Package 4-4: Reading

This number talk will help your child to notice some very important patterns of our number system.

Week 5 - Package 4 - Kindergarten English/literacy - Shared reading

Things your child will need

Have these things available so your child can complete this task.

Ideal

Back up

  • A copy of the book: Belinda written and illustrated by Pamela Allen and published by Penguin Random House Australia.

Before your child starts

Make sure your child has everything ready at the start of the lesson. There are 2 video lessons to work through. The videos can be watched without being dependent on any previous lessons, however there is a suggested sequence.

Check that the video is working and that the volume is turned up for the video lesson. It will help if your child is in a quiet environment.

What your child needs to do

Your child is learning to think critically when listening to a story. Your child needs to know that people bring different experiences, thoughts and ideas to a story, and this can change how we understand it. They are learning to look at a story and think about the author and illustrator’s message.

It is important your child engages with a range of texts, including imaginative, persuasive and informative. These lessons will help your child to use new vocabulary and the concept of narrative. The structure of a story includes a beginning, complication and an end and students in Early Stage 1 are learning to recognise this.

What your child can do next

Your child will need to watch and listen to each video carefully, just like they do when the teacher at school is sharing a story with them. During the video, you may like to pause as children are asked to respond to prompts and questions. Encourage your child to do this aloud so you can hear what they are thinking and check for understanding. Discussion encourages understanding of the story and provides an opportunity to ask and answer questions.

Day 1 – watch Belinda - listening

Day 2 - watch Belinda - think aloud

These video lessons can be completed separately, or they can be completed as part of the suggested weekly sequence.

At the end of each video, talk about aspects of the story discussed in the lesson. Ask questions that will extend your child beyond the basic, obvious facts. For example ‘What colour is Bessie’s dress?’ does not promote deep thinking. A thoughtful question or prompt opens the way to explore rich vocabulary, ideas and feelings. Examples include:

  • I wonder why Bessie went to visit her daughter in the city? I wonder what Bessie’s visit involved? Did they go out for the day?
  • What other jobs are there to do on a farm?
  • Describe Old Tom’s personality. What clues lead you to think this?

Options for your child

Activity too hard?

Listen to the story together and talk about the problem, the problem in a story is often easier to identify than other elements.

Activity too easy?

After the reading, discuss the structure of a story and ask your child to retell a familiar story, identifying the beginning, the end and the problem or complication.

Your child could write a letter from Old Tom to Bessie, telling her what he has been doing on the farm.

Alternatively, your child could write a letter as Bessie to Old Tom, describing her visit to the city. Does she like the city? What does she and her daughter do?

Extension/Additional activity

  • Your child might like to write a story, play, poem or draw a picture that describes Old Tom’s farming activities (gardening, collecting chicken eggs, mucking out stables, watering and feeding various animals etc) while Bessie is away visiting her daughter.
  • Discuss Bessie’s possible activities while she is in the city visiting her daughter. They may for instance, visit other relatives and friends, shop, visit a gallery, eat out, cook together etc.
  • Read other books throughout the week with your child and compare the structure of each book to ‘Belinda’. Are there similarities and differences between them?
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