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Their conversation went something like this:
“Who are you?” croaked the frog.
“I’m a hen” cackled the creature.
“Wha..at are you doing?” he croaked, puzzled.
“I’m looking for food,” the hen replied. “I eat worms and mealies”.
“How interesting,” the happy little frog croaked, his curiosity satisfied.
Plop! Plop! Plop! Our froggy friend plopped along until he got to a field. There he saw a huge black and white creature, munching on grass.
Their conversation went something like this:
“Who are you?”
“I’m a cow”.
“And wha..at are you doing?”
“I’m eating. I eat grass and lucerne,” murmured the cow dreamily, while chewing a cud.
“How interesting,” croaked the happy little frog, his curiosity satisfied.
Hop! Hop! Hop! Suddenly he found himself at a huge vlei. There was water everywhere. Just as he was about to jump in and cool down, he spotted two dead-straight reeds in front of his nose. He flung back his head and looked up. And up. And up.
“Who are you?” he croaked in a strangled voice, as his neck was taking strain.
“I’m a heron,” said the strange thing with white feathers. It had a long neck, beady eyes and a very sharp beak.
“And what are you doing?” squeaked the frog, flipping over onto his back in the water, so that he could see this creature properly.
“Looking for food,” the heron replied.
“Wha..at do you eat?”
“Wide-mouthed frogs,” snapped the heron.
“End whe-do-u-git-him?” squeaked the frog, pursing his lips together tightly.
The heron darted downwards, but the frog leapt between the heron’s legs and jumped away as quickly as he could. Plop! Plop! Plop! He hopped back to the stream.
All his wide-mouthed froggy friends were very eager to hear of his travels and he told them all about the sharp-beaked heron who ate wide-mouthed frogs. The frogs were tickled pink to hear ho*w he had escaped and hopped around excitedly, pursing their lips tightly and squeaking, “End-whe-do-u-git-him? End-whe-do-u-git-him?”
So that one day when they are faced with a hungry heron, they will know wha..at to do!
Make sure that you know the story well.
Turn to your partner and retell the story.
Listen to your partner retell the story to you.
Which one of you was most accurate in retelling the tale?
Did you enjoy the story? Why?
Find another story / fable / folk tale about an insect or animal. Read it and tell your partner the story. Listen to your partner tell you about the story he/she has read.
[LO 3.1.1]
It takes practice to read fluently.
When you were very small and just learning to ride your bike, it took time and lots of practice before you could ride with confidence.
Reading is no different. You will need to practise your piece over and over again, making sure you know how to pronounce challenging words and even know their meanings, before you can read confidently and fluently.
TASK:
Prepare a piece of reading of your own choiceto read to the class and to your teacher.
[LO 3.1.8]
ASSESSMENT CRITERIA FOR READING
Peer assessment:
| Categories | 1 | 2 | 3 | 4 |
| Voice | Mumbles. Monotone. | Is occasionally heard, monotone. | Loud enough, but sometimes fades or too fast or slow, reads jerkily. | Reads clearly to an appropriate pace. |
| Contact with audience | Looks down, no eye contact. Unprepared | Mostly looks down. Unprepared mostly. | Mostly looks at audience. | Eye contact maintained. Prepared well. Emotions drawn upon. Hardly fumbles. |
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