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BOOK 3 AGES 4–7

visual texts 1 2

3 4

RIC-6210 4.3/982


Sequencing visual texts (Book 3) Published by R.I.C. Publications® 2013 Copyright© R.I.C. Publications® 2013 ISBN 978-1-922116-54-3 RIC–6210

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

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

All material identified by is material subject to copyright under the Copyright Act 1968 (Cth) and is owned by the Australian Curriculum, Assessment and Reporting Authority 2013. For all Australian Curriculum material except elaborations: This is an extract from the Australian Curriculum. Elaborations: This may be a modified extract from the Australian Curriculum and may include the work of other authors.

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Disclaimer: ACARA neither endorses nor verifies the accuracy of the information provided and accepts no responsibility for incomplete or inaccurate information. In particular, ACARA does not endorse or verify that: • The content descriptions are solely for a particular year and subject; • All the content descriptions for that year and subject have been used; and • The author’s material aligns with the Australian Curriculum content descriptions for the relevant year and subject. You can find the unaltered and most up to date version of this material at http://www.australiancurriculum.edu.au/ This material is reproduced with the permission of ACARA.

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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

PICTURES WITH TEXT

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

Nursery rhyme ................................ 42

Baseboards for six and eight pictures .............................xiii–xvi

Procedure 1–Recipe ........................ 43

SIX PICTURES

Food chain ..................................... 45

Animals ........................................1–6

Space ............................................ 46

Plants ...........................................7–9

Seasons ......................................... 47

People .......................................... 10

At the zoo ...................................... 48

Weather ........................................ 11

Procedure 2–Solar cooker ................ 49

Eating and drinking ....................12–18

The palaeontologist ......................... 50

Daily activities ...........................19–22

Procedure 3–Sea diorama................ 51

Celebrations ..............................23–26

Procedure 4–Make a rainbow .......... 52

Playing, making and doing .........27–28

Procedure 5–Make a fruit smoothie ... 53

Nursery rhymes and fairytales .....29–32

Frog life cycle ................................. 54

EIGHT PICTURES Animals ......................................... 33

Chinese New Year folktale ............... 44

Indian folktale–The greedy crow ....... 55 Growing and using wheat ................ 56

Playing, making and doing .........34–36

Story–This is the vase that Mum bought ................................... 57

Community ..................................... 37

Rhyming story–When I was one ........ 58

Nursery rhymes and fairytales .....38–41

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OPTIONAL TEXTS ..................59–69 Sequencing visual texts

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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. R.I.C. Publications® ~ www.ricpublications.com.au


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. • 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. 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 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. 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. R.I.C. Publications® ~ www.ricpublications.com.au

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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-eflgames/picture-sequencing.html> This site has a few games with events up to five. • <http://childhood101.com/2011/06/literacy-spot-24routines-with-free-printable-picture-cards/> 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/> • 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 in a ‘wheel’ format at <http://www.kizclub.com/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 if 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 LANGUAGE

• Understand that languages have different written and visual communication systems, different oral traditions and different ways of constructing meaning (ACELA1475) • Create texts that adapt language features and patterns encountered in literary texts, for example characterisation, rhyme, rhythm, mood, music, sound effects and dialogue (ACELT1791)

LITERATURE

~ 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 • 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)

LITERACY

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~ 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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6. 5. 4.

1.

2.

3.

6 pictures baseboard (x1)

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6 pictures baseboard (x1) 1.

2.

3.

4.

5.

6.

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8. 7. 6. 5.

1.

2.

3.

4.

8 pictures baseboard (x1)

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8 pictures baseboard (x1) 1.

2.

3.

4.

5.

6.

7.

8.

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Animals

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Animals

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Animals

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Animals

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Animals

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Animals

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Plants

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Plants

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Plants

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People

First and last 10

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Weather

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Eating and drinking

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Eating and drinking

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Eating and drinking

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Eating and drinking

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Eating and drinking

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Eating and drinking

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Eating and drinking

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7:00

Daily activities

First and last

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Daily activities

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Daily activities

First and last 22

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Celebrations

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Celebrations

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Celebrations

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Celebrations

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Playing, making and doing

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Playing, making and doing

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Nursery rhymes and fairytales

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Nursery rhymes and fairytales

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From beginning to end

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Animals

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From beginning to end

Playing, making and doing

apex

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an

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base

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From beginning to end

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Playing, making and doing

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From beginning to end

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Playing, making and doing

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From beginning to end

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Community

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What happens next?

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Ha! Ha!

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Pictures with text

Nursery rhyme

1. Jack and Jill went up the hill …

2. … to fetch a pail of water.

3. Jack fell down and broke his crown …

4. … and Jill came tumbling after.

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Pictures with text

Procedure 1 – Recipe

1. Mix coconut, sugar, flour, egg, milk and vanilla.

2. Make a face for each moon ball.

3. Make small moon balls. Make one larger ball to be the Earth.

4. Cook the biscuits on trays.

5. Put the Earth ball on a plate. Put the polite moons around it.

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Ingredients: 21/2 cups coconut 3 /4 cup caster sugar 2 tablespoons self-raising flour 1 egg, lightly beaten 1 /4 cup milk 1 /2 teaspoon vanilla essence choc bits™ or sultanas Method: 1. Mix the coconut, sugar and flour in a bowl. Add the egg, milk and vanilla essence. 2. Roll tablespoons of mixture to make the moons. A slightly larger quantity can be used to make the Earth. Press choc bits™ or sultanas into the moon balls to make faces. 3. Place the balls on greased oven trays, allowing room for spreading. 4. Cook in a moderate oven for about 25 minutes.

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Pictures with text

Chinese New Year folktale

1. There was a monster named Nian.

2. Nian liked to eat the people in the village.

3. The people ran away and hid.

4. The old man made a plan.

5. The people made lots of noise and set off fireworks.

6. Nian ran away.

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Pictures with text

Food chain

1. The snail eats the plant.

2. The shrimp eats the snail.

3. The small fish eats the shrimp.

4. The big fish eats the small fish.

5. People eat the big fish.

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Pictures with text

1. I made a rocket to go into space.

Space

2. I climbed inside and closed the door.

Jump in! Come in, Dumpy

Come in, Curly.

Yes! 3. 'Can I come too?' said Mum. 'Is there room for me?' said Dad

4. 'Woof, woof', barked Dumpy the dog'. 'Meow, meow', called Curly the cat.

5. I closed the door and counted down … 10, 9, 8, 7, 6, 5, 4, 3, 2, 1, BLAST–OFF! 46

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Pictures with text

1. I like winter. It is cold and windy.

Seasons

2. After winter comes spring. It is warm and flowers grow.

3. After spring comes summer. It is hot and sunny.

4. After summer comes autumn. It is cool. Some leaves fall from trees.

5. Winter, spring, summer and autumn are the seasons of the year.

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Pictures with text

1. At the zoo, I saw a lion.

At the zoo

2. At the zoo, I saw a lion and an elephant.

3. At the zoo, I saw a lion, an elephant 4. At the zoo, I saw a lion, an and a tiger. elephant, a tiger and a bear.

5. At the zoo, I saw a lion, an elephant, a tiger, a bear and a penguin. 48

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Pictures with text

Procedure 2 â&#x20AC;&#x201C; Solar cooker

1. Place tyre tube on wooden board.

2. Paint outside of pot black.

3. Put rice, salt and water in pot.

4. Place pot inside tube and cover with glass.

5. Cook for three hours in the sun.

6. Eat and enjoy!

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Pictures with text

The palaeontologist

1. A dinosaur dies. Its bones are buried under sand and mud.

2. The sand and mud are worn away by wind and water.

3. The dinosaur fossil is seen. A palaeontologist is called.

4. The palaeontologist uses tools to remove the bones.

5. The palaeontologist studies, cleans and repairs the bones.

6. The palaeontologist put the bones together to make a skeleton.

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Procedure 3 â&#x20AC;&#x201C; Sea diorama

1. Find an old shoebox.

2. Paint the inside of the shoebox blue.

3. Glue sand, rocks and pebbles on one side of the box to make the ocean floor.

4. Paint or draw seaweed and coral in bright colours on the back wall.

5. Attach string to each of the cut-outs and hang them from the 'ceiling'.

6. Cover the front of your garden with clear or blue cellophane.

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Pictures with text

Procedure 4 â&#x20AC;&#x201C; Make a rainbow

1. Cut crepe paper into streamers about 60 to 80 cm long.

2. Cut out the middle of a paper plate.

3. Staple one of each colour streamer to one side of the paper plate rim.

4. Punch two holes on the other side of the paper plate rim.

5. Tie 60 to 80 cm of string through the 6. Run in a safe area, pulling the kite holes to make a handle. behind you.

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Pictures with text

Procedure 5 â&#x20AC;&#x201C; Make a fruit smoothie

1. Wash the strawberries and pull out the green tops.

2. Peel the banana.

3. Put everything in the blender.

4. Blend until smooth and frothy.

5. Pour the milkshake into two glasses.

6. Share them with a friend.

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Pictures with text

Frog life cycle

1. The adult frog lays eggs.

2. Tadpoles hatch from the eggs.

3. The tadpoles grow back legs.

4. The tadpoles grow front legs.

5. The tail gets smaller.

6. The tail has gone.

7. A new frog has grown.

8. The adult frog lays eggs.

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Pictures with text

Indian folktale â&#x20AC;&#x201C; The greedy crow

1. Once upon a time a friendly pigeon lived in a nest on a house. The cook fed her grain.

2. One day, a crow flew by. He saw the pigeon getting grain from the cook.

3. The crow made friends with the pigeon.

4. The pigeon shared her grain with the crow. The crow ate the grain but liked meat better.

5. The crow climbed down the chimney 6. The crow smelt a fish being cooked to look for meat. in a pot. He leant in to grab the fish, but knocked a ladle off.

7. The cook heard the racket and ran into the kitchen. She saw the crow trying to lift the fish from the pot. R.I.C. PublicationsÂŽ ~ www.ricpublications.com.au

8. The cook grabbed the crow and pushed him in the pot. The pigeon never saw the crow again, but still got grain every day. Sequencing visual texts

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Pictures with text

Growing and using wheat

1. A farmer uses a tractor to pull a machine which plants the wheat seed.

2. Rain and sunshine help the seeds to grow into tall stalks of wheat.

3. The farmer cuts the wheat using a combine harvester.

4. The farmer takes the wheat in a truck to a flour mill.

5. The wheat is cleaned and ground into flour at the mill.

6. The flour is put into bags and sold to bakeries and supermarkets.

7. The baker mixes the flour and bakes loaves of bread.

8. The loaf of bread is sold to you and me and eaten.

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Pictures with text

This is the vase that Mum bought

1. This is the vase that Mum bought.

2. This is the cat that broke the vase that Mum bought.

3. This is the girl who owns the cat that broke the vase that Mum bought.

4. This is the father of the girl who owns that cat that broke the vase that Mum bought.

5. This is the dustpan and brush used by the father of the girl who owns the cat that broke the vase that Mum bought.

6. These are the pieces of the vase swept up by the father of the girl who owns the cat that broke the vase that Mum bought.

7. This is the rubbish bin that holds the pieces of the vase swept up by the father of the girl who owns the cat that broke that vase that Mum bought.

8. This is the new vase bought by the girl and her father to replace the vase that the cat broke.

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Rhyming story â&#x20AC;&#x201C; When I was one

Pictures with text

1. When I was one I could not run.

2. When I was two I went to the zoo.

3. When I was three I climbed a tree.

4. When I was four I could open the door.

5. When I was five I learnt to dive.

6. When I was six I learnt how to mix.

7. When I was seven I wished I was eleven.

8. When I was eight I climbed over the gate.

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Optional texts

Page 1

Animals

eggs

tadpole coming out of egg

tadpole

tadpole with front legs

tadpole with front and back legs

adult frog

Page 2

Animals

The cow eats grass to make milk.

The cow is milked.

The truck picks up the milk.

The milk is cleaned.

The milk is poured into bottles.

The milk goes to stores to be sold.

Page 3

Animals

The butterfly lays eggs on a leaf.

Caterpillars hatch from the egg.

The caterpillars eat leaves.

The caterpillars get fat.

The caterpillars build a house to live in. It is now a pupa.

The pupa becomes an adult butterfly.

Page 4

Animals

The boy found an egg on a twig.

He put the twig in a big glass box so he could watch it.

A caterpillar came out of the egg.

The caterpillar made a house around its body. It went to sleep.

Soon a butterfly came out of the cocoon.

The butterfly flew away out of the open window.

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Optional texts

Page 5

Animals

The cow got in the rowboat.

The donkey got in the rowboat with the cow.

The pig got in the rowboat with the donkey and the cow.

The sheep got in the rowboat with the pig, donkey and cow.

The mouse got in the rowboat with the sheep, pig, donkey and cow.

The boat sank.

Page 6

Plants

The girl and her dad went to the pet shop.

They bought a fish.

At home, Dad put water in the tank.

He put other things in too.

They put the fish into the tank.

The fish is very happy.

Page 7

Plants

Dig a hole.

Take the plant out of the pot.

Put the plant in the hole.

Pat the soil down around it.

Feed the plant.

Water the plant.

Page 8

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Plants

Choose a plant.

Choose a spot.

Dig the hole.

Put the plant in the hole.

Fill the hole around the plant with soil and firm down.

Water the plant in.

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Optional texts

Page 9

Plants

The wheat seeds are sprouting.

The wheat stalks are growing.

The sun and rain make the wheat stalks grow tall.

The farmer cuts the wheat with a harvester.

Trucks take the grain to the mill.

The grain is crushed and made into flour.

Page 10

People

A baby is born.

Babies grow into children.

Children become teenagers.

Teenagers become adults.

Adults have children.

Adults grow old.

Page 11

Weather

The children are making big snowballs.

They stack two snowballs on top of each other.

They put the small one on top.

They use two big sticks for arms.

They add things to make a face.

They put a hat on the head of the snowman.

Page 12

Eating and drinking

The table is bare.

The placemats are on the table.

The plates are on the table.

The cutlery is on the table.

The glasses are on the table.

The food and drink are on the table. The family is hungry.

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Optional texts

Page 13

Put in the ingredients.

Mix the batter.

Place spoonfuls on the tray.

Put the tray in the oven.

Take the tray out of the oven.

Eat the biscuits. They taste great!

Page 14

Eating and drinking

one watermelon

grapes

oranges

apples

bananas

fruit salad

Page 15

Eating and drinking

Tip the jelly powder into the bowl.

Pour in hot water.

Pour into jelly moulds.

Add fish sweets when the jelly cools.

Place in refrigerator.

Eat and enjoy!

Page 16

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Eating and drinking

Eating and drinking

Get half of a bread roll.

Spread with tomato paste.

Sprinkle with cheese.

Add some toppings like ham or vegetables.

Place on tray in oven to heat.

Eat when cooled.

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Optional texts Page 17

Eating and drinking

Roll the bread flat.

Spread with margarine.

Add fillings.

Roll up.

Cut into circles.

Put sandwich circles onto plate.

Page 18

Eating and drinking

Get ice-cream.

Spoon soft ice-cream into a bowl.

Add berries and nuts and mix well.

Place in freezer.

Turn out onto plate.

Add more berries and slice to serve.

Page 19

Daily activities

Wake up.

Eat breakfast.

Clean teeth.

Work hard at school.

Play after school.

Go to bed.

Page 20

Daily activities

The boy and the dog are playing with Teddy.

The arm of Teddy is pulled off.

The boy takes Teddy to Dad. He is sad Teddy is broken.

Dad gets some things to fix Teddy.

Dad fixes Teddy.

Everyone is happy. Teddy is fixed.

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Optional texts

Page 21

Daily activities

The hair is dirty.

Wet the hair.

Shampoo the hair.

Dry the hair.

Comb the hair.

Great hair!

Page 22

Daily activities

Wake up.

Get dressed.

Eat breakfast.

Ride the bus to school.

Reach the classroom.

Wave goodbye.

Page 23

Celebrations

Mary and Joseph go to Bethlehem.

There is no room at the inn.

They find room in the stable.

Baby Jesus is born.

The shepherds see Baby Jesus.

The three kings see Baby Jesus.

Page 24

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Celebrations

Ice the cookies.

Get two snake sweets.

Place them on the cookies.

Get some flat, round sweets.

Place them on the cookies.

Eat the Easter egg cookies.

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Optional texts

Page 25

Celebrations

Scrape old crayons onto wax paper.

Add glitter and ribbon.

Put another sheet of wax paper on top.

Put a sheet of plain paper on top. Iron until wax melts.

Draw an Easter egg shape when paper cools.

Cut out and hang on window.

Page 26 (Exact recipe can be found in Class ideas #35 page 49â&#x20AC;&#x201C;Christmas tree cookies)

Celebrations

Put coconut and condensed milk in bowl.

Add green food colouring.

Mix with spoon.

Roll flat.

Make tree shape with cutter or hands.

Decorate with cherries.

Page 27

Playing, making and doing

Pull on socks.

Put on shoes.

Put on a jacket.

Put on a cap.

Open the door.

Play outside.

Page 28

Playing, making and doing

Get the materials.

Put eyes on the paper bag.

Put a nose on the paper bag.

Put a mouth on the paper bag.

Put hair on the paper bag.

Talk with the paper bag puppet.

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Page 29 (Jack and Jill)

Optional texts

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.

Jack and Jill are both crying.

Page 30 (The ugly duckling)

Nursery rhymes and fairytales

Some eggs were laid in the straw.

The eggs begin to crack.

An ugly duckling comes out of the egg.

The baby is big and fluffy.

The baby does not look like the other ducklings.

The ugly duckling becomes a beautiful swan.

Page 31 (Goldilocks and the three bears)

Nursery rhymes and fairytales

The three bears go for a walk. Their breakfast is too hot.

Goldilocks goes into the house of the three bears.

Goldilocks eats the porridge of Baby Bear.

Goldilocks breaks the chair of Baby Bear.

Goldilocks goes to sleep in the bed of Baby Bear.

The bears come back and chase Goldilocks away.

Page 32 (The elves and the shoemaker)

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Nursery rhymes and fairytales

Nursery rhymes and fairytales

The shoemaker and his wife were very poor.

They cut out pieces for shoes and went to bed.

The next day the shoes were already made.

The next day more shoes were made for them. Who was helping them?

They stayed up and saw some elves making the shoes.

They made lovely clothes for the elves to thank them for helping.

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Optional texts

Page 33 (The life cycle of a silkworm)

Animals

The moth lays many eggs.

The eggs hatch into tiny caterpillars.

Young silkworms (caterpillars) eat leaves.

Silkworm caterpillars grow quickly.

The silkworm stops eating and spins a cocoon.

The caterpillar changes into a moth inside the cocoon.

The moth comes out of the cocoon.

The adult moth flies away.

Page 34 (Fold a whale)

Playing, making and doing

Place the square of paper like this.

Make a fold down the middle.

Fold the sides towards the middle. It looks like a kite.

Fold the top part down to the fold line to make a small triangle.

Fold the right side over to meet the left side.

Turn the whale sideways.

Fold the end point up to make a tail.

Draw a happy whale face.

Page 35 (Fold paper dolls)

Playing, making and doing

Get a square of paper.

Fold one corner to the opposite one and make a centre line. Open up the square.

Fold each of the two opposite edges to the centre line.

Fold the bottom triangle up.

Fold the base of the triangle upward at the dotted line.

Flip the paper over.

Fold each of the two flaps towards the centre to form arms.

Make more. Draw faces. Add hair, clothes and legs.

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Optional texts Page 36 (Make a butterfly)

Turn the square of paper like this.

Fold the bottom corner up to meet the top.

Fold up the bottom edge, leaving a small triangle pointing out at the top.

Fold the paper in half from side to side.

Fold back the top flap along the dotted line.

Turn the paper over and fold the in exactly the same way.

Make the wings stick out to the side.

Hold the butterfly beneath the wings and throw gently forwards.

Page 37 (Sending letters)

Community

Write a letter to a friend.

Write the address and put a stamp on the letter.

Post the letter in a mailbox.

A postal van collects the mail from the box.

At the post office the mail is sorted by size and where it has to go.

Aeroplanes take mail to people far away.

The postal worker delivers mail.

Collect and open your new mail.

Page 38 (The ugly duckling)

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Playing, making and doing

Nursery rhymes and fairytales

Mother duck sat on her eggs.

Ducklings hatched from some of the eggs.

A big, ugly duckling hatched from the last egg.

The other ducklings teased the ugly duckling.

The ugly duckling ran away and hid.

One day the ugly duckling saw some beautiful birds in the sky.

The ugly duckling grew and one day he saw the birds again. He wanted to be their friends.

The swans made friends with the ugly duckling who was really a swan.

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Optional texts Page 39 (Little Red Riding Hood)

Nursery rhymes and fairytales

Little Red Riding Hood waved goodbye to Mum and took a basket of food to Grandma.

On the way she met a big bad wolf. He asked where she was going so she told him.

She stopped to pick some flowers on the way to Grandma’s.

Meanwhile, the big bad wolf ran ahead of her. He took Grandma’s place in the bed.

When Little Red Riding Hood saw the wolf, she saw his big eyes.

When Little Red Riding Hood saw his big teeth, he started to chase her. She ran away.

A hunter saw the wolf chasing Little Red Riding Hood so he stopped to help. Page 40 (The gingerbread man)

Little Red Riding Hood and her Grandma were safe thanks to the hunter. Nursery rhymes and fairytales

A little old woman baked a gingerbread man.

The gingerbread man jumped down and ran away.

The gingerbread man ran past a little old man.

The little old man and the little old woman chased the gingerbread man.

The gingerbread man ran past a cow. They all chased him.

The gingerbread man ran past a horse. They all chased him.

The gingerbread man ran to a stream. He saw a fox.

The fox started to carry the gingerbread man across the stream. Then the fox ate him.

Page 41 (The three billy goats Gruff)

Nursery rhymes and fairytales

The billy goats Gruff saw some green grass across the bridge.

The littlest billy goat Gruff got onto the bridge. The troll under the bridge was going to eat him.

The troll let the littlest billy goat Gruff cross the bridge to the other side. He wanted a bigger goat.

The middle sized goat got onto the bridge. The troll was going to eat him.

The troll let the middle sized goat cross the bridge to the other side. He wanted a bigger goat.

The biggest goat got onto the bridge. He used his big horns to knock the troll into the water.

The troll landed in the water and floated away.

The three billy goats Gruff were able to cross the bridge whenever they wanted to eat grass.

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Sequencing Visual Texts - Book 3