Sequencing Visual Texts - Book 1

BOOK 1 AGES 4–7

visual texts 1

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Sequencing visual texts (Book 1)

Copyright Notice Published by R.I.C. Publications® 2013 Copyright© R.I.C. Publications® 2013 ISBN 978-1-922116-52-9 RIC–6208

Titles available in this series: Sequencing visual texts (Book 1) Sequencing visual texts (Book 2) Sequencing visual texts (Book 3)

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Sequencing visual texts Foreword Sequencing visual texts is a series of books which provides resources to support the teaching and learning of sequencing in early childhood classes. The series supports students struggling with written texts and those who need to develop oral communication skills. The series provides background information, suggestions for additional activities, and pictorial and text resources.

Titles in this series are: Sequencing visual texts—Book 1 Sequencing visual texts—Book 2 Sequencing visual texts—Book 3

Contents Teachers notes .............................. iv–ix

People ......................................39–40

Curriculum links ............................ x–xii

Weather/Seasons ......................41–42

Baseboards for two and three pictures .............................xiii–xiv

Eating and drinking ....................43–46

Blank jigsaw sequencing puzzle ........ xv

Celebrations ................................... 53

TWO PICTURES

Playing, making and doing .........54–59

Animals ........................................2–7

Community ................................60–62

Plants .........................................8–10

Nursery rhymes .........................63–66

Weather ...................................11–14

OPTIONAL TEXTS ...................67–84

Daily activities ...........................47–52

Daily activities ...........................15–27 Celebrations ..............................28–31 THREE PICTURES Animals ....................................32–36 Plants .......................................37–38

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Teacher notes The format of this book The books in this series differ in the number of pictures provided. Book 1 has two- and threepicture sequences, Book 2 has four or five, while Book 3 has six to eight pictures in a sequence as well as suggested text.

Teachers are encouraged to photocopy the pictures onto card and laminate them for durability.

The books in this series of books follow a consistent format.

• Pages v to vii provide background information including a suggested order for teaching sequencing.

• Page viii provides a list of links for digital resources which teachers may find useful.

• The artwork on pages viii and ix offer suggestions for art and craft to support the teaching and learning of sequencing, and also different ways sequencing may be represented in pictorial form.

• Page ix provides General information relating to linking sequencing activities to the educational research.

• Pages x to xii provide links to the Early Years Learning Framework and the Australian Curriculum English.

• Each book contains one or more baseboards relevant to the number of pictures in each sequence. Some baseboards will be given in a horizontal or vertical format depending on the number of pictures in the sequence. Students may use these as a base on which to glue their cut out pictures in sequence.

• Alternatively, teachers may ask students to glue their pictures onto a large sheet of paper in a straight line. iv

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• Titles of pages provide suggested language to be used when discussing the pictures with the students.

• The pictures are grouped by common themes or activities such as Animals, Weather and Celebrations.

• Each set of cards on a page are separated by dotted lines for ease of separation.

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Teacher notes BACKGROUND INFORMATION What is sequencing?

• Sequencing is the ability to identify components of a story, such as the beginning, middle and end, and to retell the events in a text in the order in which they occurred.

Why is it important?

• Sequencing is an important comprehension strategy, in particular in narrative texts.

Ordering events (and connecting words) teaches children features of texts and allows the reader to place parts of a story into its overall framework. Through sequencing activities, readers obtain a clearer understanding of the writer’s purpose.

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• Recalling sequenced events in order makes it easier for children to recall all parts of a story, not just those which appeal to them.

• Because sequencing helps children examine the structure of texts and stories, writing skills are supported. Early writing activities commence with drawing images and, later, more complicated storyboards.

• Sequencing is the cognitive process of placing events, ideas or activities in a logical order.

Students must connect pictures to actual objects or experiences then connect one to the next to arrange the sequence. Students make connections, determine importance, synthesise information and evaluate choices. They compare and contrast and look for similarities and differences.

• Proficiency in sequencing supports learners as they develop phonic skills to connect beginning, medial and final sounds to blend sounds to create words and identify them when reading. Visual memory is an important aspect of reading.

• Sequencing develops oral communication skills as students relate the reason for their selected order or retell the story in the sequence of events.

• Visual learners are supported by images used in sequencing pictures. As short texts such as words then simple sentences are added to images, students make connections between what is known to the unknown, and develop understanding.

• The use of picture sequencing helps students realise that visual images are a form of text and they can impart information, including emotions. They underscore the importance of pictures in an increasingly image-related digital world.

• Children’s initial steps in writing begin with drawing lines and shapes. To smoothly progress from the familiar to the unknown, students need the ‘comfort’ of clear images. As they develop confidence and experience, students will be expected to compare illustrations in books and state differences, similarities and preferences.

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Teacher notes How can it taught?

• While it may be incorporated into any curriculum area, sequencing is often associated with early reading. Texts with clear, distinct events are best used; as are those with a clear beginning, middle and ending. This makes it easier for retelling.

• Many curricular areas can be used to teach sequencing skills. Maths easily lends itself to the ordering of patterns (what comes next? after? in this pattern), shapes and numbers (what number comes before 5? or after 9?). Science activities depicting the stages of growth or life cycles reinforce sequences. Steps in a procedure such as a recipe follow a specific sequence.

Ten in a bed

1. Oral introduction to sequencing • Immerse young children in literature based on a sequencing (or a cumulative) format.

Some suggestions include: The hungry caterpillar Eric Carle

I ain’t gonna paint no more Karen Beaumont

The doorbell rang Pat Hutchins

Knuffle bunny: a cautionary tale Mo Willems

The napping house Audrey Wood This is the house that Jack built Pam Adams There was an old woman who swallowed a fly Pam Adams

If you give a mouse a cookie Laura Joffe Numeroff If you give a moose a muffin Laura Joffe Numeroff

If the shoe fits Alison Jackson

If you give a pig a pancake Laura Joffe Numeroff

Silly Sally Audrey Wood

If you give a pig a party Laura Joffe Numeroff

The grouchy ladybug Eric Carle

If you give a dog a donut Laura Joffe Numeroff

Joseph had a little overcoat Simms Taback

If you take a mouse to school Laura Joffe Numeroff

No jumping on the bed Tedd Arnold

If you take a mouse to the movies Laura Joffe Numeroff

We’re going on a bear hunt Michael Rosen Seven blind mice Ed Young

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Wombat stew Marcia K Vaughan

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Brown bear, brown bear, what do you see?

Bill Martin

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Teacher notes How can it taught?

1. Oral introduction to sequencing (continued) • Quiz students about daily class or school events to see if they can remember what activities they do on certain days of the week or times of the day.

• Students may orally relate the directions in the correct order to tell how to get from one place to another in the playground or around the school.

• Simple repetitive dance steps such as the ‘Hokey pokey’ may be used. Ask students what action comes next after each is performed. Singing repetitive songs such as ‘Old MacDonald’ and ‘This old man’ requires students to remember verses in order.

• Involve the students in process activities such as following a few simple steps to create a dish or complete an art or craft activity.

• Ask the students to role-play the steps in familiar activities such as getting dressed, tying shoelaces, setting the table etc.

• With all oral sequencing activities, students should have modelled, and be encouraged to use, the correct language. Words such as ‘after’, ‘first’, ‘before’, ‘last’, ‘next’, ‘then’ and ‘while’ will reinforce the concept that events are connected and support grammar knowledge of connective and words and the language of ‘time’.

2. Sequencing using picture cards that depict the key events in a familiar story or activity • Use pictures in hard and digital copies, including cards and photographs, to sequence events in order. Start with two panels involving ‘before’ and ‘after’, or ‘first’ and ‘last’.

Then progress to three, four or more pictures. This will include the beginning, middle and end of a story, activity or event. Simple charts such as those depicting the beginning, middle and end of a story or more complex charts such as flowcharts may be useful.

• Letter and number sequencing can be included in this section. However, this skill is more difficult as it requires children to decide which numbers or letters are missing on a number line or in the alphabet.

• Ask students to draw simple illustrations of the steps in a familiar activity such as getting a bowl of cereal ready to eat for breakfast.

• Initially, young students may be aided by using pictures in a set which link together in order like a small jigsaw puzzle. See page xv for blank jigsaw sequencing puzzle.

3. Introduce text • Add keywords or simple sentences to the pictures.

Commence with one word then short sentences and finally more complex sentences.

Gradually, pictures will be replaced with sequences containing text only.

• Older or more proficient children should be encouraged to sequence strips of paper showing four to six lines of written text from a poem or story.

• After becoming familiar with sequencing pictures and text to relate a story, activity, process or event, students may write a made-up story using a series of three or four unrelated pictures.

• Storyboards (a basic graphic representation of a sequence of scenes) can be used as a visual aid to plan or explain a narrative, connecting the visual with the written text.

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Teacher notes Links to digital resources Many websites provide aids for teaching sequencing. Teachers may find some of the following sites useful.

• <http://www.turtlediary.com/kindergarten-games/esl-efl-games/picture-sequencing.html> This site has a few games with events up to five.

• <http://childhood101.com/2011/06/literacy-spot-24-routines-with-free-printable-picturecards/> Daily routine cards with full colour photographs can be downloaded as a .pdf for printing off and gluing onto cards.

• Download free sequencing cards from <http://www.dltk-teach.com/alphabuddies/ sequence/story.htm> (pictures only), <http://www.dltk-teach.com/books/hungrycaterpillar/ sequencing.htm> (pictures only), <http://www.dltk-teach.com/rhymes/gingerbread/ sequencing.htm> (pictures with texts).

• <http://www.makinglearningfun.com/themepages/BigGreenMonsterSequenceCards.htm> Simple pictures may be downloaded in black and white or colour from this site. Pictures of ‘The gingerbread man’ story are also available at <http://www.makinglearningfun.com/ themepages/GingerbreadStorySequenceCards.htm > • Apple cycle sequencing cards are available from Mrs Neslon’s Class at <http://www. mydeliciousambiguity.com/2010/11/free-printable-sequencing-cards.html> • ‘My day’ coloured photographs are available at <http://www.prekinders.com/2008/04/ sequencing/> The life cycle of a tree in photograph form is also available to download at <http://www.prekinders.com/2008/10/tree-life-cycle/> • A number of different pictorial cards with and without text are available from <http://www. enchantedlearning.com/sequencingcards/> Some nursery rhyme cards can be found at <http://www.enchantedlearning.com/rhymes/seq/> Life cycle sequencing wheel formats • Egg story sequencing set can be found at <http:// www.kizclub.com/animals.htm> Kidzclub also presents the life cycles of a butterfly, frog and duck LIFE C in a ‘wheel’ format at <http://www.kizclub.com/ OF A YCLE CHICK EN animalcrafts.htm> • <http://www.archjrc.com/childsplace/cards.html> has a number of cards relating to stories such as Are you my mother? by PD Eastman, Something from nothing by Phoebe Gilman, Time to sleep by Denise Fleming, Harry the dirty dog by Gene Zion, as well as many nursery rhymes.

• Listen to the nursery rhymes and download coloured pictures at <http://www. teachersandfamilies.com/nursery/index.html> • Download coloured photographs with single word texts of the life cycles of a pumpkin and an apple at <http://www.montessoriforeveryone.com/Cultural-Materials_ep_61-1.html> • Stick figure sequencing cards, some humorous, can be found at <http://www.abcteach. com/directory/prek-early-childhood-reading-story-sequence-3038-2-1> Some are only accessible by members. However, a numbered base plate is provided on which to glue the cards in order.

• A game requiring the students to complete a story about Marcelinlo and the huge honey pot at <http://www.uptoten.com/kids/kidsgames-mixedbag-storygame.html> This activity has seven pictures. viii

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Teacher notes General information • If possible, all sequencing activities should relate to, and connect with, familiar experiences and activities to help students connect prior knowledge to new concepts.

• The use of sequencing cards or digital resources reinforces the philosophy of learning by ‘doing’. Students should be actively involved as they learn.

Games involving sequencing reinforce teaching and learning as a playbased, active learning process.

• Inquiry learning helps students make sense of themselves and the world around them as they seek to answer questions. Inquiring means thinking, questioning, analysing, creating, planning and reflecting on answers to questions. Sequencing is an inquirybased learning activity. What comes next? What happened first? What happened last? What happens in the beginning? These questions all reinforce sequencing as an inquirybased learning activity.

• Children may work individually, in pairs or in small groups when sequencing, making it a suitable as a collaborative activity. Students can learn from each other as they discuss and arrange cards or digital pictures.

• It is essential for teachers to use the language of sequencing when working with children as they sequence images. Words such as ‘first’, ‘next’, ‘last’, ‘before’, ‘after’, ‘beginning’, middle’ and ‘end’ should be used and interchanged as appropriate.

• Students who are capable should be encouraged to ‘write’ words or simple sentences to accompany a series of sequenced visual texts.

NOTE 1: For all sequencing activities, if students can sensibly justify the reason for their chosen order, and it makes sense to teachers, this should be accepted as a viable answer. Students should not be expected to order visual texts based on the social or cultural expectations exhibited by others if it is not part of the students’ personal experience.

NOTE 2: Optional texts are provided at the end of this book for more capable students. Teachers should replace these with others of their own choosing as they wish.

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Curriculum links Well-planned, appropriate sequencing activities should support the following curriculum links: 1. EARLY YEARS LEARNING FRAMEWORK • OUTCOME 1: Children have a strong sense of identity (as they) feel safe, secure and supported, develop autonomy, inter-dependence, resilience and a sense of agency • OUTCOME 2: Children are connected with and contribute to their world (as they) develop a sense of belonging to groups and communities and an understanding of the reciprocal rights and responsibilities necessary for active community participation • OUTCOME 3: Children have a strong sense of wellbeing (as they) become strong in their social and emotional wellbeing • OUTCOME 4: Children are confident and involved learners (as they) develop dispositions for learning such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm – develop a range of skills and processes such as problem solving, inquiry, experimentation, hypothesising, researching and investigating – transfer and adapt what they have learnt from one context to another – resource their own learning through connecting with people, place, technologies and natural and processed materials • OUTCOME 5: Children are effective communicators (when they) interact verbally and non-verbally with others for a range of purposes – engage with a range of texts and gain meaning from these texts – express ideas and make meaning using a range of media – begin to understand how symbols and pattern systems work – use information and communication technologies to access information, investigate ideas and represent their thinking

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Curriculum links 2. AUSTRALIAN CURRICULUM ENGLISH FOUNDATION

LANGUAGE

• 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) • Explore the different contribution of words and images to meaning in stories and informative texts (ACELA1786)

LITERATURE

• Identify some features of texts including events and characters and retell events from a text (ACELT1578) • 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 (ACELT1785)

LITERACY

• Listen to and respond orally to texts and to the communication of others in informal and structured classroom situations (ACELY1646) ~ sequencing ideas in spoken texts, retelling well known stories, retelling stories with picture cues, retelling information using story maps • Use comprehension strategies to understand and discuss texts listened to, viewed or read independently (ACELY1650) ~ discussing and sequencing events in stories ~ drawing events in sequence, recognising that for some Aboriginal and Torres Strait Islander stories the sequence of events may be cyclical • Create short texts to explore, record and report ideas and events using familiar words and beginning writing knowledge (ACELY1651) ~ using image-making and beginning writing to represent characters and events in written, film and web-based texts YEAR 1

LANGUAGE

• Explore different ways of expressing emotions, including verbal, visual, body language and facial expressions (ACELA1787)

LITERATURE

• Discuss features of plot, character and setting in different types of literature and explore some features of characters in different texts (ACELT1584) ~ discussing how plots develop including: beginnings (orientation), how the problem (complication) is introduced and solved (resolution) • Recreate texts imaginatively using drawing, writing, performance and digital forms of communication (ACELT1586) ~ retelling key events in stories using oral language, arts, digital technologies and performance media

LITERACY

• Use comprehension strategies to build literal and inferred meaning about key events, ideas and information in texts that they listen to, view and read by drawing on growing knowledge of context, text structures and language features (ACELY1660) ~ retelling the events or key information in the text orally, in writing and/or through digital or arts media • 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) ~ 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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Curriculum links 2. AUSTRALIAN CURRICULUM ENGLISH (continued) YEAR 2

LANGUAGE

• Understand that different types of texts have identifiable text structures and language features that help the text serve its purpose (ACELA1463) ~ identifying the topic and type of a text through its visual presentation, for example cover design, packaging, title/subtitle and images • Identify visual representations of characters’ actions, reactions, speech and thought processes in narratives, and consider how these images add to or contradict or multiply the meaning of accompanying words (ACELA1469)

LITERATURE

LITERACY

• Use comprehension strategies to build literal and inferred meaning and begin to analyse texts by drawing on growing knowledge of context, language and visual features and print and multimodal text structures (ACELY1670) ~ making connections between information in print and images • Create short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for familiar and some less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose (ACELY1671) ~ sequencing content according to text structure YEAR 3

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LANGUAGE

• Understand that languages have different written and visual communication systems, different oral traditions and different ways of constructing meaning (ACELA1475)

LITERATURE

• Create texts that adapt language features and patterns encountered in literary texts, for example characterisation, rhyme, rhythm, mood, music, sound effects and dialogue (ACELT1791) ~ creating visual and multimodal texts based on Aboriginal and Torres Strait Islander or Asian literature, applying one or more visual elements to convey the intent of the original text ~ creating multimodal texts that combine visual images, sound effects, music and voice overs to convey settings and events in a fantasy world

LITERACY

• Read an increasing range of different types of texts by combining contextual, semantic, grammatical and phonic knowledge, using text processing strategies, for example monitoring, predicting, confirming, rereading, reading on and self-correcting (ACELY1679) ~ analysing the way illustrations help to construct meaning and interpreting different types of illustrations and graphics • Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features (ACELY1680) ~ making connections between the information in print and images

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Plants

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People

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People

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Community

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Community

POLICE

POLICE

DENTIST

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Nursery rhymes

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Nursery rhymes

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Nursery rhymes

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Optional texts

Page 2

Animals

puppy

dog

tadpole

frog

Page 3

Animals

calf

bull

chicken

hen

Page 4

Animals

Get the fish food.

Feed the fish.

The dog is digging a hole.

The dog finds the bone.

Page 5

Animals

The egg cracks.

The chicken hatches.

The door of the birdcage is open.

The bird flies away.

Page 6

Animals

The dog is chasing the cat.

The cat climbs the tree. The dog cannot get the cat.

The dog is dirty.

The girl washes the dog.

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Optional texts

Page 7

Animals

The boy has a ball. The dog wants to play.

The dog catches the ball.

lamb

sheep

Page 8

Plants

acorn seed

oak tree

seed

flower

Page 9

Plants

The wind blows the plant.

The wind breaks the plant.

The seed is planted in the pot.

A plant grows from the seed.

Page 10

Plants

The man is mowing the long grass.

The grass is cut.

Seeds are planted in the ground.

A carrot grows from the seed.

Page 11

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Weather

snowman

melting snowman

go to the beach

build a sandcastle

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Optional texts

Weather

It is raining.

Wear rain clothes outside.

It is snowing.

Wear warm clothes outside.

Page 13

Weather

It is a hot, sunny day.

Go swimming.

Rain falls from the clouds.

The rain makes puddles and rainbows.

Page 14

Weather

Snow falls on the car.

The car is buried under snow.

The rains makes puddles.

The sun dries up the puddles.

Page 15

Daily activities

The saucepan is heating on stove.

The soup in the saucepan is boiling.

The girl is sleeping. The sun is coming up.

The girl is waking up. The sun is shining.

Page 16

Daily activities

messy bedroom

tidy bedroom

messy bathroom

tidy bathroom

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Page 17

Optional texts The sandpit is empty.

The sandpit is full.

The family is eating dinner.

The family has finished eating dinner.

Page 18

Daily activities

The bike tyre is flat.

The girl puts air in the tyre.

The car runs over a sharp rock.

The car tyre is flat.

Page 19

Daily activities

The boy fell over. He hurt his knee.

The knee has a band aid on it.

The boy gets ready for bed.

The boy is asleep in bed.

Page 20

Daily activities

Put toothpaste on the brush.

Clean your teeth.

The girl has a wobbly tooth.

The tooth falls out. The girl has a gap.

Page 21

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Daily activities

Daily activities

The boy is fishing.

The boy caught a fish.

The candle is burning.

The candle has melted.

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Page 22

Daily activities

The girl is making something.

The girl has made a mask.

Dad gets a paint tin and brush.

Dad paints the fence.

Page 23

Daily activities

The baby is eating.

The baby has made a mess.

jam, bread, butter, plate and knife

jam sandwich

Page 24

Daily activities

The jug is full of juice.

The jug is half full.

The glass is full.

The glass is almost empty.

Page 25

Daily activities

banana

The banana is peeled.

biscuit

The biscuit is half eaten.

Page 26

Daily activities

Mix the cake.

The cake is cooked.

The boy spilled the juice.

The boy cleans up the juice.

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Page 27

Optional texts

Daily activities

The girl has blocks.

The girl built a block house.

Mum buys watermelon.

Mum gives watermelon to the boy.

Page 28

Celebrations

paper, ribbon, ball and box

wrapped present

present

Jack-in-the-box

Page 29

Celebrations

full balloon

flat balloon

The girl is going to blow up the balloon.

The balloon is blown up.

Page 30

Celebrations

Blow the candles out on the birthday cake.

Eat the birthday cake.

Six candles are on the cake.

The boy blows the candles out.

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Celebrations

ice-cream

dropped ice-cream

The magician has something in his hat.

The magician pulls out a rabbit.

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Page 32

Optional texts

The monkey picks a banana from the tree.

Animals

The monkey peels the banana.

The monkey eats the banana.

The penguin climbs to the top of the hill.

The penguin slides down the hill.

The penguin hurts his head.

Page 33

Animals

The cat is scared of the dog.

The dog chases the cat.

The cat climbs a tree.

The boy throws the ball.

The dog chases the ball.

The dog catches the ball in his mouth.

Page 34

Animals

The kitten is little.

The cat grows and plays.

The cat grows up.

The puppy is little.

The dog is getting big. It is older.

The dog is very old.

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caterpillar

Animals

pupa

butterfly eggs

chicken

hen Page 36

Animals

The baby lamb is growing inside the sheep.

The lamb drinks from mother sheep.

The lamb has grown into a sheep. eggs

tadpole

frog Page 37

Plants

Plant seeds in a pot.

Water the seeds.

A flower grows.

Plant seeds in the ground.

Water the seedlings as they grow.

Pick the carrots that grew.

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The sunflower grows.

Plants

The sun shines on the sunflower.

The sunflower dies. acorn

small tree

big tree Page 39

People

baby

boy

man child

man

old man Page 40

People

young girl

teenage girl

woman baby

small girl

big girl R.I.C. Publications速 ~ www.ricpublications.com.au

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Page 41

Optional texts

It looks like itâ&#x20AC;&#x2122;s going to rain.

The boy has an umbrella.

Weather/Seasons

It starts to rain. The boy puts up his umbrella.

The boy is dry. The girl is wet.

The tree drops leaves.

The man rakes up the leaves.

The leaves make a big pile.

Page 42

Weather/Seasons

The boy is hot.

He has a cool drink. He is still hot.

The boy goes for a swim.

This is the snowman.

The sun shines. The snowman begins to melt.

The snowman has melted.

Page 43

Eating and drinking

The bear tips honey cereal into the bowl.

The bear eats the cereal.

The bear washes his cereal bowl.

The boy is in the kitchen.

The boy makes a sandwich.

The boy eats the sandwich.

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Page 44

Optional texts

The birthday cake is ready to eat.

Eating and drinking

The boy and girl get a big slice of birthday cake.

They eat the slices of birthday cake. a whole sandwich

half of a sandwich

no sandwich Page 45

Eating and drinking

a slice of pizza

a bite from the slice of pizza

only crust left the apple

a bite from the apple

only the apple core left Page 46

Eating and drinking

Get the ingredients.

Mix the ingredients in a bowl.

Put the mixture in a cake tin in the oven.

Get a drink from the cupboard.

Put a straw in the drink.

Sip the drink.

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Page 47

Optional texts

Put toothpaste on the brush.

Daily activities

Clean your teeth.

Lovely smile.

The boy cleans his teeth.

The boy puts on his pyjamas.

Dad reads a story to the boy in bed.

Page 48

Daily activities

The girl is having a bath.

The girl is drying herself.

The girl is dressed.

Put on a coat.

Pull on a hat.

Ready to go out.

Page 49

Daily activities

The girl is walking.

The girl steps into a puddle.

The girl has a bath.

The boy gets into bed.

The boy is asleep.

The boy wakes up.

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Page 50

Optional texts

The little boy is riding a tricycle.

Daily activities

He is a bit bigger. He rides a bike with training wheels.

When he is bigger, he rides without training wheels.

Get pencil and paper.

Put the pencil on the paper.

Write some words.

Page 51

Daily activities

The girl is jumping down the stairs.

She falls and hurts her knee.

She puts a band aid on her knee.

Dad has a dirty car.

Dad washes the car.

Dad drives his clean car.

Page 52

Daily activities

The lady is shopping. Her wallet is in her hand.

The lady drops her wallet.

The kind man picks up her wallet. He gives it to her.

The boy is running.

The boy falls down. He cries.

Mum fixes up his sore knee.

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Page 53

Optional texts

The man paints his face.

Playing, making and doing

The man puts on a big red nose.

The man puts on a big fluffy wig.

He is a clown!

The boy gets a birthday present.

He opens the present. He has a new truck.

He plays with his new truck.

Page 54

Playing, making and doing

The children climb up the slide.

The children slide down.

The children fall together in a big heap.

The boy walks out to bat.

The boy hits the ball.

The boy runs.

Page 55

Playing, making and doing

The girls open the toy box.

The girls take out some toys to play with.

They play with the blocks and the teddy.

The dog looks in the window.

The dog sees the boy. He jumps up to the window.

The boy comes outside to play. The dog barks.

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Page 56

Optional texts The dog brings the bone to the man.

Playing, making and doing

The man takes the bone.

The man throws the bone.

The dog jumps for it.

The puzzle pieces are mixed up.

The girl joins some pieces together.

The girl finishes the puzzle.

Page 57

Playing, making and doing

The boy starts with one block.

He puts another block on top.

That’s two blocks.

He puts another block on top.

That’s three blocks. A tower!

The girls chooses a brush.

The girl puts paint on the paper with the brush.

The girl has painted a picture of a flower.

Page 58

The boy is making a bird house. Dad is watching.

Playing, making and doing

Dad hangs the bird house from a tree.

Birds come to nest in the tree.

The box has a model car in it.

They take the pieces out of the box.

They put all the pieces together.

The girl paints the model car.

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Optional texts

Page 59

Go to the library.

Community

Pick a book.

Read the book.

Pack.

Go to the airport.

Fly away.

Page 60

Community

Make the floor.

Add the walls and roof.

The house is built.

Write the letter.

Put it in an envelope.

Write the address.

Post the letter in the box.

Page 61

Community

The cat is up the tree.

The fireman climbs the ladder.

The fireman gives the cat to the girl.

The boy is writing a letter.

The boy is putting the letter in an envelope.

The boy is posting the letter.

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Optional texts

The child is going to the dentist.

She is not happy.

Community

The dentist is looking at her teeth.

The child is leaving. She is glad that it is over!

The police car is chasing the speeding driver.

The policeman made the speeding driver stop.

The policeman is writing the driver a ticket.

Page 63

Nursery rhymes

Little Miss Muffet sat on her tuffet eating her curds and whey.

There came a great spider who sat down beside her

And frightened Miss Muffet away.

Jack and Jill went up the hill to fetch a pail of water.

Jack fell down and broke his crown

And Jill came tumbling after.

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Nursery rhymes

Incy Wincy Spider climbed up the waterspout.

Down came the rain and washed poor Incy out.

Out came the sun and dried up all the rain, so Incy Wincy Spider climbed up the spout again.

Humpty Dumpty sat on a wall.

Humpty Dumpty had a great fall.

All the king’s horses and all the king’s men couldn’t put Humpty together again.

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Page 65

Optional texts

Hickory, dickory, dock. The mouse ran up the clock

Nursery rhymes

The clock struck one.

The mouse ran down. Hickory, dickory, dock.

Little Bo Peep has lost her sheep ...

And doesnâ&#x20AC;&#x2122;t know where to find them.

Leave them alone and they will come home wagging their tails behind them.

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Nursery rhymes

Old Mother Hubbard went to the cupboard to get her poor dog a bone.

When she got there the cupboard was bare ...

And so the poor dog had none.

The grand old Duke of York, he had ten thousand men.

He marched them up to the top of the hill ...

And he marched them down again.

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