foundation fables - lisahillschoolstuff's weblog web viewteacher made venn diagram the town...

MOSSGIEL PARK PRIMARY LIBRARY PROGRAMFables (Foundation year)

This unit is designed for Term 1 of the Foundation Year when the children are still settling into the routine of school and library lessons. There are only 8 lessons because Term 1 is usually a short term due to Easter.

Texts are very short, simple and profusely illustrated versions of the fables, offering opportunities for descriptions of the characters and the setting. Tasks progress from very short and simple to more complex as the term progresses.

This unit does not offer opportunities for any of the AC Priorities, but may do so in the future if suitable versions of Aboriginal or Asian fables become available.

The unit introduces some simple Thinking Tools: Thinking Hats and a Venn diagram but mainly focusses on retelling the stories in sequence i.e. with a beginning, a middle and an end.

ContentsLESSON SEQUENCES...................................................................................................................................3

Lesson 1.........................................................................................................................................................................................................3Lesson 2.........................................................................................................................................................................................................3Lesson 3.........................................................................................................................................................................................................3Lesson 4.........................................................................................................................................................................................................3Lesson 5.........................................................................................................................................................................................................6Lesson 6.........................................................................................................................................................................................................6Lesson 7.........................................................................................................................................................................................................6Lesson 8.........................................................................................................................................................................................................6

LEARNING FOCUS.............................................................................................................................................................................................9VICTORIAN ESSENTIAL LEARNING STANDARDS LEARNING FOCUS............................................9

Learning Focus English (Speaking and Listening) Level 1...........................................................................................................................9Learning Focus Thinking Processes Level 1.................................................................................................................................................9Learning Focus Personal Learning Level 1...................................................................................................................................................9Learning Focus Interpersonal Learning Level 1............................................................................................................................................9

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SLAV Library focus Level 1.........................................................................................................................................................................9POLT Focus.................................................................................................................................................................................................10Key Understandings for Assessment...........................................................................................................................................................10Focus Questions...........................................................................................................................................................................................10

AUSTRALIAN CURRICULUM LEARNING FOCUS................................................................................10LANGUAGE...............................................................................................................................................................................................10LITERATURE.............................................................................................................................................................................................11LITERACY..................................................................................................................................................................................................12

ACHIEVEMENT STANDARDS........................................................................................................................................................................13VICTORIAN ESSENTIAL LEARNING STANDARDS (VELS) ACHIEVEMENT STANDARDS.........13

VELS English (Speaking and Listening) Standards Foundation Year........................................................................................................13VELS Thinking Processes Standards Foundation Year...............................................................................................................................14VELS Personal Standards Foundation Year................................................................................................................................................14VELS Interpersonal Learning Standards Foundation Year.........................................................................................................................14

AUSTRALIAN CURRICULUM ACHIEVEMENT STANDARDS............................................................14AUSTRALIAN CURRICULUM ENGLISH FOUNDATION YEAR.......................................................................................................14

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LESSON SEQUENCES Lesson 1 Lesson 2 Lesson 3 Lesson 4

Act

iviti

esCross-age borrowing with classes that have introduced their buddies already TBA.

Introduce the rules & procedures of the library, and special Prep rules i.e. no sitting on steps, care of books & borrowing procedures for next week (i.e. must have a library bag). Explain that they will have a buddy to help them borrow.

Discuss appropriate behaviour during story time: “We listen and we think and we talk about it at the end.”

Read Henny Penny: identify main characters & discuss what happened in the beginning/ middle/end. Why did the animals all follow her? Can animals really talk? This is a made up story (fiction).

Activity: Care of Books

Keeping hands clean: trace around hands and trace/copy 'We use clean hands in the library'.

No borrowing this week.

Borrowing and browsing with Y3 or Y4 buddy.

Cue with discussion about Henny-Penny and Foxy-Woxy from last week. Discuss wolves & foxes preying on other animals.

Cue in story: What are wolves like? (Appearance, behaviours, &show pictures from story). There are no wolves in Australia but foxes prey on chickens.

Read story, pausing to reinforce that there was no wolf the first two times the boy called for help. Why didn’t anyone come to help the third time? Show Boy Who Cried Wolf worksheet and discuss appropriate colours to colour trees, animals etc on the sheet.

Model writing the word Wolf.

Students colour worksheet and transcribe the word ‘wolf’ from c/b.

Browsing and borrowing with Y3 or Y4 buddy. (15 mins)

Review the layout of a picture book (covers, title, author, text, pictures & MPPS barcode).

Discuss characteristics of real mice and lions and compare with pictures.

What do you know about lions and mice? What do they look like? Where do they live? What do they eat? What dangers do they face?

Read The Lion and the Mouse, discuss the most exciting part. Discuss what happened in the beginning/middle/end.

Do mice and lions really talk? Is this book a true book about true things? What lesson was Aesop trying to teach? What did he want us to think about? Can little people help big, powerful people? Should people make fun of smaller, less powerful people?

Activity: Worksheet: count & colour. Fold in half and on the back, draw the beginning and the end.

Browsing and borrowing with Y3 or Y4 buddy. (15 mins)

Review the layout of a picture book (covers, title, author, text, pictures & MPPS barcode).

Cue in with discussion about what students know about birds: laying eggs, characteristics of farmyard birds i.e. geese, & explain the value of geese to a farmer.

Read The Goose that Laid the Golden Egg, pausing to discuss gold and identify examples of it e.g. a teacher’s jewellery. Dramatize feelings during a re-reading. Discuss what happened in the beginning, middle and end. Discuss the feelings of the farmer and his wife when they found the golden egg and after they had killed the goose.

Values education: Talk about greed and how it can make people do foolish things.

Introduce concept of Six Thinking Hats & how colours help us think in different ways. Introduce Yellow hat which helps us think about what’s good about an idea.

Students discuss what’s good about a golden egg.

Table (assessment) task: ‘write’ and draw what you would buy with a golden egg.

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Lesson 1 Lesson 2 Lesson 3 Lesson 4R

esou

rces

Henny Penny retold by William Stobbs (398 STO)

Teacher made 'We use clean hands in the library'. worksheet

The Boy Who Cried Wolf by Val Biro

Wolves and Wild Dogs, Picture Library 599BAR; Walk with a Wolf by Janni Howler 599HOW

Teacher made worksheet The Boy Who Cried Wolf.

The Lion and the Mouse, in The Orchard Book of Aesop’s Fables by Michael Morpurgo (398 MOR)

Teacher-made worksheet, counting ears & legs of the lion and the mouse.

The Goose that Laid the Golden Egg (Aesop’s Fables) retold by Val Biro (398 BIR)

Teacher-made Yellow Hat worksheet, The Goose that Laid the Golden Egg

Spec

ial n

eeds

At risk ESL Gifted Observe for at-risk, ESL and

gifted students.

At risk: Provide assistance with writing names & tracing the word

ESL: reinforce vocabulary with picture prompts from the book

Gifted: draw what might happen next time the boy cries wolf.

At risk: Provide assistance with writing names & tracing the word

ESL: reinforce vocabulary with picture prompts from the book

Gifted: draw what might happen next time the lion meets a smaller animal.

At risk: Provide assistance with writing names & tracing the word, monitor for understanding of the task

ESL: reinforce vocabulary with picture prompts from the book, monitor for understanding of the task

Gifted: encourage having-a-go at own writing

Ass

essm

ent S

LAV

Libr

ary

Skill

s Le

vel 1 LS 1.1 identify picture story

books as a literary formLS 1.5 identify strong emotions that occur in picture story books

LS 1.1 identify picture story books as a literary formLS 1.5 identify strong emotions that occur in picture story books

LS 1.1 identify picture story books as a literary formLS 1.3 identify the main characters from picture story booksLS 1.5 identify strong emotions that occur in picture story books

LS 1.1 identify picture story books as a literary formLS 1.2 verbalise sequence of main events in storiesLS 1.3 identify the main characters from picture story booksLS 1.5 identify strong emotions that occur in picture story books

VELS

Foc

us L

evel

1

Personal Learning Focus: Students experience diverse approaches and responses to learning. With teacher support, they make links with their existing experiences and develop the view that learning is exploratory, fun and rewarding.



English Focus: They contribute ideas during class and group discussion, and follow simple instructions. They learn to retell what they have heard and ask and answer simple questions for information and clarification.

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Lesson 1 Lesson 2 Lesson 3 Lesson 4A

ustr

alia

n cu

rric

ulum

Foc

us

Foun

datio

n Ye

arLiterature Focus: Recognise that texts are created by authors who tell stories and share experiences that may be similar or different to students’ own experiences

Literature Focus: Recognise that texts are created by authors who tell stories and share experiences that may be similar or different to students’ own experiences

Literature Focus: Recognise that texts are created by authors who tell stories and share experiences that may be similar or different to students’ own experiences

Literature Focus: Respond to texts, identifying favourite stories, authors and illustratorsShare feelings and thoughts about the events and characters in texts.

E5

Explain simple rubric with clear expectations about what kind of work deserves a sticker. Revisit the rubric, especially with at-risk students.

Explain simple rubric with clear expectations about what kind of work deserves a sticker. Revisit the rubric, especially with at-risk students.

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Lesson 5 Lesson 6 Lesson 7 Lesson 8A

ctiv

ities

Browsing and Borrowing with buddy. (15 mins)

Library Skills: Picture Books: Review the layout of a picture book (covers, title, author, text, pictures & MPPS barcode).

Cue the story in with discussion about the cover. What do you know about ducks? Tortoises? What do they look like? Where do they live? What do they eat? How do they move?

Read The Ducks and the Tortoise Fables from Aesop), by Val Biro. (398 BIR).

Discuss the most exciting part. Could these animals really talk? What other things in the story couldn’t possibly happen? Is this book a true book about true things?

Discuss what happened in the beginning/middle/end.

Why did Aesop tell this story – what lesson was he trying to teach us? What did he want us to think about? Why do people still tell this story today?

Students complete sequencing worksheet by drawing and dictating sentences about the beginning, the middle and the end of the story.



Cue the story in with discussion about the cover. What do you know about hares and tortoises? What do they look like? How are they the same? How are they different? Predict who would win if they had a race.

Read The Hare and the Tortoise. Discuss the most exciting part. Could these animals really talk? What other things in the story couldn’t possibly happen? Is this book a true book about true things?


Why did Aesop tell this story – what lesson was he trying to teach us? What did he want us to think about? Why do people still tell this story today?

Activity: Students complete sequencing worksheet by drawing and dictating sentences about the beginning, the middle and the end of the story.



Cue the story in with discussion about the cover. What do you know about mice? What is the difference between a house mouse and a country mouse? What do they eat? Where do they live? What dangers do they face?

Read the story, pausing to emphasise the difference between the way the two mice live.

Discuss the reasons why they were happy with their different choices. Could these animals really talk? What other things in the story couldn’t possibly happen? Is this book a true book about true things?

Review what happened in the beginning/middle/end.

Students complete table task: Worksheet: Draw and dictate/write the differences between town and country using Venn diagram.


Cue the story in with review of Aesop’s Fables and introduce idea that other authors can do retellings of the same story that are slightly different. Introduce Father Koala’s Fables as an Australian retelling of some of these famous fables and show list of stories in the Table of Contents. Locate The Emu and the Wombat (p6). Discuss: What do you know about emus and wombats? What do they look like? How are they the same? How are they different? Predict who would win if they had a race.

Read The Emu and the Wombat Discuss plot, setting and characters, noting its similarity to The Hare and the Tortoise. What is the same? What is different?


Why did Father Koala tell this story – what lesson was he trying to teach us? What did he want us to think about? Why do people still tell this story today?

Activity: Students complete sequencing worksheet by drawing and dictating sentences about the beginning, the middle and the end of the story.

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Lesson 5 Lesson 6 Lesson 7 Lesson 8R

esou

rces

The Ducks and the Tortoise Fables from Aesop), by Val Biro. (398 BIR).

Teacher-made sequencing worksheet.

The Hare and the Tortoise, retold by Helen Ward (398 HAR).

Teacher made Beginning, Middle, Ending Hare and the Tortoise worksheet.

The Town Mouse and the Country Mouse, in The Orchard Book of Aesop’s Fables by Michael Morpurgo (398 MOR)

Teacher made Venn diagram The Town Mouse and the Country Mouse

The Emu and the Wombat (a re-telling of The Hare and the Tortoise) in Father Koala’s Fables, Ashton Scholastic 1993

Teacher-made Beginning, Middle, Ending Emu and Wombat worksheet.

Spec

ial n

eeds

At risk: Provide assistance with writing names & eliciting order of events in the story.






At risk: Use book pictures to review order of events


Gifted: tell about a place very different to where you live.




Ass

essm

ent S

LAV

Libr

ary

Skill

s Le

vel 1

LS 1.1 identify picture story books as a literary formLS 1.2 verbalise sequence of main events in storiesLS 1.3 identify the main characters from picture story books

LS 1.1 identify picture story books as a literary formLS 1.2 verbalise sequence of main events in storiesLS 1.3 identify the main characters from picture story booksLS 1.5 identify strong emotions that occur in picture story books

LS 1.1 identify picture story books as a literary formLS 1.2 verbalise sequence of main events in storiesLS 1.3 identify the main characters from picture story booksLS 1.4 describe where the story takes place in particular picture story booksLS 1.5 identify strong emotions that occur in picture story books

LS 1.1 identify picture story books as a literary formLS 1.2 verbalise sequence of main events in storiesLS 1.3 identify the main characters from picture story booksLS 1.4 describe where the story takes place in particular picture story booksLS 1.5 identify strong emotions that occur in picture story books

VELS

Foc

us

Leve

l 1





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Lesson 5 Lesson 6 Lesson 7 Lesson 8Fo

cus

Foun

datio

n Ye

arLiterature Focus: Respond to texts, identifying favourite stories, authors and illustratorsShare feelings and thoughts about the events and characters in texts.




E5

Explain simple rubric with clear expectations about what kind of work deserves a ‘special’ sticker i.e. named, all 3 sections complete and student able to retell story with a beginning, middle and end. Revisit the rubric, especially with at-risk students.

Explain simple rubric with clear expectations about what kind of work deserves a ‘special’ sticker i.e. named, all 3 sections complete and student able to retell story with a beginning, middle and end. Revisit the rubric, especially with at-risk students.

Explain simple rubric with clear expectations about what kind of work deserves a sticker. Revisit the rubric, especially with at-risk students. Introduce self-assessment: ‘what should I give you for your work today?’

Explain simple rubric with clear expectations about what kind of work deserves a sticker. Revisit the rubric, especially with at-risk students. Use self-assessment: ‘what should I give you for your work today?’

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LEARNING FOCUSVICTORIAN ESSENTIAL LEARNING STANDARDS LEARNING FOCUS

Learning Focus

English (Speaking

and Listening)

Level 1

They contribute ideas during class and group discussion, and follow simple instructions. They learn to retell what they have heard and ask and answer simple questions for information and clarification.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 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.

Learning Focus

Thinking Processes Level 1

Students use a range of simple thinking tools to gather and process information. They reflect on their thinking (for example, why they think what they think about a text) and take time to consider before responding.

Learning Focus

Personal Learning Level 1

Students experience diverse approaches and responses to learning. With teacher support, they make links with their existing experiences and develop the view that learning is exploratory, fun and rewarding…Students begin to take initiative as learners by asking questions when needed and attempting small projects. They begin to solve problems and complete work using their initiative as a first step and asking for teacher assistance as required. With support, students manage their time and resources to complete short tasks.

Learning Focus

Interpersonal Learning

Level 1

As students work towards the achievement of Level 1 standards in Interpersonal Development, they interact with their peers, teachers and other adults in a range of contexts. ….Students learn to manage their impulses by developing habits and routines that help them to be a cooperative class member.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.While … participating in classroom activities, students practise listening to others and recording or retelling what others have said. With teacher support, they practise using these skills with their peers in a variety of contexts and begin to identify when it would be useful to apply these skills in other situations.

SLAV Library

focus Level 1

Literary SkillsWith teacher assistance, modelling and scaffolding students will be able to:LS 1.1 identify picture story books as a literary formLS 1.2 verbalise sequence of main events in storiesLS 1.3 identify the main characters from picture story booksLS 1.4 describe where the story takes place in particular picture story booksLS 1.5 identify strong emotions that occur in picture story books

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POLT Focus

Students learn best when:1. The learning environment is supportive and productive.

In learning environments that reflect this principle the teacher: 1.1 builds positive relationships through knowing and valuing each student 1.2 promotes a culture of value and respect for individuals and their communities 1.3 uses strategies that promote students’ self-confidence and willingness to take risks with their learning 1.4 ensures each student experiences success through structured support, the valuing of effort, and recognition of their work.

Key Understandings for Assessment Focus Questions

The library is a special place with special rules to care for the books.Our buddies are special friends.Stories have characters that may be people or animals.Books tell stories about times long ago, when people and places were different but the stories are still relevant today because human behaviour, feelings and emotions are the same.In ‘made up’ stories, animals behave like humans.Stories have a beginning, middle and end.Aesop was an author who lived a long time ago in Ancient Greece. He told many fables to teach people how to do the right thing.Other authors have used his idea to retell the stories in a different way.

What happened in the story?Could this story be true?Do animals really behave like this?Do people really behave like this today?Does this story teach us anything?What happened in the beginning/middle/end?

AUSTRALIAN CURRICULUM LEARNING FOCUSFoundation year

In the Foundation year, 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 Year 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.

LANGUAGEFoundation YearLanguage for interaction ElaborationsExplore how language is used differently at home and school depending on the relationships between people learning that language varies according to the relationships between people, for example

learning that we use a different tone and style of language with different people learning to ask relevant questions and to express requests and opinions in ways that suit different

contexts

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between parent and child, teacher and student, siblings, friends, shopkeepers and customersText organisation and structure 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

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

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

learning about front and back covers; title and author, layout …

Expressing and developing ideas ElaborationsRecognise that sentences are key units for expressing ideas

learning that word order in sentences is important for meaning (for example 'The boy sat on the dog', 'The dog sat on the boy')

Recognise that texts are made up of words and groups of words that make meaning

exploring spoken, written and multimodal texts and identifying elements, for example words and images

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

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

Understand the use of vocabulary in familiar contexts related to everyday experiences, personal interests and topics taught at school

building vocabulary through multiple speaking and listening experiences 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

LITERATUREFoundation YearLiterature and context ElaborationsRecognise that texts are created by authors who tell stories and share experiences that may be similar or different to students’ own experiences

• recognising that there are storytellers in all cultures

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Responding to literature ElaborationsRespond to texts, identifying favourite stories, authors and illustrators

• 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• returning to preferred texts and commenting on reasons for selection

Share feelings and thoughts about the events and characters in texts

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

• using art forms and beginning forms of writing to express personal responses to literature and film experiences

• talking about people, events and ideas in texts, enabling students to connect them to their own experiences and to express their own opinions about what is depicted

Examining literature ElaborationsIdentify some features of texts including events and characters and retell events from a text

• identifying some features of culture related to characters and events in literary texts, for example dress, food and daily routines listening

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

• recognising cultural patterns of storytelling, for example ‘Once upon a time’, ‘A long, long time ago’…

Creating literature ElaborationsRetell familiar literary texts through performance, use of illustrations and images

• drawing, labelling and role playing representations of characters or events

LITERACYFoundation YearInteracting with others ElaborationsListen to and respond orally to texts and to the communication of others in informal and structured classroom situations

• listening to, remembering and following simple instructions• sequencing ideas in spoken texts, retelling well known stories, retelling stories with picture cues,• 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

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

• 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 … texts read aloud …• speaking so that the student can be heard and understood

Interpreting, analysing, evaluating ElaborationsIdentify some differences between imaginative and informative texts

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

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

• predicting what might happen on the basis of experience of this kind of text; at the sentence level

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

• talking about the meanings in texts listened to, viewed and read• visualising elements in a text (for example drawing an event or character from a text read aloud)• providing a simple, correctly-sequenced retelling of narrative texts• making links between events in a text and students’ own experiences• making an inference about a character's feelings• discussing and sequencing events in stories• drawing events in sequence

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

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

ACHIEVEMENT STANDARDSVICTORIAN ESSENTIAL LEARNING STANDARDS (VELS) ACHIEVEMENT STANDARDS

VELS English (Speaking and Listening) Standards Foundation YearProgression 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

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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.

VELS Thinking Processes Standards Foundation Year

No standard till Level 3

VELS Personal Standards Foundation Year

No standard till Level 3

VELS Interpersonal Learning Standards Foundation YearProgressing 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 STANDARDSAUSTRALIAN CURRICULUM ENGLISH FOUNDATION YEAR

Foundation Year achievement standardBy the end of the Foundation year, students listen to, read and view a range of spoken, written and multimodal texts from familiar contexts. They interpret and provide relevant explanations of characters and main events in imaginative texts, and key ideas and visual features in short informative texts, making connections to personal experience. They demonstrate understanding by retelling orally one or two ideas and events from short texts listened to or viewed. They accurately identify the letters of the English alphabet, and know the sounds represented by most letters. They read short, predictable texts aloud with some fluency and accuracy, drawing support from their developing sound and letter knowledge. They effectively use predicting and

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questioning strategies to make meaning from texts.

Students write one or more simple sentences to retell events and experiences for a known audience. Their writing is connected appropriately to illustrations and images produced as part of the text. They link two or more ideas or events in written and spoken texts. They use and understand familiar vocabulary, predictable text structures and common visual patterns. The short texts they produce show understanding of concepts about print including letters, words and sentences. They use left to right directionality, return sweep and spaces between words. They handwrite most lower case and some upper case letters, and use some capital letters and full stops. Their writing shows some evidence of the use of sound–letter knowledge. In informal classroom settings students communicate clearly and purposefully and engage in pair, group and class discussions, and participate actively in group tasks.

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