Literacy unit overview

Year X unit overview — Australian Curriculum: Mathematics
Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), Australian Curriculum v3.0: Mathematics for Foundation–10,<www.australiancurriculum.edu.au/Mathematics/Curriculum/F-10>.
School name Unit title Duration of unit
Wembley Downs Sound Waves program 6 weeks
Queensland Studies Authority January 2012 | 1
Unit outline
Children develop an understanding that letters are symbols used to interact with others, to express imagination and ideas across a broad spectrum of subjects.
They explore letter symbols that possess names and sounds, and that either of these contexts can be used to express meaning t hrough different text formats.
They will learn that there are rules that govern the way in which words are assembled, and they will start to explore how to apply these rules to phoneme addition
and substitution. Children will begin to identify language features and features of print in familiar texts.
Learning opportunities in this unit are developed for the children by the teachers, so that they gain the maximum level of exposure to written text, using symbols to
express ideas, and develop deeper understanding of language symbols, and text construction. Teaching is explicit to the extent that the children are able to gain a
greater understanding of the rules of language and language construction and how to employ these rules. However, intentional in its delivery, ensuring that
children are exposed to multi-faceted modes of text. This unit is of great importance to ensure the future success of children at school- that they are able to cope
with the varying demands of education, as it provides the basis for a sound knowledge of language, symbols, and language construction via written or oral modes.
This unit (throughout the year), places a strong focus on the development of children’s understandings of:
 the symbol system used within their world and how it contributes to language for interaction
 text structures and organisation
 developing sound and letter knowledge
 creating texts
Inquiry questions for this unit:
 How do I put my ideas together in a sentence? - How do I correctly construct a sentence?
 What words should I use in my sentence? - What are the basic concepts about print?
 How should these words be ordered? - How can I present my text?
 What are the different sounds that letters can make? - What are appropriate interaction skills?
 How do these sounds change according to the letters they are blended with?

Identify curriculum
Content descriptions to be taught General capabilities and
Language Literature Literacy cross-curriculum priorities
Language variation and change
Understand that English is one of
many languages spoken in Australia
and that different languages may be
spoken by family, classmates and
community (ACELA1426)
Language for interaction
Understand that language can be
used to explore ways of expressing
needs, likes and dislikes
(ACELA1429)
Text structure and organisation
Repeating parts of texts, for example
characteristic refrains, predicting
cumulative storylines, reciting poetic
and rhyming phrases (ACELA1430)
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)
Expressing and developing ideas
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
Literature and content
Recognise that texts are created by
authors who tell stories and share
experiences that may be similar or
different to students’ own experiences
(ACELT1575)
Responding to literature
Share feelings and thoughts about the
events and characters in texts
(ACELT1783)
Examining literature
Identify some features of texts
including events and characters and
retell events from a text (ACELT1578)
2 | Year X unit overview Australian Curriculum: Mathematics
Interacting with others
Listen to and respond orally to texts
and to the communication of others in
informal and structured classroom
situations (ACELY1646)
- listening to, remembering and
following simple instructions
- asking and answering questions
to clarify understanding
- participating in class, group and
pair discussions
- participating in informal
situations, involving the
imaginative use of spoken
language
- listening for specific things, to
give an answer
- sequencing ideas in spoken
texts, retelling stories with picture
cues
Use interaction skills including
listening while others speak, using
appropriate voice levels, articulation
and body language, gestures and eye
contact (ACELY1784)
Interpreting, analyzing, evaluating
Identify some differences between
imaginative and informative texts
(ACELY1648)
- talking about what is ‘real’ and
what is imagined in texts
Literacy
 develop the skills to learn and
communicate confidently in
listening, reading and viewing,
writing, speaking and creating print
Critical and creative thinking
 identifying, exploring and
organising information and ideas
 generating ideas, possibilities and
actions, that is, considering
alternatives
 imagine possibilities and connect
ideas
 seek solutions and put ideas into
action
Personal and social capability
 communicate effectively
 recognise emotions
 appreciate diverse perspectives
 understand relationships
 negotiate and resolve conflict
 work collaboratively
 develop self-discipline
 become confident, resilient and
adaptable

Identify curriculum
stories and informative texts
(ACELA1786)
Know how to use onset and rime to
spell words (ACELA1438)
Sound and letter knowledge
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)
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)
- talking about the meanings in
texts listened to, viewed and read
- making an inference about a
character's feelings
- discussing and sequencing
events in stories
Creating texts
Create short texts to explore, record
and report ideas and events using
familiar words and beginning writing
knowledge (ACELY1651)
Produce some lower case and upper
case letters using learned letter
formations (ACELY1653)

Identify curriculum
Achievement standard
Receptive modes (listening, reading and viewing)
By the end of the Foundation year, students use predicting and questioning strategies to make meaning from texts. They recall one or two events from texts with
familiar topics. They understand that there are different types of texts and that these can have similar characteristics. They identify connections between texts and
their personal experience.
They read short, predictable texts with familiar vocabulary and supportive images, drawing on their developing knowledge of c oncepts about print and sound and
letters. They identify the letters of the English alphabet and use the sounds represented by most letters. They listen to and use appropriate language features to
respond to others in a familiar environment. They listen for rhyme, letter patterns and sounds in words.
Productive modes (speaking, writing and creating)
Students understand that their texts can reflect their own experiences. They identify and describe likes and dislikes about familiar texts, objects, characters and
events.
In informal group and whole class settings, students communicate clearly. They retell events and experiences with peers and known adults. They identify and use
rhyme, letter patterns and sounds in words. When writing, students use familiar words and phrases and images to convey ideas. Their writing shows evidence of
sound and letter knowledge, beginning writing behaviours and experimentation with capital letters and full stops. They correc tly form known upper- and lower-case
letters.

Relevant prior curriculum Curriculum working towards
Western Australian Early Years Learning Framework
Children are confident and involved learners:
 explore ideas and theories using imagination, creativity and play
 use feedback from themselves and others to revise and build on an idea
Children are effective communicators:
 contribute their ideas and experiences in play, small group discussions
 attend and give cultural cues that they are listening to and understanding
what is said to them
 listen and respond to sounds and patterns in speech, stories and rhymes
in context
 view and listen to printed, visual multimedia texts and respond with
relevant gestures, actions comments and/or questions
 sing and chant rhymes, jingles and songs
 begin to understand key literacy concepts and processes, ie. sounds of
language, letter-sound relationships, concepts of print and the ways text
are structured
 recognise and engage with written and oral culturally constructed texts
 use language and engage in play to imagine and create roles, scripts and
ideas
 use symbols in play to represent and make meaning
 develop an understanding that symbols are a powerful means of
communication and that ideas, thoughts and concepts can be represented
through them
 begin to be aware of the relationships between oral, written and visual
representations
 listen to and respond to sounds and patterns in speech stories and rhyme
 draw on their experience in constructing meaning using symbols
Year 1 Australian Curriculum
Children will be provided with opportunities to understand:
 that texts have varying purposes and this shapes their structure in a
predictable way
 differing forms of punctuation change the way that a text can be
understood
 text is made up of differing parts, that culminate in giving more
understanding
 differences in word to represent people, places, states and so on
 how to use onset and rime to spell words
 sound-letter matches and their variability
They will also be provided with opportunities to:
 participate in discussions and present opinions
 recreate texts imaginatively through drawing, writing performance and/or
digital format
 make presentations that presents their own work and thought processes
 discuss differences in texts
 participate in editing of own and others’ work
 write longer and more creative texts, using lower case/capital letters, and
punctuation
Bridging content
Australian Curriculum and the EYLF
Using the five contexts for learning and the eight guiding principles of practice, teachers create teaching and learning opportunities that may include:
 explaining the different modes and structures of texts within everyday contexts, that is, speaking and listening, responding, interacting and presenting
 discussing the purposes of language for communicating within a range of contexts for example, learning context, social context

 looking at different structures of text types in meaningful ways
 exploring through rhythm and rhyme the patterns of oral language and making explicit through texts the relationship between these patterns and text and
word construction, eg. onset and rime, rhyming patterns, phoneme substitution and deletion
 discussing and exploring the features of text, such as, print concepts, punctuation, sentence structures
 predicting within shared reading
 high-frequency and sight words within texts
 how to recognise letters and sounds
 constructing texts focusing on appropriate capital/lower case letters, sentence formation, punctuation, vocabulary
 creating written texts
 recognising familiar words within shared reading texts, and applying prior knowledge about letters and sounds to decipher new vocabulary
Links to other learning areas

Assessment Make judgments
Describe the assessment Assessment date Teacher gathers evidence to make
judgements about the following
characteristics of children’s work:
Productive:
 Use of familiar words, phrases and
images to convey ideas
 Use of new terminology to convey ideas
 Organisation and detail of description
 Deliver short oral presentation to peers
in familiar situations
 Use interaction skills – voice level,
articulation, eye contact
 Create short texts to report ideas using
familiar words and beginning writing
knowledge
The sequence of teaching and learning experiences allows for teachers to:
 monitor learning about language, literature and literacy strands withing
everyday learning
 determine future directions for teaching and learning for each child
Anecdotal notes and observations
Teacher will make notes and observations about individual children’s progress
towards language, literature and literacy knowledge, skills and understanding during
everyday learning experiences.
Written
Children will write about a character that they have chosen (robot), and express their
ideas giving name, what they like about their robot, what is their robots special
function.
Children will write about themselves as a pirate – draw a picture and 3 sentences
about you as a pirate – name, what they can do,
Informative: Presentation (spoken)
Children report about their robots discussing design, and design features: what
materials did you use; why did you choose those materials
Self-Reflection checklist:
1. Does your robot have legs?
2. Did you build your robot using 3 or more materials?
3. What feature of your robot do you like the most?
Exhibit:
Robots set out in robot exhibit (Robot land), for parents, with short written
explanation of own robot.
The assessments allow for individuality of design as well as imagination. There are a
variety of assessment types, which allow for all students to practice talking about a
topic, whether that be oral, written or one-to-one. In so doing, the weaker students
are given the opportunity to refine their ideas and become more specific about what
it is they want to say. These assessments give the stronger students the opportunity
to use a greater level of language, through the use of descriptive language, and the
medium to explore ideas, as well as, refining their written work.
Ongoing
Week 6 (wk. 3 of prac)
Week 7 (wk.4)
Week 8 (wk.5)
Week 9 (wk.6)

Assessment Make judgments
Students will be given a chance to write their ideas, then feedback will be given in
order to refine what they have written, to ensure that it conforms to the format given,
and the ideas that they need to present.
The purpose of each assessment is to gauge how students are able to construct text
using the knowledge they have of text construction, as well as letter/sound
construction and syntax.
Oral assessment is given so that children can explore the language of presentation,
and the mode of delivery. It is also a means to encourage all students to take part in,
and understand that their contributions are important.

Teaching and learning Supportive learning environment
Teaching strategies and learning experiences Adjustments for needs of learners Resources
Modelled writing:
Teacher:
 Writes and thinks aloud while children observe, when writing about “My robot”
 Makes explicit how text is to be presented and what information is to be
contained
Shared writing:
Teacher:
 Scribes text as children supply content, paying attention to spelling out familiar
words, and assisting children to think about and verbalise information
 Facilitates children’s ability to focus on developing the content of the text without
having to write
Children:
 Talk about, and develop ideas pertinent to the content
 Collaborate with peers about ideas
 Make links with their knowledge and experiences
Guided writing:
Teacher:
 Based on small groups, working on needs of children ie. planning, sequencing,
joining sentences
Children:
 Opportunity to use initiative when writing
 Apply prior knowledge and any new skills to the writing process
Whole-class discussions:
Teacher:
 Facilitates conversations with key topics, ideas, and questions to give children
direction in their discussions and ideas
Children:
 Collaborate with each other to explore topic and concepts in order to write a
presentation
Section 6 of the Disability Standards
for Education (The Standards for
Curriculum Development,
Accreditation and Delivery) state that
education providers, including class
teachers, must take reasonable
steps to ensure a course/program is
designed to allow any student to
participate and experience success
in learning.
The Disability Standards for
Education 2005 (Cwlth) is available
from: <www.ag.gov.au> select
Human rights and anti-discrimination
> Disability standards for education.
According to ability children will be
helped to focus on a core set of
questions in order to complete their
written work.
Other children will be asked to state
their ideas, and how they will
sequence them in order to construct
a text.
Children will need access to:
 Paper
 Pencils
 Coloured pencils
 Crayons
 Textas
 Boxes of varying shapes
and sizes
 Robot reading books
 Buttons
 Aluminium foil
 Glue
 Cardboard (coloured)
 String
 Popsticks
 Matchsticks
 Crepe paper
 CBeebies “Little Robots”

Teaching and Learning Component for Unit of Work
Content Description Lesson / Learning Activities Materials Evaluation
Week 1:
Language – Expressing and developing
ideas(ACELA1437) Understand the use of
vocab in familiar contexts related to
everyday experiences, personal interests
and topics taught at school
Literacy – Interpreting, analyzing,
evaluating (ACELA1650) Use
comprehension strategies to understand
and discuss texts listened to, view ed or
read.
Language - Sound and letter knowledge
(ACELA1439) – recognize rhymes,
syllables and sounds in spoken w ords
Literacy – Creating texts (ACELY1652) –
produce some low er case and upper case
letters using learned letter formations
evaluating (ACELY1649) Read predictable
texts, practicing phrases & f luency, &
monitor meaning using concepts about print
grammatical and phonic know ledge.
“The Vegetable Garden”
 sequencing of events
 sequencing specific vocab
 draw picture from one pg of story to recreate shared book
SoundWaves: Phonics
 letter Ff – prompt for name and sound
 Ff story – smartboard – Five speckled frog story
- prompt -Who?, What?, What happens?, How?
- listen for f sound, jump, clap
 Ff colouring activity, pg.10
 Differentiation for rainbow group – SW’s page from Yr1 or 2
bk
 List words – practice, check for sounding out/reading
Handwriting:
 Ff handwriting – smartboard – practice – wk/sheet – model
writing
 Practice writing list words fit, fat and any other words that chln
can make
 Rainbow group make sentences with words –differentiation
“Wake up Dad” – Shared reading:
 Think, pair, share – what is the story about ?
 Discuss pair thoughts on story
 Discuss childn’s habit of waking parents
SoundWaves: Phonics
 Letter Nn – Nanny had a net story - read – listen for N sound,
clap, jump
 Sound and name
 Nn – colouring activity pg. 11
 Rainbow group differentiation – SW’s pg. from Yr 1/2 bk
 List words – practice, check for sounding out/reading
Handwriting:
Shared book “the vegetable garden”
Sound Waves
smartboard
pencils/coloured pencils
Ff wk/sheet
Smartboard
“Wake up Dad” big book
Sound Waves
Smartboard
Pencils/coloured pencils
Whiteboards - individual

Week 2:
evaluating (ACELY1649) Read predictable
texts, practicing phrases & f luency, &
monitor meaning using concepts about print
grammatical and phonic know ledge.
Language - Expressing and developing
ideas (ACELA1786) Recognise that texts
are made up of w ords and groups of words
that make meaning
Literature – Examining literature – Retell
events form a text (ACELT1578)
Literacy – Creating texts – produce some
low er case and upper case letters using
learned letter formations (ACELY1653)
 Nn handwriting – smartboard – practice – wk/sheet – model
writing
 List words – practice, and other words you can make with Nn
 Rainbow group make sentence
SoundWaves: Phonics
 Letter Pp – Pretty Pink Pig – smartboard story – identify P
words – clap, jump
 Other words that start with P –add an, at, in, am etc. sound out
and read together
 Think/pair/share words
 Pp – SoundWaves wk.bk pg 12 – colouring activity – explain
 List words – break down, say the sounds
 Rainbow group –SW’s pg. from Yr1/2 bk
Handwriting: wk/sheet:
 Pp handwriting – sky/grass SB practice – model writing, childn
attempt
 List words – pat, tap – what words can we make – what are the
sounds
 Whiteboard writing practice
Shared Reading: Identifying key phrases – I am/ I like/ I can…
 Discuss prior knowledge – write key words on board
 Read book together – prompt students to read familiar words
 Retell story looking at pictures only
 Use key phrases to make your own pirate short story – oral
 Cover words – childn identify missing words in story
Writing: high frequency words: the/ I /can/see
 write sentences using can/see/I
 trace over unfamiliar words for red/green/blue/yellow
 rainbow – write your own sentences – unjumble sentence
 Worksheet – draw your pirate, write 3 sentences about your
pirate - assessment
Group activity: table rotations:
 word spinner – use familiar pictures of words
SoundWaves
Smartboard – activity & story
Writing sheet
Whiteboards - individual
I am a Pirate – shared book
Pirate writing worksheet
I am a pirate worksheet
Picture spinner, letter cards, base
card

Week 3:
Expressing and developing ideas –
recognizing that sentences are key units for
expressing ideas (ACELA1435)
Explore the dif ferent contributions of words
to meaning in stories (ACELA1786)
Know how to use onset and rime to spell
w ords (ACELA1438)
Literacy – Creating texts – create short
texts to explore, record and report ideas and
events using familiar w ords and beginning
w riting know ledge (ACELY1651)
 as spinner lands on picture, make the word using letters
Shared writing: phonics – letter Rr
 write letter story together as a class
 prepare R words that childn can use in story
 clap when you hear r sound in story
 what words start with r?
 onset rime, r-at, r-an, r-ip, sound out, put together
 pg. 14 – Rr colouring activity – list words – explain, model
 robot movements
 Rainbow group – yr. 1/2 wk/book copies
Handwriting:
 Rr worksheet – sky/grass smartboard – model writing letter
 Explain wk/sheet
 What are some R words – write them on your whiteboard
 Rainbow group - sentences
Writing: Narrative: My Robot stories:
 Brainstorm robot ideas for stories – write on board
 Title, character, setting, what happened, who, solution
 Individuals present ideas for their stories
 Individual writing – lined paper for this activity
Writing: R words:
 Revise R words
 Worksheet – go through pix – what are the words?
 Spell out words use magnetic letters on board, ask chldn to com
up
 What sounds can you hear in each word? (ram, ring, ran/run,
rug, rat, rib)
 Children complete worksheet
 Sit with Lisa, Sean, Elise, Madison, Jake, Ryana (extra help),
use magnetic letters with this group, they sound out, then write
words on sheet
 Change other groups
Smartboard
Computer
Sound Waves activity book
Whiteboards
Rr worksheet
Robot writing - lined paper
R words worksheet
Alphabet magnets
A3 version for whiteboard of
worksheets
Break this activity
up into parts, does
not work at this age
level to write a story
all in one go. (time)

Week 4:
Literacy – Creating texts - Produce some
low er case and upper case letters using
learned letter formations (ACELY1653)
Language – expressing and developing
ideas - Know how to use onset and rime to
spell w ords (ACELA1438)
w ords (ACELA1438)
Morning rotations: (over 2 weeks)
 Word slides
 Simple sentences using list words
SoundWaves: Phonics: Oo
 Smartboard – SoundWaves – letter O story – read, then reread
 Children clap, jump where they hear letter O
 What are some other words that you know? (can have O in the
word)
 Write these words on whiteboard – reread them together
 List words – on,off, pot, top – are these words in our whiteboard
list?
 Sound Waves pg. 13 – explain – practice on/off
 Children complete workbook
Shared Reading: summarizing:
 “Anna’s Big Day”: – what can we infer from the title/picture?
Discuss
 Beginning, middle, end – identify these elements of the story
together
 retell the story using your own words – ask number of children
 write what childn say on board
Handwriting: worksheet Oo
 list words – review – o – n; o – ff; p-ot; t-op; st- op
 can you write any O words – individual whiteboards
 sky/grass – smartboard – writing practice – model – ask children
to come up
 children complete worksheet
Shared writing: story elements – main character, setting,
problems, solution, feelings
 writing a story for the letter Gg, make clear story elements
 look at story elements 1by1, write together, sound out words as
children say/hear them.
 Model sounding out, and writing by talking out loud
 Clap, jump, hop when you hear the sound G
Onset and rime cards (x6)
Explanations for parents
List words, lined paper
Smartboard story
Whiteboard
Big book – Anna’s Big Day
Prompt cards for beg/mid/end
Oo writing worksheet
Individual whiteboards
Smartboard
Prompt cards – narrative elements
Sound Waves workbook

Week 5:
w ords (ACELA1438)
Language: Sound and letter knowledge:
recognize rhymes, syllables and sounds in
spoken w ords (ACELA1439)
Literature – examing literature - replicate
the rhythms and sound patterns in stories,
rhymes, songs and poems f rom a range of
cultures (ACELT1579)
 Sound Waves – pg. 15: list words – sound out and say
 Colour in activity page
 Check each child’s list word ability – check list
Handwriting: Gg worksheet:
 list words – review – got; pig; dog;
 can you write any G words? – individual whiteboards
to come up
Table rotations: Phonics, writing
 word bingo/ Read the room/ Word slide/ SW book/ Spinner
SoundWaves: Phonics: Ee
 Smartboard – SoundWaves – letter E (short sound) story –
read, then reread
 Children clap, jump where they hear letter E
 What are some other words that you know? (can have E in the
word or beginning)
 Can you make a sound E, sentence?
 Write child’s sentence on board, sounding out, and writing -
model
 List words – red, peg, get
 Sound Waves pg. 13 – explain – practice
Shared Reading: “Smarty Pants”: rhyming words:
 Title and picture – brainstorm –write ideas on board – check
after reading to see how close we were
 Rhyming words – what are rhyming words?
 Can any children say 2 words that rhyme?
 How could we put them in a sentence?
 Read book
 Read again, children read along
 Go over each page, what are the rhyming words?
 Can you make a sentence with those rhyming words
List words - checklist
Gg worksheets
whiteboards
Smartboard story
Sound Waves workbook
Smarty Pants Big Book
Whiteboard
Differentiated worksheets for
rainbow and other groups.
Rainbow – unjumble rhyming

w ords (ACELA1438)
Writing: rhyming sentences:
 Rainbow – write own sentences with given words (unjumble?)
 Red, yellow, blue, green tables scaffolded sentences, finish the
sentence with a rhyming word eg. The ____ sat on the ___.
 Does the word that you chose make sense?
Handwriting: Ee worksheet:
 list words – review – red, peg, get
 can you write any E words? – individual whiteboards
 Rainbow – write a sentence with an E word
to come up
SoundWaves: Phonics: Hh
 Smartboard – SoundWaves – letter H - story – read, then reread
 Children clap, jump where they hear letter H
 What are some other words that you know?
 Can you make a sound H sentence?
model
 List words – hat, hot, hit
 Other words that start with H? Write on your board
 Check for sounding out of list words
Handwriting: Hh worksheet:
 list words – review – hat, hot, hit
 can you write any H words? – individual whiteboards
 Rainbow – write a sentence with an H word
to come up
sentences
Other – Fill in the gap with a word
from the list.
Sound Waves: workbook
Smartboard letter story
Worksheet
Smarboard
Sound Waves book

Week 6:
w ords (ACELA1438)
SoundWaves: Phonics: Kk
 Smartboard – SoundWaves – letter k (short sound) story – read,
then reread
 Children clap, jump where they hear letter K
 Can you make a sound K, sentence?
model
 List words – kid, kit
 Can we make other words with the sounds that we know?
Shared book:
n/a
Writing:
Handwriting: Kk worksheet:
 list words – review – kid, kit
 can you write any K words? – individual whiteboards
 Rainbow – write a sentence with an K word
to come up
SoundWaves: Phonics: - (k)c
 Smartboard – SoundWaves – (k)c - story – read, then reread
 Children clap, jump where they hear letter kc
 Can you make a sound kc sentence?
Worksheet
Smartboard sky/grass format
Sound Waves book
Smartboard story

w ords (ACELA1438)
model
 List words – can, cat, cot, cap
 Other words that start with k(c)? Write on your board
 Check for sounding out of list words
Handwriting: (k)c
 List words – review – can, cat, cot, cap
 Can you write any (k)c words – individual whiteboards
 Rainbow – write a sentence with (k)c
 Sky/grass – model writing – k sound, but use the letter c
 Children complete worksheet
Letter worksheet

Use feedback
Ways to monitor learning
and assessment
Teachers meet to collaboratively plan the teaching, learning and assessment to meet the needs of all learners in each unit.
Teachers create opportunities for discussion about levels of achievement to develop shared understandings; co-mark or cross
mark at key points to ensure consistency of judgments; and participate in moderating samples of student work at school or cluster
level to reach consensus and consistency.
Feedback to students Teachers strategically plan opportunities and ways to provide ongoing feedback (both written and informal) and encouragement to
children/students on their strengths and areas for improvement.
Children/Students reflect on and discuss with their teachers or peers what they can do well and what they need to improve.
Teachers reflect on and review learning opportunities to incorporate specific learning experiences and provide multiple
opportunities for children to experience, practise and improve.
Reflection on the unit plan Identify what worked well during and at the end of the unit, including:
 activities that worked well and why
 activities that could be improved and how
 assessment that worked well and why
 assessment that could be improved and how
 common student misconceptions that need, or needed, to be clarified.

Literacy unit overview

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Literacy unit overview