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.
Re-read the double-page spread, ‘In the classroom’ from Starting School. Discuss the different classroom rules from the text and why rules and expectations are important.
Re-read the double-page spread, ‘In the classroom’ from Starting School. Discuss the different classroom rules from the text and why rules and expectations are important.
Discussion: Ask students what they think a happy and safe classroom looks like, feels like and sounds like.
Discussion: Ask students what they think a happy and safe classroom looks like, feels like and sounds like.
Record student responses on the Y-chart and use them to co-construct classroom expectations.
Record student responses on the Y-chart and use them to co-construct classroom expectations.
Re-read the double-page spread, ‘Around the school’. Recall where Miss Quick visited during their walk. For example, the playground, the hall, the toilets, and the music room.
Re-read the double-page spread, ‘Around the school’. Recall where Miss Quick visited during their walk. For example, the playground, the hall, the toilets, and the music room.
Explain that students will visit locations around their school. Revise how Miss Quick asked students to walk together so no one would get lost. Discuss expectations for moving around the school. For example, staying together, walking, calm voices.
Explain that students will visit locations around their school. Revise how Miss Quick asked students to walk together so no one would get lost. Discuss expectations for moving around the school. For example, staying together, walking, calm voices.
Walk around the school and guide students to connect aspects of the school environment with those represented in the text. For example, we also have a school hall.
Walk around the school and guide students to connect aspects of the school environment with those represented in the text. For example, we also have a school hall.
After completing the school walk, place photographs of the locations visited on large pieces of paper around the classroom. Students move around the classroom and write their name on the paper of their favourite location.
After completing the school walk, place photographs of the locations visited on large pieces of paper around the classroom. Students move around the classroom and write their name on the paper of their favourite location.
Collate the large pieces of paper and discuss the locations students liked visiting.
Collate the large pieces of paper and discuss the locations students liked visiting.
Draw, Talk, Share, Write
Draw, Talk, Share, Write
"Soon you are going to draw a picture of yourself playing with your friends at school."
"Soon you are going to draw a picture of yourself playing with your friends at school."
Use think-alouds to describe details and label parts of the picture to show that these words carry meaning.
Use think-alouds to describe details and label parts of the picture to show that these words carry meaning.
Students draw what they described to their partner. Promote students to talk about their drawings and encourage students to write their own labels. Some students may write letters or words.
Students draw what they described to their partner. Promote students to talk about their drawings and encourage students to write their own labels. Some students may write letters or words.
Model drawing using a relaxed pencil grip on a large piece of paper.
Model drawing using a relaxed pencil grip on a large piece of paper.
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