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: 0362

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

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

5AGES 11-13

Code: 0359 ISBN: 978-1-877440-59-5

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

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

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 5 Upper Primary

Janet Bruce

Title: Literacy: Guided Reading Rotation Programme

Subtitle: Book 5, Upper Primary

Author: Janet Bruce

Editor: Paula Wagemaker

Layout: FreshfieldsDesignLimited

Book Code: 0362

ISBN: 978-1-877440-62-5

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

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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

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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

• Explainwhatyouthinkmighthappeninthenextchapter.

• Youhavelistenedtooneanother’sthoughtsandheardoneanother’s opinions. Choose one thing someone else said that surprisedyou.Discusswhythissurprisedyou.

• Didthetitleofthebookreallytellwhatthebookwasabout?Justifyyour answer.

• Whatwastheauthor’spurposeinwritingthebook?

• Whatspecialknowledgewouldtheauthorhaveneededbeforewriting this book?

• Whatdoyoulikeaboutthewaythebookended?

• Whatwasthemostimportantchapterinthebook?Howisthischapter important to the ending of the story?

• Whatwasthemostimportantlessonyoulearnedfromthisbook?

• Wouldyouliketoreadsomethingelsewrittenbythisauthor?Whyor why not?

• Whatdoyoufeelaboutthisstory?Wouldyourecommendittosomeone else? Why?

• Whatdoyoulikeabouttheauthor’swriting?

• Whatdoesthestorytellyouabouttheauthor?

• Inwhatwayshastheauthorcreatedimagery?

• Howdoyoufeelaboutthisbook?

• Whatisyourfavouriteeventinthenovel?Explainwhythiseventappealed to you.


Aim

© Essential Resources Educational Publishers Ltd, 2008


The 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.




Memory MasterWrite a detailed summary to describe the main events that occurred in the section of the book you have just read. Your summary should includespecificdetailsandsignificantevents.

Quizzical QuestionsCreateabankofunusual,bafflingorcomicalquestionsabouttheactualevents and characters in the book you are reading. Be sure to write the answers to your questions as well.

• Writethree unusual questions.

• Writethree baffling questions.

• Writethree comical questions.

Test your questions on another person in your group.


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Main Idea Melting PotThe main ideas in the book are the key events that are important to the development of the storyline. In your work book, draw a picture of a big melting pot. Inside the pot, write all of the ingredients or main events the author wrote about to develop the story. The main ideasplacedinyourpotshouldincludethemostsignificanteventsthattook place.

Colourful Character FeelingsChoose one character from your book and record the different emotions and feelings this character experienced during different stages of the story. Be sure to state the reasons why the character was experiencing these emotions.



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Acceptable TitleStudythetitlegiventothebookyouarereading.Doyouthinktheauthor chose an appropriate title for the storyline depicted in this book?Discussthetitlegivenandoutlineyourreasonsforsupportingor opposing the choice of title for this book.

Cool CharacterChooseaterrificcharacterfromyourbookwhodidsomethingexciting or memorable. Write an article for a children’s magazine that tells students your age all about this cool character. Remember to:

• Comeupwithagoodtitle.

• Introduceanddescribeyourcharacter.

• Describetheexcitingormemorableeventindetail.

• Finishyourarticlewithastatementaboutwhyyourcharacteriscool so as to create a satisfying ending.

• Drawapictureofyourcharactertoaccompanythemagazinearticle.



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Character ComparisonCompare and contrast the main character with another character in the book. Your comparison must include information about the characters’ personalities, actions, thoughts, words, and motivations. You will need to include specificdetailsfromthetextinyourresponse.AVenn diagram will help you organise your thoughts about the characters’ similarities and differences.

Reading ActionsAuthorsoftenletthereaderknowexactlyhowtheircharactersare feeling by having them act in a certain way in the story. Locate a section in the story where you knew exactly how a character felt because of his or her actions. Maybe this character was happy, excited, brave,selfish,funny,evil,worriedordisappointed.Writethispassagedown in your book and explain what it was about the writing that helped you understand how the character felt or acted, even though the author did not explicitly state that the character was sad, happy or whatever.

Venn diagram



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Two MinutesPrepare a two-minute talk about your book that you can present to your class. Be sure to provide information about the characters, the storyline and the parts you enjoyedthemost.Attheendofyourtalk,be ready to answer questions from your teacher and the class.

Interesting InterviewPrepare an interview with a partner. One of you takes the role of the author, and the other takes the role of the reporter. The reporter asks the author a series of questions about the book. The author responds with information about the book.



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Literary LinksWriteareportonthebookyouarereading. Brieflyoutlinethecharacters and describe the storyline. Comment on the use of imagery,symbolismandfigurativelanguage. Provideexamplesfromthetext to support your comments.

Sensible Scanning Each member of the group opens their book to the same page. The taskforeachofyouistoscanthepagetofindasmanyadjectives as youcan.Anadjectiveisadescriptiveword.Writedowneachadjectiveasyoufinditandtallythenumberyouhavefoundwhenthetimeisup.Youhavefiveminutestofindtheadjectives. Shareyourlistwiththegroup and check the page in the book to see if, as a group, you have collected them all.



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Story Sequel Nowthatyouhavefinishedthenovel,thinkabouthowthisstorymightcontinue. How could the story develop further to create a second book?

Brainstorm your ideas for a second book and discuss these with your group.

Story PyramidCreate a story pyramid by following the directions below. Your story information should look like a pyramid when complete.

Line 1: Write the name of the book.

Line 2: Write the name of the main character.

Line 3: Write the names of two other characters.

Line 4: Write four words to describe the setting.

Line 5: Write six words to describe the main event.

Line 6: Write nine words to describe the ending.



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Powerful PassagesPowerful passages are phrases or sentences that leave an impression on the reader. Sometimes they leave an impression because the writing paints a vivid picture in the mind. Other times it might be because the writing changes the way the reader thinks about something or someone. Choose three powerful passages from your novel and explain why you found them powerful.

Cryptic QuizCreate a cryptic quiz that really makes the other members of your group think about each of your questions. Each question should be tricky and require good knowledge of the details in the book. Cryptic questions usually combine two or more questions at once, which means that anyone trying to answer each cryptic question will need to know the answer to each of its “sub-questions”.



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Do You Know?Atouristhasaskedyoufordirectionsfromoneplaceinyournoveltoanother. Write the directions down for this person so he or she can safely get to the desired location.

Sequencing EventsCreate a list of tenofthemostsignificanteventsthattookplaceinyour novel. Write each event on a small piece of paper and alongside the name of the event draw a matching picture. Be sure not to number theevents.Givethecardstoanotherpersoninyourgroup.Askthisperson to sequence the events in the order in which they occurred.



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From the Perspective of . . .Rewrite a summary of the novel from a different perspective. Some might, for example, take the point of view of a cat, a hat, a shoe, a bird, a bag, and so on. When you have decided what perspective to adopt, think carefully about how the story will need to change so that it can be written from this new angle.

Sounds Like ThisFoley artists add sounds to movies, to enhance the actions. They have tothinkofthesmallestsoundstoincludeinthefinalrecording. Forexample, if someone kicks a bottle along the road, the Foley artist needs to insert the pinging sound of the bottle when it is kicked, the rolling of the bottle along the ground, and the steps of the person walking along. Read a section of your novel and write down all of the sounds described in that section.



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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.




Brilliant Book MarkCreate a brilliant book mark to record any fresh and fascinating words you come across as you read your book. The words you write on your book mark should be a mixture of new words you have not seen before and evocative words you might like to remember to use in your own writing.

Interesting ImageryChoose a chapter in your book and study the descriptive passages in this section. Make a list of the vivid similes, metaphors, alliteration, noun phrasesandotherfiguresofspeechthathelpto create images in your mind.



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Dictionary Database Adictionarycontainsallofthewordsofalanguagewritteninalphabeticalorder.Dictionariesareusefulbecausetheyallowyoutofindthemeaningandpronunciationofaword.Asyoureadyourbook,write down interesting and unusual words. Use these words to create your own dictionary, which you can then use as a database of words for use in your own writing. Set out your page in the following way:

Novel Dictionary

Quixotic: unrealistic and impractical

Tranquil: calm and undisturbed

Time Adverbs Adverbs are words that provide the reader with more information about the verb (action). Manner adverbs are used to show how something happened. Some examples are rapidly, slowly, fast, limping. Read a section of your book and list as many different manner adverbsasyoucanfind.Writetheseinyourwork book. Use this list to assist you when you are writing.



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Mood and AtmosphereAuthorscreatemoodandatmospherebyusingcleverlanguagechoices.Describethemoodtheauthorsetsinthebookyouarereading (for example, spooky, creepy, sweet, funny, exciting). Explain in your own words how the author created this feeling.

Splendid SatireSatire is the use of sharp wit or humour to highlight stupidities that have occurred. The aim is to entertain the reader through humour. Satire creates funny moments based around silly actions. Find as many examples of the use of satire from your book as you can and write them down.



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Hysterical HyperboleHyperboleisafigureofspeechthatusesover-exaggeration.Whatissaid is not meant to be taken literally. Hyperbole also uses humour to emphasise a point. Here are two examples of hyperbole: “I told you a billion times not to exaggerate” and “We had enough food to feed an army.” Look through your book and locate as many examples of hyperboleasyoucanfind. Write these down as a list.

Situational IronySituational irony is when the opposite of what is expected to happen takesplace.Describeone event from your book where the opposite ofwhatyouexpectedtookplace.Describe your thoughts about what you expected to happen.



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Elated EuphemismEuphemisms express an unpleasant or uncomfortable situation in a more sensitive and kind manner. The purpose of euphemisms is to softentheblowandprotectpeople’sfeelings.Anexample is “Your dog passed away” instead of “Your dog is dead.” Write down some examples of euphemisms from your book.

Critical ClimaxAclimax is a build-up of ideas. The climax occurs when these ideas reach a critical peak. The climax is created by building up interest and excitement for the reader. Locate one climax from your book. Write down the section from the book and describe the event in your own words.



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Symbolic ExpressionsAuthorsusesymbolic expressions to exaggerate or compare situations or characters. The author aims to express a meaning that is different from the one given. Here are some examples:

• Clarebroketheice[thatis,shewasthefirsttospeak].

• Thestudentwasonedge[hewasnervous].

• Billygotoutofbedonthewrongside[hewasgrumpy—inabadmood].

Find as many examples of symbolic expressions from your book as you can. Write the meaning next to each expression.

Colloquial Language Colloquial language is informal, casual, conversational, everyday speech. In written form, colloquial language makes what is said sound natural and convincing. If the author was writing a conversation between two teenagers, we would expect to see colloquial language.

Example:

“What’s your old man up to?”

“Oh dude, not much, just shootin’ some hoops in the backyard.”

Write the names of each character in your book. List examples of colloquial language used by each character.



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Jargon Jargon is the collection of words, phrases and expressions used exclusively by different groups of people. This “inside” language expresses ideas frequently used by a particular group, such as businesspeople. Look through your novel and identify uses of jargon by the characters in your book. Write the name of each character and the jargon he or she uses throughout the book.

Subjectivity/Objectivity • Subjectivity refers to unfair and one-sided points of view. Subjective

statements are biased statements that favour a particular point of view.

• Objectivity involves taking a fair point of view and considering all sides of an argument or debate. Objective statements are unbiased statements that look beyond just one point of view.

Find examples of subjective and objective statements from your book. Be sure to write down who said each statement.



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Other Oxymorons Anoxymoron places two contradictory words next to each other. These words create a powerful image in the reader’s mind. Examples of oxymoron include the following: pretty ugly; long shorts; all alone; awfully good; bittersweet; doing nothing; big baby. Read through a section of your novel and write as many examples of oxymoronasyoucanfind.

Sensationalism Sensationalism is the deliberate use of dramatic words. These words are used to excite, horrify or provoke interest in the reader. By over-dramatising a situation, this technique creates a great deal of interest and attention. Locate one section of your book where the author sensationalises a particular event. List the type of language the author uses to enthuse and excite the reader.



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Vibrant VowelsChoose a few sentences from the novel. Write these sentences in your work book, but leave out all the vowels. Here is an example:

Without the vowels: Th qck brwn fx jmpd vr th lzy dg.

With the vowels: The quick brown fox jumped over the lazy dog.

Swap your sentences with another person and get your partner to write the next few sentences from the novel, but also without the vowels. Check each other’s sentenceswhenfinished.

Secret MessageWrite a secret message to your friend telling him or her about a surprise or shock moment in your novel. Write your message in code so that other people cannot read the message. Write your message using the letter that comes after the correct letter in the alphabet.

a b c d e f g h i j k l m n o p q r s t u v w x y zb c d e f g h i j k l m n o p q r s t u v w x y z a



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Shape WordsDrawatree,butonlythetrunkandthebranches. Choosearangeofwords from your novel that have a shape. Write the words in shapes to form the leaves of the tree and glue them onto the branches. For example, with the word fire,write“fire”tofitwithinaflame-shapedleaf.With the word water,write“water”tofit within a leaf that is the shape of a water drop.

Jumbled Words

Choose ten words from your novel to create jumbled word problems for other group members to solve.

Examples:

LLAUBRME: We use this to to protect us from the rain and from sunshine.

EKINF: We use this to cut food.



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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.



Word Art CalligramsCalligrams are designs that use the letters of their word. Words can look like their meaning, or like the things they name. Choose ten words from your novel and try to write each word in a way that illustrates its meaning. Here are some examples:

• Thewordsmile can be written as someone’s smile in place of their teeth.

• Thewordhairy can be written with hairs all over it.

• Thewordmelt can be written to look as though the letters are melting.

Picture PowerEach person in the group chooses one event from the book you are all reading. Each of you writes the event on a small piece of paper to allow you to clearly remember what you have to describe when itisyourturn.Donotletanybodyelseseewhatyouhavewritten.Each player then stands in front of the group and draws a picture to describe the event while the other people try to guess the exact event. The person who gets the event correct wins a point. Repeat until everyone has had a turn to play.



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Character SilhouetteSilhouettes are human portraits in a solid black colour. They show the detailedoutlineofapersonorfigure,usuallyfromthesideangle.Drawan outline of a character from your novel. Cut out the silhouette with care so that the details are kept intact. Glue your silhouette onto a coloured scene from the novel and display it.

Character CubeYou will need a cube net for this activity. Choose one character from your book as the basis for this activity. Write on each side of the cube so that it eventually describes the following about the character (you can also decorate your cube):

• Name

• Description

• Likes

• Dislikes

• Friends

• Goals.



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Glorious GameCreate a board game based on your book. Be creative and design your game using your own thoughts and ideas. Be sure your game:

• Isbasedonyourbook

• Issuitablefortwotofourplayers

• Hasclearinstructionsonhowtoplay.

When you have put your game together, play it with other people in your group.

Storyline1. TakeanA3pieceofpaper,turnthepagelandscapestyle,andthen

head it up with the name of the novel you are reading.

2. Now write the names of each of the main characters on the page, spreading the names out evenly down the left-hand side of the paper.

3. Drawadifferentlineforeachcharacter.

4. Change the shape of the line to show changes to the character.

5. Think about what shape your line should be in order to show the important events experienced by this character.

6. Whenyouhavefinisheddrawingyourstorylinesforeachcharacter,label the lines at the major events or changes in order to explain what happened at these points.



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Scene SelectionChoose a highly descriptive passage from your novel. Write this passageonthebottomofapieceofwhitepaper.Drawadetailedpicture to illustrate this description.

Character CompositionThe author of the novel you are reading would like to introduce a new character. You have been asked to come up with this interesting new character.

1. Start by drawing a detailed picture of this character.

2. Write the character’s name as the heading.

3. Label your drawing.

4. Write a brief description of the character underneath the illustration.



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Mystical MaskCreate a character mask for one of the characters in your novel. Each person in your group should create a mask based on a different character. When the masks are complete, place them on your face and act out a section of the novel.

Unusual ExpressionsThink about the many different emotions and reactions the characters experienced throughout the novel. Choose five of your favourite characterreactionsfromthenovel.Drawapictureofeachcharacter’sfacial expressions so as to portray this character’s different reactions. Label each face with the name of the expression illustrated.



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Magazine CoverApopularteenagemagazine,Teen Read, is doing a feature on your novel. They would like to put a picture from the novel on the front cover of their magazine.

1. DesignthefrontcoverofTeen Read.

2. Be sure to include the name of the magazine, the illustration from the novel, and a headline that relates to the illustration.

3. Make sure your illustration is eye-catching and your headline is short and appealing.

Driving DesignImagine you are sitting in the back seat of a car. The car is moving slowly through the book as you read. Look out of the window as the car moves along and draw a picture of the settings you observe as you drive through the story. Your picture should depict all the different locations in which the story takes place.



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Novel Mobile Think about the key characters, settings, objects and events that occurredinyournovel.Drawapicturetorepresentthesevariousaspects of the storyline. Hang them together with string to create a hanging storyline mobile.

Picturesque PlaceDrawapictureofaplacedescribedinthenovel.Besuretoincludein your picture the details that are written in the novel. Create a close graphic representation of the author’s description. Write a few sentences that describe your chosen setting from the novel.



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Tissue TalesDrawanoutlineofashapedescribedinthenovel.Thiscanbeanobject or a character. Collect pieces of tissue paper of different colours. Cut out the tissue paper to form the same shape. Place the tissue shapes in a random manner and glue them onto coloured paper. This artwork will create an attention-grabbing effect.

Alternative IllustrationThe author would like to reprint the novel you are reading but would like a different front cover. The author wants a new and improved cover that will appeal to children your age. Think carefully about the storyline when planning the cover. Be sure to consider colour, type font and illustrations in your design. Fold your new design around the book to create a new book-cover jacket.



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Cityscape Scene Create a cityscape or landscape based on a place described in your novel. Start by turning your paper landscape style and drawing a line across the middle of the page. Now draw your cityscape or landscape so that the buildings or landforms rest on this line. Colour, label and display your cityscape or landscape.

Graffiti WallDrawabrickwallacrossthewholepage,andthenwritegraffitiacrossthe wall to represent the actions, phrases and events from the novel youarereading.Herearesomeexamples:Deanwashere;Rachelrocks; Georgia for School Representative Council; Matt loves Jane; and so on.



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Catalogue PortraitYou will need some grocery catalogues, scissors, paper and glue for this activity.

1. Choose one character from your novel as the basis of this activity.

2. Cut out pictures of fruit and vegetables.

3. Place these pictures together to create a portrait of your character that is made entirely out of fruit and vegetables.

4. Label your drawing and display it.

Terrific Topic Choose a topic associated with the themes discussed within your novel. Write the topic as a heading on a piece of art paper and then create an artwork that links with your chosen topic.Whenyouhavefinishedyourartwork,share it with your group and explain why you chose this particular topic.



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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.



Interesting DevelopmentWhen you read, have you ever thought about a similar event that you remember from another book or movie? When this happens, we are making connections and constructing comparisons between situations or similar events. Locate one incident from your book and compare itwithasimilareventfromanotherbookormovie.Describetheconnection between these events.

Great GameYour group will need to work together on this activity. Create a game based on your book. Make the game board look like a map of the story. Have your counters represent characters in the story. Write the procedure and rules needed to play the game. Finally, play the game together.



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Character TalkImagine you could talk to one of the characters in your book. What wouldyousay?Drawapictureofyourselfandthecharacterinascene from the book. Insert speech bubbles to show the dialogue you exchange with this character.

Game ShowYour group will need to work together for this activity. Create a game showbyfirstofallusingtheinformationandeventsfromyourbooktocreate a set of interesting question cards. Be sure to write the correct answer on the back of the card. When each player has written ten questioncards,choosesomeoneinyourgrouptoshufflethecardsandput them together in a pile ready to start the game. You will need to decide who will be the host, the contestant, the friend on the phone offering the contestant advice, and the score-keeper.



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Reaction ReplayYou will need to work in groups of two or three for this activity. Choose an exciting or important event from the book. Role play and act out this event. Afteryouhavepractisedyour act, share it with the other members of your book group.

Problematic PartPretendyouaretheauthorofthebookyouarereading.Describeyourexperienceasawriterdevelopingthisstory.Describethesections of the book that were themostdifficulttowriteandthose that were the most fun to write.



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Character ChopThe author would like to remove one character from the book. Chooseacharacterthathastheleastsignificantpartinthestoryline.Provide the author with a description of the changes that would need to be made, but make sure these changes are not ones that would alter the storyline.

Rave ReviewReview the book you are reading. Summarise the story and offer youropinionaboutthebook.Doesthisbookcomparewithanythingelse you have read or seen? If so, explain the similarities between it and the other books or movies. If not, describe the book’s unique characteristics.



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Character ChoicePretend you are a character from the book you arereading.Describetheothercharactersinthe book and describe how you feel about these characters. Justify why you feel this way with examples from the book.

Personality PoemThink about an interesting character from your book. Write a short poem about this character. Follow the directions below:

[name of character]

[name of character] is like . . .

[name of character] is . . .

[name of character] is like . . .

[name of character] is . . .

[name of character]



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Amazing AtmosphereChoose a key moment from the book where the author created a vivid atmosphere. The atmosphere describes the mood or the tone that the characters experience in the story (for example, nervous, relaxed).

What If?Think about the book you are reading. What would happen to the story if one little event changed? Make one such change to the booktomakeitmoreappealingtoyou,andthenfinishthefollowingsentences:

• IfIcouldchangeonethingaboutthebook,Iwould...

• Thismayleadto...

• Ibelievethat...



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Reflect and RespondReflectonthebookyouarereadingandrespondthoughtfullyinfullsentences to the following questions:

• Iwasshockedwhen...

• Ilaughedwhen...

• Iloveditwhen...

• Ifeltangrywhen...

• Iwasconfusedwhen...

• Iwasamazedwhen...

Realistic RetellThinkcarefullyaboutthecharactersinthebook.Arethecharactersrealisticandeasilyidentifiable? Inotherwords,doyouthinktheauthorhas created authentic and believable characters? Discusswithyourgroup.



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Changing TimesWrite a critical reading response by writing about the way you reacted personally at critical times in the book. Locate the places when you were excited, angry, sad, happy, confused or bored. When you write about the feeling you experienced, link it to the actual event that caused that feeling.

Author for a DayYou are lucky enough to be given the opportunity to become the author of this book for a day. Because you would like to make the most of this opportunity, you are going to make some changes to the story and the characters so that the book better suits your interests. Explain the alterations you would make and describe the overall effect these would have on the storyline.



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White Hat ReflectionWe all use different types of thinking, usually without realising it. Use thewhitehatstyleofthinkingtoreflectonthenovelyouarereading.The white hat is a style of thinking that is neutral and objective. Take time to look at the facts in the book you are reading and then write a white hat response to the novel based on these facts.

Red Hat ReflectionWe all use different types of thinking, usually without realising it. Use theredhatstyleofthinkingtoreflectonthenovelyouarereading.The red hat is a style of thinking that represents emotions and feelings. Take time to feel the emotions you experienced when reading the book and write a red hat response to the novel about these emotions.



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Green Hat ReflectionWe all use different types of thinking, usually without realising it. Use thegreenhatstyleofthinkingtoreflectonthenovelyouarereading.The green hat is a style of thinking that represents creativity and the cultivation of new ideas. Take time to be creative and to come up with some fresh, new, green hat ideas for the novel.

Multicoloured Hat ReflectionWe all use different types of thinking, usually without realising it. Use thefollowingstylesofthinkingtoreflectonthenovelyouarereading.Combine the yellow, black, and blue styles of thinking to shape your reflection.

Yellow: Positive/good points of the story

Black: Negative/bad points of the story

Blue: Overall purpose of the story.



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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: 0362

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

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

5AGES 11-13

Code: 0359 ISBN: 978-1-877440-59-5

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

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

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

guided reading programme

Documents

nsw yrs

vic yrs

qld yrs

wa yrs

nt yrs

sa yrs

act yrs

tas yrs