Web viewThe text is ideal for teaching about text features of factual texts, and the children enjoy being able to choose which topic to explore. Although the format of the

MOSSGIEL PARK PRIMARY SCHOOLWILD ANIMALS All Years – Foundation Year (Prep)

This unit combines compatible content and skills from the Australian Science Curriculum with the Victorian Essential Learning Standards for Science AND relevant interdisciplinary learning from VELS Personal Learning, Interdisciplinary Learning, and Thinking Processes. Some aspects of VELS and Australian English curriculum are also included.

This is a very successful unit for introducing non-fiction to the Preps. It is designed to complement an excursion to the zoo. The text is ideal for teaching about text features of factual texts, and the children enjoy being able to choose which topic to explore. Although the format of the lessons is repetitive, this suits Preps at this stage of the year, allowing time to consolidate skill development with a different animal to study each week, and as they become more skilful at locating information in the text, they make more use of the additional non-fiction texts borrowed from other libraries.

Activities focus on knowledge, comprehension and application rather than on analysis, synthesis, and evaluation, but the unit has a Thinking Skills focus, with ideas for oral Thinkers’ Keys activities in the Special Needs section, but these can be used for all children as well, and there is a DeBono White Hat activity as well.

This unit was developed by Lisa Hill.

ContentsLESSON SEQUENCES................................................................................................................................4

Lesson 1 (Tuning in)...................................................................................................................................................................................4Lesson Cluster 2..........................................................................................................................................................................................4Lesson Cluster 3..........................................................................................................................................................................................4Lesson 4 (Differentiation)...........................................................................................................................................................................6Lesson 5 (Assessment)..............................................................................................................................................................................6Lesson 6 (Wrapping up & review)............................................................................................................................................................6

Key Understandings for Assessment.........................................................................................................8Focus Questions............................................................................................................................................8LEARNING FOCUS............................................................................................................................................................................................9VICTORIAN ESSENTIAL LEARNING STANDARDS LEARNING FOCUS.........................................9

VELS Learning Focus Science Level 1..................................................................................................................................................9VELS Learning Focus English Level 1...................................................................................................................................................9VELS Learning Focus Thinking Processes Level 1...............................................................................................................................9VELS Learning Focus Personal Learning Level 1.................................................................................................................................9VELS Learning Focus Interpersonal Development Level 1.................................................................................................................9

Page 1 of 18

SLAV Teacher Librarian Program Library Skills Level 1.......................................................................................................................9Literary skills................................................................................................................................................................................................9Information Literacy Skills..........................................................................................................................................................................9Film - Film as Text.....................................................................................................................................................................................10

AUSTRALIAN CURRICULUM SCIENCE LEVEL DESCRIPTION: Foundation (Prep)....................10AUSTRALIAN CURRICULUM CONTENT DESCRIPTIONS AND ELABORATIONS – SCIENCE – Foundation (Prep) 10

SCIENCE UNDERSTANDING................................................................................................................................................................10SCIENCE AS A HUMAN ENDEAVOUR - SCIENCE ENQUIRY SKILLS........................................................................................10

AUSTRALIAN CURRICULUM ENGLISH LEVEL DESCRIPTION Foundation (Prep).....................11AUSTRALIAN CURRICULUM CONTENT DESCRIPTIONS AND ELABORATIONS – ENGLISH: Foundation (Prep) 11

READING AND VIEWING.......................................................................................................................................................................11WRITING....................................................................................................................................................................................................12SPEAKING AND LISTENING.................................................................................................................................................................12

ACHIEVEMENT STANDARDS.......................................................................................................................................................................14VICTORIAN ESSENTIAL LEARNING STANDARDS (VELS) ACHIEVEMENT STANDARDS......14

VELS Science Foundation (Prep)...........................................................................................................................................................14VELS English Standards Foundation (Prep)........................................................................................................................................14

Speaking and listening Standard Foundation (Prep).......................................................................................................................14Reading Standard Foundation (Prep)................................................................................................................................................14Writing Standard Foundation (Prep)..................................................................................................................................................14

VELS Thinking Processes Standards Foundation (Prep)...................................................................................................................15VELS Personal Learning Standards Foundation (Prep).....................................................................................................................15VELS Interpersonal Learning Standards Foundation (Prep).............................................................................................................15

AUSTRALIAN CURRICULUM ACHIEVEMENT STANDARDS – SCIENCE – Foundation (Prep) 15AUSTRALIAN CURRICULUM ACHIEVEMENT STANDARDS – ENGLISH – Foundation (Prep).16

AUSTRALIAN CURRICULUM ENGLISH Foundation (Prep)............................................................................................................16Foundation (Prep) Reading and Viewing achievement standard..................................................................................................16Foundation (Prep) Writing achievement standard...........................................................................................................................16Foundation (Prep) Speaking and listening achievement standard...............................................................................................16

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PoLT (Principles of Learning and Teaching) embedded in this unit....................................................16Supporting Resources and Materials.......................................................................................................16

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LESSON SEQUENCES Lesson 1 (Tuning in) Lesson Cluster 2 Lesson Cluster 3

Act

iviti

esBrowsing, borrowing & reading with Buddy (15 mins)

Cue in with discussion about Wild Animals as a topic, linking to forthcoming excursion to the zoo and eliciting prior knowledge from books and other media. What animals will you see there? What do you already know about the animals? (What can you tell me about e.g. lions?) What’s the difference between wild animals and pets or farm animals?

Develop a simple search plan & record it on large chart or SmartBoard. What else would we like to find out about wild animals e.g. what they look like & what they eat.

Discuss how we can find out about things (books and other media, excursions etc.). What can we use in the library to find out?

Take a ‘library walk’ to see the non-fiction part of the library where the ‘true books about true things’ are.

Identify Wild Animals as a Non-Fiction text, and introduce Non-Fiction Text features: headings, pictures with captions, table of contents, index, and pages (and parts of pages) may be read in any order.

Use the table of contents to choose one animal to read about, pausing to identify answers to questions on the search plan. .

Review search plan and discuss which questions on the search plan have been answered. Show other NF books about that animal that we could also use if needed.

Students draw, & ‘write’ ‘true thing’s about the chosen animal that they saw in the text on worksheet.

Share time.

Browsing, borrowing & reading with Buddy (15 mins)

Cue in with chat about the zoo excursion and review the search plan (shared reading): did the excursion answer any of the questions we had?

Review how we can find out more information about more animals using non-fiction books, (‘true books about true things’) and show selected supplementary non-fiction texts about the topic.

Review text features of Wild Animals: headings, pictures with captions, table of contents, index, pages and parts of pages may be read in any order.

Select a child to choose one animal to research from the Table of Contents. Explore what children know about the animal selected (What can you tell me about e.g. giraffes?)

Read the page about animal and record answers to search plan questions on class chart or SmartBoard. Review whether all questions have been answered.

Have children choose from a pile of selected supplementary fiction and non-fiction texts to research additional facts & record answers i.e. they should choose a book about lions (not chimps) if the chosen animal is a lion.

Children draw the selected animal & write/dictate facts about it to teacher.

Repeat this lesson with different animals each week for 3-4 weeks (depending on the length of the term), (or longer if interest is sustained or students need additional time to learn).

Share time.

Browsing, borrowing & reading with Buddy (15 mins)

Cue in with discussion about the zoo excursion: did you see any baby animals? Explore students’ prior knowledge: What were they like? What did they eat? Where did they live? Did they look the same as their parents?

How did you communicate/eat/drink/play etc. when you were a baby? Did you look the way you do now? What can you do now that you couldn’t do then e.g. walk, talk etc.? How does a baby chimp/lion/elephant do these things?

Students contribute to developing a new search plan about baby wild animals. Revise resources that can be used, and introduce the Baby Animals series. Review text features of non-fiction books.

Select an animal to research. Read excerpts from book, pausing to dramatize animal movements e.g. scratching/lapping water/ climbing/ chimps using tools etc. Record answers to search plan on class chart or SmartBoard.

Children draw the selected animal & dictate/write facts about it to teacher.

Repeat this lesson with different baby animals each week for 2-3 weeks (depending on the length of the term), (or longer if interest is sustained or students need additional time to learn).

Share time.

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Res

ourc

esWild Animals, by Sarah Fecher, Ladders, Two Can 1998 (599 FEC)Selected easy-reading non-fiction texts about

Wild Animals, by Sarah Fecher, Ladders, Two Can 1998 (599 FEC)Selected easy-reading non-fiction texts about

Baby Animals series: Chimpanzees, Lions by Kate Petty (599 PET)What’s It Like to be a Baby series: Chimpanzees, Elephants by Honor Head (599 HEA),

Spec

ial N

eeds

At-risk: Scribe for students not ready to ‘have-a-go’ at writing for themselves.

ESL: Review names of animals and body parts using pictures in the text & names of colours to be used.

Gifted: What if? Thinkers Key (oral): What if the selected animal got out of the zoo?

At-risk: Scribe names of animals for students not ready to ‘have-a-go’ at writing for themselves.

ESL: Review names of animals and body parts using pictures in the text & names of colours to be used

Gifted: The Combination Thinkers’ Key (oral): e.g. how is your arm like a lion’s? What could/couldn’t you do if you had one arm like yours and one like a lion’s?

At-risk: Scribe facts about animals for students not ready to ‘have-a-go’ at writing for themselves.

ESL: Review body parts of animals using pictures in the text.

Gifted: Commonality Thinkers Key (oral): choose 2 dissimilar wild animals – could they be friends? (Prompt: Aesop’s Lion and the Mouse

SLA

V Li

brar

y Sk

ills

Information Literacy SkillsWith teacher assistance, modelling and scaffolding students will be able to:IL 1.1 Defining Formulate questions for investigation in response to directed discussion on a given topic.IL 1.2 Locating Identify and select sources of informationIL 1.3 Selecting Select and record the main idea and keywords.



VELS

Le

arni

ng F

ocus Students learn and practise the skills of being

attentive listeners in formal and informal classroom situations. They listen and respond to a range of simple texts, including books read aloud ….and to brief spoken texts that deal with familiar ideas and information.

Students learn and practise the skills of being attentive listeners in formal and informal classroom situations. They listen and respond to a range of simple texts, including books read aloud ….and to brief spoken texts that deal with familiar ideas and information.

Students learn and practise the skills of being attentive listeners in formal and informal classroom situations. They listen and respond to a range of simple texts, including books read aloud ….and to brief spoken texts that deal with familiar ideas and information.

Aus

tral

ian

curr

icul

um

Lear

ning

Foc

us

Living things have basic needs, including food and water

recognising the needs of living things in a range of situations such as pets at home, plants in the garden or plants and animals in bushland





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E5Engage: Determine readiness for learning Establish learning goals

Explore

Prompt Enquiry

Explore

Prompt Enquiry

Explain

Presents new content Develops language and literacy Strengthen connections

Explore

Prompt Enquiry

Explain

Presents new content Develops language and literacy Strengthen connections

Page 6 of 18

Lesson 4 (Differentiation) Lesson 5 (Assessment) Lesson 6 (Wrapping up & review)A

ctiv

ities

Browsing, borrowing & reading with Buddy (15 mins)Cue in with a discussion about hippos. What have we learned about them? Discuss the books the class used to find out answers to their search plans. Did we use ‘pretend’ stories or ‘true books about true things’? Revise text features of non-fiction books: How could we tell that the books were ‘true’?Introduce There’s a Hippopotamus on My Roof. Discuss the cover and what it might be about? Do you think this is going to be a ‘true’ book? How can we tell? What can we look for inside the book that would show us?Before reading the story, ask: can we read this one in any order we like, or should we begin at the beginning and go on to the end? Read the story, and discuss. Was it a true story? Why not? How can you tell?Review a pile of assorted fiction and non-fiction texts, looking for features of ‘true books about true things’ i.e. headings, pictures with captions, table of contents, index, pages and parts of pages may be read in any order.Introduce De Bono’s White Hat as a thinking tool for thinking about what we know about something. Using intersecting hula hoops to form a Venn diagram on the floor, students take turns to classify the pile of mixed fiction and non-fiction texts as books about true things or made-up stories.

Assessment task: Students then select a factual text from the pile and complete the White Hat worksheet, drawing favourite page from a ‘true’ book about wild animals.

Share time.

Browsing, borrowing & reading with Buddy (15 mins)Listening assessment task: Cue in with discussion about favourite animals. Students tell partners about their favourites and describe three things: what it looks like, how it moves and what it eats. The partner then reports back to the class while the teacher records this information on a large class chart that summarises answers to the search plan under headings:

Animal What it looks like

How it moves

What it eats

hippogiraffe

Assessment activity: Model completing a ‘read and draw’ worksheet, using the chart to retrieve information.Negotiate a rubric for ‘getting a sticker or a special sticker’ i.e. the expected level and above.Students then complete the ‘read and draw’ worksheet, drawing and ‘labelling’ body parts and what the animal eats and ‘finishing the sentence e.g. A hippo can swim.

A hippo can…

A giraffe can…

A lion can…

An elephant

can…

Share time.

Browsing, borrowing & reading with Buddy (15 mins)Cue in with review of what students know about baby wild animals. Review answers on charts about how animals behave including how animals move, hunt, & play, and what they eat. How do baby animals learn these behaviours?

Elicit prior knowledge about how home movies are made using cameras or Smartphones. Predict what would be difficult about making films about wild animals.

View film: Baby Animals in the Wild..

Discuss the setting shown in the introduction (studio) and settings in the wild. Is this film real”?

Discuss whether this film would help to answer the questions in the search plan.

Students draw and label animals that they saw in the film, adding extra detail when appropriate.

Page 7 of 18

Lesson 4 (Differentiation) Lesson 5 (Assessment) Lesson 6 (Wrapping up & review)R

esou

rces

There’s a Hippopotamus on My Roof Eating Cake by Hazel Edwards (E) (or any other suitable fiction text.Selected nonfiction texts about wild animals.2 hula hoops.Label cards (true books about true things/made-up stories)Teacher made White Hat Wild animals worksheet

Large poster paper for chart, or SmartBoard.Teacher made Worksheet

Baby Animals in the Wild (Casey Cardinia Library) or similar.

Spec

ial n

eeds

At-risk: Review facts about the selected animal and encourage answering Qs in full sentences.ESL: Review behaviours of animals using pictures in the text, focussing on verbs for movement.Gifted: (oral) Which parts of There’s a Hippopotamus on My Roof Eating Cake could/couldn’t really happen?(evaluating)

At-risk: Assist with reading & remembering detailsESL: Review verbs for behaviours of animals using pictures in the text, e.g. climbing, jumping, scratching,Gifted: (oral) Which animal is the most dangerous, and why?

At-risk: Scribe details (e.g. names of animals) for students not ready to ‘have-a-go’ at writing for themselves.ESL: Language of comparison e.g. lion cubs are smaller than....Gifted: (oral) How did the film makers get close to dangerous animals to film them?

SLA

V Li

brar

y Sk

ills

Literary skillsWith teacher assistance, modelling and scaffolding students will be able to:LS 1.1 identify picture story books as a literary formInformation Literacy SkillsIL 1.2 Locating Identify and select sources of informationIL 1.3 Selecting Select and record the main idea and keywords.

Information Literacy SkillsWith teacher assistance, modelling and scaffolding students will be able to:IL 1.5 Creating & Sharing: Present responses to a task in a variety of formats.IL 1.6 Evaluation strategies Review the appropriateness of their presentation in relation to the original task.

Film - Film as TextLS 1.1F identify film as a literary form

VELS

Le

arni

ng F

ocus

Thinking: Students begin to look for simple patterns in their observations by classifying familiar items and by looking for similarities and differences.

Personal Learning: Students are provided with opportunities to learn with peers and to share their feelings and thoughts about learning with others. They begin to understand that listening to the responses of others can assist them to make sense of new experiences and provide useful cues for their own learning.

Students learn and practise the skills of being attentive listeners in formal and informal classroom situations. They listen and respond to a range of simple texts, including ….film…. ….and to brief spoken texts that deal with familiar ideas and information.

Page 8 of 18

Lesson 4 (Differentiation) Lesson 5 (Assessment) Lesson 6 (Wrapping up & review)A

ustr

alia

n cu

rric

ulum

Le

arni

ng F

ocus

Respond to texts, identifying favourite stories, authors and illustrators Respond to texts, identifying favourite

stories, authors and illustrators



Identify some differences between imaginative and informative texts

talking about what is ‘real’ and what is imagined in texts

identifying and selecting texts for information purposes and commenting on how the text might help with a task

E5

Elaborate Facilitate substantive conversation Cultivate higher-order thinking

Evaluate: Assess performance against standards

Key Understandings for Assessment Focus Questions

Wild animals need to eat, sleep, and play like people do.Some wild animals eat plants and others eat meat.Their body parts help them to live in their environment.Baby animals have similar needs to adult animals but these are sometimes met in different ways.

What do wild animals look like? What do they eat?How do they play? Where do they sleep?How are they alike/different to each other, to pets and farm animals, and to people?

Page 9 of 18

LEARNING FOCUSVICTORIAN ESSENTIAL LEARNING STANDARDS LEARNING FOCUS

Page 10 of 18

VELS Learning

Focus Science Level 1

Science: As students work towards the achievement of Level 3 standards in Science, they use their senses to explore the world around them; e.g.…living things. They describe their activities and observations using both general and science-specific language; for example, hard, soft, long, short, big, small, strong and weak.

VELS Learning

Focus English Level 1

English: Students learn to read simple, predictable texts that have familiar content. Texts at this level have simple sentences and predominantly oral language patterns, and include repetition of phrases and illustrations that represent the main ideas such as picture books.Students begin to compose simple texts about personally significant topics for their own purposes and audiences. When writing words and simple sentences they draw on their knowledge of the alphabet and its relationship with the sound system, conventional letters, groups of letters and some simple punctuation such as full stops and capital letters to communicate meaning.Students learn and practise the skills of being attentive listeners in formal and informal classroom situations. They listen and respond to a range of simple texts, including books read aloud, audio tapes and films, and to brief spoken texts that deal with familiar ideas and information. Students begin to adjust their speaking and listening to suit context, purpose and audience in order to communicate meaning and to understand others. When sharing and responding to ideas and information in print, visual and electronic texts, students make connections with their own experiences and ideas.

VELS Learning

Focus Thinking

Processes Level 1

Thinking: Students begin to look for simple patterns in their observations by classifying familiar items and by looking for similarities and differences.

VELS Learning

Focus Personal Learning Level 1

Personal Learning: Students are provided with opportunities to learn with peers and to share their feelings and thoughts about learning with others. They begin to understand that listening to the responses of others can assist them to make sense of new experiences and provide useful cues for their own learning. Students are encouraged to take risks with their learning and begin to understand that mistakes can be a vehicle for further learning.

VELS Learning

Focus Interpersona

l Developmen

t Level 1

Interpersonal Learning: With teacher support, students begin to identify and develop the skills required to work together in a group, including taking turns, and sharing and caring for equipment and resources.

SLAV Teacher Librarian Program Library

Skills Level 1

Literary skillsWith teacher assistance, modelling and scaffolding students will be able to:LS 1.1 identify picture story books as a literary formInformation Literacy SkillsIL 1.1 Defining Formulate questions for investigation in response to directed discussion on a given topic.IL 1.2 Locating Identify and select sources of informationIL 1.3 Selecting Select and record the main idea and keywords.

Page 11 of 18

IL 1.4 Processing & Organising Participate in group consideration of appropriateness and presentation of the information.IL 1.5 Creating & Sharing: Present responses to a task in a variety of formats.IL 1.6 Evaluation strategies Review the appropriateness of their presentation in relation to the original task.Film - Film as TextLS 1.1F identify film as a literary form

AUSTRALIAN CURRICULUM SCIENCE LEVEL DESCRIPTION: Foundation (Prep)Australian Curriculum Science Level Description Foundation (Prep)The science content includes the three strands of Science Understanding, Science Inquiry Skills and Science as a Human Endeavour. The three strands of the curriculum are interrelated and their content is taught in an integrated way. The order and detail in which the content descriptions are organised into teaching/learning programs are decisions to be made by the teacher.From Foundation to Year 2, students learn that observations can be organised to reveal patterns, and that these patterns can be used to make predictions about phenomena. In Foundation, students observe and describe the behaviours and properties of everyday objects, materials and living things. They explore change in the world around them, including changes that impact on them, such as the weather, and changes they can effect, such as making things move or change shape. They learn that seeking answers to questions and making observations is a core part of science and use their senses to gather different types of information.

AUSTRALIAN CURRICULUM CONTENT DESCRIPTIONS AND ELABORATIONS – SCIENCE – Foundation (Prep)

SCIENCE UNDERSTANDINGBiological Science ElaborationsLiving things have basic needs, including food and water (ACSSU002)

identifying the needs of humans such as warmth, food and water, using students’ own experiences


comparing the needs of plants and animals

SCIENCE AS A HUMAN ENDEAVOUR - SCIENCE ENQUIRY SKILLS

Processing and analysing data and information

Elaborations

Engage in discussions about observations and use methods such as drawing to represent ideas (ACSIS233)

taking part in informal and guided discussions relating to students’ observations

using drawings to represent observations and ideas and discussing their representations with others

Communicating ElaborationsShare observations and ideas (ACSIS012)

working in groups to describe what students have done and what they have found out

communicating ideas through role play and drawing

Page 12 of 18

http://ausvels.vcaa.vic.edu.au/Curriculum/ContentDescription/ACSIS012

http://ausvels.vcaa.vic.edu.au/Curriculum/ContentDescription/ACSIS233

http://ausvels.vcaa.vic.edu.au/Curriculum/ContentDescription/ACSSU002

AUSTRALIAN CURRICULUM ENGLISH LEVEL DESCRIPTION Foundation (Prep)Australian Curriculum English Level Description Foundation (Prep)

The English curriculum is built around the three interrelated strands of Language, Literature and Literacy. Teaching and learning programs should balance and integrate all three strands. Together the three strands focus on developing students’ knowledge, understanding and skills in listening, reading, viewing, speaking, writing and creating. Learning in English builds on concepts, skills and processes developed in earlier levels, and teachers will revisit, strengthen and develop these as needed.In the Foundation level, students communicate with peers, teachers, known adults, and students from other classes.Students engage with a variety of texts for enjoyment. They listen to, read and view spoken, written and multimodal texts in which the primary purpose is to entertain, as well as some texts designed to inform. These include traditional oral texts, picture books, various types of stories, rhyming verse, poetry, non-fiction, film, multimodal texts and dramatic performances. They participate in shared reading, viewing and storytelling using a range of literary texts, and recognise the entertaining nature of literature.The range of literary texts for Foundation to Level 10 comprises Australian literature, including the oral narrative traditions of Aboriginal and Torres Strait Islander peoples, as well as the contemporary literature of these two cultural groups, and classic and contemporary world literature, including texts from and about Asia.Literary texts that support and extend Foundation students as beginner readers include predictable texts that range from caption books to books with one or more sentences per page. These texts involve straightforward sequences of events and everyday happenings with recognisable, realistic or imaginary characters. Informative texts present a small amount of new content about familiar topics of interest; a small range of language features, including simple and compound sentences; mostly familiar vocabulary, known high- frequency words and single-syllable words that can be decoded phonically, and illustrations that strongly support the printed text.Students create a range of imaginative, informative and persuasive texts including pictorial representations, short statements, performances, recounts and poetry.

AUSTRALIAN CURRICULUM CONTENT DESCRIPTIONS AND ELABORATIONS – ENGLISH: Foundation (Prep)

READING AND VIEWINGNB In AusVELS, some content and its elaborations have been moved out of the Literature strand in the AC where it belongs and into Language or

Literacy. Where a school supports Literacy development by staffing a Library with a specialist teacher-librarian, these aspects should be taught as part of a sequential Literature program within Library lessons.

Language ElaborationsUnderstand that texts can take many forms, can be very short (for example an exit sign) or quite long (for example an information book or a film) and that stories and informative texts have different purposes (ACELA1430)

sharing experiences of different texts and discussing some differences

discussing the purpose of texts, for example ‘This text will tell a story’, ‘This text will give information’

repeating parts of texts, for example characteristic refrains, predicting cumulative storylines, reciting poetic and rhyming phrases

Explore the different contribution of words and images to meaning in stories and informative texts (ACELA1786)

talking about how a ‘different’ story is told if we read only the words, or only the pictures; and the story that words and pictures make when combined

exploring how the combination of print and images in texts create meaning

Literature ElaborationsRecognise that texts are created by authors comparing experiences depicted in stories with students’ own

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http://ausvels.vcaa.vic.edu.au/Curriculum/ContentDescription/ACELA1786


who tell stories and share experiences that may be similar or different to students’ own experiences (ACELT1575)Identify some features of texts including events and characters and retell events from a text (ACELT1578)

listening, responding to and joining in with rhymes, poems, chants and songs

Literacy ElaborationsIdentify some differences between imaginative and informative texts (ACELY1648)

talking about what is ‘real’ and what is imagined in texts

identifying and selecting texts for information purposes and commenting on how the text might help with a task

WRITING

Language ElaborationsKnow 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 words (ACELA1758)

recognising the most common sound made by each letter of the alphabet, including consonants and short vowel sounds

writing consonant-vowel-consonant words by writing letters to represent the sounds in the spoken words

knowing that spoken words are written down by listening to the sounds heard in the word and then writing letters to represent those sounds

Literacy Elaborations

Create short texts to explore, record and report ideas and events using familiar words and beginning writing knowledge (ACELY1651)

using image-making and beginning writing to represent characters and events in written, film and web-based texts

using speaking, writing and drawing to represent and communicate personal responses to ideas and events experienced through texts

creating short spoken, written and multimodal observations, recounts and descriptions, extending vocabulary and including some content-specific words in spoken and written texts

using beginning concepts about print, sound–letter and word knowledge and punctuation to create short texts

SPEAKING AND LISTENING

Language ElaborationsExplore how language is used differently at home and school depending on the relationships between people (ACELA1428)

learning to ask relevant questions and to express requests and opinions in ways that suit different contexts

Understand the use of vocabulary in familiar building vocabulary through multiple speaking and listening experiences

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http://ausvels.vcaa.vic.edu.au/Curriculum/ContentDescription/ACELY1651



http://ausvels.vcaa.vic.edu.au/Curriculum/ContentDescription/ACELT1578


contexts related to everyday experiences, personal interests and topics taught at school (ACELA1437) discussing new vocabulary found in texts

bringing vocabulary from personal experiences, relating this to new experiences and building a vocabulary for thinking and talking about school topics

Literature ElaborationsRespond to texts, identifying favourite stories, authors and illustrators (ACELT1577)

talking about stories and authors, choosing favourites, discussing how students feel about what happens in stories

engaging with the humour in some stories and repeating favourite lines, jokes and ideas

Literacy ElaborationsListen to and respond orally to texts and to the communication of others in informal and structured classroom situations (ACELY1646)

listening to, remembering and following simple instructions

sequencing ideas in spoken texts, retelling well known stories, retelling stories with picture cues, retelling information using story maps

listening for specific things, for example the main idea of a short statement, the details of a story, or to answer a given question

participating in class, group and pair discussions about shared experiences including shared texts

asking and answering questions to clarify understanding

Use interaction skills including listening while others speak, using appropriate voice levels, articulation and body language, gestures and eye contact (ACELY1784)

learning how to use different voice levels appropriate to a situation, for example learning about ‘inside voices’ and ‘outside voices’

learning to ask questions and provide answers that are more than one or two words

participating in speaking and listening situations, exchanging ideas with peers in pairs and small groups and engaging in class discussions, listening to others and contributing ideas

showing understanding of appropriate listening behaviour, such as listening without interrupting, and looking at the speaker if culturally appropriate

listening and responding to oral and multimodal texts including rhymes and poems, texts read aloud and various types of digital texts

asking and answering questions using appropriate intonation

speaking so that the student can be heard and understood

altering volume for inside and outside situations and when speaking to an audience

Page 15 of 18





ACHIEVEMENT STANDARDSVICTORIAN ESSENTIAL LEARNING STANDARDS (VELS) ACHIEVEMENT STANDARDS

VELS Science Foundation (Prep)

No standard till Level 3

VELS English Standards Foundation (Prep)Speaking and listening Standard Foundation (Prep)Progression Point 0.5Students use speech to talk about personal experiences, ask and answer simple questions about ideas heard and communicate purposefully with peers and some familiar adults. They contribute ideas and information to discussions. They use simple sentences that are grammatically correct. In recounting stories or personal experiences a small number of ideas are logically sequenced. They comprehend simple oral classroom instructions, short story scripts with supporting visual information and references to particular sentences and individual words.Standard Level 1At Level 1, students use spoken language appropriately in a variety of classroom contexts. They ask and answer simple questions for information and clarification, contribute relevant ideas during class or group discussion, and follow simple instructions.They listen to and produce brief spoken texts that deal with familiar ideas and information. They sequence main events and ideas coherently in speech, and speak at an appropriate volume and pace for listeners’ needs. They self-correct by rephrasing a statement or question when meaning is not clear.

Reading Standard Foundation (Prep)Progression Point 0.5Students ‘read’ aloud independently and respond to simple, illustrated continuous print and electronic texts about familiar events with some high frequency words, oral language patterns and repetitive phrases and sentences. They display some of the concepts of print, including one to one matching of words. They use textual features and knowledge of text topic to predict words. …Standard Level 1At Level 1, students match print and spoken text in their immediate environment. They recognise how sounds are represented alphabetically and identify some sound–letter relationships. They read aloud simple print and electronic texts that include some frequently used words and predominantly oral language structures. They read from left to right with return sweep, and from top to bottom….Writing Standard Foundation (Prep)Progression Point 0.5Students are aware that speech can be written and begin to recognise that writing is used to convey ideas, feelings and information. They write about personally significant topics. They record in symbols what they say and read back their messages at the time of writing. Their writing attempts show concepts about print including left to right, top to bottom and spacing. They write approximate letters for some of the letter-sound relationships they know and may interchange upper and lower case letters. They attempt to spell words by writing one or more of the letters in the word, usually having the initial letter. They use pencil or crayon and write using a computer.Standard Level 1At Level 1, students write … simple texts about familiar topics to convey ideas or messages. In their writing, they use conventional letters, groups of letters, and simple punctuation such as full stops and capital letters. Students are aware of the sound system and the relationships between letters and sounds in words when spelling. They form letters correctly, and use a range of writing implements and software.

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VELS Thinking Processes Standards Foundation (Prep)


VELS Personal Learning Standards Foundation (Prep)


VELS Interpersonal Learning Standards Foundation (Prep)Progressing towards Level 1In Interpersonal Development, there is one point (0.5) at Level 1 for assessing student progress towards the Level 1 standard.Progression point 0.5At 0.5, the work of a student progressing towards the standard at Level 1 demonstrates, for example: that shows

awareness of the safety of self and others behaviour that is helpful to peers, family members and teachers application of calming strategies such as being silent, waiting, smiling and relaxing cooperative behaviours that help them to participate in groups, games and other forms of play

Standard: Interpersonal DevelopmentAt Level 1, students identify the qualities of a friend and demonstrate care for other students. They contribute to the development of positive social relationships in a range of contexts. They use appropriate language and actions when dealing with conflict. Students describe basic skills required to work cooperatively in groups.

AUSTRALIAN CURRICULUM ACHIEVEMENT STANDARDS – SCIENCE – Foundation (Prep)

Foundation (Prep) Science achievement standardBy the end of the Foundation level, students … suggest how the environment affects them and other living things….

AUSTRALIAN CURRICULUM ACHIEVEMENT STANDARDS – ENGLISH – Foundation (Prep)AUSTRALIAN CURRICULUM ENGLISH Foundation (Prep)

Foundation (Prep) Reading and Viewing achievement standardBy the end of the Foundation level, students … understand that there are different types of texts and that these can have similar characteristics. They identify connections between texts and their personal experience.Foundation (Prep) Writing achievement standardWhen 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.Foundation (Prep) Speaking and listening achievement standardThey 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. 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.

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PoLT (Principles of Learning and Teaching) embedded in this unit

PoLT focus to be embedded in this unit.

Students learn best when these Principles of Learning and Teaching are embedded in classroom practice:Students are challenged and supported to develop deep levels of thinking and application.In learning environments that reflect this principle the teacher:4.1 plans sequences to promote sustained learning that builds over time and emphasises connections between ideas4.2 promotes substantive discussion of ideas4.3 emphasises the quality of learning with high expectations of achievement4.4 uses strategies that challenge and support students to question and reflect

Supporting Resources and Materials

Print Media

Natural World series by various authors: Hippopotamus; Elephant; Black Rhino; Tiger; Leopard; Orang-utan, Hodder Wayland, 2000 (Kingston Library J599)Secrets of the Animal World: Giraffe by Andreu Llamas, Gareth Stevens Publishing, Milwaukee, 1996 (Kingston Library, J 5999.73 LLAM)Wild Animals, by Sarah Fecher, Ladders, Two Can 1998 (599 FEC). 1

There’s a Hippopotamus on my Roof Eating Cake by Hazel Edwards (E)Baby Animals series by Kate Petty: Baby Chimpanzees; Baby Lions, Franklin Watts, 1989 (599 PET)What’s It Like to be a Baby series by Honor Head: Baby Elephants; Baby Chimpanzees, Belitha press, 1998 (599 HEA)

Videos Baby Animals in the Wild (Casey Cardinia Library, if available) for extra session.Worksheets Teacher made worksheets

1 This is now out of print. Any other wild animals would be suitable, but this series is excellent for teaching text features e.g. the children can choose which animal they want to learn about from the table of contents, and each page has text features to focus on i.e. heading, captions, photos, drawings.

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Documents

Web viewThe text is ideal for teaching about text features of factual texts, and the children enjoy being able to choose which topic to explore. Although the format of the