St Mary of the Cross Catholic Primary School 

 
Weekly Literacy Planner  
At St Mary of the Cross the expectation is two hours of Literacy a day 

Homeroom:   Term:​ ​ 1​ 2 ​ 3​ 4  Week:​ 1 2 ​3 4 ​ ​5​ 6 7 8 ​9 10 ​ 11  Dates:​ 29 /07 / 2019 to 8/ 8 / 2019 

READING AND VIEWING 
Content Description (Victorian Curriculum)  Vocabulary/Common Language/Definition 

Reading  Alphabetical Order- ​the order of the letters  

Understand concepts about print and screen, including how books, film and simple digital texts work, and know some features of  Concept About Prints 
print, including directionality (VCELA142)   - left to right   
  -return sweep   
Replicate the rhythms and sound patterns in stories, rhymes, songs and poems from a range of cultures (VCELT172)   --spaces between words   
  -top to bottom   
  -front cover - 
Recognise all upper- and lower-case letters and the most common sound that each letter represents (VCELA146)    -back cover   
  -title   
Identify rhyming words, alliteration patterns, syllables and some sounds (phonemes) in spoken words (VCELA168)  -illustrations   
  -words   
Understand that spoken sounds and words can be written and know how to write some high-frequency words and other familiar  -letters   
words including their name   -capital letter   
   
Visualisation  Visualisation- ​Read Read the sentences 
Use comprehension strategies to understand and discuss texts listened to, viewed or read independently (VCELY153)   Imagine Make a picture in your mind of what you are reading 
  Describe Describe your picture 
EALD CURRICULUM  Evaluate Is this what you have read about 
THRASS​- Focus on the phonemes on the THRASS chart and to focus on the 44 phonemes   
Syllables​ A​ unit of pronunciation having one vowel sound   
   
 
 
 St Mary of the Cross Catholic Primary School 
 
Week Three​ Daily Flashcard word relating to the Mioow words     
Phonemes from the THRASS chart  
Reading Groups (20 mins each) ​Each lesson begins with displaying the learning intentions 
Shared Reading (10-15 mins) ​Each lesson begins with displaying the learning intentions 
  Teacher Group One  Teacher Group Two 
  Session 1  Session 2  Session 3  Session 4  Session 5 
Mon  Tue  Wed  Thurs  Fri  Mon  Text: Level 0-1  Text: level 3 
  Reading Strategy​: 1-1 correspondence/ hf words  Reading Strategy: sounding out/ hf words 
Text  Big Book  Big Book  Big Book  Big Book  100 days of Prep  Date  Focus  Focus 
Celebration   Students:  Students: 
● Nate ● Chloe  
Learning  We are learning  We are learning  We are learning  We are learning    ● Mackenzie ● Brodie 
Intention  how to make  how to solve  how to clap out  how to identify high  ● Adhel ● Isabella N 
predictions about a  the syllables in  ● Joseph 
unknown words by  frequency words  ● Alanie
story.  words.   ● Ella 
We are learning  looking at the  and then clap out  ● Isabella G ● Neil 
how to do a picture  picture and looking  the syllables using  ● Elizabeth  
walk by looking at  at the first letter  the THRASS chart  
the pictures,  and then the next  Tues  VIT- see action plan  Text: level 1 
letters.   Date  Reading Strategy:  Reading Strategy: sounding out/ hf words 
Focus  Focus 
Students:  Students: 
● A  ● Adhel 
Possible Foci-​ ​Prediction, phonic and word knowledge, concepts about print, high frequency words, comprehension, reading 
● B  ● Savannah 
strategies, grammar, punctuation, genre, text characteristics, fiction and nonfiction, fluency, expression  
● C  ● Kabir 
 
● D 
Independent Reading Activities (40 mins)  ● E  ● Patrick 
Group One to Four Rotational Groups Mon-Thur ​Refer to task board   ● Miguel  
● Imogen 
Word Work   Activity: Noun Sort  Silent Reading/ Literacy Box 
  Learning Intention: ​We are learning to sort    Wed  VIT- see action plan  Text: level 4 
nouns into person, place or thing  Date  Reading Strategy:  Reading Strategy: sounding out/ hf words 
Focus  Focus 
Work on  Activity: Colourful Semantics  Silent Reading/ Literacy Box  Students:  Students: 
Learning Intention: ​We are learning to structure  ● A  ● Samara 
Writing 
sentences correctly including who, what doing,  ● B  ● Ivana 
what and where  ● C 
● D  ● Aphrodite 
● E   ● Ava 
Fine  Activity: THRASS puzzle  Silent Reading/ Literacy Box  
● Alex 
Motor/Spell Learning Intention: ​We are learning to identify 
ing  the THRASS chart 
Thurs  VIT- see action plan  Text: level 3 
 
Date  Reading Strategy:  Reading Strategy: sounding out/ hf words 
Focus  Focus 
Listening to  Activity: Listening post  Silent Reading/ Literacy Box  Students:  Students: 
Reading  Learning Intention: ​We are learning to track words  ● A  ● Chloe  
with our eyes and fingers   ● B  ● Brodie 
  ● C  ● Isabella N 
● D  ● Joseph 
Whole Class  100 days of prep  ● E  ● Ella 
Friday     ● Neil 
 
  Fri   !00 Days Of Prep   
  Date 
 
Reading Strategies:​Guided Reading, Language Experience, Read To, Shared Reading, Small Group, Reciprocal Reading Literature C
Required Activities: ​Phonics and word knowledge, reading, responding to literature, comprehension, grammar, punctuation, 
examining literature, THRASS, listening to text   Students Working With Intervention Teachers/Learning Support Officers 

  Monday  Tuesday  Wednesday  Thursday  Friday 

Students:           
 
 
 
 St Mary of the Cross Catholic Primary School 
 
 
Week Four ​Daily Flashcard word relating to the Mioow words     
Phonemes from the THRASS chart  
Reading Groups (20 mins each)​Each lesson begins with displaying the learning intentions 
Shared Reading (10-15 mins) ​Each lesson begins with displaying the learning intentions 
  Teacher Group One  Teacher Group Two 
  Session 1  Session 2  Session 3  Session 4  Session 5 
Mon  Tue  Wed  Thurs  Fri  Mon  VIT- see action plan  Text: level 3 
  Reading Strategy:  Reading Strategy: sounding out/ hf words 
Text  Big Book  Big Book  Mary MacKillop  Mary MacKillop  Visualisation Task  Date  Focus  Focus 
Mary MacKillop   Mary MacKillop  Songs  Feast Day   Green Monkey  Students:  Students: 
● A  ● Chloe  
Learning  We are learning  We are learning  We are learning    We are learning to  ● B  ● Brodie 
Intention  how to make  how to solve  how to clap out  listen to sentences  ● C  ● Isabella N 
predictions about a  the syllables in  and then draw a  ● D  ● Joseph 
unknown words by 
story.  words.   ● E  ● Ella 
looking at the  picture to match.  
We are learning  ● Neil 
how to do a picture  picture and looking  We are learning 
walk by looking at  at the first letter  how to answer  Tues  VIT- see action plan  Text: level 1 
the pictures,  and then the next  questions  Date  Reading Strategy:  Reading Strategy: sounding out/ hf words 
Focus  Focus 
letters.  
Students:  Students: 
● A  ● Adhel 
● B  ● Savannah 
Possible Foci-​ ​Prediction, phonic and word knowledge, concepts about print, high frequency words, comprehension, reading  ● C 
strategies, grammar, punctuation, genre, text characteristics, fiction and nonfiction, fluency, expression   ● Kabir 
● D 
  ● E  ● Patrick 
● Miguel  
Independent Reading Activities (40 mins) 
Group One to Four Rotational Groups Mon-Frir ​Refer to task board   ● Imogen 

Word  Activity: Noun Sort  Silent Reading/ Literacy Box  Wed  VIT- see action plan  Text: level 4 
Work   Learning Intention: ​We are learning to sort nouns  Date  Reading Strategy:  Reading Strategy: sounding out/ hf words 
  into person, place or thing  Focus  Focus 
Students:  Students: 
● A  ● Samara 
Work on  Activity: Colourful Semantics  Silent Reading/ Literacy Box  ● B 
Writing  Learning Intention: ​We are learning to structure  ● Ivana 
● C 
sentences correctly including who, what doing, what  ● D  ● Aphrodite 
and where  ● E  ● Ava 
● Alex 
Fine  Activity: THRASS puzzle  Silent Reading/ Literacy Box 
Motor/Sp Learning Intention: ​We are learning to identify 
Thurs  Mary MacKillop Feast Day  Text: level 3 
elling  the THRASS chart  Date    Reading Strategy: sounding out/ hf words 
    Focus 
Students: 
Listening  Activity: Listening post  Silent Reading/ Literacy Box  ● Chloe  
to  Learning Intention: ​We are learning to track words  ● Brodie 
Reading  with our eyes and fingers   ● Isabella N 
  ● Joseph 
● Ella 
Whole  Thursday- Mary MacKillop Feast Day   ● Neil 
Class   
Thursday  Fri   Running Records  Running Records 
Date  High Frequency Words  High Frequency Words 
Required Activities: ​Phonics and word knowledge, reading, responding to literature, comprehension, grammar, punctuation,  Students   Students  
examining literature, THRASS, listening to text   Hearing and recording sounds Assesment 
 
Reading Strategies:​Guided Reading, Language Experience, Read To, Shared Reading, Small Group, Reciprocal Reading Literature C
Students Working With Intervention Teachers/Learning Support Officers 

  Monday  Tuesday  Wednesday  Thursday  Friday 

Students:        Mary MacKillop   

 St Mary of the Cross Catholic Primary School 
 

Day 
 
 
 
 
 
 
 
 
 
WRITING 
 
Weekly Writing Planner  

Learning Community:    Week:​ 1 2 ​3 4 ​ ​5​ 6 7 8 ​9 10 ​ 11  Dates:​ 29 /07 / 2019 to 8/ 8 / 2019 

 

Learning Intentions ​These must be visible to students and shared with parents  Success Criteria ​These must be visible to students and shared with parents 

Writing   Writing  
We are learning how to write a recount.  I can draw a picture to match my sentence. 
We are learning to write a sentence with the words that we are learning.  I can start at the left hand side. 
We are learning how to sequence events  I can write the word the 
We are learning how to write the high frequency words that we are learning  I can write the word is 
I can write the word in 
We are learning how to use five star writing to help us with our writing   I can copy words from the THRASS chart  
  I can write the word and.  
Grammar  I am learning how to use five star writing  
We are learning how to write sentences using ​who(orange), what doing(yellow) what (green) and where(blue)    
  Grammar 
  I can write a sentence using a who. 
Handwriting  I can write a sentence with the who and what doing. 
We are learning to write the letter Ll  I can write a sentence with a who, what doing and what 
I can write a sentence with a who, what doing, what and where.  
We are learning to write the letter Jj   
Handwriting  
I can use the correct starting point when writing the letter Ll 
I can use the correct starting point when writing the letter Jj 
I am forming my letters using a consistent shape, size and slope. 
I am holding my pencil correctly. 
I can sit quietly without speaking and complete my handwriting.   
 

Content Description (Victorian Curriculum)  Vocabulary/Common Language/Definition 

Create short texts to explore, record and report ideas and events using familiar words and beginning writing knowledge  Full stop- at the end of a sentence. 
(VCELY160)    Finger spaces 
  Letters 
Recognise that sentences are key units for expressing ideas (VCELA143)  Words 
  Capital letters- found at the start of the sentence 
Recognise that texts are made up of words and groups of words that make meaning    
  Five Star Writing 
Understand that punctuation is a feature of written text different from letters and recognise how capital letters are used for  Blue- Capital letter to start my sentence. 
names, and that capital letters and full stops signal the beginning and end of sentences (VCELA156)  Green -Punctuation to end my sentence. 
  Pink-Use finger spaces. 
Understand that spoken sounds and words can be written and know how to write some high-frequency words and other familiar  Yellow-Use neat handwriting. 
words including their name (VCELA157) Prep    Red-My sentence makes sense. 
 
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)  
 
 St Mary of the Cross Catholic Primary School 
 
Participate in shared editing of students’ own texts for meaning, spelling, capital letters and full stops (VCELY161) 
 
EALD CURRICULUM 
 
 
 
 
 
 
 
 
 
Week Three 

  Mini lesson  Whole Class Focus  Independent Learning  Focus Groups  Share time, Tchr Summary & 
(Date/  A short sharp task relating  Modelled or Shared  Students work through the stages of the writing process :​ planning, composing, editing and  List any student who works with the teacher in a  Feedback 
sessions)  to grammar, punctuation  construction of a genre for  publishing​. Students may work individually, in pairs or in small groups.   Focus Group using one of the following  Students articulate what they 
and vocabulary  what students do in the  Teacher works with Focus Groups during this time.   strategies:  have learnt and share their 
development.  independent aspect eg  ● language experience;  composed texts. 
  planning, composing,  (20 mins) 
● interactive writing;  (10 min) 
(8-10 min)  editing and publishing.   ● small group; 
 
(15 mins)  ● guided writing; 
● modelled/shared writing; and 
Task Description  Enabling Prompt  Extension Prompt  ● conferencing.  

Session 1:  Kung Fu Panda  Each lesson begins with  Students are to plan their writing by  Chart with the words  Write another sentence  Roving around the space and making sure that  Have a few students to read 
Monday     learning intention  drawing a picture of a ​………  brainstormed    all students know what to do  their sentences aloud.  
   Revising the different          Focus students- ​choose five students to work   
Date    punctuation marks   Write on butchers paper   Teacher to take the students step by step  THRASS chart   Students who cannot write  with   Students reading their work 
Draw a picture of an event  how to ​write (students are to be writing    sentences independently  1  1. 
that occurred on the  independently in their books)  Have the words it is a  after trying it first will copy  2  2. 
weekend    and on flashcards on a  the sentence underneath  3  3. 
  On the weekend l …….  chart or ring which  the teachers sentence.    4  4. 
Develop the vocabulary    students can access it     5  5. 
around the concept(write  On Saturday         
these words onto the    Students can use the  Have students use time   
white board)  On Sunday   words that were  words   
    brainstormed on the  First 
Write about the weekend    white board  Then 
      Finally  
Model to students how to  Teacher to articulate where to start, finger  Have students use  Can you add your opinion 
write a sentence step by  spaces and the direction of the letters.   time words 
step   First 
  Then 
On the weekend (who),  Finally  
(where) (with who or how) 
First  
Then  
Finally​ E
​ xtension add your 
opinion 
I really loved going to the 
movies  
 

Session 2  Students work with a small  Each lesson begins with  Students use the orange, yellow and green  Students use the  Provide students with only  Roving around the space and making sure that  Have a few students to read 
Tuesday  group and they have and  learning intention  sheets to pick a word from each to write  posters as support  a picture of the who and  all students know what to do  their sentences aloud.  
  they get a card with a    sentences   with the sequence  they have to write the rest  Focus students- ​choose five students to work   
picture and they have to  Revise the who (orange)    of the sentence   with   Students reading their work 
say the following  What doing (yellow) what  Students can be given    1  1. 
  (green) where (blue)  place mats with the    2  2. 
  words.     3  3. 
  4  4. 
 St Mary of the Cross Catholic Primary School 
 
Reinforce the work last  Using the 5 star matrix  5  5. 
week regarding how to  students can begin to tick     
correctly write sentences   of the 5 star writing    
       
The ​boy​ is ​eating​ ​an icy  Blue- Capital letter to start 
pole ​in the park   my sentence. 
  Green -Punctuation to end 
  The ​girl​ is ​reading​ ​a book     my sentence. 
at school.    Pink-Use finger spaces. 
  Also provide students  Yellow-Use neat 
with words  handwriting. 
corresponding with  Red-My sentence makes 
each of the colour.  sense. 
 
 

Session 3:  Students work with a small  Each lesson begins with  Students use the orange, yellow and green  Students use the  Provide students with only  Roving around the space and making sure that  Have a few students to read 
Wednesday    group and they have and  learning intention  sheets to pick a word from each to write  posters as support  a picture of the who and  all students know what to do  their sentences aloud.  
  they get a card with a    sentences   with the sequence  they have to write the rest  Focus students- ​choose five students to work   
Date  picture and they have to  Revise the who (orange)    of the sentence   with   Students reading their work 
say the following  What doing (yellow) what  Students can be given    1  1. 
  (green) where (blue)  place mats with the    2  2. 
  words.     3  3. 
Reinforce the work last    Using the 5 star matrix  4  4. 
week regarding how to  students can begin to tick  5  5. 
correctly write sentences   of the 5 star writing    
     
The ​boy​ is ​eating​ ​an icy    Blue- Capital letter to start   
pole ​in the park   my sentence.   
    Green -Punctuation to end   
  The ​girl​ is ​reading​ ​a book   my sentence.   
Extension they add the  at school.    Pink-Use finger spaces.  \ 
where       Yellow-Use neat 
Also provide students  handwriting. 
with words  Red-My sentence makes 
corresponding with  sense. 
  each of the colour. 
 
 

Session 4:  Students work with a small  Each lesson begins with  Students use the orange, yellow and green  Students use the  Provide students with only  Roving around the space and making sure that  Have a few students to read 
Thursday  group and they have and  learning intention  sheets to pick a word from each to write  posters as support  a picture of the who and  all students know what to do  their sentences aloud.  
Date  they get a card with a    sentences   with the sequence  they have to write the rest  Focus students- ​choose five students to work   
picture and they have to  Revise the who (orange)    of the sentence   with   Students reading their work 
say the following  What doing (yellow) what  Students can be given    1  1. 
  (green) where (blue)  place mats with the  Students have to use a  2  2. 
  words.   connective from the VCOP  3  3. 
    wall  4  4. 
  and because but   5  5. 
The ​boy​ is ​eating​ ​an icy     
pole ​in the park      
    Using the 5 star matrix   
The ​girl​ is ​reading​ ​a book   students can begin to tick   
  at school.  of the 5 star writing    
       
Extension they add the  Extension     Blue- Capital letter to start  \ 
where   Add a connective     my sentence. 
The ​boy​ is ​eating​ ​an icy  Also provide students  Green -Punctuation to end 
pole ​in the park ​and ​ then  with words  my sentence. 
he will go and play on the  corresponding with  Pink-Use finger spaces. 
  monkey bars.   each of the colour.  Yellow-Use neat 
  handwriting. 
  Red-My sentence makes 
sense. 
 St Mary of the Cross Catholic Primary School 
 
Session 5:  Students work with a small  Each lesson begins with  Students use the orange, yellow and green  Students use the  Provide students with only  Roving around the space and making sure that   
100 DAYS OF  group and they have and  learning intention  sheets to pick a word from each to write  posters as support  a picture of the who and  all students know what to do 
PREP  they get a card with a    sentences   with the sequence  they have to write the rest  Focus students- ​choose five students to work 
picture and they have to  Revise the who (orange)    of the sentence   with  
say the following  What doing (yellow) what  Students can be given    1 
  (green) where (blue) and  place mats with the  Students have to use a  2 
also the connective   words.   connective from the VCOP  3 
    wall  4 
  and because but   5 
The ​boy​ is ​eating​ ​an icy     
pole ​in the park      
    Using the 5 star matrix   
The ​girl​ is ​reading​ ​a book   students can begin to tick   
  at school.  of the 5 star writing    
       
Extension they add the  Extension     Blue- Capital letter to start  \ 
where   Add a connective     my sentence. 
The ​boy​ is ​eating​ ​an icy  Also provide students  Green -Punctuation to end 
pole ​in the park ​and ​ then  with words  my sentence. 
he will go and play on the  corresponding with  Pink-Use finger spaces. 
  monkey bars.   each of the colour.  Yellow-Use neat 
  handwriting. 
  Red-My sentence makes 
sense. 

Week Four  

  Mini lesson  Whole Class Focus  Independent Learning  Focus Groups  Share time, Tchr Summary & 
(Date/  A short sharp task relating  Modelled or Shared  Students work through the stages of the writing process :​ planning, composing, editing and  List any student who works with the teacher in a  Feedback 
sessions)  to grammar, punctuation  construction of a genre for  publishing​. Students may work individually, in pairs or in small groups.   Focus Group using one of the following  Students articulate what they 
and vocabulary  what students do in the  Teacher works with Focus Groups during this time.   strategies:  have learnt and share their 
development.  independent aspect eg  ● language experience;  composed texts. 
  planning, composing,  (20 mins) 
● interactive writing;  (10 min) 
(8-10 min)  editing and publishing.   ● small group; 
       
(15 mins)  ● guided writing; 
● modelled/shared writing; and 
● conferencing.  

Session 1:  Word Association  Each lesson begins with  Students are to plan their writing by  Chart with the words  Write another sentence  Roving around the space and making sure that  Have a few students to read 
Monday    learning intention  drawing a picture of a ​……...  brainstormed    all students know what to do  their sentence aloud.  
Date  All you need is a soft ball    Teacher to take the students step by step      Focus students- ​choose five students to work   
or die. Students stand in a  Write on butchers paper   how to ​write (students are to be writing  THRASS chart   Use time words  with   Students reading their work 
circle, and the ball is  Draw a picture of a  independently in their books)      1  1. 
passed from student to  ---------    Have the words it is a    2  2. 
student, with each student  Develop the vocabulary  On the weekend l   and on flashcards on a    3  3. 
saying the first word they  around the concept    chart or ring which    4  4. 
can think of associated    Teacher to articulate where to start, finger  students can access it   Have students use the  5  5. 
with the theme  On the weekend l   spaces and the direction of the letters.    matrix to tick of the 5 star   
      Have students use  points    
Topic- animals  Model to students how to  Introduce 5 star Writing to the students   high frequency words     
write sentences step by  Blue- Capital letter to start my sentence.   
step   Green -Punctuation to end my sentence. 
  Pink-Use finger spaces. 
  Yellow-Use neat handwriting. 
Red-My sentence makes sense.  

Session 2:  Word Association  Introduce the concept of  Students are to write a list of different pets  Students can use their  Illustrate the list with a  Roving around the space and making sure that  Have a few students to read 
Tuesday    writing lists  that they know  THRASS charts to  picture beside each word   all students know what to do  their sentence aloud.  
Date  All you need is a soft ball      help them with the  Focus students- ​choose five students to work   
or die. Students stand in a  Topic- ​Pets  Topic   spelling of any animals   with   Students reading their work 
circle, and the ball is    1  1. 
passed from student to  Introduce using asterisks   2  2. 
student, with each student  ● Dog  3  3. 
saying the first word they  ● Cat  4  4. 
 St Mary of the Cross Catholic Primary School 
 
can think of associated  ● Fish  5  5. 
with the theme  ● Bird     
       
Topic- home        
 

Session 3:  Word Association  Students can make a list   Students are to write a list of different pets        Have a few students to read 
Wednesday      that they know    their sentence aloud.  
Date  All you need is a soft ball         
or die. Students stand in a    Topic     Students reading their work 
circle, and the ball is      1. 
passed from student to      2. 
student, with each student      3. 
saying the first word they      4. 
can think of associated      5. 
with the theme     
     
Topic- school     
ASSESSMENT IN SMALL   
GROUPS- using template     
  Dictation Piece 
I can see the red boat that we are going to have 
a ride in.  
 

Session 4:  MARY MACKILLOP FEAST      Sentence starters  Students to write down     
Thursday  DAY    what they really enjoyed 
Date  Yesterday we  about the day and stating 
celebrated   why 
 
The best thing l liked 
about yesterday was 
 
The whole school   
 
Words from the 
brainstorm 

Session 5:    Recount about Mary  Students write a recount about what  Sentence starters  Students to write down     
Friday   MacKillop Day  happened yesterday     what they really enjoyed 
Date  Yesterday we  about the day and stating 
celebrated   why 
 
The best thing l liked 
about yesterday was 
 
The whole school   
 
Words from the 
brainstorm 

               

 
 
HANDWRITING -​Week Three 

  Whole Class Focus  Independent Learning 

Date:  Each lesson begins with learning intention  Students to complete a worksheet where they have to trace the words  
  Letter Ll   
- Focus on sitting position   
- Fingers positioned correct distance from tip of the pencil ( left to right)   
- Use appropriate pressure   
- Paper/book positioned correctly   
 St Mary of the Cross Catholic Primary School 
 
Date:  Each lesson begins with learning intention  Students will listen to the CD and follow the instructions  
  The THRASS listening to the formations and focus on the sound that the letter l can make 
The Letter Getter (Sunshine online) Ll 

Date:    Students rotational activities 

Fine Motor - Tracing and Construction    
Make a something with the letter L 
Leaping Lizard  
 
 
HANDWRITING -​Week Four 

  Whole Class Focus  Independent Learning 

Date:  Each lesson begins with learning intention  Students to complete a worksheet where they have to trace the words  
  Letter Jj   
- Focus on sitting position   
- Fingers positioned correct distance from tip of the pencil ( left to right)   
- Use appropriate pressure   
- Paper/book positioned correctly   

Date:  Each lesson begins with learning intention  Students will listen to the CD and follow the instructions  
  The THRASS listening to the formations and focus on the sound that the letter l can make 
The Letter Getter (Sunshine online) Jj 

Date:    Students rotational activities 

Fine Motor - Tracing and Construction    
Make a something with the letter J 
Jack And The Bool 
 
 
SPELLING - Week Three 

Spelling   Whole Class Focus  Independent Learning 

Monday,  Introduce the L blends   

Wednesday,  ● Watch Jack Hartman video , introduce as l sisters: Gloria, Clara, Blair, Florence, Pluma, Sloane 
Thursday  ● Go through the sounds each blend makes 
● Brainstorm words that begin with the blend 
● Look through books to find an l blend 

Date:   Daily flashcard work golden, red, blue and green words   Students to sit with homegroup teacher or Learning Support Officer to read these words and then write them on a white 
Day  Students need to be able to read them and write them with automaticity  boards 
   
Letters of the alphabet and their corresponding sounds using the THRASS chart    
   
Have students sound them out and write them    
 

Date:   Focus- Segmenting into sounds   S 

Day  Focus on segmenting words into individual sounds  
 
Phoneme focus brainstorm words and make anchor charts   
z i p as in zip  
Blend sounds associated with letters when reading consonant-vowel-consonant words  
 
 
 
 
SPELLING - ​Week Four 

Spelling   Whole Class Focus  Independent Learning 

 St Mary of the Cross Catholic Primary School 
 
  Daily flashcard work golden, red, blue and green words   Students to sit with homegroup teacher or Learning Support Officer to read these words and then write them on a white 
Date:   Students need to be able to read them and write them with automaticity  boards 
Day     
Letters of the alphabet and their corresponding sounds using the THRASS chart    
   
Recap over the 6 L sisters and the sounds they make 
 
Have students sound them out and write them    
 

Date:   Focus- Segmenting into sounds    

Day  Focus on segmenting words into individual sounds  
 
Phoneme focus brainstorm words and make anchor charts   
y e s as in yes  
Blend sounds associated with letters when reading consonant-vowel-consonant words