The English Series - English: Year 1

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Title: The English Series English: Year 1 © 2016 Ready-Ed Publications Printed in Australia Author: Brenda Gurr Illustrator: Alison Mutton

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Reproduction and Communication by others

Contents Teachers’ Notes v8.1 Curriculum Links

Section One: Dreaming Stories How The Kangaroo Got Her Pouch The Frill-Neck Lizard And The Flood Thinking About Characters 1 Thinking About Characters 2 Character Role Play Story Events Writing A Dreaming Story

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7 8–9 10 11 12 13 14 15

16 17–18 19 20 21 22

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Section Two: Folktales The Crane The Swan Maiden Similar Tales Retelling A Folktale Different Cultures

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4 5-6

Section Three: Poetry 23 Leaves 24 Investigating Haiku 25 Performing Haiku 26 Beside The Seaside 27 Thinking About Poetry 28 Poetry Punctuation 29 Writing A Poem 30

Section Four: A Procedure And A Recount 31 How To Lift Fingerprints 32 Mission: Fingerprints 33–34 Stages Of A Procedure 35 Stages Of A Recount 36 Writing About A Character 37 Spy School Lesson 38 Word Memory 39

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Section Five: An Informative Text And A Persuasive Text Reading – The Brilliant Brain Booster Books Are Better Than Movies Listening For Details Group Discussion Writing A Persuasive Text Comparing Non-Fiction Texts Answers

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40 41 42 43 44 45 46

47–48

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Teachers’ Notes This book is part of The English Series which consists of seven books altogether. It is linked to the new v8.1 Australian national curriculum and each page in the book references the content descriptor/s and elaboration/s which it specifically addresses.

Activities are linked to original texts and enable the students to demonstrate much of the new English curriculum for Year 1 students.

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English: Year 1 is divided into four sections, which are detailed below.

Section One: Dreaming Stories

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The activities assess a range of skills, allowing students to think carefully about the structure, language features and content of each accompanying text. Individual, partner and group activities are included and cater for different learning abilities and styles. Many activities are open-ended and enable the development of early years’ thinking skills. Answers are provided at the back of the book.

The activities in this section relate to two Dreaming stories. The students will investigate characterisation, spiritual elements and story events. They will also complete creative writing and oral language activities.

© ReadyEdPubl i cat i ons f o rr e vi e wfolktales pur pJapan ose s onl y• The activities• in this section relate to two from and Sweden.

The Section Two: Folktales

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Section Three: Poetry

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students will study cultural elements and compare the two texts, as well as complete an oral language activity.

Two types of poems are provided in this section – one is made up of Haiku and the other is a structured rhyming poem. The students will investigate various poetic language features and elements, as well as focusing on descriptive language, punctuation, creative writing and group performance.

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Section Four: A Procedure And A Recount

In this section, two texts concerning spy activities are provided. The students will explore text stages, structure, characterisation, point of view and spelling. They will also perform a short presentation based on the theme of the texts.

Section Five: An Informative Text And A Persuasive Text In this section, students will examine two texts related to the topic of reading.

Activities include: listening for details, group discussion of an issue, writing a structured text and text comparison.

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v8.1 Curriculum Links •

identifying how spiritual beings are represented in Aboriginal and Torres Strait Islander stories • identifying some features of characters and how particular words and images convey qualities of their nature, for example some characters are portrayed as shy, others adventurous Discuss characters and events in a range of literary texts and share personal responses to these texts, making connections with students’ own experiences (ACELT1582) Elaborations • discussing characters from books and films and whether these are life-like or imaginary (for example talking animals) • comparing characters and events in texts to students’ own experiences Express preferences for specific texts and authors and listen to the opinions of others (ACELT1583) Elaboration • using arts methods and role play to express personal responses to characters and events in stories Discuss features of plot, character and setting in different types of literature and explore some features of characters in different texts (ACELT1584) Elaborations • examining different types of literature including traditional tales, humorous stories and poetry • discussing how plots develop including: beginnings (orientation), how the problem (complication) is introduced and solved (resolution) Listen to, recite and perform poems, chants, rhymes and songs, imitating and inventing sound patterns including alliteration and rhyme (ACELT1585) Elaboration • listening to and performing simple haiku poems about familiar topics such as nature and the seasons

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Understand that the purposes texts serve shape their structure in predictable ways (ACELA1447) Elaboration • becoming familiar with the typical stages of types of text including recount and procedure Understand patterns of repetition and contrast in simple texts (ACELA1448) Elaboration • discussing different types of texts and identifying some characteristic features and elements (for example language patterns and repetition) in stories and poetry Recognise that different types of punctuation, including full stops, question marks and exclamation marks, signal sentences that make statements, ask questions, express emotion or give commands (ACELA1449) Elaborations • using intonation and pauses in response to punctuation when reading • reading texts and identifying different sentence-level punctuation • writing different types of sentences, for example statements and questions, and discussing appropriate punctuation Explore differences in words that represent people, places and things (nouns, including pronouns), happenings and states (verbs), qualities (adjectives) and details such as when, where and how (adverbs) (ACELA1452) Elaboration • talking about effective words that describe a place, person or event Discuss how authors create characters using language and images (ACELT1581) Elaborations • identifying similarities between texts from different cultural traditions, for example representations of dragons in traditional European and Asian texts

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rhymes and poems Make short presentations using some introduced text structures and language, for example opening statements (ACELY1657) Elaboration • providing simple explanations about how to do or make something Describe some differences between imaginative informative and persuasive texts (ACELY1658) Elaboration • comparing and discussing texts identifying some features that distinguish those that “tell stories” from those that “give opinions” Read decodable and predictable texts using developing phrasing, fluency, contextual, semantic, grammatical and phonic knowledge and emerging text processing strategies, for example prediction, monitoring meaning and re-reading (ACELY1659) Elaborations • using contextual and semantic knowledge to make predictions about a text’s purpose and content • combining knowledge of context, meaning, grammar and phonics to decode text • recognising most high frequency sight words when reading text • self-correcting when reading does not make sense, using pictures, context, meaning, phonics and grammatical knowledge • reading aloud with developing fluency and intonation Create short imaginative and informative texts that show emerging use of appropriate text structure, sentence-level grammar, word choice, spelling, punctuation and appropriate multimodal elements, for example illustrations and diagrams (ACELY1661) Elaborations • referring to learned knowledge of text structure and grammar when creating a new text • applying new vocabulary appropriately in creating text • learning how to plan spoken and written communications so that listeners and readers might follow the sequence of ideas or events

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Recreate texts imaginatively using drawing, writing, performance and digital forms of communication (ACELT1586) Elaboration • writing character descriptions drawn from illustrations in stories Use visual memory to read and write highfrequency words (ACELA1821) Elaboration • learning an increasing number of highfrequency words recognised in shared texts and texts being read independently, for example ‘one’, ‘have’, ‘them’ and ‘about’ Innovate on familiar texts by using similar characters, repetitive patterns or vocabulary (ACELT1832) Elaboration • imitating a characteristic piece of speech or dialogue, the attitude or expression of favourite or humorous characters in texts Respond to texts drawn from a range of cultures and experiences (ACELY1655) Elaboration • using drawing and writing to depict and comment on people and places beyond their immediate experience Engage in conversations and discussions, using active listening behaviours, showing interest, and contributing ideas, information and questions (ACELY1656) Elaboration • listening for details in spoken informative texts Use interaction skills including turn-taking, recognising the contributions of others, speaking clearly and using appropriate volume and pace (ACELY1788) Elaborations • participating in pair, group and class speaking and listening situations, including informal conversations and class discussions, contributing ideas and listening to the contributions of others • taking turns, asking and answering questions and attempting to involve others in discussions • experimenting with voice volume and pace for particular purposes including making presentations, retelling stories and reciting

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Dreaming Stories

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The English Series Year 1 - section 1

Read the Dreaming story below, then complete the activity sheets which follow.

How The Kangaroo Got Her Pouch (A Dreaming story from the Yorta-Yorta people, retold by Brenda Gurr.)

Long ago, kangaroos did not have pouches. This made it hard for one mother kangaroo. Her joey was always jumping away. She was scared he would get lost. “If only I could keep him safe,” she sighed.

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take you to a waterhole. Joey, try to keep up.”

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or eBo st r e p ok One day, the mother and her joey saw an old wombat. u “Please help me, ” the wombat said. “I am very weak and I need water.”

S “I will help you,” said the mother kangaroo. “Hold onto my tail and I will It was a long way to the waterhole. When they reached it, the wombat drank for some time. Then he said shyly, “I’m very hungry. I haven’t had any food for days.”

“Then hold onto my tail again,” said the mother kangaroo. “And I will take you to some nice juicy grass.”

“I’m tired,” said the joey. “Please carry me.”

“I can’t,” said the mother kangaroo. Like all kangaroos, her arms were too short to carry the joey.

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After another hard journey, they found the grass. The wombat ate for a long time.

Suddenly, a hunter with a boomerang came towards them.

“Oh no,” cried the mother kangaroo.

“He will kill the poor old wombat!” She jumped up and down in front of the hunter to make him notice her.

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“A kangaroo!” said the hunter. “What luck! I will catch her to eat instead of that old wombat.”

The hunter began to chase the mother 8

Curriculum Link: Read decodable and predictable texts using developing phrasing, fluency, contextual, semantic, grammatical and phonic knowledge and emerging text processing strategies, for example prediction, monitoring meaning and re-reading (ACELY1659)

The English Series Year 1 - section 1

kangaroo across the plains, but she was too quick for him. After some time, he gave up. Then the mother kangaroo went back to find the wombat and her joey. But they were gone!

“Joey! Where are you?” she called. There was not a sound. The mother kangaroo was scared. She hopped here and there, with panic in her heart, looking for him. “Joey! Joey!” she called out frantically.

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When she had just about given up, she hopped past a gum tree. There was Joey, fast asleep in the shade. The mother kangaroo scooped him up.

“Oh Joey, I thought I had lost you for good. I’m so happy that you are safe. But where is the old wombat?”

“I don’t know,” said the joey. “He just disappeared.”

“That is strange,” said the mother kangaroo, frowning.

They did not know that the wombat was not a wombat at all. It was the great Spirit of the Creator in disguise. The Spirit had come down to Earth to reward the animals who were the most kind and gentle.

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As the mother kangaroo and her joey slept that night, the Spirit left her a gift. It was a string dilly bag.

When the mother kangaroo woke up, she tied it around her waist. Straight away, the Spirit turned it into a pouch.

o c . che e r o r st super From that day on, mother kangaroos have always had pouches to keep their joeys safe.

Curriculum Link: Read decodable and predictable texts using developing phrasing, fluency, contextual, semantic, grammatical and phonic knowledge and emerging text processing strategies, for example prediction, monitoring meaning and re-reading (ACELY1659)

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The English Series Year 1 - section 1

Read the Dreaming story below, then complete the activity sheets which follow.

The Frill-Necked Lizard And The Flood (A Dreaming story from the Yorta-Yorta people, retold by Brenda Gurr.)

Long ago, there was a time when the rains stopped. The animals couldn’t find enough to drink. They met up to decide what to do.

“I have a great idea,” said the frill-necked lizard. “Please listen to me.”

But nobody took any notice of the lizard. Why should they? Frillnecked lizards were small, shy and quiet. Instead, the animals argued among themselves.

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or eBo st r e pthe mammals. “You should flyoaway “You birds can fly,” said somewhere u k else. Then the rest of us would have enough water.”

S “It’s not up to us,” said the birds. “It is the insects who should leave.

There are so many of them and they are using up too much water.”

“What about the fish?” said an insect. “Imagine how much water they must drink! They spend all day in it. It is they who should leave.”

“I tell you, I have a very good idea,” said the frill-necked lizard softly.

“You must listen!” He tried and tried to be heard. But the other animals just kept on arguing. They paid no attention to him.

© ReadyEdPubl i cat i ons Eventually, the lizard stopped trying to talk. What he was trying to tell •that f oBaime, rr ev e wp r p ogiven ses othe nl y •to them was thei creator ofu life, had him power

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make rain. He felt very angry that no-one would listen. So he left the meeting and climbed to the top of the nearest hill. He opened up his frill, showing many beautiful colours inside – red, yellow, orange and green. Then the lizard began to sing, making a strange hissing sound.

The clouds heard the lizard’s hissing and gathered to listen. As the hissing grew louder, the clouds became frightened. They shook with fear. This made it start to rain.

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o c . ch e The frill-necked lizard’s power was so r e o strong that the rain went onr for many st su r e p months. The billabongs became rivers. The desert turned into a lake and many animals drowned.

Since that day, Aboriginal people do not hunt the frill-necked lizard. For if these lizards become angry, they may once again create rain and flood the land.

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Curriculum Link: Read decodable and predictable texts using developing phrasing, fluency, contextual, semantic, grammatical and phonic knowledge and emerging text processing strategies, for example prediction, monitoring meaning and re-reading (ACELY1659)

The English Series Year 1 - section 1

Thinking About Characters 1

Activity

Read How The Kangaroo Got Her Pouch, then complete this activity sheet.

1. Use the words in bold to describe each character from the story.

Add some of your own. caring brave

shy weak

adventurous young old

Description

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Mother Kangaroo

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Character

selfish helpful

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. te 2. Why did the Spirit of the Creator disguise itself as. ao wombat? c che e r _ _____________________________________________________ o t r s s r u e p _ _____________________________________________________ Wombat

3. What gift did the Spirit leave for the mother kangaroo? Why? _ _____________________________________________________ _ _____________________________________________________

Draw

On the back of this sheet draw a picture of what you think the Spirit might look like.

Curriculum Link: Discuss how authors create characters using language and images (ACELT1581) Elaboration: Identifying how spiritual beings are represented in Aboriginal and Torres Strait Islander stories. Identifying some features of characters and how particular words and images convey qualities of their nature, for example some characters are portrayed as shy, others adventurous.

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The English Series Year 1 - section 1

Thinking About Characters 2

Activity

Read The Frill-Necked Lizard And The Flood, then complete this activity sheet.

1. In the story The Frill-Necked Lizard And The Flood, the author describes the frill-necked lizard as “shy” and “quiet”. Tick two things that the lizard does that supports this description. qHe stands at the back at the meeting.

qHe speaks in a soft voice.

qHe tells the animals that they aren’t being nice. qHe speaks loudly.

or eBo st r e p ok u 3. Why do you think that the author uses talking animals in the S story?

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2. This story contains talking animals. Are they real or imaginary characters? Please tick: qreal qimaginary

_ _____________________________________________________ _ _____________________________________________________ 4. The frill-necked lizard cannot any the animals to listen © Re ady Edget Pu bof l i c at i ons to him. How does he feel? What does he do about it?

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_ ________________________

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_ ________________________

_ ________________________

Colour in the frill-necked lizard.

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On the back of this sheet write about a time when you found it hard to get someone to listen to you. How did you feel? What did you do about it?

Curriculum Link: Discuss characters and events in a range of literary texts and share personal responses to these texts, making connections with students’ own experiences (ACELT1582) Elaborations: Discussing characters from books and films and whether these are life-like or imaginary (for example talking animals). Comparing characters and events in texts to students’ own experiences.

The English Series Year 1 - section 1

Character Role Play

Activity

Find a partner to work with. Prepare a role play between two characters from either How The Kangaroo Got Her Pouch or The Frill-Necked Lizard And The Flood by following the steps below.

1. Tick which role play you would like to do.

The lizard and an insect meet each other after the flood.

Joey and his mother wake up and see the new pouch.

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Character 1: __________________

Character 2: __________________

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2. Write the names of the characters in the boxes below that are in your role play. List words that describe what the characters are like. For example, the insect might be angry, cruel and unforgiving.

Highlight the character who you will be in the role play.

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y• 3. Think about the words that you have written down above. Work

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with your partner to write down some ideas about what your character might say and do in your role play.

My Character’s Speech And Actions

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Rehearse

Practise your role play with your partner.

Make sure that you clearly show what your character is like.

Curriculum Link: Explore differences in words that represent people, places and things (nouns, including pronouns), happenings and states (verbs), qualities (adjectives) and details such as when, where and how (adverbs) (ACELA1452) Elaborations: Talking about effective words that describe a place, person or event. Curriculum Link: Express preferences for specific texts and authors and listen to the opinions of others (ACELT1583) Elaboration: Using arts methods and role play to express personal responses to characters and events in stories.

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The English Series Year 1 - section 1

Story Events

Activity

Read How The Kangaroo Got Her Pouch and The Frill-Necked Lizard And The Flood, then complete this activity sheet.

1. Place ticks in the boxes to indicate if the parts of each story belong to the orientation, complication or resolution.

Orientation

Resolution

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The land was flooded.

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Once a mother kangaroo lived with her joey.

The Spirit gave the mother kangaroo a dilly bag, which turned into a pouch.

A hunter chased the mother kangaroo and she lost her joey.

Complication

One day, the rains stopped and the animals decided to hold a meeting.

The animals © didn’t and itE made Rlisten ead ydPubl i cat i ons the frill-necked lizard angry.

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2. Tick the story that you liked the best, then say why. qHow The Kangaroo Got Her Pouch qThe Frill-Necked Lizard And The Flood

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_ _____________________________________________________ 3. Draw the three parts of your favourite Dreaming story.

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orientation

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resolution

Use your pictures to help you to tell the story aloud in your own words. Practise telling your story to a partner. Use character voices to make it interesting.

Curriculum Link: Discuss features of plot, character and setting in different types of literature and explore some features of characters in different texts (ACELT1584). Elaboration: Discussing how plots develop including: beginnings (orientation), how the problem (complication) is introduced and solved (resolution).

The English Series Year 1 - section 1

Writing A Dreaming Story

Activity

Read How The Kangaroo Got Her Pouch, then complete this activity sheet.

• Write your own Dreaming story that explains how the first kangaroo got a pouch. Use the plan below to help you.

Orientation Write where your story is set and who the main characters are.

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_____________________________________________________

_____________________________________________________ Complication Write why the kangaroo in your story might need a pouch. (It might or might not be because she wants to keep her joey safe.)

© ReadyEdPubl i cat i ons _____________________________________________________ •f orr evi ew pur posesonl y• _____________________________________________________

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_____________________________________________________ _____________________________________________________

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Resolution Write how the kangaroo gets her pouch. (Is it because of magic or a Spirit?) _____________________________________________________ _____________________________________________________ _____________________________________________________ _____________________________________________________ • Write a draft of your story on a separate sheet of paper. Make sure that the storyline makes sense.

Curriculum Link: Create short imaginative and informative texts that show emerging use of appropriate text structure, sentence-level grammar, word choice, spelling, punctuation and appropriate multi-modal elements, for example illustrations and diagrams (ACELY1661) Elaboration: Learning how to plan spoken and written communications so that listeners and readers might follow the sequence of ideas or events.

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Folktales

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or eBo st r e p ok u S Section Two:

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The English Series Year 1 - section 2

Read the folktale below, then complete the activity sheets which follow.

The Crane

(A Japanese folktale, retold by Brenda Gurr.)

There once was an old husband and wife who lived in a house in the mountains. They were very happy except for one thing - they did not have any children.

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One winter’s day, the man went out in the snow to collect firewood. He saw something in the bushes and went to find out what it was. As he got closer, he could see that it was a crane. It was tangled in the bushes. The crane seemed afraid of the man, but the man spoke in a soothing voice.

“Do not be afraid. I only wish to help you,” he said. Then he gently snapped off some branches and freed the bird. The crane stared at the man for a moment, then flew away.

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That night, the couple heard a knock on their door. When the woman opened it, she saw a young girl with pure white skin, shivering in the bitter cold.

“Oh, please come inside,” said the woman. “You must be freezing!” © ReadyEdPubl i cat i ons Together, the man and woman led the girl to their fire. she had up, •f o rAfter r ev i e wwarmed pur p osesonl y• the man spoke to her. “Why were you out there all alone? Who are your friends and family?”

“I have none,” said the girl. “May I stay with you? I can help around the house.”

“Of course,” said the man and woman together. “We would love to have you.”

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Time went by andc the couple began to e h r e o r think of the girl as their daughter.

They st sup r e lived together happily for four years.

Soon, however, the couple’s food supplies began to run low.

“Do not worry,” said the girl. “I will help. I will weave some cloth and you can sell it in the village. But I have one request.”

“What is that?” asked the woman.

Curriculum Link: Read decodable and predictable texts using developing phrasing, fluency, contextual, semantic, grammatical and phonic knowledge and emerging text processing strategies, for example prediction, monitoring meaning and re-reading (ACELY1659)

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The English Series Year 1 - section 2

“You must promise that you will not look at me while I am weaving.”

The couple thought this was a strange thing to ask, but they agreed.

The next night, the young girl went into her room and started work. She wove all night. In the morning, she gave the cloth to the couple. It was the finest, most beautiful cloth that they had ever seen.

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or eBo st r e pfor a big sum of money and ok The man sold the cloth bought lots of u food. But it wasS not long before the family ran out of money again.

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Once more, the girl agreed to weave some cloth as long as the couple did not look at her. That night, after the couple went to bed, she started work. Just before dawn, the woman woke up. She could hear someone crying. She woke her husband and they went to the girl’s door.

“What should we do?” said the man. “We promised we would not adyEdPubl i cat i ons look at her.© ” Re “But we must see if she is all right,” said the woman. She slowly •f orr evi ew pur posesonl y• opened the door and gasped.

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Instead of the girl, they could see a crane. It was plucking out its feathers with its beak and weaving them into cloth. When the crane saw the couple, it cried out. Before their eyes, the crane turned into the girl. She looked at the couple sadly.

“I am the crane that you saved all those years ago. I came to repay your kindness. But now you have seen my true self, I must leave you.”

o c . che e r o r st s r u e p With that, the girl turned back into a crane, and flew out of the window into the glow of dawn.

The couple watched her go, tears flowing down their cheeks. They would always remember the young girl who had given them so much joy.

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Curriculum Link: Read decodable and predictable texts using developing phrasing, fluency, contextual, semantic, grammatical and phonic knowledge and emerging text processing strategies, for example prediction, monitoring meaning and re-reading (ACELY1659)

The English Series Year 1 - section 2

Read the folktale below, then complete the activity sheets which follow.

The Swan Maiden

(A Swedish folktale, retold by Brenda Gurr.)

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There once was a young man who lived in the country. One day, he saw three swans flying by. He watched them land on a small beach and walked over to see them swim. To his amazement, he saw the three swans take off their feathers and turn into three young maidens. They dived into the water and swam for some time. They then put on their feathers, turned back into swans and flew away.

The man returned home but could not stop thinking about the swan maidens. He thought that one of them, in particular, was very beautiful and he longed to see her again. He decided to return to the beach. His plan was to take the feathers of the swan so she would stay as a maiden.

The next day, the man hid near the beach and waited. Before long, he heard the swans calling. Then they flew down and landed.

Once again, they took off their feathers and dived into the water.

Re ad yEdout Pu bl i ca t i o ns While they© swam, the man snuck and took the maiden’s feathers.

When the girl returned, she searched foro her feathers • f o r r e v i e w p u r p o s e s n l y• while the other two swans flew away. The man then came out of his hiding place. The girl stared in horror.

“Please give me back my feathers,” she said. “Or I cannot fly.”

“But I have fallen in love with you,” said the man. “I wish you to be my wife.” He refused to give the girl her feathers. After some time, she agreed to go to the man’s village. Soon after, the girl fell in love with the man and they married. They lived happily together for many years.

Then one night, the man took out the feathers to show his wife.

She cried out and took them into her hands. Instantly, she turned back into a swan.

“No!” shrieked the man. But the swan turned and flew out of the window.

The man watched her go, sobbing.

Never would he forget his beautiful swan maiden.

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Curriculum Link: Read decodable and predictable texts using developing phrasing, fluency, contextual, semantic, grammatical and phonic knowledge and emerging text processing strategies, for example prediction, monitoring meaning and re-reading (ACELY1659)

19

The English Series Year 1 - section 2

Similar Tales

Activity

Read The Crane and The Swan Maiden, then complete this activity sheet.

1. Which country does each folktale come from?

The Swan Maiden

The Crane

S__ __ __ __ __

J __ __ __ __

or eBo st r e p The Characters Theo Storyline u k S

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2. Think about both tales. Write down some similarities below.

3. List some things that are different between the tales.

© RMaiden eadyEdPubl i cThe at i ons The Swan Crane

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•f orr evi ew pur posesonl y•

o c . che eq The Crane r o q The Swanr Maiden st super

4. Tick which tale you liked the best.

5. Why do you like this tale the best? _ _____________________________________________________ _ _____________________________________________________ _ _____________________________________________________ 20

Curriculum Link: Discuss how authors create characters using language and images (ACELT1581) Elaboration: Identifying similarities between texts from different cultural traditions, for example representations of dragons in traditional European and Asian texts. Curriculum Link: Express preferences for specific texts and authors and listen to the opinions of others (ACELT1583) Elaboration: Using arts methods and role play to express personal responses to characters and events in stories.

The English Series Year 1 - section 2

Retelling A Folktale

Activity

Find a group of four to work with. You are going to retell the folktale The Crane to the class. One of you will be the narrator and the others will play the characters in the story. You can change the crane to a boy if you need to.

1. Write who will play each character.

Woman:

Man: r o eBo t s r e p ok u S Crane:

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Narrator:

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2. Read through the story as a group until you remember it well. Now practise telling the story in your words.

The narrator ©R ea dy E down Pub l i ca t i o ns should begin and end the story and explain any important parts.

•f orr evi ew pur posesonl y• 3. Write three important lines that you will say as your character.

Next to each line, write how you will say it. For example, you might say the line, “Go away!” in a loud, slow voice.

How I Will Say It

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4. Practise telling your story to the class. Think carefully about how you use your voice. Write down what you thought of how you used your voice on the back of this sheet.

Curriculum Link: Use interaction skills including turn-taking, recognising the contributions of others, speaking clearly and using appropriate volume and pace (ACELY1788) Elaborations: Participating in pair, group and class speaking and listening situations, including informal conversations and class discussions, contributing ideas and listening to the contributions of others. Experimenting with voice volume and pace for particular purposes including making presentations, retelling stories and reciting rhymes and poems.

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The English Series Year 1 - section 2

Different Cultures

Activity

Read The Crane and The Swan Maiden, then complete this activity sheet.

The stories The Crane and The Swan Maiden are folktales from different countries. They may be about people and places that are new to you.

1. Choose two of the character pictures from the stories. Describe each one.

ew i ev Pr

Teac he r

r o e st Bo r Picture 2 e

p ok u _ _________________________ _ _________________________ S Picture 1

_ _________________________ _ _________________________ _ _________________________ _ _________________________ _ _________________________ _ _________________________ _ _________________________ _ _________________________

© ReadyEd ubl i cat i ons P _ _________________________ _ _________________________ •f orr evi ew pur posesonl y•

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The Japanese cloth made by the crane.

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2. Draw a picture of each thing written below. Think carefully about what they might look like.

The Swedish village in The Swan Maiden.

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Curriculum Link: Respond to texts drawn from a range of cultures and experiences (ACELY1655) Elaboration: Using drawing and writing to depict and comment on people and places beyond their immediate experience. Curriculum Link: Recreate texts imaginatively using drawing, writing, performance and digital forms of communication (ACELT1586) Elaboration: Writing character descriptions drawn from illustrations in stories.

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Poetry

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or eBo t s r e Section Three: p ok u S

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The English Series Year 1 - section 3

Read the poem Leaves, then complete the activity sheets which follow.

Leaves

by N.R. Palmer Look the leaves are red I sense the nights are longer

or eBo st r e p ok u Look the leaves Shave gone The nights are getting colder Time to hide inside Look the leaves grow fast Now the days are fresh and bright

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Time to store my food

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

Time to feel the Sun

Look the leaves are green

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Time to eat my fill

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The days are warm and shady

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Curriculum Link: Read decodable and predictable texts using developing phrasing, fluency, contextual, semantic, grammatical and phonic knowledge and emerging text processing strategies, for example prediction, monitoring meaning and re-reading (ACELY1659)

The English Series Year 1 - section 3

Investigating Haiku

Activity

Read Leaves, then complete the activity sheet.

Haiku poetry comes from Japan. Haiku poems are made up of three lines. The first and last lines have five syllables. The middle line has seven syllables. Haiku are often about things in nature, like animals and plants.

or eBo st r e p ok u S

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Teac he r

1. Colour in the leaves to show how many Haiku make up the poem Leaves.

2. Do all the Haiku follow the same syllabic pattern? Circle: Yes / No 3. Look at the first line of each Haiku. How are they similar? What do these first lines focus on?

© ReadyEdPubl i cat i ons _ _____________________________________________________ •f orr evi ew pur posesonl y• _ _____________________________________________________

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4. Look at the second line of each Haiku. How are they similar? What do these lines focus on?

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_ _____________________________________________________ _ _____________________________________________________

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5. Look at the final line of each Haiku. How are they similar? What do these lines describe?

6. We have looked at how the poem uses repetition. Now let’s look at how the poem uses contrasts. What contrasts are in each Haiku?

Circle: weather

animal

leaves

plants

animal behaviour

7. Over what period of time does the poem take place? _ _____________________________________________________ Curriculum Link: Understand patterns of repetition and contrast in simple texts (ACELA1448) Elaboration: Discussing different types of texts and identifying some characteristic features and elements (for example language patterns and repetition) in stories and poetry. Curriculum Link: Discuss features of plot, character and setting in different types of literature and 25 explore some features of characters in different texts (ACELT1584) Elaboration: Examining different types of literature including traditional tales, humorous stories and poetry.

The English Series Year 1 - section 3

Performing Haiku

Activity

Listen to your teacher read the poem Leaves out loud. It is a poem made up of four Haiku representing the four seasons: autumn, winter, spring and summer.

Find a partner to work with. Prepare a performance of the poem.

Complete the steps below to help you to do this.

Step 1: In the table, write about how you think each line in the poem Leaves could be said to help people understand the meaning. (For

Teac he r

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r o e t s Bo r e example, both of you might say the word, “Look” loudly to make it stand out. One of p okcrisp and light.) you might say, “fresh and bright” in a high voice to make it sound u S notes about any movements/actions you will Step 2: Write down

make.

Step 3: Practise your poem and then perform it in front of the class.

Line

Look the leaves are red

How I Will Say It

Movements/Actions

© ReadyEdPubl i cat i ons Time to store my • f orr evi ew pur posesonl y• I sense the nights are longer

Look the leaves have gone

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The nights are getting colder

. te Look the leaves Time to hide inside grow fast

Now the days are fresh and bright

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food

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Time to feel the Sun Look the leaves are green The days are warm and shady Time to eat my fill 26

Curriculum Link: Listen to, recite and perform poems, chants, rhymes and songs, imitating and inventing sound patterns including alliteration and rhyme (ACELT1585) Elaboration: Listening to and performing simple Haiku poems about familiar topics such as nature and the seasons.

The English Series Year 1 - section 3

Read the poem below, then complete the activity sheets which follow.

Beside The Seaside

by N.R. Palmer

Teac he r

I live by the seaside, where I walk on the beach There are creatures that live there who understand speech.

Can you guess what they are, with big flippers and tail?

I’ll give you a clue, they’re a bit like a whale.

They can swim and can surf, what a wonderful sight!

If you guessed a dolphin, then you would be right.

or eBo st r e p ok u S

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They make noises that sound like a squeak and a squawk But the dolphins that I know, that’s how they talk.

‘Cause I understand Dolphin, I learnt it so young To me it’s quite easy to speak in their tongue.

My best friend once told me, “I love life in the sea With a flick of my tail, I’m filled up with glee!

© ReadyEdPubl i cat i ons or evi ew r posesonl y• I catch• fishf for myr lunch and I livep inu a pod.

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Now that’s a strange word, I know it sounds odd.

But a pod means my family and the friendship it brings.”

So I chatter with them, and learn many things.

And if ever you walk by the sand and the sea Listen very hard and learn Dolphin like me.

o c . che e r o r st super

Curriculum Link: Read decodable and predictable texts using developing phrasing, fluency, contextual, semantic, grammatical and phonic knowledge and emerging text processing strategies, for example prediction, monitoring meaning and re-reading (ACELY1659)

27

The English Series Year 1 - section 3

Thinking About Poetry

Activity

Read the poem Beside The Seaside, then complete this activity sheet.

1. What is the narrator of this poem like - shy, adventurous, nervous?

Write down one word that you think best describes the person telling the story - then quote (copy down a line) from the poem that tells you this.

Descriptive word:________________________________________

or eBo st r e _ _____________________________________________________ p ok u S 2. The poem is anthropomorphic.

This means that the dolphins in Teac he r

Line from the poem that tells me this:_ ______________________

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the poem are given human qualities. Give two examples of this (anthropomorphism) by writing down two quotations (exact words/phrases) from the poem.

Quotation 1: ____________________________________________ Quotation 2: ____________________________________________

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© are Re adyEdasP ubl i c at i on s three 3. The dolphins characterised friendly animals.

Write words used inr the poem, inside the dolphins, which tell you that •f o r e vi ew pu r p oses onl y• they are friendly.

o c . che e r o r st s 4. Did you enjoy reading this poem?

Colour the starfish to give it r upe

a rating. Underneath say whether you have tried to speak to an animal or thought you have understood an animal.

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Curriculum Link: Discuss characters and events in a range of literary texts and share personal responses to these texts, making connections with students’ own experiences (ACELT1582) Elaborations: Discussing characters from books and films and whether these are life-like or imaginary (for example talking animals). Comparing characters and events in texts to students’ own experiences.

The English Series Year 1 - section 3

Poetry Punctuation

Activity

Read the poem Beside The Seaside, then complete the activity sheet.

Punctuation marks are used to help us understand a text. Some punctuation marks are: full stops (.), commas (,), question marks (?) and exclamation marks (!).

1. The poem Beside The Seaside uses all of these punctuation marks.

Use the poem to help you to complete the sentences below.

or eBo st r e p the ____________ of o u k (b) A full stop indicates a sentence.

S (c) An _______________ mark can show surprise or another strong feeling.

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(a) A __________ shows us where to pause or take a breath.

(d) A question mark tells us that someone is asking a _____________.

2. In the table below, copy down lines from the poem that show the punctuation Add your own ©marks.

Rea dy Ed Pexamples. ubl i cat i ons

•f orr evFrom i ewPoem pur poses nl y • Line Myo Own Example

Full Stop

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Comma

Question Mark Exclamation Mark

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Punctuation Mark

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3. Now read verse 1 of the poem to a partner. Think carefully about the punctuation marks. Write down what your partner thought of your reading. _ _____________________________________________________ _ _____________________________________________________ Curriculum Link: Recognise that different types of punctuation, including full stops, question marks and exclamation marks, signal sentences that make statements, ask questions, express emotion or give commands (ACELA1449) Elaborations: Using intonation and pauses in response to punctuation when reading. Reading texts and identifying different sentence-level punctuation. Writing different types of sentences, for example statements and questions, and discussing appropriate punctuation.

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The English Series Year 1 - section 3

Writing A Poem

Activity

In Beside The Seaside, the narrator tells us that she can speak “Dolphin”. Try writing your own three-verse poem about how you can speak an animal language. Follow the steps below to make a plan for your poem.

Planning Your Poem

or eBo st r e p ok u S

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Step 1: What animal language will your poem be about?

(Hint: Choose an animal that you know something about.) _______________________________________________________ Step 2: Describe where your poem will be set. (Hint: Think about where your chosen animal lives.) _______________________________________________________ Step 3: When did you learn the language? Was it easy for you? _______________________________________________________ _______________________________________________________ © ReadyEdPubl i cat i ons Step 4: Write two things that your animal tells you about its life.

1

2

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. te Create Your Poem oa separate Use your plan above to help you to draft your poem on c . cverse e sheet of paper. Each should have four to six lines. It does not her r o t s super need to rhyme.

Verse 1: Start your poem with the line, “I live by the _____________ where I walk ____________________.” Provide the readers with a clue/s so that they can guess what the animal is.

Verse 2: Say when you learnt the animal language. Write one thing that the animal tells you.

Verse 3: Write another thing that the animal tells you. End the poem with the line, “Listen very hard and learn _________ like me!”

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Curriculum Link: Create short imaginative and informative texts that show emerging use of appropriate text structure, sentence-level grammar, word choice, spelling, punctuation and appropriate multi-modal elements, for example illustrations and diagrams (ACELY1661) Elaborations: Referring to learned knowledge of text structure and grammar when creating a new text. Learning how to plan spoken and written communications so that listeners and readers might follow the sequence of ideas or events.

Teac he r

or eBo st r e p ok u Section Four: S

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A Procedure And A Recount © ReadyEdPubl i cat i ons

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The English Series Year 1 - section 4

Read the procedure below entitled How To Lift Fingerprints, then complete the activity sheets which follow.

How To Lift Fingerprints How do spies lift fingerprints from objects? Find out by following this procedure.

You will need: han crea d m

a drinking glass

or eBo st r e p okwhite card u cocoa powder scissors S a small paint brush sticky tape or make-up brush

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hand cream

a

coco

© ReadyEdPubl i cat i ons 1. Rub hand cream onto the pads of your fingers.

•f orr evi ew pur posesonl y• Steps:

2. Press your fingers hard onto the side of the glass.

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3. Lie the glass down. Sprinkle your fingerprints with a pinch of cocoa.

4. Gently brush the fingerprints with the brush. You should be able to see the fingerprints.

. te o 6. Carefully pull off the tape. You should see the cocoa fingerprint c . che e stuck to it. r o t r s su er pshould 7. Stick the tape onto the card.

You see your fingerprint 5. Cut a piece of tape and stick it on one of the fingerprints.

clearly.

When you have finished the procedure, try lifting your other fingerprints from the glass. Do they all look the same?

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Curriculum Link: Read decodable and predictable texts using developing phrasing, fluency, contextual, semantic, grammatical and phonic knowledge and emerging text processing strategies, for example prediction, monitoring meaning and re-reading (ACELY1659)

The English Series Year 1 - section 4

Read the recount below, then complete the activity sheets which follow.

Mission: Fingerprints

or eBo st r e p ok u S

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I held my breath and waited for the early morning guards to walk past. I was lucky. They didn’t check the stack of boxes on the floor. I was in the biggest one. I carefully opened the lid and peered out. No-one around. I made a run for it!

I raced down the hall of the mansion. I was glad I had soft shoes on. I had to find room number 5 and lift fingerprints off Lord Shelby’s computer. Then I could prove that Agent Black had been using the computer before he vanished. It was a dangerous mission - but I am Agent Fox - top of my class at spy school! I knew I could do it.

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

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I could see a camera high up on the wall and I froze. Quickly, I took off my jumper and threw it over the top of the camera. Now the guards would only see blackness. But I had to hurry. They might come to find out what was wrong.

I looked at the number on the door under the camera. It was number 3. I had to be close! I kept on travelling down the hall. Another door.

This one was number 4. Number 5 had to be around the corner. I was about to turn the corner when I heard a crackly voice coming from that very direction. “Mick, please check out the camera above door 3,” said the voice. It sounded like a walkie-talkie. “It seems to have stopped working.”

“Okay,” said the guard. “I’m just around the corner.”

o c . che e r o r st super

Uh oh. What was I going to do? There was no time to hide. I would have to trick the guard. I pulled out a piece of paper from my bag and

Curriculum Link: Read decodable and predictable texts using developing phrasing, fluency, contextual, semantic, grammatical and phonic knowledge and emerging text processing strategies, for example prediction, monitoring meaning and re-reading (ACELY1659)

33

or eBo st r e p ok u S

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Teac he r

The English Series Year 1 - section 4

quickly scribbled on it with a pen. The guard came around the corner.

He looked surprised to see me. “Who are you and what are you doing here?” he said.

“Oh, thank goodness!” I said. “I am so lost. I’m a writer and I’ve come to talk to Lord Shelby. He told me over the phone how to find his office.

But I can’t read my own writing.”

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

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I laughed and held out my piece of paper to the guard. He frowned.

“I didn’t know that Lord Shelby was having visitors today,” he said.

“He only rang me this morning,” I said. “Why don’t you check with him?”

“I will,” said the guard. “You stay right there.”

“Sure,” I said. The guard glared at me, walked a few steps and knocked at door number 3.

“Come in!” called a voice. Lord Shelby!

o c . close.eI darted around the corner. eThere was door r There was no time to h o r st su r pe number 5. I opened it and flew inside.

I closed the door quietly. Then I

got out my fingerprint kit and dusted the computer keyboard. Perfect! I lifted three fingerprints.

Now to get out of here. I hoped that Agent Black’s report had been correct. I stepped into Lord Shelby’s fireplace and looked up. I saw a switch. I pushed it and a door slid open. Agent Black had been right.

There was a tunnel leading to the garden. I could easily get away from there. I grinned and ran. Another mission completed!

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Curriculum Link: Read decodable and predictable texts using developing phrasing, fluency, contextual, semantic, grammatical and phonic knowledge and emerging text processing strategies, for example prediction, monitoring meaning and re-reading (ACELY1659)

The English Series Year 1 - section 4

Stages Of A Procedure

Activity

Read the procedure How To Lift Fingerprints. A procedure tells us how to do or make something. A procedure is set out (structured) in a particular way. It includes: a title (which often tells us the main aim of the procedure), a list of equipment that is needed to carry out the procedure, steps or instructions to follow, and sometimes a final comment.

or eBo st r e p ok u _ _____________________________________________________ S

2. What is the main goal (aim) of this procedure?

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1. Does the procedure How To Lift Fingerprints tell us how to make something or how to do something?

_ _____________________________________________________ 3. List three things that you need for this procedure.



© ReadyEdPubl i cat i ons  •f orr e vi ew pur posesonl y•

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

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4. How many steps are provided?_____________________________ 5. Create a cartoon strip that shows steps 1–3.

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6. Write an answer to the final comment. Use a full sentence. _ _____________________________________________________ _ _____________________________________________________ Curriculum Link: Understand that the purposes texts serve shape their structure in predictable ways (ACELA1447) Elaboration: Becoming familiar with the typical stages of types of text including recount and procedure.

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The English Series Year 1 - section 4

Stages Of A Recount

Activity

Read Mission: Fingerprints. This text is a recount. A recount tells us about something that has happened in the past. It is set out (structured) in a particular way. It has an orientation, events and a conclusion. It also tells us what, who, when, where and why.

1. Write the who, what, when, where and why of this recount. You will find the details in the orientation of Mission: Fingerprints.

Teac he r

or e t s Bo r e Who (is the main character)?_ _ _____________________________ p ok u What (is the story S about)?_________________________________

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_ _____________________________________________________ When (does the story happen)?_ ___________________________ _ _____________________________________________________ Where (is the main character)?_____________________________

© ReadyEdPubl i cat i ons _ _____________________________________________________ •f orr evi ew pur posesonl y• Why (does the main character need to complete the mission)?

_ _____________________________________________________

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Agent Fox ran down the hallway of the mansion.

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2. Put these events in order by using the numbers 1-4.

. te o Agent Fox found door number 5. c . che e r o r st Agent Fox heard the guard on the walkie-talkie. s r u pe Agent Fox said he was a writer.

3. Explain what happens in the conclusion of the story. (How does the story end?) _ _________________________________ _ _________________________________ _ _________________________________ _ _________________________________ 36

Curriculum Link: Understand that the purposes texts serve shape their structure in predictable ways (ACELA1447) Elaboration: Becoming familiar with the typical stages of types of text including recount and procedure.

The English Series Year 1 - section 4

Writing About A Character

Activity

Mission: Fingerprints is about Agent Fox – a character who is a spy.

Think about the character of Agent Fox to answer the questions below.

agent fox

or eBo st r e shy p o k Su

nervous

confident

bold

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Teac he r

calm

Circle the words that you think best describe Agent Fox. Add some of your own.

quickthinking

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© ReadyEdPubl i cat i ons clever •f orr evi ew pur posesonl y• lazy

. te Imagine that Agent Fox has just completed a o c .

Recount c new mission. He has found a e famous stolen h r er ohiding place – but painting in an underground t s s r u e p not before he was almost caught by some Stolen Painting

guards! Pretend that you are Agent Fox. On the back of this sheet, write a recount about your dangerous mission. Include: an orientation (Where did the mission begin?); events (How did you get to the painting?); a conclusion (How did you escape?).

Curriculum Link: Innovate on familiar texts by using similar characters, repetitive patterns or vocabulary (ACELT1832) Elaboration: Imitating a characteristic piece of speech or dialogue, the attitude or expression of favourite or humorous characters in texts.

37

The English Series Year 1 - section 4

Spy School Lesson

Activity

Imagine that you are a teacher at a spy school. You are teaching a new class how to lift fingerprints. Use the text How To Lift Fingerprints to help you to write an explanation to present to the class. Use the steps below.

Welcome your new class to spy school! Tell them what they are going to learn about today and how hard it will be.

Teac he r

____________________________________ ____________________________________ ____________________________________

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or eBo st r e p ok Welcome ... u S ____________________________________

© ReadyEdPubl i cat i ons

Explain what they will need to lift fingerprints. Tell them any extra details that important.

•might f orbe r e vi ew pur posesonl y•

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To lift fingerprints …

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_____________________________________________________ _____________________________________________________

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o c . che e r Explain how they should lift fingerprints. Add extra details if you wish. o t r s super

_____________________________________________________

Now you need to …

_____________________________________________________ _____________________________________________________ _____________________________________________________ Now present your explanation to a small group. Remember to speak slowly and clearly to your spy students!

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Curriculum Link: Make short presentations using some introduced text structures and language, for example opening statements (ACELY1657) Elaboration: Providing simple explanations about how to do or make something.

The English Series Year 1 - section 4

Word Memory

Activity

Read the procedure How To Lift Fingerprints and the recount Mission: Fingerprints, then complete this activity sheet.

1. Complete the sentences below with words taken from Mission: Fingerprints and How To Lift Fingerprints. a. Before sprinkling cocoa on your fingerprints, you should lie the _ glass ____________.

r o e t s r e oo c. Stick tape onto ____________ of the B fingerprints. p d. Agent Fox was ______________ to turn whenk he heard a voice.

Su Teac he r

b. To lift a fingerprint, you must carefully pull _________ the tape.

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e. Agent Fox scribbled on the paper ____________ a pen.

f. The guards didn’t check the boxes; _____________ walked past.

Spelling

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Words

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Tick

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• Write down list of from question 1t ini the ©your Re a dwords yEd Pu bl i ca o ntable s below.

• Circle any that you think are not spelled correctly.

•f orr evi ew pur posesonl y• • Place a tick next to the words that you think are spelled correctly.

• Re-write any that you think are incorrectly spelled.

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Curriculum Link: Use visual memory to read and write high-frequency words (ACELA1821) Elaboration: Learning an increasing number of high-frequency sight words recognised in shared texts and in texts being read independently, (for example “one”, “have”, “them” and “about”).

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Teac he r

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or eBo st r e p ok u Section Five: S

An Informative Text And ©ARPersuasive Text eadyEdPubl i cat i ons w ww

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•f orr evi ew pur posesonl y•

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The English Series Year 1 - section 5

Read the informative text below, then complete the activity sheets which follow.

Reading – The Brilliant Brain Booster Reading is an ordinary activity that a lot of people do every day. Yet the effects of reading are anything but ordinary.

Scientists say that reading acts as a brilliant brain booster! Want to know more? Read on!

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or eBo st r e p ok u We all know that exercising S keeps us fit, but our brains also

need exercise to stay healthy.

Reading gives us an excellent brain work out. It increases the blood flow to our brains. This helps to make our brains sharp and work at full power. A more difficult text can make our brains work extra hard. So it is worthwhile reading a challenging book sometimes. It will make the brain much more powerful!

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Reading can also help strengthen our memories. When we read, we are training our brains to remember many different words and ideas.

If we read often, our concentration skills will get better very quickly.

Good concentration is helpful for completing schoolwork and lots of other activities, like playing a sport or learning a musical instrument.

You might already know that reading can teach you new words.

But did you know that it can also help you to speak well? That’s right! When you learn a new word in a story, your brain works out how to use the word correctly in a sentence. This helps you to build grammatically correct sentences in your mind and use them when you are talking to other people.

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o c . che e r o r st suwho er Finally, scientists tell us that peoplep read a lot are not only

smarter, they also sleep better! Reading just before bedtime helps you to drift off to dreamland more quickly than looking at a computer, tablet or TV screen. In fact, electronic devices can keep you awake.

So, if you want to have the best brain possible, keep on reading! Your brain will thank you for it.

Curriculum Link: Read decodable and predictable texts using developing phrasing, fluency, contextual, semantic, grammatical and phonic knowledge and emerging text processing strategies, for example prediction, monitoring meaning and re-reading (ACELY1659)

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The English Series Year 1 - section 5

Read the persuasive text below, then complete the activity sheets which follow.

Books Are Better Than Movies Do you prefer to curl up with a book or snuggle down to watch a movie? I think that books are much better than movies. There are many reasons for this.

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First, you can take books anywhere you go. You don’t need batteries or power. You can read them on a plane, on the beach or even on top of a mountain!

You also don’t need to spend money on books. You can join a library and get as many books as you like for free. Sometimes, you can hire movies from libraries, but there aren’t usually many to choose from.

Books make you use your imagination much more than movies do.

When reading a book, you have to decide what the characters and settings look like. Movies do all this work for you and can make your brain become lazy.

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Sometimes when you see a movie based on a book, it can be disappointing. Movies can have terrible actors or special effects. They also leave details out, as movies only run for about two or three hours.

The parts that they leave out could be your favourite bits!

Books also help both children and adults with spelling and learning new words. If you see a word that you don’t understand, you can put the book down and look it up in a dictionary.

o c . cbooks e called r Some people say thath help us to developo something e t s su r “empathy”– understandingr how others feel.

They do this through pe

telling us in lots of detail about what characters are thinking. Movies often don’t have the time to do this well.

Finally, I think that reading a book is more relaxing than watching a movie. You can read it at your own pace and there are no noisy sound effects to distract you. It is an activity that can take you away to another world.

I hope you agree with me that books are much better than movies.

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Curriculum Link: Read decodable and predictable texts using developing phrasing, fluency, contextual, semantic, grammatical and phonic knowledge and emerging text processing strategies, for example prediction, monitoring meaning and re-reading (ACELY1659)

The English Series Year 1 - section 5

Listening For Details

Activity

Listen carefully as your teacher reads you an informative text about reading. It is entitled Reading - The Brilliant Brain Booster. Listen to the text twice, then complete this activity sheet.

1. Complete the sentences below. a. Scientists have found that reading is a . brilliant brain

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c. Reading just before bedtime can help you to .

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or eBo st r e pblood ok b. Reading increases u S to your brain.

2. Why does the text claim that we should sometimes read books that are difficult?

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y• _ _____________________________________________________

_ _____________________________________________________

3. How does the text say that reading can help you to speak well?

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_ _____________________________________________________ _ _____________________________________________________

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4. Can you remember one more interesting piece of information that the text presents?

o c . _ _____________________________________________________ che e r o r st super

true or false?

What does the text say?

1. People who read a lot are often smarter than others. _______ 2. Our brain needs exercise to stay healthy.

_______

3. Looking at a computer screen will help you to sleep. _______ Curriculum Link: Engage in conversations and discussions, using active listening behaviours, showing interest, and contributing ideas, information and questions (ACELY1656) Elaboration: Listening for details in spoken informative texts.

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The English Series Year 1 - section 5

Group Discussion

Activity

Read the text Books Are Better Than Movies.

Now find a small group to work with.

Discuss why movies might be better than books. Talk about each question below.

Write down any ideas that you come up with.

1

or eB st Cano movies be better for the r e 2 environment p okthan books? u How? S

movies be © ReadyEdPubCould l i ca t i on sbetter 4 for people who have •f orr evi ew pur podisabilities? seson l y• How?

Can movies help us to spend time with other people? How?

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Can movies be more exciting than books? How?

. te o be better Did your group think of other reasons why movies . might c cones ebelow. than books (than the above?) If so, write them her r o st super ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ When you have finished your discussion, share your answers with the class.

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Curriculum Link: Use interaction skills including turn-taking, recognising the contributions of others, speaking clearly and using appropriate volume and pace (ACELY1788) Elaborations: Participating in pair, group and class speaking and listening situations, including informal conversations and class discussions, contributing ideas and listening to the contributions of others. Taking turns, asking and answering questions and attempting to involve others in discussions.

The English Series Year 1 - section 5

Writing A Persuasive Text

Activity

Use your answers from the group discussion activity on the previous page and the text Books Are Better Than Movies to help you plan a persuasive speech about why movies are better than books.

Title of your speech:

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____________________________________ ____________________________________ ____________________________________

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r o e t s B r e Beginning: Tell your audience what your pointo pUse a confident tone. ok of view is on the topic. u S

Middle: Write reasons why movies are better ©three Reimportant adyE dPu bl i cat i on s than books.

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Reason 1________________________________________________

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________________________________________________________ Reason 2________________________________________________

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o c . che e ________________________________________________________ r o r st super Reason 3________________________________________________

End: Write a final sentence that encourages your audience to agree with you. Use direct address (language that directly addresses your audience).

_____________________________________________________ _____________________________________________________ Write your speech out in full. Try out your speech on a partner or a small group.

Curriculum Link: Create short imaginative and informative texts that show emerging use of appropriate text structure, sentence-level grammar, word choice, spelling, punctuation and appropriate multi-modal elements, for example illustrations and diagrams (ACELY1661) Elaboration: Learning how to plan spoken and written communications so that listeners and readers might follow the sequence of ideas or events.

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The English Series Year 1 - section 5

Comparing Non-Fiction Texts

Activity

Books are Better Than Movies and Reading – The Brilliant Brain Booster are both non-fiction texts. They are similar in some ways and different in others. Complete the table below to make comparisons.

Books Are Better Than Movies

Reading – The Brilliant Brain Booster

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Why was this text written?

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r o e t s Bo text type: r e Tick the correct text type: Tick the correct p o q persuasive text u q persuasive textk S qinformative text qinformative text

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Does this text tell us facts? If so, give examples.

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Does this text give the writer’s feelings and opinions?

(Hint: Does• itf use sentences beginning with Give or r evi e w pu r p“I”?) os esexamples. onl y•

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Does this text use a new paragraph for each new idea? If so, choose one paragraph and write a sentence that says what it is about.

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Curriculum Link: Describe some differences between imaginative informative and persuasive texts (ACELY1658) Elaboration: Comparing and discussing texts identifying some features that distinguish those that “tell stories” from those that “give opinions”.

Answers P11 1) Character Mother Kangaroo Joey Wombat

Words caring, brave, helpful young, adventurous, selfish old, weak, shy

2) To find and reward the animals who were most kind and gentle.

3) A dilly bag. Because she had helped him.

P13 Answers will vary.

P21 Answers will vary.

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P12 1) He speaks in a soft voice; He stands at the back of the meeting.

2) Imaginary.

3) Answers should indicate that talking animals let us understand clearly how they feel and we can relate more closely to them.

4) He feels angry. He goes to the hill and makes it rain.

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Storyline – Both folktales are about a bird that lives with humans in its human form.

Both the young man and the couple are sad when the bird leaves them.

3) Answers may include that the crane decided to live with the couple to help them, while the young man stole the swan’s feathers. The young man fell in love and married the swan maiden while the old couple thought of the crane as their daughter.

4) Answers will vary.

5) Answers will vary.

P22 1) Answers will vary.

2) Answers will vary.

P25 1) Students should colour all four leaves.

2) Yes. 3) They focus on the appearance/ disappearance of the leaves.

4) They focus on the weather.

5) They focus on the behaviour of the animal.

6) leaves, animal behaviour, weather 7) One year.

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P14 1) Once a mother kangaroo lived with her joey = Orientation.

The Spirit gave the mother kangaroo a dilly bag, which turned into a pouch = Resolution.

A hunter chased the mother kangaroo and she lost her joey = Complication.

The land was flooded = Resolution.

One day, the rains stopped and the animals decided to hold a meeting = Orientation.

The animals didn’t listen and it made the frillneck lizard angry = Complication.

2) Answers will vary.

3) Answers will vary.

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P26 Answers will vary.

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P15 Answers will vary.

P20 1)The Swan Maiden = Sweden; The Crane = Japan.

2) Characters – Both folktales have a main character who transforms from a bird into a girl.

P28 1) Answers will vary.

2) Answers might include: “There are creatures that live there who understand speech”; “that’s how they talk”; “I understand Dolphin”; “I love life in the sea/With a flick of my tail, I’m filled up with glee!”; “I catch fish for my lunch and I live in a pod./Now that’s a strange word, I know it sounds odd./But a pod means my family and the friendship it brings.”; “So I chatter with them, and learn many things.”; “Learn Dolphin like me.”

3) Answers might include the words: “best 47

friend”; “glee”; “chatter”.

4) Answers will vary.

P29 1)(a) comma (b) end (c) exclamation (d) question 2) Answers will vary.

3) Answers will vary.

P30 Answers will vary.

P43 1)(a) booster (b) flow (c) sleep 2) To make your brain become more powerful.

3) It can help you build correct sentences in your mind.

4) Answers will vary.

True or False?

True; True; False.

or eBo st r e p ok u S P44 Answers will vary P45 Answers will vary P46

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P35 1) How to do something.

2) To show how to lift fingerprints like a spy.

3) Answers should include three of the following: hand cream, a drinking glass, cocoa powder, a small paint brush/makeup brush, scissors, sticky tape and white card.

4) Seven.

5) Cartoons should show someone rubbing hand cream onto his/her fingertips, pressing fingers onto a glass and sprinkling the fingerprints with cocoa.

6) Answers will vary.

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P39 1) (a) down (b) off (c) one (d) about (e) with (f ) they

Books Are Better Than Movies q persuasive text Why was this text written?

© ReadyEdP ubl i cat i ons To persuade listeners that books are better movies.

•f orr evi ew puthan r p osesonl y• Does this text give the writer’s feelings and

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P37 Students will most probably circle: confident, clever, bold, quick-thinking.

Recount: answers will vary.

P38 Answers will vary.

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opinions?

Yes. Examples should include the following: I think that books are much better than movies.

Does this text tell us facts? If so, give examples.

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P36 1) Who – Agent Fox, a spy.

What – The story is about Agent Fox going on a secret mission.

When – In the early morning.

Where – In Lord Shelby’s mansion.

Why – To prove that Agent Black had been using Lord Shelby’s computer.

2) 1, 3, 4, 2.

3) Agent Fox found a way out of the mansion through the fireplace.

Yes. Examples will vary.

Does this text use a new paragraph for each new idea?

Yes. Examples will vary.