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51KQSPzmCVL._SX258_BO1,204,203,200_ (DIVERSITY different-nationalities…

- - - - African chanting song https://www.youtube.com/watch?v=hIdp_Nj0tgk
      - Indigenous songs in the local language for example https://www.youtube.com/watch?v=NrcUKgP_sks
  - - - Japanese Version
      - Spanish Version https://www.youtube.com/watch?v=Dr92P3eXvAM
      - English-Italian Bilingual edition.
  - - - Beginning to write a narrative using an image from the book as the provocation for the narrative.
        Teacher to explicitly model the beginning planning phase of writing. Brainstorm on the board possible things to write about.
      - In think-pair-share partnership, children will create their own brainstorm of things they may write about for their narrative. Teacher will edit the brainstorm and provide the correct spelling of words.
      - Teacher will model beginning the writing process. Think alouds about punctuation, what to include and where to start. The narrative will only be a few sentences as a maximum (age group appropriate).
      - Students will work on beginning to write their own narrative. Teacher will assist with editing and the writing process. This will be finalised in lessons 13, 14 and 15 where students make their own book called The Rainbow Class.
      - Teacher will model how to write a recount and will use think alouds to describe what they are including.
    - - The main focus for reading in PP is on fostering a love of books. We do not push the students to read, however, we allow them time to explore books in the book corner and we model reading strategies when we read texts as a whole class.
      - Rotation activities week 2
        
        Word Creation: words from the book will be cut up into individual sounds and the children will need to create them. Pictures will also be available to enable students who have difficulty with their sound and letter recognition.
        
        Teacher activity: Decoding word meaning activity where students use the cueing system to help them work out what a word is and what it might mean.
        
        Split images activity (First Steps Reading Resource Book pg. 133) building on prediction and descriptive language skills.
        
        Word Creation: words from the book will be cut up into individual sounds and the children will need to create them. Pictures will also be available to enable students who have difficulty with their sound and letter recognition.
        
        Teacher activity: Decoding word meaning activity where students use the cueing system to help them work out what a word is and what it might mean.
        
        Split images activity (First Steps Reading Resource Book pg. 133) building on prediction and descriptive language skills.
        
        Teacher activity: What is happening here? Using cueing system to describe what is happening in different scenes in the book The Rainbow Fish.
        
        Sight word practice
    - - Integration with HASS:
        30 second oral presentation about who is in their family, where their family is from and what they like to do as a family.
        
        Integration with the Arts: Character dramatisation: Teacher reads parts of the story out to the children and they need to act out how they would feel and what they would do.
        
        Integration with the Arts:
        Responding to different music and moving around to the music. After each song the teacher will choose two students to demonstrate what they did and explain why they moved in that way.
        
        Simon says activity: building listening skills. Teacher models first then chooses children to become the leader.
        
        ICT Integration: Explain everything App to retell the story of The Rainbow Fish in their own words. Could also link to the Arts where they act out the retell and it is filmed.
    - - Rotation activities
        
        Salt tracing tray
        
        Playdough mat letters
        
        Stamping activity for letter recognition using words from The Rainbow Fish.
        
        Magnetic CVC word making activity: using magnets and a baking tray children create CVC words.
        
        CVC word find sensory bin
        
        Letter recognition puzzle
        
        Pin the full stop on the sentence game
        
        Peg name making activity and then write your name.
- - - - My family and I, mi Familia y yo by Gladys Rosa-Mendoza and Mark Wesley
    - - Call Me Tree by Maya Christina Gonzalez
  - - - Teacher will write a recount about the excursion to AQWA and the students will help by adding ideas and helping construct the sentence.
        
        Students will write their own recount of the excursion to AQWA and the teacher will assist. Draw a picture to add to the recount.
      - Creation of a class version of The Rainbow Fish based on the children in the classroom. Each child will illustrate and write a page to add to the book which will then be bound and added to the classroom book corner.
    - - The main focus for reading in PP is on fostering a love of books. We do not push the students to read, however, we allow them time to explore books in the book corner and we model reading strategies when we read texts as a whole class.
      - Sounding out strategy: Think alouds to help read tricky words
      - Sounding out strategy: Choral reading of text with partner work to sound out sounds of tricky words.
      - Sight work practice in small groups of ability level. Students with greatest need will work with teacher.
        
        Reading for enjoyment: opportunity to read texts for enjoyment. Then partner up and describe what happened in the story (use of cueing system as pictures will play major role in decoding the text.
      - Reread The Rainbow Fish in its entirety for enjoyment with the students. Talk about why we read books for enjoyment and class discussion about what they have learnt so far over the program.
    - - Integration with the Arts: Adverb Walk: Using adverbs from the book students act out what that word might look like.
      - Phone call with the Rainbow Fish: Children pair up and one person pretends to be the Rainbow Fish. Each child takes it in turn to speak as if they were on the phone. Develops listening skills and expression skills.
      - What comes Next? activity: The teacher will begin to read the story The Rainbow Fish and will then pause to ask the students to think-pair-share what will happen next. Teacher then continues to read to see if they were correct.
      - I went to the park one day and saw activity: The teacher says the statement “I went to the park one day and saw…” and then throws a small ball to a student who finishes of the sentence. The student then says the statement, throws the ball to someone else and the finish it off. At each sentence students get up and act out the scene.
      - Story stones in small groups: using the scenes and characters from the story The Rainbow Fish students will make up their own story. Focus on plot, dialogue and descriptive language.
    - - Rotation activities
        
        Rhyme match game: like snap but when the student with the matching rhyme word sees their word in the pile, they yell out rhyming word and say what their two rhyming words are.
        
        Lego family words: CVC word recognition and making the words with the letters (also letter recognition).
        
        Teacher activity: Find the matching word picture game.
        
        Whole class rhyming game: Objects that have words that rhyme placed around the classroom. When the teacher says a word, students run to the object that rhymes with said word.
        
        Whole class rhyming bingo: Cards have the matching rhyming word on them. If the teacher calls out cat, place a marker on mat, hat, bat etc.
        
        Fishing for pairs activity: matching rhyming words together.
        
        I begin with tray activity: Naming the letters that items begin with (only s, a, t, p, i, n)
        
        Teacher activity: Rhyming basket relay where students match the objects to the baskets with the rhyming word.
- - - - I Love to Share Con Muốn Chia Sẻ by Shelley Admont,
    - - My Pal, Victor Diane Gonzales Bertrand
    - - How Are You? / ¿Cómo estás? by Angela Dominguez
  - - - Recipe for what makes a good friend.
        
        Brainstorm what makes a good friend as a class. Write a ‘recipe’ for what makes a good friend.
      - Friendship hand (Teacher assisted)
      - Teacher models think alouds about punctuation, capital letters and identifies sight words and letters and sounds
      - Rotation activities week 1
        
        what you need to include in a super sentence (capital letter, full stop, descriptive words etc).
        
        Draw a picture of someone being a good friend. This can be a picture of a friend playing a game with you
        
        Using the iPad Book creator: Children will add words to their drawing about being a good friend.
        
        Practice writing sight words and name.
      - Alphabet brainstorm (The Writing Book; Cameron and Dempsey, 2013). with the theme being words to do with The Rainbow Fish. The words or sentences will then be compiled and added to the vocabulary wall in the classroom.
    - - Interview a person about how they are a good friend.
      - Role play scenarios given by teacher about what makes a good friend. Emphasis on use of descriptive language and expression.
      - Integration with Maths: Barrier game where children need to use descriptive and positional language to tell partner what picture they have created with the attribute blocks
      - Character interview: children will partner up and will take turns being the news reporter and the character (Rainbow Fish). The reporter needs to ask questions of the character about how they feel after giving away all their scales. They will then swap roles. Emphasis on question asking and descriptive and emotive language.
      - Whole class activity: children sit in a circle. One child starts with a ball and the teacher states a sentence starter. The child then adds to the sentence before passing the ball to someone else in the circle. This continues until a silly story has been created. The teacher may like to write down the responses to create a mini book with the children’s story.
    - - The main focus for reading in PP is on fostering a love of books. We do not push the students to read, however, we allow them time to explore books in the book corner and we model reading strategies when we read texts as a whole class.
        
        The Things I Love About Friends by Tracey Moroney
        
        Do you want to be my friend by Eric Carle
        
        Wonder by R. J. Palacio (picture book version)
        
        Lost and Found by Oliver Jeffers
      - Print walk to identify words that relate to friendship and belonging.
        New books in the book corner related to the themes of belonging, diversity and friendship. Children have and opportunity to explore these.
      - Show children the front and back covers of the book. Think aloud modelling of predicting what the book might be about. Read the book and pause and think alouds about predicting what might happen next.
        Read the book again and the teacher models how to make connections with the text. Think alouds about how to use the information in the book to connect to your own experiences.
    - - Use The Rainbow Fish as example. Each child has a full stop placard and every time they see a full stop, they hold it up.
      - CVC word jumble
      - Sentence builder activity
      - Put the full stop in the right place wall chart
      - Rhyming word matching activity
- - - - Each week there will be topic for the students to tell their news about. The news session will be held at the beginning of each morning and each child will talk for approximately one minute. See image for how news will be told.