SCPS English Scope & Sequence
SCPS English Scope & SequenceEarly Stage One Amy Sherlock – Shell Cove Public School
ES1 English Scope and SequenceReading &ViewingTerm 1Content / Units -OutcomesAssessmentModelled and shared reading and viewing of rich texts and qualityliterature.ENe-4A demonstrates developing skills andstrategies to read, view and comprehendshort, predictable texts on familiar topics indifferent media and technologiesDiagnostic assessment: Kindergarten Best Start Week 1Formative assessment: Guided reading observations Teacher feedback during modelledand guided reading Student feedback to self duringguided readingSummative assessment: Reading records/ PM Benchmarkassessment when needed or whenstudents reach levels 6, 9 and 12Guided Reading (learning to read) – Decodable readers following thephonics scope and sequence, one to one matching, return sweep,developing skills and strategies for reading, viewing andcomprehension with the goal of reading PM ‘red levelled text’.Independent literacy activities – linking to all aspects‘Word Work’ based on textModelled texts:Silly Billy by AnthonyThe Night Shimmy by Gwen StraussHiccup the Viking Who was Seasick by Cressida CowellWhat if.? by Anthony BrowneThe Runaway Hug: Nick BlandThere’s a Sea in My BedroomElmerElla Kazoo Won’t Brush Her HairENe-8B demonstrates emerging skills andknowledge of texts to read and view, andshows developing awareness of purpose,audience and subject matterENe-10C thinks imaginatively and creativelyabout familiar topics, simple ideas and thebasic features of texts when responding toand composing textsGuided texts:Decodable readers and levelled readers for guiding reading sessionsas per class groupings and student need.SpellingPhonetic spelling in guided reading and writingBlends and spelling patternsHearing and recording soundsSegmenting to write and blending to readSyllabificationHigh frequency words – OPEN sight words scope and sequence(modified to suit SCPS), butterfly chart words Amy Sherlock – Shell Cove Public SchoolENe-5A demonstrates developing skills inusing letters, simple sound blends and somesight words to represent known wordswhen spellingDiagnostic assessment: Kindergarten Best Start Week 1Formative assessment: Teacher observations and feedback Student self-assessment againstsuccess criteria and WAGOLL (e.g.feedback slips, checklist, 2 stars and awish)
Peer feedbackSummative assessment: As per writing assessment schedule Phonics assessment (fortnightly) High frequency word assessment(weekly) L3 vocabulary assessment Week 5 andWeek 10 L3 hearing and recording soundsassessment Week 10Week 2-6: focus on Exploring SoundsWeek 2/b/ balloon, /k/ kite, /d/ duck, /f/ fishWeek 3/g/ girl, /h/ house, /j/ jellyfish, /l/ lizard, /m/ moonWeek 4/n/ net /p/ pig, /r/ robot, /s/ seal, /t/ tigerWeek 5/v/ vase, /w/ web, /y/ yo-yo, /z/ zebra, /a/ appleWeek 6/e/ egg, /i/ igloo, /o/ orange, /u/ umbrellaWeek 7-10: focus on Discovering GraphemesWeek 7m moon, a appleWeek 8t tiger, s sealWeek 9i igloo, d duckWeek 10f fish, n netWeek 11Revise/assessGrammar,Punctuation andVocabularyGrammar:Week 1-2 - simple sentenceWeek 5-6 - nounsWeek 7-8 - statementsWeek 9 - pronoun referencePunctuation:Week 2-3 - capital lettersWeek 4-5 - full stops*integrated into writingprogram*integrated into writing program Amy Sherlock – Shell Cove Public SchoolENe-9B demonstrates developing skills andknowledge in grammar, punctuation andvocabulary when responding to andcomposing textsFormative Assessment: Teacher Feedback (e.g. verbal,feedback slips, mid lesson spotlight) Student self-assessment againstsuccess criteria and WAGOLL (e.g.feedback slips, checklist, 2 stars and awish) Peer feedbackSummative assessment: As per writing assessment schedule
Handwriting &Using DigitalTechnologiesExplicit instruction of letter formation alongside phoneme/graphemescope and sequence.Handwriting in literacy activities.ENe-3A produces most lower case andupper case letters and uses digitaltechnologies to construct textsFormative Assessment: Teacher Feedback Student self-assessment againstsuccess criteria and WAGOLLSummative assessment: Handwriting assessment ongraphemes taught in Week 10ENe-2A composes simple texts to convey anidea or messageDiagnostic Assessment: Kindergarten Best Start Week 1 Mid-assessment Week 6 ‘Look at Me’Formative Assessment: Teacher Feedback Student self- feedback and selfassessment (e.g. feedback slips,checklist, 2 stars and a wish, midlesson spotlight) Peer feedbackSummative assessment: Post-assessment Week 10 ‘CrossCountry’ Hearing and Recording Post (Week 10sentence)Explicit instruction in guided writing groups.Digital publishing of text using computers.Technology learning integrationWriting &RepresentingDuring Term 1 students will participate in modelled, guided andindependent writing activities that focus on letter formation, namewriting and link to books selected in the reading to unit.Writing will be taught by an appropriate combination of explicitteaching through the modelled, guided and independent writingpedagogy.Modelled, guided and independent writing sessions will occur 4 to 5times per week:---Speaking &ListeningUnderstand and identify the use of writing conventions frommodelled teaching eg spaces, left to right, return sweep,capital letters and full stops.Develop correct letter formation for letters A-ZAbility to write a basic bank of high frequency words (frombutterfly chart and high frequency word scope andsequence)Begin to identify, hear and record soundBegin to hear syllables and chunks in wordsDevelop an understanding of phoneme-graphemecorrespondencesStudents will be exposed to a range of imaginative,informative and persuasive textsEstablish routine and social skills for appropriate spoken interactionswith peers and adultsModelled reading discussionsLiteracy group activitiesDevelopmental play programNews presentations Amy Sherlock – Shell Cove Public SchoolENe-10C thinks imaginatively and creativelyabout familiar topics, simple ideas and thebasic features of texts when responding toand composing textsENe-11D responds to and composes simpletexts about familiar aspects of the worldand their own experiencesENe-12E demonstrates awareness of how toreflect on aspects of their own and others’learningENe-1A communicates with peers andknown adults in informal and guidedactivities demonstrating emerging skills ofgroup interactionENe-6B recognises that there are differentkinds of spoken texts with specific languagefeatures and shows an emerging awarenessof some purposes for spoken languageDiagnostic Assessment: Kindergarten Best Start Week 1Formative Assessment Teacher observation/anecdotal notesSummative assessment: History verbal assessment related tonews.
ES1 English Scope and SequenceReading &ViewingTerm 2Content / Units -OutcomesAssessmentModelled and shared reading and viewing of rich texts and qualityliterature.EN1-4A draws on an increasing range of skillsand strategies to fluently read, view andcomprehend a range of texts on less familiartopics in different media and technologiesFormative assessment: Guided reading observations Teacher feedback during modelledand guided reading Student feedback to selfSummative assessment: Benchmark assessment for levels6, 9 and 12 Reading Records/ PM Benchmarkassessment Week 9Guided Reading (learning to read) - Decodable readers following thephonics scope and sequence, one to one matching, return sweep,developing skills and strategies for reading, viewing andcomprehension with the goal of reading PM red or yellow levelledtext (4-8).Participation in self-motivated reading activities beyond modelled andguided teaching e.g. independent familiar reading, high frequencyword recognition, comprehension opportunities.See high frequency word scope and sequence andphoneme/grapheme scope and sequence.Independent literacy activities – linking to all aspectsModelled texts:Warnayarra the Rainbow SnakeHow the Kangaroos got their TailsDunbi the OwlHow the Birds got their ColoursThe Echidna and the Shade TreeWhen the Snake Bites the SunThe River is BigGuided texts:Decodable readers and levelled readers for guiding reading sessionsas per class groupings and student need. Amy Sherlock – Shell Cove Public SchoolENe-8B demonstrates emerging skills andknowledge of texts to read and view, andshows developing awareness of purpose,audience and subject matterENe-10C thinks imaginatively and creativelyabout familiar topics, simple ideas and thebasic features of texts when responding to andcomposing texts
SpellingPhonetic spelling in guided reading and writingBlends and spelling patternsHearing and recording soundsSegmenting to write and blending to readSyllabificationHigh frequency words – OPEN sight words scope and sequence(modified to suit SCPS), butterfly chart wordsENe-5A demonstrates developing skills in usingletters, simple sound blends and some sightwords to represent known words when spellingFormative assessment: Teacher observations andfeedback Student self-assessment againstsuccess criteria and WAGOLL (e.g.feedback slips, checklist, 2 starsand a wish) Peer feedbackSummative assessment: As per writing assessmentschedule Phonics assessment (fortnightly) High frequency word assessment(weekly) L3 vocabulary assessment Week 5and Week 10 L3 hearing and recording soundsassessment Week 10ENe-9B demonstrates developing skills andknowledge in grammar, punctuation andvocabulary when responding to and composingtextsFormative Assessment: Teacher Feedback (e.g. verbal,feedback slips, mid lesson breaks) Student self-assessment againstsuccess criteria and WAGOLL (e.g.feedback slips, checklist, 2 starsand a wish)As per SCPS scope & sequence:Week 1p pig, o orangeWeek 2r robot, g girlWeek 3e egg, h houseWeek 4k kite, c kiteWeek 5Revise/assessWeek 6u umbrella, b balloonWeek 7l lizard, j jellybeanWeek 8y yo-yo, v vaseWeek 9w web, z zebraWeek 10Revise/assessGrammar,Punctuation andVocabularyGrammar:Week 2-3 - statementWeek 4-5 – who, what, when,where wordsWeek 7 – pronounsWeek 8 - conjunctionsWeek 9 - statement,command, question Amy Sherlock – Shell Cove Public SchoolPunctuation:Week 1 - capital letterWeek 6 - questions and questionmarks
*integrated into writingprogramHandwriting &Using DigitalTechnologies Peer feedbackSummative assessment: As per writing assessmentschedule*integrated into writing programExplicit instruction of letter formation alongside phoneme/graphemescope and sequence.Handwriting in literacy activities.ENe-3A produces most lower case and uppercase letters and uses digital technologies toconstruct textsFormative Assessment: Teacher Feedback Student self-assessment againstsuccess criteria and WAGOLLSummative assessment: Handwriting assessment ongraphemes taught- Week 10ENE-7B recognises some different purposes forwriting and that own texts differ in variouswaysDiagnostic Assessment: Term 1 Week 10 assessment Mid-assessment Week 6 ‘How thebirds got their colours’Formative Assessment: Teacher Feedback Student self- feedback and selfassessment (e.g. feedback slips,checklist, 2 stars and a wish, midlesson spotlight) Peer feedbackSummative assessment: Post-assessment Week 10 ‘SpecialTraditions or Places you like to gowith your Family’ Hearing and Recording Post (Week20 sentence)Explicit instruction in guided writing groups.Digital publishing of text using computers.Technology learning integrationWriting &RepresentingModelled, guided and independent writing sessions will occur 4 to 5times per week:---Begin to use writing conventions from modelled teaching egspaces, left to right, return sweep, capital letters and fullstops.Develop correct letter formation for letters A-ZAbility to write a basic bank of high frequency words (frombutterfly chart and high frequency word scope andsequence)Ability to write independently using room print, butterflycharts and dictionariesBegin to identify, hear and record soundsBegin to hear syllables and chunks in wordsDevelop an understanding of phoneme-graphemecorrespondencesStudents will focus on writing informative texts to provideinformation. This may include recounts of events, instructions,descriptions and rules.FOCUS : Informative- Procedures (i.e. making bread or butter)- Information report (i.e. Aboriginal hunting and tucker, wherefood comes from)- Recount/information about school experiences- Responses to rich text and shared experiences. Amy Sherlock – Shell Cove Public SchoolENe-2A composes simple texts to convey anidea or messageENe-10C thinks imaginatively and creativelyabout familiar topics, simple ideas and thebasic features of texts when responding to andcomposing textsENe-11D responds to and composes simpletexts about familiar aspects of the world andtheir own experiencesENe-12E demonstrates awareness of how toreflect on aspects of their own and others’learning
Speaking &ListeningParticipation in regular spoken interactions with peers and adults.Modelled reading discussionsENe-1A communicates with peers and knownadults in informal and guided activitiesdemonstrating emerging skills of groupinteractionLiteracy group activitiesDevelopmental play programTopical news presentationsWeek 1: School HolidaysWeek 2:MumWeek 3: FamilyWeek 4:Free choiceWeek 5:Family StoriesWeek 6: GrandparentsWeek 7: Favourite seasonWeek 8: Favourite gameWeek 9: Special eventsWeek 10: Free choice Amy Sherlock – Shell Cove Public SchoolENe-6B recognises that there are differentkinds of spoken texts with specific languagefeatures and shows an emerging awareness ofsome purposes for spoken languageFormative Assessment Teacher observation/anecdotalnotesSummative assessment: Anecdotal notes
ES1 English Scope and SequenceReading &ViewingTerm 3Content / Units -OutcomesAssessmentModelled and shared reading and viewing of rich texts and qualityliterature.EN1-4A draws on an increasing range of skillsand strategies to fluently read, view andcomprehend a range of texts on less familiartopics in different media and technologiesFormative assessment: Guided reading observations Teacher feedback during modelledand guided reading Student feedback to selfSummative assessment: Reading Records/ PM Benchmarkassessment Week 9 Benchmark assessment for levels6, 9 and 12Guided Reading (learning to read) - Decodable readers following thephonics scope and sequence, one to one matching, return sweep,developing skills and strategies for reading, viewing andcomprehension with the goal of reading PM yellow levelled textsusing meaning, compound words, spelling patterns and analogy toread unknown words.Participation in self-motivated reading activities beyond modelled andguided teaching e.g. independent familiar reading, high frequencyword recognition, comprehension opportunities.See high frequency word scope and sequence andphoneme/grapheme scope and sequence.Independent literacy activities – linking to all aspectsModelled texts:Diary of a WombatLittle PlatypusPuggle's ProblemWaddle, Giggle, GargleOlga the BrolgaKarana, The Story of Father EmuThe Great Rock Whale: Christine PaiceSebastian Lives in a HatInvisible MeWombat StewBlossom PossumKolah the KoalaGuided texts:Decodable readers and levelled readers for guiding reading sessionsas per class groupings and student need. Amy Sherlock – Shell Cove Public SchoolENe-8B demonstrates emerging skills andknowledge of texts to read and view, andshows developing awareness of purpose,audience and subject matterENe-10C thinks imaginatively and creativelyabout familiar topics, simple ideas and thebasic features of texts when responding to andcomposing textsENe-12C demonstrates awareness of how toreflect on aspects of their own and others’learning
SpellingPhonetic spelling in guided reading and writingBlends and spelling patternsHearing and recording soundsSegmenting to write and blending to readSyllabificationCompound wordsSpelling patternsHigh frequency words – OPEN sight words scope and sequence(modified to suit SCPS), butterfly chart words, spiral dictionariesAs per SCPS scope & sequence:ENe-5A demonstrates developing skills in usingletters, simple sound blends and some sightwords to represent known words when spellingFormative assessment: Teacher observations andfeedback Student self-assessment againstsuccess criteria and WAGOLL (e.g.feedback slips, checklist, 2 starsand a wish) Peer feedbackSummative assessment: As per writing assessmentschedule Phonics assessment (fortnightly) High frequency word assessment(weekly) L3 vocabulary assessment Week 5and Week 10 L3 hearing and recording soundsassessment Week 10ENe-9B demonstrates developing skills andknowledge in grammar, punctuation andvocabulary when responding to and composingtextsFormative Assessment: Teacher Feedback (e.g. verbal,feedback slips, mid lesson breaks) Student self-assessment againstsuccess criteria and WAGOLL (e.g.Week 1ck kite, ng ringWeek 2ss seal, ff fishWeek 3ll lizard, zz s zebraWeek 4x kite seal, q kite umbrellaWeek 5Revise/assessWeek 6ch chick, sh shellWeek 7th thong, th featherWeek 8s treasure, ay a e snailWeek 9ee e ea bee, i e y ice creamWeek 10Revise/assessGrammar,Punctuation andVocabularyGrammar:Week 1-2 - adjectivesWeek 3-4 - conjunctionsWeek 5-6 - pronoun Amy Sherlock – Shell Cove Public SchoolPunctuation:Week 7-8 exclamations andexclamation marks
Week 9-10 - revise statement,command, question,exclamation*integrated into writingprogramHandwriting &Using DigitalTechnologiesfeedback slips, checklist, 2 starsand a wish) Peer feedbackSummative assessment: As per writing assessmentschedule*integrated into writing programExplicit instruction of letter formation alongside phoneme/graphemescope and sequence.ENe-3A produces most lower case and uppercase letters and uses digital technologies toconstruct textsFormative Assessment: Teacher Feedback Student self-assessment againstsuccess criteria and WAGOLLSummative assessment: Handwriting assessment ongraphemes taught- Week 10ENe-7B recognises some different purposes forwriting and that own texts differ in variouswaysDiagnostic Assessment: Term 2 Week 10 assessment Mid-assessment Week 6‘Description of a Platypus’Formative Assessment: Teacher Feedback Student self- feedback and selfassessment (e.g. feedback slips,checklist, 2 stars and a wish, midlesson spotlight) Peer feedbackSummative assessment: Post-assessment Week 10‘Description of a Koala’ Hearing and Recording Post (Week30 sentence)Handwriting in literacy activities.Explicit instruction in guided writing groups.Digital publishing of text using computers.Technology learning integrationWriting &RepresentingModelled, guided and independent writing sessions will occur 4 to 5times per week:---Understand and use writing conventions from modelledteaching eg spaces, left to right, return sweep, capital lettersand full stops.Develop correct letter formation for letters A-ZAbility to write a basic bank of high frequency words (frombutterfly chart and high frequency word scope andsequence)Ability to write independently using room print, butterflycharts and dictionariesAbility to compose and reread own textAbility to identify, hear and record soundsAbility to hear syllables and chunks in wordsDevelop an understanding of phoneme-graphemecorrespondencesParticipation in self-motivated independent writing activitiesbeyond modelled and guided teaching e.g. response tofamiliar text after guided reading Amy Sherlock – Shell Cove Public SchoolENe-2A composes simple texts to convey anidea or messageENe-10C thinks imaginatively and creativelyabout familiar topics, simple ideas and thebasic features of texts when responding to andcomposing textsENe-11D responds to and composes simpletexts about familiar aspects of the world andtheir own experiencesENe-12E demonstrates awareness of how toreflect on aspects of their own and others’learning
FOCUS : Informative and exposure to persuasive- Information report (Australian animals)- Recount/inform
Modelled and shared reading and viewing of rich texts and quality literature. Guided Reading (learning to read) - Decodable readers following the phonics scope and sequence, one to one matching, return sweep, developing skills and strategies for reading, viewing and comprehension with the goal of reading PM red or yellow levelled text (4-8).
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