DEPARTMENT OF EDUCATION AND CHILDREN’S SERVICES
Unit plan
Name
C2 C
English
Year Level
1
Teacher
Unit
1
Class
Duration
5 weeks
Exploring emotion in picture books
Unit Outline
In this unit students listen to, read, view and interpret written picture books, including stories from Aboriginal and Torres Strait Islander cultures. They identify emotive content
and justify their interpretations of the stories.
Curriculum intent:
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Content descriptions
Language/Cultural Considerations
Teaching Strategies
Language
Literature
Literacy
Language for interaction
Literature and context
Texts in context
Understand that language is used in combination with
other means of communication, for example facial
expressions and gestures to interact with others
Body language, ‘personal space’ and gestures are
linked to culture, and some EAL/D students will use
and interpret body language gestures differently. For
example, a nod of the head means ‘no’ in Greece and
in many Middle Eastern countries; eye contact can
indicate respect (or a lack thereof) in different cultures.
Be explicit about the meaning of gestures.
Be aware of different interpretations of gesture when
dealing with EAL/D students, recognising that
inappropriate behaviour may be cultural and
unintentional, rather than deliberate. Model behaviours
deemed appropriate in the classroom. Parents and
others who share the same linguistic and cultural
C2C adapted with permission by NT DET © The State of Queensland
Discuss how authors create characters using language
and images
Respond to texts drawn from a range of cultures and
experiences
Responding to literature
All cultures have rich literary traditions, either oral or
written, or both. These traditions can be drawn upon
when identifying texts to examine in the classroom.
Discuss characters and events in a range of literary
texts, and share personal responses to these texts,
making connections with their own experiences
Express preferences for specific texts and authors and
listen to the opinions of others
Examining literature
Discuss features of plot, character and setting in
different types of literature and explore some features of
characters in different texts
Listen to, recite and perform poems, chants, rhymes
and songs, imitating and inventing sound patterns
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Ask EAL/D students to share favourite stories from
their own lives, understanding that these may
sometimes be oral stories. Family members and
bilingual assistants can be helpful.
Interacting with others
Engage in conversations and discussions, listening
actively to others, showing interest and contributing
ideas, information and questions
Not all cultures interact in the same way. For example,
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background can help with information.
Explore different ways of expressing emotions,
including verbal, visual, body language and facial
expressions
The vocabulary of feelings and emotions is
challenging for EAL/D students, particularly in the
Beginning and Emerging phases of English language
learning, as it is often abstract.
Use visual reinforcement to teach this vocabulary.
Ask parents or bilingual assistants to assist, as the
students may know this vocabulary in their first
language.
including alliteration and rhyme
Text structure and organisation
Understand patterns of repetition and contrast in
simple texts
Phrasal verbs are challenging for EAL/D students in all
phases of their English language learning. Phrasal
verbs are combinations of verbs and prepositions,
where the addition of the preposition gives the verb
new, and often multiple, meanings (for example turn
up, turn down, turn off, turn on, turn over).
Help EAL/D students to notice the structure and
meanings of these words.
Keep collocating words together when examining
them in texts (for example if cutting words up in
sentences, keep collocating words together as one
unit).
Recognise that different types of punctuation,
including full stops, question marks and exclamation
marks, signal sentences that make statements, ask
questions, express emotion or give commands
Punctuation varies in different languages. In some
languages it does not exist and in other languages the
symbols used are different. For example, the English
semicolon symbol is a question mark in Greek; in
Spanish, an inverted question mark is used at the
beginning of the question and a standard question
mark at the end.
Interpreting, analysing, evaluating
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
Contextual and visual information that we often assume
is supportive of learning is often culturally loaded.
EAL/D students may not have experience with the
cultural context or images of books (for example the
bush and Australiana in Mem Fox’s Possum Magic).
Self– correction requires an innate sense of what
‘sounds right’ in English. EAL/D students in the
Beginning and Emerging phases of English language
learning do not have this sense of the language and
cannot easily self– correct.
Ensure that a variety of visuals familiar to the learner
are
used
to
support
communication
and
comprehension.
Ensure shared understanding by explaining cultural
Teach punctuation explicitly, ensuring that EAL/D
students understand both the symbol and the function
of punctuation. Charts that illustrate punctuation in
context and describe their function are useful.
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turn– taking may not be the norm, or students may
appear to not be listening, appearing distracted or
walking around the room while actually listening.
Explicitly teach class rules and parameters for engaging
in discussions/active listening.
Use interaction skills including turn-taking, recognising
the contributions of others, speaking clearly and using
appropriate volume and pace
Every language produces its own phonemes (sounds).
Some of the phonemes of English will be new for EAL/D
students and difficult to distinguish and reproduce. This
means that a Standard Australian accent is difficult to
reproduce and comprehend, and may cause these
students stress when speaking in front of groups.
If pronunciation does not develop after a sustained
period of time, check with parents to ascertain the
student’s fluency/pronunciation in their first language.
Work with EAL/D students to assist them with particular
sounds and intonation (rise and fall of speech),
providing them with oral practice so that they are more
easily understood by the audience.
Make short presentations using some introduced text
structures and language, for example opening
statements
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Understand concepts about print and screen, including
how different types of texts are organised using page
numbering, tables of content, headings and titles,
navigation buttons, bars and links
references in stories.
Do not rely on questions such as ‘Does this sound
right?’ to prompt EAL/D students to self– correct.
Explicitly teach the vocabulary necessary to read a text,
and introduce sentence patterns used in the text.
Select texts for reading that make use of repetition so
that EAL/D students can become familiar with words
and phrases.
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
Retells require a good control of the past tense forms in
English. English has a complicated tense system with
several ways of talking about the past, which are not
interchangeable and are used to make fine distinctions
of meaning. For example: The little red hen baked the
bread. The little red hen was baking the bread. The little
red hen has baked the bread. These variations remain a
challenge for EAL/D students in all phases of their
English language learning.
Making inferences requires contextual cultural
knowledge and a wide vocabulary, which will be difficult
for EAL/D students in the Beginning and Emerging
phases of English language learning.
Draw attention to the specific tenses required, as EAL/D
students will rarely know intuitively which tense to use.
A list of the verb options in the correct tense is a useful
scaffold to writing.
Provide sentences that students can sequence to
construct a retelling.
Explain the cultural context of the text. Teach key
vocabulary through the use of visuals.
Provide opportunities for EAL/D students to use new
vocabulary and language structures orally.
Expressing and developing ideas
Identify the parts of a simple sentence that represent
‘What’s happening?’, ‘Who or what is doing or
receiving the action?’ and the circumstances
surrounding the action
Explore differences in words that represent people,
places and things (nouns including pronouns), actions
and states (verbs), qualities (adjectives) and details
such as when, where and how (adverbs)
Compare different kinds of images in narrative and
informative texts and discuss how they contribute to
meaning
Understand the use of vocabulary in everyday
contexts as well as a growing number of school
contexts, including appropriate use of formal and
informal terms of address in different contexts
Know that regular one-syllable words are made up of
letters and common letter-clusters that correspond to
the sounds heard, and how to use visual memory to
write high-frequency words
Every language produces its own phonemes (sounds).
Some of the phonemes of English will be new for
EAL/D students and difficult to distinguish and
reproduce (for example the hard and soft th in then
and think or the long and short medial vowels in ship
and sheep).
Work with EAL/D students who have difficulty with
particular sounds, providing them with oral practice.
Show students how to push counters onto the
grapheme (the letters that represent the sound) as
they sound out a word.
Provide opportunities for students to read aloud with
the teacher or slightly behind, imitating sound
patterns.
Creating texts
Create short imaginative and informative texts that show
emerging use of appropriate text structure, sentencelevel grammar, word choice, spelling, punctuation and
appropriate multimodal elements, for example
illustrations and diagrams
Sound and letter knowledge
Manipulate sounds in spoken words including
phoneme deletion and substitution
Recognise sound-letter matches including common
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vowel and consonant digraphs and consonant blends
English has 26 letters and 44 phonemes, and each
phoneme has an average of 12 different graphic
representations. Sounds and letters match only about
12% of the time, compared to almost 100% matches
in some other alphabetic languages such as Finnish or
Greek. Many other languages are far more
transparent, and so decoding is predictable and
spelling is not taught.
Some of the phonemes of English will be new for
EAL/D students and difficult to distinguish and
reproduce (for example some medial sounds such as
long and short vowels and some final sounds that may
not be a feature of their home language).
Teach the variability of English sound–letter matches.
Ask students to underline or colour the graphemes
with the same phoneme (for example boat, know, no)
as they occur in texts being read.
Build word banks to show a phoneme, along with its
different grapheme matches.
Give explicit support with the ways sounds are
pronounced in English, including showing lip and
tongue positions for challenging sounds such as `th’.
C2C adapted with permission by NT DET © The State of Queensland
Text structures are socially constructed, and so are not
universal. EAL/D students with print literacy in their first
language may have other expectations and experiences
of how a text is structured.
Provide text structure frameworks within which to write
specific types of texts.
Use model texts to demonstrate and explain the steps in
a type of text.
Engage students in teacher– led joint construction of
new types of texts.
Reread student's own texts and discuss possible
changes to improve meaning, spelling and punctuation
EAL/D students will be able to take on feedback at
levels commensurate with where they are on their
EAL/D learning progression.
Use the EAL/D learning progression to identify what is
possible for each EAL/D learner, according to their
English language development. For example, instruction
in some of the past tenses will be ineffectual for
students in the Beginning phase of English language
learning.
Write using unjoined lower case and upper case letters
Not all languages are alphabetic. Some EAL/D students
will have experiences with other languages that are not
alphabetic (for example logographic languages such as
Chinese, syllabic languages such as Korean) or with
alphabetic languages that have different scripts such as
Russian.
Provide explicit instruction in the construction of letters
with letter guides and starting points marked.
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General capabilities and Cross-curriculum priorities
Literacy
Students will develop skills in:
 Comprehending texts through listening, reading and viewing
 Composing texts through speaking, writing and creating
 Text knowledge - understand and use text purposes and structures
 Grammar knowledge - understand and use text features and grammar
 Word knowledge – understand, develop and apply word knowledge; develop sound letter knowledge
 Visual knowledge - understand and interpret visual knowledge; interpret illustrations using visual knowledge
Numeracy
Students will develop skills in:
 Using special reasoning - Students will understand and use the vocabulary of sequencing, for example before, next, after.
 Using measurement – using the language of time, students will match sequences of events to daily time sequences, morning, afternoon, evening, night.
Critical and creative thinking
Students will develop skills in:
 Reflecting on thinking, actions and processes - students will reflect on learning.
Personal and social competence
Students will develop skills in:
 Social management - students will identify and express personal opinions.
Aboriginal and Torres Strait Islander histories and cultures
Students will engage with organising idea:
 Aboriginal and Torres Strait Islander Peoples’ ways of life are uniquely expressed through ways of being. knowing, thinking and doing - students will develop an
awareness and appreciation of, and respect for, the historical and contemporary literature of Aboriginal and Torres Strait Islander peoples.
Relevant prior curriculum
Students require prior experience with:
 listening to, reading and viewing picture books
 using punctuation: capital letters and full stops
 concepts about print
 recognising that sentences are key units for expressing ideas
 exploring how words and images make meaning in texts
 knowing that words can be written down using letters of the alphabet and some high-frequency sight words and known words
 knowing that texts are created by authors
 responding to texts and sharing feelings and thoughts about events and characters in texts
 identifying some features of texts
 listening to and responding to texts
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delivering short presentations to peers
reading predictable texts
using comprehension strategies to understand and discuss texts listened to, viewed or read
creating short spoken texts.
Curriculum working towards
This unit works towards the retelling of familiar stories.
Supportive learning environment
Differentiation
What do your learners already know, do and value? Where do the learners need and want to be? How do the learners best learn?
Consider the individual needs of all students, including EAL/D, Gifted and Talented and Special Needs, and provide learning experiences that are accessible to and respectful
of the diversity of students’ cultural backgrounds.
Start from where your students are at and differentiate teaching and learning to support the learning needs of all students. Plan and document how you will cater for individual
learning needs.
The learning experiences within this unit can be differentiated by increasing the:
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frequency of exposure for some students
intensity of teaching by adjusting the group size
duration needed to complete tasks and assessment.
For guided and/or independent practice tasks:
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student groupings will offer tasks with a range of complexities to cater for individual learning needs
rotational groupings that allow for more or less scaffolding of student learning.
Feedback
How will I inform learners and others about the learner’s progress?
Feedback is information and advice provided by a teacher, peer, parent or self about aspects of someone’s performance. The aim of feedback is to improve learning and is
used to plan what to do next and how to teach it. Teachers and students use feedback to close the gap between where students are and where they aim to be. Teachers use
self-feedback to guide and improve their teaching practice.
Feedback to students
Establish active feedback partnerships between students, teachers and parents to find out:
 what each student already knows and can do
 how each student is going
 where each student needs to go next.
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Ensure feedback is timely, ongoing, instructive and purposeful.
Feedback may relate to reading, viewing writing, speaking and listing throughout the unit. In this unit this may include:
 ability to comprehend texts and use prior knowledge to make inferences about the text
 ability to use developing reading strategies
 ability to identify emotions displayed by characters using words and illustrations from the text
 letter sound knowledge
 sight vocabulary
 ability to use developing knowledge of the writing process
 developing handwriting skills
 speaking skills, including volume, pace and body language.
Use feedback to inform future teaching and learning.
Reflection on the unit plan
Identify what worked well during and at the end of the unit for future planning.
Reflection may include:
 activities that worked well and why
 activities that could be improved and how
 monitoring and assessment that worked well and why
 monitoring and assessment that could be improved and how
 common errors that need, or needed, to be addressed e.g. grammar, spelling, punctuation
 differentiation and future student learning needs.
Assessment
How will I check the learners have made progress?
Assessment is the purposeful, systematic and ongoing collection of information as evidence for use in making judgments about student learning.
Principals, teachers and students use assessment information to support improving student learning. Feedback from evaluation of assessment data helps to determine
strengths and weaknesses in students’ understanding.
Students should contribute to an individual assessment folio that provides evidence of their learning and represents their achievements over the year. The folio should include
a range and balance of assessments for teachers to make valid judgments about whether the student has met the achievement standard. Refer to Year level plan for more
assessment information.
Monitoring student learning
Student learning should be monitored throughout the teaching and learning process to determine student progress and learning needs.
Each lesson provides opportunities to provide feedback about how students are going and where they need to go to next. Specific monitoring opportunities in this unit are
detailed below.
A book talk
The book talk will provide evidence of how students:
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Explore differences in words that represent people, places and things, actions, qualities
Discuss how authors create characters using language and images
Present using some introduced text structures and language e.g. opening and ending statements.
Guided reading
During weeks 2 – 5 of this unit use guided reading to gather evidence of how students:
 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.
 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.
 Explore different ways of expressing emotions, including verbal, visual, body language and facial expressions
 Engage in conversations and discussions, listening actively to others, showing interest and contributing ideas information and questions.
Running record
During weeks 1-5 of this unit, the analysis of individual Running Records will provide evidence of how students:
 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.
 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.
 Undertake this monitoring during allocated reading groups. Students can be monitored during the unit.
Sequencing teaching and learning
What will constitute the learning journey and what are the contexts for learning? Who does what?
The relationship between what is taught and how it is taught is critical in maximising student learning.
Start with what your students already know and set goals for the next steps for learning.
Decide how to provide multiple opportunities for all students to explore and consolidate ideas, skills and concepts by considering how students learn best and by using a
variety of teaching strategies.
Teaching strategies and learning experiences
A suggested teaching and learning sequence is outline below. For further information about learning focuses and teaching strategies, refer to the lesson overview and lesson
plans.
Exploring and responding to emotions in picture books
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Exploring emotions
Exploring text structure and language patterns
Exploring vocabulary choices
Identifying repetitive text patterns
Exploring emotions
Identifying language and illustrations used to show emotions
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Exploring and responding to picture books
Analysing language and illustrations
Identifying language structures
Identifying text structure
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Exploring literary devices
Analysing language and illustrations used to show emotions
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Reading and responding
Analysing illustrations
Making inferences
Analysing language
Identifying parts of a simple sentence
Planning the book talk
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Introducing the book talk
Analysing words used to show a character’s emotions
Modelling the planning
Planning
Modelling sharing a book talk
Creating and sharing a book talk
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Creating a book talk
Active listening
Sharing and reflecting
Making judgements
How will I check my students have made progress?
Teachers and students use standards to judge the quality of learning based on the available evidence. The process of judging and evaluating performance and depth of
learning is important to promoting learning.
Teachers identify the task-specific assessable elements to make judgements against specified standards on evidence.
Achievement standard
In this unit, the monitoring and assessment of student learning works towards the following components of the Achievement standard.
By the end of Year 1, students understand the different purposes of texts. They make connections to personal experience when explaining characters and main events in
short texts. They identify the language features, images and vocabulary used to describe characters and events.
Students read aloud, with developing fluency and intonation, short texts with some unfamiliar vocabulary, simple and compound sentences and supportive images. When
reading, they use knowledge of sounds and letters, high frequency words, sentence boundary punctuation and directionality to make meaning. They recall key ideas and
recognise literal and implied meaning in texts. They listen to others when taking part in conversations, using appropriate language features. They listen for and reproduce
letter patterns and letter clusters.
Students understand how characters in texts are developed and give reasons for personal preferences. They create texts that show understanding of the connection between
writing, speech and images.
They create short texts for a small range of purposes. They interact in pair, group and class discussions, taking turns when responding. They make short presentations of a
few connected sentences on familiar and learned topics. When writing, students provide details about ideas or events. They accurately spell words with regular spelling
patterns and use capital letters and full stops. They correctly form all upper- and lower-case letters.
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Exploring and responding to emotion in picture
books
Lesson overviews
Exploring emotions (1 of 5)
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Warm up — sound/letter knowledge: Identify
initial sounds and letters
Compare images in narrative and informative
texts
Explore and respond to language and
illustrations to show emotions
Compose a simple response
Exploring text structure and language patterns
(2 of 5)
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Warm up — sound/letter knowledge: Identify
initial sounds and letters
Explore and respond to language and
illustrations used to show emotions
Discuss personal responses
Compose a simple response
Identifying repetitive text pattern (4 of 5)
Exploring emotions (5 of 5)
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Warm up — sound/letter knowledge: Use short
vowels in onset and rime patterns in single
syllable words — og
Retell repetitive elements of text structure
Explore how the author uses noun groups
Explore how the author builds suspense through
language choices and text structure
Compose a short written response
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Exploring vocabulary choices (3 of 5)
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Warm up — sound/letter knowledge: use short
vowels in onset and rime patterns in single
syllable words — at
Identify the repetitive elements
Identify how the author and illustrator show
emotions
Make inferences about a character’s emotions
Compose a simple response
Warm up — sound/letter knowledge: use short
vowels in onset and rime patterns in single
syllable words — ot
Compare illustrations across the texts
Explore how the author builds suspense
Identify sequence of events
Explore how to make inferences across the text
Differentiation
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Resources
Texts
The Wonky Donkey by Craig Smith
Dog loves books by Louise Yates
We’re Going on a Bear Hunt by Michael Rosen and Helen Oxenbury
Find and prepare
A range of information and narrative books related to animals
Word walls: emotions words and book words
Large alphabet chart: upper and lowercase
A spelling data collection activity that provides information about students’ spelling capabilities
Alphabet cards
‘Look-say-cover-write-check’ chart/poster
Onset and rime — og chart or IWB
Onset and rime — ot chart or IWB
Blank strips of card for recording sequences
Sentence beginning strips
Sentence ending strips
Individual familiar reading boxes
A set of words and pictures to use for teacher — directed modelling.
Helpful information
Word walls
How Now Brown Cow: Phoneme Awareness Activities http://www.readingrockets.org/article/388/
Elkonin Boxes http://www.readingrockets.org/strategies/elkonin_boxes/
Website — http://www.timmyabell.com/index.htm - search for “bear hunt” song
Supported learning card: Year 1 spelling test
Look Say Cover Write Check Card
Bear, Donald R; Invernizzi, Marcia; Templeton, Shane; Johnstone, Francine, 2010, Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction, 4th edn,
Pearson, Boston
Letters, sounds and words booklet
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Identifying language and illustrations used to show emotion
Exploring and responding to picture books (1 of
5)
 Warm up — sound/letter knowledge: Use
consonants (b, g, t, d) and vowels to create
words
 Analyse words in the text used to show
emotions
 Identify the elements of the illustrations that
support the text
 Make inferences about a character’s emotions
 Compose a short written response
 Sound/letter knowledge
 Identify vowels and consonants
Analysing language and illustrations (2 of 5)
Identifying language structures (3 of 5)
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Identifying text structure (4 of 5)
Exploring literary devices(5 of 5)
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Warm up — sound/letter knowledge: Use short i
sound in cvc words
Identify the daily time sequence in the text
Sequence the events of the day
Resources
Texts
Alexander and the terrible, horrible, no good,
very bad day by Judith Viorst
Find and prepare
Whiteboard
Magnetic letters
Elkonin boxes
Sentence strips
Captions
Icons/pictures
Chart paper to display circular sequence
Reading
Model and practise reading routine: Working
with sentences — phrasing
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Warm up — sound/letter knowledge: Use short
vowel ‘a’ to create cvc words
Identify the words used by the author to show
emotion
Develop an awareness of how the use of
punctuation supports meaning
Identify how the illustrator uses pictures to
support the emotions intended by the author
Locate literal information in the text
Make inferences about a character’s emotions
Compose string sentences
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Warm up — sound/letter knowledge: Recognise
short vowels and final diagraph — sh
Identify how the author uses language to show
emotion
Identify nouns and adjectives
Jointly compose a text
Resources
Texts
Alexander and the Terrible, Horrible, No Good,
Very Bad Day by Judith Viorst
Find and prepare
Whiteboard
Magnetic letters
Elkonin boxes
Reading
Model and practise reading routine: Working
with sentences — phrasing
Warm up — sound/letter knowledge: Use short
vowels and final diagraph — ch
Explore different ways of expressing emotions,
including verbal, visual, body language and
facial expressions
Explore the use of alliteration in the text
Explore and identify the use of rhyme in the text
Resources
Texts
The Pout-Pout Fish by Deborah Diesen
Find and prepare
Whiteboard
Magnetic letters
Elkonin boxes
Masked sections of the The Pout-Pout Fish
Reading
Introduce, model and practise reading routine:
Comprehension: listening post
Practise
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Differentiation
Resources
Texts
Alexander and the Terrible, Horrible, No Good, Very Bad Day by Judith Viorst
The Pout-Pout Fish by Deborah Diesen
We’re Going on a Bear Hunt by Michael Rosen and Helen Oxenbury
Digital
Kids Spell - Scramblers
Find and prepare
Magnetic letters
Elkonin boxes
Sentence strips
Captions
Icons/pictures
Chart paper to display circular sequence
Masked sections of the The Pout-Pout Fish
Individual familiar reading boxes
Sentence beginning strips
Sentence ending strips
MP3 or CD player
Audio stories
Spelling post-test
Helpful information
Elkonin boxes
http://www.readingrockets.org/strategies/elkonin_boxes/
Bear, Donald R; Invernizzi, Marcia; Templeton, Shane; Johnstone, Francine, 2010, Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction, 4th edn,
Pearson, Boston
BBC Schools Words and Pictures – The Whirlyword Machine
Letters, sounds and words booklet
C2C adapted with permission by NT DET © The State of Queensland
13 of 21
www.det.nt.gov.au
Analysing language and illustrations used to
show emotions
Reading and responding (1 of 5)
Analysing illustrations (2 of 5)
Making inferences (3 of 5)
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Warm up — sound/letter knowledge: Use initial
diagraph sh
Discuss personal responses to the story, events
and characters
Compose a simple response with illustration and
written text
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Warm up — sound/letter knowledge: Use the
initial diagraph th
Identify how the illustrator uses pictures to show
emotion
Locate literal information in the text
Make inferences about a character’s emotions
Analysing language (4 of 5)
Identifying parts of a simple sentence(5 of 5)
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Warm up — sound/letter knowledge: Use initial
and final diagraphs sh, th, ch
Identify action verbs
Make inferences about characters using action
verbs
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Warm up — sound/letter knowledge: Revise
initial diagraph sh and th
Make inferences about the character’s feelings
by using illustrations and action verbs
Identify some action verbs
Warm up — sound/letter knowledge: Review
short vowels a, i, onset and rime
Identify ‘what’s happening’ and ‘who or what is
doing the action’
Compare the actions of characters
Write a simple sentence
Differentiation
C2C adapted with permission by NT DET © The State of Queensland
14 of 21
www.det.nt.gov.au
Resources
Texts
Koala Lou by Mem Fox
My mob going to the beach by Sylvia Emmerton and Jaquanna Elliott
Feeling Fine! by Stephanie Owen Reeder
Alexander and the Terrible, Horrible, No Good, Very Bad Day by Judith Viorst
Digital
Mem Fox: Mem reads aloud
http://www.memfox.com/mem-reads-aloud
Find and prepare
Range of picture books written by Mem Fox
Retrieval chart: Who is doing what?
Word walls — emotions and picture books
Magnetic letters
Elkonin boxes
MP3 or CD player
Audio stories
Individual familiar reading boxes
Markers/counters
Sentence beginning and ending strips
Year 1 weekly spelling word list
Final blend cards
Vowel cards
Pictures of ‘sc’, ‘sn’, ‘sw’ words
Words and sentences for dictation
Pictures of onset and rime
Helpful information
Bear, Donald R; Invernizzi, Marcia; Templeton, Shane; Johnstone, Francine, 2010, Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction, 4th edn,
Pearson, Boston
C2C adapted with permission by NT DET © The State of Queensland
15 of 21
www.det.nt.gov.au
Introducing the book talk (1 of 5)
Planning the book talk
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Warm up — sound/letter knowledge: Use short
vowels in onset and rime — an
Understand the book talk task
View a story
Identify and discuss a character’s emotions
Analysing words used to show a character’s
emotions (2 of 5)
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Warm up — sound/letter knowledge: Use short
vowels in onset rime — en
Discuss literal and inferential meaning
Identify words used by the author
Sort words
Planning (4 of 5)
Modelling sharing a book talk (5 of 5)
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Warm up — sound/letter knowledge: Use short
vowels before —nk and final y as vowel sound
‘e’
Identify words and illustrations
Complete the book talk planning sheet
Use short vowels before –nk and final y as
vowel sound ‘e’
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Modelling the planning (3 of 5)
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Warm up — sound/letter knowledge: Use short
vowels in onset and rime — un
Engage in conversations and contribute to the
discussions
Select a picture book
Begin completing their book talk planning sheet
Warm up — sound/letter knowledge
Revise onset and rime patterns
Identify the language used to share the book
talk
Identify the way voice and body language are
used to share a book talk
Differentiation
C2C adapted with permission by NT DET © The State of Queensland
16 of 21
www.det.nt.gov.au
Planning the book talk
Texts
Corduroy by Don Freeman
There’s a Sea in my Bedroom by Margaret Wild illustrated by Jane Tanner
Koala Lou by Mem Fox
The Wonky Donkey by Craig Smith
Big, Red Bath by Julia Jarman and Adrian Reynolds
Where the Wild Things are by Maurice Sendek
Selection of picture books where the main character’s emotions are shown through the words and illustrations
Shared text or other familiar text
Find and prepare
Task sheet: book talk
Whole class planning: book talk
Alphabet cards
Sheet — String sentences
MP3 or CD player
Audio stories
Sentence strips
Elkonin picture cards
Markers/counters
Year 1 weekly spelling word list
Spelling post-test
Word sort cards
Helpful information
Bear, Donald R; Invernizzi, Marcia; Templeton, Shane; Johnstone, Francine, 2010, Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction, 4th edn,
Pearson, Boston
C2C adapted with permission by NT DET © The State of Queensland
17 of 21
www.det.nt.gov.au
Creating and sharing a book talk
Creating a book talk (1 of 5)
Active listening (2 of 5)
Sharing and reflecting (3 of 5)
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Warm up — sound/letter knowledge: Use final y
as vowel sound ee and short vowels before —
nk
Construct a spoken book talk using appropriate
structure
Rehearse their book talk
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Warm up — sound/letter knowledge: Use a
range of onset and rime patterns
Identify elements of being an active listener
Develop sound letter knowledge
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Conference with the teacher
Warm up — sound/letter knowledge: Use initial
digraphs
Book talk
Identify the author, illustrator and main character
Identify how the author has used words and
illustrations to show emotion
Monitor active listening
Reflect on book talk
Sharing and reflecting (4 of 5)
Sharing and reflecting (5 of 5)
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Warm up — sound/letter knowledge: Use the
initial and final digraph sh
Book talk
Identify the author, illustrator and main character
Identify how the author has used words and
illustrations to show emotion
Monitor active listening
Reflect on the presentation
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Warm up — sound/letter knowledge: Use short
vowels in onset and rime patterns
Book talk
Identify the author, illustrator and main character
Identify how the author has used words and
illustrations to show emotion
Monitor active listening
Reflect on unit
Differentiation
C2C adapted with permission by NT DET © The State of Queensland
18 of 21
www.det.nt.gov.au
Resources
Creating and sharing a book talk
Texts
There’s a Sea in my Bedroom by Margaret Wild
The Wonky Donkey by Craig Smith
Shared text or other familiar text
Digital
Linking planning to the book talk
Find and prepare
Self assessment tool: Thinking about your Book Talk
Y Chart: Active listening
Active listening cards
Sentence strips
Elkonin picture cards
Markers/counters
Word cards
Individual familiar reading boxes
Activity ideas for blends
Http://www.carlscorner.us.com/Blends.htm
Year 1 weekly spelling list
List of ten spelling words using initial blends ‘cr’, ‘fr’, ‘br’, ‘gr’, ‘tr’, ‘pr’, ‘dr’
Helpful information
Letters, sounds and words booklet
Bear, Donald R; Invernizzi, Marcia; Templeton, Shane; Johnstone, Francine, 2010, Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction, 4th edn,
Pearson, Boston
References
http://www.australiancurriculum.edu.au/ Australian Curriculum Version 3.0 dated 23 January 2012
https://portal.ntschools.net/SITES/LEARNINGLINKS/default.aspx
http://www.scootle.edu.au/ec/p/home
C2C adapted with permission by NT DET © The State of Queensland
19 of 21
www.det.nt.gov.au
Assessment task – Rosie’s Walk
C2C
Name
Learning area
English
Class
Year level
1
School
Unit
2
Write three sentences about the farmyard where Rosie walked. Make sure you write about some of the places where Rosie walked. Use noun groups to describe these
places.
Draw a picture of the farmyard.
Monitoring checklist for writing task
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Writes simple sentences.
Selects vocabulary to describe places and things.
Uses one or two noun groups.
Spells some high frequency and familiar words correctly.
Attempts to spell unfamiliar words using sound letter knowledge.
Uses capital letters at the beginning of sentences.
Uses full stops at the end of sentences.
C2C adapted with permission by NT DET © The State of Queensland
20 of 21
www.det.nt.gov.au
Assessment task – Book conference task
C2C
Name
Learning area
English
Class
Year level
1
School
Unit
2
Instructions
1.
2.
3.
4.
5.
6.
Ask the student to name the three parts of stories in picture books.
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As the student says beginning, middle and end write the responses into the three boxes. If the student is unable to answer the question, prompt them and provide the
answer.
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Explain the purpose of the matching cards.
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Read the cards and ask the student to match the cards to the part of the story in which they are often found.
This card has ‘setting is introduced’ written on it.
In the books you have read, where does the setting get introduced - the beginning, the middle, or the end of the story?
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Ask students to place each card in the appropriate box.
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Ask students:
Why do authors write stories in picture books?
Why do authors often introduce the characters and setting at the beginning of the story?
What might happen if an author introduced the characters and setting at the end of the story?
C2C adapted with permission by NT DET © The State of Queensland
21 of 21
www.det.nt.gov.au