warwick farm literacy program - english€¦ · web viewuse a planning sheet, and as a class,...
TRANSCRIPT
NSW, Department of Education and Training
Warwick Farm Literacy Program
Early Stage 1
The is a modified version of the original Warwick Farm Literacy Program
Lesson 1 –Preparing and Concepts of PrintOutcome Content
ENe-4A demonstrates developing skills and strategies to read, view
and comprehend short, predictable texts on familiar topics in different
media and technologies
identify some familiar written symbols in context,understand concepts about print & screen, including how books, film & simple digital texts work, & know some features of print, for example directionalityrecognise basic book conventions, eg open and hold books correctly, turn pagesunderstand direction of print, return sweeps & spaces between wordsrecognise the letters of the alphabet & know there are lower & upper case letterspredict meaning using elements of texts prior to readinguse with increasing awareness appropriate reading behaviours, eg pitch, intonation & fluency
ENe-8B demonstrates emerging skills and knowledge of texts to
read and view, and shows developing awareness of purpose,
audience and subject matter
recognise that there are different kinds of imaginative & informative texts for enjoyment & finding informationrecognise parts of print & digital texts, eg front & back covers, title & author, layout & navigationrecognise key differences between imaginative & informative textsidentify some purposes of simple & imaginative texts
identify the intended audience for a particular text & give reasons
ENe-9B demonstrates developing skills and knowledge in grammar, punctuation and vocabulary when responding to and composing texts
begin to understand that grammar, punctuation & vocabulary are needed to achieve the purpose of the textshow a growing awareness of words that enrich their vocabularybegin to build personal vocabularyknow the meaning of commonly used wordsdemonstrate an awareness that some words have multiple meaningsdemonstrate an awareness of nouns, pronouns & conjunctionsrecognise simple pronoun references to maintain meaningunderstand that punctuation is a feature of written text different from letters; recognise how capital letters are used for names, & that capital letters & full stops signal the beginning & end of sentencesrecognise that texts are made up of words & groups of words that make meaningidentify statements, questions, commands & exclamations & their functions in textsidentify features of sentence punctuation, eg question marks & exclamation marks, when reading & composing
ENe-10C thinks imaginatively and creatively about familiar topics,
simple ideas and the basic features of texts when responding to and
composing texts
communicate the purposes of drawings & other visual mediaunderstand that imaginative texts can be composed for a range of audiences & purposes, using a range of mediaengage with & appreciate the imaginative use of language through storytellingrecognise some different types of literary texts & identify some characteristic features of literary texts, for example beginnings & endings of traditional texts & rhyme in poetry
ENe-11D responds to and composes simple texts about familiar aspects of the world and their own experiences
engage with a variety of simple texts & begin to understand that readers draw on their own knowledge to make meaning & enhance enjoyment
ENe-12E demonstrates awareness of how to reflect on aspects of their own and others’ learning
contribute to guided discussion about how people learn to read & write
Lesson 1 –Preparing and Concepts of PrintMain IdeaStudents will begin to access the print and digital texts by participating in a variety of pre-reading activities. These activities will stimulate imaginative and creative thoughts and discussion, preparing students for the information, vocabulary, visual, and auditory stimulus that will be found in the text. This will also enable students to develop their background knowledge and vocabulary relevant to the topic.
Preparation/ ResourcesPrint and digital textStimulating questionsQuestion Charts
Lesson Sequence Show the class the text. Discuss how the text might be viewed. Book / Poster
up the correct way, reading right to left, return sweep, turning pages, parts of print and digital texts etc.
Ask the class what they think it might be about ? Ask the student to they see any text or symbols they might know ? Ask the students :
What do we already know ? What would you like to know? What words do you think we will see / hear in the text ?
Read / Listen / Show the text to the students. Is this an Imaginative text or an Informative Text. Discuss / recognise the key differences between imaginative and informative texts. What is the purpose of this text ? Who is it written for (Audience) ? How do you know ?
Re read it explicitly noting appropriate reading behaviours and explicitly teaching reading strategies.
Discuss the Grammar / Vocabulary/ Punctuation focus – find it in the text Discuss with student beginning / middle/ end of the story Discuss how the different parts of the print and digital text ( Multi model) impact of the meaning
of the text.
Alternative Activities
Mind maps instead of charts Drawings of predictions Use of colours Simple words Use only some of the charts Use of ‘What’s in my head’ poster Use of graphics to prompt discussion Reference to plans and posters of text types
Deep Knowledge Deep Understanding Problematic Knowledge
Higher-Order Thinking Metalanguage Substantive
CommunicationExplicit Quality
Criteria Engagement High Expectations Social Support Students’ self-regulation Student Direction
Background Knowledge Cultural Knowledge Knowledge
Integration Inclusivity Connectedness Narrative
Lesson 2 – The Key Ideas
Outcome Content
ENe-4A demonstrates developing skills and strategies to read, view and comprehend short, predictable texts on familiar topics in different media and technologies
identify and compare similar ideas, characters & settings in textsrecognise grammatical patterns when reading to assist in making meaning, eg locating words that tell who, what, when or where in textsidentify literal meanings presented in texts, eg character, setting & events
ENe-9B demonstrates developing skills and knowledge in grammar, punctuation and vocabulary when responding to and composing texts
begin to build personal vocabularyrecognise that sentences are key units for expressing ideasknow the meaning of commonly used words
demonstrate an awareness that some words have multiple meanings
ENe-12E demonstrates awareness of how to reflect on aspects of their own and others’ learning
contribute to guided discussion about how people learn to read & write
Lesson 2 – The Key Ideas
Main IdeaStudents will extend their vocabulary needed to interact in understand the text as well as select the key ideas and information found in the text.Preparation/ Resources“Reading the Text “ chartKey Ideas Chart
Lesson Sequence Read / Show / Listen to the print or digital text. Review the previous lesson, with particular focus on the text type and the
beginning / Middle / End of the text. Ask the students:
Who is in the text ? What happened? When was this set ? Where was it set?
Is this text similar to anything else we have read or seen ? Add to the word wall from yesterday on new words they have seen or heard.
Discuss the meaning of theses word. Can they mean different thing? Complete the Key Ideas Poster – Explicitly teaching that sentences are key
units for expressing ideas. What key ideas can be seen throughout the text.
Alternative Activities Teacher reads the text instead of students Use of a who, when, where chart Use the highlighter tool Mind map Acting/ Drama to depict the main idea Story maps Use of diagrams instead of words
Focus on lead sentence of each paragraph
Deep Knowledge Deep Understanding Problematic Knowledge
Higher-Order Thinking Metalanguage Substantive
CommunicationExplicit Quality
Criteria Engagement High Expectations Social Support Students’ self-regulation Student Direction
Background Knowledge Cultural Knowledge Knowledge
Integration Inclusivity Connectedness Narrative
Lesson 3 – Understanding
Outcome Content
ENe-4A demonstrates developing skills and
strategies to read, view and comprehend short,
predictable texts on familiar topics in different media and
technologies
identify a sentence in imaginative & informative texts & understand its meaninguse comprehension strategies to understand & discuss texts listened to, viewed or read independentlymake connections between a text & own lifeinterpret meaning by responding to an inferential questionretell a familiar story in sequence & identify main ideacreate visuals that reflect character, setting & eventsuse context to predict meaning in written texts to supplement decoding attempts
ENe-8B demonstrates emerging skills and knowledge of texts to read and view, and shows developing awareness of purpose, audience and subject matter
explore sequencing of a story, focusing on the beginning, middle & end & recognise cultural patterns of storytelling, eg 'Once upon a time', the Dreaming
ENe-10C thinks imaginatively and creatively about familiar topics, simple ideas and the basic features of texts when responding to and composing texts
retell familiar literary texts through performance, use of illustrations & images
Lesson 3 – Understanding
Main Idea.
Students will maximise their understanding of a text by gaining a deep understanding of the text through various mode of deconstruction and questioning.
Preparation/ ResourcesHere, Hidden Head charts
Lesson Sequence Explain to students that during today’s lesson we will be maximising their
understanding of the text. Re read / view the print or digital text. Use one or more of the ideas below to allow student to explore and
demonstrate their understanding of the text.
Formulate Head / Hidden / Head questions Formulate questions for collaborative discussion based on the Super Six Deconstruct a sentence to grammar / vocabulary and meaning. Have
student do a cut and paste activity Retell the story with a focus on the Main Idea Create Visuals that reflect character, setting and events Sequencing of the story. Retell the text through performance, use of illustrations and images. Cloze passage Formulate questions from Blooms Taxonomy Have students create a review or video blog about the text. Hot Seat Use DeBono’s Thinking hats to stimulate collaborative discussion
Alternative Activities
Deep Knowledge Deep Understanding Problematic Knowledge
Higher-Order Thinking Metalanguage Substantive
CommunicationExplicit Quality
Criteria Engagement High Expectations Social Support Students’ self-regulation Student Direction
Background Knowledge Cultural Knowledge Knowledge
Integration Inclusivity Connectedness Narrative
Lesson 4 – Responding Reflecting and Evaluating Outcome Content
ENe-8B demonstrates emerging skills and knowledge of texts to read and view, and shows developing awareness
of purpose, audience and subject matter
identify some familiar texts & the contexts in which they are usedunderstand that readers/viewers may have varied & individual responses to a textexplore the different contribution of words & images to meaning in stories & informative textsidentify some features of texts including events & characters & retell events from a textdiscuss familiar written & visual texts
ENe-10C thinks imaginatively and creatively about familiar topics, simple ideas and the basic features of texts when
responding to and composing texts
respond to texts, identifying favourite stories, authors & illustratorsrespond to a range of imaginative & creative texts, including visual mediashare feelings & thoughts about the events & characters in texts
ENe-11D responds to and composes simple texts about familiar aspects of the world and their own experiences
share responses to aspects of a text that relate to their own liferecognise that texts are created by authors who tell stories and share experiences that may be similar or different to students' own experiencesunderstand that language can be used to describe likes & dislikesexplore how language is used differently at home & schoolcompare & connect own experiences to those depicted in storiesrespond to texts that depict aspects of home & community life, eg short films and digital textsrespond to Dreaming stories, eg stories from local Aboriginal & Torres Strait Islander communitiesrespond to literature & a variety of other texts from a range of storytellers & cultures, using picture books & online sourcesread and discuss stories that reflect students' social & cultural groupsbegin to recognise points of views in texts
ENe-12E demonstrates awareness of how to reflect on
aspects of their own and others’ learning
develop an appreciation for books, poetry & song and the importance of narrativereflect on own reading and discuss the pleasure & challenges of learning to readdiscuss likes & dislikes after reading
Lesson 4 – Responding, Reflecting and Evaluating
Main Idea
Students will demonstrate their understanding of the text, by responding to the text, reflecting, comparing and evaluation the text.
Preparation/ Resources
Lesson Sequence Review the purpose of the print or digital text and the text type. Reread the text and develop a structured overview as you go.
Tell me about our text ? ( Record on mind map or similar device) Have student identify other similar texts What were the important features of the text and how did they make
an impact on the reader ? Is this text similar to something you know / do ? How ? How is the language / words used in the text different to what you use
at home or school ? What different points of view seen in the text ?
Discuss if the students enjoyed the text. Why or why not ? What was hard understand in the text ?
Alternative Activities
Deep Knowledge Deep Understanding Problematic Knowledge
Higher-Order Thinking Metalanguage Substantive
CommunicationExplicit Quality
Criteria Engagement High Expectations Social Support Students’ self-regulation Student Direction
Background Knowledge Cultural Knowledge Knowledge
Integration Inclusivity Connectedness Narrative
Lesson 5 –Deconstruct and Plan To Write
Outcome Content
ENe-2A composes simple texts to convey an idea or message
drawing on their experience of language & texts, begin to understand that writing & representing can be used to convey an idea or messageknow that spoken sounds & words can be written down using letters of the alphabet & how to write some high-frequency sight words & known words
ENe-7B recognises some different purposes for writing
and that own texts differ in various ways
discuss the possible audiences of imaginative and informative textsunderstand 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) & that stories and informative texts have different purposesdiscuss the different purposes of drawing & writing in simple textsunderstand that some language in written texts is unlike everyday spoken languageidentify some differences between imaginative & informative textsidentify that imaginative texts are about 'characters' that are represented by nouns & noun groupsdemonstrate an awareness of written forms of communication, including labels, symbols,
ENe-10C thinks imaginatively and creatively about familiar topics, simple ideas and the basic features of texts when
responding to and composing texts
communicate the purposes of drawings & other visual mediadiscuss intended personal writing topics to form the basis for composing
discuss creative language features in imaginative texts that can enhance enjoyment, eg illustrations, repetition
Lesson 5 –Deconstruct and Plan to Write
Main IdeaStudents will review the deconstruction of the Modelled Reading text/s and the structured overview in order to jointly plan for writing.
Preparation/ Resources All Modelled Reading charts used in the deconstructionStructured OverviewsPlanning for writing sheetA wider variety of plans are available in a labelled folder in the photocopying room.
Lesson Sequence Re read / view the print or digital text. Explicitly teach and discuss :
Text Type / Written Form Audience Purpose Main Idea Character Setting Title Illustrator Author Grammatical features ( If appropriate)
Use a planning sheet, and as a class, develop a class plan for jointly constructing a print or digital text. Continually refer back to text structure and specific features of the text e.g. verbs, technical vocabulary, etc.
Focus on the POWER process – Plan, Organise, Write, Edit, Rewrite
Alternative Activities
Deep Knowledge Deep Understanding Problematic Knowledge
Higher-Order Thinking Metalanguage Substantive
CommunicationExplicit Quality
Criteria Engagement High Expectations Social Support Students’ self-regulation Student Direction
Background Knowledge Cultural Knowledge Knowledge
Integration Inclusivity Connectedness Narrative
Lesson 6 - Writing Together
Outcome Content
ENe-2A composes simple texts to convey an idea or message
create short texts to explore, record & report ideas and events using familiar words &
beginning writing knowledge
identify & use words around the classroom & in books during writing
compose texts using some sight words & known words
compose texts on familiar topics using pictures & graphics to support their choice of words
experiment with basic visual, multimodal & digital processes to represent some simple ideas expressed in texts & to convey experiences
use opportunities to write in their home language & dialect and make basic connections with English, including Aboriginal languages & Aboriginal English
participate in shared editing of students' own texts for meaning, spelling, capital letters & full stops
ENe-7B recognises some different purposes for writing and that own texts differ in various ways emails, letters & photographsENe-10C thinks imaginatively and creatively about familiar topics, simple ideas and the basic features of texts when responding to and composing texts
discuss creative language features in imaginative texts that can enhance enjoyment, eg illustrations, repetition
Lesson 6 - Writing Together
Main IdeaAs a whole class, the students will participate in the joint construction of a specific text type.
Preparation/ ResourcesPlanning for writing sheetModelled writing pad/ computer/ IWBEditing chart
Lesson Sequence Use this opportunity to experiment with basic visual, multimodal and
digital processes to express simple ideas. Using the class plan, all students participate in a joint construction of the
text. Specific focus needs to be on : Text Type / Written Form / Structure Audience Purpose Main Idea Character Setting Grammatical features ( If appropriate)
As each point is used from the plan, tick it off so that students can see how the plan is used and ensure all points are included in the Joint Construction.
Discuss how to construct words, sentences, language features and pictures to enhance the text.
If time permits, use the editing chart to edit the text as a class. This is an excellent opportunity to model to students the editing process, so that they have the skills to edit their own writing independently.
Alternative Activities
Deep Knowledge Deep Understanding Problematic Knowledge
Higher-Order Thinking Metalanguage Substantive
CommunicationExplicit Quality
Criteria Engagement High Expectations Social Support Students’ self-regulation Student Direction
Background Knowledge Cultural Knowledge Knowledge
Integration Inclusivity Connectedness Narrative
Lesson 7 – Ready to Write
Outcome Content
ENe-2A composes simple texts to convey an idea or
message
create short texts to explore, record & report ideas and events using familiar words &
beginning writing knowledge
identify & use words around the classroom & in books during writing
compose texts using some sight words & known words
compose texts on familiar topics using pictures & graphics to support their choice of words
experiment with basic visual, multimodal & digital processes to represent some simple ideas expressed in texts & to convey experiences
use opportunities to write in their home language & dialect and make basic connections with English, including Aboriginal languages & Aboriginal English
participate in shared editing of students' own texts for meaning, spelling, capital letters & full stops
ENe-9B demonstrates developing skills and
knowledge in grammar, punctuation and vocabulary when
responding to and composing texts
recognise simple pronoun references to maintain meaningunderstand that punctuation is a feature of written text different from letters; recognise how capital letters are used for names, & that capital letters & full stops signal the beginning & end of sentencesexperiment with adverbial phrases in structured & guided activities to indicate when, where & how actions occurred, eg last week, at homecompose effective sentences in writing using appropriate word orderbegin to use statements & questions with appropriate punctuationattempt to incorporate unfamiliar words in writinguse a growing vocabulary to describe everyday events & experience
Lesson 7 – Ready to Write
Main IdeaStudents will participate in the completion and editing of the joint construction and will complete an individual plan in preparation for independent writing.
Preparation/ ResourcesPlanning for writing sheetModelled writing pad/ computer/ IWBEditing chartIndividual Planning sheets
Lesson Sequence If needed, complete Joint Construction and editing.
Give students individual planning sheets. Students independently complete own simple plans. This can be completed through drawing, cut and paste activities, simple word answers or collaborative work.
Alternative Activities
Deep Knowledge Deep Understanding Problematic Knowledge
Higher-Order Thinking Metalanguage Substantive
CommunicationExplicit Quality
Criteria Engagement High Expectations Social Support Students’ self-regulation Student Direction
Background Knowledge Cultural Knowledge Knowledge
Integration Inclusivity Connectedness Narrative
Lesson 8 – Going it Alone
Outcome Content
ENe-2A composes simple texts to convey an idea or
message
create short texts to explore, record & report ideas and events using familiar words &beginning writing knowledgeidentify & use words around the classroom & in books during writingcompose texts using some sight words & known wordscompose texts on familiar topics using pictures & graphics to support their choice of wordsexperiment with basic visual, multimodal & digital processes to represent some simple ideas expressed in texts & to convey experiencesuse opportunities to write in their home language & dialect and make basic connections with English, including Aboriginal languages & Aboriginal Englishparticipate in shared editing of students' own texts for meaning, spelling, capital letters & full stops
ENe-9B demonstrates developing skills and
knowledge in grammar, punctuation and vocabulary when
responding to and composing texts
demonstrate an awareness of nouns, pronouns & conjunctionsrecognise simple pronoun references to maintain meaningunderstand that punctuation is a feature of written text different from letters; recognise how capital letters are used for names, & that capital letters & full stops signal the beginning & end of sentencesbegin to understand that grammar, punctuation & vocabulary are needed to achieve the purpose of the textcompose effective sentences in writing using appropriate word orderbegin to use statements & questions with appropriate punctuationattempt to incorporate unfamiliar words in writinguse a growing vocabulary to describe everyday events & experienceshow a growing awareness of words that enrich their vocabulary
Lesson 8 – Going It Alone
Main IdeaStudents will participate in the completion and editing of the joint construction and will complete an individual plan in preparation for independent writing.
Preparation/ ResourcesPlanning for writing sheetModelled writing pad/ computer/ IWBEditing chartIndividual Planning sheets
Lesson Sequence Students review individual plan for writing. Children begin draft of the print or digital text independently. Remind
students to use their plan to guide them and to refer to the joint construction. Ensure that they consistently reviewing their work in intervals to check that it makes sense and to complete any editing.
NOTEThis provides an excellent opportunity for teachers to withdraw a small group of students to work with while the other students are completing independent plans.
This could also be a good time for feedback to the students to see if Data Wall goals are being achieve.Alternative Activities
Deep Knowledge Deep Understanding Problematic Knowledge
Higher-Order Thinking Metalanguage Substantive
CommunicationExplicit Quality
Criteria Engagement High Expectations Social Support Students’ self-regulation Student Direction
Background Knowledge Cultural Knowledge Knowledge
Integration Inclusivity Connectedness Narrative
Lesson 9 Polishing and Refining
Outcome Content
ENe-2A composes simple texts to convey an idea or
message
create short texts to explore, record & report ideas and events using familiar words &beginning writing knowledgeidentify & use words around the classroom & in books during writingcompose texts using some sight words & known wordscompose texts on familiar topics using pictures & graphics to support their choice of wordsexperiment with basic visual, multimodal & digital processes to represent some simple ideas expressed in texts & to convey experiences
use opportunities to write in their home language & dialect and make basic connections with English, including Aboriginal languages & Aboriginal English
participate in shared editing of students' own texts for meaning, spelling, capital letters & full stops
Lesson 9 Polishing and Refining
Main IdeaStudents will complete their independent writing and will use the editing chart, a peer or peers and the teacher, to polish and refine their draft.
Preparation/ Resources Whole class Joint constructionIndividual planning sheetIndependent draftEditing chartConferencing sheetLesson Sequence Students continue writing their draft text. On completion of writing, students will use the editing chart to polish and
refine their writing.
Note : At this stage, you may use a sample of a student’s independent writing to demonstrate to the whole class or small groups the editing process using the chart.
When students have edited their draft independently they can then work with a peer or peers to edit and discuss their work before conferencing with the teacher.
Alternative Activities
Deep Knowledge Deep Understanding Problematic Knowledge
Higher-Order Thinking Metalanguage Substantive
CommunicationExplicit Quality
Criteria Engagement High Expectations Social Support Students’ self-regulation Student Direction
Background Knowledge Cultural Knowledge Knowledge
Integration Inclusivity Connectedness Narrative
Lesson 10 Publishing Outcome Content
ENe-2A composes simple texts to convey an idea or
message
create short texts to explore, record & report ideas and events using familiar words &beginning writing knowledgeidentify & use words around the classroom & in books during writingcompose texts using some sight words & known wordscompose texts on familiar topics using pictures & graphics to support their choice of wordsexperiment with basic visual, multimodal & digital processes to represent some simple ideas expressed in texts & to convey experiencesuse opportunities to write in their home language & dialect and make basic connections with English, including Aboriginal languages & Aboriginal Englishparticipate in shared editing of students' own texts for meaning, spelling, capital letters & full stopsshare writing with others for enjoymentdevelop an awareness of issues relating to the responsible use of digital communication
ENe-12E demonstrates awareness of how to
reflect on aspects of their own and others’ learning
develop a growing understanding of how a rich text environment underpins learningbegin to recognise that there are different ways of learning in English
Lesson 10 Publishing
Main IdeaStudents will complete a self assessment to ensure that they have fulfilled the criteria of the text type and then they will publish their writing by hand or using computer technology.
Preparation/ ResourcesIndependent draftStudent self assessment sheetPublishing sheetComputer
Lesson Sequence Jointly complete a self assessment and criteria mark their draft to ensure
they have included all components necessary for their text type and give feedback on their Data Wall goals.
Have students share their writing with peers from their class / other classes and with members of the school.
Students publish their work. This can be done through a variety of print and digital forms.
Alternative Activities
Publishing work can be is a variety of ways. This may include, handwriting, posters, digital media, videos etc.
Deep Knowledge Deep Understanding Problematic Knowledge
Higher-Order Thinking Metalanguage Substantive
CommunicationExplicit Quality
Criteria Engagement High Expectations Social Support Students’ self-regulation Student Direction
Background Knowledge Cultural Knowledge Knowledge
Integration Inclusivity Connectedness Narrative