Embedded Files
Learning Intention:
Learning Intention:
We are learning to explore stories using actions and to retell stories using story maps and pictures.
We are learning to explore stories using actions and to retell stories using story maps and pictures.
Success Criteria:
Success Criteria:
Students can:
Students can:
- face the reader so you can see information in a book.
- retell stories, poems, songs, and rhymes (some parts as exact repetition and some in their own words).
- follow instructions (up to two parts spoken).
- recall important events in a text.
- use drawing to support writing.
Position students so they are facing you, to encourage listening for understanding and looking at visual information presented. Introduce text Alexander’s Outing. Display front and back of cover. Read aloud the title and author. Explain that the author’s purpose in telling a story with pictures and words is for the reader to enjoy. Give a brief orientation to the narrative, explaining that it is an imaginary story about a family of ducks going for an outing. Check if any students are familiar with the story.
Position students so they are facing you, to encourage listening for understanding and looking at visual information presented. Introduce text Alexander’s Outing. Display front and back of cover. Read aloud the title and author. Explain that the author’s purpose in telling a story with pictures and words is for the reader to enjoy. Give a brief orientation to the narrative, explaining that it is an imaginary story about a family of ducks going for an outing. Check if any students are familiar with the story.
Discussion: Discuss the word ‘outing’, check for understanding and give examples. Ask students to recall an outing with their family, and encourage thinking about where they went and who was with them. Listen to responses from several students. Use thinking partners for all students to share responses.
Discussion: Discuss the word ‘outing’, check for understanding and give examples. Ask students to recall an outing with their family, and encourage thinking about where they went and who was with them. Listen to responses from several students. Use thinking partners for all students to share responses.
What are ducks? What do they look like, where do they live, and how do they behave?
What are ducks? What do they look like, where do they live, and how do they behave?
Think-aloud: ‘I wonder if the ducks are going out or coming back from their outing?’
Think-aloud: ‘I wonder if the ducks are going out or coming back from their outing?’
‘Who is Alexander?’
‘Who is Alexander?’
Ask where the ducks live and whether they are wild ducks or pet ducks. Prompt students to consider how they know this and whether they know which city the ducks live in. Point out the Opera House and Harbour Bridge to prompt answers.
Ask where the ducks live and whether they are wild ducks or pet ducks. Prompt students to consider how they know this and whether they know which city the ducks live in. Point out the Opera House and Harbour Bridge to prompt answers.
Before reading, briefly discuss print conventions – starting at a capital letter, left to right, return sweep, pause at full stop, making meaning from words and images. Complete an uninterrupted read of Alexander’s Outing. Highlight directionality across double pages and breaks in text, pointing out where the text ends and where it continues. Conclude reading with a brief comment about the outing.
Before reading, briefly discuss print conventions – starting at a capital letter, left to right, return sweep, pause at full stop, making meaning from words and images. Complete an uninterrupted read of Alexander’s Outing. Highlight directionality across double pages and breaks in text, pointing out where the text ends and where it continues. Conclude reading with a brief comment about the outing.
Discussion: Discuss how Pamela Allen created the story with characters, places, and events, including a problem.
Discussion: Discuss how Pamela Allen created the story with characters, places, and events, including a problem.
Explain ‘characters’ are who is in the story, ‘places’ are where it happens, and ‘events’ are what happens.
Explain ‘characters’ are who is in the story, ‘places’ are where it happens, and ‘events’ are what happens.
Talk about how authors use interesting words to describe characters and what happens.
Talk about how authors use interesting words to describe characters and what happens.
Reread the text focusing on the characters and their actions. Define Tier 2 words and unfamiliar phrases. For example, straggled, commotion, peer, pranced and snaky line.
Reread the text focusing on the characters and their actions. Define Tier 2 words and unfamiliar phrases. For example, straggled, commotion, peer, pranced and snaky line.
Activity: This game may be played by choosing one child as ‘Simon’.
Activity: This game may be played by choosing one child as ‘Simon’.
These verbs from Alexander’s Outing can be used to play the game: quack, flap, straggle, waddle, prance, look down a hole, reach into a hole, stop traffic, picnic, be a commotion, pour out a drink, search in a bag, dip, drip, floating up, pop out, celebrate.
These verbs from Alexander’s Outing can be used to play the game: quack, flap, straggle, waddle, prance, look down a hole, reach into a hole, stop traffic, picnic, be a commotion, pour out a drink, search in a bag, dip, drip, floating up, pop out, celebrate.
Draw, Talk, Share, Write
Draw, Talk, Share, Write
Activity: students choose one action from the text to draw, talk, share and write about.
Activity: students choose one action from the text to draw, talk, share and write about.
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