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10 — Patterns in illustrations: Indigenous art – Part 1

Sequence focus points

Book cover for The Australian 1, 2, 3 of Animals depicting a playtupus on a patterned square

Above: Cover of An Australian 1, 2, 3 of Animals by Bronwyn Bancroft, Little Hare Books, Prahran, 2009 reproduced with permission

Modelled reading

Read An Australian 1, 2, 3 of Animals to the class. Display the Digit and number word cards from Sequence 7 and assist the students to locate the number words in the written text.  ACELY1649,  ACELY1650

Responding to literature

Allow students to respond to the book on a personal level. Ask them to recall the animals depicted in the book and encourage them to think of where they have seen the depicted animals in other books, on television programs, in a wildlife park or in the local environment.  ACELT1575,  ACELT1783,  ACELT1578,  ACELY1646

Activity 1: Language focus – patterns in sounds

Draw the students’ attention to the rhyme in An Australian 1, 2, 3 of Animals and note the words that create the rhyme. Highlight the patterns of sound that echo the patterns in the illustrations. For example, each sentence ends in a word that tells us ‘what is happening’, and each of these words ends in ‘ing’. Ask the students to listen to the sentence as it is read and locate the word that ends in ‘ing’.  ACELA1439

Activity 2: Close reading and viewing – looking for patterns

Look closely at the illustrations and note the patterns that can be seen in the images. Students search multiple copies of the text in small groups and draw examples of the patterns found. Some patterns that can be found in the illustrations include dots, circles, curved lines, straight lines, squares and rectangles.  ACELA1786

Activity 3: Modelled and jointly constructed writing

Share the drawings done by the students and model the writing of sentences about the patterns observed (for example, ‘This pattern has circles and squares’). Ask the students to contribute to a joint construction of further sentences.  ACELA1435,  ACELY1646,  ACELY1651

Activity 4: Independent writing

Students write about their patterns; for example, ‘My pattern has straight lines and dots’. Provide a word bank to assist the students and encourage all attempts at spelling words so that the focus of the writing is on the sentence and making meaning. You may decide to provide a sentence starter for students (for example, ‘My pattern has …’). ACELA1435,   ACELY1651