Seana Latham I.D. 220107442

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Seana Latham

ID. 220107442

EDEE112

Assignment 2, Storysack

Due Date: Friday 3rd May, 2013

Unit Coordinator: Mrs Diane Hansford

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No Bears reading tips and activity guide.

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Pg . 4: Storysack introduction.

Pg. 8: General activities/ parent prompts.

Pg.9: Handwriting activity.

Pg. 10: Traceable Victorian Cursive Script template.

Pg. 11: Handwriting activity printable template: Book stack.

Pg. 12: Extension handwriting activity: Make your own crown.

Pg. 13: Handwriting activity printable template: Crown.

Pg. 14: Images: Non-fiction book; Pink Princess Cookbook, by Barbara Beery.

Pg. 15: Keyboarding activity: Information Brochure.

Pg.16: Images: Non-fiction book; Animal Lives: Bears, by Sally Morgan.

Pg. 17: Graphophonic activity.

Pg.18: Images: Graphophonic activity.

Pg. 19: Punctuation activity: Punctuate the passages.

Pg. 20: Punctuation activity passages.

Pg.21: Game: Chatterbox.

Pg. 22: Images: Chatterbox game.

Pg. 23: Speaking/Listening activity: Character interview.

Pg. 24: Victorian cursive script handwriting sample.

Pg. 25: Printable dotted thirds writing paper template.

Pg. 26-27: Reference list.

Contents:

Pg . 4: Storysack introduction.

Pg. 5: Letter to families.

Pg. 6: Contents checklist.

Pg. 7: Images of storysack and characters.

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Meg McKinlay; the author of No Bears, has written a number of children’s picture storybooks, she is a poet and teacher of Australian and Japanese Literature and Creative writing. She grew up in Bendigo, Victoria and lives with her family in Western Australia.

Leila Rudge illustrated No Bears. Leila grew up in Bath, England and moved to Australia after completing an illustration degree at Bath Spa University. She loves creating tiny characters for books and has illustrated two additional Meg McKinlay titles which you may enjoy; Definitely No Ducks !, and Duck for a Day. Leila has also written a picture storybook: Ted.

The purpose of this storysack is to enhance and support the teaching of literacy and to stimulate language through a variety of memorable and enjoyable activities. This storysack can be used in any setting; at home, school and kindergarten.

The props and activities included in this storysack have been designed for students at Level One, and have connections to the Australian Curriculum Version 4.2, (2013); English strand. They will assist in the development of fine motor skills, handwriting, language and literacy development and an appreciation of literature, and are guaranteed to give you many hours of fun.

Included in the No Bears storysack is;

• No Bears picture storybook. • Props, scenery and characters to bring the story to life. • 2 non-fiction titles linked to the story; Animal Lives: Bears, by Sally Morgan and

Pink Princess Cookbook, by Barbara Beery. • Reading tips and activity ideas for parents. • Literacy games based on the story. • An audio recording of the story.

No Bears is Ruby’s story and bears are not allowed. Despite her best efforts to keep bears out of the story, one clever bear manages to sneak in.

No Bears, written by Meg McKinlay was short-listed in the Early Childhood and Picture Book of the Year categories of the 2012 Children’s Book Council Awards.

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Hello, and thank you for choosing the No Bears storysack, I created the No Bears storysack as I was attracted to the important values of doing your best, tolerance, understanding, inclusion and respect that the No Bears picture storybook addressed. No Bears is of the fairytale genre, has parallel narratives; a book within a book, and the allusion to many well-known and loved fairytales. Readers will experience humour, suspense and excitement as they follow Ruby through her book. Children and adults will enjoy exploring the illustrations for the many different elements found within, and the simple sentence structure is easily read by beginning readers, who will read it over and over. Animal lives: Bears includes factual information on real life bears and their environment. The Pink Princess Cookbook is bursting with recipes to enjoy at your own party or afternoon tea. The No Bears storysack is based on the Australian publication; however,

as No Bears has also been published in the U.S, your copy may feature Ella as the main character. The publishing company, Candlewick felt that there were a lot of children’s books on the market with Ruby as the main character and asked Meg McKinlay if she would consider a name change.

This storysack is bursting with resources that will bring Meg McKinlay’s No Bears to life; I hope you enjoy using them as much as I enjoyed creating them.

Seana xxx

Image on front of bag has been hand appliqued. Label on rear of bag has been hand written and machine stitched onto bag.

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Contents: You may wish to use this contents list as a checklist.

No Bears storysack. No Bears by Meg McKinlay picture storybook. 2 non-fiction titles linked to the story; Animal Lives: Bears, by Sally

Morgan and Pink Princess Cookbook, by Barbara Beery. Props; village backdrop, magic wand, monster and bear masks. Characters to bring the story to life; Ruby, bear, monster and fairy

godmother dolls. Felt characters; Ruby, bear, monster, fairy godmother and scenery; tree and castle.

Craft activity template, chop sticks, 1 wooden and 2 plastic clothes pegs. Reading tips and activity ideas for parents. Literacy games based on the story; chatterbox, number dice,59 chunks

cards, 57 word cards, 26 alphabet cards and alphabet dice. Dry erase pen: red, blue and black.

Additional materials required but not included:

You will also need:

Safety scissors. Glue stick or clag paste. Glitter, sequins, crepe paper or tissue paper. Stapler and staples or sticky tape. Craft cardboard.

Note to parents and friends,

To ensure the continued enjoyment for other children and the community, when returning your No Bears storysack please ensure that all of the contents have been replaced.

Please advise your organisation if any damage has occurred to the bag or its contents, so that we can promptly repair or replace them.

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Storysack opens to reveal felt board and storage pockets for felt pieces, character dolls and wand. Bag is securely fastened with Velcro closure along each side.

All of these items are included to bring your story to life.

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Questions you may consider: Reread the book without showing the illustrations, do the illustrations change

what you thought the story was about? Why? Learn more about bears using the non-fiction book. Are they all big and scary?

Do bears live nearby? Do they look like the No Bears bear? Would you rather be chased by a bear or the monster in No Bears? Why? Who helps you when you feel scared? Do you think the story would have been different if Ruby knew there was a bear

lurking around?

Australian Curriculum Strand: Literature; Responding to literature.

Discuss characters and events in a range of literary texts and share personal responses to these texts, making connections with students' own experiences (ACELT1582).

Elaborations: Discussing characters from books and films and whether these are lifelike or

imaginary (for example talking animals). Comparing characters and events in texts to students’ own experiences.

Express preferences for specific texts and authors and listen to the opinions of others (ACELT1583). Elaborations: Sharing favourite texts and authors and some reasons for preferences. Discussing different texts and considering what is entertaining or appealing and

why. Using arts methods and role play to express personal responses to characters

and events in stories. Identifying who is telling the story in different texts.

General activities: You may not have the time or space for an activity; in this case just take a couple of items out of the sack and spend a few minutes talking about the story. Ask children questions about the characters and the plot. Retell the story using the models to remind you what comes

next. Talk about the story and children’s favourite bits. Find out more about the themes in the story by looking at

the non-fiction books. Ask children to draw a scene or their favourite character

from the story. Make up an alternative ending to the story.

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Australian Curriculum Strand: Literacy; Creating texts.

Write using unjoined lower case and upper case letters (ACELY1663). Elaborations: Using correct posture and pencil grip. Learning how each letter is constructed including where to start and the

direction to follow. Writing words legibly using unjoined print script of consistent size.

Handwriting activity: This activity is designed to further develop handwriting skills while enhancing creative thinking skills.

Ella puts a pile of books into the “BEAR BOOK RECYCLING BIN”; only three of them have a title. Think of some titles for the rest of the books and write them on the book’s spine. You may like to include some well-known fairy tale titles as shown in the example.

Remember to practice your neatest handwriting. You may like to trace or copy some of the alphabet letters from the sample alphabet card before you start.

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Victorian Modern Cursive Script.

Please photocopy or use a dry erase pen and wipe off before returning to storysack.

Follow the arrow directions for correct letter formation.

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Please photocopy or use a dry erase pen and wipe off before returning to storysack.

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Materials needed:

Safety scissors. Clag or glue stick. Coloured crepe or tissue paper. Sequins and glitter. Stapler and staples or sticky tape. Clothes pegs or chop sticks.

What to do next:

Use the template on the following page; trace or photocopy and enlarge it onto craft card or scrapbooking paper, or trace the cardboard template provided.

Carefully cut out your crown. Tear and crumple small pieces of coloured crepe paper to glue onto your crown

using the clag paste or glue stick. You might like to try picking up your crumpled paper pieces with a clothes peg, or chop sticks.

Use additional sequins and glitter to decorate your crown. Join the two ends together with staples or sticky tape.

Extension Handwriting Activity: Make your own crown.

This activity is designed to assist in further development of a pincer grip and efficient pencil grasp. Without well defined fine motor skills, a child may experience difficulties completing handwriting activities.

When your crown is ready to wear, you may wish to use the Pink Princess Cookbook to make some treats, dress up and have a party, like Ruby did when the Princess was saved from the monster.

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Enlarge before use.

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Pg. 21

Pg.26

Bursting with easy to make recipes you will want to have your very own Princess party.

Written by Barbara Beery, who has a bachelor's degree in elementary education, 18 years of teaching experience and a passion for cooking.

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What to do:

Use Word or select a brochure format from Publisher:

Using the non-fiction book; Animal Lives: Bears, by Sally Morgan or research bears on the internet to help you with this activity, create a fact sheet which includes 10 facts you found out during reading but did not know before.

Create a “Ten Facts about Bears” handout or poster. Include images from the computer or hand-draw some of your own. You may like

to experiment with creative lettering.

Australian Curriculum Strand: Literacy; Interpreting, analysing, evaluating. Describe some differences between imaginative informative and persuasive texts (ACELY1658). Elaborations:

Comparing and discussing texts identifying some features that distinguish those that ‘tell stories’ from those that ‘give opinions’.

Selecting texts for a particular purpose or task, for example a website that will give information about whales, a book that will tell a story about a possum.

Creating texts.

Construct texts featuring print, visual and audio elements using software, including word processing programs (ACELY1664).

Elaborations: Creating digital images and composing a story or information sequence on screen

using images and captions.

Keyboarding activity: This activity is designed to assist in the development of techniques required to use a computer keyboard.

As keyboarding is part of our daily lives, it is important to develop the correct techniques from the beginning, as poor habits are difficult to unlearn.

Assistance navigating the computer screen may be needed to complete this activity.

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Pg.12

Pg. 30

Learn about different bear types, where they live, how they grow, what they eat and the dangers they face in their environment. You will become an expert on bears.

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Materials needed:

Alphabet dice Chunks cards, alphabet cards and complete word cards. Pencils Lined paper

How to play:

Roll the dice and sound the letter out. Match the letter on the dice with letter from the single letter cards. Match it with a chunk card to make a word from the No Bears storybook. Check if the sound of the letter on the dice fits the sound in the word.

Use the complete word cards to check if your word is correct.

Write your words on the lined paper. Brainstorm and list 2-3 more words you know that have the same letter sound, try to put them into sentences of your own.

Australian Curriculum Strand: Language; Sound and letter knowledge:

Recognise sound—letter matches including common vowel and consonant digraphs and consonant blends (ACELA1458).

Elaborations:

Saying words with the same onset as a given word (for example words that begin like 'd/og', 'bl/ue').

Saying words with the same rime as a given word (for example words that end like 'c/at', 'pl/ay').

Understand the variability of sound — letter matches (ACELA1459).

Elaborations: Recognising that letters can have more than one sound for example ‘u’ in ‘cut’,

‘put’, ‘use’ and 'a' in ‘cat’, ‘father’, ‘any’. Recognising sounds that can be produced by different letters (for example the

/s/ sound in ‘sat’, ‘cent’, ‘scene’).

Graphophonic Activity: This activity is designed to assist in understanding the concept that each letter of the alphabet has one or two sounds associated with it, and that these letter-sound relationships are stable. This means that children become used to the idea that the B in the word bear makes the same sound in the words ball and baby. As children progress with this understanding, they also: recognise that letters like c have two sounds , notice that c and k can make the same sound, and notice that certain letters combine to make one sound such as the digraphs ch and sh or ough and augh combinations in bought, taught, and caught.

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Activity include 57 word cards, 59 chunks cards, 26 alphabet cards: upper and lower case, alphabet dice, dry erase markers and lined paper.

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A capital letter is used at the beginning of every sentence, after a full stop, and for proper nouns; a person’s name and a place name.

When written, each letter of the alphabet has a capital, or upper case letter and a lower case letter. We can easily recognise the capital letter because it is bigger than the other letters in most words. Eg: Aa, Bb.

The capital letters, commas and full stops have been left out of the following passages from No Bears. Try to work out where they should go and re-write the passages; including corrections, on the dotted third lined paper.

Hint: Reading aloud will help you to work out where the commas should go.

Australian Curriculum Strand: Language; Text structure and organisation.

Recognise that different types of punctuation, including full stops, question marks and exclamation marks, signal sentences that make statements, ask questions, express emotion or give commands (ACELA1449). Elaborations:

Using intonation and pauses in response to punctuation when reading. Reading texts and identifying different sentence-level punctuation. Writing different types of sentences, for example statements and questions,

and discussing appropriate punctuation.

Punctuation activity: This activity is designed to help children learn important English language punctuation.

Each time we write a sentence there some things that must always be included; they are capital letters, commas and full stops.

A full stop looks like this . and is used at the end of every sentence.

A comma looks like this , and is used in a sentence when a pause is needed.

.

,

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Punctuation activity. Please photocopy or use a dry erase pen and wipe off before returning to sack.

*once upon a time there was a beautiful princess

*the princess lived in a faraway castle with her father the king and her mother the queen and her fairy godmother

*but NO BEARS

*there were NO BEARS in the castle and there were NO BEARS in the village there were NO BEARS in the whole entire kingdom or the next one or the next one

*“hooray!” cried the princess “I’m saved”

*then her father the king and her mother the queen threw a party for the fairy godmother because everyone knew she was the one who had saved the princess with her fantastical magical powers

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Materials needed:

Number dice. No Bears chatterbox.

How to play:

Player 1: Roll dice

Player 2: Open and close chatterbox the number of times as shown on the dice.

Player 1: Select one event from the facing flaps.

Player 2: Open the flap and ask player 1 the question.

Player 2: You must answer the question.

You may look through No Bears to help with your answers.

Repeat until player 2 is unable to answer the question or take turns and see who is able to answer the most questions correctly.

Australian Curriculum Strand: Literacy; Interacting with others.

Use interaction skills including turn taking, recognising the contributions of others, speaking clearly and using appropriate volume and pace (ACELY1788). Elaborations: Identifying turn taking patterns in group and pair work (for example initiating a

topic, changing a topic when appropriate, staying on task, supporting other speakers, eliciting responses, being supportive and attentive listeners, asking relevant questions, providing useful feedback, prompting, checking understanding, 'sharing the talking space').

Participating in pair, group and class speaking and listening situations, including informal conversations and class discussions, contributing ideas and listening to the contributions of others.

Taking turns, asking and answering questions and attempting to involve others in discussions.

Game: No Bears chatterbox. This activity is designed to assist in the development of social skills through turn taking, sharing and co-operation.

Oral language, vocabulary and listening skills will be extended with the asking and answering of questions. This is a 2 player game.

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Game includes No Bears chatterbox and number dice.

Questions related to No Bears are included on the inside flaps

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What to do: Make a list of questions you would use to interview one of the main characters from No Bears. Answer the questions in the way you think the characters would answer them.

Include a mix of open (long answer) and closed (short answer) questions.

You may like to ask Ruby why she did not want any bears in her book, or why she did not notice the bear hiding on each page.

You may be interested in how the bear felt not being included in Ruby’s story. Maybe you would like to know what it is really like to be taken by a monster. You could be interested in why the monster chose to take Ruby away to read him

bedtime stories. Didn’t he have any monster friends to read to him?

When you have written your list of questions, ask a friend or family member if you could interview them. See if they had the same answers to your questions as you did.

It might be fun to record your interview and play it back to hear how you sound.

Australian Curriculum Strand: Language for interaction.

Understand that there are different ways of asking for information, making offers and giving commands (ACELA1446).

Elaborations:

Learning the difference between questions and statements, requests and commands.

Learning about the difference between closed questions, for example 'Are you ready?', 'Did they enjoy their holidays?' and open questions, for example 'What made this text so exciting?'

Speaking and listening activity: This activity is designed to assist in the development of attentive listening skills, while further developing vocabulary, pronunciation and communication skills.

Good communication skills are important and can have a big impact on a child’s social development and performance in the classroom.

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Victorian Modern Cursive Script:

Follow the arrows for correct letter formation.

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Dotted Thirds writing paper.

Please photocopy for writing activities, or use a dry erase pen and wipe off before returning to sack.

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References.

Australian Curriculum and Reporting Authority. (2013). Australian Curriculum v 4.2. Retrieved from http://www.australiancurriculum.edu.au/English/Curriculum/F-10#level=1

Beery, B. (2006). Pink Princess Cookbook (1 ed.). Layton, Utah: Gibbs Smith Publisher.

Brainy Bunch’s Blog. [Web log message]. 92010, April 12. Retrieved from http://34d2010.global2.vic.edu.au/tag/writing/

B. Nute Productions. (n.d.). Retrieved from http://bnute.com/Home.html

Child’s Play Australia Pty Ltd. (n.d.). Retrieved from http://www.childsplay.com.au/

Department of Education and early Childhood Development. (2013). Handwriting, Victorian Modern Cursive Script. Retrieved from http://www.education.vic.gov.au/school/teachers/teachingresources/discipline/english/Pages/handwriting.aspx

Downloadable cootie catchers. (2013, April 22). Retrieved from http://downloadablecootiecatcherswodpress.com/

Hill, S. E. (2012). Developing Early Literacy: Assessment and Teaching (2 ed.). South Yarra, Vic: Eleanor Curtin Publishing.

Hughes, A. (2001). Winter’s Glow. [C.D]. NSW

McDonald, L. (2012). A literature companion for teachers. Newtown, NSW, Australia: Primary English Teaching Association Australia (PETAA)

McKinlay, M. (2011). No Bears. NSW, Australia: Walker Books. [Web log post]. (2008, September 26). Retrieved from http://melstampz.blogspot.com.au/2008/09/wee-houses-35-templates-tutorials.html

McKinlay, M. (n.d.). Meg McKinlay Children’s Writer and Poet. Retrieved from http://www.megmckinlay.com/NoBears.htm

Morgan, S. (2004). Animal Lives: Bears. London: QED Publishing.

The National Literacy Trust. (2013). Retrieved from http://www.earlyreadingconnects.org.uk

Rudge, Leila. (2013, April). [Web log post]. Retrieved from http://www.blogger.com/profile/05999933579086979498

Rudge, Leila. (2013, April 3). [Web log post]. Retrieved from http://leilarudge.blogspot.com.au/search/label/No%20Bears

Storysacks Canada. (n.d.). Retrieved from http://www.storysacks.nald.ca/english/start.htm

Storysack. Reading, Speaking & Listening Resources at their Best..(n.d.). Retrieved from http://storysack.com/

Walker Books Australia and New Zealand. (2013, March 13). Retrieved from

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http://www.walkerbooks.com.au/Authors_and_Illustrators/Meg-McKinlay

Walker Books Australia and New Zealand. (2012, October 3). Retrieved from http://www.walkerbooks.com.au/Authors_and_Illustrators/Leila-Rudge