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English s1 Sampless1

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384 views

English s1 Sampless1

Uploaded by

api-260443196
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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English sample Stage 1 scope and sequence

Term 1 Lets talk! Spelling Reading


Duration Term 1 (110 weeks) 810 hours per week in total
Unit/Topic This unit, integrated with PDHPE outcomes, is designed to promote an understanding of how to build interaction skills and
use language to build friendships and maintain them. Students learn how to choose appropriate language to demonstrate
respect towards others. Students read the picture book, Whoever You Are, by Mem Fox and discuss the key ideas about
diversity and accepting others. They reflect on the different languages spoken in their community and alternative forms of
communication, including assistive technology and nonverbal communication. They practise using language appropriate to
audience and purpose.
While teaching this unit, explicit teaching of reading will occur concurrently and reading groups will operate.
Types of texts: spoken texts, print texts, visual texts, media, multimedia and digital texts.
Weekly spelling focus
series of words that make up a text
sight words in writing
high-frequency words
letter patterns and letter sounds
the sounds of words and spelling
unfamiliar words
Guided/Modelled reading
story illustration
interpreting characters and events
in literary texts
the behaviour of characters
simple expressions of points of
view
reading more complex texts
Outcomes EN1-1A, EN1-4A, EN1-5A, EN1-6B, EN1-7B, EN1-8B. Other: GDS1.9, IRS1.11, INS1.3
Term 2 Living in communities Spelling Reading
Duration Term 2 (10 weeks) 810 hours per week in total
Unit/Topic This unit, integrated with History outcomes, explores the concept of communities and the changes and continuities in
family life in the local community over time, including the lives of students, parents and grandparents. A range of books,
visual and multimedia texts about family celebrations and traditions, leisure activities and changes in technology and
communication over time are used as the basis for students recording of their familys history and traditions. Students will
record information gained, construct imaginative texts and use computer technology to create presentations to share their
knowledge with parents and peers.
While teaching this unit, explicit teaching of reading will occur concurrently and reading groups will operate.
Texts: Clancy and Millie and the Very Fine House by Libby Gleeson, Mirror by Jeannie Baker, Collecting Colour by
Kylie Dunstan.
Types of texts: spoken texts, print texts, visual texts, media, multimedia and digital texts.
Weekly spelling focus
lettersound relationships, reading
and spelling unknown words
common letter patterns and letter
sound correspondence when writing
texts
spelling known sound and sight
words
a variety of strategies to spell
words
Guided/Modelled reading
clusters and categorises ideas
reading more complex texts about
less familiar topics
where, why, when and how
literary texts, poems, illustrations,
films, visual texts
Outcomes EN1-1A, EN1-2A, EN1-3A, EN1-4A, EN1-5A, EN1-6B, EN1-8B, EN1-9B, EN1-11D, EN1-12E. Other: HT1-1 and HT1-4
Term 3 Journeys Spelling Reading
Duration Term 3 (Weeks 110) 810 hours per week in total
Unit/Topic The concept of journeys is explored through a range of spoken, print and digital texts about transport, including
timetables, itineraries, travel brochures, poems and presentations by parents, grandparents and guest speakers about
particular journeys. Students can begin to express their point of view about different aspects of the topic such as
interesting methods of travel, unusual or memorable experiences.
While teaching this unit, explicit teaching of reading will occur concurrently and reading groups will operate.
Texts: Discovery at Paradise Island by Sharon Boyce, Heres a Little Poem Anthology compiled by Jane Yolen,
Is Your Grandmother a Goanna? by Pamela Allen, The Little Refugee by Anh Do.
Types of texts: spoken texts, print texts, visual texts, media, multimedia and digital texts.
Weekly spelling focus
sight words and high-frequency
words when writing a text
common letter patterns and letter
sound correspondence when writing
texts
a variety of strategies to spell
words
Guided/Modelled reading
strategies to locate information
interpreting more complex story
illustrations, characters and events
in literary texts related to
experience
shared and guided reading and
responding to questions about
texts
Outcomes EN1-1A, EN1-2A, EN1-3A, EN1-4A, EN1-5A, EN1-6B, EN1-8B, EN1-9B, EN1-11D, EN1-12E
Term 4 Fantasy heroes Spelling Reading
Duration Term 4 (110 weeks) 810 hours per week in total
Unit/Topic Using a range of print and digital texts students explore the fantasy genre. Students identify and discuss common
features of plot, fantasy characters and what constitutes the hero in these texts. They create their own fantasy text to
share with their peers using the medium of their choice.
While teaching this unit, explicit teaching of reading will occur concurrently and reading groups will operate.
Texts: April Underhill, Tooth Fairy by Bob Graham, Beware of the Storybook Wolves by Lauren Child, Look, a Book!
by Libby Gleeson.
Types of texts: spoken texts, print texts, visual texts, media, multimedia and digital texts.
Weekly spelling focus
morphemic word families
letter combinations
spelling rules
word origins
homophones
Guided/Modelled reading
using clues in a text
identifying different perspectives
retelling to capture key events
comprehension strategies to gain
meaning and respond to texts
Outcomes EN1-1A, EN1-2A, EN1-3A, EN1-4A, EN1-5A, EN1-6B, EN1-8B, EN1-9B, EN1-10C, EN1-11D, EN1-12E

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