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Slidesby Beth Braddockphotographs by Mark Round
Book SummaryA small boy explores the features of a good slide.
Features ofthe Book. The frequent use ofthe blends - "sl" and "th".. The repetitive structure of the text to reinforce
vocabulary.. The use ofphotographs to support the text.. The use of question marks and exclamation
marks.. The high-frequency words - "you", "That",
"This", and "has".
PurposeSlides can be used in a guided reading setting tointroduce and reinforce the fbllowing skills andstrategies:
El blending sounds together to make a word;E using visual clues to monitor that reading is
making sense;
E using a variety of punctuation to readexpressively;
El selecting information from the story for aspecific purpose.
lntroducing the textLook at the cover of the book. Read the title to thegroLlp.
Ho',,,, do you thtnk the boy rs fte/lng7- Ho',^r do 'iou feel when you are on o shde?
- \,\/hor oo 1,o" /lke cbout s/ldes?
Read the names of the author and photographer tothe group.
Reading the textE Blending sounds together to make a word.E Using visual clues to monitor that reading is
making sense.
E Using a variety of punctuation to readexpressively.
Page2Whot helps you to slrde?
Listen to the children's responses and discuss theirideas.Pages 3 and 4
- Whot do you thinkthe photogrophs ore telling us
obout the slide?
- How con the photogrophs help us when we orereoding!
Discuss how illustrations and photographs can beused to help them with new vocabulary.Page 5
- How does somethlng smooth feel?
- Do you know ontghing e/se thot ls smoorhZPages 6 and 7
- Whot is different obout this slide?
- Whot does the smoll photogroph show us?
Page 8
- Do you notice ontlthing different obout this sentenceZThe author has used an exclamation mark and nota full stop. Ask the children if they know why.Practise reading this sentence and the word"Splash!" with expression.The children now read the book independently.
Revisitingthe textLook at page 5.
- Which words begin with the "th" soundList them on a chart.
- Con you think of other words thot be$n like this?Add the children's responses to the chart. Do thesame for the "s1" and "sm" blends. Display thischart in the classroom and add new words asthey occur.
Following UpEI Selecting information from the story for a
specific purpose.\ art the children to use the words "long",
"smooth", and "high" to write similes aboutother things with these features, for example,'oA snake is long like a slide."
E Complete the blackline master opposite.
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