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Giraffes Can't Dance - Title Page
F 1 2 Standard Membership Resources Worksheets English Engaging With & Responding to Literature Creating Texts 1 Page

Giraffes Can't Dance - Title Page

A title page designed to introduce and organise the Giraffes Can't Dance character workbook. Aimed at teachers, this resource provides a simple cover page to support workbook organisation and student ownership of learning while connecting students to the picture book Giraffes Can't Dance by Giles Andreae and Guy Parker-Rees.

Learning goals

  • We are learning to use appropriate interaction skills to respond to others in a familiar environment.
  • We are learning to use and build vocabulary through speaking and listening and discussing new words on many topics.
  • We are learning to recognise the impact that facial expressions and gestures have when asking for and providing information, making offers, exclaiming, requesting and giving commands.
  • We are learning to understand the different purposes of images in various text types and how they contribute to meaning.
  • We are learning to recognise formal and informal language and understand the appropriate use of each.
  • We are learning to identify visual representations of characters’ actions, reactions, speech and thought processes in narratives and to consider how these images affect the meaning of the words.
  • We are learning to use and build vocabulary through speaking and listening and discussing new words on many topics.
  • We are learning to recognise the impact that facial expressions and gestures have when interacting with others.
  • We are learning to explore different ways of expressing emotions.
  • We are learning to understand the difference between commands, statements and questions (both open and closed).
  • We are learning to understand the different purposes of images in different text types and how they contribute to meaning.
  • We are learning to identify representations of characters’ actions, reactions, speech and thought processes in narratives and to consider how they affect the meaning of the words.

Curriculum alignment

AC9EFLA08 9 Recognise and develop awareness of vocabulary used in familiar contexts related to everyday experiences, personal interests and topics taught at school AC9E2LA08 9 Understand that images add to or multiply the meanings of a text AC9EFLA01 9 Explore how language is used differently at home and school depending on the relationships between people AC9E2LA01 9 Investigate how interpersonal language choices vary depending on the context, including the different roles taken on in interactions AC9E1LA08 9 Compare how images in different types of texts contribute to meaning AC9E1LA01 9 Understand how language, facial expressions and gestures are used to interact with others when asking for and providing information, making offers, exclaiming, requesting and giving commands ACELA1469 8.4 Identify visual representations of characters’ actions, reactions, speech and thought processes in narratives, and consider how these images add to or contradict or multiply the meaning of accompanying words ACELA1428 8.4 Explore how language is used differently at home and school depending on the relationships between people ACELA1444 8.4 Understand that language is used in combination with other means of communication, for example facial expressions and gestures to interact with others ACELA1787 8.4 Explore different ways of expressing emotions, including verbal, visual, body language and facial expressions ACELA1446 8.4 Understand that there are different ways of asking for information, making offers and giving commands ACELA1437 8.4 Understand the use of vocabulary in familiar contexts related to everyday experiences, personal interests and topics taught at school ACELA1453 8.4 Compare different kinds of images in narrative and informative texts and discuss how they contribute to meaning ACELA1461 8.4 Understand that language varies when people take on different roles in social and classroom interactions and how the use of key interpersonal language resources varies depending on context
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 EN1-7B old Identifies how language use in their own writing differs according to their purpose, audience and subject matter 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 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 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-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-OLC-01 new Communicates effectively by using interpersonal conventions and language with familiar peers and adults 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 EN1-OLC-01 new Communicates effectively by using interpersonal conventions and language to extend and elaborate ideas for social and learning interactions ENE-RECOM-01 new Comprehends independently read texts using background knowledge, word knowledge and understanding of how sentences connect
VCELA200 Understand that there are different ways of asking for information, making offers and giving commands VCELA215 Identify visual representations of characters’ actions, reactions, speech and thought processes in narratives, and consider how these images add to or contradict or multiply the meaning of accompanying words VCELA235 Understand that language varies when people take on different roles in social and classroom interactions and how the use of key interpersonal language resources varies depending on context VCELA180 Compare different kinds of images in narrative and informative texts and discuss how they contribute to meaning VCELA201 Explore different ways of expressing emotions, including verbal, visual, body language and facial expressions VCELA199 Understand that language is used in combination with other means of communication VCELA165 Explore how language is used differently at home and school depending on the relationships between people VCELA167 Understand the use of vocabulary in familiar contexts related to everyday experiences, personal interests and topics taught at school

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

Differentiation

Modifications

Teacher support with name writing, oral discussion before completion, enlarged printing, visual prompts, whole-class completion, partner support.

Extensions

Student illustration of Gerald, prediction activity about the story, discussion about confidence and individuality, character trait brainstorming, personal strengths activity.

Teach it your way

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Linked resources & worksheets

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