Literacy/ English cooperative learning activities. (Stage 1)

Activity 1: Reading and Viewing.

Outcomes:
Draws on an increasing range of skills and strategies to fluently read, view and comprehend a range of texts on less familiar topics in different media and technologies EN1-4A (Board of Studies NSW)
• Discuss different texts on a similar topic identifying similarities and differences between the texts (ACELY1665) (Board of Studies NSW)

GE1-1 examines features of places and the ways in which people interact with and care for places (Board of Studies NSW)

Activity development:

• Show students YouTube clip ‘Creation Calls’ https://www.youtube.com/watch?v=LwGvfdtI2c0
• Read the story of creation from The Beginners Bible …show more content…
• Discuss with students how the Bible story of creation is linked to plants for shelter. And how God made the plants so that humans and animals could use them for shelter and protection.
• Question students about the first Aboriginal people in Australia. Did they live in houses? Where did they live and what did they do for shelter, food and protection? Discuss living off the land.
• Read the story ‘Plants for Shelter’ again. Give students a small leaf each time I read the words plant, plants or planting students need to hold up their leaf. If I read the word shelter they need to hold their hands over their head in the shape of a roof.

This cooperative learning activity addresses the needs of indigenous children in relationship …show more content…
Their learning preferences:
Allowing students to use Aboriginal English in speech and discussions is important for recognising their culture. Aboriginal English varies from region to region but as a generalisation, double negatives may be used and auxiliary verbs, such as ‘have’ may not be used. For example ‘I seen that man’.

Their personal and social competency:
Allowing students to use Aboriginal English in the classroom connects home and school for indigenous students. Teachers can talk about how the two dialects are not better or worse they are just different. This opens up discussion about how the two grammatical structures are different (Harrison, 2008).

Activity 5: Spelling.
Outcomes: (Board of Studies NSW)
Uses a variety of strategies, including knowledge of sight words and letter- sound correspondences, to spell familiar words EN1-5A (Board of Studies NSW)
• Recognise common prefixes and suffixes and how they change a words meaning ACELA14455, ACELA1472) (Board of Studies