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Licenced for use at WAIMEA INTERMEDIATE SCHOOL only

GUIDED
SILENT
READING
Using narrative text
BOOK FIVE
Part 1 and 2 School Journals 2000-2002

Hilton Ayrey

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GUIDED SILENT READING BOOK 5

CONTENTS
Introduction to this Resource

Guided Silent Reading

Lesson format for Guided Silent Reading

Follow up Activities - Blooms Taxonomy

9
Lesson plan
Page nos

Activities
Page nos

13

45

SET 1 : Instructional Reading Age 7-8 years


1:1

The Best Way to Eat Spaghetti by Rachel Hayward


School Journal Part 1 Number 4 2001

1:2

Think of a Name

by Simon Cooke
School Journal Part 1 Number 1 2000

15

46

1:3

Breakfast in the Bus

by Dot Meharry
School Journal Part 1 Number 4 2002

17

47

1:4

The Mousetrap

19

48

by Janet Pereira
School Journal Part 1 Number 5 2002

SET 2 : Instructional Reading Age 8-9 years


2:1

Chester by John Lockyer


School Journal Part 1 Number 2 2001

21

49

2:2

Rubys Sunflower by Sally Stephenson


School Journal Part 1 Number 5 2001

23

50

2:3

Three of the Best

by Annie Oliver
School Journal Part 2 Number 3 2001

25

51

2:4

And the Winner is. by Kathleen Osullivan


School Journal Part 2 Number 4 2000

27

52

SET 3 : Instructional Reading Age 8-9 years


3:1

Coyote and Turtle

retold by Jane Buxton


School Journal Part 2 Number 4 2001

29

53

3:2

BAA!

by David Hill
School Journal Part 2 Number 3 2000

31

54

3:3

Tusk the Cat

by K.E. Anderson
School Journal Part 2 Number 2 2002

33

55

3:4

Tom and Frankie

35

56

by Unn West
School Journal Part 2 Number 2 2000

SET 4 : Instructional Reading Age 9-10 years


4.1

The Cindy Limpics

by Michael Wilson
School Journal Part 2 Number 2 2001

37

57

4.2

Whats the Matter

by David Hill
School Journal Part 2 Number 3 2002

39

58

4.3

Jeremiahs Teeth by Peter Friend

41

59

43

60

School Journal Part 2 Number 1 2002

4.4

Time for a Spell

by David Hill
School Journal Part 2 Number 4 2002

Copyright 2004 Handy Resources

Guided Silent Reading Book 5

May be photocopied for use in school of purchase only


visit our website at www.handyres.com

Licenced for use at WAIMEA INTERMEDIATE SCHOOL only

INTRODUCTION TO THIS RESOURCE


The intention of this and the other books in this series, is to provide support
for the classroom teacher in the use of the instructional reading process,
Guided Silent Reading, using the New Zealand School Journal resources.
Each book contains
practical suggestions for implementing the Guided Silent Reading process
detailed lesson plans for the stories or articles chosen from School Journals
follow up activities using Blooms Taxonomy to encourage children to be
active readers and to develop the higher level thinking skills
A list of these resources to date is as follows

Using Narrative Text


Guided Silent Reading Book 1: Part 1 and 2 School Journals 1990-1999
Guided Silent Reading Book 2: Part 3 and 4 School Journals 1990-1999

Using Non Fiction Text


Guided Silent Reading Book 3: Part 1 and 2 School Journals 1990-2000
Guided Silent Reading Book 4: Part 3 and 4 School Journals 1990-2000

Using Narrative Text


Guided Silent Reading Book 5: Part 1 and 2 School Journals 2000-2002
Guided Silent Reading Book 6: Part 3 and 4 School Journals 2000-2002

Using Non Fiction Text


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

Copyright 2004 Handy Resources

Guided Silent Reading Book 5

May be photocopied for use in school of purchase only


visit our website at www.handyres.com

Licenced for use at WAIMEA INTERMEDIATE SCHOOL only

GUIDED SILENT READING


Guided Silent Reading is a powerful instructional tool that is used in many classrooms
throughout New Zealand. It gives the opportunity for the teacher and a small group of
students to talk, read and think their way through a text.
The students are responsible for the reading, while the teacher guides them through
questioning, helping students to identify the text structures and language features
used by the author. The questions the teacher asks provide a model of the type of
questions that the reader should ask themselves as they read.

SPECIFIC LEARNING OUTCOMES


The Achievement Objectives in EINZC have been used to develop the following SLOs
for these resources on narrative text. These are the outcomes that can be expected
when following the Guided Silent Reading process outlined in the lesson plans.
Students will be able to.

1. Identify the features of NARRATIVE text structure, namely setting,


characters, problem, response, action, outcome, theme.
A number of studies have shown that when readers are taught about the
structure of narrative text there are significant gains in comprehension.
For a review see Susan Dymock and Tom Nicholson (1999), Wellington NZCER
Reading Comprehension : What is it? How do you teach it
Teaching children about narrative structure and the way stories work provides
them with a powerful comprehension strategy.

2. Identify language features used in NARRATIVE text


This springs naturally out of the discussion of the text as students seek to
clarify the message and develop the language of critique.
How does an author use language to create a good story?

3. Make valid predictions about the plot


Prediction is one of the most important skills to develop in the active reader.
The concept of a good reader being like a detective, always looking for clues,
is a good way of explaining this to children.
This is encouraged at the beginning of each chunk of text as the teacher and
the readers establish a purpose for reading on. The validity of a prediction
reflects the extent to which active reading and comprehension is taking place.

4. Justify their ideas or responses from within the text or by inference


Requiring the reader to substantiate his or her ideas from text is another
very effective tool for developing active readers.

5. Demonstrate the use of higher thinking skills (Blooms Taxonomy)


The follow up activities give the students the chance to explore some higher
level thinking and require further processing and revisiting of the text in an
interesting way.

While not neglecting the systematic development of decoding skills, the emphasis here
is on teaching comprehension strategies through identifying text structure and the
skills and attitudes of being an active rather than a passive reader.

Copyright 2004 Handy Resources

Guided Silent Reading Book 5

May be photocopied for use in school of purchase only


visit our website at www.handyres.com

Licenced for use at WAIMEA INTERMEDIATE SCHOOL only

LESSON FORMAT for GUIDED SILENT READING


The lesson planning format presented here is highly predictable for the teacher and
the learner and aims to develop the internal dialogue of the active reader. There are
three steps to follow for each chunk of text.

Step 1 : SET A PURPOSE FOR READING and READ SILENTLY


Before starting the story and subsequently, with each chunk of text, it is important
to help the reader make connections to personal experiences and prior knowledge
and to establish a purpose for reading. Raising an expectation for what will come
next is easy with narrative text as the story structure is explored and the obvious
question presents itself, What do you think will happen next? (Prediction).

Step 2 : RETELL and CLARIFY - Have we got the message right ?


Once the chunk of text has been read silently by your readers, it is important to
make sure that the correct message has been received. Many children have picked
up glib reading habits and make assumptions about text as a result of a quick skim.
While skimming and scanning are important reading skills in their own right, in this
instance it is important to encourage close, deliberate processing of the story to
make sure children are aware of the nuances and subtleties that are tucked away in
the text before attempting to discuss the content. Detailed Retelling coupled with
Clarify as you go are recommended strategies for this step (see page 7 for details).

Step 3 : ADD TO YOUR STORY WEB - Looking for the story structure
Once the chunk of text has been reviewed and any possible misunderstandings
clarified, the next step is to think about the ongoing story structure and what new
information can be added to the story web from what has just been read.
It is suggested that the readers should have some paper on which they can be
building up their own story web as a fast finishers activity. The teacher may also
record information on a story web during this Step 3 discussion as a visual prompt
for the readers and to model the process of story webbing.
To provoke and guide discussion the teacher asks such questions as ..
Have we identified the story problem yet?.

There may be a range of problems occurring or a sequence of episodes, but what we are looking for here
is the main driving force behind the story. Sometimes it isnt until the story has been completed that the
big picture becomes obvious and the story problem can then be easily identified.

Has there been any development of the problem?


Has a new problem emerged?
Is there more information about the setting?
Is the setting important to what is happening in the story or is it incidental?
Have we found out anything new about the characters?
Have new characters been introduced?
How are the characters responding to the problem?
What action are they taking?
Are there any clues about the outcome?
As you can see, these are all generic questions aimed at developing the internal
dialogue of the active reader and encouraging the group members to do the thinking
rather than relying on the teachers questions. As students become familiar with the
process they can take increasing responsibility for it.
Not all stories follow a neat Problem, Response, Action, Outcome sequence and that
should be acknowledged and discussed. The framework is there as a reference point
only, a set of coat hangers for the reader to hang the story on.

Copyright 2004 Handy Resources

Guided Silent Reading Book 5

May be photocopied for use in school of purchase only


visit our website at www.handyres.com

Licenced for use at WAIMEA INTERMEDIATE SCHOOL only

FREQUENTLY ASKED QUESTIONS


The children seem bored and disinterested. I find it hard to get them
to concentrate on the lesson. They are fidgety and off task and I end up
feeling very frustrated with the Guided Silent Reading process.
Detailed Retelling is an excellent strategy for establishing routines and getting
everyone focussed. Having read the passage silently, explain that you as a group
are going to go through it again to make sure everyone understands the story and
the vocabulary. You go first to model the process. Retell the first idea in the chunk
of text. It may be a sentence or just a phrase and then someone else continues
with the next idea.
Why such short chunks? It increases the chance for everyone to participate and one
person doesnt hijack the retelling (great for them but you lose everyone else).
Encourage this retelling from the text not from memory. It starts off as a second
reading but as you model paraphrasing or changing the words around a little, the
children will pick up on this and do it too. By doing it systematically, in sequence,
event by event, everyone is at the same point in the story. The key here is to get
everyone involved in doing the work. You can take turns working your way around
the group. This can be helpful to start off with because students know their turn is
coming up next, but it can look a bit like Round Robin Reading and can produce the
same effect - children tuning out when it isnt their turn. So maybe start with it, but
move away to random selection. This keeps everyone on their toes. It doesnt take
long for them to realise that they have to stay tuned in and suddenly the focus of
the group has improved dramatically. As the routine improves with practice, allow
them to have a go without prompting from you. Keep an eye on the ones who dont
offer and prompt them. Apart from having a turn yourself, your only contribution to
keep the retelling flowing is to say what comes next.
The other benefit of this process is that as you work through the passage using
detailed retelling you can then clarify as you go.
Avoid the temptation to paraphrase the text and ask content questions.
Try to stick with
What does that mean?
Why did they do that?
I dont understand what is happening?
By doing this you are modelling the internal dialogue of the active reader who is
concerned about getting meaning from text.
And over a period of time you will have transformed your bunch of disinterested
squirmers into a group of self motivated, self directed readers..

But it takes such a long time to read a story this way.


Yes it does. The benefit for a lower ability group is that they get a lot of reading
mileage and they learn to scan to keep up with the detailed retelling. With practice
they will get much better and the lesson will go much faster, but it does take practise and this sort of practise is very beneficial for a less fluent readers. Choose
short stories!!!! Start with material below their instructional reading age so that
there are not lots of decoding problems while you are trying to teach new routines
and the concepts about story structure.
With more fluent readers, encourage them to move quickly into paraphrasing rather
than rereading the text. You can move towards bigger chunks of retelling once you
have a well established routine.
You dont have to do the whole story this way. It is a good idea to always do some
detailed retelling for the first two or three chunks so that you can make sure the
text is being read properly as it reinforces that close, active reading you are after.
Another possibility is to do a bit of detailed retelling within each chunk but not for
the whole passage.
Copyright 2004 Handy Resources

Guided Silent Reading Book 5

May be photocopied for use in school of purchase only


visit our website at www.handyres.com

Licenced for use at WAIMEA INTERMEDIATE SCHOOL only

GUIDED SILENT READING using narrative text


Sample Lesson Plan from Book 5
NZ School Journal
where the text for this
story can be found

A summary of the
storyline of this
text

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

Possible story structure that


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

Instructional reading
age of the story

Specific Learning
Outcomes for this
lesson

Questions to access
prior knowledge and
personal experiences

Questions and prompts


to establish a purpose
for reading this chunk
of text

Suggested fast finishers activity to take care


of those children who
read faster than others

Points in the text where


clarification may be
required during
detailed retelling

Questions that will help


children clarify concepts
or vocabulary

Suggested answers to
the questions asked.
Childrens responses
may differ

Copyright 2004 Handy Resources

Guided Silent Reading Book 5

May be photocopied for use in school of purchase only


visit our website at www.handyres.com

Licenced for use at WAIMEA INTERMEDIATE SCHOOL only

GUIDED SILENT READING using narrative text


Sample Lesson Plan from Book 5
Suggestions for summarising
the story structure once the
guided reading has been
completed

Suggestions for critiquing the story.


An opportunity for children to learn
what to look for when evaluating a
story

Suggestions for presenting follow up activities


which encourage revisiting the text while
doing independent work (Blooms Taxonomy}

Copyright 2004 Handy Resources

Guided Silent Reading Book 5

A completed story web that can be used as


guidelines for the teacher or presented as a
model for children

May be photocopied for use in school of purchase only


visit our website at www.handyres.com

Licenced for use at WAIMEA INTERMEDIATE SCHOOL only

FOLLOW UP ACTIVITIES : BLOOMS TAXONOMY


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

Blooms Levels defined


Blooms levels of thinking can be used in many different ways. The following
definitions indicate the particular emphasis chosen for these resources.

Level 1 : Knowledge What are the facts


These activities require students to locate factual information that can be found in
the text.
Book 5 : Creating lists of characteristic or attributes from the story
See page 12 Book 5 for an example of this activity.
Book 6 : List the characters and all the literal information about them, then
choose one and show the information in a CHARACTER WEB.
See page 12 Book 6 for an example of a Character Web.

Copyright 2004 Handy Resources

Guided Silent Reading Book 5

May be photocopied for use in school of purchase only


visit our website at www.handyres.com

Licenced for use at WAIMEA INTERMEDIATE SCHOOL only

Level 2 : Comprehension Reading between the lines


These activities require some inferential understanding of the text or the ability
to make connections between information from different parts of the text.
In Book 5 there are two activities at this level.
Book 5 : The reader is asked to answer a question or explain a problem.
The reader is asked to think of another title that gives further
clues about the story problem. This helps the student to develop
overall text comprehension, the ability to see the big picture.
Book 6 : Answering an inferential question is taken a step further with the
reader being asked to provide a quote or quotes from the text to
support their answer.

Level 3 : Application Using what you have read


These activities require students to take the information in the story and present it
in a different way while making a response to the concepts covered in the sory.
Book 5 : Two activities at this level. The first is a poster which requires the
reader to use the information in the story in another way.
The second gives those who enjoy writing poetry a chance to respond
to the content in this way. Of course not all children find this easy and
may need some specific instruction in simple acrostic and descriptive
poems.
Book 6 : Only one activity at this level and this provides some variety with
T-shirt design, writing letters, posters and news presentations.

Level 4 : Analysis Breaking down the story to see how it works


These activities involve some form of analysis of the plot in the story and are seen
as a very important part of helping students to understand text structure.
Book 5 : Windows into the story requires the reader to select the most important
moment in the story and explain their choice.
See page 12 Book 5 for an example of this activity.
Book 6 : Story Maps show the readers understanding of the settings, the where
and how the action took place. See page 12 Book 6 for an example of a
Story Map.
Story Graphs require an analysis of the feelings of a character over
time.
Story Webs continue the analysis which will have been started or
discussed during the reading of the story. Story Webs for all the
stories are included in the relevant lesson plan.

Level 5 : Synthesis Coming up with new ideas


The activities in both books require students to make some creative connections to
the information in the stories. The focus is on creative problem solving.

Level 6 : Evaluation
For each story there are two activities, each one covering a different evaluation skill.
The first activity is to do with evaluating the ideas or issues raised in the story.
Book 5 : Sorting out the good from the bad
De Bonos Black and Yellow Hat thinking skills are used here when evaluating
an idea or issue from the story.
Book 6 : Seeing both sides
These activities encourage students to look at both sides of an issue and can
be extended into short debates.
The second activity is designed to develop the ability to critique a story.
Book 5 : The reader is asked to give the story a rating and justify with a reason.
Book 6 : The reader is asked to give each of 5 criteria a rating and write a short
review based on these ratings.

Copyright 2004 Handy Resources

Guided Silent Reading Book 5

May be photocopied for use in school of purchase only


visit our website at www.handyres.com

10

Licenced for use at WAIMEA INTERMEDIATE SCHOOL only

GUIDED SILENT READING using narrative text


Sample Activity sheet from Book 5
Assign these activities based on ability or needs, allow choice, or set up as a work contract

Blooms Level One


Locating literal
information from
the text

Blooms Level Two


Developing inferential
comprehension
skills

Blooms Level Three


Using the information
from the story in
another way

Blooms Level Four


Identifying the most
important event in the
story

Blooms Level Five


Creating new solutions
to the problems and
concepts in the story

Blooms Level Six


Using de Bonos
Thinking Hats to
identify the
advantages and
disadvantages of
an idea from the story

Blooms Level Six


Developing criteria to
be able to critique a
story

Copyright 2004 Handy Resources

Guided Silent Reading Book 5

May be photocopied for use in school of purchase only


visit our website at www.handyres.com

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Licenced for use at WAIMEA INTERMEDIATE SCHOOL only

Copyright 2004 Handy Resources

Guided Silent Reading Book 5

May be photocopied for use in school of purchase only


visit our website at www.handyres.com

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Licenced for use at WAIMEA INTERMEDIATE SCHOOL only

Set 1:1 LESSON PLAN


RA 7-8 years

The Best Way to Eat Spaghetti


By Rachel Hayward

SJ Part 1 Number 4 2001

SPECIFIC LEARNING OUTCOMES

Story Summary

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

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

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

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

SET PURPOSE and READ


When you are reading look for .

CHUNK 1 Page 29
READ page 29 and look for
information or clues about
the setting, characters, and
the story problem

RETELL and CLARIFY


Making sure we have got the message right

ADD to STORY WEB


What new information have we found ?

..It was very frustrating..

What is another word for frustrating ?


Show me what it looks like when you are
frustrated

Setting
Probably at home
Characters
Max and Dad - no information about them

..Sauce sprayed around the table..

Fast finishers
Start recording your ideas on a
story web

Show me how Dad eats his spaghetti.


Problem
Why does sauce spray around the table ? Max is having trouble eating spaghetti
[Because Dad twirls it around]

Response
Max is getting very frustrated

Do you think this is the best way to eat


spaghetti ?

Action
Asks Dad to show him the best way to do it
Dad demonstrates his method
CHUNK 2 Page 30
What do you think will
happen on the next page ?
READ page 30 and see if
Dad has solved Maxs
problem

...and scooped it up with a spoon.

Show me how mum eats spaghetti


Why do you think Mum thinks her way is
the best ?
[Probably because it isnt so messy]

New characters
Mum - likes things to tidy and clean
Tim - Maxs brother
- likes things to be fun

...protested Maxs big brother

What is another word for protested ?


Fast finishers
Add to your story web

Action
Mum suggests a way that isnt so messy
Brother Tim suggests a more fun way

..like the bathwater going down the plughole..

Show me how Tim eats spaghetti


Why does Tim think his way is the best?
[Because its fun]

Discuss the simile


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

CHUNK 4

Page 32

What do you think Maxs


answer to the problem will be?
What would your answer be?

READ page 32 and find out

..and shoved it into her mouth..

New character
Show me how baby Emily eats spaghetti Baby Emily - likes to eat with her hands
Why do you think Emily thinks her way is
the best?
Action
Baby sister Emily shows her way
..Max put his hands over his ears

How is Max feeling about all this ?


[Confused - he doesnt look happy]

Outcome
Max has worked out the answer to his problem

..up all his spaghetti in peace

Outcome
What did Max decide was the best way to Max decides that the best way to eat spaghetti is
eat spaghetti ?
on his own
[It doesnt matter how you eat it as long as
you can eat it in peace]

Copyright 2004 Handy Resources

Guided Silent Reading Book 5

May be photocopied for use in school of purchase only


visit our website at www.handyres.com

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Post Reading Story Structure : Review the story web now that the whole story has been read
Summarise the main problem and how the characters deal with it (see suggestions below)
Discussion
What was the story about ? (theme)
Story Evaluation : What has the author done to try and make this a good story ?
[Made me laugh, created a real character, described a place well, surprised me with the outcome, used interesting words]

What do YOU think of this story ? Give it a rating out of 10 and say why ?

STORY WEB
The Best Way to Eat Spaghetti

Plot
Characters
Max

Problem

Likes peace and quiet when hes


eating

Max is having trouble


eating spaghetti

Dad
Thinks spaghetti is delicious
Mum

Doesnt like things to be messy

Response

Max feels very frustrated

Action

Max asks for help


Everyone in the family
has their own ideas
about the best way to eat
spaghetti

Tim

Maxs older brother


Likes eating to be fun

Emily
Maxs baby sister

Setting
At home in the kitchen

Outcome Max decides that it doesnt


matter how you eat it.
The most important thing is
for it to be peaceful and quiet

Theme(s)
Everyone

has their own way of


doing things
Asking for help sometimes makes
it worse

Follow up
Activities

Go through the ACTIVITIES sheet with your students


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

Copyright 2004 Handy Resources

Guided Silent Reading Book 5

May be photocopied for use in school of purchase only


visit our website at www.handyres.com

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Set 1:2 LESSON PLAN


RA 7-8 years

SJ Part 1 Number 1

Think of a Name
by

2000

Simon Cooke

SPECIFIC LEARNING OUTCOMES

Story Summary

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

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

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

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

SET PURPOSE and READ


When you are reading look for .

CHUNK 1 Page 22
READ page 22 and look for
information or clues about
the setting, characters, and
the story problem
Fast finishers

Start recording your ideas on


a story web

RETELL and CLARIFY


Making sure we have got the message right

ADD to STORY WEB


What new information have we found ?

Characters
Dad
Robbie - has a new puppy

...yapping loudly..

What is yapping ?
[barking - a high pitched puppy bark]

Setting
At home
...he doesnt want to be called Yapper.

How does Robbie know he doesnt want


to be called Yapper ?
[Because he didnt come when he called
him Yapper]

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

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

CHUNK 3 Page 25
What do you think will
happen next ?

..you could call him Jaws..

Why did Patrick think Jaws would be a


good name ?
[The puppy was biting at Patricks trousers]

...he doesnt what to be called Jaws.

How does Robbie know he doesnt want


to be called Jaws ?
[Because he didnt come when he called
him Jaws]
..you could call him Sniffer..

Why did Mum think Sniffer would be a


good name ?
[The puppy was sniffing around the room]

READ page 25 and find out


Fast finishers
Add to your story web

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

...he doesnt what to be called Sniffer.

How does Robbie know he doesnt want


to be called Sniffer ?
[Because he didnt come when he called
him Sniffer]

.leftovers... Check understanding


.the sound of paws pattering on the floor..

What was happening ?

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

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

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

[The puppy was coming]

Copyright 2004 Handy Resources

Guided Silent Reading Book 5

May be photocopied for use in school of purchase only


visit our website at www.handyres.com

15

Licenced for use at WAIMEA INTERMEDIATE SCHOOL only


SET PURPOSE and READ
When you are reading look for .

CHUNK 6 Page 27
What do you think Robbie
will have decided ?

RETELL and CLARIFY


Making sure we have got the message right

...you like being called Dinner

How did Robbie know that the puppy


liked being called Dinner ?

READ page 27 and see if


you are right

[Because he came when he called Dinner]

ADD to STORY WEB


What new information have we found ?

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

Post Reading Story Structure : Review the story web now that the whole story has been read
Summarise the main problem and how the characters deal with it (see suggestions below)
Discussion
What was the story about ? (theme)
Story Evaluation : What has the author done to try and make this a good story ?
[Made me laugh, created a real character, described a place well, surprised me with the outcome, used interesting words]

What do YOU think of this story ? Give it a rating out of 10 and say why ?

STORY WEB
Think of a Name

Plot

Characters
Robbie

Has a new puppy


Wants his puppy to like his new
name

Robbie has to think of a


name for his new puppy

Problem

Puppy

Very playful
Very hungry

Dad
Patrick
Robbies older brother

Everyone in the family


has a suggestion for
a name

Action

Mum

Response
Setting(s)

Robbie doesnt think the


puppy likes any of the
suggestions

At home

Outcome Robbie called his puppy

Theme(s)

Follow up
Activities

Dinner because whenever


he called Dinner the puppy
always came to him

Living with pets


Solving a problem

Go through the ACTIVITIES sheet with your students


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

Copyright 2004 Handy Resources

Guided Silent Reading Book 5

May be photocopied for use in school of purchase only


visit our website at www.handyres.com

16

Licenced for use at WAIMEA INTERMEDIATE SCHOOL only

Set 1:3 LESSON PLAN


RA 7-8 years

SJ Part 1 Number 4

Breakfast on the Bus


by

2002

Dot Meharry

SPECIFIC LEARNING OUTCOMES

Story Summary

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

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

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

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

SET PURPOSE and READ


When you are reading look for .

CHUNK 1 Page 27
READ page 27 and look for
information or clues about
the setting, characters, and
the story problem

RETELL and CLARIFY


Making sure we have got the message right

ADD to STORY WEB


What new information have we found ?

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

...arrived in his house bus....

What is a house bus ?


[A mobile home]

...This house bus is for people, not dogs....


Fast finishers
Start recording your ideas on a
story web

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

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

How does Grandad feel about dogs ?


[Probably doesnt like them very much]

...hearing aid..

Characters
Grandad - has a hearing aid

Check understanding
.you really swallowed the hearing aid?

Why does the storyteller think the dog


swallowed the hearing aid?

Problem
Five swallowed Grandads hearing aid

[Because he was wagging his tail and licking


the storytellers hand ]

Response
Grandad was furious

.What programme?...

Why did Grandad say that? Why did he


shout?
[He cant hear very well without his hearing aid]
.Well have to keep him (Five) tied up

Why did they have to keep Five tied up?


[They were going to wait for the hearing aid to
come out in Fives pooh]
.Yuck

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

Why did the storyteller say Yuck?


[She thought that was gross]
.Grandad won

Why was Grandad good at read my lips?


[If you cant hear very well you end up watch
ing peoples lips to help you understand what
they are saying]

CHUNK 4 Pages 30+31


..and pulled out something small and hard.
What is going to happen?
Where was the hearing aid?
Brainstorm possibilities
READ page 30 and 31

Outcome
Five hadnt swallowed the hearing aid

[It must have been on or under the cushion of


the seat in the bus]

New Problem
What was it that he had swallowed?

Fast finishers
Add to your story web

Copyright 2004 Handy Resources

Guided Silent Reading Book 5

May be photocopied for use in school of purchase only


visit our website at www.handyres.com

17

Licenced for use at WAIMEA INTERMEDIATE SCHOOL only


Post Reading Story Structure : Review the story web now that the whole story has been read
Summarise the main problem and how the characters deal with it (see suggestions below)
Discussion
What was the story about ? (theme)
Story Evaluation : What has the author done to try and make this a good story ?
[Made me laugh, created a real character, described a place well, surprised me with the outcome, used interesting words]

What do YOU think of this story ? Give it a rating out of 10 and say why ?

STORY WEB
Breakfast on the Bus

Plot

Main Characters
The storyteller

Problem

Has a dog called Five

Five swallowed Grandads


hearing aid

Five

Likes to be in on everything
Howls when he doesnt get what he
wants
Likes toast

Grandad

Lives in a house bus


Needs a hearing aid

Response

Action

Minor Characters
Mum
The Vet

Outcome

Grandad was furious

They took Five to the vet


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

Five hadnt swallowed


the hearing aid

Setting(s)

The bus on the storytellers lawn


At the vet

New
Problem

What is it that Five has


swallowed ?

Theme(s)

Follow up
Activities

Grandparents
Coping with hearing loss
Look properly before you blame
the dog

Go through the ACTIVITIES sheet with your students


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

Copyright 2004 Handy Resources

Guided Silent Reading Book 5

May be photocopied for use in school of purchase only


visit our website at www.handyres.com

18

Licenced for use at WAIMEA INTERMEDIATE SCHOOL only

Set 1:4 LESSON PLAN


RA 7-8 years

The Mousetrap
by Janet Pereira

SJ Part 1 Number 5 2002

SPECIFIC LEARNING OUTCOMES

Story Summary

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

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

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

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

SET PURPOSE and READ


When you are reading look for .

CHUNK 1 Page 8
READ page 8 and look for
information or clues about
the setting, characters, and
the story problem
Fast finishers
Start recording your ideas on a
story web

RETELL and CLARIFY


Making sure we have got the message right

ADD to STORY WEB


What new information have we found ?

...cockles..

Characters
Dad - is a softie
- doesnt like to kill things
Mum - hates mice

Check understanding
.and put the rest back...

Why does dad make the kids put the


cockles back ?

Setting
At home

[Doesnt think they should be wasted]


.mouse droppings in the cupboard.

Problem
There are mouse droppings in the cupboard.
Mum wants something done about it

What does having mouse droppings in


the cupboard mean ?
[There must be mice in the house]

What is Mum going to do about the


droppings in the cupboard ?
[She will set a mouse trap if Dad doesnt]

CHUNK 2 Page 9
We know that Dad doesnt
like killing things. What do
you think he will do ?

New Character
Little sister

.a mousetrap invention...

What does Dad mean ?


[He is inventing / making a special mousetrap]

READ page 9 and find out


what Dad does

Action
Dad makes a special mousetrap that will catch the
mouse but not kill it

Fast finishers
Add to your story web

CHUNK 3 Pages 10+11


How do you think Dads
invention will work ?
READ pages 10 and 11 and
find out whether the invention does work
Fast finishers
Add to your story web

Reponse
We already know that Dad doesnt like killing
things

..the trapdoor would snap shut.

New Character
Describe or draw a diagram showing how Mani - storytellers big brother
the trap works
- thought he and Dad were pretty clever
- wasnt impressed with stage 2 of Dads plan
..Mani didnt look too impressed

What does this mean?


What do you think stage two of Dads
plan was ?

Outcome
The trap worked - they caught a mouse

..Mission accomplished

What did Dad mean ?


[He had caught the mouse]

CHUNK 4 Pages 12+13


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

.Weve never had that many before

What is Dad puzzled about ?


.she had that told you so look on her face.

How did Mum feel about how things are


working out
..He couldnt look Dad in the eye....

What does that usually mean ?

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

[A person feels embarrassed or guilty]

Copyright 2004 Handy Resources

Guided Silent Reading Book 5

May be photocopied for use in school of purchase only


visit our website at www.handyres.com

19

Licenced for use at WAIMEA INTERMEDIATE SCHOOL only


SET PURPOSE and READ
When you are reading look for .

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

RETELL and CLARIFY


Making sure we have got the message right
...the luckiest mouse in the world

Why does Mum think that the mouse is


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

ADD to STORY WEB


What new information have we found ?

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

Post Reading Story Structure : Review the story web now that the whole story has been read
Summarise the main problem and how the characters deal with it (see suggestions below)
Discussion
What was the story about ? (theme)
Story Evaluation : What has the author done to try and make this a good story ?
[Made me laugh, created a real character, described a place well, surprised me with the outcome, used interesting words]

What do YOU think of this story ? Give it a rating out of 10 and say why ?

STORY WEB
The Mousetrap

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

Problem

Main Characters
Dad

He is a softie
Doesnt like killing things
Good at solving problems

Response

Dad doesnt like killing things

Mum

Hates mice

Action

Dad builds a special mouse trap


with big brother Manis help

Mani

The storytellers big brother


Is lazy

Outcome

Little sister

The mousetrap worked.


Dad was very pleased with
himself

Wanted a mouse as a pet

The Storyteller

There is no information

Setting(s)

New
Problem

They kept catching a mouse


every day

Response

Dad was puzzled


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

At home

Action

Dad paints a blue dot on the


mouse tail

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

Outcome
work you

have to keep to it

Follow up
Activities

Found out it was the same


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

Go through the ACTIVITIES sheet with your students


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

Copyright 2004 Handy Resources

Guided Silent Reading Book 5

May be photocopied for use in school of purchase only


visit our website at www.handyres.com

20

Licenced for use at WAIMEA INTERMEDIATE SCHOOL only

Set 2:1 LESSON PLAN


RA 8-9 years

Chester
by John Lockyer

SJ Part 1 Number 2 2001

SPECIFIC LEARNING OUTCOMES

Story Summary

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

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

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

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

SET PURPOSE and READ


When you are reading look for .

CHUNK 1 Page 2
READ page 2 and look for
information or clues about
the setting, characters, and
the story problem
Fast finishers
Start recording your ideas on a
story web

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

RETELL and CLARIFY


Making sure we have got the message right

..stop that noise..

Why was the puppy barking ?


[Didnt like being on its own]
.and give me a wet sloppy kiss..

Why did he jump up and give wet sloppy


kisses?
[playful, liked company]

..basement...

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

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

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

ADD to STORY WEB


What new information have we found ?

Characters
Chester - new puppy
- didnt like being on his own
Setting
At home
Problem
Chester made lots of noise when he was left on his
own
Would jump up and give wet, sloppy kisses
Response
Storyteller got cross when the puppy made lots of
noise
Problem
The problem gets worse
- Chester scratches at the garden gate
- Chester howls in the basement at night

Response
Mum finally had had enough
Action
They took Chester to Dog School
..At Dog School hell learn to behave.
Outcome
Do you think Chester was misbehaving ? Chester learnt to do what he was told
[He is just being a puppy - doesnt know any
New Setting
better]
Dog School

...praise

What does it mean ?


Why do you praise a dog ?
...Chester was amazing

Why was Chester amazing?

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

[Chester did really well in the competition]

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

Why did Chester jump up again ?

Outcome
Chester did so well he won a red ribbon and a
plastic bone

[He just got excited - he is still a puppy]

Do you think Chester has learnt to be a


good dog?

Copyright 2004 Handy Resources

Guided Silent Reading Book 5

Problem
Chester still likes to jump up and give wet sloppy
kisses

May be photocopied for use in school of purchase only


visit our website at www.handyres.com

21

Licenced for use at WAIMEA INTERMEDIATE SCHOOL only


Post Reading Story Structure : Review the story web now that the whole story has been read
Summarise the main problem and how the characters deal with it (see suggestions below)
Discussion
What was the story about ? (theme)
Story Evaluation : What has the author done to try and make this a good story ?
[Made me laugh, created a real character, described a place well, surprised me with the outcome, used interesting words]

What do YOU think of this story ? Give it a rating out of 10 and say why ?

STORY WEB : Chester

Plot

Problem
Main Character
Chester

The storytellers new puppy


Made lots of noise
Jumped up and gave sloppy kisses
Learnt lots of skills at Dog School
Still liked to give sloppy kisses

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

Response Storyteller and Mum got


cross with Chester
Stop that noise!

Minor Characters
Mum
Storyteller

Action

They took Chester to Dog


School

Outcome Storyteller and Mum learnt


Setting(s)

how to treat Chester

Chester learned to do what


he was told. He won a
competition

At home
Dog School

Problem

Chester still likes to jump


up and gives wet sloppy
kisses

Theme(s)

Follow up
Activities

Looking after pets


Training puppies

Go through the ACTIVITIES sheet with your students


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

Copyright 2004 Handy Resources

Guided Silent Reading Book 5

May be photocopied for use in school of purchase only


visit our website at www.handyres.com

22

Licenced for use at WAIMEA INTERMEDIATE SCHOOL only

Set 2:2 LESSON PLAN


RA 8-9 years

Rubys Sunflower
by Sally Stephenson

SJ Part 1 Number 5 2001

SPECIFIC LEARNING OUTCOMES

Story Summary

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

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

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

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

SET PURPOSE and READ


When you are reading look for .

CHUNK 1 Page 2
READ page 2 and look for
information or clues about
the setting, characters, and
the story problem
Fast finishers
Start recording your ideas on a
story web

CHUNK 2 Page 3
Look for more information
or clues about the setting,
characters, and the story
problem

RETELL and CLARIFY


Making sure we have got the message right

ADD to STORY WEB


What new information have we found ?

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

...special plant food

Check understanding

What was the contest that Ruby wanted


to win ?
[It doesnt actually say but we can infer that it
is a sunflower growing competition]

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

.Im sure mine is tallest...Saul never wins


anything

What does that tell you about Ruby?


[Maybe she thinks she is better than Saul]

Who is Mr Buckley
READ page 3
Fast finishers
Add to your story web

[Probably one of the teachers]

..The stem of the tall sunflower snapped..

Problem
The ball broke the stem of Rubys sunflower

Show how the accident might have


happened

CHUNK 3 Page 4
...It looked as good as new.
Brainstorm how Ruby might
Show how Ruby made the sunflower look
feel and what she might do.
as good as new
READ page 4
Fast finishers
Add to your story web

CHUNK 4 Page 5
What is going to happen
next?
Will Rubys plan work?
READ page 5
CHUNK 5 Page 6
Do you think Sauls sunflower will be bigger than
Rubys ?
Lets find out.
READ page 6

...But Im not very good.

What does the author tell us about Saul?


[Saul isnt very good at basketball and he
knows it]

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

...He missed again.

What happened when Ruby had a go?


[Ruby got the ball in the hoop first time]

How did this make Saul feel?


[Even worse - he wished he was good at things]

Saul had his fingers tightly crossed...

Why did Saul have his fingers crossed?

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

Reaction
Ruby feels bad about cheating

[He was hoping that he would win]

Action
Whos sunflower was actually the tallest? Ruby says that Sauls flower is bigger than hers
Ill tell you later

What was Ruby going to tell him later?

Copyright 2004 Handy Resources

Guided Silent Reading Book 5

May be photocopied for use in school of purchase only


visit our website at www.handyres.com

23

Licenced for use at WAIMEA INTERMEDIATE SCHOOL only


SET PURPOSE and READ
When you are reading look for .

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

RETELL and CLARIFY


Making sure we have got the message right
..Ruby clapped louder than anyone..

Why did she clap louder than anyone?


[She was happy for Saul]

Do you think Ruby was cheating?

ADD to STORY WEB


What new information have we found ?

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

Post Reading Story Structure : Review the story web now that the whole story has been read
Summarise the main problem and how the characters deal with it (see suggestions below)
Discussion
What was the story about ? (theme)
Story Evaluation : What has the author done to try and make this a good story ?
[Made me laugh, created a real character, described a place well, surprised me with the outcome, used interesting words]

What do YOU think of this story ? Give it a rating out of 10 and say why ?

STORY WEB :
Rubys Sunflower
Main Characters
Ruby

Likes winning contests


Good at solving problems
Realised that winning wasnt everything

Plot
Problem

Saul

In Rubys class
Lives 2 doors away
Never wins anything
Not very good at basketball
Wishes he was good at things
(like Ruby)

Ruby breaks the stem


on her sunflower just
before it gets measured

Response Ruby felt like crying

Minor Characters
Mum
Action
Spider

Rubys dog
Likes digging

Mr Buckley
Teacher who measures the sunflowers

Ruby fixed up the sunflower so you couldnt


tell it was broken

Response

Ruby feels bad about


cheating

Setting(s)

Rubys garden
Out in the street
Sauls garden
School assembly

Theme(s)

Follow up
Activities

Winning isnt everything


Considering others
Being honest

Action

Ruby says that Sauls


flower is bigger than
hers

Outcome Saul finally gets to win


something. Ruby feels
good about what she did

Go through the ACTIVITIES sheet with your students


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

Copyright 2004 Handy Resources

Guided Silent Reading Book 5

May be photocopied for use in school of purchase only


visit our website at www.handyres.com

24

Licenced for use at WAIMEA INTERMEDIATE SCHOOL only

Set 2:3 LESSON PLAN


RA 8-9 years

Three of the Best


by Annie Oliver

SJ Part 2 Number 3 2001

SPECIFIC LEARNING OUTCOMES

Story Summary

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

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

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

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

SET PURPOSE and READ


When you are reading look for .

CHUNK 1 Page 18
READ page 18 and look for
information or clues about
the setting, characters, and
the story problem
Fast finishers
Start recording your ideas on a
story web

RETELL and CLARIFY


Making sure we have got the message right

ADD to STORY WEB


What new information have we found ?

..Ill never forget that day. And Im sure Tim


wont forget it either..

Setting
At school (1970s)

Why has the author written this ?


[A hook to get the readers interest]

Characters
Mrs Hawke - the teacher
- black rimmed glasses
- when she gets angry she bellows
Ralph - is being naughty, talking, singing, jiggling

..bellowed

Check understanding
.We hardly dared to breathe

What does this mean?

Problem
Ralph has gone too far

[They knew the teacher was angry]

Response
Mrs Hawke is furious
Action
Calls Ralph to the front of the class

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

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

..we all shook in our shoes..

Discuss this (an example of a metaphor)

Action
Tim has to go and get the strap from Mr Stewart

..big man with a big, gruff voice..

New Characters
Why do you think the children were all so Mr Stewart - big man with a gruff voice
frightened of Mr Stewart ?
Tim - small boy who sits at the front of the class
[Maybe he was grumpy - shouted at them.
He was the one who usually gave the strap]

..he whacked me with the strap..

Check understanding of whacked


Why did Tim get hit on the hand by Mr
Stewart ?

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

[Mr Stewart thought Tim had been sent to


him to be punished]
.Mrs Hawke turned bright pink.

Why did Mrs Hawke turn bright pink ?


[She was embarrassed about what had
happened]

Refer back to the introduction


Ill never forget that day

Copyright 2004 Handy Resources

Guided Silent Reading Book 5

May be photocopied for use in school of purchase only


visit our website at www.handyres.com

25

Licenced for use at WAIMEA INTERMEDIATE SCHOOL only


Post Reading Story Structure : Review the story web now that the whole story has been read
Summarise the main problem and how the characters deal with it (see suggestions below)
Discussion
What was the story about ? (theme)
Story Evaluation : What has the author done to try and make this a good story ?
[Made me laugh, created a real character, described a place well, surprised me with the outcome, used interesting words]

What do YOU think of this story ? Give it a rating out of 10 and say why ?

STORY WEB :
Three of the Best

Plot
Characters
Mrs Hawke

Teacher
Black rimmed glasses
Bellows when she gets angry

Problem

Ralph is naughty in class


- talking, singing, jiggling

Ralph

A boy in the class


Naughty - talks, sings, jiggles when
he isnt supposed to

Tim

A small boy who sits at the front of


the class

Response Mrs Hawke gets angry.


She has had enough of
Ralphs behaviour

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

Action

Mrs Hawke sends Tim to


Mr Stewart to get his strap
so she can punish Ralph

Setting(s)
Outcome Tim gets punished by Mr
A school classroom in the 1970s

Stewart by mistake
Mrs Hawke has to sort out
the mistake

Theme(s)

Follow up
Activities

Make sure you get your message


right
Dont upset the teacher

Go through the ACTIVITIES sheet with your students


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

Copyright 2004 Handy Resources

Guided Silent Reading Book 5

May be photocopied for use in school of purchase only


visit our website at www.handyres.com

26

Licenced for use at WAIMEA INTERMEDIATE SCHOOL only

Set 2:4 LESSON PLAN


RA 8-9 years

And the Winner is...


by Kathleen OSullivan

SJ Part 2 Number 4 2000

SPECIFIC LEARNING OUTCOMES

Story Summary

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

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

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

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

SET PURPOSE and READ


When you are reading look for .

CHUNK 1 Page 2
READ page 2 and look for
information or clues about
the setting, characters, and
the story problem
Fast finishers
Start recording your ideas on a
story web

RETELL and CLARIFY


Making sure we have got the message right

ADD to STORY WEB


What new information have we found ?

Characters
Chris - tries to avoid doing work around the house
Dad - angry with Chris
Mum - also upset with Chris
Sally - baby sister
Storyteller - no information

Why are the words today and this


written in italics ?
[Emphasize them when reading]
...The way Mum was holding her mouth
What does this mean ?
[She was angry]

Show me how you think Mum was holding


her mouth.
If we read between the lines, what does
this tell us about Chris ?
.Youll be in trouble..

Why does the storyteller think that Chris


would be in trouble ?
[Hes not going to mow the lawn]

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

..dragging the old hand mower.....

Characters
Storyteller - her/his turn to do the dishes this
week
Josh, Blake, Hemi - Chriss mates

Check understanding of hand mower .


Why would Dad say it did a better job ?
[He thought it was too dangerous for kids to
use the motor mower]

Action
No obvious development of the Action. Chris is
thinking about mowing the lawns because he got
the mower out

CHUNK 3 Pages 4 + 5
What do you think the boys
are planning to do ?

.wheelie.

READ pages 4 and 5

.almost as if he was measuring it up.

CHUNK 4 Page 6 + 7
What is going to be the outcome ?
What are some different
ways this story could end ?

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

Check understanding

What is going through Chriss mind ?


[He was working out how he was going to get
the rest of the lawn mown]

..he (Chris) grinned with delight when they all


nodded

Outcome
Boys finished the lawn without Chris doing any
Mum came home and was very pleased
Gave Chris money to go and buy ice creams

Why did Chris grin with delight ?


[His plan was working]

Storyteller only got a dirty look because she


hadnt finished her job yet

READ pages 6 and 7


Fast finishers
Add to your story web

Response
We dont know how Chris feels about this
Action
Chris rings up his mates - he appears to be be
avoiding mowing the lawns. The storyteller
certainly thinks so.

Fast finishers
Add to your story web

Fast finishers
Add to your story web

Problem
Chris HAS to mow the lawns

Do you think the story has a fair ending?

Copyright 2004 Handy Resources

Guided Silent Reading Book 5

May be photocopied for use in school of purchase only


visit our website at www.handyres.com

27

Licenced for use at WAIMEA INTERMEDIATE SCHOOL only


Post Reading Story Structure : Review the story web now that the whole story has been read
Summarise the main problem and how the characters deal with it (see suggestions below)
Discussion
What was the story about ? (theme)
Story Evaluation : What has the author done to try and make this a good story ?
[Made me laugh, created a real character, described a place well, surprised me with the outcome, used interesting words]

What do YOU think of this story ? Give it a rating out of 10 and say why ?

STORY WEB
And the Winner is ..

Plot
Main Character

Problem

Chris

Chris HAS to mow


the lawn

Tries to avoid doing jobs around


the house
Is a bit smarter than his friends
Likes to cheat at cards
Things work out for him

Minor Characters

Response Chris tries to avoid doing


jobs around the house

Dad
Mum
Storyteller - Chriss sister
Sally - baby sister
Josh, Hemi, Blake - Chriss mates

Action

Chris gets his mates to


come around.

He organizes a
competition mowing
the lawn

Setting(s)
At Chriss home

Outcome The lawn gets mown


without Chris having
to do anything
Mum thinks he did it

Theme(s)

Follow up
Activities

Life isnt always fair


Problem solving

Go through the ACTIVITIES sheet with your students


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

Copyright 2004 Handy Resources

Guided Silent Reading Book 5

May be photocopied for use in school of purchase only


visit our website at www.handyres.com

28

Licenced for use at WAIMEA INTERMEDIATE SCHOOL only

Set 3:1 LESSON PLAN


RA 8-9 years

SJ Part 2 Number 4

Coyote and Turtle

2001

Retold by Jane Buxton

SPECIFIC LEARNING OUTCOMES

Story Summary

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

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

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

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

SET PURPOSE and READ


When you are reading look for .

CHUNK 1 Page 2
READ page 2 and look for
information or clues about
the setting, characters, and
the story problem

RETELL and CLARIFY


Making sure we have got the message right

ADD to STORY WEB


What new information have we found ?

...about how dangerous her journey was..

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

Why was Turtles journey dangerous ?


[Access prior knowledge about reptiles
and deserts]

Fast finishers
Start recording your ideas on a
story web

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

..and began to cry..

Why was Turtle crying ?


[She was exhausted and knew she was in trouble]

READ page 3
Fast finishers
Add to your story web

CHUNK 3 Pages 4 + 5
The turtle now has two
problems. What would you
do if you were the turtle?
What do you think will
happen next ?

..shook inside her shell.

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

What does this mean?


[She was frightened]

Action
Did some quick thinking to try and outwit the
coyote

..I wouldnt feel the sun at all


Why was this a brave thing to say?
[She was bluffing]

READ pages 4 and 5


..The turtle pretended to be upset..
Fast finishers
Add to your story web

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

Why did she pretend to be upset?


[She was trying to trick the coyote]
..Hiding a smile

What does it mean to hide a smile?


[She didnt want the coyote to see that she was
smiling]

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

What was Turtle smiling about?


[The coyote had fallen for her trick)
....I will never ever sing that song again, I hope.

What was she getting at when she said


this?
[She had learnt her lesson about the desert]

Copyright 2004 Handy Resources

Guided Silent Reading Book 5

May be photocopied for use in school of purchase only


visit our website at www.handyres.com

29

Licenced for use at WAIMEA INTERMEDIATE SCHOOL only


Post Reading Story Structure : Review the story web now that the whole story has been read
Summarise the main problem and how the characters deal with it (see suggestions below)
Discussion
What was the story about ? (theme)
Story Evaluation : What has the author done to try and make this a good story ?
[Made me laugh, created a real character, described a place well, surprised me with the outcome, used interesting words]

What do YOU think of this story ? Give it a rating out of 10 and say why ?

STORY WEB
Coyote and Turtle

Plot
Characters
Problem

Turtle

Lives in a river
Is only young
Doesnt know about the dangers of
the desert
Is smarter than the coyote

Turtle went too far into


the desert and now she is
exhausted and cant get
back to the cool river

Coyote

Thinks that the turtles crying is a


beautiful song
Is a bully
Doesnt know much about turtles

Action

Turtle crawls into the


shade of a cactus

Response Turtle begins to cry

Setting(s)

The hot dry desert

New
Problem

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

Action

Coyote is going to eat


her if she doesnt teach
him her song

Turtle doesnt want


to be eaten

Turtle outsmarts the


coyote - tricks him into
taking her back to the
river

Outcome Turtle solves both her


problems. She escapes
the coyote, and gets
back to the river

Follow up
Activities

Go through the ACTIVITIES sheet with your students


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

Copyright 2004 Handy Resources

Guided Silent Reading Book 5

May be photocopied for use in school of purchase only


visit our website at www.handyres.com

30

Licenced for use at WAIMEA INTERMEDIATE SCHOOL only

Set 3:2 LESSON PLAN


RA 8-9 years

BAA!

SJ Part 2 Number 3 2000

by

David Hill

SPECIFIC LEARNING OUTCOMES

Story Summary

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

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

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

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

SET PURPOSE and READ


When you are reading look for .

CHUNK 1 Page 8
READ page 8 and look for
information or clues about
the setting, characters, and
the story problem
Fast finishers
Start recording your ideas on a
story web

RETELL and CLARIFY


Making sure we have got the message right

ADD to STORY WEB


What new information have we found ?

...No - it was a lamb..

What was different about the way the girls


and the boys reacted to the lamb ?
...Were feeding this one from a bottle...

Why was this lamb getting special


attention ?

Setting
The classroom at school - Room 7

[Its mother couldnt feed it]

...Ms Mika sighed...

Why do you think Ms Mika sighed ?


[Having a lamb in the class for a day is a big
distraction for the kids)

CHUNK 2 Page 9
How do you think the day
will go ?
Brainstorm some problems
that might happen

Characters
Tasmin - lives on a farm
The storyteller and other children in Room 7
The baby lamb
Ms Mika - Room 7s teacher

Problem for the Teacher


Tasmin had brought a newborn lamb to school
Response
Ms Mika - sighed when she realized the lamb
was there for the day

..just like my little sister, Stacey

Response
Why would the lamb remind the storyteller The kids - obviously enjoying having a lamb at
of her baby sister Stacey ?
school
[The way the lamb feeds from the bottle must
be similar to the way Stacey does]

READ page 9 and find out


how the day goes

New Character
Andrew - another boy in Room 7
- lives on a farm too
- knows a lot about lambs

Fast finishers
Add to your story web

CHUNK 3 Pages 10 + 11
What else might happen
during the day ?
READ pages 10 and 11 and
find out

.Get some disinfectant and a bucket of water..

Describe how you would clean up the


mess. What is the disinfectant for ?
[To get rid of the germs]
...Whys everyone laughing?

Why was everyone laughing ?


Fast finishers
Add to your story web

[Pam was eating A Healthy Diet]


..and a big bucket of water

Who cleans up the mess ? (It doesnt say)


Who do you think should clean up the
mess ?
..just bring a photo.

What was Ms Mika trying to say to


Andrew

Action
Ms Mika said to Andrew not to bring any more
lambs to school tomorrow

[No more lambs in class please]

Copyright 2004 Handy Resources

Guided Silent Reading Book 5

May be photocopied for use in school of purchase only


visit our website at www.handyres.com

31

Licenced for use at WAIMEA INTERMEDIATE SCHOOL only


SET PURPOSE and READ
When you are reading look for .

CHUNK 6 Page 12
READ page 12 and find out
what the outcome of the
story is

RETELL and CLARIFY


Making sure we have got the message right

...MOOOO! Went the something outside.

What has Andrew brought to school ?

ADD to STORY WEB


What new information have we found ?

Outcome
The next day Andrew brought a cow

Post Reading Story Structure : Review the story web now that the whole story has been read
Summarise the main problem and how the characters deal with it (see suggestions below)
Discussion
What was the story about ? (theme)
Story Evaluation : What has the author done to try and make this a good story ?
[Made me laugh, created a real character, described a place well, surprised me with the outcome, used interesting words]

What do YOU think of this story ? Give it a rating out of 10 and say why ?

STORY WEB
BAA!

Characters
The storyteller

Plot

Has a baby sister called Stacey


The lamb reminds her of Stacey

Tasmin

Lives on a sheep farm

Problem

Tasmin brought a
lamb to school

Andrew
Also lives on a farm
Knows lots about lambs

Ms Mika

Response Ms Mika the teacher


wasnt too happy
about it
The kids in the class
thought it was great

Room 7s teacher
Has a good sense of humour
Wasnt too happy about having a
lamb in her classroom all day

Mr Chan
The school caretaker
Daniel
The class clown - always making
jokes

Jarred, Ripeka and other children


in the class

Setting(s)
At school

Action

Ms Mika suggested
Tasmins parents
pick up Pam at
playtime
The kids looked
after Pam the
Lamb during the day

Theme(s)
Outcome Next day Andrew

School is not the best place for


farm animals
Teachers need to say exactly
what they mean

Follow up
Activities

brought a cow

Go through the ACTIVITIES sheet with your students


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

Copyright 2004 Handy Resources

Guided Silent Reading Book 5

May be photocopied for use in school of purchase only


visit our website at www.handyres.com

32

Licenced for use at WAIMEA INTERMEDIATE SCHOOL only

Set 3:3 LESSON PLAN


RA 8-9 years

SJ Part 2 Number 2

Tusk the Cat

2002

by K. E. Anderson

SPECIFIC LEARNING OUTCOMES

Story Summary

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

Tusk is a very fierce cat - a real handful. But the family realises how much
they miss him when they notice he isnt around anymore. Just when everyone has begun to accept that he has gone for good, they discover his
kittens.
Special Features :
Great use of descriptive language and humorous anecdotes to develop the
character of Tusk in the first 5 paragraphs.

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

Read out the title and ask for predictions about this story - What clues has the author given us in the title ?
- Brainstorm possible characters, setting, problem.
Discuss how the students feel about their pets. Ask them to share experiences with particularly scary pets.

SET PURPOSE and READ


When you are reading look for .

CHUNK 1 Page 16
READ page 16 and look for
information or clues about
the setting, characters, and
the story problem
Fast finishers
Start recording your ideas on a
story web

CHUNK 2 Page 17
What do you think will
happen next? What will be
the problem in this story?
READ page 17 and find out
Fast finishers
Add to your story web

CHUNK 3 Page 18
How do you think the family
will feel about Tusk disappearing (Response)
What are some things you
can do when your cat is
missing?

RETELL and CLARIFY


Making sure we have got the message right

ADD to STORY WEB


What new information have we found ?

..runt of the litter.....

Characters
Tusk - supposed to be a runt
[The runt is the smallest, weakest one]
- biggest cat storyteller had ever seen
- enormous ears and razor sharp teeth
..and knock all the ornaments off.....
- claws that ripped skin to shreds
What does boss of the house mean?
- very black and fierce
Was Tusk really in charge of the house?
- boss of the house
[No. He didnt run the place but he did what he
- showed he was unhappy if he didnt get
liked - he had ways of getting what he wanted]
his tea on time
- played mean games
Discuss the language features the author has
Setting
used to develop the character of Tusk
At home
Overstated adjectives
Anecdotes to support characterisation
Problem
No problem other than a very fierce cat
What did Corbin Anderson mean?

..used more plasters than anyone else in NZ...

Why did they use more plasters?


[Because Tusk was always attacking them]
..never missed a meal in his life.....

Why did they notice Tusk was missing?


[No one was covered in plasters and Dad had
been able to sit in his chair]

Fast finishers
Add to your story web

CHUNK 4 Page 19
What will happen next?
How will the story end?
Brainstorm possibilities
READ page 19 to find out
Fast finishers
Add to your story web

Problem
Tusk has gone missing
Problem
It looks like Tusk is gone for good

..the cute way....the funny game..

Why were these now cute and funny games?


[When you dont have something anymore you
tend to remember only the good parts, not how
annoying it can be or the pain from the claws]
..I knew why she had really done it, though....

Why had Mum put away the bowl and mat?


READ page 18 and find out

Characters
Tusk - could be tricked because he was
greedy

[Because Tusk wasnt coming back]

Why did she say she had put them in a safe


place for when he came back?
[She didnt want to upset the storyteller]

Action
Organised themselves into search parties
Rang the radio station
Went to the SPCA
Response
Missed Tusk
Action
Mum put away Tusks mat and bowl

..Suddenly I realised that I had found Tusk..

What did the storyteller mean?


Outcome
Where was Tusk?
Tusk is a she not a he
[She had stumbled across Tusks kittens. It doesnt Tusk was only hiding while she was having
say where Tusk is but we can assume she is
kittens
nearby. Cats will sometimes go away and hide
The family is in for a lot of pain
when they have kittens]
The storyteller is happy that Tusk is still
around
..never trust ...and tell you its a tomcat ....
What does this mean?
[Tusk wasnt a tomcat...she was a female]

Copyright 2004 Handy Resources

Guided Silent Reading Book 5

May be photocopied for use in school of purchase only


visit our website at www.handyres.com

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Licenced for use at WAIMEA INTERMEDIATE SCHOOL only


Post Reading Story Structure : Review the story web now that the whole story has been read
Summarise the main problem and how the characters deal with it (see suggestions below)
Discussion
What was the story about ? (theme)
Story Evaluation : What has the author done to try and make this a good story ?
[eg. made me laugh, created a real character, described a place well, surprised me with the outcome, used interesting words]

What do YOU think of this story ? Give it a rating out of 10 and say why ?

STORY WEB
Tusk the Cat

Characters
Tusk the Cat

Plot

The runt of the litter


Grew to be very big
Enormous ears
Razor sharp teeth and claws
The boss of the house
Played vicious games
Greedy- easy to fool

Tusk has gone missing

Problem

Corbin Anderson

Doesnt know much about cats

Storyteller

A girl (from the illustrations)

Mum and Dad


Tusks 3 Kittens

Action

Organised themselves into


search parties
Rang the radio station
Went to the SPCA

Setting(s)
Response
At home
Searching

the neighbourhood

The family miss him even


though he was very
fierce

Theme(s)
Living with pets
You dont know what

Outcome Tusk is a she not a he


youve got

until its gone


with loss

Coping

Follow up
Activities

Tusk was only hiding while


she was having kittens
The family is in for a lot of
pain
The storyteller is happy that
Tusk is still around

Go through the ACTIVITIES sheet with your students


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

Copyright 2004 Handy Resources

Guided Silent Reading Book 5

May be photocopied for use in school of purchase only


visit our website at www.handyres.com

34

Licenced for use at WAIMEA INTERMEDIATE SCHOOL only

Set 3:4 LESSON PLAN


RA 8-9 years

SJ Part 2 Number 2

Tom and Frankie

2000

by

Unn West

SPECIFIC LEARNING OUTCOMES

Story Summary

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

Tom has some learning difficulties. His younger brother is disappointed


when he chooses a boring goldfish for a pet and tells him he has to look
after it properly or hell never get another one.
Tom gets distracted while staying at Grandpas and the fish dies. Grandpa
suggests getting another one but Tom feels that it would be cheating.
Special features : Characterisation of Tom who is slow
Needs careful discussion to understand Toms response

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

Read out the title and ask for predictions about this story - What clues has the author given us in the title ?
- Brainstorm possible characters, setting, problem
Discuss children with learning difficulties. What does it mean when people say they are slow?

SET PURPOSE and READ


When you are reading look for .

CHUNK 1 Page 6
READ page 6 and look for
information or clues about
the setting, characters, and
the story problem
Fast finishers
Start recording your ideas on a
story web

RETELL and CLARIFY


Making sure we have got the message right

ADD to STORY WEB


What new information have we found ?

Characters
Tom - wanted a goldfish for his birthday
- wasnt interested in fancy fish
Louie - Toms younger brother
- sticks up for his slow older brother
- sometimes wishes Tom acted normally

.fish swam in quick shoals

Check understanding
...dangerous piranhas, lurking.

What do you know about piranhas ?


Why has the author used lurking
[ the fish are dangerous, waiting to strike]
..if only hed act cool sometimes..

What does this tell us about Tom and the


way Louie feels about him?
[Louie is slow. Louie doesnt mind sticking up for
him, just wishes he would be normal sometimes]

CHUNK 2

Page 7

READ page 7 and look for


clues about the story
Problem

Fast finishers
Add to your story web

..he was still sore..

Setting
At the Pet Shop
At home
Problem
Louie has a problem with Toms choice of fish
but this is probably not the main story problem

Characters
Grandpa - was visiting Tom and his family
- teases Tom about his fish
Frankie Fish - Toms new goldfish

Check understanding of sore


[Louie was still annoyed with Tom]

Why did Louie say that to Tom ?


[He was being mean]
.big enough to have for dinner?.......

Did Grandpa really think this fish was for


eating? [Grandpa was just making a joke]
.this is a pet. You dont eat it.

What does this tell us about Tom ?


[He didnt pick up on Grandpas joke]

CHUNK 3 Page 8
READ page 8
Fast finishers
Add to your story web

.move the tank to the other side of the room

Why did Tom have to move the tank?


[The sun heats the water and the fish would die]

Problem
Tom forgets to move Frankie and he dies

...Frankie was still resting...

What does this tell us about Tom ?


[He doesnt realise that his fish is dead.slow]

CHUNK 4 Page 9
How will Tom feel about
Frankie dying ?
READ page 9 and find out
Fast finishers
Add to your story web

...he always treated Tom the same as everyone


else.

What clues are there here about Tom ?


[More evidence that Tom is slow]
..it wouldnt be the same.

Why does Tom feel like this ?


[To do with his slowness - finds it hard to move on]

Copyright 2004 Handy Resources

Guided Silent Reading Book 5

Response
Tom felt sorry for Frankie, he felt sorry for himself, he felt angry with Louie, and Grandpa
Felt sad when he went to bed
Action
Grandpa suggested getting another fish

May be photocopied for use in school of purchase only


visit our website at www.handyres.com

35

Licenced for use at WAIMEA INTERMEDIATE SCHOOL only


SET PURPOSE and READ
When you are reading look for .

RETELL and CLARIFY


Making sure we have got the message right

CHUNK 5 Page 10 + 11

What made up Toms mind to not buy


READ to the end of the story another goldfish ?
to see what Tom decides to [Grandpas plan hadnt worked. His mum knew
what had happened]
do

ADD to STORY WEB


What new information have we found ?

Action
Grandpa tells him a story about a plant that he
didnt look after which died
Outcome
Tom finds out that Grandpas plan didnt work
He decides he doesnt want to get another fish

Post Reading What clues are there in the story that make you think that Tom is slow - doesnt pick things up as
Discussion quickly as others ?
Story Structure : Review the story web now that the whole story has been read
Summarise the main problem and how the characters deal with it (see suggestions below)
What was the story about ? (theme)
Story Evaluation : What has the author done to try and make this a good story ?
[Made me laugh, created a real character, described a place well, surprised me with the outcome, used interesting words]

What do YOU think of this story ? Give it a rating out of 10 and say why ?

STORY WEB
Tom and Frankie

Plot

Characters
Tom

Wanted a pet goldfish


Wasnt interested in fancy fish
Doesnt get Grandpas joke
Has trouble remembering

Problem

Tom forgets to move


Frankie his pet goldfish
and it dies

Louie

Toms younger brother


Sticks up for his older slow brother
Sometimes get frustrated with Tom

Response

Grandpa

Always treated Tom the same as


everyone else
Didnt want to hurt Mums feeling
Thinks that people are more
important than plants or fish

Tom is very upset


He feels sorry for Frankie
and himself
He feels angry with Louie
and Grandpa
He feels sad when he
goes to bed

Mum

Action

Setting(s)

Pet Shop
At home
At Grandpas farm

Theme(s)

Follow up
Activities

Grandpa suggests getting


another one
Grandpa tells him a story
about a time when he let
a plant die

Outcome Tom finds out that Grandpas


plan didnt work.
He decides not to get another
goldfish

Looking after pets


Coping with loss
Not hurting peoples feelings

Go through the ACTIVITIES sheet with your students


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

Copyright 2004 Handy Resources

Guided Silent Reading Book 5

May be photocopied for use in school of purchase only


visit our website at www.handyres.com

36

Licenced for use at WAIMEA INTERMEDIATE SCHOOL only

Set 4:1 LESSON PLAN


RA 9-10 years

The Cindy Limpics


by Michael Wilson

SJ Part 2 Number 2 2001

SPECIFIC LEARNING OUTCOMES

Story Summary

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

The Olympic Games are on and Cindys class decides to have their own
Olympics. Cindy is keen to enter all the events, so she decides to do some
serious training. Unfortunately all sorts of things go wrong and leave her
with a broken leg. The teacher organized a special event called the Limpics
and Cindy wins!
Special Features : We are told the outcome right at the beginning of the
story and then the accumulation of events that led up to the accident.

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

Read out the title and ask for predictions about this story - What clues has the author given us in the title ?
- Brainstorm possible characters, setting, problem
Discuss the sort of training that children could do if they wanted to do well at the school athletics sports.

SET PURPOSE and READ


When you are reading look for .

RETELL and CLARIFY


Making sure we have got the message right

ADD to STORY WEB


What new information have we found ?

CHUNK 1 Page 22
..This how it happened..
READ page 22 and look for
What is different about the way this story
information or clues about
starts ?
the setting, characters, and
[It starts with the outcome then goes back in
the story problem
time to explain how it happened]
Fast finishers
Start recording your ideas on a
story web

Setting
At school

.Cindy thought that was stupid. It made her


angry. If she had been there..

Do you agree or disagree with Cindy?


Why?

CHUNK 2 Page 23
There are no real clues yet
about the story problem.
Brainstorm possibilities.
READ page 23 and see
if any of your ideas are
mentioned here
Fast finishers
Add to your story web

CHUNK 3 Pages 24+ 25


What do you think is going
to happen to Cindys training programme?
READ pages 24 and 25 to
find out

Characters
Cindy - got angry that only men were allowed to
compete in the ancient Olympics
- wanted to enter all the events in her
school Olympics
Problem
Cindy is having problems with her training
programme for the class Olympics
- didnt have the right equipment
- not allowed to pole-vault (too dangerous)
- tomato stake javelin went through the green
house
Response
Thought it was stink that she wasnt allowed to
pole-vault
Action
Has to improvise with training equipment
Characters
Cindy - isnt afraid of doing dangerous things
(pole-vaulting the fence)
- is accident prone
Mum - gets a bit cross when she thinks Cindy is
disobeying her

.discus.pole-vault

Check understanding of these events


.and this was for the javelin.

Check understanding of javelin.


Was Cindy disobeying her mother by
using the tomato stake ?
[ Her mother said she wasnt to use a tomato
stake to pole-vault. She was using it for the
javelin]

.She tried not to cry..

What happened to make her cry ?

Action
More improvisation - more accidents
- used river rock for shot put (dropped on toes)
- went out into the paddock to practise the
discus and thats where it really started to go
wrong

[Cindy dropped the river rock on her toes]


.holding pen.drenched

Check understanding
.she decided not to stretch her left leg.

Why didnt she stretch her left leg ?


[Her shoe had gone into the water trough when
she kicked her right leg]
Fast finishers
Draw a diagram showing what
happened

Outcome
Cindy broke her leg - this comes at the very
beginning of the story
Problem
No problem yet. Cindy is just keen to take part in
all the events

.took off down the race towards the paddock

Outcome
She hits the goat with the Frisbee
The goat frightens the sheep
The sheep come straight for her

Check understanding of a race and what


actually happened

Copyright 2004 Handy Resources

Guided Silent Reading Book 5

May be photocopied for use in school of purchase only


visit our website at www.handyres.com

37

Licenced for use at WAIMEA INTERMEDIATE SCHOOL only


SET PURPOSE and READ
When you are reading look for .

RETELL and CLARIFY


Making sure we have got the message right

ADD to STORY WEB


What new information have we found ?

CHUNK 6 Pages 26 + 27
How is this disaster going to ..if she hadnt cracked her ankle on the edge
Make sure students understand the
end ?
sequence of events

Outcome
...and bunted her into the water trough where she
cracked her ankle (broke her leg)

READ pages 26 and 27 to


find out

Mrs Simpson made a special event called the


Limpics which Cindy won

Do you think Cindy will go about her


training any differently next time ?

Post Reading Story Structure : Review the story web now that the whole story has been read
Summarise the main problem and how the characters deal with it (see suggestions below)
Discussion
What was the story about ? (theme)
Story Evaluation : What has the author done to try and make this a good story ?
[Made me laugh, created a real character, described a place well, surprised me with the outcome, used interesting words]

What do YOU think of this story ? Give it a rating out of 10 and say why ?

STORY WEB
The Cindy Limpics

Plot
Main Character
Cindy Baxter

Very enthusiastic about the school


Olympics
Isnt worried about doing dangerous things
Lots of ideas for training for the
different Olympic events
Is accident prone

Problem

Cindy wants to train for her


school Olympics but doesnt
have the right equipment

Response Cindy thinks it is stink when


her mother wont allow her
to practice the pole-vault
because it is too dangerous

Minor Characters
Mum
Dad
Mrs Simpson
Cindys teacher
The goat and the sheep

Action

Cindy has to improvise with


her training
equipment

Setting(s)

At school
At home on the farm

Outcome It all goes horribly wrong


when she practices the
discus in the sheep
paddock and she ends
up with a broken leg

Theme(s)

Follow up
Activities

Dont give up
Make do with what you have
Being accident prone

Mrs Simpson has a


special event called the
Limpics which Cindy wins

Go through the ACTIVITIES sheet with your students


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

Copyright 2004 Handy Resources

Guided Silent Reading Book 5

May be photocopied for use in school of purchase only


visit our website at www.handyres.com

38

Licenced for use at WAIMEA INTERMEDIATE SCHOOL only

Set 4:2 LESSON PLAN


RA 9-10 years

SJ Part 2 Number 3

Whats the Matter?


by David Hill

2002

SPECIFIC LEARNING OUTCOMES

Story Summary

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

Dan orders a Matter Mover that is supposed to make anything you want
appear. However you have to be very careful what you ask for as Dan finds
out. The angrier he gets with the machine the more mistakes he makes
and soon his bedroom is a disaster site.
Special Features:
The play on words - how the Matter Mover interprets Dans instructions.
The episodes are cumulative - the problem gets bigger and bigger

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

Read out the title and ask for predictions about this story - What clues has the author given us in the title ?
- Brainstorm possible characters, setting, problem
Discuss advertising flyers / junk mail. Ask students if this sort of advertising works on them or their parents?

SET PURPOSE and READ


When you are reading look for .

RETELL and CLARIFY


Making sure we have got the message right

ADD to STORY WEB


What new information have we found ?

CHUNK 1 Page 28
READ page 28 and look for
information or clues about
the setting, characters, and
the story problem

Characters
Dad - Doesnt like advertising flyers
Dan - wants to try out the Amazing Matter Mover
Setting
At home

...a small parcel with his name on it.


Fast finishers
Start recording your ideas on a
story web

CHUNK 2 Page 29
Do you think this sounds
like a good idea ?
What would you do if you
had a Matter Mover ?
READ page 29 and see how
Dan gets on
Fast finishers
Add to your story web

What is the small parcel ?


[Dans Matter Mover has arrived]

.say cancel to remove object.

How does the Matter Mover work ?


..should he tell his parents? Nah, this was his

Why did he decide not to tell his parents?


[Maybe he wanted it all to himself]

Fast finishers
Add to your story web

Why did Dan cancel the icecream ?


[It wasnt quite what he expected.messy]

Why did a little cotton reel appear ?


[He said Get real]

..Cancel! he yelled. Cancel!

Why was Dan unhappy with the lego ?


[He asked for lego and got purple legs]

CHUNK 4 Page 31
huge feet poked his face...
What will Dan get this time ?
What had he done wrong this time ?
READ page 31 and find out
Fast finishers
Add to your story web

Problem
His first go with the Matter Mover didnt turn out
how he expected

.soaked into the carpet

CHUNK 3 Page 30
How will Dan respond to the ..Dan gaped at it. Get real!.
Show me what gaped looks like.
problem ?
Why did Dan say get real
What do you think Dan will
[It wasnt what he had asked for]
do next ?
READ page 30 and find out

Problem
No problem yet

[The first 3 words were My own giants]

Check understanding of each order that


goes wrong

Response
Dan realised he had to be more careful
Action
He made sure he had the right number of words
He asked for lego
Outcome
He got a video cassette instead of his own video
machine
Got a whole lot of purple legs
Response
He was getting angry but he was determined to
get what he wanted

Response
Dan was determined to get something he wanted
from the Matter Mover
Action
He keeps trying to get it right
Outcome
It just gets worse - nothing he orders is how he
wants it

Copyright 2004 Handy Resources

Guided Silent Reading Book 5

May be photocopied for use in school of purchase only


visit our website at www.handyres.com

39

Licenced for use at WAIMEA INTERMEDIATE SCHOOL only


SET PURPOSE and READ
When you are reading look for .

CHUNK 6 Page 32
How will this end ?
Will Dan master the Matter
Mover or will it destroy
him?
What would you do?
READ page 32 and find out
what happens

RETELL and CLARIFY


Making sure we have got the message right

.showered down on him.

Response
Dan is really angry now

Why was this happening?


He had ordered rubbish]
..the Matter Mover was gone..

Why did the Matter Mover disappear?


Dan said get lost]
.and give it one order: Cancel..

What did Dan want to happen?


[He wanted to disappear]

Post Reading
Discussion

ADD to STORY WEB


What new information have we found ?

Action
Says Rubbish and Get Lost
Outcome
A room full of rubbish and the Matter Mover has
gone.
Dans parents are coming down the hall and Dan
knows he is in big trouble

Story Structure : Review the story web now that the whole story has been read
Summarise the main problem and how the characters deal with it (see suggestions below)
What was the story about ? (theme)
Story Evaluation : What has the author done to try and make this a good story ?
[Made me laugh, created a real character, described a place well, surprised me with the outcome, used interesting words]

What do YOU think of this story ? Give it a rating out of 10 and say why ?

STORY WEB
Whats the Matter?

Plot
Characters

Problem The Matter Mover wasnt

Dan

quite as easy to control


as Dan had thought it
would be

Wanted to have it all


Gets angry when things dont go
his way

Dans Dad

Doesnt like junk mail

Response

Mum

Dan was determined


that the Matter Mover
wasnt going to beat
him
He got increasingly
angry when his orders
didnt work out

Setting(s)
At home mostly in Dans bedroom

Action

Dan kept testing his


Matter Mover to try and
get it right. He kept
saying the wrong things
and the situation kept
getting worse

Theme(s)

Follow up
Activities

Expecting to get something for


nothing doesnt always work out
Sometimes parents know best
Beware of junk mail

Outcome

Dan was in big trouble.


If only he still had the
Matter Mover he could
make himself disappear

Go through the ACTIVITIES sheet with your students


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

Copyright 2004 Handy Resources

Guided Silent Reading Book 5

May be photocopied for use in school of purchase only


visit our website at www.handyres.com

40

Licenced for use at WAIMEA INTERMEDIATE SCHOOL only

Set 4:3 LESSON PLAN


RA 9-10 years

SJ Part 2 Number 1

Jeremiahs Teeth
2002

by Peter Friend

SPECIFIC LEARNING OUTCOMES

Story Summary

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

Jeremiah hates the taste of toothpaste and says he is never going to brush
his teeth again. However his teeth object and he has to find a compromise
to keep his teeth and his tongue happy.
Special features :
More complex structure - the first problem develops into a second problem
Personification of the teeth and the tongue makes this a fantasy

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

Read out the title and ask for predictions about this story - What clues has the author given us in the title ?
- Brainstorm possible characters, setting, problem
Discuss childrens tooth brushing routines. Are they regular brushers? Why is it important?

SET PURPOSE and READ


When you are reading look for .

CHUNK 1 Page 8
READ page 8 and look for
information or clues about
the setting, characters, and
the story problem
Fast finishers
Start recording your ideas on a
story web

RETELL and CLARIFY


Making sure we have got the message right

ADD to STORY WEB


What new information have we found ?

..Your teeth will fall out if you dont clean them...

Characters
Jeremiah - doesnt like the taste of toothpaste
Dad
Dentist
Problem
Jeremiah doesnt like the taste of toothpaste.
It makes his tongue shake and shudder
Response
His father told him they would fall out if he didnt
brush them
Action
Dentist gave him some different flavoured toothpastes

Why would your teeth fall out ?


[An exaggeration by Dad. He means that they
will decay]

.Ill give you some samples..

What did the dentist mean?


What are samples?
[She gave him some flavoured toothpastes]

CHUNK 2 Page 9
Will this solve Jeremiahs
problem?
What will happen next if it
doesnt?
READ page 9 and find out
Fast finishers
Add to your story web

CHUNK 3 Page 10
How will Jeremiah solve his
new problem?
Brainstorm possiblities
READ page 10 and find out
Fast finishers
Add to your story web

....it made his tongue shake and shudder......

Response
Jeremiah didnt like the taste of any of the new
flavours
Action
He was never going to brush his teeth again
New Problem
His teeth decide they have had enough and are
going to leave
Response
Jeremiah thinks its a silly dream

Why would this happen ?


[Taste buds are in the tongue]

....Were leaving......

Who are the tiny voices ?


[His teeth]

...and they ran away screaming..

Why did they run away screaming?


[The gummy smile was frightening / gross]
.soup and spaghetti and jelly and icecream..

What do you notice about the food


Jeremiah is having for dinner?
[It is all soft - doesnt require chewing]

CHUNK 4 Page 11
.youre torturing me..
How would you feel about
Why was the tongue feeling tortured?
having to eat soft food?
[Taste buds are in the tongue]
What will Jeremiah do next?
Brainstorm possibilities

Action
Jeremiahs teeth have gone
Response
Jeremiah doesnt care - wont have to brush them
again
Outcome
Cant eat hard food

New Problem
Jeremiahs tongue wants him to get his teeth back
His teeth are demanding clean working conditions

READ page 11 and find out


Fast finishers
Add to your story web

Copyright 2004 Handy Resources

Guided Silent Reading Book 5

May be photocopied for use in school of purchase only


visit our website at www.handyres.com

41

Licenced for use at WAIMEA INTERMEDIATE SCHOOL only


SET PURPOSE and READ
When you are reading look for .

RETELL and CLARIFY


Making sure we have got the message right

CHUNK 5 Pages 12+13


How is Jeremiah going to
keep his teeth and his
tongue happy?

..toothbrush full of toothpaste that he doesnt


taste at all...

How has Jeremiah solved the problem ?


[He takes out his tongue]

READ pages 12 and 13 to


find out what he does

ADD to STORY WEB


What new information have we found ?

Action
Jeremiah comes up with a solution to the problem
He takes his tongue out while brushing his teeth
Outcome
Now his teeth and his tongue are happy

Post Reading Story Structure : Review the story web now that the whole story has been read
Summarise the main problem and how the characters deal with it (see suggestions below)
Discussion
What was the story about ? (theme)
Story Evaluation : What has the author done to try and make this a good story ?
[Made me laugh, created a real character, described a place well, surprised me with the outcome, used interesting words]

What do YOU think of this story ? Give it a rating out of 10 and say why ?

STORY WEB
Jeremiahs Teeth

Plot
Problem

Main Characters
Jeremiah

Doesnt like the taste of toothpaste

Jeremiahs tongue
hates the taste of
toothpaste

Jeremiahs teeth

Are sick of being neglected

Response

Jeremiahs tongue

Doesnt like the taste of toothpaste


Doesnt like boring mushy food

Dentist

Jeremiah is never
going to brush his
teeth again.
Jeremiahs teeth
arent happy because
they are sick of never
being cleaned

Dad
Kids at school

Setting(s)

At home
At the dentists
At school

Action

Jeremiahs teeth leave

Outcome

Jeremiah can only eat


soft food

New
Problem

Action

His tongue is not


happy with boring
mushy food

Jeremiah takes his


tongue out when he
is brushing his teeth

Theme(s)

Follow up
Activities

Problem solving
Dental hygiene

Outcome

His teeth and his


tongue are happy

Go through the ACTIVITIES sheet with your students


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

Copyright 2004 Handy Resources

Guided Silent Reading Book 5

May be photocopied for use in school of purchase only


visit our website at www.handyres.com

42

Licenced for use at WAIMEA INTERMEDIATE SCHOOL only

Set 4:4 LESSON PLAN


RA 9-10 years

SJ Part 2 Number 4

Time for a Spell


2002

by David Hill

SPECIFIC LEARNING OUTCOMES

Story Summary

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

Slade keeps getting emails threatening him with an alien invasion. They
must be from his friend Tyrone who is always playing these kind of tricks
on him but when Tyrone denies it is him Slade starts to wonder.
Special Features : Science Fiction genre
The layout of the text for email messages
Humour associated with the misspelt words
Requires some inference to understand the ending

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

Read out the title and ask for predictions about this story - What clues has the author given us in the title ?
- Brainstorm possible characters, setting, problem
Discuss childrens experiences with email. Do they use it? What are the dangers / problems associated?

SET PURPOSE and READ


When you are reading look for .

CHUNK 1 Page 8
READ page 8 and look for
information or clues about
the setting, characters, and
the story problem
Fast finishers
Start recording your ideas on a
story web

RETELL and CLARIFY


Making sure we have got the message right

ADD to STORY WEB


What new information have we found ?

.His friend was always playing email tricks...

Characters
Slade - spends a lot of time on his computer
Fluffguts - Slades cat
Tyrone - Slades friend
- always plays email tricks on Slade
Grark - Captain of the alien battleship
- not a very good speller
Setting
At home in front of his computer

What is an email trick ?


[When someone sends a fake email]

..Get a dictionary!.........

What is Slade going on about ?


[He is giving his friend Tyrone a hard time
about the spelling in the email]

Problem
Aliens from the star Sirius are planning an invasion
on Earth
CHUNK 2 Page 9
What will happen next?
READ page 9 and find out
Fast finishers
Add to your story web

CHUNK 3 Pages 10+11


Is this email from his friend
Tyrone or from a real alien
empire?
READ pages 10 and 11 and
look for further clues
Fast finishers
Add to your story web

..He stratched and the itch went away...

Response
Slade thinks it is his friend Tyrone

Why did Slades head feel itchy ?


[The terrible pain from the Alien Empire]

Action
Ignores the second message
Tells him to get a dictionary

..something tickled inside Slades nose...

What made Slade sneeze ?


[A laser bean from the Alien Empire]

.A breeze blew and the cloud floated away...

Response
Slade still thinks it is Tyrone sending the emails

What does this have to do with the


story?
[This was the demonstration of the Empires
huge power]
..It couldnt really be aliens from another planet..

Action
Ignores Grarks threats and continues to correct
corrects his spelling

Were the emails from Tyrone ?


[He says they werent and he was out last night]

CHUNK 4 Page 12+13


What will the change of plan .Sure enough a tickle ran through his feet...
What was the tickle?
be?
[The Alien Empires huge electric shock]
READ pages 12 and 13 to
find out
.Fluffguts settled down to sleep again...
Slade still thinks this is Tyrone and
Fast finishers
another one of his tricks.
Add to your story web
What do you think ?

Outcome
Grark and his Alien Empire are not that powerful
and have to abandon their mission
Slade is not convinced

[The tiny piece of metal was all that was left of


another very small alien invader]

Copyright 2004 Handy Resources

Guided Silent Reading Book 5

New Problem
Another attack - the invaders from Aldebaran
Outcome
Fluffguts deals with that one

May be photocopied for use in school of purchase only


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Post Reading Story Structure : Review the story web now that the whole story has been read
Summarise the main problem and how the characters deal with it (see suggestions below)
Discussion
What was the story about ? (theme)
Story Evaluation : What has the author done to try and make this a good story ?
[Made me laugh, created a real character, described a place well, surprised me with the outcome, used interesting words]

What do YOU think of this story ? Give it a rating out of 10 and say why ?

STORY WEB
Time for a Spell

Plot
Main Characters
Slade

Problem

Spends a lot of time on his


computer

Aliens from the planet


Sirius are planning an
invasion on the planet
Earth

Fluffguts

Slades cat
An alien destroyer

Response Slade thinks it is his


friend Tyrone playing
email tricks on him.
He ignores them apart
from correcting the
very bad spelling

Tyrone

Slades friend
Is always playing email tricks on
Slade

Grark
Captain of an alien battleship from
the planet Sirius
Not a very good speller

Setting(s)

Action

The aliens demonstrate


their power on Slade

Outcome

The aliens use up so


much of their mighty
power, they have to
postpone their invasion

New
Problem

There is another alien


attack - the invaders
from Aldebaran

Outcome

Fluffguts deals with


that one

At Slades place
At school

Theme(s)

Follow up
Activities

Danger on the internet

Go through the ACTIVITIES sheet with your students


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

Copyright 2004 Handy Resources

Guided Silent Reading Book 5

May be photocopied for use in school of purchase only


visit our website at www.handyres.com

44

Licenced for use at WAIMEA INTERMEDIATE SCHOOL only

by Rachel Hayward

Set 1:1

ACTIVITIES

School Journal
Part 1 Number 4 2001

KNOWLEDGE - What are the facts


1. Make a list of the different ways of eating spaghetti in the story.

COMPREHENSION - Reading between the lines


2. Why did Max end up eating his spaghetti on his own ?
3. Think of another title that gives you different clues about the story.

APPLICATION - Using what you know from the story


4. Make a poster to go on the wall of your dining room describing the
different ways that you can eat spaghetti.
Remember a poster should have a title, some information, and drawings.

5. Write a poem about eating spaghetti.


Use some of the sound words in the story like splish, splash, splosh or
make up your own.

ANALYSIS - Windows into the story


6.

You are looking through a window at the most important event


in this story. Draw what you see. Explain what is happening.
Give a reason why you think this is the most important event.

SYNTHESIS - Coming up with new ideas


7. Design a new tool or gadget for eating spaghetti. It can be very simple or
very complicated.
Label your drawings or write descriptions to explain your interesting ideas

EVALUATION - Sorting out the good from the bad


8. Make a list of the good things (Yellow Hat thinking) and the bad things
(Black Hat thinking) about eating spaghetti.
Yellow Hat Thinking (Good)

Black Hat Thinking (Bad)

9. Give this story a rating out of 10 depending on how much you enjoyed it.
Write down a reason for giving the rating you did.
10---------------------5----------------------1
This was a great story

Copyright 2004 Handy Resources

Guided Silent Reading Book 5

This story was OK

I didnt like this story

May be photocopied for use in school of purchase only


visit our website at www.handyres.com

45

Licenced for use at WAIMEA INTERMEDIATE SCHOOL only

Think
of a
by Simon Cooke

Set 1:2

NAme

ACTIVITIES

School Journal
Part 1 Number 1 2000

KNOWLEDGE - What are the facts


1. Make a list of all the names that were suggested by the family.

COMPREHENSION - Reading between the lines


2. How did Robbie know that the puppy liked his new name ?
3. Think of another title that gives you different clues about the story.

APPLICATION - Using what you know from the story


4. Make a poster about how to go about naming your puppy.
Remember a poster should have a title, a list of instructions, and drawings.

5. Write a poem or a rap song about this new puppy called Dinner.

ANALYSIS - Windows into the story


6.

You are looking through a window at the most important event


in this story. Draw what you see. Explain what is happening.
Give a reason why you think this is the most important event.

SYNTHESIS - Coming up with new ideas


7. Design a really interesting place for Dinner to sleep. Make sure it has his
name on it and some doggie toys to play with.
Label your drawings or write descriptions to explain your interesting ideas

EVALUATION - Sorting out the good from the bad


8. Make a list of the good things (Yellow Hat thinking) and the bad things
(Black Hat thinking) about naming a dog Dinner.
Yellow Hat Thinking (Good)

Black Hat Thinking (Bad)

9. Give this story a rating out of 10 depending on how much you enjoyed it.
Write down a reason for giving the rating you did.
10---------------------5----------------------1
This was a great story

Copyright 2004 Handy Resources

Guided Silent Reading Book 5

This story was OK

I didnt like this story

May be photocopied for use in school of purchase only


visit our website at www.handyres.com

46

Licenced for use at WAIMEA INTERMEDIATE SCHOOL only

Csfblgbtu!!
Jo uif Cvt
Cz!epu!nfibssz!

Set 1:3

ACTIVITIES

School Journal
Part 1 Number 4 2002

KNOWLEDGE - What are the facts


1. Make a list (or draw pictures with labels) of the characters in the story.
Write down words from the story that tell you something about them.

COMPREHENSION - Reading between the lines


2. What actually happened to Grandads hearing aid ?
3. Think of another title for the story that tells you more about the problem.

APPLICATION - Using what you know from the story


4. Make a poster to put next to Five explaining why he is tied up and
warning the rest of the family NOT to let him go.
Remember a poster should have an eye catching title, information, and drawings

ANALYSIS - Windows into the story


5.

You are looking through a window at the most important event


in this story. Draw what you see. Explain what is happening.
Give a reason why you think this is the most important event.

SYNTHESIS - Coming up with new ideas


6. Design the inside of a bus that you would like to live in.
Include all the things you would need.
Label your drawings or write descriptions to explain your interesting ideas

7. Five seems to have a problem - he swallows things he is not supposed to.


Design something that allows him to eat his food but not other things.
Write descriptions or draw pictures with labels to explain your interesting ideas

EVALUATION - Sorting out the good from the bad


8. Make a list of the good things (Yellow Hat thinking) and the bad things
(Black Hat thinking) about living in a bus or a house truck.
Yellow Hat Thinking (Good)

Black Hat Thinking (Bad)

9. Give this story a rating out of 10 depending on how much you enjoyed it.
Write down a reason for giving the rating you did.
10---------------------5----------------------1
This was a great story

Copyright 2004 Handy Resources

Guided Silent Reading Book 5

This story was OK

I didnt like this story

May be photocopied for use in school of purchase only


visit our website at www.handyres.com

47

Licenced for use at WAIMEA INTERMEDIATE SCHOOL only

by Janet Pereira

Set 1:4

ACTIVITIES

School Journal
Part 1 Number 5 2002

KNOWLEDGE - What are the facts


1. Make a list (or draw pictures with labels) of all the characters in the
story.
Write down words from the story that tell you something about them.

COMPREHENSION - Reading between the lines


2. Describe in words or draw a picture with labels to show what Mum would
have done to get rid of the mouse.
3. Think of another title for the story that tells you more about the problem.

APPLICATION - Using what you know from the story


4. Make a Getting Rid of the Mouse poster for Mani clearly showing all the
steps in the plan so that he knows exactly what he is supposed to do.
Remember a poster should have a title, information, and drawings

5. Write a poem or a rap song about The Luckiest Mouse in the World.

ANALYSIS - Windows into the story


6.

You are looking through a window at the most important event


in this story. Draw what you see. Explain what is happening.
Give a reason why you think this is the most important event.

SYNTHESIS - Coming up with new ideas


7. Design your own mousetrap that doesnt harm the mouse.
Label your drawings or write descriptions to explain your interesting ideas

EVALUATION - Sorting out the good from the bad


8. Make a list of the good things (Yellow Hat thinking) and the bad things
(Black Hat thinking) about being a softie towards animals.
Yellow Hat Thinking (Good)

Black Hat Thinking (Bad)

9. Give this story a rating out of 10 depending on how much you enjoyed it.
Write down a reason for giving the rating you did.
10---------------------5----------------------1
This was a great story

Copyright 2004 Handy Resources

Guided Silent Reading Book 5

This story was OK

I didnt like this story

May be photocopied for use in school of purchase only


visit our website at www.handyres.com

48

Licenced for use at WAIMEA INTERMEDIATE SCHOOL only

by John Lockyer

Set 2:1

ACTIVITIES

School Journal
Part 1 Number 2 2001

KNOWLEDGE - What are the facts


1. Make a list (or draw pictures with labels) of all the things that Chester
learnt at Dog School.

COMPREHENSION - Reading between the lines


2. Why does Chester jump up and give wet, sloppy kisses ?
3. Think of another title for the story that tells you more about the problem.

APPLICATION - Using what you know from the story


4. You are going to start your own Dog School.
Think of an interesting name for your new school
Make a poster advertising how your school will run and what you will
teach your dog students.
Remember a poster should have an eye catching title, information, and drawings

5. Write a poem or a rap song about wet, sloppy puppy kisses.

ANALYSIS - Windows into the story


6.

You are looking through a window at the most important event


in this story. Draw what you see. Explain what is happening.
Give a reason why you think this is the most important event.

SYNTHESIS - Coming up with new ideas


7. Design a robot to keep Chester company while there is no one at home.
Think about all the special features this robot would have to have.
Label your drawings or write descriptions to explain your interesting ideas

EVALUATION - Sorting out the good from the bad


8. Make a list of the good things (Yellow Hat thinking) and the bad things
(Black Hat thinking) about having a new puppy.
Yellow Hat Thinking (Good)

Black Hat Thinking (Bad)

9. Give this story a rating out of 10 depending on how much you enjoyed it.
Write down a reason for giving the rating you did.
10---------------------5----------------------1
This was a great story

Copyright 2004 Handy Resources

Guided Silent Reading Book 5

This story was OK

I didnt like this story

May be photocopied for use in school of purchase only


visit our website at www.handyres.com

49

Licenced for use at WAIMEA INTERMEDIATE SCHOOL only

Rubys Sunflower
by Sally Stephenson

Set 2:2

ACTIVITIES

School Journal
Part 1 Number 5 2001

KNOWLEDGE - What are the facts


1. Make a list (or draw pictures with labels) of the characters in the story.
Write down words from the story that tell you something about them.

COMPREHENSION - Reading between the lines


2. Why did Ruby let Saul win the sunflower competition ?
3. Think of another title for the story that tells you more about the problem.

APPLICATION - Using what you know from the story


4. Make a poster advertising the sunflower competition.
Include a set of rules that the contestants have to follow.
Remember a poster should have an eye catching title, information, and drawings

5. Write an acrostic poem about sunflowers.

ANALYSIS - Windows into the story


6.

You are looking through a window at the most important event


in this story. Draw what you see. Explain what is happening.
Give a reason why you think this is the most important event.

SYNTHESIS - Coming up with new ideas


7. Design something to protect sunflowers from dogs and balls and to make
sure they get exactly the right amount of plant food, sunlight, and water.
Label your drawings or write descriptions to explain your interesting ideas

EVALUATION - Sorting out the good from the bad


8. Make a list of the good things (Yellow Hat thinking) and the bad things
(Black Hat thinking) about always winning everything.
Yellow Hat Thinking (Good)

Black Hat Thinking (Bad)

9. Give this story a rating out of 10 depending on how much you enjoyed it.
Write down a reason for giving the rating you did.
10---------------------5----------------------1
This was a great story

Copyright 2004 Handy Resources

Guided Silent Reading Book 5

This story was OK

I didnt like this story

May be photocopied for use in school of purchase only


visit our website at www.handyres.com

50

Licenced for use at WAIMEA INTERMEDIATE SCHOOL only

Three
of the
best

by Annie Oliver

Set 2:3

ACTIVITIES

School Journal
Part 2 Number 3 2001

KNOWLEDGE - What are the facts


1. Make a list (or draw pictures with labels) of the characters in the story.
Write down words from the story that tell you something about them.

COMPREHENSION - Reading between the lines


2. Why did Mr Stewart give Tim the strap ?
3. Think of another title for the story that tells you more about the problem.

APPLICATION - Using what you know from the story


4. Make a poster about what will happen to you if you are naughty in Mrs
Hawkes class. Have a list of all the things you must not do on your
poster.
5. Write down what Tim might have written in his diary that night.
Describe how he felt about what happened to him.

ANALYSIS - Windows into the story


6.

You are looking through a window at the most important event


in this story. Draw what you see. Explain what is happening.
Give a reason why you think this is the most important event.

SYNTHESIS - Coming up with new ideas


7. Make a list of all the different things you could use a teachers strap for
now that they are not allowed to use them on kids.
Label your drawings or write descriptions to explain your interesting ideas

EVALUATION - Sorting out the good from the bad


8. Make a list of the good things (Yellow Hat thinking) and the bad things
(Black Hat thinking) about teachers being able to give kids the strap.
Yellow Hat Thinking (Good)

Black Hat Thinking (Bad)

9. Give this story a rating out of 10 depending on how much you enjoyed it.
Write down a reason for giving the rating you did.
10---------------------5----------------------1
This was a great story

Copyright 2004 Handy Resources

Guided Silent Reading Book 5

This story was OK

I didnt like this story

May be photocopied for use in school of purchase only


visit our website at www.handyres.com

51

Licenced for use at WAIMEA INTERMEDIATE SCHOOL only

And the Winner is


by Kathleen OSullivan

Set 2:4

ACTIVITIES

School Journal
Part 2 Number 4 2000

KNOWLEDGE - What are the facts


1. Draw a picture of Chris. Write down the sentences or words in the story
that tell you something about him.

COMPREHENSION - Reading between the lines


2. What clues are there in the story to suggest that Chris is sneaky and
maybe not very honest (you should be able to find three).
3. Think of another title for the story that tells you more about the problem.

APPLICATION - Using what you know from the story


4. Make a poster advertising a weekly lawn mowing competition at Chriss
place. Explain the rules of the competition and the rewards for winning.
Remember a poster should have an eye catching title, information, and drawings

5. Write a poem or a rap song about mowing the lawns.

ANALYSIS - Windows into the story


6.

You are looking through a window at the most important event


in this story. Draw what you see. Explain what is happening.
Give a reason why you think this is the most important event.

SYNTHESIS - Coming up with new ideas


7. Design a new, fun lawn mower that would make kids want to mow the
lawns.
Label your drawings or write descriptions to explain your interesting ideas

EVALUATION - Sorting out the good from the bad


8. Make a list of the good things (Yellow Hat thinking) and the bad things
(Black Hat thinking) about Chriss plan for getting the lawns mown.
Yellow Hat Thinking (Good)

Black Hat Thinking (Bad)

9. Give this story a rating out of 10 depending on how much you enjoyed it.
Write down a reason for giving the rating you did.
10---------------------5----------------------1
This was a great story

Copyright 2004 Handy Resources

Guided Silent Reading Book 5

This story was OK

I didnt like this story

May be photocopied for use in school of purchase only


visit our website at www.handyres.com

52

Licenced for use at WAIMEA INTERMEDIATE SCHOOL only

retold by Jane Buxton

Set 3:1

ACTIVITIES

School Journal
Part 2 Number 4 2001

KNOWLEDGE - What are the facts


1. Draw a picture of the coyote and the turtle. Around your drawings write
down any words you can find in the story that tell you something about
them. Here is an example .. Coyote - snarled

COMPREHENSION - Reading between the lines


2. Why did the turtle get into this mess in the first place ?
3. Think of another title for the story that tells you more about the problem.

APPLICATION - Using what you know from the story


4. Make a poster for young turtles warning them about the dangers of the
desert.
Remember a poster should have an eye catching title, information, and drawings

5. Write an acrostic poem about coyote or turtle.

ANALYSIS - Windows into the story


6.

You are looking through a window at the most important event


in this story. Draw what you see. Explain what is happening.
Give a reason why you think this is the most important event.

SYNTHESIS - Coming up with new ideas


7. Design a cooling system for Turtle that would help her survive her walks
in the desert heat.
Label your drawings or write descriptions to explain your interesting ideas

EVALUATION - Sorting out the good from the bad


8. Make a list of the good things (Yellow Hat thinking) and the bad things
(Black Hat thinking) about Turtles trick.
Yellow Hat Thinking (Good)

Black Hat Thinking (Bad)

9. Give this story a rating out of 10 depending on how much you enjoyed it.
Write down a reason for giving the rating you did.
10---------------------5----------------------1
This was a great story

Copyright 2004 Handy Resources

Guided Silent Reading Book 5

This story was OK

I didnt like this story

May be photocopied for use in school of purchase only


visit our website at www.handyres.com

53

Licenced for use at WAIMEA INTERMEDIATE SCHOOL only

BAA!
By David Hill

Set 3:2

ACTIVITIES

School Journal
Part 2 Number 2 2000

KNOWLEDGE - What are the facts


1. Make a list (or draw pictures with labels) of all things that the lamb did
during its day at school.

COMPREHENSION - Reading between the lines


2. Write down the things in the story that tell you that Ms Mika wasnt too
happy about having a lamb in the classroom for the day.
3. Think of another title for the story that tells you more about the problem.

APPLICATION - Using what you know from the story


4. Make a poster for the classroom with a set of rules for bringing pets to
school so that everyone knows their responsibilities.
Remember a poster should have an eye catching title, information, and drawings

5. You are the lamb that has just spent a day at school. Write about it in
your diary describing what happened and how you felt about it.

ANALYSIS - Windows into the story


6.

You are looking through a window at the most important event


in this story. Draw what you see. Explain what is happening.
Give a reason why you think this is the most important event.

SYNTHESIS - Coming up with new ideas


7. Design a classroom where you could have large pets every day.
Label your drawings or write descriptions to explain your interesting ideas

EVALUATION - Sorting out the good from the bad


8. Make a list of the good things (Yellow Hat thinking) and the bad things
(Black Hat thinking) about bringing pets to school.
Yellow Hat Thinking (Good)

Black Hat Thinking (Bad)

9. Give this story a rating out of 10 depending on how much you enjoyed it.
Write down a reason for giving the rating you did.
10---------------------5----------------------1
This was a great story

Copyright 2004 Handy Resources

Guided Silent Reading Book 5

This story was OK

I didnt like this story

May be photocopied for use in school of purchase only


visit our website at www.handyres.com

54

Licenced for use at WAIMEA INTERMEDIATE SCHOOL only

by K. E. Anderson

Set 3:3

ACTIVITIES

School Journal
Part 2 Number 2 2002

KNOWLEDGE - What are the facts


1. Draw a picture of Tusk labeling all his fierce features.

COMPREHENSION - Reading between the lines


2. How did the storyteller know she had found Tusk ?
3. Think of another title for the story that tells you more about the problem.

APPLICATION - Using what you know from the story


4. Make a MISSING poster to put around the neighbourhood advertising
your missing cat, Tusk.
Remember a poster should have an eye catching title, information, and drawings

ANALYSIS - Windows into the story


5.

You are looking through a window at the most important event


in this story. Draw what you see. Explain what is happening.
Give a reason why you think this is the most important event.

SYNTHESIS - Coming up with new ideas


6. Draw pictures of Tusks kittens after a few months.
Give them names and describe their mean personalities and the strange
things they do.
Label your drawings or write descriptions to explain your interesting ideas

7. Design some Tusk proof protection for your legs.


Label your drawings or write descriptions to explain your interesting ideas

EVALUATION - Sorting out the good from the bad


8. Make a list of the good things (Yellow Hat thinking) and the bad things
(Black Hat thinking) about having a cat like Tusk as a pet.
Yellow Hat Thinking (Good)

Black Hat Thinking (Bad)

9. Give this story a rating out of 10 depending on how much you enjoyed it.
Write down a reason for giving the rating you did.
10---------------------5----------------------1
This was a great story

Copyright 2004 Handy Resources

Guided Silent Reading Book 5

This story was OK

I didnt like this story

May be photocopied for use in school of purchase only


visit our website at www.handyres.com

55

Licenced for use at WAIMEA INTERMEDIATE SCHOOL only

by Unn West
Set 3:4

ACTIVITIES

School Journal
Part 2 Number 2 2000

KNOWLEDGE - What are the facts


1. Make a list of the different settings in the story.

COMPREHENSION - Reading between the lines


2. Make a list of the things in the story that tell us that Tom is slow.
Explain in your own words what this means.
3. Think of another title for the story that tells you more about the problem.

APPLICATION - Using what you know from the story


4. Make a poster about looking after goldfish using the information in the
story and anything else you know about it.
Remember a poster should have an eye catching title, information, and drawings

ANALYSIS - Windows into the story


5.

You are looking through a window at the most important event


in this story. Draw what you see. Explain what is happening.
Give a reason why you think this is the most important event.

SYNTHESIS - Coming up with new ideas


6. Design a goldfish tank that would have kept Frankie alive without having
to move it in and out of the sun every day.
Write descriptions or draw pictures with labels to explain your interesting ideas

7. Instead of a goldfish, Tom chose a .(you decide on another pet).


Explain what happened to this pet once Tom got busy with other things at
Grandads place.
Label your drawings or write descriptions to explain your interesting ideas

EVALUATION - Sorting out the good from the bad


8. Make a list of the good things (Yellow Hat thinking) and the bad things
(Black Hat thinking) about spending time with grandparents.
Yellow Hat Thinking (Good)

Black Hat Thinking (Bad)

9. Give this story a rating out of 10 depending on how much you enjoyed it.
Write down a reason for giving the rating you did.
10---------------------5----------------------1
This was a great story

Copyright 2004 Handy Resources

Guided Silent Reading Book 5

This story was OK

I didnt like this story

May be photocopied for use in school of purchase only


visit our website at www.handyres.com

56

Licenced for use at WAIMEA INTERMEDIATE SCHOOL only

The Cindy
Limpics
by Michael Wilson
Set 4:1

ACTIVITIES

School Journal
Part 2 Number 2 2001

KNOWLEDGE - What are the facts


1. Make a list (or draw pictures with labels) of all the Olympic events Cindy
practised and the accident she had with each one.

COMPREHENSION - Reading between the lines


2. Explain why Cindy decided not to stretch her left leg.
3. Think of another title for the story that tells you more about the problem.

APPLICATION - Using what you know from the story


4. Make a poster advertising Cindys school Olympic Games.
Include information about the special Limpics event.
5. Write a poem or a rap song about accident prone Cindy.

ANALYSIS - Windows into the story


6. Draw a map of the setting out in the sheep paddock showing how the
final accident happened. Include labels and arrows to show the action.
You need to include the goat, the tin shed, the holding pen, the race, the gate, and the water trough.

SYNTHESIS - Coming up with new ideas


8. Design other Olympic events for people with broken legs.
Label your drawings or write descriptions to explain your interesting ideas

EVALUATION - Sorting out the good from the bad


8. Make a list of the good things (Yellow Hat thinking) and the bad things
(Black Hat thinking) about the school athletic sports
Yellow Hat Thinking (Good)

Black Hat Thinking (Bad)

9. Give this story a rating out of 10 depending on how much you enjoyed it.
Write down a reason for giving the rating you did.
10---------------------5----------------------1
This was a great story

Copyright 2004 Handy Resources

Guided Silent Reading Book 5

This story was OK

I didnt like this story

May be photocopied for use in school of purchase only


visit our website at www.handyres.com

57

Licenced for use at WAIMEA INTERMEDIATE SCHOOL only

Whats

the

by David Hill

Set 4:2

Matter?

ACTIVITIES

School Journal
Part 2 Number 3 2002

KNOWLEDGE - What are the facts


1.

Make a list of all the things Dan asked for and the things he got instead.

COMPREHENSION - Reading between the lines


2.

Think of a reason why the Matter Mover was so hard to control.

3.

Think of another title for the story that tells you more about the problem.

APPLICATION - Using what you know from the story


4.

Make a poster with a very clear set of instructions about how to use the
Matter Mover.
Remember a poster should have an eye catching title, information, and drawings

5.

Think of some 3 word instructions you could give the Matter Mover that
couldnt possibly get you into trouble. Check with someone else to make
sure you are going to be safe using them.

ANALYSIS - Windows into the story


6.

You are looking through a window at the most important event


in this story. Draw what you see. Explain what is happening.
Give a reason why you think this is the most important event.

SYNTHESIS - Coming up with new ideas


7.

Design your own Matter Mover. Make sure that this one gives you what
you want.
Label your drawings or write descriptions to explain your interesting ideas

EVALUATION - Sorting out the good from the bad


8.

Make a list of the good things (Yellow Hat thinking) and the bad things
(Black Hat thinking) about getting junk mail delivered to your house
Yellow Hat Thinking (Good)

9.

Black Hat Thinking (Bad)

Give this story a rating out of 10 depending on how much you enjoyed it.
Write down a reason for giving the rating you did.
10---------------------5----------------------1
This was a great story

Copyright 2004 Handy Resources

Guided Silent Reading Book 5

This story was OK

I didnt like this story

May be photocopied for use in school of purchase only


visit our website at www.handyres.com

58

Licenced for use at WAIMEA INTERMEDIATE SCHOOL only

JEREMIAHS
TEETH
By Peter Friend

Set 4:3

ACTIVITIES

School Journal
Part 2 Number 1 2002

KNOWLEDGE - What are the facts


1. Make a list of the toothpastes that the dentist gave Jeremiah to try.

COMPREHENSION - Reading between the lines


2. Why was Jeremiahs tongue so concerned about what Jeremiah ate ?
3. Think of another title for the story that tells you more about the problem.

APPLICATION - Using what you know from the story


4. Make a scary poster about what will happen if you dont brush your teeth.
Remember a poster should have an eye catching title, information, and drawings

ANALYSIS - Windows into the story


5.

You are looking through a window at the most important event


in this story. Draw what you see. Explain what is happening.
Give a reason why you think this is the most important event.

SYNTHESIS - Coming up with new ideas


6. Think of another way that Jeremiah could have solved his problem.
Start from I ha an idea, said Jeremiah and write a different ending
to this story.
7. Design a very different flavoured toothpaste.
Draw a picture of a tube of this new toothpaste and an advertisement to
go with it, describing why people should buy it.
Label your drawings or write descriptions to explain your interesting ideas

EVALUATION - Sorting out the good from the bad


8. Make a list of the good things (Yellow Hat thinking) and the bad things
(Black Hat thinking) about looking after your teeth
Yellow Hat Thinking (Good)

Black Hat Thinking (Bad)

9. Give this story a rating out of 10 depending on how much you enjoyed it.
Write down a reason for giving the rating you did.
10---------------------5----------------------1
This was a great story

Copyright 2004 Handy Resources

Guided Silent Reading Book 5

This story was OK

I didnt like this story

May be photocopied for use in school of purchase only


visit our website at www.handyres.com

59

Licenced for use at WAIMEA INTERMEDIATE SCHOOL only

T imefor a
by David Hill

Set 4:4

Spell

ACTIVITIES

School Journal
Part 2 Number 4 2002

KNOWLEDGE - What are the facts


1. Make a list of the Alien Empires terrible displays of power.

COMPREHENSION - Reading between the lines


2. Give 3 reasons why you know this wasnt Tyrone sending emails.
3. Think of another title for the story that tells you more about the problem.

APPLICATION - Using what you know from the story


4. Make a poster warning the world about the coming invasion of the Alien
Empire from the star Sirius. Make sure you include all the information you
can find in the story so that everyone knows what to expect.
Remember a poster should have an eye catching title, information, and drawings

5. Write a poem or a rap song about alien invasions.

ANALYSIS - Windows into the story


6.

You are looking through a window at the most important event


in this story. Draw what you see. Explain what is happening.
Give a reason why you think this is the most important event.

SYNTHESIS - Coming up with new ideas


7. Plan an alien invasion. Draw or describe what your aliens look like and
the terrible weapons they possess.
Describe their plan of attack. How will they gain control of Earth.
Label your drawings or write descriptions to explain your interesting ideas

EVALUATION - Sorting out the good from the bad


8. Make a list of the good things (Yellow Hat thinking) and the bad things
(Black Hat thinking) about computers in the home.
Yellow Hat Thinking (Good)

Black Hat Thinking (Bad)

9. Give this story a rating out of 10 depending on how much you enjoyed it.
Write down a reason for giving the rating you did.
10---------------------5----------------------1
This was a great story

Copyright 2004 Handy Resources

Guided Silent Reading Book 5

This story was OK

I didnt like this story

May be photocopied for use in school of purchase only


visit our website at www.handyres.com

60