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LEARNING EXPERIENCE PLAN (LEP 2) ~ Navigating a Book

Year level(s) Duration Focus Implementation date(s) Curriculum area(s)

Prep

45 minutes

Navigating a book

English

AUSTRALIAN CURRICULUM

Foundation: English (ACARA) LANGUAGE Text Structure and Organisation Understand that texts can take many forms, can be very short (for example an exit sign) or quite long (for example an information book or a film) and that stories and informative texts have different purposes (ACELA1430) Understand concepts about print and screen, including how books, film and simple digital texts work, and know some features of print, for example directionality (ACELA1433) Expressing and Developing Ideas Recognise that texts are made up of words and groups of words that make meaning (ACELA1434) LITERATURE Literature and Content Recognise that texts are created by authors who tell stories and share experiences that may be similar or different to students’ own experiences (ACELT1575) Responding to Literature Respond to texts, identifying favourite stories, authors and illustrators (ACELT1577) Examining Literature Identify some features of texts including events and characters and retell events from a text (ACELT1578) LITERACY Texts in Context Identify some familiar texts and the contexts in which they are used (ACELY1645) Interactions with Others Listen to and respond orally to texts and to the communication of others in informal and structured classroom situations (ACELY1646)

Prior knowledge: LMQ1 - What does the learner already know?

• • • •

Learners are aware of letter and sound recognition Learners are familiar with books Learners know how to speak in group situations Learners know what is expected while commencing the I DO, WE DO, YOU DO Explicit Instruction framework

Learning outcomes/standards: LMQ2 - Where does the learner need/want to be? (Knowledge & understanding & skills to be acquired or further developed. Draw upon relevant content descriptions from curriculum document to inform specific outcomes/standards for this learning experience. Foreground achievement standards that will inform assessment. Use descriptors appropriate for phase of learning & curriculum. QSA, 2011, defines curriculum as “the sum total of the learning and development experiences that are offered by a school, formally and informally, in class and out of class”.)

Knowledge & understanding: Learners understand: DK 1 DK 2 DK 3

(declarative)

Skills: Learners can:

(procedural/do)

that reading requires consistent application of rules and directionality that books are made up of key elements such as title, beginning, middle and end Reading direction is from left to right

PK1 Locate the title of a book PK2 Identify the beginning, middle and end of a story PK3 Sequence events in correct order PK4 Listen and engage in conversation about thestory PK5 Identify and list characters of a story

Time

Learning procedures LMQ5 - What will constitute the learning journey? LMQ6 - Who will do what? (Include adjustments in the learning experiences to accommodate learner difference.)

Dimensions of Learning (DoL) focus. including teaching strategies to be used

Resources LMQ4 - What resources do I have at my disposal?

05 minutes

WARM UP Teacher directed • Yarning Circle: Timer DOL 1: Attitudes and Perceptions (Believe they have the ability and resources to complete tasks)

Assessment & feedback LMQ7 - How will I check to see the learner has achieved the learning outcomes? (See also the QSA Assessment Bank.) LMQ8 - How will I inform others? (Include moderation of teacher judgments of standards if necessary.) Ongoing Observations and anecdotal notes will be taken throughout this learning experience to map learners achievements and understandings.

Together on the group area, sit in a circle and start a conversation about what we did on the weekend. Give the learners a quick example of what is expected: “Good morning. On the weekend I went to my brothers house. We had a cup of coffee on his back deck and watched the horses eating the grass. It was a hot day. I like going to my brothers house because he lives on a farm.” Have a timer set for 1 minute/ 30 seconds (depending on how the learners oral skills are) and when it goes off, move to the next person in the circle. This warm helps learners recall events that have happened in their life, as well as focus’ in on speaking and listening. 10 minutes ~~~~~~~~~~~~~~~ • Introduce the learning experience by viewing the WALT (We Are Learning To) chart on the IWB. “We are learning to: How to navigate a book correctly. We are also looking at what elements a book has.”

Oral language skills: Observations of oral skills through Yarning Circle.

IWB – Flipchart DOL 2: Acquire and Integrate Knowledge (Organisation of knowledge) DOL 1: Attitudes and Perceptions (Understand and be clear of tasks) Bubbl.us online interactive graphic organiser Observation and Recording of Prior Knowledge: Using the Brainstrom Web, record learners prior knowledge. Text: “My Book of Books” –

Using Bubbl.us, brain storm everything that learners know about books: example, titles, authors, names of books, pages, pictures etc. Save the brainstorming web for future referring. ~~~~~~~~~~~~~~~ DOL 3: Extend and Refine Knowledge ( Classifying prior knowledge)

10 minutes

Read the story “My Book about Books” – Author, to the class. Before commencing reading, ask the learners what they think the story will be about? Why do you think that? Commence reading the story. Discuss some of the key ideas/elements they heard or seen in the story. Can we add anything else to the Brainstorm map from before? Add in extra ideas or understandings that the learners have. ~~~~~~~~~~~~~~

Bubbl.us

05 minutes

I DO: • Explain that we are now going to identify the elements of a book. Give an explicit Selected Text

example using of how to locate the following elements: • Title Back of Book Author Illustrator Front of Book Pages DOL 5: Habits of Mind (Critical Thinking through talk aloud demonstration)

Use talk aloud technique to demonstrate the thinking and questions that they need to be displaying to locate the elements. ~~~~~~~~~~~~~~~~~~

5 minutes WE DO: •

Together as a group, complete the IWB ActivInspire flip chart, locating and labelling the elements of a book. Learners become interactive users of ICTs while demonstrating their knowledge and understanding of elements of a book. ~~~~~~~~~~~~~~~~~~~

DOL 3: Extend and Refine Knowledge (Constructing support through labelling activity)

IWB – ActivInspire Flipchart

10 minutes

YOU DO: • In small groups, learners are to explore a book and identify and locate elements of the book. Using tags (prepared and laminated) locate the following elements of the book by placing the tag on the area. Example: Title (placed on the front of the book where the words are), Front Cover: (Placed on the front of the book), Back Cover: (Placed on the back of the book) Each group will have the opportunity to share where they think their elements are in their chosen book. Have the learners try to identify and read the title of the book, using their prior knowledge of sounds, letters and words. ~~~~~~~~~~~~~~~~ DOL 1: Attitudes and Perceptions (Helping students develop positive attitudes towards learning)

~ Teacher Aide to help with groups Selected Texts Laminated Tags Blu Tac

DOL 5: Habits of Mind (Perseverance & Monitor your own thinking)

Reflection: LMQ9 - Why has the learner (achieved/not) achieved the learning outcomes (standards)? (Feedback to the student & teacher about what is needed to inform future learning - what worked and what didn’t. Were the knowledge & understanding & skills achieved? Learning diagnosis including individual learning issues that need to be addressed.) Can the learner: • Identify the correct reading sequence for texts? • Demonstrate and identify the beginning of the book? • Demonstrate and identify the middle of the book? • Demonstrate and identify the end of the book? • Identify characters, title, author and illustrator?