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PIALBA STATE SCHOOL: ENGLISH YEAR 2 SEMESTER 1 UNITS 1, 2 & 3 UNIT PLAN

Deep Learning Inquiry Cycle Question

In this unit students will learn.. Student will:

Innovation of a Poem (Unit 1)

Students read and listen to a range of poems to create a poetry innovation. Students present their poem or rhyme to a familiar audience and explain their preference for aspects of poems..

Imaginative Narrative Stories of families and friends (Unit 2)Students explore texts to analyse how stories convey a message about issues that relate to families and friends. Students will write an imaginative new narrative about family relationships and/or friendships for a familiar animal character.Expressing a preference for a character (Unit 3)

Students read, view and listen to a variety of literary texts to explore how characters are represented in print and images. Students identify character qualities in texts. They compare how similar characters are depicted in two literary texts and write a text expressing a preference for one character, giving reasons..

Pedagogical Practices Levering Digitally Learning Environments Learning PartnershipsPedagogical Practices are used to design, monitor and assess learning.

Leveraging digital accelerates access to knowledge beyond the classroom and cultivates student driven deep learning.

Learning Environments foster 24/7 interaction in trusting environments where students take responsibility for their learning.

Learning Partnerships are cultivated between and among students, teachers, families and the wider environment

Continual Feedback loop / monitoring

Deep Learning opportunities through open-ended questioning and tiered tasks using Collaboration: Elbow partners, small groups, whole class, Innovation Space, Computer lab.

Check in / Check out (thumbs up) strategies

How can we incorporate digital literacy skills students are learning in other KLA’s to enhance our English planning?

Have you provided purposeful spaces for guided/modelled and shared reading?Are we using anchor charts and artefacts around the room and referring to them?Is there space for students to be collaborating?

What have we got coming up that we can frame our English work around?

Deep Learning Competency Focus: (Focus from 2019 beyond other than Year 4 NPDL Planning 2018)

1 of 63DiT_YP-02Band_U1_AT_COW

Assessment (D – Diagnostic, M- Monitoring, S – Summative)Week D-F-S Assessment Title

Wk 3 T1 D Pat- R Testing

Wk 5 T1 S Innovation of a poem

WK 6 T1 M Reading Comprehension

Wk 8 T1 D PM Benchmarks Due

Wk10 T1 S Imaginative Narrative

Wk 3 T2 S Reading Comprehension

Wk 5 T2 S Character Preference

Collaboration Creativity Critical Thinking Citizenship Character Communication


Planning is sequenced across the Term or Semester. Timings of Units are based on data and school timetabled events

KLA: ENGLISH Year Level Team: Semester 1 (Units 1, 2 & 3)

WALT/WILF/TIB(The What)

Active Learning Engagement(The How)

Check for Understandin

gInternal

monitoring data Formative (Feedback)

DifferentiationContent: What

Process: Pedagogy – HowProduct: Check for Understanding

Resources

Before Unit commences: As a Year Level Team analysis of data based on end of Prep Early Start Data combined with A-E results / Internal Monitoring from Class Dashbaord) Teachers identify student’s results and place this on a class “Differentiation Surfboard” – Identify Higher Level students. Teachers set priorities as a team for reading.

Unit One – Innovation to a Poem (Five Week Unit)Walt: Explore messages in poetry and investigate how poems use nouns and verbs.

Wilf: Share ideas about poems; recognise the key message/theme in a poem. Find and locate the nouns and verbs in poetry.

Tib: We need to understand the purpose of poetry and how authors use nouns and verbs to convey

Each lesson KWL and Vocab developmentSpend a short time at the start of each lesson revising concepts and enhancing understanding and fluency.

Explore messages in Poetry: As a whole class read poem Can I Cuddle the Moon. Teacher

models how visualise, underline key lines from the text that explore the message of the poem. Teacher may also circle rhyming words, nouns and verbs and discuss how these words paint a picture in about the poem

Teacher provides multiple opportunities throughout the week for students to view and hear different poetry (highlighting that a poem can have different purpose/message e.g tell a story, explore feelings, be humorous).

Explicitly teach poem text structure using build it up break it down model, as a class make a text structure anchor chart that deconstructs a poem.

During small group instruction allow students to practise deconstructing poems and identifying and locating nouns and verbs (e.g. in guided reading groups and during shared reading activities.

Practise visualising and responding to different poems,

Formative (Feedback)Check students understanding

Observe students responding to various poems and sharing their ideas with peersUse a poetry checklist to monitor how students are identifying key text structures and

L2B

Allow 'wait time' for the student to process information

Plan for visual supports to instruction.

Break tasks into smaller, achievable steps.

Use small group instruction and cooperative

Use short texts (limericks with 2 lines) so students can locate a single noun or verb

U2B

Expose to more technical or specific narrative vocabulary.

Can identify nouns and verbs in poems visualise and explain what the authors key message is using examples from the poem

Share opinions and feelings about the poem with peers and cite a reason why. (e.g. I really like this poem

English Digital Resource Libraryhttps://learningplace.eq.edu.au/cx/resources/file/4ca676d1-7cda-d63c-5f7a-ab29a30c0c90/4/index.html

Find and prepare a variety of rhyming poems suitable for the year level. - Poems that suit our community context

(e.g. beach themed) Text - Brown, K 2010,

Can I cuddle the moon?, Scholastic, Australia Supporting

learning resource - Teacher tips: Reading, writing and performing


https://learningplace.eq.edu.au/cx/resources/file/4ca676d1-7cda-d63c-5f7a-ab29a30c0c90/4/index.html



their message. sharing opinions and ideas with elbow partners, in small groups and in whole class situations

Explore rhyming words from a variety of poems though breaking down the words and looking for common sound patterns, use SSP strategies to begin a bank of rhyming word families

language features (nouns and verbs, rhyming words)

Use short cvc words that rhyme so students can identify letter patterns that are the same

because the author uses adjectives to paint a picture in my head)

poetry Learning object -

Tune in Sheet - Looking at

a poem Sheet -

Understanding poems

Sheet - Poetic features

You tube clips of various rhyming poetry

Sheet - Sentence strips

Cork Board/area to make an information board with important information about poems



KLA: ENGLISH Year Level Team: Semester 1WALT/WILF/TIB

(The What)Active Learning Engagement

(The How)Check for

UnderstandingInternal



Process: Pedagogy – HowProduct: Check for

Understanding

Resources

Walt: Identify syllables in words and rhythm patterns in poetry

Wilf: Count syllables in words and phrases identify patterns in stanzas, use adjectives to enhance noun groups.

Tib: To help our poems be more entertaining


Poetry Conventions:* Through whole class explicit teaching introduce;

Syllabification aabb, abab, abcb, abba patterns Stanzas/ versus noun groups and adjectives Adjectives and how they fit with noun groups

In small group instruction provide various opportunities for students to hear, view, read and write short poems with different syllable patterns

Use daily quick write time for students to rehearse writing their own short rhyming poems

Through the use of visual mind maps, allow students the opportunity to respond to a variety of poems/poetry.

Through modelled, guided and shared reading focus on visualisation reading strategy

Formative FeedbackCheck students understanding through:

Elbow partner discussions

Observe students responding to various poems and sharing their ideas with peers

Use a poetry checklist to monitor how students are identifying key text structures and language features (nouns and verbs, rhyming words)

L2B


Use audio poetry for students to listen to multiple times

Respond to poetry using a peer buddy, or recording ideas on a digital device


Use short cvc words that rhyme so students can identify letter patterns that are the same.

U2BUse audio poetry for students to listen to multiple times





Find and prepare a variety of rhyming poems suitable for the year level.

- Poems that suit our community context

(e.g. beach themed)

Text - Brown, K 2010, Can I cuddle the moon?, Scholastic, AustraliaSupporting learning

resource - Teacher tips: Reading, writing and performing poetry

Learning object - Tune inSheet - Looking at a poemSheet - Understanding

poemsSheet - Poetic featuresYou tube clips of various

rhyming poetry

Cork Board/area to make an information board with important information about





poems

Poetry Checklist for monitoring student learning





(The How)Check for

UnderstandingInternal monitoring

data Formative (Feedback)



Resources

Walt: Analyse and compare familiar poems

Wilf: Identify the rhyme, alliteration, repetition and rhythm of 2 different poems

Tib: So we can use examples of this in our own poetry to suit the audience.


Language Features in Poetry: Through whole class explicit teaching

introduce: - rhyme, rhythm and repetition

- using alliteration in phrases- comparing two poems

Through small group instruction and peer collaboration provide multiple opportunities to hear, view, read and speak poetry with different elements.

During modelled, guided and shared reading provide multiple exposure to rhyme at the end of the stanzas.

Teacher explicitly models how to deconstruct a poem pulling out all of the above elements.

Modelled and joint construction of poem through whole class and small group instruction

Use Haiku poetry as a way to teach rhythm and syllables

Formative FeedbackCheck students understanding through

Observe students while working in small groups and during guided reading, record observations using poetry checklist

Student work samples

Daily feedback on practise attempts at analysing and innovating poetry

L2BAllow 'wait time' for the student to process information

Use audio poetry for students to listen to multiple times




U2BCan identify nouns and verbs in poems visualise and explain what the authors key message is using examples from the poem

Share opinions and feelings about the poem with peers and cite a reason why. (e.g. I really like this poem because the author uses adjectives to paint a picture in my head)


Find and prepare a variety of rhyming poems suitable for the year level.

- Poems that suit our community context

(e.g. beach themed) Text - Brown, K 2010, Can I cuddle

the moon?, Scholastic, AustraliaSupporting learning resource - Teacher tips: Reading, writing and performing poetry

Learning object - Tune inSheet - Looking at a poemSheet - Understanding poemsSheet - Poetic featuresYou tube clips of various

rhyming poetry

Cork Board/area to make an information board with important information about poems

Poetry Checklist for monitoring student learning








(The How)Check for





Resources

Walt: Innovate on a familiar poem

Wilf: Plan, draft and publish your poetry innovation

Tib: It is part of your summative assessment in English this semester.


Innovation, Analysis and Presentation of Poem Innovate the poem using rhyme,

rhythm, repetition, alliteration Use correct format to write poem Present poem in front of an audience Analyse Poem

Reading Comprehension of two Traditional Poems

Read and comprehend two tradition poems using a criteria

Identify Rhyme, Alliteration, Repetition and Rhythm

Using two Traditional Poems answer ‘right there’ and ‘inferential’ and ‘make a prediction’ comprehension skills

Summative Assessment

Summative Assessment Task – Character Description (A-E Rubric)




Use technology to record students work; e.g. digital photography, tape and video.

U2B

Use computers to reduce the additional practice of concepts and skills – Compact the curriculum where possible.


ASSESSMENT:

Part 1: WRITING, READING AND

PRESENTATIONSSummative assessment

Part 2: READING COMPREHENSION

Monitoring Assessment

Summative Assessment Task: Students comprehend and respond to imaginative texts (picture books).





Planning is sequenced across the Term or Semester. Timings of Units are based on data and school timetabled eventsKLA: ENGLISH Year Level Team: Semester 1WALT/WILF/TIB


(The How)Check for

UnderstandingInternal monitoring data

Formative (Feedback)



Resources

Before Unit 2 commences: As a Year Level Team revise the analysis of data based on Early Start Diagnostic (Early Start Data) and learning outcomes from unit 1 Teachers use diagnostic and observations to identify Higher Level students and revise “Differentiation Surfboard”. Teachers check the priorities as a team for reading

Unit Two – Students create a new narrative about family relationships and/or friendships for a familiar animal character (Four Week Unit)

Walt: Respond to a narrative story by making connections to the structure and emotions in the story

Wilf:Students will be able to use words and images to make meaning about characters' feelings and motivations. Identify the stages of a simple narrative and the language the author uses to portray characters feelings.


Responding to Narratives Through modelled and shared reading

teacher explicitly teaches/revises narrative structure - orientation, complication, resolution- making a connection to the structure

and emotional language/descriptions in the text

Using build it up break it down strategies, teacher models how to identify - words and vocabulary that tell the

audience how the characters are feeling

- Character motivations- How story events builds characters

portrayal

Using cooperative learning strategies provide opportunity for students - respond to various narratives- Discuss and share ideas with peers


Teacher Observations:Observe and monitor student responses while working in groups and with peers.

Collect student samples of work where they have responded to characters within a narrative.




Use small group instruction and cooperative learning strategies

Use technology to record students work; e.g. digital photography,

Work with a buddy when sharing ideas about character traits



U2BExpose to more technical or specific narrative vocabulary.

Extend with students choice of extra study – ensure one-to-one conferences to allow student to share their work.



Find and prepare an anthropomorphic picture book that explores emotions, e.g.

Text - Wild, M & Brooks, R 2000, Fox, Allen & Unwin, St Leonards, NSW

Sheet - Text structure of a narrative

Sheet - Character profile Sheet - Character profile





Tib: Understanding a characters feelings helps us make meaning from the text.

about characters feelings within texts

Students independently make connections to the structure and emotion in the story by responding to a character and how they are feeling.

Planning is sequenced across the Term or Semester. Timings of Units are based on data and school timetabled events10 of 63DiT_YP-02Band_U1_AT_COW



(The How)Check for

UnderstandingInternal




Resources

Walt: Understand how a stories text structure and language features help represent a characters relationships, feelings and motivations. Explore how images can add or contradict the meaning of the text (words) and create meaning for the readers Wilf: Identify the stages of a narrative and language features used to suit the purpose of the text. Create a character profile that explains the characters motivation and feelings.Use comprehension strategies to interpret characters' feelings and motivations and to build empathy for the characters. Explain how images and language features affect meaning.

Tib: Both written word and images help to build how a character is portrayed in a text.


Exploring Characters Relationships and Motivation

Through modelled, shared and guided reading, teacher explicitly models how the text structure and language features represent characters feelings, relationships and motivation.

Identify images and language features that represent characters

Identify images and language features that represent settings

Explore nouns and noun groups Identify evaluative language in a narrative Whole class explicit lesson revise the structure of a

narrative (orientation, complication, resolution) Create an anchor chart as a whole class that outlines the ideas

gathered from brainstorming about narrative structure

Using cooperative learning strategies to provide opportunities in small groups and elbow partners for students to

- respond to narrative structure- identify language features and noun groups- discuss characters feelings and motivation

Create a character profile from a familiar text that includes- Characters feelings, description, relationships and motivation

Formative FeedbackTeacher Observations:

Observe and monitor student responses while working in groups and with peers.

Collect student samples – Character profile

Use anchor as a display in room.


Break text into smaller parts and focus on the pictures as a way for students to describe character attributes and qualities.

Provide a reading buddy to help student identify and locate book language in the focus text

Extra wait time for sharing ideas with whole class or trusted peer.



U2BIndependently construct mind map of chosen leisure activity, write a sentence based on activity and share with class

Opportunities to share thinking with whole class

Expose to more technical or specific vocabulary from the text that describes a character (e.g. adverbs, adverbial phrases, noun groups)








Planning is sequenced across the Term or Semester. Timings of Units are based on data and school timetabled eventsKLA: ENGLISH Year Level Team: Semester 1



Check for UnderstandingInternal monitoring data




Resources

Walt: Understand how to write sentences for a narrative that include literal and inferred information about a familiar character. Learn how to write a new narrative for a familiar animal character using appropriate text structure and language features that engage an audience.

Wilf: Write sentences that included information about a characters feelings and motivations. Make appropriate language choices to jointly create a new narrative of a familiar text

Tib: Using appropriate word choices in sentences helps us write for a particular purpose (explain character feeling/motivation)


Constructing a narrative text Through modelled, shared and guided

reading review the language in various narratives that help build a character profile. Model how to use literal and inferred strategies to comprehend a characters relationships, feelings and motivations.

Using cooperative learning strategies jointly create an imaginative narrative about a familiar character

In small group and elbow partners provide students with the opportunity to

Listen and respond to a stories in various ways - Examine how language and text

features of stories reflect context and cultural background

- Examine language that conveys emotions

- Through explicit teaching model how images represent qualities of people and place

During small group instruction ask students to compare how images represent characters and settings with the accompanying words

Formative FeedbackObserve and monitor student responses while working in groups and with peers.

Collect student samples of written sentences


Explicitly teach the vocabulary and grammatical structures to ensure the students have the required prior knowledge.

Break text into smaller parts and focus on the pictures as a way for students to describe character attributes and qualities.

Provide a reading buddy to help student identify and locate book language in the focus text

Use sentence starters to scaffold the writing of a character description

U2BExpose to more technical or specific vocabulary from the text that describes a character (e.g. adverbs, adverbial phrases, noun groups)


Use computers to reduce the additional practice of concepts and skills – Compact the curriculum where possible


Use computers to reduce the additional practice of concepts and skills – Compact the curriculum where


o Find and prepare an anthropomorphic picture book that explores emotions, e.g.Text - Wild, M & Brooks, R

2000, Fox, Allen & Unwin, St Leonards, NSW

o Sheet - Text structure of a narrative





possible.Planning is sequenced across the Term or Semester. Timings of Units are based on data and school timetabled events



(The How)Check for Understanding

Internal monitoring data Formative (Feedback)



Resources

Walt: To create a new narrative about family relationships and/or friendships for a familiar animal character.

Wilf: Independently complete the assessment task

Tib: Part of your assessment for the semester


Creation of an imaginary narrative

Assessment:

Understand the assessment Review the Guide to making

judgments and understand the standards A - E

Conduct the assessment

Summative FeedbackSummative Assessment Task – Character Description(A-E Rubric)

L2B


Provide extra wait time for students to understand the task


Support person available for students (e.g. teacher aide)


U2B

Peer collaboration to share thinking and reasoning with other students

Identify titles, author and writing in a text independently and explain why each is important



Assessment task - Imaginative narrativeAssessment task - Imaginative narrative: Model responseAssessment task - Plan for task: Imaginative narrativeAssessment task - Plan for task: Imaginative narrative - Sample response

Summative Assessment Task: Students create a new narrative about family relationships and/or friendships for a familiar animal character





Planning is sequenced across the Term or Semester. Timings of Units are based on data and school timetabled eventsKLA: ENGLISH Year Level Team: Semester 1WALT/WILF/TIB


(The How)Check for

UnderstandingInternal monitoring data




Resources

Before Unit 3 commences: As a Year Level Team revise the analysis of data based on Early Start Diagnostic (Early Start Data) and assessment post moderation data from previous unit Teachers use diagnostic and observations to identify Higher Level students and revise “Differentiation Surfboard”. Teachers check the priorities as a team for reading.

Unit Three – Expressing a preference for a character (6 Week Unit)

Walt: Understand how an author uses language and images to represent characters in text. Share our own and listen to others opinions and ideas about a character.

Wilf: Students will be able to identify the different words and pictures an author uses to represent a character. They will share their thoughts and feelings about a character based on

Representations of characters Through modelled, shared and guided

reading students listen to, read and view a variety of literary texts where there is a traditional and alternative representation of a character.

Teacher models using build it up break it down strategies how to;

- Discuss characters from a known text(what they say, think, feel and do)

- Create character profiles- Share and compare opinions about a

character

As a whole class review a character from a familiar traditional story and create an anchor chart that shows the aspects of the traditional character (descriptions, thoughts, feelings, language)

As a whole class examine an alternative representation of that character and create another anchor chart that shows the alternative aspects of the character


Teacher Observations:Observation of individual involvement in discussions.

Use created anchor charts as a visual comparison of traditional v’s alternative character

Collect student character profiles

Observe and monitor students during group and partner discussion


Provide extra wait time for students to share ideas with a trusted peer

Use both written and recorded poetry so all students can listen to and view poemsPlan for visual supports to instruction.


U2BExpose to more technical or specific English vocabulary.

Exposure to more technical or specific vocabulary in poems that create mood and theme. (e.g. adverbs, adverbial phrases, noun groups)

Students practise responding to the poetry and comparing different poems and their features

Provide opportunities for


Text - Wild, M & Brooks, R 2000, Fox, Allen & Unwin, St Leonards, NSWlarge chart paper or a chart on an interactive whiteboard

Sheet - Creating character profiles

Text - Lee, L 2005, Emily and the dragon, Omnibus Books, Malvernlarge chart paper or an interactive whiteboard

Text - Find and prepare a copy of the traditional fairytale Cinderella





a connection they can make with that character

Tib: An author uses particular words and pictures to make us feel a certain way about a character.

(description, thoughts, feelings, language)

In small group instruction and using elbow partners provide opportunity for students to discuss

- traditional v’s alternative characters in texts

- how these characters are similar or different

- what the characters, think, say and do

Through explicit instruction teacher revises;- simple and compound sentences

-sentences that compare opinions about characters

- jointly edit compound sentences- Expand noun groups using articles

and adjectives- Explore word associations as

cohesive devices

Independently students choose a familiar character and complete a character profile focusing on what the characters (says, thinks, feels and does)

students to peer collaborate and share their thinking with L2B


Sheet - Synonyms and antonyms





Check for Understanding

Internal monitoring data




Resources

Walt: Understand how to identify and discuss similarities and differences across different literary texts. Understand how to comprehend and identify text purpose when reading literary texts and express a personal preference for a text.

Wilf: Identify the different language features and images used in fairy tales and folktales. Be able to compare the similarities and differences between the two. Express a personal preference for one or the other.

Tib: Everyone has a different opinion based on what they like or do not like.


Analysis of fairy tales and folktales* Through modelled, shared and guided reading provide opportunity for students to listen to, read, view and comprehend various traditional fairy tales and the alternative folktales.

* Through build it up break it down strategies, teacher use both fairy tales and folktales to model how to;- identify text type / authors purpose- language features (noun groups, verbs)- analyse images

* Teacher explicitly models how to express a personal preference for a story based on opinion and linking it back to language and images from the text.

* In small group instruction and through peer collaboration provide opportunity for students to practise- sharing own thoughts and feelings about characters- expressing personal preference for a text based on language and image from that text

* Teacher uses gradual release model to show how to write a personal preference of a text using- specific language from the text- noun groups, verbs

Formative FeedbackObservation of individual involvement in discussions.

Collect student samples of written personal preference

Collect analysis of characters in fairy tales.


Extra wait time for sharing ideas with whole class or trusted peer.



U2BIndependently construct mind map of chosen leisure activity, write a sentence based on activity and share with class




Texts:Find and prepare a selection of fairytales, folktales and fractured fairytales. For some examples, refer to:eBook - Cinderella: A fairytale

Sheet - Shared reading - Cinderella: A fairytale

sheet - Analysing characters in a fairytale





- images that supports personal preferencePlanning is sequenced across the Term or Semester. Timings of Units are based on data and school timetabled events



(The How)Check for




Process: Pedagogy – HowProduct: Check for

Understanding

Resources

Walt: Understand how to compare characters in two narrative texts by examining their visual and written representations.Understand how to compare the settings and events in two narrative texts by examining images and accompanying words.

Wilf: Students will be able to compare texts by identifying the similarities and differences in images and words in the two texts. They will be able to share a personal preference for a text.

Tib: Before we make a personal preference, we need to be able to compare similarities and differences between texts.


Language and images to express a preference

* Through modelled, shared and guided reading students will listen, read and view traditional and fractured fairy-tales and folktales with the purpose of - comparing characters - story events- settings-images

* Through explicit instruction teacher will model how to compare two texts by drawing out the similarities and differences and recoding them in a visual map/comparison chart

* In small groups students will practise reading two different texts and identifying how the characters, setting, story events and images are similar and different.

* During quick write time students can respond to a familiar text by creating a written personal preference for a character or text based on language, setting, story events and images.

* Conduct Reading Comprehension Assessment

To demonstrate reading accuracy and respond orally to comprehension questions.

Example assessment sequence

Understand the assessment, Review the Guide to making judgments and understand the standards A-E

Summative Assessment task

Reading and comprehension: A letter from Mr Wolf

L2B




Use small group instruction and cooperative learning strategies

Use technology to record students work; e.g. digital photography,

U2B

Expose to more technical or specific narrative vocabulary.




Assessment task - Reading and comprehension

Assessment task - Reading and comprehension: A letter from Mr Wolf

Find and prepare a folktale from another culture that has a similar storyline to the fairytale used in previous lessons. One of the following texts would be appropriate:

Text - Wilson, B K and So, M 1993, Wishbones: a folk tale from China, Hodder & Stoughton, Sydney

eBook - The wishing fish: a Chinese folktale





Conduct the assessment eBook - Cinderella: A fairytale

Sheet - Comparing texts




Check for Understanding

Internal monitoring data Formative

(Feedback)



Resources

Walt: Understand how to create a text expressing a preference using text structures and language features to suit the audience and purpose.

Wilf: Create a text expressing a preference using text structures and language features to suit the audience and purpose?


Writing a Personal PreferenceSummative Assessment task:

* As a whole class deconstruct a paragraph that expresses personal preference. Teacher models how to identify - language specific to opinion/preference- noun, noun groups, verbs, adverbs- revise simple and compound sentences- conjunctions - revise sentence boundaries/punctuation

* Jointly construct a paragraph that expresses personal preference and write it on poster paper, so it can be displayed in classroom- underline and circle paragraph features- language, simple/compound sentence, punctuations, conjunctions

* In small group instruction allow students to work together to construct their own personal preference paragraphs- Groups share paragraphs with class and receive feedback* Independently practice writing a paragraph that

Formative FeedbackCheck students understanding

Observe student response and peer discussion

Display jointly constructed paragraph in classroom

Collect group and independent writing samples

L2B


Use both written and recorded poetry so all students can listen to and view poems

Use a variety of accessible poems. Poems of varying length and text complexity

Have students recite poetry and record it using an IPad, listen back and modify attempts

Students can identify one time word Break tasks into smaller, achievable steps.


U2B

Exposure to more technical or specific vocabulary in poems that create mood and theme. (e.g. adverbs, adverbial phrases, noun groups)



Assessment task - Expressing a preference for a character: Model response

eBook - Cinderella: A fairy taleeBook - Cinder's Rox highlighter pensSheet - Creating character profilesSheet - Similar and differentSheet - Sentence startersSheet - Punctuation

Assessment task - Expressing a preference for a character: Model response

Find and prepare two texts on the same topic by different authors (a fairytale, folktale or fractured fairytale)





expresses personal preference* Over Five 45 minute lessons, students independently complete assessment task – Expressing a preference for a character.


Assessment Tasks:

Reading, writing and performing poetry Year 2 Unit 1Assessment task — Innovation of a poem

Name Class

Teacher Date

Task

To create and present an innovation of a known poem to a familiar audience.

Instructions

• Part A: Read a poem and plan an innovation

o Select a familiar rhyming poem to innovate.

o Use a planning sheet to help you identify changes you can make to the familiar poem.

• Part B: Innovate on the poem

o Write your version of the poem with all the changes.

• Part C: Write an explanation

o Write an explanation about how you changed the familiar poem and why you think the audience will enjoy it.

• Part D: Rehearse your presentation

o Practise speaking clearly, varying tone, volume and pace.

• Part E: Present your poem

o Present your poem to the class in a way that is interesting and enjoyable for the audience.

o Present your explanation about the changes you made to the poem to the class.

Conditions

Open conditions:

Undertaken individually

Drafting in lesson time with access to teacher feedback and conferencing

Presented in class to an audience of peers


Part A: Read a poem and plan an innovation

• Select a familiar rhyming poem to innovate.

• Use a planning sheet to help you identify changes you can make to the familiar poem.

Part B: Innovate on the poem

Write your own version of the poem using all the changes you made on the planning sheet.

Remember to:

make sure your poem rhymes

keep the same patterns of rhythm by making sure your poem innovation has the same number of syllables as the familiar poem on which it is based

create imaginative characters and events that will appeal to your audience.

Title of my poem: ________________________________________________________


Part C: Write an explanation

Write an explanation that explains:

how and why you made the changes to the original poem

why you believe these changes to the poem will be entertaining for your audience.


Part D: Rehearse your presentation

Rehearse your presentation of the poem innovation.

Choose an introduction to suit your audience. (For example, ‘Good morning teacher, girls and boys, today I will be presenting …’).

Practise:

speaking clearly

varying the tone and volume appropriately as you speak

pacing your speech appropriately (not speaking too quickly or slowly).

Rehearse presenting your explanation about how you changed the original poem and what parts of the changes to the poem will appeal to your audience.

Part E: Present your poem

Present your poem innovation to the class in a way that is interesting and enjoyable for the audience.


English Year 2 Unit 1: Reading, writing and performing poetry Name:

Purpose of assessment: To create and present an innovation of a known poem to a familiar audience.

Knowledge and understanding(Receptive)

Creating texts(Productive)


Listens for and manipulates sound combinations and rhythmic sound patterns.

Uses everyday language features and topic-specific vocabulary.

Explains preferences for aspects of texts using other texts as comparisons.

Creates texts, drawing on imagination and information learned.

Makes presentations

Maintains patterns of original poem to create an entertaining innovation.

Explains how choice of language features entertains a familiar audience.

Varies tone and pace in response to sound and word patterns in the text to engage the audience. Uses pause and expression for effect.

A

Listens for and reproduces rhythmic sound and word patterns.

Provides details about the events and characters and ideas used in the innovation that will appeal to a familiar audience.

Speaks clearly while reciting poem. B

Listens for and manipulates sound combinations and rhythmic sound patterns.

Uses everyday language features and topic-specific vocabulary. Explains preferences for aspects of texts using other texts as comparisons. Creates texts, drawing on imagination and information learned.

Makes presentations. C

Identifies and reproduces the rhyme pattern of a poem.

Identifies features of the poem that were changed.

Varies volume when reading an innovation of a poem.

D

Changes the words of a poem. Identifies favourite features of a poem. Reads a poem. E

Feedback:

24 of 63Eng_Y01_U3_AT_ComprehendingPoetry

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Assessment Tasks:

Reading, writing and performing poetry Year 2 Unit 1Monitoring task — Reading comprehension

Name Class

Teacher Date

Task

To express a preference by identifying and comparing the text structure and language features in traditional familiar poems. Instructions

Part A: Read two poemso Read two imaginative rhyming poems and identify the text structure and language

features in each poem.

Part B: Answer comprehension questions about the poems Part C: Compare the poems and express a preference

Conditions

Supervised conditions:

Undertaken individually

Unseen poems

Completed in one lesson

26 of 63Eng_Y02_U1_MT_ReadingComp

Poem 1

Tom, he was a piper’s son

Tom, he was a piper’s son,

He learned to play when he was young,

And all the tune that he could play

Was, “Over the hills and far away,”

Over the hills, and a great way off,

The wind will blow my top-knot off.

Now, Tom with his pipe made such a noise

That he well pleased both the girls and boys,

And they always stopped to hear him play

“Over the hills and far away.”

Unknown author

‘Tom, he was a piper’s son,’ Traditional nursery rhyme


Poem 2

Grandmother’s clock

It stands in the corner of Grandma’s room;From the ceiling it reaches the floor:“Tick-tock,” it keeps saying the whole day long, “Tick-tock,” and nothing more.

Backwards and forwards, this way and that,You can see the big pendulum rock:“Tick-tock,” it keeps saying the whole day long, “Tick-tock, tick-tock, tick-tock!”

I wonder if this is the same old clock That the mousie ran up in the night,And played hide-and-seek till the clock struck 1,And then ran down in a fright.

Backwards and forwards, this way and that,You can see the big pendulum rock:“Tick-tock,” it keeps saying the whole day long, “Tick-tock, tick-tock, tick-tock!”

By Nellie M. GarabrantGarabrant, Nellie M, ‘Grandmother’s clock’


Part A: Read two poemsRead the two traditional rhyming poems.

Write the title of each poem and the author’s name at the top of the table in the space provided.

Identify the text structures and sound and word patterns and record in the table below.

Poem 1Title:Author:

Poem 2Title:Author:

How many verses are there in this poem?

Soun

d an

d w

ord

patte

rns

RhymeWrite down some pairs of words that rhyme.

Verse 1:

Verse 3

AlliterationWrite down one example of alliteration from poem 2

RepetitionWrite down one example of repetition from each poem.

RhythmIdentify the number of syllables in each line of both poems. Write this number at the end of each line of the poems (write on pages 2 and 3).


Part B: Answer comprehension questionsPoem 1 — Tom, he was a piper’s sonRead the poem ‘Tom, he was a piper’s son’ again and answer the following questions.

1. Who is Tom?

2. What was the name of the tune that Tom could play?

3. Do you think Tom likes playing his pipe? Why?

Poem 2 — Grandmother’s clockRead the poem ‘Grandmother’s clock’ again and answer the following questions.

1. What stands in the corner of Grandma’s room?

2. What does the clock say?

3. One line in the poem says: ‘From the ceiling it reaches the floor’, what does this line of the poem tell you about the clock?

30 of 63Eng_Y02_U2_AT_ImaginativeNarratives

Part C: Compare the poems and express a preference

1. List two things about the poems that make them the same.

2. List two things about the poems that make them different.

3. Which poem do you think is more entertaining?

4. Explain why you think this poem is more entertaining than the other poem. Use words from both poems and think about rhythm, rhyme, alliteration and repetition when giving your reasons.

5. Who else do you think would enjoy reading this poem?

6. Why do you think they would enjoy the poem?


Year 2 Unit 1 — Reading, writing and performing poetry

Monitoring checklist

Student name: _______________________________________________

Reading comprehension

Purpose: To express a preference by identifying and comparing the text structure and language features in traditional familiar poems.

Aspects of English Year 2 Achievement standard (and related concepts)

Not

evi

dent

Emer

ging

Satis

fact

ory

Com

pete

nt

Com

men

ts

Rece

ptive

mod

es

Understands how similar texts share characteristics by identifying text structures and language features used to describe characters and events

(Evaluative language — Appreciating: texts) (Part C: Q4, Q6)

(Text and purpose — Purpose shapes different types of texts: text structures and language features) (Part A and Part C: Q1, Q2, Q4, Q6)

(Text audience — Imaginative texts) (Part C: Q5, Q6)

Identifies literal and implied meaning, main ideas and supporting detail

(Comprehension strategies — Analysing texts: print text structures) (Part B)

Listens for sound combinations and rhythmic sound patterns.

(Language devices — Word patterns) (Part A)

Prod

uctiv

e m

odes

Explains their preferences for aspects of texts using other texts as comparisons

(Use of vocabulary — New topics) (Part C: Q3, Q4, Q6)

(Use of vocabulary — Suit audience and purpose) (Part C: Q3, Q4, Q6)

(Expressing preferences — Aspects of literary texts that entertain) (Part C: Q3, Q4, Q6)


Relevance of monitoring checklistThe monitoring checklist addresses the following aspects of the Content descriptions from The Australian Curriculum: English Year 2:

Language

Language for interaction

Identify language that can be used for appreciating texts and the qualities of people and things (ACELA1462)

Text structure and organisation

Understand that different types of texts have identifiable text structures and language features that help the text serve its purpose (ACELA1463)

Expressing and developing ideas

Understand the use of vocabulary about familiar and new topics and experiment with and begin to make conscious choices of vocabulary to suit audience and purpose (ACELA1470)

Literature

Responding to literature

Identify aspects of different types of literary texts that entertain, and give reasons for personal preferences (ACELT1590)

Examining literature

Identify, reproduce and experiment with rhythmic, sound and word patterns in poems, chants, rhymes and songs (ACELT1592)

Literacy

Interpreting, analysing, evaluating

Identify the audience of imaginative, informative and persuasive texts (ACELY1668)

Use comprehension strategies to build literal and inferred meaning and begin to analyse texts by drawing on growing knowledge of context, language and visual features and print and multimodal text structures (ACELY1670)


Stories of families and friends Year 2 Unit 2Assessment task — Imaginative narrative

Name Class

Teacher Date

Task

To create a new narrative about family relationships and/or friendships for a familiar animal character.

Instructions

• Part A: Draft a new imaginative narrative that tells a story about family relationships or friendship for the familiar animal character.

o Follow the narrative text structure: orientation, complication and resolution.

o Use planning notes to draft an imaginative narrative.

o Order events in the narrative to make sense and entertain the reader.

• Part B: Publish a new narrative for the familiar animal character.

o Create a final copy of the imaginative narrative.

Conditions

Open conditions:

• Undertaken individually

• Prior notice of the assessment

• Access to familiar stories with animal characters and a dictionary allowed

• Drafting in lesson time with access to teacher feedback and conferencing

• Length: 100–200 words

•


Part B: Publish a new narrative for the familiar animal character

Create a final copy of the imaginative narrative. Write words and sentences legibly using unjoined upper- and lower-case letters.


Year 2 English: Unit 2 — Stories of families and friends: Imaginative narrative Name:

Purpose of assessment: To create a new narrative about family relationships and/or friendships for a familiar animal character.

Knowledge and understanding (Productive) Creating texts (Productive)

Uses everyday language features and topic-specific vocabulary. Creates a text drawing on imagination and information learned.Accurately spells words with regular spelling patterns and spells words with less common long vowel patterns. Uses punctuation accurately and writes words and sentences legibly using unjoined upper- and lower-case letters.

Uses evaluative language to develop character qualities and behaviours.Uses simple and compound sentences to express and combine ideas to create a new narrative. A

Uses expanded noun groups to provide detailed descriptions of the character, settings and events. Sequences events according to narrative structure. B

Uses everyday language features and topic-specific vocabulary.

Creates a text drawing on imagination and information learned.Accurately spells words with regular spelling patterns and spells words with less common long vowel patterns. Uses punctuation accurately and writes words and sentences legibly using unjoined upper- and lower-case letters.

C

Uses words from a familiar text. Writes sentences about a familiar animal story. D

Uses sight words. Describes a familiar animal character. E

Feedback:

37 of 63Eng_Y02_U3_AT_ExpressPrefChar

Exploring characters Year 2 Unit 3Assessment task — Expressing a preference for a character

Name Class

Teacher Date

Task

To compare characters in two versions of the same story and express a preference for a character.

Instructions

• Read or listen to two versions of the same story.

• Choose a similar character from each text.

• Identify the qualities of the characters.

• Compare the similarities and differences of the characters.

• Write a draft expressing a preference for a character.

• Edit the draft.

• Write a final copy.

Conditions

Open conditions

• Undertaken individually

• Prior notice of the assessment

• Access to the chosen stories

• Drafting in lesson time with access to teacher feedback and conferencing

Length: 100–200 words

Read or listen to two versions of the same story

Read two versions of the same story.

Choose a similar character from each text

Choose a similar character that appears in both picture books.


Identify the qualities of the characters

Character 1

What is the name of the character?

What is the title of the story?

Describe the character

Read the words and look at the pictures in the book. Write words (verbs, adjectives, noun groups) the author has used to describe the character. Write what you can tell about the character from the words and the pictures.

appearance

What does the character look like?

qualities

What are his/her qualities?

How does he/she behave?

For example: Is the character loving/caring/gentle/scary?

thoughts

What does the character think: about himself/ herself?

about other characters?

about the events in the story?

actions

What does the character do?

How do you feel or think about this character? What words in the text make you feel this way?


Character 2

What is the name of the character?

What is the title of the story?

Describe the character

Read the words and look at the pictures in the book. Write words (verbs, adjectives, noun groups) the author has used to describe the character. Write what you can tell about the character from the words and the pictures.

appearance

What does the character look like?

qualities

What are his/her qualities?

How does he/she behave?

For example: Is the character loving/caring/gentle/scary?

thoughts

What does the character think: about himself/herself?

about other characters?

about the events in the story?

actions

What does the character do?

How do you feel or think about this character? What words in the text make you feel this way?


Compare the similarities and differences of the characters

Compare how the authors have represented the two characters.

Things that are the SAME about the two characters Things that are DIFFERENT about the two characters

Character 1: Character 2:

appearance

qualities

thoughts

actions

Select the character you prefer.

Write the name of your preferred character:


Write a draft expressing a preference for a character

• Explain why you prefer this character by making comparisons.

• Give reasons to support why you prefer this character. Use examples from the picture book.

• Use the following text structures and language features:

o simple and compound sentences, using coordinating conjunctions to make comparisons (e.g. Cinderella is kind and hardworking but Cinders is mean

and selfish)

o words that describe the appearance and actions of the characters (adjectives, verbs, noun groups)

o words that compare the qualities of one character to the other character (e.g. much better, very funny, strongest)

o words that express your preference for a character (e.g. I prefer, I really like, I believe, I think)

o accurate punctuation including capital letters at the start of each sentence and for proper nouns (e.g. Cinderella); full stops and exclamation marks

o accurate spelling.

Title

State your preference.

Compare the two characters.

Use examples from the text.

Give reasons to support your preference for one character.

Make a final statement about your preferred character.

Edit the draft

Re-read and edit your written work, correcting any errors.

Check for:

accurate spelling

• accurate punctuation


Year 2 English: Unit 3 — Exploring characters: Expressing a preference for a character Name:

Purpose of assessment: To compare characters in two versions of the same story and express a preference for a character.

Knowledge and understanding(Receptive)


Understands how similar texts share characteristics by identifying language features used to describe characters.Makes connections between texts by comparing content.

Explains preferences for aspects of texts using other texts as comparisons. Creates texts, drawing on own experiences and information learned. Accurately spells words with regular spelling patterns and with less common long vowel patterns. Uses punctuation accurately, and writes words and sentences legibly using unjoined upper- and lower-case letters.

Compares similarities and differences of characters of different texts.

Provides details about characters using coordinating conjunctions to make comparative statements.Makes conscious choices of vocabulary including evaluative language to describe characters to explain a preference using examples from the texts.

A

Identifies language used to influence the reader’s preference for a character.Uses language features and images to make inferences about characters. Give reasons for personal preferences by referring to aspects of the texts. B

Understands how similar texts share characteristics by identifying language features used to describe characters.Makes connections between texts by comparing content.

Explains preferences for aspects of texts using other texts as comparisons. Creates texts, drawing on own experiences and information learned. Accurately spells words with regular spelling patterns and spells words with less common long vowel patterns. Uses punctuation accurately, and writes words and sentences legibly using unjoined upper- and lower-case letters.

C

Identifies characteristics of characters. States a preference for a character. Writes using simple sentences. D

Restates information from the text. Identifies characters. E

Feedback:

Australian Curriculum

Foundation to 6 ENGLISH - Year Two

Year 2 Achievement StandardReceptive modes (listening, reading and viewing)By the end of Year 2, students understand how similar texts share characteristics by identifying text structures and language features used to describe characters and events, or to communicate factual information.They read texts that contain varied sentence structures, some unfamiliar vocabulary, a significant number of high-frequency sight words and images that provide extra information. They monitor meaning and self-correct using knowledge of phonics, syntax, punctuation, semantics and context. They use knowledge of a wide variety of letter- sound relationships to read words of one or more syllables with fluency. They identify literal and implied meaning, main ideas and supporting detail. Students make connections between texts by comparing content. They listen for particular purposes. They listen for and manipulate sound combinations and rhythmic sound patterns.Productive modes (speaking, writing and creating)When discussing their ideas and experiences, students use everyday language features and topic-specific vocabulary. They explain their preferences for aspects of texts using other texts as comparisons. They create texts that show how images support the meaning of the text.

Students create texts, drawing on their own experiences, their imagination and information they have learnt. They use a variety of strategies to engage in group and class discussions and make presentations. They accurately spell words with regular spelling patterns and spell words with less common long vowel patterns. They use punctuation accurately, and write words and sentences legibly using unjoined upper- and lower-case letters..

Content DescriptionsLanguage Literature Literacy

Unit 1






Understand that nouns represent people, places, concrete objects and abstract concepts; that there are three types of nouns: common, proper and pronouns; and that noun groups/phrases can

Unit 1




Discuss the characters and settings of different texts and explore how language is used to present these features in different ways (ACELT1591)

Identify, reproduce and experiment with rhythmic, sound and word patterns in poems, chants, rhymes and songs (ACELT1592)

Creating literature

Unit 1

Interacting with others

Use interaction skills including initiating topics, making positive statements and voicing disagreement in an appropriate manner, speaking clearly and varying tone, volume and pace appropriately (ACELY1789)

Rehearse and deliver short presentations on familiar and new topics (ACELY1667)



Read less predictable texts with phrasing and fluency by combining contextual, semantic, grammatical and phonic knowledge using text processing strategies, for


be expanded using articles and adjectives (ACELA1468)


Phonics and word knowledge

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)

Orally manipulate more complex sounds in spoken words through knowledge of blending and segmenting sounds, phoneme deletion and substitution in combination with use of letters in reading and writing (ACELA1474)

Use knowledge of letter patterns and morphemes to read and write high-frequency words and words whose spelling is not predictable from their sounds (ACELA1823)

Use most letter-sound matches including vowel digraphs, less common long vowel patterns, letter clusters and silent letters when reading and writing words of one or more syllable (ACELA1824)

Understand that a sound can be represented by various letter combinations (ACELA1825)

Unit 2

Create events and characters using different media that develop key events and characters from literary texts (ACELT1593)

Innovate on familiar texts by experimenting with character, setting or plot (ACELT1833)

example monitoring meaning, predicting, rereading and self-correcting (ACELY1669)


Creating texts

Create short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for familiar and some less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose (ACELY1671)

Write legibly and with growing fluency using unjoined upper case and lower case letters (ACELY1673)


Language variation and change

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)


Know some features of text organisation including page and screen layouts, alphabetical order, and different types of diagrams, for example timelines (ACELA1466)



Identify visual representations of characacters’ actions, reactions, speech and thought processes in narratives, and consider how these images add to or contradict or multiply the meaning of accompanying words (ACELA1469)Understand that nouns represent people, places, concrete objects and abstract concepts; that there and three types of nouns: common, proper and pronouns; and that noun groups/phrases can be expanded using articles and adjectives (ACELA1468)

Understand that simple connections can be made between ideas by using a compound sentence with two or more clauses usually linked by a coordinating conjunction (ACELA1467)



Identify language that can be used for appreciating texts and the qualities of people and

Unit 2

Literature and context

Discuss how depictions of characters in print, sound and images reflect the contexts in which they were created (ACELT1587)


Compare opinions about characters, events and settings in and between texts (ACELT1589)




Creating literature

Create events and characters using different media that develop key events and characters from literary texts (ACELT1593)

Innovate on familiar texts by experimenting with character, setting or plot (ACELT1833)

Unit 3

Unit 2


Listen for specific purposes and information, including instructions, and extend students’ own and others' ideas in discussions (ACELY1666)

Creating texts


Re-read and edit text for spelling, sentence-boundary punctuation and text structure (ACELY1672)




Read less predictable texts with phrasing and fluency by combining contextual, semantic, grammatical and phonic knowledge using text processing strategies, for example monitoring meaning, predicting, rereading and self-correcting (ACELY1669)



things (ACELA1462)



Understand how to use knowledge of digraphs, long vowels, blends and silent letters to spell one and two syllable words including some compound words (ACELA1471)




Unit 3


Recognise that capital letters signal proper nouns and commas are used to separate items in lists (ACELA1465)

Understand how texts are made cohesive through language features, including word associations, synonyms, and antonyms (ACELA1464)



Identify visual representations of characters' actions, reactions, speech and thought processes


Compare opinions about characters, events and settings in and between texts (ACELT1589)


Literature and context

Discuss how depictions of characters in print, sound and images reflect the contexts in which they were created (ACELT1587)



Unit 3


Listen for specific purposes and information, including instructions, and extend students' own and others' ideas in discussions (ACELY1666)

Use interaction skills including initiating topics, making positive statements and voicing disagreement in an appropriate manner, speaking clearly and varying tone, volume and pace appropriately (ACELY1789)

Creating texts


Re-read and edit text for spelling, sentence- boundary punctuation and text structure (ACELY1672)




Read less predictable texts with phrasing and fluency by combining contextual, semantic, grammatical and phonic knowledge using text processing strategies, for example monitoring meaning, predicting, rereading and self-correcting (ACELY1669)


Texts in context

Discuss different texts on a similar topic, identifying similarities and differences between the texts (ACELY1665)


in narratives, and consider how these images add to or contradict or multiply the meaning of accompanying words (ACELA1469)

Understand that nouns represent people, places, concrete objects and abstract concepts; that there are three types of nouns: common, proper and pronouns; and that noun groups/phrases can be expanded using articles and adjectives (ACELA1468)

Understand that simple connections can be made between ideas by using a compound sentence with two or more clauses usually linked by a coordinating conjunction (ACELA1467)




Language variation and change

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)


Build morphemic word families using knowledge of prefixes and suffixes (ACELA1472)


Understand how to use knowledge of digraphs, long vowels, blends and silent letters to spell one


and two syllable words including some compound words (ACELA1471)




Curriculum Priorities - Pedagogy

ConsiderationsUnit 1

Prior and future curriculumRelevant prior curriculum

Students require prior experience with: understanding 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 expressing preferences for specific texts and authors and listening to the opinions of others listening to, reciting and performing poems, chants, rhymes and songs, imitating and inventing sound patterns including alliteration and rhyme recreating texts imaginatively using drawing, writing, performance and digital forms of communication innovating on familiar texts by using similar characters, repetitive patterns or vocabulary using interaction skills including turn-taking, recognising the contributions of others, speaking clearly and using appropriate volume and pace making short presentations using some introduced text structures and language, for example opening statements creating 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.

Curriculum working towards

The teaching and learning in this unit work towards the following in Year 3: Learn extended and technical vocabulary and ways of expressing opinion including modal verbs and adverbs (ACELA1484) Develop criteria for establishing personal preferences for literature (ACELT1598) Discuss the nature and effects of some language devices used to enhance meaning and shape the reader’s reaction, including rhythm and onomatopoeia in poetry and prose (ACELT1600) Create imaginative texts based on characters, settings and events from students’ own and other cultures using visual features, for example perspective, distance and angle (ACELT1601) Create texts that adapt language features and patterns encountered in literary texts, for example characterisation, rhyme, rhythm, mood, music, sound effects and dialogue (ACELT1791)


Considerations Use interaction skills, including active listening behaviours and communicate in a clear, coherent manner using a variety of everyday and learned vocabulary and appropriate tone, pace, pitch

and volume (ACELY1792) Plan and deliver short presentations, providing some key details in logical sequence (ACELY1677) Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print, and multimodal

elements appropriate to the audience and purpose (ACELY1682)

Unit 2

Relevant prior curriculum

Relevant prior curriculumStudents require prior experience with:

exploring different ways of expressing emotions, including verbal, visual, body language and facial expressions understanding that the purposes texts serve shape their structure in predictable ways identifying the parts of a simple sentence that represent ‘What’s happening?’, ‘What state is being described?’, ‘Who or what is involved?’ and the surrounding circumstances exploring differences in words that represent people, places and things (nouns, including pronouns), happenings and states (verbs), qualities (adjectives) and details such as when, where and

how (adverbs) understanding 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 recreating texts imaginatively using drawing, writing, performance and digital forms of communication creating 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 re-reading student’s own texts and discuss possible changes to improve meaning, spelling and punctuation writing using unjoined lower case and upper case letters

Curriculum working towards

The teaching and learning in this unit work towards the following: Examine how evaluative language can be varied to be more or less forceful (ACELA1477) Understand how different types of texts vary in use of language choices, depending on their purpose and context (for example, tense and types of sentences) (ACELA1478) Understand that a clause is a unit of grammar usually containing a subject and a verb and that these need to be in agreement (ACELA1481) Understand that verbs represent different processes, for example doing, thinking, saying, and relating and that these processes are anchored in time through tense (ACELA1482) Learn extended and technical vocabulary and ways of expressing opinion including modal verbs and adverbs (ACELA1484) Create imaginative texts based on characters, settings and events from students’ own and other cultures using visual features, for example perspective, distance and angle (ACELT1601) Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print,and multimodal elements

appropriate to the audience and purpose (ACELY1682) Re-read and edit texts for meaning, appropriate structure, grammatical choices and punctuation (ACELY1683) Write using joined letters that are clearly formed and consistent in size (ACELY1684).

Unit 3Relevant prior curriculumStudents require prior experience with:


Considerations exploring different ways of expressing emotions, including verbal, visual, body language and facial expressions understanding that the purposes of texts serve to shape their structure in predictable ways identifying the parts of a simple sentence that represents 'What's happening?', 'What state is being described?', 'Who or what is involved?' and the surrounding circumstances comparing different kinds of images in narrative and informative texts and discussing how they contribute to meaning understanding 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 using short vowels, common long vowels, consonant digraphs and consonant blends when writing, and blending these to read single syllable words understanding that a letter can represent more than one sound and that a syllable must contain a vowel sound expressing preferences for specific texts and authors and listening to the opinions of others discussing features of plot, character and setting in different types of literature and exploring some features of characters in different texts reading decodable and predictable texts using developing phrasing, fluency, contextual, semantic, grammatical and phonic knowledge and emerging text processing strategies, e.g. prediction,

monitoring meaning and re-reading using 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 creating short imaginative and informative texts that show emerging use of appropriate text structure, sentence-level grammar, word choice, spelling, punctuation and appropriate

multimodal elements, e.g. illustrations and diagrams re-reading student's own texts and discussing possible changes to improve meaning, spelling and punctuation writing using unjoined lower-case and upper-case letters.

Curriculum working towardsThe teaching and learning in this unit work towards the following:

Examine how evaluative language can be varied to be more or less forceful (ACELA1477) Understand how different types of texts vary in use of language choices, depending on their purpose and context (for example, tense and types of sentences) (ACELA1478) Understand that a clause is a unit of grammar usually containing a subject and a verb and that these need to be in agreement (ACELA1481) Identify the effect on audiences of techniques, for example shot size, vertical camera angle and layout in picture books, advertisements and film segments (ACELA1483) Learn extended and technical vocabulary and ways of expressing opinion including modal verbs and adverbs (ACELA1484) Understand how to apply knowledge of letter-sound relationships, syllables, and blending and segmenting to fluently read and write multisyllabic words with more complex letter patterns

(ACELA1826) Develop criteria for establishing personal preferences for literature (ACELT1598) Discuss how language is used to describe the settings in texts, and explore how the settings shape the events and influence the mood of the narrative (ACELT1599) Read an increasing range of different types of texts by combining contextual, semantic, grammatical and phonic knowledge, using text processing strategies, for example monitoring,

predicting, confirming, rereading, reading on and self-correcting (ACELY1679) 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 imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print,and multimodal elements

appropriate to the audience and purpose (ACELY1682) Re-read and edit texts for meaning, appropriate structure, grammatical choices and punctuation (ACELY1683) Write using joined letters that are clearly formed and consistent in size (ACELY1684)Understand the use of vocabulary about familiar and new topics and experiment with and begin to make

conscious choices of vocabulary to suit audience and purpose (ACELA1470) Discuss the characters and settings of different texts and explore how language is used to present these features in different ways (ACELT1591) Identify, reproduce and experiment with rhythmic, sound and word patterns in poems, chants, rhymes and songs (ACELT1592) Create events and characters using different media that develop key events and characters from literary texts (ACELT1593) Use interaction skills including initiating topics, making positive statements and voicing disagreement in an appropriate manner, speaking clearly and varying tone, volume and pace

appropriately (ACELY1789) Rehearse and deliver short presentations on familiar and new topics (ACELY1667)


Considerations Use comprehension strategies to build literal and inferred meaning and begin to analyse texts by drawing on growing knowledge of context, language and visual features and print and

multimodal text structures (ACELY1670)

Assessing student learningAssessment name: Retell a StoryUnit 1

Assessment name: Innovation of a poem

Assessment description: Students create and present an innovation of a known poem to a familiar audience.In this unit, assessment of student learning aligns to the following components of the achievement standard.Receptive modes (listening, reading and viewing)By the end of Year 2, students understand how similar texts share characteristics by identifying text structures and language features used to describe characters and events, or to communicate factual information.They read texts that contain varied sentence structures, some unfamiliar vocabulary, a significant number of high-frequency sight words and images that provide extra information. They monitor meaning and self-correct using knowledge of phonics, syntax, punctuation, semantics and context. They use knowledge of a wide variety of letter-sound relationships to read words of one or more syllables with fluency. They identify literal and implied meaning, main ideas and supporting detail. Students make connections between texts by comparing content. They listen for particular purposes. They listen for and manipulate sound combinations and rhythmic sound patterns.Productive modes (speaking, writing and creating)When discussing their ideas and experiences, students use everyday language features and topic-specific vocabulary. They explain their preferences for aspects of texts using other texts as comparisons. They create texts that show how images support the meaning of the text.Students create texts, drawing on their own experiences, their imagination and information they have learnt. They use a variety of strategies to engage in group and class discussions and make presentations. They accurately spell words with regular spelling patterns and spell words with less common long vowel patterns. They use punctuation accurately, and write words and sentences legibly using unjoined upper- and lower-case letters.Monitoring student learningStudent learning should be monitored throughout the teaching and learning process to determine student progress and learning needs.Each lesson provides opportunities to gather evidence about how students are progressing and what they need to learn next.Specific monitoring opportunities in this unit may include observations, consultations and samples of student work, for example:

using text processing strategies reading with fluency and phrasing using comprehension strategies creating written texts using poetic features that include rhyming words, sound and word patterns, rhythmic patterns choosing vocabulary to suit audience and purpose responding to and comparing poems using text structures and language features in oral presentations using appropriate volume, pace and tone when speaking speaking clearly participating in oral readings of poems.

Assessing student learningAssessment name: Retell a Story

Monitoring task

Monitoring name: Reading comprehension

Monitoring description: Students express a preference by identifying and comparing the text structure and language features in traditional familiar poems.

Unit 2

Assessment name: Imaginative narrative

Assessment description: Students create a new narrative about family relationships and/or friendships for a familiar animal character.In this unit, assessment of student learning aligns to the following components of the Achievement standard.

Receptive modes (listening, reading and viewing)

By the end of Year 2, students understand how similar texts share characteristics by identifying text structures and language features used to describe characters and events, or to communicate factual information.They read texts that contain varied sentence structures, some unfamiliar vocabulary, a significant number of high-frequency sight words and images that provide extra information. They monitor meaning and self-correct using knowledge of phonics, syntax, punctuation, semantics and context. They use knowledge of a wide variety of letter-sound relationships to read words of one or more syllables with fluency. They identify literal and implied meaning, main ideas and supporting detail. Students make connections between texts by comparing content. They listen for particular purposes. They listen for and manipulate sound combinations and rhythmic sound patterns.

Productive modes (speaking, writing and creating)

When discussing their ideas and experiences, students use everyday language features and topic-specific vocabulary. They explain their preferences for aspects of texts using other texts as comparisons. They create texts that show how images support the meaning of the text.Students create texts, drawing on their own experiences, their imagination and information they have learnt. They use a variety of strategies to engage in group and class discussions and make presentations. They accurately spell words with regular spelling patterns and spell words with less common long vowel patterns. They use punctuation accurately, and write words and sentences legibly using unjoined upper- and lower-case letters.

Monitoring student learningSpecific monitoring opportunities in this unit may include observations, consultations and samples of student work, for example:

using text-processing strategies reading with fluency and phrasing using comprehension strategies creating short imaginative retells using a variety of simple and compound sentences employing vocabulary, including nouns and noun groups, and evaluative language to suit audience and purpose participating in class discussions interacting with peers attending to others' talk listening for instructions listening for specific information.

Unit 3

Assessing student learningAssessment name: Reading and comprehension

Assessing student learningAssessment name: Retell a Story

Assessment description: Students demonstrate reading accuracy and respond orally to comprehension questions.

Assessment name:

Assessment description: Students compare characters in two versions of the same story and express a preference for a character.In this unit, assessment of student learning aligns to the following aspects of the achievement standard.

Receptive modes (listening, reading and viewing)

By the end of Year 2, students understand how similar texts share characteristics by identifying text structures and language features used to describe characters and events, or to communicate factual information.They read texts that contain varied sentence structures, some unfamiliar vocabulary, a significant number of high-frequency sight words and images that provide extra information. They monitor meaning and self-correct using knowledge of phonics, syntax, punctuation, semantics and context. They use knowledge of a wide variety of letter-sound relationships to read words of one or more syllables with fluency. They identify literal and implied meaning, main ideas and supporting detail. Students make connections between texts by comparing content. They listen for particular purposes. They listen for and manipulate sound combinations and rhythmic sound patterns.

Productive modes (speaking, writing and creating)

When discussing their ideas and experiences, students use everyday language features and topic-specific vocabulary. They explain their preferences for aspects of texts using other texts as comparisons. They create texts that show how images support the meaning of the text.Students create texts, drawing on their own experiences, their imagination and information they have learnt. They use a variety of strategies to engage in group and class discussions and make presentations. They accurately spell words with regular spelling patterns and spell words with less common long vowel patterns. They use punctuation accurately, and write words and sentences egibly using unjoined upper- and lower-case letters.

Monitoring student learningStudent learning should be monitored throughout the teaching and learning process to determine student progress and learning needs. Each lesson provides opportunities to gather evidence about how students are progressing and what they need to learn next.Specific monitoring opportunities in this unit may include observations, consultations and samples of student work, e.g.

reading less predictable texts with phrasing and fluency monitoring meaning, predicting, rereading and self-correcting using comprehension strategies to build literal and implied meaning when analysing texts and characters constructing sentences that contain articles, verbs, adjectives, nouns, noun groups and correct punctuation writing compound sentences using coordinating conjunctions listening for instructions and for specific information engaging in pair, group and class discussions sharing opinions and responding appropriately to others.

Feedback

Unit 1

Feedback may relate to writing and creating texts. In this unit this may include students’ ability to: choosing vocabulary for specific texts with a purpose to entertain identifying rhythmic, sound and word patterns, rhyming words and syllables using reading comprehension strategies to build literal and inferred meaning expressing personal preferences for different texts attempting to analyse texts oral reading of poems, responding to rhythmic, sound and word patterns.

Feedback

Unit 2

Feedback may relate to reading, writing and speaking throughout the unit. In this unit this may include: using reading comprehension strategies to build literal and inferred meaning from stories using listening comprehension strategies to build literal and inferred meaning from stories understanding the way words and images combine to communicate character and setting understanding the text structures and language features of short retells responding to the emotions, motivations and qualities of characters in stories.

Feedback

Unit 3

Feedback may relate to reading, writing and speaking throughout the unit. In this unit this may include: reading comprehension strategies that develop inferential and literal comprehension skills reading behaviours such as developing fluency, decoding words, reading on, making predictions and self-correcting using sentence structure and vocabulary choices to express a preference interacting with others appropriately in pairs, group and class discussions

Year 2 Semester 1 English Report Card Comment Bank

Assessment Task 1: Reading, writing and performing poetry

A B C D E1E2A1 1E2B1 1E2C1 1E2D1 1E2E1

{Name} maintained patterns of the original poem to create an entertaining innovation. {She,He} explained how choice of language features entertains a familiar audience. {Name} varied tone and pace in response to sound and word patterns in the text to engage the audience. {She,He} used pause and expression for effect.

{Name} listened for and reproduced rhythmic sound and word patterns. {She,He} provided details about the events and characters and ideas used in the innovation that will appeal to a familiar audience. {Name} spoke clearly while reciting poem.

{Name} listed for and manipulated sound combinations and rhythmic sound patterns. {She,He} used everyday language features and topic-specific vocabulary. {Name} explained preferences for aspects of texts using other texts as comparisons. {She,He} created texts, drawing on imagination and information learned. {Name} presented the poem to the class.

{Name} identified and reproduced the rhyme pattern of a poem. {She,He} identified the features of the poem that were changed. {Name} varied their volume when reading and innovation of a poem.

{Name} changed the words of a poem. {She,He} identified favourite features of a poem. {Name} read a poem.

Assessment Task 2: Stories of families and friends: Imaginative narrative


{Name} used evaluative language to develop character qualities and behaviours. {She,He} used simple and compound sentences to express and combine ideas to create a new narrative.

{Name} used expanded noun groups to provide detailed descriptions of the character, settings and events. {She,He} sequenced events according to narrative structure.

{Name} used everyday language features and topic-specific vocabulary. {She,He} created a text drawing on imagination and information learned. {Name} accurately spelt words with regular spelling patterns and words with less common long vowel patterns. {She,He} used punctuation accurately and wrote words and sentences legibly.

{Name} used word from a familiar text. {She,He} wrote sentences about a familiar animal story.

{Name} used sight words. {She,He} described a familiar animal character.

Assessment Task 3: Exploring characters: Expressing a preference for a character


{Name} compared similarities and differences of characters of different texts. {She,He} provided details about characters using coordinating conjunctions to make comparative statements. {Name} made conscious choices of vocabulary including evaluative language to describe characters to explain a preference using examples from the texts.

{Name} identified language used to influence the reader's preference for a character.Uses language features and images to make inferences about characters. {She,He} gave reasons for personal preferences by referring to aspects of the texts.

{Name} understood how similar texts share characteristics by identifying language features used to describe characters. {She,He} made connections between texts by comparing content. {Name} explained preferences for texts using comparisons. {She,He} created texts, drawing on experiences and information learned. {Name| wrote words legibly using unjoined letters.

{Name} identified characteristics of characters. {She,He} stated a preference for a character. {Name} wote using simple sentences.

{Name} restated information from the text. {She,He} identified characters.

English Pre-ModerationYear 2 : Unit 1, 2 & 3 Semester 1 Title:

Curriculum Intent for the Unit (see unit /task description) In this unit students will learn and apply English knowledge and skills and creating texts through Receptive and Productive modes.

Learning opportunities support students. Read through and discuss each of the prior knowledge and where to in each of the here units of work. Unpack the curriculum intent and revise before each unit.

Assessable Content (Must Know) (Refer to AAP or Unit Plan to source this Information)Unit 1 – Reading, writing and performing poetry Knowledge and Understanding (Receptive) Listens for and manipulates sound combinations and rhythmic sound patterns..

Creating texts (Productive) Uses everyday language features and topic-specific vocabulary. Explains preferences for aspects of texts using other texts as comparisons. Creates texts, drawing on imagination and information learned. Makes Presentations

Unit 2 – Stories of families and friends: Imaginative narrativeKnowledge and Understanding (Productive) Uses everyday language features and topic-specific vocabulary..

Creating Texts (Productive) Creates a text drawing on imagination and information learned. Accurately spells words with regular spelling patterns and spells words with less common long vowel

patterns. Uses punctuation accurately and writes words and sentences legibly using unjoined upper- and

lower-case letters.

Unit 3 – Expressing a preference for a characterKnowledge and Understanding Understands how similar texts share characteristics by identifying language features used to describe

characters. Makes connections between texts by comparing content.

Creating Texts (Productive) Explains preferences for texts using comparisons. Creates texts, drawing on experiences and information learned. Spells words with regular spelling patterns and with less common long vowel patterns. Uses punctuation accurately. Writes words legibly using unjoined upper- and lower-case letters

Additional Targeted Teaching Priorities

* Identified from Early Start Data from End of Year 1Data. What were the literacy identified areas?

* Identified from previous assessment & post moderation of Semester 1 English Unit 1 or 2. Were there any identified areas?

Scan and Assess

Prioritise

Develop and Plan

Unit Success Criteria and DifferentiationHow will you know you students have succeeded?

Differentiation: CONTENT PROCESS PRODUCT and ENVIRONMENT

‘C’ Year Level “Working With” Achievement Standard – Success Criteria(Refer to GTMJ and relevant content descriptors (AAP) – including prior content – previous levels)

Unit 1 – Reading, writing and performing poetryKnowledge and Understanding (Receptive) Listens for and manipulates sound combinations and rhythmic sound patterns..

Creating texts (Productive) Uses everyday language features and topic-specific vocabulary. Explains preferences for aspects of texts using other texts as comparisons. Creates texts, drawing on imagination and information learned. Makes Presentations

Unit 2 – Stories of families and friends: Imaginative narrativeKnowledge and Understanding (Productive) Uses everyday language features and topic-specific vocabulary..

Creating Texts (Productive) Creates a text drawing on imagination and information learned. Accurately spells words with regular spelling patterns and spells words with less common long vowel patterns. Uses punctuation accurately and writes words and sentences legibly using unjoined upper- and lower-case letters.

Unit 3 – Expressing a preference for a characterKnowledge and Understanding

Understands how similar texts share characteristics by identifying language features used to describe characters.Makes connections between texts by comparing content

Creating Texts (Productive)Explains preferences for texts using comparisons. Creates texts, drawing on experiences and information learned. Spells words with regular spelling patterns and with less common long vowel patterns. Uses punctuation accurately. Writes words legibly using unjoined upper- and lower-case letters.

‘B’ Year Level “Making Connections” Achievement Standard – Success Criteria(Refer to GTMJ and relevant content descriptors)

Unit 1 – Reading, writing and performing poetryKnowledge and Understanding (Receptive) Listens for and reproduces rhythmic sound and word patterns...

Creating texts (Productive) Provides details about the events and characters and ideas used in the innovation that will appeal to a familiar audience. Speaks clearly while reciting poem

Unit 2 – Stories of families and friends: Imaginative narrativeKnowledge and Understanding (Productive) Uses expanded noun groups to provide detailed descriptions of the character, settings and events...

Creating Texts (Productive) Sequences events according to narrative structure.


Identifies language used to influence the reader's preference for a character.Uses language features and images to make inferences about characters.

Creating Texts (Productive)Give reasons for personal preferences by referring to aspects of the texts

‘A’ Year Level “Applying” Achievement Standard – Success Criteria(Refer to GTMJ and relevant content descriptors + above)

Unit 1 – Reading, writing and performing poetryKnowledge and Understanding (Receptive) Maintains patterns of original poem to create an entertaining innovation

Creating texts (Productive)Explains how choice of language features entertains a familiar audience. Varies tone and pace in response to sound and word patterns in the text to engage the audience. Uses pause and expression for effect.

Unit 2 – Stories of families and friends: Imaginative narrativeKnowledge and Understanding (Productive) Uses evaluative language to develop character qualities and behaviours.

Creating Texts (Productive) Uses simple and compound sentences to express and combine ideas to create a new narrative..


Compares similarities and differences of characters of different texts.

Creating Texts (Productive) Makes conscious choices of vocabulary including evaluative language to describe characters to explain

a preference using examples from the texts. Provides details about characters using coordinating conjunctions to make comparative statements

Support Plan or ICP Adjusted Content – Refer to ICPStudents:

Tasks: Supported Plan or ICPs Differentiated Assessment

Reporting Sentence: ‘Students working at Year x as per their Support Plan or ICP Plan Tasks and assessments.’

Maker Model Guiding Questions

Content What students need to learn (Select focus questions as required)

Can I choose a familiar context to help make connections or will I scaffold to broaden student world knowledge?

What links can I make to real life? Can I change the context to match student

interests? What prior learning experiences are required? How will I know what students already know?

Which data? Will students complete a Pre-test? Can I skim over some of the content or miss it

completely? How will I extend those students who already

have this knowledge? Will I accelerate students?

Process How students learn (Select focus questions as required)

Can I tier the activities around concepts and skills to provide different levels of support or opportunities to demonstrate deeper knowledge?

Do I need to vary the length of time students require to grasp a concept either by compacting the curriculum or extending the timeframe?

Can I provide opportunities for students to construct and demonstrate knowledge using digital resources and technologies?

Can I scaffold activities or break larger tasks down into smaller tasks?

Can I provide study guides or graphic organisers for targeted students?

Can I modify delivery modes for individuals or small groups?

Can I use peer tutoring?

ProductHow students demonstrate what they know (Select focus questions as required)

To complete the scheduled assessment task will some students require more/less time?

Can students be extended by communicating the information in a more challenging way? E.g. change to authentic audience

Are there students who need the assessment task to be broken down for them?

Will some students need adjustments to the task e.g. having concrete materials at hand or access to digital technologies?

Will some students need feedback provided more frequently or in a different manner?

Environment How learning is structured (Select focus questions as required)

Which of a range of flexible groupings: whole class, small group and individual, best suits this concept and skill set?Have I offered a range of materials and resources -including ICT's to reflect student diversity?Can I vary the level of class teacher support for some students?Would activities outside the classroom best suit this concept? E.g. Other learning spaces within the school, excursions, campsWhat routines can I put into place to assist students in developing independent and group work skills?What class structures can be modified e.g. team teaching or shared teaching and timetabling?Are there additional support provisions from specialist, teacher aide, mentor etc.?Can I provide visual cues for students e.g. content posters or list of instructions for students to follow?

Post Moderation “Every Student Succeeding”

Objective: Develop professional knowledge and practice (Refer to Pialba state School Moderation and Reporting Policy)

Moderation ProtocolsRefer Appendix of Pialba State School Reporting and Moderation (pre-post) School Policy – Social Moderation Norms.

Moderation of Completed English Assessment Samples Refer Appendix of School Policy – Making judgements using standards.

Previously agreed criteria (Pre Moderation) A-E given using the GTMJ On balance teacher judgement- poles Start at the C Move up or down according to the evidence in the sample. The achievement standard is the C standard. Compare each student sample to the standard not against other student samples Give an A-E grade for the task This sample will become part of the student’s portfolio of work

Where to next after Moderation Refer Appendix of School Policy – Moderation Reflection Tool. From the moderated samples information can then be used to plan for the next task. Complete in next English unit the ADDITIONAL TARGETED TEACHING PRIORITIES

Identified from this terms assessment & moderation.

Scan and Assess

Act

Review

Prioritise

Review

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