ASSIGNMENT COVER SHEET

Student Number 32002028

Student Name Indiana Leaversuch

Unit Code EDUC4671

Unit Title English 4: Oral Language, Speaking and Listening

Assignment
Topic/Title 2 week Integrated Teaching and Learning Program Overview

Unit Lecturer Patrick Hampton Date Received

Unit Tutor Patrick Hampton

Due Date 24/05/2021

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ENGLISH 4 ASSIGNMENT 3 PART 1 - RATIONALE

The beliefs that a teacher holds about their pedagogy, theories of literacy learning and the

practices enacted in the classroom are intertwined, with the beliefs and models of literacy

learning that the teacher deems to be important coming through in their English teaching. There

are a multitude of approaches to teaching literacy, ranging from the traditional focus on print

literacy to the inclusive, multimodal and social basis for language use (Australian Curriculum,

n.d). I believe that in order to facilitate an effective literacy classroom, teachers should create a

text-rich environment and provide authentic tasks, and a top-down or whole language approach

can bring these ideas into fruition because they are central themes to that particular belief of

literacy teaching.

A text-rich environment provides children with opportunities to explore and use literacy through

their daily routines and play, and promote meaningful and authentic opportunities for children to

engage in literacy. (Department of Education Victoria, 2020). The teacher needs to include a

variety of quality literature in the environment and use it as a teaching tool, as well as actively

engage the children to use this literature (Louden et al., 2005).

The teacher needs to ensure what they are teaching and the resources they include in their

class are relevant and meaningful to the students’ lives - they need to create authentic tasks for

students. To create authentic tasks, teachers need to hold a holistic view of the child, which is

exemplified in the Strathclyde “three-domain” model - cognitive knowledge skills, cultural/social

capital and personal/social identity. To do this, teachers need to provide resources that reflect

the cultural and linguistic contexts and consider the students’ funds of knowledge - which is

helpful in thinking about the richness and diversity that children bring into the classroom. The

whole-class model encourages teachers to actively think about their children’s learning.
Authentic tasks link to a text-rich environment because students can put up their own work

around the classroom, which can indicate to children that their work is valued.

A strategy that I think is important in the teaching of literacy is the Gradual Release of

Responsibility Model [GRRM] (Pearson & Gallagher, 1983). This framework involves moving

children from a supportive context where the teacher has a high degree of control (modelling) to

a more independent context where the student has more control (independent application.)

(Annandale et al., 2013, p. 124). This enables teachers to provide a foundation in literacy skills

for children, before then allowing them to practice these taught skills on their own. Through the

Gradual Release of Responsibility model, students can actively attend to a variety of “strategy”

demonstrations, hear the thinking behind the use of each strategy and then eventually apply the

strategies in authentic reading situations across the curriculum (Annandale et al., 2013, p. 124).

A great way to implement a whole-language approach in the early years is through play-based

learning, because children are naturally engage in what they are interested in and children’s

play is an authentic context for learning (Flint et al., 2013).Teachers can embed emergent

literacy concepts through children’s play, and children’s explorations and creations during play

involve literacy by communicating through a variety of literacy modes (Department of Education

and Training Victoria, 2020). Through play, teachers can create authentic and responsive

language learning outcomes (Department of Education and Training Victoria, 2020).

Reference List:

Annandale, K., Bindon, R., Handley, K., Johnston, A., Lockett, L. & Lynch, P. (3rd edition).
(2013). First Steps: Reading resource
book.det.wa.edu.au/stepsresources/detcms/navigation/first-steps-literacy/

Australian Curriculum. (n.d.) Key Ideas.

https://www.australiancurriculum.edu.au/f-10-curriculum/english/key-ideas/

Department of Education and Training Victoria. (2020). Literacy rich environment.

https://www.education.vic.gov.au/childhood/professionals/learning/ecliteracy/emergentliterac
y/Pages/literacyrichenvironment.aspx#link64

Department of Education and Training Victoria. (2020). Literacy teaching toolkit: play (emergent
literacy).
https://www.education.vic.gov.au/childhood/professionals/learning/ecliteracy/emergentliterac
y/Pages/play.aspx

Flint, A.S., Kitson, L., & Lowe, K. (2013). Literacy in Australia: Pedagogies for Engagement.
Wiley. ProQuest Ebook Central,
http://ebookcentral.proquest.com/lib/unda/detail.action?docID=3059054

Louden, W., Rohl, M., Barratt-Pugh, C., Brown, C., Cairney, T., Elderfield, J., House, H., Meiers,
M., Rivalland, J., & Rowe, K. (2005). Literacy Teaching Practice: Knowledge. The Australian
Journal of Language and Literacy, 28(3), 203 - 210.

Schools Curriculum and Standards Authority. [SCSA]. (2014). English.

https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-browser/english-v8
 Western Australian Curriculum | English | Pre-primary
Sub-strands Content Descriptions Year Level Description
Language variation
• Understand that English is one of many languages spoken in Australia and that different languages may be spoken by family, classmates and community (ACELA1426) In the Pre-primary year, students
and change
communicate with peers, teachers, known
• Explore how language is used differently at home and school depending on the relationships between people (ACELA1428) adults and students from other classes.
Language for interaction
• Understand that language can be used to explore ways of expressing needs, likes and dislikes (ACELA1429)
Students engage with a variety of texts for
• 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 enjoyment. They listen to, read and view
informative texts have different purposes (ACELA1430) spoken, written and multimodal texts in which
Text structure and • Understand that some language in written texts is unlike everyday spoken language (ACELA1431) the primary purpose is to entertain, as well as
organisation • Understand that punctuation is a feature of written text different from letters; recognise how capital letters are used for names, and that capital letters and full stops signal the some texts designed to inform. These include
beginning and end of sentences (ACELA1432)
traditional oral texts, picture books, various
• 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)
Language

types of stories, rhyming verse, poetry, non-

• Recognise that sentences are key units for expressing ideas (ACELA1435) fiction, film, multimodal texts and dramatic
Expressing and • Recognise that texts are made up of words and groups of words that make meaning (ACELA1434) performances. They participate in shared
developing ideas • Explore the different contribution of words and images to meaning in stories and informative texts (ACELA1786) reading, viewing and storytelling using a range
• Understand the use of vocabulary in familiar contexts related to everyday experiences, personal interests and topics taught at school (ACELA1437) of literary texts, and recognise the entertaining
• Recognise and generate rhyming words, alliteration patterns, syllables and sounds (phonemes) in spoken words (ACELA1439) nature of literature.
• Recognise and name all upper and lower case letters (graphemes) and know the most common sound that each letter represents (ACELA1440) The range of literary texts for Pre-primary to
• Understand how to use knowledge of letters and sounds including onset and rime to spell words (ACELA1438) Year 10 comprises Australian literature,
• Know how to read and write some high-frequency words and other familiar words (ACELA1817)
Phonics and word including the oral narrative traditions of
knowledge • Understand that words are units of meaning and can be made of more than one meaningful part (ACELA1818)
Aboriginal and Torres Strait Islander peoples,
• Segment sentences into individual words and orally blend and segment onset and rime in single syllable spoken words, and isolate, blend and manipulate phonemes in single
syllable words (ACELA1819) as well as the contemporary literature of these
• Write consonant-vowel-consonant (CVC) words by representing some sounds with the appropriate letters, and blend sounds associated with letters when reading CVC words two cultural groups, and classic and
(ACELA1820) contemporary world literature, including texts
from and about Asia.
Texts in context • Identify some familiar texts and the contexts in which they are used (ACELY1645)
Literary texts that support and extend Pre-
• Listen to and respond orally to texts and to the communication of others in informal and structured classroom situations (ACELY1646) primary students as beginner readers include
Interacting with others • Use interaction skills including listening while others speak, using appropriate voice levels, articulation and body language, gestures and eye contact (ACELY1784)
decodable and predictable texts that range
• Deliver short oral presentations to peers (ACELY1647)
from caption books to books with one or more
Literacy

• Identify some differences between imaginative and informative texts (ACELY1648) sentences per page. These texts involve
Interpreting, analysing • Read decodable and predictable texts, practising phrasing and fluency, and monitor meaning using concepts about print and emerging contextual, semantic, grammatical and straightforward sequences of events and
and evaluating phonic knowledge (ACELY1649) everyday happenings with recognisable,
• Use comprehension strategies to understand and discuss texts listened to, viewed or read independently (ACELY1650) realistic or imaginary characters. Informative
• Create short texts to explore, record and report ideas and events using familiar words and beginning writing knowledge (ACELY1651) texts present a small amount of new content
• Participate in shared editing of students’ own texts for meaning, spelling, capital letters and full stops (ACELY1652) about familiar topics of interest; a small range
Creating texts
• Produce some lower case and upper case letters using learned letter formations (ACELY1653) of language features, including simple and
• Construct texts using software including word processing programs (ACELY1654) compound sentences; mostly familiar
Literature and context • Recognise that texts are created by authors who tell stories and share experiences that may be similar or different to students’ own experiences (ACELT1575) vocabulary, known, high-frequency words and
single-syllable words that can be decoded
• Respond to texts, identifying favourite stories, authors and illustrators (ACELT1577) phonically, and illustrations that strongly
Responding to literature
• Share feelings and thoughts about the events and characters in texts (ACELT1783)
Literature

support the printed text.

• Identify some features of texts including events and characters and retell events from a text (ACELT1578) Students create a range of imaginative,
• Recognise some different types of literary texts and identify some characteristic features of literary texts, for example beginnings and endings of traditional texts and rhyme in informative and persuasive texts including
Examining literature
poetry (ACELT1785) pictorial representations, short statements,
• Replicate the rhythms and sound patterns in stories, rhymes, songs and poems from a range of cultures (ACELT1579)
performances, recounts and poetry.
• Retell familiar literary texts through performance, use of illustrations and images (ACELT1580)
Creating literature
• Innovate on familiar texts through play (ACELT1831)

Reading and Viewing Writing and Creating Speaking and Listening

At Standard, students use predicting and questioning strategies to make meaning Students understand that their texts can reflect their own experiences. They Students use appropriate interaction skills to listen and respond to others in a
from texts. They recall one or two events from texts with familiar topics. They
Achievement

identify and describe likes and dislikes about familiar texts, objects, characters familiar environment. They listen for rhyme, letter patterns and sounds in words.
understand that there are different types of texts and that these can have similar
Standard

characteristics. They identify connections between texts and their personal
experience. They read short, decodable and predictable texts with familiar vocabulary
and supportive images, drawing on their developing knowledge of concepts of print,
sounds and letters, and decoding and self-monitoring strategies. They recognise the
letters of the English alphabet, in upper and lower case, and know and use the most
common sounds represented by most letters. They read high-frequency words and
blend sounds orally to read consonant-vowel-consonant words.
and events. When writing, students use familiar words, phrases and images to
convey ideas. Their writing shows evidence of letter and sound knowledge,
beginning writing behaviours and experimentation with capital letters and full
stops.
Students understand that their texts can reflect their own experiences. They
identify and describe likes and dislikes about familiar texts, objects, characters and
events. In informal group and whole class settings, students communicate clearly.
They retell events and experiences with peers and known adults. Students identify
and use rhyme, and orally blend and segment sounds in words.

Western Australian Curriculum and Assessment Outline v8.1 (English Pre-primary to Year 10) 2
ENGLISH 4: 2 WEEK PLAN - WEEK ONE
Year Group: Pre Primary
MONDAY
90 minutes per literacy block
Curriculum Links ACELA1820|ACELA1439|ACELA1819
EYLF Links
Outcome 4: Children are confident and
involved learners
Outcome 5: Children are effective
communicators
General Capabilities
● Literacy
● ICT Capabilities
Cross Curriculum Priorities
● Sustainability
1. Warm Up Warm Up: Word Circle (Oral Language
On Tuesday and Book, p. 97)
Thursday, children who ● Purpose: To generate words on a
are rostered on to tell
news will do so specified topic/builds vocabulary
● Materials - ball or a small bean
bag, and a topic for word
generation (e.g things that we can
find in the garden)
● Grouping - whole class
Procedure
● Ask the students to sit in a circle on
the mat
● Share the topic for the word circle
game - in this case, the word is
What are some things that are
found in the garden?
● Hand the ball/bean bag to a
student who says a word from the
agreed category, before
throws/rolls the ball to another
TUESDAY
90 minutes per literacy block
ACELY1784 | ACELA1820 |
ACELA1439| ACELA1819|
ACELT1579)
EYLF Links
Outcome 4: Children are confident
and involved learners
Outcome 5: Children are effective
communicators
General Capabilities
● Literacy
Cross Curriculum Priorities
● Sustainability
Warm Up: News
● The students that are
rostered to share their news
on Tuesday of Week B will
begin the day by sharing their
news
● This will develop students’
ability to speak in front of the
class, as well as developing
listening skills in the other
children
● In a class of approx 20
children - 5 students share
their news
WEDNESDAY
90 minutes per literacy block
ACELA1820| ACELA1439|
ACELA1819
EYLF Links
Outcome 4: Children are
confident and involved learners
General Capabilities
● Literacy
● ICT Capability
Cross Curriculum Priorities
● Sustainability
Warm Up - Feely Bag - Oral
Language Book, p. 103
● The teacher will fill the
feely bag with a variety of
objects from the garden
(e.g. a dried leaf, honky
nut, dried flower, pebble,
vegetable seed, plastic
insects [describe them
like they are real animals]
etc.)
Procedure
● Either share the type of
object in the feely bag
(without showing) or show
the students the objects.
For example “In the feely
bag there are some
things you find in the
garden”
● The teacher or student
THURSDAY
90 minutes per literacy block
ACELY1647| ACELY1784|
ACELA1820 | ACELA1439
ACELA1819
EYLF Links
Outcome 4: Children are
confident and involved learners
Outcome 5: Children are
effective communicators
General Capabilities
● Literacy
Cross Curriculum Priorities
● Sustainability
Warm Up: News
● The students that are
rostered to share their
news on Tuesday of
Week B will begin the day
by sharing their news
● This will develop
students’ ability to speak
in front of the class, as
well as developing
listening skills in the other
children
● In a class of approx 20
children - 5 students
share their news
FRIDAY
90 minutes per literacy block
ACELA1820 | ACELA1439
ACELA1819| ACELY1652
EYLF Links
Outcome 2: Children are
connected with and contribute to
their world
Outcome 4: Children are
confident and involved learners
General Capabilities
● Literacy
Cross Curriculum Priorities
● Sustainability
Subject Integration
● Science
Warm Up
● Movement activity
practising the syllables in
CVC words
● The teacher will say a
word (“dog” for example)
and then children will
represent the syllables by
first touching the top of
their head, then touching
their shoulders, and on
the final syllable touching
their knees
● The teacher can also use
CVC words where the
initial sounds consist of
two letters - test students’
ability to blend sounds
 person gives 3 or 4 clues (“it’s
● The student who receives the ball small, round, smooth
things of another word and [describing a pebble])
passess the ball to a new person ● Students try to guess
● If a student can’t think of a word, what is in the feely bag.
they can say pass They could talk with a
● Continue the game until no one partner and then share
can think of any new words or their guesses
when everyone has had a turn ● Students then need to
pass the feely bag around
so everyone in the class
gets to have a turn

2. Phonological Weekly Focus - Phonological Awareness Weekly Focus - Phonological Weekly Focus - Phonological Weekly Focus - Phonological Weekly Focus - Phonological
Awareness/ Ladybirds - Activity 1 Awareness Awareness Awareness Awareness
Grammar Bees - Activity 2 Ladybirds - Activity 2 Ladybirds - Activity 3 Ladybirds - Activity 4 Ladybirds - Activity 5
Activities Butterflies - Activity 3 Bees - Activity 3 Bees - Activity 4 Bees - Activity 5 Bees - Activity 1
(Rotations) Dragonflies - Activity 4 Butterflies - Activity 4 Butterflies - Activity 5 Butterflies - Activity 1 Butterflies - Activity 2
Caterpillars - Activity 5 Dragonflies - Activity 5 Dragonflies - Activity 2 Dragonflies - Activity 2 Dragonflies - Activity 3
Caterpillars - Activity 1 Caterpillars - Activity 2 Caterpillars - Activity 3 Caterpillars - Activity 4
Activity 1
Write consonant-vowel-consonant (CVC) Activity 2 Activity 3 Activity 4 Activity 5
Week 1: Phonological words by representing some sounds with Recognise and generate rhyming Recognise and generate rhyming Recognise and generate rhyming Segment sentences into
Awareness the appropriate letters, and blend sounds words, alliteration patterns, syllables words, alliteration patterns, words, alliteration patterns, individual words and orally blend
Each of these five
associated with letters when reading CVC and sounds (phonemes) in spoken syllables and sounds syllables and sounds and segment onset and rime in
activities will be present words (ACELA1820) words (ACELA1439) (phonemes) in spoken words (phonemes) in spoken words single syllable spoken words,
across the week ● Activity: Provide a list of CVC Word Clapping and Drum Beats (ACELA1439) (ACELA1439) and isolate, blend and
words and ask children to (Peel Language Development Book - manipulate phonemes in single
Students will remain in manipulate magnetic letters to targets syllable level) Rhyming Snap/Rhyming Memory EA - led activity syllable words (ACELA1819)
the same group across
the two weeks, and the create said words before practising Game Alliteration
groups will rotate writing these words on paper ● Activity: Have a list of words ● Children are provided ● Children’s Literature: K is Onset-Rime
between these activities ● The teacher could then ask the that are 2-4 syllables long. with a selection of cards For Kissing a Cool ● Children will get
over the course of the students to read out the words Start with the 2 syllable words that have rhyming words Kangaroo by Giles laminated sheets of paper
week
● Examples of CVC words: first on them. Their task is to Andreae with different rimes, and
○ cat/rat/mat ● Give the child a word and get find words that match - ● The EA will give children children will write down
○ dog/log/ them to use a drum to beat e.g. cat and bat a word found in the book different onsets using
○ how/now/cow the correct number of ● The game can be played and ask what the whiteboard marker to
syllables - e.g. ba/na/na either as a Snap style beginning sound is make different words
would be 3 syllables game or as a Memory (“What does dog start ● Also practices letter
● Begin with words that contain style game with? That’s right the “d” writing
2 syllables and increase to 3 sound”) ● Students need to sound
and 4-syllable words as the ● The EA will ask the out the words that they
child makes progress children if they can think write
● Alternatively, you could break of any words off the top of ● E.g the rime will be og
the word down into syllables their head that starts with and children will be given
and the child could then put that beginning sound to write down different
the syllables together to ● Introduce the notion that onsets, e.g. d, l, fr and
guess what the word is letters can represent sound them out
different sounds (e.g. g ● Children can also
represents different experiment with other
sounds in garden and onsets to create
giant) nonsense words

3. Brain Break Fruit bowl - Oral Language Book p.111 My Grandma Went Shopping - First Listening Walk - Oral Language Fitness Lucky Dip Cosmic Yoga - Be the Pond
 ● Purpose: To practice listening skills
● Grouping: Whole class
Procedure:
● Students set up chairs in a circle
so there are enough chairs for
every except for one student
● All students sit in a chair except for
one student who is “it” and stands
in the middle of the circle
● Assign each student a fruit (use
about 3 fruit types for Pre Primary)
● The student who is it starts the
game by calling out the name of a
fruit. All students with that fruit
jump up and try to find a new seat.
The student who is “it” also tries to
find a seat
● The student left without a seat is
now “it” and calls out another fruit
name. The game continues.
● The student in the middle also has
the option of calling out “Fruit
bowl!”. When this is called, all
students must move to find a new
chair
Steps Speaking & Listening Map of
Development, p. 78
● Develops memory,
vocabulary and reinforces the
behaviour of turn taking
● Students sit in circles in
groups
● One person starts by saying,
“My grandma went shopping
and bought - “
● The next person continues by
saying “My grandma went
shopping and bought -- and --
“ ● Alternatively, the teacher
● The game continues in a
cumulative fashion with each
person listing the previous
items bought before adding
new items to the list
● This game will help students
learn about rhythm, similar to
the rhythm present in
Isabella’s Garden
Book, p. 103 ● Includes 24 fitness cards ● As a brain break, children
● Take your students on a ● Place the fitness cards in will do this brief 5 minute
Listening Walk outside in a bucket and get a Cosmic Yoga activity
the garden. Encourage student to pick out an ● Make students to spread
them to sit down action out on the mat so that
somewhere and listen. ● Once a student has there is ample space for
● Leave the students chosen, the entire class them to move
listening for a minute or has to do that action
so and then ask them to ● Improves children’s gross
remember what they motor skills
heard. They could talk to Source: Source:
https://www.teachstarter.com/au/blog/26-brain https://www.youtube.com/watch?v=wf5K3pP2
a partner before sharing s -break-ideas-classroom/ IUQ
a class
https://www.teachstarter.com/au/teaching-res
ource/fitness-bingo/
could stop each time the
students hear a sound
and talk about it.
● Encourage students to
really think about what
they are - ask questions
like:
- Was it loud or soft?
- What else sounds the
same?
- What do you think the
sound was?
- Was it a high sound or a
low sound?

4. Main Block Book: Isabella’s Garden by Glenda Millard,
(Reading/ illustrated by Rebecca Cool
Writing/ ● The teacher will begin this
Speaking sequence of lesson by reading
and Isabella’s Garden to give context
Listening about gardening/sustainability
Main focus for this week READING TO STUDENTS
- teaching the text type ● To begin reading the book, look at
of a recount through
language experience the front cover and discuss it with
the children. Make predictions
about the story, characters, setting
and plot from looking at the front
cover - e.g. discuss the following
questions:
● What is the main colour on
the cover? Why is it green?
How does green make you
feel?
● Where do you think this
story will happen?
● As you read the story, conduct a
picture walk through the book
● Ask the students to focus
Book: Isabella’s Garden by Glenda
Millard, illustrated by Rebecca Cool
Reading Block
Choral Reading
● Gives students an opportunity
to read aloud, as well as
learning about rhythm and
text structure
● Give each student a sentence
to read out from Isabella’s
Garden
● The teacher will begin with
the first sentence of the story,
and then give another student
the second sentence in the
story
● The teacher will use only half
the book for choral reading
Writing Block
MODELLED WRITING - First Steps
Writing Resource Book, p.8
● The teacher will model how to
write a recount, in preparation
Book: Isabella’s Garden by
Glenda Millard, illustrated by
Rebecca Cool
Reading Block
Choral Reading
● The students will practice
reading out Isabella’s
Garden again
● The teacher will remind
the students of their
sentences
● The teacher can give
students more sentences
so that they can progress
further in the story
● This is to practice the
rhythms present in the
story
Writing Block
MODELLED WRITING - First
Steps Writing Resource Book,
p.8
Book: Isabella’s Garden by
Glenda Millard, illustrated by
Rebecca Cool
MODELLED WRITING
● At the start of the main
literacy block, the teacher
will model writing the
conclusion
● The teacher will use a
sentence stem to help
children to finish up their
modelled writing:
● Finally we . . .
● My favourite part . . .
● The teacher can ask
children to contribute their
ideas
● Implore children to think
about what they did at the
end and what their
favourite part was
SHARED WRITING - First Steps
Book: Isabella’s Garden by
Glenda Millard, illustrated by
Rebecca Cool
LANGUAGE EXPERIENCE -
First Steps Writing Resource
Book p.11
● Students will create a
Language Experience
(recount) based on the
time they planted some
seeds in the school
garden
● Today, they will begin on
the process of creating
the Language Experience
after modelling and
scaffolding the lesson all
week
● The teacher and students
will begin by refining the
writing that was done in
the Shared Writing
session the previous day
● Each student will
 their attention on the things for the Language Experience
that they see in the book, that will be completed later
as well as the actions in the that week
book (e.g. reading, ● The teacher will clearly
swinging, watering, explain the purpose of this
climbing) activity - to write a recount
● After the teacher reads the story to ● The teacher will explain that a
the children, students will create an recount is used to recall
X chart describing what it would important events - for
feel like, sound like, look like and example, people might make
smell like in Isabella’s garden a recount about going to the
● This activity will be completed as a zoo
class, and the teacher will model ● The teacher will explain that
what an X chart will look like - this recounts consist of a
poster will later be displayed at the beginning, a middle
front of the class (describing the events of an
● Once this activity has been done, event) and the end
the teacher will then ask the ● Today, the teacher will assist
students to explore the school’s the children in creating the
gardens introduction to the recount
● Students will record their ● The teacher will use sentence
observations (in words or stems to introduce the
drawings) under five headings: recount: Today we . . .
what they can See, Hear, Smell, ● The teacher will keep the
Feel or Taste modelled introduction to use
● Save these observations for later in the next modelled writing
to be used in the Language session
Experience ● The teacher will then ask the
children to brainstorm what
Source: sort of things they would need
https://readingaustralia.com.au/lesson/isabellas-garden/
to prepare for planting seeds,
e.g. prepare the soil, get
Assessment
some seeds, get a shovel, get
● The teacher will assess the a watering can to water the
students through observations seeds etc.
and discussions with the ● The students can then offer
children their ideas as the teacher
models the writing
Assessment
● The teacher will assess the
children with observations, as
well as assessing students'
fluency
5. Free Play Book Corner - In the book corner, there Outdoor Play Area - The outdoor
will be a variety of children’s literature on play area will be filled with an
These play corners will
be available for the next the subject of the environment, some abundance of natural materials
two weeks. suggestions are listed below: ● Children can participate in the
● Isabella’s Garden by Glenda mud kitchen
Millard ● Children can create labels for
● The Earth Book by Todd Parr fruit and vegetables
● Where the Forest meets the Sea
by Jeannie Baker
● The teacher will move
onto the next part of the
recount
● The teacher will model
writing down the body
part of the recount using
sentence stems
● First we...
● Then we
● The students will then give
answers
In this lesson, children will plant
seeds in the garden and record
the experience - this will form the
basis of the Language
Experience on Friday
● They will take photos with
the iPad, which will be
later printed out and used
in the Language
Experience
● The children will
participate in the process
of digging in the soil,
placing the seeds in the
ground, then watering the
plant
● Afterwards, the teacher
will interview students
about what they had
learned
Assessment
● The students will be
assessed using
observation notes
Construction Area - The
construction area will contain a
variety of recycled materials -
both from the school and from
students’ and teachers’ homes
Puzzle and Manipulative Area -
include various materials to
Writing Resource Book, p. 14
● After participating in the
experience of planting
seeds in the garden, the
teacher will then conduct
a Shared Writing session
with the students
● The teacher will create a
Shared Writing
● Engage students in the
creation of the text - e.g.
ask them What was your
favourite part about
planting seeds in the
garden?
● The teacher will help the
children to revise over all
the conventions about
recount writing they had
learned
● Once the students have
completed the Shared
Writing task, position it at
the front of the class so
that students are able to
see it - use it later in the
Language Experience
(next day)
Assessment
● The teacher will assess
the students through
discussions about their
learning and through what
learning they achieved
Science Laboratory - Students
can investigate ways to help the
planet - create a science
laboratory play corner
● Include paper and pen for
children to write down
what they are learning
● Use non-fiction science
books in this area - using
contribute their own
paragraph/page and their
own thoughts to the
Language Experience
● The students will also
include photos they had
taken from the experience
of planting
Metacognitive Strategy -
Learning Chart (First Steps
Linking Assessment, Teaching
and Learning, p.176)
● At the end of this week of
work, children will create
a Learning Chart to
represent the content and
learning strategies they
had learned that week
● E.g. we had learned how
to write a Language
Experience, we learned
how to plant seeds in the
garden
Assessment
● Students will self-assess
themselves through the
metacognitive activity
● The teacher will assess
students through their
work samples
Art Table - Include a variety of
natural materials - (e.g. rocks,
leaves, driftwood - use natural
materials found in the garden)
 ● The Lorax by Dr Seuss explore and use, such as: books as a reference
● The Sign of the Seahorse by ● Playdough and alphabet ● Include a variety of
Graeme Base cutters manipulatives to foster
● The Wump World by Bill Peet ● Stamps/stamp pads sensory play - e.g. kinetic
● Not your Typical Book About the ● Plastic/wooden letters, sand, oobleck, even
Environment by Elin Kelsey large letter shapes, word provide instructions to
In addition, the Language Experience shapes, letters, numbers children to make their
Book created in Week One will eventually and shape stencils own kinetic sand and
be added to the book corner ● Magnetic letters and oobleck
Source: magnetic board, or
https://www.climatecouncil.org.au/8-classic-kids-books-abo
ut-the-environment/ whiteboard
● Pattern books/pattern
pictures
● Various writing
implements and materials
(e.g. pens, pencils,
crayons, paper,
cardboard, clipboard,
With educators, or independently,
children can:
● Experiment with writing,
drawing, stamping,
playing with and
arranging
letters/words/numbers
● Use materials to create
cards, labels or signs
● Make patterns, own name
and simple words using
letter materials

ENGLISH 4: 2 WEEK PLAN - WEEK TWO

Year Group: Pre Primary

← Same as last week

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

90 mins per literacy block 90 mins per literacy block 90 mins per literacy block 90 mins per literacy block 90 mins per literacy block

Curriculum Links ACELT1578|ACELA1434| ACELA1819|ACELY1646| ACELA1440 | ACELY1650 ACELA1440 | ACELY1650 ACELA1817 |ACELA1434
EYLF Links ACELT1783 |ACELT1783 |ACELT1783 ACELA1440
 Outcome 2: Children are connected with
and contribute to their world
Outcome 4: Children are confident and
involved learners
General Capabilities
● Literacy
Cross Curriculum Priorities
● Sustainability
Subject Integration
● Science
1. Warm Up Warm Up: Community Circle
● Topic for the community circle is:
How can we help the
planet?/What are some ways we
can help the planet?
● Students sit in a circle,and the
teacher goes around the circle
and asks the students to share
their answers
● Give children the option to pass
if they want to
2. Phonological Weekly Focus - Grammar
Awareness/ Ladybirds - Activity 1
Grammar Bees - Activity 2
Activities Butterflies - Activity 3
(Rotations) Dragonflies - Activity 4
Caterpillars - Activity 5
Week 2: Grammar Activities
Each of these five activities
will be present across the Activity 1
week Obstacle Course/Outside Play - Peel
Language Development Book
Students will remain in the
same group across the two (Grammar - targets prepositions)
weeks ● Use outdoor equipment to create
obstacle courses or you can do
this activity during outside play
● Give the children different
instructions to “act out”
prepositions within the obstacle
course – e.g. in, up, down,
behind, below, above, on top,
on, near, next to etc.
● Ask the children to tell you
where they are or what they are
doing and ensure they use the
correct proposition e.g. “Where
are you standing?”.....”I am
standing behind the bike”. If they
EYLF Links
Outcome 4: Children are confident
and involved learners
Outcome 5: Children are effective
communicators
General Capabilities
● Literacy
Cross Curriculum Priorities
● Sustainability
Warm Up: News
● The students that are
rostered to share their news
on Tuesday of Week B will
begin the day by sharing
their news
● This will develop students’
ability to speak in front of
the class, as well as
developing listening skills in
the other children
● In a class of approx 20
children - 5 students share
their news
Weekly Focus - Grammar
Ladybirds - Activity 2
Bees - Activity 3
Butterflies - Activity 4
Dragonflies - Activity 5
Caterpillars - Activity 1
Activity 2
Segment sentences into individual
words and orally blend and
segment onset and rime in single
syllable spoken words, and isolate,
blend and manipulate phonemes in
single
syllable words (ACELA1819)
Joining Sentences - Peel
Language Development Centre
Book (Grammar - targets
conjunctions [then, because, and])
● Give children simple
compound sentences on
card as well as
conjunctions such as “and”
“then”
● Encourage children to
create compound
EYLF Links
Outcome 4: Children are confident
and involved learners
General Capabilities
● Literacy
Cross Curriculum Priorities
● Sustainability
Warm Up
● This is to help children
learn prepositions
● Ask children to run around
and go to certain places,
e.g. “stand under the slide”
“stand next to the big tree”
● Similar to Activity 1 for this
week
Weekly Focus - Grammar
Ladybirds - Activity 3
Bees - Activity 4
Butterflies - Activity 5
Dragonflies - Activity 2
Caterpillars - Activity 2
Activity 3
Recognise and name all upper
and lower case letters
(graphemes) and know the most
common sound that each letter
represents (ACELA1440)
Writing Letters
● Children will practice
writing upper and
lower-case letters
● Children will practice
writing satpin letters
EYLF Links
Outcome 4: Children are
confident and involved learners
Outcome 5: Children are effective
communicators
General Capabilities
● Literacy
Cross Curriculum Priorities
● Sustainability
Warm Up: News
● The students that are
rostered to share their
news on Tuesday of
Week B will begin the day
by sharing their news
● This will develop students’
ability to speak in front of
the class, as well as
developing listening skills
in the other children
● In a class of approx 20
children - 5 students
share their news
Weekly Focus - Grammar
Ladybirds - Activity 4
Bees - Activity 5
Butterflies - Activity 1
Dragonflies - Activity 2
Caterpillars - Activity 3
Activity 4
Recognise and name all upper
and lower case letters
(graphemes) and know the most
common sound that each letter
represents (ACELA1440)
Sounding Out Letters
Graphemes Card Race
● Place the card pack face
down
● Roll the dice and move
your counter that number
of spaces
● Tell your partner what
sound the letter makes
● Take a card from the pack
and read the word. Does
the word have a sound
that matches the one in
your space?
EYLF Links
Outcome 4: Children are
confident and involved learners
Cross Curriculum Priorities
● Sustainability
Warm Up
● Similar to Brain Break
Activity - Tuesday
● Helps children to practice
syllables
● Children will begin the
day by singing nursery
rhymes. They will
accompany this with
instruments to beat out
the syllables
● Children can choose
which nursery rhyme they
would like to sing that day
Weekly Focus - Grammar
Ladybirds - Activity 5
Bees - Activity 1
Butterflies - Activity 2
Dragonflies - Activity 3
Caterpillars - Activity 4
Activity 5
Know how to read and write
some high-frequency words and
other familiar words
(ACELA1817)
High Frequency Words
Playdough Mat
● Children are given a
playdough mat, and using
playdough they need to
form the letters of high
frequency words onto the
playdough mat. After this,
children will practice
writing these words onto
pieces of paper
● In this activity, children will
be supplied with a list of
high-frequency words
Source:
 have difficulty answering your
question, give them a forced
alternative e.g. “Are you behind
the bike or in front of the bike?”...
“I am behind the bike”
● Improves students’ gross motor
skills
3. Brain Break Songs with Actions
Jump Up, Bend Down - The Learning
Station
● Encourage children to spread
themselves out on the mat so
they have enough room to do
the actions
● Short brain break activity to get
children moving/use their fine
motor skills
Source:
https://www.youtube.com/watch?v=X7jSWdnosh
4. Main Block READING TO STUDENTS
(Reading/ ● Book - The Lorax by Dr Seuss
Writing/ ● The teacher will start by reading
Speaking and The Lorax to the students
Listening ● The teacher will begin by asking
the children to look at the cover,
then probe discussion using
questions such as: What do we
think this story is about? What
do you think a Lorax is?
● The teacher will begin reading
the story. During selected parts
in the story, the teacher will ask
children to predict what they
think will happen next
Show the students the following video:
https://www.youtube.com/watch?v=5I7u
5FMQxHA
sentences by mixing up the
conjunctions and simple
sentences
Songs/Nursery Rhymes
● When you sing the nursery
rhyme with children, give
them a musical instrument
so that they can beat out
the syllables - introduce
phonological awareness
learning
● Sing a number of nursery
rhymes, such as:
○ Row Row Row your
Boat
○ Incy Wincy Spider
○ 1,2,3,4,5 Once I
Caught a Fish Alive
MODELLED READING
Book - The Lorax by Dr Seuss
● The teacher will model the
reading strategy of
sounding out in the book
● The teacher introduce the
strategy of modelled
reading and use a section
of the book to demonstrate
this strategy
● The teacher will use
selected points in the story
to demonstrate the strategy
and explicitly explain what it
means to sound-out
● This will take approximately
10-15 minutes of the
session before segueing
into the Shared Reading
Simon Says - Oral Language
Book, p. 114
● Purpose: To practice
listening and following
instructions/develop
vocabulary/develop
memory skills (when giving
multiple instructions)
Procedure
● In this version of “Simon
Says” only some students
respond to the instructions
that are appropriate to
them - some examples:
● Everyone wearing
blue, stand up
● Everyone with brown
hair, stand on one foot
● Everyone who has a
brother, shake hands
with the person next
to you
MODELLED READING
Book - The Lorax by Dr Seuss
● The teacher will reread
The Lorax, but this time
ask the students to focus
on the characters of the
Lorax and the Onceler
● Ask children to think about
what these characters are
like (using the reading
strategy of inferring)
● After reading The Lorax,
the children will complete
a Character Self Portrait
for either the Lorax or the
Onceler
● Before starting the
Character Self Portrait, the
teacher will explain clearly
● If yes, keep it. If not, put
the card at the bottom of
the pack
● Take turns and have fun
Source:
https://doe-ict-homeschool-prd-end.azureedge
.net/public/PP-2-GRAPHEMES-CARD-RACE
1.pdf
https://doe-ict-homeschool-prd-end.azureedge
.net/public/PP-2-GRAPHEMES_PLAYING-CA
RDS.pdf
The Learning Station - Brain
Breaks - Action Songs for
Children - Move and Freeze -
Kids Songs by The Learning
Station
● Encourage children to
spread themselves out on
the mat so they have
ample room to move
around
Source:
https://www.youtube.com/watch?v=388Q44Re
OWE
SHARED READING
● The students will get into
reading groups to read
The Lorax, and focus on
the reading strategy of
connecting
● Because the children
have read the book a
number of times, they will
use their prior knowledge
and what they already
know about the story to
use connecting
Connecting (First Steps Reading
Resource Book, p. 115)
● In connecting, children make
strong connections between
their prior knowledge and the
https://www.readbrightly.com/sight-word-game
s-activities-reading-ideas/
Barrier Game - Oral Language
Book, p. 105
● Purpose: To give
instructions using precise
vocabulary/To listen
carefully and follow
instructions/To clarify
information by asking
questions/To work
cooperatively with a
partner
● Students are to work in
partners for this activity
● Partner A has a picture,
and needs to describe the
picture to Partner B who
will draw it and vice versa
SHARED WRITING
● Based on reading The
Lorax
● The teacher will explain to
the students that as a
class, they will be creating
a Word Wall with different
reasons why it is
important to save the
planet
● Students will share why
they think it is important to
take care of the Earth
● The teacher will record
students’ answers onto
the Word Wall, which will
be displayed in the class
● Students will the create
 After viewing the video, ask them:
● What did you learn about trees?
● Why are trees important to us?
● Shows the children that The Lorax
is based on real world issues
MODELLED WRITING
● The teacher will model how to
write persuasively
● The teacher will explain that the
focus is to write about Why it is
important to take care of the
planet
● The teacher will use sentence
starters in the Modelled Reading
session
● This will be displayed at the front
of the class to be used later
(Shared Reading)
Assessment:
● The teacher will assess the
students through observations
and discussions with children
about what they have learned
5. Free Play Book Corner - In the book corner, there Outdoor Play Area - The outdoor
The play corners will be will be a variety of children’s literature
available for the next two
weeks. on the subject of the environment, some
suggestions are listed below:
● Isabella’s Garden by Glenda
Millard
● The Earth Book by Todd Parr
● Where the Forest meets the Sea
session
SHARED READING - First Steps
Reading Resource Book, p.17
● Students will then get into
Shared Reading groups to
practice the reading
strategy of sounding out
● The children will use The
Lorax again to practice this
strategy - use smaller
versions of the text for each
student
● Children will be given part
of the book to read - to
practice sounding out
Extension - The students can tell
the teacher which letters and
sounds they saw while reading the
book
Assessment:
● In the Shared Reading
sessions, the teacher will
assess the students by
observing to them and
discussing with them about
their learning
● The teacher can also
assess their fluency in
reading and how they
sound out the words in the
Shared Reading session
play area will be filled with an
abundance of natural materials
● Children can participate in
the mud kitchen
● Children can create labels
for fruit and vegetables in
the garden
what the Character Self
Portrait will entail and
model how to write it
Character Self Portrait (First
Steps Reading Resource Book, p.
144)
Creating a Character Self Portrait
provides readers with an
opportunity to combine
information from the text with their
prior knowledge. While completing
a character profile, students
discuss inferences and opinions
about characters and listen to the
point of view and interpretations of
others
● Construct a Character Self
Portrait framework
consisting of appropriate
sentence stems that relate
to the text.
● Jointly select a character
from the text
● Have the student discuss
the character then
complete the sentence
stem
● Record student responses
to the framework
● Invite students to refer to
the text to support the
responses to each
sentence stem
Assessment
● The teacher will assess
the students through their
Character Self Portraits -
assess through work
samples
Construction Area - The
construction area will contain a
variety of recycled materials -
both from the school and from
students’ and teachers’ homes
● Include some instructions
about how to build Truffula
Trees (based on the story)
information presented in a
new text
Think and Share (First Steps
Reading Resource Book, p. 138)
Completing a Think and Share
activity provides an opportunity
for students to make
comparisons between characters
in a story, as well as make
connections
● The students will use the
Character Self Portraits
they made in the previous
lesson to make a Think
and Share between the
Lorax and the Onceler
● Encourage children to
imagine how they would
feel if they were either the
Lorax or the Onceler
Extension - Children can
compare their knowledge of The
Lorax to Isabella’s Garden
Assessment
● The teacher will assess
the students through
observing them during
Shared Reading sessions
Science Laboratory - Students
can investigate ways to help the
planet - create a science
laboratory play corner
● Include paper and pen for
children to write down
what they are learning
● Use non-fiction science
their own poster about
why it is important to take
care of the planet
Metacognitive Strategy -
Learning Chart (First Steps
Linking Assessment, Teaching
and Learning, p.176)
● Similar to the previous
week, children will create
a Learning Chart to
summarise their learning
for the week
Assessment
● The students will be
assessed through work
samples of their poster
● Children will be assessed
through the Learning
Chart (summative
assessment)
Art Table - Include a variety of
natural materials (e.g.rocks,
leaves, driftwood)
● Include some materials to
make a Thneed
 by Jeannie Baker Puzzle and Manipulative Area - books in this area - using
● The Lorax by Dr Seuss include various materials to books as a reference
● The Sign of the Seahorse by explore and use, such as: ● Include a variety of
Graeme Base ● Playdough and alphabet manipulatives to foster
● The Wump World by Bill Peet cutters sensory play - e.g. kinetic
● Not your Typical Book About the ● Stamps/stamp pads sand, oobleck, even
Environment by Elin Kelsey ● Plastic/wooden letters, provide instructions to
Source: large letter shapes, word children to make their
https://www.climatecouncil.org.au/8-classic-kids-books-
about-the-environment/ shapes, letters, numbers own kinetic sand and
and shape stencils oobleck
● Magnetic letters and
magnetic board, or
whiteboard
● Pattern books/pattern
pictures
● Various writing implements
and materials (e.g. pens,
pencils, crayons, paper,
cardboard, clipboard,
With educators, or independently,
children can:
● Experiment with writing,
drawing, stamping, playing
with and arranging
letters/words/numbers
● Use materials to create
cards, labels or signs
● Make patterns, own name
and simple words using
letter materials

PLAY AREAS FOR THE NEXT TWO WEEKS

- The teacher should embed emergent literacy concepts into these play areas
Construction Area: The construction area will contain a variety of recycled materials from home. Provide writing materials in the construction area so children can label things themselves

Art Table: Use natural materials in the art corner (e.g. rocks, leaves, driftwood - use natural materials found in the garden)

Book Corner: The book corner will contain a variety of children’s literature related to the environment. The teacher and education assistants will actively engage students in this book corner

Outdoor Area: Children can participate in the mud kitchen

- Children can create labels for the fruits/vegetables/plants in the garden (using emerging literacy concepts)

Science Area: Students can investigate ways to help the planet - create a science laboratory play corner
- Include paper and pen for children to write down what they are learning
- Use non-fiction science books in this area - using books as a reference

Puzzle and Manipulative Area Include various materials to explore and use, such as:
- Playdough and alphabet cutters
 - Stamps/stamp pads
- Plastic/wooden letters, large letter shapes, word shapes, letters, numbers and shape stencils
- Magnetic letters and magnetic board, or whiteboard
- Pattern books/pattern pictures
- Various writing implements and materials (e.g. pens, pencils, crayons, paper, cardboard, clipboard,

With educators, or independently, children can:

- Experiment with writing, drawing, stamping, playing with and arranging letters/words/numbers
- Use materials to create cards, labels or signs
- Make patterns, own name and simple words using letter materials

ASSESSMENT
Phonological Awareness/Grammar Activities
- Have a group of focus students over the week
- Collect work samples from these students

Main Block
- Assess students’ work samples
- Assess the students through observations and discussions with children

Play Based Learning

- Observe and assess the children as they participate in play and exploration - make general observations, as well as taking running
records with an emphasis on developing literacy concepts
- Have a focus group of students to look at each day - approx. 3-4 students
ENGLISH 4 - REFERENCE LIST

Andreae, G. (2002). K is for Kissing a cool kangaroo. Scholastic.

Annandale, K., Bindon, R., Handley, K., Johnston, A., Lockett, L. & Lynch, P. (3rd edition).
(2013). First Steps: Reading resource
book.det.wa.edu.au/stepsresources/detcms/navigation/first-steps-literacy/

Annandale, K., Bindon, R., Handley, K., Johnston, A., Lockett, L. & Lynch, P. (2004). First
Steps: Writing resource book (2nd ed.). Melbourne: Rigby Heinemann.
det.wa.edu.au/stepsresources/detcms/navigation/first-steps-literacy/

Annandale, K., Bindon, R., Handley, K., Johnston, A., Lockett, L.& Lynch, P.(2008). Linking
assessment, teaching and learning, Melbourne, VIC: Rigby Heinemann.
det.wa.edu.au/stepsresources/detcms/navigation/first-steps-literacy/

Bradfield, K. (2014). Isabella’s Garden. https://readingaustralia.com.au/lesson/isabellas-garden/

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

Climate Council. (2016). Book week: 8 classic kids books about the environment.
https://www.climatecouncil.org.au/8-classic-kids-books-about-the-environment/

Department of Education. (2017). Card Race 1.

https://doe-ict-homeschool-prd-end.azureedge.net/public/PP-2-GRAPHEMES-CARD-RACE1.
pdf

Department of Education. PP 2 Graphemes Playing Cards.

https://doe-ict-homeschool-prd-end.azureedge.net/public/PP-2-GRAPHEMES_PLAYING-CAR
DS.pdf

Department of Education and Training Victoria. (2020). Literacy teaching toolkit: play (emergent
literacy).
https://www.education.vic.gov.au/childhood/professionals/learning/ecliteracy/emergentliteracy/
Pages/play.aspx#link59

Holly (Teach Starter). (2016). 26 brain break ideas for the classroom.
https://www.teachstarter.com/au/blog/26-brain-break-ideas-classroom/

Geisel, T. S. (1971). The Lorax. Random House.

Millard, G. (2009). Isabella’s Garden. Walker Books.

Schools Curriculum and Standards Authority [SCSA]. (2014). English v. 8.1.
https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-browser/english-v8#

Teach Starter. (n.d.) Fitness bingo.

https://www.teachstarter.com/au/teaching-resource/fitness-bingo/

The Learning Station.(2015, May 13). Brain Breaks - Action Songs for Children - Move and
Freeze - Kids Songs by The Learning Station. [Video]. YouTube.
https://www.youtube.com/watch?v=388Q44ReOWE

The Learning Station. (2019, September 16). Jump Up, Bend Down- Exercise Song for Kids ♫
Action Dance Song - Kids Songs by The Learning Station. [Video]. YouTube.
https://www.youtube.com/watch?v=X7jSWdnoshw
 English 4: Oral Language, Speaking and Listening
Student Name:
Year Level:
CRITERION Pass
Rationale (500 words) Beliefs about literacy learning are
A clear rationale that articulated and relevant sources are
articulates personal discussed to provide a theoretical
beliefs about literacy background.
learning and provides
Pedagogical decisions are discussed.
a clear justification for
the planning decisions The application of current planning
evident. and policy frameworks is discussed.
Curriculum Overview Relevant curriculum information is
An overview of the provided
relevant English Strands, sub-strands & content
curriculum content is descriptions
provided.
Literacy Planning A clear sequence of literacy teaching
An integrated literacy is planned. All modes of English are
plan addressing all addressed however not integrated
modes of English fully. An oral langauge text is
program of work. introduced.
A developing understanding of
liteacy teaching pedagogy is
demonstrated through the planning
of appropriate
Instructional procedures
Teaching strategies
Assessment tools
Resources.
Appropriate children’s literature is
used.
A suitable planning format is used.
Marking Rubric Assessment 3:
ID: ______________
Book:
Credit
Beliefs about literacy learning are clearly articulated
and a range of relevant sources are cited to
strengthen the theoretical position.
Pedagogical decisions are clearly justified and reflect
a sound understanding of literacy teaching.
The application of current planning and policy
frameworks is clearly demonstrated.
Relevant curriculum information is provided
including
Strands, sub-strands & content descriptions
General cap’s & cross-curriculum priorites
All modes of English are clearly integrated into a
purposeful teaching sequence across the program.
An oral langauge text taught effectively.
A sound understanding of literacy teaching
pedagogy is demonstrated through the planning of
Appropriate instructional procedures
Effective teaching strategies
Efficient assessment tasks / tools
Appropriate resources
Adjustments to support diverse learners
students.
Appropriate children’s literature is used effectively.
Planning format is well suited for the purpose and
planning information is clearly presented.
Literacy Planning
Tutorial day / time: ______
Distinction / High Distinction
Beliefs about literacy learning clearly and concisely
articulated and supported by a wide range of
relevant sources correctly cited to provide a
comprehensive theoretical background.
Pedagogical decisions are clearly justified and reflect
an excellent understanding of literacy teaching.
The application of current planning and policy
frameworks is clearly demonstrated and used
appropriately to plan.
Relevant curriculum information is provided
including
Strands, sub-strands & content descriptions
General cap’s & cross-curriculum priorites
Relevant aspects of the achievement standard.
All modes of English are fully integrated into a
purposeful and well-constructed teaching sequence.
An oral langauge text is explicitly taught in a
meaningful context.
A superior understanding of literacy teaching
pedagogy is demonstrated through the planning of
Embedded instructional procedures
Highly effective teaching strategies
Efficient assessment tasks / tools
A wide-variety of appropriate resources
Effective strategies to support diverse learners.
Appropriate children’s literature is fully integrated
into the content of program.
Planning format is highly suited for the purpose and
used effectively for a high standard of presentation.
 ACADEMIC LITERACY
Satisfactory; some
Sound
The overall grade awarded for the assignment cannot be greater than that awarded for the Academic Literacy component. Unsatisfactory aspects may require
further editing.
Structure & Coherence
Introduction and conclusion. Coherent set of paragraphs that outline key points.
Expression & Grammar
Clear and concise sentences. Grammar is appropriate and accurate.
Spelling & Punctuation
Standard Australian spelling. Punctuation is appropriate and accurate.
APA Referencing Style
All material is referenced correctly using APA style – both end-text and in-text referencing.
Presentation & Length
Format requirements for presentation and length are closely followed.

Comments Tutor: Assignment Grade: