Tididi
Title
Tididi
About the Text
Twins Aidan and Sarah team
up to find out who has been
vandalising homes with graffiti.
Genre
Vocabulary
Refer to direct definitions stated
in the text
Fluency
Adjust pitch for dramatic effect
Writing
Fiction
Author’s chair
Write ideas in sentences
Running Words
Technology
4720
Content Words
twin, sleuth, purple, culprits,
graffiti, vandalised, paintbrush
Comprehension
Identify features/patterns of
fiction text types
Use font attributes to enhance
presentation
Produce documents at the
computer
Online
The Great Word Game
Book Cover Maker
Phonics
Recognise comparatives
© 2011 Wendy Pye Publishing Ltd
Session 1
Guided Learning
Guided Reading of Tididi
read a fiction text
Activate Background
• Read the title and display the cover illustration. Ask
students to discuss what the illustration depicts and
to use the illustration and the title to predict what
the story might be about.
– Have you ever heard or seen the word Tididi
before? What do you think it might mean?
– What does the cover illustration show?
– What do you predict the story will be about?
Read the Book
• Read pages 3–4 to students. Model using the visualisation strategy.
– When I visualise, I paint pictures in my mind to see the details. For example, the story starts off with Mum
making pancakes and scrambled eggs; I can imagine what that smells like.
– Close your eyes and imagine the smells and sounds in the narrator’s house.
• Tell students that the narrator says that his sister Sarah is taller than he is. Ask a volunteer to click on a passage that tells
about the height difference between the twins.
– Visualise the twins standing side by side. What do you see?
• Provide time for students to read Chapters 1 and 2.
Phonics
Revisit Comparatives
recognise comparatives
TEACH
• Look at page 4 online and ask a volunteer to read the page. Explain that, on this page, Aidan compares
himself to his twin, Sarah. Since he compares two people, Aidan uses the comparative form.
• Write louder on the board, and ask students to identify the suffix. Explain that when comparing two things, the
suffix -er is added to an adjective. Then explain that the word louder is called a comparative.
• Then write the word fast on the board.
– Fast is an adjective. How can we change the word to show that we are comparing the speed of
two characters, Aidan and Sarah? (Add -er to make faster.)
• Have a volunteer revisit page 4 to find two other instances of comparatives (smarter, younger).
• Have students make a chart with the comparatives from this lesson.
Independent and Small Group Tasks
List Compound Words
use font attributes to enhance
presentation
Students create a list of compound
words using different font colours
for each smaller word within the
compounds.
List Comparatives
recognise comparatives
Students add other adjectives and
comparatives to their charts and then share
their charts with the rest of the class.
Make Up Sentences
write ideas in sentences
Students make up True or False sentences
about the text. Then they ask a partner to
answer True or False.
© 2011 Wendy Pye Publishing Ltd
Session 2
Guided Reading
read a fiction text
• Provide time for students to read Chapters 3 and 4 on their own.
Challenge them to continue to use their senses to visualise details from
the story.
• Circulate and observe how students are applying strategies. Encourage
them to read in their heads, but ask them to read in a quiet voice when
you come to listen to them.
• Use the following to help them practise the strategy.
– What are some pictures you’re making in your mind?
– What details from the story are helping you visualise?
– Which senses are you using to visualise?
• Have students read through to the end of the story.
Comprehension
Discuss Qualities
identify features/patterns of fiction text types
TEACH
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Look at pages 34–35 and read them aloud to students. Discuss realistic fiction.
Can these events happen in real life? How do you know?
What makes the characters and setting seem realistic?
Does this scene remind you of anything from your life or the life of someone you know?
How do you get to know the characters through the dialogue they speak?
Which character do you think you know best? Why?
If this were a fantasy instead of a realistic story, what might have happened?
Independent and Small Group Tasks
The Great Word Game
spell content words
build vocabulary informally through
classroom experiences
Students work on Great Word Game to
spell words from the text.
Write a List
Compare Realistic and
Fantasy Texts
identify features/patterns of fiction
text types
Students revisit the text to locate examples
of realistic dialogue and settings. They
compare and contrast Tididi to a fantasy
piece they have read.
produce documents at the computer
Students create a scrambled list of the
high-frequency or content words. They
print out their work and exchange papers
with a partner to unscramble each other’s
words. Remind the students to leave a line
and plenty of writing space beneath each
scrambled word.
© 2011 Wendy Pye Publishing Ltd
Session 3
Guided Learning
Guided Reading
read a fiction text
• Recall the story so far. Retell the main points. Provide time for the students to read Chapters 5–8.
• Recall the story and ask volunteers to read parts of the text that illustrate the clues Aidan used to figure out who
the graffiti vandals were.
– This story is a mystery. What mystery needed to be solved?
– What were all the clues that Aidan used?
– What did Aidan and Sarah think the purple car’s number plate said?
– What did it actually say?
Vocabulary
Find Word Meanings
refer to direct definitions stated in the text
TEACH
• Explain to students that sometimes meanings of words are stated directly in the text. By looking for clues in and
around sentences in which they find an unfamiliar word, they can figure out word meaning.
• Look at page 11 of Tididi. Focus on the word evidence. Explain that clues to the meaning of evidence are
located in and around the sentence in which the word appears. Ask a volunteer to read aloud the second
paragraph on page 11. Then work with students to figure out the meaning of evidence.
– What is the young guy talking about in this paragraph? (The police looking for the vandals.)
– Sometimes a defining word follows another word. What is another word, used right after
evidence, which is similar in meaning? (proof)
– If we combine the idea of police trying to solve a crime, and consider that evidence also means
proof, how can we define evidence? (proof of a crime)
• Invite volunteers to use the word evidence in a sentence.
Independent and Small Group Tasks
Write Nonsense Definitions
create a presentation using drawing
publication software
Author’s Chair
• Students use the scrambled word they
generated earlier to create and illustrate
nonsense definitions.
• Allow students to present their completed
work.
To help students appreciate the concept
that authors write books and that they
are also authors when they write books,
you could designate and label a chair in
the classroom writing area for use as the
Author’s Chair. Students use the chair
whenever they are ready to share their
writing. The student reading the writing
may be sharing it at the publishing
stage, as a finished product, or they may
be sharing a draft at the revising stage
to seek peer feedback and suggestions
from classmates.
Find Definitions
refer to direct definitions stated in
the text
Students work in pairs to revisit other texts
to find definitions stated in the text. They
write sentences using the words they find.
© 2011 Wendy Pye Publishing Ltd
orally share writing
Session 4
Guided Reading
read a fiction text
• Recall the story so far. summarise the key ideas. Provide time for students to finish reading the story.
• Ask students to find the portion of the text that explains the significance of the title Tididi. Use questions
such as the following to guide a text discussion:
– Does this story remind you of anything?
– How did things change between Aidan and Sarah by the end of the story?
– Why do you think the author wrote this story?
Fluency
Read Dramatically
adjust pitch for dramatic effect
TEACH
Read pages 42 and 43 to students, emphasising, ...there I was – right in his face. and “What the…?”
What did you notice about the way I read these pages?
Were there sentences that I read differently than others?
When did my voice get higher? When did it get lower?
How did you feel when I read this way?
Explain that the scene with Aidan encountering the vandals is an important scene in the story. Things
happen quickly in the darkness, which makes the scene dramatic.
• Ask students to turn to a partner and read the page dramatically. Challenge them to experiment with
raising and lowering the pitch of their voices to add to the drama.
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Independent and Small Group Tasks
Use Book Cover Maker
use font attributes to enhance
presentation
appreciate the power/impact of
visuals
Students use Book Cover Maker to make
a cover for Tididi showing something
dramatic happening.
Read Dramatically
adjust pitch for dramatic effect
Students read page 45 to a partner.
Then they could locate dramatic
passages in other texts and read them
aloud or use a piece of their own writing
to read aloud for dramatic effect.
Make a Summary
summarise events
Students draw, write or talk about a
summary of the story.
© 2011 Wendy Pye Publishing Ltd