Stage1 English Program

Stage:1 Year:
KLA(S): Reading/Writing/PDHPE/HSIE
1
Intellectual
Reading; Authors use a variety of literary
Quality;
techniques to create imagery for an
What are the
audience.
central ideas or
Writing; Writers capacity to orient, engage
concepts I want
and affect the reader, through the structure
the students to
of a text.
know?
Formal
Assessment
How will the
students
demonstrate their
deep knowledge?
Links to Stage 1
Statements.

Complete comprehension activities on

selected texts.
Plan and write a Narrative

Term 4

2015
Duration: Weeks 1 - 10

Significance;
Why does this
learning matter?

Reading; Students must to be able to

recognise literary techniques used by
authors, in order to gain deeper meaning
from the texts they are reading.
Writing; Students must be able to
identify and use the structure of a text in
order to engage an audience with their
writing.
Comprehension Tasks & Benchmarking
Formative marking of Students Writing
Books
Recount/Description Writing Rubrics.

Criteria for
marking
What criteria will
be used to assess
deep
understanding?
Students communicate with a wide range of audiences on familiar and introduced topics to achieve a variety
of purposes. Students will read and view imaginative, informative and persuasive texts using an increasing
variety of skills and strategies, including knowledge of text structure, context, grammar, punctuation, word
usage and phonics, to make connections between texts and their own experiences and information in texts.
Students create imaginative, informative and persuasive texts on familiar topics for known readers by
planning, proofreading and editing their own writing.
Outcomes
Content
Communication: EN1-1A communicates with a range of
Students will learn about;
people in informal and guided activities demonstrating
Different types of communication in a range of situations and
interaction skills and considers how own communication is
audiences.
adjusted in different situations.
Using graphic organisers to plan and compose a range of
EN1-2A plans, composes and reviews a small range of simple
simple texts.
texts for a variety of purposes on familiar topics for known
Implements a variety of reading skills and strategies to read
readers and viewers.
with fluency, expression and comprehension.
EN1-4A draws on an increasing range of skills and strategies
Grammatical features in the construction of simple and
to fluently read,
compound sentences.
view and comprehend a range of texts on less familiar topics
Identifying and using literary and visual techniques authors
in different media and technologies.
use to create imagery for an audience.
Language: EN1-9B uses basic grammatical features,
Elaborating about their own and others ideas.
punctuation conventions and vocabulary appropriate to the
Reflecting on their own and others learning and identifying
type of text when responding to and composing texts.

Stage1 English Program

Thinking: EN1-11D thinks imaginatively and creatively
about familiar topics, ideas and texts when responding to and
composing texts.
Expression: EN1-10C responds to and composes a range of
texts about familiar aspects of the worlds and their own
experiences.
Reflection: EN1-12E identifies and discusses aspects of own
and others learning.

Wks
1-3

Diagnostic
Assessment
Information Text
Structure
General
Statement
Description
grouped in
paragraphs
Language
Features
Nouns
Adjectives
Action verbs
Diagrams
Labelled
Explanation Text
Structure
Formative
Assessment
Tells what will

Term 4
2015
the next step.
Teachers will;
Plan and provide opportunities for a range of communication
situations.
Explicitly model and teach literal and inferential reading
strategies.
Explicitly model and teach the use of graphic organisers to
plan writing.
Explicitly model and teach sentence structure.
Explicitly model and teach construction of information,
explanation, narrative and poetic writing.
Task Outline
Teaching & Learning
Resources
Rag
Activities
Informative Text Information Report
Writing
Student Pre-Test With no teacher guidance, students individually write
Template - in
an Information Report on either Cats or Dogs. Provided is a lined
resources pack
worksheet which also has a blank box for any illustrations etc. On
VCOP Prisms
completion, students find a partner who has chosen the same animal to
compare their Information Reports. Discuss findings with class.

Teacher to use a Big Book to show some of the features that are found in
Information Texts.

Various
Science Big
Books

Notebook
Information/Ex
planation
website list

Discuss - How else can Information Reports be displayed and where

might they be seen e.g on posters, in pamphlets, brochures, magazine
articles, on websites, signs, maps etc. Create a class wordlist of all these
different types of media that are linked with Information Reports.

TASK 1 Information/Explanation: Why Does it Rain?

Watch video and complete activities.
http://www.neok12.com/php/watch.php?
v=zX050f737b727e69637c5106&t=Water-Cycle
Read the text model The Water Cycle and visit other websites using
Ipads
http://www.kidzone.ws/water/
http://www.sciencekids.co.nz/sciencefacts/weather/thewatercycle.html

Stage1 English Program

be explained
Ideas
sequenced
Language
Features
Present Tense
Adjectives
Technical
nouns
Time
connectives
Diagrams
Labelled

Information Text
Structure
Summative
Assessment
General
Statement
Description
grouped in
paragraphs
Language
Features
Nouns
Adjectives
Action verbs
Diagrams
Labelled

Term 4
http://www.youtube.com/watch?v=gY9HG8zUgOE
Watch dreamtime story of how the first raincloud was made.
https://www.youtube.com/watch?v=YNXxJ12yw_o

View Text tip Cards Information reports and discuss text features.
Have students make their own Water Cycle using text models, drawings,
worksheets, or on an iPad using websites.

2015

Youtube
TaLe Text Tip
Cards

http://lrr.dlr.det.ns

Task 2 Informative Texts Information Report - What is Halloween? w.edu.au/LRRView/7

Linked to this terms HSIE/History topic. After viewing suitably relevant
850/
videos (listed below), the class jointly constructs a Halloween
Information poster to display in class. (See HSIE program and links on
www.history.com/topics/halloween (Haunted History of Halloween, Bet
You Didnt Know Halloween, Halloweens Origins and Pumpkin Carving:
History of the Jack O Lantern).
Task 3 Informative Texts Information Report Summative Life
Cycles
Introduce concept of the Life Cycle of an animal. Students working in
pairs come up with a list of animals that have a life cycle. Talk about the
word metamorphosis explaining what the words, meta = great and
morphosis = change and how this is relevant for the Life Cycle of many
insects. Information Reports have scientific or technical language and are
usually written in the present tense. Formatting of the text might involve
the use of bullet points, headings and sub-headings etc.
Whole class research on life cycle of a butterfly.
http://www.kidsbutterfly.org/life-cycle
http://www.youtube.com/watch?v=P8sAHQYvVf0
Life Cycle of a Butterfly A Information Report worksheet involving cutting,
pasting and labelling/writing.
Posters and Big Books of Life Cycles to be shown and text features
discussed.
Could also do instead a butterfly, silkworms, moths, cicadas

Read the Aboriginal Dreamtime Story of The Birth of the Butterflies

emphasising seasonal cycles relate to life cycles

T
http://www.cooma
ditchie.org.au/dre
amingstories.html

Stage1 English Program

Term 4

2015

In Weeks 5 and 6, during the student Celebration Talks, there should be

many opportunities to talk about how each student has displayed
information on their chosen celebration eg, on posters, in a PowerPoint,
iMovie

Evaluation:

Wk
s

Task Outline

Teaching & Learning Activities

Resources

Reg

Stage1 English Program

Term 4
4-7 Narrative Text
Fictional Texts - Narrative Student Pre-Test
Diagnostic
Show students the notebook page denoting a variety of images for writing
Assessment
stimuli. Discuss what is happening in each image to assist students to
General Structure
choose one to write about. Using the writing template provided students
Orientation
write a narrative and if time permits, illustrate.
Complication
When finished students can share their writing with someone who has
Resolution
selected the same image.
Narrative
Teacher to use a Big Book to show some of the features that are found in
Language
Features
Narratives refer to Task Outline List. Also discuss authors purpose and
how they revisit their work to re-craft their ideas.
Past tense
verbs
TASK 1 Narrative Text- Retell a Narrative
Adjectives
View the video The Way Back Home based on the Oliver Jeffers Book
Direct speech
Discuss what happens in the story and brainstorm a word list to assist
Saying verbs
students retelling of the story.
Time

Students write a retell of the story.

connectives

Sentence
Structure
Simple to
Complex
Formative
Assessment

Narrative Text
Summative
Assessment

2015
VCOP Prisms
Notebook File

Narrative
Writing
template - in
resources
pack

Variety of Big
Books and
Oliver Jeffers
Books

Sentence
Maker

Literacy Shed

TASK 2 - Text Patterning Sentence Maker - Accelerated

Literacy/Blooms Analysing
Pre-select a students sentence from retelling and write up for sentence
maker.
Discuss and model making a simple sentence into a complex sentence
using connectives
Students revisit own work attempting to edit simple sentences into
complex sentences.
Share with a peer while teacher works with selected students.

https://www.literac
yshed.com/theadventureshed.html

Up-levelling Models Blooms Creating

Introduce up-levelled models and discuss which words have been changed
or added.
In small gps students select a sentence from a students work and attempt
to up-level them.
Share with the whole class.

850/

TaLe Text Tip

Cards

http://lrr.dlr.det.ns
w.edu.au/LRRView/7

Examples
VCOP - in
resources
pack

Stage1 English Program

Term 4
General Structure TASK 3 - Direct Speech
Orientation
Revisit Literacy Shed Adventure Story The Way Back Home based on the
Oliver Jeffers Book
Complication
Discuss with class what the characters could be saying to each other
Resolution

Model adding dialogue to characters saved in StaffShare Year 1 Folder.

Narrative
Instruct students to revisit own retelling and add dialogue.
Language
Share ideas with peers.
Features
Past tense
Sequencing and Identifying Text Structure Oliver Jeffers
verbs
Read with the students the Oliver Jeffers book The Way Back Home.
Adjectives
Students then label using General Structure refer to Task Outline List
Direct speech
Provide small groups with the books images and ask groups to sequence

Saying verbs
in the correct order. Display
Time
Task 4 Narrative Text Create a Narrative Summative Assessment
connectives
Introduce preselected writing stimuli
Text Structure - Students select which ones they wish to use
Response
Encourage students to sequence the images and plan their ideas provide
Introduction paper and encourage students to keep safe
background
Students write their narrative
information
brief
Proofreading & Editing Blooms Analysing/Evaluating
description
Students buddy conference checking completed procedure makes sense
Description of
as read out loud
characters

Teacher reads through with students and gives feedback.

Main idea in
story
Response Blooms Remembering/Evaluating
Personal
Revisit purpose and structure of a response
opinion
Students to read a peers narrative
Recommendation Students to write a response to peers narrative text

Celebration Talks Communicating - Week 4 6 Summative

Assessment
Students present their celebration talks

2015

Differentiated
Writing Stimuli
- in resources
pack

Narrative
Writing
Template - in
resources
pack

Feedback
sheet - in
resources
pack

Feedback
sheet - in
resources

Stage1 English Program

Evaluation:

Term 4
Peers review using feedback sheet provided

2015
pack

Stage1 English Program

Term 4
Wk Task Outline
Teaching & Learning Activities
s
8Text Structure
TASK 1 Poetic Writing- Diagnostic Action Poems
10
Poetry Introduce images on IWB of sporting pictures action shots
Diagnostic
Revisit nouns/verbs/adverbs and introduce structure of poem groups will
Assessment
be creating;
General Structure
5 line action poem See example in resource pack
Rhyme
In small groups using pictures on A3 paper students record nouns and
Rhythm
verbs list to create poem.
Line length
Students create poem then present to class acting out the action verbs.
Vocabulary
Nouns
Adjectives/verb
s
Similes
Metaphors

Text Structure
Poetry
Formative
Assessment

Text Structure
Poetry
Summative
Assessment

TASK 2 Blooms Creating Haiku - Formative

Take the students on a nature walk to collect items from nature, such as
leaves, sand, twigs etc.
Introduce Haiku Poems discussing and reading examples.
Encourage students to write a vocab list for their item using nouns and
then adding adjectives and adverbs.
Students create their own Haiku.

2015
Resources

Action Pictures in resources

pack

Action Poem
Example - in
resources pack

Poetry Samples
- in resources
pack

Sports
Equipment
Plastic Animals
Food Items

Proofreading & Editing Blooms Analysing/Evaluating

Students buddy conference checking completed Haiku makes sense as
read out loud
Teacher reads through with students and gives feedback.
TASK 3 Blooms Creating Variety of Poems
Using activity sheets form resource pack and physical stimuli create
writing stations for students to rotate around;
Station 1 Shape Poems Variety of 3D shapes Balls, Frisbee, Eggs
Station 2 String Poems Variety of plastic Animals teddy bears,
dinosaurs, farm animals
Station 3 Sense Poems Variety of Foods lemon wedges, popcorn,
jellybeans
Students share their poems with peers.
TASK 4 Blooms Creating - Summative Assessment
Read to the students The Lost Thing by Sean Tan

The Lost Thing

by Sean Tan
Writing
Template

Re
g

Stage1 English Program

Term 4
Discuss how to describe the lost thing recording a vocab list.
Introduce the structure of a description poem.
Students to create a description poem about the Lost Thing using the
template provided.
Watch video of The Lost Thing

2015
Youtube
https://www.you
tube.com/watch
?
v=t1YG7ZXfC6g

Proofreading & Editing Blooms Analysing/Evaluating

Students buddy conference checking completed Description Poem makes
sense as read out loud
Teacher collects for summative assessment.
Evaluation:

Wk

Task Outline

Teaching & Learning Activities

Resources

11

Christmas
Activities

Tasks- Creating Christmas Craft

Students create a variety of Christmas Craft for end of year celebrations.

Variety of Craft
etc
Teachers own
templates

Re
g