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My Turn to Shine - Worksheet
F 1 2 Standard Membership Worksheets English Engaging With & Responding to Literature Interacting with Others Analysing, Interpreting & Evaluating 6 Pages

My Turn to Shine - Worksheet

Giraffes Can't Dance, Giles Andreae, Guy Parker-Rees, Gerald, creative writing, narrative writing, confidence, self-belief, perseverance, character development, personal growth, animal characters, story writing, literacy worksheets, Foundation writing, Year 1 writing, Year 2 writing

Learning goals

  • 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 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 create short imaginative, informative and persuasive multimodal texts using text structures, language and grammatical features appropriate to the audience and purpose.
  • We are learning to use appropriate interaction skills to respond to others in a familiar environment.
  • 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 recognise formal and informal language and understand the appropriate use of each.
  • We are learning to make connections to personal experiences when discussing texts.
  • We are learning to identify features, such as characters and settings, of different literary texts and give reasons for personal preferences.
  • 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 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 make connections to personal experiences when explaining characters and main events in short texts.
  • 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 identify aspects of different types of literary texts that entertain and give reasons for personal preferences.
  • 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

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 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 AC9E2LE02 9 Identify features of literary texts, such as characters and settings, and give reasons for personal preferences AC9E1LE02 9 Discuss literary texts and share responses by making connections with students’ own experiences AC9E2LA01 9 Investigate how interpersonal language choices vary depending on the context, including the different roles taken on in interactions 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 AC9EFLA01 9 Explore how language is used differently at home and school depending on the relationships between people 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 ACELY1664 8.4 Construct texts that incorporate supporting images using software including word processing programs 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 ACELY1662 8.4 Re-read student’s own texts and discuss possible changes to improve meaning, spelling and punctuation ACELT1590 8.4 Identify aspects of different types of literary texts that entertain, and give reasons for personal preferences 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 ACELY1672 8.4 Re-read and edit text for spelling, sentence-boundary punctuation and text structure 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 ACELY1674 8.4 Construct texts featuring print, visual and audio elements using software, including word processing programs ACELA1787 8.4 Explore different ways of expressing emotions, including verbal, visual, body language and facial expressions ACELT1582 8.4 Discuss characters and events in a range of literary texts and share personal responses to these texts, making connections with students' own experiences ACELA1446 8.4 Understand that there are different ways of asking for information, making offers and giving commands 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 ACELY1652 8.4 Participate in shared editing of students’ own texts for meaning, spelling, capital letters and full stops 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
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 EN1-3A old Composes texts using letters of consistent size and slope and uses digital technologies ENe-3A old Produces most lower case and upper case letters and uses digital technologies to construct texts ENe-2A old Composes simple texts to convey an idea or message 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 EN1-11D old Responds to and composes a range of texts about familiar aspects of the world and their own experiences EN1-HANDW-01 new Uses a legible, fluent and automatic handwriting style, and digital technology, including word-processing applications, when creating texts 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-CWT-01 new Plans, creates and revises texts written for different purposes, including paragraphs, using knowledge of vocabulary, text features and sentence structure EN1-PHOKW-01 new Uses initial and extended phonics, including vowel digraphs, trigraphs to decode and encode words when reading and creating texts ENE-CWT-01 new Creates written texts that include at least 2 related ideas and correct simple sentences ENE-SPELL-01 new Applies phonological, orthographic and morphological generalisations and strategies to spell taught familiar and high-frequency words when creating texts ENE-HANDW-01 new Produces all lower-case and upper-case letters to create texts ENE-UARL-01 new Understands and responds to literature read to them 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-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 EN1-SPELL-01 new Applies phonological, orthographic and morphological generalisations and strategies when spelling words in a range of writing contexts
VCELY233 Construct texts featuring print, visual and audio elements using software, including word processing programs VCELT207 Discuss characters and events in a range of literary texts and share personal responses to these texts, making connections with own experiences VCELY231 Reread and edit text for spelling, sentence-boundary punctuation and text structure VCELA165 Explore how language is used differently at home and school depending on the relationships between people 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 VCELT241 Identify aspects of different types of literary texts that entertain, and give reasons for personal preferences VCELY161 Participate in shared editing of students’ own texts for meaning, spelling, capital letters and full stops 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 VCELY197 Construct texts that incorporate supporting images using software including word processing programs VCELY163 Construct texts using software including word processing programs VCELY195 Reread student's own texts and discuss possible changes to improve meaning, spelling and punctuation VCELY160 Create short texts to explore, record and report ideas and events using familiar words and beginning writing knowledge 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 VCELA199 Understand that language is used in combination with other means of communication VCELA201 Explore different ways of expressing emotions, including verbal, visual, body language and facial expressions VCELA200 Understand that there are different ways of asking for information, making offers and giving commands

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

Differentiation

Modifications

Teacher scribing, oral storytelling before writing, sentence starters, visual planning support, shared writing model, partner discussion, reduced writing expectations, drawing responses, scaffolded planning assistance.

Extensions

Create a sequel to the story, add dialogue between characters, design an illustration for the finished story, create a book cover, write a lesson the character learned, compare the new character's journey to Gerald's journey.

Teach it your way

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Linked resources & worksheets

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