Links to curriculum, professional standards and differentiation strategies.

1. Doggie, Doggie Where’s Your Bone?
Date: 18/08 Time/place:
11am - carpet
Prior Knowledge:
- Understand the difference between a
question and a statement
- Know that a question requires an answer
Focus:
Learning to question
Objectives:
- During this game the children will be able to guess who has the dog bone based upon the answers to
their questions.
- After this experience the children will be able to apply their knowledge of types of questions to be
able to guess what is inside the mystery box.
Curriculum Links:
Connecting – explore and expand ways to use language/s.
Connecting – Grow in confidence, resilience and independence.
Exploring – Demonstrate joy, interest and involvement in learning.
Resources:
- Doggie, Doggie poster
- Pretend / real dog bone
- A parachute or small blanket
Guiding Behaviour:
Addressing positive behaviour:
- Set expectations using what it looks like and sounds like – I am looking for legs crossed and hands in
laps.
Addressing undesired behaviour:
- Nonverbal warning through a serious face
Feedback on positive behaviour:
- Now we are getting the hang of it.
Feedback on undesired behaviour:
- You are calling out at me.
- … you need to work on keeping your words inside your mouth when another person is talking.
- … you need to move back so that all your friends can see.
- Miss Val is speaking so we don’t interrupt Miss Val
Gaining children’s attention:
- Count down from 5 verbal and nonverbal
- 1 2 3 eyes on me.
- Silent heads, shoulders, knees and toes.
- If you are listening put your hands on your head… etc.
- Breathe in, breathe out x3
Strategies to tap into prior knowledge:
- Brainstorm of possible questions they could ask to help them guess who has stolen the dog bone.
Strategies to engage children:
- Even though you didn’t guess the right person, I love the questions you asked to help you to guess.
- I like the way that … is taking the time to think through their answer.
- Smiling and nodding at their efforts

2. - I love the fact that … had a go even though they found it hard. That is the attitude I am looking for.
- It doesn’t matter if me get it wrong, the main thing is that … had a go.
- Good try.
Assessable Standard:
Australian Professional Standard 3.5 (use effective classroom communication)
Strategies to meet this standard:
- Use familiar or appropriate language with the children
- Repeat important words or phrases when giving instructions – this will also enhance D’s
understanding.
- Minimise noise barriers by talking clearly and slowly
- Complimenting non-verbal communication – pointing, gestures, facial expressions, tone etc. No too
many as it can interfere with Demi’s ability to speech read. They must be meaningful and add to the
communication.
- Providing students with feedback
- Use visual aids
- Ensure that D is sitting directly across from me so that she has the best possible position to speech
read.
- Ensure that you are positioned where the light is on your face and not in D’s eyes as it will assist her
to speech read.
Australian Professional Standard 2.2 (organise content into an effective learning and teaching sequences)
Strategies to meet this standard:
- The learning experience is set out in an introduction, body and conclusion format.
Differentiation for focus children:
S: requires movement in the program to maintain her attention otherwise she gets fidgety and distracted by
objects around her – options:
- Add actions to the song
- Instead of doing the activity sitting down, do the activity standing up to encourage movement
K: is often distracted by C – options:
- Move her away from C
- Use a seating plan
- Seat K closer to me
- Ensure K is directly opposite me
- Praise aloud K’s good behaviours that are specific to what she is doing correctly
- Establish a secret signal with K as a reminder of when she is off task.
- Share my feelings in a general way – “I am getting upset because there are kindy children who are
talking and I can’t hear…”
- K gets anxious when C is not near – seat another child between K and C so that K is still close to C
but is less likely to be distracted.
Introduction:
10 mins
1. Transition to sitting into a circle – “Make a circle, make a circle, make it round.
Make it nice and big so we can all fit; then sit down”.
2. Introduce the focus learning area – asking questions. Relate it to show and tell and
the fact that we tend to ask the same type of questions most of the time so we are
going to learn how to ask different types of questions using a game.
3. Introduce the game Doggie, Doggie.

3. 4. Teach the children the song that accompanies the game – display the poster.
5. When the children are familiar with the rules have a practice run.
6. Select a child and do a practice run, explaining the game as you go. At this point
introduce the resources to help children with the types of questions to ask.
Body:
10 mins
1. Complete the game x3
2. (Extending Activity) Introduce the cat food. Have 2 children in the middle and inform
the children the song had changed. Teach it to them. They have to work together to
think about who might have their food. X 2
Questions:
- You knew that the person was wearing… but there are … people wearing that colour
so how did you know that it was … ?
- We know… but there are two children who have/are… How can we decide who has
the bone? Remember at the end of the song they said, “I have your bone,” could we
ask these two people to say, “I have your bone”. We could then listen to see if they
are the same?
Conclusion:
10 mins
1. Praise the children for their efforts – We are now getting it. I like the questions you
are using.
2. Introduce the mystery box and explain that they are going to use the types of
questions they used before to guess what is inside the box.
3. Transition – I want you to tell me one new question that you have learnt today. When
you have told me you can go and wash your hands and get your lunch box.