ࡱ> uwtq` 08>bjbjqPqP 7::86$####L8$$/.%%%%%%%%-------$/h52-'%%''-%%-+++'%%-+'-+++%$ -!##(++ -0/.+2*^2+2+%>&,+I&$m&%%%--+%%%/.''''$$$!$$$!$$$  Stage 1 Yr Term Week 1 2 3 4 5 6 7 8 9 10 11 TEXT TYPE: DESCRIPTION Grammar Focus: The use of adjectives to describe subject; simple noun groups to build up descriptions; pronoun to track the subject; action, feeling and thinking verbs; adverbials to describe subjects behaviour Grammar terminology: noun/naming word; adjective/describing word; noun group; pronoun; action verb, thinking verb, feeling verb; adverb or adverbial group/how, when, where wordsWriting OutcomesReading OutcomesTalking & Listening OutcomesWS1.9: Plans, reviews and produces a small range of simple literary and factual texts for a variety of purposes on familiar topics for known readers. Focus (Refer to Syllabus p.36):RS1.5: Reads a wider range of texts on less familiar topics with increasing independence and understanding, making connections between own knowledge and experience and information in texts. Focus (Refer to Syllabus p.28): 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. Focus (Refer to Syllabus p.20): RS1.6: Draws on an increasing range of skills and strategies when reading and comprehending texts. Focus (Refer to Syllabus p.30): TS1.2: Interacts in more extended ways with less teacher intervention, makes increasingly confident oral presentations and generally listens attentively. Focus (Refer to Syllabus p.22): RS1.7: Understands that texts are constructed by people and identifies ways in which texts differ according to their purpose, audience and subject matter. Focus (Refer to Syllabus p.32): TS1.3: recognizes a range of purposes and audiences for spoken language and considers how own talking and listening are adjusted in different situations. Focus (Refer to Syllabus p.24): WS1.8: Identifies the text structure and basic grammatical features of a limited range of text types. Focus (Refer to Syllabus p.34): TS1.4: Identifies common organizational patterns & some characteristic language features of a few types of predictable spoken texts. Focus (Refer to Syllabus p.27): WS1.10: Produces texts using the basic grammatical features and punctuation conventions of the text type. Focus (Refer to Syllabus p.38):WS1.11: Uses knowledge of sight words and letter-sound correspondences and a variety of strategies to spell familiar words. Focus (Refer to Syllabus p.40):WS1.12: Produces texts using letters of consistent size and slope in NSW Foundation Style and using computer technology. Focus (Refer to Syllabus p.42): WS1.13: Identifies how own texts differ according to their purpose, audience and subject matter. Focus (Refer to Syllabus p.44):WS1.14: Identifies the structure of own literary and factual texts and names a limited range of related grammatical features and conventions of written language. Focus (Refer to Syllabus p.46): Teaching and Learning Experiences WritingReadingTalking & ListeningFoundation Statements: Write simple literary and factual texts on familiar topics for known readers by planning and reviewing their writing. Write using basic grammatical features and conventions of punctuation, showing awareness of different purposes, audience and subject matter. Spell using knowledge of sight words, letter-sound correspondence and other strategies. Write using letters of consistent size and slope in NSW Foundation Style and use computer technology to produce texts, recognizing simple conventions, language and functions. Refer to: English K 6 Modules p.170; Syllabus p.52-55 Model different ways to approach description writing, eg study subject and write what you see, close your eyes and picture your topic, use memories or feelings to find ideas for your writing, prior to jointly constructing a written description. Use questions to clarify the purpose of a description before jointly or independently writing a description, eg Will it be objective? Will it give information about something observed? Will it tell how you feel? Will it be imaginative? Model how to edit information reports, recounts and narratives by pointing out where more description could be included. Jointly construct brief descriptions on the topic identified. Encourage students to do this when editing their own work. Explain the structure of a description. Jointly construct brief descriptions. Provide students with opportunities to write texts such as letters, recounts and information reports that include description, eg letter to old friend describing new house just moved into, detailed description of inside of room in fire station after an excursion there, description of state of particular set of seedlings as they grow and change. Have students write descriptions in diaries and journals as an alternative to recount, eg describe lizard seen in playground, birthday cake from party. Have students contribute to jointly constructed work that includes descriptions, eg write a description of their house to include in class real estate catalogue and draw picture to go with it, write short description of Australian animal or plant to label a class mural. Ask students to find nouns in their writing and add adjectives that help make those nouns more specific. Use questions to assist students, eg Which cat? The stray, ginger cat. Which beach? Where? Avoca Beach, to the north of Sydney. From shared and guided reading, on a particular topic, encourage students to collect adjectives and adjectival phrases, verbs that describe actions and adverbs that qualify those actions. Display these in the classroom and encourage students to borrow these phrases, adjectives, verbs and adverbs when writing on the same topic. Provide cloze passages to develop students descriptive writing, eg use of correct pronoun agreement or adjectives/adverbs to give more detail about nouns/verbs. Have students develop their descriptions by including both objective, imagined and impressionistic aspects of a subject, eg a found shoe what it looks like, where it might have been/who owned it, how the shoe might feel; or by listing different aspects that can be described, eg a face hair, eyes, nose, mouth, chin; or an animal what it looks like, how it behaves; or a familiar object how it smells, tastes, feels, looks, moves. Create a class Who Am I? flap book with student-written descriptions of classmates appearance, habits and personalities. Ask groups to construct lengthy noun groups about a particular subject, eg parrots: those two annoying, screeching and squawking white cockatoos in the old gumtree. Foundation Statements: 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. Read, interpret and discuss texts, including visual and multimedia texts, using a range of skills and strategies. Explore and identify ways texts differ according to purpose, audience and subject and understand that people produce texts. Recognise the basic structure and grammatical features of a limited range of text types. Refer to: English K 6 Modules p.169; Syllabus p.52-55 Ask students to read a descriptive passage and underline descriptive words. Have students write these descriptive words and phrases on a poster to label a picture of the person, animal or object being described. During shared reading, ask students to find and list words used to describe different characters in a story. Write these words in columns under each characters name. Compare how lists for different characters are alike or different, eg find antonyms, synonyms. After shared or guided reading, encourage students to empathise with characters in stories, responding to descriptions of them, eg using the description of the character to explain why they would like or not like to be friends with that character. Ask students to interpret what the writer might feel about his/her subject from the language choices made in the description, eg feel strongly about the subject, like it, dislike it, admire it. This activity could also be done after reading a descriptive poem. Locate nouns and adjectives in a shared descriptive text and ask students to try and explain the authors purpose for grammar/language choices. After listening to a description, have students try to decide if information has been organised in a particular way and, if so, how, eg description of person might be from feet up, by senses etc; description of building might be from outside to inside or the other way around. In shared reading of a story, ask students to identify adjectives or adjectival phrases that indicate whether the description is about the hero or villain. Ask students to identify the features of the visual text that indicate whether a character is a hero or villain, eg use of colour, use of light and dark, is the character made to look attractive/unattractive? Encourage students to collect examples of good descriptions found in independent reading and environment, eg photocopy passages from narrative text, advertisements from magazines, catalogue descriptions. Encourage students to collect adjectives and adjectival phrases that appeal to them from their reading and display on a class chart. Have students decide on suitable headings to group these under, eg Good/Evil or Heroes/Villains or Beautiful/Ugly or Pleasant/Hateful/Wonderful or Sight/Sound/Smell/Feel/Taste. During shared reading of a description, underline words that give details about the subject of the description. Have students write labels with these descriptive words/phrases on them and use them to label a picture of the subject. Have students brainstorm words to describe each character from a familiar narrative. List words under each characters name. Compare lists to see how characters are alike and different.Foundation Statements: Communicate with a wide range of people on familiar and introduces topics to achieve a variety of purposes. Interact effectively, adopting new speaking skills, in order to give confident oral presentations Listen to instructions and share ideas with peers to complete tasks. Recognise that spoken language has a range of purposes and audiences and use this knowledge when attempting to communicate effectively with others. Investigate the different types and organizational patterns of common spoken texts and recognise features within them. Refer to: English K 6 Modules p.168; Syllabus p.52-55 Jointly construct similes, eg as fast as the , as quiet as a , as red as a . Add these to a class chart and use them in descriptions. Have students choose an object related to a current topic and then add adjectives and adjectival phrases to develop a description by producing a noun group. Encourage an awareness of appropriate language to discuss descriptive texts, eg noun, adjective. Ask students whether they are describing something imagined, how something really looks or their ideas about the way something looks. Play games where one student describes an object in the room or a character from a familiar picture book without naming it. The class or rest of the group listen to the description to guess the object or the character. Divide the class into groups. Ask each group to construct a description of a different character from a familiar story, and to present this oral description to the rest of the class. The class guesses which character is being described by each group. Ask students to describe a familiar person or topic, eg my aunt or my favourite hiding place. After listening to students descriptions, have them identify the emotion evoked by the description, eg aunt loved, feared, admired; or hiding place scary, cosy, safe. Have students mime the actions of a particular person, animal or thing to appropriate music, eg a monster. Ask them to imagine this monster in their minds. Brainstorm and list words to describe the monster shape, size, qualities, characteristics, colour, feel. Ask students to draw what their monster looks like and have them write a brief description of their monster. Jointly construct an oral description of a familiar object or animal by brainstorming everything known about it, eg a scarecrow. Encourage students to describe what it looks like, how it moves, what it does etc. Ask students to describe a class member for the rest of the class to guess who it is. Develop students use of descriptive language by asking questions that challenge the terms they use and require them to define what they mean, eg How fair? Taller than what? What does she move like like a ? Divide the students into groups. Provide each group with a collection of pictures that go together. Ask them to label the pictures, eg buildings, games, members of the cat family. Ask students to jointly construct a description for each picture to identify it from the rest, eg adjectives that describe that building, adjectival phrases that distinguish that game from another, words that describe what distinguishes that member of the cat family from the others. Have students, in groups, play circle games, choosing an object from a collection in the middle of each group. Ask students to describe one attribute of that object. Have them pass it around the circle, with each student remembering what has been said and adding one more attribute until they make a mistake. When unable to continue, the object is replaced with another from the centre to start again, eg a big, red, bouncy ball with stars on it from the box in the corner. Planned Assessment:Differentiation/Adjustments:Evaluation: $=HSWXefg- . 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