Surveyors Creek PS English Scope & Sequence Stage Two .

Surveyors Creek PS English Scope & Sequence Stage TwoSurveyors Creek PSEnglish Scope &SequenceStage Two*These documents are to be used in conjunction when planning a teaching cycle for each term. The scope and sequences have been colour coded to match the syllabuscolour and to match the colour assigned to each stage:Early Stage 1 Yellow Stage 1 Pink Stage 2 Green Stage 3 Orange

Surveyors Creek PS English Scope & Sequence Stage TwoS2 English Scope and SequenceTerm 1OutcomesContentAssessmentModelled and shared reading and viewing of rich texts and quality literature *including explicit focus onsuper six/STARS reading comprehension strategies.Reading & ViewingEN2-4A uses an increasingrange of skills, strategies andknowledge to fluently read,view and comprehend a rangeof texts on increasinglychallenging topics in differentmedia and technologiesEN2-6B identifies the effect ofpurpose and audience onspoken texts, distinguishesbetween different forms ofEnglish and identifiesorganisational patterns andfeaturesEN2-7B identifies and useslanguage forms and features intheir own writing appropriateto a range of purposes,audiences and contextsDiagnostic Assessment:Guided Reading and Independent literacy activities – linking to all aspects. Pre test (all 12 - CARS)Week 1 Pre assessment STARS Week 1(Three specific skills)Weekly differentiated read in ability groupsIndependent – Literacy activities linked to reading focus Learning Progressions preassessmentTeachers will explicitly model/teach how to use a variety of appropriate teaching ideas to help studentsimplement the STARS strategies.Formative assessment: Guided reading observations Teacher feedback duringmodelled and guided reading Bump it up walls Exit slips/reflection Two stars and a wish Feedback thumbs Peer and teacher feedback Student self- feedback andself-assessment using: WALT,WILF Finding Main Idea: Recalling facts and details: Understanding sequence:Modelled, guided and independent reading (e.g. reading for enjoyment) and viewing of rich texts and qualityliterature.Focus on Reading comprehension strategies (Super 6): Understand how different types of texts vary in use of language choices, depending on their purpose,audience and context. Explicit focus on reading strategies to assist with comprehension. Identifies features of online texts. Stage texts (reciprocal reading). Students will have the opportunity to practice a range of skills during reading for learning activities across the curriculum.Spoken Texts: Drama Speeches Role PlayPrint Text: Fiction Non Fiction NovelsVisual Text: Picture books Film Digital booksDigital/Multi-MediaTexts: Television Media/News (e.g.Behind The News)Summative assessment: Review of three skills. (STARSAssessment) CARS Post test Week 10 Running records PLAN2 data Week 10*PAT TEST

Surveyors Creek PS English Scope & Sequence Stage Two Picture books Diagrams Maps Photographs Art works IllustrationsOdd YearEnglish ConceptsEN2-10Cthinks imaginatively, creativelyand interpretively aboutinformation, ideas and textswhen responding to andcomposing textsPersuasive-Advertisements, print,multimedia, spoken inmagazines, on radio, internet,billboards, television.-Expositions, speeches, journalarticles, debates, productpackagingAuthorityThe first sense, authority over a text, refers to whocontrols meaning in its composition and responsesto it.In its second sense, authority of a text, it refers tohow trustworthy the text appears to be, to whatextent it can be taken as an authority on its subjectmatter.Students understand authority and authorship aredifferent aspects of texts.They learn that responses to and interpretations of a text mayvary and may have more or less validity. authors may shape interpretation of a text butmay not be able to control it.ArgumentArgument is the statement of a position supportedby evidence. It can have a range of purposesincluding persuasion, clarification of ideas, resolvingdisputes, defending a point of view or simply forentertainment. Argument is conveyed throughvisual, spoken, written and performative modes.Students understand that opinions should besupported by information and ideas presented ina structured way.They learn that opinions can be refined through negotiation withothers. paragraphs contain a single idea paragraphs are made up of topic sentences andevidence certain language (eg. description, modality,aspects of images) carries a persuasive force. Multi-modal textsEven YearPoint of ViewPoint of view in a text is the position from which thesubject matter of a text is designed to be perceived. Indefining a point of view the writer, speaker or director ofthe text controls what we see and how we relate to thesituation, characters or ideas in the text.Students understand that stories may be narrated througha character’s point of view.PerspectivePerspective is a lens through which we learn to see theworld; it shapes what we see and the way we see it.Perspective includes the values that the responder andcomposer bring to a text. We need to recognise how theselenses are working so that we can choose to accept ordismiss the values that they entail.Students recognise that their understanding of the worldsin texts are shaped by their own personal experience andtheir own culture.They learn that views of the world in texts: may differ from each other are based on selections may be represented in various ways in different modesand media.

Surveyors Creek PS English Scope & Sequence Stage TwoWriting & RepresentingEN2-2A plans, composes andreviews a range of texts that aremore demanding in terms oftopic, audience and languageEN2-6B identifies the effect ofpurpose and audience on spokentexts, distinguishes betweendifferent forms of English andidentifies organisational patternsand featuresEN2-7B identifies and useslanguage forms and features intheir own writing appropriate to arange of purposes, audiences andcontextsEN2-9B uses effective and accuratesentence structure, grammaticalfeatures, punctuation conventionsand vocabulary relevant to thetype of text when responding toand composing textsEN2-10C thinks imaginatively,creatively and interpretively aboutinformation, ideas and texts whenresponding to and composing textsEN2-11D responds to andcomposes a range of texts thatexpress viewpoints of the worldsimilar to and different fromtheir ownEN2-12E recognises and uses anincreasing range of strategies toreflect on their own and others’learningVarious text focusDiagnostic Assessment:Week 1 – 3: Cycle 1Imaginative Texts*Focus on narrative descriptions and language devices (e.g. descriptive language, use of senses, similes,metaphors etc.).*Focus on the structure of descriptive writing and language features (e.g. using rich stimuli, literary techniques,describing settings, characters etc.).Formative Assessment: Teacher feedback Student self- feedback andself- assessment (successcriteria. Bump it up wallsWeek 4 -6: Cycle 2Informative Texts*Focus on text structure, informative descriptions and language devices (e.g. precise vocabulary, proper nouns). Two stars and a wish Exit slips/reflectionstrategiesWeek 7 -10: Cycle 3Persuasive Texts*Focus on persuasive text structure and language devices (e.g. emotive language, rhetorical questions etc.). Feedback thumbs Peer feedbackWriting process: planning, drafting/composing, revising/editing, publishingModelled, guided and independent writing sessions 4 to 5 times per week (jointly and independently constructdescriptive passages with the teacher in deconstructing and modelling stages).Focus based on Stage and Class needs.Seven StepsSizzling Starts - Start from the point of action. Begin with a sound, action or dialogue.Planning For Success- Story Graph visual. Brainstorm multiple ideas for texts.Modelled, guided and independent writing sessionsSpellingExplicit teaching as per modelled/guided writing:EN2-5A uses a range of strategies,including knowledge of letter–sound correspondences andLearning Goal (WALT): We are learning to draw on appropriate strategies to accurately spell familiar andunfamiliar words when composing texts.Summative assessment: PLAN 2 data Week 10 and10

Surveyors Creek PS English Scope & Sequence Stage Twocommon letter patterns, to spellfamiliar and some unfamiliarwordsGrammar, Punctuation& VocabularyEN2-9B uses effective andaccurate sentence structure,grammatical features,punctuation conventions andvocabulary relevant to the typeof text when responding to andcomposing textsHandwriting & UsingDigital Technologies Explicit teaching and modelling of the weekly phoneme, graphemes and spelling rule. Theme words for vocabulary building e.g. using words from focused writing texts e.g. persuasive words inpersuasive writing etc. Weekly pre and post-tests (differentiated spelling lists). Literacy/Guided reading activities: practice verbal and written spelling and spelling matrix activities. Spelling words sent home for revision (weekly).Refer to K-10 English Syllabus Grammar Scope s/global/files/english k6 asm2.pdfGrammar:Week 1: Simple sentence structure – clause includes averb. Two or more verbs e.g. he huffed and puffed.Week 2: Sentence structure – clause includes asubject (noun (singe, plural or collective) or noun groupthat agrees with the verb).Week 3: Sentence structure – clause includes a noun(pronoun)Week 4: Sentence structure – a clause may includean object (additional noun or noun group affectedby the action)Week 5: Sentence structure – compound sentences,connectives and conjunctions.Week 6: Sentence structure – complex sentences,connectives and conjunctions.Week 7: Evaluative languageWeek 8: Evaluative languageWeek 9: Adjectives – possessive e.g. ourWeek 10: Adjectives – comparative e.g. bigger*integrated into writing programPunctuation:Week 1-2: Capital letters and full stops insimple sentencesWeek 3-4: Simple sentences – commas in a listWeek 5: Proper nouns (including terms of address –e.g. Mr Jones)Week 6-7: Complex sentences - commaWeek 8-9: Question marks –including rhetoricalquestionsWeek 10: Exclamation marks*integrated into writing programBasic letter formation/size/slope/placement on linesHandwriting in literacy activitiesEN2-3A uses effective handwritingand publishes texts using digitaltechnologiesAs per writing process (publishing)Speaking & ListeningBasic speaking and listening skills: listening, looking, voice volume, turn-takingEN2-1A communicates in a rangeof informal and formal contextsby adopting a range of roles inGroup tasks across all Key Learning AreasDiagnostic Assessment:Formative Assessment: Teacher feedback Student self- feedback andself-assessment (extendedwriting checklist andrubrics) Peer feedbackSummative assessment: As per writingassessment schedule PAT TESTFormative Assessment: Teacher FeedbackSummative assessment:Digital publishing of text using computers (at least one text per term) Technology learning integrationFormative Assessment Teacherobservation/anecdotal notesSummative assessment: