EYLF Responsiveness to Learning through Intentional teaching Learning Assessment for Cultural competence Continuity of Holistic approaches

PRACTICES children play environments learning learning &

transitions
PRINCIPLES 1. Secure, respectful & 2. Partnerships 3. High expectations & equity 4. Respect for diversity 5. Ongoing learning & reflective practice
reciprocal relationships
OUTCOMES 1.Children have a strong sense 2.Children are connected with 3.Children have a strong sense 4.Children are confident and 5.Children are effective communicators
of identity and contribute to their world of wellbeing involved learners

TERM/WEEKS: 3 YEAR LEVEL: Pre-Primary LEARNING AREA/TOPIC: English

ENGLISH FORWARD PLANNING DOCUMENT
AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural Understanding
thinking Competence
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

Week AUSTRALIAN CURRICULUM SPECIFIC ASSESSMENT TEACHING & LEARNING RESOURCES

LINKS LESSON (what & how) EXPERIENCES
Lang Literacy Literature OBJECTIVE
Week 1: Phonics Storybook Storybook -The mentor MONDAY: PUPIL FREE DAY
Lessons: Lessons: Lessons:
teacher and pre-
ACELA1438 ACELY1646 ACELT1575
ACELA1440 ACELY1648 ACELT1577 service teacher TUESDAY
ACELA1458 ACELY1650 ACELT1578 will be INITIALIT MAT SESSION AND ROTATIONS:
ACELA1653 ACELY1651 ACELT1579 -Identify and conducting MAT SESSION:
ACELA1817 ACELY1784 ACELT1580
state the new Progress InitiaLit Handbook 7 Lesson 93: Text reading and writing. Tricky words: put, as, InitiaLit
ACELA1819 ACELT1783
ACELA1820 Decodable ACELT1785 tricky words. Monitoring 7 do. Handbook 7
ACELA1822 Readers: -Construct assessments Activity 1: Review previous sounds learnt in past lessons firstly with matching
ACELY1649 Decodable CVC/CVCC from the InitiaLit pictures to assist sound recognition and then without pictures.
Storybook ACELY1650 Readers:
words from Program Activity 2: Flashcards will appear on the screen with words for the students to
Lessons: ACELT1575
ACELA1426 ACELT1577 lesson 93. throughout the read firstly by segmenting and then blend the word together. These words
ACELA1429 ACELT1578 week. contain sounds learnt in previous lessons. Then the same words will appear but
ACELA1430 ACELT1783 this time students do not segment and blend, they aim to state the word
ACELA1431
-The education immediately without sounding out.
ACELA1433
ACELA1437 assistant will be Activity 3: Reading mystery words that do not exist to encourage students to
ACELA1439 assessing which practice the sounds previously learnt. Then students will determine which words
ACELA1786 students can are real and not real by providing thumbs up or down.
build the Activity 4: Reviewing tricky words and then introducing new tricky words on
Decodable
Readers: CVC/CVCC their own and in a sentence.
ACELA1431 word with and Activity 5: Students will read sentences as a class segmenting and blending
ACELA1432 without assistant words as they go and identifying tricky words throughout.
ACELA1433
(word card) and Activity 6: Students will use their whiteboards to practice writing sentences with Whiteboards and
ACELA1434
ACELA1437 will use an the sounds and tricky words in them. Markers.
ACELA1439 observation
ACELA1786 assessment ROTATIONAL ACTIVITIES (MIX OF BOTH LITERACY AND NUMERACY
sheet to record ACTIVITIES DUE TO TIMETABLE INTERRUPTS: 3 ROUNDS):
which students TEACHER’S TABLE: Numeracy activity (refer to mathematics FPD). CVC/CVCC
are struggling EDUCATION ASSISTANT’S TABLE: CVC/CVCC Word Building Activity: Using word cards, rice
with which the words from lesson 93, students will each be distributed a word card. In the tray, foam
CVC/CVCC centre of the table will be a rice tray with hidden letters inside. The students must letters,
words. find the letters to make the word stated on the card that they have been observations
-The mentor distributed. Once they have built the word the teacher will check and ask them to assessment
teacher will be segment and then blend the letters together to state the word, then the student sheet.
conducting her can be given a new word card. Each student will have a turn at constructing
own each of the words and the EA will note which students struggled with which
assessment at words. Tricky word
the guided PARENT HELPER TABLE: Tricky Word Matching Pair Game: The parent matching pair
reading table by helper and students will engage in a game of matching pairs where the students cards.
using an each take a turn at turning over the two cards to see if they have made a pair.
observation Students must be encouraged to state the word on each card they turn over to Guided reading
assessment practice recognition of these tricky words. books and
sheet. MENTOR TEACHER’S TABLE: Guided Reading: At this table the teacher will observations
be conducting a guided reading session with each group, reading through the assessment
designated text suited towards the ability group. sheet.
INDEPENDENT TABLE: Numeracy activity (refer to mathematics FPD).

DIFFERENTIATION: The story books used for the guided reading session are
differentiated to suit the reading ability of the rotation group which has already
been organised into literacy ability. At the education assistant’s table,
differentiation can occur if the teacher takes away the word cards and verbally
tells the students what word they must build rather than having the letters in the
cards in front of them as a guidance mechanism (this would be for the
extension/high group of students). To enable the lower groups of students the
EA could provide words from the previous set that the students have learnt and
are just grasping, and then introduce some of the words from today’s lesson.
-Identify and -The education InitiaLit
state the new assistant will be Handbook 7
tricky words. assessing which
-Construct students can
CVC/CVCC build the
words from CVC/CVCC
lesson 93. word with and
without assistant
(word card) and Whiteboards and
will use an Markers.
observation
assessment
sheet to record
which students WEDNESDAY
are struggling INITIALIT MAT SESSION AND ROTATIONS:
with which MAT SESSION:
CVC/CVCC InitiaLit Handbook 7 Lesson 94: New sound /v/.
words. Activity 1: Review previous sounds learnt in past lessons firstly with matching CVC/CVCC
-The mentor pictures to assist sound recognition and then without pictures. Review tricky word cards, rice
teacher will be words. tray, foam
conducting her Activity 2: Students will orally segment words using sound boxes. letters,
own Activity 3: The teacher will introduce the new sound which is /v/ and show the observations
assessment at matching character picture for the sound. assessment
the guided Activity 4: Students will practice linking the /v/ sound to the letter ‘v’ and sheet.
reading table by practice writing a lower case ‘v’ on its own and in a sentence.
using an Activity 5: Students will then be shown several different words with the new
observation sound in them which the students will practice reading by segmenting and then Tricky word
assessment blending. matching pair
sheet. Activity 6: There will be a final review for the sound /v/ by reintroducing the cards.
character poster and restating some words with the sound in it.
Guided reading
ROTATIONAL ACTIVITIES (MIX OF BOTH LITERACY AND NUMERACY books and
ACTIVITIES DUE TO TIMETABLE INTERRUPTS: 2 ROUNDS): observations
TEACHER’S TABLE: Numeracy activity (refer to mathematics FPD). assessment
EDUCATION ASSISTANT’S TABLE: CVC/CVCC Word Building Activity: Using sheet.
the words from lesson 93, students will each be distributed a word card. In the
centre of the table will be a rice tray with hidden letters inside. The students must
find the letters to make the word stated on the card that they have been
distributed. Once they have built the word the teacher will check and ask them to
segment and then blend the letters together to state the word, then the student
can be given a new word card. Each student will have a turn at constructing
each of the words and the EA will note which students struggled with which
 words.
PARENT HELPER TABLE: Tricky Word Matching Pair Game: The parent
helper and students will engage in a game of matching pairs where the students
each take a turn at turning over the two cards to see if they have made a pair.
Students must be encouraged to state the word on each card they turn over to
practice recognition of these tricky words.
MENTOR TEACHER’S TABLE: Guided Reading: At this table the teacher will
be conducting a guided reading session with each group, reading through the
designated text suited towards the ability group.
INDEPENDENT TABLE: Numeracy activity (refer to mathematics FPD).

DIFFERENTIATION: The story books used for the guided reading session are
differentiated to suit the reading ability of the rotation group which has already
been organised into literacy ability. At the education assistant’s table,
differentiation can occur if the teacher takes away the word cards and verbally
tells the students what word they must build rather than having the letters in the
cards in front of them as a guidance mechanism (this would be for the
extension/high group of students). To enable the lower groups of students the
EA could provide words from the previous set that the students have learnt and
are just grasping, and then introduce some of the words from today’s lesson.

InitiaLit
-Define the -There is no Storybook
focus words official Lesson Text.
glee, plunging assessment in
and dazzled. this lesson. The Book: Magic
-Apply the teacher will Beach, focus
focus words to make word labels.
different observation
contexts notes on the
outside of the students’
story book. performance at
the end of the
lesson.

INITIALIT STORYBOOK:
Book: Magic Beach. Lesson 3: Word Work.
MAT SESSION:
Activity One: Remember the Word: The teacher will define each of the focus
words and identify where and how each focus word was used in the story.
Activity Two: Say the Word: The students are asked to repeat the word
several times to articulate their phonological representation of each focus word.
Each of the focus words will get compared to different words with similar sounds
which the students will then have to identify the correct word they are learning.
Activity Three: Use the Word: The students will learn how to apply the word in
different contexts other than the story.
Activity Four: Act the Word: The students are asked to act out each of the
focus words.
Activity Five: Word Play: This is a small game used to close the session and is
designed to reinforce the focus words that have been learnt in this lesson in an
engaging and active manner.

THURSDAY: KINGS PARK EXCURSION ALL DAY.

Week AUSTRALIAN CURRICULUM SPECIFIC ASSESSMENT TEACHING & LEARNING RESOURCES
LINKS LESSON (what & how) EXPERIENCES
Lang Literacy Literature OBJECTIVE
Week 2: Phonics Storybook Storybook -Identify the -At the pre- MONDAY
Lessons: Lessons: Lessons:
new sound /ks/ service teacher’s INITIALIT MAT SESSION:
ACELA1438 ACELY1646 ACELT1575
ACELA1440 ACELY1648 ACELT1577 ‘x’ in a variety of table, the MAT SESSION:
ACELA1458 ACELY1650 ACELT1578 different words. students will be InitiaLit Handbook 7 Lesson 95: New sound /ks/ ‘x’ InitiaLit Handbook 7
ACELA1653 ACELY1651 ACELT1579 -Construct assessed on their Activity 1: Review previous sounds learnt in past lessons firstly with
ACELA1817 ACELY1784 ACELT1580
CVC/CVCC ability to construct matching pictures to assist sound recognition and then without pictures.
ACELA1819 ACELT1783
ACELA1820 Decodable ACELT1785 words correctly. the CVC/CVCC Review tricky words and digraphs.
ACELA1822 Readers: -Segment and words or tricky Activity 2: The teacher will introduce the new sound which is /ks/ and
ACELY1649 Decodable blend specific words by finding show the matching character picture for the sound.
Storybook ACELY1650 Readers:
CVC/CVCC and ordering the Activity 3: Students will practice linking the /ks/ sound to the letter ‘x’ and
Lessons: ACELT1575
ACELA1426 ACELT1577 words. letters correctly practice writing a lower case ‘x’ on its own and in a sentence.
ACELA1429 ACELT1578 on the Lego Activity 4: Students will then be shown several different words with the
ACELA1430 ACELT1783 blocks. Students new sound in them which the students will practice reading by segmenting
ACELA1431
will also be and then blending.
ACELA1433
ACELA1437 assessed on their Activity 5: There will be a final review for the sound /ks/ by reintroducing
ACELA1439 ability to segment the character poster and restating some words with the sound in it.
ACELA1786 and then blend
each of their ROTATIONAL ACTIVITIES (3 ROUNDS):
Decodable
Readers: words on the TEACHER’S TABLE: CVC/CVCC Lego Build: Students will have a variety Lego blocks with
ACELA1431 Lego blocks. The of Lego blocks with different letters and words on them. Students must letters and
ACELA1432 pre-service build the words on the large Lego blocks (these blocks will have CVC or CVC/CVCC words
ACELA1433
teacher will record CVCC words associated with the sounds learnt previously) using the on them, checklist.
ACELA1434
ACELA1437 this assessment letters on the small Lego blocks, this helps students segmenting and
ACELA1439 using a checklist. blending abilities.
ACELA1786 -The mentor EDUCATION ASSISTANT’S TABLE: Recount Writing on Excursion to Recount work
teacher will be Kings Park: At this table the students will complete a recount work sample samples, pencils.
conducting her on their excursion to Kings Park attempting to write key words and draw
own assessment images to support. Tricky word bingo
on the recount PARENT HELPER TABLE: Tricky Word Bingo: Each student will have a cards and counters.
writing by using bingo card filled with different tricky words from sets 8 and 9 which the
an observation parent helper will call out and students must place a counter on the tricky Sounds and Words
assessment sheet word stated. After a student says bingo, the parent helper will check that book and
and checklist. all of the words have been called out and assist the student in stating the observation
name of each of the tricky words on their bingo card. assessment
MENTOR TEACHER’S TABLE: Sounds and Words Book and/or Recount checklists, Recount
Writing on Excursion to Kings Park. At this table the students will complete work samples,
a recount work sample on their excursion to Kings Park attempting to write pencils.
key words and draw images to support.
INDEPENDENT TABLE: Playdough Digraph Modelling: At this table Playdough,
students will have a variety of digraph templates which they will use to help playdough utensils
them create playdough letters for each digraph. and digraph
templates.
DIFFERENTIATION: At the CVC/CVCC Lego Building table, students in
lower literacy ability groups who need enabling will be given CVC Lego
 blocks to build and work towards moving to build CVCC words. The
students in the higher or average literacy ability groups will be given CVCC
Lego blocks or even tricky word Lego blocks to challenge and extend
learning. At the recount writing table, the teacher can enable the lower
literacy ability groups by scaffolding the students slowly through the work
sample and prompt student responses. The teacher can also encourage
the use of tricky words where applicable. To extend certain students the
teacher can ask these students to write a sentence about their excursion.

INITIALIT STORYBOOK:
Book: Magic Beach. Lesson 4: Beyond the Book.
MAT SESSION:
-Devise a -There is no Activity One: Word Revision: Revise the focus words that have been InitiaLit Storybook
sentence official learnt in this story book and ask the students to devise their own sentence Lesson Text.
containing one assessment in using one of the focus words. Revisit the word wall and ask the students if
of the focus this lesson. The they can identify one word from a past book that they can apply to the Book: Magic beach.
words. teacher will make context of this book.
-Apply one of observation notes Activity Two: Making Connection: Engage the students in a whole class
the focus words on the students’ discussion about some key messages discussed throughout the book (if
to a different performance at required the teacher can re-read the book to the students). Questions
context. the end of the should be asked to students in a way that they can attempt to make
-Make lesson. connections to their own past experiences.
connections
between the
text and past TUESDAY
personal INITIALIT MAT SESSION AND ROTATIONS:
experiences. MAT SESSION:
InitiaLit Handbook 7 Lesson 96: New sound /y/
Activity 1: Review previous sounds learnt in past lessons firstly with
-Identify the -At the pre- matching pictures to assist sound recognition and then without pictures.
new sound /ks/ service teacher’s Review tricky words and digraphs. InitiaLit Handbook 7
‘x’ in a variety of table, the Activity 2: Introduce to the students the term vowel and explain it. Identify
different words. students will be which letters in the alphabet are vowels and teach students the vowel
-Construct assessed on their song.
CVC/CVCC ability to construct Activity 3: Teach the student vowel discrimination of letters and sounds.
words correctly. the CVC/CVCC Activity 4: The teacher will introduce the new sound which is /y/ and show
-Segment and words or tricky the matching character picture for the sound.
blend specific words by finding Activity 5: Students will practice linking the /y/ sound to the letter ‘y’ and
CVC/CVCC and ordering the practice writing a lower case ‘y’ on its own and in a sentence.
words. letters correctly Activity 6: Students will then be shown several different words with the
-Identify what a on the Lego new sound in them which the students will practice reading by segmenting
vowel is and blocks. Students and then blending.
which will also be Activity 7: There will be a final review for the sound /y/ by reintroducing
letters/sounds assessed on their the character poster and restating some words with the sound in it.
are vowels. ability to segment
and then blend ROTATIONAL ACTIVITIES (2 ROUNDS):
each of their TEACHER’S TABLE: CVC/CVCC Lego Build: Students will have a variety
words on the of Lego blocks with different letters and words on them. Students must
Lego blocks. The build the words on the large Lego blocks (these blocks will have CVC or Lego blocks with
pre-service CVCC words associated with the sounds learnt previously) using the letters and
teacher will record letters on the small Lego blocks, this helps students segmenting and CVC/CVCC words
this assessment blending abilities. on them, checklist.
using a checklist. EDUCATION ASSISTANT’S TABLE: Recount Writing on Excursion to
-The mentor Kings Park: At this table the students will complete a recount work sample
teacher will be on their excursion to Kings Park attempting to write key words and draw Recount work
conducting her images to support. samples, pencils.
own assessment PARENT HELPER TABLE: Tricky Word Bingo: Each student will have a
on the recount bingo card filled with different tricky words from sets 8 and 9 which the Tricky word bingo
writing by using parent helper will call out and students must place a counter on the tricky cards and counters.
an observation word stated. After a student says bingo, the parent helper will check that
assessment sheet all of the words have been called out and assist the student in stating the Sounds and Words
and checklist. name of each of the tricky words on their bingo card. book and
MENTOR TEACHER’S TABLE: Sounds and Words Book and/or Recount observation
Writing on Excursion to Kings Park. At this table the students will complete assessment
a recount work sample on their excursion to Kings Park attempting to write checklists, Recount
key words and draw images to support. work samples,
INDEPENDENT TABLE: Playdough Digraph Modelling: At this table pencils.
students will have a variety of digraph templates which they will use to help
them create playdough letters for each digraph. Playdough,
playdough utensils
DIFFERENTIATION: At the CVC/CVCC Lego Building table, students in and digraph
lower literacy ability groups who need enabling will be given CVC Lego templates.
blocks to build and work towards moving to build CVCC words. The
students in the higher or average literacy ability groups will be given CVCC
Lego blocks or even tricky word Lego blocks to challenge and extend
learning. At the recount writing table, the teacher can enable the lower
literacy ability groups by scaffolding the students slowly through the work
sample and prompt student responses. The teacher can also encourage
 the use of tricky words where applicable. To extend certain students the
teacher can ask these students to write a sentence about their excursion.

WEDNESDAY
INITIALIT MAT SESSION:
MAT SESSION:
-Identify and InitiaLit Handbook 7 Lesson 97: Text reading and writing. Tricky words:
state the new like, very.
tricky words Activity 1: Review previous sounds learnt in past lessons firstly with InitiaLit Handbook 7
‘like’ and ‘very’. matching pictures to assist sound recognition and then without pictures.
-Identify vowels Review digraphs.
and their Activity 2: Recall with the students the term vowel and explain it. Identify
sounds. which letters in the alphabet are vowels and sing the vowel song.
-Practice Activity 3: Flashcards will appear on the screen with words for the
segmenting and students to read firstly by segmenting and then blend the word together.
blending words These words contain sounds learnt in previous lessons. Then the same
to read a words will appear but this time students do not segment and blend, they
sentence. aim to state the word immediately without sounding out.
Activity 4: Reading mystery words that do not exist to encourage students
to practice the sounds previously learnt. Then students will determine
which words are real and not real by providing thumbs up or down.
Activity 5: Reviewing tricky words and then introducing new tricky words
on their own and in a sentence.
Activity 6: Students will read sentences as a class segmenting and
blending words as they go and identifying tricky words throughout.
Activity 7: Students will use their whiteboards to practice writing
sentences with the sounds and tricky words in them.
Whiteboards and
DIFFERENTIATION: When practicing sounds or writing the letters that markers.
correspond to the sound, the teacher and education assistant will both ask
students who have been categorised in the low ability literacy group to
 pronounce the sound and when writing, check on their work and model
correct letter formation by writing on the student’s personal whiteboard.

INITIALIT STORYBOOK:
Book: All Through the Year. Lesson One: Vocab: nervous, tumble, bold.
-Predict what -There is no Read the Story.
might happen in official MAT SESSION: InitiaLit Storybook
the story. assessment in Activity One: Before the Story: Revise print conventions with the Lesson Text.
-Identify what this lesson. The students and then make predictions on what the story may be about by Book: All Through
happened at the teacher will make asking the students their thoughts and why. the Year.
beginning, observation notes Activity Two: During the Story: The teacher will read the whole story
middle and end on the students’ and pause at the focus words in the text to define them briefly to the
of the story. performance at students.
the end of the Activity Three: After the Story: The teacher will ask the students to
lesson. explain what happened at the beginning, middle and end of the story. The
students’ predictions will be revisited to see if any students got them
correct and discussions can be held on what the students liked and
disliked about the story book.

THURSDAY
INITIALIT MAT SESSION:
MAT SESSION:
-Recall and InitiaLit Handbook 7 Lesson 98: Revision of ‘ch’, ‘v’, ‘x’, ‘y’.
state the Activity 1: Review previous sounds learnt in past lessons firstly with
digraph sounds matching pictures to assist sound recognition and then without pictures. InitiaLit Handbook 7
‘ch’, ‘v’, ‘x’, ‘y’. Review digraphs, vowels and tricky words.
-Write the Activity 2: Flashcards will appear on the screen with words for the
digraph sounds students to read firstly by segmenting and then blend the word together.
‘ch’, ‘v’, ‘x’, ‘y’. These words contain sounds learnt in previous lessons. Then the same
-Identify the words will appear but this time students do not segment and blend, they
vowels and their aim to state the word immediately without sounding out.
sounds. Activity 3: Students will practice their handwriting by spelling sounds and
digraphs.
Activity 4: Students will review tricky words and then work towards Whiteboards and
fluently reading them on the screen. markers.
Activity 5: The students will engage in a sentence sort activity as the
teacher reads out the sentences and assists where appropriate.

DIFFERENTIATION: When practicing sounds or writing the letters that

correspond to the sound, the teacher and education assistant will both ask
students who have been categorised in the low ability literacy group to
pronounce the sound and when writing, check on their work and model
correct letter formation by writing on the student’s personal whiteboard.
Week AUSTRALIAN CURRICULUM SPECIFIC ASSESSMENT TEACHING & LEARNING RESOURCES
LINKS LESSON (what & how) EXPERIENCES
Lang Literacy Literature OBJECTIVE
Week 3: Phonics Storybook Storybook -Construct -The mentor MONDAY InitiaLit Handbook 7
Lessons: Lessons: Lessons:
CVC/CVCC teacher and pre- INITIALIT MAT SESSION:
ACELA1438 ACELY1646 ACELT1575
ACELA1440 ACELY1648 ACELT1577 words correctly. service teacher MAT SESSION:
ACELA1458 ACELY1650 ACELT1578 -Segment and will be conducting InitiaLit Handbook 7 Lesson 99: Revision of ‘ch’, ‘v’, ‘x’, ‘y’.
ACELA1653 ACELY1651 ACELT1579 blend specific Progress Activity 1: Students will orally segment words using sound boxes.
ACELA1817 ACELY1784 ACELT1580
CVC/CVCC Monitoring 8, Activity 2: Review previous sounds learnt in past lessons firstly with
ACELA1819 ACELT1783
ACELA1820 Decodable ACELT1785 words correctly. Cumulative 3 matching pictures to assist sound recognition and then without pictures.
ACELA1822 Readers: -Identify vowel assessments from Review all of the digraphs learnt over the term.
ACELY1649 Decodable sounds within the InitiaLit Activity 3: Flashcards will appear on the screen with words for the
Storybook ACELY1650 Readers:
words. Program students to read firstly by segmenting and then blend the word together.
Lessons: ACELT1575
ACELA1426 ACELT1577 throughout the These words contain sounds learnt in previous lessons. Then the same
ACELA1429 ACELT1578 week. words will appear but this time students do not segment and blend, they
ACELA1430 ACELT1783 aim to state the word immediately without sounding out.
ACELA1431
-At the pre- Activity 4: Recall with the students the term vowel and explain it. Identify
ACELA1433
ACELA1437 service teacher’s which letters in the alphabet are vowels and sing the vowel song. Whiteboards and
ACELA1439 table, the Activity 5: Students will review tricky words and then work towards markers.
ACELA1786 students will be fluently reading them on the screen.
assessed on their Activity 6: The students will then practice their spelling of tricky words and
Decodable
Readers: ability to build the words with digraphs in them using sound boxes.
ACELA1431 CVC/CVCC
ACELA1432 words and once ROTATIONAL ACTIVITIES (3 ROUNDS):
ACELA1433
built, their ability TEACHER’S TABLE: CVC/CVCC Build and Say: Students will be verbally Pool noodle letters,
ACELA1434
ACELA1437 to segment and told or be given a picture/word card with the CVC/CVCC word that they sticks, picture/word
ACELA1439 blend the sounds must build using the pool noodle letters in the tub. Students will then cards and
ACELA1786 together to segment and blend the letters together to state the word (these words will assessment
pronounce the contain the sounds being revised ‘ch’, ‘v’, ‘x’, ‘y’). checklist.
word. The pre- EDUCATION ASSISTANT’S TABLE: Vowel Ice Creams: Students will
service teacher each be distributed an ice cream cone with a vowel sound on it. In the Vowel ice cream
will use a centre of the table will be ice cream scoops with images on them which the cards.
checklist to record name of the image contains a vowel sound in it. Students must look for as
and identify which many ice cream scoops to put on their vowel cone.
words and sounds PARENT HELPER TABLE: Sound Writing Picture Cards: Students will be Picture word cards
students are given a variety of different picture cards and beside the picture is the name with missing
struggling with. of the object shown with the missing digraph sound. Students must look at sounds, whiteboard
-The mentor the picture to determine what the word should be and write the missing markers.
teacher will be digraph sound on the dotted lines. Digraph focus sounds: (ch, sh, qu, ee,
conducting her ck, ss). Guided reading
own assessment MENTOR TEACHER’S TABLE: Guided Reading: At this table the teacher books and
at the guided will be conducting a guided reading session with each group, reading observations
reading table by through the designated text suited towards the ability group. assessment sheet.
using an INDEPENDENT TABLE: Teach Your Monster to Read App on the iPads:
observation Students will go on this app and press the lesson that they are up to which iPads and Teach
assessment will go over previously learnt sounds and words. Monster app.
sheet.
 DIFFERENTIATION: At the CVC/CVCC build and say activity, the lower
ability groups will be given CVC words that are simple and can be focused
on previously learnt sounds as well as incorporating the review sounds for
the day. For the higher ability groups, the students will be given CVCC
words and construct a variety of words from previous lessons as well as
focusing on the sounds from this review lesson. At the vowel ice cream
building activity, the lower ability groups can each be given one ice cream
cone vowel sound and assist peers if they find a different vowel sound ice
cream scoop. For the higher ability groups, the students can each be given
three to five vowel ice cream cones which they can search for and build.

INITIALIT STORYBOOK:
-There is no
Book: All Through the Year. Lesson 2: Vocab: nervous, tumble, bold. Talk
-Recall what official InitiaLit Storybook
About the Story.
happens in the assessment in Lesson Text.
MAT SESSION:
story. this lesson. The Book: All Through
Activity One: Before the Story: Go through a story recap with the
-Discuss their teacher will make the Year
students and discuss the characters, title and summarise the book.
favourite part of observation notes
Activity Two: During the Story: Re read the story to the students
the story. on the students’
pausing at different parts to ask particular questions.
-Define the performance at
Activity Three: After the Story: Get the students to partner up and
focus words. the end of the
discuss what their favourite season is and what their favourite part of the
lesson.
story was. Then close the lesson by revising the focus words for this story.

TUESDAY
-At the pre-
INITIALIT MAT SESSION AND ROTATIONS:
-Construct service teacher’s
REVIEW: InitiaLit Handbook 7 Lesson 97: Text reading and writing.
CVC/CVCC table, the InitiaLit Handbook 7
Review Focus Activities:
words correctly. students will be
Activity 2: Recall with the students the term vowel and explain it. Identify
-Segment and assessed on their
which letters in the alphabet are vowels and sing the vowel song.
blend specific ability to build the
Activity 3: Flashcards will appear on the screen with words for the
CVC/CVCC CVC/CVCC
students to read firstly by segmenting and then blend the word together.
words correctly. words and once These words contain sounds learnt in previous lessons. Then the same
-Identify vowel built, their ability words will appear but this time students do not segment and blend, they
sounds within to segment and aim to state the word immediately without sounding out.
words. blend the sounds Activity 7: Students will use their whiteboards to practice writing
together to sentences with the sounds and tricky words in them. Whiteboards and
pronounce the markers.
word. The pre- ROTATIONAL ACTIVITIES (2 ROUNDS):
service teacher TEACHER’S TABLE: CVC/CVCC Build and Say: Students will be verbally
will use a told or be given a picture/word card with the CVC/CVCC word that they Pool noodle letters,
checklist to record must build using the pool noodle letters in the tub. Students will then sticks, picture/word
and identify which segment and blend the letters together to state the word (these words will cards and
words and sounds contain the sounds being revised ‘ch’, ‘v’, ‘x’, ‘y’). assessment
students are EDUCATION ASSISTANT’S TABLE: Vowel Ice Creams: Students will checklist.
struggling with. each be distributed an ice cream cone with a vowel sound on it. In the
-The mentor centre of the table will be ice cream scoops with images on them which the Vowel ice cream
teacher will be name of the image contains a vowel sound in it. Students must look for as cards.
conducting her many ice cream scoops to put on their vowel cone.
own assessment PARENT HELPER TABLE: Sound Writing Picture Cards: Students will be
at the guided given a variety of different picture cards and beside the picture is the name Picture word cards
reading table by of the object shown with the missing digraph sound. Students must look at with missing
using an the picture to determine what the word should be and write the missing sounds, whiteboard
observation digraph sound on the dotted lines. Digraph focus sounds: (ch, sh, qu, ee, markers.
assessment ck, ss).
sheet. MENTOR TEACHER’S TABLE: Guided Reading: At this table the teacher Guided reading
will be conducting a guided reading session with each group, reading books and
through the designated text suited towards the ability group. observations
INDEPENDENT TABLE: Teach Your Monster to Read App on the iPads: assessment sheet.
Students will go on this app and press the lesson that they are up to which
will go over previously learnt sounds and words. iPads and Teach
Monster app.
DIFFERENTIATION: At the CVC/CVCC build and say activity, the lower
ability groups will be given CVC words that are simple and can be focused
on previously learnt sounds as well as incorporating the review sounds for
the day. For the higher ability groups, the students will be given CVCC
words and construct a variety of words from previous lessons as well as
focusing on the sounds from this review lesson. At the vowel ice cream
building activity, the lower ability groups can each be given one ice cream
cone vowel sound and assist peers if they find a different vowel sound ice
cream scoop. For the higher ability groups, the students can each be given
three to five vowel ice cream cones which they can search for and build.
 WEDNESDAY
-Recall and InitiaLit Handbook 7
INITIALIT MAT SESSION:
state the
REVIEW: InitiaLit Handbook 7 Lesson 98: Revision of ‘ch’, ‘v’, ‘x’, ‘y’.
sounds ‘ch’, ‘v’,
Review Focus Activities:
‘x’, ‘y’.
Activity 2: Flashcards will appear on the screen with words for the
-Write the
students to read firstly by segmenting and then blend the word together.
sounds ‘ch’, ‘v’,
These words contain sounds learnt in previous lessons. Then the same
‘x’, ‘y’.
words will appear but this time students do not segment and blend, they
-Identify the Whiteboards and
aim to state the word immediately without sounding out.
vowels and their markers.
Activity 3: Students will practice their handwriting by spelling sounds and
sounds.
digraphs.
Activity 5: The students will engage in a sentence sort activity as the
teacher reads out the sentences and assists where appropriate.

DIFFERENTIATION: When practicing sounds or writing the letters that

correspond to the sound, the teacher and education assistant will both ask
students who have been categorised in the low ability literacy group to
pronounce the sound and when writing, check on their work and model
correct letter formation by writing on the student’s personal whiteboard.
-There is no
-Define the official InitiaLit Storybook
INITIALIT STORYBOOK:
focus words assessment in Lesson Text.
Book: All Through the Year. Lesson 3: Word Work.
nervous, tumble this lesson. The Book: All Through
MAT SESSION:
and bold. teacher will make the Year, focus
Activity One: Remember the Word: The teacher will define each of the
-Apply the focus observation notes word labels.
focus words and identify where and how each focus word was used in the
words to on the students’
story.
different performance at
Activity Two: Say the Word: The students are asked to repeat the word
contexts outside the end of the
several times to articulate their phonological representation of each focus
of the story lesson.
word. Each of the focus words will get compared to different words with
book.
similar sounds which the students will then have to identify the correct
word they are learning.
 Activity Three: Use the Word: The students will learn how to apply the
word in different contexts other than the story.
Activity Four: Act the Word: The students are asked to act out each of
the focus words.
Activity Five: Word Play: This is a small game used to close the session
and is designed to reinforce the focus words that have been learnt in this
lesson in an engaging and active manner.

-Revise the THURSDAY InitiaLit Handbook 7

tricky words. INITIALIT MAT SESSION:
-Identify specific REVIEW: InitiaLit Handbook 7 Lesson 98: Revision of ‘ch’, ‘v’, ‘x’, ‘y’.
tricky words by Review Focus Activity for Tricky Words:
swatting the Activity 4: Students will review tricky words and then work towards
word. fluently reading them on the screen.

The students will then engage in a tricky word game as a class. Students
will be called up in pairs (from their literacy ability group) to play a game of Tricky word label
tricky word swat. The teacher will have tricky word cards on the whiteboard cards, fly swats.
and each student will stand on either side of the whiteboard with a fly swat
each. The teacher will call out tricky words and the students must swat the
correct tricky words. The teacher will allow each student to have a turn in
ability group pairs.

DIFFERENTIATION: For the lower literacy ability group students, the

teacher can give these students an easier set of tricky words that they
have learnt from the past. The higher literacy ability group students will be
given harder, more recently learnt tricky words to challenge them.
Week AUSTRALIAN CURRICULUM SPECIFIC ASSESSMENT TEACHING & LEARNING RESOURCES
LINKS LESSON (what & how) EXPERIENCES
Lang Literacy Literature OBJECTIVE
Week 4: Phonics Storybook Storybook -Predict what -At the pre- MONDAY Wombat Stew by
Lessons: Lessons: Lessons:
might happen in service teacher’s MAT SESSION: Marcia Vaughan
ACELA1438 ACELY1646 ACELT1575
ACELA1440 ACELY1648 ACELT1577 the story. table, the -The teacher will introduce the story Wombat Stew to the students asking and Pamela Lofts.
ACELA1458 ACELY1650 ACELT1578 -Illustrate the students will be them for their predictions on the story and writing these down on the
ACELA1653 ACELY1651 ACELT1579 Wombat Stew assessed on their whiteboard.
ACELA1817 ACELY1784 ACELT1580
story in the ability to “What do you think the story will be about?” Whiteboard and
ACELA1819 ACELT1783
ACELA1820 Decodable ACELT1785 correct sequence the “What can we see on the front cover of the book?” marker.
ACELA1822 Readers: sequence. Wombat Stew -The teacher will then read the story to the students. Once read, the
ACELY1649 Decodable -Write one story correctly teacher will readdress the students’ predictions to see if they were correct
Storybook ACELY1650 Readers:
special and the pre- and then ask the students to recall some things they remember from the
Lessons: ACELT1575
ACELA1426 ACELT1577 ingredient the service teacher story.
ACELA1429 ACELT1578 students would will use an -The teacher will then have some story sequencing cards from the book Sequencing cards.
ACELA1430 ACELT1783 like to put in assessment which the students will help the teacher sequence in order from beginning
ACELA1431
their Wombat checklist to record to the end of the story.
ACELA1433
ACELA1437 Stew. and assess the Wombat Stew
ACELA1439 student’s ROTATIONAL ACTIVITIES (3 ROUNDS): sequencing work
ACELA1786 achievement of TEACHER’S TABLE: Wombat Stew Sequencing Activity: Students will sample, sequencing
the set objectives. sequence the wombat stew story by either using picture cards or drawing cards and pencils.
Decodable
Readers: -The mentor the events that happened in order on their work sample.
ACELA1431 teacher will be EDUCATION ASSISTANT’S TABLE: Special Ingredient Art: Students will Pot work sample,
ACELA1432 conducting her be given a pot template which they must devise one special ingredient art table resources,
ACELA1433
own assessment they would like to add to their wombat stew. Students will write their pencils, natural
ACELA1434
ACELA1437 during her table special ingredient at the top of the page and then draw their special resources, glue and
ACELA1439 activity using an ingredient as well as the other ingredients required for their wombat stew scissors.
ACELA1786 observation in the pot picture on the work sample. The students can then decorate
assessment their work sample using a variety of art table collage resources and natural Crack the code
checklist. resources. cards, whiteboard
PARENT HELPER TABLE: Crack the Code CVC/CVCC Cards: Students markers or foam
will have a variety of picture cards and they must figure out the initial letters.
sounds for each picture placing the initial sound in the box below the
picture. Each box will be filled to construct the mystery word on each card. Sounds and Words
MENTOR TEACHER’S TABLE: Sounds and Words Book Activity: The book and
teacher will follow on with her assessment using the sounds and words observation
assessment book. assessment
INDEPENDENT TABLE: Letter Formation Tracing Sound Cards: Students checklists
will have a variety of sound cards learnt over previous English lessons
which they will use to practice their letter formation by tracing them with Letter formation
whiteboard markers. sound cards for
tracing and
DIFFERENTIATION: Students who are finding it difficult to sequence the whiteboard
story can use the story sequence cards and can collectively as a group markers.
sequence the story cards first before they draw the sequence of the story
on their work sample. Students in the higher ability literacy group can
attempt to label what is happening in each of their sequencing squares.
 INITIALIT STORYBOOK:
-Devise a -There is no Book: All Through the Year. Lesson 4: Beyond the Book. InitiaLit Storybook
sentence official MAT SESSION: Lesson Text.
containing one assessment in Activity One: Word Revision: Revise the focus words that have been
of the focus this lesson. The learnt in this story book and ask the students to devise their own sentence Book: All Through
words. teacher will make using one of the focus words. Revisit the word wall and ask the students if the Year.
-Apply one of observation notes they can identify one word from a past book that they can apply to the
the focus words on the students’ context of this book.
to a different performance at Activity Two: Making Connection: Engage the students in a whole class
context. the end of the discussion about some key messages discussed throughout the book (if
-Make lesson. required the teacher can re-read the book to the students). Questions
connections should be asked to students in a way that they can attempt to make
between the connections to their own past experiences.
text and past
personal TUESDAY
experiences. -The teacher will reintroduce the story book asking students to recall what
happened in the story and then rereading the story to the students.
-The teacher will then reveal one mystery bag filled with puppets of the Wombat Stew by
-Locate the -At the pre- characters from the story. The students will be asked to name each of the Marcia Vaughan
correct service teacher’s characters from the story and the teacher will reveal these characters from and Pamela Lofts.
ingredient to the table, the her mystery bag placing them on the side bench lined up.
correct students will be -The teacher will then reveal a second mystery bag filled with the Mystery bag 1 filled
character. assessed on their ingredients that each of the characters put into the wombat stew. A student with characters.
-Illustrate the ability to will be asked to come up and choose one ingredient at random from the
Wombat Stew sequence the mystery bag and as a class they must remember which character had the Mystery bag 2 filled
story in the Wombat Stew ingredient in the story and then place the ingredient with the character. with ingredients.
correct story correctly
sequence. and the pre- ROTATIONAL ACTIVITIES (3 ROUNDS): Wombat Stew
-Write one service teacher TEACHER’S TABLE: Wombat Stew Sequencing Activity: Students will sequencing work
special will use an sequence the wombat stew story by either using picture cards or drawing sample, sequencing
ingredient the assessment the events that happened in order on their work sample. cards and pencils.
students would checklist to record EDUCATION ASSISTANT’S TABLE: Special Ingredient Art: Students will
like to put in and assess the be given a pot template which they must devise one special ingredient Pot work sample,
their Wombat student’s they would like to add to their wombat stew. Students will write their art table resources,
Stew. achievement of special ingredient at the top of the page and then draw their special pencils, natural
the set objectives. ingredient as well as the other ingredients required for their wombat stew resources, glue and
-The mentor in the pot picture on the work sample. The students can then decorate scissors.
teacher will be their work sample using a variety of art table collage resources and natural
conducting her resources. Crack the code
own assessment PARENT HELPER TABLE: Crack the Code CVC/CVCC Cards: Students cards, whiteboard
during her table will have a variety of picture cards and they must figure out the initial markers or foam
activity using an sounds for each picture placing the initial sound in the box below the letters.
observation picture. Each box will be filled to construct the mystery word on each card.
assessment MENTOR TEACHER’S TABLE: Sounds and Words Book Activity: The Sounds and Words
checklist. teacher will follow on with her assessment using the sounds and words book and
assessment book. observation
INDEPENDENT TABLE: Letter Formation Tracing Sound Cards: Students assessment
will have a variety of sound cards learnt over previous English lessons checklists
which they will use to practice their letter formation by tracing them with
whiteboard markers. Letter formation
sound cards for
DIFFERENTIATION: Students who are finding it difficult to sequence the tracing and
story can use the story sequence cards and can collectively as a group whiteboard
sequence the story cards first before they draw the sequence of the story markers.
on their work sample. Students in the higher ability literacy group can
attempt to label what is happening in each of their sequencing squares.

-Recall and WEDNESDAY: CATCH UP LESSON:

state the REVIEW: InitiaLit Handbook 7 Lesson 81: Revision of ‘w’, ‘ck’, ‘ss’, ‘ff’, ‘ll’.
sounds and Review Focus Activities: InitiaLit Handbook 7
digraph sounds Activity 1: Review previous sounds learnt in past lessons firstly with
‘w’, ‘ck’, ‘ss’, ‘ff’, matching pictures to assist sound recognition and then without pictures.
‘ll’. Review digraphs.
-Practice writing Activity 4: Flashcards will appear on the screen with words for the
the sounds and students to read firstly by segmenting and then blend the word together.
digraph sounds These words contain sounds learnt in previous lessons. Then the same
‘w’, ‘ck’, ‘ss’, ‘ff’, words will appear but this time students do not segment and blend, they
‘ll’. aim to state the word immediately without sounding out.
Activity 5: The students will then practice their spelling of words Whiteboards and
containing the digraph sounds using sound boxes. markers.

DIFFERENTIATION: When practicing sounds or writing the letters that

correspond to the sound, the teacher and education assistant will both ask
students who have been categorised in the low ability literacy group to
pronounce the sound and when writing, check on their work and model
correct letter formation by writing on the student’s personal whiteboard.

THURSDAY: CATCH UP LESSON:

-Recall and REVIEW: InitiaLit Handbook 7 Lesson 79: Text Reading and Writing.
identify tricky Review Focus Activities on Tricky Words: InitiaLit Handbook 7
words from set Activity 5: Students will review tricky words and then work towards
5 and 6. fluently reading them on the screen.
-Practice writing Activity 6: The teacher will read the students a variety of different
the tricky words sentences and the students must help identify where the tricky word is.
from set 5 and Activity 7: Students will attempt to write sentences using the tricky words. Whiteboards and
6. markers.
DIFFERENTIATION: For the lower literacy ability group students, the
teacher can give these students an easier set of tricky words that they
have learnt from the past. The higher literacy ability group students will be
given harder, more recently learnt tricky words to challenge them.