Year 3 unit overview Australian Curriculum: English

Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), Australian Curriculum v3.0: English for Foundation10, <www.australiancurriculum.edu.au/English/Curriculum/F-10>.

School name

Unit title
Reading Is Fun (comprehension text)

Duration of unit: 15 hours

15 Hours / 3 weeks

Unit outline
During these three weeks reading is not going to be only academic. It is mean to be a fun activity where children could have great opportunities to explore concepts of literacy and engage with a variety of texts for pleasure. They listen to, read, view and interpret spoken, written and multimodal texts in which the primary purpose is to entertain and at the same time understand how texts are designed to inform and persuade. This unit plan incorporate traditional texts including picture books, print and digital texts, multimodal texts, dramatic performances, and texts used by students as models for constructing their own work based in their experiences and backgrounds. This unit comprises Australian literature, including the oral narrative traditions of Aboriginal and Torres Strait Islander peoples. Informative texts present new content about topics of interest and topics being studied in other areas of the curriculum. These texts use complex language features, including varied sentence structures, some unfamiliar vocabulary, a significant number of high-frequency sight words and words that need to be decoded phonically, and a range of punctuation conventions, as well as illustrations and diagrams that both support and extend the printed text. On the other hand communication with parents are vital in the childrens process of reading, writing and speaking for that reason they are invited to attend an information meeting where the school give to parents a detailed approach to teaching reading and writing. Parents are also informed on how to best support and engage their children in this reading process. The main focus for this unit is to develop the necessaries skills and metacognitive process which permit communication at different context and levels using standard English. However Aboriginal and Torres Strait Islander perspectives will be introduced as part of a multicultural integration. Children record their learning experiences using different comprehension strategies (super six). Children records will be saved in a portfolio which is available for children and parents any time.

Queensland Studies Authority January 2012

Unit outline

At the end of the unit children develop an understanding of: How language and images are used to inform others How texts connect to students own experiences How texts are different to suit audience and purpose

Inquiry questions for the unit: Why read is important? What is a comprehension strategy? Which strategies can we use in order to comprehend a book? How connections can activate prior knowledge? What senses can be active when we read? How does an author organise information? (words, pictures) What are the features and organisation in a book? What language and images/visuals are used in books?

Year X unit overview Australian Curriculum: English

Identify curriculum
Content descriptions to be taught Language Language variation and change Understand that languages have different written and visual communication systems, different oral traditions and different ways of constructing meaning (ACELA1475) Language for interaction Understand that successful cooperation with others depends on shared use of social conventions, including turn-taking patterns, and forms of address that vary according to the degree of formality in social situations (ACELA1476) Text structure and organisation Understand how different types of texts vary in use of language choices, depending on their purpose and context (for example, tense and types of sentences) (ACELA1478) Identify the features of online texts that enhance navigation (ACELA1790) Understand that verbs represent different processes, for example doing, thinking, saying, and relating and that these processes are anchored in time through tense (ACELA1482) Recognise high frequency sight words (ACELA1486) Literature Literature and context Discuss texts in which characters, events and settings are portrayed in different ways, and speculate on the authors reasons (ACELT1594) Responding to literature Draw connections between personal experiences and the worlds of texts, and share responses with others (ACELT1596) Develop criteria for establishing personal preferences for literature (ACELT1598) Examining literature Discuss how language is used to describe the settings in texts, and explore how the settings shape the events and influence the mood of the narrative (ACELT1599) Creating literature Create texts that adapt language features and patterns encountered in literary texts, for example characterisation, rhyme, rhythm, mood, music, sound effects and dialogue Literacy Texts in context Identify the point of view in a text and suggest alternative points of view (ACELY1675) Interacting with others Listen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situations (ACELY1676) Interpreting, analysing, evaluating Identify the audience and purpose of imaginative, informative and persuasive texts (ACELY1678) Read an increasing range of different types of texts by combining contextual, semantic, grammatical and phonic knowledge, using text processing strategies, for example monitoring, predicting, confirming, rereading, reading on and selfcorrecting (ACELY1679) Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features (ACELY1680) General capabilities and cross-curriculum priorities Literacy Composing texts through speaking, writing and creating Use language to interact with others Comprehending texts through listening, reading and viewing Comprehend texts Word Knowledge Use spelling knowledge Grammar knowledge Use knowledge of sentence structures Visual Knowledge Understand how visual elements create meaning Text knowledge Use knowledge of text structures and cohesion ICT capability Managing and operating ICT Select and use hardware and software Critical and creative thinking Analysing, synthesising and evaluating reasoning and procedures. Inquiring identifying, exploring and organising information and ideas Organise and process Think about thinking (metacognition)information

Queensland Studies Authority January 2012

Identify curriculum
Use interaction skills, including active listening behaviours and communicate in a clear, coherent manner using a variety of everyday and learned vocabulary and appropriate tone, pace, pitch and volume (ACELY1792) Ethical behaviour Management behaviour Morning routine Personal and social capability Self-management Become confident, resilient and adaptable Social awareness Understand relationships Recognise personal qualities and achievements Social management Work collaboratively Communicate effectively Self-awareness Recognise personal qualities and achievements Understand themselves as learners Intercultural understanding Recognising culture and developing respect Investigate culture and cultural identity Explore and compare cultural knowledge, beliefs and practices Reflecting on intercultural experiences Aboriginal and Torres Strait Islander histories and cultures Explores Australias environmental, social and indigenous culture

Use software including word processing programs with growing speed and efficiency to construct and edit texts featuring visual, print and audio elements (ACELY1685)

Year X unit overview Australian Curriculum: English

Identify curriculum
Achievement standard Receptive modes (listening, reading and viewing) By the end of Year 3, students understand how content can be organised using different text structures depending on the purpose of the text. They understand how language features, images and vocabulary choices are used for different effects. They read texts that contain varied sentence structures, a range of punctuation conventions, and images that provide additional information. They identify literal and implied meaning connecting ideas in different parts of a text. They select information, ideas and events in texts that relate to their own lives and to other texts. They listen to others views and respond appropriately. Productive modes (speaking, writing and creating ) Students understand how language features are used to link and sequence ideas. They understand how language can be used to express feelings and opinions on topics. Their texts include writing and images to express and develop in some detail experiences, events, information, ideas and characters. Students create a range of texts for familiar and unfamiliar audiences. They contribute actively to class and group discussions, asking questions, providing useful feedback and making presentations. They demonstrate understanding of grammar and choose vocabulary and punctuation appropriate to the purpose and context of their writing. They use knowledge of sounds and high frequency words to spell words accurately, checking their work for meaning. They write using joined letters that are accurately formed and consistent in size. Relevant prior curriculum Receptive modes (listening, reading and viewing) By the end of Year 2, students understand how similar texts share characteristics by identifying text structures and language features used to describe characters, settings and events. They read texts that contain varied sentence structures, some unfamiliar vocabulary, a significant number of high frequency sight words and images that provide additional information. They monitor meaning and self-correct using context, prior knowledge, punctuation, language and phonic knowledge. They identify literal and implied meaning, main ideas and supporting detail. Students make connections between texts by comparing content. They listen for particular purposes. They listen for and manipulate sound combinations and rhythmic sound patterns. Productive modes (speaking, writing and creating) When discussing their ideas and experiences, students use everyday language features and topic-specific vocabulary. They explain their preferences for aspects of texts using other texts as comparisons. They create texts that show how images support the meaning of the text. Curriculum working towards Receptive modes (listening, reading and viewing) By the end of Year 4, students understand that texts have different text structures depending on purpose and audience. They explain how language features, images and vocabulary are used to engage the interest of audiences. They describe literal and implied meaning connecting ideas in different texts. They express preferences for particular texts, and respond to others viewpoints. They listen for key points in discussions. Productive modes (speaking, writing and creating) Students use language features to create coherence and add detail to their texts. They understand how to express an opinion based on information in a text. They create texts that show understanding of how images and detail can be used to extend key ideas. Students create structured texts to explain ideas for different audiences. They make presentations and contribute actively to class and group discussions, varying language according to context. They demonstrate understanding of grammar, select vocabulary from a range of resources and use accurate spelling and punctuation, editing their work to improve meaning.

Queensland Studies Authority January 2012

Identify curriculum
Students create texts, drawing on their own experiences, their imagination and information they have learned. They use a variety of strategies to engage in group and class discussions and make presentations. They accurately spell familiar words and attempt to spell less familiar words and use punctuation accurately. Bridging content Focused teaching: Read aloud to engage lessons and scaffold instruction in comprehension strategy. Used reading aloud to stimulate reading to promote childrens reading comprehension strategies. Use guided reading to identify the text structure and language elements in different texts. Have students orally talk about events from their life making connection. List and discuss difficult vocabulary in the books using a word wall. Identify the who, what, where and why of the books being read and put on word walls. Engage the students in sharing a shared class experience with parents. Construct knowledge about Aboriginal and Torres Strait Islander life. Discuss the range of ways that we might recount and share our experiences with others. Discuss: Why would we share our experiences? Who might be interested in hearing about this? How might we share? What would the sharing look like? Support students to use comprehension strategies. Discuss the events, referring to records collected. Support students to record events on a graphic organiser. Discuss with students that even though there has been a shared class experience, everyone will remember it differently and have different thoughts about it.

Links to other learning areas The use of comprehension strategies (connecting, predicting, questioning, monitoring, summarising and evaluating) can help students to improve reading skills, processes and knowledge of text structures and organisation developed in English will be explored across a range of key learning areas (KLA). Drama and dancing are integration of thought, action and emotion as part of expressing inner feelings, experiences and cultural identity as well.

Year X unit overview Australian Curriculum: English

Assessment
Describe the assessment The assessment and evaluation for this unit will be a constant process, before, during and after the teaching program. In this unit Children are given opportunities to demonstrate their understanding, knowledge and skills through diagnostic, formative and summative assessment and a continuous feedback. The assessment is collected and attached in to childrens portfolios and allows for ongoing feedback to children on their learning. During the diagnostic assessment: Assess the individual and class learning needs of children through observe physical , social, emotional and cultural differences; getting samples of reading, writing, listening, speaking. Also check records, previous teachers comments, home environment and relation with parents. Observe the child for a particular time in a particular activity, record behaviours in regular intervals during the lesson by keeping a record. Establish language portfolios for each child keeping examples of work Survey childrens reading and writing attitudes, and interest outside the school Carry out a parent survey to gain information on the home language environment and parent expectations. During formative assessment: Assess the children progress through observe, sample, check, test, monitor and record. Focuses on monitoring to improve student learning (practicing an assessment technique). Week 2 Formative Assessment Observe, Check, Test, Monitor and Record (graphic organisers) Week 3 Summative assessment Portfolios and selfassessment. Week 1 Diagnostic assessment Childrens background. Assessment date

Make judgments
When making judgments about the evidence in student work, teachers are advised to use task-specific standards. Task-specific standards give teachers: A tool for directly matching the evidence of learning in the student response to the standards A focal point for discussing student responses A tool to help provide feedback to students.

Task-specific standards are a guide that: Highlights the valued features that are being targeted in the assessment and the qualities that will inform the overall judgment Specifies particular targeted aspects of the curriculum content and achievement standard the alignment between the valued feature, the task-specific descriptor and the assessment must be obvious and strong Clarifies the curriculum expectations for learning at each of the five grades (AE) and shows the connections between what students are expected to know and do, and how their responses will be judged Allows teachers to make consistent and comparable on-balance

During the summative assessment: Assess children achievements The assessments are organized in childrens portfolios and allow for constant feedback to children on their learning process. Indicates standards achieved at particular points for reporting purposes.

Queensland Studies Authority January 2012

Assessment
Assessment for learning: Enables teachers to use information about student progress to inform their teaching, e.g. using feedback from a previous unit to inform learning in the current unit Assessment as learning: Enables students to reflect on and monitor their own progress to inform their future learning goals, e.g. opportunities to reflect on an inquiry process Assessment of learning:Teacher give children feedback all the time seeking and interpreting evidence for use by students to decide where the students are in their learning, where they need to go and how best to get there. Feedback gathered throughout the teaching and learning cycle informs future teaching, learning and assessment. Feedback Use different approaches to give children feedback Behaviorist: Reinforce positive and negative aspects You did a great job with your proof reading Socialist: Observe consequences If you continue to write in this way your results will improve Cognitive: Check if knowledge is received, check for schema revisions In this report you need to be sure to make clear links to support your facts and opinions Constructivist: Check what knowledge is constructed. In your recent narrative you were successful in engaging Collaborative: Compare notes with other learners We both agree the only area that may need adjusting is Give children feedback any time during every lesson.

Make judgments
judgments about student work by matching the qualities of student responses with the descriptors Supports evidence-based discussions to help students gain a better understanding of how they can critique their own responses and achievements, and identify the qualities needed to improve Increases the likelihood of students communicating confidently about their achievement with teachers and parents, and asking relevant questions about their own progress Encourages and provides the basis for conversations among teachers, students and parents about the quality of student work and curriculum expectations and related standards.

Year X unit overview Australian Curriculum: English

Teaching and learning

Teaching strategies and learning experiences The following strategies and learning experiences are the most suitable to success with the unit plan: Management behaviour Morning routine Reward system Objective of the lesson Sharing the objective with children Classroom Organisation Reading time Reading record Word Wall Hands-on Writing time Drama Dance/music

Supportive learning environment

Adjustments for needs of learners The whole school is well equipped with, computers, internet, iPods, IWB and projectors to facilitate students interaction with technology. An Interactive White Board is going to be use most of the time. It gives the opportunity to assist children with eye problems and the same time help to engage students to be focus in lessons. Speakers are available for teachers who need to speak laud to children with listen disability. The school have appropriated structure for people with different disabilities and possible fire evacuations. (Wheel chair, young children toilets, exit sings etc.) Teachers can use the second category in Blooms Taxonomy, Comprehension. It has to do with an individuals ability to explain information, predict outcomes, summarize data and information, illustrate concepts, and confirm hypotheses. The school has teachers aid to help to handle children who present difficulties to develop the skills necessaries to achieve the objective of the lesson. Resources The school have a Big library equipped with a lot of resources for students, children and the community in general. All books reading in this unit plan come from the library. ICT; computer, laptops, iPods, projectors, software.

Independent reading
Unit evaluation

Queensland Studies Authority January 2012

Teaching and learning

Teaching strategies and learning experiences Lesson Introduction Estimated Timing: (40) Management behaviour Morning routine (5): Before to star the lesson inform children that courtesy and good manners should be demonstrated during every lesson. Use a reward system to congratulated children for good participation and good behaviour (stickers) Play Simon Said to warm up the students (ice breaker 5) 1. Introduce the comprehension strategies mentoring to uses in the unit plan (10): Using super six (connect, predict / infer, questioning, monitor / clarify, summarise and evaluate) 2. Define and explain comprehension strategies: Connect: Tell children that connections can be made from their own background experiences and knowledge. Predicting: Predicting is a sophisticated guess by using words like Maybe Will happen because, Next I think because Inferring: Looking for meaning that is not explicit in the text. It is looking for clues to figure out what is going out in the text. Questioning: Questioning is a strategy that can be used before, during and after the reading and usually involves WH questions who, what, when, where, why, how and what if. Monitoring: Tell the students that as they are reading we need to keep track of our understanding and fix any problems we encounter along the way (words in the text) Summarise: Is selecting important events or details and ordering them in a logical sequence. Evaluating: Is the action to judge the text, the authors craft, the actions of the characters, and ideas in the reading. Relaxing time: Play the song if hickory hickory dock(5) http://youtu.be/HGgsklWmtg

Supportive learning environment

Adjustments for needs of learners Resources ICT IWB Interactive white board Computer Display Copies of the comprehension strategy on the IWB Word Wall Decorated and set up a place to have a word wall to be use in every lesson Graphic organisers Teach how to fill the comprehension strategies using the IWB Using internet to find the link to play hickory hickory dock(5) http://youtu.be/HGgsklW-mtg Posters organisers

Show examples of the comprehension strategies in the IWB for children with eye problems.

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Year X unit overview Australian Curriculum: English

Teaching and learning

Teaching strategies and learning experiences Engagement (10) Show it, Say It Teaching students to use a hand gesture to cue the comprehension strategies: Every hand motion is based on the comprehension strategies then explains why that motion fits the strategy also tell them that there is a music them for every strategy which can be play. Connect: Forming as circle with the thumb and index finger of each hand and them hooking together. One ring represents you and the other your connection to your own life and the other with the world. Play music: Chain of fools http://youtu.be/gGAiW5dOnKo Predict: Pretend to have a crystal ball, move your hands around the ball, talk about your personal clues. Music: Pink panther http://youtu.be/9OPc7MRm4Y8 Question: Make a fist to use as a presented microphone as you make up questions to go with the text. Music: the four seasons http://youtu.be/H7hGiZ579cs Infer: Make a book with your hands with your hands then move your hands to your heard for feeling clues. Music: Mission impossible http://youtu.be/FAhXB1P5PRc Summarise: pretend to twirl a lasso above your head as you sum up the main ideas in a text and put them in order. Music: Bonanza http://youtu.be/mjdRgBAY278 Evaluate: Make a fist and use it as a pretend judges gavel as you judge the text. Music: Low and order http://youtu.be/VS9oNBJEtNU

Supportive learning environment

Adjustments for needs of learners Using internet to found the song that represent every the strategy to help children to develop visual and listening skills Chain of fools Pink panther the four seasons Mission impossible Bonanza Low and order Resources

Word wall (10): Teacher explains and set up a word wall for new words (sight words). A word wall is an organized collection of words prominently displayed in a classroom. Tell the students that the word wall is organised by alphabet letter and we going to post some through the unit.

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Teaching and learning

Teaching strategies and learning experiences Lesson 1: Reading Aloud / And Tango Makes Three Estimated Timing: 40 Management behaviour Morning routine: Before to star the lesson inform children that courtesy and good manners should be demonstrated during the lesson. Use a reward system to congratulated children for good participation and good behaviour. Objective: Connections Sharing the objective (5): Explain that they are going to use a strategy named making connections and those connections can be made from their own background experiences and knowledge. Classroom Organisation: Children can be sitting down on the ground during the reading time but during hands on activities they will sit on their desk. Reading time (10): Read the text with a nice voice control and intonation making emphasis in sigh words and new words. During the reading give the student the opportunity to share their experience and use the strategy Show it, say it (connect) and use Hand motions (fingers chain). After the reading ask children to fill out My book review and attach to the portfolio. Word Wall (5): Use word wall to Write and explain high frequency words and new word present in the text and help students see patterns and relationship in words, thus building phonics and spelling skills and Provide reference support for children during reading and writing activities. Hands-on (10): Every student receive a copy of a graphic organiser (Chains) where they can record connections on each chain link using different colours markers for text- to-self, text-to-text, and text-to-world connections. (Play music: Chain of fools)

Supportive learning environment

Adjustments for needs of learners Visual learners Use internet to link the book and show it in the interactive white board then read from the board or read the book. Music learners Playing music related to the strategy help students to remember what they are doing. Play music: Chain of fools http://youtu.be/gGAiW5dOnKo Literacy learners Give children opportunities to write their responses (graphic organiser) Resources Book: And Tango Makes Three (Justin Richardson & Peter Parnell) ICT IWB Interactive white board Computer Copies of the comprehension strategy of the day (See Annex 1) Word Wall Decorated and set up a place to have a word wall to be use in every lesson My book review

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Year X unit overview Australian Curriculum: English

Teaching and learning

Teaching strategies and learning experiences Writing time (10): Ask children to write down about the connections that they found similar to their real life using word from the wall word from the word wall and share those with the whole class then ask children to draw something that can help to remember the work. Attach children work to the portfolio Independent reading: Every Monday at the end of the class children have the opportunity to borrow a book of their preference from the library to read at home with parents and practise comprehension strategies learning during the week. Lesson 2: Reading Aloud Who is in the shed? Estimated Timing: 40 Management behaviour Morning routine: Before to star the lesson inform children that courtesy and good manners should be demonstrated during the lesson. Use a reward system to congratulated children for good participation and good behaviour. Objective: predict Sharing the objective (5): Explain that they are going to use a strategy named predict this strategy refer to a children guessing. In order to make good prediction tell children to be aware for the picture, sentences and words. Also encourage children to use language of prediction such: I will learn because, Maybe Will happen because, Next I think because Make sure that children come up with good predictions. Classroom Organisation 5: Children can be sitting dawn on the ground during the reading time but during hands on activities they will sit on their desk. After the reading ask children to fill out My book review and attach to the portfolio. Reading time (10): Read the text with nice voice control and intonation making emphasis in sigh word and new words. During the reading give the student the opportunity to share their experience and use the strategy Show it, say (prediction)

Supportive learning environment

Adjustments for needs of learners Resources

Visual learners Using internet to link the book and show it in the interactive white board then read from the board or read the book if necessary Music learners Playing music related to the strategy help students to remember what are they doing? Music: : Pink panther http://youtu.be/9OPc7MRm4Y8 Literacy learners Give children opportunities to write their responses in the graphic organiser Teacher aid A teacher aid help to handle children who present difficulties to develop the skills necessaries to achieve the objective of the lesson and to manage cooperative learnig.

Book: Who is in the shed? (Brenda Parkers)

IWB Computer Copies of the comprehension strategy of the day. Word Wall My book review

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Teaching and learning

Teaching strategies and learning experiences using Hand motions (crystal ball). After the reading ask children to fill out My book review and attach to the portfolio. Word Wall (5): Use word wall to Write and explain high frequency words and new word present in the text and help students see patterns and relationship in words, thus building phonics and spelling skills and Provide reference support for children during reading and writing activities. Hands-on (10): Every student receives a copy of a graphic organiser (Crystal ball) where they can record predictions and reasons for those predictions on crystal ball connections (Play music: Pink panther). Writing time (10): Ask children predict the end of the book and write down the ideas encourage children to use words from the word wall then share the writing with the whole class then ask children to draw something that can help to remember the work. After the reading ask children to fill out My book review and attach to the

Supportive learning environment

Adjustments for needs of learners Resources

portfolio.
Independent reading (10): In company of a parent read the book borrowed from the library and practice the strategy learn in class, children tell the parent how to use the strategy. Lesson 3: Reading Aloud Battles B.C. Estimated time: 40 Management behaviour Morning routine: Before to star the lesson inform children that courtesy and good manners should be demonstrated during the lesson. Use a reward system to congratulated children for good participation and good behaviour. Objective: Infer Classroom Organisation: Children can be sitting dawn on the ground during the Visual learners Using internet to link the book and show it in the interactive white board then read from the board or read the book if necessary Music learners Playing music related to the strategy help students to remember what are they doing? Music: : Music: Mission impossible Book: Claude at the circus (Alex T. Smith) Battles B.C. (Haydn Middleton) IWB Computer Copies of the comprehension strategy of the day

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Year X unit overview Australian Curriculum: English

Teaching and learning

Teaching strategies and learning experiences reading time but during hands on activities they will sit on their desk. Sharing the objective (5): Explain that they are going to use a strategy named infer looking for meaning that is not explicit in the text. It is looking for clues to figure out what is going out in the text. Classroom Organisation 5: Children can be sitting dawn on the ground during the reading time but during hands on activities they will sit on their desk. Reading time (10): Ask the children to preview the text and discuss what they wonder for text and answer those questions as they read. Read the text with nice voice control and intonation making emphasis in sigh word and new words. During the reading give the student the opportunity to share their experience and use the strategy Show it, say (infer) using Hand motions (book). After the reading ask children to fill out My book review and attach to the portfolio. Word Wall (5): Use word wall to write and explain high frequency words and new word present in the text and help students see patterns and relationship in words, thus building phonics and spelling skills and Provide reference support for children during reading and writing activities. Hands-on (10): Every student receives a copy of a question graphic organiser (magnifying glass). Children record clues from both the text and your own experience inside the magnifying glass. Write the inferences outside the magnifying glass. Music: Mission impossible Writing time (10): Ask children to write about what they can infer from the book and write down as many sentences as they can do. Attach children work to the portfolio Independent reading (10): In company of a parent read the book borrowed from the library and practice the strategy learn in class, children tell the parent how to use the strategy.

Supportive learning environment

Adjustments for needs of learners http://youtu.be/FAhXB1P5PRc Literacy learners Give children opportunities to write their responses in the graphic organiser Teacher aid A teacher aid helps to handle children who present difficulties to develop the skills necessaries to achieve the objective of the lesson and to manage cooperative learning. Resources Word Wall My book review

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Teaching and learning

Teaching strategies and learning experiences Lesson 4: T.V. Sam Estimated time: 40 Management behaviour Morning routine: Before to star the lesson inform children that courtesy and good manners should be demonstrated during the lesson. Use a reward system to congratulated children for good participation and good behaviour. Objective: Question Classroom Organisation: Children can be sitting dawn on the ground during the reading time but during hands on activities they will sit on their desk. Sharing the objective (5): Explain that they are going to use a strategy named question Children use questioning before, during and after reading using WH questions who, what, when, where, why, how and what if. Ask children to question about the author, the book, the characters, the main idea, sequence and cause and effect. Classroom Organisation 5: Children can be sitting dawn on the ground during the reading time but during hands on activities they will sit on their desk. Reading time (10): Read the text with nice voice control and intonation making emphasis in sigh words and new words. During the reading give the student the opportunity to share their experience and use the strategy Show it, say (question) using Hand motions (microphone). After the reading ask children to fill out My book review and attach to the portfolio. Word Wall (5): Use word wall to write and explain high frequency words and new word present in the text and help students see patterns and relationship in words, thus building phonics and spelling skills and Provide reference support for children during reading and writing activities. Hands-on (10): Every student receives a copy of a question graphic organiser

Supportive learning environment

Adjustments for needs of learners Visual learners Use internet to link the book and show it in the interactive white board then read from the board or read the book Music learners Playing music related to the strategy help students to remember what they are doing. (Music: the four seasons http://youtu.be/H7hGiZ579cs). Resources Book: T.V. Sam (Sian Lewis)

ICT IWB Interactive white board Computer Copies of the comprehension strategy of the day Word Wall

Literacy learners Give children opportunities to write their responses (graphic organiser)

My book review

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Year X unit overview Australian Curriculum: English

Teaching and learning

Teaching strategies and learning experiences (Microphone) where they can record questions for thinking aloud. Include questions before, during, and after reading. Student can write their questions on the microphone in groups of 4. Then share the sheets with different groups to see the responses then choose one children per group to read one of the microphone organiser (Music: the four seasons http://youtu.be/H7hGiZ579cs). Writing time (10): Ask children to make 2 questions about the book to another child. Then record the question and the answer in a piece of paper then share in groups of 4 and with the whole class. Attach children work to the portfolio Independent reading (10): In company of a parent read the book borrowed from the library and practice the strategy learn in class, children tell the parent how to use the strategy. Lesson 5: The Fridge Monster Estimated time: 40 Management behaviour Morning routine: Before to star the lesson inform children that courtesy and good manners should be demonstrated during the lesson. Use a reward system to congratulated children for good participation and good behaviour. Objective: Monitor Classroom Organisation: Children can be sitting dawn on the ground during the reading time but during hands on activities they will sit on their desk. Sharing the objective (5): Explain that they are going to use a strategy named Monitor Tell the children that they need to monitor what is happening in the text analysing the text structure, summarising, and predicting even using their senses including visualising.. Classroom Organisation (5): Children can be sitting dawn on the ground during

Supportive learning environment

Adjustments for needs of learners Resources

Visual learners Use internet to link the book and show it in the interactive white board then read from the board or read the book Music learners Playing music related to the strategy help students to remember what they are doing. Music: the Simpsons http://youtu.be/Xqog63KOANc

Book: The Fridge Monster (Steve Barlow & Steve Skidmore)

ICT IWB Interactive white board Computer Copies of the comprehension strategy of the day. Word Wall My book review Piece of paper

Literacy learners Give children opportunities to write their responses (graphic organiser)

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Teaching and learning

Teaching strategies and learning experiences the reading time but during hands on activities they will sit on their desk. Reading time (10): Read the text with nice voice control and intonation making emphasis in sigh word and new words. During the reading time ask children throughout the reading process, Did you say that Did you smell that? Can you feel that? To help them to utilise all their senses to gain reading experience and improve comprehension; share their experience and use the strategy Show it, say it (Monitor) using Hand motions (glasses). After the reading ask children to fill out My book review and attach to the portfolio. Word Wall (5): Use word wall to write and explain high frequency words and new word present in the text and help students see patterns and relationship in words, thus building phonics and spelling skills and Provide reference support for children during reading and writing activities. Hands-on (10): Every student receives a copy of a Monitor graphic organiser (glasses). Children Using both lenses for different purpose on one lens; record the words and ideas you wish to clarify, and the other lens record the fix it strategy used to clarify, such as rereading and sounding out words. Children can work with a partner and share ideas. Writing time (10): Ask children to write about what the can see, smell, hear or touch in the classroom. They are able to write 6 sentences then attach children

Supportive learning environment

Adjustments for needs of learners Resources

work to the portfolio.

Independent reading (10): In company of a parent read the book borrowed from the library and practice the strategy learn in class, children tell the parent how to use the strategy.

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Year X unit overview Australian Curriculum: English

Teaching and learning

Teaching strategies and learning experiences Lesson 6: Tudor Travellers Estimated time: 40 Management behaviour Morning routine: Before to star the lesson inform children that courtesy and good manners should be demonstrated during the lesson. Use a reward system to congratulated children for good participation and good behaviour. Objective: Summarise Classroom Organisation: Children can be sitting dawn on the ground during the reading time but during hands on activities they will sit on their desk. Sharing the objective (5): Explain that they are going to use a strategy named Summarise Determining importance and order of Ideas, recalling important events or details, ordering points, and using synonyms or selecting vocabulary, teaching children to summarise improve considerably their comprehension of text. Classroom Organisation 5: Children can be sitting dawn on the ground during the reading time but during hands on activities they will sit on their desk. Reading time (10): Read the text with nice voice control and intonation making emphasis in sigh word and new words. During the reading give the student the opportunity to share their experience and use the strategy Show it, say (summarise) using Hand motions (Rope / lasso). After the reading ask children to fill out My book review and attach to the portfolio. Word Wall (5): Use word wall to write and explain high frequency words and new word present in the text and help students see patterns and relationship in words, thus building phonics and spelling skills and Provide reference support for children during reading and writing activities.

Supportive learning environment

Adjustments for needs of learners Visual learners Use internet to link the book and show it in the interactive white board then read from the board or read the book (see Annex). Music learners Playing music related to the strategy help students to remember what they are doing. Music: Bonanza http://youtu.be/mjdRgBAY278 Literacy learners Give children opportunities to write their responses (graphic organiser) Resources Book: Tudor Travellers (Haydn Middleton) ICT IWB Interactive white board Computer Copies of the comprehension strategy of the day (See Annex 1) Word Wall My book review

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Teaching and learning

Teaching strategies and learning experiences Hands-on (10): Every student receives a copy of a summarise organiser (rope/lasso)> Using the organiser children can write a summary inside the rope for lassoing the main idea (Music: Bonanza http://youtu.be/mjdRgBAY278) Writing time (10): Ask children to write a paragraph counting about the important things that happened in the book. Attach children work to the portfolio. Independent reading (10): In company of a parent read the book borrowed from the library and practice the strategy learn in class, children tell the parent how to use the strategy. Lesson 7: The Gools Estimated time: 40 Management behaviour Morning routine: Before to star the lesson inform children that courtesy and good manners should be demonstrated during the lesson. Use a reward system to congratulated children for good participation and good behaviour. Objective: Evaluate Classroom Organisation: Children can be sitting dawn on the ground during the reading time but during hands on activities they will sit on their desk. Sharing the objective (5): Explain that they are going to use a strategy named Evaluate Children judge the text, the authors craft, the actions of the character, and controversial ideas in the reading. They also evaluate their own performances as readers and judge whether they like it the text. Reading time (10): Read the text with nice voice control and intonation making emphasis in sigh word and new words. During the reading give the student the opportunity to share their experience and use the strategy Show it, say (summarise)

Supportive learning environment

Adjustments for needs of learners Resources

Visual learners Use internet to link the book and show it in the interactive white board then read from the board or read the book (see Annex). Music learners Playing music related to the strategy help students to remember what they are doing. Music: Low and order http://youtu.be/VS9oNBJEtNU

Book: The Gools (Jean Ure) ICT IWB Interactive white board Computer Copies of the comprehension strategy of the day. Word Wall My book review

Literacy learners Give children opportunities to write their responses (graphic organiser)

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Year X unit overview Australian Curriculum: English

Teaching and learning

Teaching strategies and learning experiences using Hand motions (Rope / lasso). After the reading ask children to fill out My book review and attach to the portfolio. Word Wall (5): Use word wall to write and explain high frequency words and new word present in the text and help students see patterns and relationship in words, thus building phonics and spelling skills and Provide reference support for children during reading and writing activities. Hands-on (10): Every student receives a copy of evaluate organiser (Gavel).Children can record judgment on the gavel, including what you think about the text, character actions, authors craft, and your own process in the text. Be sure to use the word because to provide evidence of your thinking ( Play music: Low and order) Writing time (10): Ask children to evaluate the book from 1 to 10 basing in the books craft and how the book impact her life. Children can write a paragraph ask them to use words from the word wall. Share some writing with the whole. Attach children work to the portfolio. Independent reading (10): In company of a parent read the book borrowed from the library and practice the strategy learn in class, children tell the parent how to use the strategy. Lesson 8: Reading Aloud / Kaisianas Journey to Torres Strait Estimated Timing: 40 Management behaviour Morning routine: Before to star the lesson inform children that courtesy and good manners should be demonstrated during the lesson. Use a reward system to congratulated children for good participation and good behaviour. Objective: spelling and writing

Supportive learning environment

Adjustments for needs of learners Resources

Visual learners Use internet to link the book and show it in the interactive white board then read from the board or read the book (see Annex). Music learners (Play music: Cygnet Repu choir http://youtu.be/8bmrm9r9E8g )

Book: Kaisianas Journey to Torres Strait (Trisn ALbert)

ICT IWB Interactive white board Computer Copies

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Teaching and learning

Teaching strategies and learning experiences Sharing the objective (5): Teacher explain how spelling involves the encoding of spoken words in written language by ordering letters in a way that make meaning. Those words are conventions of the English language and are a very important aspect of learning to write. Written text in which correct spelling is used contributes to the reader to decode, and comprehend it. Classroom Organisation: Teacher organise groups of 4 around the classroom chosen by shoes size (for example groups who size 29 other 30 and so on) Reading time (10): Read the text with a nice voice control and intonation making emphasis in sigh word and new words. During the reading give the student the opportunity to share their experience and use the strategy Show it, say it (connect) and use Hand motions (fingers chain). After the reading ask children to fill out My book review and attach to the portfolio. Word Wall (5): Use word wall to Write and explain high frequency words and new word present in the text and help students see patterns and relationship in words, thus building phonics and spelling skills and Provide reference support for children during reading and writing activities. Hands-on (15): Play a game Spelling Race; Use the word wall to pick up spelling words. 1. Divide the class into two teams. 2. On the IWB, write Team 1 and Team 2 (or the names of the teams). 3. One person from each team is elected to represent the group. 4. The teacher reads a spelling word from the word wall. The two students must write that word on the IWB. 5. The first person to finish spelling the word first gets a point for their team. 6. The team with the most points wins. (Play music: Cygnet Repu choir http://youtu.be/8bmrm9r9E8g )

Supportive learning environment

Adjustments for needs of learners Resources Word Wall Spare paper for writing My book review

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Year X unit overview Australian Curriculum: English

Teaching and learning

Teaching strategies and learning experiences Writing time (10): Ask children to write 5 words that star with the letter Cl and Sh using words from the word wall then share with the group and record how many times a word was repeated in the group then share with the whole class. Attach children work to the portfolio. Independent reading: Ask children to Watch a television program of their preference and share with the class in the next day write down 5 words that you think are interesting ask parents for help. Lesson 9 : Weather Estimated time: 40 Management behaviour Morning routine: Before to star the lesson inform children that courtesy and good manners should be demonstrated during the lesson. Use a reward system to congratulated children for good participation and good behaviour. Sharing the reading time (10) Remember the children about the reading task from lesson 8, and then ask for a volunteer to share the T.V program watched. Ask for the 5 words that they found. Write down the 5 words in the IWB. Look for new words then repeat the words with the students and put it down in the word wall. Do the same with 3 students. Objective: Brainstorming Classroom Organisation: Children can be sitting in groups of 4 around the classroom. Sharing the objective (5): Explain that they are going to use a strategy named Brainstorming which is an excellent teaching strategy to generate ideas on a given topic. Brainstorming helps promote thinking skills. It promotes success for students with special needs as there is no one right answer.

Supportive learning environment

Adjustments for needs of learners Resources

Music learners Play classical music from Beethoven http://youtu.be/8ptfyhBjXj8 )

ICT IWB Interactive white board Computer Word Wall Spare paper for writing

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Teaching and learning

Teaching strategies and learning experiences Reading time (1): Tell children that through the reading time they going to observe word weather. During that time ask the students to think about it. Children can think whatever comes to mind. Use the strategy Show it, say and Hand motions. After the reading ask children to fill out My book review and attach to the portfolio. Hands-on (10): Every student receives a copy of a evaluate organiser (Gavel).Children can record judgment on the gavel, including what you think about the topic. Tell them that there are no wrong answers, try to get as many ideas as possible, record all ideas. Word Wall (5): Use word wall to write and explain high frequency words and new word present in the text and help students see patterns and relationship in words, thus building phonics and spelling skills and Provide reference support for children during reading and writing activities. Writing time (10): Ask children to write 5 sentences using words from the brainstorming and share with the class then ask children to make associations with the word for example: thunder (fast); hot (sun); winter (jumper) etc. Attach children work to the portfolio. Independent reading (10): In company of a parent read the book borrowed from the library and practice the strategy learn in class, children tell the parent how to use the strategy. Lesson 10: My favourite character Estimated time: 40 Management behaviour Morning routine: Before to star the lesson inform children that courtesy and good manners should be demonstrated during the lesson. Use a reward system to congratulated children for good participation and good behaviour.

Supportive learning environment

Adjustments for needs of learners Resources

Music learners (Play classical music from Beethoven http://youtu.be/8ptfyhBjXj8 )

ICT IWB Interactive white board Computer

Literacy learners Give children opportunities to write

Word Wall

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Year X unit overview Australian Curriculum: English

Teaching and learning

Teaching strategies and learning experiences Objective: Share Reading Classroom Organisation (5): Children work in groups of four groups can be make grouping by the colour of their eyes. Be aware to have a mix group boys and girls. Sharing the objective (5): Tell children that is a social activity and that cooperative which usually involves the sharing of a text (for example a story book). The repeated readings of the same story serve various purposes. The first reading is for enjoyment; the second may focus on building and extending comprehension of the selection (connect; predict, infer, question, monitor and evaluate ); a third might focus attention on the interesting language and vocabulary Share Reading time (10): Every children read aloud to the group one of the books reading in previous lessons (Who is in the shed) remember children to use the strategy Show it, say and Hand motions. Ask the children to read the text with a nice voice control and intonation. Word Wall (5): Use word wall to review the sight words and repetitive words found it in the text. Hands-on (20): Give a piece of paper to every student and ask them to draw and colour his favourite character from the book using different materials pastel, colours etc. (Play classical music from Beethoven http://youtu.be/8ptfyhBjXj8 ). Attach children work to the portfolio. Writing time (5): Ask children to write a sentence to describe the character on the same paper. Tell children to use words from the word. Attach children work to the portfolio. Independent reading (10): In company of a parent read the book borrowed from the library and practice the strategy learn in class, children tell the parent how to use the strategy.

Supportive learning environment

Adjustments for needs of learners their responses (graphic organiser) Resources Spare paper for writing Colours

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Teaching and learning

Teaching strategies and learning experiences Lesson 11: Learning Folk Estimated time: 40 Management behaviour Morning routine: Before to star the lesson inform children that courtesy and good manners should be demonstrated during the lesson. Congratulated children for good participation and good behaviour (children claps themselves). Objective: Writing purpose Classroom Organisation: Teacher asks all children to come to de centre of the room and touch his hand then everybody goes back making a circle. Sharing the objective (5): Learning through the dance as children can develop musical and kinaesthetic intelligences and will learn much more easily if they can utilise these intelligences as they learn. Tell children that Writing is a mode of communication where we can express information, ideas, opinions and thoughts which are the reasons (purpose) of the writing. Dancing time (10): Play a YouTube video dance from Saibai Island http://youtu.be/NMUOyjiITOA related to the book Kaisianas Journey to Torres Strait; as children listening to the music they can move all around the room in any direction as soon the music stop they going to be frozen when the music play again they can move again. Writing time (10): Ask children to write 5 sentences using words from the book on page 16 and 17. Attach children work to the portfolio. Independent reading (10): Ask the children to get information in internet about their cultural background and share with the class. Ask parents for help.

Supportive learning environment

Adjustments for needs of learners Visual learners Use internet to link the book and show it in the interactive white board then read from the board or read the book (see Annex). Music learners Play a youtube video dance from Saibai Island http://youtu.be/NMUOyjiITOA Resources Book: Kaisianas Journey to Torres Strait (Trisn ALbert) ICT IWB Interactive white board Computer Copies of the comprehension strategy of the day (See Annex 1) Word Wall Decorated and set up a place to have a word wall to be use in every lesson

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Year X unit overview Australian Curriculum: English

Teaching and learning

Teaching strategies and learning experiences Lesson 12: Who is in the shed? Drama section Estimated time: Management behaviour Morning routine: Before to star the lesson inform children that courtesy and good manners should be demonstrated during the lesson. Use a reward system to congratulated children for good participation and good behaviour. Objective: Drama support learning Classroom Organisation: Children can be sitting dawn on the ground during the reading time. Sharing the objective (5): Incorporate drama in reading aloud provides hands-on experiences that make learning remarkable and enjoyable. Explain that part of monitoring our comprehension is paying attention to sensory details and making sure reread if is necessary to fully experience and image being there with the characters as we read Reading time (10): Chose one children to read the text (Who is in the shed?) with nice voice control and intonation making emphasis in sigh words. DURING READING Step 1: First reading (5): During the asking to children to close their eyes and image that they are in a farm and everything that they hear are happening by real. Meanwhile you reading aloud use good intonation and voice level. Exaggerate word pronunciation especially in onomatopoeic words. Step 2: Second reading (10): Children participate by join in repetitive parts by repeating after you. Uses a word wall to identify rhyme words Whos in the shed? Rhyme words Howling night - fright Growing led - shed

Supportive learning environment

Adjustments for needs of learners Visual learners Use internet to link the book and show it in the interactive white board then read from the board or read the book. Music learners Bear sound http://youtu.be/3o2cMGCMK2c children can hear all the sounds together Animal song animated http://youtu.be/a53DkiJ5HDc sound application for special needs (game) http://youtu.be/a53DkiJ5HDc animal games Resources Book: Who is in the shed? (Brenda Parkers) ICT IWB Interactive white board Computer

Word Wall

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Teaching and learning

Teaching strategies and learning experiences Roaring peep - sheep Clawing now - cow Whos in the shed? There - mare What did she see? Then hen Give children the opportunity to listen real animal sound. Bear sound :children can hear all the sounds together AFTER READING (10): Once you have finished with the reading activity conduct a comprehension task based in literal, inferential and evaluative questions to see the level of a children's comprehension skill. Literal questions: Do you Know which sound do the following animal(s) mare/ hen/pig/sheep/cow? Sheep = baa / cow = mood / mare/horse = neigh / hen = cluck / Pig = grunt How many animals are in the farm? Five plus the bear Inferential questions: why any of the animals couldnt see inside the shed? What were the sounds that the animal did inside the shed? Why the bear was hiding inside the shed? General answers are possible Who left the bear in the shed? General answers are possible Extra activities (20): The environment is full decorated similar to the book. Give children the opportunity to interact with different elements listed to play. Students listening a song animated which have good repeating name animals and sounds Animal vocabulary (post card) Set of animal books library Animal puzzles Printed animal drawings art decoration (portfolio) Play with iPods animal sound application special needs applications

Supportive learning environment

Adjustments for needs of learners Resources

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Year X unit overview Australian Curriculum: English

Teaching and learning

Teaching strategies and learning experiences http://youtu.be/a53DkiJ5HDc animal games Independent reading (10): In company of a parent read the book Who is in the shed? Lesson 13: Music Magic promotes Comprehension Estimated time: 40 Management behaviour Morning routine: Before to star the lesson inform children that courtesy and good manners should be demonstrated during the lesson. Use a reward system to congratulated children for good participation and good behaviour. Objective: Writing a poem Classroom Organisation: Children work independently sitting in groups of 4. Sharing the objective (5): Tell children that a poem is a literary writing where the ideas and information presented are original creation of the writer imaginat ion. Strategy. Writing a poem allows readers to hear, see or feel the subject being describe using particular language elements such rhythm, alliteration, assonance, onomatopoeia, repetition of words, phrases, and lines (play classical music during the whole lesson). Reading time (10): Read a poem (How Beautiful the World Is) the text with nice voice control and intonation making emphasis in sigh word and new words. During the reading give the student the opportunity to share their experience and connections about the poem and what they can feel from the poem. Attach to the portfolio. Word Wall (5): Use word wall to write and explain high frequency words and new word present in the poem and help students see patterns and relationship in words, thus building phonics and spelling skills and Provide reference support for children

Supportive learning environment

Adjustments for needs of learners Resources

ICT Visual learners Internet link / picture http://shedexpedition.com/wpcontent/uploads/2013/02/JamaicaCaribbean-Paradise-Island.jpeg Literacy learners Give children opportunities to write their responses (graphic organiser) Visual learners Display a picture in the IWB and read the poem aloud with the speaker Read and show the a poem example How Beautiful the World Is (Paul King). Music learners (Play classical music from Beethoven http://youtu.be/8ptfyhBjXj8 )

ICT IWB Interactive white board Computer Copies of the comprehension strategy of the day (See Annex 1) Word Wall Annex with the poem

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Teaching and learning

Teaching strategies and learning experiences during reading and writing activities. Hands-on (5): Give a piece of paper to every child in the class and tell them that they are going to write a poem. First the going to have a relaxing time listen classical music meanwhile think about a topic to write about (for example Beach, farm, friends, season. Cars etc.). Ask students to lay down on the floor with ayes close. Attach to the portfolio. Writing time (10): After the relaxing times ask children to write a poem and share those with the whole class. Attach to the portfolio. Independent reading (10): In company of a parent read some poems. Lesson 14: Role-play Who is in the shed? Estimated time: 40 Management behaviour Morning routine: Before to star the lesson inform children that courtesy and good manners should be demonstrated during the lesson. Use a reward system to congratulated children for good participation and good behaviour. Objective: Drama Classroom Organisation: Decorate the class as a farm, make a Shed with cardboard, make mask for children, record the role-play to share with parents Sharing the objective (5): Tell children that drama is a way of making meaning of the world around us and allows children to live in other persons world and to explore that persons way of thinking, feeling, acting, expressing and being. Even develop their literacy skills and become more confident in reading, writing, talking and listening.

Supportive learning environment

Adjustments for needs of learners Resources

Book: Who is in the shed? (Brenda Parkers) ICT IWB Interactive white board Computer

Word Wall Class room decoration (farm) Masks, and the shed made in cardboard.

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Year X unit overview Australian Curriculum: English

Teaching and learning

Teaching strategies and learning experiences Drama game (warm up activity 10): Tell children about the game call 10 to 1. Have children sit in a circle then share the rules of the game: first any student starts by saying 10. Second any student can follow, counting backwards to one. Third all class members say 1 together. Fourth any student can speak at any time, but if more than one student speaks at the same time the class must start the counting again. Word Wall (5): Remember the children to do and overview of the words in the book from the word wall to reactive their prior-knowledge. Hands-on / Role-play (20): Explain that they are going to do a role-play from the book Who is in the shed?. Chose some children to act the sheep, the cow, the horse, the hen, the pig, the chorus, and the bear. As children perform the character the must to behave as the real animal, children follow the scrip reading for the teacher. At this stage all the children are wearing their respective animal mask. When repetitive words are reading the whole class repeat them: Whos in the shed? Howling, Growing, Roaring, Clawing, What did she see? Record the activity. Independent reading (10): Share the video with parents.

Supportive learning environment

Adjustments for needs of learners Resources

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Use feedback
Ways to monitor learning and assessment Teachers meet to collaboratively plan the teaching, learning and assessment to meet the needs of all learners in each unit. Teachers create opportunities for discussion about levels of achievement to develop shared understandings; co-mark or cross mark at key points to ensure consistency of judgments; and participate in moderating samples of student work at school or cluster level to reach consensus and consistency. Reading fluency is supported through monitoring vocabulary and its meanings across different contexts. Readers and viewers use a number of active comprehension strategies to interpret texts, including activating prior knowledge, predicting, and questioning, identifying main ideas, inferring, monitoring, summarising and reflecting. Assessment is used for a variety of purposes, but its most important use is in supporting student learning. Sufficient and suitable evidence is collected to enable fair judgments to be made about student learning. Once the evidence is collected and analysed, it is summarised and presented in ways that are meaningful and useful to: Help students achieve the highest standards they can Promote, assist and improve teaching and learning Build a shared understanding of the qualities of student work and communicate meaningful information about students' progress and achievements to students, teachers, parents and the system. Feedback to students Teachers strategically plan opportunities and ways to provide ongoing feedback (both written and informal) and encouragement to children/students on their strengths and areas for improvement. Children/Students reflect on and discuss with their teachers or peers what they can do well and what they need to improve. Teachers reflect on and review learning opportunities to incorporate specific learning experiences and provide multiple opportunities for children to experience practise and improve. Observation: During collaborative group work and individual work, the teacher will have time to move between groups and individuals to observe and listen to students. This will allow the teacher to gain insights into how well students are progressing through the unit and to make suitable changes to the lesson sequence if needed. Regular workbook marking/correction: At the completion of each theoretical lesson students will be given a piece of homework which directly reflects/extends on work completed in class time. This work will be marked and corrected on a weekly basis to check for student understanding. Self-evaluation/reflection: Students will be encouraged throughout the unit and on the units completion to engage in persona l selfreflection. This evaluation/reflection will be essential in bringing about change in students attitudes towards their e ating habits.

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Year X unit overview Australian Curriculum: English

Reflection on the unit plan

Evaluate the teaching program: Is the unit plan providing opportunities for the development of skills, knowledge and attitudes about language across curricula? Are the teaching/learning activities and unit resources suitable for the needs of the class? What additional activities need to be planned? Are children engaged in self-assessment by maintaining a record of their progress in reading and writing conventions? Identify what worked well during and at the end of the unit, including: Activities that worked well and why? Assessment that worked well and why Assessment that could be improved and how Common student misconceptions that need, or needed, to be clarified.

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