Package 5-1: Reading

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

Week 6 - 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.

Ideal

  • Lesson 1 video – analysing images (long shot)
  • Lesson 2 video – analysing images (mid-shot)
  • Lesson 3 video – analysing images (close up)
  • Lesson 1: Activity 1 – analysing long shots
  • Lesson 2: Activity 2 – analysing mid- shots
  • Lesson 3: Activity 3 – analysing close ups
  • Pencils & colour pencils
  • Blank sheets of paper or activity sheets in this guide

Back up

  • 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 complete Activity 1.

Day 2 – watch Lesson 2 and complete Activity 2.

Day 2 – watch Lesson 3 and complete Activity 3.

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.

Examples include:

  • 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 how the illustrations show how David changes throughout the story.

Have you noticed the illustrations in ‘There’s a sea in my bedroom?’ What extra information do they provide to the words?

Create new illustrations using different camera shots for the story using the words from ‘There’s a sea in my Bedroom’.

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. Explain why a close up, mid-shot or long shot was used in your drawing.

Extension/additional activity

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 could illustrate their story using different camera shots that add to the meaning of their words.

Your child might like to look at other picture books and identify the camera shots that they can see. Discuss what the author/illustrator might have been trying to show through selecting that particular camera shot.

Your child might like to see if they can identify camera shots in cartoon animations or other videos. They can discuss what they notice is the same or different when looking at still images in a book or in animation that moves independently through different camera shots.

Your child might like to create their own picture book story about what happens when David next visits the sea. They could choose different camera shots in their story and explain what they were wanting to show the reader with that choice.

Activity 1: analysing long shots

Learning intention

To understand how images help to create meaning in a story.

Success criteria

I can identify a ‘long shot’ and draw a picture to match

The camera shot

The ‘camera shot’ describes what you can see in an image or illustration (close up, mid-shot, long shot). Illustrators chose the camera shot to create meaning for the reader. These images are long shots.

A long shot makes us feel the character is a small part of the world.

Your task

Draw an illustration that is a long shot and matches this sentence.

“The girl laughed as she ran across the park.”

Activity 2: analysing mid-shots

Learning intention

To understand how images help to create meaning in a story.

Success criteria

I can identify a ‘mid-shot’ and draw a picture to match.

The camera shot

The ‘camera shot’ describes what you can see in an image or illustration (close up, mid-shot, long shot). Illustrators chose the camera shot to create meaning for the reader. These images are mid-shots.

A mid-shot helps us understand the character in their world.

Your task

Draw an illustration that is a mid-shot and matches this sentence.

“He looked curiously at the cat as it slept.”

Activity 3: analysing close ups

Learning intention

To understand how images help to create meaning in a story.

Success criteria

I can identify a ‘close up’ and draw a picture to match.

The camera shot

The ‘camera shot’ describes what you can see in an image or illustration (close up, mid-shot, long shot). Illustrators chose the camera shot to create meaning for the reader. These images are close ups.

A close up helps us feel what the character feels.

Your task

Draw an illustration that is a mid-shot and matches this sentence.

“The lolly fizzed in her mouth.”

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