Oz-e-English: Writing (Language)

Unit 4: Narrative - Year 1

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Teaching Resources

Overview
Oz-e-English: Writing (Language) Year 1 is an English unit for Year 1 students. It aligns to the Australian Curriculum Language Content Strands:

Text Structure and Organisation
  • Understand that the purposes texts serve to shape their structure in predictable ways (ACELA1447).
  • Understand patterns of repetition and contrast in simple texts (ACELA1448).
  • Recognise that different types of punctuation, including full stops, question marks and exclamation marks, signal sentences that make statements, ask questions, express emotion or give commands (ACELA1449).


Expressing and Developing Ideas
  • Identify the parts of a simple sentence that represent ‘What’s happening?’, ‘What state is being described?’, ‘Who or what is involved?’ and the surrounding circumstances (ACELA1451).
  • Explore differences in words that represent people, places and things (nouns, including pronouns), happenings and states (verbs), qualities (adjectives) and details such as when, where and how (adverbs) (ACELA1452).


Phonics and Word Knowledge
  • Use visual memory to read and write high-frequency words (ACELA1821). 

    Note:     Information on this page is subject to change as this program is currently being updated to align with version 9.0 of the Australian Curriculum. GGSA will release an updated version in early 2023.
Learning Objectives
In Lessons 1 to 9, students learn to:
  • write, edit and improve sentences that include plural nouns
  • write, edit and improve sentences about a setting (adjectives)
  • write, edit and improve sentences that ask a question (how/why)
  • write, edit and improve sentences that include pronouns (they)
  • write, edit and improve sentences that include pronouns (his)
  • write, edit and improve sentences that include past tense verbs
  • write, edit and improve sentences that change in tense
  • write, edit and improve sentences that include rhyming words
  • write, edit and improve sentences that include alliteration.
Success Criteria
  • Understand how characters in texts are developed and give reasons for personal preferences.
  • Create texts that show an understanding of the connection between writing, speech and images.
  • Create short texts for a small range of purposes.
  • Interact in pair, group and class discussions, taking turns when responding.
  • Make short presentations on familiar topics.
  • Provide details about ideas or events and details about the participants in those events.
  • Spell high-frequency words and words with regular spelling patterns accurately.
  • Use capital letters and full stops, and form all upper and lower case letters correctly.
Assessment
Progress Test
  • Progress tests are conducted after Lesson 5. They allow teachers to monitor student understanding of the concepts taught over the past five lessons and identify where reteaching is needed.
  • The Teaching Guide contains the progress test script and a handout for students to write their answers on.

 
End-of-Unit Assessment
  • Week 10 is the end-of-unit assessment, which has the same variety of question formats as the progress tests (e.g. multiple choice, filling in blanks/punctuation, editing, constructing, and improving sentences) to assess student mastery of sentence-level writing development from the unit. 
  • The Teaching Guide contains the testing questions and the end-of-unit assessment handout for students to write their answers on.

Lesson Objectives

Success Criteria

I Do

We Do

You Do

Edit: Peer Feedback

Effective Feedback

Reflect

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