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YEAR ONE

EXPLICITWRITING 3 2019

PROGRAM TERM

TEXT TYPE: Informative and Imaginative Factual and Literary Description Purpose:to describe the characteristics of a particular thing.

The Following Aspects of Stage 1 statements will be addressed in the programs sequence of lessons-

Stage Statements – Speaking and Listening By the end of Stage 1 students communicate with a wide range of audiences on familiar and introduced topics to achieve a variety of purposes. They interact effectively, adopting new communication skills and select vocabulary to enhance meaning in order to give confident presentations. Students attend to instructions, share ideas and engage effectively in group and class discussions. They recognise that spoken language has a range of purposes and audiences and use this knowledge when attempting to communicate effectively with others. They investigate the different types and organisational patterns of common spoken texts and recognise features within them. Students create imaginative, informative and persuasive spoken texts drawing on their own experiences, their imagination, and ideas they have learned. Stage Statements – Writing & Representing Students create imaginative, informative and persuasive texts on familiar topics for known readers by planning, proofreading and editing their own writing. They write using basic grammatical features and conventions of punctuation, showing an awareness of different purposes, audiences and subject matter. Students use knowledge of letter–sound correspondence, sight words and regular spelling patterns to accurately spell known words and an increasing number of irregularly spelt words. They write consistently and clearly using NSW Foundation Style as appropriate and use digital technologies to produce texts, recognising simple conventions, language and functions.

Students reflect on and assess their own and others’ learning.

Outcomes & Content

Objective B Writing and Representing 2 A student identifies how language is used in their own writing differs according to their purpose, audience and subject matter. Develop and Apply Contextual Knowledge -identify the audience of imaginative, informative and persuasive texts. -discusses some of the different purposes for written and visual texts. (Weeks 6-10) Understand and Apply Knowledge of Language Forms and Features -understands that different types of texts have identifiable text structures and language features that help the text serve its purpose. -describes some difference between imaginative & informative texts. (Weeks 6-10) -understands the use of vocabulary about familiar and new topics and experiments with and begins to make conscious choices of vocabulary to suit audience and purpose. Responds to and Composes Texts -draws on personal experience and feelings as subject matter to compose imaginative and informative texts for different purposes. -discusses the characters i.e. family members of different texts and explores how language is used to present these features in different ways. Grammar, Punctuation and Vocabulary Develop and Apply Contextual Knowledge -understands that ideas in texts can be organised to enhance meaning using sentences and paragraphs. -begins to understand that choice of vocabulary adds to the effectiveness of texts. Understand and Apply Knowledge of Language Forms and Features -understands that paragraphs are used to organise ideas. -understands that simple connections can be made between ideas by using a compound sentence with two or more clauses linked by a coordinating conjunction -explores difference in words that represent people, places & things (nouns including pronouns), happenings and states (verbs) qualities (adjectives) and details such as when, where, and how (adverbs)

-recognises that different types of punctuation, including full stops, question marks and explanation marks, signal sentences that make statements, ask questions, express emotion or give commands. -recognises that capital letters signal proper nouns and commas are used to separate items in lists Understand and Apply Knowledge of Language Forms and Features -understands how texts are made cohesive through resources, for example word associations, synonyms and antonyms -recognises, discuss and use creative word play e.g. alliteration and onomatopoeia Responds to and Composes Texts -begins to organise ideas into paragraphs when composing texts -composes sentences effectively using basic grammatical features and punctuation conventions

Outcomes & Content

Objective c

Thinking Imaginatively and Creatively – (Weeks 6-10)

A student thinks imaginatively and creatively about familiar topics, ideas and texts when responding to and composing texts Engages Personally with Texts

-responds to a wide range of texts through discussing, writing and representing Develop and Apply Contextual Knowledge -recognises and begins to understand how composers use creative features to engage their audience. Understand and Apply Knowledge of Language Forms and Features -identifies creative language features in imaginative texts that enhance enjoyment e.g. illustrations, repetition Responds to and Composes Texts -recreates texts imaginatively using drawing, writing, performance and digital forms of communication Objective D

Expressing Themselves - Weeks 6-10)

A student responds to and composes a range of texts about familiar aspects of their world and their own experiences. Engages Personally with Texts

-identifies aspects of different types of texts of literary texts that entertain, and give reasons for p[personal preferences. Objective E Reflecting on Learning

A student identifies and discusses aspects of their own and others’ learning Develop and Apply Contextual Knowledge

-develops an awareness of criteria for the successful completion of task.

Sequence of Lessons

Purpose of lessons 1-3 WEEK 1 To be able to:

-name text learning to write i.e. factual description

-identify its structure i.e. the introduction, the description -identify common nouns, proper nouns, pronouns,

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adjectival phrases/noun groups

Lesson 1: Pre-Assessment of Factual Description

explains that we are going to be learning how to write a factual description about a family member. T asks Ss when you are describing a person what characteristics might you describe and brainstorms – name, age, favourite food etc. Ss write a factual description about themselves and T assesses using marking criteria to determine understanding and uses to plan future learning and teaching.

T

Lesson 1 - Lesson Focus: Text Structure -Introduction

Learning Intention - We are learning to use the correct structure of the text type

 

Shared Writing T. reads model Factual Description from IWB. Sts. follow and see if they can identify the part of the text that is incorrect i.e. introduction

Text 1 - My Big Sister Issa

am describing my sister Issa - do not begin introduction like this; need to write 1 sentence saying who Issa is and maybe another describing her age/position in family e.g. Issa is my big sister. She is the eldest girl in my family.

I

Text 2: Savannah Savannah has four people in her family. – needs a beginning sentence before this one telling us who Savannah is. E.g. Savannah is the only girl in her family.

Text 3: Aunty Jane

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am describing my Aunty Jane. Do not begin introduction like this. The first sentences just need to say Aunty Jane is my dad’s sister.

Modelled - T. model how she would write an introduction for a description of someone in her family. Give 2-4 examples.

Pippa

Pippa is my baby daughter. She is only five weeks old. Pappa Pappa is my great grandfather. He is very old.

 

Guided/Independent - Have Sts. write introductions to at least 2 different members of their family. Guide those sts. who might have difficulty doing this task independently.

Lesson 2 Listening

 

Learning Intention - We are learning to identify true and false statements

 

Task: 1

Teacher reads texts. Makes True or False Statements

 
 

1)

Uncle Sam is the writer’s favourite uncle. –True He is the writer’s dad’s brother. – False. Uncle Sam is a sad person. – False He lives a long way from the writer. –False Uncle Sam loves football. –True

 

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Task: 2 Teacher rereads description and students draw picture. Picture should show Uncle Sam as described, his house and him playing football with a boy/girl.

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Lesson 3 – Identifying Structure

 

Learning Intention - We are learning to reconstruct a text

Listening /Reading Teacher reads text from large copy to be used a display. Have sts. Listen to then read the introduction – teacher circle and label Have sts. Listen to then read the description – teacher circle and label.

 

Lesson 2 Task 2 - Reading Sts. Read jumbled text then cut and reconstruct and paste jumbled text in books. Under headings: Introduction, Description.

Formative Assessment – T collects work samples to determine Ss understanding. Lesson 4 – Identifying
Formative Assessment – T collects work samples to determine Ss understanding.
Lesson 4 – Identifying Language features. Proper Noun, Pronoun, Noun Groups.
Learning Intention - We are learning to identify and use nouns
Teacher reads model text on IWB. Sts. Sit reconstructed model text open and listen for:
-Nouns that identify Uncle i.e. proper noun and pronouns, each time point to it in their copy of the text. Underline in blue.
-classify in class wall display i.e. common, proper & pronoun.
Reading /Writing
Cloze passage putting in missing nouns.
Listening
T.
names a nouns that identify her.
Speaking (Pair/Share)
Pairs identify nouns that identify them.
Writing
Class Share and list all nouns on wall display.
Lesson 5 Identifying the Adjectives i.e. number, colour, shape, size, texture
Learning Intention - We are learning to describe appearance
Teacher rereads text and sts. Listen for adjectives that describe Uncle Sam, each time hear run fingers under words and say out loud. Underline in red.
Writing Descriptive Sentences about themselves using adjectives
Write sentences about themselves using adjectives
Formative Assessment – T collects work samples to determine Ss understanding.
Lesson 6: Opinion Adjectives – favourite, loves, happy
Learning Intention - We are learning to identify and use adjectives that describe opinion
T.
discusses and identifies in model tex​t
Speaking
T.
given set of opinion adjectives. Take turns speaking in sentences to describe themselves or family member.

Have sts, with better sentences share with class.

Writing Sts. Sentences about themselves/others using opinion adjectives Sentences about themselves using adjectives

Factual Description - Lesson 7 Joint Construction

Learning Intention - We are learning to jointly construct a factual description

 

Outcomes/Content Speaking Listening 1 (Joint Oral ConstructionJOC) Sts. use turn taking and other behaviours related to class discussions Writing and Representing 1 Sts. create short informative text using growing knowledge of text structure and language features STs. reread and edit texts Handwriting & Digital Technologies Sts. write legibly with growing fluency using lower and upper case letters. Explicit Writing - Joint Construction

 

Lesson 7

Learning intention: We are learning to work in class group to orally construct then edit write brief Factual Description

 

Modelled and Shared Writing Listening: My Granny Was a Frightful Bore T. rereads story Speaking/ListeningOral Construction of Family member. JOC (Joint Oral Construction) Follow procedure from previous lessons T. scaffolds factual description of granny for Sts. to construct orally Title- What was Granny’s new name Introduction: Who was granny? Describe granny age. Description: A sentence describing granny’s size. A sentence describing granny’s clothes. Sentences describing granny’s personality i.e. have fun. A sentence describing one thing she liked to do. Final sentence saying what granny liked to do every day. WritingJoint Constructed Model Text

Using sts. in oral construction as guide class members tell teacher what to write as
Using sts. in oral construction as guide class members tell teacher what to write as T. writes text on IWB.
-while doing make 5-8 spelling, punctuation errors.
After writing have sts. read and identity any errors that need to be corrected.
EDIT (not publishing)​ by adding/deleting to create more meaning, interest, audience, purpose.
Lesson 8
Learning Intention - We are learning to publish using correct letter formation and size
Focus – Publish edited Factual Recount using letters of consistent size and shape.
Independent – Publishing Handwriting
Have Sts. copy text into books using letters of consistent size and shape. Then draw a picture of Granny as she was described in this description.
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Differentiation - for sts. who find this too difficult copy using foundation outline dots and have sts. trace the text
Formative Assessment – T observes Ss publishing to determine understanding of appropriate size and correct letter formation.
Lesson 9
Learning Intention - We are learning to describe particular family members
Guided/Independent
Writing: Group Descriptions of Family member ​ (Small Group JOC)
In groups of 6 Sts. given picture of family member.
Group decides of title then decide who will compose what sentences that describe particular family member.
After taking turns to say title and sentences within structure of the text. Each st. writes and edits their sentence.
Group arranges sentences in order of text structure.
Groups take turns reading jointly constructed Factual Recount to class.
Differentiated
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​Ss are grouped by ability.
Support – Ss write 1-2 characteristics about their family member.
Core – Ss write at least 3 characteristics about their family member.
Extension – Ss write at least 4 characteristics about their family member
Formative Assessment – Ss observe group discussions and participation to determine understanding.

Lesson 10

Learning Intention - We are learning as a class to orally construct, write and edit a factual description about Mrs Girke (our classroom teacher).

 

Speaking and Listening Ss recap the structure of a factual description. T explains that today our title will be Mrs Girke. T asks Ss to think of an introduction for Mrs Girke. One Ss comes up and

becomes our introduction. T explains that we are going to write our descriptions (number, size, colour, shape, texture). Ss think of a description and one comes up for each. Ss then orally share the factual description of Mrs Girke. Ss think of a new introduction and descriptions and this activity is repeated. Ss think pair share with their partner and orally construct a factual description of Mrs Girke.

When jointly constructing, T reminds Ss of pronouns and listen to Ss again and Ss identify where they could use a pronoun in their writing. For example:

said Mrs Girke

too many times, she could use ‘She’ at the start of her description. T and Ss jointly construct a factual description about Mrs Girke on the IWB. T makes 6 spelling and punctuation mistakes. Ss re-read and edit.

 

Lesson 11

Learning Intention - We are learning to orally construct and then independently edit and write a factual description about a friend.

 

Success Criteria:

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I have an interesting title. I have an introduction. I have at least 3 descriptions about my friend. I can use adjectives to make my writing interesting. I have used my best handwriting.

 

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Speaking and Listening

Ss recap the structure of a factual description. T explains that we will be writing a factual description about a friend. T chooses a student to be the title. T asks Ss to think of an introduction for this student. One Ss comes up and becomes our introduction. T explains that we are going to write our descriptions (number, size, colour, shape, texture). Ss think of a description and one comes up for each. Ss then orally share the factual description of the student. Ss think of a new introduction and descriptions and this activity is repeated. Ss think pair share with their partner and orally construct a factual description of their partner.

When jointly constructing, T reminds Ss of pronouns and listen to Ss again and Ss identify where they could use a pronoun in their writing. For example:

said Katie too

many times, she could use ‘She’ at the start of her description.

 

Guided/Independent - Writing: Descriptions of a Friend in our class Ss independently write their factual description of a friend in their class that they orally constructed with their partner.

Differentiation – Support – Ss write 2 characteristics about their friend. Core – Ss write at least 3 characteristics about their friend. Extension – Ss write 5 characteristics about their friend.

Formative Assessment – T collects work samples to determine Ss understanding.

Feedback: Two Stars and a Wish

Factual Description - Week 5: Independent Use of the Text Type

Learning Intention: ​ For Sts. to independently write, edit and publish a simple factual description

Learning Intention: For Sts. to independently write, edit and publish a simple factual description of a family member

Lesson 12

​ For Sts. to independently write, edit and publish a simple factual description of a family

Outcomes/Content Objectives A Writing and Representing 1 Sts. -plan, compose & review simple informative text i.e. Factual Description -reread and edit texts for spelling, sentence-boundary punctuation and text structure -using growing knowledge of text structure and language features Handwriting & Digital Technologies Sts.- write use correct posture when writing legibly, with growing fluency using unjoined lower and upper case letters. Objective B Grammar, Punctuation and Vocabulary Sts. -use adjectives to describe people -compose sentences effectively using basic grammatical features and punctuation FISH BOWL- “let’s stop and listen to …… sentence/adjectives/visual description/etc” - begin to organise ideas into paragraphs when composing texts

Ss write a factual description about a family member in their photograph from home. Once they have written their factual description, Ss edit and then publish using Google Drive. Differentiation Support – Ss write 1-2 characteristics about their family member. Core – Ss write at least 3 characteristics about their family member. Extension – Ss write at least 4 characteristics about their family member

Model Text

My Uncle Sam

Uncle Sam is my favourite uncle. He is my mum’s brother.

Uncle Sam is a tall skinny man with long legs. He has black curly hair and brown eyes. He has a very happy face and is always smiling. He lives in a big red house near a park. Uncle Sam loves football and plays with me every Saturday morning in the park.