Run, Rabbit, Run

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Run, Rabbit, Run! Page 16?TalkthroughHow is the rabbit feeling? How is the dog feeling? How doyou know?16After readingBeing a meaning makerEncourage the children to support their answers withevidence from the book as they discuss thesecomprehension questions:Where did the rabbit go?What happened to the dog when it got to the wheelbarrow?How would you describe the dog?What might happen to the rabbit when he makes his wayback to his hole?
Being a code breakerExplore the following language features:• Words that rhyme with ‘run’: bun,fun, gun, nun, sun.• Hearing syllables: Ask the childrento clap for every syllable or beat thatthey hear in a sentence.• Punctuation: The use of capitalletters, full stops, exclamation marks,ellipses, quotation marks.Being a text userRefer to the text when discussing thesequestions:What kind of book is this? Fiction or nonfiction(or, narrative or information)?What information is in the words?What information is in the pictures?What do the black lines in the pictures tell youabout the rabbit’s movements?Being a text criticIs this a true story? How do you know?Does it have a happy ending?Do all stories have a happy ending?Responding to textProvide materials for the childrento make stick puppets of the rabbitand the dog. Encourage them to use theseto make a puppet-play retelling the story.Have each child choose one of thefollowing phrases – ‘through thegrass’, ‘past the house’, ‘around thewheelbarrow’, ‘along the path’, ‘under theclothes line’, ‘through the fence’. Askthem to draw a picture and then write thematching phrase underneath theirdrawing. Then have the children work asa group to put their pictures into thesame order as the book.Have the children use theinformation in the book to draw amap showing where the rabbit ran. Askthem to label their map using words fromthe book: rabbit, hole, grass, path, clothesline, house, wheelbarrow, fence.WritingScribe a narrative about the rabbit’sjourney from the carrot patch back to hishole. Use the children’s ideas as youmodel appropriate grammar, spelling andstructure.AssessmentCan the children:• understand the subplot of the text as shown in the illustrations?• read words such as ‘through’, ‘along’, ‘under’, ‘past’, ‘around’?whole text activity sentence activity word activity
Page 1 and 2: Teacher EditionRun,Rabbit,Run!Writt
Page 3 and 4: Setting the contextPrepare cards wi
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Page 20: Written byRun,Rabbit,Run!Julie Elli

Run, Rabbit, Run

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