Aspects of English to teach at the sentence level for:
(Name of Stimulus Text)
Genre:
Person
Sentence Form
Tense
(question/statement/com
mand)
Past- Looked, saw
(irregular)
First
Question forms
Pronouns
Singular/plural forms
-Compound and complex
sentences
________and________
_________but ________
-Question: What did I see?
Negative forms
Didn’t
What did I see?
Articles
Nouns
(common, countable,
mass)
The
a
Expressions of Time
Prepositions
In the Ocean
Expressions of Quality
(eg adjectives, adverbs etc)
Expressions of
Quantity
(eg some, more, all, three,
none etc)
Fish, sea star, shark,
crab, seahorse, ocean,
stingray, octopus
Possessive Forms
Conjunctions
Genre
and, but
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In the Ocean
English Language Structures and features to focus on for this unit
of work
1. Questions and Answers
2. Conjunctions
English Sounds to focus on for this unit of work
1. sh
2. t
2
Year One outcomes for
‘In the Ocean’
Unit of work
Level 2 Language Structures and Features
Outcomes (Listening)
Level 2 Language Structures and Features
Outcomes (Speaking)
Students respond to simple SAE vocabulary
and structures in familiar controlled
exchanges and distinguish SAE sounds:
Students use and manipulate simple
structures and features of SAE to interact in
familiar controlled contexts:

Recognise common phrases in known
contexts, and follow simple SAE given
slowly, using gestures and repetition.

Use gestures and isolated words to express
needs and respond to simple directions and
questions

Joins in routines with limited understanding
of SAE social conventions, common
greetings and courtesy phrases.

Sometimes join in structured classroom oral
activities involving songs and stories.

Use words, phrases and some repetitive
simple sentence patterns, pronouncing some
SAE words so that they can be understood.

Reproduce and use chunks of familiar
language in appropriate contexts.
“I looked in the ocean and what did I see?”
“I saw a ________ but it didn’t see me.”
SOSE Outcomes
The Arts Outcomes- Band 1
Env. 1:1- Place, Landforms and Features
(Music, Visual Arts, Dance, Drama, Media)

Identify and describe places according to
their natural/built features
Science Outcomes- KGP 3.2

Classify objects- living/ non-living

Arts Skills and Processes 1.1-
Play an experiment with basic arts materials,
skills, processes and technologies when
engaging in and sharing arts experiences.

Creating Arts Ideas 1.1-
Use play, imagination and personal experiences
as the basis for making and sharing arts
experiences.

Arts Responses and Analysis 1.1-
Se arts language to describe features and
elements of the artworks and/or arts experiences,
understanding that responses may differ; explain
how the arts are used for a range of different
purposes in their life and in the community.
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Teaching Learning Sequence
A: Discovering the Text
Look at the cover and talk to the students about what they think the story may be about.
Then Read the Text to the students.
B. Teacher and students talk about ideas, opinions and feelings about the text.
How would we feel if we saw a shark?
What else would scare us?
C: Explore the text. Plan together, then role play the text or parts of it
Teacher reads the text and whole class/small groups of students act out each page.or chn
act a part of the story,a scene or character others guess.
Use puppets & move like different creatures. Make body into animal shapes e.g. Starfish
D: Talk about the text.
Eg Is this a story about what really happens? Do the words give us a clear picture of what
is happening? What are these words? What do they mean?
Are the creatures real?
Do we see them here on Bathurst Island?
E: Students retell the text: the story line, the sequence of events
What animals did he see first? Next?
F: Listening exercises ***
For example games or exercises/activities from the Ear Book.
“I Spy” I looked on the table and what did I see?
G. Oral cloze Exercises
Leave out nouns (sea creatures),
Leave out see/saw, looked, did
H. Intonation, Stress and Rhythm Exercises
Clap out the rhythm of the text / use musical instruments e.g. I saw a fish but it didn’t see
me
G: teacher and students make a picture map or graph which depicts the main event,
the sequence of events etc
Crayon resist – chn draw, colour sea creatures in crayon. Point over with a blue wash. Chn
paste on the animals in the correct order.
H: Pronunciation Exercises
This is where the students practise the focus sound/words/structures identified when
analysing the language of the text.
‘sh’ medial/final ‘t’ medial/final
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I: Teacher and students write a group, negotiated text of the original from memory.
Students illustrate, sequence the pages and display for reference.
J: Explore the text through poetry and or music (rhymes and song).
Row, row, row your boat
Crabs
5 Small Crabs
All the fish
K. Teacher writes the words of the songs and/or rhymes on charts and displays
them around the room.
L. Explore the text through Art and Craft.
Crayon resist mural of Sea Creatures
M: Teacher and students write a group negotiated text that reflects the art/craft
work.
For example: a procedural text: “How to make a….”, or a descriptive text: “Our …..”
Procedure for making crayon resist fish
N: Explore other curriculum areas suggested by the text.
This should follow the Do, Talk, Record Model. (NB. The Record section is covered by the
next activity, but might also include graphs, pictures, photographs etc that provide a
stimulus for talk and a framework for the group negotiated text)
Health/Physical Education.
Starfish jumps
Crabs walking
Maths
Sea Creatures Graph
Science
Social Education
Ocean Environments: Brainstorm things we find in the ocean. Classify these things under
the headings, Plants/Animals, Living/ Non-Living. List on a retrieval chart
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Title/learning area
Outcomes
Do
Talk
Record
From the
Curriculum
Framework
O: Teacher and students write a group negotiated text which reflects one of these
learning areas
e.g. A fish is a living thing
a A fish lives in the sea
P: Using the original text as a model, teacher and students write a group negotiated
text in the same genre.
In the Bush
In the Mangroves
In the Creek
Q: Group oral presentation.
Use songs, rhymes, the original text or the group negotiated texts to develop an "item" to
be presented to an audience. This could be a recitation, a play, a song. Group negotiate to
whom the presentation will be made.
Read text innovation to transition
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R: Assessment:
Revisit activities B; E; F; H; J.
Have students talk about activities G; L; N; P; Q.
Record, date and annotate students responses to these activities then include them
in the student’s assessment folio.
NB It is suggested that you choose 3 or 4 students only to be the focus for assessment
during each unit of work.
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Walking Talking Texts
Daily Plans
Spoken English: Early Childhood
Year One – ‘In the Ocean’
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SESSION ONE
* Teacher and children ‘read’ some classroom print
A.
* Read the book to the children
* Predict looking at cover, Where is he? What might he see?
B.
* Talk about ideas, opinions and feelings about the story/text
Talk about… What the man is doing
… How would he feel swimming amongst the fish / seeing the shark?
* Role-play the story/text.
- The teacher will read the text, talk about how we feel swimming, floating?
- The children will role-play, looking, diving, blowing bubbles, pointing… I saw a?,
scared of the shark and swimming fast.
C.
D.
* Talk to the children about the text
- Is it true or false? Is there anything in the story that would make us believe it is/is
not true? Which words tell us what is happening? Have you seen these creatures?
Can you stay underwater like the diver? What helps him breath?
SESSION TWO
* Teacher and children ‘read’ some classroom print and / or the text again.
E.
* Have the children retell the text as the pages are turned.
- The teacher will take the words the children give and rephrase them in correct
English.
- The teacher will have the children repeat the correct English after her.
- What did he see? First, next, last? Did the animals see him?
- The teacher will give any English words they are able to, in order to retell the story.
- The children will repeat the correct English after the teacher.
- Use puppets to move / role-play the creatures in the story.
F.
* A Listening Exercise
- The teacher can tech the ‘I Spy’ game
‘I looked in the ocean and I saw an animal with 8 long legs’.
- The children will listen to the clues given and guess the sea creatures.
F.
* Oral close exercises
- The teacher will read leaving out the nouns / see creatures.
- Leaving out and, did / didn’t
- The children will fill in the missing words orally
F.
* Stress Intonation and Rhythm
- Teacher and students use musical instruments to stress the following words in these
sentences from the text… I saw a fish but it didn’t see me
- Teacher and students will clap the rhythm of the words
- Teacher and students listen to an audiotape of the book, practice-saying parts of the
text after the tape with the same spoken ‘music’ as the speaker is using.
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G.
Teacher and children make up a picture map or story graph which depicts the main events,
the characters etc.
The teacher will ask the children what animals the diver saw.
- The students will draw the animals, make their own story map (A3), and draw the
sea creatures that the diver saw.
H.
* Practice English pronunciation
- The teacher will teach ‘t’ sound, using rhymes, songs ‘rat-a-tat-tat’
- The children will practice the ‘t’ sound (medial, final)
SESSION THREE
* Teacher and children ‘read’ some classroom print and/or the text again.
I.
* Writing a group – negotiated text.
- The teacher will re-write the story on large paper. She /he will listen to what the
children are saying and model the correct English by speaking it and then writing it,
saying the words as she/he writes them.
- After writing each sentence, the teacher will point to the words and encourage the
children to “read” along with her/him.
- The children will help by giving English words modelled by the teacher. The
children will watch and listen as the teacher writes.
* Crayon Resist Pictures
SESSION FOUR
* Teacher and children ‘read’ some classroom print and or text again.
J.
* Learn English songs and rhymes
- Names of songs and rhymes, See the fish all swimming in the ocean- seahorses,
sharks, starfish, octopus.
K.
* Art and Craft
- We will make stuffed sea creatures, an ocean collage – the floor of the ocean
- The teacher will make outlines of sea creatures, collage, and prepare –crepe paper,
glue, cellophane, paint and sand.
- The children will paint and help cut sea creatures, scrunch crepe paper and
cellophanes for seaweed, ocean floor.
L.
* Sing the songs and rhymes again
- The teacher will point to the words as the teacher and children sing/recite.
SESSION FIVE
* Teacher and children ‘read’ some classroom print and/or text again.
M.
* Teacher and children write one or two sentences, which describes or explains the Art/Craft
or tells how it was made.
- We will talk about how we made our (stuffed sea creatures) and ocean collage.
- The teacher will write a procedure for the above.
- The children will give as many English words as they can
- Display this writing with the art/craft work
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N.
* Sing the songs and rhymes again.
- The teacher will point to the words as the teacher and children sing/recite
SESSION SIX
O.
* Teach an activity from another curriculum area.
- It could be something like cooking for maths, a game for physical education, an
excursion for social education or science.
- The activity will be SOSE- list the things we would find in the ocean/at the beach
e.g. plants, seaweed, grasses, animals – fish, crabs, birds. Non-living, shells, rocks,
sand.
- The teacher will draw up a chart with headings.
- The children will brainstorm and classify objects on the chart.
SESSION SEVEN
P.
* Teacher and children write one or two sentences which describes or explains the activity
from session six.
- We will talk about the things we might find at the beach / in the ocean where, what,
plant/animal, living/non-living.
- The teacher will write sand is on the beach. It is non-living. A fish lives in the
ocean it is a living animal.
The children will give as many English words as they can. The children will illustrate the text.
Q.
* A listening exercise
- The teacher will read aloud the clues from Activity O, leaving out the names.
- The children will guess what the missing words are.
SESSION EIGHT
R.
* Talk about how to change the characters or events to write a different story/text.
- The teacher thinks the new story could be about ‘In the Mangroves, In the Bush’
* Writing a group text – making the original story into a different one.
- The teacher will rewrite the story on large paper. She/he will listen to what the
children are saying and model the correct English by speaking it and then writing it,
saying the words as she writes them. After writing each sentence, the teacher points
to the words and encourages the children to “read” along with her/him. When the
new text is completed the teacher will display the illustrated.
- The children help to write the new text by giving English words and phrases. The
teacher scaffolds the English the children want to say. The children repeat the
English words modelled by the teacher. The children watch and listen as the teacher
writes. The children illustrate the story. They can begin to illustrate during English
time and can finish their illustrations during the afternoon.
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SESSION NINE
S.
* Choose, plan and practice an assembly item for the previous activities.
- Teacher and children decide what to do
- Plan and practice what the teacher will do
- Plan and practice what the children will do
* Present the item at assembly
SESSION TEN
T.
* Assessment Activities
- Taking the children in small groups of two or three, the teacher will have the
children talk in English about one of the suggested Assessment Activities.
- While two or three children are doing their assessment, the rest of the class will sit
and watch the teacher and children quietly for their turn.
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