What is it that we want our students to know, understand, do and communicate KUDCO?

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1 What is it that we want our students to know, understand, do and communicate KUDCO? Year Level: Five Semester: One Subject: English Team Members: Linda Turner, Kim Flack, Simone Hudson. Essential Learning What is the essential learning? Describe in student friendly vocabulary. I can demonstrate the ability to use (automatically and flexibly), a wide range of word solving strategies. (e.g. dividing words into syllables, using phonograms within multi syllable words, using word parts, using prefixes and affixes, and connecting words to known words). I can use the context of a sentence, paragraph, or Example Rigor What does proficient student work look like? Provide an example and/or description. I can integrate decoding strategies and use them automatically. I can: Break words into syllables, Read word parts Read phonogram pattern/rimes Read a word with an affix such as play ing or a prefix such as dis belief. I can decode an unfamiliar word. Does it look right? Does it sound right? Prior Skills Needed What prior knowledge, skills and/or vocabulary are needed for a student to master this essential learning? I know how to use the following individual decoding strategies to read unknown words: Break words into syllables, Bead word parts Read phonogram pattern/rimes AFFIXES: Read a word with a suffix such as play ing or a prefix such as dis belief. Concepts of Print. Common Assessments What assessment/s will be used to measure student mastery? Running records Observing the decoding strategies the student uses. Guided Reading Running Records and anecdotal notes. In conjunction with When taught? When will this essential learning be taught? Term 1 Week 1 Week 9 Term 2 Week 1 5 Term 1 Week 1 4. Extension Skills What will we do when students have already learned this essential learning? I can use word solving strategies, background knowledge, graphics, text context, and readers tools (glossaries, dictionaries) to solve words, including content specific and technical words. I can use word solving strategies to work out the meaning of unknown words: My background knowledge each term/ 1

2 whole text to decode an unfamiliar word. With rehearsal, I can read texts orally with dramatic expression that reflects interpretation of the deeper meaning of a text. I can use comprehension strategies to interpret and analyse information. I can integrate and link ideas from a variety of print and digital sources. Does it make sense? If it does not Self Correct if it doesn t I understand the purpose of reading aloud. I know how punctuation affects the intonation of my voice, dramatic expression. I can read aloud to an audience with deeper meaning. I know the purpose of reading is to interpret and analyse information. The scruffy dog sat on the mat. Where did the scruffy dog sit? On the mat Reading is always about thinking and gaining meaning. Why did the scruffy dog sit on the mat? I can read aloud to an audience. BK + TC = I Background Knowledge + Text Clues = Inferring. Prior Knowledge Literal information stated in text Predicting future events Visualising Summarising and organising in a text Critically reflecting on content structure. F & P Pre and Post read aloud. Record yourself reading a text, never seen before. After rehearsal and investigation into meaning, read again and record. CARS & STARS F & P About and Beyond QAR SQ3R semester semester Inferring Author s Purpose: Term 1 Week 6 Word Meaning in Context Term 1 Week 7 Drawing Conclusions and Making Inferences: Term 1 Week 9, Term 2 Week 2 Figurative Language: Term 2 Week 9 Graphics Context I can read: accurately at an appropriate pace with ease (not stumbling over words and pausing) with appropriate expression (taking note of punctuation, changing my voice for dialogue) (Without rehearsal) Use a wider variety of texts that are obviously at a more challenging and complex level and involve more complex and mature ideas. each term/ 2

3 I can use a variety of resources to assist me to further link my thinking. Dogs sit on mats when they are tired. I ve seen it on BTN. Summarisin g: Term 1 Week 8 Cause and Effect : Term 2, Week 1 Compare and Contrast : Term 2 Week 3 Fact and Opinion : Term 2 Week 4 Synthesising: Term 2 Week 6 Top Level Structures : Term 2 Week 11 I can identify all the structures and language features of a range of text types: narrative, procedure, exposition, explanation, discussion and informative. I know the purpose of a range of text types. I can identify the structures and language features that are in a narrative, persuasive, informative, memoir/historical fiction and I can use this knowledge to discuss different text types. Know the basic genres and how these structures are organised Know the difference between fiction and nonfiction texts Understand that different genres have a particular format. Narrative: Term 2 Weeks 1 3 and Weeks 7 10 (Historical Fiction) Persuasive: Term 1 Week 6 and Week 9 Term 2 Week 3 Report: Term 2 Weeks 5 7 I can identify the similarities and differences in: author s purpose (persuade, inform and entertain) the structure (t he ways in which information is organised in different types of texts (chapter headings, subheadings, tables of contents, indexes and glossaries, overviews, introductory and concluding paragraphs, sequencing, topic sentences, each term/ 3

4 Text Structure & Organisation : I can use clauses to elaborate on a message in my writing. I link paragraphs to show the progression of my ideas. Spelling: I can use a range of spelling strategies. I can write complex sentences that contain a clause, carrying the main message and one or more clauses that elaborate on that message. The dog, who was fluffy and black, ran to greet his owner. I can organise my writing using paragraphs that consist of a group of sentences that are organised by a common idea.the opening sentence of each paragraph introduces the main idea of the paragraph. I know and use a range of spelling strategies including: I can enrich the detail of my sentences through varying phrases in my writing. I can write sentences and know what a sentence is. I know what a paragraph is. I know: Dictated writing RUBRICS Dictated writing RUBRICS RUBRICS Term 1 Week 6. Term 1 Weeks 1 3 taxonomies, cause and effect). the features (language specific to the genre, craft) I can evaluate which of these features make navigating a text easier and communicate the message more clearly I can use complex sentences in a variety of ways to elaborate, extend and explain ideas in my writing. I can write a paragraph containing: topic sentence complex and detailed sentences all sentences are related (relevant) to the topic sentence More complex spelling investigations looking at the root words and word origins each term/ 4

5 Learning Targets: I can use: Phonic strategy High Frequency Words Visual Strategy Word Structure I can use the understanding of words, to spell new words. Learning Targets: I can use: Spelling generalisations Morphemic word families Homophones Homonyms Homographs Grammar & Punctuation: I can identify and use punctuation correctly. Learning Target: bank of known words does it sound right? - does it look right? I know and use a range of spelling strategies including: Does it make sense in the sentence? Spelling by analogy (using similar words eg bio means life, I can use lots of words with bio becuase I mean bio means life).) I can write consistently using all conventional punctuation with a focus on: syllables are broken up into consonants and vowels how to spell the Oxford 404 high frequency word list all the consonant and vowel sounds and the corresponding letter combinations that make sounds. I know what a base word is. I can identify and use full stops, question marks, exclamation marks, upper case RUBRICS Dictated writing BUT focussed instruction on individual concepts dependent on the topic or focus. BUT focussed instruction on individual concepts with a focus on concept words. More complex spelling investigations looking at the root words and word origins with a focus on concept words. eg Democracy and Australian history words. I can use commas for: A simple series of 3 or more items The states of Australia are Victoria, New each term/ 5

6 Upper case letters for proper nouns, abbreviations and acronyms Commas Quotation Marks Apostrophe (possessive) Writing Process: I can work through the writing process to complete a piece of writing. Learning Target: I can use agreed criteria to edit my own and others work. Upper case letters for proper nouns, abbreviations and acronyms Commas Quotation marks Possessive apostrophes for plurals I can show evidence of each part of the writing process. I will consistently use the class proofreading code when editing using a checklist. letters, commas and apostrophes (contractions and ownership) I understand the writing process and can: plan draft revise edit publish RUBRICS Editing checklist (to be completed by students and a buddy). dependent on the topic or focus. BUT focussed instruction on individual concepts dependent on the topic or focus. Complete process Term 2 Weeks 1 2. South Wales, Queensland, Tasmania and Western Australia. Separating interchangeable adjective She is a strong, healthy woman. I can plan before I write by: selecting an idea narrowing the idea (focus) I can draft a piece of writing by: including an engaging lead and introduction sequencing my writing logically, purposefully and effectively elaborating on the idea (development) using transitions to clearly link key points and ideas pacing speeding up for wide angle and slowing down for close up each term/ 6

7 including a satisfying conclusion that wraps everything up, yet leaves the readers with something to wonder about I can revise my writing I can edit my writing I can publish my writing I can use agreed criteria to edit my own and others work. : I can independently create imaginative, persuasive and informative texts using the genre structure. Learning Target: Narrative Report (news/feature articles) Recount (biography) Procedure Explanation Persuasive (essay) Response Hybrid (all) I know the structure and can independently write original, high quality pieces (as per Year 5 agreed upon rubric), using these genres: Report (democracy) Persuasive Narrative ( Writer s Notebook seeds ) Test (multiple choice, short answer, essay writing, stamina writing) I know the structure of each genre. Dictated writing RUBRIC (Genre specific) Persuasive: Term 1 Week 6 & 9 Term 2 Week 4 Narrative: Term 2 Weeks 1 3 and Weeks 9 11 Report: Term 1 Week 8 Term 2 Weeks 5 8 each term/ 7

8 Test (multiple choice, short answer, essay writing, stamina writing) I can create and publish imaginative, persuasive and informative texts for a specific audience using multi modal elements. Learning Target: I can choose text structures, language features, images and sounds appropriate to purpose and audience. Craft: I can vary my word choice to create interesting descriptions. I know that my writing can be published in a variety of ways depending on the purpose and audience. Examples: Oral act it out written audio visual spatial gestural still and moving I can use: strong verbs specific nouns metaphors and similes interesting vocabulary I have a knowledge of nouns, verbs and adjectives Dictated writing RUBRIC RUBRIC Specific pieces to be published: JSC Speech Democratic Process Chart Writer s Notebook Narrative (Jim K book) Report on Colonial Settlement Historical fiction Ongoing throughout focus on persuasive, narrative and report genres. I can select aspects of subject matter and particular language, visual and audio features to convey information and ideas. I can write phrases and sentences that are striking and memorable. Using a thesaurus Using synonyms each term/ 8

9 Handwriting: I can write using Victorian Modern Cursive for a minimum of 25 minutes. I understand how to present my opinion in an engaging manner, interacting with the audience. I can use tone, volume, pitch and pace to create an effect on my audience. I understand that my writing needs to be legible. The purpose of joined writing is that it is quicker and better for your muscles. I am a confident speaker. I can use of persuasive techniques. When I address the audience I speak in an interesting, engaging manner. I can write neatly and o the lines An understanding of correct public speaking techniques Work samples Public speaking rubric. Term 1 Week 6 7 (Junior Council) Public speaking rubric. Term 1 Week 6 7 (Junior Council) Fine tune and develop a style that is within the guidelines of handwriting. I can contribute and respond to discussions, challenging others ideas. Giving warm and cool feedback I can use specific strategies for effect (such as voice volume, tone, pitch and pace, questions, statistics, humor ) each term/ 9

10 Essential Learning Reading and Viewing Overview Prep Foundation Level One Level Two Level Three Level Four Six High Frequency Words Concepts about print High Frequency Words Concepts about print High Frequency Words High Frequency Words High Frequency Words Essential Learning Writing Overview each term/ 10

11 Prep Foundation Level 6 Level 7 Text Structure & Organisation Spelling Grammar & Punctuation Writing Process Genre Craft Handwriting Text Structure & Organisation Grammar & Punctuation Writing Process Genre Craft Handwriting each term/ 11