Literacy Plan
Pre Primary
2014
Yearly Overview
Language
Literature
Literacy
Language variation and change
Literature and context
Texts in context
1.
Understand that English is one of many languages spoken
in Australia and that different languages may be spoken by
family, classmates and community (ACELA1426)
1.
Recognise that texts are created by authors who tell stories
and share experiences that may be similar or different to
students own experiences (ACELT1575)
1.
Identify some familiar texts and the contexts in which they
are used (ACELY1645)
Interacting with others
Language for interaction
Responding to literature
1.
1.
2.
Explore how language is used differently at home and
school depending on the relationships between people
(ACELA1428)
Understand that language can be used to explore ways of
expressing needs, likes and dislikes (ACELA1429)
1.
2.
Respond to texts, identifying favourite stories, authors and
illustrators (ACELT1577)
Share feelings and thoughts about the events and
characters in texts (ACELT1783)
Examining literature
2.
3.
Listen to and respond orally to texts and to the
communication of others in informal and structured
classroom situations (ACELY1646)
Use interaction skills including listening while others
speak, using appropriate voice levels, articulation and
body language, gestures and eye contact (ACELY1784)
Deliver short oral presentations to peers (ACELY1647)
Text structure and organisation
1.
1.
2.
3.
4.
Understand that texts can take many forms, can be very
short (for example an exit sign) or quite long (for example
an information book or a film) and that stories and
informative texts have different purposes (ACELA1430)
Understand that some language in written texts is unlike
everyday spoken language (ACELA1431)
Understand that punctuation is a feature of written text
different from letters; recognise how capital letters are
used for names, and that capital letters and full stops signal
the beginning and end of sentences (ACELA1432)
Understand concepts about print and screen, including
how books, film and simple digital texts work, and know
some features of print, for example directionality
(ACELA1433)
2.
3.
Identify some features of texts including events and
characters and retell events from a text (ACELT1578)
Recognise some different types of literary texts and
identify some characteristic features of literary texts, for
example beginnings and endings of traditional texts and
rhyme in poetry (ACELT1785)
Replicate the rhythms and sound patterns in stories,
rhymes, songs and poems from a range of cultures
(ACELT1579)
Interpreting, analysing, evaluating
1.
2.
3.
Creating literature
1.
Retell familiar literary texts through performance, use of
illustrations and images (ACELT1580)
Creating texts
1.
Expressing and developing ideas
1.
2.
3.
4.
5.
6.
Recognise that sentences are key units for expressing ideas
(ACELA1435)
Recognise that texts are made up of words and groups of
words that make meaning (ACELA1434)
Explore the different contribution of words and images to
meaning in stories and informative texts (ACELA1786)
Understand the use of vocabulary in familiar contexts
related to everyday experiences, personal interests and
topics taught at school (ACELA1437)
Know that spoken sounds and words can be written down
using letters of the alphabet and how to write some highfrequency sight words and known words (ACELA1758)
Know how to use onset and rime to spell words
Identify some differences between imaginative and
informative texts (ACELY1648)
Read predictable texts, practising phrasing and fluency,
and monitor meaning using concepts about print and
emerging contextual, semantic, grammatical and phonic
knowledge (ACELY1649)
Use comprehension strategies to understand and discuss
texts listened to, viewed or read independently
(ACELY1650)
2.
3.
4.
Create short texts to explore, record and report ideas and
events using familiar words and beginning writing
knowledge (ACELY1651)
Participate in shared editing of students own texts for
meaning, spelling, capital letters and full stops
(ACELY1652)
Produce some lower case and upper case letters using
learned letter formations (ACELY1653)
Construct texts using software including word processing
programs (ACELY1654)
(ACELA1438)
Sound and letter knowledge
1.
2.
Recognise rhymes, syllables and sounds (phonemes) in
spoken words (ACELA1439)
Recognise the letters of the alphabet and know there are
lower and upper case letters (ACELA1440)
TERM FOUR
English Focus
Australian Curriculum
Language
Explore how language is used differently at home and school
depending on the relationships between people
Understand that some language in written texts is unlike everyday
spoken language
Understand that punctuation is a feature of written text different
from letters; recognise how capital letters are used for names, and
that capital letters and full stops signal the beginning and end of
sentences
Recognise that sentences are key units for expressing ideas
Recognise that texts are made up of words and groups of words that
make meaning
Explore the different contribution of words and images to meaning
in stories and informative texts
Understand the use of vocabulary in familiar contexts related to
everyday experiences, personal interests and topics taught at school
Know that spoken sounds and words can be written down using
letters of the alphabet and how to write some high-frequency sight
words and known words
Recognise rhymes, syllables and sounds (phonemes) in spoken
words
Recognise the letters of the alphabet and know there are lower and
upper case letters
Suggested Activities/Strategies
READING
Model social stories and expectations from behaviour matrix
(SWPBC)
Shared reading sessions focussing on sentence level
punctuation.
Sight word games
Onset-rime: exposure and explicit teaching of word families
simple CVC, CVCC, CCVC words using short vowel sounds.
Sight words- using Fry sight word lists.(5 per week as part of
homework and as part of daily writing)
First step activities linked to Pat Hutchins books (see plan)
Vocabulary building through explicit teaching of the
meaning/synonyms/antonyms in shared texts and in context to
their own lives.
Grammar nouns, verbs, adjectives related to the texts
Strategies visuals, inferring, chunking and making connections
Spelling groups- see plan
WRITING
Daily writing in books on dotted thirds
Writing rules from writing rules poster
Children to use a Have-a-Go Pads
Entry to room writing activity (letter cards and name cards)
Correct letter formation using Victorian modern cursive
Shared writing sessions focussing on sentence level punctuation.
Blends and digraph explicit teaching as part of rotations and
writing sessions as deemed suitable.
Sight words- using Fry sight word lists.(5 per week as part of
homework and as part of daily writing)
Organisation
Spelling rotations will be 9-009.20 every day. Children are
levelled from their words their
way test.
Common
Assessment
Unassisted writing for report
Sight word list
On entry assessment
Daily Writing is held from 9:3010.30 four days a week with a
variety of whole class and small
group instruction. Focus is on
the explicit teaching of writing
rules, pencil grip, sight words,
spelling and letter formation.
Childrens needs will be
assessed and planned
accordingly with the provision of
have a go pads, sight word
extension and more detail in
text.
Children to receive a Dandelion
Reader once they have learnt all
letter names and sounds in both
upper and lower case. Higher
ability readers to be assessed
using Alpha Assess and given
an Alpha series reader.
First step activities linked to Pat Hutchins books(see plan)
Writing to include the use of text specific vocabulary
Word Wall based on shared text
News telling parent letter
explaining use of 5ws (Family
Friendly News). News day is
every Tuesday from week 2-8.
S+L
News telling: Children will participate in news telling that is
loosely based on the Family Friendly News program linked to the
5ws framework
Literature
Recognise that texts are created by authors who tell stories and
share experiences that may be similar or different to students own
experiences
Respond to texts, identifying favourite stories, authors and
illustrators
Share feelings and thoughts about the events and characters in texts
Identify some features of texts including events and characters and
retell events from a text
Retell familiar literary texts through performance, use of
illustrations and images
READING
Shared reading looking at favourite author, and features of text
Reading to children for enjoyment including class novel
Role play reading using class texts and library books
Choral reading of shared texts, replicating the rhythm and sound
patterns
Readers theatre, role play dramatisation of texts
Independent reading books aligned with the texts
WRITING
Class text
Text innovation of Pat Hutchins stories
S+L
Children are encouraged to share their thoughts and feelings on
a variety of shared texts.
Literacy
Use interaction skills including listening while others speak, using
appropriate voice levels, articulation and body language, gestures
and eye contact
Deliver short oral presentations to peers
Read predictable texts, practising phrasing and fluency, and
monitor meaning using concepts about print and emerging
contextual, semantic, grammatical and phonic knowledge
Use comprehension strategies to understand and discuss texts
listened to, viewed or read independently
Create short texts to explore, record and report ideas and events
using familiar words and beginning writing knowledge
Participate in shared editing of students own texts for meaning,
spelling, capital letters and full stops
Produce some lower case and upper case letters using learned letter
formations
READING
Choral reading of shared texts, replicating the rhythm and sound
patterns
Concepts of print bold text, exclamation marks, speech marks
Phonic Knowledge - letter patterns, doubles and digraphs, word
families
Comprehension strategies literal and inferential
Grammatical knowledge nouns, verbs and adjectives linked to
The Hungry Giant stories
WRITING
Explicit teaching of letter formation
Pencil grip
Editing for higher ability students sentence level punctuation
and basic spelling.
S+L
Whole Body Listening
Language of social interaction inside and outside, peer to peer,
child to adult
News telling see above S+L box
Pat Hutchins texts:
The Doorbell Rang
Rosies Walk
Dont forget the Bacon
The Wind Blew
The Very Worst Monster
Were going on a Picnic
