Package 4-1: Reading
In these lessons your child will learn to engage with a story and think about the author and illustrator’s message.
Week 5 - Package 1 - Year 1 and 2 English/literacy - Shared reading
Things your child will need
Have these things available so your child can complete this task.
- Lesson 1 video – listening
- Lesson 2 video – think aloud
- Lesson 3 video – understanding positional language
- Lesson 1: Activity sheet 1 – visual and words
- Lesson 2: Activity sheet 2 – beyond the story
- Pencils & colour pencils
- Blank sheets of paper or activity sheets in this guide
- A copy of the book:’ There’s a sea in my bedroom’ written by Margaret Wild, illustrated by Jane Tanner and published by Penguin Books Australia. You may be able to find a reading of this book on a digital sharing platform, such as YouTube.
- Blank paper, use the digital worksheet on technology or a hand-copied version of the worksheets.
Before your child starts
Make sure your child has everything ready at the start of each lesson. There are 3 video lessons to work through in order, one each day.
Check that the videos are working and that the volume is turned up for the video lessons. 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 to understand how authors create their stories using words and pictures.
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 it when your child is 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 Lesson 1, and retell the story to someone else
Day 2 – watch Lesson 2 and think aloud with someone else
Day 3 – watch Lesson 3 and complete Activity sheet 1
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 ‘Why do you think the illustrator put these things in the picture?’. A thoughtful question promotes deeper thinking, opening the way to explore rich vocabulary, ideas and meanings.
- Why do you think the author included words like ‘not at all, not one little bit’ throughout the story?
- Do you notice anything that is different between the illustrations and the words in the story? Why do you think the illustrator made them different?
- Why do you think the author made David’s feelings change throughout the story?
- Does this story remind you of anything? Maybe something that happened to you? Or maybe something that you’ve seen or read in another story?
Options for your child
Activity too hard?
Check that your child knows what some of the subject is about. Have they ever gone on an outing to the beach? Have they ever listened to the sounds from a shell? Connect important parts of the story with your child’s own knowledge and experiences. If they don’t know something, you could tell them about it or show them pictures or a video.
Discuss what happens in the story and what it is about.
Talk about David and what you can see is happening to him and his environment in his bedroom. Take turns with your child to retell the story by just looking at the pictures.
Explain some of the more complex vocabulary used when describing the sea and how they reflect how David feels about the sea.
Activity too easy?
After the reading, discuss the characters and how they are portrayed in the story. How does David change throughout the story? Why?
Have you noticed the illustrations in ‘There’s a sea in my bedroom?’ What extra information do they provide to the words?
Stories often share a message or moral. What might be the message or moral of ‘There’s a sea in my bedroom?’ Look for words in the text and illustrations to see how the author has built this message throughout the story.
Why did the author call the story ‘There’s a sea in my bedroom?’ Does the title connect to the message of the story?
Rewrite a story using positional words from ‘There’s a sea in my Bedroom’ and create drawings to match.
Throughout the story David repeats the statement ‘Not at all, not one bit.’ Discuss how the meaning changes as the story progresses. Draw a picture that shows what David means each time he uses the words ‘Not at all, not one bit’ throughout the story.
Your child might like to retell a story similar to ‘There’s a sea in my Bedroom’ where the character is afraid of something other than the sea but overcomes that fear in the end. They might reuse the words ‘Not at all, not one bit’ in their story too with different meanings.
Your child might like to look at other picture books and identify the beginning, middle and end of the stories. They could draw these in three boxes or on 3 pieces of paper, and then retell the stories to someone.
Your child might like to imagine they have been asked to illustrate ‘There’s a sea in my bedroom’. They can choose a passage and draw or paint a new illustration to add information to the words.
Your child might like to create their own picture book story about what happens when David next visits the sea.
Activity 1: positional words
To understand how to describe the position of one thing compared to another.
I can identify the words that describe the position of one thing compared to another and draw a picture to match.
Positional words describe where one thing is in comparison to another thing. For example: “The cupcake is in front of the cup.”
Can you circle the positional words and draw a picture to match this sentence? ‘The girl sat in front of the television holding the popcorn in her lap.’
Can you circle the positional words and draw a picture to match this sentence? ‘The cat curled around his legs, while the dog jumped onto the couch next to him.’