Rotation 1

Rotation 2

Rotation 3

Rotation 4

Rotation 5

Spelling

Writing

Soundwaves

Grammar/
Punctuation

Comprehension

Activity 1: Use
the BLM GM34
and GM35 to
match word pairs
to contractions.
Spread the cards
out face down
Students take
turns turning
over one card of
each size and
identify if a
match is made
Is a match is
made the student
keeps the cards
and has another
turn. If a match is
not made the
cards are

pg. 31 43 of
Teaching Reading
Comprehension
Strategies

Week 1
O for orange
(o, a- watch)

Students write
Unit 9
silly sentences
using
contractions from
Monday: L, S,
the Word Search
C, W, C on mini list on page 29 in
whiteboards
their Student
Tuesday:
Book. For
writing spelling example: Theres
words on
an elephant in
basketball
my cupboard.
courts with
chalk
Procedure:
Wednesday:
1. Look at a
write each of
variety of
your spelling
procedures
2. Choose one
words out in
and draw
alphabetical
pictures to
order.
match each
Thursday:

Before and
After Web
Complete a
before and after
Web (pg. 25).
Write up to 8
facts on a
particular topic in
the inner circle
spaces.
After reading a
text they add the
new knowledge
to the outside
circle.

Buddy test

stage.

returned to the
same place for
the next student
to have a turn.
When all of the
cards have been
matched, the
winner is the
student with the
most pairs.
Play game twice.
*NOTE: when
matching words
to missing
letters, there
may be some
cards left that do
no match, as
there may be
more than 23
possible word
combinations for
any set of cards.

Share your before

and after wheel
in a small circle.

Activity 2: Nouns:
Complete colour
by parts of
speech
worksheet.
Complete nouns,
verbs and
adjectives
refresher.

Activity 3:
Complete
worksheet capital
letters and full
stops (term 1)

Week 2
G as in girl and
gg as in egg

Write 5 sentence
for a buddy
without any

Unit 10

Activity 1:
Students match
homophones

Draw It!
1. Introduce a

Monday: L, S,
C, W, C on mini
whiteboards
Tuesday:
writing spelling
words with
pipe cleaners.
Wednesday:
write each of
your spelling
words out in
alphabetical
order.
Thursday:
Buddy test

punctuation.
Have students
pass to a buddy
to fix eachothers
homework.

together and glue

onto a poster to
display in the
classroom.
Activity 2:
Punctuation fix
sheet
Activity 3:
Complete page
38 of Targeting
English bookverbs
*Fast Finishes:
Students make a
Word Search on
squared paper.
Have them
include as many
list words as they
can. They then
give it to a friend
to solve.

word or
phrase to
students
2. Draw a
picture or
pictures to
show you all
they know
about that
word or
phrase. Add
labels to
drawings
3. Share
drawings
with a buddy
4. After reading
the text,
they add to
or revise
their
drawings by
using a
different
coloured
pencil to add

Week 3
U as in
umbrella and
Monkey (o)
Monday: L, S,
C, W, C on mini
whiteboards
Tuesday:
writing spelling
words on a
partners back.
Have your
partner guess
the words you
are writing.
Wednesday:
write each of
your spelling
words out in

Have students
Unit 11
brainstorm 5
sentences with a
partner and write
them in their
English books
using question
marks.

new info.
5. Orally
summarise
what you
have learnt
with a buddy
Activity 1: Match Brainstorm it
pairs of
Sort it!
contractions
1. Give
together using
students a
BLM gm41 and
word (e.g.
gm42. Match the
space), a
contracted words
phrase
to the word pairs.
(leisure
activities), a
Activity 2: Match
question
the flash cards to
(how can we
the headings;
be more
noun, verb and
environment
adjective.
ally friendly
in our
Fast Finishes:
school?)
2. As buddies,
Students draw a
students
big umbrella on
brainstorm
card. They then
their prior
fill the umbrella

alphabetical
order.
Thursday:
Buddy test

Week 4
H for house, j
for jellyfish, g
for giraffe, ge
for barge, dge
for bridge.

with a pattern
using straight
lines. Have them
colour the
pattern.

Students draw a
self-portrait of
themselves (refer
to picture) and
write adjectives
about themselves
around them

Monday: L, S,
C, W, C on mini (eg. funny,
whiteboards
caring, loving,
Tuesday:
beautiful).
writing spelling
words using
glue and
paddle pop

Unit 12

Activity 1:
Complete page 8
in targeting
English bookAdjectives
worksheet
Activity 2:
Complete page
118 and 119 of
Targeting English
for exclamation
marks.

knowledge
about the
topic
3. As a small
group- sort
your words
and phrases
into groups
4. Brainstorm
it- sort it (pg.
37)
KWL
1. Provide a
word, phrase
or concept
and write it
in the box
provided at
the top of
KWL
photocopy
chart
2. Record prior
knowledge in
first column
3. Students

sticks
Wednesday:
write each of
your spelling
words out in
alphabetical
order.
Thursday:
Buddy test

Week 5Ai for snail, ay

for hay, a_e for
cake, a for lady
Monday: L, S,
C, W, C on mini
whiteboards

Fast Finishers:
Students write
silly sentences
that contain
three or four of
the List Words.
Draw a picture
for each
sentence.

Write a procedure Unit 13

detailing what
you did to get
ready for school
this morning.
Spelling,
punctuation and
format have to

decide what
they want to
know and fill
in the
second
column
4. Students
read the text
and do
research and
then answer
their
questions
from column
2 and add
any new info
they have
learned.
End of semester
Bus stop (pg. 39)
test:
1. Label each
Activity 1:
chart of
Practise- make a
paper with a
list of as many of
question
the following with
about the
a partner and see
topic we are
which partner
studying.

Tuesday:
be correct.
writing spelling
words on paper
using paint
Wednesday:
write each of
your spelling
words out in
alphabetical
order.
Thursday:
Buddy test

Week 6 l for lizard

ll for bell
Monday: L, S,

Students will be
provided with a
procedure where
the order has

group in your
small group can
make the most.
Nounspronouns,
adjectives,
question marks,
exclamation
marks

Unit 14

Activity 1:
Introduce
continuous tense
for verbs:

2. Place the
pieces of
chart paper
around the
room. Each
person starts
at a different
bus-stop
and records
their ideas
on the chart.
3. After an
allocated
time the
teacher
says- bus
stop. The
students
rotate.
4. Students
then discuss
the charts.
Think-alouds
page 49
Students are
learning to

C, W, C on mini been mixed up.

whiteboards
They must put it
Tuesday:
back in order.
writing spelling
words on
basketball
courts with
chalk
Wednesday:
write each of
your spelling
words out in
alphabetical
order.
Thursday:
Buddy test

-She is eating icecream

-She was eating
ice-cream
-She will be
eating ice-cream
Students are to
write 2 x
sentences for
each.
1. __ is ___
2. __ was __
3. __ will be
___

identify exactly
where meaning
has broken down
in the text.
Students learn
that they can use
fix-up strategies
to restore
meaning.
Materials: Fix-up
strategies
bookmarks,
students texts.
Procedure:
1. Discuss the
Activity 2:
think-aloud
Apostrophes for
process with
contractions
the students.
Explain to
Review the fixstudents we
up strategies
sometimes join
on the
two words
bookmark.
together to make 2. Students read
their text.
a shorter word.
3. When they
When we do this
come to a
we usually take

out a letter or
letters and add
an apostrophe.
For example: I
will = Ill
Students create a
contraction kite
(see picture)
Match the
contraction
cupcakes and
record the pairs
in your English
book.
Fast Finishers:
Soundwaves or
spelling city
online.

word,
sentence or
paragraph
they dont
understand
they stop and
tell a teacher
or buddy
exactly what
the problem is.
4. They can use
the bookmark
to try some
different
strategies.
5. After they
have read the
text, they
discuss where
meaning broke
down and
which fix-up
strategy they
attempted to
use.

Week 7 ee, e, ea, y, ey

as in bee, me,
seat, baby,
money
Monday: L, S,
C, W, C on mini
whiteboards
Tuesday:
writing spelling
words on
basketball
courts with
chalk
Wednesday:
write each of
your spelling
words out in
alphabetical
order.
Thursday:
Buddy test

Unit 15

Activity 1:
Predict the words
Prefixes. Write on page 56
board: Prefixes
1. The students
are added to the
read the title
start of words to
of the text
change their
and jot down
meaning. Write
5 or 6 words
the word untidy
they predict
on the board and
will be in it.
2. Then they
ask students to
discuss the
identify the prefix
words they
and the base
have chosen
word. Discuss the
with a
different
partner,
meanings of the
justifying
words tidy and
why they
untidy. Ask
chose them
students to
3. As the
suggest what the
students
prefix for un
read they
might mean.
tick off their
Prefix worksheet
words that
activity.
appear in the
text.
Activity 2:
4. After reading
Commas

Explain to
students we can
use commas to
separate items in
a list. For
example: The
cake contains
chocolate,
sultanas, cherries
and nuts.
Complete comma
practise sheet (T
drive)
Fast Finishers:
Soundwaves and
Spelling City
online

Week 8 m, mm, mb as
in moon,
hammer, thumb

Students write a Unit 16

letter to
themselves in the
future. They must
write about what

Activity 1:
Introduce
students to the
term Suffix. Tell
students a suffix

the students
discuss the
words they
chose and
revise their
predictions.
5. It is
important to
identify that
the aim of
the task is
not to get all
of the words
right but the
ability to be
able to
justify why
they thought
the words
could be in
the text.
Y Chart
Predictions page
58
This activity
requires students

Monday: L, S,
C, W, C on mini
whiteboards
Tuesday:
writing spelling
words on
basketball
courts with
chalk
Wednesday:
write each of
your spelling
words out in
alphabetical
order.
Thursday:
Buddy test

they like to do
now, their friends
age and
interests.

is places AFTER a
word or base
word. It may
change the
meaning of the
word. For
example: care
careful, careless
or help helpful,
helpless.
Complete ______
Suffixes

to look at a
photograph and
make predictions
and inferences
about what was
happening
before, during
and after the
prediction was
taken.
1. Give
students the
pictures you
Activity 2:
have chosen
Compound Words
prior to the
Activity 9 pg. 93
lesson. They
Teacher
must glue it
Soundwaves
into the
Book
middle of the
paper.
2. They must
Fast Finishers:
write a Y that
Students write
has before,
silly sentences
during and
that contain
after and
three or four of
use the
the List Words.

Draw a picture
for each
sentence.

Week 9
i_e, y, igh, i, ie
as in ice-cream,
fly, night,
spider, pie
Monday: L, S,
C, W, C on mini
whiteboards
Tuesday:
writing spelling
words on
basketball
courts with
chalk
Wednesday:
write each of
your spelling
words out in

Students are to
Unit 17
write a draft for a
postcard that can
be sent to
someone that
does not live in
Mount Isa,
fictional or not.
(see week 9
folder)

Activity 1:
Adding ed and
ing
Activity 3 pg. 99
Teacher
Soundwaves
Book
Activity 2:
Phrases where
and when
(positional)
Complete
position words
activity sheet (T
drive)
*Fast Finishes:
students find all

spaces to
write their
predictions.
3. Students get
together and
share their
responses.
Predict the
headline page 59
1. Provide
students
with a
number of
newspaper
headlines
with an
interesting
word from
the
headlines
removed.
Keep a copy
of the actual
headlines
without the

alphabetical
order.
Thursday:
Buddy test

of the numbers
between 1 and
100 that have
i_e, y, igh, i, ie
in the number
name. They then
write the words
for all these
numbers.

words
removed so
you can
show them
afterwards.
2. Ask the
students to
come up
with two
possible
answers.
First they
must think of
a correctly
fitting word,
then they
must come
up with a
funny word
to fit.
3. Discuss the
idea of
context and
how we can
use it to
make

predictions.
4. Take a vote
on the
funniest
headline.
Week 10
n, nn, kn as in
net, winner &
knife
ng, n as in ring
& wink