Library Introduction Term 1 2016

Early Stage 1 - Library Skills | Term 1 | English
Duration
10 weeks
Outcomes
English K-10
ENe-1A communicates with peers and known adults in informal and guided activities demonstrating emerging skills of group
interaction
ENe-2A composes simple texts to convey an idea or message
ENe-10C thinks imaginatively and creatively about familiar topics, simple ideas and the basic features of texts when responding to
and composing texts
ENe-11D responds to and composes simple texts about familiar aspects of the world and their own experiences
Content
Early Stage 1 - Speaking and listening 1
Students:
understand how to communicate effectively in pairs and groups using agreed interpersonal conventions, active listening,
appropriate language and taking turns

communicate appropriately and effectively within the classroom using agreed conventions, eg staying on topic, asking for and
offering assistance
listen to and respond orally to texts and to the communication of others in informal and structured classroom situations
(ACELY1646)
engage with and respond to a range of oral and aural texts for enjoyment and pleasure
Board of Studies, Teaching and Educational Standards NSW - Program Builder - pb.bos.nsw.edu.au
Program Builder contains NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the State of New South Wales which is
protected by Crown copyright. 1
Content
Early Stage 1 - Writing and representing 1
Students:
drawing on their experience of language and texts, begin to understand that writing and representing can be used to convey
an idea or message
Respond to and compose texts
create short texts to explore, record and report ideas and events using familiar words and beginning writing knowledge
(ACELY1651)
Early Stage 1 - Thinking imaginatively and creatively
Students:
respond to texts, identifying favourite stories, authors and illustrators (ACELT1577)
share picture books and digital stories for enjoyment and pleasure

use imagination to represent aspects of an experience using written text, drawings and other visual media
Early Stage 1 - Expressing themselves

Students:
share responses to aspects of a text that relate to their own life
engage with a variety of simple texts and begin to understand that readers draw on their own knowledge to make meaning and
enhance enjoyment
compare and connect own experiences to those depicted in stories
compose simple written and visual texts that include aspects of home, personal and local community life
Wee
Learning Activity/Focus
Resources
k
2
Introduction to the library.

Video to say hello.
Tour around library.
Meet Wally the wombat to discuss rules.
Into books draw pictures of rules Wally said.
Need to draw Wally into books.

*good idea to have distinct page for them
to write on.
Read I love you
Only Callum and Liam from KT couldnt
find page.
1. Read No, David by David Shannon.

2. Share with students that the author/illustrator, David Shannon, got the idea
for this book from a story he wrote when he was little.
First, let's imagine what David might do if he came to our library. Would he
follow the rules?
(Thumbs up or down). How do you know he probably wouldn't follow the rules?
(He doesn't in the story). What sort of things might he do? Record students'
ideas on the board.
Tell them they can write and illustrate one thing David might do if he came to
our library to go in their book.
Discuss idea of front cover of book- how it might look.
No David Book
Page drawn in book for front cover picture
They write and draw on their front cover. Briefly mention idea of author.
They can use the ideas on the board. Allow students time to share their work to
close out the lesson. Read book if time.
4
TUMUT PUBLIC SCHOOL LIBRARY LESSON PLAN

Outcome
Fact vs Fiction
ENe-4A
demonstrates developing skills and strategies to read, view and comprehend

short, predictable texts on familiar topics in different media and technologies
ENe-7B
recognises some different purposes for writing and that own texts differ in
various ways
Draw page in books- with mouse on it

Resources
If You Give A Mouse A
Cookie by Laura Numeroff JF NUM
Chart paper
Pictures of a real mouse and a fake
mouse.
ENe-12E demonstrates awareness of how to reflect on aspects of their own and

others learning
Content Indicators
make connections between a text and own life
discuss the possible audiences of imaginative and informative texts
identify some differences between imaginative and informative texts

(ACELY1648)
develop an appreciation for books, poetry and song and the importance
of narrative
Library
Objective
Title
Students will determine if a story is real or make believe.
Real vs. Make-Believe
Introduction
Discuss real and make believe.
We are looking for things in the book a real mouse might do and things a
pretend mouse would do.
Vocabulary
Fact fiction real make-believe
Activity
Read If You Give A Mouse A Cookie.
Have the students listen for things a real mouse and a pretend mouse
would do.
Use the chart paper with the pictures of the mice at the top.
Create two columns and list or draw things that fit the category from
the book.
Evaluation/Assessment
Review the list you have created. Discuss what
things are real and what things are make-believe.
Have students add to the list by coming up with their own ideas.
5

Outcome
Fact vs Fiction
ENe-8B
Draw page in books with bat on it

Resources
demonstrates emerging skills and knowledge of texts to read and view, and
shows developing awareness of purpose, audience and subject matter
Stellaluna by Janell Cannon JF CAN

Chart paper
Content Indicators
recognise that there are different kinds of

imaginative and informative texts for enjoyment and finding information
explore the different contribution of words and images to meaning in

stories and informative texts (ACELA1786)
Library
Objective
Title
Students will listen to a story and identify the facts.
Bat Facts
Introduction Introduce the story about a bat. Ask the students to listen for
facts about the bat so you can create a fact sheet at the end of the story.
Discuss the difference between fact and fiction.
Vocabulary
Fact fiction
Activity
Read the story of Stellaluna.
Model listening for a fact about Stellaluna by pointing out a fact in a

passage just read.
After the story, go back and recall facts about bats. Make a list of bat
facts.
Revisit fact and fiction. Ask students to recall the
differences between fact and fiction. Read the list of facts about bats.
6

Outcome
ENe-8B
Content Indicators
explore sequencing of a story, focusing on the

beginning, middle and end and recognise cultural patterns of storytelling, eg
'Once upon a time', the Dreaming
interpret pictures with labels, environmental print logos and other visual
images
Library
Objective
Title
Students will listen to a story and identify the facts.
Bat Facts 2
Resources
Warambi Aleesah Darlison JFDAR
Chart paper
Variety of factual books about bats 599.4
Introduction Revise learning about bats in Stellaluna. Ask the students to
listen for facts about the bat so you can create a fact sheet at the end of the
story. Discuss the difference between fact and fiction.
Vocabulary
Fact fiction
Activity
Read the story of Warambi
Model listening for a fact about Warambi by pointing out a fact in a

passage just read.
After the story, go back and recall facts about bats. Make a list of bat
facts.
Now look at factual books on bats.
Revisit fact and fiction. Ask students to recall the
differences between fact and fiction. Read the list of facts about bats.
7
Town Library Visit

Outcome
ENe-4A
Resources
Parsley Rabbits Book
About books by Frances Watts TR 002
WAT

Content Indicators
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)
identify and compare similar ideas, characters and settings in texts
Library
Objective
Title
Students will identify the elements of a story.
Learning about Books
Introduction Ask the students if they have ever asked for another story. What
makes a story? How do you know if you are hearing a story? Does a story
have parts?
Vocabulary
Books
Activity
Read the story.
Discuss the elements of the story as it appears in the book.
Make an outline of the parts of the story.
Make an outline of the parts of a story.
Make a quick story as a class using the outline created.
Example: Once there was a frog named Fred. He liked to.
9
Resources
Outcome
Black Skin, white Cow JF BER
ENe-7B
Star pattern
recognises some different purposes for writing and that own texts differ in
various ways
ENe-8B

Content Indicators
demonstrate an awareness of written forms of

communication, including labels, symbols, emails, letters and photographs
engage with shared stories and join in shared book activities on familiar
and imaginary books
Library
Objective
challenge.
Title
Students will identify the significance of the Premiers Reading
Introducing the Premiers Reading Challenge
Introduction Explain the importance of the Premiers Reading Challenge .

Discuss importance of reading
Vocabulary
Premiers Reading Challenge
Activity
Discuss what Premiers Reading Challenge is and how to find numbers. Where
books are located in the library.
Show star shape.
Read Black Skin, white Cow to the students
Have the students write their name on the star to go on a bulletin

board. And then the Premiers Reading challenge Number.
Display stars on a bulletin board and continue to add numbers as children read
books.
Comments:
10

Outcome
ENe-1A
communicates with peers and known adults in informal and guided activities
demonstrating emerging skills of group interaction
Resources
If You Give a Mouse a
Cookie (Numeroff) or another title by her.
If you give a pig a pancake
If you give a moose a muffin
ENe-8B
If you take a mouse to the movies JF NUM
Content Indicators
listen to and respond orally to texts and to the

communication of others in informal and structured classroom situations
(ACELY1646)
express a point of view about texts read and/or viewed
discuss familiar written and visual texts
Library
Objective
book.
Title
Students will identify the author as the person who writes a
Awesome Authors
Chart paper and pen

Introduction Have books by Numeroff on display, ask students if they have
seen these books before.
Vocabulary
Author, illustrator
Activity
Introduce the book by saying that we will be reading a book by a favorite
author.
Show title page, pointing out the title, author, and the illustrator. Explain that
the author is the person that writes the story/words in the book. They usually
do not draw the pictures.
Share the book, asking questions about what will happen next.
Tell the students that they are going to be authors, too. Use chart paper to
write a story, If You Give a Tiger Cub a Tomato. Get input from the students
and ask questions to prompt ideas. What does he do with the tomato? Why
does he do that? What will he do next? What does that remind him of? Record
the story on the chart paper as they give it. Once the story is finished, read it
back to them. Explain that are no pictures because the author does not usually
draw the pictures.

Display the story for others to see. Point out the author of the books they
choose for borrowing.
11

Outcome
ENe-4A

KINDERGARTEN
Resources
The Amazing A to Z thing
Sally Morgan JF MOR Dr Suesss ABC JF
SEU Animalia Graeme Base JF BAS
Alphabet letters
Content Indicators
recognise the letters of the alphabet and know

there are lower and upper case letters
(ACELA1440)
Library
Objective
The student will recognise the importance of the alphabet to the
library. The student will identify that fiction books in the library are in
alphabetical order by the authors last name.
Title
The Alphabet and the Library
Introduction Introduce lesson by letting students find letters of the alphabet

in the room, or by reciting the alphabet with them.
Vocabulary
Alphabetical order, authors last name, spine label
Activity
Read an alphabet story. Ask students what kind of order the story was in
(alphabetical, ABC). Ask students what else is in alphabetical order (the phone
book, their names on the roll, etc.). Explain that the books on the shelf in the
picture section are in alphabetical order, too. Include they are in order by the
authors last name, not the book title. Why? (in case there are two books with
the same title, or youre not sure of the exact title) Explain that alphabetical
order makes it easier to find the book- it is always in the same place. Tie into
last weeks lesson on books having a particular address.
Share another alphabet story, emphasizing the order and comparing it to the
shelves. (You may even want to walk around the library and point to the areas
as you get to that letter.)
Have students line up in alphabetical order by
their last name, pretending to be books on a shelf.
Evaluation

Library Introduction Term 1 2016

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Early Stage 1 - Library Skills | Term 1 | English

ENe-2A composes simple texts to convey an idea or message

appropriate language and taking turns

Respond to and compose texts

Early Stage 1 - Expressing themselves

Introduction to the library.

Need to draw Wally into books.

1. Read No, David by David Shannon.

TUMUT PUBLIC SCHOOL LIBRARY LESSON PLAN

demonstrates developing skills and strategies to read, view and comprehend

Draw page in books- with mouse on it

ENe-12E demonstrates awareness of how to reflect on aspects of their own and

make connections between a text and own life

discuss the possible audiences of imaginative and informative texts

identify some differences between imaginative and informative texts

Students will determine if a story is real or make believe.

Real vs. Make-Believe

Discuss real and make believe.

Fact fiction real make-believe

Read If You Give A Mouse A Cookie.

TUMUT PUBLIC SCHOOL LIBRARY LESSON PLAN

Draw page in books with bat on it

Stellaluna by Janell Cannon JF CAN

recognise that there are different kinds of

explore the different contribution of words and images to meaning in

Students will listen to a story and identify the facts.

Read the story of Stellaluna.

Model listening for a fact about Stellaluna by pointing out a fact in a

TUMUT PUBLIC SCHOOL LIBRARY LESSON PLAN

explore sequencing of a story, focusing on the

'Once upon a time', the Dreaming

Students will listen to a story and identify the facts.

Read the story of Warambi

Model listening for a fact about Warambi by pointing out a fact in a

Now look at factual books on bats.

Town Library Visit

TUMUT PUBLIC SCHOOL LIBRARY LESSON PLAN

demonstrates developing skills and strategies to read, view and comprehend

understand concepts about print and screen,

identify and compare similar ideas, characters and settings in texts

Students will identify the elements of a story.

Learning about Books

Read the story.

Discuss the elements of the story as it appears in the book.

Make an outline of the parts of the story.

TUMUT PUBLIC SCHOOL LIBRARY LESSON PLAN

Black Skin, white Cow JF BER

shows developing awareness of purpose, audience and subject matter

demonstrate an awareness of written forms of

Students will identify the significance of the Premiers Reading

Introducing the Premiers Reading Challenge

Introduction Explain the importance of the Premiers Reading Challenge .

Premiers Reading Challenge

Read Black Skin, white Cow to the students

Have the students write their name on the star to go on a bulletin

TUMUT PUBLIC SCHOOL LIBRARY LESSON PLAN

If you take a mouse to the movies JF NUM

listen to and respond orally to texts and to the

express a point of view about texts read and/or viewed

discuss familiar written and visual texts

Students will identify the author as the person who writes a

Chart paper and pen

draw the pictures.