Navigate and read texts for specific purposes applying appropriate text and processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanning. (ACELY 1702) Plan, 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 around class Sustained silent reading for 15 – novel (reading for pleasure) x 4 First Steps Reading Resource Book or Choral reading (encourage minutes in x 4 times weekly times weekly. Teacher models First Steps Reading Map of fluency) Cross-curricular reading reading with fluency, expression Development for numerous examples Peer reading (Once a week and reading to punctuation. of activities talented reader is paired with Display if possible using document reader with difficulties. Students camera or ebook. take turns reading this is done in – Demonstrate fluent reading Silent Reading time) Reading to and with teacher (use of DORF reading stimulus to encourage fluency) Display children do more Focus Question- What did we learn Following completion of demand Drop everything and write sessions at “Should homework?” yesterday? least 3 times weekly (DEAW) writing students meet with peer critical friend and share writing. cross curricular writing eg Ask whether this is a topic that Explain that today they will help you Students evaluate writing using science journaling children have an opinion about? write the next paragraph. card (see attached), reader responding to persuasive “editing” Ask them to jot down ideas on satisfaction and readability. text stimulus (see attached) whether children should do Display plan for topic. responding to classroom homework. Display topic plan. Explain that they reading Question what is this next paragraph are now going to get into small Students to pair up with a person about. groups to write final argument who shares similar position. Share (paragraph 3). ideas. Add ideas as necessary. Who can remember what a topic sentence is? Ask students what things they must remember in writing. Students write
Navigate and read texts for specific purposes applying appropriate text and processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanning. (ACELY 1702) Plan, 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 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 and reading to punctuation. Display if possible using document camera or ebook. Demonstrate fluent reading Response to modelled reading – see First Steps Reading Resource Book or First Steps Reading Map of Development for numerous examples of activities Reading around class Choral reading (encourage fluency) Peer reading (Once a week talented reader is paired with reader with difficulties. Students take turns reading – this is done in Silent Reading time) Reading to and with teacher (use of DORF reading stimulus to encourage fluency) Sustained silent reading for 15 minutes in x 4 times weekly Cross-curricular reading Display “Should children do more homework?” Ask whether this is a topic that children have an opinion about? Ask them to jot down ideas on whether children should do homework. Students to pair up with a person who shares similar position. Share ideas. Add ideas as necessary. Focus Question- What did we learn yesterday? Explain that today they will help you write the next paragraph. Display plan for topic. Question what is this next paragraph about. Who can remember what a topic sentence is? Following completion of demand writing students meet with peer critical friend and share writing. Students evaluate writing using “editing” card (see attached), reader satisfaction and readability. Display topic plan. Explain that they are now going to get into small groups to write final argument (paragraph 3). Ask students what things they must remember in writing. Students write Drop everything and write sessions at least 3 times weekly (DEAW) cross curricular writing eg science journaling responding to persuasive text stimulus (see attached) responding to classroom reading
year_5_part_2.docx