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Literacy Session Planning Grid
Teacher/s: _____________ Week: 1
COMPONENT
Previewing
the Day
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(whole class)
Agenda
Learning behaviours
Teacher reading of text
(serial)
Identify requirement/s for
the Plenary
Print Walk
(whole class)
 Reading around the
room for different
purposes
 Consolidating previous
learning
 Noticing patterns
 Making generalizations
 Emphasing SAE
language patterns
FOCUS AND
CONSIDERATIONS
What learning expectations will
be emphasized?
What text will you use for
teacher reading?
(See criteria for text selection)
ASPECTS/
STRANDS
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What aspects of reading,
writing speaking and listening will
you focus on during the Print
Walk?

Letter/sound relationships
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Phonemic awareness
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Word recognition
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Conventions of print

Meaning

Whole text features
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
Use of Text
Contextual
understanding
Conventions
Processes and
Strategies
Language
Literature
Literacy
Use of Text
Contextual
understanding
Conventions
Processes and
Strategies
Language
Literature
Literacy
DAY 1
Focus:
 syllables (word level)
 making connections (text
level)
 reminder of syllables and
how they help us
 sounding out when reading
and spelling
Class Goal:
 staying on task and
working together
Song:
Crash, Crash, Beep, Beep,
Honk, Honk
Focus on left to right direction
-follow along
-understanding
 Read around the room (big
kid with little kid)
 Use wands for pointing
 Focus – fluency and word
identification
 Accessing and becoming
familiar with environmental
print
DAY 2
 introduction of activities
AIEO read
 ‘Big Truck and Little Truck’
Class Goal:
 complete all work
Songs:
Crash, Crash, Beep, Beep,
Honk, Honk
Focus on left to right direction
-follow along
-understanding
Detectives
Big Kids
 syllable detectives
 clipboard with 1, 2, 3, 4
syllables
Little Kids
 word detectives
 magnifying glass to find 2,
3, 4, 5 letter words
Focus:
 word recognition and
taking turns
DAY 3
Year Level/s 3-7
DAY 4
DAY 5
Focus:
 making connections (text
level)
 correct use of tense
(sentence level)
Focus:
 making connections (text
level)
 past tense words (word
level)
 questioning – 3 types of
questions (sentence level)
Focus:
 adjectives (word level)
Class Goal:
 use a 30cm voice when
talking to each other in the
classroom
Songs:
Crash, Crash, Beep, Beep,
Honk, Honk
Focus on left to right direction
-follow along
-understanding
Class Goal:
 use a 30cm voice when
talking to each other in the
classroom
Songs:
Crash, Crash, Beep, Beep
Honk, Honk
Focus on left to right direction
-follow along
-understanding
Class Goal:
 use a 30cm voice when
talking to each other in
the classroom
Songs:
Crash, Crash, Beep, Beep
Honk, Honk
Focus on left to right direction
-follow along
-understanding
Teacher Reading
‘Who Ever You Are’ by Mem
Fox
Teacher Reading
‘The Berenstain Bears and
The Big Road Race’ (read
half)
Whole Class
 list of past tense
 words from the text
 revising conventions of
’lists’
 highlight examples of
students work from
previous day – revising
tenses
 construct a shared list –
teacher scribe
 list displayed in class
 are any of these words
parts of speech?
 discuss difference
Teacher Reading
‘The Berenstain Bears and
The Big Road Race’ (finish
text)
Whole Class
 discuss what individual
students think an
‘interesting word’ is . . .
 list some interesting words
 revise list conventions
 children make a list of
interesting words from
around the classroom
Whole Class
 revise ‘or’ as in Orson and
when you can hear the ‘or’
sound (ie. ‘aw’, ‘ore’, ‘oor’,
‘our’, ‘aur’, ‘ar’, ‘au’)
 revise conventions and
model writing a list
 students given a piece of
card to write list of ‘or’
words on (working in pairs)
 students to underline ‘or’
sounds in words
 children read their list to a
partner
 during sharing session little
kids to share 1’or’ word,
big kids to share 2 words
each that show the range
of ‘or’ sound possibilities
 teacher to make a chart of
lists for class
 display class chart
Big Kids
 use range of ‘or’ sounds
when making their list –
refer to desk mat for ‘or’
sounds
Focus:
 encourage vocabulary
extension
 children to discuss in
plenary and give reasons
for their choice
COMPONENT
Shared
Reading
(whole class)
 Explicit teaching
through modeled
reading
 Modelling focuses on a
specific aspect of
reading.
 Independent learning
task reinforces a
specific aspect of
reading at a word,
sentence or whole text
level.
Guided
Reading
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

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
(small group)
Reread known text
Orientation to new text
Students make
predictions about the
whole text from cover
Set directing question
(page focus). Students
discuss.
Student reads page
Continue process of
predicting, questioning
and verifying with
students reading in turn
Pause throughout
guided reading to
discuss events, ideas,
characters, word
choices, connections,
illustrations, etc.
FOCUS AND
CONSIDERATIONS
What text will you use for modeled
reading?
What will be the focus for your
teaching?
How will the independent learning
task reinforce the learning?
What texts will be used (fiction
or informational)?
What texts will students reread?
Which reading strategies will be
taught and reinforced?
What print conventions will you
focus on?
What contextual understandings?
Will you focus on literal, inferential
or critical interpretations of
meaning?
ASPECTS/
STRANDS




Use of Text
Contextual
understanding
Conventions
Processes and
Strategies



Language
Literature
Literacy


Use of Text
Contextual
understanding
Conventions
Processes and
Strategies





Language
Literature
Literacy
DAY 1
Focus:
 Making connections
- text to self
- text to text
- text to world
 Convention of print
 Making predictions
DAY 2
Focus:
 question marks
 exclamation marks
 questions and answers
Little Kids:
 Recognize Question marks
as the text is read.
DAY 3
Focus:
 speech marks
 inverted commas
 tense of text
 read ‘Orson’ with students
following text
 model expression and
fluency
teacher= story teller/narrator
boys= Orson
girls= Charlie and Harriet
 during reading children put
up their hands when they
hear any ‘or’ sounds eg
Orson, all, called, door,
sure etc
Independent Activities
Little Kids:
 og – dog – making a dog
out of shapes
 tracing ‘og’ words from
overhead projector onto
easel
 using magnetic letters on
projector
 children trace and blend to
read
 independent reading in
Reading Bus
 fine motor co-ordination
Big Kids:
 Encarta – researching year
cars were made and
sequencing them
 using a ‘table of contents’
Guided Reading
 Making predictions
 conventions of print ie bold
and large print
 literal and inferential
questions
Independent Activities
Whole Class:
 independent reading from
book boxes
Little Kids:
 listening post
 making words from play
dough
Big Kids:
 reading hopscotch with
dice
 sequence activity (picture,
words and arrow cards)
Guided Reading
 introduction of new book
Little Kids:
 front load by discussing
pictures, making
predictions and
connections from text to
self
Independent Activities
 list words you find
hard/tricky/difficult in the
text and explain why
 use the text ‘…Orson ‘ to
find
2 x 1 syllable words
2 x 2 syllable words
2 x 3 syllable words
Guided Reading
Texts
Little Kids:
What’s Under You Hood
Orson?
 discuss commas used to
list words on page 1
 tense – past/present
 identify words = past tense
Big Kids:
 All the Questions You Ever
Wanted to Ask Adam
Goodes
DAY 4
Focus:
 speech bubbles
 read ‘Orson’ with students
following text
 encourage expression and
fluency
teacher= Orson
boys= Charlie
girls= Harriet
 children find what each car
is saying in the text and
copy it into relevant
speech bubbles
Whole Class
 in pairs children list the
past tense words form the
text
Independent Activities
 Bobbit in a Bag p106
Deadly Ideas
 paper bags with items from
‘transport table’ or from
day 1 intro of book
 model SAE questions
 children in pairs to ask
questions in present tense
about the items which can
be answered using ‘yes’ or
‘no’ eg Does it have
wheels?, Does it have 4
wheels?, Is it a car?, Is is a
4 wheel drive?
 each child to have a turn
each within their pairs
 follow up in plenary
DAY 5
Focus:
 adjectives

 read ‘Orson’ with students
following text
 encourage expression and
fluency
2 children = narrator
2 children = Orson
boys= Charlie
girls= Harriet
 revise what an adjective is
 identify adjectives in the
text
 teacher scribe to make a
list
Independent Activity
Little Kids:
 sequenceing activity uses
scanned images of pages
from ‘What’s Under your
Hood Orson?’
Big Kids:
 Tense Marker Close
p86 Deadly Ideas
 Word Sort – using words
from ‘What’s Under Your
Hood Orson?’
COMPONENT
Writing
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

(whole class)
Explicit teaching through
modeled writing
Teacher focuses on
specific aspect of writing
determined by
developmental level of
students
Students complete an
individual writing task
linked to the modeled
writing
Teacher may work with a
small group on a specific
aspect addressing their
particular learning needs.
Alternatively the teacher
may move around class
providing help to those
who need it
Plenary
Session
(whole class)
 Students decide on the
aspect of their work to
share (use ‘post it’ notes
to remind them)
 Students seated in the
sharing circle
 Each student shares one
aspect of their learning.
FOCUS AND
CONSIDERATIONS
What form of writing will you
model?
What assessment information will
you use to determine the focus for
your lesson?
What will be the focus for your
teaching?
How will the independent writing
activity reinforce the learning?
How do you ensure that over time
you are teaching all elements of
the writing process.
ASPECTS/
STRANDS







Use of Text
Contextual
understanding
Conventions
Processes and
Strategies
Language
Literature
Literacy
DAY 1
Big Kids
Focus:
 correct use of full stops
and capital letters
Whole Groups
 punctuation of prepared
teacher recount
 children to take turns
putting full stops and
capital letters in the correct
place
Small Group
 discuss weekend with a
partner
Individual
 writing recount
Little Kids
Focus:
 having a go to sound out
unknown words
Whole Groups
 modeled writing of a
recount
Small Group
 discuss weekend
Individual
 writing recount
What will be the focus for the
plenary session?
What aspects of learning will be
reinforced?
How does the organization of the
plenary session support students
in sharing their learning
What feedback will the students
receive?

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





Use of Text
Contextual
understanding
Conventions
Processes and
Strategies
Language
Literature
Literacy
 little kids describe how
they made their dogs
 big kids read their recounts
DAY 2
Focus:
 syllables and vocabulary
building
Big Kids
Whole Groups
 syllable poems to do with
transport
 teacher example
 whole class brainstorm of
words related to cars
Little Kids

‘l
k’
(how to remember)
 making ‘og’ books
Whole Groups
 revise ‘og’ words on
whiteboard
 writing words into
sentences on whiteboard
 making ‘og’ books
 writing sentences about
picture on each page
 focus on achievement of
class goal
 reinforcement of sounding
out in reading
 word ‘l
k’ in
writing
 big kids sharing of poems
 big kids and little kids
sharing with each other
DAY 3
DAY 4
Focus:
 ‘or’ sound and ‘au’, ‘aw’,
‘oor’ etc sounds
 conventions of writing a list
Focus:
 it’s OK to have a go at
spelling, during editing
time correct spelling
Whole Class
 revise conventions
 model writing a list of
children’s names
Small Groups
 children in pairs make a list
of ‘or’ words from around
the room
Individual
 children read a word from
their list to add to the class
chart
Whole Class
 reading of ‘or’ chart
Whole Class
 speech bubbles
 model what could be said
to each other using as
many ‘or’ word as possible
from the list
 think, pair, share
 children write dialogue into
bubbles
 edit
 during sharing session
children read a bubble and
another child has to put it
under the appropriate car
 individual reading of own
list to a partner, then AIEO
or teacher
NB. Discuss tenses- which
tense will dialogue be written
in?
 reading list to the group
 sharing reading of class
chart of ‘au’ sounds
 reflect on class goal
- was it achieved?
 discuss speech bubbles
- were they easy to writer?
Why? Why not?
DAY 5
Focus:
 making sentences
Whole Class
 teacher models cutting out
of words an subsequently
how to arrange them on
the floor, followed by using
them to make a statement
or question
Individual
 children find a space to
work making statements or
questions in SAE
 children share a
sentence/question they
made
 children discuss whether
they found it easy or hard
to make sentences this
way – giving a reason