings when reading, writing and speaking.
trees words for recognition and list their  Choose common sight record
4. Understands that changing words in a text can alter the meaning.
Vocab 6
creek synonyms (and antonyms if possible). words and decoding reading
3. Applies knowledge of base words to build word families, e.g. move, moving, creepers  Choose other words to make word families. skills from the text  Students
remove. 4. Independently uses a range of classroom print resources to enhance feel  With thinking partners, students predict or word lists to find
vocabulary, e.g. topic word lists, labels, etc. Vocab the story from the front cover paying treat difficult
Phonemic awareness 5 1. Says the new word when one phoneme is substituted Aboriginal attention to details (enlarge front cover to  Discuss the words to
for another (phoneme substitution). ancient A3). illustrations and how list and
Phonemic awareness 6 1. Manipulates phonemes (add, delete and swap) to twisted  Write predictions / ‘I wonders’ on the IWB they add meaning to find
generate new words, eg swap the /p/ in spin with /k/. Sight words for later reference. the text meanings
Phonics 5 *to, too During:  Students reread (use
1. Blends initial consonants with common vowel patterns or word families. *here, hear  Read text to students. pages (monitoring) to dictionar
2. Attempts to read more complex words using letter/sound knowledge.  Explicitly teach the importance of stopping develop fluency y and
3. Uses knowledge of letter clusters and vowel digraphs to spell. S & L 1 when you come to an unfamiliar word. Give Reciprocal teaching: thesauru
Phonics 6 Predicting students a ‘stop sign’ to put up when an Predictor, s)
1. Segments sound in consonant clusters to spell unfamiliar words. Questioning unfamiliar word comes up (monitoring) - Questioner,  Read to
2. Uses familiar words and letter clusters to decode words when reading. Clarification Stopping and asking questions when stuck Monitoring, partner
Rearding texts 7 1. Understands how to 'read' text features such as
on tricky vocab or when a mistake is made Summariser
illustrations etc
that interrupts meaning.
Comprehension 7 3. Analyses and evaluates how visual images support print to
create meaning in texts.  Have a copy of the book scanned onto IWB Reading tasks
Comprehension 8 1. Refers to prior knowledge and experiences to build to highlight tricky words in the text as you (Teach this)
understanding of a text. 2. Justifies predictions about sections of a text. 4. go. Save for sessions to follow.
Draws conclusions by using clues in a text. 6. Articulates the main idea and  With thinking partners, students discuss
provides a synthesised retell that captures key events in texts. 7. Creates their’ I Wonders’ after every 2 pages –
mental images to capture ideas in texts. placing their stop sign at the end of the
Vocab 7 1.Knows the meaning of commonly used words3. Uses knowledge two pages (Questioning)
developed about word families and word origins to understand the meanings of After:
unfamiliar word, eg rhyming words, synonyms, base words. 4. Uses a simple  Think, Pair, Share - Students discuss
dictionary to check word meanings. their wonderings and discuss if they
Vocab 8 2. Draws on topic/content knowledge to assist in working out the matched the text.
meaning of unknown words.  Thinking partners discuss the main
Phonics 7 2. Understands that sounds can be represented in various ways when idea in the text.
spelling words, e.g. meet, meat.
Phonics 8 1. Knows common sounds for vowel digraphs and uses syllabification
Dannielle Raams and Chris Fraser – Glossodia Public School
 LITERACY CONTINUUM Session Explicit Modelled Reading Guided reading Independent
for Modelled Reading (Stage appropriate) Modes/Skills (Where to next?) reading
Comprehension 5 1. Responds to questions about a character’s actions, 2 Before: Differentiate groups Students
qualities, characteristics and motives by expressing an opinion about the G, P & V  Review vocab and IWB file from session 1 (as above – choose a choose a
character. 2. Builds understanding by interpreting and discussing inferred Spelling  Re-Read text stopping at highlighted words. different double text:
meanings. G, P & V Either explain the word or find a synonym for page)  Read to
Comprehension 6 1. Retells and responds to incidents from a story book or film Synonyms the word.  Reading self–
with attention to plot elements such as setting, character, conflict and Phonics: conference (see record
resolution. 4. Analyses and evaluates a character’s actions/motives in a story.
rainforest During: Monitoring reading
Vocab 5 1. Uses knowledge and understanding of topic words when reading,
forest  Model reading the text with fluency and sheet)  Read to
writing and speaking. 3. Demonstrates awareness that some words have
for phrasing responding to punctuation. Have the  Review common partner
multiple meanings when reading, writing and speaking.
or scanned version shown on IWB too. sight words and
4. Understands that changing words in a text can alter the meaning.
Vocab 6
vines  Discuss all of the effects of the hidden visual decoding skills
3. Applies knowledge of base words to build word families, e.g. move, moving, hide images as you read. from the Reading tasks
remove. 4. Independently uses a range of classroom print resources to enhance inside  Think Pair Share what the students think the previous session (Teach this
vocabulary, e.g. topic word lists, labels, etc. hidden pictures (superimposed) are trying to tell and new words etc)
Phonemic awareness 5 1. Says the new word when one phoneme is substituted R & V 1 us. (before and after) from the text
for another (phoneme substitution). Synonyms  Record as you go on poster paper / butcher  Discuss the
Phonemic awareness 6 1. Manipulates phonemes (add, delete and swap) to Punctuation paper and save for later. illustrations and
generate new words, eg swap the /p/ in spin with /k/. Compare how they add
Phonics 5 opinions After: (Making Connections) meaning to the
1. Blends initial consonants with common vowel patterns or word families. Make  Using the notes recorded during reading, text
2. Attempts to read more complex words using letter/sound knowledge. inferences compare and contrast the differences between  Student reread
3. Uses knowledge of letter clusters and vowel digraphs to spell. the before and after pictures in the book. pages
Phonics 6 Visualising  Start to discuss environmental factors / what (monitoring) to
1. Segments sound in consonant clusters to spell unfamiliar words.
the before and after pictures mean. develop fluency
2. Uses familiar words and letter clusters to decode words when reading.
 Discuss / model how to compare and contrast  Reciprocal
Rearding texts 7 1. Understands how to 'read' text features such as
yourself and the book. Create a VENN Diagram teaching:
illustrations etc
of the environment in ‘Where the Forest Meets Predictor,
Comprehension 7 3. Analyses and evaluates how visual images support print to
create meaning in texts. the Sea’ and our community environment – (See Questioner,
Comprehension 8 1. Refers to prior knowledge and experiences to build if the children can see that ours is a lot like the Monitoring,
understanding of a text. 2. Justifies predictions about sections of a text. 4. pictures hidden in the story). Summariser
Draws conclusions by using clues in a text. 6. Articulates the main idea and
provides a synthesised retell that captures key events in texts. 7. Creates
mental images to capture ideas in texts.
Vocab 7 1.Knows the meaning of commonly used words3. Uses knowledge Before After
developed about word families and word origins to understand the meanings of
unfamiliar word, eg rhyming words, synonyms, base words. 4. Uses a simple
dictionary to check word meanings.
Vocab 8 2. Draws on topic/content knowledge to assist in working out the
meaning of unknown words.
Phonics 7 2. Understands that sounds can be represented in various ways when
spelling words, e.g. meet, meat.
Phonics 8 1. Knows common sounds for vowel digraphs and uses syllabification
Dannielle Raams and Chris Fraser – Glossodia Public School
 LITERACY CONTINUUM Session Explicit Modelled Reading Guided reading Independent
Modes/Skills reading
Comprehension 5 1. Responds to questions about a character’s actions, 3 Before: Differentiate groups Students
qualities, characteristics and motives by expressing an opinion about the G, P & V  Review Vocab (as above – choose a choose a text:
character. 2. Builds understanding by interpreting and discussing inferred Spelling  Review the purpose of a Venn diagram and what different double  Read to
meanings. Vocab: we used it for last session. page or another text self –
Comprehension 6 1. Retells and responds to incidents from a story book or film squawking  Show students some previously made word cards from the text set) record
with attention to plot elements such as setting, character, conflict and quickly and model how we can use these to compare, just  Reading reading
resolution. 4. Analyses and evaluates a character’s actions/motives in a story.
will as we did with the Venn diagram. conference (see  Read to
Vocab 5 1. Uses knowledge and understanding of topic words when reading,
still  Place these on a sustainability themed word wall, Monitoring partner
writing and speaking. 3. Demonstrates awareness that some words have
students can say the word and explain the word sheet) Writing tasks
multiple meanings when reading, writing and speaking.
R & V 2 and take turns in placing a word onto the wall.  Review common eg sequencing
4. Understands that changing words in a text can alter the meaning.
Vocab 6
Literary During: sight words and sentences,
3. Applies knowledge of base words to build word families, e.g. move, moving, text  On a poster, draw a big Venn diagram. In pairs, decoding skills complete the
remove. 4. Independently uses a range of classroom print resources to enhance structure students can take turns in creating their own from the sentence,
vocabulary, e.g. topic word lists, labels, etc. Venn Diagrams using the words from the word previous session (Teach this)
Phonemic awareness 5 1. Says the new word when one phoneme is substituted W & R 1 wall. and new words
for another (phoneme substitution). Planning After: from the text
Phonemic awareness 6 1. Manipulates phonemes (add, delete and swap) to  Thinking partners share their Venn Diagrams with  Discuss the
generate new words, eg swap the /p/ in spin with /k/. the class. illustrations and
Phonics 5 how they add
4 Before:
1. Blends initial consonants with common vowel patterns or word families. meaning to the
R & V 1  Review Vocab
2. Attempts to read more complex words using letter/sound knowledge. text
G, P & V  Pre-teach phonics skills (words from text) and
3. Uses knowledge of letter clusters and vowel digraphs to spell.  Student reread
Phonics 6
Spelling syllabification for spelling.
Vocab  View last double page. pages
1. Segments sound in consonant clusters to spell unfamiliar words.
know  Thinking partners discuss why the author has (Monitoring
2. Uses familiar words and letter clusters to decode words when reading.
grow created this image with superimposed images and sheet) to
Rearding texts 7 1. Understands how to 'read' text features such as
hollow discuss question ‘Will the forest still be there develop fluency
illustrations etc
window when they go back?’  Reciprocal
Comprehension 7 3. Analyses and evaluates how visual images support print to
create meaning in texts. *boat During: teaching:
Comprehension 8 1. Refers to prior knowledge and experiences to build cloud  Re-read text and discuss visual images e.g. close Predictor,
understanding of a text. 2. Justifies predictions about sections of a text. 4. sound ups (pg1), far away shots (p. 2), reading path Questioner,
Draws conclusions by using clues in a text. 6. Articulates the main idea and (looking up at the birds, p. 5). Monitoring,
provides a synthesised retell that captures key events in texts. 7. Creates R & V 2  Thinking partners discuss where the crocodiles Summariser
mental images to capture ideas in texts. Author’s and dinosaurs may have gone (p. 6, 7, 10, 11).
Vocab 7 1.Knows the meaning of commonly used words3. Uses knowledge intent After:
developed about word families and word origins to understand the meanings of
 Thinking partners discuss positive and negative
unfamiliar word, eg rhyming words, synonyms, base words. 4. Uses a simple
S & L 1/2 reasons for the world changing. Teacher scribes
dictionary to check word meanings.
Point of reasons onto a Venn diagram on the IWB.
Vocab 8 2. Draws on topic/content knowledge to assist in working out the
view
meaning of unknown words. Against
Opinions For
Phonics 7 2. Understands that sounds can be represented in various ways when
spelling words, e.g. meet, meat.
Phonics 8 1. Knows common sounds for vowel digraphs and uses syllabification
Dannielle Raams and Chris Fraser – Glossodia Public School
 LITERACY CONTINUUM Session Explicit Modelled Writing Guided Writing Independent
Modes/Skills Writing
Writing C5 1  Students identify and sequence the main  RECOUNT - Using their graphic Students
1. Selects vocabulary and phrases modelled by the teacher during G, P & V write their
events (beginning – who, what, when, organisers, students fill in the
whole class planning to construct own text. W & R 1 favourite part
2. Engages in the joint production of texts using a variety of middle- why, ending – how) with their boxes - Modelled writing is
Planning of the story
mediums, e.g. podcasts, digital stories. thinking partners. removed from view.
3. Draws on personal experiences and topic knowledge to create
prior to using the
 Teachers choose a beginning, middle and
texts of about 4-5 sentences for a range of purposes. writing sentence
end statements to scribe into a graphic starter ‘My
4. Rereads own text to clarify meaning and make some changes
to the text. organiser favourite part
5. Uses sentence punctuation and some simple punctuation.  Add details to the graphic organiser, is’.
6. Accurately writes simple and compound sentences. such as key words that connect to the
7. Uses a range of adjectives to provide more information about *looking for
statement
nouns.
Beginning Middle Ending compound
8. Writes lower/upper case letters of consistent size and
formation in NSW Foundation Style
sentences

Statement
Writing C6 ‘because’ etc.
1. Demonstrates elementary proof-reading and editing, e.g.
circles a word that does not look right.
2. Accurately spells an increasing number of high frequency and
topic words.
3. Uses simple punctuation, e.g. full stops, exclamation marks
and question marks.

Picture
Writes a sequence of thoughts and ideas.
4. Experiments with using some complex sentences to enhance
writing.
5. Uses a refined pencil grip, correct posture and paper
2  Select an image from the text as a Select the same image from the text for Students
placement to write more fluently and legibly.
6. Uses computer functions to edit texts.
W & R 1 stimulus. students to write about. write a
Writing C7 Note taking  Students discuss as a class what is Using a graphic organiser, students write sentence
1. Plans texts by making notes, drawing diagrams, planning Compose their own descriptive sentence/s – independently
happening in the picture.
sequence of events or information etc. Texts Modelled writing is removed from view. to match
2. Spells words with regular spelling patterns correctly and
 Students collaborate to create an oral
Students should have time to THINK, another image
makes plausible attempts at words with irregular spelling W & R 2 sentence about the changes they see in VISUALISE and VERBALISE before chosen from
patterns.
Image and the pictures for the teacher to scribe. writing their sentence. the text.
3. Applies spelling generalisations when writing.  Teacher increases the complexity of the
vocab
4. Uses contraction apostrophes and capitals for proper nouns as
well as other simple punctuation.
choices sentence: adding adjectives to the nouns WRITE: Students write their sentence. A
5. Includes different types of verbs using appropriate tense and or adverbs to verbs in the sentence, Have a go! section at the bottom of the
demonstrates subject-verb agreement. G, P & V using commas for lists of adjectives. page allows students to attempt the
Writing C8 Sentence  Count how many words are in the correct spelling and the teacher can
1. Writing shows evidence of revision, editing and proof-reading. structure discuss the students’ attempt and write
2. Demonstrates a range of spelling strategies to spell unfamiliar
sentence now. Is it longer and more
Vocab the word correctly (errorless learning).
words. interesting? Students visualise. Does it
Adjectives
3. Uses quotation marks for direct speech and commas in lists. make a more vivid image?
4. Fluently writes letters of consistent size and formation in  Prepositional phrases can also be added
NSW Foundation Style.
to the sentence.
Dannielle Raams and Chris Fraser – Glossodia Public School
 LITERACY CONTINUUM Session Explicit Modelled Writing Guided Writing Independent Writing
Modes/Skills
Writing C5 3 Using the previous modelled READ & REVIEW Students choose a text:
1. Selects vocabulary and phrases modelled by the teacher during G, P & V sentence/s:  Create a list of adjectives
whole class planning to construct own text. W & R 1
2. Engages in the joint production of texts using a variety of  Extract words for teaching Students:
reread and
mediums, e.g. podcasts, digital stories. various spelling strategies.  Review and refine Writing tasks (Teach this etc)
3. Draws on personal experiences and topic knowledge to create
edit
their sentence/s from
texts of about 4-5 sentences for a range of purposes.
Reflecting  Change the structure session 2.
4. Rereads own text to clarify meaning and make some changes to
the text. on learning (position of phrases) of the
5. Uses sentence punctuation and some simple punctuation. sentence. Does it still make  Add to their previous
6. Accurately writes simple and compound sentences. sense? sentence.
7. Uses a range of adjectives to provide more information about
nouns.
8. Writes lower/upper case letters of consistent size and  Add another descriptive
formation in NSW Foundation Style sentence using pronouns (eg
Writing C6 she, he) and connectives.
1. Demonstrates elementary proof-reading and editing, e.g. circles
a word that does not look right.
2. Accurately spells an increasing number of high frequency and  Add and insert errors to the
topic words. sentence - students make
3. Uses simple punctuation, e.g. full stops, exclamation marks and corrections.
question marks.
Writes a sequence of thoughts and ideas.
4. Experiments with using some complex sentences to enhance 4  Show students a collage. PARTNER EDITING:  Using some travel magazines,
writing. W & R 1 Discuss what a collage is and students cut and paste
5. Uses a refined pencil grip, correct posture and paper placement reread and how we can create a collage  sentences are read by pictures onto a piece of A4
to write more fluently and legibly. edit
based on one theme. a partner for editing paper to create a collage
6. Uses computer functions to edit texts.
Writing C7 and reflection using based on either natural
Reflecting
1. Plans texts by making notes, drawing diagrams, planning
on learning  Explain to students that they the writing criteria. environments or things that
sequence of events or information etc. will be creating a collage people have changed in an
2. Spells words with regular spelling patterns correctly and makes
based on either natural  sentences are revised. environment.
plausible attempts at words with irregular spelling patterns.
3. Applies spelling generalisations when writing. environments or how people
4. Uses contraction apostrophes and capitals for proper nouns as effect our environment.  Take photographs of each
well as other simple punctuation. collage and then make into a
5. Includes different types of verbs using appropriate tense and
book of collages.
demonstrates subject-verb agreement.
Writing C8
1. Writing shows evidence of revision, editing and proof-reading. TEACHER EDITING
2. Demonstrates a range of spelling strategies to spell unfamiliar Conferencing during independent
words.
tasks.
3. Uses quotation marks for direct speech and commas in lists.
4. Fluently writes letters of consistent size and formation in NSW
Foundation Style.

Dannielle Raams and Chris Fraser – Glossodia Public School

 Evaluation Continuing the unit
Text set
E
Sebastian lives in a hat
Uno’s Garden
One world
Lester & Clyde running scared
Fern Gully (Film Study)

READING: Using the above texts, cover the same literacy continuum markers and English syllabus content
descriptors as listed in this unit.

WRITING:
Imaginative Text: Follow this unit outline and create a character, setting and/or plot to create a complete
imaginative text incorporating students’ descriptive paragraph in this unit.
OR
Persuasive Texts: Students write a persuasive text about why it they believe we should / shouldn’t let people
develop natural environments.

Dannielle Raams and Chris Fraser – Glossodia Public School

 MODES and SKILLS FOR STAGE 1 TEXT SET:

Lester & Clyde running One world Uno’s Garden Sebastian lives in a hat
scared

Vocab & Spelling

Phonemic
awareness
&
Phonics

Grammar &
Punctuation

WRAP UP (R & V 1 & 2, S & L 2) : Compare and contrast texts Evaluate and personally respond to texts Justify favourite text

Dannielle Raams and Chris Fraser – Glossodia Public School

YEAR 1

TERMS TERMS
1 2 3 4 1 2 3 4
Word Families ( Ext from Kindergarten) Initial Consonant Blends
ab bl
ad br
ag cl
an cr
as dr
ap fl
at fr
ed gl
eg gr
en pl
et pr
ib sc
id sl
ig sk
im sm
ip sn
it sp
ix Consonant Digraph
ob ch
od sh
og ph
op th
ot Suffixes
ub s
ud Vowel Digraph
ug ai
um au
un aw
up ay
us ee
ut ea
ew
ie
oa
oi
oo (cool)
oo (cook)
ou (out)
oy
ow (cow)
ow (show),
ue

Dannielle Raams and Chris Fraser – Glossodia Public School

YEAR 2

TERMS TERMS
1 2 3 4 1 2 3 4
Two Letter Consonant Blends Consonant Digraph & blends
sk ch
sp ph
st qu
ld sh
lk wh
lp th
mp tr
nd tw
ng sw
nk st
nt Three Letter Consonant Blends
ft spr
py spl
ry scr
ty squ
Trigraph str
ill tch
all Long Vowels
ell a-e
out i-e
oor o-e
air u-e
Suffixes Vowel Digraphs
es ar
ing aw
ed ay
less ee
s er
Silent Letters ew
b-mb oa
k-kn or
g-gn ou ( mouse)
ow (tow)
Word Patterns oy
ould ur
ought

Dannielle Raams and Chris Fraser – Glossodia Public School

MONITORING From Assessment to Conferring: Sample Needs and Strategies

What We Are Seeing Potential Goals Possible Strategy Alternative Strategy

Reading too quickly Fluency Adjust and apply different reading rates to Phrasing, use punctuation
match text
Leaving off ends of words Accuracy Cross checking Chunk letters together

Little expression, lacks prosody, and omits punctuation Fluency Phrasing, using punctuation Voracious reading

Can’ t remember what was read Comprehension Check for understanding Retell or summarize
Make a picture or mental image
Determine importance using theme, main ideas, & supporting details
Stalls on words Accuracy Skip the word, then come back Blend sounds; stretch and reread

Student jumps right into reading story, then lacks understanding Comprehension Use prior knowledge to connect with text Ask questions while reading
Make connections to text
Doesn’t remember details but understands the main idea Comprehension Retell the story Recognize literary elements

Doesn’t stick with a book Reading Behaviors Read appropriate-level text Voracious reading
Book Selection Choose good-fit books
Chooses books that are too hard Reading Behaviors Read appropriate-level text Ask, Does this make sense?
Fluency
Expand Vocabulary
Comprehension
Accuracy
Can comprehend literally but can’t read between the lines Comprehension Infer and support with evidence Ask questions while reading
Predict what will happen; use text to confirm

Reads words with correct letters but wrong sounds Accuracy Flip the sound Cross checking

Sounds out each individual letter Accuracy Chunk letters together Blend sounds

Beginning reader, knows few words but most letter sounds Fluency Practice common sight words and high-frequency Blend sounds; stretch and reread
Accuracy words

Doesn’t remember details from nonfiction Comprehension Use text features (titles, headings, captions, Determine and analyze author’s purpose and support with text
graphic features)
Tune in to interesting words Reread to clarify the meaning of a word
Doesn’t understand the text because does not understand key word Expand Vocabulary
in selection Ask someone to define the word for you

The CAFE Book: Engaging All Students in Daily Literacy Assessment and Instruction by Gail Boushey and Joan Moser, “The Sisters.” Copyright © 2009. Stenhouse Publishers.

Dannielle Raams and Chris Fraser – Glossodia Public School

 Student Criteria for Writing Cluster 4

Date

Writes more than one sentence     

Uses punctuation     

Uses joining words     

Uses pronouns     

*For mandatory requirements in this unit colour blue

Dannielle Raams and Chris Fraser – Glossodia Public School

 Student Criteria for Writing Cluster 5

Date

Writes 4 or 5 sentences     

Rereads and edits text     

Writes simple & compound sentences     

Uses a range of adjectives     

Uses simple punctuation     

Dannielle Raams and Chris Fraser – Glossodia Public School

 *For mandatory requirements in this unit colour blue

Student Criteria for Writing Cluster 6

Date

Uses headings & paragraphs     

Rereads and edits text     

Proof reads & edits     

Spells more accurately     

Uses punctuation (question & exclamation marks)     

Dannielle Raams and Chris Fraser – Glossodia Public School

 *For mandatory requirements in this unit colour blue

Student Criteria for Writing Cluster 7

Date

Plans before writing     

Spells regular words correctly     

Uses contraction apostrophes     

Uses capitals for proper nouns     

Uses appropriate tense     

Dannielle Raams and Chris Fraser – Glossodia Public School

 Student Criteria for Writing Cluster 8

Date

*Writes at least one page     

*Publishes using a variety of medium     

*Shows evidence of revision, proof-reading & editing     

*Spells unfamiliar words     

Uses quotation marks for direct speech     

*Uses commas in lists     

*Produces grammatically accurate sentences     

*For mandatory requirements in this unit colour blue

Dannielle Raams and Chris Fraser – Glossodia Public School

 READING & VIEWING 1 Stage One EN1-4A
Objective A Communicate through speaking, listening, reading, writing, viewing and representing
Outcome: Draws on an increasing range of skills and strategies to fluently read, view and comprehend a range of texts on Key Concept

less familiar topics in different media and technologies

Sustainability
Develop and apply contextual knowledge
* understand how readers' self-selection and enjoyment of texts is informed by personal interests
* discuss different texts on a similar topic, identifying similarities and differences between the texts (ACELY1665)
Understand and apply knowledge of language forms and features
* recognise grammatical patterns to enhance comprehension, eg action verbs, words or groups of words that tell who, what, when, where and how
*recognise a clause as a complete message or thought expressed in words, noun–pronoun agreement, conjunctions

*understand that nouns represent people, places, things and ideas and can be, for example, common, proper, concrete or abstract, and that noun groups/phrases can be expanded using articles and adjectives (ACELA1468)

*understand patterns of repetition and contrast in simple texts (ACELA1448)

*identify the parts of a simple sentence that represent 'What's happening?', 'Who or what is involved?' and the surrounding circumstances (ACELA1451)
*understand how sentence punctuation is used to enhance meaning and fluency
*identify word families and word origins to understand the meaning of unfamiliar words, eg base words, rhyming words and synonyms
Develop and apply graphological, phonological, syntactic and semantic knowledge
* recognise sound–letter matches including common vowel and consonant digraphs and consonant blends (ACELA1458)
*understand the variability of sound–letter matches (ACELA1459)
*recognise most sound–letter matches including silent letters, vowel/consonant digraphs and many less common sound–letter combinations (ACELA1474)
*automatically recognise irregular high-frequency words, eg 'come' and 'are'
*use phonological, graphological, syntactic and semantic cues to decode and make meaning from written texts, eg using an increasing repertoire of high-frequency and sight words, segmenting words
*manipulate sounds in spoken words including phoneme deletion and substitution (ACELA1457)
Respond to, read and view texts
*read supportive texts using developing phrasing, fluency, contextual, semantic, grammatical and phonic knowledge and emerging text processing strategies, for example prediction, monitoring meaning and rereading (ACELY1659)
* self-correct when meaning is interrupted in simple texts, eg pausing, repeating words and phrases, rereading and reading on
*read less predictable texts with phrasing and fluency by combining contextual, semantic, grammatical and phonic knowledge using text processing strategies, for example monitoring meaning, predicting, rereading and self-correcting
(ACELY1669)
*read with fluency and expression, responding to punctuation and attending to volume, pace, intonation and pitch
*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 (ACELY1660,
ACELY1670)
*use background knowledge of a topic to make inferences about the ideas in a text
*predict author intent, series of events and possible endings in an imaginative, informative and persuasive text
*discuss the use of text connectives, eg sequencing ideas, indicating time
*identify the cohesive links between pronouns and people and things
*sequence a summary of events and identify key facts or key arguments in imaginative, informative and persuasive texts

*identify visual representations of characters' actions, reactions, speech and thought processes in narratives, and consider how these images add to or contradict or multiply the meaning of accompanying words (ACELA1469)

*compare opinions about characters, events and settings in and between texts (ACELT1589)
*distinguish between fact and opinion in persuasive texts

Dannielle Raams and Chris Fraser – Glossodia Public School

 READING & VIEWING 2 Stage One EN1-8B
Objective B Use language to shape and make meaning according to purpose, audience and context

Outcome: Recognises that there are different kinds of texts when reading and viewing and
Key Concept
Sustainability
shows an awareness of purpose, audience and subject matter
Develop and apply contextual knowledge
*recognise a range of purposes and audiences for imaginative, informative and persuasive print and visual texts

*identify how imaginative, informative and persuasive texts can vary in purpose, structure and topic

*understand that texts can draw on readers' or viewers' knowledge of texts to make meaning and enhance enjoyment, eg comparing fairytales

*discuss possible author intent and intended audience of a range of texts

Understand and apply knowledge of language forms and features
*understand concepts about print and screen, including how different types of texts are organised using page numbering, tables of content, headings
and titles, navigation buttons, bars and links (ACELA1450)

*understand how text structure contributes to the meaning of texts

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

*understand simple explanations in diagrammatic form, including flowcharts, hierarchies, life cycles
Respond to, read and view texts

*select a widening range of texts for enjoyment and pleasure and discuss reasons for their choice

*respond to a range of literature and discuss purpose and audience

Dannielle Raams and Chris Fraser – Glossodia Public School

SPEAKING AND LISTENING 1 Stage One EN1-1A
Objective A Communicate through speaking, listening, reading, writing, viewing and representing
Outcome: Communicates with a range of people in informal and guided activities demonstrating interaction skills and Key Concept
Sustainability
considers how own communication is adjusted in different situation.
Develop and apply contextual knowledge
*understand 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 (ACELA1461)
*listen for specific purposes and information, including instructions, and extend students' own and others' ideas in discussions (ACELY1666)

*understand that language is used in combination with other means of communication, for example facial expressions and gestures to interact with others (ACELA1444)
Understand and apply knowledge of language forms and features
*understand that there are different ways of asking for information, making offers and giving commands (ACELA1446)
*use turn-taking, questioning and other behaviours related to class discussions
*identify, reproduce and experiment with rhythmic, sound and word patterns in poems, chants, rhymes and songs (ACELT1592)
*explore different ways of expressing emotions, including verbal, visual, body language and facial expressions (ACELA1787)
Respond to and compose texts
*communicate with increasing confidence in a range of contexts

*engage in conversations and discussions, using active listening behaviours, showing interest, and contributing ideas, information and questions (ACELY1656)

*describe in detail familiar places and things

*use role-play and drama to represent familiar events and characters in texts

*use intonation to emphasise the need to seek further clarification of a question

*formulate open and closed questions appropriate to the context

*use a comment or a question to expand on an idea in a discussion

*use some persuasive language to express a point of view

*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 (ACELY1788, ACELY1789)
*demonstrate attentive listening across a range of school contexts, eg assemblies, welcome to and acknowledgement of country, and school performances

*contribute appropriately to class discussions

*carry out complex instructions involving more than one step

Dannielle Raams and Chris Fraser – Glossodia Public School

SPEAKING AND LISTENING 2 Stage One EN1-6B

Objective B Use language to shape and make meaning according to purpose, audience and context

Outcome: Recognises a range of purposes and audiences for spoken language and recognises organisational Key Concept
Sustainability
patterns and features of predictable spoken texts
Develop and apply contextual knowledge
*understand that people use different systems of communication to cater to different needs and purposes and that many people may use sign systems to communicate with others
(ACELA1443)
*understand that spoken, visual and written forms of language are different modes of communication with different features and their use varies according to the audience,
purpose, context and cultural background (ACELA1460)
*make connections between different methods of communication, eg Standard Australian English, Aboriginal English, home language, sign language and body language

*recognise a range of purposes and audiences for spoken language with increasing independence

*recognise different oral texts, eg conversations at home, in the classroom and playground

*develop an understanding of different forms of communication technologies available for hearing and visually impaired people and people with other disabilities
Understand and apply knowledge of language forms and features
*identify organisational patterns and features of predictable spoken texts
*understand the use of vocabulary in everyday contexts as well as a growing number of school contexts, including appropriate use of formal and informal terms of address in
different contexts (ACELA1454)
*identify language that can be used for appreciating texts and the qualities of people and things (ACELA1462)
Respond to and compose texts
*make short presentations using some introduced text structures and language, for example opening statements (ACELY1657)
*rehearse and deliver short presentations on familiar and new topics (ACELY1667)
*deliver short oral presentations to peers (ACELY1647)
*retell familiar stories and events in logical sequence, including in home language
*rephrase questions to seek clarification
*listen to, recite and perform poems, chants, rhymes and songs, imitating and inventing sound patterns including alliteration and rhyme (ACELT1585)
*explain personal opinions orally using supporting reasons, simple inferences and reasonable prediction
*demonstrate active listening behaviours and respond appropriately to class discussions
*recognise and respond to instructions from teachers and peers

Dannielle Raams and Chris Fraser – Glossodia Public School

WRITING AND REPRESENTING 1 Stage One EN1-2A

Objective A Communicate through speaking, listening, reading, writing, viewing and representing

Outcome: Plans, composes and reviews a small range of simple texts for a variety of purposes on Key Concept

familiar topics for known readers and viewers

Sustainability
Develop and apply contextual knowledge
*understand how planning, composing and reviewing contribute to effective imaginative, informative and persuasive texts

*experiment in all aspects of composing to enhance learning and enjoyment

*develop an awareness of issues relating to the responsible use of digital communication

Understand and apply knowledge of language forms and features
*Create short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for familiar and some less familiar
audiences, selecting print and multimodal elements appropriate to the audience and purpose (ACELY1661, ACELY1671)

*understand the process of planning, drafting and publishing imaginative, informative and persuasive texts
Respond to and compose texts
*plan, compose and review simple imaginative, informative and persuasive texts on familiar topics
*compose texts supported by visual information (eg diagrams and maps) on familiar topics
*create events and characters using different media that develop key events and characters from literary texts (ACELT1593)

*compose a range of written forms of communication, including emails, greeting cards and letters
*use effective strategies to plan ideas for writing, eg making notes, drawing, using diagrams, planning a sequence of events or information
*draw on personal experience and topic knowledge to express opinions in writing

*experiment with publishing using different modes and media to enhance planned presentations
*reread and edit text for spelling, sentence-boundary punctuation and text structure (ACELY1662, ACELY1672)

Dannielle Raams and Chris Fraser – Glossodia Public School

WRITING AND REPRESENTING 2 Stage One EN1-7B

Objective B Use language to shape and make meaning according to purpose, audience and context

Outcome: Identifies how language use in their own writing differs according to their purpose, Key Concept

audience and subject matter

Sustainability
Develop and apply contextual knowledge

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

* discuss some of the different purposes for written and visual texts
Understand and apply knowledge of language forms and features
* understand that different types of texts have identifiable text structures and language features that help the text serve its purpose (ACELA1447,
ACELA1463)

* describe some differences between imaginative informative and persuasive texts (ACELY1658)

* compare different kinds of images in narrative and informative texts and discuss how they contribute to meaning (ACELA1453)

* understand the use of vocabulary about familiar and new topics and experiment with and begin to make conscious choices of vocabulary to suit audience
and purpose (ACELA1470)
Respond to and compose texts

* draw on personal experience and feelings as subject matter to compose imaginative and other texts for different purposes

* compose and review written and visual texts for different purposes and audiences
* discuss the characters and settings of different texts and explore how language is used to present these features in different ways (ACELT1584, ACELT1591)

* make inferences about character motives, actions, qualities and characteristics when responding to texts

Dannielle Raams and Chris Fraser – Glossodia Public School

GRAMMAR, PUNCTUATION AND VOCAB Stage One EN1-9B
Objective B Use language to shape and make meaning according to purpose, audience and context

Outcome: Uses basic grammatical features, punctuation conventions and vocabulary Key Concept

appropriate to the type of text when responding to and composing texts

Sustainability
Develop and apply contextual knowledge

*understand that ideas in texts can be organised to enhance meaning using sentences and paragraphs

*begin to understand that choice of vocabulary adds to the effectiveness of text

Understand and apply knowledge of language forms and features

*understand that paragraphs are used to organise ideas

*understand that simple connections can be made between ideas by using a compound sentence with two or more clauses usually linked by a coordinating
conjunction (ACELA1467)
*explore differences in words that represent people, places and things (nouns, including pronouns), happenings and states (verbs), qualities (adjectives) and details
such as when, where and how (adverbs) (ACELA1452)

*recognise that a preposition placed in front of a noun group can show where, when, eg 'on the box' (where), 'before my birthday' (when)

*recognise that time connectives sequence information in texts

*recognise that different types of punctuation, including full stops, question marks and exclamation marks, signal sentences that make statements, ask questions,
express emotion or give commands (ACELA 1449)

*recognise that capital letters signal proper nouns and commas are used to separate items in lists (ACELA1465)

*experiment with the use of quoted (direct) and reported (indirect) speech
Understand and apply knowledge of vocabulary
*understand how texts are made cohesive through resources, for example word associations, synonyms, and antonyms (ACELA1464)
*recognise, discuss and use creative word play, eg alliteration and onomatopoeia
Respond to and compose texts
*begin to organise ideas into paragraphs when composing texts
*compose sentences effectively using basic grammatical features and punctuation conventions
*use subject–verb and noun–pronoun agreement when composing texts and responding to texts orally and in writing
*demonstrate the use of more precise vocabulary to describe emotions and experiences when writing
Dannielle Raams and Chris Fraser – Glossodia Public School
SPELLING Stage One EN1-5A

Objective A Communicate through speaking, listening, reading, writing, viewing and representing

Outcome: Uses a variety of strategies, including knowledge of sight words and letter–sound Key Concept

correspondences, to spell familiar words

Sustainability
Develop and apply contextual knowledge

*demonstrate growing awareness of how accurate spelling supports the reader in understanding written texts to read fluently

Understand and apply knowledge of language forms and features

* know that regular one-syllable words are made up of letters and common letter clusters that correspond to the sounds heard, and how to use visual memory to
write high-frequency words (ACELA1778)
* understand how to use digraphs, long vowels, blends and silent letters to spell words, and use morphemes and syllabification to break up simple words and use
visual memory to write irregular words (ACELA1471) vowel digraphs
* recognise common prefixes and suffixes and how they change a word's meaning (ACELA1455, ACELA1472)

* begin to understand how knowledge of word origins supports spelling and vocabulary

Respond to and compose texts

*spell high-frequency and common sight words accurately when composing texts
*spell known words using letter names
* isolate and write the initial, medial and final sound of a word
*exchange one letter in a written word with a different letter to make a new word
*use double consonants where appropriate, eg 'hopping'
*begin to use a dictionary for spelling activities and word meaning
*recognise when a word is spelt incorrectly
*use morphemic and phonological knowledge when spelling

Dannielle Raams and Chris Fraser – Glossodia Public School

THINKING CREATIVELY AND IMAGINATIVELY Stage One EN1-10C
Objective C Think in ways that are imaginative, creative, interpretive and critical
Outcome: Thinks imaginatively and creatively about familiar topics, ideas and texts when Key Concept

responding to and composing texts

Sustainability
Engage personally with texts

• engage in wide reading of self-selected and teacher-selected texts, including digital texts, for enjoyment, and share responses

• recognise the way that different texts create different personal responses

• respond to a wide range of texts through discussing, writing and representing

Develop and apply contextual knowledge

• recognise and begin to understand how composers use creative features to engage their audience (adjectives, visual literacy)

• identify and compare the imaginative language used by composers

Understand and apply knowledge of language forms and features

• identify that different texts have different organisational patterns and features for a variety of audiences

• identify creative language features in imaginative texts that enhance enjoyment, eg illustrations, repetition
Respond to and compose texts

• recreate texts imaginatively using drawing, writing, performance and digital forms of communication (ACELT 1586)

• predict and discuss ideas drawn from picture books and digital stories

• use creative and imaginative features in role-play and drama

• recognise similarities between texts from different cultural traditions, eg representations of dragons in traditional European and Asian texts

• recognise the place of ancestral beings in Aboriginal and Torres Strait Islander Dreaming stories

• jointly adapt a well-known text for a different audience and purpose

• express a range of feelings in response to a text

Dannielle Raams and Chris Fraser – Glossodia Public School

EXPRESSING THEMSELVES Stage One EN1-11D
Objective D Express themselves and their relationships with others and their world
Outcome: Responds to and composes a range of texts about familiar aspects of the world and Key Concept

their own experiences

Sustainability
Engage personally with texts

* recognise and begin to understand that their own experience helps shape their responses to and enjoyment of texts

* identify aspects of different types of literary texts that entertain, and give reasons for personal preferences (ACELT1590)
Develop and apply contextual knowledge

* discuss how depictions of characters in print, sound and images reflect the contexts in which they were created (ACELT 1581, ACELT 1587)

*recognise simple ways meaning in texts is shaped by structure and perspective

* respond to texts drawn from a range of cultures and experiences (ACELY 1655)
Understand and apply knowledge of language forms and features

* discuss aspects of imaginative texts such as setting and dialogue, making connections with students' own experiences

* identify features of texts from a range of cultures, including language patterns and style of illustration
Respond to and compose texts

* compose simple print, visual and digital texts that depict aspects of their own experience
* discuss characters and events in a range of literary texts and share personal responses to these texts, making connections with students' own experiences
(ACELT1582)

* discuss the place of Dreaming stories in Aboriginal and Torres Strait Islander life
* identify, explore and discuss symbols of Aboriginal and Torres Strait Islander culture and recognise recurring characters, settings and themes in Dreaming stories

* identify, explore and discuss the morals of stories from a variety of cultures, eg Asian stories, and identify their central messages

* express preferences for specific texts and authors and listen to the opinions of others (ACELT1583)
* respond to a range of texts, eg short films, documentaries and digital texts, that include issues about their world, including home life and the wider community

Dannielle Raams and Chris Fraser – Glossodia Public School

REFLECTING ON LEARNING Stage One EN1-12E
Objective E Learn and reflect on their learning through their study of English

Outcome: Identifies and discusses aspects of their own and others’ learning Key Concept
Sustainability

Develop and apply contextual knowledge

*develop an understanding of how a rich text environment underpins learning

*recognise and begin to understand that there are different ways of learning in English

*develop an awareness of criteria for the successful completion of tasks

Understand and apply knowledge of language forms and features

*begin to discuss different ways we learn to read and write

*discuss some of the ways that story can be reflected in a variety of media, eg film, music and dance
Respond to and compose texts

*jointly develop criteria for assessing their own and others’ presentations or compositions with teacher guidance

*identify helpful strategies during speaking, listening, reading, writing and/or viewing and representing activities, eg writing conferences, class charts
*reflect on own reading: ‘What reading have I done today/this week?’, ‘Which part of my reading do I like best?’, ‘What do I want/need to read
about?’
*discuss the roles and responsibilities when working as a member of a group

Dannielle Raams and Chris Fraser – Glossodia Public School