2. Demonstrates expanded content vocabulary by building their word banks - What can you see, drawing on a combination of and new topic feel and hear? knowledge. LITERACY CONTINUUM Session Explicit Modelled Writing Guided & Independent Writing (highlight cluster markers treated in the unit) Modes/Skills Writing C9 3 Teacher demonstrates Writing Organiser and Students complete their resolution ready • Constructs well-sequenced imaginative, informative W & R collaboratively works through the resolution to complete for editing. and persuasive texts using language appropriate to Text the organiser. purpose and audience. structure Improving the paragraphs: READ & REVIEW Students: • Plans and organises ideas using headings, graphic Editing Using the previous modelled paragraphs: add to their paragraphs. organisers, questions and mind maps. extract words for teaching various spelling • Rereads texts during and after writing to check Reflecting strategies. review and refine their paragraphs. accuracy, consistency of meaning and fitness for on learning change the structure (position of phrases) of the purpose. sentence. Does it still make sense? • Structures texts using paragraphs composed of logically grouped sentences that deal with a particular add another descriptive sentence pronouns (eg aspect of a topic. she, he) using connectives. • Uses a variety of spelling strategies to spell high 4 Editing the paragraphs: PARTNER EDITING: frequency words correctly. W & R 1 Use the previous modelled sentence/s for students Sentences are read by a partner for • Chooses verbs, adverbials, nouns and adjectivals to reread and to edit. editing and reflection the writing express specific ideas and details. edit criteria. Writing C10 Reflecting Add and insert errors to the sentence. Students Sentences are revised. • Draws ideas from personal experiences, other texts on learning make corrections. and research to create imaginative, informative and TEACHER EDITING persuasive texts for different audiences. Conferencing during independent tasks Continuing the unit:
2. Demonstrates expanded content vocabulary by drawing on a combination of and new topic knowledge. building their word banks - What can you see, feel and hear? LITERACY CONTINUUM (highlight cluster markers treated in the unit) Session Modes/Skills Explicit Modelled Writing Guided & Independent Writing Writing C9 • Constructs well-sequenced imaginative, informative and persuasive texts using language appropriate to purpose and audience. • Plans and organises ideas using headings, graphic organisers, questions and mind maps. • Rereads texts during and after writing to check accuracy, consistency of meaning and fitness for purpose. • Structures texts using paragraphs composed of logically grouped sentences that deal with a particular aspect of a topic. • Uses a variety of spelling strategies to spell high frequency words correctly. • Chooses verbs, adverbials, nouns and adjectivals to express specific ideas and details. Writing C10 • Draws ideas from personal experiences, other texts and research to create imaginative, informative and persuasive texts for different audiences. 3 W & R Text structure Editing Reflecting on learning Teacher demonstrates Writing Organiser and collaboratively works through the resolution to complete the organiser. Improving the paragraphs: Using the previous modelled paragraphs: extract words for teaching various spelling strategies. change the structure (position of phrases) of the sentence. Does it still make sense? add another descriptive sentence pronouns (eg she, he) using connectives. Students complete their resolution ready for editing. READ & REVIEW Students: add to their paragraphs. review and refine their paragraphs. 4 W & R 1 reread and edit Reflecting on learning Editing the paragraphs: Use the previous modelled sentence/s for students to edit. Add and insert errors to the sentence. Students make corrections. PARTNER EDITING: Sentences are read by a partner for editing and reflection the writing criteria. Sentences are revised. TEACHER EDITING Conferencing during independent tasks Continuing the unit:
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