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Identify some features of texts including events and characters and retell events from a text (ACELT1578)

Arrange a free dress day and invite children to dress up as a character from the text. In class as a whole group partake in a collaborative retell experience, prompt "What comes next?".

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Replicate the rhythms and sound patterns in stories, rhymes, songs and poems from a range of cultures (ACELT1579)

Whilst city of light does not present to have a particular rhythm, seek a book such as 'Chicka Chika Boom Boom' and play the accompanying soundtrack (CD in book) with the provision of instruments for participation.

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Participate in shared editing of students’ own texts for meaning, spelling, capital letters and full stops (ACELY1652)

Have children collect their book they have created throughout this inquiry of the text, Model an editing session and release students to edit their own books using a guided editing approach. Focus on Capital letters, full stops and spelling.

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• Deliver short oral presentations to peers (ACELY1647)

Take turns to each stand up and share a favourite part in the text.

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Use interaction skills including listening while others speak, using appropriate voice levels, articulation and body language, gestures and eye contact (ACELY1784)

Children bring their favourite space or science book in from home (have some available for those that don't). Have children take turns to present why this is their favourite book using appropriate presentation cues.

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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)

Focusing on capital letters and full stops split the class in half, one half are capital letters and the other half full stops. Write sentences on a portable whiteboard, turning it different ways and having the students correctly go to the right side og the sentence given their role (capital letter or full stop).

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Recognise and generate rhyming words, alliteration patterns, syllables and sounds (phonemes) in spoken words (ACELA1439)

Sitting in a circle pick one word from the book and go around the circle, each child contributing a rhyming word. Nonsense words allowed!

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Know how to read and write some high-frequency words and other familiar words (ACELA1817)

Working one to one with a student read the text together, however, student is to read or attempt high frequency words. Mark words with small post-it for ease in identification

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Identify some differences between imaginative and informative texts (ACELY1648)

Comparing 'City of Light', 'Moustronaut' and 'The Mysteries of the Universe' sort and classify page by page if the information is informative or imaginative. At the end discuss 'Moustronaut' as being fiction and 'The Mysteries of the Universe' being non-fiction, however draw attention to 'City of Light' being a fictional book with non-fictional information in it.

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Read decodable and predictable texts, practising phrasing and fluency, and monitor meaning using concepts about print and emerging contextual, semantic, grammatical and phonic knowledge (ACELY1649)

Complete a modelled reading session focusing educating children on concepts of print and phonic knowledge (FSR MD, pp. 123).

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Use comprehension strategies to understand and discuss texts listened to, viewed or read independently (ACELY1650)

Head outside with a bucket of chalk and draw four extra large circles, this will represent the beginning, problem, climax and ending. As a group move through the story map together and invite children to draw their representation of that phase in the map, complete until children have all drawn in each part of the story to create a large scale, collaborative story map outside (FSR MD, pp. 109-110).

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Identify some features of texts including events and characters and retell events from a text (ACELT1578)

Have children select their favourite character in a particular scene/event in the story, then draw and retell the scene/event they have selected orally in a small group (FSR MD, pp.107).

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Share feelings and thoughts about the events and characters in texts (ACELT1783)

Have children move into small groups and each select a favourite sentence after participating in a shared reading session. Provide the student with that sentence on a pre-printed slip and allow for time to silently read before coming back as a group to share their sentence and why it was their favourite (FSR MD, pp. 108).

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Recognise that texts are created by authors who tell stories and share experiences that may be similar or different to students' own experiences (ACELT1575)

Set up a writing table with pre-stapled books along with an image of the author 'Julia Lawrinson'. This shall become a writing table provocation where children can approach freely to create their own text as the author and pin their book up for others to read (FSR MD, pp. 101).

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Retell familiar literary texts through performance, use of illustrations and images (ACELT1580)

Using the Stop Motion Studio app on an iPad, children work with the teacher to identify the core events in the text then retell the story by creating a stop motion story with plasticine and printed backgrounds (FSR MD, pp. 107).

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Recognise that texts are made up of words and groups of words that make meaning (ACELA1434)

After a small group shared reading session of the text using the prediction strategy revisit the predicted words, then have children write and add those words to the word wall (FSR MD, 125-126).

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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)

Use page 26 in the text where multiple places are listed with capital letters as a prompt to label the cities on an image of Australia using capital letters.

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Recognise and name all upper and lower case letters (graphemes) and know the most common sound that each letter represents(ACELA1440)

As a class children will 'hunt' for words containing the letter 's' throughout the story, any words starting with this letter shall be added to the word wall (FSR MD, pp. 130-131).

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Understand how to use knowledge of letters and sounds including onset and rime to spell words (ACELA1438)

Provoked by page 32 in the text and using the word 'can' as a prompt, challenge students to create as many words as they can in small groups by using onset and rime (FSR MD, pp. 134)

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Enhance children's play through the watching a story being read from space by a real astronaut!
https://storytimefromspace.com/library/

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Story Time From Space | T2 Science & Math Education Consultants

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Story Time from Space Directory

Book by Susan Lendroth
Read in space by astronaut Christina Koch
Running Time: 9:34 Minutes

Running Time: 22:04 Minutes

Running Time: 18:28 Minutes

Running Time: 13:15 Minutes
Read by: Anne McClain

Running Time: 9:31 Minutes

Read by: Hazzaa al-Mansoori (In Arabic)

Running Time: 10:29 Minutes

Written by: Lost My Name

Read by: Tim Peake

Running Time: 16 Minutes

Written by: Jeffrey Bennett

Read by: Mike Hopkins

Running Time: 16 Minutes

Written by: Jeffrey Bennett

Read by: Koichi Wakata
Running Time: 15 Minutes
Written by: Jeffrey Bennett

Read by: Mike Hopkins
Running Time: 15:16
Written by: Jeffrey Bennett

Read by: Mike Hopkins
Running Time: 16:35
Written by: Jeffrey Bennett

Read by: Mike Hopkins
Running Time: 20:32
Written by: Jeffrey Bennett

Read by: Koichi Wakata
Running Time: 15:47
Written by: John Danny Olivas

Read by: Tim Kopra
Running Time: 8:32
Written by: Andrea Beaty

Read by: Kate Rubins

Running Time: 11:16

Written by: Jeffrey Bennett
Read by: Col. R. Shane Kimbrough
Scientists and Their Writings

Running Time: 10:53

Written by: Jessica Fries-Gaither
Read by: Joseph Acaba
Running Time: 13.51

Written by: Travis Bossard & Mick Szydlowski
Read by: Richard (Ricky) Arnold
Running Time: 11:35

Written by: Emily Morgan
Read by: Mark Vande Hei Running Time: 8:07
Written by: Mark Kelly
Read by: Scott Kelly

Mousetronaut Goes to Mars - Coming Soon

Running Time: TBD

Written by: Mark Kelly

Read by: Scott Kelly

The Rhino Who Swallowed a Storm - Coming Soon

Running Time: TBD

Written by: LeVar Burton and Susan Bernardo

Read by: TBD

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Library Directory | Story Time From Space

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Book by Susan Lendroth Read in space by astronaut Christina Koch Running Time: 9:34 Minutes Running Time: 22:04 Minutes Running Time: 18:28 Minutes Running Time: 13:15 Minutes Read by: Anne McClain Running Time: 9:31 Minutes Read by: Hazzaa al-Mansoori (In Arabic) Running Time: 10:29 Minutes Written by: Lost My Name

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Set up a space and astronaut themed dramatic play area in the room that affords for social and emotional development whilst enabling children's innovation of the text through play.

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Display the pages in a linear order at children's level and participate in a gallery walk where each child presents to the class their page and illustration, whilst also supporting the children's developing understanding of concepts of print.

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Depending on the number of students in the class, break the book up into pages or concepts that make up the book and assign one to each child. The task invites the child to become the illustrator for their page/concept through the exploration of shape, colour, line and texture to create their own page. Eventually the pages will be collated to create a whole class book.

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Retell the story through a performance of improvised movements that represent core parts of the text with the Kindy students as the audience. Use attached playlist.
Parts to include:
Beginning: Big news - excitement
Problem: How to get the astronauts attention - thinking
Climax: Telling everybody - rushing
End: The city of lights - wonder and awe
https://open.spotify.com/playlist/56DvOzilg0auLROw1YcdD8?si=B3hoCsttStyFda-uGtfYNg

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Investigate the seasonal changes using 'The Deaming' app. Go outside (on a clear day if possible to support the concept) and observe the sky during Bunuru (February/March). Guide children to draw possible connections to the astronauts ability to see being partially due to the lack of cloud cover. Record the number of clear skies throughout Bunuru and if the children respond with interest continue to record over the course of the year.

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Intentionally plan a daily wonder session to focus on space. Briefly revisit the book before turning off the lights and projecting a starry sky onto the ceiling. Invite children to lie down and share their wonders (questions) about space. Document using the voice/video recording app an iPad.

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Children are given the opportunity to investigate, hypothesis and predict when engaging with this light experience in order to support their comprehension of the story. Provide a variety of torches, along with a projector and a collection of items with differing properties in a dark room. support scientific literacy acquisition throughout the experience.

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Stories of the past - A visit from Bushy

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Stories of the past - A visit from Bushy

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Invite Bushy a Kepa Kurl (Esperance) man from Wudjari Boodja to visit and engage in a discussion with the students about this story they have recently read detailing an event in the past. After this discussion invite Bushy to share an oral story of The Dreaming, of his ancestors past.

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Create a collaborative world globe through a paper mâché provocation and once set have the teacher or EA paint on the continents. As a class label the locations mentioned in the story: Perth ('the city of light'), The Pyramids (Egypt), The Amazon (South America) and The Grand Canyon (Arizona).

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Students create a poster about a current topic they feel is important to share

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Identify the different text types present throughout the story and use this to provoke the investigation of 'Is it really real?'. Armed with a date, astronaut name and location use this to build the foundation of the investigation. Take children to the librarian for an interview and utilise digital technologies such as iPads and the interactive TV/whiteboard to gather a range of sources.

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City of Light by Julia Lawrinson, illustrated by Heather Potter & Mark Jackson.

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City of Light by Julia Lawrinson, illustrated by Heather Potter & Mark Jackson.