Lesson Plans & Blackline Masters - Modern Teaching Aids

Set A 

Lesson Plans & Blackline Masters 

Bill Gaynor Lois Thompson

Acknowledgments 

The excerpt from Reading for Life on page 6 is copyright © Learning Media Limited 1997 

The photographs on the cover and title page are copyright © Photodisc 

The illustration on page 5 (bottom) from Coyote Not-so-clever is copyright © Ali Teo 1999 

Copyright information for page spreads and book covers can be found on the information pages of the respective 

students’ titles.

Set A 

Lesson Plans and Blackline Masters 

Contents 

4 Skyrider – Structure and Sequence 

6 The Features of Skyrider 

8 Skyrider – Set A 

10 Set A Skills Overview 

12 Set A Lesson Plans 

60 Blackline Masters 

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4 

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Skyrider – Structure and 

Sequence 

The students’ titles in the Skyrider chapter book collection have been selected to introduce a 

balance in every aspect of your literacy programme – a balance in the introduction of skills 

and strategies and a balance of themes and topics, of literary and illustrative styles, of social 

settings, and of ethnicity and gender. 

The Sequence of Titles 

Titles within each level of the Skyrider chapter 

book collection have been sequenced to provide a 

gradually increasing challenge to readers – those 

needing a lot of support, confident readers making 

good progress, and those needing extension 

through more challenging texts. 

From Greedy Cat and the Birthday Cake 

by Joy Cowley 

This range of challenge within each level provides 

room for all students to grow and excel as they 

meet and practise new skills and strategies in the 

supportive setting of the guided reading lesson. 

A progression of supports and challenges is 

a crucial aspect of the guided reading 

approach. This is reflected in the suggested 

sequence of the Skyrider students’ titles.

Within each level, and across the programme as a 

whole, the books have been placed in a suggested 

sequence for complexity of language and concepts. 

From When the Truck Got Stuck! 

by Joy Cowley 

A text may be shorter where the vocabulary or 

theme provides a significant challenge. For 

example, When the Truck Got Stuck! is the second 

title in Set A with a word count of 1627. The text 

is a traditional narrative form with good picture/ 

text match and supportive sentence structures. 

Knowing the learner’s needs is most 

important in deciding which book to use in 

a guided reading lesson. However, the 

suggested sequence in the lesson plan 

booklets will provide a very good guide. 

In comparison, Saving the Yellow Eye falls towards 

the end of Set A with a word count of 1084. This 

is a non-fiction text dealing with a complex 

problem. It includes technical vocabulary and 

information in graph form. 

From Saving the Yellow Eye 

by John Darby 

Overall, the balance of all supports and challenges 

in the text are considered when making suggestions 

for sequence of use. As well as the length of text and 

specialist vocabulary, factors taken into account are: 

• the amount and type of illustration; 

• the complexity of the layout and design; 

• the amount of orientation a student needs before 

the reading; 

• the nature of the concepts in the text. 

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6 

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The Features of Skyrider 

By encouraging students to read closely and look further into texts, teachers can extend 

students vocabularies, increase their understanding of the effects of words, language 

features, and techniques, and help them think critically about language and meaning. 

Reading for Life*, page 97 

As students read Skyrider chapter books, they will meet 

and benefit from the following features: 

Fiction 

Opportunities to: 

• develop skills such as inferring and 

summarising; 

• read humour, sci-fi, fantasy, suspense, 

mystery, and drama; 

• discuss issues such as honesty, safety, and 

responsibility; 

• study plot, character, setting, and theme; 

• compare different books by the same 

author; 

• work in literature circles. 

From Wreck Trek 

by Angie Belcher 

* Published in New Zealand as The Learner As a Reader 

From The Bad Dad List 

by Anna Kenna 

Non-fiction 


• make content-area links in science, social 

studies, and maths; 

• study recounts, diaries, and reports; 

• develop skills for locating and summarising 

information; 

• use an index, a glossary, maps, diagrams, and 

captions; 

• follow instructions and procedures.

Creative Design and 

Illustration 


• discuss the variety of ways the author’s message is 

presented; 

• look at illustrations and photographs as sources 

of information; 

• consider visual messages in the creative 

use of text; 

• explore how illustrations complement 

the text; 

• compare styles of illustration and photography. 

O 

From The Dog I Share 

by Janice Marriott 

From Bungy 70528 

by Angie Belcher 

Range of Settings 


• explore the experiences and interests of children 

from many circumstances; 

• discuss situations where people have different 

abilities and special needs; 

• read stories with a range of ethnic and 

social settings. 

The features of narrative and expository texts, poems, and plays 

and the skills that students can learn from them can be found in detail 

in the accompanying booklet Guided Reading in the Middle and Upper 

Primary School. 

7

8 

SSkyrider – Set A 

With Set A of Skyrider chapter books, readers can take a journey with space explorers Zimm 

and Tarek, work out how to get an ice-cream truck unstuck, or go paddling in the wild with 

world-renowned photographer Nic Bishop. The suggested order of the titles below offers 

increasing challenge to help Set A readers gain new reading skills and build on the skills 

they already have. 

>> >> >> >> >> GRADED FOR INCREASING CHALLENGE >> >> >> >> >> 

Key 

NF Non-fiction F Fiction LP Lesson plan page number BLM Blackline master page number 

LP 12 

>> >> >> >> >> GRADED FOR INCREASING CHALLENGE >> >> >> >> >> 

F F 

LP 

BLM 60 

BLM 66 

BLM 72 

F 

LP 14 51 

BLM 61 53 

F 

LP 16 51 

BLM 62 53 

F 

LP 18 51 

BLM 63 53 

F 

LP 20 51 

BLM 64 53 

LP 22 51 

BLM 65 53 

F 

LP 26 51 

BLM 67 53 47 

NF 

24 

LP 28 51 

BLM 68 53 47 

LP 

NF 

NF 

NF F 

LP 30 51 

BLM 69 53 

F 

LP 32 51 

BLM 70 53 

LP 34 51 

BLM 71 53 47 

F NF 

LP 38 51 

BLM 73 53 

LP 40 51 

BLM 74 53 

LP 42 51 

BLM 75 53 

F 

36 

LP 44 51 

BLM 76 53 

F NF 

NF 

NF 

LP 46 51 

BLM 77 53 

LP 48 51 

BLM 78 53 

NF 

LP 50 51 45 

BLM 79 53 47 

NF 

LP 52 51 

BLM 80 53 

NF 

LP 54 51 

BLM 81 53 

NF 

LP 56 51 

BLM 82 53 

LP 58 51 

BLM 83 53

Using the Lesson Plans 

The suggestions in the sample lesson plans on pages 12 to 59 are good starting points for 

planning your programme. Best teaching will occur when you focus on the specific needs, 

interests, and abilities of your own students. You can adapt the plans to fit with your own 

cycle of planning, teaching, and assessment. All plans have the following features: 

Features of the Book 

Specific features of the 

book and the supports 

and challenges in 

the text 

Purpose 

Examples of skills 

objectives to guide your 

lesson planning and 

assessment 

Reading and 

discussing the text 

Sample questions to 

promote critical thinking 

and post-reading 

discussion to explore 

students’ responses to 

the text 

46 

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Bridging the Gap 

by Steve Miller 

Book Summary 

Whether they are big or small, all bridges are 

important – they “bridge the gap” and help us get 

to where we want to go. Bridge expert Steve Miller 

explores the topic of bridges with the help of a 

team of student engineers. 


• Factual information presented in a narrative 

style 

• Contents page, glossary, and index 

• Labelled diagrams 

• Specialised vocabulary – span, truss, stringer 

• The bridge challenge in each chapter 

• The model for a scientific investigation 

• The varied layout – photographs, diagrams, 

fact files, different typefaces 

• Additional information in fact files 

• Background images to support meaning 

Purpose 

Bridging the Gap can be used to introduce and 

reinforce the following skills: 

S 

S 

making links between students’ experiences 

and information in the book; 

previewing photographs and text; 

discussing the use of labelled diagrams; 

using a glossary to clarify vocabulary; 

identifying and summarising main ideas; 

following procedural text. 

Reading and discussing the text 

Ask the students to turn to the contents page and 

read the chapter titles together. 

– Can you predict what each chapter might be about? 

The students can now read chapter 1 independently. 

You could ask them to think about the following 

things as they read: 

– What different kinds of bridges are going to be 

explored in this book? Find the part of the chapter 

that tells you this and be ready to share it with the 

group. 

When the students have finished reading, discuss 

the terms “beam”, “arch”, and “suspension”. Ask 

the students to predict the different shapes that 

these bridges will be and draw them for later 

reference. 

The students can now read chapter 2. Ask them 

to note the special bridge vocabulary that is 

mentioned in the chapter (“truss”, “pier”, “beam”) 

and to be prepared to define the terms. 

– Was our prediction about the shape of a beam 

bridge correct? 

–What other shapes are used with beam bridges? Why? 

Look at the three labelled diagrams in the chapter 

and discuss the way these are drawn. 

– Why has a diagram been used rather than a 

photograph? 

– Does the diagram tell you everything you need to 

know about the bridge? Where else would you look 

for information? 

Discuss the purpose of the fact files and bridge 

challenges. Encourage the students to look at 

these closely as they read the rest of the book 

independently. As they read, the students should 

note the words in bold type. Encourage the 

students to predict each definition before turning 

to the glossary to check. 

S 

The Guided Reading Lesson 

Making links between students’ experiences 

and information in the book 

S 

S 

S 

S 

Previewing photographs and text 

Discussing the use of labelled diagrams 

Using a glossary to clarify vocabulary 

Introducing the text 

Discuss the title and the photograph on the cover. 

– What do you think this book is about? 

– What is “the gap”? 

Read the blurb on the back cover together to 

confirm predictions. 

– What kinds of bridges do you know about? 

– Are there any bridges near your house or our school? 

What do they look like? 

– What kinds of things go across bridges? 

Ask the students to preview the photographs. To 

encourage the students’ discussion, you may wish 

to ask questions, such as: 

– Where have you seen a bridge like this? 

– Do you know of a bridge that goes over a river, valley, 

road, or railway line? 

– What is the smallest/longest bridge you’ve seen? 

Choose several pages and ask the students to look 

at the way they are arranged in terms of text, 

photographs, and diagrams. Discuss how the 

layout can give you clues as to what the text is 

about. 

Revisiting the Text 

The suggested activities below can be used 

immediately after the guided reading lesson if 

appropriate or could be taken as a mini-lesson 

at a later time. 

Identifying and summarising main ideas 

Each chapter in the book has its main ideas with 

additional information provided for interest and 

support. Look at chapter 2 together and note the 

main ideas. 

– Why is this a main idea? What would happen if this 

sentence were left out of the book? Would the 

chapter still make sense? 

– Can you find a sentence that adds to this main idea 

and makes it more interesting? 

Encourage the students to share and build on each 

other’s ideas. This could be played as a game, 

where you introduce each main idea as a phrase 

and ask the students to complete it. Let them 

know that there might be more than one right 

answer. You could use the phrases below as 

starting points: 

– People build bridges to … 

– In the book, the three main kinds of bridges 

are … 

– There are a lot of bridges in Venice because … 

– To make a bridge strong, you can … 

– Aqueducts are … 

S 

Following procedural text 

Give the students the opportunity to work through 

a bridge challenge from the book (pages 15, 21, 

and 27). When they have finished, they could 

compare their results with those in the book. 

When the students have successfully completed 

one challenge, give them the opportunity to design 

and build their own bridge. They should: 

• define the task 

• list the materials 

• explain the steps in the procedure 

• write up the results. 

They could use the blackline master on page 77 as 

a template for their report. 


Making links to students’ 

prior knowledge, 

introducing new and 

technical vocabulary, 

and giving students the 

confidence to begin 

reading the text 

themselves 


Stimulating reading and 

writing activities to 

extend and reinforce 

skills 

47 

9

10 

Set A Skills Overview 

This summary provides, at a glance, examples of the skills that can be introduced and 

reinforced using Set A of Skyrider chapter books. Use this summary as part of your cycle 

of planning, teaching, and assessment. To make your teaching relevant to the needs and 

interests of your students, you will also need to take their prior learning and experience 

into account. 

Greedy Cat and the Birthday Cake 

• making connections between the text and students’ own 

experiences; 

• identifying the main problem in the story; 

• recognising and discussing the development of the 

characters; 

• interpreting and analysing characters’ feelings, 

relationships, and actions; 

• recognising and retelling events in sequence. 

When the Truck Got Stuck! 

• using prior knowledge to predict meaning and make 

sense of the text; 

• recognising the distinguishing features of narratives – 

introduction, problem, resolution, and conclusion; 

• recognising the problem and the steps in the problemsolving 

process; 

• recognising points of view in narratives; 

• identifying and discussing similarities and differences 

across texts. 

The Bad Dad List 

• comparing students’ experiences with those of the 

characters; 

• identifying the feelings of characters and noting how 

these feelings change; 

• recognising inferences; 

• clarifying the author’s intention. 

Beating the Drought 

• using prior knowledge to anticipate meaning and to 

make sense of the text; 

• recognising the distinguishing features of narratives – 

plot, characters, setting, and theme; 

• demonstrating comprehension by identifying answers 

in the text; 

• exploring the conventions of direct speech; 

• recognising the main idea and retelling the events of 

the story in order. 

The Big Race 

• recognising the first person point of view; 

• using graphic sources of information; 

• predicting probable outcomes; 

• identifying the use of figurative language, such as 

similes; 

• comparing texts on similar themes in different genres. 

The Bird in the Basket 

• recognising the form of traditional tales; 

• understanding that authors write in different ways 

for different purposes; 

• determining the author’s underlying message; 

• comparing traditional tales with other genres; 

• using text as a model for students’ own writing. 

Ducks Crossing 

• using prior knowledge to predict meaning and make 

sense of the text; 

• making judgments about the actions of characters; 

• identifying cause and effect in the storyline; 

• determining the author’s purpose in writing; 

• recording the responses of different characters to a 

problem; 

• determining similarities and differences in characters. 

I’m So Hungry and other plays 

• learning the conventions and language of drama; 

• practising creative interpretation; 

• rewriting text as narrative; 

• reading with pace and expression. 

Canoe Diary 

• clarifying the features and uses of the diary format; 

• making predictions using prior knowledge and clues 

from the cover of a book; 

• identifying the author’s purpose for writing; 

• distinguishing between fact and opinion; 

• using a diary to record information, feelings, 

and ideas. 

Cat Talk 

• relating what students read to their own experiences 

and observations; 

• distinguishing between fact and opinion; 

• recognising the features of non-fiction, especially the 

organisation of material; 

• using a text as a springboard to further research; 

• recognising the author’s purpose and point 

of view.

Escape! 

• recognising the distinguishing features of science 

fiction narrative; 

• analysing plot structure – problem, crisis, and 

resolution; 

• interpreting specialised vocabulary in context; 

• building an awareness of the relationship between 

oral and written language; 

• using text as a model for students’ own writing; 

• making judgments about characters from their actions. 

A Letter from Fish Bay 

• making predictions based on the text; 

• discussing the author’s intention; 

• retrieving and classifying information from a text; 

• studying open and closed questions; 

• exploring the format of a letter; 

• creating a time line from a text. 

Rainbows All Around 

• relating the content of a book to students’ own 

experiences; 

• identifying a problem and predicting outcomes; 

• exploring characterisation; 

• interpreting and analysing characters’ feelings and 

relationships; 

• discussing compound words; 

• studying similes; 

• reading and following instructions. 

Saving the Yellow Eye 

• exploring specialised vocabulary; 

• summarising important ideas; 

• exploring cause and effect; 

• using maps and graphs as sources of information; 

• using electronic media to research a topic. 

The Shapes of Water 

• locating and explaining keywords; 

• distinguishing fact from opinion; 

• following procedural text; 


• locating and researching new sources of information. 

The Sock Gobbler and other stories 

• identifying the imaginative, fantasy theme of a story; 

• exploring an author’s use of descriptive language; 

• recognising a story’s problem; 

• comparing and contrasting writing styles; 


Strange Creatures 

• discussing the features of the science fiction genre; 

• using text and picture clues as aids to prediction; 

• considering the consequences of characters’ actions; 

• looking at how the author has defined the main 

characters. 


• making links between students’ experiences and 

information in the book; 

• previewing photographs and text; 

• discussing the use of labelled diagrams; 

• using a glossary to clarify vocabulary; 

• identifying and summarising main ideas; 

• following procedural text. 

The Desert Run 

• using a diary to record information, feelings, and ideas; 

• using graphic aids, such as maps and graphs, to convey 

information; 



Down on the Ice 

• using graphic aids, such as maps and graphs, to convey 

information; 


• describing the mental images evoked by texts; 

• raising questions from information gathered; 


Measuring the Weather 

• assessing and building on students’ prior knowledge; 

• using the contents page, glossary, and index; 

• identifying the main points in a text; 

• discussing a text to generate further questions; 

• using electronic media for further research; 

• writing and following instructions. 

There’s No Place Like Home 

• establishing a purpose for reading; 

• interpreting scale diagrams; 

• discussing the mental images evoked by a text; 

• interpreting and using graphic information from a text; 

• raising questions from reading a text. 

What’s Cooking? 

• exploring language specific to the recipe book format; 

• reading and writing procedural text; 

• locating information using a contents page and an index; 


• summarising a piece of text using the main points. 

What’s Living at Your Place? 

• recognising and using different parts of a book to locate 

information; 

• understanding and using a glossary; 

• interpreting and using graphic information in a text, for 

example, life cycles; 

• summarising and presenting information in appropriate 

formats; 


11

12 

Greedy Cat and the 

Birthday Cake 

by Joy Cowley 

illustrated by Robyn Belton 

Book Summary 

Katie is making a chocolate cake for her mum’s 

birthday. Greedy Cat smells the chocolate and 

decides that he doesn’t want meat and he doesn’t 

want cat biscuits – he wants chocolate! 


• A well-known character 

• Similes – That cat stretches like a balloon; The 

lights on the stove blinked like red eyes 

• The humour in the illustrations, especially 

facial expressions 

• Possessive apostrophes – Mum’s, Katie’s, Dad’s 

• Compound words – birthday, baseball, bedroom, 

goldfish 

• Conventions of speech – quotation marks, 

exclamation marks, question marks 

• Evocative use of language – purr-fect; great, 

greedy gobble-guts 

Purpose 

Greedy Cat and the Birthday Cake can be used to 

introduce and reinforce the following skills: 

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S 

S 

S 

making connections between the text and 

students’ own experiences; 

identifying the main problem in the story; 

recognising and discussing the development of 

the characters; 

interpreting and analysing characters’ feelings, 

relationships, and actions; 

S recognising and retelling events in sequence. 


S Making connections between the text and 

students’ own experiences 

S 

Identifying the main problem in the story 


You could begin by discussing the experiences that 

the students have had at home with their own 

pets. You could record this as a map. 

– What kinds of pets do you have? What are their 

names? 

– Who has a cat at home? What does it do that you 

like/don’t like? 

Cover the title of the book and show the students 

the illustration. 

– Have you seen this cat before? Do you know what his 

name is? 

– What can you tell me about the expression on his 

face? 

Ask the students for words to describe the 

expression. 

– Whose birthday cake do you think this could be? Why 

do you think that? 

– What do you think is going to happen to the cake? 

Note the students’ predictions so they can be 

referred to later. 

Let the students look at the title page and read the 

back cover. 

– What do you learn about the story from this? 

(The cake was made by Katie. It is for her mum’s 

birthday. She hid the cake. The illustration tells us 

that Greedy Cat finds it at some point in the 

story.)


Ask the students to read the first chapter. 

– As you read, try to find out what Greedy Cat is 

thinking about all the time. Put a sticky note on the 

places that tell you this. 

When the students have finished this section, ask 

them to share their ideas about what’s on Greedy 

Cat’s mind. (“Chocolate! Chocolate!”) 

– What problem is Katie faced with in this story? (how 

to bake a cake and stop Greedy Cat from getting 

to it) 

– What “cat language” tells you he is trying to get 

Katie’s attention? (He yowled, he squealed, he 

rubbed against her legs, and he clawed at her 

jeans.) 

Now the students can read chapters 2 and 3 

independently. Ask them to predict: 

– Do you think Greedy Cat will eat the chocolate cake? 

While they read, they could continue to think 

about how Greedy Cat is feeling and what words 

tell them this. At the end of chapter 3, they could 

revisit their prediction. 

– Do you want to change your mind? Why? 

– What other words did you find that tell you how 

Greedy Cat is feeling? (“To Greedy Cat, it was the 

best smell in the world.”) 

When you feel confident that the students have a 

good understanding of the storyline, ask them to 

read to the end of the book independently. You 

could use the following purpose-setting questions. 

Write them up clearly for the students to refer to. 

– How did Katie feel about Greedy Cat finding the 

cake? (Katie yelled, cried, shouted, and called him 

names.) 

– Why did Katie think Greedy Cat was being such a 

pest? (“He doesn’t have his own birthday. Maybe 

that’s why he ate Mum’s cake.”) 

As the students finish reading, they could make 

brief notes on one of the purpose-setting questions. 

Give everyone the chance to discuss their ideas 

before the end of the session. 






S 

S 

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Recognising and discussing the development 

of the characters 

Interpreting and analysing characters’ feelings, 

relationships, and actions 

The feelings of some of the characters towards 

Greedy Cat change during the story. Look at the 

speech and actions of Katie, Mum, and Dad and 

discuss how they change from chapter to 

chapter. For example, in chapters 1, 2, and 4, 

Katie is annoyed with Greedy Cat, but in chapter 

5 she feels sorry for him. 

Ask the students to find the sentences or the 

illustrations that tell them how each character 

feels at each point. Record this so that they can 

see the process. 

Katie’s feelings: 

Chapter 1 – Annoyed 

Page 7 – Her face 

Page 8 – “Out you go!” 

Chapter 2 – Annoyed 

Page 12 – “What a pest!” 

Chapter 4 – Very upset 

Pages 21 and 22 – Katie crying 

Page 22 – “You’re a great, greedy gobble-guts!” 

Chapter 5 – Feeling sorry for Greedy Cat 

Page 26 – Katie laughing 

Page 27 – Katie smiling 

Page 27 – “Poor old Greedy Cat” 

Page 29 – Katie made him his own cake 

Try this process with the characters of Mum and 

Dad too. 

Recognising and retelling events in sequence 

Work with the students to retell the story in their 

own words. Help them to distinguish between the 

main events and the supporting details of the story. 

Write these up in separate categories as the 

students suggest them. Once they are happy with 

the order, they could record the sequence as a flow 

diagram, using the blackline master on page 60. 

13

14 

When the Truck 

Got Stuck! 

by Joy Cowley 

illustrated by Jenny Cooper 

Book Summary 

When an ice-cream truck gets stuck under the 

bridge on the Woodville road, the race is on. The 

driver has to get the truck “unstuck” before the ice 

cream melts. 


• The scene is set on the first page 

• The frequent use of direct speech to link events 

in the story 

• Similes – like rows of shining bugs; as stuck as a 

cork in a bottle 

• Descriptive language – thundering, squealing 

• The use of thought bubbles 

• The humour in the illustrations 

• Specialised vocabulary – engineer, welding torch, 

bridge span 

Purpose 

When the Truck Got Stuck! can be used to introduce 

and reinforce the following skills: 

S 

S 

S 

S 

S 

using prior knowledge to predict meaning and 


recognising the distinguishing features of 

narratives – introduction, problem, resolution, 

and conclusion; 

recognising the problem and the steps in the 

problem-solving process; 

recognising points of view in narratives; 

identifying and discussing similarities and 

differences across texts. 


S Using prior knowledge to predict meaning and 

make sense of the text 

S 

S 

Recognising the distinguishing features of 

narratives – introduction, problem, resolution, 

and conclusion 

Recognising the problem and the steps in the 

problem-solving process 


Discuss the title. 

– What does it mean? How can a truck get stuck? 

– Have you ever seen a truck or car that was 

stuck? What happened? How was the problem 

solved? 

Encourage the students to think about ways a 

truck might get stuck, what the setting might be, 

and how they would deal with the problem. Some 

answers might be: 

– A truck could get stuck in the mud. You would 

need a tow truck. 

– A truck could get stuck in the snow. The 

snowplough would help. 

– It could be stuck in traffic. You could call the 

police. 

Make a note of these suggestions to refer to later. 

Can the students tell what has happened from the 

cover or title page illustration or by looking at the 

back cover text? The expressions on the characters’ 

faces show that there is a problem of some kind. 

Discuss their expressions (puzzled, angry, happy, 

confused). Ask the students for words to describe 

their expressions and to predict what the characters 

might be saying or thinking.


Ask the students to read to the end of page 6. This 

introduces Antwan Cuff, sets the scene, and begins 

to introduce the problem. 

– Why do you think Antwan held his breath and waited? 

– What did he think was going to happen? 

– Do you think you can see the problem now? 

– What words on page six tell you there might be a 

problem? (low concrete bridge) 

Ask the students to update their prediction of what 

another problem might be. (The truck gets stuck 

under the low bridge and blocks traffic.) 

Now ask the students to read to the end of page 19. 

– As you read, think about how the writer introduces 

each new character and their suggestions to the truck 

driver. 

– Do you think any of these suggestions would work? 

Why/why not? 

– What would you suggest? 


good understanding of the theme, ask them to 




– What did the truck driver first think of Antwan? What 

words or actions tell you this? 

– When you’ve finished reading, go back and find one 

example. 

The driver was initially annoyed with Antwan. 

The students’ examples might be: 

– He didn’t want him to be there. (“Get lost, kid!” 

growled the driver.) 

– He thought he was a nuisance. (He put his hands on 

his hips and glared at Antwan.) 

Give every student the chance to finish reading the 

text and enjoy the humour together then reflect on 

the predictions that were made during the 

introduction of the text. Look at the cover again. 

– Now can you tell what the characters are saying and 

thinking? 

Driver: You will not cut the top off my truck! 

Engineer: I wish I was at home watching TV. 

Antwan: I know the answer! 






S 

Recognising points of view in narratives 

Each character in the story saw the problem from a 

different perspective and offered a different 

solution. With the group, list the characters from 

the story and their suggestions and then list the 

outcomes. Their suggestions might be: 

– The tanker driver pushed the truck and concrete fell 

down. 

– The tow truck driver pulled the truck and more 

concrete fell. 

– The engineer wanted to cut the top off the truck and 

got into an argument. 

– Antwan suggested letting air out of the tyres and the 

truck was able to drive out. 

S 

Identifying and discussing similarities and 

differences across texts 

Talk to the students about the problems and 

resolutions in other narratives they have read. You 

could suggest they read other Set A Skyrider titles, 

such as Ducks Crossing and Beating the Drought. 

– How are the features of other books similar to the 

book they have just read? 

The students could use the blackline master on 

page 61 to record the information on a retrieval 

chart under the headings – title, setting, problem, 

and resolution. You could model the first few 

entries for the group. 

15

16 


by Anna Kenna 

illustrated by David Elliot 

Book Summary 

Chloe’s dad has lost his job. Her mum has gone 

back to work, and Dad looks after Chloe and the 

family home. Unfortunately Dad forgets to do 

things, and Chloe compares him unfavourably 

with her mum. She starts to make a list of all the 

bad things he has done. 


• Personal narrative 

• The strong cover illustration 

• Theme many students will relate to 

• Descriptions of characters’ feelings 

• The list of Dad’s failings 

• Changes in typeface for effect 

• Mixture of direct and indirect speech 

• Deliberate gaps in the storyline to encourage 

the reader to make their own assumptions 

Purpose 

The Bad Dad List can be used to introduce and 


S 

S 

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comparing students’ experiences with those of 

the characters; 

identifying the feelings of characters and 

noting how these feelings change; 

recognising inferences; 

clarifying the author’s intention. 


S Comparing students’ experiences with those of 

the characters 

S 

Identifying the feelings of characters and 

noting how these feelings change 


Discuss a recent event where things haven’t gone 

the way a student wanted them to. 

– What happened? How did you feel? 

– Can you think of other words for these feelings? 

Make a list of the words the students use to 

describe their feelings. List similar feelings beside 

each other (angry, annoyed, furious, sad, 

unhappy, upset). 

– Who did you blame? What happened in the end? 

Look at the cover of the book. 

– What do you think has happened? How can you tell? 

– What do you think the title means? 

Discuss the title and illustration and ask the 

students to predict what might be on a “bad dad” 

list. Then read the text on the back cover with the 

group. This provides the setting for the story and 

outlines the beginning of the plot. 

– Was your prediction correct? 

– What do you think will be number six on the bad 

dad list? (They may predict that missing the bus 

will be number six.)


Ask the students to read the first chapter of the book. 

– As you read, think about how Chloe is feeling and which 

parts of the story tell you this. 

As the students read independently, encourage them 

to clarify the meaning of unknown vocabulary. 

When the students have finished the first chapter, 

discuss the purpose-setting question. Write up the 

students’ suggestions and allow the others time to 

respond to these. They could include: 

– Sometimes I feel like firing my dad! 

– … I don’t think he’s very good at it. 

– I was so angry, I bit my tongue. 

Ask the students to discuss how they would feel if 

they were Chloe. 

– Would you feel differently? If so, why? 

Ask the students to read to the end of the book 

independently. You could use the following 

purpose-setting question. Write it on the board for 

the students to refer to. 

– Find out what happened at the café. Why did it change 

the way Chloe felt about her father? 

As the students finish reading, they could write a 

brief answer to the purpose-setting question. The 

conversation in the café, where Chloe’s dad tells her 

how he really feels, is the turning point in the story. 

Make sure that everyone has the opportunity to 

comment on this. 






S 

S 

S 

Identifying the feelings of characters and noting 

how these feelings change 

Discuss how the feelings of Chloe and her dad 

change as the story unfolds. 

The students can use the blackline master on 

page 62 to record the changes in Chloe’s feelings on 

a graph. They could then make another graph 

showing Dad’s feelings and how they change 

throughout the story. 

Use the graphs to compare the feelings of both 

characters. Ask questions to encourage the students 

to think beyond what is stated in the story. For 

example: 

– How do you think Dad felt when he found Chloe’s list? 

– How do you think Chloe felt when she realised Dad 

had found her list? 

– Why do you think Dad wrote the good things he had 

done on the back of Chloe’s list? 

Recognising inferences 

Ask the group to read the text on page 27. 

– Does Chloe say she has eaten all the pie? What tells 

Dad she has eaten it? (the look on her face and the 

way she says “Whoops” and “Sorry”) 

The information about the pie is not given to Dad 

directly, but the reader can infer it from the 

conversation and the illustration. 

Discuss the students’ own experiences of 

recognising inference. 

Clarifying the author’s intention 

In parts of the story, the author has left the details 

of events to the reader’s imagination. Reread the 

end of chapter 3 and the beginning of chapter 4. 

– What do you think happened when Dad stopped 

the car? 

– Why do you think the author left out the details? 

Look at the beginning of chapter 7. 

– What do you think Chloe and Dad talked about before 

they stopped at the café? 

17

18 


by Diana Noonan 

illustrated by Jenny Cooper 

Book Summary 

In an effort to keep his prize pumpkin alive during 

the water restrictions, Grandpa carries the art of 

water recycling to an extreme, driving his family 

mad in the process. 


• The humour in the illustrations 

• The twist in the story on page 30 

• The use of inference – “That’s it,” said Mum, 

gazing at the television. “Everyone has to share 

the bathwater.” 

• Compound words – bathwater, wheelbarrow, 

everything, everyone 

• Contractions – that’s, we’re, can’t, there’ll 

• Verbs – groaned, switched, mumbled 

• Specialised vocabulary – drought, sprinkler 

Purpose 

Beating the Drought can be used to introduce and 


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using prior knowledge to anticipate meaning 

and to make sense of the text; 


narratives – plot, characters, setting, and 

theme; 

demonstrating comprehension by identifying 

answers in the text; 

exploring the conventions of direct speech; 

recognising the main idea and retelling the 

events of the story in order. 


S 

S 

S 

Using prior knowledge to anticipate meaning 

and to make sense of the text 

Recognising the distinguishing features of 

narratives – plot, characters, setting, and theme 

Demonstrating comprehension by identifying 

answers in the text 


Brainstorm, using a star diagram, to find out what 

the students already know about drought. Discuss 

their ideas and encourage them to reflect and to 

clarify their ideas by asking each other questions. 

– What do you mean by …? 

– Tell me more about … 

– Can you give me an example to show …? 

Show the group the title of the book but cover the 

illustration. 

– What do you think this title means? 

– How could you “beat” a drought? 

– What kind of story do you think this will be? 

Now show the whole cover and the title page. 

Help the students to think critically about the 

information on these pages and to predict a 

possible plot.


Ask the group to read the first chapter of the book. 

You could read the first sentence to motivate them. 

– As you read, think about why Mum has said that 

everyone has to share the bathwater. 

As the students read independently, note any 

difficulties they may be having and offer help where 

it is needed. Encourage the students to clarify the 

meanings of new vocabulary by asking you, marking 

the word with a sticky note and returning to it later, 

or using a dictionary. 

When the students have finished this section, you 

could quickly explore the main features of narrative 

writing shown in the chapter. 

– Who are the characters? (All the characters are 

introduced – the narrator, Mum, Grandpa, Pete, 

and Melanie.) 

– Can you recognise the main idea? (There is a drought 

and everyone will have to help to save water.) 

– Can you add supporting details? (Everyone will have 

to share bathwater. They can’t water the garden. 

You can be fined for wasting water. Grandpa needs 

water for his pumpkin patch.) 

– What is the setting? (The first chapter all takes place 

in the family home.) 

– Can you retell the main events of the chapter in 

sequence? 

You may wish to model an oral summary for the 

group and point out the features mentioned above. 

When you are confident that the students have a 

good understanding of the beginning of the 

storyline, encourage them to read the rest of the 

story independently. You could use one of the 

following purpose-setting questions: 

– What were some of the ways Grandpa collected water? 

– How did they manage to get the huge pumpkin into 

the wheelbarrow? 

– What made the boy change his mind about being 

hungry? 

As the students finish reading, they could make 

brief notes in answer to one of the purpose-setting 

questions. Give everyone the opportunity to share 

and discuss their ideas. 






S 

S 

Exploring the conventions of direct speech 

Model the format for writing direct speech on the 

board using a sentence from the book. For example: 

– “That’s it!” said Mum, gazing at the television. 

“Everyone has to share the bathwater.” 

Say what you are doing and explain why. 

– The exclamation mark takes the place of the comma 

here. 

– I leave a space between the full stop and the next 

set of quotation marks. 

– At the end of the sentence, the full stop comes before 

the set of quotation marks. 

Do another example co-operatively with the 

students and then give them a sentence to 

punctuate independently. 

Recognising the main idea and retelling the 

events of the story in order 

Encourage the students to place the main events of 

the story in order. Ask them to do this orally from 

memory and then to use the sentences below, 

which are reproduced out of sequence on the 

blackline master on page 63. 

• Mum heard the news about the drought on the 

television. 

• Grandpa collected used water from his family to 

put on his pumpkin plant. 

• Grandpa collected water from the neighbours 

and from others in the neighbourhood. 

• The notice about the garden show was in the 

supermarket window. 

• The pumpkin was loaded into the car. 

• Grandpa won a red ribbon for his pumpkin, 

even though there was a drought. 

• Mum used the prize pumpkin to make some soup. 

• She made tomato soup as well. 

When they have an order they are happy with, 

they could check this with the book. Ask them to 

think about the following questions: 

– Is there another order that works? 

–Can you think of a better order of events for this story? 

19

20 

The Big Race 

by Trevor Pye 

Book Summary 

Duck Lake Primary School has only eleven 

students, so it’s a problem choosing the best 

runner to represent the school in The Big Race. 

Trevor is picked because he has the longest legs in 

the school – but can he run? 


• Tall tale genre – an unlikely story 

• Speech and thought bubbles 

• Changes in typeface in the illustrations 

• The map of the race 

• The humour in the text and illustrations 

• Similes – as strong as an ox; legs like an antelope; 

a body like a beanpole 

• The information in the illustrations 

• The growing sense of exaggeration 

• The use of descriptive language – a fate worse 

than death; butterflies in my stomach 

Purpose 

The Big Race can be used to introduce and 


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recognising the first person point of view; 

using graphic sources of information; 

predicting probable outcomes; 

identifying the use of figurative language, such 

as similes; 

comparing texts on similar themes in different 

genres. 


S 

S 

S 

Recognising the first person point of view 

Using graphic sources of information 

Predicting probable outcomes 


Brainstorm all the kinds of races the students have 

been in – cross-country, track and field, interschool 

competitions, three-legged race, and so on. Discuss 

the vocabulary often associated with races (starting 

line, lanes, runners, track, training, starter). 

– What does the starter usually say to begin a race? 

(On your marks, get set, go!) 

Look at the cover of the book with the group. 

– What can you tell about the story from this? 

– What kind of race do you think it is? 

– Where does the story take place? 

– What do you think “a very tall tale” means? 

– What can you tell from the expression on the runner’s 

face? (cover and title page pictures) 

Based on the text and the illustration on the cover, 

ask the students to make predictions about what 

might happen in the story. Write these down to 

refer to later in the lesson. 

Before reading the text, show and discuss with the 

students the way the author has set out the book, 

using speech bubbles to give more information. 

They need to understand that the text and written 

speech work together.


Read the first chapter aloud to the group. Model 

reading the bubbles in the right sequence with 

pace and expression to add to the excitement. 

– Who is telling the story? How can you tell? (The 

author, Trevor Pye, is the narrator and the main 

character.) 

Explain that you can tell because he says “I” and 

“my” in the story and the principal says, “Pye it 

will have to be you.” 

– Why did the author write from that point of view? 

(It gives the impression that the author is talking 

directly to the reader, and so the reader feels 

closer to the events of the story.) 

– What do the illustrations tell you about the main 

character? (he’s worried and scared) 

– Why is that? 

– What is the author trying to do in the first chapter? 

(to get the reader interested, excited, and wanting 

to read on) 

When you are confident that the students have a 

good understanding of the beginning of the 

storyline, encourage them to read the rest of the 

story independently. You could use a purposesetting 

question, such as: 

– How does the author make you want to read the 

next part of the story? We can talk about this when 

you’ve finished. 

When the group has finished the story, ask them 

for feedback. Encourage the students to back up 

their predictions with reasons. 

– I thought it was scary in places because of all the 

things that happened to Trevor. 

– I thought it was funny. I liked the illustrations and 

the characters’ expressions. 

– It was exciting. I like the way the author keeps the 

story going. Just when you think it’s all right, 

something else terrible happens. 

The story is a good example of the use of suspense 

to keep the plot moving at a quick pace. Discuss 

how the narrator struggles from one disaster to 

another and just manages to escape each time. 

– How does that make you feel? 

– Do you think Trevor will want to take part in the race 

next year? 

– What makes you think that? 






S 

Identifying the use of figurative language, such 

as similes 

Look at page 9 of the story together. 

– Can you find a sentence that tells you that something 

is like something else? 

– Why does the author say “with legs like an antelope”? 

What does that mean? Why would it make Trevor feel 

worried? 

You could introduce the students to the term 

“simile” and give them other examples from pages 

10 and 47 (my body looked like a beanpole; he ran 

like the wind). 

– Look at the illustrations. Can you see what the author 

is saying by using these expressions? 

–Can you find another example of a simile on page nine? 

(as strong as an ox) 

Ask the students to write down some of their 

own similes using the illustrations in the book as 

starting points. 

S 

Comparing texts on similar themes in different 

genres 

Read The Desert Run by John Bonallack to the 

group or the class as an example of a race that 

really happened. Discuss the similarities and 

differences between the two texts. Focus on the 

authors’ intentions in writing the two books. 

– What things happened in The Big Race that couldn’t 

have happened in The Desert Run? 

Use the blackline master on page 64 to list the 

distinctive features of the two books. 

21

22 

The Bird in the 

Basket 

by Barbara Beveridge 

illustrated by Sheila Pearson 

Book Summary 

This story from Indonesia is about three poor but 

hard-working sisters. When the youngest sister 

discovers a magical bird it seems that their worries 

are over. Each morning, the bird fills a basket 

with rice – more than enough to meet their daily 

needs. However, when their mean uncle hears of 

this wonderful bird, he wants to have it for 

himself. 


• Traditional tale 

• Indonesian setting 

• Formal language 

• Stylised illustrations 

• The message in the story 

• Past forms of verbs – grew, flew, woke, ate, 

burst 

• Evocative use of language – Ke-ke-ko, kekeko 

Purpose 

The Bird in the Basket can be used to introduce and 


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recognising the form of traditional tales; 

understanding that authors write in different 

ways for different purposes; 

determining the author’s underlying message; 

comparing traditional tales with other genres; 

using text as a model for students’ own writing. 


S 

S 

S 

Recognising the form of traditional tales 

Understanding that authors write in different 

ways for different purposes 

Determining the author’s underlying message 


You may wish to read this story as part of a 

study of traditional tales. Give the students 

the opportunity to read a range of tales from 

different cultures so that they can contrast and 

compare them. 

Look at the cover and title page of the book 

together. 

– What kind of story is this? 

– What does “retold by” mean? 

Discuss the idea that in stories like this, the 

original author is usually unknown. The stories 

are often retold by different authors, each in their 

own particular way. 

– Barbara Beveridge has written the story in her own 

words. What other traditional or folk tales do you 

know? 

– Which parts of the world are they from? 

Show the students the covers of other books with 

a similar format, reinforcing the idea that the 

stories are retold. 

Find Indonesia on a map or globe and relate its 

position to other countries that the students know.


Ask the students to read the first chapter of the 

book. 

– As you read, think about how the author has 

introduced and described the characters and the 

setting for the story. 

Encourage the students to clarify the meaning of 

unfamiliar vocabulary by asking for help or by 

using a dictionary. When everyone has finished, 

discuss what the students have found that sets the 

scene for the story. For example: 

Characters 

There are three sisters. 

The youngest is called Little One. 

Their parents are dead. 

They are poor. 

Setting 

The story takes place in Indonesia. 

The girls live in a house near a lake. 

They have a garden. 

Ask the students to support their answers by using 

words or sentences from the text. Discuss the 

idea that this first chapter introduces some of the 

characters and describes where the story takes 

place. 

–The main part of the story is still to come. What do 

you think will happen next? 

– What part do you think the bird will play in the story? 


independently. You could use the following 

purpose-setting questions: 

– What is the author trying to tell us in this story? 

– Is there a message you can find? 

Discuss the idea of an underlying message in the 

text if you have not done so already as part of a 

wider study of folk tales. 

Students that finish first can reread and note down 

their answers to the purpose-setting questions. 

Discuss the idea of the message or moral of the 

story – something that the reader is meant to learn 

from. The students may suggest: 

–The girls were kind to the bird, so it rewarded them. 

– The uncle was greedy and got nothing. 

– Treat others kindly, and you will be treated kindly 

yourself. 






S 

Comparing traditional tales with other genres 

After sharing a range of folk tales and traditional 

tales, the students will come to recognise some 

common features of the genre. 

To help reinforce this, the students could use 

the Venn diagram on the blackline master on page 

65 to compare the features of non-fiction texts and 

traditional tales. Some of the features could be: 

Non-fiction: 

• gives the reader facts 

• often has photographs 

• talks about real things 

• can be written in chapters 

• sometimes has an index. 

Folk tale: 

• can start with “Once” or “Once upon a time” 

• often from another country 

• usually retold 

• often has good and wicked characters 

• can include magical events 

• has a problem to be solved 

• often has a message for the reader. 

Ask the students to give a verbal summary of their 

work. You may want to model this for them. This 

helps to reinforce the idea that authors write in 

different ways for different purposes. 

S 

Using text as a model for students’ own writing 

After the students have compared the 

traditional tale with other kinds of writing, they 

could use the features of traditional tales to write a 

folk tale of their own. It may help to look at 

another well-known traditional tale to reinforce 

these features. An example might be The Hare and 

the Tortoise. 

Ask the students to share their story with the 

group, summarising the plot and asking whether 

anyone thinks there is a message for the reader. 

23

24 


by Trevor Wilson 

illustrated by Philip Webb 

Book Summary 

This is the story of a family of ducks who are 

trying to cross a newly-built highway. The ducks 

finally succeed with the help of some concerned 

motorists. 


• The environmental theme 

• Repetition in the dialogue – “Stop the traffic!” 

shouted the crowd. 

• The descriptions of the city, the mayor, the 

chief of police 

• Verbs used as an alternative to “said” – shouted, 

yelled, cried 

• Challenging vocabulary – rattly, accident, 

secretary 

Purpose 

Ducks Crossing can be used to introduce and 


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using prior knowledge to predict meaning and 


making judgments about the actions of 

characters; 

identifying cause and effect in the storyline; 

determining the author’s purpose in writing; 

recording the responses of different characters 

to a problem; 

determining similarities and differences in 

characters. 


S Using prior knowledge to predict meaning and 

make sense of the text 

S 

S 

Making judgments about the actions of 

characters 

Identifying cause and effect in the storyline 


Ask the students to look at the cover of the book 

and discuss the setting. 

– Where do you think the story takes place? (There is 

a road. There are ducks, so there could be water 

nearby. It looks as though the road is in the 

countryside.) 

– Can you see a possible problem? (The ducks are on 

the road. There could be traffic.) 

– Why are the ducks walking on the road? (The 

ducklings are too young to fly.) 

Read the back cover text with the group. This is a 

good summary of the first two chapters, and it also 

outlines the beginning of the problem. Encourage 

the students to ask questions to clarify anything 

they are unsure of, for example, the position that a 

mayor holds. 

Ask the students for predictions about how the 

story will develop. 

– What do you think will happen to the ducks? 

– What kind of trouble might they cause for the mayor? 

Record these predictions so that they can be 

revisited later in the lesson.


Ask the students to read the first chapter. 

– As you read, think about the way the author has 

written about the mayor and the way the illustrator 

has drawn him. 

As the students read independently, note any 

difficulties they may be having and offer help 

where it is needed. Encourage them to clarify the 

meanings of new vocabulary by asking you, 

marking the word with a sticky note and coming 

back to it later, or using a dictionary. 

When everyone has finished reading, draw a large 

hat like Buck Handy’s. On the hat, write the 

students’ ideas about the mayor. They could 

include: 

– big man 

– wears a big hat 

– talks a lot 

– likes people to know what he has done 

– likes to feel important 

– doesn’t care about the ducks. 

Discuss the students’ ideas. 

– Have you ever met someone like this? 

– Have you ever acted like this character? 

– How does the picture on page four make you feel 

about Buck Handy? 

– Would you draw him any other way? Why? 


good understanding of the theme, ask them to 




– As you read, think about the character of the chief of 

police. How does the author describe him? How does 

the illustrator draw him? 

When the students have finished reading, they 

could go back and find the part of the story that 

tells them something about the chief of police. 

When you can see that every student has finished, 

discuss the outcome of the story with the group. 

– Why did the mayor change his mind about the 

ducks? 

– What was he worried about? Was it really the safety 

of the ducks? 

– Can you find the sentence on page twenty-four that 

tells you why he decided to stop the traffic? 






S 

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Determining the author’s purpose in writing 

Talk about why the author might have written this 

story. Suggestions could be: 

– So that we can enjoy reading it. 

– To make us laugh. 

– So that we can learn from it. 

Show the students some other examples of writing, 

such as a non-fiction book and an advertisement. 

Discuss why these may have been written. Now 

think of other reasons the author may have had for 

writing Ducks Crossing: 

– To make us think about looking after the 

environment. 

– To show what can happen if you try to be 

important all the time. 

Recording the responses of different characters 

to a problem 

– How do we know that someone is speaking? 

Look at each character’s exclamation and write 

them clearly, modelling the use of the different 

punctuation marks. 

– “Careful, careful!” said the old man. 

– “Stop the traffic!” shouted the crowd. 

– “No way!” shouted the chief. 

– “But they might be killed!” cried the little girl. 

– “What’s going on here?” he demanded. 

– “Get this on film,” said the reporter. 

Ask the students to read these with appropriate 

phrasing and intonation. 

Determining similarities and differences in 

characters 

Focus on the characters and actions of the mayor 

and the chief of police. Then draw the chief’s hat 

and write on it the students’ words or phrases that 

describe the chief. 

– How were the mayor and the chief of police the 

same/different? 


page 66 to combine the descriptions from the two 

hats in a Venn diagram. The diagram should show 

the similarities and differences. 

25

26 

I’m So Hungry and 

other plays 

Book Summary 

This collection of plays offers readers the choice of 

a range of situations and characters – from 

whodunnit to fantasy to just plain gross! There are 

four plays in the book – “The Bus Kids”, “Fishy”, 

“The Magic Wand”, and “I’m So Hungry”. 


• The inclusion of characters, a plot, and a 

setting in the plays (as in narratives) 

• Lists of characters 

• The conventions of written drama – italics for 

stage directions 

• The description of the “scene” 

• Two plays by the same author 

• The range of illustrative styles 

Purpose 

I’m So Hungry and other plays can be used to 


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S 

learning the conventions and language of 

drama; 

practising creative interpretation; 

rewriting text as narrative; 

reading with pace and expression. 


S Learning the conventions and language 

of drama 

S 

Practising creative interpretation 


Talk with the group about plays in general. Many 

of the students will have already experienced 

reading or acting in plays or going to the theatre. 

– Have any of you been in a play? What part did 

you have? 

– What was hard/enjoyable about it? 

– What is special about seeing a play? 

– How is it different from watching a movie? 

Explain that there are four plays in this book and 

that after they have read one of them together, 

they might like to perform one for the class or 

some other audience, such as a group of parents. 

Look at the cover of the book together and then let 

the students read through the list of contents on 

page 3. Suggest that they skim through the book 

and decide as a group on the play they would like 

to read together in the session.


When the group has decided which play they 

would like to read, have them find the title page 

for that play by using the contents page. Discuss 

the title, the list of characters, and the way the text 

is laid out. Explain that, in this session, the 

students will be reading all the parts but that in a 

performance, each actor usually takes one part. 

Look at the first page of text together and discuss 

the conventions of drama that may need some 

explanation. 

– There are no quotation marks to show that 

someone is speaking. 

– The names in bold type show characters when 

to speak. 

– The text under the heading “scene” shows how 

the play begins, where characters are on the set, 

and what props may be needed. 

– The words in italics are instructions for the 

actors. They are not to be read aloud. 

When the students have a grasp of the conventions 

you have been discussing, ask them to read the first 

few pages of the play themselves while you observe 

and assist individual students where necessary. 

Discuss the play so far. Clarify any questions the 

students may have about the conventions in the 

text. 

– What do you think of the play? Is it the same as 

reading a story to yourself? 

– Do you think you would like to perform this play for 

the rest of the class? 

Ask the students to read to the end of the play. 

You may wish to give a purpose-setting question 

or simply let the students read on and become 

more familiar with the play’s layout and 

conventions. 






S 

Rewriting text as narrative 

Ask the students to choose a section of the play 

and rewrite it as narrative. This will involve 

translating the conventions of drama to those of 

narrative text. 

– How will you show that someone is speaking? 

– What will you do with the directions in italics? 

The students can use the blackline master on page 

67 to record the two text formats. 

Choose several examples of the students’ work. 

First read the section from the play and then the 

rewritten narrative. 

– How are they different? How are they the same? 

– Could you act the play just as easily from the story you 

have written? Why not? 

Discuss the importance of the play’s layout and 

how it helps the actors to follow the plot, find their 

lines, and know when to carry out an action. 

S 

Reading with pace and expression 

In presenting a play for an audience, the students 

should understand the concept of “getting into 

character”. Ask each student to choose a character 

from the play and to find an illustration of him/her 

if there is one. 

– How do you think this character would talk? 

– Do you think they would move in a particular kind 

of way? 

Encourage the students to practise reading some of 

their characters’ lines with pace and expression. 

– Can you do the action in italics as well as speak the 

line that goes with it? 

The students can continue to read lines to each 

other in this way in preparation for doing a reading 

of the play together. They may wish to do a simple 

reading first and then combine this with movement 

and the use of basic props. 

Encourage the students to think creatively about 

how they could present difficult parts of the play. 

– How would you show Joe turning into a kangaroo? 

– How would you make this character look like a dog? 

27

28 

Canoe Diary 

by Nic Bishop 

Book Summary 

This recount of a canoe journey in the wild is 

presented in the form of a diary or notebook of 

the author’s observations. The author has used 

several ways of presenting facts and impressions 

about the plant and animal life he encounters 

along the way. 


• Information presented in a variety of ways – 

text, captions, photographs, sketches 

• The index of animals and plants 

• The diary format 

• Design features such as clipped-on 

photographs, ruled lines, spiral binding 

• Natural history vocabulary 

• The use of descriptive language – curious, 

protective, peaceful, magical 

• The combination of fact and opinion in the text 

• Bold type for links to the index 

Purpose 

Canoe Diary can be used to introduce and 


S 

S 

S 

S 

S 

clarifying the features and uses of the diary 

format; 

making predictions using prior knowledge and 

clues from the cover of a book; 

identifying the author’s purpose for writing; 

distinguishing between fact and opinion; 

using a diary to record information, feelings, 

and ideas. 


S Clarifying the features and uses of the diary 

format 

S 

S 

Making predictions using prior knowledge 

and clues from the cover of a book 

Identifying the author’s purpose for writing 


Brainstorm ideas, using a web or mind map, to 

find out what the students know about hiking or 

“being in the wild”. Some of the secondary 

headings they arrive at may include safety, food, 

equipment, or animals. 

Look at the cover of the book together and 

discuss the title. Clarify the concept of a diary. 

– What is a diary used for? Do you have a diary? 

– What do you think a “canoe diary” might be? 

– Why do you think the author has written this diary? 

Ask the students to use the illustrations on the cover 

and the information in the blurb on the back cover 

to predict what the setting might be and the kinds 

of things the author might write in his diary. Some 

predictions might be: 

– The canoe journey is on a river. 

– The author is interested in plants and animals so 

he might write about them. 

– The author has also taken the photographs.


This story has a range of vocabulary that the 

students may be unfamiliar with, for example: 

• descriptive language – curious, protective, 

peaceful, magical, lazily; 

• names – salamander, nymph. 

Depending on the ability of your group, you may 

wish to introduce some of these terms before the 

reading. 

Ask the students to read the first entry in the 

diary, July 21. 

– As you read, think about why it’s important to be well 

prepared when you go hiking or on a journey in the 

wild. 

After the students have read the entry, discuss 

their answers and ask how Nic and Vivien made 

sure they hadn’t forgotten anything important. 

– Show me the part that tells you this. 

– Is there anything you would add to this list? 

Now ask the students to read to the end of the 

entry for July 26. 

– As you read, think about the different ways the author 

has introduced each new animal. When you finish, 

look back and find the sentences or photographs that 

you found most interesting. 

They could use sticky notes to tag relevant places 

in the text. 

Allow the students to share the piece of text or 

photograph that they found fascinating, beginning 

with the less able readers in the group. Ask them 

to qualify their choices. 

– What did you like about this photograph? 

– Why did you find that part of the diary interesting? 

– What are some of the ways that the author tells you 

about the animals and plants he sees? (photographs, 

captions, sketches, descriptions) Show me one of 

these. 

Discuss these devices and how each one has been 

used in the book. Ask the students to discuss 

which they feel is most effective and why. 

The students can now read the rest of the book 

independently. 

– As you read, think about how the author describes 

what he sees and what he feels. 






S 

S 

Distinguishing between fact and opinion 

Discuss how the index in the book is set out and 

the use of alphabetical listing. Ask the students to 

use the index to locate an animal in the text. 

– Can you find out three things about this animal? 

Record the students’ findings as a star diagram. 

Discuss the way the author has written his diary. 

(It is a mixture of facts and statements about the 

way he thinks and feels.) 

– How can you tell when something is a fact? 

– How is a fact different from what someone thinks or 

feels? 

Look at the star diagram and discuss which of the 

statements are facts and which are opinions. For 

example, “Toads have sticky tongues” is a fact, but 

“Toads are beautiful creatures” is an opinion. 

Ask the students to scan the book for other 

examples of facts and opinions. They could use 

the blackline master on page 68 to record them for 

discussion. Ask them to justify their responses. 

Using a diary to record information, feelings, 

and ideas 

Discuss the features of the diary format. Have other 

examples of diaries to look at. 

– What kinds of things do you record in a diary? 

Emphasise that this depends on what the diary is 

for – notes from meetings during the day, the 

things you did in your holidays, your private 

thoughts and feelings, or, as in Canoe Diary, facts, 

feelings, and images to remind the author of an 

exciting experience. 

Model writing a class diary entry with the help 

of the students. An example might be: 

What: The visit to the school of a sporting 

celebrity 

When: Tuesday, August 10 

Why: So that we can remember it and others can 

read about it later on 

How: By recording the most important things that 

were said and including some of the photographs 

that were taken. 

29

30 

Cat Talk 

by Don Long 

illustrated by Judy Lambert 

Book Summary 

Cat Talk explains how cats communicate with one 

another and with people. The book describes a 

range of feline actions and gives the reasons 

behind them. 


• Headings and sub-headings 

• The use of parentheses to give additional 

information 

• Questions addressed to the reader 

• Illustrations that enhance the meaning of 

the text 

• Precise, descriptive language 

• The personal nature of the writing 

• Subtle humour 

• The “cat talk” in quotation marks 

Purpose 

Cat Talk can be used to introduce and reinforce 

the following skills: 

S 

S 

S 

S 

S 

relating what students read to their own 

experiences and observations; 

distinguishing between fact and opinion; 

recognising the features of non-fiction, 

especially the organisation of material; 

using a text as a springboard to further 

research; 

recognising the author’s purpose and point 

of view. 


S Relating what students read to their own 

experiences and observations 

S 

S 

Distinguishing between fact and opinion 

Recognising the features of non-fiction, 

especially the organisation of material 


Discuss the title and cover illustration. 

– Do cats really talk? 

Discuss the overall structure of the text and look at 

the chapter divisions. Then draw the students’ 

attention to pages 4, 7, 8, and 10 and talk about 

the use of sub-headings as well as chapter 

headings. 

– Why is the book set out in this way? 

Read the chapter headings and sub-headings. 

– What do you think you will learn about cats in this 

book? 

The students are likely to be enthusiastic about 

sharing their experiences of cats. You may need to 

limit this discussion!


Ask the students to read the first chapter, which is 

just one page, and to think about the concept of 

the book being a “dictionary”. 

– What do you expect to find in each of the chapters? 

Ask the students to read chapter 2. Encourage 

them to take note of the headings and 

sub-headings as they read. 

– How are the chapter headings and sub-headings 

related? 

Check comprehension by asking what they learnt 

about how cats use their heads and tails 

to “talk”. Discuss the author’s ideas about how 

humans should react to cats’ behaviour. 

Look at chapter 3, “Fighting Talk”. 

– How do the illustrations in this chapter help you 

understand what the author is writing about? 


independently. When they have finished, share 

their responses. 






S 

S 

S 

Recognising the features of non-fiction, 

especially the organisation of material 

With the students, build up a chart listing the 

features of non-fiction. This could be displayed on 

the classroom wall and added to as the students 

encounter other expository texts. Examples of such 

features could be: 

Non-fiction books: 

– often use headings and sub-headings 

– may have a glossary 

– often have diagrams or charts 

– often have photographs or detailed, accurate 

drawings. 

Using a text as a springboard to further 

research 

The students could research facts on how other 

animals communicate. Make a chart together from 

these facts to give the students experience in 

presenting information in forms other than 

narrative. Discuss the following questions in 

groups. 

– How would you put these facts into report form? 

– What headings and sub-headings would you use? 

– How would you make an interesting introduction? 

The students could prepare an oral report for 

another class on what they have learnt about cats. 

Remind the students to use headings and 

sub-headings to help them order their information. 

They can use the blackline master on page 69 to 

help them lay out their report. 

Recognising the author’s purpose and point 

of view 

– How does the author want you to feel about cats? 

How do you know? 

Ask the students to justify their views from the text 

and illustrations. 

– Have you read any other non-fiction books where the 

author talks straight to the reader? 

31

32 

Escape! 

by Pauline Cartwright 

illustrated by Lorenzo Van Der Lingen 

Book Summary 

Zimm and Tarek, space travellers on the starship 

Astra, are carrying out an important mission on a 

dark, dusty planet when they realise that they are 

not alone and are in serious danger. 


• Science fiction genre 

• Prologue 

• A plot that is often developed through dialogue 

• Different language structures used by the two 

main characters 

• Sci-fi vocabulary – force field, scanner, trillium, 

freeze-beams 

• Invented names – Tarek, Zimm, Andral, Quod 

• Illustrations in cartoon style 

Purpose 

Escape! can be used to introduce and reinforce the 

following skills: 

S 

S 

S 

S 

S 

S 


science fiction narrative; 

analysing plot structure – problem, crisis, and 

resolution; 

interpreting specialised vocabulary in context; 

building an awareness of the relationship 

between oral and written language; 

using text as a model for students’ own 

writing; 

making judgments about characters from 

their actions. 


S Recognising the distinguishing features of 

science fiction narrative 

S 

S 

Analysing plot structure – problem, crisis, and 

resolution 

Interpreting specialised vocabulary in context 


To activate the students’ prior knowledge and 

background experience in the science fiction 

genre, ask: 

– What science fiction stories or films have you read 

or seen? 

– How do you know that a story is science fiction? 

– What makes science fiction different from other 

stories? In what ways is it similar? 

Record responses on a Venn diagram showing 

similarities and differences. 

Show the cover of the book. To arouse the students’ 

interest, ask: 

– What do you think is happening here? 

– Who could be escaping? Why? 

–When you see this title and picture, what kinds of 

words or phrases come to mind? (danger, fear, 

bravery, enemies) 

Draw the students’ attention to the title, including 

the exclamation mark. 

– Why do you think the title is written like this? 

Read the text on the first page together. 

– What else can you see on the page? 

– Why do you think the page is set out like this?


Ask the students to read to the end of the first 

chapter. To focus their attention on the setting 

and the theme, ask: 

– How has the author set the scene? 

– What special words tell us this is science fiction? 

Record their responses on the board. Look at the 

end of the chapter on page 7. 

– How has the author gained your attention so that 

you want to read on? 

The students can now read to the end of chapter 4 

independently. Encourage them to focus on the 

way that Zimm uses contractions in her sentences 

and Tarek doesn’t with the following purposesetting 

questions: 

– See if you can find the ways that Zimm talks 

differently from Tarek. 

– What do you think is the reason for these differences? 

After the students have read this chapter, check on 

their responses to the purpose-setting questions. 

Then ask them to describe the crisis in the story 

and to predict how the author will solve it. 

Encourage interaction among the students – not 

all comments need be directed to you. 

The students can now read to the end of the story. 

Remind them to use the illustrations as an 

additional source of information. When the 

students have finished reading, ask them to 

compare their predictions about how the problem 

in the story would be resolved. 

Invite the students to look for words and 

expressions in the text that convey emotions, such 

as fear, anger, worry, or triumph. Ask them to 

also find examples of emotions conveyed in the 

illustrations. Encourage the less obvious examples: 

– Why is Zimm looking over her shoulder on page 

twenty-five? 






S 

S 

Building an awareness of the relationship 

between oral and written language 

Ask the students to find examples of 

contractions in Zimm’s language and write them 

as complete words. For example: 

“I’d hate to stay here forever” becomes “I would 

hate to stay here forever.” 

They could then make contractions from 

examples of Tarek’s words. For example: 

“There is a gap in the force field” becomes 

“There’s a gap in the force field.” 

Ask the students to read their sentences aloud, 

with and without contractions, and discuss the 

difference. 


Ask the students to work in pairs and write the 

chapter before chapter 1. They could do this as 

written text or in cartoon form, or they could 

retell the story from the Andrals’ point of view. 

S 

Making judgments about characters from 

their actions 

Explore how the author has portrayed the 

characters of Zimm and Tarek, focusing on 

actions and personality traits. 

– Which words or actions in chapter five tell you 

something about Zimm and Tarek as characters? 

The students could find their own examples in the 

text and use the blackline master on page 70 to 

record these for discussion with the group. 

33

34 


by Joy Cowley 

photographs by Terry Coles 

Book Summary 

In this book, author Joy Cowley answers a range 

of questions she is most often asked by her young 

readers. We are also treated to her delicious icecream 

recipe. 


• Biographical information in letter format 

• Examples of open and closed questions 

• Information in maps and captions 

• Procedural text in the recipe 

• Illustrations from the author’s books 

• Family photographs 

• Background illustrations 

Purpose 

A Letter from Fish Bay can be used to introduce 


S 

S 

S 

S 

S 

S 

making predictions based on the text; 

discussing the author’s intention; 

retrieving and classifying information from 

a text; 

studying open and closed questions; 

exploring the format of a letter; 

creating a time line from a text. 


S Making predictions based on the text 

S 

S 

Discussing the author’s intention 

Retrieving and classifying information from 

a text 


Ask the students if they have read any books by 

Joy Cowley. 

– Can you remember the names of the books? Which 

was your favourite? 

– Do you know what country Joy Cowley comes from? 

– What do you imagine Fish Bay is like? Why might it 

be called Fish Bay? 

Show the students the book and read the first part 

of the blurb on the back cover. 

– What do you think this book is going to be about? 

Read the second part of the blurb. 

– What kinds of questions do you think children most 

often ask Joy Cowley? 

List the questions on the board for later discussion. 

– Why do you think she has chosen to write the book in 

this way? Can you think of a better way to present 

the information? 

Look at the front cover and the first three pages of 

the book. Discuss the use of the envelope image 

and how this adds to the theme of the book. 

Ask the students to read page 4. 

– Why would Joy Cowley begin with the words 

“Dear friends”? 

– What does that tell you about the book? 

Discuss the map. 

–Why are there two maps of New Zealand on this page? 

– What does Joy Cowley mean when she says “It’s a 

long, long way from ice cream”?


Ask the students to read up to page 9, which begins 

to explain how the author spends her day. 

– Were there any surprises? 

– What did you find particularly interesting? 

– Does Joy Cowley remind you of anyone you know? 

The students can now read the rest of the chapter 

to complete the picture of the author’s day. 

Before the students read chapter 2, ask them to 

refer back to the list of predicted questions. 

– Do you want to make any changes? 

– Why do you think these are the most asked 

questions? 

– What would you like to ask? 

Record any additions or changes. 

Ask the students to read to the end of chapter 2. 

As they read, ask them to keep a note of 

interesting facts. When they have finished, ask 

them to scan their notes. Draw two columns on 

the board: “Important to know” and “Interesting”. 

Ask the students to think about the differences 

between information that is important and 

information that is simply interesting. Complete 

the chart together under the two headings. 

– Which things did you find interesting in the book? 

– Which things do you think are important for us to 

know? 



– Why has the author included a recipe for ice cream? 

(It is her favourite food.) 






S 

S 

S 

Studying open and closed questions 

Discuss the difference between open and closed 

questions. Closed questions only require a oneword 

answer, such as “yes” or “no”. Open questions 

provide the opportunity for interesting and detailed 

answers. 

Ask the students to go through the questions in 

the book and to categorise them as open or closed. 

– Choose one of the closed questions and rewrite it so it 

is an open question. What do you think Joy Cowley’s 

answer to this new question might be? 

Exploring the format of a letter 

A Letter from Fish Bay is an unusual combination of 

a letter and a chapter book. It has some of the 

hallmarks of the format of a letter as well as some 

book features (contents page, chapter headings, 

page numbers). Explore the book with the 

students and decide which are letter features and 

which are book features. 

Model the standard way of setting out a letter 

with an address and date, the body of the letter, 

and the closing section. Ask the students to write a 

letter to a friend or relative telling them what 

happens in a day at school. 

Creating a time line from a text 

The information about how Joy Cowley spends her 

day is written in narrative form. Another way of 

presenting these events would be as a time line. 

Ask the students to scan through chapter 2 and 

to note the main points, as opposed to the 

supporting detail. For example, on page 12, the 

first sentence is the main idea. The rest of the text 

is supporting detail. 


page 71 to create a time line for the day that the 

author outlines in chapter 2. 

35

36 


by Suzanne Hardin 

illustrated by Marjorie Scott 

Book Summary 

Jenny feels left out. Her friends have a new club, 

and she’s not invited. But Jenny has an idea – she 

makes friendship bracelets for everyone in the 

class. Now, nobody feels left out. 


• Similes – Autumn leaves floated down like 

snowflakes; They sounded like bees buzzing in 

a hive 

• Compound words – snowflakes, backpack, 

sunlight, teardrop, classmates, bedtime, rainbow 

• Descriptive language 

• Instructional language within the narrative 

• A sequence of steps, with diagrams 

• The use of direct speech 

Purpose 

Rainbows All Around can be used to introduce and 


S 

S 

S 

S 

S 

S 

S 

relating the content of a book to students’ 

own experiences; 

identifying a problem and predicting 

outcomes; 

exploring characterisation; 

interpreting and analysing characters’ feelings 

and relationships; 

discussing compound words; 

studying similes; 

reading and following instructions. 


S Relating the content of a book to students’ own 

experiences 

S 

S 

S 

Identifying a problem and predicting outcomes 

Exploring characterisation 

Interpreting and analysing characters’ feelings 

and relationships 

S 

Discussing compound words 


Before discussing the book, ask the students who 

they play with at playtime, walk home with, or 

catch the bus with. 

– Can you remember a time when you had no one to 

play with? 

– How did you feel? What did you do? How do you feel 

when you see someone else left out? 

Introduce the book and look at the cover and title 

together. 

– How would you describe this character? What is she 

sitting on? What is she wearing around her wrists and 

neck? 

–Look at the title. What do rainbows suggest to you? 

Can you predict what the story is going to be about? 

Accept contributions from the group and briefly 

discuss each other’s opinions. 

Write the compound word “bedtime” on the 

board. 

– What do you notice about this word? 

– Can you find a compound word on page three? 

– Do you know any other compound words?


Ask the students to read chapters 1 and 2. Set a 

purpose for the reading, such as: 

– When you’ve finished reading, consider how you 

would feel if you were Jenny and think of three things 

that you might do if you were in her situation. 

Discuss the students’ responses about Jenny 

feeling left out and what she might do. 

– What have we learnt about Jenny in the first two 

chapters? 

Write Jenny’s name as a heading. Record the 

students’ contributions on a chart as quick sketches 

or as a list, for example: 

Jenny 

– likes to makes things 

– buses to school 

– likes skipping. 

Ask the group to read the rest of the book 


– As you read, think about the new things that you 

have found out about Jenny. Make a list of them after 

you finish reading. 

Following the reading, you can use these 

questions to develop higher-order thinking skills: 

– How did you feel at the end of the story? 

– Do you think the story could have happened in real 

life? 

– Where do you think the writer got her ideas from? 

– Which part of the story did you like best? Discuss it 

with a partner. 

– How would you describe the relationship between 

Jenny and Erica? 

– What sort of person is Erica? Which parts of the text 

support your opinion? 

Revisit pages 24 and 25. Note with the students 

that Jenny was surprised. 

– What do these parts of the text tell you about Jenny 

as a person? What was going through her mind? 






S 

S 

Studying similes 

Refer the students to the cover of the book. 

– Why do you think the book is called Rainbows All 

Around? (A possible response might be because the 

threads of the wool are different colours.) 

– Can you find where the word “rainbow” or “rainbows” is 

used in the text? (pages 13 and 31) 

Discuss the example on page 13 and ask the 

students if they know the name for a phrase that 

refers to something being “like” something else. 

Introduce the term “simile” if they are not already 

familiar with it. Ask them to revisit the text to find 

other examples of similes (pages 3, 6, 8, and 13). 

Ask the students to make up their own simile 

about a rainbow. They could write and illustrate the 

simile. Make these into a rainbow book for others 

to read. 

Reading and following instructions 

Refer to page 14. Ask the students to find the part 

where Erica tells Jenny how to make the bracelet. 

Ask them to find the corresponding instructions 

and diagrams on the back page. Discuss why the 

instructions are brief and precise. 

The students could write instructions on how to 

make a bead necklace. Remind them of the need to 

have an accurate and clear set of steps. They could 

use the blackline master on page 72 to record the 

steps in the process. They could then try out their 

instructions on each other. 

37

38 

Saving the 

Yellow Eye 

by John Darby 

Book Summary 

The yellow-eyed penguin is the rarest penguin in 

the world. Scientist John Darby explains how he 

set out to study this endangered bird and to help 

recreate its endangered habitat. 


• The information in the photographs 

• The use of graphs 

• Fact files on penguins 

• The use of photo insets 

• Specialised vocabulary – habitat, extinct, 

endangered, hemisphere 

• The clear statement of the problem and 

solution 

• The use of maps 

Purpose 

Saving the Yellow Eye can be used to introduce and 


S 

S 

S 

S 

S 

exploring specialised vocabulary; 

summarising important ideas; 

exploring cause and effect; 

using maps and graphs as sources of 

information; 

using electronic media to research a topic. 


S Exploring specialised vocabulary 

S 

S 

S 

Summarising important ideas 

Exploring cause and effect 

Using maps and graphs as sources of 

information 


Discuss the concept of extinction and introduce some 

of the vocabulary that the students will meet in the 

book. 

– What does it mean when we say that an animal is 

endangered? 

– Can anyone name an endangered animal? 

– What do we mean when we say that an animal has 

become extinct? 

– Do you know the names of some extinct animals? 

Some students may suggest that dinosaurs have 

become extinct. 

Continue the discussion, looking at the reasons why 

some animals become endangered – changes to the 

environment, pollution, introduced predators, and 

disease. Try to introduce examples of local animals 

that are under threat. 

Discuss the cover of the book together. 

– What do you think a “yellow eye” is? 

– Do you know where this kind of bird is found? 

– Why do you think the book is called Saving the 

Yellow Eye?


Ask the students to read pages 4 to 7. This 

introduces the problem that John Darby has to 

deal with. You could ask the following purposesetting 

question: 

– How have people caused problems for the 

yellow eye? 

When the group has finished reading this section, 

discuss the question and the photographs on page 

6, which clearly show how the yellow-eyed 

penguins’ habitat has changed. 

– What do you think might happen if something isn’t 

done to help the yellow eye? 

– What could be done to help? 

Read the fact file on pages 8 and 9 together. Discuss 

the globe and make sure that the students understand 

the concept of the Southern Hemisphere. Discuss the 

comparison chart for the three kinds of penguin. Ask 

the students to reread the page and present as many 

facts as they can to the group, using both the text and 

the photographs. Do the descriptions in the text 

match the way the photographs are presented? 

The students can now read the rest of the story 

independently. As they read, be aware of any 

difficulties they may be having and offer help 

where it is needed. Encourage the students to use 

their dictionaries and to ask for word definitions 

where necessary. 

– As you read, think of the main steps that John Darby 

and other scientists took to solve the problem of the 

dying penguins. 

As the students finish, ask them to record on a 

time line the main steps taken to solve the problems 

facing the scientists. 






S 

S 

Using maps and graphs as sources of 

information 

In this book, maps and graphs are used to convey 

information to the reader. Revisit the pages that 

use these and discuss how the information has 

been presented. Model the graphs on the board as 

you discuss them. 

– Can you see why the dates are put along the bottom 

of the graphs? 

– Can you find three years on the bar graph on page 

thirteen where something unusual happened to the 

penguins? 

– About how many chicks born in 1981 were still alive 

when the graph was made? 

Ask the students to summarise what happened in 

1984. They can read pages 14 and 15 and then 

give a verbal summary to the group. Now look 

back at the graph on page 13. 

– Do you think the graph shows what the problem was? 

Encourage the students to create another graph 

to practise recording information in this way. You 

could suggest that they survey the other students 

in the class for birth dates and record these against 

the months of the year. They can use the blackline 

master on page 73 to do this. Follow up this 

activity by discussing the way the students have 

displayed the information and what it tells them 

about the distribution of birth dates. 

Using electronic media to research a topic 

Suggest that the students use the Internet to 

research the topics of endangered species and 

penguins. They could try the following address to 

begin with: www.penguin.net.nz 

You should preview any website before allowing 

the students access. They should be prepared to 

present further information to the rest of the group 

and explain how they did their research. 

39

40 


Book Summary 

This collection is on the theme of shapes and 

patterns in water, leaves, seeds, and fruit with 

examples of both expository and procedural texts. 


• Five articles on a theme 

• Contents page 

• Procedural text in the activities 

• Articles by the same author 

• Bold type for keywords 

• Simple science concepts 

• Specialised vocabulary – vein, droplet, pod, spine 

Purpose 

The Shapes of Water can be used to introduce and 


S 

S 

S 

S 

S 

locating and explaining keywords; 

distinguishing fact from opinion; 

following procedural text; 

using text as a model for students’ own writing; 

locating and researching new sources of 

information. 


S Locating and explaining keywords 

S 

S 

Distinguishing fact from opinion 



Write the word “water” on the board and ask the 

students to brainstorm where water is found and 

what we use it for. Look at the cover of the book 

together. 

– What do you think the title means? What shapes 

can you see on the cover? (droplets) 

– What other shapes can water have? 

Look at the title page. 

– What do we call water that looks like this? 

– What other shapes does water make when it gets 

really cold? (ice, snowflake, hailstone) 

List all the students’ suggestions on the board. 

Explain that the first article in this collection is 

about the different shapes of water. 

– Can you find the name of the article on the contents 

page?


Ask the students to read the first three pages of the 

first article. Write the following purpose-setting 

question on the board: 

– How does the author show when she is talking about 

a different shape of water? (bold type) 

When everyone has finished reading, ask the 

students to respond to the question. Encourage 

them to locate the keywords in bold type and to 

explain how each shape of water is formed. 

– Which shapes of water have been described so far? 

– Can you predict other shapes that might be 

mentioned next? 

When you feel that the students are confident 

about the first three pages, ask them to read to the 

end of the article independently. Ask them to 

consider how the author describes what she sees. 

– Is she always writing facts? 

– Can you find an example of a fact? 

When the students have finished reading the 

article, discuss the author’s use of both factual and 

descriptive language. 

– How does the author describe fog on page six? 

(spooky) 

– Can you find any other words like this that the author 

uses? (still, peaceful, spectacular, wonderful) 

Look at the photographs and ask the students for 

alternative words that could be used to describe 

these images. 

– Are these words fact or opinion? 

Encourage all of the students to participate. 

The students can now read the rest of the text 







S 

S 

S 


Discuss how procedural writing is set out on the 

page and the kinds of headings and devices that are 

often used, for example, “You will need …,” 

numbered steps, or illustrations alongside text to 

show the process. Set up the appropriate materials 

so that the students can try the activities in the 

book for themselves, following the steps together. 


Ask the students to write a set of instructions 

using the examples of procedural text for the 

activities in the book as a model. Set a topic for the 

students, such as how to make breakfast in bed for 

Mum or how to set up and play a particular game. 

They can use the blackline master on page 74 to 

record the steps in the process. Discuss their work, 

checking that the steps in the procedure are clear 

and in the right order. Encourage constructive 

criticism and co-operative rewriting to arrive at a 

clearer text. 

Locating and researching new sources of 

information 

In “The Shapes of Water” and “The Shapes of 

Leaves”, the author has given the reader a variety of 

facts about each topic, but there is room for more 

in-depth research at a number of levels. Ask the 

students to choose, from one of the articles, a 

statement that they would like to research further, 

for example, “During winter, the leaves on the 

ground rot away” or “Plants make their own food 

from water, air, and sunlight.” 

Encourage the students to use the class and school 

library and electronic media, such as CD-ROMs 

and the Internet. Ensure that each student is given 

the opportunity to present their finished work to 

the group at another session and to receive 

constructive criticism. 

41

42 

The Sock Gobbler 

and other stories 

Book Summary 

This is a collection of short stories with similar 

themes involving children inventing imaginary 

characters or situations to describe or explain 

events in their lives. “The Sock Gobbler” relates 

one boy’s attempt to discover just what happens 

to those missing socks. 


• Theme of imaginative invention 

• Each story told in one chapter 

• Variety of illustrative styles 

• Stories told from different points of view 

• Creative typography 

• Short passages of text on each page 

• Descriptive language – slimy, gurgled, draggled, 

slobbering, sweaty, browny-greeny 

Purpose 

The Sock Gobbler and other stories can be used to 


S 

S 

S 

S 

S 

identifying the imaginative, fantasy theme 

of a story; 

exploring an author’s use of descriptive 

language; 

recognising a story’s problem; 

comparing and contrasting writing styles; 



S Identifying the imaginative, fantasy theme 

of a story 

S 

S 

Exploring an author’s use of descriptive 

language 

Recognising a story’s problem 


Look at the cover of the book with the students. 

Read the title and explain that this is a collection 

of stories. 

– What kind of stories do you think they’ll be? How can 

you tell? 

– Do you think there is really such a thing as a sock 

gobbler? Where might you find it? 

Discuss the invented monsters and gremlins that 

they may associate with their households. 

– Why did you invent that monster? 

– What do you think really causes that gurgling noise/ 

makes that squeaky sound in the night? 

Now discuss the title of the book again. Do the 

students want to revise their prediction of what a 

“sock gobbler” might be? Talk about the frustration 

of trying to find a pair of clean socks in the laundry. 

Briefly discuss the kinds of words the author might 

use to describe the creature the students can see 

on the cover and title page. 

– What might it sound/look/smell like? 

Make a list that can be added to and compared 

with later findings.


Ask the students to read the first two pages of 

“The Sock Gobbler” to themselves. Check their 

comprehension of the text: 

– Why does Brent think the sock gobbler eats only one 

sock? 

– Why do you think Brent’s mum doesn’t believe him? 

– What do you suppose she thinks happens to the 

other socks? 

Encourage the students to verbalise the problem 

described in these first two pages and to find the 

reference to the solution that Brent proposes. 

Ask the students to read to the end of the story 

independently. You could provide a purposesetting 

question: 

– What interesting adjectives can we add to our list for 

the sock gobbler? 

They could mark them with a sticky note or 

write them down when they’ve finished reading. 

When the students have read this section, record 

the adjectives they have noted. Check these words 

against the original predictions they made about 

the sock gobbler’s appearance. List the words and 

phrases under the headings “looks like”, “smells 

like”, and “sounds like”. 

Focus on the imaginative theme of the story: 

– What kind of story is this? (a made-up story: 

something someone has imagined) 

– Could this ever be a true story? Why/why not? 

– Did Brent really find a sock gobbler? 

Ask the students to give reasons for their answers. 

To finish the lesson, you could read the poem on 

page 12 together. It deals in a lighthearted way 

with the problem that Brent faces in the story. 






S 

S 

S 

Comparing and contrasting writing styles 

Encourage the students to read the other stories in 

this thematic collection independently in class or 

at home. At a later time, the group could discuss 

the similarities and differences between the 

authors’ styles and how effective they feel these 

are. In “The Sock Gobbler”, the author has used a 

lot of descriptive language. In “The Real World”, 

the author describes the giant in just a few words. 

The students could also look at the different 

illustrative styles and discuss how well they work 

in the stories. Can they suggest an alternative style 

for any of the stories? 


Ask the students to read the story “Just One Thing”. 

When they have finished, they can use the 

blackline master on page 75 to write their version 

of the story Mrs Funnell would tell when she 

arrived at school on Tuesday in her astronaut suit. 

Exploring an author’s use of descriptive 

language 

List the words gurgling, gobbling, grimy, draggled, 

slimy, and SCHLOP as well as other descriptive 

words the students have noted or found 

interesting. Beside each word, write what the 

students think it means. Discuss the root word, 

where appropriate, and ask them to suggest how 

these words might be used in a sentence. 

Look at the word SCHLOP as an example of 

onomatopoeia. Ask the students to close their eyes 

and imagine what kind of action goes with that 

sound. 

– What does it make you think of? Is it a real word? 

Why is it there? 

Brainstorm other words that sound like the noise 

they are describing (plop, drip, snap, click). 

43

44 



illustrated by Lorenzo Van Der Lingen 

Book Summary 

Tarek and Zimm are intergalactic explorers from the 

starship Astra. Fresh from an adventure with the 

Andrals, they begin to explore a strange planet in 

the Terron star system. Zimm is excited because 

this planet looks a lot like Earth. 


• Science fiction genre 

• Sequel to Escape! 

• The style of the illustrations 

• The prologue and introduction to characters on 

page 3 

• Different language structures used by the two 


• Sci-fi vocabulary – shuttle, scanner, freeze-beam, 

sensors, Terron 

Purpose 

Strange Creatures can be used to introduce and 


S 

S 

S 

S 

discussing the features of the science fiction 

genre; 

using text and picture clues as aids to 

prediction; 

considering the consequences of characters’ 

actions; 

looking at how the author has defined the main 

characters. 


S Discussing the features of the science fiction 

genre 

S 

S 

Using text and picture clues as aids to 

prediction 

Considering the consequences of characters’ 

actions 


Activate the students’ prior knowledge and 

experience by discussing other examples of the 

science fiction genre, for example, comics, movies, 

and television programmes. If the students have 

already read Escape!, you could ask: 

– What did the two main characters look like? 

– What do you remember about the way they spoke? 

Look at the cover of the book together. 

– What things show you that this could be a science 

fiction story? (the lettering, the clothes on the 

person, the strange plants and animals) 

– What do you think the title might mean? 

– What strange creatures have you already read about 

or seen? 

– In what way were they strange? Can you describe 

them? 

–Do you recognise the person on this cover? (Zimm 

from Escape!) 

– What might the setting for the story be? 

Read the text on the back cover to the group. 

– What do you think “scanned” means? 

– Why do you think that was a rule? 

– What do you think “but it was too late!” tells you?


Preview the prologue on page 3 and discuss its 

purpose with the group. Let the students discuss 

the features of the two characters and the 

spaceships. 

– What is the difference between a shuttle and a 

starship? 

– How do you think Zimm is different from Tarek? 

Ask the students to read the first two chapters of 

the story, pages 4 to 12. 

– As you read, think about the way the author and 

illustrator have described and drawn the environment 

of the planet. 

When everyone has finished reading, ask the 

students for their ideas about the planet’s 

environment. 

– Can you show me the part of the story or the picture 

that makes you think that? 


independently. Suggest the following purposesetting 

questions. Write them on the board for the 

students to refer to. 

– In the next chapter, Zimm breaks a starship rule. 

How does this change the story? 

– What are some of the things she has to do to solve 

the problem? 

Encourage the students to think of the consequences 

of Zimm’s innocent action. To stimulate further 

prediction, you could also ask: 

– What are the creatures going to do? 

– How do you think the story will end? 

Record everyone’s predictions for discussion when 

the reading is complete. 

Discuss the students’ answers to the purposesetting 

questions and also the author’s portrayal of 

the strange characters. Ask the students: 

– Why do you think the author didn’t say who or what 

they were? 

–Why did they help Zimm and Tarek? How do you know? 

Ask them to use examples from the text to support 

their inferences. 






S 

Considering the consequences of characters’ 

actions 

Talk about classroom rules and why we have them. 

– What would happen if there were no rules about how 

we act in class? 

– What rules would you have if you were a crew 

member of the starship Astra? Why would you have 

them? 

Talk about the consequences of Zimm’s actions – 

what happened and how she handled the situation. 

– Do you think she did the right things? 

– What would you have done differently? 

– Did Zimm learn anything from her adventure on the 

planet? 

Ask the students to find evidence in the text that 

Zimm will act differently next time (page 32). 

S 

Looking at how the author has defined the 


Look at several examples of direct speech from the 

main characters. 

– What do you notice about the way Tarek speaks? 

How is it different from the way Zimm speaks? 

(Zimm uses contractions, Tarek does not.) 

The author has given Tarek speech that makes 

him sound logical rather than emotional. Give the 

students examples of direct speech from each 

character and have them “translate” it, putting 

contractions in Tarek’s speech or taking them out 

of Zimm’s speech. 

– Zimm says, “It’s too late. We’ve lost control.” How 

would Tarek say this? 

The author and illustrator have written about 

and drawn the two main characters in different 

ways. The students can use the blackline master 

on page 76 to list and explore the physical and 

behavioural characteristics of Zimm and Tarek, 

referring to the text to check their statements. 

45

46 


by Steve Miller 

Book Summary 

Whether they are big or small, all bridges are 

important – they “bridge the gap” and help us get 

to where we want to go. Bridge expert Steve Miller 

explores the topic of bridges with the help of a 

team of student engineers. 


• Factual information presented in a narrative 

style 

• Contents page, glossary, and index 


• Specialised vocabulary – span, truss, stringer 

• The bridge challenge in each chapter 

• The model for a scientific investigation 

• The varied layout – photographs, diagrams, 

fact files, different typefaces 

• Additional information in fact files 

• Background images to support meaning 

Purpose 

Bridging the Gap can be used to introduce and 


S 

S 

S 

S 

S 

S 

making links between students’ experiences 

and information in the book; 

previewing photographs and text; 

discussing the use of labelled diagrams; 

using a glossary to clarify vocabulary; 

identifying and summarising main ideas; 

following procedural text. 


S Making links between students’ experiences 

and information in the book 

S 

S 

Previewing photographs and text 

Discussing the use of labelled diagrams 

S 

Using a glossary to clarify vocabulary 


Discuss the title and the photograph on the cover. 

– What do you think this book is about? 

– What is “the gap”? 

Read the blurb on the back cover together to 

confirm predictions. 

– What kinds of bridges do you know about? 

– Are there any bridges near your house or our school? 

What do they look like? 

– What kinds of things go across bridges? 

Ask the students to preview the photographs. To 

encourage the students’ discussion, you may wish 

to ask questions, such as: 

– Where have you seen a bridge like this? 

– Do you know of a bridge that goes over a river, valley, 

road, or railway line? 

– What is the smallest/longest bridge you’ve seen? 

Choose several pages and ask the students to look 

at the way they are arranged in terms of text, 

photographs, and diagrams. Discuss how the 

layout can give you clues as to what the text is 

about.


Ask the students to turn to the contents page and 

read the chapter titles together. 

– Can you predict what each chapter might be about? 

The students can now read chapter 1 independently. 

You could ask them to think about the following 

things as they read: 

– What different kinds of bridges are going to be 

explored in this book? Find the part of the chapter 

that tells you this and be ready to share it with the 

group. 


the terms “beam”, “arch”, and “suspension”. Ask 

the students to predict the different shapes that 

these bridges will be and draw them for later 

reference. 

The students can now read chapter 2. Ask them 

to note the special bridge vocabulary that is 

mentioned in the chapter (“truss”, “pier”, “beam”) 

and to be prepared to define the terms. 

– Was our prediction about the shape of a beam 

bridge correct? 

–What other shapes are used with beam bridges? Why? 

Look at the three labelled diagrams in the chapter 

and discuss the way these are drawn. 

– Why has a diagram been used rather than a 

photograph? 

– Does the diagram tell you everything you need to 

know about the bridge? Where else would you look 

for information? 

Discuss the purpose of the fact files and bridge 

challenges. Encourage the students to look at 

these closely as they read the rest of the book 

independently. As they read, the students should 

note the words in bold type. Encourage the 

students to predict each definition before turning 

to the glossary to check. 






S 

S 

Identifying and summarising main ideas 

Each chapter in the book has its main ideas with 

additional information provided for interest and 

support. Look at chapter 2 together and note the 

main ideas. 

– Why is this a main idea? What would happen if this 

sentence were left out of the book? Would the 

chapter still make sense? 

– Can you find a sentence that adds to this main idea 

and makes it more interesting? 

Encourage the students to share and build on each 

other’s ideas. This could be played as a game, 

where you introduce each main idea as a phrase 

and ask the students to complete it. Let them 

know that there might be more than one right 

answer. You could use the phrases below as 

starting points: 

– People build bridges to … 

– In the book, the three main kinds of bridges 

are … 

– There are a lot of bridges in Venice because … 

– To make a bridge strong, you can … 

– Aqueducts are … 


Give the students the opportunity to work through 

a bridge challenge from the book (pages 15, 21, 

and 27). When they have finished, they could 

compare their results with those in the book. 

When the students have successfully completed 

one challenge, give them the opportunity to design 

and build their own bridge. They should: 

• define the task 

• list the materials 

• explain the steps in the procedure 

• write up the results. 

They could use the blackline master on page 77 as 

a template for their report. 

47

48 


by John Bonallack 

Book Summary 

John Bonallack and his son, Dan, take part in the 

“toughest running race on Earth!” This true 

account of their gruelling run through the Sahara 

Desert is in the form of a diary, with maps to 

show their progress day by day. 


• The diary format 

• The safety issues 

• Footnotes that provide additional information 


• Distances in parentheses 

• The day-by-day progress shown by the maps 

and the “dog tag” 

• Lists to summarise information 

• Place names – Casablanca, Ouarzazate, Sahara, 

Tazzarine, Rissani 

Purpose 

The Desert Run can be used to introduce and 


S 

S 

S 

S 

using a diary to record information, feelings, 

and ideas; 

using graphic aids, such as maps and graphs, 

to convey information; 




S Using a diary to record information, feelings, 

and ideas 

S 

S 

Using graphic aids, such as maps and graphs, 

to convey information 

Exploring specialised vocabulary 


Discuss the topic of long-distance running races 

with the group. Look through informational 

books on the Sahara and the surrounding region 

before using the text with the students. 

– Do you know what a really long running race is 

called? 

– Can you tell from the cover of the book where this 

story might take place? 

– Why would someone want to run in a place like 

that? How would they prepare for it? 

– What words would you use to describe the scene 

in the photographs on the cover and title page? 

– If you were taking part in this race, what kinds of 

things would you need to be careful about? (heat, 

getting lost, wild animals) 

Look through the list of equipment on page 4. 

Answer any questions the students may have 

about the items and what they are for. 

Discuss the map on page 6 and work out the 

route John and Dan took to get to the beginning 

of the race. Look briefly at the legend for the map 

as this also relates to the maps that begin each 

chapter.



book independently. 

– What problems and worries might John and Dan 

have had on their minds before they even got to the 

start of the race? 

When all the students have finished reading, 

encourage them to discuss the purpose-setting 

question together and to provide evidence from 

the text for their suggestions. Responses might 

include: 

– They might be worried about the heat in the day 

and the cold at night. 

– How would they be able to carry enough food 

and equipment? 

– What if they met snakes or scorpions? 

– What would happen if the race were too hard for 

them? 

Look at the beginning of chapter 2 together and 

read the explanation next to the “dog tag”. Ask the 

students to look at how the dog tag changes as the 

race progresses. 


independently. Encourage them to study the map 

at the beginning of each leg of the race before 

reading the text. This shows the section of the race 

ran that day and allows them to compare the length 

of each day’s run. 

– What kinds of things does the author say that makes 

you think that the race might be getting harder as 

time goes on? (“The running was hot and hard … 

I didn’t have the energy to run … I just kept going 

the best I could.”) 

– When does he start to think differently? (page 28) 


the author’s feelings about the race. 

–How did he feel as he was preparing for his adventure? 

– Why do you think the author felt so emotional on 

page twenty-four? 

– How did he feel at the end? (“I was happy to still be 

standing – happy just to have done it.”) 






S 

S 

Using a diary to record information, feelings, 

and ideas 

The students could compare this text with another 

account in diary form, such as Canoe Diary by 

Nic Bishop. 

List the diary features that are common in both 

texts, for example, dates in sequence. 

– Do both authors use their diaries to record the same 

kinds of things? (both record facts and feelings) 

S 

Using graphic aids, such as maps and graphs, 


The maps in this book play an important role in 

the way information is presented to the reader. 

Discuss the probable reasons for including them 

and making them such a prominent feature. 

Discuss the conventions commonly used in the 

presentation of maps, for example: 

• the use of a legend 

• the direction of north 

• the way a section can be presented in an enlarged 

form to show more detail. 

Ask the students to use the blackline master on 

page 78 to draw a map as a way of marking the 

different stages of a journey they have made. 



research either the marathon written about in the 

story (the Marathon des Sables) or the Sahara 

Desert and the surrounding region. The students 

should be prepared to present further information 

to the rest of the group explaining how they did 

the research. You should preview any website 

before allowing the students access. 

49

50 


by Rupert Alchin 

Book Summary 

This recount is taken from an interview with 

conservationist Rose Evans who spent three weeks 

in the Antarctic studying a hut built there by the 

famous British explorer, Robert Scott. The text 

includes some of the history of Scott’s expedition, 

an account of Rose’s preparations for her adventure, 

and descriptions of life on the ice and of the animals 

of the region. 


• The use of historic photographs 

• Additional information in captions 

• Dramatic photographs 


• Similes – like big green fridges joined by tubes; 

like diving down to the Titanic 

• The use of photographic backgrounds to give 

atmosphere 

• Specialised vocabulary – frostbite, wannagan, 

wilderness, blizzard, crevasse 

Purpose 

Down on the Ice can be used to introduce and 


S 

S 

S 

S 

S 

using graphic aids, such as maps and graphs, 

to convey information; 


describing the mental images evoked by texts; 

raising questions from information gathered; 



S Using graphic aids, such as maps and graphs, 


S 

Exploring specialised vocabulary 


You may wish to give your students the opportunity 

to look through a range of informational texts on 

Antarctica and its wildlife before introducing the 

book to them. This will allow you to discuss 

some of the vocabulary they will meet in the text 

and help to set the scene in terms of landscape 

and weather. 

Look at the cover of the book together and 

discuss the title. 

– What do you think this book could be about? 

– Where do you think the ice in the title might be? 

Read the blurb on the back cover to confirm or 

correct predictions. 

Find Antarctica on a map or globe and discuss its 

position in relation to other countries that the 

students are familiar with. 

–What kind of weather would you expect to find there? 

Would it be cold all the time? 

– What dangers might there be? 

Encourage the students to discuss their ideas.



book. You could ask them: 

– In what ways is information presented in this book? 

(captions, text, map, photographs, extract from a 

letter) 

– How do you think Rose Evans would have felt about 

going to Antarctica? 

– What kinds of things might she have been concerned 

about? 

The first chapter is longer than the others and 

includes historical information about Robert Scott. 

After the students have finished reading, encourage 

them to discuss this “story within a story” and how 

Scott and his men felt about the events they 

experienced. 

– How do the photographs help you to understand 

what it might have been like for Scott and his men? 

– How do you think things would have been different 

for explorers in those days? 

– What kind of equipment would they have used? How 

would it compare with the equipment of modern-day 

explorers? 

When you feel that the students have a sense of 

the isolation of Antarctica and understand any 

concepts or vocabulary they were unsure of, ask 

them to read the rest of the text independently. 

– As you read, think about the way Rose Evans 

describes her experiences. Use a sticky note to mark 

one description that you really like. 






S 

S 

Describing the mental images evoked by texts 

In the text, descriptive language and similes are 

used to create mental images in the mind of the 

reader. Reread the book together, looking for 

examples of this kind of language. For example: 

– It’s so cold down there, and you feel really 

tired all the time. 

– It’s a bit like following a giant hen around, 

pecking at the ice. 

– The buildings looked like big factories. 

– Going into the hut was like stepping back 

in time. 

– I looked like an 800-year-old racoon. 

Raising questions from information gathered 

The presence of people in a wilderness such as 

Antarctica raises questions about the effect of 

human activity on the environment. The students 

could discuss examples of ways that people have 

damaged the environment. Try to draw out 

examples that have occurred locally. 

Continue this discussion by looking at ways that 

the Antarctic environment could be endangered. 

Ask the students to justify their answers. They 

could set their arguments out under different 

categories, such as wildlife, the land, and 

important landmarks (such as Scott’s hut), and list 

possible effects on each of these. 

They could use the blackline master on page 

79 to summarise their ideas. 

S 



research Antarctica and Antarctic expeditions. They 

could try the following address to begin with: 

http://antarctica.computerworld.com 

51

52 

Measuring the 

Weather 

by Bill Gaynor 

Book Summary 

We can’t get away from the weather – it happens 

all around us, every day. Find out how 

meteorologists measure and forecast the weather. 


• The contents page, glossary, and index 

• Labelled photographs and diagrams 

• Background shapes and textures that support 

the theme 

• The procedural text in the students’ activities 

• The use of graphs 

• Specialised vocabulary – hurricane, vapour, 

climate, meteorologist 

• Additional information in fact boxes 

Purpose 

Measuring the Weather can be used to introduce 


S 

S 

S 

S 

S 

S 

assessing and building on students’ prior 

knowledge; 

using the contents page, glossary, and index; 

identifying the main points in a text; 

discussing a text to generate further questions; 

using electronic media for further research; 

writing and following instructions. 


S Assessing and building on students’ prior 

knowledge 

S 

S 

Using the contents page, glossary, and index 

Identifying the main points in a text 


Write the word “weather” in the middle of a chart. 

– What weather words do you know? Do you know 

what they mean? 

Write the students’ suggestions on the chart. 

– Where do you hear a lot of weather words? 

Discuss the kind of language the students might 

hear on a TV weather report. 

Discuss the front cover of the book. 

– What do you think the title means? How would you 

measure the weather? What kinds of things would 

you measure? 

– What’s happening in the photograph on the cover? 

– What are some storm words that you know? 

Read the blurb on the back cover together and 

discuss the information this gives the students. 

Continue to add vocabulary to the weather 

words chart. 

Check the students’ knowledge of the contents 

page and glossary by asking questions. For 

example: 

– Which chapter starts on page fourteen? 

– Where would you find out about “dry air”? 

– How could you find out the meaning of the word 

“equator”?


Ask the students to read chapter 1. As they read, 

they could think about answers to one or more of 

the following questions: 

– What are some of the “signs” people once used to 

forecast the weather? 

– What do meteorologists use now to forecast the 

weather? 

– What happens when the air around us changes? 

– Where does Earth’s weather happen? 


their responses to the questions. Explain that 

answering these questions in their own words will 

help them to find the main points in the chapter. 

The chapter titles also give clues to what some of 

the main points might be. 



– As you read the rest of the book, think about what 

the main points in each chapter are. 

When the students have finished reading the 

book, ask them to share what they felt were the 

main ideas in each chapter. Encourage them to 

share the main points in their own words rather 

than reading directly from the text. They may 

want to flick through the chapters and look at the 

photographs to jog their memories. During the 

discussion, ask the students to share how they 

decided what the main ideas were. 

Look at the index together. Ask questions that 

encourage the students to analyse how it is 

arranged. For example: 

– How are the words organised in this index? 

– Where would the word “twister” be placed? 

– What do the numbers on the right mean? 

– Where would you find information about 

meteorologists? 






S 

S 

Discussing a text to generate further questions 

When the students have read the whole book, 

skim through the text again to allow them to 

discuss the main points. 

Explain that you would like the students to 

develop a list of questions about the ideas 

discussed in the text. For example, in chapter 2: 

– How do green plants use sunlight to help them grow? 

– What is the liquid inside a thermometer? 

They could develop their list in pairs or as a 

group. Discuss the different sources the students 

could use to answer their questions 

Using electronic media for further research 

Students who show an interest in weather 

forecasting could be encouraged to visit the website 

mentioned in chapter 5. They could also visit: 

www.usatoday.com/weather/wteach.htm 

Encourage then to present their research in a 

format that is suitable for sharing with a group or 

the class. 

S 

Writing and following instructions 

Give the students the opportunity to follow the 

instructions for making one of the two weather 

instruments described in the “You Can Do It!” 

sections of the book – an anemometer and a rain 

gauge. 

Ask the students to write a set of instructions 

to explain how the instrument should be used. 

For example: 

1. Fill the rain gauge with water up to the first mark. 

2. Place the gauge in an open space, away from 

trees or buildings. Make sure that the gauge 

won’t blow over if it’s windy. 

3. Check the gauge once each day and repeat step one. 

4. Chart the information on a graph to show 

daily rainfall. 


page 80 to record their instructions. 

53

54 

There’s No Place 

Like Home 

by David Hill 

Book Summary 

Imagine this: scientists have predicted that a 

meteorite will hit Earth in 2020. It will cause a lot 

of damage. If this really were to happen, what 

could we do? Amateur astronomer David Hill 

explores the planets and moons of our solar 

system to discover if there’s anywhere else quite 

like Earth. 


• Fact files for each planet 

• Captioned photographs 

• The diagrams above the chapter headings 

• Comparison diagrams 

• The detail in the photographs 

• Specialised vocabulary – diameter, core, 

atmosphere, orbit 

• The example of scientific investigation 

• The contents page, glossary, and index 

• Background images to support the theme 

Purpose 

There’s No Place Like Home can be used to 


S 

S 

S 

S 

S 

establishing a purpose for reading; 

interpreting scale diagrams; 

discussing the mental images evoked by a text; 

interpreting and using graphic information 

from a text; 

raising questions from reading a text. 


S Establishing a purpose for reading 

S 

S 

Interpreting scale diagrams 

Discussing the mental images evoked by a text 


Look at the cover of the book together and discuss 

the title and the photograph. 

– How could this photograph have been taken? 

– In the title, what does the word “home” mean? 

Look at the back cover of the book and read the 

blurb. Discuss the problem that is outlined and 

ask the students to predict the solution the book 

will suggest. 

– What would make someone want to read this book? 

– What would you expect to find in this book? 

Suggest that the students set a purpose for reading 

the book. For example: 

– I want to know more about other planets. 

– I want to find out about space exploration. 

Record these so that the students can refer to 

them after the reading. 

Look at the contents page together and discuss 

the chapter headings. 

– What do you notice about the order of the planets 

in the chapters? 

Explain that the exploration of the planets in this 

book begins closest to the sun and works out to 

faraway Pluto.


Ask the students to read chapter 1, which sets the 

scene and outlines the problem to be solved. 

–What things do we need to survive on a planet? Find 

the place in the chapter that tells you this. 

Look at the heading for chapter 2 and discuss the 

diagram above it. (This appears in the next three 

chapters as well.) 

– Can you tell from this which are the inner planets? 

– What do you notice about the first four planets? 

Ask the students to read chapter 2 independently. 

– When you’ve finished reading, be prepared to 

describe what it’s like on the surface of one of the 

four planets. What kind of image does the author 

make you think about? 

As the students discuss the conditions on their 

chosen planet, clarify any difficult vocabulary and 

refer them to the glossary where appropriate. Also 

look at the fact files and comparison diagrams. 

– Why has the information been given like this? 

– Would it be easier to read if it were written like the 

rest of the text? 

Summarise the author’s findings from the “visits” 

to the inner planets. 

– Have we found any of the things that people need to 

survive? 

– What do you think the next chapter will be about? 

Ask the students to read the rest of the book 

independently. When they have finished, discuss 

the overall conclusions the author presents. 

– Can you think of any other ways to solve the 

problem? 






S 

S 

Interpreting and using graphic information from 

a text 

Look at the diagrams above the chapter headings in 

greater detail. 

– What information do we get from the diagrams? (the 

names of the planets in the chapters, the relative 

sizes of the planets, their order in the solar system) 

– What information isn’t shown in the diagrams? (the 

real distances between the planets) 

– How could we get an idea of the real distances 

between the planets? 

Suggest that the students use nine balls and a 

measuring tape to lay out a “solar system” in 

proportion. 

– Where will you get the information you need? 

(Fact files show the distances from the sun.) 

Help the students to work out a scale for the 

measurements. Compare their solar system with 

the diagram. 

– Why couldn’t it be shown with the correct 

measurements in the book? 

Raising questions from reading a text 

The students could discuss what else they want to 

know about the topics covered in the book. For 

example: 

– How do scientists know what the surface of a 

planet is like? 

– What other space probes have there been? What 

did they find out? 

– How long would it take to travel to Pluto? 

Discuss the best sources of information to answer 

the students’ questions. You could suggest that 

some of the students visit the website address for 

the Cassini space probe. 


page 81 to present their work. 

55

56 



Book Summary 

In this book, the students are the cooks. There are 

simple recipes for treats like coconut crispies, mini 

pizzas, and chocolate custard. Following the 

recipes will help students understand how heat 

cooks food in different ways. 


• Recipe book format 

• Specialised vocabulary – digest, convection, broil 

• Abbreviations – tsp., tbsp. 

• Photographic sequences 

• Step-by-step explanations 

• Additional information in “hot tips” boxes and 

bulleted lists 


• The humour in the chapter headings 

Purpose 

What’s Cooking? can be used to introduce and 


S 

S 

S 

S 

S 

exploring language specific to the recipe book 

format; 

reading and writing procedural text; 

locating information using a contents page and 

an index; 

using text as a model for students’ own writing; 

summarising a piece of text using the main 

points. 


S Exploring language specific to the recipe book 

format 

S 

S 

Reading and writing procedural text 

Locating information using a contents page 

and an index 


Look at the cover of the book together and discuss 

the title and the photograph. 

– Can you predict what this book will be about? 


discuss whether this additional information allows 

the students to make a more accurate prediction. 

Ask the students if they ever help with the cooking 

at home. 

– Do you enjoy cooking? 

– Do you have a favourite recipe? 

Encourage the students to share their experiences. 

Write any specific cooking vocabulary on the 

board and continue to add to the list throughout 

the lesson. 

Look at the contents page and discuss whether the 

chapter headings offer clues to the book’s content. 

– How else could you find out if a word or topic is in 

the book? 

Preview and discuss the use of the index and its 

layout and features.



– Can you find three different ways that food cooks? 

Ask them to mark the places with sticky notes. 


and clarify “convection”, “conduction”, and 

“radiation”. Ask the students to make links between 

these processes and how they have seen food 

cooked at home. 

Preview chapter 2 and clarify any of the sub-headings. 

– What do you notice about the instructions on 

page thirteen? 

– Why are there numbers beside each step of 

the recipe? 

– What would happen if you didn’t follow the steps in 

order? 

Ask the students to read the chapter independently. 

They could note one new safety tip they have learnt 

from the chapter to share when everyone has 

finished reading. 

Check comprehension by asking the students for an 

oral retelling of the steps in the recipe. Encourage 

the use of language such as “first” and “next”. 

– Did you tell the steps in the correct order? 

– Did you leave out any of the steps? 

– What were the safety tips for this recipe? 

Ask the students to read the rest of the book 

independently. Set some purpose-setting 

questions, such as: 

– What did you notice that was the same about each 

chapter? 

– Did that help you to read and understand more 

easily? 






S 

S 


Suggest that each student contributes their 

favourite recipe for a class recipe book. They can 

use the text in the book as a model for writing and 

setting out their recipes. Encourage: 

– the use of appropriate abbreviations 

– numbered, step-by-step explanations 

– correct terms from the list you have compiled. 

The students could set out the recipes using the 

blackline master on page 82 and publish the book 

to share with friends and family. 

Summarising a piece of text using the main 

points 

In the book, information is summarised in labelled 

diagrams and bulleted lists. Discuss these and then 

ask the students to chose a chapter and reread it. 

Ask them to mark the main points in the running 

text and come back to these for discussion. 

– How would you summarise the important parts of 

this chapter? 

– Could you use a diagram? Why/why not? 

57

58 

What’s Living at 

Your Place? 

by Bruce Chapman 

Book Summary 

If your house is warm and dry you could have all 

kinds of creatures as “house guests”. In this book, 

entomologist Bruce Chapman tells us about some 

of these unwelcome creatures and why they like to 

come and live with us. 


• The regular structure of each chapter 

• The introduction and poem 

• Specialised vocabulary – pupa, abdomen, moult 

• Life cycle diagrams 

• Labelled diagrams of the creatures 

• Photographs with captions 

• Detailed, freeze-frame photographs 

• Background images that support the theme 

Purpose 

What’s Living at Your Place? can be used to 


S 

S 

S 

S 

S 

recognising and using different parts of a book 

to locate information; 

understanding and using a glossary; 

interpreting and using graphic information in a 

text, for example, life cycles; 

summarising and presenting information in 

appropriate formats; 



S Recognising and using different parts of a book 

to locate information 

S 

S 

Understanding and using a glossary 

Interpreting and using graphic information in 

a text, for example, life cycles 


Look at the cover of the book and discuss the 

title and photograph. 

– What do you think the title of the book means? 

– What kind of insect is this? What is it about to do? 


discuss the idea of sharing your home with 

“house guests”. 

– What do you think is meant by “unwelcome 

visitors”? 

– Can you think of any creatures that you wouldn’t 

want living at your house? 

Encourage the students to share their experiences 

of having pests, such as insects or mice. 

– How did you know they were there? How did you 

feel about that? 

– How did you get rid of them? 

Look at the contents page and discuss the 

chapter headings. 

– Can you tell what each chapter will be about? 

Ask the students for predictions and record these 

for later discussion. 

Read the introduction and the poem as a group. 

Ask the students to identify and name the insects 

in the poem and illustration.


Look through chapter 1 together and discuss the 

different ways that information is presented, for 

example, life cycles, labelled diagrams, and 

bulleted lists. Ask the students to read the chapter 


– Make a note of any words you need meanings for. 


the vocabulary they had difficulty with. 

–Did anyone notice the words in bold letters? (egg case) 

– Why are they written like that? 

– How could we find the meanings for those words? 

Turn to the contents page and point out the glossary. 

– Find the glossary in the book and look up “egg case”. 


Ask the following purpose-setting question: 

– As you read, look for ways that this chapter is like the 

first one. 

After the reading, discuss the way the chapters 

have the same structure and headings. 

– Can you find a life cycle diagram in this chapter? 

Discuss the way the diagram works – the arrows, 

labels, numerals, and illustrations. 

– Can you find a labelled diagram? How is it different 

from the life cycle? 


independently. When they have finished reading, 

discuss their earlier predictions about the content 

of the chapters. 

– How accurate were your predictions? 

– Were you surprised by anything? 






S 

S 

Summarising and presenting information in 

appropriate formats 

This book uses diagrams and bulleted lists to 

present information in a concise way. Revisit the 

two diagram formats to discuss the different ways 

that the information is presented and how you 

“read” the diagrams. 

Ask the students to choose one similar aspect 

of the creatures in the book, for example, 

preferred habitats. They can then summarise the 

information in a format that is easy to understand. 

They could use the blackline master on page 83 to 

record their work. 

When they have completed the task, ask the 

students to share their work and discuss possible 

improvements. 


The chapter format of the book offers a model 

that the students could follow in their own 

writing. Suggest that they choose one of the 

creatures mentioned in the text on page 30 and 

research and write an additional chapter for the 

book based on the following format: 

– Introduction 

– Physical features 

– Life cycle 

– Habitat and habits 

– Pest control. 

59

60 

Name 

Greedy Cat and 

the Birthday Cake 

What are the main events in the story? Write them in order on the flow diagram. 

From Greedy Cat and the Birthday Cake by Joy Cowley 

Text copyright © Joy Cowley 1999 

Illustrations copyright © Robyn Belton 1999 

This sheet can be copied freely for classroom use. 

It must not be copied for an entire school or school system.

Name 

When the Truck 

Got Stuck! 

Fill in the chart for When the Truck Got Stuck! Now choose another book and fill in the 

second part of the chart. How are the books different? 

Resolution Problem Setting 

Title: When the Truck Got Stuck! Title: 

From When the Truck Got Stuck! by Joy Cowley 


Illustrations copyright © Jenny Cooper 1999 

Resolution Problem Setting 


It must not be copied for an entire school or school system. 

61

62 

Name 


How do Chloe’s feeling change in the book? Write them down on the graph. 

Really 

angry 

Happy 

1. 2. 3. 4. 5. 

From The Bad Dad List by Anna Kenna 

Text copyright © Anna Kenna 1999 

Illustrations copyright © David Elliot 1999 

Events in the story 



Name 


Can you put the main events from the story in order? Share 

your work with a partner. Do you need to change the order? 

✄ 

Grandpa won a red ribbon for his pumpkin, even though there was a drought. 

She made tomato soup as well. 

Grandpa collected water from the neighbours and from others in the neighbourhood. 

The pumpkin was loaded into the car from the wheelbarrow. 

The notice about the garden show was in the supermarket window. 

Mum used the prize pumpkin to make some soup. 

Mum heard the news about the drought on the television. 

Grandpa collected used water from his family to put on his pumpkin plant. 

From Beating the Drought by Diana Noonan 

Text copyright © Diana Noonan 1999 

Illustrations copyright © Jenny Cooper 1999 



63

64 

Name 

The Big Race 

What things happened in The Big Race that 

couldn’t have happened in The Desert Run? Explain why. 

1. 

2. 

3. 

Event 

From The Big Race by Trevor Pye 

Text and illustrations copyright © Trevor Pye 1999 

Why it couldn’t happen 



Name 

The Bird in the Basket 

How are folk tales different from non-fiction books? 

How are they the same? 

From The Bird in the Basket by Barbara Beveridge 

Text copyright © Barbara Beveridge 1999 

Illustrations copyright © Sheila Pearson 1999 

Folk tales 

Non-fiction 



65

66 

Name 


How are the mayor and the chief of police the same? How are they different? 

From Ducks Crossing by Trevor Wilson 

Text copyright © Trevor Wilson 1999 

Illustrations copyright © Philip Webb 1999 

Mayor 

Chief of police 



Name 

I’m So Hungry 

and other plays 

Choose a section of the play. Write it as a story. 

This is the part of the play I chose: 

This is how I rewrote it: 

From I’m So Hungry and other plays 

Copyright details available on request. 



67

68 

Name 

Canoe Diary 

Find examples of facts and opinions in the book. 

These are facts This is why 

These are opinions This is why 

From Canoe Diary by Nic Bishop 

Text and photographs copyright © Nic Bishop 1999 



Name 

Cat Talk 

Write a short report on what you have learnt about cats. 

Heading 

Sub-heading 

Sub-heading 

From Cat Talk by Don Long 

Text copyright © Don Long 1999 

Illustrations copyright © Judy Lambert 1999 



69

70 

Name 

Escape! 

Find words or actions in the text that tell you about the characters of Zimm and Tarek. 

Zimm 

Tarek 

From Escape! by Pauline Cartwright 

Text copyright © Pauline Cartwright 1999 

Illustrations copyright © Lorenzo Van Der Lingen 1999 

Words or actions What they tell you 

Words or actions What they tell you 



Name 


What does Joy Cowley do on a normal day? Read chapter 2 and fill in the time line. 

Morning 

From A Letter from Fish Bay by Joy Cowley 


Photographs copyright © Terry Coles 2000 

Evening 



71

72 

Name 


Write instructions for making a bead necklace. Read them to a partner. Do you need to 

add any more steps? 

Step 1 

Step 2 

Step 3 

Step 4 

Step 5 

Step 6 

From Rainbows All Around by Suzanne Hardin 

Text copyright © Suzanne Hardin 1999 

Illustrations copyright © Marjorie Scott 1999 



Number of children 

Name 

Saving the Yellow Eye 

Find out about the birthdays in your class. Make a list of dates. Record the information 

on the graph. 

9 

8 

7 

6 

5 

4 

3 

2 

1 

Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec 

From Saving the Yellow Eye by John Darby 

Text copyright © John Darby 1999 


Months of the year 



73

74 

Name 


Choose an activity from the book. Write the steps for it in the correct order. 

Activity: 

Steps 

1. 

2. 

3. 

4. 

From The Shapes of Water 




Name 

The Sock Gobbler 

and other stories 

What story would Mrs Funnell tell when she arrived at school on Tuesday wearing her 

astronaut suit? 

From The Sock Gobbler and other stories 


Mrs Funnell’s story 



75

76 

Name 


How have the author and illustrator described and drawn Zimm and Tarek? 

Looks like Acts like 

From Strange Creatures by Pauline Cartwright 


Illustrations copyright © Lorenzo Van Der Lingen 1999 

ZIMM 

Talks like 

Looks like Acts like 

TAREK 

Talks like 



Name 


Design and build your own model bridge. Write a report to share with others. 

Task: 

Materials: 

Steps: 

Results: 

From Bridging the Gap by Steve Miller 

Text copyright © Steve Miller 2000 




77

78 

Name 


Look at the maps in the book. Draw your own map to show a journey you have made. 

Legend 

From The Desert Run by John Bonallack 

Text copyright © John Bonallack 1999 




Name 


How could the environment of Antarctica be damaged? Give reasons for your answers. 

This is what I think 

From Down on the Ice by Rupert Alchin 

Text copyright © Rupert Alchin 1999 


This is my reason 



79

80 

Name 

Measuring the Weather 

Write a set of instructions for using an anemometer or a rain gauge. Share your work 

with a partner. Do you need to add any more steps? 

Instructions for using 

1. 

2. 

3. 

4. 

5. 

From Measuring the Weather by Bill Gaynor 

Text copyright © Learning Media Limited 2000 




Name 

There’s No Place 

Like Home 

Think of two questions that are not answered in the book. Where will you look for this 

information? 

Question 1 

? 

Question 2 

? 

Source 

Source 

From There’s No Place Like Home by David Hill 

Text copyright © David Hill 2000 


Answer 

Answer 



81

82 

Name 


Choose your favourite treat. Write a recipe for it. Ask a partner to check your work. 

My recipe for 

Ingredients: 

Step 1. Step 2. 

Step 3. Step 4. 

From What’s Cooking? by Pauline Cartwright 





Name 

What’s Living 

at Your Place? 

Choose your topic from the book. Write a summary of the main points. 

Main points 

• 

• 

• 

• 

• 

From What’s Living at Your Place? by Bruce Chapman 

Text copyright © Bruce Chapman 2000 


Summary 



83

Acknowledgments 

Learning Media wishes to thank the following people for their contribution to the Skyrider programme: 

• Dr Jane Seibert, Billye Baird, Roberta Kirshbaum, and James Boucher for reviewing and trialling manuscripts and 

for sharing their invaluable teaching expertise 

• Diane Gramigna, Eyvonne Ryan, Jean Dalton, Barbara Flores, Corinne Adams, Kristin Fenix, Nancy Haugen, Jennifer 

Lane, Deborah Sockol, Pat Wilson, and Minnie Phillips for reviewing and trialling manuscripts 

• The teachers and advisers who helped to write the lesson plans for each of the four levels: Melanie Winthrop, Liz 

Durkin, Kath Delahunty, Mary Wootton, Jo Carter, Vicki Hartestonge, Lee Baker, Lynn Burrell, Lorraine McDonald, 

Brenda Strang, Margaret Hayes, and Gaye Falconer 

• The teachers and students who gave us invaluable feedback on the students’ titles 

Published 2000 by Learning Media Limited, 

Box 3293, Wellington 6001, New Zealand 

Website: www.learningmedia.co.nz 

Text copyright © Learning Media Limited 2000 

All rights reserved. Enquiries should be made to the publisher. 

For a list of our other international distributors, 

visit our website: www.learningmedia.co.nz 

10 9 8 7 6 5 4 3 2 1 

Printed in New Zealand

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