Australian Curriculum Planning

Term: 2 Year Level: R/1

Teachers: R/1 Learning Team
Wee
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1

Learning experiences

Learning Intention

Narratives

For the children to share their feelings and thoughts about the events and
characters in a story.
For the children to be able to identify their favourite story, author and illustrator
and listen to the opinions of others.
For the children to identify some features of narrative such as beginning and
endings.
For the children to use their comprehension strategies to understand and discuss
stories.
For the children to develop their predicting strategies in order to make meaning
from texts.
For the children to retell events from a text.
For the children to recall one or two events from stories with familiar topics.
Reception
For the children to recreate stories imaginatively using drawing and writing.
For the children to discuss features of plot, character and setting in different types
of stories.
For the children to discuss how authors create characters using words and pictures.

These learning intentions are also

relevant during shared reading.
Book week books, PRC and Nick
Bland stories.

Narratives

Narratives

Narratives

Narratives

For the children to participate in shared editing for meaning, spelling, capital
letters and full stops. Reception
For the children to reread their own work and discuss possible changes to improve
meaning, spelling and punctuation. Year 1
For the children to create short imaginative texts to explore, record and report
ideas and events using familiar words and beginning writing knowledge. Reception
For the children to create short imaginative stories that show a beginning
understanding of text structure, grammar, word choice, spelling and punctuation,
with appropriate illustrations. Year 1

Australian Curriculum Planning

Term: 2 Year Level: R/1
Teachers: R/1 Learning Team
GENERAL CAPABITLITIES
Literacy
Numeracy
ICT

Students become literate as they develop the knowledge, skills and dispositions to
interpret and use language confidently for learning and communicating in and out of
school and for participating effectively in society. Literacy involves students in listening
to, reading, viewing, speaking, writing and creating oral, print, visual and digital texts,
and using and modifying language for different purposes in a range of contexts.
Students use numeracy skills when interpreting, analysing and creating texts involving
quantitative and spatial information such as percentages and statistics, numbers,
measurements and directions.
Students develop ICT capability as they learn to use ICT effectively and appropriately to
access, create and communicate information and ideas, solve problems and work
collaboratively in all learning areas at school, and in their lives beyond school.

Critical &
Creative
Thinking

Critical and creative thinking are integral to activities that require students to think
broadly and deeply using skills, behaviours and dispositions such as reason, logic,
resourcefulness, imagination and innovation in all learning areas at school and in their
lives beyond school.

Ethical
Behaviour

The personal and social capability involves students in a range of practices including
recognising and regulating emotions, developing empathy for and understanding of
others, establishing positive relationships, making responsible decisions, working
effectively in teams and handling challenging situations constructively.

Personal &
Social
Competenc
e
Intercultur
al
Understand
ing

Ethical behaviour involves students in building a strong personal and socially oriented
ethical outlook that helps them to manage context, conflict and uncertainty, and to
develop an awareness of the influence that their values and behaviour have on others.

Students develop intercultural understanding as they learn to value their own cultures,
languages and beliefs, and those of others. They come to understand how personal,
group and national identities are shaped, and the variable and changing nature of
culture.

Cross-Curriculum Priority
All students will develop an awareness and
appreciation of, and respect for the literature of
Aboriginal and Torres Strait Islander Peoples
including storytelling traditions (oral narrative) as
well as contemporary literature. Students will be
taught to develop respectful critical
understandings of the social, historical and
cultural contexts associated with different uses of
language and textual features.

Australian Curriculum Planning

Term: 2 Year Level: R/1
Teachers: R/1 Learning Team

Achievement Standards
Receptive modes (listening, reading and viewing): By
the end of the Foundation year, students use predicting and
questioning strategies to make meaning from texts. They
recall one or two events from texts with familiar topics. They
understand that there are different types of texts and that
these can have similar characteristics. They identify
connections between texts and their personal experience.
They read short, predictable texts with familiar vocabulary
and supportive images, drawing on their developing
knowledge of concepts about print and sound and letters.
They identify the letters of the English alphabet and use the
sounds represented by most letters. They listen to and use
appropriate language features to respond to others in a
familiar environment. They listen for rhyme, letter patterns
and sounds in words.
Productive modes (speaking, writing and creating):
Students understand that their texts can reflect their own

Receptive modes (listening, reading and viewing): By

the end of Year 1, students understand the different purposes
of texts. They make connections to personal experience when
explaining characters and main events in short texts. They
identify the language features, images and vocabulary used to
describe characters and events. Students read aloud, with
developing fluency and intonation, short texts with some
unfamiliar vocabulary, simple and compound sentences and
supportive images. When reading, they use knowledge of
sounds and letters, high frequency words, sentence boundary
punctuation and directionality to make meaning. They recall
key ideas and recognise literal and implied meaning in texts.
They listen to others when taking part in conversations, using
appropriate language features. They listen for and reproduce
letter patterns and letter clusters.
Productive modes (speaking, writing and creating):
Students understand how characters in texts are developed

Australian Curriculum Planning

Term: 2 Year Level: R/1
Teachers: R/1 Learning Team
experiences. They identify and describe likes and dislikes
about familiar texts, objects, characters and events. In
informal group and whole class settings, students
communicate clearly. They retell events and experiences with
peers and known adults. They identify and use rhyme, letter
patterns and sounds in words. When writing, students use
familiar words and phrases and images to convey ideas. Their
writing shows evidence of sound and letter knowledge,
beginning writing behaviours and experimentation with
capital letters and full stops. They correctly form known
upper- and lower-case letters.

and give reasons for personal preferences. They create texts

that show understanding of the connection between writing,
speech and images. They create short texts for a small range
of purposes. They interact in pair, group and class discussions,
taking turns when responding. They make short presentations
of a few connected sentences on familiar and learned topics.
When writing, students provide details about ideas or events.
They accurately spell words with regular spelling patterns and
use capital letters and full stops. They correctly form all upperand lower-case letters

Learning intentions

Teaching and Learning Experiences

Resources

For the children to share their

feelings and thoughts about the
events and characters in a story.
For the children to be able to
identify their favourite story,
author and illustrator and listen to
the opinions of others.

Discussing different writing purposes

Brainstorm with the children the different types or formats of writing
that they know. Explain that people write for different purposes; e.g.
lists, letters, cards, signs, instructions, plans, labels etc.
Discuss that we will be focusing on narratives, which have the
purpose of entertaining.
Read a variety of narratives with a simple structure

range of books:
PRC books
Class big books
Guided reading books
Book week books
Nick Bland books
Fairy tale books

Australian Curriculum Planning

Term: 2 Year Level: R/1
Teachers: R/1 Learning Team
For the children to identify some
features of narrative such as
beginning and endings.
For the children to use their
comprehension strategies to
understand and discuss stories.
For the children to develop their
predicting strategies in order to
make meaning from texts.

throughout the term

Provide a purpose for listening to a narrative by outlining expected
behaviours, Listen to decide your favourite part. Who is in the story?
What happens? What goes wrong? How is the problem solved?
Read narratives to introduce narrative structure, e.g.
orientation introduced the character (who), setting (where),
complication a problem (something goes wrong), resolution (usually
the problem is solved/fixed). Read the same narrative a number of
times.
Narrative Deconstruction
Read and discuss Jack and The Beanstalk. (or any other narrative
with a simple structure). As a class, identify elements of the story
title, characters, plot, setting, ending. Provide children with a
proforma to individually record their responses. Provide opportunities
for the children to deconstruct more than one story both
independently and with a partner.
Orientation
Discuss the beginning of a story. What happens? What information are we
given in the orientation of the story? ( who, where and when)
Student identify who, where and when from a narrative read during class
reading time.
Complication
Discuss the middle/problem of the story. This is when the usual lives of the
characters are changed or disrupted in some way. What happens? What
information are we given in this section? ( what)
Students identify the complication in a story read to the class.
Resolution
Discuss the end of the story. How do the characters fix the problem? What
does the story tell us about how we should live our lives? What is the moral

Reading corner books

Gospel story/Bible story

Provocations:
puppet theatre with sim
stories to retell
Story stones
Small world play
Story writing formats in
writing area
Blank stapled books
Felt boards (big and sma

Jack and the Bean Stalk

Malu Kangaroo (B.Bancroft)
The Three Robbers, Tony U
The Enormous Turnip

Australian Curriculum Planning

Term: 2 Year Level: R/1
Teachers: R/1 Learning Team
to the story?
Read the orientation and complication of a narrative. Stop before the
resolution. Students complete that story resolving the problem themselves.
Share the different resolutions.
Adjectives
Delete all of the adjectives from the orientation of a story. Read to students.
Discuss how the story could have been made more interesting. Talk about
describing words. I.e. colour, size, age, look of an object.
Modelled stories:
Hands- on strategy using either magnetic pickers, felt boards or small toys.
Using story probs (such as dolls, toy cars, animals etc) model a story with
conventional features, e.g.
Orientation: Once there was a tiny girl who lived near an old.
Complication: she was surprised by.
Resolution: and ran home to safety
Children are invited to help create the story by offering suggestions.
Children can take the role of the storyteller and retell the story using story
props, or tell another story. If required, teachers can translate oral stories
to written text as a way of showing how writing can record childrens
thoughts and words.

Grammar in narratives: (link with grammar lesson)

Action verbs
Punctuation/speech marks
Adjectives
Sentence structure

Tu
fra

cha
s
p
s
wi

Australian Curriculum Planning

Term: 2 Year Level: R/1
Teachers: R/1 Learning Team
For the children to retell events
from a text.
For the children to recall one or two
events from stories with familiar
topics. Reception
For the children to recreate stories
imaginatively using drawing,
writing.
For the children to discuss features
of plot, character and setting in
different types of stories

Make a visual storytelling path using a large piece of paper and

drawing a road/path. Children assist by drawing pictures or writing
along the road to show the various parts of the story. The children
can then walk along the road and retell the story as they go. This
could be done in small groups or as a whole class.
Use puppets to retell and dramatise parts of their favourite
narratives, such as Henny Penny (Henny Penny finger puppets
resource)
Retelling stories: Read a story and ask children to retell the story
using pictures and words. Brainstorm key words from the story to
assist children with their story.
Read the story of the Magic Porridge Pot, sequence the events in
order. (Magic Porridge Pot resource)
Reporter/Photographer tasks:
Record childrens favourite characters (book or movie)
Video children retelling a story
Children sequence a story using picture cards (or draw a story
they know on cards and put them in order)
Children could bring a favourite story from home and retell it to
the class (or a small group). They could sequence their story or
use deconstruct it.
http://makinglearningfun.com/themepages/MrsWishyStorySequenceCards.h
tm

(Mrs Wishy Washy sequencing cards)

For more ideas see Pinterest (Chelsea Cooper)
Narratives board

Visual storytelling path

http://fairydustteaching.co
/01/walking-path-of-fairy-t

(more info)

Suggested books/stories
Henny Penny
Koala Lou, Mem Fox.
Mrs Wishy Washy, J.Cowley
How the Birds Got Their Co

Australian Curriculum Planning

Term: 2 Year Level: R/1
Teachers: R/1 Learning Team
For the children to understand the
structure of a narrative, including
the orientation, problem and
resolution.

For the children to discuss how

authors create characters using
words and pictures.

The orientation of a story introduces when and where the story

was set and the main characters (when, where and who). Identify
these points from the orientation of the story of The Sleeping
Beauty. (Task Card)
In the story of The Magic Porridge Pot the characters have a
problem with the pot. Write about the problem (complication) how
you would fix (resolve) it. (Task Card)
In the story of The Enormous Turnip the characters have a
problem. Write about the problem (complication) how you would
fix (resolve) it. (Task Card)
Create a chart that identifies the main points in the orientation of
the narrative Goldie Locks and the Three Bears. Use the
headings who, where and when.
Select a narrative that has some detailed descriptions of the
appearance of characters. Read or tell the narrative to the
class. Children can draw a picture of what they think the
character would look like.
Discuss the effect that using different expression for different
characters has on meaning. Provide opportunities for students
to experiment with different vocal expression in oral retelling
activities.
Create a good character for a narrative that you will write.
Draw your character and write a description. Think about the
different adjectives you could use to describe your character
(Task Card)
Have children fold their page in half. Label one side with good
characters and one with evil character. Create good and evil
characters for a fairy tale that you will write.

Task cards
Orientation, problem,
resolution proforma

Adjective, fill in the blan

Suggested books/stories
Sleeping beauty
Goldilocks and the three be
Story character resource
Character cards (such as
Dreamworks cards)

Australian Curriculum Planning

Term: 2 Year Level: R/1
Teachers: R/1 Learning Team

For the children to participate in

shared editing for meaning,
spelling, capital letters and full
stops. Reception
For the children to reread their own
work and discuss possible changes
to improve meaning, spelling and
punctuation. Year 1
For the children to create short
imaginative texts to explore, record
and report ideas and events using
familiar words and beginning
writing knowledge. Reception
For the children to create short
imaginative stories that show a
beginning understanding of text
structure, grammar, word choice,
spelling and punctuation, with
appropriate illustrations. Year 1

Story character interviews incorporate shared book and drama

techniques. They can provide children with information about
how authors construct characters and position readers to infer
certain things about characters. After sharing a story with
children ask them to choose their favourite part. Display the
book at this page and discuss the events and the characters
illustrated. Choose a child to role play one of the characters.
Brainstorm possible questions that children would like to ask
the characters. Choose children to be the interviewers. They
take turns to ask questions of the character. Repeat the
activity using different characters from the story.
Read the story Bartys Scarf (or a story that can be changed in
a similar way). Students can write and illustrate a new story
called Bartys hat based on the book and make a new Barty
adventure. Provide a proforma for students to use.
Provide children with a variety of formats and writing
resources. Spend a lesson planning their own story using a
format. Reception children could start
with pictures and then add words with
assistance. Year one children should be
given the opportunity to write
independently. Conference the Reception
children 1:1 and assist with editing.
Encourage the Year 1 children to edit
their own work (editing skills will be a
focus in Jolly Grammar lessons), as well
as being modelling during whole class
story

Suggested books/stories:
Bartys scarf (Sally Chambe
Mr Men and Little Miss boo

Australian Curriculum Planning

Term: 2 Year Level: R/1
Teachers: R/1 Learning Team

writing time.
Make a pop up picture to accompany their story.
Stories could be written into a story book and displayed in an
area in the library.
Roll and write a story activity
See below for more book making ideas

http://www.bookmakingwithkids.com/?p=1581

Australian Curriculum Planning

Term: 2 Year Level: R/1
Teachers: R/1 Learning Team
Guided questions to help
children in the planning stage of
writing narratives

Orientation
How will you start your story in a way that makes the reader
want to read on?
What will your first sentence be?
When and where will your story behind?
What will the setting look like?
What words will you use to describe the setting and how you
can help the reader paint a mind picture?
Characters
Who are the most important characters in the story?
What are they like?
What do they look like?
What sort of personalities do they have?
How do they talk in the story?
Complication
What problems does the main character need to overcome?
Story structure
What events happen first, next, last?
Resolution
How will things work out?
What loose ends will need to be tidied?
How will your story end?

This may need to be printe

used as a resource.

Australian Curriculum Planning

Term: 2 Year Level: R/1
Teachers: R/1 Learning Team
For the children to understand that
texts can take many different forms
and that stories and information
texts have different purposes.
For the children to identify some
differences between imaginative
and informative texts.
For the children to recognise that
there are different types of texts.
For the children to identify some of
the features of information reports.

Use shared reading sessions to show students how an

information text differs from a narrative text. Introduce nonfiction books related to topics being investigated. Indicate
important features and conventions used in the type of text.
Mention the table of contents, index, glossary, headings,
subheadings, use of photographs and diagrams to support the
text, the type of language used and the layout of the text.
Talk about the purpose of a report and what the author needed
to know before writing the text. Model how to find information,
pointing out that information texts do not have to be read
cover to cover.
Discuss some of the following:
Why did the author choose this format for the book?
What did the author have to know to write this book?
Why are headings and subheadings used?
What can you say about the use of diagrams, photos, drawings
in the book?
What sort of information is likely to be presented in this way?
When would we want to write this way?
What did you learn from this book?
Use the format can, have, are to organize information from a
text
Sort information and story sentences on the same topic to
reinforce the purpose of an information report, ie. To give
factual information. Ask children to draw pictures for story and
information sentences to further highlight the differences in
purpose.

Tuning in idea

Australian Curriculum Planning

Term: 2 Year Level: R/1
Teachers: R/1 Learning Team

Match pictures under headings, e.g. on the topic of plants, the

heading might be leaf shape; and skinny, short and fat.
Students select the appropriate label and picture.
Have students predict the content of a text on the basis of title,
cover and illustrations. Write predictions to use as a resource
during shared reading of the text. Test predictions against text
and discuss why some were more appropriate.
Read the Very Cranky Bear
The outcome for the lesson is for students to be able to recognise
the start, middle and end of a story.
Revise with the students the title, back, cover, spine, author what
kind of book (fiction- non factual information) (non/ fictioninformational) and the meaning of these.
Vocab: Marvellous- something really amazing, good. Gnashed- bite or
clenched his teeth. Fetched, the dog went and got the ball.
Purpose
Today we are going to learn about sequencing and recognizing the
start middle and end of the story
Explain
-What the skill is
-When we apply the skill
-What youre doing

Glue sticks, scissors, three

of the cranky bear to stick
books, books.

Australian Curriculum Planning

Term: 2 Year Level: R/1
Teachers: R/1 Learning Team
-Why youre doing it
-How you do it
(Break down into steps)
Demonstrate
-Model to the class what they are doing. Today we are going to learn
about the start middle and end of a story.
By learning this skill it will help us to understand the importance of
sequencing in a story. This skill will help us in our writing.
Firstly the teacher will read the book The Cranky Bear, encouraging
the students to pay close attention to what they think the start,
middle and end of the story. Then allow the students to have a guess
at what they think the start, middle and end was.
Model to class the activity. Show the students the three pictures of
the start middle and end. Show them how they are meant to stick the
pages into their books in order under the start middle and end
headings.
*Repeat what you demonstrated but children help you.
Students will now assist the teacher to put the pictures in order on
the white board. The teacher will help the students to sequence the
pictures in the correct order on the white board.
Independent activity: Students will then be required to do the
activity independently. By sticking the pictures in order of start,
middle and end in their books. Underneath the pictures students

Australian Curriculum Planning

Term: 2 Year Level: R/1
Teachers: R/1 Learning Team
should attempt to write what they think happened in each picture.
*Any accommodations you will make for children.
Teacher will pre-cut out the pictures to make it easier.
-Ask questions about the book (only in reading).
What was the first thing that happened in the story? What was the
event in the middle of the story that made the bear extra cranky?
How did the story resolve itself?
-Revise what youve done.
-Ask questions about the activity.
Follow up with a class discussion about what they believed was the
start, middle and end of the story. The teacher should mark the
students work to make sure the students have understood the
process.

Once students have finished ask them to edit their own work then
swap with a friend, look for capital letters, full stops, spelling and
whether the story makes sense.
Encourage students to look for capital letters, full stops and whether
the story makes sense.

It makes me happy when you smile

Scanned images of the boo

Australian Curriculum Planning

Term: 2 Year Level: R/1
Teachers: R/1 Learning Team
Revise with the students the title, back, cover, spine, author what
kind of book (fiction- non factual information) (non/ fictioninformational) and the meaning of these.

Create a Sentence starter

Making predictions from the front cover of the book.

It makes me sad when

file:///C:/Users/Molyneux82/Documents/Carrianne
%20Uni/Placement/resources/making_predictions.pdf

I feel grumpy when

It makes me happy when

Discuss the characters feelings Linked to (CPC)

Ask the students if they sometimes can feel grumpy? What makes
them feel grumpy? What are some ways to help cheer them up?
What happened in the story to roo? What happened for roo to feel
happy and smile?
Use a task card with sentence starters- Encourage the students to
write a sentences with the sentence starters. When they have
finished they can draw a picture of something or someone that can
help them when they are feeling grumpy.
Finish the lesson with a game of picture Charades
Encourage students to participate in shared editing for meaning,
spelling, capital letters and full stops. (Reception)
For the children to reread their own work and discuss possible
changes to improve meaning, spelling and punctuation. (Year 1)
Read the book
The Short- sighted Giraffe

Scanned images of the boo

Australian Curriculum Planning

Term: 2 Year Level: R/1
Teachers: R/1 Learning Team
Vocab: Short- sighted
Introduce action words (verbs)
Cheered, whispered, shrieked, laughed
Stepped, strolled, stumbled, tumbled, walked.
DISCUSSION POINTS AND ACTIVITIES
1. Look at the cover. What might this book be about? What might
happen to the short-sighted giraffe?
2. Read the story out and see the pictures.
3. As the story is read aloud, pause and consider these points to
stimulate discussion:
What problem might the Giraffe have? How might he solve it?
How has the Giraffe tried to solve his problem? Has his solution
worked?
Has the Giraffe solved his problem? If not, why not?
Does the Giraffe find the solution to his problem himself? What
might his new idea be?
What has the Giraffe changed with the help of his friends?
How has the Giraffe solved his problem?
4. Talk about some things that we may feel shy or bothered to wear
or things we feel uncomfortable to do. Ask students what excuses
they may make to get out of feeling uncomfortable. What excuses
did the Giraffe make? Discuss how change can be scary, being
different is special.
Encourage students to participate in shared editing for meaning,

Australian Curriculum Planning

Term: 2 Year Level: R/1
Teachers: R/1 Learning Team
spelling, capital letters and full stops. (Reception)
For the children to reread their own work and discuss possible
changes to improve meaning, spelling and punctuation. (Year 1)
L2.
Character traits
Read through the book and discuss the character Giraffe. Brainstorm
on the board as a class: What type of animal he is? What does he like
to do? Some character traits the Giraffe has. What does the Giraffe
like to wear in the story?
Discuss why authors sometimes use animals as characters that are
like people. Was the Giraffe a good choice for the character in the
book? Did they like his character?
Use the character traits template for building students vocabulary.
Create their own characters and add glasses ask them to describe
their character ie. Glamourous, stylish, funny, silly, happy.
L3
Creating a character
Brainstorm with students:
What their characters may look or dress like, what their character
may like to eat and their daily routinesDiscuss with students different Character traits- Build on vocabulary:
Choose some words that will be suitable for the students to broaden
vocabulary- You may choose from the list below:

Australian Curriculum Planning

Term: 2 Year Level: R/1
Teachers: R/1 Learning Team

Build your wild self- A website in which students can build their own
character and print out
Create a character profile
Include:
Characters name
What are the characters personality traits?
What does the character look like?
What does the character do?

Book the computer room?

http://buildyourwildself.com/

8 Aboriginal Ways of learning (Couple of lessons)

- 8 WAYS to start the process... Tell a story. Make a plan. Think and
do. Draw it. Take it outside. Try a new way. Watch first, then do. Share
it with others
Traditional Aboriginal story telling. Organise for the Indigenous
support officer of the school to come into the class to support
students to understand the traditions and Dream time stories.
Choose a dreamtime story or a couple to show the students.
Dream time stories cartoons- https://www.smore.com/m0w9-dreamingstories-online?ref=lboard

Encourage the students, to share any feelings they may have about
the You Tube clip, create a discussion in the class.
Vocab: Purpose, moral
Ask questions, Was there a purpose or moral to the story? Did they

Dream time stories cartoon

https://www.smore.com/m0
dreaming-stories-online?re

Australian Curriculum Planning

Term: 2 Year Level: R/1
Teachers: R/1 Learning Team
notice any of the animals in this story that are the same as the ones
from the books we read together?
Discuss with the students the Who, what, when, where, why and
how? Brainstorm them together as a class.

The teacher will split the class into groups and the students can do a
little performance of their own Dreamtime stories. The teacher can
support the students by helping them to make a plan using the story
map and to encourage students to have a purpose for the story.
Receptions and Year 1s can attempt to write their part of the story.
Eg. Moral to the story- cause and effect
Who, what, when where and why?
Receptions may draw the pictures and write some words.
Students can then use their plan they have created to help them
perform it.

Template Plan- Sentence sequence, or

boxes

Australian Curriculum Planning

Term: 2 Year Level: R/1
Teachers: R/1 Learning Team
Discuss with students the importance of symbols to communicate
within the Aboriginal people and their culture. Each tribes symbols
may vary.
Encourage students to guess what the symbols mean. Discuss each
symbol and its meaning, The teacher initiates students brainstorming
and the class develop a story together with the Story stones.
Instructions on sequencing storyTeacher to pose question such as, How are we going to begin our
story? How will we introduce the reader to the setting, characters and
complication? What will be our lead sentence? What is the
complication? How is this situation going to be fixed? How will we end
our story? The story needs to be sequenced in a specific way with a
Beginning, Middle and End.
It is important to identify purpose as well as discuss what it is our
story hopes to achieve in terms of impact on the audience.
The students should be split up into groups.
The students could use the dirt tray to create a story. Or draw their
own symbols in their books. They could make their own story rocks.
Once the students have finished. Encourage the students to share
their story with the class and record it.
Orally video share for reflection time

Australian Curriculum Planning

Term: 2 Year Level: R/1
Teachers: R/1 Learning Team

(Kathy Walk