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.
Engage in an oral retell of the text, Starting School. Recall key characters, events and/or information.
Engage in an oral retell of the text, Starting School. Recall key characters, events and/or information.
Revisit the page ‘New things to get used to’. Explain that there are new things students need to get used to when starting school, including remembering what to pack in their school bags each day.
Revisit the page ‘New things to get used to’. Explain that there are new things students need to get used to when starting school, including remembering what to pack in their school bags each day.
Explain students will decide if their item belongs in the backpack. As a class, chant, ‘1, 2, 3 / clap, clap, clap / what goes in / the backpack?’. Students take turns to flip over a card, name the item and place it inside or outside the ‘backpack’.
Explain students will decide if their item belongs in the backpack. As a class, chant, ‘1, 2, 3 / clap, clap, clap / what goes in / the backpack?’. Students take turns to flip over a card, name the item and place it inside or outside the ‘backpack’.
Display and describe each of the items students placed inside the ‘backpack’.
Display and describe each of the items students placed inside the ‘backpack’.
For example, ‘There is a pink drink bottle in the backpack’; ‘In my backpack is a red, juicy apple.’
For example, ‘There is a pink drink bottle in the backpack’; ‘In my backpack is a red, juicy apple.’
Draw, Talk, Share, Write
Draw, Talk, Share, Write
Students will revise their drawing from Lesson 1 to include items they bring to school.
Students will revise their drawing from Lesson 1 to include items they bring to school.
Revisit the modelled drawing from Lesson 1. Model adding backpack items next to the student in the drawing. Use think-alouds to describe details. For example, ‘I am drawing a red lunchbox with a blue lid.’
Revisit the modelled drawing from Lesson 1. Model adding backpack items next to the student in the drawing. Use think-alouds to describe details. For example, ‘I am drawing a red lunchbox with a blue lid.’
Students draw items from their backpack. While drawing, prompt students to explain details of their drawing using personal vocabulary.
Students draw items from their backpack. While drawing, prompt students to explain details of their drawing using personal vocabulary.
Model labelling the drawing from activity 8 with a student name. Explain that capital letters are a type of punctuation used at the beginning of a name.
Model labelling the drawing from activity 8 with a student name. Explain that capital letters are a type of punctuation used at the beginning of a name.
Students label their drawing with their name using a capital letter. Note: labels could include letters or letter-like symbols.
Students label their drawing with their name using a capital letter. Note: labels could include letters or letter-like symbols.
Too hard? Students trace their name, using a dot showing where to start and arrows for direction.
Too hard? Students trace their name, using a dot showing where to start and arrows for direction.
Too easy? Students label items in their drawing.
Too easy? Students label items in their drawing.
Reflection
Reflection
Introduce turn and talk and establish class expectations. For example, orientate yourself to the speaker, take turns speaking, demonstrate active listening. Model using the turn and talk strategy to share details about the modelled drawing from activity 8.
Introduce turn and talk and establish class expectations. For example, orientate yourself to the speaker, take turns speaking, demonstrate active listening. Model using the turn and talk strategy to share details about the modelled drawing from activity 8.
In pairs, students turn and talk to share details about their drawing. Encourage students to look at their partner and actively listen.
In pairs, students turn and talk to share details about their drawing. Encourage students to look at their partner and actively listen.
Page updated
Report abuse