Literacy
Learning and Teaching
Scope and Sequence
Planning Document
Drafted by : Lyn Watts and Cate McKenzie
GRADE PREP
Prep- Expected Standards for the End of the Year / NY / Sometimes / Always/ I can listen to others for short periods of time and respond
I can understand most basic age-appropriate instructions
I can talk about personal experiences in basic language
I can contribute ideas and information to discussions
I can use simple sentences that are grammatically correct
I can recount stories or personal experiences logically sequencing a small number of ideas
I can recall 1-2 events
I can ask and answer simple questions in discussions
I can ask questions if they are not sure of what is expected of them
I can enter a conversation and take turns sharing information
I can give simple instructions for peers to follow
I can participate in “show and tell” and “formal” talk
I can actively listen to the teacher during learning time
I can pronounce words clearly and audibly
I can listen attentively to classroom stories
I usually look at the speaker
I can connect what is heard with prior experiences
I can recite familiar rhymes, songs and poems
I can participate in classroom discussions and circle time sessions
I can articulate their concerns/anger/sadness to a teacher in the case of being hurt or upset
I willingly engage in conversations with their peers in a play setting
I can participate in group tasks
I can participate in pair/group discussions
I can identify and use rhyming words
I can clap syllables contained in words
2 / LYN WATTS ~ Email : Mobile : o434 837 2o2
Explicit Teaching For Prep Speaking and Listening
· Ask questions about a topic of interest and engage in discussions with the children
· Share findings orally
· Use books and pictures to trigger discussions
· Encourage children to recall information about a topic and share this with the grade
· Give clear instructions in 1-2 steps
· Recite nursery rhymes, short poems, songs
· Use students’ oral language as the starting point for teaching reading
· Use nursery rhymes, stories, songs and imaginative play to encourage children to participate in oral language activities
· Encourage protocols of class discussions and sharing whereby only one person speaks at a time etc
· Listen to stories or poems together on CD or online and discuss the main idea, main character or the main theme of the book
· Teach phonological knowledge and phonemic awareness by encouraging awareness of the sounds within words
· Encourage children to use correct sentence structure, articulation and grammar when speaking to others or in front of the grade
· Ask children to retell stories
· Ask children to sequence the story using picture
· Include an oral language activity in your literacy group each week to encourage and promote the development of oral language skills and communication with peers
· Use picture cues to encourage children to talk about events
· Independent Reading- allowing students time to select texts to read that are of interest and at a reading level that they can comprehend independently
2 / LYN WATTS ~ Email : Mobile : o434 837 2o2Prep- Expected Standards for the End of the Year / NY / Sometimes / Always
/ I can read my first name
I can read my surname
I can distinguish the number of syllables in words by using rhythmic clapping, snapping or counting
I can identify words in common categories such as colour words (red, blue, yellow, green)
I can identify number words (one-ten)
I can identify simple directional words (up, down, under, over)
I can participate in oral reading as a class
I can identify and distinguish between letters, words and sentences
I can demonstrate a growing stock of sight words
I can hold the book the right way up and turns the pages appropriately from left to right
I can recognise the front of the book
I can look at words and the picture
I can use pictures to construct ideas
I realise that print carries a message
I know print goes from left to right and top to bottom of the page
I can talk about a big book that has been read to them in class (1 or 2 facts)
I recognise most letter names, sounds and words beginning with those sounds/letters
I can use some letter and sound knowledge to read unfamiliar simple words in context and simple grammatical structure
I enjoy listening to stories
I am beginning to identify full stops and capital letters in big books read as a class
I can point to each word as they read simple texts, reading from left to right
I can match words and letters based on their shape
I can attempt to read aloud familiar texts and texts about familiar events
I am beginning to self correct if meaning is lost when reading aloud
I am home reading on a daily basis
I understand the purposes of some familiar texts eg. letters, postcards, recipes
I can discuss how factual texts differs from imaginative texts
I can read the first 100 M100W’s
I can read Benchmark Level 5 minimum requirement / Reads Level ____
2 / LYN WATTS ~ Email : Mobile : o434 837 2o2
Explicit Teaching For Prep Reading
· Ask questions about a topic of interest
· Share findings visually and orally
· Use books to gather information
· Encourage children to recall information about a topic with guidance
· Name or label objects or places
· Recite nursery rhymes, short poems, songs
· Use students’ oral language as the starting point for teaching reading
· Use authentic texts
· Consolidate and expand the students understanding of vocab about familiar topics and themes
· Listen to stories together
· Share the big book of the week daily- focus on a different aspect of the same big book each day
· Teach phonological knowledge and phonemic awareness by encouraging awareness of the sounds within words
· Read a range of different text types with the children including multimedia texts
· Get children to identify the storyline, main ideas and make predictions using picture cues
· Encourage sound, letter and word relationships
· Monitor reading strategies of syntactics, meaning and visual cues through regular running records
· Differentiate instruction for reading according to student need
· Provide independent reading time to enable student to practice skills you have taught in Guided Reading sessions
· Use groupings in your 2 hour literacy block including whole class focus, flexible small groups, independent activity groups and whole class sharing time on a daily basis
· Provide opportunities for language experience for children to re-read their own created texts about familiar events
· Reading to- where the whole class listens to a text that is read aloud by the teacher. The teacher models skilled reading behaviour, enjoyment and interest in a range of different styles of text
· Guided Reading- the teacher guided students as they read, talk and think their way through a text. You should see each child at least once each week in a guided reading group.
· Shared Reading- where the teacher and students work together using an enlarged text or big book. They work on concepts of print and organisational features of texts with the children
· Independent Reading- allowing students time to select texts to read that are of interest and at a reading level that they can comprehend independently
· Ask children to retell stories
· Ask children to sequence the story using pictures
2 / LYN WATTS ~ Email : Mobile : o434 837 2o2Prep- Expected Standards for the End of the Year / NY / Sometimes / Always
/ I can express ideas in writing using some conventional words and using sound and letter relationships
I can write my first name
I can write my surname
I can write using recognisable letters
I can write in sentence-like form using a string of letters and letter-like symbols with breaks to represent words
I can use a capital letter at the beginning of writing
I can use the correct grip to hold the pencil when writing
I can leave spaces between words
I can form most letters from the correct starting point
I can write simple three letter words
I can write short vowel sounds in simple words a,e,i,o,u
I can understand the concept of a letter, a word and a sentence when writing
I can use a capital “I” for the word I
I can understand that a full stop is used at the end of a sentence, not at the end of each line
I can assign a message to their own written and drawn symbols
I recognise that writing is used to convey a message
I write left to right, top to bottom on a page (1-2 sentences)
I can use the keyboard and computer to type simple words and copied sentences
I can write the first 32 M100W’s (gold and red words)
Spelling
I recognise, use and sequence uppercase letters A-Z and uses lowercase letters a-z
I use a bank of known sight words in personal writing attempts
I can make Letter/sound connections
I recognise rhyming words
I know initial blends such as sh,th,wh,ch and ending blends ck, ing
2 / LYN WATTS ~ Email : Mobile : o434 837 2o2
Explicit Teaching For Prep Writing
· Introduce basic punctuation including full stops and capital letters
· Formation of upper and lowercase letters
· Spelling of frequently used vocabulary
· Strategies to attempt to spell words by writing one or more of the letters in the words by using initial, medial and ending sounds
· Letter sound relationships (phonics)
· Teach letter formation with consistency of size
· Teach placement of letters on lines
· Modelled writing- where the teacher writes and makes explicit the considerations behind a piece of text as well as articulating the process of writing- verbalising these to the students as you go
· Modelled writing- where the teacher writes and makes explicit the considerations behind a piece of text as well as articulating the process of writing- verbalising these to the students as you go
· Guided writing- the teacher guides a small group of students as they create their own individual texts. The teacher guides, extends and responds to students questions. Each student within the class should be seen at least once a week in a guided writing session as part of a small group in order to extend skills and move children forward with their writing development. In Guided writing sessions the teacher would ascertain a focus for the session based on recent anecdotal notes and moderation of writing pieces. Groups of students are made depending on the focus area for the sessions in that week. Groups are fluid and change week to week depending on focus and changing skills of students.
· Use language experience activities as a start for personal writing about familiar topics and events.
· Teach spatial and directional conventions of writing week to week depending on focus and developing skills of students
· Interactive writing- the teacher and small groups of students jointly compose a large print text on a subject of interest on the whiteboards, interactive whiteboard, large butchers paper etc. There is a joint responsibility for the writing outcome by all participants.
· Shared Writing- where the teacher acts as a scribe
· Independent writing time- opportunities for independent writing within different genre’s and text types that allow students to practice skills explicitly taught during modelled writing sessions for the whole grade
· Regularly collect and analyse samples of student’s writing and moderate as a team to ascertain achievement and future planning for individuals and groups of students
· Provide opportunities for students to practice writing daily
· Illustrating simple texts and creating their own take home books about familiar themes
· Create writing about personal experiences
· Use writing to introduce new colours
· Use different forms of writing, making books, letters, poster
2 / LYN WATTS ~ Email : Mobile : o434 837 2o22 / LYN WATTS ~ Email : Mobile : o434 837 2o2
GRADE ONE
Grade 1- Expected Standards for the End of the Year / NY / Sometimes / Always/ I can retell the main ideas in stories and movies in sequence
I can answer questions about main details in stories and information they have heard
I can understand what is said to me
I can speak for longer periods of time, speaking appropriately with others
I can modify what they are saying if the person listening does not understand (to clarify meaning)
I can listen to conversations and to stories about factual and imaginary themes
I can adjust tone, pace and volume when speaking to others
I can describe familiar events and experiences and associate feelings about them
I can contribute actively to class discussions
I can give appropriate details and information that relates to the topic being discussed
I listen attentively to the teacher
I can ask and answer simple questions
I can ask what, where, who, why and how questions
I can give and follow simple instructions
I can enter and take turns in a conversation
I can speak in front of the class with confidence and clear voice that can be heard by the group
I understand the difference between a question and a statement
I demonstrate an understanding of a topic when asked simple questions
I speak clearly and audibly
I makes eye contact with the speaker
I participate in “Show and Tell” and share time at the end of sessions
I contribute actively to class discussions
2 / LYN WATTS ~ Email : Mobile : o434 837 2o2
2 / LYN WATTS ~ Email : Mobile : o434 837 2o2
Explicit Teaching For Grade 1 Speaking and Listening
· Ask questions about a topic of interest and engage in discussions with the children
· Share findings orally
· Use books and pictures to trigger discussions