The focus was on a key language feature from the book: repetition. The phrase “Go away!” echoes throughout the story, helping students understand how repeated phrases can add rhythm and emphasis in storytelling. The children loved joining in with the familiar words and quickly started to recognise the pattern.
As we read the story together, we also explored important story elements:
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Characters - Who is in the story?
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Setting - Where does the story take place?
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Problem - What goes wrong?
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Solution - How is the problem solved?
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Illustrator - Creates the pictures
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Author - Writes the words in the story
Students shared their own ideas, learning and reflections along the way. “The illustrator is the person who draws the pictures for the story,” explained Sophia, showing her growing awareness of how books are created. “My favourite character is the Chit-Chat Bird!” shared Miley, showing her engagement and connection to the characters in the story.
To bring their understanding to life, the students each created their own unique story scenes, applying what they had learned about story elements and narrative structure. First, they painted beautiful watercolour backgrounds, experimenting with colour mixing, shading, and brush techniques. Then, using scissors and paper, they carefully cut and arranged shapes to add elements like clouds, trees, the sun, and grass. The final touch was adding characters, and students demonstrated their understanding of character roles and how they contribute to a story.
“We created our own story setting,” Malachy stated proudly, reflecting on the importance of the setting in storytelling.
Each artwork told a story of its own, full of colour, creativity, and personality. It was wonderful to see how each child interpreted the story and added their own ideas, showing confidence in expressing themselves.
Room 15 shared their love for this story at the whole school assembly, and I think it’s safe to say it’s now become a favourite for many more students. The assembly was a real highlight for the class, they were so proud to showcase their amazing creations and confidently use the microphone to share what they had learned, including details about their favourite characters from the story.
Through this project, tamariki not only strengthened their understanding of narrative structure they also developed their fine motor skills, language awareness, and artistic expression. Most importantly, they enjoyed expressing themselves and sharing their ideas with their peers.
The next steps will be to explore more language features, such as alliteration. It will be great to see how the children might begin using playful sound patterns in their own storytelling and writing as their confidence continues to grow.
My vision is to be an inspiring and empowering force in children’s lives so they are excited and motivated to learn.
Every child deserves a collaborative learning environment where students feel comfortable asking questions and exploring their ideas. Critical thinking and problem-solving are fundamental skills, and having the confidence to be expressive is a virtue that needs nurturing.
Growing up on a dairy farm in Lichfield and attending the local primary school, I experienced the value of a close-knit community. This inspired me to ensure my own children had the same privilege and all three of my children have attended Wairakei Primary and thrived. This inspiration for my own children weaves through into my aspirations for my students. When children feel a sense of belonging and have strong, supportive connections with both their peers and teachers, they are best positioned to excel in their learning.
Outside of the classroom, my family and I live on a large drystock farm. I enjoy reading, tending to my greenhouse, and going camping with my family. These interests inform my teaching, especially my passion for literacy and encouraging students to explore and engage with the world around them.
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