Category Archives: Reading

Reading Lesson Friday 25.02.22

First… Scan the text and make some predictions. Discuss these in your groups explaining your predictions.

Next… After we have made and shared our predictions it is time to read and see what we find out!

In your group, try out different ways of reading the text.

Click this link to download the text: Brain Text- Reciprocal Steps

You might try…

  • Each person reads silently to themselves
  • Read quietly with a partner in your group
  • Taking turns to read out loud to the group
  • Choral reading all together

Then… Discuss each of these ways to read the text.

  • What was helpful? Why?
  • What were the challenges? Why?
  • Which do you think was the most effective way to read, that allowed all group members to be able to read and understand the text?

Friday 29/10/21 – Reading

Hello 3/4s,

Today you will be doing your reading lesson with your teacher in your small group.

Don’t forget to do your independent reading – you might even like to write a reading response in your book and upload it to OneNote to share with your teacher so that they know what you have been reading and thinking about!

You will be reading through the script from last week: Why Koala Has A Stumpy Tail

You will also be given a new script to work on for next week: Totally Super Squad

Thursday 28/10/21 – Reading

Learning Goal: I can make thoughtful predictions about a text.

First, look at this image of the book cover and make a prediction about what you think this book is about.                                                           When making your prediction look at:

  • The words
  • The title
  • Illustrations
  • Any  text to text, or text to world connections you may already have on what you can see.

Write down: 

I predict this text is about …. because I can see that there is ….

My prior knowledge make me think this story will be all about …. because…

Next, read the book below ‘Big Red Kangaroo’ by Claire Saxby

Then, answer the following questions providing evidence from the text.

  • Who is in Red’s mob?
  • What does Red do to warn the young male kangaroo when he comes close to Red’s mob?
  • Which predator does Red need to be wary of and why?
  • Why does Red challenge the other kangaroo and how does he do this?

Finally, answer the following questions.

  • Was your prediction about the book accurate? Provide evidence from the text.
  • What is something new that you now understand about how kangaroo’s behave?
  • How might this new information change predictions you make in the future?

Don’t forget to do some personal reading for 20 minutes.

Upload to OneNote your prediction and the answers to your questions.

Monday 25/10/21 – Reading

Learning Goal: I can expand my vocabulary.

First, click on the link to read the passage from ‘Donovan’s Word Jar’ by Monalisa De Gross. You can also listen to it.

A passage from Donovan’s Word Jar-converted (1)

Next, Good readers have a great vocabulary, which means they know and understand the meaning of lots of different words.

Choose 3 words from the text that are new, unusual or different to you.

Write the words down, and what you think each one means.

Then, look up what each word means in a dictionary, and write down its meaning.

If you don’t have a dictionary at home, you can click on this link for an online dictionary.

Finally, write a short summary of the text.

Don’t forget to some personal reading for 20 minutes.

Challenge: Can you make your own word jar and find some new words to go in it?

Friday 22/10/21 – Reading

Hello 3/4s,

Today you will be doing your reading lesson with your teacher in your small group.

Don’t forget to do your independent reading – you might even like to write a reading response in your book and upload it to OneNote to share with your teacher so that they know what you have been reading and thinking about!

See you soon!

After your teacher lesson, you can download a copy of this script to practise before next week (your teacher will explain in your small group): Why Koala Has A Stumpy Tail

Thursday 21/10/21 – Reading

Learning Goal: I can identify language used to build tension and suspense and describe how this impacts me.  

Today, we will be focusing on how author’s intentionally build suspense and tension through careful selection of words and phrases in mystery texts to engage a reader and draw them in as a participant to solve the mystery! 

Tension is something that writers use to create a problem in their stories, it means feeling worry, fear, nerves or pressure. You can also create tension between characters if they argue.

Suspense is something used in stories to make them mysterious or scary. Suspense means waiting for something to happen or being uncertain about what will happen.

To build suspense a writer might use the following elements; 

  • Onomatopoeia (whoosh, snap, bang, creak!) 
  • Short sentences 
  •  Ellipsis …
  • Adding a character’s internal thoughts (What was that?) 
  • Descriptive language that is interesting and imaginative said – whispered 
  • A physical reaction from a character (screamed, jumped, shivered) 

When an author uses language to build tension and suspense well it should evoke an emotional response and; 

  • spellbind you and leave you on the edge of your seat  
  • anticipating what will happen next  
  • keep the momentum of the story up  

First, read or listen to the information below. Please note this is read to you in the audio recording. 

Next, read the piece of text below from ‘The Curse of Cogston House’ and look at the bold text and example table to identify how suspense has been created and the impact that this may have had on you, as the reader.

Nothing moved. Cogston House was as silent as the gravePerhaps the only thing worse than hearing her best friend desperately calling her name was being alone in this endless quiet. Alice’s eyes searched through the darkness, scouring the corridor which faded into more murky gloom. She could make out the hallway right in front of her, the door opposite, and beyond it, the enormous winding staircase. As she looked, blinking through the tears which had begun to stream hopelessly down her face, she was met with a sight at the top of the staircase which all but turned her to stone…

Something was moving.

Alice watched numbly. Her heart was in her mouth and her breath came in sharp, rattling gasps. Descending the stairs one careful, agonising, creaking step at a time, a hunched silhouette shuffled out from the darkness…

Then, draw up a table just like the one above,  read at the least the first page of the passage below from ‘The Curse of Cogston House’,  and as you read, identify the text features which build suspense and tension.  

We have also attached an audio recording of “The Curse of Cogston House” if you would like to listen along.   

Cogston House Text Thursday

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Finally, write a short statement about how you felt overall reading the text. 

For example, 

As I read the text ‘The Curse of Cogston House’ I felt, my heart begin racing as they described the sad, broken, house suddenly appearing from the darkness. This reminded me of a time when I woke up in the middle of the night and could see something moving in the shadows of my room. I was frozen on the spot and could not yell. I shivered and closed my eyes hoping I could find my voice to call out to my parents. As a tiny squeak came out of my throat, my giant fluffy cat jumped onto my bed and shoved her head under my hand demanding a pat. I fell back into my pillows and giggled before drifting back to sleep. 

Challenge: can you record any synonyms for the adjectives used in the text that might make it even scarier? 

Work sample to upload to OneNote: table and response to text. 

Wednesday 20/10/21 – Reading

Learning Goals: 

  • I can follow the elements of a mystery to solve it and create a case report. 
  • I can use evidence from a mystery text to justify my answer. 

Today, we are going to  read a short-story and using our knowledge of the key elements of the mystery genre, we are going to solve the mystery. You will need to pay close attention to each element of the story to ensure you follow all the right clues, avoid red-herrings and put together a solid case report with evidence from the text to support your conclusion. 

Remember, the mystery genre is a genre of fiction that follows a crime from the moment it happens until it is solved. Mysteries are sometimes called “whodunnits” because they turn readers into detectives to figure out the who, what, when, and how of a crime. Most mysteries feature a detective or private eye solving a case as the main character. In this case we are working with my favourite Mystery-solving crew Scooby Doo and Mystery Inc.!

First, listen to, or read the information below, 

Next, you will be reading a short story and completing the Detective’s case report as you read the story.

Here is the blurb of the story to get you thinking…

A whacky werewolf is terrorizing a hot air balloon race. Shaggy and Scooby take to the sky to save the day.

Before you begin reading, draw up a table in your book like the Detective Case report, or if you have access to a printer you might like to print this out. 

Detective Case Report Final (1)

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Log onto to EPIC and reaScooby-Doo in Up, Up, and Away! 

Remember, to hear any tricky words read to you, use your mouse to hover over the word and it will be read out loud with  a definition!

Please note; Your teacher may have allocated this to you in your personal EPIC mailbox. As this requires concentration, this reading will count as your 20 – 30 minutes of independent reading. 

Then, pay close attention to the key elements of a mystery story placing yourself, the reader, as part of the Mystery Inc. detective crew to solve the case! 

As you read-along with the story, add notes to your case file and remember, to solve the mystery and justify your answer, focus on the following elements; 

  • The setting of the story 
  • What do the characters say, or do to cause you to think they might be a suspect or villain?  
  • What red-herrings or distractions might there be in the text?  

Finally, when you arrive at the page where the werewolf is captured in the net, STOP! Before you read the final few pages of the book, make a prediction about who the werewolf really is! Remember, you must use the evidence you have entered into your Detective case report from within the text to justify your answer. 

Read to the end and don’t forget to let us know if your prediction was correct! Make sure you review and check your answers, because all may not be as it seems! 

Work sample to upload to OneNote: Detective case report. 


Tuesday 19/10/21 – Reading

Learning Goal: I can identify the ‘suspect’ in a mystery story using clues and avoid ‘red herrings’. 

Today, it is time to get your detective hats on and solve a mystery!

First, watch this introductory ‘crime’ video to set the scene and solved the mystery of who pushed Humpty Dumpty?

Next, read the text below as you read The Humpty Dumpty Mystery, use the suspect list to take notes of clues to narrow down the suspect list and find your villain! To solve the mystery you will need to answer the following questions; 

  • Where is the story set?  
  • What is the mystery to be solved?  
  • Who are the possible suspects?  
  • What are the possible red-herrings in the story?  
  • Who is the victim?  
  • Are there any witnesses?  

Humpty Dumpty Story Final

Here is an audio recording of the Humpty Dumpty Mystery if you would like to read along!

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Suspect List Final

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Finally, after taking a moment to review your answers to the questions above, write a statement about what you think really happened to solve the mystery using evidence from the text. 

For example; I believe that Katniss Kingsman pushed Humpty Dumpty off the wall as she hid something behind her back as she was being questioned by Detective Kenny Kingsman. 

Work sample to upload to OneNote: Humpty Dumpty suspect list and statement about what you think happened. 

Monday 18/10/21 – Reading

Hello 3/4s,

Today in your small groups you will again be working with your teacher on reading. This week we will be exploring the mystery genre with today’s lesson focusing on the key ‘ingredients’ for a great mystery story! 

Before you come to your small group lesson, please watch this short Scooby Doo clip; Scooby-Doo! One Minute Mysteries | The Menace of the Manticore | WB Kids and take notes about what you see, hear and feel as you read along. What features of the visual text make this a mystery? 

Please come prepared with your notes, a lined book, a pencil and an eraser. Please make sure that you attend the correct time for your small group focus.

See you soon,

3/4 Teachers