Updated: 11 May 2019
A script which can be used during readers' theatre or Drama sessions, aimed at students 6 years and over.
Non-Editable: PDF
Pages: 2 Pages
Years: 1 - 4
Read decodable and predictable texts using developing phrasing, fluency, contextual, semantic, grammatical and phonic knowledge and emerging text processing strategies, for example prediction, monitoring meaning and re-readingElaborationsusing contex...
Read less predictable texts with phrasing and fluency by combining contextual, semantic, grammatical and phonic knowledge using text processing strategies, for example monitoring meaning, predicting, rereading and self-correctingElaborationsusing pri...
Read an increasing range of different types of texts by combining contextual, semantic, grammatical and phonic knowledge, using text processing strategies, for example monitoring, predicting, confirming, rereading, reading on and self-correctingElabo...
Read different types of texts by combining contextual , semantic, grammatical and phonic knowledge using text processing strategies for example monitoring meaning, cross checking and reviewingElaborationsreading new and different kinds of texts with...
Present drama that communicates ideas, including stories from their community, to an audience
Shape and perform dramatic action using narrative structures and tension in devised and scripted drama, including exploration of Aboriginal and Torres Strait Islander drama
Plans, composes and reviews a small range of simple texts for a variety of purposes on familiar topics for known readers and viewers
Draws on an increasing range of skills and strategies to fluently read, view and comprehend a range of texts on less familiar topics in different media and technologies
Recognises that there are different kinds of texts when reading and viewing and shows an awareness of purpose, audience and subject matter
Uses basic grammatical features, punctuation conventions and vocabulary appropriate to the type of text when responding to and composing texts
Identifies and compares different kinds of texts when reading and viewing and shows an understanding of purpose, audience and subject matter
Interacts collaboratively to communicate the action of the drama with others.
Responds to, and interprets drama experiences and performances
Present drama that communicates ideas and stories
Shape and perform dramatic action using narrative structures and tension in devised and scripted drama
Shape and perform dramatic action using narrative structures and tension in devised and scripted drama
Read an increasing range of imaginative, informative and persuasive texts by combining phonic, semantic, contextual and grammatical knowledge, using text processing strategies, including confirming, rereading and cross-checking
Read different types of texts for specific purposes by combining phonic, semantic, contextual and grammatical knowledge using text processing strategies, including monitoring meaning, skimming, scanning and reviewing
Read decodable and authentic texts using developing phonic knowledge, phrasing and fluency, and monitoring meaning using context and grammatical knowledge
Read texts with phrasing and fluency, using phonic and word knowledge, and monitoring meaning by re-reading and self-correcting
Read a range of texts using phonic, semantic and grammatical knowledge to read accurately and fluently, re-reading and self-correcting when required
Read different types of texts, integrating phonic, semantic and grammatical knowledge to read accurately and fluently, re-reading and self-correcting when needed
Share their arts works with audiences
Share their drama in informal settings
Explore how First Nations Australians use drama to communicate their connection to, and responsibility for, Country/Place
Perform improvised and/or devised drama in informal settings
A script which can be used during readers' theatre or Drama sessions, aimed at students 6 years and over.
SCENE: A group of friends and their mothers have gone to the park to play.
ROLES (6): Danny, Donna (Danny’s mother), William, Wilma (William’s mother), Sophie, Sue (Sophie’s mother)
READER AGES: 6 years and over
Scripts are available for download in black and white and colour versions.
Read decodable and predictable texts using developing phrasing, fluency, contextual, semantic, grammatical and phonic knowledge and emerging text processing strategies, for example prediction, monitoring meaning and re-readingElaborationsusing contex...
Read less predictable texts with phrasing and fluency by combining contextual, semantic, grammatical and phonic knowledge using text processing strategies, for example monitoring meaning, predicting, rereading and self-correctingElaborationsusing pri...
Read an increasing range of different types of texts by combining contextual, semantic, grammatical and phonic knowledge, using text processing strategies, for example monitoring, predicting, confirming, rereading, reading on and self-correctingElabo...
Read different types of texts by combining contextual , semantic, grammatical and phonic knowledge using text processing strategies for example monitoring meaning, cross checking and reviewingElaborationsreading new and different kinds of texts with...
Present drama that communicates ideas, including stories from their community, to an audience
Shape and perform dramatic action using narrative structures and tension in devised and scripted drama, including exploration of Aboriginal and Torres Strait Islander drama
Plans, composes and reviews a small range of simple texts for a variety of purposes on familiar topics for known readers and viewers
Draws on an increasing range of skills and strategies to fluently read, view and comprehend a range of texts on less familiar topics in different media and technologies
Recognises that there are different kinds of texts when reading and viewing and shows an awareness of purpose, audience and subject matter
Uses basic grammatical features, punctuation conventions and vocabulary appropriate to the type of text when responding to and composing texts
Identifies and compares different kinds of texts when reading and viewing and shows an understanding of purpose, audience and subject matter
Interacts collaboratively to communicate the action of the drama with others.
Responds to, and interprets drama experiences and performances
Present drama that communicates ideas and stories
Shape and perform dramatic action using narrative structures and tension in devised and scripted drama
Shape and perform dramatic action using narrative structures and tension in devised and scripted drama
Read an increasing range of imaginative, informative and persuasive texts by combining phonic, semantic, contextual and grammatical knowledge, using text processing strategies, including confirming, rereading and cross-checking
Read different types of texts for specific purposes by combining phonic, semantic, contextual and grammatical knowledge using text processing strategies, including monitoring meaning, skimming, scanning and reviewing
Read decodable and authentic texts using developing phonic knowledge, phrasing and fluency, and monitoring meaning using context and grammatical knowledge
Read texts with phrasing and fluency, using phonic and word knowledge, and monitoring meaning by re-reading and self-correcting
Read a range of texts using phonic, semantic and grammatical knowledge to read accurately and fluently, re-reading and self-correcting when required
Read different types of texts, integrating phonic, semantic and grammatical knowledge to read accurately and fluently, re-reading and self-correcting when needed
Share their arts works with audiences
Share their drama in informal settings
Explore how First Nations Australians use drama to communicate their connection to, and responsibility for, Country/Place
Perform improvised and/or devised drama in informal settings
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A script which can be used during readers' theatre or Drama sessions, aimed at students 10 years and over.
A script which can be used during readers' theatre or Drama sessions, aimed at students 10 years and over.
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