The English Series - English: Foundation by Teacher Superstore

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d.net Published by: Ready-Ed Publications PO Box 276 Greenwood WA 6024 www.readyed.net info@readyed.com.au

ISBN: 978 1 86397 961 0 2

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Any copying of this book by an educational institution or its staff outside of this blackline master licence may fall within the educational statutory licence under the Act.

Reproduction and Communication by others

Contents Teachers’ Notes v8.1 Curriculum Links

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8-9 10 11 12 13 14 15

Punctuation Events In A Story

38 39

Section Five: More Poetry Teacher Notes Crocodile Spotting Roll And Find Reading Detectives Feelings!

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Section Two: Fiction Teacher Notes A Different Story The Cockatoo And Its Colours Identify Character Traits Story Board What Goes Where?

17 18 19 20 21 22

48 49 50 51 52 53

The Bear, The Rooster And The Fox My Response Characters 1 Characters 2 Character Feelings

55 56 57 58 59 60 61

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24 25-26 27 28 29 30 31

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Section Three: A Narrative Teacher Notes Lily And The Shopping Bag Sequencing Write A Story Listen And Sequence Listen And Complete Match Texts To Pictures

41 42-43 44 45 46

Section Six: Connections Teacher Notes We Are Off On A Long Flight Connection Stems My Experience Visual Maps My Own Journey Poem

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Section One: Poetry Teacher Notes Paper Boat Winter Is Here Inside And Outside Scavenger Hunt Summary In My Hand Creating Poems

4 5-6

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Section Four: Informative & Imaginative Texts Teacher Notes 33 The Dingo 34 Dingo And His Friends 35 Texts Are Different 1 36 Texts Are Different 2 37

Teachers’ Notes This book is part of The English Series, which consists of seven books altogether. It is linked to the v8.1 Australian curriculum and each page in the book references the content descriptors and elaborations, which it specifically addresses.

Section Three: A Narrative In this section students will be given the opportunity to look at the typical structure of a fiction text and recognise its different parts.

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Activities include: • kinesthetic tasks: acting out meanings, role playing; • print-based tasks: labelling, reading and writing activities; • auditory tasks: listening to comprehend; • visual tasks: talking about meanings and collecting pictures, images/objects, etc.

Section Four: Informative & Imaginative Texts In this section, teachers are able to model reading behaviours for their students. The activities will encourage discussing similarities and differences between different text types.

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The activities in this book specifically revolve around the curriculum links for Literacy and Literature. The activities allow students to think carefully about the structure, language features and content of a range of text types. Individual, partner and group activities are included and cater for different learning abilities and styles. Many activities are openended and enable the development of early years thinking skills.

syntax. By allowing students to think aloud about the meaning of texts they have the opportunity to express the written text meanings in every day spoken language, making it easier for them to understand.

Section Five: More Poetry In this section, students will be encouraged to use prior knowledge, to identifying literal information explicitly stated in the text. By integrating ideas and information in texts, students will learn to record answers in both a visual and written format.

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Section One: Poetry In this section students will understand how to identify visual and written clues in a text to generate theories about the content and then test these theories against information found in the text. They will understand and locate the main idea/s in texts by gathering and condensing information.

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Section Two: Fiction In this section it is important that students get the opportunity to talk about the meaning of written texts. As spoken and written language are different in their vocabulary, semantics, grammar and

Section Six: Connections In this section, students will make personal connections between the text and their own experiences. To encourage text to selfconnections they will use Connection Stems. Activities encourage students to visualise by creating mental images of elements in a text that they are summarising.

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This book is divided into seven sections, which are outlined in detail below.

Section Seven: Traditional Tales In this section, students will learn that as stories become more complex, more inferential thinking is required. The strategy for identifying and understanding storycharacter components needs to be more detailed and expanded with questions in relation to self.

v8.1 Curriculum Links Recognise that sentences are key units for expressing ideas (ACELA1435) Elaborations: • Creating students’ own written texts and reading aloud to the teacher and others

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Retell familiar literary texts through performance, use of illustrations and images (ACELT1580) Elaborations: • Drawing, labelling and role playing representations of characters or events • Reciting rhymes with actions Listen to and respond orally to texts and to the communication of others in informal and structured classroom situations (ACELY1646) Elaborations: • Listening for specific things, for example the main idea of a short statement, the details of a story, or to answer a given question • Sequencing ideas in spoken texts, retelling well known stories with picture cues, retelling information using story maps

Read decodable and predictable texts, practising phrasing and fluency, and monitor meaning using concepts about print and emerging contextual, semantic, grammatical and phonic knowledge (ACELY1649) Elaborations: • Reading aloud with attempts at fluency and intonation • Navigating a text correctly, starting at the right place and reading in the right direction, returning to the next line as needed, matching one spoken word to one written word. • Predicting what might happen on the basis of experience of this kind of text; at the sentence level predicting the meaning on the basis of syntax and word meaning

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Recognise that texts are created by authors who tell stories and share experiences that may be similar or different to students’ own experiences (ACELT1575) Elaboration: • Comparing experiences depicted in stories with students’ own

imaginative and informative texts (ACELY1648) Elaborations: • 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

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Use comprehension strategies to understand and discuss texts listened to, viewed or read independently (ACELY1650) Elaborations: • 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, correctlysequenced retelling of narrative texts • Relating one or two key facts from informative texts • Finding a key word in a text to answer

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Deliver short oral presentations to peers (ACELY1647) Elaboration: • Sharing a personal experience, interest or discovery with peers in a semi-formal situation Identify some differences between

• • •

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

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

Use interaction skills including listening while others speak, using appropriate voice levels, articulation and body language, gestures and eye contact (ACELY1784) Elaborations: • Speaking so that the student can be heard and understood • Listening and responding to oral and multimodal texts including rhymes and poems, texts read aloud and various types of digital texts

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Create short texts to explore, record and report ideas and events using familiar words and beginning writing knowledge (ACELY1651) Elaborations: • Using Image-making and beginning writing to represent characters and events in written, film and webs-based texts • Using beginning concepts about print, sound–letter and word knowledge and punctuation to create short texts • Using speaking, writing and drawing to represent and communicate personal responses to ideas and events experienced through texts

•

Understand that punctuation is a feature of written text different from letters; recognise how capital letters are used for names, and that capital letters and full stops signal the beginning and end of sentences (ACELA1432) Elaborations: • Pointing to the letters and the punctuation in a text • Commenting on punctuation encountered in everyday texts, for example ‘That’s the letter that starts my name’, ‘The name of my family and my town has a capital letter’

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(ACELT1783) Elaboration: • 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 • 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

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Recognise and generate rhyming words, alliteration patterns, syllables and sounds (phonemes) in spoken words (ACELA1439) Elaboration: • Recognising and producing rhyming words when listening to rhyming stories or rhymes, for example ‘funny’ and ‘money’ • Identifying syllables in spoken words.

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Explore the different contribution of words and images to meaning in stories and informative texts (ACELA1786) Elaborations: • Exploring how the combination of print and images in texts creates meaning

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Poetry

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or eBo st r e p ok u Section One: S

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The English Series foundation - section 1

Teacher Notes Poems: Paper Boat & Winter Is Here 1. Sit with your class on the mat and demonstrate how to find ‘clues’ in texts. The titles of texts are ‘clues’. Look at the titles of the provided poems on pages 10 and 11. Ask your students what the titles tell them about the topics of the poems (what will the poems will be about).

or eBo st r e p ok u 3. Read through the poems as a whole class. Students should listen S carefully. Students should remember some of the words by the second

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2. Look at the illustrations. They are ‘clues’ too. Ask, “Do the illustrations tell you what the poems may be about?”

reading and join in reciting the poems. Make up some actions to go with the poems to consolidate meaning.

4. After reading/reciting the poems, identify key words and phrases that indicate the main ideas in the poems. Write key words and phrases on the board.

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When? What? Where? How? Why?

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5. Discuss how the students can locate the main ideas in the poems by answering the following question types:

o c . che e sheet on r o 7. Make up the Comprehension Wands on the photocopiable t r s s r u e p the next page - place them in a bucket for students to pick out and

6. Model questions (e.g. Where is the poem set?; What do you feel after reading the poem?; Who is in the poem?; Why do you like/dislike this poem?).

answer.

The English Series foundation - section 1

Teacher Notes Comprehension Wands

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Where is the poem set?

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Cut out, laminate and place onto pop sticks. Place in a bucket for students to pick out and answer questions. They can ask these questions about lots of texts. Asking questions help students to develop meaning.

Who is in the poem?

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. e o What . words Whattobject/s c che e r o are important r strepeated supeare r

in the poem?

Curriculum Link: Use comprehension strategies to understand and discuss texts listened to, viewed or read independently (ACELY1650) Elaborations: Talking about the meanings in texts listened to, viewed and read. Finding a key word in a text to answer a literal question.

The English Series foundation - section 1

Read or listen to the poem Paper Boat, then complete the activity sheets which follow.

Paper Boat

by Yolanda Cool

It’s raining and I have an idea. I’ll make a paper boat, fold, fold, fold.

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I swish past the trees with my paper boat in my coat. I splash through the puddle with the paper boat in my coat.

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or eBo st r e Outside into the rain, p I go. ok u I walk through the gate with my S paper boat in my coat.

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In the rain I place the paper boat in my coat. I jump over the puddle, splosh! I jump into the puddle, splash!

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o c . che In the rain e r o Past the puddle, stomp!r st super Past the trees, swish! Past the gate, swing! Inside, out of the rain.

Activities: Clap out the syllables in each line. Underline the words that are repeated in the poem. 10

Curriculum Link: Retell familiar literary texts through performance, use of illustrations and images (ACELY1580) Elaboration: Reciting rhymes with actions. Curriculum Link: Read decodable and predictable texts, practicing phrasing and fluency, and monitor meaning using concepts about print and emerging contextual, semantic, grammatical and phonic knowledge (ACELY1649 ) Elaboration: Reading aloud with attempts at fluency and intonation.

The English Series foundation - section 1

Read or listen to the poem Winter Is Here, then complete the activity sheets which follow.

Winter Is Here

by Yolanda Cool

Winter is here and so is the rain. Winter is here and so are boots. Winter is here and so are hats.

or eBo t s r e Winter is here and so are umbrellas. p ok u Winter is here Sand so am I!

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Winter is here and so are scarves.

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Activities: Clap out the syllables in each line. Underline the words that are repeated in the poem. Curriculum Link: Retell familiar literary texts through performance, use of illustrations and images (ACELY1580) Elaboration: Reciting rhymes with actions. Curriculum Link: Read decodable and predictable texts, practicing phrasing and fluency, and monitor meaning using concepts about print and emerging contextual, semantic, grammatical and phonic knowledge (ACELY1649 ) Elaboration: Reading aloud with attempts at fluency and intonation.

The English Series foundation - section 1

Inside And Outside

Activity

Read or listen to the poem Paper Boat, then complete this activity sheet.

1. The poem Paper Boat describes indoor and outdoor activities.

Which activities do you do inside and which activities do you do outside? Copy the words inside and outside of the boat to show indoor and outdoor activities. Add some of your own words.

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read ride swim sleep eat drive play fly sit walk

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Circle the words that rhyme in Paper Boat.

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rhyming words here.

coat

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Write the number of syllables in each word. Clap to help you. paper

3. Write your own

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boat

puddle

Curriculum Link: Use comprehension strategies to understand and discuss texts listened to, viewed or read independently (ACELY1650 ) Elaboration: Making links between events in a text and students’ own experiences. Curriculum Link: Recognise and generate rhyming words and syllables (ACELA1439) Elaboration: Recognising and producing rhyming words when listening to rhyming stories or rhymes. Identifying syllables in spoken words.

The English Series foundation - section 1

Scavenger Hunt

Activity

Read or listen to the poems Paper Boat and Winter Is Here, then complete this activity sheet.

Collect the items below related to things from inside and outside. Over the next week, search around the school and at home to see if you can find the listed objects. When you have found them tick them off on your list. Write the names of the objects that you found and what you could do with them on a rainy day. Share your ideas with your class.

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is blue.

has two wheels.

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or eBo st r e p oyou do with this u Find an What object What couldk S did you find? object that … object on a rainy day?

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makes a noise. you can fold.

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is from the kitchen.

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grows.

is orange.

Curriculum Link: Create short texts to explore, record and report ideas and events using familiar words and beginning writing knowledge (ACELY1651) Elaboration: Using beginning concepts about print, sound–letter and word knowledge and punctuation to create short texts.

The English Series foundation - section 1

Summary In My Hand

Activity

Read or listen to the poem Paper Boat, then complete this activity sheet.

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Draw

In the palm of the hand, draw a picture to match the poem.

Curriculum Link: Share feelings and thoughts about the events and characters in texts (ACELT1783) Elaboration: 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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Place your answers to the questions inside each finger. 1. Finger 1: Name one setting in the poem. 2. Finger 2: Name an action in the poem. 3. Finger 3: What is something that you have made on a rainy day? 4. Finger 4: Write down word/s that indicate how fast the narrator is doing something in the poem. 5. Thumb: What is the narrator wearing in the poem?

The English Series foundation - section 1

Creating Poems

Activity

Read the poem Winter Is Here, then complete this activity sheet.

Write your own poem on another season. 1. Circle! Season I have chosen: autumn

spring

summer

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2. Brainstorm words to do with your season:

3. Now write your poem. ©R ea dyEdPubl i cat i ons

___________ is r here so is •f or evand i ew p_____________________ ur posesonl y• ___________ is here and so is _____________________

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___________ is here and so is _____________________ ___________ is here and so is _____________________

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___________ is here and so is _____________________

Draw

When you read Winter Is Here, what did you imagine? Choose a line from the poem and write it here. On the back of this sheet, draw what you imagined when you read this line.

Poem line:____________________________________________ Curriculum Link: Create short texts to explore, record and report ideas and events using familiar words and beginning writing knowledge (ACELY1651) Elaboration: Using beginning concepts about print, sound-letter and word knowledge and punctuation to create short texts.

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Fiction

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or eBo st r e p ok Section Two: u S

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The English Series foundation - section 2

Teacher Notes Story: The Cockatoo And Its Colours 1. Model how to make meaning of texts while reading, by showing the students how to think aloud. Open the discussion for students to take risks and suggest their own ideas. As you read, ask the students questions like:

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“It could be … because …“ and “What do you think?”

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or eBo st r e “I wonder where/how/why…” p ok u Follow with:S

“What part of the text makes you think this?” and “This part of the text makes me think this.”

2. To engage the students in the text you could also look at sight words that are found and play word recognition games.

3. Follow the steps.

a. Teacher reads a passage from the story.

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c. On the second reading students have a blank piece of paper and create the image described in the text.

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d. Students compare with a peer to see if the image is similar.

e. Discuss as a class the features that are the same or different in all drawings and why?

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The English Series foundation - section 2

A Different Story

Pair Up! This illustration accompanies a story entitled The Cockatoo

And Its Colours. Without reading the story, guess from the illustration, what you think the story will be about. Work together.

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Activity

Create a story line in your head based on the

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Listen to or read the story The Cockatoo And Its Colours (page 19). 1. Is it a different storyline to your story? Circle: YES / NO 2. Are there any similarities or differences between your story and the story entitled The Cockatoo And Its Colours? Record them in the table below.

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Similarities

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Differences

Curriculum Link: Explore the different contribution of words and images to meaning in stories and informative texts (ACELA1786) Elaborations: 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 creates meaning.

The English Series foundation - section 2

Read or listen to the story The Cockatoo And Its Colours, then complete the activity sheets which follow.

The Cockatoo And Its Colours

by Yolanda Cool

A long, long time ago deep in the Australian bush, white cockatoos nestled in a tree enjoying the shining Sun. The Sun shone and shone. One day, one of the cockatoos named Feather Tail, flew up to the Sun. It grasped the Sun in its beak and suddenly it all went dark.

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from white into a rainbow of colours. The coloured cockatoo with the Sun in its beak sat on the top of the tree showing off its colours to the other animals.

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or eBo st r e p ok u Next, the otherS animals looked on in amazement as Feather Tail, changed

Re dy Ed ub l i c at i ons filled Suddenly it© began toa rain and rainP and rain. The billabong and the landscape began animals not happy •f orr e vi eto wflood. puThe r po seswere onl y• in fact they were very cross.

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One of the animals promised to give Feather Tail a shining opal in return for putting the Sun back in the sky, and Feather Tail agreed. When the Sun was returned to the sky, its colours fell on all the other white cockatoos in the tree – giving them beautifully coloured coats.

o c . che e r o When picking up the shining t r s s r u e p opal, a ray of Sun reflected off the opal and caught Feather Tail’s eye causing him to drop the opal into a mud pit. After retrieving the opal from the mud pit, Feather Tail realised that now he and the opal were black.

Curriculum Link: Read decodable and predictable texts, practising phrasing and fluency, and monitor meaning using concepts about print and emerging contextual, semantic, grammatical and phonic knowledge (ACELY1649) Elaborations: Reading aloud with attempts at fluency and intonation. Navigating a text correctly, starting at the right place and reading in the right direction, returning to the next line as needed, matching one spoken word to one written word.

The English Series foundation - section 2

Identify Character Traits

Activity

Read or listen to The Cockatoo And Its Colours, then complete this activity sheet.

1. Who is the author of the story The Cockatoo And Its Colours? _ _____________________________________________________ 2. Select and copy the words into the boxes that best describe Feather Tail in different parts of the story. Add some of your own.

r o eBo st r strong selfish e p ok kind boastful u materialistic selfless helpful Sgreedy vain gentle uncaring weak brazen

Showing his colours to the other animals.

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for the opal.

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3. Is Feather Tail a hero or a villain in the story? Circle: hero / villain 4. Do you like or dislike Feather Tail’s actions? Circle: like / dislike

5. What do you feel about Feather Tail stealing the Sun? _ _____________________________________________________ 20

Curriculum Link: Share feelings and thoughts about the events and characters in texts (ACELT1783) Talking about stories and authors, choosing favourites, discussing how students feel about what happens in stories.

The English Series foundation - section 2

Story Board

Activity

Read or listen to The Cockatoo And Its Colours, then complete this activity sheet.

Turn the story The Cockatoo And Its Colours into a story board by using your own words and images. The first slide has been done for you.

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A long time ago, cockatoos enjoyed basking in the Australian Sun.

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Curriculum Link: Create short texts to explore, record and report ideas and events using familiar words and beginning writing knowledge (ACELY1651) Elaboration: Using image-making and beginning writing to represent characters and events in written, film and web-based texts.

The English Series foundation - section 2

What Goes Where?

Activity

Read or listen to The Cockatoo And Its Colours, then complete this activity sheet.

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Match the words to the pictures by cutting and pasting. Number the circles to show the order that the events happened in the story.

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It began to rain, and rain and rain.

Feather Tail and the opal turned black.

Feather Tail flew up to the Sun.

Colours fell from the sky onto the other cockatoos to give them colours.

Curriculum Link: Use comprehensions strategies to understand and discuss texts listened to, viewed or read independently (ACELY1650) Discussing and sequencing events in stories.

A Narrative

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or eBo t s r e Section Three: p ok u S

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The English Series foundation - section 3

Teacher Notes Story: Lily And The Shopping Bag Read the story out loud in class. 1. Identify the ‘signal’ words (first, then, next, finally). Talk about how these signal words offer clues to the sequence of events.

or eBo st r e 2. Teacher to ask p the following questions to aide meaning: ok u • Is this S fiction or non-fiction? • How do you know? • • • • • •

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Read it again.

Why do you think the author has written it? What is your reaction to the events in the story? Who do you think it has been written for? What parts of the story do you like the best and why? Who are the characters in the story? Where is the story set?

© ReadyEdPubl i cat i ons 3. As a class collect signal words from stories, then create a class ‘signal•f orr evi ew pur posesonl y• word wall’. Encourage the use of signal words in students’ writing and

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speaking.

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The English Series foundation - section 3

Read or listen to the story Lily And The Shopping Bag, then complete this activity sheet.

Lily And The Shopping Bag

by Yolanda Cool

Lily is going shopping to buy a carton of milk, a sausage, an apple and some nuts. First Lily picks up her shopping bag; not seeing that Tomas the mouse is inside. Then, off Lily goes to the shops.

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She trots past Mrs. Grey’s house with the only cat in the street. Past Ms. Black’s house with the big dog. Past Mr. White’s house with the little rabbit. Past Mrs. Brown’s house with the many birds.

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o c . che e Tomas has r o When Lily reaches the shops, she has not seen that t r s s r u e p been nibbling at the bag and has made a small hole in the bag.

Inside the shop, Lily selects some nuts, an apple, a sausage and some milk. Lily pays the shopkeeper. After putting the shopping into her bag, Lily leaves the shop with her items and skips down the street swinging her bag. She swishes past Mrs. Brown’s house with the many birds and the hole in the bag gets bigger. Out of the bag drops some nuts and Curriculum Link: Read decodable and predictable texts, practising phrasing and fluency, and monitor meaning using concepts about print and emerging contextual, semantic, grammatical and phonic knowledge (ACELY1649) Elaborations: Reading aloud with attempts at fluency and intonation. Navigating a text correctly, starting at the right place and reading in the right direction, returning to the next line as needed, matching one spoken word to one written word.

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the many birds swoop down and gobble them up.

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The English Series foundation - section 3

She gallops past Mr. White’s house with the little rabbit and ©bag Re ad yEdPubl i cat i ons the hole in the gets bigger. Out of the bag drops the apple •f orr evi ew pur posesonl y• and the little rabbit hops over and gobbles the apple up.

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She marches past Ms. Black’s house with the big dog and the hole in the bag gets bigger. Out of the bag drops the sausage and the big dog runs across and gobbles the sausage up. She strides past Mrs. Grey’s house with the only cat in the street and the hole in the bag gets bigger. Out of the bag drops the milk and the cat jumps up and drinks it all up.

o c . che e onto r When Lily finally arrives home, into the kitchen and o t r s s r u e p the table goes the bag. The bag is empty! Lily looks out the

window and looks down the street to see the only cat in the street licking up the milk, the big dog eating the sausage, the little rabbit nibbling at the apple and the many birds pecking at the nuts!

The English Series foundation - section 3

Sequencing

Activity

After reading or listening to Lily And The Shopping Bag, complete this activity sheet.

Draw lines to match the words with the pictures. Then, use numbers to place the events from the story in the correct order.

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Inside the shop, Lily goes to buy some nuts, an apple, a sausage and milk.

Lily picks up the shopping bag - not seeing Tomas the ReadyEdPubl i cat i ons mouse © is inside.

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Off Lily goes to the shops.

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Out drops the milk and the cat jumps up and drinks it all up.

Find a partner to retell the story to in sequence. Curriculum Link: Use comprehension strategies to understand and discuss texts listened to, viewed or read independently (ACELY1650) Elaboration: Providing a simple, correctly sequenced retelling of narrative texts. Discussing and sequencing events in stories.

The English Series foundation - section 3

Write A Story

Activity

After reading or listening to Lily And The Shopping Bag, complete this activity sheet.

Write your own story about going shopping. Plan it here. Change the story’s characters and scene to reflect where you live. Use the plan below. The title of my story is:

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The shop that my character is going to is:

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or eBo st r e p ok u The main character S in my story is:

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Beginning: Is there a problem with the shopping bag in the story?

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Middle: What does your main character buy at the shop?

End: What happens to the shopping?

Now write your story on the back of this sheet. 28

Curriculum Link: Create short texts to explore, record and report ideas and events using familiar words and beginning writing knowledge (ACELY1651) Elaboration: Using beginning concepts about print, sound-letter and word knowledge and punctuation to create short texts.

The English Series foundation - section 3

Listen And Sequence

Activity

This is a listening activity. Listen to Lily And The Shopping Bag story again. As you listen, complete this activity sheet.

Write down the names of the animals and what they ate from Lily’s shopping bag in order. Name of animal

or eBo st r e p ok u S

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First

What it ate

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Then

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Last

Curriculum Link: Listening to and responding orally to texts and to communication of others in informal and structured classroom situations (ACELY1646) Elaboration: Sequencing ideas in spoken texts, retelling well known stories, retelling stories with picture cues, retelling information using story maps.

The English Series foundation - section 3

Listen And Complete

Activity

This is a listening activity. Listen to Lily And The Shopping Bag story again. As you listen, complete this activity sheet.

Complete the cloze using the words below.

shops nibbling counter pays

hole apple swinging

or eBo st r e p ohas made a Tomas has been u ______________ at the bag andk S Teac he r

When Lily reaches the _____________, she has not seen that

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small _______________. Inside the shop, Lily selects some nuts, an _______________, a sausage and some milk. Lily then puts

her shopping bag on the ____________ and _______________ the shopkeeper. putting theP shopping into the © RAfter ead yEd ubl i ca t i o nbag, s Lily

•f orwith r ev i e w pur po ses onthe l ystreet • leaves the shop her shopping and skips down

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________________ her bag.

Which piece of information was not in the story? Highlight it.

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The English Series foundation - section 3

Match Texts To Pictures

Activity

After listening to Lily And The Shopping Bag, complete this activity sheet.

or eBo st r e p ok u S

She gallops past Mr. White’s house with the little rabbit and the hole in the bag gets bigger. Out drops the apple and the little rabbit gobbles the apple up.

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Draw the animals which match the words from the story. Then use numbers to put the events in the correct order.

Past Mrs. Brown’s house with the many birds and the hole in the bag gets bigger. Out drops some nuts and the birds swoop down and gobble up the nuts.

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. te owith the Past Ms. Black’s house Past Mrs. Grey’s house with the c . c ein the bag gets hole only cat in the street and the hole big dog, ther he o st supbigger. in the bag gets bigger. Outr drops Out drops the sausage er the milk and the cat jumps up and drinks it all up.

and the big dog runs across and gobbles the sausage up.

Rate the story by colouring the stars below. Explain your rating to a friend. Talk about the part of the story that you liked the best and the part that you didn’t like.



Curriculum Link: Use comprehension strategies to understand and discuss texts listened to, viewed or read independently (ACELY1650) Elaboration: Visualising elements in a text (for example drawing an event or character from a text read aloud).

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or eBo st r Section Four: e p ok u S Informative & Imaginative Texts

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The English Series foundation - section 4

Teacher Notes Texts: The Dingo and Dingo And His Friends

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Before reading to your class, complete the steps below. 1. Discuss the topic of the texts (Dingoes) and ask students about their experiences with dingoes or their relative - the dog. 2. Ask what they think informative and imaginative texts are. Brainstorm examples on the board. Ask questions to ensure that students know the difference. (Informative texts: are non-fiction texts which inform, instruct or persuade, by including information about real people and events. Imaginative texts: entertain or draw an emotional response from the reader to the characters and events which are not real, to create mental images. They are fiction texts.) 3. Have students predict from the titles of the texts which one will be informative and which one will be imaginative. Record predictions on the board for the class, so that they can check to see if they were correct after reading or listening to both texts. 4. Have students predict from the illustrations which text will be informative and which text will be imaginative. Ask them to justify their predictions.

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Read the stories aloud to the class. 5. While listening the student should think aloud about: • What is happening e.g. “I wonder where/how/why....” • Let students answer the questions asked, so that they engage with the story and demonstrate thinking processes while listening. Reflection

o c . che e r o r Are these imaginative or informative texts? st su per How do we know? What is the purpose of the text? Who is the audience? What is the main point/purpose of the text? Who is the main character? What are some ‘facts’ presented in the story?

The English Series foundation - section 4

Read or listen to the text below, then complete the activity sheets which follow.

The Dingo

by Yolanda Cool

The dingo is an Australian wild dog that was introduced to Australia some 3,000 to 4,000 years ago from South East Asia. The Dingo is believed to be the ancestor of all dog breeds. Dingoes are golden or reddish in colour. Dingoes can live for over 20 years.

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young males, and some live in packs of up to ten. They communicate with wolf-like howls and roam great distances.

Australia

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or eBo st r e p ok u Salone, especially Dingoes may live indonesia East Timor

Dingoes hunt alone or in packs. They eat: rabbits, rodents, birds, lizards, fruits ©and Rplants. eadyEdPubl i cat i ons

Dingoes• breed once year - giving birth about pups f or r eav i ew pur poto se sofive nl y •who stay with their mother for about six to eight months.

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It is thought that more dingoes live in Australia today than when Europeans first arrived. Dingoes don’t make good pets. They need daily long walks, need space and activity. Dingoes must not be chained up in backyards or taken off the leash in parks.

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o c . che e FACTS r o r st super Scientific name: Canis lupus dingo Weight: 23-32kg as adults. Some dingoes can weigh as much as 55kg. Height: 48-58.5cm as adults. Temperament: Dingoes can be restless, cooperative, agile, aloof, loyal.

Curriculum Link: Listen to and respond orally to texts and to the communication of others in informal and structured classroom situations (ACELY1646) Elaboration: Listening for specific things, for example the main idea of a short statement, the details of a story, or to answer a given question.

The English Series foundation - section 4

Read or listen to the text below, then complete the activity sheets which follow.

Dingo And His Friends

by Yolanda Cool

Dingo had some friends. They were Sun, Crow and Possum. Dingo and his friends all lived in the bush together. They spent their days playing in the sunshine. They played Hide and Seek from Sun by hiding in the shadows. They played Peek-aBoo in the sand dunes, and Marco Polo down by the river.

or eBo st r e p ok u S Next, the big trucks levelled the sand and the river was filled in.

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Then, one day big trucks drove into the bush and began to clear the trees. Crow flew away. Dingo stood on a hill and watched. Crow flew down and landed on Dingo’s back. Possum ran. Dingo and Crow stood on a hill and watched. Possum ran to Dingo and Crow, and they sat watching the trucks. Sun then floated to the hill and watched. As they all watched on, they saw roads being built, trees replaced with light poles, shrubs replaced with houses and finally, cars and ©R adyEdPubl i cat i ons people replace thee animals.

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Sun, Dingo, Crow and Possum stood ono the hill watched. •f orr ev i ew p ur p se sand on l y•

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The English Series foundation - section 4

Texts Are Different 1

Activity

Read the texts The Dingo and Dingo And His Friends, then complete this activity sheet.

1. Is the text The Dingo an informative or imaginative text? _ Circle: informative / imaginative 2. Is the text Dingo And His Friends an informative or imaginative text?

or eBo st r e p o 3. Write down twou facts from the informative text.k S informative / imaginative

Fact 1

Fact 2

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_ Circle:

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5. Write down two things that are imaginary (can’t be real/don’t happen in real life) in the imaginative text.

. te o c _ Example 2: _____________________________________________ . che e r o r s 6. Is there anything that couldn’t be e real int the informative text? sup r

_ Example 1: _____________________________________________

_ Circle: Yes / No

Curriculum Link: Identify some differences between imaginative and informative texts (ACELY1648) Elaborations: 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. Curriculum Link: Use comprehension strategies to understand and discuss texts listened to, viewed or read independently (ACELY1650) Elaboration: Relating one or two facts from informative texts.

The English Series foundation - section 4

Texts Are Different 2

Activity

Read the texts The Dingo and Dingo And His Friends, then complete this activity sheet.

1. Write down or tell a friend in your own words what you think is the difference between an imaginative and an informative text. An imaginative text is … _____________________________ _ _____________________________________________________

or eBo st r e p ok _ _____________________________________________________ u S 2. How are the illustrations different in imaginative and informative

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An informative text is … _____________________________

texts? Look at the illustrations that accompany the texts The Dingo and Dingo And His Friends to help you.

_ _ _____________________________________________________ _ _ _____________________________________________________

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3. You have been given the task of writing an informative task on Numbats! You need to do some research. Look at the covers of the books available to you below. Colour the ones that you are you going to select.

. 100 Things That t o Numbat’s e Numbat And c You Didn’t Know Numbat . che First Day Owl Have Tea e About Numbats r o r At School st super Fact Book

Say why you have selected these books to help you with your task. _ ______________________________________________________ _ ___________________________________________________ Curriculum Link: Identify some differences between imaginative and informative texts (ACELY1648) Elaboration: Identifying and selecting texts for information purposes and commenting on how the text might help with a task.

The English Series foundation - section 4

Punctuation

Activity

Read the excepts taken from the texts The Dingo and Dingo And His Friends below, then complete this activity sheet.

1. Circle the capital letters in red and circle the full-stops in green. The dingo is an Australian wild dog that was introduced to Australia some 3,000 to 4,000 years ago, from South East Asia.

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2. What do you notice about where they are?

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The Dingo is believed to be the ancestor of all dog breeds. Dingoes are golden or reddish in colour. Dingoes can live up to over 20 years.

Capital letters: _______________________________________ _ __________________________________________________

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3. Circle the commas in red.

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_ __________________________________________________

Dingoes hunt alone or in packs. They eat: rabbits, rodents, birds,

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o c . chred. e r 4. Circle the commas in er o st super lizards, fruits and plants.

Sun, Dingo, Crow and Possum stood on the hill and watched.

5. Write one rule about a comma: Rule:__________________________________________________ _ _____________________________________________________

Curriculum Link: Understand that punctuation is a feature of written text different from letters; recognise how capital letters are used for names, and that capital letters and full stops signal the beginning and end of sentences (ACELA1432) Elaborations: Pointing to the letters and the punctuation in a text. Commenting on punctuation encountered in everyday texts, for example ‘That’s the letter that starts my name’, ‘The name of my family and my town has a capital letter.’

The English Series foundation - section 4

Events In A Story

Activity

Read the text Dingo And His Friends, then complete this activity sheet.

Write down three events that happen in the story Dingo And His Friends. Then write or draw how you feel about these events.

Feelings

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Event 2

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Event 1

Feelings

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Event 3

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Present the story

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Feelings

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Get into groups of four and role play the story. You will need to decide who will take each part. Present it to the class.

Curriculum Link: Create short texts to explore, record and report ideas and events using familiar words and beginning writing knowledge (ACELY1651) Elaboration: Using speaking, writing and drawing to represent and communicate personal responses to ideas and events experienced through texts. Curriculum Link: Use interaction skills including listening while others speak, using appropriate voice levels, articulation and body language, gestures and eye contact (ACELY1784) Elaboration: Speaking so that the student can be heard and understood.

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or e st Bo r Section Five: e p ok u S More Poetry

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The English Series foundation - section 5

Teacher Notes Poem: Crocodile Spotting Before reading 1. Ask the students to predict what the poem is about from its title. Record their predictions on the board for later reference so that they can check to see if they were correct.

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or eBo st r e p ok u First reading S 2. Read the poem and stop at different point in the poem to ask

individual students: “What is ………trying to do?”, “What happens when…. Does this?” 3. Stop before the ending, ask them to predict the ending. They may have read, We’re Going On A Bear Hunt and draw on this text to help them answer this question.

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Follow up 6. Write on the board: Who is the animal in the poem? What are the characters trying to do? What happens when the characters try to do it? What happens in the end?

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Subsequent readings 4. Stop at words when reading and ask them to guess the next word. 5. Discuss each guess to check if it makes sense before revealing the missing word.

o c . e Further activities c her r o t we will play Roll and s su 1. Say the following: “When we read this poem, r e p Find (see page 44). During the reading of the poem, we will stop to

ask questions from Roll and Find. The answers can be found in the poem. Let’s start by reading the title of the poem.” 2. Choose a student to read the poem’s title or ask the class to say it together. 3. Discuss the meaning of the title. 4. Play Roll and Find (page 44). Reread the story, roll the dice and get the students to answer the questions.

The English Series foundation - section 5

Read or listen to the poem Crocodile Spotting, then complete the activity sheets which follow.

Crocodile Spotting

by Yolanda Cool

We are going on a long drive, we are going to see a big one. We are going crocodile spotting! We are going on a long drive, buckle up! Click, click, click. Get in, Pepsi!

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Off we go! Brmm, brmm, brmm.

We drive through the city, in and out, in and out, in and out.

Are we there yet?

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or eBo st r e p ok We start the motor, u S brmm, brmm, brmm

We drive out of the city, over the hills, ©upRand ea dyEd ubl i cat i ons up and down, down, up andP down.

We drive through the heat of the day. Oh no, it is so hot! Sunglasses on, slip, slip, slip.

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•f or r e vi ew pur posesonl y• Drive down the long road. Are we there yet? Are we there yet? Are we there yet?

o c . cdesert. e r We drive out into theh er o st super Are we there yet? Bump, bump, bump. Almost! Out you go! Click, click, click Out, Pepsi!

Pepsi

We walk through the desert sand, squeak, squeak, squeak. 42

Curriculum Link: Read decodable and predictable texts, practising phrasing and fluency, and monitor meaning using concepts about print and emerging contextual, semantic, grammatical and phonic knowledge (ACELY1649) Elaborations: Predicting what might happen on the basis of experience of this kind of text; at the sentence level predicting the meaning on the basis of syntax and word meaning. Reading aloud with attempts at fluency and intonation.

The English Series foundation - section 5

We rest under a tree. Ahh! Ahh! Ahh! We eat our lunch, there is the river! Through the sand, squeak, squeak, squeak. Through the grass, swish, swish, swish. Through the mud, squelch, squelch, squelch.

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or eBo st r e p ok u Shh, shh, shh.S

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Can you see it? There it is! Oh! It is a big one! Shh, shh, shh.

Oh no it is© awake! ReadyEdPubl i cat i ons RUUUNNNNN!

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Through the mud, squelch, squelch, squelch. Through the grass, swish, swish, swish. Through the sand, squeak, squeak, squeak. Past the tree, through the sand squeak, squeak, squeak

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Into the car! Click, click, click. In, Pepsi!

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Max, Olivia and Casper, off we go! Brmm, brmm, brmm. We saw a crocodile! Curriculum Link: Read decodable and predictable texts, practising phrasing and fluency, and monitor meaning using concepts about print and emerging contextual, semantic, grammatical and phonic knowledge (ACELY1649) Elaborations: Predicting what might happen on the basis of experience of this kind of text; at the sentence level predicting the meaning on the basis of syntax and word meaning. Reading aloud with attempts at fluency and intonation.

The English Series foundation - section 5

Roll And Find

Activity

Read or listen to the poem Crocodile Spotting, then complete this activity sheet.

or eBo st r e p ok u S

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Cut out the dice, fold and glue. Get into groups and roll the dice. Answer the questions that match the numbers.

         

   

     

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If you throw a Name one setting in 

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the poem. Name one character in the poem. Name one onomatopoeic word in the poem. Name an action in the poem. Name a word that you think should be said loudly when reading this poem. Name another animal which could easily replace the crocodile in this poem.

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Curriculum Link: Use comprehension strategies to understand and discuss texts listened to, viewed or read independently (ACELY1650) Elaboration: Finding a key word in a text to answer a literal question.

The English Series foundation - section 5

Reading Detectives

Activity

Read or listen to the poem Crocodile Spotting, then complete this activity sheet.

Answer the where, what, who, when and why questions. All good reading detectives know that it is important to be able to answer these types of questions to better understand a text. Why does the poet use words like swish, swish, swish?

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Who are the characters in the story?

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Where are the characters going?

What are four different settings in the story?

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When do they find what they are looking for?

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Curriculum Link: Use comprehension strategies to understand and discuss texts listened to, viewed or read independently (ACELY1650)

The English Series foundation - section 5

Feelings!

Activity

Read or listen to the poem Crocodile Spotting, then complete the activity sheet.

The characters in the poem express many different emotions. Colour the faces below which best show how the characters feel in different parts of the poem.

We are going on a long drive, we are going to see a big one. We are going crocodile spotting!

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Drive down the long road. Are we there yet? Are we there yet? Are we there yet?

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or eBo st r e p ok u excited S worried embarrassed

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angry

Oh no it is awake! RUUUNNNN!

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upset

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bored

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confused

What might be the question to this answer? Answer: Squelsh squelsh squelsh. Question: ______________________________ _ ___________________________________ 46

Curriculum Link: Use comprehension strategies to understand and discuss texts listened to, viewed or read independently (ACELY1650) Elaboration: Making an inference about a character’s feelings.

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or eB st Section Six: r e oo p u k S Connections

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The English Series foundation - section 6

Teacher Notes Story: We Are Off On A Long Flight

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Read the poem - We Are Off On A Long Flight 1. Sit with the students on the mat. As you read, model how to relate the text to your own experiences. Tell them: This reminds me of… I remember when… I have a connection to… An experience I have had like this is when… I recall an event like this when… 2. Students to sit in small groups or pairs and attempt reading and retelling. 3. After the students have read in their groups or to their partners, encourage them to talk about how the text connects to their own lives - they may have been on holiday or been on a plane, for example.

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The English Series foundation - section 6

Read or listen to the poem We Are Off On A Long Flight, then complete this activity sheet.

We Are Off On A Long Flight We are off on a long flight! Pack the suitcases, drive in the car, through Perth City we go. Bye City, bye Bell Tower, bye Swan River, bye Kings Park, bye foreshore.

by Yolanda Cool

Airport

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suitcases, go through customs, wait for the flight, board the plane, up in the sky we fly.

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or eBo st r e p ok u S Park the car, hand over the

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Wake up, go to the airport. Bye bikes, bye canal houses, bye museum. Board the plane, up in the sky we fly. See the Indian Ocean, see the coastline, blue, green, yellow. Perth!

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Amsterdam! See bikes, © Rthe ea dyEdPubl i cat i ons see the bridges, see the canal •f or r evi ew r posesonl y• houses, see the museums, see pu the crowds, eat and drink, it is dark outside, fall asleep.

o c . che e r o r st super

Off the plane, get the bags, passport check, hugs and kisses, in the car, hello Bell Tower, hello Swan River, hello Kings Park, hello foreshore. Home! Curriculum Link: Use comprehension strategies to understand and discuss texts listened to, viewed or read independently (ACELY1650) Elaboration: Making links between events in a text and students’ own experiences.

The English Series foundation - section 6

Connection Stems

Activity

Read or listen to the poem We Are Off On A Long Flight, then complete this activity sheet.

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That reminds me of another poem/story I’ve read…

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I recall an event like this when…

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this poem because…

Curriculum Link: Recognise that texts are created by authors who tell stories and share experiences that may be similar or different to students’ own experiences (ACELT1575) Elaboration: Comparing experiences depicted in stories with students’ own.

The English Series foundation - section 6

My Experience

Activity

Read or listen to the poem We Are Off On A Long Flight, then complete this activity sheet.

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Choose a scene from the poem and draw it.

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The English Series foundation - section 6

Visual Maps

Activity

Read or listen to the poem We Are Off On A Long Flight, then complete this activity sheet.

The poem lists a lot of attractions and features that are in Perth and Amsterdam. Cut out the attractions and features below and paste them under the cities.

Amsterdam

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Perth

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Kings Park

Bikes 52

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Swan River

Bridges

Canal Houses

The English Series foundation - section 6

My Own Journey Poem

Activity

Read or listen to We Are Off On A Long Flight, then complete this activity sheet.

Write your own poem about a journey between two places that you have been on or that you would like to go on. Plan it here. Place that you are leaving from:

or eBo st r e How you will get there (plane, p ok u car, boat, etc.)?:S Teac he r

Place that you are going to:

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Name some attractions/features that you see when leaving your destination:

•f orr evi ew pur posesonl y•

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Name some attractions/features that you see when you arrive at your destination:

o c . ch elike to arrive What words will you use to describe what it feels r e o r st super back home again: Now you are ready to write your own poem on a new piece of paper! Look at the poem We Are Going On A Long Flight and your notes on this page to help you to write. When you have finished your final piece, read it to your teacher. Curriculum Link: Recognise that sentences are key units for expressing ideas (ACELA1435) Elaboration: Creating students’ own written texts and reading aloud to the teacher and others.

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r oSeven: eBo st Section r e p ok u S Traditional Tales

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The English Series foundation - section 7

Teacher Notes

Traditional Tales: Who Is More Important? and The Bear, The Rooster And The Fox Before reading 1. Tell the students that the tale Who Is More Important? is a traditional tale from Africa (Nigeria).

or eBo st r e p ok u Read the story aloud 3. You may S like to make and use finger puppets to make the story

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2. Use a globe to locate Africa and compare its location to where the students live.

interactive. 4. Discuss with the class how stories give us information about the characters. Ask the following questions to help the students draw this information from the text: Who are the characters in this story? How do we know this? Actions – what do the characters do? Dialogue – what do the characters say to themselves and each other? Thoughts – what are the characters thinking? Physical attributes – how do the characters look? (What animal characteristic do they have – is it a big dog with little ears and small cat with big ears?) Feelings - how does each character feel?

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After reading 5. How did the story make you feel towards the characters? (Did you like them, admire them, dislike them?) Encourage open-ended thinking by not settling on the first ideas. Ask: What else is possible?

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o c . ch e further by r Extension: Children can explore the concept of feelings e o t s su er letting others know howr they arep feeling, by pegging their own photo onto a feelings tree or feelings faces washing line.

The English Series foundation - section 7

Read or listen to the traditional tale from Africa Who Is More Important?, then complete the activity sheets which follow.

Who Is More Important? (A traditional Nigerian tale adapted by Yolanda Cool)

Once upon a time there was an argument between a cat and a dog who each claimed to be more important than the other. It was then decided that to settle this argument they would each keep watch over a bag of beans at different times.

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The cat was the first to complete the task. The cat was able to ward off rats from getting to the bag of beans but when a human thief came, the cat took to its heels and the thief carried the bag away. It was then the dog’s turn to complete the task which the cat had failed. The dog successfully kept away the thief from the bag of beans with its barks, but did not notice when the rats slipped past and began feasting on the beans. It was then decided that both - the cat and the dog - should keep © ReadyEdPubl i cat i ons watch over the bag of beans. Together they did a wonderful job, o r eable vi e wkeep pu r p os esfrom onl ybeans • because• thef catr was to the rats away the whilst the dog kept the thief away.

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So they needed each other and none was more important than the other.

o c . che e r o r st super

The English Series foundation - section 7

Read or listen to the traditional tale The Bear, The Rooster And The Fox, then complete the activity sheets which follow.

The Bear, The Rooster And The Fox (An Aesop’s tale adapted by Yolanda Cool)

A bear and a rooster had been living in Treetop Forest for a long time and had become good friends. One day they decided that they would like to visit Woody Gate Forest for a change. So, the bear and the rooster set off on their trip and as night fell, they found a nice tree where they decided to spend the night. The rooster flew up into the branches and was soon fast asleep. The bear settled in the large hollow trunk below.

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or eBo st r e p ok u S At dawn, the rooster woke up, and crowed loudly. Just down the

road a fox was resting, and hearing the rooster crowing, thought that the rooster would make a good breakfast for him. So, he stood under the tree, and called up to the rooster, “What a lovely voice you’ve got, Mr. Rooster. Why don’t you come down, so that we can have a chat and make friends?”

Re dyE dtoPhave ubl cat i oFox”, nshe said. The rooster© smiled, “Ia would love ai chat, Mr. “My friend sleeping ati the ofr the tree, do him, and •isf o rr ev e wfoot pu po se swake onl y • ask him to let you in”.

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The greedy fox could already taste the rooster, and knocked on the tree trunk, waking the bear. The bear, seeing the fox, jumped on him and chased him away.

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The English Series foundation - section 7

My Response

Activity

Read the traditional tales Who Is More important? and The Bear, The Rooster And The Fox, then complete this activity sheet.

1. Below is part of the story taken from Who Is More Important? Read it, then place words in the boxes to describe how you feel about this part of the story .

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2. What lesson does this part of the story teach you?

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r o e t s Bothe cat was able to r e “Together they did a wonderful job, because pfrom the beans whilst theo keep the rats away dog u kkept the thief S away.”

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3. Below is part of the story taken from The Bear, The Rooster And The Fox. Read it, then place words in the boxes to describe how you feel about this part of the story.

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o c . “Just down thec road a fox was resting, and hearing the e h r er o rooster crowing, thought that the rooster would make a good t s s r u e p breakfast for him.”

I feel …

4. Tick which part of the story you think this is. 58

q orientation

q problem

q resolution

Curriculum Link: Share feelings and thoughts about the events and characters in texts (ACELT1783) Elaborations: 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.

The English Series foundation - section 7

Characters 1

Activity

Read the traditional tales Who Is More important? and The Bear, The Rooster And The Fox, then complete this activity sheet.

Place the characters from the two stories under the correct headings by cutting and pasting. Add another character from another story that you have read or listened to.

Bad Character

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Teac he r

Good Character

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Cat

Fox

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o c . che e r o r st super My character: Dog

____________

Bear

Rooster

The English Series foundation - section 7

Characters 2

Activity

Read the traditional tales Who Is More Important? and The Bear, The Rooster And The Fox, then complete this activity sheet.

Copy the words next to the animals that best describe them. Add some of your own. kind selfish shy adventurous brave dishonest cunning sly loyal smart helpful weak strong clever silly

or eBo st r e p ok Who Is More Important? u S

The Bear, The Rooster And The Fox

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Fox

Rooster

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Dog

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Cat

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Bear

The English Series foundation - section 7

Character Feelings

Activity

Read the tale The Bear, The Rooster And The Fox, then complete this activity sheet.

How does each character feel in different parts of the story? Draw the animals’ faces to show the feelings.

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Beginning (orientation)

Fox

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Bear

or eBo st r e p ok u S Rooster

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Middle (complication)

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Curriculum Link: Retell familiar literary texts through performance, use of illustrations and images (ACELT1580) Elaboration: Drawing, labelling and role playing representations of characters or events. Curriculum Link: Use comprehension strategies to understand and discuss texts listened to, viewed or read independently (ACELY1650) Elaboration: Making an inference about a character’s feelings.

Teac he r

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or eBo st r e p ok u S

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Teac he r

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or eBo st r e p ok u S

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Teac he r

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or eBo st r e p ok u S

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