Weekly Literacy Planner Example

Year 3/Year 4/Year 5/Year 6 Literacy Planner
Literacy: Spelling Groups

Level 3: Understand how to use soundletter relationships and knowledge of spelling rules, compound words, prefixes, suffixes, morphemes
and less common letter combinations, for example tion (ACELA1485)
Level 4: Understand how to use strategies for spelling words, including spelling rules, knowledge of morphemic word families, spelling
generalisations, and letter combinations including double letters (ACELA1779)
Level 5: Understand how to use banks of known words, as well as word origins, prefixes and suffixes, to learn and spell new words
(ACELA1513)
Literacy: Reading Groups
Reciprocal Reading: Level 3: Discuss texts in which characters, events and settings are portrayed in different ways, and speculate on the
authors reasons (ACELT1594)
Comprehension: Level 4: Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and
linking ideas and analysing and evaluating texts (ACELY1692)
Speaking and Listening: Level 6: Analyse how text structures and language features work together to meet the purpose of a text
(ACELY1711)
Literacy: Writing
Level 3: Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and
language features and selecting print, and multimodal elements appropriate to the audience and purpose (ACELY1682)
Level 4: Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a
widening range of audiences, demonstrating increasing control over text structures and language features (ACELY1694)
Level 5: Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language
features, images and sound appropriate to purpose and audience (ACELY1704)
Level 6: Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language
features, images and digital resources appropriate to purpose and audience (ACELY1714)

Literacy: Handwriting
Level 3: Write using joined letters that are clearly formed and consistent in size (ACELY1684)
Level 4: Write using clearly-formed joined letters, and develop increased fluency and automaticity (ACELY1696)
Level 5: Develop a handwriting style that is becoming legible, fluent and automatic (ACELY1706)
Level 6: Develop a handwriting style that is legible, fluent and automatic and varies according to audience and purpose (ACELY1716)

Literacy: Speaking and Listening
Level 3: Plan and deliver short presentations, providing some key details in logical sequence (ACELY1677)
Level 4: Plan, rehearse and deliver presentations incorporating learned content and taking into account the particular purposes and
audiences (ACELY1689)
Level 5: Plan, rehearse and deliver presentations for defined audiences and purposes incorporating accurate and sequenced content and
multimodal elements (ACELY1700)
Level 6: Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements for defined
audiences and purposes, making appropriate choices for modality and emphasis (ACELY1710)
Tuesday Wednesday Thursday Friday
Silent Reading Silent Reading Silent Reading Silent Reading
Homework Set Up
Spelling Set Up
Homework Contracts
Unit 10
Unit 10
Unit 25
Word of the Day
Their
1. How do we spell the word?
What sounds does it make?
2. What does it mean?
3. Use it in a sentence?
Word of the Day
They are
1. How do we spell the word?
What sounds does it make?
Word of the Day
They
1. How do we spell the
word? What sounds
does it make?
Word of the Day
There
1. How do we spell the
word? What sounds
does it make?
Reading Groups:
Group One: Reciprocal Reading
Magazine: Volcano World
Focus: 5 W Questions
Summarise what is happening
Predict what is going to happen
Clarify work out the meaning of
unfamiliar words or sentences.

Group Two: Comprehension
Blue Box

Group Three: Independent
Reading
Listening to audio books and
discussing the texts in pairs.

*Reciprocal reading group works
with the teacher, while other
students work independently.

Reading Groups:
Group One: Reciprocal Reading
Magazine: Volcano World
Focus: 5 W Questions
Summarise what is happening
Predict what is going to happen
Clarify work out the meaning of
unfamiliar words or sentences.

Group Two: Comprehension
Blue Box

Group Three: Independent
Reading
Listening to audio books and
discussing the texts in pairs.

*Reciprocal reading group works
with the teacher, while other
students work independently.

Handwriting
Learning Intention: to focus
the size, print, formation and
being legible using Victorian
Modern Cursive

Success Criteria: students
will have completed their
handwriting activities making
sure they are legible using
Victorian Modern Cursive.

Group One: Cursive alphabet

Group Two: Review 1 and
Assessment 1

*Teacher models the cursive
alphabet on the board.
Spelling Groups
Resource: Everyday Spelling

Group Orange: Unit 27
tch sounds
1. Weekly spelling test
2. Independent differentiated
activites
3. THRASS Dictionary
4. Use 5 spelling words to
create 5 sentences

Group Green: Unit 27
c=s sounds
activites
create 5 sentences

Group Blue: Unit 27
le, al or el sounds
activites
create 5 sentences

Writing

Focus: Holiday Recounts
Learning Intention: Focus on
using a mind map to generate ideas
about their holidays.

Success Criteria: students will
have created a mind map with ideas
about their holiday.

Todays focus will be on generating
a mind map of ideas to use to
create a recount of the holidays.

I will explicitly instruct them on
what we are doing and do an
example of a mind map on my
holidays on the board for them to
see. They will move onto
completing their own mind maps
while I will assist students that
need help.

Writing

Learning Intention: focus on
the organisation of
ideas/information in sequencing
the recount.

Success Criteria: students will
have created a draft recount with
their ideas in sequence of what
happened first, second, third etc.

Todays focus will be on using our
mind map from yesterday to
draft a recount of the holidays.

I will explicitly instruct them on
what we are doing. I will then do
an example of my holiday
recount on the board. Students
will then move onto completing
this on their own focusing on
sequencing and paragraphs while
I assist students that need help.

Writing and Speaking
and Listening

Learning Intention: focus on
presenting what we did in the
holidays to the class.

Success Criteria: students
will have had a go a recording
their recounts on the video
camera.

Todays focus will be on
recording our recounts and
presenting them to the class.

Students will publish their
writing on their netbooks while
students are recording.

I will assist students and hold
individual conferences with
them about their recounts.

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Year 3/Year 4/Year 5/Year 6 Literacy Planner

Literacy: Spelling Groups

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