Please enable JavaScript.

Coggle requires JavaScript to display documents.

All Through the Year - Jane Godwin & Anna Walker (Illustrator) …

- - - - ACTIVITY: CHARACTER DECONSTRUCTION AND ANALYSIS (FSR MD, p. 228)
        Before reading the book, the educator and students talk about what a character is, and the elements that make up a character including their appearance, background, connections and actions.
        The educator asks the students to keep these elements in mind, and reads the book. When reading the book, the educator stops on parts of the story that tell the audience something about them.
        After reading the book, the class discusses the main ideas in the book, and everyone chooses the main character to look at in more detail. Students are separated into groups of four, and are asked to complete a minpmap on the character. One groups looks at her appearance, another group looks at her background such as family, another group looks at her connections to people and things in the book, and another group looks at the actions she undertakes in the book.
        The educator gives the students a decent amount of time and when it has finished, she connects all four of the posters and sticks them on the wall for the students to look back at and use for future ideas on characters.
        
        FOLLOW UP - ACTIVITY:
        After completing the class mindmap in the next lesson, the educator asks students to create a sentence about an experience from the book that the character had that relates to one that the student has had. The educator gives an example in the explanation to help the students. For example, Last year in September my family and I flew to Melbourne to watch the footy. It was cold but I had fun.
        If students cant find anything to relate to from the book, they are encouraged to talk about an experience they have encountered that was not mentioned in the book.
        Following the activity, the students 'post' their sentence into the post box at the front of the room. The teacher then reads the sentences and gives feedback and encouragement to students.
    - - ACTIVITY: TEXT ELEMENT FUN (FSR MD, p.66)
        The educator talks about the different features in the book that create the story. The educator explains them and lists some of them on the whiteboard, including:
        
        Plot (what the story is about)
        
        Characters (how many there are and who is the central one)
        
        The setting in the story (include its changes)
        
        Key message and conclusion
        
        Th educator then explains that as a class, they will be brainstorming different ideas for each of the features of the story.
        Each student has a brainstorm map, and the teacher models the work on the whiteboard. The students come up with the points from looking back at the story with the educator. The educator asks prompting questions such as:
        
        What characters are involved in a certain month
        
        What do the characters do in the book?
        
        How does the setting change in the book?
        
        What do the characters wear in the book?
        
        What are the main colours on autumn?
        
        What weather occurs?
        
        What is the message in the story?
        
        The educator guides the students through these questions and models them all with he book.
    - - ACTIVITY: PERSONAL INTEREST CREATION (FSR MD, p.107)
        After reading the book, students are asked to turn to their partner that they are sitting next to. Students are asked to retell their favorite month from the book, and share why it is their favourite, who is involved and if they can relate to it.
        After retelling their favorite part from the book to their partner, students are then asked to think about what they would change to that page of the book, and write it in their notebook. Students are encouraged to think about what they do in that month, and who they interact with.
      - ACTIVITY: SINGALONG SONG CREATOR
        After reading the book, the educator explains that using the book the class is going ot make a song. The song doesnt have to be long, but it allows students to be creative and share their personal interpretation of the book. The teacher gets students to focus not eh 'o' sound again for the song. An example for this could be, "Summer is so nice and hot, it is long and fun". The teacher lets the students make up a few lines to the song. The song will be added onto in each literature lesson and eventually performed as an assembly item
  - - - ACTIVITY: LETTER AND CORRECTION
        After reading the book, the educator has a mat discussion with the students on what they do celebrate yearly events in their family. The educator guides the discussion and uses prompting questions to get more information from students. The educator asks cultural questions to students when talking about yearly events such as easter and Christmas to gain an insight into the different traditions that families undertake for different celebrations.
        After the discussion, the educator explains that the students will be writing a very short letter about how they celebrate a yearly event with their family. Students are given time to complete the task, and when they are done, they are asked to reread and adjust their sentence to make sure it is grammatically correct. before it is "sent off" Students have a checklist of their desk for proofreading their work. Written on it includes:
        
        Reread my sentence
        
        Check I have capital letters
        
        Check i have a full stop.
        
        Do the words i have spelt look right?
        
        Do I need my teacher to guide me?
      - ACTIVITY: CHARACTER COMMUNICATION
        After reading the text, the educator explains that for the activity, the students will be very short writing a letter/ question to the main character of the book (the little girl). Students who are struggling with their writing can write a question to make it easier for them.
        Students must ask the character a question about her life, such as what she might be planning to do next year in a particular month. The student can also choose to tell the character something they are looking forward to going in a specific upcoming month. When the students have finished writing their letter, they are asked to proofread what they have written and make sure it sounds correct. Students then “send the letter” off to the character in a box at the front of the room. The educator can then empty the box and observe the students learning through their short letter/question.
    - - ACTIVITY: CHALLENGE TACKLER
        The educator picks out the challenging words from the book and slowly introduces them to the students after reading it. The words are introduced to the students through their spelling words, and questions.
        The students are asked to make a list of words from their spelling list, and put them on a poster. Each student will make an individual poster of 5-10 words, and the educator will place it on the wall. The students can then practice them in their free time, this allows them to become familiar with them and also increases their vocabulary. When the educator goes to read the book, she stops on these words and decodes them with the students collaboratively.
    - - ACTIVITY: SHARING MY THOUGHTS:
        After reading the book, students get into groups of four. Once in their groups, the educator gives the students a question about the book to respond to. The question could include:
        
        Do you think the seasons were described accurately?
        
        Is there any celebrations the girl missed out that we celebrate?
        
        Students are given a few minutes of think time and once that is up, students go around the group and one-by-one share their throughts on the question. Students are observed in this process and assessed on their participation, volume, clarity and ideas.
        
        FOLLOW-UP ACTIVITY:
        The educator gets students to create a poster of what they think needs to be added into pages abou the seasons. The educaotr guides this activity and does a brainstorm on the board, so that all students understand the activity and have examples to build on from.
  - - - ACTIVITY: LETTER-SOUND BANK (FSR MD, p.79)
        The educator will introduce the sound of the week to the students and place laminated sound cards up on the whiteboard for all the students to see. The sound of the week is the 'o' sound, which has three different pronunciations when saying it. The educator introduces the 7 ways 'o' can be pronounced. The educator will only focus on one main sound for the lesson, but writes down examples on the board of the sounds such as:
        
        The short o sound: hot, not, got, soft
        
        The short o 2 sound: won, none, come, some
        
        The long o sound (ow), which uses rounded lips: so, go, no, row,
        low, throw
        
        The oa sound: boat, float, oat
        
        The oe sound: toe
        
        The educator chooses to focus on the short o sound, and does a Phonics sessions for this sound through the modelled reading process. The book All Through the Year, by Jane Godwin is read to the students. Clear think alouds are used when sounding out the 'o' sound to get the students to understand the sound more clearly. Words stopped on include, "hot, knot, cross, boss".
        Following the reading, the educator gets the students all in a circle and asks them to say one word which has the short o sound. The teacher starts and gives and example from the book such as "hot".
    - - ACTIVITY: RECOGNISING SIMPLE SENTENCES (FSR MD, p.120)
        Students do a short mat sesson on what simple sentances are, and look at the three main questions of a simple sentence. This includes:
        
        What is happening in the sentence?
        
        Who is involved?
        
        What is the sentence describing?
        
        The educator decodes a sentence from the book,"Our teacher shouts, she makes a fuss". The educator talks about how the sentence is about the teacher, it is telling us that she gets frustrated with the students and tells them off, and it also tells us that the sentence is about girl, her classmates and their teacher.
        The educator then gets the students to write a simple sentence that relates to the book. For example, "In December mum and I go shopping and pick out awesome gifts for our family".
      - ACTIVITY: TRADITIONS AND EXPRESSIONS
        The educator gets students to sit in a circle, and shows the students the book "All Through the Year", after reading it, and asks students questions such as:
        
        What do you think the book will be about it by reading the title?
        
        Who do you think this book will be about?
        
        Do you think the tree will be in the book?
        
        After the students have had a short discussion, the educator then asks the students one-by-one go around the circle and explain what they think. The educator reads through the book and stops on particular sentences such as “In April there are sparkling eggs to find and eat”. The educator asks the students prompting questions about the sentence events to check their understanding, such as:
        
        Do you do this on easter?
        
        What does your family do?
        
        What is happening on this page?
        
        What emotion do the students look like they are having?
    - - ACTIVITY: STRUCTURED SENTENCES
        After reading the book All Through the Year (Godwin, 2010), the students and educator have a discussion about one of the sentences in the book. The sentence is "Sun shines on ice and makes it glisten".
        The students and educator examine the punctuation in the sentence. Discussion is on the fact that there is a capital letter at the start of the sentence and a full stop to end it.
        After the discussion, the educator asks students to write a sentence about what they do in a specific month of the year. For example, At Christmas time, a student’s family might do a family pool party and barbeque with their relatives. Another family might go on a holiday to another place or country.
        Proceeding this activity, the educator has the opportunity to read through the students' sentences and give them direct feedback on what they have done well in, and what they need to work on.
      - ACTIVITY: PUNCTUATION IDENTIFIER
        This activity is completed after reading the book All Through the Year, by Jane Godwin.
        The educator has a mat discussion with students about the different punctuation in the book. The educator opens the book, and shows examples. The educator points to the capital letters, question marks, full stops and exclamation marks in different sentences throughout the book .The educator then writes three different sentences on the board. Each with capital letters, one with a full stop, one with a question mark, and one with an exclamation mark. The students are then asked to say what punctuation is used in each sentence.
        After the small recognition activity, the educator asks the students to write one sentence using punctuation correctly. The educator tells students that they could write about what their favourite month is and use capital letters and an exclamation mark.
- - - - ACTIVITY OBSERVATIONAL LANDSCAPES:
        The educator introduces an activity to the class, where students are allowed to go outside (preferably in the morning) of the classroom and sit outside with their class for 45-minutes. During this time, students are asked to observe the changes in the sky, clouds, sun, colour and landscape of the plants, colours and distinctive features.
        Students observe the changes in the landscape over the period of time and document this in a table. Students have space to draw an image. This chart is then completed and kept in their science workbook to look back on. A possible afterschool excursion can be made to King’s Park in the afternoon of a day, so that students can really see the drastic changes that occur between 5 and 7 pm.
      - ACTIVITY: CONTINUOUS JOURNAL
        Throughout the whole of term two, students keep and complete a weather journal. Students are given opportunities to observe the sky and weather two times a day (morning and afternoon).
        The teacher allows this to be done for a term, and at the end of the term the educator gets the students to look at the changes over time and write a short reflection sentence about it.
        Once this is completed, the student display their journals in the library for everyone to look at and learn from.
      - ACTIVITY:CREATING AND TRIALING
        The students make a rain gage with the educator to see how much it rains in their local area. The educator provides the resources needed which include:
        
        A ruler
        
        A platic jar with measurement on it
        
        Stones to put in the jar
        
        A marker
        
        Tape
        
        The students use these materials and follow the procedure to create this small project. The students put the jar out at the start of the day when it is rainy. They check it and record it with the educator at the start of the day, recess, lunch-time and just before home-time. The students record all the information and have a discussion about when the most rain was collected. This is done towards the end of the year, after students have covered measurement in detail.
      - ACTIVITY: ABORIGINAL CONNECTION TO HISTORY
        After reading the book, and being exposed to the Indigenous seasons in HASS, the educator introduces a new activity to the students. The activity involves the students dot painting the trees changing through the different seasons.
        Students are shown a demonstration by an Aboriginal Elder and are shown how to create natural paint from the dirt in the ground. The students take this in and trial making dot paintings with naturally made paint with the help of the educator and Elder. The trees show the general change throughout the seasons and are hung up in the class as a collage for parents, students and teachers to view.
- - - - ACTIVITY: BIRTHDAY ANALYIS
        :
        The educator gets all students on the mat, and gets everyone to write their birthday on a mini whiteboard. Students who are having trouble writing it can gain support from the teacher and get some guidance to achieve this.
        The educator then looks at each child’s birthday date and month. the months of the year are set up on the floor, and the educator gets the students to create a timeline showing their birthdays in the order of the months in a year. This creates Individualism in the classroom and leads to identity and belonging to be established. Students also have the opportunity to customize their birthday cards before the educator displays them in the classroom.
      - ACTIVITY: PLATE -TIME SPINNER
        The educator gives each of the students a paper plate, and three different coloured markers. The students are guided through making a paper plate duration calendar. On the inside of the plate, students write the days of the week around the middle ring. On the outer ring, students write the months of the year, and on the very outer ring, students write all the numbers up to 31 (this has already been done for the students to help save time).
        
        Once the plate has been created, the students add a spinner to the middle. They use this plate by spinning the spinner and then seeing what combination they get of days, months, and dates. This is an excellent hands-on resource to support the students as they learn these durations in each concept of the year.
      - ACTIVITY: A3 CLASS CALENDER
        The students have been investigating calendars over the past two weeks and have become familiar with them through practice. After reading the book, the educator gets the students to work together to create a class calendar. Students are allowed to look through the book they have read in class, and the educator gives them additional resources on calenders and dates in a year to help guide them and their thinking. The teacher gives them support and assistance where needed.
        After the calender has been created, the educator sticks the calender on the wall and circles an event of the calendar past or upcoming and get the students to work out how many days have elapsed or how many days they have to wait.
      - ACTIVITY: DURATIONS
        The educator has a discussion with the students about the duration of time in weeks and months, days and hours. The educator gives students a reasonable amount of small m-block cubes. The educator explains the activity and gives an example. For example, How many cubes would you need to how the hours in a day (one block equals one hour). The educator and get them to display how many are needed for a day and observes the students.. The educator continues to ask students different representing questions such as:
        
        If there are 12 months in a year how many blocks do you ned? (1 block= 1 month).
        
        If there are 7 days in a week how many blocks do you need? (1 block- 1 day)
        
        This activity allows students to display their higher-order thinking and mathematical knowledge. It allows for a lot of observation and guidance to be given by the educator.
        
        I
      - ACTIVITY: DETAILED DISCUSSION
        
        Students are shown this video before their class discussion: https://education.abc.net.au/home#!/media/1566152/
        
        After the video and reading the text, the educator and students have a small detailed discussion on the different hours that occur in a day. This gives the students closed and open-ended questions to answer and think about.
        
        For example:
        
        how many hours have we been at school?
        
        How many days do we go to school in a week?
        
        The educator helps the students to understand this, by getting out the mini maths blocks and showing the students physically with the materials.
- - - - ACTIVITY: DATES OF WA HOLIDAYS
        The educator makes a PowerPoint about all of the different celebrations that occur in Australia. They include:
        
        New Years
        
        Christmas
        
        Easter
        
        Birthdays
        
        Mothers and Fathers day
        
        Australia Day
        
        WA day
        
        There are also many more. The educator discusses this with the students and makes reference to other celebrations in other cultures.
        The educator gets the students to focus on a particular yearly event. This event could be Easter, Christmas or a birthday. Students are asked to create an image that represents the event and complete a 2 minute explain everything on their iPad describing the event. The educator uses the book to give examples to the students.
        Students are asked to describe and explain the picture/event in partners on Explain Everything after they have drawn it out. The images are then collated and stuck on a board in the classroom for the students to all go back to and look at. The Explain Everything will be uploaded to Seesaw by the students for the educator and parents to see.
      - ACTIVITY: CULTURAL UNDERSTANDING
        The educator used the cultures present within the classroom and focus on one significant yearly event, such as Christmas. The educator gets students to bring in significant items from home about this time and do a small show and tell.
        Students sit in a circle with their items and one-by-one share what their family does on Christmas. Students are encouraged to share the item that is significant to their celebration at home and tell their classmates what they do with the item on such events. For example a family might put out a candle with a special spoon. The students could show this and hand it around.
        This activity allows students to become culturally sensitive, and understand that everyone celebrates events in different ways that are special to them.
  - - - ACTIVITY: SEASON INQUIRY
        The educator gets the students to make a timeline of the seasons in Australia and note down the different variables that make up each season. This activity is done as a class. The seasons include:
        
        Summer (December to February)
        
        Autumn (March to May)
        
        Winter (June to August)
        
        Spring (September to November)
        
        The educator then takes the students out to collect natural materials that relate to certain seasons. For example, Flowers- for spring, orange leaves for autumn, black leaves for winter, green grass/growing plants for summer. This activity will be done each term, so that students can notice the change in the landscape and its materials over the seasons in the year. The students place their observations in a diary and stick in photos of what they found.
      - ACTIVITY: INDIGENOUS UNDERSTANDING:
        For this activity, the educator introduces the students to the Aboriginal Australian seasons of the year. These include:
        
        Birak: December to January (First summer)
        
        Bunuru: February to March (Second summer)
        
        Djeran: April to May (Autumn)
        
        Makuru: June to July (Winter)
        
        Djilba: August to September (First spring)
        
        Kambarang: October to November (Second spring)
        
        After exposing the students to Aboriginal Australian seasons and talking about them, the educator gets all students to sit on the mat. The educator brings an Indigenous elder in to the class to talk to the students about the seasons and how you can tell them apart.
        The educator gets the students to focus on one season a week for 6 weeks. The class investigates them over the six weeks. For this activity, students are asked to create a timeline of the yearly seasons with drawings, and include their 'tells'.
        *The 'tells' are how the Aboriginal Australians recognise the season they are in, through the natural environmental changes.
      - ACTIVITY: NATURAL DIORMA
        Students are asked to pick their favourite month from the book, and create a diorama about it. After building the diorama the students go on a bush walk to the local natural park. On the walk, students are asked to collect different natural materials that they can use in their diorama. Students already have an understanding of what natural materials are, and what materials are dangerous to pick up.
        The diorama is made in class over four lessons, with guidance from the educaotr and parent helpers. After it has been created, the students display theirs at the front of the class for everyone to view.