Book Tasting Passport

Overview

In this first lesson of the five-part unit Book Week: Choose, Create, Celebrate, students sample a range of accessible texts and select books or excerpts that interest them. They communicate first impressions through writing, drawing, symbols, speech, audio recording or supported responses.

Learning intentions

Students will:

• choose texts based on personal interest, curiosity and enjoyment rather than reading level
• preview, listen to or browse at least two texts
• identify first impressions using words, pictures, ratings or speech
• record or communicate reasons for selecting texts for a Book Reading Passport
• participate respectfully in small-group book tasting.

Success criteria

• I can sample at least two texts.
• I can choose one to six books or excerpts for my passport.
• I can communicate at least one reason for my choices.
• I can listen, take turns and respect different preferences.

Curriculum links

• Responding to and enjoying a range of literature and texts, including texts from different forms, cultures and perspectives.
• Exploring how stories, images, sound, structure and language create meaning and interest.
• Sharing ideas, opinions and responses through spoken, written, visual and multimodal communication.
• Selecting and using comprehension strategies, including predicting, questioning, connecting and making personal evaluations.
• Developing safe, respectful and inclusive participation in collaborative learning.

Lesson structure (55 minutes)

1. 0–5 minutes – Welcome, timetable and low-pressure model Display the visual timetable and book-tasting hook. Explain that students may listen, browse, look at pictures or handle a book; they do not need to decode every word. Model choosing a text by interest: “The cover makes me curious because…” Use a cover, illustration, brief audio preview or short teacher read-aloud. Emphasise that there is no “best” choice and that reading level does not decide a student’s selection.

2. 5–10 minutes – Introduce the passport Distribute the Book Reading Passport and demonstrate one entry. Students record a title, draw or select a symbol, add a rating and give a reason. Explain that students may dictate to an adult, use speech-to-text, record an audio response, point to preference cards, use emojis or photos, or draw instead of reading or writing. Years 4–5 aim for one to three texts; Years 6–8 may select up to six and compare genre, format, viewpoint, humour or complexity.

3. 10–25 minutes – Book-tasting rotation 1 Organise five groups of approximately five students. Groups rotate through accessible stations every five minutes, using the station instructions and discussion prompts. Suggested stations include picture books and familiar favourites; graphic novels and comics; short chapters; audiobook or teacher read-aloud; and extracts from myths or fables. Students preview, listen, browse or handle texts, then add a passport response. Possible choices include George’s Marvellous Medicine, The Gruffalo, Dog Man, The Thingamajig, The Bad Guys, Thelma the Unicorn, The Day the Crayons Quit, Fortunately the Milk, The 13-Storey Treehouse, El Deafo, Hilda graphic novels, Narwhal and Jelly and age-appropriate myths or fables. Check suitability, themes and local availability beforehand.

4. 25–28 minutes – Movement and sensory break Pause the timer and display the stretch and reset slide. Students stand, stretch, walk quietly to a designated point and return, or use an agreed sensory tool or quiet space. Students using headphones may remain at the quiet station if movement is uncomfortable.

5. 28–45 minutes – Book-tasting rotation 2 and supported conferences Continue rotations, ensuring students experience at least two texts. Prompt with “I notice…”, “I wonder…” and “I choose…” for Years 4–5. For Years 6–8, ask: “How does the format affect your response?”, “Whose viewpoint do you notice?” or “What makes this text worth trying?” Confer privately with students who need help choosing, and scribe, record or clarify responses without taking over the decision. Reinforce turn-taking and invite students to recommend a text without pressuring others.

6. 45–51 minutes – Complete and communicate choices Students finish the Book Reading Passport by adding a reason for at least one choice. They may write a sentence, draw, use a rating or emoji, dictate to a partner or teacher, or make a short audio recording. Invite pairs to share one title and one first impression while the listener responds respectfully.

7. 51–55 minutes – Exit choice and preview Display the sharing and exit prompt: students show, point to or say the text they most want to revisit and select one response mode—spoken, written, drawn, rated or recorded. Collect passports or photograph them for formative evidence. Preview that the next lesson will use students’ choices to explore characters, settings, ideas and text features.

Resources

• the visual timetable, hook, modelling, station instructions, movement break and exit prompts
• the Book Reading Passport
• A varied, age-suitable selection of picture books, graphic novels, comics, novels and short extracts
• Audiobooks, audio previews, tablet or computer and speakers
• Headphones and a clearly identified quiet station
• Pencils, coloured pencils, markers and rating cards
• Timer, group labels and visual station signs
• Sensory tools and an accessible seating option
• Optional speech-to-text or audio-recording function

Assessment

• Observe whether students sample texts, make an interest-based choice, listen and take turns.
• Check each passport for at least two sampled texts and one communicated reason, using drawing, symbols, speech or writing as valid evidence.
• Hold brief private conferences where students need support; note preferences, engagement and useful accommodations for later lessons.

Differentiation

• Years 4–5: provide picture cues, read-aloud excerpts, partner browsing, sentence frames and a one-to-three-text goal.
• Years 6–8: invite comparisons of genre, format, viewpoint, humour and complexity, with brief spoken, typed or recorded justifications.
• EAL/D and students requiring additional support: use modelling, gestures, visual ratings, bilingual discussion where possible, headphones, quiet space, partner support, scribing and extra processing time.
• Students who do not read or write independently can listen, point, select emojis or photos, draw, tell an adult, use speech-to-text or record a response. Do not require independent decoding.