Literacy planner Term 3 Week 6
READING Session 1
LI and SC Learning Intention:
I am learning to understand
unknown words.
Success Criteria:
I will reread and look at the
picture to help me understand
the unknown words.
Mentor Text Fired Up
Whole Class Intro Show students the title of the
text. Ask students to record
with a partner what vocab
would they expect in this text?
Use the mentor text above and
read the first paragraph:-
Use the strategy of reading on
(and rereading to work out
these words together
Independent Reading Practise of the skill/strategy
20 minutes - record unknown words
(Guided Reading Time)
Guided Focus:- Levelled Texts - information
texts with technical words.
Levelled Texts -
information texts with Levels 1 to 5
Guided Texts - you choose
technical words.
Session 2
Learning Intention:
I am learning to understand
unknown words.
Success Criteria:
I will reread and look at the
picture to help me understand
the unknown words.
Fired Up
Use the mentor text above and
read the second paragraph:-
Use the strategy of reading on
(and rereading to work out
these words together
Practise of the skill/strategy
- -
Levelled Texts - information
texts with technical words.
Level 5 to 10
What is a boomerang
Level 11 to 18.
Seahorses
Victorian Curriculum (Reading)
Session 3
Learning Intention:
I am learning to understand
unknown words.
Success Criteria:
I will reread and look at the
picture to help me understand
the unknown words.
Fired Up
Use the mentor text above and
read the third paragraph:-
Use the strategy of reading on
(and rereading to work out
these words together
Practise of the skill/strategy
Levelled Texts - information
texts with technical words
Level 18-22
The Ant
Session 4
Learning Intention:
I am learning to understand
unknown words.
Success Criteria:
I will reread and look at the
picture to help me understand
the unknown words.
Fired Up
Use the mentor text above and
read the fourth paragraph:-
(diagram)
Use the strategy of reading on
(and rereading to work out
these words together
Practise of the skill/strategy
- -
Levelled Texts - information
texts with technical words.
Level 23-26
Emus
Session 5
Learning Intention:
I am learning to understand
unknown words.
Success Criteria:
I will reread and look at the
picture to help me understand
the unknown words.
Fired Up
Use the mentor text above and
read the final paragraph:-
(diagram)
Use the strategy of reading on
(and rereading to work out
these words together
Practise of the skill/strategy
Levelled Texts - information
texts with technical words.
Level 27-30
Antarctic Krill
Level 30+
Creatures of the Tarkine
Rainforest
 Foundation
Use comprehension
strategies to understand and
discuss texts listened to,
viewed or read
independently (VCELY153)
WRITING
LI and SC
Match the LI and SC to a
majority of your class
faces.
Mentor Text
Introduce in reading.
Writing Introduction
10 minutes
Model Writing Skill
Using the text to locate the
Level 1
Use comprehension
strategies to build literal and
inferred meaning about key
events, ideas and
information in texts that
they listen to, view and read
by drawing on growing
knowledge of context, text
structures and language
features (VCELY186)
Session 1
Learning Intention:
I am learning that a
sentence has a noun and a
verb.
Criteria for Success:
I will be able to show that
my sentence has a noun and
a verb.
** Scan a student’s
information report that
shows the subheadings and
information written.
Model:- Ask students to
bring their writing books to
the floor. They need to
choose one of their
information reports they are
Level 2
Use comprehension
strategies to build literal and
inferred meaning and begin
to analyse texts by drawing
on growing knowledge of
context, language and visual
features and print and
multimodal text
structures (VCELY222)
Session 2
Learning Intention:
I am learning to write a
sentence using joining
words.
Criteria for Success:
I will be able to show how I
used a joining word to link
my two ideas.
** Scan a student’s
information report that has
some technical vocab.
Model:-
Ask students to bring their
writing books to the floor.
Open to the information
report they are working on
Level 3
Use comprehension
strategies to build literal and
inferred meaning and begin
to evaluate texts by drawing
on a growing knowledge of
context, text structures and
language
features (VCELY257)
Session 3
Learning Intention:
I am learning to write a
sentence using present
tense.
Criteria for Success:
I will be able to show the
verbs in my writing that are
present tense.
** Scan a student’s
information report that has
some technical vocab.
Model:-
Ask students to bring their
writing books to the floor.
Open to the information
report they are working on
Level 4
Use comprehension
strategies to build literal and
inferred meaning to expand
content knowledge,
integrating and linking ideas
and analysing and evaluating
texts (VCELY288)
Session 4
Learning Intention:
I am learning to match the
adjective to the noun.
Criteria for Success:
I can use better adjectives
(sophisticated) to match the
adjective to the noun.
Model:-
How to choose a genre to
write to:....
Provide at least 2 writing
Level 5
Navigate and read
imaginative, informative and
persuasive texts by
interpreting structural
features, including tables of
content, glossaries,
chapters, headings and
subheadings and applying
appropriate text processing
strategies, including
monitoring meaning,
skimming and
scanning (VCELY318)
Session 5
Learning Intention:
I am learning to match the
adverbs to the verb.
Criteria for Success:
I can use better
(sophisticated) adverbs that
match the verb.
** Scan a student’s
information report that has
highlighted technical vocab.
.Model:
Ask students to bring their
writing books to the floor.
Open to the information
report they are working on
skill where majority of your
students faces are.
Independent Writing - no
talking.
(20 minutes)
The students choosing to
write an information report
based on their interest or
the video you exposed them
to in the whole class.
going to work on this week.
Ask students which Sub-
headings MUST be in their
information report.
(see below).
Model to students how to
access the Amazing animals
website so they can get
more information if they
need it.
** Scan a students work for
tomorrow’s lesson.
Students choose one of the
information reports they
have been working on to fix
and to make better.
By the end of the week, this
information report must be
completed with:-
Introduction
Appearance,
Habitat
Diet
Behaviour
Interesting Facts
Writing skill they are
focusing on must be
highlighted and show
improvements.
Students may go to this
website to help them:-
to improve this week.
Model:- How to identify your
technical vocab.
Use a scanned student’s
writing; model how to
identify technical language.
When students have
completed their writing
today - they are going to
circle their technical
language.
Students choose one of the
information reports they
have been working on to fix
and to make better.
By the end of the week, this
information report must be
completed with:-
Introduction
Appearance,
Habitat
Diet
Behaviour
Interesting Facts
Writing skill they are
focusing on must be
highlighted and show
improvements.
Students may go to this
website to help them:-
to improve this week.
Model:- How to identify your
technical vocab.
Use a scanned student’s
writing; model how to
identify technical language.
When students have
completed their writing
today - they are going to
circle their technical
language.
Students choose one of the
information reports they
have been working on to fix
and to make better.
By the end of the week, this
information report must be
completed with:-
Introduction
Appearance,
Habitat
Diet
Behaviour
Interesting Facts
Writing skill they are
focusing on must be
highlighted and show
improvements.
Students may go to this
website to help them:-
prompts.
Free Choice Writing:-
Students may choose their
own topics and genre:-
Narrative, poetry,
information text, recount,
retell
Students can write in their
books or type into their
Google Docs (no pictures).
to improve this week.
Model:- How to create a
glossary with your
highlighted technical vocab.
Use a scanned student’s
writing; model how to take
the highlighted technical
vocab and write in a
glossary..
Students choose one of the
information reports they
have been working on to fix
and to make better.
By the end of the week, this
information report must be
completed with:-
Introduction
Appearance,
Habitat
Diet
Behaviour
Interesting Facts
Writing skill they are
focusing on must be
highlighted and show
improvements.
Students may go to this
website to help them:-

Guided Writing
** Guided writing is this
week's Learning Task.
Share the pencil/Write the
sounds I hear in words
** Students bring a piece of
writing (information text) they
would like to work on.
Students say a sentence aloud
about an animal they know lots
about.
Support students in writing this
into a simple sentence.
Reflection
https://
kids.nationalgeographic.com
/videos/topic/amazing-
animals
Nouns and verbs in agreement
** Students bring a piece of
writing (information text) they
would like to work on.
Teach students how to use
nouns and generalised
pronouns (not using ‘i’ or ‘my’
because that will turn it into a
recount, so changing it to the
name of the animal)
Find where they have used
nouns in their first sentence.
Ask students to find the verb,
Read their sentence aloud. Does
it make sense? Does the verb
agree with the noun?
Further examples of skill:
How are we starting our
sentences?
Model using the ‘The
Kangaroo..’ rather than ‘My
Kangaroo’.
‘It has’ for lows, or ‘they
have’ for highs.
Skill they are practising
First day - share with the
person next to me (who did
you share with?).
https://
kids.nationalgeographic.com
/videos/topic/amazing-
animals
Joining words/compound
sentences
** Students bring a piece of
writing (information text) they
would like to work on.
Find where they have used the
language in the text.
Highlight their joining words. Is
there a mix of FABBOYS?
Support students in finding
opportunities to use FABBOYS in
their writing.
Further examples of skill:
Using Nouns and Pronouns
to use a range of joining
words.
‘Kangaroos have long tails so
…’
Skill they are practising
Second day - share with two
people (who did you share
with?)
https://
kids.nationalgeographic.com
/videos/topic/amazing-
animals
Time Connectives (present
tense or adjectives group)
** Students bring a piece of
writing (information text) they
would like to work on.
Find where they have used the
language in the text. Highlight
the verbs in the text - are they
all in present tense?
Further examples of skill:
Always write in present
tense:
They are…
They have …
They run.. (instead of ran)
Grows instead of growing.
Skill they are practising
Third day - make groups and
share.
Adjectives
** Students bring a piece of
writing (information text) they
would like to work on.
Find where they have used the
language in the text.
Further examples of skill:
Adjectives that are factual;
and precise.
Clining - technical vocab -
old looks like steps and use a
thesaurus to find more
precise words. Built to be
wise and ancient.
Technical vocab - precise
Skill they are practising
Circle Time- students stand
in a circle and ask for
volunteers to share a word
they have used that shows
https://
kids.nationalgeographic.com
/videos/topic/amazing-
animals
Adverbs
** Students bring a piece of
writing (information text) they
would like to work on.
Find where they have used the
language in the text. Student
find and highlight adverbs.
If they don’t have any/many,
help students find where they
could put some in.
Further examples of skill:
Pulling out the verbs -
building on technical
vocabulary.
Introduce clining
Skill they are practising
Share with two people (who
did you share with?)
 Learning buddies the skill they have been
working on.

Useful video links:

African Elephants - https://www.youtube.com/watch?v=Fk3VdpuFx0Q

Orca -

Elephants - https://www.google.com/search?rlz=1C1GCEA_enAU1057AU1057&q=african+elephant&tbm=vid&source=lnms&sa=X&ved=2ahUKEwiIj4Xyor-
AAxUOe2wGHXcPDFAQ0pQJegUImgEQAQ&biw=1280&bih=595&dpr=1.5&safe=active&ssui=on#fpstate=ive&vld=cid:f84efbca,vid:Aw6GkiCvcWs

King Cobra - https://kids.nationalgeographic.com/animals/reptiles/facts/king-cobra website https://www.youtube.com/watch?v=ImUgAzHSyIc YouTube video (also on emby)