The Lion and the Mouse
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Overview
Using this Resource
Connecting to the Curriculum
Marking Student Responses
Working with Students
Further Resources
This task is about reading to find out what happens in a story.
Read the story "The Lion and the Mouse" with another person.
Use the story to help you finish the sentences on the next pages.
Use the story to help you finish the sentences on the next pages.
Task administration:
This task can be completed online with SOME automarking.
Tasks a) to f) of this resource are marked online automatically. The tasks in g) are open-ended questions so are not marked automatically.
The resource is designed to be completed following a shared reading of the text "The Lion and the Mouse". The text is levelled at Purple.
Equipment:
There is an audio version of the text on the Ready to Read CD Readalong 2010 as well as on an MP3 file at the Literacy Online link below.
Copyright:
An Aesop's fable, illustrated by John Griffiths, 2009.
Levels:
1, 2
Curriculum info:
Key Competencies:
Keywords:
Description of task:
After reading the story, students recall the sequence and identify some details. To do this, students are given a list of words to select from. Students justify their inferences based on the evidence in the written and visual texts.
Curriculum Links:
Links to the Literacy Learning Progressions for Reading:
This resource helps to identify students’ ability to:
This resource helps to identify students’ ability to:
- use comprehension strategies
as described in the Literacy Learning Progressions for Reading at: http://www.literacyprogressions.tki.org.nz/The-Structure-of-the-Progressions.
Learning Progression Frameworks
This resource can provide evidence of learning associated with within the Reading Learning Progressions Frameworks.
Read more about the Learning Progressions Frameworks.Answers/responses:
Once students have completed the resource, tasks a) to f) are marked online automatically. The tasks in g) are open-ended questions so are not marked automatically.
Correct responses to all tasks are:
| a) | woke |
| b) | help; go ('free' is acceptable) |
| c) | laughed; know |
| d) | heard; caught |
| e) | gnawed; free |
| f) | clever; laugh |
| g) |
Examples of possible responses for the first question, What does Lion learn?
Lion learns that:
mouse is clever/ small creatures can be helpful/he shouldn't be mean/he shouldn't laugh at mouse/he might be 'King of all the animals' but that doesn't mean he's right all the time/he can't do everything himself, etc.
Examples of possible responses for the second question, What can we learn from this story?
We can learn that:
lions can't be 'King of all the animals' all the time/mice can be clever/small creatures can be helpful, do big things/if we're mean to someone we should admit we're wrong, say sorry/not to laugh at someone, not to put someone down, for being small, being who they are/ we should see good and bad, strengths and weaknesses, in all things, etc
|
Trialled with Year 1 and 2 students.
Diagnostic and formative information:
Patterns of responses from the trial of this resource with Year 1 and 2 students are:
a) Most students were able to recall details from the text.
Most students correctly identified story details, selecting words for the blank spaces that made sense in the sentence.
b) Some students did not identify the correct tense that the sentence required.
Some students who were not able to achieve a) above, did not identify a word of the correct tense for the sentence.
c) Some students treated the blank space as if it were the final word in the sentence.
Some students who were not able to achieve a) above, chose words for the blank as if the blank was the final word in the sentence. For example, for task b) 'Mouse said he would ________ ', some students chose 'go' and some chose 'laugh'. Both words would make sense given the beginning of the sentence if they were the final word in the sentence. However, they do not fit with how the sentence continues 'Mouse said he would ________ Lion one day ...'.
d) Ability to make inferences and justify them with evidence.
In the final, open-ended questions in task g), a small number of students were able to move beyond the specifics of the story to make inferences and generalise about the lessons learnt. For example: Lion learns that "some small thing can do lots of good things"; We can learn that "just because something is small does not mean its worthless."
Next steps:
For students who have difficulty identifying details and making sense of sentences:
Students who have difficulty making sense of sentences should be encouraged to read their sentences aloud to check and listen for them making sense. Alongside this, encourage students to identify where full stops are and to read on until they get to a full stop. With their partners, students can check and listen to each others sentences and give feedback about whether sentences make sense or not.
For students who have difficulty making and justifying their inferences.
In their pairs, students can "investigate" each other, asking "What are you thinking?" "Where is your evidence for thinking this? Show me, please.". Remind students that evidence comes from both the written and the visual texts. This will help them to stand back from the story and see the "bigger picture".
For similar resources based on Ready to Read books but at different levels:
"Shoes for the King", levelled at Red 3. Shoes for the King
"The Missing Socks", levelled at Blue 2. The Missing Socks
"Treasure Island", levelled at Green 1. Treasure Island III
For other Level 1 resources that encourage reading in order to make meaning and to make inferences:
- The magic wand
- Mouse party
- Reading pictures
- Making chapattis
- Delicious Steamed Kai
- Spider
- Hide-and-go-seek
- House Bus
- Brushes and hedgehogs
- The Lion and the Monkeys
- Why possums live in trees
- Mako shark
- Moods
- The windy night
- Sofi's first night away
- Down Comes A Tree
- A Load of Junk
- What or who am I?
- Rock Doc
- Giant weta
- What is it?
- Cuthbert's Babies
- A gift for Aunty Ngā
- The impossible bridge
- White Sunday in Samoa
- Tom's Tryathlon
- What are "they"?
- Daisy Data
- Railway Crossings
- Too Much Noise!
- Whale watch
- Which one am I? (1)
- Which animal am I?
- Which one am I? (2)
- Shoes for the King
- The Missing Socks
- Treasure Island III