Rationale:

Within teaching literacy, I believe a balanced and integrated approach is necessary to teach
and lead students to achieve the greatest outcomes. Teaching children about reading,
writing and oral language requires an immense amount of skills as well as knowledge in
order for students to become literate (Flint, 2015). Effectively teachers of literacy will create
experiences for students as well as creating opportunities for students to use literacy
authentically, independently and collaboratively. Students feel safe in order to ask questions
as well as the classroom accommodating a diverse amount of outlooks (Flint, 2015).

Students develop literacy knowledge and skills when taught explicitly through the Gradual
Release of Responsibility (GRR). The GRR model encounters the approaches that students
require in order to take learning to independence. As a teacher I will plan opportunities in
reading, writing and oral language to acquire the skills to become independent. (Cameron &
Dempsey, 2016). The GRR allows teachers to introduce any new form of reading, writing and
oral language, this will permit the teachers to plan a balanced unit of work (Cameron &
Dempsey, 2016).

Within my teaching practice I will also embed the 4 resource model. This does link in with
the GRR, for example in the after taking students through shared reading by providing
students with a task such as picture and sentence matching will support code-breaking
learning (Winch, Johnston, Ljungdahl & Holliday, 2016) As the teacher I will focus on
emerging pedagogies which pay attention to teaching students approaches to use at each of
the four resource levels. (Firkins, 2015). Students can see the continuity as teachers are able
to use the practices in all year levels. Students will be engaged as it supports students to join
in and has an aim, lessons will be interactive in order to teach important skills (Flint, 2015).

When using the two models stated student are scaffolded through their learning as well as
seeing how it related to real life. This allows students will different linguistic backgrounds
the best opportunity to develop knowledge and understanding (Flint, 2015). Educators are
required to get to know their students, as the more information educators have on their
student the better they can plan.
The School Curriculum and Standards Authority have stated that within the Western
Australian Curriculum, in particular English, the aim is to ensure that students learning to
speak, read and write (SCSA, 2014). The above models aim to do this in a progressive and
supporting way as well as enabling students to learn to listen to, view, create and reflect on
increasingly complex and sophisticated spoken. Through these models students will come to
appreciate and enjoy learning all things regarding the English language in all its variations
(SCSA, 2014).

The Early Years Learning Framework shows links within the theories that I have mentioned.
This involves developing lessons that are engaging which will build success for life (DEEWR,
2009). Through the declared theories teachers will be able to make creative and engaging
lessons to be best benefit the students learning. Students will be become confident and
involved learners, as they will be scaffolded through learning new content and building upon
prior knowledge.
 Key
Speaking and Listening
Reading/Viewing
Writing
Children’s literature: The Day the
Crayons Quit, by Oliver Jeffers
Theme: Obligation versus self-
interest.
Strategies Curriculum Links (English) Cross Curriculum Priorities
Code breaking and text-participant Speaking and Listening Aboriginal and Torres Strait Islander
Reading to, modelling, language experience, familiarising, (ACELY1656), (ACELY1657) & (ACELY1788) histories and Cultures
analysing. Reading/viewing
Learning Focus (ACELY1660) & (ACELA1822)
o Making predictions
Writing and Creating
General Capabilities
o Nouns- define and identify common, proper (capitalised) Literacy, critical and creative thinking
(ACELA1451), (ACELY1661) & (ACELY1655)
and collective and personal and social competence.
Integration
o Participating in informal and structured class, group and pair
discussions. Science: (ACSSU018)
o Interaction skills Visual arts: (ACAVAM106) Reading for pleasure
o Writing a narrative 10 minutes as students enter the
classroom in the morning.
o Segmenting blends at the beginning and end of given words
 Term 3 Week 1 Monday Tuesday Wednesday Thursday Friday
Print Walk/Motivation Have pictures around the classroom of things Go outside with students and have the Students sit in a large circle, one student sits Ask students to go and get one of their Have students one at a time get their choice
that are about to fall, trip and crash. students guess how long it will take them to in the middle with a crystal ball, students go crayons. With a partner explain the way they of crayon and draw a love heart on butchers
8:50 – 9:00
Students are to go for a gallery walk. run around the oval. Have them run around into the middle and say what they predict could be feeling and why. paper. Ask why they chose that colour.
Think/pair/share, what do you think is going the oval and time them. their future job will be.
to happen?
This is predicting.
Spelling Students receive their new words for the Spelling rotation: Spelling rotation: Spelling rotation: Spelling quiz for all groups.
week. Stars: Wordketball (recognising the word Sun: Wordketball (recognising the word Planets : Wordketball (recognising the word
9:00 – 9:15
Spelling detectives – what is the meaning of and/or giving the definition and students and/or giving the definition and students and/or giving the definition and students
Focus: Writing one-syllable words
all your words? guessing the word. guessing the word. guessing the word.
Early finisher: Pipe cleaner spelling Planets: Finger tap spelling Stars: Finger tap spelling Sun: Finger tap spelling
Sun: Crayon resist spelling words Planets: Crayon resist spelling words Stars: Crayon resist spelling words
Reading Reading to students: Reading to students: Modelled reading: Modelled reading: Introduction: (This lesson will run into
Read the text aloud to students. Read the text aloud to students. Explain to students that the strategy we are Explain to students that the strategy we are science following this activity)
9:15 – 9:45
Have copies of the book in the book corner Have copies of the book in the book corner focusing on is making predictions. focusing on is making predictions. Melted crayon art: (SCIENCE)
Strategy: for students to explore for students to explore Before completing this predict what is going
Making predictions Mars: Picture and sentence matching. Venus: Picture and sentence matching. to happen.
Ask students to predict what Aboriginal Ask students to predict what Aboriginal Venus: Magnetic letters and letter cards to Jupiter: Magnetic letters and letter cards to Students will draw a picture of what they

Key questions: people used to colour in many years ago. people used to colour in many years ago. play word and sentence making games. play word and sentence making games. think will happen and they will write two

Before reading: What will the book be Show students picture of what Aboriginal Show students picture of what Aboriginal (Code-breaking). (Code-breaking). predictions and explain why they are

about? Who will the main characters students use to colour in. students use to colour in. Neptune: EA is here. Phonics find description Mars: EA is here. Phonics find description predicting this.

be? What big events will happen in cards, students will find words that fit a cards, students will find words that fit a

the story? Where will the events take Neptune: Picture and sentence matching. Jupiter: Picture and sentence matching. specific description while they specific description while they Complete activity, have students in there

place? Mars: Magnetic letters and letter cards to Neptune: Magnetic letters and letter cards to simultaneously perform some type of simultaneously perform some type of reading groups, there will be 2 parent

During Reading- How will a character play word and sentence making games play word and sentence making games. physical movement physical movement helpers, EA and myself.

respond to the problem? Who might (Code-breaking). (Code-breaking). Jupiter: Teacher is here. Ask students to Neptune: Teacher is here. Ask students to

help the character solve the problem? Jupiter: EA is here. Phonics find description Venus: EA is here. Phonics find description construct charts to compare the traits of construct charts to compare the traits of Language experience:

After Reading- Which predictions cards, students will find words that fit a cards, students will find words that fit a different characters. (Text-participant). different characters. (Text-participant). With the class write a story on their

were correct? Which predictions were specific description while they specific description while they experience. Add the photos that had been

incorrect? Why were the predictions simultaneously perform some type of simultaneously perform some type of taken throughout the experience.

incorrect? physical movement physical movement

Venus: Teacher is here. Ask students to Mars: Teacher is here. Ask students to Early finish:
construct charts to compare the traits of construct charts to compare the traits of Sequencing activity:
different characters. (Text-participant). different characters. (Text-participant). Students are to sequence the order of the
crayon experience.
 Differentiation Students are grouped according to ability.
Extending: Activities are extended and ask
more of these students. Sentence making,
can create more than one sentence and
different phonics cards are given.
Enabling: Activities are altered to support
students, less phonics description cards will
be completed as different descriptions
provided, students are not expected to make
sentences, rather just words.
Assessment EA: Student will be able to complete 4
phonics cards, checklist.
Teacher: Students will be able to compare
the traits of 2 crayons, work sample
annotated.
Brain Break Simon says
9:45 – 9:55
Writing / Speaking and Familiarising: Introducing the text type
narratives.
Listening
Introduction: Invite students to bring in their
9:55 – 10:25 favourite book from home. Have the
students share their book with the class,
discuss what the purpose of this book is.
Text type/oral text: Identify the possible intended audience,
Narrative draw attention to the text organisation and
highlighting the type of language used.
Grammar focus: Body: Place all narratives into one pile, read
Nouns and pronouns 2 of these books. Discuss the similarities.
Create a t chart and write the similarities and
differences. Think/pair/share, give students
time to reflect.
Conclusion: Have students draw a picture of
their favourite character that was read to the
class. (Visual arts)
Questions will be differentiated; teacher will
Differentiation
ask extended students questions as well as
Students are grouped according to ability.
Extending: Activities are extended and ask
more of these students. Sentence making,
can create more than one sentence and
different phonics cards are given.
Enabling: Activities are altered to support
students, less phonics description cards will
be completed as different descriptions
provided, students are not expected to make
sentences, rather just words.
EA: Student will be able to complete 4
phonics cards, checklist.
Teacher: Students will be able to compare
the traits of 2 crayons, work sample
annotated.
Would you rather…
Yes or no
Analysing: Introducing the text type
narratives.
Introduction One-text model, as a class label
a range of narratives. Explaining the text
organisation and what is involved in these
sections. Also, identify the language features.
Body: Cut prose texts into individual
paragraphs, then have students reconstruct
the texts; invite students to share the
reasoning behind their final order, as well as
explaining the features.
Conclusion: Have the students place their
name on the learning intention wall,
students move their name to where they feel
their knowledge and skills are.
Extending: More sentences cut out therefore
there will be more sentences to re-order.
Students are grouped according to ability.
Extending: Activities are extended and ask
more of these students. Sentence making,
can create more than one sentence and
different phonics cards are given.
Enabling: Activities are altered to support
students, less phonics description cards will
be completed as different descriptions
provided, students are not expected to make
sentences, rather just words.
EA: Student will be able to complete 4
phonics cards, checklist.
Teacher: Students will be able to compare
the traits of 2 crayons, work sample
annotated.
Find it fast
Modelled writing:
Introduction: Project an image from a book,
think/pair/share what they predict this book
will be about.
Body: Students will observe the teacher
writing a narrative on butchers’ paper, this
will be on creating a new coloured crayon
(read aloud statements by the teacher).
Students will listen to the nouns and
pronouns used to construct the narrative.
Conclusion: Educator re-reads the narrative
and students can put their hand up with they
hear a noun or pronoun.
Questions will be differentiated; teacher will
ask extended students questions as well as
Students are grouped according to ability.
Extending: Activities are extended and ask
more of these students. Sentence making,
can create more than one sentence and
different phonics cards are given.
Enabling: Activities are altered to support
students, less phonics description cards will
be completed as different descriptions
provided, students are not expected to make
sentences, rather just words.
EA: Student will be able to complete 4
phonics cards, checklist.
Teacher: Students will be able to compare
the traits of 2 crayons, work sample
annotated.
Oval run
Modelled writing:
Introduction: Drama activity, students in
small groups create a freeze frame, ask the
students who, what, where, when and why
questions.
Body: Students will observe the teacher
writing a narrative on butchers’ paper, this
will be on running out of crayons (read aloud
statements by the teacher). Students will
listen to the nouns and pronouns used to
construct the narrative.
Give students photocopied sentences from
yesterday’s narrative, have students place
into the correct order and identify each
feature of a narrative.
Conclusion: Educator re-reads the narrative
and students can put their hand up with they
hear a noun or pronoun.
Extending: Cut the narrative into smaller
chunks for the students to re-order.
Students are grouped according to ability.
Extending: Students will be given less
prompting and a higher level of predictions
made and well as reflecting on their
predictions after the experiment.
Enabling: I will have the lower group during
the experience, prompting and questioning
will take place throughout the experience to
assist when we do our language experience.
Teacher: Anecdotal notes when the class is
creating the language experience book.
5-4-3-2-1
The leader does five different movements in
descending order.
Introduction: Put a student into a role and
complete the hot seat activity. Students can
ask who, what, where, when and why
questions.
Body: Split the class into two, rotate halfway
through the lesson.
Activity 1: News telling, give the students the
talking strip to remind them what they can
discuss during their news. Students can then
ask questions
Activity 2: Allow the students to freely write,
creative writing.
Conclusion: Students can share what they
chose to write about, this is optional.
Questions will be differentiated; teacher will
ask extended students questions as well as
 enabling questions to the students the
teacher caters the level of question.
Anecdotal notes: Students will be able to
Assessment
share one similarity of the books read to the
class. Noting what students share during the
body of the lesson.
Have random student’s complete reflection
Plenary
questions. They will roll the dice and
10:25 – 10:35 depending on the number they roll will be
the number of the question they answer.
Enabling: Picture prompts included to help
prompt students with re-ordering.
Students will be able to reorder 1 sentence.
Checklist, note any comments or teacher
assistance required.
Students place themselves on the learning
intentions wall, regarding how they are
feeling in literacy.
enabling questions to the students the
teacher caters the level of question.
Students will be able to make 1 prediction on
what the image is trying to tell.
Anecdotal notes.
Students complete an exit slip, monster
march out.
Enabling: Cut the narrative into larger pieces
with the feature written on it.
Students will be able to identify the features
in a narrative.
Work sample annotated.
5 4 3 2 1, close your eyes and hold up how
you are feeling about today’s lesson.
enabling questions to the students the
teacher caters the level of question.
Anecdotal notes will be made if required.
Students place themselves on the learning
intentions wall, regarding how they are
feeling in literacy.
 Key Strategies Curriculum Links (English) Cross Curriculum Priorities
Speaking and Listening Code breaking
Speaking and Listening Sustainability
Reading/Viewing Shared reading, guided reading, shared writing and guided
(ACELA1444), (ACELY1656) & (ACELY1788)
writing
Writing Reading/viewing
Learning Focus General Capabilities
o Making predictions (ACELY1660), (ACELA1787) & (ACELA1822)
Literacy, critical and creative thinking
o Adverbs- define and apply (when, where, how, adverbs) Writing and Creating
Children’s(ACELA1451),
literature: Here We and personal and social competence.
o Participating in informal and structured class, group and (ACELY1661) & (ACELY1655)
pair discussions. Are: notes for living on planet
o Interaction skills Earth, by Oliver Jeffers. Integration
Reading for pleasure
o Writing a narrative HASS: (ACHASSK031) 10 minutes as students enter the
o Segmenting blends at the beginning and end of given classroom in the morning.
words

Term 3, Week 2 Monday Tuesday Wednesday Thursday Friday

Print Walk/Motivation Think/pair/share: Tell your partner one Celebrity heads: Students will draw on Talk and draw – Using descriptive language, Label it – Display an image of Earth, Students sit in a large circle, one student sits
thing you wish you knew before starting explicit and implicit information as they students instruct their partner what to introduce the language features of a in the middle with a crystal ball, students go
8:50 – 9:00
year 1. guess the name of a character or person in draw. description. into the middle and predict what the other
a text person is having for lunch.

Spelling Students receive their new words for the Stars: Letter magnets Sun: Letter magnets Planets: Letter magnets Quiz for all spelling groups
week. Planets: ABC order Stars: ABC order Sun: ABC order
9:00 – 9:15
Spelling detectives – what is the meaning of Sun: Spelling shapes Planets: Spelling shapes Stars: Spelling shapes
Focus: Writing one-syllable words
all your words?
Early finisher: Pipe cleaner spelling
Reading / Speaking and Shared reading: Shared reading: Guided reading: Guided reading: Introduction: Read the book ‘Stuck’ by
Read the text for enjoyment and then Read the text for enjoyment and then Providing scaffold and support to a small Providing scaffold and support to a small Oliver Jeffers.
Listening
reread the text inviting students to reread the text inviting students to group of students, with a similar need, as group of students, with a similar need, as Compare the students’ predictions they
9:15 – 9:45 participate either in directed parts or as participate either in directed parts or as they read a common text. they read a common text. made throughout the week.

Strategy:
Making predictions
Key questions:
Before reading: What will the
book be about? Who will the main
characters be? What big events
will happen in the story? Where
will the events take place?
During Reading- How will a
they feel comfortable
Discuss ways with the class that we can help
look after our world, for in many years
when they have children and great
grandchildren. Brainstorm ideas.
Mars: Literature circle, allow students to
discuss the book that was read as well as
any other book they would suggest their
peers to read. EA will be here to prompt
student discussions.
they feel comfortable
Discuss ways from yesterday’s brainstorm
on what we can implement as a class to
look after our world.
Venus: Literature circle, allow students to
discuss the book that was read as well as
any other book they would suggest their
peers to read. EA will be here to prompt
student discussions.
Mars: Teacher will be here. Reader’s
Use the key questions.
Jupiter will be with the teacher.
Jupiter: Literature circle, allow students to
discuss the book that was read as well as
any other book they would suggest their
peers to read. EA will be here to prompt
student discussions.
Venus: Teacher will be here. Reader’s
theatre, have students prepare a simple
script from familiar texts. (Code-breaking).
Use the key questions.
Mars will be with the teacher Body: Give each group time to prepare their
readers theatre with costumes. Each group
Neptune: Literature circle, allow students will then perform their readers theatre.
to discuss the book that was read as well as
any other book they would suggest their Early finish: Allow the students to read in
peers to read. EA will be here to prompt the book corner, listen to audio books
student discussions. and/or puppet play.
Jupiter: Teacher will be here. Reader’s
theatre, have students prepare a simple
script from familiar texts. (Code-breaking).
character respond to the
problem? Who might help the
character solve the problem?
After Reading- Which predictions
were correct? Which predictions
were incorrect? Why were the
predictions incorrect?
Differentiation
Assessment
Brain Break
9:45 – 9:55
Writing
9:55 – 10:25
Text type/oral text:
Narrative
Neptune: Teacher will be here. Reader’s
theatre, have students prepare a simple
script from familiar texts. (Code-breaking).
Jupiter: Phonics find description cards,
students will find words that fit a specific
description while they simultaneously
perform some type of physical movement
Venus: Making a prediction globe, students
will make 2 predictions on what the book
‘Stuck’ by Oliver Jeffers is going to be about.
Only read the title and the blurb to
students.
Students are grouped according to ability.
Extending: Students will run discussions
without EA guidance, more detail being
required for the readers theatre and 3
predictions on what Stuck will be about.
Enabling: EA and teacher assistance will be
provided at literature circle and reader’s
theatre. There will be sentence staters to
assist students with prediction making.
Teacher: Students will we able to input 1
idea into the group script. Observations
written on student input into the group
script.
EA: Students will be able to discuss one
aspect of the book that was read.
Observations recorded on group
discussions, literature circle.
Go Noodle
Shared writing: The teacher has shown
students how to do it – now time to do it
together.
Introduction: Students restate the features
of a narrative as a class. Place the cut outs
of the bugger template up as students
theatre, have students prepare a simple
script from familiar texts. (Code-breaking).
Neptune: Phonics find description cards,
students will find words that fit a specific
description while they simultaneously
perform some type of physical movement
Jupiter: Making a prediction globe, students
will make 2 predictions on what the book
‘Stuck’ by Oliver Jeffers is going to be about.
Only read the title and the blurb to
students.
Students are grouped according to ability.
Extending: Students will run discussions
without EA guidance, more detail being
required for the readers theatre and 3
predictions on what Stuck will be about.
Enabling: EA and teacher assistance will be
provided at literature circle and reader’s
theatre. There will be sentence staters to
assist students with prediction making.
Teacher: Students will we able to input 1
idea into the group script. Observations
written on student input into the group
script.
EA: Students will be able to discuss one
aspect of the book that was read.
Observations recorded on group
discussions, literature circle.
5-4-3-2-1
The leader does five different movements in
descending order.
Shared writing: The teacher has shown
students how to do it – now time to do it
together.
Introduction: Have students with mini
whiteboards on the mat. Ask students to
write down each feature of a narrative in
Mars: Phonics find description cards,
students will find words that fit a specific
description while they simultaneously
perform some type of physical movement
Neptune: Making a prediction globe,
students will make 2 predictions on what
the book ‘Stuck’ by Oliver Jeffers is going to
be about. Only read the title and the blurb
to students.
Students are grouped according to ability.
Extending: Students will run discussions
without EA guidance, more detail being
required for the readers theatre and 3
predictions on what Stuck will be about.
Enabling: EA and teacher assistance will be
provided at literature circle and reader’s
theatre. There will be sentence staters to
assist students with prediction making.
Teacher: Students will we able to input 1
idea into the group script. Observations
written on student input into the group
script.
EA: Students will be able to discuss one
aspect of the book that was read.
Observations recorded on group
discussions, literature circle.
Stretch it out – yoga
Guided writing: Build students
understandings about texts used to
entertain through prose, focusing on
adverbs.
Introduction: Picture story book, share a
Picture Story Book with the students — but
Venus: Phonics find description cards,
students will find words that fit a specific
description while they simultaneously
perform some type of physical movement
Mars: Making a prediction globe, students
will make 2 predictions on what the book
‘Stuck’ by Oliver Jeffers is going to be about.
Only read the title and the blurb to
students.
Students are grouped according to ability. Questions will be differentiated; teacher will
Extending: Students will run discussions ask extended students questions as well as
without EA guidance, more detail being enabling questions to the students the
required for the readers theatre and 3 teacher caters the level of question.
predictions on what Stuck will be about.
Enabling: EA and teacher assistance will be
provided at literature circle and reader’s
theatre. There will be sentence staters to
assist students with prediction making.
Teacher: Students will we able to input 1 Students will be able to perform their
idea into the group script. Observations written script using appropriate tone of
written on student input into the group voice, expression and body language.
script. Observations recorded throughout the
EA: Students will be able to discuss one performance.
aspect of the book that was read.
Observations recorded on group
discussions, literature circle.
Meditation Simon says
Guided writing: Build students Introduction: Put a student into a role and
understandings about texts used to complete the hot seat activity. Students can
entertain through prose, focusing on ask who, what, where, when and why
adverbs. questions.
Body: Split the class into two, rotate
Introduction: Read the narrative created by halfway through the lesson.
the class on Tuesday, discussing the feature Activity 1: News telling, give the students
 explain each feature.
Grammar focus:
Adverbs Body: As a class write a narrative on getting
lost, share different ideas of what the
narrative will states. As the teacher writes
the narrative focus on adverbs and having
the students involved on what to write.
Conclusion: Students use their editing fans
to edit the class narrative. As the teacher
reads each sentence the teacher will stop at
the end of each sentence for the students
to think/pair/share what needs editing.
Questions and expectations will be
Differentiation
differentiated; teacher will ask extended
students questions as well as enabling
questions to the students the teacher caters
the level of question.
Students will be able to state the features of
Assessment
a narrative and share 1 idea throughout
writing the narrative.
Anecdotal notes.
the correct order. Have each feature
displayed on the board to support.
Body: Discuss as a class what the topic of
the class narrative should be. Vote on which
idea was most wanted by the class. As a
class write a narrative on the classes chosen
topic, class involvement throughout as well
as reminding the students of adding
adverbs.
Conclusion: Students use their editing fans
to edit the class narrative. As the teacher
reads each sentence the teacher will stop at
the end of each sentence for the students
to think/pair/share what needs editing.
Questions and expectations will be
differentiated; teacher will ask extended
students questions as well as enabling
questions to the students the teacher caters
the level of question.
Students will be able to state the features of
a narrative and decide on a topic for the
narrative as well as assisting creating the
narrative.
Anecdotal notes.
show only the pictures. Discuss the storyline
as it is told through the pictures. Ask
students what they think is happening
throughout the book.
Body: Split the class in half.
Group 1: With the teacher, give each
student the narrative planning template.
Begin by talking through ideas of what the
students would like to write. Move through
the template supporting the students at
their own rate.
Group 2: With the education assistant, play
pass it on. Ask them to write the first
sentence of a story to set the scene, and
name two, have students fold back the
section they have written on, hiding their
writing, and pass their paper to the next
person in the group, who writes a sentence
that begins with ‘Suddenly’. Have students
repeat the procedure, folding, passing and
adding sentences. Students can then unfold
the paper and read the story.
Conclusion: Invite students from group 1 to
share their narrative plan and group 2,
which should be funny.
Extending: Students will be expected to
write more detail in their narrative plan.
Enabling: Students will receive sentence
starters as well as ideas how to begin their
plan. Teacher writes the ideas on a mini
whiteboard and student will copy it.
Students will be able to fill in the 3 features
on the narrative plan.
Work sample as well as anecdotal notes
written throughout the activity.
of the narrative and the grammar that was the talking strip to remind them what they
used. can discuss during their news. Students can
then ask questions
Body: Split the class in half. Activity 2: Allow the students to freely
Group 1: With the teacher, give each write, creative writing.
student the narrative planning template. Conclusion: Students can share what they
Begin by talking through ideas of what the chose to write about, this is optional.
students would like to write. Move through
the template supporting the students at
their own rate.
Group 2: With the education assistant, play
pass it on. Ask them to write the first
sentence of a story to set the scene, and
name two, have students fold back the
section they have written on, hiding their
writing, and pass their paper to the next
person in the group, who writes a sentence
that begins with ‘Suddenly’. Have students
repeat the procedure, folding, passing and
adding sentences. Students can then unfold
the paper and read the story.
Conclusion: Invite students from group 1 to
share their narrative plan and group 2,
which should be funny.
Extending: Students will be expected to Questions and expectations will be
write more detail in their narrative plan. differentiated; teacher will ask extended
Enabling: Students will receive sentence students questions as well as enabling
starters as well as ideas how to begin their questions to the students the teacher caters
plan. Teacher writes the ideas on a mini the level of question.
whiteboard and student will copy it.
Students will be able to fill in the 3 features Anecdotal notes will be made if required.
on the narrative plan.
Work sample as well as anecdotal notes
written throughout the activity.
 Have random student’s complete reflection
Plenary
questions. They will roll the dice and
10:25 – 10:35 depending on the number they roll will be
the number of the question they answer.
Students place themselves on the learning Students complete an emoji reflection. Students place themselves on the learning 5 4 3 2 1, close your eyes and hold up how
intentions wall, regarding how they are Q. How do you feel you went in todays intentions wall, regarding how they are you are feeling about today’s lesson.
feeling in literacy. lessons? feeling in literacy.
References:

Australian Government Department of Education, Employment and Workplace relations

(DEEWR). (2009). Early Years Learning Framework.
https://docs.education.gov.au/system/files/doc/other/belonging_being_and_becom
ing_the_early_yea rs_learning_framework_for_australia

Cameron, S., & Dempsey, L. (2016). The Oral Language Book: Embedding talk across the
curriculum. Auckland, NZ: S&L Publishing.

Firkins, A. (2015). The Four Resources Model: A useful framework for Second Language
teaching in a Military Context. Conference: Technical Studies Institute Journal.

Flint, E. (2016). Literacy in Australia: Pedagogies for Engagement (2 nd ed.). Wiley.

School Curriculum and Standards Authority (SCSA) (2014) Western Australian curriculum:
English. https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-
browser/english-v8

Winch, G., Johnston, R., March, P., Ljungdahl, L. and Holliday, M. (2016). Literacy: Reading,
writing and children’s literature. (5th ed.) Melbourne: Oxford University Press.