EALR 1: The student uses listening and observation skills and strategies to gain understanding

• 
  With teacher prompt, adapts listening behavior to attend to a task (e.g., class discussion, small group communication, listening to a story or an oral presentation).
  
• 
  Attends to the task in group activities (e.g., student is seated in a chair or on the floor, appropriate to the activity, eyes are focused on speaker, hands are still, child does not interrupt).
  
• 
  Responds to verbal and nonverbal cues associated with the situation (e.g., classroom routine and/or teacher/peer interaction).
  
• 
  Uses strategies for enjoyment listening and active listening with support from teacher. (See GLE 1.1.2 and 1.2.1.)
  

• 
  Follows three-step oral directions for routines.
  
• 
  Recalls oral multicultural stories, familiar tunes, songs, and sounds. (Note: Familiarity with a song, story, or nursery rhyme cannot be assumed.)
  
• 
  Answers a variety of questions: who, what, when, where, why, whose, yes/no.
  
• 
  Provides feedback pertinent to the observation or active listening situation (e.g., “In the story, Maria reminded me of my sister because she is very funny.”), or listening for enjoyment (e.g., “I liked how the music changed from loud to quiet and back to loud again.”).
  
• 
  Describes and explains visual information (e.g., signs and symbols in the environment, illustrations in literary text, diagrams in expository text).
  

• 
  Makes simple inferences (e.g., why the principal was in the cafeteria, why Bella is absent from school).
  
• 
  Listens for, identifies, and explains personal connections to events and/or one’s own feelings related to an event (e.g., events in a personal story told by a peer, a video, a story on the news).
  

• 
  Identifies various types of mass communication (e.g., television, radio, advertisements, signs, movies, magazines).
  

• 
  Selects language that is courteous (e.g., please, thank you, no thank you, excuse me) and explains why it is appropriate.
  
• 
  Identifies and describes different types of speech (e.g., chat, warning, sharing, discussion, and joke) and when each might be used.
  

• 
  Demonstrates when to talk and when to listen (e.g., “When someone else is talking or during a story, it is time to listen; when there is a break in the conversation, it may be time to talk.”)
  
• 
  Expresses support and acceptance by using positive language in response to others’ communication (e.g., “You did a good job, DaVonne.”)
  
• 
  As a member of the audience, responds to the speaker with encouraging nonverbal communication (e.g., sitting still and watching the speaker).
  

• 
  Maintains topic introduced by teacher for three conversational turns.
  
• 
  Initiates and sustains a conversation with comments and questions (e.g., responding to other’s remarks, expressing feelings).
  
• 
  Seeks and accepts a solution to a group problem (e.g., how to divide up supplies, playground equipment, jobs, or responsibilities).
  

• 
  Describes family similarities and differences (e.g., “I eat dinner with my sister and brother and my parents eat later, but in Tyrone’s family, everyone eats at the same time.”; “I live with my mom, and James lives with his aunt, uncle, and grandma.”).
  

• 
  Identifies and explains verbal and nonverbal cues used by others with teacher guidance (e.g., hand gestures, facial expressions, tone of voice).
  

• 
  Identifies the audience (e.g., friends, family, or class).
  
• 
  Selects a topic to inform or tell a story, with teacher guidance.
  
• 
  Selects content from personal knowledge and experience.
  
• 
  Organizes information using logical sequence with teacher guidance. (Culture may influence storytelling sequence.)
  

• 
  Uses visual aids (e.g., illustrations, photos, and other items).
  

• 
  Faces audience (not teacher) while speaking.
  
• 
  Adapts volume of voice for size of audience depending on feedback.
  
• 
  Speaks in complete sentences using compound and complex sentence structures.
  
• 
  Speaks clearly and distinctly.
  
• 
  Uses adult grammar and syntax appropriate to developmental level.
  

• 
  Identifies elements of communication based on classroom criteria, and explains with teacher guidance (e.g., “I heard you from the back of the room.”).
  

• 
  Sets a goal with teacher guidance and explains why that goal is important (e.g., “I need to work on not interrupting so that everyone has a chance to talk.”).
  

Examples:

• 
  Uses a map or globe to identify the location of the continents and major bodies of water.
  
• 
  Explains how maps and globes can be used to locate the continents where families live.
  

Examples:

• 
  Explains how the climate and physical features of an area determine the types of home in which people live.
  
• 
  Explains how the food families eat is affected by the natural resources that are available in their regions.
  

Component 1.1 – The student will focus attention.

Component 1.2 – The student will listen and observe to gain and interpret information.

Beginning

• 
  Use physical actions and/or words to respond to simple directions and questions.
  

• 
  Respond to simple directions and questions.
  

• 
  Use picture cues, phrases or a cloze exercise to retell a familiar story.
  

• 
  Respond to directions, questions, and some idiomatic expressions.
  
• 
  Use simple sentences to retell a familiar story with picture cues.
  
• 
  Recognize inappropriate use of register.
  
• 
  Recognize patterns in familiar words, songs, chants, and rhymes.
  

• 
  Respond to multi-step directions and to questions.
  

• 
  Use picture cues and descriptive sentences to retell a familiar story.
  
• 
  Independently recognize inappropriate use of register.
  

• 
  Begin to use context to determine appropriate meaning of multiple meaning words.
  

• 
  Respond to multi-step directions and to questions.
  
• 
  Use descriptive sentences and illustrations to retell a story in order.
  

• 
  Independently recognize inappropriate use of register.
  

• 
  Use context to determine appropriate meaning of multiple meaning words.
  

• 
  Use classroom norms to signal to ask a question.
  
• 
  Use single word/gestures to ask for repetition in order to clarify.
  

• 
  Use words and/or phrases, intonation to ask simple questions.
  

• 
  Use simple forms to ask questions about content.
  
• 
  Use words/phrases in a frame to paraphrase.
  

• 
  Use simple forms* to probe for details about content. sentences to paraphrase. 
  
• 
  Use simple forms to probe for details about content.
  

• 
  Use descriptive sentences with content area vocabulary to ask questions in a variety of contexts and situations.
  
• 
  Use descriptive sentences with some content vocabulary to paraphrase.
  

Component 2.1 – The student will communicate clearly to a range of audiences for different purposes.

• 
  Use words to participate in social conversations using informal language.
  
• 
  Use, through repetition, common social greetings, simple repetitive phrases, and state basic needs using informal language.
  
• 
  Use gestures and/or words to participate in group discussion or activity which involve concrete objects.
  
• 
  Use words to tell a story from a familiar picture book.
  
• 
  Repeat words which are part of the frozen register (i.e., Pledge of Allegiance, poems, favorite stories).
  

• 
  Use phrases and/or simple sentences to participate in social conversations with peers using informal language.
  
• 
  Independently use common social greetings, simple phrases, and state basic needs using informal language.
  

• 
  Use words and/or phrases to role-play an action or event.
  
• 
  Use words and/or phrases to tell a story from a familiar picture book.
  
• 
  Use words and/or phrases to participate in group discussion or activity which involves concrete objects.
  

• 
  Repeat phrases which are part of the frozen register (i.e.  Pledge of Allegiance, poems, favorite stories).
  

• 
  Use simple sentences to participate in social conversations on familiar topic with peers and adults.
  
• 
  Use simple sentences to tell a story, inform, explain.
  

• 
  Begin to use appropriate language registers for speaking in formal situations, with teacher support.
  
• 
  Give instructions for a familiar process;  process may be out of sequence and/or steps may be skipped.
  
• 
  Repeat sentences which are part of the frozen register (i.e. Pledge of Allegiance, poems, favorite stories).
  

• 
  Use descriptive sentences to participate in social conversations with peers and adults.
  
• 
  Use descriptive sentences to tell a story, inform, and entertain.
  
• 
  Begin to use appropriate language registers, with lapses at times, when prompted by teacher.
  
• 
  Give instructions for a familiar process in an understandable manner.
  
• 
  Independently recite language used in frozen register (i.e.  Pledge of Allegiance, poems, favorite stories).
  

• 
  Independently participate in social conversations with peers and adults.
  
• 
  Use descriptive sentences to tell a story, inform, explain, and entertain in a sequential manner.
  
• 
  Use different language registers in situations as appropriate, when prompted by teacher.
  
• 
  Give instructions in a precise and understandable manner.
  

• 
  Connect words and phrases using the conjunction and.
  
• 
  Begin to sequence words and/or phrases related to a familiar topic using a picture prompt.
  

• 
  Connect sentences using the words and, and then, after and but.
  

• 
  Organize a simple oral presentation in a logical order with teacher support.
  

• 
  Connect sentences using the words and, and then, after, if and but.
  
• 
  Organize an oral presentation in a logical order with minimal teacher support.
  

• 
  Connect sentences using the words and, and then, after, if and but to sustain a topic.
  

• 
  Organize an oral presentation in a logical order.
  

Component 2.4 – The student will use effective language and style.  Use language that is grammatically correct, precise, engaging and well-suited to topic, audience, and purpose.

• 
  Use gestures and/or words to participate in group discussion or activity.
  
• 
  Use gestures and/or words to communicate needs.
  

• 
  Use words and/or phrases to participate in group discussion or activity.
  

• 
   Use words and/or phrases to communicate needs and role-play an action or event.
  

• 
  Distinguish between appropriate ways of speaking to different audiences (register).
  
• 
  Use simple sentences with inconsistent use of syntax, tense, plurals, and subject/verb agreement.
  

• 
  Use appropriate ways of speaking that vary based on audience.
  
• 
  Use descriptive sentences with common grammatical forms, with some errors.
  

• 
  Use appropriate ways of speaking that vary based on audience.
  
• 
  Speak clearly and comprehensibly using academic English with occasional errors.
  

Component 3.1 – The student will use language to interact effectively and responsibly with others.

Component 3.2 – The student will work cooperatively as a member of a group.

Component 3.3 – The student will seek agreement and solutions through discussion.

• 
  Independently use common social greetings, simple repetitive phrases, and state basic needs.
  
• 
  Use words or gestures to contribute to group discussions, including personal experiences.
  

• 
  Use words and/or phrases to actively participate in social and academic conversations on familiar topics.
  
• 
  Use words and/or phrases to contribute to group discussions, including personal experiences.
  
• 
  Use words and/or phrases to suggest a solution to a problem.
  

• 
  Use simple sentences to actively participate in social and academic conversations on unfamiliar topics.
  
• 
  Demonstrate turn-taking in a conversation and a group discussion.
  
• 
  Use simple sentences to contribute to group discussions, including personal experiences.
  
• 
  Begin to use established group rules.
  
• 
  Use simple sentences to suggest a solution for a problem.
  

• 
  Use descriptive sentences to actively participate in social and academic conversations on unfamiliar topics.
  
• 
  Demonstrate turn-taking in a conversation and a group discussion, responding appropriately to nonverbal cues.
  
• 
  Use descriptive sentences to explain ideas clearly in group discussions, including personal experiences.
  
• 
  Use descriptive sentences to offer personal opinion based on what has already been said.
  
• 
  Use established group rules and assume assigned roles (reporter, recorder) to further progress of a group.
  
• 
  Use descriptive sentences to contribute a possible solution to a problem.
  

• 
  Actively participate in social and academic conversations on a variety of topics.
  
• 
  Explain ideas clearly in group discussions, including personal experiences.
  
• 
  Offer personal opinion based on what has already been said.
  
• 
  Articulate and use established group rules and assume various assigned roles to further progress of a group.
  
• 
  Contribute multiple solutions to a problem.
  

Component 4.1 – The student will assess strengths and needs for improvement.  Assess own and others’ communication strengths and needs and set goals for improvement.

• 
  Attend to speakers in informal conversations and formal presentations.
  

• 
  Use words and phrases to respond to speakers in informal conversations and formal presentations.
  

• 
  Use simple sentences to offer feedback in response to speakers in conversations and formal presentations. 
  

• 
  Use a rubric of effective traits to evaluate and to improve one’s own and others’ presentations and conversations.
  

• 
  Accept and apply feedback about presentations and conversations.
  
• 
  Use a rubric to offer specific feedback on presentations with regard to delivery skills, word choice and grammar.
  

• 
  Arnold, Caroline - Kangaroo
  
• 
  B. Kalmont, N. Walker – Life in the Coral Reef
  
• 
  Bishop, Nic, Marsupials
  
• 
  Cobb, Vicki – This Place is Lonely
  
• 
  Donaldson, Madeline - Australia
  
• 
  D.V. Georges – Australia: New True Book
  
• 
  Hewett, Joan – A Kangaroo Joey Grows Up
  
• 
  Petersen, David – A True Book Australia
  
• 
  San Diego Zoo Animal Library, Baby Koala
  
• 
  Young Discovery Library – Australia: On the Other Side of the World
  
• 
  Zoobooks, Koalas & Other Australian Animals , 2002
  

• 
  Arnold, Helen – Postcards from Australia
  
• 
  Baker, Jeannie – Where the Forest Meets the Sea
  
• 
  Base, Graeme – My Grandma Lived in Gooligulch
  
• 
  Bidwell, Norman – Kangaroo Stew
  
• 
  Culton, Wilma – Down at the Billabong
  
• 
  Fox, Mem – Hattie & the Fox
  
• 
  Fox, Mem – Koala Lou
  
• 
  Fox, Mem – Night Noises
  
• 
  Fox, Mem – Possum Magic
  
• 
  Fox, Mem – Time for Bed
  
• 
  Fox, Mem – Tough Boris
  
• 
  Fox, Mem - Whoever You Are
  
• 
  Fox Mem- Wilfred Gordon McDonald Partridge
  
• 
  Gelman Golden, Rita – A Koala Grows Up
  
• 
  Lester, Alison – Are We There Yet?
  
• 
  Payne, Emmy - Katy No-Pocket
  
• 
  Vaughan, Marcia – Snap!
  
• 
  Vaughan, Marcia – Wake Up Wallaby
  
• 
  Vaughn, Marcia K. – Wombat Stew
  

• 
  http://www.bbc.co.uk/schools/barnabybear/stories/downunder.shtml - narrative story Barnaby Bear goes Down Under
  
• 
  http://animal.discovery.com/fansites/crochunter/australiazoo/australiazoo.html - Australia animal facts and photographs
  
• 
  http://www.abc.net.au/schoolstv/animals/default.htm - Animal Facts
  
• 
  http://www2.lhric.org/pocantico/australia/australia.htm - Picture book about Australia
  

1. 
   FOCUS/MOTIVATION:
   

• 
  Inquiry charts
  
• 
  Literacy awards: Super Scientist Awards, bookmarks, Scientist Notebooks, postcards, Golden Pen
  
• 
  Read Aloud-Big Books
  
• 
  Observation charts
  
• 
  Cognitive Content Dictionary
  
• 
  Realia
  
• 
  Videos
  

2. 
   INPUT:
   

• 
  Graphic Organizers-World Map and Australian Map
  
• 
  Narrative Input Chart
  
• 
  Read Aloud
  
• 
  Pictorial Input Chart-Outback region
  
• 
  10/2 Lecture with primary language
  

3. 
   GUIDED ORAL PRACTICE:
   

• 
  T-graph for Social Skills and team points
  
• 
  Picture File Cards, Sort, Organize
  
• 
  Poetry and Chants
  
• 
  Sentence Patterning Chart
  
• 
  Process Grid
  
• 
  Exploration Report
  
• 
  Mind Map
  
• 
  Coop work-numbered heads together
  

4. 
   READING/WRITING
   

• 
  Coop Strip Paragraph
  
• 
  Story Map
  
• 
  Pocket Poetry
  
• 
  Poetry Frames
  
• 
  Strip Books
  
• 
  Story Map
  
• 
  Big Book
  

• 
  Expert groups-#heads together
  
• 
  Process Grid
  
• 
  Small group shared reading
  
• 
  Flexible group leveled reading
  
• 
  Partner reading-ear to ear
  
• 
  Team tasks (anything modeled by teacher)
  
• 
  ELD Group
  

• 
  Learning logs
  
• 
  Interactive journals
  
• 
  Silent sustained reading
  
• 
  Individual tasks
  
• 
  Writer’s Workshop
  

-Author’s Chair

V. CLOSURE

• 
  Process all charts and learning
  
• 
  Review of home/school connection
  
• 
  Team Explorations
  
• 
  Student generated Big Book
  
• 
  Portfolio/Learning Log
  
• 
  Observation Charts
  
• 
  Graffiti Wall
  
• 
  Student & Teacher-made tests
  
• 
  Writing pieces
  
• 
  Individual Exploration with rubrics
  

FOCUS/MOTIVATION

• 
  3 Personal Standards-Literacy Awards
  

• 
  Cognitive Content Dictionary with Signal Word/Interactive Writing
  
• 
  Observation Charts
  
• 
  Inquiry Charts
  
• 
  Big Book-Shared Reading
  
• 
  Portfolios
  

• 
  Graphic Organizer-World Map/Map of Australia
  

-ELD Review

-Learning Log

GUIDED ORAL PRACTICE:

• 
  T-Graph-team points
  
• 
  Picture File Activities
  
• 
  Exploration Report
  
• 
  Poetry and Chants
  
• 
  ABC Book
  

• 
  Narrative Input Chart
  

• 
  Interactive Journals
  
• 
  Flexible Group Reading
  
• 
  Writer’s Workshop
  

CLOSURE:

• 
  Process inquiry charts and chants
  
• 
  Home-school connection
  

FOCUS/MOTIVATION:

• 
  Three Personal Standards/ Literacy Awards
  
• 
  Cognitive Content Dictionary with Signal Word
  
• 
  Process Home/School Connection
  
• 
  Process Poetry-highlight, sketch, and add picture file cards
  
• 
  Review Graphic Organizer with word cards
  
• 
  Review Pictorial Input Charts with word cards & Picture File Cards
  
• 
  Review Narrative with word cards and conversation bubbles
  

• 
  Pictorial Input Chart-Australian Outback
  

-Learning Log

-ELD review

GUIDED ORAL PRACTICE:

• 
  ABC Book
  
• 
  Revisit T-Graph and team tasks
  
• 
  Expert group
  
• 
  Team Tasks
  
• 
  Flexible Group Reading
  

• 
  Interactive Jounals
  
• 
  Writers Workshop
  

~Write

CLOSURE:

• 
  Process charts
  
• 
  Home/School Connection
  

FOCUS/MOTIVATION

• 
  Three Personal Standards/ Literacy Awards
  
• 
  Cognitive Content Dictionary with Signal Word
  
• 
  Process Home/School Connection
  
• 
  Review Pictorial Input Chart with word cards
  
• 
  Process Chants – highlights, sketch, add picture file cards
  
• 
  ABC Book
  

• 
  Sentence Patterning Chart
  
• 
  Reading Game
  
• 
  Trading Game
  
• 
  Flip chant
  
• 
  Process T-Graph for Social Skills
  
• 
  Expert Group
  
• 
  Team Tasks
  
• 
  Flexible Group Reading
  

• 
  Mind Map
  
• 
  Process Grid
  
• 
  Cooperative Strip Paragraph
  

• 
  Writer’s Workshop-mini-lesson, write, author’s chair
  

• 
  Interactive Journals
  
• 
  Process charts
  
• 
  Home/School Connection
  

FOCUS/MOTIVATION

• 
  Three Personal Standards/ Literacy Awards
  
• 
  Cognitive Content Dictionary with Signal Word
  
• 
  Process Home/School Connection
  
• 
  Process Chant – highlights, sketch, add picture file cards
  
• 
  Story Map-Review Narrative
  
• 
  ABC Book
  

• 
  Flexible Group Reading
  

-ELD-Group Frame

-Team tasks

CLOSURE

• 
  Interactive Journals
  
• 
  Process Charts
  
• 
  Home/School Connection
  

FOCUS/MOTIVATION

• 
  Three Personal Standards/Literacy Awards
  
• 
  Cognitive Content Dictionary with student self-selected
  
• 
  Process Home/School Connection
  
• 
  Process Chants – highlights, sketch, add picture file cards
  

• 
  Flexible Group reading
  

• 
  Focused Reading-read the walls with personal CCD/Picture Dictionary
  
• 
  Listen and Sketch
  
• 
  Strip Book
  
• 
  Ear-to-Ear reading
  
• 
  DRTA
  

• 
  Team share
  
• 
  Process inquiry chart
  
• 
  Team jeopardy
  
• 
  Graffiti Wall
  
• 
  Teacher & Student-made tests
  
• 
  Evaluate Week/Letter Home
  

Just Thought You’d Like to Know about Australia

By Ms. Donahue, Mrs. Fricke, Mrs. Moreno, Ms. Rose, 2010

Page 1

• 
  The climate in Northern Australia is tropical. It is mostly warm or hot and has a rainy season.
  
• 
  In the Outback, or center of Australia, it is mostly arid, but it can get very cold at night.
  
• 
  In the winter months the center of Australia is still warm, about 77◦ F.
  
• 
  Along the coast it is warm and damp.
  
• 
  It’s cold in June and hot in December.
  
• 
  Southern Australia is cooler than Northern Australia because it is closer to Antarctica.
  
• 
  Snow falls in Tasmania and the Australian Alps.
  

Page 2

• 
  Most of Australia is low and flat.
  
• 
  The middle of Australia is desert, people call it the outback.
  
• 
  Some plateaus in Australia have soil that is good for farming.
  
• 
  The highest point in Australia is Mount Kosciusko, which is in the southeast corner.
  
• 
  Strong winds wear down rocks into unusual forms.
  
• 
  The low flat lands of Australia have grassy land that is good for raising sheep and cattle, but not farming and growing crops.
  
• 
  Off the northeast coast is the world’s largest coral reef.
  
• 
  In the plains, flat basins, called playas, fill with water when it rains, Water seeps into the ground or evaporates, leaving dry land.
  
• 
  There are over 500 species of eucalyptus trees. They are also known as gum trees, because sticky sap forms on their trunks.
  

Page 3

• 
  Many of the animals native to Australia cannot be found anywhere else in the world.
  
• 
  Some you might see are:
  
• 
  Emus, they can be as tall as a dad.
  
• 
  Platypus, it has webbed feet like a duck and a tail like beaver.
  
• 
  Echidna, it is called a spiny anteater.
  
• 
  Kangaroos, they can jump as high as 20 feet.
  
• 
  Australia is home to a unique mammal called a marsupial.
  
• 
  Two important plants in Australia are the eucalyptus and the acacia.
  
• 
  Eucalyptus trees are some of the tallest trees in the world
  
• 
  Acacia trees make a kind of gum used in many foods and medicines.
  

Page 4

• 
  The first people of Australia were the Aborigines.
  
• 
  The Aborigines invented the boomerang as a hunting tool.
  
• 
  Early Aborigines were artists and musicians. They played the didjeridoo, a trumpet made from a long hollow tree branch. They painted detailed designs on rocks and tree bark.
  
• 
  Most of the population lives in cities near the ocean.
  
• 
  Many Australian kids grow up dreaming about becoming a jackaroo and jillaroo.
  
• 
  Kids go to school year round. For lunch they might eat lamb or vegemite sandwiches.
  
• 
  Kids like to play soccer, cricket and netball, which is similar to basketball.
  
• 
  Aussie’s speak English, and have an accent.
  
• 
  An elevator is called a lift.
  
• 
  Piece of candy is a lollie.
  
• 
  Friends are called mates.
  

ELD Group Frame Questions: Regions Input

• 
  Point to the Desert Region of Australia. (knowledge, analysis)
  
• 
  Locate the compass rose. (knowledge, comprehension)
  
• 
  Show me an animal that lives in the forest. (comprehension)
  
• 
  Point to the region where people go to see marine life. (knowledge)
  

Yes/No:

• 
  Is Australia in the Southern Hemisphere?
  
• 
  Do a lot of people live in the desert?
  
• 
  Would you find koalas in the desert?
  

Either/Or:

• 
  What word would best tell the climate of the forest: wet or dry? (Evaluate)
  

Open Ended:

• 
  How is the mountain region different from the desert region? (analysis).
  
• 
  What is the weather like in the desert region?
  
• 
  Why are there more farms near the mountains and not the desert?
  

Name 3 animals in the story Wombat Stew.

What people might you find living in the outback of Australia?

Recall 3 animals that live in the plains of Australia.

What is an interesting fact about the Great Barrier Reef?

Name the 5 oceans of the world.

Narrative Input Text Copyright permission to reprint granted by M. Donahue, M. Fricke, V. Moreno, R. Rose

Adapted from Wombat Stew

By Marica K. Vaughan

One day, on the banks of a billabong, a very cleaver wild Australian dog called a dingo, caught a wombat…

And decided to make….Wombat stew, wombat stew, gooey, brewy, yummy, chewy, Wombat stew!

Platypus, with his webbed feet and beaver looking tail, came ambling up the bank. “Good day, Dingo. What is all that water for?”

“I’m brewing up a gooey, chewy stew with that flat-nosed, burrow dwelling wombat,” replied Dingo.

“If you ask me,” said Platypus, “the best thing for a gooey stew is mud. Lots of mud from a billabong, our watering hole.”

Dingo agreed

Platypus and dingo scooped up tipped it into the billycan, the stew pot. Around the bubbling billy, Dingo danced and sang…”Wombat stew, Wombat stew, Gooey brewy, Yummy, chewy, Wombat stew!”

Waltzing out from the shade came a came a 6 foot tall bird. It was a flightless Emu. She arched her long graceful neck over the brew. She fluttered. “What have we here?” “wombat stew,” boasted Dingo.

“If only it were a bit more chewy,” she sighed. “But don’t worry. A few feathers will set it right.”

“Feathers?” Dingo smiled. “That would be chewy!” Righto, in they go!”

So into the gooey brew Emu dropped her finest feathers.

Around and around the bubbling billy, Dingo danced and sang….

“ Wombat stew, Wombat stew, Gooey brewy, Yummy, chewy, Wombat stew!”

Up through the red dust popped, an Echidna or a spiny anteater. “Wait a bit. Not so fast, “ he bristled, shaking the red dust from his quills. “Now, I’ve been listening to all this advice----and, take it from me, for a delectable stew you need creepy, crawly ants and termites.”

Dingo wagged his tail. “Why, I should have thought of that. Righto, in they go!”

So Echidna dug up all sorts of creepy crawlies with his long claws and tube-like bill and dropped them into the gooey, chewy, crunchy stew.

The very clever Dingo stirred and stirred, all the while singing….

Wombat stew, Wombat stew, Gooey brewy, Yummy, chewy, Wombat stew!”

Just then the two-thumbed Koala climbed down the branches of the eucalyptus tree.

“Look here,” he yawned, “any bush cook knows you can’t make a wombat stew without gumnuts.”

“Leave it to a koala to think of gumnuts,” Dingo laughed and licked his whiskers.

“Righto, in they go!”

And into the gooey, chewy, crunchy, munchy stew Koala shook lots and lots of gumnuts.

“Ah ha!” cried Dingo. “Now my stew is missing only one thing.”

“What’s that ?” asked the animals. “That nocturnal animal-- wombat!”

“Wait!”

“stop!”

“Why not?”

“You haven’t tasted it.”

“Righto! I’ll taste it!” And that very clever dingo bent over the billy and took a great big slurp of stew.

“Aaargruggooee”

“I’m poisoned!” he howled. “You’ve all tricked me!”

And he dashed away deep into the bush, never again to sing….

“Wombat stew, Wombat stew, Gooey, brewy, Yummy, chewy, Wombat stew!”

(Narrative ELD Group Frame Questions)

Point to the dingo

Point to the Emu

Point to the platypus

Show me animal with feathers

Show me the stew

Point to Emu

yes/no:

Did the animals trick dingo?

Were there things added to the Wombat stew?

Does the Platypus have tail?

Does Emu live in the billabong?

Either/or:

Did Platypus add mud or feathers?

Was Dingo happy or sad at the beginning of the story?

Do the animals live near a billabong or the Great Barrier Reef?

 Open ended:

Why do you think the animals tricked Dingo?

What are events (things that happened) that you enjoyed from the story?

Do you think the animals were right in what they did?  Why?  Explain?

What would you do differently to make a stew?

What do you think would happen if the animals didn't add all the ingredients?

Have students retell and record responses.

Songs and Chants

Name

By Ms. Donahue, Mrs. Fricke, Ms. Moreno, Ms. Rose

Marsupials, marsupials everywhere!

Endangered marsupials burrowing,

Nocturnal marsupials gliding,

And carnivorous marsupials scavenging,

Marsupials in a pouch,

Marsupials by eucalyptus trees,

And marsupials near a billabong.

Marsupials here, marsupials there,

Marsupials, marsupials everywhere!

Australian Regions Yes Ma’am

By Ms. Rose

Is this the outback? Yes ma’am

Is this the outback? Yes ma’am

How do you know? The dirt is red

How do you know? Very few people

Give me some examples Kangaroo, Dingo, Cows

Give me one example Ayers Rock

Is this the plains? Yes ma’am

Is this the plains? Yes ma’am

How do you know? It’s dry and flat

How do you know? It’s between the mountains and outback

Give me some examples Horses, Camels and Emu’s

Give me one example The Nullabar Plains

Is this the mountains? Yes ma’am

Is this the mountains? Yes ma’am

How do you know? It’s the Great Dividing Range

How do you know? Many rivers flow

Give me some examples Sheep and Wombat

Give me one example The Three Sisters Mountain

Is this the forest? Yes ma’am

Is this the forest? Yes ma’am

How do you know? Rain and trees

How do you know? Lots of animals to see

Give me some examples Koalas, Snakes, Platypus

Give me one example The Daintree Rainforest

Is this the Great Barrier Reef? Yes ma’am

Is this the Great Barrier Reef? Yes ma’am

How do you know? Lots of ocean water

How do you know? Divers and tourists

Give me some examples? Sea turtles, Crocodiles, Coral

Give me one example You can see it from space

The Australian Region Bugaloo

By Rachelle Rose

I’m a sprog from the top, studying down under

Australia is filled with amazing wonder

Sometimes I go on computers, sometimes I look in books

But usually I go outside and take a close look.
Outback, Plains and Great Barrier Reef

Don’t forget the Mountains and Rainforest too

All the places we do the Australian Bugaloo
The Outback is the desert in the middle of nowhere

Red dirt and lots of rocks, but not many people anywhere

Red Center Sprogs, talk to their teachers by radios

Watch out for frilled lizards, snakes, and dingos.

The Plains are home to many a bird, like the Albatross

Red wallabies make the plains their home

While Quolls and Blue Tongued Lizards freely roam

Flowing down both sides of the Great Dividing Range

In the Blue Mountains you can find a Blue Tree Frog

Quite a bit of fun for a first‐grade sprog

The Rainforest is where the mountains and sand meet

Filled with animals and lots of plants to eat

Known for its rain and fragrant eucalyptus trees

The first Australians called this home, the Aborigines
Outback, Plains and Great Barrier Reef

Don’t forget the Mountains and Rainforest too

All the places we do the Australian Bugaloo
The Great Barrier Reef can be seen from space

Tourists and surfers tend to gather in this place

Filled with beautiful coral and all types of fish

The sights are even more amazing then you could wish

I’m Little Jackaroo/Jillaroo

By Ms. Rose

I’m a little jackaroo/jillaroo

Here to say I help on the sheep station everyday

Out in the bush shearing wooly sheep

I greet jillaroo/jackaroo and say “Good day!”

Australia Animals By Ms. Rose

In Australia there are many animals
Digeri-digeri-doo
One of those animals is a kangaroo
Digeri-digeri-doo
With a hop-hop here
And a leap-leap there
Here a hop, there a leap
Everywhere a hop-leap
We see marsupials everywhere
Digeri-digeri-doo

In Australia there are many animals

In Australia there are many animals

In Australia there are many animals

Name:_______________________________ Date:__________________

Home School Connection #1

Talk to your family about what they know about the Coral Reef Region in Australia. Sketch or write what your family shared with you.

Parent Signature:______________________________________________

 Nomber:_______________________________ Fecha:__________________

Hable con su familia sobre lo que saben de la región de arrecife Coral en Australia. Esboce o escribir de lo que su familia compartio contigo.

Name:_______________________________ Date:__________________

Talk to your family about what they know about the Coral Reef Region in Australia.

Sketch or write what your family shared with you.

Parent Signature:______________________________________________

Name:_______________________________ Date:__________________

Retell the narrative story “Wombat Stew” to your family. What was their favorite part? Sketch or write what your family shared with you.

Parent Signature:______________________________________________

Nombre:_______________________________ Fecha:__________________

Narra la historia narrativa "Estofado de Wombat" para su familia. ¿Cuál fue su parte favorita? Esboce o escribir lo que su familia compartido con usted.

Firma para los padres: _____________________________________________

Name:_______________________________ Date:__________________

Home School Connection

Tell your family about three Australian animals you learned about today. What was your favorite one and why? Sketch or write about your favorite Australian animal.

Parent Signature:______________________________________________

Nombre:_______________________________ Fecha:__________________

Conexión del hogar escuela

Cuentale a su familia de tres animales Australianos de lo cual aprendiste hoy. ¿Cual fue su favorito y por qué? Esboce o escribir sobre su animal favorito Australiano.

Name:_______________________________ Date:__________________

Home School Connection

Discuss with your family the different regions of Australia. Sketch or write about the place in Australia you would most like to travel to.

Parent Signature:______________________________________________

Nombre:_______________________________ Fecha:__________________

Conexión del hogar escuela

Platica de las diferentes regiones de Australia con su familia. Esboce o escribire sobre el lugar que más te gustaría visitar en Australia.

Firma para los padres: ______________________________________________

Australian Mountain Region

People like to visit the Australian Mountains to go skiing. Many people live at the base of the mountains in cities.

There are few animals near the tops of the mountains. Some of them are the corroboree frog and the mountain pygmy possum. On the lower slopes there are mammals, birds and reptiles.

Australian Forest Region

The Aborigines once lived in the forests region. However, today most people live in cities.

It rains a lot there. Many trees grow in the wet forest, including eucalyptus trees.



Animals:
Many animals live in the forests of Australia. Cockatoos and kookaburra’s are some birds that live there. Trees are great homes for koalas and monkeys.



Interesting Facts:

Many flowers found in the rainforest are native to Australia and are not found anywhere else in the world. Australia’s rainforest is home to the biggest confer free in the world.

The plains of Australia are very flat. There is grass for sheep and cattle to eat. Water between rocks comes up for animals to drink. This is called the Great Artesian Basin.

Graziers are one the few people that live in the plains.

On the plains you will find small flocks of emus. Frilled lizards live here too.

The southern coast over the plains is home of the Twelve Apostles in the Southern Ocean. They are made of limestone rocks. Some are about 148 feet tall and are separated from the mainland.

Great Barrier Reef

The Great Barrier Reef is in the Pacific Ocean. The water is clear and calm. Just under the surface, animals called coral polyps live.

Many different types of fish swim in the Great Barrier Reef. Giant clams live here; they can weigh 200 pounds!

Facts

P
Prediction