Package 5-4: Reading

In these lessons your child will be learning to engage with a story and think about the author and illustrator’s message.

Week 6 - Package 4 - Kindergarten English/literacy - Shared reading

Things your child will need

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


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 - vocabulary.

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

At the end of the video, talk about the new vocabulary discussed in the lesson. The word ‘plenty’ is introduced and practised. It is important children are exposed to increasingly sophisticated vocabulary, and ‘plenty’ is better than ‘lots of’ or ‘heaps of’.

Alternatives for the word ‘said’ are explored. A word that appropriately and more accurately describes a voiced reaction or action provides more detail and enrichment to a story than ‘said’. Learning and practising new vocabulary impacts a child’s oral language, which in turn impacts their writing.

Options for your child

Activity too hard?

Listen to the story together and talk about the word ‘plenty’. Use the word genuinely in discussions with your child and provide opportunities for your child to use it.


  • Have you had enough to eat?
  • You’ve had plenty of time to play today.

Activity too easy?

After the reading, create a bank of words instead of ‘said’ for future reference, there are so many alternatives you can add to the list as they are discovered.

Your child could write a story of their own, describing another incident on the farm that involves dialogue. This will provide an opportunity for your child to practise their bank of words.

Extension/Additional activity

  • Your child might like to write a story, play, poem or draw a picture that describes all the farm activities Old Tom and Bessie may need to do everyday. These could include: gardening, cooking, tending crops, collecting chicken eggs, mucking out stables, watering and feeding various animals.
  • When reading other books throughout the week with your child, keep a track of words used, instead of ‘said’.
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