zoo abc adventure

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Compiled by Joanne Coghlan Manager Making MAP Meaningful Project 2005 Page 1 of 12

Lets Go to the Zoo ABC Adventure

A Walking Talking TextPetal Planner unit of work

Based on the text by Patricia Whitehead

Unit written by Joanne CoghlanManager Making MAP Meaningful Project 2005

Patricia Whitehead, 1985.Lets go to the Zoo,Mahwah, N.J., Troll Associates,ISBN 0816703760

This unit of work uses the Walking Talking Texts Petal Planner framework.

focuses on oral language development in the Early Years and is recommended for usein contexts where oral language development is the focus.

uses the Do, Talk, Recordplanning model.

was written for use with English as a Second Language Students (ESL) as part of theMaking MAP Meaningful Project, 2005.

Northern TerritoryDepartment of Education 1995.Walking Talking Texts,


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WTT PETAL PLANNER


Name of text:Lets Go To The ZooABC AdventureYear level/s:

2/3Curriculum ESLlevels:Level 1

A. Discover ing the text .Read the text to thestudents.Daily activity

B. Teacher and studentstalk about ideas,opinions and feelingsabout the text.

Do you like/dislike theseanimals? Do you thinkyou can learn lots ofnew things?

C. Explore the text.Plan together,then role play thetext or part it.

Bus TripLining UpRole play all theanimals

D. Talk about the text.Is it true/false? Isthere anything in thestory which wouldmake us believe it isnot true? Do the

words give us a clearpicture about what ishappening? What arethese words? Whatdo they mean?Look at the alphabetwords do a simpledictionary for classdisplay.

E. Students retell t he text:the story li ne, thesequence of events etc.This is an oral activitywhich provides a perfectopportunity for

taping/transcribing

F. Listening ExercisesAnimal Musical ChairsAnimal FreezeBingo alphabet wordsfrom book

F. Oral ClozeExercisesMiss out the wordthat is representedon that page alphabet word

F. Intonation, Stressand Rhythm

Exercises

Clap on alphabetwordsWhisper the alphabetwordsClap out the wholestory

G. Teacher and studentsmake a picture map or

graph which depicts themain event, thesequence of events, etc.Photocopied text use fordaily reconstructionPicture map 3parts/sound & word, writtentext & illustrations

H. PronunciationExercises

Daily activity usingalphabet beginningsounds and words frombook

I. Teacher andstudents write a

group negotiatedtext of the original,from memory.Students illustrate,sequence the pagesand display forreference.Students tell thestory to the teacherin their own wordsand teacher scribesthis. Number

sentences andstudents illustratefor a page each.

J. Explore the textthrough poetry andor music.SONGGoing To the Zoo Playschool favouritesPOEMSSee attached

collection

K. Teacher writes thewords on charts.For display in theclassroom

L. Explore the textthrough art and c raft.Animal masks, fingerpuppets and paper hats

M. Teacher andstudents write agroup-negotiatedtext that reflectsthe art/craft work.For example,procedural ordescriptive texts.

Procedural textabout how we madethe masks


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N. Explore othercurriculum areassuggested by thecontent of t he text.Health/PEN/A

MathsSame/Different animalsand shapesPlay body parts matchinggameLook at shapes naming,sorting Spatial SenseKGP2 - identify commonshapes and objects byvisual appearance only anduse them purposefully inplay.

ScienceLife and Living KGP3 -identify the characteristicsand basic needs ofanimals and theirenvironmentChoose other animalsand talk about where theycome from, what theylook like, what they eatetc. See attached sheetfor ideas for recordinginformation.

Social EducationN/A

O. Teacher andstudents write a

group-negotiatedtext, which reflectsone of theselearning areas.Use retrieval chart torecord informationabout the animals.See attached sheetfor information.

P. Using the original textas a model, teacher and

students write a group-negotiated text in thesame genre.This text can differ inlanguage items, setting,characters, plot or purposefrom the original text.Whole class goes on a bustrip around the communityand lists local animals. Putthe animals in alphabeticalorder. Use photos to make

up the book. Do a retrievalchart for them as in O.

Q. Group OralPresentation. Use

songs, rhymes, theoriginal text or the group-negotiated texts todevelop an item to bepresented to an audience.This could be a recitation,a play, a song.Students could singGoing To the Zoo, reciteone of the poems, talkabout how they madetheir masks and do

appropriate animalsounds. It would beencouraged that thestudents present totransition class.

R. Assessment.Revisit activities B,

E, F, H, J. Havestudents talk aboutactivities G, L, N, P,Q. Record and keepstudents responsesto these activities.Use theseopportunities to tapeand transcribe.


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Student name: Date: Assessment Task E S C

EsseNTial Learnings Collaborative 1

Listens attentively and considers thecontributions and viewpoints of otherswhen sharing own ideas and opinions.Band 1 question, repeat or rephrase toclarify others ideas and information

Student asks if he/she does notunderstand something(anecdotal notes).

Speaking S L1.4 Learninghow-to-learnImitate, repeat, practise SAE, rely on face-to-face contact and contextual support

practise, repeat words/phrases/shortsentences

Student to retell parts of thestory (tape and transcribe).

Listening L L1.3 Language structures andfeatures

Pick out key words and well-knownphrases and discriminate some SAEsounds

distinguish some sound units of SAE

Student can succeed in oralcloze (anecdotal notes).

Reading R L1.3 Language struc tures andfeaturesRead simple texts using some sightvocabulary and knowledge of basic sound-symbol relationships

read independently some simplestructured texts with known vocabulary

Student reads part of text toteacher (running records).

Writing W BL3.3 Language structures andfeaturesHelp to edit group constructed texts andwrite some sentences independently usingfamiliar vocabulary and basic conventions.

show some spelling accuracy eg firstletters

Student writes 2 sentencesabout the zoo(writing sample and analysis).

Maths SS KGP2.1 Features and Applicationsof ShapesIdentify common shapes and objects byvisual appearance only and use thempurposefully in play

name point to or indicate some simple,common shapes, eg square, triangle,circle

experiment with sorting and matchingduring play, eg put all little shapestogether

match identical objects

Worksheet - name shapes, cutand paste to match shapes.

Science CC KGP3.2 Life and LivingIdentify the characteristics and basicneeds of plants, animals and environments

identify sources of food and shelter foranimals

Student writes own report, withsupport, using the retrievalchart.


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SUGGESTIONS FOR SCIENCE PROGRAM

Science CC KGP3.2 Life and LivingIdentify the characteristics and basic needs of plants, animals and environments

identify sources of food and shelter for animals

This program will run alongside the WTT program; perhaps 2 sessions per weekwould be adequate (10 sessions altogether). This will involve assisting the studentswith researching different animals and their specific characteristics using booksand the net. Attached are some examples of suitable websites. This will involve lots

of teacher support and oral discussions with individuals and the whole class.

Headings for retrieval chart

N ME H BIT T FOOD PPE R NCE

MONKEY JUNGLE BANANAS BROWN HAIR

Amonkey lives in thejungle and eatsbananas. It can have lots ofbrownhair.

The teacher writes these headings up on the board/paper, and explains theirmeaning to the students. The teacher then introduces an animal and models to thestudent how the chart can be used. This may have to be done lots of times overseveral sessions of the Science program. (One or two afternoons a week throughoutthis program.)

After filling in the chart, the teacher helps the students to use the connecting wordsand phrases which will make whole sentences. Make sure all the sentences that are

written are read out loud regularly. They should be displayed in the classroom andstudents would be encouraged to illustrate the sentences to give clues for each text.

It would be helpful also for the teacher to make flashcards of all the words used. Thestudents and teacher could have fun making up both sensible and silly sentencesusing them.


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Lets Go to the Zoo BC dventure

SONG GOING TO THE ZOO

http://www.peterpaulandmary.com/music/f-10-07.htm

Daddys taking us to the zoo tomorrowZoo tomorrowZoo tomorrowDaddys taking us to the zoo tomorrowAnd we can s tay all day

Were going to the zoo, zoo, zooHow about you, you, youYou can come too, too, tooWere going to the zoo, zoo, zoo

Baby elephants with their long trunk sw ingingGreat big ears and long trunk swingingSnuffling up the peanuts with the long trunk swingingWe can stay all day


See all the monkeys a scritch scri tch scratchingJumping all around and a scritch scritch scratchingHanging by their long tails and scritch scri tch scratchingWe can stay all day


Well we stayed all day and were getting sleepySitting in the car getting sleep sleep sleepyHome already sleep sleep sleepyWe have stayed all day

Weve been to the zoo, zoo, zooSo have you, you, youYou came too, too, tooWeve been to the zoo, zoo, zoo

Mummas taking us to the zoo tomorrowZoo tomorrowZoo tomorrowMummas taking us to the zoo tomorrowAnd we can s tay all day

Were going to the zoo, zoo, zoo

How about you, you, youYou can come too, too, tooWere going to the zoo, zoo, zoo


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Read and draw

Name: ________________________________ Date: __/__/__

I can see the gorilla!

Lisa goes to see the lion.

Kate goes to see the kangaroo.


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Sample Daily Wtt Program For:


1. Teacher reads text to students (A).

2. Oral cloze (F).

3. Teacher and students reconstruct the text using photocopied pages from text (G).

4. Role play each day choose different students for different roles, eg bus driver,different animals (C).

5. Pronunciation Exercises using alphabet beginning sounds and words (H)

6. Sing the song Going to the Zoo (J).

7. Play one of the Listening Exercises games (F).

8. Do the next section of the planner

9. Do a worksheet. Remember the teacher needs an A3 copy of the worksheet tomodel for the students.

(Worksheets can be word finds using words from the word list, read and draw, read, writeand draw, multiple choice, true/false, crossword or do look say, cover, write, check as aspelling exercise for the list words. Any other ideas such as a handwriting sheet relevant to

this program would also be great.)


M. Group negotiated procedural text on: How we made our masks.

What did we need? (Equipment)

List all the paper, scissors etc that were used. Students tell the teacher and theteacher writes it up on paper.

What did we do? (Procedure)

Students tell the teacher all the steps required to make the mask and the teacherwrites them down. Teacher and students together make sure the list is in the correctorder by cutting and pasting or re-writing. This is also written on paper.

The completed procedural text is put up in the classroom wi th a sample of acompleted mask.


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Listening Exercises (F)

ANIMAL MUSICAL CHAIRS

1. Teacher has pictures of all the animals in the text, and other zooanimals if required, photocopied onto coloured card. Can be morethan one copy of each picture.

2. Arrange chairs as for musical chairs.

3. Show students all the animals and work out with them an actionthey could make for each animal.

4. Put one of the pictures under each chair.5. Get students to stand at a chair each and look at their picture and

replace it before the music starts.6. When the music starts students move around the chairs doing the

action for the animal they looked at in 5.7. When the music stops students race to get a chair each and one

misses out.

8. Students left then look under their chair for the animal they are torole play again and replace the picture under the chair.

9. Teacher removes a chair and the game continues until there isone winner.

ANIMAL FREEZE

1. Teacher says an animal name and puts on the music.2. The students role play the animal.

3. When the music stops all students must freeze immediately.4. Any students who dont stop are out.5. This goes on until only one child is left in.


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WORD LIST

along

bus

can

driver

entrance

first

gorilla

hippo

ideajoin

lion

kangaroo

monkeys

necks

off

penguins

quite

rhino

stripes

tiger

unusual

velvet

white

exactly

you

zebra


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Multiple Choice

Shade the bubble to make the sentence correct. Remember to read the text

carefully to find your answer.

1. Lisa goes to see thehippolionkangaroodonkey

2. Jenny goes to see thegiraffepenguinshelicopterhorses

3. The children went to the zoo on theplanehelicopterToyota

bus

4. Tommys favourite animal is thegiraffehippozebrasnake


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Suggested Maths ProgramFeatures and Applications of Shapes

Maths SS KGP2.1 Features and Applications of ShapesIdentify common shapes and objects by visual appearance only anduse them purposefully in play

name point to or indicate some simple, common shapes, egsquare, triangle, circle

experiment with sorting and matching during play, eg put alllittle shapes together

match identical objects

This program should be a part of the daily maths program and be incorporatedfor approximately 2 sessions per week over the 5 week duration of the WTTprogram.

Sessions 1 - 9:Utilise ideas from the WA Maths Curriculum. They providelots of creative ideas and scaffold student development ofunderstandings/concepts well.(Space: S1:P2:2, S1:P2:3, S1:P2:4, S1:P3:1, S1:P3:2, S1:P3:3, S1:P3:4)

Session 10: Assessment: make a worksheet and conduct activities toaddress the outcomes and indicators above.

(Dont forget to tick off the assessment sheet for each child.)

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