Book+Study+T1+2014


 * Week || Outcomes || Monday || Outcomes || Tuesday ||
 * 4 || Book study: Possum Magic by Mem Fox

ENe-4A ENe-8B ENe-12E || Before Reading: -look at front and back covers of the book and identify the author, illustrator and title of the book. - predict the contents of the text using the title, illustrations and blurb as a guide. - examine the inside cover of the book for author information, dedication etc - Ask questions: -what do you think the text will be about? - what do you know about possums? - do you think this is a realistic or unrealistic text. why? -picture walk through the book During reading: - read the text with a guided discussion approach. After reading: -discuss the intended audience of the text - discuss the text to identify the literal and inferential meanings presented (ask what, when, why and how) - revisit earlier predictions of the text: were you right? - discuss likes and dislikes after reading the text. Question students: -what was your favourite part, why? - who was your favourite character, why?

Give students the chosen passage "Grandma Poss made bush magic. She made wombats blue and kookaburras pink. She made dingoes smile and emus shrink. But the best magic of all was the magic that made Huh INVISIBLE." The teacher reads through the passage with students following along pointing with their finger. If time permits the whole class reads through the passage together. || ENe-4A ENe-12E || Before reading: - revisit the title of the book and identify the author and illustrator - revisit the text. Discuss the key events and characters - revisit the type of text (informative) or (imaginative). During reading: - Identify grammatical patterns in the text- common nouns, verbs, adjectives, time connectives, proper nouns and pronouns. - Use pictures cues to assist in making predictions about meaning. - Identify conventions of print- direction of print, left to right, top to bottom. - Explore and discuss the use of punctuation in the text - full stops, capital letters, question marks, exclamation marks, commas. - Identify known sight words in the text. After reading: - Ask questions such as- what, when, how, why - retell parts of the text- identifying beginning, middle and end - Discuss how you use your voice differently when reading a question, or a sentence with a commer. Activity: sequence pictures of the beginning, middle and end of the text.

Get the students to get out their passage and follow along as the teacher reads once and then read together. || - discuss what nouns and verbs are and give examples for each. - get the students to get out their passage and the teacher reads through it, followed by the students. - As a class find the nouns and verbs in the passage and highlight. - review the title of the book and identify the author and illustrator - revisit the text. discuss the key events and characters
 * 5 ||  || Before reading:

During reading: - get the students to look out for other nouns and verbs. - draw a table up on the whiteboard to write these in.

After reading: - discuss what is the purpose of nouns and verbs? - discuss how it would change a sentence if you didnt have them. ||  ||   || - discuss capital letters, full stops and question marks. - get the students to get out their passage and the teacher reads through it, followed by the students. - as a class find all the fullstops, capital letters and question marks and highlight. - Review the title of the book and identify the author and illustrator. - Revisit the text. Discuss the key events and characters. During the reading: - get the students to look out for full stops, capital letters and question marks. Keep a tally of each on the board. After reading: - discuss what is the purpose of each. - discuss how it would change the sentence without them. ||
 * 6 ||  ||   ||   || Before reading:
 * 7 || ENe-4A ENe-11D || Get the students to get out their passage and follow along as the teacher reads once and then read together.

Before Reading: - review the title of the book ad identify the author and illustrator - revisit the text. discuss the key events and characters - students take turns to retell the sequence of the story. - revisit the type of text- is it informative or imaginative? During Reading: - locate word endings such as s, ed, and ing. - identify known sight words After reading: - discuss the text to identify the literal and inferential meanings presented. - ask questions- what, when, how, why - retell parts of the text identifying beginning, middle and end - compare events of the text to personal experiences - provide opportunities to compare and contrast the text with their own culture and the world around them. Responses: - Mask words in the text for students to insert the missing word or alternative word. For example, mask (cover) nouns in the text for students to replace or insert alternatives to create a new text. - Draw pictures of the beginning, middle and end of the text (assessment): draw the beginning, middle and end of the story - Share in reader’s circle alternative endings for the text. || ENe-4A ENe-11D || Get the students to get out their passage and follow along as the teacher reads once and then read together.

Before reading: - Review the title of the book and identify the author and illustrator. - Revisit the text. Discuss the key events and characters. - Students take turns to retell the sequence of the story before revisiting the text. - Revisit the type of text – is it informative or imaginative? During reading: - Students may engage in: role play, singing version or readers theatre After reading: - Discuss the text to identify the literal and inferential meanings presented. - Ask questions such as: what, when, why & how - Retell parts of the text, identifying the beginning, middle and end of the text – with emphasis on the main idea of the text. Extension: - Draw/write an alternative ending for the story (assessment): ||
 * 8 ||  || Get the students to get out their passage and follow along as the teacher reads once and then read together.

Before Reading: - review the title of the book ad identify the author and illustrator - revisit the text. discuss the key events and characters - revisit what an authors job is. - Discuss who is Mem Fox, what do you know about her, why do you think she wrote this book? - Look at Mem Fox profile. [|Mem Fox Bio] [|Mem Fox Video] (watch up to 1:30). Google Zimbabwe on google maps. Discuss where she was born and where she grew up. Discuss how this might effect her writing. discuss that this is the best selling book in Australia ever, why do you think that is?

After reading: - discuss has it changed your idea in who Mem Fox is after learning about her - did you notice anything different when reading this book after knowing more about Mem Fox. ||  || Get the students to get out their passage and follow along as the teacher reads once and then read together.

Before reading: - review the title of the book and identify the author and illustrator - revisit the text. discuss the key events and characters -review who the author is and what we know about her. - Question the students- which country do you think the book is set in? why? which countries did Poss visit? what did he eat?

During the book: Get students to look for things that tell you where the book is from. Record these on the smart board.

After Reading: Sort the list into things you can eat and places you can go. - show a map of Australia and get the students to find all the places they went and highlight.

Discus: - what did you learn? - what do you know about Possum Magic now? - Do you like the book? why or why not. || -look at front and back covers of the book and identify the author, illustrator and title of the book. - predict the contents of the text using the title, illustrations and blurb as a guide. - examine the inside cover of the book for author information, dedication etc - Ask questions: -what do you think the text will be about? - do you think this is a realistic or unrealistic text. why? -picture walk through the book During reading: - read the text with a guided discussion approach After reading: -discuss the intended audience of the text - discuss the text to identify the literal and inferential meanings presented (ask what, when, why and how) - revisit earlier predictions of the text: were you right? - discuss likes and dislikes after reading the text. Question students: -what was your favourite part, why? - who was your favourite character, why?
 * 9 || Book Study: How the Birds got their colours || Before Reading:

Question: - what do we already know about Indigenous Australians? Think, Pair, Share - what type of text is this. - what questions do we have about Aboriginal dreamtime stories.

Give the students the chosen passage: "colour splashed out all over the parrot. Red and green and blue ran down her chest, wings and tail" Get the students to follow along with their finger while the teacher reads and then everyone reads. ||  || Before reading: - revisit the title of the book and identify the author and illustrator - revisit the text. Discuss the key events and characters - revisit the type of text- dream time story. - Question- what is the meaning behind this story?

During the story: - students looking for clues on what is the moral of the story.

After the story: -what is the meaning behind the story? ( that good things happen to the birds because they were kind and caring) - joint discussion on behaviours that demonstrate kindness. Give the students the chosen passage: "colour splashed out all over the parrot. Red and green and blue ran down her chest, wings and

Get the students to get out their passage. Get the students to follow along with their finger while the teacher reads and then everyone reads. || - review the title of the book ad identify the author and illustrator - revisit the text. discuss the key events and characters - students take turns to retell the sequence of the story.
 * 10 ||  || Before Reading:

-Discuss what are dream time stories? - Inform the students about dreamtime stories [|Dreamtime Info] [|Dream time Info]

read the book

after reading: - discuss have you changed any of your thoughts about the book now knowing more about dream time stories? - is there anything you noticed when reading this time that you hadn't before.

Get the students to get out their passage. Get the students to follow along with their finger while the teacher reads and then everyone reads. ||  || Get the students to get out their passage. Get the students to follow along with their finger while the teacher reads and then everyone reads.

- review the title of the book and identify the author and illustrator - revisit the text. discuss the key events and characters - students take turns to retell the sequence of the story.

Inform: today we are going to listen to a different dreamtime story.

Discuss: - what is a dream time story? - who is it written by?

-Watch the following youtube Aborginal dreaming story: [|Platypus]

Discuss: - what happened in this story? (beginning, middle and end) - who was in the story? - what is the moral of the story - is there any similarities between this story and how the birds got their colours. ||
 * 11 ||  || read the book johnny cakes- discuss what type of text- is it different to the dreamtime stories etc ||   || Make Johhn cakes ||