Wormbat Stew Intro

Year Level

Prep (Foundation Year)

Duration

30 minutes

Class Size

6 Students

Learning Area

Languages

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WALT (We Are Learning To)

• Explore a new narrative text, Wormbat Stew.

Success Criteria

• Students can share their initial thoughts and feelings about the story Wormbat Stew.
• Students can participate in a think-pair-share activity to communicate their ideas verbally.

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Australian Curriculum Alignment (Version 9)

Content Description

• AC9LMGF03 - Explore connections between language and culture at Foundation (Prep) level, including through play-based and interactive experiences.
• Aligns with exploring imaginative texts and stimulating oral language development in Languages for the Foundation Year.

Relevant Learning Focus from Australian Curriculum (Languages)

• Engage with imaginative and narrative texts through listening, viewing, and responding.
• Explore story elements such as characters, setting, and sequence.
• Develop oral language skills through sharing responses.
• Use strategies to support verbal processing like think-pair-share to engage diverse learners including neurodivergent students.

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Learning Intent

Students will be introduced to the story Wormbat Stew, a fun narrative text likely rich in imaginative animals and playful language, suitable for Prep children. The lesson will foster oral language, comprehension, and social interaction skills, especially supporting neurodivergent needs through structured discussion strategies.

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Resources

• A large picture book or printed story of Wormbat Stew with rich illustrations.
• Visual aids: character cards or pictures from the book.
• Think-pair-share prompt cards (simple question starters or sentence prompts).
• Comfortable seating arrangement conducive to pair work and group sharing.

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Lesson Flow

1. Introduction (5 minutes)

• Teacher Action:

  • Welcome students and introduce the lesson focusing on exploring a new story.
  • Show the cover of Wormbat Stew and ask open-ended questions to spark curiosity, e.g., "What do you think Wormbat Stew will be about?"
  • Explain WALT and success criteria clearly.

• Student Action:

  • Observe the book cover.
  • Share initial guesses or feelings with the teacher.

• Differentiation:

  • Use visuals and facial expressions to support understanding.
  • Allow students who need it to point or use gestures before verbalising.

2. Shared Reading (10 minutes)

• Teacher Action:

  • Read Wormbat Stew aloud with expressive voice and show illustrations.
  • Pause at key points to ask simple questions ("What do you see here?", "What might happen next?")
  • Encourage predictions and connections.

• Student Action:

  • Listen actively.
  • Respond to teacher’s questions.
  • Observe illustrations.

• Differentiation:

  • Repeat or rephrase questions for clarity.
  • Use tactile or visual props (e.g., character cards) for non-verbal students.
  • Encourage non-verbal responses such as pointing or using assistive communication devices.

3. Think-Pair-Share Activity (10 minutes)

• Teacher Action:

  • Explain the think-pair-share process clearly with steps:

    1. Think quietly about one thing you liked or found interesting in the story.
    2. Pair up with a buddy to share your thought.
    3. Share ideas with the whole group.

  • Provide sentence starters on prompt cards, e.g., "I liked...", "I think...", "My favourite part was..."

  • Model a think-pair-share with one student first.

• Student Action:

  • Think individually.
  • Turn to a partner to share.
  • Volunteer or respond in whole-class discussion.

• Differentiation:

  • Pair neurodivergent students with supportive partners.
  • Allow students to use alternative communication modes where appropriate.
  • Provide extra processing time.
  • Use visual supports for sentence starters.

4. Whole-Class Sharing and Reflection (5 minutes)

• Teacher Action:

  • Invite pairs to share interesting thoughts or favourite parts with the class.
  • Affirm all contributions positively.
  • Summarise key ideas and highlight diversity of thinking.

• Student Action:

  • Listen to peers.
  • Share own thoughts if comfortable.

• Differentiation:

  • Encourage non-verbal sharing like drawing a favourite character or using a choice board.
  • Acknowledge alternative responses such as facial expressions or gestures.

5. Lesson Conclusion (Brief wrap-up)

• Recap the WALT and Success Criteria.
• Praise students for their participation.
• Give a simple preview for next lesson (e.g., rereading and acting out parts of Wormbat Stew).

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Assessment (Formative)

• Observation of student participation in think-pair-share.
• Anecdotal notes on oral contributions.
• Checking for understanding via responses during read-aloud and sharing.

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Differentiation Strategies for Neurodivergent Learners

• Use consistent routines and clear instructions.
• Provide visual supports and prompts.
• Allow additional thinking/wait time.
• Use paired work to reduce pressure and build confidence.
• Accept multiple modes of communication.
• Provide sensory breaks if needed.
• Use positive reinforcement and encouragement to build engagement.

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This lesson embraces Australian Curriculum v9 content for Foundation Languages through narrative text exploration, scaffolds oral language and social interaction, and integrates successful strategies for supporting diverse learner needs including neurodivergent students. It uses an age-appropriate, imaginative text to engage young learners effectively.