The Shouting Girl: L3 Making Connections

• exploring how language is used to appreciate texts using more precise vocabulary; for example, “I liked how the author described the setting because …”
• exploring verbs used to express degree of preference; for example, “liked”, “preferred”, “enjoyed”
• identifying First Nations Australian language words specific to Country/Place that help the reader to be specific when appreciating the setting in a text

• discussing preferences for stories set in familiar or unfamiliar worlds, or about characters whose lives are like or unlike their own
• discussing their feelings about the positive and negative behaviours of non-human characters, such as animals

• listening for specific information and providing key facts or points from an informative or persuasive text
• listening and responding to detailed instructions
• integrating information from print, images and prior knowledge to make supportable inferences
• identifying the main idea of a text
• predicting vocabulary that is likely to be in a text, based on the topic and the purpose of the text; for example, predicting that “station” and “arrive” would be in a text recounting a train journey
• using prior knowledge to make and confirm predictions when reading a text
• using graphic organisers to represent the connections between characters, order of events or sequence of information

• recognising own emotions and demonstrating ways to manage how they express their emotions in different situations
• exploring self-regulation strategies to manage emotional responses
• identifying situations that may trigger strong emotional responses in themselves and others, and recognising the impact the responses can have on others
• identifying how someone might feel, think and act during an emergency through role-play and imaginative play
• predicting how a person or character might be feeling based on the words they use, their facial expressions and body language
• recognising how self and others are feeling in a range of situations