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LIBRARY TERM 1 2015

FOUNDATION ENGLISH ACHIEVEMENT STANDARD


Receptive modes (listening, reading and viewing)

By the end of the Foundation year, students use predicting and questioning strategies to make meaning
from texts. They recall one or two events from texts with familiar topics. They understand that there are
different types of texts and that these can have similar characteristics. They identify connections between
texts and their personal experience.
They read short, predictable texts with familiar vocabulary and supportive images, drawing on their
developing knowledge of concepts about print and sound and letters. They identify the letters of the
English alphabet and use the sounds represented by most letters. They listen to and use
appropriate language features to respond to others in a familiar environment. They listen for rhyme, letter
patterns and sounds in words.
Productive modes (speaking, writing and creating): 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. They identify and use rhyme, letter patterns and sounds in
words. When writing, students use familiar words and phrases and images to convey ideas. Their writing
shows evidence of sound and letter knowledge, beginning writing behaviours and experimentation with
capital letters and full stops. They correctly form known upper- and lower-case letters.

TEACHING SEQUENCE
WEEK
2

ACTIVITY
Exploring the context of literature: Discuss experiences of spending time with a
younger sibling, cousin or friend. Record how students felt in this situation using a
retrieval chart on an interactive whiteboard. ACELT1575

Examining literature: List all the settings in the text. Discuss how they are all
familiar to young children. Why do you think the author chose these settings?
Suggest a new setting and draw a picture of it. ACELT1584

RESOURCES
Retrieval chart

Examining literature: Create character profiles for Maudie and Bear, including
their looks, habits, likes, dislikes and personality traits. How are the two characters
similar and how are they different? ACELT1591

Responding to literature: What do you think of Maudie? Scan in a picture of her


and brainstorm adjectives / descriptive phrases around her image on an interactive
whiteboard to record student responses. Do the same for Bear. ACELT1589

Creating literature: Design a card and write a Thank-You note inside from Maudie
to Bear. Create a Thank-You card online for an important person in students own
lives and email it to them using the online tool Smilebox. ACELY1651

Examining text structure and cohesion (including punctuation): Choose one


short story in the book and jointly record the sequence of events on an interactive
whiteboard. Use this to identify the beginning, middle and end of the
story. ACELA1447

Character profile
charts
(Assessment)
Pictures of Maudie and
Bear
(Assessment)
Thank you card
template
Smilebox
Beginning/Middle/End
template
(Assessment)

Examining text structure and cohesion (including punctuation): Use the

Voicethread

Examining grammar and vobabulary: Type in one chapter of the text and input

Wordle

books dialogue to help students to learn how to use punctuation cues for speaking.
Upload images of the pages of the book then record students performing the book
on VoiceThread. ACELA1449

into Wordle. Use the word cloud to analyse the most frequent words and try to work
out which words are linked to Maudie and which to Bear. ACELA1470

Examine the modality of language that Bear and Maudie use (Maudie uses much
stronger modality than Bear) by finding examples of modal verbs, adjectives and
adverbs. Discuss how this use of modality helps us to add to our understanding of
the characters. ACELA1452

Examining visual and multimodal features: Explore character positioning and

eyesight vectors in the illustrations of Bear and Maudie. How is each used to set up
the relationship between Bear and Maudie? Discuss how these images help the
reader to further understand the characters.ACELA1469

Copied illustrations of
Maudie and Bear

ADDITIONAL
RESOURCES

Watch a YouTube video of Maudi and Bear read and performed by library staff from Shellharbour City Libraries.
Find Maudi and Bear cut outs (.pdf 221 kB) and Teacher Notes (.doc 209 kB) from Scholastic publishers.

ASSESSMENT

Students identify likes and dislikes about characters (Week 3 & 4)


Students recall one or two events from texts (Week 6)