Kmart ad QUANTAS ad Weetbix ad Cottees ad Mr Sheen ad Hilux ad Revise public speaking techniques Summative Assessment SPEAKING Students use their poster to AND present as a Talk Time Topic to ‘sell’ their product to the rest of LISTENING the class REFLECTION WEEK 9 Model reading strategy using Reading Rotations based on ability Reading Rotations based on ability Comprehension activity shared text groups groups determined by reading ability/ requirements Revise strategies See Below See Below NOTE: - strategy is determined by NOTE: - strategy is determined by teacher, based on formative teacher, based on formative assessment, or other means; assessment, or other means; strategies could include strategies could include sounding out, chunking, etc. sounding out, chunking, etc. and continued from Step 3 of and continued from Step 3 of guided practice guided practice Revise structure of persuasive text. Provide students with stimulus, or Students work in groups/pairs to display stimulus of ‘Public complete “Working with the Year Using a plan, checklist, word GRAMMAR FOCUS – continued Transport – Is it the Way to Go?’ 3 example persuasive task” banks, stimuli and other prompts revision and practice of previously on whiteboard. and resources as appropriate, taught concepts students independently write a Brainstorm with students their In pairs and with the help of a persuasive text on the topic: ideas on the topic. graphic organiser, students plan a SPELLING FOCUS – CHOOSE FROM: ‘Public Transport – Is it the Way to persuasive text on ‘Public Together create a shared Individual programs Go? transport – Is it the way to go?’ persuasive text on the topic, WRITING Topic Specific Words guiding students with structure, Provide students with student Personal pronouns word choices, tense and checklist for editing paragraphing. Words conveying degree of certainty Following writing, read through together to model editing, Evaluative language checking for correct structure etc. Present tense Action verbs Thinking and feeling words
Kmart ad QUANTAS ad Weetbix ad Cottees ad Mr Sheen ad Hilux ad SPEAKING AND LISTENING Revise public speaking techniques Summative Assessment Students use their poster to present as a Talk Time Topic to ‘sell’ their product to the rest of the class REFLECTION WEEK 9 Model reading strategy using shared text Revise strategies Reading Rotations based on ability groups See Below NOTE: - strategy is determined by teacher, based on formative assessment, or other means; strategies could include sounding out, chunking, etc. and continued from Step 3 of guided practice Reading Rotations based on ability groups See Below NOTE: - strategy is determined by teacher, based on formative assessment, or other means; strategies could include sounding out, chunking, etc. and continued from Step 3 of guided practice Comprehension activity determined by reading ability/ requirements WRITING Revise structure of persuasive text. GRAMMAR FOCUS – continued revision and practice of previously taught concepts SPELLING FOCUS – CHOOSE FROM: Individual programs Topic Specific Words Personal pronouns Words conveying degree of certainty Evaluative language Present tense Action verbs Thinking and feeling words Provide students with stimulus, or display stimulus of ‘Public Transport – Is it the Way to Go?’ on whiteboard. Brainstorm with students their ideas on the topic. Together create a shared persuasive text on the topic, guiding students with structure, word choices, tense and paragraphing. Following writing, read through together to model editing, checking for correct structure etc. Students work in groups/pairs to complete “Working with the Year 3 example persuasive task” In pairs and with the help of a graphic organiser, students plan a persuasive text on ‘Public transport – Is it the way to go?’ Using a plan, checklist, word banks, stimuli and other prompts and resources as appropriate, students independently write a persuasive text on the topic: ‘Public Transport – Is it the Way to Go? Provide students with student checklist for editing
english_year_3.docx