Grade 3-4 Literacy (Guided Reading)

UNIT DURATION OF UNIT UNIT OUTLINE

Students will explore different variations of poetry and will practice reading
POETRY 5 WEEKS and comprehending different poetry texts. Students will gain knowledge of
elements of poetry such as rhyme, rhythm, alliteration, and onomatopoeia.

ACHIEVEMENT STANDARD: (Highlight which statements are relevant

Receptive modes (listening, reading and viewing) By the end of Year 3, students understand how content can be organised using different text structures
depending on the purpose of the text. They understand how language features, images and vocabulary choices are used for different effects. They read texts that
contain varied sentence structures, a range of punctuation conventions, and images that provide extra information. They use phonics and word knowledge to
fluently read more complex words. They identify literal and implied meaning connecting ideas in different parts of a text. They select information, ideas and events
in texts that relate to their own lives and to other texts. They listen to others’ views and respond appropriately using interaction skills.

Productive modes (speaking, writing and creating) Students understand how language features are used to link and sequence ideas. They understand how
language can be used to express feelings and opinions on topics. Their texts include writing and images to express and develop, in some detail, experiences, events,
information, ideas and characters. Students create a range of texts for familiar and unfamiliar audiences. They contribute actively to class and group discussions,
asking questions, providing useful feedback and making presentations. They demonstrate understanding of grammar and choose vocabulary and punctuation
appropriate to the purpose and context of their writing. They use knowledge of letter-sound relationships including consonant and vowel clusters and high-
frequency words to spell words accurately. They re-read and edit their writing, checking their work for appropriate vocabulary, structure and meaning.
They write using joined letters that are accurately formed and consistent in size.

Receptive modes (listening, reading and viewing) By the end of Year 4, students understand that texts have different text structures depending on purpose
and context. They explain how language features, images and vocabulary are used to engage the interest of audiences. They describe literal and implied meaning
connecting ideas in different texts. They fluently read texts that include varied sentence structures, unfamiliar vocabulary including multisyllabic words. They
express preferences for particular types of texts and respond to others’ viewpoints. They listen for and share key points in discussions.

Productive modes (speaking, writing and creating) Students use language features to create coherence and add detail to their texts. They understand how to
express an opinion based on information in a text. They create texts that show understanding of how images and detail can be used to extend key ideas.
Students create structured texts to explain ideas for different audiences. They make presentations and contribute actively to class and group discussions, varying
language according to context. They demonstrate understanding of grammar, select vocabulary from a range of resources and use accurate spelling and
punctuation, re-reading and editing their work to improve meaning.

ENGLISH - LANGUAGE: GENERAL CAPABILITIES

Content Descriptors AND CROSS-
- Understand how different types of texts vary in use of language choices, depending CURRICULUM
on their purpose and context (for example, tense and types of sentences) PRIORITIES
(ACELA1478)


ENGLISH - LITERATURE:

Content Descriptors
- Discuss the nature and effects of some language devices used to enhance meaning 
and shape the reader’s reaction, including rhythm and onomatopoeia in poetry and
prose (ACELT1600)  
- Understand, interpret and experiment with a range of devices and deliberate word
play in poetry and other literary texts, for example nonsense words, spoonerisms, 
neologisms and puns (ACELT1606)

ENGLISH - LITERACY

ASIA
- Read an increasing range of different types of texts by combining contextual,
semantic, grammatical, and phonic knowledge, using text processing strategies, for SUST
example monitoring, predicting, confirming, rereading, reading on and self-
correcting (ACELY1679) 

TEACHING AND LEARNING EXPERIENCES RESOURCES

LEARNING ACTIVITIES MATERIALS
Week One (Text – The Zax)
Lesson 1 – Skim/scan
- Discuss Dr Seuss ‘The Zax’
 What type of text is it?
 What do you think it is about?
 How do you know?
 What are the features?
 Does it rhyme?
 Do you think this is a poem? Why/why not?
 What do you already know about this topic/or about this author?
- Read aloud as a whole class
- Then students have a go at reading some of the story to their partner. Stop after one
minute, partner has a turn.
- Complete rhyming words worksheet

Lesson 2 – Connect
- Read again Dr Suess ‘The Zax’ with students following along with their photocopied version.
- Students complete Connect worksheet – text to self, text to text, text to world

Lesson 3 – Organise
- Students watch YouTube video of ‘The Zax’
- https://www.youtube.com/watch?v=dZmZzGxGpSs
- Complete graphic organiser

Week Two
Lesson 4 – Read
- Students read ‘The Zax’ to their partner
- Focus on expression and emphasis
- Highlight the describing words
- Finish off any of the unfinished worksheets from the previous lessons
- Begin comprehension worksheet

Lesson 5 – Expert Day

- Complete comprehension worksheet
- Draw a picture of your favourite part of the poem
- Group Discussion
 What did you like/not like about this poem?
 What do you think happened next for the Zax?
 What was the rhyming pattern of this poem?

Week Three (New Text – Red Riding Hood and the wolf)
Lesson 1 – Skim/scan
- Discuss before reading – Red Riding Hood, by Roald Dahl, Revolting rhymes series
 What type of text is it?
 What do you think it is about?
 How do you know?
 What do you already know about this topic/or about this author?
 Who do you think is the audience for this text?
- Read aloud as a whole class
 Does it rhyme?
 Do you think this is a poem? Why/why not?
- Students have a go at reading some of the story to their partner.
- Instruct students to:
 Highlight the rhyming words
 Underline the describing words
 Circle the words they don’t know

Lesson 2 – Connect
- Read text again, this time with students following along with their photocopied version.
- Students complete ‘Connect’ worksheet – text to self, text to text, text to world
Lesson 3 – Organise
- Read text again, this time students take turns to read a paragraph each
- Students complete Comprehension Worksheet

Week Four
Lesson 4 – Read
- Students watch YouTube video of Red Riding Hood
- https://www.youtube.com/watch?v=Y3uVQIhSYfY
- Students read the text out loud to their partner, focusing on expression and emphasis
- Students draw a picture of your favourite part of the poem

Lesson 5 – Expert Day

- Instruct students to create an entertaining skit in groups of four
- One student as narrator, one student as the wolf, one student as Red Riding Hood, and one
student as Grandma
- If time permits either during the lesson or later in the day/week we can perform these skits
to the class

Week Five (New Text)