Different Worlds
Three differentiated worksheets exploring how environment and community influence lifestyle in The Red Bridge by Kylie Dunstan. Kindergarten students draw how Claire’s life differs from their own. Year 1 students describe how the city environment shapes daily life. Year 2 students compare Claire’s lifestyle with their own and analyse how place influences ways of living.
Learning goals
- We are learning to identify some familiar texts and their purpose, such as symbols (exit signs, school crossings, badges), stories and informative texts.
- We are learning to discuss how language and images are used to create characters, settings and events in a range of texts.
- We are learning to discuss and identify similarities and differences between the same topic presented in different types of texts.
- We are learning to use appropriate interaction skills to listen and respond to others in different environments and use appropriate voice levels, body language, gestures and eye contact when speaking and listening to others.
- We are learning to listen to others when taking part in conversations, take turns, contribute ideas, use appropriate language and interaction skills.
- We are learning to use interaction skills, use positive statements to engage and appropriate language to disagree in group and class settings.
- We are learning to identify some differences between imaginative and informative texts, i.e. what is real or imaginary.
- We are learning to describe some similarities and differences between imaginative, informative and persuasive texts.
- We are learning to identify the audience and main purpose of imaginative, informative and persuasive texts, e.g. Dreaming stories, advertisements and signs.
- We are learning to read short, decodable and authentic texts using phonic knowledge and monitor meaning.
- We are learning to read decodable and authentic texts fluently using phonic knowledge and to monitor meaning using context and grammar.
- We are learning to read texts fluently and use strategies to make meaning.
- We are learning to recognise the meaning of symbols in everyday situations, e.g. signs, logos, emoticons.
- We are learning to use appropriate interaction skills to listen and respond to others in different environments.
- We are learning to use appropriate voice levels, body language, gestures and eye contact when speaking and listening to others.
- We are learning to read short, decodable and predictable texts with familiar vocabulary and supportive images to make meaning.
- We are learning to explore texts from a range of cultures, e.g. Dreaming stories.
- We are learning to listen to others when taking part in conversations, contribute ideas, use appropriate language and interaction skills.
- We are learning to interact in pair, group and class discussions, taking turns when responding.
- We are learning to recognise that texts serve different purposes and they each have different features.
- We are learning to read decodable and predictable texts fluently and use strategies to make meaning.
- We are learning to discuss and identify similarities and differences between texts.
- We are learning to use interaction skills, use positive statements to engage and appropriate language to disagree in group and class settings.
- We are learning to listen for key information and instructions and build upon ideas in discussions.
- We are learning to identify the audience and main purpose of imaginative, informative and persuasive texts.
- We are learning to read less predictable texts fluently and use strategies to make meaning.
Curriculum alignment
AC9EFLY01
9
Identify some familiar texts, such as stories and informative texts, and their purpose
AC9E1LY01
9
Discuss different texts and identify some features that indicate their purposes
AC9E2LY01
9
Identify how similar topics and information are presented in different types of texts
AC9EFLY02
9
Interact in informal and structured situations by listening while others speak and using features of voice including volume levels
AC9E1LY02
9
Use interaction skills including turn-taking, speaking clearly, using active listening behaviours and responding to the contributions of others, and contributing ideas and questions
AC9E2LY04
9
Read texts with phrasing and fluency, using phonic and word knowledge, and monitoring meaning by re-reading and self-correcting
AC9E1LY04
9
Read decodable and authentic texts using developing phonic knowledge, phrasing and fluency, and monitoring meaning using context and grammatical knowledge
AC9EFLY04
9
Read decodable and authentic texts using developing phonic knowledge, and monitor meaning using context and emerging grammatical knowledge
AC9E2LY03
9
Identify the purpose and audience of imaginative, informative and persuasive texts
AC9E1LY03
9
Describe some similarities and differences between imaginative, informative and persuasive texts
AC9EFLY03
9
Identify some differences between imaginative and informative texts
AC9E2LY02
9
Use interaction skills when engaging with topics, actively listening to others, receiving instructions and extending own ideas, speaking appropriately, expressing and responding to opinions, making statements, and giving instructions
ACELY1649
8.4
Read decodable and predictable texts, practising phrasing and fluency, and monitor meaning using concepts about print and emerging contextual, semantic, grammatical and phonic knowledge
ACELY1665
8.4
Discuss different texts on a similar topic, identifying similarities and differences between the texts
ACELY1658
8.4
Describe some differences between imaginative informative and persuasive texts
ACELY1669
8.4
Read less predictable texts with phrasing and fluency by combining contextual, semantic, grammatical and phonic knowledge using text processing strategies, for example monitoring meaning, predicting, rereading and self-correcting
ACELY1668
8.4
Identify the audience of imaginative, informative and persuasive texts
ACELY1666
8.4
Listen for specific purposes and information, including instructions, and extend students’ own and others' ideas in discussions
ACELY1789
8.4
Use interaction skills including initiating topics, making positive statements and voicing disagreement in an appropriate manner, speaking clearly and varying tone, volume and pace appropriately
ACELY1659
8.4
Read decodable and predictable texts using developing phrasing, fluency, contextual, semantic, grammatical and phonic knowledge and emerging text processing strategies, for example prediction, monitoring meaning and re-reading
ACELY1788
8.4
Use interaction skills including turn-taking, recognising the contributions of others, speaking clearly and using appropriate volume and pace
ACELY1645
8.4
Identify some familiar texts and the contexts in which they are used
ACELY1656
8.4
Engage in conversations and discussions, using active listening behaviours, showing interest, and contributing ideas, information and questions
ACELY1655
8.4
Respond to texts drawn from a range of cultures and experiences
ACELY1646
8.4
Listen to and respond orally to texts and to the communication of others in informal and structured classroom situations
ACELY1648
8.4
Identify some differences between imaginative and informative texts
ACELY1784
8.4
Use interaction skills including listening while others speak, using appropriate voice levels, articulation and body language, gestures and eye contact
EN1-7B
old
Identifies how language use in their own writing differs according to their purpose, audience and subject matter
ENe-7B
old
Recognises some different purposes for writing and that own texts differ in various ways
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
ENe-1A
old
Communicates with peers and known adults in informal and guided activities demonstrating emerging skills of group interaction
ENe-4A
old
Demonstrates developing skills and strategies to read, view and comprehend short, predictable texts on familiar topics in different media and technologies
ENe-8B
old
Demonstrates emerging skills and knowledge of texts to read and view, and shows developing awareness of purpose, audience and subject matter
EN1-4A
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
EN1-11D
old
Responds to and composes a range of texts about familiar aspects of the world and their own experiences
EN1-1A
old
Communicates with a range of people in informal and guided activities demonstrating interaction skills and considers how own communication is adjusted in different situations
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
EN1-OLC-01
new
Communicates effectively by using interpersonal conventions and language to extend and elaborate ideas for social and learning interactions
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
ENE-UARL-01
new
Understands and responds to literature read to them
ENE-RECOM-01
new
Comprehends independently read texts using background knowledge, word knowledge and understanding of how sentences connect
EN1-REFLU-01
new
Sustains reading unseen texts with automaticity and prosody and self-corrects errors
ENE-REFLU-01
new
Reads decodable texts aloud with automaticity
ENE-OLC-01
new
Communicates effectively by using interpersonal conventions and language with familiar peers and adults
EN1-PHOKW-01
new
Uses initial and extended phonics, including vowel digraphs, trigraphs to decode and encode words when reading and creating texts
ENE-PHOKW-01
new
Uses single-letter grapheme–phoneme correspondences and common digraphs 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
EN1-VOCAB-01
new
Understands and effectively uses Tier 1, taught Tier 2 and Tier 3 vocabulary to extend and elaborate ideas
VCELY221
Read familiar and some unfamiliar texts with phrasing and fluency by combining phonic, semantic, contextual and grammatical knowledge using text processing strategies, including monitoring meaning, predicting, rereading and self-correcting
VCELY151
Identify some familiar texts and the contexts in which they are used
VCELY244
Listen for specific purposes and information, including instructions, and extend students’ own and others' ideas in discussions through initiating topics, making positive statements, and voicing disagreement in an appropriate manner
VCELY174
Listen to and respond orally to texts and to the communication of others in informal and structured classroom situations using interaction skills, including listening, while others speak
VCELY220
Discuss different texts on a similar topic, identifying similarities and differences between the texts
VCELY187
Read texts with familiar features and structures using developing phrasing, fluency, phonic, semantic, contextual, and grammatical knowledge and emerging text processing strategies, including prediction, monitoring meaning and rereading
VCELY154
Identify some differences between imaginative and informative texts
VCELY152
Read texts with familiar structures and features, practising phrasing and fluency, and monitor meaning using concepts about print and emerging phonic, semantic, contextual and grammatical knowledge
VCELY185
Respond to texts drawn from a range of cultures and experiences
VCELY210
Engage in conversations and discussions, using active listening, showing interest, and contributing ideas, information and questions, taking turns and recognising the contributions of others
VCELY188
Describe some differences between imaginative, informative and persuasive texts, and identify the audience of imaginative, informative and persuasive texts
Australian Curriculum covers QLD / SA / WA / NT / TAS / ACT.
Differentiation
Modifications
Allow drawing responses for Kindergarten, provide sentence starters for Year 1, scaffold paragraph writing for Year 2.
Extensions
Students create a Venn diagram comparing their life with Claire’s or draw a simple map of Claire’s neighbourhood.
Teach it your way
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