Term 4
Literacy Routine Monday to Wednesday
1. Flash Fluency - 2mins
2. Spelling - LCSWC - Choice Board - Word Study
3.Word Knowledge / Grammar - Sentence Building / Punctuation
4.Reading Comprehension Activities
iPad - Reading Eggs (Wednesday)
During Silent Reading each afternoon
1. Read to self - 5mins
2. Read to someone - 5mins
At the end of the day
Listen to Reading - Class Novel
Spelling
At Standard the children will..
Understand how to use letter-sound relationships and less common letter patterns to spell words (ACELA1485)
Recognise and know how to write most high frequency words including some homophones (ACELA1486)
Understand how to apply knowledge of letter-sound relationships, syllables, and blending and segmenting to fluently read and write multisyllabic words with more complex letter patterns (ACELA1826)
Know how to use common prefixes and suffixes, and generalisations for adding a suffix to a base word(ACELA1827)
Understand how to use letter-sound relationships and less common letter patterns to spell words (ACELA1485)
Recognise and know how to write most high frequency words including some homophones (ACELA1486)
Understand how to apply knowledge of letter-sound relationships, syllables, and blending and segmenting to fluently read and write multisyllabic words with more complex letter patterns (ACELA1826)
Know how to use common prefixes and suffixes, and generalisations for adding a suffix to a base word(ACELA1827)
Reading
At Standard, students understand how content can be organised using different text structures depending on the purpose of the text. They understand how language features, images and vocabulary choices are used for different effects. They read texts that contain varied sentence structures, a range of punctuation conventions, and images that provide extra information. They use phonics and word knowledge to fluently read more complex words. They identify literal and implied meaning connecting ideas in different parts of a text. They select information, ideas and events in texts that relate to their own lives and to other texts.
At Standard, students understand how content can be organised using different text structures depending on the purpose of the text. They understand how language features, images and vocabulary choices are used for different effects. They read texts that contain varied sentence structures, a range of punctuation conventions, and images that provide extra information. They use phonics and word knowledge to fluently read more complex words. They identify literal and implied meaning connecting ideas in different parts of a text. They select information, ideas and events in texts that relate to their own lives and to other texts.
Writing
Writing and Creating
At Standard, Students understand how language features are used to link and sequence ideas. They understand how language can be used to express feelings and opinions on topics. Students create a range of texts for familiar and unfamiliar audiences. Their texts include writing and images to express and develop, in some detail, experiences, events, information, ideas and characters. They demonstrate understanding of grammar, and choose vocabulary and punctuation appropriate to the purpose and context of their writing. They use knowledge of letter-sound relationships including consonant and vowel clusters and high-frequency words to spell words accurately. They re-read and edit their writing, checking their work for appropriate vocabulary, structure and meaning..
Writing and Creating
At Standard, Students understand how language features are used to link and sequence ideas. They understand how language can be used to express feelings and opinions on topics. Students create a range of texts for familiar and unfamiliar audiences. Their texts include writing and images to express and develop, in some detail, experiences, events, information, ideas and characters. They demonstrate understanding of grammar, and choose vocabulary and punctuation appropriate to the purpose and context of their writing. They use knowledge of letter-sound relationships including consonant and vowel clusters and high-frequency words to spell words accurately. They re-read and edit their writing, checking their work for appropriate vocabulary, structure and meaning..
Speaking & Listening / Philosophy
Students listen to others’ views and respond appropriately using interaction skills. They understand how language features are used to link and sequence ideas. Students understand how language can be used to express feelings and opinions on topics. They create a range of texts for familiar and unfamiliar audiences. Students contribute actively to class and group discussions, asking questions, providing useful feedback and making presentations.
Literacy Block
Spelling Lists
Stage 1 Target 4 Stage 2 Stage 3 Stage 4 Stage 5 Dictation Dictation will be taken from the Diana Rigg books. |
Monday |
Tuesday
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Wednesday
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1. Flash Fluency2. Spelling1. LCSWC
2. Dictation Test 3. Write a paragraph using as many list words as you can. 3. All children will work on comprehension tasks set for them on Reading Eggspress Week 1/2
Writing - List word paragraph. Handwriting Inferencing - Rotations 1. Bug Out 2. Fly Trap 3. Where are they? 4. Inferencing 5. Task Cards Week 3/4 Writing - List word paragraph. Handwriting 1. Synonym and Antonym task Cards 2. Nouns 3. Inferencing Task Cards Week 5/6 Commas Writing - List word paragraph. Handwriting Context Clues Games Week 7/8 Homophones Cont... Handwriting Writing - List word paragraph. Week 9/10 Writing - List word paragraph. Handwriting Main Idea Main Idea - Task Cards Red GroupComprehension Texts
John, Ryder, Kyle, Jackson, Toby, Zac & Aston Comprehension Booklet Comprehension Booklet Answers |