DEPARTMENT OF EDUCATION AND CHILDREN’S SERVICES

Unit plan English

C2CName Unit 2: Enjoying and retelling stories Year Level Transition

Teacher Unit 2

Class Duration 10 weeks

Unit Outline

In this unit, students will listen to and engage with a range of literary and non-literary texts with a focus on exploring how language is used to entertain through retelling events. They engage in multiple opportunities to learn about language, literature and literacy within the five contexts of learning — focused teaching and learning, play real-life situations, investigations, and routines and transitions. Students will sequence events from a range of texts and select a favourite story to retell to a small group of classmates. Students will prepare for their spoken retelling by drawing events in sequence and writing simple sentences.

Curriculum intent: Content descriptions Language/Cultural Considerations Teaching Strategies

Language Literature Literacy

Language variation and change

Understand that English is one of many languages spoken in Australia and that different languages may be spoken by family, classmates and communityEAL/D students may be bilingual with learning experience in at least one other language. Maintenance of their first language is important to their English language learning.When exploring different languages spoken in Australia,

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

Responding to literature

Respond to texts, identifying favourite stories, authors and illustrators

Understanding humour usually requires

Texts in context

Identify some familiar texts and the contexts in which they are used

Interacting with others

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

Use interaction skills including listening while others

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investigate the languages used in the classroom and by students’ families at home.Ask students to share words and texts from their first language and display these in the classroom to assist all students to learn new words in languages other than English.Language for interactionExplore how language is used differently at home and school depending on the relationships between peopleSome students may use language dialects at home that differ from the way language is used in the school setting. One use of language is not better or worse than another. They are simply different, and it is important not to assign values to those differencesExplicitly teach ways to use English appropriately in school, taking into account audience and purpose. For exampleplayground languageinformal language of classroomspeaking to teachersacademic-specific language..Understand that language can be used to explore ways of expressing needs, likes and dislikesThe vocabulary of feelings and emotions is challenging for EAL/D students, as it is often abstract. Often, language is learned through visual reinforcement, and this is not always possible for abstract nouns. EAL/D students are more likely to know this vocabulary in their first language.Classroom discussions can be used to teach new vocabulary to EAL/D students. When students contribute ideas and vocabulary to discussion, teach that contribution back to the whole class to ensure that EAL/D students have shared understanding while simultaneously building their vocabulary. For example, act out ‘miserable’, or draw facial expressions for ‘sad’, ‘excited’ and so on.Ask parents or bilingual assistants to assist in

advanced language skills and insider cultural knowledge, and this is very challenging for EAL/D students in the early phases of their EAL/D learning progression.

When using ‘funny’ stories to engage the class, take some time to explain jokes to EAL/D students.

Share feelings and thoughts about the events and characters in texts

EAL/D students in the Beginning and Emerging phases of English language learning have limited vocabulary. Additionally, the vocabulary of feelings and emotions is often abstract it is challenging for EAL/D students in all phases of their EAL/D learning progression.

Not all cultures value the sharing of feelings. For some EAL/D students this may be confronting, embarrassing or just unfamiliar. Be aware that some students’ reticence to contribute may be for cultural reasons.

Use visual reinforcement to teach the vocabulary of feelings and emotions.

Ask parents or bilingual assistants to assist, as the students may know this vocabulary in their first language.

Use texts from the students’ first language to model and prompt language.

Allow EAL/D students time and space to become contributors to classroom discussions. One– on– one interactions and small group work can support this.

Examining literature

Identify some features of texts including events and characters and retell events from aEAL/D students in the Beginning and Emerging phases of language learning have limited vocabulary and understanding of beginning sentence structures. This means that they will be limited in their retells. Text

speak, using appropriate voice levels, articulation and body language, gestures and eye contact

Body language, ‘personal space’ and gestures are linked to culture, and some EAL/D students will use and interpret body language gestures differently. For example, a nod of the head means ‘no’ in Greece and in many Middle Eastern countries; eye contact can indicate respect (or a lack thereof) in different cultures.

Be aware of different interpretations of gesture when dealing with EAL/D students, recognising that inappropriate behaviour may be cultural and unintentional, rather than deliberate. Model behaviours deemed appropriate in the classroom. Parents and others who share the same linguistic and cultural background can help with information.

Deliver short oral presentations to peers

Interpreting, analysing, evaluating

Identify some differences between imaginative and informative texts

Hypothesising in English requires conditional language structures that will be difficult for EAL/D students as they require the use of multiple verb structures and tenses (for example I think this book will be good for learning about dinosaurs).

Provide strong and repeated oral models of a range of sentence and language structures for EAL/D students, and allow them many opportunities to use these.

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

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

Contextual and visual information that we often assume is supportive of learning is often culturally loaded. EAL/D students may not have experience with the cultural context or images of books (for example the bush and Australiana in Mem Fox’s Possum Magic).

Build a shared knowledge about the events of the books being read. Prior to reading, talk through the images in

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translating abstract emotions.Explicitly teach ways to use language appropriately depending on context and relationship between speaker and listener. Role play is an excellent vehicle for this kind of explicit teaching in the early year levels.

Text structure and organisation

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 film) and that stories and informative texts have different purposesEAL/D students who are new to Australia or who live in remote areas may not have an understanding of some of the signs and stories that we may assume are shared knowledge (for example an EXIT sign, nursery rhymes).When showing ‘everyday’ examples of texts, provide background information on their meaning (for example EXIT signs and STOP signs – what do they mean?).Share texts from the students’ home language if appropriate (for example a newspaper from home). What does the road sign for STOP look like in their country of birth? (NB: the red hexagonal symbol is universal and therefore recognisable for young students).Understand that some language in written texts is unlike everyday spoken languageNot all languages have written traditions, and for students from these cultural backgrounds understanding the differences between written and spoken language is even more challenging as they don’t bring a print awareness with them to the classroom.Some students may have limited or no print literacy – not simply because they are young, but because they come from a linguistic background that has no tradition of print literacy. These students will require additional time and explicit support in understanding that the spoken word can have a print representation.Understand that punctuation is a feature of written text,

Use stories that are familiar to the students, and provide scaffolds into the retell. EAL/D students in the Beginning and Emerging phases could put visuals of main events into the correct sequence, while Developing phase students could match words and pictures using a teacher’s modelled example.

Recognise some different types of literary texts and identify some characteristic features of literary texts, for example beginnings and endings of traditional texts and rhyme in poetry

All cultures have rich literary traditions, either oral or written, or both. These traditions can be drawn upon when identifying texts to examine in the classroom.

Invite EAL/D students to share favourite stories from their own lives, understanding that these may sometimes be oral stories. Family members and bilingual assistants, where available, can be helpful in identifying traditional and favourite stories

Creating literature

Retell familiar literary texts through performance, use of illustrations and image

the book, paying attention to those which may represent unfamiliar situations.

Creating texts

Create short texts to explore, record and report ideas and events using familiar words and phrases and beginning writing knowledge

EAL/D students will not have an extensive vocabulary to draw upon for attempting their own writing of texts.

Allow EAL/D students to use drawings to communicate, and the teacher can label these to build English vocabulary.

Produce some lower case and upper case letters using learned letter formations

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different from letters; recognise how capital letters are used for names, and capital letters and full stops signal the beginning and end of sentencesPunctuation varies in different languages. In some languages it does not exist, and in other languages the symbols used are different (for example in German all nouns are capitalised, while some languages have no capitals).Explicitly teach punctuation in context, ensuring that EAL/D students understand both the punctuation symbol and its function.Understand concepts about print and screen, including how books, film and simple digital texts work, and know some features of print, for example directionalitySome languages have different print conventions from English, and some EAL/D students with first language print literacy may have different expectations of print direction.Not all languages have written traditions, and for students from these cultural backgrounds understanding the differences between written and spoken language is even more challenging as they don’t bring a print awareness with them to the classroom.Mark the starting place on worksheets.Use a pointer to model directionality when reading big books.When students attempt reading, have them point to the words or assist by holding the student’s finger.Some students may have limited or no print literacy – not simply because they are young, but because they come from a linguistic background that has no tradition of print literacy. These students will require additional time and explicit support in understanding that the spoken word can have a print representation. finger.Some students may have limited or no print literacy – not simply because they are young, but because they come from a linguistic background that has no tradition of print literacy. These students will require additional

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time and explicit support in understanding that the spoken word can have a print representation.

Expressing and developing ideas

Recognise that sentences are key units for expressing ideasWord order differs in all other languages, and so English sentence structures will be new for all EAL/D students. In English, meaning is governed by word order to a greater extent than in many other languages. Some EAL/D students with first language print literacy may have different expectations of word order and directionality of print.EAL/D students do not have an intuitive sense of the English language and cannot easily self– correct. Even EAL/D students in the Developing phase do not have enough broad experiences of English to recognise all of what is possible with English sentence structure. Do not rely on student self– correction or prompt questions such as ‘Does that sound right?’ Explicitly teach sentence structure by demonstrating what is possible with word order and what is not. Engage EAL/D students with frequent experiences of hearing English texts read aloud.Recognise that texts are made up of words and groups of words that make meaningWords remain the same each time we read.Not all languages have written traditions, and for students from these cultural backgrounds understanding the links between written and spoken language is even more challenging as they don’t bring a print awareness with them to the classroom.Mainstream students can bring their spoken vocabulary to the task of learning how utterances can be expressed in written words. When the teacher points to the word ‘chair’, mainstream learners understand the meaning of the spoken utterance ‘chair’ and can attach meaning to the written word. EAL/D students may not have the spoken vocabulary, and therefore meaning is

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not achieved. Thus, an understanding of how print works requires more time and more teaching.Ensure that visuals or real– life objects accompany written words to help EAL/D students make the meaning connection.Use everyday texts cut up into words and reassemble them to make meaning.Explore the different contribution of words and images to meaning in stories and informative textsVisuals themselves are not culturally neutral, and sometimes require as much explanation as words.develop and extend vocabulary (multiple meanings) and link to images– descriptive vocabulary to enhance meaning.Classroom discussions can be used to teach new vocabulary to EAL/D students. When students contribute ideas and vocabulary to discussion, teach that contribution back to the whole class to ensure that EAL/D students have shared understanding while simultaneously building their vocabulary. A variety of visuals (for example several images of a letterbox in different contexts rather than one which may be unfamiliar), or acting out new vocabulary (for example using a ‘whispering’ voice or a ‘mumbling’ voice) can be an aid to vocabulary teaching.Understand the use of vocabulary in familiar contexts related to everyday experiences, personal interests and topics taught at schoolKnow 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 wordsNot all languages are alphabetic. Some EAL/D students will have experiences with other languages that are not alphabetic (for example logographic languages such as Chinese, syllabic languages such as Korean) or with alphabetic languages that have different scripts such as Russian.Even if students are not writing in their first language, they may be surrounded by first language print at

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home, and this will impact upon their initial attempts at writing in English.However, not all languages have written traditions, and for students from these cultural backgrounds understanding the differences between written and spoken language is even more challenging as they don’t bring a print awareness with them to the classroom.Find out the first language print experiences of EAL/D students in the class.While teaching the connections between sounds and print, identify students who have limited or no print literacy – not simply because they are young, but because they come from a linguistic and cultural background that has no tradition of print literacy. These students will require additional time and explicit support in understanding that the spoken word can have a print representation.Provide examples of English print such as name cards, wall charts, posters and signs.

Sound and letter knowledge

Recognise the letters of the alphabet and know there are lower and upper case lettersCapitalisation of words is specific to individual languages. For non-alphabetic languages, capitalisation is non-existent, and capitalisation differs among the alphabetic languages (for example in German all nouns are capitalised, while some languages have no capitals).English letters range in the congruence between the upper case and lower case – from the very similar Ss – to the dissimilar Qq – and this can be particularly confusing for EAL/D students new to experiences with the English alphabet.Explicitly teach the purpose of upper-case letters, and make clear the differences between upper-case and lower-case letters, particularly when they are quite

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dissimilar (for example Qq, Rr, Ee, Dd).

General capabilities and Cross-curriculum priorities

LiteracyStudents will:

comprehend texts through listening, viewing and reading compose texts through speaking, writing and creating understand, read or view a range of texts with different structures for varying purposes understand and create texts using text features and grammar understand and apply word knowledge understand and interpret visual knowledge.

NumeracyStudents will: understand and demonstrate the use of sequencing familiar events in time order understand and demonstrate the use of one to one correspondence when counting words in a sentence understand and demonstrate how to keep a tally of attending audience members.

Information and Communication Technology (ICT) capability

Students will be developing skills in:Managing and operating ICT: use digital technologies efficiently select appropriate combinations of digital hardware and software to match the needs of the user and the task use software to manage and maintain information in digital files

Creating with ICT: generate products or solutions for challenges and learning tasks

Critical and creative thinking

Students will: inquire through identifying, exploring and clarifying information generate and develop ideas and possibilities analyse, evaluate and synthesise information reflect on thinking, actions and processes.

Ethical behaviour

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Students will: act with regard for others develop concern for and understanding of others understand ethical concepts and recognise the moral domain.

Personal and social competence

Students will: understand and empathise with others’ emotions and viewpoints cooperate and communicate effectively with others.

Intercultural understanding

Students will: understand that people have many ways of knowing and being in the world appreciate Australia’s social, cultural, linguistic and religious diversity think critically about their point of view and the point of view of others to facilitate shared understanding to cultivate values and the dispositions of empathy, respect and

responsibility.

Cross-curriculum priorities

Aboriginal and Torres Strait Islander histories and culture

Students will develop an awareness and appreciation of, and respect for, the historical and contemporary literature of Aboriginal peoples and/or Torres Strait Islander peoples.The embedding of Aboriginal and Torres Strait Islander perspectives into the curriculum requires more than addressing curriculum and pedagogy. To ensure holistic learning, teachers need to address the other realms of the Embedding Aboriginal and Torres Strait Islander Perspectives in Schools (EATSIPS) framework; these are: personal and professional accountability, community engagement and organisational environment.

Asia and Australia’s engagement with Asia

Students will explore and appreciate the rich tradition of texts from and about the peoples and countries of Asia, including texts written by Asian Australians.

Relevant prior curriculumThis unit acknowledges the diversity of prior school learning, capabilities, knowledge and interests. Each student’s ideas and prior knowledge are used to develop challenging and connected learning opportunities to accommodate the needs of all students.This unit builds on the teaching and learning from Unit 1 Transition — Exploring our world.The Australian Curriculum: English scope and sequences for Language, Literature and Literacy: Transition (F) – 6 provides an overview of the sub-strands for each year level.

Curriculum working towardsThe teaching and learning in this unit works towards the following in Year 1: understanding that language is used in combination with other means of communication, for example facial expressions and gestures, to interact with others identifying parts of a simple sentence that represent ‘What is happening?’, ‘Who or what is doing or receiving the action?’ and the circumstances surrounding the action

C2C adapted with permission by NT DET © The State of Queensland 9 of 31 www.det.nt.gov.au

discussing characters and events in a range of literary texts and sharing personal responses to these texts, making connections with their own experiences recreating texts imaginatively using drawing, writing, performance and digital forms of communication making short presentations using some introduced text structures and language, for example opening statements.

Supportive learning environmentDifferentiationWhat do your learners already know, do and value? Where do the learners need and want to be? How do the learners best learn?Consider the individual needs of all students, including English as an additional language/ dialect, gifted and talented and special needs, and provide learning experiences that are accessible to and respectful of the diversity of students’ cultural backgrounds.Start from where your students are at and differentiate teaching and learning to support the learning needs of all students. Plan and document how you will cater for individual learning needs.The learning experiences within this unit can be differentiated by increasing the: frequency of exposure for some students intensity of teaching by adjusting the group size duration needed to complete tasks and assessment.For guided and/or independent practice tasks: student groupings will offer tasks with a range of complexities to cater for individual learning needs rotational groupings that allow for more or less scaffolding of student learning use of audio recordings of written texts.FeedbackHow will I inform learners and others about the learner’s progress?Feedback is information and advice provided by a teacher, peer, parent or self about aspects of someone’s performance. The aim of feedback is to improve learning and is used to plan what to do next and how to teach it. Teachers and students use feedback to close the gap between where students are and where they aim to be. Teachers use self-feedback to guide and improve their teaching practice.Establish active partnerships between students, teachers and parents to find out: what each student already knows how each student is going where each students needs to go next. Ensure feedback is timely, ongoing, instructive and purposeful.

Feedback may relate to reading, writing and speaking throughout the unit. In this unit this may include students’: sequencing of events using texts that have been read to them understanding of concepts of print when reading and re-reading familiar texts beginning sound and letter knowledge understanding of writing conventions when writing simple sentences spoken communication skills in a classroom setting, when speaking individually and in small groups.

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Use feedback to inform future teaching and learning.

Reflection on the unit plan

Identify what worked well during and at the end of the unit. Compile a reflective list for future planning.Reflection may include: activities that worked well and why activities that could be improved and how monitoring and assessment that worked well and why monitoring and assessment that could be improved and how common errors that need, or needed, to be addressed (e.g. grammar, spelling, punctuation) differentiation and future student learning needs.

AssessmentHow will I check the learners have made progress?Assessment is the purposeful, systematic and ongoing collection of information as evidence for use in making judgments about student learning.Principals, teachers and students use assessment information to support improving student learning. Feedback from evaluation of assessment data helps to determine strengths and weaknesses in students’ understanding. Students should contribute to an individual assessment folio that provides evidence of their learning and represents their achievements over the year. The folio should include a range and balance of assessments for teachers to make valid judgments about whether the student has met the achievement standard. Refer to Year level plan for more assessment information.

Monitoring student learning

Monitoring and assessing is an integral part of the teaching and learning process in Transition. Students require opportunities to demonstrate their learning across the five contexts of learning.Evidence of student learning may include: observation of students’ learning demonstrations in small group activities personalised checklists with anecdotal records artefacts that students produce that demonstrate capabilities images (photographs) and recordings (audio, video) of learning and development.Student learning should be monitored throughout the teaching and learning process to determine student progress and learning needs.Each lesson provides opportunities to present and gather feedback about how students are going and where they need to go next. Specific monitoring opportunities in this unit include:

Monitoring tool for reading

Collect information using the Monitoring tool for reading to monitor students’ understanding of: concepts of print

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beginning letter and sound knowledge rhyme syllables

Weeks 1 and 2 — Personal recounts activating and using prior knowledge to comprehend an oral recount discussing the pictures, ideas, characters and events in a story sequencing a series of events understanding and using emerging knowledge of concepts of print demonstrating emerging understandings of conventional symbol systemsWeeks 3 and 4 — Recount in literature using picture clues to read and comprehend text sequencing a series of events demonstrating use of emerging understandings of conventional symbol systems identifying some features of print in written text isolating letter sounds to help with writing words

Weeks 5 and 6 — Stories to tell comprehending text by activating and using prior knowledge and making connections to own experiences identifying concepts of print including capitals, words, letters and their sounds using knowledge of the concepts of print to write a simple sentence identifying entertaining storytelling behaviours discussing characters in stories

Weeks 7 and 8 — Retell a story identifying and sequencing events in a familiar story sharing thoughts and feelings about events and characters writing a simple sentence and drawing an illustration to retell a story retelling a story reflecting on the retell

Assessing student learning

Assessment — Retelling a familiar story or recount

Students demonstrate comprehension of a story through retelling events in the correct sequence in an informal setting.

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This assessment provides opportunities to gather evidence of student learning in:

Language

Text structure and organisation

Understand concepts about print and screen, including how books, film and simple digital texts work, and know some features of print, for example directionality

Expressing and developing ideas

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

Literature

Examining literature

Identify some features of texts including events and characters and retell events from a text

Creating literature

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

Literacy

Interacting with others

Use interaction skills including listening while others speak, using appropriate voice levels, articulation and body language, gestures and eye contact Deliver short oral presentations to peers

Interpreting, analysing, evaluating

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

Creating texts

Create short texts to explore, record and report ideas and events using familiar words and phrases and beginning writing knowledge

Sequencing teaching and learningWhat is the sequence of teaching and learning?What do learners already know, do and value? Where do learners need and want to be? How do learners best learn?What will constitute the learning journey?The relationship between what is taught and how it is taught is critical in maximising student learning.Start with what your students already know and set goals for the next steps for learning. Decide how to provide multiple opportunities for all students to explore and consolidate ideas, skills and concepts by considering how students learn best and by using a variety of teaching strategies.When planning learning opportunities, teachers consider students’ ideas and prior knowledge to develop challenging and connected learning experiences and environments.

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Teaching and learning sequences should reflect the prior learning and develop the curriculum understandings required for future learning.A suggested teaching and learning sequence is outlined below.

Personal recounts

Sequencing a recount Comprehending a recount Sharing other people’s experiences Recounting events of a day Modelled reading: Biddy’s fishing-line Shared reading: First day at school Recounting a day in Transition Recounting a personal experience

Recount in literature

Model an oral recount Jointly construct an oral recount Plan an oral recount Innovating on text Viewing a sequence of photos Sequencing events Writing a sentence Write about a new adventure

Stories to tell

How the water got to the plains Didipapa and Gorarasiasi The boy who cried wolf The hare and the tortoise Shared reading: Bear and Chook Describing characters Sequencing story events Creating a new adventure

Retell a story

Oral recount

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Choose a book for retelling Begin to plan Continue to plan Model and rehearse Rehearsal Share the retell Reflection and evaluation

Celebrating

Introducing the task Preparing the retell Constructing the retell Planning for the retell Planning the celebration Rehearsing the retell Sharing and celebrating stories

Reflecting on learningMaking judgements

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How will I check that the learners have made progress?Teachers and students use standards to judge the quality of learning based on the available evidence. The process of judging and evaluating the quality of performance and depth of learning is important to promoting learning.Teachers identify the task-specific assessable elements to make judgements against specified standards on evidence.

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.

Lesson OverviewsSpend a short time at the start of each lesson ‘to switch on’ student thinking, promote the use of standard Australian English language and revise the repertoire of English usage and communication strategies. End each lesson with a review of student learning in that lesson.

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Pers

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Sequencing a recount (1 of 8)Focused teaching and learning View and discuss the purpose and audience of stories Model writing a title View and discuss the photos for a recount Order the photos and model an oral recount Reflect on the oral recount and apply understandings of sequencingDeveloping, progressing and consolidating English through the contexts for learningPlayStudents initiate playing with construction materials and toy characters that travel throughout their made community which includes homes, parks, shops, fields, bushland and a school building.Real-lifeThe teacher provides experiences that allow students to develop understandings about sequencing events and investigate how other students travel to school.The teacher provides opportunities to read and view simple texts.Routines and transitionsThe teacher provides opportunities for students to retell, read or listen to a sequence of events.

Comprehending a recount (2 of 8)Focused teaching and learning Listen to a personal recount Place photos for a personal recount in order Reflect on the meaning of the words and the pictures Reflect on the features of a personal recount Apply understanding of a recountDeveloping, progressing and consolidating English through the contexts for learningReal-lifeOrganise members from the school community (admin, ancillary staff, and specialist teachers) to tell a simple recount of their morning routine or other event/activity.Routines and transitionsThe teacher provides multiple opportunities for students to sequence pictures and engage with spoken and written recounts.The teacher provides opportunities for model writing and demonstrates the skills of beginning writing throughout the Transition day.

Sharing other people’s experiences (3 of 8)Focused teaching and learning Discuss the experiences of different cultural groups Read and view texts about another child’s life Make connections from the story to the students Identify the structures and features of a recount Read, view and listen to stories about other childrenDeveloping, progressing and consolidating English through the contexts for learningPlayStudents initiate role-playing a morning routine.Routines and transitionsThe teacher initiates opportunities for students to listen to stories, share, read, record ideas and events, and model writing to help build language and literacy knowledge.

Recounting events of a day (4 of 8)Focused teaching and learning Recall events from the students’ day Gather and discuss the events from the students’ day Talk about the order of what students do Practise recounting the events of the day Complete a shared reading of the events of another child’s day Construct jointly an oral recount of another child’s dayDeveloping, progressing and consolidating English through the contexts for learningRoutines and transitionsThe teacher provides opportunities for students to order the pictures of the events in stories and retell stories.The teacher provides opportunities to routinely model writing and demonstrate the skills of beginning writing throughout the Transition day.

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Pers

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Modelled reading: Biddy’s fishing-line (5 of 8)Focused teaching and learning Discuss and list students’ leisure activities Model reading a personal account Sequence story pictures and model writing an introduction Create a simple booklet of the story Biddy’s fishing-line Recount story events orallyDeveloping, progressing and consolidating English through the contexts for learningPlayStudents initiate setting up a bookmaking shop/publishing office.Routines and transitionsThe teacher provides opportunities to routinely model writing and demonstrate the skills of beginning writing throughout the Transition day.The teacher provides opportunities to encourage all students to write and draw about their personal experiences for a variety of audiences

Shared reading: First day at school (6 of 8)Focused teaching and learning Share a book series Share a literary text with repetitive sentences Discuss different uses of language Write new pages for the bookDeveloping, progressing and consolidating English through the contexts for learningPlayProvide opportunities for students to role-play book characters.Routines and transitionsThe teacher provides opportunities for students to routinely model writing and demonstrate the skills of beginning writing throughout the Transition day.The teacher provides multiple opportunities for students to write for real purposes.

Recounting a day in Transition (7 of 8)Focused teaching and learning Model retelling a recount of a first day at school Discuss a recount of an experience from the Transition day Plan an oral recount using words and picture Model recounting the experience Reflect on the accountDeveloping, progressing and consolidating English through the contexts for learningPlayAfter students build a boat and play at going on fishing trip, the teacher prompts, and questions and scaffolds them to recount the fishing trip they took in the boat.After students create and play in a beautician’s parlour, the teacher prompts, questions and scaffolds them to recount what they did while they were there.

Recounting a personal experience (8 of 8)Focused teaching and learning Review a modelled oral recount Select an experience for a personal recount Discuss the chosen experience and begin planning Practise recounting a personal experience Recount a personal experience to an audience Monitoring and assessmentDeveloping, progressing and consolidating English through the contexts for learningReal-lifeThe teacher provides many and varied opportunities for students to orally recount the events of the Transition day or planned excursions or experiences.Routines and transitionsThe teacher provides opportunities for students to give their oral recount to an audience.The teacher provides experiences which engage students with recounts in many forms.

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Rec

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Model an oral recount (1 of 8)Focused teaching and learning Share prior knowledge of recounts in picture books Complete a shared reading of the book The adventures of Bert Read the story and discuss the character’s feelings Model correct reading behaviours and demonstrate explicitly concepts of

print Identify and explore letters of the alphabet and their sounds Model recounting and adventure Reflect on the oral accountDeveloping, progressing and consolidating English through the contexts for learningPlayThe students pick up on the idea of funny and unusual adventures and use construction materials to create a place for their toy figures to travel. They recount the adventures as the toy figures move around the area.Routines and transitionsDaily routines such as listening to stories; shared reading; recording ideas and events; and collaboratively writing plans, lists and notices help build language and literacy knowledge.

Jointly construct an oral recount (2 of 8)Focused teaching and learning Revisit print concepts in an adventure story Review the features of a recount Reread and investigate chapter 3 of The adventures of Bert Identify and explore letters of the alphabet and their sounds Jointly construct a plan for an oral recount Jointly construct an oral recount for the adventure Reflect on the oral recountDeveloping, progressing and consolidating English through the contexts for learningReal-lifeThe students photograph the actions of people in the school community and record a recount of what they see happening. Add text to the photos and make class books or PowerPoint presentations.Routines and transitionsDaily routines such as listening to stories; shared reading; recording ideas and events; and collaboratively writing plans, lists and notices help build language and literacy knowledge.

Plan an oral recount (3 of 8)Focused teaching and learning Investigate the parts of a sentence Examine time/order words Investigate the parts of a recount Prepare an oral recount Informally present the oral recount Identify and explore letters of the alphabet and their soundsDeveloping, progressing and consolidating English through the contexts for learningPlayThe students develop and consolidate letters and letter/sound knowledge by engaging with digital interactive games.

Routines and transitionsDaily routines such as listening to stories; shared reading; recording ideas and events; and collaboratively writing plans, lists and notices help build language and literacy knowledge.

Innovating on text (4 of 8)Focused teaching and learning Read or share a new adventure of a story character Gather ideas for a new adventure for a story character Plan a new adventure Share and reflect on recountsDeveloping, progressing and consolidating English through the contexts for learningPlayStudents create images of their favourite story characters having adventures. Display these pictures as part of an auditory gallery walk. Students take turns at being ‘on duty’ with their pictures and stand near their pictures and recount the adventure depicted in the picture.Routines and transitionsDaily routines such as listening to stories; shared reading; recording ideas and events; and collaboratively writing plans, lists and notices help build language and literacy knowledge.

C2C adapted with permission by NT DET © The State of Queensland 19 of 31 www.det.nt.gov.au

Rec

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ture

Viewing a sequence of photos (5 of 8)Focused teaching and learning View and share a sequence of photos Model writing a title Model writing sentences Pair read the sentencesDeveloping, progressing and consolidating English through the contexts for learningPlayThe students create a ‘Hall of fame’ for the Reggie and Max ‘adventurers’. They draw and paint pictures, construct collages of the characters and use the Reggie and Max word wall, word banks and simple sentence beginnings to write sentences about them.Routines and transitionsDaily routines such as listening to stories; shared reading; recording ideas and events; and collaboratively writing plans, lists and notices help build language and literacy knowledge.

Sequencing events (6 of 8)Focused teaching and learning Review the Reggie and Max adventure Identify and explore letters of the alphabet and their sounds Sequence events Model retelling the adventureDeveloping, progressing and consolidating English through the contexts for learningReal-lifeThe students bring photos from home depicting experiences or adventures they had had. Support students to sequence the photos and then write accompanying text. Display the work on charts, as digital slide shows or make into books for classroom resources.

Writing a sentence (7 of 8)Focused teaching and learning Review the recount of the dog’s adventure Explore a different order of events Model writing sentences Write sentences for a series of photos Identify and explore letters of the alphabet and their soundsDeveloping, progressing and consolidating English through the contexts for learningPlayPlan and provide a variety of experiences that develop students’ fine motor skills. Fine motor control involves using small muscles to produce precise movements, such as picking up a pencil or threading beads (as opposed to ‘gross motor skills’ such as waving or stamping).

Write about a new adventure (8 of 8)Focused teaching and learning Review the two dogs’ adventures Recreate new story ideas Photograph new events Write a sentence for each photo Share the new adventures Monitoring and assessmentDeveloping, progressing and consolidating English through the contexts for learningRoutines and transitionsDaily routines such as listening to stories; shared reading; recording ideas and events; and collaboratively writing plans, lists and notices help build language and literacy knowledge.

C2C adapted with permission by NT DET © The State of Queensland 20 of 31 www.det.nt.gov.au

Stor

ies

to te

llHow the water got to the plains (1 of 8)Focused teaching and learning Introduce storytelling Acknowledge the traditional custodians of the land View and listen to the Aboriginal Dreaming story, ‘How the water got to the

plains’ Comprehend the story Identify entertaining storytelling behaviours Review entertaining storytelling behaviours

Developing, progressing and consolidating English through the contexts for learningReal-lifeThe teacher provides students with opportunities to invite Aboriginal and Torres Strait Islander community members to tell Dreaming stories from their local community.

Didipapa and Gorarasiasi (2 of 8)Focused teaching and learning Share a literary text with repetitive sentences Acknowledge the traditional custodians of the land View and listen to the Aboriginal dreaming story, ‘Didipapa and Gorarasiasi’ Identify entertaining storytelling behaviours Review entertaining storytelling behaviours

Developing, progressing and consolidating English through the contexts for learningReal-lifeThe teacher to provide students with opportunities to invite Aboriginal and Torres Strait Islander community people to tell Dreaming stories from their local community.Routines and transitionsThe teacher to help students develop knowledge about print including the concept of a sentence, and a word.Website — Twelve canoes

The boy who cried wolf (3 of 8)Focused teaching and learning Model writing a title Identify effective and entertaining storytelling behaviours Review entertaining storytelling behavioursDeveloping, progressing and consolidating English through the contexts for learningPlayStudents wanted to play in role as storyteller critics. They wanted to continue to view and listen to other stories being told and use criteria based on the entertaining storytelling behaviours devised by the class in the lessons.

Routines and transitionsDaily routines such as listening to stories; shared reading; recording ideas and events; and collaboratively writing plans, lists and notices help build language and literacy knowledge.

The hare and the tortoise (4 of 8)Focused teaching and learning Explore the fable ‘The hare and the tortoise’ Model writing a title and explore the letter ‘t’ Identify entertaining storytelling behaviours Review entertaining storytelling behaviours Retell the storyDeveloping, progressing and consolidating English through the contexts for learningReal-lifeStudents wanted to read, listen to and view different versions of the fable ‘The hare and the tortoise’.Routines and transitionsDaily routines such as listening to stories; shared reading; recording ideas and events; and collaboratively writing plans, lists and notices help build language and literacy knowledge.

C2C adapted with permission by NT DET © The State of Queensland 21 of 31 www.det.nt.gov.au

Stor

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llShared reading: Bear and Chook (5 of 8)Focused teaching and learning Explore the differences between imaginative and informative texts Complete a shared reading of the book Bear and Chook Read the story and discuss character feelings Model correct reading behaviours and demonstrate explicitly concepts of

print Identify and explore letters of the alphabet and their sounds Review the story and its charactersDeveloping, progressing and consolidating English through the contexts for learningPlayThe students decided to play ‘What will I be when I grow up’ while outdoors. Some students model their actions on those of the character ‘Bear’ from the book Bear and Chook and act as pilots, sea captains, dancers and explorers.

Describing characters (6 of 8)Focused teaching and learning Review the story of Bear and Chook. Record information about the characters. Apply understandings of the story characters and concepts of print.Developing, progressing and consolidating English through the contexts for learningInvestigatingThe students develop and consolidate letter/sound knowledge by creating their own ‘I spy’ collage.

Sequencing story events (7 of 8)Focused teaching and learning Reread the book Bear and Chook Sequence story events Identify and explore letters of the alphabet and their sounds Draw and write about a story event Apply knowledge about story events and print

Developing, progressing and consolidating English through the contexts for learningInvestigatingProvide opportunities for students showing interest in writing, saying and investigating upper and lower case letters to explore this further.Routines and transitionsProvide daily routines such as recording ideas to build language and literacy knowledge.PlayThe students to set up a storytelling theatre to retell the story of Bear and Chook. The teacher provides a slide show of pictures and story prompts to help students remember the sequence of the events.

Creating a new adventure (8 of 8)Focused teaching and learning Review the story and characters from the book Bear and Chook Explore ideas for a new adventure Draw and write a new adventure Read new adventures

Developing, progressing and consolidating English through the contexts for learningPlayDaily routines such as listening to stories; shared reading; recording ideas and events help build language and literacy knowledge. Include games and activities with letters

C2C adapted with permission by NT DET © The State of Queensland 22 of 31 www.det.nt.gov.au

Ret

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ryOral recount (1 of 8)Focused teaching and learning Explain the retell task Introduce the retell task Read a traditional tale Sequence the storyDeveloping, progressing and consolidating English through the contexts for learningPlayStudents read the story of Chicken Licken and create masks of each character which are used to play out of the story.Routines and transitionsThe teacher provides opportunities for students to complete daily routines such as listening to stories, sharing reading, recording ideas and events and collaboratively writing plans, lists and notices to help build language and literacy knowledge.

Choose a book for retell (2 of 8)Focused teaching and learning Introduce the retell task Model selecting and discussing a story Revisit the books and stories from the Transition year Choose a book for the retell taskDeveloping, progressing and consolidating English through the contexts for learningPlayStudents continue to create masks of various characters from Chicken Licken and use them as they play out the story.Routines and transitionsThe teacher provides opportunities for students to complete daily routines such as listening to stories, sharing reading, recording events and collaboratively writing plans to help build language and literacy knowledge.

Begin to plan (3 of 8)Focused teaching and learning Review the retelling task Plan the retell Begin individual retell planners Tell about the retell planner

Developing, progressing and consolidating English through the contexts for learningPlayStudents use favourite stories from Transition as a catalyst for acting out in different play contexts (e.g. settings, characters or the plot).Routines and transitionsThe teacher reads favourite stories, models the use of correct reading behaviours and demonstrates concepts of print. Identify and explore letters of the alphabet and their sounds relevant to students’ work.

Continue to plan (4 of 8)Focused teaching and learning Review the retelling task Model the planning of the events of the retell Continue to work on retell planners

Developing, progressing and consolidating English through the contexts for learningPlayStudents use favourite stories from Transition as a catalyst for acting out in different play contexts (e.g. settings, characters or the plot).Routines and transitionsThe teacher reads favourite stories, models the use of correct reading behaviours and demonstrates the concepts of print. Identify and explore letters of the alphabet and their sounds that are relevant to students’ work.

C2C adapted with permission by NT DET © The State of Queensland 23 of 31 www.det.nt.gov.au

Ret

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ryModel and rehearse (5 of 8)Focused teaching and learning Review the planning of the retell task Prepare to retell Model the retell Rehearse the retell Model the use of voice Rehearse the retellDeveloping, progressing and consolidating English through the contexts for learningPlayStudents read and view other traditional tales, and then create puppets of the three little pigs.

Rehearsal (6 of 8)Focused teaching and learning Prepare for the retell Rehearse the retellDeveloping, progressing and consolidating English through the contexts for learningTeacher initiatedAfter reading Chicken Licken, the students read, view and listen to other traditional tales.

Share the retell (7 of 8)Focused teaching and learning Review the students’ preparation Continue to rehearse the retell Assess the students' retell Review the task

Developing, progressing and consolidating English through the contexts for learningTeacher initiatedIndependent activities including those which revisit learning from this unit were provided for students who were waiting to retell their chosen story.

Reflection and evaluation (8 of 8)Focused teaching and learning Allow more time for assessing the retell Prepare for reflection and self-assessment Model reflecting on the retell Model and complete a self-assessment sheet

Developing, progressing and consolidating English through the contexts for learningTeacher initiatedIndependent activities including those which revisit learning from this unit were provided for students who were waiting to retell their chosen story.

C2C adapted with permission by NT DET © The State of Queensland 24 of 31 www.det.nt.gov.au

Cel

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Introducing the task (1 of 8)Focused teaching and learning Introduce the idea of a celebration Formulate a plan for celebrating through storytelling Discuss, list and assign responsibilities Jointly compose a variety of invitationsDeveloping, progressing and consolidating English through the contexts for learningTeacher initiatedThe teacher regularly initiates opportunities for students to engage with literary and non-literary texts including books and multimodal texts.

Preparing the retell (2 of 8)Focused teaching and learning Review the retell task Select a story for retelling Discuss the sequence of the story Complete the retell planner Plan how the story will be told Review the progress of the task preparationDeveloping, progressing and consolidating English through the contexts for learningTeacher initiatedProvide students with opportunities to investigate the letter and sound of ‘g’.

Constructing the retell (3 of 8)Focused teaching and learning Review the planning of the retell Continue to plan the storytelling Construct or gather accompanying props, equipment or resources Review the progress of the task preparationDeveloping, progressing and consolidating English through the contexts for learningChild initiatedStudents make puppets for their retell.Teacher initiatedThe teacher provides opportunities for students to become aware of the names, shapes and sounds that constitute the letters of the alphabet (letter awareness).

Preparing for the retell (4 of 8)Focused teaching and learning Identify and explore letters of the alphabet and their sounds Review the planning of the retell Continue to plan the storytelling Construct and gather props and equipment Share the planning with the teacherDeveloping, progressing and consolidating English through the contexts for learningTeacher initiatedThe teacher provides further opportunities for students to investigate letters and their sounds.

C2C adapted with permission by NT DET © The State of Queensland 25 of 31 www.det.nt.gov.au

Cel

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Planning the celebration (5 of 8)Focused teaching and learning Review the plan for the celebration Review student progress Continue preparing for the celebration

Developing, progressing and consolidating English through the contexts for learningStudents engage in independent play or other activities while preparations for the celebration are completed.

Rehearsing the retell (6 of 8)Focused teaching and learning Review the elements of a rehearsal Rehearse the storytelling Prepare for the celebration

Developing, progressing and consolidating English through the contexts for learningProvide students with opportunities to develop their knowledge about print.

Sharing and celebrating stories (7 of 8)Focused teaching and learning Finalise rehearsing Share the stories

Reflecting on learning (8 of 8)Focused teaching and learning Reflect on the learning throughout the unitDeveloping, progressing and consolidating English through the contexts for learningThe teacher shares the introduction and the complication of an unknown story with students and asks them to solve the story’s problem.

Differentiation(Teacher differentiation notes for class)

C2C adapted with permission by NT DET © The State of Queensland 26 of 31 www.det.nt.gov.au

ResourcesPersonal recount

McG S. 2005, Evie’s mad hair day, Templar Publishing, Dorking, UK

Priman, B. 2005, Biddy’s fishing-line, Black Ink Press, Townsville

Find and prepare

Photos: Going to school

Teacher preparation — Prepare a series of photos and an audio recording of a simple oral personal recount of a morning routine or other event/activity. The recount should have a simple structure: a beginning which introduces the characters and the setting, 2–3 events, and an ending which finishes the recount. It should also use time-order words (e.g. first, after, then, at the end).

Teacher preparation — Organise members from the school community (admin, ancillary staff, specialist teachers) to visit the classroom to tell a simple recount of their morning routine or other event/activity. Provide them with information about the features and elements they should give during their recount.

A selection of texts which show how children live in different places/countries. For example:

Chambers, C. 2007, School days around the world, DK Children, United States Scott L. 2001, My school day, National Geographic Windows on Literacy Pearson J. 2008, Australians at school, Echidna Books, Melbourne UN literacy decade http://www.un.org/Pubs/CyberSchoolBus/literacy2003/slide1_a.asp PBS kids: Africa for kids — My world http://pbskids.org/africa/myworld/index.html A kid’s life in … Russia http://library.thinkquest.org/CR0212302/russia.htmlThree large sheets of paper

Display an enlarged copy of the transcript of the modelled teacher’s recount shared in the previous lesson. Highlight the time/order words.

Helpful information

‘On my way to school’ from the BBC series Words and pictures available for purchase from Enhance TV http://www.enhancetv.com.au/index.php

International children’s digital library http://en.childrenslibrary.org/

StoryKit iPhone/iPad app

Literacy – The key to learning http://education.qld.gov.au/literacy/docs/lit-leadership.ppt

Recount in literature

Ahlberg A. 2001, The adventures of Bert, Farrar, Straus and Giroux, New York

Ahlberg A. 2002 A bit more Bert, Farrar, Straus and Giroux, New York

Enchanted learning dictionary: B is for … http://www.enchantedlearning.com/Bisfor.shtmlEnchanted learning dictionary: S is for… http://www.enchantedlearning.com/Sisfor.shtml

C2C adapted with permission by NT DET © The State of Queensland 27 of 31 www.det.nt.gov.au

Cookie monster’s letter of the day http://pbskids.org/sesame/games/cookieLetterOfDay.html

Starfall ABCs http://en.childrenslibrary.org/

Rosie and Wallace story books http://education.qld.gov.au/library/resource/eresources/vbook/rosie-wallace.html

Find and prepare

Retell planner

Wall chart

Display the transcript of the teacher’s oral recount created in the lesson Personal recount — Recounting a day in Transition

Essential words

Letters, sounds and word booklet

Word wall of time/order words from the previous lesson Recount in literature — Jointly construct an oral recount

Recording ideas when writing

Stories to tell

Shanahan, L 2009, Bear and Chook, Lothian Children's Books, Australia

A variety of simple factual texts about chickens and/or bears (e.g. Magloff, L 2004, Watch me grow: Bear, DK Preschool, New York)

Shanahan, L 2009, Bear and Chook by the sea, Lothian Children's Books, Australia (optional)

The Dreaming, 2004, Aboriginal Nations Australia, Moore Park, Sydney (Note: ‘How the water got to the plains’ is in series 3, story 4 on this DVD.

Ancient stories, new voices: Dust echoes http://www.abc.net.au/dustechoes/

Aboriginal Dreaming stories http://www.teachers.ash.org.au/jmresources/dreaming/stories.html

Map of Aboriginal Australia http://www.healthinfonet.ecu.edu.au/map-aboriginal-australia

Here is, there is … a Rosie and Wallace story http://education.qld.gov.au/library/resource/eresources/vbook/rw/book_7_here-is/index.html

The Dreaming, 2004, Aboriginal Nations Australia, Moore Park, Sydney (Note: The story of ‘Didipapa and Gorarasiasi’ is in series 4, story 1 on this DVD.

Monash country lines archive http://www.infotech.monash.edu.au/non-cms/research/projects/independent/countrylines-archive/animations.html

Storyline online http://www.storylineonline.net

The tortoise & hare http://www.youtube.com/watch?v=3rJgMiJR-V4&feature=related

The tortoise and the hare (Les Clark) http://www.youtube.com/watch?v=MuDSts7p5go&NR=1

Living books – The tortoise and the hare http://www.youtube.com/watch?v=iNGB2eCv54M&NR=1

Interactive learning in the early phase: Interactive digital collages http://www.learningplace.com.au/deliver/content.asp?pid=36044

ABC sing along http://www.netrover.com/~mary3384/abckareoke/testabc.html

Helpful information

C2C adapted with permission by NT DET © The State of Queensland 28 of 31 www.det.nt.gov.au

‘Focus video: Understanding the Dreaming’ on the DVD — The Dreaming, 2004, Aboriginal Nations Australia, Moore Park, Sydney (series 2)

Twelve canoes (Select the ‘Creation’ shield and the ‘Our Ancestors’ shield.) http://www.12canoes.com.au/

Defining Aboriginal stories http://www.qsa.qld.edu.au/downloads/approach/indigenous_res014_0802.pdf

Holistic planning and teaching framework, Queensland Government Department of Education and Training, Publ., Critical Mass Media. (Hint: Induction Activity for school staff offers a useful brief 2½ minutes overview.)

Teacher note — Any Aboriginal and Torres Strait Islander stories that are used or told as part of this lesson should acknowledge where the story comes from and the community/group who owns it.

I spy series of books, written by Jean Marzollo, illustrated by Walter Wick, published by Scholastic

Spot what! series of books, written by Nick Bryant and Rowan Summers

TKI: ESOL online: Freeze frame http://esolonline.tki.org.nz/ESOL-Online/Teacher-needs/Pedagogy/Cross-curricular-strategies/Teaching-approaches-and-strategies/Thinking/Freeze-frame

Retell a story

Bishop, G 1984, Chicken Licken, Oxford University Press, New Zealand

Different versions of the story of Chicken Licken sometimes called Chicken Little, Henny Penny or The sky is falling.

Selection of literature with a farm topic displayed in the classroom (e.g. Old Macdonald had a farm, Noisy farm by Rod Campbell, Click, clack moo cows that type by Doreen Cronin, Where is the green sheep? by Mem Fox, Oliver’s milkshake by Vivian French, Shutting the chooks in by Libby Gleeson, Over on the farm: a counting picture book in rhyme by Christopher Gunson, A year on our farm by Penny Matthews and Andrew McLean, Pig in the pond by Martin Waddell)

Hutchins, P 2010 Rosie’s walk Random House Australia

Rosie’s walk and other stories DVD

Different versions of ‘The three little pigs’ in books, DVDs or story websites

Chicken Little: The sky is falling http://www.starfall.com/n/folk-tales/sky-is-falling/load.htm?f

Find and prepare

Assessment task — Creating your retell (one per student and/or enlarged wall chart–sized classroom copy)

Guide to making judgments — Creating your retell

Labels with names of characters on a lanyard (or sticky name tag)

Placards with one recurring phrase from the story on each (e.g. ‘The sky is falling.’ ‘Where are you going?’ ‘May I come with you?’)

Line marked on floor with ‘beginning’ written at one end and ‘end’ at the other

Two cards: one with the opening sentence of the book and the other with the final sentence

C2C adapted with permission by NT DET © The State of Queensland 29 of 31 www.det.nt.gov.au

Set up a display of fiction books that have been read to students during the year

Assessment task — Creating your retell (one issued to each child or wall chart–sized classroom copy)

Retell planner copied to A3 size (one per student) and a larger version for use with the class

Prepare a ‘Getting ready for the retell’ chart. Refer to the body of the lesson for an example.

Video recording equipment

Photos — Series of teacher prepared photos and audio from lesson Personal recount — Comprehending a recount

Sets of commercially produced or teacher made sequencing cards. Examples of sets of sequencing cards available online:

K-3 teacher resources: Fairy tale story sequencing activities http://www.k-3teacherresources.com/story-sequencing.html

Enchanted learning: Rhyme sequencing cards http://www.enchantedlearning.com/rhymes/seq/

Helpful information

Arrange as many well-briefed adults as possible to assist with rehearsals.

Organise independent activities for the class so that individual students and their audiences can be withdrawn to share their retelling

Celebrating

A gift for Bluey … a Rosie and Wallace story http://education.qld.gov.au/library/resource/eresources/vbook/rw/book_19_bluey-gift/index.html

E-cards http://cards.e-cards.com/send/write-card.pl

Hallmark Ecards http://www.hallmarkcards.com.au/ecards

Care2 eCards http://www.care2.com/ecards/

Audacity http://audacity.sourceforge.net/Voki http://www.voki.com/Enchanted learning: J is for … http://www.enchantedlearning.com/Jisfor.shtmlStarfall: Jj http://www.starfall.com/n/level-k/letter-j/load.htm?fStudent access to a computer and printer (optional)

Find and prepare

Assessment task — Creating your retell

Set up a display of fiction books that have been read to students during the year

Student selected text for the storytelling

Read the information about conferencing student retell planners from the lesson Retell a story — Begin to plan.

Equipment, resources or props needed for the retell

C2C adapted with permission by NT DET © The State of Queensland 30 of 31 www.det.nt.gov.au

Upper case and lower case letter cards, magnetic letters or letter blocks of different fonts and sizes

Magazines, brochures and newspapers

Helpful information

Students will spend lessons 1 through 6 planning, constructing and rehearsing their retell so that sharing can be conducted during lesson 7. Teachers will need to plan to share the retells at a time that is convenient for their context.

Referenceshttp://www.australiancurriculum.edu.au/ Australian Curriculum Version 3.0 dated 23 January 2012https://portal.ntschools.net/SITES/LEARNINGLINKS/default.aspxhttp://www.scootle.edu.au/ec/p/home

Copyright © The State of Queensland (represented by the Department of Education and Training)

Copyright in this work is owned by or licensed to the State of Queensland (acting through the Department of Education and Training), PO Box 15033 City East QLD 4002 Australia and is reproduced with its permission. No part may be further reproduced in hardcopy form by anyone outside the Northern Territory Department of Education without the express permission of the Queensland Department of Education and Training.

C2C adapted with permission by NT DET © The State of Queensland 31 of 31 www.det.nt.gov.au