Year 1
English
Langauge
Identify the parts of a simple sentence that represent ‘What’s happening?’, ‘What state is being described?’, ‘Who or what is involved?’ and the surrounding circumstances (ACELA1451)
Explore differences in words that represent people, places and things (nouns, including pronouns), happenings and states (verbs), qualities (adjectives) and details such as when, where and how (adverbs) (ACELA1452)
Compare different kinds of images in narrative and informative texts and discuss how they contribute to meaning (ACELA1453)
Manipulate phonemes in spoken words by addition, deletion and substitution of initial, medial and final phonemes to generate new words (ACELA1457)
Recognise and know how to use simple grammatical morphemes to create word families (ACELA1455)
Use visual memory to read and write high-frequency words (ACELA1821)
Understand that a letter can represent more than one sound and that a syllable must contain a vowel sound (ACELA1459)
Literacy
Segment consonant blends or clusters into separate phonemes at the beginnings and ends of one syllable words (ACELA1822)
Use comprehension strategies to build literal and inferred meaning about key events, ideas and information in texts that they listen to, view and read by drawing on growing knowledge of context, text structures and language features (ACELY1660)
Read supportive texts using developing phrasing, fluency, contextual, semantic, grammatical and phonic knowledge and emerging text processing strategies, for example prediction, monitoring meaning and rereading (ACELY1659)
Engage in conversations and discussions, using active listening behaviours, showing interest, and contributing ideas, information and questions (ACELY1656)
Use interaction skills including turn-taking, recognising the contributions of others, speaking clearly and using appropriate volume and pace (ACELY1788)
Create short imaginative and information texts that show emerging use of appropriate text structure, sentence level grammar, word choice, spelling, punctuation and appropriate multimodal elements, for example illustrations and diagrams (ACELY1661)
Literature
Recreate texts imaginatively using drawing, writing, performance and digital forms of communication (ACELT1586)
Discuss characters and events in a range of literary texts and share personal responses to these texts, making connections with students’ own experiences (ACELT1582)
Word Sort
Children are given laminated cards, each card with a one syllable word from the book printed on it and the children have to categorise the words based on the number of sounds they can hear in the word. (FS RMD p.74)
Word Wall
Teacher and students work together to create a word wall by adding sight words they have come across in the book to the word wall. (FMS RMD p.73)
Making Words Card Game
Students are grouped in pairs and each pair is given consonant cards and cards with vowel sounds (e.g. 'ear' or 'ore'). Students divide the cards up evenly between them and their partner and one student places down a consonant card and the other student places down a vowel sound card that matches with the consonant to make a word. Then students can decide if they want to place down a consonant or vowel sound that will add to the previous consonant or vowel sound to make a new word.
Lucky Dip
Teacher has a bag full of cards that each have a word from the book accompanied with a picture that visually represents the word. Each student gets a lucky dip and picks a word out of the bag and has to decide if that word is a noun, verb, adjective or adverb. Students then have to stand in the allocated spot in the room for the category that their word fits into.
Recognise that different types of punctation, including full stops, question marks and exclamation, signal sentences that make statements, ask questions, express emotion or give commands (ACELA1449)
Punctuation Cards
Each student is given 3 cards; one with an exclamation mark, one with a comma and one with a full stop. As the teacher reads the story, the students must also read along with the story and when the teacher gets to a punctuation mark in the story, the students must hold up the card of the matching punctuation mark.
Play Ball
The students stand in a circle and the teacher reads out a sentence from the book. The student with the ball has to identify whats happening in the sentence, then the student passes the ball to the next student and this student has to identify what state is being described in the sentence and then they pass the ball to the next student who then identifies who or what is involved in the sentence. (FMS RMD p.89)
Odd One Out
The teacher shows students three images from narrative texts and informative texts and students have to identify which one is the odd one out and provide a reason as to why its the odd one out (either because it is from a narrative text and the others are from informative texts or because it is from an informative text and the others are from a narrative text). (FMS RMD p.90)
Word Family
A student is given a word card with a common morpheme from the text on it (such as play). The teacher will go around the room asking each student for a suffix that can be added to the word to make a new word and students that correctly identify an appropriate suffix (one that has not been previously said) can stand next to the person holding the original word to create a 'family'. The aim is to try to get the biggest family possible (biggest group of students standing up).
Sound Hunter
Choose a particular letter and get the students to point out the words in the book beginning with the chosen letter. Write these words on the board and after the book/section of the book has been read, get the students to look at the words written on the board and identify all the different sounds that the letter has made. (FMS RMD p.80)
Modelled Reading Lesson
Using the text, the teacher will model a prediction reading lesson to the students. (FMS RRB p.11)
Word Cover Up
The written text in the book is covered and students have to use the pictures to make assumptions as to what the story is about.
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Quiz
After reading the book, students will form teams of small groups (4-5 students in each group) and they will be quizzed on the book. The fastest group to buzz in with the correct answer will get the point.
Word Set Story
Each student will be given a set of words from the text and the students will have to create a text that incorporates the set of words they were given.
Act It Out
Each student gets given a passage from the text and students have to arrange themselves in the order that each passage fits in the text. Students then act out their passage using actions and gestures.
Draw It Out
After reading the story, students draw a picture of how the text connects with them. This could be a personal experience about turtles or sea life/oceans and students must write a couple of sentences describing their personal experience.
Innovate on familiar texts by using similar characters, repetitive patterns or vocabulary (ACELT1832)
Snap and Clap
The teacher will put the repetitive saying from the book (verb, Turtle, repeat verb!) on the board. Students sit in a circle and teacher starts doing a simple snap and clap rhythm and gets students to copy. Teacher will then say the repetitive phrase on the board and insert their own verb (e.g. "Swim, Turtle, swim!"). The next person has to say the repetitive phrase and insert a different verb of their choice. (FMS RMD p.89)
Science
Living things have a variety of external features (ACSSU017)
Living things live in different places where their needs are met (ACSSU211)
People use science in their daily lives, including when caring for their environment and living things (ACSHE022)
Matching Game
Students play a matching card game where they have to match the correct head to the correct body of marine animals.
Designing Enclosures
Students are each given an animal and the student has to identify what type of environment that animal lives in and then draw how they would layout the enclosure and what they would put in the enclosure if they were to make an enclosure for that particular animal.
KWL
Teacher works with students to create a KWL chart in relation to how we can look after our oceans and marine life.
Students are then asked to label each aspect of their enclosure. Students may need assistance with more complex words but the students are encouraged to sound out the less complex words and have a go at writing them.
The Arts
Drama
Use of dramatic action to sequence events to communicate an idea or message (ACADRM027)
Use of known stories and personal experiences to create drama with simple objects and available technologies (ACADRM029)
Object Find
Students have to go around the room and find objects/materials and use these resources to act out scenes from the text.
Charades
Students are given a picture from the book and they must act out what is happening in the picture only using gestures, movements and non-verbal cues. The other students have to find the matching picture in the book that the student is acting out.
Students have to state the objects they are using and what each object represents in their performance.
Visual Arts
Exploration of different materials, media and/or technologies, when creating artwork (ACAVAM107)
Exploration of, and experimentation with, the visual art elements of shape, colour, line, space and texture (ACAVAM106)
Ocean Art
Students are given different materials found in/near the ocean (such as sand, seaweed, shells) and they must create an artwork using these materials.
Collaborative Art
Students are in small groups of 4-5 and each person takes a turn at drawing a line (they may draw any type of line they want e.g. straight line, curly line, squiggly line). Students repeat this process until at the end, all the lines must come together to create a picture that relates to marine life, the ocean or the beach.
Students write a list of the materials they have used in their artwork.
Each group must come to the front and present their artwork and describe to the other students what their picture is about.
Media Arts
Exploration and experimentation of images, sounds and text to communicate ideas and tell stories (ACAMAM054)
Comic Strips
Students use an app on the iPad's to make their own short comic strip to re-tell the story in book. Students must draw pictures on the iPads for their comic strips and add captions and/or speech bubbles to communicate the story.
Mathematics
Recognise and classify familiar two-dimensional shapes and three-dimensional objects using obvious features (ACMMG022)
Find the Shapes
Students are in pairs and each pair is given a picture from the book and students have to try and find as many different shapes as they can in the picture. Once they have done this, they can then count how many of each shape is found in the picture.
Give and follow directions to familiar locations (ACMMG023)
Turtle Journey
One student is allocated to be the 'turtle' and this turtle will have a blindfold on. The 'turtle' will be placed somewhere in the room by the teacher and will be spun around a few times. The other students then have to give the 'turtle' verbal directions so that the turtle can get to the 'ocean' (the ocean will just be represented with a sign or an object).
Students watch up to 2:23 on the youtube video 'Sea Turtle Song' and then they are asked to draw a diagram of a turtle and label the different features of the turtle. Students may also like to list the different types of sea turtles that are shown on the video.
Humanities and Social Sciences
The natural, managed and constructed features of places, their location on a pictorial map, how they may change over time (e.g. erosion, revegetated areas, planted crops, new buildings) and how they can be cared for (ACHASSK031)
Students watch the video and afterwards do a think pair, share and tell their partner one way in which humans have impacted the ocean and one way that we could fix this/reduce this.
Learning Experiences
Links to cross-curriculum priority of Sustainability
Links to cross-curriculum priority of Sustainability
School excursion to AQWA
School excursion to Perth Zoo - focus on the turtle enclosure
Have a turtle expert visit the school and tell students about turtles
Links to Science, HASS
Links to Science, HASS, English
Links to Science, HASS