Curriculu English Class Year 3TM/ Stage 2 Teacher’s signature

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Topic Modelled Reading/ Reading rotations (Red Group) Date Thursday 6/9 Time 10am

Learning Intention: Outcome(s) Content:

EN2-2A: Review a range of
Students learn to confidently identify the different parts of an texts such as an informative
informative text and identify key words. text in terms of topic,
audience and language.
Success criteria:
EN2-4A: Use a range of
Students are able to identify key words in a given text. strategies to read,
Students can effectively match sentences from the text to the
comprehend and view texts
sentences in the sequencing page using colour coordination.
 Develop contextual knowledge
 Understand deliberate word play
 Organise ideas
 Identify layout of text
 Use comprehension strategies
 Connect information through
reading texts

Time Teaching strategies Learning strategies Grouping Space Resources

Intro
10 mins Teacher explains rotations
for the morning session for
each group and then
breaks students into their
first reading rotation Red
Group starts with
Tyrannosaurus Rex
activity.
Whole class On floor - Literacy Rotation sheet
Students actively listening. - 6x Tyrannosaurus Rex Text
Colour coordination can help - 6x T-REX Sequencing
visual learners recall tables
information. - 6x T-REX Sequencing cut
outs

Body Teacher explains to red Visual learning strategy Grouped in At desks - Red groups reading books
20 minutes
group that they are to (colour) guided reading - Sheets listed above
highlight the matching Cut and paste groups. (RED - Highlighters
sentences from the text Actively recalling and GROUP) - Scissors
and the sequencing task. identifying information - Glue
Students are to then glue
these onto the sequence
table sheet provided.
Conclusion Students from the red Invite students from red Grouped in red At desks
10 mins
group are to discuss with group to explain to teacher group
teacher where they found what the notice about the
the information from the structure.
text. For example: what Effectively identifying parts
paragraph was it found in? of informative text through
what is that paragraph use of visual and logical
talking about? learning
Differentiation: Summative Evaluation (write in after completion of lesson)
Were students able to understand the text?
Red group is lowest reading group. By getting students to highlight Recall information?
the sections of the text and the cut out sequencing sentences will
help students, especially Ajay and Seth, to recall information from
the text.

Teaching notes
Keep an eye on Ben to make sure he stays on task
Seth and Ajay to be continuously checked on to ensure they
understand the task
Hand out tokens to students trying and staying on task.