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Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Asia and Australia’s engagement with Asia Sustainability
Cultures
LESSON 1 Read an increasing Use clues Use student 1. Introduction: Mat session “What does a Diagnostic
range of given on work samples - Share the “unit outline”, goals and 5 detective do?” test
Tuesday different types of the front to diagnose week reading challenge with the
4th June texts by … cover and initial students If someone Paper and
using text processing title of a strengths and - Prediction anchor chart gives you a envelopes
strategies, for book to weaknesses piece of cake,
example make a in the area of 2. I do: Predicting from book do you predict
File for all
predicting. (ACELY167 prediction prediction titles/covers that it will be
students’
9) about that will be - Model how to predict based on covers sweet or
‘Reading
what will followed up in with a variety on the PowerPoint. salty?
Comprehen
happen in the next - Show how my prediction changes as sion’ work
the story lessons. Use the title appears If the sky is
the checklist blue with no
to assess the clouds, do you Mini book
3. We do: Group predictions covers
five focus - Posters with book covers glued in the predict it will
students in centre. Students will be timed writing rain soon?
the Book cover
down their own prediction for the story
Prediction What clues do posters
based on different elements. When the
checklist. timer goes off, they will move to the we look for
next cover and write predictions. when making
- Kathy to scribe for Alena predictions?
How do our
4. You do: Typing up their prediction
predictions
- Students will choose one of the books
covers to type up their own prediction change when
for what will happen in the story. we see the
- Have goals on the board and sentence book title?
starters to prompt them in what
elements to focus on.
- Same book covers as previous activity
to lower students, new one to upper
5. Conclusion
Sit in a circle and everyone shares one
feeling they have towards reading.
Then they will go back to their desks
and write those feelings down as a
“letter to themselves” to be read at the
end of term.
LESSON 2 Read an increasing Use student 1. Introduction: Mat session (5 What clues do Sylvester
range of Use clues work samples minutes) we look for and the
Wednesda different types of given on to keep track Revisit the strategy of predicting when making Magic
y texts by … the front of common using PowerPoint predictions? Pebble –
5th June using text processing cover and strengths and William
strategies, for title of a weaknesses 2. Introduce text & book cover How do our Steig
example book to in the area of prediction (5 minutes) predictions
predicting. (ACELY167 make a prediction change when
Introduce the text Sylvester and PowerPoint
9) prediction that will be the Magic Pebble we see the
about followed up in Predict what will happen based on book title?
what will the next the cover I predict…
happen in lessons. Use Prompt students to look for the clues sheets
the story the checklist like in our last lesson What
to assess the Think, pair, share what they think predictions
five focus will happen were correct? Letter
Reflect on students in writing
prediction the 3. Predict the story (20 minutes) Which ones paper
s that Prediction Give students template to fill in were not
were checklist. based on the cover. correct and
correct
Focus: I predict … will happen why not?
and how
we because …
changed Fill in the template and glue it into
them after your English book
reading Kathy to help Alena scribe AND set
the story higher expectations for upper students
(e.g. at least three predictions based
on at least three clues from the cover)
5. Conclusion (5 minutes)
Discussion
What predictions were correct?
Which ones were wrong and how can
I alter them?
LESSON 3 Read an increasing Use the The main 1. Introduction: Mat session Prediction
range of strategy assessment Revisit WHAT is predicting. Create an anchor
Thursday different types of prediction in this lesson Anchor chart on what makes a good What is chart
6th June texts by … to aid will be during prediction. prediction?
using text processing reading guided Guided
strategies, for and reading. Use 2. Storytime Online Is the reader reading
example independe the check list Reread the text but invite students using any books
predicting. (ACELY167 nt to monitor to look for the clues that help us strategies to
9) activities progress of predict. help make
that focus Storytime online predictions? Guided
require students. reading
reading 3. Rotations booklets
What clues
Guided reading: are on the
cover? Predicting
Give students printed books that they
will read together worksheet
to match
Guided reading booklet for each week What do we lexile books
do with
Independent reading predictions
Encourage students at this station with that were Predicting
the reading challenge. They will read proven to be board
their Lexile book and complete the incorrect? game
worksheet at the station
4. Conclusion
Brainstorm on the board about what we
have to do to be good predictors
LESSON 4 Read an increasing Use the The main 1. Introduction: Circle Game
range of strategy assessment Every second person will be given a How many
Friday different types of prediction in this lesson prompt card. They will start reading it books are you Prompt
7th June texts by … to aid will be during and when I ring the bell the next going to read cards
using text processing reading guided student must predict what would this weekend?
strategies, for and reading. Use happen next and why. Bell
example independe the check list
predicting. (ACELY167 nt to monitor 2. Rotations Reading
9) activities progress of Students complete the other 2 they journals
that focus did not complete in yesterday’s
require students. rotations
reading
3. Conclusion: Wrap up
READING CHALLENGE REVIEW
Display reading chart
Weekend and next week goals
Make each student a concertina
“reading journal” where they keep
track of their books, they have read
1. Introduction: Mat session & Story
LESSON 6 Use comprehension Practice Mark work Time Online Read Aloud (15 How does the Story time
strategies to build looking for samples minutes) title help us online video
Monday literal and inferred clues to against the - Revisit WHAT is predicting. Use predict?
10th June meaning and begin to make rubric for PowerPoint to prompt prior knowledge
evaluate texts by prediction focus and see what students remember. How do the https://www.yo
drawing on a growing s in their students. - Show Story Time Online read aloud of images on the utube.com/wat
knowledge own the text. Pause to question students on cover help us ch?
of context, text struct reading. During clues they find that help them predict predict? v=BNGUnk8Je
ures and language guided the next part of the story. LE
features(ACELY1680) reading, What key
focus 2. Work Stations (30 minutes) events help us
specifically Guided reading: (10 minutes) predict what
on what is Read levelled book with each group, will happen Guided
being keeping track of students next? reading
achieved and engagement with the text, levelled books
what still participation in discussion, and specific
needs work. predictions/clues found How do the
Before reading: characters’ Guided
1. Look at the title facial reading
2. Look at the images expressions checklists
3. How do these clues help us help us
predict? predict? Prediction
4. Make a prediction worksheet
While reading:
1. What have we read so far Were your
2. What are three key ideas/events initial Book covers
that have happened predictions printed
3. What will happen based on what correct?
you have read
After reading: How would
1. Were your initial predictions you alter your
correct? predictions
2. Discuss with your partner after seeing
more clues?
Independent reading: (10
minutes)
Students will choose a book and
follow the prompts on the
worksheet to show their
understanding of prediction.
Computer (10 minutes)
Students will be given a mini book
cover and will complete the activity
from the lab last Tuesday. This time,
they will tell me AT LEAST 3 clues on
the front cover and how they lead to
predictions about the text. They will
type the title, their name, at least
three clues and subsequent
predictions.
3. Conclusion/Assessment (2
minutes)
Before the dentist students will fill out
the EXIT TICKET simply answering the
question ‘What is prediction?’
4. Conclusion (5 minutes)
Reflect on the learning experiences of
today. Ask students to think about
- How is prediction different from
inferring?
Expected answer: we predict using
authors clues, we make
inferences using authors clues AND
what we already know
- Focus questions will be on the board
4. Conclusion (5 minutes)
Before moving back to the classroom
have students tell you
- HOW we make inferences and WHY
we should use strategies like prediction
and inferring when we read
Give instructions for our task we will
complete after spelling before moving
on
1. Introduction
LESSON 9 Use comprehension Make During Before break, we will be completing How does the
strategies to build prediction guided our prediction rotations. Students will title help us
Thursday literal and inferred s based on reading, need to switch back to their predict? Magnifying
13th June meaning and begin to the title focus on one PREDICTION detective roles to glass prop
evaluate texts by and student from complete the activities. Explain each How do the
drawing on a growing images on each level to station before sending off. images on the
knowledge the cover. assess their cover help us
of context, text struct understandin 2. Work Stations (30 minutes) predict?
ures and language g against a Guided reading: (10 minutes)
features(ACELY1680) checklist. Read levelled book with each group, What key
keeping track of students events help us Guided
Collect work engagement with the text, predict what reading books
samples to participation in discussion, and specific will happen and checklist
assess from predictions/clues found next?
the other two Before reading:
stations. 1. Look at the title
2. Look at the images How do the Mini book
3. How do these clues help us characters’ covers
predict? facial
4. Make a prediction expressions
While reading: help us
1. What have we read so far predict?
2. What are three key ideas/events
that have happened
3. What will happen based on what Were your
you have read initial
After reading: predictions
1. Were your initial predictions correct?
correct?
2. Discuss with your partner How would
you alter your
Independent reading: (10 predictions
minutes) after seeing
Students will choose a book and more clues?
follow the prompts on the
worksheet to show their
understanding of prediction.
3. Conclusion (5 minutes)
Reflect on the learning experiences of
today. Ask students to think about
- How is prediction different from
inferring?
Expected answer: we predict using
authors clues, we make
inferences using authors clues AND
what we already know
- Focus questions will be on the board
3. Model Read
- Model read “Heart and the Bottle”
focusing on inferencing (with think
alouds) but also making sure students
are aware of the themes and
metaphors used in the story.
4. Closure activity
- Students to write down the main points
from the story that they remember.
Have these already written out for
lower groups (enabling). Then on the
other side of their paper they will write
two things they can infer the author
meant but did not say.
- Bring students back to the mat and
think, pair, share about how we make
an inference.
LESSON Use comprehension I will use 1. Introduction: Warm up (10 minutes) - What new Heart and the
12 strategies to build Makes a work samples - Facial expressions inferences meaning Bottle
literal and inferred connectio to assess the - Students will come up and say a can we
Tuesday meaning and begin to n between students phrase in different ways, we will then infer that English books
18th June evaluate texts by evidence understandin infer how they are feeling we didn’t
drawing on a growing in the text g of making pick up the Differentiated
knowledge and what inference. first time worksheets
2. Reread (15 minutes)
of context, text struct they know we read
- Reread the Heart and the Bottle
ures and language to make I will continue - This time, anytime they think of an the book? Inference
features(ACELY1680) an to comment inference they will put their thumb up cards
inference. on focus and we will discuss it. - What do
students’ - Focus particularly on what the author you see in
progress. DOES and DOESN’T show us to help us the text?
understand the meaning of the book
- Recap the main events of the story
- Jot these down on the board - What do
you not
3. Independent (20 minutes) see that
- Students will complete the allows you
differentiated inferencing work sheet to to infer
identify what they see in the book, meaning?
what they know and how that helps
them infer meaning from the text
- The lower students will be given a - What is the
sheet with two examples difference
- The middle students will be given a between
sheet with one example inferring
- For extension, the higher students will and
not be given examples and will make predicting?
as many inferences as they can about
the story
- Students still need to finish their -
inferences from yesterday’s lesson so
once they have my tick of approval I
will have them finish that activity
LESSON Use Develop Photograph 1. Intro: Recap Prior Knowledge (3 minutes) - What is Miss L
15 comprehension higher students’ Start the lesson by giving everyone inference? ‘tick of
strategies to order inference a “MISS L TICK OF APPROVAL” card. approval’
Friday build literal and thinking cards to Explain that they will use this to show - What two cards
21st June inferred skills by assess their me once they have done the first step things help
meaning and creating understanding of the task and cannot move on until I us infer PowerPoin
begin to their own of how focus have ticked their card. (prior t
evaluate texts inference questions help knowledge
by drawing on cards for people make Go over main PowerPoint slides and and clues)
a growing peers to inferences. get students to think, pair, share their Inference
knowledge infer best explanation of what it means to cards in a
of context, text meaning Log this make an inference bag for
structures from. information in - How is pass the
and language a checklist to 2. Group Game: Inference Pass the Parcel prediction parcel
features(ACELY ensure (10 minutes) different
1680) students We will continue with inference pass from
participate in the parcel. I will play a song and when I inferring? Inference
all sections stop it, that person must read an card
(drawing, inference card (either a simple question templates
questions, card or an image/focus question card) - How do we
inferences) and everyone must think of an inference infer what a
they can make. character/pe
rson is
3. Independent Activity: Making our own feeling?
inference pass the parcel (35 minutes)
Students will step into an author’s
shoes and be given a template to make - What will
their own card to go inside of a class you include
“INFERENCE PASS THE PARCEL”. in your
drawing to
They will draw a picture of something help people
exciting/mysterious/funny/boring infer what is
happening in the box. Then they must get happening?
a tick of approval from me.
LESSON Use To be To be added 1. Intro to visualisation “Do you think The Red
16 comprehension added closer to Before we begin, talk to them about that visualize h Tree by
strategies to closer to date the word “visualize” and what it as to do with Shaun
Monday build literal and date means. Tell them that it has to do with hearing, seeing, Tan
24th June inferred what you see. “Visualizing is what you smelling,
meaning and see in your mind.” tasting, or
begin to touching?”
evaluate texts 2. Modelled reading – The Red Tree
by drawing on I will read each page in the book
a growing aloud, one by one. I will stop and pick
knowledge out phrases or sentences that created
of context, text a vivid picture in my mind.
structures
and language If the weather permits, this will be
features(ACELY done outside to encourage guided
1680) imagery. As I read a descriptive
passage from the text, I will pause to
share what I see in my mind and the
emotions I’m feeling. Point out to
students the language used that
helped create the images and
emotions. Pause and have students to
close their eyes, breathe deeply and
relax as I read them another
descriptive passage.
4. Conclusion
Recap what we have learnt in this
lesson by having students stand up or
bob down to answer questions I ask
related to visualisation.
4. Conclusion
Have students share their story
wheels to reinforce that everybody
visualises different images in their
minds
3. Activity
Students will use the sketch-to-stretch
template to draw the initial images
that they created in their heads from
the text.
4. Conclusion
5 minutes to sketch a visualisation
from the mystery box clue.
4. Conclusion
- One at a time, have each child
come up and “feel” the object in the
mystery box. Make them use
describing words to tell me what
the object felt like.
- Give students 5 minutes to sketch a
visualisation from the mystery box
clue.
LESSON Use To be To be added 1. Shared reading of text See the
23 comprehension added closer to This time have all the pictures Ocean
strategies to closer to date covered. Students will actively by
Wednesda build literal and date contribute in telling me what they Estelle
y inferred visualise as I read the text. Condra
3rd July meaning and
begin to 2. Rotations Sketch-
evaluate texts Guided reading: to-
by drawing on - Review visualisation and introduce stretch
a growing sketch-to-stretch template
knowledge method s
of context, text - Do guided reading with kids’ levelled
structures books Guided
and language - Fill out sketch to stretch template then reading
features(ACELY share ideas books
1680) with group and
- Reflect on visualisation strategy and visualisa
how it helps tion
them read the story booklets
Drama station
- Have students gather in small groups
to play a Mystery
bag of
visualisation game. One person
objects.
chooses an object
from the mystery bag to describe. The
rest of the group closes their eyes Newspap
as they listen to the description and er
visualise the articles
object in their houses. Students can printed
then guess
what the object is and then switch National
roles. Geograp
hic
Drawing station magazin
- Give students a variety of book titles es
and they must visualise what the book
could be about and draw the cover
Computer station
- Students listen to a poem on
poets.org.
While reading/listening they visualise
the meaning and use the sketch-to-
stretch template to draw what they
see.
Art station
- Students will go through National
Geographic
magazines and write a short, detailed
description
of what they see. Then they trade
what they have
written with a partner and have the
partner visualise
what they see based on the
description.
Students will then compare their
drawing to the real
photo.
3. Conclusion
- 5 minutes to sketch a visualisation
from the mystery box clue. Collect
final sketches of what they have
visualised. Put it into a flip book ready
for the reveal tomorrow
Mystery
bag of
objects.
Newspap
er
articles
printed
National
Geograp
hic
magazin
e
Art (Week 9)
Photocopy the template of a large leaf shape onto the red paper (enough for each student to have one leaf each). Discuss with students the way the red leaf was used as a symbol of hope in the
production and that you are going to make your own red tree in the classroom. Ask the students to think of 3 people in their life that they can talk to if they feel sad or lonely and write their
names on each finger of the leaf. On the other side of the leaf ask students to think of a hope or dream that they have and write it down. Place a hole in the stem of each leaf and make a class
display. String them to the roof.