[T4R] Stay For Dinner: L6 The Message

The Book

Stay For Dinner

Written by Sandhya Parappukkaran, illustrated by Michelle Pereira

Stay for Dinner by Sandhya Parappukkaran is a vibrant celebration of cultural diversity and the connections made through shared meals. The story centres on a family preparing a special dinner for their child’s friends, offering a glimpse into various mealtime customs and table manners (AC9HP2P01 – Years 1 and 2, Health and Physical Education). Through the lens of this dinner, the book explores the emotional responses and questions that arise from cultural traditions (AC9HP2P03 – Years 1 and 2, Health and Physical Education), encouraging children to embrace diversity and appreciate the richness of different cultural backgrounds (AC9HP2P02 – Years 1 and 2, Health and Physical Education).

The narrative is brought to life with vivid sound and imagery words such as “squish,” “splash,” “slice,” and “prong,” capturing the sensory experience of the meal. Culinary terms like “papadum,” “sadhya,” and “dumpling” add authenticity and depth, inviting readers into the world of diverse cuisines. As the main character reflects on her and her friends’ mealtime experiences, the story underscores the importance of understanding and respecting different customs, fostering a sense of togetherness and mutual respect.

With its rich illustrations and heartwarming themes, Stay for Dinner inspires children to find joy in sharing meals and traditions, highlighting the value of friendship and cultural appreciation.

Resource creator

Steven Huynh

Subject

English,

Level

Year 2,

Description

This is Lesson 6 of the Talk For Reading (T4R) unit of Stay For Dinner.

The lesson helps students make inferences and deepen their understanding about the text through Dialogic Reading.

Learning Intentions

• We are learning to use dialogic talk to deepen our understanding of the text.

Successful Criteria

• I can read the text line by line using my phonic and word knowledge (AC9E2LY04).
• I can answer questions about what the writer means with reasoning in some of the sentences (AC9E2LY05).

Curriculum Alignment

AC9E2LY04 9.0 (English Year 2): Read texts with phrasing and fluency, using phonic and word knowledge, and monitoring meaning by re-reading and self-correcting

• using phonic (sound–letter) and morphemic knowledge, and knowledge of high-frequency words when decoding text
• monitoring own reading, self-correcting or reading back, re-reading when meaning does not make sense

AC9E2LY05 9.0 (English 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

  • The book Stay For Dinner
  • Post-it notes for inference-supported questions

Instruction

  1. Sentence Starters
    • I think this means… because… 
    • The author suggests that… because… 
    • This makes me wonder if… 
    • Based on what I’ve read, I can infer that…
  2. Dialogic and Line-by-line Reading
    • Read the text line by line, asking key questions to help children explore its inferred meaning and the author’s intent.
    • Model reading with fluency, focussing on expression and intonation.
  3. Reflection
    • Discuss the Heart of the text.

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