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OneSchoolUnit Plan

Name: Unit 3 - English Year Prep (V8)Duration: 8 Weeks

Year Level: Year PY

Applicable LearningAreas/Subjects: English

Unit Plan

Interacting with othersIn this unit students listen to, view and interpret a range of multimodal texts, including poetry and rhymes, to develop an understanding of sound and letter knowledge and a range of language features. They engage in multiple opportunities to learn about language, literature and literacy within the five contexts of learning: Focused teaching and learning, Play, Real-life situations, Investigations and routines and Transitions.

Students create a rhyming verse and recite it to a familiar audience. They listen while others present their rhyme and show knowledge of rhyme by identifying the rhyming words that they have used.

For further information to support teaching of the unit, view the:

Year level plan Teacher lesson overview Supporting learning resource - Assessment alignment planner

Throughout the unit, ensure all students have opportunities to develop their higher-order thinking skills. Students develop skills in thinking when they are encouraged to reflect, inquire, generate, and analyse, synthesise and evaluate. Resources that support higher-order thinking skills:

Helpful information - Higher-order thinking skills Years P-9 https://learningplace.eq.edu.au/cx/resources/items/9bd81b3a-7e0f-4031-b685-85cdd806fd89/0/Higher_Order_Thinking.html

Content descriptions, achievement standards and general capabilities © ACARA 2014 of 53

Unit Plan Plan Name: Unit 3 - English Year Prep (V8)

Year: YPLearning Areas/Subjects: English

Duration: 8 Weeks

Assessment

Assessment Task Summary Type Learning Areas Status Date

Create and recite a rhyme (Yr PY)Students listen to and demonstrate knowledge of rhyme through written and spoken communication.

Imaginative response - oral

English Unscheduled

Responding to a rhyming story (Yr PY)Students communicate an opinion about a familiar rhyming story and identify the use of rhyme.

Informative response - oral

English Unscheduled

Document Table of Contents

Curriculum Australian Curriculum Considerations

Teaching SequenceTeaching Sequence Summary

Introduction to rhyme Presentation of a rhyme Exploration of funny characters Exploration of character

friendships Unusual ideas in stories and

rhymes Information from pictures Presentation of a personal

response

Resources Attachments Plan Resource Bank

Assessment Imaginative response - oral - Create

and recite a rhyme (Yr PY) Informative response - oral -

Responding to a rhyming story (Yr PY)




Duration: 8 Weeks

Australian Curriculum

English- Foundation Year

Foundation Year Achievement StandardReceptive modes (listening, reading and viewing)By the end of the Foundation year, students use predicting and questioning strategies to make meaning from texts. They recall one or two events from texts with familiar topics. They understand that there are different types of texts and that these can have similar characteristics. They identify connections between texts and their personal experience.

They read short, decodable and predictable texts with familiar vocabulary and supportive images, drawing on their developing knowledge of concepts of print, sounds and letters and decoding and self-monitoring strategies. They recognise the letters of the English alphabet, in upper and lower case and know and use the most common sounds represented by most letters. They read high-frequency words and blend sounds orally to read consonant-vowel-consonant words. They use appropriate interaction skills to listen and respond to others in a familiar environment. They listen for rhyme, letter patterns and sounds in words.

Productive modes (speaking, writing and creating)Students understand that their texts can reflect their own experiences. They identify and describe likes and dislikes about familiar texts, objects, characters and events.

In informal group and whole class settings, students communicate clearly. They retell events and experiences with peers and known adults. They identify and use rhyme, and orally blend and segment sounds in words. When writing, students use familiar words and phrases and images to convey ideas. Their writing shows evidence of letter and sound knowledge, beginning writing behaviours and experimentation with capital letters and full stops. They correctly form known upper- and lower-case letters.

Content Descriptions

Language Literacy Literature

Expressing and developing ideas Explore the different contribution of words and

images to meaning in stories and informative texts (ACELA1786)

Recognise that sentences are key units for expressing ideas (ACELA1435)

Recognise that texts are made up of words and groups of words that make meaning (ACELA1434)

Understand the use of vocabulary in familiar contexts related to everyday experiences, personal interests and topics taught at school (ACELA1437)

Interacting with others Deliver short oral presentations to peers

(ACELY1647) Listen to and respond orally to texts and to the

communication of others in informal and structured classroom situations (ACELY1646)

Use interaction skills including listening while others speak, using appropriate voice levels, articulation and body language, gestures and eye contact (ACELY1784)

Creating texts Create short texts to explore, record and report

ideas and events using familiar words and

Creating literature

Innovate on familiar texts through play (ACELT1831)

Responding to literature Respond to texts, identifying favourite stories,

authors and illustrators (ACELT1577) Share feelings and thoughts about the events

and characters in texts (ACELT1783)

Literature and context Recognise that texts are created by authors

who tell stories and share experiences that may be similar or different to students' own




Duration: 8 Weeks


Language Literacy Literature

Text structure and organisation Understand concepts about print and screen,

including how books, film and simple digital texts work, and know some features of print, for example directionality (ACELA1433)

Understand that punctuation is a feature of written text different from letters; recognise how capital letters are used for names, and that capital letters and full stops signal the beginning and end of sentences (ACELA1432)

Understand that texts can take many forms, can be very short (for example an exit sign) or quite long (for example an information book or a film) and that stories and informative texts have different purposes (ACELA1430)

Language for interaction Understand that language can be used to

explore ways of expressing needs, likes and dislikes (ACELA1429)

Phonics and word knowledge Know how to read and write some high-

frequency words and other familiar words (ACELA1817)

Recognise and generate rhyming words, alliteration patterns, syllables and sounds (phonemes) in spoken words (ACELA1439)

Recognise and name all upper and lower case letters (graphemes) and know the most common sound that each letter represents (ACELA1440)

Segment sentences into individual words and orally blend and segment onset and rime in single syllable spoken words, and isolate, blend and manipulate phonemes in single syllable words (ACELA1819)

Understand how to use knowledge of letters and sounds including onset and rime to spell words

beginning writing knowledge (ACELY1651) Produce some lower case and upper case

letters using learned letter formations (ACELY1653)

Interpreting, analysing, evaluating Identify some differences between imaginative

and informative texts (ACELY1648) Read decodable and predictable texts,

practising phrasing and fluency, and monitor meaning using concepts about print and emerging contextual, semantic, grammatical and phonic knowledge (ACELY1649)

Use comprehension strategies to understand and discuss texts listened to, viewed or read independently (ACELY1650)

experiences (ACELT1575)

Examining literature Identify some features of texts including events

and characters and retell events from a text (ACELT1578)

Recognise some different types of literary texts and identify some characteristic features of literary texts, for example beginnings and endings of traditional texts and rhyme in poetry (ACELT1785)

Replicate the rhythms and sound patterns in stories, rhymes, songs and poems from a range of cultures (ACELT1579)




Duration: 8 Weeks


Language Literacy Literature(ACELA1438)

Understand that words are units of meaning and can be made of more than one meaningful part (ACELA1818)

Write consonant-vowel-consonant (CVC) words by representing some sounds with the appropriate letters, and blend sounds associated with letters when reading CVC words (ACELA1820)




Duration: 8 Weeks

Curriculum Priorities - Pedagogy

Considerations

Prior and future curriculumRelevant prior curriculumThis unit acknowledges the diversity of prior school learning, capabilities, knowledge and interests. Each student's ideas and prior knowledge are used to develop challenging and connected learning opportunities to accommodate the needs of all students.This unit builds on the teaching and learning from Year Prep Unit 1 Enjoying our new world and Year Prep Unit 2 Enjoying and retelling stories.Curriculum working towardsThe teaching and learning in this unit work towards the following:

Explore different ways of expressing emotions, including verbal, visual, body language and facial expressions (ACELA1787) Understand 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 (ACELA1454) Understand how to spell one and two syllable words with common letter patterns (ACELA1778) Segment consonant blends or clusters into separate phonemes at the beginnings and ends of one syllable words (ACELA1822) Manipulate phonemes in spoken words by addition, deletion and substitution of initial, medial and final phonemes to generate new words (ACELA1457) Express preferences for specific texts and authors and listen to the opinions of others (ACELT1583) Discuss features of plot, character and setting in different types of literature and explore some features of characters in different texts (ACELT1584) Listen to, recite and perform poems, chants, rhymes and songs, imitating and inventing sound patterns including alliteration and rhyme (ACELT1585) Innovate on familiar texts by using similar characters, repetitive patterns or vocabulary (ACELT1832) Engage in conversations and discussions, using active listening behaviours, showing interest, and contributing ideas, information and questions (ACELY1656) Use interaction skills including turn-taking, recognising the contributions of others, speaking clearly and using appropriate volume and pace (ACELY1788) Make short presentations using some introduced text structures and language, for example opening statements (ACELY1657) Create 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 (ACELY1661)




Duration: 8 Weeks

General capabilitiesThis unit provides opportunities for students to engage in the following general capabilities.Literacy

Comprehending texts through listening, reading and viewing Composing texts through speaking, writing and creating Text knowledge Grammar knowledge Word knowledge Visual knowledge

Numeracy Estimating and calculating with whole numbers Recognising and using patterns and relationships

Information and communication technology (ICT) capability Applying social and ethical protocols and practices when using ICT Communicating with ICT Managing and operating ICT

Critical and creative thinking Inquiring - identifying, exploring and organising information and ideas Generating ideas, possibilities and actions Reflecting on thinking and processes Analysing, synthesising and evaluating reasoning and procedures

Personal and social capability Self-awareness Self-management Social awareness Social management

Ethical understanding Understanding ethical concepts and issues Reasoning in decision making and actions Exploring values, rights and responsibilities

Intercultural understanding Interacting and empathising with others

For further information, refer to General capabilities in the Australian Curriculum http://www.australiancurriculum.edu.au/generalcapabilities/overview/introduction and the Learning area specific advice http://www.australiancurriculum.edu.au/generalcapabilities/overview/learning-area-specific-advice.




Duration: 8 Weeks

Cross-curriculum prioritiesAboriginal and Torres Strait Islander histories and culturesStudents will develop a knowledge, deep understanding and respect for Aboriginal peoples' and Torres Strait Islander peoples' history and culture and build an awareness that their histories are part of a shared history belonging to all Australians.The embedding of Aboriginal peoples' and Torres Strait Islander peoples' histories and cultures into the curriculum can be a challenging task. For further information, including pedagogical approaches, refer to C2C: Aboriginal peoples & Torres Strait Islander peoples Cross Curriculum Priority support https://oneportal.deta.qld.gov.au/EducationDelivery/Stateschooling/schoolcurriculum/Curriculumintotheclassroom/Pages/C2CAandTSICCPSupport.aspx.

Assessing student learningAssessment name: Create and recite a rhymeAssessment description: Students listen to and demonstrate knowledge of rhyme through written and spoken communication.Assessment name: Responding to a rhyming storyAssessment description: Students communicate an opinion about a familiar rhyming story and identify the use of rhyme.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 the Foundation year, students use predicting and questioning strategies to make meaning from texts. They recall one or two events from texts with familiar topics. They understand that there are different types of texts and that these can have similar characteristics. They identify connections between texts and their personal experience. They read short, decodable and predictable texts with familiar vocabulary and supportive images, drawing on their developing knowledge of concepts of print, sounds and letters and decoding and self-monitoring strategies. They recognise the letters of the English alphabet, in upper and lower case and know and use the most common sounds represented by most letters. They read high-frequency words and blend sounds orally to read consonant-vowel-consonant words. They use appropriate interaction skills to listen and respond to others in a familiar environment. They listen for rhyme, letter patterns and sounds in words.Productive modes (speaking, writing and creating)Students understand that their texts can reflect their own experiences. They identify and describe likes and dislikes about familiar texts, objects, characters and events. In informal group and whole class settings, students communicate clearly. They retell events and experiences with peers and known adults. They identify and use rhyme, and orally blend and segment sounds in words. When writing, students use familiar words and phrases and images to convey ideas. Their writing shows evidence of letter and sound knowledge, beginning writing behaviours and experimentation with capital letters and full stops. They correctly form known 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 observation, consultation and samples of student work. For example:

navigating a text correctly matching one spoken word to one written word attempting to work out unknown words using concepts of print and emerging phonic knowledge breaking words into onset and rime predicting what might happen in texts with familiar content using prior knowledge to comprehend a story identifying features of texts, including events and characters, and retelling events from texts responding to texts, sharing feelings and thoughts about the events and characters in texts writing using unjoined lower case and upper case letters




Duration: 8 Weeks

writing letters to represent the most obvious sounds in words spelling high-frequency words using onset and rime to spell words listening to and responding orally to others communicating in informal classroom situations listening for and identifying rhyme and syllables in spoken words using language to express likes and dislikes about stories and characters and events in stories listening and responding orally to others communicating in informal and structured classroom situations.

FeedbackFeedback may relate to reading, writing, speaking and listening. In this unit this may include:

constructing a rhyming verse reflecting on a favourite book and why they like it understanding of concepts of print when reading and re-reading familiar texts beginning sound and letter knowledge understanding of writing conventions when writing simple sentences spoken communication skills in a classroom setting, speaking individually and in small groups.




Duration: 8 Weeks

Teaching Sequence

Curriculum Plan Topics

Duration Topic

7 Lessons Introduction to rhyme Lesson 1: Reading a rhyming book Lesson 2: Writing a new rhyme for a familiar book Lesson 3: Analysing a familiar rhyme Lesson 4: Analysing a rhyming song Lesson 5: Rhyming with numbers Lesson 6: Exploring reading strategies Lesson 7: Reading an informative text

7 Lessons Presentation of a rhyme Lesson 8: Introducing the task Lesson 9: Creating a rhyme Lesson 10: Creating actions for a rhyme Lessons 11-12: Continuing the task Lessons 13-14: Presenting and responding to a rhyme

4 Lessons Exploration of funny characters Lesson 15: Sharing a funny book Lesson 16: Giving an opinion Lesson 17: Investigating the words and pictures Lesson 18: Exploring letter patterns

4 Lessons Exploration of character friendships Lesson 19: Sharing a book with character friendships Lesson 20: Exploring opinions about character friendships Lesson 21: Observing modelled reading Lesson 22: Responding to literature

4 Lessons Information from pictures Lesson 27: Exploring illustrations




Duration: 8 Weeks

Lesson 28: Expressing an opinion about illustrations Lesson 29: Investigating visual appeal Lesson 30: Exploring visual influence

5 Lessons Presentation of a personal response Lesson 31: Introducing the task Lesson 32: Choosing a favourite book Lesson 33: Planning the presentation Lesson 34: Continue planning the presentation Lesson 35: Sharing presentations

4 Lessons Unusual ideas in stories and rhymes Lessons 23-24: Exploring unusual characters Lesson 25: Exploring the appeal of rhyme Lesson 26: Creating a rhyme for a familiar song

35 Lessons Total Unit




Duration: 8 Weeks

Teaching Sequence

Topic Introduction to rhyme Topic Duration 7 Lessons

Overview Throughout this lesson series, students will explore rhyme through immersion in rhyming stories and verses.

Lessons Teaching and Learning Sequence Resources

Lesson 1

Reading a rhyming book

Lesson objectivesStudents will:

Understand how to identify rhyme in spoken words. Understand concepts of print and reading behaviours. Understand rhyming texts by activating and using prior knowledge.

Evidence of learningCan the student:

Identify and create rhyming words? Use prior knowledge to comprehend a rhyming story?

Example learning sequence Understand rhyme Explore a rhyming literary text Share a story Explore the rhyming words in the story Respond to the story Review letters and sounds Record learning Develop, progress and consolidate English through the contexts

for learningEarly literacy skillsReading and handwritingDuring the 'Contexts for learning' time, participate in a reading group and practise handwriting skills.

Resources Text - Pym, T 2009, Have you ever seen a Sneep? Doubleday, London Sheet - Alphabet chart Sheet - Letters, sounds and words booklet - aA Sheet - Wall chart Supporting learning resource - Focused reading and handwriting overview:

Introduction to rhyme 1 Supporting learning resource - Unit 3 Contexts for learning 1 - English Supporting learning resource - Year Prep Monitoring tool for reading Supporting learning resource - Reading checklist: Year Prep

Helpful information Spelling - Year Prep Spelling overview

https://learningplace.eq.edu.au/cx/resources/items/64032b89-6bac-f41d-9983-90b6dfb51b73/0/index.html

Supporting learning resource - Aboriginal & Torres Strait Islander histories and cultures suggested alternative resources https://learningplace.eq.edu.au/cx/resources/items/bc9b956f-7099-4ac5-9103-e03cec41f823/0/Eng_Prep_U3_SLR_AlternativeResources.docx

Supporting learning resource - C2C: Aboriginal peoples & Torres Strait Islander peoples Cross Curriculum Priority support https://oneportal.deta.qld.gov.au/EducationDelivery/Stateschooling/schoolcurriculum/Curriculumintotheclassroom/Pages/C2CAandTSICCPSupport.aspx

Supporting learning resource - Developing early literacy. Chapter 7: Reading development https://learningplace.eq.edu.au/cx/resources/items/a0541bfa-1641-c660-4a71-548d1fe8468d/0/Eng_Y01_U1_SLR_ReadingDevelopment.pdf

Supporting learning resource - English metalanguage: Years P-2 https://learningplace.eq.edu.au/cx/resources/items/332aaccf-9152-1256-2b9f-3f456bd29f88/0/Eng_SLR_YP-Y02_Metalanguage.docx

Supporting learning resource - Exploring rhyming words https://learningplace.eq.edu.au/cx/resources/items/b5c6aa3d-f43c-4c3b-8a8c-d01b53fa1d58/0/Eng_Prep_U3_SLR_ExplRhymingWords.docx

Supporting learning resource - Introduction to the unit: Interacting with others https://learningplace.eq.edu.au/cx/resources/items/08ff99de-fed0-470f-9aca-339c3595c535/0/Eng_Prep_U3_SLR_UnitIntro.docx

Supporting learning resource - Supporting a beginning reader https://learningplace.eq.edu.au/cx/resources/items/e01075a0-b772-413e-887d-ec2d5da2c790/0/Eng_Prep_U2_SLR_SuppBegReader.docx

Supporting learning resource - Yarning circles




Duration: 8 Weeks

Teaching Sequence



Lessons Teaching and Learning Sequence Resourceshttps://learningplace.eq.edu.au/cx/resources/items/6af7563c-70cd-4f7f-32a1-ae6ec0aed6bc/0/C2C_EATSIPS_YarningCircles.pdf

Text - Hill, S 2012, Developing early literacy: Assessment and teaching (2nd ed.), Eleanor Curtain Publishing, South Yarra

Website - Contemporary practice resource: English https://learningplace.eq.edu.au/cx/resources/items/3cf69097-9ee7-076c-3460-9ca7190f1f5d/0/index.html

Website - Queensland Curriculum & Assessment Authority (State of Queensland) https://www.qcaa.qld.edu.au/ (Note: For further support materials for rhyme use the 'Rhyme time' package from the Queensland Curriculum & Assessment Authority website (Home > Search > Rhyme time)

Attachments Lesson plan




Duration: 8 Weeks

Teaching Sequence




Lesson 2

Writing a new rhyme for a familiar book


Understand how to identify different concepts of print. Understand how to compose rhyming words.


Identify different concepts of print in a text? Identify and replicate rhyme in spoken words?

Example learning sequence Explore concepts of print Re-read a familiar rhyming text Investigate the rhyming words in the story Create a fantasy creature Write a simple sentence Review letters and sounds Record learning Develop, progress and consolidate English through the contexts


Resources Sheet - Alphabet chart Sheet - Wall chart Supporting learning resource - Focused reading and handwriting overview:

Introduction to rhyme 1 Supporting learning resource - Unit 3 Contexts for learning 1 - English Text - Pym, T 2009, Have you ever seen a Sneep? Doubleday, London

Helpful information Learning object - Create a fantasy character

https://learningplace.eq.edu.au/cx/resources/items/4fe9c2f7-9c31-fb0e-46b9-b7191842ea02/0/viewIMS.jsp


Supporting learning resource - Examples of poems for Prep https://learningplace.eq.edu.au/cx/resources/items/0f7d1d0a-bc65-461c-bb8a-c17fcee0cfd6/0/Eng_Prep_U3_SLR_ExamplesOfPoems.docx

Supporting learning resource - Exploring poems https://learningplace.eq.edu.au/cx/resources/items/e2ecc9f5-fbbc-426b-bc35-c6f37f0d43ef/0/Eng_Y02_U1_SLR_ExploringPoems.docx





Duration: 8 Weeks

Teaching Sequence




Lesson 3

Analysing a familiar rhyme


Understand the importance of word order in simple sentences. Recognise and/or match high-frequency words in different

contexts. Identify rhyme and syllables in simple rhyme.


Show the correct word order in a simple sentence? Recognise and/or match high-frequency words in different

contexts?Example learning sequence

Share new rhymes about a character Investigate words in a sentence Identify high-frequency words Analyse a familiar rhyme Review words and simple sentences Review letters and sounds Record learning Develop, progress and consolidate English through the contexts


Resources Learning object - Baa, baa, black sheep Sheet - Essential words Supporting learning resource - Focused reading and handwriting overview:

Introduction to rhyme 1 Supporting learning resource - Unit 3 Contexts for learning 1 - English Text - Pym, T 2009, Have you ever seen a Sneep? Doubleday, London

Helpful information Learning object - Animal rhymes

https://learningplace.eq.edu.au/cx/resources/items/2398fc71-1ae3-c9f0-dbdf-cee90c2437ed/0/viewIMS.jsp






Duration: 8 Weeks

Teaching Sequence




Lesson 4

Analysing a rhyming song


Understand the use of repetition and rhyme in a rhyming song. Understand the parts of a sentence. Understand how to use knowledge of the elements of a sentence

and the features of rhyme to construct new verses for a song.Evidence of learningCan the student:

Identify rhyming words that have the same or different letter patterns at the end of the word?

Use knowledge of sentence parts and rhyme to construct new verses?

Example learning sequence View, listen to and join in with a rhyming song Examine the song Investigate a song's text Orally jointly construct new verses for the song Share new verses with the wider community Review letters and sounds Record learning Develop, progress and consolidate English through the contexts


Resources Find and prepare cardboard sheets with visual cues for 'Down by the bay' verses. Learning object - Eye video (Note: select 'Down by the bay: Rhyming song') Learning object - Make a rhyme Sheet - Down by the bay Supporting learning resource - Focused reading and handwriting overview:

Introduction to rhyme 1 Supporting learning resource - Unit 3 Contexts for learning 1 - English

Helpful information Supporting learning resource - English metalanguage: Years P-2

https://learningplace.eq.edu.au/cx/resources/items/332aaccf-9152-1256-2b9f-3f456bd29f88/0/Eng_SLR_YP-Y02_Metalanguage.docx





Duration: 8 Weeks

Teaching Sequence




Lesson 5

Rhyming with numbers


Understand the use of letter and sound patterns to identify words that rhyme with numbers.

Understand the importance of word order for meaning.Evidence of learningCan the student:

Use letter and sound pattern knowledge to identify words that rhyme with numbers?

Correctly match the order of words in a known sentence?Example learning sequence

Recall rhymes with numbers View or listen to rhymes with numbers Investigate words that rhyme with number names Transform the order of words in a sentence Review letters and sounds Record learning Develop, progress and consolidate English through the contexts


Resources Sheet - Alphabet chart Learning object - Baa, baa, black sheep Learning object - Eye video (Note: select 'Over in the meadow') Learning object - Ten in the bed Learning object - Tune in Sheet - One, two, buckle my shoe Sheet - Over in the meadow Sheet - Wall chart Supporting learning resource - Focused reading and handwriting overview:

Introduction to rhyme 2 Supporting learning resource - Unit 3 Contexts for learning 1 - English Supporting learning resource - Year Prep Monitoring tool for reading Supporting learning resource - Reading checklist: Year Prep

Helpful information Learning object - Animal rhymes

https://learningplace.eq.edu.au/cx/resources/items/2398fc71-1ae3-c9f0-dbdf-cee90c2437ed/0/viewIMS.jsp

Spelling - Year Prep Spelling overview https://learningplace.eq.edu.au/cx/resources/items/64032b89-6bac-f41d-9983-90b6dfb51b73/0/index.html








Duration: 8 Weeks

Teaching Sequence




Lesson 6

Exploring reading strategies


Understand that using prior knowledge helps to comprehend a text.

Understand how to use knowledge of rhyme to predict words. Identify high-frequency words in simple repetitive text.


Comprehend text by making connections to own experiences? Use knowledge of rhyme to predict words?

Example learning sequence Listen to and comprehend a rhyming text Explore reading strategies Investigate words in a sentence Identify high frequency words Share reading of a simple repetitive text Review letters and sounds Record learning Develop, progress and consolidate English through the contexts


Resources eBook - Look at … a Rosie and Wallace story eBook - The nest … a Rosie and Wallace story Supporting learning resource - Focused reading and handwriting overview:

Introduction to rhyme 2 Supporting learning resource - Unit 3 Contexts for learning 1 - English Text - Moreton-Shaw, C and Shaw, G 2006, Wake up, sleepy bear! Puffin Books,

LondonHelpful information

Sheet - Essential words https://learningplace.eq.edu.au/cx/resources/items/e21aa314-0499-4a4a-a310-145c46401b67/0/Eng_Prep_U3_SH_Essential%20words.docx






Duration: 8 Weeks

Teaching Sequence




Lesson 7

Reading an informative text


Understand the purposes of, and differences between, informative and imaginative texts.

Understand how to predict unknown words using knowledge about rhyme, context and phonics.


Describe the features of informative texts? Predict unknown words using knowledge about rhyme, context

and phonics?Example learning sequence

View and discuss the purpose and audience of an informative text Participate in a shared exploration of an informative text Participate in a shared reading of an informative text Review letters and sounds Record learning Develop, progress and consolidate English through the contexts


Resources Supporting learning resource - Focused reading and handwriting overview:

Introduction to rhyme 2 Supporting learning resource - Unit 3 Contexts for learning 1 - English Text - Oliver, N 2003, Baby Bilby, where do you sleep? Lothian, South Melbourne







Duration: 8 Weeks

Teaching Sequence

Topic Presentation of a rhyme Topic Duration 7 Lessons

Overview Throughout this lesson series, students will create and present a rhyming verse.


Lesson 8

Introducing the task

Assessment purposeTo listen to and demonstrate knowledge of rhyme through written and spoken communication.Example assessment sequence

Understand the assessment Review the Guide to making judgments and understand the

standards Conduct the assessment Develop, progress and consolidate English through the contexts


Resources Assessment task - Create and recite a rhyme Assessment task - Create and recite a rhyme: Model response Supporting learning resource - Focused reading and handwriting overview:

Presentation of a rhyme 1 Supporting learning resource - Unit 3 Contexts for learning 1 - English Supporting learning resource - Year Prep Monitoring tool for reading Supporting learning resource - Reading checklist: Year Prep

Helpful information Supporting learning resource - Developing early literacy. Chapter 7: Reading

development https://learningplace.eq.edu.au/cx/resources/items/a0541bfa-1641-c660-4a71-548d1fe8468d/0/Eng_Y01_U1_SLR_ReadingDevelopment.pdf







Duration: 8 Weeks

Teaching Sequence




Lesson 9

Creating a rhyme





Resources Assessment task - Create and recite a rhyme Assessment task - Create and recite a rhyme: Model response Supporting learning resource - Focused reading and handwriting overview:

Presentation of a rhyme 1 Supporting learning resource - Unit 3 Contexts for learning 1 - English

Helpful information Supporting learning resource - Developing early literacy. Chapter 7: Reading

development https://learningplace.eq.edu.au/cx/resources/file/a0541bfa-1641-c660-4a71-548d1fe8468d/1/Eng_Y01_U1_SLR_ReadingDevelopment.pdf


Supporting learning resource - Year Prep Monitoring tool for reading https://learningplace.eq.edu.au/cx/resources/items/e606c1c8-34ce-4e9d-89e6-23aa19a528a7/0/Eng_Prep_SLR_MonitoringToolReading.docx






Duration: 8 Weeks

Teaching Sequence




Lesson 10

Creating actions for a rhyme





Resources Assessment task - Create and recite a rhyme Assessment task - Create and recite a rhyme: Model response Find and prepare a booking board (e.g. 'Getting ready for your presentation') where

students can keep track of their progress and plan the process of completing the task. Include Plan, Create rhyme, Conference, Create actions, Rehearse and Ready.

Supporting learning resource - Focused reading and handwriting overview: Presentation of a rhyme 1

Supporting learning resource - Unit 3 Contexts for learning 1 - English Text - Martin Jnr, B 2007, Polar bear, polar bear, what do you hear? Puffin Books,

London Text - Martin Jnr, B 1986, Brown bear, brown bear, what do you see? Collins Books,


Supporting learning resource - Developing early literacy: Chapter 7: Reading development https://learningplace.eq.edu.au/cx/resources/items/a0541bfa-1641-c660-4a71-548d1fe8468d/0/Eng_Y01_U1_SLR_ReadingDevelopment.pdf








Duration: 8 Weeks

Teaching Sequence




Lessons 11-12

Continuing the task





Resources Assessment task - Create and recite a rhyme Assessment task - Create and recite a rhyme: Model response Find and prepare a booking board (for example, 'Getting ready for your

presentation') where students can keep track of their progress and plan the process of completing the task. Include Plan, Create rhyme, Conference, Create actions, Rehearse and Ready.


Supporting learning resource - Unit 3 Contexts for learning 1 - English Text - Martin Jnr, B 1986, Brown bear, brown bear, what do you see? Collins Books,

London Text - Martin Jnr, B 2007, Polar bear, polar bear, what do you hear? Puffin Books,










Duration: 8 Weeks

Teaching Sequence




Lessons 13-14

Presenting and responding to a rhyme





Resources Assessment task - Create and recite a rhyme Assessment task - Create and recite a rhyme: Model response Find and prepare a booking board (e.g. 'Getting ready for your presentation') where

students can keep track of their progress and plan the process of completing the task. Include Plan, Create rhyme, Conference, Create actions, Rehearse and Ready.

Supporting learning resource - Unit 3 Contexts for learning 1 - English Supporting learning resource - Focused reading and handwriting overview:

Presentation of a rhyme 1 Text - Martin Jnr, B 2007, Polar bear, polar bear, what do you hear? Puffin Books,

London Text - Martin Jnr, B 1986, Brown bear, brown bear, what do you see? Collins Books,










Duration: 8 Weeks

Teaching Sequence

Topic Exploration of funny characters Topic Duration 4 Lessons

Overview Throughout this lesson series, students will listen to and engage with a range of rhyming texts with a focus on funny characters


Lesson 15

Sharing a funny book


Understand how to use speech appropriately to talk about a favourite story and to express reasons for own opinion.

Understand how to comprehend a story, making links to text and own experiences.

Understand how to identify parts of a sentence that are key units for expressing ideas.


Express opinions about a favourite story? Comprehend a story, making links to text and own experiences? Identify sentence parts that express ideas?

Example learning sequence Identify characteristics of favourite books Shared reading of a funny book Identify the actions and characteristics of the main character Review letters and sounds Record learning Develop, progress and consolidate English through the contexts


Resources Text - Allen, P 1989, Mr McGee and the biting flea, Puffin Books, Camberwell, Vic Supporting learning resource - Focused reading and handwriting overview:

Exploration of funny characters 1 Supporting learning resource - Unit 3 Contexts for learning 1 - English Supporting learning resource - Year Prep Monitoring tool for reading Supporting learning resource - Reading checklist: Year Prep










Duration: 8 Weeks

Teaching Sequence




Lesson 16

Giving an opinion


Understand how to identify stories with funny events or characters. Understand how to write a response about a book of funny

characters or events. Understand how to identify words and groups of words that make

meaning.Evidence of learningCan the student:

Identify funny events or characters when reading and viewing familiar books?

Identify sentence parts that make meaning?Example learning sequence

Review the characteristics of a funny character Observe the modelled writing of an opinion about a favourite book Investigate words in a sentence Share books with funny characters Review letters and sounds Record learning Develop, progress and consolidate English through the contexts



Exploration of funny characters 1 Supporting learning resource - Unit 3 Contexts for learning 1 - English Text - Allen, P 1989, Mr McGee and the biting flea, Puffin Books, Camberwell, Vic

Helpful information Sheet - Alphabet chart https://learningplace.eq.edu.au/cx/resources/items/3ff59195-3368-

4c86-9ff2-9c14e628c923/0/Eng_Prep_U1_SLR_AlphabetChart.docx Sheet - Wall chart https://learningplace.eq.edu.au/cx/resources/items/fb8a7168-a300-4b6b-

bfe5-5683715241a5/0/Eng_Prep_U2_SH_WallChart.docx Supporting learning resource - English metalanguage: Years P-2


Website - Children's author profiles (Penguin Group, Australia) http://www.puffin.com.au/contributors/

Website - Allen, Pamela (New Zealand Book Council) http://www.bookcouncil.org.nz/writers/allenpamela.html





Duration: 8 Weeks

Teaching Sequence




Lesson 17

Investigating the words and pictures


Understand the use of semantic knowledge and phonic knowledge to predict and read.

Understand the use of onset and rime to identify and write rhyming words.


Use pictures and phonic knowledge to predict and read? Use onset and rime to identify and write rhyming words?

Example learning sequence Review the reasons why readers love stories Share a text of a funny character Identify rhyming words and their letter patterns Observe the modelled writing of an opinion about a funny

character Review letters and sounds Record learning Develop, progress and consolidate English through the contexts


Resources Learning object - Tune in Sheet - Rhyme time Supporting learning resource - Focused reading and handwriting overview:

Exploration of funny characters 1 Supporting learning resource - Unit 3 Contexts for learning 1 - English

Helpful information Supporting learning resource - Beginning to write

https://learningplace.eq.edu.au/cx/resources/items/813b1e2e-9d2c-48e4-bc91-1afffec32628/0/Eng_Prep_U1_SLR_BeginToWrite.docx


Supporting learning resource - Learning about reading https://learningplace.eq.edu.au/cx/resources/items/6a48338f-f0e5-40bf-a940-3cab93371936/0/Eng_Prep_U1_SLR_LearnRead.docx

Website - Rhyme: Humpty dumpty ... (NeoK12 Education) http://www.neok12.com/rhymes/rhyHumpty.htm





Duration: 8 Weeks

Teaching Sequence




Lesson 18

Exploring letter patterns


Understand the use of semantic knowledge and phonic knowledge to predict and read.

Understand the use of onset and rime to read and write rhyming words.


Use pictures and phonic knowledge to predict and read? Use onset and rime to write rhyming words?

Example learning sequence View and listen to more funny stories Write opinions of rhymes Read and explore reading strategies Reflect on ways to help read Review letters and sounds Record learning Develop, progress and consolidate English through the contexts


Resources Learning object - Rhymes and stories Supporting learning resource - Focused reading and handwriting overview:

Exploration of funny characters 1 Supporting learning resource - Unit 3 Contexts for learning 1 - English

Helpful information Learning object - foniks (Tim Bowyer) http://www.foniks.org/2/pagessou/hat.html Supporting learning resource - English metalanguage: Years P-2



Teaching Sequence

Topic Exploration of character friendships Topic Duration 4 Lessons

Overview Throughout this lesson series, students will listen to and engage with a range of rhyming texts with a focus on character friendships


Lesson 19

Sharing a book


Resources Text - Bland, N 2010, The very itchy bear, Scholastic, Lindfield, NSW




Duration: 8 Weeks

Teaching Sequence




with character friendships

Understand how to use different strategies to help work out unknown words when reading.

Understand how authors and illustrators make books appealing.Evidence of learningCan the student:

Identify reading strategies used for unknown words? Discuss why books may be appealing to the reader?

Example learning sequence Review the reasons for enjoying a favourite book Read a story and observe reading strategies Use authors' words to build character information Role-play the book characters' friendships Review letters and sounds Develop a bank of high-frequency words Record learning Develop, progress and consolidate English through the contexts


Learning object - Sam's pram Supporting learning resource - Focused reading and handwriting overview:

Exploration of character friendships Supporting learning resource - Teacher tips: Exploring character friendships Supporting learning resource - Unit 3 Contexts for learning 2 - English Supporting learning resource - Year Prep Monitoring tool for reading Supporting learning resource - Reading checklist: Year Prep



Supporting learning resource - Beginning to read https://learningplace.eq.edu.au/cx/resources/items/c0c48e57-a81e-4deb-a7be-e4d565bf09e0/0/Eng_Prep_U3_SLR_BeginningToRead.docx






Duration: 8 Weeks

Teaching Sequence




Lesson 20

Exploring opinions about character friendships


Understand how to use letter patterns to read new words. Understand how to construct simple sentences that express likes

and dislikes.Evidence of learningCan the student:

Use letter patterns to read new words? Construct simple sentences that express likes and dislikes?

Example learning sequence Re-read a rhyming text Explore letter patterns to help read words Observe a written response to express an opinion about a story Review letters and sounds Develop a bank of high-frequency words Record learning Develop, progress and consolidate English through the contexts



Exploration of character friendships Supporting learning resource - Teacher tips: Exploring character friendships Supporting learning resource - Unit 3 Contexts for learning 2 - English Text - Bland, N 2010, The very itchy bear, Scholastic, Lindfield, NSW Learning object - Sam's pram







Duration: 8 Weeks

Teaching Sequence




Lesson 21

Observing modelled reading


Understand how to use reading strategies to work out unknown words.

Understand how to use language to express likes and dislikes.Evidence of learningCan the student:

Identify reading strategies to work out unknown words? Express an opinion about a story?

Example learning sequence Observe a modelled exploration and reading of a literary book Use the author's vocabulary to build character information Role-play the book characters' friendship Compare friendships shown in two story books Review letters and sounds Develop a bank of high-frequency words Record learning Develop, progress and consolidate English through the contexts



Exploration of character friendships Supporting learning resource - Teacher tips: Exploring character friendships Supporting learning resource - Unit 3 Contexts for learning 2 - English Text - Lester, A 2010, Noni the pony, Allen & Unwin, Crows Nest, NSW Learning object - Sam's pram







Duration: 8 Weeks

Teaching Sequence




Lesson 22

Responding to literature


Understand how to identify, read and write rhyming words using letter patterns.

Understand how to effectively communicate an opinion about a book.


Identify and write rhyming words using letter patterns? Identify communication skills used to give an opinion about a

book?Example learning sequence

Re-read a rhyming story Use rhyme knowledge to write new words Observe a model response that expresses an opinion about a

story Review letters and sounds Develop a bank of high-frequency words Record learning Develop, progress and consolidate English through the contexts


Resources Find and prepare cards with rhyming word pairs from the text used, e.g.

o Text - Lester, A 2010, Noni the pony, Allen & Unwin, Crows Nest, NSW Supporting learning resource - Focused reading and handwriting overview:

Exploration of character friendships Supporting learning resource - Teacher tips: Exploring character friendships Supporting learning resource - Unit 3 Contexts for learning 2 - English Learning object - Sam's pram







Duration: 8 Weeks

Teaching Sequence

Topic Unusual ideas in stories and rhymes Topic Duration 4 Lessons

Overview Throughout this lesson series, students listen to and engage with a range of rhyming texts with a focus on unusual ideas. They will use different strategies to help work out unknown words when reading. Students will continue to identify reasons we appreciate texts and give opinions based on events and characters in shared stories.


Lessons 23-24

Exploring unusual characters


Understand how to use contextual, semantic and phonic knowledge when reading and predicting.

Understand how to be effective communicators.Evidence of learningCan the student:

Predict and read a rhyme using context, pictures, sentence meaning and letter- sounds?

Respond and present their ideas during class discussions?Example learning sequence

Review a list of criteria for liking stories Read, view and listen to a rhyme about an unusual character Identify the rhyming words in the text Give a personal response to a rhyming story Review letters and sounds Develop a bank of high-frequency words Record learning Develop, progress and consolidate English through the contexts


Resources Learning object - Tune in Supporting learning resource - Focused reading and handwriting overview: Unusual

ideas in stories or rhymes Supporting learning resource - Teacher tips: Unusual ideas in stories and rhymes Supporting learning resource - Unit 3 Contexts for learning 2 - English Text - Simon, T and Notley, W 2009, Kangaroo rock, Blake Education, Leichhardt,

NSW Text - Allen, P 1990, Bertie and the bear, Penguin Group (Australia), Camberwell,

Vic Supporting learning resource - Year Prep Monitoring tool for reading Supporting learning resource - Reading checklist: Year Prep

Helpful informationNote: Aboriginal peoples and Torres Strait Islander peoples are warned that these resources may contain images, voices and names of persons who may now be deceased.

Learning object - The dry tap https://learningplace.eq.edu.au/cx/resources/items/c7a52750-880d-8f84-c423-f1ba5f7506ff/0/ViewIMS.jsp




Website - Construct a word (IRA/NCTE) http://www.readwritethink.org/files/resources/interactives/construct/index.html

Website - Aunty Wendy's mob (www.auntywendysmob.com) http://www.auntywendysmob.com/home


Lesson 25 Lesson objectives Resources




Duration: 8 Weeks

Teaching Sequence




Exploring the appeal of rhyme

Students will: Understand how to use text processing strategies to read and

identify rhyming words. Understand how to respond to questions during informal class

discussions.Evidence of learningCan the student:

Predict and read a rhyme using text processing strategies? Respond orally during class discussions by giving an opinion

about a rhyme?Example learning sequence

Complete the words for an unusual rhyme Explore the words that rhyme Investigate personal preferences for the rhyme Review letters and sounds Develop a bank of high-frequency words Record learning Develop, progress and consolidate English through the contexts


Learning object - Tune in Learning object - Old Mother Hubbard Supporting learning resource - Unit 3 Contexts for learning 2 - English Supporting learning resource - Teacher tips: Unusual ideas in stories and rhymes Supporting learning resource - Focused reading and handwriting overview: Unusual

ideas in stories and rhymes Supporting learning resource - 'Old Mother Hubbard' rhyme Slideshow - Old Mother Hubbard

Helpful information edStudio - Sing and move https://staff.learningplace.eq.edu.au/lp/pages/default.aspx?

cid=19369 (The Learning Place) (Note: access key S66419369) Supporting learning resource - Beginning to read

https://learningplace.eq.edu.au/cx/resources/items/c0c48e57-a81e-4deb-a7be-e4d565bf09e0/0/Eng_Prep_U3_SLR_BeginningToRead.docx

Website - Between the lions: Chicken stacker (PBS Kids) http://pbskids.org/lions/games/stacker.html






Duration: 8 Weeks

Teaching Sequence




Lesson 26

Creating a rhyme for a familiar song


Understand and identify pairs of words that rhyme in a text. Understand how to write or copy letter patterns to match rhyming

words and complete rhyming sentences.Evidence of learningCan the student:

Identify pairs of words that rhyme in a text? Use letter patterns to match and write rhyming words in order to

complete sentences?Example learning sequence

Share a rhyme with unusual events Complete the words for a rhyme Use knowledge of onset and rime to write new words Review letters and sounds Develop a bank of high-frequency words Record learning Develop, progress and consolidate English through the contexts


Resources Sheet - Recount rhyming words Supporting learning resource - Focused reading and handwriting overview: Unusual

ideas in stories and rhymes Supporting learning resource - Teacher tips: Unusual ideas in stories and rhymes Supporting learning resource - Unit 3 Contexts for learning 2 - English Learning object - Eye video (Note: Select the song 'A frog went walking')

Helpful information Learning object - The dry tap https://learningplace.eq.edu.au/cx/resources/items/c7a52750-

880d-8f84-c423-f1ba5f7506ff/0/ViewIMS.jsp Learning object - Tune in https://learningplace.eq.edu.au/cx/resources/items/3066c5bf-

17cd-f753-0d10-55b94d4353bd/0/ViewIMS.jsp edStudio - Sing and move https://staff.learningplace.eq.edu.au/lp/pages/default.aspx?

cid=19369 (Note: access key S66419369)







Duration: 8 Weeks

Teaching Sequence

Topic Information from pictures Topic Duration 4 Lessons

Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students listen to and engage with a range of rhyming texts with a focus on visual images. They will explore how illustrations help build meaning into a text. Students will continue to identify reasons we appreciate texts and give opinions based on events and characters in shared stories.


Lesson 27

Exploring illustrations


Understand how illustrations help build meaning into a text. Understand how to respond to questions during informal class

discussions and express likes and dislikes.Evidence of learningCan the student:

Discuss and understand how words and pictures make meaning? Participate in class discussions and express opinions, including

likes and dislikes?Example learning sequence

Review a list that gives reasons for liking stories Complete a shared reading of a book Investigate the visual aspects of the text Discuss why the illustrations make the book appealing Explore appealing books Review letters and sounds Develop a bank of high-frequency words Record learning Develop, progress and consolidate English through the contexts


Resources A collection of literary texts with illustrations or page layout that would be appealing

to the class of Prep students. Text - McKimmie, C 2010, Two peas in a pod, Allen & Unwin, Crows Nest. NSW Supporting learning resource - Focused reading and handwriting overview:

Information from pictures Supporting learning resource - Teacher tips: Information from pictures Supporting learning resource - Unit 3 Contexts for learning 2 - English Supporting learning resource - Year Prep Monitoring tool for reading Supporting learning resource - Reading checklist: Year Prep

Helpful information eBook - Nat's cat likes to nap

https://learningplace.eq.edu.au/cx/resources/items/4079eba2-4004-a758-8db7-d88b7e087a56/0/ViewIMS.jsp









Duration: 8 Weeks

Teaching Sequence




Lesson 28

Expressing an opinion about illustrations


Understand how to use language to discuss picture book illustrations.

Understand how to express opinions in a written response.Evidence of learningCan the student:

Express an opinion using spoken language? Offer ideas when creating a written opinion?

Example learning sequence Re-read a literary text Explore different types of visual texts Identify and explore letters of the alphabet and their sounds Observe a modelled written opinion about a book Create a written opinion about a book Review letters and sounds Develop a bank of high-frequency words Record learning Develop, progress and consolidate English through the contexts

for learningEarly literacy skillsReading and handwritingDuring the 'Contexts for learning' time, participate in a reading group and practise handwriting skills

Resources Text - McKimmie, C 2010, Two peas in a pod, Allen & Unwin, Crows Nest, NSW Find and prepare a collection of picture books in which a variety of techniques and

styles have been used in the illustrations. Find and prepare different mediums to use to create an illustration Supporting learning resource - Focused reading and handwriting overview:

Information from pictures Supporting learning resource - Teacher tips: Information from pictures Supporting learning resource - Unit 3 Contexts for learning 2 - English



eBook - Bob the cod https://learningplace.eq.edu.au/cx/resources/items/080b548b-be8d-3a85-2a16-abd7be26eb01/0/viewIMS.jsp







Duration: 8 Weeks

Teaching Sequence




Lesson 29

Investigating visual appeal


Understand how illustrations help build meaning into a text. Understand how to respond to questions during informal class

discussions. Understand how to express likes and dislikes.


Discuss and understand the story's meaning? Participate in class discussions about the illustrations? Express an opinion including likes and dislikes?

Example learning sequence Review reasons for enjoying stories Observe a modelled reading of a text Use picture cues to help read text Investigate the visual aspects of the text Discuss why the illustrations make the book appealing Review letters and sounds Develop a bank of high-frequency words Record learning Develop, progress and consolidate English through the contexts


Resources Text - Logan, K & Keller, T 2011, A fish with a wish, Imago Productions: Singapore Find and prepare a collection of literary texts with illustrations or page layout that

would be appealing to the class of Prep students. Supporting learning resource - Focused reading and handwriting overview:










Duration: 8 Weeks

Teaching Sequence




Lesson 30

Exploring visual influence


Understand how illustrations help build meaning into a text. Understand how to use language to give an opinion about a book. Understand how to identify and write rhyming words using letter

patterns.Evidence of learningCan the student:

Participate in class discussions about illustrations and text? Use language to give an opinion about a book? Identify and write rhyming words using letter patterns?

Example learning sequence Re-read a literary text Explore different types of visual texts Observe a modelled written opinion about a book Identify and explore letters of the alphabet and their sounds Use knowledge of rhyme to write words Review letters and sounds Develop a bank of high-frequency words Record learning Develop, progress and consolidate English through the contexts


Resources Text - Logan, K & Keller, T 2011, A fish with a wish, Imago Productions, Singapore Supporting learning resource - Focused reading and handwriting overview:


Helpful information Find and prepare cards (or digital equivalent) with rhyming word pairs from the text. eBook - Nat's cat likes to nap


eBook - The fish who wished https://learningplace.eq.edu.au/cx/resources/items/a703f9c6-4941-d595-b841-761e07ba36b6/0/ViewIMS.jsp

Learning object - At the start or at the end https://learningplace.eq.edu.au/cx/resources/items/43e71e8e-ef0d-7098-429e-db2eb4ae8ea5/0/ViewIMS.jsp

Learning object - Wishes and fishes https://learningplace.eq.edu.au/cx/resources/items/907ff6de-5e53-6292-02cd-62381114323a/0/ViewIMS.jsp

Sheet - Letters, sounds and words booklet - sh https://learningplace.eq.edu.au/cx/resources/items/75c9f2d8-35e7-4b79-a00d-06c4e62fff4b/0/Eng_Prep_U3_SH_LettersSoundsWords_sh.docx








Duration: 8 Weeks

Teaching Sequence

Topic Presentation of a personal response Topic Duration 5 Lessons

Overview Throughout this lesson series, students will choose a favourite rhyming story book and write about the characters and events and why they like or dislike the book. They will identify some rhyming words from the story and think of other words that rhyme with these words. Students share their thoughts, feelings and rhyming words with others in an informal group.


Lesson 31

Introducing the task


Understand how to express an opinion about a book. Understand how to make connections between the book and

personal experiences.Evidence of learningCan the student:

Express an opinion about a book. Make personal connections with the book?

Example learning sequence Understand how to express an opinion about a book. Understand how to make connections between the book and

personal experiences. Understand the assessment Record learning Develop, progress and consolidate English through the contexts


Resources Assessment task - Responding to a rhyming story Assessment task - Responding to a rhyming story: Model response Text - Child, L 2006, Charlie and Lola: But excuse me that is my book, Penguin,

London Find and prepare the rhyming books read in this unit and other fiction books that

have been read to students during the year and set up a display. Supporting learning resource - Focused reading and handwriting overview:

Presentation of a personal response 1 Supporting learning resource - Unit 3 Contexts for learning 2 - English Supporting learning resource - Year Prep Monitoring tool for reading Supporting learning resource - Reading checklist: Year Prep







Duration: 8 Weeks

Teaching Sequence




Lesson 32

Choosing a favourite book

Assessment purposeTo communicate an opinion about a familiar rhyming story and identify the use of rhyme.Example assessment sequence


standards Conduct the assessment Record learning Develop, progress and consolidate English through the contexts


Resources Assessment task - Responding to a rhyming story Assessment task - Responding to a rhyming story: Model response Find and prepare the rhyming books read in this unit and other fiction books that


Presentation of a personal response 1 Supporting learning resource - Unit 3 Contexts for learning 2 - English




Lesson 33

Planning the presentation





Resources Assessment task - Responding to a rhyming story Assessment task - Responding to a rhyming story: Model response Find and prepare the rhyming books read in this unit and other fiction books that









Duration: 8 Weeks

Teaching Sequence




Lesson 34

Continue planning the presentation





Resources Assessment task - Responding to a rhyming story Assessment task - Responding to a rhyming story: Model response Find and prepare resources and equipment needed for planning and creating the

poster. Supporting learning resource - Focused reading and handwriting overview:





Lesson 35

Sharing presentations





Resources Assessment task - Responding to a rhyming story Assessment task - Responding to a rhyming story: Model response Supporting learning resource - Focused reading and handwriting overview:








Duration: 8 Weeks

Resources* Attachments are available in the relevant Unit Plan Section directory in the downloaded zip file.

Unit Plan Section Resource Attachments*

Sequence - Introduction to rhyme Lesson plan - Eng_Prep_U3_LP01.docx

Lesson plan - Eng_Prep_U3_LP02.docx






Sequence - Presentation of a rhyme Lesson plan - Eng_Prep_U3_LP08.docx



Lesson plan - Eng_Prep_U3_LP11_12.docx


Sequence - Exploration of funny characters








Duration: 8 Weeks


Sequence - Exploration of character friendships





Sequence - Unusual ideas in stories and rhymes




Sequence - Information from pictures Lesson plan - Eng_Prep_U3_LP27.docx




Sequence - Presentation of a personal response






Sequence A collection of literary texts with illustrations or page layout that would be appealing to the class of Prep students.




Duration: 8 Weeks


eBook - Bob the cod https://learningplace.eq.edu.au/cx/resources/items/080b548b-be8d-3a85-2a16-abd7be26eb01/0/viewIMS.jsp

eBook - Look at … a Rosie and Wallace story

eBook - Nat's cat likes to nap https://learningplace.eq.edu.au/cx/resources/items/4079eba2-4004-a758-8db7-d88b7e087a56/0/ViewIMS.jsp

eBook - The fish who wished https://learningplace.eq.edu.au/cx/resources/items/a703f9c6-4941-d595-b841-761e07ba36b6/0/ViewIMS.jsp

eBook - The nest … a Rosie and Wallace story edStudio - Sing and move https://staff.learningplace.eq.edu.au/lp/pages/default.aspx?cid=19369 (The Learning Place) (Note: access key S66419369)Find and prepare a booking board (e.g. 'Getting ready for your presentation') where students can keep track of their progress and plan the process of completing the task. Include Plan, Create rhyme, Conference, Create actions, Rehearse and Ready.Find and prepare a collection of literary texts with illustrations or page layout that would be appealing to the class of Prep students.

Find and prepare a collection of picture books in which a variety of techniques and styles have been used in the illustrations.

Find and prepare cardboard sheets with visual cues for 'Down by the bay' verses.

Find and prepare cards (or digital equivalent) with rhyming word pairs from the text.

Find and prepare different mediums to use to create an illustration

Find and prepare resources and equipment needed for planning and creating the poster.

Find and prepare the rhyming books read in this unit and other fiction books that have been read to students during the year and set up a display.

Learning object - Animal rhymes https://learningplace.eq.edu.au/cx/resources/items/2398fc71-1ae3-c9f0-dbdf-cee90c2437ed/0/viewIMS.jsp

Learning object - At the start or at the endhttps://learningplace.eq.edu.au/cx/resources/items/43e71e8e-ef0d-7098-429e-db2eb4ae8ea5/0/ViewIMS.jsp

Learning object - Baa, baa, black sheep Learning object - Create a fantasy characterhttps://learningplace.eq.edu.au/cx/resources/items/4fe9c2f7-9c31-fb0e-46b9-b7191842ea02/0/viewIMS.jsp




Duration: 8 Weeks


Learning object - Eye video (Note: select 'Down by the bay: Rhyming song')

Learning object - Eye video (Note: select 'Over in the meadow')

Learning object - Eye video (Note: Select the song 'A frog went walking')

Learning object - foniks (Tim Bowyer) http://www.foniks.org/2/pagessou/hat.html

Learning object - Make a rhyme

Learning object - Old Mother Hubbard

Learning object - Rhymes and stories

Learning object - Sam's pram

Learning object - Ten in the bed

Learning object - The dry tap https://learningplace.eq.edu.au/cx/resources/items/c7a52750-880d-8f84-c423-f1ba5f7506ff/0/ViewIMS.jsp

Learning object - Tune in Learning object - Wishes and fisheshttps://learningplace.eq.edu.au/cx/resources/items/907ff6de-5e53-6292-02cd-62381114323a/0/ViewIMS.jsp

Sheet - Alphabet chart

Sheet - Down by the bay

Sheet - Essential words

Sheet - Letters, sounds and words booklet - aA Sheet - Letters, sounds and words booklet - sh https://learningplace.eq.edu.au/cx/resources/items/75c9f2d8-35e7-4b79-a00d-06c4e62fff4b/0/Eng_Prep_U3_SH_LettersSoundsWords_sh.docx

Sheet - One, two, buckle my shoe




Duration: 8 Weeks


Sheet - Over in the meadow

Sheet - Recount rhyming words

Sheet - Rhyme time

Sheet - Wall chart

Slideshow - Old Mother Hubbard Spelling - Year Prep Spelling overviewhttps://learningplace.eq.edu.au/cx/resources/items/64032b89-6bac-f41d-9983-90b6dfb51b73/0/index.html

Supporting learning resource - Aboriginal & Torres Strait Islander histories and cultures suggested alternative resources https://learningplace.eq.edu.au/cx/resources/items/bc9b956f-7099-4ac5-9103-e03cec41f823/0/Eng_Prep_U3_SLR_AlternativeResources.docx

Supporting learning resource - Beginning to readhttps://learningplace.eq.edu.au/cx/resources/items/c0c48e57-a81e-4deb-a7be-e4d565bf09e0/0/Eng_Prep_U3_SLR_BeginningToRead.docx

Supporting learning resource - Beginning to writehttps://learningplace.eq.edu.au/cx/resources/items/813b1e2e-9d2c-48e4-bc91-1afffec32628/0/Eng_Prep_U1_SLR_BeginToWrite.docx

Supporting learning resource - C2C: Aboriginal peoples & Torres Strait Islander peoples Cross Curriculum Priority support https://oneportal.deta.qld.gov.au/EducationDelivery/Stateschooling/schoolcurriculum/Curriculumintotheclassroom/Pages/C2CAandTSICCPSupport.aspx

Supporting learning resource - Developing early literacy: Chapter 7: Reading developmenthttps://learningplace.eq.edu.au/cx/resources/items/a0541bfa-1641-c660-4a71-548d1fe8468d/0/Eng_Y01_U1_SLR_ReadingDevelopment.pdf

Supporting learning resource - English metalanguage: Years P-2https://learningplace.eq.edu.au/cx/resources/items/332aaccf-9152-1256-2b9f-3f456bd29f88/0/Eng_SLR_YP-Y02_Metalanguage.docx

Supporting learning resource - Examples of poems for Prephttps://learningplace.eq.edu.au/cx/resources/items/0f7d1d0a-bc65-461c-bb8a-c17fcee0cfd6/0/Eng_Prep_U3_SLR_ExamplesOfPoems.docx

Supporting learning resource - Exploring poemshttps://learningplace.eq.edu.au/cx/resources/items/e2ecc9f5-fbbc-426b-bc35-c6f37f0d43ef/0/Eng_Y02_U1_SLR_ExploringPoems.docx

Supporting learning resource - Exploring rhyming wordshttps://learningplace.eq.edu.au/cx/resources/items/b5c6aa3d-f43c-4c3b-8a8c-d01b53fa1d58/0/Eng_Prep_U3_SLR_ExplRhymingWords.docx

Supporting learning resource - Focused reading and handwriting overview: Exploration of character friendships

Supporting learning resource - Focused reading and handwriting overview: Exploration of funny characters 1




Duration: 8 Weeks


Supporting learning resource - Focused reading and handwriting overview: Information from pictures

Supporting learning resource - Focused reading and handwriting overview: Introduction to rhyme 1

Supporting learning resource - Focused reading and handwriting overview: Introduction to rhyme 2

Supporting learning resource - Focused reading and handwriting overview: Presentation of a personal response 1


Supporting learning resource - Focused reading and handwriting overview: Unusual ideas in stories or rhymes Supporting learning resource - Introduction to the unit: Interacting with others https://learningplace.eq.edu.au/cx/resources/items/08ff99de-fed0-470f-9aca-339c3595c535/0/Eng_Prep_U3_SLR_UnitIntro.docx

Supporting learning resource - Learning about readinghttps://learningplace.eq.edu.au/cx/resources/items/6a48338f-f0e5-40bf-a940-3cab93371936/0/Eng_Prep_U1_SLR_LearnRead.docx

Supporting learning resource - 'Old Mother Hubbard' rhyme

Supporting learning resource - Reading checklist: Year Prep Supporting learning resource - Supporting a beginning readerhttps://learningplace.eq.edu.au/cx/resources/items/e01075a0-b772-413e-887d-ec2d5da2c790/0/Eng_Prep_U2_SLR_SuppBegReader.docx

Supporting learning resource - Teacher tips: Exploring character friendships

Supporting learning resource - Teacher tips: Information from pictures

Supporting learning resource - Teacher tips: Unusual ideas in stories and rhymes

Supporting learning resource - Unit 3 Contexts for learning 1 - English

Supporting learning resource - Unit 3 Contexts for learning 2 - English Supporting learning resource - Yarning circleshttps://learningplace.eq.edu.au/cx/resources/items/6af7563c-70cd-4f7f-32a1-ae6ec0aed6bc/0/C2C_EATSIPS_YarningCircles.pdf

Supporting learning resource - Year Prep Monitoring tool for reading




Duration: 8 Weeks


Text - Allen, P 1989, Mr McGee and the biting flea, Puffin Books, Camberwell, Vic

Text - Allen, P 1990, Bertie and the bear, Penguin Group (Australia), Camberwell, Vic

Text - Bland, N 2010, The very itchy bear, Scholastic, Lindfield, NSW

Text - Child, L 2006, Charlie and Lola: But excuse me that is my book, Penguin, London


Text - Lester, A 2010, Noni the pony, Allen & Unwin, Crows Nest, NSW

Text - Logan, K & Keller, T 2011, A fish with a wish, Imago Productions: Singapore

Text - Martin Jnr, B 1986, Brown bear, brown bear, what do you see? Collins Books, London

Text - Martin Jnr, B 2007, Polar bear, polar bear, what do you hear? Puffin Books, London

Text - McKimmie, C 2010, Two peas in a pod, Allen & Unwin, Crows Nest. NSW

Text - Moreton-Shaw, C and Shaw, G 2006, Wake up, sleepy bear! Puffin Books, London

Text - Oliver, N 2003, Baby Bilby, where do you sleep? Lothian, South Melbourne

Text - Pym, T 2009, Have you ever seen a Sneep? Doubleday, London

Text - Simon, T and Notley, W 2009, Kangaroo rock, Blake Education, Leichhardt, NSW

Website - Allen, Pamela (New Zealand Book Council) http://www.bookcouncil.org.nz/writers/allenpamela.html

Website - Aunty Wendy's mob (www.auntywendysmob.com) http://www.auntywendysmob.com/home

Website - Between the lions: Chicken stacker (PBS Kids) http://pbskids.org/lions/games/stacker.html




Duration: 8 Weeks


Website - Children's author profiles (Penguin Group, Australia) http://www.puffin.com.au/contributors/


Website - Contemporary practice resource: Englishhttps://learningplace.eq.edu.au/cx/resources/items/3cf69097-9ee7-076c-3460-9ca7190f1f5d/0/index.html

Website - Queensland Curriculum & Assessment Authority (State of Queensland) https://www.qcaa.qld.edu.au/(Note: For further support materials for rhyme use the 'Rhyme time' package from the Queensland Curriculum & Assessment Authority website (Home > Search > Rhyme time)

Website - Rhyme: Humpty dumpty ... (NeoK12 Education) http://www.neok12.com/rhymes/rhyHumpty.htm

Assessment Planner - Create and recite a rhyme

Assessment task - Eng_Prep_U3_AT_CreateReciteRhyme.docx

Assessment task - Eng_Prep_U3_AT_MR_CreateReciteRhyme.docx

Assessment Planner - Responding to a rhyming story

Assessment task - Eng_Prep_U3_AT_MR_RespondingToRhymingStory.docx

Assessment task - Eng_Prep_U3_AT_RespondingToRhymingStory.docx

Assessment Assessment task - Create and recite a rhyme

Assessment task - Create and recite a rhyme: Model response

Assessment task - Responding to a rhyming story

Assessment task - Responding to a rhyming story: Model response




Duration: 8 Weeks

Assessment

Assessment Task - Marking guide

AssessmentTask Name

Create and recite a rhyme (Yr PY)Type: Imaginative response - oral

Date:

Description Students listen to and demonstrate knowledge of rhyme through written and spoken communication.

Learning Area English

Knowledge and understanding Creating texts (Productive) Comprehending texts (Receptive)

Writes showing evidence of letter and sound knowledge and beginning writing behaviours.

Communicates clearly in whole class setting. Identifies and uses rhyme, and orally blends sounds in words.

Uses appropriate interaction skills to listen and respond to others in a familiar environment. Listens for rhyme, letter patterns and sounds in words.

AP ◄ Uses appropriate vocabulary for context. ◄Varies articulation (intonation and pace) to enhance meaning. Emphasises the meaning of the rhyme through actions.

◄Sequences ideas when speaking about peers' rhymes. Identifies and discusses rhyming words by referencing the letter and sound patterns.

MC ◄ Uses letter and sound knowledge, including onset and rime, to spell words. ◄

Uses appropriate voice levels, body language, and gestures. Makes eye contact. Recites rhyme with appropriate actions.

◄ Exchanges ideas about peers' rhymes. Identifies rhyme, letter patterns and sounds in words.

WW ◄ Writes showing evidence of letter and sound knowledge and beginning writing behaviours. ◄

Communicates clearly in whole class settings. Identifies and uses rhyme, and orally blends sounds in words.

◄Uses appropriate interaction skills to listen and respond to others in a familiar environment. Listens for rhyme, letter patterns and sounds in words.

EX ◄ Uses letters in word-like clusters. ◄ Speaks so that others can hear. ◄Recalls words used in peers' rhymes.Uses words to convey feedback.

BA ◄ Uses letters and letter-like symbols. ◄ Refers to topic of the rhyme. ◄ Participates in listening situations.




Duration: 8 Weeks

Assessment

Assessment Task - Marking guide

AssessmentTask Name

Responding to a rhyming story (Yr PY)Type: Informative response - oral

Date:

Description Students communicate an opinion about a familiar rhyming story and identify the use of rhyme.

Learning Area English

Comprehending texts (Receptive) Knowledge and understanding Creating texts (Productive)

Recalls one or two events from texts with familiar topics. Identifies connections between texts and their personal experiences.

Listens for rhyme, letter patterns and sounds in words. Identifies and describes likes and dislikes about familiar texts, characters and events. Communicates clearly in whole class setting.

AP ◄ Makes inferences about characters and events and connects these with own experiences. ◄ Replicates rhymes using known words. ◄ Varies articulation (intonation and pace) to enhance

meaning. Uses eye contact with the audience.

MC ◄ Shares thoughts and feelings about characters and events in familiar texts. ◄ Identifies rhyming words and sounds in familiar

texts. ◄ Uses appropriate voice levels, body language, and gestures.

WW ◄Recalls one or two events from a story with a familiar topic. Identifies connections between texts and their personal experiences.

◄ Listens for rhyme, letter patterns and sounds in words. ◄

Identifies and describes likes and dislikes about familiar texts, characters and events.Communicates clearly in whole class setting.

EX ◄ Talks about something from a familiar story. ◄ Identifies words in familiar texts. ◄Gives an opinion about a familiar text.Speaks so that others can hear and understand.

BA ◄ Listens to stories. ◄ Participates in reading situations. ◄ Refers to topic of familiar text.




Duration: 8 Weeks

Acknowledgement, Disclaimer and Copyright

Content descriptions, achievement standards and general capabilities are extracts from the Australian Curriculum.

These are subject to copyright under the Copyright Act 1968 and are owned by the Australian Curriculum, Assessment and Reporting Authority (ACARA) [2014].

Disclaimer: ACARA neither endorses nor verifies the accuracy of the information provided and accepts no responsibility for incomplete or inaccurate information. In particular,

ACARA does not endorse or verify that:

The content descriptions are solely for a particular year and subject; All the content descriptions for that year and subject have been used; and The author's material aligns with the Australian Curriculum content descriptions for the relevant year and subject.

You can find the unaltered and most up to date version of this material at http://www.australiancurriculum.edu.au. This material is reproduced with the permission of ACARA.

Copyright in this publication and the content therein is owned by the State of Queensland (acting through the Department of Education and Training) (‘the Department’) or, in the case of some materials, by third parties (‘Third Party Content’).

Apart from any use expressly permitted by the Copyright Act 1968 (Cth), no part of this publication may be reproduced, published, adapted, communicated, or otherwise used without the prior written permission of the Department.

Third Party Content may only be used as permitted by the Copyright Act 1968, or with the prior permission of the relevant third party. Queensland state educational institutions, within the meaning of the Education (General Provisions) Act 2006 (Qld), may reproduce and communicate all or part of this publication (retaining this notice) for non-commercial, educational purposes.

This publication is only to be shared with or distributed to students of Queensland state educational institutions, their parents, staff of the Department, or any other person authorised by the Department.

This publication is not part of NEALS.

Written requests for permission should be addressed to the:

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