Embedded Files
Learning Intention:
Learning Intention:
Students are learning to make connections between characters and events represented in texts and their own experiences.
Students are learning to make connections between characters and events represented in texts and their own experiences.
Success Criteria:
Success Criteria:
Students can:
Students can:
- identify aspects of their own life represented in a text
- create and share detailed drawings to communicate an idea
- connect events from the text to their own experiences
- express understanding through drawing and talking
- use personal vocabulary to make requests and express needs.
Think-aloud: ‘Tim, Hannah, Sunita, Jane, and Polly are all going to school for the first time. Let’s meet them and look at the things they do on their first day! I wonder what exciting things they will discover?
Think-aloud: ‘Tim, Hannah, Sunita, Jane, and Polly are all going to school for the first time. Let’s meet them and look at the things they do on their first day! I wonder what exciting things they will discover?
Display Starting School by Jane Godwin and illustrated by Anna Walker. Use think-alouds to orientate students to the text, identifying the front cover, back cover, title, blurb and author.
Display Starting School by Jane Godwin and illustrated by Anna Walker. Use think-alouds to orientate students to the text, identifying the front cover, back cover, title, blurb and author.
Guide students to predict how the characters might feel about their first day of school by reflecting on and sharing their own first day experiences.
Guide students to predict how the characters might feel about their first day of school by reflecting on and sharing their own first day experiences.
Read Starting School. Support students to identify aspects of their own world by connecting the characters’ experiences to their first day at school. Ask guiding questions, for example:
Read Starting School. Support students to identify aspects of their own world by connecting the characters’ experiences to their first day at school. Ask guiding questions, for example:
- What items did you pack when getting ready for school?
- What characters in the text felt the same way as you did on your first day?
- What activities did the characters do at school that are similar to your experiences?
Think-aloud: What do you notice about each character and the things they need for school? (text-to-self)
Think-aloud: What do you notice about each character and the things they need for school? (text-to-self)
Draw students' attention to the line drawings across the bottom of the page to prompt discussion about the items needed for school.
Draw students' attention to the line drawings across the bottom of the page to prompt discussion about the items needed for school.
Draw, Talk, Share, Write
Draw, Talk, Share, Write
Model drawing a student on their first day at school. Use think-alouds to describe details.
Model drawing a student on their first day at school. Use think-alouds to describe details.
For example, ‘I am drawing a skirt with a pattern to match our school uniform.’
For example, ‘I am drawing a skirt with a pattern to match our school uniform.’
Students draw themselves on their first day at school. While drawing, prompt students to explain details of their drawing using personal vocabulary within a small group.
Students draw themselves on their first day at school. While drawing, prompt students to explain details of their drawing using personal vocabulary within a small group.
Explain that drawings can be revised to add details. Revisit the modelled drawing from activity 6. Use think-alouds to identify what details could be added next time.
Explain that drawings can be revised to add details. Revisit the modelled drawing from activity 6. Use think-alouds to identify what details could be added next time.
For example,
For example,
a backpack to show what students bring to school;
a backpack to show what students bring to school;
a classroom background to show where you are on the first day of school.
a classroom background to show where you are on the first day of school.
Reflection
Reflection
Reflect on student drawings. Ask guiding questions, for example:
Reflect on student drawings. Ask guiding questions, for example:
What details could be added to your drawing next time?
What details could be added to your drawing next time?
How has your experience of starting school helped you create your drawing?
How has your experience of starting school helped you create your drawing?
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