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Bancroft, B. (2010). Why I Love Australia. Hardie Grant Publishing.

Emeck, N. (2023, June 12). Junior warrior’s war on waste. Kidsnews.com.au; KidsNews. https://www.kidsnews.com.au/environment/young-local-legend-cleans-up-community-for-all-the-grandmas/news-story/832f09a0fbbb03ab51a5903b72646651

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New South Wales Department of Education. (2024). English – Stage 2 Instructional Sequence – Spelling. Department of Education.

Reading Rockets (n.d.). Nonfiction for Kids | Reading Rockets. Www.readingrockets.org. https://www.readingrockets.org/books-and-authors/nonfiction-kids

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Reading Rockets. (2024). Descriptive Writing | Reading Rockets. Www.readingrockets.org. https://www.readingrockets.org/classroom/classroom-strategies/descriptive-writing

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Thomas, D., & Thomas, A. (2021). Teaching and learning primary English. Oxford University Press.

Victorian Curriculum and Assessment Authority. (2019). Level 4 - Victorian Curriculum. Vic.edu.au; VCAA. https://victoriancurriculum.vcaa.vic.edu.au/level4

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Victorian Curriculum and Assessment Authority. (2024). English - Victorian curriculum F–10. F10.Vcaa.vic.edu.au; Victorian Curriculum and Assessment Authority. https://f10.vcaa.vic.edu.au/learning-areas/english/english/curriculum

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re-read and edit texts for meaning, appropriate structure, grammatical choices and punctuation VC2E3LY12

https://f10.vcaa.vic.edu.au/learning-areas/english/english/curriculum

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Hi there, parents!

This week in year four, we have had a focus on real life issues having an impact on our environment. The students accessed an article surrounding rubbish and how a ‘Young local legend’ has been able to clean up the community of rubbish. The year fours had various discussions around the impact that rubbish can have on our environment, and the effect that it can have people. Referencing to the article where 11-year-old Xavier wanted to take responsibility and have his town look tidy. The students enjoyed analysing real life issues and engaged in enriching discussions surrounding the impacts this may have on our environment. Many students are drawn to non-fiction texts and enjoy learning about the world around them (Reading Rockets, n.d.).

The article included various pictures to allow for the students to visualise this problem and see the impact that it has on our environment.

The students explored multimodalities and multiliteracies by listening to the recorded news article and examining the images provided.

The year fours extended their thinking into what impacts this can have on animals and sea life, having a discussion as a whole class and sharing ideas. Aligning with the content descriptor of engaging with and responding to literature (VC2E4LE02) in the Victorian Curriculum. Students examined how the article made meaning through deliberate wordplay and the use of literacy devices such as images (VC2E4LE04), coinciding with the Victorian Curriculum.

The year four students are looking forward to extending their critical thinking and reading by engaging with another article surrounding ‘Waste pyramid zeros in on plastics problem’ to continue to support the theme of real-life issues in the classroom.

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NSW Spelling Sequence Stage 2

The New South Wales Spelling Sequence Stage Two is aimed at students in year levels three and four. It plans for explicit, systematic and cumulative spelling lessons to be taught (NSW Department of Education, 2024). The spelling resource allows for consolidation of the content by repetition and modification if necessary. The sequence spans over 5 weeks and recommends 90-100 minutes of spelling instruction per week (Moats 2005, as cited in NSW Department of Education, 2024). The first four weeks of the sequence has an orthographic, morphological and phonological focus. Leaving the fifth week to be cantered around revision. The sequence aligns with the curriculum in working with students to apply phonological and morphological knowledge to write multisyllabic words (VC2E4LY03) (VCAA, 2024). Students also learn how to use letter patterns and spelling generalisations, coinciding with the curriculum (VC2E4LY04) VCAA, 2024).

Benefits of the sequence is that it has a focus on repetition, allowing for the content to be consolidated, having benefits to the students understanding and ability to apply the content. Thomas and Thomas (2021) highlights systematic phonics as teaching in an agreed sequence, visible in the NSW Spelling Sequence. The sequence can be modified, meaning that if students require longer on the content or additional repetition, this can happen. Meaning that the pace can be suitable to various students.

The sequence is a guide only and cannot provide a complete overview. Only listing the spelling generalisations. Highlighting a limitation to the sequence by lacking a detailed overview. Thomas and Thomas (2021) highlights that students homelife also influences their knowledge on phonics. This is not accounted for in the sequence. Secondly, the sequence may not be applicable to all students and students may learn better off a different system.

Game: Spelling Lily Pads

Materials:
10 Lily Pads drawn on paper

List of stage 2 spelling words

How to play:

Set up the Lily Pads in a line

Each player places their counter on the first lily pad

The teacher reads out a word from the spelling list

The player must – spell the word out load or on a whiteboard

If they spell the word correctly they move forward a lilypad

If they get it wrong they stay where they are

First player to hop across all lilypads win.

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Opinion Writing Anchor Chart Poster in Cream Pink Blue Playful Style

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Hi there, my name is Sophie Fyffe and I am so excited to begin teaching at this school this year! I am passionate about literacy, both inside the classroom and out! In my spare time, you will find me reading a good book. Books that I enjoy including biographies and autobiographies. I have a love for learning and enjoy learning from various individuals’ perspectives. To wind down after an eventful day, I appreciate journaling. I journal about what my day entailed and what I may be hoping to get out of the next day. I enjoy literacy in all in forms, and I am looking forward to working with my students to elicit their passions of literacy. I look forward to working with them on their writing and building their reading skills. I cannot wait for the year ahead!

Sophie.