The Snow Wombat: Textual Analysis

This essay will outline the use of Susannah Chambers’ children’s book ‘The Snow Wombat’ (2016).
The decision to select this children’s text was made through the author’s charming use of cumulative language features, colourful and engaging watercolour imagery, and her perfect use of rhyme that assists to support children’s engagement and ensure the success of early language learning development. This task proposes to assist Kindergarten/ Foundation Year student’s developing Speaking and Listening skills by complimenting philological language features within The Snow Wombat (2016) and by focusing on the strong repetition of rhyme, rhythm and flow that has been captured within this book to successfully Navigate and Interpret text (ACARA, 2010).

47). “Oral language is an important starting point for reading. In early reading, children begin to understand that the print on the page can be converted to spoken words and sentences, and to meaning” (Holliday & Winch, 2014, p. 47). This exposure assists to inform children of the vocabulary and language structures of written texts, letter sound correspondences and simple-sentence structure.
The Snow Wombat (2016) is a cumulative rhyming text that structures itself similarly to that of Emma Quay’s ‘Rudie Nudie’ (2011) as it cleverly includes the repetition of words and simple phrases to provide a clear and well-structured written composition. This enables students an enhanced view of the main concepts depicted within this short story and helps to tie back to the continuing theme through which the story presents- a wombat’s wonderous journey home. Following this

Once completed, the students will be asked to take-it-in-turn to share with the rest of their group one new constructed sentence ending. This will introduce the children to a variety of gathered vocabulary words and will give students the opportunity to hear new words and how they can be used within a sentence, see the spelling of the word and the construction of sound/phonic correspondences to specific letters and paired letter groupings, and verbally communicate words and phrases read from text to identify proper pronunciation of written text. A handwriting activity may follow this task to further support and re-enforce these learning