Shoes for the King
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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 "Shoes for the King" 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 auto-marking).
This task is a shared activity to be done by two students, following a shared reading of the text "Shoes for the King".
Equipment: An audio version of the text is available on the Ready to Read CD Readalong 2011 and at the Literacy Online link below.
Copyright:
Written by Dot Meharry, illustrated by Philip Webb. 2011.
Levels:
1, 2
Curriculum info:
Key Competencies:
Keywords:
Description of task:
After reading the text, students work with a partner, recalling the sequence of the story and 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 use comprehension strategies as described in the Literacy Learning Progressions for Reading at: http://www.literacyprogressions.tki.org.nz/The-Structure-of-the-Progressions
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 d) are marked online automatically. The tasks in e) are open and students type in their responses so they are not marked automatically.
Correct responses to all tasks are:
| a) | Boots |
| b) | Jandals |
| c) | Slippers |
| d) | happy; tight; cold |
| e) |
The mouse/Mouse.
Possible responses to the second part of this task are: the mouse is copying, has been copying the King/the mouse looks happy too.
|
Trialled with Year 1 and 2 students.
Teaching and learning:
For students who would benefit from a shared oral and/or writing activity:
After working with a partner or as a group on this resource, students could continue to work in pairs on an oral or a writing activity based on the same text. For example, they could look at the picture of all the Royal Shoes on page 2 and add their own pages to the text by selecting and naming the shoes the King did not choose in the story. In doing so, students come up with possible reasons why these shoes were unsuitable to the King. This could be presented by the students back to their reading group, in visual and/or written text form or orally, depending on the abilities of the students.
After working with a partner or as a group on this resource, students could continue to work in pairs on an oral or a writing activity based on the same text. For example, they could look at the picture of all the Royal Shoes on page 2 and add their own pages to the text by selecting and naming the shoes the King did not choose in the story. In doing so, students come up with possible reasons why these shoes were unsuitable to the King. This could be presented by the students back to their reading group, in visual and/or written text form or orally, depending on the abilities of the students.
Diagnostic and formative information:
Patterns of responses from the trial of this resource with Year 1 and 2 students are:
a) In tasks a) to c), most students did not use the cues in the task sentence starters to mimic the order of the story.
Most students did not use the sentence starters, i.e., 'First', 'Next', and 'At last', to support them in selecting the correct order of shoes that the King tried on.
b) In task d), most students identified the correct words that matched the order of the story.
Most students identified the correct words that matched the order of the story, i.e., the King's experience of the three types of shoes he tried on. This was probably because these words matched those given in the story.
c) Most students had difficulty making an inference and justifying it.
Maybe students overlooked the instruction 'Look carefully at the pictures to answer the question below', as they did in a) above.
Next steps:
Supporting students to understand the requirements of the task/s:
For students who are not ready to undertake tasks independently, completing such a resource as a group shared activity first would be beneficial.
For students who do not identify details correctly:
For students who are having difficulty recalling details correctly, their attention needs to be drawn back to the text and the written and visual clues that it gives. Maybe before attempting this task online, students discuss with their partner the details of the story, e.g., what happened first, where did this happen, what happened second, where did this happen, etc.
In their pairs, students should actively encourage each other to go back to the text. For example, one person be "the investigator" and say to their partner, "Show me where in the story it says/shows this".
For students who have difficulty making inferences and justifying their inferences.
Here again, 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.
For similar resources based on Ready to Read books but at different levels:
"The Missing Socks", levelled at Blue 2. The Missing Socks
"Treasure Island", levelled at Green 1. Treasure Island III
"The Lion and the Mouse", levelled at Purple. The Lion and the Mouse
For other Level 1 resources that encourage reading in order to make meaning and to make inferences: