Scott Literacy Planning Term 4 - Explicit Teaching Whole Class

Evaluation Term 3

What went well?

Fine motor activities

Challenges?
Putting in Lisa K roaming conferencing data each week.

Finding activities/fitting in activities from 6+1 and FS

Where to next?
Have a list or ‘menu’ of different activities for writing & utilise GR time more effectively.

Handwriting

Where to next as a collective focus? (class)

- Handwriting
Where to next for individual student focuses?
Reading Date Writing Date
Noah Barlett Retell the story Write my words smaller
Capital letters
Full stops
Bonnie Chambers Sight words
Monitor & fix up
Georgia Critchley Infer & support w/ evidence Write more detail
Conjunctions
Plan writing
Mason Cunningham Practice Sight words Sound out words
Spell sight words correctly
Ekam Dhillon Infer & support w/ evidence Exclamation marks
Plan writing
Write neatly
Ryan Dienetlt Retell Write on the lines
Write smaller
Nina Downs RETEST Use conjunctions
Add detail
Owen Greene Monitor & fix up Full stops
Look around the room for spelling
Write faster
Joannes Gusmao Sight words Spell sight words
Sound out words
Emily Harford Sight words Spell sight words correctly
Chunking Full stops
Samuel James Infer and support w/ evidence
Harry Lay Retell the story To form all letters correctly
To use full stops
Angus McDonald Monitor & fix up To form letters correctly
Listen to all sounds in words
Nash Musgrave Monitor & fix up Spell sight words correctly
David Narul Sight words Leave finger spaces
Liam O’Rourke Infer with support To write faster
To write lots of detail
Moises Pena Use text features Form letters correctly
Use conjunctions
Denzel Pomfret Monitor & fix up Capital letters
Full stop
Write about different things
 Cooper Skelton Monitor & fix up Capital letters
Full stops
Ella Skippings Monitor & fix up Finger spaces
Write on lines
Mia Spencer Check for understanding Hold pencil correctly
Form letters
Leon Tester RETEST Write on the lines
Form letters correctly

Teaching activities to support focus books and teaching concepts

Oral Langue Word Work Reading Strategies Writing
First steps: First Steps:
Role Play
Word sorts WMD p.72 Sequencing Activities WMD p. 57
Sentence reconstruction WMD pg. 77 Caption writing WMD p. 58
Personal Alphabet chart WMD pg. 78 It would look like this WMD pg. 64
Generic Games WMD pg. 80
Sentence Expansion WMD pg. 126 Experimental
Chain Writing WMD pg. 127 Story Maps WMD p.98
Punctuation effects WMD pg. 129 What is needed? WMD pg. 110
What they might they look like? WMD pg. 110

Early

6+1:

Unit Rational –
Include AC and FS and guided by linking text choice with Subject Focus/ Students Interests/ Unit Work

Productive and Receptive Modes for Planning and Assessment.

Writing
Poerty writing: Week 6
Speaking & listening:
Formative and ongoing assessment through tuning in, reflection and author’s chair.

ACARA
Receptive modes (listening, reading and viewing)
By the end of Year 1, students understand the different purposes of texts. They make connections to personal experience when explaining characters and main events in short
texts. They identify that texts serve different purposes and that this affects how they are organised. They describe characters, settings and events in different types of literature.

Students read aloud, with developing fluency. They read short texts with some unfamiliar vocabulary, simple and compound sentences and supportive images. When reading,
they use knowledge of the relationship between sounds and letters, high-frequency words, sentence boundary punctuation and directionality to make meaning. They recall key
ideas and recognise literal and implied meaning in texts. They listen to others when taking part in conversations, using appropriate language features and interaction skills.

Productive modes (speaking, writing and creating)

Students understand how characters in texts are developed and give reasons for personal preferences. They create texts that show understanding of the connection between
writing, speech and images.

They create short texts for a small range of purposes. They interact in pair, group and class discussions, taking turns when responding. They make short presentations on familiar
topics. When writing, students provide details about ideas or events, and details about the participants in those events. They accurately spell high-frequency words and words
with regular spelling patterns. They use capital letters and full stops and form all upper- and lower-case letters correctly.

When planning your sequence and timetabling assessment ensure there is a balance between both modes to ensure all areas of English are adequately covered/assessed.
Reading rotations:

David Mason Denzel Ryan Owen Georgia

Joannes Angus Cooper Zainab Samuel Ekam
Emily Mia Leon Noah Ella Nina
Nash Harry Moises
Liam

Fine motor Handwriting Game Reading Reading Eggs Writers notebook

1 Pipe cleaners & Strainer Matching Rhyme My favourite apps…

2 Felt boards – feeding the
birds
3 Bead/letter threading Time for a Rhyme Sequence an My favourite TV shows
/Movies…
4 Cut & Number puzzle
5 Fingerprint art Give me an e My favourite things to
play…
6 Practice scissor skills
7 Bugs and Bottle tops Places I’d like to go…
8 Prewriting patterns
9 Document for headings
above
Infer & support: Retell story: Monitor & fix up: Sight words: Check for Use text features
understanding
Georgia Noah Cooper Mason Mia Moises
Ekam Ryan Ella Joannes
Samuel Harry Denzel Emily
Liam Nash David
Angus
Owen
Reading Progress:

Name Term 4 Term 1 Expected at S1 Term 2 Term 3 Growth Term 4 Reading Age
2016
Noah Barlett 8 9 0 9 12 3
Bonnie Chambers 1 5 -4 6
Georgia Critchley 10 11 +2 15 19 8
Mason Cunningham 4 4 -5 5 6 2
Ekam Dhillon 14 15 +6 15 18 3
Ryan Dienetlt 5 8 -1 9 11 3
Nina Downs 15 16 +6 16 18 2
Owen Greene 4 6 -3 11 13 7
Joannes Gusmao 1 1 -8 2 4 3
Emily Harford 1 2 -7 4 5 3
Zainab Jaffar 11
Samuel James 6 8 -1 10 13 5
Harry Lay 1 5 -4 6 11 6
Angus McDonald 1 3 -6 4 6 3
Nash Musgrave 5 5 -4 6 7 2
David Narul 0 - -9 1
Liam O’Rourke 10 12 +3 13 16 4
Moises Pena 15 16 +6 16 18 2
Denzel Pomfret 2 6 9 7
Cooper Skelton 5 5 -4 6 10 5
Ella Skippings 6 8 -1 10 13 5
Mia Spencer 2 3 -6 5 6 3
Leon Tester 4 4 -5 6 8 4
Spelling rotations:
Emergent – Late Emergent – Late Letter name - Letter name - Letter name - Word within Word within Word within Syllables and
- Initial - Final early middle late word pattern - word pattern - word pattern affixes - Early
early Middle - Late
David Mason – Short Ella - diagraphs Ella - blends Georgia – long Raelyn – other Moises –
Vowels vowel patterns vowels Inflicted
endings (oa,
igh long vowel
ew, aw other
vowels)
‘; Harry – Short Angus - Nash – Blends Ekam – long Liam – Inflicted
Vowels diagraphs (th) vowel patterns endings
Joannes - Ryan – long
diagraphs vowel patterns
Emily Nina – long
vowel patterns
Noah – long
vowel patterns
Owen – long
vowel patterns
(tr)
Denzel – long
vowel patterns
Samuel – long
vowel patterns
(tr)
Cooper – long
vowel patterns
Leon - long
vowel patterns
Zainab – long
vowels (oa, igh)
2 3 1 10 1 2
 Group 1 – Group 2 – Group 3 – Group 4 – Group 5 –
Letter Name – Short Vowels Letter Name – Diagraphs Letter Name – Blends WWP – Long vowel patterns Syllables and affixes –
Inflicted endings
Mason Ella Owen Georgia Denzel Moises
Harry Angus Samuel Ekam Cooper Liam
Emily Joannes Noah Ryan Leon
David Nash Nina Zainab
Mia
Sort 6 – at family Sort 13 – sh, s, h Sort 19 – Short and long a Sort 1 – review of vowel
patters
Sort 7 – an & ad family Sort 14 – c, h, ch Sort 19 – Short and long a Sort 20 – Short and long o Sort 2 – -ing to VC & VCC

Sort 8 – ap & ag family Sort 15 – s, sh, ch Sort 20 – Short and long o Sort 21 – Short and long u Sort 3 – -ing to VCe & VVC

Sort 16 – th & wh Sort 21 – Short and long u Sort 22 – Short and long i Sort 4 – review of double, e-
drop & nothing
Sort 17 – sh, ch, th, wh Sort 22 – Short and long i Sort 23 Short and long I and o Sort 5 – -ed

assesment Sort 24 - Review Sort 6 – Unusual past tense

words
Sort 18 – s, t, st Sort 7 – Plural endings -s

Short vowels Diagraphs Long vowels Inflicted endings

Vowel phonemes

River of sounds
 Monday Tuesday Wednesday Thursday Friday

Spelling Reading Reading Reading

Monitor & Fix Infer &

Retell Sight Words
it up support

Writing Writing Writing

Scott & Philpot Literacy Planning Term 4 - Explicit Teaching Whole Class
Teaching activities to support focus books and teaching concepts
Oral Langue Word Work
First steps:
Role play:
It would look like this WMD p. 64
Text innovation WMD p. 65
Word sorts WMD p.72
Sentence reconstruction WMD pg. 77
Personal Alphabet chart WMD pg. 78
Generic Games WMD pg. 80
Experimental:
Let’s read your voice WMD p. 99
Word Choices WMD p. 111
Sentence Expansion WMD pg. 126
Chain Writing WMD pg. 127
Punctuation effects WMD pg. 129
Early:
Six-line poetry WMD p. 144
Getting the message across WMD p. 157
String poems WMD p. 167
Sound hunter WMD p. 169
Reading Strategies Writing
C First Steps:
Monitor & fix up Role Play
Use prior knowledge to connect with Sequencing Activities WMD p. 57
the text Caption writing WMD p. 58
It would look like this WMD pg. 64
A Experimental
Blend sounds; stretch & reread Story Maps WMD p.98
Flip the sound What is needed? WMD pg. 110
Chunk letters What they might they look like? WMD pg. 110
F Early
Voracious reading
6+1:
E Ideas
Tune into interesting words Drawing the idea p 91
Unlocking the ideas puzzle p 93
Use picture, illustrations and diagrams
Voice
Puppet voice p 157
Magnify your voice p 161

Other:
Reading eggs
- Poetry link

Unit Rational –
Include AC and FS and guided by linking text choice with Subject Focus/ Students Interests/ Unit Work

Productive and Receptive Modes for Planning and Assessment.

Writing
Narrative writing: Week 6

Speaking & listening:

Formative and ongoing assessment through tuning in, reflection and author’s chair.

ACARA

Receptive modes (listening, reading and viewing)

By the end of Year 1, students understand the different purposes of texts. They make connections to personal experience when explaining characters and main events in short
texts. They identify that texts serve different purposes and that this affects how they are organised. They describe characters, settings and events in different types of literature.

Students read aloud, with developing fluency. They read short texts with some unfamiliar vocabulary, simple and compound sentences and supportive images. When reading,
they use knowledge of the relationship between sounds and letters, high-frequency words, sentence boundary punctuation and directionality to make meaning. They recall key
ideas and recognise literal and implied meaning in texts. They listen to others when taking part in conversations, using appropriate language features and interaction skills.

Productive modes (speaking, writing and creating)

Students understand how characters in texts are developed and give reasons for personal preferences. They create texts that show understanding of the connection between
writing, speech and images.

They create short texts for a small range of purposes. They interact in pair, group and class discussions, taking turns when responding. They make short presentations on familiar
topics. When writing, students provide details about ideas or events, and details about the participants in those events. They accurately spell high-frequency words and words
with regular spelling patterns. They use capital letters and full stops and form all upper- and lower-case letters correctly.

When planning your sequence and timetabling assessment ensure there is a balance between both modes to ensure all areas of English are adequately covered/assessed.

Week Speaking-Listening & Reading Writing Book Options

1 Poetry – various forms Choice Poetry
2 Poetry – various forms Choice Silver seeds
The cow who tripped over the moon
3 Poetry – various forms Poetry - Acrostic
Dinosaurs like underpants
4 Poetry – various forms Choice Dear world
5 Poetry – various forms Choice Anything Arron Blabey
6 Poetry – various forms Poetry – Haiku &
Diamante Letters
7 Informative – Letters Choice The day the crayons quit
Little Red Writing
8 Informative – Letters Choice
 9 Informative – Letters Letters

Teaching Sequence:
Learning
Book Focus Oral Language Reading / Comprehending Word Work Writing
(The BIG questions) Intention (Processes and strategies) (FS)

Poem: Brainstorm - What is Use of personification to connect Descriptive language/vocabulary. Trait: Ideas
Acrostic Expression poetry? with nature and animals Brainstorm using the five senses: Use writers note book
5 senses
6+1 trait: Imagery Use expression to Café Strategies: Adjectives
Ideas convey emotions and C – Recognise & explain cause-and- Trait: Organisation
Organisation (of Various poetry feelings. effect relationships Verbs (inflected endings) Acrostic poem
acrostic) formats C – Picture it in your mind.
Silver seeds Word choice Using all your senses A – Reread text Adverbs Trait: Word Choice
by Paul Voice Fluency of to create a picture in F - Read it as the author would say Synonyms
Paolilli & sentences – someone else’s mind. it. Synonyms and antonyms Antonyms
Dan rhythm and flow E – Tune in to interesting words. Description
Brewer What is nature? . Punctuation – Capital letters Senses
Choosing words
carefully What is your favourite Additional resources: Trait: Voice
acrostic poem & why? Personal connections
Developing and – what connects you Green Giant, My Neighbour’s Dog is
expressing an to that particular Purple and My dog Makes Pizza
opinion poem.
Dear world
Poem: Using purpose – Café Strategies: Syllables / Rhythm Trait: Ideas
Quatrain what emotion Syllables / Rhythm Writers notebook
are we focusing C – Check for understanding. Rhyme Ideas Jar – Adam Lehrhaupt Deb
6+1 trait: on Rhyme C – Picture it in your mind. Pilutti
Ideas C – Predict what will happen next Punctuation – Speech marks, Using imagination, humour
Dinosaurs Word choice Expression & fluency A - Chunking to decode unfamiliar exclamation marks Think of purpose
love Organisation words.
Underpants Illustration F – Use punctuation to enhance Onomatopoeia Trait: Word Choice
by Clair connections & phrasing & prosody Synonyms
Freedmon elaborations. F - Read it as the author would say Past tense Antonyms
& Ben it. Description
Court E – Tune in to interesting words. Infected endings / suffixes Onomatopoeia

Synonyms Trait: Organisation

Rhyme
Describing words – adjectives Syllables
Quatrain rhyming structure
 Word play

Poem: Café Strategies: Syllables / Rhythm Trait: Ideas

Rhyming - free Syllables / Rhythm Writers notebook
C – Check for understanding. Rhyme Using imagination, humour
The Cow 6+1 trait: Rhyme C – Predict what will happen next Think of purpose
Tripped Ideas A - Chunking to decode unfamiliar Reputation
Over the Word choice Expression & fluency words. Trait: Word Choice
Moon by Organisation F – Use punctuation to enhance Simile Description
Tony Illustration phrasing & prosody Humour
Wilson & connections & F - Read it as the author would say Describing words – adjectives
Laura elaborations. it. Trait: Organisation
Wood E – Tune in to interesting words. Sequencing – building tension Rhyme
Syllables
rhyming structure - free