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Year 1 Writing Programme Term 3 - 2015

This program is designed for Stage 1 students in Year 1. This unit has been split into two sections that correspond with two 'Types of Text' (as
referred to in the English NSW Syllabus, for the Australian Curriculum). Part One entails Persuasive texts with a focus on Transport and Recycling
and Part Two focuses on Imaginative text with a focus on poetry and narrative. During this unit students will be exposed to a variety of multimodal
texts as inspiring stimulus material. Finally, writing tasks will be practised informally in class each day. However, the following tasks are designed to
be taught in an explicit manner using a modelled, guided and independent method.
EN1-2A plans, composes and reviews a small range of texts for a variety of purposes on familiar topics for known readers
EN1-3A composes texts using letters of consistent size and slope and uses digital technologies
EN1-5A uses a variety of strategies, including knowledge of sight words and letter-sound correspondences, to spell familiar words
EN1-7B identifies how language use in their writing differs according to their purpose, audience and subject matter
EN1-9B uses basic grammatical features, punctuation conventions and vocabulary appropriate to the type of text when responding to and
composing texts
EN1-10C thinks imaginatively about familiar topics, ideas and texts when responding to and composing texts
EN1-11D responds to and composes a range of texts about familiar aspects of the world and their own experiences
EN1 12E identifies and discusses aspects of their own and others learning EN1-12E

Student Assessment
During Modelled activities teacher engages students in a vocabulary activity and assesses students readiness through observation. Once the
modelled and guided writing process has been mastered students will be provided with an opportunity to produce independent work which will be
used to measure the achieved outcomes. Teachers will also be responsible for differentiating to the needs of lower ability writing levels by using a
variety of scaffolds such as sentence starters, guided templates and spelling tools.
Text list The following texts would be suitable to use for guided reading during this transport English/HSIE unit.

The Hottest Boy Who Ever Lived Anna Fienberg

Minton Goes Sailing Anna Fienberg
Minton Goes Home Anna Fienberg
Minton Goes Trucking Anna Fienberg
Minton Goes Under Anna Fienberg
Minton Goes Driving Anna Fienberg
Ali: Child of the Desert Jonathon London

Year 1 Writing Programme Term 3 - 2015

Tashi and the Stolen Bus Anna Fienberg

Mr Littles Noisy Boat Richard Fowler (good for Onomatopia)
Mr Littles Noisy Train Richard Fowler (good for Onomatopia)
Mr Littles Noisy Car Richard Fowler (good for Onomatopia)
What a Viking Mick Manning and Brita Granstrom
Cars and Trucks and Things That Go Richard Scarry
Things that Go Anita Ganeri and Mark Bergin
Who Sank The Boat Pamela Allen
Is Your Grandmother a Goanna Pamela Allen (Alliteration)
Sail Away: The Ballad of Skip and Nell Mem Fox
Poems from - Australian Poems for Children Edited by Clare Scott-Mitchell and Kathlyn Griffith
o There and Back Libby Hathorn p 43
o The Bendigo Track Oscar Mendelson p 44
o Mulga Bills Bicycle Banjo Patterson p 45 (personification)
o My Bike Elizabeth Honey p 47
o Free Wheeling On A Bike Robert Gray p 48
o Horse Spike Milligan p 32
o An Adventure Story Furnley Maurice p 27
o Brumby Romp Siobahn Donohoe p 31
Room on the Broom Julia Donaldson
Poems from
Poems from
Animalia Graham Base (alliteration)




Teaching and Learning Activities

Should Australia get a high speed rail system?


Year 1 Writing Programme Term 3 - 2015

-Students discuss the positives and negatives of developing a high speed rail system in Australia (Between Sydney
and Melbourne stopping in Canberra).
Students decide whether they agree or disagree with a high speed rail system in Australia and write an exposition
sharing their views.
Motorised or non-motorised transport is best
Students discuss the positives and negatives of Motorised and non-motorised transport (refer to the sorting of
motorised and non-motorised transport from H.S.I.E lesson).
Revise persuasive language and create a board or poster for children to use as a prompt when writing. Students
choose a view and write about why they believe this. Use a template and encourage the following structure:
1. Introduction
2. Argument 1
3. Argument 2
4. Argument3
Dont let the pigeon drive the bus
Watch and read together:
Discuss reasons why/why not the pigeon should/ shouldnt drive the bus. Students decide whether or not they
think the pigeon should drive the bus. Children make a heading and draw a picture (5 minute timer). Watch the clip
once more before writing. Students use the following sentence starter:
The Pigeon should.because..
Students are encouraged to come up with at least 3 reasons why the pigeon should/shouldnt drive the bus.
Part Two (Using iPads):
Research the attributes of a successful add:
1. Snappy slogan
2. Description of benefits
3. Exaggeration
4. Word play
5. Intriguing questions
In iPad pairs or groups of three students create and role play an advertisement for transports safety e.g. Wear a
helmet when riding a bike or wear your seatbelt.
Students use a cartoon strip to record their ideas then begin to act it out. The following week the advertisements

Year 1 Writing Programme Term 3 - 2015


will be recorded on the iPads. Students may wish to bring in props from home.
Everyone must wear a seatbelt
Part One:
Watch this clip: (may be hard to find). - click on multimodal and
scroll through to page 7 you will see the whistling seatbelt video (as shown in T3 PD).
Watch film and discuss the attributes of the advertisement.
In pairs students make an interview script between two people about why its important to wear a seat belt. They
may present this to the class or once the teacher has corrected spelling, students may use the script to create a
GOANIMATE animation. However, this does cost money.
Use following ICT lessons to complete the unit.
Part Two (Using iPads):
Students record their advertisements as planned in the previous week.
Then Enjoy watching the clips together as a class.

Year 1 Writing Programme Term 3 - 2015



Read a familiar text to help students understand the structure of a narrative (see abridged version of
Discuss and label the story structure with students (IWB)
o Orientation introduces main characters, time setting, place (who, what, when, where)
o Complication What goes wrong? How do the characters feel about things going wrong?
o Resolution How is the problem solved? The main character usually changes as a result of the events.
Discuss and label language features (IWB)
o Use of particular nouns to describe people, animals, objects
o Use of adjectives to build noun groups and describe people, animals, objects
o Use of time connectives and conjunctions to sequence events
o Use of adverbs and adverbial phrases
o Use of past tense action verbs
o Use of saying and thinking verbs to indicate what characters are thinking, feeling and saying.
SESSION 2 (1A will use The Three Little Pigs)
Describing characters (provide students with a blank copy of character profile).
o In small groups students complete a character profile on a chosen character from a known narrative.
Brainstorm interesting/creative words to describe the characters looks, actions and emotions.
Share character profiles with the whole class.
SESSION 3 (1A will use Minton books Anna Fienberg)
Read and rearrange illustrations (provide each group with three large different coloured pieces of paper each
represents the three stages of a narrative).
o Individually, or in small groups, students discuss the photocopied illustrations of the events of a known
story and decide whether it is part of the orientation complication or resolution, and where in these
stages it would fit best.
o Students stick their illustrations onto the relevant chart
o More capable students can label the pictures in terms of their significance to the storys plot.
SESSION 4 (1A will use Minton books Anna Fienberg)

Sentence sequencing (provide three large different coloured pieces of paper each represents the three
stages of a narrative).
o Cut a photocopied copy of the story into strips and distribute among students.
o Students read and discuss the content of the sentence and decide whether it is part of the orientation
complication or resolution, and where in these stages it would fit best.
o Students stick their sentences onto the relevant chart


Year 1 Writing Programme Term 3 - 2015

8, 9

Define and explain onomatopoeia
o Where the sound of the word echoes it meaning, such as crash, bang, whizz, whoosh
o Let students make lots of noise as they experiment with sounds made by various classroom objects.
o As they listen to sounds ask them to come up with some words that echo the sounds they are making
o Write down words on a class onomatopoeia brainstorm.
Engage students in a create sculpture where they create one huge noisy transport machine with many moving
parts. Small groups may work best.
o Brainstorm engine, motor and movement sounds first
o Have one child start off by sitting, lying in the middle of the floor and making a simple repeated sound
and movement.
o The next child moves into the middle of the room and adds their movement and sound to the machine,
until all students are involved.
o Add extra words to the onomatopoeia brainstorm.
Read Rain p 73 Targeting Text by Dalgleish, T., Munn, K., Richards, H., Sung, L. & Whitfield, M. (1999).
o Ask kids to close their eyes and imagine the storm as you read.
o Add storm words to onomatopoeia brainstorm.
Read other poems such as Dads Old Car and Hear the Engine and identify onomatopoeia.
Write an onomatopoeic poem
o Students list words that describe the sounds of transport eg
Kerthump, kerthump
go the cars!
Define and explain alliteration. You might like to use
o When a consonant sound is repeated ie Stormy skies and stones of ice
Read a tongue twister from or listen to a tongue twisters from
o Peter Pepper

Year 1 Writing Programme Term 3 - 2015