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SUNSHINE PLUS – PURPLE
Mishi-na
Space Race
Dragon with a Cold
Sloppy Tiger Bedtime
Sloppy Tiger and the Party
The Fantastic Washing Machine
Busy Baby
Icebergs
Incredible Insects
Volcanoes
The Three Wishes
The Snow Daughter
The Mud Pony
The Magic Porridge Pot
Baby's Breakfast
Is it a Fish?
Our Eyes
Wonderful Ears
Animals, Plants and Air
Clouds, Rain and Fog
MISHI-NA
The Story
A boy cares for his pet hen during spring and summer but in winter she disappears.
High-frequency Words
afternoon, asked, brown, every, green, heavy, there, under, white, yellow
Reading the Text
• Have students predict who, where and what from the information on the cover and title
page.
• Focus on the story elements. Listen to the story together. Ask students to listen for the
characters, the setting, the plot and for changes that happen as the story unfolds. They work
with a partner to retell the story using the story elements.
• Students read the story and refer to illustrations to identify changes that take place in time,
the characters and the setting. They give examples by reading out loud and showing
illustrations.
• Ask students to reread the story and jot down ideas about some of the tricky parts.
Ask: What made these parts difficult? What did you do to read through those parts? Can you
show us how you did it?
• Discuss the story structure together. Ask: What is the main idea of the story? What does the
story framework tell you about the characters in the story? What can we say about the
sequence of events? What can we say about when and where the story takes place?
• On page 2, say the word brown. Ask: What sounds do you hear at the beginning? What are
the sounds that follow? What letters will you use to show the sounds? Students practise saying
brown slowly and suggest letters. Give them letter and blend cards. They match them to -own
and read words that rhyme with brown. Ask: What happens when we replace br- with
t-, fr-, cl-, d-?
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Returning to the Text
• Focus on change. Ask students to read the story independently and think about the changes
that take place. Ask: Where do we get ideas about the changes? In the text? In the
illustrations?
• On page 2, have students identify the simile. (white as snow) They scan the text to find the
part where the simile is repeated. (page 14) Work together to write similes for other parts of
the story. (Her eyes were as bright as diamonds.) Students notice that similes ask us to picture
one thing like another, often using the words as … as, or like to link the word pictures. They
can use the white text box to write labels with similes for illustrations, for example, “chicks as
fluffy as grandma’s slippers.”
• On page 2 have students find the word running and use the pen tool to circle the base word
run. Discuss how the consonant doubles before -ing. Write words like hop, skip, swim.
Students add another consonant before writing -ing. Students find the word calling in the story
and compare. (page 5)
Writing
• Work together to write the story structure.
In spring, the boy calls his brown hen, and it comes to him.
In summer and in autumn, the boy calls the hen and it comes.
In winter, the boy calls, but the hen doesn’t come.
The boy asks the other children it they have seen his hen, but they laugh and say the hen was
made into chicken soup.
They boy doesn’t believe them. He continues to call for the hen.
In spring, the hen returns with ten yellow chicks.
• Students rewrite the story in comic strip form. They draw pictures and write the dialogue in
speech bubbles.
• Ask: What ideas does this story give us about looking after pets? Have students make charts
to show what the boy does to look after his pet hen.
Home/School Link
Have students access the story at home and re-read it. They can then complete the interactive
activities:
Words: Letter blends
Thinking: Answer five comprehension questions
1. How do you know that a year passed between the beginning of the story and the end?
A. The plum tree changed through four seasons. √
B. The hen looked one year older.
C. The boy looked one year older.
2. What did the students say had happened to Mishi-na?
A. She had run away.
B. She was lost.
C. She had been made into chicken soup. √
3. Select the word that means between noon and the night.
afternoon
4. How did the boy feel about Mishi-na at the end of the story?
A. He was glad that she had come home. √
B. He was angry with Mishi-na.
C. He was worried about so many chickens to feed.
5. Where is the most likely setting for this story?
A. Australia
B. Arctic
C. Japan √
Record: They can read the story by themselves and save it for you to listen to.
© Wendy Pye Publishing
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SPACE RACE
The Story
Spaceships in a race run into difficulties one after the other.
High-frequency Words
another, around, five, forgot, left, race, ready, seven, six, wrong
Reading the Text
• Students use the cover to predict what will happen from the illustration and the title. Have
them go to the title page. Ask: If this is a race, what do you think will happen?
• Listen to the story with students. They anticipate each event and use their knowledge of
rhyming language to predict and help read the words. Ask: What do you notice that is
interesting about these illustrations? (They match the spaceships in the story with the
characters on the title page.) Why has the illustrator only shown the characters on pages 8, 12,
14, 16? (they are speaking)
• Students read the story independently or with a partner. For help, they can tap on the text to
hear it read.
• Students identify the onset and rime in the word space. They listen to race and suggest other
words that rhyme. They write the words. Ask: What do you notice about the sound in the
middle of the word space? What do you notice about the letter e at the end of the word? Do
you know any names that have the long /a/ sound in the middle and end with a silent e?
(Kate, Dale, Jake, Shane) Students think of other words that have a long /a/ sound and end
with a silent e. (wake, ape, gate, late, skate, plate, make, cake, shake)
Returning to the Text
• Have students reread the story and then discuss events. Ask: What happened to the first
spaceship? What happened to the second spaceship? (and so on)What did the commander say
when the first ship stayed on the launching pad? What did the commander say when the
second space ship flew into some meteor dust? (and so on)
• Create a class display showing what happened and what each commander said. Students
make pictures of each spaceship, what happened to it and the different commanders with
speech bubbles for the words they said. They can use the white text box to create the speech
bubbles.
• Students choose their favourite sentence in the story. They read it aloud using appropriate
expression. Ask: Why is this your favourite sentence? What does it mean? Why did you read it
like that? Are there any other ways you could read it?
• Explore the meaning of space travel words in the story. Ask: What would an alien crew be
like? What does “It followed a path around the sun mean”? What do you know about meteor
dust?
• On page 3, have students break the word left into sounds. Ask: What word do we get when
we put these sounds together? What will happen to the word if we replace e with i? How
could you use the word lift in the story?
Writing
• Students make illustrated charts of rhyming words from the story. They write more words
that rhyme with these words. They read their work and say what they did to write new words.
• Have students create a mural depicting events in the story. They help write a recount for
each event.
Home/School Link
Have students access the story at home and re-read it. They can then complete the interactive
activities:
Words: Word family -ace
Thinking: Answer five comprehension questions
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1. Why did the commander of spaceship 3 get annoyed?
A. His ship was taken by an alien crew.
B. His ship hit an asteroid. √
C. His ship stayed on the launching pad.
2. Why did the commander of spaceship 5 turn back?
A. Her ship flew into some meteor dust.
B. Her spaceship hit an asteroid.
C. She forgot her lunch. √
3. What happened to spaceship 6 when it flew into meteor dust?
A. It made a wrong turn.
B. Its computer started to burn.
C. The radio broke. √
4. Which spaceship won the space race?
A. spaceship 3
B. spaceship 1 √
C. spaceship 5
5. Select the word for people on board the spaceships.
crew
Record: They can read the story by themselves and save it for you to listen to.
DRAGON WITH A COLD
The Story
The family dragon makes a big fuss when he gets a cold.
High-frequency Words
anything, better, caught, every, guess, himself, know, might, thought, without
Reading the Text
• Students predict the setting and character from the information on the cover and title page.
They use their knowledge of letter blends and word families (dr-, -old) and high-frequency
words to work out the title.
• Listen to the story together and discuss the illustrations. Ask: How has the illustrator shown
the personality of the dragon? What do you notice about the dragon as the story unfolds?
(tearful, page 9; holding a teddy bear, page 13) On page 15, pause for students to predict what
will happen to the dragon and the family.
• Students read for themselves and then with a reading partner. For help, they can tap on the
text to hear it read.
• Ask: On page 3, the text reads, When he sneezed. Is it saying something that is happening now,
is going to happen, or has happened? Have students read through the text and use the pen
tool to mark words in the text ending with -ed to show the past tense. They read them in
context. (coughed, sneezed, cooked, moaned, groaned, melted, tired, dressed)
• Students find words in the story that start with th-. (the, that, thermometer, thought) They
help list others and words with th- in another position (anything, mother, father, with).
Explore wh- using a similar process.
Returning to the Text
• Have students retell the story in their own words. Ask them what they would say instead of
“I hate to say this.” Would you say, “This makes me feel bad!” “What a bore!” or “How
about this?”
• Go to page 2 and listen to coughed. Ask: What letters do you expect to see in this word? Have
students work together to write other words in which gh is pronounced as /f/. (enough, tough,
rough, laugh)
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• On page 2 find the word cold. Ask: What does this mean in this context? Does this mean the
dragon is cold? (The dragon is ill.) What other meanings are there for cold? (describing word
for the weather; a stare that isn’t friendly) Have students use the word in other contexts. They
identify the onset c- and rime -old. They suggest other words that rhyme with cold. Give
students some consonants and blends to create new words using the word family -old. (told,
scold, fold, bold)
• Go to page 4 and focus on pain. Students suggest other words in the -ain word family. They
find out how many -ain words they can make. Ask: What did Mum mean when she said, “that
dragon is a pain”? Is she in physical pain? When do you use this word? What other words
could you use? (bore, fusspot, nuisance)
Writing
• Students write sentences about events in the story in the correct sequence.
• Students draw pictures of the dragon and one of the children. They write words to describe
the characters.
• Students write a story about what it would be like having a dragon for a pet. What would
they eat, what exercise would they need and any other special features. (fire extinguisher!)
• Have students write a fire brigade poster that gives helpful fire-safety hints for people who
have pet dragons.
Home/School Link
Have students access the story at home and re-read it. They can then complete the interactive
activities:
Words: Word family -old
Thinking: Answer five comprehension questions
1. Why was the dragon with a cold a big problem?
A. He moaned and groaned.
B. He needed water.
C. Every time he coughed, sneezed and sniffed, something caught fire. √
2. What did the family use to take the dragon’s temperature?
thermometer
3. How was the dragon’s cold cured?
A. with lemon drinks √
B. with cooked apples
C. with daisies
4. The children told the dragon that he wasn’t the only dragon in the world to get a cold.
What did they mean?
A. They had other pet dragons.
B. He was making too much fuss. √
C. They knew more about dragons than he did.
5. What did the dragon do when the family caught his cold?
A. He rang the fire brigade.
B. He took them to the doctor.
C. He gave them lemon drinks. √
Record: They can read the story by themselves and save it for you to listen to.
© Wendy Pye Publishing
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SLOPPY TIGER BEDTIME
The Story
Sloppy tiger won’t go to bed without getting into mischief.
High-frequency Words
about, around, behind, better, gave, need, once, read, their, wanted
Reading the Text
• Students use the cover and title page illustrations to say who they think the characters will
be. Ask: Have you read stories about this character before? What are some words you would
use about this tiger? What do you think the tiger’s bedtime will be like?
• Listen to the title and the names of the author and illustrator. Ask: What books have you
read by Joy Cowley? What sort of books does she write? Is there anything different about the
language she uses? Do you like her stories? Why?
• Listen to the story with students. Pause to discuss words that are difficult and reread the
phrase or sentence. Focus on events and language. Ask: How do you think the girl was
speaking on page 2? What gives you a clue to her stern speaking voice? (the exclamation
marks)
• Have students focus on how the illustrations tell us more about sloppy tiger. Ask: What are
some of these things on pages 4–5, for example? (the toothpaste squirting everywhere,
bubbles, messy mirror, toothbrush in the toilet)
• Have students read the story independently. If they need help, they can tap on the text to
hear it read.
Returning to the Text
• On page 2 circle sloppy with the pen tool and focus on the sl- letter blend. Have students
suggest other words beginning with the same sound. List these.
• Students offer explanations for the purpose of quotation marks. Concentrate on the concept
that they show the words someone is speaking (direct speech) by framing them. Ask students
to use the white text box to insert the words spoken by the girl. Discuss how the exact words
spoken are framed by quotation marks or as a speech bubble.
• Students look through the story and find examples of how the illustrator has shown the
emotions of the girl. Ask: What facial feature has the illustrator used to show feelings?
• Focus on high-frequency words. Students think of other words that feature the same letter
and sound patterns at the beginning, middle and end.
• Students reread the text independently or to each other.
Writing
• Have students rewrite the story from sloppy tiger’s point of view. They can use the words in
the text to tell what tiger was thinking.
She told me to brush my teeth but I didn’t answer.
I turned off the TV and moaned.
She told me to clean my teeth and go to bed.
Students illustrate the new story.
Home/School Link
Have students access the story at home and re-read it. They can then complete the interactive
activities:
Words: Letter blend slThinking: Answer five comprehension questions
1. What did sloppy tiger like to watch on TV?
A. a program about tigers √
B. the news
C. a program about cars
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2. Why did sloppy tiger want some milk?
A. He was thirsty.
B. He wanted to blow bubbles. √
C. He wanted to put out a fire.
3. Why did sloppy tiger chew his pillow?
A. He was hungry.
B. He wanted to make a mess.
C. He was excited because the book was about tigers. √
4. How did the girl know sloppy tiger wanted a story about tigers.
A. He shook his head.
B. He gave a very tigerish growl. √
C. He pointed at the book.
5. Why did sloppy tiger hide under the bed?
A. He was frightened of losing his stripes. √
B. He didn’t want to go to bed.
C. He was looking for his pillow.
Record: They can read the story by themselves and save it for you to listen to.
SLOPPY TIGER AND THE PARTY
The Story
Sloppy Tiger gets into mischief at the party.
High-frequency Words
always, couldn’t, going, much, never, please, should, very, wanted, was
Reading the Text
• Students use the cover and title page illustrations to help read the title. Discuss the word
sloppy and what they think it means from the illustrations.
• Students listen to the story. They identify setting, characters and plot. Ask: Who are the
characters? Where does the story take place? What happens in the story? Is there a main
problem? How is this solved? Record this on a three-column chart headed Setting,
Characters, Plot.
• Have students tell why they think sloppy tiger behaved like this.
• Students find sound words in the story. (Pop! page 4, WHOO-OOO-OOSH! page 10) They
think of other alternative sound words.
• Read the story. Have students look for plural words in the story. (parties, hats, balloons, claws,
teeth) They can circle these with the pen tool and write the singular form in a white text box.
Discuss the way party becomes parties and tooth becomes teeth.
Returning to the Text
• Reread the story. Ask: What happened to change the pattern of events and language in the
story? How did you feel when you read that part? Have them draw and label events on a
timeline to show the pattern.
• Students find action words that end in -ed. They circle these with the pen tool and make a
list. Have them notice any patterns. For example, grin/grinned and nod/nodded have a double d
in the past tense.
Writing
• Students write and illustrate five true statements about sloppy tiger. (Sloppy tiger gets very
excited.)
• Discuss who is telling the story. Have students rewrite the story as if the tiger is telling it.
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• Students write a new story using the same framework but a different event. Sloppy Tiger
and the Sports day/Fun Park/Pet Day
• Students design and draw pictures for a wall story innovation. They label it with sound
words in bubbles. (dribble, slurp)
• Have students write a list of party rules for sloppy tiger.
Keep paws off food.
Leave balloons alone.
Home/School Link
Have students access the story at home and re-read it. They can then complete the interactive
activities:
Words: Match the words with their plural form
Thinking: Answer five comprehension questions
1. Who are the main characters in the story?
A. sloppy tiger and Jim
B. sloppy tiger and the girl √
C. sloppy tiger and Jim’s mother
2. Where did sloppy tiger try to warm his paws?
A. on a plate of frankfurters √
B. on balloons
C. on the candles on the cake
3. How did Jim feel when the sloppy tiger blew the candles off the cake?
annoyed
4. What word means all the time?
always
5. What did Jim’s mother give to the sloppy tiger?
A. a balloon
B. some birthday cake
C. a plastic ball √
Record: They can read the story by themselves and save it for you to listen to.
THE FANTASTIC WASHING MACHINE
The Story
This fantastic new washing machine has a mind of its own.
High-frequency Words
after, again, cried, doing, having, itself, little, round, thank you, them
Reading the Text
• Look at the illustrations on the cover and title page. Talk about the signs Mr Smiles is
holding. Have students work out the title and read it. They predict what might happen in the
story.
• Listen to the story. Discuss the ending and the parts that students liked best. Ask: What
message do you think the author was trying to get across? (New is not always better? If
something sounds too good to be true, it often is.)
• Students read the story. Have them look for words in the past tense. (rinsed, spun, washed,
looked, turned, dried) They can circle these with the pen tool. They work out what the present
tense or base verb for each one is.
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Returning to the Text
• Have students reread the text with a partner.
• Students find examples of catchy sound words, repetitive words and rhyming words that Joy
Cowley uses to make this story exciting and enjoyable. (All those sheets! All those towels! page
2; Washing again! Oh, what a pain! page 3; Spishitty-splosh! More for the wash! page 8)
• Discuss the illustrations. Have students list the techniques they notice, for example, every
little crease in the clothes and the details on the machine.
Writing
• Discuss what machines are helpful to parents and caregivers at home. (stoves, microwaves,
washing machines, driers) Ask: How do they help? Have students invent another fantastic
machine to write a story about. A machine to weigh an elephant; A mouse-cage cleaning
machine; a story-writing machine; a machine that makes all the beds. Students can use some
catchy phrases like Joy Cowley did. They draw their machine using the illustrations from the
story as a guide.
Home/School Link
Have students access the story at home and re-read it. They can then complete the interactive
activities:
Words: Match the verb with its past tense
Thinking: Answer five comprehension questions
1. Why did Mr Smiles do so much washing?
A. He liked it.
B. He had a motel. √
C. He was dirty.
2. In what order does the machine wash the clothes?
A. spin, rinse, wash, dry
B. wash, rinse, spin, dry √
C. rinse, wash, dry, spin
3. What word tells how the washing machine moved?
wheeled
4. What words mean faster than you can see?
quick as a wink
5. What happened at the end of the story?
A. Mr Smiles kept the washing machine.
B. Mr Smiles went back to his old washing machine. √
C. Mr Smiles read a book.
Record: They can read the story by themselves and save it for you to listen to.
BUSY BABY
The Story
Looking after babies isn’t easy as the children find out.
High-frequency Words
another, anything, better, doing, mind, outside, quite, soon, took, worse
Reading the Text
• Read the title together. Have students notice the alliteration with the letter B in the title and
the ending of the words baby and busy.
• Listen to the story. Together discuss how Peter reacted to the baby. Ask: How could Peter
have dealt with the baby better.
• Read the story together. Have students find words that rhyme and list them. (stay/away/play;
get/let/wet/jet; had/mad; pot/a lot)
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• Ask students to give examples of something they have said is boring and then found out later
that it wasn’t.
Returning to the Text
• Students reread the story to a partner. They discuss whether the baby was being naughty or
just learning. They brainstorm the ways we all learn and whether these are similar to the way
a baby learns. Pairs then share their discussions with the group.
• Students find contractions in the story and circle them with the pen tool. (don’t, why’s, didn’t,
let’s, can’t) They give the expanded version of these contractions and discuss the meaning.
• Have students make a comic strip of the book. They think of as many sound words as they
can for the actions, for example, squeezed toothpaste – squelch!
Writing
• Students design a machine to take care of the baby – maybe a music-playing machine. They
suggest the songs or rhymes it might play.
• Have students write a new ending to the story. Ask: What happens if Vanessa goes to
football with Peter?
• Students write a story about babysitting. Maybe they have had a babysitter looking after
them. They describe what happened.
Home/School Link
Have students access the story at home and re-read it. They can then complete the interactive
activities:
Words: Match the rhyming words
Thinking: Answer five comprehension questions
1. Why does the baby squeeze toothpaste on the floor?
A. Peter thinks it’s fun.
B. She wants to eat it.
C. She thinks it’s fun. √
2. Why couldn’t Peter hear the TV?
A. The baby yelled.
B. The baby banged on the pots. √
C. The baby wanted to play games.
3. What word means looking after babies?
babysitting
4. How did the baby sound when she yelled?
like a jet taking off
5. Why was the baby busy?
A. because she liked to eat worms
B. because she banged on pots
C. because she was a baby √
Record: They can read the story by themselves and save it for you to listen to.
© Wendy Pye Publishing
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ICEBERGS
The Story
Look at the Arctic and Antarctic regions.
High-frequency Words
actually, around, away, bottom, middle, only, sometimes, through, time, together
Reading the Text
• Read the title and the name of the author together. Ask students what they know about
icebergs and what they would like to know.
• Scan the contents page and ask if students to predict whether any of the sections will answer
their queries.
• Go to pages 2–3 and model how to use headings, photographs and captions to make oral
predictions about the text.
• Listen to pages 4-7 together. Ask students to fill out a Venn diagram to show the similarities
and differences between the Arctic and the Antarctic.
• Students listen to the text being read. They relate the glossary to the reading as it is read.
• Read the text together.
Returning to the Text
• Have students reread the text with a partner. They look for compound words and list them.
They discuss their meaning as compound words and the two words that make them up.
• Have students find three words in the text with either one, two, three or four syllables. They
list these, then clap and say the words. (ice/1; arc-tic/2, gla-c-ier/3, Ant-arc-tic-a/4)
Writing
• Have students use the index to choose one item to write a description of.
• Model how to make a How? When? Where? Why? What? graphic organiser for one of the
index items. For example, write the word Icebergs in the middle of a large sheet of paper with
the question words all around it and have students write their own answer for each of the
question words on a sticky note. They share their answer with the class using the graphic
organiser to stick their answers on.
• Have students refer to page 19 and think of an idea or invention that would work to tow an
iceberg. They write about it.
• Model a Cause/Effect chart for one potential problem in the text, such as on page 22, aea
rises; page 11, danger to ships; page 21, pack ice jams. Students write their own Cause/Effect
example and illustrate if possible.
• Model writing a glossary item. Students choose a word from the text that they think needs to
be in the glossary and write the meaning.
Home/School Link
Have students access the story at home and re-read it. They can then complete the interactive
activities:
Words: Make compound words
Thinking: Answer five comprehension questions
1. When did the last ice age end?
A. 12 years ago
B. 12,000 years ago √
C. 120 years ago
2. Which region is at the North Pole?
A. Antarctica
B. Arctic √
3. What are icebreakers?
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A. Ships that are friendly
B. Ships that break a path through pack ice √
C. Ships that tow icebergs
4. What took this photo of an iceberg from space?
satellite
5. What words tell what an iceberg is?
a big chunk of ice breaks off from an ice shelf.
Record: They can read the story by themselves and save it for you to listen to.
INCREDIBLE INSECTS
The Story
Look at some of the more amazing insects in our world.
High-frequency Words
before, brown, even, everywhere, green, however, might, quickly, sometimes, suddenly
Reading the Text
• Look at the cover illustration and together read the title. Have students notice the
alliteration. Read the name of the author.
• Students use the contents page to help predict what will be in the text. Ask them to scan the
pages to identify non-fiction text features and graphic elements. They list the things they
notice on a chart headed “Features of Non-fiction Text”. (glossary, contents page, index,
photos, captions, labels, headings, photographs) Read the list together and discuss any that are
unfamiliar. Model how to use the Glossary. For example, how knowing the meaning of mimic
would be useful as they read page 4. Have a brief discussion to focus students on the topic.
• Listen to the text being read. Ask students to find the names of three different insects and
note their features. They share with the group.
• Read the text together
Returning to the Text
• Have students reread the text with a partner.
• Model how to write a caption for a photo or illustration. Ask students to write one for a
photo that hasn’t got one or use the text white box to cover a caption and write a new one.
• Repeat this procedure for a label.
Writing
• Have students draw an insect and label the parts.
• Students write a new glossary entry for a word in the text.
• Students choose an unusual beetle to describe so that someone looking for it would know
what to look for.
• Students draw and describe and insect they know or have seen.
Home/School Link
Have students access the story at home and re-read it. They can then complete the interactive
activities:
Words: Match words to pictures
Thinking: Answer five comprehension questions
1. What does to camouflage mean?
A. to spin a silk case
B. to blend with surroundings √
C. to copy how something behaves
2. How does the dead-leaf mantis frighten its enemies?
A. unfolds its wings √
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B. flies away
C. rubs its wings together
3. What do weevils do?
A. bore into wood √
B. spin a cocoon
C. sing by rubbing its wings
4. What word means copies?
mimics
5. Find the word that means enemies.
predators
Record: They can read the story by themselves and save it for you to listen to.
VOLCANOES
The Story
Volcanoes can be active or dormant – find out why.
High-frequency Words
both, even, inside, many, middle, often, their, they, under, when
Reading the Text
• Ask students to sketch their idea of a volcano and label things they associate with it. Ask:
Can you sketch what happens inside a volcano, under the ground? They write a description
and brainstorm with the group about what they think happens.
• Read the title together and skim the text for information. Students can add more to their
sketches and they can also add more labels. Use pages 4–5 for labelling using the white text
box tool.
• Listen to the text together. Then have students read the text with a partner. They note terms
for a glossary.
• Have students find words that start with letter blends in the text and circle them with the pen
tool. They read the words. (spit, grumbling, crater, page 2)
Returning to the Text
• Reread the text. Choose one chapter to summarise together. Use a hand graphic organiser
to write the main idea in the palm and the supporting ideas or facts in the fingers.
• Prepare a grid showing the differences between an extinct and an active volcano. Have
students use the index to help.
• have students use the internet or reference books to find out and write the meaning of
eruption and crater.
Writing
• Students write their glossary entries and make drawings to go with them.
• Have students refer back to the labels they wrote earlier. They arrange these into a poem to
describe what goes on in or on a volcano. (e.g. lava gushes down in thick rivers)
• Have students think about how they could best reflect the author’s word images, e.g. on
page 2 They hiss out gases. Rumbling and grumbling they empty out their crater. They can use reds,
greys, blacks and browns from magazines or scrap paper to create a collage of a volcano to go
with the poem.
Home/School Link
Have students access the story at home and re-read it. They can then complete the interactive
activities:
Words: Match words that begin with the same letter blends
Thinking: Answer five comprehension questions
© Wendy Pye Publishing
14
1. Which words tell about volcanoes as well as a person?
A. spit, hiss, grumble √
B. erupt, boil, puff
C. smoke, boil, sizzle
2. What is the mouth of the volcano called?
A. the atoll
B. the lava
C. the crater √
3. What is the melted rock called?
lava
4. Which words mean underwater volcanoes?
volcanic atolls
5. What is a sleeping volcano called?
dormant
Record: They can read the story by themselves and save it for you to listen to.
© Wendy Pye Publishing
The Three Wishes
GOALS
Comprehension
Use the text and illustrations to predict the outcome of the narrative
Communicate changes in ideas after reading the text
Vocabulary
Write words with the short /u/ vowel sound
Fluency
Read orally with phrasing
Use character voices and expression when reading dialogue
Writing
A grateful man grants
a kind woodcutter and
his wife three wishes.
Will they use the
wishes wisely and what
happens if they don’t?
Analyse the characters
Provide evidence
Explore imagination and write a creative piece of text
Word Study
– The short /u/ vowel sound: Write the following words from The Three Wishes on a whiteboard.
just, cut, hungry, woodcutter, stuck, hugged, funniest
Ask students what they notice about the /u/ sound in the words. Have them write words with the
short /u/ vowel sound.
Before Reading
• The Three Wishes is a traditional story. Ask students to look at the cover and tell what they
think this story will be about.
• On page 4, the woodcutter goes to the forest to collect wood. He sees a small thorn bush and
thinks that would start a good fire. But a small voice calls out “Please don’t cut down my thorn
bush”. The woodcutter agrees not to cut it down.
• On page 9, the little man is grateful and grants the woodcutter and his wife three wishes.
• Read page 11 to students. Use a character voice and pause at the punctuation. Ask: What do
you think will happen next? Turn the page and look at the illustration. Were you correct?
• The woodcutter explains it all to his wife and she becomes angry. Look at page 15. She is so
angry because he wasted the wish. She wishes the stupid sausage was stuck to his nose.
• Look at the illustration on page 18. The sausage won’t move. It is stuck to his nose as his wife
had wished. They have to make a choice since they have wasted two wishes on the sausage.
Either a wish for gold to be rich or a wish that the sausage drops off his nose. Ask: What would
you wish for? What final wish do you think they will make? How will their lives be now?
• Turn to the beginning to read and find out what they decide to wish for.
Reading the Text
• Students read the text silently, while you listen to individuals read aloud. While they are
reading, they need to ask, does money make you rich?
© Wendy Pye Publishing
Fluency
• While listening to students read one on one, prompt them and help them break up and
solve unknown words, self correct and focus on fluency. Use character voices, phrasing and
expression when reading dialogue following the model you provided earlier.
After Reading
Invite students to discuss the narrative. Prompt if needed.
• The woodcutter decided to wish away the sausage from the end of his nose. Did this final wish
make him happy?
• Why were the woodcutter and his wife so happy even though they had wasted their wish?
• What do you think the author’s main message to readers was?
Writing
– Students analyse the characters in The Three Wishes. They can present the information in a
table format or as a paragraph about each character – the woodcutter, the woodcutter’s wife and
the little man. Students give details about how the author portrayed the characters. They include
quotes from the story to provide evidence to support their opinion of the characters.
woodcutter
he was kind and thoughtful
illustration on page 7, when he didn’t
cut down the thorn tree, his face was
smiling
he had a good sense of humour
“Three magic wishes and all we got
out of it was a great big sausage,”
laughed the woodcutter. (page 23)
– What three wishes would you have chosen if you were the woodcutter? How would they change
your life for the better? Would you be happier? Students write a paragraph, detailing their wishes
and the changes they would have.
Home/School Link
Have students access the text at home and re-read it on a device. They can then complete the
interactive activities:
• Writing: Write what you would have wished for if the tiny man had give you three wishes.
• Thinking: Answer five comprehension questions about the text.
• Record: Students read and record part of the story by themselves and save it for you to listen
to later.
© Wendy Pye Publishing
The Snow Daughter
GOALS
Comprehension
Predict outcomes and interpret the text
Make inferences
Summarise information
Draw conclusions
Vocabulary
Words within words
Fluency
Model fluency adjusting pace, volume
Use expression and character voices when reading dialogue
Writing
Interactive writing
Character analysis
The loneliness of Jenny
and Lars ends when a
baby made of snow
becomes their
daughter. But what
will happen when the
spring brings warmth
to the air, and children
from the valley come
wanting to play?
Word Study
– Words within words: Write these words from the text on the whiteboard. Ask students to
identify the words within the words that help to read them.
mountain, children, cottage, painted, reached, running, deepest, magical
Explain that when we come to an unknown word we can look for a smaller word within to help
decode the word.
Before Reading
• The Snow Daughter is a traditional tale. Often traditional tales have a message to learn from.
• On page 5, ask: What do you think is happening in the illustration? The main characters
Lars and Jenny have no children and they are lonely. Lars is making a snow baby that is so
beautiful Lars kisses it on the forehead.
• One page 7, ask: What three letters would you expect to see at the end of the word daughter?
Find the word daughter. Clap and break up into syllables. (daugh/ter). Run your finger under
it and say it. The couple couldn’t believe their eyes that they had a snow daughter of their own.
• On page 10, she is no ordinary girl because she needs to stay away from the heat and be
wrapped in snow to sleep. The children of the valley hear about her and love to come and play
with her.
• On page 12, spring comes and the children want to go to the slopes to see the beautiful spring
flowers. The snow daughter’s parents are worried. Ask: Why do you think they are worried?
© Wendy Pye Publishing
Reading the Text
• Students read from the beginning of the story. Encourage them when reading to think about
how precious the daughter’s love is to her mother and father.
• Invite students to read the text silently while you listen to individuals one by one and
encourage expression and character voices.
Fluency
• Read pages 22–23 to students, using expression and character voices. When you listen to
students read, prompt them to copy this sense of characterisation.
After Reading
Invite the students to discuss the text. Prompt if needed.
• Were your thoughts about the snow daughter correct? What was different?
• What did you think of the ending?
• What was the lesson you learnt from the story? (be grateful for family love, cherish every day
with your family)
• Look at the illustration on page 22. Talk about how both women are feeling and explain why.
(Jenny sad her daughter is leaving her side and the daughter happy knowing her mother’s
future happiness.)
• How do you think Jenny and Lars feel at the end of the story? Explain your thoughts.
Writing
– Have students construct a paragraph or two recounting what happened in The Snow Daughter.
They use the question words to help them plan the paragraphs. (when, where, why, who, what)
Remind them to sound out words and listen to the sounds they hear to help spell words correctly.
Once they have constructed a paragraph or two, they can write them in their workbooks and
illustrate.
– Together do a character web about the snow daughter. Write the character’s name in the middle
circle and construct the web describing her character and traits. In each circle include evidence
from the book to support the description of the snow daughter.
Home/School Link
Have students access the text at home and re-read it on a device. They can then complete the
interactive activities:
• Writing: Imagine you were a TV news reporter when Lars made the snow daughter. Write
down the words you would say to your viewers and practise saying them. Then video your
script.
• Thinking: Answer five comprehension questions about the text.
• Record: Students read and record part of the story by themselves and save it for you to listen
to later.
© Wendy Pye Publishing
The Mud Pony
GOALS
Comprehension
Predict outcomes and interpret the text
Make inferences
Summarise information
Draw conclusions
Vocabulary
Understand synonyms
Fluency
Model phrasing
Self-correct when reading
Writing
Reflective writing
Create a book blurb – summarise reading
Unable to have a real
pony, Running Dear
makes one out of river
mud. He looks after
the mud pony without
realising that one day
the pony will repay
him and change his life
forever.
Word Study
– Synonyms: These are words with the same or nearly the same meaning. e.g. happy and joyful
are synonyms.
– Write these words on the board and mix them up asking students to draw a line to match the
synonyms. A dictionary or thesaurus may help.
tribe
leave
move
chief
leader
family
Before Reading
• Look at the cover of the traditional tale The Mud Pony. Ask: What are your thoughts about this
story from the cover?
• On page 4, everyone in Running Deer’s tribe has a horse, except him. His family is too poor.
Ask: In the illustration, what is Running Deer doing? What is he making out of sticks?
• Find the word corral on page 4. Ask: What two letters do you expect corral to begin with?
Running Deer is making a corral for his horse out of sticks.
• On page 8, Running Deer’s family leaves for another hunting ground without him. Look at the
illustration on page 9 and discuss. (He is dreaming that a horse sent by Mother Earth will look
after him.)
• On page 10, Running Deer wakes to find a real horse. Ask: Do you think Mother Earth sent his
Mud Pony?
• On pages 12–13, Running Deer rides the horse to his family but is warned to cover the horse in
the rain so it doesn’t return to Mother Earth.
• Look at the illustration on page 14. The chief is asking Running Deer for his pony. Ask: Does
Running Deer look happy?
© Wendy Pye Publishing
• On page 17, ask: Does the Chief look happy? What about Running Deer? The Chief doesn’t
want his Mud Pony anymore because it broke its leg. Running Deer looks after the Mud Pony
and it becomes the fastest and best hunter of all the horses.
• Look at the illustration on page 21. Ask: What do you think is happening here? (The chief is
dying and asks Running Deer to be chief as he is the bravest of all his men.)
• On page 22, one night Chief Running Deer forgets to cover the Mud Pony and he has a dream
about him. Ask: What do you think will happen next?
• Have students listen to you read the last paragraph on page 22. They listen for phrasing. Ask
one student to read and mirror your fluency.
Reading the Text
• Students read from the beginning of the story. Encourage them to think about what the Mud
Pony meant to Running Deer.
• Invite students to read the text silently at their own pace while you listen to individuals.
Fluency
• When you listen to students read, prompt them for phrasing and encourage self correction.
Remind them to listen to themselves read to see if it makes sense.
After Reading
Invite students to discuss the text. Prompt if needed.
• Was your prediction about the ending correct or different?
• What did you think of the ending?
• How did the Mud Pony change Running Deer’s life throughout the story?
• Why did the chief make Running Deer chief?
• How did the author use illustrations to support the text?
• What kind of person was Running Deer?
Writing
– We all have something or someone dear to us that gives us strength to rise above the
expectations put on us. Have students write about how someone has changed their life and made
it better than before. They give details about what happened and how this made them feel and
what they achieved.
– Have students write a blurb for the The Mud Pony. Give a short summary of what a reader
could expect to be reading about. Remind students not to give the storyline away. They can give
the story a rating out of 5 stars.
Home/School Link
Have students access the text at home and re-read it on a device. They can then complete the
interactive activities:
• Writing: Use the illustrations in The Mud Pony to write a paragraph about where and how
Running Deer’s tribe lived.
• Thinking: Answer five comprehension questions about the text.
• Record: Students read and record part of the story by themselves and save it for you to listen
to later.
© Wendy Pye Publishing
The Magic Porridge Pot
GOALS
Comprehension
Make inferences from the illustrations
Predict the main events throughout the story
Identify the message in the story
Analyse characters
Vocabulary
Understand final consonant clusters
Fluency
Vary the pace of reading to build suspense
Writing
Interactive writing, listening to sounds and if a word looks right
Compare characters
The girl and her family
never go hungry,
thanks to the magic
porridge pot. If the girl
sings, the pot will keep
making porridge. But
her brother sings for
porridge but forgets
the song to make it
stop – oh dear!
Word Study
– Consonant Clusters: This is another name for letter blends. Discuss with students how we can
hear the sounds of each letter in consonant clusters or letter blends. Make four columns on the
whiteboard and write these words from the text.
-st
-rk
-rl
-nt
went
rest
dark
girl
want
vast
mark
swirl
– Discuss how knowing the sounds in final consonant clusters helps us to read and write words.
Before Reading
• The Magic Porridge Pot is a traditional story. These often have a lesson for us to learn in
them. Ask: I wonder what today’s lesson will be. Do you have any thoughts?
• On page 4, the girl is upset and crying because she is hungry. Her family has no money for
food.
• On page 6, ask: What two letters do you expect to find at the beginning of the word porridge?
Find porridge, say it and clap the syllables. por/ridge An old woman appears in a gust of wind
holding a black pot and begins to sing a song about cooking sweet hot porridge.
• Look at the illustration on page 9. Ask: What is happening? She sings another song and the
porridge stops cooking. What does it mean when something is filled to the brim?
• On page 12, the girl’s family will never be hungry again because the girl sings the song daily.
• Look at the illustration on page 14. Ask: What do you think her naughty brother is doing?
• On page 18, discuss the illustration and what is happening. The small girl returns to the village
and she has to wade through knee-deep, gluggy porridge to get to her house to sing the song to
stop the black pot.
• Read pages 19–20, modelling how to vary pace to create suspense.
• Look at page 24, ask: Do the people in the village look unhappy?
© Wendy Pye Publishing
Reading the Text
• Ask students to turn back to the beginning. Tell them to think about what the lesson is the
author is trying to teach you.
• Students read the text silently, while you listen to individuals read aloud.
Fluency
• Remind students that while they are reading they should vary their pace, focusing on building
suspense and excitement.
After Reading
Invite students to discuss The Magic Porridge Pot. Prompt if needed.
• What happened in The Magic Porridge Pot?
• What do you think the author’s message was? (Provide evidence from the text.)
• Have you ever wanted anything so badly that you let your greedy side take it? What were the
consequences?
• What was the silver lining at the end of the story?
Writing
– After discussing the message and what happened in the story in detail, have students construct
a few sentences about the story and the message using interactive writing. They look at how
words sound and as they write them together on the whiteboard.
Comparing Two characters
– Students draw up two columns – one for the little girl and the other for the naughty brother.
They compare their qualities – at least three or more if they can think of them. Discuss the
differences in the characters and the role they played in the story.
Brother
Sister
kind
selfish
generous
greedy
controlled impulsive
Home/School Link
Have students access the text at home and re-read it on a device. They can then complete the
interactive activities:
• Writing: Imagine you have a magic barbeque. Write a song to make it cook your favourite
food. Write another song to make it stop.
• Thinking: Answer five comprehension questions about the text.
• Record: Students read and record part of the story by themselves and save it for you to listen
to later.
© Wendy Pye Publishing
Baby’s Breakfast
GOALS
Comprehension
Analyse characters
Predict outcomes
Identify the main idea
Vocabulary
Understand the rules for adding -ing to verbs
Fluency
Read orally with phrasing
Use intonation to convey the author’s message
Self-correct while reading and sound out unknown words
Writing
Create an alternative ending
Research a recipe
When the baby won’t
eat his porridge, his
mother won’t make
pancakes. This makes
Mr Moss unhappy
and that makes the
creatures in the garden
unhappy. So the greedy
gadumper decides to
eat the porridge!
Word Study
– Adding -ing to verbs: Write a list of verbs (action words) from the text on a piece of paper or
on the whiteboard. Have students sort them into groups. looking, weeping, grizzling, growling,
sitting You may wish to add baking and travelling to help them. Ask students to group the words
and discuss why they made the decisions they made. Have them construct rules for each group.
(Give them a clue to look at the base word if they need help.)
Before Reading
• Have students look at the cover of Baby’s Breakfast. Ask: Does anyone look happy?
• On page 3, Mrs Moss’s baby won’t eat his porridge. She tries brown sugar and raisins to make
it taste sweet but he still won’t eat it. She says she won’t make breakfast pancakes for everyone
if he doesn’t eat his porridge.
• Look at the illustration on page 5. Ask: Does Mr Moss look happy? What is he doing? (pruning
in a frenzy) Does the blue chucka-chucka bird look happy about his pruning?
• On page 7, Mr Moss is upset there will be no breakfast pancakes. The chucka-chucka bird also
begins to weep big blue tears.
• On page 13, the wallaringo begins to grizzle and growl. It wakes the greedy gadumper with its
grizzling.
• On page 17, ask students if the news about Mrs Moss not cooking the breakfast pancakes
seems to upset the greedy gadumper. (No, he looks delighted.) Ask: What do you think he
plans to do?
• What do students notice is happening in the illustration on page 21? (The baby is eating the
porridge now that the greedy gadumper wants it). Ask: What do you predict will happen next?
• On page 23, was your prediction correct?
© Wendy Pye Publishing
Reading the Text
• Students turn to the beginning to read the story. Have them think about how the baby’s
decision to not eat the porridge affected so many.
• Students read the text silently, while you listen to individuals read aloud.
Fluency
• Students listen to you read the last sentence of the story. They hear pauses (phrasing) and
excitement (intonation) in your voice. This is how they should read when they read to you.
• While listening to the students read one on one, prompt them and help them break up and
solve unknown words, self correct and focus on fluency.
After Reading
Invite students to discuss the narrative. Prompt if needed.
• What was the main message in the story?
• Has this ever happened to you if you made a decision not to do what you were asked and it
affected others badly? How did this make you feel?
• Did the story have a clear beginning, middle and end?
Writing
– On page 20 the baby ate the porridge only because the greedy gadumper wanted to eat it. Have
students write an alternative ending to the story from the moment the greedy gadumper found
out there was yummy porridge not being eaten by the baby. What do you think should have
happened?
– Students research a pancake recipe and either write it out or print it to take home and make
pancakes for their family. They take a photo to school to show classmates.
Home/School Link
Have students access the text at home and re-read it on a device. They can then complete the
interactive activities:
• Writing: From the information in Baby’s Breakfast, write a paragraph to describe a greedy
gadumper for a Children’s Encyclopedia of Animals.
• Thinking: Answer five comprehension questions about the text.
• Record: Students read and record part of the story by themselves and save it for you to listen
to later.
© Wendy Pye Publishing
Is it a Fish?
GOALS
Comprehension
Understand how headings are used in a non-fiction text
Notice and use patterns in words to help read
Use graphic illustrations
Understand the main concept
Vocabulary
Understand the o-consonant-e letter pattern
Connect words by patterns
Fluency
Read orally with fluency
Self monitor and self correct
Find out exactly what
makes a fish a fish
and then decide if the
animals in this book
are fish or not.
Writing
Listen to sounds inside words at dictation
Consider presentation of facts to make them interesting to the reader
Word Study
– The o-consonant-e letter pattern: Write the words bone, nose and hole on the whiteboard.
Sound out the words together and listen to the sounds. Discuss observations and then have
students write their own rule about the o-consonant-e letter pattern. The e at the end of the word
is silent. The e tells the first vowel to say its name. This is known as the magic e rule.
Before Reading
• Ask students to tell what kind of book Is it a Fish? is. (informational) They look at the contents
page. Ask: How has the author organised this informational book about fish?
• On page 3, there are features of a fish. The author has presented the information to make it
interesting to the reader.
• On page 6, students look at the graphic. This is how a fish uses its gills. Together say, clap and
locate the word oxygen. Oxygen is the life-supporting component of air. ox/y/gen
• On page 8 ask students what they notice. (A fish has many different fins that help it to swim.)
• On page 12, fish have scales to help protect them. They say, clap and locate the word scientist.
sci/en/tist Breaking words up into syllables and listening to the sounds helps us write and
read a word.
• On page 14, fish are cold-blooded animals, which means they change their body temperature
with the temperature around them.
• The book also has information about mammals, molluscs and crustaceans and whether they
are fish or not.
© Wendy Pye Publishing
Reading the Text
• Invite students to turn back to the beginning and read the text silently to themselves. Listen to
students read aloud one by one and have them demonstrate strategies to solve new words. For
example, “Read on and go back” or “Do you see a part of a word”? Encourage them to listen to
themselves read and self correct.
Fluency
• Read the question from the “Questions and Answers” chapter on page 22 to students. They
then read the answer to a partner, taking turns to practise fluency. They listen to each other
and give advice on how to improve fluency.
After Reading
Invite students to discuss what they have learnt about fish. Prompt if needed.
• How do you know if an underwater animal is a fish?
• How do fish breathe?
• Why do you think fish are cold-blooded animals and not warm-blooded animals?
• Did this book remind you of anything? Have you ever had a pet fish?
• In the “Questions and Answers” chapter, what information did you not know and found
interesting?
Writing
– Remind students to sound out unfamiliar words and to listen to the sounds in each syllable.
They write down what they hear and patterns they already know to help them spell the words
correctly. Read the text slowly and repeat at the end so they can check if they missed any words.
Dictate the following sentences:
All fish have gills. Many animals get oxygen from the air. Fish get oxygen from the water
through their gills.
– Students write five interesting facts about fish that they read about in the text and think about
the way the author presented them. They browse through the pages and present their facts in a
similar way to what impressed them – fact boxes, photos, illustrations, backgrounds etc.
Home/School Link
Have students access the text at home and re-read it on a device. They can then complete the
interactive activities:
• Writing: Write three differences between fish and whales.
• Thinking: Answer five comprehension questions about the text.
• Record: Students read and record part of the story by themselves and save it for you to listen
to later.
© Wendy Pye Publishing
Our Eyes
GOALS
Comprehension
Understand the topic
Use graphic elements to find and clarify information
Find meaning from content
Vocabulary
Understand how to use round brackets in writing
Fluency
Listen to themselves read and self correct
Adjust the pace and volume to suit the text
Writing
Look at these words
carefully! Then open
the book and discover
fascinating facts about
the marvellous tools
you are using to read
them with.
Dictation – listen to syllables in a word to help with spelling
Label and draw diagrams correctly
Word Study
– Use round brackets in writing: Round brackets or parentheses are commonly used in writing
to add more information to a sentence and greater detail. The sentences still make sense without
the words in brackets but would not be as informative.
– Write these sentences from the text on the board and discuss.
When our eyes water, tears flow out of the tear glands (where tears are made).
Some tears flow into little holes (called tear ducts) in the inner corner of our eyes.
Before Reading
• Our Eyes is an informational text. Look at the contents page. Read the chapter titles. Ask: Do
you know anything about what you are about to read?
• On page 4, look for the word pupils. Ask: What two letters do you expect pupils to begin with?
Run your finger under it and say pupils. Ask: Do you know what a pupil is in your eye? (the
black spot that lets the light in)
• On pages 6 and 7, there is a diagram of an eye and a photograph of the eye. They are both
supporting the text written on this page. Look for the word cornea. Ask: What three letters
does cornea begin with? Look at the diagram. What do you think the cornea’s job is? (a thin
layer to protect the eyes)
• On pages 10 and 11, there is a diagram of the inside of an eye. Have students notice how
the author has written about each part in a text box. Ask: Why do you think the author and
illustrator chose to produce the information in this manner?
• On page 14, read the title of this chapter. Ask: What do you think you will be reading about?
• Look for the word opticians on page 15. The optician tests eyesight.
• On page 17, look for the word ophthalmologist and clap the syllables as you read the word.
Read the sentence ophthalmologist is in to understand what they do. oph/tha/mol/o/gist
• Read page 18 to students as a model for how to adjust pace and volume to suit the text.
© Wendy Pye Publishing
• Scan the rest of the text to see what the book is about. Students can tell by the photographs
and headings what they will be reading about as these support the text on each page.
Reading the Text
• Tell students that they will read a lot of very interesting facts about our eyes. Invite them to
read the text silently, while you listen to individuals read aloud. Ask them to think about how
amazing our eyes are when they are reading.
Fluency
• Remind students to remember to listen to themselves read and self correct if what they are
reading doesn’t make sense. They try to maintain a suitable pace when they are reading as
demonstrated earlier.
After Reading
Invite students to discuss their understanding of the text. Prompt if needed.
• What interesting facts did you read/learn about our eyes?
• Explain how our eyes work (Provide evidence from the text.)
• How do our eyes show how we are feeling?
• What are some of the ways your eyes can have problems?
• Why do you think optical illusions can trick our eyes?
Writing
– Read these sentences to students and repeat them slowly so they can listen to the sounds and
syllables of each word in their attempt to correctly spell the words.
Some people cannot see very well. Things up close or things far away are not clear. This is often
because the lenses in their eyes aren’t working properly.
– In students’ workbooks they draw a picture of one of the diagrams in the book (on pages 7, 8 or
9) and label it correctly. In a text box, they write how each labelled part works.
Home/School Link
Have students access the text at home and re-read it on a device. They can then complete the
interactive activities:
• Writing: Write a report to explain what your pupils are, what they do and why they are
important.
• Thinking: Answer five comprehension questions about the text.
• Record: Students read and record part of the story by themselves and save it for you to listen
to later.
© Wendy Pye Publishing
Wonderful Ears
GOALS
Comprehension
Understand how a non-fiction text is organised around one concept
Recognise and understand the use of headings
Notice and use information in the fact boxes
Develop an understanding of syllables and how they help us read
Vocabulary
Understand how adding -ly changes an adjective to an adverb
Fluency
Adjust pace and tone of reading to suit text features and graphic elements
Read in a loud clear voice
Writing
Create theories of factual information
Research and present findings
Ears help animals to
hunt for food and to
protect themselves
from danger. But not
all ears are alike. How
big they are, where
they are on the body,
how they work and
what they can hear
varies from animal
to animal.
Word Study
– Add –ly: This turns an adjective into an adverb that tells us more about the verb. The rabbits
jumped very quickly.
– Write these words on the whiteboard. As you write each one, say it in a sentence.
Base word
Add –ly
special
specially
loud
loudly
slow
slowly
sleepily
sleepy
Note how the -y changes to an i before adding ly. Discuss the rule again to help with
understanding.
Before Reading
• Wonderful Ears is an informational text. Look at the cover together and have students tell
what they think they will be reading about.
• On page 2, the chapter is called “Where are the Ears?” Ask: What does the title suggest you
will be reading about? (Discuss – different ears and different animals)
• On page 6, ask: What three letters would you expect echolocation to start with? Clap the
syllables with me. ech/o/lo/ca/tion Explain to students that syllables help us to read a word
and write it. Discuss the meaning of echolocation. If they are unsure, read the sentence to help
them understand.
• Read the sentence under the chapter heading “Different Ears” on page 10. This helps to set up
what it is going to be about.
• Read the chapter heading on page 14 and then go to page 16. Read the captions together.
Discuss that hearing sounds keeps us safe and out of harm’s way. Captions hold important
information. The authors use them to make the page layout interesting to the reader.
© Wendy Pye Publishing
Reading the Text
• Have students read from the beginning, thinking about the title Wonderful Ears and why they
think the authors chose it.
Fluency
• Have students turn to page 18 and look at the diagram showing what the inside of an ear looks
like. They can view the captions that point to each ear part. Have them listen to you as you
read each caption. After each one, they take turns with a partner to listen to each other read in
a loud, clear voice and mirror your fluency.
After Reading
Once students have read the text independently, begin your discussion. To encourage thinking
and talking, you may choose to use the following prompts.
• What were some of the different animal ears you read about?
• Are all ears the same? Explain some differences.
• How did the author show you the different ears in the book? (diagrams, photos)
• How do different shaped ears help?
• What theory do you agree with on page 15 or do you have your own?
• Why are ears so important? How do they help us/or the animals in daily lives?
Writing
– Students research a different animal and how they hear. Or they can choose one of the animals
in the book and give more detail. They print off the information and photos and glue them into
their workbooks or they can write this information and draw pictures.
– Students write their own list of theories as to why snakes do not have outside ears or they can
choose another animal they read about today.
Home/School Link
Have students access the text at home and re-read it on a device. They can then complete the
interactive activities:
• Writing: Make a list of interesting words to describe the ears of different animals. Use some of
them in a poem about “Eary Animals”.
• Thinking: Answer five comprehension questions about the text.
• Record: Students read and record part of the story by themselves and save it for you to listen
to later.
© Wendy Pye Publishing
Animals, Plants and Air
GOALS
Comprehension
Understand how a non-fiction text is organised around one concept
Find meaning from content
Use graphic elements to find and clarify meaning
Vocabulary
Use a dictionary
Fluency
Focus on fluency and self correct
Use intonation to convey the author’s message
Writing
Create a mind map
Summarise information
Research and present findings
We are breathing air
all the time, whether
we are asleep, playing
or on the computer.
We have a nose and a
mouth for breathing
but animals and plants
need air, too.
Word Study
– Using a dictionary: This skill is an important part of learning to read. If students are unsure
of a word, they will need to find out what it means. They can use an app or a print dictionary.
Keeping a dictionary close when you read is important. Emphasise to students that they shouldn’t
continue to read on if they don’t understand what they are reading.
– Look these words up together. oxygen, carbon dioxide These are two words from this text that
are not clearly explained. So it is important to use a dictionary.
Before Reading
• Read the title and look at the cover of Animals, Plants and Air. Ask: What do you think you
will be reading about today?
• On page 2, we constantly breathe air. Look for the word breathe. Ask: What letter blend do you
expect breathe to begin with? We breathe air every moment of every day.
• Look at the illustration on page 3. Ask: What information do you get from it? (What human
lungs look like.) The illustration supports the text on page 2, giving the reader a clearer
understanding of human lungs.
• On pages 4 and 5, there are illustrations of what animals’ lungs look like. They need air but
they breathe differently.
• On page 10, in the chapter “Fish and Frogs”, look for the word nostrils. It begins the same as
nose. Find nostrils and clap the syllables. nos/trils They are the two openings at the start
of the nasal cavity. Look at the illustration of the frog on page 11. They breathe through
their nostrils.
• On pages 12–13, there is the life cycle of a tadpole as it grows into a frog. Read these two pages
explaining how a tadpole has gills like a fish and they grow lungs as their gills disappear. Have
students note your fluency. Tell them that this is how you would like them to sound when they
read to you later, using intonation to convey the author’s message.
© Wendy Pye Publishing
• Look for the word spiracle on page 14. Ask: What consonant blend do you expect spiracle to
begin with? Look at the illustration with the label. Spiracles are tiny holes on the side of the
body that the insects breathe through.
• On page 22, plants take carbon dioxide from the air and they return oxygen to the air. Without
air they would die.
Reading the Text
• Students read the text silently while you listen to individuals read aloud. Ask them to think
about how plants, animals and insects need air to survive.
• Invite students to read silently while you listen to them one on one attending to their
individual needs.
Fluency
• Encourage students to focus on their fluency and to listen to themselves read and self correct.
After Reading
Once students have read the text independently, begin your discussion. Prompt if needed.
• How are animals, plants and air related?
• Why are plants so important to human and animal survival? (Take carbon dioxide from air)
• What are the different ways animals breathe?
• Why does the tadpole start with gills and change to lungs when it becomes a frog?
• How did the author provide the information in this text?
• Why do you think the author chose to use illustrations and photographs?
Writing
– Students create a mind map of how humans, animals, plants and air are related to each others’
survival based on facts from this book. Start with air as the main concept and branch off with
humans, animals and plants. They can use the contents page to help as well as the illustrations
and facts in each chapter. (Demonstrate a mind map on the board if needed. You may have a
mind map app you can use.)
– Have students further research how a human, a particular animal or plant breathes. See what
interesting information students can find to share with a small group. They prepare a oneminute talk to share with the group at the end of the lesson. Encourage them to find a fact that
they think no one else would know.
Home/School Link
Have students access the text at home and re-read it on a device. They can then complete the
interactive activities:
• Writing: Imagine you are a tree. Explain how you breathe.
• Thinking: Answer five comprehension questions about the text.
• Record: Students read and record part of the story by themselves and save it for you to listen
to later.
© Wendy Pye Publishing
Clouds, Rain and Fog
GOALS
Comprehension
Understand the topic
Identify cause and effect in the text
Summarise the information
Vocabulary
Develop an understanding of r-controlled vowels
Fluency
Adjust the pace, volume and expression
Writing
What are clouds for?
Why does it rain?
What is fog? Why do
hailstones fall? You’ll
find the answers here.
Retell fact in own words
Research and report information from the internet
Word Study
– r- controlled vowels: When vowels are written in a word with an r, the sound is generally
blended with the r. Write these lists on the whiteboard. Discuss the sounds each word is making,
break them up and clap the syllables.
-ar
-or
-ir
ur
starts
morning
cirrus
turn
Antarctic
formed
mirror
Arctic
storm
more
– Say the words in sentences and have students listen to the sounds of the words as they say
them. They can write the words in their workbooks.
Before Reading
• Clouds, Rain and Fog is an informational text. Have students turn to the contents page, look
at how it is organised and read the chapter titles.
• On page 5, students look at the diagram of how a cloud is formed. They read it quietly. This is
a cycle once a cloud is formed, it will rain and the cycle will start again.
• On page 8 there are three main types of cloud – cumulus, stratus and cirrus.
• Have students read the chapter heading on page 12. They listen while you read the paragraph
beneath. Explain that this is how you would like them to read when you listen to them later.
Don’t forget to read the fact boxes and the caption. They hold important information.
• Have students find the word Antarctic on page 14. They clap it in syllables with you.
(An/tarc/tic). They listen carefully to the sounds in each syllable.
• Read the text on page 22. Ask: What two letters would you expect atmosphere to begin with?
Students look for the word atmosphere and clap the syllables with you. at/mos/phere The ph
makes a /f/ sound.
© Wendy Pye Publishing
Reading the Text
• Students read the text silently, reading about clouds and the role they play in the weather. You
listen to individuals read aloud. Prompt them if they need help with an unfamiliar word.
Fluency
• While students are reading silently to themselves from the beginning of the text, listen one on
one to a student, prompting a change in pace, volume and expression.
After Reading
Invite the students to discuss their understanding of clouds in this text and how they are
connected to the weather. Prompt if needed.
• The clouds play a major role in the weather (explain and show evidence).
• What fact about clouds was most interesting to you and why?
• How did the author organise the text to make it more interesting to the reader? (diagrams, fact
boxes, photos)
Writing
– In their own words students explain the three main types of cloud and the role they play in the
weather. They present the information with illustrations and fact boxes or captions.
– Have students choose some weather they have read about today and research it further. They
make an interesting, informative sheet that can be printed and added to a class book for others to
enjoy and learn from. Remind them to take note of the techniques the author used to make this
book enjoyable to read. (captions, illustrations, text)
Home/School Link
Have students access the text at home and re-read it on a device. They can then complete the
interactive activities:
• Writing: Write a story about the journey of a drop of water vapour from a puddle on the street
to a raindrop.
• Thinking: Answer five comprehension questions about the text.
• Record: Students read and record part of the story by themselves and save it for you to listen
to later.
© Wendy Pye Publishing