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English Unit: K-2 Booklet- Character
F 1 2 Primary + Unit Plans Unit Plans English Engaging With & Responding to Literature Interacting with Others Analysing, Interpreting & Evaluating Creating Texts 123 Pages

English Unit: K-2 Booklet- Character

This Character Workbook supports K–2 students in exploring how characters are developed, change and influence stories. Through differentiated activities linked to familiar texts such as Pig the Pug, The Bad Guys, Silly Billy, Rose Meets Mr Wintergarten and The Fantastic Flying Books of Mr Morris Lessmore, students analyse emotions, actions and personal growth. Each worksheet encourages empathy, critical thinking and creativity, fostering a deeper understanding of characterisation across a wide range of literary texts.

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Learning goals

  • We are learning to write words using unjoined lower case and upper case letters using functional pencil grip.
  • We are learning to create and deliver short oral presentations to peers.
  • We are learning to create and deliver short oral and multimodal presentations to peers, which include an opening, middle and concluding statement, appropriate vocabulary, gestures, volume and pace.
  • We are learning to structure, rehearse and present short oral presentations on new and familiar topics.
  • We are learning to use appropriate interaction skills to listen and respond to others in different environments and use appropriate voice levels, body language, gestures and eye contact when speaking and listening to others.
  • We are learning to use comprehension strategies, such as visualising, predicting, connecting, summarising and questioning to make meaning.
  • We are learning to write known lower case and upper case letters using learned letter formations, functional posture and pencil grip.
  • We are learning to use comprehension strategies to find literal and inferred meaning in texts.
  • We are learning to use comprehension strategies to find literal and inferred meaning in texts and begin to analyse texts by drawing on our knowledge.
  • We are learning to use appropriate interaction skills to listen and respond to others in different environments.
  • We are learning to use appropriate voice levels, body language, gestures and eye contact when speaking and listening to others.
  • We are learning to use comprehension strategies, such as retelling, making inferences and finding key words to make meaning from multimodal texts.
  • We are learning to deliver short oral presentations to peers.
  • We are learning to write known lower case and upper case letters using learned letter formations, correct posture and pencil grip.
  • We are learning to use comprehension strategies to find literal and inferred meaning in texts.
  • We are learning to structure and make short presentations on familiar topics.
  • We are learning to form all upper and lower-case letters correctly.
  • We are learning to write upper and lower-case unjoined letters and sentences legibly using correct pencil grip and posture.
  • We are learning to identify features, such as characters and settings, of different literary texts and give reasons for personal preferences.
  • We are learning to compare characters and settings in different texts and identify the verb groups used to convey actions, emotions and dialogue.

Curriculum alignment

AC9EFLY07 9 Create and deliver short spoken texts to report ideas and events to peers, using features of voice such as appropriate volume AC9E2LE02 9 Identify features of literary texts, such as characters and settings, and give reasons for personal preferences AC9E2LE03 9 Discuss the characters and settings of a range of texts and identify how language is used to present these features in different ways AC9EFLY08 9 Form most lower-case and upper-case letters using learnt letter formations AC9E2LY08 9 Write words legibly and with growing fluency using unjoined upper-case and lower-case letters AC9E1LY07 9 Create and deliver short oral and/or multimodal presentations on personal and learnt topics, which include an opening, middle and concluding statement; some topic-specific vocabulary and appropriate gesture, volume and pace AC9E2LY07 9 Create, rehearse and deliver short oral and/or multimodal presentations for familiar audiences and purposes, using text structure appropriate to purpose and topic-specific vocabulary, and varying tone, volume and pace AC9EFLY02 9 Interact in informal and structured situations by listening while others speak and using features of voice including volume levels AC9EFLY05 9 Use comprehension strategies such as visualising, predicting, connecting, summarising and questioning to understand and discuss texts listened to, viewed or read independently AC9E1LY05 9 Use comprehension strategies such as visualising, predicting, connecting, summarising and questioning when listening, viewing and reading to build literal and inferred meaning by drawing on vocabulary and growing knowledge of context and text structures AC9E1LY08 9 Write words using unjoined lower-case and upper-case letters AC9E2LY05 9 Use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning ACELY1784 8.4 Use interaction skills including listening while others speak, using appropriate voice levels, articulation and body language, gestures and eye contact ACELY1660 8.4 Use comprehension strategies to build literal and inferred meaning about key events, ideas and information in texts that they listen to, view and read by drawing on growing knowledge of context, text structures and language features ACELY1653 8.4 Produce some lower case and upper case letters using learned letter formations ACELY1646 8.4 Listen to and respond orally to texts and to the communication of others in informal and structured classroom situations ACELY1650 8.4 Use comprehension strategies to understand and discuss texts listened to, viewed or read independently ACELY1673 8.4 Write legibly and with growing fluency using unjoined upper case and lower case letters ACELY1657 8.4 Make short presentations using some introduced text structures and language, for example opening statements ACELY1667 8.4 Rehearse and deliver short presentations on familiar and new topics ACELY1647 8.4 Deliver short oral presentations to peers ACELY1663 8.4 Write using unjoined lower case and upper case letters ACELY1670 8.4 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
EN1-10C old Thinks imaginatively and creatively about familiar topics, ideas and texts when responding to and composing texts 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-3A old Produces most lower case and upper case letters and uses digital technologies to construct texts ENe-1A old Communicates with peers and known adults in informal and guided activities demonstrating emerging skills of group interaction EN2-11D old Responds to and composes a range of texts that express viewpoints of the world similar to and different from their own EN2-10C old Thinks imaginatively, creatively and interpretively about information, ideas and texts when responding to and composing texts EN1-11D old Responds to and composes a range of texts about familiar aspects of the world and their own experiences 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 EN1-4A old 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 EN1-6B old Recognises a range of purposes and audiences for spoken language and recognises organisational patterns and features of predictable spoken texts EN1-3A old Composes texts using letters of consistent size and slope and uses digital technologies EN1-OLC-01 new Communicates effectively by using interpersonal conventions and language to extend and elaborate ideas for social and learning interactions EN1-UARL-01 new Understands and responds to literature by creating texts using similar structures, intentional language choices and features appropriate to audience and purpose EN1-REFLU-01 new Sustains reading unseen texts with automaticity and prosody and self-corrects errors EN1-HANDW-01 new Uses a legible, fluent and automatic handwriting style, and digital technology, including word-processing applications, when creating texts EN1-RECOM-01 new Comprehends independently read texts that require sustained reading by activating background and word knowledge, connecting and understanding sentences and whole text, and monitoring for meaning EN1-VOCAB-01 new Understands and effectively uses Tier 1, taught Tier 2 and Tier 3 vocabulary to extend and elaborate ideas ENE-OLC-01 new Communicates effectively by using interpersonal conventions and language with familiar peers and adults ENE-HANDW-01 new Produces all lower-case and upper-case letters to create texts ENE-UARL-01 new Understands and responds to literature read to them ENE-RECOM-01 new Comprehends independently read texts using background knowledge, word knowledge and understanding of how sentences connect
VCELY175 Deliver short oral presentations to peers, using appropriate voice levels, articulation, body language, gestures and eye contact VCELY153 Use comprehension strategies to understand and discuss texts listened to, viewed or read independently VCELY232 Write words and sentences legibly using upper- and lower-case letters that are applied with growing fluency using an appropriate pen/pencil grip and body position VCELY245 Rehearse and deliver short presentations on familiar and new topics, speaking clearly and varying tone, volume and pace appropriately, and using supportive props VCELY222 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 VCELY196 Understand how to use learned formation patterns to represent sounds and write words using combinations of unjoined upper- and lower-case letters VCELA178 Identify the parts of a simple sentence that represent ‘What’s happening?’, ‘Who or what is involved?’ and the surrounding circumstances VCELY211 Make short presentations, speaking clearly and using appropriate voice and pace, and using some introduced text structures and language VCELY174 Listen to and respond orally to texts and to the communication of others in informal and structured classroom situations using interaction skills, including listening, while others speak VCELY186 Use comprehension strategies to build literal and inferred meaning about key events, ideas and information in texts that they listen to, view and read by drawing on growing knowledge of context, text structures and language features VCELY162 Understand that sounds in English are represented by upper- and lower-case letters that can be written using learned letter formation patterns for each case VCELY154 Identify some differences between imaginative and informative texts

Australian Curriculum covers QLD / SA / WA / NT / TAS / ACT.

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