Term 4, 2012. Accelerated Literacy Program- Caterpillar Butterfly- Vivian French
Week
Outcomes Reading/ Comprehension Strategies
Grammar
Sentence of the day (from AL text)
Writing
Resources-
1
EnglishRS1.5;
RS1.6;
RS1.7;
RS1.8;
WS1.9;
WS1.10;
WS1.11;
WS1.13;
WS1.14
Sentence of the day- Adjectives
Descriptive poetry about butterfliesCinquain
ExButterfly
pretty colourful
fluttering flying walking
unfolds wings from a cocoon
Insect
Caterpillar- larva
herbivore
pest
chewing, feeding, wiggling,
eating, growing, spinning,
creeping, squirming, crawling,
nibbling,
hairy, soft, stripey, smelly, small,
green, brown, fuzzy,
hatch from eggs
Butterfly- flitting, fluttering,
soaring, flying, wandering
fragile, colourful, wings, spotty,
delicate, varied, beautiful,
patterned,
feeds on nectar, loves the sun,
has four wings, fly in the sky,
Background information
a. Link to Theme Writing
Write and draw a diagram about the life
cycle of caterpillars and butterflies.
b. England- seasons
c. The garden- refer to Unit.
LOLO
a. Visual look at book.
b. Connections- T to T; T to S; T to W
Use Cross sectional book groups to chart
them. Pick best ideas for back wall.
Reading the text- information
Collect adjectives to describe a butterfly.
Collect verbs and adverbs to describe the
butterflies’ movement. Chart them.
Caterpillar
little green
creeping eating growing
lives on leaves
grub
(Literacy group independent writing taskholiday recount)
2
a. Reading the text- story
b. LOLO 2
Preformulation/ Q/A/
Reconceptualisation
c. QuestioningThick and Thin questions.
Use Cross sectional book groups to chart
them. Pick best ideas for back wall.
(Literacy group independent writing taskconnections)
Sentence of the day- Adjectives
LOLO 3
Describe the main two characters as a
class. Chart them.
HOLO
Sentence reconstruction- 1st whole
sentence in 2 parts
Transformation- Teaching sequence
1. Cut the 1st ½ of the sentence.
Initial cuts using leading
questioning.
2. Ch’n close eyes. Remove the card
that says “both liked gardening”.
Does it make sense? What is
missing? Etc….
3. Transform the ½ sentence furtherseparate the conjunctions and
feeling words.
4. Twist the half sentence- gardening
liked my father and grandfather.
Makes sense?
5. Sentence reconstruction- glue into
books.
6.
Focus- simple sentence construction;
Nouns, Proper nouns; Conjunctions.
HOLO for sentence board
Cloze passage
sentence reconstruction.
Term 4, 2012. Accelerated Literacy Program- Caterpillar Butterfly- Vivian French
Week
3
Outcomes Reading/ Comprehension
a. Reading the text- story
b. Visualise- make a picture story
book in 4 parts. Do not show them
the AL book when reading.
Independent
(Literacy group independent writing taskquestions)
4
a. Reading the text- story
b. Summarise- make a summary
using scaffolding. Write book into
4 sentences. Similar to the
visualisation reading (show
pictures).
Use Cross sectional book groups to chart
them. Pick best ideas for back wall.
(Literacy group independent writing
task- making picture books)
Grammar
Writing
Resources-
Sentence of the day- speech
a. Read text- highlight the speech
marks(bunny ears). Ask individual
students to read with expression.
b. Ask children to write a
conversation between 2
caterpillars on a leaf. Draw a
picture in their books of two
caterpillars with speech bubbles.
Then write the conversation using
speech marks.
Example- Fred said, “What are you doing
here?”
Mary said, “Thought this side of
the leaf looked yummier!”
Fred said, “Look out here comes
a bird!”
Mary said, “I’ll hide under the
leaf.”
HOLO
Transformation½ sentence- brainstorm ideas and words.
Modelled, guided/ independent
1. Joint construction and then the
ch’n copy it exactly
2. Students construct their ownideas on IWB.
3. Independently construct their
own.
Focus- conjunctions; past tense feeling
verbs; past tense action verbs; amount
verbs.
Scaffold for the IWB
conjunction list
modal feeling verbs
amount adjectives
past tense action verbs
Sentence of the day- speech
a. Ask children to write a
conversation between Vivian and
the Butterfly as it comes out of
the cocoon and flies away.
Use iPads- Educreations
Demonstrate first and show example.
Take 3 photos with 2 characters. Write
speech on each slide. Record voice as
they read it.
HOLO
TransformationSession 2- drama in a sentence using
conjunctions.
1 whole sentence- brainstorm ideas and
words.
Modelled, guided/ independent
1. Show each part of the sentence as
individual simple sentences that
can stand on their own. Some glue
words make drama.
2. Joint construction and then the
ch’n copy it exactly
3. Students construct their ownideas on IWB.
4. Independently construct their
own
Focus- same as in week 3; time.
conjunctions (glue words)
past tense feeling verbs
past tense verbs
amount adverbs
time
Term 4, 2012. Accelerated Literacy Program- Caterpillar Butterfly- Vivian French
Week
5
Outcomes Reading/ Comprehension
a.
b.
Reading the text- information
Predict- What happened after the
end of the book? What did Vivian
do next?
Use Cross sectional book groups to chart
them. Pick best ideas for back wall.
(Literacy group independent writing taskretelling)
6
a. Reading the text- story
b. Infer- using LOLO 4 questions.
c. Predict You tube- “Paper bag
princess” Stop when the dragon
goes to sleep. What happened
next? Independent writing.
(Literacy group independent writing taskWhat happened Next?)
Grammar
Writing
Resources-
Sentence of the day- adverbs
iPads- Educreations
 Talk about verbs- list on IWB
 Show lesson example and make a
new example with class.
 Take 3 photos of children “doing”
something.
 Write on slide- eg “He is writing”
 Now ask How?, Where? etc and
they are to finish the sentences.
 Record a narration and share.
HOLO
Transformation- 3 sentences- FINAL
Students are given a wider selection of
nouns and feelings on the IWB scaffold.
They are to write with themselves in their
mini 3 sentence stories. Written in books.
When editing rewrite the work to show
the student’s use of the given structures.
1. Session 1- students are to
complete to the end of sentence
1. Focus on them making sense.
2. Session 2- after editing with the
students, they are to write 2rd
sentence.
3. Session 3 copy completed/ edited
writing onto display A3 sheets.
Illustrate for display.
Focus- Pronouns, action verbs
Scaffold for the IWB
Sentence of the day- adverbs
Catch up.
need action verbs
Books and A3 publishing
sheet.
Butterfly patterns.
AssessmentIndependent use of
punctuation, correct
use of adjectives,
nouns and verbs. Do
the sentences make
sense?
Term 4, 2012. Accelerated Literacy Program- Caterpillar Butterfly- Vivian French
7/8
7/8
Needed to repeat prediction
Use Cross sectional book groups
Process1. watch a short section
2. groups discuss what happens next
3. discuss best ideas with the whole
class.
4. watch a little more
5. Independently write during 15
minutes. Also focus on the fact
that the children need to reread
their work.
6. Read to their book group. Fix up
grammatical mistakes with peers.
7. Share chosen work with the whole
class.
You tube: “Ormie wants a cookie”- stop at
the boxes.
You tube: “Pigeon Impossible”-stop at the
the shooting.
(Literacy group independent writing taskconversation with a character & writing a
small information report)
Read factual text in AL- factual summary
Butterfly life cycle
 Glue pictures in order and write
about each stage.
Sentence of the day- listing
iPad- Educreations
 photo of their tote tray, pencil
case and lunch box.
 Write on slide- eg “In my pencil
case….”
 Record a narration and share.
Catch up.
Assessment
Can they predict
independently?