guided reading activities

GUIDED SILENT READINGUsing narrative text

BOOK FIVEPart 1 and 2 School Journals 2000-2002

Hilton Ayrey

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Copyright 2004 Handy Resources May be photocopied for use in school of purchase only Guided Silent Reading Book 5 visit our website at www.handyres.com 2

GUIDED SILENT READING BOOK 5

CONTENTS Introduction to this Resource 3

Guided Silent Reading 4

Lesson format for Guided Silent Reading 5

Follow up Activities - Blooms Taxonomy 9

Lesson plan

Page nos Activities Page nos

SET 1 : Instructional Reading Age 7-8 years

1:1 The Best Way to Eat Spaghetti by Rachel Hayward School Journal Part 1 Number 4 2001

13 45

1:2 Think of a Name by Simon Cooke School Journal Part 1 Number 1 2000

15 46

1:3 Breakfast in the Bus by Dot Meharry School Journal Part 1 Number 4 2002

17 47

1:4 The Mousetrap by Janet Pereira School Journal Part 1 Number 5 2002

19 48


2:1 Chester by John Lockyer School Journal Part 1 Number 2 2001

21 49

2:2 Rubys Sunflower by Sally Stephenson School Journal Part 1 Number 5 2001

23 50

2:3 Three of the Best by Annie Oliver School Journal Part 2 Number 3 2001

25 51

2:4 And the Winner is. by Kathleen Osullivan School Journal Part 2 Number 4 2000

27 52


3:1 Coyote and Turtle retold by Jane Buxton School Journal Part 2 Number 4 2001

29 53

3:2 BAA! by David Hill School Journal Part 2 Number 3 2000

31 54

3:3 Tusk the Cat by K.E. Anderson School Journal Part 2 Number 2 2002

33 55

3:4 Tom and Frankie by Unn West School Journal Part 2 Number 2 2000

35 56


4.1 The Cindy Limpics by Michael Wilson School Journal Part 2 Number 2 2001

37 57

4.2 Whats the Matter by David Hill School Journal Part 2 Number 3 2002

39 58

4.3 Jeremiahs Teeth by Peter Friend School Journal Part 2 Number 1 2002

41 59

4.4 Time for a Spell by David Hill School Journal Part 2 Number 4 2002

43 60



INTRODUCTION TO THIS RESOURCE The intention of this and the other books in this series, is to provide support for the classroom teacher in the use of the instructional reading process, Guided Silent Reading, using the New Zealand School Journal resources. Each book contains

practical suggestions for implementing the Guided Silent Reading process detailed lesson plans for the stories or articles chosen from School Journals follow up activities using Blooms Taxonomy to encourage children to be active readers and to develop the higher level thinking skills

A list of these resources to date is as follows Using Narrative Text Guided Silent Reading Book 1: Part 1 and 2 School Journals 1990-1999 Guided Silent Reading Book 2: Part 3 and 4 School Journals 1990-1999 Using Non Fiction Text Guided Silent Reading Book 3: Part 1 and 2 School Journals 1990-2000 Guided Silent Reading Book 4: Part 3 and 4 School Journals 1990-2000 Using Narrative Text Guided Silent Reading Book 5: Part 1 and 2 School Journals 2000-2002 Guided Silent Reading Book 6: Part 3 and 4 School Journals 2000-2002 Using Non Fiction Text Guided Silent Reading Book 7: Part 1 and 2 School Journals 2000-2004 Guided Silent Reading Book 8: Part 3 and 4 School Journals 2000-2004 To view sample pages and details of our other reading resources, visit our website www.handyresources.co.nz BACKGROUND The ideas presented here are based on current research on best practice in reading instruction, 18 years of my own experience teaching reading in New Zealand primary schools, and most recently, six years as a tutor with the New Zealand Graduate School of Education, a private teacher training organisation located in Christchurch. The training model used at NZGSE means that as tutors we spend 7 weeks of every term working alongside our trainees in classrooms, so the methods suggested here have been extensively trialled, tested and proven in the classroom. My feeling is that while we as teachers do a good job with the Learning to Read phase of reading instruction, we are not so successful with the Reading to Learn process that follows in the middle and senior primary school. This is backed up by recent ERO and Ministry reports and the research by Tom Nicholson on readers in secondary school. The feedback I have received suggests that many teachers recognise this need as well, and find that these resources help to develop the close reading and compre-hension skills which are so important for fluent readers.



Guided Silent Reading is a powerful instructional tool that is used in many classrooms throughout New Zealand. It gives the opportunity for the teacher and a small group of students to talk, read and think their way through a text. The students are responsible for the reading, while the teacher guides them through questioning, helping students to identify the text structures and language features used by the author. The questions the teacher asks provide a model of the type of questions that the reader should ask themselves as they read. SPECIFIC LEARNING OUTCOMES The Achievement Objectives in EINZC have been used to develop the following SLOs for these resources on narrative text. These are the outcomes that can be expected when following the Guided Silent Reading process outlined in the lesson plans. Students will be able to. 1. Identify the features of NARRATIVE text structure, namely setting, characters, problem, response, action, outcome, theme. A number of studies have shown that when readers are taught about the structure of narrative text there are significant gains in comprehension. For a review see Susan Dymock and Tom Nicholson (1999), Wellington NZCER Reading Comprehension : What is it? How do you teach it Teaching children about narrative structure and the way stories work provides them with a powerful comprehension strategy. 2. Identify language features used in NARRATIVE text This springs naturally out of the discussion of the text as students seek to clarify the message and develop the language of critique. How does an author use language to create a good story? 3. Make valid predictions about the plot Prediction is one of the most important skills to develop in the active reader. The concept of a good reader being like a detective, always looking for clues, is a good way of explaining this to children. This is encouraged at the beginning of each chunk of text as the teacher and the readers establish a purpose for reading on. The validity of a prediction reflects the extent to which active reading and comprehension is taking place. 4. Justify their ideas or responses from within the text or by inference Requiring the reader to substantiate his or her ideas from text is another very effective tool for developing active readers. 5. Demonstrate the use of higher thinking skills (Blooms Taxonomy) The follow up activities give the students the chance to explore some higher level thinking and require further processing and revisiting of the text in an interesting way. While not neglecting the systematic development of decoding skills, the emphasis here is on teaching comprehension strategies through identifying text structure and the skills and attitudes of being an active rather than a passive reader.

GUIDED SILENT READING



The lesson planning format presented here is highly predictable for the teacher and the learner and aims to develop the internal dialogue of the active reader. There are three steps to follow for each chunk of text. Step 1 : SET A PURPOSE FOR READING and READ SILENTLY Before starting the story and subsequently, with each chunk of text, it is important to help the reader make connections to personal experiences and prior knowledge and to establish a purpose for reading. Raising an expectation for what will come next is easy with narrative text as the story structure is explored and the obvious question presents itself, What do you think will happen next? (Prediction).

Step 2 : RETELL and CLARIFY - Have we got the message right ? Once the chunk of text has been read silently by your readers, it is important to make sure that the correct message has been received. Many children have picked up glib reading habits and make assumptions about text as a result of a quick skim. While skimming and scanning are important reading skills in their own right, in this instance it is important to encourage close, deliberate processing of the story to make sure children are aware of the nuances and subtleties that are tucked away in the text before attempting to discuss the content. Detailed Retelling coupled with Clarify as you go are recommended strategies for this step (see page 7 for details). Step 3 : ADD TO YOUR STORY WEB - Looking for the story structure Once the chunk of text has been reviewed and any possible misunderstandings clarified, the next step is to think about the ongoing story structure and what new information can be added to the story web from what has just been read. It is suggested that the readers should have some paper on which they can be building up their own story web as a fast finishers activity. The teacher may also record information on a story web during this Step 3 discussion as a visual prompt for the readers and to model the process of story webbing. To provoke and guide discussion the teacher asks such questions as .. Have we identified the story problem yet?. There may be a range of problems occurring or a sequence of episodes, but what we are looking for here is the main driving force behind the story. Sometimes it isnt until the story has been completed that the big picture becomes obvious and the story problem can then be easily identified. Has there been any development of the problem? Has a new problem emerged? Is there more information about the setting? Is the setting important to what is happening in the story or is it incidental? Have we found out anything new about the characters? Have new characters been introduced? How are the characters responding to the problem? What action are they taking? Are there any clues about the outcome? As you can see, these are all generic questions aimed at developing the internal dialogue of the active reader and encouraging the group members to do the thinking rather than relying on the teachers questions. As students become familiar with the process they can take increasing responsibility for it. Not all stories follow a neat Problem, Response, Action, Outcome sequence and that should be acknowledged and discussed. The framework is there as a reference point only, a set of coat hangers for the reader to hang the story on.

LESSON FORMAT for GUIDED SILENT READING



FREQUENTLY ASKED QUESTIONS The children seem bored and disinterested. I find it hard to get them to concentrate on the lesson. They are fidgety and off task and I end up feeling very frustrated with the Guided Silent Reading process. Detailed Retelling is an excellent strategy for establishing routines and getting everyone focussed. Having read the passage silently, explain that you as a group are going to go through it again to make sure everyone understands the story and the vocabulary. You go first to model the process. Retell the first idea in the chunk of text. It may be a sentence or just a phrase and then someone else continues with the next idea. Why such short chunks? It increases the chance for everyone to participate and one person doesnt hijack the retelling (great for them but you lose everyone else). Encourage this retelling from the text not from memory. It starts off as a second reading but as you model paraphrasing or changing the words around a little, the children will pick up on this and do it too. By doing it systematically, in sequence, event by event, everyone is at the same point in the story. The key here is to get everyone involved in doing the work. You can take turns working your way around the group. This can be helpful to start off with because students know their turn is coming up next, but it can look a bit like Round Robin Reading and can produce the same effect - children tuning out when it isnt their turn. So maybe start with it, but move away to random selection. This keeps everyone on their toes. It doesnt take long for them to realise that they have to stay tuned in and suddenly the focus of the group has improved dramatically. As the routine improves with practice, allow them to have a go without prompting from you. Keep an eye on the ones who dont offer and prompt them. Apart from having a turn yourself, your only contribution to keep the retelling flowing is to say what comes next. The other benefit of this process is that as you work through the passage using detailed retelling you can then clarify as you go. Avoid the temptation to paraphrase the text and ask content questions. Try to stick with What does that mean? Why did they do that? I dont understand what is happening? By doing this you are modelling the internal dialogue of the active reader who is concerned about getting meaning from text. And over a period of time you will have transformed your bunch of disinterested squirmers into a group of self motivated, self directed readers.. But it takes such a long time to read a story this way. Yes it does. The benefit for a lower ability group is that they get a lot of reading mileage and they learn to scan to keep up with the detailed retelling. With practice they will get much better and the lesson will go much faster, but it does take prac-tise and this sort of practise is very beneficial for a less fluent readers. Choose short stories!!!! Start with material below their instructional reading age so that there are not lots of decoding problems while you are trying to teach new routines and the concepts about story structure. With more fluent readers, encourage them to move quickly into paraphrasing rather than rereading the text. You can move towards bigger chunks of retelling once you have a well established routine. You dont have to do the whole story this way. It is a good idea to always do some detailed retelling for the first two or three chunks so that you can make sure the text is being read properly as it reinforces that close, active reading you are after. Another possibility is to do a bit of detailed retelling within each chunk but not for the whole passage.



NZ School Journal where the text for this story can be found

A description of special language or structural features found in the text

Possible story structure that can be identified from each chunk of text as the story is being read and discussed

A summary of the storyline of this text

GUIDED SILENT READING using narrative text Sample Lesson Plan from Book 5

Specific Learning Outcomes for this lesson

Instructional reading age of the story

Questions to access prior knowledge and personal experiences

Questions and prompts to establish a purpose for reading this chunk of text

Points in the text where clarification may be required during detailed retelling

Questions that will help children clarify concepts or vocabulary

Suggested answers to the questions asked. Childrens responses may differ

Suggested fast finish-ers activity to take care of those children who read faster than others



Suggestions for summarising the story structure once the guided reading has been completed

Suggestions for critiquing the story. An opportunity for children to learn what to look for when evaluating a story

Suggestions for presenting follow up activities which encourage revisiting the text while doing independent work (Blooms Taxonomy}

A completed story web that can be used as guidelines for the teacher or presented as a model for children

GUIDED SILENT READING using narrative text Sample Lesson Plan from Book 5



FOLLOW UP ACTIVITIES : BLOOMS TAXONOMY A good story should entertain its audience by its characters, the action, and the language used. It should also give insights into how people think and feel. Follow up activities should encourage children to revisit the text and think further and more deeply about how the author has achieved this and the techniques used. They should also promote creativity and be motivating and fun. The follow up activities for each story in these resource have been designed using Blooms Taxonomy. Each of the levels represent a higher level of thinking skills. The activities therefore present a range of challenges for children with different abilities and learning styles. Most activities allow for an answer in writing or by drawing and labeling to encourage those who prefer visual responses over writing. It is not expected that students will be asked to work their way through all the activities. Students find it motivating to be able to choose activities and where possible several options have been offered within a level. More able students often opt for the higher levels while less able students enjoy the security of Levels One and Two. The teacher may choose to assign specific activities or allow choice depending on the students needs or the amount of time available. Another ap-proach could be to set up a work contract with a points target to be met, where higher level activities attract more points than lower level activities. Follow up activities are an organisational necessity to allow the teacher to spend time in small instructional groups. One of the essentials for keeping a small group instructional programme stress free and running smoothly is to ensure that the independent workers are on task and the classroom is relatively quiet. For this reason, the activities in these resources are written with an individual response in mind. However, they can easily be adapted to co-operative activities if your classroom organisation and work ethic allows it. There is a deliberate continuity in the activities chosen. As the student become fluent with the activity the challenge comes from applying the process to new content and frees the teacher from having to teach new activities when they want to focus on group instruction. It does helps to spend time teaching the activities to the whole class. It is always important to allow time for sharing of poems, role plays, and posters to a live audience so that the work is seen to be purposeful and not just done for the teacher. The more you can develop a learning community in your classroom, the more motivated and creative the students will become as they piggyback off each others ideas and enthusiasm. Blooms Levels defined Blooms levels of thinking can be used in many different ways. The following definitions indicate the particular emphasis chosen for these resources. Level 1 : Knowledge What are the facts These activities require students to locate factual information that can be found in the text. Book 5 : Creating lists of characteristic or attributes from the story See page 12 Book 5 for an example of this activity. Book 6 : List the characters and all the literal information about them, then choose one and show the information in a CHARACTER WEB. See page 12 Book 6 for an example of a Character Web.



Level 2 : Comprehension Reading between the lines These activities require some inferential understanding of the text or the ability to make connections between information from different parts of the text. In Book 5 there are two activities at this level. Book 5 : The reader is asked to answer a question or explain a problem. The reader is asked to think of another title that gives further

clues about the story problem. This helps the student to develop overall text comprehension, the ability to see the big picture. Book 6 : Answering an inferential question is taken a step further with the

reader being asked to provide a quote or quotes from the text to support their answer. Level 3 : Application Using what you have read These activities require students to take the information in the story and present it in a different way while making a response to the concepts covered in the sory. Book 5 : Two activities at this level. The first is a poster which requires the reader to use the information in the story in another way. The second gives those who enjoy writing poetry a chance to respond to the content in this way. Of course not all children find this easy and may need some specific instruction in simple acrostic and descriptive poems. Book 6 : Only one activity at this level and this provides some variety with T-shirt design, writing letters, posters and news presentations. Level 4 : Analysis Breaking down the story to see how it works These activities involve some form of analysis of the plot in the story and are seen as a very important part of helping students to understand text structure. Book 5 : Windows into the story requires the reader to select the most important moment in the story and explain their choice. See page 12 Book 5 for an example of this activity. Book 6 : Story Maps show the readers understanding of the settings, the where and how the action took place. See page 12 Book 6 for an example of a Story Map. Story Graphs require an analysis of the feelings of a character over time. Story Webs continue the analysis which will have been started or discussed during the reading of the story. Story Webs for all the stories are included in the relevant lesson plan. Level 5 : Synthesis Coming up with new ideas The activities in both books require students to make some creative connections to the information in the stories. The focus is on creative problem solving. Level 6 : Evaluation For each story there are two activities, each one covering a different evaluation skill. The first activity is to do with evaluating the ideas or issues raised in the story. Book 5 : Sorting out the good from the bad De Bonos Black and Yellow Hat thinking skills are used here when evaluating an idea or issue from the story.

Book 6 : Seeing both sides These activities encourage students to look at both sides of an issue and can be extended into short debates.

The second activity is designed to develop the ability to critique a story. Book 5 : The reader is asked to give the story a rating and justify with a reason. Book 6 : The reader is asked to give each of 5 criteria a rating and write a short

review based on these ratings.



GUIDED SILENT READING using narrative text Sample Activity sheet from Book 5

Assign these activities based on ability or needs, allow choice, or set up as a work contract

Blooms Level Two Developing inferential

comprehension skills

Blooms Level Three Using the information

from the story in another way

Blooms Level Four Identifying the most

important event in the story

Blooms Level Six Developing criteria to be able to critique a

story

Blooms Level Six Using de Bonos Thinking Hats to

identify the advantages and

disadvantages of an idea from the story

Blooms Level Five Creating new solutions

to the problems and concepts in the story

Blooms Level One Locating literal

information from the text



Set 1:1 LESSON PLAN The Best Way to Eat Spaghetti RA 7-8 years SJ Part 1 Number 4 2001 By Rachel Hayward

SPECIFIC LEARNING OUTCOMES Story Summary Students can Identify features of narrative text structure - characters, setting, problem, response, action, outcome, theme Identify language features used in narrative text Make valid predictions about plot Justify their ideas from within the text or by inference Demonstrate the use of higher thinking skills (Blooms Taxonomy)

in follow up activities

Max is having trouble eating spaghetti. All the family make suggestions about how to go about it. In the end Max comes up with his own solution. Special Features : Repetitive storyline supports the reader Familiar subject matter and disgusting eating suggestions appeal to the reader Groups of words that suggest sounds and actions twirl, twiddle, twirl, splish, splash, splosh, gobble, glug, gulp

Guided Silent Reading strategies - suggestions for the Guided Silent Reading process Prereading Discussion

Read out the title and ask for predictions about this story - What clues has the author given us in the title ? - Brainstorm possible characters, setting, problem How do you eat spaghetti ? Why is spaghetti so difficult to eat ?

SET PURPOSE and READ When you are reading look for .

RETELL and CLARIFY Making sure we have got the message right

ADD to STORY WEB What new information have we found ?

CHUNK 1 Page 29 READ page 29 and look for information or clues about the setting, characters, and the story problem Fast finishers Start recording your ideas on a story web

..It was very frustrating.. What is another word for frustrating ? Show me what it looks like when you are frustrated ..Sauce sprayed around the table.. Show me how Dad eats his spaghetti. Why does sauce spray around the table ? [Because Dad twirls it around] Do you think this is the best way to eat spaghetti ?

Setting Probably at home Characters Max and Dad - no information about them Problem Max is having trouble eating spaghetti Response Max is getting very frustrated Action Asks Dad to show him the best way to do it Dad demonstrates his method

CHUNK 2 Page 30 What do you think will happen on the next page ? READ page 30 and see if Dad has solved Maxs problem Fast finishers Add to your story web

...and scooped it up with a spoon. Show me how mum eats spaghetti Why do you think Mum thinks her way is the best ? [Probably because it isnt so messy] ...protested Maxs big brother What is another word for protested ? ..like the bathwater going down the plughole.. Show me how Tim eats spaghetti Why does Tim think his way is the best? [Because its fun] Discuss the simile

Action Mum suggests a way that isnt so messy Brother Tim suggests a more fun way New characters Mum - likes things to tidy and clean Tim - Maxs brother - likes things to be fun

CHUNK 3 Page 31 Look at the picture on page 31. What do you think is going to happen next ? READ page 31 Fast finishers Add to your story web

..and shoved it into her mouth.. Show me how baby Emily eats spaghetti Why do you think Emily thinks her way is the best? ..Max put his hands over his ears How is Max feeling about all this ? [Confused - he doesnt look happy]

New character Baby Emily - likes to eat with her hands Action Baby sister Emily shows her way Outcome Max has worked out the answer to his problem

CHUNK 4 Page 32 What do you think Maxs answer to the problem will be? What would your answer be? READ page 32 and find out

..up all his spaghetti in peace What did Max decide was the best way to eat spaghetti ? [It doesnt matter how you eat it as long as you can eat it in peace]

Outcome Max decides that the best way to eat spaghetti is on his own



Post Reading Discussion

Story Structure : Review the story web now that the whole story has been read Summarise the main problem and how the characters deal with it (see suggestions below) What was the story about ? (theme)

Story Evaluation : What has the author done to try and make this a good story ? [Made me laugh, created a real character, described a place well, surprised me with the outcome, used interesting words] What do YOU think of this story ? Give it a rating out of 10 and say why ?

Follow up Activities

Go through the ACTIVITIES sheet with your students Brainstorm and discuss ideas, model activities where necessary. Assign activities or allow choice depending on time constraints and / or the needs of your students

Max asks for help Everyone in the family has their own ideas about the best way to eat spaghetti

Action

Characters Max Likes peace and quiet when hes

eating Dad Thinks spaghetti is delicious Mum Doesnt like things to be messy Tim Maxs older brother Likes eating to be fun Emily Maxs baby sister

Setting At home in the kitchen

Theme(s) Everyone has their own way of

doing things Asking for help sometimes makes

it worse

STORY WEB The Best Way to Eat Spaghetti

Max is having trouble eating spaghetti

Problem

Max feels very frustrated

Response

Plot

Outcome Max decides that it doesnt matter how you eat it. The most important thing is for it to be peaceful and quiet



Set 1:2 LESSON PLAN Think of a Name RA 7-8 years SJ Part 1 Number 1 2000 by Simon Cooke



Robbie has a new puppy and has to come up with a name for it. Everyone in the family has suggestions but Robbie didnt think his puppy likes any of them, he just runs off to check his dinner bowl . Finally he decides to call him Dinner because when he calls Dinner the puppy always comes to him. Special Features : Repetitive storyline supports the reader. Note the RESPONSE follows the ACTION Appeals because of the cute puppy


Read out the title and ask for predictions about this story - What clues has the author given us in the title ? - Brainstorm possible characters, setting, problem Discuss naming pets. Ask the children how they decide on names for their pets.





...yapping loudly.. What is yapping ? [barking - a high pitched puppy bark] ...he doesnt want to be called Yapper. How does Robbie know he doesnt want to be called Yapper ? [Because he didnt come when he called him Yapper]

Characters Dad Robbie - has a new puppy Setting At home Problem Robbie has to think of a name for his new puppy Action Dad suggests Yapper because the puppy yaps loudly Response Robbie doesnt think the puppy wants to be called Yapper

CHUNK 2 Page 24 How do you think Robbie is going to find a name for the puppy ? Brainstorm ideas READ page 24 and find out what happens next Fast finishers Add to your story web

..you could call him Jaws.. Why did Patrick think Jaws would be a good name ? [The puppy was biting at Patricks trousers] ...he doesnt what to be called Jaws. How does Robbie know he doesnt want to be called Jaws ? [Because he didnt come when he called him Jaws]

New Character Patrick - Robbies older brother Action Patrick suggests Jaws because he bites his trousers Response Robbie doesnt think the puppy wants to be called Jaws

CHUNK 3 Page 25 What do you think will happen next ? READ page 25 and find out Fast finishers Add to your story web

..you could call him Sniffer.. Why did Mum think Sniffer would be a good name ? [The puppy was sniffing around the room] ...he doesnt what to be called Sniffer. How does Robbie know he doesnt want to be called Sniffer ? [Because he didnt come when he called him Sniffer]

New Character Mum - Robbies mother Action Mum suggests Sniffer because she sees the puppy sniffing around Response Robbie doesnt think the puppy wants to be called Sniffer

CHUNK 4 Page 26 How do you think the story will end ? What will be the outcome ? READ page 26 and find out

.leftovers... Check understanding .the sound of paws pattering on the floor.. What was happening ? [The puppy was coming]

Response Robbie doesnt feel hungry because he is worrying about a name for his puppy






CHUNK 6 Page 27 What do you think Robbie will have decided ? READ page 27 and see if you are right

...you like being called Dinner How did Robbie know that the puppy liked being called Dinner ? [Because he came when he called Dinner]

Outcome Robbie called his puppy Dinner because whenever he called Dinner the puppy always came to him






Characters Robbie Has a new puppy Wants his puppy to like his new

name Puppy Very playful Very hungry Dad Patrick Robbies older brother Mum

Setting(s) At home

Theme(s) Living with pets Solving a problem

STORY WEB Think of a Name

Robbie has to think of a name for his new puppy

Problem

Everyone in the family has a suggestion for a name

Action

Plot

Robbie doesnt think the puppy likes any of the suggestions

Response

Outcome Robbie called his puppy Dinner because whenever he called Dinner the puppy always came to him



Set 1:3 LESSON PLAN Breakfast on the Bus RA 7-8 years SJ Part 1 Number 4 2002 by Dot Meharry



Grandad loses his hearing aid and it looks like Five the dog has swallowed it. An x-ray shows something in Fives stomach but when the hearing aid is found everyone is left wondering what else has gone missing. Special Features : Simple plot which ends with a new problem Another story with a dog. Also provides insights into the problems of getting olderloss of hearing


Read out the title and ask for predictions about this story - What clues has the author given us in the title ? - Brainstorm possible characters, setting, problem Discuss grandparents. What do they notice about older people ? [They dont hear so well]





...arrived in his house bus.... What is a house bus ? [A mobile home] ...This house bus is for people, not dogs.... How does Grandad feel about dogs ? [Probably doesnt like them very much]

Characters Grandad - has a house bus, maybe lives in it - doesnt really think dogs should go in his house bus The storyteller Five - the storytellers dog - howls when he doesnt get what he wants - likes toast Setting The house bus which is parked on the storytellers front lawn

CHUNK 2 Page 28 Are there any clues about the problem yet ? (no) Ask for predictions READ page 28 Fast finishers Add to your story web

...hearing aid.. Check understanding .you really swallowed the hearing aid? Why does the storyteller think the dog swallowed the hearing aid? [Because he was wagging his tail and licking the storytellers hand ]

Characters Grandad - has a hearing aid Problem Five swallowed Grandads hearing aid

CHUNK 3 Page 29 How will Grandad respond to this? What will they do about it? READ page 29 and find out Fast finishers Add to your story web

.What programme?... Why did Grandad say that? Why did he shout? [He cant hear very well without his hearing aid] .Well have to keep him (Five) tied up Why did they have to keep Five tied up? [They were going to wait for the hearing aid to come out in Fives pooh] .Yuck Why did the storyteller say Yuck? [She thought that was gross] .Grandad won Why was Grandad good at read my lips? [If you cant hear very well you end up watch ing peoples lips to help you understand what they are saying]

Response Grandad was furious Action They took Five to the vet for an x-ray They tied up Five and waited for the hearing aid to come out New Characters Mum Vet

CHUNK 4 Pages 30+31 What is going to happen? Brainstorm possibilities READ page 30 and 31 Fast finishers Add to your story web

..and pulled out something small and hard. Where was the hearing aid? [It must have been on or under the cushion of the seat in the bus]

Outcome Five hadnt swallowed the hearing aid New Problem What was it that he had swallowed?








Main Characters The storyteller Has a dog called Five Five Likes to be in on everything Howls when he doesnt get what he

wants Likes toast Grandad Lives in a house bus Needs a hearing aid Minor Characters Mum The Vet

Setting(s) The bus on the storytellers lawn At the vet

Theme(s) Grandparents Coping with hearing loss Look properly before you blame

the dog

STORY WEB Breakfast on the Bus

Five swallowed Grandads hearing aid

Problem

Grandad was furious Response

New Problem

What is it that Five has swallowed ?

They took Five to the vet Five had to be tied up and they had to wait for the hearing aid to come out

Action

Plot

Five hadnt swallowed the hearing aid

Outcome



Set 1:4 LESSON PLAN The Mousetrap RA 7-8 years SJ Part 1 Number 5 2002 by Janet Pereira



Mum wants to get rid of a mouse in the house. Dad doesnt like hurting animals so he invents a mousetrap to catch but not kill. Everything is going according to plan but the mouse keeps turning up again. Mani is to blame. He was supposed to take the mouse down to the park but instead he was letting it go at the back of the house. Special Features : A more complicated plot. The original problem is solved (mouse is caught) but there is a new problem because it keeps coming back. The reader has to make an inference about the ending


Read out the title and ask for predictions about this story - What clues has the author given us in the title ? - Brainstorm possible characters, setting, problem Discuss students experiences with mice in their houses. How do you get rid of mice ? What do you think about killing mice in mousetraps ?





...cockles.. Check understanding .and put the rest back... Why does dad make the kids put the cockles back ? [Doesnt think they should be wasted] .mouse droppings in the cupboard. What does having mouse droppings in the cupboard mean ? [There must be mice in the house] What is Mum going to do about the droppings in the cupboard ? [She will set a mouse trap if Dad doesnt]

Characters Dad - is a softie - doesnt like to kill things Mum - hates mice Setting At home Problem There are mouse droppings in the cupboard. Mum wants something done about it

CHUNK 2 Page 9 We know that Dad doesnt like killing things. What do you think he will do ? READ page 9 and find out what Dad does Fast finishers Add to your story web

.a mousetrap invention... What does Dad mean ? [He is inventing / making a special mousetrap]

New Character Little sister Reponse We already know that Dad doesnt like killing things Action Dad makes a special mousetrap that will catch the mouse but not kill it

CHUNK 3 Pages 10+11 How do you think Dads invention will work ? READ pages 10 and 11 and find out whether the inven-tion does work Fast finishers Add to your story web

..the trapdoor would snap shut. Describe or draw a diagram showing how the trap works ..Mani didnt look too impressed What does this mean? What do you think stage two of Dads plan was ? ..Mission accomplished What did Dad mean ? [He had caught the mouse]

New Character Mani - storytellers big brother - thought he and Dad were pretty clever - wasnt impressed with stage 2 of Dads plan Outcome The trap worked - they caught a mouse

CHUNK 4 Pages 12+13 Do you think this is the end of the story ? Brainstorm what might happen next READ page 12 and 13 Fast finishers Add to your story web

.Weve never had that many before What is Dad puzzled about ? .she had that told you so look on her face. How did Mum feel about how things are working out ..He couldnt look Dad in the eye.... What does that usually mean ? [A person feels embarrassed or guilty]

New Problem They kept catching mice Response Dad is puzzled and then gets mad Action Dad paints a blue dot on the mouse tail Outcome Finds out that it is the same mouse






CHUNK 6 Page 14 What is going on? Why is Mani behaving the way he is? READ page 14 to find out the whole story

...the luckiest mouse in the world Why does Mum think that the mouse is the luckiest mouse in the world ? [Because of all the special attention it has had. Most mice would be well and truly dead by this time]

Outcome Mani had been letting the mouse go at the back of the house instead of taking it down to the park. This was a lucky mouse.






STORY WEB The Mousetrap

Main Characters Dad He is a softie Doesnt like killing things Good at solving problems Mum Hates mice Mani The storytellers big brother Is lazy Little sister Wanted a mouse as a pet The Storyteller There is no information

Setting(s) At home

Theme(s) Solving problems Be kind to animals If you want a plan to work you

have to keep to it

Mum was sick of mouse droppings in the cupboard. She wanted something done about it

Problem

Dad doesnt like killing things Response

Response Dad was puzzled Mum wasnt impressed Dad got mad - he reckoned it was the same mouse

Dad builds a special mouse trap with big brother Manis help

Action

Plot

The mousetrap worked. Dad was very pleased with himself

Outcome

They kept catching a mouse every day

New Problem

Dad paints a blue dot on the mouse tail

Action

Found out it was the same mouse. Mani had been letting it go at the back of the house instead of taking it down to the park

Outcome



Set 2:1 LESSON PLAN Chester RA 8-9 years SJ Part 1 Number 2 2001 by John Lockyer

SPECIFIC LEARNING OUTCOMES Story Summary Students can Identify features of narrative text structure - characters, setting, problem, response, action, outcome, theme Identify language features used in narrative text Make valid predictions about plot from the text or by inference Identify themes (insights into behaviour) Demonstrate the use of higher thinking skills (Blooms Taxonomy)


Chester is a very enthusiastic puppy. However the storyteller and his mum get frustrated with him jumping up and licking their faces. Chester has to go to Dog School where Mum and the storyteller learn how to treat him and he learns how to behave and do lots of clever tricks. However he still cant resist a wet sloppy kiss. Special Features : Simple story line that reverts back to the original problem at the end. Another dog story which appeals to this age group


Read out the title and ask for predictions about this story - What clues has the author given us in the title ? - Brainstorm possible characters, setting, problem Discuss owning puppies. What are the problems ? How do you train them to do the right things?





..stop that noise.. Why was the puppy barking ? [Didnt like being on its own] .and give me a wet sloppy kiss.. Why did he jump up and give wet sloppy kisses? [playful, liked company]

Characters Chester - new puppy - didnt like being on his own Setting At home Problem Chester made lots of noise when he was left on his own Would jump up and give wet, sloppy kisses Response Storyteller got cross when the puppy made lots of noise

CHUNK 2 Page 3 What will happen next ? READ page 3 and find out

..basement... What is a basement ? What was Chester doing in the base-ment ? [He had to sleep there at night]

Problem The problem gets worse - Chester scratches at the garden gate - Chester howls in the basement at night

CHUNK 3 Page 4 What would you do about this problem ? What do you think the story-teller and his mum will do ? READ page 4 Fast finishers Add to your story web

..At Dog School hell learn to behave. Do you think Chester was misbehaving ? [He is just being a puppy - doesnt know any better]

Response Mum finally had had enough Action They took Chester to Dog School Outcome Chester learnt to do what he was told New Setting Dog School

CHUNK 4 Page 5 Look at the picture. What else has Chester learnt to do ? READ page 5

...praise What does it mean ? Why do you praise a dog ? ...Chester was amazing Why was Chester amazing? [Chester did really well in the competition]

Outcome The storyteller and Mum learnt how to treat Chester Chester did really well in the competition on the last day

CHUNK 5 Page 6 How will the story end? What will be the outcome? READ page 6 and find out Fast finishers Add to your story web

Why did Chester jump up again ? [He just got excited - he is still a puppy] Do you think Chester has learnt to be a good dog?

Outcome Chester did so well he won a red ribbon and a plastic bone Problem Chester still likes to jump up and give wet sloppy kisses








Main Character Chester The storytellers new puppy Made lots of noise Jumped up and gave sloppy kisses Learnt lots of skills at Dog School Still liked to give sloppy kisses Minor Characters Mum Storyteller

Setting(s) At home Dog School

Theme(s) Looking after pets Training puppies

STORY WEB : Chester

Chester is naughty He wants lots of attention He jumps up and gives wet sloppy kisses

Problem

Outcome Storyteller and Mum learnt how to treat Chester Chester learned to do what he was told. He won a competition

Storyteller and Mum got cross with Chester Stop that noise!

Response

They took Chester to Dog School

Action

Plot

Chester still likes to jump up and gives wet sloppy kisses

Problem



Set 2:2 LESSON PLAN Rubys Sunflower RA 8-9 years SJ Part 1 Number 5 2001 by Sally Stephenson



Ruby likes winning contests and is excited about the sunflower growing contest. Saul down the street hopes to win but he has never won anything. Ruby accidentally breaks the stem of her sunflower and has to decide whether she wants to win by cheating or give Paul the chance to win. Special Features : Ruby changes her response to the problem - slightly more complex story web. The theme is a moral dilemma.


Read out the title and ask for predictions about this story - What clues has the author given us in the title ? - Brainstorm possible characters, setting, problem Discuss entering competitions, what it feels like to win, what it feels like to never win anything.





...special plant food Check understanding What was the contest that Ruby wanted to win ? [It doesnt actually say but we can infer that it is a sunflower growing competition]

Characters Ruby - likes winning contests - won best story prize - won a green badge for swimming Spider - Rubys dog - likes digging Grandad - knows about gardening Setting Rubys garden at her place Problem No problem yet

CHUNK 2 Page 3 Look for more information or clues about the setting, characters, and the story problem READ page 3 Fast finishers Add to your story web

.Im sure mine is tallest...Saul never wins anything What does that tell you about Ruby? [Maybe she thinks she is better than Saul] Who is Mr Buckley [Probably one of the teachers] ..The stem of the tall sunflower snapped.. Show how the accident might have happened

Characters Saul - in Rubys - lived 2 doors away - had a tall sunflower - never wins anything Mr Buckley - coming to measure the sunflowers - maybe a teacher from school Ruby and Spider - very excited Mum - got cross with Ruby Problem The ball broke the stem of Rubys sunflower

CHUNK 3 Page 4 Brainstorm how Ruby might feel and what she might do. READ page 4 Fast finishers Add to your story web

...It looked as good as new. Show how Ruby made the sunflower look as good as new ...But Im not very good. What does the author tell us about Saul? [Saul isnt very good at basketball and he knows it]

Response Ruby felt like crying Action Ruby had an idea - she found a way to fix the sunflower Characters Saul - isnt very good at basketball Setting Out in the street

CHUNK 4 Page 5 What is going to happen next? Will Rubys plan work? READ page 5

...He missed again. What happened when Ruby had a go? [Ruby got the ball in the hoop first time] How did this make Saul feel? [Even worse - he wished he was good at things]

Characters Saul - wished he was good at things Action Rubys sunflower gets measured

CHUNK 5 Page 6 Do you think Sauls sun-flower will be bigger than Rubys ? Lets find out. READ page 6

Saul had his fingers tightly crossed... Why did Saul have his fingers crossed? [He was hoping that he would win] Whos sunflower was actually the tallest? Ill tell you later What was Ruby going to tell him later?

Reaction Ruby feels bad about cheating Action Ruby says that Sauls flower is bigger than hers






CHUNK 6 Page 7 How is the story going to end? READ page 7 and find out

..Ruby clapped louder than anyone.. Why did she clap louder than anyone? [She was happy for Saul] Do you think Ruby was cheating?

Outcome Saul finally gets to win something Ruby feels good about what she did






Main Characters Ruby Likes winning contests Good at solving problems Realised that winning wasnt every-

thing Saul In Rubys class Lives 2 doors away Never wins anything Not very good at basketball Wishes he was good at things (like Ruby) Minor Characters Mum Spider Rubys dog Likes digging Mr Buckley Teacher who measures the sun-

flowers

Setting(s) Rubys garden Out in the street Sauls garden School assembly

Theme(s) Winning isnt everything Considering others Being honest

STORY WEB : Rubys Sunflower

Ruby breaks the stem on her sunflower just before it gets measured

Problem

Ruby felt like crying

Response

Outcome Saul finally gets to win something. Ruby feels good about what she did

Ruby fixed up the sun-flower so you couldnt tell it was broken

Action

Plot

Ruby feels bad about cheating

Response

Ruby says that Sauls flower is bigger than hers

Action



Set 2:3 LESSON PLAN Three of the Best RA 8-9 years SJ Part 2 Number 3 2001 by Annie Oliver



A story from the 1970s when corporal punishment was allowed in schools. Ralph gets in trouble with the teacher. She asks Tim to go and get the strap from Mr Stewart. Unfortunately, when Tim asks for the strap, he ends up getting 3 of the best himself. Special Features : Simple storyline about a communication mistake - being misunderstood. The time setting significant.

Guided Silent Reading strategies - suggestions for the Guided Silent Reading process

Prereading Discussion

Read out the title and ask for predictions about this story - What clues has the author given us in the title ? - Brainstorm possible characters, setting, problem Discuss what the children know about what school was like when their parents were children. Explain the use of the strap and what the term 3 of the best meant.





..Ill never forget that day. And Im sure Tim wont forget it either.. Why has the author written this ? [A hook to get the readers interest] ..bellowed Check understanding .We hardly dared to breathe What does this mean? [They knew the teacher was angry]

Setting At school (1970s) Characters Mrs Hawke - the teacher - black rimmed glasses - when she gets angry she bellows Ralph - is being naughty, talking, singing, jiggling Problem Ralph has gone too far Response Mrs Hawke is furious Action Calls Ralph to the front of the class

CHUNK 2 Page 19 What will happen next ? What will Mrs Hawke do with the strap ? READ page 19 Fast finishers Add to your story web

..we all shook in our shoes.. Discuss this (an example of a metaphor) ..big man with a big, gruff voice.. Why do you think the children were all so frightened of Mr Stewart ? [Maybe he was grumpy - shouted at them. He was the one who usually gave the strap]

Action Tim has to go and get the strap from Mr Stewart New Characters Mr Stewart - big man with a gruff voice Tim - small boy who sits at the front of the class

CHUNK 3 Page 20 What will be the outcome ? How will the story end ? READ page 20 and find out Fast finishers Add to your story web

..he whacked me with the strap.. Check understanding of whacked Why did Tim get hit on the hand by Mr Stewart ? [Mr Stewart thought Tim had been sent to him to be punished] .Mrs Hawke turned bright pink. Why did Mrs Hawke turn bright pink ? [She was embarrassed about what had happened] Refer back to the introduction Ill never forget that day

Outcome Mr Stewart gave Tim the strap Mrs Hawke had to sort out the mistake








Characters Mrs Hawke Teacher Black rimmed glasses Bellows when she gets angry Ralph A boy in the class Naughty - talks, sings, jiggles when

he isnt supposed to Tim A small boy who sits at the front of

the class Mr Stewart A big man Has a gruff voice Kids are scared of him

Setting(s) A school classroom in the 1970s

Theme(s) Make sure you get your message

right Dont upset the teacher

STORY WEB : Three of the Best

Ralph is naughty in class - talking, singing, jiggling

Problem

Outcome Tim gets punished by Mr Stewart by mistake Mrs Hawke has to sort out the mistake

Mrs Hawke gets angry. She has had enough of Ralphs behaviour

Response

Mrs Hawke sends Tim to Mr Stewart to get his strap so she can punish Ralph

Action

Plot



Set 2:4 LESSON PLAN And the Winner is... RA 8-9 years SJ Part 2 Number 4 2000 by Kathleen OSullivan

SPECIFIC LEARNING OUTCOMES Story Summary

Students can Identify features of narrative text structure - characters, setting, problem, response, action, outcome, theme Identify language features used in narrative text Make valid predictions about plot Justify their ideas from within the text or by inference Demonstrate the use of higher thinking skills (Blooms Taxonomy)


Chris has to mow the lawn today. He rings up his mates and gets them to come around for a competition...mowing the lawn. His plan works perfectly with mum arriving home just as he is sweeping the path. Meanwhile the storyteller, his sister, just gets a dirty look because she hasnt finished the dishes Special Features : The theme - are the main characters actions justified ?


Read out the title and ask for predictions about this story - What clues has the author given us in the title ? - Brainstorm possible characters, setting, problem Discuss doing jobs at home. What do you have to do and how do you feel about it ?





Why are the words today and this written in italics ? [Emphasize them when reading] ...The way Mum was holding her mouth What does this mean ? [She was angry] Show me how you think Mum was holding her mouth. If we read between the lines, what does this tell us about Chris ? .Youll be in trouble.. Why does the storyteller think that Chris would be in trouble ? [Hes not going to mow the lawn]

Characters Chris - tries to avoid doing work around the house Dad - angry with Chris Mum - also upset with Chris Sally - baby sister Storyteller - no information Problem Chris HAS to mow the lawns Response We dont know how Chris feels about this Action Chris rings up his mates - he appears to be be avoiding mowing the lawns. The storyteller certainly thinks so.

CHUNK 2 Page 3 What do you think will happen to Chris if he doesnt mow the lawns ? READ page 3 and find out what he is up to Fast finishers Add to your story web

..dragging the old hand mower..... Check understanding of hand mower . Why would Dad say it did a better job ? [He thought it was too dangerous for kids to use the motor mower]

Characters Storyteller - her/his turn to do the dishes this week Josh, Blake, Hemi - Chriss mates Action No obvious development of the Action. Chris is thinking about mowing the lawns because he got the mower out

CHUNK 3 Pages 4 + 5 What do you think the boys are planning to do ? READ pages 4 and 5 Fast finishers Add to your story web

.wheelie. Check understanding .almost as if he was measuring it up. What is going through Chriss mind ? [He was working out how he was going to get the rest of the lawn mown]

Action Chris is getting his mates to mow some of the lawns by organizing a competition

CHUNK 4 Page 6 + 7 What is going to be the out-come ? What are some different ways this story could end ? READ pages 6 and 7 Fast finishers Add to your story web

..he (Chris) grinned with delight when they all nodded Why did Chris grin with delight ? [His plan was working] Do you think the story has a fair ending?

Outcome Boys finished the lawn without Chris doing any Mum came home and was very pleased Gave Chris money to go and buy ice creams Storyteller only got a dirty look because she hadnt finished her job yet








Main Character Chris Tries to avoid doing jobs around

the house Is a bit smarter than his friends Likes to cheat at cards Things work out for him Minor Characters Dad Mum Storyteller - Chriss sister Sally - baby sister Josh, Hemi, Blake - Chriss mates

Setting(s) At Chriss home

Theme(s) Life isnt always fair Problem solving

STORY WEB And the Winner is ..

Chris HAS to mow the lawn

Problem

Outcome The lawn gets mown without Chris having to do anything Mum thinks he did it

Chris tries to avoid doing jobs around the house

Response

Chris gets his mates to come around. He organizes a competition mowing the lawn

Action

Plot



Set 3:1 LESSON PLAN Coyote and Turtle



A young turtle goes exploring without thinking about the dangers in the hot desert. She tries to get back but is exhausted. A coyote thinks her crying is a beautiful song and insists that the turtle teach it to him. The turtle tricks the coyote into taking her back to the river. Special Features : Folk tale genre

RA 8-9 years SJ Part 2 Number 4 2001 Retold by Jane Buxton


Discuss folk tales stories about animals that act like humans - often passed down orally from generation to generation, may convey a message or a moral Read out the title and ask for predictions about this story - What clues has the author given us in the title ? - Brainstorm possible characters, setting, problem What do you know about turtles and coyotes ?......Turtle is a reptile, heats up in the sun, cools down in the shade





...about how dangerous her journey was.. Why was Turtles journey dangerous ? [Access prior knowledge about reptiles and deserts]

Characters Turtle - lives in a river - is only young - doesnt know about the dangers of the desert Setting Desert in Mexico - hot and dry - only cactus plants can grow

CHUNK 2 Page 3 Predict the story problem from what you know so far. What part do you think the coyote is going to play in this story ? Brainstorm READ page 3 Fast finishers Add to your story web

..and began to cry.. Why was Turtle crying ? [She was exhausted and knew she was in trouble]

Problem The turtle is exhausted and a long way from the cool river Action Turtle crawls into the shade of a cactus Response Turtle begins to cry New Character Coyote New Problem The coyote said he was going to eat the turtle unless she taught him her song

CHUNK 3 Pages 4 + 5 The turtle now has two problems. What would you do if you were the turtle? What do you think will happen next ? READ pages 4 and 5 Fast finishers Add to your story web

..shook inside her shell. What does this mean? [She was frightened] ..I wouldnt feel the sun at all Why was this a brave thing to say? [She was bluffing] ..The turtle pretended to be upset.. Why did she pretend to be upset? [She was trying to trick the coyote]

Response Turtle didnt want to be eaten Action Did some quick thinking to try and outwit the coyote

CHUNK 4 Page 6 What is going to happen next? What will be the outcome? READ page 6 and find out Fast finishers Add to your story web

..Hiding a smile What does it mean to hide a smile? [She didnt want the coyote to see that she was smiling] What was Turtle smiling about? [The coyote had fallen for her trick) ....I will never ever sing that song again, I hope. What was she getting at when she said this? [She had learnt her lesson about the desert]

Outcome Coyote returns Turtle to the river. Both of Turtles problems have been solved








Characters Turtle Lives in a river Is only young Doesnt know about the dangers of

the desert Is smarter than the coyote Coyote Thinks that the turtles crying is a

beautiful song Is a bully Doesnt know much about turtles

Setting(s) The hot dry desert

Theme(s) Problem solving You can outsmart a bully Brains are better than brawn

STORY WEB Coyote and Turtle

Turtle went too far into the desert and now she is exhausted and cant get back to the cool river

Problem

Outcome Turtle solves both her problems. She escapes the coyote, and gets back to the river

Turtle begins to cry Response

Turtle crawls into the shade of a cactus

Action

Plot

Turtle doesnt want to be eaten

Response

Turtle outsmarts the coyote - tricks him into taking her back to the river

Action

Coyote is going to eat her if she doesnt teach him her song

New Problem



Set 3:2 LESSON PLAN BAA!



Tasmin brings a baby lamb to school for the day. Ms Mika the teacher isnt too keen but puts up with the lamb jokes. Mr Chan the caretaker has to clean up the messes and Daniels science report gets eaten. At the end of the day Ms Mika tries to avoid this happening again by telling Andrew not to bring any more lambs tomorrow so he doesnt. He brings a cow instead. Special features : The problem has to be endured for the daycute baby animals appeal

RA 8-9 years SJ Part 2 Number 3 2000 by David Hill


Read out the title and ask for predictions about this story - What clues has the author given us in the title ? - Brainstorm possible characters, setting, problem Discuss bringing pets to school. Kids love it. Why might the teacher not be so keen about it ? What problems would different pets create for the teacher ?



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