Weekly Reading Planner- 5/6 Week:2 Term: 3
N.B. All resources required are coloured green. Assessments in blue. CAFE is in red.
Session 1
AusVELS Understand how authors often
innovate on text structures and
play with language features to
achieve particular aesthetic,
humorous and persuasive
purposes and effects
(ACELA1518)
Learning Focus Inferring
Readers will need to use
everything they already know and
clues from the text.
Success Criteria I Can
- identify clues in the text.
- activate my background
knowledge.
- make an inference.
Hook ( 2-3) Print out the page of images (in
reading and writing resources
folder) and place them into a
plastic bag. Explain that this bag
was found in the school yard and
that we need to figure out who
we think the bag belongs to by
what is inside. Pull the items out
one at a time and have the
children infer who the bag
belongs to from the items inside.
Be specific (eg. big dog bones,
maybe a large dog). Discuss that
clues in the text help us infer
more about the text.
Whole Class Read Chapter of class novel
Focus focusing on clues in the text that
help us infer the text better.
Write them on a giant post-it
(yellow Kinder square).
Session 2
Understand how authors often
innovate on text structures and
play with language features to
achieve particular aesthetic,
humorous and persuasive
purposes and effects
(ACELA1518)
Inferring
Readers will need to use
everything they already know and
clues from the text
I Can
- identify clues in the text.
- activate my background
knowledge.
- make an inference.
Discuss the idea of collecting
evidence to make a good
inference.
Read Chapter of class novel
focusing on clues in the text that
help us infer the text better.
Students add their own post-it
notes to an anchor chart
describing what they inferred
based on evidence from the text.
Session 3
Understand how authors often
innovate on text structures and
play with language features to
achieve particular aesthetic,
humorous and persuasive
purposes and effects
(ACELA1518)
Inferring
Readers will need to use
everything they already know and
clues from the text
I Can
- identify clues in the text.
- activate my background
knowledge.
- make an inference.
Pose a big question about your
text. (Questions for each
chapter of Once found her
https://cdn.penguin.com.au/462/
document/Once.pdf pg.4
onwards) eg. Why did Barney
stop Felix from asking about his
parents? Why do he and Felix
decide Zelda needs to know the
truth? Discuss that we will use
this question to find clues that
will help us infer an answer.
Read Chapter of class novel
focusing on clues in the text that
help us infer the text better.
Discuss inferences made that
help answer your big question.
Session 4
Understand how authors often
innovate on text structures and
play with language features to
achieve particular aesthetic,
humorous and persuasive
purposes and effects
(ACELA1518)
Inferring
Readers will need to use
everything they already know and
clues from the text
I Can
- identify clues in the text.
- activate my background
knowledge.
- make an inference.
Continue discussion from
previous lesson. Discuss the
question further.
Read Chapter of class novel
focusing on clues in the text that
help us infer the text better.
Students add their own post-it
notes to an anchor chart
describing what they inferred
based on evidence from the text
that helps them answer the
Session 5
Understand how authors often
innovate on text structures and
play with language features to
achieve particular aesthetic,
humorous and persuasive
purposes and effects
(ACELA1518)
Inferring
Readers will need to use
everything they already know and
clues from the text
I Can
- identify clues in the text.
- activate my background
knowledge.
- make an inference.
Discuss the post it notes that
student added to the anchor
chart and what evidence they
picked out to support their
inference.
Read Chapter of class novel
focusing on clues in the text that
help us infer the text better and
continue to answer the question.

Teacher Focus Conferencing with chosen group
Group on CAFE strategy (see table
below)
Independent 1. BTN episode
Work Students watch a mini episode
from the most recent episode
and answer the 10 discussion
questions in full sentences
2. Active reading/speaking and
listening
Using a copy of the musical
script, practice reading aloud and
performing a section from the
text. Perform as a group without
the text if possible.
3. Independent Reading
Use either getepic.com or book
club text/own reading text for
independent reading and active
note taking.
4. Reciprocal Reading -
Students use the text Holiday
Surprise and analyse the text
using the annotated numbers to
fill in the worksheet showing
what strategies and VCOP the
writer used. (Natalie to provide)
5. Literacy Planet assigned
comprehension tasks
With Teacher- Select students
to run CAFE Strategy task
(Guided Reading)
Conferencing with chosen group
on CAFE strategy (see table
below)
1. BTN episode
Students watch a mini episode
from the most recent episode
and answer the 10 discussion
questions in full sentences
2. Active reading/speaking and
listening
Using a copy of the musical
script, practice reading aloud and
performing a section from the
text. Perform as a group without
the text if possible.
3. Independent Reading
Use either getepic.com or book
club text/own reading text for
independent reading and active
note taking.
4. Reciprocal Reading - Students
use the text Holiday Surprise
and analyse the text using the
annotated numbers to fill in the
worksheet showing what
strategies and VCOP the writer
used. (Natalie to provide)
5. Literacy Planet assigned
comprehension tasks
With Teacher- Select students
to run CAFE Strategy task
(Guided Reading)
Conferencing with chosen group
on CAFE strategy (see table
below)
1. BTN episode
Students watch a mini episode
from the most recent episode
and answer the 10 discussion
questions in full sentences
2. Active reading/speaking and
listening
Using a copy of the musical
script, practice reading aloud and
performing a section from the
text. Perform as a group without
the text if possible.
3. Independent Reading
Use either getepic.com or book
club text/own reading text for
independent reading and active
note taking.
4. Reciprocal Reading - Students
use the text Holiday Surprise use the text Holiday Surprise
and analyse the text using the
annotated numbers to fill in the
worksheet showing what
strategies and VCOP the writer
used. (Natalie to provide)
5. Literacy Planet assigned
comprehension tasks
With Teacher- Select students
to run CAFE Strategy task
(Guided Reading)
question.
Conferencing with chosen group
on CAFE strategy (see table
below)
1. BTN episode
Students watch a mini episode
from the most recent episode
and answer the 10 discussion
questions in full sentences
2. Active reading/speaking and
listening
Using a copy of the musical
script, practice reading aloud and
performing a section from the
text. Perform as a group without
the text if possible.
3. Independent Reading
Use either getepic.com or book
club text/own reading text for
independent reading and active
note taking.
4. Reciprocal Reading - Students
use the text Holiday Surprise
and analyse the text using the
annotated numbers to fill in the
worksheet showing what
strategies and VCOP the writer
used. (Natalie to provide)
5. Literacy Planet assigned
comprehension tasks
With Teacher- Select students
to run CAFE Strategy task
(Guided Reading)
Conferencing with chosen group
on CAFE strategy (see table
below)
1. BTN episode
Students watch a mini episode
from the most recent episode
and answer the 10 discussion
questions in full sentences
2. Active reading/speaking and
listening
Using a copy of the musical
script, practice reading aloud and
performing a section from the
text. Perform as a group without
the text if possible.
3. Independent Reading
Use either getepic.com or book
club text/own reading text for
independent reading and active
note taking.
4. Reciprocal Reading - Students
and analyse the text using the
annotated numbers to fill in the
worksheet showing what
strategies and VCOP the writer
used. (Natalie to provide)
5. Literacy Planet assigned
comprehension tasks
With Teacher- Select students
to run CAFE Strategy task
(Guided Reading)
Differentiation By CAFE groups and
strategies/tasks
Reflection Each group to feedback to the
Focus/ class about what their group did
conclusion during their reading group
rotation - focus on CAFE
strategy group
N.B. All resources required are coloured green. Assessments in blue. CAFE is in red.
Session 1
AusVELS Understand how authors often
innovate on text structures and
play with language features to
achieve particular aesthetic,
humorous and persuasive purposes
and effects (ACELA1518)
Learning Recognising Literary
Focus Elements- Genre
Success I Can identify the genre of the
Criteria text and provide evidence to
support my selection.
Hook ( Discuss the literary element of
2-3) genre. What is it? What clues
would we find in a text that tell us
what the genre is?
Prepare the students by telling
them you will show them the cover
of the picture book (The House on
the Hill can be found in the
reading/writing folder as a
slideshow) and they have to turn to
the person next to them and
discuss the genre and what clues
By CAFE groups and
strategies/tasks
Each group to feedback to the
class about what their group did
during their reading group
rotation - focus on CAFE
strategy group
Weekly Reading Planner- 5/6 Week:4 Term:3
Session 2
Understand how authors often
innovate on text structures and
play with language features to
achieve particular aesthetic,
humorous and persuasive purposes
and effects (ACELA1518)
Recognising Literary
Elements- Genre
I Can identify the genre of the
text and provide evidence to
support my selection.
Allow students to summarise the
last chapter of the class novel.
By CAFE groups and By CAFE groups and By CAFE groups and
strategies/tasks strategies/tasks strategies/tasks
Each group to feedback to the Each group to feedback to the Each group to feedback to the
class about what their group did class about what their group did class about what their group did
during their reading group during their reading group during their reading group
rotation - focus on CAFE rotation - focus on CAFE rotation - focus on CAFE
strategy group strategy group strategy group
Session 3 Session 4 Session 5
Understand how authors often IMAX Excursion Hooptime
innovate on text structures and
play with language features to
achieve particular aesthetic,
humorous and persuasive purposes
and effects (ACELA1518)
Recognising Literary
Elements- Genre
I Can identify the genre of the
text and provide evidence to
support my selection.
Allow students to summarise the
last chapter of the class novel.
 have been provided by the writer
for us to know that genre.

Genre: horror or mystery

Clues: Font of title, ghosts, scary
house, halloween pumpkins,
monsters in window, colours,
mysterious language etc.

Share some ideas with the class.

Whole Begin modelling reading the text Discuss the genre of your class Discuss the genre of your class
Class and begin to focus on the language text and explain that we will be text and explain that we will be
Focus and other clues that identify the looking for clues within the text looking for clues within the text
genre of the text. that help us identify the genre. that help us identify the genre.
Continue to read the text. Continue to read the text.
Once you finish reading part or all
of the picture book ask the Model your thinking on a giant post- Give students a post it note and
children to do a gallery walk. it note (yellow kinder square) allow them to demonstrate their
understanding of genre
Setup 5-6 chapter books, each with
a different genre on each table
with an anchor chart and post it
notes. Allow the students to rotate
to each table in small groups,
discussing the texts and identifying
the genre and then using the post
it notes to write down the various
clues and evidence that tells them
that in the text. These will become
your class anchor charts for the
week.
Teacher Conferencing with chosen group on Conferencing with chosen group on Conferencing with chosen group on
Focus CAFE strategy (see table below) CAFE strategy (see table below) CAFE strategy (see table below)
Group
Independ 1. BTN episode 1. BTN episode 1. BTN episode
ent Work Students watch a mini episode from Students watch a mini episode from Students watch a mini episode from
the most recent episode and the most recent episode and the most recent episode and
answer the 10 discussion questions answer the 10 discussion questions answer the 10 discussion questions
in full sentences in full sentences in full sentences

2. Speaking and Listening 2. Speaking and Listening 2. Speaking and Listening

Using a copy of the musical script, Using a copy of the musical script, Using a copy of the musical script,
practice reading aloud and practice reading aloud and practice reading aloud and
performing a section from the performing a section from the performing a section from the
text. Perform as a group without text. Perform as a group without text. Perform as a group without
 the text if possible.
3. Reciprocal Reading
NEW TASK: Neatly rule up the
Reciprocal Reading table in your
reading book. In your group, read
How a Volcano in Japan Halted an
Earthquake
(https://drive.google.com/drive/fol
ders/0B4Gu_dDeYdQ8OGVZTXIy
TzFlaXM) and fill in the table as
you go.
4. Comprehension Task -
NEW TASK: Share the genre
analysis cards around in your group.
Discuss them and identify the clues
that tell you the genre. Once you
complete the cards, choose one
genre and create a poster outlining
the characteristics of that genre.
5. Independent Reading/Teacher
Group -
NEW TASK: Read a Just Right
book from the library or on Get
Epic! Create at least three post it
notes about the genre of your book
by finding evidence and be ready to
share them with your group and
your teacher.
Different By CAFE groups and
iation strategies/tasks
Reflectio Each group to feedback to the
n Focus/ class about what their group did
conclusion during their reading group rotation
- focus on CAFE strategy group
the text if possible.
3. Reciprocal Reading
NEW TASK: Neatly rule up the
Reciprocal Reading table in your
reading book. In your group, read
How a Volcano in Japan Halted an
Earthquake
(https://drive.google.com/drive/fol
ders/0B4Gu_dDeYdQ8OGVZTXIy
TzFlaXM) and fill in the table as
you go.
4. Comprehension Task -
NEW TASK: Share the genre
analysis cards around in your group.
Discuss them and identify the clues
that tell you the genre. Once you
complete the cards, choose one
genre and create a poster outlining
the characteristics of that genre.
5. Independent Reading/Teacher
Group -
NEW TASK: Read a Just Right
book from the library or on Get
Epic! Create at least three post it
notes about the genre of your book
by finding evidence and be ready to
share them with your group and
your teacher.
By CAFE groups and
strategies/tasks
Each group to feedback to the
class about what their group did
during their reading group rotation
- focus on CAFE strategy group
the text if possible.
3. Reciprocal Reading
NEW TASK: Neatly rule up the
Reciprocal Reading table in your
reading book. In your group, read
How a Volcano in Japan Halted an
Earthquake
(https://drive.google.com/drive/fol
ders/0B4Gu_dDeYdQ8OGVZTXIy
TzFlaXM) and fill in the table as
you go.
4. Comprehension Task -
NEW TASK: Share the genre
analysis cards around in your group.
Discuss them and identify the clues
that tell you the genre. Once you
complete the cards, choose one
genre and create a poster outlining
the characteristics of that genre.
5. Independent Reading/Teacher
Group -
NEW TASK: Read a Just Right
book from the library or on Get
Epic! Create at least three post it
notes about the genre of your book
by finding evidence and be ready to
share them with your group and
your teacher.
By CAFE groups and
strategies/tasks
Each group to feedback to the
class about what their group did
during their reading group rotation
- focus on CAFE strategy group