English Program

1. Stage 1 Year 2
English Program
Semester 1
Term 1
Year 2 2010

2. English Stage 1 Overview
Foundation Statement Stage 1
Talking and Listening ■ Reading ■ Writing
Students communicate with a wide range of people on familiar and introduced topics to achieve a variety of purposes. They interact
effectively, adopting new speaking skills, in order to give confident oral presentations.
They listen to instructions and share ideas with peers to complete tasks. Students recognise that spoken language has a range of purposes and
audiences and use this knowledge when attempting to communicate effectively with others. They investigate the different types and
organisational patterns of common spoken texts and recognise features within them.
Students read and view short literary and factual texts, using an increasing variety of skills and strategies including context, grammar, word
usage and phonics to make connections between their own experiences and information in texts. Students read, interpret and discuss texts,
including visual and multimedia texts, using a range of skills and strategies. They explore and identify ways texts differ according to purpose,
audience and subject and understand that people produce texts. Students recognise the basic structure and grammatical features of a limited
range of text types.
Students write simple literary and factual texts on familiar topics for known readers by planning and reviewing their writing. They write using
basic grammatical features and conventions of punctuation, showing awareness of different purposes, audiences and subject matter. Students
spell using knowledge of sight words, letter-sound correspondence and other strategies. They write using letters of consistent size and slope in
NSW Foundation Style and use computer technology to produce texts, recognising simple conventions, language and functions.

3. Subject Overview
English is taught by the classroom teacher for 8 hours per week. It is taught in the following format:
Independent Reading: students have dedicated quiet reading time 10 - 15 minutes a day as well and other opportunities in
other areas of literacy
Guided Reading: Students are arranged in abilities groups based on running record assessments. Each group gets 2 x 20 minutes
sessions per week with the teacher. Comprehension activities are designated to each group which they complete after reading
with teacher.
Modelled Reading: Students are exposed to correct models of text types which forms the focus for further discussion and joint
constructions.
Guided Writing: As a class the students will construct the text type being studies
Independent Writing: after joint construction, students will then be given the opportunity to independently construct the text
type being studied.
Spelling: Students engage in a spelling lesson daily 20minutes with a variety of activities focusing on the four spelling knowledge;
VISUAL KNOWLEDGE, PHONOLOGICAL KNOWLEDGE, MORPHOMIC KNOWLEDGE & ETYMOLOGICAL KNOWLEDGE

4. Overview of Language and Language Learning

5. Response Week 1 - 5
General Features of a Response
Social Purpose
Responses are used to summarise, analyse and respond to literary texts. They may be a personal response or a review.
Structure (Personal Response)
* Context — this gives background information on the text.
* Opinion/Reaction — this explores the qualities and effectiveness of the text, expressing personal feelings.
Structure (Review)
* Context — this gives background information, eg author, type of work, setting and brief synopsis.
* Text description — this describes the main characters and the pattern of their relationships. It also deals with some key incidents
selected because they may give further insight into characters and the theme of the text.
* Judgement — this is where the writer or speaker evaluates the work by giving an opinion or making a recommendation.
Grammar
Common grammatical patterns in review texts include:
* relating verbs, action verbs, saying verbs, thinking verbs, noun groups describing characters;
* present tense — changes to past tense if text has a historical setting;
* temporal sequence of events when key events are summarised;
* persuasive language used in judgement;
* clause or sentence themes that are often the title of the book, name of author etc. These choices clearly locate the reader in a
response text.
Note: Students are encouraged to speak and write personal responses in Stage 1.
Links with Other Key Learning Areas
Creative and Practical Arts - Response texts are important in CAPA where students are asked to respond to dramatic performances,
works of art and music.

6. Teaching Notes
The focus in Stage 1 is on the personal response given orally. Students express a personal opinion about shared texts.
Students should be encouraged to use language about books and films. Teachers should build this knowledge carefully when discussing
texts, eg author, title, events and characters. Encourage students to talk about the text structure of books and films using terms such
as orientation, complication, resolution.
Allow time for students to talk about books both formally and informally with peers and teacher, and model oral and written ways of
responding to texts.
Structure
Students should be encouraged to develop a brief context stage and an opinion stage, eg ‘I like this book because …’ Provide
opportunities for students to express feelings and attitudes linking their own personal experiences to characters and events in texts.
Content
Content will be related to texts read and viewed during shared and guided reading. Use proformas and guideline questions to assist
students in structuring their responses.
Grammar Focus
* Using relating verbs, eg ‘This book is about …’.
* Naming characters. * Usually using present tense. * Using temporal sequencing of events only in the text description when
summarising key events. * Using evaluative language in judgement stage. * Giving information in the beginning focus of clauses and
sentences, eg title of book, author.
Grammar Terminology
Students at this stage will be using terms such as:
* sentence; * naming word/noun/proper noun/noun group; * relating verb, action verb; * describing word/adjective; * adverb, adverbial
phrase.
Spoken Responses These will be mainly personal responses to literary texts heard, read and viewed. Teachers will need to guide oral
response either by direct modelling or with questions. Reviews at this stage will be jointly constructed.
Written Responses Students will jointly and independently construct written personal responses. Reviews at this stage will be jointly
constructed.

7. ESL Teaching Notes Response
ESL students will need to have a high degree of familiarity with literary texts in order to respond to them effectively. Therefore,
teachers need to have engaged their students in focused studies of a range of narratives and poetry before introducing the notion of a
response.
ESL students are focusing their attention on the meaning of the text. Response requires personal opinion and justification that draws
on a wider vocabulary. The ability to respond to open-ended questions of Why? and How? is particularly difficult for the ESL learner.
Students working at about level 4 in the ESL scales are beginning to use English to express opinions about literature and start to
describe literary features.
It is essential that the text an ESL student is being asked to respond to is fully understood by that student and that the text is at an
appropriate reading level. Ensure that the vocabulary and content of the text have been studied. ESL students are able to successfully
respond to texts when supported by model texts with sentence beginnings and by discussion at the student’s instructional level.
Talking and Listening Teaching points to consider
ESL Scales levels: Oral Interaction 1, 2
* Opinions about a text can only be asked about texts the student knows well.
* Simple questions requiring short answers may be manageable, eg; Did you like the story? Did you like the wolf? Did you like Red Riding
Hood? ‘I liked the grandma. I didn’t like the wolf’.
* Sort characters from a known narrative into two categories, eg like/don’t like.

8. ESL Scales levels: Oral Interaction 3, 4, 5
* Model the use of ‘when’ and ‘because’ when responding to a text, eg I liked the little bear when he fell off his chair. I liked the witch
because she can fly.
* Teach only a few features of a book at a time and give many opportunities for these to be reinforced, eg characters, setting, plot.
* When asking students to retell a story, provide picture support to help trigger vocabulary and to support sequencing of events.
* Introduce summarising skills in the simplest forms, eg listing the characters — The book Little Red Riding Hood is about a girl, a wolf
and a grandma.
* Plot ‘feeling’ words (related to emotions felt when listening to a poem) on a horizontal line. Draw pictures that match the words and
place under the words.
Reading & Writing Teaching points to consider
ESL Scales levels: Beginning Reading and Responding 1, 2, 3
Reading and Responding 1
Beginning Writing 1, 2, 3
Writing 1
* Simple oral responses as detailed above are sufficient at these levels.
ESL Scales levels Reading and Responding 2, 3
Writing 2, 3
* Ensure that writing activities use the same language patterns that have been modelled in talking and listening activities, eg I liked the
bear when …
* Invite a student to select three known texts, place them in order of preference, and select cards saying ‘best’, ‘second best’, ‘third
best’. If the student offers some reason for their choice, model the language the student has used to scribe a sentence, eg student
offers ‘funny grandma’ — teacher scribes ‘I like this book best because of the funny grandma’.

9. Outcomes & Indicators
Reading Outcomes Talking and Listening Outcomes Writing Outcomes
RS1.5 Reads a wider range of texts on TS1.1 Communicates with an increasing WS1.9 Plans, reviews and produces a small range of simple literary and factual
less familiar topics with increasing range of people for a variety of purposes texts for a variety of purposes on familiar topics for known readers.
independence and understanding, making on both familiar and introduced topics in WS1.10 Produces texts using the basic grammatical features and punctuation
connections between own knowledge and spontaneous and structured classroom conventions of the text type.
experience and information in texts. activities. WS1.11 Uses knowledge of sight words and letter–sound correspondences, and
RS1.6 Draws on an increasing range of TS1.2 Interacts in more extended ways a variety of strategies to spell familiar words.
skills and strategies when reading and with less teacher intervention, makes WS1.12 Produces texts using letters of consistent size and slope in NSW
comprehending texts. increasingly confident oral presentations Foundation Style and using computer technology.
RS1.7 Understands that texts are and generally listens attentively. WS1.13 Identifies how own texts differ according to their purpose, audience
constructed by people and identifies way TS1.3 Recognises a range of purposes and subject matter.
in which texts differ according to their and audiences for spoken language and WS1.14 Identifies the structure of own literary and factual texts and names
purpose, audience and subject matter. considers how own talking and listening a limited range of related grammatical features and conventions of written
RS1.8 Identifies the text structure and are adjusted in different situations. language.
basic grammatical features of a limited TS1.4 Recognises that different types
range of text types. of predictable spoken texts have
Indicators
different organisational patterns and
• writes a short response or review containing basic description with comment
Indicators features.
or opinion
• describes the purpose of organisational • discusses some of the different purposes for which people write responses or
stages in narrative texts Indicators reviews
• predicts from the cover and title the • responds to stories and poems read • expresses an opinion in writing
target audience of a text aloud • uses drawings to accompany text where relevant
• retells and comments on incidents from • identifies main ideas of text • uses adjectives to provide more information about nouns
a children’s storybook or a short • expresses a personal point of view • reads own writing aloud and makes some corrections to clarify meaning.
children’s film, paying attention to plot • listens to a point of view
elements such as setting, character, • plans delivery of presentations and
conflict and resolution role-plays.
• expresses an opinion about a
character’s actions and speculates on
their own behaviour in a similar situation.

11. Exposition Week 6 - 10
General Features of Exposition
Social Purpose
Expositions are used to argue a case for or against a particular position or point of view.
Structure
Expositions are organised to include a ‘statement of position’, ‘arguments’ and a ‘reinforcement of position statement’. The number of
arguments may vary in expositions. The statement of position stage usually includes a ‘preview of arguments’. Each argument stage
consists of a ‘point’ and ‘elaboration’. In the elaboration, the argument is supported by evidence. Arguments are ordered according to
the writer’s choice, usually according to criteria of strong and weak arguments. The reinforcement of the statement of position
restates the position more forcefully in the light of the arguments presented.
Grammar
Common grammatical patterns in exposition include:
* general nouns, eg ears, zoos; * abstract nouns, eg policy, government;
* technical words, eg species of animals;
* relating verbs, eg It is important …;
* action verbs, eg We must save …;
* thinking verbs, eg Many people believe …;
* modal verbs, eg We must preserve …;
* modal adverbs, eg Certainly we must try …;
* connectives, eg firstly, secondly …;
* evaluative language, eg important, significant, valuable.

12. Teaching Notes: Stage 1
In Stage 1, students will still be dealing mainly with topics of interest or familiarity within their local community. Students should be
encouraged to nominate such issues and discuss them. The teacher needs to model spoken and written expositions and to locate
appropriate expositions for students to listen to and read. The teacher may need to write model expositions.
Structure
The meaning of terms such as ‘statement of position’ should be discussed with students. Students should focus on giving a statement of
position and should practise different choices for making it as strong a statement as possible. Students should focus on developing the
argument stages, if possible, and on the final stage — reinforcement of statement of position.
Content
Students may still draw on issues to do with school and the local community but also on topics related to the curriculum, eg Should
people protect nature and wildlife? The teacher should discuss with the class the kind of information needed to develop strong
argument stages to support their position statement. Where the information can be located should also be discussed. Some information
from written texts and spoken texts can be recorded in point form on the board, on a wall chart, and on individual pro formas. This
information provides the basis for jointly or independently constructed texts.
Links with Other Key Learning Areas
Expositions can be written in all key learning areas. For example:
* Human Society and Its Environment: identify a transport system in the local community and outline the different views on its
advantages for the local community.
Grammar Focus

13. * Constructing a sentence for the position statement.
* Using some connectives, eg firstly, secondly.
* Using action, relating and thinking verbs, eg Koalas eat leaves; They are Australian animals;
Many people like koalas.
* Using adverbs, adverbial phrases, eg Koalas sleep in trees; they climb slowly.
* Naming technical terms where appropriate and demonstrating understanding of their meaning, eg Animals’ habitats are where they
live safely and get food and water.
Grammar Terminology
Students at this stage will be using terms such as:
* connective
* sentence
* verb — doing, thinking, relating
* adverb
* adverbial phrase.
Spoken Expositions
Teachers need to model spoken expositions for students. Spoken expositions may still be jointly constructed by students working in
pairs or small groups. They may be supported by diagrams, photographs and other visual images. Students need to be able to present
supporting information to develop arguments convincingly. They should be given opportunities to practise their presentations. Students
need to consider who their audience is for spoken expositions and develop the presentation accordingly. The teacher should help them
to develop such strategies as varying the softness and loudness of voice and using hand gestures to gain the attention and interest of
their audience.
Written Expositions
Written expositions may be jointly or independently constructed. Students need to learn to locate information in written texts, film or
videos, which can be used to develop effective argument stages. Students need to consider the audience they wish to influence. If the
audience is a community one, they may write their expositions in a letter. This will involve them in learning the conventions of letter
writing. Students’ expositions can provide models for future writing by them and other classes.

14. ESL Teaching Notes: Exposition
Persuasive text types require the use of complex English language structures to express and justify opinion. This is challenging and
linguistically demanding for early ESL students. In many cultures it is not appropriate to express opinion in a school context, so this
form of expression needs to be explicitly encouraged. It is advisable to begin to explore persuasive text types through school-based
contexts.
Talking and Listening Teaching points to consider
ESL Scales levels: Oral Interaction 1, 2
* Introduce and model the sentence structure ‘I like’ and ‘I don’t like’ in response to ‘Do you like …?’, ‘Does she like …?’ etc. Limit this
question to highly contextualised situations.
* Modality can be challenging for ESL learners, eg the canteen should sell fruit.
* Ask questions that have a yes/no answer as a starting point, eg Should children wear hats?
ESL Scales levels: Oral Interaction 3, 4, 5
* Ask students to stand on either side of the room in response to questions where they are
required to express an opinion. Provide visual support related to the question — both when
* Model sentences that use causal connectives, eg I like dogs because … Break the sentences
into separate messages and make links between messages.

15. Reading and Writing Teaching points to consider
ESL Scales levels: Beginning Reading and Responding 1, 2, 3 Reading and Responding 1
Beginning Writing 1, 2, 3 Writing 1
* Build on oral discussion of ‘I like …’ and ‘I don’t like …’. Students construct a chart using
pictures of items or words, and use it as a basis for an oral presentation of their likes and dislikes.
* Choose issues related to the topic to be discussed. Reframe the issue so that students can provide
their input with short answers, eg The canteen can sell apples or lollies. Who will buy
apples?
* Fill in a picture matrix of what other students like and don’t like.
ESL Scales levels: Reading and Responding 2, 3
Writing 2, 3
* Provide sentence stems including causal connectives for students to complete.
* Many learning experiences in the modules are relevant but must be based on familiar topics where field knowledge is well developed.

16. Outcomes and Indicators
Reading Outcomes Talking and Listening Outcomes Writing Outcomes
RS1.5 TS1.1 WS1.9
Reads a wider range of texts on less Communicates with an increasing range Plans, reviews and produces a small range of simple literary and
familiar topics with increasing of people for a variety of purposes on factual texts for a variety of purposes on familiar topics for
independence and understanding, making both familiar and introduced topics in known readers.
connections between own knowledge and spontaneous and structured classroom WS1.10
experience and information in texts. activities. Produces texts using the basic grammatical features and
RS1.6 TS1.2 punctuation conventions of the text type.
Draws on an increasing range of skills Interacts in more extended ways with WS1.11
and strategies when reading and less teacher intervention, makes Uses knowledge of sight words and letter–sound
comprehending texts. increasingly confident oral presentations correspondences, and a variety of strategies to spell familiar
RS1.7 and generally listens attentively. words.
Understands that texts are constructed TS1.3 WS1.12
by people and identifies way in which Recognises a range of purposes and Produces texts using letters of consistent size and slope in NSW
texts differ according to their purpose, audiences for spoken language and Foundation Style and using computer technology.
audience and subject matter. considers how own talking and listening WS1.13
RS1.8 are adjusted in different situations. Identifies how own texts differ according to their purpose,
Identifies the text structure and basic TS1.4 audience and subject matter.
grammatical features of a limited range Recognises that different types of WS1.14
of text types. predictable spoken texts have different Identifies the structure of own literary and factual texts and
Indicators organisational patterns and features. names a limited range of related grammatical features and
• begins to recognise the purpose and Indicators conventions of written language.
audience of an exposition viewed or read • identifies the opinion of the speaker
• identifies and discusses opinions and presenting oral exposition Indicators
information found in expositions, • experiments with gesture and facial • writes an opinion supported by at least one reason
including advertisements expression to indicate emotions and • recognises and uses organisational structure of simple
• begins to recognise point of view, and convey interest exposition
say what the writer might think • expresses a personal point of view • writes simple expositions for different purposes
• recognises connectives in printed • listens to a point of view. • discusses function of different parts or stages of a text
texts. • recognises that connectives such as ‘if’, ‘because’ flag reasons,
also ‘firstly’, ‘secondly’ etc.

17. Stage 1 Teaching Focus
Writing
Teachers need to make explicit and demonstrate ways of using the writing processes of:
* planning and drafting; *redrafting and revising; *editing and proofreading;* reviewing and publishing.
Joint Construction of Texts
The process of writing, from planning to publishing, can be taught through joint construction activities and conferencing. Joint
construction activities provide opportunities for students to observe experienced writers
demonstrating:
* how to preplan work, including the completion of a proforma chart; * how to select and organise information according to purpose,
audience and situation; * the language structures and features of text types; * how to construct sentences using correct punctuation;
* what to include or leave out and the flexibility to change or correct a language choice; * editing and proofreading strategies; * how to
make decisions about layout and inclusion of visual text.
Spelling
Spelling strategies that need to be taught in Stage 1 include:
* matching sounds with words that contain that sound, for example;
at, am, an, et, ag, en, ig, in, un, ug, og, op, ch, s, th, wh;
* using knowledge of familiar letter patterns, for example, -ed, -ing, -s;
* using a letter or letter combination to represent most syllables in words;
* self-correcting words that do not look right when first written;
* identifying possible spelling errors after completing writing;
* using resources to find correct spelling, eg word banks, alphabet charts, junior dictionaries
Handwriting
Teachers should provide opportunities for students to:
* write frequently, practising lower-case and upper-case letters, writing words and sentences and developing patterns related to the
letter being practised. A suggested sequence is:
o, a, d, g, q, e, c, i, j, l, t, f, h, m, n, k, r, b, p, u, y, x, z, s, v, w;
* employ correct pencil grip and good posture;
* pay attention to size, shape, slope and spacing of letters;

18. Talking & Listening
Outcome TS1.1 Communicates with an increasing range of people for a variety of purposes on both familiar and introduced
topics in spontaneous and structured classroom activities.
Purpose
• asks questions to seek clarification • joins in familiar rhymes, chants and poems from various cultures
• gives a simple description of familiar people, places, things • listens to a range of different picture books read aloud, in different
language varieties
• follows and responds to an aural multimedia text, eg talking book • gives personal recounts about familiar events
• provides a brief retelling of a familiar story • recounts real or imagined events in logical sequence
• presents a biography of a family member to a group • follows a short procedure, eg instructions for a simple task
• is able to give simple directions, eg to go to the next classroom/the library • listens to and follows a brief set of instructions
• listens for information from a variety of sources • listens for and responds to information from a news event or classroom event
• gives a brief, simple oral information report on familiar topics • understands a brief explanation of a simple phenomenon
• uses a comment or a question to expand on an idea in a discussion • expresses a point of view about texts read, heard or viewed
• participates in a class discussion about school rules • engages in group discussion to solve a problem.
Audience, Subject Matter
• greets other teachers appropriately and conveys messages to them • talks with parent helpers in the classroom
• converses about a school topic, eg playground equipment, with teacher on duty • talks comfortably with peers on a variety of topics
• interacts in informal conversations with peers and adults • listens attentively and converses with others to share ideas or give
information
• retells partner’s news • talks about familiar, real and imagined topics • listens to and shows respect for the contribution of another in
group and class discussions
• plans and performs a role-play for the class.
ESL Scales
To achieve this outcome, students learning English as their second language will need to be developing English skills described at levels
3/4 in the Oral Interaction strand of the ESL Scales.

19. Learning to Talk and Listen — Skills and Strategies
Outcome TS1.2 Interacts in more extended ways with less teacher intervention, makes increasingly confident oralpresentations
and generally listens attentively.
Listening Skills
• is aware of how gesture and facial expression may show interest or lack of interest on the part of the listener in some cultures
• as a listener, usually maintains eye contact, if culturally appropriate, with speaker
• follows instructions on how to complete an activity.
Interaction Skills
• rephrases statements to increase their clarity • expresses a personal point of view and listens to the viewpoint of others
• listens and contributes frequently to small-group interaction • initiates topics in group discussion
• attempts to involve others in a discussion • listens and contributes to class discussions on various topics
• uses turn-taking, questioning and other behaviours related to class discussions.
Oral Presentation Skills
• experiments with varying voice, tone, volume and pace to indicate emotions • speaks clearly and conveys meaning to peers
• with prompting, varies rate and level of speech to aid listeners’ understanding • talks to whole class using a prop to guide talk, eg a
picture of a farm, computer graphic • as a speaker, makes eye contact, if culturally appropriate, with audience.
ESL Scales
Levels 4/5 Oral Interaction

20. Learning About Talking and Listening — Context and Text
Outcome TS1.3 Recognises a range of purposes and audiences for spoken language and considers how own talking and listening
are adjusted in different situations.
Purpose
• recognises different oral text types such as conversation, telephone calls, radio advertisements
• compares ways in which speech varies in different situations, eg canteen, playground, classroom, home, cultures
• talks about the structure of some text types, eg simple procedure, spoken information report, personal recount
• retells a narrative, showing emerging awareness of structure.
Audience
• differentiates between playground language and classroom language
• talks about how to make positive statements
• talks about how to make negative statements that will not offend the listener
• uses a variety of greetings, introductions and farewells appropriate to the situation and cultural context
• role-plays the difference between interacting with a friend and with an unfamiliar adult.
Channel of Communication
• compares different ways of using spoken language to communicate.
Language Varieties
• demonstrates recognition that there are different languages in the world
• recognises different kinds of English: Australian, Aboriginal, British, American, Indian
• recognises diversity of English and its use in different communities.
ESL Scales
Levels 4/5 Oral Interaction

21. Learning About Talking and Listening — Language Structures and Features
Outcome TS1.4 Recognises that different types of predictable spoken texts have different organisational patterns and
features.
Text Structure and Features
• differentiates between the purposes of different radio programs, eg a talkback show and a football game
• talks about the sequence of ideas in speech • talks about turn-taking in conversations
• explains the importance of an orientation stage in an oral recount • uses ‘um’ and ‘ah’ for pause and emphasis.
Grammar
• talks about using verbs in procedures, eg the action words that tell what to do
• talks about using describing words (adjectives) in descriptions
• plans temporal sequence in spoken recounts, eg ‘first’, ‘next’, ‘finally’, ‘then’.
Expression
• plans delivery of presentations and role-plays.
ESL Scales
Levels 4/5 Oral Interaction

22. Forms of Assessments
Assessment
Formative assessment
Formative assessment is the practice of building a cumulative profile of student achievement. This usually takes place during day-to-
day classroom activities and involves informal interaction and systematic observation of the student. The indicators may be used to
guide teacher observations. While it may also include more formal assessment procedures, formative assessment provides a broader
profile of the student than formal testing may provide. It is a valid and valuable part of overall assessment.
Summative assessment
Summative assessment is the practice of making judgements about student achievement at certain relevant points in the learning
program, such as at the end of units of work, or the end of a term or year of schooling. Formal assessment activities such as tests,
projects and assignments are generally used to make summative judgements. Such assessment tools may focus on a single outcome or on
a number of outcomes.
Formative and summative assessment complement each other, and both should be used to form a comprehensive profile of student
achievement.
Diagnostic assessment
Information gained from assessment will be used in conjunction with other information to diagnose areas of need for individuals or
groups of students and to determine students’ future goals. This information informs planning and programming.
Values and Attitudes Outcomes
V1 enjoys creating a range of spoken and written texts;
V5 shows independence in using and learning language;

23. Talking & Listening
Term 1

24. Content ESL Scales Teaching and Learning Activities Modifications Resources
Additional
Support
Extension
T&L: TS1.1 Oral Interaction What makes a good speaker? Chart paper
levels 3/4
Students discuss and then the teacher records ideas
on what they think makes a good speaker. This
chart will need to be displayed in the class and
referred to on a regular basis.
Attentive audience.
Oral Interaction
T&L: TS1.1 Students brainstorm and list questions they can ask List of
levels 3/4/5
each other about their daily news presentation. appropriate
T&L: TS1.2 Discuss appropriate questioning techniques and use questions
T&L: TS1.3 of language, and role-play being an attentive displayed
audience.
* Students can participate in Daily News items
based on local/national news they may hear or read
about.

25. T&L: TS1.1 Oral Interaction Topic Talk
levels 3/4/5
T&L: TS1.2 Each student writes down a topic on a ¼ sheet of A4. A4 paper cut into
* At the top of the page ¼
T&L: TS1.3
Topics are put into a ‘Talking and Listening’ box.
Students then select a topic sheet.
Students have 10 minutes to write down as much as
they can on the topic.
Students present their ‘speeches’ to the class.
Once all students have completed this task it can be
repeated on a regular basis.
(Note: Teacher can do a shared topic with class first
and then demonstrate how to present it)
What makes a good listener?
Students have to show they are good listeners they
must record two points made by each speaker in the A4 paper cut into
above speeches. The teacher can then choose a ¼
Oral Interaction
T&L: TS1.1 student to share their response.
levels 3/4/5
T&L: TS1.2

26. Content ESL Scales Teaching and Learning Activities Modifications Resources
Additional
Support
Extension
Picture & Text Drawing paper
T&L: TS1.1 Oral Interaction Students are to read a familiar text to a friend.
levels 3/4/5
T&L: TS1.2 Students then choose their favourite part of the
story and illustrate it, before presenting it to the
class. The class looks at the written text and
discusses whether it is supported by the
illustrations.
Story Sequence
Oral Interaction The class has been listening to a variety of literary
T&L: TS1.1 texts and is to recall events in the text and to make
levels 3/4/5
T&L: TS1.2 predictions based on previous reading.
T&L: TS1.3 Speech topics
Palm cards

27. T&L: TS1.1 Oral Interaction Oral Presentation
levels 3/4/5
T&L: TS1.2 The students are given a variety of topics to
research and must prepare notes for a one minute
T&L: TS1.3
oral presentation. They can use palm cards or
memorise the speech for their presentation.

28. Spelling
Term 1

29. Content Teaching and learning activities Additional Resourc Evaluation
Weeks 1-10 support es
Extension
GAMES
Air Spelling
1. Choose a spelling word. With their index finder, students spell the word
in the air and say the letters aloud. Tell students they must be able to
WS1.11 "see" the letters as they are written in the air.
Uses
knowledge of 2. When the students get to the last letter, they underline the whole
sight words word as they say the word aloud. Ask them if they can "see" the word in
and letter the air.
sound
3. After their response, ask these type of questions:
corresponden
ces and a --What is the third letter?
variety of --What is the last letter?
strategies to --What is the second letter?
spell familiar
words 4. Then, have the students spell the word backwards orally (and with their
index finger if they need to). Remind students that the word should be
floating in the air in front of them and that they must continue to look at
it throughout the activity.
5. When you are done with the word, continue on to the other spelling
words. Do this activity daily and have the students practice it at home.

30. Spelling Race
1. Divide the class into two teams.
2. On the board, write Team 1 and Team 2 (or the names of the teams).
3. One person from each team goes to the board with chalk in hand.
4. The teacher reads a spelling word. The two students must write that
word on the board.
5. The first person to finish spelling the word first gets a point for their
team.
6. The team with the most points wins.
Scrambled Spelling
As part of their daily assignment, students are given a number of words
that are scrambled. Without looking at their spelling list, the students
are asked to unscramble the words within a time-limit and hand it into a
basket. Those that correctly unscramble all the words receive stickers in
their spelling booklets.

31. Word Searches or Crossword Puzzles
Using a software or Puzzlemaker from Discovery.com, create word
searches and puzzles from the weekly spelling list. This is a fun way for
your students to practice their spelling.
Spelling Poems
Most spelling words are taught through a common sound, such as short a,
long e, etc. Since these words already rhyme, it is easy to create poems
using their weekly spelling words.
1. Have students read through the list and ask them what is the sound(s)
that is repeated throughout.
2. Have students brainstorm more words that rhyme with the sound being
taught.
3. Create a poem using the spelling words and the list of words from the
brainstorm.
4. Illustrate the poem and publish it.

32. **** The poems are created together as a class for the first few
months. Afterwards, if the students are ready, they can then create
their own poems.
Further Activities: Students keep their poems to create poetry books.
Or, create a class poetry book in which the students can copy their
favourite poems onto larger sheets of paper.
Weekly Spelling Story
Every Friday, the class creates a weekly spelling story with an
illustration. This can be done as a class, in groups, with a partner, or
individually. Stories are posted on a bulletin board.
In the beginning of the year, the teacher should create the stories, with
the help of the students, in order to model paragraph formation, story
writing, punctuation, etc.
Spelling Learning Centre
1. Put letters in a basket or bag.
2. One student reads a spelling word.
3. The second student uses the letters to spell the word.

33. 4. After the students finish the list, they switch roles and the first
student does the spelling while the second does the reading.
Spelling Puzzles
1. Write each spelling word on index cards.
2. Cut the cards so that the letters are separated. 3. Place the pieces into
an envelope (one envelope per word).
4. Pass out the envelopes to the students. When you say go, students take
out the pieces and put the letters together to create a spelling word.
5. When the teacher yells stop, the students put their hands at their
sides. Teacher checks the cards to see if the word is spelled correctly.
6. Students then put all the pieces back into the envelope and pass it to
another student.
Newspaper Spelling
1. Give each student, pairs, or groups, a page from the newspaper.
2. Their job is to look for spelling words in the articles and circle them
with marker or crayon.
3. Students make a list of the words they found.

34. Spelling Train
Read a spelling word aloud and have the students write it down. Using the
last letter in that word, students must write another word beginning with
that last letter. They continue the train using the last letter of the
word. You can put a certain limit on how many words they can create.
Example:
cat
tan
nap

35. Spelling Words Term 1
Week 1 Week 2 Week 3 Week 4 Week 5
Shell Drab Grab Stable Wrap
Smell Draft Grace Stove Wrath
Spell Drag Grass Stack Wreck
Swell Dragon Grade Stage Wreckage
Yell Drain Grain Stain Wrist
Farewell Drama Gram Stair Write
Dwell Drank Grammar Stale Written
Jell Drastic Grand Stamp Wrong
Sell Draw Grant Star Wrinkle
Bell Drip Greed Start Wreath
Week 6 Week 7 Week 8 Week 9 Week 10
Fill Skate Sank Blue Spelling test of a selection
Kill Sky Tank Cute of words leant throughout
Shrill Shop Thank Flute the term.
Chill Shark Fall Love
Bill Honk Call Move
Sill Plonk Mall Shove
Sink Shut Make Clue
Pink Flat Take Shoe
Link Fly Lake Shake
shrink flew Bake Take

36. Text Type
Term 1
Response Week 1 - 5

37. Content ESL Scales Teaching and Learning Activities Modifications Resources
Additional
Support
Extension
Reading: RS1.5 Week 1 Premier’s Reading
Challenge list and
Activity 1:
books
After students have listened to stories (taken from
Premier’s Reading Challenge list) have them :
Retell events in their own words.
Role play the events. Display paper
T&L: TS1.1
Activity 2:
Responds to
stories read aloud. Have students compile a list of different ways to
make positive and negative statements about a story
heard. Record these to display in the classroom as a
resource for students, eg
I enjoyed …
I found this book interesting because …
I found it boring when …
I think it could have been better or more
enjoyable if…
This book isn’t interesting unless …

38. Week 2
T&L: TS1.1 Activity 3: Paper for drawing
Expresses a Students choose their own favourite part of a story
personal point of and illustrate it. The class will look at the written
view. text and discuss whether the illustrations support
the text.
Activity 4: Display paper
Oral Interaction Students summarise read books. Teacher
3,4,5 introduces summarising skills in the simplest forms.
List the characters eg. The book Little Read
Riding Hood is about a girl, a wolf and a
grandma.
Display paper
Writing: WS1.9
Oral Interaction
3,4,5

39. Reading: RS1.5 Week 3 Premier’s Reading
Challenge books
Activity 5:
Complete a matrix on characters in a book, using
adjectives to describe appearance, actions, habits
and feelings.
Then plot ‘feeling’ words on a horizontal line. Draw
pictures that match the words and place under the
words.
Student A reads a familiar text to a friend. The
friend then retells the story to the class.
Writing: WS1.9 Week 4
Activity 6:
As a class, students discuss a book read and jointly Display paper
plan a response using the review structure
Context-gives the background information
Text description-describes main characters
and the theme.
Judgement-opinion expressing personal
feelings.

40. T&L: TS1.1 Activity 7:
In small groups, students discuss a book read and
plan an oral review to present to class in which each
Premier’s Reading
group member makes a comment relative to the
Challenge books
group’s book.
T&L: TS1.1 Reading and Have students place books in order of preference
Responding 2,3 and select cards saying best, second best, third best Cards with best,
Writing: WS1.10 etc. Encourage students to give reasons for their 2nd best, 3rd best
choice. Teacher scribes a sentence using the etc.
correct language and grammar.
Eg.
Student says ‘funny grandma’
Display paper
Teacher writes ‘I like this book best because of the
funny grandma.’
Activity 8:
Have students build up their understanding of
characters by; *Writing what characters have Writing books
said in speech balloons or;
Writing: WS1.10
*By drawing and labelling characters with their
attributes.

41. Writing: WS1.10 Week 5 Writing books
Activity 9:Have students write a response to books
read by allowing students to choose a question that
encourages this.
Who was your favourite character and why?
Draw ‘photos’ of two important events in the
story and write a label for each.
Writing: WS1.10 Encourage students to write a personal response to Display chart
literature in their journals. Provide scaffolding for from previous
review texts. lessons
Start with title and author Journals
Give brief summary of story
Identify characters
Make judgements that are personal opinions.
Activity 10:Independently students plan and write a
response using the review structure
Context-gives the background information
Text description-describes main characters
Writing: WS1.10 and the theme. Writing books
Judgement-opinion expressing personal
feelings.

42. Handwriting
Term 1
Week 1 - 5

43. Content ESL Scales Teaching and Learning Activities Additional Resources
Support
Extension
Handwriting Week 1 Handwriting book
WS1.12 Date lead pencil
Produces texts colour pencil
No lesson
using letters of (each week)
consistent size
and
week 2
slope in NSW
Date
Foundation Style.
o O o O o O
o, a, d, g, q, e, c, i, Olly the octopus went
j, l, t, f, h, m, n, k,
r, b, p, u, y, x, z, s,
out.
v, w;

44. Week 3
Date
a A a A a A
Alice ate all the
apples.
Handwriting Week 4 Handwriting book
WS1.12 Date lead pencil
Produces texts d D d D d D colour pencil
using letters of (each week)
Dora didn’t dig up the
consistent size
and
dirt.
Week 5
slope in NSW
Foundation Style.
Date
o, a, d, g, q, e, c, i, g G g G g G
j, l, t, f, h, m, n, k,
r, b, p, u, y, x, z, s,
Golly gee went the
v, w; girl.

45. Text Type
Term 1
Exposition Week 6 - 10

46. Content ESL Scales Teaching and Learning Activities Modifications Resources
Additional
Support
Extension
Oral Interaction Week 6 Activities;
1/2 • Ask questions that have a yes/no answer as a
starting point, eg Should children wear hats?
Oral Interaction
• Introduce and model the sentence structure ‘I like’
1/2
and ‘I don’t like’ in response to ‘Do you like …?’
Oral Interaction
• Build on oral discussion of ‘I like …’ and ‘I don’t like
1/2/3 …’. Students construct a chart and use it as a basis
for an oral presentation of their likes and dislikes.
NOTE: Modality can be challenging for ESL learners,
eg the canteen should sell fruit.
• Ask students to stand on either side of the room in
response to questions where they are required to
express an opinion.

47. Oral Interaction • Model sentences that use causal connectives, eg I
like dogs because … Break the sentences into
3/4/5
separate messages and make links between
messages.
T&L: TS1.1 Oral Interaction • Ask students, in pairs, to exchange opinions, eg
What makes a good children’s television show?
T&L: TS1.2 3/4/5 Students then present their partner’s point of view
to the class, eg ‘John thinks … because …’.
• Build up a list of issues with the class about
familiar topics. Display them in the classroom.
T&L: TS1.1 Display chart
• Ask the class whether they agree/disagree with
above topics.
T&L: TS1.1

48. Content ESL Scales Teaching and Learning Activities Modifications Resources
Additional
Support
Extension
T&L: TS1.1 Week 7 Activities; Display chart
• Encourage students to provide arguments for a
particular position about a familiar school or
community issue by answering teacher-posed
questions such as Why do you think that? When
would that be the case? Can you think of an
example? How could you convince other people that
it is right?. Build up responses on a board or on a wall
chart.
T&L: TS1.1 Display chart
• Develop and display a list of conjunctions, eg
because, so, then, and connectives, eg firstly,
secondly, to assist students to form and order ideas
in their spoken expositions.
• Encourage students to use the structure of a
simple oral exposition to frame a suggestion, eg ‘I
think we should be allowed to … because/so that …’ in
order to persuade others.

49. T&L: TS1.1
Week 8 Activities
• Read the position statement of an exposition that
deals with familiar subject matter without showing
the arguments used by the author. Encourage
students to predict and list possible arguments that Display paper
could be included to justify this point. Read the text
Writing: WS1.9 and compare their predictions with arguments found
Writing: WS1.10 in the text. Discuss which arguments are more
persuasive (ie those used by the author or any
Reading: RS1.5 student’s predictions not found in the text).
Note: Teachers may need to write model expositions.

50. Content ESL Scales Teaching and Learning Activities Modifications Resources
Additional
Support
Extension
Writing: WS1.9 Week 9 Activities Display chart
Writing: WS1.10 • Highlight the structure of an exposition by asking
questions,
Reading: RS1.5
What does the writer believe?
Why do you think that?
Why might the writer believe that?
What does the writer want readers to believe?
Writing: WS1.9 Eg. of Exposition
Display these questions on a wall chart with the
Writing: WS1.10 Display paper
heading ‘Exposition’.
Reading: RS1.5
• Read an exposition and locate the thinking verbs
that indicate the author’s point of view, eg think,
believe, feel. Jointly construct a poster of thinking
verbs to use as a writing resource.
Reading: RS1.5 • Individually, or in small groups, students connect Exposition jigsaw
and sequence arguments from an exposition using a
jigsaw activity.

51. Week 10 Activities
Reading: RS1.5 • Focus on the social purpose of expositions by Display paper
jointly constructing texts on relevant issues, eg
letters to school magazine to have a rule changed in
playground, arguments to encourage students to
wear sun hats, speeches to convince classmates to
vote for them as a monitor for a classroom job they
like doing.
• Annotate large display-size copies of sample
expositions with names for each stage and a
Writing: WS1.9 description of purpose. Refer to these samples when Samples of
jointly constructing an exposition. Expositions

52. Content ESL Scales Teaching and Learning Activities Modifications Resources
Additional
Support
Extension
Writing: WS1.9 • Jointly construct a point of view held by most of Chart paper
the students in the class, eg Most of the students in
Writing: WS1.10
2 Red think that there should be more trees in the
playground. Students work in small groups to think
of an argument to support this point of view and
then draft this argument into writing. The argument
from each small group can then be used in a joint
construction of an exposition on the given topic.
• Provide students with a pro forma to use to write
independently a simple exposition. Use sentence
starters to give support, eg Firstly, trees should be
planted so …
Writing: WS1.9 Exposition
Proforma
Writing: WS1.10

53. Handwriting
Term 1
Week 6 - 10

54. Content ESL Scales Teaching and Learning Activities Modifications Resources
Additional
Support
Extension
Handwriting Handwriting book
WS1.12 Date
Week 6 lead pencil
Produces texts colour pencil
q Q q Q q Q
using letters of (each week)
consistent size
Quickly please and be
and quiet.
slope in NSW
Date
Week 7
Foundation Style.
e E e E e E
“Eek,” squeaked the
mouse.

55. Week 8Date
c C c C c C
Could you please call
the children?
Handwriting Week 9Date Handwriting book
WS1.12 lead pencil
i I i I i I
Produces texts colour pencil
using letters of
I liked the icy igloo. (each week)
consistent size Week 10
and
Date
slope in NSW
Foundation Style.
j J j J j J
Jumping jacks are the
best.

56. Term 1 Weekly Overview Learning Experience

58. English Teaching & Learning Experience Week 2
Talking & Listening Spelling & Grammar
Air Spelling
1. Choose a spelling word. With their index finder, students spell the word in the air and say the letters aloud.
What makes a good speaker? Tell students they must be able to "see" the letters as they are written in the air.
2. When the students get to the last letter, they underline the whole word as they say the word aloud. Ask them
Students discuss and then the teacher if they can "see" the word in the air.
records ideas on what they think makes a good
3. After their response, ask these type of questions:
speaker. This chart will need to be displayed
in the class and referred to on a regular basis. --What is the third letter?
--What is the last letter?
--What is the second letter?
4. Then, have the students spell the word backwards orally (and with their index finger if they need to). Remind
students that the word should be floating in the air in front of them and that they must continue to look at it
throughout the activity.
5. When you are done with the word, continue on to the other spelling words. Do this activity daily and have the
students practice it at home.
Handwriting Guided Reading Groups
week 2 1._____________________________________
Date 2._____________________________________
o O o O o O 3.______________________________________
Olly the octopus went out 4.______________________________________
5.______________________________________

59. English Teaching & Learning Experience Week 3
Talking & Listening Spelling & Grammar
Attentive audience. Spelling Race
Students brainstorm and list questions they 1. Divide the class into two teams. 2. On the board, write Team 1 and
can ask each other about their daily news Team 2 (or the names of the teams). 3. One person from each team goes
presentation. Discuss appropriate questioning to the board with chalk in hand. 4. The teacher reads a spelling
techniques and use of language, and role-play word. The two students must write that word on the board
being an attentive audience. 5. The first person to finish spelling the word first gets a point for their
team. 6. The team with the most prints
* Students can participate in Daily News items
wins.
based on local/national news they may hear or
read about.
Handwriting Guided Reading Groups
1._____________________________________
Week 3 Date
2._____________________________________
a A a A a A
3.______________________________________
Alice ate all the 4.______________________________________
apples.
5.______________________________________

60. English Teaching & Learning Experience Week 4
Talking & Listening Spelling & Grammar
Topic Talk
Each student writes down a topic on a ¼ sheet Scrambled Spelling
of A4.
* At the top of the page As part of their daily assignment, students are given a number of words
Topics are put into a ‘Talking and Listening’ that are scrambled. Without looking at their spelling list, the students are
box. asked to unscramble the words within a time-limit and hand it into a
basket. Those that correctly unscramble all the words receive stickers in
Students then select a topic sheet.
their spelling booklets.
Students have 10 minutes to write down as
much as they can on the topic.
Students present their ‘speeches’ to the class.
Once all students have completed this task it
can be repeated on a regular basis.
(Note: Teacher can do a shared topic with
class first and then demonstrate how to
present it)
Handwriting Guided Reading Groups
1._____________________________________
Week 4
2._____________________________________
Date
3.______________________________________
d D d D d D
Dora didn’t dig up the dirt. 4.______________________________________

61. English Teaching & Learning Experience Week 5
Talking & Listening Spelling & Grammar
Topic Talk
Each student writes down a topic on a ¼ sheet Word Searches or Crossword Puzzles
of A4.
* At the top of the page Using a software or Puzzlemaker from Discovery.com, create word
Topics are put into a ‘Talking and Listening’ searches and puzzles from the weekly spelling list. This is a fun way for
box. your students to practice their spelling.
Students then select a topic sheet.
Students have 10 minutes to write down as
much as they can on the topic.
Students present their ‘speeches’ to the class.
Once all students have completed this task it
can be repeated on a regular basis.
(Note: Teacher can do a shared topic with class first and
then demonstrate how to present it)
Handwriting Guided Reading Groups
Week 5 1._____________________________________
2._____________________________________
Date
3.______________________________________
g G g G g G 4.______________________________________
Golly gee went the girl. 5.______________________________________

62. English Teaching & Learning Experience Week 6
Talking & Listening Spelling & Grammar
Spelling Poems
What makes a good listener? Most spelling words are taught through a common sound, such as short a, long e, etc. Since these
words already rhyme, it is easy to create poems using their weekly spelling words.
Students have to show they are good listeners
1. Have students read through the list and ask them what is the sound(s) that is repeated
they must record two points made by each
throughout.
speaker in the above speeches. The teacher
can then choose a student to share their 2. Have students brainstorm more words that rhyme with the sound being taught.
response.
3. Create a poem using the spelling words and the list of words from the brainstorm.
4. Illustrate the poem and publish it.
**** The poems are created together as a class for the first few months. Afterwards, if the
students are ready, they can then create their own poems.
Further Activities: Students keep their poems to create poetry books. Or, create a class poetry
book in which the students can copy their favourite poems onto larger sheets of paper.
Handwriting Guided Reading Groups
Week 6 1._____________________________________
Date 2._____________________________________
q Q q Q q Q
3.______________________________________
Quickly please and be quiet.
4.______________________________________
5.______________________________________

63. English Teaching & Learning Experience Week 7
Talking & Listening Spelling & Grammar
Weekly Spelling Story
What makes a good listener?
Every Friday, the class creates a weekly spelling story with an illustration.
Students have to show they are good
This can be done as a class, in groups, with a partner, or individually. Stories
listeners they must record two points
are posted on a bulletin board.
made by each speaker in the above
speeches. The teacher can then choose a
In the beginning of the year, the teacher should create the stories, with the
student to share their response.
help of the students, in order to model paragraph formation, story writing,
punctuation, etc.
Handwriting Guided Reading Groups
Week 7 1._____________________________________
Date 2._____________________________________
e E e E e E
3.______________________________________
“Eek,” squeaked
4.______________________________________
the mouse.
5.______________________________________

64. English Teaching & Learning Experience Week 8
Talking & Listening Spelling & Grammar
Spelling Puzzles
Picture & Text 1. Write each spelling word on index cards.
Students are to read a familiar text to a 2. Cut the cards so that the letters are separated. 3. Place the pieces into an envelope (one
friend. envelope per word).
Students then choose their favourite part 4. Pass out the envelopes to the students. When you say go, students take out the pieces and
of the story and illustrate it, before put the letters together to create a spelling word.
presenting it to the class. The class looks
5. When the teacher yells stop, the students put their hands at their sides. Teacher checks
at the written text and discusses whether the cards to see if the word is spelled correctly.
it is supported by the illustrations.
6. Students then put all the pieces back into the envelope and pass it to another student.
Handwriting Guided Reading Groups
Week 8 1._____________________________________
Date 2._____________________________________
c C c C c C
3.______________________________________
Could you please call the children?
4.______________________________________

65. English Teaching & Learning Experience Week 9
Talking & Listening Spelling & Grammar
Activities
Story Sequence Newspaper Spelling
The class has been listening to a variety of 1. Give each student, pairs, or groups, a page from the newspaper.
literary texts and is to recall events in the
text and to make predictions based on 2. Their job is to look for spelling words in the articles and circle them with
previous reading. marker or crayon.
3. Students make a list of the words they found.
Handwriting Guided Reading Groups
Week 9
1._____________________________________
Date
2._____________________________________
i I i I i I
3.______________________________________
I liked the icy
igloo. 4.______________________________________
5.______________________________________

66. English Teaching & Learning Experience Week 10
Talking & Listening Spelling & Grammar
Spelling Train
Oral Presentation Read a spelling word aloud and have the students write it down. Using the last
letter in that word, students must write another word beginning with that last
The students are given a variety of topics
letter. They continue the train using the last letter of the word. You can put
to research and must prepare notes for a
a certain limit on how many words they can create.
one minute oral presentation. They can
Example:
use palm cards or memorise the speech
cat
for their presentation.
tan
nap
Handwriting Guided Reading Groups
Week 10
1._____________________________________
Date
j J j J j J 2._____________________________________
Jumping jacks are 3.______________________________________
the best.
4.______________________________________
5.______________________________________