I Went Walking

Overview

This rich, engaging 30-minute English lesson for Foundation (Kindergarten) students is based on the beloved Australian children's text I Went Walking by Sue Williams. The session is structured around independent group rotations, allowing students to explore language, storytelling and early literacy concepts through play-based, hands-on activities aligned with the Australian Curriculum: English – Foundation Level.

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Curriculum Links

Learning Area: English
Year Level: Foundation (F)
Strand: Language, Literature, Literacy
Content Descriptions:

• Literature and Context (ACELT1575): Explore how language is used to describe the story's setting and characters.
• Responding to Literature (ACELT1783): Share feelings and thoughts about the book and relate it to personal experiences.
• Phonics and Word Knowledge (ACELA1438): Recognise rhyming words, syllables and sounds (phonemes) in spoken words.
• Creating Texts (ACELY1651): Create short texts and drawings to represent key parts of the story.

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Learning Intentions & Success Criteria

Learning Intentions:

• I am learning how to retell and sequence events from I Went Walking.
• I am learning how to use pictures and words to explore characters and settings.
• I am learning how to work independently and collaborate in small groups.

Success Criteria:

• I can retell part of the story using pictures or puppets.
• I can match animals from the story to their colours.
• I can create my own page inspired by I Went Walking.
• I can use listening skills and take turns in my group.

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Materials Needed

• Multiple copies of I Went Walking by Sue Williams
• Laminated story sequence cards
• Animal puppets or soft toy props (duck, horse, cat, dog, pig, cow)
• Large felt board or velcro board
• Pre-cut animal and boy/girl character cards
• Clipboards and pencils
• Mini whiteboards and whiteboard markers
• Craft materials: crayons, cut-out paper animals, glue sticks, coloured paper

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Lesson Structure (30 minutes)

Time	Activity	Details
5 min	Whole-Class Story Time	Re-read I Went Walking using expressive voice and visuals. Invite prediction and participation by pausing for student input.
20 min	Group Rotations (4 x 5 mins)	Students rotate through 4 independent activities in small groups. Each group has approx. 5–6 students.
5 min	Reflection Circle	Whole group call-back to share work and reflect on learning. Celebrate creative efforts and storytelling.

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Group Rotation Activities

🔴 Station 1: Story Sequencing & Matching

Focus Area: Comprehension & Sequencing
Task: Students reorder laminated picture cards to match the events in I Went Walking. They choose an animal card and match it to its colour from the story.
Extension: Ask students to use the word strip “I saw a ___ ___.” to build a sentence to match their card.

🔵 Station 2: Roll & Retell (Puppet Play)

Focus Area: Oral Language & Dramatic Play
Task: Using animal puppets and a toy boy/girl, students perform scenes from the story. A large story mat or path helps guide sequencing.
Wow Factor: Students roll a colour die to choose which animal to "visit". This element of chance increases engagement and encourages memory recall.

🟢 Station 3: My Own Walk – Drawing & Writing

Focus Area: Creative Text Creation
Task: Students create their own page inspired by the book using a simple scaffold: “I went walking. What did you see? I saw a ___ ___ looking at me!”
Support: Provide picture word banks and sentence starter strips for emergent writers.
Outcome: Students draw their chosen animal and write the sentence (with teacher-scribed support if necessary).

🟡 Station 4: Sound Sorting – Animal Beginning Sounds

Focus Area: Phonological Awareness
Task: Using letter cards and animal images, students match animals from the story to the beginning sound of the corresponding animal (e.g. ‘c’ for cow, ‘d’ for dog).
Engagement Tip: Use mini whiteboards where students write the first sound/letter they hear in the animal name before matching.

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Reflection (5 minutes)

Bring the class together on the carpet for a "Share Chair" moment. Invite a few volunteers to show their I Went Walking page or perform a short puppet scene. Use questioning prompts:

• What did you enjoy today?
• Which part of the story do you remember best?
• Which animal would you like to see on your own walk?

Celebrate all contributions and reinforce key vocabulary and sequence from the text.

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Differentiation Strategies

• Support: Use pictorial aids, sentence starters, and teacher scribes where needed.
• Extension: Challenge stronger writers to create a two-sentence page or add a new character or setting.
• Sensory learners: Provide animal figurines or touch-and-feel cards for tactile exploration.
• ELL Support: Use real-life photographs of animals to deepen contextual understanding.

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Assessment Opportunities

• Observe students' ability to retell, sequence, and recall animals and colours.
• Collect work samples from the “My Own Walk” station for literacy portfolios.
• Use anecdotal notes during rotations to assess oral language and group interaction skills.

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Notes for the Teacher

• Prepare materials in labelled baskets for each group to support smooth transitions.
• Use a soft-sounding musical instrument (e.g. chime or triangle) to signal rotation times.
• Consider inviting a buddy class to share their pages for a literacy celebration later in the week.

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Enrichment Ideas

• Create a classroom version of I Went Walking with a page written and illustrated by each child. Bind it as a shared class book.
• Take students on a print-rich walk around the school using clipboards to draw and label what they see.
• Prep a simple QR-code listening station with recorded retelling of the book (if technology available).

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Teacher Tip: Use a toy animal 'secret guest' who hides in each rotation basket to surprise and delight students during each activity!

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End with a chant showing story rhythm:

“I went walking, what did I see?
Lots of great learners, looking at me!” 🐾

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👏 Let’s make literacy learning magical, memorable and meaningful!