Possum Magic By Mem Fox Unit Of Work Year 1 Theme .
Possum Magic by Mem FoxUnit of WorkYear 1Theme - Belonging(English, Geography, Drama)ConceptBelongingTextsPossum Magic – Mem FoxMiss Lily’s Fabulous Pink Feather Boa – Margaret WildGordon’s Got a Snookie – Lisa ShanahanFox – Maragaret Wild and Ron BrooksHunwick’s Egg- Mem FoxGeography – Features of PlacesSpelling ProgramHandwritingCreative and Critical ThinkingSuper Six ComprehensionLiteracy eLinksAssessmentObservationsReading too quicklyGoalsFluencyLeaving off ends of wordsLittle expression, lacks prosody andomits punctuationCan’t remember what was readAccuracyFluencyCan comprehend literally but can’t readbetween the linesDoesn’t remember details from nonfictionDoesn’t understand the text becausedoes not understand key wordsComprehensionKate Moi & Bronwyn Owen Marie Bashir Public rategiesAdjust and apply different reading rates to match texts, phrasing, usepunctuationCross checking, chunk letters togetherPhrasing, using punctuation, voracious readingRetell or summarise, visualise, determine importance using theme, mainideas and supporting detailsInfer and support with evidence, ask questions while reading, predict what willhappen, use text to confirmUse text features, determine and analyze author’s purpose and support withtextTune in to interesting words, reread to clarify the meaning of a word, asksomeone to define the word for you
OutcomesREADING ANDVIEWINGEN1-4A draws onan increasing rangeof skills andstrategies tofluently read, viewand comprehend arange of texts onless familiar topicsin different mediaand technologiesEN1-8B recognisesthat there aredifferent kinds oftexts when readingand viewing andshows anawareness ofpurpose, audienceand subject matterSPEAKING ANDLISTENINGWRITING ANDREPRESENTINGEN1-1A communicateswith a range of peoplein informal and guidedactivities demonstratinginteraction skills andconsiders how owncommunication isadjusted in differentsituationsEN1-2A plans, composesand reviews a smallrange of simple texts fora variety of purposes onfamiliar topics for knownreaders and viewersEN1-6B recognises arange of purposes andaudiences for spokenlanguage andrecognisesorganisational patternsand features ofpredictable spokentextsEN1-7B identifies howlanguage use in their ownwriting differs accordingto their purpose,audience and subjectmatterGRAMMAR,PUNCTUATION &VOCABEN1-9B uses basicgrammatical features,punctuationconventions andvocabulary appropriateto the type of text whenresponding to andcomposing textsGeography Outcomes: Features of Places Describes features of places and the connections people have with places Identifies ways in which people interact with and care for places Communicates geographical information and uses geographical tools for inquiry Weather and seasonsInvestigate the weather and seasons of place e.g. Description of daily and seasonal weather patterns of a familiar place Comparison of the daily and seasonal weather patterns of a familiar place Examination of how different cultural groups describe weather and seasons Discussion of how weather can affect places and activitiesHow places are organised: Investigate activities that occur within places Discussion of why and how the spaces within places can be rearranged for different purposes Examination of why various activities in an area are located where they areKate Moi & Bronwyn Owen Marie Bashir Public SchoolSPELLINGEN1-5A uses a varietyof strategies, includingknowledge of sightwords and letter–soundcorrespondences, tospell familiar wordsTHINKINGIMAGINATIVELYAND CREATIVELYEN1-10C thinksimaginatively andcreatively aboutfamiliar topics, ideasand texts whenresponding to andcomposing textsEXPRESSINGTHEMSELVESREFLECTINGON LEARNINGEN1-11Dresponds to andcomposes arange of textsabout familiaraspects of theworld and theirown experiencesEN1-12Eidentifies anddiscussesaspects of theirown and others’learning
NARRATIVESOCIAL PURPOSENarratives construct a pattern of events with aproblematic and/or unexpected outcome that entertainsand instructs the reader or listener. Narratives entertainbecause they deal with the unusual and unexpecteddevelopment of events. They instruct because theyteach readers and listeners that problems should beconfronted, and attempts made to resolve them.Narratives incorporate patterns of behaviour that aregenerally highly valued.STRUCTURENarratives are usually organised to include: Orientation — this stage ‘alerts’ the listener and/orreader to what is to follow, usually by introducing themain character/s in a setting of time and place. Complication — in this stage a sequence of events,which may begin in a usual pattern, is disrupted orchanged in some way so that the pattern of eventsbecomes a problem for one or more of the characters,eg a visit to a deserted house becomes a seriousproblem for the narrator when he finds himself locked ina house where there is no handle to the door. Theevents are evaluated by the character/s, thus making itclear to the reader/listener that a crisis has developed,eg ‘I was terrified when the door slammed shut. Howwas I going to get out? There was no handle on theinside and nobody knew where I was. My heart wasracing and I felt sick with fear as I banged on the door’. Resolution — the problem or the complication isresolved or attempted to be resolved in the resolution. Apattern of normalcy is restored to the events, but themain character/s has changed as a consequence of theexperience. Coda — this stage is optional. It makes explicit howthe character/s has changed and what has beenlearned from the experience.Kate Moi & Bronwyn Owen Marie Bashir Public SchoolGRAMMARCommon grammatical features of narrative textsinclude: use of particular nouns to refer to or describe theparticular people, animals and things that the story isabout; use of adjectives to build noun groups to describe thepeople, animals or things in the story; use of time connectives and conjunctions to sequenceevents through time; use of adverbs and adverbial phrases to locate theparticular incidents or events; use of past tense action verbs to indicate the actionsin a narrative; use of saying and thinking verbs to indicate whatcharacters are feeling, thinking or saying
PROCEDURESOCIAL PURPOSEProcedures tell how to do something. This might includeinstructions on how to carry out a task or play a game,more complicated procedures involving several phases,directions for getting to a place, and rules of behaviour.STRUCTUREGRAMMARProcedures are usually organised to include:Common grammatical patterns of a procedure include: the goal of the activity; any materials needed in achieving the goal; steps needed to accomplish the goal. the use of commands (imperative form of the verb), eg‘put’, ‘don’t mix’; the use of action verbs, eg ‘turn’, ‘pick up’, ‘don’t run’; the use of precise vocabulary, eg ‘whisk’, ‘lukewarm’; the use of connectives to sequence the action in time,eg ‘then’, ‘while’; the use of adverbials to express details of time andplace, manner, and so on, eg ‘for five minutes’, ‘2centimetres from the top’, ‘carefully’.Some procedures have optional stages such asexplaining reasons for a step, providing alternativesteps, giving cautions, or mentioning possibleconsequences. Directions, rules and spoken procedureswill have a slightly different structure.ASSESSMENTASSESSMENT FOR LEARNING* Teacher feedback on learning activities, with futuredirections and areas of need identified and clearlycommunicated to the student.* Anecdotal records* Comments or notations* Marks and gradesKate Moi & Bronwyn Owen Marie Bashir Public SchoolASSESSMENT AS LEARNING* Self assessment of writing tasks, including assessmentof handwriting style of key letters covered and the useand correct spelling of –at words (individually and as abase word) and high frequency words from texts. Identifyskills that need further practise.* Peer assessment*Questioning* Skill practiseASSESSMENT OF LEARNING* Complete chart identifying similarities and differencesof characters in a variety of texts covered.* Identification of the language types used in literary,factual and visual texts to characterise a wombat.* Tasks graded based on set criteria, eg handwriting* Student achievement based on outcomes* Student achievement based on set goals* A Stage 1 Assessment will be conducted at thebeginning, mid and end of Term 3 on the given texttype to gauge students’ abilities and compareacross Stage 1/Year1. A structured rubric will beused for marking attached to this program.* Student achievement based on set goals
WEEKS 1 – 6 NARRATIVESPEAKING &LISTENING &DRAMA(EMBEDDED)READINGWRITING & REPRESENTINGREFLECTION/GRAMMAR, PUNCTUATION & VOCABULARYASSESSMENTI am learning to use adjectives to describe nouns.SPEAKING ANDLISTENINGKnee to Knee:Students discusspredictions with oneanother and try tojustify it.DRAMA:Tap in:Walk around incharacter – pretendyou are Hush.Students walkaround the roomsilently. Teacherrings a bell and tapssome students onthe shoulder.Students explainwhat they are doingand how they arefeeling.I am learning to putmyself in the shoesof the characters inPossum MagicI can pretend to bea character andexplain how I amfeeling.SPEAKING ANDLISTENING:Give studentsI am learning to predict what may happen next in PossumMagic by Mem FoxI can predict a plausible event.READING – ENJOYMENTPredicting – Introduce the Super Six Strategy (Predicting)Before reading- Read title and look at illustrations. Discuss the cover. Modelthink alouds “I wonder why ” etc.- Discuss the illustrations on front cover (Knee to Knee)During reading- Students list unknown/difficult words on post-its- Discuss ‘I wonders ’ with partners. List them.After reading- Discuss difficult words.- Respond to their previous ‘I wonders .’ and see if theywere correct.- Hush – character crystal ball (What will happen in thefuture)Draw on students’ background knowledge of Australia (statesand capital cities, possums and other Australian animals,Australian foods) Brainstorm key words needed to create abank of vocabulary (should be displayed on the wall for theduration of the unit)LINK TO Geography (Map Grandma Poss and Hush’s trekaround Australia!) Create a map, as you go, add to the map.Add food and introduce students to each food. Students can tryminties, lamingtons, vegemite etc. (Be careful of allergies andalways check before handing out food)I can use adjectives from the wall. I can use adjectivesINTRODUCING NARRATIVES- (Modelled) Explain the purpose of ‘adjectives’ and ‘noungroups’ and the way they can create vivid images in ourminds. Have sentences prepared from ‘Possum Magic’ sostudents can highlight adjectives and noun groups. Jointlyconstruct sentences with adjectives and noun groups.- (Guided) Use graphic organizer to list words that will beused in student’s writing- (Independent) Write a description of one of Possum Magiccharacters.Modelled – Brainstorm adventures with the class. Discussplausible ideas. Discuss ridiculous ideas and how they aren’tsuitable.Guided – Jointly construct an adventure that Hush might havewhile invisible.Independent – Come up with two or three ideas and write themdown. (Perfect sentences!) Because she couldn’t be seen shecould tickle old wombat.Fill in sentence for a given animal – Hush will the .WRITING A RETELL OF POSSUM MAGIC(Throughout retell make a list of action verbs, words thatexpress attitude and feeling and keep them up around theroom.)READING POSSUM MAGIC FOR STRUCTURE –Set up 3 seats. Name the seats ‘orientation, complication andresolution’. Pick a child to move when it hits complication orresolution. Demonstrate the different features of each part.After oral retell: Give students images fPossum Magic.Students put them into order and write a sentence using timeconnectives for each part.Read a variety of traditional and contemporary narratives.OrientationLook closely at the orientation of the story. What does itKate Moi & Bronwyn Owen Marie Bashir Public School
images from PossumMagic. Students putthem into order andretell the story orallyto a partner.I am learning tosummarise a story.DRAMA:Hot Seating:Think of questionsthat you may havefor character’s fromthe story. Example –Hush, what was yourfavourite food?Grandma Poss, whatwas you favouriteAustralian town youvisited? GrandmaPoss, when did yourealise you hadmagic powers?Choose a few selectstudents to take onthe role of eachcharacter and sitthem out the front ofthe class. Getstudents to askquestions andcharacter to answerin character. (Forfirst go, you’ll need tochoose confidentstudents)I can get theaudienceunderstand myemotions.SPEAKING ANDLISTENING:Comparerepresentations,discuss reasonsFocus on how orientation and complication are developed.Introduce the Super Six Strategy – Summarising.Before reading-Review vocab and use a graphic organiser to discuss thecomponents of a nningMiddleEndDuring reading- Reread text and stop after orientation, complication andresolution. With partners, describe details for each section.Report back with ideas. Refer to graphic organiser andcomplete.After reading- review the graphic organiser and consider if the maindetails have been listed.Cut up narrative into sentence strips into Orientation,Complication and Resolution.I can remember the important details from a story.READING FOR PURPOSE (VISUALISING)I am learning to use the visualising strategy.I can make pictures in my mind to understand what I amreading.Discuss the author’s purpose. What did the author want you tolearn? How has this been done? Discuss the reasons for theauthor’s use of certain words that indicate ‘belonging’. Why hasthe author used those words? What is the role of illustrations inbooks? How do they contribute and extend meaning?During reading (Visualising)- Review the text and identify sentences that use descriptivelanguage. With partners, discuss the message in usingthese sentences. Read sentences with these words.Students close their eyes and make a picture in their mind.After reading- What method did the author use to get their messageacross? What are examples of the language that they usedto do this? Illustrate the most vivid picture in their mind fromthe story that represents belonging.Kate Moi & Bronwyn Owen Marie Bashir Public Schoolcontain? When, where and who. It also uses the past tense.List these things on butchers paper to put up around theclassroom. Discuss what was the author’s purpose in writingthe orientation?Modelled: (read the orientation of Possums Magic)Guided: begin to jointly construct the orientation of PossumMagic on the board with the class.Independent: Students finish the retell of the orientation.ComplicationLook closely at the complication in the story. What is theproblem? Why is it a problem? How does this make thereader/audience feel? List on butches paper what acomplication or problem is. Discuss what was the author’spurpose in writing the complication?Modelled: (read the complication in Possum Magic)Guided: begin to jointly construct the complication of PossumMagic on the board with the class.Independent: Students finish the retell of the complication.ResolutionLook closely at the resolution in the story. What happens?Who’s problem is solved? How do the characters feel? List onbutches paper what a resolution should contain. Discuss whatwas the author’s purpose in writing the resolution?Modelled: (read the resolution in Possum Magic)Guided: begin to jointly construct the resolution of PossumMagic on the board with the class.Independent: Students finish the retell of the complication.I am learning to write an orientation.I can include who, when, where and what.I am learning to use time connectives in my writing.I can use words like then, after that, next in my writing.WRITINGWrite a simple sentence. Increase complexity of sentence byadding adjectives or adverbs and use commas for lists ofadjectives. Count how many words are in the sentence now. Isit longer and more interesting? Does it make a more vividimage? Prepositional phrases can also be added to thesentence.Use graphic organisers to write own sentences describing their
which reference tothe descriptivelanguage.DRAMA:Tableaus:Students recreate afreeze frame ingroups of 4-5.Students present anemotion from thestory. Students mustuse their facialexpressions andbody movements.Example – Hushsliding down akangaroo’s tail(happy facialexpression, bigmovements) Hushfeeling down aboutnot being visible (sadexpression, smallmovements.Students can presenttheir tableau.I am learning to usefacial expressionsand bodymovements toexpress anemotion.Introduce the Super Six Strategy - VisualisingVisualising –Why do we use it? How can it help us understandthe text?Create a senses wheel. Introduce the 5 senses. Review them.Take a situation from Possum Magic like “eating a pavlova on abeach” – What would you be able to taste, hear, smell, see,touch?character. TSWR. Think (students think about what they willwrite). Say (students verbalise to another student) Write(students write their sentence. Read (students read and checkit makes sense).Students choose a text. Write sentences from the text, butchange the adjectives to change the meaning.METAPHORS AND SIMILES:I am learning to write a simile.VISUAL LITERACYUse of colour – Possum MagicHappy, bright warm colours are used when Hush is happy.Cool, hues of blue are used when she is feeling sad. Theillustrations can evoke emotion.I can use the words like or as and compare two things.Introduce the text - FOX by Ron Brooks and Margaret WildMetaphors and similes help us create a visual image in ourmind. Find metaphors and similes in Fox. e.g.Review Predicting before reading Fox. Assess students on theiruse of the predicting strategy.I am learning to write metaphors.I can describe something as being something else.“He runs so swiftly, it is almost as if he were flying”,Read ‘page 1’ to students but don’t show the picture. “Magpiedrags her body into the shadows of the rocks until she feelsherself melting into blackness.” Visualise what this looks like. Isshe actually melting? What does the author mean? How wouldit look if she dragged her body? What is the role of illustrationsin books? How do they contribute and extend meaning?“I can run faster than dog. Faster than the wind”.Have students draw what they think the illustration will look like.After they have sketched what they see in their minds. Showthem the image. Was it the same? Why/Why not?Note: Simile use ‘as’, ‘so’, ‘than’ or ‘like’ and a metaphor uses‘is’.EXTENSION:Teacher can tap in(tap a shoulder of anactor – student mustexpress how theirfeeling and why)Kate Moi & Bronwyn Owen Marie Bashir Public SchoolHe flickers through the trees like a tongue of fire and Magpietrembles.What image do these words create in your mind?Guided: Choose a character from fox and create a mind map ofwords to describe this character. Think about shape, size,personality, colour, actions. Using these ideas jointly constructa description of the character, using a metaphor or simile.Independent: Students use the ideas from the mind map onthe board to write a description of the chosen character, using asimile or metaphor in their writing.
ASSESSMENT:Ongoing assessmentof Drama andSpeaking & Listeningis conducted in theclassroom.Students willparticipate in a stageproduction involvingall Year 1 and 2students which willconnect to ourEnglish/Geography/CAPA unit.Kate Moi & Bronwyn Owen Marie Bashir Public SchoolCREATING A MULTIMODAL TEXTStudents will create their own picture book.Scaffold:- Jointly construct a narrative- Have students innovate and extend on one stage of anarrative: what would happen if the vegemite sandwichdidn’t work? How could you solve Poss’s problem?- Discuss and list possible topics for narrative- Create a story map with text and images as a draft.- Ideas: Write your own version of what would happen ifGrandma Poss and Hush visited your town. Tell us aboutyour town’s location, a popular food, and how GrandmaPoss and Hush would react when Hush tasted your food.What part of Hush’s body, if any, might reappear? Whatwould Grandma Poss and Hush do next? Give us yourideas about where they would go and what might happen?GRAMMAR FOCUSES:Narrative: Building noun groups with adjectives Time connectives and conjunctions to sequence events Action verbs: past tense to develop the complication in thestory Thinking and saying verbs: to express feelings andattitudes of characters adverbs adverbial phrases
Weeks 7 – 10 PROCEDURESPEAKING &LISTENING &DRAMA(EMBEDDED)I am learning tocreate a video of aprocedure.See NEWS activities.Make a VegemiteSandwich:After making avegemite sandwichas a class, studentsin pairs or groupsmake their own videoof their procedure it could mimic acooking show.READINGI am learning to understand how authors use film to createmeaning.How to Make a Rain Gauge 0213/making-arain-gaugeHow do you know when rain is /how-do-youknow-when-rain-is-comingWatch these videos. In the context of Geography lessons discuss from thesevideos how to make a rain gauge. Why is a video more helpful than reading when you arelearning to perform a procedure? Procedures are all about action – sometimes it is easierto watch this action than read it.Recipe for how to make lamingtons:Watch the video:https://www.youtube.com/watch?v Tk2YNSdyawI Predict what students think might be needed to makelamingtons. After listening to the video children discuss the recipewith the person next to them and try to retell the steps. Make lamingtons as a class/year group.Make a Vegemite SandwichWatch commercial:https://www.youtube.com/watch?v Aix0cEp0N 0 What happens in the clip? Why is vegemite good/not good for you? Why is it important to Australian culture? What is the purpose behind the commercial? Make a vegemite sandwich!Making Popcorn: Students’ Favourite Foodhttps://www.youtube.com/watch?v ajDGKw1c4FY Discuss the actions used in this video – create a posterof all the action words.Kate Moi & Bronwyn Owen Marie Bashir Public SchoolWRITING & REPRESENTINGREFLECTION/GRAMMAR, PUNCTUATION & VOCABULARYASSESSMENTI am learning to write a procedure.FIELD BUILDING Discuss the foods mentioned in Possum Magic. How is food important to a person’s culture? Discuss with a partner your favourite food and HOW youmake it. Do you need certain ingredients? List students’favourite foods on some butcher’s paper.MODELED - GUIDED - INDEPENDENT CONSTRUCTION:(Use these writing ideas to teach lessons which usemodeled, guided and independent construction) Write a procedure on how to make a rain gauge. Usephotos from the process and watch videos in readingsection. Write the recipe for lamingtons (take photos duringmaking process and use these photos in writingprocess.) Ensure students use of time connectives to link theaction. Ensure students use action verbs to describe how eachstep is performed. Write a recipe for making a vegemite sandwich. Use thisrecipe to make a video about the procedure that couldmimic a cooking show! Choose one of the students’ favourite foods which werelisted in the brainstorming activity and write a recipe forthis. You could use popcorn. Make it in class and watchthe video. Write a recipe for this using the grammarbelow.GRAMMAR The use of commands (imperative form of the verb), eg‘put’, ‘don’t mix’; The use of action verbs, eg ‘turn’, ‘pick up’, ‘don’t run’; The use of precise vocabulary, eg ‘whisk’, ‘lukewarm’; The use of connectives to sequence the action in time, eg‘then’, ‘while’; The use of adverbials to express details of time and place,manner, and so on, eg ‘for five minutes’, ‘2 centimetresfrom the top’, ‘carefully’
Year 1 Assessment Rubric – NarrativeA- OUTSTANDINGText Level: Structure ContentGrammar: Adjectives ConjunctionsWriting Features: Tense PunctuationSpelling: Knowledge StrategiesAddressed all of the criteria inB plus: A clear orientation whichalso provides informationabout ‘why’ Narrative is imaginative ororiginal, rather than basedon a narrative they haveread Includes a coda (howcharacter has changes andwhat has been learnt fromthe experience)Addressed all of the criteria inB plus: Includes detailed noungroups with interesting(not mundane) adjectives Uses at least two differentconjunctions other than‘and’, ‘then’ and ‘because’(so, while, finally) Begins to use complexsentencesAddressed all of the criteria inB plus: Attempts to use speechmarks in direct speech Uses a wide variety ofsaying verbsAddressed all of the criteria inB plus: Uses knowledge of wordparts to spell difficultwords (e.g. suffixes,prefixes, compoundwords)HandwritingKate Moi & Bronwyn Owen Marie Bashir Public SchoolB- HIGHC- SOUNDAddressed all of the criteria in Cplus: Independently writes (withoutscaffold) a simple narrative. Uses words to express feelingsand attitudes of the character All pronouns match the nouns.Use of verbs or adverbs tolocate the events or incidences. Includes a when, where andwho word. Uses at least one conjunctionor time connective. Accurately uses simple andcompound sentences andexperiments with complexsentences.Addressed all of the criteria in Cplus: All sentences begin with acapital letter and arecompleted with a full stop orexclamation mark. Timeless tense is usedconsistently.Addressed all of the criteria in Cplus: Spells an increasing number ofwords including highfrequency and topic words D-BASICIs able to write a simplenarrative using a scaffold toinclude an orientation,complication and simpleresolution.Includes planning. Uses simple pronounreferencingIncludes when, where and whowords.Includes at least one event aftercomplication.Includes adjectives to describecharacters and events.May use some compoundsentencesMost sentences are completedwith a full-stop.Capital letters are used for mostsentence beginnings.Timeless tense is used most ofthe time.Uses many sounds correctlywhen attempting to write words(more than CVC- using somediagraphs and blends)Knowledge of sight words Writes lower and upper caseletters using consistent size andformation in NSW Foundationstyle E- LIMITEDIs able to write a suitablecomplication andresolution when theorientation has beensupplied in a scaffold.Needs some teachersupport. Uses at least two of thefollowing: when, whereand who words withteacher support. At least half of thesentences have full stops.Begins to use capital lettersappropriately.Timeless tense is usedinconsistently.Mostly leaves spacesbetween words. Spells most high frequencywords that have beentaught correctlyUses at least the first,medial and final soundswhen attempting to writeunknown wordsUses correct pencil gripand postureForm letters with correctstarting point andletter/height relationship Isa able to write at leastone stage of a narrativeand clearly illustrate ordictate other mainstages.Needs some teachersupport.Needs some teacherprompting to supplywhen, where and whowords to a jointlyconstructed narrative.No spaces betweenwords.Some sentences havefull stop.Capital letters not usedto begin sentences.Uses first sound andone other sound in thewordUses approximationsand invented spellingForm most letters withcorrect starting pointand letter/heightrelationships
Year 1 Assessment Rubric – ProcedureA - OUTSTANDINGText Level: Structure ContentWriting Features: Commands Action verbs Precise vocab Connectives Adverbials oftime andplace, mannerWriting Features: Tense PunctuationSpelling: Knowledge StrategiesAddressed all of the criteria inB plus: Procedure is based on anactivity the teacher hasprovided no scaffold on i.e.it could be something theyhave complete d at home. Includes an explanation ofwhy the procedure isimportant or plays a rolein society/daily life.Addressed all of the criteria inB plus: Consistently includesadverbial phrases in thecorrect tense Uses a range of differentconnectives to link action Begins to use complexsentencesAddressed all of the criteria inB plus: Uses knowledge of wordparts to spell difficultwords (e.g. suffixes,prefixes, compoundwords)HandwritingKate Moi & Bronwyn Owen Marie Bashir Public SchoolB - HIGHC - SOUNDAddressed all of the criteria in Cplus: Independently writes (withoutscaffold) a simple procedure. Uses some explanations forsteps. Uses some cautionary words ormentions possibleconsequences. Addressed all of the criteria in Cplus: Consistently uses verbs in thecorrect tense. Uses some precise vocabularyto give more detail e.g.lukewarm. Accurately uses simple andcompound sentences andexperiments with complexsentences. All sentences begin with acapital letter and arecompleted with a full stop orexclamation mark. Past tense is used correctly. Addressed all of the criteria in Cplus: Spells an increasing number ofwords including highfrequency and topic words D-BASICIs able to write a simpleprocedure using a scaffold toinclude the goal of activity, anymaterials needed to achieve goaland steps needed to accomplishgoal.Includes planning. Uses connectives to link actione.g. then, whileIncludes actions verbsUses commands (imperativeform of verb) e.g. put, mixIncludes some adverbial phrasesof time, place and manner e.g.‘for five minutes’.May use some compoundsentencesMost sentences are completedwith a full-stop.Capital letters are used for mostsentence beginnings.Past tense and passive voice isused Uses many sounds correctlywhen attempting to write words(more than CVC- using somediagraphs and blends)Knowledge of sight words Writes lower and upper caseletters using consistent size andformation in NSW Foundationstyle Is able to write most stepsneeded to accomplish thegoal when the goal,materials and a scaffold isprovided.E -LIMITED Uses at least two differenttime connectives to linkact
SPEAKING AND LISTENING EN1-1A communicates with a range of people in informal and guided activities demonstrating interaction skills and considers how own . AND CREATIVELY EN1-10C thinks imaginatively and creatively about familiar topics, ideas and texts when responding to and composing texts EXPRESSING THEMSELVES
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Name: _ Possum Magic . By Mem Fox . Capitals and Full Stops . Edit this passage using capitals and full stops: it was there, in the far north of australia, that they found a vegemite sandwich
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Today, you will read two stories titled "Koala Lou" and "Abby Takes Her Shot." As you read, think about the actions of the characters and the events of the stories. Answer the questions to help you write an essay. Read the story titled "Koala Lou" by Mem Fox. Then answer Questions 1 through 3. Koala Lou By Mem Fox There was once a baby koala so .
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Possum Magic, her first book, is still available in hardback after 35 years and has become a beacon of children’s literature for millions of Australian families. She has written over 40 children’s books and several non-fiction books for adults. Her
