Sequencing Visual Texts - Book 2

BOOK 2 AGES 4–7

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Sequencing visual texts (Book 2)

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Published by R.I.C. Publications 2013 Copyright© R.I.C. Publications® 2013 ISBN 978-1-922116-53-6 RIC– 6209

Titles available in this series: Sequencing visual texts (Book 1) Sequencing visual texts (Book 2) Sequencing visual texts (Book 3)

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Sequencing visual texts Foreword Sequencing visual texts is a series of books which provides resources to support the teaching and learning of sequencing in early childhood classes. The series supports students struggling with written texts and those who need to develop oral communication skills. The series provides background information, suggestions for additional activities, and pictorial and text resources.

Titles in this series are: Sequencing visual texts—Book 1 Sequencing visual texts—Book 2 Sequencing visual texts—Book 3

Contents Teachers notes .............................. iv–ix

FIVE PICTURES

Curriculum links ............................ x–xii

Plants ............................................ 57

Baseboards for four and five pictures ................................xiii–xv

Eating and drinking ....................58–59

FOUR PICTURES

Daily activities ...........................60–63 Space ............................................ 64

Animals ......................................2–18

Community ................................65–66

Plants .......................................19–22

Nursery rhymes/Fairytales ..........67–68

People ........................................... 23

OPTIONAL TEXTS ...................69–82

Weather/Seasons ......................24–26 Eating and drinking ....................27–34 Daily activities ...........................35–38 Celebrations ..............................39–41 Playing and moving ...................42–52 Nursery rhymes .........................53–56

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Teacher notes The format of this book The books in this series differ in the number of pictures provided. Book 1 has two- and threepicture sequences, Book 2 has four or five, while Book 3 has six to eight pictures in a sequence as well as suggested text.

Teachers are encouraged to photocopy the pictures onto card and laminate them for durability.

The books in this series of books follow a consistent format.

• Pages v to vii provide background information including a suggested order for teaching sequencing.

• Page viii provides a list of links for digital resources which teachers may find useful.

• The artwork on pages viii and ix offer suggestions for art and craft to support the teaching and learning of sequencing, and also different ways sequencing may be represented in pictorial form.

• Page ix provides General information relating to linking sequencing activities to the educational research.

• Pages x to xii provide links to the Early Years Learning Framework and the Australian Curriculum English.

• Each book contains one or more baseboards relevant to the number of pictures in each sequence. Some baseboards will be given in a horizontal or vertical format depending on the number of pictures in the sequence. Students may use these as a base on which to glue their cut out pictures in sequence.

• Alternatively, teachers may ask students to glue their pictures onto a large sheet of paper in a straight line. iv

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• Titles of pages provide suggested language to be used when discussing the pictures with the students.

• The pictures are grouped by common themes or activities such as Animals, Weather and Celebrations.

• Each set of cards on a page are separated by dotted lines for ease of separation.

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Teacher notes BACKGROUND INFORMATION What is sequencing?

• Sequencing is the ability to identify components of a story, such as the beginning, middle and end, and to retell the events in a text in the order in which they occurred.

Why is it important?

• Sequencing is an important comprehension strategy, in particular in narrative texts.

Ordering events (and connecting words) teaches children features of texts and allows the reader to place parts of a story into its overall framework. Through sequencing activities, readers obtain a clearer understanding of the writer’s purpose.

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• Recalling sequenced events in order makes it easier for children to recall all parts of a story, not just those which appeal to them.

• Because sequencing helps children examine the structure of texts and stories, writing skills are supported. Early writing activities commence with drawing images and, later, more complicated storyboards.

• Sequencing is the cognitive process of placing events, ideas or activities in a logical order.

Students must connect pictures to actual objects or experiences then connect one to the next to arrange the sequence. Students make connections, determine importance, synthesise information and evaluate choices. They compare and contrast and look for similarities and differences.

• Proficiency in sequencing supports learners as they develop phonic skills to connect beginning, medial and final sounds to blend sounds to create words and identify them when reading. Visual memory is an important aspect of reading.

• Sequencing develops oral communication skills as students relate the reason for their selected order or retell the story in the sequence of events.

• Visual learners are supported by images used in sequencing pictures. As short texts such as words then simple sentences are added to images, students make connections between what is known to the unknown, and develop understanding.

• The use of picture sequencing helps students realise that visual images are a form of text and they can impart information, including emotions. They underscore the importance of pictures in an increasingly image-related digital world.

• Children’s initial steps in writing begin with drawing lines and shapes. To smoothly progress from the familiar to the unknown, students need the ‘comfort’ of clear images. As they develop confidence and experience, students will be expected to compare illustrations in books and state differences, similarities and preferences.

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Teacher notes How can it taught?

• While it may be incorporated into any curriculum area, sequencing is often associated with early reading. Texts with clear, distinct events are best used; as are those with a clear beginning, middle and ending. This makes it easier for retelling.

• Many curricular areas can be used to teach sequencing skills. Maths easily lends itself to the ordering of patterns (what comes next? after? in this pattern), shapes and numbers (what number comes before 5? or after 9?). Science activities depicting the stages of growth or life cycles reinforce sequences. Steps in a procedure such as a recipe follow a specific sequence.

Ten in a bed

1. Oral introduction to sequencing • Immerse young children in literature based on a sequencing (or a cumulative) format.

Some suggestions include: The hungry caterpillar Eric Carle

I ain’t gonna paint no more Karen Beaumont

The doorbell rang Pat Hutchins

Knuffle bunny: a cautionary tale Mo Willems

The napping house Audrey Wood This is the house that Jack built Pam Adams There was an old woman who swallowed a fly Pam Adams

If you give a mouse a cookie Laura Joffe Numeroff If you give a moose a muffin Laura Joffe Numeroff

If the shoe fits Alison Jackson

If you give a pig a pancake Laura Joffe Numeroff

Silly Sally Audrey Wood

If you give a pig a party Laura Joffe Numeroff

The grouchy ladybug Eric Carle

If you give a dog a donut Laura Joffe Numeroff

Joseph had a little overcoat Simms Taback

If you take a mouse to school Laura Joffe Numeroff

No jumping on the bed Tedd Arnold

If you take a mouse to the movies Laura Joffe Numeroff

We’re going on a bear hunt Michael Rosen Seven blind mice Ed Young

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Wombat stew Marcia K Vaughan

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Brown bear, brown bear, what do you see?

Bill Martin

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Teacher notes How can it taught?

1. Oral introduction to sequencing (continued) • Quiz students about daily class or school events to see if they can remember what activities they do on certain days of the week or times of the day.

• Students may orally relate the directions in the correct order to tell how to get from one place to another in the playground or around the school.

• Simple repetitive dance steps such as the ‘Hokey pokey’ may be used. Ask students what action comes next after each is performed. Singing repetitive songs such as ‘Old MacDonald’ and ‘This old man’ requires students to remember verses in order.

• Involve the students in process activities such as following a few simple steps to create a dish or complete an art or craft activity.

• Ask the students to role-play the steps in familiar activities such as getting dressed, tying shoelaces, setting the table etc.

• With all oral sequencing activities, students should have modelled, and be encouraged to use, the correct language. Words such as ‘after’, ‘first’, ‘before’, ‘last’, ‘next’, ‘then’ and ‘while’ will reinforce the concept that events are connected and support grammar knowledge of connective and words and the language of ‘time’.

2. Sequencing using picture cards that depict the key events in a familiar story or activity • Use pictures in hard and digital copies, including cards and photographs, to sequence events in order. Start with two panels involving ‘before’ and ‘after’, or ‘first’ and ‘last’.

Then progress to three, four or more pictures. This will include the beginning, middle and end of a story, activity or event. Simple charts such as those depicting the beginning, middle and end of a story or more complex charts such as flowcharts may be useful.

• Letter and number sequencing can be included in this section. However, this skill is more difficult as it requires children to decide which numbers or letters are missing on a number line or in the alphabet.

• Ask students to draw simple illustrations of the steps in a familiar activity such as getting a bowl of cereal ready to eat for breakfast.

• Initially, young students may be aided by using pictures in a set which link together in order like a small jigsaw puzzle.

3. Introduce text • Add keywords or simple sentences to the pictures.

Commence with one word then short sentences and finally more complex sentences. Gradually, pictures will be replaced with sequences containing text only.

• Older or more proficient children should be encouraged to sequence strips of paper showing four to six lines of written text from a poem or story.

• After becoming familiar with sequencing pictures and text to relate a story, activity, process or event, students may write a made-up story using a series of three or four unrelated pictures.

• Storyboards (a basic graphic representation of a sequence of scenes) can be used as a visual aid to plan or explain a narrative, connecting the visual with the written text.

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Teacher notes Links to digital resources Many websites provide aids for teaching sequencing. Teachers may find some of the following sites useful.

• <http://www.turtlediary.com/kindergarten-games/esl-efl-games/picture-sequencing.html> This site has a few games with events up to five.

• <http://childhood101.com/2011/06/literacy-spot-24-routines-with-free-printable-picturecards/> Daily routine cards with full colour photographs can be downloaded as a .pdf for printing off and gluing onto cards.

• Download free sequencing cards from <http://www.dltk-teach.com/alphabuddies/ sequence/story.htm> (pictures only), <http://www.dltk-teach.com/books/hungrycaterpillar/ sequencing.htm> (pictures only), <http://www.dltk-teach.com/rhymes/gingerbread/ sequencing.htm> (pictures with texts).

• <http://www.makinglearningfun.com/themepages/BigGreenMonsterSequenceCards.htm> Simple pictures may be downloaded in black and white or colour from this site. Pictures of ‘The gingerbread man’ story are also available at <http://www.makinglearningfun.com/ themepages/GingerbreadStorySequenceCards.htm > • Apple cycle sequencing cards are available from Mrs Neslon’s Class at <http://www. mydeliciousambiguity.com/2010/11/free-printable-sequencing-cards.html> • ‘My day’ coloured photographs are available at <http://www.prekinders.com/2008/04/ sequencing/> The life cycle of a tree in photograph form is also available to download at <http://www.prekinders.com/2008/10/tree-life-cycle/> • A number of different pictorial cards with and without text are available from <http://www. enchantedlearning.com/sequencingcards/> Some nursery rhyme cards can be found at <http://www.enchantedlearning.com/rhymes/seq/> Life cycle sequencing wheel formats • Egg story sequencing set can be found at <http:// www.kizclub.com/animals.htm> Kidzclub also presents the life cycles of a butterfly, frog and duck LIFE C in a ‘wheel’ format at <http://www.kizclub.com/ OF A YCLE CHICK EN animalcrafts.htm> • <http://www.archjrc.com/childsplace/cards.html> has a number of cards relating to stories such as Are you my mother? by PD Eastman, Something from nothing by Phoebe Gilman, Time to sleep by Denise Fleming, Harry the dirty dog by Gene Zion, as well as many nursery rhymes.

• Listen to the nursery rhymes and download coloured pictures at <http://www. teachersandfamilies.com/nursery/index.html> • Download coloured photographs with single word texts of the life cycles of a pumpkin and an apple at <http://www.montessoriforeveryone.com/Cultural-Materials_ep_61-1.html> • Stick figure sequencing cards, some humorous, can be found at <http://www.abcteach. com/directory/prek-early-childhood-reading-story-sequence-3038-2-1> Some are only accessible by members. However, a numbered base plate is provided on which to glue the cards in order.

• A game requiring the students to complete a story about Marcelinlo and the huge honey pot at <http://www.uptoten.com/kids/kidsgames-mixedbag-storygame.html> This activity has seven pictures. viii

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Teacher notes General information • If possible, all sequencing activities should relate to, and connect with, familiar experiences and activities to help students connect prior knowledge to new concepts.

• The use of sequencing cards or digital resources reinforces the philosophy of learning by ‘doing’. Students should be actively involved as they learn.

Games involving sequencing reinforce teaching and learning as a playbased, active learning process.

• Inquiry learning helps students make sense of themselves and the world around them as they seek to answer questions. Inquiring means thinking, questioning, analysing, creating, planning and reflecting on answers to questions. Sequencing is an inquirybased learning activity. What comes next? What happened first? What happened last? What happens in the beginning? These questions all reinforce sequencing as an inquirybased learning activity.

• Children may work individually, in pairs or in small groups when sequencing, making it a suitable as a collaborative activity. Students can learn from each other as they discuss and arrange cards or digital pictures.

THE HOUSE HOUSE THAT THAT THE

JACK BUILT BUILT JACK RAT

CAT

DOG

COW

MAIDEN

MAN

PRIEST FARMER

• It is essential for teachers to use the language of sequencing when working with children as they sequence images. Words such as ‘first’, ‘next’, ‘last’, ‘before’, ‘after’, ‘beginning’, middle’ and ‘end’ should be used and interchanged as appropriate.

• Students who are capable should be encouraged to ‘write’ words or simple sentences to accompany a series of sequenced visual texts.

NOTE 1: For all sequencing activities, if students can sensibly justify the reason for their chosen order, and it makes sense to teachers, this should be accepted as a viable answer. Students should not be expected to order visual texts based on the social or cultural expectations exhibited by others if it is not part of the students’ personal experience.

NOTE 2: Optional texts are provided at the end of this book for more capable students. Teachers should replace these with others of their own choosing as they wish.

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Curriculum links Well-planned, appropriate sequencing activities should support the following curriculum links: 1. EARLY YEARS LEARNING FRAMEWORK • OUTCOME 1: Children have a strong sense of identity (as they) feel safe, secure and supported, develop autonomy, inter-dependence, resilience and a sense of agency • OUTCOME 2: Children are connected with and contribute to their world (as they) develop a sense of belonging to groups and communities and an understanding of the reciprocal rights and responsibilities necessary for active community participation • OUTCOME 3: Children have a strong sense of wellbeing (as they) become strong in their social and emotional wellbeing • OUTCOME 4: Children are confident and involved learners (as they) develop dispositions for learning such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm – develop a range of skills and processes such as problem solving, inquiry, experimentation, hypothesising, researching and investigating – transfer and adapt what they have learnt from one context to another – resource their own learning through connecting with people, place, technologies and natural and processed materials • OUTCOME 5: Children are effective communicators (when they) interact verbally and non-verbally with others for a range of purposes – engage with a range of texts and gain meaning from these texts – express ideas and make meaning using a range of media – begin to understand how symbols and pattern systems work – use information and communication technologies to access information, investigate ideas and represent their thinking

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Curriculum links 2. AUSTRALIAN CURRICULUM ENGLISH FOUNDATION

LANGUAGE

• Understand that texts can take many forms, can be very short (for example an exit sign) or quite long (for example an information book or a film) and that stories and informative texts have different purposes (ACELA1430) • Explore the different contribution of words and images to meaning in stories and informative texts (ACELA1786)

LITERATURE

• Identify some features of texts including events and characters and retell events from a text (ACELT1578) • Recognise some different types of literary texts and identify some characteristic features of literary texts, for example beginnings and endings of traditional texts and rhyme in poetry (ACELT1785)

LITERACY

• Listen to and respond orally to texts and to the communication of others in informal and structured classroom situations (ACELY1646) ~ sequencing ideas in spoken texts, retelling well known stories, retelling stories with picture cues, retelling information using story maps • Use comprehension strategies to understand and discuss texts listened to, viewed or read independently (ACELY1650) ~ 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 • Create short texts to explore, record and report ideas and events using familiar words and beginning writing knowledge (ACELY1651) ~ using image-making and beginning writing to represent characters and events in written, film and web-based texts YEAR 1

LANGUAGE

• Explore different ways of expressing emotions, including verbal, visual, body language and facial expressions (ACELA1787)

LITERATURE

• Discuss features of plot, character and setting in different types of literature and explore some features of characters in different texts (ACELT1584) ~ discussing how plots develop including: beginnings (orientation), how the problem (complication) is introduced and solved (resolution) • Recreate texts imaginatively using drawing, writing, performance and digital forms of communication (ACELT1586) ~ retelling key events in stories using oral language, arts, digital technologies and performance media

LITERACY

• Use comprehension strategies to build literal and inferred meaning about key events, ideas and information in texts that they listen to, view and read by drawing on growing knowledge of context, text structures and language features (ACELY1660) ~ retelling the events or key information in the text orally, in writing and/or through digital or arts media • Create short imaginative and informative texts that show emerging use of appropriate text structure, sentence-level grammar, word choice, spelling, punctuation and appropriate multimodal elements, for example illustrations and diagrams (ACELY1661) ~ learning how to plan spoken and written communications so that listeners and readers might follow the sequence of ideas or events

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Curriculum links 2. AUSTRALIAN CURRICULUM ENGLISH (continued) YEAR 2

LANGUAGE

• Understand that different types of texts have identifiable text structures and language features that help the text serve its purpose (ACELA1463) ~ identifying the topic and type of a text through its visual presentation, for example cover design, packaging, title/subtitle and images • Identify visual representations of characters’ actions, reactions, speech and thought processes in narratives, and consider how these images add to or contradict or multiply the meaning of accompanying words (ACELA1469)

LITERATURE

LITERACY

• Use comprehension strategies to build literal and inferred meaning and begin to analyse texts by drawing on growing knowledge of context, language and visual features and print and multimodal text structures (ACELY1670) ~ making connections between information in print and images • Create short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for familiar and some less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose (ACELY1671) ~ sequencing content according to text structure YEAR 3

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LANGUAGE

• Understand that languages have different written and visual communication systems, different oral traditions and different ways of constructing meaning (ACELA1475)

LITERATURE

• Create texts that adapt language features and patterns encountered in literary texts, for example characterisation, rhyme, rhythm, mood, music, sound effects and dialogue (ACELT1791) ~ creating visual and multimodal texts based on Aboriginal and Torres Strait Islander or Asian literature, applying one or more visual elements to convey the intent of the original text ~ creating multimodal texts that combine visual images, sound effects, music and voice overs to convey settings and events in a fantasy world

LITERACY

• Read an increasing range of different types of texts by combining contextual, semantic, grammatical and phonic knowledge, using text processing strategies, for example monitoring, predicting, confirming, rereading, reading on and self-correcting (ACELY1679) ~ analysing the way illustrations help to construct meaning and interpreting different types of illustrations and graphics • Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features (ACELY1680) ~ making connections between the information in print and images

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4 pictures baseboard (x 1) 1.

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Plants

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People

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Weather/ Seasons

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Beginning to end

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Eating and drinking

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Daily activities

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Celebrations

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Playing and moving

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Sequencing visual texts

Playing and moving

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From first to last

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Sequencing visual texts

Playing and moving

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From first to last

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Sequencing visual texts

Playing and moving

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From first to last

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Sequencing visual texts

Nursery rhymes

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From first to last

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Sequencing visual texts

Nursery rhymes

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From first to last

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Sequencing visual texts

Nursery rhymes

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From first to last

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Sequencing visual texts

Nursery rhymes

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What’s the correct order?

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Sequencing visual texts

Plants

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What’s the correct order?

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Sequencing visual texts

Eating and drinking

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What’s the correct order?

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Sequencing visual texts

Eating and drinking

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What’s the correct order?

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Sequencing visual texts

Daily activities

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What’s the correct order?

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Sequencing visual texts

Daily activities

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What’s the correct order?

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Sequencing visual texts

Daily activities

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What’s the correct order?

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Sequencing visual texts

Daily activities

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What’s the correct order?

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Sequencing visual texts

Space

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What’s the correct order?

Community

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Sequencing visual texts

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What’s the correct order?

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Sequencing visual texts

Community

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What’s the correct order?

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Sequencing visual texts

Nursery rhymes

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What’s the correct order?

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Sequencing visual texts

Fairytales

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Optional texts Page 2

Animals

Mother and father bird build a nest.

Mother bird lays eggs.

Mother bird sits on the eggs.

Mother bird feeds the babies.

Page 3

Animals

eggs

caterpillar

cocoon

butterfly

Page 4

Animals

eggs

tadpole

froglet

adult frog

Page 5

Animals

the egg

The egg cracks.

The chick hatches.

The chicken grows into a hen.

Page 6

Animals

The fruit fly lays eggs inside the apple.

The eggs hatch into larvae and eat the egg.

When the apple falls, the larvae dig into the ground and change into pupa.

Soon an adult digs out of the soil and looks for fruit.

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Optional texts Page 7

Animals

Female silkworm moths lay eggs.

A silkworm caterpillar hatches.

The silkworm caterpillar spins a cocoon.

An adult silkworm moth comes out of the cocoon.

Page 8

Animals

Ladybird eggs

Ladybird larvae

Ladybird pupa

Adult ladybird

Page 9

Animals

The bear comes out of its cave. He is very hungry.

The bear starts looking for food to eat.

The bear eats the food.

The bear is full. He goes back to his cave to rest.

Page 10

Animals

The crocodile is on the riverbank.

The crocodile goes into the water.

The crocodile is in the water.

The crocodile is swimming in the water.

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Animals

The dog is dirty.

The girl is getting ready to wash the dog.

The dog is in the tub. The girl is washing him.

The dog is clean.

Sequencing visual texts

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Optional texts Page 12

Animals

The child has a new pet goldfish.

He needs a good home.

Gravel goes in the bowl first.

Next a plant and a rock go in the fish bowl.

The fish goes in last.

Page 13

Animals

The bug is in the grass.

The cat sees the bug.

The cat tries to catch the bug.

The bug jumps away. The cat is not happy.

Page 14

Animals

The hen lays the eggs.

The hen sits on the eggs.

The eggs crack.

The chickens hatch.

Page 15

Animals

They are getting ready to go out.

They go into the pet shop.

The boy sees a hermit crab.

The boy has a new pet.

Page 16

Animals

The cockroach eats food scraps in the house.

Mum sees the ugly cockroach.

Mum grabs the dustpan and broom.

Mum puts the cockroach in the bin outside.

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Animals

The girl sees the dirty dog.

The girl pats the dirty dog.

The dirty dog jumps up onto the girl.

The girl is muddy now!

Page 18

Animals

The frog jumps from the bank.

The frog lands on the log.

The frog sees an insect.

The frog eats the insect.

Page 19

Plants

Mum buys some carrots.

She peels the carrots to eat.

The carrot peel goes into the compost bin.

The compost goes on the garden to make it grow.

Page 20

Plants

The seed is in the ground.

Shoots grow out of the soil.

The stalk grows tall.

Corn ears grow on the stalk.

Page 21

Plants

It is a hot day. The sun shines down on the plant.

The plant starts to droop.

The plant is very dry.

The plant has died.

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Optional texts Page 22

Plants

Under the soil, a little seed sleeps.

Roots start to grow down into the soil.

Sprouts grow above the soil.

Soon the plant has leaves and a flower.

Page 23

People

Newborn baby sleeping

Older baby crawling

Toddler walking

School boy

Page 24

Weather/Seasons

Spring

Summer

Autumn

Winter

Page 25

Weather/Seasons

A snowman has been built.

The snowman is beginning to melt.

The snowman has almost melted away.

The snowman has melted. Only the hat and scarf are left.

Page 26

Weather/Seasons

It is a hot summer day.

We get our costumes and towels to go for a swim.

The girl jumps into the water first.

The boy jumps in next. It feels great!

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Optional texts Page 27

Eating and drinking

The boy chooses an orange from the bowl.

The boy starts to peel away the skin.

The boy peels all the skin away.

Now he can eat the juicy fruit.

Page 28

Eating and drinking

I buy an ice-cream.

I lick the ice-cream.

I keep on licking.

I eat the cone last.

Page 29

Eating and drinking

The corn kernels go in the hot frying pan.

The corn begins to pop.

Soon it has all popped.

I put the hot popcorn in a bowl.

Time to eat!

Page 30

Eating and drinking

Push the bread into the slot.

Down it goes to cook.

Up pops the toast.

Yum! Hot toast!

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Eating and drinking

Peel the apple.

Slice the apple.

Bake the apple slices in a pie.

Eat the slice of apple pie.

Sequencing visual texts

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Optional texts Page 32

Eating and drinking

Pour cereal into the bowl.

Pour milk over the cereal.

Slice banana over the top.

Eat a healthy breakfast.

Page 33

Eating and drinking

Put a slice of cheese on the bread.

Put ham on top.

Put a slice of tomato on top.

Put a slice of bread on top. A great sandwich!

Page 34

Eating and drinking

Squeeze the juice from the lemon.

Pour the juice into a jug. Add sugar.

Pour some juice into each glass.

Add soda water to each glass.

Now the lemonade is ready to drink.

Page 35

Daily activities

I eat breakfast.

I go to school.

I work at school.

I wave goodbye to my teacher.

Time to go home!

Page 36

Daily activities

Wake up sleepyhead!

Get dressed for school.

Get on the bus to go to school.

Go into school.

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Daily activities

The room is messy.

The boy picks up toys and puts them away.

He makes his bed.

The room is tidy.

Page 38

Daily activities

Yawn! It’s time for bed!

It’s time to put on pyjamas.

It’s time to get Ted!

Goodnight! It’s time to sleep.

Page 39

Celebrations

The candles are on top of the birthday cake.

Light the candles.

Blow out the candles.

Eat the cake.

Page 40

Celebrations

The invitation arrives in the mail.

Look, Mum! I got a birthday invitation.

I’m getting dressed for the party.

The present is wrapped.

I’m at the party. This is going to be fun!

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Celebrations

I’m at the birthday party with my present.

Happy birthday! Here’s your present!

Open the present! I hope you like it!

It’s a great game to play with a friend.

Sequencing visual texts

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Optional texts Page 42

Playing and moving

Ready! Set!

Go!

Watch out, I’m going to beat you!

Yay! I’m first today!

Page 43

Playing and moving

First, put on the helmet.

Next, put on the elbow pads.

Then put on the knee pads.

Ready to skateboard!

Page 44

Playing and moving

I took the kite out of the box.

I took the kite to the park.

I started to run with the kite.

The kite flew high into the sky.

Page 45

Playing and moving

I take the ski lift to the top of the mountain.

I’m at the top of the mountain ready to ski down.

Down I go! Whee!

Oh dear! I think I need to practice!

Page 46

Playing and moving

I’m building a sandcastle. First I build the base.

Then I build a tower.

Next, I add a flag and a roof on the tower.

The sandcastle is finished. The sea comes in to wash it away.

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Optional texts Page 47

Playing and moving

Dad has all the bits. He’s going to make a swing.

First he builds the frame.

Then he hangs the swing.

It’s all done! It works well. It’s a good swing! Thanks Dad!

Page 48

Playing and moving

The family is packing the car. They They drive up a mountain and into are going camping. the country.

The family unpacks the car.

Page 49

Playing and moving

One block

Two blocks

An archway

A tunnel for the train to go through

Page 50

Playing and moving

The go-kart crashes into the tree.

The front wheels are bent.

Dad is fixing the wheels.

Dad pulls the go-kart to the top of the hill again. Watch out for that tree!

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The tent is up. Camping is going to be fun!

Playing and moving

The girl puts her dump truck into the mud.

She scoops mud into the back of the truck.

The girl is very muddy. Her dump truck is too!

The girl has a bath to wash off the mud. I hope she cleaned her truck too!

Sequencing visual texts

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Optional texts Page 52

Playing and moving

We can use this big box to make a car.

Dad cuts out sides.

We paint the box to make it look like a car.

Beep! Beep! This box makes a great car!

Page 53

Nursery rhymes

Little Miss Muffet sat on her tuffet

Eating her curds and whey.

There came a big spider who sat down beside her

And frightened Miss Muffet away.

Page 54

Nursery rhymes

Hey diddle diddle the cat and the fiddle

The cow jumped over the moon.

The little dog laughed to see such fun

And the dish ran away with the spoon.

Page 55

Nursery rhymes

Incy wincy spider climbed up the waterspout.

Down came the rain and washed poor Incy out.

Out came the sunshine and dried up all the rain.

And Incy wincy spider climbed up the spout again.

Page 56

Nursery rhymes

Jack and Jill went up the hill

To fetch a pail of water.

Jack fell down and broke his crown

And Jill came tumbling after.

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Optional texts Page 57

Plants

The plant is very small.

The plant is small.

The plant is big.

The plant is bigger.

This plant is the biggest.

Page 58

Eating and drinking

Mix the ingredients together.

Pour the batter into the pan.

Put the pan in the oven.

Ice the cool cake.

Eat the cake.

Page 59

Eating and drinking

Sift the flour into the bowl.

Add eggs, milk and oil.

Pour the batter into the pan.

Cook the pancake then flip it over.

Put a nice topping on them. Eat! Page 60

Daily activities

The girl is getting her hair cut.

Her hair has been cut.

The hairdresser is curling her hair.

All the curls are done.

The girl is happy with her new hairstyle.

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Optional texts Page 61

Daily activities

The boy is in the shower.

The boy is washing himself.

The boy is drying himself.

The boy is getting dressed.

The boy is putting on his socks and shoes.

Page 62

Daily activities

The cat can see the milk on the kitchen cupboard.

The cat jumps onto the cupboard to get the milk.

The cat knocks the milk onto the floor. The bottle breaks.

The woman comes in. She sees the cat and the broken bottle.

The woman chases the cat away.

Page 63

Daily activities

The mother and daughter are going into the garden to pick flowers.

They start to pick the ones they like.

Suddenly a big spider comes down It scares the mother and daughter. near them.

They both run away.

Page 64

Space

The rocket is blasting off!

The rocket is going up into the air.

The rocket goes out into space.

The rocket comes back to earth.

A parachute helps it land in the sea.

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Optional texts Page 65

Community

Mum puts the rubbish in the bin.

The bin goes on the footpath.

The truck picks up the bin.

The truck goes to the recycling plant.

The recycling is sorted, ready to be made into new things.

Page 66

Community

The letter is posted in the box.

The postal worker picks up the mail in the box.

The truck takes the mail away.

The postal worker sorts the mail.

The postal worker delivers the mail.

Page 67

Nursery rhymes

Jack and Jill went up the hill

To fetch a pail of water.

Jack fell down

And broke his crown

And Jill came tumbling after.

Page 68

Fairytales

Jack traded the cow for some bean seeds.

Jack climbed the beanstalk to the top.

Jack saw the giant sleeping. He had a bag of gold.

Jack grabbed the goose and climbed down the beanstalk.

They chopped down the beanstalk and the giant fell.

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