WEEKLY PLANNER Week 1 2 3 4 5 6 7 8 9 10 Understand how to move beyond making bare Highlighted above Highlighted above assertions and take account of differing perspectives and points of view (ACELA 1502) Understand that the starting of a sentence gives prominence to the message in the text and allows for prediction of how the text will unfold (ACELA 1505) Understand how to use banks of known words as well as word origins, prefixes, suffixes and morphemes to learn and spell new words. (ACELA 1513) Literacy Show how ideas and points of view in texts are conveyed through the use of vocabulary, including idiomatic expressions, objective and subjective language, and that these can change according to context (ACELY 1698) Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience (ACELY 1704) Reread and edit student’s own and others’ work using agreed criteria for text structures and language features (ACELY 1705) MODELLED SHARED INDEPENDENT I Do IT We Do It We Do It You Do IT Modelled reading of classroom Response to modelled reading see Reading aloud around class Sustained silent reading for 15 – novel (reading for pleasure) x 4 First Steps Reading Resource Book or Choral reading (encourage minutes in class x 4 times weekly times weekly. Teacher models First Steps Reading Map of fluency) reading reading with fluency, expression
WEEKLY PLANNER Week 1 2 3 4 5 6 7 8 9 10 Understand how to move beyond making bare assertions and take account of differing perspectives and points of view (ACELA 1502) Understand that the starting of a sentence gives prominence to the message in the text and allows for prediction of how the text will unfold (ACELA 1505) Understand how to use banks of known words as well as word origins, prefixes, suffixes and morphemes to learn and spell new words. (ACELA 1513) Literacy Show how ideas and points of view in texts are conveyed through the use of vocabulary, including idiomatic expressions, objective and subjective language, and that these can change according to context (ACELY 1698) Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience (ACELY 1704) Reread and edit student’s own and others’ work using agreed criteria for text structures and language features (ACELY 1705) Highlighted above Highlighted above MODELLED I Do IT SHARED We Do It We Do It INDEPENDENT You Do IT Modelled reading of classroom novel (reading for pleasure) x 4 times weekly. Teacher models reading with fluency, expression Response to modelled reading – see First Steps Reading Resource Book or First Steps Reading Map of Reading aloud around class Choral reading (encourage fluency) Sustained silent reading for 15 minutes in class x 4 times weekly reading