An Aussie Gruffalo
In this worksheet, students translate ‘The Gruffalo’ from a British forest filled with woodland creatures, to a more familiar setting.
This resource is part of a larger Gruffalo unit, which focuses on retell skills, rhyming and personal responses to the story.
Learning goals
- We are learning that in narrative and informative texts, the words and pictures work together to create meaning.
- We are learning to listen for rhyme, letter patterns, syllables and sounds in words.
- We are learning to identify connections between texts and personal experiences.
- We are learning to respond to texts, identifying favourite stories, authors and illustrators.
- We are learning to share feelings and thoughts about the events and characters in texts.
- We are learning to identify some features of texts including events and characters and retell events from a text.
- We are learning to retell familiar texts through role play, reciting rhymes, drawing pictures or using technology.
- We are learning that in narrative and informative texts, the words and pictures work together to create meaning.
- We are learning to identify connections between texts and our personal experiences.
- We are learning to respond to stories and share our feelings and thoughts about events and characters.
- We are learning to recognise characteristics of different types of texts, e.g. traditional beginnings and endings of fairy tales and rhyme in poetry.
- We are learning to retell and adapt familiar texts through role play, performance, images or writing.
- We are learning to listen for rhyme, letter patterns, syllables and sounds (phonemes) in spoken words (phonological awareness).
Curriculum alignment
AC9EFLA07
9
Explore the contribution of images and words to meaning in stories and informative texts
AC9EFLE01
9
Share ideas about stories, poems and images in literature, reflecting on experiences that are similar or different to their own by engaging with texts by First Nations Australian, and wide-ranging Australian and world authors and illustrators
AC9EFLE02
9
Respond to stories and share feelings and thoughts about their events and characters
AC9EFLE03
9
Recognise different types of literary texts and identify features including events, characters, and beginnings and endings
AC9EFLE05
9
Retell and adapt familiar literary texts through play, performance, images or writing
AC9EFLY09
9
Recognise and generate rhyming words, alliteration patterns, syllables and sounds (phonemes) in spoken words (phonological awareness)
ACELA1439
8.4
Recognise and generate rhyming words, alliteration patterns, syllables and sounds (phonemes) in spoken words
ACELT1580
8.4
Retell familiar literary texts through performance, use of illustrations and images
ACELT1578
8.4
Identify some features of texts including events and characters and retell events from a text
ACELT1783
8.4
Share feelings and thoughts about the events and characters in texts
ACELT1577
8.4
Respond to texts, identifying favourite stories, authors and illustrators
ACELT1575
8.4
Recognise that texts are created by authors who tell stories and share experiences that may be similar or different to students’ own experiences
ACELA1786
8.4
Explore the different contribution of words and images to meaning in stories and informative texts
ENe-11D
old
Responds to and composes simple texts about familiar aspects of the world and their own experiences
ENe-10C
old
Thinks imaginatively and creatively about familiar topics, simple ideas and the basic features of texts when responding to and composing texts
ENe-8B
old
Demonstrates emerging skills and knowledge of texts to read and view, and shows developing awareness of purpose, audience and subject matter
ENe-4A
old
Demonstrates developing skills and strategies to read, view and comprehend short, predictable texts on familiar topics in different media and technologies
ENE-UARL-01
new
Understands and responds to literature read to them
ENE-CWT-01
new
Creates written texts that include at least 2 related ideas and correct simple sentences
ENE-RECOM-01
new
Comprehends independently read texts using background knowledge, word knowledge and understanding of how sentences connect
ENE-PHOAW-01
new
Identifies, blends, segments and manipulates phonological units in spoken words as a strategy for reading and creating texts
ENE-OLC-01
new
Communicates effectively by using interpersonal conventions and language with familiar peers and adults
VCELT149
Recognise some different types of literary texts and identify some characteristic features of literary texts
VCELT159
Retell familiar literary texts through performance, use of illustrations and images
VCELA168
Identify rhyming words, alliteration patterns, syllables and some sounds (phonemes) in spoken words
VCELT170
Respond to texts, identifying favourite stories, authors and illustrators
VCELT171
Share feelings and thoughts about the events and characters in texts
VCELT150
Identify some features of texts including events and characters and retell events from a text
VCELT148
Recognise that texts are created by authors who tell stories and share experiences that may be similar or different to students’ own experiences
VCELA145
Explore the different contribution of words and images to meaning in stories and informative texts
Australian Curriculum covers QLD / SA / WA / NT / TAS / ACT.
Differentiation
Extensions
This can be used as a planning page for older students as a fun Australia Day activity where they write an extended story of the Aussie Gruffalo.