TERM/WEEKS: Term 1 Week 8 YEAR LEVEL: Pre Primary LEARNING AREA/TOPIC: Literacy

FORWARD PLANNING DOCUMENT

EYLF Responsiveness Learning Intentional Learning Assessment for Cultural Continuity of Holistic approaches
PRACTICES to children through play teaching environments learning competence learning &
transitions

PRINCIPLES 1. Secure, respectful & 2. Partnerships 3. High expectations & 4. Respect for diversity 5. Ongoing learning &
reciprocal relationships equity reflective practice

OUTCOMES 1.Children have a strong 2.Children are connected 3.Children have a strong 4.Children are confident 5.Children are effective
sense of identity with and contribute to sense of wellbeing and involved learners communicators
their world

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural
thinking Competence Understanding

Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Asia and Australias engagement with Asia Sustainability
Cultures

WEE EYLF AUSTRALIAN SPECIFIC ASSESSMEN TEACHING & LEARNING KEY RESOUR
K/ Prin Prac CURRICULUM LESSON T EXPERIENCES QUESTION CES
LESS O/C
LINKS OBJECTIVE (what & (include learner diversity) S
ON how)
Week 8 - Learning - Recognise that texts are - Identify the given - The children Introduction: Have any of - Magic
Lesson through play made up of words and words with the will be - Students should be sitting at the mat as you ever used beach
2
- Ongoing groups of words that items assessed on they have been their for the previous a metal book
learning and make meaning - Analyse what the how well they activity. detector?
reflective (ACELA1434) objects can be can identify the - Introduce what the activity will be about:
practice - Understand the use of used for in real life objects that Treasure hunt using the metal detectors "What do we
- Children have vocabulary in familiar activities e.g A hat they find on - You will be using the items that you took usually use - Items
a strong contexts related to - Develop a strong their treasure out of the box as part of your treasure metal from the
sense of everyday experiences, vocabulary with hunt ( Do they hunt detectors for? box
identity personal interests and the use of every children know - Students are told that they will need to activity
topics taught at school day items. how to describe be able to say what the item is they
(ACELA1437) the item and found and what they use it for.
what it is used - Students are now prepared for the
for? ) lesson.
- Their will be a Lesson steps:
Do you
checklist that I 1. The lesson will begin on the mat and - White
remember
will be looking the teacher will insure that the words board
some of the
at to ensure are written up on the board with the
words from
that the children 2. Go over what the words are on the words
the magic
are able to board written on
beach book
pronounce 3. Let each student know that they will it
that you
each word only be finding two items each so once
read?
correctly and they have found their items they can
connect it to the stand next to the teacher and wait for
object. the other students to find their items. -Metal
- Their will be 4. Once all students have found their detectors
anecdotal notes items they are to make their way back
that I will be to the mat "quickly and quietly
taking as I 5. Once all the students are settled ask
listen to how the student who found the hat' for
the children example to come up to the front of the
describe the class room and explain why we use a
object. hat and what we use it for.
6. Continuos this process until all the
items have been brought up to the
2. Ask the students what they learnt from " What did you - White
the lesson today? Ask about 2 children. learn from board and
3. Explain what will be happening in the today's items from
next lesson and remind the children to not lesson? the
forget the words that were written on the treasure
board as it will be handy for the next hunt
activity
3. Tell the children to sit quietly ready for
the next activity of the lesson.
Week 8 - Holistic - Retell familiar literary - Identify the items - Checklist will be Introduction: "Do you
Lesson Approaches texts through that are pulled out used while the - Gather students on the mat to introduce remember
2 - Learning
performance, use of of the box children are what the lesson as a whole will be about reading the
through play
illustrations and images - Demonstrate the pulling out and the different types of activities that magic beach
- Secure,
(ACELT1580) ability to create items of the box will be occurring throughout the day book
respectful
reciprocal - Identify some differences their own magic and identifying - State that this activity is the introduction
relationships between imaginative and beach using an what they are- to the activities that will come
- Children are informative texts Ipad with the app this will help - Explain to the children that the beach - Magic
confident and (ACELY1648) Doddle Buddy see what theme is going to be present throughout beach
involved children might every activity that they complete book
learners
need some help - The children will now have an idea that
and some that the theme of this activity will be about
may be the beach
advanced. Steps:
- Looking at how 1. Bring the box of beach toys onto your
What would
much detail lap and let the students know that their
you use that
each childs are several different items in here that - Ipads and
item for?
beach design you find at the beach e.g hat,fish box of
has in it e.g 2. Ask different students to come up to the items
does the child front of the classroom and pull out an from the
know how to item and get them to say what this item beach
use the app is and what they would use it for at the
doddle buddy beach or where you would find it
and the 3. Once the box is empty ask the students
different tools what there magic beach would have in it
that can be if they could make one.
used 4. Once the students have had the chance
- Anecdotal notes to explain what they would have- begin
can be used for the ICT lesson.
the analysis of 5. Let students know that they will be -Ipads
each childs designing their own magic beach using
drawing on the the IPADS.
Ipad. 6. The app they are using is Doddle
Buddy this tool allows students to
create their own picture with whatever
Conclusion: " What did you
1. Ask a few students to present their learn from
magic beach and explain what they todays
have in it . activity?
2. Ask the students that come up what
tools they used to make those items
3. Once this is done ask the students what
they learnt about today's task.
4. End the lesson by directing the students
to their next activities.
week 8 - Children are - Understand the use of - Demonstrate the - Anecdotal notes Introduction: What kind of
lesson confident and vocabulary in familiar ability to recognise can be used -Students sitting on the mat things do you Magic
3 involved
contexts related to the CVC words when observing - introduce a conversation based on think you Beach
learners
everyday experiences, and sound them what students things we see at the beach, look through might see or Book
personal interests and out are confident in the magic beach for some ideas. find at the
topics taught at school - Match the CVC their ability to - Explain the concept of the activity; beach?
(ACELA1437) words with their say and sound matching cvc words to their picture.
respective image words aloud Lesson Steps:
- Asking each 1. Make room on the Floor for two piles of
student laminated cards and direct students to
individually to sit around them. Ensure they know what
sound out and each of the pictures are or stand for.
correctly match 2. Explain that for each picture card, there
to get a good is a matching word card and the aim his
understanding to match them all correctly
What letter
of their ability in 3. With help, direct them to match the
does this
this particular cards together encouraging them to
sound make?
area. sound out and talk among themselves. CVC word
to aid the
4. Check and ensure each pair is cards
sounding out
matched up correctly, if not, asking the Picture
process
student to look and check again and cards
asking if they think there is anything that
could be rearranged.
5. Once finished get the students as a
group to repeat the CVC words after
you as you say and point to each of the
pictures.
6. Without your aid point to each picture
and have them say it back to you.
Encouraging sounding out and any
other ways they seem to find helpful to
read the words.
Conclusion:
- conclude by talking about the pictures
and CVC words and where or when you
may find them at the beach.