[T4R] Let’s Build a Boat: L9 Making Inferences

The Book

Let’s Build A Boat

Written by Jane Godwin, illustrated by Meg Rennie, published by Little Hare Books

This inspiring picture book celebrates teamwork, creativity, and determination. As a group of children come together to build a boat for their picnic on an island, the story naturally lends itself to discussions about the purpose of a boat in general and context of the text (AC9TDE2K01 – Years 1 and 2, Design and Technologies). The story also highlights the importance of preparation before they begin (AC9TDE2P01 – Years 1 and 2, Design and Technologies), innovation and problem-solving when they face the challenge at sea (AC9TDE2P03 – Years 1 and 2, Design and Technologies).

Throughout their journey, they experience challenges and moments of joy, allowing students to reflect on how they manage emotions in different situations (AC9HP2P03 – Years 1 and 2, Health and Physical Education). The story also supports children in understanding how teamwork, resilience, and problem-solving help them to achieve shared goals (AC9HP2P01 – Years 1 and 2, Health and Physical Education).

Let’s Build a Boat is a perfect launchpad for hands-on STEM or creative projects, as well as social-emotional learning discussions around collaboration, effort, and celebrating differences.

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Resource creator

Steven Huynh

Subject

English Language and Literacy,

Level

Year 1, Year 2,

Description

In this lesson, students focus on making inferences about the text and understand the message of the story.

Learning Intentions

• We are learning to make inferences about the text and understand the message of the story.

Successful Criteria

• I can talk about what I think is happening, even if it’s not directly written.
• I can explain what a scene in the story means in my own words.
• I can think about the author’s message and what I’ve learned from the book.
• I can share something someone did to help me during the boat-making project.

Curriculum Alignment

AC9E1LA09 9.0 (English Language and Literacy Year 1): Recognise the vocabulary of learning area topics

• using appropriate topic-specific vocabulary when discussing a learning area topic
• using appropriate vocabulary for an Acknowledgement of Country at assemblies and other school events using protocols to recognise the Traditional Owners of Country or Place
• identifying words for topics studied at school; for example, vocabulary used for weather and seasons

AC9E1LY05 9.0 (English Language and Literacy Year 1): Use comprehension strategies such as visualising, predicting, connecting, summarising and questioning when listening, viewing and reading to build literal and inferred meaning by drawing on vocabulary and growing knowledge of context

• 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

AC9E2LY05 9.0 (English Language and Literacy Year 2): Use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning

• 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

Materials

Book: Let’s Build a Boat by Jane Godwin
Vocabulary slides
Butcher’s paper for class brainstorm
Whiteboard and markers

Instructions

Vocabulary

Go through these keywords quickly: swell, steer, tip, to-and-fro, forlorn.

Reading

Read the book as a whole class for the fifth time, but this time chunk by chunk.
Invite students to read with you if possible, to predict and re-read for understanding.
Pause at key descriptive sections to clarify vocabulary or meaning in the text.

Making Inferences

What does this tell you about the characters: Although we are tired but we must go on? → They’re persistent and don’t easily give up.
What does the author want us to know when she writes about the wind blowing, waves crashing, and the boat tipping? → A storm is coming
What does the word together mean at the end? → Teamwork, shared experience, helping each other.
What is one thing you’ve learned from this book?

Sharing

Invite students to reflect:
- Did you feel challenged when you made the boat? What did you do to overcome the challenge?
- Did anyone help you during your boat-making project?
- Was that hard work a fun experience?
Have students turn and talk to a partner, then share with the class.

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