Literacy Learning Progression After two years at school: decoding unfamiliar words by: Using their knowledge of grapheme–phoneme relationships to identify both consonant sounds (e.g., s, t, p, sh, th, ch, ng) and vowel sounds (e.g., e, a, o, ai, ow,igh, ou, ee) recognising common chunks of words and making analogies to words that look similar By the End of Year 4: Looking for clues to confirm their predictions and inferences Making connections between prior knowledge and the concrete examples in a text in order to understand abstract ideas in the text Read for sustained periods and sustain meaning in longer texts over time. E.g. when reading junior novels over several days. Lesson Content Lesson Content Lesson Content 2 Mini scattergories Mini scattergories Word family challenge. “en” Long and Short sorting activity Long and Short sorting activity Long vowel sound overview “o” “u” – “Wingo” Long task sheet. Long task sheet. Library Selection Personal Reading “o” “u” – Week Prediction Activity - Anticipation Text features (discuss text features and Individual guided reading. Guided Reading create a poster for the classroom wall by Triple letter last card. labelling an exemplar; sub headings, Resources illustrations, text box, caption, bold, italics, Switched onto Spelling & – chart, bullets, different colour fonts, etc) Resources Wingo (long vowel sound bingo) Identify the text features in Your “Getting Switched onto Spelling 2.71 & 2.73 Reading Log – Drivers Licence” Sheena Cameron Anticipation Guide – Write a preview of the text only using text guided reading the Team”. “Making features. SJ:1,2, 2011 (8.5-9.5) Triple letter blend last card Resources Switched onto Spelling 2.74 & 2.76 Your Drivers Licence” Choices 1998 “Getting Literacy Learning Progression 3 After Three Years at School: knowing the meanings of some common prefi xes (e.g., un-, re-, in-, dis-) and suffixes (e.g., -s, -es, -ed, -ing, -ly, -er, -less, -ful) and understanding how Week they affect the meanings of words;
Week 2 Literacy Learning Progression After two years at school: decoding unfamiliar words by: Using their knowledge of grapheme–phoneme relationships to identify both consonant sounds (e.g., s, t, p, sh, th, ch, ng) and vowel sounds (e.g., e, a, o, ai, ow,igh, ou, ee) recognising common chunks of words and making analogies to words that look similar By the End of Year 4: Looking for clues to confirm their predictions and inferences Making connections between prior knowledge and the concrete examples in a text in order to understand abstract ideas in the text Read for sustained periods and sustain meaning in longer texts over time. E.g. when reading junior novels over several days. Lesson Content Mini scattergories Long and Short “o” sorting activity Long “o” task sheet. Prediction Activity - Anticipation Guided Reading Triple letter last card. Resources Switched onto Spelling – 2.71 & 2.73 Sheena Cameron – Anticipation Guide guided reading “Making the Team”. SJ:1,2, 2011 (8.5-9.5) Triple letter blend last card Lesson Content Mini scattergories Long and Short “u” sorting activity Long “u” task sheet. Text features (discuss text features and create a poster for the classroom wall by labelling an exemplar; sub headings, illustrations, text box, caption, bold, italics, chart, bullets, different colour fonts, etc) Identify the text features in “Getting Your Drivers Licence” Write a preview of the text only using text features. Resources Switched onto Spelling 2.74 & 2.76 “Getting Your Drivers Licence” Choices 1998 Lesson Content Word family challenge. “en” Long vowel sound overview – “Wingo” Library Selection – Personal Reading Individual guided reading. Resources Switched onto Spelling – & Wingo (long vowel sound bingo) Reading Log Week 3 Literacy Learning Progression After Three Years at School: knowing the meanings of some common prefi xes (e.g., un-, re-, in-, dis-) and suffixes (e.g., -s, -es, -ed, -ing, -ly, -er, -less, -ful) and understanding how they affect the meanings of words;