Accelerated Literacy Unit Year 2 -2013 Text by Margaret Wild

There's a Sea in My Bedroom - by Margaret Wild Term 1 2012 Duration: 4 weeks

Week Teaching and Learning Experiences Build background knowledge and vocabulary about the beach. Discuss why people go to the beach, what they do there and why some people might be frightened of the sea. Look at a variety of shells and classify them as fan-shaped or trumpetshaped. Listen to some shells to hear the sea. Introduce the term "conch shell" Reg Outcomes: RS1.5 Reads a wider range of texts on less familiar topics with increasing independence and understanding, making connections between own knowledge and experience and information in texts. RS1.6 Draws on an increasing range of skills and strategies when reading and comprehending texts. RS1.7 Understands that texts are constructed by people and identifies ways in which texts differ according to their purpose, audience and subject matter. RS1.8 Identifies the text structure and basic grammatical features of a limited range of text types. WS1.9 Plans, reviews and produces a small range of simple literary and factual texts for a variety of purposes on familiar topics for known readers. WS1.10 Produces texts using the basic grammatical features and punctuation conventions of the text type. WS1.11 Uses knowledge of sight words and letter-sound correspondences and a variety of strategies to spell familiar words. WS1.13 Identifies how own texts differ according to their purpose, audience and subject matter. WS1.14 Identifies the structure of own literary and factual texts and names a limited range of related grammatical features and conventions of written language Resources: There's a Sea in My Bedroom - Margaret Wild Other stories by the Margaret Wild, or about the sea. Individual Transcripts of There's a Sea in My Bedroom Coloured plastic strips for fluency practice Individual whiteboards and markers Scaffolds for writing

Lower Order Book Orientation 1&2 HOBO sentence 1&2 Transformations 1-2 Reading for fluency

Reading for fluency LOBO 3 &4 Transformation 3-5 Text patterning 1-3

Reading for Fluency Independent writing: descriptive action sequences.

Vocabulary cards, sentence strips and sentence maker

Theres a Sea in My Bedroom

Week 3: Background Information o How do people feel about the sea and what do they do there eg. Ask students, teachers, parents, etc. o What is the sea like? ie. The salty water, sand eg. Conduct an excursion to the beach, create a beach diorama o Develop understandings about how the sea works wave action, tides, and rips and how it can be a danger to people. eg. Watch Surf Life Saving videos, Bush to Beach surf life saving program o Why might some people be afraid of the sea? Shells: o Have a conch shell available for students to listen to. o Display a collection of shells, label and find out what animals live in them. Especially have: conches, periwinkles, fan shells, clams, muscles, oysters, and others drawn in the book. o In talking and listening, ask the students to describe the shells, eg. size, colour, shape, texture, and sort them. Spelling Knowledge: Begin by asking students to write a little story or recount of a trip to the beach. Through this, we should be able to get an idea of their spelling knowledge for ea words. Focus: Words with dipthongs ea When two vowels go out walking, the first one does the talking. Teach spelling of sea and beach. Brainstorm further ea words. (Some theme words with ea might include: ice-cream, seaside, heat, beat (as in

o o o o

What is the sea like? ie. The salty water, sand eg. create a beach diorama Look at, and create, pictures of the sea and beach eg. in artworks Find resources in your Library and on the Internet about the sea Create a classroom display

beat the heat), reason, breathe, scream, squeal (sounds you make when having fun in the water)

Suggested Teaching Sequence: Term 1 Week 4

Day
1

Activities
Low Order Book Orientation (LOBO) Illustration and storyline notes Read the book together

Spelling
David was frightened of the sea

Read the book together (again) Read a transcript of the story with strips. LOBO 2: Illustrations and storyline using notes but with preformulation, questioning and reconceptualisation cycle. Page 1. HOBO Sentence 1 "David was Frightened of the Sea" Chunking and Transformations Session 1.

Read the book together (again) Read a transcript of the story with strips. Review LOBO 1. HOBO sentence 2 "It was a huge, wet monster that gobbled him up, knocked him over, turned him upside down. Chunking and Transformations Session 2

Read a transcript of the story with strips. Chunking and Transformation Session 3 Text Patterning 1

Suggested Teaching Sequence: Term 1 Week 5

Day
1
Read a transcript of the story with strips. Transformation Session 3 Text Patterning 1

Activities

Resources
Transcripts of the story for each student. Transparent coloured plastic strips for fluency practice. Sentence 2 written on cardboard strips (see Transformation 2) Cardboard signs with the words who, feeling, of what Sentence 1 strips from Transformation 1 Chart with grid headings: Who, feeling, of what Writing books to record joint construction. Transcripts of the story for each student. Transparent coloured plastic strips for fluency practice. Sentence 2 written on cardboard strips (see Transformation 2) Chart with grid headings: what, verb, size, what, that did what. Writing books to record joint construction. Transcripts of the story for each student. Transparent coloured plastic strips for fluency practice. All the cardboard strips used in previous transformation sessions for sentences 1 and 2. Chart from previous session with additional headings: did what, did what. Writing books for joint construction

Register and Evaluation

2
Read a transcript of the story with strips Transformation Session 4 Text Patterning 2

3
Read a transcript of the story with strips Transformation session 5 Text patterning 3

4
Complete any text patterning activities or transformation activities.

Suggested Teaching Sequence: Term 1 Week 6

Day
1
Read a transcript of the story with strips. Students begin to write their own descriptive action sequences based on the patterns from sentences 1 and 2.

Activities

Resources
Sentences 1 and 2 visible for all students. Charts from text patterning activities on display for all students. Scaffold to assist students requiring support in writing. Writing books for students to record their descriptive action sequences.

Register and Evaluation

2
Students continue to write their own descriptive action sequences based on the patterns from sentences 1 and 2.

3
Students continue to write their own descriptive action sequences based on the patterns from sentences 1 and 2.

4
Students complete their own descriptive action sequences based on the patterns from sentences 1 and 2.