Objective A
Communicate through
speaking, listening, reading,
reading, writing, viewing
and representing.
Objective B
Use language to shape and
make meaning according to
purpose, audience and
context.
Objective C
Think in ways that are
imaginative, creative,
interpretive and critical.
Objective D
Express themselves and
their relationships with
others and their world.
Objective E
Learn and reflect on their
learning through their
study of English.
Speaking and Listening 1
ENe-1A communicates with
peers and known adults in
informal and guided activities
demonstrating emerging skills
of group interaction
Speaking and Listening 2
ENe-6B recognises that there
are different kinds of spoken
texts with specific language
features and shows an
emerging awareness of some
purposes for spoken language
Thinking Imaginatively and
Creatively
ENe-10C thinks imaginatively
and creatively about familiar
topics, simple ideas and the
basic features of texts when
responding to and composing
texts
Expressing Themselves
ENe-11D responds to and
composes simple texts about
familiar aspects of the world
and their own experiences
Reflect on Learning
ENe-12E demonstrates
awareness of how to reflect on
aspects of their own and
others’ learning
 Develop and apply
contextual knowledge.
- understand that English is
one of many languages spoken
in Australia and that different
languages may be spoken by
family, classmates and
community

Understand and
apply knowledge of
language forms and
features
- replicate the rhythms and
sound patterns in stories,
rhymes, songs and poems
from a range of cultures

Respond to
and compose texts
- listen to and respond orally
 Develop and apply
contextual knowledge.
- recognise that there are
different ways of using spoken
language to communicate

-
Understand and
apply knowledge of
language forms and
features
begin to identify some
language features of
familiar spoken text

Respond to
and compose texts
-use music and/or actions to
enhance the enjoyment and
understanding of rhymes,
* Engage personally with
texts
- respond to texts, identifying
favourite stories, authors and
illustrators
 Develop and apply
contextual knowledge.
-engage with and appreciate
the imaginative use of
language through storytelling

Understand and
apply knowledge of
language forms and
features
-discuss creative language
features in imaginative texts
that can enhance enjoyment,

Engage personally
with texts
-share responses to aspects of
a text that relate to their own
life
-engage with a variety of
simple texts and begin to
understand that readers draw
on their own knowledge to
make meaning and enhance
enjoyment
 Develop and apply
contextual knowledge.
- recognise that texts are
created by authors who tell
stories and share experiences
that may be similar or
different to students' own
experiences
- understand that different
languages and dialects may be
 Develop and apply
contextual knowledge.
- begin to recognise that there
are different ways of learning
in English

Understand and
apply knowledge of
language forms and
features
-develop an appreciation for
books, poetry and song and
the importance of narrative

Respond to
and compose texts
-discuss likes and dislikes
after reading texts
to texts and to the
communication of others in
informal and structured
classroom situations
- communicate with peers and
familiar adults about personal
experience
- express a point of view about
texts read and/or viewed
- contribute appropriately to
class discussions
- respond to the shared
reading of texts for enjoyment
and pleasure
- retell familiar stories,
including in home language
Writing and Representing 1
ENe-2A Composes simple texts
to convey an idea or message
 Develop and apply
contextual knowledge.
-
drawing on their
experience of language
and texts, begin to
understand that writing
and representing can be
used to convey an idea or
message
-
share writing with others
for enjoyment
poems, chants and songs
Writing and Representing 2
Ene-7B recognises some
different purposes for writing
and that own texts differ in
various ways
 Develop and apply
contextual knowledge.
- understand that texts can
take many forms, can be very
short (for example an exit
sign) or quite long (for
example an information book
or a film) and that stories and
informative texts have
different purposes
- discuss the different
purposes of drawing and
writing in simple texts

Understand and
apply knowledge of
language forms and
features
- understand that some
language in written texts is
unlike everyday spoken
language
- demonstrate an awareness
of written forms of
communication, including
eg illustrations, repetition

Respond to
and compose texts
- retell familiar literary texts
through performance, use of
illustrations and images
- share feelings and thoughts
about the events and
characters in texts
- discuss intended personal
writing topics to form the
basis for composing
- communicate the purposes
of drawings and other visual
media
spoken by family, classmates
and community

Understand and
apply knowledge of
language forms and
features
-explore how language is used
differently at home and school

Respond to
and compose texts
- compose simple written
and visual texts that include
aspects of home, personal and
local community life
- respond to literature and a
variety of other texts from a
range of storytellers and
cultures, using picture books
and online sources
- read and discuss stories that
reflect students' social and
cultural groups

-
Understand and
apply knowledge of
language forms and
features
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

Respond to
and compose texts
- identify and use words
around the classroom and
in books during writing.
- compose texts using some
sight words and known words
- compose texts on familiar
topics using pictures and
graphics to support their
choice of words
- experiment with basic
visual, multimodal and digital
processes to represent some
simple ideas expressed in
texts and to convey
experiences.
Handwriting and Digital
Technologies
ENe-3A produces most lower
and upper case letters and uses
labels, symbols, emails, letters
and photographs

Respond to
and compose texts
- compose texts for known
audience, eg self, class, other
classes, parents
- compose texts using
drawings and other visual
media to create meaning
Reading and Viewing 2
ENe-8B demonstrates
emerging skills and knowledge
of texts to read and view, and
shows developing awareness of
purpose, audience and subject
matter
 Develop and apply
contextual knowledge.
- understand that
readers/viewers may have
varied and individual
responses to a text
* Understand and apply
knowledge of language
forms and features
- distinguish print from
drawings
- understand that words can
be spoken or written
digital technologies to
construct texts.
 Develop and apply
contextual knowledge.
- demonstrate a growing
understanding
that handwriting and
presentation of work needs to
reflect audience and purpose
in order to communicate
effectively

-
Understand and
apply knowledge of
language forms and
features
begin to understand the
sequence of letters
through structured and
guided activities

Respond to
and compose texts
- write from left to right and
leave spaces between words
- produce some lower case
and upper case letters using
learned letter formations
-experiment using digital
technologies, eg produce own
name, commonly used words
and simple sentences
- recognise that words and
pictures have meaning and
that words can be read aloud
-Identify some features of
texts including events and
characters and retell events
from a text

Respond to
and compose texts
-explore sequencing of a story,
focusing on the beginning,
middle and end and recognise
cultural patterns of
storytelling, eg 'Once upon a
time', the Dreaming.
Reading and Viewing 1
ENe-4A demonstrates
developing skills and strategies
to read, view and comprehend
short, predictable texts on
familiar topics in different
media and technologies
 Develop and apply
contextual knowledge.
- identify unfamiliar words
and attempt to use experience
and context to work out word
meanings
- identify and compare similar
ideas, characters and settings
in texts

Understand and
apply knowledge of
language forms and
features
- recognise basic book
conventions, eg open and hold
books correctly, turn pages
- recognise grammatical
patterns when reading to
assist in making meaning, eg
locating words that tell who,
what, when or where in texts

Respond to, read and
Teaching/Learning Activities
view texts.
- predict meaning using
elements of texts prior to
reading
- make connections between a
text and own life
-create visuals that reflect
character, setting and events
Resources
Objective A
Communicate through
speaking, listening,
reading, writing,
viewing and
representing.

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Objective B
Use language to shape
and make meaning
according to purpose,
audience and context.
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Objective C
Think in ways that are
Introduce the text Timothy Goes to School to students.
Display the cover of the book and ask students what the story might be about.
Pose questions:
- Who is Timothy?
- Is he a little boy?
- Is this a real or true story?
- How do you think he might be feeling about going to school?
- Who is the other animal? Do you think they know each other?
Read the title to students and ask a student to point to each word as you read.
Ask where you will commence reading the story.
Read the story to students.
While reading focus on the following features within the text:
- Names of types of clothing: sunsuit, jacket, party clothes, shirt, football shirt.
- Ordinal numbers: first, second
At the conclusion of the story discuss what Timothy wore on his first, second, third,
fourth day at school.
Have students draw a picture of the clothes Timothy wore to school. These pictures
can be captioned and used to sequence events in the story.
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Text: Timothy Goes to School
IWB (brainstorm student answers)
Writing books
Pencils
Re-visit the text.
Ask students to listen carefully while you read to find out how Timothy got to school
each day.
Discuss how Timothy came to school each day.
Ask students how they come to school each day. Brainstorm answers (walks, drives,
rides)
Construct a class pictograph that conveys the ways students come to school (see
resources)
Students return to tables and complete/copy pictograph.



Text: Timothy Goes to School
Work books
Pencils
Pictograph
OPTIONAL: Students write a sentence about the way they come to school, eg “Mrs Ballas drives
to school” “Mia walks to school”
 Ask students to recall some of the clothes Timothy wore to school (brainstorm
answers)

Car


Bus
Walk
Bike
Text: Timothy Goes to School
IWB
Other
imaginative, creative,
interpretive and critical.
Objective D
Express themselves and
their relationships with
others and their world.
Objective E
Learn and reflect on
their learning through
their study of English.
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
Turn to the page where Timothy is wearing his favourite shirt (the one with blue
stripes).
Ask students to describe Timothy’s favorite shirt.
Ask students to describe their favourite shirt.
Students return to tables and design their favourite shirt (See resources)
While students are completing their shirt designs, check their name is written correctly
and offer assistance to write captions around their shirts, eg: “My shirt is has red
flowers”
OPTIONAL: Students cover shirt template with material
 Re-visit text.
 Ask students to talk about their first day at school and if they sometimes felt like
Timothy and Violet.
 Students return to table and write a sentence about their first day at school.

Discuss what students liked and disliked from the story (illustrations, characters,
setting)
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T-Shirt template
Pencils
Crayons
Material
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Text: Timothy Goes to School
Writing books
Pencils

Text: Timothy Goes to School
Teaching/Learning Activities
Resources
Objective A
Communicate through
speaking, listening, reading,
writing, viewing and
representing.





Objective B
Use language to shape and
make meaning according to
purpose, audience and
context.



Objective C
Think in ways that are
imaginative, creative,
interpretive and critical.

Objective D
Express themselves and
their relationships with
others and their world.

Objective E
Learn and reflect on their
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Discuss the importance of holding books correctly, direction of print, spaces,
upper and lower case letters.
Discuss the title of the book and identify the author and illustrator.
Encourage the students to predict what the text may be about before reading.
“What things will Spot do at school?
Read the text, finding known words and predicting what may happen next
(what will be under the flaps of the book)
Discuss the key events and characters.

Text: Spot Goes to School

IWB (brainstorm student answers)
Re-visit the text.
Re-visit key events and characters.
Ask students what Spot did at school? Why should Spot go to school? Why do
you go to school? What things do you do at school? Are they same/different to
Spot?
Students go to desks and draw the beginning, middle and end of the story using
the text for support. Scribe student descriptions.
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Text: Spot Goes to School (Video)
http://www.youtube.com/watch?v=XKn4FSp6QY
IWB
Writing books
Pencils
Using paint students create an artwork about having a good time at school.
Encourage use of different textures, patterns and colours.
Discuss artwork with students, scribe caption under artwork, eg: “I love
painting and singing at school.”
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Text: Spot goes to School
Art Paper
Paint
Paint brushes
Re-read text and emphasise expression, intonation and appropriate use of
pausing to enhance the meaning and structure of the text.
Explain that students are going to create another page for this book.
Brainstorm other activities we do at school (assembly, library, lines, sport).
Students return to table and draw Spot doing an activity at our school.
Write description under picture “Spot is at the school assembly”.
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Text: Spot goes to school
Writing books
Pencils
Discuss the similarities and differences between Spot’s school and our school.
- Who is our teacher?


Text: Spot goes to school
Text: Spot Goes to School (Video)
learning through their study
of English.

- What can we see in our classroom/playground?
- What activities do we do (spelling, painting, singing)
Discuss what text students preferred? Video or book- Why?
http://www.youtube.com/watch?v=XKn4FSp6QY

IWB (Brainstorm answers)
Objective A

Introduce the text Rosie’s Walk to students.

Text: Rosie’s Walk
Communicate through
speaking, listening,
reading, writing,
viewing and
representing.
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Display the cover of the book and ask students what the story might be about.
Ask students to identify:
Front cover
Back cover
Where the story starts
Where the story ends
Where to start reading
Read the story Rosie’s Walk to students.

IWB (brainstorm student answers)
Objective B
Use language to shape
and make meaning
according to purpose,
audience and context.

Re-visit the text. Explore and discuss the use of punctuation in text: full stops, capital
letters, exclamation marks, quotation marks and commas.
Re-visit key events and characters.
At the end of each page stop and ask students where Rosie is going, eg:
-across the yard
-around the pond
-past the mill
Take class on a walk around the school.
Discuss with students what key features they saw. Model how to record this
information in a sentence eg: “This is the library”, “This is the canteen”.
Discuss with students where they had to walk “We walk across the path to get to the
library”.
Students draw a picture about the part of the school they visited and generate a
sentence to match.

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Text: Rosie’s Walk
Work books
Pencils
Optional: Class Camera

Text: Rosie’s Walk
http://www.schooltube.com/video/13e5b71
bb3663c832b4b/Rosie%27s%20Walk
Character masks, props from classroom

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Objective C
Think in ways that are
imaginative, creative,
interpretive and critical.
OPTIONAL: Take pictures of key features with school camera. Students match sentences to the
given image.
 Explain that you will be watching a video of Rosie’s Walk.
 Explain that students will be acting out and retelling the story of Rosie’s Walk.
(Encourage students to be creative and use their imagination as they are performing
the role of each character)
 Talk about what we will need from the text to act out the story:
- Rosie
- The fox


Objective D
Express themselves and
their relationships with
others and their world.
Objective E
Learn and reflect on
their learning through
their study of English.
the pond, the yard, the haystack, the mill.
Read text while groups of students act out each page.
OPTIONAL: Choose students to read the text
 Re-read text and emphasise expression, intonation and appropriate use of pausing to
enhance the meaning and structure of the text.
 Explain that students are going to sequence the events from the story. (Model to
students what happened first, then next…)
 Students match labels to correct picture.
 Walk around and ask individual students to retell the story from the sequenced
pictures.


Discuss what students liked and disliked from the story (illustrations, characters,
setting)
Discuss what text students preferred? Video or book- Why?

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
Text: Rosie’s Walk
Writing books
Scissors
Glue
Sequencing worksheet


Text: Rosie’s Walk
Video: Rosie’s Walk
http://www.schooltube.com/video/13e5b71
bb3663c832b4b/Rosie%27s%20Walk
IWB (Brainstorm answers)

Objective A

Introduce the text Mr McGee to students.

Text: Mr McGee
Communicate through speaking,
listening, reading, writing,
viewing and representing.
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Display the cover of the book and ask students what the story might be about.
Ask students to identify:
Front cover
Back cover
Where the story starts
Where the story ends
Where to start reading
Read the story Mr McGee to students.
Ask them to identify the things Mr McGee did when he woke up. Write answers in a column
on the board (See resources)
Ask students what they do in the morning before school. Record answers in another column
on the board (See resources)
Ask students what Mr McGee did when he woke up. Record answers in a third column. (See
resources)

IWB (brainstorm student
answers)
Before I come
At School
to school
Eat breakfast
Stand in lines
Clean teeth
Read books
Mr
McGee
did these
things
He put his
shirt on.
Objective B
Use language to shape and make
meaning according to purpose,
audience and context.

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
Re-visit the text. Explore and discuss the use of punctuation in text: full stops, capital letters,
exclamation marks, quotation marks and commas.
Re-visit key events and characters.
Place students into pairs. Hand each pair a large sheet of art paper folded down the centre.
Ask them to identify the activities they do at school focusing on ‘when’ they do these. (See
resources) Model examples for students.
Students illustrate their charts.
Charts can be made into a class book (optional).
I do
these
things
before
school
I clean my
teeth.
I do these
things at
school
I see my
friends.
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Text: Mr McGee
IWB
Art paper
Pencils
AT SCHOOL
In the morning After lunch
Stand in lines
Have news
Mark the role
Assembly
This activity introduces students to the
idea of chronological order related to
their own experiences at school.
Objective C
Think in ways that are


Re-read text Mr McGee to students.
Introduce the idea of words that rhyme (words that sound the same at the end).

Text: Mr McGee
imaginative, creative,
interpretive and critical.

-
When reading the text, ask students if the following words rhyme:
McGee and tree
Said and bed
Shoes and socks
Too and blue
Shoes and coat
OPTIONAL
 Use a well known nursery rhyme for students to supply or provide the rhyming word, eg:
Jack and Jill went up the …
 Play a rhyming game, eg “I spy with my little eye something that rhymes with hair”
Objective D
Express themselves and their
relationships with others and
their world.

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
Objective E
Learn and reflect on their
learning through their study of
English.
Re-read text and emphasise expression, intonation and appropriate use of pausing to
enhance the meaning and structure of the text.
Explain that students are going to sequence the events from the story. (Model to students
what happened first, then next…)
Students match labels to correct picture.
Discuss what students liked and disliked from the story (illustrations, characters, setting)

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
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
Text: Mr McGee
Writing books
Scissors
Glue
Sequencing worksheet


Text: Mr McGee
IWB (Brainstorm answers)
Objective A

Introduce The Kinder Hat to students. Display the cover of the book and ask students:

Text: The Kinder Hat
Communicate through speaking,
listening, reading, writing,
viewing and representing.
-
what the story might be about
-
what are some activities we do at school
-
what are some things they have made at school to take home
 Introduce and identify:
-
front cover, back cover, where story starts and ends as well as the correct place to commence
reading on each page.
 Read story to students.
 Read The Kinder Hat again to students. During the reading pause to ask questions related to
the text and discuss the vocabulary:
Objective B
Use language to shape and make
meaning according to purpose,
audience and context.
Objective C
Think in ways that are
imaginative, creative,
interpretive and critical.
Objective D
Express themselves and their
relationships with others and
their world.

IWB: Brainstorm student
responses/ important words
Selection of other texts: To
provide opportunities to
develop concepts about print
(Optional)


Text: The Kinder Hat
IWB


Text: The Kinder Hat
Cardboard, coloured paper,
crayons, paint, sticky tape

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
Text: The Kinder Hat
Art Paper
Coloured pencils
What can you see in the park?
-
What can you see in the classroom?
-
Who helped make the hat?
-
What colour is the hat?
-
Where did Mummy wear the hat?
-
How was the hat made?
-

Do you think Mummy liked the hat? How do you know?
 After reading The Kinder Hat students construct, using selected materials their personal
interpretation of the kinder hat.
 Students wear created hats to retell the story orally. Turn pages of the book, one-by-one, so
students can see the images as they retell each page. Assist by rephrasing, clarifying or
summarising responses.
 Hand out folded sheets of art paper.
 Students draw two pictures that illustrate Jessie making the hat and Mummy wearing the hat
using the information from the book. (Model for students).
 Ask each student to describe their own kinder hat, “My hat has blue ribbons on it”. Scribe
these descriptions onto their artwork.
 Students share and display their work as well as their personal understanding of text with
Objective E
Learn and reflect on their
learning through their study of
English.

class.
Discuss what students liked and disliked from the story (illustrations, characters, setting)

Text: The Kinder Hat