Reference List

Charlie and the Chocolate Factory- Noun Worksheet:http://artapp.net/Charlie-and-the-Chocolate-Factory-Noun-Review.html

Winch,G., Johnston R.R., March, P., Ljungdahl, L., & Holliday, M. (2010). Literacy: Reading, writing and children's literature. (4th ed.). Melbourne, Victoria, Australia: Oxford University Press.

Possum Magic resource:http://www.learningplace.com.au/deliver/content.asp?pid=43835

Name: _______________________________    Date: ___/____/___ WRITTEN CLOZE
Fill the gaps with the words in the box to make the sentence correct. (Remember to look at the reading sheet to help you)

Once upon a time, but not very ____________ ago, deep in the Australian bush ___________two possums. Their names were Hush and Grandma Poss. Grandma Poss __________ bush magic. She made wombats blue and kookaburras_________. She made dingos _____________ and emus shrink. But the best magic of all was the magic that made __________ INVISIBLE. What _________________ Hush had! Because she couldn’t be seen she could be __________________ by koalas. Because she couldn’t be seen she could slide down___________________. Because she couldn’t be seen she was safe from_______________, which is why Grandma Poss had made her ___________________ in the first place.
invisible    adventures    snakes    smile    long    made    pink    Hush lived    squashed    kangaroos
 

Resource 10 Possum Magic

Title	Author /Illustrator
Possum Magic	Mem Fox/Julie Vivas
Publisher	Date of publication
Omnibus books	1983
Overview of text Grandma Poss uses her best bush magic to make Hush invisible. But when Hush longs to be able to see herself again, the two possums must make their way across Australia to find the magic food that will make Hush visible once more. The whimsical illustrations are a wonderful complement. Grandma Poss, is no ordinary possum – she makes bush magic. Blue wombats, smiling dingoes and shrinking emus are all in her repertoire. But her best piece of magic makes young Hush invisible. This is all very well until one day Hush decides she would like to see what she looks like. Grandma Poss and Hush embark on an adventure to find the right magic to make Hush visible again. Along the way they sample all the best of Australian foods – but will they find the answer to Hush’s problem?
Language features Possum magic uses many verbs and also focuses on opposites. It is also rhythmic and repetitive in some parts, allowing the reader to gather a sense of story and make predictions. It would be a good book to help young readers identify known words, discuss opposites and could be used to teach basic sentences, grammar and punctuation.
Other textual features (e.g. format, illustrations) The format is a large picture book with illustrations on each page. This helps readers to make predictions using illustrations as a guide
Audience	Genre
Prep- Year 3. The activities suggested are suitable for year 2/3	Fiction- picture book

Title of text Possum Magic
Before reading activities	Justification*
1. Have a look at the book cover and make predictions. Some students may be able to read the title 2.Flick through the book to look at the illustrations and make more predictions about the story 3.Look at the map of Australia at the back of the book. Ask students if they can identify what this is a map of? 4.Ask students if they know what possums are and what country they are native to? 5.See if students can identify any words while flicking through the book 6.Have a look at who the author is- ask students if they have read any Mem Fox books before? What is special about this author and her books	1.CB -use and integrate semantic, grammatical and phonological/graphological cues 2.CB - use and integrate knowledge about images 3.TP -be able to understand how illustrations, diagrams, graphs and other pictorial features present meaning in the text 4.TU -know about the different social and cultural functions that texts perform 5.TP -use their knowledge of word meanings and common English expressions to construct meaning with the text 6.TA -talk about an author's purpose in constructing a text
During reading activities	Justification*
1.Identify verbs in the text ( make a list) 2.Make note of the opposite words in the text 3.Make reference to the pictures that depict the text for specific characters 4.Stress the main characters names whilst reading 5.Ask students if they have had any of the food mentioned in the book. What is so special about this food? 6.Have a quick look at the map of Australia, pointing out places of interest/major cities	1.TU -know about the different social and cultural functions that texts perform 2.TP -understand how layers of meaning are constructed in a text 3.CB -use and integrate knowledge about images 4.TP -use their knowledge of word meanings and common English expressions to construct meaning with the text 5.TA -understand how a text's structure and features contribute to the way the text portrays ideas or issues 6.TU -use texts as part of social action
After reading activities	Justification*
1.Examine the list of verbs used and order them alphabetically 2.Complete the sentence with your own ending “ because she couldn’t be seen……” 3.Complete oral cloze activity to further aid understanding and remember the story- ( see reference section for details) Justification- this was used as it tests the childrens memory and contributes to semantic skills development. 4.Write a paragraph about a holiday you have taken in Australia- how is it similar to Hushs’ holiday. Make sure you include the types of food you had on your holiday. 5.Complete your own story which begins with “ once upon a time, but not very long ago” 6.Cut out parts of the text and the matching pictures and have the students sequence the events. Then students could orally retall the story and record same. Then they can ask a friend to listen and state whether it is correct or not 7.Copy a picture of a map of Australia- students use magazine pictures to identify where the characters in the story visited and what food they ate/alternatively they could create a collage of Australian items using pictures and images 8.Design a menu for an Australian café- find a name for your café and write a list of the food and drink that you will provide 9.Ask the students to identify verbs, nouns and adjectives in text. Present them with a worksheet and ask them to circle the appropriate response (this would need to be made by the teacher)	1.TP -use their knowledge of word meanings and common English expressions to construct meaning with the text 2.TP -use their knowledge of word meanings and common English expressions to construct meaning with the text 3.CB - use and integrate semantic, grammatical and phonological/graphological cues 4.TA -understand how a text's structure and features contribute to the way the text portrays ideas or issues 5.TP -use their knowledge of word meanings and common English expressions to construct meaning with the text 6.TU -interact with others around a text 7.TP -be able to understand how illustrations, diagrams, graphs and other pictorial features present meaning in the text 8.TU -use texts for a range of purposes 9.TP -use their knowledge of word meanings and common English expressions to construct meaning with the text
Questions from Bloom’s (revised) Taxonomy Remembering Understanding Applying Analysing Evaluating Creating Remembering Write a list of events that happened in the story? Can you recall what parts of Australia were visited in the story? What animal did Poss shrink in the book? What colour did she make kookaburras?  Understanding Draw an illustration to match the text (random selection by the teacher) Who is the key character in the story and what message is she trying to portray to the reader? Applying If you were made invisible what are some of the things that you would do? What questions would you ask Grandma Poss if you had the opportunity to speak to her? Analysing Why didn’t Grandma Poss leave Hush invisible for ever? Design a questionnaire to ask your classmates about whether they would or would not like to be invisible Evaluating Would it be good or bad if all grandmas had magic powers? Conduct a class debate about which character has the better role- Grandma Poss or Hush Creating How would the story be different if it was about Bears in America? Create a sequel to the story using different Australian animals?

Resource 9 Indigenous Peoples- Aboriginal Australians

Title	Author /Illustrator
Indigenous Peoples:Aboriginal Australians	Diana Marshall
Publisher	Date of publication
Weigl Publishers	2004
Overview of text This is an information text about Australia and its people. It provides information on the makeup of Australia and also gives specific details about Aboriginal culture. The contents page provides an overview of the topics covered in the book. There are plenty of pictures depicting Aboriginals and Australian animals. The book details some history about the formation of Australia and provides information about  aboriginal dreamtime stories.
Language features: The text follows a logical sequence of events, making it easy to read and understand for young readers. Keywords are highlighted, so that students could use these to create a list of useful text. The language may be difficult for some lower readers, but the text could be used for whole class lessons or guided reading groups.
Other textual features (e.g. format, illustrations) The format is an easy to follow illustrated (picture) text.  It provides clear colour photographs depicting traditional aboriginals. The book also uses timelines to specify relevant information. This would enable readers to access knowledge easily, and would aid in remembering specific details. Modifications would need to be made for lower primary students
Audience	Genre
Grades, 2, 3, 4 and 5	Non fiction- information text

Title of text Indigenous Peoples: Aboriginal Australians
Before reading activities	Justification*
1.Look at the title and predict what the text will contain 2.Open the first page and examine the contents section 3.Make note of the glossary and index 4.Ask students to describe how they would find information in this book 5.Look at the pictures, discuss aboriginal culture and activate prior knowledge	1.CB -predict likely text and sentence structures 2.TP -relate the text to their personal and cultural experiences and knowledge, including their experiences with other texts 3.TP -relate the text to their personal and cultural experiences and knowledge, including their experiences with other texts 4.TA -understand how a text's structure and features contribute to the way the text portrays ideas or issues 5.CB - use and integrate knowledge about images
During reading activities	Justification*
1.Ask students to identify the bold text- why is this highlighted? 2.Write down the highlighted words to make a word wall 3.Students would use this book as a reference and may read out loud to other class members, or it could be used in guided reading. 4.In group situations for reading, students take notes on specific areas which could be used to reproduce a compact text/minibook for others	1.TP -be able to understand how illustrations, diagrams, graphs and other pictorial features present meaning in the text 2.TP -be able to understand how illustrations, diagrams, graphs and other pictorial features present meaning in the text 3.TU -know about the different social and cultural functions that texts perform 4.TA -   explain why people might interpret texts differently
After reading activities	Justification*
1.Write a timeline of events related to aboriginal settlement, with illustrations to match 2.Write your interpretation of a chosen section of the book. 3.Write your own dreamtime story based upon an Australian animal 4.Write a list of food that aboriginals may eat 5.Design an aboriginal boomerang and paint it 6.Design a front cover for an Aboriginal Dreaming story. Include a title and a picture showing either a rule for living, information about the environment or spiritual world.	1.explain why people might interpret texts differently 2.explain why people might interpret texts differently 3.know about the different social and cultural functions that texts perform 4.relate the text to their personal and cultural experiences and knowledge, including their experiences with other texts 5.be able to understand how illustrations, diagrams, graphs and other pictorial features present meaning in the text 6.use texts as part of social action
Questions from Bloom’s (revised) Taxonomy Remembering Understanding Applying Analysing Evaluating Creating Remembering Describe the life of  traditional aboriginal people Make a timeline of events pre colonisation Understanding Discuss why aboriginals may have been resistant to white settlement- what impact did this have on their culture and beliefs? Explain what is special about aboriginal art?  Applying Design a poster showing how aboriginals have changed over the past 100 years Design your own minibook which could be used to explain the types of food that traditional aboriginals select and explain why?  Analysing Show how the british and aboriginal people could learn from each other- draw a picture, act out or write and example Evaluating Compare the similarities and differences between aboriginals and western culture Find a tradtional aboriginal painting and copy it onto paper- use paints to recreate Creating Create a board game depicting aboriginals over time Make your own aboriginal song and dance as a class Imagine you are an aboriginal, write a letter explaining how you feel about the cultural changes over time

Resource 8- Cinderella - web page

Title	Author /Illustrator
Dulac's Fairy Tale Illustrations in Full Color Cinderella	Jeff A. Menges (editor)/ Edmund Dulac/
Publisher	Date of publication
Dover Publications	2004
Overview of text: This is an online version of Cinderella. Whilst the underlying story is the same, there are some new language elements introduced. The pet cat plays an important role in the story, and there is a different beginning to this story, than the traditional tale.
Language features Students will learn about the language of traditional fairy tales, and understand the underlying meanings of same. They will understand that in the fairy tales there is a main character, a problem, a complication and a resolution. The story deviates slightly from traditional short stories about Cinderella and uses the cat as another character in the story. There is the use of adjectives to draw attention to the life that Cinderella has before the prince falls in love with her. The text could be used as a guide to help students learn about narratives and follow the structure so they can write their own.
Other textual features (e.g. format, illustrations) There are illustrations to match the text. The online version is simply one page, so it is easy for young readers to follow.
Audience	Genre
Grade 4 and 5	Fiction- fairy tales- webpage

Title of text Cinderella
Before reading activities	Justification*
1.Access prior knowledge about fairy tales, KWL chart 2.Discuss the types of characters in fairy tales 3.What do we know about Cinderella	1.TP -relate the text to their personal and cultural experiences and knowledge, including their experiences with other texts 2.TA -. understand how a text's structure and features contribute to the way the text portrays ideas or issues 3.TP - relate the text to their personal and cultural experiences and knowledge, including their experiences with other texts
During reading activities	Justification*
1.Discuss how the text differs from our knowledge about Cinderella 2.Will it still have the same conclusion? 3.Write a list of the characters as they occur in the story. Are there any new characters introduced?	1.TA -compare texts on the same topic from different viewpoints 2.TP -relate the text to their personal and cultural experiences and knowledge, including their experiences with other texts 3.TP-relate the text to their personal and cultural experiences and knowledge, including their experiences with other texts
After reading activities	Justification*
1.Make a list of the characters mentioned in the story 2.Write adjectives from the story to describe Cinderellas life before she goes to the ball 3.Make a list of personality traits. Group them according to the character. 4.In small groups explain why Cinderella did not want the prince to know who she was? 5.Re-enact the part of the story where the prince finds the shoe, but cannot find Cinderella.  6.Write a short narrative 7.Sentence writing using appropriate punctuation, grammar and incorporating nouns, adjectives and verbs	1.TP -. relate the text to their personal and cultural experiences and knowledge, including their experiences with other texts 2.TA -talk about what the writer of the text believes 3.TA -talk about what the writer of the text believes 4.TU - interact with others around a text 5.TA -present an alternative position to the one taken in a text 6. TU- understand that these functions influence the way texts are structured 7.TP-understand how the grammatical structures in the text and the punctuation contribute to it's meanings
Questions from Bloom’s (revised) Taxonomy Remembering Understanding Applying Analysing Evaluating Creating Remembering Name the main characters in the story. When did Cinderella leave the ball? What was used to make Cinderella’s carriage? Understanding Tell what happened when the prince came to Cinderella's house in search of the maiden who would fit the shoe. Write it in your own words Retell three main parts of the story in the order that they happened.  (Paraphrase)  Why were the stepsisters so mean to Cinderella? Explain orally and write Applying Draw a picture of the gown Cinderella wore to the ball. How is Cinderella like another book or movie you know? Analysis Why do you think Cinderella's step-sisters and step-mother treated her as they did? What part of the story made you feel excited? Happy? Sad? What was your favourite part of the story? Act out a section of your favourite part of the story Evaluate Would you have liked to have had Cinderella for a sister?  Explain why or why not. Was Cinderella right to deceive the Prince about her true identity? Create How would the story have ended if the slipper had fit one of Cinderella's step-sisters? Rewrite the story with a nice stepmother

Resource 7 - Webquest- Natural Disasters

Title	Author /Illustrator
Webquest: Is Australia the master of Natural Disasters Link: http://www.webquestdirect.com.au/webquest.asp?id=287	Dyan Williams
Publisher	Date of publication
Webquest Direct	2007
Overview of text: As this is a webquest, it takes students on a learning journey. They will work in groups to write a report on a nominated natural disaster. They will research a particular topic and as a group write a collaborative report. The language is subject specific and uses illustrations to link text. Students will be required to skim and scan the various resources for the essential information, relevant to their report.
Language features: Students may find some of the language difficult to interpret, however the webquest has been designed for primary students. They will be required to use fellow classmates and resources such as the dictionary to aid in understanding. The set up of this webquest requires students to follow  a process of learning via various websites and interpreting appropriate information. Students will need to have prior knowledge on skimming and scanning, how to write reports and how to research effectively.
Other textual features (e.g. format, illustrations) Due to the variety of resources there are multiple formats to be identified. Students will need to identify the subject specific information, so that they can retrieve the essential information There are illustrations in some resources, but it is a mix of information and data.
Audience	Genre
Upper primary grade 5, 6, 7	Non fiction -website

Title of text Is Australia the master of Natural Disasters
Before reading activities	Justification*
1.Explain what a Webquest is- 2.Students will need to have a basic understanding of what natural disasters are- examples (brainstorm) 3.Students will need to know how to conduct research, skim, scan and write notes. 4.Provide a small text to demonstrate this technique 5.Overview of an information report will need to be reiterated to ensure the right structure is undertaken	1.TU -know about the different social and cultural functions that texts perform 2.TP -elate the text to their personal and cultural experiences and knowledge, including their experiences with other texts 3.TP - participate in unpacking the literal and inferential meanings of the text 4.TU - use texts as part of social action 5.TA -compare texts on the same topic in different media
During reading activities	Justification*
1.Identify the key points as they occur-(note taking) 2.Place the information into the appropriate category (so that it can be used to formulate the report) 3.Identify any unknown words in the text- create a word wall of subject specific vocabulary	1.TP -be able to understand how illustrations, diagrams, graphs and other pictorial features present meaning in the text 2.TU -interact with others around a text 3.CB -use and integrate semantic, grammatical and phonological/graphological cues
After reading activities	Justification*
1. Explain the type of disaster by outlining what it is and a brief description of how it operates. 2. Identify the part of Australia it affects the most and include a brief history of some devastating examples. 3. Give an overview of the type of preparation or preventative measures (including warning systems) that are used. 4.Relate the kind of response and recovery processes in place. Offer your opinion about the effectiveness of these measures and think of two innovative ideas or solutions that would improve the preparation, prevention, response or recovery of a disaster.	1.TA -compare texts on the same topic in different media 2.TU - use texts as part of social action 3.TA -understand how a text's structure and features contribute to the way the text portrays different social and cultural groups and individuals 4.TA -present an alternative position to the one taken in a text
Questions from Bloom’s (revised) Taxonomy Remembering Understanding Applying Analysing Evaluating Creating Remembering Make a facts chart Make a list of the main events for each natural disaster Understanding Write the information in your own words (paraphrase) Prepare a flow chart to illustrate the sequence of events On a map of Australia, shade the areas affected by natural disasters (specific to the groups) Applying From the information given can you develop a set of instructions people may follow in the event of a natural disaster Organise and supervise a school evacuation exercise. Analysing Identify the relationship that natural disasters have on it’s inhabitants.  Evaluating Determine if your family would be ready if a natural disaster were to happen? Make a recording or brochure about what you think are the main ‘rules’ for surviving a cyclone Creating Develop a plan to rescue an endangered animal from a hazard. Describe what you would do if you were in charge of a local Emergency Service

Resource 6 Earthquakes and Volcanoes

Title	Author /Illustrator
Earthquakes and Volcanoes	Alison Rae Picture researcher: Julie Bird
Publisher	Date of publication
Evans Brothers Limited	2005
Overview of text This is a chapter book which explains the who, what ,where, how and why of earthquakes and volcanoes. As it is an information text, the language is descriptive and appropriate for same. There are pictures on each page to aid in the understanding of the text. The text would be useful for students who are examining and writing information reports, as the book clearly shows the correct format.
Language features The language is rich and descriptive, but can be interpreted by students to make meaning. The text provides information, and the information could be used to aid students in writing their own report. The text allows for identification of keywords that can be used to assist report writing.The text could be used to help teach report writing format.
Other textual features (e.g. format, illustrations) The format is typical of a nonfiction information text. There is an abundance of illustrations used to link written text and descriptions. The format is easy to follow, but also allows the reader to scan  and skim for required information.
Audience	Genre
Grade 3- Grade 7	Non fiction- information text

Title of text Earthquakes and Volcanoes
Before reading activities	Justification*
1.Look at the front cover and predict what the text will be about 2.Flick through the book to identify with the contents, glossary and index page- what type of book do these relate to? 3.Look at the various pictures- show how there are tables, pictures and graphics- what are these used for?	1.CB -predict likely text and sentence structures 2.TP - be able to understand how illustrations, diagrams, graphs and other pictorial features present meaning in the text 3.CB -use and integrate knowledge about images
During reading activities	Justification*
1.Identify the language and subject specific vocabulary 2.Examine how the text uses real pictures and diagrams to expand knowledge and meaning 3.Is this factual information? How do we know? 4.Discuss fact and opinion 5.Can we identify with this type of text? Can we think of examples where this type of text can be used?	1.TU -understand that these functions influence the way texts are structured 2.TP (7/8)- be able to understand how illustrations, diagrams, graphs and other pictorial features present meaning in the text 8. understand how layers of meaning are constructed in a text 3.TA -talk about opinion, point of view and bias in texts 4.TA -talk about an author's purpose in constructing a text 5.TA - understand how a text's structure and features contribute to the way the text portrays ideas or issues
After reading activities	Justification*
1.Identify the key words/information from the text 2.In groups students will look at a certain aspect of earthquakes/volcanoes and write a paragraph about the topic. This will be used to write a class report on earthquakes 3.Students will describe the layout for an information report, using the text as a guide 4.Select an important picture or diagram from the book and interpret its meaning. Explain it to another class member 5.Read a section of the book and paraphrase it (writing) 6.Write 5 facts about volcanoes 7.Use the text to write down the most significant earthquakes in history, and place them on a timeline 8.Conduct science experiments to describe what happens during a volcano 9.Create a diorama depicting the aftermath of an earthquake	1.CB -use and integrate semantic, grammatical and phonological/graphological cues 2.TU -know about the different social and cultural functions that texts perform 3.TA -. understand how a text's structure and features contribute to the way the text portrays ideas or issues 4.TP -be able to understand how illustrations, diagrams, graphs and other pictorial features present meaning in the text 5.CB self correct by searching for more information and trying different options and by using strategies such as re-reading, reading ahead and checking illustrations 6.TP - participate in unpacking the literal and inferential meanings of the text 7.TU -use texts for a range of purposes 8.TA -understand how a text's structure and features contribute to the way the text portrays ideas or issues 9.TA - explain why people might interpret texts differently
Questions from Bloom’s (revised) Taxonomy Remembering Understanding Applying Analysing Evaluating Creating Remembering Describe what happens during an earthquake? What are the effects on society? List the major earthquakes that have occurred? Understanding State in your own words what happens when an earthquake hits? Condense this paragraph: Page 10, paragraph 2 Illustrate in a diagram how the earths crust moves cause an earthquake? Applying In small groups do a dramatic interpretation of an earthquake or volcano. Use the people in your group to demonstrate the effects Conduct science experiments to find out what the effects of a volcano are Conduct a mock interview of someone whose home has been destroyed by an earthquake. Ask them to describe their feelings and the effect this will have upon their life Analysing What is the relationship between an earthquake and a tsunami? Classify the earthquakes from least damage to most damage- what criteria will you use? Evaluating Conduct a debate about whether an earthquake is more devastating than a volcano? Creating Create a diorama depicting the after math of an earthquake. Formulate a plan to be used in preparing for an earthquake Imagine that you were the first person to find out that an earthquake was about to happen, what would you do and why?