Starting School Stories

Lesson 2: Exploring Texts

Class Details

Year Level: Prep (Foundation Year in Australia)
Subject: English
Duration: 45 minutes
Class Size: 6 students
Text: Starting School by Jane Godwin and Anna Walker
Focus: Comprehension and personal connection to text

WALT (We Are Learning To)

Identify and sequence key events in a narrative text.
Recall and describe the main character's experiences in Starting School.
Make personal connections between the story and our own first week of school.
Respond to guided questions about a text.

Success Criteria

Students will be able to:

Listen attentively to the story and identify main events.
Use their own words to talk about the main character’s feelings and experiences.
Share something about their own first week at school that relates to the story.
Answer simple questions about the story to show understanding.

Australian Curriculum Links (Version 9)

English - Foundation Year (Prep)

ACELY1646: Respond to texts, identifying favourite stories and retelling events in sequence.
ACELY1650: Use interaction skills, including listening and responding to others, to share ideas and experiences.
ACELY1652: Engage in discussions about stories and experiences, expressing ideas and feelings.
ACELY1655: Recognise and describe characters and events in familiar texts.

These descriptors emphasise comprehension, oral language, and personal connection to text, essential for Prep learners engaging with narrative stories about starting school experiences.

Resources Needed

Book: Starting School by Jane Godwin and Anna Walker (physical or digital copy).
Story sequencing cards with key events from the book.
‘My First Week’ drawing and writing template.
Whiteboard and markers.
Visual aids for emotions and connection prompts.
Comfortable reading and discussion area.

Lesson Breakdown

Time	Activity	Details	Differentiation & Supports
5 mins	Introduction & WALT	- Welcome students, explain "We Are Learning To" (WALT) in simple language. - Activate prior knowledge by briefly discussing "What was your first day of school like?" using visuals/emotion cards.	- Use visuals and concrete examples for neurodivergent learners. - Allow students to share with a partner if large group sharing is overwhelming.
15 mins	Shared Reading	- Read Starting School aloud, showing pictures clearly. - Pause at key moments to ask guided questions like: • What just happened? • How do you think the main character feels? • What is the main character doing? • Have you felt like that before?	- Use clear, expressive tone and gestures. - Repeat questions and allow wait time. - Use visual prompts or simplified language as needed.
10 mins	Sequencing Key Events	- Use story sequencing cards to reorder the main events from the story. - Discuss the sequence aloud, modelling ‘first’, ‘next’, ‘last’ terminology. - Students assist in placing cards in the correct order.	- Provide tactile cards for sensory learners. - For students needing support, provide two-event sequencing rather than full story. - Invite students to physically move cards or use picture boards.
10 mins	Personal Connection Activity	- Students draw or dictate one memory from their own first week at school using a simple template. - Prompt: “Can you draw something that happened to you on your first day or week?” - Encourage sharing with teacher or partner.	- Allow use of speech-to-text or drawing only if writing is difficult. - Provide sentence starters or emotion word banks. - One-on-one support for neurodivergent students as required.
5 mins	Wrap Up & Reflection	- Recap WALT and success criteria. - Ask a few students to share their drawings or connections. - Praise participation and efforts. - Explain next lesson focus.	- Provide positive reinforcement. - Use gestures or visual cues to acknowledge sharing. - Summarise key points visually on board.

Differentiation Strategies for Neurodivergent Learners

Provide a quiet, distraction-reduced area for reading and activities.
Use a multi-sensory approach: visual, auditory and kinesthetic learning supports.
Allow extra processing time after questions.
Use clear and consistent instructions, supported by visuals or gestures.
Personalise activities (e.g., drawing rather than writing; oral sharing rather than group).
Use social stories to pre-teach expected behaviours during storytelling and sharing.
Use emotion cards to support identification and discussion of feelings.
Incorporate movement breaks if needed between activities.

Assessment for Learning

Observation: Teacher notes student engagement during reading, discussion, and sequencing.
Questioning: Responses to guided questions during shared reading.
Work Samples: Personal connection drawing and any accompanying oral or written description.
Anecdotal Notes: On students' ability to recall sequence and relate to personal experiences.

This formative assessment guides planning for subsequent lessons in the unit.

This lesson is designed to engage Prep students in meaningful text interaction, developing early literacy and personal connection aligned with the Australian Curriculum (v9) English learning objectives for Foundation Year. Using Starting School creates relevance and emotional resonance while providing a scaffolded and inclusive learning environment for neurodivergent learners and small class settings.

If needed, further adaptations can be integrated based on ongoing observations and student needs.

If you require, I can also provide lesson 1, 3, or 4 in this unit or additional resources to support this lesson.

Teaching Instructions