the pesky fly at the...during the day the pesky fly at the supermarket where is sam? the rescue hair...

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Level 1 Book a

Level 1

Word Count 32

Text Type Factual description

High Frequency the, is

Word/s Introduced

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This symbol relates to comprehension (meaning maker)

This symbol relates to decoding(code breaker)

This symbol relates to critical analysis(text critic or analyser)

This symbol relates to use(text user)

We have designed these lesson plans so that, if you wish, you can have the plan in front of you asyou teach, rather than a copy of the book. Each page of the book is illustrated in the planstogether with some suggestions for teaching. These have been divided into questions anddiscussion that you may have before the children read the book and after the children havecompleted the reading. This is not an arbitrary division. Some of you may prefer to explore themeaning and the language in more detail before the children read. Your decisions will depend onthe gap between the children’s current knowledge and the content, vocabulary, and language ofthe book they are about to read. Remember that the more information the children have up front,the easier it will be for them to read the text. However, this does not mean that you should readthe text to them first.

We have addressed four areas that we think are important in developing good readers. As well ascomprehension and decoding, we have addressed the issue of children being able to analyse anduse the texts they read. The symbols below guide you to the type of question or discussion.

Read the title to the children from the cover. Ask them to sharesome of the things that they do during the day. Ask them to lookat the photo and say what the man is doing. Have them turn tothe title page for further information. Ask the children to predictwhat other things the man might do during the day.

Ask the children to respond to the book. You mayask them what new things they learned aboutwhat people do during the day. You may alsowant to ask specific questions such as, What did the man do before breakfast? After dinner?

Check reading strategieswith the children. Ask if theymanaged to match onespoken word with one writtenword as they were reading.

2

Cover & Title Page

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Talk about the time. Ask the childrento compare what they do at this timewith what the man does. Have thechildren make some predictionsabout what the man may do next.

Have the children discuss what theman is doing. Were their predictionsright? Ask the children to suggestwhat the man will do after his earlymorning run.

Discuss how the children managed to matchtheir fingers and their voices. Ask one childwho can do this well to demonstrate how itis done to others. Ask each child to read thepage again and stop at the word is.

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Have the children analyse thetext in terms of what they do andwhat the man does after theyboth get up. Have children sharethe different things they do.

Ask the children to point tothe word the on this page.Then ask them to point to is.

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Have the children confirmor revise their predictions. Discuss what the man iseating for breakfast.

Continue the discussion aboutthe time and what the man isdoing. Ask the children tomake predictions about whathe will do next.

Ask the children to identifythe and is on this page.


Continue the discussion ofsimilarities and differencesin what the children and theman do during the day.

Discuss the different foods thatpeople eat for breakfast. Ask thechildren to say what is the sameand what is different betweentheir breakfast and the man’s.

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Ask the children to suggest thejob that this man does. You maylike to list the jobs that are donemainly on a computer.



Ask the children to say whether theythink working with a computer is agood job. Have them say why or whynot.

Invite the children to discusswhat they do after school.

Refer back to the clock. Ask thechildren how telling the timecould help them read the text.Also ask how reading the textcould help them tell the time.

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Discuss with the children whatthey do before they go to bed.How many of them have abedtime story read to them?

Explain to the children that they are now going to read the bookindependently. Have them return to the beginning of the book.Read the title again together. Have the children turn to page 2and put their index finger under the first word that they will read.Tell them that they need to point to each word as they read it.

Draw the children’s attention to theclock again. Ask the children to sayhow they can use the informationthat the clock gives them to find outwhat other people do during the day.


Permission is given to teachers to reproduce this page for classroom use.

1 a During the Day Name __________________

Read the sentence.

Write the sentence.

Colour the picture.

The man is reading.


1 a During the Day Name __________________

1. Cut out the sentences.

2. Read them.

3. Match them to the sentences in the book.

The man is reading.

The man is eating.

The man is sleeping.

The man is working.

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Level 1 Book b

Level 1

Word Count 35

Text Type Literary recount

High Frequency I, am, on

Word/s Introduced

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This symbol relates to analysis(text analyzer)


2

Cover & Title Page


We have addressed four areas that we think are important in developing good readers. As well ascomprehension and decoding, we have addressed the issue of children being able to analyze anduse the texts they read. The symbols below guide you to the type of question or discussion.

Read the title from the cover.Ask the children what they thinkthe word pesky means. What sortsof things would a pesky fly do?

Ask the children to respond to thebook. Ask them why they now thinkthe title of the book is The Pesky Fly.Have them discuss what other thingsa pesky fly might do.

Check reading strategies with thechildren. Ask if they managed tomatch one spoken word with onewritten word as they were reading.

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Discuss the picture with thechildren. Ask them where the fly is.Why is the woman saying “Shoo!”?

Discuss how well the children managed to matchtheir voices and their fingers as they read. Ask thechildren to read this page again. Then ask them toidentify the word am. Read the page to them andask them to listen for the word that rhymes with am.

Ask the children where thefly is now. Invite them topredict what other thingsthe pesky fly could land on.

Have the children point to the word am. If necessary havethem read the page again pointing to each word in order tolocate am. Write am on the board and write ham and jamunderneath. Have the children read the words to listen forthe rhyme. Point out the common spelling pattern.

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The children will need to look closely at this picture beforethey will realise that the fly moves from the bread to themilk. You may need to prompt them. It is important thatthey realise that this is the cat’s milk before they move on.Ask the question, Where do you think the fly will go next?

Talk to the children about how they could usewhat the woman does in their own lives. Ask themwhy it is important to keep flies away from food.

Have children discuss whethertheir predictions were right.Ask them to turn to the nextpage to check out the next foodthat the pesky fly lands on.

Ask the children to identifyam on this page.

Discuss with the children what thewoman does to get rid of flies. Askthem what other options the womanhas for getting rid of the fly.

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Ask the children if they picked that the flywould go onto the cat? What made themthink that? Have them look closely at thepicture. Where could the fly go next?

Continue to have the children identify am. It is importantthat they see it many times if they are to remember it.

Refer back to cat and mat on the board, also am, jam andham. Reinforce the sound and spelling match. You will notexpect the children to remember the spelling patterns at thisstage. What you are doing is alerting them to the fact thatthe English language does have certain spelling patterns.

When the children have correcly predicted the word mat, saycat and mat. Tell the children that these are rhyming words.Ask them to suggest other words that rhyme with cat andmat. List the words on the board and point out the at endingwhich makes the words sound alike and look alike.

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Continue to ask the children to identify am. If you areworking with more able children they may also identifysome of the other high frequency words.

Ask the children to respondto this page. What hashappened to the pesky fly?

At this point you may like tohave some of the childrenreread the text in unisonwhile others read Shoo!

Have the children return to the beginningof the book. Read the title again together.Have the children turn to page 2 and puttheir index finger under the first word thatthey will read. Remind them to point toeach word as they read it.


Read the sentence.

Write the sentence.

Colour the picture.

I am on the cat.

1 b The Pesky Fly Name __________________


1 b The Pesky Fly Name __________________

Circle the words that rhyme with cat.

dog pig

hat rat

sat mat

man ham

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Level 1Book c

Level 1

Word Count 32


High Frequency we, get

Word/s Introduced

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2

Cover & Title Page



Read the title from the cover. Ask the children toshare what they already know about the supermarket.Ask them to predict what this book might be about.Have them turn to the title page and use theinformation there to make further predictions.

Ask the children to respond to the book.Have them retell the events in order.What did the people buy first, second,last? What was the very last thing theydid before leaving the supermarket?

Check reading strategies with thechildren. Ask if they managed tomatch one spoken word with onewritten word as they were reading.

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Extend the children’s understandingabout the use of refrigeration forkeeping things fresh. Ask them toshare what foods they know thatneed to be kept cool to stay fresh.

Discuss the children’spredictions. Did anyonepredict that the peoplewould buy butter next?

Continue the discussion on things thatneed to be kept cool to stay fresh. Havechildren add items pictured on this page if they had not already mentioned them.

Explain to the children that the book is written as though the people in thepicture were telling the reader whatthey did at the supermarket. Ask thechildren what they think the words say.

Discuss with the children the predictions they madefrom the title page. Was this one of the items that theymentioned? Ask the children to suggest what otheritems they would find near the milk. Ask them if theythink this is the next item the people will buy.

Have the children point to the wordswe and get. Write the on the board.Ask the children to read the. Askthem to find the in their books.

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Ask the children how theycould use the information theyhave about keeping food fresh.

Discuss the picture with thechildren. Ask them to identifythe different types of meat.

Refer to the text again if thestudents did not predict thecorrect pattern on the previouspage. Prompt them with theinitial word we if necessary.

Have the children identifythe words the, get and we.

Ask the children to suggest ways ofkeeping bread fresh. Ask them ifbread needs to be kept cool like milk,butter and meat to keep it fresh.

Have the children identify whatthe people are buying now. Askthem if they know the name forthis part of the supermarket.


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Have the children suggest all thedifferent flavours of jam. Invite themto share their favourite jam flavour.

Point to the word jam. Ask the studentsto tell you more than one way that theyknew the word was jam. Prompt for theuse of the picture, the initial letter cue,and also for the rhyme with am.

Discuss with the children how theykeep fruit fresh at home. Makecomparisons with foods that needstoring in a cool place and foodsthat need airtight containers.

Ask the children to look at the pictureto see what the people are buying now.Ask them to name all the other fruitthat they can see. Ask them what theythink the people will buy next.

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Ask the children to make somecomparisons between how to keep fruitand vegetables fresh. Which fruits andwhich vegetables need to be kept cool?

Ask the children to confirm their predictions. Didthey guess that the vegetables would be near thefruit? Have them name all the vegetables in thepicture and say which ones the people are buying.


Ask the children to use the textto suggest what meals the peopleare going to make given theitems they have bought.

Ask the children what is happening in thispicture. Talk about paying the bill at thesupermarket. Be sure that you use theword bill in your discussion as it may bean unfamiliar concept to some children.

Have the children return tothe beginning of the book.Read the title again together.Remind them to point toeach word as they read it.

Ask the children what otheralternatives the people have.Where else could they go to buywhat they need? What other itemscould they buy at a supermarket?


Read the sentences.

Draw a line from the text to the correct picture.

We get the bread.

We get the milk.

We get the bill.

We get the jam.

1 c At the Supermarket Name __________________


1 c At the Supermarket Name __________________

1. Write the correct word in the sentences.

the get We

We _ _ _ the bread.

_ _ get the milk.

We get _ _ _ carrots.

2. Draw one of the pictures.

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Level 1Book d

Level 1

Word Count 40


High Frequency no

Word/s Introduced

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2

Cover &Title Page



Read the title to the children andexplain that it asks a question. Ask ifthe children can work out where Sammight be. Have them turn to the titlepage to make further predictions.

Ask the children to respond tothe book. Compare it with theirown personal experiences. Askwhich animal they would mostlike to ride on.

Check reading strategies with thechildren. Ask if they managed to matchone spoken word with one written word asthey read. Also check that they used thetext and the picture as they read.

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Tell the children that each left-hand page in the book asks a question.Point out the question mark. The text on the right-hand page answers thequestion. Ask the children to look at the picture and the text and see ifthey can work out what the question is. They should recognize the wordsis and the. They should know Sam from the title and cat from the picture.

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Ask the children to read this page again. Tell them that their voiceneeds to go up at the end of the sentence when they are asking aquestion. Demonstrate if necessary. Have the children read the pageagain with the appropriate intonation. Have them point to the word no.

Ask the children to identify thequestion mark and the word no.

Ask the children to look at the picture and suggestwhat the text will say.

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Ask the children toname this animal.

Ask the children to read the pageagain with the proper intonation.Ask them how raising their voiceat the end of the question helpedthem understand the meaning.

Ask the children what letter lion startswith. Have them locate the word lion.

Ask the children toname this animal.

Discuss merry-go-rounds in moredepth. Ask the children to share theirpersonal experiences. Invite them toshare other rides they have been on.

Ask the children what letterthe word pig starts with.Have them point to pig.

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Ask the children topredict what the texton this page will say.

Ask the children to say whatletter horse starts with. Havethem point to the word horse.

Ask the children to make somecomparisons. Would it be morescary to be on a horse or a lion?

Ask the children to point tothe word no. Ask them topoint to the question mark.

Ask them what the word cowstarts with. Have them point to cow.

Ask the children to look atthe picture and suggest whatthe text on this page will say.

Invite the children to sharethe feelings they had whenthey went on a merry-go-round. Were they scared?

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Ask the children to rereadpages 14 and 15 with theappropriate expression.

You may now like to have the childrenwork with a partner. One reads thequestion, the other reads no. Check forthe appropriate intonation as they read.

Ask the children what letterthe word dog starts with.Have them point to dog.

Ask the children why they thinkthe author wrote the word nothree times on this page.

Have the children look at thepicture. Make sure that theyknow that it is Sam on the goat.Then ask them to read the page.

Have the children return to the beginningof the book. Read the title again together.Remind them to point to each word as theyread it. Also remind them to check with thetext as well as the picture as they read.


1 d Where Is Sam? Name __________________

Read the question. Write yes or no

Is Sam on the cat? No

Is Sam on the pig? ____

Is Sam on the horse? ____

Is Sam on the dog? ____


1 d Where Is Sam? Name __________________

1. Choose your favourite page.

Draw yourself on that animal.

2. Write the sentence to go with your picture.

I am on the _____________.

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Level 1Book e

Level 1

Word Count 35

Text Type Narrative

High Frequency in

Word/s Introduced

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2

Cover &Title Page



Read the title to the children. Ask them to sharea time when they may have been rescued.Discuss with them what may be happening inthis book. Why do the animals need rescuing?

Have the children retell thestory in their own words. Askthem whether the rescuewas successful or not.

Check reading strategies with the children.Ask if they managed to match one spokenword with one written word as they werereading. Also check that they used the textand the picture as they read.

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Have the children look at thepicture and say which animal is thefirst to be rescued. Have them sayhow Mouse is getting into the boat.

Discuss further why themouse needs to berescued. Is a mouse ananimal that can swim?

Ask the children to reread this page,pointing to each word. Ask them tostop when they reach the word in.

Discuss with the children the nextanimal to jump in the boat. Ask ifthey think the cat and the mousewill get on together in the boat.

Ask the children why the cat needsrescuing. Can cats swim? Discuss therelationship between cats and mice.

Ask the children to pointto in and the on this page.

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Ask the children to identify thenext animal to be rescued. Ask whythe birds aren’t being rescued.

Continue the discussion about why the animals need to be rescued. Candogs swim? If Dog can swim why does he need rescuing? Also continuethe discussion about the relationships between the animals beingrescued. What would happen if Cat chased Mouse and Dog chased Cat?

Ask the children to identify the nextanimal that is jumping into the boat.Ask them to look closely at the boat.Can they see what is happening to it?

Ask the children if lions can swim.Ask them whether they think lionswould chase dogs and cats. Havethem say why or why not.

Have the children identifyin and the on this page.

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Ask the children to identifythis animal. Is there room inthe boat for Giraffe? Whatis happening to the boat?

Continue the discussion about the animalrelationships and why the animals needrescuing. Ask the children at what point inthe story they realized that the boat maysink. What gave them that idea?

Have the children point toin and the on this page.

Ask the children to identify theanimal that is going to jump innext. Is there room for Monkey?

Ask the children to identifyin and the on this page.

Discuss the comparative weightsof the animals who have so farjumped into the boat. Who is thelightest? Who is the heaviest?

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Have children say whether theirpredictions were right. Have themsuggest what will happen next.

Have the children return to the beginningof the book. Read the title again together.Remind them to point to each word as theyread it. Also remind them to check withthe text as well as the picture as they read.

Ask the children what theylearned from this book thatwould help them if theywere ever caught in a flood.

Have the children analyze what elseWalrus could have done. What otheroptions were there for him? For example,get some animals to shore safely andthen come back for others?

Ask the children to look closely atthe boat. Have them predict whatwill happen when Elephant jumps in.

Discuss the size and weight of Elephantwith the children. How many otheranimals would have had to get out tomake room for Elephant?


1. Choose your favourite page. Draw the picture.

2. Write a sentence to go with your picture.

1 e The Rescue Name __________________


1 e The Rescue Name __________________

Circle in and the.

in

in

in

in

we

we

get

get

the

the

the

I Iam

amon

on

on

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Level 1Book f

Level 1

Word Count 28


High Frequency he, has

Word/s Introduced

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2

Cover &Title Page



Read the title of the book. Ask the children what they alreadyknow about hair. Have them describe their own hair and thatof a friend. Tell the children that this is a factual book abouttypes of hair. Tell them that they will have to use what theyknow about letters as well as the photos to read this book.

Have the children respondto the book. Ask what newthings they learned fromreading the book.

Check reading strategies with the children.Ask if they managed to match one spokenword with one written word as they werereading. Also check that they used the textas well as the photo as they read.

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he Pesky

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here Is Sam

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Hair

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Draw the children’s attention to the print. Tell them that they will have to usetheir knowledge of letters to help with their suggestions about the type ofhair the people in the book have. Point to the word black and ask the childrento name the initial letter and its sound. Prompt if necessary. Ask them to usethe letter sound and the picture to say what type of hair the man has.

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Ask the children how hard/easy they found having to usethe initial letter sound as well as the photo to predictand then read the words. Explain to them how importantit is to use the print as well as the photo to make surethat they are reading exactly what the author wrote.

Ask the children to lookat this photo. Havethem suggest the typeof hair this man has.

Discuss this man in more detail. Ask the childrenhow old they think he is. Do they know any otherpeople with white hair? How old are they? See ifthey know that sometimes we talk about peoplehaving grey hair rather than white hair.

Have the children findthe word white in thetext. Ask them why theword could not be grey.

If the children give appropriate responses,for example short, praise them for theirefforts but point to the initial letter ofwhite. Sound the w for them if necessaryto help them with an accurate prediction.

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Ask the children todiscuss this type of hair.

Discuss this type of hair in more detail.Ask the children if they know the namefor hair like this. Ask if anyone knowshow people make their hair like this.

Ask the children to find he and hasin the text. Point out the sameinitial letter. Have them say he andhas and listen for the initial sound.

Have them make theirsuggestions using the photoand the initial letter of long.

Ask the children to discuss this photo.Have them make their suggestionsusing both the photo and the print.

Discuss short hair with the children. Invitethe children to share their experiences ofhaving their hair cut. Introduce wordssuch as barber, hairdresser, shampoo andscissors if necessary.

Ask the children to find he and hasin the text. Point out the same initialletter. Have them say he and hasand listen for the initial sound. Pointout that hair starts the same way.

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here Is Sam

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Hair

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Continue to ask the children to look at thephoto and use the initial letter. If necessary,prompt by saying the initial sound.

Discuss straight hair withthe children. Ask thechildren to name people inthe class with straight hair.

Ask the children to find He, has and hairin the text. Have them suggest some otherwords that start the same way, for examplehorse, house. Prompt if necessary.

Ask the children to describethis man’s hair. Have themcheck what they say againstthe initial letter of curly.

Ask the children to discuss curlyhair. Choose two people in thegroup/class with curly hair, onewith tight curls, one with loosecurls. Discuss the difference.

Ask the children to find He andhas in the text on this page.

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Explain the purpose of aglossary to the children.

Have the children return to the beginningof the book. Read the title again together.Remind them to point to each word asthey read it. Remind them that they alsoneed to look at the text as well as thephoto to solve unknown words.

The children should have no trouble withthis page. It is obvious that the man hasno hair and they should recognise theword no from the book Where Is Sam?

Discuss bald heads with the children. Ask if theyknow anyone with a bald head. See if they knowwhether the person they know shaves their head,or if they have just lost some or all of their hair.


1 f Hair Name __________________

Cut out the words and put them under

the correct picture.

curly hair no hair straight hair

short hair black hair white hair


1 f Hair Name __________________

Choose one person from the book.

1. Draw his picture.

2. Finish the sentence to match your picture.

He has _____________ hair.

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School

Level 1Book g

Level 1

Word Count 32


High Frequency

Word/s Introduced

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2



Explain to the children thatthis book is a factual bookand is illustrated by photos.They should use the photosto help them as they read.

Read the title to the children.Ask them to predict what thebook might be about.

Ask the children to respond tothe text. Ask them to retell wherethe different animals sleep.

Check reading strategies with the children.Ask if they managed to match one spokenword with one written word. Ask them ifthey remembered to look at the print aswell as the picture as they read.

Cover &Title Page

Du

ring

the D

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he Pesky

Fly

At th

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here Is Sam

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he R

escue

Hair

Wh

o Is A

sleep?T

he K

ang

aroo

School

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Tell the children that eachpage of the book answers thequestion Who is asleep? Askthem to identify which animalis asleep on this page.

Discuss when the children think thatcrocodiles might sleep. Introduce theconcept of reptiles being cold blooded.Then ask if the children think thatcrocodiles may sleep when it is hot.

Have the children point to theand is on this page. These arethe revised high frequencywords for this book.

Ask the children what letter theword crocodile starts with. Ask themto find the word crocodile. Ask thechildren how they know that thepicture is not of an alligator.

Ask the children to identify thisanimal. Discuss the features ofkangaroos. Ask if the childrenknow any other animals thatlook like kangaroos.

Discuss the places that kangaroosmay sleep. Invite the children to sharea time when they saw a kangarooasleep at the zoo or on television.

Have the children point to theand is on this page. These arethe revised high frequencywords for this book.

Ask the children what letter kangaroostarts with. Praise children if theysay c and point out that both c and koften make the same sound. Havethem locate the word kangaroo.

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This animal is hard to identifyfrom the picture. You may needto prompt the children. Discusskoalas. Ask how the children cantell that this koala is asleep.

Discuss with the children other animalsthat they know sleep in trees. Can theyremember one from this book?

Ask the children to locatethe and is on this page.

Draw the children’s attention tothe initial letter of koala andkangaroo. Ask them to say the twowords and listen for the samesound at the beginning of each.

As the children will most likelyidentify this animal as a dog, tellthem it is a special type of wild dogcalled a dingo. Ask the children howthey can tell the dingo is asleep.

Ask the children where they think that dingos live.Ask them to think about where dogs and dingosmay sleep. Have them discuss the difference.

Discuss the initial letter/soundof dingo and dog. Ask thechildren to say the two wordsand listen for the same soundat the beginning of each.

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here Is Sam

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Hair

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sleep?T

he K

ang

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School

5

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Ask the children todiscuss this animal.Discuss with them thecharacteristics of snakes.

Tell the children that a snake is anotherreptile. Invite them to discuss when thesnake might sleep.

You may wish to continue asking thechildren to identify the content wordsafter they have said the initial letter.This will depend on the children’s priorknowledge of the letter name/sound.

Invite the children to discussthe kind of bird they think thisis. Have them justify theirsuggestions. Ask how theycan tell the bird is asleep.

Ask the children which otheranimal was asleep in a tree.

Unless the children have verygood letter recognition they mayconfuse b and d. If this is thecase you may not want to drawattention to b at this stage.

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Ask the children to talk about thecamel in the picture. Have themshare what they know about howand when camels sleep.

Depending on the skill level ofyour students, decide if you wantto draw attention to the similarityof the sounds made by c and k ininitial positions in most words.

This lizard may be hard forsome children to identify soyou may need to promptthem. Discuss what thechildren know about lizards.

Have the children return to the beginningof the book. Read the title again together.Remind them to point to each word asthey read. Also remind them to look atthe print as well as the picture to helpthem solve unknown words.

Discuss what the children know about lizards. Ask the children if they thinklizards are reptiles. Ask the children to look back through the book to identifythe other reptiles. Have them say what they think about all the reptilessleeping.

1. Circle the reptiles.

2. Draw one of the reptiles.

Write the reptile’s name.


1 g Who is Asleep? Name __________________


1 g Who Is Asleep? Name __________________

Draw lines to match the words

that are the same.

I the

am I

he in

has on

the get

in we

we has

get he

on am

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here Is Sam

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Level 1Book h

Level 1

Word Count 28


High Frequency to

Word/s Introduced

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2

Cover &Title Page



Invite the children torespond to the book. Askeach child which part ofthe book they liked thebest. Have them say why.

Discuss with the children the names of the members of the group.List the names of the children on the board. Discuss the initialletter of each name with the children. Ask them to read the names.Tell them that it makes it easier for them to read the name if theylook at, and sound, the initial letter. Read the title to the children.

Check reading strategies with thechildren. Ask how they managed to usethe initial and maybe the final letters ofthe words to help them remember andread the kangaroos’ names.

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here Is Sam

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Wh

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he K

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Explain to the children that they will have to lookcarefully at the words as they read this book.Ask them to point to the first word on the pageand say what they know about it. You may haveto prompt for the initial letter. Some childrenmay also recognise am. Help them decode Pam.

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4/5Discuss how this kangaroocomes to school.

Ask the children to point to thefirst word on the page and saywhat they know about it. You mayhave to prompt for the initialletter. Help them decode Bill.

Tell the children thatthis book tells aboutthe students that go tothe kangaroo school.

Discuss with the children whatsorts of things they think kangarooswill learn at kangaroo school.

Ask the children to share what they know abouthot-air balloons. How long do they think it wouldtake Bill to get his balloon ready to take him toschool? How will Bill get to school on windy days?

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Discuss how this kangaroocomes to school.

Discuss where the children thinkKate lives. Who will fly the planethat brings her to school? Whatmight happen on windy days?

Draw the children’s attention tothe first letter of Kate andkangaroo. Tell them the name isKate. Have them suggest somegirls’ names that start with k.

Discuss how thiskangaroo comesto school.

Discuss scooters with the children. Howmany of them have scooters? How far awayfrom school do they think Jack lives? Doeshe live closer than Bill and Kate?

Ask the children to make thesound that starts this kangaroo’sname. Prompt if necessary. Havethe children suggest boys’ namesthat start with j. Tell them Jack.

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here Is Sam

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Hair

Wh

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sleep?T

he K

ang

arooSch

ool

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Ask the children if they would liketo come to school the same way asPat does. Ask them how far theythink Pat lives from the school.

Ask the children to look at the firstword and see if they can say whatthis kangaroo’s name is. If necessary,tell them the name and explain howyou know the word is Pat.


Ask the children if they would liketo come to school the same way asTom does. Ask them how far theythink Tom lives from the school.

Ask the children to look at the firstword and see if they can say whatthis kangaroo’s name is. If necessary,tell them the name and explain howyou know the word is Tom.

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Discuss this picture. Have the children return to the beginning ofthe book. Read the title again together.Remind them to point to each word as theyread it. Remind them also that they will haveto look closely at the words to help themremember what the kangaroos’ names are.

Ask the children to check back through the book tosee how each kangaroo comes to school. Ask themto make some judgements about which kangarooslive the closest to school and which kangaroos livefurthest away. Ask them to justify their answers.

Discuss how thiskangaroo comesto school.

Ask the children how far away Bob lives.Would they like to come to school in aplane each day? Who else in the bookcomes to school in a plane?

Ask the children to look at this kangaroo’sname and say what they think it is. Praisefor appropriate responses. Tell the name ifnone of the children suggest it. Thenexplain how you know the word was Bob.


1 h The Kangaroo School Name __________________

1. Draw your favourite part of the book.

2. Write the sentence to match your picture.

comes to school.


1 h The Kangaroo School Name __________________

Cut out the sentences. Match them to the book.

Read the sentences.

Bob comes to school.

Kate comes to school.

Jack comes to school.

Bill comes to school.

Tom comes to school.

Pam comes to school.

Pat comes to school.

the pesky fly at the...during the day the pesky fly at the supermarket where is sam? the rescue hair...

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