introduction - · pdf fileintroduction traditional tales ... ‘the midas touch’,...

IntroductionTraditional tales and English

A literary inheritanceOnce upon a time, storytellers gifted us our rich inheritance of traditional tales through the arts of story, song, dance, mime and puppetry. These are the tales they shared with the ordinary people, in ordinary language, capturing the mood, the humour and the history of their times. In the words of Arbuthnot (1947), “Folktales are only one part of the rich folklore that includes, in its broadest sense, superstitions, games, songs, festivals, dance rituals, verses, fables, myths, legends and epics.”

Once upon a time: traditional literature for today’s literacy is filled with traditional tales that were told by those storytellers. The very best of those tales have survived generations of retelling to form a core of children’s literature today.

A literacy resource‘Once upon a time’ immediately takes listeners and readers in early primary classrooms on an imaginative journey to fantastic settings in a faraway past. These are tales about intrigue and wonder, fools and tricksters, heroes and villains, princes, princesses and paupers, mysterious beings, beasts and talking animals, gods, giants, ogres, magicians and witches.

It is no surprise that such exciting characters and places capturing fear and bravery, drama and humour, and introduced in simple language, lure children into the mystery and imagination of tales that have stood the test of time. This is literature that has led early readers into literacy for many generations.

Children are attracted to the rhythm, rhymes, chants, alliterations and onomatopoeia that captures their attention. As emergent and early readers, they are also supported by these stylistic features of the tales – a bubbling cauldron of rhythmic language patterns and refrains of huffing and puffing and wriggling and jiggling, of fee-fi-fo-fum and trip-trap-trip-trap that invites participation. Add, too, repetition that helps prediction of text and storyline. Then there is the swift and final reassuring end so satisfactory to its young listeners, where good triumphs over evil with a ‘lived happily ever after’ theme.

A language treasure troveSo much of our idiom comes from traditional tales. ‘Paying the piper’, ‘streets paved with gold’, ‘the Midas touch’, ‘living in a house of straw’, ‘belling the cat’, ‘crying over spilt milk’, ‘counting your chickens before they hatch’, ‘a Cinderella state’, ‘crying wolf’, ‘keeping the genie in the bottle’ and many other expressions have their origin and meaning in old tales. For English language learners in particular, these idioms can be difficult to understand in a literal sense. For native English speakers, knowing the origin of idioms in tales enhances their intuitive understanding and makes it a part of their conscious knowledge.

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© Era Publications 2014 Sample Copy: CETC

The age of many tales sometimes preserves vocabulary uncommon in contemporary language, but understood within the context of a story. Words such as pail, cinders, troll, ogre and spindle are often met by children for the first time in tales. Vocabulary and variations in English style are to be found in this inherited library.

Language in all subjectsPart of the value in the content of this book is its potential for translating the varied activities into use with other subject areas. While based in the English curriculum, this book offers ideas that have applications in mathematics, science, drama, art and history.

Drama, for example, is an important way of motivating children to write. Simple role-play activities that precede or are linked to writing activities should be short – no more than two minutes, practice, then two minutes, performing time for each group or pair. Other dramatisations suggested for whole stories and larger groups would certainly take more than two minutes.

Critical and creative thinkingEach chapter has a section devoted to critical and creative thinking. These activities require lateral thinking, personal views and problem-solving. Sessions can be conducted in small groups or as a whole class. All children should be encouraged to participate and it should be stressed that all ideas have merit – there is no one correct answer and each child’s comments can be listened to and respected.

Cultures, values and ethicsTraditional tales provide both illustrations and descriptions that give children a visual introduction to times, cultures, values, lifestyles, landscapes, architecture and animals from across the world and the associated vocabulary. They include cultural beliefs (ancient and modern) about human relations and beliefs in what might be worth striving for. The survival of good over evil, poor over rich, weak over strong and wise over powerful satisfies the moral reasoning of young children. Myths and legends capture the excitement of heroes, and pourquoi tales explain the mystery and beliefs of creation stories.

Traditional tales communicate culture, values and ethics in ways that are a basis for listening, reading, discussing, dramatising and writing. Their timeless entertainment value makes them the perfect catalyst for greater cultural understanding.

Matching activities to childrenThe difficulty level of the activities within each chapter varies from K-4. The teacher is the best judge of which activities suit a particular class or group, or how activities might be adjusted to match the capabilities of different groups.

Information and communication technology (ICT)The activities also encourage the use of technology and multimodal text. For early learners, processes and outcomes from activities can be captured using cameras, audio and video and used in various forms of simple presentation.

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In this bookTitlesTitles referred to in this book are listed in the References & Bibliography. However, children should also experience hearing or reading other editions of these tales so they can make comparisons about plot, characters and style.

ScopeSixteen chapters provide ideas and activities based on 16 different types of traditional tale. Each type is defined in the glossary, together with other examples. The activities vary to maximise the features and style of each tale type suited to K-4 classrooms.

Traditional text structures in tales are explored including the fable, the rule of three and the hero tale. Human traits are at play in the form of wisdom, bravery, honesty, perseverance, foolishness, pride, cleverness, deception, greed and wickedness. Wishes are granted and sometimes lost through folly. Transformations occur – beasts into humans, humans into animals, etc – dictated by the morals, values and ethics in play. These are all storytelling features that are still used in contemporary literature.

For details on the scope of activities in this book and their curriculum links, see the chart on page 6.

Curriculum linksA link to the Australian English curriculum for each activity is provided in the chart on page 79 with reference to a curriculum content description and its content code. The links given should not be interpreted as being exclusive. Any activity can be adjusted to suit a variety of student ages. Also, any activity might be relevant to more than one curriculum content description. IllustrationsMany examples of work from K-4 classrooms have been used to illustrate activity ideas and show possible outcomes. All these activities were done in the course of writing this book.

WorksheetsWorksheets and instructions have been provided as appendixes to support certain ideas throughout the chapters. Some sheets are generic so they can be used with various books.

Generally, the higher the reading level of the traditional tales, the more complex are the literacy tasks suggested. The activities are directed at both younger children who are just developing literacy skills and older children who have become independent readers.

The book contains a wide variety of writing, spelling and grammar tasks, and suggestions for literacy games which, if laminated, can be used for many years. Many of the games can be adapted for use with any age group from K-4.

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7


Literature

FableA boy was looking after the village sheep. He lied and cried, “Wolf!” so the people in the village ran to help. He kept doing this, but one time there really was a wolf.

TheBoyWhoCriedWolf

Texts in context: role-play • Demonstrate how the illustrations in the book indicate whether people are angry, frightened or happy. Observe how people show this through their bodies, their eyes, their mouths, their voice, their arms, the way they stand and their language. • Encourage children to role-play these emotions with exaggerated body language. • Discuss different rules and why we have them: class rules, road rules, school rules, sport rules, etc.• The class brainstorms a set of ten rules needed to successfully look after a flock of sheep, for example: Never fall asleep when looking after sheep.• Allocate each of the ten rules to groups of three children: one child is a sheep, one is the shepherd and one is the rule enforcer.• Children role-play the following scenario: o shepherd breaks the rule, for example, falls asleep while tending sheep o sheep runs away, or falls over, or gets lost o rule enforcer goes to the shepherd to explain which rule has been broken

Story structure: readers’ theatre • Use the readers’ theatre worksheet (see Appendix 1). Cut each part in the script as a separate card.• In groups of five, children adopt character roles and perform the script. Each child holds the script parts for their character.• Children sort their cards into the correct order and act the story.• Allow the children to act the story in a mixed order. Discuss the importance of sequencing a story correctly. Discuss beginnings, middles and endings.• Provide children with a long roll of paper.• In their groups, children cooperatively illustrate one part of the story. The different parts are pinned or glued in sequence to tell the whole story.

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LiteracyWriting: creating texts • Rewrite the story with a different problem and characters. For example: o The Girl Who Cried Fire o The Fish Who Cried Shark o The Baby Bird Who Cried Snake

Writing: information texts• Children make their own set of rules for looking after sheep or other animals. • Discuss how to set out rules in a numerical list so it is easy to read and understand.• Provide A3 cardboard and thick felt-tip pens. • (In rural areas) Write a letter to a farmer asking them to bring a lamb to school for your art program. o ask the children to sketch the lamb or create a lamb at the clay table o use the images to create a frieze

Year 1W, Sue Wark, Wilderness School, South Australia

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Literature & contextDialogue• Children draw their own boy and wolf pictures.• Write words to show what the boy is feeling and what the wolf is thinking in thought bubbles.

Mathematics

Summarising

Think about it Is it ever okay to tell lies?

Classifying• Use two hoops to represent a Venn diagram. • Print and laminate three signs: Sheep, Wolves, Sheep & Wolves• Print and laminate sentences about sheep and wolves (for example: They have wool. They eat grass. They have sharp teeth. They eat meat.) • Print and laminate sentences which could refer to either sheep or wolves: (for example: They are mammals.) • Each child places a sentence in the correct part of the Venn diagram.

• Discuss how the back cover describes what the story is about.• Look at the three illustrations on the back cover.• Retell the story with these illustrations.

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Trickster talePuss was a clever cat, but his master was poor. Puss outwits a rabbit, a king, and an ogre and makes life easier for his master and himself.

PussinBoots

LiteracySound-letter knowledge: ‘words in a sack’ • Source eight large paper bags or eight small cloth sacks. Put a picture of Puss in Boots on each sack or bag and clearly label each with one of the following rimes:

ot at it ut et an un in

• Print and laminate cards for the following CVC words:

cot hot dot pot cat fat rat hat

hit sit bit lit but cut rut nut

get set bet let can man ran tan

bun fun run sun tin fin pin bin

• Include four ‘bonus’ cards with a picture of Puss.• Include four blank cards. These are ‘disadvantage’ cards.• Make sure all the cards look exactly the same when turned over.• Form the children into eight teams, each with a rime bag as its name (-ot, -at, -it, -ut, -et, -an, -un, and -in). • The teams sit in circles with cards face down. One child turns over a card, sounds it out and gives it to the appropriate group (can to the an group, etc).• If the child turns over a Puss in Boots card, it goes into their team bag.• If a blank card is turned over, each team must remove a card from their bag and return it to the pile on the floor.• The first team to have three cards in its bag is the winner.• Children can make their own game by decorating paper bags with ot, at, etc and writing CVC words to match.

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Writing: persuasive text • Discuss how Puss is a very persuasive character.• Children write a letter to the school canteen manager explaining why every child should get a free ice-cream.

• Children help Puss invent a new mousetrap. They can use a computer for this activity if they wish.

Examining: Puss in Boots or Cow in Slippers? • Discuss how Puss becomes like a human when he talks and gets a hat and a pair of boots.• Print and laminate the names of ten animals as per the examples: A cow in… A fish in… A gorilla in… etc.• Print and laminate images of ten different pairs of footwear. For example: slippers, ballet shoes, flippers, thongs, sneakers, ice skates, skis, sandals, etc.• Place both sets of cards face down on the floor in two piles.• A child picks a card from each pile and acts out the scenario, for example: A cow in flippers. • Other children try to guess the animal and the shoes.• Children write a short story to explain why the cow is in slippers, or one of the other examples presented.

Literature


20


Responding: ‘book of tricks’ • Imagine that Puss keeps a book describing his favourite tricks. Discuss what his book would say about tricking ogres.• Each child writes and illustrates a trick that Puss has played on someone.

Drama • Put children into pairs and role-play the following scenario: o one wants to do an activity but does not have any shoes: I want to dance in a ballet, but I have lost my ballet shoes. o The partner produces a completely inappropriate pair of shoes and tries to persuade the friend to use them. I have these skis. They would be perfect for ballet because…• Role-play the miller’s other sons visiting Puss and his master at the castle. What happens?

LanguageClever wording• Discuss tricking people. Can you trick someone without telling fibs? Can you be clever without being dishonest when convincing someone to do something?• In small groups, children think about how to: o trick their teacher into letting the class have an extra 20 minutes play at lunchtime o trick their parents so that they don’t have to wash the dishes o trick strangers into thinking they have a big dog in their home

Think about it Discuss the quote: “If it’s not right, do not do it; if it’s not true, do not say it.” Marcus Aurilius, Roman Emperor.

Creative thinkingThink of as many words as you can that do and do not describe a cat.A stray cat has appeared in your garden. Using a box, a shoelace and a flower, find a way to encourage the cat to come over to you.

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The Three Billy Goats Gruff

Art

Fools taleA poor woodcutter is granted three wishes, but he and his wife disagree over what to wish for. They foolishly waste the wishes as they argue and remain poor.

TheWoodcutter

Literature

• Discuss how the illustrator used layers of different textures and colours to create a feeling of distance on page seven. • Experiment with this technique to create a setting for a story or a backdrop for a puppet theatre. For example: o spatter painting with watery paint and flicking a brush (background) o sponge printing in bright colours (middle ground) o brush painting with thick paint strokes (foreground)

Story links• Think of one wish that these story characters might choose: o Cinderella o Rapunzel o Snow White o the Pied Piper o the troll from The Three Billy Goats Gruff o the wicked queen from Snow White o the beast from Beauty and The Beast• Draw a character with a speech bubble showing their wish.

22


Responding: readers’ theatre• Imagine the little man gives the woodcutter another three wishes. • Children think of silly things they could wish for to finish the following play, and perform it to the class.

Husband: Listen, listen! The little old man gave us three more wishes!

Wife: Good. This time I’ll be first. I wish for__________________

Husband: No, that’s silly, I wish that _________________________

Wife: Why did you ______________________

Husband: What’s wrong with it? I _________________________

Wife: Well I wish ______________________________________

Husband: Oh, no! That was the third wish. Now ____________

Responding: writing• Put children in pairs and discuss the following questions: o why did the little old man not want the woodcutter to cut down that particular tree? o why was it very special to him?• They each write a short paragraph about one idea and illustrate it.

Responding: letter writing• Children write a letter to the woodcutter and his wife, explaining how silly they were to waste the three wishes. • Suggest what they could have done with the wishes if only they had been sensible.


23


© Sue Wark & Yvonne Winer 2013 www.erapublications.com Any use of this sheet beyond viewing is subject to Copyright Agency licence.

Appendix 1Boy Who Cried Wolf: Readers’ theatre

• Cutthelinesforeachplayer.

Storyteller:Longago,aboylookedaftersheeponahill.Thatday,nowolfcame.

Boy: Wolf!

Storyteller: Peoplecamerunningtohelp.Theboylaughed.

Villager1: Youshouldonlycallwolfifyouareintrouble.

Storyteller: Thenextdaynowolfcame.

Boy: Wolf!Wolf!

Storyteller:Peoplecamerunningtohelp.Theboylaughedandlaughed.

Villager2:Youareanaughtyboy.Youarewastingourtime.

Storyteller: Thenextdaythewolfdidcome.

Boy: Wolf!Wolf!Wolf!

Storyteller: Thewolfchasedthesheepandtheyranaway.

Villager3:Youcriedwolftoomanytimes.Wedidn’tbelieveyou.

Storyteller: No-onebelievessomeonewhotellslies.

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Glossarybeast tale always has some form of monster (eg: ogre,

giant, powerful animal, troll), usually evil, as a character who is overcome by a smaller or weaker character. The beast is usually overcome by the clever thinking of the smaller character.

Beauty and the Beast Hedda and the Ogre Jack and the Beanstalk The Billy Goats Gruff The Brave Little Tailor

cautionary tale short story in prose or verse that tells of terrible consequences caused by silly, improper or bad behaviour.

Chicken Licken The Boy Who Cried Wolf The Old Woman Who Lived in a Vinegar Bottle

cumulative tale sequentially repeats the actions of its characters. Repetitive nature makes it easier for children to predict what will happen next and to read along.

Chicken Licken Poor Old Lady The Giant Turnip The Gingerbread Man The Little Red Hen The Thick, Fat Pancake

fable short tale, usually with a single episode, often with animal characters who talk and act like humans, and an ending with a moral or lesson. The characters usually do not have names.

Belling the Cat The Boy Who Cried Wolf The Dove and the Ant The Fox and the Crow The Fox and the Grapes The Frog and the Ox The Hare and the Tortoise The Lion and the Mouse The Milkmaid and her Pail Town Mouse and Country Mouse

fairytale fantasy story that uses magic to create and solve problems. The magic can be good or bad and comes from a variety of character types (eg: fairy godmother, fairies, witches, elves, wizards, magicians). Usually, good overcomes evil and the characters remain in the same fantasy setting. Aladdin and the LampBeauty and the BeastCinderellaJack and the BeanstalkRapunzelRumpelstiltskinSleeping BeautySnow White and the Seven DwarfsThe Goose GirlThe Little MermaidThe Princess and the Frog

folktale tale with its origins in the oral storytelling traditions from the ordinary people of various cultures, sometimes linked to real places.BabushkaDick WhittingtonGoldilocks and the Three BearsLittle Red Riding HoodThe Blind Men and the ElephantThe Bremen Town MusiciansThe Emperor’s New ClothesThe Pied Piper of HamelinThe Princess and the PeaThe Three Billy Goats GruffThe Three Little PigsThe Ugly DucklingThumbelina

fools tale about characters who make foolish decisions and suffer consequences or lose something as a result. Their foolish deeds are often humorous.Six Silly BrothersThe Woodcutter

hero tale about brave characters who have special powers or objects of power, but use cleverness as well as power to overcome an evil foe. The hero often has trusted, faithful companions (human or animal). Perseus and MedusaThe Little Peach Boy

77


myth traditional, typically ancient, story dealing with supernatural beings, ancestors or heroes. Often explain aspects of the natural world, customs, or laws of a culture. ArachneKing MidasPerseus and MedusaThe Story of AtlasThe Sun Chariot

nonsense tale tale that makes no sense. It is humorous because the actions of the characters are impossible and ridiculous. Sometimes in verse to make it funnier.Poor Old Lady

pourquoi tale French word meaning why. Answers a

question or explains how or why something is so. ArachneHow Hippo Lost His HairHow Zebra Got His StripesThe Coyote and the SheepThe Sun ChariotThe Thick, Fat PancakeWhy Giraffe Has a Long Neck

realistic folktale tale with human characters, settings and plots that might have really happened. Dick WhittingtonStone SoupThe Blind Men and the Elephant

rhyme rhythmic, musical quality. Theme often treated with humour and nonsense. They often include actions, movement and games. Frog Went A-CourtingOld MacDonald Had a FarmOver in the MeadowPoor Old LadySix Little ChicksThe Wheels on the Bus

rule of three story with three episodes, often with three different characters, before the story reaches a crisis and solution. Goldilocks and the Three BearsThe Boy Who Cried WolfThe Three Billy Goats GruffThe Three Little Pigs

tall tale story told with great exaggeration about the behaviour, strength or skills of the main character when solving a problem. The unbelievable exaggeration usually makes it humorous.Pecos Bill

trickster tale story with clever or cunning characters who use their wits to outsmart another character, to solve problems or win an advantage of some kind. The trickster can be a realistic or fantasy person, or animal.Brer Rabbit and the Tar BabyHedda and the OgrePuss in BootsStone SoupThe Emperor’s New ClothesThe Fisherman’s Daughter

verse style of writing that usually involves regular rhyme and rhythm. Can also be one section (stanza) of a work. Often results in musical versions of a tale and can heighten the sense of humour. (See also rhyme.)

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79

CurriculumLinksActivity

Content DescriptionAll descriptions and content codes are an extract from the Australian Curriculum

Content Code

The

Gia

nt T

urni

p

Literature

Dramatisation Retell familiar literary texts through performance, use of illustrations and images ACELT1580

Comparison Discuss texts in which characters, events and settings are portrayed in different ways, and speculate on the authors’ reasons

ACELT1594

Sequencing story events Identify some features of texts including events and characters and retell events from a text

ACELT1578

Literacy

Creative comprehension Recreate texts imaginatively using drawing, writing, performance and digital forms of communication

ACELT1586

Writing: expressing an opinion Plan and deliver short presentations, providing some key details in logical sequence ACELY1677

Writing: persuasive argument Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print, and multimodal elements appropriate to the audience and purpose

ACELY1682

Listening & speaking: summarising Rehearse and deliver short presentations on familiar and new topics ACELY1667

Creating multimodal texts Use software including word processing programs with growing speed and efficiency to construct and edit texts featuring visual, print and audio elements

ACELY1685

LanguagePunctuation: speech marks Identify visual representations of characters’ actions, reactions, speech and thought

processes in narratives, and consider how these images add to or contradict or multiply the meaning of accompanying words

ACELA1469

Think about itEngage in conversations and discussions, using active listening behaviours, showing interest, and contributing ideas, information and questions

ACELY1656

Creative thinkingListen to and respond orally to texts and to the communication of others in informal and structured classroom situations

ACELY1646

The

Boy

Who

C

ried

Wol

f

LiteratureTexts in context: role-play Plan and deliver short presentations, providing some key details in logical sequence ACELY1677

Story structure: readers’ theatre Retell familiar literary texts through performance, use of illustrations and images ACELT1580

Literacy

Writing: creating texts Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print, and multimodal elements appropriate to the audience and purpose

ACELY1682

Writing: information texts Create short imaginative and informative texts that show emerging use of appropriate text structure, sentencelevel grammar, word choice, spelling, punctuation and appropriate multimodal elements, for example illustrations and diagrams

ACELY1661

Literature & context Dialogue Understand that some language in written texts is unlike everyday spoken language ACELA1431

MathematicsClassifying Identify, reproduce and experiment with rhythmic, sound and word patterns in poems,

chants, rhymes and songsACELT1592

SummarisingUse comprehension strategies to build literal and inferred meaning and begin to analyse texts by drawing on growing knowledge of context, language and visual features and print and multimodal text structures

ACELY1670

Think about itListen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situations

ACELY1676

The

Coy

ote

and

the

Shee

p Literature

Examining Discuss characters and events in a range of literary texts and share personal responses to these texts, making connections with students’ own experiences

ACELT1582

Responding: ‘bad day/good day’ Listen to and respond orally to texts and to the communication of others in informal and structured classroom situations

ACELY1646

Structure & organisation: ‘mixed up sentences game’

Recognise that texts are made up of words and groups of words that make meaningACELA1434

Structure & style Discuss texts in which characters, events and settings are portrayed in different ways, and speculate on the authors’ reasons

ACELT1594

Comparison: other pourquoi tales Compare opinions about characters, events and settings in and between texts ACELT1589

LiteracyConstructing mulitmodal text Use software including word processing programs with growing speed and efficiency to

construct and edit texts featuring visual, print and audio elementsACELY1685


ACELY1656

Creative thinkingUse comprehension strategies to build literal and inferred meaning and begin to analyse texts by drawing on growing knowledge of context, language and visual features and print and multimodal text structures

ACELY1670


80

ActivityContent Description

All descriptions and content codes are an extract from the Australian CurriculumContent

CodeSi

x Li

ttle

Chi

cks

LiteratureBook links Discuss different texts on a similar topic, identifying similarities and differences

between the textsACELY1665

Literacy

Creative comprehension Identify some features of texts including events and characters and retell events from a text

ACELT1578

Writing: persuasive argument Create short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for familiar and some less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose

ACELY1671

Writing: ICT Construct texts using software including word processing programs ACELY1654

Writing: innovating on structure Listen to, recite and perform poems, chants, rhymes and songs, imitating and inventing sound patterns including alliteration and rhyme

ACELT1585

Language Sound-letter knowledge Know how to use onset and rime to spell words ACELA1438

ScienceVocabulary: describing & classifying Read less predictable texts with phrasing and fluency by combining contextual,

semantic, grammatical and phonic knowledge using text processing strategies, for example monitoring meaning, predicting, rereading and self-correcting

ACELY1669

DramaMultimodal text Recreate texts imaginatively using drawing, writing, performance and digital forms of

communication ACELT1586

Creative thinkingUse comprehension strategies to build literal and inferred meaning about key events, ideas and information in texts that they listen to, view and read by drawing on growing knowledge of context, text structures and language features

ACELY1660

Think about itUnderstand how different types of texts vary in use of language choices, depending on their purpose and context (for example, tense and types of sentences)

ACELA1478

Pus

s in

Boo

ts

Literacy

Sound-letter knowledge: ‘words in a sack’

Know how to use onset and rime to spell wordsACELA1438

Writing: persuasive text Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print, and multimodal elements appropriate to the audience and purpose

ACELY1682

Literature

Examining: Puss in Boots or Cow in Slippers?

Create short imaginative and informative texts that show emerging use of appropriate text structure, sentence-level grammar, word choice, spelling, punctuation and appropriate multimodal elements, for example illustrations and diagrams

ACELY1661

Responding: ‘book of tricks’ Compare opinions about characters, events and settings in and between texts ACELT1589

Drama Retell familiar literary texts through performance, use of illustrations and images ACELT1580

LanguageClever wording Listen to and contribute to conversations and discussions to share information and

ideas and negotiate in collaborative situations ACELY1676

Think about itUse interaction skills, including active listening behaviours and communicate in a clear, coherent manner using a variety of everyday and learned vocabulary and appropriate tone, pace, pitch and volume

ACELY1792

Creative thinkingEngage in conversations and discussions, using active listening behaviours, showing interest, and contributing ideas, information and questions

ACELY1656

The

Woo

dcut

ter

ArtCreate events and characters using different media that develop key events and characters from literary texts

ACELT1593

Literature

Story links Discuss how authors create characters using language and images ACELT1581

Responding: readers’ theatre Recreate texts imaginatively using drawing, writing, performance and digital forms of communication

ACELT1586

Responding: writing Create short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for familiar and some less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose

ACELY1671

Responding: letter writing Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print, and multimodal elements appropriate to the audience and purpose

ACELY1682

Language

Exclamation marks Identify visual representations of characters’ actions, reactions, speech and thought processes in narratives, and consider how these images add to or contradict or multiply the meaning of accompanying words

ACELA1469

Compound words Understand how to use digraphs, long vowels, blends and silent letters to spell words, and use morphemes and syllabification to break up simple words and use visual memory to write irregular words

ACELA1471

LiteracyPersuasive text Create short texts to explore, record and report ideas and events using familiar words

and beginning writing knowledgeACELY1651


ACELY1676


81



CodeT

he B

lind

Men

and

th

e E

leph

ant

ArtModel making Recreate texts imaginatively using drawing, writing, performance and digital forms of

communication ACELT1586

LiteracyVocabulary: ‘taking tweezers for a walk’

Listen to and respond orally to texts and to the communication of others in informal and structured classroom situations

ACELY1646

Storytelling Deliver short oral presentations to peers ACELY1647

Language Figurative language: similes Examine how evaluative language can be varied to be more or less forceful ACELA1477

LiteratureUse comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features

ACELY1680

Responding to textsUse interaction skills including initiating topics, making positive statements and voicing disagreement in an appropriate manner, speaking clearly and varying tone, volume and pace appropriately

ACELY1789

Creative thinkingUnderstand concepts about print and screen, including how different types of texts are organised using page numbering, tables of content, headings and titles, navigation buttons, bars and links

ACELA1450


ACELY1676

The

Old

Wom

an W

ho L

ived

in a

Vin

egar

Bot

tle

Art Character & setting Retell familiar literary texts through performance, use of illustrations and images ACELT1580

LiteracyIntepreting text: fact & opinion Discuss characters and events in a range of literary texts and share personal responses

to these texts, making connections with students’ own experiences ACELT1582

Language

Descriptive words Understand that nouns represent people, places, things and ideas and can be, for example, common, proper, concrete or abstract, and that noun groups/phrases can be expanded using articles and adjectives

ACELA1468

Riddles Understand how different types of texts vary in use of language choices, depending on their purpose and context (for example, tense and types of sentences)

ACELA1478

WritingPersuasive text Create short imaginative, informative and persuasive texts using growing knowledge

of text structures and language features for familiar and some less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose

ACELY1671

Literature

Responding: why do we cry? Listen to and respond orally to texts and to the communication of others in informal and structured classroom situations

ACELY1646

Character study: expressing & developing ideas

Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features

ACELY1680

Story structureDeveloping & expressing ideas Recreate texts imaginatively using drawing, writing, performance and digital forms of

communicationACELT1586

Creative thinkingCreate short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for familiar and some less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose

ACELY1671


ACELY1656

Slee

ping

Bea

uty

Literature

Story settings Retell familiar literary texts through performance, use of illustrations and images ACELT1580

Character study: creating texts Create short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for familiar and some less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose

ACELY1671

Responding to literature Listen to and respond orally to texts and to the communication of others in informal and structured classroom situations

ACELY1646

Making a sand tray story Recreate texts imaginatively using drawing, writing, performance and digital forms of communication

ACELT1586

LiteracyCreative comprehension Use comprehension strategies to build literal and inferred meaning and begin to

evaluate texts by drawing on a growing knowledge of context, text structures and language features

ACELY1680

Texts in contextScience Read less predictable texts with phrasing and fluency by combining contextual,

semantic, grammatical and phonic knowledge using text processing strategies, for example monitoring meaning, predicting, rereading and self-correcting

ACELY1669

WritingExpressing & developing ideas Plan, draft and publish imaginative, informative and persuasive texts demonstrating

increasing control over text structures and language features and selecting print, and multimodal elements appropriate to the audience and purpose

ACELY1682

Think about itListen for specific purposes and information, including instructions, and extend students’ own and others’ ideas in discussions

ACELY1666

Creative thinkingEngage in conversations and discussions, using active listening behaviours, showing interest, and contributing ideas, information and questions

ACELY1656


82



CodeB

eaut

y an

d th

e B

east

ArtMask making Retell familiar literary texts through performance, use of illustrations and images ACELT1580

Print making Recreate texts imaginatively using drawing, writing, performance and digital forms of communication

ACELT1586

Language

Vocabulary Understand that nouns represent people, places, things and ideas and can be, for example, common, proper, concrete or abstract, and that noun groups/phrases can be expanded using articles and adjectives

ACELA1468

Alliteration Understand how different types of texts vary in use of language choices, depending on their purpose and context (for example, tense and types of sentences)

ACELA1478

Language & interaction Retell familiar literary texts through performance, use of illustrations and images ACELT1580

LiteracyVocabulary: the syllable game Understand how to use digraphs, long vowels, blends and silent letters to spell words,

and use morphemes and syllabification to break up simple words and use visual memory to write irregular words

ACELA1471

LiteratureComparing texts Discuss features of plot, character and setting in different types of literature and

explore some features of characters in different texts ACELT1584


ACELY1676

Kin

g M

idas

Multimodal textEnacting a story Use software including word processing programs with growing speed and efficiency to


Literacy

Interpreting, analysing & evaluating Create short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for familiar and some less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose

ACELY1671

Writing: persuasive text Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print, and multimodal elements appropriate to the audience and purpose

ACELY1682

LiteratureComparing texts Compare opinions about characters, events and settings in and between texts ACELT1589

Story sequence: multimodal Recreate texts imaginatively using drawing, writing, performance and digital forms of communication

ACELT1586

LanguageIdiom Understand how different types of texts vary in use of language choices, depending on

their purpose and context (for example, tense and types of sentences)ACELA1478

ArtCreating puppets Create events and characters using different media that develop key events and

characters from literary texts ACELT1593


ACELY1676

The

Pie

d P

iper

of

Ham

elin

Literacy

Oral storytelling Retell familiar literary texts through performance, use of illustrations and images ACELT1580

Vocabulary: ‘lucky dip’ Understand that nouns represent people, places, things and ideas and can be, for example, common, proper, concrete or abstract, and that noun groups/phrases can be expanded using articles and adjectives

ACELA1468

Apostrophes Know that word contractions are a feature of informal language and that apostrophes of contraction are used to signal missing letters

ACELA1480

LiteracyCreating texts Create short imaginative and informative texts that show emerging use of appropriate

text structure, sentence-level grammar, word choice, spelling, punctuation and appropriate multimodal elements, for example illustrations and diagrams

ACELY1661

ScienceFact sheets Create short imaginative, informative and persuasive texts using growing knowledge


ACELY1671

LiteratureStereotyping Discuss texts in which characters, events and settings are portrayed in different ways,

and speculate on the authors’ reasons ACELT1594

Creative thinking‘Think, Pair, Share’ Listen to and respond orally to texts and to the communication of others in informal

and structured classroom situations ACELY1646


ACELY1656


83



CodeT

he L

ittl

e Pe

ach

Boy

LiteratureRetelling: multimodal Retell familiar literary texts through performance, use of illustrations and images ACELT1580

Story structure Create events and characters using different media that develop key events and characters from literary texts

ACELT1593

LiteracyResponding: letter writing Create short imaginative and informative texts that show emerging use of appropriate


ACELY1661

Drama Retelling: puppetry Retell familiar literary texts through performance, use of illustrations and images ACELT1580

Literacy

Writing information texts Create short imaginative and informative texts that show emerging use of appropriate text structure, sentence-level grammar, word choice, spelling, punctuation and appropriate multimodal elements, for example illustrations and diagrams

ACELY1661

Creating texts: board game Create short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for familiar and some less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose

ACELY1671

Creating texts: superheroes Create short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for familiar and some less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose

ACELY1671

Language

Alphabetical order Understand concepts about print and screen, including how different types of texts are organised using page numbering, tables of content, headings and titles, navigation buttons, bars and links

ACELA1450

Alphabet: ‘missing word game’ Know that spoken sounds and words can be written down using letters of the alphabet and how to write some high-frequency sight words and known words

ACELA1758


ACELY1676

Peco

s B

ill

Drama Puppetry Retell familiar literary texts through performance, use of illustrations and images ACELT1580

Literature

Text structure: plot Understand that different types of texts have identifiable text structures and language features that help the text serve its purpose

ACELA1463

Comparing characters & settings Discuss texts in which characters, events and settings are portrayed in different ways, and speculate on the authors’ reasons

ACELT1594

LiteracyUnderstanding texts: true or false Listen to and contribute to conversations and discussions to share information and

ideas and negotiate in collaborative situations ACELY1676

LanguageSpelling: suffixes (-ed, -d) Recognise common prefixes and suffixes and how they change a word’s meaning ACELA1472

Style: figurative language Understand how different types of texts vary in use of language choices, depending on their purpose and context (for example, tense and types of sentences)

ACELA1478

HistoryInformation text Create short imaginative and informative texts that show emerging use of appropriate


ACELY1661


ACELY1676

Ston

e So

up

Literacy

Creating texts: personal recount Create short texts to explore, record and report ideas and events using familiar words and beginning writing knowledge

ACELY1651

Creating texts: news report Create short imaginative and informative texts that show emerging use of appropriate text structure, sentence-level grammar, word choice, spelling, punctuation and appropriate multimodal elements, for example illustrations and diagrams

ACELY1661

Creating texts: procedural text Create short texts to explore, record and report ideas and events using familiar words and beginning writing knowledge

ACELY1651

LiteratureResponding: dramatisation Retell familiar literary texts through performance, use of illustrations and images ACELT1580

Story sequencing: ‘rope stories’ Recreate texts imaginatively using drawing, writing, performance and digital forms of communication

ACELT1586

Language

Punctuation: commas Recognise that capital letters signal proper nouns and commas are used to separate items in lists

ACELA1465

Idioms Understand how different types of texts vary in use of language choices, depending on their purpose and context (for example, tense and types of sentences)

ACELA1478

Think about itListen for specific purposes and information, including instructions, and extend students’ own and others’ ideas in discussions

ACELY1666


84



CodePo

or O

ld L

ady

LiteratureStructure: sequence Retell familiar literary texts through performance, use of illustrations and images ACELT1580

Responding: puppet theatre Create events and characters using different media that develop key events and characters from literary texts

ACELT1593

Literacy Sound-letter knowledge Know how to use onset and rime to spell words ACELA1438

MathematicsNumber problems Use comprehension strategies to build literal and inferred meaning about key events,

ideas and information in texts that they listen to, view and read by drawing on growing knowledge of context, text structures and language features

ACELY1660

LanguageCapital letters & full stops Recognise that different types of punctuation, including full stops, question marks

and exclamation marks, signal sentences that make statements, ask questions, express emotion or give commands

ACELA1449

ScienceFauna Use comprehension strategies to build literal and inferred meaning and begin to

analyse texts by drawing on growing knowledge of context, language and visual features and print and multimodal text structures

ACELY1670

MusicRecreate texts imaginatively using drawing, writing, performance and digital forms of communication

ACELT1586


ACELY1676

Wor

kshe

ets

Appendix 1The Boy Who Cried Wolf: Readers’ Theatre

Retell familiar literary texts through performance, use of illustrations and imagesACELT1580

Appendix 2 The Coyote and the Sheep: Song Retell familiar literary texts through performance, use of illustrations and images ACELT1580

Appendix 3 Six Little Chicks: Email Construct texts using software including word processing programs ACELY1654

Appendix 4The Old Woman Who Lived in a Vinegar Bottle: Fact and Opinion

Share feelings and thoughts about the events and characters in textsACELT1783

Appendix 5The Pied Piper of Hamelin: Apostrophe

Know that word contractions are a feature of informal language and that apostrophes of contraction are used to signal missing letters

ACELA1480

Appendix 6 Poor Old Lady: Onsets and rimes Know how to use onset and rime to spell words ACELA1438

Appendix 7 Making a pocket chart Deliver short oral presentations to peers ACELY1647

Appendix 8Making a sand tray story Recreate texts imaginatively using drawing, writing, performance and digital forms

of communicationACELT1586

Appendix 9 Making a manila folder felt board Retell familiar literary texts through performance, use of illustrations and images ACELT1580

Appendix 10 Making a puppet Retell familiar literary texts through performance, use of illustrations and images ACELT1580

Appendix 11Making a puppet theatre Recreate texts imaginatively using drawing, writing, performance and digital forms of

communicationACELT1586

Appendix 12Character diary Create short imaginative and informative texts that show emerging use of appropriate


ACELY1661

Appendix 13Research and comparison Create short imaginative and informative texts that show emerging use of appropriate


ACELY1661

Appendix 14Character profile Create short imaginative and informative texts that show emerging use of appropriate


ACELY1661

Appendix 15Postcard Create short imaginative and informative texts that show emerging use of appropriate


ACELY1661

Appendix 16Fact sheet Create short texts to explore, record and report ideas and events using familiar words


Appendix 17Story plots: Hero tales Create short imaginative, informative and persuasive texts using growing knowledge


ACELY1671

Appendix 18Newspaper article Use software including word processing programs with growing speed and efficiency to


Appendix 19Procedural text Create short texts to explore, record and report ideas and events using familiar words



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