L17 TEpp Dancing Dudley

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L17 TEpp Dancing Dudley

Teacher EditionDancingDudleyWritten by Sue WhitingalphakidsIllustrated by Steve Axelsen


Dancing Dudley Pages 2–5?TalkthroughThe book tells us that Dudley loved to dance. It says that hisdancing was a whirling and twirling type of dance. Can youfind the words ‘whirled’ and ‘twirled’? What did you look forto find the words? What did you think about? What do younotice about each word? How are they the same? How arethey different?What do you think will happen next in the story?Turn to pages 4–5.Who are the two people watching Dudley dance? What doyou think they will say about Dudley’s dancing? Why mightDudley’s dancing annoy them?What do you think will happen next?Observe and supportCan the child use an understanding of letter/soundrelationships to check words?You read, ‘You must stop dancing and whirling and twirling.’How did you know which word said ‘whirling’ and which wordsaid ‘twirling’? What did you look at? What did you thinkabout?2


Dudley loved to dance.He danced in the morning.He danced at night.He whirled and twirled all day.He danced and dancedand never stopped.2 3Dudley’s mother was worriedabout his dancing.‘You must stop dancing and whirlingand twirling,’ she said.But Dudley grinned and kept on dancing.‘Your dancing and whirling and twirlingis driving me crazy!’ yelled his father.But Dudley laughed and kept on dancing.453


Dancing Dudley Pages 6–7?TalkthroughWhat has happened now? How fast is Dudley dancing?Where has Dudley’s whirling and twirling tornado dancingtaken him? What do you think will happen next?Observe and supportCan the child interpret the text?What does ‘whirled like a tornado’ mean? How do youknow?4


Then one day, when Dudleywas whirling and twirling,he went so fast that he whirledlike a tornado.‘Whee!’ he squealed.He whirled out the front door …along the path …up a ramp …and into the backof a van.675


Dancing Dudley Pages 8–9?TalkthroughWhat has happened? Was your prediction correct? Who arethe two big scary men? Why do they have lots of boxes ofTVs, video players and toasters in the back of their flowervan? What will happen next?Observe and supportDoes the child pay attention to the punctuation tosupport expressive reading?Point to the speech marks.What do they show? How might your voice sound to showthat the robbers are talking?6


He whirled into two big menwho looked very scary.They grabbed Dudley and said,‘Who are you?’Dudley gulped.‘I’m Dudley. Who are you?’‘We are robbers!’ they said.897


Dancing Dudley Pages 10–13?TalkthroughWhat has happened? Why do the robbers have a rope? Whatwill Dudley do?Turn to pages 12–13.What has happened to Dudley? What is he doing? What arethe robbers doing? What will happen next?Observe and supportDoes the child check a range of information on the pageto assist with problem-solving?I noticed that you looked at the illustration as you wereworking that out. What did you notice that helped to workout that sentence?8


‘Let’s tie him up!’ said the robbers.Dudley shook with fear.Soon his shakingturned into whirling …His whirling turned into twirling and …10 11He whirled out ofthe robbers’ hands.Dudley whirled like a tornado.He whirled around the van.The robbers tried to grab himbut he whirled away.12 139


Dancing Dudley Pages 14–16?TalkthroughWhat has happened? Were your predictions right? Why isDudley smiling? Why can’t the robbers get out of the van?Where will Dudley go now?Turn to page 16.Where did Dudley go? Why are the police officers dancingwith Dudley? What has happened to the robbers?Observe and supportCan the child use the illustrations to interpret the text?Why were the police very happy? How did Dudley’s dancingsave the day?10


He whirled so fast that he madethe robbers dizzy. They crashedinto each other and fell with a thudto the floor.Dudley jumped out of the van.He slammed the doors shutand locked them.He whirled and twirledto the police station.1415The police were very happy with Dudley.Dudley’s dancing had saved the day!1611


Dancing DudleyBeing a meaning makerEncourage the children to supporttheir answers with evidence from thebook as they discuss these questions:Why were Dudley’s parents worriedabout him dancing?Why did Dudley like to dance?The book says ‘he whirled like atornado’. What does this mean?Being a code breakerChildren may like to explore thefollowing language feature:• Words with suffixes: whirled,twirled, squealed, danced, stopped,grinned, driving, laughed, dancing,dressed, looked, grabbed, gulped,robbers, shaking, crashed, jumped,slammed, locked.Being a text userWhat kind of book is this? How do youknow?Did you like the book?Who would you recommend it to?Being a text criticWhat does the author think about boyswho like to dance? Do you agree?Do real boys like to dance like Dudley?What makes you say this?How would the story have changed ifthe author had chosen a girl as themain character?12


Responding to textChildren could work incooperative groups to practiseand perform a choral reading of thebook. Encourage the addition ofsound effects and supportingrhythmic accompaniment.Children could write a furtheradventure for Dancing Dudley.These could be published as classbooks or as slide shows.Children could develop theirunderstanding of alliteration bymaking up titles for books aboutthemselves and others, e.g., ‘RacingRebecca’, ‘Whistling Walter’. Thesecould be illustrated to show whatsuch characters could do in a story.Writing linksShared writingList a range of verbs: running,kicking, swimming, dancing.Select one verb, e.g., running. Writea descriptive sentence:Rebecca ran tripping and flipping downthe path.Talk about how using words like‘tripping’ and ‘flipping’ creates apicture in our minds.What picture do we get of Rebecca inthis sentence?Create more descriptive sentencestogether using other verbs from thelist.Independent writingHave the children write aboutsomeone doing something active.Encourage them to use words todescribe how they were doing this.Other children could act out the waythis action was taking place.AssessmentCan the child:• Identify some verbs used in the text?• Explain how the illustrator has shown that Dancing Dudley is moving fast?• Read the text expressively?whole text activity sentence activity word activity


DancingDudleyWritten by Sue WhitingIllustrated by Steve AxelsenalphakidsTeacherEditionOther booksat this levelMy GrandpaPlantsthe RainforestWritten by Sarah O’Neil Photography by Michael CurtainalphakidsTopic: HumourCurriculum link: EnglishText type: NarrativeReading level: 17Word count: 249Vocabulary: danced, dance, dancing, whirled,twirled, morning, night, tornado, path, ramp,robbers, police stationPossible literacy focusInvestigating the use of verbs in the text tosuggest movement.The use of illustrative techniques to suggestmovement.Using punctuation and an understanding of theplot to support expressive reading.Super Sea BirdsWritten by Keith Pigdon Illustrated by Liz CogleyAmazing AntsWritten by Rosa MülleralphakidsalphakidsSharksWritten by Frances LeePrincess JoA Play For Eight CharactersWritten by Rosa Müller Illustrated by Alex StittalphakidsalphakidsSummaryThis book is a narrative about a boy who loved todance. One day his dancing comes in handy, as heis able to stop two robbers and save the day.ISBN 0- 7253- 2851- 7alphakids9 780725 328511

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