pialbastateschool.files.wordpress.com€¦ · Web viewIn this unit students listen to, view and...

PIALBA STATE SCHOOL: ENGLISH YEAR 3 SEMESTER 1 UNITS 1, 2 & 3 UNIT PLAN

Deep Learning Inquiry Cycle QuestionIn this unit students will learn. Student will:

Unit 1 – Analysing and creating Persuasive Texts

In this unit, students read, view and analyse persuasive texts. Students demonstrate their understanding of persuasive texts by examining ways persuasive language features are used to influence an audience. They use this language to create their own persuasive texts.

Unit 2 – Investigating Characters through narratives

In this unit students listen to, view and read a novel to explore the authors’ use of descriptive language in the construction of characters. They complete a reading log that analyses characters from the novel. Students read an extract from the novel and answer questions using comprehension strategies to build literal and inferred meaning of the text. They write a short imaginative narrative based on a familiar theme.

Unit 3 – Exploring Characters and settings in texts (Persuasive Letter)

In this unit students listen to, read, view and analyse informative and literary texts. They create and present a spoken procedure in the role of a character. They make inferences about characters and settings and draw connections between the text and their own experiences. Students write a persuasive letter that links to the literary text.

Pedagogical Practices Levering Digitally Learning Environments Learning PartnershipsPedagogical Practices are used to design, monitor and assess learning.

Leveraging digital accelerates access to knowledge beyond the classroom and cultivates student driven deep learning.

Learning Environments foster 24/7 interaction in trusting environments where students take responsibility for their learning.

Learning Partnerships are cultivated between and among students, teachers, families and the wider environment

Continual Feedback loop / monitoring

Whole class explicit instructionSmall group instructionElbow partner/peer collaborationGradual release model

Check in / Check out (thumbs up) strategies

How can we incorporate digital literacy skills students are learning in other KLA’s to enhance our English planning?

Have you provided purposeful spaces for guided/modelled and shared reading?Are we using anchor charts and artefacts around the room and referring to them?Is there space for students to be collaborating?

What have we got coming up that we can frame our English work around?

Deep Learning Competency Focus: (Focus from 2019 beyond other than Year 4 NPDL Planning 2018)

1 of 52DiT_YP-02Band_U1_AT_COW

Assessment (D – Diagnostic, M- Monitoring, S – Summative)Week D-F-S Assessment Title

Wk 3 T1 D Pat- R Testing

Wk 9 T1 D Reading Comprehension

Wk 2 T2 S Imaginative Narrative - Friendship

Wk 5 T2 D PM Benchmarking

Wk 5 T2 S Procedural Presentation

Wk 5 T2 D Probe Benchmark

Wk 7 T2 S Persuasive Letter

Wk 7 T2 S Analysing & creating persuasive letter

Collaboration Creativity Critical Thinking Citizenship Character Communication


Planning is sequenced across the Term or Semester. Timings of Units are based on data and school timetabled events

KLA: ENGLISH Year Level Team: Semester 1 (Units 1, 2 & 3)

WALT/WILF/TIB(The What)

Active Learning Engagement(The How)

Check for Understanding

Internal monitoring data Formative

(Feedback)

DifferentiationContent: What

Process: Pedagogy – HowProduct: Check for Understanding

Resources

Before Unit commences: As a Year Level Team analysis of data based on end of Year 2 Early Start Data, Literacy Continuum combined with A-E results / Internal Monitoring from Class Dashboard) Teachers identify student’s results and place this on a class “Differentiation Surfboard” – Identify Higher Level students. As a cohort meet to discuss (Pat – R Diagnostic data) Teachers set priorities as a team for reading.

Unit One – Analysing and creating a persuasive text (Five Week Unit)Walt: Identify the point of view of an author or speaker and the purpose of persuasive text

Wilf: Recognise the main idea and alternate point of view

Tib: People have different and varied points of view

Each lesson KWL and Vocab developmentSpend a short time at the start of each lesson revising concepts and enhancing understanding and fluency.

Exploring Point of View in a Narrative Through modelled, shared and guided reading provide

opportunities for the students to listen, read and view both narrative and advertisements that have a persuasive point of view

Using focus text, teacher models how to deconstruct parts of the text to

- Evaluate point of view in a text- Explore alternative points of view- Make connections to the text

In small peer groups or elbow partners give students opportunity to look at persuasive advertisements and focus text and discuss

- their own point of view- author’s point of view- main idea of purpose of text

In quick writes time – student respond to a persuasive topic or stimulus and practise how to write a paragraph response about author’s purpose/point of view/alternative points of views

Formative (Feedback)Check students understanding

Observe student thinking and sharing of ideas within whole class, small group and elbow partners

Work samples of students written responses to focus texts

L2B

Allow 'wait time' for the student to process information

Plan for visual supports to instruction.Break tasks into smaller, achievable steps.Use small group instruction and cooperative learning strategiesUse technology to record students work; e.g. digital photography

U2B

Expose to more technical or specific narrative vocabulary.

Extend with students choice of extra study – ensure one-to-one conferences to allow student to share their work.

Use computers to reduce the additional practice of concepts and skills – Compact the curriculum where possible

English Digital Resource Libraryhttps://learningplace.eq.edu.au/cx/resources/file/4ca676d1-7cda-d63c-5f7a-ab29a30c0c90/4/index.html

Text - Kaufman Orloff, K 2004, I wanna iguana, Penguin, USA

Prepare a selection of advertisements with different purposes e.g.- cereal ads- toy ads- fast food ads


https://learningplace.eq.edu.au/cx/resources/file/4ca676d1-7cda-d63c-5f7a-ab29a30c0c90/4/index.html



Planning is sequenced across the Term or Semester. Timings of Units are based on data and school timetabled eventsKLA: ENGLISH Year Level Team: Semester 1WALT/WILF/TIB

(The What)Active Learning Engagement

(The How)Check for

UnderstandingInternal

monitoring data Formative (Feedback)


Process: Pedagogy – HowProduct: Check for

Understanding

Resources

Walt: To locate different reasons and supporting details to support an opinion or argument.

Wilf: Sort sentences into paragraphs, deconstruct a text, recognise questions, facts and exaggeration is used to support points of view.

Tib: There are times when you need to support your own point of views with evidence.


Using supporting details to support point of view

Through modelled, shared and guided reading provide opportunities for the students to listen, read and view both narrative and advertisements that have a persuasive point of view

Using focus text, teacher models how to deconstruct parts of the text to

- draw out sentences/phrases that support main idea or point of view

- Facts and exaggerations that are used for impact

In elbow partners, have students practise providing a supporting statement for a point of view. Share back ideas to the whole class

Independently students write a paragraph response to a persuasive stimulus or short narrative excerpt

Formative FeedbackCheck students understanding through:


Work samples of students written responses to focus texts

L2B


Use audio poetry for students to listen to multiple times

Break tasks into smaller, achievable steps.

Use small group instruction and cooperative learning strategies

Use technology to record students work; e.g. digital photography,

U2BExpose to more technical or specific narrative vocabulary.


Use computers to reduce the additional practice of concepts and skills – Compact the curriculum where possible.


Text - Kaufman Orloff, K 2004, I wanna iguana, Penguin, USA






KLA: ENGLISH Year Level Team: Semester 1WALT/WILF/TIB


(The How)Check for

UnderstandingInternal monitoring

data Formative (Feedback)



Resources

Walt: Recognise and identify some of the language features authors use to persuade the audience.

Wilf: Identify and use modal verbs, adverbs, evaluative language in their writing. Explain how they can make a written text more forceful.

Tib: Write a persuasive paragraph making it more or less forceful


Identify language features and persuasive language in texts Through modelled, shared and guided reading

provide opportunities for the students to listen, read and view both narrative and advertisements that have a persuasive point of view

Using build it up, break it down strategies teacher models how to identify and deconstruct parts of the text to

- find model language (verbs/adverbs)- persuasive language (vocabulary)- evaluative language- Facts and exaggerations that are used

for impact

In whole class and small group instruction teacher provides opportunities for students to use a persuasive text to locate and highlight language features that support a point of view

Through joint construction class writes a persuasive response to the focus text using

- persuasive conventions- supporting details- model language- evaluative language

Formative FeedbackCheck students understanding through


Work samples of students written responses to focus textsDisplay jointly constructed paragraph in classroom for students to refer to.

L2BAllow 'wait time' for the student to process information

Plan for visual supports to instruction.








Text - Kaufman Orloff, K 2004, I wanna iguana, Penguin, USASheet - Persuasive language in ‘I wanna iguana ’ Sheet - Modal adverbsSheet - Letter to Alex’s mum








(The How)Check for





Resources

Walt: Construct and revise paragraphs that persuade an audience to a particular point of view using a newspaper article as focus text Wilf: Use an editing checklist to check for persuasive conventions, punctuation, vocabulary and meaning.

Tib: To improve text structure by checking work for appropriate vocabulary, punctuation, structure and meaning.


Letters to the editor/ persuasive response

Through modelled, shared and guided reading teacher demonstrates how to view and comprehend letters to the editor using focus text “The Local Persuader”

Teacher models how to -Understand audience and purpose of letters

to the editor- Make predictions about a text- Build understanding of text

processing strategies- Explore paragraphs- Sequence sentences in a paragraph

As a whole class Jointly construct a paragraph response to a persuasive article from “The Local Persuader” that includes

- identifying point of view- supporting details- persuasive language- modal language- evaluative language

Formative Feedback


Work samples of students written responses to focus textsDisplay jointly constructed paragraph in classroom for students to






U2B

Expose to more technical or specific narrative vocabulary.




Sheet - The Local PersuaderSheet - Construct a paragraph








(The How)Check for





Resources

Walt: To write a persuasive paragraph and to show how you can examine ways persuasive language features are used to influence an audience.

Wilf: Plan, edit and publish a persuasive paragraph that contains- point of view- supporting details- persuasive languageand conventions


Assessment purpose

To examine ways persuasive language features are used to influence an audience.

Example assessment sequence

Understand the assessment Review the Guide to making judgments and

understand the standards A-E Conduct the assessment

Summative Assessment

Assessment purposeTo examine ways persuasive language features are used to influence an audience





U2B



Assessment task - Persuasive texts

Assessment task - Persuasive texts: Model responseSheet - The Local Persuader

Summative Assessment Task: Students examine ways persuasive language features are used to influence an audience

Planning is sequenced across the Term or Semester. Timings of Units are based on data and school timetabled events7 of 52DiT_YP-02Band_U1_AT_COW






(The How)Check for

UnderstandingInternal monitoring data

Formative (Feedback)



Resources

Before Unit 2 commences: As a Year Level Team revise the analysis of data based on Early Start Diagnostic (Early Start Data) and learning outcomes from unit 1 Teachers use diagnostic and observations to identify Higher Level students and revise “Differentiation Surfboard”. Teachers check the priorities as a team for reading

Unit Two – Investigating characters through narratives (Seven Week Unit)

Walt: Identify language and dialogue used to portray characters and discuss what this tell us about the character

Wilf: I can….Identify verbs show the character’s actions, thoughts, feelings and speech Explain how the character is being portrayed and how this is developingSpeculate (infer) what the author is telling us about the characterDescribe the relationship between this character and


Building Language and Meaning: create anchor chart wall As a whole class introduce text and

activate the students prior knowledge (Modelled Reading)

text type, purpose, author, prior knowledge of text / movie, predictions

Teacher chooses a character from the focus text and models (Explicit I Do) how to do a character profiles for a main characters including actions, thoughts, feelings.

In small group instruction students work collaboratively as a group guided by the teacher to create another character profile from the focus text using the character profile-planning sheet.

*Explicitly teach (I DO) identify verbs - doing, saying, thinking, feeling, relating processes – add charts to wall

Students independently read selection of the text and with an elbow partner discuss the thinking, saying, feeling verbs and


Teacher Observations:Quick write (baseline)Take on the role of a character, introduce, and tell a little about oneself.Reading observation: students oral response to focus questions

Verbs table: Can students identify and sort verbs into different types?






Work with a buddy when sharing ideas about character traits







Suggestions:Text - White, EB 1952, Charlotte's web, Hamish Hamilton, LondonText - Dahl, R 1970, Fantastic Mr Fox, George Allen and Unwin Ltd, London

Characterisation & dialogueSections of text:CH 1-2 Fern – model/sharedCH 3 p19-20 Wilbur - guided CH 4 p32-34 Templeton – independent

Make chart of focus questions:What words tell us about what the characters are like, what they think, how they feel?What does this tell us about the characters? How are the





other characters

Tib: Authors influence readers through the language they useReading focus: QAR Right there, think and search, author & me, on my own

record them in a verb table. Students independently create cartoon with

speech bubbles for key events to show things characters would say

Add new vocab – use with vocab mats

characters developing?Why do you think the author included these events? What is he trying to tell us about the characters?What is the relationships


Planning is sequenced across the Term or Semester. Timings of Units are based on data and school timetabled eventsKLA: ENGLISH Year Level Team: Semester 1




Internal monitoring data Formative

(Feedback)



Resources

Walt: Adapt characterisation and dialogue in literary texts to create and present short dialogues between speakers

Wilf:Identify events in the text where characters are telling others what to do Identify the dialogue and key verbs used by the character to instruct Identify verb tense and change to timeless presentSuggest possible steps / commands Think about the characters’ relationship. Consider the language they would use

Tib: Dialogue is used by authors to give us more insight into a characters personality and traits.


Exploring dialogue in text - creating spoken procedure Introduce procedures – purpose, features, prior knowledge or

experience of procedures Look at some familiar procedures and make a list of key

features – titles, materials, numbered steps, clear commands, use of doing verbs (timeless present) at start of each step (bossing verbs)

Re-read Ch 1 section about feeding a pig and identify verbs. Use these to create a simple procedure

Annotate features on C2C sample “How to feed a pig” Compare spoken and written procedure and create a chart or

Venn diagram (See C2C SLR for example) Modelled & shared writing -adapt text to write a dialogue

between Fern and mother feeding the pig. Think aloud: how characters speak, relationship etc.

Repeat with Ch 3 (The escape) Ch 5 (How to catch a fly) Underline dialogue and identify key verbs – use these in ‘talk

to the hand’ – 5 steps – then quick writes Adapt text to create procedure for each event (Guided writing

– monitoring and feedback) Compare with features in C2C exemplar procedures –

annotate key features with students on these texts* Use in readers theatre to practice oral presentation skills–tone, pitch, pace, volume (see SLR)

Formative Feedback

Reading observation Practise oral reading of sections of text with dialogue/ procedure focusUse oral reading / presentation criteria to provide feedback (self, peer and teacher feedback): Clear Speech Tone – character

voice Pace

- not to slow or fast

- regular pauses so sentences don’t run together

Volume – speak loudly enough for others to hear

Pitch – rise and fall of voice


Break text into smaller parts and focus on the pictures as a way for students to describe character attributes and qualities.

Extra wait time for sharing ideas with whole class or trusted peer.




U2B

Opportunities to share thinking with whole class

Expose to more technical or specific vocabulary from the text that describes a character (e.g. adverbs, adverbial phrases, noun groups)




How to feed a baby pig (procedural text)Written procedure for pigs escapeHow to catch a fly (procedural)

Make charts: Spoken presentation criteria – tone, pace, pitch, volumeFeatures of procedures – written v spoken (Venn?)








Check for UnderstandingInternal monitoring data




Resources

Walt: write an imaginative narrative on a familiar theme of ‘friendship’ that develops characters using appropriate language

Wilf: Write an imaginative narrative about the theme of ‘friendship’.Sequence the events logically into an orientation, complication and resolution.Develop the characters through descriptions using a range of verb types, expanded noun groups and evaluative language.• Plan ideas for an

imaginative narrative• Draft an imaginative

narrative• Edit an imaginative

narrative• Publish a narrative using

word processing software


Creation of an imaginary narrative

To write an imaginative narrative on a familiar theme of ‘friendship’ that develops characters.

Instructions

Write an imaginative narrative about the theme of ‘friendship’.Sequence the events logically into an orientation, complication and resolution.Develop the characters through descriptions using a range of verb types, expanded noun groups and evaluative language.• Plan ideas for an imaginative narrative

• Draft an imaginative narrative

• Edit an imaginative narrative

• Publish a narrative using word

Summative FeedbackSummative Assessment Task –

Assessment:Understand the assessmentReview the Guide to making judgments and understand the standards A - EConduct the assessment

• processing software

Conditions

Supervised conditions:• undertaken individually

• stimulus materials provided with assessment

• completed under test/exam conditions

• completed in two uninterrupted supervised sessions

Length: 300 words

L2B


Provide extra wait time for students to understand the task


Support person available for students (e.g. teacher aide)


U2B

Peer collaboration to share thinking and reasoning with other students

Identify titles, author and writing in a text independently and explain why each is important



Assessment task - Imaginative narrativeAssessment task - Imaginative narrative: Model responseAssessment task - Plan for task: Imaginative narrativeAssessment task - Plan for task: Imaginative narrative - Sample response

Summative Assessment Task: Student’s creation of an imaginary narrative.





Planning is sequenced across the Term or Semester. Timings of Units are based on data and school timetabled eventsKLA: ENGLISH Year Level Team: Semester 1WALT/WILF/TIB


(The How)Check for

UnderstandingInternal monitoring data




Resources

Before Unit 3 commences: As a Year Level Team revise the analysis of data based on Early Start Diagnostic (Early Start Data) and assessment post moderation data from previous unit Teachers use diagnostic and observations to identify Higher Level students and revise “Differentiation Surfboard”. Teachers check the priorities as a team for reading.

Unit Three – Exploring Characters and settings in texts (Persuasive Letter) (Five Week Unit)

WALT: Identify language features authors use to create characters and events in texts

WILF:Identify the subject, verb and surrounding circumstance in a clauseIdentify clauses linked by conjunctionsEnsure verbs agree with their subject

TIB: Different words do different ‘jobs’ in the text.

Week 8 Reading comprehension focus (During Reading)

Continue reading Chapter 13 – 15 and referring to focus questions on chart, in particular how characters and relationships are developing (group or written responses)

Through modelled, shared and guided reading use QAR questioning – Author and me, think and search, right there, on my own Practice comprehension task – CH 15

Examine clauses from the text (examples in C2C) – use hand-signs with the core text to show then highlight:

- The verb or verb group - The subject and participants (nouns or noun

groups)- The surrounding circumstances (adverbial

information) Explicitly teach and model how to use the

coordinating conjunctions (but, so, and) in sentences


Teacher Observations:Observation of individual involvement in discussions.

Use created anchor charts as a visual comparison of traditional v’s alternative character

Collect student character profiles

Observe and monitor students during group and partner discussion


Provide extra wait time for students to share ideas with a trusted peer

Use both written and recorded poetry so all students can listen to and view poemsPlan for visual supports to instruction.


U2BExpose to more technical or specific English vocabulary.

Exposure to more technical or specific vocabulary in poems that create mood and theme. (e.g. adverbs, adverbial phrases, noun groups)

Students practise responding to the poetry and comparing different poems and their features

Provide opportunities for


Alternative C2C texts to support learning for Persuasive letter task:

Stolen girl (Saffioti & MacDonald)

The shack that dad build (Russell)

The peasant prince (Cunxin & Spudvilas)





students to peer collaborate and share their thinking with L2B





Internal monitoring data




Resources

Walt: Recognise, identify and choose language features that are used to convince others

Wilf: Make sentences more persuasive by using extended & technical vocabularyChoose appropriate verb tense to fit sentence and support argumentUse modal verbs, adverbs and evaluative language to express an opinion effectivelyUse conjunction ‘because’ to add supporting evidence to justify an argument

Tib: Sentences can be made more or less forceful by our choice of language


Analyse persuasive texts and language features* Review purpose and prior knowledge of persuasive texts* Analyse persuasive text examples to identify:

- Point of view or argument- Main reasons author provides- Main reason in each paragraph- Supporting details and evidence- Extended (subject specific) vocabulary- Technical vocabulary- Modal verbs and adverbs (more/less forceful)- Evaluative language- Tense used and reasons why

* Use modelled, shared, guided reading process to write an additional paragraph to support the point of view in the letter* Examine clauses from the text – use sentences from the text with students to identify: The verb or verb group The subject and participants (nouns or noun

groups) The surrounding circumstances (adverbial

information) The coordinating conjunctions (but, so, and)

Formative Feedback

Annotated text showing the key features of a persuasive text

Student paragraph can be used as formative assessment to guide targeted teaching










C2C Resources:Homework RulesPersuasive Letter to Mr Smith (classroom pet)Look for more examples that are relevant? Eg. Country v City texts





* Use cloze activities or quick writes to practice conjunctions and verb choices / tense




Check for UnderstandingInternal monitoring data




Resources

Walt: Plan, draft and edit a persuasive letter to convince and audience

Wilf: Identify topic for the persuasive textPlan the main idea and supporting details for each paragraphBegin paragraph with a topic sentenceProvide supporting detailsUse persuasive words/languageInclude modal verbs and adverbs


Summative Assessment Task – Persuasive letter

* Use evidence from the text you have read or listened to in this unit and your own experiences to support your point of view.

• Plan a persuasive letter.• Draft a persuasive letter.• Write a persuasive letter.

* Supervised conditions:• Undertaken individually• Completed under exam conditions• Completed in two supervised sessions

Length: 150–200 words

Summative FeedbackSummative Assessment Task –

Assessment:Understand the assessmentReview the Guide to making judgments and understand the standards A - EConduct the assessment

L2B


Provide extra wait time for students to understand the task


Support person available for students (e.g. teacher aide)


U2B

Peer collaboration to share thinking and reasoning with other students

Identify titles, author and writing in a text independently and explain why each is important



Assessment task -

Summative Assessment Task: Student’s creation of a persuasive letter





Assessment Tasks:

Analysing and creating persuasive texts Year 3 Unit 1Assessment task — Persuasive texts

Name Class

Teacher Date

Task

Purpose: To examine ways persuasive language features are used to influence an audience.

Instructions

Complete the following tasks by reading the instructions and writing the persuasive texts.

All these tasks relate to texts on the sheet The local persuader.

• Task A: Letter to editor: ‘More playground equipment, please!’

o Read and comprehend the letter to the editor.

o Plan, write and edit a persuasive paragraph.

• Task B: Letter to editor: ‘Where are the trees?’

o Read and comprehend the letter to the editor.


• Task C: Persuasive text — ‘Lifestyle — Pet Parade’

o Read and comprehend a persuasive text.


Conditions

Open conditions

• Undertaken individually

• Prior notice of the task

• Stimulus material provided with task

• Supervised class conditions

• Drafting in lesson time with access to teacher feedback and conferencing

15 of 52Eng_Y03_U1_AT_PersuasiveTexts

Task A: Letter to editor: ‘More playground equipment, please!’

Read and comprehend the letter to the editor

Read the letter to the editor ‘More playground equipment, please!’ in The local persuader and answer the following questions.

1. Think about why Tom Greenview wrote his letter to the editor. Finish this sentence:

Tom’s point of view about Green Park is that:

2. What were the two reasons Tom gave to support his point of view?

(a)

(b)

3. What words did Tom use to persuade the reader to his point of view?


Plan a persuasive paragraph

Think of another reason that could be used to support Tom Greenview’s point of view. Record this in the organiser below. Write two reasons that support this main idea.


Point of view

For example:

Green Park needs new playground

equipment.

Main idea (This will become your topic sentence)

Reasons that support the main idea

Write a persuasive paragraph

Use the information from your plan and write a persuasive paragraph that supports Tom Greenview’s point of view.

Remember to include in your paragraph:

a topic sentence containing the main idea

two more sentences supporting the main idea

persuasive language features and devices including:

o modal verbs and adverbs

o evaluative adjectives

o use of questions, facts and exaggeration.

Edit persuasive paragraph

Read through the persuasive paragraph to check for:

meaning: does it make sense?

accurate spelling and punctuation

one point of view


two or more sentences that support the main idea

persuasive language features and devices:

modal verbs and adverbs

evaluative adjectives

use of questions, facts and exaggeration.


Task B: Letter to editor: ‘Where are the trees?’

Read and comprehend the letter to the editor

Read the letter to the editor ‘Where are the trees?’ in The local persuader and answer the following questions.

1. Think about why Dorothy wrote her letter to the editor. Finish this sentence:

Dorothy Treed’s point of view about Green Park is that:

2. What were the two reasons Dorothy gave to support her point of view?

(a)

(b)

3. What words did Dorothy use to persuade the reader to her point of view?

4. In your opinion, is Tom’s or Dorothy’s argument more convincing?Explain using examples of persuasion from their letters.

I think ___________________________'s point of view is more convincing because


Plan a persuasive paragraph

Think of another reason that could be used to support Dorothy Treed’s point of view.

Record this in the organiser below.

Write two reasons that support this main idea.


Point of view

For example:

Green Park needs more trees.


Reasons that support the main idea

Write a persuasive paragraph

Use the information from your plan and write a persuasive paragraph that supports Dorothy Treed’s point of view.








Edit persuasive paragraph

Read through the draft persuasive paragraph to check for:



one point of view








Task C: Persuasive text — ‘Lifestyle – Pet Parade’

Read and comprehend a persuasive text

Read the advertisement below from The local persuader about the dog, Nancy, who is looking for a new home.

Answer the questions that follow.

NancyThis beautiful three-year-old girl has a stunning white colouring. Nancy is one smart young lady with a friendly and easy-going nature. She’s clever, obedient and walks well on a leash.Eager to please, all Nancy asks is for a daily walk and the chance to curl up with you at the end of the day. She will prove to be a loyal and adorable companion to anyone who will give her heaps of cuddles and a loving home.

1. Who is the audience for this advertisement?

2. Find five examples of descriptions in the text that help persuade the reader to get the dog.

3. How do these words or groups of words help to persuade the reader to adopt this dog?


Plan a persuasive text

Look at the picture of the iguana on this page.

Plan a persuasive text to convince someone to take it home as a pet.



Reasons that support the main ideaPoint of view

For example:

An iguana would make a fantastic

pet.

Write a persuasive text

Use the information from your plan and write a persuasive paragraph to convince someone to take the iguana home as a pet.








Edit persuasive text

Read through the persuasive paragraph to check for:



one point of view








LIFESTYLE — PET PARADE

English Year 3 Unit 1: Persuasive texts Name:

Purpose of assessment: To examine ways persuasive language features are used to influence an audience.

Knowledge and understanding(Receptive)

Knowledge and understanding(Productive)

Creating texts(Productive)

Understand how content can be organised using different text structures depending on the purpose of the text. Understand how language features and vocabulary choices are used for different effects.

Understand how language can be used to express feelings and opinions on topics.

Write to express information and ideas. Demonstrate understanding of grammar and choose vocabulary and punctuation appropriate to the purpose and context of the writing. Re-read and edit writing, checking work for appropriate vocabulary, structure and meaning.

Evaluates the effectiveness of persuasive language choices, using examples from the text.

Controls paragraph structure to enhance the meaning of a persuasive paragraph, using topic and supporting sentences. Uses evaluative adjectives effectively.

Selects language features appropriate to a specific audience.

A

Identifies point of view and supporting arguments.Explains language choices used to persuade an audience.

Uses modal verbs and adverbs to give force to opinions.

Uses persuasive devices, such as questions, facts and exaggeration.

B

Understands how content can be organised using different text structures depending on the purpose of the text.Understands how language features and vocabulary choices are used for different effects.

Understands how language can be used to express feelings and opinions on topics.

Writes to express information and ideas.Demonstrates understanding of grammar and chooses vocabulary and punctuation appropriate to the purpose and context of the writing. Re-reads and edits writing, checking work for appropriate vocabulary, structure and meaning.

C

Lists words used to persuade. Develops sentences to support an opinion. Edits punctuation to improve meaning and accuracy.

D

Re-states information from a text. Expresses an opinion. Uses everyday language. E

Feedback:


Investigating characters Year 3 Unit 2Assessment task — Imaginative narrative

Name Class

Teacher Date

Task

To write an imaginative narrative on a familiar theme of ‘friendship’ that develops characters.

Instructions

Write an imaginative narrative about the theme of ‘friendship’.

Sequence the events logically into an orientation, complication and resolution.

Develop the characters through descriptions using a range of verb types, expanded noun groups and evaluative language.

• Plan ideas for an imaginative narrative

• Draft an imaginative narrative

• Edit an imaginative narrative

• Publish a narrative using word processing software

Conditions

Supervised conditions:

• undertaken individually

• stimulus materials provided with assessment

• completed under test/exam conditions

• completed in two uninterrupted supervised sessions

Length: 300 words

27 of 52Eng_Y03_U2_AT_ImaginativeNarrative

28 of 52Eng_Y03_U2_AT_ImaginativeNarrative

Plan ideas for an imaginative narrative

Plan an imaginative narrative based on the theme of ‘friendship’.

Remember to use the following text structure:

• orientationo Where is your story set?o Who are the main characters who share the friendship?

• complicationo What event occurs, or what situation changes that causes a problem?o What happened then?

• resolutiono How was the problem resolved?o How did it end?

Draft an imaginative narrative

Use the ideas from your plan to write a draft of the imaginative narrative.

Write in sentences and include the following language features:

• Noun groups that provide descriptions of the setting and the characters• Doing verbs to describe characters’ actions• Saying verbs to describe speech• Thinking and feeling verbs that show feelings and thoughts• Consistent verb tense other than in speech• Evaluative language to make judgments of characters or events• Extended vocabularyEdit an imaginative narrative

Re-read and edit your draft. Check that you have:

written in sentences

used paragraphs to structure the narrative (orientation, complication, resolution)

sequenced the events logically

used doing, saying, thinking and feeling verbs

used the correct verb tense

used expanded noun groups to describe characters, setting and events

used extended vocabulary

used evaluative language to make judgments about the characters and events

used accurate spelling

used accurate punctuation.

Publish a narrative using word processing software

Use word processing software to publish your narrative.

Year 3 English: Unit 2 — Investigating characters: Imaginative narrative Name:

Purpose of assessment: To write an imaginative narrative on a familiar theme of ‘friendship’ that develops characters.



Understands how language features are used to link and sequence ideas.Understands how language can be used to express feelings on topics.

Writes to express and develop in some detail events, ideas and characters. Demonstrates understanding of grammar and chooses vocabulary and punctuation appropriate to the purpose and context of writing. Re-reads and edits writing, checking work for appropriate vocabulary, structure and meaning.

Uses extended vocabulary to create an engaging narrative.Selects evaluative language to express judgments of characters and events.

Modifies grammatical choices to improve meaning.Edits punctuation to improve the flow of writing.Creates engaging and detailed descriptions of setting, characters and events through expanded noun groups.

A

Develops characters through the use of a range of verb types (doing, thinking, saying and relating) to convey character actions, thoughts and feelings.Maintains correct verb tense throughout.Organises and sequences ideas in paragraphs to create a cohesive text.

Uses narrative text structure (orientation, complication, resolution) to create an engaging story. B

Uses language features to link and sequence ideas.Selects language to express feelings on the topic.

Writes to express and develop in some detail events, ideas and characters.Demonstrates understanding of grammar and chooses vocabulary and punctuation appropriate to the purpose and context of writing.Re-reads and edits writing, checking work for appropriate vocabulary, structure and meaning.

C

Uses everyday language to write simple sentences about the topic. Describes characters and events. D

Uses language to write about the topic. Identifies characters and events. E

Feedback:

Exploring character and setting in texts Year 3 Unit 3Assessment task — Persuasive letter

Name Class

Teacher Date

Task

To write a letter to persuade a known audience.

Instructions

Write a letter to persuade teachers that all children who live in a city should visit a farm when they are in primary school.

Use evidence from the text you have read or listened to in this unit and experiences from your life to support your point of view.

• Plan a persuasive letter.

• Draft a persuasive letter.

• Write a persuasive letter.

Conditions

Supervised conditions:

• Undertaken individually

• Completed under exam conditions

• Completed in two supervised sessions

Length: 150–200 words

32 of 52Eng_Y03_U3_AT_PersuasiveLtr

Plan a persuasive letter

Complete the following steps to plan your persuasive letter:

• Start with an introduction that states your point of view.

• Write three main reasons (which will become your topic sentences) that support your opinion.

• Write supporting statements giving examples that support your point of view. You can refer to texts you have read in this unit as well as your own experiences.

• Finish with a conclusion that sums up your persuasive argument.

Draft a persuasive letter

Write a draft for your persuasive letter.

Organise your ideas to include:

• an introduction — stating your point of view

• main ideas — organised in paragraphs with topic sentences and evidence from the texts and experiences from your life to support your point of view

• a conclusion — summing up your persuasive argument.

Check your draft to make sure you have:

• outlined your point of view clearly

• used paragraphs to organise your ideas

• included topic sentences to support your point of view

• included supporting statements to support your point of view — you should have evidence from the text and from your own life

• used evaluative language, modal verbs and adverbs to make your draft more persuasive

• checked for accurate spelling and punctuation.

Write a persuasive letter

Write your persuasive letter.


Year 3 English: Unit 3 — Exploring character and setting in texts: Persuasive letter Name:

Purpose of assessment: To write a letter to persuade a known audience.

Knowledge and understanding(Receptive)



Selects information and ideas in texts that relate to own lives and to other texts.

Understands how language features are used to link and sequence ideas.Understands how language can be used to express feelings and opinions on a topic.

Creates a text for a familiar audience.Demonstrates understanding of grammar and chooses vocabulary and punctuation appropriate to the purpose and context of their writing.Uses knowledge of letter–sound relationships including consonant and vowel clusters and high-frequency words to spell words accurately.

Makes connections between texts and own experiences.

Uses precise language that includes persuasive, evaluative and technical words.Sequences paragraphs to build a convincing argument.

Controls text structure and language features of a persuasive letter to persuade audience.

A

Selects information from texts to support a point of view in a persuasive argument.

Uses a range of modal verbs and adverbs. Uses paragraphs to develop key ideas. Writes clauses with subject and verb agreement. B

Selects information and ideas in texts that relate to own lives and to other texts.

Selects language features to link and sequence ideas.Selects language to express feelings and opinions on a topic.

Creates a text for a familiar audience.Demonstrates understanding of grammar and chooses vocabulary and punctuation appropriate to the purpose and context of their writing.Uses knowledge of letter–sound relationships including consonant and vowel clusters and high-frequency words to spell words accurately.

C

Describes characters and events from texts. Selects words to express a point of view. Writes sentences.Spells simple words correctly.

D

Selects personal experiences. Uses words to provide information. Writes words. E

Feedback:


Australian Curriculum

Foundation to 6 ENGLISH - Year Three

Year 3 Achievement StandardReceptive 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.

Content DescriptionsLanguage Literature Literacy

Unit 1

Language for interaction

Examine how evaluative language can be varied to be more or less forceful (ACELA1477)

Text structure and organisation

Understand how different types of texts vary in use of language choices, depending on their purpose and context (for example, tense and types of sentences) (ACELA1478)

Understand that paragraphs are a key organisational feature of written texts (ACELA1479)

Unit 1

Responding to literature

Draw connections between personal experiences and the worlds of texts, and share responses with others (ACELT1596)

Unit 1

Texts in context

Identify the point of view in a text and suggest alternative points of view (ACELY1675)

Interacting with others

Listen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situations (ACELY1676)

Interpreting, analysing, evaluating

Identify the audience and purpose of imaginative, informative and persuasive texts (ACELY1678)

Read an increasing range of different types of texts by



Know that word contractions are a feature of informal language and that apostrophes of contraction are used to signal missing letters (ACELA1480)

Phonics and word knowledge

Understand how to use letter-sound relationships and less common letter patterns to spell words (ACELA1485)

Recognise and know how to write most high frequency words including some homophones (ACELA1486)

Understand how to apply knowledge of letter-sound relationships, syllables, and blending and segmenting to fluently read and write multisyllabic words with more complex letter patterns (ACELA1826)

Know how to use common prefixes and suffixes, and generalisations for adding a suffix to a base word (ACELA1827)

Expressing and developing ideas

Learn extended and technical vocabulary and ways of expressing opinion including modal verbs and adverbs (ACELA1484)

combining contextual, semantic, grammatical and phonic knowledge, using text processing strategies, for example monitoring, predicting, confirming, rereading, reading on and self-correcting (ACELY1679)

Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features (ACELY1680)

Creating texts

Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print,and multimodal elements appropriate to the audience and purpose (ACELY1682)

Re-read and edit texts for meaning, appropriate structure, grammatical choices and punctuation (ACELY1683)

Write using joined letters that are clearly formed and consistent in size (ACELY1684)

Unit 2



Unit 2




Understand how different types of texts vary in use of language choices, depending on their purpose and context (for example, tense and types of sentences) (ACELA1478)



Understand that a clause is a unit of grammar usually containing a subject and a verb and that these need to be in agreement (ACELA1481)

Understand that verbs represent different processes, for example doing, thinking, saying, and relating and that these processes are anchored in time through tense (ACELA1482)






Unit 3

Unit 2

Literature and context

Discuss texts in which characters, events and settings are portrayed in different ways, and speculate on the authors’ reasons (ACELT1594)



Examining literature

Discuss how language is used to describe the settings in texts, and explore how the settings shape the events and influence the mood of the narrative (ACELT1599)

Creating literature

Create imaginative texts based on characters, settings and events from students’ own and other cultures using visual features, for example perspective, distance and angle (ACELT1601)



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


Creating texts




Use software including word processing programs with growing speed and efficiency to construct and edit texts featuring visual, print and audio elements (ACELY1685)

Unit 337 of 52Eng_Y03_U3_AT_PersuasiveLtr




Understand that a clause is a unit of grammar usually containing a subject and a verb and that these need to be in agreement (ACELA1481)

Understand that verbs represent different processes, for example doing, thinking, saying, and relating and that these processes are anchored in time through tense (ACELA1482)


Know how to use common prefixes and suffixes, and generalisations for adding a suffix to a base word (ACELA1827)






Understand that successful cooperation with others depends on shared use of social conventions, including turn-taking patterns, and forms of address that vary according to the degree of formality in social situations (ACELA1476)


Understand how different types of texts vary in

Unit 3

Interacting with others

Listen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situations (ACELY1676)

Plan and deliver short presentations, providing some key details in logical sequence (ACELY1677)

Use interaction skills, including active listening behaviours and communicate in a clear, coherent manner using a variety of everyday and learned vocabulary and appropriate tone, pace, pitch and volume (ACELY1792)



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


Creating texts




Texts in context

Identify the point of view in a text and suggest alternative points of view (ACELY1675)

Creating literature

Create texts that adapt language features and patterns encountered in literary texts, for example characterisation, rhyme, rhythm, mood, music, sound effects and dialogue (ACELT1791)


Develop criteria for establishing personal preferences for literature (ACELT1598)


Literature and context

Discuss texts in which characters, events and settings are portrayed in different ways, and speculate on the authors' reasons (ACELT1594)

Examining literature

Discuss how language is used to describe the settings in texts, and explore how the settings shape the events and influence the mood of the narrative (ACELT1599)



use of language choices, depending on their purpose and context (for example, tense and types of sentences) (ACELA1478)


Curriculum Priorities - Pedagogy

ConsiderationsUnit 1

Prior and future curriculumRelevant prior curriculum

Students require prior experience with: identifying language that can be used for appreciating texts and the qualities of people and things understanding that different types of texts have identifiable text structures and language features that help the text serve its purpose understanding how texts are made cohesive through resources, for example word associations, synonyms, and antonyms understanding the use of vocabulary about familiar and new topics and experiment with and begin to make conscious choices of vocabulary to suit audience and purpose comparing opinions about characters, events and settings in and between texts discussing different texts on a similar topic, identifying similarities and differences between the texts identifying the audience of imaginative, informative and persuasive texts using comprehension strategies to build literal and inferred meaning and begin to analyse texts by drawing on growing knowledge of context, language and visual features and

print and multimodal text structures creating short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for familiar and some less familiar audiences,

selecting print and multimodal elements appropriate to the audience and purpose re-reading and editing text for spelling, sentence-boundary punctuation and text structure.

Curriculum working towardsThe teaching and learning in this unit work towards the following:

Understand differences between the language of opinion and feeling and the language of factual reporting or recording (ACELA1489) Understand how texts vary in complexity and technicality depending on the approach to the topic, the purpose and the intended audience (ACELA1490) Understand how texts are made cohesive through the use of linking devices including pronoun reference and text connectives (ACELA1491) Incorporate new vocabulary from a range of sources into students’ own texts including vocabulary encountered in research (ACELA1498) Discuss literary experiences with others, sharing responses and expressing a point of view (ACELT1603) Identify and explain language features of texts from earlier times and compare with the vocabulary, images, layout and content of contemporary texts (ACELY1686) Identify characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text (ACELY1690) Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating

increasing control over text structures and language features (ACELY1694) Re-read and edit for meaning by adding, deleting or moving words or word groups to improve content and structure (ACELY1695)

Unit 2

Prior and future curriculum39 of 52Eng_Y03_U3_AT_PersuasiveLtr


Considerations

Relevant prior curriculumStudents require prior experience with:

identifying language that can be used for appreciating texts and the qualities of people and things understanding that different types of texts have identifiable text structures and language features that help the text serve its purpose understanding how texts are made cohesive through language features, including word associations, synonyms, and antonyms understanding that nouns represent people, places, concrete objects and abstract concepts; that there are three types of nouns: common, proper and pronouns; that noun

groups / phrases can be expanded using articles and adjectives understanding the use of vocabulary about familiar and new topics and experimenting with and beginning to make conscious choices of vocabulary to suit audience and

purpose discussing how depictions of characters in print, sound and images reflect the contexts in which they were created creating events and characters using different media that develop key events and characters from literary texts using comprehension strategies to build literal and inferred meaning and begin to analyse texts by drawing on growing knowledge of context, language and visual features and

print and multimodal text structures creating short imaginative texts using growing knowledge of text structures and language features for familiar and some less familiar audiences, selecting print and multimodal

elements appropriate to the audience and purpose re-reading and editing texts for spelling, sentence boundary punctuation and text structure constructing texts featuring print, visual and audio elements using software including word processing programs.

Curriculum working towardsThe teaching and learning in this unit work towards the following:

Understand differences between the language of opinion and feeling and the language of factual reporting or recording (ACELA1489) Understand how texts vary in complexity and technicality depending on the approach to the topic, the purpose and the intended audience (ACELA1490) Understand how adverb groups/phrases and prepositional phrases work in different ways to provide circumstantial details about an activity (ACELA1495) Incorporate new vocabulary from a range of sources into students’ own texts including vocabulary encountered in research (ACELA1498) Make connections between the ways different authors may represent similar storylines, ideas and relationships (ACELT1602) Create literary texts that explore students’ own experiences and imagining (ACELT1607) Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts

(ACELY1692) Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating

increasing control over text structures and language features (ACELY1694) Use a range of software including word processing programs to construct, edit and publish written text, and select, edit and place visual, print and audio elements (ACELY1697)

Unit 3

Prior and future curriculum



Considerations

Relevant prior curriculumStudents require prior experience with:

understanding that language varies when people take on different roles in social and classroom interactions, and understanding how the use of key interpersonal language resources varies depending on context

identifying language that can be used for appreciating texts and the qualities of people and things understanding that different types of texts have identifiable text structures and language features that help the text serve its purpose understanding how texts are made cohesive through resources, e.g. word associations, synonyms and antonyms understanding that simple connections can be made between ideas by using a compound sentence with two or more clauses usually linked by a coordinating conjunction understanding that nouns represent people, places, concrete objects and abstract concepts; that there are three types of nouns: common, proper and pronouns; and that noun

groups/phrases can be expanded using articles and adjectives understanding the use of vocabulary about familiar and new topics and experimenting with and beginning to make conscious choices of vocabulary to suit audience and

purpose understanding how to use knowledge of digraphs, long vowels, blends and silent letters to spell one- and two-syllable words, including some compound words using knowledge of letter patterns and morphemes to read and write irregular high-frequency words and words whose spelling is not predictable from their sounds using most letter-sound matches including vowel digraphs, less-common long vowel patterns, letter clusters and silent letters when reading and writing words of one or more

syllable understanding that a sound can be represented by various letter combinations comparing opinions about characters, events and settings in and between texts innovating on familiar texts by experimenting with character, setting or plot using interaction skills including initiating topics; making positive statements and voicing disagreement in an appropriate manner; speaking clearly and varying tone, volume

and pace appropriately rehearsing and delivering short presentations on familiar and new topics creating short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for familiar and some less-familiar audiences,

selecting print and multimodal elements appropriate to the audience and purpose.Curriculum working towardsThe teaching and learning in this unit work towards the following:

Understand that social interactions influence the way people engage with ideas and respond to others for example when exploring and clarifying the ideas of others, summarising their own views and reporting them to a larger group (ACELA1488)

Understand differences between the language of opinion and feeling and the language of factual reporting or recording (ACELA1489) Understand how texts vary in complexity and technicality depending on the approach to the topic, the purpose and the intended audience (ACELA1490) Understand how texts are made cohesive through the use of linking devices including pronoun reference and text connectives (ACELA1491) Understand that the meaning of sentences can be enriched through the use of noun groups/phrases and verb groups/phrases and prepositional phrases (ACELA1493) Understand how adverb groups/phrases and prepositional phrases work in different ways to provide circumstantial details about an activity (ACELA1495)

Assessing student learningAssessment name: Retell a StoryUnit 1

Assessment name: Persuasive textsAssessment description: Students examine ways persuasive language features are used to influence an audience.


Assessing student learningAssessment name: Retell a Story

In this unit, assessment of student learning aligns to the following components of the Achievement standard.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.Monitoring student learningStudent learning should be monitored throughout the teaching and learning process to determine student progress and learning needs.Each lesson provides opportunities to gather evidence about how students are progressing and what they need to learn next.Specific monitoring opportunities in this unit may include observations, consultations and samples of student work, e.g.

comprehending texts and identifying point of view using persuasive language and persuasive devices writing paragraphs about a main idea writing topic sentences in paragraphs

including supporting details to persuade an audience.

Unit 2Assessment name: Imaginative narrativeAssessment description: Students write an imaginative narrative on a familiar theme of ‘friendship’ that develops characters.In this unit, assessment of student learning aligns to the following components of the Achievement standard.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


Assessing student learningAssessment name: Retell a Story

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.Monitoring student learningStudent learning should be monitored throughout the teaching and learning process to determine student progress and learning needs.Each lesson provides opportunities to gather evidence about how students are progressing and what they need to learn next.Specific monitoring opportunities in this unit may include observations, consultations and samples of student work, for example:

identifying verbs, verb groups and noun groups making inferences about characters and settings answering literal and inferential questions identifying evaluative language used to make judgments about events, settings and characters composing expanded noun and verb groups to develop characters and settings organising ideas into paragraphs using extended and technical vocabulary in writing maintaining tense consistently across writing using, reviewing and editing structure and language features of a narrative.

Unit 3

Assessing student learningAssessment name: Procedural presentationAssessment description: Students create and present a spoken procedure in the role of a character from a story, where the character is explaining how to do something.Assessment name: Persuasive letterAssessment description: Students write a letter to persuade a known audienceIn this unit, assessment of student learning aligns to the following aspects of the achievement standard.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.


Feedback

Unit 1

Feedback may relate to writing and creating texts. In this unit this may include students’ ability to: using text processing strategies building literal and inferred meaning and beginning to evaluate texts identifying persuasive language and persuasive devices in texts writing paragraphs with topic sentences and relevant supporting details to persuade an audience.

Feedback

Unit 2

Feedback may relate to reading, writing and listening. In this unit this may include: using evaluative language to make evaluations of settings, events and characters using extended and technical vocabulary to demonstrate a range of feelings and opinions about characters and events identifying and using a variety of verb processes and identifying verb tense using comprehension strategies to build literal and inferred meaning and begin to evaluate texts planning, drafting and editing an imaginative narrative.

Feedback

Unit 3

Feedback may relate to reading, writing, listening and speaking as well as students' ability to identify language features that build characterisation and dialogue. In this unit this may include:

identifying verbs that represent characters adapting characterisation and dialogue to create written and spoken procedures planning and delivering short presentations understanding how language is influenced by the degree of formality in social situations using text-processing strategies making literal and inferred meaning and beginning to evaluate texts making personal connections with texts expressing an opinion using modal verbs and adverbs demonstrating increasing control over text structures and language features in their writing.

Year 3 Semester 1 English Report Card Comment BankAssessment Task 1: Persuasive texts

A B C D E44 of 52Eng_Y03_U3_AT_PersuasiveLtr

1E3A1 1E3B1 1E3C1 1E3D1 1E3E1{Name} evaluated the effectiveness of persuasive language choices, using examples from the text. {She,He} controlled paragraph structure to enhance the meaning of a persuasive paragraph, using topic and supporting sentences. {Name} used evaluative adjectives effectively. {She,He} selected language features appropriate to a specific audience.

{Name} identified point of view and supporting arguments. {She,He} explained language choices used to persuade an audience. {Name} used modal verbs and adverbs to give force to opinions. {She,He} used persuasive devices, such as questions, facts and exaggeration.

{Name} understood how content can be organised using different text structures depending on the purpose of the text. {She,He} understood how language features and vocabulary choices are used for different effects. {Name} understood how language can be used to express feelings and opinions on topics. {She,He} wrote to express information and ideas. {Name} demonstrated understanding of grammar and chooses vocabulary and punctuation appropriate to the purpose and context of the writing.

{Name} listed words used to persuade. {She,He} developed sentences to support an opinion. {Name} edited punctuation to improve meaning and accuracy.

{Name} restated information from a text. {She,He} expressed and opinion. {Name} used everyday language in their writing.

Assessment Task 2: Investigating characters: Imaginative narrative

A B C D E1E3A2 1E3B2 1E3C2 1E3D2 1E3E2

{Name} used extended vocabulary to create an engaging narrative. {She,He} selected evaluative language to express judgments of characters and events. {Name} modified grammatical choices to improve meaning. {She,He} edited punctuation to improve the flow of writing. {Name| created engaging and detailed descriptions of setting, characters and events through expanded noun groups.

{Name} developed characters through the use of a range of verb types (doing, thinking, saying and relating) to convey character actions, thoughts and feelings. {She,He} maintained correct verb tense throughout. {Name} organised and sequenced ideas in paragraphs to create a cohesive text. {She,He} used narrative text structure (orientation, complication, resolution) to create an engaging story.

{Name} used language features to link and sequence ideas. {She,He} selected language to express feelings on the topic. {Name} wrote to express and develop in some detail events, ideas and characters. {She,He} demonstrated understanding of grammar and choose vocabulary and punctuation appropriate to the purpose and context of writing.Re-reads and edits writing, checking work for appropriate vocabulary, structure and meaning.

{Name} used everyday language to write simple sentences about the topic. {She,He} described characters and events.

{Name} used language to write about the topic. {She,He} identified characters and events.

Assessment Task 3: Exploring character and setting in texts: Persuasive letter

A B C D E45 of 52Eng_Y03_U3_AT_PersuasiveLtr

1E3A3 1E3B3 1E3C3 1E3D3 1E3E3

{Name} made connections between texts and own experiences. {She,He} used precise language that includes persuasive, evaluative and technical words. {Name} sequenced paragraphs to build a convincing argument. {She,He} controlled text structure and language features of a persuasive letter to persuade audience.

{Name} selected information from texts to support a point of view in a persuasive argument. {She,He} used a range of modal verbs and adverbs. {Name} used paragraphs to develop key ideas. {She,He} wrote clauses with subject and verb agreement.

{Name} selected information and ideas in texts that relate to own lives and to other texts. {She,He} selected language features to link and sequence ideas. {Name} selected language to express feelings and opinions on a topic. {She,He} created a text for a familiar audience and demonstrated understanding of grammar, choose vocabulary and punctuation appropriate to the purpose and context of their writing. {Name} used knowledge of letter sound relationships including consonant and vowel clusters and high-frequency words to spell words accurately.

{Name} described characters and events from texts. {She,He} selected words to express a point of view. {Name} wrote sentences and spelt simple words correctly.

{Name} selected personal experiences based on known characters. {She,He} used and wrote words to provide information.


English Pre-ModerationYear 3 : Unit 1, 2 & 3 Semester 1 Title:

Curriculum Intent for the Unit (see unit /task description) In this unit students will learn and apply English knowledge and skills and creating texts through Receptive and Productive modes.

Learning opportunities support students. Read through and discuss each of the prior knowledge and where to in each of the here units of work. Unpack the curriculum intent and revise before each unit.

Assessable Content (Must Know) (Refer to AAP or Unit Plan to source this Information)Unit 1 – Persuasive textsKnowledge and Understanding (Receptive) Understand how content can be organised using different text structures depending on the purpose

of the text. Understand how language features and vocabulary choices are used for different effects.

Knowledge and Understanding (Receptive) Understand how language can be used to express feelings and opinions on topics.

Creating texts (Productive) Write to express information and ideas. Demonstrate understanding of grammar and choose vocabulary and punctuation appropriate to the

purpose and context of the writing. Re-read and edit writing, checking work for appropriate vocabulary, structure and meaning.

Unit 2 – Investigating characters: Imaginative narrativeKnowledge and Understanding (Productive) Understands how language features are used to link and sequence ideas. Understands how language can be used to express feelings on topics.

Creating Texts (Productive) Writes to express and develop in some detail events, ideas and characters. Demonstrates understanding of grammar and chooses vocabulary and punctuation appropriate to

the purpose and context of writing. Re-reads and edits writing, checking work for appropriate vocabulary, structure and meaning.

Unit 3 – Exploring character and setting in texts: Persuasive letterKnowledge and Understanding (Receptive) Selects information and ideas in texts that relate to own lives and to other texts.

Knowledge and Understanding (Productive) Understands how language features are used to link and sequence ideas. Understands how language can be used to express feelings and opinions on a topic

Creating Texts (Productive) Creates a text for a familiar audience. Demonstrates understanding of grammar and chooses vocabulary and punctuation appropriate to the

purpose and context of their writing. Uses knowledge of letter–sound relationships including consonant and vowel clusters and high-

frequency words to spell words accurately.

Additional Targeted Teaching Priorities


Scan and Assess

Prioritise

Develop and Plan

* Identified from Early Start Data from End of Year 2 Data. What were the literacy identified areas?

* Identified from previous assessment & post moderation of Semester 1 English Unit 1 or 2. Were there any identified areas?

Unit Success Criteria and DifferentiationHow will you know you students have succeeded?

Differentiation: CONTENT PROCESS PRODUCT and ENVIRONMENT

‘C’ Year Level “Working With” Achievement Standard – Success Criteria(Refer to GTMJ and relevant content descriptors (AAP) – including prior content – previous levels)

Unit 1 – Persuasive textsKnowledge and Understanding (Receptive) Understand how content can be organised using different text structures depending on the purpose of the text. Understand how language features and vocabulary choices are used for different effects.

Knowledge and Understanding (Receptive) Understand how language can be used to express feelings and opinions on topics.

Creating texts (Productive) Write to express information and ideas. Demonstrate understanding of grammar and choose vocabulary and punctuation appropriate to the purpose and context of the

writing. Re-read and edit writing, checking work for appropriate vocabulary, structure and meaning.

Unit 2 – Investigating characters: Imaginative narrativeKnowledge and Understanding (Productive) Selects information and ideas in texts that relate to own lives and to other texts.

Creating Texts (Productive) Understands how language features are used to link and sequence ideas.

Understands how language can be used to express feelings and opinions on a topic.

Unit 3 – Exploring character and setting in texts: Persuasive letterKnowledge and Understanding (Receptive) Selects information and ideas in texts that relate to own lives and to other texts.

Knowledge and Understanding (Productive) Understands how language features are used to link and sequence ideas. Understands how language can be used to express feelings and opinions on a topic

Creating Texts (Productive) Creates a text for a familiar audience. Demonstrates understanding of grammar and chooses vocabulary and punctuation appropriate to the purpose and context of

their writing. Uses knowledge of letter–sound relationships including consonant and vowel clusters and high-frequency words to spell words

accurately.

‘B’ Year Level “Making Connections” Achievement Standard – Success Criteria(Refer to GTMJ and relevant content descriptors)


Unit 1 – Persuasive textsKnowledge and Understanding (Receptive) Identifies point of view and supporting arguments. Explains language choices used to persuade an audience.

Knowledge and Understanding (Receptive) Uses modal verbs and adverbs to give force to opinions.

Creating texts (Productive) Uses persuasive devices, such as questions, facts and exaggeration..

Unit 2 – Investigating characters: Imaginative narrativeKnowledge and Understanding (Productive) Develops characters through the use of a range of verb types (doing, thinking, saying and relating) to convey character actions,

thoughts and feelings. Maintains correct verb tense throughout. Organises and sequences ideas in paragraphs to create a cohesive text

Creating Texts (Productive) Uses narrative text structure (orientation, complication, resolution) to create an engaging story.

Unit 3 – Exploring character and setting in texts: Persuasive letterKnowledge and Understanding (Receptive) Selects information from texts to support a point of view in a persuasive argument.

Knowledge and Understanding (Productive) Uses a range of modal verbs and adverbs. Uses paragraphs to develop key ideas.

Creating Texts (Productive) Writes clauses with subject and verb agreement.

‘A’ Year Level “Applying” Achievement Standard – Success Criteria(Refer to GTMJ and relevant content descriptors + above)

Unit 1 – Persuasive textsKnowledge and Understanding (Receptive)


Evaluates the effectiveness of persuasive language choices, using examples from the text.

Knowledge and Understanding (Receptive) Controls paragraph structure to enhance the meaning of a persuasive paragraph, using topic and supporting sentences. Uses evaluative adjectives effectively.

Creating texts (Productive) Selects language features appropriate to a specific audience.

Unit 2 – Investigating characters: Imaginative narrativeKnowledge and Understanding (Productive) Uses extended vocabulary to create an engaging narrative. Selects evaluative language to express judgments of characters and events.

Creating Texts (Productive) Modifies grammatical choices to improve meaning. Edits punctuation to improve the flow of writing. Creates engaging and detailed descriptions of setting, characters and events through expanded noun groups.

Unit 3 – Exploring character and setting in texts: Persuasive letterKnowledge and Understanding (Receptive) Makes connections between texts and own experiences.

Knowledge and Understanding (Productive) Uses precise language that includes persuasive, evaluative and technical words. Sequences paragraphs to build a convincing argument.

Creating Texts (Productive) Controls text structure and language features of a persuasive letter to persuade audience.

Support Plan or ICP Adjusted Content – Refer to ICPStudents:

Tasks: Supported Plan or ICPs Differentiated Assessment

Reporting Sentence: ‘Students working at Year x as per their Support Plan or ICP Plan Tasks and assessments.’


Maker Model Guiding Questions

Content What students need to learn (Select focus questions as required)

Can I choose a familiar context to help make connections or will I scaffold to broaden student world knowledge?

What links can I make to real life? Can I change the context to match student

interests? What prior learning experiences are required? How will I know what students already know?

Which data? Will students complete a Pre-test? Can I skim over some of the content or miss it

completely? How will I extend those students who already

have this knowledge? Will I accelerate students?

Process How students learn (Select focus questions as required)

Can I tier the activities around concepts and skills to provide different levels of support or opportunities to demonstrate deeper knowledge?

Do I need to vary the length of time students require to grasp a concept either by compacting the curriculum or extending the timeframe?

Can I provide opportunities for students to construct and demonstrate knowledge using digital resources and technologies?

Can I scaffold activities or break larger tasks down into smaller tasks?

Can I provide study guides or graphic organisers for targeted students?

Can I modify delivery modes for individuals or small groups?

Can I use peer tutoring?

ProductHow students demonstrate what they know (Select focus questions as required)

To complete the scheduled assessment task will some students require more/less time?

Can students be extended by communicating the information in a more challenging way? E.g. change to authentic audience

Are there students who need the assessment task to be broken down for them?

Will some students need adjustments to the task e.g. having concrete materials at hand or access to digital technologies?

Will some students need feedback provided more frequently or in a different manner?

Environment How learning is structured (Select focus questions as required)

Which of a range of flexible groupings: whole class, small group and individual, best suits this concept and skill set?Have I offered a range of materials and resources -including ICT's to reflect student diversity?Can I vary the level of class teacher support for some students?Would activities outside the classroom best suit this concept? E.g. Other learning spaces within the school, excursions, campsWhat routines can I put into place to assist students in developing independent and group work skills?What class structures can be modified e.g. team teaching or shared teaching and timetabling?Are there additional support provisions from specialist, teacher aide, mentor etc.?Can I provide visual cues for students e.g. content posters or list of instructions for students to follow?


Post Moderation “Every Student Succeeding”

Objective: Develop professional knowledge and practice (Refer to Pialba state School Moderation and Reporting Policy)

Moderation ProtocolsRefer Appendix of Pialba State School Reporting and Moderation (pre-post) School Policy – Social Moderation Norms.

Moderation of Completed English Assessment Samples Refer Appendix of School Policy – Making judgements using standards.

Previously agreed criteria (Pre Moderation) A-E given using the GTMJ On balance teacher judgement- poles Start at the C Move up or down according to the evidence in the sample. The achievement standard is the C standard. Compare each student sample to the standard not against other student samples Give an A-E grade for the task This sample will become part of the student’s portfolio of work

Where to next after Moderation Refer Appendix of School Policy – Moderation Reflection Tool. From the moderated samples information can then be used to plan for the next task. Complete in next English unit the ADDITIONAL TARGETED TEACHING PRIORITIES

Identified from this terms assessment & moderation.


Scan and Assess

Act

Review

Prioritise

Review

pialbastateschool.files.wordpress.com€¦ · Web viewIn this unit students listen to, view and...

Documents

Transcript of pialbastateschool.files.wordpress.com€¦ · Web viewIn this unit students listen to, view and...