Level 16 A Garden in a Book a All About Meat Thin Snake€¦ · Burp Kakadu Polly Perkins’s...

A G

arden

in a

Bottle

All A

bou

t Meat

Fat Snak

e -T

hin

Snak

eH

arry’s G

reat Big

Bu

rpK

akad

uPolly

Perkin

s’sP

ictures

Th

e Blan

k Sh

eet ofPap

erT

hree N

aughty

Ostrich

es

Level 16

Word Count 370

Text Type Procedure

High Frequency

Word/s Introduced

Level 16Book a

BEFO

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EAD

ING

A

FTER

REA

DIN

G

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)

2

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.

Ask the children to look at thecover photo and title andsuggest what the book is about.Discuss with the children theirexperiences of gardens thatgrow in containers.

Ask the children if the informationin the book would enable them tomake a different garden. How wouldthey adapt the information?

Cover & Title Page

Discuss the contents pagewith the children. Tell themthat the form of writing isprocedural. Explain thatthe purpose is to tell howto do or make something.

A G

arden

in a

Bottle

All A

bou

t Meat

Fat Snak

e -T

hin

Snak

eH

arry’s G

reat Big

Bu

rpK

akad

uPolly

Perkin

s’sP

ictures

Th

e Blan

k Sh

eet ofPap

erT

hree N

aughty

Ostrich

es

3AFT

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ING

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Have the children think about thelogical sequence of proceduralwriting in relation to the title.What would they do first?

Ask the children to find the keyconcept on p.3, checking withthe heading and photo label.

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2/3

4/5Ask the children which plantsare good for a bottle garden.Ask if they know whichflowers grow from bulbs.

Ask the children if the photosclarify the text for them. Have themexplain the connection of thepotting mix photo with the text.

Have the children find the word bottle onp.3. Discuss with them that on this page,bottle is both a noun and an adjective.Use the board to clarify the examples.

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Discuss with the childrenthe meaning of slit. Askthem why they may need agrown-up to help.

Revise abbreviations with thechildren. Ask them to find anabbreviation on p.9 and askwhat word it abbreviates.

Discuss with the children themeaning and use of a funnel.

Have the children look at the text andphotos. Make a list on the board ofwhat is needed for a garden in abottle, e.g., stones, plants.

Explain to the children that thecharacteristic framework of proceduralwriting comprises materials andmethod. Talk about the connectionbetween the heading and method.

Discuss if and why it isimportant that the authorhas included measurements.

Have the children find theconcluding sentence for theheading What You Need.

A G

arden

in a

Bottle

All A

bou

t Meat

Fat Snak

e -T

hin

Snak

eH

arry’s G

reat Big

Bu

rpK

akad

uPolly

Perkin

s’sP

ictures

Th

e Blan

k Sh

eet ofPap

erT

hree N

aughty

Ostrich

es

5

10/11

12/13

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Explain to the children that detailedinformation tells how, what, which,where and why. Ask them to find ahow and why statement.

Discuss with the children ifthe writer has used a logicalsequence. Talk about why thesequence is important.

Discuss the sequence of theinstructions with the children.

Ask the children what tensethe method is written in.Have them clarify theiranswer from the text.

Explain to the children why verbsare important in procedural writing.Write the verbs on the board as thechildren identify them.

6

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FORE

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G 14/15Ask the children what they predictthe three important instructionswill be on p.14 and 15.

Remind the children that the purposeof the book is to tell how to makesomething. Ask them to tell a partnerhow to make a garden in a bottle,after they have read the book.

Discuss with the children howthey can use the information inthis book. Ask if they were ableto tell their partner how tomake the garden.

Ask the children to name thethree most important thingsthat plants need to grow.

Ask the children to read theindex entries. Discuss anywords that they might notknow the meaning of.

Ask the children to read the indexentries again. Have them go backto the relevant pages, then findand reread the sentences inwhich the word occurs.

16 a Garden in a Bottle Name __________________

1. List the things you need to make a garden in a bottle.

a. __________________ e. __________________

b. __________________ f. __________________

c. __________________ g. __________________

d. __________________ h. __________________

2. Measure a line _

4 cm long10 cm long2 cm long

3.Write the two key headings from the contents page.

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

16 a Garden in a Bottle Name __________________


1. Circle the verbs.

garden put water plants pourbulb push cover drain funnel

cut make

2. Unjumble the words.

sosiscrs ____________________lsbub ____________________tpciasl ____________________enfunl ____________________nteoss ____________________otlos ____________________

3. Write things a plant needs to grow.

A G

arden

in a

Bottle

All A

bou

t Meat

Fat Snak

e -T

hin

Snak

eH

arry’s G

reat Big

Bu

rpK

akad

uPolly

Perkin

s’sP

ictures

Th

e Blan

k Sh

eet ofPap

erT

hree N

aughty

Ostrich

es

Level 16

Word Count 369

Text Type Literary recount

High Frequency

Word/s Introduced

Level 16Book b

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2



Ask the children to look at thepictures. Discuss ostricheswith them. What are they?Where would they be found?Invite the children to sharetheir experiences.

Ask the children to analysethe book. How would thestory have been different if itwas called Three NaughtyElephants? How would thecharacters be different?

Cover & Title Page

Ask the children to respond to thebook. Invite the children to domore research on ostriches.Discuss with them how theauthor used features of ostrichesto portray the characters.

Discuss with the children thetitle. How has the illustratorportrayed the ostriches? Howwould the illustration havebeen different if the title was Three Nice Ostriches?

A G

arden

in a

Bottle

All A

bou

t Meat

Fat Snak

e -T

hin

Snak

eH

arry’s G

reat Big

Bu

rpK

akad

uPolly

Perkin

s’sP

ictures

Th

e Blan

k Sh

eet ofPap

erT

hree N

aughty

Ostrich

es

3AFT

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ING

BE

FORE

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FTER

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Have the children analyse thetext. Discuss the characters inthe story. How have the authorand illustrator emphasised theword naughty?

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2/3

4/5Have the children look at thepictures. What do they think isgoing to happen in the story?

Invite the children to discussthe events of the story. Whathas happened so far? Discussthe order of events and howthese are important.

Have the children discuss thereaction of the girl when she sawthe ostriches. Ask them if they haveseen animals that have escapedfrom farms. What did they do?

Discuss with the children whatadjectives are and how they areused to make stories moreinteresting. Help the childrenlocate adjectives in the story.

Tell the children that they arereading a literary recount.Explain that they will find thestory will be a series of eventsin chronological order.

Explain to the children thathyphens are used in writing tojoin words to show they have acombined meaning. Have themsearch for a hyphen on p.3.Discuss the meaning.

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Discuss with the children thatpictures give us clues to what ishappening in the story. What dothey think is happening?

Ask the children to comment onany difficulties they had readingthe text so far. What did they do tosort out their reading problems?

Discuss with the children that punctuationhelps make stories readable. Punctuation tellsus when to stop, start and use expression. Lookat the punctuation on p.6 and discuss its use.

Ask the children how thepunctuation on p.6 affectedtheir reading. Would theyhave read the storydifferently if it wasn’t there?

Ask the children to discuss theostriches’ reaction to the peoplechasing them. Have the childrenpredict the next event in the story.

Discuss with the children the storyso far. If they were observing thisevent from the roadside, how wouldthey react? Would they join in?Have them justify their answers.

A G

arden

in a

Bottle

All A

bou

t Meat

Fat Snak

e -T

hin

Snak

eH

arry’s G

reat Big

Bu

rpK

akad

uPolly

Perkin

s’sP

ictures

Th

e Blan

k Sh

eet ofPap

erT

hree N

aughty

Ostrich

es

5

10/11

12/13

AFT

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FORE

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FTER

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Discuss with the childrenwhat happened on p.10.Why did the police officerstop the ostriches?

Discuss with the children the use of onomatopoeia in the story.Explain that these words form asound. Can they think of otherexamples of onomatopoeia?

Have the children analyse the text sofar. How do the actions of the policeofficer in the story compare with whatyou know about the police? What rolesdo they play in your community?

Ask the children if they have everdisobeyed an instruction. Whatwere the consequences? Discussthe consequences of their actions.

Have the children scan the pagefor punctuation and hyphens.Discuss their use on p.12.

Discuss with the children how thepolice officer caught the ostriches.What problems would they havecatching ostriches in real life?

Ask the children if they canpredict whether everybodywill stop because the policeofficer is there.

6

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G 14/15Ask the children to look at the picture.What is happening in the picture? Whatdo they think will happen to the ostriches?Have them justify their answers.

Explain to the children that aliterary recount often ends witha conclusion. Have them look atthe picture and discuss whattheir conclusion might be.

Remind the children that theirreading needs to make senseand sound right. Remind themthat punctuation helps theirreading make sense.

Have the children analyse the text.Discuss how the author placed thenaughty ostriches in the police car.How would the story have beendifferent if they were nice ostriches?

Discuss the speech marks onp.14. Who is talking? How dothey know who is talking? Whatpart of the text tells them this?

Have the children look back atthe events of the story. Discusseach major event of the story inchronological order.

1. Use numbers to place each event in chronological order. The first one is done for you.1 The three naughty ostriches escaped from the farm.

A boy chased the girl and the ostriches. The naughty ostriches were taken back to the farm in the police car.A girl chased the ostriches on her skates. Farmer Brown chased the boy, girl and ostriches on his tractor.The police officer caught the ostriches. The truck driver chased the farmer, the boy, the girl and the ostriches.

2. In a story an action often causes a reaction. Think of three actions causing reactions in the story. The first one is done for you.Action ReactionA girl chased the ostriches. The ostriches ran faster.____________________ ________________________________________ ________________________________________ ____________________

16 b Three Naughty OstrichesName __________________


1. Think of an onomatopoeia for each sentence.

1 We sat on the balloon and it went POP!2 The birds singing sweetly in the trees went ______.3 The soup boiling on the stove went __________.4 The bacon went _______ in the frying pan.5 The cow in the paddock went __________.6 The plates fell on the floor and went ______.7 The rain on the roof went _____________.

2. The sentences below need punctuation. Add the correct punctuation to the sentences.

1 what is the time2 sam went to the shop to buy some bread3 a girl is chasing us said the smallest ostrich4 john and kim went surfing at the beach5 stop yelled the police officer

16 b Three Naughty OstrichesName __________________


A G

arden

ina B

ottleA

ll Ab

out M

eatFat Sn

ake –

Th

in Sn

ake

Harry

’s Great

Big

Bu

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akad

uPolly

Perkin

s’P

ictures

Th

e Blan

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eet of P

aper

Th

ree Naug

htyO

striches

Level 16

Word Count 364

Text Type Information report

High Frequency sometimes

Word/s Introduced

Level 16Book c

BEFO

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This symbol relates to analysis(text analyser)


2



Cover & Title Page

Ask the children to use thecontents page to predictwhat information will becovered in this book. Discuss the pronunciationof the Aboriginal words.

Invite the children to analyse thetext in terms of their own weather.What is the same/different? Is theweather where they live cyclical?

Ask the children to respond to the book.What did they learn about Kakadu? Didthey realize that the weather in Kakadu is cyclical?

Ask the children to look at thecover photo and suggest whatKakadu is and where in Australiait might be. Invite any childrenwho have been to Kakadu toshare their experiences.

A G

arden

in

a Bottle

All A

bou

t Meat

Fat Snak

e –T

hin

Snak

eH

arry’s G

reat B

ig B

urp

Kak

adu

Polly Perk

ins’

Pictu

resT

he B

lank

Sheet

of Pap

erT

hree N

aughty

Ostrich

es

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4/5

Ask the children to suggest how the text on page 2 set up the rest of the book. Have them reread thesentences starting with sometimesto help with their answers.

Ask the children to scan page 4for compound words. Have themread waterholes and lowlandsand say the two words thatmake up the compound word.

List the months from the contents page onthe board. Discuss with the children theclimate in the area where they live duringthose months. Record the weather. Discussthe photo. Ask the children if they can identifythe ethnic group of the people in the photo.

Ask the children to locatesome compound words onpages 2 and 3. Explain thatlooking for the two words inthe compound word will helpthem with their reading.

Discuss why the children think that theAboriginal people would have different namesfor the different times of the year. What namescould the children suggest for when it is verywet? What could they call it when it is very dry?

Encourage the children to use thefeatures of the book on this page toassist with their reading. Discuss thecalendar along the bottom. Remindthem also that they can get extrainformation from reading the captions.

Ask the children why crocodiles and fishcan move about when the rain is veryheavy. Which birds make nests on the dry land? Why do they make nests now?

Discuss with the children howknowing the two little words inwaterholes and lowlands helpedthem understand the text.

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Ask the children to scan the pagesto identify the compound words inthe text and in the caption.

Ask the children the meaning of the wordsbillabong and wetlands. What is the same/different about billabongs and wetlands?

Ask the children to analyse what they have read so far and say what animals are still in Kakadu in April and May.

Discuss with the children why there are stillbig thunderstorms in March. What kind ofweather produces thunderstorms? Why dothe children think that the people who live inKakadu call them knock ’em down storms?


Invite the children to read the headingon this page and predict what the pageis about. Have them use the photo andthe caption to hypothesize about theweather in March.

Ask the children to refer to the calendar andthe title to suggest the time of year. Havethem read the caption and suggest why fishmight eat a lot at this time of year.

A G

arden

in

a Bottle

All A

bou

t Meat

Fat Snak

e –T

hin

Snak

eH

arry’s G

reat B

ig B

urp

Kak

adu

Polly Perk

ins’

Pictu

resT

he B

lank

Sheet

of Pap

erT

hree N

aughty

Ostrich

es

5

10/11

12/13

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Ask the children to look at thephoto and suggest what ishappening. Do they know the nameof this animal? What is it doing?

Discuss sea turtles in more depth. Do thechildren know where else in the world seaturtles can be found? Do they know howmany eggs they lay? Do they know howmany baby turtles survive?

Have the children read the calendar,the heading, and the caption. Ask themwhy they think birds come to Kakadunear the end of the dry season.

Ask the children to discuss the weather atKakadu in August and September. How isit the same/different from their weather?

6

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Ask the children what they thinkfruit bats eat. Why do they sleepin paperbark trees? Where dobats usually sleep?

Ask the children to find thecompound words on pages 14and 15.

Refer to the chart of the weather wherethe children live. Make comparisonswith Kakadu. Write the similarities anddifferences on a comparison chart.

Ask the children what they think the weather will be like atthe end of the year. Have themjustify what they say.

Ask the children to read the indexentries. Discuss any words that they donot know the meaning of. Have themuse the smaller words in compoundwords to help with their understanding.

Ask the children to read the indexentries again. Have them go back to therelevant pages then find and reread thesentence in which the word occurs.

Discuss with the children how they can usethe information in this text. What can theynow tell people about Kakadu? Can theycompare Kakadu with their own environment?

Remind the children that theirreading needs to make sense,sound right, and look right. Remind them to use the little wordsin compound words to help them.

16 c Kakadu Name

1. Answer the following with a Yes or No.Kakadu is a billabong. It rains all year round at Kakadu. Crocodiles and fish move about in the wet season. There are thunderstorms in Kakadu in March,November, and December. Plants grow when there is not much rain.

2. Write the names of four animals you can

find at Kakadu.

3. Draw the

biggest animal

you can think of.


16 c Kakadu Name

1. Finish the words to make compound words.

some_______thunder________water_________low__________grass___________wet_________paper________

2. Write three sentences using as many of these

compound words as possible.


A G

arden

in a

Bottle

All A

bou

t Meat

Fat Snak

e -T

hin

Snak

eH

arry’s G

reat Big

Bu

rpK

akad

uPolly

Perkin

s’sP

ictures

Th

e Blan

k Sh

eet ofPap

erT

hree N

aughty

Ostrich

es

Level 16Book d

Level 16

Word Count 379

Text Type Narrative

High Frequency ever, about

Word/s Introduced

BEFO

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2

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 anddiscussions 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.


Have the children look at thecover and title. Predict whatthe story is about. Explain thatthey are reading a fiction text.What is the difference betweenfiction and nonfiction?

Discuss with the childrentheir reading strategies. Whatdo they do when they comeacross an unknown word?Encourage the children to usea range of strategies.

Have the children analyse thetext. Have them compare theirpersonal experiences in writingwith the characters in the story.

Cover & Title Page

Ask the children to respond to the text.Do you think that the author chose agood title? Have them justify theiranswers. Can they suggest better titles?

A G

arden

in a

Bottle

All A

bou

t Meat

Fat Snak

e -T

hin

Snak

eH

arry’s G

reat Big

Bu

rpK

akad

uPolly

Perkin

s’sP

ictures

Th

e Blan

k Sh

eet ofPap

erT

hree N

aughty

Ostrich

es

3AFT

ER R

EAD

ING

BE

FORE

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DIN

GA

FTER

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4/5Ask the children what they dobefore they begin writing astory. What strategies do theyuse to come up with ideas?

Ask the children to locate thecompound word on p.4. Explainthat they are looking for the twowords in the compound word thatwill help them with their reading.

Explain to the children thatbrainstorming before writingcan help get their ideas ontopaper. This can make theirwriting easier.

Explain to the children that they arereading a narrative. Explain that anarrative always has a problem. Asthey read the story, ask them to thinkwhat the problem might be.

Have the children focus onthe word writing. Discussthe silent w. Have thechildren brainstorm otherwords that have a silent w.

Explain to the children that in this narrativethe characters, setting and problem areintroduced on p.2. Who are the maincharacters? Where is the story set? What isthe problem in the story?

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Ask the children to look at theillustrations. What is happening?Describe how the characterslook and might be feeling.

Ask the children to locate wordswith a silent w. Write them onthe board. Discuss the meaningof each word.

Have the children discuss Joseph’sproblem. Discuss the feeling of having ablank memory? Have they been in asituation where they had a blank memory?

Ask the children to think abouttheir best ever story. What madeit the best ever story? Do theyalways think about writing theirbest ever story?


Discuss with the children theauthor’s use of the words best-everstory. How do the words influencethe characters in the story?

A G

arden

in a

Bottle

All A

bou

t Meat

Fat Snak

e -T

hin

Snak

eH

arry’s G

reat Big

Bu

rpK

akad

uPolly

Perkin

s’sP

ictures

Th

e Blan

k Sh

eet ofPap

erT

hree N

aughty

Ostrich

es

5

10/11

12/13

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Invite the children to look at theillustration. What is happeningin the picture?

Discuss with the children thefeeling of pressure. What does itmean? How much pressuremust Joseph be feeling?

Have the children scan the text forwords that begin with w. Discuss withthe children how they represent the pastand present tense. Write these words onthe board and discuss their meaning.

Have the children analyse the story.Discuss how Joseph wrote the storyfrom the perspective of the paper.Do they think it is a clever story?

Have the children re-read and analysethe last paragraph. From the clues inthe last paragraph, have them predictwhat Joseph might write about.

6

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G 14/15Ask the children if they haveever read a story to an audience.How did they feel when theyread the story aloud?

Explain to the children what a command is.Have them scan the text for commandsthat the teacher has given. How did theydecide what were commands?

Have the children look at theillustrations. What is happening? Howdo you think Joseph feels about hisstory? How do his classmates feel?

Remind the children that theirreading needs to make sense.Explain to them that words shouldsound right and look right.

Ask the children to describethe teacher’s response toJoseph’s story. Why was itthe best ever story?

Invite the children to analyse thetext. Compare Joseph’s thoughtsand feelings about writing at thebeginning of the story and at theend.

16 d The Blank Sheet of Paper Name __________________

1. Answer the following questions.What are some of Joseph’s hobbies?

Why does Joseph not like writing?

How did Joseph feel when the rest of the class was writing?

Was Joseph happy with his story?

List some strategies that can help you start your writing.

2. Illustrate Joseph’s story The Blank Sheet of Paper.


16 d The Blank Sheet of Paper Name __________________

1. Complete the table. The first one is done for you.

ED ING

walk walked walking

talk

sail

play

blink

wink

2. Write three sentences using some of the words listed

above.


A G

arden

in a

Bottle

All A

bou

t Meat

Fat Snak

e -T

hin

Snak

eH

arry’s G

reat Big

Bu

rpK

akad

uPolly

Perkin

s’sP

ictures

Th

e Blan

k Sh

eet ofPap

erT

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aughty

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Level 16Book e

Level 16

Word Count 364


High Frequency

Word/s Introduced

BEFO

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EAD

ING

A

FTER

REA

DIN

G





2



Cover & Title Page

Explain to the children that they aregoing to be reading a literary recount.Explain how a literary recount has aseries of events that are inchronological order. Discusschronological order with the children.

Ask the children to respond to the book. Fromreading the text, do they think the author could haveused a different title? Invite the children to suggestother titles. Have them justify their answers.

Invite the children toread the title and lookat the cover illustration.Using these clues,invite them to predictwhat the story is about.

A G

arden

in a

Bottle

All A

bou

t Meat

Fat Snak

e -T

hin

Snak

eH

arry’s G

reat Big

Bu

rpK

akad

uPolly

Perkin

s’sP

ictures

Th

e Blan

k Sh

eet ofPap

erT

hree N

aughty

Ostrich

es

3AFT

ER R

EAD

ING

BE

FORE

REA

DIN

GA

FTER

REA

DIN

G

Discuss with the children thehabitat of the snake in the story.Compare its habitat to a snake thatmight live in the bush or in water.How are they the same/different?

BEFO

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ING

2/3

4/5Invite the children to look at thepicture. What is happening?Ask them to predict what couldhappen in the story.

Discuss with the childrenwhat is happening to thesnake. What will happen ifhe continues to eat?

Discuss with the children theirown personal experiences withsnakes. Have they seen one ortouched one? What did it looklike? Where do snakes live?

Discuss with children the use ofadjectives in a story. Explain thatthe adjective base word canhave an ending added forcomparison. Write fat, fatter, andfattest on the board and discuss.

Explain to the children that theword kept is a verb. Discuss howthe tense of a sentence will alwaysdepend on the verb form used.Locate the word kept on p.4 anddiscuss its use.

Discuss with the children theadvice Dingo gave Snake. DidSnake listen to Dingo’s advice?Invite the children to share anyexperiences where they weregiven advice. Did they use it?

AFT

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4

8/9

6/7BE

FORE

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Invite the children to look at theillustrations. What has happened to Snake?How is he going to get out of the hole?

Explain to the children thatexclamation marks are often usedat the end of a word or sentenceto show a command or at the endof an exclamation. Write someexamples on the board.

Have the children take a morein-depth look at the characterof Snake. What is he like? Howwould they describe him?

Explain to the children that as they readthey will come across the word keep.As they read the sentence have themthink about the tense the word is in.

Invite the children to analyse thetext on p.6. After discussing thecharacter of Snake, how would theycompare him to the Dingo? Howare they the same/different?

Invite the children to come upwith some solutions to Snake’sproblems. How would they getSnake out of the hole?

A G

arden

in a

Bottle

All A

bou

t Meat

Fat Snak

e -T

hin

Snak

eH

arry’s G

reat Big

Bu

rpK

akad

uPolly

Perkin

s’sP

ictures

Th

e Blan

k Sh

eet ofPap

erT

hree N

aughty

Ostrich

es

5

10/11

12/13

AFT

ER R

EAD

ING

BE

FORE

REA

DIN

GA

FTER

REA

DIN

G

BEFO

RE R

EAD

ING

Invite the children to look at thepictures. What is Dingo doing?What will happen to Snake?

Have the children look for otherverbs on p.10. Write them on theboard. With the children, discussthe base word and add anending to the word.

Invite the children to look at the picture.Who did Dingo get to help him? Whatcan they tell us about these animals?Ask the children to share theirexperiences with these animals.

Discuss with the children theevents on p.10. Why does Dingohave to get the others? Who mightthe others be? What would happento Snake if he could not get out ?

Invite the children to share their ownexperiences of being stuck somewhere.How did they get stuck? How did theyfeel? What did they do to get out?

6

AFT

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EAD

ING

BEFO

RE R

EAD

ING 16

AFT

ER R

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ING

BE

FORE

REA

DIN

G 14/15Have the children look at thepicture. How might Snake befeeling right now? How would theyfeel if they were in that situation?

Invite the children to look at thefinal illustration. Explain that aliterary recount often ends witha conclusion. How do they thinkthe story will conclude?

Remind the children that theirreading needs to make sense,look right and sound right.

Ask the children to analyse the story.Discuss how the traits of Snakeimpacted on the conclusion of thestory. Would the story have endeddifferently if Snake wasn’t greedy?Have them explain their answers.

Discuss with the children thesequence of events leading up tothe conclusion. Relate the events ofthe story and the title of the story.Do they think it is a story? Havethem justify their answers.

Discuss with the children whypulled is repeated. Whatdifference does the repetitionmake to the story?

Ask the children to look back at thetitle of the story. Using theinformation from p.14 have thempredict what will happen to Snake.

1. Use numbers to place the sentences in chronologicalorder. The first one is done for you.1 Snake was short and fat. He liked to eat.

He got fatter and fatter.Snake ate all the food. He went to get a drink butcouldn’t get out of his hole. He was too fat.Dingo said to Snake that if Snake didn’t stop eatinghe would be fat and won’t fit into his hole.Snake found a lot of food. He kept it for himselfand took it to his hole. Dingo came and pulled Snake. But he could not gethim out as Snake was stuck.

2. Match the items in column A to column B.A BSnake A marsupial with a large tail that travels

by leaping on its back legs.Dingo A small marsupial that is like a

small kangaroo.Kangaroo A reptile with a long, slender body.Wallaby An Australian dog with a

sandy coloured coat.

16 e Fat Snake – Thin SnakeName __________________


16 e Fat Snake – Thin SnakeName __________________


1. Complete the table. Use the words to help with spelling.

fat fatter fattestsmall _________ smallestbig bigger _________round _________ roundestlonger _________ longestlight _________ lightestdark darker _________bright _________ brightest

2. Select the words from the word bank to help make thesentence correct.

Word bank

keep keeping kept

1. The butcher ________ his knives sharp.

2. If you ________ eating you will get big.

3. Are you__________ fit and strong for soccer?

4. If you __________getting wet in the puddle you will get

a cold.

A G

arden

in a

Bottle

All A

bou

t Meat

Fat Snak

e -T

hin

Snak

eH

arry’s G

reat Big

Bu

rpK

akad

uPolly

Perkin

s’sP

ictures

Th

e Blan

k Sh

eet ofPap

erT

hree N

aughty

Ostrich

es

Level 16Book f

Level 16

Word Count 361


High Frequency

Word/s Introduced

BEFO

RE R

EAD

ING

A

FTER

REA

DIN

G





2



Discuss with the childrenthe title of the story and theillustration. Using theseclues, predict what mighthappen in the stories.

Discuss with the childrensome of the reading strategiesthey use when they comeacross unknown words. Writedown these strategies.Remind them to check howthe word looks and sounds.

Cover & Title Page

Have the children analyse the story. Discussembarrassing moments. Compare the feelingsof Harry to their own personal experiences.How are they the same/different?

Ask the children to respond to thebook. Could the story have had abetter title? Could they havesuggested a different ending?

A G

arden

in a

Bottle

All A

bou

t Meat

Fat Snak

e -T

hin

Snak

eH

arry’s G

reat Big

Bu

rpK

akad

uPolly

Perkin

s’sP

ictures

Th

e Blan

k Sh

eet ofPap

erT

hree N

aughty

Ostrich

es

3AFT

ER R

EAD

ING

BE

FORE

REA

DIN

GA

FTER

REA

DIN

G

Explain to the children that they aregoing to read a literary recount. Explainthat a literary recount has a series ofevents that are in chronological order.What does chronological mean?

Revise contractions with thechildren. Explain that they aretwo words combined together ina shorter form. As they read askthem to locate contractions.

BEFO

RE R

EAD

ING

2/3

4/5 Have the children look atthe picture. What ishappening? What is theproblem in the picture?

Explain to the children that often smallwords within words can help us readunknown words. Write the words friendand singer on the board. What are someof the small words in these?

Discuss with the children Harry’seating habits. Relate these to theirown eating habits. How do they reactwhen they eat food they don’t like?

Invite the children to discuss anywords they do not know. Werethey able to find any small wordswithin words to help them?

Discuss with the children thecharacters in the story. What canthey tell us about Harry? How doesthe author introduce the characters?

AFT

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BEFO

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AFT

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4

8/9

6/7BE

FORE

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DIN

G

Invite the children to look atthe pictures. What did the busdriver think had happened?Why are the children laughing?

Ask the children to commenton any difficulties they hadreading the text so far. Whatdid they do to sort out theirreading problems?

Invite the children to look atthe illustrations. Ask themto look at the pictures andguess what is happening.

Invite the children to analyse the text. Howdo you think Harry felt when he burped?Compare his experience to embarrassingmoments of their own. What feeling wouldbe the same/different?

Discuss with the children the events inthe story so far. Discuss how the storyhas taken place within a day. Havethem predict what might come next.

Discuss with the children onomatopoeia.Explain how onomatopoeia is theformation of a word from a sound. Havethem find some on the page. How does itinfluence the story?

A G

arden

in a

Bottle

All A

bou

t Meat

Fat Snak

e -T

hin

Snak

eH

arry’s G

reat Big

Bu

rpK

akad

uPolly

Perkin

s’sP

ictures

Th

e Blan

k Sh

eet ofPap

erT

hree N

aughty

Ostrich

es

5

10/11

12/13

AFT

ER R

EAD

ING

BE

FORE

REA

DIN

GA

FTER

REA

DIN

G

BEFO

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EAD

ING

Invite the children to look at thepicture. What is happening?

Invite the children tolook at the picture.What was the reactionto Harry burping?

Explain to the children that speechmarks tell us when someone is talking.Explain that they also tell us when touse expression in the book. Encouragethe children to do this as they read.

Discuss with the children theuse of onomatopoeia. Invitethem to suggest other words toreplace the onomatopoeia.

Explain to the children that often in astory actions cause reactions. Discussthe events on the bus. Have them predictwhat might happen next.

Discuss with the children the eventsof the story so far. What do they thinkwill happen next? How do they thinkHarry is feeling?

6

AFT

ER R

EAD

ING

BEFO

RE R

EAD

ING 16

AFT

ER R

EAD

ING

BE

FORE

REA

DIN

G 14/15Ask the children to locate some compoundwords on p.14. Explain that looking for thetwo words in the compound word will helpthem with their reading.

Invite the children to analyse p.14 and 15.How has the illustrator portrayed thefeelings of Harry and the other children?How are the other children feeling nowcompared to when they were on the bus?

Explain to the children that a literaryrecount often finishes with aconclusion. Using the picture, havethem predict how the story might end.

Remind the children that theirreading needs to make sense andsound right. Remind them to usethe little words in compoundwords to help them.

Invite the children to analyse the text.Compare how Harry felt when heburped on the bus to how he felt afterhe burped in the library. How were hisfeelings the same/different?

Discuss with the children theend of the story. Discuss thesequence of events. What timeof day did the story end?

Discuss with the children the reaction of thelibrarian. Why did she call the firefightersand police officers? What is the usualprocedure when there is an earthquake?

16 f Harry’s Great Big BurpName __________________

1. Use numbers to place the sentences in chronologicalorder. The first one is done for you.1. Harry ate lots of foods he didn’t like. One day he ate prunes.

Harry went to the library. His tummy started to rumble and outcame a burp.

The bus driver stopped the bus and went out to look at themotor.

The walls in the library shook and shook. The books fell ontothe floor.

Harry sat on the bus with his friend Amy. His tummy started torumble and out came a burp.

The librarian called the firefighters and the police officers. Therewas no earthquake.

Harry ran all the way home. He told his mum he would not eatprunes again.

2. Draw a picture of Harry burping in the library.


16 f Harry’s Great Big BurpName __________________

1. Expand these contractions.

didn’t did not

I’ll

don’t

won’t

wouldn’t

shouldn’t

I’ve

haven’t

2. Write three sentences using as many of these com-

pound words as possible.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


A G

arden

in a

Bottle

All A

bou

t Meat

Fat Snak

e -T

hin

Snak

eH

arry’s G

reat Big

Bu

rpK

akad

uPolly

Perkin

s’sP

ictures

Th

e Blan

k Sh

eet ofPap

erT

hree N

aughty

Ostrich

es

Level 16Book g

Level 16

Word Count 377

Text Type Narrative

High Frequency them, took, us

word/s Introduced

BEFO

RE R

EAD

ING

A

FTER

REA

DIN

G





2



Ask the children to look atthe pictures. Explain thatthey are reading a fictionstory. What is thedifference between fictionand non-fiction text?

Have the children look at the titleof the story. What can they tellyou about it? Explain thatalliteration is the use of the sameletter or sound at the beginningof words closely connected.

Cover & Title Page

Have the children respond to thebook. Could they think of a bettertitle for the story? Justify why theymight change the title to the story.

A G

arden

in a

Bottle

All A

bou

t Meat

Fat Snak

e -T

hin

Snak

eH

arry’s G

reat Big

Bu

rpK

akad

uPolly

Perkin

s’sP

ictures

Th

e Blan

k Sh

eet ofPap

erT

hree N

aughty

Ostrich

es

3AFT

ER R

EAD

ING

BE

FORE

REA

DIN

GA

FTER

REA

DIN

G

Have the children look at the pictures.What do they think is happening? Havethem predict what will happen. Discusstheir answers.

BEFO

RE R

EAD

ING

2/3

4/5 Discuss with the children whatthey think Polly will do to solveher problem. Have them usethe illustrations to help themwith their answers.

Discuss with the children the use ofspeech marks. Explain that they showwho is speaking and often tell uswhen to use expression. Encouragethe children to use expression whenthey read.

Discuss with the childrenwhere Polly might take herpictures in town. Whatplaces sell pictures?

Have the children locateany alliteration on thepage. Discuss the use ofthe words in the sentences.

Discuss with the childrenthe use of alliteration on p.2.Have them locate it. Discusstheir thoughts about the useof these words.

Explain to the children that they arereading a narrative. The first pageoften introduces the character,setting and a problem. Discussthese things with the children.

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Invite the children to use theillustrations to find out what typeof shop Polly went to next. Do theythink Polly will sell her pictures?Have them justify their answers.


Have the children look at the pictures.Where did Polly go first with herpictures? Was it the best place to go?

Have the children locate thealliteration on p.6. Is there a themein the book so far? What is it?

Discuss with the children whathappened. Why would Artie notbuy the pictures? What shouldPolly do now?

Discuss with the children why Sallydidn’t buy the pictures. What typeof shop does Sally have?

A G

arden

in a

Bottle

All A

bou

t Meat

Fat Snak

e -T

hin

Snak

eH

arry’s G

reat Big

Bu

rpK

akad

uPolly

Perkin

s’sP

ictures

Th

e Blan

k Sh

eet ofPap

erT

hree N

aughty

Ostrich

es

5

10/11

12/13

AFT

ER R

EAD

ING

BE

FORE

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DIN

GA

FTER

REA

DIN

G

BEFO

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ING

Remind the children about the useof punctuation in stories. What isthe purpose of punctuation? Howdoes it help us with our reading?

Have the children look at the pictures.Have them predict what they think mighthappen. Have them justify their answers.

Discuss with the children whatkind of things are sold in a craftshop. How will this affect Pollywho is trying to sell pictures?

Have the children analyse the text sofar. How do they think the maincharacter might be feeling? Have themthink of similar experiences of their own.

Have the children locatealliteration on p.12. Discuss theuse of it in the sentences.

Discuss with the children whathas happened in the story. Whatdo they think Polly will do next?

6

AFT

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EAD

ING

BEFO

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ING 16

AFT

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FORE

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DIN

G 14/15Have the children look at thepictures. What do they think Pollyis doing with her pictures? Askthem to predict what will happen.

Have the children look at theillustration. What happenedto the pictures? How do theythink Polly is feeling?

Remind the children that their readingneeds to make sense and sound right.Remind them to use punctuation toindicate when to stop and start, and useexpression in their reading.

Discuss with the children what hashappened so far. Where is Polly goingwith her pictures? Can they suggestother things to do with the pictures?

Have the children analyse the text.How did Polly’s feelings change fromthe start, middle and end of the story?How were her feelingssimilar/different throughout the book.

Invite the children to discuss the solutionto Polly’s problem. Explain that narrativesusually finish with a solution to theproblem. Can they suggest other ways thestory could end?

16 g Polly Perkins’s PicturesName __________________

1. Answer the following with a Yes or No.

Polly Perkins likes painting pictures.______

Polly took her pictures to the country fair to sell them._____

Artie owns a sports shop.______

Artie had too many pictures in his shop._______

Sally Stitchery owns a sewing shop._______

Crafty Carl didn’t like Polly’s pictures.______

Polly took her pictures home and threw them in the bin.____

2. Use three words to describe how Polly was feeling about

her paintings at the start, middle and end of the story.

Start: 1.___________ 2.___________ 3.___________

Middle: 1.___________ 2.___________ 3.___________

End: 1.___________ 2.___________ 3.___________


16 g Polly Perkins’s PicturesName __________________

1. Complete these sentences using alliteration.

1. The big brown bear_______________________

2. Claire the clean cat_____________________

3. Speedy Sam screamed as he________________

4. The mighty mouse ___________________

5. The fast flying machine__________________

2. Write a short story containing alliteration. Remember to place punctuation in your story.


A G

arden

in a

Bottle

All A

bou

t Meat

Fat Snak

e -T

hin

Snak

eH

arry’s G

reat Big

Bu

rpK

akad

uPolly

Perkin

s’sP

ictures

Th

e Blan

k Sh

eet ofPap

erT

hree N

aughty

Ostrich

es

Level 16Book h

Level 16

Word Count 364

Text Type Explanation

High Frequency

Word/s Introduced

BEFO

RE R

EAD

ING

A

FTER

REA

DIN

G





2



Ask the children to look at thecover photo and suggest whatthe story is about. Discuss withthe children their experienceswith meat. Do they like meat?

Ask the children to use thecontents page to predictwhat information will becovered in this book.

Invite the children to analysethe text. Have them comparefish to red meat. How arethey the same/different?

Cover & Title Page

A G

arden

in a

Bottle

All A

bou

t Meat

Fat Snak

e -T

hin

Snak

eH

arry’s G

reat Big

Bu

rpK

akad

uPolly

Perkin

s’sP

ictures

Th

e Blan

k Sh

eet ofPap

erT

hree N

aughty

Ostrich

es

3AFT

ER R

EAD

ING

BE

FORE

REA

DIN

GA

FTER

REA

DIN

G

Explain to the children thatthey are reading a nonfictionexplanation. An explanationtells them about a topic.

Have the children explain theirstrategies for attacking unknownwords. Explain that sometimesthey can locate small wordswithin words to help them read.

BEFO

RE R

EAD

ING

2/3

4/5Discuss with the children how theauthor has used specialised wordsrelating to the topic. Have the childrenscan the page for specialised words anddiscuss the meaning of these words.

Encourage the children to use thefeatures of the book to assist withreading. Discuss p.5 with them.How do you read the table?

Discuss with the children the types ofmeat in the text. Which meats do theyeat? How do they eat their meat?Write a list of meats on the board.

Ask the children to look atthe list of meats they eat.Which animals does theirmeat come from?

AFT

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4

8/9

6/7BE

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Have the children read theheading and photo. What dothey know about butchers?What do they think will beexplained on this page?

Ask the children to commenton any difficulties they hadreading the text so far. Whatdid they do to sort out theirreading problems?

Ask the children if they haveever been on a farm. Discusswith them what they know aboutfarms and farm animals.

Discuss with the children whyfarmers fatten their animals. Whatwould happen if they did not? Whyis it important to put thecarcasses into refrigerators?

Explain to the children thatcaptions often give us moreinformation. Discuss the text inthe captions on p.8 and 9.

Analyse the author’s use of thewords. Draw attention to thesimile. Explain that similescompare two objects. The wordsas or like are used in similes.

A G

arden

in a

Bottle

All A

bou

t Meat

Fat Snak

e -T

hin

Snak

eH

arry’s G

reat Big

Bu

rpK

akad

uPolly

Perkin

s’sP

ictures

Th

e Blan

k Sh

eet ofPap

erT

hree N

aughty

Ostrich

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5

10/11

12/13

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FTER

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BEFO

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Have the children look at thephoto. What information dothey think they will find outon this page?

Have the children look at thespecial tools a butcher uses.Why are they important to abutcher? Compare a butcher’stools to a carpenter’s or chef’s.

Have the children look at thedifferent parts of the meatcarcasses. Discuss how they mightcook the different pieces of meat.

Ask the children whybutchers put carcasses onhooks. What is fat? Whydoes the butcher cut if off?

Have the children scan the pagefor specialised words. Havethem look for small words withinwords to help with their reading.

Ask the children to find the wordpieces. Have them say the word andtalk about the sounds they hear inthe word. Discuss the meaning inthe context of the sentence.

Write the word knives on theboard. Discuss with childrenwhat the singular word wouldbe. Write knife under knives.Discuss the difference.

6

AFT

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BEFO

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ING 16

AFT

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FORE

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DIN

G 14/15Have the children look at thephotos. What do they think theywill find out on this page?

Have the children look at thephoto of the butcher. Discusswith the children the purpose oflabels. How do labels help themwhen they read?

Ask the children to read theindex entries. Discuss anywords that they might notknow the meaning of.

Discuss with the children thebutchers’ cleavers and saws. Howare they the same/different tonormal kitchen knives? Why arethey important for butchers?

Discuss with the children howthey can use the information inthis text. What can they nowtell people about meat?

Ask the children to read the indexentries again. Have them go backto the relevant pages then find andreread the sentence in which theword occurs.

Remind the children that theirreading needs to make sense.Encourage them to check that itsounds right.

1. Answer the following questions.

Where does meat come from? __________________

Why does meat need to be put into a refrigerator?____________________________________________

Where do the animals get killed? ________________

How does the meat get to the shop? ____________

What does a butcher do? ____________________

Why does a butcher need special tools? ____________________________________________

2. Complete the table. Fill in the missing parts.

Animal Type of meatcattle ______________________ porksheep _____________fowls _____________

3. Draw pictures of a butcher’s specialised tools. Label your pictures.

16 h All About Meat Name __________________


1. Discuss and write down the meaning of the

following words.

carcass ______________________________________refrigerators __________________________________steaks________________________________________butcher’s block ________________________________aprons ______________________________________hooks ________________________________________

2. Use the specialised words to write three sentences

about meat.

16 h All About Meat Name __________________


Level 16 A Garden in a Book a All About Meat Thin Snake€¦ · Burp Kakadu Polly Perkins’s...

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Transcript of Level 16 A Garden in a Book a All About Meat Thin Snake€¦ · Burp Kakadu Polly Perkins’s...