BOTTLE FROM THE SEA
Goals for teachers
• To model different strategies to decode difficult
words
• To model how to predict and interpret the text
• To model that reading fluently involves using
expression and character voices when reading
dialogue
Goals for students
• To use strategies for decoding difficult words
• To predict and interpret the text
• To read one chapter using the strategy that reading
fluently involves using expression and character
voices when reading dialogue
Preparation
You will need:
• Copies of Blackline Masters 1–4 for each student
Stace, Carlo and Benji found a bottle on the
beach by the hut. The bottle had a map in it
and the children followed the map to find the
treasure. The treasure they found wasn’t what
they expected, but it was good all the same!
Reading strategy
Decoding difficult words
• Use the first letter, or the first two or three letters
• Reread the sentence and try to read using context
clues
• Sound out the word
• Skip the word and read on
• Always ask, Does that sound right? Does that make
sense?
Comprehension focus
• Blackline Master 5 assessment page for each student
• Chart paper
• Computers
• Sticky notes
• Assessment Record sheet (page 100)
Getting started
Provide each student with a copy of Bottle From the Sea so
they can
- follow along as you read to them
- read with you and independently
- find features of the text as you read it with them
- reread parts of the text to ensure understanding
and to interpret messages
– to use the text to make and confirm/negate
predictions
Predicting and interpreting the text
Fluency focus
Using expression and character voices when reading
dialogue
Genre focus
Report
h
Home reading focus
Using expression and character voices when reading
dialogue
Use Blackline Master 5 to share their learning goals for
Bottle From the Sea.
L E SSO N 1: R E ADIN G chapters 1 & 2
L E S S ON 1: RE AD ING chapters 1 & 2
Before reading
® Reading practice
1. Talk about and identify the text features – title,
blurb, contents page, chapter titles, lead sentences,
significant phrases and single words.
2. Discuss how each feature assists the reader to predict
and interpret and gain understanding.
During reading
1. Give each student a copy of BLM 1 and discuss
expectations.
2. Read the title of the book to students.
3. Say, Use the keywords in the title to help you make a
prediction about the story.
4. Have students record their prediction in box 1 on
BLM 1.
5. Have students share their predictions. Give them the
opportunity to rewrite their predictions after they
have listened to the opinions of other students.
6. Read the Chapter 1 title and text aloud. Say, If you
want to, you can add to or change your prediction.
Choral read Chapter 1.
7. Read the title for Chapter 2 and the first two
paragraphs. Ask, What do you think the next part of
the story will be about?
8. Ask, What keywords might be included in the text?
9. Have students use box 2 on BLM 1 to answer the
question and predict what might happen next.
10. Read Chapter 2 aloud and then choral read.
11. Discuss the content of Chapter 2.
12. Discuss the importance of reading and understanding all the words in a text.
13. Ask what do you do when you come to a word
you don’t know?
14.Introduce the reading strategies for decoding
unknown words.
15.Model the different strategies students can use –
using the first letter or the first two or three letters,
rereading the sentence and guessing using context
clues, sounding out, skipping the word and reading
on, asking, Does that sound right? Does that make
sense?
16.Allow a few minutes for students to read Chapter 1
independently and practise the decoding strategies.
Allow students to listen to and quietly read along with
Chapters 1 and 2 online, noticing where they can use
expression and character voices when reading the
dialogue.
After reading
1. Have students use their notes on BLM 1 to discuss the
story so far.
2. Encourage them to read their predictions and talk
about why they made changes.
h
Home reading
Distribute BLM 2 and discuss expectations.
Explain that when we read dialogue it sounds better if we
use expression and character voices.
Read the bold words. Encourage students to learn to read
them automatically.
Extension work
Introduce the Writing Card for the week (page 50).
L ESSON 2: reading chapters 3 & 4
L E S S ON 3: reading chapters 5 & 6
Before reading
Before reading
1. Review the points made about predicting and
interpreting text and decoding difficult words.
1. Review the text features that students used to
predict features of the text: title, chapter headings,
sentences and keywords.
2. Have students use BLM 1 to quietly review what they
predicted so far and whether they confirm or negate
their predictions.
During reading
1. Have students read the chapter title then predict
what will happen in Chapter 3 and record it in box 3
on BLM 1.
2. Read the first two paragraphs of Chapter 4, then invite
students to write their prediction in box 4 on BLM 1.
3. Read Chapters 3 and 4 aloud, then choral read.
4.Share examples of decoding difficult words.
5.Remind students to
• listen to the way dialogue is read;
• use text features to help predict and interpret.
® Reading practice
Students read Chapters 3 and 4 with a partner. Use
strategies for decoding difficult words.
After reading
1. Have students share their entries for Chapters 3 and 4
on BLM 1 and confirm or negate them.
2. Have students place their BLM 1 in their portfolios for
future use.
3. Help students make connections with the text by
asking
• Have you ever had to follow directions to find something?
• Have you ever tried to find something that is lost
or hidden? What did you do? Did anyone else
help you?
• Do you know any other stories about looking for
buried treasure?
h
Home reading
2. Encourage students to recall the problem of the story.
During reading
1. Have students record their predictions for Chapter 5
in box 5 on BLM 1.
2. Say, By the end of the story the problem will have
been resolved. We will have a resolution.
3. Ask, What do we know about story endings?
4.Have students use this knowledge to predict an
ending and record it in box 6 on BLM 1.
5.Read Chapters 5 and 6 to students, then choral read
them together.
6. Remind students to
• use text features to help predict and interpret;
•
• listen to the way dialogue is read.
try to decode words they are having difficulty with;
® Reading practice
Have individuals practise reading parts of the text by
•
listening to and reading the story online;
• reading Chapter 5 or 6 independently.
After reading
1. Review the problem and resolution of the story and
share what they wrote in boxes 5 and 6 on BLM 1.
Read Activity 2 to students.
2. Demonstrate how to get started on the back of BLM 1.
3. Allow students to begin the task.
4. Students work on the writing activity (Silly Story
Writer).
h
Home reading
Ask students to discuss their experiences of reading BLM
2 at home. Practise reading the bold words on BLM 2.
Remind students that they need to practise reading BLM
2 at home and that they will be more fluent if they learn
to read the bold words automatically.
Extension work
Extension work
Begin the genre study using the Writing Card, the genre
piece and BLM 3. Students work on Vocabulary and
spelling Activities 1 and 2 (page 51).
Continue with the genre study using the Writing Card.
Students work on Vocabulary and spelling Activities 3
and 4. Begin Rap Activities 1 and 2.
48
LESSON 4: COMPREHENDING THE TEXT
LESSON 5: ASSESSING LEARNING
Before the lesson
Before the lesson
1. Review students’ completed work on BLM 1 together.
Reread the teacher and student learning goals and the
Student Self-assessment task.
2. Use the book as a reference to orally retell the story
together. Have students check their predictions on
BLM 1 as the story unfolds.
3.Make comments about their predictions becoming
more accurate as they gain more information to work
with.
During the lesson
During the lesson
1.Assess each student individually while the rest of the
group completes the word activity (Sausage Sizzle) or
practises their reading.
a) Assess fluency by listening to students read BLM 2
independently, noting how they
•read the bold words;
2. Guide students in identifying the skills they practised
in the activity.
•read dialogue using expression and
character voices;
•
3. Invite students to assess their own learning.
® Reading practice
•
how they decode difficult words and
observing them as they read;
Provide opportunities for students to practise reading the
story independently or with others by
•
how they use text features to help
predict the story line.
•
reading the whole or part of the story online;
•
reading along with a partner;
2. Involve students in assessing their reading progress
by working through BLM 5 together.
•
reading with you.
3. Ask students to share their work on BLM 1.
1. Have students complete the comprehension activity
(Word Wiper), then return to the group to discuss.
After the lesson
Have students complete Activity 2 on BLM 1.
h
Home reading
Remind students that they will be required to read BLM 2
to you, or along with you, during the following session.
Encourage them to practise reading dialogue using
expression and character voices.
Extension work
Complete the genre study. Students work on Vocabulary
and spelling Activity 5 and Rap Activities 3 and 4.
decode difficult words.
b) Assess reading strategies by talking to each
student about
4. Collect BLMs for assessment portfolios.
After the lesson
1. Use BLM 1 to assess students’ comprehension and
ability to predict and interpret the text.
2. Record and track students’ achievements by entering
individual data on the Assessment Record page (page
100).
Extension work
Students work on Rap Activity 5.
EXTENSION WORK
Writing Card: Reading and
publishing a report
Part 2 Add to your report
•
To model how to read and write a report
1. Read Message in a Bottle and “All about reports”
together. Discuss the purpose and features of
headings and subheadings, including the use of
capital letters.
•
To extend understanding about the features of
reports
2.Read each paragraph and identify the features of the
topic that are being written about in each paragraph.
Goals for teachers
Goals for students
•
To read and write a report
•
To identify and discuss the features of a report
Preparation
You will need
•
The Writing Card and a copy of BLM 3 for each
student
•
Large sheets of paper for each student
Introducing the study “Publish a report
about messages in bottles”
1. Ask, What do you know about reports? Discuss
responses.
2. Allow students to listen to Message in a Bottle online,
then discuss the content by asking, What did you
already know about messages in bottles? What did
you learn?
3. Read and discuss “All about reports” then read the
Message in a Bottle report together.
4. Discuss and model the use of intonation when
reading sentences – “If anyone else opened these
bottles, they might be thrown into prison”, for
example.
Part 1 Organise your report
1. Discuss the need to sequence the information in a
report in a logical manner. Count the paragraphs and
discuss the purpose of the introduction and final fact.
2. Distribute BLM 3 and outline expectations by
reading Writing Card Part 1 together. Inform students
that they will use the text from the book.
3. Allow time for students to reread the report, cut it
into meaningful sections, sequence the sections and
then paste them on a large sheet of paper.
3.Brainstorm a list of headings and possible
subheadings for each section of your report. Read the
list together.
4. Read Writing Card Part 2 to students, then choral
read it together. Allow time for them to add their
heading and subheadings to their report.
5. Remind them to include acknowledgments by
adding their name as the designer and publisher.
Part 3 Add a book feature: glossary
1. Read “All about reports” together and name the
different features students might find in a report –
running text, lists, fact boxes, Did You Know? boxes,
definition bubbles and glossary.
2. Discuss the purpose and features of a glossary and
then choose four keywords. (Refer to page 36 in the
book.)
3. Model how to put them in alphabetical order and
how to use a dictionary to compose and record one
definition.
4. Read Writing Card Part 3 together then help students
to begin the task. Help those who need extra support
in finding and reading the keywords.
Part 4 Add graphic elements
1. Invite students to read a section of their “Message in
a Bottle” report aloud to the group, including their
heading and a subheading.
2. Read Writing Card Part 4 together then brainstorm a
list of graphic elements that could be included.
3. Model how to compose and add a caption to a
graphic element.
4. Allow time for students to complete the task.
Concluding the study
1. Talk to students about reports. Listen for keywords
and phrases in their discussion.
2. Listen to students read their reports, noting how they
use intonation to convey the author’s message.
3. Collect BLM 3 for assessment portfolios.
The Rap : Rhyth m, r h yme an d
r ep etition
Goals
colour to shade their parts of the script so it is easy to
remember what and when they need to read.
4. Have students perform their scripts for the class.
•
To provide a forum for meaningful reading practice
Activity 5 Publish a rap
•
To use rhythm, rhyme and repetition and shared
reading experiences to build students’ confidence
1. Have each student produce their own rap about one
aspect of pirates or messages in bottles.
•
To further develop students’ ability to read
keywords automatically
2. Have students use a computer and add graphics to
their rap.
Preparation
You will need
•
A copy of BLM 4 for each student
Activity 1 I ntroduce the rap
1. Read the rap with students.
2. Listen to and read along with the rap.
3. Invite volunteers to read the rap independently.
Activity 2 Perform the rap
1. Encourage students to perform word or sound
percussion in time with the rhythm of the rap.
3. Have students jointly publish their raps as one book
along with other details about pirates or messages in
bottles.
4. Identify the cover features of books that are made up
of collections of stories – a fairytale book, for example.
5. Have students include all of these features in their
publication of raps.
Vocabulary and spelling
Goals
To develop understanding about
•
adding -ed to verbs;
•
apostrophe for possession;
•
silent gh and gh as /f/ sound;
2. Have pairs of students perform the rap with one
student chanting a repetitive phrase or sound quietly
in the background while the other student reads
the rap.
•
the /oi/ and /oy/ vowel sound;
•
alphabetising words.
Activity 3 I dentify rhyme
Activity 1 Adding -ed to verbs
1. Analyse each verse and the refrain to identify the
pattern that has been used. Note any deviations and
discuss.
1. Assign one chapter to each student and ask them to
find and record all verbs (action words) containing
-ed – grabbed, rushed, dropped, sprayed, paddled, rolled,
walked, scooped, for example.
2. Identify the words at the end of the second line and
the last line of each verse.
3. Identify words that rhyme and words that don’t.
4. Brainstorm other sets of rhyming words that could
be used.
5. Have students write a verse using the same pattern
as the original.
6. Have students perform their verse as part of a group
performance.
Activity 4 Make a reader’s theatre script
2. Make a class list.
3. Work together to identify the base word and model
how -ed is added to create the past-tense verb.
4.Involve students in classifying the words into groups
according to what happens to the base word when ed
is added. (e.g. double last letter, just add d, or add ed.)
Write these on a chart.
5. Jointly construct rules for creating the past tense with
-ed. For example, if a base word ends in -le, just add d.
1. Have students work in groups of three.
2. Have the groups decide which line each one will read
individually and which lines/words they will read
together.
3. Have students use a highlighting pen of different
51
EXTENSION WORK
Activity 2 Apostrophe for possession
Online
1. Record the following sentence in front of the group –
She was sitting in Benji’s kayak.
Goals
2.Ask, Why did I use an apostrophe before adding s to
the word Benji?
3. Discuss the concept of possession and how we
demonstrate this in writing.
4. Model this with other examples – water’s surface,
Pumpkin’s can.
5.Involve students in the use of an apostrophe to
demonstrate possession by getting them to change
statements – the map of Pumpkin, to Pumpkin’s map, for
example.
6.Have students write possessive statements using
their own names.
Activity 3 Silent gh and gh as /f/ sound
1. Write the word eighty. Sound it out and discuss the
use of the silent gh in the word. Repeat the process
with the word through.
2. Brainstorm other words with the same letter pattern
– light, might, tight, right, for example.
3. Write the word laughed. Sound it out and discuss the
use of the gh in the word. (gh has /f/ sound.)
4. Add other words with the gh as /f/ to the list –
photograph, laugh, graph, for example. Have students
copy and choral read the list.
Activity 4 The /oi/ and /oy/ vowel sound
1. Record the following words on the board – pointed,
coin, voice, spoil.
2. Ask, What sound can you hear in each word? What
letters represent the sound in each word?
3. Underline and identify the letter patterns that make
the /oi/ sound.
4. Ask students what other letter pattern makes the
same /oi/ sound (oy)?
5. Brainstorm words with oy letter pattern. (boy, toy, joy,
annoy)
Activity 5 Alphabetising words
1. Review the process of putting words into
alphabetical order. Remember if two words start with
the same letter, then look at the second letter.
2. Work with students to alphabetise the bold words on
BLM 2.
3. Have students copy the list.
To provide meaningful opportunities for students to
•
practise reading from a screen;
•
demonstrate comprehension skills;
•
apply understanding about words and spelling;
•
develop writing skills.
Activities
•
Words: Sausage Sizzle (oi/oy vowel sound)
•
Comprehension: Word Wiper
• Writing: Silly Story Writer
Fluency
1. Listen to Message in a Bottle or Pesky Pirate Rap online
with students.
Help
2. Remember
to use expression and character voices –
students
tofor the rap.
use a pirate voice
edit their instructions so they
4. Have
arestudents
short practise
and changing the expression and
tone of simple.
their reading to suit the features of the text.
3. Have students read along with Message in a Bottle.
Bottle From the Sea
BLM 1
Predicting and Interpreting a Text
Name: _________________________________ Date:
Activity 1
Make predictions about the story.
Box 1: What will the story be about?
Box 2: What will happen next?
Add to or change your prediction.
Box 3: What will happen in Chapter 3?
Box 4: What will happen in Chapter 4?
Box 5: What will happen when Pumpkin
turns up?
Box 6: How will the story end? How will
Doris change the story?
Activity 2
On the back of this sheet draw pictures that show two different story endings.
Add a caption to each picture.
© 2011 Wendy Pye Publishing Ltd
This sheet is reproducible for class use only.
Bottle From the Sea
BLM 2
Home Reading: Developing Fluency
Name: _________________________________ Date:
Shade a box every time you practise reading this text.
The Map
Benji rolled out the map.
“Forget the golf balls,” he said. “This is a pirate treasure map.
See that X on it? X marks the spot. We’re going to be rich!”
Doris barked with excitement.
“What is it a map of?” Stace asked. “There are no names on
it.”
“Maybe we don’t need names to work it out,” I said. “Look!
Turn it upside down. See, doesn’t that look like Gannet Point to
you?”
“It does!” Stace said. “So this line here is the beach.”
“I reckon those little dashes on the map are footsteps,” I said.
“If we count them out, we’ll find the treasure.”
“What are we waiting for?” said Stace. She grabbed the map
and rushed out the door.
“Eighty,” Stace said, counting the dashes on the map. “We
need to walk eighty steps along the beach. Benji, you walk, I’ll
count. Carlo, don’t say anything. You’ll put me off.”
I didn’t say anything. Eighty steps later, Benji stopped.
“Now we go thirty steps that way,” Stace said, looking at the
map.
We walked off the beach and into the bush. Doris ran about
barking and nearly made Stace lose count.
Remember to use expression and character voices when reading dialogue.
Try to learn to read the bold words automatically.
© 2011 Wendy Pye Publishing Ltd
This sheet is reproducible for class use only.
Bottle From the Sea
BLM 3
Reading and Publishing a Report
Name: Date:
Message in A Bottle
This is a way of sending a message. The message is put into a bottle
or waterproof container that can float. It is then put into the sea.
Someone might find the bottle and read the message.
People shipwrecked on islands send messages to try to get help.
Some people send messages in bottles to see how far they will
travel and to make new friends.
When Christopher Columbus was travelling back to Spain after
landing in America, he put a message in a sealed cask. His ship was
in a terrible storm. He wanted to make sure that people knew about
America in case he didn’t live. Columbus did live but his message
was never found.
In the 16th century, the English navy used messages in bottles
to send information to shore. There was even an official job of
“Uncorker of Ocean Bottles”. If anyone else opened these bottles,
they might be thrown into prison.
In 2005, 88 people were rescued off the coast of Central America
after their ship was wrecked. They had placed an SOS message in
a bottle and it was found.
One message in a bottle was put into the sea in 1914 and found
by a fisherman in 2006. That’s 92 years bobbing about on the
ocean waves.
© 2011 Wendy Pye Publishing Ltd
This sheet is reproducible for class use only.
Bottle From the Sea
BLM 4
Reading the Rap
Name: _________________________________ Date:
Pesky Pirate Rap
by Pumpkin Patterson
Captain P, the pirate,
That is who I be,
And I put maps in bottles
And I throw them in the sea.
I throw them in the sea, you see,
To get my message through.
It might seem slow but don’t you know
That that’s what pirates do.
I don’t like sending emails
And I don’t like online chat.
I don’t like prepay mobile phones
Or other stuff like that.
I’m Captain P, the pirate,
That is who I be,
And I put maps in bottles
And I throw them in the sea.
© 2011 Wendy Pye Publishing Ltd
This sheet is reproducible for class use only.
Bottle From the Sea
BLM 5
Self-Assessment Task
Name: _________________________________ Date:
How well
did you do?
h needs more work
hh satisfactory
hhh very good
hhhh excellent
Did you
Yes/No
How well did you do?
Practise reading Chapter 2?
Decode difficult words?
Make good predictions about the story?
Use expression and character voices when
reading dialogue?
Write a learning goal
I need to
Signed Signed
(student)(teacher)
© 2011 Wendy Pye Publishing Ltd
This sheet is reproducible for class use only.
am
e
Stu
de
nt
N
Assessment Record
Reading strategies
Being positive about reading
Listening to yourself as you read
Asking questions as you read
Decoding difficult words
Rereading to solve unknown words and to
develop understanding
Using prior knowledge to make predictions
about and connections with the text
Analysing characters
Comprehension
Identifying the author’s purpose
Identifying the main idea
Identifying the sequence of events
Interpreting figurative language
Making inferences
Predicting and interpreting the text
Adjusting the pace, volume and expression to
suit the reading situation
Making your voice go up at a question mark
Recognising and reading keywords with confidence
Fluency
Reading with a loud, clear voice
Reading with emphasis when you see an
exclamation mark
Using expression and character voices when
reading dialogue
Using intonation to convey the author’s message
Varying the pace of reading in response to a
range of punctuation marks
Varying the pace of reading to build suspense
C Consistently S Sometimes B Beginning N Not in evidence
Recommendations
•
•
•
Signed _____________________________________ (Teacher)