Unit 1: Key stories: ‘One Snowy Night’ Overview English curriculum objectives • Listen to and discuss a wide range of poems, stories and non-fiction at a level beyond that at which they can read independently • Be encouraged to link what they read or hear read to their own experiences • Become very familiar with key stories, fairy stories and traditional tales, retelling them and considering their particular characteristics • Recognise and join in with predictable phrases • Discuss word meanings, linking new meanings to those already known • Draw on what they already know or on background information and vocabulary provided by the teacher • Check that the text makes sense to them as they read and correct inaccurate reading • Discuss the significance of the title and events • Make inferences on the basis of what is being said and done
• Predict what might happen on the basis of what has been read so far • Participate in discussion about what is read to them, taking turns and listening to what others say • Explain clearly their understanding of what is read to them
Treasure House resources • Comprehension Skills Pupil Book 1, Unit 1, pages 4–5 • Collins Connect Treasure House Comprehension Year 1, Unit 1 • Photocopiable Unit 1, Resource 1: Percy’s winter clothes, page 65 • Photocopiable Unit 1, Resource 2: True or false?, page 66
Additional resources • One Snowy Night by Nick Butterworth, whole text (optional)
Introduction Teaching overview
Introduce the extract
If children are reading independently, encourage them to monitor what they have read, checking that the words they decode fit in with what else they have read and that those words make sense in the context of what they already know about the topic. Explain the meanings of new words to children within the context of what they are reading. As you read, ‘think aloud’ to model to children what skilled readers do. Use comprehension sessions as an opportunity to increase children’s vocabulary and awareness of grammar so that they begin to understand the differences between spoken and written language.
Ask the children if they know any stories about Percy the park keeper and his care for the animals in his park. If they do, ask them to share their knowledge with the class. Then ask them if they visit their local park or woodland and, again, ask them to share their experiences. Tell the children that, in this lesson, they will focus on one small extract from a story about Percy the park keeper. Then they will answer some questions to help them think more carefully about the text. Read the extract with the children, and discuss unknown or unusual vocabulary before setting children to work answering the questions in the Pupil Book.
Pupil practice Get started Ask the children to find each sentence in the story and to write down the missing word. You may wish to support the children by reading each sentence aloud and pausing while they find and point to the sentence in the story, before asking them to write the missing word.
Pupil Book pages 4–5 Answers 1. winter 2. Percy 3. fresh 4. middle
[1 mark] [1 mark] [1 mark] [1 mark]
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Unit 1: Key stories: ‘One Snowy Night’
Try these Ask the children to read and answer the questions. You may wish to support children by reading each question aloud and pausing to discuss the answers either as a class or in small groups/pairs. Suggested answers 1. A park keeper 2. In a hut / In the park 3. Wellington boots / Two pairs of woolly socks 4. Cosy and warm
[1 mark] [1 mark] [1 mark] [1 mark]
Now try these Ask the children to read and complete the openended tasks. You may wish to choose only one or two tasks for them to complete. You may wish
to support children by reading and discussing the tasks before setting them to work independently or in pairs. 1. Look for any appropriate description of a park in summer (such as ‘warm’, ‘sunny’ or ‘full of flowers’). [2 marks max] 2. Look for features relevant to the description ‘cosy and warm’, for example, a fire, a comfy chair. [2 marks max] 3. Drawings and labels should include Percy in a (warm) coat, (big) scarf, (two pairs of woolly) socks and (wellington) boots, as well as other appropriate items (such as a hat and/or gloves). You may wish to combine this task with the Support activity below, if children require assistance. [5 marks max]
Support, embed & challenge Support
Challenge
Use Unit 1, Resource 1: Percy’s winter clothes to support children in locating details in the text. Ask children to tell you which word should be written on each line, and then to see if they can find that word in the extract. Ask children to read the words and notice the way they are spelt, and then to write them in the appropriate spaces on the sheet. Remind children to check their words carefully, to check they have used all the correct letters. (Answers Labels: (warm) coat; (big) scarf; (woolly) socks; (wellington) boots)
Challenge children to think about the inside of Percy’s hut. Ask: ‘What do you think it will look like?’ ‘What makes it warm and cosy?’ Ask children to draw a picture of the inside of Percy’s hut, showing the things they have described, and then to add a sentence or two to describe it.
Embed Use Unit 2, Resource 2: True or false? to encourage children to test their accurate reading of the extract. Children read each sentence, reread the extract as necessary and then mark the sentence as true or false. (Answers 1. False; 2. True; 3. False; 4. False; 5. True; 6. False; 7. True; 8. True; 9. True; 10. False)
Homework / Additional activities Park creatures Ask children to talk to a parent or carer about the animals that they could meet in a park (such as rabbits, mice, birds and/or foxes).
Collins Connect: Unit 1 Ask the children to complete Unit 1 (see Teach → Year 1 → Comprehension → Unit 1).
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Unit 2: Fairy stories: ‘Hansel and Gretel’ Overview English curriculum objectives • Listen to and discuss a wide range of poems, stories and non-fiction at a level beyond that at which they can read independently • Be encouraged to link what they read or hear read to their own experiences • Become very familiar with key stories, fairy stories and traditional tales, retelling them and considering their particular characteristics • Recognise and join in with predictable phrases • Discuss word meanings, linking new meanings to those already known • Draw on what they already know or on background information and vocabulary provided by the teacher • Check that the text makes sense to them as they read and correct inaccurate reading • Discuss the significance of the title and events • Make inferences on the basis of what is being said and done
• Predict what might happen on the basis of what has been read so far • Participate in discussion about what is read to them, taking turns and listening to what others say • Explain clearly their understanding of what is read to them
Treasure House resources • Comprehension Skills Pupil Book 1, Unit 2, pages 6–7 • Collins Connect Treasure House Comprehension Year 1, Unit 2 • Photocopiable Unit 2, Resource 1: Story steps, page 67 • Photocopiable Unit 2, Resource 2: Character thoughts, page 68
Additional resources • Hansel and Gretel by Malachy Doyle, whole text (optional)
Introduction Teaching overview
Introduce the extract
If children are reading independently, encourage them to monitor what they have read, checking that the words they decode fit in with what else they have read and that those words make sense in the context of what they already know about the topic. Explain the meanings of new words to children within the context of what they are reading. As you read, ‘think aloud’ to model to children what skilled readers do. Use comprehension sessions as an opportunity to increase children’s vocabulary and awareness of grammar so that they begin to understand the differences between spoken and written language.
Ask the children if they know the story of Hansel and Gretel. If they do, ask them to share their knowledge with the class. Explain that Hansel and Gretel is a very old story that used to be passed along by being spoken, and that this is why different versions of it exist. Tell the children that, in this lesson, they will focus on one small extract from the story. Then they will answer some questions to help them think more carefully about the text. Read the extract with the children, and discuss unknown or unusual vocabulary before setting children to work answering the questions in the Pupil Book.
Pupil practice Get started Ask the children to find each sentence in the story and to write down the missing word. You may wish to support the children by reading each sentence aloud and pausing while they find and point to the sentence in the story, before asking them to write the missing word.
Pupil Book pages 6–7 Answers 1. food 2. eat 3. Gretel 4. cake
[1 mark] [1 mark] [1 mark] [1 mark]
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Unit 2: Fairy stories: ‘Hansel and Gretel’
Try these
Now try these
Ask the children to read and answer the questions. You may wish to support children by reading each question aloud and pausing to discuss the answers either as a class or in small groups/pairs.
Ask the children to read and complete the openended tasks. You may wish to choose only one or two tasks for them to complete. You may wish to support children by reading and discussing the tasks before setting them to work independently or in pairs. 1. Answers should grasp that Hansel dropped the cake to show the way home. [1 mark] 2. D rawings should include Hansel and the cake and, possibly, the wood, Gretel and the woodman. [2 marks max] 3. L ook for features in the drawing including Hansel and Gretel and, possibly, the wood and the woodman. Sentences should describe appropriate plans. For example: Follow the trail of cake. / Find their way out of the wood. [3 marks max]
Suggested answers 1. The woodman, his wife, Hansel and Gretel 2. There is no food 3. Into the Brown Wood 4. Some cake to eat
[1 mark] [1 mark] [1 mark] [1 mark]
Support, embed & challenge Support Use Unit 2, Resource 1: Story steps to support children in paying closer attention to the text extract by carefully reading and then ordering the sentences. Cut out the sentences and ask children to organise them according to the story. (Answers The correct order is as the sentences are presented prior to being cut out.)
Embed Use Unit 2, Resource 2: Character thoughts to prompt children to think further about the characters of Hansel and Gretel. Ask the children how they think the characters feel and what they might say to one
another. Scribe ideas on the board. For example: I’m so hungry. / What can we do? / Don’t worry, I have some cake. / Don’t eat all the cake. / I have a plan. Ask the children to choose some of the dialogue, or think of their own idea, and write it in the speech bubbles on the sheet.
Challenge Ask children what advice they would give Hansel and Gretel. Discuss ideas. For example: I would tell them to keep walking until they find help. / I would tell them to leave a trail of crumbs to follow home. / I would tell them to ask the animals for help. Ask the children to draw a picture and write a sentence to show Hansel and Gretel their advice.
Homework / Additional activities What happens next? Ask children to find out what happens later in the story, by asking parents/carers at home or by reading the whole story of Hansel and Gretel.
Collins Connect: Unit 2 Ask the children to complete Unit 2 (see Teach → Year 1 → Comprehension → Unit 2).
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Unit 3: Traditional tales: ‘The King of the Forest’ Overview English curriculum objectives • Listen to and discuss a wide range of poems, stories and non-fiction at a level beyond that at which they can read independently • Be encouraged to link what they read or hear read to their own experiences • Become very familiar with key stories, fairy stories and traditional tales, retelling them and considering their particular characteristics • Recognise and join in with predictable phrases • Discuss word meanings, linking new meanings to those already known • Draw on what they already know or on background information and vocabulary provided by the teacher • Check that the text makes sense to them as they read and correct inaccurate reading • Discuss the significance of the title and events • Make inferences on the basis of what is being said and done
• Predict what might happen on the basis of what has been read so far • Participate in discussion about what is read to them, taking turns and listening to what others say • Explain clearly their understanding of what is read to them
Treasure House resources • Comprehension Skills Pupil Book 1, Unit 3, pages 8–9 • Collins Connect Treasure House Comprehension Year 1, Unit 3 • Photocopiable Unit 3, Resource 1: Fox and tiger, page 69 • Photocopiable Unit 3, Resource 2: What happens next?, page 70
Additional resources • The King of the Forest by Saviour Pirotta, whole text (optional)
Introduction Teaching overview
Introduce the extract
If children are reading independently, encourage them to monitor what they have read, checking that the words they decode fit in with what else they have read and that those words make sense in the context of what they already know about the topic. Explain the meanings of new words to children within the context of what they are reading. As you read, ‘think aloud’ to model to children what skilled readers do. Use comprehension sessions as an opportunity to increase children’s vocabulary and awareness of grammar so that they begin to understand the differences between spoken and written language.
Ask the children what they know about lions, tigers and foxes. Ask them to share their knowledge with the class. Then ask them if they have ever heard people say that the lion is the king of the animals and, again, ask them to share their experiences. Tell the children that, in this lesson, they will focus on one small extract from a story about a fox who must think very quickly in order to escape from a tiger. Then they will answer some questions to help them think more carefully about the text. Read the extract with the children, and discuss unknown or unusual vocabulary before setting children to work answering the questions in the Pupil Book.
Pupil practice Get started Ask the children to find each sentence in the story and to write down the missing word. You may wish to support the children by reading each sentence aloud and pausing while they find and point to the sentence in the story, before asking them to write the missing word.
Pupil Book pages 8–9 Answers 1. fox 2. leapt 3. idea 4. bows
[1 mark] [1 mark] [1 mark] [1 mark]
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Unit 3: Traditional tales: ‘The King of the Forest’
Try these
Now try these
Ask the children to read and answer the questions. You may wish to support children by reading each question aloud and pausing to discuss the answers either as a class or in small groups/pairs.
Ask the children to read and complete the openended tasks. You may wish to choose only one or two tasks for them to complete. You may wish to support children by reading and discussing the tasks before setting them to work independently or in pairs. 1. Answers should be well justified. For example: Yes, because the tiger is interested. / No, because the fox is not the king of the forest. [2 marks max] 2. Drawings should include the fox sleeping and, possibly, the forest and the tiger. [2 marks max] 3. Drawings should include the fox and the tiger in the forest. Look for appropriate speech from each character. For example: Tiger: “I don’t believe you.” Fox: “I’ll prove I’m the king.” [2 marks max]
Suggested answers 1. Having a nap 2. He trembled (and then had an idea) 3. The king of the forest 4. The lion
[1 mark] [1 mark] [1 mark] [1 mark]
Support, embed & challenge Support
Embed
Use Unit 3, Resource 1: Fox and tiger to support children in thinking further about the characters of the tiger and the fox. Discuss the characteristics of foxes and tigers and the ways they are portrayed in stories. Read through the words and phrases given and check children’s understanding. Then ask the children to draw simple pictures and to match the descriptions to the animals. (Answers Fox: size of a dog; clever; bushy tail; reddish fur. Tiger: fierce; stripy fur; size of a lion; long, thin tail)
Use Unit 3, Resource 2: What happens next? to encourage children to think about what will happen next in the story, when the fox and the tiger meet a different animal in the forest. Ask the children to choose what animal they will meet, and to draw it in the space on the sheet. Then ask them to write in the speech bubble to show what the animal will say.
Challenge Ask children to imagine that the fox and the tiger bump into the lion, who is the real king of the forest. Ask them to discuss what they think might happen. Ask: ‘What would each of the animals say? Ask children to write a sentence for each animal, to show what might happen.
Homework / Additional activities Other forest creatures Ask children to ask their parents or carers to help them find and enjoy another tale about animals in a forest or jungle. Ask them to think about how the animals are similar and different.
Collins Connect: Unit 3 Ask the children to complete Unit 3 (see Teach → Year 1 → Comprehension → Unit 3).
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