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.
Resource 7: Five Little Ducks poem
Resource 7: Five Little Ducks poem
Five Little Ducks
Five Little Ducks
Five little ducks went swimming one day
Five little ducks went swimming one day
Over the hills and far away.
Over the hills and far away.
Mother duck said, "Quack, quack, quack, quack"
Mother duck said, "Quack, quack, quack, quack"
But only four little ducks came back.
But only four little ducks came back.
Four little ducks went swimming one day
Four little ducks went swimming one day
Over the hills and far away.
Over the hills and far away.
Mother duck said, "Quack, quack, quack, quack"
Mother duck said, "Quack, quack, quack, quack"
But only three little ducks came back.
But only three little ducks came back.
Three little ducks went swimming one day
Three little ducks went swimming one day
Over the hills and far away.
Over the hills and far away.
Mother duck said, "Quack, quack, quack, quack"
Mother duck said, "Quack, quack, quack, quack"
But only two little ducks came back.
But only two little ducks came back.
Two little ducks went swimming one day
Two little ducks went swimming one day
Over the hills and far away.
Over the hills and far away.
Mother duck said, "Quack, quack, quack, quack"
Mother duck said, "Quack, quack, quack, quack"
But only one little duck came back.
But only one little duck came back.
One little duck went swimming one day
One little duck went swimming one day
Over the hills and far away.
Over the hills and far away.
Mother duck said, "Quack, quack, quack, quack"
Mother duck said, "Quack, quack, quack, quack"
But none of the five little ducks came back.
But none of the five little ducks came back.
Mother duck went swimming one day
Mother duck went swimming one day
Over the hills and far away.
Over the hills and far away.
Mother duck said, "Quack, quack, quack, quack"
Mother duck said, "Quack, quack, quack, quack"
And five little ducks came swimming back.
And five little ducks came swimming back.
Can you remember the term preposition?
Can you remember the term preposition?
Prepositions tell us where something is positioned in a sentence.
Prepositions tell us where something is positioned in a sentence.
Remember the book We’re Going on a Bear Hunt?
Remember the book We’re Going on a Bear Hunt?
The prepositions ‘over’, ‘under’, ‘around’, and ‘through’.
The prepositions ‘over’, ‘under’, ‘around’, and ‘through’.
Prepositions are also used in Alexander’s Outing to tell us where the ducks go.
Prepositions are also used in Alexander’s Outing to tell us where the ducks go.
Modelled writing: Record the three sentences below.
Modelled writing: Record the three sentences below.
The ducks went past the bottle tree.
The ducks went past the bottle tree.
The ducks went through the iron gates.
The ducks went through the iron gates.
The ducks went along Art Gallery Road.
The ducks went along Art Gallery Road.
Activity: Have students identify prepositions using initial letter/sound recognition. Circle the prepositions.
Activity: Have students identify prepositions using initial letter/sound recognition. Circle the prepositions.
Add vocabulary to Resource 8: Duck outing anchor chart
Add vocabulary to Resource 8: Duck outing anchor chart
Connect text prepositions to real-life examples for students to learn vocabulary. For example:
Connect text prepositions to real-life examples for students to learn vocabulary. For example:
I went through the front door
I went through the front door
I went along the hall
I went along the hall
I went past the kitchen.
I went past the kitchen.
Ask students to give a simple oral sentence using a preposition to describe somewhere they went. Have students repeat the outing told by the previous student before telling their outing.
Ask students to give a simple oral sentence using a preposition to describe somewhere they went. Have students repeat the outing told by the previous student before telling their outing.
Too hard? Support with sentence starters; for example, On the way to school I went past ..., At the park I went through ..., At the supermarket I went along ...
Too hard? Support with sentence starters; for example, On the way to school I went past ..., At the park I went through ..., At the supermarket I went along ...
Too easy? Students give a more complex oral sentence using more than one preposition.
Too easy? Students give a more complex oral sentence using more than one preposition.
Draw, Talk, Share, Write
Draw, Talk, Share, Write
Ask students to imagine a place where ducks might go ‘past’, ‘through’ or ‘along’ in their local area, the city, in a park or on a farm. ‘Over’, ‘around’ and ‘under’ may also be used if students make a connection to the prepositions used in We’re going on a Bear Hunt.
Ask students to imagine a place where ducks might go ‘past’, ‘through’ or ‘along’ in their local area, the city, in a park or on a farm. ‘Over’, ‘around’ and ‘under’ may also be used if students make a connection to the prepositions used in We’re going on a Bear Hunt.
Encourage students to orally create a story with a beginning, middle and end.
Encourage students to orally create a story with a beginning, middle and end.
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