Work Program: - Web viewAs the week progresses new creatures join in the fun. ... learning that...

MOSSGIEL PARKPRIMARY SCHOOL LIBRARY PROGRAMBRUCE WHATLEY AUTHOR STUDY All Years – Foundation year

ContentsIntroduction............................................................................................................................................................................................................3LESSON SEQUENCES...................................................................................................................................3

Lesson 1.........................................................................................................................................................................................................3Lesson 2.........................................................................................................................................................................................................3Lesson 3.........................................................................................................................................................................................................3Lesson 4.........................................................................................................................................................................................................3Lesson 5.........................................................................................................................................................................................................6Lesson 6.........................................................................................................................................................................................................6Lesson 7.........................................................................................................................................................................................................6Lesson 8.........................................................................................................................................................................................................6Lesson 9.........................................................................................................................................................................................................8Lesson 10.......................................................................................................................................................................................................8Lesson 11.......................................................................................................................................................................................................8

LEARNING FOCUS...........................................................................................................................................................................................11VICTORIAN ESSENTIAL LEARNING STANDARDS LEARNING FOCUS..........................................11

Learning Focus English (Speaking and Listening) Level 1.........................................................................................................................11Learning Focus Thinking Processes Level 1...............................................................................................................................................11Learning Focus Personal Learning Level 1.................................................................................................................................................11Learning Focus Interpersonal Learning Level 1..........................................................................................................................................11SLAV Library focus Level 1.......................................................................................................................................................................13Aboriginal Perspectives across the Curriculum...........................................................................................................................................13Asia and Australia’s Engagement with Asia...............................................................................................................................................13Sustainability................................................................................................................................................................................................14

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POLT Focus.................................................................................................................................................................................................15Values Education.........................................................................................................................................................................................15Key Understandings for Assessment...........................................................................................................................................................15Focus Questions...........................................................................................................................................................................................15

AUSTRALIAN CURRICULUM LEARNING FOCUS................................................................................15LANGUAGE...............................................................................................................................................................................................16LITERATURE.............................................................................................................................................................................................18LITERACY..................................................................................................................................................................................................19

ACHIEVEMENT STANDARDS........................................................................................................................................................................21VICTORIAN ESSENTIAL LEARNING STANDARDS (VELS) ACHIEVEMENT STANDARDS.........21

VELS English (Speaking and Listening) Standards Foundation Year........................................................................................................21VELS Thinking Processes Standards Foundation Year...............................................................................................................................21VELS Personal Standards Foundation Year................................................................................................................................................22VELS Interpersonal Learning Standards Foundation Year.........................................................................................................................22

AUSTRALIAN CURRICULUM ACHIEVEMENT STANDARDS............................................................22AUSTRALIAN CURRICULUM ENGLISH FOUNDATION YEAR.......................................................................................................22

IntroductionThis unit explores the work of the contemporary Australian author-illustrator Bruce Whatley. It is intended for use in Term 4 when students are ready to use more advanced thinking tools and can appreciate Whatley’s humour. Students discuss the style of his illustrations, contrasting them with those of Beatrix Potter (if they are familiar with her style after the Beatrix Potter author study earlier in the year). They identify factors which make his stories funny (i.e. his slapstick humour). Students are introduced to DATT Thinking Tools as a way to respond to these stories, but teachers should be aware that the ability to use a PMI (Plus, Minus, Interesting) thinking tool is contingent on developmental readiness for switching thinking from what’s good about an idea to what’s bad about the same idea. Students still in the Preoperational Stage of Development can think in images and symbols but not manipulate and transform them and they will cling to the one idea that they had i.e. that it’s a good idea OR a bad idea but cannot reverse their thinking to consider that an idea might be both good AND bad in some way. Only students who are ready for it should attempt ‘what’s interesting?’ about the idea.

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LESSON SEQUENCES Lesson 1 Lesson 2 Lesson 3 Lesson 4

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No Buddy borrowing this term.

Cue in the cover of Little White Dogs Can’t Jump: What kinds of dogs do you know about? Do they like riding in cars? How can they get into a car?

Introduce Bruce Whatley (show photo) as the author & illustrator of Little White Dogs Can't Jump. Explain how he likes to make readers laugh, and to have a surprise at the end.

Read story. Discuss characters – who are the main characters?

Did the author make you laugh? Why – what was funny? What was the surprise at the end? How does the dog’s owner show values of caring about the dog (care and compassion)?

Brainstorm for ways to get Smudge into the car. Table task: students draw and ‘label’ their ‘design’ for the dog to get into the car.

What do you need to do to get a sticker for your work? The picture has to show the strategy and there must be an attempt at a label.

Share time.


Cue in: What happened in last week’s story? What can you see on the cover of this one? What other races do you know about, in real life? In stories? (cf. The Hare and the Tortoise; the Melbourne Cup). How do people make races fair?

Read The Boing Boing Races by Bruce Whatley (W), pausing to discuss the cheating, the disasters, who won and how.

Compare this story with Aesop’s Fable, The Hare and the Tortoise1.

Brainstorm: How could we set up a race between 4 legged creatures and 2 legged ones so that it was fair? Students complete DATT Thinking Tool PMI worksheet: what’s good/bad/interesting about the idea that ‘All the four-legged animals have to have their legs tied together to make it fair’

What do you need to do to get a sticker for your work? Define having to give reasons why the idea is good and bad.

Share time.


Cue in: Compare covers of Bruce Whatley books read so far. What do you know about emus? What size are they? Where do they live? Where can you see one? What do they eat? (Seeds, grasses, leaves and insects).

Students explore ABC Emus website using laptops and iPads.

Read The Flying Emu, pausing to explain the visual jokes.

Ask Beach Ball comprehension questions: Why does he want to fly? How do Pa Roo and Earl Grey show that they care about him (values of care and compassion)?

Table task: Write and draw in pairs: PMI - All creatures can fly .

What do you need to do to get a sticker for your work? Define having to give reasons why the idea is good and bad.

Share Time:


Cue in: Compare covers of Bruce Whatley books read so far. What do you know about crabs? Discuss the cover: why is it funny? Use laptops to view PowerPoint about crabs and discuss their features and habits.

Read Looking for Crabs pausing to explain the visual jokes and puns and to identify the crabs’ behaviour that is realistic or absurd.

Ask Beach Ball literal comprehension questions. Which actions of the crabs are possible (e.g. hiding under rocks) and which are not (e.g. wearing Mickey Mouse caps)?

Students complete worksheet, judging which parts of the story were the funniest and the silliest, drawing and writing a sentence about them.

What do you need to do to get a sticker for your work? Define having to give reasons for opinions.

Share Time:

1 All the competitors are jumpers except Emu, but he ties his feet together so that he can be in a jumping race with the kangaroos.

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http://www.abc.net.au/schoolstv/animals/EMUS.htm

http://www.abc.net.au/schoolstv/animals/EMUS.htm

http://www.harpercollins.com/authors/12885/Bruce_Whatley/index.aspx?authorID=12885

Res

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esLittle White Dogs Can't Jump by Bruce Whatley: (W)Teacher–made draw-a-design worksheet

The Boing Boing Races by Bruce Whatley (W).Teacher made PMI worksheet: All the 4-legged animals have to have their legs tied together to make a race with 2-legged animals fair.

The Flying Emu by Brice Whatley (W)Teacher-made All Animals Can Fly PMI worksheetABC Our Animals website2 Comprehension questions Beach Ball (or similar gimmick)3

Looking for Crabs by Bruce Whatley (W)Teacher-made Funniest/silliest worksheet.Comprehension questions Beach Ball (or similar gimmick)Teacher-made PowerPoint about different types of crabs & their habitat and behaviour.

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At risk Draw, ‘write’ & retell to the teacher in order the parts of the story (beginning, middle, & end).ESL: provide support for vocabulary development with pictures from the book; prompt with sentence beginningsGifted: encourage a sequence of machinery (like the ones in the book) for the design.

At risk/ESL: (if aide available): complete PMI as a small group. Provide support for vocabulary development with pictures from the book; Use prompts to elicit opinions about the idea & sentence beginnings.Gifted: Only more able students attempt ‘What’s interesting about the idea?

At risk/ ESL: (if aide available): complete PMI as a small group. Provide support for vocabulary development with pictures from the book; Use prompts to elicit opinions about the idea & sentence beginnings.Gifted: Only more able students attempt ‘What’s interesting about the idea?

At risk/ ESL:Provide support for vocabulary development with pictures from the book; Use prompts to elicit opinions & sentence beginnings.Gifted: encourage using ‘because’ to form compound sentences.

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vel 1 LS 1.2 verbalise sequence of

main events in storiesLS 1.3 identify the main characters from picture story booksLS 1.4 describe where the story takes place in particular picture story books

LS 1.2 verbalise sequence of main events in storiesLS 1.3 identify the main characters from picture story booksLS 1.4 describe where the story takes place in particular picture story books



VELS

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Thinking Processes (Focus) Students use a range of simple thinking tools to gather and process information. They reflect on their thinking (for example, why they think what they think about a text) and take time to consider before responding.




2 http://www.abc.net.au/schoolstv/animals/01ground.htm3 What is the title and who is the author? Who are the main characters? What is the setting? What is your favourite part? How did it end? What happened in the story?

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http://www.abc.net.au/schoolstv/animals/01ground.htm

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Students engage with a variety of texts for enjoyment. They listen to, read and view spoken, written and multimodal texts in which the primary purpose is to entertain, as well as some texts designed to inform. These include traditional oral texts, picture books, various types of stories, rhyming verse, poetry, non-fiction, film, multimodal texts and dramatic performances. They participate in shared reading, viewing and storytelling using a range of literary texts, and recognise the entertaining nature of literature.



Understand concepts about print and screen, including how books, film and simple digital texts work, and know some features of print, for example directionality (i.e. when using the PowerPoint.

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Bloom’s Evaluating: Judging: which designs would work best?

Bloom’s Evaluating: Judging and Prioritising: what’s the most important thing to do when

organising a race?

Bloom’s Analysing: explaining character’s actions e.g. why did Emu want to be in this race so

much?

Bloom’s Evaluating: Judging e.g. what’s the funniest/silliest scene

in the book? Why?

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Lesson 5 Lesson 6 Lesson 7 Lesson 8 Wrapping up & reviewA

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Cue in: Compare covers of Bruce Whatley books read so far and discuss Bruce Whatley Read and discuss Clinton Gregory’s Secret (plot, illustrations and characters, and why they are funny).using Beach Ball literal comprehension questions:

Were these secrets real? Why? Why not? Why did Clinton have these secrets? Where did his ideas for the secrets come from?4

Introduce T-chart as a thinking tool: what secrets could there be with your toys? What would your toys look like/sound like if they were secrets too?

Define a simple rubric: both sides of the T-chart must be completed. Students self-assess whether they should ‘get a sticker’.

Table task: Write and draw T-chart: My Secrets.

Share Time:


Discuss cover of That Magnetic Dog by Bruce Whatley. Talk about magnets – what are they? What do they do?

Show magnets and equipment inside Science Box – Magnets. Discuss care of magnets and demonstrate how to test a couple of items in the room, including objects made of metal that magnets and attract & others that don’t. Set up rules for what may be tested so that no glass gets scratched, no books are damaged etc. Allow 10 minutes free play then collect magnets, and model putting them away correctly. Discuss findings, and that when something is ‘magnetic’ it means it attracts things.

Read story & discuss. Why did Whatley call the dog magnetic? What does he attract? (food) Why is it funny?

Children draw and label the objects that they found were magnetic.


Discuss breeds of dogs: What do you know about dogs? Show different breeds and discuss types e.g. hunting dogs, lap dogs, working dogs. Discuss cover of The Ugliest Dog in the World and why the author gave the book this title.

Read The Ugliest Dog in the World using each page to clarify vocabulary, and discussing the funny way that Whatley has depicted the dog.

Table task: using non-fiction books about dogs, children choose a breed of dog to draw and dress in a funny costume, and write a sentence about it.

Define a simple rubric: the design for the costume must be different to everyone else’s. Students self-assess whether they should ‘get a sticker’.

Share Time:


Cue in by reviewing funny books by Bruce Whatley that have been read before. Elicit brief summaries of what the books are about. Note that he likes creating stories about animals, including pets and Aussie bush animals. Discuss relationship of pictures & text & how the author creates humour from the mismatch.

Compare with cover illustration of Wait! No Paint! Do the pictures in this book look the same as the ones in the other books? (It’s a much earlier work, published 2001. It’s also not about Australian animals).

Read Wait! No Paint! Compare it to the original story of the Three Little Pigs. Discuss main characters and describe the ‘extra one’ (i.e. the illustrator)5 in this (post-modern) version of the story.

Table task: Children choose their favourite title, write and draw a favourite scene from the book, & orally explain their reasons.

Share Time:

4 Every night Clinton Gregory shares a secret adventure with the toys in his bedroom. As the week progresses new creatures join in the fun. By Sunday he has a dragon, a seahorse, two giants, a tiger (with spots not stripes), a triceratops in a tutu, a toad, and a whole ship of pirates. This is a great book to share with young children who will delight in identifying, from the initial illustration of Clinton's bedroom, the source of each item in the story.5 The illustrator is depicted by art equipment (brush, pencils, rubber) – but the first indication that this is unusual is the over-large spilt juice and the voice of the illustrator on p8

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Lesson 5 Lesson 6 Lesson 7 Lesson 8 Wrapping up & reviewR

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Clinton Gregory’s Secrets by Bruce Whatley (W)

Teacher-made T-chart: My Secrets

That Magnetic Dog by Bruce Whatley (W)

Science Box: magnets.

Paper for drawing.

The Ugliest Dog in the World by Bruce Whatley (W).

Selected NF books about dogs.

Wait! No Paint! By Bruce Whatley6

Paper for drawing.

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At risk: Seat at the front & monitor listening to the story. Focus on vocabulary of the items in Clinton’s room.ESL: Reinforce key vocabulary using pictures from book. Focus on applying this vocab to describe own bedroom in modelled sentences.Gifted (Oral)

At risk/ESL: Seat at the front & monitor listening to the story.Reinforce key vocabulary using pictures from book.Gifted (Oral) Make up a rule that explains which objects are magnetic and which are not. (Hint: what does the object need to be made of?)

At risk/ESL: Seat at the front & monitor listening to the story.Reinforce key vocabulary using pictures from book.Gifted (Oral): what’s the ugliest creature in the world? Why?

At risk/ESL: Provide memory prompts for the books read this term.Gifted: choose the best pictures for display and explain reasons for choice.

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LS 1.2 verbalise sequence of main events in storiesLS 1.3 identify the main characters from picture story booksLS 1.4 describe where the story takes place in particular picture story booksLS 1.5 identify strong emotions that occur in picture story books




VELS

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Thinking Processes (focus)Students explore a wide variety of familiar contexts. With encouragement and support, they wonder, question and become adventurous in their thinking about these contexts.

Thinking Processes (focus)Students use a range of simple thinking tools to gather and process information. They reflect on their thinking (e.g., why they think what they think about a text) and take time to consider before responding.

Thinking Processes (focus)Students explore a wide variety of familiar contexts. With encouragement and support, they wonder, question and become adventurous in their thinking about these contexts.

Thinking Processes (focus)Students use a range of simple thinking tools to gather and process information. They reflect on their thinking (e.g., why they think what they think about a text) and take time to consider before responding.

6 Borrow from the Endeavour Hills library.

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Lesson 5 Lesson 6 Lesson 7 Lesson 8 Wrapping up & reviewA

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Share feelings and thoughts about the events and characters in texts talking about people, events

and ideas in texts, enabling students to connect them to their own experiences and to express their own opinions about what is depicted.







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Bloom’s Creating: Imagining secrets for everyday toys

Bloom’s Predicting and Analysing: what are the

attributes of objects attracted by magnets?

Bloom’s Creating: designing a creative costume for a dog.

Bloom’s Evaluating: Judging the best pictures for display.

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LEARNING FOCUSVICTORIAN ESSENTIAL LEARNING STANDARDS LEARNING FOCUS

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Learning Focus

English (Speaking

and Listening)

Level 1

Students regularly make brief presentations on a specified topic to small groups or the whole class, learning to speak at an appropriate volume and pace for listeners’ needs. They practise sequencing main events and ideas coherently and self-correct by rephrasing when meaning is not clear. They contribute ideas during class and group discussion, and follow simple instructions. They learn to retell what they have heard and ask and answer simple questions for information and clarification.Students learn and practise the skills of being attentive listeners in formal and informal classroom situations. They listen and respond to a range of simple texts, including books read aloud, audio tapes and films, and to brief spoken texts that deal with familiar ideas and information. Students begin to adjust their speaking and listening to suit context, purpose and audience in order to communicate meaning and to understand others. When sharing and responding to ideas and information in print, visual and electronic texts, students make connections with their own experiences and ideas.

Learning Focus

Thinking Processes Level 1

As students work towards the achievement of Level 3 standards in Thinking Processes, they explore a wide variety of familiar contexts. With encouragement and support, they wonder, question and become adventurous in their thinking about these contexts. Students practise using all of their senses to develop skills in making observations which they share and record.

Students begin to look for simple patterns in their observations by classifying familiar items and by looking for similarities and differences. In integrating information from their own observations, information from peers, teachers and other adults, and information from print and non-print texts, they begin to develop simple explanations for the phenomena they observe. These explanations – not necessarily complete – are the starting point for further questions and exploration. When students consider the explanations of others, they begin to ask, ‘How do you know?’ and ‘What makes you think that?’ and consider a range of possible responses.

Students use a range of simple thinking tools to gather and process information. They reflect on their thinking (for example, why they think what they think about a text) and take time to consider before responding.

Learning Focus

Personal Learning Level 1

Students experience diverse approaches and responses to learning. With teacher support, they make links with their existing experiences and develop the view that learning is exploratory, fun and rewarding. Individually and in pairs, students begin to reflect on themselves as learners, in particular on their feelings about learning, by responding to open-ended statements such as ‘I’m proud of this because…’, and using visual aids that illustrate their responses to learning, such as happy and unhappy faces. They also reflect on their own learning by responding to prompts such as ‘What do you know now, that you didn’t know before?’Students are provided with opportunities to learn with peers and to share their feelings and thoughts about learning with others. They begin to understand that listening to the responses of others can assist them to make sense of new experiences and provide useful cues for their own learning. Students are encouraged to take risks with their learning and begin to understand that mistakes can be a vehicle for further learning.Students begin to take initiative as learners by asking questions when needed and attempting small projects. They begin to solve problems and complete work using their initiative as a first step and asking for teacher assistance as required. With support, students manage their time and resources to complete short tasks.

Learning Focus

Interpersonal Learning

Level 1

As students work towards the achievement of Level 1 standards in Interpersonal Development, they interact with their peers, teachers and other adults in a range of contexts. They learn to play constructively together and are encouraged to develop friendships with peers.Students learn to manage their impulses by developing habits and routines that help them to be a cooperative class member. They develop a vocabulary to describe the emotions they experience when interacting with others.With teacher support, students begin to identify and develop the skills required to work together in a group, including taking turns, and sharing and caring for equipment and resources. Through supported reflection on their own experiences of working with a partner, in small-group and whole-class situations, students share their thoughts on group collaboration and learn to describe and practise skills that contribute to the formation of positive relationships, and explain why these skills are desirable.While playing games and participating in classroom activities, students practise listening to others and recording or retelling what others have said. With teacher support, they practise using these skills with their peers in a variety of contexts and begin to identify when it

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would be useful to apply these skills in other situations.Students are supported to develop appropriate language to explain what happens and how they feel when experiencing conflict and/or bullying. They begin to understand how their actions affect others. Students learn that some people have special needs and to respect the rights, feelings and efforts of others.

SLAV Library

focus Level 1

Literary SkillsWith teacher assistance, modelling and scaffolding students will be able to:LS 1.1 identify picture story books as a literary formLS 1.2 verbalise sequence of main events in storiesLS 1.3 identify the main characters from picture story booksLS 1.4 describe where the story takes place in particular picture story booksLS 1.5 identify strong emotions that occur in picture story books

POLT Focus

Students learn best when:Students are challenged and supported to develop deep levels of thinking and application.In learning environments that reflect this principle the teacher:

4.1 plans sequences to promote sustained learning that builds over time and emphasises connections between ideas 4.2 promotes substantive discussion of ideas 4.3 emphasises the quality of learning with high expectations of achievement 4.4 uses strategies that challenge and support students to question and reflect 4.5 uses strategies to develop investigating and problem solving skills 4.6 uses strategies to foster imagination and creativity.

Key Understandings for Assessment Focus Questions

Stories have a beginning, middle and an end.The sequence of events in a story cannot be altered.We can use tools to help us think.Illustrators often have a distinctive style which can be identified.Some illustrators are also authors.Author-illustrators sometimes do the pictures for other authors.

What happened in the beginning? What happened next? What happened at the end?What kind of stories does Bruce Whatley write? How does he make them funny? What does he use to make his pictures?What’s good/bad/interesting about an idea?

AUSTRALIAN CURRICULUM LEARNING FOCUSFoundation year

In the Foundation year, students communicate with peers, teachers, known adults, and students from other classes. Students engage with a variety of texts for enjoyment. They listen to, read and view spoken, written and multimodal texts in which the primary purpose is to entertain, as well as some texts designed to inform. These include traditional oral texts, picture books, various types of stories, rhyming verse, poetry, non-fiction, film, multimodal texts and dramatic performances. They participate in shared reading, viewing and storytelling using a range of literary texts, and recognise the entertaining nature of literature.

The range of literary texts for Foundation to Year 10 comprises Australian literature, including the oral narrative traditions of Aboriginal and Torres Strait Islander peoples, as well as the contemporary literature of these two cultural groups, and classic and contemporary world literature, including texts from and about Asia.

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Literary texts that support and extend Foundation students as beginner readers include predictable texts that range from caption books to books with one or more sentences per page. These texts involve straightforward sequences of events and everyday happenings with recognisable, realistic or imaginary characters. Informative texts present a small amount of new content about familiar topics of interest; a small range of language features, including simple and compound sentences; mostly familiar vocabulary, known high- frequency words and single-syllable words that can be decoded phonically, and illustrations that strongly support the printed text.

Students create a range of imaginative, informative and persuasive texts including pictorial representations, short statements, performances, recounts and poetry.

LANGUAGEFoundation YearLanguage variation and change ElaborationsUnderstand that language can be used to explore ways of expressing needs, likes and dislikes

recognising some of the ways we can use speech, gesture, writing and media to communicate feelings

recognising some of the ways emotions and feelings can be conveyed and influenced by visual representations, for example in advertising and animations

Text organisation and structure ElaborationsUnderstand 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

sharing experiences of different texts and discussing some differences discussing the purpose of texts, for example ‘This text will tell a story’, ‘This text will give

information’ repeating parts of texts, for example characteristic refrains, predicting cumulative storylines, reciting

poetic and rhyming phrases

Understand that some language in written texts is unlike everyday spoken language

learning that written text in Standard Australian English has conventions about words, spaces between words, layout on the page and consistent spelling because it has to communicate when the speaker/writer is not present

Understand concepts about print and screen, including how books, film and simple digital texts work, and know some features of print, for example directionality

learning about print: direction of print and return sweep, spaces between words learning that Standard Australian English in written texts is read from left to right and from top to

bottom of the page and that direction of print may differ in other cultures, for example Japanese texts

learning about front and back covers; title and author, layout and navigation of digital/screen texts learning about simple functions of keyboard and mouse including typing letters, scrolling, selecting

icons and drop-down menu

Expressing and developing ideas ElaborationsRecognise that sentences are key units for expressing ideas

learning that word order in sentences is important for meaning (for example 'The boy sat on the

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dog', 'The dog sat on the boy') creating students' own written texts and reading aloud to the teacher and others

Recognise that texts are made up of words and groups of words that make meaning

exploring spoken, written and multimodal texts and identifying elements, for example words and images

Explore the different contribution of words and images to meaning in stories and informative texts

talking about how a ‘different’ story is told if we read only the words, or only the pictures; and the story that words and pictures make when combined

exploring how the combination of print and images in texts create meaning

Understand the use of vocabulary in familiar contexts related to everyday experiences, personal interests and topics taught at school

building vocabulary through multiple speaking and listening experiences discussing new vocabulary found in texts bringing vocabulary from personal experiences, relating this to new experiences and building a

vocabulary for thinking and talking about school topics

LITERATUREFoundation YearLiterature and context ElaborationsRecognise that texts are created by authors who tell stories and share experiences that may be similar or different to students’ own experiences

• recognising that there are storytellers in all cultures• viewing stories by Aboriginal and Torres Strait Islander storytellers from online sources• comparing experiences depicted in stories with students’ own• engaging with texts that reflect the social and cultural groups to which students belong

Responding to literature ElaborationsRespond to texts, identifying favourite stories, authors and illustrators

• talking about stories and authors, choosing favourites, discussing how students feel about what happens in stories

• engaging with the humour in some stories and repeating favourite lines, jokes and ideas• returning to preferred texts and commenting on reasons for selection

Share feelings and thoughts about the events and characters in texts

• talking about stories and authors, choosing favourites, discussing how students feel about what happens in stories

• using art forms and beginning forms of writing to express personal responses to literature and film experiences

• talking about people, events and ideas in texts, enabling students to connect them to their own experiences and to express their own opinions about what is depicted

Examining literature ElaborationsIdentify some features of texts • identifying some features of culture related to characters and events in literary texts, for example

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including events and characters and retell events from a text

dress, food and daily routines listening,• responding to and joining in with rhymes, poems, chants and songs

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

• using music and actions to enhance appreciation of rhymes, poems, chants and songs• reciting rhymes with actions

Creating literature ElaborationsRetell familiar literary texts through performance, use of illustrations and images

• drawing, labelling and role playing representations of characters or events• reciting rhymes with actions• using digital technologies to retell events and recreate characters from favourite print and film texts

LITERACYFoundation YearInteracting with others ElaborationsListen to and respond orally to texts and to the communication of others in informal and structured classroom situations

• listening to, remembering and following simple instructions• sequencing ideas in spoken texts, retelling well known stories, retelling stories with picture cues,

retelling information using story maps• listening for specific things, for example the main idea of a short statement, the details of a story, or

to answer a given question• participating in informal situations, for example play-based experiences which involve the

imaginative use of spoken language• participating in class, group and pair discussions about shared experiences including shared texts• asking and answering questions to clarify understanding

Use interaction skills including listening while others speak, using appropriate voice levels, articulation and body language, gestures and eye contact

• learning how to use different voice levels appropriate to a situation, for example learning about ‘inside voices’ and ‘outside voices’

• learning to ask questions and provide answers that are more than one or two words• participating in speaking and listening situations, exchanging ideas with peers in pairs and small

groups and engaging in class discussions, listening to others and contributing ideas• showing understanding of appropriate listening behaviour, such as listening without interrupting, and

looking at the speaker if culturally appropriate• listening and responding to oral and multimodal texts including rhymes and poems, texts read aloud

and various types of digital texts• engaging in conversations with peers and adults in home language or dialect• asking and answering questions using appropriate intonation• speaking so that the student can be heard and understood

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• altering volume for inside and outside situations and when speaking to an audience

Interpreting, analysing, evaluating ElaborationsIdentify some differences between imaginative and informative texts

• talking about what is ‘real’ and what is imagined in texts• identifying and selecting texts for information purposes and commenting on how the text might help

with a task

Use comprehension strategies to understand and discuss texts listened to, viewed or read independently

• talking about the meanings in texts listened to, viewed and read• visualising elements in a text (for example drawing an event or character from a text read aloud)• providing a simple, correctly-sequenced retelling of narrative texts• relating one or two key facts from informative texts• finding a key word in a text to answer a literal question• making links between events in a text and students’ own experiences• making an inference about a character's feelings• discussing and sequencing events in stories• drawing events in sequence, recognising that for some Aboriginal and Torres Strait Islander stories

the sequence of events may be cyclical

Creating texts ElaborationsCreate short texts to explore, record and report ideas and events using familiar words and phrases and beginning writing knowledge

• using image-making and beginning writing to represent characters and events in written, film and web-based texts

• using speaking, writing and drawing to represent and communicate personal responses to ideas and events experienced through texts

• creating short spoken, written and multimodal observations, recounts and descriptions, extending vocabulary and including some content-specific words in spoken and written texts

• using beginning concepts about print, sound–letter and word knowledge and punctuation to create short texts

ACHIEVEMENT STANDARDSVICTORIAN ESSENTIAL LEARNING STANDARDS (VELS) ACHIEVEMENT STANDARDS

VELS English (Speaking and Listening) Standards Foundation YearProgression Point 0.5Students use speech to talk about personal experiences, ask and answer simple questions about ideas heard and communicate purposefully with peers and some familiar adults. They contribute ideas and information to discussions. They use simple sentences that are grammatically correct. In recounting stories or personal experiences a small number of ideas are logically sequenced. They comprehend simple oral classroom instructions, short story scripts with supporting visual information and references to particular sentences and individual words.Standard Level 1

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At Level 1, students use spoken language appropriately in a variety of classroom contexts. They ask and answer simple questions for information and clarification, contribute relevant ideas during class or group discussion, and follow simple instructions.They listen to and produce brief spoken texts that deal with familiar ideas and information. They sequence main events and ideas coherently in speech, and speak at an appropriate volume and pace for listeners’ needs. They self-correct by rephrasing a statement or question when meaning is not clear.

VELS Thinking Processes Standards Foundation Year

No standard till Level 3

VELS Personal Standards Foundation Year

No standard till Level 3

VELS Interpersonal Learning Standards Foundation YearProgressing towards Level 1In Interpersonal Development, there is one point (0.5) at Level 1 for assessing student progress towards the Level 1 standard.Progression point 0.5At 0.5, the work of a student progressing towards the standard at Level 1 demonstrates, for example: that shows

awareness of the safety of self and others behaviour that is helpful to peers, family members and teachers application of calming strategies such as being silent, waiting, smiling and relaxing cooperative behaviours that help them to participate in groups, games and other forms of play

Standard: Interpersonal DevelopmentAt Level 1, students identify the qualities of a friend and demonstrate care for other students. They contribute to the development of positive social relationships in a range of contexts. They use appropriate language and actions when dealing with conflict. Students describe basic skills required to work cooperatively in groups.

AUSTRALIAN CURRICULUM ACHIEVEMENT STANDARDSAUSTRALIAN CURRICULUM ENGLISH FOUNDATION YEAR

Foundation Year achievement standardBy the end of the Foundation year, students listen to, read and view a range of spoken, written and multimodal texts from familiar contexts. They interpret and provide relevant explanations of characters and main events in imaginative texts, and key ideas and visual features in short informative texts, making connections to personal experience. They demonstrate understanding by retelling orally one or two ideas and events from short texts listened to or viewed. They accurately identify the letters of the English alphabet, and know the sounds represented by most letters. They read short, predictable texts aloud with some fluency and accuracy, drawing support from their developing sound and letter knowledge. They effectively use predicting and questioning strategies to make meaning from texts.

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Students write one or more simple sentences to retell events and experiences for a known audience. Their writing is connected appropriately to illustrations and images produced as part of the text. They link two or more ideas or events in written and spoken texts. They use and understand familiar vocabulary, predictable text structures and common visual patterns. The short texts they produce show understanding of concepts about print including letters, words and sentences. They use left to right directionality, return sweep and spaces between words. They handwrite most lower case and some upper case letters, and use some capital letters and full stops. Their writing shows some evidence of the use of sound–letter knowledge. In informal classroom settings students communicate clearly and purposefully and engage in pair, group and class discussions, and participate actively in group tasks.

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