Week 2 Outcomes 1.
EN3-1A communicates effectively for a variety of audiences and purposes using increasingly challenging topics, ideas, issues and language forms and features
EN3-3A Uses an integrated range of skills, strategies and knowledge to read, view and comprehend a wide range of texts in different media and technologies
Designing, Selecting and Sequencing Activities Reciprocal reading as a guided reading
Resources
Teacher will explain that now we must merge all the skills we have learned together in order to perform a reciprocal reading.
The complete Hans Christian Anderson fairy Tales (Smartboard version if possible)
Explain to students the steps of a reciprocal reading. They are the same steps used to understand a text thoroughly and that make a successful reader; making predictions, reading the text, clarifying, questioning and summarising Teacher will perform a think-aloud of the steps before reading a classic fairy tale of choice from The complete Hans Christian Anderson fairy Tales. The teacher will go through each step, explaining why each is important and what he/she is doing at each step. Make sure to related this to the previous lessons as students have some experience using these
Whiteboard
Ipads www.umass.edu/ aesop/fables.php Workbook/Word wall
Assessment - Assessment through questioning and observation of students’ ability to perform a reciprocal reading as a class and as individuals. - Assessment of reading skills through a one-on-one observation monitoring; fluency, fix-it strategies, comprehension and expressions through the reciprocal reading
Start with modelling it then proceed to a shared group collaboration in which the teacher prompts the students to do the predicting, reading, clarifying, questioning and summarising. During the reading students will be encouraged to read out loud quietly to practice and the teacher may assess individual students Extension
2.
EN3-3A Uses an integrated range of skills, strategies and knowledge to read, view and comprehend a wide range of texts in different media and technologies
Students may like to attempt this on their own using their IPad devices reading classic fairy tales to get a feel for each strategy while the teacher roams and monitors reading strategies being employed. This lesson will be run as a station reading group lesson. (Refer to detailed lesson plan for more information). Teacher will split class into 4 groups. Each group will rotate after 10 mins with 2 groups at a time on the Visual Literacy activity Oral Reading Group - Students will be reminded of the qualities that make a good speaker/reader
Oral Reading Group Access to Library Ipads or personal student laptops www.umass.edu/ aesop/fables.php
- Teacher will observe and make note of students’ ability to read clearly and confidently during oral performances and throughout the lesson. - Teacher will observe and question
e.g. eye contact, projection of voice, expression, fluency etc. EN3-6B Uses knowledge of sentence structure, grammar, punctuation and vocabulary to respond to and compose clear and cohesive texts in different media and technologies
students during reciprocal reading tasks to ensure they understand the purpose of each role
-Teacher instructs students to read a fairytale from Revolting Rhymes by Roald Dahl and must practice their lines. Any words that students are unfamiliar with should be written in their word wall and apply the fix-up reading strategies to it 1. Re-reading 2. Read forwards 3. Read backwards. 4. Identify function of the word 5. Look at the pictures 6. Substitute words and see paragraph makes sense
if
-Teacher will collect students workbooks to assess understanding of visual literacy comprehension, development of vocabulary and language devices through students individual word walls
the
-Students will perform when ready and the teacher will assess students formally using a blank roll based on the students ability to read fluently, incorporate expression, body language and maintain a good pace Visual Literacy Students will be instructed to complete the visual literacy activity
Visual Literacy Group 10x Three Little Pigs by David Wiesner OR https://www.youtube.com/watch ? v=TkyL8hRZUe8 Workbooks
-This activity will act as a pre-test or initial exposure to getting students to understand the purpose of visual literacy.
Whiteboard with question for students in this group to answer
- Students will be directed to think about
Empty roll to mark students’
visual make up in a way that they may not have done before through the following questions on the whiteboard
How does the author use borders in the text and what are their purpose? What types of colours are used in the illustrations? Why do you think the author chose these? Throughout the story direct speech is shown in two different styles, what are they? How have the visuals aided in the telling of this fractured fairytale? How has the author transcended beyond the normal fairytale genre using images?
Reciprocal Reading Group Remind students of the previous lesson in which they did a guided reading using these reading techniques. Instruct students to complete a reciprocal reading session using a story from Revolting Rhymes by Roald Dahl. Each student is given a role for each paragraph and will rotate their role for the following paragraph until time is up and
progress during the oral reading
Reciprocal Reading Group 20x Revolting Rhymes by Roald Dahl Cut out of roles to be given to reciprocal reading group (predictor, reader, clarifier, question/discusser, summarizer)
every student has had at least one turn at each role.
3.
EN3-2A composes, edits and presents wellstructured and coherent texts
EN3-6B Uses knowledge of sentence structure, grammar, punctuation and vocabulary to respond to and compose clear and cohesive texts in different media and technologies
Go over visual Literacy Teacher will make links to the prior lesson through the visual literacy activity and ask students to discuss their answer. The teacher will question students understanding about the purpose of visual literacy and what the author is trying to achieve by using these techniques.
Workbooks/Word wall
Mark the visual literacy group work
Revolting Rhymes by Roald Dahl
Create short story Students will be creating a short fractured fairy tale of their own using similar characters that they have been reading about throughout this unit of work but changing the resolution or complication of the story in some way. Students are to include their word wall language that has been built up from the previous lessons
Three Little Pigs by David Wiesner
Provide students with a scaffolded sheet and encourage them to use many language devices. (Remember students will be assessed at the end of the unit on their ability to read fluently, confidently
30x Scaffolded sheet for narrative (See Resources) Provide students with a range of books and allow IPad access for inspiration
http://www.worldoftales.com/fair ytales.
-Observation and questioning using think-pair share and bounce pass questioning to assess students understanding of visual literacy, its importance and how authors use it effectively to create deeper meanings -Collect scaffold of students draft fractured fairy tale and assess use of vocabulary, language and understanding
4.
EN3-2A composes, edits and presents wellstructured and coherent texts
EN3-6B Uses knowledge of sentence structure, grammar, punctuation and vocabulary to respond to and compose clear and cohesive texts in different media and technologies
and engage the audience, Therefore they should include vivid descriptive language and similes or metaphors to create engagement) Short story Students will continue writing their short stories and edit the stories Proofreading Teacher will question students on the importance of editing and proofreading. Let students discuss this with each other. Students will then be instructed to perform a Kagan carousel strategy wherein each student will display their work and swap it with another student to have them proof read, provide feedback on the work and edit the work using a red marker. It is important for the teacher to explain to students what is involved in proofreading via a list which should be displayed on the Smartboard.
Workbooks/Word wall Draft copy Scaffolded sheet for narrative IPad accessDictionary/Thesaurus Provide students with a range of books and allow IPad access for inspiration Revolting Rhymes by Roald Dahl Three Little Pigs by David Wiesner http://www.worldoftales.com/fair ytales. Proof Reading Checklist
Quickly go through the list to make sure students understand. You may like to prompt students to explain what is required of each step.
http://planningwith kids.com/2012/06/07/proofreading-and-editing -checklist-for-kids/
-Stories will be collected and marked looking for a variety of descriptive language and language devices used throughout the unit -Students understanding of the importance of proofreading and ability to edit, provide feedback and proof read with accuracy others work will be monitored as teacher observes
Students will then take their work back and take on the feedback and edit where necessary.
5.
EN3-1A communicates effectively for a variety of audiences and purposes using increasingly challenging topics, ideas, issues and language forms and features
This can be repeated several times Oral reading Students will be formally assessed on their individual oral reading skills during a reader’s theatre or presentation of their story. Students will be reminded that a good reader make eye contact, reads confidently and clearly, uses body language, uses expression and creates engagement through the language choices used. While each student reads out their story to the class the audience (other students) need to write positive and constructive feedback as well as highlighting any words spoken that were of interest in their word wall Teacher will instruct audience to provide the student with feedback by reading out what they wrote Teacher will ask students to fill out the remained of the KWL chart from the start of the unit
Completed Draft of students fractured fairy tale Workbooks Whiteboard listing what to look for in a good reader KWL chart
-Students will be assessed summarily and this will be recorded based on their ability to read fluently, self-correct using fix-up strategies, confidently project voice, engage the audience with vocabulary and pacing, use expression and body language. They should include vivid descriptive language and similes or metaphors to create engagement through their proof reading
