Assess & Support Guide A - Pacific Learning · 2009-08-17 · BIG CATASSESSMENT AND SUPPORT GUIDE...

28 29

BIG CAT ASSESSMENT AND SUPPORT GUIDE – EARLY-FLUENT BOOK-BY-BOOK GUIDE

Learning objectives Interest words

Related resources

Curriculum linksText typeAbout the book

• Identify and describe characters, expressing own views and usingwords and phrases from texts;

• Discriminate, read, and spell words with initial consonantclusters.

Strategy FocusAsking questions

fierce, afraid,surprised

BLM 1: Students can use thepictures to retell the story of TheBrave Baby in their own words andwords from the story, such as brave,fierce, tired.

CD-ROM C: The Brave Baby is aTalking Book. It includes threerelated activities and an opportunityfor free writing with a bank ofuseful words and punctuation.

Language arts(traditional tales);social studies(different cultures)

A story fromanother culture(North America)

The Brave BabyMalachy Doyle and Richard Johnson

Many people were afraid of the fierceNative American Chief. They all did whathe told them to, except for Wasso, a littlebaby girl. Nothing the chief did wouldmake the brave baby do what heordered. The chief became so tired tryingto scare the baby that he fell asleep!Students can use the storyboard on pages22 and 23 to recap or retell the story ofthe brave baby.

• Prepare and retell stories individually and through role-play ingroups, using dialogue and narrative in text;

• Read aloud with intonation and expression appropriate to thegrammar and punctuation, e.g., speech marks and exclamationmarks.


animals,neigh(ed),

replied,moaned,thought,

noise,quacked,bounced,brayed,dribblers

BLM 2: Students are asked tomatch direct quotations in speechbubbles to the animals that said thewords in the story.

CD-ROM C: Good Fun Farm is aTalking Book. It includes threerelated activities and an opportunityfor free writing with a bank ofuseful words and punctuation.

Physical education(games, activities)

A humorousstory

Good Fun FarmIan Whybrow and Jonathan Allen

A humorous story by a significant author.The animals at Good Fun Farm were fedup. They did the same thing every dayand it wasn’t fun at all. One day, all theanimals stopped working because theywanted to have some fun. Fortunately,the smallest duckling had an idea thatworked!. An illustration on pages 22 and23 labels the animals at their soccergame.

chipped,walked,dressed,passed,blocked,turned,

smacked,ordinary,chisel,

emperor,servants,powerful

BLM 3: Students can complete aflowchart in which they draw someof the sequences and write captionsfor others.

Citizenship (choices)A story fromanother culture(Japan)

The Stone CutterSean Taylor and Serena Curmi

A poor stone cutter who wished he werea rich man has his wish granted. Then hekeeps changing his wish, and each wish isgranted. Finally he wishes himself back ashe was at the start of the story! Athought-provoking fable that draws onthe Japanese tradition of storytelling. Theflowchart on pages 22 and 23 illustratesthe story in sequence.

• Identify and describe characters, expressing own views and using words and phrases from the text;

• Discuss and compare story themes;

• Use word endings (ed) to support their reading.

Strategy FocusSynthesizing

PL-7169_Early-fluent_TRB.qxd 4/9/08 4:24 PM Page 28

Pacific Learningwww.pacificlearning.comToll-Free: (800) 279-0737

30 31



Related resources


surprise, brain,dream,gasped,laughed

BLM 4: Students are asked to writedirect quotations from the story inspeech bubbles. They have torecognize that speech bubbles donot use speech marks.

CD-ROM C: Star Boy’s Surprise is aTalking Book. It includes threerelated activities and an opportunityfor free writing with a bank ofuseful words and punctuation.

Character education(friendship)

A fantasystory

Star Boy’s SurpriseJana Hunter and Mark Turner

A sciencei-fiction story about Star Boy,who lives in space with his robot, Ace.Star Boy badly wants a big surprise forhis birthday. How he gets it from SpaceGirl and her robot, Zar, is a surprise initself. Students can look at pictures takenthrough Space Girl’s viewer on pp.22–23, showing views from her rocketand photos of the birthday party.

Social studies(history, developmentof westerncivilizaton, war); artand design

A report andexplanationtext

• Pose questions and record these in writing prior to reading nonfiction;

• Use a contents page and index to find way around a text;

• Scan a text to find specific sections, e.g., subheadings, keywords or phrases;

• Use new words from reading linked to particular topics.

Strategy FocusVisualizing

moat, besiege,garderobe,drawbridge,portcullis,

solar,battlements

BLM 5: Students complete thetemplate for a glossary. Remindthem to use the index to locate therelevant information for eachdefinition.

CastlesMaggie Freeman, Pat Murray and Mike Phillips

A nonfiction book packed full ofinformation about castles. The bookreveals how castles were built, not onlyfor people to live in, but also to keeptheir enemies out. Detailed illustrationsshow the materials that people used andspecial precautions that people took toensure castles would provide adequatedefense. Photographs show severalexamples of castles and castle remainsthat can still be visited today. There is an index on page 21 and a labelled,three-dimensional diagram of a castle on pp. 22–23.

Science (life cycles,role of insects)

A non-chronologicalreport

• Identify simple questions and use text to find answers. Locateparts of the text that give particular information includinglabelled diagrams and charts;

• Know the common spelling patterns for each of the long vowelphonemes

Strategy FocusDetermining important ideas

everywhere,direction,germs,

invisible,pollen,

maggots,pupa, grazes

BLM 6: Students are asked tocreate KWL grids for flies and aminibeast of their choice.

CD-ROM C: Fly Facts is a TalkingBook. It includes three relatedactivities and an opportunity forfree writing with a bank of usefulwords and punctuation.

Fly FactsJanice Marriott and Andy Keylock

An informative picture book thatpresents a larger-than-life look at the fly and explains that flies have a useeven though they also carry germs. Thecaptions and photographs combine togive a close look at this common andpesky insect.

• Recognize and take account of commas and exclamation marksin reading aloud with appropriate expression;

• Use awareness of grammar to decipher new or unfamiliarwords;

• Identify quotation (speech) marks in reading, understand theirpurpose and use the term correctly;

• Investigate other ways of presenting texts, e.g., speech bubbles.

Strategy FocusMaking connections



32 33



Related resources


Science (forces andmovement)


• Understand the purpose of contents pages and indexes andbegin to locate information by page numbers and words byinitial letter;

• Identify simple questions and use text to find answers. Locateparts of text that give particular information.

• New words from reading link to particular topics.

Strategy FocusMonitoring and repairing understanding

BLM 7: Students will be able toidentify and describe key characters.

Going FastJanice Vale A nonfiction book about the fastest of

the fast, on land, in the air, and on water.The text shows how animals andmachines that are fast all have similar,streamlined shapes, and how theseshapes influence their speed. This textfeatures a glossary and an index, and onpp. 22-23, there is a table that sums upall the animals and machines in the text,with an explanation about how theirform affects their function.

powerful,streamlined,

flow, per,cheetah, sleek,arched, hurtles,runners, gather,bobsled, narrow,frames, cyclist,

motorcycle,nose,

parachutes,seconds, falcon,

wingspan,narrow,

supersonic

• Read and follow simple instructions for constructing something;

• Note key structural features;

• Use diagrams in instructions;

• Use models for reading to organize instructions sequentially;

• Secure the reading and spelling of words containing differentspellings of long vowel phonemes

Strategy FocusMonitoring and repairing understanding

pop-up card,glue stick,

stapler,rectangle,

spring

BLM 8: Students follow theinstructions to make another typeof pop-up card.

Design andtechnology(investigating andusing materials);science (structures,function)

A proceduraltext

How to Make Pop-up CardsMonica Hughes and Steve Lumb

A nonfiction book that explains that pop-up cards are fun and easy to make.Students can follow the step-by-stepinstructions to make pop-up cards of theirown. There is also a wordless flowcharton pp. 22–23, made up of photographsof a pop-up card being made.

• Re-tell stories, giving the main points in sequence, and noticethe difference between written and spoken forms;

• Become aware of character and dialogue, e.g., by role-playingparts;

• Learn and recite simple texts, with actions, and reread themfrom the text;

Strategy FocusMonitoring and repairing comprehension

hippo, cello,lion, mane,

leopard, spots,rhino, horn,snake, skin

BLM 9: After completing the tableof animals from Hector and theCello and their features, studentsadd new animal characters of theirown.

Music (exploringsounds, combiningsounds to makemusic)

A story by asignificantauthor

Hector and the CelloRos Asquith This story by a significant author tells the

tale of Hector the Hippo, who wants toplay the cello more than anything else inthe world. However, who in the junglewill teach him? Most of the other animalsjust laugh at the idea of a hippo playingthe cello. Then Hector meets a musicianwho can help him: a lyrebird. Every dayfor two years, Hector hikes through thejungle for his cello lessons until, finally, hehas a chance to take part in a fantasticjungle concert. A storyboard on pp.22–23 summarizes the story in eightillustrations.

PL-7169_Early-fluent_TRB.qxd 4/9/08 4:24 PM 2


34 35



Related resources


• Re-tell stories, giving the main points in sequence and noticethe difference between written and spoken forms;

• Become aware of character and dialogue, e.g., by role-playingparts;

• Learn and recite simple texts, with actions, and re-read themfrom the text;

Strategy FocusDrawing inferences

stroll, acron,yelled, clucked,panted, asked,

popped,quacked,

grew, cried,bumped,moaned,honked,scurried,wailed,

frowned,hurried,

demanded,shrieked

BLM 10: Students will be able toidentify and describe characters.

Language arts(traditional tale),social studies(citizenship, choices)

A traditionaltale

Chicken LickenJeremy Strong and Tony Blundell

This traditional tale explores the series ofevents that occur when silly ChickenLicken panics after an acorn falls on hishead. He decides he must tell the kingthat the sky is falling, and along the wayhe persuades all of his friends to comewith him. It isn’t difficult for Foxy Loxy totrick all of these foolish birds intobecoming supper for him and his family.A timeline on pp. 22-23 summarizes thestory with ten illustrations.

• Identify and discuss characters, e.g., appearance, behavior,qualities; speculate on how they behave, expressing own views;discuss how they are described and compare with other stories

• Recognize full stops and capital letters when reading andunderstand how they affect the way a passage is read;

• Blend phonemes in words with clusters for reading.


raised,arguing,

ragged, luck,gleaming

BLM 11: This activity focuses onretelling the story with words andimages.

Language arts(traditional tale);character education

A traditionaltale

The Pot of GoldJulia Donaldson andSholto Walker

In this traditional tale, Sandy and Bonnyare always arguing – mostly about theirbad luck. One evening, a little mandressed in green shows up and asks if hecan stay for two nights. Before he goes tobed, he wishes them good luck, and sureenough, the next day, Sandy finds a pileof gold. He and Bonny decide to go backafter dark to collect it. While they planwhat they will do with the money, theystart arguing again, and end up beingvery unkind to the little man in green.This time he doesn’t wish them good luck– and sure enough, they never again findthe pile of gold. A flowchart on pp.22–23 summarizes the story.

• Identify and describe characters, expressing own views andusing words and phrases from texts;

• Discuss and compare story themes.


narrator,cottage,meadow,gobble,

waddling,angrily,

dangerous,panting, gulp,slurp, slobber,wicked, lasso,capture, apply

BLM 12: Students will be able tocompare and contrast informationfrom book to book.

Language arts(traditional tales);music (exploringsounds)

A traditionaltale

Peter and the WolfDiane Redmond andJohn Bendall-Brunello

This traditional tale is based on the classicstory by Sergey Prokofiev, and in this caseis presented as a play. Students can eachtake on a different role, and act out howPeter outsmarts the big, bad wolf, andsaves his friends Bird and Cat (althoughpoor Duck) is left sadly quacking insideWolf, once the hunter and Peter haul itoff to the zoo. On pp. 22–23, there is a“help wanted” ad, searching for somebrave person to capture the big, badwolf.



36 37



Related resources


Science (life cycles,ancient ancestors,dangers from anddangers to animals)


• Identify simple questions and use text to find answers. Locateparts of the text that give particular information includinglabelled diagrams and charts;

Use new words from reading linked to particular topics.


crocodiles,lizards,

millions,dinosaurs,survived,hunters,

scavengers,prey, Africa,weaknesses,

alligator,species,monitor,Komododragons,poison

BLM 13: Charts for students topractice finding specific informationin a nonfiction text.

Living DinosaursJonathan and Angela Scott

This informative nonfiction title exploresthe history of crocodiles and lizards –animals that have been around since thetime of the dinosaurs. Today, theseanimals face many dangers. A chart onpp. 22–23 sums up key facts aboutcrocodiles and monitor lizards.

• Understand the distinction between fact/fiction

• Use a contents page to find way around text

• Use new words from reading linked to particular topics


amount,different,Martian,

entertainment,designer,

parachute,bargain

Math (shapes andmeasurement);science (space travel,forces, movement)

A persuasivetext

Let’s Go To Mars!Janice Marriott and Mark Ruffle

A nonfiction book in the form of afictional vacation to Mars, presentingfactual information about the red planet.The text draws comparisons betweenEarth and Mars, and considers aspects ofspace travel such as weightlessness andthe lack of oxygen. A picture glossary isincluded on pages 22 and 23.

BLM 14: A planning sheet forstudents to plan their own vacationto Mars, with reference to theguided reading text.

CD-ROM C: Let’s Go To Mars! is aTalking Book. It includes threerelated activities and an opportunityfor free writing, with a bank ofuseful words and punctuation.

Social studies(geography, culture,language, tradition)

A recount of avisit

• Use the terms “fiction” and “nonfiction,” noting some of theirdiffering features,

• Identify simple questions and use text to find answers. Locateparts of text that give particular information.

• Know that glossaries give definitions and explanations; discusswhat definitions are,


Vanuatu,Bislama, husk,

palm, panflute,

souvenirs,traditional,

wealth

BLM 15: Provides a template forwriting a postcard.

Pacific Island ScrapbookAngie and Andy Belcher A nonfiction book about Vanuatu, a

country in the Pacific Ocean made up oflots of tropical islands. Amy went thereon vacation and she made a scrapbook ofall the things she saw and did. Herrecount describes what you might see ifyou went there, supported by a collectionof colorful photographs showing thebeauty and diversity of Vanuatu. A mapon page 22 shows the location ofVanuatu in the world and there is aglossary on page 23.



38 39



Related resources


Art and designA proceduraltext

• Read simple written instructions in the classroom, e.g., simplerecipes, plans, instructions for constructing something

• Identify simple questions and use text to find answers. Locateparts of the text that give particular information includinglabelled diagrams and charts.

Strategy FocusMaking connections

cartoonist,character,

sketch,punchline,bubbles,caption,

roughs, frames

BLM 16: An activity thatencourages students to follow aprocedure.

How to Draw CartoonsRos Asquith An instruction text about planning,

writing, editing, and illustrating cartoons.The book also suggests different ways ofassembling drawings into comic strips toshare with others. A flowchart on pages22 and 23 shows the eight stagesdescribed in the book, from ideas toenjoying your story with other readers.

Character education(right vs. wrong,peaceful solutions,generosity)

A traditionalstory

• Discuss and compare story themes;

• Identify and describe characters expressing own views andusing words and phrases from text;

• Prepare and retell stories individually and through role-play ingroups.


scrumptious,fairies,furious,pantry,

emptied

BLM 17: Students can write a thankyou letter from the fairies to thewoman who baked a cake for them.A writing frame is supplied.

The Woman who Fooled the FairiesRose Impey and Nick Schon

A traditional story, by a significant author,about a woman who baked the bestcakes in the world. The fairies in thenearby forest decided to get a cakewithout paying for it by stealing the cake-maker herself! The fairies get theircake in the end, but not before thewoman cleverly outwits them. Pages22–23 feature a story map with visualrepresentations of the story’s main events.

ocean, eager,weevils,

measured,knotted,treasure,

prance, whack

BLM 18: Students can write theirown recipe for a “piratey” pie suchas the one on pp. 22–23 of PirateParty, using the writing framesupplied.

Language arts(humor), socialstudies (history)

A humorousstory

Pirate PartyScoular Anderson A humorous story presented in three

chapters. It’s Captain Codspawn’s birthdayand the crew all help Cook bake a specialpirate pie. However, Cook trips over theship’s cat and the pie flies overboard!Trying to fish it out, Cook hooks an evenbetter surprise for Captain Codspawn: atreasure chest filled with gold. There areinstructions on p. 21 for “How to Dancethe Pirate Prance,” and a recipe forCaptain Codspawn’s birthday pie on pp.22–23.

• Recognize and understand use of commas and exclamationmarks

• Use awareness of grammar to decipher new or unfamiliar words

• Common vocabulary for introducing and concluding dialogue




40 41



Related resources


Social studies(character education,strangers, keepingourselves safe)

A humorousstory

• Predict story endings/incidents while reading with the teacher;

• Discuss and compare story themes

• Identify and describe characters expressing own views

• Understand the use of antonyms; collect, discuss differences ofmeaning


charming,beautiful,delightful,

fairest

BLM 19: Students are asked towrite synonyms and antonyms forfour of the fairy tale characters inthe story.

CD-ROM C: Buzz and Bingo in the Fairy Tale Forest is a TalkingBook. It includes three relatedactivities and an opportunity for freewriting with a bank of useful wordsand punctuation.

Buzz and Bingo in the Fairy Tale ForestAlan Durant and Sholto Walker

A humorous story in three chapters,drawing on several well-known fairy tales.When Buzz and his dog, Bingo, went tothe woods one day, they met a charmingprince, a big bad wolf, seven little men,and an old woman. However, where wasthe beautiful girl everyone was lookingfor? Children will enjoy spotting thefamiliar characters and plot changes asthe traditional stories are skilfully woventogether to bring about alternativeendings with a modern twist. A map onpp. 22–23 shows the trail that Buzz andBingo follow through the Fairy TaleForest.

goat,mountain,scrambling,

fierce, besides,dizzy,

stomped,staggered

BLM 20: An activity that focuses oncompleting a recount, with bothwords and pictures.

Physical education(staying healthy)

A humorousfantasy story

Mountain MonaViven French andChris Fisher

Mona is a goat who lives on a mountaintop with her brother, sister, and mother.Everyone in her family is good atjumping, leaping, and scrambling –except Mona. The only thing Mona isgood at is growing flowers. Then oneday, she runs into a big, scary, glasses-wearing lion, but Mona isn’t at all scaredof him. Turns out, she isn’t scared of himbecause she can’t see him – until sheborrows his glasses. Suddenly, Mona ISscared of the lion, and she nimbly jumps,leaps, and scrambles up to the top of themountain, while the lion tumbles backdown to the bottom.

• Identify and describe characters, expressing own views and using words and phrases from text.

• Become aware of character and dialogue, e.g., by role-playing parts when reading stories aloud;

• Predict words from preceding words in sentences and investigatethe sorts of words that “fit”;

• Recognize the critical features of words.


• Pose questions and record these in writing, prior to readingnonfiction to find answers

• Using contents page to find way around text;

• Read text aloud with intonation and expression appropriate tothe grammar and punctuation

• Understand and use new words from reading


terrifying,misbehaved,surrender,precious

BLM 21: Students can draw thebody and clothes of a pirate whosehead is supplied, then label a pirateship.

Social studies(geography, history)

An informationbook

How to be a Pirate in 10 Easy StagesScoular Anderson A humorous guide to becoming a pirate

in 10 easy stages, from deciding whatsort of pirate you want to be, to the finaldecision of what to do with the treasureyou find after a successful attack. Pages22–23 feature a glossary of pirate termsand an index.



42 43



Related resources


• Skim-reading title, contents, and illustrations to speculate what abook may be about;

• Read aloud with intonation and expression appropriate to thegrammar and punctuation

• Investigate words that have the same spelling pattern butdifferent sounds


bow, bow waves,blowhole,

carnivore, jetty,marina,

navigate,platform,skipper

Social studies(geography, maps),life science (foodchains, naturalhabitat, preservingspecies)

A nonfictionrecount

Swimming with DolphinsAngie and Andy Belcher A factual account of how a girl realizes

her dream to swim with dolphins. The book incorporates many of thefeatures of nonfiction texts, including:photographs, captions, numbered lists,labels, contents page, key facts and aglossary. A labelled diagram on pp. 22–23show the different parts of a dolphin.

BLM 22: Students can label adiagram of a dolphin and completea glossary of equipment needed forswimming underwater.

CD-ROM C: Swimming WithDolphins is a Talking Book. Itincludes three related activities andan opportunity for free writing, witha bank of useful words andpunctuation.

• Use knowledge to predict and check meaning of words andsense of what they have read.

• Pose questions and record these in writing, prior to readingnonfiction to find answers

• Use a contents page and index to find way about text


yogurt,emperor,

luxury, special,restaurant,banquet,

storeroom,industry,

merchant,charity,

Malaysia

BLM 23: Students are asked toretrieve and record information inanswer to some of the questionsposed in Ice Cream!

Social studies(history, worldconnections)

An informationbook

Ice Cream!Sue Graves and Pete Smith

An information book full of facts aboutice cream, including what it is madefrom, how it is made, and when peoplefirst ate it. There is a contents page at thefront of the book and a glossary andindex on pp. 22–23.

• Skim-read title, contents page, illustrations, chapter headings,and sub-headings, to speculate what a book might be about;

• Evaluate the usefulness of a text for its purpose

• New words from reading linked to particular topics.


magnetic,honeycomb,

friction,flywheel,

gravity, spring,kaleidoscope,boomerang,Aborigines,

attract,compass, force

BLM 24: A quiz that encouragesstudents to use the contents page,index, and glossary of the book.

Physical science(force, pushing/pulling, lift, friction,energy), art anddesign

An explanationtext

How Does It Work?Sylvia Karavis, Gill Matthews and Roger Goode

How does a yo-yo climb back up itsstring? Why does a boomerang comeback to you? And how does akaleidoscope work? These and othermind-bending questions are answered inthis informative book about how toyswork. A table on pp. 20–21 summarizeswhat makes each toy featured in thebook work, for example, magnets,friction, or gravity. The book includes aglossary and an index on pp. 22–23.



44 45



Related resources


Science (astronomy,constellations, spacetravel)


• Prepare and retell stories, using dialogue and narrative fromtext;

• Identify and describe characters expressing own views;

• Discriminate, orally, syllables in multi-syllabic words;


telescope,glittering, LittleDipper, Sirius,

thumped,peered,

Greetings,planet, alien,

meteor,whimpered,

Pegasus, MilkyWay, vacuum,

adventure

BLM 25: An activity sheet forresponding imaginatively to ahumorous story.

Buzz and Bingo in the Starry SkyAlan Durant and Sholto Walker

A humorous story about Buzz and Bingo,who meet a nice little alien from outerspace, one night while they’re looking atthe starry sky. The alien, named XY5 hasgotten lost while flying his newspaceship, and he asks Buzz and Bingo tohelp him get home. As they travelthrough space, Buzz notices that severalfamous constellations are missingimportant items. When Buzz, Bingo, andXY5 get sucked through a giant tube toXY5’s home planet, they find all themissing starry items as well. A “nightsky” diagram on pp. 30–31 can be usedfor summarizing the story.

• Read, respond imaginatively, recommend and collect examplesof humorous stories;

• Understand the basic conventions of speech punctuation byidentifying speech markes in reading;

• Express views about a story, identifying specific words andphrases to support their viewpoint.


Astronomer,General,enemies,

performed,cartwheel,pajamas,

invisible, pogosticks, chaos,

lashed,lodged,National

Emergency,ministers,hiccups,heroes

BLM 26: A template for creating acharacter web.

• Understand how dialogue is presented in stories and howparagraphing is used to organize dialogue;

• Be aware of the different voices in stories using dramatizedreadings, showing difference between narrator and differentcharacters;

• Infer the meaning of unknown words from context.


disappear, ear-wiggle,fizzzzzzzz,flasshhh,

whispered,politely,

disguised

Character education(citizenship, choices,getting involved)


The SneezlesJeremy Strong and Tony Blundell

A humorous fantasy in three chapters.One day, strange clouds land in the cityand explode into a fine, green dust thatmakes everyone sneeze uncontrollably.Things get so bad that the king declaresa state of emergency. Then young Halidentifies the clouds as Sneezles and hissister Bella thinks of a way to destorythem. The two children become nationalheroes and a statue is erected to honorthem. Pages 30–31 contain six playingcards of the main characters with theirpictures and characteristics.

Social studies(citizenship)

A story with afamiliarsetting

Our Class and the Very Big RabbitMartin Waddell and Tony Ross

A humorous story in four chapters abouta teacher who is far from ordinary. Ms.Bennett can perform magic simply bywiggling her ears and making a wish.One day, Ms. Bennett unwittingly turnsherself into a rabbit and her class has noidea how to turn her back into herself.The children take the very big rabbit tosee the principal, who tries to help.However, Rachel and Ranjit (two of Ms.Bennett’s students) are the ones whofinally figure out how to bring back Ms.Bennett. A school website report recountsthe story on pp. 30–31 of this book.

BLM 27: A writing frame to helpstudents write about what happenswhen Ms. Bennett reads a bookabout crocodiles.



46 47



Related resources


• Use phonological, contextual, and grammatical knowledge topredict the meaning of unfamiliar words;

• Notice the difference between spoken and written formsthrough retelling known stories;

• Express views about a story, identifying specific words andphrases to support viewpoint.


adventures,chapter, flavor,

frightened,hearties,librarian,particular,pounce,prowled,

remembered,special,

squiggles,swashbuckling,

talented,traveled

BLM 28: Students are asked todescribe the type of story thatmight be told by each of the cats inTiger’s Tale, then draw a book coverand make up a title for Tiger’s. Oneof their descriptions could later bedeveloped during an extendedwriting session as an extensionactivity.

• Scan a text to find specific sections, e.g., key words andsubheadings;

• Skim-read title, contents page, illustrations, chapter headings,and sub-headings to speculate what book is about;

• Read text aloud with intonation and expression;

• Find out new words from reading.


imagine,million,

relatives,fossils,

ancestors,bear-dog, prey,

Argentine,ancient, Indrik

Beast,rhinoceros,mammoth,

tusks, hooves,Pakistan,flippers,

blowhole

BLM 29: A chart for askingquestions and finding information ina nonfiction book.

• Use glossaries to find definitions and explanations of new words;

• Pose questions prior to reading nonfiction;

• Locate information using tables of contents and glossaries;

• Read information passages and identify the main points, or gist,of a text.


alien, Europa,gravity,

intelligent,Mars, planet,Puerto Rico,scientists,

survive, Venus,universe

Language artsA fantasystory

Tiger’s TaleMichaela Morgan andDebbie Boon

A humorous tale in six short chaptersabout a cat who loves to listen to stories.When he isn’t listening to the Old, OldCat’s reminiscences, or the Ship’s Cattelling swashbuckling tales of Far Away,Tiger makes himself at home in the locallibrary. Then, one day, Tiger is locked inthe library while the librarian is away onvacation. Longing for stories, he looks atso many books that he learns to read!Before long, Tiger is the one entertainingthe neighborhood strays with all hisfavorite stories. A poster on p. 30advertises one of Tiger’s storytellingsessions.

Science (variation,animal families,plants and animals inthe localenviromnent)

Aninformationtext

Animal AncestorsJon Hughes This nonfiction text discusses many

ancient animals, and then shows howthey have evolved into familiar animalsthat still walk the Earth today. Someanimals, such as a saber tooth tiger, willbe familiar to young readers, whileothers, such as the Indrik Beast, are notas likely to be known. Each spreadfeatures a different animal, and shows ascale drawing of how large the animalwould be compared to a modern-dayhuman. A chart on pp. 22–23 sums upall the ancient animals discussed in thistext, and their modern counterparts.

lLife science, physicalscience, Earth science(space exploration)


Is There Anyone Out There?Nic Bishop and Jon Hughes

This nonfiction title investigates whetherthere is life beond planet Earth. The non-chronological report examines whatwe already know about the Solar Systemand the possibility of life on otherplanets. It also offers ideas of what aliensin certain sorts of enviroments might looklike. There is a glossary on p. 29. Pages30–31 contain a table of conditionsneeded to sustain life.

BLM 30: This resource sheet can beused to research other planets inour solar system using the classlibrary and the Internet. The tableincludes an opportunity to invent aplanet and its lifeforms.



48 49



Related resources


• Read examples of letters written to recount;

• Compare the way information is presented, e.g., by comparinga variety of information texts;

• Use phonological, contextual, and grammatical knowledge topredit the meaning of unfamiliar words.

Strategy FocusMonitoring comprehension (repairing understanding)

chapattis, Delhi,chai, dromedary,

forbidden,Hindus, Lord

Brahma, lollopy,lotus flower,

nomads, patient,pilgrims,Pushkar,

Rajasthan,samosas, tinsel,

tourists,weightlifter,dosas, sabzi

BLM 31: A template for students to present information about thePushkar Camel Fair in a differentway, using Sarina’s recount of TheCamel Fair.

• Use a contents page to find way around text;

• Make simple notes from nonfiction texts, e.g., key words andphrases, page references;

• Write non-chronological reports based on structure of knowntexts;

• Read information passages and identify main points of text.


Adelie penguin,Antarctica, Arctic,blubber, brood,

Chinstrap penguin,colonies, crabeaterseal, elephant seal,Emperor penguin,Gentoo penguin,glacier, iceberg,

leopard seal,lichens, petrel,

pouch seal, skua,Rockhopper

penguin, Kingpenguin

BLM 32: Students are asked tocompare positive and negativeaspects of Antarctica.

• Be aware of the different voices in dramatized readings, showingthe differences between the narrator and characters;

• Read, prepare, and present plays;



Atlas, Augeus,Cerberus,chariot,

creatures,glinting,Hercules,

Hesperides,hideous, Hydra,labor, majesty,

narrator,swaggered,strangled,terrified,

underworld, Zeus

Social studies(geography, worldcultures)

A recount of avisit

The Camel FairWendy Cooling This nonfiction recount recalls a girl’s

vacation in India, accompanied byspectacular, atmospheric photographs.The highlight of the visit, and the centralfocus of the book, is the Pushkar CamelFair. The event is recounted in a letterformat through the Sarina’s eyes whileshe visits relatives in India. A flowdiagram on pp. 20–21 explains how toget on to a camel. A glassary and indexare included on pp. 30–31.

Social studies(geography), lifescience (animalhabits)


Antarctica: Land of the PenguinsJonathan and Angela Scott

The photographs and text in thisnonfiction book combine to reveal thesecrets of the coldest environment onEarth. The book focuses in particular onthe large numbers of penguins thatsurvive in the Antarctic. A glossary isincluded on p. 27, and there is a factfileon pp. 28–29. A poster on pp. 30–31advertises the highlights and attractionsof the “magical land” of Antarctica.

Language arts (classicmyths)

A play scriptof a classicmyth

Hercules: SuperheroDiane Redmond andChris Mould

The traditional Greek story of Hercules isretold as a play with a humorous, modernslant. Labelled illustrations of thecharacters are shown on p. 2. Pages30–31 feature a “Wanted” poster,appealing for a strong man answering tothe description of Hercules.

BLM 33: A writing frame foranswering the King’s advertisementon pp. 30–31 of Hercules:Superhero. Remind students toadapt the suggested sentenceopeners to suit their own purposes.



50 51



Related resources


• Understand time and sequential relationships in stories, e.g.,what happens when;

• Identify and describe characters, expressing own views, andusing words and phrases from texts;

• Take account of the grammar and punctuation, e.g.,exclamation marks and commas, when reading aloud.


protested,determined,

velvet,tweaked,imagine,

nightmares,crouched,slobbering,

compost heap,impressed,enormous

BLM 34: This resource sheet can beused to create a character web forTig. This blackline master includesspace for words and phrases thatTig’s mom and teacher might use todescribe him.

• Recognize prefixes, generate new words from root words, anduse the term “prefix”;

• Show awareness of the different voices of chracters andnarrator in stories.


kerswish,kerquack,kerzoom,kergollop,

kerquaaaaack,kerthunk,kerpow,universe,swirled,

Weborah,molting,dowdy,whirled

BLM 35: A resource sheet forproducing a story timeline, similar tothe one shown on pp. 30–31 of TheAdventures of Batbird. Studentscould plan an outline for a storyabout a new superhero of theirown. They can develop these ideaslater in an extended writing session.

• Use knowledge to figure out and check meanings of unfamiliarwords;

• Retell known stories, comparing oral versions with written text;

• Read aloud with intonation and expression appropriate togrammar and punctuation.


breadfruit,dam, Maker,

moose, beaver,elephant,squirrel

Character education(choices and joiningin)

A story with afamiliarsetting

Tig in the DumpsMichaela Morgan A humorous story in four chapters.

Tomorrow is Book Day at Tig’s school,and all the boys plan to wear their socceruniforms as their costumes. Tig wants toas well, but his mother has other ideas.She wants him to dress as Little Boy Blue,in a costume with velvet pants, a frillyshirt, and a silly straw hat. He plans tochange into his soccer uniform on hisway to school, but he is frightened by adog. Making a frantic dash away, hesheds bits and pieces of clothing as heruns, and he arrives at school looking likea wild man. Everyone thinks this is hiscostume, and he wins the prize!

Social studies(character education,citizenship)


The Amazing Adventures of BatbirdJane Clark andNick Schon

A humorous story presented in five shortchapters. Dunkan Dabble won’t evenanswer when his name is called becausehe believes he is Batbird, the superherostar of his favorite television show.Dunkan’s family and friends find itdifficult to live with him as Batbird: heplays too roughly, he doesn’t want tostop for dinner, and he insists onsleeping upside down from the willowtree. However, Dunkan becomes anovernight hero when he unwittinglysaves his family from a prowling fox. Atimeline on pp. 30–31 summarizes thestory in nine sequential steps.

Language arts (originmyths), charactereducation (beingagreeable to change,relationships,acceptance)

An originmyth

Think Again!Geraldine McCaughrean and Bee Willey

A traditional origin myth retold in fourchapters. When the animals were firstcreated, there were a few mistakes, andMaker sets out to fix these. First Squirrelis far too large. She stripped the fieldsbare, leaving little food for the otheranimals. First Beaver was also huge. Shechewed up a whole forest and built adam so large that it flooded the land. Asthe story develops, Maker thinks againabout the animals, adjusting their size tothe way they are today. An illustrateddiagram on pp. 30–31 reminds thereaders of how the animals looked beforeand after Maker made a few changes.

BLM 36: A response sheet forstudents to recall the story from theviewpoint of different animalsfeatured within this tale. Later, theycould choose one of the animalsand develop their writing into astory narrated by that animal.



52 53



Related resources


• Locate information using table of contents and index;

• Read information passages and identify main points, or gist, ofthe text, noting key words and phrases.


fabulous, creatures,Cerberus, guardian,

underworld,Coelacanth,

extinct, Portuguese,leathery, fossilized,Quetzalcotl, squid,

tentacles, LochNess,

Mesopotamia,Dugong, minotaur,Daedalus, labyrinth,

Theseus, phonix,sphinx, Oedipus,

werewolf

BLM 37: A table of real andimaginary creatures not described inthe book. Using the table on pp.30–31 as a model, students canresearch each creature andcomplete their own fact file. Thereis room for students to include twomore creatures of their choice.

• Locate information using table of contents and glossary;

• Read information and identify main points by noting key wordsand listing the main points covered;

• Make a simple record of information;

• Scan a text to find information;

• Skim-read title, contents page, illustrations, chapter headings tospeculate what a book might be about.


scaffolding,contents,

index, sculptor,colossus,

structures,mortar,putlogs,diagonal,

cathedrals,couplers,bamboo,engineer,walkways,

vertical,horizontal

BLM 38: This blackline masterreproduces text and illustrationsfrom Building High. Students matchthe correct instruction to eachillustration in sequence to explainhow to build metal scaffolding. Theymay then check their work againstthe original text to see if they havecompleted the activity correctly.

• Locate information using contents, index, headings;

• Read information passages and identify key points, or gist;

• Collect new words from reading;

• Infer meaning of unknown words from context.


cloud forest,pie chart,

tropical rainforest, elfin

forest, Borneo,Kinabalu, NewGuinea, gecko,

Madagascartree frogs,quetzal,Vietnam

Language arts(mythology,traditional tales),social studies(geography, history)

Aninformationbook

Fabulous Creatures – Are They Real?Scoular Anderson An information book that describes some

fantastic creatures, both real andimaginary, and answers the question: Arethey real? Some of the creatures are frommyths and legends, while others aregenuine. Included are the Loch NessMonster, about which there isdisagreement, the vampire bat, and theyeti. The book includes a contents pageand an index to enable children to locatespecific information. A table on pp.30–31 summarizes information abouteach of the creatures in the book.

Social studies(history, ancientcivilizations,monuments,development oftechnology), science(technology), art anddesign, mathematics


Building HighMaggie Freeman A non-chronological report that describes

scaffolding: what it is made from, how ithas developed around the world overtime, what it is used for, and what thejob of a scaffolder entails. The bookincludes a comprehensive glossary on pp. 30–31.

Science (plants andanimals, variation,ecosystems, climate),social studies(geography)


Cloud ForestNic Bishop The photographs and text in this

information text explain what a cloudforest is and reveal the many unusual andrare creatures and plants that inhabit acloud forest. The report also considers thethreats to cloud forest environments andthe reasons why we should protect them.The book of five chapters includes acontents page and a glossary. Pages30–31 feature a persuasive text, in aposter format, compelling us to act nowto save the cloud forest.

BLM 39: This resource sheet can beused to summarize informationfrom each of the five chapters inCloud Forest. Students could workin pairs to complete the summaries.



54 55



Related resources


• Locate information using table of contents, index, headings,subheadings, etc.;

• Read information passages and identify key points, or gist, ofthe text;



Marco Polo,Muhammad Ibn

Batuta, ChristopherColumbus, Vasco da

Gama, FerdinandMagellan, DudridurThorbjarnardottir,

Leif Eriksson,Hernán Cortés,

Roald Amundson,Vikings,

Scandinavia, KublaiKhan, ambassador,

Sahara desert,Atlantic, Caribbean,

conquistadores

BLM 40: Students can use thisblackline master to collateinformation for a presentationabout a chosen explorer.

Social studies(geography, history,exploration, travel)

Aninformationbook

Where on Earth?Scoular Anderson Where on Earth? describes the journeys

of significant explorers, revealing thelands they discovered and what theyfound there. Grid maps and gridreferences throughout the book offerchildren an opportunity to find out forthemselves where each explorer sailed.The book includes a glossary on p. 29,and a colorful world map on pp. 30–31,showing the routes the explorers took.



Assess & Support Guide A - Pacific Learning · 2009-08-17 · BIG CATASSESSMENT AND SUPPORT GUIDE...

Documents

Transcript of Assess & Support Guide A - Pacific Learning · 2009-08-17 · BIG CATASSESSMENT AND SUPPORT GUIDE...