GSR9 Part 1+2 Stories 2003-2006 Waimea

Transcription

Licenced for use at WAIMEA INTERMEDIATE SCHOOL only
GUIDED
SILENT
READING
Using narrative text
BOOK NINE
Part 1 and 2 School Journals 2003-2006
Hilton Ayrey
SCHOOL SITE LICENCE
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purchase and may only be loaded on the computers and servers of that school,
for use in that school. The publisher strictly prohibits the copying of this file or
the printing of the material in this ebook outside of these conditions.
© Copyright Handy Resources. All rights reserved.
GUIDED SILENT READING BOOK 9
CONTENTS
TEACHING NOTES
Lesson Planning
4
Comprehension Strategy Instruction
6
Follow-up Activities
8
SET 1 :
Instructional Reading Age 7-8 years
1:1
The Blink-off by Sharon L. Norris
1:2
Listen Up by David Hill
School Journal Part 1 Number 4 2006
14
What do you want for dinner? by Tadpole
16
1:3
12
1:4
Kissing Frogs by Bill Nagelkerke
18
1:5
Fast Feet by Lisa Fuemana-Foa’i
20
SET 2 :
Instructional Reading Age 8-9 years
2:1
Monster on the Motorway by Anne McDonell
22
The Best Camping Place in the World by Tadpole
24
2:2
26
2:3
Paul and the Pukeko by Elizabeth Pulford
2:4
Boring Street by David Hill
2:5
A Helping Hand by Linda Dawley
SET 3 :
Instructional Reading Age 8½-9½ years
3:1
There’s a Boy Under the Bed! by Sian Burling-Claridge
32
3:2
Eating Worms by Christine Larsen
34
3:3
Stepping Out by David Hill
36
3:4
Porotaka by Maria Samuela
38
3:5
First Hunt by Amanda Jackson
SET 4 :
Instructional Reading Age 9-10½ years
4.1
Goggles by Rachel Hayward
42
4.2
Summing up Dad by Desna Wallace
44
4.3
The Scrammer by Bill Nagelkerke
46
4.4
The Wonderful Washing Machine by Sharon Stratford
48
4.5
High Lights by David Hill
50
28
30
40
APPENDIX : Additional teaching notes and charts
Copyright © 2008 Handy Resources
Guided Silent Reading Book 9
53-63
May be photocopied for use in school of purchase only
Visit our website at www.handyres.com
HANDY RESOURCES
literacy tools for the busy classroom teacher
This resource provides you with the following three handy literacy tools to
LESSON PLANS
Time savers for the teacher
♦ All the details and analysis of the story at your finger tips
♦ Clear learning outcomes and success criteria to choose from
♦ Simple well structured lesson routine
Further details see page 4
COMPREHENSION STRATEGY INSTRUCTION
A proven process for teaching comprehension
♦ Easy to understand and implement
♦ Kids are engaged by being active readers
♦ Simple routine that is easily transferrable to any text
FOLLOW UP ACTIVITIES using Bloom’s Taxonomy
Independent activities to develop high level thinking
♦ High value activities - not busy work - very motivating
♦ An organisational necessity for your reading programme
♦ All the hard work has been done for you
3
LESSON PLANS
Time savers for the teacher
Each lesson plan follows a simple format with important prompts and useful
information that allows you, the teacher, to run your lesson with minimal
preparation time.
STORY SUMMARY and SPECIAL FEATURES
Use this to quickly decide whether this story will meet the interest and needs
of your group.
LEARNING OUTCOMES and SUCCESS CRITERIA
Select from the list on page 54 according to the needs of your students.
Easy to link to the Achievement Objectives in the English curriculum.
BEFORE READING DISCUSSION
Orientate you readers to the story - engage the brain.
Prompts to
♦ Activate prior knowledge and personal experiences
♦ Introduce unfamiliar concepts readers will come across in the story
♦ Look for story clues in the title
GUIDED SILENT READING
The heart of the lesson - “The Three Steps” teach the readers to
♦ Unpack the story for themselves
♦ Understand and use comprehension strategies
♦ Make sure they have got the message right
AFTER READING DISCUSSION
Now that the story has been properly processed, time to
♦ Reflect with the group on the relevant success criteria
- how well are they using the comprehension strategies?
♦ What has the author done to make this a good story?
- a gentle start to story analysis
IMPORTANT CONSIDERATIONS
It will not be realistic to cover everything in the lesson plan in the time you
have available for a lesson, say 20-25 minutes.
♦ Initially you might only cover Step 1 and 2 using “I think that means…”
♦ As your students become fluent with this add in the Deep Five and then
Step 3: Story Webbing.
4
LESSON PLAN for each story
A HELPING HAND
Set 2:5 LESSON PLAN
by Linda Dawley
RA 8-9 years SJ Part 2 Number 3 2005
STORY SUMMARY
A game of softball turns into a frightening experience for Michelle when she misses the ball and has to retrieve it
from a paddock containing a very large and grumpy bull.
SPECIAL FEATURES
• A first-person narration of an event with a problem and a very tense climax / resolution.
• Strong literary devices used to convey tension in the second half of the story.
- Short sentences - “One foot. The other foot. One step. Another step.”
- Colourful verbs - rustled, ooze, pawed, lunging, scrambling, heaved, trembling
- Imagery - “fear began to ooze out of my skin”, “my eyes were glued to the bull”, “the ground rose up to
meet me”, “as if their feet had sprouted roots”
LEARNING OUTCOMES choose from the list on page
Orientation for the
teacher :
“Is this story what I
need for this group?”
according to the needs of your stu-
Question prompts
to access prior
knowledge and
experiences
PREREADING DISCUSSION
The Lesson
1. Accessing prior knowledge and personal experiences
Share experiences about being really scared. How did you feel? How did your body react to being
really frightened?
2. Clues from the title
A HELPING HAND - what clues are there in this title?
Brainstorm possible characters and story problems.
The Three Steps
helps the reader
process the text
properly
GUIDED SILENT READING using THE THREE STEPS
For each chunk of text ...
STEP 1: Read Silently
Make sure you understand all the information
STEP 2: Detailed Retelling
Use “I think that means …” and the DEEP FIVE comprehension strategies.
Prompts for the
teacher:
Suggestions for
the Story Web
STEP 3: Add new information to the Story Structure (see suggestions below)
Setting: Karl and Sarah’s place (a farm).
Characters: The storyteller (Michelle), Karl and Sarah (brother and sister), Kevin (another friend).
Problem:
Feelings:
Action:
Outcome:
Michelle had to go into the bull paddock to get the softball.
She is very frightened but didn’t want to admit she was scared.
When the bull charges she freezes, unable to move. Her body takes over and she runs.
She gets over the fence all by herself.
Theme(s): Don’t put yourself in danger because you are afraid of what others will think of you.
When you are frightened you can do things you couldn’t normally do.
Some suggestions
to prompt
evaluation of the
story after reading
AFTER READING DISCUSSION - Story Evaluation:
“What has the author done to try and make this a good story?”
Possible Responses: Great description of the bull chasing Michelle - lots of imagery, describing words
- made it very exciting and scary. I felt like it was happening to me .
“What do YOU think of this story ? Give it a rating out of 10 and say why?” (Activity 9)
Independent work
to get students to
revisit the text and
deepen their
understanding
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
30
5
COMPREHENSION STRATEGY
INSTRUCTION
Reading instruction is all about teaching reading strategies. For Emergent
and Early readers, the focus is on decoding strategies. As Early readers move into the
Fluent stage the focus shifts to comprehension strategies.
What are comprehension strategies and where do I start?
“The Three Steps” provides you with the answer; a systematic, predictable routine
that takes all the stress out of “what do I do” for you the teacher and your students,
and gets results.
Easy to understand and put into practice
Have a go - see how it feels and how the students respond.
THE THREE STEPS - an outline for narrative text
The text is divided in chunks (with School Journals this is often a page for
convenience) and each chunk is processed using “The Three Steps”.
Step 1: Read a chunk of text silently
♦ Students read silently down to a point that you have determined
♦ Fast finishers do not read on - they silently prepare for Step Two
Step 2: Detailed Retelling
“Have we got the message right”
♦ Students take turns -A student reads aloud one sentence and then starts
with “I think that means...” attempting to retell that sentence in his/her
own words. Another student follows this routine with the next sentence.
(See page 55 for a transcript of a lesson)
♦ As the students become fluent with this routine, they are shown how to
include the DEEP FIVE strategies.
Step 3: Add to the Story Web
“What new information have we found out about the story structure?”
♦ Students discuss story developments and add to a Story Web
Now you are ready for the next chunk of text - back to Step 1
Engaging for the students
This is an exciting process to use - you can see your reluctant readers “waking up”
before your eyes as they become active processors of the text.
♦ Students move from being passive participants to active readers as they are
required to take responsibility for making meaning.
♦ The Three Steps keeps the discussion and the lesson on track.
♦ Students unpack the text … you oversee the process
A proven process that delivers results
This is an instructional process that has been developed over the last five years
and is now used extensively in schools. There is now significant data available on its
success in raising the understanding of text for all readers - proficient and struggling.
See pages 55-63 for further details - video clips available from www.handyres.com
6
THE THREE STEPS
STEP ONE
A chance to read the paragraph
silently and to practice using
reading strategies to understand
what the text says.
STEP 1 : Read Silently
Use your strategies to make sure
you understand the text
STEP 2 : Detailed Retelling
Start with
EVEL
NCE L
SENTE HENSION
E
COMPR
“I think that means . . . . .”
Check whether you understand the message
by putting it in your own words
STEP TWO
Part 1: Put each sentence in our
own words using “I think that
means …” to make sure the
readers are getting the right
message
Use the “DEEP FIVE”COMPREHENSION STRATEGIES
to overcome roadblocks
1. Make a connection to something you know
STEP TWO
Part 2: Once the readers are
fluent with the “I think that
2. Visualise what the words are saying
means… ” routine, start to
“I have a picture in my head of . . . “
teach them to use the “Deep
3. Make a connection to something else in the text
Five” strategies
“In the last paragraph it said that . . . “
“I know that because . . . “
4. Ask questions about the information
“I wonder why . . . ?”
5. Form an hypothesis about what is going on
“I think this is because . . . “
STEP 3 :
ture”
ig Pic
B
“
L
ION
LEVE
TEXT MPREHENS
CO
Add to the Story Web
What new information have we found?
Characters and Setting
Who Where When
Problem
A conflict for the characters
Feelings
How the characters FEEL about the problem
STEP THREE
Now that the information in
the chunk of text has been
properly processed in Step 2,
look at the big picture.
What new developments are
there in the story?
What new information can be
added to the story web?
Action
What the characters DO to try to solve the problem
Outcome
How it all works out
Theme
Why did the author write this story?
What does this story tell us about the way
people think, feel, and act.
7
FOLLOW UP ACTIVITIES
using Bloom’s Taxonomy
Each story selected from the School Journals for this resource has a set of follow-up
activities (see example on next page). These activities are intended to be used after
the students have been guided through the text in a small group.
An organisational necessity
♦ With students working independently on these activities you can focus on your
instructional groups.
♦ Activities are designed as individual tasks to help create that quiet work focus
you need to concentrate on groups, but they can be adapted to co-operative
activities if you feel your classroom organisation and work ethic allows for it.
All the hard work has been done for you
♦ There is a huge amount of follow-up work included in each worksheet.
♦ Once the activities have been taught there is continuity from story to story;
you are not having to teach lots of new activities. The challenge for the
student comes from applying the known activity to a new story context.
High value activities - something for everyone
♦ Activities range from low level, literal responses (security for those who lack
confidence) to high level analysis, synthesis, and evaluation tasks. Your top
end learners will love these.
♦ Many activities allow for a visual or written response to motivate your
reluctant writers
An important part of Comprehension Strategy Instruction
♦ The higher level thinking skills of application, analysis, synthesis, and
evaluation are important comprehension strategies in their own right.
♦ See page 54 for more information about this.
SUGGESTIONS FOR USING THESE ACTIVITIES
♦ Spend time modelling the activities, discussing criteria and expectations for
the different tasks to get better results.
♦ Don’t expect students to do them all
- allow choice; they will find that very motivating
♦ Consider using a work contract - allocate a points value for each activity with
a target score that has to be achieved depending on the time available.
For example 1=had a go
3=completed task according to agreed criteria
5=something extra-went beyond the requirement
Each activity can be rated 3 times - self, buddy, teacher (has the final say)
♦ Provide a live audience for the finished product so that the tasks are seen to
be purposeful not just done “for the teacher”. Students will piggyback off each
others ideas and enthusiasm.
8
FOLLOW UP ACTIVITIES using Bloom’s Taxonomy
Developing creative thinking and critical literacy skills
A Helping Hand
by Linda Dawley
Set 2:4 ACTIVITIES
School Journal
Part 2 Number 3 2005
KNOWLEDGE - What are the facts
1. Make a list (or draw pictures with labels) of the characters in the story.
Write down words from the story that tell you something about them.
BLOOM’S LEVEL ONE
Finding Facts
COMPREHENSION - Show that you understand the story
BLOOM’S LEVEL TWO
Showing understanding
Checking new words
2. What did Karl mean when he said “That’s your question answered” ?
3. Choose 3 words from the story that are new, difficult, or interesting to you.
Write a sentence for each one showing that you understand what it means.
APPLICATION - Using what you know from the story
4. Make a sign to go on the gate to the bull paddock, warning people about
the behavior of this bull.
Your sign should have words and pictures to get attention.
BLOOM’S LEVEL THREE
Using information
5. Write a poem or a rap song about Michelle’s time in the bull paddock.
ANALYSIS - Windows into the story
6.
BLOOM’S LEVEL FOUR
Learning to analyse
a story
You are looking through a window at the most important event
in this story. Draw what you see. Explain what is happening.
Give a reason why you think this is the most important event.
SYNTHESIS - Coming up with new ideas
BLOOM’S LEVEL FIVE
Some creative fun
7. Design something that you could wear into the bull paddock to protect
you from the bull, or some sort of invention that could get the ball back
without having to go in the paddock at all.
Label your drawings or write descriptions to explain your interesting ideas
EVALUATION - Sorting out the good from the bad
8. Make a list of the good things (Yellow Hat thinking) and the bad things
(Black Hat thinking) about being brave and taking dangerous risks.
Yellow Hat Thinking (Good)
BLOOM’S LEVEL SIX
Weighing up an issue
Rating the story
Black Hat Thinking (Bad)
9. Give this story a rating out of 10 depending on how much you enjoyed it.
Write down a reason for giving the rating you did.
10---------------------5----------------------1
This was a great story
This story was OK
I didn’t like this story
31
9
10
LESSON PLANS
and
ACTIVITIES
11
Set 1:1 LESSON PLAN
THE BLINK-OFF
by Sharon L. Norris
STORY SUMMARY
Jon is the Blink-master. No one can beat him in a blink-off. But sister Sally knows something that Jon doesn’t
and she sets him up with a blink-off against Snowball the cat. Snowball wins and Jon is disgusted that he was
beaten by a cat. And then he finds out that cats don’t blink.
SPECIAL FEATURES
• Repetition (the blink-offs) provide support for the reader.
• Use of bold text for effect.
• No imagery. Little vocabulary challenge.
LEARNING OUTCOMES choose from the list on page 54 according to the needs of your students
Discuss brothers, sisters, friends who are show-offs. What do you do about it?
THE BLINK-OFF - what clues are there in this title?
The
The Lesson
Lesson
STEP 3: Add new information to your Story Web (see suggestions below).
Setting: At home
Characters: Jon and his sister Sally, Paul their friend, Snowball their cat.
Problem:
Feelings:
Action:
Outcome:
Jon thinks he is the Blink-master and no one can beat him.
Sally and Paul are sick of Jon showing off.
Sally arranges a blink-off between Jon and Snowball the cat.
Snowball wins because cats don’t blink.
Theme(s): Taking down a show-off
Story Evaluation: “What has the author done to try and make this a good story?”
Possible Responses: It was good the way they tricked Jon.
The bold text built up the tension of the blink-off.
•
•
•
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
12
The Blink-off
By Sharon L Norris
Set 1:1 ACTIVITIES
School Journal
1. Make a list of the different people who took part in the Blink-off.
2. Why did Sally say “The Blink-master’s got to go!” ?
4. Make a poster advertising the great Blink-off Competition to find someone
to beat Jon the Blink-master.
Remember a poster should have a title, some information, and drawings.
5. Write a poem or rap song about Snowball the cat who out blinked Jon the
Blink-master.
6.
7. Design a piece of equipment that would help you keep your eyes open and
allow you to become the Blink-master.
8. Make a list of the good things (Yellow Hat thinking) and the bad things (Black
Hat thinking) about having competitions like the Blink-off with your friends.
10---------------------5----------------------1
This story was OK
13
Set 1:2 LESSON PLAN
LISTEN UP
by David Hill
STORY SUMMARY
Toni’s teenage sister, Amber, keeps bumping into things because she is always texting her friends on her cell
phone while walking. It seems that her texting friends (and their families) are having the same problem.
SPECIAL FEATURES
• There is no proper resolution to the problem, just finding out that her friend (and her family) is having the same
problem.
• Repetitive structure supports the reader. Not much inferential comprehension required.
• A familiar theme for those who use cell phones.
Discuss older brothers and sisters and their behavior with cell phones. Is it possible to do other things
while you are texting?
LISTEN UP - what clues are there in this title?
The
The Lesson
Lesson
Use “I think that means …” and the DEEP FIVE comprehension strategies
STEP 3: Add new information to your Story Web (see suggestions below)
Setting: At home
Characters: Toni, her big sister Amber, their mother (main characters), Amber’s friends
Problem:
Feelings:
Action:
Outcome:
Amber walks around while texting.
Mum gets annoyed and tells her not to do it.
Amber ignores her mother and keeps doing it.
Amber continues to have accidents - it turns out she is not the only one.
Theme: Keeping safe while texting.
Possible Responses: Made it funny - like a cartoon where the characters are always hurting themselves.
The story was about something I know about.
•
•
•
14
Listen-up
by David Hill
Set 1:2 ACTIVITIES
School Journal
1. Make a list of the different ways that Amber hurt herself.
2. Why didn’t Amber listen to her mother ?
4. Make a poster to go on the wall at Amber’s house reminding her about safe
texting.
5. Write a poem or rap song about Amber’s texting.
6.
7. Design a new tool or gadget so that you can text all the time without
having to worry about bumping into things.
(Black Hat thinking) about texting.
10---------------------5----------------------1
This story was OK
15
Set 1:3 LESSON PLAN
What do you want for Dinner?
by Tadpole
STORY SUMMARY
It’s a cold, stormy Friday night and Dad is hoping that the kids will want fish and chips for dinner. Unfortunately
they have a long wait, they get drenched in the rain, and Dad leaves the fish and chips on the roof of the car
while he looks for his keys. So now they are wet and cold and still have to solve the problem of “What do you
want for dinner?”
SPECIAL FEATURES
• The story has a circular structure - the characters end up with the same problem they had at the beginning.
• Author’s use of figures of speech and exaggeration to liven up the text - “It’s only spitting”, “Rain bucketed
down”, “soaked to the skin in two seconds flat”, ”as wet as a shaggy sheep dog in a duck pond”, “I’d have
drowned”.
WHAT DO YOU WANT FOR DINNER?- what clues are there from this title?
The Lesson
Is there anything different about dinner on Friday night at your place?
Discuss why people buy fish and chips or other takeaways, especially on a Friday night.
Setting: At home, the fish and chips shop.
Characters: Dad, Troy, the storyteller (girl).
Problem: It’s a cold wet Friday night and things go wrong when the family goes
out to get fish and chips for dinner.
Feelings: The kids aren’t happy about waiting and then getting soaked.
Action: Dad is trying to keep everyone positive.
Outcome: They still don’t have anything for dinner.
Theme: Concentrate on what you are doing.
Staying positive when things go wrong.
Possible Responses: Interesting describing words and figures of speech.
Dialogue to let us know how the characters are feeling - moves the story along.
Things keep going wrong - gets you wondering what will go wrong next.
The ending - back where they started after all that.
•
•
•
16
What do you want for Dinner?
By Tadpole
Set 1:3 ACTIVITIES
School Journal
1. Make a list of all the things that went wrong in this story.
2. Why was Dad pleased that the kids wanted fish and chips for tea?
4. Make a poster warning people about the difficulties they will face going out
for fish and chips on a cold wet Friday Night.
5. Write a poem or a rap song this family’s fish and chip Friday night.
6.
7. Design a piece of equipment that would make sure Dad’s Friday fish and
chip disaster never happens again.
(Black Hat thinking) about fish and chips for dinner.
10---------------------5----------------------1
This story was OK
17
Set 1:4 LESSON PLAN
Kissing Frogs
by Bill Nagelkerke
STORY SUMMARY
Petronella is a new girl at school but seems a little odd. She claims that she kissed a frog and that it turned her
into a princess. When she shows the other girls the frog and encourages them to kiss him as well they are not
impressed. Petronella decides it isn’t much fun being a princess, so she kisses the frog again and turns back
into a frog.
SPECIAL FEATURES
• Connections in the story to the fairy tale “The Frog Prince”
• Opportunities for inferential comprehension - clues about the identity of Petronella
Have you ever wanted to be someone else or something else? Why?
KISSING FROGS - what clues are there in this title?
Brainstorm possible characters and problems.
The Lesson
Setting: At school
Characters: Petronella (new girl), Sam, Rebecca, Abby (girls at school), the frog
Petronella wanted to convince the other girls to become princesses.
The other girls thought the idea of kissing a frog was gross.
The went along with Petronella to see if there really was a frog.
They weren’t interested. Petronella went back to being a frog and lived happily ever after.
Problem:
Feelings:
Action:
Outcome:
Theme: Its good to be content with what or who you are.
Possible Responses: The author used some ideas from a familiar fairy story.
It had me guessing - there seemed to be something funny about Petronella.
The twist at the end - Petronella really was a frog.
•
•
•
18
Ljttjoh!gspht!!
Cz!cjmm!obhfmlfslf!
Set 1:4
ACTIVITIES
School Journal
1. Make a list (or draw pictures with labels) of all the characters in the story.
2. Make a list of all the clues in the story that suggest that Petronella used to
be a frog?
4. Make a poster to try and convince people to kiss the frog and become a
princess.
Remember a poster should have an eye catching title, information, and drawings
5. Write a poem or a rap song about Petronella, the new girl at school.
6.
You are looking through a window at the most important even
7. Think of a different way that this story could have ended. Write your new
ending or draw pictures with labels to explain what happened.
(Black Hat thinking) about being a frog and being a princess.
10---------------------5----------------------1
This story was OK
19
Set 1:5 LESSON PLAN
FAST FEET
by Lisa Fuemana-Foa’i
STORY SUMMARY
Esela is a fast runner, the fastest 8 year-old at his school. Today is the day of the big race at the school sports
and his mother has finally bought him some special running shoes. His friend Solomona has guaranteed that
they will make him run even faster but is Solomona to be trusted? Esela decides to stick with running in his bare
feet and wins the race.
SPECIAL FEATURES
• Personal relationships - a friend who can’t be trusted
• A surprise in the ending - Esela didn’t wear his new shoes
Share experiences about a time when a friend played a trick on you. How did it feel?
Is it a good idea to play tricks on your friends?
FAST FEET - what clues are there in this title?
Brainstorm possible characters and story problems. characters
The Lesson
Setting: At home then at school.
Characters: Esela (8 year old boy), Solomona (his friend,) Esela’s mum, Mr Togavale (a teacher).
Problem:
Feelings:
Action:
Outcome:
Esela wanted to win the big race at school. Will his new shoes make a difference?
Esela was worried that Solomona was tricking him.
He decided not to wear the new shoes.
Esela won the race without wearing the new shoes.
Theme: Stick with what you know works for you.
Possible Responses: Something that kids know about - school sports and friends playing tricks.
The surprise at the end - you had to think about what has really happened. It doesn’t tell
you that he didn’t wear his shoes.
•
•
•
20
Fast Feet
by Lisa Fuemana-Foa’i
Set 1:5 ACTIVITIES
School Journal
2. Why were Esela’s new running shoes in his bag at the end of the story?
4. Make a poster advertising the label running shoes that Esela bought.
Include something about how they will make you run faster.
Remember a poster should have a title, information, and drawings
5. Write a poem or a rap song about Esela’s running race.
6.
7. Design your own pair of running shoes that will help you win every race.
(Black Hat thinking) about playing tricks on friends.
10---------------------5----------------------1
This story was OK
21
Set 2:1 LESSON PLAN
MONSTER ON THE MOTORWAY
by Anne McDonell
STORY SUMMARY
Mr Timms, a teacher, spends all his weekend making a lion costume for Monster Monday. He insists on
wearing it on the way to school. But when he gets caught in a traffic jam, he creates all sorts of problems for
motorists who are not expecting to see a lion on the motorway.
SPECIAL FEATURES
• A cause and effect sequence on the motorway.
• The twist at the end - the traffic officer who is about to give him a ticket turns out to be a parent of a child in
Mr Timms class.
Discuss wearing costumes out in public. How does it feel? How do people respond?
MONSTER ON THE MOTORWAY - what clues are there in this title?
The Lesson
Setting: At school, at Mr Timms’ house, in the car on the motorway.
Characters: Mr Timms (teacher), children in his class, Mrs Timms.
People in their cars and trucks on the motorway.
A police officer (parent of one of the kids in Mr Timms’ class).
Problem:
Feelings:
Action:
Outcome:
Mr Timms gets stuck in a traffic jam on his way to school dressed as a lion.
Mr Timms is worried that he is going to be late. Others are frightened by his costume.
There is nothing that Mr Timms can do.
The police officer - a parent of a child in his classroom - was going to have a great
monster story to tell.
Theme: It’s not a good idea to wear scary costumes in public.
Possible Responses: The way the other motorists reacted to the costume was funny.
The cause and effect sequence - how things kept getting worse.
It’s always good when embarrassing things happen to teachers.
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22
Monster on the Motorway
by Anne Mcdonell
Set 2:1 ACTIVITIES
School Journal
2. Why did Mrs Timms drive Mr Timms to school on Monday morning?
4. Make a poster advertising Monster Monday at Mr Timms’ school as part of
Book Week. Include information about the monster lunch and the prize for
the best monster story.
5. Write a poem or a rap song about Monster Monday.
6.
7. Design a costume for Monster Monday - something that would really
frighten people on the motorway if you wore it on the way to school.
(Black Hat thinking) about wearing costumes in public.
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23
Set 2:2 LESSON PLAN
The Best Camping Place in the World
by Tadpole
STORY SUMMARY
Dad is going on and on about the best camping place in the world - no one else knows about it but him. The
kids aern’t so sure. They know that Dad tends to exaggerate. Unfortunately, when they arrive it seems that others have been there before them and the place has been closed down because of pollution.
SPECIAL FEATURES
• Dad and his wild stories - great ideas and imagery.
• A simple story but not a clear PROBLEM-FEELINGS-ACTION-OUTCOME structure.
Discuss camping places. What places do you like to go camping?
THE BEST CAMPING GROUND IN THE WORLD - what clues are there in this title?
The Lesson
Setting: In the car on the way to the “best camping place in the world.”
Characters: Dad (tends to exaggerate), Troy and the storyteller (brother and sister)
Problem: Dad exaggerates - he talks about the place they are going to as the best camping ground
in the world.
Feelings: The kids are not so sure - they know about Dad’s exaggerations.
Action: They let him go on - It was fun listening to his stories.
Outcome: The camping ground was a disaster but Dad had an even better place to go to.
Theme: Being positive.
Possible Responses: Dad’s stories are great - he is very good at exaggerating.
He doesn’t get discouraged - he has somewhere else to go.
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24
The Best Camping Place
by Tadpole
in the World
Set 2:2 ACTIVITIES
School Journal
1. Make a list of all the things Dad said they would find at the best camping
place in the world.
2. Do you think that the storyteller and Troy believed everything Dad said?
Write down some sentences from the story that support your answer.
4. Make a poster advertising Dad’s “best camping place in the world”.
5. Write a poem or a rap song about Dad’s “best camping place in the world”.
6.
7. Design what you think would be the best camping place in the world.
(Black Hat thinking) about camping.
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25
Set 2:3 LESSON PLAN
Paul and the Pukeko
by Elizabeth Pulford
STORY SUMMARY
Paul is worried about the pukeko crossing the road outside his new house. His mum thinks they will be alright
because there isn’t much traffic. When the summer holidays arrive the road gets busy and Paul comes up with
a plan. He makes a sign warning motorists … and it works. But now there are three new baby chicks to worry
about as well.
SPECIAL FEATURES
• Follows simple narrative text structure - a problem followed by developing a solution.
• A realistic story - no attempt to develop humour.
PAUL AND THE PUKEKO - what clues are there in this title?
Discuss pukeko. What do you know about them? How do they behave?
The Lesson
Setting: Outside Paul’s new house.
Characters: Paul, his mother, the pukeko
Problem:
Feelings:
Action:
Outcome:
The pukeko were crossing the road.
Paul was worried they might get run over.
Paul made a sign asking car drivers to slow down.
Paul’s plan worked . Drivers slowed down when they saw the sign.
Theme: Taking care of wildlife.
Possible Responses: She has written a story about wildlife (birds) and looking after them.
Adding the chicks at the end is nice - they are cute.
It makes me think about solving problems.
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26
Paul and the pukeko
by Elizabeth Pulford
Set 2:3 ACTIVITIES
School Journal
1. Make a list (or draw pictures with labels) of the tools and materials that
Paul needed to make his sign.
2. Why was the old paint that Paul found perfect for the job?
4. Make your own sign warning drivers about pukeko crossing the road.
Remember your sign should have words and pictures
5. Write a poem or a rap song about Paul and his pukeko.
6.
7. Design something that would allow the pukeko to cross the road without
any danger from cars.
(Black Hat thinking) about having wildlife living close to houses and roads.
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27
Set 2:4 LESSON PLAN
BORING STREET
by David Hill
STORY SUMMARY
Ryan’s family has just moved to the most boring place ever and he emails his friend Josh complaining.
However, as time passes, Ryan seems to be finding more and more of interest in his new surroundings.
Maybe it is not such a boring place after all.
SPECIAL FEATURES
• The format is a series of emails - not a normal narrative story structure.
• Ryan’s email attachments (maps) provide lots of visual information about the places he is describing.
BORING STREET - what clues are there in this title?
Discuss student’s experiences when moving to a new neighbourhood, town, or city.
The Lesson
Setting: Ryan’s new neighbourhood.
Characters: Ryan, his new friends - Ze Minh and Heremia, Josh - the person Ryan is writing to.
Problem:
Feelings:
Action:
Outcome:
Ryan’s family have moved to a new neighbourhood or town.
Ryan thinks it is the most boring place ever.
Ryan meets new friends who introduce him to all the facilities in the neighbourhood.
Ryan doesn’t think his new neighbourhood is so boring after all - even if his street is still
boring.
Theme: Getting used to living somewhere new.
Possible Responses: He has told the story through a series of emails - an interesting way to tell a story.
The maps make it interesting - helps you picture the places Ryan is talking about.
He uses everyday language to tell the story - “lame, cool, wicked, awesome”.
If you look hard you can tell that Ryan is changing his mind about the place.
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28
Boring Street
by David Hill
Set 2:4 ACTIVITIES
School Journal
1. Draw pictures of Ryan and his new friends. Around each picture put words
from the story that tell you something about them.
2. Why did Ryan change his mind about the new neighbourhood he had
moved to?
4. Draw a map of your neighbourhood showing all the things that interest you.
Remember to include labels and drawings
5. Write a poem or a rap song about Ryan’s move to a new neighbourhood.
6.
7. Draw a plan for a new, fun neighbourhood that would NOT be boring
for you.
Remember to include labels and drawings to explain your interesting ideas.
(Black Hat thinking) about moving to a new neighbourhood.
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29
Set 2:5 LESSON PLAN
A HELPING HAND
by Linda Dawley
STORY SUMMARY
A game of softball turns into a frightening experience for Michelle when she misses the ball and has to retrieve
it from a paddock containing a very large and grumpy bull.
SPECIAL FEATURES
• A first-person narration of an event with a problem and a very tense climax / resolution.
• Strong literary devices used to convey tension in the second half of the story.
- Short sentences - “One foot. The other foot. One step. Another step.”
- Colourful verbs - rustled, ooze, pawed, lunging, scrambling, heaved, trembling
- Imagery - “fear began to ooze out of my skin”, “my eyes were glued to the bull”, “the ground rose up to
meet me”, “as if their feet had sprouted roots”.
Share experiences about being really scared. How did you feel? How did your body react to being
really frightened?
A HELPING HAND - what clues are there in this title?
The Lesson
Setting: Karl and Sarah’s place (a farm).
Characters: The storyteller (Michelle), Karl and Sarah (brother and sister), Kevin (another friend).
Problem:
Feelings:
Action:
Outcome:
Michelle had to go into the bull paddock to get the softball.
She is very frightened but didn’t want to admit she was scared.
When the bull charges she freezes, unable to move. Her body takes over and she runs.
She gets over the fence all by herself.
Theme: Don’t put yourself in danger because you are afraid of what others will think of you.
When you are frightened you can do things you couldn’t normally do.
AFTER READING DISCUSSION - Story Evaluation:
Possible Responses: Great description of the bull chasing Michelle - lots of imagery, describing words which
made it very exciting and scary. I felt like it was happening to me.
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A Helping Hand
by Linda Dawley
Set 2:5 ACTIVITIES
School Journal
2. What did Karl mean when he said “That’s your question answered” ?
4. Make a sign to go on the gate to the bull paddock, warning people about
the behavior of this bull.
Your sign should have words and pictures to get attention.
5. Write a poem or a rap song about Michelle’s time in the bull paddock.
6.
7. Design something that you could wear into the bull paddock to protect
you from the bull OR some sort of invention that could get the ball back
without having to go in the paddock at all.
(Black Hat thinking) about being brave and taking dangerous risks.
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31
Set 3:1 LESSON PLAN
There’s a Boy Under the Bed!
RA 8½-9½ years SJ Part 1 Number 5 2005
by Sian Burling-Claridge
STORY SUMMARY
Jeltin is a monster who thinks there is a boy under his bed. His mother tells him not to be silly as there is no
such thing as a boy, but she has to change her mind when she finds one there. Jeltin and the boy find they have
a lot in common, but Mum doesn’t want anything to do with humans and makes sure he doesn’t come back.
SPECIAL FEATURES
• A humorous reversal of the ‘monster under the bed’ story - seeing things from another perspective.
• The setting is a fantasy world where monsters live.
• Suspense on the first page - what is under the bed?- created by use of “screamed”, ’quivered”, “shaking”
and the repetition of “the hand.”
Do you ever worry about there being a monster under your bed? Share experiences.
THERE’S A BOY UNDER THE BED! - what clues are there in this title?
The Lesson
Setting: A land inhabited by monsters.
Characters: Jeltin, his mother, the boy under the bed
Problem:
Feelings:
Action:
Outcome:
Jeltin thought there was a boy under his bed.
He was very frightened.
He got his mother to check and sure enough there was a boy under his bed.
The boy wasn’t scary. In fact Jeltin and the boy had lots in common.
Theme: Facing your fears
Possible Responses: The author has created a monster world where they are frightened of humans.
It suggests that monsters and boys have a lot in common.
Made it scary at the beginning - what is under the bed?
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32
There’s a Boy under the Bed
By Sian Burling-Claridge
Set 3:1 ACTIVITIES
School Journal
2. How did the boy end up under Jeltin’s bed ?
4. Make a poster warning young monsters about the terrifying boys they may
find under their beds.
5. Write a poem or a rap song about the boy under Jeltin’s bed.
6.
7. Design your own monster that would be cool to play with.
(Black Hat thinking) about making new friends.
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33
Set 3:2 LESSON PLAN
EATING WORMS
by Christine Larsen
STORY SUMMARY
The storyteller is a bit nervous about going to stay at Danny Taylor’s place because Danny eats worms! Fish
and chips for tea is ok but then Danny’s dad serves up frogs’ egg pudding and talks about worms on toast for
breakfast. Once the storyteller understands what’s going on he is looking forward to his mouse traps and
squashed fly biscuits for lunch.
SPECIAL FEATURES
• A simple story structure - a problem based on a misunderstanding - the action / tension rises until the
misunderstanding is cleared up.
• First person present tense adds to the sense of ’being there’.
Discuss staying the night at a friend’s house. Do you worry about the food they are going to serve you?
EATING WORMS - what clues are there in this title?
The Lesson
Setting: At Danny Taylor’s house.
Characters: Danny Taylor, Danny’s father, the storyteller.
Problem:
Feelings:
Action:
Outcome:
The Taylor’s eat strange food.
The storyteller is feeling grossed out.
He eats lots of spaghetti so that he won’t have to eat the yucky stuff.
The Taylor’s have gross names for normal food - the storyteller is very relieved.
Theme: Getting used to the way other people do things.
Possible Responses: A story about yucky food - always interesting for kids.
I could imagine what it was like for the storyteller.
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34
Eating Worms
by Christine Larsen
Set 3:2 ACTIVITIES
School Journal
1. Make a list of all the disgusting food mentioned in this story and then
write down what it really was.
2. Why do the Taylor’s have all these disgusting names for food?
4. Make a poster warning other children about the food at the Taylor’s house.
Make sure they understand what the food actually is.
5. Write a poem or a rap song about the Taylor’s disgusting food.
6.
7. Design a new restaurant that specialises in disgusting food.
You will need to have a name, a menu, and show what the restaurant
will look like.
Draw pictures or write descriptions to explain your interesting ideas
(Black Hat thinking) about staying the night at a friend’s place.
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35
Set 3:3 LESSON PLAN
STEPPING OUT
by David Hill
STORY SUMMARY
Bright Ideas invites Flatfoot to submit his invention for the annual Inventors’ Fair. However Flatfoot’s electronic
shoes need some more work after damaging the floor of the hall at the display afternoon. Unfortunately, the
modifications only make for greater problems. So Flatfoot sends along his latest invention, a pair of electronic
gloves … but the result is even worse.
SPECIAL FEATURES
• An unusual story format - a series of emails between two companies are used to tell the story.
• Story structure - the problem just gets worse, a change of direction but no solution.
• Play on words - “best foot forward”, “put your foot down”, “footing the bills”, “a sound footing”, “we need a
hand”.
• Plenty of opportunities to visualise the action.
What are some of the things that can go wrong if you are an inventor?
STEPPING OUT - what clues are there in this title?
The Lesson
Setting: The display hall for the Inventors’ Fair
Characters: Bright Ideas and Flatfoot
Problem: There are problems with the electronic shoes that Flatfoot wants to demonstrate at the
Inventors’ Fair.
Feelings: Bright Ideas gets increasingly frustrated by the problems with the shoes.
Action: Flatfoot decides the shoes aren’t going to work so he sends some gloves instead.
Outcome: The gloves are even worse.
Theme: Inventions don’t always make things better.
Possible Responses: This was an interesting way to tell a story - emails.
Funny inventions - silly things happen.
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36
Stepping Out
by David Hill
Set 3:3 ACTIVITIES
School Journal
1. Make a list of the problems with the electronic shoes and the changes
Flatfoot made to them to try and get them to work properly.
2. Why would Bright Ideas hold an Inventor’s Fair every year?
4. Make a poster to try and get inventors to display their wonderful, crazy
inventions at the Inventors’ Fair.
5. Write a poem or a rap song about Flatfoot’s electronic shoes.
6.
7. Design some electronic shoes that would work better than the ones
Flatfoot was working on OR one of your own completely different wild new
inventions for the Inventors’ Fair.
Draw pictures or write descriptions to explain your interesting ideas
(Black Hat thinking) about new inventions.
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37
Set 3:4 LESSON PLAN
POROTAKA
by Maria S1amuela
STORY SUMMARY
There is a power cut and in the middle of the kids’ video game and they have nothing to do. Papa starts one of
his “when I was a boy” stories and takes them outside to show them some of the games that he used to play.
By the time the power comes back on the kids are right into playing pere and running around with their porotaka
and the video game has lost its appeal.
SPECIAL FEATURES
• A simple problem, response, action, outcome story structure with an obvious theme about modern life and
electronic entertainment.
• Some prior knowledge of gaming required to understand the story orientation.
Discuss students’ preferences in their spare time, especially their use of video games and TV.
POROTAKA - what clues are there in this title? (Maori or Pacifica culture)
Brainstorm possible characters and story problems - what is porotaka?
The Lesson
Setting: At home.
Characters: Moe, Teresa, two brothers, Papa (father), Mum
Problem:
Feelings:
Action:
Outcome:
The power goes off while the kids are playing a video game.
They felt lost - nothing to do.
Papa showed them some simple games outside.
When the power came back on they had lost interest in playing video games.
Theme: You can have fun without electronic games.
You can make your own fun.
AFTER READING DISCUSSION - Story Evaluation
Possible Responses: The rugby video game got me interested.
It was interesting finding out what pere and porotaka were.
I liked the way it ended with the kids playing outside.
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38
Porotaka
Set 3:4 ACTIVITIES
by Maria Samuela
School Journal
2. Why did the kids not want to go back inside once the power came back on?
4. Make a poster explaining what a porotaka is, how to make one, and what
you can do with it
5. Write a poem or a rap song about playing with a porotaka.
6.
7. Design a new game that you could play outside or design some new toys
with things that you might find lying around.
(Black Hat thinking) about playing outside.
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39
Set 3:5 LESSON PLAN
FIRST HUNT
by Amanda Jackson
STORY SUMMARY
There is great excitement for the storyteller as he convinces his dad to take him on his first pig-hunting trip. It is
the first trip also for the new pup. The hunters get their pig but the pup goes missing in the excitement. Back at
the gate the hunters check their turkey traps but all they find … is the pup.
SPECIAL FEATURES
• This story is a realistic narrative - a problem
• The storyteller (a young boy) tells the story in the first person which adds to the excitement of going hunting.
Share experiences about hunting. If there are none, brainstorm what it might be like.
FIRST HUNT - what clues are there in this title?
The Lesson
Setting: At home, on the way to the forest, in the forest.
Characters: Dad, Uncle Riwai, the storyteller (young boy), the pup, Hussein (minor character)
Problem:
Feelings:
Action:
Outcome:
The pup has gone missing.
Uncle Riwai is worried and disappointed .
There is nothing they can do about it because it is getting dark.
The pup has found it’s own way back to the gate, but isn’t that smart because it has been
caught in a turkey trap.
Theme: New experiences
Training young dogs
Possible Responses: About going hunting (story for boys)
Catching the pig was exciting
I wanted to know what happened to the cute puppy.
It had a good ending - the puppy was safe.
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40
FIRST HUNT
by Amanda Jackson
Set 3:5 ACTIVITIES
School Journal
2. How did the pup get lost? Why did they call the pup Turk?
4. Make a poster explaining how to catch turkeys
5. Write a poem or a rap song about the hunting trip in the story.
6.
7. Design another trap for catching turkeys or a way to catch pigs without
shooting them.
(Black Hat thinking) about hunting wild animals.
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41
Set 4:1 LESSON PLAN
GOGGLES
by Rachel Hayward
STORY SUMMARY
For Christmas Ben’s grandfather gave him some swimming goggles. Ben thinks they are so cool he wears them
all the time. The rest of the family think they look silly but quickly change their mind when they find all sorts of
uses for them..
SPECIAL FEATURES
A simple scenario (not really a problem) with a repeated, ‘pass it on’ FEELINGS and ACTION from different
family members leads to a change in attitude towards familiar things as an OUTCOME.
GOGGLES - what clues are there in this title?
Discuss experiences with goggles - how they help you when you are swimming.
What other ways could you use goggles?
The Lesson
Setting: At home, the beach.
Characters: Ben, Dad, Mum, Kate (his sister), his grandfather (minor character).
Problem:
Feelings:
Action:
Outcome:
Grandfather bought Ben swimming goggles for Christmas.
Ben thought they were cool. The rest of the family thought they looked silly, ridiculous, awful.
Each family member finds a use for Ben’s goggles.
When Ben gets flippers for his birthday the rest of the family are open to new possibilities.
Theme: Finding new uses for things, being open to new ideas.
Problem solving.
Possible Responses: Used humour - funny situations such as goggles in the bath and the shower.
Good descriptions - interesting things that Ben could see underwater with his goggles.
The ending made me think “ what are they going to use the flippers for?”
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42
Goggles
by Rachel Hayward
Set 4:1 ACTIVITIES
School Journal
1. Each member of the family found a use for Ben’s swimming goggles.
Draw pictures showing what they were. Write a caption for each picture.
2. Explain why Kate thought Ben’s goggles were cool.
4. Make a poster advertising swimming goggles and all their wonderful uses.
5. Write a poem or a rap song about the interesting, wacky things you can do
with swimming googles.
6.
8. Draw pictures to show some new interesting ways that Ben, Kate, Mum,
and Dad could use Ben’s new present - flippers!
(Black Hat thinking) about sharing your presents with other members of
your family.
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43
Set 4:2 LESSON PLAN
SUMMING UP DAD
by Desna Wallace
STORY SUMMARY
Life with Dad is never dull. Two weeks ago he was a pirate, last week he was William Shakespeare, and now
he’s a famous French mathematician, leaving instructions that require the kids to do lots of measuring.
SPECIAL FEATURES
• Lots of technical mathematical language and French words.
• Great opportunity for the reader to visualise the action and making connections to prior knowledge as they
read the notes Dad has left the kids.
SUMMING UP - what clues are there in this title?
Discuss experiences with measuring.
What would be a good way to learn how to measure things?
The Lesson
Setting: At home and on the way to school.
Characters: Dad, Danielle and Adam (brother and sister).
Problem:
Feelings:
Action:
Outcome:
Dad likes to make learning fun.
The kids think he is a bit weird but they don’t mind.
There are lots of instructions that involve a lot of measuring.
The kids get lots of measuring practice.
Theme: Making fun out of learning.
Possible Responses: The first page hooked me into the story. I wanted to know what was going on.
Dad was an interesting character - he had some good ideas.
It was fun trying to work out what the notes were all about.
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44
SUMMING UP DAD
by Desna Wallace
Set 4:2 ACTIVITIES
School Journal
1. Make a list of the different people Dad pretended to be in the story.
2. Why do you think Dad pretends to be all these different people?
4. Make a BEWARE OF THE DAD poster warning visitors to Danielle and
Adam’s house about their crazy father.
5. Write a poem or a rap song about Danielle and Adam’s dad.
6.
8. Imagine you are Dad from the story. Write some instructions for doing a
simple task in your classroom using lots of measurements.
Include a drawing with labels to explain what the instructions really mean
(Black Hat thinking) having a Dad who wants you to practice measuring
at home.
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45
Set 4:3 LESSON PLAN
The SCRAMMER
by Bill Nagelkerke
STORY SUMMARY
Patrick is building a tree house. His brother Pete has lots of suggestions but Patrick just wants to do it on his
own so he sends Pete off to find a “scrammer”. Pete realises that Patrick is just trying to get rid of him, but he
spends his time making a scrammer and Patrick decides that maybe he can use some of his brother’s useful
ideas after all.
SPECIAL FEATURES
• A short story with a simple storyline - problem, feelings, action, outcome.
• Family relationships - how things change after a bit of time away from each other.
THE SCRAMMER - what clues are there in this title?
What could a scrammer be? What might it be used for?
Discuss annoying or interfering siblings. What do you do to get rid of them?
The Lesson
Setting: At home in the back garden.
Characters: Patrick, Pete (younger annoying brother). Dad.
Problem:
Feelings:
Action:
Outcome:
Pete has lots of suggestions for Patrick’s tree house.
Patrick gets annoyed with him. He wants to be left alone.
Patrick sends Pete off in search of a ‘scrammer’.
Pete makes a scrammer. Patrick decides he can use Pete’s ideas after all.
Theme: Listening to other people’s ideas.
Possible Responses: An interesting topic - making a tree house.
Had a good problem - an interfering brother.
Had a funny solution - making a scrammer.
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46
The SCRAMMER
by Bill Nagelkerke
Set 4:3 ACTIVITIES
School Journal
1.
Draw pictures of all the things Patrick used to make his tree hut.
Remember to write labels.
2.
Why did Patrick end up using all of Pete’s ideas?
3.
Choose 3 words from the story that are new, difficult, or interesting to you.
4.
Make a poster showing how to build a tree house using the materials that
Patrick and Pete had.
5.
Write a poem or a rap song about Patrick and Pete building a tree hut.
6.
7.
Design your own new tool by combining other tools.
8.
Make a list of the good things (Yellow Hat thinking) and the bad things
(Black Hat thinking) about making something with someone else.
9.
Give this story a rating out of 10 depending on how much you enjoyed it.
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47
Set 4:4 LESSON PLAN
The Wonderful Washing Machine
by Sharon Stratford
STORY SUMMARY
The washing machine has broken down and the plumber can’t come to fix it until tomorrow. Mum has a brainstorm for getting the washing done and Wray becomes the washing machine in the bath, stomping up and down
and swirling with his legs to clean and rinse the dirty clothes.
SPECIAL FEATURES
•
•
•
Lots of action words to create a vivid description of the washing process.
A hint at the end of other possibilities (a milkshake maker?) - use of ellipses
A theme that all kids respond to - turning a disaster into something fun.
THE WONDERFUL WASHING MACHINE - what clues are there in this title?
What would happen at your house if the washing machine broke down and there was no one to fix it?
Brainstorm possible solutions.
The Lesson
Use “I think that means …” and the DEEP SIX comprehension strategies
Setting: At home.
Characters: Mum, Wray (a boy).
Problem:
Feelings:
Action:
Outcome:
The washing machine breaks down.
Wray felt sorry for his mum. Mum thought it was fun.
Mum got Wray to be the washing machine in the bath.
Wray got the washing done. Now Mum wants him to be a milkshake maker.
Theme: Having fun when things go wrong.
Possible Responses: She made a problem into something fun.
Used lots of action words to describe what was happening - exploding, squirting, frothed,
fizzed, gushing, stomped, swirled.
Had something to think about in the ending - was he going to be a milkshake maker as well?
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48
The Wonderful
Washing Machine
by Sharon Stratford
Set 4:4 ACTIVITIES
School Journal
1. Draw pictures of the two main characters in this story.
2. Make a list of the different stages of the washing machine cycle that Wray
completed. Draw pictures and write labels to show how he did each cycle.
4. Make a poster advertising this marvelous new washing machine.
5. Write a poem or a rap song about Wray the Washing Machine.
6.
7. Design your own “Wonderful Washing Machine” or a “Marvellous
Milkshake Maker”.
(Black Hat thinking) about having fun when things break down.
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49
Set 4:5 LESSON PLAN
HIGH LIGHTS
by David Hill
STORY SUMMARY
Ryan’s dad is determined to win the Illuminated Homes competition this Christmas. His reindeer looks great
until a series of unfortunate events drastically alters the original design. All is not lost - the judges love it !
SPECIAL FEATURES
• The use of puns and double meanings in the text - The title “High Lights” , “Is that rain dear? Not quite...its
reindeer” and “black power”.
• Authors effective use of simple sentences - the seagulls flapped off, the wind kept rushing all night.
• Alliteration - “the bent and buckled back bit…” and “the flat and floppy front bit…”
• The ending has to be read carefully to get the reason why the judges like Dad’s reindeer design - they thought
it was meant to be a kiwi.
Discuss students experiences with decorating houses with lights at Christmas.
HIGH LIGHTS - what clues are there from this title?” Brainstorm possible problems, settings, characters
The Lesson
Use “I think that means …” and the DEEP FVE comprehension strategies
Setting: At home.
Characters: Dad, Ryan, Dad’s girlfriend Wendy, the electrician from Thunderbolt Energy, the judges.
Problem:
Feelings:
Action:
Outcome:
Dad wanted to win the Illuminated Houses competition.
He was confident that his reindeer was going to win.
Seagulls and a storm made some changes to the original design.
Dad’s ’kiwi’ won the competition.
Theme: Things don’t always turn out the way you plan.
Possible Responses: Humour - the play on words.
Dad is always messing things up - he set fire to the chimney last year - but this time
it works out.
•
•
•
50
High Lights
by David Hill
Set 4:5
ACTIVITIES
School Journal
1. Make a list of the things that happened to Dad’s reindeer.
2. What did the judges think that Dad’s reindeer was? Explain your ideas.
4. Make a poster advertising the Illuminated Homes competition.
Include all the information you can find in the story - who is running the
competition and what the judges are looking for.
5. Write a poem or a rap song about Dad’s surprise reindeer.
6.
7. Make a plan for lighting up your own house for Christmas. Make sure it is
very original and the best in the street.
(Black Hat thinking) about lighting up houses for Christmas.
10---------------------5----------------------1
This story was OK
51
52
APPENDIX :
Additional teaching notes and charts
LESSON PLANNING - Learning Outcomes
54
♦ CSI - What does it look like - a transcript and rationale
55
♦ Comprehension Strategies - What are they?
56
♦ The Big Picture - Where CSI fits into reading instruction
58
♦ CSI Teaching Charts
60
53
LESSON PLANNING
Learning Outcomes and Success Criteria
Here is a list that applies specifically to the GSR reading process outlined
in this resource. The emphasis is on the development of comprehension
strategies. These Learning Outcomes can be easily linked back to the
Achievement Objectives in the English curriculum.
SENTENCE LEVEL COMPREHENSION
LEARNING OUTCOME:
1. Monitor own reading for comprehension
I will know I can do this if, when I am reading, I can ...
♦ Put sentences in my own words using “I think that means…” to check whether I have
got the message right
♦ Recognise that there are roadblocks (I haven’t got the message right)
LEARNING OUTCOME:
2. Use the Deep Five comprehension strategies to check and clarify meaning,
and to overcome roadblocks to comprehension
♦ Make connections to something I already know to clarify ideas
♦ Visualise what the words are saying
♦ Make connections to something somewhere else in the story
♦ Ask myself questions about the story
♦ Form and revise an hypothesis about what is going on in the story
“BIG PICTURE” TEXT LEVEL COMPREHENSION
LEARNING OUTCOME:
3. Identify Narrative Text Structure (Characters, Setting, Problem, Feelings,
Action, Outcome, Theme)
♦ Identify the PROBLEM, FEELINGS, ACTION, OUTCOME of the story
LEARNING OUTCOME:
4. Demonstrate the use of Bloom’s Thinking Skills
I will know I can do this if I can ...
♦ Use the information in the story accurately to make a poster or write a poem (Application)
♦ Identify the most important moment in a story and give a reason (Analysis)
♦ Design a valid solution to a problem raised in the story (Synthesis)
♦ Make a list of Yellow Hat and Black Hat thinking about an idea (Evaluation)
♦ Rate the story and give a reason for my rating (Evaluation)
54
Here are five pages of additional notes on CSI followed by four pages of charts
for use in the classroom. For more information, video tutorials and additional
resources using CSI, visit our website www.handyres.com
What does “The Three Steps” Guided Silent Reading Process look like?
A story is selected at an appropriate instructional reading level. It doesn’t hurt to start below the readers current reading
level as there is a lot of new process to learn and you don’t want them to struggle with decoding difficulties.
The text is divided into chunks (often a page when using School Journals) and the three steps are applied to each chunk.
What the teacher and readers do for each step
Rationale behind each step
Step One:
Read Silently
Independent practice
As the reader becomes more proficient with the
three steps, this first silent reading provides an
Be clear about how far they are to read. Encourage readers to use a
opportunity to silently practice the comprehension
card or bookmark to screen the next chunk of text and discourage
strategies that have been taught and hence become
them from reading on (see charts on pages 60 and 61)
more aware of the internal dialogue that good readers use in their heads.
Step Two:
Detailed
Retelling
Sentence Level Comprehension
Here the focus is to develop comprehension at the
sentence level - have we really got the message
right? The detailed retelling forces the reader to
actually process the text. It is very easy for a reader
to be able to read or recognise the words in the
chunk of text without actually process the meaning
at a sentence level.
John: “The sun was shining down and there was not a
The starting point is just getting them to use “I think
cloud in the sky.
that means....” Initially the reader may just regurgitate
I think that means that it was a beautiful day and that
the words. That is alright for a first step.
there were no clouds so a clear blue sky and the sun
Encourage them to use their own words. The teacher
was shining so it was probably hot as well.”
should take a turn to model the mental dialogue that
Teacher: “Well done. Next?”
is trying to be developed. As the reader becomes
fluent with this you will notice that they are beginning
Sarah: “For just a moment she lay back in her raft and
to intuitively make connections to prior knowledge,
closed her eyes.
recognise difficulties and ask questions, make
I think that means she was feeling very relaxed and
predictions, visualise the action. These are the DEEP
she stopped paddling for a minute and just laid back to 5 strategies and you can now begin to teach these
explicitly and encourage them to add them to their
sunbathe and she closed her eyes.”
“I think that means…” statements. Don’t be in a rush
however. This is not an overnight process. It requires
plenty of patient practice.
Watch carefully for obvious confusions of meaning. Rather than
questioning, say “I think we need to dig into those words a bit more. Remember: Asking questions checks comprehenWe haven’t got that quite right yet. Does anyone else want to have a sion but doesn’t help the reader develop strategies
go?” or model a more accurate “I think that means…” yourself.
for comprehending text themselves. For Step 2 try to
Keep the momentum going. It will be slow for a start and will take
avoid asking questions. Redirect them back to using
time to develop fluency but this is very important because the reader the strategies if meaning has been lost or model a
is learning to be active and not passive as a reader by doing this.
better response yourself.
Step Three:
Add to
Story Web
Teacher:
“Read the next chunk of text down to …...
Fast finishers start practicing “I think that means…”
Teacher: “I will model the first sentence.
One day the sea was very calm so she climbed into
her raft and paddled out past the gentle breakers.
I think that means that she went swimming with her raft
and on this day the sea wasn’t rough and the waves
were small so she was able to paddle over the waves.
John would you do the next piece.”
Teacher: “So far we have identified two characters, Jane and her “Big Picture” Text Level Comprehension
The readers are now asked to consider the overall
Dad. We know Jane loves swimming in the sea.
story structure; summarise the action thus far and
Are there any clues about the problem yet?”
add any new information they have found in this
Sarah: “No. She is just having a good time.”
chunk. Identifying the story structure and building up
John: “Maybe she is going to fall asleep.”
a story web (graphic organiser) is a very powerful
comprehension strategy and goes beyond the
Teacher: “Alright we have nothing to add to our story web. Let’s
sentence level comprehension of Step 2.
read the next chunk and find out what does happen.”
Start on a new chunk of text - Back to Step One
55
COMPREHENSION STRATEGIES—What are they?
For the purposes of this resource, comprehension strategies have been grouped into two categories.
1. ACTIVE READING strategies
These occur at the time of reading and are fundamental to the concept of “digging around in
the text for clues to make sure we have got the message right” emphasising the role of
the reader as an active rather than a passive participant in the reading process.
As they occur during the meaning making stage they are considered to be SENTENCE LEVEL
COMPREHENSION STRATEGIES as they are occurring at the sentence level.
These strategies are listed on the next page and are representative of the findings from current
reading research on comprehension. In reality, as they occur in the head of the reader, they are
all very interdependent and intertwined with each other.
The approach suggested here is to explain, model and practice each one individually using
THINKING ALOUD. Once a level of fluency has been achieved, the next step is to encourage the
coordinated use of the strategies by prompting students to process the information further. and
then guide the student through integrating them and acknowledging their use through “thinking
aloud” in a guided reading group.
The speed that these strategies will be acquired will depend on the individual learner. Some
students already do this very intuitively and pick up the metacognition very quickly. Other will
take a considerable amount of time.
This explicit explanation and teaching of these strategies should occur during SHARED READING.
Guided practice of these strategies occurs during STEP 2 of “The 3 Steps” GUIDED SILENT
READING process once the “I think that means…” routine has been well established.
2. USE IT OR LOSE IT strategies
These occur after reading in the sense that they are reflective strategies aimed at constructing
the big picture from the text and therefore are TEXT LEVEL COMPREHENSION STRATEGIES.
To transfer information from short term memory it is important to do something with it, hence
the notion of “use it or lose it”.
IDENTIFYING TEXT STRUCTURE (Step 3)
Research tells us that good readers make use of text structure to organise and make sense out
of ideas in text.
Narrative Text
There are immediate comprehension gains for readers who are taught to identify story structure
and map it onto a graphic organiser (story web). This occurs during Step 3 of “The Three Steps”
when using narrative text.
Non Fiction—Information reports
The text structure in transactional or non fiction text is not as evident as in narrative text where
there is a plot to hang information on. For more information on CSI using non fiction text see
our online tutorials (available Sept 2008) and our “Reading across the Curriculum” resources, all
accessible from our website www.handyres.com
BLOOM’S TAXONOMY FOLLOW UP ACTIVITIES
These are activities designed for students to work at independently after a reading session has
been completed. The higher levels require in-depth processing of the text and develop critical
and creative thinking— important comprehension strategies. For students to benefit from these
activities the thinking skills of Applying, Analysing, Evaluating, and Creating need to be fully
explained and the activities modeled (during Shared Reading), as well as providing the
opportunity for sharing the finished product with an audience and self / peer evaluation against
success criteria (see page 54).
56
COMPREHENSION STRATEGIES TO BE TAUGHT
During Shared Reading the teacher explicitly explains, models, and provides guided practice of the strategies.
During Guided Silent Reading the teacher provides opportunities for guided and independent practice of the strategies.
ACTIVE READING “Digging around for clues”
Developing Sentence Level Comprehension
Making connections to prior knowledge
Good readers make connections between what they are reading and their own prior knowledge and personal experience.
This helps them build their own interpretation of the story.
Reader “thinking aloud”
“That has happened to me. Last week I...”
“I know about that because…”
Step 2
Visualising the action
Good readers play back the action in their heads to help them
understand what is happening.
Good readers look for descriptive words in the text and allow
them to paint pictures in their heads.
“I have a picture in my head of how that looks…”
“I can see how that works. It goes like this…”
“I have a good picture of that character. He has.…”
Making connections to something else in
the text
Good readers gather clues and make connections between
pieces of information (reading between the lines) and referring
back to previous events, to fill in the gaps.
“It said in the last paragraph that …..”
“I think it means … because it said…”
Asking questions - wondering
Good readers are always looking for clues as they are reading posing questions, talking to themselves about the unfolding
of the story and about significant language features.
Forming and revising hypotheses
Good readers use their inferences to form hypotheses or
expectations about where the story is heading (narrative).
They are always weighing up the evidence and are quick to
revise a hypothesis if there is new information.
“I wonder what that looks like?”
“I don’t understand what that means?”
“I wonder what will happen next?”
“I think Mum has a surprise for him. I thought she had
forgotten about it but now it says that she ...”
“I don’t think this is going to work out because…”
USE IT OR LOSE IT
Step 3
Developing Text Level Comprehension
Identifying text structure
Good readers use what they know about text structure to
hang the story on as they read it (narrative). They are looking
for the character development, information about the setting,
and the problem, response/feelings, action, outcome, theme
sequence.
“What can be add to our story web?”
“I think the problem is … but there isn’t enough
information yet to be sure.”
“The main character is very angry about the problem (feelings), and now he is going to do something about it
- (action).”
Application (Bloom’s Level 3)
GSR 9 Follow up Activities 4 and 5
Making posters and writing poems or rap songsreusing the information and applying it to another
written format.
Analysis (Bloom’s Level 4)
GSR 9 Follow up Activity 6
Analysing what is the most important moment in the
story.
Synthesis (Bloom’s Level 5)
GSR 9 Follow up Activity 7
Designing a solution to a problem arising from the story
Requiring synthesis of information
Evaluation (Bloom’s Level 6)
GSR 9 Follow up Activities 8 and 9
Using Yellow Hat and Black Hat thinking to evaluate an
idea and forming an opinion about the story.
Good readers are able to present information found in the text
in a new way.
Good readers can take the text apart and put it back together
in a way that has meaning to them.
Good readers can generate new solutions to the problems,
ideas or issues that have been raised in the text.
Good readers can make judgments about the text based on
their understanding of the genre.
Independent
Follow up
Activities
57
The Big Picture - Where CSI fits into Reading Instruction
EMERGENT READING STAGE
EARLY
Learning the Code
Making Meaning
Thinking Critically
2. Looking up those
1. Recognising words
ie. decoding the letters
to get the words
The Reading
Process
Bottlenecks to
Comprehension
words in a mental
dictionary
Decoding
Vocabulary
Decoding Strategies
Strategies
to be taught
1. Phonics or phonological
awareness
2. Word structure
♦ Compounding
♦ Affixing
♦ Syllabification
3. The processing strategies
♦ Attending and searching
♦ Predicting\
♦ Cross-checking and Confirming
♦ Self-correcting
Teaching
Approaches
1.
Vocabulary Strategies
1. Use the context
2. Use prior knowledge
3. Look for known words
within words
4. Dictionary look up
Direct Instruction
♦ Phonics (first 2 years at school)
♦ Word structure
♦ Decoding Strategies
“Three Searchlights”
“Word Detective”
1. Direct instruction
♦ vocabulary strategies
2. Practice in context
♦ Guided Reading and
Guided Silent Reading
2. Practice in context
♦ Guided Reading - practice of all the above
58
READING STAGE
FLUENT READING STAGE
3. Processing those words
4. Organising the linguistic
in linguistic chunks so
that the meaning of the
sentence is clear
information from successive
sentences into a structure
that can be remembered
Text Level
Comprehension
Sentence Level
Comprehension
Comprehension Strategies
Active Reading
“Have we got the message right?”
Processing Information
“Use it or lose it”
1. “I think that means…”
2. The DEEP FIVE
♦ Making connections to prior knowledge
♦ Making connections to information in the text
♦ Visualising the action
♦ Asking questions
♦ Forming and revising hypotheses
1. Direct Instruction
♦ Explicit teaching and modelling of the
comprehension strategies
2. Practice in context “The 3 Steps”
♦ Guided Silent Reading
Step 2 - Detailed Retelling
1. Identifying text structure
♦ Narrative Text—Story Web
2. Bloom’s Thinking Skills
♦ Application
♦ Analysis
♦ Synthesis
♦ Evaluation
1. Direct Instruction
♦ Explicit teaching and modelling of
- text structure
- Bloom’s thinking skills
2. Practice in context “The 3 Steps”
♦ Guided Silent Reading
Step 3 - Add to Story Web (Narrative)
3. Follow up Activities
Adapted from Tom Nicholson’s “The Reading Process”
59
CHARTS FOR TEACHING THE THREE STEPS - Narrative
The following charts are designed to be used with groups during reading instruction.
CHART 1
You can provide a laminated copy of this chart for each student to use during the initial phase of
Comprehension Strategy Instruction.
Purpose:
A constant visual reminder of the Three Steps.
A screen to cover the next chunk of text (discourages reading on).
A marker to help students find and keep the place during detailed retelling.
CHART 2
This is an expanded version of CHART 1 including all the comprehension strategies. Use this only
once the initial “I think that means…” phase is well established.
Continue to use as text marker and text screen.
CHART 3
An outline of the Three Steps process to use as a whole class reminder (enlarge to A3).
CHART 4
An outline of the story structure or Story web to use as a whole class reminder (A3).
Chart One
THE THREE STEPS
Use your strategies to make sure you understand
Start with
Check whether you understand the message by putting
it in your own words
STEP 3 : Add to the Story Web
Characters and Setting - Who Where When
Problem - A conflict for the characters
Feelings - How the characters FEEL about the problem
Action - What the characters DO to try to solve the problem
Outcome - How it all works out
Theme - Why did the author write this story?
What does this story tell us about the way people think and act
60
Chart Two
THE THREE STEPS
Use your strategies to make sure you understand
Start with
Check whether you understand the message by putting
it in your own words
Use the DEEP FIVE comprehension strategies
to overcome roadblocks
1. Make a connection to something you know
“I know that because . . . “
2. Visualise what the words are saying
“I have a picture in my head of . . . “
3. Make a connection to something else in the text
“In the last paragraph it said that . . . “
4. Ask questions about the information
“I wonder why . . . ?”
5. Form an hypothesis about what is going on
“I think this is because . . . “
STEP 3 : Add to the Story Web
Characters and Setting - Who Where When
Problem - A conflict for the characters
Feelings - How the characters FEEL about the problem
Action - What the characters DO to try to solve the problem
Outcome - How it all works out
Theme - Why did the author write this story?
What does this story tell us about the way people think and act
61
Chart 3
Good Readers are
READING DETECTIVES
They are always . . .
• Looking for clues
• Making sure they get the facts right
• Thinking about the information
Be a Reading Detective Today
We are learning to read stories using
THE THREE STEPS
1. Read Silently
“A chance to practice using the strategies”
2. Detailed Retelling
“Making sure we have got the message right”
3. Add to the Story Web
“What new information have we found”
62
Chart 4
We are learning to identify the text structure in short stories
STORY WEB
Finding the story structure
Characters and Setting
Who Where and When
Problem
A conflict for the character(s)
Feelings
How the characters FEEL about the problem
Action
What the characters DO about the problem
Outcome
How it all works out
Theme
Why did the author write this story?
What does it tell us about the way people think and act?
63
The GUIDED SILENT READING series
The intention of this and the other books in this series, is to help you, the classroom teacher, get the most out of our wonderful School Journal resources.
As teachers there are so many demands on our time and so many new ideas to
explore. With this resource the tough work has been done for you; we are handing
you the literacy tools you need to establish a quality reading programme for your
early and fluent readers that delivers quality learning and motivates your learners.
Guided Silent Reading using the Three Steps process is a powerful instructional tool
for teaching comprehension strategies and developing active readers who actually
understand the text they read.
The ever popular follow-up activities provide you with endless possibilities for
exposure to, and the chance to practice with, the creative and critical thinking skills
which are now embedded in our new curriculum.
BACKGROUND
The ideas presented here are based on current research of best practice in reading
instruction, 18 years of my own experience teaching reading in New Zealand
primary schools, and most recently, nine years as a tutor with the New Zealand
Graduate School of Education, where I have had responsibility for developing
innovative instructional reading programmes for our trainee teachers.
Thank you for the feedback I have received. As always I am very keen to hear your
comments, queries, advice, and suggestions.
Hilton Ayrey
Handy Resources
A list of these resources to date is as follows
GUIDED SILENT READING Using Narrative Text
Guided Silent Reading Book 1: Part 1 and 2 School Journals 1990-1999
GUIDED SILENT READING Using Non Fiction Text
GUIDED SILENT READING Using Non Fiction Text
To view sample pages and details of our other reading resources, visit our website
www.handyres.com
Very shortly our website will also offer interactive video clips to help teachers better
understand and implement the instructional process outlined here.
64

GSR9 Part 1+2 Stories 2003-2006 Waimea

Transcription

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