English Pre-primary SET 2 Activity Book
ENGLISH
Lesson Notes and Home Tutor Guide for this set can be viewed electronically.
Dig a Dinosaur
Set 2 Activity Book
First published 2015
© Department of Education WA (Revised 2020)
https://creativecommons.org/licenses/by-nc/4.0/
Whilst every effort has been made to ensure the accuracy of the information contained in this publication, no guarantee can be given that all errors and omissions have been excluded. No responsibility for loss occasioned to any person acting or refraining from action as a result of the material in this publication can be accepted by the Department.
Requests and enquiries concerning copyright should be addressed to:
Manager Intellectual Property and Copyright Department of Education 51 Royal Street EAST PERTH WA 6004 Email: [email protected]
Department of Education
This resource contains information from the Western Australian Curriculum Version 8.1. © School Curriculum and Standards Authority. The unaltered and most up to date version of this material is located at http://wacurriculum.scsa.wa.edu.au Dig a dinosaur Let’s read and write – Day 1
Baby dinosaurs
Dinosaurs hatched from eggs. The eggs were laid in nests of sand or leaves. The sand or leaves kept the eggs warm until they hatched.
Dinosaur eggs were different shapes and sizes. Some were round like balls and some were shaped like hen’s eggs.The largest dinosaur egg found was 70 centimetres long. The smallest eggs were 3 centimetres long.
© Department of Education WA 2017 – ECEENGLISHPPSet2 3 Dig a dinosaur Let’s read and write – Day 1
Dinosaur egg
© Department of Education WA 2017 – ECEENGLISHPPSet2 4 Dig a dinosaur Let’s explore phonics – Day 1
I can spell
am a __ _ __
can ca _
c ______dinosaur. ______.
© Department of Education WA 2017 – ECEENGLISHPPSet2 5 Dig a dinosaur Let’s explore phonics – Day 1
Letter cards 1 I i I i m m M M A A a a C c C c N N n n a
© Department of Education WA 2017 – ECEENGLISHSPPSet2 6 Dig a dinosaur Let’s explore phonics – Day 1
Letter cards 2 D D d d T T t t H H h h e e e s s w a a s
© Department of Education WA 2017 – ECEENGLISHSPPSet2 7 Pre-primary English Letter formations chart
Letter formations chart
© Department of Education WA 2017 – ECEENGLISHPPSet2 8 Dig a dinosaur Let’s share – Day 1
Ten little dinosaurs
10 little Down by the swamp lived one little dinosaur,
One little di – no – saur
One little di – no – saur
Down by the swamp lived one little dinosaur,
One little di – no – saur. One little dinosaur called the other little dinosaurs to come out and play!
One little, two little, three little dinosaurs
Four little, five little, six little dinosaurs
Seven little, eight little, nine little dinosaurs,
Ten little di – no – saurs. Stomp! Stomp! Stomp! It’s Tyrannosaurus rex. Watch out dinosaurs! Run away!
Ten little, nine little, eight little dinosaurs Seven little, six little, five little dinosaurs
Four little, three little, two little dinosaurs
Only one little di – no – saur.
© Department of Education WA 2017 – ECEENGLISHSPPSet2 9 Dig a dinosaur Let’s begin – Day 2
Dinosaurs Dinosaurs were so very tall They made the trees
look very small.
Dinosaurs ate plants and meat and stomped about
on enormous feet!
© Department of Education WA 2017 – ECEENGLISHSPPSet2 10 Dig a Dinosaur Let’s share – Day 2
Ichthyosaur
flippers tail nostril eye toothed jaw dorsal fin
© Department of Education WA 2017 – ECEENGLISHPPSet2 11 Dig a dinosaur Let’s read and write – Day 2
Let’s print Dd D D D D
______d d d d d
______
© Department of Education WA 2017 – ECEENGLISHPPSet2 12 Dig a dinosaur Let’s explore phonics – Day 2
Odd one out
9
© Department of Education WA 2017 – ECEENGLISHPPSet2 13 Dig a dinosaur Let’s explore phonics – Day 2
Phonics cards Dd Tt Dd Tt
© Department of Education WA 2017 – ECEENGLISHSPPSet2 14 Pre-primary English Ready to print
Ready to print
Relax your shoulders and arms.
Place your non-writing arm on the desk and use the hand to hold the paper still.
Tilt the paper.
Place your feet comfortably on the floor.
Relax your fingers and pick up your pencil. Hold your pencil (or crayon) correctly.
Right handed grip. First (pointer) finger rests on top. Thumb and second finger hold the pencil.
Left handed grip. First (pointer) finger rests on top Thumb and second finger hold the pencil.
© Department of Education WA 2017 – ECEENGLISHPPSet2 15 Pre-primary English Alphabet chart
Alphabet chart
Aa Bb Cc Dd Ee Ff Gg
Hh Ii Jj Kk Ll Mm Nn
Oo Pp Qq Rr Ss Tt Uu
Vv Ww Xx Yy Zz
© Department of Education WA 2017 – ECEENGLISHPPSet2 16 Dig a dinosaur Let’s read and write – Day 3
I saw dinosaurs I see an e______dinosaur I saw a ______dinosaur I can see a _____ dinosaur I can see a _____ dinosaur
© Department of Education WA 2017 – ECEENGLISHPPSet2 17 Dig a dinosaur Let’s explore phonics – Day 3
Sight word cards I I am am can can a a saw saw see see he He he He
© Department of Education WA 2017 – ECEENGLISHPPSet2 18 Dig a dinosaur Let’s begin – Day 4
Dinosaurs gone
Stomp stomp tromp tromp dinosaurs walking.
Crunch crunch munch munch dinosaurs eating.
Growl growl howl howl dinosaurs fighting.
Long ago long ago dinosaurs gone.
© Department of Education WA 2017 – ECEENGLISHSPPSet2 19 Dig a dinosaur Let’s explore phonics – Day 4
Printing Tt Tyrannosaurus
______t Notoceratops
______
© Department of Education WA 2017 – ECEENGLISHPPSet2 20 Dig a dinosaur Let’s share – Day 4
Spin a letter
d m t a i c n
Materials:
• spinner
• large paper clip
• sharp pencil
© Department of Education WA 2017 – ECEENGLISHSPPSet2 21 Dig a dinosaur Lets share – Day 5
Hatch a dinosaur 1
© Department of Education WA 2017 – ECEENGLISHPPSet2 22 Dig a dinosaur Lets share – Day 5
Hatch a dinosaur 2
© Department of Education WA 2017 – ECEENGLISHPPSet2 23 Dig a dinosaur Let’s explore phonics – Day 5
Rhyme hunt
© Department of Education WA 2017 – ECEENGLISHPPSet2 24 Dig a dinosaur Reflection – Day 5
Reflection Please complete this reflection to assist with assessment of the student’s skills and performance on Days 1 – 5. The student is not expected to complete the majority of the activities independently. Ticking the ‘Some help’ or ‘Lots of help’ columns does not indicate that the student is working below expected levels. Please add additional comments if required. Please return with the completed set.
No Some Lots of The student can Comments help help help discuss and record personal knowledge recognise that letters have a sound and a name recognise upper and lower case letters Aa, Mm, Nn, Ii, Cc understand letters make words use letters to spell ‘am’ and ‘can’ print upper and lower case letters Aa, Mm, Nn, Ii, Cc respond to questions based on a heard or read text sequence pictures to tell a story interpret a poem using actions identify and say beginning sounds recognise upper and lower case letters Dd print upper and lower case letters Dd identify features of a book identify known words in texts
© Department of Education WA 2017 – ECEENGLISHPPSet2 25 Dig a dinosaur Reflection – Day 5
No Some Lots of The student can Comments help help help share read texts use pictures to predict information or storyline identify rhyming words in a text understand words make sentences combine known words to and make sentences read and spell ‘see’ read and spell ‘saw’ recognise upper and lower case letters Tt print upper and lower case letters Tt recognise some punctuation – full stops, capital letters, exclamation marks, question marks attempt to write independently.
Other comments
© Department of Education WA 2017 – ECEENGLISHPPSet2 26 Dig a dinosaur Let’s begin – Day 6
I see a …
I see a dinosaur, raise arms, fingers drooping straight and tall Nodding his head make hands into a head form and move it up and down above us all. I see a Pterodactyl move around with arms out, flying so high swooping and diving Spreading its wings across the sky I see Tyrannosaurus stand as tall as possible and stomp around stomping around Stamping so loudly on the ground. I see Ichthyosaur use hands as fins or tail and ‘swim’ like a fish swimming fast Waving its tail as it glides past. Here is dinosaur fast asleep curl up like a dinosaur on the With his tail curled ground around his feet.
© Department of Education WA 2017 – ECEENGLISHPPSet2 27 Dig a dinosaur Let’s read and write – Day 6
Rhyming families it at an in hit cat can din bit mat man tin sit hat tan bin
© Department of Education WA 2017 – ECEENGLISHPPSet2 28 Dig a Dinosaur Let’s read and write – Day 7
Ah-Choo! “Hello,” he said. “How do you do?” The dinosaur sneezed and said “Ah-Choo!”
© Department of Education WA 2017 – ECEENGLISHPPSet2 29 Dig a dinosaur Let’s explore phonics – Day 7
Hh printing H H H H
______h h h h h
______
© Department of Education WA 2017 – ECEENGLISHPPSet2 30 Dig a dinosaur Let’s explore phonics – Day 7
Phonics card Hh Hh
© Department of Education WA 2017 – ECEENGLISHSPPSet2 31 Dig a dinosaur Read and write – Day 8
Dinosaur profile
My dinosaur
© Department of Education WA 2017 – ECEENGLISHPPSet2 32 Dig a dinosaur Let’s share – Day 8
What happened to the dinosaurs?
Many millions of years ago all the dinosaurs disappeared. No one knows for sure what happened.
Some people think giant comets from outer space crashed into the Earth. These comets could have hurt the dinosaurs and smashed their eggs.
Other people think that heat from the sun damaged the dinosaur eggs so they did not hatch. Perhaps the sun was so hot the baby dinosaurs could not live.
Some people think new plants and trees could have grown. These plants might have poisoned the dinosaurs.
Another idea is that the weather changed and became very cold. There was snow and ice and the dinosaurs could not find food or shelter and might have frozen.
Although we don’t know why dinosaurs died out, we do know they existed because people have found dinosaur bones and footprints.
© Department of Education WA 2017 – ECEENGLISHPPSet2 33 Dig a dinosaur Let’s read and write – Day 9
Fossils in pictures 1
© Department of Education WA 2017 – ECEENGLISHSPPSet2 34 Dig a dinosaur Let’s read and write – Day 9
Fossils in pictures 2
1 2
3 4
© Department of Education WA 2017 – ECEENGLISHPPSet2 35 Dig a dinosaur Let’s read and write – Day 9
Fossils
Fossils are the stony remains of animals and plants that have died. They tell us about animals and plants that lived a long time ago. Dinosaur footprints have been found in fossils. Palaeontologists say they were made millions of years ago. The dinosaurs walked in soft mud and the mud went hard and turned into rock. The footprints were left in the rock forever. Dinosaur bones have been found in the rocky layers of the earth. When the dinosaurs lay down and died, their bones were covered with mud. The mud went hard around the bones and they became fossils.
Many people have found dinosaur bones and footprints when they have been digging on their farms.
Circle the dinosaur that might have left these footprints behind.
© Department of Education WA 2017 – ECEENGLISHSPPSet2 36 Dig a dinosaur Let’s read and write – Day 9
Marvin’s Woolly Mammoth
© Department of Education WA 2017 – ECEENGLISHPPSet2 37 Dig a dinosaur Let’s explore phonics – Day 9
Picture word match moth Iguanodon turtle ant eater numbat crab horse dolphin
© Department of Education WA 2017 – ECEENGLISHSPPSet2 38 Dig a dinosaur Let’s begin – Day 10
Dinosaurs alive! 1
10 little dinosaurs Standing in a line 1 followed a butterfly And then there were 9
9 little dinosaurs All of them are mates 1 went to have a drink And then there were 8
8 little dinosaurs Called to their friend Kevin 1 ran off to play with him And then there were 7
7 little dinosaurs Playing silly tricks 1 tumbled down the hill And then there were 6
6 little dinosaurs Watch a Pterodactyl dive 1 fell over backwards And then there were 5
© Department of Education WA 2017 – ECEENGLISHSPPSet2 39 Dig a dinosaur Let’s begin – Day 10
Dinosaurs alive! 2
5 little dinosaurs Resting on the forest floor 1 curled up to have a sleep And then there were 4
4 little dinosaurs Munching on a tree 1 ate a wriggly worm And then there were 3
3 little dinosaurs Hiding in the bamboo 1 saw a crocodile And then there were 2
2 little dinosaurs Lazing in the sun 1 moved into the shade And then there was 1
1 little dinosaur Looking for his friends He found them at the water hole And then there were 10!
© Department of Education WA 2017 – ECEENGLISHSPPSet2 40 Dig a dinosaur Let’s read and write – Day 10
My volcano
© Department of Education WA 2017 – ECEENGLISHSPPSet2 41 Dig a dinosaur Let’s read and write – Day 10
Volcano experiment
Materials
teaspoon tray half cup measure small plastic bottle
red or orange food bicarb soda 4 – 5 cups of play colouring dough or wet sand ½ cup of vinegar
Instructions
Stand back and watch what happens.
© Department of Education WA 2017 – ECEENGLISHSPPSet2 42 Dig a dinosaur Let’s read and write – Day 10
Volcano
A volcano is a mountain. There is an opening in the centre and a long tunnel into the earth. The bottom of a volcano is far below the earth’s surface. It has fire, flames and a river of hot liquid called lava inside. When a volcano erupts, pressure inside the earth pushes ash, smoke, flames, lava and rocks up the tunnel, out through the opening and into the air. There were lots of volcanoes in the time of the dinosaurs. There are some erupting volcanoes and lots that don’t erupt anymore. They are called extinct volcanoes. There are lots of extinct volcanoes in Australia. They haven’t erupted for many thousands or even millions of years.
© Department of Education WA 2017 – ECEENGLISHSPPSet2 43 Dig a dinosaur Reflection – Day 10
Reflection Please complete this reflection to assist with assessment of the student’s skills and performance on Days 6 – 10. The student is not expected to complete the majority of the activities independently. Ticking the ‘Some help’ or ‘Lots of help’ columns does not indicate that the student is working below expected levels. Please add additional comments if required. Please return with the completed set.
No Some Lots of The student can Comments help help help identify rhyming words in a text use known letters to spell two and three letter words use rhyme to make two and three letter words recognise sight words ‘I’, ‘can’, ‘am’ in texts recognise sight words ‘see’ and ‘saw’ in texts use picture cues and beginning sounds to predict text make predictions and respond to questions about texts draw and label a picture locate information in pictures recognise upper and lower case letters Hh print upper and lower case letters Hh read and spell ‘he’ select materials and make a model based on a plan attempt to write independently
© Department of Education WA 2017 – ECEENGLISHPPSet2 44 Dig a dinosaur Reflection – Day 10
No Some Lots of The student can Comments help help help identify, say and print beginning sounds combine known words to and make sentences describe similarities between pictured animals attempt to read independently sequence pictures to tell a story recognise some punctuation – full stops, capital letters, exclamation marks, question marks follow steps to complete a simple experiment deliver a short oral presentation
Other comments
© Department of Education WA 2017 – ECEENGLISHPPSet2 45 Dig a dinosaur Set return checklist
Set return checklist
Day Item Check
1 Dinosaur facts – photograph
I can spell
2 Odd one out
Let’s print Dd
Ichthyosaur
3 Making sentences – student printing
4 Printing Tt
Listen to me read – video recording
5 Rhyme hunt – video recording
Sorting sounds – student work
Hatch a dinosaur – video recording
Reflection – Day 5
6 Rhyming families
7 Hh printing
Ah-Choo!
Labelled dinosaur plan – student work
8 It doesn’t fit! – video recording
Sorting letters – photographs
Building words – student work
How to clean a dinosaur – student work
© Department of Education WA 2017 – ECEENGLISHPPSet2 46 Dig a dinosaur Set return checklist
Day Item Check
9 Picture word match
Sentence making – student work
Marvin’s Woolly Mammoth
Fossils in pictures – video recording
10 Alphabet chart
Make my words – student work
Volcano experiment – photograph
Volcano experiment – video recording
My volcano
Dinosaur documentary – video recording
Dinosaur profile
Reflection – Day 10
© Department of Education WA 2017 – ECEENGLISHPPSet2 47 © Department of Education WA Revised 2020
PP Set 2
Dig a Dinasaur
Activity Book
Department of Education English Pre-primary SET 2 Lesson Notes
ENGLISH
Lesson Notes and Home Tutor Guide for this set can be viewed electronically.
Dig a Dinosaur
Set 2 Lesson Notes First published 2015
© Department of Education WA (Revised 2020)
https://creativecommons.org/licenses/by-nc/4.0/
Whilst every effort has been made to ensure the accuracy of the information contained in this publication, no guarantee can be given that all errors and omissions have been excluded. No responsibility for loss occasioned to any person acting or refraining from action as a result of the material in this publication can be accepted by the Department.
Requests and enquiries concerning copyright should be addressed to:
Manager Intellectual Property and Copyright Department of Education 51 Royal Street EAST PERTH WA 6004 Email: [email protected]
Department of Education
This resource contains information from the Western Australian Curriculum Version 8.1. © School Curriculum and Standards Authority. The unaltered and most up to date version Dig a dinosaur Overview
Overview Pre-primary Set 2: Dig a dinosaur
Western Australian Curriculum
Early Childhood English
Content strands
Language
Literature
Literacy
Content Descriptions
Language
Language variation and change
Understand that English is one of many languages spoken in Australia and that different languages may be spoken by family, classmates and community (ACELA1426)
Language for interaction
Explore how language is used differently at home and school depending on the relationships between people (ACELA1428)
Understand that language can be used to explore ways of expressing needs, likes and dislikes (ACELA1429)
Text structure and organisation
Understand that texts can take many forms, can be very short (for example an exit sign) or quite long (for example an information book or a film) and that stories and informative texts have different purposes (ACELA1430)
Understand that some language in written texts is unlike everyday spoken language (ACELA1431)
Understand that punctuation is a feature of written text different from letters; recognise how capital letters are used for names, and that capital letters and full stops signal the beginning and end of sentences (ACELA1432)
Understand concepts about print and screen, including how books, film and simple digital texts work, and know some features of print, for example directionality (ACELA1433)
© Department of Education WA 2017 – ECEENGLISHPPSet2 Dig a dinosaur Overview
Language
Expressing and developing ideas
Recognise that sentences are key units for expressing ideas (ACELA1435)
Recognise that texts are made up of words and groups of words that make meaning (ACELA1434)
Explore the different contribution of words and images to meaning in stories and informative texts (ACELA1786)
Understand the use of vocabulary in familiar contexts related to everyday experiences, personal interests and topics taught at school (ACELA1437)
Phonics and word knowledge
Recognise and generate rhyming words, alliteration patterns, syllables and sounds (phonemes) in spoken words (ACELA1439)
Recognise and name all upper and lower case letters (graphemes) and know the most common sound that each letter represents (ACELA1440)
Understand how to use knowledge of letters and sounds including onset and rime to spell words (ACELA1438)
Know how to read and write some high-frequency words and other familiar words (ACELA1817)
Understand that words are units of meaning and can be made of more than one meaningful part (ACELA1818)
Segment sentences into individual words and orally blend and segment onset and rime in single syllable spoken words, and isolate, blend and manipulate phonemes in single syllable words (ACELA1819)
Write consonant-vowel-consonant (CVC) words by representing some sounds with the appropriate letters, and blend sounds associated with letters when reading CVC words (ACELA1820)
© Department of Education WA 2017 – ECEENGLISHPPSet2 Dig a dinosaur Overview
Literature
Literature and context
Recognise that texts are created by authors who tell stories and share experiences that may be similar or different to students’ own experiences (ACELT1575)
Responding to literature
Respond to texts, identifying favourite stories, authors and illustrators (ACELT1577)
Share feelings and thoughts about the events and characters in texts (ACELT1783)
Examining literature
Identify some features of texts including events and characters and retell events from a text (ACELT1578)
Recognise some different types of literary texts and identify some characteristic features of literary texts, for example beginnings and endings of traditional texts and rhyme in poetry (ACELT1785)
Replicate the rhythms and sound patterns in stories, rhymes, songs and poems from a range of cultures (ACELT1579)
Creating literature
Retell familiar literary texts through performance, use of illustrations and images (ACELT1580)
Innovate on familiar texts through play (ACELT1831)
Literacy
Texts in context
Identify some familiar texts and the contexts in which they are used (ACELY1645)
Interacting with others
Listen to and respond orally to texts and to the communication of others in informal and structured classroom situations (ACELY1646)
Use interaction skills including listening while others speak, using appropriate voice levels, articulation and body language, gestures and eye contact (ACELY1784)
Deliver short oral presentations to peers (ACELY1647)
© Department of Education WA 2017 – ECEENGLISHPPSet2 Dig a dinosaur Overview
Literacy
Interpreting, analysing, evaluating
Identify some differences between imaginative and informative texts (ACELY1648)
Read predictable texts, practising phrasing and fluency, and monitor meaning using concepts about print and emerging contextual, semantic, grammatical and phonic knowledge (ACELY1649)
Use comprehension strategies to understand and discuss texts listened to, viewed or read independently (ACELY1650)
Creating texts
Create short texts to explore, record and report ideas and events using familiar words and beginning writing knowledge (ACELY1651)
Participate in shared editing of students’ own texts for meaning, spelling, capital letters and full stops (ACELY1652)
Produce some lower case and upper case letters using learned letter formations (ACELY1653)
Construct texts using software including word processing programs (ACELY1654)
© Department of Education WA 2017 – ECEENGLISHPPSet2 Dig a dinosaur Overview
Early Childhood Science
Content strands
Science Understanding
Science as a Human Endeavour
Science Inquiry Skills
Content Descriptions
Science Understanding
Biological Sciences
Living things have basic needs, including food and water (ACSSU002)
Chemical Sciences
Objects are made of materials that have observable properties (ACSSU003)
Earth and Space Sciences
Daily and seasonal changes in our environment, affect everyday life (ACSSU004)
Physical Sciences
The way objects move depends on a variety of factors, including their size and shape (ACSSU005)
Science as a Human Endeavour
Nature and development of science
Science involves observing, asking questions about, and describing changes in, objects and events (ACSHE013)
Science Inquiry Skills
Questioning and Predicting
Pose and respond to questions about familiar objects and events (ACSIS014)
Planning and Conducting
Participate in guided investigations and make observations using the senses (ACSIS011)
© Department of Education WA 2017 – ECEENGLISHPPSet2 Dig a dinosaur Overview
Science Inquiry Skills
Processing and Analysing Data and Information
Engage in discussions about observations and represent ideas(ACSIS233)
Communicating
Share observations and ideas (ACSIS012)
© Department of Education WA 2017 – ECEENGLISHPPSet2 Dig a dinosaur Overview
Early Childhood: Humanities and Social Sciences
Content strands
Knowledge and Understanding
Humanities and Social Sciences skills
Content Descriptions
Knowledge and Understanding – Geography
People live in places
The globe as a representation of the Earth on which Australia and other familiar countries can be located (ACHASSK014)
The representation of familiar places, such as schools, parks and lakes on a pictorial map (ACHASSK014)
The places people live in and belong to (e.g. neighbourhood, suburb, town, rural locality), the familiar features in the local area and why places are important to people (e.g. provides basic needs) (ACHASSK015)
The reasons some places are special to people and how they can be looked after, including Aboriginal and Torres Strait Islander Peoples' places of significance (ACHASSK017)(ACHASSK016)
Knowledge and Understanding – History
Personal and family histories
Who the people in their family are, where they were born and raised and showing how they are related to each other, using simple family trees (ACHASSK011)
The different structures of families and family groups today (e.g. nuclear, only child, large, single parent, extended, blended, adoptive parent, grandparent) and what they have in common (ACHASSK011)
How they, their family and friends commemorate past events that are important to them (e.g. birthdays, religious festivals, family reunions, community commemorations) (ACHASSK012)
How the stories of families and the past can be communicated and passed down from generation to generation (e.g. photographs, artefacts, books, oral histories, digital media, museums) and how the stories may differ, depending on who is telling them (ACHASSK013)
© Department of Education WA 2017 – ECEENGLISHPPSet2 Dig a dinosaur Overview
Humanities and Social Sciences skills
Questioning and researching
Identify prior knowledge about a topic (e.g. shared discussion, think-pair-share)
Pose and respond to questions about the familiar
Explore a range of sources (e.g. observations, interviews, photographs, print texts, digital sources)
Sort and record information and/or data into simple categories (e.g. use graphic organisers, drawings)
Analysing
Process information and/or data collected (e.g. sequence familiar events, answer questions, discuss observations)
Explore points of view (e.g. understand that their point of view may differ from others)
Represent information gathered in different formats (e.g. drawings, diagrams, story maps, role-plays)
Evaluating
Draw conclusions based on discussions of observations (e.g. answer questions, contribute to guided discussions)
Participate in decision-making processes (e.g. engage in group discussions, make shared decisions)
Communicating and Reflecting
Share observations and ideas, using everyday language (e.g. oral retell, drawing, role-play)
Develop texts (e.g. retell, describe personal stories)
Reflect on learning (e.g. drawings, discussions)
© Department of Education WA 2017 – ECEENGLISHPPSet2 Dig a dinosaur Overview
Early Childhood: Design and Technologies
Content strands
Knowledge and understanding
Processes and production skills
Content Descriptions
Knowledge and understanding
Technologies and society
People produce familiar products to meet personal and community needs (ACTDEK001)
Technologies contexts
Engineering principles and systems
Ways in which objects move: push, pull, bounce, slide, fall, spin, float (ACTDEK002)
Food and fibre production
Plant and animal products are used in everyday life for food, clothing and shelter (ACTDEK003)
Materials and technologies specialisations
Characteristics of materials can be explored using senses (ACTDEK004)
Processes and production skills
Creating solutions by:
Investigating and defining
Explore needs for design
Designing
Generate and record design ideas through describing, drawing, modelling and/or a sequence of written or spoken steps. (ACTDEP006)
Producing and implementing
Use given components to safely make simple solutions
© Department of Education WA 2017 – ECEENGLISHPPSet2 Dig a dinosaur Overview
Evaluating
Use personal preferences to evaluate the success of simple solutions
Collaborating and managing
Works independently, or with others when required, for solutions
© Department of Education WA 2017 – ECEENGLISHPPSet2 Dig a dinosaur Overview
Early Childhood Digital Technologies
Content strands
Knowledge and understanding
Processes and production skills
Content Descriptions
Knowledge and Understanding
Digital systems
Digital systems (hardware and software) are used at home, in the school and in the community (ACTDIK001)
Representation of data
Data can have patterns and can be represented as pictures and symbols (ACTDIK002)
Processes and production skills
Collecting, managing and analysing data
Collect and use data of any kind (ACTDIP003)
Digital implementation
Use data to complete a task (ACTDIP003)
Engage with information known people have shared in an online environment and model strategies to stay safe online (ACTDIP006)
Creating solutions by:
Investigating and defining
Explore needs for design
Designing
Generate and record design ideas through describing, drawing, modelling and/or a sequence of written or spoken steps
Producing and implementing
Use given components and equipment to safely make simple solutions
© Department of Education WA 2017 – ECEENGLISHPPSet2 Dig a dinosaur Overview
Evaluating
Use personal preferences to evaluate the success of simple solutions
Collaborating and managing
Work independently, or with others when required, for solutions
© Department of Education WA 2017 – ECEENGLISHPPSet2 Dig a dinosaur Overview
Early Childhood The Arts: Visual Arts
Content strands
Making
Responding
Making
Ideas
Exploration of, and experimentation with, the visual art elements of shape, colour, line and texture (ACAVAM106)
Exploration of natural and man-made materials when creating artwork (ACAVAM107)
Skills
Development of artistic skills through experimentation with: • shape (familiar shapes; simple 2D shapes;) • colour (primary colours, secondary colours) • line (curved, straight, wavy, zigzag) • texture (familiar objects) to create visual artwork (ACAVAM107)
Exploration of tactile techniques, such as block printing, clay work or collage (ACAVAM107)
Production
Use of a variety of techniques, to create 2D and 3D artwork inspired by personal experiences, ready for display (ACAVAM108)
Sharing artwork with others (ACAVAM108)
Responding
Appreciation of where and how artwork is displayed in the local community (ACAVAR109)
Personal responses and feelings about artwork they view and make (ACAVAR109)
© Department of Education WA 2017 – ECEENGLISHPPSet2 Dig a dinosaur Overview
General Capabilities and Cross Curriculum Priorities
General capabilities
Literacy
Numeracy
Information and communication technology (ICT) capability
Critical and creative thinking
Personal and social capability
Ethical understanding
Intercultural understanding
Cross-curriculum priorities
Sustainability
Aboriginal and Torres Strait Islander histories and cultures
Asia and Australia’s engagement with Asia
This resource contains extracts from The Western Australian Curriculum Version 8.1. © School Curriculum and Standards Authority. The unaltered and most up to date version of this material is located at http://wacurriculum.scsa.wa.edu.au/
creativecommons.org/licenses/by-nc-sa/3.0/au/
© Department of Education WA 2017 – ECEENGLISHPPSet2 Dig a dinosaur Lesson notes – Day 1
Day 1 Collect and prepare the items listed on the Materials checklist. If the student has charts and cards from previous sets, these can be reused. Materials checklist
Activity sheets (please print) Check
• Letter formations chart
• Letter cards 1 and 2 (cut out and stored in an envelope)
• I can spell
• Baby dinosaurs
• Dinosaur egg
• Ten little dinosaurs
Resources
• Lesson notes – Day 1
Other resources
• A3 sheet of blank paper
• felt tip pen or crayon
• scissors
• camera
• tape measure
• egg
• highlighter pen
• stapler
© Department of Education WA 2017 – ECEENGLISHPPSet2 3 Dig a dinosaur Lesson notes – Day 1
Storage folders A display book, sheet protector or envelope is required to store completed activity sheets for return to the teacher upon the completion of the set. Alternatively, create a folder on the computer to digitally store the student’s completed and scanned activity sheets. A display book, envelope or box is required to store charts, games and other materials that will be used by the student across all sets.
Background information As the student’s ability to read and print will vary depending on the activity, assist by reading to, or with, the student and printing responses. The student can refer to any of the charts when completing activities. The tutor uses the Lesson notes to guide the paper based and manipulative activities during the lesson. When requested, help the student make sound or video clips, take photographs and save activity sheets for return to the teacher.
Let’s begin Dinosaur facts Materials: • large sheet of blank paper (A3 ) • felt tip pen or crayon • activity sheet – Letter formation chart • scissors • camera.
Place the materials on the table.
This set is called ‘Dig a dinosaur’. Do you know anything about dinosaurs? Answers will vary. Let’s talk about what we know and print or draw some information on the paper.
Help the student draw a large egg shape on the paper, using up as much space as possible.
You have drawn a dinosaur egg. Did you know that dinosaurs laid eggs? Answers will vary. Let’s print ‘egg’ inside the egg because we know dinosaurs laid eggs.
© Department of Education WA 2017 – ECEENGLISHPPSet2 4 Dig a dinosaur Lesson notes – Day 1
Help the student print the word inside the egg shape. Guide him/her to use the letter formation chart to print letters correctly.
Do you think dinosaur eggs would be large or small? Answers will vary.
Continue to talk with the student about dinosaurs to find out what he/she knows. Ask him/her to print words or draw small pictures inside the egg to record the information. Use the letter formation chart to ensure letters are printed correctly. If required, prompt with questions about: • size • food • where dinosaurs lived (water, land) • how dinosaurs moved • dinosaurs names • fiercest dinosaur • favourite dinosaur • are dinosaurs still alive? Ask the student to cut out the egg shape.
Take a close up photograph of the student holding the egg shape, so the work can be seen.
Store the photograph in the Set folder. Display or store the poster for future use.
Let’s explore phonics Letter games Materials: • Letter cards – 1 each of upper and lowercase i, a, c, m, n. Place the Letter cards face up on the table. Ask the student to point to each letter and say the name and sound if he/she knows them, eg ‘ay’ /a/; see, /ck/. Tell the student any unknown names and/or sounds.
These letters are uppercase and lowercase. Sort them so all the uppercase letters are together and all the lowercase letters are together. Now pair each uppercase letter with its lowercase letter.
© Department of Education WA 2017 – ECEENGLISHPPSet2 5 Dig a dinosaur Lesson notes – Day 1
Mix the uppercase and lowercase letter cards.
Point to each pair and say the letter name. Turn over each card if you say the correct name.
Tell the student any unknown letter names. Continue the game until the cards have been turned face down.
This time I want you to turn over each card and say its sound.
Tell the student any unknown letter sounds. Continue the game until the cards have been turned face up. Ask the student to pick up each letter card and say ‘uppercase’ or ‘lowercase’ to match the card. Continue until all the cards have been collected and identified.
Store the cards for future use.
I can spell Materials: • Letter cards – uppercase ‘I’ x 2, lowercase a (x 3), c, m, n. • activity sheet – I can spell • activity sheet – Letter formation chart.
Place the letter cards face up on the table.
Sight words are words that we often see in books. If we know our sight words we can read more easily. Let’s make some words using these letters. (Point to ‘I’.) This letter is clever because it is a letter and a word. What word is it? eye I am helping you today. Say a sentence using ‘I’. Answers will vary. (Point to ‘a’.) This letter is clever too because it is a letter and a word. What word is it? /u/ or /ay/ I saw a butterfly. Say a sentence using ‘a’. Answers will vary. You can read two words, ‘I’ and ‘a’. You can use the other letters to make two more words. Move the letters around and sound what you make to see if you can make two more words. Both words have /a/ in them.
The student experiments with the letters to make words. If ‘am’ or ‘can’ is made, stop the student and ask him/her to read the word.
© Department of Education WA 2017 – ECEENGLISHPPSet2 6 Dig a dinosaur Lesson notes – Day 1
Ask student to experiment with the remaining letters to make the other word. When ‘am’ or ‘can’ is made, stop the student and ask him/her to read the word.
What two words did you make? can and am Read the four words. I a can am How many letters are in the word ‘can’? 3 Point to ‘am’. How many letters? 2 Point to ‘I’. How many letters? 1 Point to ‘a’. How many letters? 1 Which word has the most letters? can
Place the activity sheet on the table.
You can read four words. What letter do you use to spell ‘I’. ‘eye’ or /i/ What letter do you use to spell ‘a’. ‘ay’ or /a/ Look at the first word in the top row on the activity sheet. What does it say? am Sit ready to print and hold your pencil correctly. Look at the Letter formations chart to check how to print the letters /a/ and /m/. Use your pencil to trace the letters in ‘am’. Say each letter sound as you trace. Look at the next word in the row. It should say ‘am’ too. Trace the /a/ using the correct formation. What letter is missing? m Print the /m/ on the line, using the correct formation. Print the letters to make ‘am’ on the lines in the last box. Look at the first word in the next row on the activity sheet. What does it say? can Look at the Letter formations chart to check how to print the letters /c/, /a/ and /n/. Use your pencil to trace the letters in ‘can’. Say each letter sound as you trace. Look at the next word in the row. It should say ‘can’ too. Trace the /c/ and /a/ using the correct formations. What letter is missing? n Print the /n/ on the line, using the correct formation. Look at the word in the next row. It should say ‘can’. Trace the /c/ using the correct formations. What letters are missing? a and n Print the /a/ and /n/ on the lines, using the correct formation. Print the letters to make ‘can’ on the lines in the last box.
© Department of Education WA 2017 – ECEENGLISHPPSet2 7 Dig a dinosaur Lesson notes – Day 1
Now you can read and spell four words. Let’s use these four words in sentences to show how you can spell them. The first sentence is about a dinosaur (point to the word) but the first three words are missing. The missing words are our sight words. Look at the sight words you made using the letter cards. Which word is a capital letter so it can start the sentence? I Print ‘I’ on the first line in the sentence. ‘I’ (clap clap) dinosaur. What do you think the next word might be? Answers will vary. The next word is ‘am’. Print ‘am’ on the next line. ‘I am’ (clap) dinosaur. What do you think the next word might be? Answers will vary. The next word is ‘a’. Print ‘a’ on the next line. Read the sentence you wrote. I am a dinosaur. The next sentence is very tricky because it doesn’t have any word or picture clues. We can work it out. Look at the sight words you made using the letter cards. Which word is a capital letter so it can start the sentence? I Print ‘I’ on the first line in the sentence. The next word is one we haven’t used yet. What do you think the next word is? Answers will vary. The next word is ‘can’. Print ‘can’ on the next line. ‘I can’ (clap). What can a dinosaur do? Answers will vary. Let’s print your word on the line. (Help with spelling.) Read the sentence you wrote. I can (student word). At the end of the sentence, draw a little dinosaur (student word) to match what you wrote. Read both sentences. I am a dinosaur. I can (student word).
Store or scan and save the activity sheet. Store the letter cards and chart for future use.
Let’s read and write I want to know Materials • dinosaur egg shape from Let’s begin activity • activity sheet – Letter formations chart.
© Department of Education WA 2017 – ECEENGLISHPPSet2 8 Dig a dinosaur Lesson notes – Day 1
Read through and discuss the information on the egg chart.
The egg chart tells us what you know about dinosaurs. What else would you like to know? Answers will vary.
Turn over the chart.
Let’s print questions to ask what you want to know. What is the first thing you want to know? Answers will vary.
Help the student record the question. Help with spelling and guide the student to use correct printing formations or ask him/her to refer to the formations chart. Remind or help the student to add a question mark. Help the student record two or three more questions.
As we work through the Set activities, we might find the answers to your questions.
Store or display the egg chart.
Baby dinosaurs Materials: • activity sheet – Baby dinosaurs • tape measure • egg • highlighter pen.
Ask the student to tell you what he/she knows about baby dinosaurs. Answers will vary. Place the Baby dinosaurs activity sheet on the table.
This is an information sheet about baby dinosaurs. Look at the top picture and see what you can tell me. Answers will vary, eg a nest, dinosaur eggs, baby dinosaurs. We know that dinosaurs laid eggs like birds and reptiles. Who do you think lays the eggs? Answers will vary, eg mother dinosaur. How many whole eggs can you see in the nest? 4 Baby dinosaurs grew inside the eggs and then used their teeth or claws to crack the egg shell. They pushed the shell apart and climbed out. This is called hatching. How many baby dinosaurs have hatched? 3
© Department of Education WA 2017 – ECEENGLISHPPSet2 9 Dig a dinosaur Lesson notes – Day 1
Point to the words in the title and I will read them. What were baby dinosaurs like? (Point to the question mark.) This symbol is a question mark. It is used to show that a question is being asked. (Re-read the title.) What does the author want to know? what baby dinosaurs were like Point to the words as we read the sentences above the picture.
Read the sentences with the student.
Where did dinosaurs lay their eggs? Dinosaurs laid their eggs in nests made from sand or leaves. Why did they lay their eggs in nests of sand or leaves? The eggs had to stay warm until they hatched. Let’s read the information below the dinosaur picture.
Read the first three sentences. Use the tape measure to show the student the 70cm length of the largest dinosaur egg. Read the last sentence and use the tape measure to show the student the 3cm length of the smallest dinosaur egg. Lay the tape measure next to the hen’s egg so the student can see the difference between the lengths of a hen’s egg and the dinosaur eggs.
Tell me what you think is happening in the hen picture. Answers will vary. Point to the question mark. This question mark tells us the hen is puzzled. What question do you think she is asking herself? Answers will vary, eg Who laid this giant egg?
Ask the student to use a highlighter to highlight all the words that say ‘dinosaur’.
Did the information about baby dinosaurs answer any of your questions on the egg chart? Answers will vary.
If yes, help the student print the answer onto the egg chart.
Store the activity sheet.
© Department of Education WA 2017 – ECEENGLISHPPSet2 10 Dig a dinosaur Lesson notes – Day 1
Dinosaur egg Materials: • activity sheet – Dinosaur egg • scissors • camera • stapler.
Place the materials on the table. Ask the student to look at the pictures on the activity sheet.
Tell me what you can see happening in each picture. Do you know the names of the dinosaurs in the pictures? Answers will vary. The flying dinosaur is a Pterodactyl and the hatching dinosaur is a Stegosaurus. These pictures tell a story. Let’s cut them out and place them in order so we can read the picture story.
Help the student cut out the pictures and lay them on the table.
What story do you think the pictures are telling us? Answers will vary, eg a dinosaur laid an egg and it is hatching. Do you think the Pterodactyl laid the egg? Answers will vary. Why/why not? Answers will vary, eg the dinosaur baby is not a Pterodactyl. Sort the pictures into a line so they tell the story of the dinosaur baby hatching out of the egg.
Encourage the student to organise the pictures until he/she is satisfied with the story they tell. (Do not correct the order created by the student.)
Take a photograph of the picture order.
Let’s read the story you have made.
Help the student ‘read’ his/her story. Allow the student to make changes to the order if her/she wishes.
Let’s check the picture order. What picture begins the story? The picture where the egg is still and the Pterodactyl is just coming into the picture. Turn the picture over and print a number 1 on the back.
© Department of Education WA 2017 – ECEENGLISHPPSet2 11 Dig a dinosaur Lesson notes – Day 1
Let’s check the picture order. What picture begins the story? The picture where the egg is still and the Pterodactyl is just coming into the picture. Turn the picture over and print a number 1 on the back. Which picture tells the next part of the story? The egg is starting to shake and you can see all of the Pterodactyl. Turn the picture over and print a number 2 on the back. Which picture tells the next part of the story? The egg has started to crack (Point to the word crack.) What do you think this word says? Answers will vary, eg crack, smash, break. Turn the picture over and print a number 3 on the back. Which picture will come next in the story? The one showing a little bit of the dinosaur. Turn the picture over and print a number 4 on the back. Which picture will come next? The one showing the dinosaur pushing off the top of the egg shell. Turn the picture over and print a number 5 on the back. Which picture finishes the story? The one showing the dinosaur sitting on the grass. Turn the picture over and print a number 6 on the back.
Ask the student to use the numbers to order them from 1 to 6, in a row. Ask the student to turn the pictures over. Help the student collect the pictures in order, so that 1 is on the top and 6 is on the bottom. Staple the pictures together at the top of the pages. Ask the student to ‘read’ you the dinosaur egg story. Show the student how to flick through the pad so the hatching dinosaur looks like it is moving.
There is another story in this book. Look at the pterodactyl in each picture. Tell me his story. Answers will vary, eg A Pterodactyl was flying by and he saw a dinosaur egg. As he flew on the egg started to shake. He flew slowly and saw the egg start to crack. He saw a dinosaur poke its head out of the egg shell. Then he saw the dinosaur push open the egg. As he flew off he saw the dinosaur climb out of the egg and sit on the grass.
Store the booklet. Ask the student to ‘read’ the story to other family members.
© Department of Education WA 2017 – ECEENGLISHPPSet2 12 Dig a dinosaur Lesson notes – Day 1
Let’s share Ten little dinosaurs Materials: • activity sheet – Ten little dinosaurs.
Place the activity sheet on the table.
Look at the title of this poem. What number do you see? ten That is the first word in the title. (Point to the dinosaur pictures in the title.) What are these animals? dinosaurs (Point to the word ‘baby’ in the title.) This word is very small. What is a word that begins with /i/ and means small? little This word says ‘little’. Let’s put the title together. Point to each part of the title and say the title to me. Ten little dinosaurs
Read the first verse (five lines), holding up and moving one finger each time you say ‘one little dinosaur’.
Let’s say the first verse together and do the one little dinosaur action. I’ll the sentence between verse 1 and verse 2. Now I’ll read the second verse. Listen and watch. Hold up your fingers to show the numbers I say. (Hold up your fingers as you read.)
Read the next five lines, holding up the appropriate number of fingers each time you say a number.
Let’s read the second verse together and do the finger actions. I’ll read the sentence between verse 1 and verse 2. All the little dinosaurs are happily playing. What do you think will happen? Answers will vary. I’ll read the last verse and we’ll find out.
Hold up ten fingers, and as you read the verse, drop one finger to match the numbers you read.
What happened? one little dinosaur stayed Let’s read the third verse together and do the finger actions. Let’s read the whole poem and do the actions.
Ask the student to add actions for the dinosaurs playing and Tyrannosaurus rex lines.
Store the activity sheet for future use.
© Department of Education WA 2017 – ECEENGLISHPPSet2 13 Dig a dinosaur Lesson notes – Day 1
Tutor Set return checklist Please complete the Set return checklist provided to ensure you have all the required items for Day 1 stored or saved.
Store the checklist and complete it at the end of each lesson.
© Department of Education WA 2017 – ECEENGLISHPPSet2 14 Dig a dinosaur Lesson notes – Day 2
Day 2 Collect and prepare the items listed on the Materials checklist. If the student has charts and cards from previous sets, these can be reused. Materials checklist
Activity sheets (please print) Check
• Dinosaurs
• Odd one out
• Phonics cards: Dd and Tt (cut out)
• Let’s print Dd
• Ready to print
• Ichthyosaur
Resources
• Lesson notes – Day 2
• Letter formations chart (from Day 1)
• Egg shape poster (from Day 1)
Reading books
• Every shape and size
Other resources
• 3 pieces of fruit, eg apple, pear, banana
• 3 vegetables, eg carrot, potato, bean
• small mirror
• scissors
• glue
© Department of Education WA 2017 – ECEENGLISHPPSet2 15 Dig a dinosaur Lesson notes – Day 2
Let’s begin Dinosaurs Materials: • activity sheet – Dinosaurs.
Move to an open space.
Some dinosaurs had very long necks like giraffes. Show me a dinosaur with a long neck. Some dinosaurs had a horn on their nose like a rhinoceros. Show me a dinosaur with a nose horn. Some dinosaurs were very big and heavy. They clumped and stomped around very slowly. Clump and stomp around like a dinosaur. Some dinosaurs ran very fast. Run about like a fast dinosaur. Tall dinosaurs ate leaves from the tops of trees. Be a dinosaur eating leaves.
Place the activity sheet on the table.
Look at this poem called ‘Dinosaurs’. Point to the title ‘Dinosaurs’ in the banner. Look at the picture. What do you think this verse will be about? Answers will vary, eg trees and dinosaurs. There is one word in the first line of the poem. What is it? Dinosaurs Let’s read this verse together. Let’s read it again and add some actions.
Ask the student for action ideas, eg move around slowly for ‘dinosaurs’; stretch up very tall for ‘tall’; crouch down for ‘small’.
There is one word in the first line of the next verse. What does it say? Dinosaurs Let’s read this verse together. Let’s read it again and add some actions.
Ask the student for action ideas, eg move around slowly for ‘dinosaurs’; hands to make moving mouth for ‘ate’; stomp about while saying the last two lines. Read both verses together and make the actions again. Ask the student to draw a dinosaur in the box.
Store the activity sheet for Day 3.
© Department of Education WA 2017 – ECEENGLISHPPSet2 16 Dig a dinosaur Lesson notes – Day 2
Let’s explore phonics Odd one out Materials: • activity sheet – Odd one out • 3 pieces of fruit, eg apple, pear, banana • 3 vegetables, eg carrot, potato, bean.
Place the fruit and vegetables on the table. Ask the student to point to and name each item. Say each item name, emphasising the beginning letter and ask the student to tell you the sound he/she hears, eg bbbanana b
We have a group of food on the table. (Place a pencil in the food group.) Does this pencil belong in the food group? no Why not? Answers will vary, eg it’s not food, it doesn’t match/fit. The pencil is the odd one out. It doesn’t fit the group. Sort the food into two groups. What groups did you make? Answers will vary, eg fruit and vegetables, I like it or I don’t. Why didn’t you put the (eg carrot) in the (eg fruit) group? Answers will vary, eg it’s not food, it doesn’t match/fit. The (carrot) is the odd one out. It doesn’t fit the group. Could a red pencil go into one food group? Answers will vary, eg yes because it’s red like the red group, no because you can’t eat it.
Ask the student to place the food to one side.
Listen to these words and see if you can tell me the one that does not fit into the group. Cow, cricket, castle, tree. Which one doesn’t fit? tree Why not? It begins with a /t/ sound and the others begin with a /c/ sound. Animal, and, at, sand. Which one doesn’t fit? sand Why not? It begins with a /s/ sound and the others begin with an /a/ sound. Zebra, bat, zip, zigzag. Which one doesn’t fit? bat Why not? It begins with a /b/ sound and the others begin with a /z/ sound.
Place the activity sheet on the table.
© Department of Education WA 2017 – ECEENGLISHPPSet2 17 Dig a dinosaur Lesson notes – Day 2
These rows of pictures have one that does not fit. You have to work out which one it is. Look at the pictures in the first row. Say their names. ant, balloon, apple, arrow What sound does ant begin with? a Print an ‘a’ in the box with the ant. (Check for correct formation.) What sound does balloon begin with? b Print a ‘b’ in the box with the balloon. (Check for correct formation.) What sound does apple begin with? a Print an ‘a’ in the box with the apple. (Check for correct formation.) What sound does arrow begin with? a Print an ‘a’ in the box with the arrow. (Check for correct formation.) One picture doesn’t fit. Which one is it? balloon Why not? It doesn’t begin with ‘a’. Using a coloured pencil, circle the odd one out. Look at the second row of pictures. Say the name of each picture. moon, mermaid, mouse, ball One picture doesn’t fit in the row. Which one is it? ball Why not? It doesn’t begin with ‘m’. Using a colour pencil, circle the odd one out.
Encourage the student to complete the remaining rows independently. Help if required.
Mark and store or scan and save the activity sheet.
Dddd dinosaur Materials • Phonics card Dd • small mirror.
Listen to these words and tell me the sound at the beginning; day, daffodil, Dan. d Listen to these words and tell me the sound at the end; send, sand, wand. d Do you know the name of the letter that makes that sound? Answers will vary, eg dee. It is the letter D. Tell me three words that begin with the letter sound /d/. Answers will vary.
© Department of Education WA 2017 – ECEENGLISHPPSet2 18 Dig a dinosaur Lesson notes – Day 2
Place the phonics card and mirror on the table.
This is the letter named /dee/. It’s sound is /d/. Point to the lowercase /d/. Point to the capital or uppercase /D/. This uppercase letter would be used at the front of a name. What names can you think of that start with the /d/ sound and would use a capital letter? Answers will vary, eg Dan, Denise, Darwin. Listen to this silly sentence. Daddy digs in the dirt! Say it for me. Daddy digs in the dirt! Now you make up a silly sentence with words beginning with /d/. Answers will vary. Look at the picture of how your lips, teeth and tongue look when you say the /d/ sound. Let’s look in the mirror to make the D sound. Does your mouth look the same as the picture? Answers will vary.
Help the student to make the correct mouth formation by referring to the picture and checking in the mirror. Practise making the /d/ sound together. Ask the student to watch and listen as you trace an uppercase /D/ in the air, saying ‘down, pencil off and back to the top, curve around and down’ as you make the strokes. Ask the student to draw an uppercase /D/ in the air with you and say the words. Repeat the air drawing together, saying the words. Ask the student to use his/her pointer finger and trace the uppercase /D/ on the card, starting at the number 1 spot and following the arrows and numbers. Ask the student to pick up a pencil. Check pencil grip and sitting position.
Now you can trace the uppercase /D/. Start on the spot near the 1 and trace down. Go back to the spot where you see the two and the arrow. Trace around and down until you join the end of the stick. Use a different colour pencil and trace the uppercase /D/, saying ‘down, pencil off and back to the top, curve around and down to join the stick’ as you print the letter. Print the letter again with another colour.
Ask the student to watch and listen as you trace a lowercase /d/ in the air, saying ‘around the ball and up the stick, down the stick and add a tail’ as you make the strokes. Ask the student to draw a lowercase /d/ in the air with you and say the words. Repeat the air drawing together, saying the words.
© Department of Education WA 2017 – ECEENGLISHPPSet2 19 Dig a dinosaur Lesson notes – Day 2
Ask the student to use his/her pointer finger and trace the lowercase /d/ on the card, starting at the number 1 spot and following the arrows and numbers. Ask the student to pick up a pencil. Check pencil grip and sitting position.
Now you can trace lowercase /d/. Start on the spot near the 1 and trace around the ball and up the stick, down the stick and add a tail. Use a different colour pencil and trace the lowercase /d/ saying ‘around the ball and up the stick, down the stick and add a tail’ as you print the letter. Print the letter again with another colour.
Store the card for use in another activity.
Let’s read and write Let’s print Dd Materials: • activity sheet – Let’s print Dd • activity sheet – Letter formations chart (from Day 1) • activity sheet – Ready to print.
Place the Letter formations chart on the table. Ask the student to point to and say the sound and/or name of any letter he/she recognises.
Use a finger to trace the letters you know. Remember to follow the arrows so you trace them correctly. Point to the letter /dee/ or /d/. Trace it. I’ll draw an uppercase /D/ on your back. Close your eyes and focus on what I draw.
Print a large uppercase /D/ on the student’s back. Repeat. Ask the student to print an uppercase /D/ on your back. Place the activity sheets Ready to print and Let’s print Dd on the table. Ask the student to check the Ready to print chart and make sure he/she is sitting correctly
© Department of Education WA 2017 – ECEENGLISHPPSet2 20 Dig a dinosaur Lesson notes – Day 2
Now you are ready to trace and print some letters. Look at the uppercase /D/ on the activity sheet. Use your finger to trace the four uppercase /D/s on the activity sheet. Choose a pencil and show me how you hold it. (Check the chart with the student.) Start at the top of the uppercase /D/ with your pencil on the dot, draw down slowly and carefully between the lines. Go back to the top and make the curve. Now print the next uppercase /D/. Look at the dotted uppercase /D/s. Start at the top with your pencil on the dot, trace down slowly and carefully until you get to the bottom. Go back to the top and make the curve. Trace the last /D/. (Point to the short line in the second row.) Have a go at printing an uppercase /D/ on this line. Remember to start at the top and draw straight down until you touch the line, then go back to the top and curve around to join the bottom of the stick.
Say the words as the student prints the letter. Ask the student to print three more letters and say the words together. Check the pencil grip is firm (not tight) and produces a medium weight and thickness printing line.
Look at the lowercase /d/s on the next line. Lowercase /d/ is like an /a/ with a long stick. Trace the lowercase /d/s using your pointer finger. Start on the dot inside the /d/, trace around to make the ball, up the stick and down to the tail. Use your finger to trace the other lowercase /d/s on the activity sheet.
Say the words as the student traces.
Show me how you hold your pencil. (Check the chart with the student.) Start on the dot inside the /d/, trace around to make the ball, up the stick and down to the tail. Now print the next lowercase /d/. Look at the dotted lowercase /d/s. Trace one as I say the words. Start at the one and follow the arrow around to make the ball, up the stick and down to the tail. Say the words with me as you trace the other letters. Start at the one and follow the arrow around to make the ball, up the stick and down to the tail.
© Department of Education WA 2017 – ECEENGLISHPPSet2 21 Dig a dinosaur Lesson notes – Day 2
(Point to the first short line in the fourth row.) Try to print a lowercase /d/. Start on the spot and curve around to make the ball, up the stick and down to the tail. Now try another one. Start on the spot and then curve around to make the ball, up the stick and down to the tail. Now try to print two more while we say the words together. Start on the spot and curve around to make the ball, up the stick and down to the tail.
Ask the student to say the name of each picture in the last row. Point to the pictures and say names with emphasis on the first letter sound; dddinosaur, dddragon, dddog, bbbee, dddonkey. Ask the student to colour the boxes below the pictures beginning with the /d/ sound.
Store or scan and save the activity sheet Let’s print Dd. Store the other materials for future use.
Every shape and size Materials: • reading book – Every Shape and Size • egg shape poster – student work (from Day 1).
Sit in a comfortable place with the student and the reading book.
It’s easy to see what this book is about from the pictures on the cover. Tell me. dinosaurs How many dinosaurs can you count on the cover? 7 How many dinosaurs are taller than the trees? 3 What is behind the tallest dinosaur? hills/volcanoes Do you think the dinosaur with the horns is fierce? Answers will vary. Do you know the names of any dinosaurs? Answers will vary. Where have you seen a dinosaur? Answers will vary, eg on tv, in a book, in a movie.
Place the book on the table.
Point to the title. Let’s read it together. Every shape and size (Point to the author’s name.) This is the name of the person who wrote the book. He is the author and his name is Colin Walker.
© Department of Education WA 2017 – ECEENGLISHPPSet2 22 Dig a dinosaur Lesson notes – Day 2
(Point to the illustrator’s name.) This is the name of the person who drew the pictures. His is called an illustrator and his name is Gerald Freeman. Do you think this book will tell us a story or give us information? Answers will vary. Open the book to the title page. Point to the title. Can you find the writer’s name? Point to it. Can you find the illustrator’s name? Point to it. Turn to page 2. What do you think these dinosaurs are doing? Answers will vary. Let’s read the words to find out what they say. Read along with me if you can. (Point to each word as you read.) Why do you think the dinosaurs died? Answers will vary. Look at page 3. How many small dinosaurs can you see? 2 This picture shows us that some dinosaurs were smaller than the trees. What are the tall dinosaurs eating? trees Are they taller or shorter than the trees? taller This picture shows us that some dinosaurs ate trees and they were taller than the trees. Look at the words. Point to the word that says ‘dinosaurs’. (Help if needed.) Is it a long word or a short word? long Let’s read the words to find out what they say. Read along with me if you can. (Point to each word as you read.) Turn over to page 4. What is behind the dinosaur? Answers will vary. Point to the words as I read them. (Emphasise the word ‘enormous’.) Why do you think the word ‘enormous’ is written in capital letters? Answers will vary, eg it’s a long word, it means huge, the dinosaur is huge. It is written in capital letters to tell us how huge this dinosaur was when it was alive. Read the sentence with me and make the word ‘enormous’ very strong. (Point to the text as you read.) Turn over to page 6. (Point to the horns.) What has this dinosaur got on its head? two horns What is on the end of its nose? a little horn Do you know of an animal with a horn on its head? rhinoceros
© Department of Education WA 2017 – ECEENGLISHPPSet2 23 Dig a dinosaur Lesson notes – Day 2
(Point to the two dinosaurs in the water.) What do you think these animals are doing? Answers will vary, eg swimming, looking for food, getting cool. Let’s read the words to find out what they say. Read along with me if you can. (Point to each word as you read.) Where did dinosaurs live? on the land (Reread page 6.) What lived in the sea? reptiles Reptiles lived in water. Crocodiles, alligators, snakes and lizards are all reptiles. All dinosaurs were reptiles. Some of them lived in water because they had cold blood. You and I have warm blood so we live on land. Look at page 7. There are two dinosaurs standing in the water. (Point to the picture of the flying reptiles.) What are these reptiles doing? flying Let’s read the words to find out what they say. Read along with me if you can. (Point to each word as you read.) What do you think dinosaurs ate? Answers will vary, eg leaves, grass, other dinosaurs. Turn over to page 8. These dinosaurs are eating grass and leaves. Let’s read the words together. Point to the words as we read. (Point to the plates on the large dinosaur’s back.) These are called plates. They look a bit like dinner plates. Do you think they were hard or soft? Answers will vary. Why did the dinosaur have plates on its back? Answers will vary. The plates were to protect the dinosaur in case a larger dinosaur decided he wanted to bite it. Look at the smaller dinosaur. It doesn’t have plates so how do you think it escaped from larger dinosaurs? Answers will vary, eg ran away, hid in the bushes or caves. Look at page 9. What is this dinosaur doing? eating some meat What is the name of this dinosaur? Answers will vary, eg T-rex. What can you tell me about Tyrannosaurus rex? Answers will vary, eg ate other dinosaurs/reptiles, fierce/ mean, sharp teeth. Let’s read the words together. Point to the words as we read. Turn the page. Point to the dinosaur with the sharp teeth. Why do you think he needed such sharp teeth? Answers will vary, eg to eat meat, to tear at trees. Point to the dinosaur with two horns on its head. What do you think this dinosaur used its horns for? Answers will vary, eg fighting. Let’s read the words together. Point to the words as we read.
© Department of Education WA 2017 – ECEENGLISHPPSet2 24 Dig a dinosaur Lesson notes – Day 2
Look at page 11. How many legs are the dinosaurs walking on? four and two (Point to the two dinosaurs in the background.) Why would it be hard for those dinosaurs to walk on two legs? Answers will vary, eg their bodies are too big; too heavy/fat; too tall/high. Let’s read the words together. Point to the words as we read. Turn over to the last page. Can you see any dinosaurs? no Point to the words with me as I read the last page. Where do you think all the dinosaurs went? Answers will vary, eg people shot them; food ran out; the sun was too hot. There were lots of facts in that book. We have lots of new information.
Move to the table. Place the egg chart (question side up) and book on the table.
Let’s read the questions you wrote together. Did you find any information in the book to answer your questions? Answers will vary.
If information was found, help the student print it onto the egg shape.
Do you want to add any other information to the egg chart? Answers will vary.
If yes, help the student print it onto the egg shape. Encourage the student to look through the book to remind him/herself of extra facts.
Store the book and chart.
Let’s share Ichthyosaur Materials • activity sheet –Ichthyosaur • scissors • glue.
Place the materials on the table.
© Department of Education WA 2017 – ECEENGLISHPPSet2 25 Dig a dinosaur Lesson notes – Day 2
Look at this picture. What do you think it is? Answers will vary. It’s a dinosaur. Have you seen an animal that looks like this? Answers will vary, eg dolphin, porpoise, shark. What makes it look like a dolphin/porpoise/shark? Answers will vary, eg nose, top fin, fish tail. It is an Ichthyosaur (ik – thee –oh –saw). Where do you think it lived? in the ocean Why do you think that? Answers will vary, eg no legs or wings, looks like a fish/dolphin. It lived in the sea and was a reptile. Say Ichthyosaur with me. ik –thee-oh- saw. (Point to the labels.)These boxes are labels. Where do we see labels? Answers will vary, eg on pictures, in shops, in books. Cut out the labels for Ichthyosaur. (Help if required.) Put the labels in a row and we will read them. (Point to the ‘tail’ label.) This label reads ‘ttt ail.’ What sound does tail start with? t Place the label next to the Ichthyosaur’s tail. Find another label beginning with ‘t’. It says ‘ttt oothed jaw’. That means the Ichthyosaur had teeth in its mouth. Place the label next to the Ichthyosaur’s mouth.
Continue to help the student read and place the labels. Ask the student to glue the labels into place. Ask the student to read the labels to you. Help if required.
Store or scan and save the activity sheet.
Tutor Set return checklist Please complete the Set return checklist provided to ensure you have all the required items for Day 2 stored or saved.
Store the checklist and complete it at the end of each lesson.
© Department of Education WA 2017 – ECEENGLISHPPSet2 26 Dig a dinosaur Lesson notes – Day 3
Day 3 Collect and prepare the items listed on the Materials checklist. If the student has charts and cards from previous sets, these can be reused. Materials checklist
Activity sheets (please print) Check
• Alphabet chart
• Sight word cards (cut out and stored in an envelope)
• I saw dinosaurs
Resources
• Lesson notes – Day 3
• Dinosaurs (from Day 2)
• Ready to print chart (from Day 2)
Reading books
• I saw a dinosaur
Other resources
• highlighter pen
• 3 sheets of blank A4 paper
• scissors
• glue
• 1 sheet A4 card
• drawing materials, eg pencils, crayons, felt tip pens
• craft materials (optional), eg cottonwool, paper scraps, leaves
• stapler
© Department of Education WA 2017 – ECEENGLISHPPSet2 27 Dig a dinosaur Lesson notes – Day 3
Let’s begin Dinosaur rhymes Materials: • activity sheet – Dinosaurs (from Day 2) • activity sheet – Alphabet chart • highlighter pen.
Place the Alphabet chart on the table. Ask the student to point to and say the sound for /ay/, /eye/, /see/, /en/, /dee/ and /em/. Ask the student to point to each again and tell you a word that begins with each sound, eg a for apple, i for if. Place the Dinosaurs sheet on the table. Read the poem together, making the actions. Ask the student to circle the word ‘dinosaurs’ wherever he/she can see it. 3 including the title banner) Ask the student to find all the upper and lowercase /d/s in the poem and highlight them with the pen. 2 x D, 1 x d
What is a rhyme? Answers will vary, eg when words sound the same. Do ‘cat’ and ‘bat’ rhyme? yes Do ‘still’ and ‘mill’ rhyme? yes Do ‘pet’ and ‘pat’ rhyme? no Tell me two rhyming words. Answers will vary. Tell me a word that rhymes with ‘feet’. Answers will vary, eg meet, beat. Tell me a word that rhymes with ‘cow’. Answers will vary. The dinosaurs poem has rhyming words. Let’s see if you can find them. We will read the first verse and you listen for the rhymes.
Read the verse together. Emphasise the rhyming words ‘tall’ and ‘small’.
What were the rhyming words? tall and small Choose a coloured pencil and circle each word. We will read the second verse and you listen for the rhymes.
Read the verse together. Emphasise the rhyming words ‘meat’ and ‘feet’.
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What were the rhyming words? meat and feet Choose a different coloured pencil and circle each word. Look at ‘tall’ and ‘small’. Point to the letters that are the same in each word. /a/ /l/ /l/ say ‘all’. ‘all’ is the rhyming part of ‘tall’ and ‘small’. Look at ‘meat’ and ‘feet’. These letters (point to ‘eat’ and ‘eet’) make the rhyming sound ‘eet’ in the words ‘meat’ and ‘feet’. Rhyming parts are not always spelled in the same way.
Store the activity sheets for future use.
Let’s explore phonics Making sentences Materials: • Sight word cards: can, I, am, a • sheet of A4 blank paper.
We know that letters work together to make words. Words work together to make sentences. What can you tell me about a sentence? Answers will vary, eg words joined together, tells us information, sentences are in stories. A sentence has to make sense otherwise we can’t work out the meaning. Listen to this sentence. The dog jumped up and ran down the hill. What does it tell us? a dog jumped up and ran down a hill Tell me a sentence. Answers will vary
Help the student fold the blank paper into four lines.
Place the ‘can’, ‘I’, ‘a’ and ‘am’ cards face down on the table.
Let’s read these sight words. Turn over a card and read it to me. (Help if necessary.) Let’s make sentences using our sight words and adding other words. Find the word card for ‘I’ and place it in front of you.
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What word can you place after ‘I’ in the sentence? Answers will vary, eg am, can. Place ‘am’ after ‘I’ and read the two words together. I am We have made the beginning of a sentence. (Point to words as you read.) I am… Copy the words onto the top line of the folded paper. (Check for use of correct formations.) We need to add a word at the end to make a sentence. What could you add? Answers will vary, eg happy.
Help the student print the selected word onto the sentence, with a full stop after it. Ask the student to read the full sentence to you.
Let’s make another ‘I am’ sentence. Place the word card for ‘a’ after ‘I am’. Read the sentence beginning. I am a Print the words onto the second line of the folded paper. (Check for use of correct formations.) What word could you add to finish the sentence? Answers will vary, eg boy.
Help the student print the selected word onto the sentence, with a full stop after it. Ask the student to read the full sentence to you.
Let’s make an ‘I can’ sentence. Place the word card for ‘can’ after ‘I’. Read the sentence beginning. I can Print the words onto the third line of the folded paper. (Check for use of correct formations.) What word could you add to finish the sentence? Answers will vary, eg read.
Help the student print the selected word onto the sentence, with a full stop after it. Ask the student to read the full sentence to you.
Let’s make a longer ‘I can’ sentence. Read the sentence beginning. I can Print the words onto the fourth line of the folded paper. (Check for use of correct formations.) What words can you add to finish the sentence? Answers will vary, eg climb a tree.
Help the student print the selected words onto the sentence, with a full stop after it. Ask the student to read the full sentence to you.
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The sheet and sight word cards will be used in the next activity.
See and saw Materials: • Sight word cards: can, I, am, a, see, saw • student sentences from previous activity.
I’ll give you some clues so you can guess our new reading words. What do you do with your eyes? Answers will vary, eg look, see. I can see you. One of the words is ‘see’.
Place the ‘see’ card on the table.
What can you tell me about ‘see’? Answers will vary, eg three letters, starts with /s/, has two /e/s, has two letters the same. Follow the arrows and trace each letter using your pointer finger. I’ll say the letters as you trace them. /s/ /e/ /e/ Choose a pencil and trace each letter. Say the letter as you print it. s e e The two /e/s work together to say /ee/. /s/ /ee/ see. Copy what I said. s ee see Tell me a sentence using the word ‘see’. Answers will vary.
Place the student sentences page on the table, blank side up. Place the word cards ‘I’, ‘can’ and ‘a’ on the table.
Place the word card for ‘I’ in front of you. Place the ‘see’ word card next to it. What sentence beginning have you made? I see Copy ‘I see’ onto the top line of the folded page. What can you see? Answers will vary.
Help the student print the word/s to finish the sentence, with a full stop after it.
Change the sentence beginning so it says ‘I can see’. Copy ‘I can see’ onto the second line of the folded page. What can you see? Answers will vary.
Help the student print the word/s to finish the sentence, with a full stop after it.
© Department of Education WA 2017 – ECEENGLISHPPSet2 31 Dig a dinosaur Lesson notes – Day 3
Now let’s work out the second new reading word. Yesterday I saw you. Last Monday I saw a bird. On Sunday I saw a car. What do you think the word is? saw
Place the ‘saw’ card on the table.
What can you tell me about ‘saw’? Answers will vary, eg three letters, starts with /s/. Follow the arrows and trace each letter using your pointer finger. I’ll say the letters as you trace them. /s/ /a/ /w/ Choose a pencil and trace each letter. Say the letter as you print it. s a w The /a/ and /w/ work together to say /or/. /s/ /or/ saw. Copy what I said. s or saw Tell me a sentence using the word ‘saw’. Answers will vary.
Place the student sentences page on the table, blank side up. Place the word cards ‘I’ and ‘a’ on the table.
Place the word card for ‘I’ in front of you. Place the ‘saw’ word card next to it. What sentence beginning have you made? I saw Copy ‘I saw’ onto the third line of the folded page. Tell me a sentence that begins with ‘I saw’. Answers will vary.
Help the student print the word/s to finish the sentence, with a full stop after it.
Think of another ‘I saw’ sentence. Answers will vary.
Help the student print the word/s to finish the sentence, with a full stop after it. Ask the student to read the sentences on the back and front of the page.
Store or scan and save the student work. Store the word cards. The ‘saw’ and ‘see’ cards will be used in the next activity.
Let’s read and write I saw a Dinosaur Materials: • reading book – I saw a Dinosaur • Sight word cards: saw, see (from previous activity).
© Department of Education WA 2017 – ECEENGLISHPPSet2 32 Dig a dinosaur Lesson notes – Day 3
Sit in a comfortable place with the student and the materials.
Look at the title of our book. You can read the title because you know all the words. Point to and read each word. (Help if required.) Is ‘dinosaur’ a long or a short word? long The word ‘saw’ has a capital letter because it’s in the title. Open the book to page 2. What is happening in the picture? Answers will vary, eg the dinosaur is talking to the walrus/seal. Do you know the name of that dinosaur? Answers will vary. (Point to the word ‘Brachiosaurus’.) It is a Brachiosaurus. (Point to the walrus.) Do you know the name of this animal? Answers will vary. (Point to the word ‘walrus’.) It is a walrus. Use your word card to help you find ‘saw’ on the page. You know most of the words in the sentence. Read the sentence to me and I’ll help if you need it. Look at page 3. Do you know the name of that dinosaur? Answers will vary. (Point to the word ‘Triceratops’.) It is a Triceratops. What is the Triceratops doing? eating/licking lollipops Let’s read together. You point to the words. I saw a Triceratops licking lots of lollipops. Turn over to page 4. We can use the pictures to help us read. Look at the picture. What do you think Stegosaurus is doing? singing What tells you he is singing? Answers will vary, eg notes coming from his mouth. Point to the word ‘saw’. Point to the word ‘Stegosaurus’. Let’s read the sentence about the singing Stegosaurus. I saw a Stegosaurus singing a chorus. Look at page 5. Point to the word that begins with capital /D/. That word is the dinosaur’s name. It is a Diplodocus. What is Diplodocus doing? Answers will vary. Let’s read to find out. I saw a Diplodocus saying ‘Hocus Pocus!’ What is he doing? Answers will vary, eg making magic, making the rabbit disappear/appear. Turn to page 6. Do you know the name of this dinosaur? Tyrannosaurus rex
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‘Rex’ means king. Tyrannosaurus is the king of the dinosaurs. Do you think Tyrannosaurus rex looks fierce? Answers will vary. You read the beginning of the sentence and I’ll read the end. Point to the words as we read. What would you do if T-rex was running towards you? Answers will vary. Look at page 7. This dinosaur is an Iguanodon. What is the Iguanodon doing? Answers will vary, eg dancing, getting dressed. You read the beginning of the sentence and I’ll read the end. Point to the text as we read. What is Iguanodon doing? He is putting on yellow pants. Turn to page 8. This dinosaur is (point to the word) an Ovirapter. What is he doing? driving a tractor You read the beginning of the sentence and I’ll read the end. Point to the words as we read. I’ll read page 9. What was the last word I said? see Point to it. What might you see next in the book? Answers will vary. Turn over to page 10. Do you know the name of this flying dinosaur? Answers will vary. It is a Pterodactyl. (te –ruh- dak- tull) Where is the Pterodactyl? in the tree What sound does tree begin with? ttt I’ll read the sentence and you point to the words. Look at page 11. I’ll read it to you. What dinosaur would you like to see? Answers will vary. What would your dinosaur be doing? Answers will vary. Go back to the start of the story and find all the ‘saw’ words. Count them. 7 Use the ‘see’ word card to find and count the ‘see’ words in the story. 2
Store the reading book.
© Department of Education WA 2017 – ECEENGLISHPPSet2 34 Dig a dinosaur Lesson notes – Day 3
I saw dinosaurs Materials • activity sheet – I saw dinosaurs • Ready to print chart (from Day 2) • 2 sheets of blank A4 paper • scissors • glue.
Place the materials on the table.
Imagine you were born when dinosaurs still lived on the earth. What things would you see? Answers will vary, eg dinosaurs, Tyrannosaurus scaring other dinosaurs, big trees, flying dinosaurs. Close your eyes. What would you hear? Answers will vary, eg dinosaurs stomping, running, munching leaves. Let’s make a dinosaur book to show the things you told me about. Look at the activity sheet. Tell me what you see. Answers will vary, eg words to trace, sentences, ‘dinosaur’, ‘I’, ‘can’, ‘see’, ‘a’, ‘saw’. Point to all the words that say ‘dinosaur’. Choose a coloured pencil to trace each letter in the ‘dinosaur’ words. Look at the Ready to print chart and check you are sitting properly and holding your pencil correctly. Trace ‘dinosaur’ in the first sentence. Remember to follow the arrows as you print.
Ensure the student starts each letter in the correct place and forms each letter correctly. Continue until the student has traced the word in each sentence.
Look at the first sentence. It has words you know. Trace the letters. Read them to me. I see an ……. dinosaur. (Help if required.) There is a missing word. What letter does it begin with? e The word starts with /e/ and means ‘huge’. What do you think the word is? enormous ‘Enormous’ begins with the vowel /e/. so it has ‘an’ (point to ‘an’) before it, not ‘a’.
Help the student print ‘enormous’ on the line. Ask the student to read the completed sentence.
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Look at the second sentence. It has words you know. Trace the letters. Read them to me. I saw a dinosaur. (Help if required.) There is a missing word. What word could you print to describe the dinosaur? Answers will vary, eg long, tall, tiny, small, fierce, growling, swimming, flying.
Help the student print the chosen word on the line. Ask the student to read the completed sentence. Continue working with the student to complete the remaining sentences. The student can choose the missing words to print. Help the student cut out each sentence along the dashed lines.
Help the student fold each sheet of blank paper in half and cut along the folds to make 4 pages.
Help the student to glue one sentence along the bottom of each ‘page’, I can see closer to the right side (to allow for staples on the left).
Place the pages somewhere safe to dry. They will be used in the next activity.
Let’s share I am an illustrator Materials • 1 sheet of blank A4 card • drawing materials, eg coloured pencils, crayons, felt tip pens • scissors • art and found materials, eg paper scraps, leaves, sand, cottonwool (optional) • stapler.
Help the student fold and cut the card in half, to use as book covers. Place one piece of card in front of the student.
While the glue is drying, you can make the front and back covers. What will you call your dinosaur book? Answers will vary. Choose a coloured pencil (or felt tip pen) to print your title.
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At the top of the ‘front cover’ rule a line for the student to print the title on. Help with spelling.
You will be the illustrator. What does an illustrator do? draws pictures You will need to draw pictures to match the information in the book. Who is the author and illustrator? me
At the bottom of the ‘cover’, rule a line for the student to print his/her name on. Discuss what the student can draw on the cover. Ask the student to illustrate the cover using pencils, crayons or felt tip pens.
Sometimes a blurb or small amount of information about the book is printed on the back cover. What could you say about your book? Answers will vary, eg This is a book about dinosaurs.
Print the blurb on the ‘back cover’ for the student.
Now you can draw pictures to illustrate each page in your book. Remember that the drawing must match what you have written on the page.
Choose a page and ask the student to read it to you. Ask the student to draw a dinosaur to match the sentence. Continue until each picture has been drawn.
Each dinosaur needs a home or environment. (Point to a dinosaur.) What things can you draw around this dinosaur? Answers will vary, eg trees, volcano, hills, cave, rocks, sky, water.
The student can draw or glue paper, sand etc to the picture to make the environment. Discuss the environment for each dinosaur and ask the student to make it. When the completed pages are dry, staple them between the covers. Ask the student to read the book to you.
Place the book in a safe place. It will be used on Day 4.
Tutor Set return checklist Please complete the Set return checklist provided to ensure you have all the required items for Day 3 stored or saved.
Store the checklist and complete it at the end of each lesson.
© Department of Education WA 2017 – ECEENGLISHPPSet2 37 Dig a dinosaur Lesson notes – Day 4
Day 4 Collect and prepare the items listed on the Materials checklist. If the student has charts and cards from previous sets, these can be reused. Materials checklist
Activity sheets (please print) Check
• Dinosaurs gone
• Printing Tt
• Spin a letter
• Resources
• Lesson notes – Day 4
• Phonics card: Tt (from Day 2)
• Ready to print chart (from Day 2)
• Student made dinosaur book (from Day 3)
Reading books
• Tom’s Dinosaur Hunt
• Dinosaurs
Other resources
• computer with internet access
• video recorder
• large paper clip
Let’s begin Dinosaurs gone Materials: • activity sheet – Dinosaurs gone. Move to an open space with the student and the activity sheet.
© Department of Education WA 2017 – ECEENGLISHPPSet2 38 Dig a dinosaur Lesson notes – Day 4
Dinosaurs were enormous! What noises do you think they made when they walked? Answers will vary, eg stamp, stomp, thump. Move around like an enormous, heavy dinosaur. Move around like a hungry Tyrannosaurus rex. Move around like a tiny dinosaur that can run very fast. I will read the first verse of poem and you tell me the noise words in the verse. stomp, tromp Stomp and tromp around like a dinosaur, saying stomp, tromp as you walk. stomp, tromp, stomp, tromp What noises did dinosaurs made when they ate? Answers will vary, eg crunch, snap. Use your arms and hands to make a huge dinosaur jaw. Move your jaw as you munch on leaves.
Read the second verse.
What noise did the dinosaurs make when they ate? crunch and munch What noises did the angry dinosaurs make? Answers will vary. Move around the area like an angry dinosaur, making those noises.
Read the third verse.
What noise did the angry dinosaurs make when they were fighting? growl and howl Move around the area like a fighting dinosaur, making those noises. Listen while I read the last verse. What happened to the dinosaurs? Answers will vary, eg they went away/died/disappeared.
Sit with the student at the table. Place the activity sheet on the table.
What does the last picture show? Answers will vary, eg bones, a skull, a dead dinosaur, Stegosaurus. It’s a stegosaurus skull. You can see the bones that made the horn and the frill around the neck. How do we know that dinosaurs used to live on earth? Answers will vary, eg people found bones, footprints, eggs. This poem has rhyming words. I’m going to say a word from the poem and you tell me the rhyming word from the poem. Stomp! tromp Crunch! munch Growl! howl
© Department of Education WA 2017 – ECEENGLISHPPSet2 39 Dig a dinosaur Lesson notes – Day 4
What sound does ‘crunch’ begin with? c Find the word and circle it using a colour pencil. What sound does ‘munch’ begin with? m Find the word and circle it using a colour pencil. Look at the last verse. Use a colour pencil to circle the two words that begin with an ‘a’. ago Let’s read the poem together. You can point to the words as we read.
Store the activity sheet.
Let’s explore phonics Meeting Tt Materials: • Phonics card: Tt (from Day 2) • Ready to print chart (from Day 2).
Close your eyes and listen to my words. Tyrannosaurus rex went tromp, tromp, tromp across the land, making the ground shake with his big feet. He tore twigs and leaves from the tall trees with his sharp teeth. He waved his tail as he tromped around. What picture did you see in your mind when I was talking? Answers will vary. Lots of the words I said began with the same sound. Listen to the words. Tyrannosaurus, tromp, tore, twigs, tall, trees, teeth, tails. What sound did you hear? t Say the words after me, making sure I can really hear the /t/ sound.
Say each word again, emphasising the /t/ sound, so the student can copy.
Tell me three more words that begin with the /t/ sound. Answers will vary.
Place the phonics card on the table.
This is the letter ‘tee’ and it makes the /t/ sound in tree, train and tap. Point to the uppercase or capital /T/. Describe the letter. Answers will vary, eg a stick or /I/ going down and one across the top. Point to the lowercase /t/.
© Department of Education WA 2017 – ECEENGLISHPPSet2 40 Dig a dinosaur Lesson notes – Day 4
Describe the letter. Answers will vary, eg a stick with a curved tail and a line going across. Look at the letters while I draw one on your back.
Draw a large lowercase /t/ on the student’s back, then repeat.
Which letter did I draw? Answers will vary. It was lowercase /t/. You have a go at drawing one on my back.
Ask the student to draw the letter again. Ask the student to look at the uppercase /T/ and draw that on your back. You draw the uppercase /T/ on the student’s back. Ask the student to look at the Ready to print chart and sit correctly.
Use your pointer finger to trace uppercase /T/ on the card. Place your finger in the starting spot at the top of the stick. Trace as I say the words. Down the stick then across the top. Choose a pencil and show me how you hold your pencil. (Check pencil grip.) Trace the uppercase /T/. Place your pencil on the starting spot and draw down in the same direction as the number one arrow. Start on the left and draw across to the right. Choose two more colours and repeat your tracing. Look at the lowercase /t/. Place your finger on the starting spot and draw down the stick and into the tail. Now take your finger off and draw the line across, from left to right. Choose a pencil and show me how you hold your pencil. (Check pencil grip.) Place your pencil on the starting spot and draw down the stick and into the tail. Now take your pencil off and draw the line across, from left to right.
Ask the student to trace the letter three more times, using different colour pencils and following the correct formation.
Store the Phonics card and the chart.
Tt dinosaurs Materials: • computer with internet access OR reading book – Dinosaurs.
Move to the computer with the student. Help the student open a search engine and type ‘dino directory’ into the search bar.
© Department of Education WA 2017 – ECEENGLISHPPSet2 41 Dig a dinosaur Lesson notes – Day 4
Select the natural History Museum link. Help the student find the ‘Explore dinosaurs’ menu on the right of the screen. Help the student select the ‘Name A-Z’ link Ask the student to select ‘T’ from the alphabet across the top of the screen. Help the student read the dinosaur names and select two or three to view. Help the student read the information relevant to the dinosaurs. Help the student close the website.
** If an internet connection is not available, complete the following activity using the reading book – Dinosaurs Sit in a comfortable place with the student and the reading book.
Do you know any dinosaur names that begin with /t/? Answers will vary. Let’s read this book together to see if we can find any.
Read the book with the student. The student should identify Triceratops and Tyrannosaurus rex and names beginning with /t/.
Store the book.
Printing Tt Materials: • activity sheet – Printing Tt • Ready to print chart (from Day 2).
Place the activity sheet and chart on the table.
You know some dinosaur names starting with /t/. You can print two of them in this activity. Check the Ready to print chart. Show me how you sit. Show me your pencil grip. Look at the first row on the sheet. Do you know the dinosaur name? Answers will vary. It is Tyrannosaurus. Point to the uppercase /T/. Place your pencil on the spot at the top of the stick and draw down. Now draw the top from left to right. On the next line, try to print an uppercase /T/ on the first line.
© Department of Education WA 2017 – ECEENGLISHPPSet2 42 Dig a dinosaur Lesson notes – Day 4
Draw as I say the words. Place your pencil on the spot and draw straight down to touch the line. Now draw the top from left to right. Try another one. Say the words with me as you print. Draw straight down to touch the line. Draw the top from left to right. Print two more yourself. (Give help with formation if required.) Look at the word ‘Tyrannosaurus’ again. Some letters need to be traced. What are the letters? a, n, n, a Trace the letters. (Give help with formation if required.) Look at the third row on the sheet. There is a lowercase /t/ for you to trace. Place your pencil tip on the dot and trace down and into the tail. Now draw the line across from left to right. (Point to ‘Notoceratops’.) Do you know this dinosaur name? Answers will vary. It is Notoceratops. Have you heard of it? Answers will vary. Notoceratops is a very old dinosaur. It walked on four legs and had a small frill on its head. Point to the lowercase /t/s in the name. You can trace the first /t/. Place your pencil tip on the dot and trace down and into the tail. Now draw the line across from left to right. Trace the other /t/ in the same way. On the next line, try to print a lowercase /t/ on the first line. Print as I say the words. Start on the spot and draw straight down and into the tail. Now draw the top from left to right. Try another one. Say the words with me as you print. Start on the spot and draw straight down and into the tail. Now draw the top from left to right. Print two more yourself. (Give help with formation if required.) Look at the word ‘Notoceratops’ again. Some letters need to be traced. What are the letters? N, c, a Trace the letters. (Give help with formation if required.) One of the pictures along the bottom of the page does not fit. Try to work out which picture is the odd one out.
Encourage the student to say the names and work out the answer independently. triangle, turkey, wand, truck, tent Ask the student to colour the box below the picture that does not fit.
Which picture does not fit? wand Why not? It does not start with t.
Store or scan and save the activity sheet.
© Department of Education WA 2017 – ECEENGLISHPPSet2 43 Dig a dinosaur Lesson notes – Day 4
Let’s read and write Tom’s Dinosaur Hunt Materials • reading book – Tom’s Dinosaur Hunt.
Sit in a comfortable place with the student and the reading book.
This is a book that you will be able to read. Tell me what you see in the picture. a boy, a volcano, plants, a Pterodactyl or flying dinosaur (Point to the word Tom’s.) Let’s sound out the boy’s name. What is the first letter? T The next letters say ‘om’. T om what is his name? Tom What is the next letter in the word? s I’ll sound the word and you guess what it says. T om’s Tom’s What do you think Tom is looking for? Answers will vary. What is the word after ‘Tom’s’? dinosaur Tom’s dinosaur h u n t. what is the last word? hunt The title is Tom’s Dinosaur Hunt. Why do you think stories have titles? Answers will vary, eg a story needs a name, it tells about the book. A title gives us a clue as to what the story is about. What do you think the story Tom’s Dinosaur Hunt is about? Answers will vary, eg Tom hunts for a dinosaur. Do you think Tom will find a dinosaur? Answers will vary. Would you like to go on a dinosaur hunt? Answers will vary. Where do you think Tom will look for a dinosaur? The picture might help you. Answers will vary. (Point to the picture of the volcano.) Do you know what the name of this is? Answers will vary. It is a volcano. When dinosaurs lived on the earth, there were lots of volcanoes. Volcanoes are deep tunnels into the earth. Sometimes they erupt or explode and fire comes out of the volcano’s mouth or top. Open the cover to see if this book has a title page. Does it have one? yes Open to page 2. This page has the same picture as the cover. Look at Tom’s clothes. What is Tom wearing to go on his dinosaur hunt? hat, shirt, shorts, shoes, socks
© Department of Education WA 2017 – ECEENGLISHPPSet2 44 Dig a dinosaur Lesson notes – Day 4
Why do you think he is wearing those clothes? Answers will vary, eg He needs big shoes to walk through the jungle. Let’s read this page.
Point to and read the text on page 2. Emphasise the words in bold type.
Why is the word ‘not’ darker than the other words? Answers will vary. Let’s read the sentence together and say the word ‘not’ very strongly. Look at page 3. Do you know the name of the dinosaur Tom has found? Answers will vary. It is a Gastonia. This dinosaur ate plants.
Point to the exclamation marks.
These exclamation marks mean we read with expression. Listen while I read.
Point to the words and read, using expression and emphasising the word BIG.
Why do you think ‘big’ is printed using uppercase letters? Answers will vary, eg to show that the dinosaur is really, really big, so we say it loudly. Let’s read the sentence together and say the word ‘big’ very strongly. Look at the sentence at the bottom of the page. It’s the same as the sentence on page 2. Let’s read it together and say ‘not’ very strongly. Tom says he isn’t scared. Look carefully at the drawing of Tom. Does he look scared? Answers will vary. Possible responses include: • No because the dinosaur can’t see him behind the plants. • Yes because the picture shows his legs shaking. • Yes because he is hiding in the plants. Would you be scared if you found a BIG Gastonia? Answers will vary. Turn over to look at the picture on page 4. What word can you use to describe the size of the dinosaur? little, small The word ‘little’ is in bold print in the sentence at the top of the page. Point to it. You know most of the words in the sentence and it has exclamation marks. Let’s read it together. You point to the words. The dinosaur is a Compsognathus, the smallest dinosaur. It ate meat. Look at Tom. How does Tom feel about being sniffed by the little dinosaur? Answers will vary, eg surprised, nervous, scared. Look at the sentence at the bottom of the page. It’s the same as the sentence on page 2 and 3. Let’s read it together and say ‘not’ very strongly.
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Look at the picture on page 5. What word can you use to describe the size of the dinosaur? big, tall The word ‘tall’ is in bold print in the sentence at the top of the page. Point to it. You know most of the words in the sentence and it has exclamation marks. Let’s read it together. You point to the words. The dinosaur is an Argentinosaurus, the tallest dinosaur. He was a plant eater. You know some of the words in the first sentence and it has exclamation marks. Let’s read it together. You point to the words. Look at the sentence at the bottom of the page. It’s the same as the sentence on the other pages. You point to each word and read it to me. Remember to say ‘not’ very strongly. What do you think Tom will see next? Answers will vary Turn over to page 6 and we’ll find out. What has Tom found? Pterodactyl/flying reptile Do you think Tom is scared this time? Answers will vary. Why? Answers will vary. Possible responses include: • Tom is smiling. • The Pterodactyl is not looking at him. • The Pterodactyl is high up in the sky. Let’s read this page together. You can point to the words. Look at page 7. What can Tom see? Tyrannosaurus rex How does T-rex look? Answers will vary, angry, fierce, scary. How do you think Tom feels now? Answers will vary, eg scared. How can you tell? Answers will vary. Possible responses include: • He is trying not to look at the dinosaur • His legs are shaking. What do you think Tom will do? Answers will vary. Let’s find out. Let’s read this page together and then turn over to the next page. What’s happening? Tom is scared and he’s running away. The dinosaurs are laughing. Did you enjoy the story? Answers will vary. Which part was your favourite? Answers will vary.
Store the reading book for future use.
© Department of Education WA 2017 – ECEENGLISHPPSet2 46 Dig a dinosaur Lesson notes – Day 4
Listen to me read Materials: • student made dinosaur book (from Day 3) • video camera.
Place the book on the table.
This is your dinosaur book. Read the title and author name. Now read the book to me. (Help if required.) You can read your book very well. I’d like to video you reading so you can hear and see yourself. We begin a video recording by introducing ourselves. How could you do that? Answers will vary. You can begin by saying ‘I am (student name)’. Say your introduction. I am (student name). Now I’ll record you. Make sure you look at the camera while I do that.
Video the student as he/she says the introduction.
It’s time to read your book. You need to begin by reading the title and then read each page. Practise reading while I set up the camera so I can video your reading and show each page in your book.
Position the camera so the book can be seen.
Video the student as he/she reads the book. Give help when required. Watch the video with the student. Discuss each part of the video, commenting on clear speech, volume, looking at the camera, reading.
Save the video into the Set folder.
Let’s share Spin a letter Materials: • activity sheet – Spin a letter • large paper clip • pencil.
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Put the materials on the table.
Let’s play a game using this spinner. Point to each letter on the spinner and say its name and sound. (Help if required.) Now it’s time to spin the spinner.
Place the loop of the paper clip over the centre of the spinner. Place the tip of the pencil inside the loop and on the centre of the spinner. Use a finger to flick the paper clip so it spins around the pencil tip.
My spin landed on (letter) so I have to say its name and sound. Now it’s your turn to spin and say the name and sound of your letter.
Have four spins each.
Let’s change the game. This time when we spin, we say a word starting with the letter. (Spin the spinner.) My spin landed on (/a/) and my word is (ant). Now it’s your turn to spin and say a word starting with your letter.
Have six spins each. If the student is confident, move to saying two related words, eg pink pig, silly snake.
Store the materials.
Tutor Set return checklist Please complete the Set return checklist provided to ensure you have all the required items for Day 4 stored or saved.
Store the checklist and complete it at the end of each lesson.
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Day 5 Collect and prepare the items listed on the Materials checklist. If the student has charts and cards from previous sets, these can be reused. Materials checklist
Activity sheets (please print) Check
• Rhyme hunt
• Hatch a dinosaur 1 and 2
Resources
• Lesson notes – Day 5
• Dinosaurs (from Day 2)
• Dinosaurs gone (from Day 4)
• Letter formations chart (from Day 1)
• Sight word cards: I, can, am, see, saw, a (from Day 1)
Reading books
• Prehistoric Record Breakers
Other resources
• highlighter pen
• scissors
• video camera
• 3 sheets of large blank paper (A3)
• 2 sheets of A4 blank paper
• glue
• bag containing 10 small common objects, eg toy, shell, spoon
• stapler
© Department of Education WA 2017 – ECEENGLISHPPSet2 49 Dig a dinosaur Lesson notes – Day 5
Let’s begin Dinosaur poems Materials: • activity sheet – Dinosaurs gone (from Day 4) • activity sheet – Dinosaurs (from Day 2) • highlighter pen. Place the poems on the table.
Let’s read these poems together. You can point to the words.
Read the poems, emphasising action and sound words, eg stomped, enormous, tromp, munch.
Let’s think of some actions you can do to match the Dinosaurs poem.
Read each line of the poem and ask the student to show you an action, eg move like a dinosaur on the first word ‘Dinosaurs’; stand tall for ‘very tall’; tree shape for ‘trees’. Say the poem together and both do the actions. Repeat for the Dinosaurs gone poem. Read the Dinosaurs poem together and ask the student to tell you the rhyming words Ask the student to highlight the rhyming words. tall, small; meat, feet Repeat using the Dinosaurs gone poem. stomp, tromp; crunch, munch; growl, howl
Store the activity sheets.
Let’s explore phonics Rhyme hunt Materials: • activity sheet – Rhyme hunt • scissors • video camera. Place the activity sheet on the table. Ask the student to tell you the name of each picture. cake, cat, moon, mug, ant, nose, igloo, tree, drum, axe, nest, ink, tap, dog Ask the student to tell you the sound that each picture begins with, eg /a/ for ant.
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Help the student cut out the pictures along the dashed lines. Ask the student to make pairs that start with the same sound, eg cake and cat. Ask the student to spread the pictures out, face down on the table.
Tell me what you know about rhyming words. Answers will vary, eg They sound the same at the end. Are ‘sun’ and ‘bun’ rhyming words? yes Do ‘pet’ and ‘vet’ rhyme? yes Are ‘dress’ and ‘dragon’ rhyming words? no In this activity I would like you to turn over each picture, say its name and then say a word that rhymes with the picture name. Let’s have a go.
Turn over a picture. Ask the student to say its name and then a rhyming word to match, eg dog, frog. Ask the student to turn the picture over again.
Please record the rest of the activity.
Turn over a picture. What is it? Answers will vary. Tell me a word that rhymes with _____ Answers will vary. Leave that picture face up and turn over another picture. What is it? Answers will vary. Tell me a word that rhymes with _____ Answers will vary.
Continue guiding the student to turn over the pictures, name them and say a rhyming word to match.
Save the sound recording into the Set folder. The pictures will be used in the next activity.
Sorting sounds Materials: • pictures from previous activity • sheet of A3 paper or 2 sheets of A4 paper • glue • Letter formations chart (from Day 1).
Place the materials on the table.
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Help the student fold the blank paper – A3 into 8 rectangles or each A4 sheet into four rectangles. The student should work independently (where possible) on this activity. Ask the student place the pictures face up on the table.
What is the picture? Answers will vary. What sound does – (picture) – begin with? Answers will vary. Look at the pictures and find another one that starts with the same sound. Place the pictures together. Choose another picture and tell me its name. Answers will vary. What sound does – (picture) – begin with? Answers will vary. Look at the pictures and find another one that starts with the same sound. Place the pictures together.
Encourage the student work independently, choosing pictures, saying the names and sounds and finding a matching picture. Ask the student to place each picture pair into a rectangle on the blank paper. Ask the student to glue the pictures into the rectangles. Point to the /m/ pictures.
What sound do these pictures start with? m Print an uppercase /M/ and a lowercase /m/ into the rectangle with the pictures.
If the student cannot remember the shape of a letter, Ask him/her to find it on the Letter formations chart and copy it. Point to the /t/ pictures.
What sound do these pictures start with? t Print an uppercase /T/ and a lowercase /t/ into the rectangle with the pictures.
If the student cannot remember the shape of a letter, ask him/her to find it on the Letter formations chart and copy it. Continue until all the pictures have their starting letters printed into the rectangles.
Store, scan or photograph and save the student work. Store the chart.
© Department of Education WA 2017 – ECEENGLISHPPSet2 52 Dig a dinosaur Lesson notes – Day 5
Let’s read and write In the bag Materials • Sight word cards: I, can, am, see, saw • bag containing 10 small common objects, eg toy, shell, spoon.
Place the mystery bag on the table. Place the sight word cards face up in front of the student.
Let’s use some sight words to begin a sentence. I’ll show you. (Place the words ‘I’ and ‘can’ together.) Read the start of a sentence to me. I can I take something out of the bag. I have chosen a (eg shell). My sentence is I can pick up shells on the beach. Now it’s your turn. Choose something from the bag. What have you chosen? Answers will vary. Tell me your ‘I can’ sentence using your object. Answers will vary, eg I can stir with a spoon. Let’s change ‘can’ to another word. Choose a new word. Answers will vary. What is the new sentence beginning? Answers will vary, eg I saw.
Ask the student to choose from the bag and tell you a sentence using the sentence beginning. Take a turn to choose from the bag and make a sentence using the student’s sentence beginning. Continue until the combinations ‘I see’, ‘I saw’, ‘I am’ and ‘I can see’ have been used to make sentences.
Store the word cards and mystery bag.
Prehistoric record breakers Materials • reading book – Prehistoric Record Breakers.
Sit in a comfortable place with the student and the book.
Tell me what you see on the cover of this book. dinosaur, Tyrannosaurus rex, title, author name, words Do you think this is an information book or a story? Answers will vary.
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Why? Answers will vary. The title is (point to each word) Prehistoric Record Breakers. This book tells us about things that happened before humans were on earth. It’s about the time of the dinosaurs. Turn to the back cover and we will read the blurb. The blurb tells us a bit about what is inside the book.
Read the blurb to the student. Ask the student to open the front cover and describe what is on the title page. Answers will vary, eg title, clawed foot, dinosaur foot, bird foot. Ask the student to turn the page. Point to the dinosaur picture.
I wonder if there will be information about this dinosaur in the book. (Point to the publishing information.) This is information about the people who worked together to make this book. (Point to the ‘contents’ heading.) This is a list of headings so we know where to look for the information we want.
Read each heading and ask the student to tell you the page number the information is on. Ask the student to turn the page. Ask the student to tell you about the pictures on both pages. Read the text to the student. Ask the student to find page 23.
This is the glossary page. It is like a dictionary. It tells us the meanings of some of the words in the book. Let’s read the information.
Read the glossary information to the student, pointing to the words as you read. Ask the student to turn back to the Contents page.
What information would you like to read first? Answers will vary.
Reread the headings if required, so the student can choose the information. Help the student find the correct heading and page number. Ask the student to turn to the page. Help the student read the heading. Read and discuss the information with the student. Help the student say the dinosaur name. Ask the student to turn back to the Contents page. Ask the student to choose another heading and open to the page. Help the student read the heading.
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Read and discuss the information with the student. Help the student say the dinosaur name. Continue to explore the book with the student in this way, until at least five headings have been explored.
Store the reading book. Encourage the student to share the book with others.
Let’s share Hatch a dinosaur Materials • 2 large (A3) sheets of paper • activity sheets – Hatch a dinosaur 1 and 2 • scissors • glue • stapler (optional) • video camera.
Place the large sheets of paper on the table.
Ask the student to draw a large dinosaur egg outline on one page. Help the student cut out the shape
Help the student place the shape on the second sheet of paper and trace around it. Help the student cut out the second shape. Place the egg shapes to one side. Place the activity sheets on the table.
What do you see on these two sheets? parts of different dinosaurs, legs, heads, tails, horns, bodies Which dinosaur do you think the wings are from? Pterodactyl Which dinosaur had sharp teeth? T- rex Which dinosaur had a very long neck? Answers will vary, eg Brachiosaurus, Diplodocus, lots of dinosaurs. You can make your own dinosaur using any of these body parts.
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Help the student cut out the dinosaur parts and spread them on the table. Ask the student to use choose some parts and arrange them into a dinosaur. Encourage the student to experiment and swap until he/she is satisfied with the final dinosaur. Ask the student to arrange the dinosaur parts on one of the egg shapes. Help the student glue the pieces onto the shape.
We can use the second egg shape to hide the dinosaur. We can cut it to make two flaps so we can open them and look inside. We need to draw a cut a crack line across the egg.
Place the blank egg shape on top of the dinosaur egg shape. Help the student to decide if he/she wants to divide the egg horizontally, vertically or diagonally.
Help the student draw a jagged line to divide the egg.
Help the student cut along the jagged line.
What will you call your dinosaur? Answers will vary.
Help the student print a sentence, eg My dinosaur is a …on one egg shape piece. Help the student staple or glue the edge of the flaps to the whole egg shape.
What can you tell me about your dinosaur? Answers will vary.
Help the student to carefully fold back the flaps on the egg, and then close them again.
Let’s record you showing your egg and the hidden dinosaur. You can talk about your dinosaur too.
Ask the student to sit or stand and show the closed egg.
Record the student holding the closed dinosaur egg and reading the sentence about the dinosaur. Ask the student to open the egg flaps as you record, to show the dinosaur. Ask the student to talk about the dinosaur. If required, prompt with questions including: • What special things can it do? • Is it a plant eater or a meat eater? • What colour is your dinosaur?
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Save the recording into the Set folder. Store or display the hatching dinosaur.
Tutor Reflection Please complete the Day Reflection. Write your observations and comments about how capably the student worked on the Days 1 – 5 activities. Detailed information will provide the teacher with an insight into any strengths or weaknesses you have noticed as the student completed the activities each day.
Store the Reflection for return with the set.
Set return checklist Please complete the Set return checklist provided to ensure you have all the required items for Day 5 stored or saved.
Store the checklist and complete it at the end of each lesson.
© Department of Education WA 2017 – ECEENGLISHPPSet2 57 Dig a dinosaur Lesson notes – Day 6
Day 6 Collect and prepare the items listed on the Materials checklist. If the student has charts and cards from previous sets, these can be reused. Materials checklist
Activity sheets (please print) Check
• I see a …
• Rhyming families
Resources
• Lesson notes – Day 6
• Dinosaurs gone (Day 5)
• Letter cards: A, a, I, i, T, t, D, d, N, n, C, c, M, m (from Day 1)
Reading books
• Tom’s Dinosaur
• Dinosaurs
• Every shape and size
• Prehistoric Record Breakers
Other resources
• large sheet of paper (A3)
• collected recyclable items, eg alfoil, card, small boxes and yoghurt containers, cardboard tubes, cottonwool, newspaper, egg carton (in a box or bag)
Let’s begin I see a … Materials: • activity sheet – I see a …
© Department of Education WA 2017 – ECEENGLISHPPSet2 58 Dig a dinosaur Lesson notes – Day 6
There are no dinosaurs on Earth now. Why do you think dinosaurs disappeared? Answers will vary. Would you like it if dinosaurs were still living? Answers will vary. Would you like to have a dinosaur for a pet? Answers will vary. Which dinosaur would you choose as a pet? Answers will vary. It would need a lot of food so what would you feed him? Answers will vary. Where would you keep him? Answers will vary.
Place the activity sheet on the table.
This is a new poem about dinosaurs. You can read the title. I see a Let’s read the poem together. You can point to the words. Let’s read the poem again and I’ll show you the actions. I’ll read the poem and you do the actions. This time when I read, see if you can hear the rhyming words. (Read verse 1, stressing rhyming words.) Which words rhymed? tall and all (Read verse 2, stressing rhyming words.)What were the rhyming words? high and sky (Read verse 3, stressing rhyming words.) Which two words rhyme? around and ground (Read verse 4) Did you hear the rhyming words? fast and past (Read verse 5) What were the rhyming words? asleep and feet I’ll read the poem again and you can do the actions.
Store the poem.
Let’s explore phonics Letter check Materials: • Letter cards: A, a, I, i, T, t, D, d, N, n, C, c, M, m – one of each (from Day 1). Make a pile of the letter cards. Ask the student to turn over each card and say its name and sound. Restack the cards. Ask the student to turn over each card and say if it is lowercase or uppercase/capital. Spread the cards face down on the table. Ask the student to turn over two cards.
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Do you have an uppercase and lowercase of the same letter? Answers will vary.
If the cards are a pair, the student collects the pair and has another turn. If the cards do not make a pair, they are turned down and you take a turn. Continue playing until all the cards have been paired.
Store the cards.
Making words Materials: • Letter cards: a, i, t, d, n, c, m – three of each (from Day 1). Spread the letter cards on the table.
We’re going to use the letters to make words. Let’s begin with small words. Use the letters to make ‘it’ Read the word to me. Use the letters to make ‘in’ and read the word to me.
Continue for ‘am’, ‘an’ and ‘at’.
You have made one ‘at’. Make another one and place it below the first one. Add a letter to the beginning of an ‘at’ to make a longer word.
Encourage the student to experiment and sound out until he/she has a sensible word.
What word did you make? Answers will vary, eg cat or mat. Add a different letter to the other ‘at’ to make another longer word. Answers will vary, eg cat or mat.
Encourage the student to experiment and sound out until he/she has a sensible word.
What word did you make? Answers will vary, eg cat or mat. Look carefully at the two words. What is different? the first letter What is the same? the last two letters (Point to each word as you say it.) Say the words with me. cat mat Read the words again. cat mat
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Can you hear the rhyme? yes It is the last letters of a word that make the rhyme. What are the rhyming letters in ‘cat’ and ‘mat’? a and t (Point to /a/ and /t/) When we push /a/ and /t/ together they make the small word ‘at’. Lots of longer words have small words in them. Make ‘in’ two times and place one above the other, as you did for ‘at’. Add a letter to each ‘in’ to make two new words.
Encourage the student to experiment and sound out until he/she has two sensible words.
What words did you make? Answers will vary, eg din, tin Look carefully at the two words. What is different? the first letter What is the same? the last two letters (Point to each word as you say it.) Say the words with me. din, tin Read the words again. din, tin Can you hear the rhyme? yes It is the last letters of a word that make the rhyme. What are the rhyming letters in ‘din’ and ‘tin’? i and n Make ‘an’ two times and place one above the other, as you did for ‘in’. Add a letter to each ‘an’ to make two new words.
Encourage the student to experiment and sound out until he/she has two sensible words.
What words did you make? Answers will vary, eg man, tan, nan, Dan, can. Look carefully at the two words. What is different? the first letter What is the same? the last two letters (Point to each word as you say it.) Say the words with me. Answers will vary. Read the words again. Answers will vary. Which two letters make the rhyme? a and n What rhyming families did you make words for? an, in, at
Store the letters.
© Department of Education WA 2017 – ECEENGLISHPPSet2 61 Dig a dinosaur Lesson notes – Day 6
Let’s read and write Rhyming families Materials: • activity sheet – Rhyming families. Place the activity sheet on the table.
In the last activity you made some rhyming pairs. In this activity you will sound, read and print rhyming families. (Point to the word ‘it’). Let’s sound this little word together. iii ttt it What is the word? it Use a red pencil to trace ‘it’. (Check correct formations are used.) In this column (run finger down column) are words that belong in the ‘it’ family. Look at the picture next to the first word in the column. What is the boy doing? trying to hit the ball Let’s sound the word. (Point to the letter h.) This word begins with the ‘h’ sound. h i t. What is the word? hit You sound and read the word. h i t hit Look at ‘it’ and ‘hit’. What two letters are in both words? i and t These two letters /i/ and /t/ make the rhyme. Listen for the rhyme. Hit it. Use a red pencil to trace ‘it’ in the word ‘hit’. (Check correct formations are used.) Use your printing pencil to trace the /h/. Look at the next word in the ‘it’ family. Use a red pencil to trace ‘it’. (Check correct formations are used.) Do you know the first letter? Answers will vary. It’s /b/. Sound and say the word. b it bit Use your printing pencil to trace the /b/. Read the three rhyming words. it, hit, bit What is the boy doing in the next picture? Answers will vary, eg reading a book, sitting reading, sitting under a tree. Let’s sound the word. s it What is the word? sit Use a red pencil to trace ‘it’. (Check correct formations are used.) Use your printing pencil to trace the /s/. Read the ‘it’ family words. it, hit, bit, sit
© Department of Education WA 2017 – ECEENGLISHPPSet2 62 Dig a dinosaur Lesson notes – Day 6
(Point to the word ‘at’). Let’s sound this little word together. aa ttt at What is the word? at Trace the ‘at’ in red. (Point to the second column.) Look down the column. What two letters make the rhyme? a and t (Point to the cat.) What is this? a cat What sound does the word ‘cat’ begin with? c (Point to the word cat.) What do you think this word is? cat Let’s sound it to check. c at cat Trace the ‘at’ in red in all the words in the column. Sound the next word and tell me what it says. m at sat Sound the next word and tell me what it says. h at hat Use a printing pencil to trace the letters that start cat, mat and hat. (Check correct formations are used.) Point to each word in the column and read it to me. at, cat, mat, hat
Guide the student through the ‘an’ and ‘in’ columns in the same way. Ask the student to read each column and say another rhyming word for each family, eg it, hit, bit, sit, fit.
Store or scan and save the activity sheet.
Tom’s dinosaur Materials • reading book – Tom’s Dinosaur.
Sit in a comfortable place with the student and the book.
Tom is going somewhere special today to look at dinosaurs. Where do you think he might be going? Answers will vary. Tom is going to the museum. What sound does ‘museum start and end with? m Point to the word ‘museum’ in picture on the cover. Let’s read the title of the book. (Point to the words.) Tom’s dinosaur There is a sign on the door of the museum. It says ‘Dinosaur exhibition’. Open the cover. This page is the title page. Turn over to page 2 and look at the sign on the wall.
© Department of Education WA 2017 – ECEENGLISHPPSet2 63 Dig a dinosaur Lesson notes – Day 6
Where do you think the arrow is pointing? to the dinosaurs How do you know that? Answers will vary, eg Tom is going to see the dinosaurs. What do you think the sign says? Answers will vary. It says ‘Dinosaurs this way’. A sign is a type of label. It gives us information. Do you think Tom looks excited about going to see dinosaurs? yes Can you see any labels on page 3? yes Why do you think the labels are there? to show the names of the dinosaurs
Read the words on pages 2 and 3. Encourage the student to read any words he/she knows.
Turn to page 4. Do you think Tom likes dinosaurs? Answers will vary. How do you know? Answers will vary. Possible responses include: • he has dinosaurs on his quilt • he has dinosaurs hanging up • he has a toy dinosaur • he is dreaming about dinosaurs.
Let’s read page 4 together. What is Tom doing on page five? getting dressed What do you think he will do today? Answers will vary. Let’s read page 5 together. Point to the exclamation mark on page 5. Turn the page and we’ll find out. What do the pictures show Tom doing? Answers will vary.
Read pages 6 and 7. Point to the text as you read.
What is Tom doing? Answers will vary. Turn to pages 8 and 9. What do the pictures show Tom doing? Answers will vary. Let’s read the words together to find out. What did Tom make? A body, a head with scales, four legs and a long tail. What do you think Tom has made? Answers will vary. Turn the page. What has Tom done? made a dinosaur Point to the words as I read.
© Department of Education WA 2017 – ECEENGLISHPPSet2 64 Dig a dinosaur Lesson notes – Day 6
Turn to page 12. You can see Tom’s dinosaur. What else can you see? Answers will vary, eg a messy floor. Point to the words as I read. Point to the exclamation mark on page 12. Turn back to page 11.
Ask the student to describe Tom’s dinosaur. If necessary, prompt with questions: • How big is it? • Does it have ears? • What can you see on its back? • What is the tail made from? • What type of dinosaur might it be?
This is a rhyming story. Listen for the rhyming words as I read and tell me what they are. (Read pages 2 and 3, pointing to the words and stressing the rhyming words.) The two rhyming words are..? dinosaurs and jaws (Point to text and read pages 4 and 5.) The rhyming words are..? through and do
Continue through the story until all the rhyming words have been identified.
Store Tom’s Dinosaur reading book.
Let’s share Planning a dinosaur Materials: • large sheet of paper (A3) • reading books – Dinosaurs, Every shape and size, Prehistoric Record Breakers • collected recyclable items, eg alfoil, card, small boxes and yoghurt containers, cardboard tubes, cottonwool, newspaper, egg carton (in a box or bag) Place the materials on the table.
What did Tom do after he had been to look at the dinosaurs in the museum? Tom made his own dinosaur.
© Department of Education WA 2017 – ECEENGLISHPPSet2 65 Dig a dinosaur Lesson notes – Day 6
What did he use? Answers will vary, eg boxes, tubes, egg cartons, glue. You can make a dinosaur too. Look at the materials we have for you to recycle into a dinosaur. What can you see? Answers will vary. Today you will plan your dinosaur. This is a new dinosaur, never seen before so you can give it any features you want. Let’s look through the different dinosaur books at dinosaur features.
Look through two or three of the books, discussing the features of different dinosaurs. Encourage the student to consider the size of legs, neck, plates and other features. Place the sheet of paper on the table.
Draw a large picture of your dinosaur. Make sure you include all the features you want it to have.
Encourage the student to work independently on the drawing. The student can refer to the books if he/she wishes. Spread the recyclable materials at the top of the table.
Look at the materials and think about what you can use to make your dinosaur. Let’s label your drawing so it tells us what materials you will use for each part. You look at the materials and tell me what you will use and I’ll print the label.
The student chooses an item and says what it will be used for, eg tissue box for the body. Print ‘tissue box’ next to or inside the dinosaur body shape. If required, ask the student to draw a line to join the label to the body part. Ask the student to explain why he/she chose the material. Remind the student that the materials can be cut up, scrunched or folded.
Store the plan and box of materials for use on Day 7.
Tutor Set return checklist Please complete the Set return checklist provided to ensure you have all the required items for Day 6 stored or saved.
Store the checklist and complete it at the end of each lesson.
© Department of Education WA 2017 – ECEENGLISHPPSet2 66 Dig a dinosaur Lesson notes – Day 7
Day 7 Collect and prepare the items listed on the Materials checklist. If the student has charts and cards from previous sets, these can be reused. Materials checklist
Activity sheets (please print) Check
• Phonics card: Hh
• Hh printing
• Ah-Choo!
Resources
• Lesson notes – Day 7
• Letter formations chart (from Day 1)
• Ready to print (from Day 2)
• Sight word cards: He, he (from Day 3)
• labelled dinosaur plan (from Day 6)
• collected recyclable items in a box or bag (from Day 6)
Reading books
• Meg’s Eggs
• The dinosaur’s cold
Other resources
• tissues
• counters, buttons or similar
• scissors
• glue
• adhesive tape
• craft glue
© Department of Education WA 2017 – ECEENGLISHPPset2 67 Dig a dinosaur Lesson notes – Day 7
Let’s begin Meg’s Eggs Materials: • reading book – Meg’s Eggs. Sit in a comfortable place with the student and the book.
This is a fiction story about Meg and some eggs. Look at the cover. Do you think Meg is the owl, the cat or the witch? witch How do you think Meg gets the eggs? Answers will vary. Let’s read the story to find out.
Read the story with the student, pointing to the words as you read. Encourage the student to read any words he/she knows (eg Meg, eggs, in, it, a) by pausing and letting him/her say the word. Explain the meaning of unknown words, using the pictures where possible, eg cauldron. Ask the student to find the tiny dinosaurs on the last double page.
What sort of eggs did Meg make with her spell? dinosaur Find the page that shows and tells us that. Read the words along the bottom of the page. Meg’s egg was hatching, out popped a dinosaur. What did the diplodocus eat? water plants. Find the page that shows and tells us that. Read the words along the bottom of the page. Diplodocus was very happy eating water plants. Why did Meg make a spell? to make supper, food Find the page that shows and tells us that. Read the words Owl and Cat said. I’m hungry. Where’s my egg? Find the pages that tell us what Meg put into her food making spell. What did she put in? 2 newts, 2 frogs, 2 lizards Who did Tyrannosaurus snap at? Owl Find the page that shows us that happening. What did Meg do to get rid of the dinosaurs? made a spell Find the spell page and tell me what she put into the cauldron. bacon, eggs
Store the reading book.
© Department of Education WA 2017 – ECEENGLISHPPset2 68 Dig a dinosaur Lesson notes – Day 7
Let’s explore phonics Hh Materials: • Phonics card: Hh • a tissue.
Can you guess what I am? I am an animal. People can ride me. I am usually found on a farm. I have a long tail and a mane, hair on my neck. What am I? A horse I am a horse. Horse begins with a very quiet sound. What sound can you hear at the beginning of horse? h Say these words after me. Hungry hippo. hungry hippo Heavy horse. heavy horse Hovering helicopter. hovering helicopter Tell me some words that begin with /h/. Answers will vary, eg hot, house. Look at me. What body parts do I have that begin with /h/? Answers will vary, eg head, hair, heart, hands, hips, heels.
Place the Phonics card Hh on the table.
This is the letter ‘h’. Point to the uppercase or capital /H/. Point to the lowercase /h/. Hold the tissue in front of your mouth and say the /h/ sound. h h What happened to the tissue? It moved. Try it again. h h h h h This letter’s name is ‘aitch’ and like your name, its name never changes. Watch as I use my finger to trace the uppercase /H/.
Trace the /H/ on the phonics card. Ask the student to use a finger to trace the /H/ on the card.
Watch as I draw the uppercase aitch in the air.
Point your finger in the air and slowly draw a large capital /H/, saying ‘down, down, across’ as you draw. Ask the student to draw the letter in the air with you, saying ‘down, down, across’ as you make each stroke. Ask the student to choose a pencil and trace the uppercase /H/ on the phonics card. Say the words ‘down, down, across’ as the student prints.
© Department of Education WA 2017 – ECEENGLISHPPset2 69 Dig a dinosaur Lesson notes – Day 7
Ask the student to trace the letter using two more colours and to say the words as he/she traces.
Lowercase /h/ is like /n/ with a long stick. Watch as I use my finger to trace it
Trace the ‘h’ on the phonics card. Ask the student to use a finger to trace the ‘h’ on the card.
Watch as I draw the lowercase aitch in the air.
Point your finger in the air and slowly draw a large /h/, saying ‘down, up, around the curve and down to make a tail’ as you draw. Ask the student to draw the letter in the air with you, saying ‘down, up, around the curve and down to make a tail’ as you draw. Ask the student to choose a pencil and trace the /h/ on the phonics card. Say the words ‘down, up, around the curve and down to make a tail’ as the student prints. Ask the student to trace the letter using two more colours and to say the words as he/she traces. Ask the student to draw a picture of something that begins with /h/ on the card.
Store the phonics card.
Hh printing Materials: • activity sheet – Hh printing • activity sheet – Letter formations chart (from Day 1) • activity sheet – Ready to print. (from Day 2).
Place the Letter formation chart on the table. Ask the student to point to and say the sound and/or name of any letter he/she recognises.
Use a finger to trace the letters you know. Remember to follow the arrows so you trace them correctly. Point to the letter /aitch/ or /h/. Trace it. I’ll draw an uppercase /H/ on your back. Close your eyes and focus on what I draw.
© Department of Education WA 2017 – ECEENGLISHPPset2 70 Dig a dinosaur Lesson notes – Day 7
Print a large uppercase /H/ on the student’s back. Repeat. Ask the student to print an uppercase /H/ on your back. Place the activity sheets Ready to print and Hh printing on the table. Ask the student to check the Ready to print chart and make sure he/she is sitting correctly
Now you are ready to trace and print some letters. Look at the uppercase /H/ on the activity sheet. Use your finger to trace them. Choose a pencil and show me how you hold it. (Check the chart with the student.) Start at the top of the uppercase /H/ with your pencil on the dot, draw down slowly and carefully between the lines. Now draw the second leg. Now draw the cross bar from left to right. Now print the next uppercase /H/ in the same way. Look at the dotted uppercase /H/s. Trace the first one, saying ‘down, down, across’ as you make each stroke. Trace the last /H/ on the line. (Point to the short line in the second row.) Have a go at printing an uppercase /H/ on this line. Use the spots as starting points for the legs.
Say the words as the student prints the letter. Ask the student to print three more letters as you say the words together. Check the pencil grip is firm (not tight) and produces a medium weight and thickness printing line.
Look at the lowercase /h/s on the next line. Lowercase /h/ is like /n/ with a long stick. Trace the lowercase /h/s using your pointer finger. Start on the dot inside the /h/, trace down, up, around the curve and down to make a tail. Use your finger to trace the other lowercase /d/s on the activity sheet.
Say the words as the student traces.
Show me how you hold your pencil. (Check the chart with the student.) Start on the dot inside the /h/, trace down, up, around the curve and down to make a tail. Now print the next lowercase /h/.
© Department of Education WA 2017 – ECEENGLISHPPset2 71 Dig a dinosaur Lesson notes – Day 7
Look at the dotted lowercase /h/s. Trace one as I say the words. Down, up, around the curve and down to make a tail. Say the words with me as you trace the other letters. Down, up, around the curve and down to make a tail. (Point to the first short line in the fourth row.) Try to print a lowercase /h/. Start on the spot and draw down, up, around the curve and down to make a tail. Now try another one. Start on the spot and draw down, up, around the curve and down to make a tail. Now try to print two more while we say the words together. Start on the spot and draw down, up, around the curve and down to make a tail.
Ask the student to say the name of each picture in the last row. Point to the pictures and say names with emphasis on the first letter sound; hhheart, hhhead, bbbird, hhhot air balloon, hhhelicopter. Ask the student to circle the picture that does not begin with /h/. bird
Store or scan and save the activity sheet Hh printing. Store the other materials for future use.
Let’s read and write Hhhh he Materials: • Sight word cards: he, He • reading book – The dinosaur’s cold. Place the reading book on the table.
This is a story we will read today. Look at the title and find the word ‘dinosaur’. The author and illustrator names are in the yellow arches. The author is Carol Krueger and the illustrator is Jan Van Der Voo. A title gives us clues about the story. It begins with the word ‘The’. You know the second word is ‘dinosaur’s’. Sound the last word. c o l d cold Let’s read it together. The dinosaur’s cold Before we read the story, let’s learn a simple word that will help you read the story more easily.
Place the sight word cards on the table.
© Department of Education WA 2017 – ECEENGLISHPPset2 72 Dig a dinosaur Lesson notes – Day 7
Do you know what these words say? Answers will vary. The word is ‘he’. Point to each word and read it. He, he When we say ‘he’, what do we mean? Answers will vary, eg a boy, man, male animal. Point to the word that would start a sentence. He Why did you choose that one? It has a capital for the start of a sentence. How many letters in the word ‘he’. 2 What are they? Answers will vary, eg h and e. In this word, /e/ says /ee/. h ee he. Sound and say it with me. h ee he Tell me a sentence that begins with (point to the card) ‘He’. Answers will vary. Tell me a sentence that begins with (point to the card) ‘he’. Answers will vary. Trace the letters in the words. Remember to start on the spot and follow the arrows.
The cards and reading book will be used in the next activity.
The dinosaur’s cold Materials: • reading book – The dinosaur’s cold • Sight word cards: he, He • counters or buttons or similar.
Sit in a comfortable place with the book and the student.
Read the story title. The dinosaur’s cold Look at the picture. Can you work out what the story is about? Answers will vary, eg a cold dinosaur, a dinosaur with a cold. Let’s see if we can tell the story by using the pictures.
Ask the student to tell you what is happening in the picture on each page. Return to the front of the book and read the text, pointing to the words as you read. Encourage the student to read any words he/she knows, including ‘He’ and ‘he’.
Was the dinosaur a girl or a boy? boy How do you know? the story said ‘he’
© Department of Education WA 2017 – ECEENGLISHPPset2 73 Dig a dinosaur Lesson notes – Day 7
What did the dinosaur do every time he met someone on his way to the shop? He sneezed. Why did he sneeze? He had a cold. Why was he going to the shop? He was going to get some lemons. When he went to buy the lemons, what happened? He met people and sneezed on them. The dinosaur had his hot drink and went to bed. A few days later he went to town. Why? He went to mail/post a letter. When he got to town he said hello to everyone. What did the people say? Ah – choo / they sneezed. Why did all the people sneeze? The dinosaur had given them his cold. What do you do when you have a cold? Answers will vary. It’s important to cover your nose and mouth when you sneeze otherwise the germs you sneeze out will spread your cold to other people.
Move back to the table. Place the sight cards, counters and book on the table. Ask the student to use the ‘He’ word card to find all the ‘He’ words in the book. Ask the student to put a counter on the table each time he/she finds one. Ask the student to use the ‘he’ word card to find all the ‘he’ words in the book. Ask the student to put a counter on the table each time he/she finds one.
How many (point to the card) ‘He’ words did you find? 5 How many (point to the card) ‘he’ words did you find? 16 Look through the book and find other words that have upper or lower case /h/s in them. Read them if you can, or point to them. head, then, think, what, hot, shop, hat, holding, the, Hello, How, ah-choo, John, who, they, shopping, their, brother, bought, much Let’s read the story again and say the words that begin with /h/ loudly.
Ah-Choo! Materials: • activity sheet – Ah-Choo! • tissue • scissors • glue.
Place the materials on the table.
© Department of Education WA 2017 – ECEENGLISHPPset2 74 Dig a dinosaur Lesson notes – Day 7
The sentences on the sheet are from the reading book. Let’s read them together.
Help the student read the sentences. Ask the student to trace all the ‘H’ in blue. Check correct pencil hold and formations. Ask the student to trace all the ‘h’ in red. Check correct pencil hold and formations. Ask the student to trace the other letters and punctuation marks using a printing pencil. Check correct pencil hold and formations.
These four dinosaurs have caught a cold. Let’s glue a tissue onto each nose so they don’t sneeze on other dinosaurs.
Help the student to fold the tissue into four. Help the student cut the tissue along the folds. Help the student to fold or crease each piece of tissue and glue on each dinosaur’s nose.
Store or scan and save the activity sheet.
Let’s Share Making a model Materials: • labelled dinosaur plan (from Day 6) • collected recyclable items in a bag or box (from Day 6) • adhesive tape • craft glue • scissors • art materials (optional) eg paint, felt tip pens.
Place the materials on the table. Discuss the dinosaur plan with the student.
Now you can use your plan and the materials to make your dinosaur. You don’t have to stick to the plan. You can make changes to your model if you wish.
The student creates the dinosaur. Encourage the student to consider the size of legs, neck, plates and other features. Do not assist the student to make decisions about the materials to use.
© Department of Education WA 2017 – ECEENGLISHPPset2 75 Dig a dinosaur Lesson notes – Day 7
Help by holding items if required. The student can paint or colour the dinosaur if her/she wishes.
Store, scan or photograph and save the labelled plan. Store the model for use on Day 8.
Tutor Set return checklist Please complete the Set return checklist provided to ensure you have all the required items for Day 7 stored or saved.
Store the checklist and complete it at the end of each lesson.
© Department of Education WA 2017 – ECEENGLISHPPset2 76 Dig a dinosaur Lesson notes – Day 8
Day 8 Collect and prepare the items listed on the Materials checklist. If the student has charts and cards from previous sets, these can be reused. Materials checklist
Activity sheets (please print) Check
• Dinosaur profile
• What happened to the dinosaurs?
Resources
• Lesson notes – Day 8
• Letter cards (from Day 1)
• dotted thirds lined paper
• Dinosaur model (from Day 7)
Reading books
• The dinosaur’s cold
• How to clean a dinosaur
Other resources
• video camera
• A4 sheet of blank paper x 2
• scissors
• camera
Let’s begin Story poem Materials: • reading book – The dinosaur’s cold. Place the book on the table.
© Department of Education WA 2017 – ECEENGLISHPPSET2 77 Dig a dinosaur Lesson notes – Day 8
This story is also a poem. Listen for the rhyming words as I read it.
Read the story, emphasising the beat and rhyming words.
Let’s read it together and pick out the rhyming words.
Read the story together, emphasising the beat and rhyming words. Pause at each second rhyming word so the student can say it. Ask the student to look through the story, point to and say each pair of rhyming words. Help when required.
Let’s play a hunting game using the book. I’ll ask you if you can find something in the book. You find the page and point it out to me. Show me where the dinosaur got out of bed with a cold in his head. page 2 Show me the spotty dog going for a jog. page 10 Show me Willy White with his long, yellow kite. page 6 Show me Penny, Pam and brother Sam shopping. page 12 Show me Mr Plat and a big ginger cat. page 8
Store the book.
Let’s explore phonics It doesn’t fit! Materials: • video camera.
Please make a recording of this activity.
Listen carefully while I say three words. Cat (pause), cut (pause), hat. Which word begins with a different sound? hat Hat begins with an ‘h’ sound, so it doesn’t fit with the other two words. Let’s try some more. Pot, tap, tin. pot Pig, dog, peg. dog Man, nose, neck. man Indian, ant, igloo. ant
© Department of Education WA 2017 – ECEENGLISHPPSET2 78 Dig a dinosaur Lesson notes – Day 8
Sailor, sand, rock. rock Apple, goat, ant. goat Let’s try four words. Pond, pack, pill, horse. horse Ten, car, table, tent. car Last one, frog, farm, truck, fence. truck
Save the recording into the Set folder.
Sorting letters Materials: • Letter cards (from Day 1) • sheet of blank paper • scissors • camera.
Place the cards face up on the table. Ask the student to read all the letters, giving both the name and sound.
How can you sort these letters? Answers will vary. Let’s begin by making two groups, one of lowercase letters and one of uppercase letters.
The student works independently to make the groups.
Take a photograph of the two groups.
Pair the letters so there is an uppercase and lowercase letter together. Are there any letters left over? yes
Ask the student to organise the paired letters so you can take a photograph.
Take a photograph of the paired and unpaired letters.
How else can you sort these letters? Answers will vary. Sort the letters using your idea.
While the student sorts, fold the blank paper into four strips and cut along the folds. Print a label to describe the groups, eg letters with or without tails. Place the label with the groups.
© Department of Education WA 2017 – ECEENGLISHPPSET2 79 Dig a dinosaur Lesson notes – Day 8
Take a photograph of the groups.
How else can you sort these letters? Answers will vary. Sort the letters using your idea.
While the student sorts, fold the blank paper into four strips and cut along the folds. Print a label to describe the groups, eg letters with or without tails. Place the label with the groups.
Take a photograph of the groups. Continue until the student has sorted the letters in two more ways and photographs have been taken, eg with and without curves; short or tall; with or without ‘legs’.
Save the photographs into the Set folder. The letter cards will be used in the next activity.
Building words Materials: • Letter cards (from Day 1) • dotted thirds lined paper.
Place the materials on the table. Help the student to fold the lined paper to make two columns. Ask the student to print his/her name on the top line.
You can use the letters to make words. Place /a/, /e/ and /i/ in one group and the other letters in another group. (Point to the vowels.) These are vowels. All words have at least one vowel. (Point to the consonants.) These are consonants. They are used to make the other sounds in a word. Put some letters together to make ‘he’. Copy the word into the left column. Change the consonant /h/ to /m/. This new word rhymes with ‘he’. Sound and say it. m ee me Copy the word into the left column. Change the consonant /m/ to /w/.
© Department of Education WA 2017 – ECEENGLISHPPSET2 80 Dig a dinosaur Lesson notes – Day 8
This new word rhymes with ‘he’ and ‘me’. Sound and say it. w ee we Copy the word into the left column. I’ll help you make another word the fits this /ee/ family. Change the consonant /w/ to an /s/ followed by /h/. /sh/ together say shhh. Sound the word with me. shh ee she. What is the word? she Copy the word into the column. Read the rhyming words. he, me, we, she Put some letters together to make ‘hat’. H a t. Sound each letter as you make the word. h a t hat Copy the word into a column. Change the vowel /a/ to /i/. Sound the word. h i t hit Copy the word into a column. Change the vowel /i/ to /e/. Sound the word. h e t het Is ‘het’ a real word? Answers will vary. It isn’t a real word so don’t copy it onto your page. Use the letters to make a new two or three letter word.
The student works independently to make and sound the word. If he/she thinks it is a real word, he/she can print it on the page. Do not help. Continue until the student has filled each column with words. Possible words include: an, in, at, as, tin, din, win, set, sat, met, net, wet, sea, tea, act, wed, hid, sad, mad, man, tan, nan, Dan. Ask the student to read each word. Draw a star next to the words that are ‘real’ words.
Store or scan and save the student sheet. Store the letter cards.
© Department of Education WA 2017 – ECEENGLISHPPSET2 81 Dig a dinosaur Lesson notes – Day 8
Let’s read and write How to clean a dinosaur Materials: • sheet of A4 blank paper • reading book – How to clean a dinosaur.
Place the paper on the table.
Fold the page in half.
Fold the bottom half to make three lines.
How do you think a dinosaur gets clean? Answers will vary. Let’s print a sentence to say that.
Help the student print a sentence on the three lines at the bottom of the page, eg A dinosaur asks a woolly mammoth to spray him; A dinosaur goes swimming in a pond. Ask the student to draw a picture in the large space to show how he/she thinks a dinosaur gets clean. Place the reading book on the table.
Look at the title and point to the word dinosaur. Let’s read the title of this book together. How to clean a dinosaur (Point to author’s name.) The author or person who wrote the story is Dale Golder. I wonder if Dale has the same idea about cleaning dinosaurs as you. (Point to the illustrator’s name.) The illustrator is Jill Allpress. She drew the pictures on the cover and inside the book. Look at the illustration or picture and think about the title, How to clean a dinosaur. What is the dinosaur is doing? Answers will vary. Open the cover. This is the title page. What do you think the dinosaur is doing? Answers will vary. The story doesn’t start here so we cannot tell what he is doing yet. Turn to page 2. (Read pages 2 and 3, pointing to text.) Is the dinosaur a boy or a girl? boy
© Department of Education WA 2017 – ECEENGLISHPPSET2 82 Dig a dinosaur Lesson notes – Day 8
How do you know? Answers will vary, eg his name is Danny, the words say ‘he’. Turn over the page. (Point to text, read page 4.) What did Danny ask the tiger? How do you clean a dinosaur? (Point to tiger on page 5.) How is the tiger cleaning himself? He is licking himself. Do you think Danny could lick himself like a tiger? Answers will vary. Why? Answers will vary. Let’s read and find out. (Point to text, read page 5.) Why can’t Danny lick himself clean? He can’t stretch like a tiger. Turn over to pages 6 and 7. Who does Danny speak to next? Elephant Let’s read together. You can say ‘Elephant’ when we get to it.
Read the first sentence on page 6, pointing to the text.
Let’s read the question that Danny asks together. How do you clean a dinosaur? asked Danny How does an elephant clean himself? He squirts himself. What does he use to squirt the water with? his trunk Does Danny have a trunk? no Can he to clean himself like Elephant? no (Point to text, read page 7 together.) Turn over to pages 8 and 9. Who does Danny speak to next? Monkey Let’s read together. You can say ‘Monkey’ when we get to it. (Read the first sentence on page 8, pointing to the text.) Let’s read the question that Danny asks together. How do you clean a dinosaur? asked Danny How does a monkey clean himself? Answers will vary. Let’s read together to find out. Why can’t Danny scratch himself to get clean? Danny doesn’t have hair. Turn over to pages 10 and 11. Who is Danny asking about getting clean this time? Crocodile Let’s read this page together. You can point to the words.
© Department of Education WA 2017 – ECEENGLISHPPSET2 83 Dig a dinosaur Lesson notes – Day 8
Do you think crocodiles would get very dirty? Answers will vary. Do you think he will be able to clean himself like Crocodile? Answers will vary.
Point to the text and read page 11.
Why can’t Danny clean himself like the crocodile? Danny can’t swim. Turn over to pages 12 and 13. This little bird is called a sparrow. What do birds have all over their bodies? feathers Look at the picture of Sparrow on page 13. How do you think birds clean themselves? They shake themselves. Let’s read these pages together. You can point to the words. Why can’t Danny clean himself like the bird? Danny doesn’t have feathers. Who do you think Danny might ask next? Answers will vary. Turn over to page 14 and we’ll find out. Who is he going to ask? a dinosaur Let’s read pages 14 and 15 together. You can point to the words. What do you think big dinosaur will tell Danny? Answers will vary. Turn over to the last page and let’s find out. Do you think that is a good way for a dinosaur to clean himself? Answers will vary. Why? Answers will vary. Did the author’s idea match your idea? Answers will vary. How would you wash a dinosaur? Answers will vary. Would a dinosaur fit into your shower or bath? Answers will vary.
Store or scan and save the student work. Store the book.
Dinosaur profile Materials • dinosaur model (from Day 7) • activity sheet – Dinosaur profile.
Place the activity sheet and model on the table.
© Department of Education WA 2017 – ECEENGLISHPPSET2 84 Dig a dinosaur Lesson notes – Day 8
We can see what your dinosaur looks like but we don’t know anything about it. What can you tell me? Answers will vary.
Prompt the student by asking questions, eg: • size • food • habitat • nature (cheerful, fierce, friendly).
Let’s use your ideas to print a dinosaur profile or description. This profile does not tell us what the dinosaur looks like. It tells us other things about him. (Point to the words as you read.) My dinosaur. What can you print about your dinosaur to finish the sentence? Answers will vary, eg is bigger than a house. Print the words on the lines. If you don’t know how to spell a word, have a go.
This is an independent writing activity. Please do not help the child to print or spell. Encourage her/him to sound words and have a go at writing the sounds he/she hears. Ask the student what he/she will print in the next sentence. You can help with ideas by reminding the student what he/she said about the dinosaur in the discussion. Ask the student to print the second sentence. Guide the student to print a third (and maybe a fourth) sentence. Ask the student to read you the finished work. If necessary, print the words he/she says above his/her printing.
Store the model and activity sheet. They will be used on Day 10.
Let’s share What happened to the dinosaurs? Materials: • activity sheet – What happened to the dinosaurs?
Why do you think dinosaurs disappeared from the Earth? Answers will vary. There are different ideas about why they disappeared. Many scientists and researchers have been studying dinosaurs for years, trying to work out what happened. This reading gives us other people’s ideas about why dinosaurs all died or became extinct.
© Department of Education WA 2017 – ECEENGLISHPPSET2 85 Dig a dinosaur Lesson notes – Day 8
Read the introduction sentences to the student.
Look at the first picture. What do you think is happening? Answers will vary. I’ll read the matching text and we can find out. (Point to the text as you read.) What is the Earth? Answers will vary. The Earth is our world or planet. It’s where we live. What did the text tell us? Some people think giant comets crashed on Earth and hurt the dinosaurs and their eggs. (Point to the first picture.) Comets are enormous pieces of hard rock that fly around in space. What do you think happens when comets hit the ground? Answers will vary, eg explode, make a big bang, make a big hole in the ground. Do you think the dinosaurs would have been safe with exploding comets? Answers will vary. Do you think there would have been a lot of dust and noise? Answers will vary. What can you see in the next picture? a broken egg and a dead baby dinosaur I’ll read on and we can find out what other people think about the end of the dinosaurs.
Point to the text as you read the next section.
What did the text tell us? Some people think the sun got too hot and baby dinosaurs could not hatch or grow. The next reason for the dinosaurs dying out is to do with plants. What do you think that might be? Answers will vary. I’ll read the information to you and you can see if you were right.
Point to the text as you read the next section.
Were you right? Answers will vary. What do you think happened in the next picture? Answers will vary. I’ll read the information to you and you can see if you were right. (Point to the text as you read the next section.) Were you right? Answers will vary. Dinosaurs became extinct a very, very, very long time ago. There were no people on the earth when the dinosaurs lived so how do you think people know about dinosaurs? Answers will vary.
Read the last sentence to the student.
Store the activity sheet.
© Department of Education WA 2017 – ECEENGLISHPPSET2 86 Dig a dinosaur Lesson notes – Day 8
Tutor Set return checklist Please complete the Set return checklist provided to ensure you have all the required items for Day 8 stored or saved.
Store the checklist and complete it at the end of each lesson.
© Department of Education WA 2017 – ECEENGLISHPPSET2 87 Dig a dinosaur Lesson notes – Day 9
Day 9 Collect and prepare the items listed on the Materials checklist. If the student has charts and cards from previous sets, these can be reused. Materials checklist
Activity sheets (please print) Check
• Picture word match
• Marvin’s Woolly Mammoth
• Fossils
• Fossils in pictures 1 and 2
Resources
• Lesson notes – Day 9
• Alphabet chart (from Day 1)
• Sight word cards: I, am, can, he, He, see, saw
• Letter cards: a x 2
Reading books
• Marvin’s Woolly Mammoth
• Every Shape and Size
Other resources
• 2 sheets of A3 or larger blank paper
• scissors
• glue
• video camera
• paints
• paint brushes
© Department of Education WA 2017 – ECEENGLISHPPSet2 88 Dig a dinosaur Lesson notes – Day 9
Let’s begin Move like a dinosaur Materials: • nil.
Move to an open area.
Tell me some dinosaur names you know. Answers will vary. Let’s explore dinosaur features. Show me long, sharp dinosaur claws. Show me a long dinosaur neck. Show me a big, wide dinosaur jaw. Show me Brachiosaurus chomping leaves from the top of a tree. Stomp around and growl like a Tyrannosaurus rex. Run fast on your toes like Struthiomimus, the fastest dinosaur. Curl up like a baby dinosaur in an egg. Use your beak to crack the egg. Use your sharp claws to push aside the egg shell. Crawl out of your egg shell. Stretch your legs and shake your head. Wave your tail. What do you eat? Answers will vary. Do you have two legs and two arms or four legs? Answers will vary. Do you walk on four legs or two legs? Answers will vary. Show me how your dinosaur moves. Show me how your dinosaur eats. Are you a fierce or friendly dinosaur? Answers will vary. What sort of dinosaur are you? Answers will vary.
Let’s explore phonics Picture word match Materials: • activity sheet – Picture word match.
Place the Picture word match activity sheet on the table.
© Department of Education WA 2017 – ECEENGLISHPPSet2 89 Dig a dinosaur Lesson notes – Day 9
Ask the student to look at each picture and tell you what it is. Tell the student the name if his/her name does not match this list: turtle, ant eater, moth, horse, Iguanodon, dolphin, numbat, crab
The name of each animal is in this list. (Point to the list.) Each name starts with a letter you have worked with in this set. Tell me the letter that begins the first word. m Trace the /m/. Tell me the letter that begins the second word. I Trace the /I/.
Ask the student to identify the other starting letters and trace them.
(Point to the picture of the turtle.) What is this? turtle What sound does ‘turtle’ begin with? t Point to the word that begins with /t/. Use a coloured pencil to draw a line from the turtle picture to the word ‘turtle’. What is the second picture? ant eater What sound does ant eater begin with? a Point to the word that begins with the letter /a/. Use a different coloured pencil to draw a line from the ant eater picture to the name ‘ant eater’. You match the other words and pictures yourself.
Give help if required.
Mark and store or scan and save the activity sheet.
Sentence making Materials: • Sight word cards: I, can, am, he, He, see, saw – 2 of each • Letter cards: a x 2 • sheet of A3 blank paper.
Place one each of the word card and letter cards on the table. Ask the student to read each word. Ask the student to tell you the number of letters in each word. Ask the student to sort the words into groups according to the number of letters. 1 = I, a 2 = am, he, He 3 = can, saw, see
© Department of Education WA 2017 – ECEENGLISHPPSet2 90 Dig a dinosaur Lesson notes – Day 9
Ask the student to read each word in each group.
Help the student fold the blank paper to make four lines.
Place the words ‘I am’ together to make a sentence beginning. Copy the words on the top line of the page. Print your name after the words. How do you finish a sentence? full stop Print a full stop after your name. Read the sentence. I am (student name). I want you to use two other words to make a different sentence beginning. Which words could you use? Answers will very, eg I can, I see, I saw, He saw, He can. Copy the words at the start of the line below your name sentence. How will you finish the sentence? Answers will vary. Print the words to finish your sentence. Have a go at spelling new words.
Do not help the student with the work. Ask the student to read the sentence. Print any words that are not easily read above the student’s printing.
Choose two words and make a different sentence beginning. Which words could you use? Answers will very, eg I can, I see, I saw, He saw, He can. Copy the words at the start of the next line. How will you finish the sentence? Answers will vary. Print the words to finish your sentence. Have a go at spelling new words.
Do not help the student with the work. Ask the student to read the sentence. Print any words that are not easily read above the student’s printing.
This time choose three words to make a sentence beginning. Which words could you use? Answers will very, eg I can see, I see a, I saw a, He saw a, He can see. Copy the words at the start of the next line. How will you finish the sentence? Answers will vary. Print the words to finish your sentence. Have a go at spelling new words.
Do not help the student with the work.
© Department of Education WA 2017 – ECEENGLISHPPSet2 91 Dig a dinosaur Lesson notes – Day 9
Ask the student to read the sentence. Print any words that are not easily read above the student’s printing. Ask the student to turn the blank page over. Repeat the steps so the student makes, prints and reads three more sentences, each with a different three word beginning.
Store, scan or photograph and save both sides of the student writing page into the Set folder. Store the word and letter cards.
Let’s read and write Marvin’s Woolly Mammoth Materials: • reading book – Marvin’s Woolly Mammoth • activity sheet – Marvin’s Woolly Mammoth.
Sit in a comfortable place with the student. Discuss the pictures and read the story. Encourage the student to read known or recognizable words, eg ‘he’, ‘a’, ‘mammoth’. Turn back to page 2. Read the ‘book pages’ that give information about ‘Woolly Mammoths’.
What animal is a woolly mammoth like? an elephant Look at the mammoth picture on page 3. How are they the same? Answers will vary, eg trunk, tusks, four legs, big ears. Where did woolly mammoths live? in the ice and snow Their long woolly hair kept them warm. Our elephants live in hot countries so they don’t need long woolly hair. In the time of dinosaurs, there were woolly mammoths. As the years went by, the mammoth changed and became an elephant like we see today. The changes happened because the weather and needs of the animal changed.
Place the activity sheet on the table. Help the student identify each dinosaur: Brachiosaurus, Triceratops, Pterodactyl, Ichthyosaur, Gastonia, mammoth.
Some of our animals today look like these dinosaurs.
© Department of Education WA 2017 – ECEENGLISHPPSet2 92 Dig a dinosaur Lesson notes – Day 9
What animal looks like the mammoth? elephant Choose a coloured pencil and draw a line to join the mammoth and the elephant. Do you see any other animals that look like the mammoth? no Which animals are like Ichthyosaur? dolphin and shark Tell me how the dolphin is the same as the Ichthyosaur. Answers will vary, eg lives in water, long nose, top fin, two side fins, tail. Choose a coloured pencil and draw a line to join the two animal pictures. Tell me how the shark is the as the Ichthyosaur. Answers will vary, eg lives in water, teeth, top fin, two side fins, back lower fin, tail. Use the same coloured pencil to draw a line to join the Ichthyosaur and shark. Do you see any other animals that look like the Ichthyosaur? no
Continue the discussion in the same way until the animals have been matched. Brachiosaurus – giraffe (long neck, four legs and tail) Triceratops – frilled neck lizard (four legs, frill, tail); rhinoceros (four legs, horn on nose) Pterodactyl – seagull (flies, wings, beak, two legs, claws) Gastonia – thorny devil (four legs, thorns/horns all over, long tail)
Store or scan and save the activity sheet.
Fossils Materials: • activity sheet – Fossils.
Place the activity sheet Fossils on the table.
Do you know what buried dinosaur bones, teeth and footprints are called? Answers will vary. They are fossils. Let’s find out about fossils. Look at the large picture. Can you see any bones? Answers will vary.
Help the student identify the bones in the picture. Read the first paragraph with the student.
What are fossils? parts of plants and animals that died a long time ago
Read the next two sentences.
© Department of Education WA 2017 – ECEENGLISHPPSet2 93 Dig a dinosaur Lesson notes – Day 9
Palaeontologists (pale-on-tol-o-jists) are people who dig up and study fossils.
Read the next two sentences.
How were dinosaur footprints made? Dinosaurs walked in soft mud then it turned into rock.
Read the next paragraph.
What did that paragraph tell us? Answers will vary, eg dinosaur bones have been found; bones were covered in mud and became fossils. The mud kept the dinosaur bones safe under layers of sand and rock. The bones are called fossils. We know dinosaurs once lived on the earth because palaeontologists have found their bones or fossils and footprints. They have found out a lot about dinosaurs by carefully examining dinosaur bones and footprints. Look at the footprints across the page. Let’s read the instruction. Look at the dinosaurs below the instruction. Which dinosaur might have made these footprints? Answers will vary. Why? Answers will vary, eg a Pterodactyl is like a bird so it would have claws like the footprints. Circle your choice.
Store the activity sheet.
Fossils in pictures Materials: • activity sheets – Fossils in pictures 1 and 2 • scissors • glue • video camera.
Place the two activity sheets on the table. Ask the student to look at the pictures on activity sheet Fossils in pictures 1.
Tell me what you see in each picture. What story do the pictures tell? A dinosaur died and it turned into a fossil. Let’s cut out the pictures so you can put them in order to tell the story.
Help the student cut out the pictures on the dashed lines.
© Department of Education WA 2017 – ECEENGLISHPPSet2 94 Dig a dinosaur Lesson notes – Day 9
Ask the student to place the pictures in a row across the table. Ask the student to order the pictures so they tell the story. Ask the student to ‘read’ the pictures to tell you the story he/she has made.
Let’s glue the pictures onto the grid. We’ll check your order is correct before you glue them into place. Which picture would start the story? the one where the dinosaur has just died Glue that picture into the number 1 box on the grid. What do you think would happen next? Answers will vary, eg you see the skeleton/bones on the ground. The next picture should show the bones but no sand or mud is covering them. Most of the dinosaur bones are dark and still joined together. Find that picture for me. Glue that picture into the number 2 box on the grid. What happens next? Answers will vary, eg the dinosaur bones are covered by mud and sand. Which picture shows the covered bones? Glue that picture into the number 3 box on the grid. What does the last picture show? The fossils or dinosaur bones that have been found digging in the ground. Glue that picture into the number 4 box on the grid.
Ask the student to use the pictures to tell the story again.
Now you can make a recording about fossils. To begin, say your name and what you will be talking about. I’ll video you.
Record the student’s introduction.
I’ll ask you some questions about fossils and you tell me what you know.
Record the question and answer session. Do not prompt the student unless he/she cannot think of something to say. Accept the answers the student gives. Questions: What is a fossil? How are fossils made? Where are fossils found? What do fossils tell us?
© Department of Education WA 2017 – ECEENGLISHPPSet2 95 Dig a dinosaur Lesson notes – Day 9
Now you can use the pictures tell the fossil story and I will record you. Point to each picture as you say what is happening.
Record the student holding the Fossils grid activity sheet and using the pictures to tell the story.
Save the video recording into the Set folder. Store or display the activity sheet.
Let’s share Dinosaur environment Materials: • reading book – Every Shape and Size • large sheet of blank paper (at least A3) • paints • paint brushes.
Place the materials on the table.
We have read this book before. Today we are using the pictures to look at where dinosaurs lived. Everything around the dinosaur makes the environment. Trees, grass, rivers, rocks, volcanoes, hills, the sky and clouds are all part of the environment. Turn to pages 4 and 5. What can you see in the environment? Answers will vary, eg trees, river, grass, hills, plants. Turn to pages 6 and 7. What else can you see in the environment? Answers will vary, eg islands, ocean. You can use the paper and paints to paint a picture of the dinosaur environment. What will you include in your picture? Answers will vary, eg trees, river, grass, hills, plants, island. Fill the whole page with your environment painting.
The student can use the paper in portrait or landscape orientation. Place the completed painting in a safe place to dry.
The painting will be used on Day 10.
© Department of Education WA 2017 – ECEENGLISHPPSet2 96 Dig a dinosaur Lesson notes – Day 9
Tutor Set return checklist Please complete the Set return checklist provided to ensure you have all the required items for Day 9 stored or saved.
Store the checklist and complete it at the end of each lesson.
© Department of Education WA 2017 – ECEENGLISHPPSet2 97 Dig a dinosaur Lesson notes – Day 10
Day 10 Collect and prepare the items listed on the Materials checklist. If the student has charts and cards from previous sets, these can be reused. Materials checklist
Activity sheets (please print) Check
• Dinosaurs alive! 1 and 2
• Volcano
• Volcano experiment
• My volcano
Resources
• Lesson notes – Day 10
• Alphabet chart (from Day 3)
• Letter cards (from Day 1)
• Sight word cards (from Day 3)
• environment painting (from Day 9)
• dinosaur model (from Day 7)
• Dinosaur profile (from Day 8)
Reading books
• Tom’s Dinosaur Hunt
Other resources
• large sheet of blank paper (A3)
• glue
• materials listed on Volcano experiment activity sheet
• camera
© Department of Education WA 2017 – ECEENGLISHPPSet2 98 Dig a dinosaur Lesson notes – Day 10
• video camera
• poster putty (or similar to attach the painting to a door)
Let’s begin Dinosaurs alive! Materials: • activity sheets – Dinosaurs alive! 1 and 2.
Place the activity sheets side by side on the table.
This is a counting poem about dinosaurs. Let’s read the numbers that start each verse. 10, 9, 8, 7, 6, 5, 4, 3, 2, 1, Find and read the numbers in the poem. 10, 9, 9, 8, 8, 7, 7, 6, 6, 5, 4, 4, 4, 3, 3, 2, 2, 1, 1, 10 This is a counting backwards poem. We use our fingers to show the numbers. How many dinosaurs in the first verse? ten Hold up your ten fingers. I’ll read along and you can show the numbers with your fingers. You can join in because some lines are the same and there are rhymes too.
Read the poem to the student, encouraging him/her to join in as much as possible.
Each verse has a picture of one dinosaur. I will read each verse and you can draw something in the picture to show what the dinosaur did.
Read the poem again, pointing to each word and pausing at the numbers so the student can say them. Read each verse together and ask the student to circle the rhyming words in each verse. Ask the student to read the poem with you and use his/her fingers to show the numbers.
Store the activity sheets.
© Department of Education WA 2017 – ECEENGLISHPPSet2 99 Dig a dinosaur Lesson notes – Day 10
Let’s explore phonics I know letters Materials: • Alphabet chart (from Day 3).
Place the alphabet chart on the table. Ask the student to point to and say all the letter names he/she knows, eg /ay/, /bee/. Draw a star in the box if the student is correct. Ask the student to point to and say all the letter sounds he/she knows, eg /ay/, /bee/. Draw a spot in the box if the student is correct. Ask the student to point to these letters as you say their names and sounds: /m/, /t/, /d/, /a/, /c/, /i/, /n/, /h/. Tick inside the box of each correctly identified letter.
Store or scan and save the activity sheet.
Make my words Materials: • Letter cards: all lowercase letters and 1 x ‘I’ (from Day 1) • large sheet of blank paper (A3) • glue • sight word cards: I, can, see, saw, he, am (from Day 3). Place the paper (landscape orientation) on the table. Help the student to fold the paper into four long rows. Ask the student t print his/her name on the top row. Help the student fold the paper to make two columns.
Spread the letters face up on the table.
You can make some words using these letters. Find the word ‘I’ for me. Glue it onto the first row, in the second space. (same row as student name) Print ‘I’ into the same space. Find the word ‘a’ for me. Glue it onto the second row, in the first space. Print ‘a’ into the same space.
© Department of Education WA 2017 – ECEENGLISHPPSet2 100 Dig a dinosaur Lesson notes – Day 10
Tim I I a a
Use the letters to make ‘am’. (Do not help.) Glue ‘am’ onto the second row, in the second space. Print ‘am’ into the same space. Use the letters to make ‘can’. (Do not help.) Glue ‘can’ onto the third row, in the first space. Print ‘can’ into the same space. Use the letters to make ‘he’. (Do not help.) Glue ‘he’ onto the third row, in the second space. Print ‘he’ into the same space. Use the letters to make ‘see’. (Do not help.) Glue ‘see’ onto the fourth row, in the first space. Print ‘see’ into the same space. Use the letters to make ‘saw’. (Do not help.) Glue ‘saw’ onto the fourth row, in the second space. Print ‘saw’ in the same space.
Give the student the sight word cards. Ask the student to check his/her spelling on the sheet against the word card. Draw a star next to each correct word.
Store, scan or photograph and save the student work.
Let’s read and write Volcano Materials: • reading book – Tom’s Dinosaur Hunt • activity sheet – Volcano.
Place the reading book on the table.
© Department of Education WA 2017 – ECEENGLISHPPSet2 101 Dig a dinosaur Lesson notes – Day 10
Ask the student to look at the cover picture.
What can you see in the environment around Tom? Answers will vary, eg trees, plants, volcano, grass. Point to the volcano. What can you tell me about volcanoes? Answers will vary. A volcano is a mountain. The volcano in the picture is erupting or exploding. Turn the pages and look for other erupting volcanoes. Let’s find out more about volcanoes.
Place the activity sheet on the table. Read the first and second paragraphs to the student. Discuss the meaning of unknown words, eg pressure.
There were lots of volcanoes in the time of the dinosaurs. Do you think there are erupting volcanoes today? Answers will vary. Let’s read on to find out.
Read the third paragraph to the student.
All the lava and steam coming out of the volcano is very hot because it is coming from deep, deep down in the earth. What colour do you think the hot steam and smoke is? black/grey Lightly colour the steam and smoke. What colour are fire and flames? red, orange, yellow Use those colours to colour the fire and flames shooting out of the top of the volcano. The thick liquid that comes out of the volcano is called lava. It is very hot. What colour do you think it would be? red, orange Colour the area around the top of the volcano using those colours. You can draw some lava running down the sides of the volcano too. The lower part of the volcano are often rocky or covered with grass. Choose some colours to colour the lower part of the volcano.
Store the activity sheet and reading book.
© Department of Education WA 2017 – ECEENGLISHPPSet2 102 Dig a dinosaur Lesson notes – Day 10
Volcano experiment Materials: • activity sheet – Volcano experiment • materials listed on activity sheet • camera • video camera.
Place the materials on the table.
Some people like to watch volcanoes erupting. This can be dangerous because of the flying hot rocks, smoke, ash, lava and flames that explode from the volcanoes mouth. It is interesting to know what an erupting volcano looks like so we will make one and watch it erupt from a safe distance. Our volcano will not have flying hot rocks, smoke, ash, lava and flames but it will erupt.
Place the activity sheet on the table. Read the title with the student.
An experiment shows us something. This experiment will show us what an erupting volcano looks like. This heading says ‘Materials’. These are the things we need to make our volcano. Let’s check we have everything.
Help the student read and check the materials.
These are the ‘Instructions’ (point to the heading). They tell us what to do in a special order. If we do not follow the order, the volcano may not work. There are pictures to help us. Let’s read the instructions so we have an idea of what to do before we begin.
Read the instructions with the student and the final sentence below the pictures. Ask the student to place the plastic bottle on the tray. Read and help the student complete Steps 1, 2, and 3. Encourage the student to do as much of the ‘doing’ as possible.
Take a photograph of the volcano.
The volcano is now complete. What do volcanoes do? They erupt/explode. What do you think will happen when we add the vinegar? Answers will vary. To make sure we are safe, we need to stand back a little when we add the vinegar.
© Department of Education WA 2017 – ECEENGLISHPPSet2 103 Dig a dinosaur Lesson notes – Day 10
Set up the video camera (or ask someone to use it) ready to video the volcano erupting. Ensure the student is standing a large step away from the volcano and has a clear view. Follow Step 4 and pour the vinegar into the bottle.
Take a video of the volcano erupting.
What happened? The volcano erupted. What did you see? Answers will vary, eg red foam came out of the volcano and ran down the sides. Sometimes dinosaurs or their footprints were trapped under the hot lava. When the lava went cold and hard the dinosaurs’ bones stayed trapped. The bones became fossils.
Save the photograph and video into the Set folder. Store the instruction sheet and the materials. Leave the volcano where the student can see it.
My volcano Materials: • activity sheet – My volcano.
Place the activity sheet on the table.
This box is for you to draw the volcano we just made. The drawing needs to show our volcano erupting. Look at the volcano. What can you see? Answers will vary, eg play dough volcano, top of the plastic bottle, red foam that came out of the volcano and ran down the sides. Did you see any flames? no Did you see any smoke? no You should draw exactly what you saw when our volcano erupted. Our volcano is not real so we did not get fire or flames or smoke so you won’t need to draw them.
Ask the student to draw his/her erupting volcano into the space.
Let’s label the volcano. What labels could you print? Answers will vary, eg foam/lava, volcano, play dough, bottle top.
Help the student print some labels around and/or on the drawing.
© Department of Education WA 2017 – ECEENGLISHPPSet2 104 Dig a dinosaur Lesson notes – Day 10
On the lines below, you can print something about the volcano experiment. What would you like to print? Answers will vary, eg we made a volcano and it erupted with red foam. Have a go at printing your sentence.
Encourage the student to write independently, sounding out words with her/him if needed. Ask the student to read what he/she has written. If necessary, print the words above the student’s efforts.
Store or scan and save the activity sheet.
Let’s share Dinosaur documentary Materials: • environment painting (from Day 9) • dinosaur model (from Day 7) • poster putty (or similar to attach the painting to a door) • activity sheet – Dinosaur profile (from Day 8) • video camera.
Today we will make a documentary using your dinosaur model and background painting. The movie will be a documentary because you will talk about your dinosaur. Documentaries give us information. First we will set up your dinosaur with its environment background.
Place a table against a door (or similar – painting will be attached to the door). Help the student attach the painting to the wall behind the table. Ask the student to place the dinosaur model on the table, in front of the environment painting. Ask the student to stand next to you and look at the set up.
We have made a set like people have in movies. Do you want to add anything to your set? Answers will vary, eg a pot plant or tree branch, plastic dinosaurs, sand for the model to stand on.
The student adds objects to the ‘set’ if he/she wishes.
© Department of Education WA 2017 – ECEENGLISHPPSet2 105 Dig a dinosaur Lesson notes – Day 10
Now we are ready to make our documentary. Let’s begin by recording your introduction. What will you say? Answers will vary, eg my name and I’m talking about my dinosaur.
Ask the student to stand beside the ‘set’ and practise the introduction.
Record the student’s introduction.
Let’s read the information you wrote about your dinosaur.
Read the Dinosaur profile together. Ask the student to stand beside the ‘set’ and read the profile.
Record the student reading the profile. Help if required.
What else can you tell us about your dinosaur? Answers will vary. I’ll record you while you say that.
Record the student giving the information. Ensure the model is in the shot.
Now I’ll ask you some questions about your dinosaur and you can answer. This is an interview and I’ll record the questions and answers.
Record the interview as you ask the student four or five questions that enable him/her to give information not already included on the video. Ensure the model is in the shot with the student. Possible questions include: What is your dinosaur called? How big is your dinosaur? What does it eat? What noises does it make? How does it move? Where does it live? Does it walk on two legs or four legs? Would you like to have this dinosaur as a pet? Why? What did you use to make your dinosaur?
You need to end your movie. What could you say? Answers will vary, eg Goodbye from…; I hope you like my dinosaur.
© Department of Education WA 2017 – ECEENGLISHPPSet2 106 Dig a dinosaur Lesson notes – Day 10
Record the student’s ending. Ask the student to invite others to watch and discuss the video. Comment on positive features, eg painting makes a good background, student talks/reads clearly, student remembered to look at the camera, interesting information.
Save the video into the Set folder. Store or scan the Dinosaur profile activity sheet. Display, store or discard the model and painting.
Tutor Reflection Please complete the Day Reflection. Write your observations and comments about how capably the student worked on the Day 10 activities. Detailed information will provide the teacher with an insight into any strengths or weaknesses you have noticed as the student completed the activities each day.
Store the Reflection for return with the set.
Set return checklist Please complete the Set return checklist provided to ensure you have all the required items for Day 10 stored or saved.
Store the checklist and complete it at the end of each lesson.
© Department of Education WA 2017 – ECEENGLISHPPSet2 107 © Department of Education WA Revised 2020
PP Set 2
Dig a Dinosaur
Lesson Notes Department of Education