Activities
Book-Based Learning Activities for Foundation to Year 2 Students
This section features a growing collection of single activities and lessons, all created to link directly with children’s picture books. If you’re looking for a unit of work connected to a book, please visit our Units section.
Designed for children in Foundation (age 5), Year 1 (age 6), and Year 2 (age 7), these activities align with the Australian Curriculum across key learning areas including Mathematics, English language and literacy, Science, Health and Physical Education, and Humanities and Social Sciences (HaSS).
You can also filter activities by theme or topic, such as:
– Emotional regulation (Health & PE)
– Culture and diversity (HaSS)
– Counting and number sense (Mathematics)
– And many more
This section includes a mix of free, paid, and instruction-only resources. Use the filters to find what best suits your teaching goals, classroom needs, or homeschool context.
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The Shouting Girl: L2 Making Predictions
📔 The Shouting Girl by Steven Huynh• We are learning to make predictions about the text.
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The Shouting Girl: L10 Summarising
📔 The Shouting Girl by Steven Huynh• We are learning to summarise the story to strengthen our comprehension skills.
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The Shouting Girl: L9 Identifying Exclusion
📔 The Shouting Girl by Steven Huynh• We are learning about exclusion in play through Jim.
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The Shouting Girl: L8 Making Inferences
📔 The Shouting Girl by Steven Huynh• We are learning to analyse the Kim character in the text by making inferences.
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The Shouting Girl: L7 Text Comparison
📔 The Shouting Girl by Steven Huynh• We are learning to compare texts with a similar topic and understand how different characters and settings help us learn about emotions.
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The Shouting Girl: L6 Literal Retrieval
📔 The Shouting Girl by Steven Huynh• We are learning to retrieve key details in the story.
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The Shouting Girl: L5 Building Vocabulary
📔 The Shouting Girl by Steven Huynh• We are learning to understand the meaning of unknown words in the text.
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The Shouting Girl: L4 Safe Spaces
📔 The Shouting Girl by Steven Huynh• We are exploring safe spaces in the text to understand how they help us regulate.
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The Shouting Girl: L3 Making Connections
📔 The Shouting Girl by Steven Huynh• We are learning to make connections between the story and ourselves and make use of the regulation strategies from the text.
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The Colour Monster: Colour Me In!
📔 The Colour Monster by Anna Llenas• Students are learning to develop their ability to identify the colour zone of feelings.
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The Shouting Girl Colouring
📔 The Shouting Girl by Steven Huynh• Children are learning about safe spaces
• Children colour in the sheets. -
Identifying Characters’ Emotions in The Shouting Girl
📔 The Shouting Girl by Steven Huynh• We are learning to identify how a character is feeling and match emotions to Zones of Regulation.
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Emotional Regulation Strategies with The Shouting Girl
📔 The Shouting Girl by Steven Huynh• We are learning to brainstorm emotional regulation strategies for different situations.
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Our Calm Corner
📔 The Shouting Girl by Steven Huynh• We are learning to identify tools and strategies that help us feel calm when we have big emotions.
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An Empathetic Postcard to The Shouting Girl
📔 The Shouting Girl by Steven Huynh• We are learning how we can respond with empathy and kindness.
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The Shouting Girl: L11 Evaluation
📔 The Shouting Girl by Steven Huynh• We are learning to reflect on and evaluate the text by using full sentences, evidence from the text, and our own opinions to deepen comprehension.
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Fair is Fair
📔 Can I Play Too? by Mo Willems• We are learning to understand how it feels to be excluded and to think of ways to include others in play.
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Our Sharing Rules
📔 Just Enough! by Steven Huynh• Children learn to take turns and share learning materials with friends.
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Finding Your Voice
📔 The Invisible Boy by Trudy Ludwig• We are learning to explore ways to include ourselves in play.
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What Friends Do – Exploring Inclusion
📔 Strictly No Elephants by Lisa Mantchev• We are learning to recognise how it feels to be excluded and to think of ways to make sure everyone feels welcome in our classroom.