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In groups of four, students will work individually and collaboratively to draw or write relevant information onto what they have learnt in the book. Students will then discuss as a group on each students learnt about, their favourite part and possible reasons as to why the author wrote the book.

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After reading the book, students will individually write in their reading journal about what they have learnt, their favourite part, their dislike part, what the Rainbow Fish learnt and what the author wants the audience to learn about.

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Interpreting, Analysing, Evaluating:

Identify the audience of imaginative, informative and persuasive texts (ACELY1668)

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Activity: Shared reading session (Prediction)

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Activity: Shared reading session (Prediction)

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Students will be invited to create predictions by the teacher making purposeful pauses at certain pages for students to create their predictions based on the prior knowledge and vocabulary they have learnt.

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Before reading the book, students are to categorise the key words from 'The Rainbow Fish' into four categories (Setting, Characters, Problem & Action) based on their prediction on what the book could be about.

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Interpreting, Analysing, Evaluating:

Read less predictable texts with phrasing and fluency by combining contextual, semantic, grammatical and phonic knowledge using text processing strategies, for example monitoring meaning, predicting, rereading and self-correcting (ACELY1669)

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Activity: Text Detective on the Rainbow Fish 

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Activity: Text Detective on the Rainbow Fish 

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Students are to create inferences based on the front cover of 'The Rainbow Fish.' After students create their inferences, students will compare and contrast their inferences to the text. Students will then be asked how much did the title and the front cover reveal in relation to what the text is about.

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Without showing the illustrations of the book, students are to illustrate what they think different characters from the book look like. After students finish drawing, students will be asked to explain their drawing by discussing why they have drawn specific features of their drawing and discuss the similarities and differences between their drawings and the illustrations from the book.

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Interpreting, Analysing, Evaluating:

Use comprehension strategies to build literal and inferred meaning and begin to analyse texts by drawing on growing knowledge of context, language and visual features and print and multimodal text structures (ACELY1670)

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Students are to match different noun cards into their correct noun category.

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Activity:  A Noun Whole-word Cloze activity during a Shared Reading 

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Activity:  A Noun Whole-word Cloze activity during a Shared Reading 

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Students will cover a range of common, proper and pronouns for the first three pages. Students are to think and predict of a noun that could be replaced for each missing word. After revealing the noun, students will be asked what type of noun it is. Once students have correctly identified the correct type of noun, the noun will be added to a class noun chart.

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Expressing and Developing Ideas:

Understand that nouns represent people, places, concrete objects and abstract concepts; that there are three types of nouns: common, proper and pronouns; and that noun groups/phrases can be expanded using articles and adjectives (ACELA1468)

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After reading The Rainbow Fish as a class, students are to create a word wall by adding their newly learnt words from the Semantic Association game onto the class word wall.

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Students are to identify words that associates and relates to the Rainbow Fish and add these words onto a class brainstorm.

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Text Structure and Organisation:

Understand how texts are made cohesive through language features, including word associations, synonyms, and antonyms (ACELA1464)

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Activity: Sentence Manipulation Activity – Sequencing Sentences

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Activity: Sentence Manipulation Activity – Sequencing Sentences

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Students are to order different phrase or word cards to create a correct compound sentence from 'The Rainbow Fish.'

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The teacher is to conduct a modelled reading session with students to verbally explain and highlight the different coordinating conjunctions used in the book that links simple ideas together.

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Expressing and Developing Ideas:

Understand that simple connections can be made between ideas by using a compound sentence with two or more clauses usually linked by a coordinating conjunction (ACELA1467)

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Students will large visual representations of the series of events from the text . In addition, students will write a few sentences which relates to the events shown from their large visual representations.

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Students are to record the narrative elements of The Rainbow Fish such as the orientation, complication and resolution of the book. After recording these elements, students are to create their own story map to demonstrate the visual representation of the events that occurs in 'The Rainbow Fish.'

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Examining Literature:

Discuss the characters and settings of different texts and explore how language is used to present these features in different ways (ACELT1591)

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The teacher is to select an innovation and change to be made and students are to discuss the impact of the innovation such as discussing the Rainbow Fish's feelings through the rest of the book. Students will then discuss if they prefer the original text or the innovated text of 'The Rainbow Fish.'

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A class chart will be created, listing keywords relating to students' prior knowledge and experiences about fishes. Students are to then draw their interpretation of what the Rainbow Fish could look like. Students will then complete another chart, as a class, listing keywords on what they have learnt about fishes from the book.

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Responding to Literature:

Compare opinions about characters, events and settings in and between texts (ACELT1589)

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As a class, students will create a class chart based on the feelings students feel when reading the text. Students will also have the opportunity to explain why students felt and express their specific emotions.

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Students will 'Stop and Think' on their prediction on what could happen to the Rainbow Fish and 'Feel and Share' on how students feel about the Rainbow Fish's actions and feelings as a class.

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Responding to Literature:
Identify aspects of different types of literary texts that entertain, and give reasons for personal preferences (ACELT1590)

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As a class, students will discuss the different character relationships the Rainbow Fish had. Students will then identify their significant relationships with their friends and family to create a Mindmap, identifying and describing their significant relationships. (Writing)

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Students will do a 'Think - Pair - Share' on how the little blue fish felt after the Rainbow Fish excluded the little blue fish from being friends and refused to give a special scale. (Speaking)

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Communicating and Interacting for Health and Wellbeing - Strategies to include others in activities and games (ACPPS019)

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Being Healthy, Safe and Active - Changes in relationships and responsibilities as individuals grow older (ACPPS016)

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Students will visit a nearby river or beach to record and write their findings of where fishes live. Students will then create a painting on the habitat of where the Rainbow could live. (Writing)

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Students are to create their own ocean scene by using old shoe boxes. Students could use play dough to create their rainbow fish or use blue tissue paper to create an ocean environment. Students will then present their ocean scene to their partners, describing the materials used to create their artwork. (Speaking)

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Ideas - Exploration of, and experimentation with, the visual art elements of shape, line, colour, space and texture and how these are used in the environment (ACAVAM106)

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Skills - Development of artistic skills through experimentation with:

shape (symmetrical shapes; simple tessellating shapes)

colour (warm, cool colours)

line (horizontal, vertical, diagonal, spiral; lines that show motion)

space (overlapping to show depth; horizon line)

texture (different man-made and natural materials)

to create artwork (ACAVAM107)

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Activity: Poster on how water is used around the school

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Activity: Poster on how water is used around the school

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Students are to identify where the Rainbow fish may live, such as in the ocean or in water. The teacher is to then introduce the idea that water is one of many of Earth's natural resources. Students will then investigate ways water is used at school. In partners, students are to create a poster on how water is used around the school. (Writing)

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Earth and Space Sciences - Earth’s resources are used in a variety of ways (ACSSU032)

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Activity - Playdough Lifecycle of a Fish

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Activity - Playdough Lifecycle of a Fish

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Students will investigate and explore the lifecycle of a fish (egg -> larva -> juvenile fish -> adult fish). Students will then create a visual representation of the lifecycle of a fish using play dough with writing a few sentences describing each life stage. (Writing)

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Biological Science - Living things grow, change and have offspring similar to themselves (ACSSU030)

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Science Understanding:
Chemical Sciences - Different materials can be combined for a particular purpose (ACSSU031)

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This activity is an introduction on the surface tension of water. Small groups of students will be given a bowl of water and an individual cardboard fish cutout. Students are to write their prediction of whether the fish can float or not. Students will then try to make the fish float. They will then write their prediction whether adding a small drop of detergent on the tail of the fish would affect the fish. Students will then add a drop of detergent and record what happens to the fish, to which fish is to mimic swimming in the water. After the experiment, the teacher will explain that the detergent broke the surface tension of the water, which is the skin that holds water together.  (Writing)

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Students will reread The Rainbow Fish individually while recording the features of the Rainbow Fish to create their own, using cone shape paper plate a handful of paper plate 'scales' and paint. (Reading and Writing)

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Making:
Ideas - Experimentation with, and use of materials, media and/or technologies when creating artwork (ACAVAM107)

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Students in small groups of three or four are to act out specific events that occur during The Rainbow Fish, such as when the Rainbow Fish realises that no one wants to be friends with him. Students will be asked to act out their given role play prompt using their body language, words and facial expressions. After each group performs, students are to guess what feeling the Rainbow Fish might be feeling. (Speaking and Listening)

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Personal, Social and Community Health:
Communicating and Interacting for Health and Wellbeing - Ways to interpret the feelings of others in different situations, such as:
- words other people use
- facial expressions
- body language

(ACPPS020)

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The Rainbow Fish by Marcus Pfister (YEAR 2)

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The Rainbow Fish by Marcus Pfister (YEAR 2)