Resource 2 Where is the Green Sheep?

Title	Author /Illustrator
Where is the Green Sheep?	Mem Fox/ Judy Horacek
Publisher	Date of publication
Penguin/Viking
Overview of text  Where is the Green Sheep is a picture Book. The book is ideal for beginning readers or to share with pre-readers. Each page features one sentence in large, clear font supported by a simple but interesting illustration. Sheep are defined by colour, size or location, 'bed sheep', 'slide sheep' or 'far sheep', followed by the refrain: 'But where is the green sheep?' The funny pictures will amuse children and young learners can give appropriate names to the sheep shown in the final double-page illustration and join in the reading. The book would be useful for: concept development, text innovation, humour, colours, and word recognition.
Language features This text is simple as it is about searching for a missing sheep. Mem Fox encourages the reader to embrace concepts such as colour, size and position using simple and humourous language.The book uses repetition to great effect as it builds suspense and encourages children to ‘read along’.  The book can be used to generate discussion about sizes, shapes and opposites. There is also the opportunity to expand upon vocabulary with word and sound recognition and would assist in building language for children to develop sentences, and sight words.
Other textual features (e.g. format, illustrations) The format of the text is a large print with pictures on the opposing page. The story creates suspense by asking a question at the end of each page.
Audience	Genre
Prep – Grade 2	Fiction- picture book

Title of text Where is the green sheep
Before reading activities	Justification*
1. Look through the book, identify the title, author, illustrator, the spine, what is the blurb? 2.  Look at the title and make predictions about the story 3. Discuss reality and context? Are there really green sheep, have you ever seen one? 4. Examine the pictures and predict what the story might be referring to.	1. CB- predict likely text and sentence structures 2. CB- predict likely text and sentence structures 3.TP-participate in unpacking the literal and inferential meanings of the text 4. TP-use and integrate knowledge about images
During reading activities	Justification*
1.  Ask students to identify if there is a main character in the story? 2. After reading half the book, ask students if they can identify a theme or pattern emerging 3. Do the pictures help to integrate and determine the story line 4. Is this story similar to other stories we have read about sheep?  5. Focus on words that start with S 6. Identify any sight words in the title and on the pages (where, is, the) 7. Show how these sight words have made a simple sentence	1. TP-relate the text to their personal and cultural experiences and knowledge, including their experiences with other texts 2.TA- talk about what the writer of the text believes 3.CB-use and integrate knowledge about images 4.TU- use texts for a range of purposes  5.CB-cross-check information from one cue system against another 6. use and integrate semantic, grammatical and phonological/graphological cues 7.TP- use their knowledge of word meanings and common English expressions to construct meaning with the text
After reading activities	Justification*
1. Describe the theme of the story? 2.  Explain why the green sheep does not have an opposite? 3. How does the author create suspense in the text? 4. List as many activities of the sheep that we can remember from the story 5. Go back through the story and write a list of all the activities that the sheep were involved in 6. Write a list of opposites that occurred in the story 7. Brainstorm ideas for opposites 8. Discuss things that are the same 9. Could the author have created this story  using similar concepts, and if so provide examples (not opposites, eg. bed sheep, camping sheep) 10. Use a simple question to help foster discussion of each page. What is this sheep doing? What is the opposite of this? 11. Discuss how each page is a question-what determines our understanding of a question? 12. make a list of other stories we know about sheep and identify how they are represented  13. Let the children role play using sheep puppets.  14.Let children create their own sheep action book by drawing, painting or creating a collage of a sheep in action. 15. Have the children imitate and describe the actions they see in the book. 16. Have the children pretend to be a sheep and describe their own actions. Examples might include, “I am a sleeping sheep,” “I am an eating sheep,” “I am a hopping sheep,” or “I am a singing sheep.” 17. Make a list of places where a green sheep could hide. Focus on language such as inside, outside, under, on top of etc 18. Write “ where is the……. sheep” and have students fill in answer 19. Make a clay figurine of a sheep performing a particular activity (CB 6) 20. Create sheep masks from paper plates and a variety of materials. Let the children be creative with the sheep masks. Provide a variety of materials for the children to choose (i.e., paint, crayons, markers, chalk, green and white cotton balls, wiggly eyes, etc.) Let the children use the masks to act out the story as you read aloud. (TA 9) 21. Call attention to words with similar beginning sounds (sheep, shell, shoe, shin, shop, short, shake) SH focus – writing   22.  Play beginning name sound games. E.g stand up if your name begins with B (CB 1) ( Writing same) 23. Group objects with the same beginning sounds (CB 1) (writing) 24. Get the students to work in pairs to draw pictures of the sheep in the story, so that the whole class can create their own story and put it in sequential order. This can then be displayed around the room.	1.TA- understand how a text's structure and features contribute to the way the text portrays ideas or issues 2. TU- interact with others around a text 3. TP-understand how layers of meaning are constructed in a text 4.CB- cross-check information from one cue system against another 5.CB-cross-check information from one cue system against another 6.CB-self correct by searching for more information and trying different options and by using strategies such as re-reading, reading ahead and checking illustrations 7.TU-use texts for a range of purposes 8. TP-understand how layers of meaning are constructed in a text 9.TA- present an alternative position to the one taken in a text 10. TU- interact with others around a text 11. TP-understand how the grammatical structures in the text and the punctuation contribute to it's meanings  12. TA- compare texts on the same topic in different media 13.TP-use their knowledge about still and moving images, sound and interactivity to construct meaning with the text  14.CB- use and integrate knowledge about images 15. use and integrate knowledge about images 16.TU 3. use texts for a range of purposes 17.TA-present an alternative position to the one taken in a text 18. TP use their knowledge of word meanings and common English expressions to construct meaning with the text 19. TU-use texts for a range of purposes  20.TU-use texts for a range of purposes 21. CB-use and integrate semantic, grammatical and phonological/graphological cues 22.CB- use and integrate semantic, grammatical and phonological/graphological cues 23.CB- use and integrate semantic, grammatical and phonological/graphological cues 24. TU- interact with others around a text
Questions from Bloom’s (revised) Taxonomy Remembering Understanding Applying Analysing Evaluating Creating Remembering: 1. How many sheep were there in the story? 2. What types of activities were they doing?  Make a list 3. Describe what happened after the sheep went on the swing? 4. Make a list of the activities and their opposites Understanding: 1. Can you describe in your own words what the story is about? 2. Describe the sequence of events and draw a picture to illustrate same 3. Distinguish between same and opposite? Provide examples 4. Applying 1. What is the relationship between the sheep activities in the text? (theme) 2. Compare a different ending, does this change the meaning of the story? 3. Differentiate between reality and make believe. Are there really any green sheep? Evaluating 1. Defend the authors choice for the ending of the story? Why did the author do this? Creating 1. Write a song about sheep, using actions to sequence the story. (can use known melody) 2. In small groups role play a segment of the story, but use a different character and explain why this does not affect the meaning of the story