ENGLISH
Achievement Standard
Year 4
Term: 3
Calendar Year: 2021 respond to others’ viewpoints
Language variation and change
Understand that Standard
Australian English is one of many
social dialects used in Australia, and
that while it originated in England it
has been influenced by many other
languages (ACELA1487) R W S L
(indicate standards relevant to this unit of study)
Receptive modes (listening, reading and viewing) By the end of Year 4, students:
understand that texts have different text structures depending on purpose and context
explain how language features, images and vocabulary are used to engage the interest of audiences
describe literal and implied meaning connecting ideas in different texts
fluently read texts that include varied sentence structures, unfamiliar vocabulary including multisyllabic words
express preferences for particular types of texts
listen for and share key points in discussions
Productive modes (speaking, writing and creating) By the end of Year 4, students:
use language features to create coherence and add detail to their texts
understand how to express an opinion based on information in a text
create texts that show understanding of how images and detail can be used to extend key ideas
create structured texts to explain ideas for different audiences
make presentations and contribute actively to class and group discussions, varying language according to context
demonstrate understanding of grammar
select vocabulary from a range of resources
use accurate spelling and punctuation
rereading and editing their work to improve meaning
Content Descriptors – Year 4
Language (Strand)
Sub-strands and mode (S L – Speaking and Listening; W – Writing; R – Reading)
Language for interaction Text structure and organisation Expressing and developing ideas Phonic and word knowledge
Understand that social Understand how texts vary in Understand that the meaning of From Year 3 onwards, knowledge
interactions influence the way complexity and technicality sentences can be enriched through about phonological and phonemic
people engage with ideas and depending on the approach to the the use of noun groups/phrases and awareness will continue to be
respond to others for example when topic, the purpose and the intended verb groups/phrases and applied when making connections
exploring and clarifying the ideas of audience (ACELA1490) R W S L prepositional phrases (ACELA1493) R between the sounds (phonemes) in
others, summarising their own views Understand how texts are made WSL spoken words and the letters
cohesive through the use of linking (graphemes) in written words
 and reporting them to a larger group devices including pronoun reference Investigate how quoted (direct) Alphabet and phonic knowledge
(ACELA1488) R W S L and text connectives (ACELA1491) R and reported (indirect) speech work Understand how to use phonic
Understand differences between WSL in different types of text knowledge to read and write
the language of opinion and feeling Recognise how quotation marks (ACELA1494) R W S L multisyllabic words with more
and the language of factual are used in texts to signal dialogue, Understand how adverb complex letter combinations,
reporting or recording (ACELA1489) titles and quoted (direct) speech groups/phrases and prepositional including a variety of vowel sounds
S L R W (ACELA1492) R W phrases work in different ways to and known prefixes and suffixes
Identify features of online texts provide circumstantial details about Spelling
that enhance readability including an activity (ACELA1495) R W S L Understand how to use
text, navigation, links, graphics and Explore the effect of choices knowledge of letter patterns
layout (ACELA1793) R when framing an image, placement including double letters, spelling
of elements in the image, and generalisations, morphemic word
salience on composition of still and families, common prefixes and
moving images in a range of types of suffixes and word origins to spell
texts (ACELA1496) R more complex words
Incorporate new vocabulary from Read and write a large core of
a range of sources into students’ high frequency words including
own texts including vocabulary homophones and know how to use
encountered in research context to identify correct spelling
(ACELA1498) R W S L

Literature (Strand) – Year 4
Sub-strands and mode
Literature and Content Responding to Literature Examining Literature Creating Literature
Make connections between the ways Discuss literary experiences with others, Discuss how authors and illustrators make Create literary texts that explore students’
different authors may represent similar sharing responses and expressing a point of stories exciting, moving and absorbing and own experiences and imagining (ACELT1607) R
storylines, ideas and relationships (ACELT1602) view (ACELT1603) R W S L hold readers’ interest by using various WSL
RWSL Use metalanguage to describe the effects techniques, for example character Create literary texts by developing
of ideas, text structures and language features development and plot tension (ACELT1605) R storylines, characters and settings
of literary texts (ACELT1604) R W S L WSL (ACELT1794) R W S L
Understand, interpret and experiment
with a range of devices and deliberate word
play in poetry and other literary texts, for
example nonsense words, spoonerisms,
neologisms and puns (ACELT1606) R W S L

Literacy (Strand)
 Sub-strand and mode
Text in Context Interacting with Others Interpreting, Analysing, Evaluating Creating Texts
Identify and explain language features of Interpret ideas and information in spoken Identify characteristic features used in Plan, draft and publish imaginative,
texts from earlier times and compare with the texts and listen for key points in order to carry imaginative, informative and persuasive texts informative and persuasive texts containing
vocabulary, images, layout and content of out tasks and use information to share and to meet the purpose of the text (ACELY1690) R key information and supporting details for a
contemporary texts (ACELY1686) R W S L extend ideas and information (ACELY1687) S L WSL widening range of audiences, demonstrating
Use interaction skills such as Read different types of texts by combining increasing control over text structures and
acknowledging another’s point of view and contextual , semantic, grammatical and phonic language features (ACELY1694) R
linking students’ response to the topic, using knowledge using text processing strategies for Reread and edit for meaning by adding,
familiar and new vocabulary and a range of example monitoring meaning, cross checking deleting or moving words or word groups to
vocal effects such as tone, pace, pitch and and reviewing (ACELY1691) R improve content and structure (ACELY1695)R
volume to speak clearly and coherently Use comprehension strategies to build Write using clearly-formed joined letters,
(ACELY1688) S L literal and inferred meaning to expand content and develop increased fluency and
Plan, rehearse and deliver presentations knowledge, integrating and linking ideas and automaticity (ACELY1696) W
incorporating learned content and taking into analysing and evaluating texts (ACELY1692) R Use a range of software including word
account the particular purposes and audiences WSL processing programs to construct, edit and
(ACELY1689) S L publish written text, and select, edit and place
visual, print and audio elements (ACELY1697) R

General Literacy Numeracy ICT Critical and Ethical Personal and Inter-cultural
Capabilities creative thinking behaviour social competence understanding
“Teachers are Applying a range of Using iPads to Creating and Interviewing others Reading newspaper
expected to teach and
assess general
language features create texts on conducting and collaborating articles on topics
capabilities to the to create texts. Word or interviews. with them. around the world.
extent that they are PowerPoint and
incorporated within
each learning area.”
research a wide Editing work to
ACARA range of improve meaning,
information. punctuation and
spelling.

Cross-curricular priorities Integration with other Aboriginal and Torres Strait Asia and Australia’s Sustainability
curriculum areas Islander histories and culture engagement with Asia
Are embedded in the curriculum and Reading of newspaper articles
will have a strong but varying
presence depending on their
from around the world.
relevance


Supporting and extending students
Different ending places Different time expectations Peer mentoring Assistance from support staff Extra assistance from class teacher Scribed work
 Graded worksheets Separate task on same topic Template given
Other (specify)

Assessment tasks
Summative assessment Bookwork Oral Presentation ICT Presentation Model/diorama Poster Essay Essay/Report Class Discussion
Moderated assessment task Other (specify)


Students using ILP tasks – Jaxon, Sienna, Harlem, Inara, Ethan, Nate
Students using At Level tasks – Lilliana, Ryder, Amelia, Zahlia, Maya-Rose, Stefan, Oscar,
Students using Extending tasks (and At Level) – Xavier, Tyler, Brianna, Mackenzie, Yemimah, Justin, Emily





















Week Literature Language Literacy
Week Literature
1 NOVEL: The Magician’s Nephew by
C.S. Lewis
DIFFERENTIATED LITERATURE
TASKS
Reading:
Whole Class: each Monday, the
teacher will read two chapters of
the class novel to students.
Refer to 4B English Rotations
document (uploaded on
SharePoint) for the English
activities that each group does.
Emerging/Developing Students
(Group 1)
• Guided reading for 15 minutes
on conferencing table once a
day from Monday to Thursday.
• Independent reading for 5
minutes after recess; and 15
minutes to on the voice memos
iPad app every Thursday.
At Level Students (Group 2 and 3)
• Group reading of a chosen
novel twice week for 15
minutes each.
Language
Spelling
Soundwaves Focus: ‘i_e, y, igh, I, ie’ as in night
Soundwaves focus changes each week; the
following activities remain the same for the entire
term:
15 spelling words + weekly contract (activities:
LSCWC, Dictionary Meanings, Sentences, free-
choice activities) + pre-test on Monday and final
test on Fridays.
(Individual lists for weekly differentiation)
Orange group – year 6/7 words (introduced after
week 3)
Red group – year 5 words
Blue group – year 4 words
Green group – year 3 words and below.
Literacy
FOCUS: INTRODUCTION TO NEWSPAPER REPORTS
1. Introduction.
Introduce students to what the Media is.
Class discussion about what the media is and how we
interact with it on a daily basic. What forms of media do
we use- newspapers, television, news, radio.
In their books, students create a mind map on their
understanding of media:
- What is the media
- What form of media do we use?
-
Inform students that we will be focusing on newspaper
reports.
- Why are these important?
- Why do we need to understand about how they
work?
2. Demonstration
Read an example of a newspaper report and go through
the Writing a News Report document and discuss the
structure (introduction- who, what, when, where, why –
what happens in body) – the structure is an upside down
triangle:
• Independent reading for 5
minutes after recess; and twice
a week for 15 minutes each on
the voice memos iPad app
every Thursday.
Advancing (Group 4):
• Group reading of a chosen
novel twice a week for 15
minutes each.
• Independent reading for 5
minutes after recess; and twice
a week for 15 minutes each on
the voice memos iPad app
every Thursday.
Comprehension:
Emerging/Developing Students
(Group 1)
• Answer two summary questions
of class novel each week.
• Respond to questions written
by the teacher from the guided • Apply It OR Write It: This section has a short
reading book.
At Level Students (Group 2 and 3)
• Answer summary questions of
the chapters read from the class Grammar Once a Week book.
novel each week.
Handwriting Focus: Letter ‘Jj
Write 4 lines of upper-case, 4 lines of lower-case,
the alphabet and weekly Christian Living memory
verse.
ILP: Teacher will write the letters in students’ book,
which they will then copy.
Extending: begin looking at cursive letters and how
to write them.
Grammar: adjectives – broken car
Parts of speech focus: Adjectives.
Resource: Using Pictures to Learn Grammar
(uploaded on SharePoint).
Students view a photo and…
• Observe It: identify adjective in the picture
using one colour and make literal AND
inferential observations using another.
• Identify It: Find adjectives in a paragraph and
correct mistakes.
story that loosely relates to the same topic
shown in the picture and includes a task that
relates to adjectives.
ILP: complete noun activities in Book 2 or 3 of
Display the upside-down triangle.
Pick a story and write as a class.
Explain that we will be writing a lead paragraph together
as a class.
Journalists need to write a lead that:
• summarises what an article (called a story) is
about;
• puts interesting things first to catch the reader’s
attention in an interesting way. (active versus
passive.)
Task: Have each student write down a who, what, when
and where on sticky notes. Place them in piles. Have a
student select one, and as a class, write a short Lead
Paragraph using the Daily 4B News Template.
ILP: students work 1-on-1 with the teacher to write down
there who, what, when and where.
Extending: provide more detail in your 4Ws, e.g. On a
sunny day on the 27th of June 1991.
• Write a summary and review of
group reading novel once
finished.
Advancing (Group 4):
• Answer summary questions of
the chapters read from the class
novel each week.
• Comprehension cards: read a
passage and answer the
summary questions (completed
once a week).
MAGICIAN’S NEPHEW INTRO:
1. Introduce class text. Read the
blurb. Look at the pictures.
2. Discuss: What do you think this
novel might be about?
3. What are you wondering about
as you look at the cover and
back of the book?
4. What questions would you like
to ask the author before you
read this book?
Read Chapter 1 and 2
Comprehension activities to be
completed in Conferencing
sessions:
• Chapter Study 1 and 2
questions
Extending: only completed by extending students during
rotations.
Exploration and comprehension (ongoing)
https://www.kidsnews.com.au/about-us
Each English lesson students will access kidsnews.com.au,
pick a reading level and an article, then write a short
summary of what the article is about.
Lead paragraph in groups
Working in groups of two, each group will select a
storyline from the previous lesson and write a descriptive
lead paragraph.
Students share their article with the class.
Lead paragraphs individually.
Students will brainstorm ideas on a news storyline and
write a lead paragraph describing the 4Ws.
Pictures and captions
Discuss why it is important to have pictures of the
incident in news reports.
Inform them that captions are used to describe what is
happening in the picture, similar to diagrams and arrows.
Get students to draw captions for their 3 storylines.
ILP: will be scribed for by the teacher and grouped
with those with profound understanding.
Extending: students will be encouraged to work
independently and support those that may be finding
the task difficult.
 Focus: Reading Fluency (Accuracy,
rate, expression, punctuation),
Comprehension (questioning,
inferring, making connections)
Resources: Magicians Nephew
comprehension questions
(uploaded on SharePoint)
2 Read Chapter 1 and 2
Comprehension activities to be
completed in Conferencing
sessions:
• Chapter Study 1 and 2
questions
Soundwaves Sound Focus: ‘n, nn, kn’ as in know
and run
Handwriting Focus: Letter ‘Kk
Write 4 lines of upper-case, 4 lines of lower-case,
the alphabet and weekly Christian Living memory
verse.
ILP: Teacher will write the letters in students’ book,
which they will then copy.
Extending: begin looking at cursive letters and how
to write them.
Grammar: Adverbs – receptionist
Parts of speech focus: Adjectives.
ILP: complete noun activities in Book 2 or 3 of
Grammar Once a Week book.
FOCUS: HOW AND WHY?
Lead paragraph review:
As a class, review what a lead paragraph is.
Body (1) How and Why:
Read an example of a newspaper report and go through
the Writing a News Report document and discuss the
HOW and Why: explain HOW and WHY the incident
happened.
Continuing from the storyline that we wrote as a class,
model how to write a short paragraph describing the
events that happened in detail.
Body (1) How and Why in groups
Working in the same group as the previous day, students
will write a paragraph describing the how and why of
their storyline events.
Students share their article with the class.
Body (1) How and Why individually.
Students will write the How and Why of their story that
they began in the previous week.

3 Read Chapter 1 and 2
Comprehension activities to be
completed in Conferencing
sessions:
• Chapter Study 3 and 4
questions
Soundwaves Sound Focus: ‘oa, o_e, ow, o’ as in
local
Handwriting Focus: Letter ‘Ll
Write 4 lines of upper-case, 4 lines of lower-case,
the alphabet and weekly Christian Living memory
verse.
ILP: Teacher will write the letters in students’ book,
which they will then copy.
Extending: write the letter in cursive after teacher
has taught it.
Grammar: Adverbs Grammar Once a Week Book 4:
On the Island of Adj, p. 18
.
ILP: complete verb activities in Book 2 or 3 of
Grammar Once a Week book.
ILP: will be scribed for by the teacher (as required)
and grouped with those with profound
understanding. 1-1 support will be given when
necessary.
Extending: students will be encouraged to work
independently and support those that may be finding
the task difficult.
Focus: Witnesses and Interviewing Skills
Open or closed questions
Run an exercise where you model a range of open and
closed questions then get students to try.
Students put open and closed. questions in columns of
open, shut or not sure.
Open-ended questions poster
Use the Open-ended-questions-display-poster to show
students examples of open-ended questions.
What are some examples of open questions?
When playing with the children, get their feedback by
asking how certain events made them feel:
• Did you enjoy this activity today?
• How did you feel during playtime today?
Any question that you can ask that gives them a prompt
rather than answering yes or no will be an open question.
Discuss that when interviewing a witness or famous
person on TV or radio, journalists use open-ended
questions to get more answers.

Practice open and closed questions.

Students will get in groups of two and practice asking
each other open ended questions about any topic.

ILP: students work 1-on-1 with the teacher to write down

their questions and supported during their interviews.

Body (2) Witness

Read an example of a newspaper report and go through
the Writing a News Report document and discuss the
witness part of the story.

Continuing from the storyline that we wrote as a class,

model how to write a short paragraph, that includes
quotes from a witness. Review using quotation marks.

Body (2) Witness groups

Working in the same group as the previous lesson,
students will write a paragraph describing the witness’s
experience.

Students share their article with the class.

Body (2) Witness individually.

Students will write the third part of their newspaper
reports, describing the experiences of the witness.

Caption
Add the picture and caption for the witness.
4 Read Chapter 5 and 6
Comprehension activities to be
completed in Conferencing
sessions:
• Chapter Study 5 and 6
questions
5 Soundwaves Sound Focus: ‘a, ar’ as in plaster
Soundwaves Sound Focus: ‘p, pp’ as in pants
Handwriting Focus: Letter ‘Mm’
Write 4 lines of upper-case, 4 lines of lower-case,
the alphabet and weekly Christian Living memory
verse.
ILP: Teacher will write the letters in students’ book,
which they will then copy.
Extending: write the letter in cursive after teacher
has taught it.
Grammar: Adverbs – kid hurt on longboard
Grammar Once a Week Book 4:
Put It in Print, p. 38.
ILP: complete verb activities in Book 2 or 3 of
Grammar Once a Week book.
Handwriting Focus: Letter ‘Nn’
FOCUS: WRITING THE FINAL PARAGRAPH
Body (3) Witness
Read an example of a newspaper report and go through
the Writing a News Report document and the final
paragraph of a news report.
Continuing from the storyline that we wrote as a class,
model how to write the final paragraph of a newspaper
report.
Body (3) Witness groups
Working in the same group as the previous lesson,
students will write the final paragraph of their newspaper
report.
Students share their article with the class.
Body (3) Witness individually.
Students will write the final paragraph of their newspaper
report.
Edit
1. Have students edit their work using the Editing
Checklist
2. Then, have students reflect on their newspaper
report using the My Feedback on My Work
worksheet.
FOCUS: FINAL NEWSPAPER REPORT TASK
1. Working in groups of three, make up a mock
storyline about something dramatic that occurred
at school.

6 Read Chapter 7 and 8
Comprehension activities to be
completed in Conferencing
sessions:
• Chapter Study 7 and 8
questions
Write 4 lines of upper-case, 4 lines of lower-case,
the alphabet and weekly Christian Living memory
verse.
ILP: Teacher will write the letters in students’ book,
which they will then copy.
Extending: write the letter in cursive after teacher
has taught it.
Grammar: adverbs – playing chess
ILP: complete verb activities in Book 2 or 3 of
Grammar Once a Week book.
Soundwaves Sound Focus: ‘s, ss, se, ce, x (ks), c’ as
in assist
Handwriting Focus: Letter ‘Oo’
Write 4 lines of upper-case, 4 lines of lower-case,
the alphabet and weekly Christian Living memory
verse.
ILP: Teacher will write the letters in students’ book,
which they will then copy.
Extending: write the letter in cursive after teacher
has taught it.
Grammar: adverbs – car accident
2. Conduct an open-ended interview with a witness
about what occurred. Film this on your iPad and
record the quotes on a page, then include the
important ones in your story.
3. Take pictures to use for your story.
4. Write an article about this event, first using the
template, then on a piece of paper and on a
poster.
ILP: will be scribed for by the teacher (as required)
and grouped with those with profound
understanding. 1-1 support will be given when
necessary.
Extending: students will be grouped with those that
may be finding the task difficult
LESSON 1: INTRODUCTION TO INFORMATIVE TEXTS
Tuning in
• Read the narrative text, Owl Babies by Martin
Waddell, to the class. Alternatively, watch a video
animation of the text on YouTube. After reading,
ask the students:
• Is this a fiction (imaginary) text or a non-fiction
(informative) text? How do you know? What is
the text about?
• Pose the following question to the students:
What would you need to do to turn a fiction
(imaginary) text about owls into a non-fiction
(informative) text about owls? As a class,
ILP: complete verb and noun activities in Book 2 or brainstorm some ideas. List the students'
3 of Grammar Once a Week book. suggestions as a mind map on the board.

Teacher Instruction
• Display the informative text, The Great Wise Owl
(this text can be located on page 5 of the
Comprehension Task Cards - Finding the Main
Idea teaching resource). Read the text as a class.
After reading, ask the students:
• What type of text is this?
How do you know?
How is this text different to the narrative text
about owls?
• Draw a Venn Diagram on the board. As a class,
complete the Venn Diagram by comparing the
imaginary text about owls to the informative text
about owls.
• Display and discuss slide 5 of the Developing
Informative Writing Skills PowerPoint. Encourage
the students to suggest some people, animals,
objects and events that an informative text could
be written about.

Guided/Independent Learning
• On a large piece of paper, or in their workbooks,
ask the students to draw a picture of a member
of their family. Around the picture, encourage
the students to write words or phrases that could
be included in an informative text about this
family member. Remind the students that
informative texts provide a description of a
particular topic using facts.
• Activity 1: Watch the Fact or Opinion for Kids
video on YouTube. After watching, ask the
students:
• What is a fact?
Where can we find facts? What is an opinion?

ILP: will be scribed for by the teacher (as required)

and grouped with those with profound
understanding. 1-1 support will be given when
necessary.
Extending: students will be encouraged to work
independently and support those that may be finding
the task difficult

Activity 2: Project the Fact or Opinion - Turtles

Worksheet on the board. Read each of the
statements on the worksheet and ask the students to
identify whether or not the statement is a fact on an
opinion. Encourage the students to provide
justification for their responses.

• Provide the students with a copy of the Fact or

Opinion - Sentence Sort Worksheet. Monitor and
support the students as they complete the
sorting activity.
• Ask the students to choose one of the topics
from the sorting activity e.g. butterflies. Allow
the students to complete a fact and opinion
drawing (as per the owl activity completed on the
board) for their chosen topic.

7 Read Chapter 9 and 10
Comprehension activities to be
completed in Conferencing
sessions:
• Chapter Study 9 and 10
questions
Soundwaves Sound Focus: ‘ir, ur, or, er’ as in turn
ILP: Teacher will write the letters in students’ book,
which they will then copy.
Extending: write the letter in cursive after teacher
has taught it.
Grammar: Grammar Once a Week Book 4:
Introducing adverbs, p. 42
ILP: complete adjective activities in Book 2 or 3 of
Grammar Once a Week book.
• Discuss the answers of the sorting activity as a
class. As the students correct their answers,
encourage them to raise any queries or concerns.
• Remind the students of the two texts about owls
from the previous lesson. Draw a picture of an
owl on the board. Encourage the students to
suggest some facts about owls (write these inside
the owl picture) and some opinions about owls
(write these around the outside of the owl
picture).
LESON 2: SEQUENCING INFORMATIVE TEXTS
Tuning In
Watch the Informational Writing For Kids video on
YouTube. After watching, ask the students:
• Why do people write informative texts?
What does 'non-fiction' mean?
What text features might you find in an informative
text?
Teacher Instruction
• Discuss the structure of informative texts, as outlined
on slide 6 of the Developing Informative Writing Skills
PowerPoint. Read through the first example text,
Turtles, on slides 7-8. Subheadings have been added
to the text to assist the students in identifying the
informative structure.
• Read through the class activity, as outlined on slide 9.
As a class, read through the second example text,
Owls, on slides 10-11. Encourage the students to
label the informative structure of the text as they are
reading. Discuss the answers on slide 12. Highlight the

8 Read Chapter 11 and 12
Comprehension activities to be
completed in Conferencing
sessions:
• Chapter Study 9 and 10
questions
Soundwaves Sound Focus: ‘t, tt’ as in sent
Handwriting Focus: Letter ‘Qq’
Write 4 lines of upper-case, 4 lines of lower-case,
the alphabet and weekly Christian Living memory
verse.
factual content of the two texts, as well as the
absence of any opinions.
Guided/Independent Learning
• Choose a sequencing activity that best suits the
chosen content focus of the unit from the list on slide
13. These include texts about Roald Dahl,
Tyrannosaurus Rex and Thunderstorms. Read through
the text and the instructions for the sequencing
activity together as a class.
• Allow the students to work on the sequencing activity
in small groups or pairs. Monitor and support the
students as required.
ILP: grouped with those with profound
understanding. 1-1 support will be given when
necessary.
Extending: grouped with those that may be finding
the task difficult
• As a class, discuss the correct sequence of the
informative text. Discuss any techniques used by the
students to help them sequence the text e.g. topic
sentences at the start of each paragraph.
LESSON 3: LANGUAGE IN INFORMATIVE TEXTS
Tuning In
Read the informative text, Thunderstorms, to the
class. After reading, ask the students:
• What type of words are used in this text?
ILP: Teacher will write the letters in students’ book, • Why do you think the author chose these types
which they will then copy. of words?
Extending: write the letter in cursive after teacher • If these words were removed from the text, what
has taught it. might be the effect of this?

Grammar: Grammar Once a Week Book 4: Modern- Teacher Instruction

day fairytales, p. 44 • Discuss the language of informative texts, as
outlined on slide 14 of the Developing
ILP: complete adjective activities in Book 2 or 3 of Informative Writing Skills PowerPoint. Encourage
Grammar Once a Week book. the students to identify some examples of
informative language used in the text about
thunderstorms.
• Discuss the informative language examples on
slides 15-16. Encourage the students to suggest
some other examples for each language feature.

Guided/Independent Learning
• Display the informative language pair activity on
slide 17. Monitor and support the students as
they complete the activity. Encourage each pair
to share their list of words with the rest of the
class.
• Display the informative language review activity
on slide 18. Monitor and support the students as
they individually complete the activity.
• Display and discuss the suggested answers to the
review activity on slide 19. Allow the students to
self-correct their work so they can monitor how
well they have understood the lesson's objective.

9 Read Chapter 13 and 14
Comprehension activities to be
completed in Conferencing
sessions:
• Chapter Study 13 and 15
questions
10 Read Chapter 15
Comprehension activities to be
completed in Conferencing
sessions:
• Chapter Study 15 questions
Soundwaves Sound Focus: ‘or, ore, a, aw, au’ as in
born
Handwriting Focus: Letter ‘Rr’
Write 4 lines of upper-case, 4 lines of lower-case,
the alphabet and weekly Christian Living memory
verse.
ILP: Teacher will write the letters in students’ book,
which they will then copy.
Extending: write the letter in cursive after teacher
has taught it.
Grammar: work on final informative text task.
ILP: complete adjective activities in Book 2 or 3 of
Grammar Once a Week book.
Soundwaves Sound Focus: ‘v, ve’ as in very
.
Handwriting Focus: Letter ‘Ss’
Write 4 lines of upper-case, 4 lines of lower-case,
the alphabet and weekly Christian Living memory
verse.
ILP: grouped with those with profound
understanding. 1-1 support will be given when
necessary.
Extending: grouped with those that may be finding
the task difficult
LESSSON 5: PLANNING AN INFORMATIVE TEXT
Project an ‘animals’ scaffold planning sheet on the board.
As a class, select an animal and fill in the information in
the appropriate subheadings.
Explain to the students that these categories/subheadings
will become paragraphs when it is time to write a
complete informative text.
Extending: Encourage fast finishers to research
additional facts about their chosen topic.
SUMMATIVE LESSON: INDEPENDENT WRITING
1. Read through ‘The Animal Kingdom’ stimulus, and
explain to students that they will be writing an
informative text on their favourite animal.
2. As a class, brainstorm animals that students could
write their reports on.
SUMMATIVE LESSON: EDITING AND FINAL LESSON
3. Students the editing sheets and Information
report rubric to edit work.
4. Mark students’ writing according to the
Information Report rubric.
 ILP: Teacher will write the letters in students’ book, ILP: will be scribed for by the teacher (as required)
which they will then copy. and grouped with those with profound
Extending: write the letter in cursive after teacher understanding. 1-1 support will be given when
has taught it. necessary.

Grammar: Summary and review of adjectives and Jaxon Pedler will work 1-1 with teacher to complete
adverbs the entire task.
Grammar Once a Week Book 4: At the doctors, p.
46 Extending: students will be encouraged to work
independently and support those that may be finding
Continue looking at ADVERBS and complete Using the task difficult.
Pictures to Learn Grammar Activities. ILP: complete
adjective activities in Book 2 or 3 of Grammar Once
a Week book.