Everyday Literacy - Listening and Speaking: Book 1

RIC-6211 8.9/968

Everyday literacy: Listening and speaking (Book 1) ®

Published by R.I.C. Publications 2013 under licence from Evan-Moor® Educational Publishers Copyright© 2010 Evan-Moor® Educational Publishers This version copyright© R.I.C. Publications® 2013 ISBN 978-1-922116-55-0 RIC–6211

Titles available in this series: Everyday literacy: Listening and speaking (Book 1) Everyday literacy: Listening and speaking (Book 2) Everyday literacy: Listening and speaking (Book 3) is material subject to copyright under the All material identified by 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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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.

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Foreword Everyday literacy: Listening and speaking (Ages 4–6) is a three-book series that aims to improve reading and oral language development in the classroom. Book 1 contains 20 units which include activities and an easy assessment page to reinforce skills covered. The activities can be split into fun, easy lessons that can be completed on a daily basis. Teachers can use this series in conjunction with their reading and literacy program.

Contents What’s inside? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 How to use this book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Curriculum links . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6–7 Student progress record . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Small-group record sheet. . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Activities Unit

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

Play outside . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 1–18 Tom and Ben Bear . . . . . . . . . . . . . . . . . . . . . 19–26 My five senses . . . . . . . . . . . . . . . . . . . . . . . . 27–34 Getting dressed . . . . . . . . . . . . . . . . . . . . . . . 35–42 Our parade . . . . . . . . . . . . . . . . . . . . . . . . . . . 43–50 On the playground . . . . . . . . . . . . . . . . . . . . . 5 1–58 Snack time . . . . . . . . . . . . . . . . . . . . . . . . . . . 59–66 All kinds of feelings . . . . . . . . . . . . . . . . . . . . 67–74 We play games . . . . . . . . . . . . . . . . . . . . . . . 75–82 At the library . . . . . . . . . . . . . . . . . . . . . . . . . . 83–90 Bath time . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 1–98 It’s bedtime . . . . . . . . . . . . . . . . . . . . . . . . . . 99–106 It’s spring . . . . . . . . . . . . . . . . . . . . . . . . . . . 107–114 Summer swim . . . . . . . . . . . . . . . . . . . . . . . 1 1 5–122 It’s autumn . . . . . . . . . . . . . . . . . . . . . . . . . . 123–130 Winter fun . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 3 1–138 Picnic time . . . . . . . . . . . . . . . . . . . . . . . . . . 139–146 A spider . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147–154 The chicken family . . . . . . . . . . . . . . . . . . . . 155–162 At school . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163–170

Answers

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 7 1–177

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What’s inside?

In this book, you will find 20 units of lessons. Each unit includes: A sample of children’s expected response

Teacher pages Play ou tside

I UN T

Use these pages to guide you through the week.

1

Concept

ry Oral vocabula

leave Nouns: hat, kite, play Verbs: blow, fly,

s The wind make things move.

s, shirt, socks, wind

Activity 2

Activity 1

Identifying pictures

UNIT 1

Name

ACTIVITY 2

Identifying pictures

To introduce the activity, guide a discussion

Play outside

story d the story SKILLS: Listening to the . Then read alou that helps children recall yesterday’s story. a child each to ea Activity 1 picture .

Listen and follow the directions.

1

2

Reread the story if necessary. Then say: Oralread language Distribute the ly as you lly ully ren to listen caref • Identify objects below. Ask child Yesterday, we listened to a story about a through receptive and jacket and his hat boy named Patrick. He was playing in his language p on his ed Patrickk put ng in playi was • Use newSpot vocabulary , One day, a boy nam backyard. backya k rd. His dog, Spot, was w playing, playing i , too dog, ya . His• Follow ya his backyard in saw directions play ck to Patri de ran outsi s around.

• What w weather was the w eather like? k o ing leave blo • Speak in complete wind was blow es line. the backyard. The shirt on the cloth • How did you was windy y know know that t t it w tha wa s a win w dy ks and a sentences ks He saw sock • Respond orally to the trees moving. day? simple questions to fly his kite.

Activity 4 Recalling info Patrick decided • Interpret illustrations rmation 2 and crayons. Say: Distribute SKILLS: Activity 4 and crayo Comprehension ns. Say: dOral follow follo f w my directions. Remembe • Note details Play outside ces ren language r this picture? It show infe ing Mak • Recall details s Patrick • Use i re an pictu pi new see .

Do you a kite fl ying? y y in g? the vocabu and at lary ing his dog, look in Spot, playing in • Follow directions belo Guide children the backyard. i tions sti ques actions appy face for f yes or the the the be Som Use .

• Descri e things are miss • Speak in comple a ing from the pictu discussing the story connectionss and te of characters in . (yes) re. sentences make • What is missing story to help children from the sky? (The kite •xRespo nt 2. Do you ox Dndo orally y tosee Patrick Patrick patting his dog, Spot?

Colour • Listen for differe is miss ing.) Draw the kite. inferences. simple questions c re? ic purposes ace for yes or the sad face for no. (no) What f W What DO you y see see? ? in this pictu • What is missing • What is happening rehension from the clothes ingComp a cat) is like?

Comprehension e her the weat the line?

• Note (The socks and the details • Make connections • What do you think shirt are missing.) and x 3.

3. Do y see Patrick’s Patrick’s ’ dog , Spot, running i ? Colour you dog, running?

•ox Recall fly his kite? using illustrations details Draw the sock decide to fly s. Draw the shirt. real-life experiences • Why did Patrick • Make ace for yes ortions the sad face for f no. (yes) connec ’s hat?

• Wha t is missing from using illustrations to Patrick’s • Note details and theface • What happened x 4.knowle Do you ydge see lau ugh ing?trees f backyard? ox Do a girl laughing?

Colour the happy and prior (The • Make inferences and leave are missing.) ? draw conclusions fskillsfor no. (no) What W What DO you y the see see? ? (Patrickscrying) or theMotor sad face • What is Spot doing Draw trees . Draw the leave • Develop small-m s.

• Recall details uscle and ctions coordination Have children turn • Determine cause Following dire say: to a partner and tell e Then re. ure effect what they drew. at the pictu Activity 1 picture Then have child Have children look Activity 4 Using fine motor motor skills ren colour the pictu h wind isActivity 3 the th that s thing re. the Let’s colour all Play outside my directions.

Distribute Activity 3 and crayons. Say: f l fol ully and follow tree. blowing. Listen caref SKILLS: a green dot on eachOn Monday, to a story about we listened e . Draw re Circle activity Activity ing the trees kite. y we 5 the on dot w • The wind is blow Oral Draw language a yello a boy named Patrick. He w was in his Have e fly high. children sit in a ng the kite • Use new vocabulary hat. ck’s SKILLS: circle on the rug.

• The wind is maki backyard. backya k rd. a blue dot on Patri vocabulary they Then review the Identify objects k hat.• Draw ck’s practised this week ng Patriick concepts and Oral language dot on a gree•nWhat through receptive • The wind is movi . Ask: doing in his w was Patrick P•atrick the ground. Draw Use new vocabu • What was the weat s onlanguage e lleave lary ing the le blow her like when Patri is backyard? backya k rd? wind • The • Respond orally ck went outside • Follow directions to • Wha to play? t does Draw simple Patri leaf. questio ck like to do on a each kite? w to fly ns his kit te?

• Speak complete the clothes line.• Why did he want areinon windy day? that s s sock • Show the • What things were an increase ing sentences blown by the wind • The wind is blow in listening and Listen carefully and i carefully l an d follo ffollow w my directions. • Wha ?

• Respond orally to sock. speaking vocabu t things do you like line. Draw a a red dot on each es lary cloth simple questions the on is to do on a windy e sshirt that • Beginon • Put yyour fi nger the kite. ing the to unders day? tand What is the • Describe the actions • The wind is blow Intro words kite missing? kite is missing missing i action ? (The a duce the chant below by of characters in a shirt. reading the first purple dot on the • Describe the actions . Trace story line aloud and havi they drew tail.) the line from the kite class to its echo you. Then model comp T of charac rding to the dots ng the ters in a leting the sentence ure acco the circle, with the ctu Comprehension r the pictu story tail. colou frame. Go arou ren class child chanting the first Have nd • Make connections taking a turn comp line together and • Develop auditor Activity t 3 leting the sente each student • Put yyour fi nger the yhat. To To whom whom using illustrations and memoron nce frame. y prior knowledge Chan does this •hat belong?

(This is Patrick’s t together: We like Speak in complete to play • Recall details on a windy day.

11 line hat.) Unit Trace the T 1 senten Patrick kFirst . ces from the hat to Patrick. speaking child and : ing I like Listenskills to • Recite short poems cy: Motor t litera on a windy day. day lit , • Put yyour firhymes nger on the sock.

What does with? witth? (A sock goes s.com.au • Every Chanat sock • Develop small-muscle and songs ® • www.r icpubl ication togetgo her: We like to play .

R.I.C. Publications coordination with a shoe.) the line from the sock to the shoe. r on a windy day.

CompTrace rehension Second child: I like • Put yyour •fiRecall nger (A leaf comes nger details on the leaf. l f. Where does a leaf leaf leaf come from? to on a windy day.

Exte T from a tree.) Trace the line from thend leaf toactiv the tree. the ity Substitute other kinds of weather in the chant (e.g. sunny day. I like ‘I like to swim on to play with dolls a on a rainy day’ ).

SKILLS:

Oral language lary • Use new vocabu • Relate new vocabulary to prior knowledge e • Name and describ pictured objects ns • Follow directio te • Speak in comple sentences to • Respond orally simple questions

A short story you read aloud to children Questions to ask children about the story

Name

UNIT 1 ACTIVITY 4 Recalling information

Draw what is missing.

®

14

A script for you to follow to guide children through the activity

Unit 1

m.au • R.I.C. Publications speaking • www.ricpublications.co Listening and Everyday literacy:

R.I.C. Publications ® . • www.ricpublications.co m.au • Everyday

Name

UNIT 1

literacy: Listening and speaking

Unit 1

17

ACTIVITY 3

Using fine motor motor skills

Trace the lines.

Daily discussion questions about the story, plus a script to help you guide children through the activities A circle activity with a chant or song that reviews and assesses the weekly concept

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Unit 1

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ications.com.au

• Everyday litera cy: Listening and speaking

Unit 1

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Student activity pages Reproduce each page for children to complete during the daily lesson.

ACTIVITY 4 UNIT 1 mation Recalling infor

Name

What I learnt – Assessment

Play outside Draw what is

missing.

ACTIVITY 3

UNIT 1

At the end of each week, give children the What I learnt page.

Using fine motor skills

Name

Play outside Trace the lines.

UNIT 1 Name

ACTIVITY 2

Identifying pictures

e Name de Play outsid

UNIT 1

ACTIVITY 1

Assessment

What I learnt

Play outside 2

1

UNIT 1

Name

Following directions

ections.

Listen and follow the directions.

This week, we listened to the story ‘Play outside’. In the story, Patrick and his dog, Spot, played in the backyard on a windy day. Leaves, trees and clothes on a clothes line blew in the wind. Patrick’s hat blew off while he was flying his kite.

What to do Look at the picture. Have the children name the objects in the picture. Then ask: How do you know it’s a windy day?

Encourage the children to use the vocabulary words in the box to answer your question. Then have them colour the picture.

Concept The wind makes things move.

Oral vocabulary blow play fly shirt hat socks kite wind leaves

3

com.au • Everyd ations. at blica cpublic ® w.ricpu tions . • www.ri R.I.C. Publica

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Unit 1

speaking Listening and ay literacy:

Unit 1

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m.au • R.I.C. Publication • www.ricpublications.co Listening and speaking ra literacy: day litera Everyday

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Listening and speaking .com.au • Everyday literacy: ons.com.au ® w.ricpublications R.I.C. Publications . • www.ricpublicati

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Unit 1

Unit 1

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Extension Take a walk outside with the class. Look for things the wind is blowing, such as flags, leaves or paper.

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Unit 1

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How to use this book Follow these easy steps to conduct the lessons:

UNIT 1

Name

Activity 1

ACTIVITY 1

Following directions

Play outside

Reproduce and distribute the Activity 1 student page to each child.

Using the scripted Activity 1 teacher page: 1. Read the story aloud as children listen and look at the picture 2. Discuss the story 3. Have children complete the activity.

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Unit 1

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Tips for success ACTIVITY 4

UNIT 1 tion Recalling informa

Name

Pl outside Play

UNIT 1

Name Draw what is missing.

Activities 2, 3, 4

ACTIVITY 3

Using fine motor skills

• Review the teacher page before you begin the lesson.

Play outside Name Trace the lines.

UNIT 1 ACTIVITY 2 Identifying picture s

Play outside Listen and follow the directions .

1

2

Reproduce and distribute the appropriate day’s activity page to each child.

Using the scripted teacher page: 1. Review the story from Activity 1

3

2. Discuss the story

4

Listening and speaking m.au • Everyday literacy: ® • www.ricpublications.co R.I.C. Publications .

Unit 1

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Unit 1

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3. Have children complete the activity.

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• www.ricpublications.co m.au • Everyday literacy: Listening and speaking

Unit 1

UNIT 1

Name

• Work with children in groups of 4 or 5 at a time.

• Have children sit at a table in a quiet area of the classroom.

• Model how to respond to questions by using complete sentences.

• Allow children enough time to think about the question and to answer.

• To maintain children's attention, use basic hand signals:

15

Activity 5/Assessment

Assessment

What I learnt This week, we listened to the story ‘Play outside’. In the story, Patrick and his dog, Spot, played in the backyard on a windy day. Leaves, trees and clothes on a clothes line blew in the wind. Patrick’s hat blew off while he was flying his kite.

What to do Look at the picture. Have the children name the objects in the picture. Then ask: How do you know it’s a windy day?

Encourage the children to use the vocabulary words in the box to answer your question. Then have them colour the picture.

Concept The wind makes things move.

Oral vocabulary blow play fly shirt hat socks kite wind leaves

Use the questions on the teacher page to guide a discussion about the story.

Follow the directions to lead the circle activity.

Extension Take a walk outside with the class. Look for things the wind is blowing, such as flags, leaves or paper.

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Unit 1

Put your hand to your ear to indicate that children should listen and not talk.

Raise your hand in a ‘stop’ signal to indicate that you want children to pay attention.

Extend your hand (palm up) to one child to indicate it is his or her turn to answer a question.

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Curriculum links Oral language development ( listening, speaking and vocabulary) Language strand

Units

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

1–20

Understand that language can be used to explore ways of expressing needs, likes and dislikes (ACELA1429)

1–20

Understand the use of vocabulary in familiar contexts related to everyday experiences, personal interests and topics taught at school (ACELA1437)

1–20

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

1–9, 11–20

Recognise the letters of the alphabet and know there are lower and upper case letters (ACELA1440)

1–9, 11–20

Know that spoken sounds and words can be written down using letters of the alphabet and how to write some high-frequency sight words and known words (ACELA1758)

1–9, 11–20

Literature strand

Units

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

4–10, 14, 16–18, 20

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

1–8, 11–13, 15–20

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

4, 7, 15, 18

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

1–20

Deliver short oral presentations to peers (ACELY1647)

1–20

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

1–20

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

6

Units

1–20

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Curriculum links Comprehension Language strand

Units

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)

1–4, 6–20

1–4, 6–20

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

Units

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

1–20

Literacy strand

Units

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

7, 11, 15, 17–18

2

Identify some differences between imaginative and informative texts (ACELY1648)

Read predictable texts, practising phrasing and fluency, and monitor meaning using concepts about print and emerging contextual, semantic, grammatical and phonic knowledge (ACELY1649)

8–10, 12, 15

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

1–20

Phonological awareness (rhyming, blending and segmenting) Language strand

Units

2, 7–8, 14, 17

Know how to use onset and rime to spell words (ACELA1438)

2, 7–10, 12.14, 17, 20

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

Units

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

10, 12, 20

Motor skills Develop small-muscle coordination

Units

1–20

Develop large-muscle coordination

Units

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6, 9, 12, 17, 18

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Use this record sheet periodically to check a student’s progress.

Everyday literacy

BOOK 1

Listening and speaking Student progress record

Name: 1: Rarely demonstrates 2: Occasionally demonstrates 3: Usually demonstrates 4: Consistently demonstrates

Write dates and comments below the student’s proficiency level.

Oral language development

1

2

3

0 25 50 75

– 25 % – 50 % – 75 % – 100 %

4

Shows a steady increase in listening and speaking vocabulary Relates new vocabulary to prior knowledge Shows an increased ability to listen and understand Uses newly-learnt vocabulary on multiple occasions and in new contexts Follows directions Speaks in complete sentences with subject–verb agreement

Comprehension Makes connections using illustrations and photos, prior knowledge, real-life experiences Makes inferences and draws conclusions

Retells a story in sequence

Phonological awareness Begins to identify rhyming words

Begins to break words into syllables Begins to attend to the beginning sounds in familiar words

8

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Everyday literacy Listening and speaking

BOOK 1

Students’ names:

Small-group record sheet Write dates and comments about students’ performance each week.

Unit

Title

1

Play outside

2

Tom and Ben Bear

3

My five senses

4

Getting dressed

5

Our parade

6

On the playground

7

Snack time

8

All kinds of feelings

9

We play games

10

At the library

11

Bath time

12

It’s bedtime

13

It’s spring

14

Summer swim

15

It’s autumn

16

Winter fun

17

Picnic time

18

A spider

19

The chicken family

20

At school

Comments

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Unit 1

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U NIT

1

Concept The wind makes things move.

Activity 1 SKILLS: Oral language • Use new vocabulary • Relate new vocabulary to prior knowledge • Name and describe pictured objects • Follow directions

Play outside Oral vocabulary Nouns: hat, kite, leaves, shirt, socks, wind Verbs: blow, fly, play

Listening to the story Distribute the Activity 1 picture to each child. Then read aloud the story below. Ask children to listen carefully as you read.

One day, a boy named Patrick put on his jacket and his hat and ran outside to play in his backyard. His dog, Spot, was playing in the backyard. The wind was blowing leaves around. Patrick saw the trees moving. He saw socks and a shirt on the clothes line.

Patrick decided to fly his kite.

• Speak in complete sentences • Respond orally to simple questions

Making inferences

• Describe the actions of characters in a story

Guide children in looking at the picture and discussing the story. Use the questions below to help children make connections and inferences.

• Listen for different purposes Comprehension • Make connections using illustrations and real-life experiences

Play outside

• What do you think the weather is like?

• Why did Patrick decide to fly his kite?

• Make inferences and draw conclusions

• What happened to Patrick’s hat?

• Determine cause and effect

ACTIVITY 1

Following directions

• What is happening in this picture?

• Note details

• Recall details

UNIT 1

Name

• What is Spot doing?

Following directions Have children look at the picture. Then say:

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Unit 1

Everyday literacy: Listening and speaking • www.ricpublications.com.au • R.I.C. Publications®

Let’s colour all the things that the wind is blowing. Listen carefully and follow my directions.

Activity 1 picture

• The wind is blowing the trees. Draw a green dot on each tree.

• The wind is making the kite fly high. Draw a yellow dot on the kite.

• The wind is moving Patrick’s hat. Draw a blue dot on Patrick’s hat.

• The wind is blowing the leaves on the ground. Draw a green dot on each leaf.

• The wind is blowing the socks that are on the clothes line. Draw a red dot on each sock.

• The wind is blowing the shirt that is on the clothes line. Draw a purple dot on the shirt.

Have children colour the picture according to the dots they drew.

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Unit 1

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Activity 2 SKILLS: Oral language • Identify objects through receptive language • Use new vocabulary • Follow directions • Speak in complete sentences • Respond orally to simple questions • Interpret illustrations Comprehension • Note details

Identifying pictures

UNIT 1

Name

Play outside

To introduce the activity, guide a discussion that helps children recall yesterday’s story.

Reread the story if necessary. Then say:

Listen and follow the directions.

1

2

3

4

Yesterday, we listened to a story about a boy named Patrick. He was playing in his backyard. His dog, Spot, was playing, too.

• What was the weather like?

• How did you know that it was a windy day?

Distribute Activity 2 and crayons. Say: Listen carefully and follow my directions.

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• Recall details

ACTIVITY 2

Identifying pictures

• Look at box 1. Do you see a kite flying?

Colour the happy face for yes or the sad face for no. (yes)

Unit 1

15

Activity 2

• Now look at box 2. Do you see Patrick patting his dog, Spot? Colour the happy face for yes or the sad face for no. (no) What DO you see?

(Patrick patting a cat) • Let’s look at box 3. Do you see Patrick’s dog, Spot, running? Colour the happy face for yes or the sad face for no. (yes) • Now look at box 4. Do you see a girl laughing? Colour the happy face for yes or the sad face for no. (no) What DO you see? (Patrick crying)

Activity 3

Using fine motor skills Distribute Activity 3 and crayons. Say:

UNIT 1

Name

ACTIVITY 3

Using fine motor skills

Play outside Trace the lines.

SKILLS: Oral language • Use new vocabulary • Identify objects through receptive language • Follow directions • Speak in complete sentences • Respond orally to simple questions • Describe the actions of characters in a story Comprehension • Make connections using illustrations and prior knowledge • Recall details Motor skills • Develop small-muscle coordination

On Monday, we listened to a story about a boy named Patrick. He was in his backyard.

• What was Patrick doing in his backyard?

• Why did he want to fly his kite?

Listen carefully and follow my directions.

• Put your fi nger on the kite. What is the kite missing? (The kite is missing a tail.) Trace the line from the kite to its tail.

• Put your fi nger on the hat. To whom does this hat belong? (This is Patrick’s hat.) Trace the line from the hat to Patrick.

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Unit 1

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Activity 3

• Put your fi nger on the sock. What does a sock go with? (A sock goes with a shoe.) Trace the line from the sock to the shoe.

• Put your fi nger on the leaf. Where does a leaf come from? (A leaf comes from a tree.) Trace the line from the leaf to the tree.

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Unit 1

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Activity 4 SKILLS: Oral language • Use new vocabulary • Follow directions • Speak in complete sentences • Respond orally to simple questions Comprehension • Note details • Recall details • Make connections using illustrations and prior knowledge Motor skills • Develop small-muscle coordination

Activity 5 SKILLS: Oral language • Use new vocabulary • Respond orally to simple questions • Show an increase in listening and speaking vocabulary • Begin to understand action words • Describe the actions of characters in a story • Develop auditory memory • Speak in complete sentences • Recite short poems, rhymes and songs Comprehension • Recall details

Recalling information

UNIT 1

Name

ACTIVITY 4

Recalling information

Distribute Activity 4 and crayons. Say:

Play outside Draw what is missing.

Remember this picture? It shows Patrick and his dog, Spot, playing in the backyard.

Some things are missing from the picture.

• What is missing from the sky? (The kite is missing.) Draw the kite.

• What is missing from the clothes line?

(The socks and the shirt are missing.)

Draw the socks. Draw the shirt.

• What is missing from the backyard?

(The trees and leaves are missing.)

Draw the trees. Draw the leaves.

Unit 1

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Have children turn to a partner and tell what they drew. Then have children colour the picture.

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Activity 4

Circle activity Have children sit in a circle on the rug. Then review the concepts and vocabulary they practised this week. Ask: • What was the weather like when Patrick went outside to play?

• What does Patrick like to do on a windy day?

• What things were blown by the wind?

• What things do you like to do on a windy day?

Introduce the chant below by reading the first line aloud and having the class echo you. Then model completing the sentence frame. Go around the circle, with the class chanting the first line together and each student taking a turn completing the sentence frame.

Chant together: We like to play on a windy day.

First child: I like to

on a windy day.

Chant together: We like to play on a windy day.

Second child: I like to

on a windy day.

Extend the activity Substitute other kinds of weather in the chant (e.g. ‘I like to swim on a sunny day. I like to play with dolls on a rainy day’).

R.I.C. Publications®. • www.ricpublications.com.au • Everyday literacy: Listening and speaking

Unit 1

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UNIT 1

Name

ACTIVITY 1

Following directions

Play outside

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Unit 1

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UNIT 1

Name

ACTIVITY 2

Identifying pictures

Play outside Listen and follow the directions.

1

2

3

4

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Unit 1

15

UNIT 1

Name

ACTIVITY 3

Using fine motor skills

Play outside Trace the lines.

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Unit 1

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Name

UNIT 1

ACTIVITY 4

Recalling information

Play outside Draw what is missing.

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Unit 1

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UNIT 1

Name

Assessment

What I learnt This week, we listened to the story ‘Play outside’. In the story, Patrick and his dog, Spot, played in the backyard on a windy day. Leaves, trees and clothes on a clothes line blew in the wind. Patrick’s hat blew off while he was flying his kite.

What to do Look at the picture. Have the children name the objects in the picture. Then ask: How do you know it’s a windy day?

Encourage the children to use the vocabulary words in the box to answer your question. Then have them colour the picture.

Concept The wind makes things move.

Oral vocabulary blow play fly shirt hat socks kite wind leaves

Extension Take a walk outside with the class. Look for things the wind is blowing, such as flags, leaves or paper.

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Unit 1

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U NIT

2

Concept Is it real or make-believe?

Activity 1 SKILLS: Oral language • Use new vocabulary • Relate new vocabulary to prior knowledge • Name and describe pictured objects • Listen for different purposes • Follow directions • Respond orally to simple questions • Describe the actions of characters in a story • Understand processes and properties associated with objects and animals Comprehension • Make connections using prior knowledge • Distinguish between real and make-believe • Make inferences and draw conclusions • Note details • Recall details Phonological awareness • Begin to attend to the beginning sounds in familiar words

Tom and Ben Bear Oral vocabulary Nouns: ball, bat, bear, bed, boat, book, bunny, bus, button Adjectives: make-believe, real

Listening to the story Distribute the Activity 1 picture to each child. Then read aloud the story below. Ask children to listen carefully as you read.

Tom was asleep in his warm bed. Ben Bear asked him if he wanted to play ball. Ben Bear threw the ball and Tom swung at it with his bat. He missed. Then Ben Bear threw the ball again. This time, Tom hit the ball high into the air. Then Tom woke up. He opened his eyes. There was Ben Bear smiling at him from across the room.

Making inferences Guide children in looking at the picture and discussing the story. Use the questions below to help children make connections and inferences.

UNIT 2

Name

ACTIVITY 1

Listening for b

Tom and Ben Bear

• What did Tom dream about?

• What is Ben Bear?

• Can a teddy bear really play softball?

• Was the softball game real or makebelieve?

Listening for the sound of /b/ Distribute crayons and have children look at the picture. Then say:

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Unit 2

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Let’s colour all the things that begin with b.

Listen for the beginning sound in the name Ben, /b/.

Activity 1 picture

• Look at the picture. Put your fi nger on the ball. Ball has the same beginning sound as Ben. Repeat after me: /b/, Ben; /b/, ball. Colour the ball.

Repeat the process modelled above, substituting the name of each object in the picture that begins with the /b/ sound: bed, bear, book, bat, boat, bunny, button and bus.

Have children colour the picture.

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Unit 2

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Activity 2 SKILLS: Oral language • Use new vocabulary • Identify objects through receptive language • Follow directions • Speak in complete sentences • Respond orally to simple questions • Use descriptive language (numbers) Comprehension • Recall details • Distinguish between real and make-believe Motor skills • Develop small-muscle coordination

Counting to 4

UNIT 2

Name

ACTIVITY 2

Counting to 4

To introduce the activity, guide a discussion that helps children recall yesterday’s story.

Reread the story if necessary. Then say:

Tom and Ben Bear Listen and follow the directions. Count and match.

Yesterday, we listened to a story about Tom and Ben Bear.

• What happened in the story?

1

• Which part of the story was make-believe?

2

• How did you know it was make-believe?

3 4

Distribute Activity 2 and crayons. Ask:

Unit 2

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Whose picture is at the top of the page?

(Ben Bear) What is on Ben’s shirt? (buttons) What is the beginning sound in button? (/b/)

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Activity 2

• Now look down at the fi rst row of buttons. How many buttons are there? (Count 1, 2.) Trace the line to the number 2.

• Look at the next row. How many buttons are there? (Count 1.)

Draw a line to the number 1.

• Look at the next row. How many buttons are there? (Count 1, 2, 3, 4.)

Draw a line to the number 4.

• Look at the last row. How many buttons are there? (Count 1, 2, 3.)

Draw a line to the number 3.

Have students colour Ben Bear.

Activity 3 SKILLS: Oral language • Use new vocabulary • Identify objects through receptive language • Interpret illustrations • Follow directions • Respond orally to simple questions • Show an increase in listening and speaking vocabulary Comprehension • Note details • Recall details • Make connections using prior knowledge • Categorise and classify

Finding differences Distribute Activity 3 and crayons. Reread the Activity 1 story if necessary. Then say:

UNIT 2

Name

ACTIVITY 3

Finding differences

Tom and Ben Bear Circle the one that is different.

On Monday, we listened to a story about a boy named Tom. He was asleep in his bed.

1

• What did Tom dream about?

2

• Was that real or make-believe?

Tom has a lot of toys. Let’s look at some of them. Listen carefully and follow my directions.

• Put your fi nger on row 1. Circle the bear that is different. Why is it different? (It is missing buttons.)

3

4

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Unit 2

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• Put your fi nger on row 2. Circle the bus that is different. Why is it different? (It is missing a door and windows.)

Activity 3

• Put your fi nger on row 3. Circle the boat that is different. Why is it different? (It is missing sails.)

• Put your fi nger on row 4. Circle the bunny that is different. Why is it different? (It is missing an ear.)

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Unit 2

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Activity 4 SKILLS: Oral language • Follow directions • Use new vocabulary • Respond orally to simple questions • Listen for different purposes • Identify objects through receptive language • Identify shapes Phonological awareness • Begin to attend to the beginning sounds in familiar words

Identifying shapes Distribute Activity 4 and crayons. Reread the Activity 1 story if necessary. Then say:

Name

UNIT 2

ACTIVITY 4

Identifying shapes

Tom and Ben Bear Listen and follow the directions.

There are 4 shapes at the top of the page.

Put your fi nger on the triangle. What shape is next to it? (circle) Put your fi nger on the square. What is the name of the last shape? (rectangle) Now listen carefully and follow my directions.

• Look at the shapes below Ben Bear.

Put your fi nger on the triangle. Trace the line from the triangle to the square.

Unit 2

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• Draw a line from the circle to the rectangle.

• Think of a word that starts with the same sound as a word the adult provides

What is Ben sitting in? (Ben is sitting in a box.)

Motor skills • Develop small-muscle coordination

What is in the air next to Ben? (A balloon is in the air next to Ben.) Draw a string from the balloon to Ben Bear’s hand.

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Activity 4

• Draw a line from the square to the rectangle.

What sound does balloon begin with? (/b/) Look at the picture. What other things in the picture begin with the /b/ sound? (Ben, bear, box)

Activity 5 SKILLS: Oral language • Recite short poems, rhymes and songs • Develop auditory memory • Respond orally to simple questions Comprehension • Make inferences and draw conclusions • Recall details Phonological awareness • Begin to attend to the beginning sounds in familiar words • Think of a word that starts with the same sound as a word the adult provides

Circle activity Have children sit in a circle on the rug. Then review the concepts and vocabulary they practised this week. Ask: • What did Tom dream about?

• Can you name the things in Tom’s room that begin with the /b/ sound? (bear, book, ball, bat, bus, boat, bunny) For this activity, bring in a teddy bear, or a picture of one. Introduce the chant below by reading it aloud and having the class echo you. Each time you repeat the chant, replace the last word (book) with another toy from the story that begins with the /b/ sound (ball, bat, bus, boat, bunny). As the children echo you, have them pass the teddy bear around the circle.

This is my teddy bear.

He wants to play with a /b/, book.

Extend the activity Help children identify other toys or objects in the classroom that begin with the /b/ sound. Then use those words in the chant.

R.I.C. Publications®. • www.ricpublications.com.au • Everyday literacy: Listening and speaking

Unit 2

21

UNIT 2

Name

ACTIVITY 1

Listening for b

Tom and Ben Bear

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Unit 2

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Name

UNIT 2

ACTIVITY 2

Counting to 4

Tom and Ben Bear Listen and follow the directions. Count and match.

1 2 3 4 R.I.C. Publications®. • www.ricpublications.com.au • Everyday literacy: Listening and speaking

Unit 2

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UNIT 2

Name

ACTIVITY 3

Finding differences

Tom and Ben Bear Circle the one that is different.

1

2

3

4

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Unit 2

Everyday literacy: Listening and speaking • www.ricpublications.com.au • R.I.C. Publications®

Name

UNIT 2

ACTIVITY 4

Identifying shapes

Tom and Ben Bear Listen and follow the directions.

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Unit 2

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UNIT 2

Name

Assessment

What I learnt This week, we listened to the story ‘Tom and Ben Bear’. In the story, a boy named Tom dreamed he was playing softball with his teddy bear, Ben. Your child learnt to listen for the beginning /b/ sound in the words ball, bat, bear, bed, boat, book, bunny, bus, button and Ben. What to do Point to the first picture. Have the children describe what is happening. Ask: Do you think that a teddy bear can read? Is that real or make-believe? Have the children circle the picture if it is make-believe. Repeat the process for each picture. Then have them colour the pictures.

Concept Is it real or make-believe?

Oral vocabulary ball bunny bat bus bear button bed make-believe boat real book

Extension Have the class find and name things on the page that have the same beginning sound as the name Ben (bed, ball, bat, bear, book). Then have them find objects or toys at home that begin with that same /b/ sound.

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Unit 3

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U NIT

3

Concept We have five main senses.

Activity 1 SKILLS: Oral language • Use new vocabulary • Relate new vocabulary to prior knowledge • Name and describe pictured objects • Listen for different purposes • Follow directions • Use descriptive language • Begin to understand action words • Describe the actions of characters in a story • Respond orally to simple questions Comprehension • Make inferences and draw conclusions • Note details • Recall details • Make connections using illustrations

My five senses Oral vocabulary Nouns: muffin, senses, slipper Verbs: feel, hear, see, smell, taste, touch

Listening to the poem Distribute the Activity 1 picture to each child. Then read aloud the poem below. Ask children to listen carefully as you read.

I wake up and what do I hear? A loud ‘chirp-chirp’ sound in my ear.

I get up and what do I feel? Soft, warm fur from my toes to my heel.

I look out and what do I see? A big yellow sun shining on me.

I sniff-sniff and what do I smell? A cinnamon muffin that’s baked quite well.

I take a bite and what do I taste? Sugar and spice, not a crumb to waste.

Making inferences Guide children in looking at the picture and discussing the poem. Use the questions below to help children make connections and inferences.

UNIT 3

Name

ACTIVITY 1

Following directions

My five senses

• What makes the ‘chirp-chirp’ sound?

• What feels soft and furry on the girl’s feet?

• What does the girl see outside?

• What does the girl smell and taste?

Point to the appropriate body part (ears, hands, eyes, nose, mouth) as you say: We have fi ve main senses. We hear, we touch, we see, we smell and we taste. Our senses help us know about our world.

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Unit 3

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Activity 1 picture

Following directions Distribute crayons and have children look at the picture. Then say: Let’s colour the things the girl heard, felt, saw, smelled and tasted in the poem. Listen carefully and follow my directions.

• The girl heard a bird sing ‘chirp-chirp’. Draw a blue dot on the bird.

• The girl felt soft and furry slippers. Draw a green dot on her slippers.

• The girl saw the sun outside. Draw a yellow dot on the sun.

• The girl smelled and tasted muffins. Draw a brown dot on the muffins.

Have children colour the picture according to the dots they drew.

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Unit 3

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Activity 2 SKILLS: Oral language • Use new vocabulary • Follow directions • Listen for different purposes • Respond orally to simple questions • Speak in complete sentences Comprehension • Make inferences and draw conclusions • Make connections using prior knowledge • Categorise and classify

Identifying senses: hear, smell

UNIT 3

Name

ACTIVITY 2

Identifying senses

My five senses

To introduce the activity, guide a discussion that helps children recall yesterday’s poem.

Review the five senses and their corresponding body parts. Then distribute the Activity 2. Say:

Listen and follow the directions. Circle the ear or nose.

• Put your fi nger on the bird. How do you know if a bird is chirping? (You hear it.) What do you use to hear? (You use your ears to hear.) Circle the ear.

• Put your fi nger on the rose. How do you know if a rose smells sweet? (You can smell it.) What do you use to smell?

(You use your nose to smell.) Circle the nose.

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Unit 3

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Activity 2

• Put your fi nger on the bells. How do you know when bells are ringing? (You hear them.) Circle the ear.

• Put your fi nger on the balloon. How do you know when a balloon pops? (You hear it.) Circle the ear.

• Put your fi nger on the perfume. How do you know when someone is wearing perfume? (You can smell it.) Circle the nose.

• Put your fi nger on the chimney. How do you know when there is smoke in the air? (You can smell it.) Circle the nose.

Activity 3 SKILLS: Oral language • Use new vocabulary • Follow directions • Respond orally to simple questions Comprehension • Make connections using prior knowledge • Categorise and classify

Identifying senses: taste, see, feel

UNIT 3

Name

ACTIVITY 3

Identifying senses

My five senses Listen and follow the directions.

Review the five senses and their corresponding body parts. Then distribute the Activity 3 and crayons. Say: • Put your fi nger on the mouth. What do you use your mouth to do, see or taste? (taste) Look at the pictures in this row.

Which one can you taste? Circle the muffin.

• Put your fi nger on the eyes. What do you use your eyes to do, feel or see? (see) Look at the pictures in this row.

Which one do you read with your eyes?

Circle the book.

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Unit 3

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Activity 3

• Put your fi nger on the hand. What do you use your hands to do, feel or taste? (feel) Look at the pictures in this row. Which one feels soft? Circle the kitten.

• Put your fi nger on the eyes. What do you use your eyes to do, see or taste? (see) Look at the pictures in this row. Which one can you see but not taste? Circle the painting.

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Unit 3

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Activity 4 SKILLS: Oral language • Use new vocabulary • Listen for different purposes • Follow directions • Respond orally to simple questions Comprehension • Make connections using prior knowledge • Categorise and classify Motor skills • Develop small-muscle coordination

Identifying senses

Name

UNIT 3

ACTIVITY 4

Identifying senses

My five senses

Distribute Activity 4 and crayons. Say:

Listen and follow the directions.

Our senses tell us about the world around us. Point to the body part that you use to see (eyes), hear (ears), smell (nose), taste (mouth) and feel (hands).

• Which body part would the girl use to taste the hot chocolate? (mouth) Trace the line from the hot chocolate to her mouth.

• Which body part would the girl use to smell the rose? (nose) Draw a line from the rose to her nose.

Unit 3

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• Which body part would the girl use to feel the soft bunny? (hands) Draw a line from the bunny to one of her hands.

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Activity 4

• Which body part would the girl use to see the book? (eyes) Draw a line from the book to one of her eyes.

• Which body part would the girl use to hear the music player? (ears) Draw a line from the music player to one of her ears.

Activity 5 SKILLS: Oral language • Use new vocabulary • Speak in complete sentences • Recite short poems, rhymes and songs • Show an increase in listening and speaking vocabulary • Develop auditory memory

Circle activity Have children sit in a circle on the rug. Then review the concepts and vocabulary they practised this week. Say: • Let’s name our fi ve senses. (hear, feel, see, smell, taste) Introduce the chant below by reading the chorus aloud and having the class echo you. Then model the call and response with a volunteer. Have children recite the chorus as a group and then have the volunteer complete a sentence frame. Have the class recite the chorus after each sentence frame.

Chorus: It’s a big world!

How do I know?

My fi ve senses Tell me so.

Teacher: What can you hear?

Child 1: I can hear a

.

Teacher: What can you feel?

Child 2: I can feel a

.

Teacher: What can you see?

Child 3: I can see a

.

Teacher: What can you smell?

Child 4: I can smell a

.

Teacher: What can you taste?

Child 5: I can taste a

.

Extend the activity Take children outside. Have them sit in a circle and close their eyes. Ask what they hear, feel and smell. Then give children a snack to taste. Have them guess what it is. Have children open their eyes and tell what they see.

R.I.C. Publications®. • www.ricpublications.com.au • Everyday literacy: Listening and speaking

Unit 3

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UNIT 3

Name

ACTIVITY 1

Following directions

My five senses

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Unit 3

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Name

UNIT 3

ACTIVITY 2

Identifying senses

My five senses Listen and follow the directions. Circle the ear or nose.

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Unit 3

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UNIT 3

Name

ACTIVITY 3

Identifying senses

My five senses Listen and follow the directions.

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Unit 3

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Name

UNIT 3

ACTIVITY 4

Identifying senses

My five senses Listen and follow the directions.

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Unit 3

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UNIT 3

Name

Assessment

What I learnt This week, we listened to the poem ‘My five senses’. In the poem, a girl uses her five senses to find out more about the world around her. She hears a bird sing, feels her soft slippers, sees the sun, smells muffins baking and tastes muffins for breakfast.

What to do Have the children name the pictures in the first row. Ask: Do you smell perfume or taste perfume? Circle the picture that shows what you use to smell. Repeat the process for the remaining rows.

Then have them colour the pictures.

Concept We have five main senses.

Oral vocabulary feel slipper hear smell muffin taste see touch senses

Extension Pop popcorn together. Ask the class to tell you how they use their senses (for example, ‘I see the white bag. I hear the kernels pop. I smell the popcorn. I feel the fluffy kernels. I taste the popcorn’).

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Unit 3

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U NIT

4

Concept We dress for the weather.

Activity 1 SKILLS: Oral language • Use new vocabulary • Name and describe pictured objects • Follow directions • Relate new vocabulary to prior knowledge • Listen for different purposes • Describe the actions of characters in a story • Respond orally to simple questions • Speak in complete sentences Comprehension • Make inferences and draw conclusions

Getting dressed Oral vocabulary Noun: weather Verbs: dress, wear Adjectives: rainy, snowy, sunny

Listening to the story Distribute the Activity 1 picture to each child. Then read aloud the story below. Ask children to listen carefully as you read.

Ava fi nished her milk and cereal. Then she brushed her teeth.

‘What should I wear today?’ she asked her puppy. Amigo wagged his tail. Ava knew Amigo wanted to play outside with her. She looked out the window to see what the weather was like. Then Ava put on her T-shirt, shorts and sandals. ‘Let’s go, Amigo!’ she said.

Making inferences Guide children in looking at the picture and discussing the story. Use the questions below to help children make connections and inferences.

• Note details

• What did Ava eat—breakfast, lunch or dinner?

• Recall details

• Who is Amigo?

UNIT 4

Name

ACTIVITY 1

Following directions

Getting dressed

• How did Ava know her puppy wanted to play?

• What did Ava see when she looked out the window?

• What was the weather like?

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Unit 4

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Following directions

Activity 1 picture

Distribute crayons and have children look at the picture. Then say: Listen carefully and follow my directions.

• Amigo wants to play. Draw a brown dot on Amigo.

• Ava got dressed to go outside. Draw a red dot on her shorts.

• Draw a blue dot on Ava’s T-shirt.

• Draw a purple dot on Ava’s sandals.

• Draw a yellow dot on the sun.

Have children colour the picture according to the dots they drew.

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Unit 4

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Activity 2 SKILLS: Oral language • Use new vocabulary • Follow directions • Use descriptive language • Relate new vocabulary to prior knowledge • Speak in complete sentences • Respond orally to simple questions Comprehension • Categorise and classify • Recall details Motor skills • Develop small-muscle coordination

Classifying

UNIT 4

Name

ACTIVITY 2

Classifying

Getting dressed

To introduce the activity, guide a discussion that helps children recall yesterday’s story.

Reread the story if necessary. Then say:

Match the clothes to the weather.

We listened to a story about a girl named Ava. She was getting ready one morning.

• What clothes did Ava put on?

• What was the weather like?

Distribute Activity 2 and crayons. Ask: • What is the weather in the fi rst box? (hot/sunny) What is the weather in the second box? (cold/snowy) Unit 4

R.I.C. Publications®. • www.ricpublications.com.au • Everyday literacy: Listening and speaking

• Let’s name the clothes and shoes you wear in hot or cold weather. Put your fi nger on each picture and repeat each one after me: boots, mittens, shorts, hat, sandals, T-shirt.

39

Activity 2

• When would you wear a T-shirt? (hot/sunny weather) Draw a line from the T-shirt to the box that shows a hot, sunny day.

Repeat the process with each picture of clothing. Then ask: • Which things would you wear on a hot, sunny day?

• Which things would you wear on a cold, snowy day?

Have students share their answers in complete sentences (e.g. ‘You wear boots on a cold, snowy day’).

Activity 3 SKILLS: Oral language • Use new vocabulary • Relate new vocabulary to prior knowledge • Name and describe pictured objects • Tell simple personal narratives or memories Comprehension • Make connections using illustrations and real-life experiences Motor skills • Develop small-muscle coordination

Drawing Reread the Activity 1 story if necessary.

Then say:

UNIT 4

Name

ACTIVITY 3

Drawing

Getting dressed Listen and draw.

In our story, Ava got dressed.

• How did Ava decide what to wear?

• How did you decide what to wear this morning?

Distribute Activity 3 and crayons. Ask: • What is the weather in this picture? (rainy) • What kind of clothes should Ava wear on a rainy day? (a raincoat and boots etc.)

Trace the raincoat.

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Unit 4

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• What should Ava wear on her feet? (shoes) What kind of shoes would be best to wear in the rain? (boots) Draw boots on Ava’s feet.

Activity 3

• What is Ava holding? (an umbrella) Finish the drawing of the umbrella.

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Unit 4

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Activity 4

Following directions Distribute Activity 4 and crayons. Say:

Name

UNIT 4

ACTIVITY 4

Following directions

Getting dressed Listen and draw a path.

SKILLS: Oral language • Use new vocabulary • Follow directions • Retell a story in sequence • Interpret illustrations • Identify objects through receptive language Comprehension • Recall details Motor skills • Develop small-muscle coordination

One sunny day, Ava and Amigo walked in the park. Let’s fi nd out where they went. Follow my directions to trace their path.

• Put your crayon on Ava. • First, Ava and Amigo walked to the tree.

Draw a line from Ava and Amigo to the tree.

• Next, Ava was thirsty, so they walked to the drinking fountain. Draw a line from the tree to the drinking fountain.

• Ava wanted to see if her friends were on the swings. Draw a line from the fountain to the swings.

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Activity 4

• Then, Ava and Amigo went over to see her neighbour’s new baby.

Draw a line from the swings to the woman pushing a pram.

• Ava sat down on the park bench to rest. Draw a line from the pram to the bench.

• Finally, the ice-cream man came along with his cart. Ava and Amigo wanted a snack! Draw a line from the bench to the ice-cream cart.

Have children retell the story to a partner by going over the path.

Activity 5 SKILLS: Oral language • Use new vocabulary • Recite short poems, rhymes and songs • Show a steady increase in listening and speaking vocabulary • Tell simple personal narratives or memories • Develop auditory memory Comprehension • Categorise and classify • Make connections using real-life experiences

Circle activity Have children sit in a circle on the rug. Then review the concepts and vocabulary they practised this week. Ask: What would you wear …

• on a day with hot, sunny weather?

• on a day with rainy weather?

• on a day with cold, snowy weather?

Introduce the rhyme below by reading the verses aloud and having the class echo you. Then model completing the sentence frames.

Go around the circle, chanting the verses together and having each child complete a sentence frame.

Verse 1: When the sun shines, it’s hot out there.

What do you wear? What do you wear? . (shorts, a T-shirt, sandals etc.)

I wear Verse 2: When snow falls, it’s cold out there.

What do you wear? What do you wear? . (mittens, a scarf, a coat, boots etc.)

I wear Verse 3: When it rains, it’s wet out there.

What do you wear? What do you wear?

I wear . (a raincoat, a hat, boots etc.)

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UNIT 4

Name

ACTIVITY 1

Following directions

Getting dressed

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Name

UNIT 4

ACTIVITY 2

Classifying

Getting dressed Match the clothes to the weather.

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UNIT 4

Name

ACTIVITY 3

Drawing

Getting dressed Listen and draw.

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Name

UNIT 4

ACTIVITY 4

Following directions

Getting dressed Listen and draw a path.

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UNIT 4

Name

Assessment

What I learnt This week, we listened to the story ‘Getting dressed’. In the story, Ava dresses herself to play outside with her puppy, Amigo. She puts on a T-shirt, shorts and sandals because the weather is hot and sunny.

Concept We dress for the weather.

Oral vocabulary dress sunny rainy wear snowy weather

What to do Have the children look at the first picture. Ask: What is Ava wearing? (a T-shirt, shorts and sandals) What do you think the weather is like? (hot and sunny) Help the children finish the picture by drawing a sun. Repeat the process for the other picture.

Help them add details such as snowflakes and a snowman to the cold, snowy day.

Extension Play a game to encourage the class to speak in complete sentences. Place several items of the children’s clothing on a bed or table. Then ask questions such as: What do you wear on a cold, snowy day? Encourage the children to hold up a piece of weather-appropriate clothing and respond in a sentence (for example, ‘I wear my scarf on a cold, snowy day’).

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U NIT

5

Concept Instruments make sounds.

Activity 1 SKILLS: Oral language • Use new vocabulary • Relate new vocabulary to prior knowledge • Name and describe pictured objects • Follow directions

Our parade Oral vocabulary Nouns: bells, drum, instrument, maracas, parade, triangle Verbs: beat, jingle, march, play, ring, shake

Listening to the story Distribute the Activity 1 picture to each child. Then read aloud the story below. Ask children to listen carefully as you read.

My friends and I like to march in a parade. We get in line. Miss Jackie plays and sings ‘This old man’. We play our instruments. Olivia beats the drum. Cody jingles the bells. Chad shakes the maracas. I ring the triangle.

We have fun marching to the music. Round and around we go, until the music stops.

• Listen for different purposes • Describe the actions of characters in a story • Respond orally to simple questions • Speak in complete sentences Comprehension • Make inferences and draw conclusions • Note details

Making inferences Guide children in looking at the picture and discussing the story. Use the questions below to help children make connections and inferences.

UNIT 5

Name

ACTIVITY 1

Following directions

Our parade

• What are the children doing?

• Why do you think they like marching in a parade?

• Recall details

Following directions Distribute crayons and have children look at the picture. Then say: Let’s look more closely at the instruments.

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• Put your fi nger on the fi rst picture. This is a drum. You beat a drum.

Activity 1 picture

• Put your fi nger on the next picture. It shows bells. You jingle bells.

• Put your fi nger on the next picture. These are maracas. You shake maracas.

• Look at the last picture. It is a triangle. You ring a triangle.

Now listen carefully and follow my directions.

• Put your fi nger on the girl beating the drum. Circle the drum.

• Put your fi nger on the boy jingling the bells. Circle the bells.

• Put your fi nger on the boy shaking the maracas. Circle the maracas.

• Put your fi nger on the girl ringing the triangle. Circle the triangle.

Have children colour the picture.

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Activity 2 SKILLS: Oral language • Use new vocabulary • Follow directions • Begin to understand action words • Respond orally to simple questions • Use positional words Comprehension • Note details • Recall details Motor skills • Develop small-muscle coordination

Using positional words

UNIT 5

Name

ACTIVITY 2

Using positional words

Our parade

To introduce the activity, guide a discussion that helps children recall yesterday’s story.

Reread the story if necessary. Then say:

Listen and follow the directions.

In our story, the children march in a parade.

• How do the children make music?

Distribute Activity 2 and crayons. Say: Let’s name the pictures together. Put your fi nger on each one as we say its name: maracas, marching, drum, triangle, singing, bells.

Now listen carefully and follow my directions.

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• Draw a green line under the instrument you jingle. (bells)

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Activity 2

• Draw a blue X under the child who is marching.

• Draw a brown circle around the instrument you beat. (a drum) • Draw a red line under the instrument you shake. (maracas) • Draw an orange X over the instrument you ring. (a triangle) • Draw a purple circle around the child who is singing.

Have children tell you the marks they drew for each picture.

Activity 3 SKILLS: Oral language • Use new vocabulary • Follow directions • Use positional words • Tell simple personal narratives or memories Comprehension • Note details Motor skills • Develop small-muscle coordination

Following directions Reread the Activity 1 story if necessary.

Then ask:

ACTIVITY 3

Following directions

Our parade Listen and circle the pictures.

• In our story, what do the children do?

Distribute Activity 3 and crayons. Say:

1

Look at row 1. Let’s name the instruments the children are playing: drum, triangle, maracas, bells.

2

• Look at row 1 again. Circle the fi rst child in the parade. What is the fi rst child playing? (a drum) Make an X above the last child in the parade.

What is the last child playing? (bells)

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Name

3

4

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• Look at row 2. Circle the child in the parade who makes the ‘jingle-jingle’ sound. What instrument is he or she playing? (boy with bells)

Activity 3

• Look at row 3. Circle the child in the parade who beats his or her instrument with both hands. (girl with a drum) • Look at row 4. Circle the instrument you would like to play if you were in the parade. Which instrument did you circle? Why did you choose that instrument? (Answers vary.)

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Activity 4 SKILLS: Oral language • Use new vocabulary • Follow directions • Use positional words • Respond orally to simple questions • Name and describe pictured objects Comprehension • Recall details Motor skills • Develop small-muscle coordination

Using fine motor skills Reread the Activity 1 story if necessary. Say:

Name

UNIT 5

ACTIVITY 4

Using fine motor skills

Our parade Listen and follow the directions.

In our story, the children march in a parade.

• What instruments do the children play?

Distribute Activity 4 and crayons. Say: Now listen carefully and follow my directions.

Look at the top of the page.

• Chad wants to play his maracas. Put your crayon on Chad. Draw a line around and around until you get to his maracas.

• Look at the bottom of the page. This is the parade. Circle the fi rst child in the parade. What instrument is he or she playing? (a drum)

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Activity 4

• Draw a line under the last person in the parade. What instrument is he or she playing? (a triangle) • Is Chad in the parade? (yes) Circle Chad. What instrument is he playing? (maracas)

Activity 5 SKILLS: Oral language • Use new vocabulary • Speak in complete sentences • Recite short poems, rhymes and songs • Show an increase in listening and speaking vocabulary • Develop auditory memory Comprehension • Recall details

Circle activity Have children sit in a circle on the rug. Then review the concepts and vocabulary they practised this week. Say: In our story this week, children march in a parade. They play instruments.

• Which instrument do they beat?

• Which instrument do they shake?

• Which instrument do they jingle?

• Which instrument do they ring?

Introduce the chant below by reading the first two lines aloud and having the class echo you. Then model how to complete the sentence frame. Go around the circle, with the class chanting the first two lines together and each student completing the sentence frame in turn.

Chant together: Let’s march in line.

What will you play?

First child: I’ll play the .

That’s what I’ll play.

Extend the activity Provide rhythm instruments and show children how to play them.

Emphasise the vocabulary from this week. Then organise a parade of your own!

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UNIT 5

Name

ACTIVITY 1

Following directions

Our parade

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Name

UNIT 5

ACTIVITY 2

Using positional words

Our parade Listen and follow the directions.

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UNIT 5

Name

ACTIVITY 3

Following directions

Our parade Listen and circle the pictures.

1

2

3

4

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ACTIVITY 4

Using fine motor skills

Our parade Listen and follow the directions.

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Unit 5

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UNIT 5

Name

Assessment

What I learnt This week, we listened to the story ‘Our parade’. In the story, children play rhythm instruments while they march in a parade. We also learnt the meanings of first and last.

What to do Have the children describe what is happening in the picture. If necessary, ask questions such as: What are the children doing?

What instruments are they playing? How do they play the instruments? Encourage the children to use the vocabulary words in the box to answer your questions. Then have them colour the picture.

Concept Instruments make sounds.

Oral vocabulary beat march bells parade drum play instrument ring jingle shake maracas triangle

Extension Use materials you have around the classroom to make musical instruments. String bells on a length of wool. Make a drum from an cereal box and a wooden spoon. Fill a plastic container with beans to make a shaker. Encourage the class to march in a parade!

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Concept Special words can tell where things are.

Activity 1 SKILLS: Oral language • Use positional words • Use new vocabulary • Follow directions • Relate new vocabulary to prior knowledge • Listen for different purposes • Name and describe pictured objects • Speak in complete sentences • Describe the actions of characters in a story • Respond orally to simple questions

On the playground Oral vocabulary Nouns: jungle gym, seesaw, slide, swings Verb: hang Adjectives: down, up, upside down

Listening to the story Distribute the Activity 1 picture to each child. Then read aloud the story below. Ask children to listen carefully as you read.

My friends love to play outside on the playground. Nate and I ride the seesaw. Nate goes up and I go down. Then he goes down and I go up. Other kids play on the swings and the slide. Look at Katie! She is hanging upside down on the jungle gym! There are so many fun things to do on the playground.

Making inferences Guide children in looking at the picture and discussing the story. Use the questions below to help children make connections and inferences.

• What do the boys ride up and down?

• Make inferences and draw conclusions

• Who is hanging upside down?

• Recall details

ACTIVITY 1

Following directions

On the playground

• What are the children doing?

Comprehension • Note details

• Make connections using illustrations

UNIT 6

Name

• Do the children like the playground?

Following directions Distribute crayons and have children look at the picture. Then say:

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Listen carefully and follow my directions.

Ask:

Activity 1 picture

• How many children are on the swings? (Two children are on the swings.) Draw a blue line under the swings.

• What is beside the swings? (The slide is beside the swings.) The boy slid down the slide. Draw a purple line down the slide.

• What can Katie do on the jungle gym? (She can hang upside down.)

Draw a brown line under the jungle gym.

• What is beside the jungle gym? (The seesaw is beside the jungle gym.) Who is riding the seesaw? (Two boys are on the seesaw.) Draw a yellow line on the seesaw.

• What are the boys on the seesaw doing? (They are going up and down.)

Have children colour the picture.

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Activity 2 SKILLS: Oral language • Use positional words • Use new vocabulary • Follow directions • Respond orally to simple questions • Tell simple personal narratives or memories Comprehension • Note details • Make inferences and draw conclusions

Using positional words

UNIT 6

Name

ACTIVITY 2

Using positional words

On the playground

To introduce the activity, guide a discussion that helps children recall yesterday’s story.

Reread the story if necessary. Then say:

Listen and follow the directions.

1

2

3

4

Yesterday, we listened to a story about children on the playground.

• Do we have a playground? A jungle gym?

• What do you like to do on a jungle gym?

Distribute Activity 2 and crayons. Say: Listen carefully and follow my directions.

• Look at box 1. Is a girl hanging upside down on the jungle gym? Colour the happy face for yes or the sad face for no. (no)

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Activity 2

• Look at box 2. Did a boy climb up to the top? Colour the happy face for yes or the sad face for no. (yes) • Look at box 3. Is a girl hanging upside down? Colour the happy face for yes or the sad face for no. (yes) • Look at box 4. Did a boy jump down to the ground? Colour the happy face for yes or the sad face for no. (no)

Activity 3 SKILLS: Oral language • Use positional words • Use new vocabulary • Follow directions • Tell simple personal narratives or memories • Respond orally to simple questions • Describe the actions of characters in a story

Matching Reread the Activity 1 story if necessary.

Then say:

UNIT 6

Name

ACTIVITY 3

Matching

On the playground Circle the pictures that match.

1

Our story is about children on the playground.

• What do the children do on the playground?

2

Distribute Activity 3 and crayons. Say:

3

Listen carefully and follow my directions.

• Categorise and classify

• Look at number 1. What is the fi rst 4 picture in this row? (a jungle gym) Now circle the other jungle gym.

What do you do on a jungle gym?

(Encourage children to use positional words—e.g. You climb up and down. You hang upside down.)

• Make connections using prior knowledge and real-life experiences

• Look at number 2. What is the fi rst picture in this row? (swings) Now circle the other swings. What do you do on swings? (You swing back and forth.)

Comprehension • Note details • Recall details

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Activity 3

• Look at number 3. What is the fi rst picture in this row? (a seesaw) Now circle the other seesaw. What do you do on a seesaw? (You go up and down.)

• Look at number 4. What is the fi rst picture in this row? (a slide) Now circle the other slide. What do you do on a slide? (You climb up and then slide down.)

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Activity 4 SKILLS: Oral language • Use positional words • Follow directions • Respond orally to simple questions • Tell simple personal narratives or memories • Describe the actions of characters in a story Comprehension • Note details • Recall details Motor skills • Develop small-muscle coordination

Drawing Reread the Activity 1 story if necessary.

Then say:

UNIT 6

Name

ACTIVITY 4

Drawing

On the playground Draw the missing parts.

Our story is about children having fun on the playground.

• What do the children play on?

• What do you like to do on the playground?

Distribute Activity 4 and crayons. Say: Look at the picture on this page.

• What is the child doing? (hanging upside down)

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• What is missing from the picture? (eyes, nose, mouth, hair) Turn the picture upside down and draw those things.

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Activity 4

• What else can you draw in the picture? (e.g. buttons or zips on pockets, stripes on shirt ) Draw those things.

• Turn your picture again to see the child hanging upside down!

Activity 5 SKILLS: Oral language • Use positional words • Recite short poems, rhymes and songs • Use new vocabulary • Develop auditory memory • Respond orally to simple questions Comprehension • Recall details Motor skills • Develop large-muscle coordination

Circle activity Have children sit in a circle on the rug. Then review the concepts and vocabulary they practised this week. Say: Our story this week is about children having fun on the playground.

• What do the children do on the playground?

Have children stand in the circle. Introduce the rhyme below by reading aloud one couplet at a time and having the class echo you. Then teach the actions that accompany each verse.

Children, children, Round and round. (hold hands, walk in a circle) Children, children, Up and down. (let go of hands, jump up, squat down) Children, children, Turn around. (stand up, turn around in place) Children, children, Upside down! (bend forward, look between legs) Extend the activity • Substitute children’s names for ‘children’ as the rhyme is repeated, giving each child an opportunity to be featured.

• Take children to a playground. As they play, have them use positional words to describe what they are doing (e.g. ‘I am sliding down the slide’).

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UNIT 6

Name

ACTIVITY 1

Following directions

On the playground

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UNIT 6

Name

ACTIVITY 2

Using positional words

On the playground Listen and follow the directions.

1

2

3

4

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UNIT 6

Name

ACTIVITY 3

Matching

On the playground Circle the pictures that match.

1

2

3

4

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Name

UNIT 6

ACTIVITY 4

Drawing

On the playground Draw the missing parts.

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UNIT 6

Name

Assessment

What I learnt This week, we listened to the story ‘On the playground’. In the story, children play on a seesaw, slide, jungle gym and on swings. We also learnt the meanings of up, down and upside down.

What to do Have the children look at the picture of the children on the playground. Ask them to describe where each child is and what each one is doing. Encourage the children to use the vocabulary words practised this week in their description. Then have them colour the picture.

Concept Special words can tell where things are.

Oral vocabulary down slide hang swings jungle gym up seesaw upside down

Extension Go to a playground together. As the class plays on different pieces of equipment, have them tell you what they are doing. Encourage the children to use vocabulary words from the week (for example, ‘I climbed up the slide. I slid down the slide’).

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Concept Good snacks give us energy.

Activity 1 SKILLS: Oral language • Relate new vocabulary to prior knowledge • Listen for different purposes • Use new vocabulary • Name and describe pictured objects • Use descriptive language (colours) • Follow directions • Describe the actions of characters in a story • Respond orally to simple questions • Speak in complete sentences Comprehension • Note details • Recall details • Make inferences and draw conclusions • Make connections using illustrations and/or prior knowledge • Determine cause and effect

Snack time Oral vocabulary Nouns: banana, carrots, cheese, energy, snack, watermelon Verbs: clean, eat, play, wash

Listening to the story Distribute the Activity 1 picture to each child. Then read aloud the story below. Ask children to listen carefully as you read.

We’re hungry for a snack! First, we wash our hands. Then, we sit down. What did you bring to eat at snack time? Logan always eats a banana. Miguel likes watermelon chunks. Lily likes carrots.

Taylor thinks cheese sticks are the best. When we fi nish eating, we clean up. Now we have energy to learn and play.

Making inferences Guide children in looking at the picture and discussing the story. Use the questions below to help children make connections and inferences.

UNIT 7

Name

ACTIVITY 1

Following directions

Snack time

• Where are the children?

• Why do the children wash their hands?

• Why does everyone bring a different snack?

• What gives the children energy?

Following directions Distribute crayons and have children look at the small pictures at the top of the page.

Then say:

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Activity 1 picture

Listen carefully and follow my directions.

• Look at the fi rst picture in this row. What is it? (a banana) What colour is a banana? (yellow) Colour the banana yellow. Circle the boy in the big picture who is eating a banana.

• Look at the next picture. What is it? (a cheese stick) Circle the cheese stick. Then circle the boy who is eating a cheese stick.

• Look at the next picture. What is it? (watermelon) What colour is watermelon? (red and green) Colour the watermelon red. Circle the boy who is eating watermelon chunks.

• Look at the next picture. What is it? (carrots) What colour are carrots? (orange) Colour the carrots orange. Circle the girl eating carrots.

Have children finish colouring the picture.

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Activity 2 SKILLS: Oral language • Use new vocabulary • Retell a story in sequence

Sequencing

UNIT 7

Name

ACTIVITY 2

Sequencing

To introduce the activity, guide a discussion that helps children recall yesterday’s story.

Reread the story if necessary. Then say:

Snack time Draw lines to show the correct order.

1

Our story is about children eating snacks.

• What snacks do the children eat?

• Interpret illustrations • Speak in complete sentences • Follow directions • Respond orally to simple questions • Describe the actions of characters in a story Comprehension • Note details • Recall details • Identify sequence of events

Distribute Activity 2. Say:

2

• The children in the story do three things at snack time. They wash their hands.

They eat their snacks. Then they clean up. Let’s look at each picture.

3

• What do the children do before they eat? (They wash their hands.) Put your fi nger on the picture of the children washing their hands. Draw a line from the picture to the number 1.

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Activity 2

• What do the children do after they wash their hands? (They eat their snacks.) Put your fi nger on the picture of the children eating their snacks. Draw a line to the number 2.

• What do the children do after they eat their snacks? (They clean up.)

Put your fi nger on the picture of the children cleaning up the table.

Draw a line to the number 3.

Have children use the pictures to retell the story to a partner.

Activity 3 SKILLS: Oral language • Identify objects through receptive language • Use new vocabulary • Follow directions • Respond orally to simple questions • Tell simple personal narratives or memories Comprehension • Recall details • Categorise and classify Motor skills • Develop small-muscle coordination

Classifying Distribute Activity 3 and crayons. Say:

UNIT 7

Name

ACTIVITY 3

Classifying

Snack time Listen and follow the directions.

Our story is about children eating snacks at school.

• Name some snacks that give us energy.

Listen carefully and follow my directions.

• Look at the big picture of the boy. This is Miguel.

• Now look at the small pictures. Point to each one and name it with me: hat, bow, banana, sock, pizza, carrot, cheese.

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• Miguel wants a snack. Which of these things can he eat? (banana, pizza, carrot, cheese) Circle all the things that Miguel can eat.

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Activity 3

• Which things are not snacks? (hat, bow, sock) Draw an X on the things that are not snacks.

• What snacks do you like to eat? (Answers vary.)

Have children colour only the pictures of snacks.

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Activity 4 SKILLS: Oral language • Use new vocabulary • Identify objects through receptive language • Follow directions • Name and describe pictured objects • Show an increase in listening and speaking vocabulary • Respond orally to simple questions Phonological awareness • Begin to attend to the beginning sounds in familiar words • Identify words that begin with the same sound

Beginning sounds Reread the Activity 1 story if necessary.

Then say:

UNIT 7

Name

ACTIVITY 4

Beginning sounds

Snack time Listen and follow the directions.

1

2

3

4

In our story, the children have snack time.

• What gives the children energy to learn and play?

Distribute Activity 4 and crayons. Say: Let’s listen for the beginning sounds in words. Listen carefully and follow my directions.

• Look at box 1. Name the pictures with me: banana, apple. Do banana and apple begin with the same sound?

Colour the happy face for yes or the sad face for no. (no)

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Activity 4

• Look at box 2. Name the pictures with me: cake, carrot. Do cake and carrot begin with the same sound? Colour the happy face for yes or the sad face for no. (yes) • Look at box 3. Name the pictures with me: muffin, milk. Do muffin and milk begin with the same sound? Colour the happy face for yes or the sad face for no. (yes) • Look at box 4. Name the pictures with me: watermelon, biscuit.

Do watermelon and biscuit begin with the same sound? Colour the happy face for yes or the sad face for no. (no)

Activity 5 SKILLS: Oral language • Use new vocabulary • Relate new vocabulary to prior knowledge • Show an increase in listening and speaking vocabulary • Speak in complete sentences • Recite short poems, rhymes and songs • Develop auditory memory Comprehension • Recall details

Circle activity Have children sit in a circle on the rug. Then review the concepts and vocabulary they practised this week. Ask: • Where are the children eating their snacks?

• Does everyone eat the same snack? Why? • Name some snacks that give you energy.

Introduce the chant below by reading the first two lines aloud and having the class echo you. Then model completing the sentence frame by naming a healthy snack. Go around the circle, with the class chanting the first two lines together and each child taking a turn completing the sentence frame.

Chant together: Yum, yum, good to eat.

My snack is a healthy treat!

First child: My snack is a .

Extend the activity Conduct the activity again during snack time or lunchtime to reinforce listening skills.

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ACTIVITY 1

Following directions

Snack time

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ACTIVITY 2

Sequencing

Snack time Draw lines to show the correct order.

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ACTIVITY 3

Classifying

Snack time Listen and follow the directions.

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ACTIVITY 4

Beginning sounds

Snack time Listen and follow the directions.

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UNIT 7

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Assessment

What I learnt This week, we listened to the story ‘Snack time’. In the story, children eat healthy snacks such as bananas, watermelon chunks, carrots and cheese sticks. The snacks give them energy to learn and play.

What to do Have the children name their favourite snack and draw a picture of it on the plate. Then ask the children to tell you what they like to play and have them draw it in the box. Talk about how eating gives us energy so we can do things we enjoy.

I eat.

Concept Good snacks give us energy.

Oral vocabulary banana energy carrots play cheese snack clean wash eat watermelon

Now I can play.

Extension Make a healthy snack together, such as ‘ants on a log’. Spread cream cheese on a celery or carrot stick. Have the class place raisin ‘ants’ marching along the ‘log’. Enjoy!

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Concept There are many kinds of feelings.

Activity 1 SKILLS: Oral language • Use new vocabulary • Relate new vocabulary to prior knowledge • Follow directions • Name and describe pictured objects • Listen for different purposes • Speak in complete sentences • Describe the actions of characters in a story • Respond orally to simple questions Comprehension • Make inferences and draw conclusions • Determine cause and effect • Note details • Recall details

All kinds of feelings Oral vocabulary Nouns: feelings, suitcase Verb: feel Adjectives: angry, happy, sad

Listening to the story Distribute the Activity 1 picture to each child. Then read aloud the story below. Ask children to listen carefully as you read.

Matt has all kinds of feelings. Sometimes, he feels happy.

Sometimes, he feels sad. Sometimes, he feels angry. Today, Matt feels happy because his dad is home. Sometimes, Matt’s dad goes to work in a city far away.

‘I feel sad when you’re gone,’ Matt tells his dad. ‘I feel happy when you’re home.’

‘I feel happy when I’m home, too’, says Matt’s dad.

Making inferences Guide children in looking at the picture and discussing the story. Use the questions below to help children make connections and inferences.

UNIT 8

Name

ACTIVITY 1

Following directions

All kinds of feelings

• What are Matt and his dad doing?

• Do Matt and his dad look happy, sad or angry?

• Why are they happy?

• Who else is happy in this picture?

Following directions Distribute crayons and have children look at the picture. Then say:

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Listen carefully and follow my directions.

Activity 1 picture

• Why is Matt happy? (His dad is home.)

Draw a red line under Matt and his dad.

• Who else in the picture could make Matt feel happy? (his dog) Why do pets make us feel happy? (You can play with them. They are your friends.) Draw a brown X under Matt’s pet.

• What do you see next to Matt’s dad that tells you he was away from home? (a suitcase) Draw a blue circle around the suitcase.

Have children colour the picture.

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Activity 2 SKILLS: Oral language • Use new vocabulary • Follow directions • Name and describe pictured objects • Interpret illustrations • Speak in complete sentences • Respond orally to simple questions Comprehension • Make inferences and draw conclusions

Matching feelings

UNIT 8

Name

All kinds of feelings

To introduce the activity, guide a discussion that helps children recall yesterday’s story.

Reread the story if necessary. Then say:

Draw what is missing. Match the feelings.

Yesterday, we listened to a story about Matt.

He feels happy because his dad is home.

• How does Matt feel when his dad is not home?

Distribute Activity 2 and crayons. Say: Listen carefully and follow my directions.

• Look at the fi rst face. How does Matt feel? (He feels sad.) How do you know he feels sad? (He is crying.) Finish Activity 2 Matt’s face to show how he feels. Trace the lines to fi nish his face. Then draw his other eye and fi nish his mouth.

Have children repeat the process with the happy and angry faces.

R.I.C. Publications®. • www.ricpublications.com.au • Everyday literacy: Listening and speaking

• Note details • Recall details • Determine cause and effect Motor skills • Develop small-muscle coordination

ACTIVITY 2

Matching feelings

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• Look at the pictures on the other side of the page. Which one shows why Matt is sad? (Dad leaving with a suitcase) Draw a line from Matt’s sad face to his dad holding a suitcase.

• Which picture shows why Matt is happy? (Dad hugging Matt) Draw a line from Matt’s happy face to the picture of Dad hugging him.

• Which picture shows a time when Matt might get angry? (his dog tearing up the newspaper) Draw a line from Matt’s angry face to the picture of his dog tearing up the newspaper.

Activity 3 SKILLS: Oral language • Use new vocabulary • Follow directions • Name and describe pictured objects • Tell simple personal narratives or memories • Respond orally to simple questions Comprehension • Make connections using illustrations and real-life experiences • Make inferences and draw conclusions • Note details • Recall details

Identifying feelings Reread the Activity 1 story if necessary. Then say:

UNIT 8

Name

ACTIVITY 3

Identifying feelings

All kinds of feelings Colour the face that shows how each one feels.

1

2

3

4

We listened to a story about Matt.

• Which feelings does Matt tell his dad about?

• Have you ever had any of those feelings?

Distribute Activity 3 and crayons. Say: Listen carefully and follow my directions.

• Look at box 1. What is the girl doing? (eating birthday cake) How does she feel? Colour the happy, sad or angry face. (happy)

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Activity 3

• Look at box 2. What happened to Matt?

(He fell.) How does he feel? Colour the happy, sad or angry face. (sad)

• Look at box 3. What happened to the girl? (She won a prize.) How does she feel? Colour the happy, sad or angry face. (happy) • Look at box 4. What happened to Matt? (He stepped in mud.) How does he feel? Colour the happy, sad or angry face. (angry) Have children colour the pictures.

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Activity 4 SKILLS: Oral language • Use new vocabulary • Follow directions • Interpret illustrations • Tell simple personal narratives or memories • Listen for different purposes • Respond orally to simple questions Comprehension • Make predictions Phonological awareness • Begin to break words into syllables • Clap along with each syllable Motor skills • Develop small-muscle coordination

Counting syllables

UNIT 8

Name

ACTIVITY 4

Counting syllables

Reread the Activity 1 story if necessary.

Then say:

All kinds of feelings Listen and follow the directions.

This week, our story is about Matt. He feels sad when his dad is not home.

• Have you ever felt sad when someone in your family is away from home?

Distribute Activity 4 and crayons. Say: • Look at the happy boy in the fi rst box.

Say the word happy and clap with me: hap•py. (clap, clap) How many word parts do you hear? How many times did we clap? (two) Circle 2.

1

2

3

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2

3

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2

3

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• Look at the angry boy. Say the word angry and clap with me: an•gry. (clap, clap) How many word parts do you hear? (two) Circle 2.

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• Look at the sad boy. Say the word sad and clap with me: sad. (clap) How many word parts do you hear? (one) Circle 1.

• Look at the suitcase. Say suitcase and clap with me: suit•case. (clap, clap) How many word parts do you hear? (two) Circle 2.

• Look at Dad. Say dad and clap with me: dad. (clap) How many word parts do you hear? (one) Circle 1.

• Look at the newspaper. Say newspaper and clap with me: news•pa•per. (clap, clap, clap) How many word parts do you hear? (three) Circle 3.

Activity 5 SKILLS: Oral language • Use new vocabulary • Relate new vocabulary to prior knowledge • Recite short poems, rhymes and songs • Respond orally to simple questions • Develop auditory memory Comprehension • Make connections using real-life experiences

Circle activity Have children sit in a circle on the rug. Then review the concepts and vocabulary they practised this week. Ask: • What makes Matt happy? Sad? Angry?

• What does a sad face look like? An angry face? A happy face?

Introduce the chant below by reading the first line aloud and having the class echo you. Then model a response about what makes you happy. Go around the circle, with the class chanting the first line together and each child taking a turn completing the sentence frame.

Chant together: Happy, happy, what makes you happy?

Child:

makes me happy.

Extend the activity In the chant, substitute the words angry and sad for happy.

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ACTIVITY 1

Following directions

All kinds of feelings

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ACTIVITY 2

Matching feelings

All kinds of feelings Draw what is missing. Match the feelings.

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ACTIVITY 3

Identifying feelings

All kinds of feelings Colour the face that shows how each one feels.

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ACTIVITY 4

Counting syllables

All kinds of feelings Listen and follow the directions.

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3

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3

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Assessment

What I learnt This week, we listened to the story ‘All kinds of feelings’. In the story, Matt feels happy that his dad is home. However, he feels sad when his dad is away for a few days, working in another city.

Concept There are many kinds of feelings.

Oral vocabulary angry happy feel sad feelings suitcase

What to do Have the children tell you about and then draw a picture of something that makes them happy.

I am happy.

Extension Have the children tell you what makes them sad. What makes them angry?

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9

Concept It is fun to play games.

Activity 1 SKILLS: Oral language • Use new vocabulary • Relate new vocabulary to prior knowledge • Follow directions • Name and describe pictured objects

We play games Oral vocabulary Nouns: card, game, game piece, spinner Verbs: move, spin

Listening to the story Distribute the Activity 1 picture to each child. Then read aloud the story below. Ask children to listen carefully as you read.

Mia and Joe like to play games. Their favourite game is called ‘Cat and kittens’. They like it because it has a spinner. The spinner tells them how many spaces to move their game pieces.

They try to see who can get to the kittens fi rst. It is exciting! Sam watches them play. Does he want a turn, too?

• Interpret illustrations • Speak in complete sentences • Listen for different purposes • Describe the actions of characters in a story • Respond orally to simple questions

Making inferences Guide children in looking at the picture and discussing the story. Use the questions below to help children make connections and inferences.

• How do you play ‘Cat and kittens’?

• Make inferences and draw conclusions

• Who is Sam?

• Note details • Recall details

ACTIVITY 1

Following directions

• What game are the children playing?

Comprehension • Make predictions

• Make connections using prior knowledge and real-life experiences

UNIT 9

Name

We play games

Following directions Distribute crayons and have children look at the picture. Then say: Listen carefully and follow my directions.

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• Look at the fi rst picture at the top of the page. It is a game piece. What do Mia and Joe do with their game pieces?

(They count spaces and move them on the board.)

Activity 1 picture

• Look at the next picture. It is a game board. What is this game called?

(It is called ‘Cat and kittens’.)

• Look at the next picture. It is a spinner. What does the spinner tell Mia and Joe? (It tells them how many spaces to move their game pieces.)

• Draw a green line under Mia. • Draw an orange line under Joe. • What do you think Sam might do? (Sam might jump in the middle of the game.) Draw a blue circle around Sam. Have children colour the picture.

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Activity 2 SKILLS: Oral language • Use new vocabulary • Follow directions • Identify shapes • Respond orally to simple questions Comprehension • Note details • Recall details • Compare and contrast Motor skills • Develop small-muscle coordination

Patterning

UNIT 9

Name

ACTIVITY 2

Patterning

We play games

To introduce the activity, guide a discussion that helps children recall yesterday’s story.

Reread the story if necessary. Then say:

Draw the missing shapes.

1

The story we listened to is about Mia and Joe.

2

• What are Mia and Joe doing in the story?

3

Distribute Activity 2 and crayons. Say: Now we are going to play a game. But it is different from the one that Mia and Joe played. It is called ‘Find the missing shapes’.

Listen carefully and follow my directions.

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• Put your fi nger on row 1. Name the shapes with me: circle, square, triangle.

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Activity 2

• Put your fi nger on row 2. Which shape is missing? (square) Draw the square. Now look around the room. Can you fi nd another square?

• Put your fi nger on row 3. Which shape is missing? (triangle) Draw the triangle. Now look around the room. Can you fi nd another triangle?

• Put your fi nger on row 4. Which shape is missing? (circle) Draw the circle. Now look around the room. Can you fi nd another circle?

Have children colour the shapes.

Activity 3 SKILLS: Oral language • Follow directions • Respond orally to simple directions • Listen for different purposes • Describe the actions of characters in a story Comprehension • Recall details Phonological awareness • Identify and count phonemes

Counting sounds Reread the Activity 1 story if necessary. Then say:

UNIT 9

Name

ACTIVITY 3

Counting sounds

We play games Listen and colour.

1

2

3

4

We listened to a story about Mia and Joe. • What kind of game do Mia and Joe play?

• Who watches Mia and Joe play?

Distribute Activity 3 and crayons. Say: We are going to count the sounds in words.

Listen carefully.

• Put your fi nger on Mia: m/ee/a. (Sound out each individual phoneme in the word.) Let’s hold up a fi nger for every sound we hear: m/ee/a. We heard three sounds. Colour three circles under Mia.

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Activity 3

• Put your fi nger on Sam: s/a/m. Hold up a fi nger for every sound we hear: s/a/m.

We heard three sounds. Colour three circles under Sam. • Put your fi nger on Joe: j/o. Hold up a fi nger for every sound we hear: j/o. We heard two sounds. Colour two circles under Joe. • Put your fi nger on the game: g/ay/m. Hold up a fi nger for every sound we hear: g/ay/m. We heard three sounds. Colour three circles under the game.

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Activity 4 SKILLS: Oral language • Use new vocabulary

Following directions Reread the Activity 1 story if necessary.

Then say: • What are Mia and Joe doing?

• Respond orally to simple questions

Distribute Activity 4 and crayons. Say:

• Recall details • Determine cause and effect Motor skills • Develop small-muscle coordination

ACTIVITY 4

Following directions

We play games Listen and follow the directions.

Our story is about Mia and Joe.

• Follow directions

Comprehension • Note details

UNIT 9

Name

Let’s help the mother cat fi nd her kittens.

Listen carefully and follow my directions.

• Put your fi nger on the mother cat.

Now count the boxes with me: 1-2-34-5-6-7-8. There are the kittens!

• Put your crayon on the mother cat.

She says, ‘Go!’ Trace the line and jump to 1.

go 8

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7 6

stop 3

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Activity 4

• Jump to 2. Circle the 2.

• Jump to 3. Underline the 3.

• Jump to 4. Circle the 4.

• Jump until you fi nd the kittens. They say ‘Stop!’ Good for you! Now the mother cat is happy.

Activity 5 SKILLS: Oral language • Use new vocabulary • Follow directions • Speak in complete sentences • Respond orally to simple questions • Tell simple personal narratives or memories • Develop auditory memory Comprehension • Recall details Motor skills • Develop large-muscle coordination

Circle activity Have children sit in a circle on the rug. Then review the concepts and vocabulary they practised this week. Ask: • In our story this week, what do Mia and Joe like to do?

• What kinds of games do you like to play?

Play a game of ‘Mother, may I?’ Have children line up facing you, about 6 m away. Mark the starting line with an object, such as a metre ruler or a strip of tape. Then say: In the game ‘Mother, may I?’, it’s very important to follow the directions. I will tell you to do something. But before you do it, you must ask, ‘Mother, may I?’ If you don’t ask, then you lose a turn and must go back to this starting line. The fi rst child to reach me wins.

Hold a practice round if children are unfamiliar with the game. Then conduct the actual game. Instruct children to take different numbers and kinds of steps (e.g. five baby steps, two giant steps, three karate kicks, one hop). Make sure to have everyone congratulate the winner and shake hands to encourage good sportsmanship.

Extend the activity You may wish to have children take turns being ‘Mother’.

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Unit 9

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UNIT 9

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ACTIVITY 1

Following directions

We play games

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UNIT 9

ACTIVITY 2

Patterning

We play games Draw the missing shapes.

1

2

3

4

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ACTIVITY 3

Counting sounds

We play games Listen and colour.

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ACTIVITY 4

Following directions

We play games Listen and follow the directions.

go 8

1 2

7 6

stop 3

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5

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UNIT 9

Name

Assessment

What I learnt This week, we listened to the story ‘We play games’. In the story, Mia and Joe play their favourite game, ‘Cat and kittens’.

They use a spinner and game pieces to play the game. Their cat, Sam, watches them play.

Concept It is fun to play games.

Oral vocabulary card move game spin game piece spinner

What to do Have the children tell you about the picture. Ask questions such as: What are the children doing? What do they use to play the game? Are Mia and Joe having fun? What do you think will happen next? Encourage the children to use the vocabulary words in the box to answer your questions. Then have them colour the picture.

Extension Play a game together. Talk about the importance of following the directions.

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U NIT

10 Concept Reading books is fun.

Activity 1 SKILLS: Oral language • Use new vocabulary • Relate new vocabulary to prior knowledge • Follow directions • Speak in complete sentences • Listen for different purposes • Describe the actions of characters in a story • Respond orally to simple questions Comprehension • Make inferences and draw conclusions • Note details • Recall details

At the library Oral vocabulary Nouns: bag, book, library, story Verbs: check out, choose, listen, read

Listening to the story Distribute the Activity 1 picture to each child. Then read aloud the story below. Ask children to listen carefully as you read.

On Saturdays, Grandma and Jacob have fun. They listen to Ms Ruiz read books. Each book is different. Jacob Iikes books about birds and books about trucks best. After story time, Jacob and Grandma choose some books. They check out the books with Jacob’s library card. They put the books in their red bag.

Grandma reads to Jacob every day.

Making inferences Guide children in looking at the picture and discussing the story. Use the questions below to help children make connections and inferences.

UNIT 10

Name

ACTIVITY 1

Following directions

At the library

• Where are Jacob and Grandma?

How do you know?

• Where will they take the books in the red bag?

• Do you think Jacob likes the library?

Why?

Following directions Distribute crayons and have children look at the picture. Then say:

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Activity 1 picture

Listen carefully and follow my directions.

• Why does Grandma take Jacob to the library? (She takes him to listen to stories and to check out books.) Draw a blue dot on Grandma.

• Who reads stories to Jacob? (Ms Ruiz at the library and his grandma read to him.) Draw a purple dot on Jacob.

• What kinds of books does Jacob like? (He likes books about birds and books about trucks.) Find a bird book. Draw a circle around it. Find a truck book. Draw a square around it.

• Do you think Jacob takes a lot of books home? How do you know?

(Yes. He needs a bag to carry them.) Draw a red dot on the book bag.

Have children colour the picture.

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Activity 2 SKILLS: Oral language • Use new vocabulary • Follow directions • Respond orally to simple questions • Listen for different purposes • Name and describe pictured objects Comprehension • Recall details • Note details Phonological awareness • Identify rhymes and rhyming sounds in familiar words

Listening for rhyme

UNIT 10

Name

ACTIVITY 2

Listening for rhyme

At the library

To introduce the activity, guide a discussion that helps children recall yesterday’s story.

Reread the story if necessary. Then say:

Listen and follow the directions.

1

2

3

4

Our story is about Jacob and his grandmother.

• Where does Jacob go with his grandmother?

Distribute Activity 2 and crayons. Say: Words that have the same ending sound are called rhyming words. Top and pop are rhyming words. Listen carefully and follow my directions.

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Activity 2 • Look at box 1. Name the pictures with me: book, hook. Do they rhyme? Do they sound the same? Colour the happy face for yes or the sad face for no. (yes)

• Look at box 2. Name the pictures with me: bag, fl ag. Do they rhyme?

Colour the happy face for yes or the sad face for no. (yes) • Look at box 3. Name the pictures with me: truck, bird. Do they rhyme?

Colour the happy face for yes or the sad face for no. (no) • Look at box 4. Name the pictures with me: cat, hat. Do they rhyme?

Colour the happy face for yes or the sad face for no. (yes)

Activity 3 SKILLS: Oral language • Use new vocabulary • Speak in complete sentences • Follow directions • Respond orally to simple questions • Interpret illustrations Comprehension • Make predictions • Recall details Motor skills • Develop small-muscle coordination

Making predictions Distribute Activity 3 and crayons. Reread the Activity 1 story if necessary. Then say:

ACTIVITY 3

Making predictions

At the library Listen carefully. Draw lines to match.

1

Our story this week is about Jacob and his grandmother.

• Why is the library fun for Jacob and his grandmother?

2

Now listen carefully and follow my directions.

• Put your fi nger on 1. This is Jacob. He likes to take care of his dog. Which book will tell him about dogs? (dog on the cover) Draw a line to that book.

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• Put your fi nger on 2. Mason plays softball. Which book will tell him about softball? (softball player on the cover) Draw a line to that book.

Activity 3

• Put your fi nger on 3. Grandmother wants to bake a cake. Which book will tell her about baking a cake? (cake on the cover) Draw a line to that book.

• Put your fi nger on 4. Sophia loves her pet fi sh. Which book will tell her about fi sh? (fish on the cover) Draw a line to that book.

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Activity 4 SKILLS: Oral language • Name and describe pictured objects • Follow directions • Respond orally to simple questions • Tell simple personal narratives or memories Comprehension • Make inferences and draw conclusions • Recall details • Categorise and classify • Make connections using illustrations and prior knowledge

Categorising Reread the Activity 1 story if necessary. Then say:

Name

UNIT 10

ACTIVITY 4

Categorising

At the library Listen and follow the directions.

Our story is about Jacob and his grandmother. They check out books from the library.

• What kind of books do you like best?

Distribute Activity 4 and crayons. Say: Jacob uses his library card to check out these books.

• Put your fi nger on the book with a bird on the cover. The title is ‘Birds’. Name the pictures below it. (brush, bird cage, nest, hot dog) Which of these might you see in a book about birds? (bird cage, nest) Why? (They are things a bird might live in.) Circle the bird cage and the nest.

Unit 1

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Activity 4

• Put your fi nger on the book with a truck on the cover. The title is ‘Trucks’. Name the pictures below it. (snake, tyre, petrol pump, couch) Which of these might you see in a book about trucks? (tyre, petrol pump) Why? (They are things a truck needs.) Circle the tyre and the petrol pump.

Activity 5 SKILLS: Oral language • Use new vocabulary • Show an increase in listening and speaking vocabulary • Respond orally to simple questions • Tell simple personal narratives or memories • Speak in complete sentences Comprehension • Recall details

Circle activity Have children sit in a circle on the rug. Then review the concepts and vocabulary they practised this week. Ask: • What do Jacob and his grandmother do at the library?

Display a favourite children’s book. Say: Let’s look at this book and talk about the parts that every book has.

• A book has a front cover with a title on it.

• A book has pages inside.

• Some books have pictures or illustrations. They help tell the story.

• A book has a back cover, too.

Now let’s talk about how to read a book.

• We turn the pages, beginning with the fi rst page.

• We read the words on the page from left to right.

• We read the words from the top of the page to the bottom.

Go around the circle, having each child name a favourite book and explain why he or she likes it.

Extend the activity Have children choose a book from the classroom library.

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Following directions

At the library

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Listening for rhyme

At the library Listen and follow the directions.

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Making predictions

At the library Listen carefully. Draw lines to match.

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Categorising

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What I learnt This week, we listened to the story ‘At the library’. In the story, Jacob and his grandmother visit the library. Jacob listens during story time and checks out books to read at home.

What to do Have the children tell you the name of a favourite book and draw a picture from it. Then have them tell you about the picture. Write the title of the book on the line.

Concept Reading books is fun.

Oral vocabulary bag library book listen check out read choose story

Name of book:

Extension Have the class ‘read’ a book to you. Encourage them to tell you the story page by page, either from memory or by looking at the illustrations.

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Concept Bath time is fun and keeps us clean.

Activity 1 SKILLS: Oral language • Identify the source of environmental sounds • Understand processes and properties associated with objects • Follow directions • Speak in complete sentences

Bath time Oral vocabulary Nouns: bathtub, bubbles, soap, towel, face washer Verb: wash Adjectives: clean, dirty

Listening to the story Distribute the Activity 1 picture to each child. Then read aloud the story below. Ask children to listen carefully as you read.

It’s bath time for Ducky and me. I get ready for my bath. I get my soap, face washer and towel. Dad turns on the water in the bathtub. I like to pour in the bubble bath and watch the bubbles grow. Ducky dives in with a splash. I wash from my head to my toes. Then I let the water out of the tub. ‘Glug-glug-glug’. I was dirty. Now I’m clean!

• Use new vocabulary • Relate new vocabulary to prior knowledge • Name and describe pictured objects • Listen for different purposes • Describe the actions of characters in a story • Respond orally to simple questions Comprehension • Make connections using illustrations and real-life experiences • Note details

Making inferences Guide children in looking at the picture and discussing the story. Use the questions below to help children make connections and inferences.

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ACTIVITY 1

Following directions

Bath time

• What does the boy do to get ready for his bath?

• What does the boy do to have fun in the tub?

• What makes a ‘glug-glug’ sound?

• Why is the boy now clean?

• Recall details • Make inferences and draw conclusions

Following directions

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Have children look at the picture. Then say: Listen carefully and follow my directions.

Activity 1 picture

• What toy does the boy take into the tub? (a ducky) What does he do with it? (He makes it dive and splash.) Draw a yellow dot on the ducky.

• What does soap help you do? (get clean) Draw a blue dot on the soap bubbles.

• What do you do with a face washer? (wash off dirt) Where is the face washer in the picture? (A face washer is on the tub.) Draw an orange dot on the face washer. Draw a blue dot on the tub.

• What do you do with a towel? (dry off) How many towels do you see?

(2) Draw a green dot on each towel.

Have children colour the picture according to the dots they drew.

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Activity 2 SKILLS: Oral language • Understand processes and properties associated with objects • Name and describe pictured objects

Sequencing

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ACTIVITY 2

Sequencing

To introduce the activity, guide a discussion that helps children recall yesterday’s story. Reread the story if necessary. Then say:

Bath time Draw lines to put the pictures in order.

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Yesterday, we listened to a story about bath time.

• How does the boy get clean?

• Use new vocabulary • Follow directions • Speak in complete sentences • Use descriptive language • Respond orally to simple questions Comprehension • Determine cause and effect • Note details • Recall details • Identify sequence of events Motor skills • Develop small-muscle coordination

Activity 3

Distribute Activity 2 and crayons. Say: When things get dirty, we wash them.

Listen carefully and follow my directions.

• Tell me about picture 1. (The boy is dirty.) Where will the boy get clean?

Activity 2 (in the bathtub) Trace the line from the boy to the bathtub. How does he look after his bath? (clean) Trace the line from the bathtub to the clean boy.

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• Tell me about picture 2. (The dog is dirty.) Where will the dog get clean? (in the bathtub) Draw a line from the dog to the bathtub. How does the dog look after its bath? (clean) Draw a line to the clean dog.

• Tell me about picture 3. (The hands are dirty.) Where do you clean your hands? (in the sink) Draw a line from the dirty hands to the sink.

How do hands look after you wash them? (clean) Draw a line to the clean hands.

Categorising Distribute Activity 3 and crayons. Say:

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ACTIVITY 3

Categorising

Bath time Listen and follow the directions.

SKILLS: Oral language • Use new vocabulary • Name and describe pictured objects • Follow directions • Respond orally to simple questions • Use descriptive language Comprehension • Categorise and classify • Note details • Recall details

Our story is about a boy who takes a bath.

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• What does he do to get ready for his bath?

Listen carefully and follow my directions.

• Look at number 1. Do you see a clean or dirty shirt? (dirty) Colour the happy face for clean or the sad face for dirty.

• Look at number 2. Do you see a clean or dirty dog? (clean) Colour the happy face for clean or the sad face for dirty.

• Look at number 3. Do you see a clean or dirty truck? (dirty) Colour the happy face for clean or the sad face for dirty.

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Activity 3

• Look at number 4. Do you see a clean or dirty child and bicycle? (dirty) Colour the happy face for clean or the sad face for dirty.

• Look at number 5. Do you see a clean or dirty dress? (clean) Colour the happy face for clean or the sad face for dirty.

• Look at number 6. Do you see clean or dirty hands? (clean) Colour the happy face for clean or the sad face for dirty.

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Activity 4 SKILLS: Oral language • Identify objects through receptive language • Listen for different purposes • Use new vocabulary • Follow directions • Respond orally to simple questions Comprehension • Note details • Recall details • Compare and contrast

Comparing sizes Reread the Activity 1 story if necessary.

Then say: This week, our story is about a boy and his ducky taking a bath.

• Name some things the boy uses to get clean at bath time.

Distribute Activity 4 and crayons. Say:

Name

UNIT 11

ACTIVITY 4

Comparing sizes

Bath time Listen and follow the directions.

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Listen carefully and follow my directions.

• What do you see in row 1? (duckies) Point to the smallest ducky. Now point to the biggest ducky. Colour the biggest ducky yellow.

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• What do you see in row 2? (bubbles) Point to the smallest bubble. Now point to the biggest bubble. Colour the biggest bubble blue.

• What do you see in row 3? (towels) Point to the biggest towel. Now point to the smallest towel. Colour the smallest towel green.

• What do you see in row 4? (bars of soap) Point to the biggest bar of soap. Now point to the smallest bar of soap. Colour the smallest bar of soap orange.

Activity 5 SKILLS: Oral language • Recite short poems, rhymes and songs • Respond orally to simple questions • Understand processes and properties associated with objects • Use new vocabulary • Develop auditory memory Comprehension • Note details • Recall details

Circle activity Have children sit in a circle on the rug. Then review the concepts and vocabulary they practised this week. Ask: • How does the boy get ready for his bath?

• What does he use to get clean?

Introduce the chant below by reading each line aloud and having the class echo you. Then repeat the chant as a group, substituting a different child’s name each time.

(Maria) took a bath and here’s what she did: She poured in the soap.

Bubble-bub-bub!

She scrubbed off the dirt.

Rub-a-dub-dub!

She let out the water.

Gurgle-glug-glug!

Continue around the circle until each child’s name has been used.

Extend the activity Show children how to properly wash their hands. Then talk about when to wash them and why it’s important to have clean hands.

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Following directions

Bath time

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Sequencing

Bath time Draw lines to put the pictures in order.

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Categorising

Bath time Listen and follow the directions.

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Comparing sizes

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Assessment

What I learnt This week, we listened to the story ‘Bath time’. In the story, a boy takes a bath. He fills the tub with bubbles and gets ready with his soap, face washer and towel. After he washes, he plays with his ducky, making it dive and splash. When he lets the water out, it goes ‘glug-glug-glug’.

Concept Bath time is fun and keeps us clean.

Oral vocabulary bathtub soap bubbles towel clean wash dirty face washer

What to do Have the children retell the story using the picture. Encourage them to use the vocabulary words in the box. Then have them colour the picture.

Extension Have the children show you how they wash their hands. Talk about when and why you should wash your hands.

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12 Concept There are things to do before bedtime.

Activity 1 SKILLS: Oral language • Use new vocabulary • Relate new vocabulary to prior knowledge • Listen for different purposes • Name and describe pictured objects • Follow directions • Speak in complete sentences • Describe the actions of characters in a story • Respond orally to simple questions Comprehension • Make connections using illustrations and prior knowledge • Note details • Recall details • Make inferences and draw conclusions

It’s bedtime Oral vocabulary Nouns: bed, dream, flight, night, spaceship Verbs: brush, climb, wash

Listening to the story Distribute the Activity 1 picture to each child. Then read aloud the story below. Ask children to listen carefully as you read.

My mother says it’s time to get ready for bed. I wash my hands and face. I brush my teeth. I put on my pyjamas. Next, I get my favourite book about space. Mum reads the story to me. Then, Jet and I climb into our spaceship. Mum tucks me into bed and whispers, ‘Sweet dreams, Jenna. Good night. Have a good fl ight’.

Making inferences Guide children in looking at the picture and discussing the story. Use the questions below to help children make connections and inferences.

UNIT 12

Name

ACTIVITY 1

Following directions

It’s bedtime

• Who is Jet? • What does Jenna’s bed look like?

• How do you know Jenna’s book is about space?

• What do you think Jenna dreams about?

• Why does Jenna’s mother say, ‘Have a good fl ight’?

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Following directions Distribute crayons and have children look at the picture. Then say:

Activity 1 picture

Listen carefully and follow my directions.

• What do you know about Jenna’s puppy? (Its name is Jet. It sleeps on Jenna’s bed.) Draw a brown dot on Jet. • What can you see through the window? (You can see the moon and stars.) Draw a yellow dot on the moon.

• Where is Jenna’s book? (The book is on the table.) What is it about?

(It is about space.) Draw a blue dot on the book.

• Who tucks Jenna in? (Her mother tucks her in.) Draw a green dot on her mother’s jumper.

Have children colour the picture according to the dots they drew.

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Activity 2 SKILLS: Oral language • Identify objects through receptive language • Use new vocabulary • Follow directions • Interpret illustrations • Speak in complete sentences • Respond orally to simple questions Comprehension • Note details • Recall details

Understanding illustrations

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Name

ACTIVITY 2

Understanding illustrations

It’s bedtime

To introduce the activity, guide a discussion that helps children recall yesterday’s story.

Reread the story if necessary. Then say:

Listen and follow the directions.

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4

Our story is about a girl named Jenna. She is getting ready for bed.

• What does Jenna do to get ready for bed?

• What does Jenna’s bed look like?

Distribute Activity 2 and crayons. Say: Listen carefully and follow my directions.

• Look at box 1. Do you see a dog dreaming? Colour the happy face for yes or the sad face for no. (yes) What is the dog dreaming about? (It is dreaming about flying to a bone-shaped planet.)

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Activity 2

• Look at box 2. Is Jenna brushing her teeth? Colour the happy face for yes or the sad face for no. (yes) What is she getting ready to do?

(She is getting ready for bed.)

• Look at box 3. Do you see the sky at night? Colour the happy face for yes or the sad face for no. (no) What do you see? (It is daytime.

The sun is shining.)

• Look at box 4. Is Jenna climbing into bed? Colour the happy face for yes or the sad face for no. (yes) What will she do next? (She will go to sleep.)

Activity 3 SKILLS: Oral language • Use new vocabulary • Identify objects through receptive language • Follow directions • Speak in complete sentences • Listen for different purposes • Use descriptive language (shapes) • Identify shapes Comprehension • Make inferences and draw conclusions • Note details Motor skills • Develop small-muscle coordination

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Tracing shapes Distribute Activity 3 and crayons. Say:

UNIT 12

Name

ACTIVITY 3

Tracing shapes

It’s bedtime Listen and trace.

On Monday, we listened to a story about a girl getting ready for bed.

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4

Listen carefully and follow my directions.

• Point to box 1. Is it day or night? (night) How do you know? (the moon and stars) What shape is the moon? (a circle) Trace the circle to make the moon.

• Point to the book. What is the book about? (space) How do you know? (the cover) What shape is the book? (a square) Trace the square to fi nish the book.

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Activity 3

• Find the toothbrush. What is next to it? (toothpaste) How do you know? (the shape and cap) What shape is the toothpaste tube? (a rectangle) Trace the rectangle to fi nish the toothpaste tube.

• Find the lamp. What do you do to a light at bedtime? (turn it off) What shape is the lamp? (a triangle) Trace the triangle to fi nish the lamp.

Everyday literacy: Listening and speaking • www.ricpublications.com.au • R.I.C. Publications®

Activity 4 SKILLS: Oral language • Use new vocabulary • Name and describe pictured objects • Follow directions • Listen for different purposes • Respond orally to simple questions Comprehension • Recall details • Make predictions Phonological awareness • Identify rhymes and rhyming sounds in familiar words

Listening for rhyme Reread the Activity 1 story if necessary.

Then say: In our story this week, it is Jenna’s bedtime.

• If you slept in Jenna’s bed, where do you think you would dream about going?

Distribute Activity 4 and crayons. Say:

Name

UNIT 12

ACTIVITY 4

Listening for rhyme

It’s bedtime Listen and circle the rhyming word.

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3

Let’s listen for rhyming words.

• Put your fi nger on row 1. Name the pictures with me: bunny, head, bed.

Which words rhyme? ( head, bed ) Circle the rhyming pictures. Can you think of another word that rhymes with head? ( fed, red, wed etc.)

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Activity 4

• Put your fi nger on row 2. Name the pictures with me: net, Jet, pyjamas. Which words rhyme? ( net, Jet ) Circle the rhyming pictures.

Can you think of another word that rhymes with net? ( let, met, pet etc.)

• Put your fi nger on row 3. Name the pictures with me: book, bear, hook. Which words rhyme? ( book, hook) Circle the rhyming pictures.

Can you think of another word that rhymes with book? (cook, look, took etc.)

• Put your fi nger on row 4. Name the pictures with me: train, light, kite.

Which words rhyme? (light, kite) Circle the rhyming pictures. Can you think of another word that rhymes with light? (bite, might, night etc.)

Activity 5 SKILLS: Oral language • Use new vocabulary • Show an increase in listening and speaking vocabulary • Begin to understand action words • Recite short poems, rhymes and songs • Develop auditory memory Comprehension • Recall details Motor skills • Develop large-muscle coordination

Circle activity Have children sit in a circle on the rug. Then review the concepts and vocabulary they practised this week. Ask: • What does Jenna do before bedtime?

Teach children the song below, sung to the tune of ‘Here we go round the mulberry bush’. Pantomime the actions as you sing each line and have the class echo you. Then sing and pantomime the verses together.

This is the way we wash our face, wash our face, wash our face.

This is the way we wash our face, when it’s time for bed.

This is the way we brush our teeth, brush our teeth, brush our teeth.

This is the way we brush our teeth, when it’s time for bed.

This is the way we climb in bed, climb in bed, climb in bed.

This is the way we climb in bed, when it’s time for bed.

This is the way we go to sleep, go to sleep, go to sleep.

This is the way we go to sleep, when it’s time for bed.

Extend the activity Have children suggest other bedtime actions to add to the song (e.g. put on pyjamas, pull down the covers, turn off the light, give Mum or Dad a hug).

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Following directions

It’s bedtime

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Understanding illustrations

It’s bedtime Listen and follow the directions.

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ACTIVITY 3

Tracing shapes

It’s bedtime Listen and trace.

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ACTIVITY 4

Listening for rhyme

It’s bedtime Listen and circle the rhyming word.

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Assessment

What I learnt This week, we listened to the story ‘It’s bedtime’. In the story, Jenna washes her hands and face, brushes her teeth and listens to a story about outer space. Then she and her dog, Jet, climb into her bed that is shaped like a spaceship. Her mother says, ‘Good night. Have a good flight’.

Concept There are things to do before bedtime.

Oral vocabulary bed flight brush night climb spaceship dream wash

What to do Have the children tell you what is happening in the picture.

Ask questions such as: What does Jenna do before she climbs into bed? What kind of bed does Jenna have? What do you think she will dream about? Encourage the children to use the vocabulary words in the box to answer your questions.

Then have them colour the picture.

Extension Have the class tell you about the things he or she does to get ready for bed.

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13 Concept Spring is a season.

Activity 1 SKILLS: Oral language • Use new vocabulary • Relate new vocabulary to prior knowledge • Follow directions • Understand processes and properties associated with objects, animals and plants • Speak in complete sentences

It’s spring Oral vocabulary Nouns: bunny, flower, spring Verbs: nibble, peek, watch Adjectives: baby, tiny

Listening to the story Distribute the Activity 1 picture to each child. Say: There are four seasons, or parts, of the year. Spring is a season. Then read aloud the story below. Ask children to listen carefully as you read.

I went out to play today. Everything looked and felt different. The wind was blowing, but it felt a little warmer. The trees had new leaves. Tiny fl owers peeked out at me from the garden. I saw eggs in a nest. Then I saw a surprise. I stood quietly. I did not move. I saw a baby bunny nibbling the new green grass. Then I knew it was spring.

• Listen for different purposes

Making inferences

• Describe the actions of characters in a story

Guide children in looking at the picture and discussing the story. Use the questions below to help children make connections and inferences.

• Respond orally to simple questions • Interpret illustrations

• How did the wind feel?

Comprehension • Make inferences and draw conclusions

• What surprise did the girl see?

• Determine cause and effect

• Why did she stand quietly and not move?

• Note details

• What season was it?

UNIT 13

Name

ACTIVITY 1

Following directions

It’s spring

• Recall details

Following directions Distribute crayons and have children look at the picture. Then say:

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Listen carefully and follow my directions.

Activity 1 picture

• What baby animal do you see in the picture? (baby bunny) What is in the nest? (eggs) Draw a brown dot on the baby bunny. Draw a blue circle around the eggs.

• Who is watching the bunny? (the girl) What is the bunny eating? (grass) Draw a red dot on the girl’s jacket. Draw a green dot on some grass.

• Point to the fl owers in the garden. Flowers grow in different sizes, shapes and colours. Colour the biggest fl ower red. Colour the other fl owers yellow.

Have children colour the picture.

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Activity 2 SKILLS: Oral language • Follow directions • Listen for different purposes

Identifying pictures

• Respond orally to simple questions

• Why did the girl stand quietly?

• Recall details • Make inferences and draw conclusions • Make connections using illustrations and prior knowledge

It’s spring Listen and follow the directions.

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2

3

4

Our story was about a girl and the new things she noticed in spring.

• What new things did she see?

Comprehension • Note details

ACTIVITY 2

Identifying pictures

To introduce the activity, guide a discussion that helps children recall yesterday’s story.

Reread the story if necessary. Then say:

• Name and describe pictured objects

• Use new vocabulary

UNIT 13

Name

Distribute Activity 2 and crayons. Say: Let’s look for things that happen in the spring. Listen carefully and follow my directions.

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• New plants grow in spring. Baby Activity 2 animals grow in spring, too. What do you see in box 1? (a baby bunny, tiny flowers) Do you see those in spring? Colour the happy face for yes or the sad face for no. (yes) • Trees blossom and grow tiny new leaves in spring. What do you see in box 2? (a tree with falling leaves) Do you see that in spring? Colour the happy face for yes or the sad face for no. (no) • Spring has warm weather. What is in box 3? (a snowman) Do you see snowmen in spring? Colour the happy face for yes or sad face for no. (no) • Birds lay eggs in spring. What do you see in box 4? (a nest with eggs) What is inside the eggs? (baby birds waiting to hatch) Do you see eggs in spring? Colour the happy face for yes or the sad face for no. (yes)

Activity 3

Finishing pictures Distribute Activity 3 and crayons. Say:

UNIT 13

Name

ACTIVITY 3

Finishing pictures

It’s spring Draw what is missing.

SKILLS: Oral language • Use new vocabulary • Name and describe pictured objects • Show an increase in listening and speaking vocabulary • Respond orally to simple questions • Follow directions Comprehension • Note details • Recall details • Compare and contrast Motor skills • Develop small-muscle coordination

Listen carefully and follow my directions.

• Look at row 1. What do you see in the fi rst picture? (a nest with eggs) Now look at the picture next to it. What is missing? (eggs) Draw the missing eggs.

• Look at row 2. What do you see in the fi rst picture? (a bunny nibbling grass) Now look at the picture next to it. What is missing? (grass) Draw some grass for the bunny to nibble.

• Look at row 3. What do you see in the fi rst picture? (clouds in the sky) Now look at the picture next to it. What is missing? (the big cloud) Draw a big fl uffy cloud.

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Activity 3

• Look at row 4. What do you see in the fi rst picture? (a flower) Now look at the picture next to it. What is missing? (the top of the flower) Draw the top of the fl ower.

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Activity 4 SKILLS: Oral language • Begin to understand describing words • Relate new vocabulary to prior knowledge • Name and describe pictured objects • Show steady increase in listening and speaking vocabulary • Follow directions • Use descriptive language • Respond orally to simple questions Comprehension • Note details • Recall details • Categorise and classify

Classifying Reread the Activity 1 story if necessary.

Then say: Our story was about spring.

Name

UNIT 13

ACTIVITY 4

Classifying

It’s spring Listen and follow the directions.

1

• Was the wind warm or cold?

• What tiny things did the girl see?

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Distribute Activity 4 and crayons. Say: Listen carefully and follow my directions.

• Put your fi nger on number 1. Name the pictures with me: baby bunny, girl, baby birds. Which ones are babies? (bunny and birds). Circle the baby bunny and the baby birds.

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• Put your fi nger on number 2. Name the pictures with me: bunny, snowman, girl. Which ones are warm? (bunny and girl) Circle the bunny and the girl. Why is the girl warm?

(She’s wearing a jacket with a hood.)

• Put your fi nger on number 3. Name the pictures with me: girl, bunny, snowman. Which one is cold? (snowman) Circle the snowman.

• Put your fi nger on number 4. Name the pictures with me: fl owers, tree, baby bunny. Which ones are tiny? (flowers, baby bunny) Circle the fl owers and the baby bunny.

Have children colour the pictures they circled.

Activity 5 SKILLS: Oral language • Recite short poems, rhymes and songs • Use new vocabulary • Show an increase in listening and speaking vocabulary • Develop auditory memory Comprehension • Recall details

Circle activity Have children sit in a circle on the rug. Then review the concepts and vocabulary they practised this week. Ask: • What are some things that happen in spring?

Teach children the song below, sung to the tune of ‘Mary had a little lamb’.

Tiny fl owers peek at me, peek at me, peek at me.

Tiny fl owers peek at me, in the springtime.

Baby birds hatch in their nest, in their nest, in their nest.

Baby birds hatch in their nest, in the springtime.

Baby bunnies nibble grass, nibble grass, nibble grass.

Baby bunnies nibble grass, in the springtime.

Extend the activity Have children draw pictures of what they love best about spring.

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Identifying pictures

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Finishing pictures

It’s spring Draw what is missing.

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Classifying

It’s spring Listen and follow the directions.

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Assessment

What I learnt This week, we listened to the story ‘It’s spring’. In the story, a girl noticed the wind was warm, not cold. She saw new leaves on trees, tiny spring flowers and a nest with eggs. She was surprised by a baby bunny nibbling the grass. The girl stood quietly and watched.

Concept Spring is a season.

Oral vocabulary baby peek bunny spring flower tiny nibble watch

What to do Have the children tell you what is happening in the picture. Then ask them to name and circle the things that are new in spring (blossoms on the tree, new leaves on the tree, birds’ eggs, tiny flowers, baby bunny). Then have them colour the picture.

Extension Help the class make a picture of a fluffy bunny by gluing cottonwool balls to a piece of paper. Then read aloud a story about a bunny such as The tale of Peter Rabbit by Beatrix Potter or Guess how much I love you by Sam McBratney.

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14 Concept Summer is a season.

Activity 1 SKILLS: Oral language • Name and describe pictured objects • Follow directions • Interpret illustrations • Use new vocabulary • Relate new vocabulary to prior knowledge • Speak in complete sentences • Use descriptive language • Listen for different purposes • Describe the actions of characters in a story • Respond orally to simple questions Comprehension • Make connections using illustrations and real-life experiences • Make inferences and draw conclusions • Note details • Recall details • Determine cause and effect

Summer swim Oral vocabulary Nouns: pool, summer, sunscreen Verb: watch Adjectives: hot, safe

Listening to the story Distribute the Activity 1 picture to each child. Say: There are four seasons.

Summer is a season. Read the story below. Ask children to listen carefully as you read.

I like to play in my swimming pool on hot summer days. My mum watches me in the pool. She makes sure I stay safe. I put on my swimsuit. Mum rubs sunscreen on my skin so I don’t get sunburnt. Then I get into my pool. I like to pretend I am a whale.

Here comes Jack! Do you think there is enough room for him and a whale, too?

Making inferences Guide children in looking at the picture and discussing the story. Use the questions below to help children make connections and inferences.

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ACTIVITY 1

Following directions

Summer swim

• What season is it? What is the weather like?

• Why does the girl’s mum rub sunscreen on her?

• What do you think Jack is going to do?

• What does the girl wonder about when she sees Jack?

Following directions

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Distribute crayons and have children look at the picture. Then say:

Activity 1 picture

Listen carefully and follow my directions.

• What is the girl wearing? (She is wearing a swimsuit.)

Draw a green dot on the girl’s swimsuit.

• Whose swimming pool is it? (It belongs to the girl.) Is it a big or little pool? (It is a little pool.) Draw a blue dot on the swimming pool.

• Who comes over to swim? (Jack) How do you think the girl knows Jack? (He might be her brother or a friend.) Draw a black dot on Jack’s hair.

• What did Jack bring? Why? (He brought toys to play with in the pool.)

Draw a red dot on the pool toys.

Have children colour the picture according to the dots they drew.

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Activity 2 SKILLS: Oral language • Use new vocabulary • Interpret illustrations • Speak in complete sentences • Understand processes and properties associated with objects Comprehension • Make connections using illustrations and prior knowledge • Make inferences and draw conclusions • Categorise and classify

Identifying pictures

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ACTIVITY 2

Identifying pictures

Summer swim

To introduce the activity, guide a discussion that helps children recall yesterday’s story.

Reread the story if necessary. Then say:

Listen and follow the directions.

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4

Yesterday, we listened to a story about children playing in a pool.

• Why does the girl’s mother rub sunscreen on her daughter’s skin?

Distribute Activity 2 and crayons. Say: There are many things we should do to stay safe in summer. Listen carefully and follow my directions.

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• We should wear sunscreen when we go Activity 2 out in the sun. Sunscreen keeps us safe.

Look at box 1. Is the girl in the picture rubbing sunscreen on her skin?

Colour the happy face for yes or the sad face for no. (yes) • We should wear helmets when we ride our bikes. Helmets keep us safe. Look at box 2. The girl in the picture is not wearing a helmet. Is she safe? Colour the happy face for yes or the sad face for no. (no) • A grown-up should always watch us when we swim. Look at box 3. Is a grown-up watching the girl in the picture? Colour the happy face for yes or the sad face for no. (yes) • Learning how to swim is fun. Floaties™ keep us safe. We wear fl oaties on our arms. Look at box 4. Is the boy wearing fl oaties? Colour the happy face for yes or the sad face for no. (yes)

Activity 3 SKILLS: Oral language • Name pictured objects • Follow directions • Listen for different purposes • Respond orally to simple questions • Tell simple personal narratives or memories Phonological awareness • Begin to attend to the beginning sounds in familiar words Comprehension • Make connections using real-life experiences

Beginning sounds Reread the Activity 1 story if necessary.

Then say:

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ACTIVITY 3

Beginning sounds

Summer swim Listen for the beginning sound.

Our story this week is about children in a pool.

• What do you like to do in summer?

Listen carefully and follow my directions.

• Point to the hat. Listen for the sound at the beginning of hat, /h/. Which one begins with /h/: /h/ hose or /f/ fi sh?

Circle the hose.

• Point to the pool. Listen for the sound at the beginning of pool, /p/. Which one begins with /p/: /m/ mask or /p/ pail?

Circle the pail.

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Activity 3

• Point to the ball. Listen for the sound at the beginning of ball, /b/.

Which one begins with /b/: /k/ cat or /b/ bike? Circle the bike.

• Point to the sun. Listen for the sound at the beginning of sun, /s/.

Which one begins with /s/: /s/ sandwich or /g/ girl? Circle the sandwich.

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Activity 4

Categorising

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ACTIVITY 4

Categorising

Reread the Activity 1 story. Then say:

Summer swim Listen and follow the directions.

SKILLS: Oral language • Listen for different purposes • Show a steady increase in listening and speaking vocabulary • Respond orally to simple questions • Follow directions Comprehension • Note details • Recall details • Make connections using illustrations and real-life experiences • Categorise and classify • Make inferences and draw conclusions Motor skills • Develop small-muscle coordination

This story is about a hot summer day in the pool.

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• What things does Jack bring to the pool?

Distribute Activity 4 and crayons. Then say: Listen carefully and follow my directions.

• Look at box 1. Name the pictures with me: swimsuit, mask, slippers. Which ones would you wear in a pool? (mask, swimsuit) Which one does not belong? (slippers) Why? (You don’t wear them in a pool.) Draw an X on the slippers.

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• Look at box 2. Name the pictures with me: boots, swimsuit, hat.

Which ones would you wear on a hot summer day? (swimsuit, hat) Which one does not belong? (boots) Why? (They are for cold days.)

Draw an X on the boots.

• Look at box 3. Name the pictures with me: ball, computer, pool fl oat.

Which ones would you play with in the water? (ball, pool float) Which one does not belong? (computer) Why? (You can’t take it in water.)

Draw an X on the computer.

• Look at box 4. Name the pictures with me: biscuit, book, banana.

Which ones are snacks? (biscuit, banana) Which one does not belong? (book) Why? (You can’t eat it.) Draw an X on the book.

Activity 5 SKILLS: Oral language • Use new vocabulary • Speak in complete sentences • Develop auditory memory • Recite short poems, rhymes and songs • Respond orally to simple questions • Show an increase in listening and speaking vocabulary

Circle activity Have children sit in a circle on the rug. Then review the concepts and vocabulary they practised this week. Ask: • What is the weather like in summer?

• What do you wear to play in a swimming pool?

• Should a grown-up watch you when you are in a swimming pool?

Introduce the chant below by reading the first line aloud and having the class echo you. Then model saying what you like to do on a hot summer day. Go around the circle, with the class chanting the first line together and each child taking a turn completing the sentence frame.

Chant together: We like to play on a hot summer day.

Child 1: I like to

on a hot summer day.

Extend the activity Have children draw what they like to do in summer.

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Summer swim

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Identifying pictures

Summer swim Listen and follow the directions.

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Beginning sounds

Summer swim Listen for the beginning sound.

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Categorising

Summer swim Listen and follow the directions.

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Name

Assessment

What I learnt This week, we listened to the story ‘Summer swim’. In the story, a girl plays in a small swimming pool. Her mother watches her and rubs sunscreen on her skin to keep her safe. Then Jack comes over to play in the pool, too.

Concept Summer is a season.

Oral vocabulary hot summer pool sunscreen safe watch

What to do Have the children tell you about the picture. If necessary, ask questions such as: Why is the mother watching the children?

Are the children safe? What pool toys does Jack bring? What do you like to do when it is hot outside? Encourage the children to use the vocabulary words in the box to answer your questions. Then have them colour the picture.

Extension If it is summer, play with the class outside. Turn on the hose and sprinkler (if allowed), or fill tubs of water. If it is not summer, pretend it is! Wear sunglasses and hats, make lemonade and watch a movie that has a summer theme.

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15 Concept Autumn is a season.

Activity 1 SKILLS: Oral language • Use new vocabulary • Follow directions • Interpret illustrations • Relate new vocabulary to prior knowledge • Understand processes and properties associated with objects, animals and plants • Listen for different purposes • Describe the actions of characters in a story • Respond orally to simple questions • Speak in complete sentences

It’s autumn Oral vocabulary Nouns: birds, autumn, leaves, rake, squirrel Verb: rake Adjective: crunch

Listening to the story Distribute the Activity 1 picture to each child. Say: There are four seasons.

Autumn is a season. Then read aloud the story below. Ask children to listen carefully as you read.

The air is cool. I put on my warm jumper. Dad and I go out to rake the autumn leaves. Yellow and red leaves have fallen from the tree. I like the way the leaves go ‘crunch’ as I step on them. We look up into the tree. The baby birds that hatched in the summer have fl own away. Dad says they have fl own to a warmer place.

We see a big grey squirrel run up and hide a nut in the hole in the tree. Autumn is a busy time.

Making inferences Guide children in looking at the picture and discussing the story. Use the questions below to help children make connections and inferences.

Comprehension • Make predictions

• Why is the boy wearing a warm jumper?

• Make inferences and draw conclusions

• What is the squirrel busy doing?

• Note details • Recall details • Make connections using illustrations and prior knowledge • Determine cause and effect Note: Squirrels are not native to Australia

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ACTIVITY 1

Following directions

It’s autumn

• Where do you think the birds are?

• Do you think the boy will help rake leaves?

Following directions Distribute crayons and have children look at the picture. Then say:

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Listen carefully and follow my directions.

Activity 1 picture

• Who hides nuts in autumn? Why? (A squirrel hides nuts to eat in winter.)

Draw a brown dot on the squirrel.

• Why do the leaves need to be raked? (They are all over the yard.) What can the boy and his dad use to rake the leaves? (They can use rakes.)

Draw a red dot on each rake.

• What do the boy and his dad look for in the tree? (They look for birds.)

What do they see in the tree? (They see an empty nest and a squirrel.)

Draw a yellow dot on the nest.

Have children colour the picture according to the dots they drew.

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Activity 2 SKILLS: Oral language • Identify the source of environmental sounds • Listen for different purposes • Name and describe pictured objects

Identifying sounds

Comprehension • Note details • Recall details

ACTIVITY 2

Identifying sounds

It’s autumn

To introduce the activity, guide a discussion that helps children recall yesterday’s story.

Reread the story if necessary. Then say:

Listen and circle.

1

Our story is about a boy and his dad.

• What is the weather like? Why?

2

• What sound do the leaves make when the boy steps on them?

3

• Follow directions • Respond orally to simple questions

UNIT 15

Name

Distribute Activity 2 and crayons. Say: Listen carefully and follow my directions.

4

• Look at row 1. What do you see? (slippers on a rug, thongs on sand, shoes on leaves) Which one makes a ‘crunch’ sound? Circle that picture. (shoes crunching leaves)

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• Look at row 2. What do you see? (bird, fish, kitten) Which one makes a ‘chirp-chirp’ sound? Circle that picture. (bird) • Look at row 3. What do you see? (hammer, rake and leaves, hose) Which one makes a ‘scritch-scratch’ sound? Circle that picture. (rake) • Look at row 4. What do you see? (boy raking, squirrel with a nut, boy jumping) Which one might say ‘Yippee!’? Circle that picture. (boy jumping)

Activity 3 SKILLS: Oral language • Use new vocabulary • Interpret illustrations • Retell a story in sequence • Show an increase in listening and speaking vocabulary • Respond orally to simple questions • Follow directions Comprehension • Note details • Recall details • Identify sequence of events Motor skills • Develop small-muscle coordination

Sequencing Distribute Activity 3 worksheet and crayons.

Then say:

ACTIVITY 3

Sequencing

It’s autumn Draw lines to show the order.

Listen carefully to this story: ‘It is autumn.

A boy and his dad take rakes outside. They rake the leaves into a big pile. Then the boy jumps into the pile of leaves. Yippee!’

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2

• Look at the pictures. Which one shows what happens fi rst in the story? (The boy and his dad take rakes outside.) Put your fi nger on that picture. Draw a line from the picture to the number 1.

• Which picture shows what happens next in the story? (They rake leaves and make a big pile.) Put your fi nger on that picture. Draw a line from the picture to the number 2.

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• Which picture shows what happens last in the story? (The boy jumps into the pile of leaves.) Put your fi nger on that picture. Draw a line from the picture to the number 3.

Have children turn to a partner and retell the story, using the pictures.

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Activity 4 SKILLS: Oral language • Use new vocabulary • Interpret illustrations • Name and describe pictured objects • Show an increase in listening and speaking vocabulary • Follow directions • Respond orally to simple questions • Understand processes and properties associated with objects, animals and plants Comprehension • Note details • Recall details • Make connections using prior knowledge • Categorise and classify

Identifying seasons Reread the Activity 1 story if necessary. Then say:

Name

UNIT 15

ACTIVITY 4

Identifying seasons

It’s autumn Circle what happens in autumn.

This week, our story is about things that happen in autumn.

1

• How do some trees change in autumn?

• What do some birds do in autumn?

2

Distribute Activity 4 and crayons. Then say: Let’s look for things that you see in autumn.

Listen carefully and follow my directions.

3

• In autumn, some trees change colours and their leaves fall off. Look at row 1.

What do you see? (a tree with leaves; a Activity 4 tree with some leaves falling; a tree with no leaves, but snow on it) Which tree would you see in autumn? (a tree with leaves falling) Circle the picture of the tree with leaves falling.

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• Birds lay eggs in spring. Baby birds hatch in summer. In autumn, they leave their nests and fly to warmer places. Look at row 2. What do you see? (baby birds in a nest, eggs in a nest, an empty nest with birds flying away) Which one happens in autumn? (an empty nest with birds flying away) Circle the picture of an empty nest.

• In autumn, children wear jumpers or jackets. Look at row 3. What do you see? (a boy wearing a swimsuit, a boy wearing a coat, a boy wearing a jumper) Which one shows what you wear in autumn? (a boy wearing a jumper) Circle the picture of a boy wearing a jumper.

Activity 5 SKILLS: Oral language • Respond orally to simple questions • Develop auditory memory • Recite short poems, rhymes and songs Comprehension • Recall details

Circle activity Have children sit in a circle on the rug. Then review the concepts and vocabulary they practised this week. Ask: • What do the boy and his dad do in autumn?

• What other things happen in autumn?

Teach children the song below, sung to the tune of ‘Wheels on the bus’.

Encourage them to invent actions for the different verses.

The leaves on the trees go down, down, down; down, down, down; down, down, down.

The leaves on the trees go down, down, down.

All through autumn.

Extend the activity Make up new verses together for other seasons (e.g. winter: ‘The leaves on the trees are all gone now; all gone now; all gone now … All through winter’).

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Following directions

It’s autumn

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ACTIVITY 2

Identifying sounds

It’s autumn Listen and circle.

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Sequencing

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ACTIVITY 4

Identifying seasons

It’s autumn Circle what happens in autumn.

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Assessment

What I learnt This week, we listened to the story ‘It’s autumn’. In the story, a boy puts on a warm jumper to rake the leaves with his dad. The leaves have fallen from the tree. The leaves go ‘crunch’ when the boy steps on them. The boy and his dad see an empty bird’s nest and a squirrel hiding a nut.

Concept Autumn is a season.

Oral vocabulary birds leaves crunch rake autumn squirrel

What to do Have the children circle the things that happen in autumn (fallen leaves, empty nest, squirrel). Then ask them to tell you about those things. Ask questions such as: How do some trees change in autumn? Where are the birds? What is the squirrel doing? Encourage the children to use the vocabulary words in the box to answer your questions. Then have them colour the picture.

Extension Go outside together and find a variety of leaves. Have the class tell you about the differences in the leaves (e.g. small, large, smooth, rough, pointy edges, round edges, straight edges, red, brown, green).

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16 Concept It’s fun to play in the snow.

Activity 1 SKILLS: Oral language • Use new vocabulary • Relate new vocabulary to prior knowledge • Follow directions • Understand processes and properties associated with objects • Listen for different purposes • Describe the actions of characters in a story • Respond orally to simple questions • Interpret illustrations Comprehension • Make connections using illustrations and prior knowledge • Note details

Winter fun Oral vocabulary Nouns: snow, snowman, surprise Adjectives: large, medium, outside, same, small, white

Listening to the story Distribute the Activity 1 picture to each child. Say: There are four seasons.

Winter is a season. Then read aloud the story below. Ask children to listen carefully as you read.

One morning, Anna woke up early. She looked out the window.

There was a big surprise! White snow covered the ground. The trees looked like they were wearing white coats. So, Anna put on her coat. Then, she ran to wake up Luke. ‘Look outside!’ she called to her brother. ‘Let’s go out and play!’

Making inferences Guide children in looking at the picture and discussing the story. Use the questions below to help children make connections and inferences.

ACTIVITY 1

Following directions

Winter fun

• What happened while Anna was asleep?

• What covered the ground and trees?

• Recall details

• Why did Anna put on her coat?

• Make inferences and draw conclusions

• What are Anna and Luke doing outside?

Motor skills • Develop small-muscle coordination

UNIT 16

Name

Following directions Distribute crayons and have children look at the picture. Then say:

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Let’s help Anna and Luke fi nish their snowman.

Listen carefully and follow my directions.

Activity 1 picture

• Anna puts two eyes on the snowman. Draw two black dots for eyes.

• Luke gives the snowman a carrot nose. Draw an orange carrot-shaped nose.

• Anna makes a smile using rocks. Draw a brown smile.

• Luke makes two arms using sticks. Draw two brown arms.

• Anna gives the snowman a scarf to wear. Draw a red scarf on the snowman.

• Luke uses three rocks for the snowman’s buttons. Draw three black buttons on the snowman’s body.

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Activity 2 SKILLS: Oral language • Use new vocabulary • Speak in complete sentences • Begin to understand describing words • Follow directions • Respond orally to simple questions • Use descriptive language Comprehension • Recall details Motor skills • Develop small-muscle coordination

Finishing a picture

UNIT 16

Name

ACTIVITY 2

Finishing a picture

Winter fun

To introduce the activity, guide a discussion that helps children recall yesterday’s story.

Reread the story if necessary. Then say:

Trace the lines. Finish the snowman.

Yesterday, we listened to a story about Anna. She woke up to a surprise.

• What was the surprise?

Distribute Activity 2 and crayons. Say: Let’s make a snowman. Listen carefully and follow my directions.

• First, trace the large circle using red.

• Next, trace the medium circle using blue.

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Activity 2

• Then, trace the small circle using green.

• What do you want to add to the snowman? (Children could draw eyes, a nose, a mouth, arms etc.) Draw those things on your snowman.

Have children finish and then share their completed snowmen. Ask them to describe what they added to their snowmen (e.g. ‘I drew a blue scarf’).

Activity 3 SKILLS: Oral language • Understand processes and properties associated with objects • Use new vocabulary • Speak in complete sentences • Respond orally to simple questions • Follow directions Comprehension • Note details • Recall details • Make connections using illustrations and real-life experiences • Categorise and classify

Identifying seasons Reread the Activity 1 story if necessary.

Then say: On Monday, we listened to a story about Anna and her brother Luke.

UNIT 16

Name

ACTIVITY 3

Identifying seasons

Winter fun Circle what you see in winter.

1

• What did Anna see when she woke up?

Distribute Activity 3 and crayons. Say:

2

Listen carefully and follow my directions.

• Look at the trees in row 1. In winter, some trees lose all of their leaves.

Which tree would you see in winter? (the one without leaves) Circle the tree without leaves. When would you see the other trees? (spring, summer and autumn)

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Activity 3

• Look at Anna in row 2. What clothes would she wear in winter? (a coat, hat, scarf and boots) Why? (It is cold in the winter.) Circle Anna wearing her winter clothes. When would Anna wear the other clothing? (in spring, autumn and summer) • Look at the things in row 3. Which would you see in winter? (a snowman) Why? (It only snows in winter.) Circle the snowman. When do you see fl owers? (in spring and summer) When do you see leaves on the ground? (in autumn)

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Activity 4 SKILLS: Oral language • Use new vocabulary • Interpret illustrations • Follow directions Comprehension • Make connections using illustrations • Note details • Recall details

Matching

Name

UNIT 16

ACTIVITY 4

Matching

Reread the Activity 1 story if necessary.

Then say: Anna and Luke will play in the snow.

Winter fun Circle the one that is the same.

1

• What will they make in the snow?

2

Distribute Activity 4 and crayons. Say: • These are all winter things. Name the pictures with me: scarf, hat, mitten, snowman, snowfl ake.

• Compare and contrast

• Point to the fi rst scarf in row 1. Find the scarf that is the same and circle it.

Motor skills • Develop small-muscle coordination

• Point to the fi rst hat in row 2. Find the hat that is the same and circle it.

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Activity 4

• Point to the fi rst mitten in row 3. Find the mitten that is the same and circle it.

• Point to the fi rst snowman in row 4. Find the snowman that is the same and circle it.

• Point to the fi rst snowfl ake in row 5. Find the snowfl ake that is the same and circle it.

Activity 5 SKILLS:

Circle activity Have children sit in a circle on the rug. Then review the concepts and vocabulary they practised this week. Ask:

Oral language • Recite short poems and rhymes

• What surprise did Anna see when she woke up?

• Use new vocabulary

• What would you like to do in the snow?

• Show an increase in listening and speaking vocabulary • Speak in complete sentences • Tell simple personal narratives or memories • Develop auditory memory Comprehension • Make connections using real-life experiences

• What did Anna and Luke do in the snow?

Introduce and model the chant below by reading each line and having the class echo you. Then model saying what you did on a snowy day. Go around the circle, with the class chanting the lines together, substituting a different child’s name each time. Allow each child a turn to chant the last line.

Chant together: One snowy morning,

(Amy) went outside.

Saw a snow-white blanket Stretching far and wide.

(Amy), (Amy), what did you do?

Child: I

. ( made a snowman, went sledding etc.)

Extend the activity Have children lie on the rug. Show them how to move their arms and legs to make a ‘snow angel’. Then read aloud The snowy day by Ezra Jack Keats.

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ACTIVITY 1

Following directions

Winter fun

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ACTIVITY 2

Finishing a picture

Winter fun Trace the lines. Finish the snowman.

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ACTIVITY 3

Identifying seasons

Winter fun Circle what you see in winter.

1

2

3

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ACTIVITY 4

Matching

Winter fun Circle the one that is the same.

1

2

3

4

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UNIT 16

Name

Assessment

What I learnt This week, we listened to the story ‘Winter fun’. In the story, Anna woke up to a surprise. It had snowed while she was asleep and everything was now covered in white. Anna and her brother, Luke, go outside and build a snowman.

Concept It’s fun to play in the snow.

Oral vocabulary large snow medium snowman same surprise small white

What to do Have the children tell you about the picture. Ask: How do you know it’s winter? Encourage them to use the vocabulary words in the box to answer your question. Then ask them to tell you what objects are missing from the picture. Have them draw a snowman, mittens and a hat on the girl and a nut for the squirrel.

Extension Provide two or three different-sized jar lids for the class to use as templates. Have them trace around the lids to make ‘snowman’ circles on paper. Then have the children decorate the snowman.

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U NIT

17 Concept Some foods come from the garden.

Activity 1 SKILLS: Oral language • Use new vocabulary • Relate new vocabulary to prior knowledge • Follow directions • Understand processes and properties associated with plants

Picnic time Oral vocabulary Nouns: beans, corn, garden, watermelon Verbs: cook, pick Adjectives: hungry, outside

Listening to the story Distribute the Activity 1 picture to each child. Then read aloud the story below. Ask children to listen carefully as you read.

On Saturday, everyone in my family helped in the garden. We pulled the weeds and watered the ground. Then, my sister picked some corn. I picked some green beans. Dad found a ripe watermelon. After all that work, we were hungry! Mum cooked the corn and beans. We had a delicious picnic right in our own garden.

• Name and describe pictured objects • Listen for different purposes • Describe the actions of characters in a story • Tell simple personal narratives or memories • Respond orally to simple questions • Speak in complete sentences Comprehension • Recall details • Make inferences and draw conclusions • Make connections using illustrations and real-life experiences • Note details

Making inferences Guide children in looking at the picture and discussing the story. Use the questions below to help children make connections and inferences.

UNIT 1

Name

ACTIVITY 1

Following directions

Picnic time

• Who picked the corn?

• Where did the family have its picnic?

• Where did they get the food that they ate?

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Listen carefully and follow my directions.

Activity 1 picture

• What is Dad putting on his plate? (He is putting corn on his plate.) What is inside the pot? (There is corn in the pot.) Draw a black dot on the pot. Draw a yellow dot on Dad.

• Where does the corn grow? (It grows in the garden.) Do you like to eat corn? (Answers vary.) Draw a green dot on each corn plant.

• Mum cooked the beans. What colour are the beans? (She cooked green beans.) Do you like green beans? (Answers vary.) Draw a purple dot on Mum. Draw a green dot on the beans.

• Dad found a watermelon. Are watermelons big or small? (They are big.) Do you like to eat watermelon? (Answers vary.) Draw a red circle around the watermelon.

Have children colour the picture.

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Activity 2 SKILLS: Oral language • Name and describe pictured objects • Use new vocabulary • Follow directions • Understand processes and properties associated with plants • Respond orally to simple questions Comprehension • Categorise and classify • Make connections using illustrations and prior knowledge • Recall details

Identifying pictures

UNIT 1

Name

ACTIVITY 2

Identifying pictures

Picnic time

To introduce the activity, guide a discussion that helps children recall yesterday’s story.

Reread the story if necessary. Then say:

Circle the one that grows in a garden.

1

Yesterday, we listened to a story about a family that had a picnic.

2

• Which foods did the family grow in its garden?

3

Distribute Activity 2 and crayons. Say: Listen carefully and follow my directions.

4

• Name the pictures in row 1. (watermelon, shoe, milk) Which one grows in a garden? (watermelon) Circle the watermelon.

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Activity 2

• Name the pictures in row 2. (chocolate bar, hose, corn) Which one grows in a garden? (corn) Circle the corn.

• Name the pictures in row 3. (fence, beans, ice-cream) Which one grows in a garden? (beans) Circle the beans.

• Name the pictures in row 4. (cheese, fork, pumpkin) Which one grows in a garden? (pumpkin) Circle the pumpkin.

Activity 3 SKILLS: Oral language • Listen for different purposes • Respond orally to simple questions • Follow directions Comprehension • Recall details Phonological awareness • Begin to break words into syllables • Clap along with each syllable

Counting syllables Distribute Activity 3 and crayons. Say:

UNIT 17

Name

ACTIVITY 3

Counting syllables

Picnic time Colour the number of word parts you hear.

We listened to a story about a family picnic.

1

2

3

4

• Why was the family so hungry?

Listen carefully and follow my directions.

• Put your fi nger on the corn. Say the word corn and clap with me: corn. (clap) How many word parts did you hear? (one) How many times did we clap? (once) Colour one box under the corn.

• Put your fi nger on the garden. Say the word garden and clap with me: gar•den. (clap, clap) How many word parts did you hear? (two) Colour two boxes under the garden.

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Activity 3

• Put your fi nger on the table. Say the word table and clap with me: ta•ble. (clap, clap) How many word parts did you hear? (two) Colour two boxes under the table.

• Put your fi nger on the tree. Say the word tree and clap with me: tree. (clap) How many word parts did you hear? (one) Colour one box under the tree.

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Activity 4 SKILLS: Oral language • Show steady increase in listening and speaking vocabulary • Interpret illustrations • Respond orally to simple questions • Speak in complete sentences • Use new vocabulary • Understand processes and properties associated with objects, animals and plants • Follow directions Comprehension • Identify sequence of events • Note details • Recall details Motor skills • Develop small-muscle coordination

Sequencing Distribute Activity 4 and crayons. Point out each picture as you say: • Listen carefully to this story: ‘First, you plant the seeds. Next, you water the seeds. Finally, the plants grow’.

Now put your fi nger on the star.

Which picture in this row shows what happens fi rst? ( Someone plants seeds.) Trace the 1 below the picture.

What happens next? ( Someone waters the seeds.) Trace the 2 below the picture. What happens last? ( The plants grow.) Trace the 3 below the picture.

UNIT 17

Name

ACTIVITY 4

Sequencing

Picnic time Write 1, 2, 3 to show the order.

3

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Activity 4

• Listen carefully to this story: ‘First, you pick the corn. Next, you cook the corn.

Finally, you eat the corn’. Now put your fi nger on the triangle. Which picture in this row shows what happens fi rst? ( Someone picks the corn.) Write a 1 below the picture. What happens next? ( It cooks in a pot.) Write a 2 below the picture. What happens last? ( She eats the corn.) Write a 3 below the picture.

• Listen carefully to this story: ‘First, the table is empty. Next, someone puts food on the table. Finally, the children sit down to eat at the table’.

Now put your fi nger on the square. Which picture in this row shows what happens fi rst? ( The table is empty.) Write a 1 below the picture.

What happens next? ( Food is on the table.) Write a 2 below the picture.

What happens last? ( Children sit down to eat.) Write a 3 below the picture.

Activity 5 SKILLS: Oral language • Use new vocabulary • Develop auditory memory • Begin to understand action words • Recite short poems, rhymes and songs Comprehension • Recall details Motor skills • Develop large-muscle coordination

Circle activity Have children sit in a circle on the rug. Then review the concepts and vocabulary they practised this week. Ask: • What did the family do in the garden?

• What did they eat at the picnic?

Teach children the song below, sung to the tune of ‘Here we go round the mulberry bush’. Have them invent simple actions for the different verses.

This is the way we pick the corn, pick the corn, pick the corn.

This is the way we pick the corn, from our lovely garden.

This is the way we cook the corn, … etc.

This is the way we eat the corn, … etc.

Extend the activity Have children suggest verses about other foods that grow in a garden.

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Unit 17

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UNIT 1

Name

ACTIVITY 1

Following directions

Picnic time

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Name

UNIT 1

ACTIVITY 2

Identifying pictures

Picnic time Circle the one that grows in a garden.

1

2

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4

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ACTIVITY 3

Counting syllables

Picnic time Colour the number of word parts you hear.

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ACTIVITY 4

Sequencing

Picnic time Write 1, 2, 3 to show the order.

3

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Name

Assessment

What I learnt This week, we listened to the story ‘Picnic time’. First, the family weeds and waters the garden and picks corn, green beans and watermelon. Then, they have a picnic and enjoy the foods they have grown. It all tastes yummy!

What to do Have the children tell you what is happening in the picture. Ask questions such as: What is the family doing? What did they do before eating? What foods did they grow in their garden?

Encourage the children to use the vocabulary words in the box to answer your questions. Then have them colour the picture.

Concept Some foods come from the garden.

Oral vocabulary beans hungry cook outside corn pick garden watermelon

Extension Use cups of soil to plant a windowsill garden. Corn, watermelon, lettuce or alfalfa will sprout in about a week. Keep the soil moist and warm.

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U NIT

18 Concept A spider spins a web to trap food.

Activity 1 SKILLS: Oral language • Use new vocabulary • Relate new vocabulary to prior knowledge • Tell simple personal narratives or memories • Understand processes and properties associated with objects and animals • Name and describe pictured objects • Follow directions • Respond orally to simple questions • Listen for different purposes • Describe the actions of characters in a story • Speak in complete sentences Comprehension • Make inferences and draw conclusions • Note details • Make connections using illustrations, prior knowledge and real-life experiences • Recall details

A spider Oral vocabulary Nouns: fly, food, spider, threads, web Verbs: spin, stuck, trap, wait

Listening to the story Distribute the Activity 1 picture to each child. Then read aloud the story below. Ask children to listen carefully as you read.

Yesterday, I saw a spider on the fence in the backyard. I watched it spin its web. The spider pulled thin, sticky threads from its body to make the web. My mum said a spider uses a web to trap food.

I named the spider Sophie. This morning, we went outside to check on Sophie. A fly was stuck in the web. Sophie had caught her breakfast!

Making inferences Guide children in looking at the picture and discussing the story. Use the questions below to help children make connections and inferences.

UNIT 18

Name

ACTIVITY 1

Following directions

A spider

• What did the girl see in her backyard?

• Where do spider webs come from?

• What will the spider eat?

• Why is a spider web sticky?

Following directions Distribute crayons and have children look at the picture. Then say:

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Listen carefully and follow my directions.

Activity 1 picture

• Where is the girl? (She is in her backyard, by the fence.) What does she see? (She sees a spider.) Have you ever seen a spider? Where? (Answers vary.) Do all spiders look the same?

(All spiders have eight legs. Some spiders are big, but some are small.

Spiders are different colours.) Draw a purple circle around the spider.

Draw an orange dot on the girl.

• What is Sophie the spider doing? (Sophie is spinning a web.) Have you ever watched a spider spin a web? (Answers vary.) Where does a spider get sticky threads to spin a web? (Its body makes the sticky threads.) Draw a black line over the thread the spider is swinging from.

• Who else is by the fence? (The girl’s mother is by the fence.) Draw a blue dot on the girl’s mother.

Have children colour the picture.

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Activity 2 SKILLS: Oral language • Use new vocabulary • Relate new vocabulary to prior knowledge • Show steady increase in listening and speaking vocabulary • Follow directions • Understand processes and properties associated with objects, animals and plants • Interpret illustrations • Speak in complete sentences • Respond orally to simple questions Comprehension • Note details • Make inferences and draw conclusions • Recall details

Identifying pictures

UNIT 18

Name

ACTIVITY 2

Identifying pictures

To introduce the activity, guide a discussion that helps children recall yesterday’s story.

Reread the story if necessary. Then say:

A spider Listen and follow the directions.

1

2

3

4

We listened to a story about a girl and her mum. A spider lived in their backyard.

• What did the spider spin?

• What did the girl name the spider?

Distribute Activity 2 and crayons. Say: Listen carefully and follow my directions.

• Look at box 1. Did the spider spin a web? Colour the happy face for yes or the sad face for no. (yes) What do you think the spider is waiting for? (It’s waiting to trap a fly.)

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Activity 2

• Look at box 2. Do spiders eat fl owers? Colour the happy face for yes or the sad face for no. (no) What does a spider eat? (A spider eats flies.)

• Look at box 3. Is the girl looking at a spider? Colour the happy face for yes or the sad face for no. (no) How are a spider and a cat different?

(A spider is smaller than a cat. A spider has more legs. A spider has no tail.)

• Look at box 4. Is a fly stuck in the web? Colour the happy face for yes or the sad face for no. (yes) How does a fly get stuck in a web? (The fly flies into the sticky web.)

Activity 3 SKILLS: Oral language • Understand processes and properties associated with objects and animals • Follow directions • Interpret illustrations • Respond orally to simple questions • Tell simple personal narratives or memories • Use descriptive language (numbers and colours) Comprehension • Recall details • Make inferences and draw conclusions Motor skills • Develop small-muscle coordination

Developing motor skills Reread the Activity 1 story if necessary. Then say:

UNIT 18

Name

ACTIVITY 3

Developing motor skills

A spider Listen and trace.

Our story this week was about a girl who found a spider in her backyard.

• What did the girl learn about spiders?

• What was stuck in Sophie’s web?

Distribute Activity 3 and crayons. Say: • How many legs do spiders have? Let’s count them on Sophie: 1-2-3-4-5-6-7-8.

Trace the lines to make eight spider legs.

• What colour would you like the spider to be? (Answers vary.) Colour the spider that colour.

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Activity 3

• What is the spider doing in this picture?

(She is spinning a web.) Why do you think the spider is spinning a web? (She is spinning a web to trap a fly to eat.) Help the spider spin her web in order to trap a fly. Trace over the lines to fi nish the web.

• Where do you think this web might be? Where have you seen a spider web? (Answers vary.)

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Activity 4 SKILLS: Oral language • Use new vocabulary • Interpret illustrations • Respond orally to simple questions • Speak in complete sentences • Follow directions • Retell a story in sequence Comprehension • Recall details • Identify sequence of events • Make inferences and draw conclusions Motor skills • Develop small-muscle coordination

Sequencing Distribute Activity 4 and crayons. Say:

Name

UNIT 18

ACTIVITY 4

Sequencing

A spider Draw lines to show the order.

Listen carefully to this story: 1

’Once, there was a little spider named Sophie. First, she looked for a special place to spin her web. Next, she used threads from her body to make the web.

Then, she waited. Finally, a fly fl ew into the web and got stuck!’

• What did Sophie do fi rst? (She looked for a place to spin her web.) Put your fi nger on the picture that shows Sophie looking for a place to spin her web. Draw a line from the picture to number 1.

2

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Activity 4

• What did Sophie do after she spun her web? (She waited.) Put your fi nger on the picture that shows Sophie waiting after she spun her web. Draw a line from the picture to number 2.

• What happened next? (A fly flew into the web and got stuck.) Put your fi nger on the picture that shows a fly stuck in the web. Draw a line from the picture to number 3.

Have students use the pictures to retell the story to a partner.

Activity 5 SKILLS: Oral language • Recite short poems, rhymes and songs

Circle activity Have children sit in a circle on the rug. Then review the concepts and vocabulary they practised this week. Ask: • How does a spider make a web?

• Why does a spider make a web?

• Follow directions • Show an increase in listening and speaking vocabulary • Respond orally to simple questions • Develop auditory memory Comprehension • Recall details Motor skills • Develop large-muscle coordination

Introduce and model the chant below. Then choose one child to be the ‘spider’ and one child to be the ‘fly’. Have the rest of the class stand in a circle and hold hands. Tell children to lift their arms above their heads to make a ‘spider web’. Have the spider chase the fly in and out of the circle, between the children, as everyone recites the chant.

Chant together: A busy little spider A sticky web did spin.

A buzzy little fly Flew right in!

On the last word of the chant (in), have children lower their arms to try to catch the fly inside the circle. Choose a new spider and fly and continue playing the game until each child has a chance to participate.

Extend the activity Teach and sing, ‘Incy wincy spider’.

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Unit 18

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Name

ACTIVITY 1

Following directions

A spider

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ACTIVITY 2

Identifying pictures

A spider Listen and follow the directions.

1

2

3

4

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UNIT 18

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ACTIVITY 3

Developing motor skills

A spider Listen and trace.

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UNIT 18

ACTIVITY 4

Sequencing

A spider Draw lines to show the order.

1

2

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Unit 18

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UNIT 18

Name

Assessment

What I learnt This week, we listened to the story ‘A spider’. In the story, a girl found a spider spinning a web in her backyard. She named the spider Sophie. She learnt that a spider spins a web using threads from its body. It uses the web to trap flies to eat.

What to do Have the children tell you what is happening in the picture. Ask questions such as: Why is the spider making a web? What is it using to spin the web? What will happen next? Should you ever touch a spider? (No, because some spiders bite. Also, you might hurt the spider.) Encourage the children to use the vocabulary words in the box to answer your questions. Then have them colour the picture.

Concept A spider spins a web to trap food.

Oral vocabulary fly threads food trap spider wait spin web stuck

Extension Go outside together and look for spiders and small insects. Teach the class to look but not touch.

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U NIT

19 Concept A chicken family has a rooster, hen and chicks.

Activity 1 SKILLS: Oral language • Use new vocabulary • Listen for different purposes • Describe the actions of characters in a story • Respond orally to simple questions • Relate new vocabulary to prior knowledge • Identify the source of environmental sounds • Follow directions • Understand processes and properties associated with animals • Speak in complete sentences Comprehension • Note details

The chicken family Oral vocabulary Nouns: chick, chicken, coop, egg, family, hen, nest, rooster Verbs: cluck, scatter

Listening to the story Distribute the Activity 1 picture to each child. Then read aloud the story below. Ask children to listen carefully as you read.

‘Cock-a-doodle-doo!’ The rooster says it’s time to get up. Sadie runs to the chicken coop. She scatters corn on the ground for the chicken family. The mother hen says ‘cluck-cluck!’ Her chicks come running. ‘Peep-peep!’ They eat their breakfast. Sadie will go into the chicken coop. She will look for an egg in the nest.

Then she will have a yummy breakfast!

Making inferences Guide children in looking at the picture and discussing the story. Use the questions below to help children make connections and inferences.

ACTIVITY 1

Following directions

The chicken family

• Who is in the chicken family? (The rooster is the father. The hen is the mother. The chicks are the babies.)

• Recall details

• Why do the chicks come running?

• Make inferences and draw conclusions

• What will Sadie have for breakfast?

• Determine cause and effect

UNIT 19

Name

Following directions Distribute crayons and have children look at the picture. Then say:

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Listen carefully and follow my directions.

Activity 1 picture

• What is inside the chicken coop? (There is a nest with an egg.) Who lays eggs? (The hen lays eggs.) What does the hen say? (‘cluck-cluck’) Draw a brown dot on the chicken coop.

Draw a yellow circle around the hen.

• What does Sadie do for the chickens? (She scatters corn for them to eat.) Where is the rooster? (The rooster is on top of the chicken coop.)

What does the rooster say? (‘cock-a-doodle-doo’) Draw a purple dot on Sadie. Draw a red circle around the rooster.

• What do the chicks say? (‘peep-peep’) Draw a yellow dot on each chick.

Have children colour the picture.

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Activity 2 SKILLS: Oral language • Use new vocabulary • Name and describe pictured objects • Respond orally to simple questions • Interpret illustrations • Follow directions Comprehension • Note details • Compare and contrast • Recall details Motor skills • Develop small-muscle coordination

Identifying pictures

UNIT 19

Name

ACTIVITY 2

Identifying pictures

The chicken family

To introduce the activity, guide a discussion that helps children recall yesterday’s story.

Reread the story if necessary. Then distribute the Activity 2 and crayons. Say:

Name the members of the chicken family.

Here is the chicken family.

• The rooster is the father of the chicken family. Let’s make the rooster sound: cock-a-doodle-doo!

Finish the picture.

• The hen is the mother of the chicken family. Let’s make the hen sound: cluckcluck!

• The chick is the baby of the chicken family. Let’s make the chick sound: peep-peep!

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Activity 2

Have children colour the chicken family. Then say: Now let’s fi nish drawing the chick at the bottom of the page.

• Take a yellow crayon. Trace the circle to make the chick’s body.

• Use your orange crayon to colour the chick’s beak. Can you hear it say ‘peep-peep’?

• Use your orange crayon to trace the chick’s legs.

• The chick likes to eat corn. Draw some yellow corn for the chick to eat.

Now the chick is happy!

Activity 3 SKILLS: Oral language • Use new vocabulary • Identify objects through receptive language • Follow directions • Understand processes and properties associated with animals • Respond orally to simple questions Comprehension • Note details • Recall details • Categorise and classify Motor skills • Develop small-muscle coordination

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Developing motor skills Reread the Activity 1 story if necessary.

Then say:

UNIT 19

Name

ACTIVITY 3

Developing motor skills

The chicken family Listen and draw.

Our story is about a chicken family.

• What do hens do?

• Where does the hen in the story lay eggs?

• What will Sadie have for breakfast?

Distribute Activity 3 and crayons. Say: Listen carefully and follow my directions.

• Put your fi nger on the hen. Where does a hen lay eggs? (It lays eggs in a nest.)

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• Draw a line around and around until you get to the nest. Then draw an egg in the nest.

Activity 3

• Now look at the pictures below the nest. What do you see? (hen, rooster, chick) Which one is the mother? (hen) Draw a blue circle around the hen. Which one is the baby? (chick) Draw a red circle around the chick. Which one is the father? (rooster) Draw a green circle around the rooster.

Everyday literacy: Listening and speaking • www.ricpublications.com.au • R.I.C. Publications®

Activity 4 SKILLS: Oral language • Identify the source of environmental sounds • Name and describe pictured objects • Respond orally to simple questions • Use new vocabulary • Speak in complete sentences • Listen for different purposes • Follow directions

Identifying sounds Reread the Activity 1 story if necessary. Then say: In our story, Sadie takes care of a chicken family.

• What other animals might Sadie have?

Name

UNIT 19

ACTIVITY 4

Identifying sounds

The chicken family Circle the one that makes the sound you hear.

1

2

Distribute Activity 4 and crayons. Say: Listen carefully and follow my directions.

• Look at row 1. Name the pictures with me: cow, rooster, Sadie. Which one says ‘cock-a-doodle-doo’? (the rooster) Draw a circle around the rooster.

3

4

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Comprehension • Make connections using illustrations and prior knowledge • Note details • Recall details

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• Look at row 2. Name the pictures with Activity 4 me: rooster, chicks, Sadie. Which one says ‘Here, chick, chick’? (Sadie) Why do you think she calls the chickens? (She calls them to come and eat.)

Draw a circle around Sadie.

• Look at row 3. Name the pictures with me: cow, hen, chicks. Which one says ‘cluck-cluck’? (the hen) Draw a circle around the hen.

• Look at row 4. Name the pictures with me: chicks, rooster, hen.

Which one says ‘peep-peep’? (the chicks) Draw a circle around the chicks.

Activity 5 SKILLS:

Circle activity Have children sit in a circle on the rug. Then review the concepts and vocabulary they practised this week. Ask:

Oral language • Identify source of environmental sounds

• Who takes care of the chicken family?

• Respond orally to simple questions

• What sounds do they make?

• Recite short poems, rhymes and songs • Develop auditory memory Comprehension • Recall details

• Who is in the chicken family?

Teach children this song, sung to the tune of ‘The wheels on the bus’.

The hen on the farm says ‘cluck-cluck-cluck; cluck-cluck-cluck; cluck-cluck-cluck’.

The hen on the farm says ‘cluck-cluck-cluck’.

We can say it, too!

The rooster on the farm says ‘cock-a-doodle-doo; …’ etc.

The chicks on the farm say ‘peep-peep-peep; …’ etc.

The girl on the farm says, ‘Here, chick, chick; …’ etc.

Extend the activity Have children suggest other farm animal sounds for additional verses.

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Unit 19

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UNIT 19

Name

ACTIVITY 1

Following directions

The chicken family

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Name

UNIT 19

ACTIVITY 2

Identifying pictures

The chicken family Name the members of the chicken family.

Finish the picture.

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UNIT 19

Name

ACTIVITY 3

Developing motor skills

The chicken family Listen and draw.

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Name

UNIT 19

ACTIVITY 4

Identifying sounds

The chicken family Circle the one that makes the sound you hear.

1

2

3

4

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UNIT 19

Name

Assessment

What I learnt This week, we listened to the story ‘The chicken family’. In the story, the rooster wakes everyone with a ‘cock-a-doodle-doo!’

Sadie runs to the chicken coop and scatters corn for the chickens.

The hen goes ‘cluck-cluck’. The chicks go ‘peep-peep’. Sadie will look for an egg for her breakfast.

What to do Have the children tell you the name of the animal in the box below. Ask questions about the chick, such as: What is this animal? What will it be when it grows up? What sound will it make? Then ask: Who is in the chicken family? (rooster, hen, chick) What sound does a rooster make? What sound does a hen make? Then have the children trace the chick and draw another one like it.

Concept A chicken family has a rooster, hen and chicks.

Oral vocabulary chick family chicken hen cluck nest coop rooster egg scatter

Extension

Have the class name other animals and tell you what sounds they make.

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U NIT

20 Concept There are many things to learn in school.

Activity 1 SKILLS: Oral language • Use new vocabulary • Relate new vocabulary to prior knowledge • Interpret illustrations • Tell simple personal narratives or memories • Follow directions • Speak in complete sentences • Listen for different purposes • Describe the actions of characters in a story • Respond orally to simple questions Comprehension • Make connections using illustrations and real-life experiences • Note details • Recall details • Make inferences and draw conclusions

At school Oral vocabulary Nouns: name, rhyme, school, song, story Verbs: listen, say, sing, write

Listening to the story Distribute the Activity 1 picture to each child. Then read aloud the story below. Ask children to listen carefully as you read.

Every morning, Miss Green says to me, ‘Good morning, Katie. We are going to learn a lot today!’ I hang up my jacket and write my name on the class list. Then I go to play. Josh is building a tower of blocks. He lets me help him until Miss Green calls us over for circle time. I like circle time. We listen to stories and talk about them. Sometimes we sing and clap. My favourite part is when Miss Green plays the guitar.

Making inferences Guide children in looking at the picture and discussing the story. Use the questions below to help children make connections and inferences.

UNIT 20

Name

ACTIVITY 1

Following directions

At school

• Where are the children?

• What does Katie do when she gets to school?

• Who is Miss Green?

• What does Katie like best about circle time?

Following directions

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Distribute crayons and have children look at the picture. Then say:

Activity 1 picture

Listen carefully and follow my directions.

• Where are the children? (They are at school. They are sitting on the rug.) Why did the children sit on the rug? (They followed directions.)

Draw a blue dot on each child’s shirt. Draw a red dot on the rug.

• What is Miss Green doing? (She is reading a story to the children.)

What stories do you like to hear? (Answers vary.) Draw a green dot on the book. Draw a purple dot on Miss Green.

• What instrument does Miss Green play when the children sing? (She plays a guitar.) Draw a brown dot on the guitar. What songs do you know how to sing? (Answers vary.)

Have children colour the picture according to the dots they drew.

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Activity 2 SKILLS: Oral language • Use new vocabulary • Interpret illustrations • Follow directions • Respond orally to simple questions • Speak in complete sentences • Tell simple personal narratives or memories Comprehension • Note details • Recall details • Categorise and classify • Make connections using illustrations and real-life experiences

Identifying pictures

UNIT 20

Name

ACTIVITY 2

Identifying pictures

At school

To introduce the activity, guide a discussion that helps children recall yesterday’s story.

Reread the story if necessary. Then say:

Listen and follow the directions.

1

2

3

4

Our story is about children who learn to do many things at school.

• What do the children do while their teacher reads to them?

Distribute Activity 2 and crayons. Say: Listen carefully and follow my directions.

• What do you see in box 1? (A child is listening as the teacher reads a book.)

Is that something you do at school?

Colour the happy face for yes or the sad face for no. (yes) What book do you like to have read to you? (Answers vary.)

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Activity 2

• What do you see in box 2? (A child is taking a bath.) Is that something you do at school? Colour the happy face for yes or the sad face for no. (no) Do you like to take a bath? (Answers vary.)

• What do you see in box 3? (Children are singing together.) Is that something you do at school? Colour the happy face for yes or the sad face for no. (yes) What songs do you like to sing? (Answers vary.)

• What do you see in box 4? (Children are eating a snack.) Is that something you do at school? Colour the happy face for yes or the sad face for no. (yes) What do you like to eat for a snack? (Answers vary.)

Activity 3 SKILLS: Oral language • Follow directions • Relate new vocabulary to prior knowledge • Tell simple personal narratives or memories Comprehension • Make connections using real-life experiences • Note details Motor skills • Develop small-muscle coordination

Developing motor skills Distribute Activity 3 and crayons. Say:

UNIT 20

Name

ACTIVITY 3

Developing motor skills

At school Write your name. Finish the picture.

Name

The children in our story write their names on a list when they get to class. We are going to write our names, too.

• Put your fi nger on the box at the top of the page.

• Write your name in the box. (Model writing names as necessary.)

• Now look at the picture. Trace around the face. What is missing? (The hair, eyes, nose and mouth are missing.)

What colour is your hair? What colour are your eyes? Draw the missing parts to look like you.

I like school.

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Activity 3

• Look below the picture. Put your fi nger on the fi rst letter. These words say I like school. Move your fi nger below the words and say them with me: I like school. Why do you like school? (Answers vary.)

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Activity 4 SKILLS: Oral language • Use new vocabulary • Identify objects through receptive language • Respond orally to simple questions • Tell simple personal narratives or memories Phonological awareness • Identify rhymes and rhyming sounds in familiar words

Listening for rhyme Reread the Activity 1 story if necessary. Then say: Our story this week was about Katie and her class.

• Does our class do the same kinds of activities as Katie’s class?

Distribute Activity 4. Say:

Name

UNIT 20

ACTIVITY 4

Listening for rhyme

At school Circle the pictures that rhyme.

1

2

3

Listen carefully and follow my directions.

• Put your fi nger on row 1. Name the pictures with me: play, hay, dog. Which words rhyme? (play, hay) Circle the rhyming pictures. Can you think of another word that rhymes with play? (day, say, way, may etc.)

4

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Activity 4

• Put your fi nger on row 2. Name the pictures with me: sing, run, ring.

Which words rhyme? (sing, ring) Circle the rhyming pictures. Can you think of another word that rhymes with sing? (sting, thing, bring etc.)

• Put your fi nger on row 3. Name the pictures with me: paints, reads, seeds. Which words rhyme? (reads, seeds) Circle the rhyming pictures. Can you think of another word that rhymes with reads? (beads, weeds, feeds etc.)

• Put your fi nger on row 4. Name the pictures with me: guitar, cap, map.

Which words rhyme? (cap, map) Circle the rhyming pictures. Can you think of another word that rhymes with cap? (tap, rap, nap etc.)

Activity 5 SKILLS: Oral language • Recite short poems, rhymes and songs

Circle activity Have children sit in a circle on the rug. Then review the concepts and vocabulary they practised this week. Say: • Name some things the children learnt to do at school.

• What do you like to do at school?

• Use new vocabulary • Respond orally to simple questions • Tell simple personal narratives or memories • Develop auditory memory Comprehension • Recall details

Teach children this song, sung to the tune of ‘Did you ever see a lassie?’ or ‘The more we get together’. Have children hold hands as they sing.

The more we sing together, together, together, The more we sing together, the happier we’ll be.

For you sing and I sing. And I sing and you sing.

The more we sing together, the happier we’ll be.

The more we play together … etc.

The more we rhyme together … etc.

Extend the activity Have children suggest additional verses for other activities in school.

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Unit 20

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UNIT 20

Name

ACTIVITY 1

Following directions

At school

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UNIT 20

Name

ACTIVITY 2

Identifying pictures

At school Listen and follow the directions.

1

2

3

4

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Unit 20

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UNIT 20

Name

ACTIVITY 3

Developing motor skills

At school Write your name. Finish the picture.

Name

I like school.

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Name

UNIT 20

ACTIVITY 4

Listening for rhyme

At school Circle the pictures that rhyme.

1

2

3

4

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UNIT 20

Name

Assessment

What I learnt This week, we listened to the story ‘At school’. In the story, Miss Green greets Katie when she arrives at school. Katie hangs up her jacket and writes her name on the class list. She and Josh play with blocks. Then the children have circle time. They listen to stories and talk about them. Sometimes they sing and clap as Miss Green plays her guitar.

Concept There are many things to learn in school.

Oral vocabulary listen sing name song rhyme story say write school

What to do Have the children tell you what is happening in the picture. Then ask questions such as: What do the children know how to do at school? What do you like to do most at school? Encourage the children to use the vocabulary words in the box to answer your questions. Then have them colour the picture.

Extension Help the class practise writing their names. Write each child’s name in large letters and have him or her trace over it. Then have the child write his or her name below your writing.

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Answers Unit 1

Activity 2 UNIT 1

Name

ACTIVITY 2

Activity 3 UNIT 1

Name

Identifying pictures

ACTIVITY 3

Activity 4 Name

Using fine motor skills

Play outside

Play outside

Play outside

Listen and follow the directions.

Trace the lines.

Draw what is missing.

1

2

3

4

Unit 1

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Unit 2 Name

15

16

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Activity 2 UNIT 2

ACTIVITY 2

UNIT 2

Name

ACTIVITY 3

ACTIVITY 4

Unit 1

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Activity 3

Counting to 4

UNIT 1

Recalling information

17

Activity 4 Name

Finding differences

UNIT 2

ACTIVITY 4

Identifying shapes

Tom and Ben Bear

Tom and Ben Bear

Tom and Ben Bear

Listen and follow the directions. Count and match.

Circle the one that is different.

Listen and follow the directions.

1

2

1 3

2 3

4

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Unit 3 Name

Unit 2

23

24

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Activity 2 UNIT 3

ACTIVITY 2

Activity 3 UNIT 3

Name

Identifying senses

ACTIVITY 3

Name

Identifying senses

My five senses

My five senses

Listen and follow the directions.

Listen and follow the directions.

31

32

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UNIT 3

ACTIVITY 4

Identifying senses

Listen and follow the directions. Circle the ear or nose.

Unit 3

25

Activity 4

My five senses

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Unit 2

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Answers

Unit 3

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Answers Unit 4

Activity 2 UNIT 4

Name

ACTIVITY 2

Activity 3 UNIT 4

Name

Classifying

ACTIVITY 3

Activity 4 UNIT 4

Name

Drawing

Getting dressed

Getting dressed

Getting dressed

Match the clothes to the weather.

Listen and draw.

Listen and draw a path.

Unit 4

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Unit 5

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40

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Activity 2 UNIT 5

Name

ACTIVITY 2

UNIT 5

Name

ACTIVITY 3

Unit 4

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Activity 3

Using positional words

ACTIVITY 4

Following directions

41

Activity 4 UNIT 5

Name

Following directions

ACTIVITY 4

Using fine motor skills

Our parade

Our parade

Our parade

Listen and follow the directions.

Listen and circle the pictures.

Listen and follow the directions.

1

red

blue

2

brown

3

orange

4 purple

Answers will vary.

green

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Unit 6

Unit 5

47

48

Unit 5

Activity 2 UNIT 6

Name

ACTIVITY 2

1

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3

Activity 3 UNIT 6

Name

Using positional words

ACTIVITY 3

Unit 5

49

Activity 4 UNIT 6

Name

Matching

ACTIVITY 4

Drawing

On the playground

On the playground

On the playground

Listen and follow the directions.

Circle the pictures that match.

Draw the missing parts.

1

2

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2 1

2

3

4 3

Drawings will vary but must include eyes, hair, a nose, and a mouth.

4

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Answers

Unit 6

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Answers Unit 7 Name

Activity 2 UNIT 7

ACTIVITY 2

Activity 3 UNIT 7

Name

Sequencing

ACTIVITY 3

Activity 4 UNIT 7

Name

Classifying

ACTIVITY 4

Beginning sounds

Snack time

Snack time

Snack time

Draw lines to show the correct order.

Listen and follow the directions.

Listen and follow the directions.

1

2

3

4

1

2

3 Favourite foods will vary.

Unit 7

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Unit 8 Name

63

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Activity 2 UNIT 8

ACTIVITY 2

Activity 3 UNIT 8

Name

Matching feelings

ACTIVITY 3

UNIT 8

Name

Identifying feelings

All kinds of feelings

Draw what is missing. Match the feelings.

Colour the face that shows how each one feels.

Listen and follow the directions.

2

3

Unit 8

Unit 9 Name

71

72

Unit 8

ACTIVITY 2

1

2

3

1

2

3

1

2

3

1

2

3

1

2

3

1

2

3

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Activity 2 UNIT 9

UNIT 9

Name

Patterning

ACTIVITY 3

We play games

Draw the missing shapes.

Listen and colour.

73

Activity 4 UNIT 9

Name

Counting sounds

We play games

Unit 8

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Activity 3

1

ACTIVITY 4

Counting syllables

All kinds of feelings

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Activity 4

All kinds of feelings

1

Unit 7

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ACTIVITY 4

Following directions

We play games Listen and follow the directions.

2

1

go 2

8

1 3 3

2

Unit 9

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80

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6

stop 3

4

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4

4

5

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Answers

Unit 9

81

173

Answers Activity 2

Unit 10

UNIT 10

Name

ACTIVITY 2

Activity 3 UNIT 10

Name

Listening for rhyme

ACTIVITY 3

Activity 4 ACTIVITY 4

Categorising

At the library

At the library

At the library

Listen and follow the directions.

Listen carefully. Draw lines to match.

Listen and follow the directions.

1

UNIT 10

Name

Making predictions

2 1

2 3

4 3

4

Unit 10

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88

Unit 1

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Activity 2

Unit 11

UNIT 11

Name

ACTIVITY 2

Activity 3 UNIT 11

Name

Sequencing

ACTIVITY 3

UNIT 11

Name

Categorising

Bath time Draw lines to put the pictures in order.

Listen and follow the directions.

Listen and follow the directions.

3

1

2

ACTIVITY 4

Comparing sizes

Bath time

2

89

Activity 4

Bath time

1

Unit 1

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1 yellow blue

3

4

5

6

2

green

3

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Activity 2

Unit 12

UNIT 12

Name

ACTIVITY 2

Activity 3 UNIT 12

Name

ACTIVITY 3

It’s bedtime

It’s bedtime

Listen and follow the directions.

Listen and trace.

2

1

Unit 11

97

Activity 4 Name

Tracing shapes

Understanding illustrations

1

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UNIT 12

ACTIVITY 4

Listening for rhyme

It’s bedtime Listen and circle the rhyming word.

2 1

2 3

4

3

4 3

4

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Answers

Unit 12

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Answers Activity 2

Unit 13

UNIT 13

Name

ACTIVITY 2

Activity 3 UNIT 13

Name

Identifying pictures

ACTIVITY 3

Activity 4

It’s spring

It’s spring

Listen and follow the directions.

Draw what is missing.

Listen and follow the directions.

3

2 1

1

2

2

3

3

4

4

4

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Activity 2

Unit 14

UNIT 14

Name

ACTIVITY 2

Activity 3 UNIT 14

Name

Identifying pictures

ACTIVITY 3

UNIT 14

Name

Beginning sounds

Listen and follow the directions.

Listen for the beginning sound.

Listen and follow the directions.

1

2

1

2

3

4

3

4

Name

119

120

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Activity 2 UNIT 15

ACTIVITY 2

UNIT 15

Name

ACTIVITY 3

Unit 14

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Activity 3

Identifying sounds

ACTIVITY 4

Categorising

Summer swim

Unit 14

113

Activity 4

Summer swim

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Summer swim

Unit 15

ACTIVITY 4

Classifying

It’s spring 1

UNIT 13

Name

Finishing pictures

121

Activity 4 Name

Sequencing

UNIT 15

ACTIVITY 4

Identifying seasons

It’s autumn

It’s autumn

It’s autumn

Listen and circle.

Draw lines to show the order.

Circle what happens in autumn.

1

1

1

2

2

3

4

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3

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Answers

Unit 15

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175

Answers Activity 2

Unit 16

UNIT 16

Name

ACTIVITY 2

Activity 3 UNIT 16

Name

Finishing a picture

ACTIVITY 3

Activity 4 UNIT 16

Name

Identifying seasons

Winter fun

Winter fun

Winter fun

Trace the lines. Finish the snowman.

Circle what you see in winter.

Circle the one that is the same.

Drawings will vary.

ACTIVITY 4

Matching

1 1

green

2 blue

2

3

4 red

3 5 R.I.C. Publications®. • www.ricpublications.com.au • Everyday literacy: Listening and speaking

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Activity 2

Unit 17

UNIT 1

Name

ACTIVITY 2

Activity 3 UNIT 17

Name

Identifying pictures

ACTIVITY 3

137

Activity 4 UNIT 17

Name

Counting syllables

ACTIVITY 4

Sequencing

Picnic time

Picnic time

Picnic time

Circle the one that grows in a garden.

Colour the number of word parts you hear.

Write 1, 2, 3 to show the order.

1

Unit 16

R.I.C. Publications®. • www.ricpublications.com.au • Everyday literacy: Listening and speaking

2

1

3

2

2

3

4

3

3

2

4

3 R.I.C. Publications®. • www.ricpublications.com.au • Everyday literacy: Listening and speaking

Unit 1

143

144

Unit 17

Everyday literacy: Listening and speaking • www.ricpublications.com.au • R.I.C. Publications®

Activity 2

Unit 18

UNIT 18

Name

ACTIVITY 2

UNIT 18

Name

ACTIVITY 3

145

Activity 4 Name

Developing motor skills

UNIT 18

ACTIVITY 4

Sequencing

A spider

A spider

A spider

Listen and follow the directions.

Listen and trace.

Draw lines to show the order.

1

Unit 17

R.I.C. Publications®. • www.ricpublications.com.au • Everyday literacy: Listening and speaking

Activity 3

Identifying pictures

2

2

1

3

2

4

3 The color of the spider will vary.

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176

Answers

Unit 18

151

152

Unit 18

Everyday literacy: Listening and speaking • www.ricpublications.com.au • R.I.C. Publications®

R.I.C. Publications®. • www.ricpublications.com.au • Everyday literacy: Listening and speaking

Unit 18

153

Everyday literacy: Listening and speaking • www.ricpublications.com.au • R.I.C. Publications®

Answers Activity 2

Unit 19

UNIT 19

Name

ACTIVITY 2

Activity 3 UNIT 19

Name

Identifying pictures

ACTIVITY 3

Activity 4 Name

Developing motor skills

UNIT 19

ACTIVITY 4

Identifying sounds

The chicken family

The chicken family

The chicken family

Name the members of the chicken family.

Listen and draw.

Circle the one that makes the sound you hear.

1

2

Finish the picture.

yellow

yellow corn

3 orange

4 orange blue R.I.C. Publications®. • www.ricpublications.com.au • Everyday literacy: Listening and speaking

Unit 19

159

160

Unit 19

green

red

Everyday literacy: Listening and speaking • www.ricpublications.com.au • R.I.C. Publications®

Activity 2

Unit 20

UNIT 20

Name

ACTIVITY 2

Activity 3 UNIT 20

Name

Identifying pictures

ACTIVITY 3

161

Activity 4 Name

Developing motor skills

UNIT 20

ACTIVITY 4

Listening for rhyme

At school

At school

At school

Listen and follow the directions.

Write your name. Finish the picture.

Circle the pictures that rhyme.

1

Unit 19

R.I.C. Publications®. • www.ricpublications.com.au • Everyday literacy: Listening and speaking

Name

2

Drawings will vary.

1

2 3

4 3

4

I like school.

R.I.C. Publications®. • www.ricpublications.com.au • Everyday literacy: Listening and speaking

Unit 20

167

168

Unit 20

Everyday literacy: Listening and speaking • www.ricpublications.com.au • R.I.C. Publications®

R.I.C. Publications®. • www.ricpublications.com.au • Everyday literacy: Listening and speaking

R.I.C. Publications®. • www.ricpublications.com.au • Everyday literacy: Listening and speaking

Answers

Unit 20

169

177