Level 5 Book a · 2013. 11. 19. · naughty cats. What naughty things do cats do? Write cat and...

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Level 5

Word Count 98

Text Type Narrative

High Frequency

Word/s Introduced

Level 5Book a

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This symbol relates to comprehension (meaning maker)

This symbol relates to decoding(code breaker)

This symbol relates to critical analysis(text critic or analyser)

This symbol relates to use(text user)

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We have designed these lesson plans so that, if you wish, you can have the plan in front of you asyou teach, rather than a copy of the book. Each page of the book is illustrated in the planstogether with some suggestions for teaching. These have been divided into questions anddiscussions that you may have before the children read the book and after the children havecompleted the reading. This is not an arbitrary division. Some of you may prefer to explore themeaning and the language in more detail before the children read. Your decisions will depend onthe gap between the children’s current knowledge and the content, vocabulary, and language ofthe book they are about to read. Remember that the more information the children have up front,the easier it will be for them to read the text. However, this does not mean that you should readthe text to them first.

We have addressed four areas that we think are important in developing good readers. As well ascomprehension and decoding, we have addressed the issue of children being able to analyse anduse the texts they read. The symbols below guide you to the type of question or discussion.

Ask the children to look at the cover andthe title page and suggest what this bookis about. Can they read the title? Discusswith the children what cats drink.

Cover & Title Page

Invite the children to respond tothis story. What did they likeabout it? Which cat did they likebest? What did the cats want?What did Mrs Kitcat say to them?

Comment on the appropriate readingbehaviours that you observed as thechildren read independently. Ask thechildren if they remembered toreread if they needed to.

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Ask the children to look at the picture anddescribe the cat. What does it look like?What colour is it? What is it doing? Whathas it jumped onto? What is it saying?

Discuss the text type of this bookwith the children. Ask them who thecharacters are and where the storyis set. Ask them to use the picture tocheck on what they are saying.

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4/5Invite the children to look at thispicture and discuss the black cat,what it looks like, what it hasdone, and what it could be saying.

Continue the discussion of the narrativetext type. Who in this story has a problem?What is that problem? Have the childrenidentified all the characters? Which newcharacter was introduced on this page?

Write jump, jumps, jumping, andjumped on the board. Have thechildren read each word. Ask for avolunteer to come and circle thepart of each word that is the same.

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Discuss this picture with thechildren. Is Mrs Kitcat happywith the cats? Are they goodcats or naughty cats? What isshe saying to them?

Write the words Mrs Kitcat on theboard. Explain that this is the catowner’s name. Ask the children to lookat the word Kitcat and identify the partsthat they know. Help them read Kitcat.

Discuss this picture withthe children. Ask themwhat sounds cats make.

Ask the children what meowstarts with. Then ask them tofind meow on the page.

Ask the children to comment onwhy the author had the brown catsay meow instead of I’m thirsty?Was the brown cat thirsty?

Have the children share theirpersonal experiences ofnaughty cats. What naughtythings do cats do?

Write cat and cats on the board. Talk aboutplurals with the children.Write dog on theboard. Ask the children what the plural of dogwould be. Ask them to supply other wordsand their plurals. List them on the board.Point out the final s on each plural word.

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Ask the children to comment onthis picture. What is happening?Where are the cats going?

Discuss with the children why Samwas the one to go and get the catssome milk. Why didn’t Mrs Kitcat go?

Invite the children to look atthis picture and predict whatthe white cat is saying.

Invite the children to talk more aboutSam’s injury. What is it? How do they thinkhe got it? How difficult is it for Sam topour out the milk with one arm in a sling?

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Ask the children tolook at the picture.Does the brown catlook happy?

Ask the children to return to the beginningof the book and read it independently.Demonstrate how to go back to thebeginning of the sentence and reread ifthey cannot work out a word or if theythink they have made a mistake.

Ask the children to check backwith the picture. Which cat dothey think is the thirstiest?How do they know that?

Discuss cats in more detail. When do theymeow? When do they purr? What other thingsdo cats do to show that they are happy? What do cats do when they are angry?

5 a The Thirsty Cats Name __________________

1. Draw your favourite part.

2. Complete the sentence to go with your picture.

I liked the part when____________________________________________________________________________

Permission is given to teachers to reproduce this page for classroom use.

5 a The Thirsty Cats Name __________________

Add the correct endings. Read the sentences.

Draw what each sentence says.

The black cat jump__ onto the chair.

The white cat is jump______ onto the chair.


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Level 5

Word Count 99

Text Type Factual description

High Frequency some

Word/s Introduced

Level 5Book b

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Read the title to the children andhave them discuss pet and workingdogs. List the types of workingdogs that they know on the board.

Cover & Title Page

Ask the children to respond to the book.What new information did they learnabout working dogs. Refer to the listthey made before they started reading.Compare what they now know to the list.

Discuss the children’sreading strategies.Praise any appropriateuse of strategies youobserved as they read.

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Invite the children to discuss thispage. What can they say about thesize and colour of the dogs? Canthey name any breeds?

Ask the childrento locate some onthis page.

Ask the children to look aheadthrough the photos again. Ask them tosee if they can see any dogs in futurephotos that are in this photo. Discussthe breed and what it is used for.

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4/5Ask the children to discuss thispicture and suggest whether theseare pet or working dogs. Have themjustify their response.

Discuss pet dogs such as thesepoodles with the children. What dothey think would be involved in lookingafter pet dogs like these? What sortsof things would the owner have to do?

Ask the childrento locate some onthis page.

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Discuss this photo with the children.Are these pet dogs or working dogs?How do they know? Where wouldworking dogs live?

Ask the childrento find some onthis page.

Invite the children to talkabout this dog. Is it a pet or aworking dog? Where does itlive? Who looks after it?

Invite the children to apply whatthey said about caring for thepoodles to this man and this dog.What would be the same? What would be different?

Discuss the photo more fully with the children.What can they see? What are the people doing?Why have the dogs got coats on? What does thered cross stand for? What does this photo tellthem about these working dogs?

Ask the children if they were rightin what they said about this dogbefore they read the book. Didthey say it was a pet? Did they saythat the man would look after it?

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Have the children talk about thesedogs. Are they working dogs?What work do they do? Where dothey live? Who do they help?

Invite the children to discussthis dog. Where does it live?What does it do? Is it a pet ora working dog?

Revisit this photo with the children. Didthey predict that these were farm dogs?Did they know that farm dogs are usuallyoutside dogs rather than pets that liveinside? Can they say why this would be so?

Discuss with the children if they predicted thatdogs could be both pets and working dogs. Talkwith them about seeing-eye dogs. Why wouldthis dog have to be a pet as well as a workingdog? Why would it have to live inside?

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Ask the children to use the informationthat they got from the previous page tosay why a police dog would have to bea pet like a seeing-eye dog.

Discuss with the children whythey think police dogs would liveinside but farm dogs would liveoutside.

Remind the children that theyare now going to read the bookindependently. Discuss withthem the strategies they will useto help them as they read.

Invite the children to discusshow they can use theinformation that they havelearned from reading this book.

Discuss with the children whatother information the authorcould have included about eitherpet dogs or working dogs.

Discuss the index with thechildren. Ask them to findpet(s). Have them say onwhich pages they would findinformation about pets.

5 b Pet Dogs and Working Dogs Name __________________

Use these words to complete the sentences:

working big inside little outside

Some dogs are ________.

Some dogs are _______.

Pet dogs can live _______.

Working dogs can live_________.

This _______ dog is a pet.


5 b Pet Dogs and Working Dogs Name __________________

Read the sentences. Answer Yes or No.

Some dogs are working dogs. _____________

Some dogs are working dogs and pets. _____________

Farm dogs live inside. _____________

Police dogs live outside. _____________

A man looks after a dog. _____________

A dog looks after a man. _____________


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Level 5

Word Count 98

Text Type Information report

High Frequency

Word/s Introduced

Level 5Book c

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Ask the children to look at the coverand title page and suggest whatthey will learn from reading thisbook. Read the title to them anddiscuss the meaning of critter.

Cover & Title Page

Invite the children to respond tothe book. What new informationdid they learn? Which crittershad they heard of before? Whichones were new to them?

Discuss the children’s readingstrategies. Ask them to reiteratehow they used the coloured textto help them read. Ask what elsethey were able to use.

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Invite the children to look at thisphoto. What is the name of thiscritter? Invite them to describe whatthey can see. What colour are its legs?

Write fly on the board. Say the wordslowly so that the children can hear thesounds made by f and l. Write flower onthe board. Ask the children to listen asyou say flower slowly. Ask them what isthe same about the two words.

Discuss with the children howthey can use photos to find outmore than the text tells them.What did they learn from thisphoto that is not in the text?

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4/5Have the children discuss thisphoto. What is the critter? What do they know about bees?What colours can they see?

Write the word black on the board.Read it slowly, asking the childrento listen for the sounds made by band l. Write blue on the board. Sayit slowly. Ask the chidren to supplyother words that start with bl.

Discuss the text with the children.Ask them why they think one wordis printed in yellow. How can theyuse the colour of the word to helpthem with their reading?

Invite the children to say whythey think the author talksabout critters. What otherword could the author haveused instead of critter?

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Discuss this photo with thechildren. What can they see?What is the name of this critter?What colour is it?

Discuss this critter with thechildren. What can they see? What is unusual about this critter?How many legs do they think ithas? Do they know its name?

Explain the word centipede to thechildren. Tell them that it comesfrom the Latin centum, meaning100, and ped, meaning foot.Centipede means 100 feet.

Have the children look atthe text. Invite them to readthe coloured text. Does thecolour help?

Continue the discussion aboutslugs. Have the children sharewhat they know about slugs.How are slugs and snails thesame? How are they different?

Continue the discussion about centipedes.Ask the children what else they would liketo know about centipedes. Where couldthey find out more?

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Discuss this photo with thechildren. As this insect maybe unfamiliar to mostchildren, tell them its name.

Write slug and slater on the board.Ask the children to read the twowords. Ask them what is the sameabout them. Invite volunteers tosupply other words that start with sl.

Ask the children to use theinformation in the colouredtype to help them read theslater’s colour.

Have the children discuss thisphoto. What is the critter called?What do they already knowabout ladybirds?

Invite the children to use theinformation in the text andthe picture to talk about thecolour of the ladybird.

Invite the children to analyze the photo ingreater depth. How many legs has aladybird? Does it have the same number oflegs as a bee? What else is thesame/different about ladybirds and bees?

Talk more with the children aboutslaters. What else can they see inthe picture? How big are slaters?Where would they find a slater?

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Ask the children to look at thetext and share with the groupwhat they know can help themas they read.

Ask the children to readthe glossary, pointing toeach word as they read.

Ask the children to return to thebeginning of the book. Remind themto use the information in the picturesand in the text to help them read.

Invite the children to share whatnew things they learned from thisbook. What could they now tellother people about little critters?

Invite the children to talk more aboutbutterflies. What colour butterflieshave they seen? How are they thesame/different to this one? Do theyknow the life cycle of a butterfly?

5 c This Little Critter Name __________________

Colour in the critters.

Finish the sentences using these words:

grey yellow red

Can you see ______?

Can you see ______?

Can you see ______?


5 c This Little Critter Name __________________

Draw a red circle around the words that start with the

same two letters as fly.

Draw a blue circle around the words that start with the

same two letters as black.

Draw a yellow circle around the words that start with the

same two letters as slug.

slater

slip

slap

sun

fun

flower blue

blanket

flop

blob

bean

book

stop

brown


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Level 5

Word Count 89

Text Type Narrative

High Frequency too

Word/s Introduced

Level 5Book d

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Ask the children to look at the cover and titlepage and suggest what the story is about. Canthey name the animals that are in the story?Tell them that the elephants are called Janeand Cade. Read the title to the children.

Invite the children to reflect on theirreading strategies. Did theyremember that their reading alwayshad to make sense and look right?

Cover & Title Page

Have the children respond tothe story. Did they believe it?Did they like it? Which partdid they like the best?

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Invite the children to discusswhat is happening in thispicture. What might theelephants be saying to Mouse?

Talk to the children about the text type ofthis book. Explain that it is a narrative, soit tells a story. Explain that narrativessuch as this one have characters. Askthe children to name the characters.

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4/5Invite the children to talk about whatMouse may say to the elephants. Will Janeand Cade be able to go to the spacestation with Mouse? Why or why not?

Write to and too on theboard. Read the wordsto the children. Explainthe difference in usage.Ask the children tolocate too on this page.

Continue the discussion about narratives.Explain that one or more of thecharacters in a narrative has a problemthat they need to solve. Invite the childrento say what the problem is in this storyand which character or characters has it.

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Ask the children to think abouthow the conversation willcontinue. What will Jane andCade want Mouse to do?

Write spaceship on the board. Readspaceship to the children. Invite avolunteer to say which two little wordsmake up spaceship. Ask another volunteerto draw a line between the two words.

Continue discussing with thechildren the relative sizes of theelephants and Mouse’s spaceship.Invite the children to predict whatCade may be saying.

Invite the children tolocate too on this page.

Ask the children to read thispage again. Then have themdiscuss the problem in moredepth. What is Cade suggesting?

Have the children discuss howJane thinks the problem can besolved. Is Jane right? Is this oneway to solve the problem?

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Invite the children to talkabout what Mouse might say.Would Mouse need a biggerspaceship? Why or why not?

Write cannot on the board. Ask thechildren to read cannot. Ask themwhich two little words make upcannot. Invite a volunteer to draw aline between can and not.

Continue discussing the possiblesolutions to the problem. What aresome other possible solutions thatthe elephants could have suggested?

Talk to the children about the newcharacter who has now entered thestory. Invite them to look at thepicture and predict what she will besaying. What does she have?

Tell the children that the newcharacter in the story is calledKate. Ask them to say whatKate starts with and then findthe word Kate on the page.

Ask the children to retellwhat happened on this page.Is this the way the problemwill finally be solved?

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Talk to the children about the setting innarratives. Have the children review thepictures in the book and then say wherethe story is set. What information in thetext and in the pictures tells them this?

Have the children look atthis picture. Were theyright with their predictionsabout where Kate, Cade,and Jane are going?

Ask the children to return to thebeginning of the story. Remind them tothink about the story and look at thewords as they read. Remind them thatwhat they read has to make sense.

Ask the children to recountwhat they know aboutnarratives. Can they name thecharacters, setting, problem,and solution in this story?

Invite the children to suggestanother ending for the book.What are some other ways theauthor could have resolvedJane and Cade’s problem?

5 d To the Space Station Name __________________

Draw a picture to show where the story was set.

Read the sentences to help you.

Make sure you draw the things that are underlined.

Can we go to the space station?

You are too big for my little spaceship.

I have a big rocket.


5 d To the Space Station Name __________________

Use too or to to complete the sentences.

“Can we go ____ the space station?” Jane said to Mouse.

“We are not ____ big,” said Cade. “The spaceship is ____ little.

“You are not ____ big for my rocket,” said Kate.

They went up, up, up,____ the big space station.


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Level 5

Word Count 100

Text Type Literary recount

High Frequency got, his

Word/s Introduced

Level 5Book e

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Invite the children tolook at the cover andtitle page and makepredictions as to whatthis story is about.

Encourage the children to usetheir knowledge of familiarwords and letters, as well asthe pictures, to help themread the title.

Cover & Title Page

Invite the children torespond to the text. Havethem retell the story in their own words.

Did the children have to employany strategies to help them readthe text? Praise them for their useof strategies.

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Invite the children to talk aboutthis picture. Who is Big Gregand what does he like to do?

Write the word firefighter on the board. Ask thechildren to find the word on this page and read thesentence that it is in. Have them identify the twolittle words in firefighter. Now have them find fightand fires on the page. Discuss the three words.

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4/5 Discuss with the children whatwould cause Big Greg to be running.Ask them to look at his clothes. Arethese his firefighting clothes?

Ask the children to identifythe words that make thesound Big Greg can hear.What other sounds could thefire siren make?

Talk to the children about the setting ofa story.Tell them that as well as seeinga setting, you can also hear things.Discuss with them what Big Greg canhear in this part of the story.

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Ask the children to talk about whatthey can see in this picture. What isBig Greg doing? Where has hecome from? Where is he going?

Write Greg on the board. Have the children saythe sound that the consonant blend gr makes.Ask them to supply other words that start withgr. Prompt if necessary, for example, I’mthinking of a colour. It starts with gr ...

Invite the children to talkabout the special clothes thatfirefighters wear. Have themuse the picture to help withtheir suggestions.

Ask the children to locategot and his on this page.

Invite the children to discuss more fully afirefighter’s clothes. Have any of them everseen a firefighter up close? What specialqualities do firefighters’ clothes have to have?

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Ask the children to comment on thispicture. What do they think is happeningnow? Can they imagine the noise thataccompanies Big Greg’s fire truck?

Ask the children to findgot and his on this page.

Continue the discussion of the setting.Ask the children to describe what theycould see and hear if they were Big Greg.

Invite the children to talk aboutthis picture. What is happening?What is Big Greg doing? Whatwill happen next?

Ask the children tolocate got and his onthis page.

Continue the discussion on the setting. Tell the childrenthat as well as seeing and hearing things in a setting, youcan also smell them. Ask the children to discuss what theycan see, hear, and smell as they look at this picture.

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Add another feature of settings for the children. Tellthem that you can also touch or feel things in a setting.Ask them to discuss how the water would feel. Howwould the flames feel if Big Greg touched them?

Ask the children to commenton how the story ends. Is thefire out? Where is Big Greggoing now?

Ask the children to return to thebeginning of the book. Remindthem to look at the words as wellas the pictures as they read.

Discuss with the children how understanding moreabout a setting can add to their understanding of thestory. Have them say what they learned by thinkingabout the setting.

5 e Big Greg the FirefighterName __________________

Write a word in each gap to complete the story.

Then read the story.

Big _ _ _ _ is a firefighter.

He _ _ _ his hat.

He got _ _ _ boots.

He got his _ _ _ _.

He got in his _ _ _ _ _.

He went to the _ _ _ _.

He got his _ _ _ _ .

He put out the _ _ _ _ .

He went home.


5 e Big Greg the FirefighterName __________________

Draw the setting. Include what Big Greg would be able to

see, hear, and smell.


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Level 5

Word Count 100

Text Type Literary recount

High Frequency so

Word/s Introduced

Level 5Book f

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Read the title to the children.Ask them to look at the coverand title page picture and see ifthey can work out what sort ofanimals Trent and Grace are.

Ask the children if they had anydifficulty reading the title. Invite avolunteer to share what he or she did.Praise appropriate use of strategies.

Cover & Title Page

Invite the children to respond tothe story. Ask them to retell themain events. What did Trent andGrace do first, next, last?

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Invite the children to discuss thepicture. Where are Trent and Gracegoing to make their home? What arethey going to use to build it?

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4/5Ask the children to suggest whatTrent and Grace will make nowthat the home is finished. Whatdoes the picture show them doing?

Ask the children tolocate so on this page.

Discuss the home that Trent andGrace made. Ask the children toconsider where the spiders got thestones from. How long did it takethem to build it? How did they holdthe stones together?

Ask the children what spidersusually make homes from. Whydo the children think that theauthor had the spiders make ahome like this instead of a web?

Continue the discussion about gardens. What differenttypes of gardens are there? What sort of garden didthe spiders make? What sort of garden would thespiders have made if they had been real spiders?

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Ask the children to look at the pictureand say if they predicted that Trentand Grace would make a slide next.What will the spiders do next?

Invite the children to discuss this picture.What have Trent and Grace made now? Whatdo the children think that they will make next?

Ask the children to find the word soon this page. Write so and go on theboard. Ask the children to read bothwords and comment on what is thesame. Ask them how they think youwould write no.

Discuss different swings with thechildren. Ask them to describesome of the swings that theyknow about. Does anyone have arope swing? A tyre swing?

Invite the children to shareexperiences they have had onslides. Has anyone been on areally high slide? Has anyonebeen on a water slide?

Write Trent and Grace on the board.Ask the children to say the sounds ofthe blends at the beginning of Trentand Grace. Have them suggest otherwords that start with tr and gr.

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Have the children look at the picture. Did theypredict that Trent would go down the slide?What do they think Grace will do? What else couldthe spiders make to play on in their garden?

Ask the children to read the lastsentence on this page again. Invitethem to suggest other words the authorcould have used instead of went.

Did the children predict that thespiders would make a seesaw?Have the children say what theythink will happen next in the story.

Discuss with the children what other thingsthe author could have had the spiders makefor their garden. Ask them to say how thesethings would have changed the story.

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Ask the children to look closely at the spiders.What about Trent and Grace is the same as areal spider? What is different? Why do thechildren think that the illustrator made Trentand Grace look like they do?

Invite the children to talkabout how Trent and Gracefeel. Do they like their newhome? Why or why not?

Tell the children to return to thebeginning of the book. Remind them tomake sure that their reading makessense and looks right. Remind them toreturn to the beginning of a sentenceand try again if they get stuck.

Ask the children to discuss all thefeatures of this book that tell them itis a fantasy story not a real story.

5 f Trent and GraceMake a Home Name __________________

Finish the words. Read the story.

Draw a picture for each story.

_ _ ent and _ _ ace made a slide.Trent went _ _ _ _ the slide.

_ _ ent and _ _ ace made a seesaw. They went _ _ and _ _ _ _.


5 f Trent and GraceMake a Home Name __________________

Answer Yes or No.

Trent and Grace made a home of stones._______

Grace made a garden. _______

Grace went on the slide. _______

Trent and Grace went on the seesaw. _______

Trent and Grace do not like the home they made. _______


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Level 5

Word Count 100

Text Type Narrative

High Frequency

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Level 5Book g

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Read the title to the children.Ask them why they think awombat would be going to thecity. See if they know wherewombats usually live.

Cover & Title Page

Ask the children to respond to the story.Did they like it? Which was theirfavourite part? Why did they like thatpart? How long did it take them to guessthe city that Wally went to was Sydney?

Discuss the reading strategiesthat the children used. Commenton and praise appropriate readingstrategies that you noted whilethe children were reading.

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Discuss the picture with the children. Askthem to talk about the buildings in the city.Are there any buildings that they recognize?Have them predict where Wally will go next.

Draw the children’s attention to the words WallyWombat went. Ask them what is the same about thesewords. See if they can suggest another word for wentthat starts with w. (walked, wandered)

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4/5Discuss with the children whyWally Wombat may have gone tothe beach. Did he think thatthere would be wombats at thebeach? Where else could he go?

Ask the children to talk aboutWally at the beach. What do theythink the author’s purpose was inhaving Wally go to the beach?

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Discuss the opera house with thechildren. What does its shaperemind them of? Have they everseen another building like thisone? Why does Wally go there?

Invite the children to look at thepicture and suggest where Wallyis now. Can they tell by thepicture which city he is in?

Write wombat and wombats on theboard. Draw the children’s attentionto the s ending. Ask the children what they would need to do to turnthe word bridge into bridges.

Ask the children to analyze the picture and talkabout the bridge. Can they name the parts of thebridge? Why are there buildings on this bridge?What is their purpose? What is in them? Is Wallyallowed to walk where the traffic is? Why not?

Discuss the picture with thechildren. How does this picturegive them a clue as to whereWally is? Which city is he in?

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Have the children look at thepicture and say where WallyWombat is now. What has hedone? Where will he go next?

Ask the children to analyze thepicture in more depth. What ishappening on the stage? Whatsort of performance is takingplace at the opera house?

Discuss the picture with thechildren. Do they know whereWally is now? Is he getting anycloser to finding some otherwombats in the city?

Talk to the children more about the picture. Do they knowthe name of the Sydney zoo? Have the children discusssome other places that Wally could have gone in the city.In which of these places could he have seen wombats?In which places would he not see wombats?

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Invite the children to say whathas happened now. Has Wallyfinally found some wombats?

Invite the children to suggest other animalsthat could have gone to the city looking forfriends. Have them suggest a name thatstarts with the same letter. Some childrenmay also be able to suggest the followingverb, for example Carla Crocodile crawled.

Discuss with the children whythe author didn’t have Wally goto the zoo first. Why did he visitall those other places?

Discuss with the childrenwhat they think Wally is saying now. Why is hesaying that?

Remind the children to think about their reading strategies as they read. Ask them what they will do when they come to unknownwords. Remind them that the first letter of theword and the picture can help them.

Invite the children to use the illustrationto describe wombats. Then have themuse reference books to see photos ofwombats. Encourage further researchon the subject.

Ask the children to say if they thinkthe story would have been differentif Wally had gone to the operahouse before the beach. Is there anorder to the places he went?

1. Write 1, 2, 3, 4 after each word to show the order in

which Wally visited places.

zoo opera house beach bridge

2. Draw another place Wally could have gone.

Finish the sentence.

Wally Wombat went to the ______________________.


5 g Wally WombatGoes to the City Name __________________

Practise reading and writing the following words:

went ________________

to ________________

the ________________

big ________________

like ________________

he ________________

said ________________

are ________________

look ________________Permission is given to teachers to reproduce this page for classroom use.

5 g Wally WombatGoes to the City Name __________________

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Level 5

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Text Type Information Report

High Frequency

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Level 5Book h

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Read the title to the children.Ask them to look at the photoson the cover and the title pageand say what the book is about.

Talk to the children about the textfeatures and how the features helpedthem with their reading. Did the childrenread the labels? Did they look closely atthe photos? Did they look in both circles?

Cover & Title Page

Ask the children to respond tothis book. What did they learnthat they didn’t know before?

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Ask the children to look atthis page. Invite them todescribe what they cansee in both photos.

Discuss the layout of this book withthe children. Explain how the circlesand arrows work. Point out the labelon the page. Explain how the labelgives more information.

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4/5Invite the children todiscuss the pictures onthis page. Have themdescribe what they see.

As this type of text will be newto most students, explain againhow they should use the circles,arrows, and labels as they read.

Discuss nests with the children. Can they tell whatthis nest is made of? Do they know what materialsbirds use to make nests? How do birds make the nestshape? Why do birds build new nests most years?

Have the children describe the bird in thisnest. What colours is it? Is it a baby or anadult bird? Do the children know any otheranimals that make nests?

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Invite the children to look at thesephotos. Were they right? Did theypredict that a spider would make theweb? Did they predict that thisinformation would be in the book?

Ask the children which twoletters start the word spider.Have them find the wordspider on both pages.

Ask the children to discuss thesepages. What can they see in this tree?Do the children know what made theweb? Do they think the next page ofthe book will give them the answer?

Ask the children to findthe word web after theyhave identified it in thephoto and can tell you theletter web starts with.

Discuss webs with the children. Ask themto share their personal experiences of thedifferent webs they have seen. What shapeare webs? What are they made of?

Ask the children if they want to add to whatthey said about webs now they see this oneup close. Invite the children to talk aboutspiders. How do spiders spin their webs?

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Talk with the children about koalas. Do theyknow the sorts of trees that koalas live in? Do they know what koalas eat? What otherinformation do they know about koalas?

Have the children say what letterkoala starts with. Then have themfind the word koala on thesepages. Explain the similar soundmade by c and k if necessary.

Invite the children to use theinformation on these pages topredict what will be in the text.Ask a volunteer to share all thethings that he or she looked at.

Discuss lizards with the children. Invite volunteersto share experiences they have had of seeing lizards.Do the children know the names of common lizards?Do they know that they are reptiles?

Ask the children to findthe word lizard afterthey have identified theletter it starts with.

Invite the children to study thesepages and predict what will be inthe text. How can they tell?

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Have the children say whatletter butterfly starts with.Then have them locate theword butterfly.

Have the children read all thewords in the picture glossaryto ensure that they know thenames of the animals thatappear in the book.

Tell the children to return tothe beginning of the book.Remind them to use all theinformation on each page tohelp them as they read.

Invite the children to talk about thenew information they have learnedby reading this book. How canthey use what they know?

Talk with the children aboutother animals that live in trees.Which others could the authorhave included in this book?

Discuss the tree in this picture. Do thechildren know another name for a little treelike this one? Have they seen butterflies inplaces other than shrubs and bushes?

5 h Look in the Tree Name __________________

Write Yes next to the things you can see in trees.

Write No next to the things you can’t see in trees.

bird __________

car __________

nest __________

lizard __________

boat __________

spider __________

koala __________

hippo __________Permission is given to teachers to reproduce this page for classroom use.

5 h Look in the Tree Name __________________

Read and draw.

Draw a tree.

Draw a bird in the tree.

Draw a nest in the tree

Draw a web in the tree.

Draw a spider in the web.

Draw a koala in the tree.

Draw a lizard in the tree.


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