Everyday Literacy – Listening and Speaking: Book 3

RIC-6213 8/970

Everyday literacy: Listening and speaking (Book 3) ®

Published by R.I.C. Publications 2013 under licence from Evan-Moor® Educational Publishers Copyright© 2010 Evan-Moor® Educational Publishers This version copyright© R.I.C. Publications® 2013 ISBN 978-1-922116-57-4 RIC–6213 Titles available in this series: Everyday literacy: Listening and speaking (Book 1) Everyday literacy: Listening and speaking (Book 2) Everyday literacy: Listening and speaking (Book 3)

All material identified by is material subject to copyright under the Copyright Act 1968 (Cth) and is owned by the Australian Curriculum, Assessment and Reporting Authority 2013.

For all Australian Curriculum material except elaborations: This is an extract from the Australian Curriculum.

Elaborations: This may be a modified extract from the Australian Curriculum and may include the work of other authors.

Disclaimer: ACARA neither endorses nor verifies the accuracy of the information provided and accepts no responsibility for incomplete or inaccurate information.

In particular, ACARA does not endorse or verify that: • The content descriptions are solely for a particular year and subject; • All the content descriptions for that year and subject have been used; and • The author’s material aligns with the Australian Curriculum content descriptions for the relevant year and subject.

You can find the unaltered and most up to date version of this material at http://www.australiancurriculum.edu.au/ This material is reproduced with the permission of ACARA.

Copyright Notice A number of pages in this book are worksheets. The publisher licenses the individual teacher who purchased this book to photocopy these pages to hand out to students in their own classes.

Except as allowed under the Copyright Act 1968, any other use (including digital and online uses and the creation of overhead transparencies or posters) or any use by or for other people (including by or for other teachers, students or institutions) is prohibited. If you want a licence to do anything outside the scope of the BLM licence above, please contact the Publisher.

This information is provided to clarify the limits of this licence and its interaction with the Copyright Act. For your added protection in the case of copyright inspection, please complete the form below. Retain this form, the complete original document and the invoice or receipt as proof of purchase.

Name of Purchaser:

Date of Purchase:

Supplier:

School Order# (if applicable):

Signature of Purchaser:

Internet websites In some cases, websites or specific URLs may be recommended. While these are checked and rechecked at the time of publication, the publisher has no control over any subsequent changes which may be made to webpages. It is strongly recommended that the class teacher checks all URLs before allowing students to access them.

View all pages online PO Box 332 Greenwood Western Australia 6924

Website: www.ricpublications.com.au Email: mail@ricgroup.com.au

Foreword Everyday literacy: Listening and speaking (Ages 4–6) is a three-book series that aims to improve reading and oral language development in the classroom. Book 3 contains 18 units which include activities and an easy assessment page to reinforce skills covered. The activities can be split into fun, easy lessons that can be completed on a daily basis. Teachers can use this series in conjunction with their reading and literacy program.

Contents What's inside? ................................................................................. 4 How to use this book ....................................................................... 5 Curriculum links ......................................................................... 6–7 Student progress record ................................................................... 8 Small-group record sheet ................................................................ 9 Activities Unit 1.

School starts today .......................................................... 1 1–18

2.

Friends ............................................................................. 19–26

3.

Dog friends ..................................................................... 27–34

4.

Four seasons .................................................................. 35–42

5.

On the farm .................................................................... 43–50

6.

Our five senses ............................................................... 51–58

7.

The tortoise and the hare ............................................. 59–66

8.

Baking biscuits ................................................................ 67–74

9.

My skeleton .................................................................... 75–82

1 0.

Bats are cool! ................................................................. 83–90

1 1.

A busy town ................................................................... 9 1–98

1 2.

Hats, hats, hats ............................................................. 99–106

1 3.

From outer space .......................................................... 107–114

1 4.

Watching the weather ................................................. 115–122

1 5.

Penguins ....................................................................... 123–130

1 6.

Planting flowers ........................................................... 131–138

1 7.

Clean-up day .............................................................. 139–146

1 8.

Summer reading .......................................................... 147–154

Answers ................................................................................. 155–160

R.I.C. Publications®. • www.ricpublications.com.au • Everyday literacy: Listening and speaking

3

What’s inside?

In this book, you will find 18 units of lessons. Each unit includes: A sample of children’s expected response

Teacher pages day School star ts to

I UN T

1

Use these pages to guide you through the week.

ry Oral vocabula

Concept

l, sister Nouns: bus, schoo wait Verbs: remind, older Adjectives: ďŹ rst,

The ďŹ rst day of al. school is speci

Activity 2 d Sequencing the a discussion that helps students recall the story read alou Guide Listening to student. Then a ea ully as re to each SKILLS: and listen caref the Activity 1 story. Reread the story if Activity 1 pictu

Activity 1

WEEK 1

CVbZ

School s tarts t oday

DAY 2

Sequencing

Put the pictures in order. Write 1, 2, or 3.

A att the picture Distribute the necessary. Say: Listening and t students to look story below. Direc speaking Our story is about two sisters going to SKILLS: r Describe people, you read. places, ol. things, I eat breakfastschool.

Listening and scho of day rst f fi locations and actions y B speaking because it is my , er for the bus, just ™ Why is it a special day for Emily? corn Today is special complete r Describe people w wait at ther 6Te just like Kate. I sentences. When we get off places, things, Kate and get dressed, i r, just like iv locations and actions dri drive Distribute Activity 2. Then say: nI r Take turns speaking hello to the bus just like Kate. Whe in s’, a group like Kate. I say r 6Te complete o Mr Angu y you, ‘Thank yo Listen i carefully c arefully l an and d follow f follo w my directions.

We W Mrs C say, I door. sentences ol, room scho the class Comprehension the bus at waiting by sw st going to number pictures to show what are w t wha r 3Fspond new teacher is r Identifyclass of . I almo , Emily our a sequence get to school, my appropriately to Actdivity W ome toevents happens fi rst, secon and third second third.

4i d. Listening for beginning sou me and says, ‘Welc directions and r’. siste Walker smiles at older nds r 3Fcall details your Rere of questions ad me d Activity t 2 the ™ Point ™ Point to rowSKILL A. Emily wakes ak kes up u and and gets t Activity 1 story ’. You remin S: l w to show r 6Te illustrations if necessary. Say: School starts today called you ‘Kate r 6Te language ready d ffor or school.

Which picture shows This week, our to help make Listening reasoning story is about Emily and connections speak rst? what happens fi first ? (Emily wakes up.) and Kate. 1 ing r Describe ideas, 2 ™ How do the siste r 'PMMPX EJSFDUJ rs feelings and ces get Writ r te a 1 below that t t picture. tha Wha W t happens second? (Emily eats Write What POT to school?

School starts today Making inferen s r -JTUFO DSJUJDBMMZ UP experiences help t hat Distr that breakfast.) Writ r te a 2 below that t t picture. tha Wha W Activ t happens Write What (Emily ibute ng ity 4. third? in a discussion JOUFSQSFt and evalua Then say: r 5ake turns speaki s. us Guide students e ence ere Write that leaves for school.) Writ r te a te 3 belowListe t t picture. tha and infer op in a group n carefully and Comp rehension e connections 3 mak them follow ns 4 my directions. r 'Pllow directio r 3Fca ™ Point B. MM EFUBJ Emily ride on the bus to school. Which ™ Point to row l Ms and and Kate K picture ™ Na me lary the Ask: re bus.) r 6Te new vocabu in boxWhat o ? r 6TF J no MMustratJPOTfi rst? shows w what wha t happens first ? (Emily andthe Kate waitpictu for the W1. (bus Wha t ) What is How do you know beginning soun UP IFMQ NBLF ™ Who is Kate? r 3Flate new d inthird? the word all happens second?

(They climb into the(/b/) Wha W t happens (They bus.) What e like? bus?

DPOOFDUJPOs to be ent vocabulary to prior want What Emily letter doeswhat 5 thatt soun ™ Whom does sit in the bus.)

Write W 1, 2 and 3 below for? the pictures to show w wha happens knowledge d stand 6 Phonologica (b) Write b on the line to spell bus. fi rst, second and third il . third. r Speak audibly aware ness ctions ™ The picture in r *EFOUJGZ DPNNP Following dire 2 show O Comp rehension re.. Then say: ™ Point C. JOg Emily to her classroom.

Whichbox picture shows ™ Point to row l goes sho os ws w hatSay top. a what top. ed CFHJOO and (Students look at the pictu DPOTPOBOt ug r Make inferences t.) What Have students sPVOET is the(She happens fi first ? (Emily meets her teacher.)

What repea happens second? rst? tions.

JO TQPLen begin direc d draw conclusions ning soun my d in the word top?

XPrds and follow (/t/ ) What We g^YZ i]Z Wjs. hangs up her backpack.) What Wha W t happens (She sits at a table.)

W letter Write Listen carefully r Compare and doesthird? that sound stand day of school) contrast Activity 4 day is it? (firstt d for? (t) Write t on 1, 2 and 3 below the pictures. the line to spell ™ What special h picture? the in th top. r 6Te illustrations the girls doing Activity 1 picture are t (on Wha make bus? help the to s ™ Name the pictu bus) Where is re in box 3. (ball connections (waiting for the ) Does ball begin n tthe road.

Write the correct lines on with /b/ or /t/? (/b/) the word bus? letter on the line see road) Trace the Motor skills you the do Finishing pictures to spell ball. uscle ™ Name the School u Where else bu r Develop small-m Activity 3 time you see it today pictustarts sign say? (bus) re in bus each box 4. ( bed) Does ™ What does the coordination Distribute Activity y 3. Then say: e) Circle the word Write the correct ce) tent begin with sentence) letter on /b/ or /t/? (/ t/) (on the bus; in the 1 2 the line to SKILLS: spell tent.

Listen i the carefully carefully l an and d follow ffollow my directions. ™ Name the pictu to re in box 5. ( bed on this page. re? (sisters; go the pictuand ) Does bed begin Kate’ats box h girls in Listening onLook Write the t th dots the ™ Look ™ o 1.

1 .

Repeat afte after t r me: ‘We W write w rite abou corre blue know ct letter on the with /b/ or /t/? (/b/) speaking ’s shirt. Draw ™ What do you line to spell bed. t on Emily ot dots red in 3epeat.) i school’.

Does the picture in r 6Te complete ™ The Draw picture in box 6 same school) shows a bug. Say sentences What box o 1 show show students t writing? writing? (no) Wha W bugtbegin with . Move bug. (Students h the fi rst word shirt. /b/ or /t/ ? (/b/) repeat.) Does r Describe people, Touc Write the correct order do(Rea the d) students t need in o rder to write? wbug. write ? d on the bus’. me. rid places, things, says, ‘We ride letter on the line 3 4 the sentence with (paper) Draw paper for each student to ™ The sentence to spell t locations and actions ds as you read ord r the word your fi ngers unde in r Speak audibly write writ r tgs e on. belon that one thing ing draw r 'Pllow directions by res t ct pictu their ™ Look at box o 2.

R epeat afte t r me: ‘Emily ™ Look Repeat after Circ Act add to their ivity Thento discuss le lactivity r Listeng. critically 5 not belon Have students does d that rides on the bus’. 3epeat.) Does interpret and evaluate one thing Have the students sit in the scene and SKILL S: Emil a circle. Then revie Emily riding picture show ily ridin g inthey the bus? (no) Comprehension w the concepts practised this week drawings. and vocabulary What Listen is11 missing from the picture? (Emily) r 6Te illustrations . Ask: ing and Jc^i 1 Activity A Acti tiviit y 3 to help ™ Wh speaking andmake Draw Emily’s window.

Dra r wspeak Emily i ing ’’s face face in the bus windo w.om is our story abou ing terra y: Listen connections r 3Flate neX t? t Everyday literac om.au tions.c Ž at ™ Look 3.. Repeat after ‘Emily carries herabou lunch box’. 3epeat.) ™ Look atWPcabu box o laSZ UP 3 afte t r me:™ Wh l is carries special t ww w.ricpublica QSJPr Motor skills t Emily’s day?

R.I.C. Publications LOPXMFdge lunch box? (no) What Does the picture show Emily l carrying carry r ying Wha W t is missing i ™ Wh r Develop small-muscle ather thing s does Emily do r 'PMMPX EJSFDUJ POT coordination ‘just like Kate’? from the picture? (her lunch box) Draw her lunch box. x Comp rehension Have students stand ™ Lookr 3Fca at box oMM EFUBJ 4. MsR epeat afte t r me: ‘The teache t r smiles’.

Does the ™ Look Repeat after teacher in a 3epeat.) circle. Then below introduce and word model the chan show (thee teacher’s picture the teacher smiling?. On (no) the What is missing? ‘stop’, strik Phono logical a t pose freez . Direct students e in the same posit aware ness Draw the teacher’s smiling smiling face) ’ smilin g face. f to imitate you ion. and r 3FDJte TIPSt QPFNT Everybody clap

SIZNFT TPOHs just like I do. Clap and , clap, clap.

(CMBQ UISFF UJNFT ) TUPSJFs XJUI repeat ed patterns ÂŽ Ever ybody tap just like Everyday literacy: Listening and speaking t XXX SJDQVCMJDBUJPOT DPN BV t 3 * $ 1VCMJDBUJPOT 12 Jc^i 1 I do. Tap, tap, tap.

Motor skills Everybody hop (Tap ZPur UPF UISFF just like I do. Hop, r DeveMPp large-N UJNFT ) VTDMF hop, hop. (HPQ Everybody stop DPPSEJOBUJPO UISFF UJNFT ) just like I do. Stop ! 'reezF JO MFad er’s QPTF.) Continue arou nd the circle until each student has leader. a chance to be the Extend the activ ity Invite students to tell about their experiences on the ďŹ rst day of school.

A short story you read aloud to children

ÂŽ

15

LZZ` 1

Everyday literacy: Listening and speaking

CVbZ

WEEK 1 DAY 4 Beginning sounds

%PFT JU CFHJO XJUI UIF TPVOE PG b

Questions to ask children about the story

PS t? WrJUF UIF NJTTJOH MFtter.

DAY 1 WEEK 1 Following directions

Name

Everyday Literacy: Listening and Speaking

LZZ` 1

17

speaking Listening and Everyday literacy:

14

A script for you to follow to guide children through the activity

LZZ` 1

WEEK 1

CVbZ

DAY A 3

Finishing pictures

Listen to the sentence. Draw what is missing.

Daily discussion questions about the story, plus a script to help you guide children through the activities

16

A circle activity with a chant or song that reviews and assesses the weekly concept

R.I.C. Publications ÂŽ t ww w.ricpublica tions.com.au t Eve

LZZ` 11 LZZ`

Everyday literacy: Listening and speaking

ÂŽ

ryday literacy: Listening and speaking

Jc^i 1

13

Student activity pages Reproduce each page for students to complete during the daily lesson.

What I learnt – Assessment

ACTIVITY 4

UNIT 1

Beginning

sounds

Name

r ts today t rts School sta missing letter. t? Write the begin Does it b

1

with the sound Name

At the end of each week, give children the What I learnt page.

ACTIVITY 3

UNIT 1

of b or

s Finishing picture

2

t ts today tar School star

UNIT 1

is missing. e. Draw what nce Name Listen to the sentence

ACTIVITY 2

Sequencing

2 today arts School starts

1

op

us

or 3. er. Write 1, 2, Name Put the pictures in order.

UNIT 1

ACTIVITY 1

3

School starts today

This week, your child listened to the story ‘School starts today’. In the story, Emily does everything ‘just like Kate,’ her older sister. She eats breakfast and gets dressed, waits at the corner for the bus, says hello to the bus driver, and says thank you when she gets off the bus. When Emily arrives at her new classroom, the teacher welcome her and says, ‘I almost called you ‘Kate’. You remind me of your older sister’.

ent

all 6

3

Assessment

What I learnt

A

5

UNIT 1

Name

Following directions

4

4

Bus

Concept The ďŹ rst day of school is special.

Oral vocabulary bus school ďŹ rst sister older wait remind

What to do Have the children look at the picture and tell you what is happening.

Ask questions such as: What special day is it? What are the girls doing? What did they do before going to the bus stop? What will they do next? Then point to the sentence at the bottom of the picture. Ask the children to point to each word as you read aloud. Then have them colour the picture.

B

ug

ed ryday s.com.au t Eve .ricpublication ÂŽ tions t www R.I.C. Publica

Bus

17

Unit 1

ng ng and speaki literacy: Listeni

C TÂŽ

N BV t 3 * $ 1VCMJDBUJPO

16

Unit 1

t XXX SJDQVCMJDBUJPOT DP Listening and speaking Everyday literacy:

and speaking veryday literacy: Listening s.com.au t Everyday ÂŽ ations.com.au t E ww.ricpublication R.I.C. Publications t www.ricpublic

Unit 1

14

4

Unit 1

We ride on the bus.

15

We ride on the bus.

Everyday literacy: Listening and speaking t XXX SJDQVCMJDBUJPOT DPN BV t 3 * $ 1VCMJDBUJPOTÂŽ

Extension Ask the class to tell you about their ďŹ rst day of school. What was it like? Who helped them on that day? Then have the class draw a picture of their favourite part of that special day.

18

Unit 1

Everyday literacy: Listening and speaking t XXX SJDQVCMJDBUJPOT DPN BV t 3 * $ 1VCMJDBUJPOTÂŽ

Everyday literacy: Listening and speaking • www.ricpublications.com.au • R.I.C. PublicationsŽ

How to use this book Follow these easy steps to conduct the lessons: Activity 1 UNIT 1

Name

ACTIVITY 1

Following directions

School starts today

Reproduce and distribute the Activity 1 student page to each child.

Using the scripted Activity 1 teacher page:

Bus

1. Read the story aloud as children listen and look at the picture 2. Discuss the story We ride on the bus.

14

Unit 1

Everyday literacy: Listening and speaking t XXX SJDQVCMJDBUJPOT DPN BV t 3 * $ 1VCMJDBUJPOTÂŽ

3. Have children complete the activity.

Tips for success

Activities 2, 3, 4

ACTIVITY 4

UNIT 1

Beginning sounds

Name

today t ts tod School star Namewith the Does it begin D

the missing letter. sound of b or t? Write

UNIT 1

2 1 School star starts t ts today

ACTIVITY 3

Finishing pictures

Listen toName the sentence. Draw what is missing.

UNIT 1

ACTIVITY 2 Sequencing

1 School star 2 ts today

op

us

Put the pictures in order.

Write 1, 2, or 3.

4

3

Reproduce and distribute the appropriate day's activity page to each child.

Using the scripted teacher page:

A

5

1. Review the story from Activity 1

ent

all 3

64

2. Discuss the story

B

3. Have children complete the activity.

ug

ed

Unit 1

and speaking literacy: Listening com.au t Everyday ÂŽ t www.ricpublications.

R.I.C. Publications

17

C 16

Unit 1

• Review the teacher page before you begin the lesson. • Work with children in groups of 4 or 5 at a time. • Have children sit at a table in a quiet area of the classroom. • Model how to respond to questions by using complete sentences. • Allow children enough time to think about the question and to answer.

Everyday literacy: Listening and speaking t XXX SJDQVCMJDBUJPOT DPN BV t 3 * $ 1VCMJDBUJPOT t XXX SJDQVCMJDBUJPOT DPN BV t 3 * $ 1VCMJDBUJPOTÂŽ

R.I.C. Publications ÂŽ t www.ricpublications. com.au t Everyday literacy: Listening and speaking

Unit 1

UNIT 1

Name

• To maintain childrens’ attention, use basic hand signals:

15

Activity 5/Assessment

Assessment

What I learnt This week, your child listened to the story ‘School starts today’. In the story, Emily does everything ‘just like Kate,’ her older sister. She eats breakfast and gets dressed, waits at the corner for the bus, says hello to the bus driver, and says thank you when she gets off the bus. When Emily arrives at her new classroom, the teacher welcome her and says, ‘I almost called you ‘Kate’. You remind me of your older sister’.

Concept The ďŹ rst day of school is special.

Oral vocabulary bus school ďŹ rst sister older wait remind

What to do Have the children look at the picture and tell you what is happening.

Ask questions such as: What special day is it? What are the girls doing? What did they do before going to the bus stop? What will they do next? Then point to the sentence at the bottom of the picture. Ask the children to point to each word as you read aloud. Then have them colour the picture.

Bus

Use the questions on the teacher page to guide a discussion about the story.

Follow the directions to lead the circle activity.

We ride on the bus.

Extension Ask the class to tell you about their ďŹ rst day of school. What was it like? Who helped them on that day? Then have the class draw a picture of their favourite part of that special day.

18

Unit 1

Everyday literacy: Listening and speaking t XXX SJDQVCMJDBUJPOT DPN BV t 3 * $ 1VCMJDBUJPOTÂŽ

R.I.C. PublicationsŽ. • www.ricpublications.com.au • Everyday literacy: Listening and speaking

Put your hand to your ear to indicate that children should listen and not talk.

Raise your hand in a ‘stop’ signal to indicate that you want children to pay attention.

Extend your hand (palm up) to one child to indicate it is his or her turn to answer a question.

5

Curriculum links Oral language development ( listening, speaking and vocabulary) Language strand Understand that English is one of many languages spoken in Australia and that different languages may be spoken by family, classmates and community (ACELA1426) Explore how language is used differently at home and school depending on the relationships between people (ACELA1428) Understand the use of vocabulary in familiar contexts related to everyday experiences, personal interests and topics taught at school (ACELA1437) Understand that language is used in combination with other means of communication, for example facial expressions and gestures to interact with others (ACELA1444)

Units 1, 2, 4, 5, 7–18

1–18

1–18

1–18

Understand that there are different ways of asking for information, making offers and giving commands (ACELA1446)

1–18

Understand patterns of repetition and contrast in simple texts (ACELA1448)

1–18

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

1–18

Literature strand Discuss characters and events in a range of literary texts and share personal responses to these texts, making connections with students’ own experiences (ACELT1582) Express preferences for specific texts and authors and listen to the opinions of others (ACELT1583) Literacy strand Listen to and respond orally to texts and to the communication of others in informal and structured classroom situations (ACELY1646) Engage in conversations and discussions, using active listening behaviours, showing interest, and contributing ideas, information and questions (ACELY1656) Use interaction skills including listening while others speak, using appropriate voice levels, articulation and body language, gestures and eye contact (ACELY1784) Use interaction skills including turn-taking, recognising the contributions of others, speaking clearly and using appropriate volume and pace (ACELY1788)

Units 1, 2, 4, 5, 7–18

1–5, 13, 15, 17, 18 Units 1–18

1–18

1–18

1–18

Comprehension Language strand Recognise that sentences are key units for expressing ideas (ACELA1435) Compare different kinds of images in narrative and informative texts and discuss how they contribute to meaning (ACELA1453) Explore the different contribution of words and images to meaning in stories and informative texts (ACELA1786) Literature strand Discuss features of plot, character and setting in different types of literature and explore some features of characters in different texts (ACELT1584)

6

Units 1, 3, 4, 7, 11, 13, 16

13

18 Units 7

Everyday literacy: Listening and speaking • www.ricpublications.com.au • R.I.C. Publications®

Curriculum links Literacy strand Listen to and respond orally to texts and to the communication of others in informal and structured classroom situations (ACELY1646) Read predictable texts, practising phrasing and fluency, and monitor meaning using concepts about print and emerging contextual, semantic, grammatical and phonic knowledge (ACELY1649)

Units 1–18

2

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

1, 3, 4, 7, 11, 13, 16

Describe some differences between imaginative informative and persuasive texts (ACELY1658)

1, 3, 7, 9, 12, 13, 15

Read supportive texts using developing phrasing, fluency, contextual, semantic, grammatical and phonic knowledge and emerging text processing strategies, for example prediction, monitoring meaning and rereading (ACELY1659) 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) Use interaction skills including turn-taking, recognising the contributions of others, speaking clearly and using appropriate volume and pace (ACELY1788)

2

1–18

3, 5, 7, 8, 11–18

Phonological awareness (rhyming, blending and segmenting) Language strand Understand patterns of repetition and contrast in simple texts (ACELA1448) Manipulate sounds in spoken words including phoneme deletion and substitution (ACELA1457) Recognise sound—letter matches including common vowel and consonant digraphs and consonant blends (ACELA1458) Understand the variability of sound — letter matches (ACELA1459) Know that spoken sounds and words can be written down using letters of the alphabet and how to write some high-frequency sight words and known words (ACELA1758) Literature strand Listen to, recite and perform poems, chants, rhymes and songs, imitating and inventing sound patterns including alliteration and rhyme (ACELT1585) Discuss how depictions of characters in print, sound and images reflect the contexts in which they were created (ACELT1587)

Motor skills

Units 1–13, 15–18 1, 3, 5, 7, 8, 10, 11, 14, 17 7, 10, 16

3, 15

4, 6 Units 1–13, 15–18

1–13, 15–18

Units

Develop small-muscle coordination

1–18

Develop large-muscle coordination

1, 7, 8, 14–16

R.I.C. Publications®. • www.ricpublications.com.au • Everyday literacy: Listening and speaking

7

Use this record sheet periodically to check a student’s progress.

Everyday literacy

BOOK 3

Listening and speaking Student progress record

Name: 1: Rarely demonstrates 2: Occasionally demonstrates 3: Usually demonstrates 4: Consistently demonstrates

Write dates and comments below the student’s proficiency level.

Oral language development

1

2

3

0 25 50 75

– 25 % – 50 % – 75 % – 100 %

4

Shows a steady increase in listening and speaking vocabulary Relates new vocabulary to prior knowledge

Listens critically to interpret and evaluate Uses newly-learnt vocabulary on multiple occasions and in new contexts Follows directions Speaks in complete sentences with subject–verb agreement

Comprehension Makes connections using illustrations and photos, prior knowledge, real-life experiences Makes inferences and draws conclusions

Retells a story in sequence

Phonological awareness Identifies beginning and ending consonant sounds in spoken words Identifies vowel sounds in spoken words Demonstrates an awareness of early structural analysis skills

8

Everyday literacy: Listening and speaking • www.ricpublications.com.au • R.I.C. Publications®

Everyday literacy Listening and speaking

BOOK 3

Students’ names:

Small-group record sheet Write dates and comments about students’ performance each week.

Title

Unit

1

School starts today

2

Friends

3

Dog friends

4

Four seasons

5

On the farm

6

Our five senses

7

The tortoise and the hare

8

Baking biscuits

9

My skeleton

10

Bats are cool!

11

A busy town

12

Hats, hats, hats

13

From outer space

14

Watching the weather

15

Penguins

16

Planting flowers

17

Clean-up day

18

Summer reading

Comments

R.I.C. Publications®. • www.ricpublications.com.au • Everyday literacy: Listening and speaking

9

U NIT

1

Concept The first day of school is special.

Activity 1 SKILLS: Listening and speaking • Describe people, places, things, locations and actions • Use complete sentences • Respond appropriately to directions and questions • Use language to show reasoning • Describe ideas, feelings and experiences • Take turns speaking in a group • Follow directions • Use new vocabulary • Relate new vocabulary to prior knowledge • Speak audibly Comprehension • Make inferences and draw conclusions • Compare and contrast • Use illustrations to help make connections Motor skills • Develop small-muscle coordination

School starts today Oral vocabulary Nouns: bus, school, sister Verbs: remind, wait Adjectives: first, older

Listening to the story Distribute the Activity 1 picture to each student. Then read aloud the story below. Direct students to look at the picture and listen carefully as you read.

Today is special because it is my fi rst day of school. I eat breakfast and get dressed, just like Kate. I wait at the corner for the bus, just like Kate. I say hello to the bus driver, just like Kate. When we get off the bus at school, I say, ‘Thank you, Mr Angus’, just like Kate. When I get to school, my new teacher is waiting by the classroom door. Mrs Walker smiles at me and says, ‘Welcome to our class, Emily. I almost called you ‘Kate’. You remind me of your older sister’.

Making inferences Guide students in a discussion that helps them make connections and inferences.

Ask: • Who is Kate? How do you know?

• Whom does Emily want to be like?

Following directions Have students look at the picture. Then say:

Listen carefully and follow my directions.

• What special day is it? (first day of school) What are the girls doing in the picture? (waiting for the bus) Where is the bus? (on the road) Trace the lines on the road.

Activity 1 picture • What does the sign say? (bus) Where else do you see the word bus? (on the bus; in the sentence) Circle the word bus each time you see it on this page.

• What do you know about the girls in the picture? (sisters; go to the same school) Draw red dots on Emily’s shirt. Draw blue dots on Kate’s shirt.

• The sentence says, ‘We ride on the bus’. Touch the fi rst word. Move your fi ngers under the words as you read the sentence with me. (Read) Have students add to their pictures by drawing one thing that belongs in the scene and one thing that does not belong. Then discuss their drawings.

R.I.C. Publications®. • www.ricpublications.com.au • Everyday literacy: Listening and speaking

Unit 1

11

Activity 2 SKILLS: Listening and speaking • Describe people, places, things, locations and actions • Use complete sentences • Take turns speaking in a group Comprehension • Identify a sequence of events • Recall details • Use illustrations to help make connections

Activity 3 SKILLS: Listening and speaking • Use complete sentences • Describe people, places, things, locations and actions • Speak audibly • Follow directions • Listen critically to interpret and evaluate Comprehension • Use illustrations to help make connections Motor skills • Develop small-muscle coordination

12

Unit 1

Sequencing Guide a discussion that helps students recall the Activity 1 story. Reread the story if necessary. Say:

Our story is about two sisters going to school.

• Why is it a special day for Emily?

Distribute Activity 2. Then say:

Listen carefully and follow my directions. We are going to number pictures to show what happens fi rst, second and third.

• Point to row A. Emily wakes up and gets ready for school. Which picture shows Activity 2 what happens fi rst? (Emily wakes up.)

Write a 1 below that picture. What happens second? (Emily eats breakfast.) Write a 2 below that picture. What happens third? (Emily leaves for school.) Write a 3 below that picture.

• Point to row B. Emily and Kate ride on the bus to school. Which picture shows what happens fi rst? (Emily and Kate wait for the bus.) What happens second? (They climb into the bus.) What happens third? (They sit in the bus.) Write 1, 2 and 3 below the pictures to show what happens fi rst, second and third.

• Point to row C. Emily goes to her classroom. Which picture shows what happens fi rst? (Emily meets her teacher.) What happens second? (She hangs up her backpack.) What happens third? (She sits at a table.) Write 1, 2 and 3 below the pictures.

Finishing pictures Distribute Activity 3. Then say:

Listen carefully and follow my directions.

• Look at box 1. Repeat after me: ‘We write in school’. (Repeat.) Does the picture in box 1 show students writing? (no) What do the students need in order to write? (paper) Draw paper for each student to write on.

• Look at box 2. Repeat after me: ‘Emily rides on the bus’. (Repeat.) Does the picture show Emily riding in the bus? (no) What is missing from the picture? (Emily) Draw Emily’s face in the bus window.

Activity 3 • Look at box 3. Repeat after me: ‘Emily carries her lunch box’. (Repeat.)

Does the picture show Emily carrying her lunch box? (no) What is missing from the picture? (her lunch box) Draw her lunch box.

• Look at box 4. Repeat after me: ‘The teacher smiles’. (Repeat.) Does the picture show the teacher smiling? (no) What is missing? (the teacher’s smiling face) Draw the teacher’s smiling face.

Everyday literacy: Listening and speaking • www.ricpublications.com.au • R.I.C. Publications®

Activity 4 SKILLS: Listening and speaking • Follow directions • Listen critically to interpret and evaluate Comprehension • Recall details • Use illustrations to help make connections Phonological awareness • Identify common beginning consonant sounds in spoken words

Activity 5 SKILLS: Listening and speaking • Relate new vocabulary to prior knowledge • Follow directions Comprehension • Recall details Phonological awareness • Recite short poems, rhymes, songs and stories with repeated patterns Motor skills • Develop large-muscle coordination

Listening for beginning sounds Reread the Activity 1 story if necessary. Say:

This week, our story is about Emily and Kate.

• How do the sisters get to school?

Distribute Activity 4. Then say:

Listen carefully and follow my directions.

• Name the picture in box 1. (bus) What is the beginning sound in the word bus? (/b/) What letter does that sound stand for? (b) Write b on the line to spell bus.

• The picture in box 2 shows a top. Say top.

(Students repeat.) What is the beginning sound in the word top? (/t/ ) What letter Activity 4 does that sound stand for? (t) Write t on the line to spell top.

• Name the picture in box 3. (ball) Does ball begin with /b/ or /t/? (/b/) Write the correct letter on the line to spell ball.

• Name the picture in box 4. ( bed) Does tent begin with /b/ or /t/? (/ t/) Write the correct letter on the line to spell tent.

• Name the picture in box 5. ( bed ) Does bed begin with /b/ or /t/? (/b/) Write the correct letter on the line to spell bed.

• The picture in box 6 shows a bug. Say bug. (Students repeat.) Does bug begin with /b/ or /t/ ? (/b/) Write the correct letter on the line to spell bug.

Circle activity Have students sit in a circle. Then review the concepts and vocabulary they practised this week. Ask: • Whom is our story about?

• What is special about Emily’s day?

• What things does Emily do ‘just like Kate’?

Have students stand in a circle. Then introduce and model the chant below. On the word ‘stop’, strike a pose. Direct students to imitate you and freeze in the same position.

Everybody clap just like I do. Clap, clap, clap.

(Clap three times.)

Everybody tap just like I do. Tap, tap, tap. (Tap your toe three times.)

Everybody hop just like I do. Hop, hop, hop. (Hop three times.)

Everybody stop just like I do. Stop! (Freeze in leader’s pose.)

Continue around the circle until each student has a chance to be the leader.

Extend the activity Invite students to tell about their experiences on the first day of school.

R.I.C. Publications®. • www.ricpublications.com.au • Everyday literacy: Listening and speaking

Unit 1

13

UNIT 1

Name

ACTIVITY 1

Following directions

School starts today

Bus

We ride on the bus.

14

Unit 1

Everyday literacy: Listening and speaking • www.ricpublications.com.au • R.I.C. Publications®

Name

UNIT 1

ACTIVITY 2

Sequencing

School starts today Put the pictures in order. Write 1, 2, or 3.

A

B

C

R.I.C. Publications®. • www.ricpublications.com.au • Everyday literacy: Listening and speaking

Unit 1

15

UNIT 1

Name

ACTIVITY 3

Finishing pictures

School starts today Listen to the sentence. Draw what is missing.

1

2

3

4

16

Unit 1

Everyday literacy: Listening and speaking • www.ricpublications.com.au • R.I.C. Publications®

UNIT 1

Name

ACTIVITY 4

Beginning sounds

School starts today Does it begin with the sound of b or t? Write the missing letter.

1

2

us 3

op 4

all 5

ent 6

ed R.I.C. Publications®. • www.ricpublications.com.au • Everyday literacy: Listening and speaking

ug Unit 1

17

UNIT 1

Name

Assessment

What I learnt This week, your child listened to the story ‘School starts today’. In the story, Emily does everything ‘just like Kate,’ her older sister. She eats breakfast and gets dressed, waits at the corner for the bus, says hello to the bus driver, and says thank you when she gets off the bus. When Emily arrives at her new classroom, the teacher welcome her and says, ‘I almost called you ‘Kate’. You remind me of your older sister’.

Concept The first day of school is special.

Oral vocabulary bus school first sister older wait remind

What to do Have the children look at the picture and tell you what is happening.

Ask questions such as: What special day is it? What are the girls doing? What did they do before going to the bus stop? What will they do next? Then point to the sentence at the bottom of the picture. Ask the children to point to each word as you read aloud. Then have them colour the picture.

Bus

We ride on the bus.

Extension Ask the class to tell you about their first day of school. What was it like? Who helped them on that day? Then have the class draw a picture of their favourite part of that special day.

18

Unit 1

Everyday literacy: Listening and speaking • www.ricpublications.com.au • R.I.C. Publications®

U NIT

2

Concept Friends like to be together.

Activity 1 SKILLS: Listening and speaking • Describe people, places, things, locations and actions • Take turns speaking in a group • Use new vocabulary • Describe ideas, feelings and experiences • Relate new vocabulary to prior knowledge • Use language to show reasoning • Follow directions • Speak audibly • Use complete sentences • Respond appropriately to directions and questions

Friends Oral vocabulary Nouns: book, friend, library Verb: read Adjective: together

Listening to the story Distribute the Activity 1 picture to each student. Then read aloud the story below. Direct students to look at the picture and listen carefully as you read.

I’m Jake and this is my friend, Luke. Luke and I are in the same grade, but his teacher is Mr Rose and my teacher is Mrs Price. Luke and I see each other every day on the school bus. We eat our lunch together and we play together on the jungle gym at recess. Both my class and Luke’s class visit the library on Thursdays. Luke and I look for books we like. We sit at a table and read together. Luke and I are good friends.

Making inferences Guide students in a discussion that helps them make connections and inferences. Ask:

• Make inferences and draw conclusions

Have students look at the picture. Then say:

Motor skills • Develop small-muscle coordination

DAY 1

Following directions

• What do Jake and Luke do together on Thursdays?

Following directions

• Use illustrations to help make connections

Friends

• Are Jake and Luke in the same class?

Comprehension • Make predictions

• Recall details

WEEK 2

Name

Listen carefully and follow my directions.

We are friends. • Where are Luke and Jake? (in the school library) What are they doing? (reading a book together) What is the book probably Activity 1 picture about? (trucks) How do you know? (pictures of trucks) Trace the book with black. • When do Jake and Luke see each other at school? (bus, lunch, recess, library) Draw an orange dot on Jake’s striped shirt. Draw a green dot on Luke’s shirt. • The sentence says, ‘We are friends’. Touch the fi rst word. Move your fi nger under the words as you read the sentence with me. (Read.)

22

Week 2

Everyday literacy: Listening and speaking

t XXX SJDQVCMJDBUJPOT DPN BV t 3 * $ 1VCMJDBUJPOTÂŽ

Have students add to their pictures by drawing one thing that belongs in the scene and one thing that does not belong. Then discuss their drawings.

R.I.C. PublicationsŽ. • www.ricpublications.com.au • Everyday literacy: Listening and speaking

Unit 2

19

Activity 2 SKILLS: Listening and speaking • Use complete sentences • Follow directions • Relate new vocabulary to prior knowledge • Describe people, places, things, locations and actions Comprehension • Use illustrations to help make connections

Activity 3 SKILLS: Listening and speaking • Follow directions • Listen critically to interpret and evaluate • Respond appropriately to directions and questions Comprehension • Recall details • Use illustrations to help make connections Phonological awareness • Blend a word when orally divided into syllables

20

Unit 2

Recalling the story Guide a discussion that helps students recall the Activity 1 story. Reread the story if necessary. Say:

Our story is about Jake and his friend, Luke.

• When do they see each other at school?

Distribute Activity 2. Then say:

Listen carefully and follow my directions.

• What do you see in box 1? (Jake and Luke playing on the jungle gym at recess) Do Jake and Luke play on the jungle gym together in the story? Fill in the circle for Activity 2 yes or for no. (yes) • What do you see in box 2? (Jake and Luke playing a game) Do Jake and Luke play a game together in the story? Fill in the circle for yes or for no. (no) • What do you see in box 3? (Jake and Luke reading a book together) Do Jake and Luke read a book together in the story? Fill in the circle for yes or for no. (yes) • What do you see in box 4? (Jake and Luke riding on the bus) Do Jake and Luke ride on the bus together in the story? Fill in the circle for yes or for no. (yes)

Blending word parts Distribute Activity 3. Then say:

Listen carefully and follow my directions.

I will say two word parts and then say the whole word. Listen: vis•it. The word is visit.

• Now it’s your turn. Look at row 1. Name the pictures with me: tape, train, table.

Listen as I say two word parts: ta•ble.

What is the word? (table) Circle the table.

• Look at row 2. Name the pictures with me: thread, three, Thursday. Listen while I say two word parts: Thurs•day.

Activity 3 What is the word? (Thursday) Circle the picture that shows Thursday on a calendar.

• Look at row 3. Name the pictures with me: teapot, teacher, teeth.

Listen while I say two word parts: teach•er. What is the word? (teacher) Circle the picture that shows a teacher.

• Look at row 4. Name the pictures with me: jacket, juice, jar. Listen while I say two word parts: jack•et. What is the word? (jacket) Circle the jacket.

Everyday literacy: Listening and speaking • www.ricpublications.com.au • R.I.C. Publications®

Activity 4 SKILLS: Listening and speaking • Listen critically to interpret and evaluate • Respond appropriately to directions and questions • Follow directions Comprehension • Use illustrations to help make connections • Make inferences and draw conclusions Motor skills • Develop small-muscle coordination

Activity 5 SKILLS: Listening and speaking • Take turns speaking in a group • Use complete sentences Phonological awareness • Recite short poems, rhymes, songs and stories with repeated patterns

Learning days of the week Distribute Activity 4. Then say:

Listen carefully and follow my directions.

• The words on this page name the days of the week. The word next to number 1 is Sunday. Let’s read it together. (Sunday) Listen to this sentence: ‘On Sunday, I visit Grandma’. Which picture belongs with the sentence? (Grandma) Draw a line from the word Sunday to the picture of Grandma.

• The word next to number 2 is Monday.

Let’s read it together. (Monday) Listen to this sentence: ‘On Monday, we ride on Activity 4 the bus’. Draw a line to the picture that belongs with this sentence. (bus) • The word next to number 3 is Tuesday. Let’s read it together. (Tuesday) Listen: ‘On Tuesday, we play on the jungle gym’. Draw a line to the picture that belongs with this sentence. (jungle gym) • The word next to number 4 is Wednesday. Let’s read it together.

(Wednesday) Listen: ‘On Wednesday, we eat pizza’. Draw a line to the picture that belongs with this sentence. (pizza slice) • The word next to number 5 is Thursday. Let’s read it together.

(Thursday) Listen: ‘On Thursday, we read together’. Draw a line to the picture that belongs with this sentence. (book) • The word next to number 6 is Friday. Let’s read it together. (Friday) Listen: ‘On Friday, we play basketball’. Draw a line to the correct picture. (basketball) • The word next to number 7 is Saturday. Let’s read it together. (Saturday) Listen: ‘On Saturday, I ride my bike’. Draw a line to the correct picture. (bike)

Circle activity Have students sit in a circle. Then connect the story to students’ lives by asking: • Jake and Luke like to eat, play and read together at school. What do you and your friends like to do together at school?

Introduce the chant below, modelling how to complete the sentence frame.

Have each student complete the sentence frame as the class chants and alternates clapping their hands and patting their legs.

Chant together: Let’s get together.

That’s what friends do.

Student 1: Friends like to bikes)

. (read books, eat lunch, ride

Chant together: That’s what friends do.

R.I.C. Publications®. • www.ricpublications.com.au • Everyday literacy: Listening and speaking

Unit 2

21

UNIT 2

Name

ACTIVITY 1

Following directions

Friends

We are friends.

22

Unit 2

Everyday literacy: Listening and speaking • www.ricpublications.com.au • R.I.C. Publications®

UNIT 2

Name

ACTIVITY 2

Recalling the story

Friends Did it happen in the story?

1

❍ yes

2

❍ no

3

❍ yes

❍ yes

❍ no

4

❍ no

❍ yes

R.I.C. Publications®. • www.ricpublications.com.au • Everyday literacy: Listening and speaking

❍ no

Unit 2

23

UNIT 2

Name

ACTIVITY 3

Blending word parts

Friends Listen to the word parts. Circle the word you hear.

1

2

3

4

24

Unit 2

Everyday literacy: Listening and speaking • www.ricpublications.com.au • R.I.C. Publications®

UNIT 2

Name

ACTIVITY 4

Learning days of the week

Friends Listen. Draw a line to match the word with the picture.

1 Sunday

•

•

2 Monday

•

•

3 Tuesday

•

•

4 Wednesday

•

•

5 Thursday

•

•

6 Friday

•

•

7 Saturday

•

•

R.I.C. Publications®. • www.ricpublications.com.au • Everyday literacy: Listening and speaking

Unit 2

25

UNIT 2

Name

Assessment

What I learnt

Concept Friends like to be together.

This week, we listened to the story ‘Friends’. In the story, Luke and Jake are two friends who go to the same school but are in different classes. Luke and Jake see each other on the bus, at lunch and at recess. On Thursdays, their classes visit the library and the boys read together.

Oral vocabulary book read friend together library

What to do Have the children look at the picture and tell you what is happening. Ask questions such as: Who are these two boys? Are they in the same class? What do these friends do together at school? Encourage the children to use the vocabulary words in the box. Then have them read the sentence aloud and colour the picture.

We are friends.

Extension Have the class draw a picture of something they like to do with a friend at school and then tell you about the picture.

26

Unit 2

Everyday literacy: Listening and speaking • www.ricpublications.com.au • R.I.C. Publications®

U NIT

3

Concept Pets are friends.

Activity 1 SKILLS: Listening and speaking • Describe ideas, feelings and experiences • Speak audibly • Follow directions • Take turns speaking in a group • Use complete sentences • Use language to show reasoning • Respond appropriately to directions and questions • Use new vocabulary • Relate new vocabulary to prior knowledge • Use language to show reasoning Comprehension • Make inferences and draw conclusions • Use illustrations to help make connections • Identify a sequence of events • Recall details • Respond to openended questions Motor skills • Develop small-muscle coordination

Dog friends Oral vocabulary Nouns: backyard, dog park, friends Adjective: spotted

Listening to the story Distribute the Activity 1 picture to each student. Then read aloud the story below. Direct students to look at the picture and listen carefully as you read.

My dog Pepper and I are good friends. Pepper and I play with a ball in the backyard. He also watches TV with me. But Pepper likes to play with his dog friends, too. A new dog park opened in my neighbourhood and I take Pepper there to play. Pepper likes to make friends at the dog park. When he sees a dog friend, he touches its nose and wags his tail. Pepper’s dog friends are all shapes and sizes. Some are tall, some are small and some are spotted. I like to take Pepper to the dog park because he has so much fun. And I like to see Pepper have fun because he is my friend.

Making inferences Guide students in a discussion that helps them make connections and inferences. Ask:

WEEK 3

Name

Dog friends

DAY 1

Following directions

• What activities do the girl and Pepper do together? • How does the girl know Pepper has fun at the dog park?

Following directions Have students look at the picture. Then say:

Listen carefully and follow my directions.

Pepper likes to make friends. • Where is the dog park? (in a neighbourhood) How do you know it is in Activity 1 picture a neighbourhood? (houses) Colour the roof of one house. • How do you know that Pepper and the other dog are friends? (touching noses and wagging tails) Write an f for friends below Pepper. • The girl said Pepper’s dog friends are all shapes and sizes. Circle the smallest dog at the park. Underline the spotted dog. • The sentence says, ‘Pepper likes to make friends’. Move your fi nger under the words as you read the sentence with me. (Read.) Circle the word friends.

30

Week 3

R.I.C. PublicationsŽ. • www.ricpublications.com.au • Everyday literacy: Listening and speaking

Everyday literacy: Listening and speaking

t XXX SJDQVCMJDBUJPOT DPN BV t 3 * $ 1VCMJDBUJPOTÂŽ

Unit 3

27

Activity 2 SKILLS: Listening and speaking • Follow directions • Respond appropriately to directions and questions • Listen critically to interpret and evaluate Comprehension • Use illustrations to help make connections • Compare and contrast • Recall details

Activity 3 SKILLS: Listening and speaking • Speak audibly • Follow directions • Listen critically to interpret and evaluate Comprehension • Use illustrations to help make connections Phonological awareness • Recognise words that rhyme • Perceive differences between similarsounding spoken words Motor skills • Develop small-muscle coordination

28

Unit 3

Developing receptive language

WEEK 3

Name

Dog fr f iends

Guide a discussion that helps students recall the Activity 1 story. Reread the story if necessary. Say:

DAY A 2

Receptive language

Listen and follow the directions.

1

We listened to a story about a girl and her dog. • What do the girl and Pepper do together indoors?

2

3

Distribute Activity 2. Then say: 4 Pepper has a lot of friends. Listen and circle the dog I tell you about. • Look at row 1. Pepper’s friend has long Activity 2 legs, a long tail, and short, fuzzy fur.

Circle Pepper’s friend. • Look at row 2. Pepper’s friend has short legs, a long tail, a pointed nose and spots. Circle Pepper’s friend. • Look at row 3. Pepper’s friend has long fur, a short tail, short and pointed ears and dark feet. Circle Pepper’s friend. • Look at row 4. Pepper’s friend has long legs, a short tail, and short and curly fur on its head. Circle Pepper’s friend. t XXX SJDQVCMJDBUJPOT DPN BV t 3 * $ 1VCMJDBUJPOTŽ

Listening for rhyme Reread the Activity 1 story aloud if necessary.

Say:

Our story is about a girl and her dog. • What things do the girl and Pepper do together outdoors?

Distribute Activity 3. Then say:

Week 3

Everyday literacy: Listening and speaking

WEEK 3

Name

Dog friends

31

DAY 3

Listening for rhyme

Mark the ones that rhyme.

1

â??

â??

â??

â??

â??

â??

â??

â??

â??

2

3

Listen carefully and follow my directions.

4 â?? â?? â?? • Let’s name the pictures in row 1: dog, duck, log. Which two words rhyme? (dog, 5 â?? â?? â?? log) Fill in the circles below the dog and the log.

Activity 3 • Let’s name the pictures in row 2: bone, hand, band. Which two rhyme? (hand, band) Fill in the circles. • Let’s name the pictures in row 3: pet, wet, wheel. Which two rhyme? (pet, wet) Fill in the circles. • Let’s name the pictures in row 4: chin, chick, pin. Which two rhyme? (chin, pin) Fill in the circles. • Let’s name the pictures in row 5: book, shark, bark. Which two rhyme? (shark, bark) Fill in the circles. • Listen to this sentence with two rhyming words: ‘The dog jumped over the log’. Now it’s your turn to think of a sentence with two rhyming words.

Tell your sentence to the person on your left. (Sentences vary.)

32

Week 3

Everyday literacy: Listening and speaking

t XXX SJDQVCMJDBUJPOT DPN BV t 3 * $ 1VCMJDBUJPOTÂŽ

Everyday literacy: Listening and speaking • www.ricpublications.com.au • R.I.C. PublicationsŽ

Activity 4 SKILLS: Listening and speaking • Follow directions • Retell a spoken message by summarising or clarifying • Speak audibly • Use complete sentences Comprehension • Use illustrations to help make connections • Recall details Motor skills • Develop small-muscle coordination

Activity 5 SKILLS: Listening and speaking • Take turns speaking in a group • Relate new vocabulary to prior knowledge Comprehension • Respond to openended questions Phonological awareness • Recite short poems, rhymes, songs and stories with repeated patterns • Repeat auditory sequences

Finishing a picture Reread the Activity 1 story aloud if necessary. Say:

Name

WEEK 3

Dog friends

Finishing a picture

DAY 4

This week, our story is about dog friends. • What did Pepper do when he saw a dog friend?

Distribute Activity 4. Then say: Some things are missing from the picture of the dog. Listen carefully and follow my Pets are friends. directions. • What shape is the dog’s nose? (circle) Trace the circle.

Activity 4 • Draw a tag on the dog’s collar in the shape of a circle. • Draw the dog’s missing ear. • Colour one ear brown. Colour the other ear black. • Let’s read the sentence together: ‘Pets are friends’. Trace the sentence. • Name the dog. Write its name below the sentence. (Names vary.) t XXX SJDQVCMJDBUJPOT DPN BV t 3 * $ 1VCMJDBUJPOTÂŽ

Everyday literacy: Listening and speaking

Week 3

33

Circle activity Have students sit in a circle. Then connect the story to students’ lives by asking: • Do you have a pet friend? • What do you and your pet friend do together?

Teach this song, sung to the tune of ‘Bingo’.

There is a girl who has a dog and Pepper is his name-o.

Pep-per is her friend! Pep-per is her friend! Pep-per is her friend!

Yes, Pepper is his name-o.

Have students suggest names of dogs they know to substitute in the song.

There is a boy who has a dog and is his friend! is his friend!

Yes, is his name-o.

is its name-o. is his friend!

Extend the activity Have students talk about how pet friends and human friends are alike and how they are different.

R.I.C. PublicationsŽ. • www.ricpublications.com.au • Everyday literacy: Listening and speaking

Unit 3

29

UNIT 3

Name

ACTIVITY 1

Following directions

Dog friends

Pepper likes to make friends.

30

Unit 3

Everyday literacy: Listening and speaking • www.ricpublications.com.au • R.I.C. Publications®

Name

UNIT 3

ACTIVITY 2

Receptive language

Dog friends Listen and follow the directions.

1

2

3

4

R.I.C. Publications®. • www.ricpublications.com.au • Everyday literacy: Listening and speaking

Unit 3

31

UNIT 3

Name

ACTIVITY 3

Listening for rhyme

Dog friends Mark the ones that rhyme.

1

❍

❍

❍

❍

❍

❍

❍

❍

❍

❍

❍

❍

❍

❍

❍

2

3

4

5

32

Unit 3

Everyday literacy: Listening and speaking • www.ricpublications.com.au • R.I.C. Publications®

Name

UNIT 3

ACTIVITY 4

Finishing a picture

Dog friends Listen and finish the picture.

Pets are friends.

R.I.C. Publications®. • www.ricpublications.com.au • Everyday literacy: Listening and speaking

Unit 3

33

UNIT 3

Name

Assessment

What I learnt This week, we listened to the story ‘Dog friends’. In the story, a girl and her dog are good friends. They play with a ball in the backyard and watch TV together. The girl takes her dog, Pepper, to play with his dog friends. They visit the new dog park that opened in their neighbourhood. Pepper likes to make friends with the other dogs.

Some of the dogs are tall, some are small and some are spotted. The girl likes to see her dog have fun because he is her friend.

Concept Pets are friends.

Oral vocabulary backyard dog park friends spotted

What to do Have the children tell you what is happening in the picture. Ask the children to tell you about how the girl and her dog play together.

Encourage the children to use the vocabulary words in the box.

Then have them read the sentence and colour the picture.

Pepper likes to make friends.

Extension Have the class play-act the steps in meeting a new dog or a stuffed animal.

34

Unit 3

Everyday literacy: Listening and speaking • www.ricpublications.com.au • R.I.C. Publications®

U NIT

4

Concept An apple tree changes through the seasons.

Activity 1 SKILLS: Listening and speaking • Describe people, places, things, locations and actions • Follow directions • Use new vocabulary • Relate new vocabulary to prior knowledge • Describe ideas, feelings and experiences • Use complete sentences • Retell a spoken message by summarising or clarifying • Respond appropriately to directions and questions • Speak audibly • Take turns speaking in a group Comprehension • Make inferences and draw conclusions • Identify a sequence of events • Categorise and classify • Use illustrations to help make connections • Recall details Motor skills • Develop small-muscle coordination

Four seasons Oral vocabulary Nouns: apple, autumn, spring, summer, winter Verbs: blossom, rest, splash

Listening to the poem Distribute the Activity 1 picture to each student. Then read aloud the poem below. Direct students to look at the picture and listen carefully as you read. (Explain that this is a Northern Hemisphere poem.)

In winter, my apple tree rests, while I play in the snow.

In spring, my apple tree blossoms, as splashing in the rain I go.

In summer, my tree holds a lot of leaves, while I picnic in its shade.

In autumn, my tree grows full of red— I pick apples and eat pie I’ve made!

Making inferences Guide students in a discussion that helps them make connections and inferences. Ask: • What are the four seasons?

• Why is his tree full of red in autumn ?

Following directions Have students look at the picture. Then say:

Listen carefully and follow my directions.

• What does the boy do in winter? (plays in snow) In spring? (splashes in the rain) In summer? (picnics in the shade) In autumn? (picks apples and eats apple pie) Draw a line under each word as you Activity 1 picture read it with me: winter, spring, summer, autumn.

• What does the apple tree do in winter? (It rests.) In spring? (It blossoms.) In summer? (It grows leaves.) In autumn? (It grows red apples.) Colour the winter tree brown. Colour the blossoms on the spring tree pink. Colour the leaves on the summer tree green. Colour the apples on the autumn tree red.

• The sentence says, ‘There are four seasons’. Touch the fi rst word. Move your fi nger under the words as you read the sentence with me.

Have students add to one of the scenes in their pictures by drawing one thing that belongs and one thing that does not belong. Then discuss their drawings.

R.I.C. Publications®. • www.ricpublications.com.au • Everyday literacy: Listening and speaking

Unit 4

35

Activity 2 SKILLS: Listening and speaking • Speak audibly • Take turns speaking in a group • Use new vocabulary • Relate new vocabulary to prior knowledge • Use complete sentences • Respond appropriately to directions and questions Comprehension • Use illustrations to help make connections • Categorise and classify • Recall details Motor skills • Develop small-muscle coordination

Activity 3 SKILLS: Listening and speaking • Respond appropriately to directions and questions • Follow directions Comprehension • Use illustrations to help make connections • Recall details Motor skills • Develop small-muscle coordination

36

Unit 4

Identifying seasons Guide a discussion that helps students recall the Activity 1 poem. Reread the poem if necessary. Say:

We listened to a poem about the four seasons.

• What are the four seasons?

Distribute Activity 2 and assign students partners. Then say:

Listen carefully and follow my directions.

• Look at row 1. The word is winter.

Trace it with your pencil. Now look at the pictures. Circle the pictures that Activity 2 show what happens in winter. (bare tree, snowman) Now tell your partner a sentence that begins, ‘In winter, ’.

• Look at row 2. The word is spring. Trace it. Now look at the pictures.

Circle the pictures that show what happens in spring. (splashing, tree) ’.

Tell your partner a sentence that begins, ‘In spring, • Look at row 3. The word is summer. Trace it. Now look at the pictures.

Circle the pictures that show what happens in summer. (swimming, leaves grow) Tell your partner a sentence that begins, ‘In summer, ’.

• Look at row 4. The word is autumn. Trace it. Now look at the pictures.

Circle the pictures that show what happens in autumn. (picking, raking) ’.

Tell your partner a sentence that begins, ‘In fall,

Finishing pictures Distribute Activity 3. Then say:

Listen carefully and follow my directions.

• Look at box 1. The sentence says, I see winter. Move your fi nger below each word as we read it together. (Read.) What do apple trees look like in winter? (bare) Draw bare branches on the apple tree.

• Look at box 2. The sentence says, I see spring. Let’s read it together. (Read.)

What do apple trees look like in spring? (blossoms) Draw branches and blossoms on the tree.

• Look at box 3. The sentence says, I see Activity 3 summer. Let’s read it together. (Read.)

What do apple trees look like in summer? (leaves) Draw leaves.

• Look at box 4. The sentence says, I see autumn. Let’s read it together.

(Read.) What do apple trees look like in autumn? (leaves and apples) Draw leaves and apples on the tree.

Everyday literacy: Listening and speaking • www.ricpublications.com.au • R.I.C. Publications®

Activity 4 SKILLS: Listening and speaking • Speak audibly • Follow directions • Respond appropriately to directions and questions • Listen critically to interpret and evaluate Phonological awareness • Identify medial short vowel sounds in spoken words Motor skills • Develop small-muscle coordination

Activity 5 SKILLS: Listening and speaking • Use new vocabulary Comprehension • Recall details Phonological awareness • Recite short poems, rhymes, songs and stories with repeated patterns

Listening for short vowel sounds Distribute Activity 4. Then say:

The letters a, e, i, o and u are vowels. Listen carefully and tell me the vowel sound you hear.

• Look at box 1. Repeat after me: ‘In spring, I like to play in the mud’. (Students repeat.)

What vowel sound do you hear in mud? (/ u ˘ /) What letter stands for that sound? (u) Write u to fi nish the word mud.

• Look at box 2. Repeat after me: ‘A fan is cool in summer’. (Students repeat.) What ˘ /) vowel sound do you hear in fan? (/a What letter stands for that sound? (a) Write Activity 4 a to fi nish the word fan.

• Look at box 3. Repeat after me: ‘I like the hot summer sun’. (Students ˘ /) What letter stands repeat.) What vowel sound do you hear in hot? (/o for that sound? (o) Write o to fi nish the word hot.

• Look at box 4. Repeat after me: ‘This is my summer hat’. (Students ˘ /) What letter stands repeat.) What vowel sound do you hear in hat? (/a for that sound? (a) Write a to fi nish the word hat.

• Look at box 5. Repeat after me: ‘I pick apples in autumn’. (Students repeat.) What vowel sound do you hear in pick? (/ /) What letter stands for that sound? (i) Write i to fi nish the word pick.

• Look at box 6. Repeat after me: ‘In winter, I ride my sled’. (Students ˘ /) What letter stands repeat.) What vowel sound do you hear in sled? (/e for that sound? (e) Write e to fi nish the word sled.

Circle activity Have students sit in a circle. Then review the concepts and vocabulary they practised this week. Ask: • How does an apple tree change with the seasons?

Introduce and model the call-and-response rhyme below. Chant the first line and have the class answer you with the complete sentence. After students are comfortable with the activity, have them alternate clapping their hands and snapping their fingers to each verse.

Teacher: What do you see in winter on the tree?

Students: Bare branches we see in winter on the tree.

Teacher: What do you see in spring on the tree?

Students: Pink blossoms we see in spring on the tree.

Teacher: What do you see in summer on the tree?

Students: Green leaves we see in summer on the tree.

Teacher: What do you see in autumn on the tree?

Students: Red apples we see in autumn on the tree.

R.I.C. Publications®. • www.ricpublications.com.au • Everyday literacy: Listening and speaking

Unit 4

37

UNIT 4

Name

ACTIVITY 1

Following directions

Four seasons

winter

spring

autumn

summer

There are four seasons.

38

Unit 4

Everyday literacy: Listening and speaking • www.ricpublications.com.au • R.I.C. Publications®

Name

UNIT 4

ACTIVITY 2

Identifying seasons

Four seasons Trace the word. Circle the things that happen during the season.

1 winter

2 spring

3 summer

4 autumn

R.I.C. Publications®. • www.ricpublications.com.au • Everyday literacy: Listening and speaking

Unit 4

39

UNIT 4

Name

ACTIVITY 3

Finishing pictures

Four seasons Read the sentence. Finish the picture.

1

2

I see winter.

3

4

I see summer.

40

I see spring.

Unit 4

I see autumn.

Everyday literacy: Listening and speaking • www.ricpublications.com.au • R.I.C. Publications®

UNIT 4

Name

ACTIVITY 4

Short vowel sounds

Four seasons Listen and write the missing vowel.

1

2

m

d

3

f

n

h

t

sl

d

4

h

t

5

6

p

ck

R.I.C. Publications®. • www.ricpublications.com.au • Everyday literacy: Listening and speaking

Unit 4

41

UNIT 4

Name

Assessment

What I learnt This week, we listened to the poem ‘Four seasons’. This poem follows an apple tree through the seasons. As the seasons change, so does the tree—from bare branches, to blossoms, to leaves, to red apples. Meanwhile, a boy plays in the snow, splashes in the spring rain, has a summer picnic and picks apples.

Concept An apple tree changes through the seasons.

Oral vocabulary apple splash blossom spring autumn summer rest winter

What to do Read the sentences below to the children. Have the children finish the tree to show what season it is. Then ask the children to tell you about each picture. Encourage them to use the vocabulary words in the box.

1

2

In winter, the apple tree rests, while we play in the snow.

3

In spring, the apple tree blossoms, as splashing in the rain we go.

4

In summer, the tree has a lot of leaves, while we picnic in its shade.

In autumn, the tree is full of red— we pick apples and eat pie we’ve made!

Extension Have the class name things their family does during each season of the year. Ask them to name favourite activities and tell why.

42

Unit 4

Everyday literacy: Listening and speaking • www.ricpublications.com.au • R.I.C. Publications®

U NIT

5

Concept There is work to be done on a farm.

Activity 1 SKILLS: Listening and speaking • Use new vocabulary • Relate new vocabulary to prior knowledge • Describe people, places, things, locations and actions • Use complete sentences • Follow directions • Respond appropriately to directions and questions • Speak audibly • Take turns speaking in a group Comprehension • Make inferences and draw conclusions • Use illustrations to help make connections

On the farm Oral vocabulary Nouns: crops, farm, farmer, job, scarecrow Verbs: live, plough, scare

Listening to the story Distribute the Activity 1 picture to each student. Then read aloud the story below. Direct students to look at the picture and listen carefully as you read.

This is a farm. Horses, cows, pigs, chickens and ducks live on a farm. The farmer takes care of them all. He gives them food and water and a place to sleep. The farmer also grows crops like lettuce and corn. He rides his tractor through the fi elds, getting them ready to grow crops. Then the farmer will plant and care for his crops. I have an important job on the farm. I watch over the crops as they grow. The birds try to eat them, but I stand tall and scare them away.

That is why they call me a ‘scarecrow’.

Making inferences Guide students in a discussion that helps them make connections and inferences. Ask:

WEEK 5

Name

On the fa f rm

DAY A 1

Following directions

• Who is talking in this story? • What is a crow? • How did the scarecrow get its name?

• Recall details Motor skills • Develop small-muscle coordination

Following directions Have students look at the picture. Then say:

Listen carefully and follow my directions.

This is a farm. • What is the farmer doing? (riding his tractor; ploughing the fields) Colour the farmer’s hat red. Colour the farmer’s Activity 1 picture tractor green. • What other job does the farmer do? (cares for the animals) What kinds of animals are on the farm? (horses, cows, pigs, chickens, ducks) Colour the horse brown. Colour the chickens and ducks yellow. • What is the scarecrow’s job? (to scare birds away from the crops) Colour the scarecrow’s shirt green and his pants blue. Colour one crow black. • The sentence says, ‘This is a farm’. Touch the fi rst word. Move your fi nger under the words as you read the sentence with me. (Read.)

Have students add to their pictures by drawing one thing that belongs in the scene and one thing that does not belong. Then discuss their drawings.

46

Week 5

R.I.C. PublicationsŽ. • www.ricpublications.com.au • Everyday literacy: Listening and speaking

t XXX SJDQVCMJDBUJPOT DPN BV t 3 * $ 1VCMJDBUJPOTÂĽ

Everyday literacy: Listening and speaking

Unit 5

43

Activity 2 SKILLS: Listening and speaking • Speak audibly • Take turns speaking in a group • Use new vocabulary • Relate new vocabulary to prior knowledge • Use complete sentences Comprehension • Make inferences and draw conclusions • Use illustrations to help make connections • Categorise and classify

Activity 3 SKILLS: Listening and speaking • Listen critically to interpret and evaluate • Respond appropriately to directions and questions Phonological awareness • Identify common beginning consonant sounds in spoken words Motor skills • Develop small-muscle coordination

44

Unit 5

Categorising

WEEK 5

Name

On the farm

Guide a discussion that helps students recall the Activity 1 story. Reread the story if necessary. Say:

DAY 2

Categorising

Does it happen on a farm?

1

We listened to a story about life on a farm. • What does the farmer do on the farm?

â?? yes

â?? no

â?? yes

â?? no

â?? yes

â?? no

2

3

Distribute Activity 2. Then say:

Listen carefully and follow my directions.

4 â?? yes â?? no • Look at the picture in row 1. Does it show someone working on a farm? (no) Fill in 5 â?? yes â?? no the circle for no. What does this picture show? (person at the beach; a lifesaver) Activity 2 • Does the picture in row 2 show someone working on a farm? (yes) Fill in the circle for yes. What is the farmer doing? (feeding a horse) • Does the picture in row 3 show someone working on a farm? (no) Fill in the circle for no. What does this picture show? (doctor with patient) • Does the picture in row 4 show someone working on a farm? (yes) Fill in the circle for yes. What is the farmer doing? (driving a tractor) • Does the picture in row 5 show someone working on a farm? (yes) Fill in the circle for yes. What does the picture show? (scarecrow keeping away crows) Is that a job on a farm? (yes) t XXX SJDQVCMJDBUJPOT DPN BV t 3 * $ 1VCMJDBUJPOTÂĽ

Listening for beginning sounds Distribute Activity 3. Then say:

Week 5

Everyday Literacy: Listening and Speaking

WEEK 5

Name

On the farm

47

DAY 3

Listening for beginning sounds

Write the letter that stands for the beginning sound you hear.

1

2

Listen to the beginning sound in each word. • Name the picture in box 1. (pig) What ig orse sound do you hear at the beginning 3 4 of pig? (/p/) What letter stands for that sound? (p) Write p to fi nish the word pig. • Name picture 2. (horse) What sound do ow uck you hear at the beginning of horse? (/h/) 5 6 What letter stands for that sound? (h) Write h to spell horse. arm ird • Name picture 3. (cow) What sound do you hear at the beginning of cow? (/k/) Activity 3 Both k and c can stand for that sound. In cow, it is c. Write c to spell cow. • Name picture 4. (duck) What sound do you hear at the beginning of duck? (/d/) What letter stands for that sound? (d) Write d to spell duck. • Name picture 5. (farm) What sound do you hear at the beginning of farm? (/f/) What letter stands for that sound? (f) Write f to spell farm. • Name picture 6. (bird) What sound do you hear at the beginning of bird? (/b/) What letter stands for that sound? (b) Write b to spell bird.

48

Week 5

Everyday literacy: Listening and speaking

t XXX SJDQVCMJDBUJPOT DPN BV t 3 * $ 1VCMJDBUJPOTÂŽ

Everyday literacy: Listening and speaking • www.ricpublications.com.au • R.I.C. PublicationsŽ

Activity 4 SKILLS: Listening and speaking • Follow directions • Describe ideas, feelings and experiences • Use complete sentences • Respond appropriately to directions and questions Comprehension • Recall details • Use illustrations to help make connections Motor skills • Develop small-muscle coordination

Finishing a picture Reread the Activity 1 story aloud if necessary. Say:

Name

WEEK 5

On the farm

Finishing a picture

DAY 4

This week, our story is about a scarecrow. • What is a scarecrow’s job?

Distribute Activity 4. Then say:

Some things are missing from this picture.

Listen carefully and follow my directions. • How does the scarecrow in the story feel? (important, happy) Draw a happy face on I see a scarecrow. the scarecrow. • What is missing from the top of the Activity 4 scarecrow’s head? (a hat) Draw a hat on the scarecrow’s head. • Trace the scarecrow’s shirt with red. • Draw three blue buttons on the scarecrow’s shirt. • Some of the scarecrow’s stuffing is missing from one of its arms and one of its legs. Use yellow to draw the missing stuffing. • The sentence at the bottom of the page says, ‘I see a scarecrow’. Move your fi nger under each word and read the sentence with me: ‘I see a scarecrow’. t XXX SJDQVCMJDBUJPOT DPN BV t 3 * $ 1VCMJDBUJPOTÂĽ

Everyday literacy: Listening and speaking

Week 5

49

Have students finish colouring the picture.

Activity 5 SKILLS: Comprehension • Respond to openended questions Phonological awareness • Recite short poems, rhymes, songs and stories with repeated patterns • Repeat auditory sequences

Circle activity Have students sit in a circle. Then connect the story to students’ lives by asking: • What job would you like to do on a farm? Why? Introduce the chant below by reading the first two lines and having the class echo you. Then model the third line of the chant and complete the sentence frame. Go around the circle as the class chants the first two lines and have each student take a turn completing the sentence frame. After students are comfortable with the first verse, introduce the other verses.

Chant together: Scarecrow, scarecrow, on the farm, Can you come and play today?

Student: No, no, no, I cannot play. today. (scare the birds; watch the field) I must Other verses: Farmer,‌ (plough the field; plant the seeds) Little pig,‌ (find some mud; eat the slop) White duck,‌ (swim in the pond; quack) Extend the activity Have students invent more verses using the same chant, naming other farm animals and actions.

R.I.C. PublicationsŽ. • www.ricpublications.com.au • Everyday literacy: Listening and speaking

Unit 5

45

UNIT 5

Name

ACTIVITY 1

Following directions

On the farm

This is a farm.

46

Unit 5

Everyday literacy: Listening and speaking • www.ricpublications.com.au • R.I.C. Publications®

Name

UNIT 5

ACTIVITY 2

Categorising

On the farm Does it happen on a farm?

1

❍ yes

❍ no

❍ yes

❍ no

❍ yes

❍ no

❍ yes

❍ no

❍ yes

❍ no

2

3

4

5

R.I.C. Publications®. • www.ricpublications.com.au • Everyday literacy: Listening and speaking

Unit 5

47

UNIT 5

Name

ACTIVITY 3

Beginning sounds

On the farm Write the letter that stands for the beginning sound you hear.

1

2

ig 3

orse 4

ow 5

6

arm 48

uck

Unit 5

ird

Everyday literacy: Listening and speaking • www.ricpublications.com.au • R.I.C. Publications®

UNIT 5

Name

ACTIVITY 4

Finishing a picture

On the farm Listen and finish the picture.

I see a scarecrow.

R.I.C. Publications®. • www.ricpublications.com.au • Everyday literacy: Listening and speaking

Unit 5

49

UNIT 5

Name

Assessment

What I learnt This week, we listened to the story ‘On the farm’. In the story, a scarecrow tells us about life on a farm. Horses, cows, chickens, ducks and pigs live on the farm. The farmer plants the fields and cares for them. The scarecrow has an important job. He scares the crows away from the crops.

Concept There is work to be done on a farm.

Oral vocabulary crops live farm plough farmer scare job scarecrow

What to do Have the children tell you what is happening in the picture. Ask questions such as: What jobs must be done on the farm? What does the scarecrow do? What farm animals do you see? Encourage the children to use the vocabulary words in the box. Then have them colour the picture.

This hi iis a ffarm.

Extension Have the class draw a picture of a job he or she would like to do some day. Ask them to tell you about the picture.

50

Unit 5

Everyday literacy: Listening and speaking • www.ricpublications.com.au • R.I.C. Publications®

U NIT

6

Concept We use our five main senses to learn about the world.

Activity 1 SKILLS: Listening and speaking • Retell a spoken message by summarising or clarifying • Relate new vocabulary to prior knowledge • Use new vocabulary • Follow directions

Our five senses Oral vocabulary Noun: senses Verbs: hear, see, smell, taste, touch Adjective: five

Listening to the story Distribute the Activity 1 picture to each student. Then read aloud the story below. Direct students to look at the picture and listen carefully as you read.

Our teacher made us a snack to show how our fi ve senses tell us about the world. These senses let us see, hear, taste, smell and touch the things around us. We use our eyes to see. We use our ears to hear.

We use our mouth to taste. We use our nose to smell. We touch and feel things with our skin. Can you guess how we are using our fi ve senses right now?

• Speak audibly • Take tuns speaking in a group • Use complete sentences • Respond appropriately to directions and questions Comprehension • Use illustrations to help make connections • Make inferences and draw conclusions • Recall details Motor skills • Develop small-muscle coordination

Making inferences Guide students in a discussion that helps them make connections and inferences. Ask:

WEEK 6

Name

Our five senses

DAY 1

Following directions

• How are the students using their fi ve senses? • How does popcorn look and feel?

Following directions Have students look at the picture. Then say:

Listen carefully and follow my directions.

We use our five senses. • In the picture, the words listed on the board name the fi ve senses. Move your fi nger under each word and read the list Activity 1 picture with me: see, hear, taste, smell, touch. • What do you use to see? (eyes) Draw two eyes next to the word see. • What do you use to hear? (ears) Draw two ears next to the word hear. • What do you use to taste? (mouth) Draw a mouth next to the word taste. • What do you use to smell? (nose) Draw a nose next to the word smell. • What do you use to touch or feel? (skin, hands) Draw a hand next to the word touch. • The sentence says, ‘We use our fi ve senses’. Touch the fi rst word. Move your fi nger under the words as you read the sentence with me.

Have students add to their pictures by drawing two more objects for which they can use their sense of smell (e.g. an orange, a biscuit).

54

Week 6

R.I.C. PublicationsŽ. • www.ricpublications.com.au • Everyday literacy: Listening and speaking

Everyday literacy: Listening and speaking

t XXX SJDQVCMJDBUJPOT DPN BV t 3 * $ 1VCMJDBUJPOTÂŽ

Unit 6

51

Activity 2 SKILLS: Listening and speaking • Identify and sort common words into basic categories • Use new vocabulary • Relate new vocabulary to prior knowledge • Take turns speaking in a group • Respond appropriately to directions and questions • Follow directions Comprehension • Use illustrations to help make connections • Categorise and classify • Recall details Motor skills • Develop small-muscle coordination

Activity 3 SKILLS: Listening and speaking • Use complete sentences • Follow directions • Respond appropriately to directions and questions

Identifying senses Guide a discussion that helps students recall the Activity 1 story. Reread the story if necessary. Say:

Name

WEEK 6

Our five senses

Identifying senses

DAY 2

Listen and follow the directions.

We listened to a story about the fi ve senses. • What did the teacher have for the class to see, hear, taste, smell and touch?

Distribute Activity 2. Then say:

hear

see

taste

taste

hear

touch

hear

touch

smell

see

smell

hear

Listen carefully and follow my directions. smell see touch • Point to the apple. Which sense tells you how an apple tastes? (taste) Circle the Activity 2 body part that you use to taste. Underline the word taste. • Point to the bell. Which sense tells you how a bell sounds? (hear) Circle the body part you use to hear. Underline the word hear. • Point to the cat. Which sense tells you how a cat’s fur feels? (touch) Circle the body part that you can use to touch. Underline the word touch. • Point to the bird. Which sense tells you what a bird looks like? (see) Circle the body part you use to see. Underline the word see. • Point to the rose. Which sense tells you how a rose smells? (smell) Circle the body part you use to smell. Underline the word smell. t XXX SJDQVCMJDBUJPOT DPN BV t 3 * $ 1VCMJDBUJPOTŽ

Finishing a picture Reread the Activity 1 story aloud if necessary. Say:

In our story, the students learn about the fi ve senses. • What are the fi ve senses?

Distribute Activity 3. Then say:

Week 6

Everyday literacy: Listening and speaking

Name

WEEK 6

Our five senses

Finishing a picture

55

DAY 3

I see.

I hear.

I taste.

I smell.

Motor skills • Develop small-muscle coordination

Listen carefully and follow my directions.

I touch. • Pretend that this is a picture of you. The body parts you need in order to use I have five senses. your fi ve senses are missing. Draw the body parts you need to use your senses. (eyes, ears, mouth, nose, hands) Activity 3 • Now let’s read the sentences together.

Begin with the fi rst sentence at the top of the page. I see. I hear. I taste. I smell. I touch. Draw a line from each sentence to the body part it belongs with. (see/eye, hear/ear, taste/ mouth, smell/nose, touch/hand) • The sentence at the bottom of the page says, ‘I have fi ve senses’. Let’s read it together. (Read.) Circle the word senses.

52

Everyday literacy: Listening and speaking • www.ricpublications.com.au • R.I.C. PublicationsŽ

Comprehension • Use illustrations to help make connections • Recall details

Unit 6

56

Week 6

Everyday literacy: Listening and speaking

t XXX SJDQVCMJDBUJPOT DPN BV t 3 * $ 1VCMJDBUJPOTÂŽ

Activity 4 SKILLS: Listening and speaking • Speak audibly • Respond appropriately to directions and questions • Relate new vocabulary to prior knowledge • Listen critically to interpret and evaluate • Follow directions Comprehension • Recall details Phonological awareness • Identify medial long vowel sounds in spoken words

Activity 5 SKILLS: Listening and speaking • Relate new vocabulary to prior knowledge • Use complete sentences Comprehension • Recall details Phonological awareness • Recite short poems, rhymes, songs and stories with repeated patterns

Listening for vowel sounds Reread the Activity 1 story if necessary. Then say:

This week, our story is about the fi ve senses. • How do we learn about the world? • Name the body parts you can use to touch.

Distribute Activity 4. Then say:

WEEK 6

Name

Our five senses

DAY 4

Listening for vowel sounds

Circle the vowel you hear.

1

2

a

e

i

o

3

u

a

e

i

o

u

4

The letters a, e, i, o and u are vowels.

Listen carefully and tell me the vowel you a e i o u a e i o u hear.

Activity 4 • Look at box 1. Repeat after me: My eyes let me see. (Students repeat.) Tell me the vowel sound you hear in see. (/ e /) What letter stands for that sound? (e) Circle the correct letter. • Look at box 2. Repeat after me: My mouth lets me taste. (Students repeat.) Tell me the vowel sound you hear in taste. (/ a/) What letter stands for that sound? (a) Circle the correct letter. • Look at box 3. Repeat after me: My nose lets me smell. (Students repeat.) Tell me the vowel sound you hear in nose. (/ o /) What letter stands for that sound? (o) Circle the correct letter. • Look at box 4. Repeat after me: I have fi ve senses. (Students repeat.)

Tell me the vowel sound you hear in fi ve. (/ /) What letter stands for that sound? (i) Circle the correct letter. t XXX SJDQVCMJDBUJPOT DPN BV t 3 * $ 1VCMJDBUJPOTÂŽ

Everyday literacy: Listening and speaking

Week 6

57

Circle activity Have students sit in a circle. Then connect the story to students’ lives by asking: • Which senses are we using right now? • Which senses would we use if we were watching a movie?

Teach this song, sung to the tune of ‘Frere Jacques’.

With my senses, / with my senses, / I can see. / I can see. / I can see a bird fly. / I can see a bird fly, / with my eyes, / with my eyes.

With my senses, / with my senses, / I can hear. / I can hear./ I can hear a whisper. / I can hear a whisper, / with my ears, / with my ears.

With my senses, / with my senses, / I can smell. / I can smell./ I can smell a fl ower. / I can smell a fl ower, / with my nose, / with my nose.

With my senses, / with my senses, / I can touch. / I can touch. / I can touch a kitten. / I can touch a kitten, / with my hands, / with my hands./ With my senses, / with my senses, / I can taste. / I can taste. / I can taste an apple. / I can taste an apple, / with my mouth, / with my mouth.

Extend the activity Have students think of different objects and create new verses to the song.

R.I.C. PublicationsŽ. • www.ricpublications.com.au • Everyday literacy: Listening and speaking

Unit 6

53

UNIT 6

Name

ACTIVITY 1

Following directions

Our five senses

We use our five senses.

54

Unit 6

Everyday literacy: Listening and speaking • www.ricpublications.com.au • R.I.C. Publications®

UNIT 6

Name

ACTIVITY 2

Identifying senses

Our five senses Listen and follow the directions.

hear

see

taste

taste

hear

touch

hear

touch

smell

see

smell

hear

smell

see

touch

R.I.C. Publications®. • www.ricpublications.com.au • Everyday literacy: Listening and speaking

Unit 6

55

UNIT 6

Name

ACTIVITY 3

Finishing a picture

Our five senses Listen and follow the directions to finish the picture.

I see.

I hear.

I taste.

I smell.

I touch.

I have five senses.

56

Unit 6

Everyday literacy: Listening and speaking • www.ricpublications.com.au • R.I.C. Publications®

UNIT 6

Name

ACTIVITY 4

Listening for vowel sounds

Our five senses Circle the vowel you hear.

1

a

2

e

i

o

u

3

a

a

e

i

o

u

e

i

o

u

4

e

i

o

u

a

R.I.C. Publications®. • www.ricpublications.com.au • Everyday literacy: Listening and speaking

Unit 6

57

UNIT 6

Name

Assessment

What I learnt This week, we listened to the story ‘Our five senses’. In the story, students learn that their senses tell them about the world. Your children learnt that we use our eyes to see, our ears to hear, our mouths to taste, our noses to smell and our skin to touch and feel.

The teacher in the story makes popcorn for her students to see, hear, taste, smell and touch.

Concept We use our five main senses to learn about the world.

Oral vocabulary five smell hear taste see touch senses

What to do Have the children tell you what is happening in the picture. Ask them to tell you how the students are using their five senses. Then ask the children to tell you which body parts the students use to see, hear, taste, smell and touch the popcorn. Encourage the children to use the vocabulary words in the box. Then have them colour the picture.

We use our five senses.

Extension Have the class draw pictures of things they like to see, hear, taste, smell and touch.

Ask them to tell you about each picture.

58

Unit 6

Everyday literacy: Listening and speaking • www.ricpublications.com.au • R.I.C. Publications®

U NIT

7

Concept Slow and steady wins the race.

Activity 1 SKILLS: Listening and speaking • Use complete sentences • Use language to show reasoning • Follow directions • Use new vocabulary • Respond appropriately to directions and questions • Describe people, places, things, locations and actions • Relate new vocabulary to prior knowledge • Speak audibly • Take turns speaking in a group Comprehension • Make inferences and draw conclusions • Recall details • Use illustrations to help make connections

The tortoise and the hare Oral vocabulary Nouns: finish line, hare, race, tortoise Adjectives: slow, steady

Listening to the story Distribute the Activity 1 picture to each student. Then read aloud the story below. Direct students to look at the picture and listen carefully as you read.

One day, a hare made fun of a tortoise for moving so slow. But the tortoise didn’t feel bad. He knew that sometimes moving slow can be good. So the tortoise asked the hare to race him. The hare laughed and agreed. The race started. The hare sped off as the tortoise moved slowly along. The hare got so far ahead that he decided to stop and take a nap. The tortoise continued walking at a steady pace. He soon passed the sleeping hare. The lazy hare woke up just as the tortoise crossed the fi nish line. The lesson is: Slow and steady wins the race.

Making inferences Guide students in a discussion that helps them make connections and inferences. Ask:

WEEK 7

Name

The tortoise and the hare

DAY 1

Following directions

• Which animal won the race? How?

Following directions Have students look at the picture. Then say:

Listen carefully and follow my directions. • What animals are in the picture? (tor toise, hare) Colour the tortoise green and the hare brown.

Slow and steady wins the race. • In the picture, which animal looks like it will win the race? (hare) Why? (The Activity 1 picture tortoise is still at the start line.) Did the fastest animal win? (no) Circle the animal that won the race. (tortoise) • The sentence says, ‘Slow and steady wins the race’. Touch the fi rst word. Move your fi nger under the words as you read the sentence with me. • The word steady means ‘without changing’. Did the tortoise change its speed? (no, it was steady) Did the hare change its speed? (yes, it stopped to take a nap) Draw a line under the animal that was steady.

62

Week 7

R.I.C. PublicationsŽ. • www.ricpublications.com.au • Everyday literacy: Listening and speaking

Everyday literacy: Listening and speaking

t XXX SJDQVCMJDBUJPOT DPN BV t 3 * $ 1VCMJDBUJPOTÂŽ

Unit 7

59

Activity 2 SKILLS: Listening and speaking • Relate new vocabulary to prior knowledge • Use complete sentences • Retell a spoken message by summarising or clarifying • Follow directions Comprehension • Use illustrations to help make connections • Identify a sequence of events • Identify beginning, middle and end of a story

Activity 3 SKILLS: Listening and speaking • Relate new vocabulary to prior knowledge • Respond appropriately to directions and questions • Follow directions • Listen critically to interpret and evaluate Phonological awareness • Identify examples of alliteration in spoken language • Identify common beginning consonant sounds in spoken words

60

Unit 7

Sequencing

WEEK 7

Name

The tortoise and the hare

Guide a discussion that helps students recall the Activity 1 story. Reread the story if necessary. Say:

DAY 2

Sequencing

Match the word to the picture.

beginning ™

In our story, the tortoise and the hare raced. • How did the tortoise win the race?

middle t

Distribute Activity 2. Then say: end A story has a beginning, a middle and t an end. Listen carefully and follow my directions. • Look at the fi rst word. It says beginning.

Activity 2 Say the word with me: beginning. Which picture shows what happened at the beginning of the story? (tortoise and hare at start line) Draw a line from the word beginning to that picture. • Look at the second word. It says middle. Say the word with me: middle. Which picture shows what happened in the middle of the story? (tortoise passing sleeping hare) Draw a line from the word middle to that picture. • Look at the third word. It says end. Say the word with me: end. Which picture shows what happened at the end of the story? (tortoise crossing finish line) Draw a line from the word end to that picture. t XXX SJDQVCMJDBUJPOT DPN BV t 3 * $ 1VCMJDBUJPOTŽ

Listening for beginning sounds Reread the Activity 1 story if necessary. Say:

Week 7

Everyday literacy: Listening and speaking

WEEK 7

Name

The tortoise and the hare

63

DAY 3

Listening for beginning sounds

Circle the letter that you hear.

1

In our story, two animals raced. • What could the hare have done differently to win the race?

Distribute Activity 3. Then say:

2

f 3

t

h

s

f

t

h

s

4

Listen: Lisa loves ladybirds. What sound do you hear at the beginning of each word? (/l/) What letter stands for /l/? (l) • Look at box 1. Listen: Two tortoises f t h s f t h s talk. What sound do you hear at the beginning of each word? (/t /) What letter Activity 3 stands for the /t/ sound? (t) Circle t. • Look at box 2. Listen: Happy hares hop.

What sound do you hear at the beginning of each word? (/h/) What letter stands for /h/? (h) Circle h. • Look at box 3. Listen: Sam sings sad songs. What sound do you hear at the beginning of each word? (/s/) What letter stands for /s/? (s) Circle s. • Look at box 4. Listen: Fuzzy Fox fi shes. What sound do you hear at the beginning of each word? (/f /) What letter stands for /f/? (f) Circle f.

64

Week 7

t XXX SJDQVCMJDBUJPOT DPN BV t 3 * $ 1VCMJDBUJPOTÂŽ

Everyday literacy: Listening and speaking

Everyday literacy: Listening and speaking • www.ricpublications.com.au • R.I.C. PublicationsŽ

Activity 4 SKILLS: Listening and speaking • Describe people, places, things, locations and actions • Relate new vocabulary to prior knowledge • Respond appropriately to directions and questions • Follow directions Comprehension • Recall details • Compare and contrast Motor skills • Develop small-muscle coordination

Activity 5 SKILLS: Listening and speaking • Use language to show reasoning Comprehension • Respond to openended questions Phonological awareness • Recite short poems, rhymes, songs and stories with repeated patterns Motor skills • Develop large-muscle coordination

Finishing pictures Reread the Activity 1 story if necessary. Say:

This week, our story was about a race between a tortoise and a hare. • What is the lesson of the story?

Distribute Activity 4. Then say:

Name

WEEK 7

The to t rt rtoise and the hare r

Finishing pictures

DAY A 4

Finish the picture. Fill in the circle next to fast or slow.

fast 1

â?? fast

slow 2

â?? slow

â?? fast

â?? slow

Listen carefully and follow my directions.

3 4 The words at the top of the page say fast and slow.Let’s read them together. Put your fi nger on the fi rst word. Say fast. (Repeat.) â?? fast â?? slow â?? fast â?? slow Put your fi nger on the second word. Say slow. (Repeat.)

Activity 4 • Look at the pictures in box 1. What kind of animal do you see? (tortoise) Is a tortoise fast or slow? Fill in the circle for fast or for slow. (slow) What is the large tortoise missing? ( legs and tail) Draw them. • Look at the pictures in box 2. What kind of animal do you see? (hare) Is a hare fast or slow? Fill in the circle for fast or for slow. (fast) What is the large hare missing? (ears and tail) Draw them. • Look at the pictures in box 3. What kind of animal do you see? (snail) Is a snail fast or slow? Fill in the circle for fast or for slow. (slow) What is the large snail missing? (shell) Draw it. • Look at the pictures in box 4. What kind of insect do you see? (bee) Is a bee fast or slow? Fill in the circle for fast or for slow. (fast) What is the large bee missing? (stripes and one antenna) Draw them.

Everyday literacy: Listening and speaking

t XXX SJDQVCMJDBUJPOT DPN BV t 3 * $ 1VCMJDBUJPOTÂŽ

Week 7

65

Circle activity Have students sit in a circle. Then connect the story to students’ lives by asking: • In our story this week, why did the tortoise win the race? • Why do you think it is better to go slowly sometimes?

Teach the song below, sung to the tune of ‘Twinkle, twinkle little star’.

Have students stand in a circle. Model how to march in place in time with the music. Sing verses 1 and 3 slowly and verse 2 quickly.

Verse 1 (slowly): Slow and stead-y, walk the beat, Like the tortoise with your feet.

Verse 2 (quickly): Faster, faster, walk the beat.

Move like Hare did, with your feet.

Verse 3 (slowly): Slow and stead-y won the race.

La-zy Hare took sec-ond place.

Extend the activity Repeat the song and have students march around the circle. Remind them to change tempo when they begin verse 2 (quickly) and verse 3 (slowly).

R.I.C. PublicationsŽ. • www.ricpublications.com.au • Everyday literacy: Listening and speaking

Unit 7

61

UNIT 7

Name

ACTIVITY 1

Following directions

The tortoise and the hare

Slow and steady wins the race.

62

Unit 7

Everyday literacy: Listening and speaking • www.ricpublications.com.au • R.I.C. Publications®

UNIT 7

Name

ACTIVITY 2

Sequencing

The tortoise and the hare Match the word to the picture.

beginning •

middle •

end •

R.I.C. Publications®. • www.ricpublications.com.au • Everyday literacy: Listening and speaking

Unit 7

63

UNIT 7

Name

ACTIVITY 3

Beginning sounds

The tortoise and the hare Circle the letter that you hear.

1

2

f

t

h

s

3

t

h

s

f

t

h

s

4

f 64

f

Unit 7

t

h

s

Everyday literacy: Listening and speaking • www.ricpublications.com.au • R.I.C. Publications®

UNIT 7

Name

ACTIVITY 4

Finishing pictures

The tortoise and the hare Finish the picture. Fill in the circle next to fast or slow.

fast 1

❍ fast 3

❍ fast

slow 2

❍ slow ❍ fast

❍ slow

4

❍ slow ❍ fast

R.I.C. Publications®. • www.ricpublications.com.au • Everyday literacy: Listening and speaking

❍ slow Unit 7

65

UNIT 7

Name

Assessment

What I learnt This week, we listened to the story ‘The tortoise and the hare’. In this classic fable, a hare makes fun of a tortoise for moving so slowly. The tortoise challenges the hare to a race. The two animals begin the race and the tortoise moves at a slow and steady pace.

The hare moves at a fast pace. He is so fast, in fact, that he decides to stop and take a nap. In the end, the tortoise wins the race because he keeps going and never stops. The lesson is: ‘Slow and steady wins the race’.

Concept Slow and steady wins the race.

Oral vocabulary finish line slow hare steady race tortoise

What to do Have the children tell you what is happening in the picture. Then ask them to tell you the rest of the story. Encourage the children to use the vocabulary words in the box. Then have them colour the picture.

Slow and steady wins the race.

Extension Talk to the class about the importance of working hard to reach goals. Use the example of how the tortoise worked hard to reach the finish line. Then set a goal with the class (for example, read a challenging book, learn a new game etc.). Decide together how best to reach that goal. Encourage the class to work ‘slow and steady’ to reach their goal.

66

Unit 7

Everyday literacy: Listening and speaking • www.ricpublications.com.au • R.I.C. Publications®

U NIT

8

Concept A recipe provides cooking instructions.

Activity 1 SKILLS: Listening and speaking • Describe people, places, things, locations and actions • Use new vocabulary • Relate new vocabulary to prior knowledge • Respond appropriately to directions and questions • Follow directions

Baking biscuits Oral vocabulary Nouns: circle, diamond, recipe, square, triangle Verbs: crack, measure

Listening to the story Distribute the Activity 1 picture to each student. Then read aloud the story below. Direct students to look at the picture and listen carefully as you read.

I’m Sadie. My grandpa is a baker. When I visit him at his house, we bake biscuits together. First, Grandpa helps me read the biscuit recipe. Second, he shows me how to crack two eggs into the bowl.

Next, we measure enough fl our, sugar and butter. Then we mix the dough and roll it out fl at with the rolling pin. It’s fun to cut the dough into triangles, diamonds, squares and circles. Finally, the biscuits bake in the oven for eight minutes. My favourite part comes after the biscuits cool—we eat them! Triangle biscuits are my favourite!

• Use language to show reasoning • Speak audibly • Take turns speaking in a group • Identify and sort common words into basic categories • Use complete sentences Comprehension • Make inferences and draw conclusions • Recall details • Use illustrations to help make connections Motor skills • Develop small-muscle coordination

Making inferences Guide students in a discussion that helps them make connections and inferences. Ask: • Why do Sadie and her grandfather read the recipe fi rst?

• Why do they measure the fl our, sugar and butter?

Following directions Have students look at the picture. Then say:

Listen carefully and follow my directions.

• What do you know about the people in the picture? (Grandpa is a baker. Sadie likes to bake.) Draw polka dots on Sadie’s Activity 1 picture shirt. Draw stripes on Grandpa’s shirt.

• What shapes are the biscuits in the picture? (diamonds, squares, circles) What other shape did the girl make? (triangle) Draw three triangle-shaped biscuits on the pan.

• The sentence says, ‘We bake biscuits’. Touch the fi rst word. Move your fi nger under the words as you read the sentence with me.

Have students add to their pictures by drawing one thing that belongs in the scene and one thing that does not belong. Then discuss their drawings.

R.I.C. Publications®. • www.ricpublications.com.au • Everyday literacy: Listening and speaking

Unit 8

67

Activity 2 SKILLS: Listening and speaking • Relate new vocabulary to prior knowledge • Respond appropriately to directions and questions Comprehension • Use illustrations to help make connections • Recall details • Respond to openended questions

Activity 3 SKILLS: Listening and speaking • Describe people, places, things, locations and actions • Respond appropriately to directions and questions • Follow directions Comprehension • Recall details • Use illustrations to help make connections Motor skills • Develop small-muscle coordination

68

Unit 8

Recalling the story Guide a discussion that helps students recall the Activity 1 story. Reread the story if necessary. Say:

Our story is about baking biscuits.

• Why do people follow a recipe when they cook or bake? How does it help them?

Distribute Activity 2. Then say:

Listen carefully and follow my directions.

• What do you see in box 1? (Sadie cracking an egg into a bowl) Does Sadie crack eggs into a bowl in the story? Fill in Activity 2 the circle for yes or for no. (yes) What else does Sadie mix in the bowl? (flour, sugar, butter) What does she use a rolling pin for? (to roll the dough flat) • What do you see in box 2? (Sadie and grandpa shopping) Do Sadie and Grandpa go shopping in the story? Fill in the circle for yes or for no. (no) • What do you see in box 3? (biscuits baking in the oven) Do Sadie and Grandpa bake biscuits in the story? Fill in the circle for yes or for no. (yes) • What do you see in box 4? (Sadie making star biscuits) Does Sadie make biscuits in the shape of a star? Fill in the circle for yes or for no. (no) What shapes does she make? (circles, triangles, squares, diamonds)

Identifying patterns Distribute Activity 3. Then say:

Listen carefully and follow my directions.

We are going to fi nish the patterns.

• Look at row 1. There are only two shapes in this pattern. What are they? (circle, triangle) This pattern is named AB. Let’s draw the shapes to fi nish the pattern.

Which shape do we draw fi rst? (circle) Draw a circle. Which shape comes next in the pattern? (triangle) Finish drawing the pattern.

• Look at row 2. What shapes are in this pattern? (circle, circle, triangle) This pattern Activity 3 is named AAB. Finish drawing the pattern.

• Look at row 3. What shapes are in this pattern? (triangle, square, square) This pattern is named ABB. Finish drawing the pattern.

• Look at row 4. What shapes are in this pattern? (circle, square, triangle) This pattern is named ABC. Finish drawing the pattern.

• Now draw your own pattern. Remember, to make a pattern, you draw the shapes in an order that repeats. (Patterns vary.)

Everyday literacy: Listening and speaking • www.ricpublications.com.au • R.I.C. Publications®

Activity 4 SKILLS: Listening and speaking • Relate new vocabulary to prior knowledge • Respond appropriately to directions and questions • Follow directions • Listen critically to interpret and evaluate Comprehension • Recall details Phonological awareness • Identify common ending consonant sounds in spoken words Motor skills • Develop small-muscle coordination

Activity 5 SKILLS: Phonological awareness • Recite short poems, rhymes, songs and stories with repeated patterns Listening and speaking • Take turns speaking in a group Motor skills • Develop large-muscle coordination

Listening for ending sounds Reread the Activity 1 story if necessary. Say:

In our story, Sadie and her grandpa bake.

• How do they make the dough flat?

Distribute Activity 4. Then say:

Listen carefully and follow my directions.

• Name the picture in box 1. (spoon) What sound do you hear at the end of spoon? (/n/) What letter stands for that sound? (n) Write n at the end of the word to spell spoon.

• Name the picture in box 2. (bowl) What sound do you hear at the end of bowl?

Activity 4 (/l/) What letter stands for that sound? (l) Write l at the end to spell bowl.

• The picture in box 3 shows scissors cutting paper. What sound do you hear at the end of cut? (/ t/ ) What letter stands for that sound? (t) Write t at the end to spell cut.

• The picture in box 4 shows a measuring cup. What sound do you hear at the end of cup? (/p/) What letter stands for that sound? (p) Write p at the end to spell cup.

• The picture in box 5 shows bread. What sound do you hear at the end of bread? (/d/) What letter stands for that sound? (d) Write d at the end to spell bread.

• Name the picture in box 6. (hug) What sound do you hear at the end of hug? (/g/) What letter stands for that sound? (g) Write g at the end to spell hug.

Circle activity Have students sit in a circle. Then connect the story to students’ lives by asking: • Do you like to help a grown-up to cook? What have you helped make?

Introduce and model the traditional call-and-response chant below. Then begin the chant by naming a student in the circle. Keep the beat by alternately clapping hands and slapping knees.

Teacher:

Who took the biscuit from the biscuit jar? (name of child) took the biscuit from the biscuit jar.

Student 1: Who me?

All: Yes, you!

Student 1: Couldn’t be!

All: Then who?

Student 1: (names the student sitting to his or her left) Continue around the circle until each student has a chance to participate.

R.I.C. Publications®. • www.ricpublications.com.au • Everyday literacy: Listening and speaking

Unit 8

69

UNIT 8

Name

ACTIVITY 1

Following directions

Baking biscuits

We bake biscuits.

70

Unit 8

Everyday literacy: Listening and speaking • www.ricpublications.com.au • R.I.C. Publications®

UNIT 8

Name

ACTIVITY 2

Recalling the story

Baking biscuits Did it happen in the story?

1

2

❍ yes

❍ no

3

❍ yes

❍ yes

❍ no

4

❍ no

❍ yes

R.I.C. Publications®. • www.ricpublications.com.au • Everyday literacy: Listening and speaking

❍ no Unit 8

71

UNIT 8

Name

ACTIVITY 3

Identifying patterns

Baking biscuits Draw the biscuits. Finish the patterns.

1

A

B

2

A

A

B

3

A

B

B

4

A

B

C

Draw your own pattern.

72

Unit 8

Everyday literacy: Listening and speaking • www.ricpublications.com.au • R.I.C. Publications®

UNIT 8

Name

ACTIVITY 4

Ending sounds

Baking biscuits Listen and write the ending letter.

1

2

spoo 3

bow 4

cu 5

cu 6

brea

hu

R.I.C. Publications®. • www.ricpublications.com.au • Everyday literacy: Listening and speaking

Unit 8

73

UNIT 8

Name

Assessment

What I learnt This week, we listened to the story ‘Baking biscuits’. In the story, Sadie and her grandpa bake biscuits together. First, they read the recipe. Then Sadie learns to crack eggs, measure flour, mix the dough and roll it out. She cuts the biscuit dough into circles, squares, triangles and diamonds. When the biscuits cool, they eat some. That’s Sadie’s favourite part of baking!

Concept A recipe gives cooking instructions.

Oral vocabulary circle recipe crack square diamond triangle measure

What to do Have the children tell you what is happening in the picture. Ask: What is a recipe for? What are they making? Then ask the children to point to each biscuit shape and name it. Encourage the children to use the vocabulary words in the box. Then have them colour the picture.

We bake biscuits.

Extension Have the class assist you in baking biscuits. If you have biscuit cutters, ask the class to identify the shapes.

74

Unit 8

Everyday literacy: Listening and speaking • www.ricpublications.com.au • R.I.C. Publications®

U NIT

9

Concept The bones of our skeleton hold us up.

Activity 1 SKILLS: Listening and speaking • Describe people, places, things, locations and actions • Use new vocabulary • Relate new vocabulary to prior knowledge • Use complete sentences • Follow directions • Respond appropriately to directions and questions

My skeleton Oral vocabulary Nouns: bone, rag doll, skeleton Adjectives: droopy, hard

Listening to the story Distribute the Activity 1 picture to each student. Then read aloud the story below. Direct students to look at the picture and listen carefully as you read.

Without my skeleton, I would be like my rag doll, Tessa. When she sits on the fl oor, she looks as droopy as a bundle of rags. My leg bones help me stand straight and tall. When I play with my rag doll, her head fl ops this way and that. But my backbone and neck bones help me hold my head up. Tessa’s arms hang at her sides. But my arms have bones that are hard and strong. I can hold my arms up, down and out. When I dance with Tessa, my skeleton holds me up. I spin, jump, lift my arms and stand on my toes!

• Use language to show reasoning

Making inferences

• Speak audibly

Guide students in a discussion that helps them make connections and inferences. Ask:

• Take turns speaking in a group Comprehension • Make inferences and draw conclusions • Use illustrations to help make connections • Recall details • Compare and contrast Motor skills • Develop small-muscle coordination

WEEK 9

Name

My skeleton

DAY 1

Following directions

• How are the girl and her rag doll different? • How does the girl play with Tessa?

Following directions Have students look at the picture. Then say:

Listen carefully and follow my directions. • What are the girl and her rag doll doing My bones hold me up. in this picture? (dancing) Where are they? (in the girl’s bedroom) Colour the bed Activity 1 picture purple and the rug green. • Is a rag doll soft or hard? (soft) What is a rag doll made of? (cloth, stuffing) What is inside the girl’s body? (skeleton; bones) Is her skeleton hard or soft? (hard) Can the rag doll stand straight? (no) Show me a droopy head. Show me a fl oppy arm. (Students demonstrate.) Colour the girl’s hair black and the rag doll’s hair yellow. • The sentence says, ‘My bones hold me up’. Touch the fi rst word. Move your fi nger under the words as you read the sentence with me.

Have students add to their pictures by drawing one thing that belongs in the scene and one thing that does not belong. Then discuss their drawings.

78

Week 9

R.I.C. PublicationsŽ. • www.ricpublications.com.au • Everyday literacy: Listening and speaking

Everyday literacy: Listening and speaking

t XXX SJDQVCMJDBUJPOT DPN BV t 3 * $ 1VCMJDBUJPOTÂŽ

Unit 9

75

Activity 2 SKILLS: Listening and speaking • Describe people, places, things, locations and actions • Relate new vocabulary to prior knowledge • Listen critically to interpret and evaluate • Use language to show reasoning Comprehension • Use illustrations to help make connections • Recall details

Activity 3 SKILLS: Listening and speaking • Respond appropriately to directions and questions • Listen critically to interpret and evaluate • Follow directions Comprehension • Recall details Phonological awareness • Break words into syllables

76

Unit 9

Recalling the story Guide a discussion that helps students recall the Activity 1 story. Reread the story if necessary. Say:

Name

WEEK 9

My skeleton

Recalling the story

DAY 2

Did it happen in the story?

1

We listened to a story about a girl and her doll. • Could a rag doll have a skeleton? Why not?

â?? yes

2

â?? no

â?? yes

3

â?? no

4

Distribute Activity 2. Then say:

Listen carefully and follow my directions. â?? yes â?? no â?? yes â?? no • What do you see in box 1? (girl with leg in a cast) Did the girl in the story have a cast Activity 2 on her leg? Fill in the circle for yes or for no. (no) • What do you see in box 2? (rag doll on a chair) Was the doll in the story a rag doll? Fill in the circle for yes or for no. (yes) • What do you see in box 3? (girl dancing with rag doll) Did that happen in the story? Fill in the circle for yes or for no. (yes) What helps hold the girl’s body up? (skeleton; bones) What words tell about bones? ( hard, strong ) Where are your bones? (inside body) Show me where one of your bones is. • What do you see in box 4? (rag doll dancing by herself) Did the rag doll in the story dance by herself ? Fill in the circle for yes or for no. (no) Why not? (She’s not real. She doesn’t have a skeleton.) t XXX SJDQVCMJDBUJPOT DPN BV t 3 * $ 1VCMJDBUJPOTÂŽ

Counting syllables Distribute Activity 3. Then say:

Week 9

Everyday literacy: Listening and speaking

Name

WEEK 9

My skeleto t n

Counting syllables

79

DAY A 3

Listen and count the syllables.

A

B

Listen carefully and follow my directions. • Look at box A. Say the word dancer and 1 2 3 1 2 3 clap the word parts with me: dan•cer.

C D How many syllables do you hear? (two) Circle 2.

1 2 3 1 2 3 • Look at box B. Say the word doll and E F clap the word parts: doll. How many syllables do you hear? (one) Circle 1.

1 2 3 1 2 3 • Look at box C. Say the word fl oppy and clap the word parts: fl op•py. How many Activity 3 syllables do you hear? (two) Circle 2. • Look at box D. Say the word straight and clap the word parts: straight. How many syllables do you hear? (one) Circle 1. • Look at box E. Say the word skeleton and clap the word parts: skel• e•ton. How many syllables do you hear? (three) Circle 3. • Look at box F. Say the word backbone and clap the word parts: back•bone. How many syllables do you hear? (two) Circle 2.

80

Week 9

Everyday literacy: Listening and speaking

t XXX SJDQVCMJDBUJPOT DPN BV t 3 * $ 1VCMJDBUJPOTÂŽ

Everyday literacy: Listening and speaking • www.ricpublications.com.au • R.I.C. PublicationsŽ

Activity 4 SKILLS: Listening and speaking • Follow directions • Describe people, places, things, locations and actions • Use complete sentences Comprehension • Use illustrations to help make connections • Recall details Motor skills • Develop small-muscle coordination

Activity 5 SKILLS: Listening and speaking • Use new vocabulary Comprehension • Recall details Phonological awareness • Recite short poems, rhymes, songs and stories with repeated patterns

Matching Reread the Activity 1 story if necessary. Say:

This week, our story was about the skeleton. • What is your skeleton made up of?

WEEK 9

Name

My skeleto t n

DAY A 4

Matching

Draw a line to match each sentence with a picture.

1 I can run.

™

2 I can dance.

™

Distribute Activity 4. Then say: 3

I can bend. ™ The bones of your skeleton help you do many things. Listen carefully and follow my 4 I can sit. ™ directions. • Point to sentence 1. Read it with me: I can .

I can run. Now fi nd the picture that matches it. (girl running) Draw a line from Activity 4 the sentence to the picture it belongs with. • Point to sentence 2. Read it with me: I can dance. Now fi nd the picture that matches it. (girl dancing) Draw a line from the sentence to the picture it belongs with. • Point to sentence 3. Read it with me: I can bend. Now fi nd the picture that matches it. (girl bending) Draw a line from the sentence to the picture it belongs with. • Point to sentence 4. Read it with me: I can sit. Now fi nd the picture that matches it. (girl sitting) Draw a line from the sentence to the picture it belongs with. • Now complete the sentence at the bottom of the page. Write one thing you can do because your body has bones. (Answers vary.) t XXX SJDQVCMJDBUJPOT DPN BV t 3 * $ 1VCMJDBUJPOTŽ

Everyday literacy: Listening and speaking

Week 9

81

Circle activity Have students sit in a circle. Then review the concepts and vocabulary they practised this week. Ask: • What is a skeleton?

Teach this variation of the traditional song ‘Dry bones’. Have students stand and point to each body part as they sing about it. On the last line, have them walk in a circle.

The foot bone’s connected to the leg bone, The leg bone’s connected to the knee bone, The knee bone’s connected to the thigh bone, The thigh bone’s connected to the hip bone, The hip bone’s connected to the backbone, The backbone’s connected to the neck bone, The neck bone’s connected to the head bone.

Them bones gonna walk around.

Extend the activity Have students replace the word and action walk in the last line of the song with other actions such as skip or hop.

R.I.C. PublicationsŽ. • www.ricpublications.com.au • Everyday literacy: Listening and speaking

Unit 9

77

UNIT 9

Name

ACTIVITY 1

Following directions

My skeleton

My bones hold me up.

78

Unit 9

Everyday literacy: Listening and speaking • www.ricpublications.com.au • R.I.C. Publications®

UNIT 9

Name

ACTIVITY 2

Recalling the story

My skeleton Did it happen in the story?

1

❍ yes

2

❍ no

3

❍ yes

❍ yes

❍ no

4

❍ no

❍ yes

R.I.C. Publications®. • www.ricpublications.com.au • Everyday literacy: Listening and speaking

❍ no

Unit 9

79

UNIT 9

Name

ACTIVITY 3

Counting syllables

My skeleton Listen and count the syllables.

A

B

1

2

3

C

2

3

1

2

3

1

2

3

D

1

2

3

E

F

1 80

1

Unit 9

2

3

Everyday literacy: Listening and speaking • www.ricpublications.com.au • R.I.C. Publications®

UNIT 9

Name

ACTIVITY 4

Matching

My skeleton Draw a line to match each sentence with a picture.

1 I can run.

•

2 I can dance.

•

3 I can bend.

•

4 I can sit.

•

I can R.I.C. Publications®. • www.ricpublications.com.au • Everyday literacy: Listening and speaking

.

Unit 9

81

UNIT 9

Name

Assessment

What I learnt This week, we listened to the story ‘My skeleton’. In the story, a girl compares herself to her rag doll, Tessa. The girl and the rag doll are different because the girl’s skeleton holds her up. The rag doll does not have bones, so she is floppy. The girl has hard, strong bones in her legs, back, neck and arms that help her dance.

Concept The bones of our skeleton hold us up.

Oral vocabulary bone rag doll droopy skeleton hard

What to do Have the children tell you what is happening in the picture. Ask questions such as: How are the girl and the doll different? Why is the girl able to dance? Can the doll dance on its own? Why not?

Encourage the children to use the vocabulary words in the box.

Then have them colour the picture.

My bones hold me up.

Extension Explain to the class that although we cannot see our bones, there are some that we can feel. Have the class feel for their bones. Give the class stick-on dots to mark the places where they can feel bones, such as kneecap, ankle bone, finger joint etc.

82

Unit 9

Everyday literacy: Listening and speaking • www.ricpublications.com.au • R.I.C. Publications®

U NIT

10 Concept Some bats hibernate in winter.

Activity 1 SKILLS: Listening and speaking • Use new vocabulary • Follow directions • Respond appropriately to directions and questions • Describe people, places, things, locations and actions • Relate new vocabulary to prior knowledge • Retell a spoken message by summarising or clarifying

Bats are cool!

Oral vocabulary Nouns: bats, cave, fact, hibernation Verbs: hang, hibernate Adjective: upside down

Listening to the story Distribute the Activity 1 picture to each student. Then read aloud the story below. Direct students to look at the picture and listen carefully as you read.

Bats stay awake at night when most of us are asleep. They fly around in the dark, looking for bugs to eat. During the day, bats need to sleep in a safe place. Their favourite spot is a dark cave where they can hang upside down and sleep. Sometimes, bats sleep in caves for months at a time, especially during winter when they cannot fi nd enough bugs to eat. When animals sleep all winter long, it’s called hibernation. During hibernation, a bat’s heartbeat slows down and its body gets cold. Sometimes hundreds, thousands and even millions of bats hibernate together in a large cave. Bats are cool!

• Speak audibly • Take turns speaking in a group • Use complete sentences Comprehension • Make inferences and draw conclusions • Use illustrations to help make connections • Recall details Motor skills • Develop small-muscle coordination

Making inferences Guide students in a discussion that helps them make connections and inferences. Ask:

WEEK 10

Name

Bats are cool!

DAY 1

Following directions

• Why do bats hibernate? • Does this story tell about things that are true or things that are not true?

Following directions Have students look at the picture. Then say:

Listen carefully and follow my directions.

Bats hibernate in a cave. • Where do some bats hibernate? (caves) What happens when a bat hibernates? (body gets colder; heartbeat slows down.)

Activity 1 picture How many bats are hibernating in the picture? (three) How do you know? (upside down) Draw a black line under each bat that is hibernating. • This story tells us things, or facts, that are true about bats. One fact the story tells us is that bats hibernate. Name one more fact from the story. • The sentence says, ‘Bats hibernate in a cave’. Touch the fi rst word.

Move your fi nger under the words as you read the sentence with me.

Have students add to the scene in their pictures by drawing one thing that belongs and one thing that does not belong. Then discuss their drawings.

86

Week 10

R.I.C. PublicationsŽ. • www.ricpublications.com.au • Everyday literacy: Listening and speaking

Everyday literacy: Listening and speaking

t XXX SJDQVCMJDBUJPOT DPN BV t 3 * $ 1VCMJDBUJPOTÂŽ

Unit 10

83

Activity 2 SKILLS: Listening and speaking • Describe people, places, things, locations and actions • Relate new vocabulary to prior knowledge • Use complete sentences • Respond appropriately to directions and questions • Use language to show reasoning Comprehension • Make inferences and draw conclusions • Use illustrations to help make connections • Recall details

Activity 3 SKILLS: Listening and speaking • Listen critically to interpret and evaluate • Follow directions Comprehension • Use illustrations to help make connections Phonological awareness • Manipulate initial sound in a word • Manipulate vowel sound in a word • Break a spoken word into onset/rime • Break a spoken word into separate phonemes

84

Unit 10

Recalling the story Guide a discussion that helps students recall the Activity 1 story. Reread the story if necessary. Say:

We listened to a story about bats.

• What do some bats do in winter?

Distribute Activity 2. Then say:

UNIT 10

Name

ACTIVITY 2

Recalling the story

Bats are cool!

Is it a fact from the story?

1

❍ yes 3

2

❍ no

❍ yes

❍ no

4

Listen carefully and follow my directions.

Remember, facts are things that are true.

• What do you see in box 1? (a bat and ❍ yes ❍ no ❍ yes ❍ no bugs) What do bats eat? (bugs) Is that a fact from the story? Fill in the circle for yes or for no. (yes) When is it hard for Activity 2 bats to fi nd bugs to eat? (in winter) • What do you see in box 2? (a bat and snowman) What time of year is it? (winter) Is it night-time or daytime? (daytime) Do bats fly around during the day looking for food in winter? (no, they hibernate) Does the picture show a fact from the story? Fill in the circle for yes or for no. (no) • What do you see in box 3? (butterfly on a flower) Butterfl ies drink nectar from fl owers. Did the story tells us facts about butterfl ies and fl owers?

Fill in the circle for yes or for no. (no) What was our story about? (bats hibernating in winter) • What do you see in box 4? (bats hibernating in a cave) Do bats hibernate in caves? (yes) Is that a fact from the story? Fill in the circle for yes or for no. (yes) R.I.C. Publications®. • www.ricpublications.com.au • Everyday literacy: Listening and speaking

Unit 10

87

Making words Distribute Activity 3. Then say:

Listen carefully and follow my directions.

• Look at row 1. Say bat, /b•at/. Now change the /b/ sound to /k/. The word is cat. What letter stands for /k/ in cat? (c) Write c to spell cat.

• Look at row 2. Say cat, /k•at/. Change the /a/ sound to /uh/. Say the new word. (cut) What letter stands for /uh/? (u) Write u to spell cut.

• Look at row 3. Say cut, /k•ut/. Change the /k/ sound to /h/. Say the new word. (hut) What letter stands for /h/? (h) Write Activity 3 h to spell hut.

• Look at row 4. Say hut, /h•ut/. Change the /uh/ sound to /a/. Say the new word. (hat) What letter stands for /a/? (a) Write a to spell hat.

• Look at row 5. Say hat, /h•at/. Change the /h/ sound to /r/. Say the new word. (rat) What letter stands for /r/? (r) Write r to spell rat.

Everyday literacy: Listening and speaking • www.ricpublications.com.au • R.I.C. Publications®

Activity 4 SKILLS: Listening and speaking • Relate new vocabulary to prior knowledge • Follow directions Comprehension • Recall details • Use illustrations to help make connections Phonological awareness • Recognise words that rhyme Motor skills • Develop small-muscle coordination

Activity 5 SKILLS: Listening and speaking • Follow directions Comprehension • Recall details Motor skills • Develop small-muscle coordination Phonological awareness • Recite short poems, rhymes, songs and stories with repeated patterns

Listening for rhyme Reread the Activity 1 story if necessary. Say:

This week, our story was about bats in winter.

• What is hard for bats to fi nd in winter?

Distribute Activity 4. Then say:

Listen carefully and follow my directions.

• Put your fi nger on the bat at the top of the page. Now look at the bottom of the page. What do you see? (a cave) The bat wants to get to the cave. You can help it by colouring all the pictures of words that rhyme with bat. The coloured pictures Activity 4 make a path to the cave.

• Let’s read the words together: cat, cut, net, bat, rat, knit, nut, sat, mat, jet, pot, hat. Now colour the rhyming words to make a path from the bat to its cave.

• Name the rhyming words you coloured. (cat, bat, rat, sat, mat, hat)

Circle activity Have students sit in a circle. Then review the concepts and vocabulary they practised this week. Ask: • What is a bat doing when its body gets colder and its heart slows down?

• Where do some bats hibernate?

Teach this song, sung to the tune of ‘Frere Jacques’. After students are comfortable with the lyrics, introduce the hand motions. ( Hold hands together with fingers laced, pointing upward, wiggling.)

Eating insects, eating insects; Little bats, little bats.

Storing fat for winter, storing fat for winter; Little bats, little bats. ( Hold hands together with fingers laced, pointing downward, wiggling.)

In the bat cave, in the bat cave; Little bats, little bats.

Upside down you hang there, upside down you hang there; Little bats, little bats. ( Hold hands together with fingers laced, not pointing or wiggling.)

Hibernating, hibernating; Little bats, little bats.

Sleeping through the winter, sleeping through the winter; Little bats, little bats.

R.I.C. Publications®. • www.ricpublications.com.au • Everyday literacy: Listening and speaking

Unit 10

85

UNIT 10

Name

ACTIVITY 1

Following directions

Bats are cool!

Bats hibernate in a cave.

86

Unit 10

Everyday literacy: Listening and speaking • www.ricpublications.com.au • R.I.C. Publications®

UNIT 10

Name

ACTIVITY 2

Recalling the story

Bats are cool!

Is it a fact from the story?

1

❍ yes

2

❍ no

3

❍ yes

❍ yes

❍ no

4

❍ no

❍ yes

R.I.C. Publications®. • www.ricpublications.com.au • Everyday literacy: Listening and speaking

❍ no Unit 10

87

UNIT 10

Name

ACTIVITY 3

Making words

Bats are cool!

Can you change a bat into a rat? Listen to the letter sounds.

Change one letter to make a new word each time.

1

bat ba

2

cat at

3

c

cut cu

4

hut ut

5

88

at

hat ha Unit 10

t

ut

h

t

at

Everyday literacy: Listening and speaking • www.ricpublications.com.au • R.I.C. Publications®

UNIT 10

Name

ACTIVITY 4

Listening for rhyme

Bats are cool!

Make a path for the bat. Colour the rhyming words.

cat

cut

net

bat

rat

knit

nut

sat

mat

jet

pot

hat

R.I.C. Publications®. • www.ricpublications.com.au • Everyday literacy: Listening and speaking

Unit 10

89

UNIT 10

Name

Assessment

What I learnt This week, we listened to the story ‘Bats are cool!’ This story tells facts about bats. Bats fly at night and look for bugs to eat. They sleep during the day in dark caves. They cling upside down to cave walls or ceilings. In winter, some bats hibernate for months in caves. When bats hibernate, their heartbeats slow down and their bodies get cold. Millions of bats can hibernate in the same cave!

Concept Some bats hibernate in winter.

Oral vocabulary bats hibernate cave hibernation fact upside down hang

What to do Have the children tell you what is happening in the picture. Ask them to explain how bats hibernate. Encourage the children to use the vocabulary words in the box.

Bats hibernate in a cave.

Extension Help the class make a simple stick puppet by tracing a bat from this page. Have them colour the bat and glue it on a craft stick. Encourage the class to make the bat fly around to look for a snug and warm ‘cave’ in which to hibernate.

90

Unit 10

Everyday literacy: Listening and speaking • www.ricpublications.com.au • R.I.C. Publications®

U NIT

11

Concept A town is a busy place.

Activity 1 SKILLS: Listening and speaking • Follow directions • Use new vocabulary • Take turns speaking in a group • Speak audibly • Relate new vocabulary to prior knowledge • Respond appropriately to directions and questions • Use complete sentences • Use language to show reasoning Comprehension • Make inferences and draw conclusions • Use illustrations to help make connections • Identify a sequence of events

A busy town Oral vocabulary Nouns: bench, cement truck, shop, town Verbs: chime, wash, zoom Adjective: busy

Listening to the story Distribute the Activity 1 picture to each student. Then read aloud the story below. Direct students to look at the picture and listen carefully as you read.

Dad says we live in a nice, small town. Our town may be small, but it sure is busy. Dad and I took his truck to the mechanic today. The mechanic said the truck would be ready in half an hour, so Dad and I walked to the ice-cream shop. We sat on a bench in front of the library and ate our ice-cream. All of a sudden, bike riders zoomed down the street. Then I heard noise coming from the fi re station—the fi refi ghters were washing their fi re engine and a cement truck was pouring cement. As soon as the library clock chimed, Dad said it was time to go. I’m glad I went with Dad. Living in a busy town is fun.

Making inferences Guide students in a discussion that helps them make connections and inferences. Ask: • Why does the boy think the town is busy?

• How did the dad know it was time to go?

• Recall details

Following directions

Motor skills

Have students look at the picture. Then say:

• Develop small-muscle coordination

Listen carefully and follow my directions.

• Where did the boy and his dad take the truck? (mechanic) Find the mechanic and write 1 above it. Circle the truck.

• Where did the boy and his dad walk fi rst? (ice-cream shop) Draw a line from the Activity 1 picture mechanic to the ice-cream shop. Write 2 above the ice-cream shop.

• Where did they go next? (bench in front of the library) Draw a line from the ice-cream shop to the bench. Write 3 next to the bench.

• Where did the boy and his dad go after the clock chimed? (mechanic) Why? (to get the truck) Draw a line from the bench to the mechanic.

• The sentence says, ‘Our town is busy’. Touch the fi rst word. Move your fi nger under the words as you read the sentence with me. (Read.)

R.I.C. Publications®. • www.ricpublications.com.au • Everyday literacy: Listening and speaking

Unit 11

91

Activity 2 SKILLS: Listening and speaking • Follow directions • Describe people, places, things, locations and actions • Use new vocabulary • Relate new vocabulary to prior knowledge • Use complete sentences • Respond appropriately to directions and questions Comprehension • Use illustrations to help make connections • Categorise and classify • Recall details

Recalling the story Guide a discussion that helps students recall the Activity 1 story. Reread the story if necessary. Say:

Our story was about a busy town.

• What did the boy and his dad do in town?

Distribute Activity 2. Then say:

Listen carefully and follow my directions.

• Look at row 1. How are the pictures in this row the same? (They are all vehicles.)

Let’s name the trucks together: cement truck, tractor, fire engine. Circle the trucks that the boy saw in town. (cement Activity 2 truck, fire engine) • Look at row 2. How are the pictures in this row the same? (They are all buildings.) Let’s name the buildings together: ice-cream shop, library, barn. Circle the building the boy and his dad walked to. Underline the building the boy and his dad sat in front of. (library) • Look at row 3. These pictures show things people ride on or in to get from one place to another. Circle the picture that shows what the boy saw zooming down the street. (bicycle) • Look at row 4. Can you guess how these pictures are the same? (They all make noise.) Circle the picture that shows what chimed in the story. (library clock)

Activity 3 SKILLS: Listening and speaking • Describe people, places, things, locations and actions • Listen critically to interpret and evaluate Phonological awareness • Identify digraphs • Identify common beginning consonant sounds in spoken words • Identify common ending consonant sounds in spoken words

92

Unit 11

Listening for digraphs: sh and ch Distribute Activity 3. Then say:

Sometimes, when two letters are next to each other in a word, they make a new sound. When the letters s and h are together, they make this sound: /sh/. Say /sh/. When the letters c and h are together, they make this sound: /ch/. Say /ch/.

• Now look at number 1. The picture shows a shop. Say shop. Do you hear /sh/ or /ch/ in shop? (/sh/) Circle the letters that show what you hear. (sh) • Look at number 2. The picture shows a Activity 3 bench. Say bench. Do you hear /sh/ or / ch/ in bench? (/ch/) Circle the letters that show what you hear. (ch) • Look at number 3. The picture shows a fi re engine being washed. Say wash. Do you hear /sh/ or /ch/ in wash? (/sh/) Circle the letters that show what you hear. (sh) • Look at number 4. The picture shows a clock chiming. Say chime. Do you hear /sh/ or /ch/ in chime? (/ch/) Circle the letters that show what you hear. (ch) Everyday literacy: Listening and speaking • www.ricpublications.com.au • R.I.C. Publications®

Activity 4 SKILLS: Listening and speaking • Describe people, places, things, locations and actions • Use new vocabulary • Relate new vocabulary to prior knowledge • Use complete sentences • Follow directions • Respond appropriately to directions and questions • Use language to show reasoning Comprehension • Categorise and classify • Use illustrations to help make connections • Recall details

Activity 5 SKILLS: Listening and speaking • Take turns speaking in a group Comprehension • Respond to openended questions Phonological awareness • Recite short poems, rhymes, songs and stories with repeated patterns

Classifying Reread the Activity 1 story if necessary. Say:

This week, our story was about a busy town.

• Name things the boy heard in the busy town.

Distribute Activity 4. Say:

Listen carefully and follow my directions.

• Look at the fi rst picture in row 1. What can you do with tools? (fix things) Name the other pictures. (ice-cream shop, library, mechanic) People work at these shops.

In which shop do the people use tools to fix things? (mechanic) Draw a green line Activity 4 under the mechanic.

• Look at the fi rst picture in row 2. What can you do with a hose? (wash something; put out a fire) Name the other pictures. (bicycle, fire engine, bench) On which of these things would you see a hose? (fire engine) Draw a blue line under the fi re engine.

• Look at the fi rst picture in row 3. What do you do with a book? (read it) Name the other pictures. (cement truck, library, bicycle) Where could you fi nd a book? (library) Draw a red line under the library.

• Look at the fi rst picture in row 4. What do you do with an ice-cream cone? (eat it) Name the other pictures. (ice-cream shop, library, mechanic) Where can you buy an ice-cream cone? (ice-cream shop) Draw a brown line under the ice-cream shop.

Circle activity Have students sit in a circle. Then connect the story to students’ lives by asking: • Is there a library, a mechanic, or a fi re station in your town? Have you been there? What did you see and hear?

Introduce and model the chant below. Have the class repeat the chant together, using a different action word each time (e.g. zooming, driving, riding, eating, washing).

All around the busy town, People are zooming, zooming, zooming.

All around the busy town, People are zooming all around!

Extend the activity Have students describe what they might see if they sat on a bench in their town.

R.I.C. Publications®. • www.ricpublications.com.au • Everyday literacy: Listening and speaking

Unit 11

93

UNIT 11

Name

ACTIVITY 1

Following directions

A busy town

Our town is busy.

94

Unit 11

Everyday literacy: Listening and speaking • www.ricpublications.com.au • R.I.C. Publications®

Name

UNIT 11

ACTIVITY 2

Recalling the story

A busy town Circle the things from the story.

1

2

3

4

R.I.C. Publications®. • www.ricpublications.com.au • Everyday literacy: Listening and speaking

Unit 11

95

UNIT 11

Name

ACTIVITY 3

Listening for digraphs

A busy town Do you hear /sh/ or /ch/? Listen and circle sh or ch.

1

2

sh

ch

3

ch

sh

ch

4

sh 96

sh

Unit 11

ch

Everyday literacy: Listening and speaking • www.ricpublications.com.au • R.I.C. Publications®

Name

UNIT 11

ACTIVITY 4

Classifying

A busy town Circle to show where you can find it.

1

2

3

4

R.I.C. Publications®. • www.ricpublications.com.au • Everyday literacy: Listening and speaking

Unit 11

97

UNIT 11

Name

Assessment

What I learnt This week, we listened to the story ‘A busy town’. In the story, a boy and his dad took their truck to the mechanic. They walked to an ice-cream shop while they waited for the truck. They ate their ice-cream on a bench in front of the library. Bike riders zoomed by them and the boy heard noise coming from the fire station. He heard the firefighters washing their engine and a cement truck pouring cement. As soon as the library clock chimed, it was time to pick up the truck.

Concept A town is a busy place.

Oral vocabulary bench shop busy town cement truck wash chime zoom

What to do Have the children name the places in the picture and tell you what happens at each place. Ask them questions such as: What makes this a busy town? Do we have any of these places in our town? Encourage the children to use the vocabulary words in the box. Then have them colour the picture.

Our town is busy.

Extension Have the class draw a picture of a place in your town or city where they like to go. Ask the class to name and describe the place and tell you why they like to go there.

98

Unit 11

Everyday literacy: Listening and speaking • www.ricpublications.com.au • R.I.C. Publications®

U NIT

12 Concept

Hats, hats, hats Oral vocabulary

People wear hats for many reasons

Nouns: collection, hat Verbs: protect, wear

Activity 1

Listening to the story

SKILLS: Listening and speaking • Describe people, places, things, locations and actions • Speak audibly • Take turns speaking in a group • Follow directions • Use new vocabulary • Relate new vocabulary to prior knowledge • Use complete sentences • Respond appropriately to directions and questions Comprehension • Make inferences and draw conclusions • Use illustrations to help make connections • Categorise and classify • Recall details

Distribute the Activity 1 picture to each student. Then read aloud the story below. Direct students to look at the picture and listen carefully as you read.

Everyone in my family wears hats. My dad goes to his building job wearing his bright yellow hard hat. It protects his head as he works with big machines. My mum’s favourite hat is her sun hat. It has a big brim that protects her from the sun when she pulls out weeds in the garden. My big brother loves wearing baseball caps. He has a collection of them. He wears a different cap each day of the week. I wear my favourite hat when I gallop around the house. Giddyup! Can you guess what kind of hat I wear?

Making inferences Guide students in a discussion that helps them make connections and inferences. Ask:

WEEK 13

Name

Hats t , hats t , hats t

DAY A 1

Following directions

• How do hats help the parents in this family? • Why do the children wear hats?

Following directions Have students look at the picture. Then say:

Listen carefully and follow my directions. • Some hats are worn for work and some We wear hats. hats are worn for fun. Which hats in the story are worn for work? (hard hat, sun Activity 1 picture hat) Write y for yellow above the hard hat.

Write s for sun above the sun hat. • Which hats are part of a collection? (the baseball caps) Write a b for baseball below one of the baseball caps. How many baseball caps are in the picture? (seven) Write the number 7 below one of them. • Which hat is worn for play? (cowboy hat) Why? (The boy is pretending he’s a cowboy.) Write a c for cowboy on the cowboy hat. • The sentence says, ‘We wear hats’. Touch the fi rst word. Move your fi nger under the words as you read the sentence with me. (Read.) Circle the word wear.

110

Week 13

R.I.C. PublicationsŽ. • www.ricpublications.com.au • Everyday literacy: Listening and speaking

Everyday literacy: Listening and speaking

t XXX SJDQVCMJDBUJPOT DPN BV t 3 * $ 1VCMJDBUJPOTÂŽ

Unit 12

99

Activity 2 SKILLS: Listening and speaking • Describe people, places, things, locations and actions • Relate new vocabulary to prior knowledge • Use complete sentences • Respond appropriately to directions and questions • Use language to show reasoning Comprehension • Make inferences and draw conclusions • Use illustrations to help make connections Motor skill • Develop small-muscle coordination

Matching

WEEK 13

Name

Hats, hats, hats

Guide a discussion that helps students recall the Activity 1 story. Reread the story if necessary. Say:

DAY 2

Matching

Match each person to a hat.

Our story is about a family that wears hats. • Who has the most hats in the story? • Which hats are worn for protection?

Distribute Activity 2. Then say:

1

r

r

2

r

r

3

r

r

4

r

r

Listen carefully and follow my directions. We are going to match each hat to the person r r 5 who wears it. • Look at the picture next to the number 1.

Activity 2 Which hat probably belongs to this boy? (cowboy hat) Why do you think so? (He is playing with a toy horse.) Draw a line from the boy to the cowboy hat. t XXX SJDQVCMJDBUJPOT DPN BV t 3 * $ 1VCMJDBUJPOTÂŽ

Week 13

Everyday literacy: Listening and speaking

111

• Look at the picture next to the number 2. Which hat probably belongs to this woman? (sun hat) Why do you think so? (She is gardening; she is working outside in a garden.) Draw a line from the woman to her hat. • Look at the picture next to the number 3. Which hat probably belongs to this man? (firefighter’s hat) Why? (He is wearing a firefighter’s jacket and holding a fire hose.) Draw a line from the man to his hat. • Look at the picture next to the number 4. Which hat probably belongs to this man? (hard hat) Why? (He is holding tools.) Draw a line from the man to his hat. • Look at the picture next to the number 5. Which hat probably belongs to this boy? (baseball cap) Why? (He is holding a bat and ball.) Draw a line from the boy to his hat.

Activity 3 SKILLS: Listening and speaking • Follow directions • Respond appropriately to directions and questions • Listen critically to interpret and evaluate Comprehension • Use illustrations to help make connections • Compare and contrast

100

Unit 12

Developing receptive language Distribute Activity 3. Then say:

WEEK 13

Name

Hats t , hats t , hats t

DAY A 3

Receptive language

Listen and follow the directions.

I wear different hats for different reasons.

1 Listen carefully and circle the hat I tell you about.

2 • Look at the hats in row 1. I need a hat that will protect my head while I work. It cannot 3 be tall or striped. Circle the hat I need. (third hat) • Look at row 2. I need a hat that I can wear 4 to a baseball game. It must have a letter on it. It cannot have polka dots or stripes.

Circle the hat I need. (third hat) Activity 3 • Look at row 3. I need a hat that I can wear to a party. It must be tall and shaped like a triangle. It must have polka dots on it. It cannot have stripes. Circle the hat I need. (first hat) • Look at row 4. I want to dress up as a fi refighter. Circle the hat I need. (second hat) 112

Week 13

Everyday literacy: Listening and speaking

t XXX SJDQVCMJDBUJPOT DPN BV t 3 * $ 1VCMJDBUJPOTÂŽ

Everyday literacy: Listening and speaking • www.ricpublications.com.au • R.I.C. PublicationsŽ

Activity 4 SKILLS: Listening and speaking • Use complete sentences • Listen critically to interpret and evaluate • Follow directions • Respond appropriately to directions and questions Comprehension • Use illustrations to help make connections Motor skills • Develop small-muscle coordination

Activity 5 SKILLS: Listening and speaking • Use complete sentences • Describe people, places, things, locations and actions Comprehension • Respond to openended questions Phonological awareness • Recite short poems, rhymes, songs and stories with repeated patterns

Developing small-motor skills

WEEK 13

Name

Hats, hats, hats

Reread the Activity 1 story if necessary. Say:

DAY 4

Small motor skills

Listen and follow the directions. Complete the sentence.

Our story is about a family that wears hats. • What does it mean to collect hats? first

Distribute Activity 4. Then say:

second

third

Listen carefully and follow my directions. • Look at the faces at the top of the page.

Draw a baseball cap on the first head.

Write the first letter of your first name on the front of the hat. Colour the hat blue.

I like a hat. • Draw a party hat in the shape of a triangle on the second head. Draw polka dots on Activity 4 it and a pompom at the top of it. • Draw a sun hat with a big brim on the third head. Draw a large fl ower and a small fl ower on the sun hat. Colour the hat orange. hat’. Read • The sentence at the bottom of the page says, ‘I like a it with me. (Repeat sentence.) Complete the sentence. Write a word that tells what kind of hat you like to wear. (Answers vary.) • Now look at the face above the sentence. Draw the hat you like to wear and make the face look like you. t XXX SJDQVCMJDBUJPOT DPN BV t 3 * $ 1VCMJDBUJPOTÂŽ

Everyday literacy: Listening and speaking

Week 13

113

Circle activity Have students sit in a circle. Then connect the story to students’ lives by asking: • Does someone you know wear a hat to work? What kind of hat is it? • Do you have a favourite hat? Describe it.

Place several different hats in the centre of the circle. Then introduce and model the chant below. Have students recite the chant as part of a guessing game. Have one student complete the sentence frame below to describe two details about one of the hats. Then have the class guess which hat the student described. Allow each student to have a turn describing a hat.

Chant together: Hats are big, hats are small; Hats are wide, hats are tall.

What’s your hat like?

Student: My hat is

and

. (e.g. round, has stripes)

Extend the activity Have students look in magazines or books to find pictures of people wearing hats. Talk about why the people are wearing those hats (e.g. for protection, as a style, for their job, as part of a uniform).

R.I.C. PublicationsŽ. • www.ricpublications.com.au • Everyday literacy: Listening and speaking

Unit 12

101

UNIT 12

Name

ACTIVITY 1

Following directions

Hats, hats, hats

We wear hats.

102

Unit 12

Everyday literacy: Listening and speaking • www.ricpublications.com.au • R.I.C. Publications®

UNIT 12

Name

ACTIVITY 2

Matching

Hats, hats, hats Match each person to a hat.

1

•

•

2

•

•

3

•

•

4

•

•

5

•

•

R.I.C. Publications®. • www.ricpublications.com.au • Everyday literacy: Listening and speaking

Unit 12

103

UNIT 12

Name

ACTIVITY 3

Receptive language

Hats, hats, hats Listen and follow the directions.

1

2

3

4

104

Unit 12

Everyday literacy: Listening and speaking • www.ricpublications.com.au • R.I.C. Publications®

UNIT 12

Name

ACTIVITY 4

Small-motor skills

Hats, hats, hats Listen and follow the directions. Complete the sentence.

first

I like a

second

third

hat.

R.I.C. Publications®. • www.ricpublications.com.au • Everyday literacy: Listening and speaking

Unit 12

105

UNIT 12

Name

Assessment

What I learnt This week, we listened to the story ‘Hats, hats, hats’. The boy in the story tells us about his family that wears many hats. His dad is a builder and wears a hard hat to protect his head. His mum wears a sun hat to protect her while working in the garden. His brother has a collection of baseball caps and wears a different one each day of the week. The boy wears his favourite hat when he pretends to be a cowboy.

Concept People wear hats for many reasons.

Oral vocabulary collection protect hat wear

What to do Have the children tell you what is happening in the picture. Ask them to name each hat and tell you who wears it. Encourage the children to use the vocabulary words in the box. Then have them colour the picture.

We wear hats.

Extension Gather some of the hats your family wears and talk about them. Draw the class’s attention to the colour, decoration, material and purpose of each hat. Then have them invent some categories and sort the hats (for example, hats to keep warm, hats to block the sun, hats to protect your head, red hats, sports hats, kids’ hats, work hats).

106

Unit 12

Everyday literacy: Listening and speaking • www.ricpublications.com.au • R.I.C. Publications®

U NIT

13 Concept Some stories are make-believe.

Activity 1 SKILLS: Listening and speaking • Describe people, places, things, locations and actions • Use new vocabulary • Relate new vocabulary to prior knowledge • Respond appropriately to directions and questions

From outer space Oral vocabulary Nouns: backyard, beings, fuel, spaceship Verbs: hop, zoom

Listening to the story Distribute the Activity 1 picture to each student. Then read aloud the story below. Direct students to look at the picture and listen carefully as you read.

A spaceship landed in the backyard of a house. Two little green beings got out of the spaceship. They saw two children looking at them from a window. The children looked very surprised. They went outside to meet their visitors. The little beings hopped over to the children. The children held out a big plate of biscuits. The little beings tasted them. ‘Yum!’ They ate all the biscuits. Then they ate the plate! ‘Time to zoom away! Thanks for the fuel’, they said.

• Listen critically to interpret and evaluate • Follow directions • Speak audibly • Take turns speaking in a group • Describe ideas, feelings and experiences • Use language to show reasoning Comprehension • Make inferences and draw conclusions • Use illustrations to help make connections • Distinguish between fiction and nonfiction/ real and make-believe • Recall details • Compare and contrast Motor skills • Develop small-muscle coordination

Making inferences Guide students in a discussion that helps them make connections and inferences. Ask:

WEEK 14

Name

From outer space

DAY 1

Following directions

• Why were the children surprised? • Why did the green beings eat the plate, too?

Following directions Have students look at the picture. Then say:

Listen carefully and follow my directions. • A make-believe story is not real. What Some stories are make-believe. things in the story are not real? (little green beings, eating a plate, spaceship Activity 1 picture landing in backyard) Draw an X on one of the little green beings. • What things do you see in the picture that could be real? (children, biscuits, trees, moon, stars) Draw moons and stars on the girl’s nightgown. • Listen to the word spaceship. What two smaller words do you hear in the word spaceship? (space, ship) Write the number 2 on the spaceship. • The sentence says, ‘Some stories are make-believe’. Touch the fi rst word. Move your fi nger under the words as you read the sentence with me. (Read.) Underline the word make-believe.

Have students add to their pictures by drawing one thing that belongs in the scene and one thing that does not belong. Then discuss their drawings.

118

Week 14

R.I.C. PublicationsŽ. • www.ricpublications.com.au • Everyday literacy: Listening and speaking

Everyday literacy: Listening and speaking

t XXX SJDQVCMJDBUJPOT DPN BV t 3 * $ 1VCMJDBUJPOTÂŽ

Unit 13

107

Activity 2 SKILLS: Listening and speaking • Speak audibly • Use complete sentences • Respond appropriately to directions and questions • Follow directions Comprehension • Use illustrations to help make connections • Identify a sequence of events • Recall details

Activity 3 SKILLS: Listening and speaking • Follow directions • Use complete sentences • Describe people, places, things, locations and actions Comprehension • Use illustrations to help make connections • Categorise and classify • Recall details • Distinguish between fiction and nonfiction/ real and make-believe

108

Unit 13

Sequencing

WEEK 14

Name

From outer space

Guide a discussion that helps students recall the Activity 1 story. Reread the story if necessary. Say:

DAY 2

Sequencing

Show what happened in the story. Draw a line to match each picture to a number.

1

We listened to a story about a spaceship that landed in a backyard. • Was this story about something real? • What do we call a story about something that is not real?

2

3

Distribute Activity 2. Then say:

4

Listen carefully and follow my directions. • The pictures show what happened in the Activity 2 story, but the pictures are not in order.

Which picture shows what happened fi rst? (the spaceship landing in the backyard) Draw a line from the picture of the landing spaceship to the number 1. • Which picture shows what happened next in the story? (the girl giving the little beings a plate of biscuits) Draw a line from that picture to the number 2. • Which picture shows what happened next? (the little beings eating the biscuits and the plate) Draw a line from that picture to the number 3. • Which picture shows what happened last? (the little beings zooming away in their spaceship) Draw a line from that picture to the number 4. t XXX SJDQVCMJDBUJPOT DPN BV t 3 * $ 1VCMJDBUJPOTŽ

Identifying make-believe

Name

Reread the Activity 1 story if necessary. Ask:

Is it make-believe?

WEEK 14

From outer space 1

Was our story real or make-believe?

Week 14

Everyday literacy: Listening and speaking

119

DAY 3

Identifying make-believe

2

Distribute Activity 3. Then say:

Listen carefully and follow my directions. â?? yes â?? no â?? yes â?? no • What do you see in box 1? (a cow 3 4 jumping over the moon) Is that makebelieve? (yes) Why? (Cows can’t jump.)

Fill in the circle for yes. • What do you see in box 2? (boy flying) Is â?? yes â?? no â?? yes â?? no that make-believe? (yes) Why? (People can’t fly.) Fill in the circle for yes.

Activity 3 • What do you see in box 3? (cat climbing a tree) Is that make-believe? (no) Why? (Cats can climb trees.) Fill in the circle for no. • What do you see in box 4? (girl eating a big ice-cream cone) Is that make-believe? (no) Why? (People can eat ice-cream.) Fill in the circle for no.

120

Week 14

Everyday literacy: Listening and speaking

t XXX SJDQVCMJDBUJPOT DPN BV t 3 * $ 1VCMJDBUJPOTÂŽ

Everyday literacy: Listening and speaking • www.ricpublications.com.au • R.I.C. PublicationsŽ

Activity 4 SKILLS: Listening and speaking • Relate new vocabulary to prior knowledge • Respond appropriately to directions and questions • Listen critically to interpret and evaluate • Follow directions Comprehension • Use illustrations to help make connections Phonological awareness • Demonstrate an awareness of early structural analysis skills (compound words) Motor skills • Develop small-muscle coordination

Listening for compound words Distribute Activity 4. Then say:

Listen carefully and follow my directions. • A compound word is made up of two smaller words. Listen: bedtime. What two smaller words do you hear in bedtime? (bed, time) Look at row 1.

Draw a line between the words bed and time. Now circle the pictures for bed and time. • Look at row 2. The word is spaceship.

Say spaceship. (Students repeat.) What two smaller words do you hear and see in spaceship? (space, ship) Draw a line between the words space and ship. Now circle the pictures for space and ship.

WEEK 14

Name

From outer space

DAY 4

Compound words

Listen and follow the directions.

1

bedtime 2

spaceship 3

nightgown 4

rainbow 5

cupcake t XXX SJDQVCMJDBUJPOT DPN BV t 3 * $ 1VCMJDBUJPOTÂŽ

Everyday literacy: Listening and speaking

Week 14

121

Activity 4

• Look at row 3. The word is nightgown. Say nightgown. (Students repeat.) What two smaller words do you hear and see in nightgown? (night, gown) Draw a line between the words night and gown. Circle the pictures for night and gown. • Look at row 4. What is the word? (rainbow) What two smaller words do you hear and see in rainbow? (rain, bow) Draw a line between the words rain and bow. Circle the pictures for rain and bow. • Look at row 5. What is the word? (cupcake) What two smaller words do you hear and see in cupcake? (cup, cake) Draw a line between the words cup and cake. Circle the pictures for cup and cake.

Activity 5 SKILLS: Listening and speaking • Describe ideas, feelings and experiences Comprehension • Respond to openended questions Phonological awareness • Recite short poems, rhymes, songs and stories with repeated patterns • Demonstrate an awareness of early structural analysis skills

Circle activity Have students sit in a circle. Then connect the story to students’ lives by asking: • Would you like to go into outer space some day? • Where in outer space would you go?

Brainstorm compound words and write them where students can see them. Then teach the song below, sung to the tune of ‘The muffin man’.

Have one student name a compound word and then have the class sing the song, using that compound word in the last line.

Student: spaceship Sing together: Yes, we know the compound word, The compound word, The compound word.

Yes, we know the compound word.

It’s made from space and ship.

Continue around the circle until each student has a chance to name a compound word.

R.I.C. PublicationsŽ. • www.ricpublications.com.au • Everyday literacy: Listening and speaking

Unit 13

109

UNIT 13

Name

ACTIVITY 1

Following directions

From outer space

Some stories are make-believe.

110

Unit 13

Everyday literacy: Listening and speaking • www.ricpublications.com.au • R.I.C. Publications®

Name

UNIT 13

ACTIVITY 2

Sequencing

From outer space Show what happened in the story. Draw a line to match each picture to a number.

1

2

3

4

R.I.C. Publications®. • www.ricpublications.com.au • Everyday literacy: Listening and speaking

Unit 13

111

UNIT 13

Name

ACTIVITY 3

Identifying make-believe

From outer space Is it make-believe?

1

2

❍ yes

❍ no

3

❍ no

4

❍ yes 112

❍ yes

Unit 13

❍ no

❍ yes

❍ no

Everyday literacy: Listening and speaking • www.ricpublications.com.au • R.I.C. Publications®

UNIT 13

Name

ACTIVITY 4

Compound words

From outer space Listen and follow the directions.

1

bedtime 2

spaceship 3

nightgown 4

rainbow 5

cupcake R.I.C. Publications®. • www.ricpublications.com.au • Everyday literacy: Listening and speaking

Unit 13

113

UNIT 13

Name

Assessment

What I learnt This week, we listened to the story ‘From outer space’. In the story, a spaceship landed in a backyard. Two children saw two little green beings come out of the ship. The children went outside to meet their visitors. They gave their visitors a plate of biscuits. The little green beings ate all the biscuits—and the plate! The visitors thanked the children for the ‘fuel’ and zoomed back into space.

Concept Some stories are makebelieve.

Oral vocabulary backyard hop beings spaceship fuel zoom

What to do Have the children tell you what is happening in the picture. Ask them to point out the things that are make-believe (not real) and those that are real. Then ask the children to tell you what happens next in the story. Encourage the children to use the vocabulary words in the box. Then have them colour the picture.

Some stories are make-believe.

Extension Have the class choose a favourite make-believe storybook. Enjoy reading it together. Talk about which things are make-believe and which things are real in the story.

114

Unit 13

Everyday literacy: Listening and speaking • www.ricpublications.com.au • R.I.C. Publications®

U NIT

14 Concept Clouds give clues about weather changes.

Activity 1 SKILLS: Listening and speaking • Describe people, places, things, locations and actions • Use new vocabulary • Relate new vocabulary to prior knowledge • Use complete sentences • Follow directions • Respond appropriately to directions and questions • Speak audibly • Take turns speaking in a group

Watching the weather Oral vocabulary Nouns: cloud, report, weather Verb: record Adjectives: rainy, stormy, sunny, windy

Listening to the story Distribute the Activity 1 picture to each student. Then read aloud the story below. Direct students to look at the picture and listen carefully as you read.

Every morning at school, my classmates and I make a weather report. We look outside to see the clouds in the sky. The clouds give us clues about the weather. We record everything we see on the weather chart. We write sunny, windy, rainy or stormy below a picture that shows the weather. Yesterday, we saw dark grey clouds in the sky, so we knew it would be stormy soon. We wrote stormy and put a dark cloud with rain on the weather chart.

Making inferences Guide students in a discussion that helps them make connections and inferences. Ask:

• Make inferences and draw conclusions

• Where do the students look to get clues about the weather? What do they look at?

• Use illustrations to help make connections

• What does it mean to ‘record’ something?

Comprehension

• Determine cause and effect • Recall details Motor skills • Develop small-muscle coordination

Following directions Have students look at the picture. Then say:

Listen carefully and follow my directions.

• What colour were the clouds the Activity 1 picture students saw? (dark grey) Colour the clouds outside grey. Draw raindrops below the clouds.

• What do you think the pictures of the suns on the calendar mean? (The weather was sunny.) Colour the suns on the calendar yellow. What does the umbrella mean? (The weather was rainy.) Colour the umbrella blue.

• On what day was the weather stormy? (Thursday) Underline the word stormy on the weather chart.

• The sentence says, ‘We watch the weather’. Touch the fi rst word. Move your fi nger under the words as you read the sentence with me. (Read.)

Circle the word weather.

Have students add to their pictures by drawing one thing that belongs in the scene and one thing that does not belong. Then discuss their drawings.

R.I.C. Publications®. • www.ricpublications.com.au • Everyday literacy: Listening and speaking

Unit 14

115

Activity 2 SKILLS: Listening and speaking • Describe people, places, things, locations and events • Follow directions • Respond appropriately to directions and questions • Use complete sentences Comprehension • Use illustrations to help make connections • Recall details

Activity 3 SKILLS: Listening and speaking • Respond appropriately to directions and questions • Follow directions • Listen critically to interpret and evaluate Comprehension • Use illustrations to help make connections • Recall details Phonemic awareness • Blend a word phoneme by phoneme

116

Unit 14

Recalling the story Guide a discussion that helps students recall the Activity 1 story. Reread the story if necessary. Say:

In our story, the students watch the clouds to get clues about the weather.

• What types of weather did the students record?

Distribute Activity 2. Then say:

Listen carefully and follow my directions.

• What do you see in box 1? (students at the weather chart) Did students record the weather on a chart in the story? Fill in the Activity 2 circle for yes or for no. (yes) What kind of clouds did the students see in the sky? (dark grey clouds) • What do you see in box 2? (a girl under an umbrella) Was a girl standing under an umbrella in the story? Fill in the circle for yes or for no. (no) • What do you see in box 3? (a student writing the word stormy on the chart) Did that happen in the story? Fill in the circle for yes or for no. (yes) What other kinds of weather did the students record on the chart? (sunny, rainy) • What do you see in box 4? (students waiting to get a drink of water) Did the students line up to drink water in the story? Fill in the circle for yes or for no. (no)

Blending phonemes Reread the Activity 1 story if necessary. Say:

In the story, clouds gave clues about the weather.

• What clues do dark grey clouds give us?

Distribute Activity 3. Then say:

Listen carefully and follow my directions.

• I will say some word parts and then say the whole word. Listen: /g•r•ey/. The word is grey. Now it’s your turn.

• Point to each picture in row 1 as I name it: hat, cat, can. Now listen while I say word parts: /k• a •t/. What is the word? (cat) Activity 3 Circle the cat.

• Point to each picture in row 2 as I name it: cloud, clown, loud. Now listen while I say word parts: /k• l• ow• d/. What is the word? (cloud) Circle the cloud.

• Point to each picture in row 3 as I name it: mow, snake, snow. Listen while I say word parts: /s•n•oh/. What is the word? (snow) Circle the snow.

• Point to each picture in row 4 as I name it: slide, sled, bed. Listen while I say word parts: /s•l•ed/. What is the word? (sled) Circle the sled.

Everyday literacy: Listening and speaking • www.ricpublications.com.au • R.I.C. Publications®

Activity 4 SKILLS: Listening and speaking • Describe people, places, things, locations and actions • Respond appropriately to directions and questions • Follow directions Comprehension • Use illustrations to help make connections • Recall details Motor skills • Develop small-muscle coordination

Activity 5 SKILLS: Listening and speaking • Relate new vocabulary to prior knowledge Comprehension • Respond to openended questions Motor skills • Develop large-muscle coordination

Finishing pictures Reread the Activity 1 story if necessary. Say:

Our story was about students who record the weather.

• What words did they write on the chart?

Distribute Activity 4. Then say:

Listen carefully and follow my directions.

The pictures at the top of the page show different kinds of clouds. Point to each cloud as I talk about it. The fi rst picture shows long lines of grey clouds. The next picture shows a big, puffy, dark cloud. The next picture shows thin, wispy clouds. And Activity 4 the last picture shows a white, puffy cloud.

• Now let’s look at the picture in box 1. What do you see? (a boy and his sled in the snow) On a snowy day, there may be long lines of grey clouds in the sky. Draw long lines of grey clouds in the picture.

• What do you see in box 2? (lightning and trees being blown by a strong wind) On a stormy day, you can see big, puffy, dark clouds. Draw a big, puffy, dark cloud above the lightning.

• What do you see in box 3? (a girl playing in the sand at the beach) On a warm, sunny day when the sky is blue, you may see thin, wispy clouds high in the sky. Colour the sky blue and draw thin, wispy clouds.

• What do you see in box 4? (a bus and trees blowing) On a windy day, you might see clouds that look like piles of puffy cotton. Draw white, puffy clouds in the sky.

Circle activity Have students sit in a circle. Then connect the story to students’ lives by asking: • What do the clouds look like today? What is the weather like today?

Sit with students in the circle and teach them how to make a ‘storm’. Tell them that they must be very quiet in order to hear the storm and that they must follow your actions carefully. Perform each action for about 30 seconds.

First, rub your palms together (wind). Then, snap your fingers (rain sprinkling). Next, clap your fingers to your palms (rain). Then, clap your hands (harder rain). Finally, slap your legs and stamp your feet (hardest rain). To show how a storm passes over, reverse the process: slap legs and stamp feet, clap hands, clap fingers, snap fingers and rub palms together.

Extend the activity Create a weather chart for your class like the one in the story. Have students record the weather each day. Talk about the different kinds of weather they see.

R.I.C. Publications®. • www.ricpublications.com.au • Everyday literacy: Listening and speaking

Unit 14

117

UNIT 14

Name

ACTIVITY 1

Following directions

Watching the weather

We watch the weather.

118

Unit 14

Everyday literacy: Listening and speaking • www.ricpublications.com.au • R.I.C. Publications®

UNIT 14

Name

ACTIVITY 2

Recalling the story

Watching the weather Did it happen in the story?

1

❍ yes

2

❍ no

3

❍ yes

❍ yes

❍ no

4

❍ no

❍ yes

R.I.C. Publications®. • www.ricpublications.com.au • Everyday literacy: Listening and speaking

❍ no Unit 14

119

UNIT 14

Name

ACTIVITY 3

Blending phonemes

Watching the weather Listen to the word parts. Circle the word you hear.

1

2

3

4

120

Unit 14

Everyday literacy: Listening and speaking • www.ricpublications.com.au • R.I.C. Publications®

UNIT 14

Name

ACTIVITY 4

Finishing pictures

Watching the weather Draw the clouds to finish each picture.

clouds

1

2

3

4

R.I.C. Publications®. • www.ricpublications.com.au • Everyday literacy: Listening and speaking

Unit 14

121

UNIT 14

Name

Assessment

What I learnt This week, we listened to the story ‘Watching the weather’. In the story, students make a weather report each day. They look outside to see the clouds. The clouds give clues about the weather. The students record what they see on a weather chart.

What to do Have the children tell you what is happening in the picture. Ask questions such as: What is the weather on this day? How do you know? What will the students record on the chart? What other kinds of weather did they record? Encourage the children to use the vocabulary words in the box. Then have them colour the picture.

Concept Clouds give clues about weather changes.

Oral vocabulary cloud stormy rainy sunny record weather report windy

We watch the weather.

Extension Make a weather chart similar to the one in the picture for the class. Each day, have the class draw a picture and write the word to describe the day’s weather.

122

Unit 14

Everyday literacy: Listening and speaking • www.ricpublications.com.au • R.I.C. Publications®

U NIT

15 Concept Penguins are interesting birds.

Activity 1 SKILLS: Listening and speaking • Speak audibly • Take turns speaking in a group • Describe people, places, things, locations and actions • Use new vocabulary • Relate new vocabulary to prior knowledge • Follow directions • Respond appropriately to directions and questions • Use complete sentences • Listen critically to interpret and evaluate Comprehension • Make inferences and draw conclusions • Use illustrations to help make connections • Recall details • Respond to openended questions Phonological awareness • Identify digraphs (sh)

Penguins Oral vocabulary Nouns: feathers, flippers, penguin Verbs: huddle, waddle Adjective: interesting

Listening to the story Distribute the Activity 1 picture to each student. Then read aloud the story below. Direct students to look at the picture and listen carefully as you read.

Penguins are interesting birds. People laugh at them because they waddle when they walk and their black and white feathers make them look like they are wearing fancy clothes. Penguins have feathers like other birds, but they can’t fly. Their feathers protect them and keep them warm. Penguins’ wings are really fl ippers that help them swim.

Penguins spend a lot of time in the cold waters of the South Pole looking for fi sh to eat. Imagine jumping into freezing water, sliding on ice and standing in the cold wind all day. Brrr! No wonder penguins huddle together in a big group to keep warm. I would, too!

Making inferences Guide students in a discussion that helps them make connections and inferences. Ask:

WEEK 17

Name

Penguins

DAY A 1

Following directions

• Why are penguins interesting birds? • What are some things about penguins that make people laugh?

Following directions Have students look at the picture. Then say:

Listen carefully and follow my directions. • Where do penguins spend a lot of time?

Penguins are interesting birds. (in water) What do penguins use their fl ippers for? (swimming) Do penguins use Activity 1 picture their fl ippers to fly? (no) How do penguins get around? (swim, walk) Draw a blue line under a penguin that is swimming. Draw an orange line under a penguin that is on land. • What do penguins eat? (fish) What sound do you hear at the end of fish? (/sh/) Which letters stand for the /sh/ sound? (sh) Draw two fish in the water. • The sentence says, ‘Penguins are interesting birds’. Touch the fi rst word. Move your fi nger under the words as you read the sentence with me. (Read.) Underline the word penguins.

142

Week 17

R.I.C. PublicationsŽ. • www.ricpublications.com.au • Everyday literacy: Listening and speaking

Everyday literacy: Listening and speaking

t XXX SJDQVCMJDBUJPOT DPN BV t 3 * $ 1VCMJDBUJPOTÂŽ

Unit 15

123

Activity 2 SKILLS: Listening and speaking • Describe people, places, things, locations and actions • Use new vocabulary • Follow directions • Relate new vocabulary to prior knowledge • Use complete sentences Comprehension • Make inferences and draw conclusions • Use illustrations to help make connections • Recall details • Compare and contrast

Activity 3

Recalling the story

Name

WEEK 17

Penguins

Recalling the story

Guide a discussion that helps students recall the Activity 1 story. Reread the story if necessary. Say:

Is it a fact from the story?

We listened to a story about penguins. • How are penguins different from other birds?

2

1

â?? yes

DAY 2

â?? no

3

â?? yes

â?? no

4

Distribute Activity 2. Then say:

Listen carefully and follow my directions. • The picture in box 1 shows a penguin â?? yes â?? no â?? yes â?? no flying. Do penguins fly? (no) Does the picture show a fact from the story? Fill in the circle for yes or for no. (no) Activity 2 • The picture in box 2 shows a penguin swimming and catching a fi sh.

Do penguins swim? (yes) Do penguins eat fi sh? (yes) Does the picture show a fact from the story? Fill in the circle for yes or for no. (yes) • The picture in box 3 shows a penguin on a warm beach. Do penguins live in warm places? (no) Where do most penguins live? (in cold places) Does the picture show a fact from the story? Fill in the circle for yes or for no. (no) • The picture in box 4 shows a group of penguins. Do penguins huddle together in a group? (yes) Does the picture show a fact from the story? Fill in the circle for yes or for no. (yes) Why do penguins huddle together? (to keep warm) t XXX SJDQVCMJDBUJPOT DPN BV t 3 * $ 1VCMJDBUJPOTŽ

Everyday literacy: Listening and speaking

Week 17

143

Listening for rhyming words Distribute Activity 3. Then say:

SKILLS: Listening and speaking • Follow directions • Listen critically to interpret and evaluate Comprehension • Use illustrations to help make connections Phonological awareness • Perceive differences between similarsounding spoken words

124

Unit 15

We are going to listen for rhyming words. • Look at row 1. The fi rst picture shows a zipper. Say zipper. (zipper) Let’s name the other pictures together: slipper, sock.

Circle the picture that rhymes with zipper. • Look at row 2. The fi rst picture shows a sled. Say sled. (sled) Let’s name the other pictures together: head, bed. Circle the pictures that rhyme with sled. • Look at row 3. The fi rst picture shows a group. Say group. (group) Let’s name Activity 3 the other pictures together: soup, spoon.

Circle the picture that rhymes with group. • Look at row 4. Name the fi rst picture. (pie) Let’s name the other pictures together: tie, penguin. Circle the picture that rhymes with pie. • Look at row 5. The fi rst picture is a ring. Say ring. (ring) Let’s name the other pictures together: king, cat. Circle the picture that rhymes with ring.

Everyday literacy: Listening and speaking • www.ricpublications.com.au • R.I.C. PublicationsŽ

Activity 4 SKILLS: Listening and speaking • Respond appropriately to directions and questions • Follow directions • Listen critically to interpret and evaluate Comprehension • Use illustrations to help make connections • Recall details Motor skills • Develop small-muscle coordination

Activity 5 SKILLS: Listening and speaking

Developing small-motor skills Reread the Activity 1 story if necessary. Say:

WEEK 17

Name

Penguins

DAY 4

Small motor skills

This week, we learnt about penguins. • What do penguins have instead of wings?

Distribute Activity 4. Then say:

Listen carefully and follow my directions. • Do penguins have feathers? If the answer is yes, colour the penguin’s feathers black and white. If the answer is no, draw a hat on the penguin. (yes; feathers are coloured black and white) • Do penguins eat plants? If the answer is Activity 4 yes, draw plants on the ice. If the answer is no, colour the fi sh orange. (no; fish is coloured orange) • Do penguins live near the South Pole? If the answer is yes, draw a snowball in the picture. If the answer is no, draw a tree in the picture. (yes; drawing shows a snowball) • Do penguins fly? If the answer is yes, draw a bird in the sky. If the answer is no, colour the water blue. (no; water is coloured blue) • Do penguins huddle together to keep warm? If the answer is yes, draw another penguin. If the answer is no, draw a scarf on the penguin. (yes; drawing shows another penguin) t XXX SJDQVCMJDBUJPOT DPN BV t 3 * $ 1VCMJDBUJPOTŽ

Everyday literacy: Listening and speaking

Week 17

145

Circle activity Have students sit in a circle. Then connect the story to students’ lives by asking: • What do you know about penguins?

• Describe ideas, feelings and experiences

• Have you ever seen a real penguin?

Comprehension

• What do you like about penguins?

• How are penguins different from other birds?

• Recall details • Respond to openended questions Phonological awareness • Recite short poems, rhymes, songs and stories with repeated patterns Motor skills • Develop large-muscle coordination

Teach the song below, sung to the tune of ‘I’m a little teapot’. Then teach students to use the movements to illustrate the words.

I’m a little penguin, short and stout. (Make arms into wings.)

When I’m on land, I waddle about. (Waddle and turn in place.)

When I get real hungry, it’s time to fi sh. (Rub tummy.)

I dive right in and splish, splash, splish! (Flap arms like flippers.)

Extend the activity Read aloud a nonfiction book about penguins. After you read, have students name other facts they learnt about penguins from the book.

R.I.C. PublicationsŽ. • www.ricpublications.com.au • Everyday literacy: Listening and speaking

Unit 15

125

UNIT 15

Name

ACTIVITY 1

Following directions

Penguins

Penguins are interesting birds.

126

Unit 15

Everyday literacy: Listening and speaking • www.ricpublications.com.au • R.I.C. Publications®

UNIT 15

Name

ACTIVITY 2

Recalling the story

Penguins Is it a fact from the story?

2

1

❍ yes

❍ no

3

❍ yes

❍ yes

❍ no

4

❍ no

❍ yes

R.I.C. Publications®. • www.ricpublications.com.au • Everyday literacy: Listening and speaking

❍ no Unit 15

127

UNIT 15

Name

ACTIVITY 3

Rhyming words

Penguins Circle the ones that rhyme with the first picture in the row.

1

2

3

4

5

128

Unit 15

Everyday literacy: Listening and speaking • www.ricpublications.com.au • R.I.C. Publications®

Name

UNIT 15

ACTIVITY 4

Small-motor skills

Penguins Listen and follow the directions to finish the picture.

R.I.C. Publications®. • www.ricpublications.com.au • Everyday literacy: Listening and speaking

Unit 15

129

UNIT 15

Name

Assessment

What I learnt This week, we listened to the story ‘Penguins’. The story gave information about penguins. Penguins have an amusing way of waddling and their black and white feathers make them look like they are wearing fancy clothes. Penguins are birds, but they do not fly. Their wings are flippers that they use for swimming in the icy waters of the South Pole. They hunt for fish and huddle together in a big group to keep warm.

Concept Penguins are interesting birds.

Oral vocabulary fancy interesting feathers penguin flippers waddle huddle

What to do Have the children tell you what is happening in the picture. Ask them to tell you at least three facts about penguins that are shown in the picture. Encourage the children to use the vocabulary words in the box.

Penguins are interesting birds.

Extension Have the class name other animals that live on both land and water and draw pictures of them.

130

Unit 15

Everyday literacy: Listening and speaking • www.ricpublications.com.au • R.I.C. Publications®

U NIT

16 Concept Plants grow from seeds.

Activity 1 SKILLS: Listening and speaking • Describe people, places, things, locations and actions • Respond appropriately to directions and questions • Use new vocabulary • Relate new vocabulary to prior knowledge • Use complete sentences • Follow directions

Planting flowers Oral vocabulary Nouns: bud, seed, shoot, soil, sunflower Verbs: plant, split, sprout

Listening to the story Distribute the Activity 1 picture to each student. Then read aloud the story below. Direct students to look at the picture and listen carefully as you read.

You might not guess this, but every seed has a plant inside it. Mum and I planted a seed in the soil last spring. The warm sun and rain made the seed start to grow. The seed split open and a tiny shoot poked out of it and grew up through the soil. The next thing I saw were green leaves sprouting from a stem. Mum said the leaves make food for the plant. Before long, we could see a bud at the top of the plant. It opened into a giant yellow sunfl ower! The middle of the sunfl ower had a lot of new seeds. We’re going to save some seeds so we can plant them next year.

• Speak audibly • Take turns speaking in a group

Making inferences

Comprehension • Make inferences and draw conclusions

Guide students in a discussion that helps them make connections and inferences. Ask:

• Recall details

• What kind of seed did the girl plant?

• Use illustrations to help make connections

• What is another word for ‘soil’?

Motor skills • Develop small-muscle coordination

Following directions Have students look at the picture. Then say:

Listen carefully and follow my directions.

• What do the leaves of the plant do? (make food for the plant) Where are the leaves? (on the stem) Colour the sunfl ower leaves and the stem green.

• What colour is a sunfl ower? (yellow) Activity 1 picture Colour the fl ower yellow.

• What helped the seed to grow? (soil; warm sun; rain) Colour the soil under the sunfl ower brown. Draw the sun in the sky.

• What other way besides rain can plants get water? (from a hose) Colour the hose green.

• The sentence says, ‘Every seed has a plant inside it’. Touch the fi rst word.

Move your fi nger under the words as you read the sentence with me.

(Read.) Underline the word plant.

R.I.C. Publications®. • www.ricpublications.com.au • Everyday literacy: Listening and speaking

Unit 16

131

Activity 2 SKILLS: Listening and speaking • Describe people, places, things, locations and actions • Use complete sentences • Follow directions • Respond appropriately to directions and questions Comprehension • Use illustrations to help make connections • Identify a sequence of events • Recall details

Activity 3 SKILLS: Listening and speaking • Follow directions • Listen critically to interpret and evaluate • Relate new vocabulary to prior knowledge Phonological awareness • Blend the sounds of an onset/rime of a spoken word

Sequencing Guide a discussion that helps students recall the Activity 1 story. Reread the story if necessary. Say:

We listened to a story about a sunfl ower.

• Which part of the plant made new seeds?

Distribute Activity 2. Then say:

Listen carefully and follow my directions.

• The pictures show how a sunflower grows, but they are not in order. Which picture shows what happens fi rst? (A seed is planted in the soil.) Draw a line from that picture to the number 1.

Activity 2 • Which picture shows what happens second? (The seed splits open. A tiny shoot pokes up through the soil.)

Draw a line from that picture to the number 2.

• Which picture shows what happens next? (Leaves sprout from the shoot/ stem.) Draw a line from that picture to the number 3.

• Which picture shows what happens next? (A bud grows at the top of the plant.) Draw a line from that picture to the number 4.

• Which picture shows what happens last? (The plant opens into a sunflower.) Draw a line from that picture to the number 5.

Blending onset and rime Distribute Activity 3. Then say: • Listen carefully and follow my directions.

I will say two word parts and then say the whole word. Listen: /spr•out/. The word is sprout. Now it’s your turn.

• Look at row 1. Name the pictures with me: plant, plane, apple. Listen while I say two word parts: /pl•ant/. What is the word? (plant) Circle the correct picture.

• Name the pictures in row 2 with me: flower, fly, leaf. Listen: /fl•y/. What is the word? (fly) Circle the correct picture.

• Name the pictures in row 3 with me: sunfl ower, seed, shoot. Listen: /sh•oot/.

What is the word? (shoot ) Circle the correct picture.

Activity 3

• Name the pictures in row 4 with me: hose, seed, hat. Listen: /s•eed/.

What is the word? (seed ) Circle the correct picture.

132

Unit 16

Everyday literacy: Listening and speaking • www.ricpublications.com.au • R.I.C. Publications®

Activity 4 SKILLS: Listening and speaking • Follow directions • Relate new vocabulary to prior knowledge • Describe people, places, things, locations and actions • Respond appropriately to directions and questions Comprehension • Determine cause and effect • Identify a sequence of events • Recall details Motor skills • Develop small-muscle coordination

Activity 5 SKILLS: Comprehension • Respond to openended questions Phonological awareness • Recite short poems, rhymes, songs and stories with repeated patterns Motor skills • Develop large-muscle coordination

Finishing pictures Reread the Activity 1 story if necessary. Say:

Our story was about growing sunfl owers.

• What does a seed have inside it?

Distribute Activity 4. Then say:

Listen carefully and follow my directions.

• What do you see in box 1? (a seed in the soil; a hose) Draw two more seeds in the soil. The sun is shining on the seeds.

What else do the seeds need to grow? (water) Draw water coming from the hose. The word in this box says seed.

Let’s read it together: seed.

Activity 4 • What do you see in box 2? (three seeds, one has a shoot; a cloud) Draw two more shoots coming from the seeds.

What will help the shoots grow? (rain) Draw raindrops under the cloud.

The word in this box says sprout. Let’s read it together: sprout.

• What do you see in box 3? (three sunflower stems with leaves, one with a bud at the top) Draw a bud at the top of the other stems. Draw the sun in the sky to help the sunfl owers bloom. The word in this box says bud.

Let’s read it together: bud.

• What do you see in box 4? (three sunflower stems, one blooming) Draw a sunfl ower bloom on the other stems. The word in this box says flower.

Let’s read it together: flower.

Circle activity Have students sit in a circle. Then connect the story to students’ lives by asking: • Have you ever planted a seed? What kind was it?

• Did it grow?

Introduce and model the chant and fingerplay below. Then have students recite the chant along with you.

Plant a tiny seed.

(With one hand, place an imaginary seed in palm of the other.)

Watch it grow and grow.

(Close hand with seed.)

A shoot, a stem, some leaves, a bud— (Hold up fist with pinky extended for ‘a shoot’; change to index finger for ‘a stem’; hold two hands open, joined at wrists for ‘some leaves’; then clasp hands together for ‘a bud’.)

It’s a sunfl ower, don’t you know?

(Open hands next to face with fingers spread out like flower petals.)

R.I.C. Publications®. • www.ricpublications.com.au • Everyday literacy: Listening and speaking

Unit 16

133

UNIT 16

Name

ACTIVITY 1

Following directions

Planting flowers

Every seed has a plant inside it.

134

Unit 16

Everyday literacy: Listening and speaking • www.ricpublications.com.au • R.I.C. Publications®

Name

UNIT 16

ACTIVITY 2

Sequencing

Planting flowers Put the pictures in order.

1

2

3

4

5

R.I.C. Publications®. • www.ricpublications.com.au • Everyday literacy: Listening and speaking

Unit 16

135

UNIT 16

Name

ACTIVITY 3

Blending onset and rime

Planting flowers Listen. Circle the word you hear.

1

2

3

4

136

Unit 16

Everyday literacy: Listening and speaking • www.ricpublications.com.au • R.I.C. Publications®

UNIT 16

Name

ACTIVITY 4

Finishing pictures

Planting flowers Listen. Finish the pictures.

1

2

seed

sprout

3

4

bud

flower

R.I.C. Publications®. • www.ricpublications.com.au • Everyday literacy: Listening and speaking

Unit 16

137

UNIT 16

Name

Assessment

What I learnt This week, we listened to the story ‘Planting flowers’. In the story, a girl planted a sunflower seed. The seed split open and sent a tiny shoot up through the soil. Green leaves sprouted from the stem. Then a bud appeared at the top of the plant. It opened into a giant yellow sunflower. The girl and her mum saved some of the new seeds to grow more plants next year.

Concept Plants grow from seeds.

Oral vocabulary bud soil plant split seed sprout shoot sunflower

What to do Have the children look at the picture and tell you what is happening. Ask them to tell you step by step how a sunflower grows from a seed. Encourage the children to use the vocabulary words in the box. Then have them colour the picture.

Every seed has a plant inside it.

Extension Help the class collect different kinds of seeds from fruits and flowers that grow near your home or in your neighbourhood. Tape the seeds to a paper plate and help the class label them. Ask them to tell you about each kind of seed (for example, colour, shape, size etc.).

138

Unit 16

Everyday literacy: Listening and speaking • www.ricpublications.com.au • R.I.C. Publications®

U NIT

17 Concept We can all help keep Earth clean.

Activity 1 SKILLS: Listening and speaking • Use language to show reasoning • Speak audibly • Follow directions • Respond appropriately to directions and questions • Use new vocabulary • Take turns speaking in a group • Describe ideas, feelings and experiences • Relate new vocabulary to prior knowledge • Use complete sentences Comprehension • Make inferences and draw conclusions • Determine cause and effect • Recall details • Use illustrations to help make connections Motor skills • Develop small-muscle coordination

Clean-up day Oral vocabulary Nouns: neighbourhood, park, permission, rubbish Verbs: collect, clean-up, recycle

Listening to the story Distribute the Activity 1 picture to each student. Then read aloud the story below. Direct students to look at the picture and listen carefully as you read.

My name is Daniel. My friends and I like to play in the park in our neighbourhood. One day, we noticed that there was a lot of rubbish in the park. So we asked our parents if we could have a clean-up day. Dad called the local council and got permission. My friends and I had a cake stall to earn money to buy rubbish bags and gloves.

Then we invited our friends at school and our neighbours to help clean up the park. On Clean-up Day, we collected rubbish and things that can be recycled. Then we put up a sign that said, ‘Please keep our park clean’. Is there a place that’s important to you? Does it need a clean-up day? We did it! You can, too.

Making inferences Guide students in a discussion that helps them make connections and inferences. Ask:

WEEK 19

Name

Clean-up day

DAY 1

Following directions

• Why did Daniel want to clean up the park? • How do you think the children felt after they cleaned the park?

Following directions Have students look at the picture. Then say:

Listen carefully and follow my directions. • Why is the park important to Daniel and his friends? (They like to play there.) What Activity 1 picture play equipment does this park have? (swing set) What other play equipment have you seen at parks? (Answers vary.) • What is in the bag? (rubbish or things that can be recycled) What things can be recycled? (cans, bottles, paper) Colour the bag green. • The sign on the fence says, ‘Please keep our park clean’. Touch the fi rst word. Move your fi nger under the words as you read the sentence with me. (Read.) • Draw something you like to play with or on at a park (e.g. a slide).

158

Week 19

R.I.C. PublicationsŽ. • www.ricpublications.com.au • Everyday literacy: Listening and speaking

Everyday literacy: Listening and speaking

t XXX SJDQVCMJDBUJPOT DPN BV t 3 * $ 1VCMJDBUJPOTÂŽ

Unit 17

139

Activity 2 SKILLS: Listening and speaking • Describe people, places, things, locations and actions • Use new vocabulary • Relate new vocabulary to prior knowledge • Follow directions • Respond appropriately to directions and questions Comprehension • Use illustrations to help make connections • Recall details

Activity 3 SKILLS: Listening and speaking • Speak audibly • Respond appropriately to directions and questions • Use complete sentences • Listen critically to interpret and evaluate Comprehension • Use illustrations to help make inferences Phonological awareness • Identify common beginning consonant sounds in spoken words

140

Unit 17

Recalling the story Guide a discussion that helps students recall the Activity 1 story. Reread the story if necessary. Say:

Name

WEEK 19

Clean-up day

Recalling the story

DAY 2

Did it happen in the story?

1

2

We listened to a story about Clean-up Day. • What did Daniel’s friends and family do? â?? yes

Distribute Activity 2. Say:

â?? no

3

â?? yes

â?? no

4

Listen carefully and follow my directions. • What do you see in box 1? (children collecting rubbish) Did children collect â?? yes â?? no â?? yes â?? no rubbish in the story? Fill in the circle for yes or for no. (yes) Where did the children collect rubbish? (at the park) Activity 2 • The picture in box 2 shows children having a parade. Did the children in the story have a parade? Fill in the circle for yes or for no. (no) • What do you see in box 3? (children planting flowers) Did the children in the story plant fl owers? Fill in the circle for yes or for no. (no) • The picture in box 4 shows a sign that says, ‘Please keep our park clean’.

Did the sign in the story say, ‘Please keep our park clean’? Fill in the circle for yes or for no. (yes) t XXX SJDQVCMJDBUJPOT DPN BV t 3 * $ 1VCMJDBUJPOTŽ

Listening for b and p

Week 19

Everyday literacy: Listening and speaking

WEEK 19

Name

159

DAY 3

Listening for b and p

Clean-up day Listen to the word. Fill in the circle to show if you hear /b/ or /p/.

Distribute Activity 3. Then say: 1 2 The letter b stands for this sound: /b/. Say â?? b â?? p â?? b â?? p /b/. (/b/)The letter p stands for this sound: 3 4 /p/. Say /p/. (/p/) • Look at box 1. The picture shows a bag. â?? b â?? p â?? b â?? p Say bag. (bag) Do you hear /b/ or /p/ in 5 6 bag? (/b/) Fill in the circle for b or for p. â?? b â?? p â?? b â?? p • Look at box 2. Name the picture. (peas) 7 8 Do you hear /b/ or /p/ in peas? (/p/) Fill in the circle for b or for p. â?? b â?? p â?? b â?? p • Look at box 3. Name the picture. (bird) Do you hear /b/ or /p/ in bird? (/b/) Fill in Activity 3 the circle for b or for p. • Look at box 4. Name the picture. (bat) Do you hear /b/ or /p/ in bat? (/b/) Fill in the circle for b or for p. • Look at box 5. Name the picture. (plant) Do you hear /b/ or /p/ in plant? (/p/) Fill in the circle for b or for p. • Look at box 6. Name the picture. (pies) Do you hear /b/ or /p/ in pies? (/p/) Fill in the circle for b or for p. • Look at box 7. Name the picture. (bed) Do you hear /b/ or /p/ in bed? (/b/) Fill in the circle for b or for p. • Look at box 8. Name the picture. (penguin) Do you hear /b/ or /p/ in penguin? (/p/) Fill in the circle for b or for p.

160

Week 19

Everyday literacy: Listening and speaking

t XXX SJDQVCMJDBUJPOT DPN BV t 3 * $ 1VCMJDBUJPOTÂŽ

Everyday literacy: Listening and speaking • www.ricpublications.com.au • R.I.C. PublicationsŽ

Activity 4 SKILLS: Listening and speaking • Follow directions • Use new vocabulary • Use complete sentences • Describe people, places, things, locations and actions • Use language to show reasoning Comprehension • Recall details Motor skills • Develop small-muscle coordination

Activity 5 SKILLS: Listening and speaking • Speak audibly Comprehension • Respond to openended questions Phonological awareness • Recite short poems, rhymes, songs and stories with repeated patterns

Developing small-motor skills Reread the Activity 1 story if necessary. Say:

WEEK 19

Name

Clean-up day

DAY 4

Small motor skills

Listen and follow the directions.

In our story this week, Daniel and his friends cleaned up the park in their neighbourhood. • Why did Daniel want to have a clean-up day?

Distribute Activity 4. Then say:

Listen carefully and follow my directions. • What place does this picture show? (a park) This park is called ‘Pine Tree Park’.

Draw a box around the words ‘Pine Tree Park’ to fi nish the park sign. Let’s read the sign together: ‘Pine Tree Park’.

Activity 4 • Why is Pine Tree Park a good name for this park? (There are trees growing in the park.) The trees in the picture are called pine trees. Colour the pine trees green. • What needs to be cleaned up in the park? (the rubbish, papers, bottles, cans on the ground) Draw an X on the things that need to be picked up.

Where do those things belong? (in a rubbish bin) Draw a rubbish bin in the park. • Now draw yourself playing in the park. t XXX SJDQVCMJDBUJPOT DPN BV t 3 * $ 1VCMJDBUJPOTŽ

Week 19

Everyday literacy: Listening and speaking

161

Circle activity Have students sit in a circle. Then connect the story to students’ lives by asking: • What can you do to help keep parks, beaches, playgrounds and other places clean?

Introduce and model the chant below.

Chant together: Help clean up, it’s the thing to do.

Care for Earth, it’s up to you.

Use a rubbish bin, it’s the thing to do.

Care for Earth, it’s up to you.

Recycle cans, it’s the thing to do.

Care for Earth, it’s up to you.

Have students suggest other Earth-friendly activities to substitute in the chant (e.g. recycle bottles, plant a tree, plant a garden, recycle paper, walk don’t drive, ride a bike, turn off lights, turn off the tap etc.).

Extend the activity Organise a clean-up day at your school or local park. Invite students and parents to participate.

R.I.C. PublicationsŽ. • www.ricpublications.com.au • Everyday literacy: Listening and speaking

Unit 17

141

UNIT 17

Name

ACTIVITY 1

Following directions

Clean-up day

142

Unit 17

Everyday literacy: Listening and speaking • www.ricpublications.com.au • R.I.C. Publications®

UNIT 17

Name

ACTIVITY 2

Recalling the story

Clean-up day Did it happen in the story?

1

❍ yes

2

❍ no

3

❍ yes

❍ yes

❍ no

4

❍ no

❍ yes

R.I.C. Publications®. • www.ricpublications.com.au • Everyday literacy: Listening and speaking

❍ no Unit 17

143

UNIT 17

Name

ACTIVITY 3

Listening for b and p

Clean-up day Listen to the word. Fill in the circle to show if you hear /b/ or /p/.

1

2

❍ b

❍ p

3

❍ p

❍ b

❍ p

❍ b

❍ p

❍ b

❍ p

4

❍ b

❍ p

5

6

❍ b

❍ p

7

8

❍ b 144

❍ b

Unit 17

❍ p

Everyday literacy: Listening and speaking • www.ricpublications.com.au • R.I.C. Publications®

Name

UNIT 17

ACTIVITY 4

Small-motor skills

Clean-up day Listen and follow the directions.

R.I.C. Publications®. • www.ricpublications.com.au • Everyday literacy: Listening and speaking

Unit 17

145

UNIT 17

Name

Assessment

What I learnt This week, we listened to the story ‘Clean-up day’. In the story, Daniel and his friends decided to clean up their neighbourhood park. His dad called the local council for permission. Then they had a cake stall to raise money for gloves and rubbish bags. On Clean-up Day, Daniel and his friends collected rubbish and recyclables. Then they posted a sign that said, ‘Please keep our park clean’.

Concept We can all help keep Earth clean.

Oral vocabulary clean-up permission collect recycle neighbourhood rubbish park

What to do Have the children look at the picture and describe what is happening. Ask them to tell you what the children did to make the park a better place. Then have the children draw themselves in the picture.

Extension Ask the class to name a public place their family enjoys going to, such as a park, a playground or a beach. The next time you go to that place, take a rubbish bag and gloves. Have the class help you collect any rubbish or recyclables. Talk about the importance of not littering and always leaving places better than you found them.

146

Unit 17

Everyday literacy: Listening and speaking • www.ricpublications.com.au • R.I.C. Publications®

U NIT

18 Concept Reading is fun.

Activity 1 SKILLS: Listening and speaking • Describe people, places, things, locations and actions • Use new vocabulary • Follow directions • Speak audibly • Take turns speaking in a group • Respond appropriately to directions and questions • Relate new vocabulary to prior knowledge • Use complete sentences • Use language to show reasoning Comprehension • Make inferences and draw conclusions • Recall details • Respond to openended questions • Use illustrations to help make connections

Summer reading Oral vocabulary Nouns: reading, summer Adjectives: adventure, exciting, mystery

Listening to the story Distribute the Activity 1 picture to each student. Then read aloud the story below. Direct students to look at the picture and listen carefully as you read.

The school year is almost over, so our class has been talking about summer reading. Mrs Hamilton said that every student should read at least ten books this summer. But I’m planning to read twenty books! I like adventure books the most. Something exciting is always happening in the story. My friend Zeke likes mystery stories because you never know what’s going to happen next. Pete likes to read books about animals because he learns a lot about how they live.

We’ll all be busy reading this summer. Reading is fun!

Making inferences Guide students in a discussion that helps them make connections and inferences.

Name

WEEK 20

Summer reading

Following directions

DAY 1

• Who is Mrs Hamilton? • Why do you think Mrs Hamilton wants her students to read this summer? • What types of books do the students like?

Following directions Have students look at the picture. Then say: Reading is fun!

Listen carefully and follow my directions. • What is the class talking about? (summer Activity 1 picture reading) What is the teacher’s name?

(Mrs Hamilton) What is she showing them? (books for summer reading) Look at the book covers. Colour three books you might like to read. • Mrs Hamilton wrote this message on the board for her students: Summer Homework: Read ten books! Touch the fi rst word. Move your fi nger under the words as we read the message together.

(Read.) Draw a green box around the message. Draw a red line under the word read. Now let’s read the sentence at the bottom of the page. It says, ‘Reading is fun!’ 166

Week 20

R.I.C. PublicationsŽ. • www.ricpublications.com.au • Everyday literacy: Listening and speaking

Everyday literacy: Listening and speaking

t XXX SJDQVCMJDBUJPOT DPN BV t 3 * $ 1VCMJDBUJPOTÂŽ

Unit 18

147

Activity 2 SKILLS: Listening and speaking • Describe people, places, things, locations and actions • Follow directions • Use complete sentences • Respond appropriately to directions and questions Comprehension • Use illustrations to help make connections • Recall details • Respond to openended questions • Make inferences and draw conclusions

Activity 3 SKILLS: Listening and speaking • Listen critically to interpret and evaluate • Respond appropriately to directions and questions Comprehension • Use illustrations to help make connections Phonological awareness • Demonstrate an awareness of early structural analysis skills (verb endings: ing)

148

Unit 18

Recalling the story Guide a discussion that helps students recall the Activity 1 story. Reread the story if necessary. Say:

Name

WEEK 20

Summer reading

Recalling the story

DAY 2

Was it in the story?

1

Our story is about Mrs Hamilton’s class. • What is the summer homework?

2

Distribute Activity 2. Then say: 3

Listen carefully and follow my directions. • Look at row 1. The pictures show maths 4 sheets, crayons and books. Circle the picture that shows what Mrs Hamilton was talking about with her class. (books) Activity 2 • Look at row 2. The pictures show a girl watching TV, a boy reading a book and a boy playing a game. Circle the picture that shows what Mrs Hamilton wants her students to do this summer. (read) Why? (so they will become better readers) • Look at row 3. The pictures show numbers. Circle the number that shows how many books the students in Mrs Hamilton’s class are supposed to read this summer. (10) How many books could you read over the summer? (Answers vary.) • Look at row 4. The pictures show a baby, a giant and a scuba diver.

Circle the picture that you might see in a book about ocean animals. (scuba diver) t XXX SJDQVCMJDBUJPOT DPN BV t 3 * $ 1VCMJDBUJPOTÂŽ

Listening for word endings Distribute Activity 3. Then say:

Week 20

Everyday literacy: Listening and speaking

WEEK 20

Name

Summer reading

167

DAY 3

Word endings

Listen and follow the directions.

1

2

Some words end in the letters i-n-g. The letters i-n-g stand for this sound: /ing/. Say /ing/. (/ing/) • Now look at box 1. Listen for /ing/ in this sentence: Zeke is listening to music.

3 4 In which word did you hear /ing/? (listening) Circle the picture that shows Zeke listening. • Look at box 2. Listen: Jen and Jay are talking. In which word did you hear /ing/? (talking) Circle the picture that Activity 3 shows Jen and Jay talking. • Look at box 3. Listen: Zeke is reading his book. In which word did you hear /ing/? (reading) Circle the picture that shows Zeke reading. • Look at box 4. Listen: Laura is choosing a book to read. In which word did you hear /ing/? (choosing) Circle the picture that shows Laura choosing a book. What sound do the letters i-n-g stand for? (/ing/) 168

Week 20

Everyday literacy: Listening and speaking

t XXX SJDQVCMJDBUJPOT DPN BV t 3 * $ 1VCMJDBUJPOTÂŽ

Everyday literacy: Listening and speaking • www.ricpublications.com.au • R.I.C. PublicationsŽ

Activity 4 SKILLS: Listening and speaking • Respond appropriately to directions and questions • Follow directions • Describe ideas, feelings and experiences • Use complete sentences • Take turns speaking in a group Comprehension • Recall details Motor skills • Develop small-muscle coordination

Activity 5 SKILLS:

Finishing a picture Reread the Activity 1 story if necessary. Say:

Name

WEEK 20

Summer reading

Finishing a picture

Listen and follow the directions. Complete the sentence.

This week, our story is about the books Mrs Hamilton’s students like to read. • Name the types of books the students in the story like to read.

Distribute Activity 4 and assign students partners. Then say:

Listen carefully and follow my directions. • Tell your partner the name of a book you Reading about is fun! enjoyed reading this year. Then tell why you liked it. (Answers vary.)

Activity 4 • Tell your partner what you like to read about (e.g. sports, people, fairytales, adventure). • Look at the picture on this page.

Draw a book cover that shows something you like to read about. • Finish the face to look like yourself. is • The sentence at the bottom of the page says: Reading about fun! Move your fi nger under the words as we read it together. (Read.)

Write a word to fi nish the sentence. Then read the sentence to your partner. t XXX SJDQVCMJDBUJPOT DPN BV t 3 * $ 1VCMJDBUJPOTÂŽ

Have students sit in a circle. Then connect the story to students’ lives by asking:

• Speak audibly

• How many books are you planning to read this summer?

Phonological awareness • Recite short poems, rhymes, songs and stories with repeated patterns

169

Circle activity

• What kinds of books do you like to read?

Comprehension • Respond to openended questions

Week 20

Everyday literacy: Listening and speaking

Listening and speaking • Take turns speaking in a group

DAY 4

Introduce and model the call-and-response below.

Students: What can you do on a summer day?

Teacher: What can you do when it’s hot?

Students: Read a book!

Students: What can you do on a summer day?

Teacher: What can you do when it rains?

Students: Read a book!

Students: What can you do on a summer day?

Teacher: What can you do on your own?

Students: Read a book!

Students: What can you do on a summer day?

Teacher: What can you do for some fun?

Students: Read a book!

R.I.C. PublicationsŽ. • www.ricpublications.com.au • Everyday literacy: Listening and speaking

Unit 18

149

UNIT 18

Name

ACTIVITY 1

Following directions

Summer reading

Reading is fun!

150

Unit 18

Everyday literacy: Listening and speaking • www.ricpublications.com.au • R.I.C. Publications®

Name

UNIT 18

ACTIVITY 2

Recalling the story

Summer reading Was it in the story?

1

2

3

4

R.I.C. Publications®. • www.ricpublications.com.au • Everyday literacy: Listening and speaking

Unit 18

151

UNIT 18

Name

ACTIVITY 3

Word endings

Summer reading Listen and follow the directions.

1

2

3

4

152

Unit 18

Everyday literacy: Listening and speaking • www.ricpublications.com.au • R.I.C. Publications®

Name

UNIT 18

ACTIVITY 4

Finishing a picture

Summer reading Listen and follow the directions. Complete the sentence.

Reading about R.I.C. Publications®. • www.ricpublications.com.au • Everyday literacy: Listening and speaking

is fun!

Unit 18

153

UNIT 18

Name

Assessment

What I learnt This week, we listened to the story ‘Summer reading’. In the story, Mrs Hamilton gave her class summer homework. The students must read ten books. One student plans to read twenty books! Zeke likes mystery stories and Pete likes books about animals. Everyone will be busy reading this summer. Reading is fun!

Concept Reading is fun.

Oral vocabulary adventure reading exciting summer mystery

What to do Have the children describe what is happening in the picture. Ask the children to tell you what their favourite types of books are.

Then have the children colour the picture.

Reading is fun!

Extension Encourage the class to read to you every day. Keep track of the number of pages they read in one week on a calendar or chart. Talk about the importance of reading every day.

154

Unit 18

Everyday literacy: Listening and speaking • www.ricpublications.com.au • R.I.C. Publications®

Answers Answers Unit 1

Activity 2 UNIT 1

Name

ACTIVITY 2

Activity 3 UNIT 1

Name

Sequencing

ACTIVITY 3

Activity 4 UNIT 1

Name

Finishing pictures

School starts today

School starts today

Put the pictures in order. Write 1, 2, or 3.

Listen to the sentence. Draw what is missing.

1

ACTIVITY 4

Beginning sounds

School starts today Does it begin with the sound of b or t? Write the missing letter.

1

2

2

A

3

1

b us

2

t op

3 B

3

3

1

4

4

b all

2

t ent

5

6

C

2

3

R.I.C. Publications®. • www.ricpublications.com.au • Everyday literacy: Listening and speaking

Unit 2

Unit 1

15

16

Unit 1

Everyday literacy: Listening and speaking • www.ricpublications.com.au • R.I.C. Publications®

Activity 2 UNIT 2

Name

b ug

b ed

1

ACTIVITY 2

R.I.C. Publications®. • www.ricpublications.com.au • Everyday literacy: Listening and speaking

Activity 3 UNIT 2

Name

Recalling the story

ACTIVITY 3

UNIT 2 ACTIVITY 4 Learning days of the week

Name

Blending word parts

Friends

Friends

Did it happen in the story?

Listen to the word parts. Circle the word you hear.

Listen. Draw a line to match the word with the picture.

2 1

2

❍ yes

❍ no

3

❍ yes 4

❍ no

❍ yes

R.I.C. Publications®. • www.ricpublications.com.au • Everyday literacy: Listening and speaking

Unit 3 Name

•

•

2 Monday

•

•

3 Tuesday

•

•

4 Wednesday

•

•

5 Thursday

•

•

6 Friday

•

•

7 Saturday

•

•

4

❍ no

Unit 2

23

24

Unit 2

Everyday literacy: Listening and speaking • www.ricpublications.com.au • R.I.C. Publications®

Activity 2 UNIT 3

1 Sunday

❍ no

3

❍ yes

17

Activity 4

Friends 1

Unit 1

ACTIVITY 2

R.I.C. Publications®. • www.ricpublications.com.au • Everyday literacy: Listening and speaking

Activity 3 UNIT 3

Name

Receptive language

ACTIVITY 3

Unit 2

25

Activity 4 UNIT 3

Name

Listening for rhyme

ACTIVITY 4

Finishing a picture

Dog friends

Dog friends

Dog friends

Listen and follow the directions.

Mark the ones that rhyme.

Listen and finish the picture.

1

1

❍

❍

❍

❍

❍

❍

❍

❍

❍

❍

❍

❍

2 2

brown

black

3 3 4

Pets are friends.

4

❍ R.I.C. Publications®. • www.ricpublications.com.au • Everyday literacy: Listening and speaking

Names vary.

5

Unit 3

31

32

Unit 3

❍

❍

Everyday literacy: Listening and speaking • www.ricpublications.com.au • R.I.C. Publications®

R.I.C. Publications®. • www.ricpublications.com.au • Everyday literacy: Listening and speaking

R.I.C. Publications®. • www.ricpublications.com.au • Everyday literacy: Listening and speaking

Answers

Unit 3

33

155

Answers Answers Unit 4

Activity 2 UNIT 4

Name

ACTIVITY 2

Activity 3 UNIT 4

Name

Identifying seasons

ACTIVITY 3

Activity 4 UNIT 4

Name

Finishing pictures

Four seasons

Four seasons

Trace the word. Circle the things that happen during the season.

Read the sentence. Finish the picture.

ACTIVITY 4

Short vowel sounds

Four seasons Listen and write the missing vowel.

1

1

2

2

1 winter

m u d 2 spring

f a n

3

I see winter.

4

I see spring.

3

4

h o t

3 summer

h a t

5

6

4 autumn

I see summer.

R.I.C. PublicationsŽ. • www.ricpublications.com.au • Everyday literacy: Listening and speaking

Unit 5

Unit 4

39

40

Unit 4

Everyday literacy: Listening and speaking • www.ricpublications.com.au • R.I.C. PublicationsŽ

Activity 2 UNIT 5

Name

ACTIVITY 2

p i ck

I see autumn.

sl e d

Activity 3 UNIT 5

Name

Categorising

ACTIVITY 3

On the farm

Does it happen on a farm?

Write the letter that stands for the beginning sound you hear.

UNIT 5

Name

Listen and finish the picture.

2

1

â?? no

â?? yes

â?? no

â?? yes

â?? no

yellow p ig

2

h orse

3

4

blue

red

3

4

c ow

d uck

5

â?? yes

â?? no

â?? yes

â?? no

Unit 6

Unit 5

47

f arm 48

Unit 5

b ird

UNIT 6

ACTIVITY 2

I see a scarecrow.

Everyday literacy: Listening and speaking • www.ricpublications.com.au • R.I.C. PublicationsŽ

Activity 2

Name

yellow

6

5

R.I.C. PublicationsŽ. • www.ricpublications.com.au • Everyday literacy: Listening and speaking

Activity 3 UNIT 6

Name

Identifying senses

ACTIVITY 3

UNIT 6

Name

Finishing a picture

Listen and follow the directions.

Listen and follow the directions to finish the picture.

Circle the vowel you hear.

taste

taste

hear

touch

1

touch

smell

see

smell

hear

smell

see

touch

I taste.

156

Answers

Unit 6

e

i

o

u

3

I smell.

a

e

i

o

u

e

i

o

u

4

I touch.

I have five senses.

R.I.C. PublicationsÂŽ t www.ricpublications.com.au t Everyday literacy: Listening and speaking

2

I hear.

a hear

ACTIVITY 4

Listening for vowel sounds

Our five senses

see

49

Activity 4

Our five senses I see.

Unit 5

R.I.C. PublicationsŽ. • www.ricpublications.com.au • Everyday literacy: Listening and speaking

Our five senses

hear

ACTIVITY 4

Finishing a picture

On the farm

1

â?? yes

41

Activity 4

Beginning sounds

On the farm

Unit 4

R.I.C. PublicationsŽ. • www.ricpublications.com.au • Everyday literacy: Listening and speaking

55

56

Unit 6

Everyday literacy: Listening and speaking • www.ricpublications.com.au • R.I.C. PublicationsŽ

a

e

i

o

u

a

R.I.C. PublicationsŽ. • www.ricpublications.com.au • Everyday literacy: Listening and speaking

Unit 6

57

Everyday literacy: Listening and speaking • www.ricpublications.com.au • R.I.C. PublicationsŽ

Answers Answers Unit 7

Activity 2 UNIT 7

Name

ACTIVITY 2

Activity 3 UNIT 7

Name

Sequencing

ACTIVITY 3

Activity 4 UNIT 7

Name

Beginning sounds

The tortoise and the hare

The tortoise and the hare

The tortoise and the hare

Match the word to the picture.

Circle the letter that you hear.

Finish the picture. Fill in the circle next to fast or slow.

1

fast

2

beginning

slow

1

•

middle

f •

t

h

s

f

3

t

h

s

4

ACTIVITY 4

Finishing pictures

2

❍ fast

❍ slow ❍ fast

3

❍ slow

4

end • f R.I.C. Publications®. • www.ricpublications.com.au • Everyday literacy: Listening and speaking

Unit 8

Unit 7

63

64

t

Unit 7

h

s

f

t

UNIT 8

ACTIVITY 2

s

Everyday literacy: Listening and speaking • www.ricpublications.com.au • R.I.C. Publications®

Activity 2

Name

h

❍ fast

❍ slow ❍ fast

R.I.C. Publications®. • www.ricpublications.com.au • Everyday literacy: Listening and speaking

Activity 3 UNIT 8

Name

Recalling the story

ACTIVITY 3

UNIT 8

Name

Identifying patterns

Baking biscuits

Baking biscuits

Draw the biscuits. Finish the patterns.

Listen and write the ending letter.

❍ yes

❍ no

3

❍ yes

❍ no

1

1

A

B

2

A

A

B

3

A

B

B

4

A

B

C

65

ACTIVITY 4

Ending sounds

Did it happen in the story?

2

Unit 7

Activity 4

Baking biscuits 1

❍ slow

2

spoo n

bow l

3

4

4

cu t

cu p

5

6

Draw your own pattern.

Patterns vary. ❍ yes

❍ no

❍ yes

R.I.C. Publications®. • www.ricpublications.com.au • Everyday literacy: Listening and speaking

Unit 9

Unit 8

71

72

Unit 8

Everyday literacy: Listening and speaking • www.ricpublications.com.au • R.I.C. Publications®

Activity 2 UNIT 9

Name

ACTIVITY 2

UNIT 9

Name

3

❍ yes

2

3

2

3

E

R.I.C. Publications®. • www.ricpublications.com.au • Everyday literacy: Listening and speaking

1

2

3

1

2

3

F

❍ no

Unit 9

UNIT 9

Name

1 79

80

Unit 9

ACTIVITY 4

Matching

1 I can run.

•

2 I can dance.

•

3 I can bend.

•

4 I can sit.

•

D

1

❍ yes

Activity 4

Draw a line to match each sentence with a picture.

4

❍ no

73

B

C

❍ no

Unit 8

My skeleton

A

2

1

❍ yes

ACTIVITY 3

Listen and count the syllables.

Did it happen in the story?

❍ no

R.I.C. Publications®. • www.ricpublications.com.au • Everyday literacy: Listening and speaking

Counting syllables

My skeleton

1

hu g

Activity 3

Recalling the story

My skeleton

❍ yes

brea d

❍ no

2

3

1

2

3

Everyday literacy: Listening and speaking • www.ricpublications.com.au • R.I.C. Publications®

I can

Answers vary.

R.I.C. Publications®. • www.ricpublications.com.au • Everyday literacy: Listening and speaking

R.I.C. Publications®. • www.ricpublications.com.au • Everyday literacy: Listening and speaking

Answers

.

Unit 9

81

157

Answers Answers Unit 10

Activity 2 UNIT 10

Name

ACTIVITY 2

Activity 3 UNIT 10

Name

Recalling the story

ACTIVITY 3

Activity 4 UNIT 10

Name

Making words

Bats are cool!

Bats are cool!

Bats are cool!

Is it a fact from the story?

Can you change a bat into a rat? Listen to the letter sounds.

Change one letter to make a new word each time.

Make a path for the bat. Colour the rhyming words.

1

ACTIVITY 4

Listening for rhyme

2 1

bat ba

c at

cat at

c u t

cut cu

h ut

hut ut

h a t

hat ha

r at

2

❍ yes

❍ no

3

❍ yes

❍ no 3

4

4

❍ yes

❍ no

❍ yes

❍ no

R.I.C. Publications®. • www.ricpublications.com.au • Everyday literacy: Listening and speaking

Unit 11

5

Unit 10

87

88

Unit 10

Everyday literacy: Listening and speaking • www.ricpublications.com.au • R.I.C. Publications®

Activity 2 UNIT 11

Name

ACTIVITY 2

cat

cut

net

bat

rat

knit

nut

sat

mat

jet

pot

hat

Activity 3 UNIT 11

Name

Recalling the story

ACTIVITY 3

A busy town

Circle the things from the story.

Do you hear /sh/ or /ch/? Listen and circle sh or ch.

1

89

Activity 4 UNIT 11

Name

Listening for digraphs

A busy town

Unit 10

R.I.C. Publications®. • www.ricpublications.com.au • Everyday literacy: Listening and speaking

ACTIVITY 4

Classifying

A busy town Circle to show where you can find it.

2

green

1

1

2

2

blue sh

ch

3

sh

ch

red

4

3

3

4

4

brown sh R.I.C. Publications®. • www.ricpublications.com.au • Everyday literacy: Listening and speaking

Unit 12

Unit 11

95

96

Unit 11

ch

UNIT 12

ACTIVITY 2

ch

Everyday literacy: Listening and speaking • www.ricpublications.com.au • R.I.C. Publications®

Activity 2

Name

sh

Activity 3 UNIT 12

Name

Matching

ACTIVITY 3

UNIT 12

Name

Receptive language

Hats, hats, hats

Match each person to a hat.

Listen and follow the directions.

Listen and follow the directions. Complete the sentence.

2

•

•

Letters vary.

1

A

•

first

2 3

•

•

4

•

•

5

•

•

ACTIVITY 4

Small-motor skills

Hats, hats, hats

•

97

Activity 4

Hats, hats, hats

1

Unit 11

R.I.C. Publications®. • www.ricpublications.com.au • Everyday literacy: Listening and speaking

blue

3

second

third

orange

Drawings vary.

4

I like a Words vary. hat.

R.I.C. Publications®. • www.ricpublications.com.au • Everyday literacy: Listening and speaking

158

Answers

Unit 12

103

104

Unit 12

Everyday literacy: Listening and speaking • www.ricpublications.com.au • R.I.C. Publications®

R.I.C. Publications®. • www.ricpublications.com.au • Everyday literacy: Listening and speaking

Unit 12

105

Everyday literacy: Listening and speaking • www.ricpublications.com.au • R.I.C. Publications®

Answers Answers Unit 13

Activity 2 UNIT 13

Name

ACTIVITY 2

Activity 3 UNIT 13

Name

Sequencing

ACTIVITY 3

Activity 4 UNIT 13

Name

Identifying make-believe

From outer space

From outer space

Show what happened in the story. Draw a line to match each picture to a number.

Is it make-believe?

ACTIVITY 4

Compound words

From outer space Listen and follow the directions.

1

2

1

1

bedtime 2

spaceship

2 ❍ yes

❍ no

3

❍ yes

❍ no

4

3

nightgown

3 4

rainbow 4 ❍ yes R.I.C. Publications®. • www.ricpublications.com.au • Everyday literacy: Listening and speaking

Unit 14

Unit 13

111

112

Unit 13

❍ no

❍ yes

Everyday literacy: Listening and speaking • www.ricpublications.com.au • R.I.C. Publications®

Activity 2 UNIT 14

Name

ACTIVITY 2

❍ no

5

cupcake R.I.C. Publications®. • www.ricpublications.com.au • Everyday literacy: Listening and speaking

Activity 3 UNIT 14

Name

Recalling the story

ACTIVITY 3

113

Activity 4 UNIT 14

Name

Blending phonemes

ACTIVITY 4

Finishing pictures

Watching the weather

Watching the weather

Watching the weather

Did it happen in the story?

Listen to the word parts. Circle the word you hear.

Draw the clouds to finish each picture.

1

Unit 13

clouds

2 1 1

2

2

❍ yes

❍ no

3

❍ yes

❍ no

4 3

3

blue

4

4

❍ yes

❍ no

❍ yes

R.I.C. Publications®. • www.ricpublications.com.au • Everyday literacy: Listening and speaking

Unit 15

❍ no Unit 14

119

120

Unit 14

Everyday literacy: Listening and speaking • www.ricpublications.com.au • R.I.C. Publications®

Activity 2 UNIT 15

Name

ACTIVITY 2

Activity 3 UNIT 15

Name

Recalling the story

ACTIVITY 3

Is it a fact from the story?

2

Unit 14

121

Activity 4 UNIT 15

Name

Rhyming words

Penguins 1

R.I.C. Publications®. • www.ricpublications.com.au • Everyday literacy: Listening and speaking

ACTIVITY 4

Small-motor skills

Penguins

Penguins

Circle the ones that rhyme with the first picture in the row.

Listen and follow the directions to finish the picture.

feathers: black and white

1

2

❍ yes

❍ no

3

❍ yes

❍ no

3

4

water: blue

4

❍ yes

❍ no

❍ yes

R.I.C. Publications®. • www.ricpublications.com.au • Everyday literacy: Listening and speaking

5

❍ no Unit 15

fish: orange

127

128

Unit 15

Everyday literacy: Listening and speaking • www.ricpublications.com.au • R.I.C. Publications®

R.I.C. Publications®. • www.ricpublications.com.au • Everyday literacy: Listening and speaking

R.I.C. Publications®. • www.ricpublications.com.au • Everyday literacy: Listening and speaking

Answers

Unit 15

129

159

Answers Answers Unit 16

Activity 2 UNIT 16

Name

ACTIVITY 2

Activity 3 UNIT 16

Name

Sequencing

ACTIVITY 3

Activity 4 UNIT 16

Name

Planting flowers

Planting flowers

Planting flowers

Put the pictures in order.

Listen. Circle the word you hear.

Listen. Finish the pictures.

1

1

ACTIVITY 4

Finishing pictures

Blending onset and rime

2

1

2 2

3

seed

sprout

3

4

bud

flower

3

4 4

5

R.I.C. Publications®. • www.ricpublications.com.au • Everyday literacy: Listening and speaking

Unit 17

Unit 16

135

136

Unit 16

Everyday literacy: Listening and speaking • www.ricpublications.com.au • R.I.C. Publications®

Activity 2 UNIT 17

Name

ACTIVITY 2

Activity 3 UNIT 17

Name

Clean-up day

Clean-up day

Did it happen in the story?

Listen to the word. Fill in the circle to show if you hear /b/ or /p/.

2

1

❍ p

3

❍ no

3

❍ yes

❍ p

5

4

❍ b

❍ no

❍ yes

R.I.C. Publications®. • www.ricpublications.com.au • Everyday literacy: Listening and speaking

Unit 18

❍ p

143

144

Unit 17

❍ p

ACTIVITY 2

Drawings vary. ❍ b

❍ p

❍ b

❍ p

❍ b

❍ p

❍ b

❍ p

Everyday literacy: Listening and speaking • www.ricpublications.com.au • R.I.C. Publications®

Activity 2 UNIT 18

Name

Unit 17

Listen and follow the directions.

green

8

❍ b

❍ no

ACTIVITY 4

Small-motor skills

6

7

❍ yes

UNIT 17

Name

4

❍ b

❍ no

137

Clean-up day 2

❍ b

❍ yes

ACTIVITY 3

Unit 16

Activity 4

Listening for b and p

Recalling the story

1

R.I.C. Publications®. • www.ricpublications.com.au • Everyday literacy: Listening and speaking

Activity 3 UNIT 18

Name

Recalling the story

R.I.C. Publications®. • www.ricpublications.com.au • Everyday literacy: Listening and speaking

Unit 17

145

Activity 4

ACTIVITY 3

Word endings

Summer reading

Summer reading

Was it in the story?

Listen and follow the directions.

1

2

3

4

1

2

3

4

R.I.C. Publications®. • www.ricpublications.com.au • Everyday literacy: Listening and speaking

160

Answers

Unit 18

151

152

Unit 18

Everyday literacy: Listening and speaking • www.ricpublications.com.au • R.I.C. Publications®

Everyday literacy: Listening and speaking • www.ricpublications.com.au • R.I.C. Publications®