Text analysis.

Title : Mums New Job Level: Green

Synopsis
Jacks mum has a new job which means that she can not spend as much time with him as he would like and after school he has to
go stay with his Aunty Jane. While with his Aunty she gives him the idea that he should do something to help his mum. This leads
to him making decision to make his mum sandwiches and juice for lunch one day. Which results in them reconciling and getting to
spend some time together talking.
Analysis of supports and !allen"es
Layout #print plaement et$ Print is still blocked but placement on the page may vary. The print alternates from the top of
the page to the bottom.
Lan"ua"e struture% features
#Sentenes& tense& use of
dialo"ue et$
aried simple sentences. !atural language structures blended with written language structures.
"ombination of present and past tense e.g. # had$% #picked$% #were$% #cleaned$% #fell$% #poured$%
#woke$. &ialogue is spread throughout the te't and used in simple form making it clear who
has spoken and to whom e.g. # (ums always busy now% # ) said to Aunty Jane. )t is the
dialogue that is normally in present tense while the rest of the te't is in past tense.
Text struture # Se'uene&
sentene patterns& "enre$
"hronological storyline. *tory has a beginning% middle and end% it starts off with with the
problem of Jack not being able to spend time with his mum then he has an idea of what he can
do for his mum and it finishes with Jack and his mum spending some time together. !arrative% it
is from the boys point of view.
(llustrations #relations!ip to
text$
)llustrations and te't are closely linked but in some there is not always a direct links and the
children would have to infer e.g. +n page , it shows that the mum is asleep on the sofa but
there is no evidence of her cleaning.
)onepts and *oabulary
#relevane and familiarity to
!ildren& speialist voab&
abstrat ideas $
-amiliar vocabulary. The content of the te't is will be familiar to most children% e.g. They will
have parents that work and they might even e'perience times when their parents are too busy
to spend time with them.
+t!er , word level #word
endin"s& irre"ular verbs&
blends% lusters&
Past tense endings #ed$. )rregular past tense verbs #woke$% #fell$% #gave$% #thought$% #made$%
#ate$.
"onsonant blends #wh$% #th$% #cl$% #gl$% #sm$.
)!arateristis of readers at t!is level.
.eaders at green level are e'pected to be able to think critically and respond to the te'ts they read. They are able to do this in
#(ums !ew Job$ as there are many opportunities for them to infer% predict and make connections to their own lives.
Another characteristic is that they monitor their own reading and self correct where necessary. )n this te't there are some words
that they might not know or have difficulty saying% e.g phew and sofa% so this will allow the teacher to see if they do self check.
Date Group Title: Mums New Job Text level: Green
Achievement Objective: Select and use a range of processing and comprehension strategies with growing
confdence and understanding
Students will:
! use sources of information "meaning# structure# visual and grapho$phonic information% and prior &nowledge
"with growing confdence% to ma&e sense of a range of "increasingl' complex and varied% texts
! associate sounds with letter clusters as well as individual letters"a(xes# roots and compound words%
! use an increasing range of comprehension strategies with some confdence
! begin to develop the abilit' to thin& criticall' about texts
! monitor# self evaluate and describe progress
)urpose for *eading + Specifc ,earning Outcomes:
The children will :
Recognize a number a suffixes (s and ed!"
Ma#e accurate antici$ations"

%a&e instant recall of an increasing number of letter sound relationshi$s ('h!"

Supports in the text: The images are &er( su$$orti&e" The(
relate to what is being said in the text" Jac# loo#s sad which
hel$s con&e( the idea that he doesnt li#e his mums new )ob"
Shows mum aslee$ on the sofa* if the( dont #now that word
the( can guess(couch!" Shows sandwiches if that is a new word
for them"
Anticipated challenges in the text: +nowing the difference
between Mums(mum is! and Mums(the )ob belonging to her!"
,nderstanding $ast tense &erbs* words with -ed. at the end and
also words such as -ate. -ga&e. -made. -wo#e." Reading the
word sofa instead of inferring that it sa(s couch" Reading the
-'h. sound"
The ,esson
-ntroduction
/iscuss the co&er and title" -0hos $oint of &iew do (ou thin# this boo# will be from1 0h(1. 0hat #ind of sentence structure do (ou
ex$ect to find in the text because of this1.(e"g" 2uotation mar#s3 ending sentences in 4 said5she said!" -0hat do (ou thin# the
boo# will be about1. -0hat do (ou thin# will ha$$en because of mums new )ob1. -0ho here has a $arent5s that wor#s after
school1. Get the students to thin#3 $air3 share what the( ha&e to do after school3 if the( ha&e e&er had someone a$art from their
$arent5caregi&ers loo# after them and whether or not the( li#ed it". 0hen reading this boo# we are going to be loo#ing at how the
bo( feels about his mums new )ob" 0hen (ou are reading 4 want (ou to be thin#ing of how (ou #now how he feels"
.ngaging with the text
)age+s
During the
*eading
/omments# prompts# 0uestions
6ets read the boo# together"
Sto$ at $age 7 and discuss the $re&ious $ages"
%ow does mum feel about her )ob1 %ow do (ou #now1
%ow does the bo( feel1 %ow do (ou #now1
0hat )obs do (our $arents5caregi&ers do that sto$s them from
s$ending time with (ou1 0hat sort of )obs5chores do (ou thin# the
mum would ha&e to do when she gets home1
0e are going to loo# at the word Mums and the different meanings
it can ha&e" 6ets loo# bac# at $age 8 and re*read the first sentence"
4n this sentence what does the a$ostro$he in -Mums. do to the
word1 Now lets loo# at the word Mums on $age 73 how is the
context different here1
0ho #nows where is the bo( in this $icture1 0ould (ou $refer to go
sta( with famil( or go to an after school $rogramme1 0hat are (our
reasons1
/o (ou e&er hel$ out at home1 0hat do (ou do1 Thin#ing about the
t($e of )obs his mum has to do3 what wa(s do (ou thin# the bo(
could hel$ his mum1
9ontinue reading the next two $ages (:5;!
0h( do (ou thin# his mum has fallen aslee$ on the sofa1

Teaching+ strateg' focus
*9hun#ing"
*Getting the children to thin#
dee$er and to ma#e connections
with the images es$eciall(
loo#ing at their emotions"
(reading for meaning!
*4dentif(ing their strategies"
*Ma#ing connections to their
own li&es and being able to
relate to the character"
'redicting5antici$ating"
*Recognise suffix and
understand the meanings"
9hildren need to #now that the
-Mums. on $age 8 means that
the )ob belongs to the mum"
0here as the -Mums.on $age 7
is the contracted form of mum
is"
*4nferring" Get the children to
thin# about the &alue of famil(3
how the en&ironments would be
different (<amil( more casual
and relaxed!"
*=( as#ing them to ma#e
connection to their own li&es it
will $ut them in the right mind
frame to h($othesise about what
the bo( could do for his mum"
*4nferring" So the( understand
its related to her )ob"
*9hec# that the( read the word
sofa" *Get them to cross*chec#
if the( sa( couch"
>
8
?
7
;
*evisiting the Text
@x$lore irregular and regular $ast tense &erbs" Ma#e a chart3 with high freAuenc(
&erbs and words from the text3 showing both the $resent and $ast tenses of words"

*So the( #now that not all words
can ha&e the suffix ed added to
ma#e it $ast tense" Bs# them
what sounds right e"g" wa#ed or
wo#e1
Teaching Guided Reading
Discussion of the text before, after and sometimes during the reading is central to the approach
[of guided reading] because the fundamental purpose is to enhance each students understanding
of what they are reading (Biddulph, 2002, n.p). In my lesson I have included questioning at the
beginning, during and after in order to develop higher order thinking, support them in their reading
and to see what stage they are reading at.
When introducing and discussing a text teachers are able to prompt students to make connections
with their previous knowledge and experiences. (Ministry of Education, 2003). To begin the lesson
I have asked the children a range of questions about the cover page so that they will hypothesis
what they expect from the book, e.g what it is about and therefore whose point of view it will be
from, and to make links to their own life. I thought it was important for them to understand that the
book is from the boys point of view as when students analyse a text they are looking at it from
their own point of view. As a result they may connect with the ideas or emotions within it (Ministry
of Education, 2003). The storyline of Mums New Job is that a young boy is unhappy that he cant
spend much time with his mum because she is working. This is probably a common occurrence
with some children in the class and an outcome of this is that the children should be able to
engage more deeply with the content of the book. The ways in which a reader analyses and
interprets text and synthesizes ideas are afected by that readers prior knowledge, experiences,
and cultural values (Ministry of Education, 2003, p.133), so by getting the students to share what
they do after school and who looks after them it will make a link to the Key Competency of
Relating to Other as it will hopefully widen the students awareness of the fact that not everyone
has the same life experiences as them. Also by hearing whether or not other students like their
after school activities it will support their thinking as they read about how the feel boy feels and
perhaps allow them to infer about his reasons for those feelings.
Readers need to read at an appropriate pace (Literacy progression, p.12) so during the lesson I
will get the children to read the book in suitable chunks and out loud for most of the session.
During guided reading children have the support of having other readers reading at the same time
as them which means that the they will be able to hear their peers and read at a similar pace. This
is also a good way to make sure that the book you have chosen is at the right level of difculty for
the group, as if a text is too hard then children tend to read slower than everyone else so they dont
have to try read the text. They can just repeat what has been said without processing the words
(Fountas & Pinnell, 1996, p.6). By breaking down the book into chunks I will be able to listen to the
children read and then stop them in order to go over anything that they might have had difcultly
with, including understanding both individual words or an idea on a certain page. In my lesson I
have chunked pages two until fve as I thought it was important to look at how the boy felt at the
beginning of the book and then later explore how and why his feelings changed as the book
progressed. The text provided a context for using word-solving skills and for checking the process
by using knowledge of the story and sentence pattern (Fountas & Pinnell, 1996, p.6.). Stopping at
page 5 also allows for the opportunity to evaluate the diferent meanings of the word Mums as
this could cause some confusion for the children and hinder their understanding of the book.
Knowing how to read and use the apostrophe correctly is an important skill and a clear explanation
between these two versions of the same word could give children a strategy to use when trying to
work out the meaning of words with apostrophes in the future.
The ultimate goal of guided reading is independent silent reading(Fountas & Pinnell, 1996, p.8)
which is why I decided to add a small section of silent reading in my lesson. Due to the fact that
the book is new to the children and there may be challenges for them, I have planned to go over
these possible challenges before they read independently. This includes looking at the diferences
of the past tense verbs poured and woke and the contracted word of Ive. I have done this by
questioning them about what they already know relating to past tense and if they are familiar with
the word Ive. By questioning them this way I have not assumed that they know about these
concepts which will allow them to search their prior knowledge and share any understandings they
might have without new knowledge interfering and confusing them. From there I can build on or re-
build their perceptions.
In order to understand what they are reading children at green level use information from a range
of diferent sources including what is in the text and making links with their prior knowledge
(Literacy progressions, pg.12). This infuenced my decision to include make accurate
anticipations as one of the learning outcomes. While reading this book the learner will be
supported in the process of making accurate predictions as it has a theme that relates to students,
the illustrations throughout the book support the text as well as adding additional information, and
also there is additional teacher questioning to ensue that they can make links to prior knowledge.
According to Bidduph (2002) students are more likely to use comprehension strategies on their
own if they have frst used them in a discussion with their teacher and peers in relation to other
texts, so by giving students many chances to infer and predict throughout this guided reading
session I hope to encourage them to use high order thinking skills when they read independently.
In order to stimulate high order thinking I will generate discussion through the use of prompts and
challenging questions so that the children have opportunities to develop their critical-thinking skills-
to think beyond the text. (Ministry of Education, 2002, p.15). Throughout the book I have selected
points that I believe the children will be able to relate to in order to create thoughtful and
meaningful discussions. The ways I have done this is to ask the children to infer what they think
could happen e.g. what jobs the mother might have to do after work and what the boy could do to
help his mother. To support the learners through the inferring process I have frst asked them to
think of their own experiences so that they can learn to use information that is not stated in the text
to form their own conclusions about a subject.
In conclusion the decisions I made about my lesson plan were to ensure that the learner built on
their knowledge of comprehension strategies as well as learning new ones.
References
=iddul$h3 J" (>CC>!" Guided reading: Grounded in theoretical understanding" The Guided
Reading B$$roach* Theor( and Research" 0ellington3 ND: 6earning Media"
<ountas" 4"3 E 'innell3 G" (>CCF!" Guiding Readers and 0riters3 Grades 8*:" 'ortsmouth3 @ngland:
%einemann"
Ministr( of @ducation " @ffecti&e 6iterac( 'ractice Gears F*?" 0ellington: 6earning Media3 >CC8"
'rint"
Ministr( of @ducation" Read( to Read Teacher Su$$ort Material* @arl( 6e&els" 0ellington: 6earning
Media3 >CC>" 'rint"
Ministr( of @ducation" The 6iterac( 6earning 'rogressions " 0ellington: 6earning Media3 >CFC" 'rint"
Moone(3 Margaret" HGuided Reading: The Reader in 9ontrolH Teaching +*I" =ib >7"7 (FJJ7!: 7?*7I"
'rint"