Guided Reading Programme

Literacy: Guided Reading Rotation Programme A complete guided reading programme suitable for use with any fictional texts. •

Stimulating and fun activities that explore different facets of a book.•

Clear direction and expectations, that allow students to work independently of the teacher, •as needed.

Guidelines, tips, timetables and other support material for teachers.•

Coverage of the important areas of the English curriculum.•

So you think guided reading is important, but you need guidance on setting up and planning literacy rotations? If so, these resource books, covering the lower to upper primary grades, are ideal. The activities, in the form of A5 cards, comprise small-group tasks relating to independent reading, comprehension and detail, language and vocabulary, art and illustration, and reflecting and responding. The cards not only state the task required, but also include examples and additional information to facilitate group independence and greater understanding.

Code: 0359

Code: 0358 ISBN: 978-1-877440-58-8

Code: 0363 ISBN: 978-1-877440-63-2

Code: 0360 ISBN: 978-1-877440-60-1

Code: 0361 ISBN: 978-1-877440-61-8

Code: 0362 ISBN: 978-1-877440-62-5

2AGES 7-9

Bks 1–2 3–4 5–6

Age 7–9 9–11 11–13

NSW yrs 2–4 yrs 4–6 yrs 6–8

VIC yrs 2–4 yrs 4–6 yrs 6–8

QLD yrs 3–5 yrs 5–7 yrs 7–9

WA yrs 2–4 yrs 4–6 yrs 6–8

NT yrs 2–4 yrs 4–6 yrs 6–8

SA yrs 2–4 yrs 4–6 yrs 6–8

ACT yrs 2–4 yrs 4–6 yrs 6–8

TAS yrs 2–4 yrs 4–6 yrs 6–8

NZ yrs 3–5 yrs 5–7 yrs 7–9

Other books in the series

Literacy: Guided Reading

Rotation Programme

Book 2 Lower Primary

Janet Bruce

Title: Literacy: Guided Reading Rotation Programme

Subtitle: Book 2 Lower Primary

Author: Janet Bruce

Editor: Paula Wagemaker

Layout: FreshfieldsDesignLimited

Book Code: 0359

ISBN: 978-1-877440-59-5

Published: 2008

Publisher: Essential Resources Educational Publishers Limited

NewZealandOffice: AustralianOffice: PO Box 5036 PO Box 90 Invercargill Oak Flats, NSW 2529 ph: 0800 087 376 ph: 1800 005 068 fax: 0800 937 825 fax: 1800 981 213

Websites: www.essentialresources.co.nz www.essentialresources.com.au

Copyright: Text © Janet Bruce, 2008

Edition and illustrations: © Essential Resources Educational Publishers Limited, 2008

About the author: JanetBrucehastaughtatalllevelsoftheprimaryschoolinAustralia.Asacurriculum coordinator, her primary responsibilities were to develop the school-based English curriculum. Janet initially developed the guided reading programme that is the focus of this present resource while teaching lower primary students. She then adapted it when teaching other grade levels. The resource has emerged from her passion for reading and inspiring younger children to develop a love of reading. The open-ended tasks that appear in this fun resource are therefore a product of her detailed knowledge of English and literacy curricula, as well as her varied classroom experience.

Photocopy notice:

Permission is given to schools and teachers who buy this book to reproduce it (and/or any extracts) by photocopying or otherwise, but only for use at their present school. Copies may not be supplied to anyone else or made or used for any other purpose.

Contents

Notes For Teachers: The Guided Reading Book Club

What is a Guided Reading Book Club? 4

Setting up a Guided Reading Book Club 5

WhatAreLiteracyRotationActivities? 6

TheLiteracyRotationActivities 7

UsingtheActivity(Task)Cards 8

Book Marks 9

Organisation of the Guided Reading Groups andtheLiteracyRotationActivities 10

For Students: The Book Club Meeting

Book Club Meeting Guidelines 11

BookClubDiscussionQuestions 12

Literacy Rotation Activity Cards

ComprehensionandDetailCards1–20

LanguageandVocabularyCards1–20

ArtistandIllustratorCards1–20

ReflectingandRespondingCards1–20

Guided reading is an activity where students gather together with the teacher to read a section of a book. Afterwards,thegroupdiscussesthebook and the development of the story. The main focus of the Guided Reading Book Club is for the students to engage in dialogue about the text they are reading and to do this at regular intervals as the book progresses. The club provides you, the teacher, with a good opportunity to discuss features of the text and to engage your students at a deeper level.

Group your students according to needs, based on reliable classroom-based assessment procedures. The Guided Reading Book Club is an excellent method for developing higher-order thinking skills in those students who are already reading.

The Guided Reading Book Club requires a group of students to select a text from several that you offer. The text should suit the reading interests and reading ability of the group’s members. Students must each have their own copy of the text.

Notes For Teachers: The Guided Reading Book Club

This section, written for teachers, provides a range of discussion points and suggestions that you can use while taking a guided reading group.

Whenthechildrenfirstreceiveabook,their initial discussion should focus on the cover and title to encourage the group to make predictions on content. Subsequent discussions should focus on deepening the students’ understandings of the text and on encouraging their higher-order thinking.

Studentsbenefitsignificantlywhenparticipating in a Guided Reading Book Club. The many strategies provided enable them to build greater meaning from the text and to increase their comprehension. This development, in turn, allows them to develop greater fluencyandreadingskills.

What Is a Guided Reading Book Club?

4 © Essential Resources Educational Publishers Ltd, 2008

The aim of the discussion the children engage in during the Guided Reading Book Club is to encourage open, natural conversation, where personal opinions, experiences and questions are welcomed and explored. Your role is that of facilitator, not a group member or instructor.

1. Group your students according to their reading ability.

2. Each group should consist of four or six students.

3. Askeachgroupofstudentstositina circle, and then take turns to read the book aloud.

4. Make sure each student has their own copy of the book so they can follow along and that they also have a number of book marks (see page 9).

5. Alsomakesurethateachgrouphas a book that is appropriate for their reading level and a task activity card as appropriate (see following pages).

6. Have the groups meet regularly to read so they can discuss a section of the text at a time.

7. Atthebeginningofeachsection,askthestudentstobrieflydiscussthe section of the book they read during “independent reading” and then to take turns reading the next section of the book aloud.

8. Encourage their discussion of each section of the book by answering questions from the “Book Club DiscussionQuestions”list(seepage 12). This list can be copied and laminated, making it a handy resource to use with any book.

9. Alsoencouragethestudentstoclarify their understanding by asking the other members of the group questions.

10. Assessthechildrenwhilelisteningto their individual reading and their responsestothequestions.Alsoassess the extent and nature of their participation and their book work.

Setting up a Guided Reading Book Club

5© Essential Resources Educational Publishers Ltd, 2008

What Are Literacy Rotation Activities?

Literacyrotationactivitiesconsistoffivedifferentsmallgroupactivitiesthatrun in conjunction with the teacher taking a small group of students who are participating in the Guided Reading Book Club.

The literacy rotation activities (given in this resource as a series of task cards) provide students with stimulating and fun activities that explore different facets oftheirbook.Theactivitiesareself-sufficientinthattheyprovidestudentswithclear direction and expectations, thereby allowing the teacher to engage with the book club group without distractions. The literacy rotation activities cover important areas of the curriculum as outlined on the next page.

Teacher with a Guided Reading Book Club

Independent Reading Group

Comprehension andDetailGroup(Activitycards)

Language and Vocabulary Group(Activitycards)

ArtistandIllustrator Group(Activitycards)

ReflectingandResponding Group(Activitycards)


The Literacy Rotation Activities

Independent Reading

This activity requires the students to read the next section of their book independently. Each student should write on their book mark any interesting or unusual words they come across as they read. When the book club meets the following week, they will discuss the section of the book read during “Independent Reading” before beginning their Guided Reading Book Club session with the teacher.

Comprehension and Detail

These activities aim to develop students’ comprehension. The activities are varied and encourage the students to engage with the text to extract greater meaning.

Language and Vocabulary

These activities focus on language, grammar, understanding and applying new vocabulary. The activities encourage students to seek out, identify, understand and apply new and interesting words.

Artist and Illustrator

These activities explore the creative and visual aspects of the book. They also explore the emotions and pictures created in our minds when we hear particular words, phrases, and passages. The activities enable students to visualise the thoughts and feelings they have in relation to the text and to re-create these artistically.

Reflecting and Responding

Theseactivitiesaskstudentstoreflectonandrespondtoaparticularaspect of their text to provoke a written response. These activities are particularly interesting for students because they enable them to respond in a personal manner.


Example of Display Board

Guided Reading Literacy Rotation Activities

Timetable

GroupsGroup 1 Group 2 Group 3 Group 4 Group 5 Group 6

Cards

The cards are designed to be photocopied, cut out and laminated. There are 20 cards in each section, which means you will have a full year’s supply of task cards to use. The timetable on page 10 provides you with a clear fortnightly timetable that allows each group to rotate through all activities over the two-week period.

Each fortnight, select one card for each of the following groups: • ComprehensionandDetail• LanguageandVocabulary• ArtistandIllustrator• ReflectingandResponding.

I keep these cards all together in an envelope at the front of the classroom, attachedtotheorganisationboard.Asthe diagram below shows, the board displays the names of each of the children in each group and a copy of

the timetable. I also have a pocket for additional book marks that the children can take and use when needed. (For information about the book marks, see page 9.)

The activity cards are designed to be used as follows:• Onecard(laminated)ishandedto

each group completing that activity.• Thechildrenreadtheactivityonthe

card.• Thechildrenwriteallresponsesin

their own literacy rotation work books.

When it is time for the Guided Reading andLiteracyRotationActivitiestobegin,one person from each group collects theactivitycardforthegroup.Allotherchildren collect their books and any other materials required and begin the task card. The children sit together in their groups to complete the activities.

Using the Activity (Task) Cards


Book Marks

The children use the book marks mainly during the independent reading and guidedreadingsessions.Asthechildrenread the book, they should write down any unusual or unknown words on the book mark. They then use these words

Name:

Book:

Author: Wor

ds:

Name:

Book:

Author: Wor

ds:

Name:

Book:

Author: Wor

ds:

Name:

Book:

Author: Wor

ds:

Name:

Book:

Author: Wor

ds:

for some of the activities in the Language and Vocabulary section. When children identify and write downnewordifficultwords,theyarestrengthening and broadening their own vocabularies.


Organisation of the Guided Reading Groups and the Literacy Rotation Activities

Odd Week Even Week

Sess

ion

1

Sess

ion

2

Sess

ion

3

Sess

ion

1

Sess

ion

2

Sess

ion

3

Group 112345

Book

Clu

b

Com

preh

ensio

n an

d De

tail

Lang

uage

and

Vo

cabu

lary

Inde

pend

ent R

eadi

ng

Refle

ct a

nd R

espo

nd

Artis

t and

Illu

stra

tor

Group 212345 Ar

tist a

nd Il

lust

rato

r

Book

Clu

b

Com

preh

ensio

n an

d De

tail

Lan

guag

e an

d Vo

cabu

lary

Inde

pend

ent R

eadi

ng

Refle

ct a

nd R

espo

nd

Group 312345 Re

flect

and

Res

pond

Artis

t and

Illu

stra

tor

Book

Clu

b

Com

preh

ensio

n an

d De

tail

Lang

uage

and

Vo

cabu

lary

Inde

pend

ent R

eadi

ngGroup 4

12345 In

depe

nden

t Rea

ding

Refle

ct a

nd R

espo

nd

Artis

t and

Illu

stra

tor

Book

Clu

b

Com

preh

ensio

n an

d De

tail

Lang

uage

and

Vo

cabu

lary

Group 512345

Lang

uage

and

Vo

cabu

lary

Inde

pend

ent R

eadi

ng

Refle

ct a

nd R

espo

nd

Artis

t and

Illu

stra

tor

Book

Clu

b

Com

preh

ensio

n an

d De

tail

Group 612345 Co

mpr

ehen

sion

and

Deta

il

Lang

uage

and

Vo

cabu

lary

Inde

pend

ent R

eadi

ng

Refle

ct a

nd R

espo

nd

Artis

t and

Illu

stra

tor

Book

Clu

b


Book Club

Meeting Guidelines

You will need your book, a pencil and your book mark.

1. Form a circle.2. Get organised within one minute.3. Brieflysummarisewhathappenedinthelastsection

of the book you read independently. 4. Read the next section of the book.5. Take turns to read small sections of the text and

follow along as others read.6. Cooperate with your group and support one

another with reading.7. Discussthesectionyouhavejustread.Ifyouhave

any questions, ask your group.8. Finally, choose a few questions to answer from the

“BookClubDiscussionQuestions”list.


Book Club Discussion Questions

• Whatdoyoulikeaboutthewaythebookended?• Whatwasyourfavouriteevent?Why?• Whatdidyoulike/dislikeaboutthestory?• Howdidthestorymakeyoufeel?• Givethisstoryaratingoutof10andexplainwhy.• Whichpicturebestmatchesthewordsonthepage?• Isthetitleappropriateforthisstory?Whatelsecould

it be called?• Whatwasthestoryabout?• Whatwerethecharacters’nameswithinthestory?• Whichcharacterdidyoulikethemost?Explainwhy.• Whathappenedinthestory?• Whatotherwordsdidtheauthoruseinsteadof

“said”?• Choosethree new words you haven’t seen before.

What do you think they mean?• Whatdoyouthinkwillhappennext?• Doesthecovermatchthestory?Explainwhyorwhy

not.• Openyourbooktothepagewhen

.

• Find

.


AimThe aim of the comprehension and detail

activities is to develop students’ comprehension

and understanding of the text. The activities

encourage students to engage with the text

to extract a greater depth of meaning and

understanding.


© Essential Resources Educational Publishers Ltd, 2008




Read and Remember

Think about what happened in the story. Write a sentence describing what the story was about. Your following sentences should give extra information about the events and details that happened in the story.

Question Quest

Your quest is to come up with two tricky questions about the book you read. Be sure to write down the answers to the questions as well.

Wheneveryonehasfinishedwritingtheirquestions,taketurns to share them with the group. The person who answersthemostquestionscorrectlywinsQuestionQuest.

CARD1

CARD2Comprehension and Detail




Main Ideas Matter

The main events in the book keep us interested in the story. They are the major events that we remember. Choose one major event from your story and explain why this event was important to the storyline.

Character Chase

Allofthecharactersfromyourstoryareontherunandare wanted by the police. The police need you to make a wantedposter.Drawapictureofoneofthecharactersand provide the following information about this person.

Name:

Description:

Age:

Other information:

CARD4





It’s All in the Name

The author of the book wants to change the title of the book and would like you to come up with some alternative, exciting, catchy titles for him or her to consider. Think about the story, the characters and the events that took place and then create as many titles as you can think of so as to give the author a good range of choices.

Decisions, Decisions

The librarian would like your assistance to help rate some of the books that are on offer in your school. Give the book you are reading a rating out of 10 and give at least three reasons to support your score.

CARD5





Character for Dinner

You have just decided to invite one of the characters from your story over for dinner. Create a menu plan for your guest, including an entrée or starter, a main meal and a delicious dessert. Be sure to plan your menu so that it includes the types of food the character would love to eat.

Character Clothing

Choose a character from your story and design new clothing for him or her to wear. You will need to think about the character’s interests in order to design the right style of clothing. For example, if the character is a skateboarder, your clothing will need to be suitable for skateboarding.

CARD8





Shared Speeches

Prepare a speech describing the characters and main events that occurred in the story. Remember to say what happened in the story in the order it occurred—that is, from the beginning to the end. Give as much detail as you can remember. Present your speech to your group.

Author Appreciation

Write a letter to the author of the story you have read. Brieflytelltheauthorabitaboutyourselfandthentellthe author what you liked about his or her story.

CARD9





Discussion Date

You have been asked to discuss this book with your group. Write down three interesting discussion questions to share with your group. Come up with:• Onequestionabouta

character • Onequestionaboutanevent• Onequestionaboutaword

used in the story.

Lucky Location

Each person in your group needs to choose a word from your book. Keep this word a secret. One person at a time gives clues about the word they have chosen, without giving the word away, until the word is guessed. Clues might start in the following way:• Mywordisa [verb, adjective, noun].• Mywordisfoundonpage .• Mywordhas letters.• Mywordstartswiththeletter .

CARD12





Problem Prediction

Think about a big problem that could happen to the main character in the story and that could be used to create the next book. Write down your idea or ideas and share them with your group.

Story List

Make a list of the key people, objects and places from the story. Write your list in the order that the story took place.

CARD13





Spot the Speech

Eachpersoninthegroupneedstofindspeechthatwassaid by a character in the book. Speech is written with speech marks at the beginning and end of the dialogue “ ”. Each person takes turns to read out the dialogue they selected. The other people in the group need to guess the name of the character who said the dialogue.

Quiz

Write two questions about the story you have read. Make sure you also write the answers to your questions in your work book. Read your questions out to someone in your group to test his or her knowledge. Place a limit on the amount of time this person has to answer your questions.

CARD15

CARD16





Action Characters

Choose one character from the story you are reading. Write the character’s name in the middle of a page in your work book. Fill the space around the name with action words that describe the character’s actions within the story.

This Goes with That

Choose one character from your story. Think about the objects that go with that character. Write the name of the character as the heading, draw an outline of the character, and then write the items that go with the character within the outline.

CARD17





Something To Remember

If you were able to give a piece of advice to one of the characters from the story you are reading, what would you say? Write down the name of the character and write what you would say to him or her. How would your advice change the story?

Sound—Sentence—Sound Poem

Think about one event from the story you are reading to create a sound poem. Follow these steps:• Line1:Chooseonewordtorepresentasound.• Line2:Describethesoundinasentence.• Line3:Chooseanotherwordforthesound.

Example:Rustle

The large branch swings against the houseSwish

CARD19

CARD20



Aim


These activities focus on the language, grammar and

vocabulary within the text. The activities encourage

students to seek out, identify, understand and apply new

and interesting words.







Wonderful Word Bank

Create a word bank by writing down in your work book any new and interesting words you come across as you read. Choose unusual words you have not seen before, or descriptive words you might like to use in your own writing.

New Word Find

Create a list of new words in your story that you have not used before in your writing. Use a few of these words in a sentence.

CARD1

CARD2





Adjective Count

How many describing words (adjectives) are on each page in your story book? How many describing words are in the whole book? Count them up and check your answers with other people in your group.

Sensational Speaking

You will need to complete this activity in pairs. Take turnstoreadthestoryapageatatime.Asyoureadthe story, change your voice every time you read something that a character is saying.

CARD3

CARD4





Word Heard

Look closely at the words in your story. Find as many words as you can that rhyme with one another. Write down the matching words and draw a picture of each word in your book.

Boomerang Bounce-Back

You will need to do this activity as a whole group sitting in a circle. Have one person choose an interesting sentence from the book and then whisper the sentence to the next person in the circle. The sentence is passed to each person sitting in the circle until it has gone all the way around. The last person says out loud exactly what was passed on to him or her. Compare this sentence with the actual sentence from the book. Was it the same? Repeat this exercise until everyone in the group has had a turn choosing and whispering a sentence.

CARD5

CARD6





Read and Recommend

You will need to complete this activity in pairs. Take turnstoreadthebook,apageatatime.Asyourpartner reads, comment on the way he or she is reading. What things is your partner doing well? Tell him or her!

Adverb Adventure

Authorsuseadverbs to tell you when, where or howsomethingisdone.Anadverbgivesyoumoreinformation about the verb (action). For example, “Joey ran (verb) fast” (adverb). Find all of the adverbs from your story and write them down in your work book.

CARD7

CARD8





Suffix Search

Asuffix refers to the end pattern of a word. Look through your book and locate as many words as you can that end with the same letter patterns. Here are some examples of these patterns: “ing”, “er”, “or”, “ery”, “ay”, “et”, “ion”, “ar”.

Name the Noun

Common nouns are naming words. They are the names of ordinary, everyday things, such as a bag, car, shoe, chair, etc.Lookthroughyourbookandfindasmanycommonnouns as you can. Choose one common noun, describe it to your partner, and ask him or her to guess what the noun is.

CARD9

CARD10





Compound Words

Compound words are words that are made up of two smaller words, such as doorbell and armchair. Look through your story and make a list of all thecompoundwordsyoucanfind.Use these words to create an interesting sentence.

Meaningful Meanings

Some words have the same or a very similar meaning. For example, small and tiny have the same meaning. Write down a word from your book and write next to it anotherwordthatmeansthesame.Trytofindanotherword from your book and then repeat the activity. How many words could you list?

CARD11

CARD12





Muddled Words

Write down ten words from your book to form a list. On a separate page, write each word, but as you do this muddleitsletters.Drawapicturenexttothemuddledword to give a clue. Swap your muddled words with another person in your group to solve. Here are some examples:• rodo=door• irdb=bird• oeuhs=house.

Word Shapes

Choose ten words from your book and write these wordsdowntoformalist.Drawashapethatrepresentseach word and then present these shapes in a random order. Swap your list with another person in your group and write the correct word inside each shape.

CARD13

CARD14





Adding On

Sometimes we can add a letter to a word to create a different word with a different meaning—for example, bat to bath and ate to late. Find as many different words as you can from your book that can be changed into another word by adding a letter. Write each word and the new word down in your work book. Howmanycouldyoufind?

Matching Pairs

Some words go together like bread and butter, bat and ball, shoes and socks. These matching words are joined with the word “and” to form the matching pair. Find all the words that you can from your book that are matching pairs. Write these down in your work book.

CARD15

CARD16





Building a Picture

Look at the pictures in the story you are reading. Make adetailedlistoftheobjectsyousee.Addatleastone adjective to each object. Here are some examples (the adjectives are in italics): • Whitecat • Old shoe • Colourfulflowers • Delicious cake • Horriblebrother • Wicked witch

Sounds Great

Have you ever noticed words that sound great when said aloud? Choose three of your favourite-sounding words from the story and write a sentence using them. Practise reading your sentence aloud before reading it to your group.Askyourgroupmembersto guess your favourite words from the sentence.

CARD17

CARD18





Expanding Sentences

Choose a simple sentence from your story. Write this sentence down in your book. Now add additional words to make the sentence more interesting and descriptive. Example:

Original sentence: The dog ran to the fence.

New sentence: The shaggy brown dog ran quickly to the picket fence as the postman walked past.

Various Verbs

Verbs are the key part of any sentence. They are doing words that show how something happened. Write an A to Z of verbs. Use as many verbs from your story as youcanfind.Example:

A: attackedB: bitC: cutD: droveE: eatF: fought

CARD19

CARD20

Aim


These activities explore creativity and visualisation. They

investigate the emotions and images that are created in

our minds when we hear particular words, phrases and

passages. The activities enable students to visualise the

thoughts and feelings they have in relation to the text

and to re-create these visually.







Lego Model

Use Lego or blocks to make a model of something from the story. Your model can be a character, object or structure mentioned or seen in your story.

Playful Pantomime

Each person in your group will choose a different character from the story you are reading and will then create a pop-stick puppet of that character.Draweachcharacterona piece of cardboard, cut it out and glue a pop stick on the back. When all of the characters have been made, use the puppets to re-tell the story.

CARD1

CARD2





Colourful Collage

Drawanoutlineofanobjectfromyourstoryonaplainpiece of paper. Choose a variety of paper in different textures, colours and patterns, and then tear or cut the paperandstickitdowntofillinyouroutline.Overlapthe paper towards the edges to give depth to your collage.

Drawing Style

Open the book to your favourite illustration. Study the illustration closely by paying careful attention to the features of the characters and the different things within the picture. Recreate this page by drawing the scene, but use your own style of drawing.

CARD3

CARD4





Mask Mania

Choose a character from your story and design a mask to represent the similar facial features of this character. You will need to think about the shape of the character’s face, the position of his or her facial features and his or her colouring. Cut two holes for the eyes. Place a hole on each side of the mask through which you can attach some string to complete the mask.

Picture Perfection

Look at the front cover of the story book. What do you think about its design? Come up with a new design to improvethepresentation.Drawyournewfrontcoverand share it with your group.

CARD5

CARD6





Window Watch

Pretend you are one of the characters from your story. You are in your bedroom, looking out the window. What can you see? Start your illustration by drawing the window. When you have done that, draw the scene that you can see through it.

Superstar

Authorscreateeachofthecharactersintheirstories.Choose one of the characters from your story and draw this character as a superhero. Think about what special talents and powers this character will have. What costume would the character need towear?Drawadetailedpictureofthis character as a superhero.

CARD7

CARD8





Imaginary Imagery

Imagine that you are one of the characters from your story and that you are about to go on a journey. Where would you go? What would you do? What would you see?Drawadetailedpicturethatillustratessomethingyou did on your imaginary journey.

Facial Expression

Create a drawing of one of the characters from your book showing one of the following expressions: sad, sleepy, excited, happy, grumpy, angry, bored, friendly, or energised. Start by drawing a large oval in the middle of your page. This will form the outline of the face of your character. Fill in the facial features to match the expression you have chosen.

CARD9

CARD10





Bird’s-eye View

Things would look very different if you were a bird. Imagine you are perched high up on the branch of a tree, watching the story take place. What would you be able to see? Drawapictureofone of the events that took place in the story, but present it from a bird’s-eye view.

Graphic Noun

Choose oneobjectfromyourstory.Drawanoutlineof this object on a large piece of paper. Use the cross-hatching technique to shade the object and make it appear three-dimensional. Cross-hatching uses small lines crossed over to give a shading effect.

CARD11

CARD12





Thumbprint Characters

Make prints of your thumb by pressing your thumb on an inkpad and then pressing your thumb on a blank piece of paper. Use a dark pencil or felt pen to transform each thumbprint into different-looking characters.

Hand Animals

Choose an animal character from a story that you have read. Trace around your hand on a piece of paper. Change your handprint into your chosen animal. Be creative by trying to make your animal look interesting or unusual in some way.

CARD13

CARD14





Barrier Blast

You will need to complete this activity in pairs. Each of you draws a simple picture of a character or an object from the story without letting your partner view the image. One of you looks at your drawing and gives step-by-step directions to your partner, who tries to draw the same picture by listening to the directions. Compare yourdrawingswhenfinished,andthenswaproles.

Fashionable Friend

One of the characters from the story has asked you to help them design some shorts to wear to a beach party. Think about your character’s interests and create an eye-catching design. Start by drawing an outline of the shorts and then draw in your design and colour it.

CARD15

CARD16





Drawing Jigsaw

Drawapictureofanobjectoracharacterfromthestory.Cutthepictureintothreestrips.Arrangethestripsto reform the picture and glue it onto coloured card, leaving a small space between each slice of the puzzle. Swap a couple of your strips with your partner so you can each create a new character.

Awesome Accessory

Use a range of different materials to create an accessory for oneofthecharactersfromthestory.Anaccessoryis something that can be worn by the character, such as earrings, a handbag, a school bag, a brooch, a hat, and soon.Whenyouraccessoryisfinished,showittoyourgroup, state who it is for, and explain why you made this particular accessory for the character.

CARD17

CARD18





Dream Destination

Some of the characters in your story have been granted a wish to go on a dream holiday. Choose one character from your story and draw a picture of the type of holiday this character would choose. Be sure to explain why you chose this destination for this character.

Pop-stick People

Use pop-sticks to create characters from your story. The pop-sticks provide the body of the characters. Use paper and other materials to dress the characters appropriately. When you have finished,actoutasectionfromthestory using the pop-stick people.

CARD19

CARD20

Aim


These activities require students to reflect on and

respond to a particular aspect of the text. They require

students to give a thoughtful, reflective response to

the text. The activities enable students to respond in a

personal manner to the text.







If I Could . . .

Imagine if you were able to speak with one of the characters in this story. Which character would it be and what would you talk about? Write about your meeting and what you would discuss.

Character Kit

You have been asked to pack a bag for a character in your story. Choose one character and draw the items this character would like to pack if he or she was staying at your place overnight. Think about the character’s age and interests. Label each picture and share your pictures with the other members of your group.

CARD1

CARD2





Pass It On

You will need to complete this activity as a group. Take turns to go around the circle and talk about the book you have read. Everyone will need to respond to the following questions by adding something different to the conversation about the book. Examples:• Iloveitwhen...• Ilikedthepartwhen...• IfIcouldchangeonethingaboutthebook,Iwould...• I give this book the score of out of 10 because . . .

Rhyme Rap

You will need to complete this activity with a partner. Choose some words from your story that rhyme. Create a rap using these words and then share your rap with your group.

CARD3

CARD4





New Names

The author of the book is not happy with the names given to the characters in this story. Create a new name for each character and explain why the new names are more suitable.

Actor’s Actions

Write about your favourite thing a character did during thestory.Describetheactionandstatewhythiswasyourfavouriteaction.Drawapictureoftheactionyoudescribed.

CARD5

CARD6





Learning Leap

Think about the story you are reading. What did you learnfromit?Reflectonthestoryandthewaythecharacters interact with one another. Write a few sentences describing what you learnt from the story.

Character

Choose any character from the story you are reading. Think of at least ten describing words that represent this character. Write these words down in a creative manner.

CARD7

CARD8





What Am I?

You will need to do this activity in pairs. Play “What am I?” with a partner by choosing an object from your story. Create three clues about this object, and ask your partner to try to guess the name of the object after listening to your clues. You can start your clues by writing or saying:• Thisobjectis... • Thisobjecthas...• Thisobject... • Whatistheobject?

What Do You Think?

Choose your favourite character from the story you are reading. Drawapictureofthischaracter’shead and write fifteen words around this character that describe his or her qualities and personality.

CARD9

CARD10





Who Are They?

Write two or three sentences describing your thoughts about what the author mightbelikeasaperson.Drawapicture of what you think the author might look like.

Queries and Questions

Write some questions about one thing from the story that you would like to know more about. Write your questions clearly, and then share them with your group.

CARD11

CARD12





Different Beginning

Write a different beginning for the story you are reading. Drawapicturetomatchyournewbeginning.

Delightful Description

Look through all of the pictures in the story you are reading. Choose your favourite picture in the book and explain to your group why you chose it.

CARD13

CARD14





Outstanding Opinion

What opinion do you have about the storyline in the book you are reading? Write one thing you liked about the story and suggest one improvement to the story that would make it more interesting.

Lovely Letter

Write a letter to the author describing your thoughts and feelings about the story you are reading. Begin your letter as follows:

Dear [name of author],

CARD15

CARD16





Yellow Hat

What are the goodpointsaboutthestory?Drawapicture of a yellow hat and write the good points within the hat.

Black Hat

What are the badpointsaboutthestory?Drawapicture of a black hat and write the bad points within the hat.

CARD17

CARD18





Blue Hat

What are the maineventswithinthestory?Drawapicture of a blue hat and write the main events within the hat.

White Hat and Green Hat

What are the real and the imagined parts of the story? Drawapictureofawhitehatandagreenhat.Writethereal events within the white hat and the imagined events within the green hat.

CARD19

CARD20

Literacy: Guided Reading Rotation Programme A complete guided reading programme suitable for use with any fictional texts. •

Stimulating and fun activities that explore different facets of a book.•

Clear direction and expectations, that allow students to work independently of the teacher, •as needed.

Guidelines, tips, timetables and other support material for teachers.•

Coverage of the important areas of the English curriculum.•

So you think guided reading is important, but you need guidance on setting up and planning literacy rotations? If so, these resource books, covering the lower to upper primary grades, are ideal. The activities, in the form of A5 cards, comprise small-group tasks relating to independent reading, comprehension and detail, language and vocabulary, art and illustration, and reflecting and responding. The cards not only state the task required, but also include examples and additional information to facilitate group independence and greater understanding.

Code: 0359

Code: 0358 ISBN: 978-1-877440-58-8

Code: 0363 ISBN: 978-1-877440-63-2

Code: 0360 ISBN: 978-1-877440-60-1

Code: 0361 ISBN: 978-1-877440-61-8

Code: 0362 ISBN: 978-1-877440-62-5

2AGES 7-9

Bks 1–2 3–4 5–6

Age 7–9 9–11 11–13

NSW yrs 2–4 yrs 4–6 yrs 6–8

VIC yrs 2–4 yrs 4–6 yrs 6–8

QLD yrs 3–5 yrs 5–7 yrs 7–9

WA yrs 2–4 yrs 4–6 yrs 6–8

NT yrs 2–4 yrs 4–6 yrs 6–8

SA yrs 2–4 yrs 4–6 yrs 6–8

ACT yrs 2–4 yrs 4–6 yrs 6–8

TAS yrs 2–4 yrs 4–6 yrs 6–8

NZ yrs 3–5 yrs 5–7 yrs 7–9

Other books in the series

Documents

Guided Reading Programme