Wombat Went A' Walking

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Wombat Went A' Walking by Mind Map: Wombat Went A' Walking

1. ENGLISH

1.1. Oral Language

1.1.1. Language

1.1.1.1. ACELA1825 - Phonics & Word Knowledge: Using shared reading procedure and re-reading strategy, verbally identify the different long 'e' sounds in the text. E.g. 'ee' 'ea' 'ie' 'ey.' For example: sleeping, shimmy, emu, boogie, key, journey and leap

1.1.1.2. ACELA1467 - Expressing and Developing Ideas: When reading the text students are required to identify the coordinating conjunctions (FANBOYS) within the text. For example, "I need some exercise, SO can I come along" OR "you sure can dance BUT I'll bet you can't jump high."

1.1.1.2.1. Alternatively, during a Shared Reading lesson, the teacher will use the strategy of re-reading to go back and identify the coordinating conjunctions within the book

1.1.1.3. ACELA1429: allow students to identify language that convey emotions and feelings within the text using the Dear Diary activity (RMD, 2013. p.g. 171).

1.1.2. Literature

1.1.2.1. ACELT1589 - Responding to Literature: Using the activity, Facts and Falsehoods (RMD, 2013. p.g. 161), students in groups of 4 will select a character from the book and come up with four statements that are true and one that is false. Students will orally communicate their statements.

1.1.2.2. ACELT1590 - Responding to Literature: During a class discussion, identify vocabulary that makes the book entertaining and enticing. Have students find the bold words and get them to think about the impact those words have. Also allow students to find words that are new or harder to pronounce. Can you categories them into verbs, adjectives or adverbs?

1.1.3. Literacy

1.1.3.1. ACELY1669 - Interpreting, Analysing and Evaluating: Using the reading procedure of Shared Reading and the strategy of predicting, get students to predict what will happen in the text.

1.1.3.1.1. Alternatively, the teacher can use the Possible Prediction strategy (RMD, 2013, p.g. 223), to allow students to predict what will happen in the text and discuss with other students

1.1.3.1.2. ACELA1789 - Interacting with others: whilst using the Possible Prediction strategy, students will be encouraged to speak their opinions with other students and justify their reasoning.

1.1.3.2. ACELY1647 - allow students to orally present their understanding of the text using the Read and Retell strategy (RMD, 2013. p.g. 208). This allows the students to construct their own meaning and communicate what they believed to be the main aspects of the story.

1.2. Reading

1.2.1. Language

1.2.1.1. ACELA1463 - Text Structure and Organisation: to allow students to identify different text structures, the teacher will adopt the Readingo Activity (RMD, 2013. p.g. 158)

1.2.1.2. ACELA1466 - Text Structure and Organisation: to allow students to compare and contrast different texts, the teacher will implement the Readingo Activity (RMD, 2013. p.g. 158)

1.2.1.3. ACELA1462 - Language for Interaction: Identify the different expressions and to describe actions that are written within the book e.g. hopping, dancing, bounced, bopped. Identify the difference of the words holler and shout within the text? What is the message the author is trying to convey here?

1.2.1.4. ACELA1465 - Text Structure and Organisation: in the text, use the reading procedure of Shared Reading to identify the Proper Nouns

1.2.1.4.1. ACELA1465 - Expressing & Developing Ideas: allow students to understand that nouns represent people and places within the text.

1.2.1.5. ACELA1467 - Expressing and Developing Ideas: When reading the text, the teacher will adopt the shared reading procedure and use the re-reading strategy to identify the coordinating conjunctions within the text. Students will create a word wall of the coordinating conjunctions that have been used in the text (FSR MD, p.182)

1.2.2. Literature

1.2.2.1. ACELT1587 - Literature and context: During the modelled reading process, the teacher will make statements such as; look how the author has represented the characters OR look how the author represented the setting in the book. To illustrate that the representations are accurate the teacher will make a statement, "yes, I remember when we learnt about Australian animals last week in HASS.

1.2.2.2. ACELT1590 - Favourite Text (FSR MD, p.159) Responding to Literature: During a class discussion, identify vocabulary that makes the book entertaining and enticing. Have students find the bold words and get them to think about the impact those words have. Also allow students to find words that are new or harder to pronounce. Can you categories them into verbs, adjectives or adverbs?

1.2.2.2.1. ACELT1590 - Responding to Literature: Allow students to identify the different styles of illustrations; within the book the text does not follow a straight line, it emphasises the words by creating a literal flow.

1.2.2.2.2. ACELT1590 - Responding to Literature: Whilst reading the book, students will compare the actions and emotions of the animals and connect that to a human. Which features, words, actions or images portray this?

1.2.3. Literacy

1.2.3.1. ACELA1823 - Phonics and word knowledge: Identify high frequency words within the text then create a word wall containing these words. E.g. the, was, down, said, went, I, of, it and you.

1.2.3.2. ACELY1668 - What is the purpose of the text? is it Fiction or non-fiction, is it informative, is it being used to entertain or explain? What characteristics can you use to justify your answer?

1.3. Writing

1.3.1. Language

1.3.1.1. ACELA1472 - Expressing and Developing Ideas: take different words from the text and identify the prefixes and suffixes and see how that changes the meaning. Activity: Students will participate in the Tense Game which asks students to find one prefix and suffix for a word. E.g. walk = walked

1.3.1.2. ACELA1460 - Language Variation and Change: Using the activity Vocab-o-gram (RMD, 2013. p.g. 137). Prior to the text beginning students will categorise different words into 'setting,' 'character,' 'problem' and 'actions.' E.g. walking, lazy bones, hopping, holler, crashed, shimmy and evening.

1.3.2. Literature

1.3.2.1. ACELT1587 - Literature and Context: Character Webs (RMD, 2013. p.g. 160). Allow students to write down their impressions of the characters, make connections between characters and the setting.

1.3.2.1.1. Alternatively, the activity can be used for the Curriculum code ACELT1591 to list or link the comparisons of settings and characters in the text

1.3.2.2. ACELT1587 - Responding to Literature: Using the strategy, Meet and Greet (RMD, 2013. p.g. 161), students will have to select an animal from the text and list questions to ask them.

1.3.2.3. ACELT1589 - Responding to Literature: Using the activity Story Maps (RMD, 2013. p.g. 109), students will be asked to create a chronological timeline of the events that happened in the text. They will do this to connect their learning and articulate their thinking in a visual/spatial way.

1.3.2.3.1. Alternatively, students can complete the Writingo activity listed in the Writing Map of Development (p.g. 143) to develop independent writing skills.

1.3.2.4. ACELT1833 - Using the Four Corners strategy (RMD, 2013. p.g. 170) allow students to select a character and list the key events from the book (in which they occurred) and begin to make connections to the plot and characterisations. Group students into four (each student writes in one corner) then discuss their notes once they have finished.

1.3.3. Literacy

1.3.3.1. ACELY1665 - Text in Context: Compare this text to Wombat Stew and compare the similarities and differences. The teacher will use the strategy Favourite Text (RMD, 2013. p.g. 159).

1.3.3.1.1. ACELY1674 - Interpreting, analysing and evaluating: Utilising comprehension skills to enhance literal and inferred meaning from other texts

1.3.3.2. ACELY1673 - When completing one of the activities, the teacher will complete a formative assessment on posture, grip and legibility of writing.

2. SCIENCE

2.1. READING

2.1.1. ACELA1463 - Text Structure and Organisation & ACSSU030 - Science Understanding: Compare this text to another which depicts the life cycle and changing characteristics of the different animals

2.2. WRITING

2.2.1. ACSHE043 - Science as a Human Endeavour & ACELA1470 - Expressing and Developing Ideas: the text is set in the outback, allow students to identify different water sources in Western Australia.

2.2.2. ACIS038 - Science Enquiry Skills & ACELT1587 - Literature and Context: Individually, the students must select a character from the text and create a character profile. Ensuring the students note physical features, habitat, movements from the book. Students can do extra reading to confirm if this is an accurate representation.

2.3. SPEAKING AND LISTENING

2.3.1. ACIS037 - Questioning and Predicting & ACELA1469 - Expressing and Developing Ideas: Within the text, students must identify the language being used in the book to pose questions and make predictions about what could happen next. This requires students to utilise their semantic knowledge through visuals as well as their prior knowledge.

3. HUMANITIES AND SOCIAL SCIENCE

3.1. READING

3.1.1. ACELA1462 - Language for Interaction & ACHASSK049 - Geography: Once students have finished exploring the text, allow them to read about Aboriginal and Torres Straight Peoples connection to land and the importance of the animals in their culture

3.2. WRITING

3.2.1. ACHASSK040 - Geography & ACELA1469 - Expressing and Developing Ideas: Explore the Australian Outback and create a word wall; of the different words used to describe the outback, the different animals which live there and any identifiable characteristics.

3.2.2. ACHASSK040 - Geography: Instruct the students to become Visual Sleuths. Meaning students must analyse the images in the text to notice particular features e.g. where do the animals live, how do they move, is this a natural habitat?

3.3. SPEAKING AND LISTENING

3.3.1. WAHASS19 - Analysing & Expressing Ideas and Developing Ideas: The teacher will remove the text from the story, and in pairs, students will have to retell the story in their own words. They are allowed to choose a characters point of view, or tell the story how they see it. They will then allow their partner to retell the story

4. MATHEMATICS

4.1. READING

4.1.1. ACMNA029 - Number and Place Value & ACELA1472 - Phonics and Words Knowledge: Identify the vocabulary used to imply an increase or decrease of items, animals or objects. e.g. they.

4.1.2. ACELA1472 - Expressing and Developing Ideas & ACMNA029 Number and Place Value: Identify the prefixes and suffixes which can imply and increase or decrease of items, animals or objects.

4.1.3. ACELA1465 - When reading, draw attention to the use of commas to seperate information. Draw attention to the use of commas used in mathematical words sentences. (Literacy Strands)

4.2. WRITING

4.2.1. ACMA030 - Number and Place Value & ACELY1666 - Interacting with Others: Create an addition or subtraction problem from page 13 and 14 from the text. Give the equation to a partner for them to figure out

4.2.2. ACMMG044 - Location and Transformation & ACELT1587 Literature and Context: In pairs, students must create a map of the journey the animals took through the book and where they met each animal. The students must locate and display and accurate timeline of events

4.2.3. ACMNA032 - Number and Place Value & ACELY1666 - Interacting with Others: Using the images on page 15 and 16, represent and create a division word problem for a partner to solve.

4.3. SPEAKING AND LISTENING

4.3.1. ACMSP049 - Statistics and Probability: When reading the book, group students as 8 and allocate a character. During the book they must keep a tally of the appearance of a selected character. E.g. Every time the Koala is depicted, that must create a tally. At the end of the book, students must compare their answers and discuss why they think that animal appeared that many times. (Literacy Strands)