Prep Writing Planner Term 2 Week 3 2019

Vocabulary
Adjectives, Seeds, purpose
Organisation Word Choice Sentence Fluency
Victorian Curriculum
Writing
Understand that sounds in English are represented by upper- and lower-case letters that can be written using learned letter formation patterns for each case (VCELY162)

 adopting correct posture and pencil grip

 learning to produce simple handwriting movements
 following clear demonstrations of how to construct each letter (for example where to start; which direction to write)
 learning to construct lower-case letters and to combine these into words
 learning to construct some upper-case letters

Speaking & Listening

 Understand that language can be used to explore ways of expressing needs, likes and dislikes(VCELA166)
 Understand the use of vocabulary in familiar contexts related to everyday experiences, personal interests and topics taught at school (VCELA167)

Writer’s Workshop
Session 1 Session 2 Session 3 Session 4 Session 5

Learning Learning Intention: Learning Intention: Learning Intention: Learning Intention: Learning Intention:
Intention To understand that writing is To understand the purposes To know the difference To identify the correct To understand that writing is
thinking, and that there are of writing a card. between letters, words and formation of learnt letters. thinking, and that there are
many different types of sentences. many different types of
writing. Success criteria: Success criteria: writing.
I can write a card to someone Success criteria: I can correctly form letters I
Success criteria: and explain why I am writing I can identify a letter, a word have learnt. Success criteria:
I can identify different types them a card. and a sentence. I can identify different types
of writing and their purposes. of writing and their purposes.
Resources  Anchor chart paper  Cards PowerPoint  Anchor chart paper  Chalk or mini  Mother’s Day card
Required  Writing moderation  Anchor chart paper  Sticky notes (or pre-cut whiteboards templates
paper (two levels  Mother’s Day card paper)  Mother’s Day card (differentiated levels)
provided) templates  Mother’s Day card templates  Uu and Jj letter
(differentiated levels) templates (differentiated levels) formation
(differentiated levels)

Whole Class Proximity/Personal Space
Tuning In Ask students what ‘personal
space’ is. Explain that each
5 min person has a bubble, and that
we do not want to ‘pop’ other
people’s bubbles. Teacher to
model the appropriate distance
we should keep – one arm’s
distance. Students to practise
with a partner.
Whole Group Writing Moderation
Mini Lesson Assessment
15 min Focus: Mums
Question: Why is your mum
special?
Students share with a partner
why their mum is special. As a
class, create a brainstorm with
the word ‘mum’ in the centre.
Add any words that students
share.
 Uu and Jj letter
formation
 Trace, copy and paste
worksheet
(differentiated levels)
Fine Motor Skills
Watch the video and choose
different exercises to do
https://www.youtube.com/wa
tch?v=3VpARNgbb8c
Writing a Card
Look through the PowerPoint
about Cards. Ask students to
think about the different types
of cards there are. Create an
anchor chart/brainstorm of the
different reasons we might
make a card to someone. What
do all the cards have in common
(or features of a card)?
On the board, model writing a
card to your mum. Ask students
for suggestions of things you
might write to your mum. Point
out that we start off by saying
‘To’ and we finish by saying
‘From.’
 Uu and Jj letter
formation
 Trace, copy and paste
worksheet
(differentiated levels)
Granny’s Undies
Students play Granny’s Undies in
partners, focusing on eye
contact and proximity.
Letters and Words and
Sentences
As a class, write the letters of
the alphabet on an anchor chart
like the ones pictured below.
Explain to students that there
are 26 letters of the alphabet,
and that each letter has a name
and sound.
Using sticky notes or pre-cut
paper, ask students to write a
word they know (highlight the
Oxford words lists on display in
your classroom for students to
refer to). Add some/all of the
words to the anchor chart.
Explain that words are made up
of letters/sounds.
 Uu and Jj letter
formation
 Trace, copy and paste
worksheet
(differentiated levels)
Letter Formation
Using chalk or mini whiteboards,
students to practise learnt letters
so far (teacher’s choice which
letter focus for their class).
Letter Formation
Teacher to model the correct
formation for letters Ll and Kk,
and any other letters you think
your students need to practice.
Students to practice on mini
whiteboards.
Students could also practice
writing letters on each other’s
back.
 Trace, copy and paste
worksheet
(differentiated levels)
Mother’s Day
Students to share what activity
they enjoyed this morning with
a partner or as a class. Focus on
eye contact and proximity.
Mother’s Day
Read or listen to a story about
mothers and discuss the
similarities between students’
mums and the mums in the
story.

Write one or a few simple

sentences (or have these pre-
made) to add to the chart.
Explain that sentences are made
up of words.
 If time, using sound buttons,
model listening to the first
sound in a word and recording it
on the whiteboard, followed by
listening to the middle sound
and the final sound in the word.

Independent Moderated Writing Task Independent Task: Independent Task: Independent Task: Independent Task:
Writing Students complete the Students are to independently Students are to independently Students are to independently Students are to independently
moderated writing task. complete their writing groups: complete their writing groups: complete their writing groups: complete their writing groups:

Teacher: Teacher to scribe and make

1. Guided Writing 1. Guided Writing 1. Guided Writing 1. Guided Writing
notes.
Guided Mother’s Day card to Mother’s Day card to Mother’s Day card to Mother’s Day card to
Writing mum (Differentiations mum (Differentiations mum (Differentiations mum (Differentiations
available) – print and available) – print and available) – print and available) – print and
fold in half (writing on fold in half (writing on fold in half (writing on fold in half (writing on
30 min inside, students inside, students inside, students inside, students
decorate the outside). decorate the outside). decorate the outside). decorate the outside).
In your group, focus on In your group, focus on In your group, focus on
 In your group, focus on why they are writing a why they are writing a why they are writing a
why they are writing a card. card. card.
card. 2. Letter Uu and Jj 2. Letter Uu and Jj 2. Letter Uu and Jj
2. Letter Uu and Jj handwriting tracing handwriting tracing handwriting tracing
handwriting tracing sheet sheet sheet
sheet 3. Free Write 3. Free Write 3. Free Write
3. Free Write 4. Trace, copy, paste (3 4. Trace, copy, paste (3 4. Trace, copy, paste (3
4. Trace, copy, paste (3 differentiations differentiations differentiations
differentiations available) available) available)
available)
Reflection Students to share with a partner Guided Writing group to share Guided Writing group to share Guided Writing group to share Guided Writing group to share
5 min why they love their mum. their cards and explain who they their cards and explain who they their cards and explain who they their cards and explain who they
Reinforce students using eye were writing to and why. were writing to and why. were writing to and why. were writing to and why.
contact and appropriate
proximity with their partner.
Assessment Moderated Writing Task – Victorian Curriculum Criterion