Day 1 - openEQUELLAerol.side.wa.edu.au/.../1/Y2_english_set3_lesson_notes.pdf · the word (with...

Comic characters! Lesson notes – Day 1

© Department of Education WA 2015 – ECEENGLISHYR3Set3

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Day 1 Collect and prepare the items listed on the Materials checklist.

Materials checklist

Activity sheets (please print) Check

• Under the ‘ice’ and ‘ace’ roof

• My spelling words week 1

• What do I know?

• Call me a common noun

• The story of Comic Cat and the fire

Resources (please print)

• Lesson notes – Day 1

• Know your words – Look, Say, Check, Write, Check chart

• Look, Say, Cover, Write, Check Week 1 activity sheet

• My spelling journal

Other resources

• blank A4 paper

• Favourite narrative story student has read before

Background information It is important to encourage independence however, as the student’s ability to read and print will vary depending on the activity, assist by reading to, or with the student. Use the Lesson notes to guide you through the activities. Refer the student to any of the charts and support materials when completing activities. When requested, help the student make sound or video clips, take photographs and save activity sheets for return to the teacher.



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Phonics fun Under the ‘ice’ and ‘ace’ roof – trigraph sounds Materials: • Under the ‘ice’ and ‘ace’ roof activity sheet.

Place Under the ‘ice’ and ‘ace’ roof activity sheet in front of the student.

Do you know the special name we use when we join three letters together to make one sound? trigraphs This week we are looking at trigraphs ‘ice’ (as in mice) and ‘ace’ as in (face). Do you know any other letters that make the long ‘ice’ or ‘ace sound? Answers will vary. Possible responses include: ‘ase’ as in base

Point to the ‘ice’ as in mice.

What sound is made by this trigraph? ‘ice’ Let’s sound this word out together. m-ice Show me another word that uses the ‘ice’ trigraph. Read the word.

Point to the word ‘face’

What sound is made by this trigraph? ‘ace’ Let’s sound this word out together. f-ace Show me another word that uses the ‘ace’ trigraph. Read the word.

Read the instructions together with the student.

Use your red pencil to loop the ‘ice’ as in mice trigraph in the words. mice, twice, nice, lice, rice, dice, entice Use a different coloured pencil to loop the ‘ace’ as in face trigraph in the words. trace, pace, race, lace, face, brace Remember to sound out the word as you read. Add any other ‘ice’ or ‘ace’ words you know.

The student is to continue the activity until all words have had the correct trigraph looped and spoken aloud. Monitor and check for student understanding as he/she completes the activity sheet.

Mark and save the activity sheet to send to your teacher.



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Let’s spell Materials: • My spelling words week 1

• Know your words-LSCWC chart

• LSCWC Week 1 activity sheet

• My spelling journal.

How it works: Day 1 to Day 4 students complete Look, Say, Cover, Write, Check. Day 5 is a revision day of the list words, as well as 2-3 dictation sentences. Misspelt or unknown words are to be written in the student’s My Spelling Journal. This journal is to be used throughout the year.

Choosing your own spelling words: If the student easily knows the words in the activity choose an extra 6-10 words for them to learn. These could be:

• Words you see being misspelt by the student.

• Words that are hard to pronounce.

• Words the student does not know the meaning of.

• Words relating to towns and parks being visited or places of interest.

Look, Say, Cover, Write, Check Show the student the Know your words chart. Note: This chart needs to be stored in a folder for easy access during all phonics and spelling lessons. Point to the word ‘Look’

This means look at the word, look for any patterns, think about the letters you see and the sounds they make.

Point to the word ‘Say’

You say the word out loud for me to hear.

Point to the word ‘Cover’

You cover the word you just looked at but keep thinking about it in your head.

Point to the word ‘Write’



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Still thinking about the word and the sounds is makes, you write down the word. Don’t forget to have a look at the word to see if it looks right.

Point to the word ‘Check’

We will check and mark your work at the end of the lesson.

Make sure the student understands the process by asking them what each letter means. L for look, W for write etc.

Great, you know what to do so let’s go and spell! It’s time to do our Look, Say, Cover, Write Check activity.

Week 1 spelling words:

Week 1 spelling words: mice, twice, rice, face, pace, race, trace

Sight words: inside, said

Set words: away

If you are choosing the student’s spelling words, choose between 6 – 10 words at any one time. Place My spelling words week 1 activity sheet in front of student. Point to the word ‘trace’.

Read this word. I want you to sound out the word but clap as you say each sound. 2 claps – tr-ace Now I want you to clap as your spell the word. t/clap, r/clap, a/clap, c/clap e/clap. Why do you think there were more claps in spelling the word than sounding out the word? Answer will vary. Possible answers could include: adding or joining different letters together to form one sound, digraph, trigraph.

Point to the word ‘rice’

Read this word. Now I want you to clap as you sound the word. r/clap, ice/clap.



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Now I want you to clap as you spell the word. r/clap, i/clap, c/clap, e/clap. What did you notice about the claps? Sounding the word 2 claps, spelling had 4 Why? Trigraph ‘ice’ making one ‘eye-sss’ sound

Discuss any misunderstood concepts. The student may have a short 5 minute break to stretch or get a drink. Place the Look, Say, Cover, Write, Check – Week 1 activity sheet in front of the student. Point to and read each heading in the table.

The My Word column is where you are going to write all your list words.

Ask the student to carefully cut out the Spelling word cards.

Choose a spelling word card, place it in front of the student and read it together.

Copy the word carefully in the My Word column.

Check the word has been copied correctly. Choose another word; place the card in front of the student.

Read this word. (Wait for response). Great! Now you need to copy this word underneath the first word in the My Word column.

Follow these steps until the student has written all words in the My Word column. Before the student starts to follow the Look, say, cover, write, check process ensure ALL words are copied correctly. There is no benefit gained in learning to spell a word that has been written incorrectly. If there are words copied incorrectly the student must rewrite the word correctly before he/she proceeds.

Look at the first word, sound it out, say it out aloud, say it in your head, cover the word (with your hand or book, etc.), write the word in the Day 1 column.

Give the student time to think and write.

Look at the next word, sound it out, say it out aloud, say it in your head, cover the word and write it in the Day 1 column underneath the first word.

Do this for all the list words (or words of your choice).



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Now let’s check your words. Use a colour pencil (red) and tick each letter you have written correctly.

If any word has been written incorrectly it must be written correctly in the student’s My spelling journal.

Repeat this activity for the next three days.

Point to the Day 1 column. Now loop the ‘ice’ trigraph in any word in this column. Still using Day 1 column, loop words with the ‘ace’ trigraph in any word in this column.

Store the My spelling words in an envelope or ziplock bag for use with the next spelling lesson.

Mark and correct any misspelt words.

Let’s write What do I know? Materials: • What do I know? activity sheet

• Favourite narrative story the student has read before. Place the What do I know? activity sheet in front of the student.

We are going to brainstorm everything you know about narratives and story writing. Do you know what a narrative is? Answers will vary. Possible responses include: • A story • Made up writing • Something that tells a story We are going to use the space below (point to the lines) to write down all the ideas we have about narratives and story writing.

Instruct the student to write his/her name into the space provided. Use the following questions to prompt discussion for the brainstorming session. After the student has discussed his/her ideas, ask him/her to write what he/she knows in the space provided. The student does not need to write complete sentences. Single words, phrases and ideas are acceptable. If the student is familiar with dot points, he/she can use them to list his/her ideas.



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Have you written a narrative or story before? Yes What did you need to think about to help you write a narrative? Answers will vary. Possible responses include: writing, character, story Can you remember the names of the different parts of a narrative? Answers will vary. Possible responses include: orientation, complication, resolution, beginning, middle, end Apart from words, what do you see with narratives sometimes? pictures

If the student has a favourite story he/she likes to read, have him/her read through it and write down things he/she notices about narrative text. Use the questions listed above to help prompt discussion as the student reads.

Save the activity sheet to send to your teacher.

Call me a common noun Materials: • Call me a common noun activity sheet. Before you place the Call me a common noun activity sheet in front of the student, say

Let’s revise everything we know so far about common nouns. Can you tell me what a noun is? The name of something

Place the Call me common activity sheet in front of the student.

Common nouns are words used to name things. The words cloud, movie and cat are all nouns because they are names of things. Comic Cat wants you to loop the common nouns in the words he jumbled and add two more common nouns in the blank boxes. Look around the room for ideas.

Answers are: ball, dog, photo, mice, shirt, water, shoes, rice

Great, the other words there - happy, sad and angry - are describing words. We will be looking at describing words in another lesson. I want you to write two sentences that use common nouns you looped. I want you to tell me the sentences before you write them down. Let’s see how many nouns you can use! Answers will vary.




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Let’s read The story of Comic Cat and the fire Materials: • The story of Comic Cat and the fire activity sheet

• Blank A4 paper. Place The story of Comic Cat and the fire activity sheet in front of the student.

Comic Cat has written a short narrative for you. I want you to read the narrative out loud to me.

Remind the student to look at his/her year 2 reading strategies chart. Encourage the student to read the narrative. If the student has trouble reading, direct him/her to use his/her reading strategies. If the student is unable to read the narrative, sit with him/her and read it aloud. Encourage the student to read it aloud after you have modelled reading it for him/her.

Good reading, now, Comic Cat has left you some multiple choice questions. Do you know what multiple choice questions are? Answers will vary. Multiple choice questions are questions where the answers are actually given to you. Not all of them are correct though, so you need to work out which one is correct. Comic Cat wants you to loop the correct answer. You will be able to find the answer in the text.

Allow the student time to read through and answer each question. Encourage him/her to look back through the text to help find the correct answer. The correct answer is bolded after the sentence starter below: The story happened: in the afternoon Comic Cat did not rescue a: mouse Comic Cat called the: fire brigade Comic Cat used the hose to make it: rain

The next question is one where the answer is not in the text, you will not be able to put your finger on it. You will need to think about the question, and what happened in the text to help you come up with the answer. Tell me your answer before you write it down. I want you to answer in a sentence. Why do you think Comic Cat rescued the pet food? Answers will vary. Possible responses include: • Comic Cat rescued the pet food for the dog and the bird. • Comic Cat liked pet food so he rescued it for himself.



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This question requires the student to infer meaning from the text. If required, discuss with the student the importance of coming up with an answer that relates to information in the text. Assist the student to answer in a sentence if required by providing the sentence starter: Comic Cat rescued.

On a blank A4 piece of paper, draw Comic Cat helping the fire brigade put out the fire.

Remind the student to look back through the text to work out what this picture should look like.

Mark and save the activity sheet and drawing to send to your teacher.



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Materials checklist


• Phonics ice, ace flash cards

• Adding - es to words

• Where should we begin?

• Proper noun is my name

• Comic Cat’s key information




• Know your words – LSCWC chart

• LSCWC Week 1

• A4 exercise book

• My phonics cover page and example phonics page

Reading text

• Pinchem-pullem-possum-pie by Pat Edwards

Other resources

• highlighter, colour pencils

• scissors, glue




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Phonics fun ice (m-ice), ace (f-ace)

Phonics ‘ice’, ‘ace’ flash cards Materials: • Phonics ‘ice’, ‘ace’ flash cards activity sheet


• My phonics cover page

• Example phonics page

• scissors, glue.

Place the Phonics ‘ice’, ‘ace’ flash cards activity sheet in front of the student. Point to the ‘ice’ trigraph sound.

Tell me this sound. Read the word underneath it. mice Now I want you to use your red pencil to fill in the missing letters in the next word, which starts with the letters /tw/. Read the word. twice Write the trigraph sound ‘ice’ as in mice to complete the words in this column. lice, rice, advice In the blank box write your own ‘ice’ words. Answers will vary.

Point to the ‘ace’ trigraph.

Tell me this sound. Read the word underneath it. face What is the trigraph you hear? ace Now I want you to use your red pencil to fill in the missing letters in the next word, which starts with the letters /tr/. Read the word. trace Write the trigraph sound ‘ice’ as in mice to complete the words in this column. lace, race, place In the blank box write your own ‘ace’ words. Answers will vary.

Check work and ask the student to read all the ‘ice’ and ‘ace’ words. Place the A4 exercise book and My phonics book cover page in front of the student.

Today we are going to set up your phonics book and glue a cover page to the front. Write you name first before you glue it to the front of your book. You may colour it in your free time if you wish.



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This book is to be used throughout the year. Ensure student name is written on the front cover.

Let’s look at the example page before we start. Fold the first page in half. Rule a red line down the middle of the page. Carefully cut around the dashed lines of the activity page and glue the ‘ace’ face card at the top of the next blank page. Now you can glue the ‘ace’ words underneath the ‘ace’ heading. Carefully glue the ‘ice’ mice card at the top on the right hand side of the page. Glue the ‘ice’ words underneath the ‘ice’ heading. Point to each word and read it to me please.

Mark and check work is correct, cut out neatly and glued into the student’s My phonics book, correctly.

Let’s spell Look, Say, Cover, Write, Check Materials: • My spelling words week 1


• LSCWC Week 1 activity sheet.

Complete Look, Say, Cover, Write, Check for day 2. Refer to Day 1 lesson notes or the LSCWC chart for assistance.

Mark and store the work.

Adding ‘es’ to words Materials: • Adding ‘es’ to words activity sheet

• blue and red pencil. Place the Adding ‘es’ to words activity sheet in front of the student.



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Today, Comic Cat is going to help you become a super speller. Did you know that you need to add es to most words ending with x, s, ss, sh or ch to make them plural? Do you know what plural means? more than one Plural means more than one. What are we doing when we make a word plural? Answers will vary. Possible responses include: • Showing that there is more than one of something when we write or

talk When we make a word plural, we are changing it from the singular form, which shows there is only one of something, to the plural form, that shows there is more than one of something. For example, you might have one apple. If your friend gave you another apple, we would say you have 2 apples. Apple is singular, there is only one, Apples is plural, more than one. You have added ‘s’ to words to make them plural before, but as Comic Cat said, today is different. We are focusing on words that you need to add ‘es’ to make them plural.

Point to each word as you say them.

This word is singular, box. It ends with an x, and as Comic Cat told us, to make a word ending in x plural, we need to add es. So box becomes boxes. This word is singular, bus. It ends with an s, and as Comic Cat told us, to make a word ending in s plural, we need to add es. So bus becomes buses. The word glass, singular, ends with ss, so to make it plural we need to add ‘es’, glasses. The word brush, singular, ends with sh, so to make it plural we need to add ‘es’, brushes. The word itch, singular, ends with ch, so to make it plural we need to add ‘es’, itches. I want you to read out each word now, first the singular, then the plural, just as I did.

Allow time for the student to re-read the list of examples aloud.

Now, it is your turn to make the words plural. Remember to add ‘es’ to any word ending with x, s, ss, sh or ch. First, I want you to loop the endings x, s, ss, sh or ch in red.

Allow time for the student to complete the task. fox, gas, class, bush, match, pass, dish



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Now that we know all the words end with an x, s, ss, sh or ch, what do we need to add to make them plural? es Can you now add ‘es’ to the words on the right in blue pencil? Now read out the plural.

Allow time for the student to add es in blue pencil to each word. foxes, gases, classes, bushes, matches, passes, dishes

Great, now you can add an arrow in any colour you like to show the singular word changing to plural by adding ‘es’.

Mark the activity and save the activity sheet to send to your teacher.

Let’s write Where should we begin? Materials: • Where should we begin? activity sheet

• Text Pinchem-pullem-possum-pie by Pat Edwards. Place the Pinchem-pullem-possum-pie narrative book in front of the student.

Today we are going to read a narrative. Can you read the title of the story? Pinchem-pullem-possum-pie Who is the author of this story? Pat Edwards What do you think the story will be about? Answers will vary.

Remind the student to look at his/her year 2 reading strategies chart. Encourage the student to read the narrative text. If the student has trouble reading, direct him/her to use his/her reading strategies. If the student is unable to read the narrative text, sit with him/her and read it aloud. Encourage the student to take turns to read it aloud with you after you have modelled reading it for him/her.

What a fun story! Today we are going to look at the beginning of a narrative. This is also called the orientation. Do you know what an orientation is? Answers will vary. Possible responses include: • Beginning of a story • Start of a narrative



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An orientation should tell the reader who the narrative is about, when the narrative is taking place and where the narrative is set. We are going to look at the orientation of Pinchem-pullem-possum-pie.

Ask the student to re-read page 2 and 3 of Pinchem-pullem-possum-pie. If the student is unable to read the text, you can read it with him/her. This is the page that the possum first meets the Wowee Wowee.

The orientation should only be the very start of a narrative, so we do not need to read anymore of the story to find out who the narrative is about, when the narrative is taking place and where the narrative is set.

Place the Where should we begin? activity sheet in front of the student.

Who are the main characters of the narrative? I want you to answer in a sentence, the sentence starter has been provided for you. Point to the main characters of the story in the text and in the illustrations. The main characters are the cheeky possum and the Wowee Wowee. When is the narrative taking place? Point to where in the text it tells you when the narrative is taking place.

This question may be difficult as the answer, one fine night, is abstract compared to on Tuesday, or last week for example. If required, discuss with the student how narratives are not always set on a specific day. A good example is how many narratives simply begin with once upon a time.

When is the narrative taking place? The narrative is taking place one fine night. Where is the narrative set? Point to the setting in the book. The narrative is set along the river bank. Great, you just found the three most important parts of a narrative orientation. To help you remember what they are, complete the sentence. The orientation of a narrative has to introduce who the narrative is about, when the narrative is taking place and where the narrative is set.


Proper noun is my name Materials: • Proper noun is my name activity sheet

• highlighter. Before you place the Proper noun is my name activity sheet in front of the student, ask:



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Last lesson we looked at common nouns. Can you remember what a common noun is? They are words used to name things. Do you remember what a proper noun is? Answers will vary.

Place the Proper noun is my name activity sheet in front of the student.

Let’s revise everything we know so far about proper nouns. (read the instructions on the activity sheet) Let’s write some proper nouns. Can you read the two sentences below and fill in the missing words? Answers will vary. Now, I want you to highlight the proper nouns in the text below. What can you look for to help you find proper nouns? Answers will vary. Possible responses include: • special naming words • first letter is a capital letter Be careful, not every word with a capital letter is a proper noun. What other words do we see that always have a capital letter? The first word in a sentence.

Answers highlighted below: Connor was hanging out with his friend Eliza. They decided to go to Bob’s Bakery for some lunch. Connor had heard that his friend, Tom, liked the pie at Bob’s Bakery, so he bought one to eat. Eliza just had to have a caramel scroll. After they ate, they left Bob’s Bakery and decided to head to Yalara, a town nearby, to see Darcy. Once they got to Yalara, Connor, Eliza and Darcy went and played netball with some other children.


Let’s read Comic Cat’s key information Materials: • Comic Cat’s key information activity sheet. Place Comic Cat’s key information activity sheet in front of the student.

Let’s have another look at my narrative from last lesson. Can you use key information in the text to work out what happened and why something happened. First, read the text aloud for me.



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Remind the student to look at his/her year 2 reading strategies chart. Encourage the student to read the narrative, pointing to each word with his/her finger. If the student has trouble reading, direct him/her to use his/her reading strategies. If the student is unable to read the narrative, sit with him/her and read it aloud, pointing at each word as you say it. Encourage the student to read it aloud after you have modelled reading it for him/her.

Good reading, now last lesson Comic Cat left you some multiple choice questions. This time he has left you two short answer questions. Short answer questions will need you to answer using sentences, and you will need to write more than one sentence to answer the question. I want you to tell me your answer first before you write it down. Think about how you will start your answer. All the information you need for the first question is in the text. What is the narrative about? Answers will vary. Possible responses include: • The narrative is about an adventure Comic Cat had. He saved some

animals from a burning house and put out the fire. He then went and had fish and chips for dinner.

The student’s response does not have to appear exactly as it does above, as long as he/she is putting enough detail into his/her response to answer the question. The student has to mention that the story is about Comic Cat and a fire in a house. Any extra detail he/she adds is up to him/her.

The next question will need you to think about the answer, you will not be able to find all of the answer in the text. Why do you think the firewomen checked and made sure the fire could not spread? Answers will vary. Possible responses include: • The firewomen checked and made sure the fire could not spread

because fire is dangerous. If it spread to another house it could put more people or animals in danger, or destroy more things.

The student’s response does not have to appear exactly as it does above, as long as he/she is putting enough detail into his/her response to answer the question.

Mark the activity sheet to send to your teacher.

Save the activity sheet to use on Day 3.



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Materials checklist


• Same beginning, different ending

• Test your memory (x3)

• Find me a noun

• What comes next?





• LSCWC Week 1

• Comic Cat’s key information

Reading text


Other resources

• scissors

• colour pencils




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Same beginning, different ending Materials: • Same beginning, different ending activity sheet

• blue pencil, red pencil.

Place the Same beginning, different ending activity sheet in front of the student.

How many different pairs of words can you find that begin with the same letter or letters, but can end with ‘ice’ and ‘ace’? Comic Cat has given you an example, We can use the letter r to start a word that ends with ‘ice’ and ‘ace’, we make rice and race. Both of these are actual words. We couldn’t use the letter f though, since it makes fice and face. Face is a word we can use, but fice is not a word we can use. Can you think of any beginnings we could use to make a word ending with ‘ice’ and ‘ace’? Answers will vary.

Allow the student time to think about possible word beginnings that he/she could use. If the student comes up with any combinations that work, ask him/her to write the words down in the correct box using the correct colour pencil. The ‘ice’ words go in the blue box with blue pencil, the ‘ace’ words in the red box with red pencil.

It is very tricky to try and come up with them on your own, that is why Comic Cat has given you some hints. If we use the letter m as the word beginning, what two words do we get if we add it to ‘ice’ and ‘ace’? mice, mace Write mice in the blue box with a blue pencil and mace in the red box with a red pencil.

If the student does not know what a mace is, a simple explanation is acceptable. A mace is like a hammer and was used a long time ago. A more complex definition is acceptable depending on the student.

If we use the letters sp as the word beginning, what two words do we get if we add them to ‘ice’ and ‘ace’? spice, space Write spice in the blue box with a blue pencil, and space in the red box with a red pencil. Finally, if we use the letter l as the word beginning, what two words do we get if add them to ‘ice’ and ‘ace’? lice, lace Write lice in the blue box with a blue pencil, and lace in the red box with a red pencil.



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Read through the word pairs for me. rice, race, mice, mace, spice, space, lice, lace. Now, as quick as you can, read just the ‘ice’ words! rice, mice, spice, lice Great, now the ‘ace’ words, super quick! race, mace, space, lace Using both hands point to the ‘ice’ in lice and the ‘ace’ in space. Excellent, now it is time to pick a pair of ‘ice’ and ‘ace’ words and put them together in a silly sentence. Remember to ask me if you are unsure what a word means. Answers will vary. Possible responses include: • The mice carried a mace. • I get my spice from space. • I have no space for my spice. • There were lice in the lace. • The lice wore lace. • Lice in lace are funny. • A bag of rice won the race. • I will race you for the rice. • The lice entered the race to win rice and lace.

Student’s response does not have to be the same as one of the sentences above.









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Test your memory Materials: • My spelling words week 1

• Test your memory activity sheet (3 copies) or Test your memory – blank activity sheet (4 copies)

• scissors Assist the student to cut out the flash cards from 3 copies of the Test your memory activity sheet. Combine these flash cards with the My spelling word cards week 1. This should create 2 pairs of each word, or 4 individual flash cards for each word. If the student is using different words to the provided list words, print out copies of the blank flash cards and write his/her words on them. You will need 4 flash cards for each word.

Today we are going to play a spelling game. Have you ever played memory before? Answers will vary. Well, the memory we are going to play today involves all the flash cards of your week 1 spelling words. We will need to shuffle all the flash cards together, then place them face down in a rectangle.

Shuffle the flash cards and place them face down in a rectangle.

The aim of the game is to find matching pairs of words. For example, one of your spelling words is mice (replace with appropriate word depending on student’s spelling list). To get a pair, you would need to turn over 2 cards that both have mice on them, and then use the word in a sentence to keep the pair. We will take it in turns. The winner is the person with the most pairs at the end of the game. I will go first to show you how to play. First, I turn over one card (turn over a card), and I read the word (read the word). Then I turn over a second card (turn over a second card) and I read the word (read the word). If the two words match, I use that word in a sentence, then I get to keep the pair. If the two cards do not match, I turn both of cards back over. Now it is your turn. You need to do the same thing I did.

Allow the student time to complete his/her turn. If required, remind him/her to only turn over two cards and to say the word on each card as he/she turns it over. If the two cards match, ask the student to use the word in a sentence to keep the pair, if the two cards do not match, ask the student to turn them back over.

We take it in turns until all the cards have been matched and collected!

The game can be played again straight away, later today, or at another time.



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The extra flash cards can be collected and used with subsequent sets, adding in new spelling words to create a larger game. This can help the student retain word knowledge when he/she is no longer using those words for Look, Say, Cover, Write, Check.

Save the flash cards to use again.

Let’s write What comes next? Materials: • What comes next? activity sheet

• Text Pinchem-pullem-possum-pie by Pat Edwards. Place Pinchem-pullem-possum-pie narrative text in front of the student.

Today we are going to read a narrative. Can you read the title of the story? Pinchem-pullem-possum-pie

Ask the student to read the text aloud. Remind him/her to try and emphasise the words that stand out on the page. If required, model reading a sentence containing these words to the student again. Remind the student to look at his/her year 2 reading strategies chart. Encourage the student to read the narrative, pointing to each word with his/her finger. If the student has trouble reading, direct him/her to use his/her reading strategies. If the student is unable to read the narrative, model reading it for him/her.

Excellent, can you remember what part of a narrative we looked at yesterday? beginning, orientation What three things have to be introduced in a narrative orientation? who, when, where Great, remember all this because you will be using what we learn over the next couple of writing lessons to create your own narrative soon! Today we are going to look at the problem in a narrative. This is also called the complication. A complication should tell the reader what the problem is and the events in the story that happen because of the problem. I want you to look at and read page 4 and 5 of Pinchem-pullem-possum-pie again.

If the student is unable to read the text, you can read it with him/her. This is the page that the cheeky possum first asks the Wowee Wowee what a pinchem-pullem-pie is.



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The complication should begin just after the orientation in a narrative, and it needs to introduce the problem in the story. I want you to answer the following questions using sentences. What is the problem for cheeky possum? The problem for cheeky possum is that the Wowee Wowee pinches and pulls the cheeky possum away. I think he is going to make a pinchem-pullem-possum-pie with the possum!

The student’s response does not have to appear exactly as it does above, as long as he/she is clearly stating the problem facing the cheeky possum.

Well done finding the problem in the narrative, every narrative needs a problem in the complication. The next part of a complication is the events that lead towards the end of the story. These are sometimes quite tricky to find if you have not written the narrative yourself, so Comic Cat has decided to help you by demonstrating the first event in the story.

Ask the student to turn to page 6 and 7 in Pinchem-pullem-possum-pie. This is the page the cheeky possum tells the Wowee Wowee to get sweet, green grass from under the she-oaks.

So, let’s have a look at what Comic Cat has said the first event after the problem in the narrative is. The cheeky possum tells the Wowee Wowee the pie needs sweet, green grass from under the she-oaks.

Ask the student to turn to page 12 and 13 in Pinchem-pullem-possum-pie. This is the page the cheeky possum tells the Wowee Wowee to get yellow flowers from the wattle tree.

On this page you will find the next event in the complication. What is it? Tell me your answer before you write it down. Remember, you will need to answer using a sentence. The cheeky possum tells the Wowee Wowee the pie is no good without yellow flowers from the wattle tree.

Ask the student to turn to page 18 and 19 in Pinchem-pullem-possum-pie. This is the page the cheeky possum tells the Wowee Wowee to get tender leaves from the top of a river red gum for the pie.

On this page you will find the third event in the complication. What is it? Tell me your answer before you write it down. Remember, you will need to answer using a sentence. The cheeky possum tells the Wowee Wowee the pie is no good without tender leaves from the top of a river red gum. Great job working out the problem in the complication, and the events that happened in the story because of the problem.




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Let’s read and write Find me a noun Materials: • Find me a noun activity sheet.

Place Find me a noun activity sheet in front of the student.

We have revised what a common noun and what a proper noun is. Today I want you to help me edit my writing by adding in the missing nouns throughout the text. I want you to use the words at the bottom of the page to fill in the blanks in each sentence to help it make sense. Remember to cross off each word as you use it and are sure it is in the correct place. A good strategy to use if you are not sure what noun to use is to read the sentence aloud using one noun, then again using the other.

As the student completes the cloze activity, ask him/her to read the text aloud.

Comic Cat was flying high through the sky one day. He was flying above the clouds. He saw some children playing football in a park below him. He swooped down to join in the game. Comic Cat was on the blue team with his friend Layla. They were playing against the red team. It was a great game. As an added challenge, the student can try and fill the gaps in the text with nouns other than those listed at the bottom of the page. This should only be done after the student has completed the first activity.




1


Materials checklist


• What do we do at the end?

• It is not proper to call me common

• Cartoon capers of Comic Cat





• LSCWC week 1

Reading text


Other resources

• computer with word processing software (such as Microsoft Word)

• colour chalk

• camera or device to take photos

• highlighter




2

Phonics fun ice (m-ice), ace (f-ace) A computer or device with word processing software (such as Microsoft Word) is required for this activity. The student will be typing words onto a computer. He/she will require some form of word processing software.

Today it is your turn to do some typing! I am going to read you a word, then I want you to type the word on the computer. You are then going to find the phonic sound ‘ice’ or ‘ace’ in the word and change it to a different colour.

Depending on the student’s digital literacy skills, you may need to demonstrate how to do this. How it is done depends on the word processing software.

The first word I want you to type is mice. (Allow time for the student to type the word, prompt student to correct spelling if required). What phonic sound for this week is in the word mice? ice Change the phonic sound to a different colour, you can choose! The next word I want you to type is face. (Allow time for the student to type the word, prompt student to correct spelling if required). What phonic sound for this week is in the word mice? ace Change the phonic sound to a different colour.

Repeat this process for the following words, you can add more if the student is competent at typing. If the student is learning how to type and is taking his/her time, do not complete the whole list. Words to dictate for student to type: • pace, twice, rice, race, trace, mace, slice, spice, space, lace, lice, brace Once again, depending on the student’s typing ability, he/she can then type sentences using an ‘ice’ or ‘ace’ word. No more than 20 minutes should be spent typing.

Print and save the typing sheet to send to your teacher.






3



Chalk it up Materials: • My spelling words week 1

• colour chalk

• camera or device to take photos.

Today you are going to get to write your spelling words outside as well using coloured chalk! What do you think we could write on with chalk outside? pavement, hard ground, concrete, wall

Find a suitable place outside for the student to write on using chalk. You may wish to take a bucket of water and a cloth to clean off the chalk once the activity is complete.

You have already completed your Look, Say, Cover, Write, Check for today, so now I am going to tell you one of your spelling words, and want you to do your best to spell it correctly using chalk and nice big letters.

List two of the student’s spelling words for him/her to spell.

Excellent, now let’s make this more fun and interesting. The next few words I ask you to spell I want you to make sure that no two letters next to each other are the same colour. For example, if I asked you to spell mice, the m could be blue, the i red, then the c could be blue again and the e red. Or the letters could all be different colours, it is up to you!

List the rest of the student’s spelling words.

Mark the chalk spelling.

Take a photo of the student’s chalk spelling before it is cleaned away. Save this to send to your teacher.



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Let’s write What do we do at the end? Materials: • What do we do at the end? activity sheet

• Text Pinchem-pullem-possum-pie by Pat Edwards. Place the What do we do at the end? activity sheet in front of the student.

Today we are going to look at the ending of a narrative. This is also called a resolution. A resolution should solve the problem in the story. For this activity, you can use Pinchem-pullem-possum-pie if you need to. Can you remember what the problem for cheeky possum is? The problem for cheeky possum is that the Wowee Wowee pinches and pulls the cheeky possum away to make a pie. (If required refer the student to page 4 and 5, where the Wowee Wowee pinches and pulls the possum). How is the problem solved? The problem is solved when the Wowee Wowee lets the cheeky possum climb a tree. The possum stays up the tree until the Wowee Wowee leaves. (If required refer the student to page 22, 23, 24 and 25, where the possum climbs the tree). The resolution to a narrative does not need to be long. It just needs to solve the problem that was introduced in the complication. Can you draw a different way cheeky possum could solve the problem in the narrative? Answers will vary.

Discuss with the student an alternate resolution for the story that he/she can draw. The student can add colour if he/she would like.


Let’s write It is not proper to call me common Materials: • It is not proper to call me common activity sheet

• Highlighter. Place the It is not proper to call me common activity sheet in front of the student.



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I have written some sentences for you below. I want you to loop the common nouns and highlight the proper nouns. What is a common noun? The name of something. What is a proper noun? A special name of a person, place or thing. What does a proper noun always have to have? First letter always has to be a capital letter. Remember, highlight the proper nouns and loop the common nouns.

Tom said the sky was blue. The ball was kicked by Darcy. Allison went to the lake. The storm raged over Perth. Jackson ran to catch the bus.

Are you up for my Comic Cat challenge? The next sentence has two common nouns and two proper nouns. Can you find them all?

Sarah played a game in the yard with Alexander.


Let’s read Cartoon capers of Comic Cat Materials: • Cartoon capers of Comic Cat activity sheet

• Comic Cat’s key information activity sheet (from day 2)

• Comic Cat’s cartoon adventure comic strip.

Place Comic Cat’s key information activity sheet and Comic Cat’s cartoon adventure comic strip in front of the student.

Today we are going to be comparing the same narrative, but it is presented in two different ways. From our last lesson, you have the narrative text of Comic Cat’s adventure, and you also now have this page (point to Comic Cat’s cartoon adventure comic strip). Do you know what this is? comic, cartoon Read and view the two texts.



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Remind the student to look at his/her year 2 reading strategies chart. Encourage the student to read the narrative text and the comic strip, pointing to each word with his/her finger. If the student has trouble reading, direct him/her to use his/her reading strategies. If the student is unable to read the narrative, sit with him/her and read it aloud, pointing at each word as you say it. Encourage the student to read it aloud after you have modelled reading it for him/her. Place the Cartoon capers of Comic Cat activity sheet in front of the student.

After we discuss each question, I want you to write down your response in the space provided. Which text did you prefer? Answers will vary. Why did you prefer that text? Answers will vary. What is the same about the narrative text and the cartoon? Answers will vary. Possible responses include: • They both tell the same story about the same characters. • They both feature Comic Cat as a character. What is different about the narrative text and the cartoon? Answers will vary. Possible responses include: • The cartoon has more pictures and fewer words. The narrative text

has more text and no pictures. Which text would you recommend to your friend to read and why? Answers will vary.

The emphasis in this activity is the student explaining his/her answer in each question. If he/she does not do this, ask him/her to revisit his/her answer and add some more information.




1


Materials checklist


• Fix-me-up

• Wowee Wowee character profile

• Cheeky possum character profile

• Describing words everywhere

• Comic character comparison



• Lined and ruled paper (example given)

• My spelling Words week 1 or reprint Week 1 List

Reading text


• Possum Magic by Mem Fox

Other resources

• colour pencils




2


Fix-me-up Materials: • Fix-me-up activity sheet

• colour pencils. Place the Fix-me-up activity sheet in front of the student.

Can you help Comic Cat fix these broken ‘ice’ and ‘ace’ words that were split by lightning? You need to match the word beginning to a word ending using colour pencils. Don’t touch the lightning or you will get zapped! Use a blue pencil to match a word beginning to the word ending ‘ice’, and a red pencil to match the word beginning to the word ending ‘ace’. Comic Cat has done an example for you. He noticed that the word beginning sl matches with the word ending ‘ice’, so he drew a blue line between them. What word does this make? slice Fix up the rest of the words by matching a word beginning with a word ending.

Answers in blue: slice, lice, rice, spice, dice, price Answers in red: brace, face, lace, space, race

Did you find them all? Answers will vary. Can you think of any other ice or ace words? Write a list on the lines, separated by a comma. Answers will vary. Possible responses include: ice, ace, nice, advice, device, twice, mice, entice, place, replace, necklace

There are many other words that the student could list depending on his/her vocabulary. Ensure he/she checks that the ‘ice’ or ‘ace’ in the word does make the correct phonic sound (eye-sss, aye-sss).

Let’s spell What do you know? Materials: • Lined and ruled paper (example given)

• My spelling words week 1 or reprint Week 1 List.



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Week 1 spelling words

Week 1 spelling words: mice, twice, rice, face, pace, race, trace

Sight words: inside, said

Set words: away

Place lined paper in front of the student. Direct him/her to rule their page using the example of a ruled page provided with this set. The margin is a ruler width on the left side of the page. Ask the student to print his/her name at the top of the page. The title is Set 3 Day 5 Spelling. It is important for you to put each word into a sentence so the student has a better understanding of the word and its meaning.

You need to write today’s date on your page. Look at the example page. Today we are going to see how you are progressing with your spelling words. Your first word is ‘mice’ Write the word ‘mice’ on the first line. I saw some mice running under the house. ‘mice’ On the next line write the word ‘twice’ Sometimes you need to write a word twice. ‘twice’

Give students time to think about the word and to write the word. Repeat for all list words. Remind student to sit up straight with 2 feet firmly on the floor when writing.

Week 1 Dictation (The student uses the same page).

Remind the student about using a capital letter at the start of each sentence and ending each sentence with a full stop. Read each sentence slowly to the student so he/she has time to process the information he/she is hearing. First: read the sentence out loud whilst the student listens. Sentence: I saw some mice when I was inside. Second: As you dictate the sentence break the sentence into small chunks whilst the student writes.



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I saw some (Wait for student to finish writing). I saw some mice when (Wait for student to finish writing). I saw some mice when I was inside. (Wait for student to finish writing). Remember to use correct punctuation. Check to see if you have a capital letter and a full stop.

Check the student has finished writing before progressing to the next sentence. Instruct him/her to start a new line for the next sentence. Sentence: She said I had some rice on my face.

She said I (Wait for student to finish writing). She said I had some (Wait for student to finish writing). She said I had some rice on my face. (Wait for student to finish writing).

Check the student has finished writing before progressing to the next sentence. Instruct him/her to start a new line for the next sentence. Sentence: The race went at a fast pace away from us.

The race went (Wait for student to finish writing). The race went at a fast pace (Wait for student to finish writing). The race went at a fast pace away from us. (Wait for student to finish writing).

You may have to repeat the sentence until the student has finished writing. Check for correct spelling of mice, inside, rice, face, race, pace, away and that the student has a capital letter for I in the first sentence, She in the second sentence and The in the third sentence. Check for full stops.

Mark and save the activity sheet to send to your teacher. If any word has been written incorrectly it must be written correctly in the student’s My spelling journal for the student to learn. Practising spelling can simply mean writing the words in sand at the beach or in the air with their hand or on someone’s back.

Let’s write Character profiles Materials: • Wowee Wowee character profile activity sheet

• Cheeky possum character profile activity sheet

• Text Pinchem-pullem-possum-pie by Pat Edwards.



5

Today we are going to be looking character profiles. Do you know what a character profile is? Answers will vary. Possible responses include: • Something that tells you things about a character • You use it to come up with a character

The student is not expected to know what a character profile is. He/she may have completed one as part of a narrative task in year 1.

Today we are going to make two character profiles. One for each character in Pinchem-pullem-possum-pie. Who are the two characters in Pinchem-pullem-possum-pie? Wowee Wowee, cheeky possum

Place the Cheeky possum character profile activity sheet in front of the student.

This is what a character profile can look like. There are many different ways to make one. In the middle, we have the name of the character, cheeky possum. In the area below there is space for a drawing of the cheeky possum. Then, around the side are some boxes. In these boxes we will write in information that helps explain what that character looks like, how we could describe them, what they like and what they dislike. For this activity, you will be making a character profile of the cheeky possum from Pinchem-pullem-possum-pie. First though, we are going to look at a character profile of the other character from the story, Wowee Wowee, that has already been completed.

Place the Wowee Wowee character profile activity sheet in front of the student.

Here is a character profile of Wowee Wowee that Comic Cat has completed for us to have a look at. You can see he has written the character’s name in the middle, and then has included a picture of the character in the area below. Now, let’s have a look at each section of the character profile.

Discuss the character profile with the student and the words used in each section. Ask the student why Comic Cat chose to use certain words to describe the Wowee Wowee to prompt discussion.

Great, now, can you think of anything else we can add to the Wowee Wowee character profile? Answers will vary. Add your ideas to the character profile sheet in the appropriate section.

If the student comes up with any extra information that fits into a section, ask him/her to add it using a dot point.



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Now, using the Wowee Wowee character profile as a guide, we are going to fill in our own character profile for the cheeky possum. Then you can draw a picture of it in the space provided. Every character profile needs a picture of what the character will look like! Remember, you can look through the book to help you complete the character profile.

As the student discusses with you words and phrases that fit into the character profile, ask him/her to write down his/her ideas in the relevant section.

What words would you use to explain what the cheeky possum looks like? Answers will vary. Possible responses include: • small, big ears, tail, furry, whiskers, wears a shirt/dress and a bag Where do you think the cheeky possum lives? Answers will vary. Possible responses include: • near the river, in a tree How would you describe what the cheeky possum is like? Answers will vary. Possible responses include: • cheeky, smart, fast What does the cheeky possum like? Answers will vary. Possible responses include: • walking along the river bank, picking flowers, leaves and grass What does the cheeky possum dislike? Answers will vary. Possible responses include: • being eaten or put in a pie, being dragged along the ground, being

held onto by the Wowee Wowee Now, using colour pencils, draw a picture of the cheeky possum to go with the character profile.

The student does not need to include every detail listed above as long as he/she is developing an understanding of what information goes into the different sections of the character profile. Both character profile activity sheets can be used for reference in the next writing lesson when the student makes his/her own character profile.

Save the Cheeky possum character profile activity sheet to use in the Comic character comparison activity.

Save the Cheeky possum character profile activity sheet to send to your teacher.



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Describing words everywhere Materials: • Describing words everywhere activity sheet.

Today we are going to be looking at describing words. Do you know what a describing word is? Answers will vary. Possible responses include: • A word that you use to describe something • An adjective • A word we use when we want to explain something about someone

Place the Describing words everywhere activity sheet in front of the student.

Describing words are called adjectives. We use them to describe nouns. I have used some in the sentences below and highlighted them for you. Can you read the sentences for me?

Encourage the student to read the sentences. If he/she is unable to, you may read the sentences for him/her. Discuss the next section with the student, re-reading if required.

In the first sentence, what are the adjectives? blue, white What words are the adjectives blue and white describing? ball, goalposts What type of words are ball and goalposts? We have been looking at them recently. nouns, common nouns In the second sentence, what word is the adjective? tall What is the adjective tall describing? a girl In the third sentence, what are the adjectives? huge, brown, squeaky What words are the adjectives huge, brown and squeaky describing? classroom, desks, chairs In the fourth sentence, what are the adjectives? rusty, bright, blue What words are the adjectives rusty, bright and blue describing? gate, paint

At this point, if the student is still struggling to understand what an adjective is and what it describes, circle the nouns in the sentences for him/her and repeat the exercise. Explicitly point to each word as you model answering the question for him/her.

Now, Comic Cat has written the same sentences for you, only this time I want you to come up with your own adjectives to describe the nouns.

Read each sentence to the student, leaving a gap where there is a missing word. Ask him/her to come up with his/her own adjectives to fill in the blanks and describe the nouns. Once he/she has completed a sentence, ask the student to read out the new sentence, complete with his/her chosen adjectives.



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If you need some help trying to work out what adjective to use to describe a noun, look at the adjective used in the sentence above, and consider using a similar word. For example, colours are used to describe the nouns ball and goalposts in the first sentence. You could use different colours to describe them in your own sentence.

The student does not have to use a similar type of adjective, as long as he/she is using appropriate adjectives for the noun.


Let’s read Comic character comparison Materials: • Comic character comparison activity sheet

• Text Possum magic by Mem Fox.

Today we are going to compare two characters. We will use the cheeky possum and Hush, from Possum Magic. You will need to know a little bit about Hush to do this activity, so I am going to model reading Possum magic for you.

Model reading Possum Magic for the student. Begin by reading the title, the author and the illustrator. Track the text with your finger as you read. Model sounding out difficult words, for example: unexpectedly (un-ex-p-ec-ted-ly), miserable (m-is-er-a-ble).

That is a great story, but today, we are not focusing on the story. Today, we are going to use a Venn diagram to compare Hush from Possum Magic with the cheeky possum from Pinchem-pullem-possum-pie. Can you tell me what the word compare means? Answers will vary. Possible responses include:

• Looking at what is the same and different between things

Place the Comic character comparison activity sheet in front of the student.

This is a Venn diagram, it is a chart designed to help us compare two things. It will help us sort what is the same and different about Hush and the cheeky possum. Can you write the name of each character we are going to compare at the top in the middle of each circle. Hush, Cheeky possum



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A Venn diagram is made up of two circles as you can see, they meet and overlap in the middle section here (point to it). This is the section that we will write anything that is the same about Hush and the cheeky possum. Can you please write the word same at the top of this part. If what is the same between the two characters goes in the middle section, what do you think goes in the other sections? What is different about them

Allow time for the student to finish writing in the headings on the Venn diagram. Check and make sure he/she put them in the correct place. Hush and Cheeky possum should be written in the middle and at the top of a circle each, and the word same should be at the top of the middle section where the two circles overlap.

Now, we can start filling in the Venn diagram and doing our comparison. I always find it easier to start with the similarities. Remember to use your Cheeky possum character profile and the Possum Magic book to help. What is the same about Hush and the cheeky possum? Answers will vary. Possible responses include: • both possums • big ears, tails, furry, grey • both like adventures and being outside • both are girls Write your ideas in the section where the two circles overlap.

Allow time for the student to complete the similarities section of the Venn diagram.

Now it is time to look at what is different about the two characters. I want you to try and come up with 5 things for each character that makes them different to the other character. Answers will vary.

Discuss with the student things that are different about Hush and cheeky possum. Ask him/her to write down his/her ideas under the circle with the correct characters heading.

Today you have used a Venn diagram to compare two characters. Venn diagrams are great to use when you need to compare two things.

Save the Comic character comparison activity sheet and the Cheeky possum character profile activity sheet to send to your teacher.

Reflection Please complete the Day 1 – Day 5 Reflection sheet.

Save the Reflection sheet to send to your teacher.



1


Materials checklist


• Phonics ‘u’, ‘oo’ flash cards

• My own character profile

• Spot the adjectives




• Example phonics page


• Look, Say, Cover, Write, Check week 2 worksheet

• Know Your Words chart LSCWC

• My spelling journal

• Wowee Wowee character profile

• Cheeky possum character profile

Reading text


Other resources

• scissors/glue




2

Phonics fun u (p-u-sh), oo (b-oo-k)

Phonics ‘u’, ‘oo’ cards Materials: • Phonics u, oo flash cards activity sheet


• scissors

• glue.

Place the Phonics u, oo flash cards activity sheet in front of the student. Point to the word push.

Read the word. push What sound does the u make? Answers will vary. Possible responses include: short oo sound, oo (phonetic sounding), short u sound (This is not correct). This is a tricky sound, the u does not make a short ‘u’ sound like in umbrella. Say umbrella and then push. umbrella, push Does the u make the same sound? no Well spotted, a single u can also make a short ‘oo’ sound.

Point to the word book.

Tell me this word. book What sound does the oo make? Answers will vary. Possible responses include: short oo sound, oo (phonetic sounding) This is the same tricky sound, the oo does not make a long ‘oo’ sound like in moon. Say moon and then book. moon, book Does the oo make the same sound? no Well spotted, now say push and then book. push, book Does the u in push and the oo in book make the same sound? yes This is called the short ‘oo’ sound. It can be made by either ‘oo’ or by a single ‘u’. You need to be careful though not to confuse it for a short u sound like in umbrella, or a long oo sound like in moon. Write the sound ‘u’ as in push or ‘oo’ as in book to complete the words in each column. bush, pull, put, full, shook, hoof, wool, cook In the blank box write your own ‘u’ or ‘oo’ words. Answers will vary.



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Check work and ask the student to read all the ‘u’ and ‘oo’ words that make the short ‘oo’ sound. Ensure the student does not write a short ‘u’ sound word (as in umbrella) or a long ‘oo’ word (as in moon). Place the A4 exercise book in front of the student.

Carefully cut around the dashed lines of the activity page and glue the ‘u’ push card at the top left hand side of the next blank page. Now you can glue the ‘u’ words underneath the ‘u’ heading. Carefully glue the ‘oo’ book card at the top on the right hand side of the page. Glue the ‘oo’ words underneath the ‘oo’ heading. Point to each word and read it to me please.

Mark and check work is correct, cut out neatly and glued into the student’s My phonics book, correctly.




Week 2 spelling words:

Week 2 spelling words: push, pull, bush, full, goodbye, stood, book

Sight words: friend

Set words: magic, time

If you are choosing the student’s spelling words, choose between 6 – 10 words at any one time. Place My spelling words week 2 activity sheet in front of student. Point to the word ‘push’.

Read this word. What sound does the u make in this? The short double ‘oo’ sound, as in p-u-t Sound out the word. peh-u-sh

The student will now become the teacher for a short ‘u’ word.



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I want you to pick another word that has a u in it. Then ask me what sound the u makes, and ask me to sound out the word.

Follow the student’s instructions. Point to book.

What is this word? book What sound does the oo make? same sound as the u in push/put What other sound can oo make? long ‘oo’ sound, as in moon Does the oo make the same sound in book and moon? no, one is short sound, the other long sound I want you to sound out the word. beh-oo-keh

Point to the word goodbye.

What is this word? goodbye What sound does the oo make? same sound as the u in push/put, short sound Sound out the word. geh-oo-de-beh-eye

Student must clap each sound as it is spoken. Continue until all list words have been sounded. Ask the student to carefully cut out the spelling word cards. These will need to be placed in an envelope/ziplock bag at the end of the lesson as they will be used for daily spelling. Place the Look, Say, Cover, Write, Check – Week 2 activity sheet in front of the student. Allow time for the student to complete the activity. Refer to Day 1 lesson notes or the LSCWC chart for instructions if required.

Point to the Day 6 column. Now loop the short ‘oo’ sound made by either a u or oo in this column.

Store the My spelling words in an envelope or ziplock bag for use with the next spelling lesson.

Mark and correct any misspelt words.



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Let’s write My own character profile Materials: • My own character profile activity sheet

• Wowee Wowee character profile activity sheet

• Cheeky possum character profile activity sheet.

Place the My own character profile activity sheet in front of the student.

Today, you are going to come up with your very own character for a comic strip narrative you will be making later. To do this, you will need to make a character profile. What is a character profile? Something that helps explain what a character looks like and acts like. We have looked at character planners before. We have one for Wowee Wowee and the cheeky possum that you can use to help you make your very own. I will help you brainstorm a character for your narrative.

Discuss with the student a character he/she could create and use in a narrative comic strip that he/she will write. If the student is struggling to come up with a character, use the following questions to help prompt discussion and ideas:

Who is your favourite superhero/cartoon character/character? Answers will vary. Could you make a new character that is like your favourite superhero/cartoon character/character? Answers will vary. What is your favourite toy? Answers will vary.

Could you make a character that is like your favourite toy? Answers will vary. What is your favourite animal? Answers will vary. Could you make a character that is your favourite animal? Answers will vary. What is your favourite story? Answers will vary. Could you make a character like one from your favourite story? Answers will vary.

Once the student has an idea of a character, assist him/her to fill in the character profile. Remind the student to come up with a name for his/her character, and to complete a coloured drawing of the character once he/she has completed the other sections of the character profile.



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Save the character profile activity sheet to send to your teacher and to use when planning and writing the comic strip narrative.

Spot the adjectives Materials: • Spot the adjectives activity sheet

• Text Pinchem-pullem-possum-pie by Pat Edwards

• green pencil and blue pencil. Place the Spot the adjectives activity sheet in front of the student.

Today you are going on a hunt. We are going to try and spot ALL the adjectives we can in a book. Are you up to my hunting challenge? You are going to try and find all the adjectives that describe the words on your activity sheet in Pinchem-pullem-possum-pie. You will write the adjectives from the book in blue pencil.

Throughout the activity monitor the student to ensure he/she is using the correct colour. Blue pencil is used to write down adjectives from the book, green pencil will be used to write adjectives the student comes up with.

I’ll help you do the first one. Can you hunt in the book for where we first see the word possum? page 2, where the possum first meets the Wowee Wowee What adjective is used to describe the possum? cheeky So the word cheeky is from the book, so we would write it in the top blank space before possum in blue. (The adjectives from the book are written next to the asterisk.) Great, now we are going to leave coming up with your own adjectives until after you have completed the hunt. Are you ready? Hunt!

Assist the student when necessary to hunt for the adjectives that describe each word. Remind him/her to look for the first time the word(s) appear in the text. Answers are: sweet, green grass yellow flowers from the wattle tree tender leaves top of a river red gum



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Great hunting, Comic Cat would be proud! Now, your challenge is to write your own adjectives that could describe each of the nouns in green pencil.

Discuss with the student adjectives that he/she could use to describe each of the nouns. When he/she has come up with an appropriate adjective, ask him/her to write it in green next to the noun in the blank space provided. If the student is struggling to come up with adjectives, encourage them to look at the type of adjectives the book used, and then to think of a similar adjective. For example, replace a colour adjective with a different colour. To complete the activity, as a reading challenge the student can re-read Pinchem-pullem-possum-pie and use his/her adjectives in place of the adjectives in the book. It is not essential to do this part of the activity.


Let’s read Reading eggs Direct the student to the Reading Eggs site. Assist him/her to login. The student can access reading level appropriate books in the My Books to Read section. Ask the student to read a text aloud to you from his/her My Books to Read section before doing any other activities. It will be accompanied by comprehension questions. Make sure the student selects ‘Yes’ when prompted to ‘Start the end of Book Quiz?’. Direct the student to the ‘My Lesson’ area and encourage him/her to complete lessons to earn more eggs as rewards. These eggs can be spent at the arcade on games, as well as on new items to decorate or wear on his/her Reading Eggs character.



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Materials checklist


• Sort the sound

• Planning Comic Cat’s narrative

• Planning my narrative

• Full stops? What a capital idea

• Ta-da, I found you





• LSCWC week 2

• Comic Cat’s cartoon adventure comic strip (from day 4)

• My own character profile (from day 6)

Other resources

• colour pencils




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Sort the sound Materials: • Sort the sound activity sheet

• colour pencils. Place the Sort the sound activity sheet in front of the student.

This week we are looking at the same sound that can be made by different letters. This is the short ‘oo’ as in book sound. There are two different ways we can make the short double ‘oo’ sound. It can be made using two o’s, or with a single u. The short oo sound, as in book, is the same sound we hear the u make in push. Repeat these words after me. Book. book (sounding out) Beh-oo-keh. beh-oo-keh The oo in book makes a short oo sound. The oo in book makes a short oo sound Push. push (sounding out) Peh-oo-sh. peh-oo-sh The u in push makes a short oo sound. The u in push makes a short oo sound

Repeat this process if the student is not correctly making the short oo sound.

Great, now on to our activity. Comic Cat wants you to add the short oo sound made by either a u or oo to make words. He has even given you a hint. Look at the size of the space between the letters. What letter do you think you will add to make the short oo sound in the smaller spaces? u What letters do you think you will add to make the short oo sound in the larger spaces? oo Take your time and add either a u or oo to each of the words. I want you to say the word with the short oo sound in it once you have added the correct letter.

Answers: book, push, hook, bush, look, bull, football, full, woof, butcher, cookie, put, good, pull, wood



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Now, I want you to use an orange pencil to colour in the boxes that contain words where a u makes the short oo sound and a blue pencil to colour the boxes where oo makes the short oo sound.

book push hook

bush look bull

football full woof

butcher cookie put

good pull wood

That is a nice pattern. Finally, I want you to colour the short ‘oo’ sounds in the sentences. Colour a u that makes the short ‘oo’ sound orange, and an oo that makes the short ‘oo’ sound blue.

The cook put the book on the bench. I gave the swing a good push. I stood on one foot and pulled over the wood.









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Let’s write Planning my narrative Materials: • Planning Comic Cat’s narrative activity sheet

• Planning my narrative activity sheet

• Comic Cat’s cartoon adventure comic strip

• My own character profile activity sheet. Place the Planning Comic Cat’s narrative activity sheet in front of the student along with Comic Cat’s cartoon adventure comic strip.

Today we are going to look at planning a narrative. You will get to plan your very own narrative using the character you created last lesson. Before we do this though, we are going to look at how to use the narrative planner. Since you will be making a comic strip just like Comic Cat’s cartoon adventure comic strip, we can look at how Comic Cat planned that to help us.

Read through the Planning Comic Cat’s narrative activity sheet with the student. Ask him/her to point out information in the comic strip that he/she can see on the planner.

Great, so now you can see how we can use this planner to help us plan to write a short narrative comic strip. I am going to help you plan out your narrative using your own planner. Who will your narrative be about? Answers will vary.

The narrative should be about the character the student created a profile for in the previous narrative writing lesson.

When will the story be set? Answers will vary.

Remind the student that when writing a narrative, when it is set does not have to be an exact day or time. It can simply be in the morning, or at night, or early one day.

Where will the story be set? Answers will vary. What will the problem of the story be? What problem will your character have in your narrative? Answers will vary.

If the student has difficulty coming up with a problem for his/her narrative, remind him/her of the problems from the texts he/she has encountered so far this set: a house on fire, a Wowee Wowee wanting to make pinchem-pullem-possum-pie and a possum being turned invisible.

How will the problem be fixed? What will the resolution be? Answers will vary.



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Once the student has completed the narrative planner, ask him/her to go through it with you. Allow the student to make changes if necessary.

Save the narrative planner to use again.

Full stops? What a capital idea Materials: • Full stops? What a capital idea activity sheet.

Place the Full stops? What a capital idea activity sheet in front of the student.

Comic Cat was writing this morning and complete forgot ALL his full stops and capital letters. Can you edit his work for him please and add them in? When do you need to use a full stop? At the end of a sentence When do you need to use a capital letter? At the beginning of a sentence What type of word always has a capital letter? A proper noun Use those rules to edit Comic Cat’s writing for him.

Corrections are highlighted in bold red text:

The superhero was flying to town. You should always wear a cape when you fly. My friend Lacey was running very fast. I think that Tom and Jemma are going to race.

Well done spotting all those missing full stops and capital letters. Comic Cat has left you an extra challenge now. The text is missing 4 capital letters, 3 full stops and 1 question mark. Do you know what a question mark is? You use it at the end of a question instead of a full stop.

Corrections are highlighted in bold red text:

I love writing comic strips. They let me tell a narrative using pictures and words. I always add lots of colour to my comic strips. Do you like to add colour to your drawings?




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Let’s read Ta-da, I found you Materials: • Ta-da, I found you activity sheet.

Place the Ta-da, I found you activity sheet in front of the student.

Today we are going to be reading Possum Magic and trying to find key information in the text to help us answer these questions.

Remind the student to look at his/her year 2 reading strategies chart. Encourage the student to read Possum Magic, pointing to each word with his/her finger. If the student has trouble reading, direct him/her to use his/her reading strategies. If the student is unable to read the narrative, sit with him/her and read it aloud, pointing at each word as you say it. Encourage the student to read it aloud after you have modelled reading it for him/her. Possum Magic is a lengthy text, you may want to alternate reading with the student.

What are the names of the two main characters? I want you to answer using a sentence. Tell me your answer first, then write it down. The two main characters are Hush and Grandma Poss. Who was made invisible? See how the space for the answer (point to the blank line) is small, this means you only need to give a short answer rather than answer in a sentence. Hush Why did Hush want to be visible again? (Allow time for the student to try and remember or find the answer). If you are having trouble, turn to the page where Grandma Poss is leaning over the water cleaning her teeth. Look for the answer on that page. Hush wants to know what she looks like. Where did the two possums live? The two possums lived deep in the Australian bush. Write a list of the people foods Hush ate. Remember to use a comma to separate each food on your list.

If required, model using a comma to add items to the list of food, then let the student continue. Answers are: Anzac biscuits, mornay, minties, steak, salad, pumpkin scones, vegemite sandwich, pavlova and lamington

The last question is a question that you need to think about yourself. You will not be able to find the answer in the narrative! What is your favourite food? Tell me why. Answers will vary.

Ensure the student explains why a food is his/her favourite, rather than just list his/her favourite foods.




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Materials checklist


• Dice, dice maybe

• My very own comic strip, page 1 and 2

• Describe this

• Describe this, your turn

• Out of order



• My spelling word cards week 2


• LSCWC week 2



• Planning my narrative (from day 7)

Reading text

• Possum Magic by Mem Fox

Other resources

• scissors/glue/ highlighter

• die

• old newspapers and/or magazines

• blocks/toys

• dictionary



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• blank A4 paper



Find the sound Materials: • Text Possum magic by Mem Fox. Open Possum Magic to the 3rd page, this is the page that Grandma Poss makes bush magic.

We are going to see if we can find any ‘u’ as in push or ‘oo’ as in book sounds on a few pages of Possum Magic. Can you see any letter u’s on this page? yes Can you see any letter oo’s on this page? no There are a few letter u’s though, do any make our ‘u’ as in push sound? yes What word on this page, there is only one, has the ‘u’ as in push sound? bush What words on this page have a u in them that do not make the ‘u’ as in push sound? blue, kookaburras, emus, but Well spotted. Let’s have a look at another page.

Turn to page 13 of the narrative text, this is the page where Hush asks to be visible again. It has an illustration of Grandma Poss cleaning her teeth leaning over a pond.

Let’s see if we can find any ‘u’ as in push or ‘oo’ as in book sounds on this page. Can you see any letter u’s on this page? yes Can you see any letter oo’s on this page? yes Let’s start with the letter u words. Do any make the ‘u’ as in push sound? no What words contain the letter u where the u does not make the ‘u’ as in push sound? but, quite, unexpectedly, Hush, could, course, through



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The student may need assistance saying the words. Encourage him/her to sound out any word he/she does not recognise first.

Now let’s look at the letter oo words. Do any make the ‘oo’ as in book sound? yes What words contain the letters oo that make the ‘oo’ as in book sound? look, books You are getting really good at these word hunts. Anytime you are reading a book or a piece of text and you see the phonic sound ‘u’ as in push and ‘oo’ as in book, let me know!

Let’s spell Look, Say, Cover, Write, Check Materials: • My spelling word cards week 2





Dice, dice maybe Materials: • Dice, dice maybe activity sheet

• die

• old newspapers and/or magazines

• blocks/toys

• dictionary.

Place the Dice, dice maybe activity sheet and die in front of the student.

Today we are going to have fun doing a big spelling activity. This is why there was no phonics fun today, because you are going to have some spelling fun instead!



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All you need to do is roll the die, then follow the instructions for the number that you roll. We will take some photos of what you do to send to your teacher. You will have time to do a few rolls, so don’t worry if you don’t get your first choice activity right away!

Allow the student to roll the die and follow the instructions. Let the student roll as many times as suits your time allowance. The student may need assistance to complete activities.

Take photos of the student completing activities. Specifically take photos of words the student spells with toys or blocks, words made with newspaper and magazine cut outs.

Take short video recordings of the student spelling words using his/her body, attempting to spell a word backwards, doing star jumps while spelling a word and of the student using a dictionary to find a word.

Save photos and video recordings to send to your teacher.

Let’s write My very own comic strip Materials: • My very own comic strip, page 1 activity sheet

• My very own comic strip, page 2 activity sheet


• My own character profile activity sheet (from day 6)

• Planning my narrative activity sheet (from day 7) Place My very own comic strip, page 1 and 2 in front of the student.

Today you are going to start making your very own comic strip! This will be a narrative that features the character you made and story you planned. As you begin to make your comic strip, remember to look back at your character profile and your narrative plan. You can also look at Comic Cat’s cartoon adventure comic strip for ideas if you get stuck. When you make a comic strip, there are two main things to do. The drawings and then any text you need or want to add.



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Today I just want you to focus on the drawing, without colour. You will get a chance to add colour to your finished comic strip later. Today, I just want you to use a normal pencil for your drawings so that you can erase and change anything you need to.

Assist the student to plan out the panels of his/her comic strip. A similar format to Comic Cat’s cartoon adventure can be used. The following sequence can be discussed with the student. Panel 1 should introduce his/her main character. Panel 2 should introduce the problem. Panel 3 should show the main character reacting to the problem. Panel 4 and 5 should show events that happen because of the problem. Panel 6 should show the resolution. As the student draws the comic strip, allow him/her to add any detail he/she needs to, even if it is not on the narrative planner. Encourage the student to take his/her time with the drawings and not to rush his/her work.

Great, you have completed the drawings for your comic strip without using any colour yet. Tomorrow you will get to add text to your comic strip.

Save the activity sheets to use tomorrow.

Describe this Materials: • Describe this activity sheet

• Describe this, your turn activity sheet. Place the Describe this activity sheet in front of the student.

Today we are going to use what we know about adjectives to add to and improve sentences. I want you to read the text to me.

Allow time for the student to read the text. If he/she is unable to read the text, you can model reading it for him/her.

Wow, that text was a little boring. What could we add to help make it more interesting without changing what actually happens? adjectives, describing words



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Comic Cat has had a go at making the text a bit more interesting by adding adjectives. The adjectives he added are bold and in blue. I want you to read it to me.

Allow time for the student to read the text. If he/she is unable to read the text, you can model reading it for him/her.

Adding and using adjectives to describe nouns helps a reader to enjoy a text and build a picture in their mind of what is going on.

Place the Describe this, your turn activity sheet in front of the student.

Now it is your turn. I want you to think of adjectives to add to the text to help make it more interesting. There is a space before most of the nouns for you to add a describing word. Read out the sentences as you add adjectives to make sure it makes sense.

Assist the student to add adjectives to the text to make it more interesting. Refer him/her back to the adjectives Comic Cat added if he/she needs ideas.


Let’s read Out of order Materials: • Out of order activity sheet

• scissors

• glue

• highlighter

• blank A4 paper. Place the Out of order activity sheet in front of the student.

Comic Cat has written a new adventure. He was very clumsy this time and wrote it out of order! Your task will be to cut out the narrative and arrange it in the correct order. Are you up for the challenge? First you will need to read each section, even if it is out of order!



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Remind the student to look at his/her year 2 reading strategies chart. Encourage the student to read each segment of the narrative, pointing to each word with his/her finger. If the student has trouble reading, direct him/her to use his/her reading strategies. If the student is unable to read the narrative, sit with him/her and read it aloud, pointing at each word as you say it. Encourage the student to read it aloud after you have modelled reading it for him/her.

Wow, that certainly did not make sense with the narrative in that order! Have you got an idea of what order the story should be in? Answers will vary. Now you need to use your scissors to cut out each segment.

Allow time for the student to neatly cut out each segment.

I want you to put the narrative segments in order, then read it aloud to check and see if it makes sense.

Assist the student to order the narrative segments. He/she may find ordering the middle section of the narrative difficult. Point out clues such as segments where a character is called young boy must happen before Comic Cat is told his name is Tom.

Great, you have correctly ordered the narrative segments. I have a couple of quick questions I want you to answer before you can glue the narrative onto a blank A4 page in order. You just need to highlight the answer.

After each question, allow time for the student to tell you and then highlight his/her answer in the text.

Which part is the orientation? One sunny morning, Comic Cat was flying high through the bright blue sky on his way to the sandy beach for a holiday. Even superheroes need a holiday! What is the problem in the story? A young boy was lost in the huge forest below him. How is the problem resolved? Comic Cat walked with Tom back to the campground where his family were waiting for him. Excellent spotting. You can glue the narrative segments in order onto the piece of paper now. Write a title for the story at the top of the page. Answers will vary.

Mark and save the A4 sheet to send to your teacher.



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Materials checklist


• Comic Cat’s phonics are fun game

• Spot the plural

• Being the editor

• I predict that…





• LSCWC week 2



• Planning my narrative (from day 7)

• My very own comic strip, page 1


Other resources

• colour counters/dice

• colour pencils




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Comic Cat’s phonics are fun game Materials: • Comic Cat’s phonics are fun game board game and rules

• colour counters

• die Place the Comic Cat’s phonics are fun game board game and rules in front of the student. The game requires at least two players.

Read out the instructions. Follow them and play the game.

The game can be played more than once depending on how long it takes to complete.

Let’s spell Look, Say, Cover, Write, Check Materials: • My spelling word cards week 2





Spot the plural Materials: • Spot the plural activity sheet

• colour pencil Place the Spot the plural activity sheet in front of the student.



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Comic Cat has set you a challenge to see if you can spot the correct and incorrect ‘es’ plurals. You need to colour the boxes where the correct ‘es’ plural has been used purple, and colour the boxes where the incorrect ‘es’ plural has been used red. Remember, you add ‘es’ to most words ending with x, s, ss, sh or ch to make them plural. What can you look for in the words to see if es has been used correctly or not? the word ending, x, s, ss, sh or ch You need to look at the ending of the word before ‘es’, if it is an x, s, ss, sh or ch, then ‘es’ has been used correctly. If not, then ‘es’ has been used incorrectly. What word is this?( point to churches) churches What letters are before the ‘es’? ch Do you add ‘es’ to a word ending with ch to make it plural? yes Then we can colour this box blue! What letters are before the ‘es’? (point to the word doges) g Should we add ‘es’ to this word to make it plural? no, it does not end with x, s, ss, sh or ch

Allow time for the student to complete the activity. Remind him/her to look at the letter or two before the ‘es’ to see if it is a correct plural or incorrect plural. These letters are green and underlined.

churches doges matches

hites boxes racees

bushes benches talkes

cloudes glasses pushes

passes raines foxes

buses butcheres beaches



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That is a colourful looking set of words indeed! What word endings do we add ‘es’ to to make them plural? x, s, ss, sh or ch Comic Cat has one last activity for you. He has written a sentence and he wants you to edit it for him and fix up his spelling mistakes. He forgot to add ‘es’ to words ending with x, s, ss, sh or ch and instead only added s. His sentence is: On holidays we saw bushs, beachs and foxs in boxs. What words can you see that end in x, s, ss, sh or ch that need to be fixed? bush, beach, fox, box You are correct; I will circle the words you need to change when you re-write the sentence.

Circle the words bushs, beachs, foxs, boxs for the student.

Now that we know what you need to edit, re-write the sentence adding ‘es’ to these words rather than just ‘s’.

Answer is: On holidays we saw bushes, beaches and foxes in boxes. The student does not need to underline the ‘es’.

Mark and save the activity to send to your teacher.

Let’s write All you need is text Materials: • My very own comic strip, page 1 activity sheet




• Planning my narrative (from day 7) Place My very own comic strip, page 1 and 2 activity sheet in front of the student. Place Comic Cat’s cartoon adventure comic strip in front of the student.

Yesterday you added your drawings to the comic strip.Can you remember what you need to add now? writing, text, words Let’s have a look at how writing was added to Comic Cat’s comic strip. Do you know what this is? (point to the speech bubble in the first panel) speech bubble



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Speech bubbles can be used in a comic strip when you want a character you have drawn to say something. What a character says in a speech bubble should be very short. Do you know what this writing is? (point to the text above the second panel and under the third panel) Answers will vary. Possible responses include: • Narrator segments • Sentences that help tell the story • Sentences that help explain the drawings/pictures This writing is used in comic strips to help explain the narrative, or what is happening in the drawings. You can use speech bubbles and some short sentences in your comic strip to help tell the story. I want you to try and use at least 1 speech bubble in your comic strip. You can use more if you like.

Assist the student to add text to his/her comic strip. Ask him/her what is happening in each panel, and if he/she needs to add a speech bubble or sentence to the bottom of the panel to help tell the story. If not, ask if adding a speech bubble or sentence will help make the comic strip better.

Save the activity sheets to use in the next lesson.

Being the editor Materials: • Being the editor activity sheet


• My very own comic strip, page 2 activity sheet.

Place the Being the editor activity sheet in front of the student.

Now that you have finished adding writing to your comic strip. You need to edit your work! Follow the editing checklist on the activity sheet to help you edit your work. I can help if needed. Read your comic strip and explain the drawings and pictures to me. Does it make sense? Make changes if you need to, and then tick the box on the editing checklist. Does your comic strip have an orientation, problem and resolution? Make changes if you need to, and then tick the box on the editing checklist.



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Does your comic strip have drawings and writing? Make changes if you need to, and then tick the box on the editing checklist. Have you used a capital letter at the beginning of every sentence? Make changes if you need to, and then tick the box on the editing checklist. Have you used a full stop at the end of every sentence? Make changes if you need to, and then tick the box on the editing checklist. Have you used capital letters for all proper nouns, including your character? Make changes if you need to, and then tick the box on the editing checklist. Have you checked the spelling of 4 words? Make changes if you need to, and then tick the box on the editing checklist.

Save the activity sheets to use in the next lesson.

Let’s read I predict that… Materials: • I predict that… activity sheet. Place the I predict that… activity sheet in front of the student.

Time for one last Comic Cat adventure! A great reading skill is being able to predict what is coming next. Comic Cat has written the start of a narrative, I want you to predict what might happen next.

Remind the student to look at his/her year 2 reading strategies chart. Encourage the student to read the narrative, pointing to each word with his/her finger. If the student has trouble reading, direct him/her to use his/her reading strategies. If the student is unable to read the narrative, sit with him/her and read it aloud, pointing at each word as you say it. Encourage the student to read it aloud after you have modelled reading it for him/her.

What a problem Comic Cat has, not being able to find his cape! What do you think happens next? Answers will vary.

Discuss with the student his/her prediction and why he/she thinks that that will happen next.

A very interesting prediction, write it into the space provided.



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If the student made a long prediction, ask him/her to only write in the next sentence or two that will fit into the space provided. If he/she wants to write more, he/she can add it on a spare piece of lined paper and include it with the activity sheet when it is sent to the teacher.

Save the activity sheet to send to your teacher.



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Materials checklist




• Lined and ruled paper

• My spelling words week 2 or reprint Week 2 spelling list



Other resources

• dress up or craft materials and toys

• level appropriate reader or reading book

• voice recording device

• colour pencils

• felt pens for outlining only




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Hop to it The student will need a clear space to move and jump around. This can be done inside or outside.

Today we are going to have some phonics fun! I am going to say a word to you, and depending on the sound you hear, you will need to do an action! If you hear the short ‘oo’ sound, ‘u’ as in push sound or ‘oo’ as in book, you need to hop from one leg to the other. This is to show how excited you are that you heard the phonics sound for this week. If you hear the long ‘oo’ sound as in moon, you need to, as quick as you can, lie on the floor and stay completely still. This is to show that you heard the wrong sound and you are trying to hide from it! What do you need to do if you hear the short ‘oo’ sound? hop from one leg to the other What do you need to do if you hear the long ‘oo’ sound? lie on the floor and be completely still. I will record you doing some of the actions.

Demonstrate the actions to the student if required. Below is a list of words in either category, say them in any order. Check to see if the student is doing the correct action for the sound he/she is hearing in the word. If required, emphasise the short ‘oo’ or long ‘oo’ sound in the word to make it easier.

Short ‘oo’ sounds, ‘u’ as in push and ‘oo’ as in book

Long ‘oo’ sounds, ‘oo’ as in moon

book, cook, cookie, foot, football, good, hood, hoof, hook, look, shook, stood,

wood, wool, woof, push, pull, put, bush, full, butcher, bull

balloon, broom, choose, cool, food, fool, loose, moon, pool, roof, room, smooth,

spooky, tooth, zoo, scoop, shoot

Record the student during part of the activity. The video clip does not need to exceed 30 seconds. Ask him/her to:

• Say his/her name • The set number, day and activity name – Set 3, Day 10, Hop to it

Save the recording to send to your teacher.



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Let’s spell What do you know? Materials: • lined and ruled paper (example given)

• My spelling words week 2 or reprint Week 2 List.

Week 2 spelling words

Week 2 spelling words: push, pull, bush, full, goodbye, stood, book

Plus sight words: friend

Plus set words: magic, time

Place lined paper in front of the student. Direct him/her to rule their page using the example of a ruled page provided with this set. The margin is a ruler width on the left side of the page. Ask the student to print his/her name at the top of the page. The title is Set 3 Day 10 Spelling. It is important for you to put each word into a sentence so the student has a better understanding of the word and its meaning.

You need to write today’s date on your page. Look at the example page. Today we are going to see how you are progressing with your spelling words. Your first word is ‘push’ Write the word ‘push’ on the first line. I had to help push the shopping trolley. ‘push’ On the next line write the word ‘pull’ I had to pull the bag up a big hill. ‘pull’

Give the student time to think about the word and to write the word. Repeat for all list words. Remind the student to sit up straight with 2 feet firmly on the floor when writing.

Week 2 Dictation (The student uses the same page).

Remind the student about using a capital letter at the start of each sentence and ending each sentence with a full stop.



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Read each sentence slowly to the student so he/she has time to process the information he/she is hearing. First: read the sentence out loud whilst the student listens. Sentence: I can push or pull the door. Second: As you dictate the sentence, break the sentence into small chunks whilst the student writes.

I can push (Wait for student to finish writing). I can push or pull (Wait for student to finish writing). I can push or pull the door. (Wait for student to finish writing). Remember to use correct punctuation. Check to see if you have a capital letter and a full stop.

Check the student has finished writing before progressing to the next sentence. Instruct him/her to start a new line for the next sentence. Read the sentence out loud whilst the student listens. Sentence: I had to say goodbye to my friend.

I had to say (Wait for student to finish writing). I had to say goodbye to (Wait for student to finish writing). I had to say goodbye to my friend. (Wait for student to finish writing).

Check the student has finished writing before progressing to the next sentence. Instruct him/her to start a new line for the next sentence. Read the sentence out loud whilst the student listens. Sentence: The book was full of magic.

The book was (Wait for student to finish writing). The book was full of (Wait for student to finish writing). The book was full of magic. (Wait for student to finish writing).

You may have to repeat the sentence until the student has finished writing. Check for correct spelling of push, pull, goodbye, friend, book, magic and that the student has a capital letter for I in the first sentence, I in the second sentence and The in the third sentence. Check for full stops.

Mark and save the activity sheet to send to your teacher. If any word has been written incorrectly it must be written correctly in the student’s My spelling journal for the student to learn. Practising spelling can simply mean writing the words in sand at the beach or in the air with their hand or on someone’s back.



5

Let’s write We need colour Materials: • My very own comic strip, page 1 activity sheet


• colour pencils and felt pens for outlining Place the My very own comic strip, page 1 and 2 in front of the student.

You have added drawings to your comic strip. Then you added writing. Finally, you edited your comic strip. What is there left to add? colour Today you can add colour to your comic strip to make it look more like a cartoon. I want you to use colour pencils for most of the colouring, but with my help, you can also use felt pens to do the outlines of some things in your comic strip.

Assist the student to outline characters and other parts of his/her comic strip that need to stand out. Remind him/her not to colour in using felt pens.

Great job, you just completed your comic strip! I bet your teacher cannot wait to see it.

Save the activity sheets to send to your teacher.

The adventures of… Materials: • Dress up or craft materials and toys

Background information The student will be either dressing up as or making the character he/she created for his/her comic strip narrative. Before the lesson, you should decide whether the student will be able to become his/her character, or if he/she will need to make the character using craft material and toys. For example, a toy or teddy bear could be dressed up as the character for this activity.

Well, so far you have created a character, planned a narrative and made your very own comic strip!



6

Today, you get to either become your character, or create your character using craft materials and toys. Once you have become or created your character, we are going to go and take some photos of the character having an adventure in the real world! You can then make a short recording for your teacher.

Assist the student to become or create his/her character. Discuss with the student where the character could have an adventure in the real world. Accompany your student as he/she takes the character on an adventure in the real world.

Take photos to help show the story of the real world adventure.

Record the student telling the story of the adventure. The recording should not exceed 1 minute. If required, let the student look over the photos to remind him/her of parts of his/her character’s adventure.

Save photos and the recording to send to your teacher.

Let’s read Sit and read time! Materials: • A reader from student’s book pack or Reading Eggs

• voice recording device.

Background information In this activity the student will sit and read aloud while being recorded. He/she will then answer some questions.

It is time to drop everything and read! Get your reading book and find somewhere comfortable to sit with me.

Revise the year 2 reading strategies with the student by referring him/her to the reading strategies poster.



7

Ensure the student chooses a reading book appropriate for his/her reading skill. You will record him/her reading aloud. If the student chooses a book from ABC Reading Eggs, assist him/her to turn the pages on the website as he/she reads.

Record the student reading aloud. Ask him/her to:

• Say his/her name • The set number, day and activity number – Set 3, Day 10, Sit and read time! • The name of the book he/she is reading

Prompt the student to use a reading strategy for words he/she does not know and assist where necessary. Stop the recording after 2 minutes but allow the student to finish reading the text.

Great reading. I am now going to ask you some questions.

Record the student as he/she answers the questions.

What is the book about? Answers will vary. Who is the book about? Answers will vary. (If the student chose an information text) Tell me two things you learned while reading the book. Answers will vary. (If the student chose a fictional text) Tell me two events that happened in the reading book. Answers will vary.

Save the recordings to send to your teacher.

Reflection Please complete the Day 6 – Day 10 Reflection sheet.

Save the Reflection sheet to send to your teacher.

Day 1 - openEQUELLAerol.side.wa.edu.au/.../1/Y2_english_set3_lesson_notes.pdf · the word (with...

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