Term 3 Reading Program:

Week Curriculum Link Weekly Focus Lesson Activities Resources Assessment

1
S1: No school

S2: Rainbow serpent, read two

different versions, whole class
Identify visual discussion regarding Participation/contribution
representations of illustrations Rainbow serpent two versions. to whole class discussion.
characters actions, differences/similarities/purpose
reactions, speech and etc. Spelling worksheets. Completion of
thought processes Reading groups: independent task.
in narratives, and Non-verbal Red: Independent task draw Texts for oral reading group.
consider how these communication your own rainbow serpent Completion of spelling
images add to or Green: Spelling words Drawing materials for independent task. sound worksheet.
contradict or multiply the worksheet
meaning of accompanying Blue: Oral reading with teacher Copy of My Country Teacher observations of
words (ACELA1469) oral reading group.
S3: Compare illustrations from
two different cultures: My
Country and New Year
Surprise followed by whole
class discussion.
Reading groups:
As above (groups switch)

2
S1: Whole class listens to
Noongar language talking book
Koodjal-Koodjal Djookan (Four
Sisters The Legend of The
Southern Cross) emphasise
use of illustrations to
communicate, ask students
what they think the story was
about and why they think that.
Reading groups: http://www.batchelorpress.com/talking-book-dvds Participation/contribution
Identify visual Red: Independent task retell to whole class
representations of story using pictures. Spelling words worksheet discussions/activities.
characters actions, Green: Spelling words
reactions, speech and worksheet
 thought processes
in narratives, and
consider how these
images add to or
contradict or multiply the
meaning of accompanying
words (ACELA1469)
Blue: Oral reading with teacher
Non-verbal
communication S2: Whole class listens to
Noongar language talking book
Waakarl (Rainbow Serpent)
emphasise use of illustrations
to communicate, ask students
what they think the story was
about and why they think that.
Reading groups:
As above (groups switch)
Texts for oral reading group
Completion of
Drawing materials for independent task independent task.
The Hairy One Wendy Notley for S3 Completion of spelling
sound worksheet.
Teacher observations of
oral reading group.

S3: Teacher reads Aboriginal

story (illustrated) but pauses
before each page to ask
students what they think might
be about to happen, using their
knowledge of illustrations and
non-verbal communication.
(The Hairy One Wendy
Notley)
Reading groups:
As above (groups switch)

3
Understand that spoken,
visual and written forms
of language are different
modes of communication
with different features
and their use varies
according to
the audience,
purpose, context and
cultural
background (ACELA1460)
Discuss different texts on
a similar topic, identifying
similarities and
differences between the
texts (ACELY1665)
S1: Stories from other cultures;
teacher to read aloud a version
of Cinderella from another
culture (e.g. Anklet for a
Princess), without telling the
students. See if students can
Similarities and connect the stories, discuss as a
differences in written class the similarities and http://craftymomsshare.blogspot.sg/2013/06/fairy-
texts differences. tales-in-different-cultures.html
Reading groups: Independent
task complete Venn diagram Venn diagram templates
about the story read aloud and
their version of Cinderella. Spelling worksheets
Green: spelling worksheet
Blue: oral reading with teacher. Texts for oral reading group

4
Understand that spoken,
visual and written forms
of language are different
modes of communication
with different features
and their use varies
according to
the audience,
purpose, context and
cultural
background (ACELA1460)
Discuss different texts on
a similar topic, identifying
similarities and
differences between the
texts (ACELY1665)
5
S2: As above with Sugar Cane http://craftymomsshare.blogspot.sg/2013/12/fairy-
(Rapunzel) tales-in-different-cultures-sugar.html
Reading groups:
As above (groups switch). http://craftymomsshare.blogspot.sg/2013/09/fairy-
tales-in-different-cultures_16.html
S3: As above with Blanca Rose
and the forty thieves (Snow
White) (needs to be modified)
Reading groups:
As above (groups switch).
S1: Students watch The Boy
Who Cried Wolf. Teacher to
read The Dolphin Koolyangara.
Whole class discussion
comparing the stories. What
do the students think the moral
of The Dolphin Koolyangara is?
Reading groups: https://www.youtube.com/watch?v=4YdyQ5gs65E
Red: Independent task
Similarities and Green: spelling worksheet http://fairytalesoftheworld.com/quick-reads/why-
differences in written Blue: oral reading with teacher the-bat-flies-at-night/
texts
S2: Teacher to read Why Bats http://www.worldoftales.com/
Fly at Night, followed by How
Kangaroos got their Tails,
whole class discusses
similarities and differences.
Reading groups:
As above (groups switch)
S3: Teacher to read We all
Sleep and Dream Little One,
Dream, class to compare
S1: Whole class discussion,
what have we noticed about
the stories that weve been
looking at over the last few
weeks? (Specify characters and
setting, use in-class books to
 show examples) Teacher to
read How the Birds Got Their
Colours
Reading groups: Selection of in-class texts
Red: Independent task How
Compare opinions about the Birds Got Their Colours Independent task
characters, events and Characters/settings worksheet.
settings in and between Green: Spelling words Spelling words worksheets
texts (ACELT1589) worksheet
Blue: oral reading with teacher Copy of Campfire Dreaming

S2: Teacher to read Campfire Copy of Why I Love Australia

Dreaming. Whole class
discussion to follow reading
about setting. What is the
setting? How do we know this?
Etc.
Reading groups:
As above (groups switch)

S3: Teacher to read Why I Love

Australia. Whole class
discussion to follow reading
about different settings
represented in the book.
Reading groups:
As above (groups switch)

6
Compare opinions about S1: Students watch Tiddalik the https://www.youtube.com/watch?v=0y3Ta5xcKV4
characters, events and Characters/settings Frog video. Whole class
settings in and between discussion to follow regarding Tiddalik comprehension worksheets
texts (ACELT1589) characters, who are they?
What is their role in the story? Bip the Snapping Bungaroo
Reading Groups:
Red: Independent task Silly Birds
Tiddalik comprehension
worksheets
Green- spelling words
worksheet
Blue oral reading with teacher
 S2: Teacher to read Bip the
Snapping Bungaroo followed
by discussion of characters and
setting.
Reading Groups:
As above (groups switch)

S3: Teacher to read Silly Birds

followed by discussion of
characters and setting.
Reading Groups:
As above (groups switch)

**7
S1: Whole class session looking
at where we are in Australia,
then referring to Aboriginal
map of Australia to identify
traditional land owners. How
might stories by people from
this part of Australia be
affected (think-pair-share)?
(link with learning about
settings and characters,
weather, environment etc.) Use
Wandju song to showcase http://www.australianstogether.org.au/map#
Noongar language.
Reading groups: https://www.youtube.com/watch?v=-cSUJxNo-34
Red: Independent task
Noongar words word search Noongar words word search
Green: spelling words
Discuss how depictions of worksheet Spelling words worksheet
characters in print, sound Blue: oral reading with teacher
and images reflect the Origins of story Books for oral reading group
contexts in which they S2: Teacher to read My Island
were Home and discuss with class Copy of My Island Home
created (ACELT1587) how the words reflect where
the author lives/comes from. https://www.youtube.com/watch?v=8Zh3U-8rX5I
Discuss how the lyrics can be
applied to anyone missing their http://www.worldoftales.com/
home. Play song My Island
 Home by Christine Anu (draw
attention to lyric changes)
Reading groups:
As above.

S3: Teacher and students to

explore World of Tales
website, discussing fairy tales,
folk stories etc. from different
parts of the world. Discuss how
stories are different depending
on where they originated from
(setting, food, music,
illustration). Discuss how the
stories are very old and passed
down through generations (link
to Aboriginal Dreaming stories).
Ask students to think about the
stories their parents/caregivers
tell them and any traditions in
their families.
Reading groups:
As above (groups switch).

**8 Independent task Noongar

Discuss how depictions of words-picture match activity
characters in print, sound
and images reflect the Origins of story
contexts in which they
were
created (ACELT1587)

9
10

** School swimming weeks