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English ProgrammeTerm OneYear 6W, 2014Robert WilsonYear 6W English UnitDeveloped by: Robert Wilson Term: One 2014 Unit Abstract: The year 5/6W English unit will run as an integrated unit with the Australian History unit. The unit is based on the following abstract:Is Australia’s Identity fully evolved or still evolving?Students will investigate the focus question by Examining their own identityIdentifying significant factors that impact on Australia’s identityIdentifying significant milestones, events and people in Australia’s historyExamining different migration periods and identifying who came, why they came and what that cultural group has contributed to our nationAnalysing, evaluating and drawing conclusions about the status of Australia’s identity.Key Activities:Major Genre: History Assignment One:?Year 6: “It’s all About Me!” Person Timeline (Digital tool of choice). (Part 1) Personal timeline. Students are to create a timeline of their own life, using photos and captions. This is to be presented using “Capzles” or any other digital tool of choice such as a weebly.(Part 2) My Geography – Country, state, city, suburb, street, house. Students use Google maps to locate all of these levels of their ‘geography’ and paste each into a word document to be linked to their digital portfolio.History Assignment Two:?Students write Factual Recount based on the historical events studied in history. Compare and contrast Australia with a country in our region.Minor Genres: Diagnostically, Students write a persuasive text based on the topic – “Multi-age classes are better/worse that straight classes.”Extension tasks: year 6 students may wish to complete a Historical Narrative As it relates to the historical facts of the history prehension activities based on Springboard Reading and comprehension skillsSpelling activities based on Words Their Way – three level groups – Grammar activities are based on developing a metalanguage in order for students to deconstruct sentences in to their parts. Reading Both classes will engage in: Reading history booksGC & CCP:* Numeracy Focus- working with scales on maps as it relates to the Australian explorers journeys.* ICT Focus Year 6 Students to use the digital portfolio to record their learning. They will also use spaaze and capsules to synthesise their learning* Other SubjectsScience – Writing Experiments (procedural writing) and recording facts.* Other – Various art activities - Australian landscapes.Achievement Standard: Year 6 Receptive modes (listening, reading and viewing)ASR6-5 listen to discussions, clarifying content and challenging others’ ideas. (rubric AS6-SL-1)ASR6-3 compare and analyse information in different texts, explaining literal and implied meaning. (rubric AS6-RV-3)Productive modes (speaking, writing and creating)ASP6-9 create detailed texts elaborating on key ideas for a range of purposes and audiences. (rubric AS6-SL-6)ASP6-10 make presentations and contribute actively to class and group discussions, using a variety of strategies for effect. (rubric AS6-SL-5)ASP6-11 demonstrate understanding of grammar, make considered choices from an expanding vocabulary, use accurate spelling and punctuation for clarity and make and explain editorial choices. (rubric AS6-W-5 AS6-W-6 AS6-W-7) Term 1 – Evidence of LearningReading and Viewing ComprehensionSpringboard – reading and comprehension books.Personal reading of novelsShared and Guided readingBoth classes will engage in: Reading history books as they relate to the year level history unit. Speaking Students make presentations and contribute actively to class and group discussions, using a variety of strategies for effect. Anecdotal notes on controlling impulsivity, clarity of thought and the ability to reflect and refine on an answer.SummativeSpringboard – books weekly rotations year 5 and 6Comprehension testing two per termFormative DRAResponses to Springboard into Comprehension activitiesWriting FormativeDiagnostically, Students write a persuasive text based on the topic – “Multi-age classes are better/worse that straight classes.”SummativeHistory Assignment One:?Year 6: “It’s all About Me!” Person Timeline (Digital tool of choice). (Part 1) Personal timeline. Students are to create a timeline of their own life, using photos and captions. This is to be presented using weebly or any other digital tool of choice such as a weebly.(Part 2) My Geography – Country, state, city, suburb, street, house. Students use Google maps to locate all of these levels of their ‘geography’ and paste each into a word document to be linked to their digital portfolio.History Assignment Two:?Students write Factual Recount based on the historical events studied in history. Compare and contrast Australia with a country in our region.ExtensionStudents are invited to write a historical narrative based on the historical facts studies in their respective history lessons.ListeningFollowing Instructions and Communication skills- summative- anecdotal & checklistSpelling SummativeSpelling pretesting using words their way inventory. Spelling activity worksheets teacher generate. Text editing – student generated.FormativeFriday spelling testGrammarHandwritingSummativeWeekly worksheets and grammar book – Grammar Ninja online activity assessments.FormativeEnd of tem testingWriting task in handwriting booklets.Dimensions of Learning (Dim 1): Attitudes and perceptions affect students’ ability to learn. For example, if students view the classroom as an unsafe and disorderly place, they will likely learn little there. Similarly, if students have negative attitudes about classroom tasks, they will probably put little effort into those tasks. A key element of effective teaching, then, is helping students to establish positive attitudes and perceptions about the classroom and about learning.Process:* Class meeting three times a week to discuss class and individual needs, interests and problems.* Reiterate positive expectations* Conference with individual students on a weekly basis* Design classroom setup to accommodate varying physical needs.Habits of Mind (Dim5): Habits of MindThinking and Communicating with Clarity and PrecisionBe clear! ?Striving for accurate communication in both written and oral form; avoiding over generalizations, distortions, deletions and exaggerations.Listening with Empathy and UnderstandingUnderstand Others! Devoting mental energy to another person's thoughts and ideas; Make an effort to perceive another's point of view and emotionsKnowledge (Dim2)Declarative Knowledge (Content)Students should: ReadingBe able to describe how explain how text structures assist in understanding the text. Be able to Identify aspects of literary texts that convey details or information about particular social, cultural and historical contextsBe able to show how ideas and points of view in no fiction texts are organised in logical frameworks – paragraphs and lead sentences.Be able to Navigate and read texts for specific purposes applying appropriate text processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanning.Use a range of software including word processing programs with fluency to construct, edit and publish written text, and select, edit and place visual, print and audio elements.SpellingShould be able to understand the use of vocabulary to express greater precision of meaning, and know that words can have different meanings in different contextsGrammarShould be able to understand that the starting point of a sentence gives prominence to the message in the text and allows for prediction of how the text will unfold.WritingShould have knowledge of persuasive text and factual recount structure, cohesion and style.Speaking and ListeningShould be able to understand that patterns of language interaction vary across social contexts and types of texts and that they help to signal social roles and relationships.Procedural Knowledge (Skills)Students should:Reading? Will identify the main idea of a whole text and of individual paragraphs.? Will accurately identify key ideas and details in short presentations, and summarise these ideas clearly for others. ? Will discuss the connections between particular structures, language features, simple literary devices, and the purposes of texts. ? will select relevant textual evidence to support opinions about texts, and recognise that narratives and experiences in texts are shaped by different viewpoints. ? They describe how sound and imagery influence interpretations of characters, settings and events in texts. ? Will compare ways in which their own and others’ viewpoints about texts are shaped by individual values and experiences, and expand their own understanding by taking account of different opinions and interpretations.Spelling? Uses common word patterns and critical features to spell? Uses tense endings and attempts some common prefixes and suffixes. ? Proofreads? Has large bank of automatically recalled spellingGrammarUnderstand the use of vocabulary to express greater precision of meaning, and know that words can have different meanings in different contexts WritingWrite clear, well-structured sentences and paragraphs and use punctuation to provide structure and meaning in order to retell the key events as they apply to historical facts – Factual Recount and persuasive textSpeaking and ListeningStudents should be able to clearly articulate answers in whole class discussions and small group work Anecdotal notes from teacher.Teaching and Learning Strategies including HOTs (Dim3 & 4)?Brainstorming, Defining, Composing, Listing, Classifying, Examining, Researching?Proposing, Role playing, Evaluating, Abstracting, Analyzing, Describing?Planning, Comparing, Debating, Self-reflectingResources# NetbooksStudents need access to Computer, Internet for research, Topic books on the Australian Colonies and early Migration.Springboard student books, Mac Millan books and RigbyStudy Ladder, LEAD, and other software programmesHotlight Spelling booklet, Handwriting, Excel.Resources Various useful website to explore Year 6 get to know you activity page Year 5 get to know you activity page Examples of descriptive writing Year 6 narrative deconstruction and story planner Narrative story planner year 5 Australia Day quizTerm 1 2014 Breakdown including content descriptors Literacy Language LiteratureWkReadingComprehensionSpellingGrammarWritingSpeaking and Listening1Shared Novel“My Story” – shared readingIndividual ReadingIntroduce Reading Journal via Digital Portfolio for year 6 Guided ReadingOral reading with teacher to confirm DRA results.Use Holbourn Diagnostic Reading activity (to sort chn into ability groups)Content descriptor: WS6-1 Understand how to use banks of known words, word origins, base words, suffixes and prefixes, morphemes, spelling patterns and generalisations to learn and spell new words, for example technical words and words adopted from other languages. Conduct spelling standardised testing as per as per word their way pre test to determine ability groupsSpelling focuses on phonics, etymology, morphemes& base words and rules.Group spelling lists are developed to suite child’s need.Activities: (These will continue each week)1.LSCWC2.Individual Card activities from words their way3.Spelling Conventions activities – Teacher generated group 1-3 (Individual)Each week’s theme words are added to the word wall.Year 6 theme words: colony, colonies, Australia, explorer, AboriginalContent descriptor: WG6-1 Understand that cohesive links can be made in texts by omitting or replacing words.Quick Review-Full stops and capital letters.pp. 72 Everyday Grammar Book 6)Year 6Noun review (common, proper, collective, abstract, pronoun)pp. 8-13 Everyday Grammar Book 6)Content descriptor:WW6-5 Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience.INTERVIEW: Getting to Know our class mates.Work in pairs and interview each other, taking notes and revising, reviewing and refining questions to find out more detailed and relevant information – strengths weaknesses pastimes and interests. Students use this information to build up an understanding of their class mates. Year 6 get to know you activity pageAustralia Day Quiz students may wish to research some answers Content area:SL6-5 Participate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinions.Students participate daily in speaking and listening roles as they share and revise factual and conceptual ideas based on the historical topics being explored. Students daily observe the roles and responsibilities of a good listener; specifically, attentive body language, repeat the statement in their head before responding. A good speaker stops and controls their impulsive responsive by considering the relevance of their comment.ICT Focus: Year 6 Students to be introduced to the digital portfolio so they can record their classmate’s details.2Reading comprehension RV6-9 Select, navigate and read texts for a range of purposes, applying appropriate text processing strategies and interpreting structural features, for example table of contents, glossary, chapters, headings and subheadings.Springboard into comprehension as per scope and sequence of activities for 6. i.e Groups –examine novels chapter by chapter students examine novels with teacher guidance chapter by chapterWHOLE CLASS ACTIVITY (Once a week in rotational activity time) Comprehension activities- different generic texts with questions focusing on explicit and implicit readings Shared Novel(as above)Individual ReadingDaily individual choiceand Reading JournalComplete Spelling inventory via Words their Way. 3 streamed groups group 1 With in Word patterns. Group 2 Syllables and Affixes and group 3 Derivational relationsPhoneme:a (short a sound)Activities mentioned in Wk 1Year 6 theme words: colonise, colonising colonisation, coloniser environment, Spelling Focus: group 1 Ambiguous Vowels – dipthongsGroup 2 inflected endings: PluralsGroup 3 harder suffixes Adding -ionRevise Nouns – Pronouns For year 6. (Ref. pp. 12 - 16, Everyday Grammar book 6)Diagnostically, Students write a persuasive text based on the topic – “Multi-age classes are better/worse that straight classes.” Brainstorm arguments. Scaffold structure. My Geography - Teacher poses question, “How does where we live influence our daily life?” Compare daily life of an outback child, you (the student), a child living in India and Bangladesh. Students view the following video grabs. (Recordings saved in folder) – School in outback Australia – School in India – choosing between education and having a job in BangladeshTeacher uses data protector to project a four circle Venn Diagram on the board. Class uses this to compare and contrast life in each country. Optional Group activity – groups of four. Group Based on this diagram, students composes interviews highlighting the major similarities and differences. These are filmed and then shared with class.Students participate daily in speaking and listening roles as they share and revise factual and conceptual ideas based on the common topic of Australian Colonisation. Students daily observe the roles and responsibilities of a good listener; specifically, attentive body language, repeat the statement in their head before responding. A good speaker stops and controls their impulsive responsive by considering the relevance of their comment.English Assignment 1 (formative) - Writing yr. 6: Students write a persuasive text based on the topic – “Multi-age classes are better/worse that straight classes.”Students have worked in pairs and develop arguments for and against the topic “Multi-age classes are better/worse that straight classes.” taking notes and revising, reviewing and refining questions to find out more detailed and relevant information – strengths weaknesses of their arguments. Extension: Students use this information to write a description of their class mates using appendix B as an exemplar. Students complete template appendix A and transfer information in to paragraphs.History Assignment One:?Year 6: “It’s all About Me!” Person Timeline (Digital tool of choice). (Part 1) Personal timeline. Students are to create a timeline of their own life, using photos and captions. This is to be presented using “Capzles” or any other digital tool of choice such as a Weebly.(Part 2) My Geography – Country, state, city, suburb, street, house. Students use Google maps to locate all of these levels of their ‘geography’ and paste each into a word document to be linked to their digital portfolio.Year 6 ongoing project - My Digital Portfolio record of my learning in SOSE and English (as integrated with Social Studies.)3As for week 1 plus diagnostic reading assessmentsReading comprehensionAs noted above in group rotationsShared Novel(as above)Individual ReadingAs noted aboveSet spelling words as per words their way spelling lists for three groups - group 1 Ambiguous Vowels – dipthongsGroup 2 inflected endings: PluralsGroup 3 harder suffixes Adding –ion ct + ionYear 6 theme words: expedition, monumental, Terra Nullius, Britain, provisionsSpelling Focus: phonic ending gr 1s ‘ect’ gr 2 ‘er’Develop a word wall of 1st person and third words Further revision of PronounsPronouns1st , 2nd and 3rd person as it relates to narratives.Past and present Tense unit 25 Grammar conventions p.50 - 51Note this is for both classes.Family Culture – Traditions in your family. Class discuss their individual family traditions and customs and make a list. This list is recorded by one student and emailed to all other students to be added to their digital portfolio. Students complete assignment 1 Students participate daily in speaking and listening roles as they share and revise factual and conceptual ideas based on the common topic of Australian Colonisation. Students daily observe the roles and responsibilities of a good listener; specifically, attentive body language, repeat the statement in their head before responding. A good speaker stops and controls their impulsive responsive by considering the relevance of their comment..English Assignment One –Year 5/6 Persuasive Text summative Due end of Week 5: “Why my Friend should be a college Leader!” Students use the information from their descriptions to build a persuasive text using the text planner appendix D. Students then write a persuasive text (letter? Speech?) to Mrs. Hall advocating for this person to be considered for future leadership roles. WkReadingComprehensionSpellingGrammarWritingSpeaking and Listening4Guided ReadingA) As noted aboveShared Novel(as above)Individual ReadingAs noted above Complete WTW group activities.High Frequency words as per spelling activity sheets for each group level. Activities – Word sorts, WTW games, Hotlight Activities and spelling CityWhole class spelling focus: Year 6 theme words: authorities, criminal, criminals, revolution, industrialGroup 1 Ambiguous Vowels - otherGroup 2 Adding ing CVVC, CVCC, words ending in y – no changeGroup 3 harder suffixes Adding –ion ss +ionWG6-3 Understand how ideas can be expanded and sharpened through careful choice of verbs, elaborated tenses and a range of adverbialsThe use of speech marks for both years 5 and 6. (Ref. pp. 66 Everyday Grammar book 6) and page 58 – 60 in book 5 WW6-5 Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience.Students continue drafting Persuasive Text see appendix D and E.PARAGRAPHS AND PLANNING. When do I start a new paragraph? Does my text use supporting evidence?Does my paragraph begin with a lead sentence? Does my paragraph stay on track? Students commence drafting their boxed paragraphs in to a draft copy.Students participate daily in speaking and listening roles as they share and revise factual and conceptual ideas based on the common topic of Australian Colonisation. Students daily observe the roles and responsibilities of a good listener; specifically, attentive body language, repeat the statement in their head before responding. A good speaker stops and controls their impulsive responsive by considering the relevance of their comment.History Unit ActivityYear 6 Activity 2: Hi year 6. Did you know that Australia’s history can be examined through the study of migration periods? Can you use the visuwords dictionary link to– Migration? So who were the first migrants to Australia? When they arrived, why they came, how they came, what they brought with them, and what evidence of this culture is evident in Australia today. Watch the video grab to the right to get you started. You might like to record your understandings in your digital portfolios.5Guided ReadingA) As noted aboveShared Novel(as above)Individual ReadingAs noted above Complete WTW group activities.High Frequency words as per spelling activity sheets for each group level. Activities – Word sorts, WTW games, Hotlight Activities and spelling Cityspelling focus: Year 6 theme words: vigorous, possibility, possibilities,weather, authorities Group 1 Ambiguous Vowels – other: al aw ay and oughGroup 2 Revisiting patterns in longer words short a and long aShort –aLong –aGroup 3 harder suffixes Adding –ion E-drop + ionSpeech marks revision and revise verbs – Year 6 doing, being, having, thinking and saying and . Simple and compound as past present and future (Ref. pp. 28-31 Everyday Grammar book 6)Students complete their persuasive texts and conferencing with teacher. Students complete Year 6 Activity 3 see belowStudents participate daily in speaking and listening roles as they share and revise factual and conceptual ideas based on the common topic of Australian Colonisation. Students daily observe the roles and responsibilities of a good listener; specifically, attentive body language, repeat the statement in their head before responding. A good speaker stops and controls their impulsive responsive by considering the relevance of their comment.History Unit ActivityYear 6 Activity 3: Welcome to your next activity. Today you will read through a website that will hopefully give you an idea of who has been coming to Australia from other countries over the past 200 odd years!Click on the link above titled Australian Immigration Fact Sheet 4 and read carefully. You are going to record your answers to the following questions in your DP after writing your questions and answers into your History journals. Q1. Who were the first migrants to Australia?Q2. Briefly describe what happened to Australia's migration patterns at the time of 1947 (one paragraph)Q3. 'Apporximatley 1 in every 4 Australians living here today were born overseas." Is this statement true or false?Q4. People came to Australia from all over the world for various resons. Name as many different countries as you can that they came from!Q5 Read carefull the section titled The Impact of Immigration - Economic and finish this statement - "Like all Australians, migrants pay taxes to, and receive benefits and goods and services from the government. Research shows....Q6. Read carefully the section titled Population Composition. Describe the difference in population composition at the end of world war 2 and today.. See Old Primary Social Studies Sources book Year 5. (Present information from the website above using the data projector. Read through as a whole class. Turn off, discuss main points, list on the board for students to copy. 6Guided ReadingA) As noted aboveShared Novel(as above)Individual ReadingAs noted above Complete WTW group activities.High Frequency words as per spelling activity sheets for each group level. Activities – Word sorts, WTW games, Hotlight Activities and spelling City Year 6 theme words: harbour, inhabitants, revolution, Port Jackson continentspelling focus: Whole class Revise spelling strategies such as chunking, segmentation, syllabification and using analogies/rulesGroup 1 Ambiguous Vowels – other: al aw ay and oughGroup 2 Revisiting patterns in longer words short a and long aShort –aLong –aGroup 3 harder suffixes Adding –ion E-drop + ionSubject and verb agreementYear 6 Ref. pp. 58- 59 and 62 -63 Everyday Grammar book 6 At the end of the week, Students begin the researching phase for their Factual recounts.. Year 6 students are to record relevant information in to their digital portfolios.Students participate daily in speaking and listening roles as they share and revise factual and conceptual ideas based on the common topic of Australian Colonisation. Students daily observe the roles and responsibilities of a good listener; specifically, attentive body language, repeat the statement in their head before responding. A good speaker stops and controls their impulsive responsive by considering the relevance of their comment.English Extension Assignment year 6:? “My Historical Narrative based on the events of…”? (as integrated with history.)Tips to write a Historical Narrative:Useful links:Students a useful Performa to complete to assist in the interview process and will form the basis of their historical narrative in week 3. Year 6 narrative deconstruction and story planner. modified Narrative story planner.Year 6 history Assignment 2 – Compare and ContrastCompare and contrast an Asian country with Australia (Oral) Teacher and class discuss the fact that Australia is part of a global community and seen in the last activity and that as such, we need to understand the other members of that community. Students are each allocated a country in our region to study. Areas of study may include – population, geographic size, capital, government, languages, currency, Annual income per person, main industries, main import and exports, life expectancy, adult literacy, religion, ethnic groups, celebrations and traditions etc. Teacher models researching using Australia as the topic and emails all students a copy so they can use this as a source of information for their assignment. Students create an oral presentation supported by visual aids. 7As for week 1 plus diagnostic reading assessmentsStudents complete a year level spelling assessment. Review all grammar for both year levels via parsing a sentence using Grammar ninja: . pp. 38 – 39 Everyday Grammar book 6When Do I use I or Me? Ref. pp. 18 - 19 Everyday Grammar book 6 WW6-5 Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience.Students complete the conferencing process with teacher and commence publishing their final copies of their factual recounts.Students participate daily in speaking and listening roles as they share and revise factual and conceptual ideas based on the common topic of Australian Colonisation. Students daily observe the roles and responsibilities of a good listener; specifically, attentive body language, repeat the statement in their head before responding. A good speaker stops and controls their impulsive responsive by considering the relevance of their comment.8As for week 1 plus begin diagnostic reading assessmentsReview of spelling assessmentsTesting for both year levels.Writing on demand:Share with students some examples of a year 5 persuasive text. What are the strength and weaknesses? students discuss a contentious issue and imagine they are writing a letter to the editor of the courier mail. Topics could include: graffiti is destroying my playground, we need more parks and so on. When writing on demand it helps to have a plan – discuss planning methods: Storyboard, mind map, beginning, middle and end! Planning for a persuasive text is not the same as planning for a narrative or biography!Time limit: 40 mins. Length: ? A4 page.Students participate daily in speaking and listening roles as they share and revise factual and conceptual ideas based on the common topic of Australian Colonisation. Students daily observe the roles and responsibilities of a good listener; specifically, attentive body language, repeat the statement in their head before responding. A good speaker stops and controls their impulsive responsive by considering the relevance of their comment.Appendix A Description of Friend Planner Text PlannerName of story PartMain CharacteristicsList the main points that you want to say.IntroductionWhat is your person’s name?Why are they special Do they have leadership qualities? BodyInclude a general description of physical featuresWhat is their relationship to youWhat are their special skills as a leader?Expand on all information you have gathered and place it in to paragraphsConclusionSummarise why the person is special to you.Include what you would like to know more about.Predict what may happen in the future between the two of you.Appendix B Text sample – A Description of Gregory the cat!Gregory is my beautiful gray Persian cat. He walks with pride and grace, performing a dance as he slowly lifts and lowers each paw with the delicacy of a ballet dancer. He is a very proud cat. He spends most of his time indoors watching television and growing fat. He enjoys TV commercials, especially those for Meow Mix and 9 Lives. Gregory is a very fussy cat as well. He will only eat the most expensive cat foods! Gregory is as finicky about visitors as he is about what he eats. He is nice to some people but horrible to others. He may snuggle up against your ankle, begging to be patted, or he may imitate a skunk and stain your favorite trousers. Gregory does not do this to claim his territory, as many cat experts think, but to make me feel because he is jealous of my friends. After my guests have fled, I look at the old fleabag snoozing and smiling to himself in front of the television set, and I have to forgive him for his obnoxious and strange habits!Appendix CPersuasive Writing ~ a GuidePersuasive writing Persuasive writing aims to convince others to agree with the writer’s opinion or position. We all learn the skill of persuasion early as children learn to persuade their parents when they want a later bedtime or a larger allowance, and students persuade their teacher to extend recess or plan a field trip. Persuasive writing is how thoughtful citizens communicate to their community, local school board, city council and government representatives what they are thinking and what they believe should be done. Persuasive writing is an important tool to influence decisions in the classroom, in school, in the larger community and beyond. Letters to the editor and persuasive essays can bring about changes. Features:Write Persuasive Letters or Compositions: a. State a clear position in support of a proposal. b. Support a position with relevant evidence. c. Follow a simple organizational pattern. d. Address reader concerns.Steps for Writing a Persuasive Essay (a) In persuasive writing, the writer expresses his or her opinion as a clear position on the topic or proposal. This is the thesis of the essay. For example, “Our schools need art classes even in times of budget cuts.” “Bike lanes will make Vacaville safer, healthier, and greener.” (b)The writer must back up the position with 2-3 solid reasons presented in the topic sentence of body paragraphs. (c) In turn, each reason must be supported with relevant evidence, (facts, examples, quotes from experts and interviews, etc.) to make the reasons believable. (d) Writers arrange the reasons following a simple organizational pattern, such as from least to most important, to have the biggest impact on the reader. (e) A good persuasive writer will recognize reader concerns and offer possible solutions (also called counter arguments). (f) Finally, the persuasive essay will conclude with a restatement of the position, a brief summary of reasons, and a final thought, insight, request or call to action. Steps for Writing a Persuasive Essay a. State a clear position in support of a proposal. b. Support the position with 2-3 solid reasons presented in topic sentences. c. Support each reason with relevant evidence (facts, examples, quotes, etc.) d. Arrange the reasons in a simple organizational pattern (i.e. least to most important, most to least important, etc.) e. Address reader concerns and offer possible solution(s) f. Conclude with a restatement of the position, a brief summary of reasons, and a final thought, insight, request, or call for action.Appendix D Year 5/6 Persuasive Text Planner – Why my Friend Should be School LeaderName of story PartMain CharacteristicsList the main points that you want to say.IntroductionState a clear position what is it that you are arguing for?Include your person’s name, details?Why are they special BodySupport the position with 2-3 solid reasons presented in topic sentences.Support each reason with relevant evidence (facts, examples, quotes, etc.)Reason 1:Evidence?Reason 2:Evidence?Reason 3:Evidence?ConclusionAddress any reader concerns and offer possible solution(s) “You might be wondering why…Conclude with a restatement of the position, a brief summary of reasons, and a final thought, insight, request, or call for action.Appendix EPersuasive Text:Dear....As you well know, school leadership is an important role and responsibility. It is not something to be taken lightly. It can difficult at times as you have to remember many important rules and ideas.I would like to introduce to you a person who I think would make an excellent school leader. His Name is Joe Adams. Joe would make an excellent leader for many reasons. Firstly, he is a nice person. People like him. Isn’t it important to be liked if you are going to be a leader? Joe has many friends in our class and people always listen to him. I should know as I am his best friend.In addition, Joe is a very mature person. He knows all of the school rules. If you are going to be a leader, you are going to need to know lots or rules.Being a leader also means you need to have self control. If you don’t have self control, you may become frustrated when people stop listening to you. Joe has a lot of self control. One time, I saw a boy teasing him and Joe just walked away. This just proves how much self control Joe has. Therefore, I think would make an excellent leader. You may be thinking that Joe is too busy to be a a leader. Well I can honestly say that I have never met a more organised person than Joe. You should see his desk and his locker. They are so well organised!Finally, being a leader requires humility. Joe is very humble. I should now because he is my brother. As a result, I know him better than anyone. I strongly recommend you give Joe a leadership role in our school. He would be an excellent leader for all of the reasons I have stated. I hope you accept his application.Appendix FGrammar Glossary Year 6 (including year 5 content) NounA noun is a word class used to represent places, people, ideas and things. Nouns can be made plural (for example dog/dogs) and can be marked for possession (for example dog/dog’s).There are different types of nouns including:Abstract noun refers to an idea, state or quality (for example ‘democracy’, ‘freedom’, ‘courage’, ‘doubt’, ‘success’ and ‘love’)Concrete noun refers to something that has a physical reality. It may be seen, touched, tastedPronoun refers to words like ‘I’, ‘you’, ‘them’, ‘hers’ that are used in place of a nounVerbsVerbs tell us what kind of situation is described in a clause – in particular, whether it is a happening or a state – but they often need other elements to locate the situation in time, to indicate polarity (positive or negative), aspect (whether the situation is completed or not) or modality (the assessment of the speaker about the situation)doing - for example ‘She climbed the ladder’being - for example ‘The koala is an Australian mammal’having - for example ‘the house has several rooms’thinking - for example ‘She believes in her work’ saying - for example ‘The prime minister spoke to the media’Verbs are essential to clause structure and change their form according to tense (present tense or past tense), to person (first, second or third) and number (singular and plural)ClauseA clause creates a message through the combination of a subject (the element being identified for comment) and its predicate (the comment about the subject which contains a verb), for example ‘I (subject) shall eat my dinner (predicate).’There are different kinds of clauses. The clause that is essential to any sentence is an independent (or main) clause. Compound and complex sentences contain more than one clause. A clause that provides additional information to the main clause but cannot stand alone is a dependent (or subordinate) clause. For example: 'When the sun goes down (dependent), I shall eat my dinner (main).'‘My time is limited (main) because I am reading Shakespeare.’(dependent)An embedded clause occurs within the structure of another clause often as a qualifier to a noun group, for example:‘The man who came to dinner (embedded) is my brother.’Tensea verb form that locates the event described by the verb in time (for example ‘Sarah laughs’ is present tense, ‘Sarah laughed’ is past tense)AdverbialsAn adverbial is word or group of words that contributes additional but non-essential information to the larger structure of a clause.An adverbial can contribute circumstantial information to a clause (for example about place, ‘outside’ in ‘I spoke with him outside’; when or how, ‘quickly’ in ‘She responded quickly’). It can also contribute evaluative interpersonal meaning to a clause (for example ‘frankly’ in ‘Frankly, I don’t care’).Adverbs, adverb groups, prepositional phrases, nouns and noun groups can function as an adverbial in a clause (for example 'tentatively' in 'They opened the letter tentatively', '...on the beach' in 'The dog was running on the beach’. An alternative term for ‘adverbial’ is adjunct’.Appendix GTeacher ReflectionReflectionDimension 1Attitudes and FeelingsDimension 2Knowledge and SkillsDimension 3 & 4Extend and Use KnowledgeDimension 5Habits of MindAssessment MethodsDigital PedagogyAppendix H Words There Way Spelling lists. Group 1: Within word Patterns Group 2: Syllables and Affixes Group 3: Derivational RelationsWITHIN WORD PATTERNSWITHIN WORD PATTERNS – long vowelsLong –aa_eaiayeyeieasamemaildaypreyeightgreatwhalepainsaytheyweighbreakflaketrainplayobeyveinsteakgrapepaidmayheyveilstagebrainpayfreightgradesnailstaysleighchasechainclayneighshavetailhaytalewaisttraywastewaitplayLong -eee...eeaiee_eeiweeksheneatchieftheseseizepeelhemealfieldsceneweedwespeakbriefthemepeekmemeatgriefevespeedtreatshriekkeepsneakpiecegeeseheatthiefgreedniecespeechgreetcreekfleetcheeseLong –ii_eyighi*minetrymightmindbyepriceflynightwildeyespineshyrightkindbuylimewhybrightblindwifeskylightfindvinedrysightchildfivetightmildkitegrindwritespicehidewipemiceLong -oo_eoaowambiguous (ol)ambiguous (os)homeroadblowrollghostslopeboatgrowcoldmostnotesoapknowstrollhosthosesoakslowmoldpostvotemoanthrowscoldjokeloafsnowfoldsmokecoachlowtoldhopeloadbowfolkchoketoastflowphoneLong -uu_euiewoo*JunefruitnewgloomwhocutesuitchewbloomtorulejuicedrewroosttootubebruiseknewsmoothtwotunecruisestewscoophugefewschoolcubedewmoodrudebrewpoolflutefumechuteduneR influenced vowelsarirororeoorcarhirebornstoredoorsharktireshortchorepoorfarmfireporchtorefloorhardwirestormshorecardtirednorthscoreyardfortworescarthirdtorchsworemarchshirtcorndirtscornbirdskirtgirlWITHIN WORD PATTERNS – other vowels and complex consonantsAmbiguous Vowels - dipthongsoyoiowouowtoycointownsoundrowboyfoilclownmouthsnowjoyboilbrownscoutblownspoilgownroundflownnoisefrowncouchgrownpointhowlloudthrowngrowlfounddrownshoutcrowncloudplowsouthfowlfoulprowldoubtAmbiguous Vowels - otheralawauoughsalthawkpausefoughtbalddrawcaughtoughtchalklawncausestallrawtaughtfalsecrawlsaucesmallclawhaulwalkpawfaultWords spelt with wwawarwrwatchwarwrapswampwarnwreckswanwarmwritewanddwarfwristswatswarmwrenwashwartwrongwantComplex Consonants – s blendsscrstrshrsquscramstraightshranksquarescrapestrangeshrinksquawkscratchstretchshredsquintscreechstrictshrunksquashscrewstringshrieksqueezescreenstrongshrimpsquirtscrapComplex Consonants – ch, tch, ge, dgetchchgedgecatchreachpagebadgewitchcoachstageridgepatchpeachhugeedgefetchroachragefudgehutchscreechcagebridgeitchbeachjudgeswitchpouchhedgeditchrichlodgelatchsuchHard and Soft c and g across vowelscavecoatcutecentcystcampcoastcupcellgymcastcostcueceasegavegoldgumgemgaingolfgushgermgaspgoofce, ge, ve, secegevesedancechargeglovecheesechancelargegivepleaseprincewedgecurveteasefencedodgeshoveloosesinceridgelivechoosevoiceedgeabovejuicechangehaveSYLLABLES AND AFFIXESSYLLABLES AND AFFIXES – inflected endingsChanges when adding ‘ed’CVVC, CVCCCVCCVCeconsonant +yvowel +ymixedtrappedchasedtriedplayedcrackedstoppedraisedwalkeddottedaskedpattedjumpedwaitedtreatedendedhandedneededmailedboiledfilledseemedPluralsCVVC, CVCC, CVC, CVCe no change +sch, sh, ss, s, x +esCy change to i +esVy +sf or fe to v +escowsboxesbabiesplayswolveschicksmixescarriesmonkeyswivesfarmsaxesponiesboysloavesfencesfoxesbodiestraysgatesglassesdaddiesdonkeyshorsesdressesworriesenjoyspassesberriesturkeysgasespartiesvalleysguessesdishesbencheswatcheslashesbuseschurchesashesbrushesAdding ingCVVC, CVCC, words ending in y – no changeCVC – double final letterCVCe – drop e and add ingwords ending in c – add a k and ingpushingbattingbakingpanickingjumpingshoppingskatingfindingbraggingbitingkickinghoppinghopingwantinghummingslidingmunchingbeggingwavingfloatingskippingmovingrainingswimmingcaringsleepingwhiningwaitingtryingcryingfryingbuyingSYLLABLES AND AFFIXES – syllable juncturesCompound WordslanddownbackhomelandfilldowntownbackyardhomeworkhomelanddownstairsbackbonehomemadewastelandlowdownbackpackhometownlandlorddowncastbackwardhomeroomlandslidedownfallbarebackhomesicklandscapedownpourflashbacklandmarkbreakdownpiggybackmainlandcountdownpaperbackVCCV at Juncture (same/different)CVC (open and closed)samedifferentopenclosedbuttonmarketmeterpetalsunnygardenhumanrapidyellowsignalsecretpunishhappymemberpapermagichappenbasketlazyshiversittingcenterevencometfellowplasticmajorrivermattertabletclimatecleverfoggynapkincraterpropersuddenwintercloverliquidtennisbaconfossilMore difficult syllable juncturesVCC/CVVC/CCVV/V*athletepilgrimcreatecruelpumpkincontrolpoetEnglishcompleteriotKingdomchildrentrialmushroommonsterlionhalfwaykitchendiethundredSYLLABLES AND AFFIXES – unaccented final syllablesUnaccented Syllable Sortsleel*erarorfablecamelpencilbiggerburglardoctorangleangeljournalfreezergrammarauthorlittlemodeldreamercollareditorrattlegravelfasterdollartractorsettlemotelblisterlunarmotorcattlebusheljoggersolarmayornibblelevelspeakerturtlepretzelskatertabletravelsmallermiddlesmallerMore Unaccented Syllable SortsenoninainbrokendragoncousinmountainhiddenweaponcabincaptainheavenapronnapkinfountainchosenribbonpumpkincurtainchildrengalloncertainelevencottonUnaccented First Syllablesadebeagaindecidebeyondawaydesignbeginanotherdefendbetweenalouddebatebehaveagreedependbeforeafraidbesideawoke‘j’ soundge end of wordg before eg before icarriagebudgetmagicvoyageagentenginemessageangelregionpostagegorgeousfragilevillagedangermarginstoragelegendlogicsausagepigeonsavagedungeoncouragegadget‘y’ words by parts of speechlong i – verblong e – nounlong e – adjectivelong e - adverbtryceleryhappyhappilycertifycandyprettycorrectlyapplygypsyguiltyclearlyoccupyquarryangrysafelyrelycountrysillyhorriblycemeteryhourlycategorycertainlycopysensiblySYLLABLES AND AFFIXES – StressStress in VCCV wordsStress in VCV words1st syllable stress2nd syllable stress1st syllable stress2nd syllable stresspersonattendbisonalongwelcomeperformmajorrelayoffersupportpirateamazeexpertsurviveclimateremoteharvestescapeagentawayfellowallowfeverobeybarberdisturbratedrefusetendersupposedozingsalutecommonhelloraveneraseurgentraccoonStress in HomographsLong –u in Stressed syllablesnounverb1st syllable stress2nd syllable stressrecordrecordbugleamuseprotestprotestfuturecomputeconductconductrubyconfusesubjectsubjectrumourreduceextraextracttulipperfumepermitpermittunapolluteinsertinserttutorsalutedesertdesertsuperexcuserebelrebelpupilabusecombatcombatrulerincludeconflictconflictSYLLABLES AND AFFIXES – Revisiting patterns in longer wordsShort –aLong –acanvasagentlanternbasicpackagefataltragiccradleatticlabourbandagevapourcandlesacredcannonAprilPatterns for Long -aaaiaydebateexplainlayermistakedaintydismayamazetrainerpaymentparadecomplaincrayonsengageacquainthooraybraceletraisindecayestaterefrainbetrayescapepainterLong ‘u’ patternsLong ‘o’ patternsoouoaoroosterusefultoastersupposecartoonrefuseoatmealdecodescooteramuseapproachremoteballoonreduceloafererode noodleconcluderowboattadpolepollutegoalielonesomeperfumeexplodeLong ‘e’ patternsLong ‘i’ patternseeeai_eighneedlereasonpolitehighwaysucceedeagerdecidelightningfifteenincreaseadvicedelightthirteendefeatinvitetonightcanteenseasonsurpriseresign*steepleconcealsurviveDiphthongs in two syllablesoioyouowmoisturejoyfulcountyflowerappointboycottcouncilallowpoisonroyallousybrownieturquoisesoybeanfountainvowelmoistenoystermountainshowerpointlessvoyagescoundreltowelembroiderannoycountertowerrejoiceenjoyaroundchowdernoisydestroybountycowardavoidemployfoundrydrowsypointedmouthfulpowderrowdyprowlerpowerSpelling the ‘er’ sound in stressed and unstressed syllablesstressed ‘er’ in 1st syllablestressed ‘er’ in 2nd syllableunstressed ‘er’ in 1st syllableunstressed ‘er’ in 2nd syllablecertainreverselanternsurprisepersonobserveconcertperhapsthirstyalertmodernsurviveservicepreferwesternturkeyemergegovernWords with ‘ure’ and ‘er’turesurecher*capturemeasurearcherinjurecreaturetreasurebutcherfailurefracturepleasurepreachermixtureclosurestretcherpastureleisureteachertexturerancherfuturenatureAdvanced HomophonesSpelling change in stressed syllableSpelling change in unstressed syllablealoudallowedpatiencepatientsmorningmourningacceptexceptberryburyalteraltarkernelcolonelminerminorcensorsensorcouncilcounselinciteinsighthangerhangarvaryveryprofitprophetlessonlessenpresencepresentsPrefixesunredispreexmisunfairretelldisagreepreschoolexplodemisspellunablereplaydisappearpreviewexceedmistreatuncoverretraindisgracepreventexposemisplaceunkindreturndisarmpreheatexploremisuseundressreusedisorderprefixexilemisbehaveunplugresearchdisobeyprepareexpandmistakeunequalregaindisablepredictexclaimunevenreworddisplacedunpackrebuilddisloyalunusualremodeldishonestNumber PrefixesunibitriunicyclebicycletricycleunisonbiweeklytrilogyunicornbisecttriangleuniquebilingualtripoduniformbiplanetripleuniversebifocalstriotripletsSuffixesnesslessfuldarknessharmlesscolourfulkindnessfearlessfaithfulillnesshomelessdreadfulweaknessrestlessthankfulfreshnessagelessthoughtfulhardnessmindlesspainfulblindnesshelplessDERIVATIONAL RELATIONSDERIVATIONAL RELATIONS – harder suffixesAdding -ionct + ionss + ionactactionexpressexpressiondistinctdistinctionimpressimpressionselectselectionprocessprocessionextinctextinctiondepressdepressionpredictpredictionsuccesssuccessionsubtractsubtractionprofessprofessioncontractcontractiondiscussdiscussionaffectaffectionE-drop + ionte + ionce + ionse + ioneducateeducationinduceinductionexpulseexpulsioncongratulatecongratulationintroduceintroductionconvulseconvulsioncreatecreationproduceproductionrepulserepulsiondecoratedecorationdeducedeductiongenerategenerationreproducereproductionimitateimitationreducereductionfascinatefascinationcomplicatecomplicationseparateseparation-sion and Spelling Changest to s + ionde-drop + sioncommitcommissionexplodeexplosiontransmittransmissioncollidecollisionpermitpermissionconcludeconclusionemitemissionpersuadepersuasionomitomissionerodeerosionregretregressiondeludedelusionremitremissionincludeinclusiondividedivisionintrudeintrusionE-drop + -ation or -itione-drop + atione-drop + itionadmireadmirationcomposecompositiondeterminedeterminationdefinedefinitionexploreexplorationdisposedispositioncombinecombinationopposeoppositiondeclaredeclarationexposeexpositioninspireinspirationdecomposedecompositionorganiseorganisationexamineexaminationperspireperspiration-ible and -ablebase + -ableroot + -abledependableaudibleexpendableediblebreakablevisibleagreeablefeasiblepredictableterribleremarkablepossiblereadablelegibleprofitableplausibleperishablehorriblepunishabletangiblelaughablecredible-able after ‘e’e-dropsoft ce/gehard c/gpresumablechangeablenavigabledesirablemanageableamicableusablepeaceabledespicablelovableserviceableimpeccabledeplorablenoticeableapplicablecomparableexcusableRelated words + -able and -ible-ation to –able-sion or –tion to -ibletolerationtolerablecollectioncollectibleseparationseparablecontractioncontractibleeducationeducablereductionreduciblevegetationvegetableexhaustionexhaustibleapplicationapplicablerepressionrepressibleobservationobservableexpressionexpressiblenavigationnavigableproductionproducibleAssimilated Prefix Sortcom-ad-in-compoundadverseinactiveconformaffairirresponsiblecolleagueaffrontimmaturecompactassembleirrationalcontextaffirmimmortalcorrelatearrangeillogicalconstrainacclaiminnumerableadmitillegalDERIVATIONAL RELATIONS – vowel alterationsVowel Alterations in Related Pairs – ‘a’Long –a to Short -aLong –a to SchwacavecavitymajormajorityhumanehumanitynarratenarrativenationnationalrelaterelativevolcanovolcanicfamousinfamousgravegravityableabilitynaturenaturalnativenativityinsaneinsanityeducateeducableVowel Alterations in Related Pairs – ‘e’Long –e to Short –eLong –e to SchwasereneserenitycompetecompetitionbriefbrevityrepeatrepetitionproceedprocessionremedialremedyrecederecessionsucceedsuccessionconceiveconceptionreceivereceptionVowel Alterations in Related Pairs – ‘i’Long –i to Short –iLong –i to SchwaresignresignationinviteinvitationsignsignaldefinedefinitiondivinedivinityresideresidentdividedivisionreciterecitationreviserevisiondeprivedeprivationderidederisionadmireadmirationinspireinspirationpresidepresidentVowel Alterations in Related Pairs – ‘u’ and ‘o’Long –u to Short –uLong –o to SchwainduceinductioncomposecompositionseduceseductionproposepropositionmisconstruemisconstructionimposeimpositionconduceconductionexposeexpositionreducereductionharmoniousharmonyproduceproductionVowel Alternation Patterns in Related WordsLong to ShortLong to SchwaSchwa to ShortprescribeprescriptioncomposecompositionmetalmetallicprofaneprofanityproclaimproclamationbrutalbrutalitycriticisecriticismstablestabilitylocallocalitytelescopetelescopicpresidepresidentvitalvitalitymicroscopemicroscopicimposeimpositionfatalfatalityconeconictotaltotalityflameflammablenormalnormalityarisearisenfinalfinalityoriginaloriginalityDERIVATIONAL RELATIONS – bases or rootsLatin Stemsjud (judge)tract (pull)spec (see)vis (see)judgetractionsuspectvisualadjudicatecontractspectatorvisionaryjudgementattractinspectvisionjudicialintractablerespectvistaprejudicesubtractionspectacularvisiblejudiciarytractorinspectorrevisecontractionspectaclestelevisionprotractordisrespectsupervisedistractionexpectationcircumspectLatin Stemsform (shape)cred (trust, believe)port (carry)dic/t (speak)formulatecreditportabledictateuniformincredibleportercontradictreformdiscreditreporterpredictiontransformcreedportfolioverdictdeformedcredulousexportdictionarynonconformistaccreditimportdictatordictionLatin Stemsduct (lead)fer (carry)aud (hear)min (small)conductfertileaudiodiminishinductreferauditoriumminceeducatetransferaudienceminimiseintroductionsufferaudibleminuteproduceconiferauditionminusculereduceconferenceinaudibleminusinductionaudiovisualminorGreek Rootsauto (self)tele (far)graph (to write)hydra (water)autographtelegramgraphhydrantautomatictelepathyparagraphhydrateautobiographytelegramautographhydrogenautonomytelevisedigraphhydraulicautomobiletelephonegraphicshydroelectricautonomousteleconferencebiographyhydroplane ................
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