Guided Reading Programme

Literacy: Guided Reading Rotation Programme
A complete guided reading programme suitable for use with any fictional texts.
Stimulating and fun activities that explore different facets of a book.
Clear direction and expectations, that allow students to work independently of the teacher,
as needed.
AGES 9-11
Guidelines, tips, timetables and other support material for teachers.

Coverage of the important areas of the English curriculum.
So you think guided reading is important, but you need guidance on setting up and planning
literacy rotations? If so, these resource books, covering the lower to upper primary grades, are
ideal. The activities, in the form of A5 cards, comprise small-group tasks relating to independent
reading, comprehension and detail, language and vocabulary, art and illustration, and reflecting
and responding. The cards not only state the task required, but also include examples and
additional information to facilitate group independence and greater understanding.
Other books in the series
Code: 0358
ISBN: 978-1-877440-58-8
Code: 0359
ISBN: 978-1-877440-59-5
Code: 0361
ISBN: 978-1-877440-61-8
Code: 0362
ISBN: 978-1-877440-62-5
Bks
Age
Code: 0363
ISBN: 978-1-877440-63-2
Code: 0360
12
34
56
79
911
1113
NSW
yrs 24
yrs 46
yrs 68
VIC
yrs 24
yrs 46
yrs 68
QLD
yrs 35
yrs 57
yrs 79
WA
yrs 24
yrs 46
yrs 68
NT
yrs 24
yrs 46
yrs 68
SA
yrs 24
yrs 46
yrs 68
ACT
yrs 24
yrs 46
yrs 68
TAS
yrs 24
yrs 46
yrs 68
NZ
yrs 35
yrs 57
yrs 79
Literacy:
Guided Reading
Rotation Programme
Book 3
Middle Primary
Janet Bruce
Title:
Subtitle:
Book 3, Middle Primary
Author:
Janet Bruce
Editor:
Paula Wagemaker
Layout:
Freshfields Design Limited
Book Code:
0360
ISBN:
978-1-877440-60-1
Published:
2008
Publisher:
Essential Resources Educational Publishers Limited
New Zealand Office:

PO Box 5036
Invercargill
ph: 0800 087 376
fax: 0800 937 825
Websites:
www.essentialresources.co.nz
www.essentialresources.com.au
Copyright:
Text Janet Bruce, 2008
Edition and illustrations:

Essential Resources Educational Publishers Limited, 2008
Australian Office:
PO Box 90
Oak Flats, NSW 2529
ph: 1800 005 068
fax: 1800 981 213
About the author: Janet Bruce has taught at all levels of the primary school in Australia. As a
curriculum coordinator, her primary responsibilities were to develop the schoolbased English curriculum. Janet initially developed the guided reading programme
that is the focus of this present resource while teaching lower primary students.
She then adapted it when teaching other grade levels. The resource has emerged
from her passion for reading and inspiring younger children to develop a love of
reading. The open-ended tasks that appear in this fun resource are therefore a
product of her detailed knowledge of English and literacy curricula, as well as her
varied classroom experience.
Photocopy notice:
Permission is given to schools and teachers who buy this book to reproduce
it (and/or any extracts) by photocopying or otherwise, but only for use at
their present school. Copies may not be supplied to anyone else or made or
used for any other purpose.
Contents
Notes For Teachers: The Guided Reading Book Club
What is a Guided Reading Book Club?
Setting up a Guided Reading Book Club
What Are Literacy Rotation Activities?
The Literacy Rotation Activities
Using the Activity (Task) Cards
Book Marks
Organisation of the Guided Reading Groups

and the Literacy Rotation Activities
10
For Students: The Book Club Meeting

Book Club Meeting Guidelines
11
Book Club Discussion Questions
12
Literacy Rotation Activity Cards

Comprehension and Detail Cards 120
Language and Vocabulary Cards 120
Artist and Illustrator Cards 120
Reflecting and Responding Cards 120
Notes For Teachers:

The Guided Reading Book Club
This section, written for teachers, provides a range of discussion points and
suggestions that you can use while taking a guided reading group.
What Is a Guided Reading Book Club?
Guided reading is an activity where
students gather together with the
teacher to read a section of a book.
Afterwards, the group discusses the
book and the development of the story.
The main focus of the Guided Reading
Book Club is for the students to
engage in dialogue about the text they
are reading and to do this at regular
intervals as the book progresses. The
club provides you, the teacher, with a
good opportunity to discuss features of
the text and to engage your students at
a deeper level.
Group your students according to
needs, based on reliable classroombased assessment procedures. The
Guided Reading Book Club is an
excellent method for developing higherorder thinking skills in those students
who are already reading.
The Guided Reading Book Club
requires a group of students to select
a text from several that you offer. The
text should suit the reading interests
and reading ability of the groups
members. Students must each have
their own copy of the text.
Essential Resources Educational Publishers Ltd, 2008
When the children first receive a book,

their initial discussion should focus on
the cover and title to encourage the
group to make predictions on content.
Subsequent discussions should focus on
deepening the students understandings
of the text and on encouraging their
higher-order thinking.
Students benefit significantly when
participating in a Guided Reading Book
Club. The many strategies provided
enable them to build greater meaning
from the text and to increase their
comprehension. This development, in
turn, allows them to develop greater
fluency and reading skills.
Setting up a Guided Reading Book Club

The aim of the discussion the children
engage in during the Guided Reading
Book Club is to encourage open,
natural conversation, where personal
opinions, experiences and questions are
welcomed and explored. Your role is that
of facilitator, not a group member or
instructor.
1. Group your students according to
their reading ability.
2. Each group should consist of four
or six students.
3. Ask each group of students to sit in
a circle, and then take turns to read
the book aloud.
4. Make sure each student has their
own copy of the book so they can
follow along and that they also have
a number of book marks (see
page 9).
5. Also make sure that each group
has a book that is appropriate
for their reading level and a task
activity card as appropriate (see
following pages).
6. Have the groups meet regularly to

read so they can discuss a section
of the text at a time.
7. At the beginning of each section,
ask the students to briefly discuss
the section of the book they read
during independent reading and
then to take turns reading the next
section of the book aloud.
8. Encourage their discussion of each
section of the book by answering
questions from the Book Club
Discussion Questions list (see
page 12). This list can be copied
and laminated, making it a handy
resource to use with any book.
9. Also encourage the students to
clarify their understanding by asking
the other members of the group
questions.
10. Assess the children while listening
to their individual reading and their
responses to the questions. Also
assess the extent and nature of
their participation and their book
work.
What Are Literacy Rotation Activities?

Literacy rotation activities consist of five different small group activities that
run in conjunction with the teacher taking a small group of students who are
participating in the Guided Reading Book Club.
The literacy rotation activities (given in this resource as a series of task cards)
provide students with stimulating and fun activities that explore different facets
of their book. The activities are self-sufficient in that they provide students with
clear direction and expectations, thereby allowing the teacher to engage with
the book club group without distractions. The literacy rotation activities cover
important areas of the curriculum as outlined on the next page.
Teacher with a Guided Reading Book Club
Independent
Reading Group
Comprehension
and Detail Group
(Activity cards)
Language and
Vocabulary Group
(Activity cards)
Artist and
Illustrator Group
(Activity cards)
Reflecting and
Responding Group
(Activity cards)
The Literacy Rotation Activities

Independent Reading
This activity requires the students to read the next section of their
book independently. Each student should write on their book mark
any interesting or unusual words they come across as they read. When
the book club meets the following week, they will discuss the section
of the book read during Independent Reading before beginning their
Guided Reading Book Club session with the teacher.
Comprehension and Detail
These activities aim to develop students comprehension. The activities
are varied and encourage the students to engage with the text to
extract greater meaning.
Language and Vocabulary
These activities focus on language, grammar, understanding and
applying new vocabulary. The activities encourage students to seek out,
identify, understand and apply new and interesting words.
Artist and Illustrator
These activities explore the creative and visual aspects of the book.
They also explore the emotions and pictures created in our minds
when we hear particular words, phrases, and passages. The activities
enable students to visualise the thoughts and feelings they have in
relation to the text and to re-create these artistically.
Reflecting and Responding
These activities ask students to reflect on and respond to a particular
aspect of their text to provoke a written response. These activities
are particularly interesting for students because they enable them to
respond in a personal manner.
Using the Activity (Task) Cards

The cards are designed to be
photocopied, cut out and laminated.
There are 20 cards in each section,
which means you will have a full
years supply of task cards to use. The
timetable on page 10 provides you
with a clear fortnightly timetable that
allows each group to rotate through all
activities over the two-week period.
the timetable. I also have a pocket for

additional book marks that the children
can take and use when needed. (For
information about the book marks, see
page 9.)
The activity cards are designed to be
used as follows:
One card (laminated) is handed to
each group completing that activity.
The children read the activity on the
card.
The children write all responses in
their own literacy rotation work
books.
Each fortnight, select one card for each

of the following groups:
Reflecting and Responding.
When it is time for the Guided Reading

and Literacy Rotation Activities to begin,
one person from each group collects
the activity card for the group. All other
children collect their books and any
other materials required and begin the
task card. The children sit together in
their groups to complete the activities.
I keep these cards all together in an

envelope at the front of the classroom,
attached to the organisation board. As
the diagram below shows, the board
displays the names of each of the
children in each group and a copy of
Example of Display Board

Guided Reading Literacy Rotation Activities
Timetable
Groups
Group 1
Group 2
Group 3
Group 4
Cards
Group 5
Group 6
Book Marks
for some of the activities in the
Language and Vocabulary section.
When children identify and write
down new or difficult words, they are
strengthening and broadening their own
vocabularies
The children use the book marks mainly

during the independent reading and
guided reading sessions. As the children
read the book, they should write down
any unusual or unknown words on the
book mark. They then use these words
Book:
Author:
Words:
Name:
Book:
Author:
Words:
Name:
Book:
Author:
Words:
Name:
Book:
Author:
Words:
Name:
Book:
Author:
Words:
Name:
10
Language and
Vocabulary
Comprehension and
Detail
Independent Reading
Language and
Vocabulary
Comprehension and
Detail
Book Club
Reflect and Respond
Reflect and Respond
Session 3
Session 2
Session 1
Session 3
Session 2
Session 1
Odd Week
Independent Reading
Language and
Vocabulary
Comprehension and
Detail
Book Club
Independent Reading
Language and
Vocabulary
Comprehension and
Detail
Book Club
Book Club
Comprehension and
Detail
Reflect and Respond
Group 1
Book Club
Book Club
1
2
3
4
5
Group 6
1
2
3
4
5
Reflect and Respond
Group 5
Reflect and Respond
1
2
3
4
5
Independent Reading
Group 4
Independent Reading
1
2
3
4
5
Language and
Vocabulary
Group 3
Reflect and Respond
Group 2
Independent Reading
1
2
3
4
5
Language and
Vocabulary
1
2
3
4
5
Comprehension and
Detail
Organisation of the Guided Reading Groups

and the Literacy Rotation Activities
Even Week
Book Club
Meeting Guidelines
You will need your book, a pencil and your book mark.
1. Form a circle.
2. Get organised within one minute.
3. Briefly summarise what happened in the last section
of the book you read independently.
4. Read the next section of the book.
5. Take turns to read small sections of the text and
follow along as others read.
6. Cooperate with your group and support one
another with reading.
7. Discuss the section you have just read. If you have
any questions, ask your group.
8. Finally, choose a few questions to answer from the
Book Club Discussion Questions list.
11
Book Club Discussion Questions

Describe your favourite part and your least favourite part
of your book.
Find three of your favourite descriptive words (adjectives)
the author used. Explain why you liked these words.
Find other words the author used instead of said or then.
Locate a part of your book that caught your attention.
Discuss why it caught your attention.
State which character you think the author might be like
and discuss why.
Why did the author choose this setting for the story?
Is the setting a real or an imaginary place? How can you
tell?
Would you like to visit the place described in the story?
Discuss why or why not.
How would a change in setting change the characters or
the plot of the story?
How did the book make you feel?
Which character do you like best/least? Why?
What was unique about the setting, characters, and/or
story?
What message do you think the author wants the reader
to receive?
What part of the book was the most exciting or
interesting? Explain why.
Would you read another book by this author? Explain why
or why not.
12
Comprehension
and Detail
Aim
The aim of the comprehension and detail
activities is to develop students comprehension
and understanding of the text. The activities
encourage students to engage with the text
to extract a greater depth of meaning and
understanding.

CARD 1
Summary
Write a summary that describes the main events that occurred
in your book. Your paragraph should be made up of one or
two descriptive sentences that outline the characters and the
main events that occurred followed by two or three sentences
that describe the specific details of the story.

CARD 2
Question and Answer

Write a few tricky questions about specific events that
happened in the story you have just read. Be sure to write
the answer to each question. Try out your questions on other
students who have read the same book.

CARD 3
Main Ideas Chain

Collect a piece of round paper for each section or chapter of
the book and on each piece do the following:
Write the name of the title of your book.
When you have finished reading each chapter, write under
the title fifteen words that are important to the story you are
reading. These words should sum up the main ideas and events
in the story.
Staple each piece of paper to your chain and watch it grow as
you read your book.
Example: The Three Little Pigs
three, pigs, left, home, wolf, house, build, straw, sticks, bricks,
huff, puff, blow, down, fire

CARD 4
Character Profile
Choose a character from your book. Be sure to include
other information about your character such as name, age,
description, facts, likes and dislikes,
and so on. Draw a portrait of your
character in the middle of a page
in your work book and write your
information around the character.

CARD 5
Title Inventor
Come up with alternative suggestions for the name for each
section of your book. Each title should reflect the main ideas
in the book. While each title should make people want to read
on, it should not give too much away about what happens.

CARD 6
Journalist
Write a newspaper article about an important event that
happened in your book. In your article, be sure to include the
following information:
Who? Name and describe the characters.
What? Describe what happened.
Where? Describe where the event happened.
Why? Describe why you think the event happened.
When? Describe when the event took place (day and time).
How? Describe how the event began and ended.

CARD 7
Label Your Characters

Most fictional stories contain villains and heroes. Identify one
villain and one hero in your book. Write a few sentences
describing why each character you chose from your story has
been labelled a hero or a villain. Give examples from the book
to back up your labels.
Dictionary
Villain: A villain is a wicked or evil personsomeone who
deliberately does evil.
Hero: A hero is a person well known for amazing courage,
strength and goodness.
CARD 8
Put Yourself in Their Shoes

Choose a character from your book and plan a whole day full
of appropriate activities for this character. Think about this
characters likes and dislikes, where the character lives, other
people the character knows, etc.
Create a short story describing a day in the life of this
character. You might like to write your story from the
characters point of view. You will need to write about what
this character did throughout the day, from the time of getting
up to the time of going to bed.

CARD 9
Readers Theatre
Within your reading group, choose a small section from your
book and act it out. You will need to allocate roles to each
member in your group. You will need
a narrator to read all of the descriptive
passages and an actor for each character
in your book. Each character will read
and act out his or her speaking part.
Practise and perform your play in front
of the class.

CARD 10
Interview with the Author

In pairs, prepare an interview about the book you are reading.
One person will be the reporter and the other will be the
author. Plan your questions and answers together and practise
your interview before presenting it to your class.
Reporter: Write the questions you will ask in your work book.
Author: Write your answers to these
questions in your work book.

CARD 11
Book Report
Give a two-minute speech about your
book to the class. Include a short
summary of the main events, the setting
and the characters involved. At the end
of your speech, be ready to answer any
questions from the audience about the
book. Remember to use a clear,
loud voice and to make eye
contact with the audience.

CARD 12
Skimming and Scanning

Everyone in the group turns to the same page in the book.
In two minutes, scan every word on the page to find all the
words containing one of the blends listed below. Write these
words in your work book as you find them. The person with
the most words wins. Go through the page together as a group
to check the winners answers before beginning again with
a different blend chosen from the list below. Remember, the
blend may be located at the beginning, middle or end of
the word.
BLENDS: WH, CH, TH, NG, PL, SH, GH, KN

CARD 13
Predicting the Future

Read a double page in your book as a group. Write down a
prediction as to what you think might happen next in the story.
When everyone has written a response, each person takes a
turn to read his or her prediction out
to the group. Next, and while still in
your group, read on to find out what
actually happened next. As a group,
reflect on the predictions made and
decide which prediction best matches
what happened in the story.

CARD 14
Order of Events
As a group, list on individual pieces of paper the main events
that took place in your story. When you have finished writing
your events, jumble the pieces of paper up. Your job now is to
work together to put the events in order, from the beginning
of the story to the end.

CARD 15
Find a Passage
All members of the group need to sit together in a circle.
You will each need your own copy of the book you are
reading. Each person selects and then reads out to the group
a different passage of text from the book (two to three
sentences). The rest of the group tries to find the passage and
to call out the page number it is on. The first person to say the
correct page number wins a point. Remember to take turns
locating and reading one passage at a time.

CARD 16
True or False?
Write ten True or False questions about the story you are
reading. When you have written your questions, read them out
to another person in your group to test his or her knowledge.
True: Means the statement is correct.
False: Means the statement is incorrect.

CARD 17
Character Acrostics
Choose a character from the book you are reading. Write
the characters full name down the left-hand side of the page.
Write an adjective or descriptive sentence beside each letter
of the name. The adjective or descriptive sentence should begin
with the corresponding letter of the name.
Example:
C Caring and considerate
R Rich and giving
A Always there for a laugh
I Interesting and intelligent
G Goals set high

CARD 18
Terrific Ten
Choose ten terrific words from your book. The words you
choose should have a specific link to the story. Integrate these
ten words to create a
short descriptive poem
about the story.

CARD 19
Birthday Bash
One of the characters from your book is having a birthday
tomorrow. Choose an appropriate present for this character.
Think about the characters likes and dislikes. Write about the
present you chose and why it suits this character. When you
have finished doing this, create a birthday card.

CARD 20
Personal Account
Choose one event that took place in the story. Briefly describe
this event and write about how you would feel if this happened
to you! Be sure to describe your feelings and
reactions in great detail.
Aim
These activities focus on the language, grammar and
vocabulary within the text. The activities encourage
students to seek out, identify, understand and apply new
and interesting words.

CARD 1
Book Mark
Create a book mark and on the back of it write down any
new and interesting words you come across as you read. The
words you write on your book mark should be words you
have not seen before, and/or words you might like to use in
your own writing.

CARD 2
Vocabulary
You will need to choose three of the words you have written
on your book mark for this activity. With each word, do the
following:
1. Use a dictionary to find the
meaning of the word.
2. Write down the word and its
definition in your work book.
3. Create a sentence using this word
and write it in your work book.

CARD 3
Express Yourself
When reading, read with expression! This means altering your
voice, changing the volume and speed with which you read,
and observing punctuation. Reading with expression lets you
depict different characters and bring the story to life, but it
takes practice.
1. Choose a section in your book that is exciting or interesting.
2. Practise reading this section of the book on your own out loud and
with expression. Change speed, volume, voice and tone to express
the events and the level of excitement you are reading about.
3 After you have practised, read your section to another person in
your group.

CARD 4
Tell a Tale
You will need to work with a partner for
this activity. Choose a passage of the book
you are reading and read your passage
to your partner with expression in order
to represent character voices, events in
the story, and the punctuation. When
you have finished your reading, your
partner reads his or her passage
to you.

CARD 5
Descriptive Phrase Find

When you are reading, you will come across descriptive
phrases or even a whole sentence that paints a clear, vivid
picture in your mind. Here is an example:
The waterfall was surrounded by a lush, green rainforest.
Find three examples of good descriptive phrases (groups of
words that do not have a verb) or sentences from the book
you are reading. Write these down and share them with your
group. Explain why you chose them.

CARD 6
Superb Similes
Authors often use special language called similes to compare
actions, characters and observations to or with something else.
Similes focus on the similarity between one thing and another.
They give us a better picture of what the author wants us to
see as we read. Similes usually follow a pattern.
Examples:
As busy as a bee.
As white as snow.
As quiet as a mouse.
As pretty as a picture.
Write down examples of similes from your book. Alternatively,
create your own similes, but relate them to text from the book
you are reading.

CARD 7
Wonderful Word Search

1. Create a collection of twenty important
words from your book.
2. In a grid (your teacher will help you
here) write these words vertically, horizontally and diagonally.
Also write the words below the grid so that other people
know what words to look for.
3. Spread your words evenly throughout the grid. Be sure to
write one letter per square.
4. When you have written all words in the grid, fill in the
remaining blank squares with random letters of the alphabet
and give the grid to someone in your group to solve.

CARD 8
Glorious Glossary
A glossary is like a small dictionary found at the back of some
books. It allows you to look up the meaning of unusual words
you come across in your book.
1. Find three unusual words from the book you are reading.
2. Create your own glossary by writing down the word and then
looking up the meaning in the dictionary and writing it next to
the word.
3. Do the same for all three words to create your own glossary.
Example:
My Glossary
Gremlin: A mischievous character said to cause accidents to machines.

CARD 9
Long List
Create a list of five interesting descriptive words (adjectives)
from your book. Using a thesaurus, write down five synonyms
for each word. A synonym is a
word that means the same or
almost the same as the first word.

CARD 10
Powerful Pick
Pick out five to ten words from your book that you feel are
powerful words you could use in your own writing. Create a
piece of writing using these chosen
words.

CARD 11
Personification Personality
Authors use personification to bring objects
to life. Personification gives human qualities
to non-living objects. An example is, The
chocolate bar is calling out my name. Try
to locate one example of personification
from your book. Alternatively, create your
own example of personification based on
your book.

CARD 12
Empty Empathy
Authors use special language to make the reader feel empathy.
Empathy describes the ability to recognise and feel the
emotion that someone else is experiencing. It is like putting
yourself in their shoes. Locate a passage in the book when you
felt empathywhen you were able to sense the emotions of a
character or characters. Share this passage with your group.

CARD 13
Literal Language
Literal language is factual and truthful. Think about this sentence:
Craig ate some pizza. The sentence is literal because it
describes an actual event. Scan
through your book to find factual
sentences containing literal
language.

CARD 14
Opposite Antonyms
Antonyms are words that have opposite meanings from each
other. Here are some examples:
Light/heavy
Strong/weak
Big/small.
Choose appropriate words from
your book. Write these words
down, and then write the antonym
for each word.

CARD 15
Horrible Homonyms
Homonyms are words that are spelt and pronounced in an
identical or a very similar way but have different meanings. They
can sometimes confuse people. Some examples of homonyms are:
My dog can really bark.
The bark is coming off the tree.
We left for our trip on Wednesday.
Be careful that you dont trip on the step.
Find some examples of homonyms from your book. Write
each homonym in a sentence to depict its meaning.

CARD 16
Syllable String
Choose some important words from your
book that contain different numbers of
syllables. Follow the pattern below so you can
use these words to create a haiku poem.
Line 1: Five syllables
Catch/ing the cool breeze
Line 2: Seven syllables Leaves lift and float a/bove me

Line 3: Five syllables
Wind/swept har/mon/y

CARD 17
Noun Guess
Each person in the group chooses a noun from the story. A
noun is the name of a person, place or thing. Each person
needs to keep their noun a secret. Each person writes a
description of their noun and reads it aloud to the other group
members to guess.
Example:
I have four legs.
I love to eat fish.
I have a tail.
I have fur.
I have four letters in my name.
I am . . . Paws, the cat.

CARD 18
Alphabetical Adjectives
Choose a character from the book
you are reading. Write the name of
the character at the top of the page
and write the alphabet going down
the page so that you have each letter
on a separate line. Write an adjective
(describing word) about the character
on each line that begins with the letter
of the alphabet. How many adjectives
can you come up with?
Example:
Mr Wilkins
A Awesome
B Busy
C Cool
D Daring
E Elderly

CARD 19
Object Families
You will need to do this activity in pairs. Write down a list of
four objects from the book you are reading that are related
in some way. Add one object that does not belong to the list.
Read out the list of objects and ask your partner to identify the
object that does not belong.
Examples:
boots, ball, socks, shorts, jersey
(ballthe other objects are part of a soccer uniform)
paper, pencil, pen, crayon, chalk
(paperthe other objects are things you can write with)

CARD 20
Compound Mania
Choose five compound words from your book. Use each word
within the compound word to make many more compound
words. Examples:
Rainbow:
raincoat,
rainwater,
rainstorm,
rainfall, bowtie
Watermelon: waterfall,
rockmelon,
waterhole
Aim
These activities explore creativity and visualisation. They
investigate the emotions and images that are created in
our minds when we hear particular words, phrases and
passages. The activities enable students to visualise the
thoughts and feelings they have in relation to the text
and to re-create these visually.

CARD 1
Scene Setter
After reading, choose a descriptive phrase that paints a picture
in your mind. Write down the phrase and draw the picture
that you see in your mind.

CARD 2
Illustrator
Draw a detailed picture that tells the story you are reading.
Your picture must include the settings, characters and any
objects or events that were mentioned in the story.

CARD 3
Comic Creation
Create a comic strip that shows a major event that took
place in your book. You will need to draw a series of pictures
that show the order of the events that happened. Below the
pictures, write the dialogue.

CARD 4
Finger-puppet Fun
Choose a character from your book. Using craft materials,
create a finger-puppet of this character. Be sure to give
your character suitable features and
characteristics. Show your puppet to your
group and describe its features.

CARD 5
Mighty Mosaic
On a clean piece of art paper, draw a simple outline of an
object from your book. Try not to make your outline too
detailed. To make this outline into a mosaic, you will need
to cut pieces of coloured paper into small squares. Glue
the coloured squares onto the paper, leaving a small space
between each piece. Your picture should look like it has been
tiled. Label your object and display it.

CARD 6
Informative Artist
Create an illustration of your favourite part of the book. When
your illustration is complete, write on a separate piece of paper
a brief explanation of the illustration and
why you chose this part of the story.
Staple this to the
bottom of your
picture and
display it.

CARD 7
Popular Poster
Choose one character from your
story and think about what this
persons likes or dislikes might be.
Create a poster that your character
would love to have pinned up in his
or her bedroom. Your poster might
be environmental, musical, playful, or
in some other form. When you have
finished your poster, explain to the
group why your character would like it.

CARD 8
Style Collage
Choose one character from your book. What do you think
this person would like to wear? Find clothing from magazines
or draw the clothing yourself. On a large sheet of art paper,
draw the character in the middle of the page. Next cut out
each picture of clothing and overlap
the clothes to make a style collage.
Share your collage with your group.

CARD 9
Feeling Groovy
Authors usually describe the feelings of the characters in their
story. Sometimes they also express exactly how the characters
feel through illustrations. Choose one character from your
story and draw his or her face showing an expression that
was described in the story. Label this
expressionfor example, excited,
miserable, cheerful, silly, fearful, jovial.

CARD 10
Comical Comedy
Draw a humorous picture to show a particularly funny part of
the story. Write your dialogue within speech bubbles to reveal
the amusing event. Share your work with other people in your
group.

CARD 11
Book Cover Competition

Create a new and exciting cover for the book you are reading.
Remember to include:
The name of the book
The authors name
The illustrators name
Pictures of events or characters from the book.
Use bold colours and simple designs to make your cover
eye-catching and appealing so that others will want to read
the book.

CARD 12
Wonderful Words
Find examples of good descriptive phrases from your book.
Write down one descriptive phrase and draw an illustration of
the picture it creates in your mind. Share this picture with the
other people in your group.

CARD 13
Find Your Feelings

Describe the feelings you experienced during the different
parts of the book. Describe how your feelings changed during
the course of the book. When you have done that, draw a
picture of yourself and then add some
word bubbles around the picture. Write
your feelings in
the bubbles.

CARD 14
Puppet Background
Draw a background for the most common setting from your
book. When you have finished creating the background, create
character puppets and
act out a section of
the story.

CARD 15
Character Mobile
Draw and colour in characters and important objects that are
part of the storyline of your book. Cut out each character and
object and hang them from sticks
or a coat-hanger with thread to
make a mobile.

CARD 16
Creative Clipart
Use the computer to draw a picture that represents the best
part of the book you are reading.

CARD 17
Super Shape
Draw an outline of a character
or object from the book you are
reading. Fill the inside of the shape
going across the page with words
that represent the character or
object. Repeat the words over and
over again, using different colours
each time the words are repeated.

CARD 18
Three-dimensional Object
Choose an object from the book you are reading, for example
a soccer ball, hat, bag, phone, etc. Use recycled materials and
paper to create a three-dimensional model of this object.
Label your object and display it.

CARD 19
Sponge Prints
You will need a piece of sponge, some paint
and a piece of paper for this activity.
1. Choose an object from the book you are reading.
2. Turn your piece of sponge into this shape by cutting
around the edges.
3. Dip the sponge into the tray of paint and place the sponge
on the paper to create a print. Fill the page with your
sponge prints.

CARD 20
Hand Creatures
Turn your hand into a character from
the book you are reading.
1. Place your hand in the middle of a
piece of paper and trace around your hand. You can
arrange your hand in any position.
2. Now use your imagination to add to the hand drawing and
to turn it into a character.
3. Colour the hand creature and label the drawing with the
characters name.
Aim
These activities require students to reflect on and
respond to a particular aspect of the text. They require
students to give a thoughtful, reflective response to
the text. The activities enable students to respond in a
personal manner to the text.

CARD 1
Journal
Imagine you are one of the characters
in the book you are reading. Write
a journal entry expressing what
you have done, how you
feel, and what you think
might happen to
you next.

CARD 2
Book Blurb
Write a letter to your friend or your teacher about the book
you are reading. Be sure to tell them the name of the book
and to include a short summary of
what the book is about. Also tell
them what you think of the book.

CARD 3
That Reminds Me of . . .
Have you ever read a description of a character and thought
to yourself that reminds me of (someone you know)? Think
about the characters in the book you are reading. Can you
find a comparison between a character and someone you
know (maybe even yourself)? Describe the character from the
book and the person you know
who is like that character. Make
a list of the similarities between
these two people.

CARD 4
Finding Friends
You have just moved to a new town and need to find new
friends. The characters in your book live in your new town.
Which character
would you like to
have as a friend?
Explain why.

CARD 5
That Happened To Me!

Think about something that happened in your story that you
have also experienced. Describe the event that took place
in the book and then describe the similar event that you
experienced. List the similarities and differences between the
two events.
Similarities
Differences


CARD 6
Problem-Solver
Think about a problem that occurred in the book, such as
someone losing a school library book on the way to school.
Explain what you would do to solve the
problem if this happened to you.

CARD 7
Decisions, Decisions . . .
Choose the character from your book that you would most
like to be. List the ways you would change the book to make a
better story and life for this character.

CARD 8
Magazine Marvels
A popular childrens magazine has asked you to write an article
about the book you are reading. The article will be read
by 8- to 10-year-old children. Write a
detailed description of the book and give
it a rating out of 10. Be sure to explain
the reasons for your rating. Include an
illustration of your favourite part of the
story. Submit your article to the magazine
publisher (your teacher).

CARD 9
Friendly Qualities
Think about the qualities you like in a friend. Choose a
character from the book you are reading. Name the character
and list the qualities this character
would have as a friend.
Example:
Charlie is:
Trustworthy
A good soccer player
Fun to be around.

CARD 10
Character Cinquain
Think about an interesting character from your book. Write a
cinquain poem about this character. Illustrate your poem when
you have finished.
Cinquain Poem Structure
Line 1: One word (name of character)
Line 2: Two words (adjectives that describe the character)
Line 3: Three words (verbs that describe the characters actions)
Line 4: Four words (feelings the character felt)
Line 5: One word (different name for the character or restate the name).

CARD 11
Awesome Advice
You have been given the opportunity to give one of the
characters in the book some advice. Giving advice means
sharing your opinion about what
someone should do in a particular
situation. Choose one situation a
character experienced in the story and
explain what advice you would give this
character at that particular point in
the story.

CARD 12
Book Reflection
As a group, take turns to respond to and discuss the following
questions about the book you are reading. Record your
answers on a big piece of cardboard and present your
responses to the class.
1. What are the main events that make up the storyline so far?
2. How could the author improve the storyline?
3. What do you like and dislike about the storyline so far?
4. What do you think will happen next in the story?

CARD 13
Ask the Author

You have been chosen to interview the author of the book
you are reading. Create a list of interesting open-ended
questions you will ask the author. Open-ended questions are
questions that require a thoughtful
response with lots of detail rather
than a short yes or no answer.

CARD 14
Hidden Message
Authors write for different purposes. Sometimes authors write
to teach a lesson or to entertain. What was your authors
purpose? Give at least three reasons to support your answer.

CARD 15
Alternate Ending
You have been given a very important job. You have been
asked to come up with an alternative ending for your book.
Your job is to write a different, exciting and satisfying ending for

CARD 16
Life Lessons
Have you ever learnt a valuable lesson through a character
in a story you have read? Think about the story you are
reading and identify one
important lesson that a character
experienced. Reflect on this
experience from the story and
then comment on what you
have learnt from it and how that
lesson might influence you.

CARD 17
Detective White Hat

Your name is Detective White Hat. Your new case requires you
to investigate the factual details in the book you are reading.
1.
2.
3.
4.
5.
Identify the facts.

What facts do you already know?
Which facts do you not know?
What is the most important fact in the storyline?
Examine all facts, figures and information in the story. Is
any information missing that would give you a complete
understanding of what is going on? If so, what is it?
6. Of the information provided in the story, which is crucial for
the story development?

CARD 18
Detective Red Hat

Your name is Detective Red Hat. You have been given a new
case. It requires you to investigate the emotions experienced in
1. What emotions and feelings did the
characters experience?
2. What emotions and feelings
did the reader experience
throughout the book?
3. Examine all emotions experienced during the reading of
the story. What emotions were not experienced?

CARD 19
Detective Green Hat

Your name is Detective Green Hat. You have been given a
new case. It requires you to investigate the problems and
complications in the book you are reading.
1. What was the major complication within the storyline?
2. What would be a better way to solve the problem or
complication?
3. What problem or complication
would be more exciting for
the reader?

CARD 20
Detective Multicoloured Hat

Your name is Detective Multicoloured Hat. You have been
given a new case. It requires you to investigate the book you
are reading, using a combination of two differently coloured
hats, with each colour selected from the colours below:
Yellow: Positive/good points of the story
Black:
Negative/bad points of the story
Blue:
Overall purpose of the story.
A complete guided reading programme suitable for use with any fictional texts.
Stimulating and fun activities that explore different facets of a book.
Clear direction and expectations, that allow students to work independently of the teacher,
as needed.
AGES 9-11
Guidelines, tips, timetables and other support material for teachers.

Coverage of the important areas of the English curriculum.
So you think guided reading is important, but you need guidance on setting up and planning
literacy rotations? If so, these resource books, covering the lower to upper primary grades, are
ideal. The activities, in the form of A5 cards, comprise small-group tasks relating to independent
reading, comprehension and detail, language and vocabulary, art and illustration, and reflecting
and responding. The cards not only state the task required, but also include examples and
additional information to facilitate group independence and greater understanding.
Other books in the series
Code: 0358
ISBN: 978-1-877440-58-8
Code: 0359
ISBN: 978-1-877440-59-5
Code: 0361
ISBN: 978-1-877440-61-8
Code: 0362
ISBN: 978-1-877440-62-5
Bks
Age
Code: 0363
ISBN: 978-1-877440-63-2
Code: 0360
12
34
56
79
911
1113
NSW
yrs 24
yrs 46
yrs 68
VIC
yrs 24
yrs 46
yrs 68
QLD
yrs 35
yrs 57
yrs 79
WA
yrs 24
yrs 46
yrs 68
NT
yrs 24
yrs 46
yrs 68
SA
yrs 24
yrs 46
yrs 68
ACT
yrs 24
yrs 46
yrs 68
TAS
yrs 24
yrs 46
yrs 68
NZ
yrs 35
yrs 57
yrs 79

Guided Reading Programme

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Literacy: Guided Reading Rotation Programme

Guidelines, tips, timetables and other support material for teachers.

Other books in the series

Literacy: Guided Reading Rotation Programme

Book 3, Middle Primary

Freshfields Design Limited

Essential Resources Educational Publishers Limited

New Zealand Office:

Text Janet Bruce, 2008

Edition and illustrations:

Setting up a Guided Reading Book Club

What Are Literacy Rotation Activities?

The Literacy Rotation Activities

Using the Activity (Task) Cards

Organisation of the Guided Reading Groups

For Students: The Book Club Meeting

Book Club Discussion Questions

Literacy Rotation Activity Cards

Notes For Teachers:

Essential Resources Educational Publishers Ltd, 2008

When the children first receive a book,

Setting up a Guided Reading Book Club

6. Have the groups meet regularly to

Essential Resources Educational Publishers Ltd, 2008

What Are Literacy Rotation Activities?

Teacher with a Guided Reading Book Club

Essential Resources Educational Publishers Ltd, 2008

The Literacy Rotation Activities

Essential Resources Educational Publishers Ltd, 2008

Using the Activity (Task) Cards

the timetable. I also have a pocket for

Each fortnight, select one card for each

When it is time for the Guided Reading

I keep these cards all together in an

Example of Display Board

Essential Resources Educational Publishers Ltd, 2008

The children use the book marks mainly

Essential Resources Educational Publishers Ltd, 2008

Essential Resources Educational Publishers Ltd, 2008

Reflect and Respond

Artist and Illustrator

Reflect and Respond

Artist and Illustrator

Artist and Illustrator

Reflect and Respond

Artist and Illustrator

Artist and Illustrator

Artist and Illustrator

Reflect and Respond

Reflect and Respond

Organisation of the Guided Reading Groups

Essential Resources Educational Publishers Ltd, 2008

Book Club Discussion Questions

Essential Resources Educational Publishers Ltd, 2008

Essential Resources Educational Publishers Ltd, 2008

Essential Resources Educational Publishers Ltd, 2008

Comprehension and Detail

Essential Resources Educational Publishers Ltd, 2008

Comprehension and Detail

Question and Answer

Essential Resources Educational Publishers Ltd, 2008

Comprehension and Detail

Main Ideas Chain

Comprehension and Detail