Navigate and read for specific purposes applying appropriate text and processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanning. (ACELY 1702) 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 GUIDED 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 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) 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 e-book. 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) Following completion of demand Drop everything and write sessions at least 3 times weekly (DEAW) writing students meet with peer critical friend and share writing. cross curricular writing eg science Students evaluate writing using journaling card (see attached), reader responding to persuasive text “editing” satisfaction and readability. stimulus (see attached) responding to classroom reading Display or TV” stimulus. “Books Persuasive writing Ask students to recall arguments from previous day’s discussion. Using discussions from previous days, writing scaffold students Question how would we write these first plan arguments 2 & 3 into a plan. Share with peer.
Navigate and read for specific purposes applying appropriate text and processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanning. (ACELY 1702) 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 I Do IT SHARED We Do It GUIDED 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 e-book. Demonstrate fluent reading Response to modelled reading – see 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 class x 4 times weekly Cross-curricular reading 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 “Books or TV” stimulus. Ask students to recall arguments from previous day’s discussion. Question how would we write these into a plan. 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 Persuasive writing Using discussions from previous days, writing scaffold students first plan arguments 2 & 3 Share with peer.
year_5_part_2.docx