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Reading Unit

This document provides a unit planner for a Year 6/7 reading unit focused on developing reading comprehension skills. Over 4 weeks, students will participate in various small group activities including reading comprehension worksheets, guided reading, and reading circles. Formative and summative assessments include evaluating students' reading skills and ability to answer comprehension questions. The planner outlines the weekly schedule, lesson sequences, resources needed, and considerations for student diversity.

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123 views

Reading Unit

This document provides a unit planner for a Year 6/7 reading unit focused on developing reading comprehension skills. Over 4 weeks, students will participate in various small group activities including reading comprehension worksheets, guided reading, and reading circles. Formative and summative assessments include evaluating students' reading skills and ability to answer comprehension questions. The planner outlines the weekly schedule, lesson sequences, resources needed, and considerations for student diversity.

Uploaded by

api-464657410
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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READING UNIT PLANNER

Pre-service Teacher name: Highlight planning process: Date:


Monique Planned collaboratively with ST 31/8 –
Year level/ age range & number of students: Planned collaboratively with peer 25/9
Year 6/7 – 25 students Planned independently based on ST
lessons
Planned Independently
Unit title: Reading

Learning area and outcomes: (E.g. English, Mathematics, Science, Health & Physical Education,
Humanities & Social Sciences, The Arts, Technologies and Languages & Australian Curriculum links)

English- Reading Groups/ Comprehension

General capabilities consideration: literacy, numeracy, ICT, critical & creative thinking, ethical
understandings, intercultural understandings, personal & social capabilities
Literacy
Cross-curricula consideration: ATSI, Asia & Aust engagement with Asia, Sustainability

Student diversity consideration: students with disability, gifted and talented students, students for whom
EAL/D
Hearing impairment- ROGER device
Learning intentions: (Descriptions of what Success criteria for students: (clear and specific
learners should understand and be able to do by the measures of how students have met the learning
end of a learning period, the ‘what and why’ of the intentions, i.e. how they are going with the task, this
learning task: ‘We are learning to …. (learning can include both learning content and strategies; ‘I
intention ‘what) so that we can …… (learning know that I can do this when I have..)
intention ‘why’))
Students will be successful when they can
We are using different reading comprehension effectively comprehend a range of texts
strategies so that we can learn to understand
different texts.
Formative assessment: Summative assessment:
How well they can read out lound,
How effective their questioning is
How well they can answer questions with parts of
the text
Range of teaching strategies: preparation/ organisation/ resources:
(What range of teaching strategies will I use and so what resources will I need for the students to engage in
the activity? Where will I access the resources from?)

Reading comprehension sheets- new each week, reading books,


Differentiation: (Are there any students that I need to personalise the activity for)

Specific student needs: learning/ behaviour Adjustment and considerations

Leaving off end two questions for Darcy


UNIT TIMETABLE
(Weekly overview – brief detail only – use to determine time-frame etc)
WEEK BEG. MON WED FRI
Week 7 Reading comp. Group 1 & 2 Reading comp. group 3 &4 NO SCHOOL
Guided reading/reading circle group 3 Guided reading/reading circle Group 1 &
&4 2
Week 8 NO SCHOOL WRITING WELLBEING SURVEY

Week 9 Reading comp. group 3 &4 Reading comp. Group 1 & 2 Mark Week 7 and 9 reading
Guided reading/reading circle Group 1 Guided reading/reading circle group 3 comp.
&2 &4
Week 10 Reading comp. Group 1 & 2 Reading comp. group 3 &4 Mark Week 10 reading comp.
Guided reading/reading circle group 3 Guided reading/reading circle Group 1 &
&4 2
SEQUENCE OF LESSONS/ LEARNING EXPERIENCES
Main
Learning/assessme
Lesson sequence Learning Experiences Resources
nt

Students come into classroom after fitness and go into


their respective groups (Shown on smartboard).
Reading Comp groups go to front of classroom and pick
up reading comp. they stick this in and have until the
end of the lesson to complete the questions on the sheet.
They hand up at the end of the lesson if finished.
Reading circle group collect their group book and sit at
the back of the classroom and as a group choose a page
number to read to individually. When they get to the
respective page, they each then have to create a hidden
question they found throughout their reading and write
it on the question sheet in the reading folder (stored next
to window above dictionaries). They then go through all
the questions discussing the answers.
Reading comp. Guided reading group collect their chairs and reading
Guided group books and sit at the front of the classroom with
reading/reading teacher. They choose someone to read first and then
circle choose the direction of the circle. The first person reads
the page and the person who is next has to find a hidden
or here question from the text (depends on which group
they are in). Everyone has to put their hand up when
they find the answer to the question and 1 person is
chosen to answer the question. The person who asked
the question then reads next and so on until the person
who started reading is asking the question.
When it gets to the end of the circle OR it is halfway
through the lesson, the reading circle and guided
reading groups swap.
The teacher gives feedback for guided readers, takes
notes, and records who has read/who is in the lesson.
They also need to make sure the rest of the class is
staying on task and is quiet.
Marking Students come in from recess and open their reading
reading comp comp books to this weeks task. Random name generator
is used to read the text (a paragraph or half a paragraph
if it is big). When the whole text has been read, go
through answers using name generator, answering
questions (e.g. if someone has a different answer to
what was said, letting them know if it is or isn’t).
Students add up their scores and put books up the front
of the classroom for teacher to record score.

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