Download Going Places - Learning Media

Going Places
by Margaret Cahill
illustrated by Fifi Colston
Introducing the Text
Running words: 50
Book Summary
Creatures go by bus to a variety of
interesting places.
Building Basic Skills
High-frequency words – Going, I, am,
going, to, the
Content words – Places, shop, petrol
station, park, movies, library, cafe,
pool, school
Repeated phrase – I am going to the
Phonics and phonemic awareness –
P (Places), p (park, pool, petrol),
s (shop, station, school); word ending
-ing (going)
Punctuation – full stops, capital
letters, exclamation mark
Skills and Strategies
Going Places can be used to introduce
and reinforce:
• pointing one-to-one at each word to
ensure an appropriate match
• reading a variety of simple
high-frequency words in context
• innovating on the story to create
own versions of stories, plays,
and songs
• predicting the storyline using
illustrations from the book.
Materials
• copies of words and punctuation for
this book from page 87, cut and
ready for use
• copies of BLM, scissors, glue,
pencil
• paper for painting, paint, paint
brushes
28
Draw a bus on the board. Brainstorm
places that children could travel to by
bus and record ideas using pictures.
Share experiences of travelling on buses.
Discussion Model
Using only the teacher’s copy, discuss
each page of the book with the group.
Ensure that content words are integrated
naturally into the discussion.
Cover –This story is about creatures
getting off a bus at lots of different
places.
Title page – How many creatures do you
think are on the bus? Where are they
going?
Page 3 – What is this character going to
do? What do you think she wants to buy?
Page 5 – Why has this character got off
the bus? How do you know this?
Page 7 – Where has the bus stopped
now? Where do you think the bus will
go next?
Page 9 – Were you right? What movie
might this character be going to see?
Page 11 –Why has the bus stopped here?
Page 13 – Who is getting off the bus?
Why is this character wearing these
clothes?
Page 15 – What do you think this
character will have in her bag? Why?
Where do you think the last stop will be?
Page 16 – Were you right? What is the
bus driver doing?
Reading the Text
Hand one book to each child. Together,
read the title and the names of the author
and illustrator on the cover and title page.
Page 2 – Clarify where to start reading
and encourage children to point to each
word as you quietly read aloud together.
Pages 4 and 6 – Point to the first word
on each page together and encourage
children to read quietly to themselves.
Observe accuracy of one-to-one
matching, especially as there are two
content words on one of these pages.
Pages 8–16 – Encourage children to
read the remaining pages quietly to
themselves. Note the exclamation mark
on the last page and encourage expressive
rereading of this page. If children
encounter difficulties, ask questions that
encourage using reading strategies, such
as attempting the initial sound in a word,
rerunning, and checking the picture.
Revisiting the Text
• Draw a road on the board. Can you
remember all of the places that the bus
went to? Where did it go first? Where
did it go next? Draw each place in the
correct order on the map.
• Write the word “go” on the board.
How can we change this word to
“going”? Look in your book and see
if you can find the word “going”.
Have children put their finger
underneath the word. What happens
to change a word from “go” to
“going”? Practise using other words
that you can add “ing” to, for example,
“do”, “look”, “walk”, and “see”.
• Using the words and punctuation for
this book from page 87, reassemble
the sentences with children.
Following Up
B On the BLM activity opposite, children
cut out the jigsaw pieces and match
them to the appropriate picture and text.
• Children paint a picture of a place they
like to visit. Together, add a caption
using “I am going to [the] …” to each
picture and then collate the group’s
work to make a big book of Going
Places.
• Write the high-frequency words “I”,
“am”, “to”, and “the” in large letters
on a piece of paper for each child.
Children make rainbow words by
writing over your writing with
different coloured felt-tip pens.