24th of May 2021

538 Words

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Part 1: A rationale for the model of literacy learning used in the planning:

As literacy educators, it is extremely vital to incorporate relevant, real world

contexts throughout literacy learning opportunities provided to students. The Early

Years Learning Framework states that “as children participate in everyday life, they

develop interests and construct their own identities and understanding of the world”

(Department of Education, Employment and Workplace Relations [DEEWR], 2009,

p. 7). Therefore, as English educators it is important to provide students with an

abundance of real-world, socially interactive literacy learning experiences to

informatively shape their knowledge and skills. To ensure that this occurs within the

literacy environment, the curriculum taught must be differentiated to cater for culture,

age and learning difficulties present within the classroom.

The literacy environment should be supportive and equitable, ensuring that

assessment on each student’s literacy learning is fair, explicit and diverse. Effective

educators must strongly support the use of children’s literature and engaging play

experiences within early childhood literacy learning as “the play that is inspired and

stimulated by books and their fictional worlds, is enriched by children’s own

subsequent inventions and preoccupations” (Winch et al., 2016, p. 527).

It is important to understand that throughout an English teaching and learning

program students must be exposed to an abundance of texts for “enjoyment and to

extend their experiences of the world around them” (School Curriculum and

Standards Authority [SCSA], 2014). Educators must provide opportunities within

each literacy learning lesson to ensure that students feel that they are connected to

and can contribute to their world with the knowledge that they are gaining through

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each of the modes of English; this ultimately relates to outcome two within the Early

Years Learning Framework (DEEWR, 2009). This becomes evident when teachers

“balance and integrate all strands” and by exposing students to an abundance of

“spoken, written and multimodal texts” designed to entertain and inform (SCSA,

2014).

An overarching teaching approach that is best practice for literacy learning in

Early Childhood is the Gradual Release of Responsibility Model. This approach to

literacy learning proceeds firstly by educators modelling new literacy skills, then

moving towards students engaging in shared and guided literacy activities in

preparation for these new skills to finally be practised independently by the student

(Brace et al., 2006, p. 11). This model is continuously utilised by educators in both

reading and writing programmes and is “equally important when planning oral

language opportunities across the curriculum” (Cameron & Dempsey, 2016, p. 22).

Therefore, the Gradual Release of Responsibility Model is extremely purposeful as it

gradually scaffolds students to independence when incorporated effectively

throughout an integrated English program.

When implemented alongside the Gradual Release of Responsibility Model and

linked to classroom practices, both the Skills Based Bottom-up Theory and the

Halliday + Critical Theory encourage a balanced view of literacy learning. When

learning to read, the Skills Based Bottom-up Theory focuses on building knowledge

by “starting from the smallest piece of language and working up towards meaning”

(Flint et al, 2013, p. 102). The Halliday + Critical Theory is a framework comprising of

“learning language, learning about language and learning through language” which

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has been extended by including “learning to use language to critique” (Flint et al.,

2013, p. 118).

Classroom practices that complement the integration of the three strands of

English, the models of literacy and the Gradual Release of Responsibility approach

in English classrooms have been outlined throughout. Additionally, the

implementation of indoor and outdoor learning experiences, ICT, non-verbal cues,

visual aids, an abundance of children’s literature, group work and family involvement

in the English learning environment positively assists literacy flourishment.

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Part 2: An overview of the curriculum content: Cross Curriculum Priorities General
Capabilities
Aboriginal and Torres Strait Asia and Australia’s Sustainability
Islander Histories and Cultures Engagement with Asia Literacy

Numeracy

ICT

Critical and
Creative
Thinking

Ethical
Behaviour

Personal and
Social
Competence

Intercultural
Understanding

EYLF
Outcomes
1.Children have a
strong sense of
identity.

2.Children are
connected with
and contribute to
their world.
3.Children have a
strong sense of
wellbeing.

4.Children are
confident and
involved learners.

5.Children are
5 effective
communicators.

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Term 3 Week 1
Curriculum Links:
Morning Meeting:
15 minutes
Spelling Stations:
Focus: 20 minutes
CIRCLES: ‘a’ vowel sound
TRIANGLES: ‘i’ vowel sound
STARS: ‘u’ vowel sound
SQUARES: ‘ch’ diagraph
RECTANGLES: ‘sh’ diagraph
Reading:
10-15 minutes
Strategy: Predicting
Stations: 20 minutes
Enabling Prompts at TD:
-What letters can you see?
-Can you predict what the
missing sound could be?
Extending Prompts at TD:
-What other sounds can you
hear in this word?
-Can you sound each letter
out?
Movement Activity:
5-10 minutes
Writing/Speaking
and Listening
Stations:
20 minutes
Enabling Prompts at TD:
-What is a rhyming word?
-What sounds can you hear in
each of these words?
-Are there any sounds that
are the same and do they
rhyme?
Extending Prompts at TD:
-Can you think of a different
sound we have learnt about?
-What rhyming words go
together with that sound?
Free Play
Integration Stations:
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Monday
ACELA1432, ACELA1439, ACELA1820,
ACELY1784, ACELY1653, ACELT1578.
News: Students split into groups of three or four
and share an event from the weekend using the
resource as a prompt. (Resource: Talking Strip –
news [juniors], OLB PM41).
Circles: EAD: CVC spelling list Picture Bingo.
Triangles: CVC spelling list Snap Game.
Stars: TD: CVC spelling list Peg the Missing Sound
Game.
Squares: CVCC spelling list Pyramids.
Rectangles: CVCC spelling list Roll and Spell.
Modelled Reading:
Book: Rhyming Dust Bunnies by Jan Thomas
-Introduce book and model the predicting strategy
by using think aloud statements to predict what the
book is about and the features that we can
see/predict in the narrative. Predict throughout and
at the end of the story.
Circles: CVC word playdough modelling.
Triangles: CVC word writing in shaving cream.
Stars: Teacher Directed (TD): CVC sound cover to
predict/identify the missing sound.
Squares: Education Assistant Directed (EAD):
Memory matching and naming CVCC game.
Rectangles: CVCC word search cut and paste
poster looking through a variety of different
mediums (magazines, posters and letters).
Nature walk outside the classroom to collect as
many natural materials and encouraging students
to state what materials they have found and what
sounds they hear in the words of each material they
have collected.
Circles: TD: The teacher will model to the students
how to make a rhyming word tree that focuses on
their sound or diagraph of the week. The students
will then create their own rhyming word tree guided
by the teacher and write their own rhyming words.
Students will use the resources they collected on
their nature walk.
Triangles: EAD: Viewing sentences and identifying
full stops and capital letters.
Stars: Grammar Focus ICT games for iPad:
Full Stops: https://www.roythezebra.com
/reading-games/full-stop-beginner-1.html
Capital Letters: https://www.roythezebra.com
/reading-games/capital-letter-1.html
Squares: Peggy Lego letter formation paintings with
the parent helper (focus letter Ss).
Rectangles: Free Play choice below.
 Dramatic Play Centre: Using their iPads to record themselves, as a group act out the story using props and dress ups provided (ACADRM028, ACADRM029, ACTDIK001; connection to oral text focus: storytelling).
 Book Corner: A variety of picture books will be present containing rhyming words and sounds of the week the students are focusing on [Book Examples: Hop on Pop by Dr. Seuss, There’s a Bear on my Chair by Ross Collins] (ACELA1430, ACELA1439, ACELT1579).
Tuesday
ACELA1432, ACELA1439, ACELA1820,
ACELY1784, ACELY1653, ACELT1578.
Word Circle: In groups of four students will be given
a different object for which they must each devise
one word to rhyme with or describe the object
(OLB, p. 97).
Circles: CVC spelling list Roll and Spell.
Triangles: EAD: CVC spelling list Picture Bingo.
Stars: CVC spelling list Snap Game.
Squares: TD: CVCC spelling list Peg the Missing
Sound Game.
Rectangles: CVCC spelling list Pyramids.
Modelled Reading:
Book: Rhyming Dust Bunnies by Jan Thomas
-Re-read the story and model the predicting
strategy again. Explore the grammar focus in the
story by identifying where the full stops and capital
letter are and why we use them.
Circles: CVC word search cut and paste poster
looking through a variety of different mediums
(magazines, posters and letters).
Triangles: CVC word playdough modelling.
Stars: CVC word writing in shaving cream.
Squares: TD: CVCC sound cover to predict/identify
the missing sound.
Rectangles: EAD: Memory matching and naming
CVCC game.
Cosmic Yoga: Letter/Sound ‘s’ focus (Resource: 6
Kids Yoga Poses that Begin with the letter S by
Cosmic Kids Yoga,
https://www.youtube.com/watch?v=rtC2qADkBuU).
Circles: Free Play choice below.
Triangles: TD: The teacher will model to the
students how to make a rhyming word tree that
focuses on their sound or diagraph of the week.
The students will then create their own rhyming
word tree guided by the teacher and write their own
rhyming words. Students will use the resources
they collected on their nature walk.
Stars: EAD: Viewing sentences and identifying full
stops and capital letters.
Squares: Grammar Focus ICT games for iPad:
Full Stops: https://www.roythezebra.com
/reading-games/full-stop-beginner-1.html
Capital Letters: https://www.roythezebra.com
/reading-games/capital-letter-1.html
Rectangles: Peggy Lego letter formation paintings
with the parent helper (focus letter Ss).
Wednesday
ACELA1432, ACELA1439, ACELA1820, ACELY1784,
ACELY1653, ACELT1578.
Weather Report: In groups of four to five students will
devise a weather report to tell the class and use the
weather chart as a prompt. (Resource: Weather Chart,
OLB PM52).
Circles: CVC spelling list Pyramids.
Triangles: CVC spelling list Roll and Spell.
Stars: EAD: CVC spelling list Picture Bingo.
Squares: CVCC spelling list Snap Game.
Rectangles: TD: CVCC spelling list Peg the Missing
Sound Game.
Shared Reading:
Book: Rhyming Dust Bunnies by Jan Thomas
-Re-read the story with the students asking them to
predict what will happen in the story and throughout
the story (see Possible Predictions, FSRMOD, p. 66).
-Throughout the story, ask the students if they can
identify rhyming words and predict what rhyming word
has been used for each word later in the story.
Circles: EAD: Memory matching and naming CVC
game.
Triangles: CVC word search cut and paste poster
looking through a variety of different mediums
(magazines, posters and letters).
Stars: CVC word playdough modelling.
Squares: CVCC word writing in shaving cream.
Rectangles: TD: CVCC sound cover to predict/identify
the missing sound.
Kung Fu Punctation: Show the students capital letter
and full stop Kung Fu. Teacher writes sentences on
the board with missing full stop or capital letter and the teacher reads out.
students must Kung Fu what punctuation is missing.
Circles: Peggy Lego letter formation paintings with the Circles: Grammar Focus ICT games for iPad:
parent helper (focus letter Ss).
Triangles: Free Play choice below.
Stars: TD: The teacher will model to the students how
to make a rhyming word tree that focuses on their
sound or diagraph of the week. The students will then
create their own rhyming word tree guided by the
teacher and write their own rhyming words. Students
will use the resources they collected on their nature
walk.
Squares: EAD: Viewing sentences and identifying full
stops and capital letters.
Rectangles: Grammar Focus ICT games for iPad:
Full Stops: https://www.roythezebra.com
/reading-games/full-stop-beginner-1.html
Capital Letters: https://www.roythezebra.com
/reading-games/capital-letter-1.html
Thursday
ACELA1432, ACELA1439, ACELA1820,
ACELY1784, ACELY1653, ACELT1578.
Vocabulary Hot Seat: Four students will be seated
with backs to the whiteboard and the teacher will
put up an image. The other students must describe
the picture or use rhyming words that rhyme with
the picture (OLB, p. 69).
Circles: TD: CVC spelling list Peg the Missing
Sound Game.
Triangles: CVC spelling list Pyramids.
Stars: CVC spelling list Roll and Spell.
Squares: EAD: CVCC spelling list Picture Bingo.
Rectangles: CVCC spelling list Snap Game.
Shared Reading:
Book: Rhyming Dust Bunnies by Jan Thomas
-Re-read the story covering up some of the rhyming
words and grammar focus punctuation for the
students to predict what it could be. Ask the
students when they see a full stop or capital letter in
the story, they must make the Kung Fu punctuation
movement.
Circles: TD: CVC sound cover to predict/identify the
missing sound.
Triangles: EAD: Memory matching and naming
CVC game.
Stars: CVC word search cut and paste poster
looking through a variety of different mediums
(magazines, posters and letters).
Squares: CVCC word playdough modelling.
Rectangles: CVCC word writing in shaving cream.
Peggy Lego Letter Formations: Students will hold
their pencil in the air and draw the letter formations
Full Stops: https://www.roythezebra.com
/reading-games/full-stop-beginner-1.html
Capital Letters: https://www.roythezebra.com
/reading-games/capital-letter-1.html
Triangles: Peggy Lego letter formation paintings
with the parent helper (focus letter Ss).
Stars: Free Play choice below.
Squares: TD: The teacher will model to the
students how to make a rhyming word tree that
focuses on their sound or diagraph of the week.
The students will then create their own rhyming
word tree guided by the teacher and write their own
rhyming words. Students will use the resources
they collected on their nature walk.
Rectangles: EAD: Viewing sentences and
identifying full stops and capital letters.
Friday
ACELA1432, ACELA1439, ACELA1820,
ACELY1784, ACELY1653, ACELT1578.
Word Jar: The teacher chooses a particular word for
the class and students state various rhyming words
to match it. (Resource: Word Jar, OLB PM54).
Circles: CVC spelling list Snap Game.
Triangles: TD: CVC spelling list Peg the Missing
Sound Game.
Stars: CVC spelling list Pyramids.
Squares: CVCC spelling list Roll and Spell.
Rectangles: EAD: CVCC spelling list Picture Bingo.
Shared Reading:
Book: Rhyming Dust Bunnies by Jan Thomas
-Complete a class puzzle of different pages from
the story which students must use the predicting
strategy to predict the order of events in the story.
-Re-read the story asking the students to hold up
their word alert paddle when they hear or see sight
words or their spelling list words (adapted from the
Word alert strategy, OLB, p. 70).
Circles: CVC word writing in shaving cream.
Triangles: TD: CVC sound cover to predict/identify
the missing sound.
Stars: EAD: Memory matching and naming CVC
game.
Squares: CVCC word search cut and paste poster
looking through a variety of different mediums
(magazines, posters and letters).
Rectangles: CVCC word playdough modelling.
Go Noodle: Fine and gross motor exercises to
stretch the body (Resource: Brainercise with Mr.
Catman by Go Noodle, https://www.youtube
.com/watch?v=sPtY0SS2kug&t=2s).
Circles: EAD: Viewing sentences and identifying full
stops and capital letters.
Triangles: Grammar Focus ICT games for iPad:
Full Stops: https://www.roythezebra.com
/reading-games/full-stop-beginner-1.html
Capital Letters: https://www.roythezebra.com
/reading-games/capital-letter-1.html
Stars: Peggy Lego letter formation paintings with
the parent helper (focus letter Ss).
Squares: Free Play choice below.
Rectangles: TD: The teacher will model to the
students how to make a rhyming word tree that
focuses on their sound or diagraph of the week. The
students will then create their own rhyming word
tree guided by the teacher and write their own
rhyming words. Students will use the resources they
collected on their nature walk.
Differentiation:  Literacy groups have been organised according to overall literacy ability which are monitored closely and altered when required.
 Enabling and extending prompts will be provided for students in each literacy group at the teacher directed tables.
 A variety of learning materials are provided for all types of learners and has helped to create a play-based literacy learning environment: ICT incorporation, hands on fine motor and gross motor tasks, multicultural children’s literature, visual aids and multimodal texts have
been incorporated.
 When students are finished completing their activities at their station, they may move into the free play stations and interact with peers of mixed abilities.
 For CALD and EALD students, the teacher must continually repeat vocabulary used and the expectations of the activity, check for understanding and visually model what is asked of the student. These students will be catered for throughout each station activity they
complete by asking them to present their knowledge in different ways (E.G. Draw pictures, verbally state and explain or attempt to write what is required of them in the activity).
 Students with learning difficulties still engage at their designated learning stations, although, the materials or requirements of the student to complete the task are altered to assist their learning at an appropriate pace (E.G. Vision Impairment: seating student closer to the
front and large texts; Dyslexia: repetition and visual cue cards of the steps in each activity; Dysgraphia: class hand stretching activities prior to writing and pencil grip/controlling fingers and hands fine motor activities).

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Term 3 Week 2
Curriculum Links:
Morning Meeting:
15 minutes
Spelling Stations:
Focus: 20 minutes
CIRCLES: ‘e’ vowel sound
TRIANGLES: ‘o’ vowel sound
STARS: ‘i’ vowel sound
SQUARES: ‘sh’ diagraph
RECTANGLES: ‘th’ diagraph
Reading:
10-15 minutes
Strategy: Stretchy Snake
Stations: 20 minutes
Enabling Prompts at TD:
-How do we stretch this word?
-What sounds can you hear?
Extending Prompts at TD:
-Can you count how many
sounds there are in this word?
-What word do you think
rhymes with this word?
Movement Activity:
5-10 minutes
Writing/Speaking
and Listening
Stations:
20 minutes
Enabling Prompts at TD:
-Can you stretch your word?
-Which sounds can you hear?
Extending Prompts at TD:
-Can you think of a word that
rhymes with it?
-Can you write the rhyming
word as well?
Free Play
Integration Stations:
Monday
ACELA1432, ACELA1439, ACELA1820,
ACELY1784, ACELY1653, ACELT1578.
News: Students split into groups of three or four
and share an event from the weekend using the
resource as a prompt. (Resource: Talking Strip –
news [juniors], OLB PM41).
Circles: CVC spelling list Unifix Cube Spelling.
Triangles: CVC spelling list Cup Word Building.
Stars: EAD: CVC spelling list Word Hop.
Squares: TD: CVCC spelling list Ball Pit Spelling.
Rectangles: CVCC spelling list Puzzle Cards.
Modelled Reading:
Book: Green Eggs and Ham by Dr. Seuss
-Introduce the strategy with CVC or CVCC visual
cue cards on the whiteboard. Then read the story
pausing on specific words and model how to use
the stretchy snake reading strategy.
Circles: TD: CVC Read and Reveal Cards (using
stretchy snake strategy).
Triangles: EAD: CVC Sentence Constructor (focus
on placement of capital letters and full stops).
Stars: CVC Lego Block Building.
Squares: CVCC Rhyming Words Card Game (see
from FSRMOD, p. 81).
Rectangles: CVCC Kinetic Sand Print.
Cosmic Yoga: Letter/Sound ‘t’ focus (Resource:
Tommy the Bedtime Turtle by Cosmic Kids Yoga,
https://www.youtube.com/watch?v=gCLW77sABTc)
Circles: TD: Say it, Build it, Write it: Each student
will be given a pop stick with one of their spelling
list words on them. Students must say it out loud,
build it using magnetic letters and then write it using
a whiteboard marker below; students swap words.
Triangles: EAD: CVC Making Playdough Words
then Write the Words on Whiteboards.
Stars: CVC Chalk Word Writing (outside
classroom).
Squares: Peggy Lego letter formation paintings with
the parent helper (focus letter Tt).
Rectangles: CVCC Peg Rhyming Word Disks
and/or Free Play choices below.
 Investigation Table: Students can use the Indigenous story stones at the investigation table to tell a story to their peers (ACHASSK013, WAHASS0, WAHASS11; connection to oral text focus: storytelling).
 Dramatic Play Corner: Students can retell the story using props and puppets and record their retell on their iPads using iMovie [adapted from Retell, FSSALMOD, p. 64] (ACADRM028, ACADRM029, ACTDIK001; connection to oral text focus: storytelling).
Tuesday
ACELA1432, ACELA1439, ACELA1820, ACELY1784,
ACELY1653, ACELT1578.
Sorting and Classifying: Teacher has a mystery bag
filled with objects that may or may not rhyme with the
wow word of the week. As a class, students must
describe the objects and sort then into rhyming or not
rhyming with the wow word (FSSALMOD, p. 76).
Circles: CVC spelling list Puzzle Cards.
Triangles: CVC spelling list Unifix Cube Spelling.
Stars: CVC spelling list Cup Word Building.
Squares: EAD: CVCC spelling list Word Hop.
Rectangles: TD: CVCC spelling list Ball Pit Spelling.
Modelled Reading:
Book: Green Eggs and Ham by Dr. Seuss
-Re-read the story modelling the stretchy snake
reading strategy again to the students. Then explore
the frequency and placement of full stops and capital
letters and reiterate why we use them.
Circles: CVC Kinetic Sand Print.
Triangles: TD: CVC Read and Reveal Cards (using
stretchy snake strategy).
Stars: EAD: CVC Sentence Constructor (focus on
placement of capital letters and full stops).
Squares: CVCC Lego Block Building.
Rectangles: CVCC Rhyming Words Card Game (see
from FSRMOD, p. 81).
Kung Fu Punctuation: Teacher holds up visual cue
cards of each punctuation type and the students must
do the Kung Fu punctuation move. Teacher can have
sentence cards with some punctuation missing.
Circles: CVC Peg Rhyming Word Disks and/or Free
Play choices below.
Triangles: TD: Say it, Build it, Write it: Each student
will be given a pop stick with one of their spelling list
words on them. Students must say it out loud, build it
using magnetic letters and then write it using a
whiteboard marker below; students swap words.
Stars: EAD: CVC Making Playdough Words then Write
the Words on Whiteboards.
Squares: CVCC Chalk Word Writing (outside
classroom).
Rectangles: Peggy Lego letter formation paintings with
the parent helper (focus letter Tt).
Wednesday
ACELA1432, ACELA1439, ACELA1820,
ACELY1784, ACELY1653, ACELT1578.
My Grandma went Shopping: Split the class into
two or more groups and the educators must watch
over to guide and facilitate students. Whoever has
the shopping basket is only allowed to talk in the
group and it must be shared (FSSALMOD, p. 78).
Circles: TD: CVC spelling list Ball Pit Spelling.
Triangles: CVC spelling list Puzzle Cards.
Stars: CVC spelling list Unifix Cube Spelling.
Squares: CVCC spelling list Cup Word Building.
Rectangles: EAD: CVCC spelling list Word Hop.
Shared Reading:
Book: Green Eggs and Ham by Dr. Seuss
-Re-read the book with the students and have some
of the student’s literacy group weekly spelling words
covered by their groups symbol. Upon arrival of
these words the allocated literacy group will help
the teacher use the stretchy snake reading strategy
to read the word in the book (adapted from Magic
Words, FSRMOD, p. 77).
Circles: CVC Rhyming Words Card Game (see
from FSRMOD, p. 81).
Triangles: CVC Kinetic Sand Print.
Stars: TD: CVC Read and Reveal Cards (using
stretchy snake strategy).
Squares: EAD: CVCC Sentence Constructor (focus
on placement of capital letters and full stops).
Rectangles: CVCC Lego Block Building.
Go Noodle: Fine and gross motor exercises to
stretch the body (Resource: Brainercise with Mr.
Catman by Go Noodle, https://www.
youtube.com/watch?v=KRQwponc9o).
Circles: Peggy Lego letter formation paintings with
the parent helper (focus letter Tt).
Triangles: CVC Peg Rhyming Word Disks and/or
Free Play choices below.
Stars: TD: Say it, Build it, Write it: Each student will
be given a pop stick with one of their spelling list
words on them. Students must say it out loud, build
it using magnetic letters and then write it using a
whiteboard marker below; students swap words.
Squares: EAD: CVCC Making Playdough Words
then Write the Words on Whiteboards.
Rectangles: CVCC Chalk Word Writing (outside
classroom).
Thursday
ACELA1432, ACELA1439, ACELA1820,
ACELY1784, ACELY1653, ACELT1578.
Personality Phones: In pairs students will scatter
around the room and the teacher will tell student
one and student two which personality they must
improvise to their partner over the phone
(FSSALMOD, p. 69).
Circles: EAD: CVC spelling list Word Hop.
Triangles: TD: CVC spelling list Ball Pit Spelling.
Stars: CVC spelling list Puzzle Cards.
Squares: CVCC spelling list Unifix Cube Spelling.
Rectangles: CVCC spelling list Cup Word Building.
Shared Reading:
Book: Green Eggs and Ham by Dr. Seuss
-Re-read the book identifying words that rhyme with
each other throughout and ask the students to help
you stretch some words to see if they rhyme. When
reading specific pages in the book, ask particular
students to identify a full stop or capital letter by
demonstrating the Kung Fu movement.
Circles: CVC Lego Block Building.
Triangles: CVC Rhyming Words Card Game (see
from FSRMOD, p. 81).
Stars: CVC Kinetic Sand Print.
Squares: TD: CVCC Read and Reveal Cards (using
stretchy snake strategy).
Rectangles: EAD: CVCC Sentence Constructor
(focus on placement of capital letters and full stops)
Body Letter Formations: In small groups, students
must make the letter the teacher calls out using
their bodies altogether.
Circles: CVC Chalk Word Writing (outside
classroom).
Triangles: Peggy Lego letter formation paintings
with the parent helper (focus letter Tt).
Stars: CVC Peg Rhyming Word Disks and/or Free
Play choices below.
Squares: TD: Say it, Build it, Write it: Each student
will be given a pop stick with one of their spelling list
words on them. Students must say it out loud, build
it using magnetic letters and then write it using a
whiteboard marker below; students swap words.
Rectangles: EAD: CVCC Making Playdough Words
then Write the Words on Whiteboards.
Friday
ACELA1432, ACELA1439, ACELA1820,
ACELY1784, ACELY1653, ACELT1578.
Charades: Split the class into two groups with an
educator at each group. Each student will be given
a small picture which they must act out to the group
as they guess until they get it correct. (OLB, p. 83).
Circles: CVC spelling list Cup Word Building.
Triangles: EAD: CVC spelling list Word Hop.
Stars: TD: CVC spelling list Ball Pit Spelling.
Squares: CVCC spelling list Puzzle Cards.
Rectangles: CVCC spelling list Unifix Cube
Spelling.
Shared Reading:
Book: Green Eggs and Ham by Dr. Seuss
-The teacher draws Elkonin Boxes on the
whiteboard. Re-read the story with the students
using the stretchy snake reading strategy to stretch
specific words and indicate the number of sounds
and how they are broken up in the Elkonin boxes
(see Elkonin Boxes, FSRMOD, p. 79).
Circles: EAD: CVC Sentence Constructor (focus on
placement of capital letters and full stops).
Triangles: CVC Lego Block Building.
Stars: CVC Rhyming Words Card Game (see from
FSRMOD, p. 81).
Squares: CVCC Kinetic Sand Print.
Rectangles: TD: CVCC Read and Reveal Cards
(using stretchy snake strategy).
Nursery Rhyme Sing and Dance cards:
The teacher has a number of nursery rhyme song
cards which the students will sing along to and
dance or complete the actions required for each.
Circles: EAD: CVC Making Playdough Words then
Write the Words on Whiteboards.
Triangles: CVC Chalk Word Writing (outside
classroom).
Stars: Peggy Lego letter formation paintings with
the parent helper (focus letter Tt).
Squares: CVCC Peg Rhyming Word Disks and/or
Free Play choices below.
Rectangles: TD: Say it, Build it, Write it: Each
student will be given a pop stick with one of their
spelling list words on them. Students must say it out
loud, build it using magnetic letters and then write it
using a whiteboard marker below; students swap
words.

Differentiation  Literacy groups have been organised according to overall literacy ability which are monitored closely and altered when required.
 Enabling and extending prompts will be provided for students in each literacy group at the teacher directed tables.
 A variety of learning materials are provided for all types of learners and has helped to create a play-based literacy learning environment: ICT incorporation, hands on fine motor and gross motor tasks, multicultural children’s literature, visual aids and multimodal texts have
been incorporated.
 When students are finished completing their activities at their station, they may move into the free play stations and interact with peers of mixed abilities.
 For CALD and EALD students, the teacher must continually repeat vocabulary used and the expectations of the activity, check for understanding and visually model what is asked of the student. These students will be catered for throughout each station activity they
complete by asking them to present their knowledge in different ways (E.G. Draw pictures, verbally state and explain or attempt to write what is required of them in the activity).
 Students with learning difficulties still engage at their designated learning stations, although, the materials or requirements of the student to complete the task are altered to assist their learning at an appropriate pace (E.G. Vision Impairment: seating student closer to the
front and large texts; Dyslexia: repetition and visual cue cards of the steps in each activity; Dysgraphia: class hand stretching activities prior to writing and pencil grip/controlling fingers and hands fine motor activities).

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References:

Brace, J., Brockhoff, V., Sparkes, N., & Tuckey, J. (2006). Speaking and listening

map of development. Rigby Harcourt Education.

det.wa.edu.au/stepsresources/detcms/navigation/first-steps-literacy/

Cameron, S., & Dempsey, L. (2016). The oral language book: Embedding talk

across the curriculum. S&L Publishing.

Collins, R. (2016). There’s a bear on my chair. Candlewick Press.

Cosmic Kids Yoga. (2019, October 8). 6 Kids yoga poses that begin with the letter S

[Video]. YouTube. https://www.youtube.com/watch?v=rtC2qADkBuU&t=448s

Cosmic Kids Yoga. (2014, June 1). Tommy the bedtime turtle [Video]. YouTube.

https://www.youtube.com/watch?v=gCLW77sABTc&t=509s

Department of Education, Employment and Workplace Relations (DEEWR). (2009).

Belonging, being and becoming: The early years learning framework.

Commonwealth of Australia.

Department of Education. (2013). Reading map of development. Rigby Harcourt

Education. http://det.wa.edu.au/stepsresources/redirect/?

oid=com.arsdigita.cms.contenttypes.FileStorageItem-id-

13797066&stream_asset=true

Dr. Seuss. (2003). Green eggs and ham. Harper Collins Children’s Books.

Dr. Seuss. (2017). Hop on pop. Harper Collins Children’s Books.

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Flint, A., Kitson, L., Lowe, K., & Shaw, K. (2013). Literacy in Australia. Wiley.

Go Noodle. (2015, July 28). I to the L: Brainercise with mr.catman [Video]. YouTube.

https://www.youtube.com/watch?v=sPtY0SS2kug&t=2s

Go Noodle. (2015, July 28). Pat and rub: Brainercise with mr.catman [Video].

YouTube. https://www.youtube.com/watch?v=-KRQwponc9o

Roy the Zebra. (2017). The full stops game [beginner]. Roy.

https://www.roythezebra.com/reading-games-full-stops.html

Roy the Zebra. (2017). Zed’s capital letters game [advanced]. Roy.

https://www.roythezebra.com/reading-games-capital-letters.html

School Curriculum and Standards Authority (2014). Western Australian curriculum:

English. https://k10outline.scsa.wa.edu.au/home/p-10-curriculum/curriculum-

browser/english-v8

Thomas, J. (2009). Rhyming dust bunnies. Simon and Schuster.

Winch, G., Johnston, R., March, P., Ljungdahl, L. & Holliday, M. (2016). Literacy:

Reading, writing and children’s literature. (5th ed.). Oxford University Press.

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