Focus for Student Activities: Reading- Development of fluency, comprehension, vocabulary and writing

Week 2
Outcomes
6.

EN2-1A
communicates in a range of
informal and formal contexts by
adopting a range of roles in
group, classroom, school and
community

EN2-8B
identifies and compares different
kinds of texts when reading and
viewing and shows an
understanding of purpose,
audience
and subject

Designing, Selecting and Sequencing

Activities

7.

EN2-8B
identifies and compares different
kinds of texts when reading and
viewing and shows an

Resources

Teacher and students read Piggybook.

Teacher and students underline proper
nouns and pronouns used in the first four
pages of Piggybook.
In pairs, students read their own
narrative from week 1 to each other.
Students underline all the pronouns used
in their narratives.
Teacher and students prepare for writing
narratives for students in stage 1.
Teacher and students revisit the structure
of a narrative.
Students begin drafting a narrative based
on what they have learned in Week 1.
In small groups students plan a dramatic
performance of Piggybook.
Students discuss the ways to enhance the
performance. Eg. Use of music, sound
effects, costumes, props.

Teacher reads The Little Refugee.

Teacher and students identify any
similarities and differences between the
way The Little Refugee and

Piggybook
(multiple
copies)
Whiteboard
Writing books

Assessment

The Little
Refugee
Piggybook
(multiple

listening to
fluency of
students reading
observation of
students reading
their own
narratives to
partners
observing and
reading students
narrative drafts
observing
students working
in small groups
planning for a
dramatic
performance of
Piggybook

listening to
students
responses in
identifying

understanding of purpose,
audience
and subject
EN2-7B
identifies and uses language
forms and features in their own
writing appropriate to a range of
purposes, audiences and
contexts

8.

EN2-2A
plans, composes and reviews a
range of texts that are more
demanding in terms of topic,
audience and language
EN2-9B
uses effective and accurate
sentence
structure, grammatical features,

Piggybook are structured.

Ask questions that require searching of
the text for information. Eg. Why did
they leave their country? Where are they
going?
Teacher and students read the sections of
the text that provide information to
answer these questions.
In small groups, students discuss the
textual and visual meanings in The
Little Refugee.
Groups gather and discuss their findings.
Teacher identifies and demonstrates
ways to solve common issues in writing
such as punctuation and capitalisation.
Students continue writing their
narratives from Day 6.
Students work on their group
performance of Piggybook.
Teacher and students read Piggybook.
Teacher explains connectives.
Teacher and students identify
connectives used in Piggybook.
In pairs, students complete a worksheetfill in the blanks in sentences with the
correct connectives.
Pairs gather and share their work to
class.
Teacher models the editing process using

copies)
Whiteboard
Writing books

Piggybook
Writing books
Connectives
worksheet

similarities and
differences
between the two
picture books
students
responses to
questions after
reading The
Little Refugee
observing and
listening to
students
discussing
textual and
visual meanings
in The Little
Refugee

connectives
worksheet
observing and
listening to
students reading
their own
narratives to
partners
observing
students working
on group

punctuation conventions and

vocabulary relevant to the type
of
text

9.

EN2-9B
uses effective and accurate
sentence structure, grammatical
features, punctuation
conventions
and vocabulary relevant to the
type
of text
EN2-7B
identifies and uses language
forms and features in their own
writing appropriate to a range of
purposes, audiences and
contexts

10

EN2-4A
uses an increasing range of
skills,

a students narrative.
Students edit their narratives and read to
their partner for any possible issues.
Students work on their group
performance of Piggybook.

performance of
Piggybook

Teacher reads Piggybook to students

emphasising phrased, fluent and
expressive reading.
Teacher highlights the use of clauses in
Piggybook.
In small groups, students identify as
many clauses in Piggybook and
underline noun and verb in each clause.
Groups gather and share their findings.
Teacher and students highlight layout
and publishing ideas using picture books
in the classroom.
Students illustrate and publish their
narratives.
In pairs, students practise reading their
narratives with fluency and expressions.
Some groups present their performance
of Piggybook.

Teacher reads The True Story of the

Three Little Pigs.
Teacher and students discuss the purpose

Piggybook
(multiple
copies)
Writing books
Costumes,
props, music,
sound effects
-for dramatic
performances

The True
Story of the
Three Little

observation of
students
identifying
clauses in
Piggybook
students
illustrations for
their own
narratives
Group
performance of
Piggybook

Listening to
students
responses during

strategies and knowledge to

fluently
read, view and comprehend a
range
of texts on increasingly

EN2-7B
identifies and uses language
forms and features in their own
writing appropriate to a range of
purposes, audiences and
contexts

EN2-12E
recognises and uses an
increasing
range of strategies to reflect on
their
own and others learning

and the meaning of the text in The True

Story of the Three Little Pigs.
Teacher re-reads The True Story of the
Three Little Pigs to demonstrate the
phrased, fluent and expressive reading.
Students practice reading their own
narratives to partners using the phrased,
fluent and expressive reading.
Students read their narratives to students
in stage 1.
Teacher and students recap the important
points about narratives learnt during the
unit.
Teacher demonstrates how to write the
understandings they have gained about
narratives.
Students write what they have learned
about narratives during the unit.
Some students share their reflections
with the class.
The remaining groups present their
performance of Piggybook.

Pigs
Writing books
Costumes,
props, music,
sound effects
-for dramatic
performances

discussion about
the purpose and
meaning of the
text in The True
Story of the
Three Little
Pigs
Listening to
students reading
their own
narratives using
the phrased,
fluent and
expressing
reading
Students written
reflections on
the unit
Group
performance of
Piggybook