Fox's Dream Day HIRAGANA ONLY VERSION
Fox imagines waking up late and eating sushi and pizza for breakfast. What would your dream day be?
Key Language:
Family members; おじいさん, おばあさん, ともだち, おにいさん, わたし, おとうさん
Verbs; おきます, みます, たべます, よみます, あいます, もらいます, します, ききま, かちます, ねます
Time: ごぜん, ごご, よる, あした
＿＿時 に
＿＿時半 に
＿＿を します
Adjectives and adverbs; おもしろい, おいしい, たくさん
With free access to bilingual and Japanese-only audio book and hiragana chart bookmark, this picture book has been written for primary aged students with an intermediate level of Japanese and demonstrates use of many verbs for daily activities.
Each colourful page is presented in hiragana only until the end of the story. Once the story is complete, there are easily identifiable white pages with the English meaning, clearly linked to the matching kanji page number, so that children are able to refer to this page when they are unsure of meaning as they go.
The book is generously sized at 20.6cm by 20.6 cm making it easy to hold and images and words clear and easy to see. Printed locally in Australia on quality paper, this book has been made to last in a classroom, library or home with long term use in mind.
ACARA Year 3 to Year 4 Content Descriptions: Fox's Dream Day
InformingLocate and process specific points of information in familiar types of written, spoken, multimodal and digital texts associated with people, places and objects
[Key concepts: information, research, data; Key processes: locating, collecting, classifying, recognising] (ACLJAC130)
CreatingParticipate in and respond to imaginative texts such as interactive stories and performances, for example by acting out responses or making simple statements to identify and compare favourite characters and elements
[Key concepts: response, expression; Key processes: participating, imagining, creating, interpreting] (ACLJAC132)
TranslatingInterpret and explain simple interactions in Japanese, noticing linguistic and cultural features
[Key concepts: meaning, culture, translation, interpretation; Key processes: identifying, explaining, interpreting, comparing] (ACLJAC134)
UNDERSTANDING
Systems of languageUnderstand that hiragana symbols can be combined to represent words
[Key concepts: consonant, vowel, kana, foot, mora, rhythm, pronunciation; Key processes: recognising, differentiating, demonstrating] (ACLJAU138)
Understand and identify elements of basic grammar and sentence structure and interaction patterns
[Key concepts: verb conjugation, particles, word order, vocabulary, counter; Key processes: describing, indicating, identifying, questioning] (ACLJAU140)
© Australian Curriculum, Assessment and Reporting Authority (ACARA) 2009 to present, unless otherwise indicated. This material was downloaded from the ACARA website (www.acara.edu.au) (accessed [November 2020]) and was modified. The material is licensed under CC BY 4.0 (https://creativecommons.org/licenses/by/4.0/). ACARA does not endorse any product that uses ACARA material or make any representations as to the quality of such products. Any product that uses material published on this website should not be taken to be affiliated with ACARA or have the sponsorship or approval of ACARA. It is up to each person to make their own assessment of the product.