Enjoy Guided Reading!
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Teacher Book with Copymasters
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Sarah St John / Roger Hurn
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Year 3 Book 1
For the novels:
• Dirty Bertie: Worms by David Roberts
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• The Magic Finger by Roald Dahl
• The Diary of a Killer Cat by Anne Fine
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• You're a Bad Man, Mr Gum by Andy Stanton
• Dinosaur Trouble by Dick King-Smith
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• Horrid Henry and the Mega Mean Time Machine by Francesca Simon
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(APP Reading Links can be found after the last section)
You may copy this book freely for use in your school. The pages in this book are
copyright, but copies may be made without fees or prior permission provided that these
copies are used only by the institution which purchased the book. For copying in any
other circumstances, prior written consent must be obtained from the publisher.
INTRODUCTION TO GUIDED READING
Learning Objectives
These relate to the Primary Framework for Literacy, the objectives for Reading at Year 3
and the Assessing Pupils Progress (APP) Reading and Writing Assessment focuses.
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• Explain and comment on writers’ use of language, including grammatical and
literary features at word and sentence level.
• Read short stories and serialised longer stories and review the main features of the
characters, plot and setting. Discuss views, response and preferences as a class.
Compare settings and analyse words and phrases used for description.
Reading Assessment Guidelines, Levels 1-5
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AF1 - use a range of strategies, including accurate decoding of text, to read for meaning.
AF2 - understand, describe, select or retrieve information, events or ideas from texts and
use quotation and reference to text.
AF3 - deduce, infer or interpret information, events or ideas from texts.
AF4 - identify and comment on the structure and organisation of texts, including
grammatical and presentational features at text level.
AF5 - explain and comment on writers’ use of language, including grammatical and
literary features at word and sentence level.
AF6 - identify and comment on writers’ purposes and viewpoints, and the overall effect of
the text on the reader.
AF7 - relate texts to their social, cultural and historical traditions.
Writing Assessment Guidelines, Levels 1-5
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AF1 - write imaginative, interesting and thoughtful texts.
AF2 - produce texts which are appropriate to task, reader and purpose.
AF3 - organise and present whole texts effectively, sequencing and structuring
information, ideas and events.
AF4 - construct paragraphs and use cohesion within and between paragraphs.
AF5 - vary sentences for clarity, purpose and effect.
AF6 - write with technical accuracy of syntax and punctuation in phrases, clauses and
sentences.
AF7 - select appropriate and effective vocabulary.
AF8 - use correct spelling.
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Criteria for selecting titles
The books are all fiction and include a range of popular titles and modern classics, many
of which were selected and banded according to The Institute of Education’s Guided
Reading Handbook. They contain a level of differentiation so that for each year group
there are books that cover a range of abilities.
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Titles
There are six titles for each year group. Each title has the following accompanying
guidance:
• A chapter synopsis
• Text level reading objectives
• Notes for two guided reading sessions
Chapter synopsis
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This section breaks the book down into chapters, thus familiarising teachers with
unknown texts.
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Text Level Reading objectives
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Reading objectives for each title are taken from the National Literacy Strategy text level
objectives and are specific to that particular year group. They are referred to throughout
the two guided reading sessions and either form part of the group discussion or are
targeted during the independent follow up work.
Guided Reading Sessions
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Guided reading session 2
• Response to the text
• Strategy check
• Independent reading
• Return to the text
• Two follow-up activities
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Guided reading session 1
• Introduction to the text
• Strategy check
• Independent reading
• Return to text
• Two follow-up activities
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The two guided reading sessions are broken down as follows:
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Introduction to the text (session 1 only)
This section suggests ways in which the text can be introduced, for example through
discussing the front cover and title, reading the blurb or the first part of the book prior to
the first session and using this knowledge to discuss and make predictions on what the
book is about, or what may happen.
Strategy check
In this section reference is made to the following:
• Specific features of the text, for example the use of punctuation, such as exclamation
marks, to highlight the need for expression when reading.
• Developing reading strategies, such as the use of contextual cues to help decode
unknown words within the text.
• Text level reading objectives and how they can be used to extend the children’s
understanding and enjoyment.
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Independent reading
The children are given a reading focus and asked to read independently. For this part of
the session they will need either reading journals or whiteboards and pens so they can
make notes related to the reading focus.
Return to the text
Follow up questions are provided to facilitate discussion related to the independent
reading task.
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Follow-up activities
Two follow up activities are suggested to support each guided reading session and
depending on the time available just one or both the activities could be completed. Should
there not be time to complete the follow up activities in full, it is important that the
children carry out the independent reading part of the activity so that they are prepared
for the second guided reading session.
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The follow up activities involve interpreting the text in a range of ways, for example
independently reading the text, making notes, writing mind maps, carrying out research
or a more formal writing task. The writing tasks cover different forms of writing, for
example letters, diary entries or newspaper reports and are designed to add interest to the
text. However, while there will not be time for the teacher to model the writing before the
children begin the activity, the teacher may refer back to any previous class work
completed in that style. It is important to note that when marking the children’s work the
emphasis should be placed on whether the children have interpreted the text correctly,
rather than whether they are able to adopt the given style correctly.
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Response to text (session 2 only)
This section contains questions specific to the follow up activities at the end of session one
and also general questions related to each of the chapters the children were required to
read in preparation for the second guided reading session. While there may not be time to
discuss all the chapters the children have read independently, teachers can choose to
discuss one chapter in detail or select questions from each of the chapters.
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Sarah St John
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Dirty Bertie: Worms
by Simon James
STORY SYNOPSIS
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1: Worms (p7–39)
Bertie is excited when he receives a letter. It is an invitation to a party.
However, his excitement turns to horror when he realises he’s been
invited to a pink party given by Angela, the little girl next door. Bertie
will be the only boy there. He pretends he has lost his memory in a
desperate attempt to get out of going but his mother insists. Bertie wears
his sister’s sleeping bag and goes to the party as a pink earthworm. All
the other guests are dressed as princesses or fairies. Bertie behaves badly
but when he paints his face to look like a slug all the girls want their faces
painted as creepy crawlies too. They all have fun on the bouncy castle but
all their parents are horrified when they see what Bertie has done. Bertie
is sent to his bedroom in disgrace but he is happy because he knows he
won’t be invited to Angela’s party next year.
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2: Manners (p41-69)
The only manners Bertie knows are bad manners. He can’t see the point
of being polite. Then he learns that his school is having a competition to
see which child has the best manners for National Courtesy Day. The
winner will be given two tickets for a special event. Bertie is sure the
tickets will be for a day out at the Mega Mayhem Theme Park. He
makes up his mind to win the prize. Miss Prim, the librarian is spending
the day in school to decide who the winner will be. Bertie, and his hated
rival, Know-All Nick are chosen to show Miss Prim round the school.
Nick takes every opportunity to make Bertie look bad. Then Bertie and
Nick have to eat lunch at a table with Miss Prim and the teachers. It is a
disaster for Bertie as Nick succeeds in making Bertie look as if he is a
really messy eater. Bertie takes his revenge by putting a dead bluebottle
on Nick’s piece of fudge cake. Nick’s reaction causes chaos. Bertie
admits the fly is his. He knows now he has no chance of winning the
prize for good manners. Nick is duly announced as the winner. Bertie is
delighted when the prize turns out to be two tickets to the Museum of
Manners. Nick is too disappointed to remember to say thank you so
Bertie takes great pleasure in reminding him.
3: Rubbish (p71-96)
It’s Saturday and Bertie is excited because he always helps the dustman
with the bins on Saturday mornings. He loves rubbish and wants to be a
bin man when he is older. However, his mother says he can’t help them
today because he has to go with her to the summer fair and she doesn’t
want him getting dirty.
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Bertie ignores her. He puts some things into the bin and then falls
headfirst into it. He is filthy.
His mum asks him if he has seen her flower arrangement which she is
entering in the competition at the summer fair. Bertie realises he has put
it in the bin by mistake. He goes out looking for the dust cart but he is
too late. It has gone.
Bertie goes home and pretends that he has given the flowers to his gran.
His mother is very cross. Bertie says he will get them back from gran
and take them to the summer fair in time for the competition.
Bertie picks some flowers from an overgrown garden. He adds a bone to
the arrangement and enters it into the competition. It wins the prize for
the most original display. His mum isn’t happy but Bertie is delighted
because his mum has won a gardening kit and he can wear the green
gloves. They are just perfect for someone who wants to be a bin man.
APP Reading Links
Session 1: Level 2/3
Session 2: Level 3
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AF3 -
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Assessment Focus
AF1 - Session 1: Level 2/3
Session 2: Level 2/3
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GUIDED READING – DIRTY BERTIE: WORMS
Session 2: Level 3
AF6 -
Session 1: Level 2/3
Session 2: Level 2/3
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AF5 -
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Learning Objectives
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These relate to the Literacy Framework for Teaching, the National Literacy
Target Statements for Reading at Year 3 and the Assessing Pupils Progress
(APP) Reading and Writing Assessment Guidelines.
• Explain and comment on writers’ use of language, including
grammatical and literary features at word and sentence level.
• Read short stories and serialised longer stories and review the main
features of the characters, plot and setting. Discuss views, response
and preferences as a class. Compare settings and analyse words and
phrases used for description.
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Core learning in literacy
Year 3 – most children learn:
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Understanding and interpreting texts
• Identify features that writers use to provoke readers' reactions.
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Group discussion and interaction
• Use the language of possibility to investigate and reflect on feelings,
behaviour or relationships.
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Engaging with and responding to texts
• Empathise with characters and debate moral dilemmas portrayed in
texts.
• Identify features that writers use to provoke readers' reactions.
• The focus should always be on reading and helping children to enjoy
and interpret the text. Some of the activities encourage children to
write about the book.
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Drama
• Use some drama strategies to explore stories or issues.
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Creating and shaping texts
• Use beginning, middle and end to write narratives in which events
are sequenced logically and conflicts resolved.
• Select and use a range of technical and descriptive vocabulary.
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Text structure and organisation
• Signal sequence, place and time to give coherence.
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Session 1 (AF2, AF3, AF6)
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Introducing the text
Show the children the front and back covers. Read them the blurb. Ask if
they think the warning on the back cover could actually happen. Ask them
if they think they are going to enjoy reading about Bertie’s adventures.
Encourage them to explain why they think this.
Strategy check
Read the first chapter with the children and help them to identify what
kind of a character Bertie is and how the rest of his family regard him.
Make a note of these points on the whiteboard, e.g. to his mum’s horror, he
isn’t very concerned with hygiene (p7/8); he picks his nose (p11). Ask the
children how far they think Bertie’s unhygienic habits will affect the
development of the story.
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Independent reading
Ask the children to read the remaining four chapters of “Worms!” and to
think about how the author makes us sympathise with Bertie even though
Bertie does his best to spoil Angela’s party.
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Return to the text
Bearing in mind the focus for independent reading, discuss the following:
• How do we know that Bertie really does not want to go to Angela’s
party? Use words from the text to support your answer.
• Do you think Bertie is right not to want to go to Angela’s party? Why
do you think this?
• Do you think it is selfish of Angela to invite Bertie to her pink party?
Why? Why not?
• How would you feel if you were invited to go to a girl’s/boy’s party
when you knew you would be the only boy/girl there? Why?
• Do you think Suzy likes Bertie very much? Give reasons for your
answer.
• What evidence can you find in the text that tells you Bertie is a
master of cunning plans? [Possible responses may include: because it says
so in the text (p14); because he writes a whole list of brilliant excuses for not
going to a party (p15).]
• Do you think Bertie’s plan for not going to the party will work?
Why? Why not?
• How do Bertie’s friends react when they hear about the invitation?
Give examples from the text to support your answer.
• What gives Bertie the idea of going to the party dressed as an
earthworm?
• How do you know Angela isn’t very impressed with her present
from Bertie?
• How does Bertie try to spoil the party?
• What does Bertie do that impresses the girls?
• Why does Bertie think the party didn’t turn out so badly? [Possible
responses may include: because he had fun on the bouncy castle (p36);
because he thinks he won’t be invited again next year (p38).]
Follow-up activity 1
Ask the children to use CM1 make up a list of brilliant excuses for not
doing their homework. For example, they could say that aliens took it to
show how clever humans are. Or that their Mum collects dangerous plants
and her Venus fly trap ate it.
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Follow-up activity 2
Ask the children to think of some reasons why they would like to invite
Bertie to their birthday party. Now encourage them to think of some
reasons why it would not be a good idea to invite him. Have them use CM2
to put down three reasons in favour of Bertie coming to the party and three
reasons against him coming.
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Session 2 (AF2, AF3, AF5, AF6)
Ask the children to read to “Manners!”.
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Response to the text
Discuss the following:
• How do we know that Bertie has no manners? [Possible responses may
include: because it says so in the text (p41); because Bertie thinks that
manners are a waste of time (p42).]
• What do the children think the special prize tickets will be for? Use
evidence from the text to support your answer.
• Why does Nick think he is bound to win?
• Why do you think Bertie’s family are surprised by his behaviour on
the morning of the competition?
• What did Bertie think was the trouble with being polite?
• How does the author show that Bertie is trying hard to win the
prize? [Possible responses may include: because he wasn’t lolling in his seat
or pushing a pencil up his nose (p53); because he volunteers to show Miss
Prim around the school (p54).]
• Why do you think Miss Boot picks Nick to look after Miss Prim?
• Why do you think Miss Prim picks Bertie?
• What evidence is there in the text that Bertie is not impressing Miss
Prim on their walk round the school? [Possible responses may include:
because he wiped his nose on his sleeve (p56); because he didn’t open the
door for Miss Prim (p58).]
• How does the author show that all the children in the school were
trying to win the prize?
• Why isn’t Bertie pleased to see the plate of spaghetti?
• How does Bertie get his own back on Nick?
• Why do you think Bertie doesn’t win the prize?
• How do you know that Nick isn’t happy with the prize?
• Would you have liked to win two tickets to the Museum of Manners?
Why? Why not?
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Strategy check
Point out that the author uses slapstick humour to make these stories
amusing. Discuss what slapstick humour is and give the children to give you
some examples of it from the stories they have already read. For example,
Bertie rolling about on the floor and knocking over all the girls at Angela’s
party (p31); the chaos caused at the dinner table by Bertie putting a dead
bluebottle on the fudge cake (p65/66). Discuss with the children what other
kinds of things they find funny when reading, e.g. word play.
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Independent reading
Ask the children to read “Rubbish!” Encourage the children to look out for
examples of slapstick humour in the text.
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Return to the text
Discuss the following:
• Why does Bertie appear in the kitchen wearing a strange outfit (p72)?
• Why has Bertie’s mum already taken out the rubbish? [Possible
responses may include: because she has forgotten that Bertie always does it;
because she doesn’t want Bertie to get filthy (p73); because they are going to
the summer fair.]
• Do you believe that Bertie’s mum forgot that he always takes out the
rubbish? Why? Why not?
• How do you know that Bertie loves rubbish? Use evidence from the
text to support your answer.
• Why do you think nobody ever reads the letters from Bertie’s school
(p74)? [Possible responses may include: because Bertie never shows them to
his parents; because his parents aren’t interested in reading them.]
• Does Ed really think Bertie’s mum is going to be pleased that Bertie
has fallen in the bin (p77)? Why? Why not?
• Why does Bertie’s mum want to win the flower competition at the
summer fair? [Possible responses may include: because she wants to beat
Mrs Nicely; because she enters every year but has never won; because she
has spent hours working on her flower arrangement.]
• Why doesn’t Bertie tell his mum the truth about what has happened
to her flower arrangement?
• Would you have owned up if it had been you? Why? Why not?
• How does the author show that Bertie had been rumbled by his
family?
• Why was it a mistake for Bertie to say he had given gran the flowers?
[Possible responses may include: because it’s wrong to lie; because mum
could easily check whether this was true or not; because it didn’t really solve
the problem.]
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• How does Bertie solve the problem of the missing flower
arrangement? Use words from the text to support your answer.
• Do you think Mrs Nicely didn’t mind not winning the competition?
Why do you think this?
• Why do you think mum felt so embarrassed when she won the
prize?
• Why do you think Bertie was happy with the way things worked
out? [Possible responses may include: because his mum won a prize;
because he managed to get out of trouble; because he ended up with a pair of
gardening gloves that were perfect for a bin man (p96).]
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Follow-up activity 3
Tell the children they can find out what Dirty Bertie and Know-All Nick
think of each other and why they both wanted to win the prize for good
manners by putting them on the hot seat and asking them questions.
Discuss the kind of questions that they should ask to really get at the truth.
Let the children take turns to be Bertie and Nick and to ask the questions.
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Follow-up activity 4
Show the children the illustration on pages 92 and 93. Discuss what each
character is thinking at that moment and what they will be thinking when
the judges announce the winners of the competition. Now ask the children
to use CM4 to draw an illustration using think bubbles to show what
Bertie’s mum, Mrs Nicely, Bertie and Whiffler are thinking when Bertie’s
mum wins a prize for her flower arrangement.
Extensions
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Extension 1 (literacy)
Write a short story for a girl character who, like Dirty Bertie, is always up
to mischief. Perhaps she could be called Terrible Tessa or Wicked
Wilhelmina.
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Extension 2 (cross-curricular)
Dirty Bertie wants to be a bin man when he grows up. However, it is very
important that we start to recycle our rubbish rather than just take it away
and bury it in the ground. Find out about recycling and then make a poster
explaining its benefits.
These websites may help you:
http://www.recyclezone.org.uk/
http://www.benefits-of-recycling.com/recyclingforkids.html
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Dirty Bertie: Worms! (1)
My Brilliant Excuses Why I Didn’t Do My Homework
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Dirty Bertie came up with four brilliant excuses for not going to Angela’s
party. Make up four brilliant excuses explaining to your teacher why you
didn’t do your homework.
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Here are some suggestions to get you thinking:
Aliens took it as a sample to show how clever humans are.
My mum collects dangerous plants and her Venus fly trap ate it.
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Brilliant Excuses Why I Didn’t Do My Homework
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Brilliant Excuse 2
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Brilliant Excuse 1
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Brilliant Excuse 3
Brilliant Excuse 4
Enjoy Guided Reading Year 3 Book 1 © Badger Learning
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Dirty Bertie: Worms! (2)
Would you invite Bertie to come to your birthday party?
Write three reasons why it would be a good idea and three reasons why
it would be a bad idea in the columns below.
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Reasons why it would be a bad idea
to invite Bertie to my birthday
party.
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Reasons why it would be a good
idea to invite Bertie to my
birthday party.
Enjoy Guided Reading Year 3 Book 1 © Badger Learning
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Dirty Bertie: Worms! (3)
Question Time
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Find out what Bertie and Nick really think about each other and about
the competition to win the prize for good manners by putting them on the
hot seat and asking them to answer these questions. To find out more
about what happened on the day make up some questions of your own.
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Questions for Dirty Bertie:
What do you think of Know-All Nick?
Why do you want to win the prize for good manners?
Why do you think you will beat Nick?
What do you really think of good manners?
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Questions for Know-All Nick:
What do you think of Dirty Bertie?
Why do you want to win the prize for good manners?
Why do you think you will beat Dirty Bertie?
Why are you always so well behaved?
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Add any other questions you want to ask the characters in
the space below:
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Questions for Bertie
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Questions for Nick
Enjoy Guided Reading Year 3 Book 1 © Badger Learning
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Dirty Bertie: Worms! (4)
I Don’t Believe It!
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Draw an illustration using think bubbles to show what Bertie’s mum, Mrs
Nicely, Bertie and Whiffler are thinking when Bertie’s mum wins a prize
for her flower arrangement at the Summer fair.
Enjoy Guided Reading Year 3 Book 1 © Badger Learning