The+Mafia's+Literacy+Group

// Welcome to our __ L iteracy G roup P age __//

** IMPORTANT INFORMATION ** HOMEWORK TRACKER -My Journal Blog -My Journal Blog -My Journal Blog -My Journal Blog Readers Response letter -inferring ||  || Week 4 Week 5 Week 6 Week 7 Week 8 Monday Week 9. || // -REMEMBER to have someone at home (or in the car or while shopping) test you every night on your spelling words. This can be achieved verbally or by writing if you prefer. //
 * ** Homework Task ** ||  || ** Due Date ** ||
 * -Persuasive Writing Piece 2: "Why smokers should quit smoking" ||  || ** Week 1, Term 2 -PAST ** ||
 * -My Journal Blog

**My Journal Blog-** Weekly Homework task You will be expected to make **1 journal entry into your blog each week**, this will be a **homework task** and will form a part of your writing assessment**.** Your journal entry should be at least **2-3 paragraphs in length.** First you will need to set up your blog, download the following instructions to get you started, have fun!


 * Visit Miss. Lockie’s "My Journal Blog" [] and become a follower! I have already posted my journal entry for week 4... Have YOU???
 * Please send me your email address using wiki-spaces mail so I can add you as a reader of my blog, thanks happy blogging... If you are stuck and still need to finalise your blog account scroll down to the lessons section for further instructions.


 * // OUR ANCHOR CHARTS... //**

-Inferring is using the clues from the text to help us think about what is happening in the text (i.e. what the meaning is) in order to understand what we are reading. -Predicting is an important part of inferring, we make predictions or we infer about what is happening in the text to help us answer questions that we have. -When we infer from the text we can sometimes use our prior knowledge as well as using the clues written in the text. -We can use visual images to make inferences from the clues in the picture and using our prior knowledge.
 * INFERRING

-We can infer the meaning of words also.

 During TERM 2 it is expected that every Year 7 student will satisfy the following:
 * T E R M 2 R E A D I N G E X P E C T A T I O N S
 * 1) Read at least __one regular sized novel__ OR 3__-4 small novels__ this term //and// record these in their __reading log.__
 * 2) Read at least __one picture story book__ //and// record picture story books read into their __reading log.__
 * 3) Read one other text of __personal choice__, E.g. a graphic novel, a non-fiction text, an instruction manual, a set of newspaper articles or magazine articles //and// record into their __reading log__.


 * ** READING INDEPENDENTLY ** looks like…
 * Being prepared for reading with a book that you think you will be interested in.
 * Sitting in a comfortable spot -so you don’t feel you have to move during IR.
 * Concentrating on the book you are reading -eyes stay on the page.
 * Everyone is reading silently and independently.
 * Nobody is distracting others, this means no talking or touching others.
 * Nobody is fidgeting (tapping, moving their feet or legs, or making noises.
 * The teacher is also reading independently or listening to others read.
 * Self-assessment of how well you read independently

<span style="border-bottom-color: windowtext; border-bottom-style: double; border-bottom-width: 1.5pt; border-left-color: windowtext; border-left-style: double; border-left-width: 1.5pt; border-right-color: windowtext; border-right-style: double; border-right-width: 1.5pt; border-top-color: windowtext; border-top-style: double; border-top-width: 1.5pt; display: block; padding-bottom: 1pt; padding-left: 4pt; padding-right: 4pt; padding-top: 1pt;">
 * A JUST RIGHT BOOK IS...
 * Is interesting to read.
 * You can read most of the words (There shouldn’t be more than 5 words that you don’t know in the first 3 pages).
 * Your reading speed is not too slow or too fast.
 * You can understand what you are reading.
 * You can figure out what you’re reading by using context clues.

It’s important to have a just right book so that when you are reading, you have “brain space” to understand what you are reading! <span style="font-family: arial,helvetica,sans-serif;">

<span style="font-family: 'Abadi MT Condensed Extra Bold',helvetica,sans-serif; line-height: 45px;">** L i t e r a c y G r o u p  //__ -LESSONS __//**

**__ Learning Intention: __** // We are learning // to identify words phonologically, words that contain the tion sound (may not be the same letter pattern). We are also learning to identify tricky words as well as interesting words.
 * -Week 10 **


 * __ SUCCESS CRITERIA -How I know that I have achieved the Learning intention __**
 * I have identified tion sounding words as well as interesting and tricky words during independent reading.

POETRY PAGE **__ Learning Intention: __** // We are learning // to review our knowledge of poetry as a style of writing because a famous Australian poet -Steven Herrick will be visiting today! We are also identifying how language is used to suggest a characters qualities in a narrative text.
 * -Week 9 **


 * __ SUCCESS CRITERIA -How I know that I have achieved the Learning intention __**
 * I have discussed what a poem is
 * I have identified the qualities of Ron
 * I have attempted to write my own poem.

POETRY PAGE

__ Learning Intention: __ // We are learning // to identify interesting words when reading to expand our vocabulary.
 * -Week 8 **
 * Thursday **


 * __ SUCCESS CRITERIA -How I know that I have achieved the Learning intention __**

-I have identified at least one or more interesting words during my independent reading

-I have written the word in my glossary list and recorded the definition


 * An ** Interesting word ** is a word that may be new to you or you have only heard or seen a few times. You may be able to infer the meaning of an interesting word by using clues in the text. It could be a word you are unsure of.


 * __ Things To Do (TTD) __**
 * 1) ** Spelling partner test ** -n//o English tomorrow// ( ** 5-7 min) **
 * 2) ** Finishing off time (15 min) ** to complete readers response letters.
 * 3) //Those that have finished//, use this time to record any new words that you know in your **"words I now know"** table. You can update your reading log also. Then you can use any remainder time to check/ respond to comments made by me on your blog and to update your journal blog if needed. Then you do some independent reading.
 * 4) **Independent Reading (15-20 min):** use sticky notes to mark places in the text where you find any interesting words.
 * 5) **Reflection**: Record the words into your glossary list and find definitions **(5 min)**. You will share these words on Monday.

// -DID YOU ACHIEVE THE LEARNING INTENTION FOR TODAY? // **-Not sure? Check out the success criteria abov e **

__ Learning Intention: __ //We are learning// to identify when we infer during reading to clarify meaning and to demonstrate our inferences in a readers response letter. -I can describe what it means to infer and why inferring is important. -I have discussed with one other person inferences that I made during reading. -I have planned and begun writing my readers response letter to show my inferences.
 * Tuesday **
 * __ SUCCESS CRITERIA -How I know that I have achieved the Learning intention __**

-DID YOU ACHIEVE THE LEARNING INTENTION FOR TODAY? **-Not sure? Check out the success criteria above**

__ Learning Intention: __ //We are learning to// describe what inferring is and to identify when we infer during reading to help us understand what we are reading. . -I can describe what it means to infer and why inferring is important. -I have identified at least once during independent reading when I have used clues to figure out what it really means in the text. -I have recorded the inferences that I made in my workbook and shared them with the class.
 * -Week 6/7 **
 * Tuesday **
 * __ SUCCESS CRITERIA -How I know that I have achieved the Learning intention __**

** __ Things To Do (TTD) __ **
 * 1) ** Write your own definition of inferring in your workbook and share with the class. **
 * 2) ** Create a class anchor chart on inferring. **
 * 3) ** Guided reading **
 * 4) ** Independent reading **
 * 5) ** Reflection on inferences made and sharing. **

-DID YOU ACHIEVE THE LEARNING INTENTION FOR TODAY? **-Not sure? Check out the success criteria above**

WALT... describe what inferring is and to identify when we infer during reading to help us understand what we are reading. .
 * Monday **
 * During week four our ** learning focus ** was on ** questioning ** to identify when we have questions about the text during reading. We can question before reading, during reading and after reading, we can even make predictions about what we think is going to happen next.


 * When we question what we read we are trying to understand the text better, just like when we make connections to the text, questioning helps us to understand what we are reading better.


 * When we question the text sometimes the answers can be found clearly written in the text **(Here)**, from clues in the text **(Hidden**) or from our prior knowledge **(Head). [[file:Here%20hidden%20head.ppt]]**


 * __During your independent reading:__ use sticky notes to question the text, move the sticky notes to where you have discovered the answer (//here// -in text or //hidden//-using clues). Leave the question sticky note if the answer is in your head (prior knowledge) or no where to be found.

> || The text says that... || I infer that... because... || I know that... because I know about... || -What are the colours in a rainbow? ||
 * __After independent reading:__ record your questioning in the following table as full sentence answers.
 * || HERE || HIDDEN || HEAD || N.A. ||
 * Discuss your questions and answers with the person next to you.
 * Share your questioning with the class


 * **Inferring** is when we figure out what the author is meaning from the clues (Hidden) in the text. This may mean using one clue or joining together many clues.

<span style="color: #212121; font-family: 'Abadi MT Condensed Extra Bold',helvetica,sans-serif; font-size: 24px; line-height: 45px;">**-Week 4** __Finalising "My Journal Blog"__ Okay, //most - all// of you have successfully set up your blog pages and some of you have even posted your first journal blog! Remember 2-3 paragraphs, it must be proof read and you must add any incorrect words to your spelling journal. __Now__ you must **//invite me and any of your friends to be able to view your blog...//**
 * <span style="color: #212121; font-family: Corbel,helvetica,sans-serif; font-size: 18px; line-height: 45px;">**Follow the instructions below**
 * Sign in to your blog and select __ settings, __ go to __ permissions: __ select "__only these readers__ can view this blog". In the box below type in the email addresses of people that you want to invite to view you blog, separate email addresses with a comma. Don't forget to invite me by adding the following email address __ r.lockie@hotmail.com. __

<span style="color: #212121; font-family: 'Abadi MT Condensed Extra Bold',helvetica,sans-serif; font-size: 24px; line-height: 45px;">**-Week 3** <span style="color: #212121; font-family: 'Abadi MT Condensed Extra Bold',helvetica,sans-serif; font-size: 24px; line-height: 45px;">__ Monday __ <span style="color: #212121; font-family: Corbel,helvetica,sans-serif; font-size: 18px; line-height: 45px;">**-Get started:** 1. Collect __Spelling__ words for the week 2. Write your own definitions for text to text (t-t), text to self (t-s), text to world (t-w) <span style="color: #212121; font-family: Corbel,helvetica,sans-serif; font-size: 18px; line-height: 45px;">**-Read aloud:** making connections <span style="color: #212121; font-family: Corbel,helvetica,sans-serif; font-size: 18px; line-height: 45px;">**-Independent reading/ reading reflection: Taking notes while reading-// T // //his sentence... reminds me of... (t-t, t-s, t-w)// **
 * <span style="color: #212121; font-family: Corbel,helvetica,sans-serif; font-size: 18px; line-height: 45px;">**WALT1:** **Readers response preparation, making connections between different things that I read.**
 * <span style="color: #212121; font-family: Corbel,helvetica,sans-serif; font-size: 18px; line-height: 45px;">-Sharing: **<span style="color: #212121; font-family: Corbel,helvetica,sans-serif; font-size: 18px; line-height: 45px;">connections made during independent reading


 * Sample readers response letters:
 * [[file:SampleReadersResponse.docx]] [[file:We do literacy letter.docx]]

<span style="color: #212121; font-family: Corbel,helvetica,sans-serif; font-size: 18px; line-height: 45px;">**-Small group brainstorm:** 2minutes to write all you know about persuasive writing, you can use examples, think about audience, text structure, persuasive devices, vocabulary, paragraphing and sequencing... what else? <span style="color: #212121; font-family: Corbel,helvetica,sans-serif; font-size: 18px; line-height: 45px;">**-Share time,** reward for the most number of items on the page. <span style="color: #212121; font-family: Corbel,helvetica,sans-serif; font-size: 18px; line-height: 45px;">**-Persuasive device review**
 * **<span style="color: #212121; font-family: Corbel,helvetica,sans-serif; font-size: 18px; line-height: 45px;">WALT2: Persuasive writing for NAPLAN -review **

<span style="color: #212121; font-family: Corbel,helvetica,sans-serif; font-size: 18px; line-height: 45px;">**<span style="font-family: 'Abadi MT Condensed Extra Bold',helvetica,sans-serif; font-size: 24px;">-Week 2 ** __//<span style="color: #212121; font-family: 'Abadi MT Condensed Extra Bold'; font-size: 24px; line-height: 45px;">**<span style="font-family: Corbel,helvetica,sans-serif; font-size: 18px; font-style: normal;">Monday ** //__ **-Collect __Spelling__ words for the week/ roll call and homework check.** **-Class novel read aloud** <span style="color: #212121; font-family: Corbel,helvetica,sans-serif; font-size: 18px; line-height: 45px; margin: 0px; padding: 0px;">**-Tasks**
 * 1) Term 2 __ reading expectations __ and __ record keeping __ (using your reading log)
 * 2) Independent reading/ reading conferences and performance rating (17 minutes)
 * 3) NAPLAN practice reading test (40-50 minutes)