In this video, the educator uses dialogic reading (interactive read aloud) strategies while sharing the text Wombat stew.
The text is then linked to a hands-on play experience, where children create their own concoction of Wombat Stew, and recall their favourite parts of the story.
The way the educator:
- provides opportunities for children to share their ideas and make meaning from the text
- asks inferential and predicting questions to engage children’s emergent reading comprehension
- uses sound effects, characterisation, and body movements to bring the story to life.
The examples of child directed and guided play and learning in this experience.
- What are the features of Wombat Stew that make it a powerful text for highlighting literacy (phonological awareness, concepts of print) and language, and engaging children in play?
- What are some similar texts that would work well for this kind of experience?
- What aspects of characterisation, gestures, and other dramatic elements do you use when reading with children?
- How does the educator engage children in discussion about the text during the play experience?
- What learning did you observe? How do you know?
- In discussion with colleagues, what do you plan to do next to consolidate or extend this learning?
Learning Experience Plan
This learning experience plan relates to:
- integrated language and literacy experience
- early language users
(18 - 36 months)
- learning focus/foci: stories and narratives, making meaning and expressing ideas (interacting with others), concepts of print
- teaching practice(s): reading with children, play.
Links to VEYLDF
Outcome 4: learning
Children transfer and adapt what they have learnt from one context to another by:
- transferring knowledge from one setting to another.
Outcome 5: communication
Children engage with a range of texts and get meaning from these texts:
- view and listen to printed, visual and multimedia texts
- respond with relevant gestures, actions, comments and/or questions.
Children express ideas and make meaning using a range of media:
- share the stories and symbols of their own cultures and re-enact well-known stories.
Victorian Curriculum Levels F-2: Literature
- Share feelings and thoughts about the events and characters in texts.
- 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.
- Developing children’s ability to make meaning from the story.
- Encouraging children to participate in a shared play experience to re-enact parts of the story.
Assessment of learning
This is demonstrated when children:
- ask questions and make comments about the meanings they are making from the text
- take part in the stew-making part of the experience, recalling aspects of the story in their play.
- Wombat Stew by Marcia Vaughan and Pamela Lofts
- Natural materials (sticks, leaves, mud, gumnuts, gathered with children)
- Large tub or bucket
- Hose or watering can, filled with water.
Medium (if appropriate) or small group (2-5 children).
- Introduce and provide a context for the text - Wombat Stew:
- talk about the title, front cover, author and illustrator.
- invite children to wonder what the story will be about, or recall what they remember about the story (if they have seen this text before).
- Engage in dialogic reading (interactive read aloud strategies) to help children to make meaning from the text. Use characterisation, gestures, and facial expressions to bring the story to life.
- Where relevant highlight aspects of emergent literacy (Concepts of Print, when pointing to the elongated and enlarged font used for the Dingo’s scream).
- After the book reading, gather the natural materials with the children from the outside area (or a pre-prepared collection).
- Work together to create a wombat stew in the tub/bucket, using the materials, water, allowing children to take turns participating in various parts of the process.
- Take opportunities to chant/sing aspects of the story, or encourage children to remember their favourite parts, or engage in sociodramatic play as one of the c
This can be extended by revisiting the story in writing, fine arts, or constructive/sociodramatic play experiences, or by recreating this experience using a different text as the stimulus.
Additional and alternate resources
This experience can be adapted to be based on the following texts:
- Possum Magic by Mem Fox
- Diary of a Wombat by Jackie French
- Wombat Stew Cookbook by Marcia Vaughan and Pamela Lofts
- How The Birds Got Their Colours told by Mary Albert and compiled by Pamela Lofts.
Related videos and learning experience plans
Links to sections