AC English – Literacy: Comprehension and Writing - Foundation by Teacher Superstore

ENGLISH

Literacy Comprehension and Writing

INTERPRETING ANALYSING EVALUATING CREATING TEXTS

Written for the

Australian curriculum RIC-6673 4.2/633

Australian Curriculum English – Literacy: • Comprehension • Writing (Foundation) Published by R.I.C. Publications® 2015 Copyright© R.I.C. Publications® 2015 ISBN 978-1-925201-00-0 RIC–6673 Titles available in this series: Australian Curriculum English – Literacy: • Comprehension (Foundation) • Writing Australian Curriculum English – Literacy: • Comprehension (Year 1) • Writing Australian Curriculum English – Literacy: • Comprehension (Year 2) • Writing Australian Curriculum English – Literacy: • Comprehension (Year 3) • Writing Australian Curriculum English – Literacy: • Comprehension (Year 4) • Writing Australian Curriculum English – Literacy: • Comprehension (Year 5) • Writing Australian Curriculum English – Literacy: • Comprehension (Year 6) • Writing

All material identified by is material subject to copyright under the Copyright Act 1968 (Cth) and is owned by the Australian Curriculum, Assessment and Reporting Authority 2015. For all Australian Curriculum material except elaborations: This is an extract from the Australian Curriculum. Elaborations: This may be a modified extract from the Australian Curriculum and may include the work of other authors. Disclaimer: ACARA neither endorses nor verifies the accuracy of the information provided and accepts no responsibility for incomplete or inaccurate information. In particular, ACARA does not endorse or verify that: • The content descriptions are solely for a particular year and subject; • All the content descriptions for that year and subject have been used; and • The author’s material aligns with the Australian Curriculum content descriptions for the relevant year and subject. You can find the unaltered and most up to date version of this material at http://www.australiancurriculum.edu.au/ This material is reproduced with the permission of ACARA.

Copyright Notice A number of pages in this book are worksheets. The publisher licenses the individual teacher who purchased this book to photocopy these pages to hand out to students in their own classes. Except as allowed under the Copyright Act 1968, any other use (including digital and online uses and the creation of overhead transparencies or posters) or any use by or for other people (including by or for other teachers, students or institutions) is prohibited. If you want a licence to do anything outside the scope of the BLM licence above, please contact the Publisher. This information is provided to clarify the limits of this licence and its interaction with the Copyright Act. For your added protection in the case of copyright inspection, please complete the form below. Retain this form, the complete original document and the invoice or receipt as proof of purchase. Name of Purchaser:

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Internet websites In some cases, websites or specific URLs may be recommended. While these are checked and rechecked at the time of publication, the publisher has no control over any subsequent changes which may be made to webpages. It is strongly recommended that the class teacher checks all URLs before allowing students to access them.

View all pages online PO Box 332 Greenwood Western Australia 6924

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Foreword Australian Curriculum English – Literacy: Comprehension and Writing is one of a series of seven books that support teaching and learning activities in Australian Curriculum English. The books focus on the sub-strands of Interpreting, analysing, evaluating and Creating texts within the Literacy strand of the English curriculum. Where appropriate, the books include interrelated links to other English strands and sub-strands. Titles in this series are: Australian Curriculum English – Literacy: • Comprehension (Foundation) • Writing Australian Curriculum English – Literacy: • Comprehension (Year 1) • Writing Australian Curriculum English – Literacy: • Comprehension (Year 2) • Writing Australian Curriculum English – Literacy: • Comprehension (Year 3) • Writing Australian Curriculum English – Literacy: • Comprehension (Year 4) • Writing Australian Curriculum English – Literacy: • Comprehension (Year 5) • Writing Australian Curriculum English – Literacy: • Comprehension (Year 6) • Writing

Contents The sun..........................................................38–41

Format of this book ...................................... iv – v

(imaginative and informative)

Australian Curriculum English links .......... vi – viii

The rusty robot .............................................42–45

Comprehension strategies ..................................ix

(imaginative and informative)

Text types ..............................................................x

What time? ...................................................46–49

Supporting Australian English resources ...........xi

(imaginative and informative)

Chicken Licken ..................................................2–5

Dragon ..........................................................50–53

(imaginative)

(imaginative and informative)

No school ..........................................................6–9

Silly Billy ........................................................54–57

(informative)

(imaginative and informative)

Kangaroo got a pouch .................................10–13

Rub-a-dub-dub .............................................58–61

(imaginative)

(imaginative and informative)

Elephants ......................................................14–17

The pea .........................................................62–65

(informative)

(imaginative and informative)

The bell on the cat .......................................18–21

More water ...................................................66–69

(imaginative)

(imaginative and informative)

The school fete .............................................22–25

A hard winter ...............................................70–73

(informative)

(imaginative and informative)

Platypus plays tricks .....................................26–29 (imaginative)

Birthday party email ...................................30–33 (informative)

Spinning, grinning spider ............................34–37 (imaginative)

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Australian Curriculum English – Literacy (Foundation)

iii

Teachers notes Format of the book This book includes supporting material for teaching and learning of: • Comprehension strategies and • Creating texts as part of the Literacy strand. The two sub-strands, on which this series of books focuses, includes the following components: Purpose and audience, Reading processes, Comprehension strategies (Interpreting, analysing, evaluating) and Creating texts, Editing, Handwriting and Use of software (Creating texts). Many of these are included, where possible, in the teaching and learning activities, as well as others within the strands of Language and Literature. There are eighteen (18) sets of four pages within each book. Each set of four pages relates to a specific imaginative, informative or persuasive text and follows a similar format:

Teachers page The literacy content descriptions that form the basis of the set of pages is provided. They will predominantly be those relating to comprehension strategies and creating texts but others of importance may be included.

The title of the text which the students are reading, comprehending and using as a support for creating their own text(s) is given. Elaborations are given which state the specific focus of the set of four pages. These are the writer’s own elaborations based on those in the Australian Curriculum English.

Additional activities are provided that extend the activity. These may focus on another, or the same, teaching focus, or include literacy content descriptions unable to be covered on a blackline master page. The focus of the additional activity is indicated in brackets.

Teaching points provides a list of the main teaching points relating to the elaboration and content description.

Answers are provided for the questions on student pages 2 and 3.

Student page 1 – Reading the text

The title of the text which the students are reading is given.

The text type is provided. It will be imaginative, informative or persuasive or a combination, depending on the Year level focus. Levels that require students to compare text types will have two short texts. The focus of the page ‘Reading’ is also indicated.

The type of imaginative, informative or persuasive text the students are reading is provided. Artwork, to show the use of illustrations to support print, is provided, especially in lower levels.

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Teachers notes Student page 2 – Understanding the text

The title of the text which the students are comprehending is given. This is repeated from Student page 1.

The text type—imaginative, informative or persuasive or a combination—is repeated. The focus of the page ‘Understanding’ is also indicated.

Questions relating to the text on Student page 1 are provided. Comprehension questions may relate to text structure or language features as well as text meaning.

Artwork to support the text is provided where possible.

Student page 3 – Creating text

The title of the text which the students are creating is given. This may be the same as, or different to, the original text on Student page 1. Students will be using text structures and/or language features from the original text on Student page 1 to support their writing.

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The text type—imaginative, informative or persuasive or a combination—is provided. The focus of the page ‘Creating’ is also indicated. Artwork to support the text is provided where possible.

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Australian Curriculum English – Literacy (Foundation)

Create short texts to explore, record and report ideas and events using familiar words and beginning writing knowledge (ACELY1651)

Participate in shared editing of students’ own texts for meaning, spelling, capital letters and full stops (ACELY1652)

Produce some lower case and upper case letters using learned letter formations (ACELY1653)

Construct texts using software including word processing programs (ACELY1654)

Identify some familiar texts and the contexts in which they are used (ACELY1645)

Listen to and respond orally to texts and to the communication of others in informal and structured classroom situations (ACELY1646)

Use interaction skills including listening while others speak, using appropriate voice levels, articulation and body language, gestures and eye contact (ACELY1784)

Deliver short oral presentations to peers (ACELY1647)

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(ACELY1649)

Read predictable texts, practising phrasing and fluency, and monitor meaning using concepts about print and emerging contextual, semantic, grammatical and phonic knowledge

Identify some differences between imaginative and informative texts (ACELY1648)

Use comprehension strategies to understand and discuss texts listened to, viewed or read independently (ACELY1650)

PAGES

Australian Curriculum English links

Australian Curriculum English – Literacy (Foundation)

FOCUS ADDITIONAL

Literacy – 1 Literacy—2

Interpreting, analysing, evaluating Creating texts

Texts in context

Interacting with others

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Explore how language is used differently at home and school depending on the relationships between people (ACELA1428)

Understand that punctuation is a feature of written text different from letters; recognise how capital letters are used for names, and that capital letters and full stops signal the beginning and end of sentences (ACELA1432) Understand concepts about print and screen, including how books, film and simple digital texts work, and know some features of print, for example directionality (ACELA1433) Recognise that sentences are key units for expressing ideas (ACELA1435)

Explore the different contribution of words and images to meaning in stories and informative texts (ACELA1786) Understand the use of vocabulary in familiar contexts related to everyday experiences, personal interests and topics taught at school (ACELA1437) 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) Know how to use onset and rime to spell words (ACELA1438)

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vii (ACELA1434)

Language—1

PAGES

Text structure and organisation

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

(ACELA1431)

Understand that some language in written texts is unlike everyday spoken language

Language for interaction

Understand that texts can take many forms, can be very short (for example an exit sign) or quite long (for example an information book or a film) and that stories and informative texts have different purposes (ACELA1430)

(ACELA1429)

Language variation and change

Understand that language can be used to explore ways of expressing needs, likes and dislikes

Understand that English is one of many languages spoken in Australia and that different languages may be spoken by family, classmates and community (ACELA1426)

Australian Curriculum English links ADDITIONAL Language—2

Expressing and developing ideas

Australian Curriculum English – Literacy (Foundation)

Recognise the letters of the alphabet and know there are lower and upper case letters

Recognise that texts are created by authors who tell stories and share experiences that may be similar or different to students’ own experiences (ACELT1575)

Respond to texts, identifying favourite stories, authors and illustrators (ACELT1577)

Share feelings and thoughts about the events and characters in texts (ACELT1783)

Replicate the rhythms and sound patterns in stories, rhymes, songs and poems from a range of cultures (ACELT1579)

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

2–5

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Australian Curriculum English – Literacy (Foundation)

Responding to literature

viii (ACELT1785)

Literature and context

Recognise some different types of literary texts and identify some characteristic features of literary texts, for example beginnings and endings of traditional texts and rhyme in poetry

Sound and letter knowledge

(ACELT1578)

Language—2

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

(ACELA1440)

Recognise rhymes, syllables and sounds (phonemes) in spoken words (ACELA1439)

PAGES

Australian Curriculum English links ADDITIONAL Literature Examining literature Creating literature

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Comprehension strategies* 2–5

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* The comprehension strategies provided in this table are those identified in the glossary of the Australian Curriculum English

Activating and using prior knowledge

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Identifying literal information explicitly stated in the text

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Making inferences based on information in the text and their own prior knowledge

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Predicting likely future events in a text

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Visualising by creating mental images of elements in a text

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Integrating ideas and information in texts

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Critically reflecting on content, structure, language and images used to construct meaning in a text

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Australian Curriculum English – Literacy (Foundation)

Text types Australian Curriculum English identifies three categories of texts. They are classified according to the purpose of the text which, in turn, influences the structure and language features of the text. The three categories of text types identified are:

Imaginative texts The purpose of imaginative texts is, primarily, to entertain. Imaginative texts include traditional tales such as fairytales, folktales, myths and legends; poetry; other stories such as adventure stories, horror or supernatural stories, mysteries, fantasies and humorous tales; plays; young adult fiction; picture books; and multimodal texts including films. Imaginative texts often employ elements such as imagery.

Language features include: • rich descriptive language • character development • narrated in first or third person (most commonly)

• dialogue • usually past tense • rhyme/rhythm

• setting a mood • connectives relating to time

• use of humour • many action verbs

Informative texts The purpose of informative texts is to provide information. Informative texts include explanations, descriptions, recounts, instructions such as a procedure, rules, laws, news bulletins, reports, biographies, reviews, letters, diary entries, timetables or visual posters advertising events.

Language features include: • technical vocabulary • graphics and diagrams • formal, impersonal language • evaluative language (recounts) • facts and figures • bullet points, lists, steps

• headings and subheadings • imperative verbs (procedures) • past tense or continuous present tense

• captions • dates and times • passive voice

Persuasive texts The purpose of persuasive texts is to present a point of view and try to persuade readers to this point of view. They include advertising, opinions, debates, arguments, discussions, essays or articles. Persuasive texts are informative since they provide information to support a point of view or argument.

Language features include: • conjunctions (to sequence) • informal language • facts and figures

• evaluative language • first or second person (I, we) (you) • modal verbs (should, must)

Australian Curriculum English – Literacy (Foundation)

• rhetorical questions • verbs of belief and opinion • emotive language

• cause and effect • diagrams • visual images

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Supporting Australian English resources* •

RIC-10008 – Essential phonics 1 (the complete resource)

•

RIC-10010 – Essential phonics 2 (the complete resource)

•

RIC-0645 – Sounds to learn – (Book 1)

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RIC-0213 – Initial sounds – (Ages 5–7)

•

PR-2054 – Sounds through song – (Ages 5–7)

•

RIC-6208–6210 – Sequencing visual texts – (Ages 4–7)

•

RIC-6216–6219 – Reading for success – (Ages 4–7)

•

RIC-0946–0950 – ELF readers

•

RIC-0895–0899 – ELF big books

•

RIC-0962–0966 – ELF interactives

•

RIC-6211–6212 – Everyday literacy – (Ages 4–6)

•

RIC-6415 – Literacy learning centres for early years – (Ages 4–8)

•

RIC-6898–6899 – Animal friends and The button story – Textless big books

•

RIC-6578 – Nursery thymes — early themes – (Ages 3–5)

•

RIC-6579 – Nursery rhymes — sing and play – (Ages 3–5)

•

RIC-6277 – Action rhymes – (Ages 4–7)

•

PR-2077 – Early literacy games – (Ages 5–7)

•

PR–2115 – Nursery rhymes – (Ages 5–7)

•

RIC-0207 – Fun with fairytales – (Ages 5–7)

•

RIC-0208 – New ways with nursery rhymes – (Ages 5–7)

•

RIC-6253 – Primary comprehension – (Book A)

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RIC-6253 – Teaching comprehension strategies – (Book A)

•

RIC-6324 – Prime-time comprehension – (Ages 5–7)

•

RIC-0623 – Comprehending informational text – (Book A)

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RIC-0121 – Comprehension – (Ages 5–7)

•

RIC-0222 – Comprehending fiction – (Ages 5–7)

•

PR-2081 – Multiple-choice comprehension – (Ages 5–7)

•

RIC-0223 – Comprehension for young readers – (Ages 5–7)

•

RIC-6434 – Comprehending our world – (Ages 5–7)

•

RIC-0227 – Viewing: Comprehending visual texts – (Ages 5–7)

•

RIC-0114 – Reading comprehension: Tales to make you smile – (Ages 5–7)

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RIC-0224 – Reading for detail – (Ages 5–7)

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PR-2023 – Listening comprehension – (Ages 5–7)

•

RIC-6260 – Primary writing – (Book A) * Teachers should use their knowledge of the abilities of the students in their class to select suitable resources. In many cases, resources which cover an age range—for example, ages 5–7—may be used if texts are read to the students while they listen, and if comprehension activities are completed orally. Creating texts will predominantly consist of drawings and letters.

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Australian Curriculum English – Literacy (Foundation)

Chicken Licken • Identify some differences between imaginative and informative texts (ACELY1648) • Read predictable texts, practising phrasing and fluency, and monitor meaning using concepts about print and emerging contextual, semantic, grammatical and phonic knowledge (ACELY1649) • Use comprehension strategies to understand and discuss texts listened to, viewed or read independently (ACELY1650) • Create short texts to explore, record and report ideas and events using familiar words and beginning writing knowledge (ACELY1651)

Teacher information

Elaborations

Teaching notes

Additional activities

Answers

• Reading and comprehending an imaginative text • Identifying some text structures and language features of an imaginative text • Creating a short imaginative text

• This fairytale emphasises rhyming words in the names of the characters. Teachers should bring the students’ attention to the names. • Simple repetitive sentences and common high frequency sight words have been used to construct the text. Many consonant-vowel-consonant words have been used. • Read the text with the students or aid more confident readers. • Page 4 includes questions relating to text purpose, making links between the characters in a text and ones students may have experienced, finding a keyword in a text to answer a literal question, discussing events in a story and making inferences based on information in the text. • Page 5 requires the students to construct a short imaginative text using literary features of the text on page 3, including beginning phrases, replicating rhyming words, and the sentence as a key unit for expressing ideas. They will support their text with an illustration to visualise an event or character in a text. • NOTE: After reading the text on page 3 together, most questions on page 4 may be completed orally. This applies to all texts in the book.

• In pairs, find images of farm animals. Print off one each then label the image with its rhyming name. With your partner, make up a story about your animals to tell others in the class. (Use of software) • Ask the class to repeat the names of the characters after you, emphasising the rhyming sounds. Have the students identify the rhyming nature of the words and make up rhyming words to match their own names. Nonsense words are acceptable. (Reading processes, Creating texts) • View the text scanned and projected on the interactive whiteboard. Selected students circle capital letters used for the names of characters (proper nouns). Count the number of full stops in the text. (Editing)

Page 5 1. One day 2.–5. Answers will vary.

Page 4 1. story 2. (a) rooster (b) duck (male) (c) goose (male) 3. sky 4. ate 5. No 6. Teacher check

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Chicken Licken – 1

Reading Imaginative text

Read the fairytale.

One day, a big nut hit Chicken Licken on the head. ‘The sky is falling’, said Chicken Licken. He went to tell the king. He met Henny Penny. ‘I am going to tell the king the sky is falling’, said Chicken Licken. Henny Penny went too. Chicken Licken met Cocky Locky. Cocky Locky went too. Chicken Licken met Ducky Lucky. She went too. Chicken Licken met Drakey Lakey. He went too. Chicken Licken met Goosey Loosey. She went too. Chicken Licken met Gander Lander. He went too. Chicken Licken met Turkey Lurkey. He went too. They met Foxy Loxy. ‘I will take you to the king’, he said. He took them to his den. Foxy Loxy and his cubs ate them. They did not tell the king that the sky was falling.

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Australian Curriculum English – Literacy (Foundation)

Chicken Licken – 2

Understanding Imaginative text

Use the text on page 3 to answer the questions. 1. This text tells a s

2. Tick the correct animal. What animal is: (a) Cocky Locky? (b) Drakey Lakey? (c) Gander Lander? 3. What was Chicken Licken going to tell the king? The

is falling.

4. What happened to the animals? The fox

them.

5. Did the animals tell the king? Colour a word.

Yes

6. Draw your favourite part of the story. Write words if you can.

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Chicken Licken – 3

Creating Imaginative text

1. Copy two words from the text that begin the story. , a big nut hit Chicken Licken on the head. 2. Make up rhyming names for a: (a) horse (b) pig (c) cat 3. Write something that can hit you on the head.

4. Write a sentence like the one that begins the fairytale. ,a (words that begin a story)

(something that can hit you on the head)

hit

on the head. (rhyming character name)

5. Draw a picture about your text.

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Australian Curriculum English – Literacy (Foundation)

No school • Identify some differences between imaginative and informative texts (ACELY1648) • Read predictable texts, practising phrasing and fluency, and monitor meaning using concepts about print and emerging contextual, semantic, grammatical and phonic knowledge (ACELY1649) • Use comprehension strategies to understand and discuss texts listened to, viewed or read independently (ACELY1650) • Create short texts to explore, record and report ideas and events using familiar words and beginning writing knowledge (ACELY1651)

Teacher information

Elaborations

Teaching notes

Additional activities

Answers

• Reading and comprehending an informative text • Identifying some text structures and language features of an informative text • Creating a short informative text

• Ideally students should follow the text while the teacher reads unless they are capable of reading the text independently. The teacher should emphasise the days to show the sequence of events. After one or two sentences, the students should identify the repetitive language features. • Page 8 includes questions relating to text purpose, retelling sequences of events, relating one or two key facts from informative texts, finding a keyword to answer a literal question, making links between events in a text and students’ own experiences, making inferences about a characters’ feelings, and discussing and sequencing events in stories. • Page 9 requires the students to construct a short informative text using vocabulary from the text on page 7 (days of the week) and sequence events.

• Ask the students to type one of their sentences on a computer using a word processing program and print it off to read to other class members. (Use of software) • Discuss the text. Did the students expect the child in the text to do fun things each day or go to school? Did they work out as they read that the child was on holidays? Did they notice the repetitive nature of the sentence beginnings? (Reading processes) • Discuss who would like to read the text they created on page 9 and why. (Purpose and audience)

Page 9 Answers will vary.

Page 8 1. information 2. her friend Brittany’s house 3. movie 4. played dress-ups and games on her iPad™ 5. Nanna 6. She was on holidays. 7. No; She had lots to tell the class about her holidays. 8. Answers will vary.

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No school – 1

Reading Informative text

Read the recount. On Monday. I went to my friend Brittany’s house to play. I did not go to school. On Tuesday, I went to see a movie. I had popcorn. I did not go to school. On Wednesday, I made a cubbyhouse under the table. I did not go to school. On Thursday, I helped Mum and Nanna shop. I did not go to school. On Friday, Brittany came to my house to play. We painted. We did not go to school. On Saturday, my sister and I went to the park to ride our bikes. We did not go to school. On Sunday, I played dress-ups and games on my iPad™. I did not go to school.

From:

Messages

To:

On Monday, I got dressed and went to school. I had lots to tell the class about my holidays. R.I.C. Publications®

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Australian Curriculum English – Literacy (Foundation)

No school – 2

Understanding Informative text

Use the text on page 7 to answer the questions. 1. This text gives i

about events.

2. What did the girl do first? She went to

3. Which word means ‘pictures on a big screen’?

4. What did the girl do last on her holidays? She . 5. What did she call her grandmother? 6. Why didn’t she go to school?

7. Was she sad to go back to school on Monday? Yes

Why?

8. Draw things you like to do in the school holidays.

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No school – 3

Creating Informative text

Write one event for each day. Draw a picture. On Monday, I ...

On Tuesday, I ...

On Wednesday, I ...

On Thursday, I ...

On Friday, I ...

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Australian Curriculum English – Literacy (Foundation)

Kangaroo got a pouch • Identify some differences between imaginative and informative texts (ACELY1648) • Read predictable texts, practising phrasing and fluency, and monitor meaning using concepts about print and emerging contextual, semantic, grammatical and phonic knowledge (ACELY1649) • Use comprehension strategies to understand and discuss texts listened to, viewed or read independently (ACELY1650) • Create short texts to explore, record and report ideas and events using familiar words and beginning writing knowledge (ACELY1651)

Teacher information

Elaborations

Teaching notes

Additional activities

Answers

• Reading and comprehending an imaginative text • Identifying some text structures and language features of an imaginative text • Creating a short imaginative text

• Read the text with the students or aid more confident readers. • All questions on page 12 may be completed orally as a class discussion, or in small groups with an adult helper. • Page 12 includes questions relating to text purpose, visualising elements in a text, finding a key word to answer a literal question, making inferences about a character’s feelings and making links to students’ own experiences. • Discuss the answers to Question 9 on page 12 including how the students came to their conclusion. They may suggest he was happy because he gave Kangaroo the pouch as a gift. • Page 13 requires the students to construct a short imaginative text by retelling the folktale in their own words. The emphasis is on sequencing events in the correct order.

• As a class, discuss the meaning of the text. Is it good to be kind to others? Why or why not? (Comprehension strategies) • In pairs or small groups, the students talk about their personal response to the text. Did they like it or not? Which character did they like best and why? Do they think that is how kangaroos got their pouches? (Creating texts) • Discuss the use of capital letters for special names such as ‘Wombat’, ‘Joey’ and ‘Kangaroo’. Where else are capital letters used? (Editing)

Page 13 1. Events in order are: 5 Wombat gave Kangaroo a pouch.

Page 12 1. story 2. Kangaroo, Joey, Wombat 3. Joey 4. Wombat 5. waterhole 6. pouch 7. the Father of all animals 8. Teacher check 9. Yes 10. Answers will vary.

Australian Curriculum English – Literacy (Foundation)

2 Kangaroo met Wombat. 4 Kangaroo, Joey and Wombat hid from hunters. 1 Joey hopped away. 3 Kangaroo and Wombat went to find Joey. 2. Teacher check

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Kangaroo got a pouch – 1

Reading Imaginative text

Read the folktale.

Once upon a time in

the Dreaming, Kangaroo did not have a pouch. Joey kept hopping away. Kangaroo had to find him. One day, Kangaroo was looking for Joey. She bumped into grumpy old Wombat. ‘Look out!’ said grumpy Wombat. ‘Help me find some grass!’ Wombat grabbed Kangaroo’s tail. Kangaroo looked for grass. Kangaroo looked for Joey too. Soon Wombat was thirsty. ‘Help me find water!’ said grumpy Wombat. Kangaroo looked for water. She looked for Joey too. They came to a waterhole. Kangaroo saw Joey. She saw hunters coming. Kangaroo quickly put Joey on her back and Wombat on her tail. They hopped away and hid. Soon the hunters went away. Kangaroo looked for Wombat. He was not there. She saw the Father of all the animals. ‘You are the kindest animal on earth’, he said. ‘You looked after grumpy wombat while you worried about Joey.’ He took bark from a tree. Kangaroo tied it around her waist. It became a pouch. ‘Now you have a place to keep Joey so he won’t get lost.’ Kangaroo was very happy. So was Joey. Now all mother kangaroos have a pouch. R.I.C. Publications®

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Australian Curriculum English – Literacy (Foundation)

Kangaroo got a pouch – 2

Understanding Imaginative text

Use the text on page 11 to answer the questions. 1. This text tells a s

2. Write the names of the animals in the story.

kept hopping away.

4. Who was grumpy? 5. Kangaroo found Joey at the

6. Which word means ‘a small sack’? 7. Who was Wombat?

Draw Kangaroo with a pouch.

9. Was the Father of all animals happy to find the kindest animal? 10. Have you seen a real kangaroo?

Australian Curriculum English – Literacy (Foundation)

Yes

No No

Where?

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Kangaroo got a pouch – 3

Creating Imaginative text

1. Number the events in the correct order. Wombat gave Kangaroo a pouch. Kangaroo met Wombat. Kangaroo, Joey and Wombat hid from hunters. Joey hopped away. Kangaroo and Wombat went to find Joey. 2. Write and draw the story.

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Australian Curriculum English – Literacy (Foundation)

Elephants • Identify some differences between imaginative and informative texts (ACELY1648) • Read predictable texts, practising phrasing and fluency, and monitor meaning using concepts about print and emerging contextual, semantic, grammatical and phonic knowledge (ACELY1649) • Use comprehension strategies to understand and discuss texts listened to, viewed or read independently (ACELY1650) • Create short texts to explore, record and report ideas and events using familiar words and beginning writing knowledge (ACELY1651)

Teacher information

Elaborations

Teaching notes

Additional activities

Answers

• Reading and comprehending an informative text • Identifying some text structures and language features of an informative text • Creating a short informative text

• Ideally students should follow the text while the teacher reads unless they are capable of reading the text independently. Emphasise the topic vocabulary such as ‘tusks’, ‘trunk’, ‘herd’ and so on. Discuss the meaning of words such as ‘forests’, ‘deserts’, ‘grasslands’, ‘males’ and ‘marshes’. • Page 16 includes questions relating to text purpose, relating one or two key facts from informative texts, finding a keyword to answer a literal question, making links between a text and students’ own experiences, and visualising elements in a text. • Page 17 requires the students to construct a short informative text using vocabulary (tusks, trunk, calves, herd, ears) from the text on page 15. The resultant sentences do not all have to relate to elephants. Simple factual sentences about any topic are acceptable. Question 2 on page 17 requires the students to give an opinion in contrast to learning a number of new facts.

• Ask the students to type the word ‘elephant’ into a search engine and click on ‘images’ to view pictures of elephants. Use the same process as a class to view images of forests, grasslands, deserts and marshes. (Use of software) • Discuss words such as ‘tusks’, ‘trunk’, ‘calves’ and ‘herd’. How did you work out what the words said? How did you work out the words ‘forests’, ‘deserts’, ‘grasslands’, ‘marshes’ and ‘interesting’? (Reading processes) • Discuss other animals that have babies called calves, live in herds, eat grass or leaves or have big teeth. (Comprehension strategies - semantic knowledge, connections to prior knowledge)

Page 17 Teacher check

Page 16 1. information 2. Teacher check 3. calves 4. herds 5. grass and leaves 6. They fan them to keep cool. 7. True 8. Yes 9.–10. Answers will vary.

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Elephants – 1

Reading Informative text

Read the report. Elephants are very big animals. They are the largest land animal. Elephants have two big ears. They flap them like a fan to keep cool. Elephants have two big teeth called tusks. They use them to move things, fight or help pick up things. Elephants eat lots of grass and leaves each day. They drink lots of water each day. Elephants have a long nose called a trunk. They use it to breathe, pick up things and drink water. Elephants have babies called calves. Calves drink milk from their mother. Elephants live in herds. A herd is led by an old mother. Males live alone. Elephants live in forests, deserts, grasslands and marshes. Elephants are very smart. They can remember. They can feel sad, angry or happy. They can play. Elephants are very interesting animals. R.I.C. Publications®

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Australian Curriculum English – Literacy (Foundation)

Elephants – 2

Understanding Informative text

Use the text on page 15 to answer the questions. 1. This text gives i animal.

about an

2. Draw the elephant body parts.

ears

trunk

tusks

3. What are elephant babies called? 4. Elephants live in groups called

5. Elephants eat

6. What do elephants use their ears for?

7. Elephants are smart. True 8. Elephants live in forests.

False

Yes

9. Write something new you found out about elephants.

10. Write something you already knew about elephants.

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Elephants – 3

Creating Informative text

1. Write one sentence using each word. tusks

trunk

calves

herd

ears

2. What do you think of elephants?

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Australian Curriculum English – Literacy (Foundation)

The bell on the cat • Identify some differences between imaginative and informative texts (ACELY1648) • Read predictable texts, practising phrasing and fluency, and monitor meaning using concepts about print and emerging contextual, semantic, grammatical and phonic knowledge (ACELY1649) • Use comprehension strategies to understand and discuss texts listened to, viewed or read independently (ACELY1650) • Create short texts to explore, record and report ideas and events using familiar words and beginning writing knowledge (ACELY1651)

Teacher information

Elaborations

Teaching notes

Additional activities

Answers

• Reading and comprehending an imaginative text • Identifying some text structures and language features of an imaginative text • Creating a short imaginative text

• Read the text with the students or aid more confident readers. Discuss the content and any unknown vocabulary. • Page 20 includes questions relating to text purpose, visualising elements in a text, finding a keyword to answer a literal question, making inferences based on information in the text and their own prior knowledge, predicting likely future events in a text, summarising information from a text and making links between events in a text and students’ own experiences. • Page 21 requires the students to construct a short imaginative text using adjectives and verbs from the text on page 19. They will support their first short text with an illustration to visualise an event or character in a text.

• As a class, read and discuss a number of different fables. Select a favourite to retell in writing on the whiteboard. While scribing, talk about capital letters at the beginning of sentences and fullstops at the end. Deliberate errors for the students to correct enhance understanding and knowledge of editing strategies. (Creating texts, Editing) • Discuss words such as ‘needed’, ‘sneaky’, ‘creeps’, ‘she’, ‘We’, ‘each’ and ‘easy’—all words with a long ‘e’ sound. Which ones did students know? How did they know them? Do they know any other words with a long ‘e’ sound? (Reading processes) • Watch a short clip of the fable at <http://www.youtube.com/watch?v=JSLW6_w0jp4> (Use of software)

Page 21 1. young 2. old 3. Teacher check 4. sneaky, creeps 5. Teacher check

Page 20 1. story 2. Teacher check 3. idea 4. No; Answers will vary 5. No; Answers will vary 6. No; Answers will vary 7. Answers will vary.

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The bell on the cat – 1

Reading Imaginative text

Read the fable.

Long ago, some mice had a meeting. They needed a plan. They wanted to be safe from their enemy—the cat. The mice talked and talked. They had many ideas. Finally, a young mouse said, ‘The cat is sneaky. She creeps up on us. We cannot hear her coming. We need to find a way to know she is near. If we know she is coming, we can run away. We should put a bell on a ribbon and tie it around her neck. We could hear her coming and run away. We would be safe!’ All the mice clapped. ‘What a good idea!’ they said. ‘That may be a good idea’, said an old mouse, ‘but who will put the bell on the cat? Which one of you is brave enough to do it?’ All the mice were quiet. They looked at each other. No-one wanted to tie the bell on the cat. ‘It is easy to think of big ideas’, said the old mouse. ‘It is much harder to do them!’

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Australian Curriculum English – Literacy (Foundation)

The bell on the cat – 2

Understanding Imaginative text

Use the text on page 19 to answer the questions. 1. This text tells a s

2. Draw: the young mouse

the old mouse

3. Which word means ‘a thought or plan’? 4. Was the old mouse being mean when he said the idea was No Why? not a good one? Yes

5. Was the plan a good one?

Yes

6. Will the mice tie the bell on the cat?

Why?

Yes

Why?

7. What animals wear bells? Why do they wear them?

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The bell on the cat – 3

Creating Imaginative text

1. Circle the word that means ‘not old’. enemy

know

young

bell

2. Circle the word that means ‘not young’. old

brave

easy

tie

3. Write and draw a story about a young cat and an old cat.

4. Circle two words that tell how the cat moves. meeting

sneaky

creeps

ribbon

put

5. Use the two words to write about a mouse.

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Australian Curriculum English – Literacy (Foundation)

The school fete • Identify some differences between imaginative and informative texts (ACELY1648) • Read predictable texts, practising phrasing and fluency, and monitor meaning using concepts about print and emerging contextual, semantic, grammatical and phonic knowledge (ACELY1649) • Use comprehension strategies to understand and discuss texts listened to, viewed or read independently (ACELY1650) • Create short texts to explore, record and report ideas and events using familiar words and beginning writing knowledge (ACELY1651)

Teacher information

Elaborations

Teaching notes

Additional activities

Answers

• Reading and comprehending an informative text • Identifying some text structures and language features of an informative text • Creating a short informative text

• Students need to be familiar with a variety of texts, including visual texts. • Ideally students should follow the text while the teacher reads, unless they are capable of reading the text independently. • Page 24 includes questions relating to text purpose and audience; relating one or two key facts from informative texts; finding a keyword to answer a literal question; making inferences based on information in the text and their own prior knowledge; talking about the meanings of texts listened to, viewed or read; and making links between events in a text and students’ own experiences. • Page 25 requires the students to copy words from the text to construct a short informative text using vocabulary from the text on page 23. They support their text using an illustration of one or more events from the text.

• Ask the students to use a word processing program to type their answers for Question 3 on page 25. They can then print it off and read their text to a classmate. (Use of software) • During discussions, ask the students to give one or two sentences to summarise information about fetes. (Comprehension strategies) • When time permits, allow the students to write the title for a poster advertising a fete at the school. Provide opportunities to change the typeface of the title to see the different effects. (Creating texts, Use of software)

Page 24 1. information 2. Answers may include: children who go to the school and their families; teachers and people in the community. 3. Answers may include: go on the jumping castle; play games; buy and eat cakes, sweets, BBQ and other food; look at or buy art and craft; go for a pony ride; listen to music; get your face painted; go on the slide; have fun. 4. BBQ and other food, cakes and sweets 5. Thursday 6. 5 pm 7. Answers may include: so working parents can come or so students do not miss out on school. 8. things people paint or make 9. Answers will vary. Page 25 Answers will vary.

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The school fete – 1

Reading Informative text

Read the poster.

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Australian Curriculum English – Literacy (Foundation)

The school fete – 2

Understanding Informative text

Use the text on page 23 to answer the questions. 1. This text gives i about an event. 2. Who would like to know about the school fete?

3. Write two things you could do at the fete. • • 4. What could you eat at the fete?

5. What day is the fete on? 6. What time does it start? 7. Why does it start at this time?

8. What is art and craft?

9. Tick the things you have done. face painting

pony ride

BBQ

slide

Australian Curriculum English – Literacy (Foundation)

jumping castle

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The school fete – 3

Creating Informative text

Write your own fete text. Tell about a fete you have been to or one you would like to go to. 1. Copy words you need from the text on page 23.

2. Write the day of the fete. 3. List three things you could do. • • • 4. How did you feel about going to the fete?

5. Draw your favourite event at the fete.

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Australian Curriculum English – Literacy (Foundation)

Playtpus plays tricks • Identify some differences between imaginative and informative texts (ACELY1648) • Read predictable texts, practising phrasing and fluency, and monitor meaning using concepts about print and emerging contextual, semantic, grammatical and phonic knowledge (ACELY1649) • Use comprehension strategies to understand and discuss texts listened to, viewed or read independently (ACELY1650) • Create short texts to explore, record and report ideas and events using familiar words and beginning writing knowledge (ACELY1651)

Teacher information

Elaborations

Teaching notes

Additional activities

Answers

• Reading and comprehending an imaginative text • Identifying some text structures and language features of an imaginative text • Creating a short imaginative text

• Read the text with the students or aid more confident readers. Discuss any unfamiliar vocabulary, the events in the story and the main characters. • Page 28 concentrates on questions relating to text purpose, visualising elements in a text, and discussing and sequencing events in stories. • Page 29 requires the students to construct a short imaginative text. They have to make up parts of their own Dreamtime story. They are required to identify and use language features, including opening phrases; choose a main animal character; write something the animal does, looks like or feels; and, finally, suggest a possible ending for their text.

• As a class, discuss the feelings of the characters. How did Fish feel when Platypus hid? How may Mother Earth have felt when Platypus got leftover animal bits and pieces? (Comprehension strategies) • Discuss key facts in the text. What did Platypus like doing? What was he doing when he missed hearing the message from Mother Earth? (swimming) (Comprehension strategies) • Have a word hunt for keywords. What is the name of a duck’s beak? (bill) What is the covering on fish called? (scales) (Reading processes, Comprehension strategies)

Page 29 1. Once upon a time in the Dreaming, … 2. Answers will vary. 3. Teacher check 4. Answers will vary. 5. Answers will vary. 6. Answers will vary.

Page 28 1. story 2. Events in order are: 3 Platypus was late. 5 Platypus still looks different from other animals today. 1 The animals looked the same. 4 Platypus got bits and pieces of animals. 2 The animals went to Mother Earth. 3. Teacher check

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Playtpus plays tricks – 1

Reading Imaginative text

Read the folktale.

Once upon a time

in the Dreaming, all the animals looked the same. Because they looked the same, they played tricks on Mother Earth. She decided to make them look different. Mother Earth called all the animals. Platypus did not hear. He was under the water playing with his friend, Fish. Fish went to Mother Earth but Platypus kept swimming. When Fish came back with beautiful scales, Platypus wanted to look different too. Platypus went to Mother Earth. He was very late. There was not much left to make him look different. He got the tail of a beaver, and the bill and feet of a duck. He got the fur of a bear and the claws of a bear on his feet. When he got back to the river, everyone laughed at him. Platypus was very sad. He dug a hole in the ground near the riverbank to hide. After a while, Fish said he was sorry. He and Platypus became friends again. Platypus dug another hole in his home under the water so Fish could visit. Platypus still likes swimming and he still looks very different from other animals. R.I.C. Publications®

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Australian Curriculum English – Literacy (Foundation)

Playtpus plays tricks – 2

Understanding Imaginative text

Use the text on page 27 to answer the questions. 1. This text tells a s

2. Number the events in the correct order. Platypus was late. Platypus still looks different from other animals today. The animals looked the same. Platypus got bits and pieces of animals. The animals went to Mother Earth. 3. Draw and label the characters in the story.

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Playtpus plays tricks – 3

Creating Imaginative text

1. Write the words that begin the text.

, all the animals looked the same. 2. Circle the name of one Australian animal. emu

koala

possum

echidna

bilby

3. Write the beginning of your own Dreamtime story about your animal. (words that begin a Dreamtime story)

(name of Australian animal)

(what the animal did, looked like or felt)

4. How will your Dreamtime story end?

5. Write the name of another Dreamtime story you know.

6. Do you like Dreamtime stories?

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Yes

Why?

Australian Curriculum English – Literacy (Foundation)

Birthday party email • Identify some differences between imaginative and informative texts (ACELY1648) • Read predictable texts, practising phrasing and fluency, and monitor meaning using concepts about print and emerging contextual, semantic, grammatical and phonic knowledge (ACELY1649) • Use comprehension strategies to understand and discuss texts listened to, viewed or read independently (ACELY1650) • Create short texts to explore, record and report ideas and events using familiar words and beginning writing knowledge (ACELY1651)

Teacher information

Elaborations

Teaching notes

Additional activities

Answers

• Reading and comprehending an informative text • Identifying some text structures and language features of an informative text • Creating a short informative text

• Ideally, students should follow the text while the teacher reads, unless they are capable of reading the text independently. • Some information about the use of emails is required to complete this set of pages. • Page 32 includes questions relating to text purpose, relating one or two key facts from informative texts, finding a keyword to answer a literal question, making links between events in a text and students’ own experiences, and making inferences. • Page 33 requires the students to construct a short informative text using the same format as the text on page 31. (NOTE: Teachers should use their knowledge of the students to decide whether to ask them to complete all of page 33 or only a part.)

• As a class, read an email from, or write an email to, another school class, inviting them to sit with the class during lunch. Edit the email as it is written. (Use of software, Creating texts, Editing) • Reread the email and note any unfamiliar vocabulary. Discuss ways to work out what the words are (beginning and ending sounds, the sentence context in which the word occurs, relating to another context in which it may have been seen, where it occurs in a sentence). Is it a verb, adjective, noun? (Reading processes) • Discuss who the students, as individuals, would send a birthday party invitation to. (Purpose and audience)

Page 32 1. information 2. Brett Hart 3. Justin Slep 4. Teacher check 5. 11 o’clock, 3 o’clock 6. Answers may include: because it is a school night or so there is more time for the party on a weekend. 7. Answers will vary.

Australian Curriculum English – Literacy (Foundation)

Page 33 Answers will vary.

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Birthday party email – 1

Reading Informative text

Read the email. New Message

From: Brett Hart <brett@butterly.com.au>

24 April 10:35 am

To: Justin Slep Re: Birthday party

My birthday is on Thursday. I will be 6. Come to my party on Saturday. It starts at 11 o’clock. We will have party food. I’m having a chocolate birthday cake, pizza and sweets. Izaak, Chad, Ben and Luke are coming too. We can play footy, pass the parcel and pin the tail on the donkey. Your mum can pick you up at 3 o’clock. It will be great fun. Please come! Email me asap. Your mate, Brett

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Australian Curriculum English – Literacy (Foundation)

Birthday party email – 2

Understanding Informative text

Use the text on page 31 to answer the questions. 1. This text gives i event.

about an

2. Who is sending the email? 3. Who is receiving the email? 4. Draw the party food on the table.

5. The party goes from

until .

6. Why is the party on Saturday and not Thursday?

7. Tick the things you have done. Been to a party

Eaten party food

Played party games

Sent an email

Received an email

Had a party

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Birthday party email – 3

Creating Informative text

Write your own birthday party email. New Message

To: (your friend’s name)

From: (your name)

Re: Birthday party Date: Time: Draw the party food you will have.

Name one game you will play.

Write your name. R.I.C. Publications®

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Australian Curriculum English – Literacy (Foundation)

Spinning, grinning spider • Identify some differences between imaginative and informative texts (ACELY1648) • Read predictable texts, practising phrasing and fluency, and monitor meaning using concepts about print and emerging contextual, semantic, grammatical and phonic knowledge (ACELY1649) • Use comprehension strategies to understand and discuss texts listened to, viewed or read independently (ACELY1650) • Create short texts to explore, record and report ideas and events using familiar words and beginning writing knowledge (ACELY1651)

Teacher information

Elaborations

Teaching notes

Additional activities

Answers

• Reading and comprehending an imaginative text • Identifying some text structures and language features of an imaginative text • Creating a short imaginative text

• Read the text with the students, explaining any unfamiliar concepts or vocabulary. Draw the student’s attention to the repetitive sentence beginning ‘The spinning, grinning spider ... ’. • Page 36 includes questions relating to text purpose; providing a simple, correctly-sequenced retelling of narrative texts; relating one or two key facts from informative texts; making inferences based on facts in a text; and making links between events in a text and students’ own experiences. • Page 37 requires the students to construct a short imaginative text by writing missing rhyming words to create a poem. They will support their text with an illustration to visualise an event or character in the text.

• As a class, write an information text about spiders. Use keywords such as ‘web’, ‘spin’, ‘fangs’, ‘body’ and other words suggested by the students. After writing, ask the students literal questions about the text to elicit the keywords suggested by others. (Creating texts, Comprehension strategies) • Ask selected students to choose a line from the poem to read with teacher assistance. Alternatively, students may be asked to read the last four lines with expression. (Reading processes) • Ask the students to draw an illustration to explain their own imaginative story about a spider. After attempting to write, ask them to select a word, phrase or a sentence they would like scribed by the teacher so that everyone else can share the story. The students can then orally retell their story. (Creating texts, Editing)

Page 37 1. grinning, eat, late, hips, lunch 2. Answers will vary. 3. Answers will vary. 4. Teacher check

Page 36 1. story 2. Events in order are: 6 The spider ate the fly. 2 The spider got a napkin. 4 The spider waited. 1 The spider made a seat. 3 The spider put flowers on the table. 5 The spider caught the fly. 3. NR (not real), NR (not real), R (real), R (real), R (real) 4. Answers may include so that prey will come closer. 5. Answers may include Incy Wincy Spider.

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Spinning, grinning spider – 1

Reading Imaginative text

Read the poem.

The spinning, grinning spider made a sticky seat. It’s good to be comfy when you sit down to eat. The spinning, grinning spider took out a little napkin. No-one wants drips messing up their chin. The spinning, grinning spider put flowers on the table. It’s good to set a pretty place when you are able. The spinning, grinning spider began to wait. It takes time. Sometimes dinner may be late. The spinning, grinning spider licked his hungry lips. He kept himself very still. He did not wriggle his hips. His hairy legs stood up tall as he smelled his tasty meal. He waited quietly. His prey did not even squeal. Yum! Yum! Crunch! Munch! What a tasty lunch! Boo hoo! Sob! Cry! Poor fly! Goodbye!

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Australian Curriculum English – Literacy (Foundation)

Spinning, grinning spider – 2

Understanding Imaginative text

Use the text on page 35 to answer the questions. 1. This text tells a s

2. Number the events in the correct order. The spider ate the fly.

The spider got a napkin.

The spider waited.

The spider made a seat.

The spider put flowers on the table. The spider caught the fly. 3. Write (R) Real or (NR) Not real. •

Spiders use napkins.

•

Spiders put flowers on a table.

•

Spiders smell with their legs.

•

Spiders eat flies.

•

Spiders wait for their prey.

4. Why did the spider wait quietly for a long time?

5. What poem or rhyme do you know about a spider?

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Spinning, grinning spider – 3

Creating Imaginative text

1. Copy words from the text that rhyme with: spinning seat wait lips munch 2. Make up a rhyming word for a fly.

Fly

3. Write words for a fly poem. Fly flew around. Fly reached the ground. Fly saw a trap. Fly made his wings go fl

Fly flew up high. Spider! Spider! Bye!

4. Draw a picture to go with your poem.

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Australian Curriculum English – Literacy (Foundation)

The sun • Identify some differences between imaginative and informative texts (ACELY1648) • Read predictable texts, practising phrasing and fluency, and monitor meaning using concepts about print and emerging contextual, semantic, grammatical and phonic knowledge (ACELY1649) • Use comprehension strategies to understand and discuss texts listened to, viewed or read independently (ACELY1650) • Create short texts to explore, record and report ideas and events using familiar words and beginning writing knowledge (ACELY1651)

Teacher information

Elaborations

Teaching notes

Additional activities

Answers

• Reading and comprehending an imaginative text and an informative text • Identifying differences between imaginative and informative texts • Creating short imaginative and informative texts

• This set of pages focuses on a short imaginative text—a myth—and an informative text—a procedure. Both texts have the same title. • Read the texts with the students, discussing the events, characters, steps and materials. • The Aboriginal legend has been greatly simplified. The young woman ran away because she was not allowed to marry the man she wanted to. Her tribe planned to take her home by force. While in the sky, she became homesick but was unable to return home. Creating warmth, in the form of the sun, was her way of helping her people to rest from their daily chores. • Page 40 includes questions relating to text purpose; critically reflecting on content, structure and language used to construct meaning in a text; finding a keyword in a text to answer a literal question; visualising elements in a text, discussing and sequencing events in stories; and making links between a text and students’ own experiences. • On page 41, students will use phrases and language features from the texts on page 39 to write an imaginative and an informative text.

• Ask the students to draw a series of pictures of the sun rising and going down each day to show the sequence of cyclical events in the Aboriginal or Torres Strait Islander story. Alternatively, students may retell the events of the narrative in order. (Comprehension strategies) • View and read the creation story of how the moon was made at <http://www.youtube.com/watch?v=C9BBZz9qSvE> Discuss to compare the story to the sentence the students wrote on page 41 in Question 2. Students may be encouraged to type their story using a word processing program and select and cut and paste a digital image to accompany it. (Use of software) • As a class, practise and read together parts of the myth. Encourage expression and fluency. (Reading processes)

Page 41 1. Long ago, in the Dreaming 2.–4. Answers will vary. 5. Teacher check 6. Answers will vary.

Page 40 1. (a) myth (b) procedure 2. procedure 3. myth 4. myth 5. procedure 6. Teacher check 7. Answers will vary.

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The sun – 1 Reading

1. Read the myth.

Imaginative text

Long ago in the Dreaming, a young woman ran away

from her people. She had no food or water. The spirits took her into the sky. She lived there happily all alone. Down below, her people were sad. They missed her. They had to hunt, fish and get food. They could not sit by the campfire and keep warm. They were cold. The woman made a very big campfire during the day. At night, the fire went away. The people sat by the campfire. They were happy. She wanted to do this every day. Each morning, the campfire came up. Each night it went down. The people called it ‘the sun’. Reading

2. Read the procedure.

Informative text

Make a paper plate sun You will need: a paper plate, yellow paint, brush, scissors, pencil, coloured markers, yellow paper, glue Steps: 1. Paint the plate yellow. Dry. 2. Trace 7 hands on yellow paper. Cut out. 3. Glue yellow hands around plate. 4. Draw face on sun. How did you go? Can you make your own sun? R.I.C. Publications®

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Australian Curriculum English – Literacy (Foundation)

The sun – 2

Understanding Imaginative/Informative text

Use the texts on page 39 to answer the questions. 1. Circle the correct one. Which text: (a) tells a story?

myth

procedure

(b) gives information?

myth

procedure

myth

procedure

3. Which text has characters and events? myth

procedure

2. Which text lists things you will need?

4. Which text begins with ‘Long ago in the Dreaming’?

5. Which text has steps?

myth

procedure

myth

procedure

6. Draw three events from the myth in order.

7. Tick if you have: • listened to another Dreamtime story. • made something else from a paper plate. Australian Curriculum English – Literacy (Foundation)

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The sun – 3

Creating Imaginative/Informative text

1. Write the words that begin a Dreamtime story.

2. Write a Dreamtime sentence about the moon.

3. Write the name of something else you have made from a paper plate. 4. Write things you used to make it.

5. Draw what it looked like when you were finished. 6. Was it easy to make? Yes R.I.C. Publications®

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Australian Curriculum English – Literacy (Foundation)

The rusty robot • Identify some differences between imaginative and informative texts (ACELY1648) • Read predictable texts, practising phrasing and fluency, and monitor meaning using concepts about print and emerging contextual, semantic, grammatical and phonic knowledge (ACELY1649) • Use comprehension strategies to understand and discuss texts listened to, viewed or read independently (ACELY1650) • Create short texts to explore, record and report ideas and events using familiar words and beginning writing knowledge (ACELY1651)

Teacher information

Elaborations

Teaching notes

Additional activities

Answers

• Reading and comprehending an imaginative text and an informative text • Identifying differences between imaginative and informative texts • Creating short imaginative and informative texts

• This set of pages focuses on a short imaginative text—a science fiction story—and an informative text—a book cover. Both texts have the same title. • Read the texts with the students, discussing the events, characters and information. • Page 44 includes questions relating to text purpose; the difference between imaginative and informative texts; relating one or two key facts from an informative text, making inferences about a character’s feelings; and finding keywords in a text to answer a literal question. • On page 45, students will make up an appropriate name for a robot and use words from the texts on page 43 to write an imaginative text. They will also create their own informative text by writing and drawing a new book cover for their text. They are also being made aware of themselves as authors and illustrators.

• Have the students type the words ‘rusty robot’ into a Google™ image search. Print them off and ask students to make up oral stories about them. (Use of software) • Ask the students to retell the main events in the imaginative text by drawing three or four pictures in correct order. They may include words such as labels for characters of ‘noise’ words. When completed, share with a partner and discuss. (Comprehension strategies) • During or after reading, discuss words like ‘knees’, ‘creaked’, ‘screeched’ and ‘he’ that all have the long ‘e’ sound. Which words are the longest when the syllables or sound units are clapped? (Reading processes)

Page 44 1. (a) science fiction story (b) book cover 2. (a) neither (b) both 3. Neck, jaw, and eyes should be ticked as they are mentioned in the text. Teachers should accept the other body parts if students can justify their answer. 4. Paul 5. Answers may be similar to: He felt better/He felt happy etc. 6. Kristy Holding 7. Answers may include that the book is about a robot or the book is about a rusty robot.

Australian Curriculum English – Literacy (Foundation)

Page 45 Answers will vary.

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The rusty robot – 1 Reading

1. Read the science fiction story.

Imaginative text

The robot was sad. His knees creaked when he walked. His neck squeaked when he turned his head. His jaw screeched when he talked. His eyes scraped when he blinked. What a noise! Grind! Creak! Screech! Scrape! ‘Tune-up time!’ yelled Paul. Squirt! Swoosh! Slop! Oil splashed on the robot. His knees bent softly. His neck turned smoothly. His jaw and eyes moved without a sound. I wonder how the robot felt now? Reading

2. Read the book cover.

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Informative text

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Australian Curriculum English – Literacy (Foundation)

The rusty robot – 2

Understanding Imaginative/Informative text

Use the texts on page 43 to answer the questions. 1. Circle the text that: (a) tells a story.

science fiction story

book cover

(b) gives information.

science fiction story

book cover

2. Circle the text that tells about: (a) real things.

science fiction story

book cover

(b) imaginary things.

science fiction story

book cover

3. Tick the robot parts that made a noise. neck

jaw

eyes

foot

hand

4. Who put oil on the robot? 5. How do you think the robot felt after oil was put on him? He felt

6. Who wrote the book? 7. Who drew the pictures in the book?

8. What does the illustration on the cover tell you about the book?

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The rusty robot – 3

Creating Imaginative/Informative text

1. Write a name for the robot. 2. Copy words from the text that tell the noise the robot made when he moved.

3. Write a text to tell about your robot moving.

4. Write a title and draw the cover for your new robot story. 5. Write your name on the front because you are the author and illustrator.

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Australian Curriculum English – Literacy (Foundation)

What time? • Identify some differences between imaginative and informative texts (ACELY1648) • Read predictable texts, practising phrasing and fluency, and monitor meaning using concepts about print and emerging contextual, semantic, grammatical and phonic knowledge (ACELY1649) • Use comprehension strategies to understand and discuss texts listened to, viewed or read independently (ACELY1650) • Create short texts to explore, record and report ideas and events using familiar words and beginning writing knowledge (ACELY1651)

Teacher information

Elaborations

Teaching notes

Additional activities

Answers

• Reading and comprehending an imaginative text and an informative text • Identifying differences between imaginative and informative texts • Creating short imaginative and informative texts

• This set of pages focuses on a short imaginative text—a narrative—and an informative text—a class timetable. Both texts have the same title. • Read the texts with the students discussing the events, characters, and information. Why didn’t the mouse and the snake come back? Is the class timetable like yours? Which text do you like best? Why? • Page 48 includes questions relating to text purpose, making links between a text and students own experiences, providing a simple correctly-sequenced retelling of narrative texts, visualising elements in a text, for example drawing an event or character from a text read aloud, predicting likely future events in a text, and relating one or two facts from an informative text. • On page 49, students will use the format of the text on page 47 to write an imaginative text. They will also create their own informative text timetable. They will support their text with illustrations, and identify an audience for their imaginative text.

• Have the students identify fullstops and other punctuation marks such as question marks, exclamation marks, commas and direct speech marks in the narrative. (Editing) • If time allows, students type their new animal text using a word processing program and save for later reading. Ensure they place their name at the end of the text as the author. (Use of software) • As a class, complete a class timetable (or reread current one). Identify words which have a capital letter at the beginning. (Creating texts, Editing)

Page 49 Answers will vary.

Page 48 1. narrative 2. timetable 3. bird 4. Teacher check 5. Answers will vary. 6. 10.15, 12.10, 11.15, 9.15 7.–8. Answers will vary.

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What time? – 1 Reading

1. Read the narrative.

Imaginative text

What time? ‘Come to my house’, said the snake to the mouse. ‘What time?’ asked the mouse. ‘Now!’ said the snake. So the mouse went to his house. He did not come back. ‘Come to my house’, said the kookaburra to the snake. ‘What time?’ asked the snake. ‘Now!’ said the kookaburra. So the snake went to his house. He did not come back. Reading

2. Read the class timetable.

Informative text

What time? 8.45 am

Read, whiteboard game, puzzle

9.15 am

Roll, weather, date

9.30 am

Reading groups

10.15 am

Morning tea

10.35 am

Outside play

11.15 am

Maths

12.10 pm

Lunch

12.30 pm

Outside play

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Australian Curriculum English – Literacy (Foundation)

What time? – 2

Understanding Imaginative/Informative text

Use the texts on page 47 to answer the questions. 1. Which text tells a story?

narrative

timetable

2. Which text gives information?

narrative

timetable

3. A kookaburra is a type of

4. Draw three events from the narrative in order.

5. What will happen to the kookaburra next?

6. Copy the times to tell when it happens. • morning tea

• lunch

• maths

• roll

7. Is this class timetable like yours?

Yes

8. Write the time you have morning tea. Australian Curriculum English – Literacy (Foundation)

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What time? – 3

Creating Imaginative/Informative text

1. Write your own animal story. ‘Come to my house’, said the to the

‘What time?’ asked the

‘Now!’ said the

So the went to his house. He did not come back. 2. Draw a picture of your story.

3. Who will you read your story to? 4. Write your own little timetable. (time in numbers or words)

(time in numbers or words)

(time in numbers or words) R.I.C. Publications®

5. Draw one event

Wake up Breakfast Go to school

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Australian Curriculum English – Literacy (Foundation)

Dragon • Identify some differences between imaginative and informative texts (ACELY1648) • Read predictable texts, practising phrasing and fluency, and monitor meaning using concepts about print and emerging contextual, semantic, grammatical and phonic knowledge (ACELY1649) • Use comprehension strategies to understand and discuss texts listened to, viewed or read independently (ACELY1650) • Create short texts to explore, record and report ideas and events using familiar words and beginning writing knowledge (ACELY1651)

Teacher information

Elaborations

Teaching notes

Additional activities

Answers

• Reading and comprehending an imaginative text and an informative text • Identifying differences between imaginative and informative texts • Creating short imaginative and informative texts

• This set of pages focuses on a short imaginative text—a fantasy—and an informative text—an explanation. Both texts have the same title. • Read the texts with the students, discussing the events, characters, information and meanings of any unfamiliar words such as ‘breathe’, ‘bunch’, and ‘leafy’. Discuss the difference in images and how they contribute to text meaning. • Page 52 includes questions relating to text purpose; identifying texts about real or imaginary things; making an inference about a character’s feelings; finding a keyword in a text to answer a literal question; discussing and sequencing events in stories; relating one or two key facts from informative texts; and making links between a text and students’ own experiences. • On page 53, students will use vocabulary relating to the fantasy to write and draw an informative text about dragons. (It is acceptable for students to label a diagram of a dragon to relate information.) Question 3 asks students to use their knowledge of a leafy sea dragon to write an imaginative text which has the leafy sea dragon doing something unusual or strange.

• Provide sheets of paper with empty boxes for each student. Ask them to draw the main events of the fantasy in order. (Comprehension strategies) • Ask the students to predict what the dragon might do when he next sees the bee. Will he thank him or burn him with fire? (Comprehension strategies) • As a class, read paragraph three of the fantasy text a number of times, encouraging expression for emphasis and fluency. (Reading processes)

Page 52 1. fantasy 2. explanation 3. explanation 4. fantasy 5. Answers may include that he was sad or upset. 6. eat hot food 7. Answers may include: it looks like a bunch of leaves; it floats in the sea like a leaf; it looks fierce like a dragon. 8. green, yellow, brown 9. Answers will vary.

Australian Curriculum English – Literacy (Foundation)

Page 53 1. All words should be ticked. 2.–3. Teacher check

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Dragon – 1

Reading Imaginative text

1. Read the fantasy.

Dragon A long time ago in China, there was a dragon called Drake. Drake could not breathe fire. He ate hot food, but he could not breathe fire. He sat in the hot sun, but he could not breathe fire. What use was a dragon with no fire? One day, a bee stung him on the wing. He jumped up and down in pain. Then he got mad. Very mad! The madder he got, the hotter he got! He yelled at the bee. No words came out. Red, yellow and orange fire flew out! Drake was a fire-breathing dragon. But he was still mad! Reading

2. Read the explanation.

Informative text

Dragon How did the leafy sea dragon get its name? The leafy sea dragon looks like a bunch of leaves. It floats in the sea like a leaf. The leafy sea dragon looks fierce like a dragon but it is very beautiful. It has a beautiful shape. The leafy sea dragon has beautiful colours—green, yellow or brown. These help it hide from other sea animals. The leafy sea dragon is not a dragon at all! R.I.C. Publications®

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Australian Curriculum English – Literacy (Foundation)

Dragon – 2

Understanding Imaginative/Informative text

Use the texts on page 51 to answer the questions. 1. Which text tells a story?

fantasy

explanation

2. Which text gives information?

fantasy

explanation

3. Which text tells about real things?

fantasy

explanation

4. Which text tells about imaginary things? fantasy

explanation

5. How did the dragon feel when he could not make fire?

6. The first thing the dragon did to try to make fire was ... . 7. Write one way the leafy sea dragon got its name.

8. What colours can a leafy sea dragon be?

9. Tick if you have: • been stung by a bee.

• eaten hot food.

• floated in the sea.

• seen a bunch of leaves.

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Dragon – 3

Creating Imaginative/Informative text

1. Tick the dragon words. • fire

• wings

• tail

• scales

• claws

• fly

2. Use the words to write an information text about dragons. Then draw a picture to go with your text.

3. Write an imaginative sentence about a leafy sea dragon. Make him do something unusual or strange.

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Australian Curriculum English – Literacy (Foundation)

Silly Billy • Identify some differences between imaginative and informative texts (ACELY1648) • Read predictable texts, practising phrasing and fluency, and monitor meaning using concepts about print and emerging contextual, semantic, grammatical and phonic knowledge (ACELY1649) • Use comprehension strategies to understand and discuss texts listened to, viewed or read independently (ACELY1650) • Create short texts to explore, record and report ideas and events using familiar words and beginning writing knowledge (ACELY1651)

Teacher information

Elaborations

Teaching notes

Additional activities

• Reading and comprehending an imaginative text and an informative text • Identifying differences between imaginative and informative texts • Creating short imaginative and informative texts

• This set of pages focuses on a short imaginative text—a humorous text—and an informative text—a map. Both texts have the same title. • Read the texts with the students, discussing the vocabulary, events, characters and information including icons representing information on the island. What do they think of Silly Billy and Milly? Which character do they like best? Was Billy silly to have a chilly, hilly island? Do they know other stories that have a filly, an island or are rhyming or funny? What kinds of texts are they? What is their purpose? (to tell a story or give information) • Page 56 includes questions relating to text purpose; making links between a text and students’ own experiences; relating one or two facts from an informative text; finding a keyword in a text to answer a literal question; making inferences about a character; and critically reflecting on language used to construct meaning in a text. • On page 57, students will use rhyming words to write an imaginative, humorous text. They will also create their own informative island map. It is acceptable for students to name their island after themselves and repeat the same key from the previous map.

• Learn the humorous text as a tongue twister. Repeat a number of times until performed fluently and with expression. (Reading processes) • Visit <http://www.fun-with-words.com/tongue_twisters.html> to read tongue twisters. (Use of software) • As a class, list the students names with an accompanying rhyming adjective. Write both words with capital letters. Draw the students’ attention to the capital letters and their purpose. (Editing)

Answers Page 56 1. funny text 2. 3. horse 4. 5. white 6. 7.–8. Answers will vary. 9. Silly Billy Island 10.

Page 57 1. Answers may include silly, hilly, chilly, filly, Milly, lily and frilly. 2. Answers will vary 3.–4. Teacher check

map hilly frilly Teacher check

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Silly Billy – 1 Reading

1. Read the funny text.

Imaginative text

Silly Billy Island Silly Billy was not silly but his name WAS Billy. Silly Billy had an island. It was very hilly. Silly Billy Island was cold and chilly. Silly Billy had a filly. Her name was Milly. Milly, the filly, was as white as a lily. Milly, the filly, wore a hat. The hat was frilly. Silly Billy had a hilly, chilly island. Silly Billy! Silly Billy had a lily-white filly with a frilly hat. Smart Billy! Reading

2. Read the map.

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Informative text

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Australian Curriculum English – Literacy (Foundation)

Silly Billy – 2

Understanding Imaginative/Informative text

Use the texts on page 55 to answer the questions. 1. Which text tells a story?

funny text

map

2. Which text gives information? funny text

map

3. A filly is a type of

4. The island was chilly and

5. What colour is a lily? 6. The hat of Milly the filly was

7. Was Billy silly or smart? Copy a word. Why? 8. Do you like the rhyming words in the funny text?

Yes No

Why? 9. What is the name of the island?

10. Draw the things on the map that show:

hills Australian Curriculum English – Literacy (Foundation)

chilly wind 56

sea waves

rivers

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Silly Billy – 3

Creating Imaginative/Informative text

1. Write five words that rhyme with ‘Billy’.

2. Write your name with a rhyming word that matches it (e.g. Slim Jim).

3. Write or draw a funny sentence about yourself. Use lots of rhyming words.

4. Draw and label your own island.

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Australian Curriculum English – Literacy (Foundation)

Rub-a-dub-dub • Identify some differences between imaginative and informative texts (ACELY1648) • Read predictable texts, practising phrasing and fluency, and monitor meaning using concepts about print and emerging contextual, semantic, grammatical and phonic knowledge (ACELY1649) • Use comprehension strategies to understand and discuss texts listened to, viewed or read independently (ACELY1650) • Create short texts to explore, record and report ideas and events using familiar words and beginning writing knowledge (ACELY1651)

Teacher information

Elaborations

Teaching notes

Additional activities

Answers

• Reading and comprehending an imaginative text and an informative text • Identifying differences between imaginative and informative texts • Creating short imaginative and informative texts

• This set of pages focuses on a short imaginative text—a nursery rhyme—and an informative text—a description. Both texts have the same title. • Read the texts with the students discussing the events, characters, information and any unfamiliar words such as ‘enough’. Discuss the occupations of the characters and if there are people who still do those jobs today. Teachers may also like to elicit an answer to the question at the end of the description. • Page 60 includes questions relating to text purpose; text features; finding a keyword in a text to answer a literal question; making an inference about a character’s feelings; relating one or two key facts from informative texts; and making links between events in a text and students’ own experiences. • On page 61, students will substitute new characters to create a new rhyme and describe their soap using the senses. An illustration supports the descriptive informational text.

• As a class, discuss to create an oral sequence of events in order to explain how the men ended up in a tub sailing out to sea. The oral text will be imaginative. (Comprehension strategies) • Complete Question 1 on page 61 as a class if desired. Use suggestions from the students and make deliberate mistakes, such as incorrect beginning sounds in words, to encourage awareness of editing skills. Select students to type the text using a word processing program and print off a copy for all. (Creating texts, Editing, Use of software) • Using their knowledge of each other, ask the students to suggest classmates who likes reading nursery rhymes or finding out information, developing their awareness of audience. (Purpose and audience)

Page 61 Answers will vary.

Page 60 1. nursery rhyme 2. description 3. nursery rhyme 4. Three 5. The tub was in the sea. 6. He stared. 7. Answers may include: they were afraid, excited or worried 8. Answers will vary. 9. Answers may include: soap cleans the body; soap takes oil and dirt away; soap makes your skin clean and soft. 10. bars 11. Answers will vary.

Australian Curriculum English – Literacy (Foundation)

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Rub-a-dub-dub – 1 Reading

1. Read the nursery rhyme.

Imaginative text

Rub-a-dub-dub, Three men in a tub, And who do you think they were? The butcher, the baker, The candlestick-maker, They all sailed out to sea, It was enough to make a man stare. Reading

2. Read the description.

Informative text

What do you know about soap? Most people use soap every day to clean themselves. Dirt and oil make the body smell. Phew! Soap picks up dirt and oil. Water washes dirt, oil and soap away. Soap comes in many colours. Soap smells nice. Soap makes your skin clean and soft. Some soap comes in blocks called bars. How else can you get soap? R.I.C. Publications®

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Australian Curriculum English – Literacy (Foundation)

Rub-a-dub-dub – 2

Understanding Imaginative/Informative text

Use the texts on page 59 to answer the questions. 1. Which text tells a story?

nursery rhyme

description

2. Which text gives information?

nursery rhyme

description

3. Which text has rhyming words? nursery rhyme

description

4. How many men were in the tub? 5. Where was the tub? 6. What did the man who saw them do? He

7. How would the men feel about sailing out to sea in a tub?

8. Would you sail out to sea in a tub?

Yes

Why?

9. Write the job soap does.

10. Soap comes in shapes called

11. When have you been very dirty and smelly?

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Rub-a-dub-dub – 3

Creating Imaginative/Informative text

1. Write new words to make a new nursery rhyme. Rub-a-dub-dub, Three

in a tub,

And who do you think they were? The

, the

The

They all sailed out to sea, It was enough to make a man stare. 2. Write about the soap you use. My soap is

. (colour)

My soap smells like

My soap looks like

My soap feels

3. Draw yourself using soap.

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Australian Curriculum English – Literacy (Foundation)

The pea • Identify some differences between imaginative and informative texts (ACELY1648) • Read predictable texts, practising phrasing and fluency, and monitor meaning using concepts about print and emerging contextual, semantic, grammatical and phonic knowledge (ACELY1649) • Use comprehension strategies to understand and discuss texts listened to, viewed or read independently (ACELY1650) • Create short texts to explore, record and report ideas and events using familiar words and beginning writing knowledge (ACELY1651)

Teacher information

Elaborations

Teaching notes

Additional activities

Answers

• Reading and comprehending an imaginative text and an informative text • Identifying differences between imaginative and informative texts • Creating short imaginative and informative text

• This set of pages focuses on a short imaginative text—a fairytale—and an informative text—a recount of events. Both texts have the same title. • Read the texts with the students, discussing the events, characters and information. Discuss the meaning of any unfamiliar words such as ‘real’, ‘stormy’, ‘sowed’, ‘vine’, ‘pod’ and ‘month’. • Page 64 includes questions relating to text purpose; discussing and sequencing events in stories; making an inference about an event in a text; finding a keyword in a text to answer a literal question; relating one or two key facts from an informative text; and making links between a text and students’ own experiences. • On page 65, students will use the structure and language features of a fairytale (Once upon a time, And they lived happily ever after) and vocabulary from the recount to write a fairytale about a magic pea.

• Ask the students to draw their favourite part of the fairytale and explain what part of the story it depicts. (Comprehension strategies) • Discuss why the queen put the pea under the mattresses. Was she just being mean? What did she think the pea would tell her about the young woman? Do you think she will put peas under the mattresses of any other young women? (Comprehension strategies) • As a class, repeat the months of the year in order as depicted in the recount. Did it take a long time or a short time to grow the peas? (Reading processes)

Page 65 Teacher check

Page 64 1. (a) fairytale (b) recount 2. The prince wanted to marry a princess/The young woman knocked on the castle door. 3. The prince married the princess. 4. She could feel the pea through all the mattresses. 5. pod 6. April 7. September 8.–10. Answers will vary.

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The pea – 1 Reading

1. Read the fairytale.

Imaginative text

The pea Once upon a time, a prince wanted to marry a real princess. One stormy night, a young woman knocked on the castle door. ‘May I please come in?’ she asked. ‘I am a real princess.’ The prince wanted to marry her. The queen put a little pea under the mattresses on the bed. The next morning, she asked the princess how she had slept. ‘I did not sleep at all’, said the princess. The queen knew then that the young woman was a real princess. The prince married the real princess. They lived happily ever after. Reading

2. Read the recount.

Informative text

The pea In the month of April, I sowed a tiny seed. In the month of May, I watered my plant. In the month of June, I fed my vine. In the month of July, I saw fat, green pods. In the month of August, I picked the pods. In the month of September, I ate a sweet, juicy green pea. Yum! Next year, I will plant more pea seeds. R.I.C. Publications®

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The pea – 2

Understanding Imaginative/Informative text

Use the texts on page 63 to answer the questions. 1. Circle the correct one. Which text: (a) tells a story?

fairytale

recount

(b) gives information?

fairytale

recount

2. What happened at the beginning of the fairytale?

3. What happened at the end of the fairytale?

4. Why didn’t the princess sleep well?

5. A

is something peas grow in on the vine.

6. The seed was sowed in:

April

June

July

7. The peas were eaten in:

July

August

September

8. Write the name of another story with a prince or princess.

9. Write the name of another green vegetable.

10. Do you like to eat peas? Australian Curriculum English – Literacy (Foundation)

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The pea – 3

Creating Imaginative/Informative text

1. Write a fairytale about a magic pea. 2. Use words like ‘seed’, ‘plant’, ‘vine’ or ‘pod’ in your story. 3. Draw a picture to match your story.

Once upon a time, …

And they lived happily ever after.

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Australian Curriculum English – Literacy (Foundation)

More water • Identify some differences between imaginative and informative texts (ACELY1648) • Read predictable texts, practising phrasing and fluency, and monitor meaning using concepts about print and emerging contextual, semantic, grammatical and phonic knowledge (ACELY1649) • Use comprehension strategies to understand and discuss texts listened to, viewed or read independently (ACELY1650) • Create short texts to explore, record and report ideas and events using familiar words and beginning writing knowledge (ACELY1651)

Teacher information

Elaborations

Teaching notes

• Reading and comprehending an imaginative text and an informative text • Identifying differences between imaginative and informative texts • Creating short imaginative and informative texts

• Read the texts with the students, discussing the events, characters, and information. Discuss the moral of the fable (little by little, a job gets done) and the different bodies of water and the creatures or things that are found there. Draw attention to the prepositions or direction words (through, over, along and so on). • Page 68 includes questions relating to text purpose; relating one or two key facts from a text; making connections between text and students’ own experiences; finding a keyword in a text to answer a literal question; making an inference about a character’s feelings; and visualising elements in a text. • On page 69, students will retell the fable in their own words or with drawings, and complete a series of sentences to write an information text similar to the one on page 67. Students can be a creative as they wish.

Additional activities

Answers

• Select students to orally retell the events of the fable in correctly-sequenced order. This may be accompanied by drawings to visually represent the events. (Comprehension strategies) • View a version of the fable of the crow and the pitcher at <http://www.youtube.com/watch?v=XtnG37texEI> (Use of software) • As a class, read together the scanned text on the interactive whiteboard. Use a pointer to show reading directionality, then select students to point to the text as it is reread. (Reading processes)

Page 68 1. (a) fable (b) directions 2. Answers will vary. 3. a bird 4. the water rose higher and higher 5. Answers should indicate that he felt better, relieved, not thirsty or dying. 6. Teacher check drawings which should have: puddle— boots, pond—bridge, dam—yabbies and fish, river— frog, lake—duck, swamp—reeds.

Australian Curriculum English – Literacy (Foundation)

Page 69 Answers will vary.

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More water – 1

Reading Imaginative text

1. Read the fable.

More water A thirsty crow found a jug with a little water in the bottom. The crow put his beak into the jug. He could not reach the water. He had to make a plan or he would die. He saw little rocks on the ground. He picked them up in his beak. He dropped them into the jug one by one. Each time one went into the jug, the water rose higher and higher. Soon the water reached the top of the jug. The crow drank the water and lived. Little by little, a job gets done. Reading

2. Read the recount.

Informative text

More water Through the puddle in muddy boots. Over the bridge that crosses the pond. Along the dam filled with yabbies and fish. Beside the river where the frogs hop and snap. Go left to the lake where the ducks like to swim. Go right to the swamp with reeds growing tall. Under the tree to the sandy shore, and what will you find? More water—the sea! R.I.C. Publications®

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Australian Curriculum English – Literacy (Foundation)

More water – 2

Understanding Imaginative/Informative text

Use the texts on page 67 to answer the questions. 1. Circle the correct one. Which text: (a) tells a story?

fable

directions

(b) gives information?

fable

directions

2. Tick the text you liked best.

fable

directions

3. What animal is a crow? 4. What happened when the crow put the rocks in the jug one by one?

5. How did the crow feel after drinking the water?

6. Draw what is found in or over each type of water.

puddle

pond

dam

river

lake

swamp

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More water – 3

Creating Imaginative/Informative text

1. Write and draw the fable of the crow by yourself.

2. Write words to complete the sentences. Use any words. • There is a

in the puddle.

• There is a

in the pond.

• There is a

in the dam.

• There is a

in the river.

• There is a

in the lake.

• There is a

in the swamp.

• There are

in the sea.

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Australian Curriculum English – Literacy (Foundation)

A hard winter • Identify some differences between imaginative and informative texts (ACELY1648) • Read predictable texts, practising phrasing and fluency, and monitor meaning using concepts about print and emerging contextual, semantic, grammatical and phonic knowledge (ACELY1649) • Use comprehension strategies to understand and discuss texts listened to, viewed or read independently (ACELY1650) • Create short texts to explore, record and report ideas and events using familiar words and beginning writing knowledge (ACELY1651)

Teacher information

Elaborations

Teaching notes

Additional activities

• Reading and comprehending an imaginative text and an informative text • Identifying differences between imaginative and informative texts • Creating short imaginative and informative texts

• This set of pages focuses on a short imaginative text—a fable—and an informative text—a weather report. Both texts have the same title. • Read the texts with the students discussing the events, characters, and information. Consider whether the students have heard (or seen) the fable before in some form, or seen or listened to a weather report. • Page 72 includes questions relating to text purpose; making an inference about a character; making predictions about an event; finding a keyword in a text to answer a literal question; making predictions about future events after reading a text; and making connections between a text and students’ own experiences. • On page 73, students will write an ending for the fable using the vocabulary provided, and create a simple weather report in one or two sentences. Students should be familiar with this type of text if they complete a daily calendar which includes information about the weather.

• Ask the students to share their text for Question 1 on page 73 with a partner. The two help each other to find improvements that can be made to their texts. The edits may include capital letters and fullstops, or correct sentence structure (such as the inclusion of a verb in a sentence). Discussion may include whether the sentences make sense and any ‘good’ words that were used. (Editing) • If time allows, students use a word processing program to retell their text for Question 3 on page 73. Interested students may cut and paste a weather icon or suitable image to accompany their text. (Use of software) • As a class, reread one of the texts. Use an enlarged copy or scan the text and display on the whiteboard. Circle any unfamiliar words and discuss how to work out what they mean. Can sentence context be used; or semantic, grammatical or phonic knowledge used? Demonstrate how one can be applied. (Reading processes)

Answers Page 73 1.–2. Teacher check 3. Answers will vary.

Page 72 1. (a) fable (b) weather report 2. ant 3. He died from hunger. 4. lots of rain, very cold, snow 5. take a raincoat, take an umbrella, wear a warm coat 6. Answers will vary.

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R.I.C. Publications®

A hard winter – 1

Reading Imaginative text

1. Read the fable.

A hard winter All summer, a grasshopper played and sang. The ant carried food to the nest. ‘Come and play!’ said the grasshopper. ‘I am getting food for winter’, said the ant. ‘You should, too.’ ‘Why worry?’ said the grasshopper. ‘We have food now.’ Winter came. It was very cold. The ants in their nest had lots of food. Grasshopper had none. He was dying. The grasshopper knew the ant had been right. He should have got ready for the hard winter. Reading

2. Read the weather report.

Informative text

A hard winter ‘It is rainy again today’, said the weatherman. ‘There is a lot of rain coming next week, too. You will need your raincoat and umbrella. It is going to be very cold at night and in the morning. You will need a warm blanket on the bed. You will need a coat to keep warm. It is going to be a hard winter. We may even get some snow! This is Tom Brown, reporting the weather!’ R.I.C. Publications®

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A hard winter – 2

Understanding Imaginative/Informative text

Use the texts on page 71 to answer the questions. 1. Circle the correct one. Which text: (a) tells a story?

fable

weather report

(b) gives information?

fable

weather report

2. Tick the character in the fable that was sensible. grasshopper

ant

3. What happened to the grasshopper at the end?

4. Write words that tell about a hard winter.

5. Tick things people should do after they hear the weather report. take a raincoat

take an umbrella

wear a warm coat

wear a T-shirt and shorts

6. What do you wear when it rains?

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A hard winter – 3

Creating Imaginative/Informative text

1. Use the words below to write a happy ending for the fable. ant

grasshopper

nest

food

hungry

2. Draw a picture to go with your story.

3. Write a weather report for today. Today, the weather is

. R.I.C. Publications®

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Australian Curriculum English – Literacy (Foundation)