Accelerated Literacy Weekly teaching proforma.
Class: Stage 2
Text:
TM6.6
The Island by John Heffernan
Week: 6 & 7
Term: 2
Pre-knowledge: Define what an island is? On a world map colour in the islands. Discuss what the 5 senses are. In a table find adjectives and
verbs that could be used for each sense. Information Report on how the eye works.
PQR- driftwood, urchin, tribe.
Teaching
Lesson: 1
Lesson: 2
Lesson: 3
Lesson: 4
Lesson: 5
Sequence
How to analyse and
Inference
Author’s purpose.
Importance of
Teaching focus +
Descriptive writing,
evaluate visual
background
outcomes/content
imagery
information in text
knowledge
Overview of whole
Discuss story. What do What exact information Discuss story. What do Think about the theme
text.
we already know?
has been given to us
we already know?
= happiness. Does JH
Low Order
Low
Order
of
Partner
share/talk.
by
the
author?
Partner
share/talk.
use symbols to
Literate
identified words in
How do the illustrations What can we infer?
What is the author’s
represent happiness.
Orientation
text eg. urchin – PQR help in our
Explicit teaching of
purpose in writing the
What is the creature to
(building shared
knowledge through
about urchin
understanding of the
inference.
book? Is there a theme the tribe?
PQR)
story? PQR mood
or a message?
created.
Read text to/with class
High Order
Literate
Orientation
(text marking, function
of words)
Transformations
(how meaning was
created through text
structure and language
choices)
Spelling
Chunking &
Reconstructed Writing
From beginning to
“under the stars”
“The urchin heard the “In the mornings ….
sighs of the sea……
But no-one did”
sand between his
toes.” READ
READ
Provide opportunities for students to read the highlighted text
“The urchin heard the
sighs of the sea……
sand between his
toes.” Sentences,
punctuation, pronouns
= repeated and omitted
island, urchin, heard,
sighs
“The urchin heard the
sighs of the sea……
sand between his
toes.” Descriptive
words, imagery. Omit =
what don’t we know?
listened, whispers,
breeze, felt, woke
Writing
 Modelled writing
(joint construction)
or
 Guided writing
(writing workshops)
or
 Independent writing
(free composing)
Introduce feeling /
thinking verbs related to
senses.
Write phrases for each
sense.
Senses poetry eg.
colour poems.
Blue looks like, sounds
like, feels like, tastes
like..
(“Hailstones and
Halibut Bones” eg What
is red.
Accelerated Literacy Weekly teaching proforma.
Class: Stage 2
Teaching
Sequence
Text:
The Island by John Heffernan
Lesson: 6
Teaching focus + Descriptive writing,
outcomes/content imagery
Low Order
Literate
Orientation
(building shared
knowledge through
PQR)
TM6.6
Could start some
paired or group
discussion sessions
to assess student
comprehension (oral)
Week: 8 & 9
Lesson: 7
Lesson: 8
Lesson: 9
Descriptive writing,
imagery
Descriptive writing,
imagery personification
Could ask for visual
representation to show
comprehension eg.
draw and label the
urchin.
Becoming an
independent writer
Discussion groups
continue
Use one colour for
things we were told
about urchin, another
for inferences.
Term: 2
Lesson: 10
Becoming an
independent writer
Share and discuss
drawings and labels in
pairs or groups.
Read text to/with class
“He held them up…..
as it slid closer”
“Soon a creature….
The urchin smiled”
223 words
READ
Text highlighting could Begin to assess
be finished here (223
reading of high order
words) or could
text as running
READ
continue for remainder record
(text marking, function
of words)
of book.
Provide opportunities for students to read the highlighted text
“The urchin heard the “The urchin heard the “The urchin heard the
Transformations “The urchin heard
(how meaning was
the sighs of the
sighs of the sea……
sighs of the sea……
sighs of the sea……
created through text
sea……
sand between his
sand between his
sand between his
structure and language
sand between his
toes.” Revise order or toes.” Personification
toes.” Revise
choices)
toes.” Revise
senses verbs with aim
personification.
imagery through
of modeling/ patterning
senses.
writing
scent, through,
rarely, laughed,
except, slept,
reveal, treasures,
Spelling
knew, tickle
beautiful, people
morning, afternoon
pavement, no-one
High Order
Literate
Orientation
Chunking &
Reconstructed Writing
Assess high order
text while partners
read.
Reconstructed writing
(could be as
assessment or done
with partner for self
assessment first)
Straight to writing.
squatted,
surrounded,
pebbles, sponges
Writing
 Modelled writing
(joint construction)
or
 Guided writing
(writing workshops)
or
 Independent writing
(free composing)
Revise, edit previous
writing. Share.
Modelled writing of text
to pattern using a farm
as setting.
Write out
Revise Modelled
writing.
Guided using new
setting and associated
character from
brainstormed list eg.
snowfield + skiier,
rainforest and explorer,
city and
businessperson,
school and teacher etc
Continue from
previous writing.
Allow for sharing and
discussion of writing.
Independent writing
using senses in a new
setting.
Aim for personification
from some pieces of
writing.
Allow for those who
need further guided
writing to write with
teacher support.