SS Teacher Guide MEA single A4 GREEN

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1Springboard Sprints ©

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

Dad’s Day Off1 Why did Dad take a day off?

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2 Why does Dad tell Mum she is wonderful even though she made a mess?

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3 How would the family have coped if Dad had been sick for a whole week?

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4 How well do you know Mum and Dad? Read the sentences and write T or F.

T or F

Dad is a lawyer.

Mum is bad at cooking.

Dad helps with homework.

Mum works in an office.

Dad breaks lots of dishes.

Mum took Rocco and Amy to the park.

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Zoo Goo1 Alliteration: Alliteration is when words start with the same sound. Circle the

chapter headings below that use alliteration.

Trunk Trouble A Tall Tale Playful Python

Hissy Kissy Monkey Madness The Chase Is On

2 More Alliteration: Complete these imaginary chapter headings for Zoo Goo with words that use alliteration.

Ticklish Bumbling Flapping Kicking Dear Pong

Four ____________ Flamingos Oh ____________ Deer!

Penguin ____________ ____________ Kangaroos

Ten ____________ Tigers! Big ____________ Bears!

3 Recounting Events: Starting with the elephants, write in your own words what each animal did to get zoo goo on Mitch.

Animal How did it get zoo goo on Mitch?

Elephant____________________________________________________

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Giraffe____________________________________________________

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Snake____________________________________________________

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Monkey____________________________________________________

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King Pong1 Who are the members of the king’s family?

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2 Why does the peg on the queen’s nose make her voice sound strange?

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3 What might the people in the castle have eaten after the vegetables in the royal garden died?

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4 Make sentences by drawing lines to connect these causes and effects from King Pong.

The king had hay fever, so he was able to smell his shoes.

The castle smelled bad, so he could not smell his shoes.

The queen banned flowers from the castle, so

the queen brought flowers into the castle.

The king’s hay fever cleared up, so the king’s hay fever cleared up.

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King Pong1 Resolutions: Explain how these complications in the story were resolved.

Complication (problem) Resolution (how the problem was fixed)

The king is sneezing and cannot smell his own shoes.

The queen does not know why the king is sneezing.

The king is allergic to flowers.

The castle smells!

2 Rhyming Royals: The King of France fainted and the Italian prince passed out. Imagine how these events might have been written to rhyme. Think of some rhyming sentences to show how these royal people reacted to the smelly shoes.

Character Rhyming sentence

The Italian prince The Italian Prince might gulp and wince.

The King of France

The royal queen

The Princess Poppy

The Princess Daisy

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Hamsterboy The Birth of a Hero1 What is Hamsterboy’s human name?

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2 Why does Ted think Hamsterboy might be able to help him with his healthy lunch?

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3 What kinds of superpowers do you think Hamsterboy might have?

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4 Put these events from the story in the correct order on the time line.

Time Line

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Harry helps Ted.

Sid bites Harry.

Harry starts to feel strange.

Harry gets a birthday present.

Harry turns into a hamster.

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Storm’s Bright Idea1 Setting: How are your house and school different to Storm’s?

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2 Picture Cues: Look at the objects in Storm’s house and school. Describe what these future objects are like.

Objects What are they like?

Storm’s desk

The garden

Clothing

Furniture

Buildings outside school window

School uniforms

3 Vocabulary: Use your dictionary to find the meanings of these words from the story. Add any other tricky words you find and look them up, too.

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What does ––––––––––––––––– mean? –––––––––––––––––––––––––––––––––––––

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Read Me Now!1 Where does the boy take the book after he grows up?

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2 Look at page 14. What does the boy prefer to reading?

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3 How did you feel while reading this story? Did it make you want to read more?

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4 When the book’s mood changes, its colour changes, too. Complete the table by writing the colours.

The book’s mood Colour

When the book is waiting for someone to pick it up

When the book wants the boy to read it

When the boy starts reading the book

When the book is feeling lonely in the library

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Read Me Now!1 Time Line: Organize the events of the book’s life on the time line. The first two

events have been done for you.

The Book’s Life

2 The book bounces in the bag. 1 The boy finds the book and takes it home.

The boy becomes older. He takes the book to the library.

The book asks the boy to read it.

The book is borrowed from the library.

The book is being read by you!

1 The boy finds the book and takes it home.

The boy loves reading the book.

The book becomes lonely at the library.

2 Narrative: Read Me Now! is a narrative story, with three key parts. Write the orientation, complication, and resolution below.

Orientation: Where was the book at the beginning, and who found it?

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Complication: What was the main problem that the book had and how did the book solve this problem?

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Resolution: The book wants to find new readers. How does this happen?

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GreenGreenSprints

TEACHER GUIDE

Springboard

Springboard Sprints Teacher Notes

© 2012 Macmillan Education Australia

All rights reserved.

No part of this publication may be reproduced, stored in any retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise without prior permission of the copyright holder.

Published 2012 by Macmillan Education Australia Level 1, 15–19 Claremont Street, South Yarra, Victoria 3141, Australia

www.macmillan.com.au

ISBN: 978–1–4586-3792-5

INTRODUCTION

The Sprints series is designed for proficient young students reading at or above expected level, who are building their reading endurance. There are three sets: green (levels 12–19), yellow (levels 20–27),

and purple (levels 28–30), with 16 books in each set.

The books have been written to model the features of a narrative in order to help students develop their own narrative writing skills while they develop their reading skills. The Sprints notes and activities have been planned to extend students’ reading and writing by focusing on narrative structure and all the other elements included in a narrative. The notes include:

• chapter-by-chapter guided reading notes • comprehension BLMs • writing BLMs • writing prompts

There are chapter-by-chapter guided reading notes for each novel, to focus students on their reading in a guided reading context.

There is one BLM with a comprehension focus, and one BLM with an independent writing focus for each novel. Questions 1–3 on the comprehension BLM are always first a literal, then an inferential, then an evaluative question, followed by an additional activity, typically in a graphic organizer format, that helps students clarify and sort information they have read and understood from the text.

The writing BLM focuses on the lively characters and the structure, language, and text features of the books. It offers students the opportunity to really focus on aspects of the texts in detail and aids in developing students’ own writing skills.

Whether students have been exposed to Sprints in a guided reading session or through individual independent selection, the BLMs can be used to provide challenging independent work.

Extra writing prompts offer the opportunity for fun additional writing based around the themes of the books.

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Story OutlineAndy the Champion sets the scene from Andy’s home to the racetrack of the Three Hills Fun Run. Andy’s problem is caused by his desire to own a pair of Hotdogs running shoes, and he enters the event on the assumption that his parents will buy him the shoes before the big race. The complication is found in the fact that Andy has to run the race in his old shoes, with his father coaching him. The race concludes along with Andy’s wait for his new shoes. The Hotdogs running shoes are his reward for learning about commitment and tenacity.

Ensure students understand narrative structure and identify the situation, complication, and resolution throughout the text.

Guided Notes – Chapter by Chapter• Cover – Who is Andy’s running partner? What

are the runners wearing on their feet?• Chapter 1 – Hotdogs

What does Andy want, and why? What do the Hotdogs running shoes look like?

• Chapter 2 – Andy’s PlanWhat is Andy’s plan? How much is the entry fee? How much time does Andy have to train before the race? Why does Andy want to pull out of the race?

• Chapter 3 – The StartWhat gives Andy a shock? Who enters the race with him? What are they both wearing on their feet?

• Chapter 4 – The Hills How does Andy feel when he reaches the top of

the hill? How does Dad catch up to Andy? • Chapter 5 – The Finish

What is the wonderful thing Andy sees in the distance? What does Andy receive at the finish line? What did Andy learn and earn?

Writing FocusNarrative structure/Resolving problems Remind students that narrative stories have an orientation (situation), complication (problem), and resolution (solving of the problem).

Discuss the issue of earning rewards with students. As they read the text, ask students to identify potential problems as they arise and list each complication together. Then, write the resolution beside each problem they have identified. For example, Andy is tired, but he sees the finish line ahead. Use BLM 1 and BLM 2 to support students in these writing activities.

Independent WritingResolutions: Have students use BLM 2 to explain how the many complications in the story were solved and to evaluate how they were solved.Simple Sentences: Ask students to use BLM 2 to practise writing simple sentences that expand on what they have read.

Extra Writing Prompts• With their new Hotdogs running shoes and

training goals, Andy and Dad are now set to win many future fun runs. Ask students to write a new story about Andy and Dad training together and winning a race, thanks to their new shoes and super talent.

Andy the ChampionLevel – 12Writing Focus – Resolving Problems

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Andy the Champion1 What was Andy’s dad famous for?

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2 How did Dad teach Andy what it takes to be a champion?

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3 If Andy had received his Hotdogs running shoes before the race, do you think he would have won?

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4 Which of these applies to Andy? Which applies to Dad? Which applies to both?

Trains hard

Can run in any shoes

Wants Hotdog running shoes

Huffs and puffs in the race

Finishes the race and gets a reward!

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Andy the Champion1 Resolutions: Fill in the missing complications and resolutions.

Situation (What is happening)

Complication (What the problem is)

Resolution (How the problem was fixed)

Andy wanted the Hotdogs running shoes before the fun run race.

Andy received the Hotdogs running shoes after the race.

Andy did not expect the three hills would be as high as mountains.

Andy reached the finish line.

Dad entered the race with Andy.

Dad could not keep up with Andy.

Andy only entered the race so that he could get a pair of Hotdogs running shoes.

Andy wanted to pull out of the race.

2 Simple Sentences: The following two sentences are simple sentences.Andy trained hard. He became fitter and faster.Write two simple sentences about Andy’s shoes below.

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Story OutlineThis narrative features the recurring characters of Rocco and his family. Mum works full-time as a lawyer and Dad runs the house. This time, Dad enjoys playing a game of hide-and-seek with the kids…that goes wrong! When he has finished counting, and the children have hidden, Dad sets off to seek. However, this busy dad is easily distracted. First, he is waylaid by a load of laundry. Then, he looks for the kids in the kitchen and is distracted by the grocery shopping that needs to be done. After that, he disappears! The resolution is simple for students to follow, as Dad reappears with the groceries, having forgotten that he was supposed to be playing hide-and-seek.

Guided Notes – Chapter by Chapter• Cover – The title is Dad Disappears. Describe

what the characters in the illustration are doing. Has Dad disappeared yet?

• Chapter 1 – My Weird ParentsWhere do Mum and Dad work and what do they do? Where is Mum when Dad and the kids decide to play hide-and-seek?

• Chapter 2 – Hide-and-SeekWhat does Dad do after he counts to 100 and starts seeking? Where does Rocco hide?

• Chapter 3 – Where Is Dad?What happens to each character after Rocco leaves the laundry? Who stands on the cat’s tail?

• Chapter 4 – Searching for DadHow does Rocco get wet? How does Amy get covered in flour? Why is Mum on the floor?

• Chapter 5 – Dad ReappearsWhere was Dad? Why did he disappear? What game are the family not going to play again and why?

Writing FocusNarrative structure/Recount genreRemind students that narrative stories have an orientation (situation), complication (problem), and resolution (solving of the problem).

This narrative is told in the past tense from the perspective of Rocco. The orientation reveals the roles of Rocco’s parents in the family. Mum is a full-time worker and Dad does the housework. This sets the scene for a game between Dad and the kids while Mum works. It also foreshadows the reason why Dad disappears, which turns out to be housework-related.

The complication comes when Rocco and Amy tire of waiting to be found and begin to search for Dad, who is missing. The resolution is based around finding Dad and learning the reason for his disappearance.

This story offers opportunities to extend students through writing in the recount genre. Use BLM 1 and BLM 2 to assist student’s comprehension and writing engagement.

Independent WritingRecount Genre: Ask students to pretend they are Amy. Have them recount the story from Amy’s point of view. Encourage them to tell what happened to Amy first, second, and next until Dad returns. Writing Lists: Using BLM 2, ask students to list the housework tasks that Dad does during the game of hide-and-seek. Next, have them list the jobs Dad has to do to clean up the messy house when he returns.

Extra Writing Prompts• Dad goes out to buy more milk, but he returns

with a large bag of groceries. List the items Dad might have bought at the supermarket.

Dad DisappearsLevel – 13Writing Focus – Recount Genre

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Dad Disappears1 Why does Dad disappear?

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2 Why does Amy stop hiding and come out of her room?

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3 What would have happened if Dad had not reappeared with the groceries? What would the family have done next?

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4 Look at the sentences below. Can you remember which character did these things? Write the characters’ names in the table.

What the character did Name

Hid in the closet

Tripped and fell in a pile of curtains

Opened the washing machine and got drenched

Looked in the refrigerator

Spilled coffee over the walls and carpet

Got covered in flour from the pantry

Forgot the keys to the house

Stepped on the cat’s tail

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Dad Disappears1 Recount: Write what happened to Amy during the story.

Event What Amy did

The game started. Where did Amy run? _________________________________________

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Amy hid. Where did Amy hide? _________________________________________

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Rocco searched for Dad upstairs.What happened when he found Amy?

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Amy searched in the pantry. What happened to her? _________________________________________

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Mum screamed. What did Amy do? What did she find?

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Dad reappeared. Where was Amy? _________________________________________

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2 Writing Lists: Write a list of the chores Dad does during the game. Write a list of clean-up chores he has to do afterwards.

Dad’s housework list Dad’s clean-up chores

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2. 2.

3. 3.

4. 4.

5. 5.

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Hamsterboy and the Agents from SHACLevel – 14Writing Focus – Sequencing Complications

Story OutlineThis narrative features the recurring character of Hamsterboy, and returns to the story of his origin. In this new episode, Hamsterboy is approached by agents who want to recruit him for the Special Hamster Army Corps. Hamsterboy knows it is a once-in-a-lifetime opportunity. He is so keen that his enthusiasm causes problems to occur, eventually ruining his chances of joining SHAC.

Guided Notes – Chapter by Chapter• Cover – Look at the characters on the cover.

Who do you think the two people standing behind Hamsterboy are?

• Chapter 1 – VisitorsWhy can Hamsterboy not see his visitors? What do the visitors want?

• Chapter 2 – A Giant OpportunityWhat is Hamsterboy’s real name? Why can Hamsterboy not sign up for SHAC straight away?

• Chapter 3 – The ChallengeWhat do the agents want Hamsterboy to show them? How much time does it take Hamsterboy to do the task?

• Chapter 4 – Blowback What causes the eruption from Hamsterboy’s mouth? What else does Hamsterboy say he is good at?

• Chapter 5 – RipoffWhat does Hamsterboy bite into? What does he destroy?

• Chapter 6 – Seeds of SuspicionDoes Hamsterboy get the job as an agent?

Writing FocusNarrative structure/Sequencing complicationsRemind students that narrative stories have an orientation (situation), complication (problem), and resolution (solving of the problem).

In this story, students read about another series of complications Hamsterboy gets into. This time, Hamsterboy is asked to be a special agent, thanks to his skills of stuffing his cheeks full of fruit and vegetables and chewing things. However, both skills backfire, costing superhero Hamsterboy his chance to go beyond the school and show his skills to the world.

This story offers opportunities for students to extend their vocabulary. As they read, have them list any words they need to learn the meaning of.

Independent WritingSequencing Complications: The complications are usually found in the middle of a narrative story. Discuss how Hamsterboy’s opportunity turned to disaster twice in this story. Ask students to reread the text to confirm the event order, then have them use BLM 2 to sequence the complications. Students can number the events on the worksheet and rewrite them in the correct order on the grid provided.Vocabulary: Have students use dictionaries to confirm the meanings of the words on BLM 2.

Extra Writing Prompts• Ask students to rewrite the ending of this story.

Suggest they turn things around so that Ms Parsons tells Harry that the agents are interested in Hamsterboy as a SHAC agent. Encourage students to write about how excited Harry/Hamsterboy would be.

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Problems

Hamsterboy and the Agents from SHAC1 What does SHAC stand for?

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2 Why is Ms Parsons suspicious of Harry?

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3 How would Hamsterboy/Harry feel about missing out on the role as an agent?

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4 In Hamsterboy and the Agents from SHAC, Hamsterboy causes several problems for himself. Use the idea web to show the troubles he has.

Hamsterboy eats too fast and spews

up his food.

Hamsterboy can only do his

superhero work during lunchtime.

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Hamsterboy and the Agents from SHAC1 Sequencing: Look at these complications from the story. Number each event on

the grid, and then write the events in the correct order.

Mixed-up order of events Order of events

Correct order of events

The agents are introduced to Hamsterboy.

Ted tells Hamsterboy to see Ms Parsons.

Ms Parsons is suspicious and gives Harry the message from the agents.

Hamsterboy spits all the food out, covering other people in the mess.

Hamsterboy eats the agent’s briefcase and his contract papers.

Ted tells Hamsterboy to see Ms Parsons. 1

Hamsterboy leaves for the bathroom.

Hamsterboy says he is good at chewing.

The agents ask Hamsterboy to show them how much his cheek pouches hold.

2 Vocabulary: Look up the meanings of these words from the story, and write a definition for each.

Opportunity: –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

Suspicion: –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

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Don’t Interrupt!Level – 15Writing Focus – Recounting Events

Story OutlineThis narrative follows a clear orientation, complication, and resolution structure and offers the element of surprise at the end. The reader is introduced to Jeff’s family life and his habit of interrupting conversations. Complications come as Jeff’s habit of interrupting causes chaos in each episode. By the end, Jeff has discovered patience, chooses to do as he was told, and does not interrupt. However, this is an occasion where he should have!

This text gives students the opportunity to sequence events in chronological order. The writing and comprehension activities on BLM 1 and BLM 2 can be used to further students’ learning.

Guided Notes – Chapter by Chapter• Cover – Why is the boy covering his mouth? What

might he be doing?• Chapter 1 – Talk, Talk, Talk

What things does Jeff want to tell Mum and Kelly? Who is talking to Mum on the phone?

• Chapter 2 – The HedgeWhat does Jeff want to tell Dad? What happens to Dad?

• Chapter 3 – Uncle HectorWhat does Jeff want to talk to Uncle Hector about? Why is Jeff quiet?

• Chapter 4 – Shhh!What is the rule Mum and Dad are trying to teach Jeff? Does Jeff follow this rule?

• Chapter 5 – Nothing ImportantDoes Uncle Hector think Jeff’s information is important? How do you think the family feel now?

Writing FocusNarrative structure/Recounting eventsRemind students that narrative stories have an orientation (situation), complication (problem), and resolution (solving of the problem).

The story Don’t Interrupt! reminds readers that everyone needs to take their turn to speak, unless there is an emergency. The orientation is set in the family home. Complications happen one after the other and end in disasters all around. The resolution teaches students that emergencies are always the exception to the rule.

Recount and sequence each interruption from Jeff to support students as they work through the activities on BLM 1 and BLM 2.

Independent WritingRecounting Events: Discuss the sequence of events, from when Jeff interrupted Mum while she was on the phone through to the dinnertime drama with Uncle Hector. Using BLM 2, have students recount in order the reasons why Jeff wanted to interrupt and the consequences that resulted. Vocabulary: With students, turn to pages 10 and 11 and note the computer-related terms. Have students list the computer-related terms they read here. Do they know what a conference call is? Discuss this as a group.

Extra Writing Prompts• Ask students to write a new final chapter for Don’t

Interrupt! Suggest they turn the situation around so that instead of Jeff being very quiet, he speaks up and tells Uncle Hector what he needs to know.

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Don’t Interrupt!1 Which family members enjoy talking?

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2 When should Jeff have interrupted, and what should he have said?

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3 Why does Jeff always interrupt?

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Do you think Jeff will speak up when there is an emergency in the future?

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4 Make sentences by drawing lines to connect these causes and effects from Don’t Interrupt!

Because Jeff interrupted Mum, she dropped her homework on the floor.

Because Jeff interrupted Kelly, he ate a slug with his salad!

Because Jeff interrupted Dad, she dropped the peas on the floor.

Because Jeff didn’t interrupt Uncle Hector,

he fell into the hedge clippings.

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Don’t Interrupt!1 Recounting Events: Explain the reasons for the events from the story.

Interruption Jeff’s reason

Jeff interrupts Mum

Jeff interrupts Dad

Jeff interrupts Uncle Hector

Jeff doesn’t interrupt Uncle Hector!

2 Vocabulary: Note the computer terms on pages 10 and 11. Use a dictionary or discuss with a classmate to find and write down the meaning of each term.

Computer term Meaning of term

conference calling________________________________________________

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Internet________________________________________________

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mouse________________________________________________

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Story OutlineThis story features the recurring characters of Sophie, her friend Jeanie, and Jeanie’s cat Snookums. It introduces the new character of Sophie’s dog Pookie. The narrative follows from a clear orientation involving the need to pet-sit a best friend’s cat at a house that contains a dog. The complications flow one after another as the animals cause chaos and mess. The resolution has the pets becoming friends, at least while they are asleep.

The pace of this story is rapid and, as the animals chase one another from room to room, the setting regularly changes.

Guided Notes – Chapter by Chapter• Cover – Describe the cover illustration. Do the

animals look like they are friends? What do you think is wrong?

• Chapter 1 – ConflictWhat are the animals doing? Why does Jeanie scream? Who laughs?

• Chapter 2 – Explanations Who owns which pet? Why does Snookums visit Sophie’s house? Who puts Snookums and Pookie together?

• Chapter 3 – The ChaseWhich pet does the chasing? Which one runs away? What room do the animals go into?

• Chapter 4 – Disaster Area!What happens to the kitchen? Why are the dirty dishes on the floor? Where do the animals go next?

• Chapter 5 – LaundryWhat does Jeanie find in the washing machine? Where do Sophie and Jeanie find the pets?

• Chapter 6 – The End?What causes the pets to wake up? What happens next?

Writing FocusNarrative structure/SettingRemind students that narrative stories have an orientation (situation), complication (problem), and resolution (solving of the problem).

This story, Snookums and Pookie, is set in two homes, although most of the action happens at Sophie’s house. The story setting moves through many rooms of Sophie’s house as the pets chase each other.

Discuss the different setting of each chapter with students. Use BLM 2 to offer students the opportunity to recount the events that happen in each room. Ensure students understand that a recount is written in past tense. Use BLM 1 and BLM 2 to assist students’ writing and comprehension engagement.

Independent WritingRecount: Using BLM 2, have students write a list of events in the order that they occur in the story. They should start when Pookie and Snookums begin their chase and end when they fall asleep. Setting: Have students use BLM 2 to identify the various settings they read about in the story.

Extra Writing Prompts• Ask students to write a new chapter for Snookums

and Pookie. They could write about what happens when the pets wake up, and what mischief they might cause. Encourage students to think about the setting for their new chapter.

Snookums and PookieLevel – 16 Writing Focus – Setting

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Snookums and Pookie1 Who are the members of Sophie’s family?

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2 The pets have been chasing each other all through the story. Why do they curl up and sleep beside each other at the end?

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3 Will Snookums and Pookie ever be close friends, like their owners?

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4 What are some words that describe Snookums and Pookie? Fill in their thought bubbles to show what they are like.

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Snookums and Pookie1 Recount: Complete the table below.

Setting Characters Action

Jeanie’s home Snookums Spread paint over Mum’s carpet.

Sophie’s home Snookums and Jeanie Arrived at Sophie’s home.

Living room

Kitchen

Laundry

Whole house

Couch

2 Setting: Where do these events happen?

Event Setting

Rollerblades were found.

Snookums spilled the paint.

Jeanie screamed.

Pookie slept next to Snookums.

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Saving the WorldLevel – 17 Writing Focus – Adjectives

Story OutlineThis story is narrated by a girl named Mindy and takes place in her family’s home and garden. The orientation comes when Mindy sees a bright light fall in her backyard. The complication finds Mindy confronting an alien intent on invading Earth. The resolution is found in Mindy and her baby brother being too noisy for the alien, who retreats back to outer space.

More complex vocabulary is introduced, and an increasing number of adjectives used, in the second half of the book. Some students may need to be guided through some of the vocabulary at this stage of the text.

Guided Notes – Chapter by Chapter• Cover – Where is the scene in this illustration set?

What do you think is happening? • Chapter 1 – I Saved the World

What happened last night? Who helped Mindy save the world?

• Chapter 2 – Strange LightsHow many lights does Mindy see? How do the lights behave? What time of the day does this chapter take place?

• Chapter 3 – The InvestigationWhat does Mindy see in the backyard? What does she do? Describe the sound she makes.

• Chapter 4 – AliensWhat does Mindy think the alien is saying to her? What does the alien look like?

• Chapter 5 – Surrender!How does Mindy speak to the alien? Does the alien like Mindy?

• Chapter 6 – NoisyWhat makes Mindy laugh? What does the alien do next?

Writing FocusNarrative structure/AdjectivesRemind students that narrative stories have an orientation (situation), complication (problem), and resolution (solving of the problem).

Ensure students identify adjectives as they are being read. Encourage them to brainstorm other possible adjectives that could be used in place of these. Use them as a stimulus for the creative writing activities provided on BLM 2.

Independent WritingAdjectives: Using the nouns listed on BLM 2, encourage students to match them to the correct adjectives from page 14 onwards in the story. Explain to students that there are many describing words that might fit the noun listed, but they are searching for the adjectives the author chose. Extend students’ learning by listing alternative adjectives which may also fit the nouns.Synonyms: Use BLM 2 to extend student’s vocabulary by thinking of several adjectives to describe the same word. Ask students to brainstorm further possibilities to add to the list.

Extra Writing Prompts• Ask students to imagine they are Mindy. Have

them write a detailed description of the alien. Prompt them to remember the alien’s physical features, such as arms, legs, eyes, skin colour, voice tone, and so on.

• Ask students to imagine what the alien’s ship might look like. Have them write a description of it, using appropriate adjectives.

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Saving the World1 Why does Mindy open her bedroom window?

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2 Why is the second light, that comes down to Earth, smaller than the first light?

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3 What would have to change on planet Earth for the alien to want to stay?

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4 Use the words from the Word Bank to fill in the information about Mindy and the alien.

Word Bank

shouts and screams has sharp claws likes quiet wears pink pyjamas speaks out loud has purple skin speaks with mind wears slippers

Mindy The alien

Appearance

Communication

Feet

Quiet or noisy?

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Saving the World1 Adjectives: The nouns listed below are found in the book from page 14

onwards. Search the book to find and write the adjective that goes with each. Then, write some other adjectives that could also describe these nouns. The first one is done for you.

Noun in story Adjective in story Other adjectives

hinges rusty squeaky, brass, shiny, old, oily

grass

legs

claws

body

2 Synonyms: Brainstorm and list three adjectives that could describe each of these words. The first one is done for you.

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cute

noisy

happy

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Diary of a Stinky KidLevel – 18Writing Focus – Diary

Story OutlineThis narrative describes Jeremy’s decision to stop taking showers so that he can spend more time focusing on having fun. The tricks he is forced to play to hide his lack of showering end up taking even more time than the showers themselves.

The narrative concludes when Jeremy gives up on his plan and finally takes a shower. It is told in the past tense and offers writing opportunities for students to recount the events according to diarized days of the week.

Guided Notes – Chapter by Chapter• Cover – Look at the cover. What are the kids

doing? Which one is the Stinky Kid?• Chapter 1 – Monday

Why is Mum pleased with Jeremy? What is Jeremy’s ulterior motive?

• Chapter 2 – TuesdayWhy will Jeremy have to keep his socks on? What does he prefer to do instead of showering?

• Chapter 3 – WednesdayWhy doesn’t Jeremy’s plan work on day three?

• Chapter 4 – ThursdayWhat happens at school on Thursdays? Why does Jeremy need his dad’s aftershave?

• Chapter 5 – FridayWhy don’t the kids at school include Jeremy in their maths group? Why does Jeremy think everyone has gone crazy?

• Chapter 6 – Saturday List the things Jeremy has to do in his bedroom before he is allowed to play soccer.

• Chapter 7 – SundayList what Jeremy does during his pretend showers.

• Chapter 8 – Monday Does Mum praise Jeremy for taking a shower? What does she tell him to do instead?

Writing FocusNarrative structure/DiaryRemind students that narrative stories have an orientation (situation), complication (problem), and resolution (solving of the problem).

The orientation of this story explains that Jeremy has a new non-washing plan and outlines what he prefers to do instead of washing. The complications in the story are multiple, and each could have easily been avoided if Jeremy had simply taken a shower. The resolution is concluded by Jeremy giving up his non-washing plan.

The story is structured as a diary, with Jeremy recounting the events that take place on each day that his plan is in effect. Discuss the fictional diary format with students.

Independent WritingDiary: Discuss how the diary format separates the narrative into a set of self-contained sections. Use BLM 2 to have students identify one thing that happened on each day recorded in the diary.

Extra Writing Prompts• By the end of the story, Jeremy has seen the

benefit of taking a shower, even if it is only to make his life simpler. However, his toenails are still too long. Ask students to write a new story, recounting the crazy things that happen to Jeremy because of his long toenails. Suggest that perhaps his nails cut through his shoes or curl under his toes and hurt. Ask students to explore what it will take for Jeremy to realize the folly of his new plan.

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Diary of a Stinky Kid1 Why does Jeremy not want to shower?

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2 Why is it a problem that there is a heatwave?

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3 Is there anything Jeremy could have done to make his plan work?

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4 How well do you remember the story? Read the sentences and write T or F.

T or F

Jeremy loves brushing his mum’s hair.

Jeremy stops cutting his toenails.

Jeremy takes long baths instead of showers.

Jeremy spills his mum’s perfume on the floor.

Jeremy’s classmates had to run outside for fresh air.

Jeremy decided that not showering was too much work.

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Diary of a Stinky Kid1 Recount: Make a diary listing one thing that Jeremy did on each of these days.

Day of the week What Jeremy did

Tuesday

Wednesday

Thursday

Friday

Saturday

Sunday

Monday (final)

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Story OutlineThis narrative explores Bill’s latest invention, with a crime mystery subplot. Bill loves inventing, but his new invention is invisible paint, making it impossible for others to see his success! Bill’s one faithful supporter is his gran, who nicknames him Billy Brain Box because of his clever inventions.

The illustrations feature faint outlines of “invisible” objects throughout the story. In the end, Bill becomes a hero when he solves a mystery, but his genius in inventing the invisible paint is still unrecognized.

Guided Notes – Chapter by Chapter• Cover – Describe the cover. What might the

shapes and symbols behind the boy mean? What is he doing?

• Chapter 1 – A Happy AccidentHow does Bill accidentally make the invisible paint? How does he find out that the bucket isn’t really gone?

• Chapter 2 – Chore TimeHow does Bill use his invisible paint to do his chores? What chores does he do?

• Chapter 3 – A Barrel of PaintWhy does Bill want to take some paint to school? What does he find when he goes to the shed the next morning?

• Chapter 4 – An Intruder at LargeWhat else has disappeared from the shed? What is Gran missing? What does Bill do?

• Chapter 5 – Invisible FootprintsHow does Bill see the invisible footprints? Do the footprints help the police?

• Chapter 6 – Billy Saves the DayWhat rewards does Bill get? How will Bill one day prove that his invisible paint is real?

Writing FocusNarrative structure/Visual literacyRemind students that narrative stories have an orientation (situation), complication (problem), and resolution (solving of the problem).

In the orientation, Bill accidentally invents the invisible paint and plans to use it to get out of doing his chores and homework. The complication arises when the paint is spilled by a thief who has made off with some of the family’s possessions. The narrative is resolved when Bill, thanks to the invisible footprints left by the thief, is able to solve the crime.

Independent WritingProcedure: Page 8 describes how Bill first makes the accidental invisible paint. Ask students to write their own invisible paint recipe. Encourage them to add other fun ingredients, such as glitter or sand.Visual Literacy: Look at the faintly illustrated objects in the illustrations on pages 13, 14, and 16. Tell students that the illustrator has used this effect to visually represent the concept of invisibility. Reinforce by asking students what the book would have been like if the illustrator had made the objects completely invisible. Vocabulary: Ask students to use BLM 2 to confirm the meaning of words in the story they may not understand. Students can add to this word list and research meanings.

Extra Writing Prompts• Bill discovers that he can “paint out” his messy

chores so he does not have to do them any longer. Have students list chores they wish they could paint out like Billy Brain Box does.

Billy Brain BoxLevel – 19Writing Focus – Visual Literacy

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Billy Brain Box1 Why does Bill’s gran call him Billy Brain Box?

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2 Why does the man turn pale when he sees the police?

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3 What was the best thing about Bill’s invention?

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4 What kind of person is Billy Brain Box? Use the idea web to write some adjectives that describe him.

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Billy Brain Box1 Procedure: Make a crazy “Invisible Paint” recipe.

Draw and label the ingredients. Write the instructions.

Ingredients Instructions

2 Visual Literacy: Look at the faintly illustrated “invisible” objects on pages 13, 14, and 16. List some of them on the table below, and describe what they should look like. The first one is done for you.

Invisible object What the object looks like

Dad’s old garden rake Wooden garden rake with five prongs at the end

3 Vocabulary: List any words from the story you are unsure of. Look up the meaning of each, and write the definitions.

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SS Teacher Guide MEA single A4 GREEN

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