At the Pool

At the Pool

by Janice Marriott This text is levelled at Red 2.

illustrated by Polina Outkina by Janice Marriott
illustrated by Polina Outkina

Overview
When Mum takes James and Noah to the pool, Noah has There is an audio version of the text as an MP3 file at
a great time playing on an inflatable dinosaur but James www.readytoread.tki.org.nz
worries about getting into the water. Eventually, Noah's
urging and the prospect of playing on the dinosaur Cross-curriculum links
persuade James to overcome his fears and join in the fun. Health and physical education (level 1, interpersonal
This text supports the development of a self-extending skills) – Express their own ideas, needs, wants, and
reading processing system by helping students “make feelings clearly and listen to those of other people.
meaning of text by applying their increasing ability to
attend to print detail and their growing knowledge of
Related texts
sentence structures and also by using their expanding • Texts about overcoming a personal challenge:
vocabulary and the illustrations” (The Literacy Learning A Starfish for Oscar (Red 1); The Lost Hat (Red 2)
Progressions, page 10). • Texts about water play: Bubbles (shared);
The Water Slide (Magenta)

Text characteristics
The students are working towards the standard for after one year at school. Many of
the characteristics of Green texts are also in texts at earlier levels but in simpler forms.
These characteristics, as they relate to this text, are shown in the boxes below.

The familiar Most content explicitly stated but also some implicit content that provides opportunities Some sentences
setting of a public for students to make predictions and inferences (for example, on page 4, the inference that that run over
swimming pool James is afraid to get into the pool) more than one
and the familiar line but do not
context of playing split phrases, and
in the water two or three lines
of text on every
page supporting
phrasing and return
Illustrations sweep
that support
and extend the
meaning but may A range of
not exactly match Noah
Noahplayed
playedwith
withthe
thedinosaur
dinosaur punctuation,
the words James
Jameslooked
lookedatatthe
thewater.
water. ininthe
thepool.
pool.
including full
“No.
“No.I Iwill
willstay
stayhere,
” ”hehesaid.
here, said. “Look
“Lookatatme!”
me!”heheshouted.
shouted.
stops, commas,
4 4 5 5
speech marks, and
exclamation marks,
Dialogue between to support phrasing
easily identified Many high-frequency words, several of which (“at”, “Come”, “got”, “he”,
and meaning
speakers “looked”, “me”, “on”, “said”, “the”, “with”) are repeated

Interest words (for example, “dinosaur”, “pool”, “water”) that are likely
to be in the reader’s oral vocabulary and that are strongly supported by
the context, the sentence structure, and the illustrations

Reading standard: After one year at school

The Literacy Learning Progressions
The above spread:
Text and illustrations copyright © Crown
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Suggested reading purpose toy, and show the students the other kinds of
inflatable toys that are in the story, such as the
(What can the students expect to find out or think about as
inflatable rings on page 3.
a result of reading this text?)
• Tell the students the names of the characters. You
We are reading this story to find out what happened
may wish to practise saying the names aloud a few
when James and Noah went to the pool.
times. This can be particularly helpful for English
language learners.
Possible learning goals
• Share the purpose for the reading.
(What opportunities does this text provide for students
to learn more about how to “read, respond to, and think • Browse the illustrations on pages 2–5 together and
critically” about texts?) discuss what is happening. Expect the students to
notice the contrast between Noah’s enthusiasm and
The behaviours listed below link to The Literacy Learning James’s reluctance to get in the pool. Encourage
Progressions. Select from and adapt them to set your them to predict what James might do.
specific learning goal. Be guided by your students’
• During the discussion, feed in new words or use
particular needs and experiences – their culture,
prompts to elicit or support new language structures
language, and identity. (Reading and Writing Standards for
and vocabulary. For example:
years 1–8, Knowledge of the Learner, page 6).
–– use the characters’ names often, and clarify
This text provides opportunities for students to: which boy is Noah and which boy is James

• make connections to their own knowledge and –– draw attention to the speech marks on page 3
experiences in order to make predictions and and remind the students that the marks show
inferences about the story that someone is speaking
–– on page 4, to support “I will stay here”, you
• make meaning by drawing on more than one source
could say: James looks worried. Will he get in the
of information, for example, meaning (context and
pool or will he stay where he is?
illustrations), structure (sentence structure and
word order), and visual information (including • Leave the students to find out what happens on
grapho-phonic information and punctuation) pages 6–8 as they read the story for themselves.

• continue building a reading vocabulary of high- • Remind them of the reading purpose.
frequency words and read groups of words together
in phrases Monitoring the reading
• notice some errors in their reading and take action • Watch and listen as the students read the story
to self-correct. quietly to themselves, noting their ability to read the
high-frequency words, how they attempt the interest
words, their phrasing, and any instances of self-
Introducing the story monitoring and self-correction. Provide support for
• Use your knowledge of your students to ensure that individual students as necessary. For example:
the introduction to the text activates their prior
–– if a student has trouble getting started, tell
knowledge and supports them for a successful first
them the boys’ names
reading. This story uses vocabulary and language
structures (for example, “and”, “Come on”, “got”, –– page 4 – if a student stops after reading the first
“he”, “here”, “into”, “looked at”, “me”, “Mum”, “No”, line, help them get to “No” by saying: James
“said”, “shouted”, “went”) that students are likely to looks worried. Will he get in the water? Read what
be familiar with from previous reading and writing. he said.
• If a student makes an error without noticing a
• Have the students use the cover illustration to clarify
problem, wait until the end of the sentence or page
the context and the setting. Encourage them to
before intervening, unless they stop reading. Waiting
attempt the title.
gives them the opportunity to notice the error and
• Ask the students to share their experiences of going fix it themselves.
to the pool, including their experiences of playing
with inflatable toys such as the dinosaur on the title
page. If you have students from other countries who
are not familiar with public pools or with inflatable
toys, use the pictures in the story to introduce the
concept. Explain that the dinosaur is an inflatable
Sounds and words
The Literacy Learning Progressions

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• Use appropriate prompts to draw their attention to After reading: practice and
the error. For example:
reinforcement
Text in book Student reads Teacher prompt After-reading tasks should arise from monitoring the
students’ needs during the lesson and should provide
James looked Student stops What is James looking purposeful practice and reinforcement. Where possible,
at the water. at “water”. at? Look at the
make links to other reading texts, including texts
beginning of the word.
generated from language experience and shared writing,
Noah played Noah hopped That makes sense, to the wider literacy programme (oral language, writing,
with the on the but do those words handwriting, alphabet and word games and activities),
dinosaur. dinosaur. (“played with”) look and to other curriculum areas.
like “hopped on”?
Select from and adapt these suggestions, according to
Noah played Noah played Does that make sense
the needs of your students.
with the went the to you? Try that again.
dinosaur. dinosaur. • Ask the students to reread the text to a partner.
Listen in, providing feedback and noting their
• Other prompts you can use to encourage monitoring ability to use punctuation to support phrasing and
include: Are you sure?; You said ... Did that make expression. You may also use this time to do a quick
sense?; Does it look right?; Were you right?; This running record with a student to provide more
word starts like ...; This word looks like ...; Look at the information on an aspect you have noticed.
beginning of the word.
• The students can build their comprehension and
• Reinforce attempts to problem-solve whether a student fluency by rereading the text while listening to
is successful or not, for example: You noticed that wasn’t the audio version. Audio versions also provide
quite right. Well done. English language learners with good models of
pronunciation, intonation, and expression.
• For further suggestions about ways to support
students to self-monitor (to cross-check, confirm, • Provide many opportunities for students to reread
and self-correct), see Effective Literacy Practice in this text and to read other stories with similar
Years 1 to 4, page 130. themes (see Related texts).

• As the students finish reading, they can quietly reread • Have the students reconstruct cut-up sentences from
the story until everyone has finished. the story. Have them match their sentences with
copies of the complete sentences. Both the model
Discussing the text after the first reading and the children’s versions must be bigger than
• Remind the students of the reading purpose. What those in the book.
did James do? Is that what you thought would happen? • To support comprehension and oral language, have
Has anything like this ever happened to you? the students work in pairs to take turns retelling
• Encourage the students to think critically. What did the story using the illustrations. You could provide
you find out about James? What made James change photocopies of the illustrations for the students to
his mind? put in sequence as they talk about them.

• As well as making inferences about the boys’ • To support inferring and build vocabulary, have the
feelings, the students may want to speculate on students discuss how the characters felt at different
the relationship between the boys. Have them parts of the story. They could share their ideas
reread page 2. Think aloud as you model drawing an of what James and Noah are thinking on pages 4
inference that Noah and James are brothers. Noah and 5 and write some thought bubbles for them.
and James are both at the pool with their mum, so Alternatively, they could draw pictures of James
Noah and James must be brothers. before and after he got into the pool and write a
sentence about each picture.
• Have the students reread the text, stopping for
discussion at points of interest. Encourage them • Have the students paint or draw a picture of what
to read expressively, using a “worried” voice and a they like to do at the pool or other swimming area.
“triumphant” voice. You could also draw attention to Support them to add a caption. Be aware that some
a particular text feature, such as: students may come from cultures with different rules
about swimming (for example, what is considered
–– the use of speech marks to indicate dialogue appropriate swimwear).
–– the high-frequency words
–– the inflected endings in the words (“looked”,
“played”, “shouted”).

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COPYRIGHT © CROWN 2015
• Provide images of other sorts of inflatable toys.
Have the students choose (or draw their own picture)
of a toy that they would like to play on in a pool
and create their own dialogue using the sentence
framework from the story. (“Come on the ________.
Come on the ______ with me”).

• Write “went” on the whiteboard and have the

students identify the initial letter. Then ask them to
revisit the text and find more words that start with
“w” (“with”, “water”, “will”).

• To build students’ awareness of inflected endings,

write “looked”, “played”, and “shouted” on the
whiteboard. Support the students to identify the
root words and the “ed” endings. Ask the students to
find and read the sentences using these words in the
story.

• Have word games and activities available that

reinforce automatic recognition of high-frequency
words, for example, matching games and making
words with magnetic letters. Provide bilingual word
games and activities where appropriate.

At the Pool
Accessed from www.readytoread.tki.org.nz Teacher support material for At the Pool Ready to Read, 2015 4
COPYRIGHT © CROWN 2015 ISBN 978 0 478 16353 7 (ONLINE)