Early Stage One Teachers Love to Read Reading To · PDF file* respond to the shared reading of texts for enjoyment and pleasure ... * develop an appreciation for books * discuss likes

Early Stage One Teachers Love to Read Reading To (Modelled Reading) Term 1

Objective & Rationale This unit steams from L3 procedures and pedagogy and aims to engage students in a variety of literacy activities that support teaching and learning of specific English outcomes for ES1.

Reading: Teachers in ES1 have selected rich text that they personally value. They have prepared notes to support discussions about text for writing and comprehension, along with suggestions for supporting activities that can be implemented outside the ‘engine room’ during L3 reading and or writing groups as samples. Text selected by teachers will be registered and the same L3 procedure will be implemented for each text. The aim is to share with ES1 students our love for reading and literature by making each book exciting and interesting. ‘Engine room’ activities and outcomes for Guided Reading is included in a separate programmed unit.

Modelled reading also take place in the engine room during L3 groups and with whole class big books used as needed.

Speaking and Listening: Continual opportunities to develop speaking and listening skills are provided through L3 procedures used to implement this use and responding to texts. For this unit teachers have also recorded themselves reading some of their favourite texts and uploaded them to our school Youtube channel for sharing. Please note login details are not recorded here for privacy reasons.

This unit focuses on shared texts and needs to be used in conjunction with; the Term 1 overview for phonic instruction, sight word and sentences along with the ES1 literacy scope and sequences, explicit handwriting lessons, LIPI, Guided reading and class news.

Text written in this unit are those suggested by teachers based on books and stories they love. It is up to each individual teacher to select text they know will suit the needs of their class. It is recommended that text from thematic units in Terms 2(families) 3(fantasy) and 4(beach and animals) be avoided where possible.

*Suggested for Term 1 Kissing hand Magnificent thing Too loud Lilly The terrible suitcase Pig the pug Silly Billy In my heart Pearl Barley

Learning Outcomes OBJECTIVE A OBJECTIVE B Speaking & Listening ENe-1A communicates with peers and known adults in informal and guided activities demonstrating emerging skills of group interaction * respond to the shared reading of texts for enjoyment and pleasure

*contribute appropriately to class discussions

* listen to and respond orally to texts and to the communication of others in informal

and structured classroom situations

Reading and View 2 ENe-8B demonstrates emerging skills and knowledge of texts to read and view, and show developing awareness of purpose, audience and subject matter.

● recognise parts of print and digital texts, eg front and back covers, title and

author, layout and navigation distinguish print from drawings ● understand that words can be spoken or written

● recognise that words and pictures have meaning and that words can be read

aloud

● engage with shared stories and join in shared book activities on familiar and

imaginary books

● explore sequencing of a story, focusing on the beginning, middle and end

● select simple print, visual and/or digital texts to read independently for

enjoyment and pleasure

OBJECTIVE C OBJECTIVE D Thinking Imaginatively and creatively ENe-10C thinks imaginatively and creatively about familiar topics, simple ideas and the basic features of texts when responding to and composing texts *share picture books and digital stories for enjoyment and pleasure

Expressing themselves ENe-11D responds to and composes simple texts about familiar aspects of the world and their own experiences *share responses to aspects of a text that relate to their own life *recognise that texts are created by authors who tell stories and share experiences that may be similar or different to students' own experiences *compare and connect own experiences to those depicted in stories

OBJECTIVE E Reflecting on Learning ENe-12E demonstrates awareness of how to reflect on aspects of their own and others’ learning * reflect on own reading and discuss the pleasure and challenges of learning to read * develop an appreciation for books * discuss likes and dislikes after reading texts

http://syllabus.bostes.nsw.edu.au/glossary/eng/digital-texts/?ajax

http://syllabus.bostes.nsw.edu.au/glossary/eng/reflection/?ajax

http://syllabus.bos.nsw.edu.au/glossary/eng/appreciation/?ajax

Procedure 1 Learning how to listen and

getting in the world of the story

Procedure 2 Learning how to think about the text

Rich inferential talk and observations by the teacher.

Procedure 3 Engaging students in high quality conversations

to develop vocabulary and comprehension.

The focus in this procedure is to get the message off the page and bringing meaning to the written word by:

• helping students to perceive the emotions of characters

• responding to events and emotions such as surprise, sadness, joy

• using pitch, stress and juncture to heighten meaning

• using expression when reading dialogue, accentuating the characterisation which will help to carry the plot

• adding inferences.

When students are learning how to listen to a story they need to be engaged. They need to be in the world of the story. Avoid responding to incidental comments which are unrelated to the story. Unrelated comments indicate they are in their own world and not in the world of the story.

Alternatively, when the comment is in the form of a question and specifically relates to the text then reread the section that contains the answer. Use the authors words not your own. If the answer is revealed in the

Teacher observation throughout story reading will confirm when students are consistently in the world of the story. The teacher should then begin the process of introducing rich, inferential talk around the text by:

• commenting briefly on events to help get them into the world, “Oh no, don’t go,” “He looks angry, I wonder what he is going to do?”

• helping them to take on the role of the characters by asking questions such as; “Would you open the door if you were the little pig?”

• helping them to learn how to emphasise with the characters, “Gosh he’s lucky”

• showing anticipation by asking “I wonder what...” at a place where this question is significant to the narrative

• linking illustrations to the text “Look, there’s the house made out of straw.”

When students know how to listen and they have had good opportunity to hear rich, inferential talk around the text, introduce the third form of Reading to Students. This form offers a systematic approach to hearing and talking about sophisticated stories. Talking about sophisticated and complex stories continues to increase students’ vocabulary, helps them to understand the vocabulary within the context of the writing and develops listening comprehension.

The stories should connect the students to the actions within the text. The complexity or refined nature of the narrative should be enriched by a wide repertoire of vocabulary and language structures.

The process involves:

• teacher modelling of high level thinking

• asking thoughtful questions which call for analytical talk

• prompting students to recall a story within a reasonable time frame

• reading a single story several times

• reading books related to a topic

illustration then show the students where to look in the illustration. By doing this you are showing them how to return to the text in order to locate the answer.

As a result of many Reading to Students events it is anticipated that students know how to listen to a story and are able to engage in rich inferential talk around the text. The first reading of the sophisticated story can simply involve reading the story.

As students become familiar with the second, third and subsequent reading formats the teachers may decide to eliminate the first reading and move straight to the format for the second and third reading.

In the second read the teacher should * introduce the text

• provide one or two sentences that introduce the main ideas and central complication

• use illustrations on the back and/or front to support the significant aspects of the content

• read the text and enhance a few words or phrases by pointing to illustrations, gesturing dramatically or inserting on or two definitions

• make comments that reveal what the main character is thinking or feeling

• ask one or two follow up analytic questions based on your comments.

After the reading discussion ask a “why” question that calls for an explanation. Demonstrate how to answer such questions by “I’m thinking...” statements.

During the third read the teacher should • introduce the text

• remind the students what they already know about the characters and one or two things the characters do

• read the text

• enhance a few words or phrases, more by verbal definition

• make comments that reveal what other characters are thinking or feeling

• ask more analytic questions based on you comments.

After the reading discussion, ask another “why” or “what might have happened if...?” questions.

Register for ‘Reading to’

Week Text/Author 1) Text/Author 2) Text/Author 3)

Week Sound Sentence – reading words in context Guided Writing suggested focus words

2 Aa Mm NA

3 Tt Ss I am a friendly girl / boy I am

4 Ii Ff Here is a little cat. is a

5 Dd Rr I can run and skip quickly. can and

6 Oo Gg I am looking for the fish. for the

7 Ll Hh I like playing in the pool. like in

8 Uu Cc Mum and Dad went to work today. went to

9 Bb Nn My shoes are dirty. are my

10 Kk Vv I went to school today. school today

Sound knowledge work and weekly sentences for introducing high frequency words are to be incorporated into activities for use outside the engine room.

As learning through the L3 program is generative, is small group based and individualised, and must be based on what has already been taught, learned and achieved individual teachers are required to use the provided proformas to keep a register and evaluation of the follow program aspects.

- Activities used outside the engine room during 3 Guided Reading and 3 Guided Writing sessions per week.

- Additional texts and media sources used for ‘Reading to’ program

- Group participants, level information, DOS/word work and observations for individual Guided Reading groups

- Conversations, sentences, words, sounds and multisyllable focus words for each Guided writing group (butterfly charts may be used to record this information)

Please see attached proforma’s for program/unit registration

Outside the engine room activity register for Guided Reading Week ______ Term _________

Sound and letter work

Comprehension work

Reading base activity

Writing Centre Sight word work Technology based

1.

2.

3.

Activities may include the following suggestions

Sounds and Letter Work : Letter recognition and matching activities, sound booklets

Comprehension work: story maps, beginning middle and end drawings, favourite characters or parts drawings, story sequencing, shared book/big book response activities and craft

Reading based: Cut and paste sentence, listening to stories read by parent helpers, familiar reads

Writing centre: independent writing opportunities such as writing class members names, writing letters to friends, handwriting, shopping lists, weekend journal writing

Sight word work: bingo, matching, magnetic letters, whiteboards

Technology based: PM ecollection activities, listening post or online stories, ABC reading eggs, iPad apps - See L3 pinterest board for ideas and suggestions.

Rich Text for the unit: Teacher Love Reading Too! Term: 1

Book: Silly Billy Themes: Imagination, dealing with

‘worrying’ Week:

Author: Anthony Browne Illustrator: Anthony Browne Amy Cliff

LAC

Cross-curriculum priorities

General capabilities

Other learning across the

curriculum areas

Aboriginal and Torres

Strait Islander histories and

cultures

Asia and

Australia's engagement

Sustainability

Critical and creative

thinking

Ethical understanding

Information and

communicati on

Intercultural understanding

Literacy

Numeracy

Personal

and social

capabilit

y

Civics and citizenship

Difference and

with Asia

technology capability

diversity

Overview: Billy is a bit of a worrier. He worries about things like hats and shoes, which seem much worse in his imagination. Most of all, he worries about staying at other people's houses. His grandma's shows him how to overcome his fears with the aid of his imagination - and some tiny worry dolls. Linking Activities for Reading and Writing Groups (eg Craft/visual arts/comprehension/links to other KLAs, writing tasks)

Multi-modal Links Related pictures/photographs, youtube links of related content, recordings of the story, interactive notebook or online activities.

Sentences for sequencing. Sentences from the text that can be used for cut and paste activity.

*Students can complete art activity to draw their own worry doll or make their own craft worry doll. Students can identify a worry and tell it to the doll. *Students can write/describe other things Billy might imagine. *give students outlines of thought bubbles. Students can draw something from their imagination in it. http://www.worrydolls.com.au https://gretchenmiller.wordpress.com/2012/06/19/w orry-doll-muneca-quitapenas-how-to/

http://www.byronbay-p.schools.nsw.edu.au/news/kb- enter-unhcr-art-competition

http://en.wikipedia.org/wiki/Worry_doll

https://www.youtube.com/watch?v=edlIcEl1rAs Billy used to be a bit of a worrier.

Billy worried about hats.

That night everyone slept well. WRITING PROMPTS Informative: What are worry dolls? Informative: (Science link) How is cotton or fabric made/coloured Descriptive: What does a worry feel like Responding and linking to text. What did Billy worry about and what do you worry about.

http://www.worrydolls.com.au/

https://gretchenmiller.wordpress.com/2012/06/19/worry-doll-muneca-quitapenas-how-to/

https://gretchenmiller.wordpress.com/2012/06/19/worry-doll-muneca-quitapenas-how-to/

http://www.byronbay-p.schools.nsw.edu.au/news/kb-enter-unhcr-art-competition

http://www.byronbay-p.schools.nsw.edu.au/news/kb-enter-unhcr-art-competition

http://en.wikipedia.org/wiki/Worry_doll

https://www.youtube.com/watch?v=edlIcEl1rAs

1st Read - Listening Learning how to listen and getting in the world of the story

2nd Read – Think aloud Learning how to think about the text.

3rd Read – Question Engaging students in high quality conversations to develop vocabulary and comprehension.

*Link to YouTube recording

Billy use to be a bit of a worrier – I wonder what he use to worry about and what happened to make him not be worrier any more? He looks very serious. Look at the way he has dressed himself very neatly with his socks pulled up and his hair very tidy.

Billy’s bed looks cosy and he has a lamp close by. He looks worried though.

These black and white pictures look like they might be dreams. He is imagining a lot of things that frighten him. Lucky he has that lamp close to switch on if his worried.

I’m sure it makes him feel safe to know his mum and dad are there to help him. He looks much happier with them there to comfort him.

Oh this bedroom looks very different from his own bedroom. It might feel strange to stay there. No light switch close by? A very big dark room. He looks small in that big bed. Billy knows he is safe and feels a bit silly for worrying. He knows Grandma will help him. Its great to tell someone about your worries isn’t it.

What a kind thing Grandma has shared. If the worry dolls take Billy’s worries away he wont have to be worried about anything anymore and he might sleep better. The worry dolls are tiny in Grandma’s hand aren’t they

‘Like a log’ ‘Like a stone’ – those things don’t move and are very still. He must be resting very peacefully to be sleeping so still. The worry dolls must have worked! Look how happy he looks sleeping now.

Oh no, this picture is very dark again. He’s worrying again. Look at the faces on the worry dolls. They don’t look happy either. Now Billy is worrying about other people instead of himself. I wonder what he is planning. It sound like he has had to be very persistent. I’m glad he doesn’t give up on things that are important to him. Wow, that’s a lot of worry dolls. He really was very busy. I bet he was tired after all that work.

Billy looks a bit different now. His socks aren’t pulled up and his hair isn’t as straight either.

Do you think Billy feels happier now that he isn’t so much of a worrier?

*What happens to Billy when he worries (Can’t sleep) – What happens to you when you worry? *What does he do when he feels worried? (Tells Grandma). What does Grandma say Billy should do? Does it work? Why do you think the worry dolls work?

*How did Billy feel before he told grandma about his worries? (He felt a bit silly.) What did Grandma say when he told her about his worries? (“You’re not silly”).

*Do you think Billy did the right thing telling Grandma about his worries? Why? Is it better to tell your worry dolls or to tell a grown up about your worries? Why is it better to tell a grown up? Who can you talk to if you are worried about something?

* What else do you think could emerge from under his bed? What other things might Billy imagine that could make him worry.

* Does everyone get worried sometimes? Of course! What things do you worry about?

Evaluation/Registration


p

Book: The Night Shimmy Themes: Friendship, resilience, mental health Week: Author: Gwen Strauss Illustrator: Anthony Browne Damien Morley

LAC

Cross-curriculum priorities General capabilities Other learning across the curriculum areas



cultures

Asia and Australia's

engagement with Asia

Sustainability


thinking

Ethical

understanding

Information and communication

technology

capability


Literacy

Numeracy

Personal and

social

capability


Difference

and diversity

W rk

an d en er ris

Overview: Eric is a shy boy who seems to be teased for being different. He creates an alter-ego to handle the difficulties in his life: The Night Shimmy! The Night Shimmy is brave and wise enough to tackle the things that Eric can’t handle. However, when Eric makes a new friend in Marcia, a girl he meets in the park, The Night Shimmy suddenly disappears from Eric’s life.

Linking Activities for Reading and Writing Groups (eg Craft/visual arts/comprehension/links to other KLAs, writing tasks)

Multi-modal Links Related pictures/photographs, Youtube links of related content, recordings of the story, interactive notebook or online activities.


Who is a made-up person who might help He just didn’t like talking. you with things you find difficult? Perhaps https://www.youtube.com/watch?v=FndC1R you could draw a picture of them and tell BTWts Marcia was playing in the park. their name.

A collection of illustrations from the book for Eric made gorilla noises. Marcia’s kite has a parrot on it. Draw a sale – links to other Anthony Browne picture of what you might like to have on a illustrations. Would Eric like to play with me? kite of your own. http://www.illustrationcupboard.com/gallery

_book_illustrations.aspx?bId=197 Eric found he had many things to say. If you had a made-up person to help you with jobs you didn’t like, what would they do? Write a list of the jobs (or draw pictures of them) that your made-up friend would do for you.

https://www.youtube.com/watch?v=FndC1RBTWts


http://www.illustrationcupboard.com/gallery_book_illustrations.aspx?bId=197





*Link to Youtube recording

“I don’t think that Eric being a quiet person means that he’s dumb.”

“The Night Shimmy seems to look after Eric.”

“I bet Eric wishes he was as clever and brave as The Night Shimmy.”

“I wonder where the Night Shimmy has gone?”

“Is the Night Shimmy a real person? What makes you think so?” “Why didn’t Eric dream of lizards after spending the day playing with Marcia?” “Where do you think The Night Shimmy went when Eric couldn’t find him?” “How do we know how Eric feels when the Night Shimmy is missing?” “Talk about the picture where Eric finds he has many things to say. Are there any parts of the story that the picture is telling that the words don’t?”

Linking Activities for Reading and Writing Groups (eg Craft/visual arts/comprehension/links

to other KLAs, writing tasks)

Multi-modal Links Related pictures/photographs, Youtube links of related

content, recordings of the story, interactive notebook or online activities.

Sentences for sequencing. Sentences from the text that can be

used for cut and paste activity.

Who is a made-up person who might help you with things you find difficult? Perhaps you could draw a picture of them and tell their name.

Marcia’s kite has a parrot on it. Draw a picture of what you might like to have on a kite of your own. If you had a made-up person to help you with jobs you didn’t like, what would they do? Write a list of the jobs (or draw pictures of them) that your made-up friend would do for you.


A collection of illustrations from the book for sale – links to other Anthony Browne illustrations. http://www.illustrationcupboard.com/gallery_book_illustratio ns.aspx?bId=197

He just didn’t like talking.

Marcia was playing in the park.

Eric made gorilla noises.

Would Eric like to play with me? Eric found he had many things to say.






p

Book: What if...? Themes: Confidence Week: Author: Anthony Browne Illustrator: Anthony Browne Jennie Wilson

LAC




cultures

Asia and Australia’s


Sustainability


thinking


Information and communication

technology

capability


Literacy

Numeracy

Personal and social

capability


Difference and diversity

W rk

an d en er ris

Overview: Joe is nervous about his first big party, and as Mum walks him along the darkening street to his friend’s house, his imagination starts to run wild. They search for the right place, looking through the windows, wondering ‘What if...?’ while making surprising discoveries along the way.

Note: Anthony Brown wrote this story because as a child he would walk past homes just before dark and their windows were open. He would enjoy looking at the different people and their cultures and love seeing what they were doing inside their homes. He wanted to use this memory and embed it in a story somehow. This is the result years later. In regards to the illustrations, he also likes the idea that something looks at the start very ordinary, but if you look closer it is actually extraordinary. Please watch the Youtube link where Anthony Brown discusses how he developed the idea within ‘What if...?”




*Link to YouTube recording

1. Joe must be excited to go to his first birthday party. 2. He looks a bit worried because he doesn’t know what

number it is. 3. Mum seems confident, I bet she will find the party 4. An elephant? I think Joe must be imagining it is inside the

house. I think Jo must be a bit nervous. He is using his imagination because he is worrying.

5. Doesn’t look like kids are inside those windows. 6. They don’t look like your friends in that window.

16. I wonder why Anthony Brown painted Joe blue at the

start of the book? 17. Have a closer look at the windows. I wonder if all those

things are really there? Or Is Joe imaging them? 18. I wonder if Jo would of felt the same if he knew what

number the house was? The street address. 19. Why do you think Jo screamed when he saw that

house (haunted looking house)

7. Sometimes you get to eat new food you a have never seen before at parties.

8. I think Mum is helping Jo, she is putting her arm around him.

9. Mum thinks she has found the spot. I wonder if it is the right party? I don’t think so.

10. Joe is looking very worried. He is worrying about the food, playing scary games, I hope he will have a good time.

11. Some houses look a bit scary. 12. Where is Toms’ house? They are at the end of the street. 13. Yeah! It looks like Joe’s friends are so happy to see him.

Tom has his arms wide open to welcome him. I bet Jo is feeling better now.

14. Someone else now looks a bit worried. A bit blue. The colour blue means a bit sad.

15. Looks like Jo has had a great time at the party. Looks at the colourful bright page to show happiness. He feels like a superhero. Look at his shirt! I am so please that he has had a great time.

20. I wonder why mum is feeling anxious and worried now?

21. Do you think Jo will be nervous the next time he goes to a party?

Linking Activities for Reading and Writing Groups (eg Craft/visual arts/comprehension/links

to other KLAs, writing tasks)

Multi-modal Links Related pictures/photographs, YouTube links of related content, recordings of the story, interactive notebook or

online activities.


● Use a window print-out and draw something ordinary and make it extraordinary.

● Draw yourself worried and then happy

and excited. Use colours to show mood and feelings, like in the book.

https://www.youtube.com/watch?v=CEf4FOcxehE This link is Anthony talking about his book

Warning: I have not attached the reading of the actual book because the Reading on You tube by Anthony Browne is NOT the full book.

● I went to a birthday party. ● I looked inside the window

and saw a (kids write something)

● I saw a

inside in the window.


https://www.youtube.com/watch?v=CEf4FOcxehE


Book: Thelma the Unicorn Themes: Being happy within yourself Week: Author: Aaron Blabey Illustrator: Alliera Carroll

LAC



Strait Islander

histories and cultures

Asia and

Australia's engagement

with Asia

Sustainability

Critical and

creative

thinking


Information and

communicati on technology capability


Literacy

Numeracy

Personal and social

capability


Difference and

diversity

Work and enterprise

Overview: Thelma is a white pony. More than anything in life, she wants to be a unicorn. A pink unicorn with sparkles. Otis the donkey is Thelma's best friend and likes her just the way she is, but Thelma isn't swayed. She ties a carrot to the top of her nose and hopes that one day--maybe one day, she'll be pink, sparkly and a unicorn. When a freak accident makes Thelma's unlikely wish come true, she can never imagine how quickly a horse's life can change. For the better? Or for the worse? Note from Publisher:

Linking Activities for Reading and Writing Groups (e.g. Craft/visual arts/comprehension/links to other KLAs, writing tasks)

Multi-modal Links Related pictures/photographs, YouTube links of related content, recordings of the story, interactive notebook or online activities.


● Draw the three characters ● Follow these instructions

to make your own unicorn.

http://learncreatelove.com/pri ntable-unicorn-craft/ ● Write a story about being

special and why you are special.

Introduction for the book- bushfire scenes, what is a fox. Interesting check first maybe. You could use bits of it.

https://www.youtube.com/watch?v=QYULL4U4GIw

Thelma wanted to be a unicorn. Everyone is special in their own way. Thelma and Otis were best friends.

http://learncreatelove.com/printable-unicorn-craft/

http://learncreatelove.com/printable-unicorn-craft/

https://www.youtube.com/watch?v=QYULL4U4GIw




● Forlorn means lonely ● Otis is a good friend. ● Thelma looks very sad looking up at the big white horse

beside her. ● Thelma was very excited about her idea. I think Otis is more

hesitant. He looks worried. ● Shrieked means squealed or yelled. ● Thelma looks very please as the glitter is tipped over her. Otis

looks shocked and scared. ● I wonder why Otis is staring at Thelma like that. ● Thelma looks like she only cares about being famous on this

page ● Thelma doesn't look like she is enjoying being pulled by the

crowds. ● An autograph is when you wrote your name on paper. ● Thelma doesn't look as happy as she thought she would be

being a unicorn. ● The people look very angry with Thelma. Look at their faces. ● I wonder how Thelma felt seeing signs that said 'unicorns are

dumb'.... ● I think Thelma wants to go back to being a pony. I hope she

feels happy being herself again. ● I wonder why nobody noticed Thelma as she walked past.... ● Otis has missed Thelma a lot. You can see by the way he is

hugging her tightly. ● Thelma looks so much happier than she did at the beginning

of the book.

● Why do you think Thelma felt sad being a pony? ● Have you ever wished to be someone or something

else? ● What do you think Thelma was thinking as she

looked up at the white horse? ● Do you think people would have believed Thelma

was a unicorn if she wasn't covered in pink paint and glitter?

● Which characters do you like best? Why? ● Do you think unicorns are real? ● If you were telling this story, what would you

change? ● Did Thelma need to be a unicorn to be special? ● What do you think is the most important message of

the story? ● If you could speak to the author about the story,

what comments would you make? ● What different emotions are encompassed in the

Orientation? ● Should Thelma have listened to Otis in the beginning

when he said she was perfect or do you think he had to figure it out for herself?

● Do you think Thelma will ever want to be a unicorn again?


Book: The Runaway Hug Themes: If you give love, you get it back. Love binds a family together. Week:

Author: Nick Bland Illustrator: Freya Blackwood Megan Anderson

LAC


Aboriginal


thinking


Information


g

Work and enterprise

and Torres Strait

Islander histories and

Asia and Australia's


Sustainability

and communication technology

Literacy

Numeracy

Personal and social

capability

Civics and

citizenship

Difference and

diversity

cultures capability

Overview: Lucy shares a hug with everyone in her family. They live in a busy house but there is always time to share a hug and to pass it on. Linking Activities for Reading and Writing Groups (e.g. Craft/visual arts/comprehension/links to other KLAs, writing tasks)

Multi-modal Links Related pictures/photographs, YouTube links of related content, recordings of the story, interactive notebook or online activities.


*Who is in your family? Draw their pictures on a family tree. *Interactive cloze passage and puzzle: *Is your family a busy family? List (or draw) some jobs you do (or http://members.ozemail.com.au/~irenelesley/ The hug was stronger than before, could do!) to help at your house. public_html/The%20Runaway%20Hug.htm but just as nice.

*Make a hug and give it to someone special. *Multimedia presentation: So she ran off to find the twins. https://www.youtube.com/watch?v=d8yqu3f Au6M So she skipped away to find Lily.

*Combining two of the best things in the world Lucy chased her down the hall and – animals and hugs! up the stairs. https://www.youtube.com/watch?v=C_gjO16F 8K4

*Use a strip of paper instead. Write a short message on the strip,

or at least the intended person’s name.

*Watch the YouTube clip and discuss the animals you like to hug.

http://members.ozemail.com.au/%7Eirenelesley/public_html/The%20Runaway%20Hug.htm

http://members.ozemail.com.au/%7Eirenelesley/public_html/The%20Runaway%20Hug.htm

http://www.youtube.com/watch?v=d8yqu3f

http://www.youtube.com/watch?v=C_gjO16F




*Look at Lucy. She’s going to the toilet on her own and brushing her teeth *Can a hug really run away? *How do you feel when you are hugged by someone

you love? *Why do we need hugs?

*What is Dad watching on TV? Do you think he minds Lucy standing in front of the TV? What does he do? (He presses ‘pause’ on the remote control so he can give Lucy a big, tight hug. *How do we know that this family is very busy? *When Lucy hugs her twin brothers, do they look like they’re enjoying the hug? Do only girls enjoy hugs? *Think about a time when you argued with your brother or sister over a toy. How did the argument make you feel? *Have you had a baby brother or sister make this kind of mess at your house? *Have a look at the picture where Lucy is racing off to find Annie. What are the pictures telling us here? *If you could share a hug with any animal in the world, what would you like to hug? *Why does Lucy say that Annie is very naughty? *Have a look at the picture where Lucy has finished looking for Annie. How does she feel on this page? Why? *By the time Lucy is in bed, she is looking much happier. Why? *Look at the whole family on this last page. What time is it for everyone? *How do you go to bed each night?

all by herself. And on these pages she is getting herself dressed in her pajamas. Isn’t she clever doing these things all by herself? *She must be getting ready for bed. *Link to YouTube *Look at Lucy and her mum. Mum looks like she’s busy doing something recording here. Can you see her picking up clothes off the laundry floor? I think it’s a laundry because look – there’s a washing machine.

*Look at their faces here. They look really happy, don’t they? What a nice hug they’re sharing. *Here is some more of their house. Lucy is running down the hallway to look for Dad while Mum finds a skirt to put on! What a busy house this is! There are clothes on the floor and toys too. Can you see the TV on? I wonder if Lucy’s Dad is in that room, watching TV?

*Look at Dad. He looks so excited! He must be so excited about the hug he shared with Lucy, or maybe something else is making him excited? *Off Lucy runs to find the twins. There’s more mess in the house – more toys on the floor and clothes hanging out of drawers. This family must be one busy family! *These boys look like they’re arguing over a toy plane. I wonder if they feel a little bit happier after they share a hug with Lucy. *It looks like they might have made up. Lucy is off to find her baby sister, Lily, who looks like she is getting up to mischief! *Who has Lucy found to share a hug with now? It’s her pet dog, Annie and Annie also looks pretty mischievous, doesn’t she? *Lucy looks pretty surprised and a little bit worried here. And she looks even more upset on this page. I wonder if she’s worried that Annie has run away with Mummy’s last hug? *Oh, it looks like Annie and Mum’s last hug has been found. *It’s finally bedtime and there’s Mummy, waiting to get her hug back from Lucy. She looks so cosy, all snuggled up in bed, doesn’t she

Documents

Early Stage One Teachers Love to Read Reading To · PDF file* respond to the shared reading of texts for enjoyment and pleasure ... * develop an appreciation for books * discuss likes