Stage 2 Yr Term Week .edu.au



|Stage 1 Yr Term Week |

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|TEXT TYPE:NARRATIVE |

|Grammar Focus: Building up descriptions of characters in the orientation; Using a variety of action verbs to develop the complication; Using words that express the feelings and attitudes of characters. |

|Grammar terminology: noun; adjective; verb; adverb; conjunction; sentence. |

|Writing Outcomes |Reading Outcomes |Talking & Listening Outcomes |

|WS1.9: Plans, reviews and produces a small range of simple literary and factual texts for a variety of |RS1.5: Reads a wider range of texts on less familiar topics with increasing independence and understanding, |

|purposes on familiar topics for known readers. |making connections between own knowledge and experience and information in texts. |

|Focus (Refer to Syllabus p.36): |Focus (Refer to Syllabus p.28): |

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| |TS1.1: Communicates with an increasing range of people for a variety of purposes on both familiar and |

| |introduced topics in spontaneous and structured classroom activities. |

| |Focus (Refer to Syllabus p.20): |

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| |RS1.6: Draws on an increasing range of skills and strategies when reading and comprehending texts. |

| |Focus (Refer to Syllabus p.30): |

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| |TS1.2: Interacts in more extended ways with less teacher intervention, makes increasingly confident oral |

| |presentations and generally listens attentively. |

| |Focus (Refer to Syllabus p.22): |

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| |RS1.7: Understands that texts are constructed by people and identifies ways in which texts differ according to|

| |their purpose, audience and subject matter. |

| |Focus (Refer to Syllabus p.32): |

| |TS1.3: recognizes a range of purposes and audiences for spoken language and considers how own talking and |

| |listening are adjusted in different situations. |

| |Focus (Refer to Syllabus p.24): |

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| |WS1.8: Identifies the text structure and basic grammatical features of a limited range of text types. |

| |Focus (Refer to Syllabus p.34): |

| |TS1.4: Identifies common organizational patterns & some characteristic language features of a few types of |

| |predictable spoken texts. |

| |Focus (Refer to Syllabus p.27): |

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|WS1.10: Produces texts using the basic grammatical features and punctuation conventions of the text type. | |

|Focus (Refer to Syllabus p.38): | |

|WS1.11: Uses knowledge of sight words and letter-sound correspondences and a variety of strategies to spell | |

|familiar words. | |

|Focus (Refer to Syllabus p.40): | |

|WS1.12: Produces texts using letters of consistent size and slope in NSW Foundation Style and using computer | |

|technology. | |

|Focus (Refer to Syllabus p.42): | |

|WS1.13: Identifies how own texts differ according to their purpose, audience and subject matter. | |

|Focus (Refer to Syllabus p.44): | |

|WS1.14: Identifies the structure of own literary and factual texts and names a limited range of related | |

|grammatical features and conventions of written language. | |

|Focus (Refer to Syllabus p.46): | |

Teaching and Learning Experiences

|Writing |Reading |Talking & Listening |

|Foundation Statements: |Foundation Statements: |Foundation Statements: |

|Write simple literary and factual texts on familiar topics for known |Read and view short literary and factual texts, using an increasing |Communicate with a wide range of people on familiar and introduces topics|

|readers by planning and reviewing their writing. Write using basic |variety of skills and strategies including context, grammar, word usage |to achieve a variety of purposes. Interact effectively, adopting new |

|grammatical features and conventions of punctuation, showing awareness of|and phonics to make connections between their own experiences and |speaking skills, in order to give confident oral presentations Listen to |

|different purposes, audience and subject matter. Spell using knowledge of|information in texts. Read, interpret and discuss texts, including visual|instructions and share ideas with peers to complete tasks. Recognise that|

|sight words, letter-sound correspondence and other strategies. Write |and multimedia texts, using a range of skills and strategies. Explore and|spoken language has a range of purposes and audiences and use this |

|using letters of consistent size and slope in NSW Foundation Style and |identify ways texts differ according to purpose, audience and subject and|knowledge when attempting to communicate effectively with others. |

|use computer technology to produce texts, recognizing simple conventions,|understand that people produce texts. Recognise the basic structure and |Investigate the different types and organizational patterns of common |

|language and functions. |grammatical features of a limited range of text types. |spoken texts and recognise features within them. |

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|Refer to: English K – 6 Modules p.121; Syllabus p.52-55 |Refer to: English K – 6 Modules p.120; Syllabus p.52-55 |Refer to: English K – 6 Modules p.119; Syllabus p.52-55 |

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|• Jointly construct a scaffold for narratives using headings and |• Read aloud the same narrative a number of times so that students can |• Review narrative stages of orientation, complication, resolution. |

|questions for each stage: |listen for different aspects of structure and language in each reading. | |

|Orientation — Who? When? Where? |Provide focus questions for listening. |• Listen to sections of a narrative being told or read aloud. Identify |

|Complication — What goes wrong? How do the characters feel about things | |which stage of the narrative has been heard, with reference to details |

|going wrong? |• Read author biographies and jacket blurbs to investigate why authors |heard, eg It’s part of the orientation because it introduces the |

|Resolution — How is the problem solved? |write narratives. Point out that the social purpose of |characters. |

| |narratives is to create a view of the world where characters confront | |

|• Jointly construct a narrative after deconstructing a simple model. |problems and attempt to resolve them. |• Retell an orientation and/or a complication of a familiar narrative. |

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|• Have students innovate and extend on one stage of a narrative text, eg |• Have students examine familiar narratives to locate events, characters |• Create a visual representation of a character, location or scene in a |

|orientation, or complication, substituting own words |or actions that interest or entertain the reader. Link |narrative heard read aloud. |

|for key words in the model. |these to the purpose of narrative to entertain and instruct. | |

| | |• Compare representations, discussing reasons for different |

|• Jointly construct narratives for class big books and wall stories. |• Make predictions based on shared narrative texts, eg about content, |interpretations with reference to descriptive language included in the |

| |next stage of story, next event, character response, individual words, |text. |

|• Have students discuss and list possible topics for writing narratives. |phrases, sounds, spellings, punctuation. | |

| | |• Ask students to listen for patterns of sounds such as rhyme, rhythm, |

|• Ask students to locate action verbs in texts for a class word bank to |• In shared reading, guided reading and independent reading, read a |repetition and alliteration in narratives. |

|use in writing activities. Add to these. |variety of traditional and contemporary narratives. Focus | |

| |on how orientation and complication are developed. Focus on action verbs |• Play description games where students are given the name of a character|

|• Ask students to locate words expressing attitude and feeling for a word|in complication. |from a familiar narrative. Students take it in turns to |

|bank to use in writing. | |add adjectives before the noun to build up noun groups to describe |

| |• Cut up a short narrative text into sentence strips. Have students sort |different characters, eg the big, bad, black, furry, mean wolf. |

|• Encourage students to focus on the development of the complication in a|the strips into three groups according to whether they belong | |

|narrative and how a problem is constructed through a sequence of events |to the orientation, complication or resolution. Divide the students into | |

|that go wrong in some way and cause a problem for the characters. |three groups to reconstruct each stage of the narrative. | |

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|• Ask students, in pairs or small groups, to create a story map to use as|• Develop a class matrix to compare similarities and differences in | |

|the basis for writing a narrative. |traditional and contemporary fairy tales. Headings could | |

| |include title, orientation, complication, resolution. | |

|• Encourage students to produce well-presented narratives in NSW | | |

|Foundation Style handwriting or on computer for publication. |• Investigate the role of illustrations in picture books. Identify ways | |

| |in which they contribute to or extend meaning, eg fill in | |

| |gaps in a narrative, indicate point of view of the narrator, show what | |

| |something looks like. | |

|• Encourage students to independently write a narrative. Have students | | |

|use a pro forma to help organise ideas, recording the | | |

|orientation, complication and resolution. | | |

| |• Have students read a variety of narratives. Encourage them to identify | |

| |the stages of a narrative, justifying their choices by | |

| |referring to the purpose of each stage, eg This is the orientation | |

| |because it tells who is involved and where the story happens. | |

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| |• Explain that the purpose of adjectives is to provide more information | |

| |about nouns. Delete adjectives from an unfamiliar | |

| |narrative and ask small groups to supply answers. Compare responses with | |

| |original version, as a whole class, considering | |

| |different meanings created by different choices. | |

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| |• Look at the visual images in a text of each particular character. | |

| |Discuss the strategies used by an illustrator to shape readers’ | |

| |perceptions, eg How is the character positioned in the picture? Is the | |

| |character looking directly at the viewer or not? What effect does this | |

| |have? Is the character looking up to the viewer or down on the viewer? | |

| |What effect does this have? | |

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| |• Develop and display wallcharts of familiar stories for reading | |

| |activities. | |

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| |• Locate words that evaluate characters and events, eg It was a | |

| |terrifying experience, He seemed shy and nervous. | |

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|Planned Assessment: |

|Differentiation/Adjustments: |Evaluation: |

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