where's mum es1

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  • Karen Bellamy Kurrajong East PS & Chris Fraser Literacy Numeracy Leader WSR

    Karen Bellamy Kurrajong East PS

    &

    Chris Fraser

    LaST Hawkesbury

    2014

    Wheres MUM?

    Libby Gleeson &

    Craig Smith

    ES1

  • Karen Bellamy Kurrajong East PS & Chris Fraser Literacy Numeracy Leader WSR

    Teaching notes

    http://www.latrobe.edu.au/childlit/Reviews/WheresMum.htm

    http://www.randomhouse.com.au/content/teachers/tsk_where_the_wild_things_are.pdf

    http://www.teachingideas.co.uk/library/books/wherethewildthingsare.htm

    http://edgalaxy.com/journal/2010/10/19/an-entire-unit-of-work-based-on-where-the-wild-things-are.html

    http://www.youtube.com/watch?v=6cOEFnppm_A

    Science/Maths

    Time /Distance, Create a "Wild Things" habitat

    Visual Art

    'Wild things' art: http://www.incredibleart.org/lessons/early/Jeryl-Wild.htm

    Personal development

    Places we know, Stranger Danger

    Imagination and personal growth

    http://www.rd.com/advice/parenting/encourage-your-childs-imagination/

    http://carolread.wordpress.com/2010/04/15/i-is-for-imagination/

    ICT

    Composing /Editing Stories using digital technology

    Developing imagination

    http://www.schoolatoz.nsw.edu.au/homework-and-study/english/my-book-club/building-your-childs-imagination

    http://www.theguardian.com/teacher-network/teacher-blog/2013/feb/05/imaginative-inquiry-teaching-classroom

    Acro

    ss KLA

    s: RESO

    UR

    CES &

    UN

    IT EXTEN

    SION

    SUG

    GESTIO

    NS

  • Karen Bellamy Kurrajong East PS & Chris Fraser Literacy Numeracy Leader WSR

    ENGLISH UNIT OF WORK

    Stage : ES1 Term: Weeks:

    Key Concept: The representation of IMAGINATION & CHARACTERISATION

    Text set: FOCUS TEXT: Wheres Mum? Libby Gleeson Finish the story, Dad Nicola Smee Where the wild things are Maurice Sendak Inside Mary Elizabeths House Pamela Allen Gorilla Anthony Browne The fearsome, frightening, ferocious box Francis Watts & David Legge

    Focus: Integrating English ES1 content descriptors: S & L - Speaking & Listening R & V - Reading & Viewing W & R - Writing & Representing Spelling

    G, P & V - Grammar, Punctuation and Vocabulary T I & C -Thinking imaginatively and creatively

    E T - Expressing themselves R on L - Reflecting on Learning

    Acceptable Evidence: Plotting students on the Literacy Continuum to develop student comprehension

    and vocabulary.

    Critical aspects: Comprehension, Vocabulary, Reading texts, Writing

    Learning across the curriculum: Literacy, creative and critical thinking

  • Karen Bellamy Kurrajong East PS & Chris Fraser Literacy Numeracy Leader WSR

    LITERACY CONTINUUM ES1

    for Modelled Reading (Stage appropriate)

    Session

    Modes/Skills Explicit Modelled Reading

    Comprehension C2

    Gives a sequenced retell of a story when prompted.

    Recalls some details from illustrations in a story

    book.

    Predicts a plausible next event in a story.

    Talks about information in factual texts.

    Comprehension C3.

    Gives an unprompted sequenced retell of a story

    that includes the beginning, middle and end.

    Recalls many details from illustrations in a story

    book.

    Builds meaning in factual texts by using illustrations.

    Comprehension C4

    Interprets meaning by answering an inferential

    question correctly.

    Responds to overall meaning in narrative and factual

    texts by talking about the central themes.

    Constructs meaning from texts by making

    connections between print, illustrations and diagrams.

    Analyses and evaluates a characters actions or

    events in a story through discussion.

    Vocab C2

    Builds understandings of a topic by identifying key

    facts in texts in print and on screen.

    Knows the meaning of, and when speaking, can use

    words that are likely to be encountered in easy

    reading texts, e.g. big little.

    Asks questions to find out the meanings of unfamiliar

    words

    1

    R & V 1

    Vocab:

    wheres

    kindergarten

    know

    didnt

    mumll

    dont

    theyve

    wouldnt

    youll

    Nursery Rhyme

    Vocab:

    Humpty Dumpty

    Jack & Jill

    Henny Penny

    Jack & the

    Beanstalk

    The Three Bears

    Big, bad wolf

    Ph. awareness:

    Rhyming

    Initial sounds

    Syllables for

    vocab

    Phonics:

    Initial sounds

    sh, th, ch, wh

    S & L 2

    Questioning

    Concepts of

    print- left to

    right orientation

    PERSONAL RESPONSE to the text

    Before:

    BUILD THE MYSTERY: This is a very special story. Through the story we encounter

    characters from nursery rhymes and fairy tales. It isnt only about the story of the

    children and dad in the book, but along the way we remember lots of other stories too.

    MAKING ANALOGIES: Linking prior knowledge. Ask the students if they know any

    rhymes or fairy stories. Record these. Play on the mystery of whether the rhyme they

    have suggested is going to be in the story.

    OBSERVATION: Can the students identify any nursery rhyme or fairy tale characters in

    the cover illustration? What could have happened before this picture? (Making

    Predictions) Encourage fantasising as wildly as they can. Lets find out if they are right!

    Point to the question mark - emphasise its role. Where could mum be?

    During:

    OBSERVATION: Where is the setting? How is this landscape different to where we live?

    (TEXT TO SELF) What has the little girl made on the first page? Where could she have

    made this? What could it be? Maybe this book is all about IMAGINING things?

    After:

    VOCAB: Teacher selects words from the vocab list for explicit teaching of Phonemic awareness (ES1: rhyming words, words with same initial sound - alliteration/S1: syllabification, alliteration), and Phonics (ES1 initial sounds/S1: consonant digraphs and simple Sight words mum, dad, and, can. SHIFT IN GENDER ROLES: Read the first sentence. Dad is picking the children up from

    Kindergarten. Emphasise left to right orientation. Questioning: Has your dad ever picked you up from playgroup/Kinder? Where was your mum? Have students draw a picture of

    their dad picking them up from playgroup/Kinder. Teacher scribes students Where was mum? sentences underneath as a lead into wondering what the answer is to the books

    title.

    REVIEW: Students read their Where was mum? sentences to the class.

  • Karen Bellamy Kurrajong East PS & Chris Fraser Literacy Numeracy Leader WSR

    LITERACY CONTINUUM ES1 (continued)

    Session

    Modes/Skills Explicit Modelled Reading

    VocabC3

    Begins to use topic words when speaking and writing.

    Identifies unfamiliar words and attempts to use

    experience and context to work out word meanings.

    Vocab C4

    Uses grammar and context of a text to work out the

    meaning of an unfamiliar word.

    Knows the meaning of commonly used words in texts

    read and demonstrates this knowledge when writing and

    speaking.

    Develops beginning understandings about word families

    and uses these understandings when reading and writing.

    Concepts of print C2

    Identifies one or more capital letters when prompted.

    Names a full stop.

    Identifies a word in print.

    Identifies a letter in print.

    Indicates left to right.

    Points to the first word to read.

    Indicates return sweep to left at the end of a line of

    text.

    Identifies a letter on a keyboard.

    Concepts of print C3

    Names a full stop and knows its purpose.

    Identifies a lower case letter.

    Identifies the first letter in a word.

    Identifies the last letter in a word.

    Reads left page before right.

    Shows awareness of beginning screen management

    skills, e.g. scrolling.

    Concepts of print C4

    Identifies one or more capital letters.

    Uses capital letters for names.

    Identifies a sentence.

    2

    G, P & V

    Vocab:

    beat

    pail

    theyve

    giant

    golden

    wicked

    wouldnt

    through

    big

    bad

    youll

    R & V 1

    Concepts of

    print: completing

    sentences left to

    right orientation.

    S & L 2

    Sequencing

    Wh questions:

    Who is in the story? Where does it happen? What happens? What goes wrong? How is the problem solved?

    UNDERSTANDING the text

    Before:

    REVIEW VOCAB: see session 1

    USING ILLUSTRATIONS TO GET MEANING FROM THE TEXT: The first

    suggestion of what happened to mum is that she saw Humpty Dumpty have a big fall. If

    you look at the earlier illustration, you will see that there is an egg thats broken on the

    floor. Maybe thats what makes them think about Humpty Dumpty. Can the students see

    if there are things in other pictures that lead to suggestions about where mum is?

    E.g. hill - Jack and Jill, teddy bear - Goldilocks and the Three Bears

    TEXT TO SELF: The illustrations also tell two separate stories throughout the book.

    On each double page there is one illustration that shows what Annie and Jess thought

    Mum might be doing such as, visiting the King with Hen