Plan Your Story!
This worksheet supports students in planning a narrative by introducing basic story structure. Kindergarten students use drawings, Year 1 students complete a structured story map, and Year 2 students develop a detailed story outline. Activities build foundational storytelling skills, encouraging sequencing, problem-solving, and creativity.
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Learning goals
- We are learning to use comprehension strategies, such as visualising, predicting, connecting, summarising and questioning to make meaning.
- We are learning to listen to, discuss and explore sound patterns, e.g. alliteration and rhyme, in poems, chants, rhymes and songs.
- 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 use comprehension strategies, such as retelling, making inferences and finding key words to make meaning from multimodal texts.
- We are learning to recite and perform poems, chants, rhymes and songs and explore sound patterns, e.g. alliteration, rhyme.
- We are learning to identify aspects of different types of literary texts that entertain and give reasons for personal preferences.
Curriculum alignment
AC9EFLY05
9
Use comprehension strategies such as visualising, predicting, connecting, summarising and questioning to understand and discuss texts listened to, viewed or read independently
AC9E1LE04
9
Listen to and discuss poems, chants, rhymes and songs, and imitate and invent sound patterns including alliteration and rhyme
AC9E2LE02
9
Identify features of literary texts, such as characters and settings, and give reasons for personal preferences
ACELY1650
8.4
Use comprehension strategies to understand and discuss texts listened to, viewed or read independently
ACELT1585
8.4
Listen to, recite and perform poems, chants, rhymes and songs, imitating and inventing sound patterns including alliteration and rhyme
ACELT1590
8.4
Identify aspects of different types of literary texts that entertain, and give reasons for personal preferences
ENe-4A
old
Demonstrates developing skills and strategies to read, view and comprehend short, predictable texts on 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
EN1-11D
old
Responds to and composes a range of texts about familiar aspects of the world and their own experiences
ENE-RECOM-01
new
Comprehends independently read texts using background knowledge, word knowledge and understanding of how sentences connect
EN1-OLC-01
new
Communicates effectively by using interpersonal conventions and language to extend and elaborate ideas for social and learning interactions
EN1-VOCAB-01
new
Understands and effectively uses Tier 1, taught Tier 2 and Tier 3 vocabulary to extend and elaborate ideas
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
VCELY153
Use comprehension strategies to understand and discuss texts listened to, viewed or read independently
VCELT209
Listen to, recite and perform poems, chants, rhymes and songs, imitating and inventing sound patterns including alliteration and rhyme
VCELT241
Identify aspects of different types of literary texts that entertain, and give reasons for personal preferences
Australian Curriculum covers QLD / SA / WA / NT / TAS / ACT.
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