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Alexander and the Terrible, Horrible, No Good, Very Bad Day - Title Page
F 1 2 Standard Membership Worksheets English Engaging With & Responding to Literature Creating Texts 1 Page

Alexander and the Terrible, Horrible, No Good, Very Bad Day - Title Page

A title page designed to introduce and organise the Alexander and the Terrible, Horrible, No Good, Very Bad Day Character Book Study workbook. This printable cover provides an engaging way for students to identify their workbook while supporting organisation throughout the unit. Suitable for Foundation to Year 2 classrooms, it complements the accompanying character study activities and encourages student ownership of learning.

Learning goals

  • We are learning to understand how texts work on screen and in print, e.g. reading left to right, top to bottom.
  • We are learning that in narrative and informative texts, the words and pictures work together to create meaning.
  • We are learning to use and build vocabulary through speaking and listening and discussing new words on many topics.
  • We are learning to create and edit short written texts to record and report ideas and events using capital letters, punctuation and correct spelling of CVC words.
  • We are learning to use nouns, pronouns, verbs, adjectives and adverbs to structure a sentence and make it more vivid.
  • We are learning to create, re-read and edit short written and multimodal texts to report on a topic, express an opinion or recount an event using capital letters, punctuation and correct spelling.
  • We are learning to use nouns to represent people, places, objects and ideas and to identify the articles and adjectives to build noun groups or to express verbs as verb groups.
  • We are learning to create short imaginative, informative and persuasive multimodal texts using text structures, language and grammatical features appropriate to the audience and purpose.
  • We are learning that in narrative and informative texts, the words and pictures work together to create meaning.
  • We are learning to use and build vocabulary through speaking and listening and discussing new words on many topics.
  • We are learning to edit texts for meaning, spelling, capital letters and full stops, for ourselves and others.
  • We are learning to construct texts using software including word processing programs, e.g. MS Word.
  • We are learning to create short imaginative, informative and persuasive texts to explore, record and report ideas using familiar words and beginning writing knowledge.
  • We are learning to use nouns, pronouns, verbs, adjectives and adverbs to structure a sentence and make it more vivid.
  • We are learning to create texts for a purpose that show our understanding of the connection between writing, speech and images.
  • We are learning to edit our texts and make changes to improve meaning, spelling and punctuation.
  • We are learning to use software, e.g. MS Word to construct texts and add images.
  • We are learning to use common nouns, proper nouns and pronouns to represent people, places, objects and ideas, e.g. love, time, and beauty, and to use this knowledge of nouns and adjectives to build noun groups.
  • We are learning to create short imaginative, informative and persuasive texts using text structures and language features appropriate to the audience and purpose.
  • We are learning to re-read and edit text for spelling, sentence punctuation and text structure.
  • We are learning to use software, e.g. MS Word or PowerPoint to construct texts which include visual and audio elements.

Curriculum alignment

AC9EFLA07 9 Explore the contribution of images and words to meaning in stories and informative texts AC9EFLA08 9 Recognise and develop awareness of vocabulary used in familiar contexts related to everyday experiences, personal interests and topics taught at school AC9EFLY06 9 Create and participate in shared editing of short written texts to record and report ideas and events using some learnt vocabulary, basic sentence boundary punctuation and spelling some consonant–vowel–consonant words correctly AC9E1LA07 9 Understand that words can represent people, places and things (nouns, including pronouns), happenings and states (verbs), qualities (adjectives) and details such as when, where and how (adverbs) AC9E1LY06 9 Create and re-read to edit short written and/or multimodal texts to report on a topic, express an opinion or recount a real or imagined event, using grammatically correct simple sentences, some topic-specific vocabulary, sentence boundary punctuation and correct spelling of some one- and two-syllable words AC9E2LA07 9 Understand that in sentences nouns may be extended into noun groups using articles and adjectives, and verbs may be expressed as verb groups AC9EFLA04 9 Understand conventions of print and screen, including how books and simple digital texts are usually organised AC9E2LY06 9 Create and edit short imaginative, informative and persuasive written and/or multimodal texts for familiar audiences, using text structure appropriate to purpose, simple and compound sentences, noun groups and verb groups, topic-specific vocabulary, simple punctuation and common 2-syllable words ACELY1652 8.4 Participate in shared editing of students’ own texts for meaning, spelling, capital letters and full stops ACELY1664 8.4 Construct texts that incorporate supporting images using software including word processing programs ACELY1662 8.4 Re-read student’s own texts and discuss possible changes to improve meaning, spelling and punctuation ACELA1468 8.4 Understand that nouns represent people, places, concrete objects and abstract concepts; that there are three types of nouns: common, proper and pronouns; and that noun groups/phrases can be expanded using articles and adjectives ACELY1661 8.4 Create short imaginative and informative 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 ACELA1433 8.4 Understand concepts about print and screen, including how books, film and simple digital texts work, and know some features of print, for example directionality ACELA1452 8.4 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) ACELA1786 8.4 Explore the different contribution of words and images to meaning in stories and informative texts ACELY1674 8.4 Construct texts featuring print, visual and audio elements using software, including word processing programs ACELY1671 8.4 Create short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for familiar and some less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose ACELY1651 8.4 Create short texts to explore, record and report ideas and events using familiar words and beginning writing knowledge ACELY1654 8.4 Construct texts using software including word processing programs ACELA1437 8.4 Understand the use of vocabulary in familiar contexts related to everyday experiences, personal interests and topics taught at school ACELY1672 8.4 Re-read and edit text for spelling, sentence-boundary punctuation and text structure
EN1-3A old Composes texts using letters of consistent size and slope and uses digital technologies ENe-2A old Composes simple texts to convey an idea or message ENe-3A old Produces most lower case and upper case letters and uses digital technologies to construct texts ENe-6B old Recognises that there are different kinds of spoken texts with specific language features and shows an emerging awareness of some purposes for spoken language ENe-8B old Demonstrates emerging skills and knowledge of texts to read and view, and shows developing awareness of purpose, audience and subject matter EN1-9B old Uses basic grammatical features, punctuation conventions and vocabulary appropriate to the type of text when responding to and composing texts ENe-4A old Demonstrates developing skills and strategies to read, view and comprehend short, predictable texts on familiar topics in different media and technologies EN1-4A old Draws on an increasing range of skills and strategies to fluently read, view and comprehend a range of texts on less familiar topics in different media and technologies EN1-2A old Plans, composes and reviews a small range of simple texts for a variety of purposes on familiar topics for known readers and viewers EN1-CWT-01 new Plans, creates and revises texts written for different purposes, including paragraphs, using knowledge of vocabulary, text features and sentence structure ENE-HANDW-01 new Produces all lower-case and upper-case letters to create texts ENE-SPELL-01 new Applies phonological, orthographic and morphological generalisations and strategies to spell taught familiar and high-frequency words when creating texts ENE-CWT-01 new Creates written texts that include at least 2 related ideas and correct simple sentences ENE-RECOM-01 new Comprehends independently read texts using background knowledge, word knowledge and understanding of how sentences connect EN1-RECOM-01 new Comprehends independently read texts that require sustained reading by activating background and word knowledge, connecting and understanding sentences and whole text, and monitoring for meaning EN1-SPELL-01 new Applies phonological, orthographic and morphological generalisations and strategies when spelling words in a range of writing contexts EN1-UARL-01 new Understands and responds to literature by creating texts using similar structures, intentional language choices and features appropriate to audience and purpose ENE-UARL-01 new Understands and responds to literature read to them EN1-HANDW-01 new Uses a legible, fluent and automatic handwriting style, and digital technology, including word-processing applications, when creating texts EN1-VOCAB-01 new Understands and effectively uses Tier 1, taught Tier 2 and Tier 3 vocabulary to extend and elaborate ideas EN1-PHOKW-01 new Uses initial and extended phonics, including vowel digraphs, trigraphs to decode and encode words when reading and creating texts ENE-VOCAB-01 new Understands and effectively uses Tier 1 words and Tier 2 words in familiar contexts ENE-PRINT-01 new Tracks written text from left to right and from top to bottom of the page and identifies visual and spatial features of print
VCELA216 Understand that nouns represent people, places, things and ideas and include common, proper, concrete or abstract, and that noun groups/phrases can be expanded using articles and adjectives VCELY230 Create short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for familiar and some less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose VCELY233 Construct texts featuring print, visual and audio elements using software, including word processing programs VCELY231 Reread and edit text for spelling, sentence-boundary punctuation and text structure VCELY197 Construct texts that incorporate supporting images using software including word processing programs VCELY195 Reread student's own texts and discuss possible changes to improve meaning, spelling and punctuation VCELY194 Create short imaginative and informative texts that show emerging use of appropriate text structure, sentence-level grammar, word choice, spelling, punctuation and appropriate multimodal elements VCELA179 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) VCELY160 Create short texts to explore, record and report ideas and events using familiar words and beginning writing knowledge VCELY163 Construct texts using software including word processing programs VCELY161 Participate in shared editing of students’ own texts for meaning, spelling, capital letters and full stops VCELA167 Understand the use of vocabulary in familiar contexts related to everyday experiences, personal interests and topics taught at school VCELA145 Explore the different contribution of words and images to meaning in stories and informative texts VCELA142 Understand concepts about print and screen, including how books, film and simple digital texts work, and know some features of print, including directionality

Australian Curriculum covers QLD / SA / WA / NT / TAS / ACT.

Differentiation

Modifications

Allow students to colour, personalise or label the cover page according to classroom requirements.

Extensions

Invite students to decorate the cover with illustrations representing Alexander's emotions or favourite parts of the story.

Teach it your way

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