READING

Tiddalik Monday Tuesday Wednesday Thursday Friday

the Frog Tiddalik the frog - read Tiddalik the frog - Tiddalik the frog -5 finger Tiddalik the frog - literal Mothers Day Story
Resource story and students role sequencing retell comprehension
s play with masks
Identify problem and
solution

Opening Learning We are learning to retell a We are learning to retell We are learning to retell the We are learning to answer We are learning different
Intention story by acting so we can the main events of a main events of a story so we ‘right there’ questions about strategies to help us read
practice an oral retell story so we can give a can give a detailed retell a story to help us understand
detailed retell what we are reading

Hook Students use a highlighter Discuss events of my Teacher look around the Mother Day Story
Activate to write on theirs/a morning so far (boring - classroom and ask obvious,
prior partner's fingers the woke up, walked to right there questions. What What not to give your mum
knowledg finger retell kitchen, brushed my colour is the writing on the on mothers day
e teeth) - are any of these whiteboard? What colour
all important events of are Hinads shoes?
my morning!?

Mini I Do - you Text:
Lesson watch
Tiddalik the Frog
Direct
Instructio Read story right through.
n those questions are RIGHT
Read a second time,
stopping for think alouds
about each part of the 5
finger retell.
Characters - use name
where possible (Tiddalik),
not just ‘the frog’.
Text: Follow on from Tuesday. Text: Model making a connection
to the story about a mothers
Tiddalik the Frog Tiddalik the Frog
day you remember with your
Read story right through. Discuss how the answers to mum/grandma.
Discuss with students THERE, we didn't have to Explain how books can do
how we are now GREAT infer or guess any of the this sometimes - when we
at 4 of the fingers answers, just look and find. read, it reminds us of a time
(characters, setting, in our life. It can either be the
problem and solution) This is the same from the whole book, or a certain part
and today we are questions about Tiddalik the
in the story.
Frog.
 Problem and solution- working on the 5th finger
(events). Teacher to read through
Think aloud about how
comprehension questions
the solution to the Draw three circles on the with students before reading
problem didn’t happens board (same colour as the mentor text.
straight away, the author event hoops). Show students how to find
built up the problem the answer to questions in
Read story a second time
though events (all the the text. Model how to
and model splitting the
animals trying to make answer the questions in full
events of the story into
TIddalik laugh sentences.
beginning, middle and
end.

We Do - Have masks prepared for Students volunteer to Students think of questions Students share.
Guided all characters jump into event hoops they can ask where about The part in the book when
Instructio (Tiddalik, frog, owl, and say the events of the the classroom environment ……. made me think of……...
n kookaburra, echidna, eel). story. that are RIGHT THERE for
everyone to see.
Read the story and have 6 E.g. not ‘what is in so and
students act out the story so’s lunchbox as we cannot
as you are reading. see lunchboxes right now’.

Co- We can include all the We know what is an We know what is an I know what the question is I can make a connection to
construct characters, setting, important event in a important event in a story. asking me what I am reading.
ed problem, solution and story. I can answer questions about I can explain why I made this
Success We know that when we re- the story connection.
events when we act out
Criteria We know that when we tell events we use our own My answers are written in
the story.
re-tell events we use our words, not repeat the full sentences
own words, not repeat authors words.
the authors words.

Work You Do It Blue and purple group - Purple group - draw Purple group - use ipads to Resource On looseleaf paper, students
TIme Together cut out masks. three circles in hoops. record themselves re-telling write about a connection
I Watch Draw (Mary/Bec scribe Tiddalik the frog. Listen to Purple and Blue they made to one of the
where possible) events their recordings while 1 star
 (collabor Green and red groups - that happened in each looking at the sequence mothers day books and draw
ative draw settings on A4 paper part of the story. pictures to see if they Green and Red a picture to match.
learning) (billabong, tree) missed anything. 2 stars
5-10 mins Rest of class - use the Rest of class - finish (This will go in Mothers Day).
You Do It Blue and green group pictures on the sheet to yesterday's activity. With a Yellow
Alone Purple and red group help re-tell all the events partner, do an oral re-tell 3 stars
- Act out story. of the story. Write one using their events sheet.
sentence per picture. Partner to tick off each part
of of the 5 finger retell
when they hear it.

We Do YELLOW GROUP BLUE GROUP PURPLE GROUP GREEN GROUP RED GROUP
Conferen L- M C -D A H-I J-K
cing Jannah Joshua Hinad Luciana Elaf
Running Ibtisam Indiana Sergio Ibrahim Rimas
Austin Monayah Zayn Ahmad
Records
John Isaac Jostine
Roving Luqman Osman Amjad
Strategy/ Rahman Ellena Ansh
Focus
Group/RR
Level Text: The Worst House Text: Munch Munch Text: Look at the house Text: Dans Lost Hat Text: A Birthday Present for
Group Focus: Mum
Focus: Focus: Focus:
Problem and Solution - in Re-tell Hinad - Re-tell Focus:
chapter books there are Characters names <c> <k> sound. Events, not using authors Problem and Solution - in
more than one. Setting Words from homework. words. chapter books there are
Yellow post it note - more than one.
problem Sergio - Use question cards. Yellow post it note - problem
Green post it note - Pointing to sounds within Green post it note - solutio
solutio word

Debrief Share and reflect. Share and reflect. Share and reflect. Share and reflect. Share and reflect.