[T4R] Let’s Build a Boat: L3 Making Connections

• using words including “because” to introduce reasons for likes, dislikes and preferences
• exploring comparative words (adjectives) to express the degree of preference; for example, “better”, “faster”

• comparing images from texts where images of the same subject are represented differently; for example, a cartoon image of an animal, a photograph of an animal and a digital image of an animal in an advertisement
• understanding how authors and illustrators build up meaning across a sequence of images
• understanding that some images convey meaning that is not included in the accompanying written text; for example, a diagram shows information about how parts of a plant are connected, which is not explained in the print text
• exploring images in stories and cultural accounts by First Nations Australian authors and discussing the impact this may have

• generating questions about characters, settings and events from books and sharing responses
• discussing different texts and offering opinions about how they reflect their own experiences
• expressing responses to characters and events in stories using drawing and role-play
• identifying who is telling the story in different texts

• identifying information and details from spoken informative texts
• building topic knowledge and learning new vocabulary before and during reading
• making predictions from the cover, from illustrations and at points in the text before reading on, and confirming and adjusting understanding after reading
• drawing inferences and explaining inferences using clues from the text
• making connections with existing knowledge and personal experiences

• 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

• identifying images and graphics in a text that add ideas or information not included in the written text; for example, a map or table in a factual text or an illustration in a story, which gives clues about the setting
• identifying visual representations of characters’ actions, reactions, speech and thought processes in narratives, and considering how these images add to or multiply the meaning of accompanying words

• 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

• comparing and contrasting features of existing products to develop new ideas, for example designing and making a puppet with a movable part after experimenting with other toys with several movable parts
• communicating design ideas by modelling or producing and labelling 2-dimensional drawings using a range of technologies, for example designing a new environment such as a cubbyhouse or animal shelter and showing different views (top view and side view) with descriptions of materials and features
• communicating an opinion about their design ideas, for example expressing own likes and dislikes about a design idea for felt finger puppets including how they have made changes to their design ideas
• describing the results from exploring design ideas, for example recording the results from people taste-testing a food product