This is me: Tree house
Learning outcomes:
Students will:
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Role play as a carer or child and ask for or provide the items needed to settle for bed
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Use standard Australia English or Home Language to build their vocabulary and discuss needs and wants
Purpose of learning experience
Students are encouraged to imitate the play in the ‘Treehouse online activity’ this hands-on activity gives the student an opportunity to use their language skills to resolve why the children cannot get to sleep. Children can role play as the parent or the child.
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Questions: e.g. What's wrong? What is the matter?
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Statements: e.g. I'm thirsty, We're thirsty, I feel cold, We're cold
- Responses: I needed that, thank-you, no thanks, Oh no.
Making connections
Children can sometimes find it difficult to settle at bedtime, and often a small adjustment can make a significant difference. When children can recognise and communicate what helps them feel calm and comfortable, bedtime routines can become smoother and sleep patterns may improve for the whole household.
Kinder Curriculum alignment
Outcome 3: Children have a strong sense of wellbeing.
Outcome 5: Children are effective communicators.
Lesson activity
My bedtime sentence
Plan/implement
Guide students to listen to others and recognise that each spoken idea is communicated through a sentence. Repeat and rephrase student responses clearly to reinforce sentence structure. As a group, talk about bedtime routines by inviting students to share one sentence about what helps them sleep. Reinforce that sentences start with an idea and are used to share meaning.
Observations / assessment opportunities
Can the student recognise why they cannot sleep?
Can the student identify an item that would comfort them?
Can the student request this item?
Resources needed
- Character emojis
- Items to help soothe
Language focus
Students will:
- Express why they cannot sleep
- Accept or reject the items provided to assist their discomfort
English language
- What's the matter
- What's wrong
- I needed that
- I'm thirsty
- I feel cold
- Thanks
- I need water
- I want
- I don't want
Community Languages
Students might share home language names of items they take to bed and the words they use when they are tired and show appreciation - develop a language bank of SAE and home language names of items.
Foundation Curriculum alignment
Foundation - AC9EFLA05 - recognise that sentences are key units for expressing ideas
Lesson activity
Sharing bedtime sentences
Plan/implement
Guide students to listen to others and recognise that each spoken idea is communicated through a sentence. Repeat and rephrase student responses clearly to reinforce sentence structure. As a group, talk about bedtime routines by inviting students to share one sentence about what helps them sleep. Reinforce that sentences start with an idea and are used to share meaning.
Observations / assessment opportunities
Can the student listen to and respond to others during group discussion?
Can the student share a sentence about what helps them sleep?
Can the student express an idea orally using a complete sentence?
Can the student build on or repeat a sentence after teacher modelling?
Resources needed
- Character emojis
- Items to help soothe
Language focus
Students will:
- Express why they cannot sleep
- Accept or reject the items provided to assist their discomfort
English language
- What's the matter
- What's wrong
- I needed that
- I'm thirsty
- I feel cold
- Thanks
- I need water
- I want
- I don't want
Community Languages
Students might share home language names of items they take to bed and the words they use when they are tired and show appreciation - develop a language bank of SAE and home language names of items.
Year 1 Curriculum alignment
Year 1 - AC9E1LA02 - explore language to provide reasons for likes, dislikes and preferences.
Lesson activity
What helps me sleep
Plan/implement
Give each student a bedtime item and ask them to say if they like, don’t like, or prefer it using a short sentence. Encourage students to give a simple reason using because (e.g. “I like the teddy because it is soft.”). Listen for students explaining their preferences and reasons during class discussion about bedtime routines.
Observations / assessment opportunities
Can the student say if they like, don’t like, or prefer a bedtime item?
Can the student give a simple reason for their preference?
Can the student use because to explain their thinking?
Can the student express their idea in a short spoken sentence?
Resources needed
- Character emojis
- Items to help soothe
Language focus
Students will:
- Express why they cannot sleep
- Accept or reject the items provided to assist their discomfort
English language
- What's the matter
- What's wrong
- I needed that
- I'm thirsty
- I feel cold
- Thanks
- I need water
- I want
- I don't want
Community languages
Students might share home language names of items they take to bed and the words they use when they are tired and show appreciation – develop a language bank of SAE and home language names of items.
Year 2 Curriculum alignment
Year 2 - AC9E2LA08 - understand that images add to or multiply the meanings of a text
Lesson activity
Betime picture clues
Plan/implement
Give students a bedtime item with a matching image. Ask how the image helps explain what the item is used for or how it makes the child feel. Listen for students explaining how pictures add meaning to the words.
Observations / assessment opportunities
Can the student explain what the image shows about the bedtime item?
Can the student describe how the image helps explain the words?
Can the student identify how the image shows the child’s feeling or need?
Can the student explain how pictures add meaning to a text?
Resources needed
- Simple sentences about bedtime routines
- Pictures of children going to sleep
- Emotions cards
Language focus
Students will:
- Express why they cannot sleep
- Accept or reject the items provided to assist their discomfort
English language
- What's the matter
- What's wrong
- I needed that
- I'm thirsty
- I feel cold
- Thanks
- I need water
- I want
- I don't want
Community Languages
Students might share home language names of items they take to bed and the words they use when they are tired and show appreciation – develop a language bank of SAE and home language names of items.
Year 3 Curriculum alignment
Year 3 - AC9E3LA09 - identify how images extend the meaning of a text
Lesson activity
Bedtime picture detectives.
Plan/implement
Students identify how images add extra meaning to a text by showing feelings, actions or details not written in words. Provide students with a simple sentence e.g. The child has gone to sleep. Also give the students of a child asleep with a teddy or a drink next to the bed. Ask the children what else they see, what has helped the child go to sleep.
Observations / assessment opportunities
Can the student identify details in the image that are not stated in the sentence?
Can the student explain how the image adds extra meaning to the text?
Can the student describe what may have helped the child go to sleep using visual clues?
Can the student use evidence from the image to support their ideas?
Resources needed
- Simple sentences about bedtime routines
- Pictures of children going to sleep
- Emotions cards
Language focus
Students will:
- Express why they cannot sleep
- Accept or reject the items provided to assist their discomfort
English language
- What's the matter
- What's wrong
- I needed that
- I'm thirsty
- I feel cold
- Thanks
- I need water
- I want
- I don't want
Community Languages
Students might share home language names of items they take to bed and the words they use when they are tired and show appreciation – develop a language bank of SAE and home language names of items.