Rationale This terms focus is primarily oral language.

. This will include speaking and listening, vocabulary development, sentence construction and confidence using SAE. Our literacy program aims to scaffold the childrens developing literacy skills to become confident literate adults. This reflects the wishes of the parents and community for the children to develop functional oral and written English. The focus areas have been chosen as a result of these wishes and the results of informal and formal assessment. Oral language is the foundation for all other literacy development. Student cannot be expected to write in full sentences if they cannot speak in full sentences. It is unrealistic to ask children to describe things in their writing if they do not have the vocabulary to do so. This is why is why oral language is our focus this term. Oral language will be explicitly taught and embedded in all classroom activities.

Deep knowledge or understandings Students will continue to extend their knowledge of Standard Australian English, Aboriginal English and Manyjilyjarra. Students will be focusing more on SAE and Manyjilyjarra. This aims to strengthen childrens code switching skills between the two languages. This will strengthen both languages and the childrens confidence to use Manyjilyjarra in a formal setting. Students will speak in full sentences to describe items and events. Students will transfer their oral descriptions to a written form. Students will have a good understanding of informative text types. Including- understanding the difference between information books and stories, organising information under headings/ logical format and using photos or diagrams to enhance report. Students will build of their vocabulary, sight words, phonics knowledge Students will become more confident speaking in front of the class by using a clear voice and looking at the audience. Students will develop the confidence to write independently.

General capabilities
Literacy Numeracy Critical and creative thinking Personal and social capability
Aboriginal and Torres Strait Islander histories and cultures

The focus text type is informative text. It is important to expose the children to different text types including the language and features. This will strengthen the childrens comprehension of text in different forms. Informal and formal assessment have shown that theses areas need to be explicitly taught to extend the childrens literacy development.

Planning Considerations/student context Explicit teaching combined with open ended tasks empowers all class members to be competent, confident learners. Writing experiences are open ended to allow children to be working on the same task are different levels. To support and scaffold the childrens comprehension there are two guided read ing groups. Mixed ability group at learning stations for phonics, sight words, reading and grammar activities enables children to guide each other. As a whole-school, we have adopted the Drop Everything And Read approach to reading. With this considered, all students are working towards achieving their individual reading goals and targets for the term. Students also have varying levels of phonic development. Children have individual phonic practice on their Ipads A+ spelling test. Planning changes is correlated to who is in camp and the needs of individual learners. Resources Making the Jump Diana Rigg: Phonics Sight word Sequence Diana Rigg: Phonics Dictation Dianna Rigg oral language pack A+ spelling AL writing Non fiction text types Targeting text types John Flemming approach Acara Reading and recording Aboriginal literacy strategies PM bench marks kit and levelled readers Fitzroy readers Dandelion readers Uk letters and sounds and high frequency sight words Sharp reading

Relevant prior curriculum Students have been practicing journal. Students are aware of the context and purpose of a recount and simple language associated. Students have been concentrating on their sight word recall and are aware of identifying sight words in isolation. Some students have begun to make use of their reading portfolio sight words and using them in their writing. Students and staff have been using the reading portfolio bags to help students achieve their phonics, sight word and reading goals. The bag contains their focus book, reading portfolio with reading log, sight words flashcards, vocabulary and new words flash cards as well as phonics sound cards. Students are familiar with the AL teaching methods of deconstructing a focus text and recreating passages. Students have looked at forming questions using the Dianna Griggs prompt cards. Students have used Dianna Rigg re-tell cards last term

Assessment Journal writing: Informally assessed fortnightly with teacher notes to check the progress of student writing. This includes use of sight words, illustrations to accompany written text, handwriting and letter formation and phonetic spelling. Independent Writing tasks 1. : Independent journal piece assessing students use of sight words and general writing capabilities of sentence construction and the features associated. Independent Writing tasks 2: write an informative text on a book in their book bag PM Benchmark Testing: linked to each students reading goal. Testing reading, fluency and comprehension. Diana Rig Phonics Testing: Linked to each students goals. Students progress is mapped against their phonic knowledge from the beginning of the term and their end of term results. UK letters and sounds: Students are initially tested at the beginning of the term and their progress is mapped against their end of term results. Students have individual achievement goals based on their sight word knowledge. Speaking and listening: oral book report recorded at start and end of term for assessment.

Curriculum content descriptors Foundation Year 1 Language Year 2 Year 3

Understand that English is one of many languages spoken in Australia and that different languages may be spoken by family, classmates and community (ACELA1426) Explore how language is used differently at home and school depending on the relationships between people (ACELA1428) Understand that language can be used to explore ways of expressing needs, likes and dislikes (ACELA1429) Understand the use of vocabulary in familiar contexts related to everyday experiences, personal interests and topics taught at school (ACELA1437)

Understand that people use different systems of communication to cater to different needs and purposes and that many people may use sign systems to communicate with others (ACELA1443) Understand the use of vocabulary in everyday contexts as well as a growing number of school contexts, including appropriate use of formal and informal terms of address in different contexts (ACELA1454) Understand that there are different ways of asking for information, making offers and giving commands (ACELA1446)

Understand that spoken, visual and written forms of language are different modes of communication with different features and their use varies according to the audience, purpose, context and cultural background (ACELA1460) Understand how texts are made cohesive through resources, for example word associations, synonyms, and antonyms (ACELA1464) Understand how to use digraphs, long vowels, blends and silent letters to spell words, and use morphemes and syllabification to break up simple words and use visual memory to write irregular words (ACELA1471)

Understand that languages have different written and visual communication systems, different oral traditions and different ways of constructing meaning (ACELA1475) Understand that successful cooperation with others depends on shared use of social conventions, including turn-taking patterns, and forms of address that vary according to the degree of formality in social situations (ACELA1476) Understand that paragraphs are a key organisational feature of written texts (ACELA1479) Know that word contractions are a feature of informal language and that apostrophes of contraction are used to signal missing letters (ACELA1480) Understand how to use soundletter relationships and knowledge of spelling rules, compound words, prefixes, suffixes, morphemes and less common letter combinations, for example tion (ACELA1485)

Understand that the purposes Recognise most soundletter texts serve shape their structure matches including silent letters, in predictable ways (ACELA1447) vowel/consonant digraphs and many less common soundletter Understand concepts about print combinations (ACELA1474) and screen, including how different types of texts are organised using page numbering, tables of content, headings and titles, navigation buttons, bars

and links (ACELA1450)

Literature

Recognise high frequency sight words (ACELA1486) Compare opinions about events and settings in texts (ACELT1589) Create using different media that develop key events from literary texts (ACELT1593) Draw connections between personal experiences and the worlds of texts, and share responses with others (ACELT1596)

Respond to texts, identifying favourite stories, authors and illustrators (ACELT1577) Share feelings and thoughts about the events and characters in texts (ACELT1783) Identify some features of texts including events and characters and retell events from a text Retell familiar literary texts through performance, use of illustrations and images (ACELT1580)

Discuss events in literary texts and share personal responses to these texts, making connections with students' own experiences (ACELT1582) Recreate texts imaginatively using drawing, writing and digital forms of communication (ACELT1586)

Literacy

Listen to and respond orally to texts and to the communication of others in informal and structured classroom situations (ACELY1646) Use interaction skills including listening while others speak, using appropriate voice levels, articulation and body language, gestures and eye contact (ACELY1784) Deliver short oral presentations to peers (ACELY1647)

Engage in conversations and discussions, using active listening behaviours, showing interest, and contributing ideas, information and questions (ACELY1656) Use interaction skills including turn-taking, recognising the contributions of others, speaking clearly and using appropriate volume and pace (ACELY1788) Describe some differences

Listen for specific purposes and information, (ACELY1666)

Identify the point of view in a text and suggest alternative points of view (ACELY1675)

Use interaction skills speaking clearly and varying tone, volume and pace Use interaction skills, including appropriately (ACELY1789) active listening behaviours and communicate in a clear, coherent Use comprehension strategies to manner using a variety of everyday build literal and inferred meaning and learned vocabulary and (ACELY1670) appropriate tone, pace, pitch and volume (ACELY1792) Create short, informative texts using growing knowledge of text structures dentify the audience and purpose of and language features for familiar informative texts (ACELY1678) and some less familiar audiences,

Identify some differences between imaginative and informative texts (ACELY1648) Read predictable texts, practising phrasing and fluency, and monitor meaning using concepts about print and emerging contextual, semantic, grammatical and phonic knowledge (ACELY1649) Use comprehension strategies to understand and discuss texts listened to, viewed or read independently (ACELY1650)

between imaginative informative and persuasive texts (ACELY1658) Use comprehension strategies to build literal and inferred meaning about key events, ideas and information in texts that they listen to, view and read by drawing on growing knowledge of context, text structures and language features (ACELY1660) Create short imaginative and informative texts that show emerging use of appropriate text structure, sentence-level grammar, word choice, spelling, punctuation and appropriate multimodal elements, for example illustrations and diagrams (ACELY1661) Construct texts that incorporate supporting images using software including word processing programs (ACELY1664)

selecting print and multimodal elements appropriate to the audience and purpose

Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features (ACELY1680) Plan, draft and publish informative texts demonstrating increasing control over text structures and language features and selecting print as well as multimodal elements appropriate to the audience and purpose (ACELY1682)

Week

1
Phonics recall set 2 and 3 chanting days of the weeks sight words and oral sentences.

2
Phonics recall set 2 and 3 chanting days of the week. sight words and oral sentences.

3
Phonics recall set 3 and 4 chanting days of the week sight words and oral sentences.

Term Teaching Sequence 5

Phonics recall set 2 and 4 chanting days of the weeks month of the year making the jump sentences

6
Phonics recall set 3 and 4 chanting days of the weeks month of the year making the jump sentences

7
Phonics recall set 4 and some of 5 chanting days of the weeks month of the year making the jump sentences Ou, Ow Identifying different sounds. Using mini white boards practice using different sound as a whole class. Focus at writing station Brain storm different ow, ou words.

8
Phonics recall set 2,3,4 and some of 5 chanting days of the weeks month of the year making the jump sentences

Warm ups

Phonics recall set 2 and 4 chanting days of the weeks month of the year making the jump sentences

Phonics Focus

Er, ir ur identifying similar sound. Using mini white boards practice using different sound as a whole class. Focus at writing station ur/er/ir brainstorm and practice writing in sentences. Phonics dictation of focus sounds Individual phonic focuses taught during reading time with flash cards, word lists and phonics reader.

Er, ir ur identifying similar sound. Using mini white boards practice using different sound as a whole class. Focus at writing station ur/er/ir brainstorm and practice writing in sentences.

Er, ir ur identifying similar sound. Using mini white boards practice using different sound as a whole class. Focus at writing station ur/er/ir brainstorm and practice writing in sentences.

Er, ir ur identifying similar sound. Using mini white boards practice using different sound as a whole class. Focus at writing station ur/er/ir brainstorm and practice writing in sentences.

Ou, Ow Identifying different sounds. Using mini white boards practice using different sound as a whole class. Focus at writing station Brain storm different ow, ou words. Phonics dictation of focus sounds Individual phonic focuses taught during reading time with flash cards, word lists and phonics reader.

Ou, Ow Identifying different sounds. Using mini white boards practice using different sound as a whole class. Focus at writing station Brain storm different ow, ou words.

Phonics dictation of focus sounds Individual phonic focuses taught during reading time with flash cards, word lists and phonics reader.

Phonics dictation of focus sounds Individual phonic focuses taught during reading time with flash cards, word lists and phonics reader.

Phonics dictation of focus sounds Individual phonic focuses taught during reading time with flash cards, word lists and phonics reader.

Phonics dictation of focus sounds Individual phonic focuses taught during reading time with flash cards, word lists and phonics reader.

Phonics dictation of focus sounds Individual phonic focuses taught during reading time with flash cards, word lists and phonics reader.

Reading

Grammar focus

NA

Contractions Ive Youre

Contractions Find contractions in the text. Create contractions word wall on cards

Contractions Use contractions wall to practice using contractions orally and in written form.

Punctuation full stops and commas. use text as a base

Contractions Use contractions wall to practice using contractions orally and in written form.

Punctuation full stops and commas. use text as a base

Whole class focus on fluency and comprehension of text. Student will have independent reading time, guided reading using sharp reading strategies, read to by adult, phonics reading, DEAR time and flash cards. Our novel this term has been chosen to practice fluency, reading whole words and offers ample opportunities to pose infernal questions.

Every week activities: book report, re-tell activity/ event, describing I spy, flash card sentences, discussions about text and choral reading. Speak with a clear proud voice at appropriate volume Look at the audience with eyes and body Be a good listener by listening with whole body Ask questions to gain more information describe events, objects and text in full sentences using promt cards and teacher help

new vocabulary to deepen descriptions of events, objects and text

describe events, objects and text in full sentences using prompt cards

describe events, objects and text in full sentences without any prompts

Oral language

Introduce text Modeled reading, coral reading of digging-est dog

Modeled reading, coral reading of digging-est dog Focus on reading fluently. Reading every word in a sentence. Find words used to describe emotions in the book (glad, happy, sad). Practice using them in relation to text and real life. Use them in sentences and in conversation. Brain storm Synonyms and antonyms to add to the list. Use Dianna rig prompt cards to describe what different emotions look like. Looks like feels like sounds like. Look at what makes us happy- family friends games. Look at what makes us sad- left out, alone inside, getting in trouble. Discuss what being happy/sad looks like? What can you do when you are sad to feel better? Make a mini book about it Paintings of things we can do when we are sad to feel better. Complete an oral Dianna Rigg re-tell about it and then write re-tell.

Modeled reading, coral reading of digging-est dog . Focus on reading fluently. Reading every word in a sentence.

Modeled reading, coral reading of digging-est dog . Focus on reading fluently. Reading every word in a sentence.

Modeled reading, coral reading of digging-est dog . Focus on reading fluently. Reading every word in a sentence. Find contractions in the text. Write them on to flash cards in both forms. Display on literacy wall. Play matching games orally and holding up a card to practice using them. Write sentences using them. Practice re-telling the story orally. Write a report on the book using Dianna Rigg prompts used for oral book reports. Picture of favourite part. Dianna Rigg re-tell.

Finishing

Finishing

Pg 23 focus- being left out. What should have the other dog done? And perseverance. Brain storm What is it? When do we need perseverance? What does it look like? Make a mini book about it using report headings Choose favorite example of perseverance to do artwork on. Complete Dianna Rigg re-tell.

Pg 59 focus- how does he make up for being bad? When we make mistakes what should we do to fix them? Think with your head and heart before acting. Brain storm things that that can be bad if you do them too much or in the wrong place. Examples Using sling shots in camp, listening to music too loud at night, eating lots of junk food, drinking too much, taking things that dont belong to you. Think of something that has happened to you to do a oral and written Dianna Rigg news report on. Let the student decide a type of art work to do to support writing. Then complete

Text focus

Dianna Rigg Re-tell oral and written modeled making a lantern Dianna Rigg news re-tell about clay pan

Dianna Rigg Re-tell oral and written modeled on making cup cakes Dianna Rigg book report oral and written model Using synonyms for happy and sad in sentences using looks like , feels like, sounds like chart. Foucs on capital letter and full stop. Report poster or mini book format focus on using headings, all fact information, diagram to describe what being happy means

Dianna Rigg Retell oral and written modeled on art work Dianna Rigg book report oral and written model. Focus in expanding the information section (why it is your favorite part) Using synonyms for happy and sad in sentences using looks like , feels like, sounds like chart. Focus on full sentences Report writing format describe perseverance Nyunu ninti asking questions. How to form a good question. Who when what where why.

Dianna Rigg re-tell

Contractions sentences Dianna Rigg Re-tell oral and written modeled on art work Dianna Rigg book report oral and written model

Dianna Rigg Re-tell oral and written modeled on art work Dianna Rigg book report oral and written model

Finishing

Dianna Rigg Re-tell oral and written modeled on art work Dianna Rigg book report oral and written model

Modeled writing

Nyunu ninti Venn diagram of what is the same and what is different.

Independent journal Independent journal Independent journal and a Dianna Rigg news re-tell about clay pan journal Words I am learning phonics focus Dianna Rigg re-tell about making a lantern mini book Independent journal Words I am learning feelings focus Dianna Rigg re-tell about making a mask Using synonyms for happy and sad in sentences using looks like , feels like, sounds like chart Report writing on being happy. Words I am learning feeling s focus Dianna Rigg re-tell about making a mask Using synonyms for happy and sad in sentences using looks like , feels like, sounds like chart writing on perseveranceinclude what it means, picture, examples of when you need it Question to ask old people about the past for Nyuntu Niniti

Sentences about things we should not do because they make other people sad Journal style writing about something they have done that was not a good decision. (can be made up) Independent journal

Independent journal

Independent journal

Independent journal

Words I am learning phonics focus Dianna Rigg re-tell about art work Dianna Rigg book report Nyuntu Niniti Venn diagram

Words I am learning finishing Dianna Rigg re-tell about art work Dianna Rigg book report

Words I am learning finishing Dianna Rigg re-tell about art work

Independent writing

Words I am learning phonics focus Dianna Rigg re-tell about art work Nyuntu Niniti typing answers

Sharp reading guided reading Comprehension cards

Sharp reading guided reading

Sharp reading guided reading Comprehension cards

Sharp reading guided reading Comprehension cards Words I am learning board Reading bag individual wordsflash cards, sentences, picture and rainbow writing. Re-telling and infernal questions form text.

Sharp reading guided reading Comprehension cards Words I am learning board Reading bag individual wordsflash cards, sentences, picture and rainbow writing. Re-telling and infernal questions form text

Sharp reading guided reading Comprehension cards Words I am learning board Reading bag individual words- flash cards, sentences, picture and rainbow writing. Re-telling and infernal questions form text.

Sharp reading guided reading Comprehension cards Words I am learning board Reading bag individual words- flash cards, sentences, picture and rainbow writing. Re-telling and infernal questions form text.

Sharp reading guided reading Comprehension cards Words I am learning board Reading bag individual wordsflash cards, sentences, picture and rainbow writing. Re-telling and infernal questions form text.

Comprehension cards Words I am learning board Reading bag individual wordsflash cards, sentences, picture and rainbow writing. Re-telling and infernal questions form text.

Words I am learning board Reading bag individual words- flash cards, sentences, picture and rainbow writing. Re-telling and infernal questions form text.

Comprehension

Words I am learning board Reading bag individual wordsflash cards, sentences, picture and rainbow writing. Re-telling and infernal questions form text.

na

Recognizing the differences between standard English and aboriginal English and Manyjijarra. Sentence matching and writing. A+ spelling app (sight words words) reading bag words

Making the Jump

Recognizing the differences between standard English and aboriginal English and Manyjijarra. Sentence matching and writing.

Add manyjijarra feellings to list of emotions

Practice sorting, saying and writing common phrases

Learn and manyjijarra song to share at end of year assembly

Learn and manyjijarra song to share at end of year assembly

Learn and manyjijarra song to share at end of year assembly

-A+ spelling app (phonics words)

A+ spelling app (phonics words) reading bag words

Spelling

reading bag words

A+ spelling app ((sight words words) reading bag words

A+ spelling app (phonics words) reading bag words

A+ spelling app (sight words words) reading bag words

A+ spelling app (phonics words) reading bag words

A+ spelling app (sight words words) reading bag words

Sight word development

Flash cards and oral sentences using words.

Flash cards and oral sentences using words. Sight words sentences

Flash cards and oral sentences using words. Sight words sentences Sight word game

Flash cards and oral sentences using words. Sight words sentences

Flash cards and oral sentences using words. Sight words sentences

Flash cards and oral sentences using words. Sight words sentences

Flash cards and oral sentences using words. Sight words sentences Sight word game

Flash cards and oral sentences using words. Sight words sentences

Sight word game

Differentiated learning

Individual phonic spelling lists. Explicit teaching followed by open ended writing to extend children 2 guided reading groups individual reading bags extension activities at learning centers for fast finishers writing templates to assist children when writing informative text if needed.

Reading bag words

Reading bag words Independent journal writing

Assessment

Dianna Rigg word list

Book report independently written Oral book report-record on ipad Phonics test

Reading bag words PM testing

Reading bag words

Reading bag words

Annotations

New students Cleon Eddina and Beana

Year 1

Term evaluation against the Achievement Standards Year 2

Year 3

Term Evaluation against the Proficiency Strands At this year level Understanding

Fluency

ProblemSolving

Reasoning