Tuesday, 21 February 2012

"Twinkle" AC:English Year 2 Learning Sequence

Twinkle with the Year 2s!

The details of this Literacy lesson and the way it links to the Australian Curriculum as are follows:

Learning Area: English
Focus Strand: Literacy
Focus Sub Strands: Interpreting, Analysing and Evaluating  - Use comprehension strategies to build literal and inferred meaning and begin to analyse texts by drawing on growing knowledge of context, language and visual features and print and multimodal text structures

The text is called "Twinkle" by Nick Bland.

Click HERE to download/view the teacher's lesson plan. 
This photo is the result of class discussion of reasons why the characters are sitting on the roof. Click the photo to see a larger version.
Here are some examples of the titles the students gave the book based upon their discussion of the front cover.  
On a large sheet of paper students looked for clues about how the character might solve the problem presented in the story. Here is a photo:

Prediction anchor chart:

Student work samples of predictions based upon the illustration clues and inferences:

If you would like a copy of the prediction sheet click HERE to download!

Inference of character feelings based upon the text read:

Thursday, 16 February 2012

Year 3 Literature Lesson!

Today our school has a fantastic 
Year 3 Literature Lesson to share with you!

The details of the lesson and the way it links to the Australian Curriculum as are follows:

Learning Area: English
Focus Strand: Literature
Focus Sub Strands:  Literature and Context - Discuss texts in which characters, events and settings are portrayed in different ways, and speculate on the authors' reasons 
                               Responding to Literature - Draw connections between personal experiences and the worlds of texts, and share responses with others 

The text is called "Just Another Ordinary Day" by Rod Clement.

The teacher's lesson plan is below. You can download this lesson plan below:

Further notes on the lesson to support the plan

Session 1:  Teacher reads text to students as a "blind reading" - students hear the text but do not see the illustrations.  Following this, the students are given a blank piece of paper with one section of the text written on the page. The student's are required to illustrate the page to match the text as they see it in their mind, drawing on personal experience. Teacher uses this to create a class book. Teacher shares book with whole class and discusses aspects of illustrations. For example: Why did you do draw it that way? 

Here are some examples of the student's work:

Session 2:  Compare student illustrations to author's illustrations. Here are the two author illustrations for the text that was used above:

PMI as a class regarding the preference between their illustration and the author's. Here is the PMI that was conducted on the Smartboard.

Session 3:  InsideOutsideCircle is a cooperative learning structure. Please see the comprehension cards for this task below by clicking on the link and downloading in Google Docs. 

Session 4:  Students independently answer written comprehension questions regarding the text.   Please see the written component for this task below by clicking on the link and downloading in Google Docs. 

Extension Task:  Make a class version of "Our Ordinary Day". Using First Steps strategy of text innovation, the teacher scaffolded the writing of a class version of the story using student names and the daily schedule of the class as the events in the story. This was undertaken on the Smartboard. Each student was responsible for illustrating their page using a style similar to the author.  This session links further to the English Literature content in the Sub Strand of Creating Literature: Create imaginative texts based on characters, settings and events from students’ own and other cultures using visual features, for example perspective, distance and angle. Here is a sample of student work in relation to this task.  You can see how the student has used the style of the author's illustration.

Teacher reflection:  The activities were creative ways of meeting the content descriptions. A range of achievement levels and understanding was easily viewed.  Following the comprehension task, it was clear the students needed more exposure to inferential questions and answers. The teachers will be targeting character traits in terms of appearance and personality. 

We thank the students for giving us permission to share their work!

Please feel free to use this lesson sequence in your class! We would love to hear how it went!

Wednesday, 8 February 2012


Behold the Wonderment of NOGGLE!

Our Year 3 teacher created a new twist on the letter game Boggle. It is using numbers - hence Noggle!

The students are given a grid such as this:
The rules for Noggle are:

  1. Write all the number sentences you can find using the numbers on the grid.
  2. The boxes that the numbers are in must be touching.
 The students recorded their number sentences using this sheet:

Noggle can be played using the Cooperative Learning structure of RallyCoach.

The Year 3 students are now off to teach Noggle to the class next door! 

Noggle is linked to the following Mathematics Content from The Australian Curriculum:

  • Recognise and explain the connection between addition and subtraction (ACMNA054)
  • Recall addition facts for single digit numbers and related subtraction facts to develop
    increasingly efficient mental strategies for computation (ACMNA055)