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Week 6: Predicting: Sylvester and the Magic Pebble

Week 7: Inferring: The Stray Dog


Week 8: Inferring: Heart and the Bottle
Week 9: Visualising: The Red Tree
Week 10: Visualising: See the Ocean
FORWARD PLANNING DOCUMENT
TERM/WEEKS: 2/5-10 YEAR LEVEL: Three LEARNING AREA/TOPIC: ENGLISH- Reading
Strategies

WESTERN AUSTRALIAN CURRICULUM


General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural
thinking Competence Understanding

Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Asia and Australia’s engagement with Asia Sustainability
Cultures

WEEK/ AUSTRALIAN SPECIFIC ASSESSMEN TEACHING & LEARNING KEY RESOURCES


LESSON CURRICULUM LESSON T EXPERIENCES QUESTIONS
LINKS OBJECTIV (what & (include learner diversity)
E how)

LESSON 1 Read an increasing Use clues Use student 1. Introduction: Mat session “What does a  Diagnostic
range of given on work samples - Share the “unit outline”, goals and 5 detective do?” test
Tuesday different types of the front to diagnose week reading challenge with the
4th June texts by … cover and initial students If someone  Paper and
using text processing title of a strengths and - Prediction anchor chart gives you a envelopes
strategies, for book to weaknesses piece of cake,
example make a in the area of 2. I do: Predicting from book do you predict
 File for all
predicting. (ACELY167 prediction prediction titles/covers that it will be
students’
9) about that will be - Model how to predict based on covers sweet or
‘Reading
what will followed up in with a variety on the PowerPoint. salty?
Comprehen
happen in the next - Show how my prediction changes as sion’ work
the story lessons. Use the title appears If the sky is
the checklist blue with no
to assess the clouds, do you  Mini book
3. We do: Group predictions covers
five focus - Posters with book covers glued in the predict it will
students in centre. Students will be timed writing rain soon?
the  Book cover
down their own prediction for the story
Prediction What clues do posters
based on different elements. When the
checklist. timer goes off, they will move to the we look for
next cover and write predictions. when making
- Kathy to scribe for Alena predictions?

How do our
4. You do: Typing up their prediction
predictions
- Students will choose one of the books
covers to type up their own prediction change when
for what will happen in the story. we see the
- Have goals on the board and sentence book title?
starters to prompt them in what
elements to focus on.
- Same book covers as previous activity
to lower students, new one to upper

5. Conclusion
Sit in a circle and everyone shares one
feeling they have towards reading.
Then they will go back to their desks
and write those feelings down as a
“letter to themselves” to be read at the
end of term.

LESSON 2 Read an increasing Use student 1. Introduction: Mat session (5 What clues do  Sylvester
range of Use clues work samples minutes) we look for and the
Wednesda different types of given on to keep track  Revisit the strategy of predicting when making Magic
y texts by … the front of common using PowerPoint predictions? Pebble –
5th June using text processing cover and strengths and William
strategies, for title of a weaknesses 2. Introduce text & book cover How do our Steig
example book to in the area of prediction (5 minutes) predictions
predicting. (ACELY167 make a prediction change when
 Introduce the text Sylvester and  PowerPoint
9) prediction that will be the Magic Pebble we see the
about followed up in  Predict what will happen based on book title?
what will the next the cover  I predict…
happen in lessons. Use  Prompt students to look for the clues sheets
the story the checklist like in our last lesson What
to assess the  Think, pair, share what they think predictions
five focus will happen were correct?  Letter
Reflect on students in writing
prediction the 3. Predict the story (20 minutes) Which ones paper
s that Prediction  Give students template to fill in were not
were checklist. based on the cover. correct and
correct
Focus: I predict … will happen why not?
and how
we because …
changed  Fill in the template and glue it into
them after your English book
reading  Kathy to help Alena scribe AND set
the story higher expectations for upper students
(e.g. at least three predictions based
on at least three clues from the cover)

4. Modelled reading (10 minutes)


 Model read the story, ensuring to
focus on making predictions as the
story goes along.

5. Conclusion (5 minutes)
Discussion
 What predictions were correct?
 Which ones were wrong and how can
I alter them?

6. Reading attitudes (10 minutes)


 Students will write themselves a
letter with as little or as much
information as they would like to
include stating how they feel about
reading. This will be opened at the end
of the term to review how much our
attitudes towards reading have
changed (a lot hopefully)

LESSON 3 Read an increasing Use the The main 1. Introduction: Mat session  Prediction
range of strategy assessment Revisit WHAT is predicting. Create an anchor
Thursday different types of prediction in this lesson Anchor chart on what makes a good What is chart
6th June texts by … to aid will be during prediction. prediction?
using text processing reading guided  Guided
strategies, for and reading. Use 2. Storytime Online Is the reader reading
example independe the check list  Reread the text but invite students using any books
predicting. (ACELY167 nt to monitor to look for the clues that help us strategies to
9) activities progress of predict. help make
that focus  Storytime online predictions?  Guided
require students. reading
reading 3. Rotations booklets
What clues
 Guided reading: are on the
cover?  Predicting
 Give students printed books that they
will read together worksheet
to match
 Guided reading booklet for each week What do we lexile books
do with
 Independent reading predictions
 Encourage students at this station with that were  Predicting
the reading challenge. They will read proven to be board
their Lexile book and complete the incorrect? game
worksheet at the station

 Predicting board game  Sylvester


the Pebble
 Computer worksheet
 Book cover activity from the other day
but now they must give more clues and
predictions.

4. Conclusion
Brainstorm on the board about what we
have to do to be good predictors

LESSON 4 Read an increasing Use the The main 1. Introduction: Circle Game
range of strategy assessment  Every second person will be given a How many
Friday different types of prediction in this lesson prompt card. They will start reading it books are you  Prompt
7th June texts by … to aid will be during and when I ring the bell the next going to read cards
using text processing reading guided student must predict what would this weekend?
strategies, for and reading. Use happen next and why.  Bell
example independe the check list
predicting. (ACELY167 nt to monitor 2. Rotations  Reading
9) activities progress of  Students complete the other 2 they journals
that focus did not complete in yesterday’s
require students. rotations
reading
3. Conclusion: Wrap up
 READING CHALLENGE REVIEW
 Display reading chart
 Weekend and next week goals
Make each student a concertina
“reading journal” where they keep
track of their books, they have read
1. Introduction: Mat session & Story
LESSON 6 Use comprehension Practice Mark work Time Online Read Aloud (15 How does the Story time
strategies to build looking for samples minutes) title help us online video
Monday literal and inferred clues to against the - Revisit WHAT is predicting. Use predict?
10th June meaning and begin to make rubric for PowerPoint to prompt prior knowledge
evaluate texts by prediction focus and see what students remember. How do the https://www.yo
drawing on a growing s in their students. - Show Story Time Online read aloud of images on the utube.com/wat
knowledge own the text. Pause to question students on cover help us ch?
of context, text struct reading. During clues they find that help them predict predict? v=BNGUnk8Je
ures and language guided the next part of the story. LE
features(ACELY1680) reading, What key
focus 2. Work Stations (30 minutes) events help us
specifically  Guided reading: (10 minutes) predict what
on what is Read levelled book with each group, will happen Guided
being keeping track of students next? reading
achieved and engagement with the text, levelled books
what still participation in discussion, and specific
needs work. predictions/clues found How do the
 Before reading: characters’ Guided
1. Look at the title facial reading
2. Look at the images expressions checklists
3. How do these clues help us help us
predict? predict? Prediction
4. Make a prediction worksheet
 While reading:
1. What have we read so far Were your
2. What are three key ideas/events initial Book covers
that have happened predictions printed
3. What will happen based on what correct?
you have read
 After reading: How would
1. Were your initial predictions you alter your
correct? predictions
2. Discuss with your partner after seeing
more clues?
 Independent reading: (10
minutes)
Students will choose a book and
follow the prompts on the
worksheet to show their
understanding of prediction.
 Computer (10 minutes)
Students will be given a mini book
cover and will complete the activity
from the lab last Tuesday. This time,
they will tell me AT LEAST 3 clues on
the front cover and how they lead to
predictions about the text. They will
type the title, their name, at least
three clues and subsequent
predictions.

3. Conclusion/Assessment (2
minutes)
Before the dentist students will fill out
the EXIT TICKET simply answering the
question ‘What is prediction?’

1. Introduction/Mat Session (10


LESSON 7 Use new minutes) What is
Use comprehension Answer inference  Reading Challenge prediction?
Tuesday strategies to build focus checklist/rubr - Tell students that starting from today https://www.yo
11th June literal and inferred questions ic to initially we will be having a reading utube.com/wat
meaning and begin to to develop gauge the challenge for the rest of the term. ch?
evaluate texts by their extent to Each student will get a reading What is v=1oqdI5JMJn
drawing on a growing ability to which the journal where they will review their inference? M
knowledge infer focus favourite book they have read in the
of context, text struct meaning students week as well as count how many
ures and language from understand books they have read. On the board
features(ACELY1680) images. inferencing we will have a big chart where they What clues
record their book count. Once they help us make PowerPoint
reach a milestone (every 5 books) inferences?
they can choose a reward from the
READING REWARD COUPONS BOOK. How is
prediction Printed once
Use the PowerPoint to introduce different from upon a picture
inference and the DIFFERENCE between inferring? images and
prediction and inference (using video) questions to
match
(PREDICTING and INFERRING are often
confused. Predicting is the process of
asking what might happen next based on
what we already know from inside and
outside the text. Inferring is more a
process of enquiring as to what the author
meant. Predicting focuses more on the
WHAT whereas Inferring is more about the
WHY)

2. Making inferences with pictures (5


minutes)
As a class we will look at a picture from
the Once Upon a Picture website. I will
ask them to look at the image carefully
and to think about what is happening.
Then they will THINK/PAIR/SHARE to
answer the questions on the board.

3. Independent work (15 minutes)


On the desks will be a printed image
(different on each desk) from Once
Upon a Picture. Students will choose
one of them to focus on and answer the
questions. Tomorrow we will use this
information to individually make
meaning (inferences).

Have Alena verbally express what she


thinks is happening in the story.

4. Conclusion (5 minutes)
Reflect on the learning experiences of
today. Ask students to think about
- How is prediction different from
inferring?
Expected answer: we predict using
authors clues, we make
inferences using authors clues AND
what we already know
- Focus questions will be on the board

LESSON 8 1. Mat session (10 minutes)


Read an increasing Roleplay Use work  REMIND STUDENTS TO BRING
Wednesda range of scenarios samples to ENGLISH BOOKS BEFORE GOING TO PowerPoint
y different types of to practice check off LAB. What is
12th June texts by … making criteria on  Go back over the PowerPoint. inference?
using text processing inferences the check list Reinforce vocabulary and the meaning
strategies, for in and assess of inference as well as why we must
example everyday what areas make inferences as readers. What clues
inferring. (ACELY1679) life, not students  As a class, go through the pictures to help us make
just texts need help in make inferences about what is inferences?
and for the next happening. Constantly question Inference
images. lesson. students as to HOW we make these How is cards
inferences (by thinking about what we prediction
Answer already know/our experience) different from
focus inferring?
questions 2. Dramatic action (10 minutes)
to develop  To get students moving, tell them
their that we not only make inferences when What can we
ability to reading but in everyday life. do to SHOW
infer  Put students in groups of 3 and people how
meaning spread them around the room. Each we feel rather
from group will get a card between them. than say it?
images.  On the card there will be four Yesterday’s
scenarios that they will role play to worksheet
show how we make inferences in real
life as well as when we read. HOW do we
 Model this first by suddenly speaking make
in an angry voice without telling inferences?
students what you are doing. THEN
once they catch on, tell them they
made an inference that you were angry WHY do we
without having to say it. make
Remind them that they need to inferences?
consider their facial expression, body
language and tone of voice to suggest
meaning and allow group members to
INFER what they feel.

3. Picture inferences (20 minutes)


 Using the questions and answers
from yesterday’s picture inferencing
activity, students will complete a typing
activity on WORD summarising their
answers to tell me what they think is
happening in the picture.
 If students finish typing theirs
quickly, they will try a harder picture to
make inferences about. Repetition and
practice is key for this strategy.
 Kathi (EA) to type Alena’s ideas for
her – she has the ideas she just
struggles to write/type them.
 Students will need to print off their
work and glue it into their books.

4. Conclusion (5 minutes)
 Before moving back to the classroom
have students tell you
- HOW we make inferences and WHY
we should use strategies like prediction
and inferring when we read
 Give instructions for our task we will
complete after spelling before moving
on
1. Introduction
LESSON 9 Use comprehension Make During  Before break, we will be completing How does the
strategies to build prediction guided our prediction rotations. Students will title help us
Thursday literal and inferred s based on reading, need to switch back to their predict? Magnifying
13th June meaning and begin to the title focus on one PREDICTION detective roles to glass prop
evaluate texts by and student from complete the activities. Explain each How do the
drawing on a growing images on each level to station before sending off. images on the
knowledge the cover. assess their cover help us
of context, text struct understandin 2. Work Stations (30 minutes) predict?
ures and language g against a  Guided reading: (10 minutes)
features(ACELY1680) checklist. Read levelled book with each group, What key
keeping track of students events help us Guided
Collect work engagement with the text, predict what reading books
samples to participation in discussion, and specific will happen and checklist
assess from predictions/clues found next?
the other two  Before reading:
stations. 1. Look at the title
2. Look at the images How do the Mini book
3. How do these clues help us characters’ covers
predict? facial
4. Make a prediction expressions
 While reading: help us
1. What have we read so far predict?
2. What are three key ideas/events
that have happened
3. What will happen based on what Were your
you have read initial
 After reading: predictions
1. Were your initial predictions correct?
correct?
2. Discuss with your partner How would
you alter your
 Independent reading: (10 predictions
minutes) after seeing
Students will choose a book and more clues?
follow the prompts on the
worksheet to show their
understanding of prediction.

 Computer (10 minutes)


Students will be given a mini book
cover and will complete the activity
from the lab last Tuesday. This time,
they will tell me AT LEAST 3 clues on
the front cover and how they lead to
predictions about the text. They will
type the title, their name, at least
three clues and subsequent
predictions.

3. Conclusion (5 minutes)
Reflect on the learning experiences of
today. Ask students to think about
- How is prediction different from
inferring?
Expected answer: we predict using
authors clues, we make
inferences using authors clues AND
what we already know
- Focus questions will be on the board

LESSON Use work 1. Introduction (5 minutes)


10 Use comprehension Make samples to - Revisit Inferencing PowerPoint to InferencePowe
strategies to build inferences check off remind students of what it means to What is rPoint
Friday 14th literal and inferred about criteria on infer as well as the difference between inference?
June meaning and begin to characters the check list inferring and predicting.
evaluate texts by thoughts and assess - Go through 2 images that prompt
drawing on a growing and what areas students to make an inference, to What clues
knowledge feelings students warm up our minds for inferring help us make
of context, text struct based on need help in - Tell students we are going to look at a inferences?
ures and language informatio for the next new book and we MUST put on our
features(ACELY1680) n given by lesson. invisible detective coats in order to find How is
the author clues in the book AND in our own minds prediction
and our to make sense of what the author different from
own wants us to figure out inferring?
opinions.
2. Modelled/Shared Reading (10
minutes) What can we
- Model read the text “The Stray Dog” by do to SHOW
Marc Simont and tell students that people how Stray Dog by
throughout, you want them to think we feel rather Marc Simont
about the inferences they can make. than say it?
After modelling for the first few pages,
invite students to share their own
inferences.
HOW do we
3. Group Character Inference (10 make
minutes) inferences? Posters with
- On each desk will be a picture of one of characters
the characters stuck onto an A3 poster.
Similar to our predicting activity where WHY do we
we rotated around to make predictions make
about what would happen based on the inferences?
cover, we will make inferences about
what kind of person/animal this
character is.

4. Independent Activity (25 minutes)


- Students will step into the shoes of one
of the characters in the book and make Writing paper
inferences about what kind of and English
person/animal they are. They will write books
a diary/journal entry from the
perspective of that character including
details about their feelings, thoughts
and what they think of the events
taking place in the story.
- This activity will allow students to find
clues in the text about the character,
and then use what they think (what the
author has not told us) to infer the kind
of thing they would write in a diary.
- Students will write on lined paper then
glue it into their English books.
- Remind students:
A diary entry should be in first person
from your character’s point of view.
The entry should include feelings,
thoughts and emotions related to the
plot of the story

5. Conclusion (10 minutes)


- Bring students work down to the mat PowerPoint
and share the different clues from the
book and our meanings we made
- Together we will take down our
inferences made about the different
characters
- By doing this, we reinforce that there
are SO many different clues we can find
as well as different perspectives that
change the meaning a story has for us

LESSON Use comprehension Make an Review 3, 2, 1. Introduction


11 strategies to build inference 1 assessment - Before we begin, have students fill out - What  Heart and
literal and inferred about the from the a ‘3, 2, 1’ about predicting and information the Bottle
Monday meaning and begin to title of the beginning of inferencing to monitor learning can we by Oliver
17th June evaluate texts by book, class. progress so far. gather from Jeffers
drawing on a growing Heart and - Revisit Inferencing PowerPoint to the images
knowledge the Bottle, remind students of what it means to that we
don’t get  English
of context, text struct by looking infer as well as the difference between books
from the
ures and language at the inferring and predicting.
text? (the
features(ACELY1680) pictures. - Go through an image to prompt
man,  Inferencing
inferencing skills and warm up our
friendship, PowerPoint
Relate minds for inferring sharing,
what they - Tell students we are going to look at a death,
see with new book and we MUST put on our sadness).
what they invisible detective coats in order to find
know to clues in the book AND in our own minds - What else
infer to make sense of what the author can we
meaning wants us to figure out infer from
of the images
different 2. Pre-Modelled Reading Inferencing about the
events. - Introduce the text “Heart and the story?
Bottle” but have the title covered. Have
- Would the
students INFER what the title could be
story make
based on the pictures.
sense
- They will go back to their desks and
without the
write their idea on the back of their ‘3, pictures?
2, 1 ticket’ with one sentence about
what the book could be about.

3. Model Read
- Model read “Heart and the Bottle”
focusing on inferencing (with think
alouds) but also making sure students
are aware of the themes and
metaphors used in the story.

4. Closure activity
- Students to write down the main points
from the story that they remember.
Have these already written out for
lower groups (enabling). Then on the
other side of their paper they will write
two things they can infer the author
meant but did not say.
- Bring students back to the mat and
think, pair, share about how we make
an inference.

LESSON Use comprehension I will use 1. Introduction: Warm up (10 minutes) - What new Heart and the
12 strategies to build Makes a work samples - Facial expressions inferences meaning Bottle
literal and inferred connectio to assess the - Students will come up and say a can we
Tuesday meaning and begin to n between students phrase in different ways, we will then infer that English books
18th June evaluate texts by evidence understandin infer how they are feeling we didn’t
drawing on a growing in the text g of making pick up the Differentiated
knowledge and what inference. first time worksheets
2. Reread (15 minutes)
of context, text struct they know we read
- Reread the Heart and the Bottle
ures and language to make I will continue - This time, anytime they think of an the book? Inference
features(ACELY1680) an to comment inference they will put their thumb up cards
inference. on focus and we will discuss it. - What do
students’ - Focus particularly on what the author you see in
progress. DOES and DOESN’T show us to help us the text?
understand the meaning of the book
- Recap the main events of the story
- Jot these down on the board - What do
you not
3. Independent (20 minutes) see that
- Students will complete the allows you
differentiated inferencing work sheet to to infer
identify what they see in the book, meaning?
what they know and how that helps
them infer meaning from the text
- The lower students will be given a - What is the
sheet with two examples difference
- The middle students will be given a between
sheet with one example inferring
- For extension, the higher students will and
not be given examples and will make predicting?
as many inferences as they can about
the story
- Students still need to finish their -
inferences from yesterday’s lesson so
once they have my tick of approval I
will have them finish that activity

4. Conclusion Inferring warm up cards


(10 minutes)
- Students will come back down to the
mat
- We will begin seated on the mat in a
circle.
- We will pass around a bag that has
inference focus question cards inside.
- We will go around, and each take a
turn to read out a card.
- After reading the card everyone will
INFER the answer that they think it
might be. We will give the reader a
chance to make an inference and if
they need help someone else can
answer for them.

1. Introduction (10 minutes)


LESSON Use comprehension Make - Inferencin  To prompt inferring skills as well as - What
12 strategies to build inferences g check show students the task at the inferences Inferring
literal and inferred in list to computer station, we will begin with can we checklist
Wednesda meaning and begin to independe assess a Pixar Short to make inferences as make from
y evaluate texts by nt reading, focus we watch. what we
19th June drawing on a growing group students  Tell students to focus on the see?
knowledge reading characters thoughts and feelings,
of context, text struct and from a - Work the setting and any other aspects
ures and language short film. sample to they notice that could help them - What have
features(ACELY1680) assess make meaning of it. we read so
independe far and Levelled books
 https://www.youtube.com/watch?
nt readers how can
v=jEjUAnPc2VA
we predict
what will
2. Work Stations (50 minutes w/
happen
transitions)
next?
 Guided reading: (15 minutes)
Read levelled book with each group,
- What
keeping track of students’ engagement
message is
with the text, participation in
the author
discussion, and specific
putting
predictions/clues found
across?
- Before reading:
1. Look at the title Differentiated
2. Look at the images - What does
the author work sheets
3. What inferences can we make from
what we see? want you
- While reading: to think
1. What have we read so far about after
2. What can we infer about the main reading
this? https://www.yo
character? utube.com/wat
3. How do we know this? ch?
- After reading: v=9yOxx_4oO
1. What message was the author trying Ms
to get across?
2. What does the author want you to
English books
think about after reading this?
 Independent reading: (15
minutes)
Students will choose a book and follow
the prompts on the worksheet to show
their understanding of making
inferences through blending what they
know with what the author tells them.

 Computer (15 minutes)


Students will get their headphones and
watch the short film ‘In the Clouds’. As
they watch they will need to INFER
meaning about what is happening and
why. In their English book they will put
the following headings:
1. What are the main events?
2. What are the characters feeling?
3. What inferences can I make?

3. Conclusion: (10 minutes)


 Call individual students up the front
and similar to charades, have
students act out a scenario that
shows feelings or a reaction to
something.
 Everyone else will make an
inference about what is happening
in the ‘scene’

LESSON Use Develop Photograph 1. Intro: Recap Prior Knowledge (3 minutes) - What is  Miss L
15 comprehension higher students’  Start the lesson by giving everyone inference? ‘tick of
strategies to order inference a “MISS L TICK OF APPROVAL” card. approval’
Friday build literal and thinking cards to Explain that they will use this to show - What two cards
21st June inferred skills by assess their me once they have done the first step things help
meaning and creating understanding of the task and cannot move on until I us infer  PowerPoin
begin to their own of how focus have ticked their card. (prior t
evaluate texts inference questions help knowledge
by drawing on cards for people make  Go over main PowerPoint slides and and clues)
a growing peers to inferences. get students to think, pair, share their  Inference
knowledge infer best explanation of what it means to cards in a
of context, text meaning Log this make an inference bag for
structures from. information in - How is pass the
and language a checklist to 2. Group Game: Inference Pass the Parcel prediction parcel
features(ACELY ensure (10 minutes) different
1680) students  We will continue with inference pass from
participate in the parcel. I will play a song and when I inferring?  Inference
all sections stop it, that person must read an card
(drawing, inference card (either a simple question templates
questions, card or an image/focus question card) - How do we
inferences) and everyone must think of an inference infer what a
they can make. character/pe
rson is
3. Independent Activity: Making our own feeling?
inference pass the parcel (35 minutes)
 Students will step into an author’s
shoes and be given a template to make - What will
their own card to go inside of a class you include
“INFERENCE PASS THE PARCEL”. in your
drawing to
 They will draw a picture of something help people
exciting/mysterious/funny/boring infer what is
happening in the box. Then they must get happening?
a tick of approval from me.

 Once checked, they can move onto


writing 3 focus questions to help
someone infer what is happening, on top
of the flap. Then they will get my tick of
approval.

 Once checked, they will write 3


inferences to answer their questions
beneath the flap.
 I will laminate these at home, but
students that finish this activity will swap
and have a go at answering another
person’s inference in their English books.

4. Wrap up: B4 Inference Pass the Parcel (10


minutes)
 In our last activity, students will put all
of their inference cards into a bag and we
will play inference pass the parcel again,
but this time with our own inference
cards! Only the ‘author’ will know the
correct answer, but everyone is open to
making their own inferences.

5. Final word/conclusion (2 minutes)


 Quick fire questions at students:
- stand up and tell me one clue on the
cover that helps you predict the story
(title, characters, setting, weather)
- what two things help us make an
inference (clues and what we think)
- what is something that helps us infer
how a character feels (expression)

 Remind students to fill out their


reading journal for the week and cut out
their books for the chart. If they reach a
‘milestone’ they can choose a reward for
next week!

LESSON Use To be To be added 1. Intro to visualisation “Do you think  The Red
16 comprehension added closer to Before we begin, talk to them about that visualize h Tree by
strategies to closer to date the word “visualize” and what it as to do with Shaun
Monday build literal and date means. Tell them that it has to do with hearing, seeing, Tan
24th June inferred what you see. “Visualizing is what you smelling,
meaning and see in your mind.” tasting, or
begin to touching?”
evaluate texts 2. Modelled reading – The Red Tree
by drawing on I will read each page in the book
a growing aloud, one by one. I will stop and pick
knowledge out phrases or sentences that created
of context, text a vivid picture in my mind.
structures
and language If the weather permits, this will be
features(ACELY done outside to encourage guided
1680) imagery. As I read a descriptive
passage from the text, I will pause to
share what I see in my mind and the
emotions I’m feeling. Point out to
students the language used that
helped create the images and
emotions. Pause and have students to
close their eyes, breathe deeply and
relax as I read them another
descriptive passage.

Throughout the passage, pause to ask


students what they see, hear, taste,
smell and feel. Ask the students what
words helped them create the mental
image and emotions.

3. Post-modelled reading activity


Students will come back inside and
use the scaffolded worksheet to
document what images they saw in
their mind during the reading. This
does not have to be specific as it was
only the first reading but have them
draw the picture with their own ‘retell’
of the sentence

4. Conclusion
Recap what we have learnt in this
lesson by having students stand up or
bob down to answer questions I ask
related to visualisation.

LESSON Use To be To be added  Mystery


17 comprehension added closer to 1. Mystery bag bag and
strategies to closer to date Put an animal toy in a bag. Have animal
Tuesday build literal and date students put their hands in the bag to toy
25th June inferred feel the animal. Then have them share
meaning and one thing they visualise it looks like.  The Red
begin to Swap items. Tree by
evaluate texts Shaun
by drawing on 2. Shared reading Tan
a growing Read The Red Tree again, however this
knowledge time pause to allow students to
of context, text visualise the passages in their mind,
structures and encourage students to contribute
and language with their own think-aloud’s and  Story
features(ACELY comments. Wheel
1680) Template
3. Story wheel s
Students will go back to their desks
and create a story wheel of the six
most prominent images they had in
their head throughout the book.

4. Conclusion
Have students share their story
wheels to reinforce that everybody
visualises different images in their
minds

LESSON To be To be added 1. Shared reading  The Red


18 Use added closer to Get straight into the book once again, Tree by
comprehension closer to date encouraging all students to contribute Shaun
Wednesda strategies to date and answer questions Tan
y build literal and
26th June inferred 2. Gallery images  Printed
meaning and Students will each be given a page from pages
begin to the book. Without referring back to the from the
evaluate texts book images, they will draw a picture of book
by drawing on what they visualise to be happening.
a growing Then we will put them all together as our
knowledge  Bag with
own class book. sentence
of context, text
structures s printed
3. Pass the parcel
and language Students will move into a circle and music
features(ACELY will play as they pass the bag around.
1680) When the music stops that student will
pick a card out of the hat. It will be a
sentence from the book. They will need to
read the passage out loud and then tell
us what it makes them visualise. What
mental picture they see in their head. To
challenge students, play the music and
stop on students to add to the previous
student’s description.

Repetition of these activities is necessary


in order to get students to incorporate
this knowledge and understanding into
their reading practice.

LESSON To be To be added 1. Introduction:  PowerPo


19 Use added closer to  Recap what we have learnt so far with a int with
comprehension closer to date PowerPoint on visualisation the Red
Thursday strategies to date Tree
27th June build literal and 2. Shared reading,
inferred This time, however, only show the  Guided
meaning and pictures, not the words. On each page reading
begin to ask a different student to tell you what books
evaluate texts kind of description would be given to and
by drawing on create such a detailed visualisation in visualisi
a growing your mind (some students may ng
knowledge remember the exact line, this is good booklet
of context, text practice for retelling anyway)
structures
 Glasses
and language 3. Rotations template
features(ACELY
and
1680)  Guided reading lexile
 Computer: books
http://www.pspb.org/blueribbon/games
/visual/Visual.html  Visualisa
 Independent task: tion task
Draw what they see in the glasses cards
template then write the passage they
have visualised below it. Visualisation
task cards

*** MAYBE DO A PREDICTING/INFERRING


LESSON To be To be added MULTIPLE CHOICE TEST WITH SOME
20 Use added closer to VISUALISATION QUESTIONS AT THE
comprehension closer to date END***
Friday strategies to date
28th June build literal and
inferred 1. Guided imagery
meaning and  Outdoor visualisation/guided
begin to imagery using all of their sense. I will
evaluate texts utilise a poem, rather than the text to
by drawing on give students a fresh text for a new
a growing visualisation experience
knowledge
of context, text 2. Rotations
structures  Students complete the other 2 they
and language did not complete in yesterday’s
features(ACELY rotations
1680) 3. Conclusion
 For formative assessment, students
will write one thing that a good
visualiser does when they are reading
and put it into the mystery bag

LESSON Use To be To be added 1. Introduce MYSTERY BOX. Have it  Mystery


21 comprehension added closer to sitting on my desk. Every day I box
strategies to closer to date will give them clues about what
Monday build literal and date could be in it.  Clue
1st July inferred  Let them ask questions about card
meaning and what is inside the box to integrate
begin to questioning skills into our lesson
 5 senses
evaluate texts  Tell the students to close their
sheet for
by drawing on eyes and use very descriptive
guided
a growing language to share a few details
visualisa
knowledge about what is in the box without
tion
of context, text giving it away. Each day we will get
structures more clues to add to our mental
and language images.
features(ACELY  Sketch-
1680) to-
2. Outside guided stretch
imagery/visualisation
template
Use a descriptive poem to activate
student’s visualisation skills. Remind
them to use all their senses to
visualise/make a mental image of
what they read.

3. Activity
Students will use the sketch-to-stretch
template to draw the initial images
that they created in their heads from
the text.

4. Conclusion
5 minutes to sketch a visualisation
from the mystery box clue.

LESSON Use To be To be added 1. Modelled reading of new text  A3 story


22 comprehension added closer to board
strategies to closer to date 2. Little story books booklets
Tuesday build literal and date Give each student an A3 sheet of
2nd July inferred paper and create a storyboard by  See the
meaning and folding it into 8 rectangles. They will Ocean
begin to be given 8 passages from the book by
evaluate texts that they must draw on each page. Estelle
by drawing on Set expectations and give prizes to Condra
a growing the best as positive reinforcement to
knowledge get them to try.
of context, text
structures 3. Sharing
and language Invite students to share their
features(ACELY storyboards with each other as a
1680) listening and speaking exercise and
create a class display from the work.

4. Conclusion
- One at a time, have each child
come up and “feel” the object in the
mystery box. Make them use
describing words to tell me what
the object felt like.
- Give students 5 minutes to sketch a
visualisation from the mystery box
clue.
LESSON Use To be To be added 1. Shared reading of text  See the
23 comprehension added closer to This time have all the pictures Ocean
strategies to closer to date covered. Students will actively by
Wednesda build literal and date contribute in telling me what they Estelle
y inferred visualise as I read the text. Condra
3rd July meaning and
begin to 2. Rotations  Sketch-
evaluate texts  Guided reading: to-
by drawing on - Review visualisation and introduce stretch
a growing sketch-to-stretch template
knowledge method s
of context, text - Do guided reading with kids’ levelled
structures books  Guided
and language - Fill out sketch to stretch template then reading
features(ACELY share ideas books
1680) with group and
- Reflect on visualisation strategy and visualisa
how it helps tion
them read the story booklets
 Drama station
- Have students gather in small groups
to play a  Mystery
bag of
visualisation game. One person
objects.
chooses an object
from the mystery bag to describe. The
rest of the group closes their eyes  Newspap
as they listen to the description and er
visualise the articles
object in their houses. Students can printed
then guess
what the object is and then switch  National
roles. Geograp
hic
 Drawing station magazin
- Give students a variety of book titles es
and they must visualise what the book
could be about and draw the cover

 Computer station
- Students listen to a poem on
poets.org.
While reading/listening they visualise
the meaning and use the sketch-to-
stretch template to draw what they
see.

 Art station
- Students will go through National
Geographic
magazines and write a short, detailed
description
of what they see. Then they trade
what they have
written with a partner and have the
partner visualise
what they see based on the
description.
Students will then compare their
drawing to the real
photo.

3. Conclusion
- 5 minutes to sketch a visualisation
from the mystery box clue. Collect
final sketches of what they have
visualised. Put it into a flip book ready
for the reveal tomorrow

LESSON Use To be To be added 1. Introduction  Flip


24 comprehension added closer to Reveal what is in the mystery box BUT book of
strategies to closer to date first show students the flip book. students
Thursday build literal and date Explain how everyone’s visualisations ’
4th July inferred are different mystery
meaning and box
begin to 2. Rotations visualisa
evaluate texts - Students will rotate through the tions
by drawing on stations they did not get to in
a growing yesterday’s lesson  Sketch-
knowledge to-
of context, text 3. Conclusion stretch
structures - Have students fill in the missing template
and language blanks of the PowerPoint with s
features(ACELY everything we have learnt about
1680) visualisation  Guided
reading
books
and
visualisa
tion
booklets

 Mystery
bag of
objects.

 Newspap
er
articles
printed

 National
Geograp
hic
magazin
e

LESSON Use To be To be added


25 comprehension added closer to - Something really great that they
strategies to closer to date can look forward to!! Reading
Friday build literal and date party?
5th July inferred
meaning and
begin to
evaluate texts
by drawing on
a growing
knowledge
of context, text
structures
and language
features(ACELY
1680)

Extra cross-curricular lessons relating to texts or strategy

Art (Week 9)
Photocopy the template of a large leaf shape onto the red paper (enough for each student to have one leaf each). Discuss with students the way the red leaf was used as a symbol of hope in the
production and that you are going to make your own red tree in the classroom. Ask the students to think of 3 people in their life that they can talk to if they feel sad or lonely and write their
names on each finger of the leaf. On the other side of the leaf ask students to think of a hope or dream that they have and write it down. Place a hole in the stem of each leaf and make a class
display. String them to the roof.