[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-154637-en":3,"doc-seo-154637-105":30,"detail-sidebar-cat-0-en-105":90},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":4,"category_id":11,"category_name":12,"doc_title":13,"doc_description":14,"doc_content":15,"file_id":16,"file_url":17,"file_type":18,"file_size":19,"view_count":20,"is_deleted":4,"is_public":20,"is_downloadable":20,"audit_status":20,"page_count":21,"language":22,"language_code":23,"site_id":24,"html_lang":23,"table_of_contents":25,"faqs":26,"seo_title":27,"seo_description":14,"update_tm":28,"read_time":29},154637,687208528416,"Cipher","https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc",2,"Literature","Going to the River - by Feana Tu‘akoi","Going to the River presents an African animal narrative in which animals travel in the same direction toward a river, building toward a suspenseful climax when Lion appears and the others retreat. The guide supports comprehension through predictions, summarizing main ideas, making connections with students’ knowledge of African animals, and forming hypotheses. Text features focus on high-frequency words, uppercase letter variety, letter cases, the -ing ending, and expressive use of exclamation marks, reinforced by illustration support.","Overview  \nThis narrative text features some African animals going to the river. The climax of the story occurs when Lion appears and the other animals beat a hasty retreat!  \nSuggested purposes  \nThis book supports the comprehension strategies of making and confirming predictions, summarizing the main ideas, making connections (with the students’ knowledge of African animals), and forming hypotheses. It provides opportunities to practice one-to-one word matching and to reinforce high-frequency words and knowledge of upper-case letters. The varying lengths ofthe animal names help to reinforce the concept of a word.  \nText features  \n(Focus on only one or two per session.)  \n• the high-frequency words – going, is, the, to  \n• the use of a variety of upper-case letters  \n• the upper-case and lower-case forms of initial letters – Going, going; River, river  \n• the-ing ending – going  \n• the-un rime in run  \n• the animal names  \n• the repetitive sentence structure  \n• the opportunities for prediction on page 7  \n• the change in structure on page 8  \n• the use of the exclamation mark for emphasis on page 8  \n• the strong support for the text provided by the illustrations  \nGoing to the River  \nby Feana Tu‘akoi  \nillustrated by Kirsty Lillico  \nSetting the scene  \nUse the cover to initiate a discussion about animals. Ask the students to identify the animals that they can see. The students may not know “Buffalo.” Tell them that they can find out the name of this animal when they read the story. Establish that the animals are in Africa. What other African animals do you know? Note that the lion is not shown in the cover illustration. Remind the students of other books they have read that feature African animals.  \nDraw the students’ attention to the fact that the animals are all going in the same direction. Ask them to read the title, providing prompts if necessary. Direct them to the initial letter for“River.” I wonder where the animals are going. What do you think they are looking for? Where would they go to find it? Prompt them to cross-check. If the word was “River”, what other letters would you expect to see? Read the names of the author and illustrator.  \nBack cover – Read aloud the preview question. Discuss the students’ predictions.  \nThe first reading  \nTitle page – Listen to the students read the title again.  \nRemind them of the strategies you want them to focus on during the reading. You may need to model running your finger along the whole length of some of the longer animal names. Listen to the students read, supporting them as necessary. Observe their one-to-one word matching.  \nPages 2 to 5 – If necessary, ask questions to establish the pattern of the text. What is this animal? Where is it going? If they read,“The Elephant is …,” prompt them to cross-check. Read that page again, pointing to each word. Is there the right number of words? Does that word look like “The”? What letter does it start with?  \nPage 6 – Which animal is this? Listen to the students’ ideas and encourage them to cross-check with the initial consonant “B.” Could that word be “cow”? Why not? You could write “Buffalo” on the board and help the students to sound it out in chunks (Buff-a-lo) .  \nPage 7 – Encourage the students to predict the ending. Who is this? What will the other animals do? Why? Note that the lion’s fearsome claws are prominent!  \nPage 8 – Discuss the exclamation marks. Practice rereading this page expressively!  \nIdeas for revisiting the text (Choose only one or two per session.)  \n• Listen as the students reread the text, observing their attempts to maintain accurate oneto-one word matching, to use grapho-phonic information especially initial letters, and to read expressively.  \n• Ask the students to locate some of the high-frequency words. Find the word “to” on page 2. Can you find “to” on the next page? Tell me the letters in the word. Ask the students to write the words themselves.  \n• Focus on some of the upper-case letters. Think of","cbCaiqoeDNQJEvPb","https://ap.wps.com/l/cbCaiqoeDNQJEvPb","pdf",1115302,1,3,"English","en",105,"# Setting the scene\n## Back cover and predictions\n# The first reading\n## Title page and reading strategies\n## Pages 2–5: text pattern and cross-checking\n## Page 6: identifying Buffalo\n## Page 7–8: predictions and exclamation emphasis\n# Ideas for revisiting the text\n## Rereading and word matching\n## High-frequency words and uppercase focus\n## Letter case comparison and -ing endings\n## Rhymes and illustration responses\n## Reassembling sentence structure\n# Suggestions for further activities\n## Retell, innovate, rewrite, dramatize, and mural projects\n## BLM word and comprehension activities","[{\"question\":\"What reading comprehension strategies does the book support?\",\"answer\":\"It supports making and confirming predictions, summarizing main ideas, making connections about African animals, and forming hypotheses.\"},{\"question\":\"Which text features are emphasized during reading?\",\"answer\":\"High-frequency words (like going, is, the, to), varied uppercase letters, initial letter uppercase/lowercase forms, the -ing ending, the -un rime in run, repetitive sentence structure, prediction opportunities, and expressive exclamation marks.\"},{\"question\":\"How is the climax of the story handled in the lesson flow?\",\"answer\":\"Students predict the ending on page 7, then discuss expressive exclamation marks on page 8 by rereading that page with emphasis.\"}]","Going to the River - 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