Web viewENe-8B demonstrates emerging skills and knowledge of texts to read and ... to point to each...

Objective ACommunicate through speaking, listening, reading, reading, writing, viewing and representing.

Objective BUse language to shape and make meaning according to purpose, audience and context.

Objective CThink in ways that are imaginative, creative, interpretive and critical.

Objective DExpress themselves and their relationships with others and their world.

Objective ELearn and reflect on their learning through their study of English.

Speaking and Listening 1ENe-1A communicates with peers and known adults in informal and guided activities demonstrating emerging skills of group interaction

Develop and apply contextual knowledge.

- understand that English is one of many languages spoken in Australia and that different languages may be spoken by family, classmates and community

Understand and apply knowledge of language forms and features

- replicate the rhythms and sound patterns in stories, rhymes, songs and poems from a range of cultures

Respond to and compose texts

- listen to and respond orally

Speaking and Listening 2ENe-6B recognises that there are different kinds of spoken texts with specific language features and shows an emerging awareness of some purposes for spoken language


- recognise that there are different ways of using spoken language to communicate


- begin to identify some language features of familiar spoken text


-use music and/or actions to enhance the enjoyment and understanding of rhymes, poems, chants and songs

Thinking Imaginatively and Creatively ENe-10C thinks imaginatively and creatively about familiar topics, simple ideas and the basic features of texts when responding to and composing texts

* Engage personally with texts- respond to texts, identifying favourite stories, authors and illustrators


-engage with and appreciate the imaginative use of language through storytelling


-discuss creative language features in imaginative texts that can enhance enjoyment,

Expressing ThemselvesENe-11D responds to and composes simple texts about familiar aspects of the world and their own experiences

Engage personally with texts

-share responses to aspects of a text that relate to their own life-engage with a variety of simple texts and begin to understand that readers draw on their own knowledge to make meaning and enhance enjoyment


- recognise that texts are created by authors who tell stories and share experiences that may be similar or different to students' own experiences - understand that different languages and dialects may be

Reflect on LearningENe-12E demonstrates awareness of how to reflect on aspects of their own and others’ learning


- begin to recognise that there are different ways of learning in English


-develop an appreciation for books, poetry and song and the importance of narrative


-discuss likes and dislikes after reading texts

to texts and to the communication of others in informal and structured classroom situations- communicate with peers and familiar adults about personal experience- express a point of view about texts read and/or viewed- contribute appropriately to class discussions- respond to the shared reading of texts for enjoyment and pleasure- retell familiar stories, including in home language

Writing and Representing 1ENe-2A Composes simple texts to convey an idea or message


- drawing on their experience of language and texts, begin to understand that writing and representing can be used to convey an idea or message

- share writing with others for enjoyment

Understand and

Writing and Representing 2Ene-7B recognises some different purposes for writing and that own texts differ in various ways


- understand that texts can take many forms, can be very short (for example an exit sign) or quite long (for example an information book or a film) and that stories and informative texts have different purposes - discuss the different purposes of drawing and writing in simple texts


- understand that some language in written texts is unlike everyday spoken language- demonstrate an awareness of written forms of communication, including labels, symbols, emails, letters

eg illustrations, repetition


- retell familiar literary texts through performance, use of illustrations and images - share feelings and thoughts about the events and characters in texts - discuss intended personal writing topics to form the basis for composing- communicate the purposes of drawings and other visual media

spoken by family, classmates and community


-explore how language is used differently at home and school


- compose simple written and visual texts that include aspects of home, personal and local community life- respond to literature and a variety of other texts from a range of storytellers and cultures, using picture books and online sources- read and discuss stories that reflect students' social and cultural groups

apply knowledge of language forms and features

- know that spoken sounds and words can be written down using letters of the alphabet and how to write some high-frequency sight words and known words


- identify and use wordsaround the classroom and in books during writing.- compose texts using some sight words and known words- compose texts on familiar topics using pictures and graphics to support their choice of words- experiment with basic visual, multimodal and digital processes to represent some simple ideas expressed in texts and to convey experiences.

Handwriting and Digital TechnologiesENe-3A produces most lower and upper case letters and uses digital technologies to

and photographs


- compose texts for known audience, eg self, class, other classes, parents - compose texts using drawings and other visual media to create meaning

Reading and Viewing 2ENe-8B demonstrates emerging skills and knowledge of texts to read and view, and shows developing awareness of purpose, audience and subject matter


- understand that readers/viewers may have varied and individual responses to a text

* Understand and apply knowledge of language forms and features- distinguish print from drawings- understand that words can be spoken or written- recognise that words and pictures have meaning and

construct texts.


- demonstrate a growing understanding that handwriting and presentation of work needs to reflect audience and purpose in order to communicate effectively


- begin to understand the sequence of letters through structured and guided activities


- write from left to right and leave spaces between words- produce some lower case and upper case letters using learned letter formations-experiment using digital technologies, eg produce own name, commonly used words and simple sentences

Reading and Viewing 1

that words can be read aloud -Identify some features of texts including events and characters and retell events from a text


-explore sequencing of a story, focusing on the beginning, middle and end and recognise cultural patterns of storytelling, eg 'Once upon a time', the Dreaming.

ENe-4A demonstrates developing skills and strategies to read, view and comprehend short, predictable texts on familiar topics in different media and technologies


- identify unfamiliar words and attempt to use experience and context to work out word meanings- identify and compare similar ideas, characters and settings in texts


- recognise basic book conventions, eg open and hold books correctly, turn pages- recognise grammatical patterns when reading to assist in making meaning, eg locating words that tell who, what, when or where in texts

Respond to, read and view texts.

- predict meaning using

elements of texts prior to reading- make connections between a text and own life-create visuals that reflect character, setting and events

Teaching/Learning Activities ResourcesObjective ACommunicate through speaking, listening, reading, writing, viewing and representing.

Introduce the text Timothy Goes to School to students. Display the cover of the book and ask students what the story might be about. Pose questions:

- Who is Timothy?- Is he a little boy?- Is this a real or true story?- How do you think he might be feeling about going to school?- Who is the other animal? Do you think they know each other?

Read the title to students and ask a student to point to each word as you read. Ask where you will commence reading the story. Read the story to students. While reading focus on the following features within the text:

- Names of types of clothing: sunsuit, jacket, party clothes, shirt, football shirt.- Ordinal numbers: first, second

At the conclusion of the story discuss what Timothy wore on his first, second, third, fourth day at school.

Have students draw a picture of the clothes Timothy wore to school. These pictures can be captioned and used to sequence events in the story.

Text: Timothy Goes to School IWB (brainstorm student answers) Writing books Pencils

Objective B Re-visit the text. Text: Timothy Goes to School

Use language to shape and make meaning according to purpose, audience and context.

Ask students to listen carefully while you read to find out how Timothy got to school each day.

Discuss how Timothy came to school each day. Ask students how they come to school each day. Brainstorm answers (walks, drives,

rides) Construct a class pictograph that conveys the ways students come to school (see

resources) Students return to tables and complete/copy pictograph.

OPTIONAL: Students write a sentence about the way they come to school, eg “Mrs Ballas drives to school” “Mia walks to school”

Work books Pencils Pictograph

Car Bus Walk Bike Other


Ask students to recall some of the clothes Timothy wore to school (brainstorm answers)

Turn to the page where Timothy is wearing his favourite shirt (the one with blue stripes).

Ask students to describe Timothy’s favorite shirt. Ask students to describe their favourite shirt. Students return to tables and design their favourite shirt (See resources) While students are completing their shirt designs, check their name is written correctly

and offer assistance to write captions around their shirts, eg: “My shirt is has red flowers”

OPTIONAL: Students cover shirt template with material

Text: Timothy Goes to School IWB T-Shirt template Pencils Crayons Material


Re-visit text. Ask students to talk about their first day at school and if they sometimes felt like

Timothy and Violet. Students return to table and write a sentence about their first day at school.

Text: Timothy Goes to School Writing books Pencils


Discuss what students liked and disliked from the story (illustrations, characters, setting)

Text: Timothy Goes to School

Teaching/Learning Activities ResourcesObjective ACommunicate through speaking, listening, reading, writing, viewing and representing.

Discuss the importance of holding books correctly, direction of print, spaces, upper and lower case letters.

Discuss the title of the book and identify the author and illustrator. Encourage the students to predict what the text may be about before reading.

“What things will Spot do at school? Read the text, finding known words and predicting what may happen next (what

will be under the flaps of the book) Discuss the key events and characters.

Text: Spot Goes to School

IWB (brainstorm student answers)

Objective BUse language to shape and make meaning according to

Re-visit the text. Re-visit key events and characters. Ask students what Spot did at school? Why should Spot go to school? Why do you

Text: Spot Goes to School (Video)http://www.youtube.com/watch?

http://www.youtube.com/watch?v=XKn4FSp6Q-Y

purpose, audience and context.

go to school? What things do you do at school? Are they same/different to Spot? Students go to desks and draw the beginning, middle and end of the story using

the text for support. Scribe student descriptions.

v=XKn4FSp6Q-Y IWB Writing books Pencils


Using paint students create an artwork about having a good time at school. Encourage use of different textures, patterns and colours.

Discuss artwork with students, scribe caption under artwork, eg: “I love painting and singing at school.”

Text: Spot goes to School Art Paper Paint Paint brushes


Re-read text and emphasise expression, intonation and appropriate use of pausing to enhance the meaning and structure of the text.

Explain that students are going to create another page for this book. Brainstorm other activities we do at school (assembly, library, lines, sport).

Students return to table and draw Spot doing an activity at our school. Write description under picture “Spot is at the school assembly”.

Text: Spot goes to school Writing books Pencils


Discuss the similarities and differences between Spot’s school and our school. - Who is our teacher?- What can we see in our classroom/playground?- What activities do we do (spelling, painting, singing)

Discuss what text students preferred? Video or book- Why?

Text: Spot goes to school Text: Spot Goes to School (Video)


IWB (Brainstorm answers)




Objective ACommunicate through speaking, listening, reading, writing, viewing and representing.

Introduce the text Rosie’s Walk to students. Display the cover of the book and ask students what the story might be about. Ask students to identify: Front cover Back cover Where the story starts Where the story ends Where to start reading Read the story Rosie’s Walk to students.

Text: Rosie’s Walk IWB (brainstorm student answers)

Objective B Re-visit the text. Explore and discuss the use of punctuation in text: full stops, capital Text: Rosie’s Walk

Use language to shape and make meaning according to purpose, audience and context.

letters, exclamation marks, quotation marks and commas. Re-visit key events and characters. At the end of each page stop and ask students where Rosie is going, eg:

-across the yard-around the pond-past the mill

Take class on a walk around the school. Discuss with students what key features they saw. Model how to record this

information in a sentence eg: “This is the library”, “This is the canteen”. Discuss with students where they had to walk “We walk across the path to get to the

library”. Students draw a picture about the part of the school they visited and generate a

sentence to match.

OPTIONAL: Take pictures of key features with school camera. Students match sentences to the given image.

Work books Pencils Optional: Class Camera


Explain that you will be watching a video of Rosie’s Walk. Explain that students will be acting out and retelling the story of Rosie’s Walk.

(Encourage students to be creative and use their imagination as they are performing the role of each character)

Talk about what we will need from the text to act out the story:- Rosie- The fox- the pond, the yard, the haystack, the mill. Read text while groups of students act out each page.

OPTIONAL: Choose students to read the text

Text: Rosie’s Walkhttp://www.schooltube.com/video/13e5b71bb3663c832b4b/Rosie%27s%20Walk

Character masks, props from classroom



Explain that students are going to sequence the events from the story. (Model to students what happened first, then next…)

Students match labels to correct picture. Walk around and ask individual students to retell the story from the sequenced

pictures.

Text: Rosie’s Walk Writing books Scissors Glue Sequencing worksheet


Discuss what students liked and disliked from the story (illustrations, characters, setting)

Discuss what text students preferred? Video or book- Why?

Text: Rosie’s Walk Video: Rosie’s Walk

http://www.schooltube.com/video/13e5b71bb3663c832b4b/Rosie%27s%20Walk

IWB (Brainstorm answers)


Introduce the text Mr McGee to students. Display the cover of the book and ask students what the story might be about. Ask students to identify: Front cover Back cover Where the story starts Where the story ends Where to start reading

Text: Mr McGee

IWB (brainstorm student answers)

Before I come to school

At School

Eat breakfast Stand in lines

Read the story Mr McGee to students. Ask them to identify the things Mr McGee did when he woke up. Write answers in a column

on the board (See resources) Ask students what they do in the morning before school. Record answers in another column

on the board (See resources) Ask students what Mr McGee did when he woke up. Record answers in a third column. (See

resources)

Clean teeth Read books

Mr McGee did these things

I do these things before school

I do these things at school

He put his shirt on.

I clean my teeth.

I see my friends.


Re-visit the text. Explore and discuss the use of punctuation in text: full stops, capital letters, exclamation marks, quotation marks and commas.

Re-visit key events and characters. Place students into pairs. Hand each pair a large sheet of art paper folded down the centre. Ask them to identify the activities they do at school focusing on ‘when’ they do these. (See

resources) Model examples for students. Students illustrate their charts. Charts can be made into a class book (optional).

Text: Mr McGee IWB Art paper Pencils

AT SCHOOLIn the morning After lunchStand in linesMark the role

Have newsAssembly

This activity introduces students to the idea of chronological order related to their own experiences at school.


Re-read text Mr McGee to students. Introduce the idea of words that rhyme (words that sound the same at the end). When reading the text, ask students if the following words rhyme:- McGee and tree- Said and bed- Shoes and socks- Too and blue- Shoes and coat

Text: Mr McGee

OPTIONAL Use a well known nursery rhyme for students to supply or provide the rhyming word, eg:

Jack and Jill went up the … Play a rhyming game, eg “I spy with my little eye something that rhymes with hair”



Explain that students are going to sequence the events from the story. (Model to students what happened first, then next…)

Students match labels to correct picture.

Text: Mr McGee Writing books Scissors Glue Sequencing worksheet


Discuss what students liked and disliked from the story (illustrations, characters, setting) Text: Mr McGee IWB (Brainstorm answers)


Introduce The Kinder Hat to students. Display the cover of the book and ask students:- what the story might be about- what are some activities we do at school- what are some things they have made at school to take home

Introduce and identify:- front cover, back cover, where story starts and ends as well as the correct place to commence

reading on each page. Read story to students.

Text: The Kinder Hat IWB: Brainstorm student

responses/ important words Selection of other texts: To

provide opportunities to develop concepts about print (Optional)


Read The Kinder Hat again to students. During the reading pause to ask questions related to the text and discuss the vocabulary:

- What can you see in the park?- What can you see in the classroom?- Who helped make the hat?- What colour is the hat? - Where did Mummy wear the hat?

Text: The Kinder Hat IWB

- How was the hat made?- Do you think Mummy liked the hat? How do you know?


After reading The Kinder Hat students construct, using selected materials their personal interpretation of the kinder hat.

Students wear created hats to retell the story orally. Turn pages of the book, one-by-one, so students can see the images as they retell each page. Assist by rephrasing, clarifying or summarising responses.

Text: The Kinder Hat Cardboard, coloured paper,

crayons, paint, sticky tape


Hand out folded sheets of art paper. Students draw two pictures that illustrate Jessie making the hat and Mummy wearing the hat

using the information from the book. (Model for students). Ask each student to describe their own kinder hat, “My hat has blue ribbons on it”. Scribe

these descriptions onto their artwork. Students share and display their work as well as their personal understanding of text with

class.

Text: The Kinder Hat Art Paper Coloured pencils


Discuss what students liked and disliked from the story (illustrations, characters, setting) Text: The Kinder Hat

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