A CONSISTENT LITERACY BLOCK STRUCTURE Year 7 Week 7: Monday

Reading Conferences (8.30 – 8.50 a.m.) WORD WORK

(Every child in one week) Jolly Spelling & • Revise <ui> and <u> for the /i/ sound
Monday: Aaron, Bella, Damon, Slater Tuesday: Archie, Nicholas, Emma, Tatam spelling point.
Wed: Ashlyn, Kuljeet, Raahil, Oliver Thurs: Maddison, Yvette, Miley Friday: Grammar • Spelling Test – Term 3: Week 5 spelling
Mitchell, Riley, Issac 10.00 – 10.30am (30 words
mins)
• Introduce Term 3: Week 7 spelling
words (including spelling word from
READING writing).
- Students use OneNote to access
Read Aloud “Stories from Ancient China” – Isabelle Demeunynck their words and write them into their
9.00 – 9.15am (15 mins) (https://blog.hutong-school.com/stories-from-ancient- diary.
china/) • Teacher and students co-construct
• Students use ‘Read-Aloud Scrapbook’ Anchor Chart in relation to spelling
(optional): point – <gh>, <gue>.
- Draw pictures (visualising).
- Take notes (summarising, questioning,
making connections, etc.).
WRITING
• Link to HASS unit (Ancient China)
Mini-Lesson Identifying and using abstract nouns in writing.
10.30 – 10.40am (10 • Refer to PowerPoint slides.
Mini-Lesson Shared Reading: Focus on making inferences
mins)
9.15 – 9.30am (15 mins) • Refer to engagement norms – pronounce with
me, track with me, read with me. Learning Intention:
Learning Intention: • Name and notice – students identify key To understand and
To make well-considered language features in a paragraph taken from identify abstract nouns.
inferences whilst
the read aloud.
reading. Success Criteria:
• Give it a go – Quick write in writing journal.
I can use abstract nouns
Success Criteria: • Partner reading – Students practise reading the in my writing to
I can make connections elected paragraph repeatedly with a partner. enhance writing
and draw conclusions performance.
about the text’s
meaning and purpose.

Independent • Students finish handwriting their

Guided Text: “Sunglasses” – Sheryl Clark cinquain poems in their poetry folders.
Writing
Reading Guided Reading (GR) Group: Green-Water-bottles 10.40 – 11.00am (20
(Focus Group) (Emma, Damon, Tatam, Nicholas, Miley) mins)
9.30 – 9.50am (20 mins) Writing Group 3: Emma, Oliver, Aaron, Issac, Mitchell
Before reading discussion • All students bring their personal
• Teacher introduces the text. Conference “Writer’s Toolkit” to the guided writing
• What type of text (informative, persuasive, session.
 imaginative)? How do you know?
• Teacher discusses key vocabulary (tricky
words) with students.
Independent reading
• Individual students to read aloud to teacher at
different stages.
• Teacher will complete guided reading notes
for each student within the group.
• Students complete Reading Eggspress
activities when not reading aloud.
(Focus Group) • Teacher scaffolds students as they finish
11.00 – 11.20am (20 mins handwriting their cinquain poems in
x2) their poetry folders.
• Students refer to bump-it-up wall to
identify areas of their writing they can
improve.
• Students self-assess themselves on the
learning wall in relation to the LI and
SC.
• Fortnightly focus: Using Similes

After reading discussion

Writing Activity • Writing Journal – Students reflect on
11.00 – 11.20am (20 their writing by identify strengths and
• Students share their responses from the areas for improvement. Students
mins)
Reading Eggspress activities. critique an excerpt from their writing.
• BTN Response – Students view BTN
Independent Expectations discussed with the class episode while making connections,
• Find a quiet place where others will not distract summarising key content and
Reading you. generating questions.
9.30 – 9.40am (10 mins) • Ensure you are “real reading”, not “fake
reading”.
• Ask questions if you are unsure about Sharing • Students share their work with a
something. partner.
11.20 – 11.30am (10
Reading • Article Review – Students predict, summarise, mins) • Non-volunteers are chosen to share a
make connections, analyse and ask questions piece of their work with the class (read-
Activity in relation to an informative text aloud).
9.40 – 9.50am (10 mins) (Kidsnews/Dogonews).
• Partner Reading Centre – Students read aloud
to each other for 5 minutes, identifying what Classroom • Classroom Library
• Anchor Charts
reading strategies their partner uses and how Tools • Writing Journal/Workbook/Netbook
they use it effectively, as well as suggesting an • Student Diary / Teacher assessment record
area of improvement.

Sharing • Students share their learning with a partner.

9.50 – 10.00am (10 mins)
• Non-volunteers are chosen to share their work,
or their partner’s work.
• What is something interesting you discovered
during your reading rotation?
• What questions do you still have regarding the
text you engaged in?
• Students show their work completed for
reading rotation.