A 60 minute lesson in which students will jointly construct a simple procedure about a familiar experience.
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A 60 minute lesson in which students will jointly construct a simple procedure about a familiar experience.
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Use interaction skills including turn-taking, speaking clearly, using active listening behaviours and responding to the read or spoken contributions of others, and contributing ideas and questions <ul> <li>using turn-taking in group and pair work</li> <li>building a conversation by staying on topic, supporting other speakers, eliciting responses, listening supportively and attentively, asking relevant questions, providing useful feedback and prompting</li> <li>participating in informal and structured class, group and pair discussions about content area topics, ideas and information</li> <li>interacting appropriately with peers, teachers and visitors</li> <li>formulating different types of questions to ask a speaker or someone reading aloud, such as open and closed questions and ‘when’, ‘why’ and ‘how’ questions</li> </ul>
Create short narrative and informative texts, written and spoken, on personal and learnt topics, including using some topic-specific vocabulary, appropriate multimodal elements, and a structure with an opening, middle and conclusion <ul> <li>applying emerging knowledge of text structure and grammar when creating text</li> <li>using learning area vocabulary when creating text</li> <li>creating digital images and composing a story or information sequence on-screen using images and captions</li> </ul>
Re-read their own texts and discuss possible changes to improve meaning, spelling and punctuation <ul> <li>adding or deleting words on a page or screen to improve meaning; for example, adding an adjective to add meaning to a noun</li> <li>beginning to use dictionaries and resources to check and correct spelling</li> <li>identifying words that might not be spelt correctly</li> </ul>
Use interaction skills when engaging with topics and texts, actively listening to others, receiving instructions and extending their own ideas, speaking appropriately, expressing and responding to opinions, making statements, and giving instructions <ul> <li>exploring ways to comment on what others say, including using sentence starters such as ‘I like the way you …’, ‘I agree that …’, ‘I have a different thought …’, and ‘I’d like to say something different …’</li> <li>demonstrating appropriate listening behaviours, responding to and paraphrasing a partner’s contribution to a discussion, for example in think-pair-share activities</li> <li>asking relevant questions and making connections with personal experiences and the contributions of others</li> <li>understanding how to disagree or respectfully offer an alternative</li> </ul>
Create short narrative, informative and persuasive texts for familiar audiences using simple text structures, topic-specific vocabulary and multimodal elements as appropriate <ul> <li>creating texts so that readers and/or audiences follow the sequence of ideas or events, using vocabulary (including topic-specific vocabulary) appropriate for the purpose</li> <li>using digital tools to create texts</li> <li>using simple and compound sentences correctly and flexibly to express and combine ideas</li> </ul>
Re-read and edit texts for spelling, sentence boundary punctuation and text structure <ul> <li>reviewing and developing sentences; for example, adding prepositional phrases such as ‘with a long tail’ to improve descriptions</li> <li>editing by adding, deleting or changing vocabulary to improve a text; for example, replacing an everyday noun with a topic-specific one</li> <li>reviewing sentences for grammatical accuracy, for example use of pronouns</li> </ul>
Communicates effectively by using interpersonal conventions and language to extend and elaborate ideas for social and learning interactions
Understands and effectively uses Tier 1, taught Tier 2 and Tier 3 vocabulary to extend and elaborate ideas
Plans, creates and revises texts written for different purposes, including paragraphs, using knowledge of vocabulary, text features and sentence structure
Understands and responds to literature by creating texts using similar structures, intentional language choices and features appropriate to audience and purpose
Use interaction skills including turn-taking, recognising the contributions of others, speaking clearly and using appropriate volume and paceElaborationsidentifying turn-taking patterns in group and pair work (for example initiating a topic, changing...
Create short imaginative and informative texts that show emerging use of appropriate text structure, sentence-level grammar, word choice, spelling, punctuation and appropriate multimodal elements, for example illustrations and diagramsElaborationsref...
Re-read studentâs own texts and discuss possible changes to improve meaning, spelling and punctuationElaborationsadding or deleting words on page or screen to improve meaning, for example adding an adjective to a noun (Skills: Literacy, Critical...
Listen for specific purposes and information, including instructions, and extend studentsâ own and others' ideas in discussionsElaborationsusing spoken language for problem solving, and exploring ideas and concepts (Skills: Literacy, Critical an...
Use interaction skills including initiating topics, making positive statements and voicing disagreement in an appropriate manner, speaking clearly and varying tone, volume and pace appropriatelyElaborationsdiscussing appropriate conventions to use in...
Create short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for familiar and some less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose...
Re-read and edit text for spelling, sentence-boundary punctuation and text structureElaborationsreading their work and adding, deleting or changing words, prepositional phrases or sentences to improve meaning, for example replacing an everyday noun w...
Use interaction skills including turn-taking, speaking clearly, using active listening behaviours and responding to the contributions of others, and contributing ideas and questions
Create and re-read to edit short written and/or multimodal texts to report on a topic, express an opinion or recount a real or imagined event, using grammatically correct simple sentences, some topic-specific vocabulary, sentence boundary punctuation and correct spelling of some one- and two-syllab
Use interaction skills when engaging with topics, actively listening to others, receiving instructions and extending own ideas, speaking appropriately, expressing and responding to opinions, making statements, and giving instructions
Create and edit short imaginative, informative and persuasive written and/or multimodal texts for familiar audiences, using text structure appropriate to purpose, simple and compound sentences, noun groups and verb groups, topic- specific vocabulary, simple punctuation and common 2-syllable words
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