english-k-2-multi-age-year-b-unit-09

| NSW Department of Education English – K-2 multi-age – Year B – Unit 9 education.nsw.gov.au

Contents Unit overview and instructions for use .......................................................................................................................................................... 3 Teacher notes ............................................................................................................................................................................................ 4 Outcomes and content – Component A .................................................................................................................................................... 5 Outcomes and content – Component B .................................................................................................................................................... 9 Week 1 ........................................................................................................................................................................................................ 13 Component A teaching and learning ....................................................................................................................................................... 13 Component B teaching and learning ....................................................................................................................................................... 14 Lesson 1: Imagery, symbol & connotation in wordless texts .................................................................................................................. 15 Lesson 2: Using visual cues to make meaning ....................................................................................................................................... 16 Lesson 3: Prepositional phrases to explore positioning .......................................................................................................................... 20 Lesson 4: Using verbs to recount an event in a wordless text ................................................................................................................ 22 Lesson 5: Innovating on a text ................................................................................................................................................................ 26 Week 2 ........................................................................................................................................................................................................ 29 Component A teaching and learning ....................................................................................................................................................... 29 Component B teaching and learning ....................................................................................................................................................... 30 Lesson 6: Bee & Me ................................................................................................................................................................................ 32 Lesson 7: Creating the beginning of a text using colour ......................................................................................................................... 34 Lesson 8: Creating the middle of a text using size ................................................................................................................................. 37 Lesson 9: Creating the end of a text using position ................................................................................................................................ 40 Lesson 10: Publishing and storytelling .................................................................................................................................................... 42 Resource 1: Story element cards ................................................................................................................................................................ 44 Resource 2: Sentence frame ...................................................................................................................................................................... 45 © NSW Department of Education, Mar-24 1

Unit overview and instructions for use This two-week unit is comprised of Component A and Component B. Connecting learning across both components is encouraged. Teaching and learn- ing Component A Component B Suggested duration 60 minutes 45 minutes Explicit teaching focus areas  Phonological awareness (Early Stage 1)  Print conventions (Early Stage 1)  Phonic knowledge  Reading fluency  Reading comprehension  Spelling  Handwriting  Oral language and communication  Vocabulary  Reading comprehension  Creating written texts  Understanding and responding to literature To prepare for teach- ing and learning: 1. Refer to Outcomes and content – Component A , K-2 – Instructional sequence – grapheme–pho - neme correspondences [PDF 825 KB] , and the teaching advice documents (hyperlinked in Component A teaching and learning table ). 1. Familiarise yourself with Outcomes and content – Component B , Textual concepts information and videos , English Textual Concepts and Learning Processes (2016) , and the teaching and learning sequence. © NSW Department of Education, Mar-24 3

Teaching and learn- ing Component A Component B 2. Based on student needs identified through on- going assessment data, plan and document how you will sequence teaching and learning in whole class and targeted teaching groups across the two-week cycle. 2. Based on student needs identified through on- going assessment data, determine how you will support students in whole class and targeted teaching groups across the two-week cycle as required. English K–10 Syllabus © 2022 NSW Education Standards Authority (NESA) for and on behalf of the Crown in right of the State of New South Wales. Teacher notes 1. Imagery, symbol, and connotation extend words and symbols beyond their literal meaning. They are used to provide deeper meaning, evoke emotion and enhance enjoyment in texts. – English Textual Concepts and Learning Processes (2016) . 2. Understanding of imagery, symbol and connotation can be supported through watching the department’s video: Understanding connotation, imagery and symbol video (6:06) . 3. While ‘imagery, symbol and connotation’ is the mentor concept for the conceptual component of this unit, the supporting concept of ‘narrative’ can be explored using the mentor text Chalk by Bill Thomson and supporting text Bee & Me by Alison Jay. 4. For information on verbs, tense and symbol refer to the NESA Glossary . 4 English K-2 – multi-age – Year B – Unit 9

Early Stage 1 Focus area and outcome Stage 1 Focus area and outcome Print conventions ENE-PRINT-01 – tracks written text from left to right and from top to bottom of the page and identifies visual and spatial features of print N/A Phonic knowledge ENE-PHOKW-01 – uses single-letter grapheme–phoneme corre- spondences and common digraphs to decode and encode words when reading and creating texts  blend common single-letter grapheme–phoneme correspon- dences to read CCVC and CVCC words, and apply this when reading texts, including decodable texts (PKW5)  segment common, single-letter grapheme–phoneme corre- spondences to encode CCVC and CVCC words (PKW5)  decode and blend words containing consonant digraphs and apply this when reading texts, including decodable texts (PKW5)  segment and encode CVC words containing consonant di- graphs (PKW4, PKW5) Phonic knowledge EN1-PHOKW-01 – uses initial and extended phonics, including vowel digraphs, trigraphs to decode and encode words when reading and creating texts  blend and decode one-syllable words with taught extended vowel graphs and digraphs, including graphemes for r-con- trolled vowels and diphthongs, and apply this when reading texts (PKW6, PKW7)  segment and encode one-syllable words with taught vowel graphs, digraphs and trigraphs and apply this when creating texts  decode words with trigraphs and quadgraphs and apply this when reading texts  blend and decode 2-syllable words with taught vowel graphs, digraphs, trigraphs and quadgraphs, including graphemes for 6 English K-2 – multi-age – Year B – Unit 9

Early Stage 1 Focus area and outcome Stage 1 Focus area and outcome r-controlled vowels and diphthongs and apply this when reading texts (PKW6, PKW7)  decode 2-syllable base words with common double conso- nants when reading texts (PKW7) Reading fluency ENE-REFLU-01 – reads decodable texts aloud with automaticity  know that fluent reading involves recognising and reading words accurately and automatically Reading fluency EN1-REFLU-01 – sustains reading unseen texts with automaticity and prosody and self-corrects errors  read aloud with an easy speech rhythm (FLY3)  self-correct when fluency and/or meaning is interrupted Reading comprehension ENE-RECOM-01 – comprehends independently read texts using background knowledge, word knowledge and understanding of how sentences connect  use visual cues in multimodal texts to interpret meaning (UnT5)  recall the sequence of events/information in texts (UnT5) Reading comprehension EN1-RECOM-01 – comprehends independently read texts that re- quire sustained reading by activating background and word knowl- edge, connecting and understanding sentences and whole text, and monitoring for meaning  register a break in comprehension when reading (UnT5). Spelling ENE-SPELL-01 – applies phonological, orthographic and morpho- Spelling EN1-SPELL-01 – applies phonological, orthographic and morpho- © NSW Department of Education, Mar-24 7

Early Stage 1 Focus area and outcome Stage 1 Focus area and outcome Oral language and communication ENE-OLC-01 – communicates effectively by using interpersonal conventions and language with familiar peers and adults  understand how the most common inflected word forms af- fect the meanings of words  ask questions using who, what, when, where, why or how  use regular past tense verbs when speaking  use irregular past tense verbs when speaking  tell a story or information to peers or adults using oral lan- guage (SpK3) Oral language and communication EN1-OLC-01 – communicates effectively by using interpersonal conventions and language to extend and elaborate ideas for social and learning interactions  understand that oral language can be used in combination with nonverbal communication  use tense correctly to discuss past, present and future events  recount narratives with key components (SpK3) Vocabulary ENE-VOCAB-01 – understands and effectively uses Tier 1 words and Tier 2 words in familiar contexts  understand and use words to describe shape, size, texture, position, numerical order, time and seasons (SpK3, CrT3)  identify, name and describe a range of objects, characters, animals, people and places when given visual and/or audi- tory prompts (GrA1) Vocabulary EN1-VOCAB-01 – understands and effectively uses Tier 1, taught Tier 2 and Tier 3 vocabulary to extend and elaborate ideas  use taught morphemic knowledge to create word families © NSW Department of Education, Mar-24 9

Early Stage 1 Focus area and outcome Stage 1 Focus area and outcome Reading comprehension ENE-RECOM-01 – comprehends independently read texts using background knowledge, word knowledge and understanding of how sentences connect  use visual cues in multimodal texts to interpret meaning  recall the sequence of events/information in texts Reading comprehension EN1-RECOM-01 – comprehends independently read texts that re- quire sustained reading by activating background and word knowl- edge, connecting and understanding sentences and whole text, and monitoring for meaning  combine multiple sources of information within a text to make meaning  identify how creative visual features are used to expand meaning  confirm meaning by sequencing and explaining events and information  recount relevant ideas from texts in the form of a written, vis- ual or oral summary (UnT6) Creating written texts ENE-CWT-01 – creates written texts that include at least 2 related ideas and correct simple sentences  include recognisable structural features for text purpose (CrT5) Creating written texts EN1-CWT-01 – plans, creates and revises texts written for differ- ent purposes, including paragraphs, using knowledge of vocabu- lary, text features and sentence structure  write texts that describe, explain, give an opinion, recount an 10 English K-2 – multi-age – Year B – Unit 9

Early Stage 1 Focus area and outcome Stage 1 Focus area and outcome tive features (CrT5) 12 English K-2 – multi-age – Year B – Unit 9

Week 1 Component A teaching and learning The table below can be used to plan and document lessons that address Component A outcomes and content. Both the detailed example [DOC 529KB] of a two-week teaching and learning cycle and brief example [DOC 66KB] may support you in your planning. Focus Areas Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Phonological awareness (Early Stage 1) and Phonic knowledge 15 minutes Spelling and Handwriting 15 minutes Print conventions (Early Stage 1), Reading com - prehension and Reading fluency 30 minutes © NSW Department of Education, Mar-24 13

Resources  Thomson B (2010) Chalk , Amazon Publishing, US. ISBN: 9780761455264  Resource 1: Story element cards  Resource 2: Sentence frame  Art materials  Copies of illustrations or pages from Chalk  Enlarged images of a dinosaur, the sun, rain, and a playground Lesson 1: Imagery, symbol & connotation in wordless texts The following teaching and learning activities support multi-age settings. Whole 1. Display an enlarged image of a dinosaur. Give students time to think about how the image makes them feel (connotations). As a class, brainstorm and record the emotions associated with the image. For example, nervous, afraid, petrified. 2. Repeat with images of the sun (happy, positive), rain (gloomy, boring) and a playground (playful, exciting). 3. Discuss how the images alone, even without any words, still have meaning and prompt emotions (made students feel something). Explain how authors and illustrators use different techniques, including images or illustrations, to give a message or tell a story and make their audience feel different emotions (imagery, symbol and connotation). 4. Introduce the wordless text Chalk by Bill Thomson. Note : Chalk will be viewed in its entirety in Lesson 2 . Look at some of the pages to support students to identify that it is a wordless text. Ask students how they think they can make meaning of a text without any words. © NSW Department of Education, Mar-24 15

5. In mixed ability groups, provide students with different illustrations from the text. Students analyse the illustrations to work out what they think is happening and discuss how the illustrations made them feel and why. Use a jigsaw approach to share and discuss responses. Highlight the differences and similarities between student responses and how our own experiences and background knowledge influence this. 6. Choose an illustration from the text and model writing a sentence describing how it makes you feel. For example, ‘The huge, green dinosaur made me feel scared because dinosaurs are ferocious predators.’ 7. Students independently write about their illustration from the text, describing how it made them feel and why. Too hard? Students share their responses to the illustrations using the sentence stem ‘This made me feel __’ Too easy? Students compose a written response explaining how their image/illustration could connote different responses from different people. 8. Revise that images/illustrations and symbols in texts can tell a story and make readers feel different emotions. Lesson 2: Using visual cues to make meaning The following teaching and learning activities support multi-age settings. Whole 1. Flick through the wordless text Chalk by Bill Thomson and compare it with a familiar picture book with text such as Pig the Pug by Aaron Blabey. Ask students to identify differences and similarities between the 2 texts. For example, the text Chalk includes illustrations and no text, Pig the Pug has both illustrations and text, but both texts are narratives – they tell a story. Remind students that the illustrations in Pig the Pug were very important in describing what kind of character Pig was and they prompted an emotional response (humour). 16 English K-2 – multi-age – Year B – Unit 9

Early Stage 1 (teacher guided/pairs/independent) Stage 1 (pairs/independent) 7. Display another double page from the text. Discuss the vis- ual features that make the illustrations effective and provide information. 8. In pairs, students construct and take turns answering who, what, or where questions about the pages. Too easy? Students construct questions using the words ‘why’ or ‘how’. 9. Model writing a short description of a character or object from the text. For example, ‘There is a huge, green di- nosaur.’ 10. Students independently write a sentence describing a char- acter or object from the text. 11. Provide pairs of students with other illustrated double pages from the text for them to discuss the visual features that make the illustrations effective and provide information. 12. In pairs, students construct and take turns answering who, what, when, where, why and how questions about the illus- trated page. Too hard? Students construct questions using the words who, what and where only. Too easy? Discuss the connotations of the illustrations. Early Stage 1 Assessment task 1 – Observations from this lesson allow students to demonstrate achievement towards the following syllabus outcomes and content points: ENE-OLC-01 – communicates effectively by using interpersonal conventions and language with familiar peers and adults - tell a story or information to peers or adults using oral language. 18 English K-2 – multi-age – Year B – Unit 9

ENE-VOCAB-01 – understands and effectively uses Tier 1 words and Tier 2 words in familiar contexts - identify, name and describe a range of objects, characters, animals, people and places when given visual and/or auditory prompts. ENE-RECOM-01 – comprehends independently read texts using background knowledge, word knowledge and understanding of how sentences connect - recall the sequence of events/information in texts. Stage 1 Assessment task 1 – Observations from this lesson allow students to demonstrate achievement towards the following syllabus outcome and content point: EN1-OLC-01 – communicates effectively by using interpersonal conventions and language to extend and elaborate ideas for social and learning interactions - understand that oral language can be used in combination with nonverbal communication. Lesson 3: Prepositional phrases to explore positioning The following teaching and learning activities support multi-age settings. Whole 1. Revise prepositional phrases. A prepositional phrase consists of a preposition followed by a noun or pronoun. For example, in the phrase ‘the ball landed under the table’, ‘under the table’ is the prepositional phrase. 2. Play a game such as a preposition scavenger hunt. Have students take turns hiding an object in the classroom and give clues using prepositions. For example, the brown desk is next to the window, the colourful pen is under the desk. Encourage students to use descriptive language in their clues. © NSW Department of Education, Mar-24 19