Guided Reading Handbook Ruby to Sapphire by Collins

The Footballing Frog Book band: Ruby A humorous fantasy story about a modern-day prince who loves football and what happens when he loses his football to a frog asking him to keep three promises.

Skills focus • 2a Give/explain the meaning of words in context • 2b Retrieve and record information/identify key details from fiction and non-fiction

• 2e Predict what might happen from details stated and implied • Reading aloud with fluency and expression

Guided reading session Skills focus

You will need

• 2b Retrieve and record information/identify key details from fiction and non-fiction • 2e Predict what might happen from details stated and implied • Reading aloud with fluency and expression

• Multiple copies of Collins Big Cat The Footballing Frog • Reading Journals • Large copy of Generic resource sheet: Role on the wall

Tune in

Fast finishers

Encourage children to read the title and explore the front and back covers of the book.

Begin to build a group Role on the wall resource sheet for Prince Chuck. Write about his appearance and his actions around the outside. Then put his likes and dislikes, and what sort of a person he is, on the inside.

Ask: • What does ‘a humorous fantasy story’ mean? (It is going to be funny and not realistic.) • Have you read any other stories where a character has had to make promises? • What do you think might happen in this story? Invite children to turn to page 2 and tell them that you are going to read the first page aloud as they follow the story in their own books. Explain that you are going to read fluently, in phrases, as this helps comprehension. Read page 2. Ask children to discuss with their Reading Partners what we have learnt about the prince so far.

Heads together Ask children to reread the first page fluently and in phrases, and then continue reading to page 11 independently in preparation for a ‘Who knows best?’ quiz. Remind them that even if they are whisper or silent reading, it is still important to use the punctuation and read fluently as it helps with comprehension. Move around the group and ask them to ‘turn up the volume’ as you listen to each of them read. Comment on their use of phrasing and expression.

51864_p001_520.indb 18

Wrap up Split the group into two teams for a ‘Who knows best?’ quiz. Award 2 points for a correct answer, 1 point for a bonus: A. Tell me three things Prince Chuck liked doing. (for example, living in the palace, jousting, having servants, playing football) B. Tell me three things Prince Chuck disliked doing. (for example, being a prince, royal banquets, opening bridges and roads) A. Where did the first football go? (in the moat) B. What happened to the first football after it had gone under the bridge? (It was bitten by a fish with sharp teeth and sank.) A. Where did the second football go? (into town) B. What happened to the second football after it had knocked over the vegetables and landed in the milk? (The boys hid it.) A. Why did the queen give Prince Chuck a third football? (She didn’t like to see him unhappy.) B. How do you think Prince Chuck felt when he knew that he wouldn’t get another football until his birthday? (He knew he had to be careful.)

05/12/2017 18:55

Big Cat Guided Reading Handbook: Ruby to Sapphire Ask: Now you have met Prince Chuck, and knowing that the title is The Footballing Frog, what do you think might happen in the story? Discuss your ideas with your Reading Partner.

Take feedback. Establish children’s understanding of the focus of the session. Ask: How does reading in phrases, with fluency and expression, help you to understand what you are reading?

Independent reading sessions Skills focus

You will need

• 2b Retrieve and record information/identify key details from fiction and non-fiction • 2e Predict what might happen from details stated and implied • Reading aloud with fluency and expression

• Multiple copies of Collins Big Cat The Footballing Frog • Reading Journals • Partly completed Generic resource sheet: Role on the wall • Generic resource sheet: Book talk

You are reading The Footballing Frog. With your Reading Partner, read pages 12 to 17 with ﬂuency and expression. Answer the following questions in your Reading Journal. • Name three places the football rolled before it landed in the lily pond. • Why does Prince Chuck say “It’s not fair!”? • What three things does the frog want Prince Chuck to promise to do? • What impression do you get of Prince Chuck from this chapter? As a group, add some new information to your Generic resource sheet: Role on the wall, based on Prince Chuck’s actions in this chapter.

51864_p001_520.indb 19

05/12/2017 18:55

Big Cat Guided Reading Handbook: Ruby to Sapphire

You are reading The Footballing Frog. On your own, read Chapter 4 silently. Answer the following questions in your Reading Journal. • What did the king say when he found out that Prince Chuck had made a promise to share his food with the frog? • How do you think Prince Chuck feels about sharing his food and his bed with the frog? • What did Prince Chuck say he definitely would not do? • What do you predict will happen next? Will he keep his third promise? What do you think will happen if he does… or if he doesn’t? Compare answers with your Reading Partner. You are reading The Footballing Frog. With your group, read Chapters 5 and 6 on pages 23 to 31. Take turns to read a paragraph at a time and remember to read fluently and with expression. Ask the teacher: Discuss the events of the story so far and write four “Ask the teacher” questions, two from each chapter. In your Reading Journal, update your prediction based on the events in these two chapters. Will the Princess play football? Will her team beat the Prince? Will they get married and live happily ever after? You are reading The Footballing Frog. With your Reading Partner, share your predictions and read the final two chapters of the story and the magazine interview at the end (pages 32 to 47). Take turns to read a paragraph at a time and remember to read fluently and with expression. Discuss the story and check your predictions. Discuss your opinions of the book. What did you like and dislike? Do you have any questions? Do the stories remind you of any other stories you have read or other experiences you may have had? Complete your Generic resource sheet: Book talk.

51864_p001_520.indb 20

05/12/2017 18:55

Big Cat Guided Reading Handbook: Ruby to Sapphire

Vocabulary boost session Skills focus

You will need

• 2a Give/explain the meaning of words in context

• Multiple copies of Collins Big Cat The Footballing Frog • Resource sheet: Vocabulary boost for The Footballing Frog

Vocabulary table Focus word Brief explanation Example sentence

Definition

defiantly

strongly; bravely

Defiantly, she refused to hand over her money to the bullies.

To act defiantly is to stand up against something you don’t agree with.

presented

gave

The teacher presented her class with When something is presented to a new pet hamster. someone it is handed to them.

condition

rule

Dad would take them to the fair on the condition that he didn’t have to go on any rides.

A condition is an understanding that something will happen.

eventually

at last

Eventually, after a very long journey, they arrived at Grandma’s house.

When something occurs eventually, it happens after all.

popular

well-liked by everyone

The name Tom had become very popular.

If something is popular, everyone is happy with it.

Tune in Discuss children’s responses to the book, referring to their updated Role on the wall resource sheets, their Book talk resource sheets and their Reading Journals. Tell children they are now going to look at some of the words the author uses. Tell them authors choose words carefully to make the meaning clear. Ask children to turn to page 39. Read the last chapter aloud to the group, modelling how to use punctuation and expression to bring the characters to life. Briefly explain the focus words as you read them. Write up the focus words and go through the Vocabulary boost process, using the information in the table above to help you. Then give children a definition for the word.

51864_p001_520.indb 21

Challenge children to work with their Reading Partner to use each of the words in a spoken sentence.

Heads together Ask children to work with their Reading Partners. Give each child a copy of Resource sheet: Vocabulary boost for The Footballing Frog, asking them to write the correct word in each space. Remind them to reread the whole passage to check that it makes sense.

Wrap up Choral reading: Read the whole passage on the resource sheet together. Monitor children’s understanding of the focus words. Ask the group to choose one of the words as their word of the week. Challenge them to use the word as often as they can, both at school and at home.

05/12/2017 18:55

The World’s First Women Doctors Book band: Sapphire Step back in time to find out about how two determined women struggled to become the first female doctors in a man’s world.

Skills focus • 2a Give/explain the meaning of words in context • 2b Retrieve and record information/identify key details from fiction and non-fiction

• 2f Identify/explain how information/narrative content is related and contributes to meaning as a whole • Monitoring understanding

Vocabulary boost session Skills focus

You will need

• 2a Give/explain the meaning of words in context • Monitoring understanding

• Multiple copies of Collins Big Cat The World’s First Women Doctors • Reading Journals • Resource sheet: Vocabulary boost for The World’s First Women Doctors

Vocabulary table Focus word or phrase

Brief explanation

Example sentence

Definition

caused disease

made people ill

The drinking of dirty water has caused disease in Africa.

If something causes diseases, it makes you ill.

equally likely

have the same chance

Sam and I are equally likely to pass our exams.

If something is equally likely, it has the same chance of happening.

shared the same wanted to achieve goal the same thing

Anna and I share the same goal: If you share a goal with someone, we both want to be vets when you have the same ambition in life. we grow up.

unthinkable

couldn’t imagine it happening

I love snakes, but having a pet If something is unthinkable, you snake of my own is unthinkable. would not believe it could happen.

inscriptions

writing

The old building had lots of inscriptions on the wall.

Tune in Introduce the book by discussing the role of a doctor and ask if anyone has ever met a woman doctor. Read the title and the blurb and tell them that, had they been born 200 years ago, they would never have seen a woman doctor. Tell children that the focus of this lesson is on some of the words and phrases the author has used. Ask them to turn to page 2. Read pages 2 to 5 aloud to children as they follow in their books. Briefly explain the meaning of each focus word or phrase as you read. Display the focus words and phrases and go through the Vocabulary boost process, elaborating on the meaning of each word or phrase by using it in a sentence and then giving

374

51864_p001_520.indb 374

An inscription is a written label or message on something.

children a definition. Challenge children, working with their Reading Partner, to use each focus word in a spoken sentence.

Heads together Ask children to work with their Reading Partners. Give each pair a copy of Resource sheet: Vocabulary boost for The World’s First Women Doctors, asking them to read it through first to get the context, and then write the focus words or phrases into the appropriate gaps. They should reread it to check it makes sense.

Wrap up Monitor children’s understanding of the focus words by discussing the passage on the resource sheet.

05/12/2017 18:55

Big Cat Guided Reading Handbook: Ruby to Sapphire

Independent reading sessions Skills focus

You will need

• 2a Give/explain the meaning of words in context • 2b Retrieve and record information/identify key details from fiction and non-fiction • Monitoring understanding

• Multiple copies of Collins Big Cat The World’s First Women Doctors • Reading Journals • Generic resource sheet: Spot the features • Timer

You are reading The World’s First Women Doctors. Fill in sections 1 and 2 of Generic resource sheet: Spot the features. With your Reading Partner, discuss what you have already learnt about the ﬁrst two women doctors and then read pages 6 to 15, taking turns to read a paragraph, a fact box or a label each. Look closely at the photographs and illustrations. Answer these questions in your Reading Journal: • In the 1800s, women could only work as nurses or midwives. True or false? • Elizabeth Blackwell moved to Australia when she was eleven. True or false? • Read the lists on page 10. Do you think this is fair? Why? Why not? • Why did Elizabeth Blackwell decide to become a doctor? • What did Newson Garrett say when Elizabeth told him she wanted to study medicine?

You are reading The World’s First Women Doctors. Skim through the book and ﬁll in Section 3 on Generic resource sheet: Spot the features. Add any features that do not appear on the sheet. Read pages 16 to 23 with your Reading Partner, taking turns to read a paragraph or a caption each. Test each other on the information by asking three questions each. Remind each other to ﬁnd the answers in the text.

51864_p001_520.indb 375

375

05/12/2017 18:55

Big Cat Guided Reading Handbook: Ruby to Sapphire

You are reading The World’s First Women Doctors. On your own, read pages 24 to 30, rereading if the meaning is not clear. Discuss the information with your Reading Partner. Debate this statement with your group, taking turns to contribute to the discussion and remembering to ﬁnd evidence in the text to support your comments: The ﬁrst women doctors were treated unfairly.

You are reading The World’s First Women Doctors. With your Reading Partner, decide who will read pages 31 to 34 and who will read pages 35 to 37. Play Just a minute. Take turns to set a timer for one minute and feedback to your partner on the information you have read. Discuss the similarities and differences between the two women.

You are reading The World’s First Women Doctors. With your Reading Partner, read pages 38 to 45 and answer these questions in your Reading Journal: • Why did Blackwell open her own medical school? • Why was it important for women to take the same courses and exams as men? • Who was the third registered female doctor in Britain? • What was Florence Nightingale famous for? • What does “Prevention is better than Cure” mean?

376

51864_p001_520.indb 376

05/12/2017 18:55

Big Cat Guided Reading Handbook: Ruby to Sapphire

Guided reading session Skills focus

You will need

• 2b Retrieve and record information/identify key details from fiction and non-fiction • 2f Identify/explain how information/narrative content is related and contributes to meaning as a whole • Monitoring understanding

• Multiple copies of Collins Big Cat The World’s First Women Doctors • Reading Journals • Completed copies of Generic resource sheet: Spot the features

Tune in

Fast finishers

Tell children you are going to read the final chapters. Then discuss how the information is presented in the book and how the different elements help to make the meaning clear.

Using their Spot the features resource sheets, ask children to revisit the text as a whole and consider how each element is related and how these features contribute to meaning.

Read page 46 to children as they follow in their books, modelling reading in phrases to enable understanding.

Wrap up

Ask: Why do you think the author has chosen to include the graph? (It is a visual representation of the information. It has more impact, as it shows the line going up steeply.)

Heads together Ask children to reread page 46 independently, and continue reading to the bottom of page 51. They should then study the information on pages 54 and 55. Move around the group and encourage them to ‘turn up the volume’ as you listen to each of them read.

Establish children’s understanding of the focus of the session. Invite children to look at their Spot the features resource sheet and ask: • Why do you think the author has included all these elements: headings, photographs, drawings, tables, graphs, timelines, and so on? (for example, headings signal what you are going to learn about, which makes it easier to find the information you are interested in; images help to make meaning clear, take away the need to describe everything and can have more impact than text; tables summarise information) Discuss how the various elements within the book have helped them to gain an understanding of what life was like for the first women doctors.

Extension activities You will need • Multiple copies of Collins Big Cat The World’s First Women Doctors • Reading Journals Choose either Elizabeth Blackwell or Elizabeth Garrett Anderson and make a fact file about their life and their achievements. Are there any professions today that don’t allow women? Are there any professions that you think may have more men than women, or the other way round?

51864_p001_520.indb 377

Make a table to explore this: Profession

Men Women More men, more women or the same?

doctor

✓

same

footballer

✓

more men

primary school teacher

✓

more women

Elizabeth Blackwell and Elizabeth Garrett Anderson followed their dreams to become doctors. Imagine you could be anything you wanted to be, from an Astronaut to a Zookeeper. In 50 words, write about what you would like to be when you are older and why.

377

05/12/2017 18:55