EDUC4871

English 4: Oral Language, Speaking and Listening

Patrick Hampton
Assignment 3
32000773
Hannah Wall
Rationale

I believe a successful Early Childhood literacy program is based on children’s willingness to

participate. To ensure children are interested in literacy learning, activities and experiences

must be engaging and play-based. According to School Curriculum Standard Authority

(2014) in English children will listen, read and view spoken, written and multimodal texts of

which the main purpose is to entertain.

In the early years children need an abundance of opportunities to talk, discuss ideas and

engage in conversations. Oral language is essential to the development of every other

aspect of literacy (Cameron & Dempsey, 2016). An educator can facilitate this in their

literacy program through guiding and being involved in shared conversations with children

to extend their thinking (Department of Education, Employment and Workplace Relations

(DEEWR), 2009).

Students gain an understanding of literacy knowledge and skills when they are explicitly

taught and given opportunities to practice. In my teaching pedagogy, I will utilise the

Gradual Release of Responsibility Model (Pearson & Gallagher, 1983) to teach new content

explicitly before moving onto children being able to complete tasks independently.

Literacy skills need to be practiced as much as possible for children to become fluent and

confident in using them in the context of their life. It is essential that literacy skills are used

throughout all the other learning areas. Integrating literacy skills in subjects like Humanities

will provide students with meaningful context and useful application of their skills. For

example, children can use a specific text type, Oral Reports, to present findings and

Humanities content (School Curriculum Standard Authority [SCSA], 2014).

My personal values influence my teaching pedagogy that all children’s writing and reading

work and achievements should be celebrated. I think it is important for children to view

themselves as confident authors. I once heard of a child being asked ‘Who is your favourite

author?’ She responded, “Well besides from me, Mem Fox”. This is a perfect example of

how a literacy program has given a child opportunities to lead her to the success of being a

confident author.

I believe that in the early years it is important for children to develop a love for reading and

writing that will hopefully follow them into the higher years. Early exposure to books is

crucial for a child’s literacy development. My teaching pedagogy and classroom

environment will support the students in developing a positive outlook towards reading and

writing.

Below are some examples of how I intend to do this:

• A variety of children’s literature

• Songs and rhymes children can join in with

• Teacher reading aloud to children twice or more a day

• Using the interests of the students as writing topics

• Allowing choice

• Interactive and engaging play based experiences which inspire the use of literacy

skills

• Dramatic play in a variety of contexts

I believe that literacy is most beneficially taught and practised in focus groups. Grouping

children depending on ability will help cater for diversity and create appropriate tasks and
support for each group. Small groups also allow children to get instant feedback from a

teacher allowing them to self-correct and apply this feedback, in a meaningful context. My

teaching pedagogy informs my practice that practice of literacy tasks should often be done

in small groups to create an environment that sets children up for success.

 Western Australian Curriculum | English | Pre-primary
Sub-strands Content Descriptions Year Level Description
Language variation
• Understand that English is one of many languages spoken in Australia and that different languages may be spoken by family, classmates and community (ACELA1426) In the Pre-primary year, students
and change
communicate with peers, teachers, known
• Explore how language is used differently at home and school depending on the relationships between people (ACELA1428) adults and students from other classes.
Language for interaction
• Understand that language can be used to explore ways of expressing needs, likes and dislikes (ACELA1429)
Students engage with a variety of texts for
• 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 enjoyment. They listen to, read and view
informative texts have different purposes (ACELA1430) spoken, written and multimodal texts in which
Text structure and • Understand that some language in written texts is unlike everyday spoken language (ACELA1431) the primary purpose is to entertain, as well as
organisation • Understand that punctuation is a feature of written text different from letters; recognise how capital letters are used for names, and that capital letters and full stops signal the some texts designed to inform. These include
beginning and end of sentences (ACELA1432)
traditional oral texts, picture books, various
• Understand concepts about print and screen, including how books, film and simple digital texts work, and know some features of print, for example directionality (ACELA1433)
Language

types of stories, rhyming verse, poetry, non-

• Recognise that sentences are key units for expressing ideas (ACELA1435) fiction, film, multimodal texts and dramatic
Expressing and • Recognise that texts are made up of words and groups of words that make meaning (ACELA1434) performances. They participate in shared
developing ideas • Explore the different contribution of words and images to meaning in stories and informative texts (ACELA1786) reading, viewing and storytelling using a range
• Understand the use of vocabulary in familiar contexts related to everyday experiences, personal interests and topics taught at school (ACELA1437) of literary texts, and recognise the entertaining
• Recognise and generate rhyming words, alliteration patterns, syllables and sounds (phonemes) in spoken words (ACELA1439) nature of literature.
• Recognise and name all upper and lower case letters (graphemes) and know the most common sound that each letter represents (ACELA1440) The range of literary texts for Pre-primary to
• Understand how to use knowledge of letters and sounds including onset and rime to spell words (ACELA1438) Year 10 comprises Australian literature,
• Know how to read and write some high-frequency words and other familiar words (ACELA1817)
Phonics and word including the oral narrative traditions of
knowledge • Understand that words are units of meaning and can be made of more than one meaningful part (ACELA1818)
Aboriginal and Torres Strait Islander peoples,
• Segment sentences into individual words and orally blend and segment onset and rime in single syllable spoken words, and isolate, blend and manipulate phonemes in single
syllable words (ACELA1819) as well as the contemporary literature of these
• Write consonant-vowel-consonant (CVC) words by representing some sounds with the appropriate letters, and blend sounds associated with letters when reading CVC words two cultural groups, and classic and
(ACELA1820) contemporary world literature, including texts
from and about Asia.
Texts in context • Identify some familiar texts and the contexts in which they are used (ACELY1645)
Literary texts that support and extend Pre-
• Listen to and respond orally to texts and to the communication of others in informal and structured classroom situations (ACELY1646) primary students as beginner readers include
Interacting with others • Use interaction skills including listening while others speak, using appropriate voice levels, articulation and body language, gestures and eye contact (ACELY1784)
decodable and predictable texts that range
• Deliver short oral presentations to peers (ACELY1647)
from caption books to books with one or more
Literacy

• Identify some differences between imaginative and informative texts (ACELY1648) sentences per page. These texts involve
Interpreting, analysing • Read decodable and predictable texts, practising phrasing and fluency, and monitor meaning using concepts about print and emerging contextual, semantic, grammatical and straightforward sequences of events and
and evaluating phonic knowledge (ACELY1649) everyday happenings with recognisable,
• Use comprehension strategies to understand and discuss texts listened to, viewed or read independently (ACELY1650) realistic or imaginary characters. Informative
• Create short texts to explore, record and report ideas and events using familiar words and beginning writing knowledge (ACELY1651) texts present a small amount of new content
• Participate in shared editing of students’ own texts for meaning, spelling, capital letters and full stops (ACELY1652) about familiar topics of interest; a small range
Creating texts
• Produce some lower case and upper case letters using learned letter formations (ACELY1653) of language features, including simple and
• Construct texts using software including word processing programs (ACELY1654) compound sentences; mostly familiar
Literature and context • Recognise that texts are created by authors who tell stories and share experiences that may be similar or different to students’ own experiences (ACELT1575) vocabulary, known, high-frequency words and
single-syllable words that can be decoded
• Respond to texts, identifying favourite stories, authors and illustrators (ACELT1577) phonically, and illustrations that strongly
Responding to literature
• Share feelings and thoughts about the events and characters in texts (ACELT1783)
Literature

support the printed text.

• Identify some features of texts including events and characters and retell events from a text (ACELT1578) Students create a range of imaginative,
• Recognise some different types of literary texts and identify some characteristic features of literary texts, for example beginnings and endings of traditional texts and rhyme in informative and persuasive texts including
Examining literature
poetry (ACELT1785) pictorial representations, short statements,
• Replicate the rhythms and sound patterns in stories, rhymes, songs and poems from a range of cultures (ACELT1579)
performances, recounts and poetry.
• Retell familiar literary texts through performance, use of illustrations and images (ACELT1580)
Creating literature
• Innovate on familiar texts through play (ACELT1831)

Reading and Viewing Writing and Creating Speaking and Listening

At Standard, students use predicting and questioning strategies to make meaning Students understand that their texts can reflect their own experiences. They Students use appropriate interaction skills to listen and respond to others in a
from texts. They recall one or two events from texts with familiar topics. They
Achievement

identify and describe likes and dislikes about familiar texts, objects, characters familiar environment. They listen for rhyme, letter patterns and sounds in words.
understand that there are different types of texts and that these can have similar
Standard

characteristics. They identify connections between texts and their personal
experience. They read short, decodable and predictable texts with familiar vocabulary
and supportive images, drawing on their developing knowledge of concepts of print,
sounds and letters, and decoding and self-monitoring strategies. They recognise the
letters of the English alphabet, in upper and lower case, and know and use the most
common sounds represented by most letters. They read high-frequency words and
blend sounds orally to read consonant-vowel-consonant words.
and events. When writing, students use familiar words, phrases and images to
convey ideas. Their writing shows evidence of letter and sound knowledge,
beginning writing behaviours and experimentation with capital letters and full
stops.
Students understand that their texts can reflect their own experiences. They
identify and describe likes and dislikes about familiar texts, objects, characters and
events. In informal group and whole class settings, students communicate clearly.
They retell events and experiences with peers and known adults. Students identify
and use rhyme, and orally blend and segment sounds in words.

Western Australian Curriculum and Assessment Outline v8.1 (English Pre-primary to Year 10) 2
Part 3: Integrated Literacy Plan – Pre Primary
Ability Groups (High – low): Wombats
SCSA LINKS WRITING
Understand that
punctuation is a feature of
written text different from
letters (Capital letters, full
stops) (ACELA1432)
Write consonant – vowel-
consonant words
(ACELA1820)
Theme: Australian Animals – Possum Magic
Koalas Kangaroos
SPEAKING/LISTENING VIEWING
Innovate on familiar texts
through play (ACELT1831)
Listen to and respond orally to
texts and to the communication
of others in informal and
structured classroom situations
(ACELY1646)
Use interaction skills
(ACELY1784)
Kookaburra
READING OTHER
Respond to texts, Read decodable and HASS – Geography
identifying favourite predictable texts, The globe as a representation of the Earth on which Australia and other
stories, authors and practicing phrasing and familiar countries can be located (ACHASSK014)
illustrators (ACELT1577) fluency (ACELY1649)
The representation of familiar places, such as schools, parks and lakes on a
Use comprehension pictorial map (ACHASSK014)
strategies to understand
and discuss text listened Visual Art
to, viewed or read Development of artistic skills through experimentations of shape, colour, line
independently texture to create artwork (ACAVAM107)
(ACELY1650)

Deliver short oral presentations

to peers (ACELT1647)

Create short texts to explore,

record and report ideas and
events (ACELY1651)
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY ASSESSMENT
Week One Warm up 9.00am Warm up 9.00am Warm up 9.00am Warm up 9.00am Warm up 9.00am Phonics
Book: Possum Magic Community circle: Roll call – describe the Community circle: Mystery bag – Roll Call – Describe a wombat in a While students are doing
How are you today picture of a Sun Bear What are you objects in a bag, only full sentence (eg: Wombats are Sound Bingo Teacher
and why? (eg: ‘The Sun Bear is grateful for? one person knows lazy) notes any areas of
Key: enormous’) what it is and concern for the
T: Teacher lead describes to the class children’s understanding
EA: EA lead so they can guess of phonics and speech
ID: Independent what it is development
Phonics Mat Session Phonics Mat Session Phonics Mat Session Phonics Mat Session Whole Class Phonics wrap up of
Differentiation Explicit teaching Time Explicit teaching Time Explicit teaching Explicit teaching sound ‘Sh’ 9.15am Writing
Embedded through program 9.15am 9.15am Time 9.15am Time 9.15am EA will use checklist
- Sound song - Sound song - Sound song - Sound song - Hidden ‘Sh’ words on Writing Stamp with child
Expectations of work will be - Sound of the - Sound of the - Sound of the - Sound of the slips of paper around the once they have
different for each ability week ‘sh’ (A week ‘sh’ a shy week ‘sh’ a week ‘sh’ a room completed their writing
group Shy Sheep) sheep shy sheep shy sheep - Children need to find to give immediate
- Watch - Brainstorm - On mini one and sit on the mat in feedback. They check if
‘Geraldine ‘sh’ words whiteboards a circle
Phonics – lower groups are the Giraffe - ‘Sh’ words getting children - Take turns reading the their writing included full
exposed to fewer sounds at learn the sh powerpoint with images from write ‘sh’ 5 word and act it out stops, capital letters,
an activity sound’ pictures google to times – tick - Each child illustrates finger spacing, sounding
- Brainstorm - Sound out ‘Sh’ make a favourite their ‘sh’ word on the out, creativity.
Levels of reading books what words with visual mind one word piece of paper
Geraldine actions (SH – map on TV - Write two - Use illustrations and ‘sh’ Reading
Amount of sentences written found head, I – - 3 CVC words ‘sh’ words words to create a ‘sh’ During Guided reading
- 3 CVC words shoulders, p – on own mini from sound chart to be teacher will note down
Amount of support during on own mini hips, ship – clap) whiteboard brainstorm displayed in the some anecdotal notes
explicit teaching mat sessions whiteboard – - 3 CVC words on – show - Draw a classroom about each student
show picture, own mini picture, picture of - Give out skinny writing
EA will sit near children who children whiteboard – children one pads
are struggling sound it out show picture, sound it out - 3 CVC words - Teacher models,
and write it, children sound it and write it, on own mini students sound out and
draw it out and write it, draw it whiteboard write ‘sh’ words
draw it – show
picture, Cosmic Yoga – ‘Squish the Fish’
children 13mins
sound it out
and write it,
draw it

Phonics Rotations Phonics Rotations Phonics Rotations Phonics Rotations

9.30am 9.30am 9.30am 9.30am
Wombats: (T): Sound Wombats: (ID): Phonics Wombats (ID): Wombats (EA): ‘Sh’
Bingo – pull a picture baskets: sort objects into Playdough: ‘Sh’ mat sound money box –
out of a bag, say it to their appropriate sound to complete make place all words with
the table and match to basket (‘sh’, d, i and p) something that has the ‘s’ sound into the
bingo sheet and first ‘sh’ in the word money box image
to get a row wins Koalas (T): Sound Bingo –
pull a picture out of a Koalas (ID): Phonics Koalas (ID):
Koalas: (EA): ‘Sh’ bag, say it to the table baskets: sort objects Playdough: ‘Sh’ mat
sound money box – and match to bingo sheet into their appropriate to complete make
place all words with and first to get a row sound basket (‘sh’, d something that has
the ‘sh’ sound into the wins and p) ‘sh’ in the word
money box image
 Kangaroos (EA): ‘Sh’ Kangaroos (T): Sound Kangaroos (ID):
Kangaroos (ID): sound money box – place Bingo – pull a picture Phonics baskets sort
Playdough: ‘Sh’ mat to all words with the ‘sh’ out of a bag, say it to objects into their
complete and make sound into the money the table and match appropriate sound
something that has box image to bingo sheet and basket (‘Sh’,D and P)
‘sh’ in the word first to get a row wins
Kookaburras (ID): Kookaburras (T):
Kookaburras (ID): Playdough: ‘Sh’ mat to Kookaburras (EA): Sound Bingo – pull a
Phonics baskets: sort complete make ‘Sh’ sound money picture out of a bag
objects into their something that has ‘sh’ in box – place all words say it to the table and
appropriate sound the word with the ‘sh’ sound match to bingo sheet
basket (‘sh’ and d) into the money box and first to get a row
image wins

Crunch and sip Crunch and sip 9.45am Crunch and sip Crunch and sip Crunch and sip 9.45am
9.50am Play School Possum 9.45am 9.45am Aussie Animals by Rod Campbell
Read book Possum Magic Video Wombat Stew by Why I Love Australia
Magic by Mem Fox Marcia K Vaughan by Bronwyn Bancroft
Literacy Rotations Literacy Rotations Literacy Rotations HASS Literacy Rotations 10.00am
10.00am 10.00am 10.00am
Mat session Wombats (EA): Writing Book – “If
Wombats (T) : Guided Wombats (ID): Play Wombats (ID): Use Have pictures of well- I was invisible I would…”
reading Level 20 Focus stations Soft toy Australian known features in (sentences started on whiteboard
on Capital letters and animals. In pairs one Australia and for them to copy). Draw a picture
full stops. Use Kung Fu Kookaburra (T): Guided child records the together place them
punctuation Reading - Decodable other on the iPad on the Map of Kookaburra (ID): Use Soft toy
books Focus on Capital answering the Australia on the Australian animals. In pairs one
Kookaburra (EA): letters and full stops. Use question “Give 4 display board (EG child records the other on the
Writing Book – “If I Kung Fu punctuation reasons or MCG, Opera House, iPad answering the question
was invisible I interesting facts Uluru) “Give 4 reasons or interesting
would…” (Provide Koalas (EA): Writing Book about why do you facts about why do you like this
printed off sentence – “If I was invisible I like this animal? Oral reports – over animal?
starter to stick into would” (Printed starters two weeks -
book). Draw a picture available). Draw a picture Kookaburra (ID): Play children do it in
stations groups of 4 with EA Koalas (ID): Play stations
or T:
 Koalas (ID): Use Soft Kangaroos (ID): Use Soft Koalas (T): Guided Child gives oral Kangaroos (T): Guided reading
toy Australian animals. toy Australian animals. In reading Level 12 report and teacher Level 4 Focus on Capital letters
In pairs one child pairs one child records Focus on Capital scribes it on a and full stops. Use Kung Fu
records the other on the other on the iPad letters and full stops. templated sheet punctuation
the iPad answering answering the question Use Kung Fu - Where have
the question “Give 4 “Give 4 reasons or punctuation you visited
reasons or interesting interesting facts about in Australia?
facts about why do why do you like this Kangaroos (EA): - Why did you
you like this animal? animal? Writing Book – “If I like it? Give
was invisible I me 3
Kangaroos (ID): Play would…” (printed reasons
stations starters). Draw a - Label it on a
picture map of
Australia
- Draw a
picture of it

Rest of the class (ID):

Play stations
RECESS 10.40AM

Play Stations – All available all week

Listening post: QR Code of books being read
aloud
Playdough – scented with native oils and
Australian animal mats
Book Corner: Australian animal
books
Dramatic play – Australiana
play setting with animals and
foods from the Possum Magic
Book
Map of Australia Puzzles – animals, Painting on the veranda, variety of paints
Velcro important landmarks and Australian themes and paint brushes, maps of Australia
special places
Fine motor- pom poms, tweezers Block construction – images on Australian animals and landmarks stuck on
and netted box blocks
Part 3: Integrated Literacy Plan – Pre Primary
Ability Groups (High – low): Wombats Koalas
SCSA LINKS WRITING SPEAKING/LISTNEING VIEWING
Understand that punctuation
is a feature of written text
different from letters (Capital
letters, full stops)
(ACELA1432)
Write consonant – vowel-
consonant words
(ACELA1820)
Theme: Australian Animals
Kangaroos Kookaburra
READING
Innovate on familiar texts
through play (ACELT1831)
Listen to and respond orally to
texts and to the communication
of others in informal and
structured classroom situations
(ACELY1646)
Use interaction skills
(ACELY1784)
OTHER
Respond to texts, Read decodable and HASS – Geography
identifying favourite predictable texts, The globe as a representation of the Earth on which Australia and other
stories, authors and practicing phrasing and familiar countries can be located (ACHASSK014)
illustrators (ACELT1577) fluency (ACELY1649)
The representation of familiar places, such as schools, parks and lakes on a
Use comprehension pictorial map (ACHASSK014)
strategies to understand
and discuss text listened
Visual Art
to, viewed or read
Development of artistic skills through experimentations of shape, colour, line
independently
texture to create artwork (ACAVAM107)
(ACELY1650)

Deliver short oral presentations

to peers (ACELT1647)

Create short texts to explore,

record and report ideas and
events (ACELY1651)
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY ASSESSMENT
Week Two Warm up 9.00am Warm up 9.00am Warm up 9.00am Warm up 9.00am Warm up 9.00am Phonics
Book: Possum Magic Mystery News - Mystery News – Koalas Mystery News - Mystery news - Mystery news – absent children Teacher writes a list of
Wombats Kangaroos Kookaburras during week or ones that didn’t words child makes with
have time for puzzle pieces. Note if they
Key: Phonics Mat Session Phonics Mat Session Phonics Mat Session Phonics Mat Session Whole Class Phonics wrap up of made ‘ch’ words and if
T: Teacher lead Explicit teaching Time Explicit teaching Time Explicit teaching Time Explicit teaching sound ‘Ch’ 9.15am they are able to
EA: EA lead 9.15am 9.15am 9.15am Time 9.15am pronounce the digraph
ID: Independent - Sound song - Sound song - Sound song - Sound song - Hidden ‘ch’ words on correctly in a word.
- Sound of the - Sound of the - Sound of the - Sound of slips of paper around
Differentiation week ‘Ch’ (A week ‘Ch’ a week ‘ch’ a the week the room Retell/writing
Embedded through Cheeky Cheeky Chicken cheeky ‘ch’ a - Children need to find EA will be provided
program Chicken) - PowerPoint of chicken Cheeky one and sit on the mat support and immediate
- Watch ‘Ch’ words and - Brainstorm Chicken in a circle feedback when children
Expectations of work will ‘Geraldine the pictures ‘ch’ words - On mini - Take turns reading the are ordering the retell and
be different for each Giraffe learns - Sound out each getting whiteboards word and act it out using prompting
ability group the ‘Ch’ sound’ word with images from children questions. Feedback such
google to
 - 3 CVC words actions (Ch - make a visual write ‘Ch’ 5 - Each child illustrates as ‘yes you are correct this
Phonics – lower groups on own mini hands on head, I mind map on times – tick their ‘ch’ word on the happened next’
are exposed to fewer whiteboard – – shoulders, p – TV favourite word piece of paper
sounds at an activity show picture, hands on hip, - 3 CVC words one - Use illustrations and EA will use checklist
children sound ‘Chip – clap) on own mini - Write two ‘ch’ words to create a Writing Stamp with child
Levels of reading books it out and - 3 CVC words on whiteboard – ‘Ch’ words ‘ch’ sound chart to be once they have completed
write it, draw own mini show from displayed in the their writing to give
Amount of sentences it whiteboard – picture, brainstorm classroom immediate feedback. They
written show picture, children - Draw a - Give out skinny writing check if their writing
children sound it sound it out picture of pads included full stops, capital
Amount of support during out and write it, and write it, one - Teacher models, letters, finger spacing,
explicit teaching mat draw it draw it - 3 CVC students sound out and sounding out, creativity.
sessions words on write ‘ch’ words
own mini Oral Report
EA will sit near children whiteboard Cosmic Yoga – ‘Kickapoo the Complete a rubric for each
who are struggling – show Kangaroo’ 15mins child. Grading:
picture,
children Oral Report skills:
sound it out Addressing asked
and write it, questions, eye contact,
draw it body language, fluency
Phonics Rotations Phonics Rotations Phonics Rotations Phonics rotations
9.30am 9.30am 9.30am 9.30am Labelling on the map:
Was it accurate?
Wombats: (T): ‘Ch’ Wombats (ID): Monster Wombats (ID): ‘Ch’ Wombats (EA): Just
puzzle pieces. Children feed me. Sort words and peg chart. Place a peg like Geraldine walk
put letters puzzle pieces pictures into the monster on words with the ‘ch’ around the
together to create ‘ch’ that wants to eat ‘sh’ sound on the chart. classroom and find
words sounds and ‘ch’ sounds words that start
Koalas (ID): Monster with, have in it or
Koalas: (EA): Just like Koalas (T): ‘Ch’ puzzles feed me. Sort words end with the sound
Geraldine walk around pieces. Children put and pictures into the ‘ch’. Children bring it
the classroom and find letters puzzle pieces monster that wants back to EA to check
words that start with, together to create ‘ch’ to eat ‘sh’ sounds and
have in it or end with words ‘ch’ sounds Koalas (ID): ‘Ch’ peg
the sound ‘ch’. Children chart. Place a peg on
bring it back to EA to Kangaroos (EA): Just like Kangaroos (T): ‘Ch’ words with the ‘ch’
check Geraldine walk around puzzles pieces. sound on the chart.
the classroom and find Children put letters
Kangaroos: (ID): ‘Ch’ words that start with, puzzle pieces Kangaroos (ID):
peg chart. Place a peg have in it or end with the together to create Monster feed me.
on words with the ‘ch’ sound ‘ch’. Children bring ‘ch’ words Sort words and
sound on the chart. it back to EA to check pictures into the
Kookaburras (EA): monster that wants
Kookaburras (ID): Kookaburras (ID): ‘Ch’ Just like Geraldine to eat ‘sh’ sounds
Monster feed me. Sort peg chart. Place a peg on walk around the and ‘ch’ sounds
words and pictures into words with the ‘ch’ classroom and find
the monster that wants sound on the chart. words that start with, Kookaburras (T): ‘Ch’
to eat ‘sh’ sounds and have in it or end with puzzles pieces.
‘ch’ sounds the sound ‘ch’. Children put letters
Children bring it back puzzle pieces
to EA to check together to create
‘ch’ words

Crunch and Sip 9.50am Crunch and Sip 9.50am Crunch and Sip Crunch and Sip Crunch and Sip 9.30am
Read Possum Magic Dairy of a Wombat by 9.50am 9.50am Koala Lou by Mem Fox
Whole class verbal Jackie French Edward the Emu by Possum Magic –
retell Sheena Knowles while reading place
foods on display map
of where it was
eaten
Literacy Rotations Literacy Rotations Literacy Rotations HASS Literacy Rotations 10.00am
10.00am 10.00am 10.00am
Mat session Wombats (T): Guided reading
Wombats (ID): Directed Wombats (ID): Play Wombats (EA): Continue to place Level 20 Focus on Capital letters
drawing - Video of Stations Verbal retell of well-known features and full stops. Use Kung Fu
drawing a possum, then Possum Magic, as a in Australia the Map punctuation
use water colours to Kookaburras (ID): group, using of Australia on the
paint it Directed drawing - Video illustrations from the display board Kookaburras (EA): Verbal retell
of drawing a possum, book. Then write in of Possum Magic, as a group,
Kookaburra (T) – then use water colours to writing book 3 Oral reports – over using illustrations from the book.
Guided Reading Level paint it sentences “What is two weeks - Then write in writing book 2
 Decodable books Focus your favourite part of children do it in sentences “What is your
on Capital letters and Koalas (T): – Guided the book and why?” groups of 4 with EA favourite part of the book?”
full stops. Use Kung Fu Reading Level 12 Focus or T:
punctuation on Capital letters and full Kookaburras (ID): Child gives oral Koalas (ID): Play stations
stops. Use Kung Fu Play stations report and teacher
Koalas (EA): Verbal punctuation scribes it on a Kangaroos (ID): Directed
retell of Possum Magic, Koalas (ID): Directed templated sheet drawing - Video of drawing a
as a group, using Kangaroos (EA): Verbal drawing - Video of - Where have possum, then use water colours
illustrations from the retell of Possum Magic, drawing a possum, you visited to paint it
book. Then write in as a group, using then use water in Australia?
writing book 3 illustrations from the colours to paint it - Why did
sentences “What is book. Then write in you like it?
your favourite part of writing book 2 sentences Kangaroos (T): Give me 3
the book and why?” “What is your favourite Guided reading Level reasons
part of the book and 4 Focus on Capital - Label it on a
Kangaroos (ID): Play why?” letters and full stops. map of
stations Use Kung Fu Australia
punctuation - Draw a
picture of it

Rest of the class

(ID): Play stations
RECESS 10.40AM
Play Stations – All available all week
Dramatic play – Australian outback themed Books and Puzzles Playdough – scented with native flowers Listening post – Indigenous Dream Time Stories
- Water hole - Australia and leaves, rocks, honkey nuts and seeds
- Red dirt and rocks - Australian animals to add it and make patterns
- Clothes - Dream Time Stories
- Native plants
- Animals
- Camp site
Wombat stew manipulatives Map of Australia Block construction – images on Painting
- Pot - Velcro important landmarks and Australian Animals and landmarks stuck - Colours – earthy colours
- Ingredients to make a stew special places on blocks - Brushes
- Sponges
- Leaves and Honkey nuts
References

ABC Kids. (2019). Possum magic read by Benita Collings. YouTube.

https://www.youtube.com/watch?v=gsmRJ3v457o

Andrell Education. (2014). King fu punctuation. YouTube.

https://www.youtube.com/watch?v=eoK5TTB9xIk

Bancroft, B. (2016). Why I love Australia. Hardie Grant Children’s Publishing.

Cameron, S., & Dempsey, L. (2016).The Oral Language Book: Embedding talk across the
curriculum. Auckland, NZ: S&L Publishing.

Campbell, R. (1988). Aussie animals. Thomas C. Lothian Pty Ltd.

Cosmic Kids Yoga. (2012). Kickapoo the kangaroo: A cosmic kids yoga adventure!. YouTube.
https://www.youtube.com/watch?v=eGNHLzZhX6c

Cosmic Kids Yoga. (2018). Squish the fish: A cosmic kids yoga adventure!. YouTube.
https://www.youtube.com/watch?v=LhYtcadR9nw

Department of Education, Employment and Workplace Relations (DEEWR). (2009).

Belonging, Being & Becoming: The Early Years Learning Framework for Australia.
Canberra, ACT: Commonwealth of Australia

Fox, M. (1983). Possum magic. Scholastic Corporation.

Fox, M. (1991). Koala lou. Penguin Australia Pty Ltd

French, J. (2002). Dairy of a wombat. HarperCollins Publishers Pty Ltd.

Jolly, C. (1992). Jolly phonics. Jolly Learning Ltd.

KidsTV123. (2012). Phonics song 2. YouTube.

https://www.youtube.com/watch?v=ffeZXPtTGC4

Knowles, S. (1990). Edward the emu. HarperCollins Publishers Pty Ltd.

Mr T’s Phonics. (2012). Geraldine the giraffe learn the /ch/ sound. YouTube.
https://www.youtube.com/watch?v=OyrYDitif1o

Mr T’s Phonics. (2012). Geraldine the giraffe learn the /sh/ sound. YouTube.
https://www.youtube.com/watch?v=nx2Tf9TE1bc
School Curriculum and Standards Authority (2014) Western Australian curriculum: English
Retrieved from https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-
browser/english-v8

Vaughan, M. (1984). Wombat stew. Scholastic Corporation.

Winch, G., Johnston, R., & March, P. (2020). Literacy 6e: Reading, Writing and Children’s
Literature. Oxford University Press Australia and New Zealand.