Guided Reading Handbook Diamond to Pearl by Collins

Designing Places and Spaces Book band: Diamond A book about how designers have influenced our lives, creating buildings, cars, gadgets and theme parks in response to changing needs

Skills focus • 2a Give/explain the meaning of words in context • 2b Retrieve and record information/identify key details from fiction and non-fiction

• 2d Make inferences from the text/explain and justify inferences with evidence from the text • Monitoring understanding

Independent reading sessions Skills focus

You will need

• 2b Retrieve and record information/identify key details from fiction and non-fiction • 2d Make inferences from the text/explain and justify inferences with evidence from the text • Monitoring understanding

• Multiple copies of Collins Big Cat Designing Places and Spaces • Reading Journals • Resource sheet: Design ideas

You are reading Designing Places and Spaces. Work as a group. Look at the front cover and discuss these questions: • What kind of building is this? What might it be used for? • What is it designed to look like? • Where in the world might it be? • Do you like it? Turn to pages 18 and 19. You’ll see the building again here, alongside two other famous buildings. Read the text at the top of the page and discuss these questions: • Which of these buildings do you ﬁnd the most appealing, and why? • Add in the two buildings on page 46 and rank the buildings from 1 to 5, with 1 being the most appealing. • Compare rankings with other members of the group. Write your ideas in your Reading Journal.

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Big Cat Guided Reading Handbook: Diamond to Pearl

You are reading Designing Places and Spaces. Turn to the chapter “Design and designers” on pages 2 to 3 and read the text together. Look at the objects illustrated on pages 2 to 3. Use Resource sheet: Design ideas to match the objects in the pictures to the categories mentioned in the opening paragraph. Complete the table by guessing how the inventor/designer would have pitched the original idea for the product, to interest a potential funder. One is done for you, as an example. Read pages 4 to 7. Discuss this question: • What point does the author try to make about ideas and design? Summarise your answer in one sentence as a tip for designers. You are reading Designing Places and Spaces. Read pages 8 to 11. Discuss these questions with your Reading Partner: • Which changes in design can you see in the later model at the bottom of page 10? • Which architect featured on page 11 do you think has designed the most interesting house? Explain your choice. Write your ideas in your Reading Journal. You are reading Designing Places and Spaces. The chapters “On the move” and “Time for play” describe how designers have responded to the development of the motorcar and the increase in leisure time. Choose one of these topics, and note in your Reading Journal three ways in which designers have responded to change. Share what you have written with your group.

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Big Cat Guided Reading Handbook: Diamond to Pearl

You are reading Designing Places and Spaces. Look at pages 50 to 51. What do the two buildings have in common? Write your ideas in your Reading Journal. Discuss this question in your group: • What other design ideas for buildings do you think you will see in your lifetime? In your Reading Journal, note the ideas you think are most likely to happen. Vocabulary boost session Skills focus

You will need

• 2a Give/explain the meaning of words in context

• Multiple copies of Collins Big Cat Designing Places and Spaces • Reading Journals

Tune in

Heads together

In the chapter ‘Art in architecture’ invite children to look at the double-page spread on pages 44 to 45.

Turn to pages 48 to 49. Look first at the three photographs and invite reactions from children. See if they can anticipate the points to be made in the text.

Read the captions, picking up on specific vocabulary: ‘foundations’, ‘remains’, ‘memorial’ and ‘originally’. Ask: • Which is your favourite building, and why? • Do you see these buildings as works of art, like sculpture?

Read the text, referring to the relevant picture, to pick up the points being made. Draw on the phrases identified in the Vocabulary table below to ensure children become familiar with them.

Vocabulary table Focus phrase Explanation

Example sentence

caused a stir

provoked an argument (like stirring up The new vicar caused a stir by wearing cycling shorts a settled pond, making bits fly about) when she went shopping.

traditional design

not modern – something people are used to

blot on the landscape

something which spoils a picture – like ‘That new statue spoils the look of the village,’ said the a stain on a perfectly clean page mayor. ‘It’s nothing but a blot on the landscape.’

visitors’ jaws drop

open-mouthed in surprise or shock

My mother’s jaw dropped when she saw what I was planning to wear to the party.

the innards of the building

the internal workings, like the organs of a body

The engineer carefully took off the back plate, revealing the innards of the machine.

Wrap up In response to the following scenarios, challenge children to choose the correct focus phrase, and explain their choice: • You walk into the kitchen to see a pile of banknotes on the table.

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The new houses in the village were going to be built to a traditional design, to match older houses.

• The pub on your street is planning to introduce late-night live music. • Your gran and granddad prefer things they can recognise. • The demolition team took the front off the house, revealing the rooms and staircase. • ‘I hate that concrete car park – it spoils our view of the cathedral.’

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Big Cat Guided Reading Handbook: Diamond to Pearl

Guided reading session Skills focus

You will need

• Multiple copies of Collins Big Cat Designing Places and Spaces • Flipchart or whiteboard • Reading Journals

Tune in Ask children to tell you something about the book, and the work they have been doing so far. Ask: • What have you learnt about designing and making? • What interesting facts have you come across? Point out that, in a book like this, photographs play an important part in presenting information, and a lot of care goes into the choice of photographs to match the text. Ask children to turn to pages 20 to 21. Explain that, before reading the text, you want to focus on the photographs, and what we can learn from them. Ask children to look at the photograph of Inuits building an igloo. Use questions and answers to model your thought processes whilst ‘reading’ the photograph, for example: • Who are these people? They look like a family: adults, children and a baby. • What are they doing? They seem to be building a structure – perhaps it’s an igloo. One of them seems to have a sharp object, which might be used for cutting blocks of ice. • How are they dressed? Really thick furs and boots – to keep out the cold? • What else can I see in the picture? Dogs, sleds, a fur container – who for, I wonder? • What does this tell me about how these people live? They are nomadic so they need to rebuild their homes as they move; they use working animals (the dogs) and sleds – out of picture?

• Is it a modern photograph? It’s in black and white, so maybe not – but it could be. • Why was it taken? Probably taken to illustrate a particular way of life. Move on to the second picture (the American Indian). This time, ask the same questions (these could be on the flipchart), and invite children to respond. Invite children to read the text on page 20 with you. Ask: • What does this add to what we know? (for example, Igloos protected Inuits from high winds; it tells us what tepees were made from.) • How does it tie the two pictures together? (for example, Both examples illustrate how humans build houses to fit their environment, their way of life, and materials to hand. Reference to nomadic life of American Indian implicitly applies to Inuit.)

Heads together Invite children to work in pairs to examine the picture on page 21, using the same guide questions.

Fast finishers Ask: Which picture is most likely to be a modern photograph? What makes you think so? (colour versus black and white; TV aerials on stilt houses)

Wrap up Take responses from children. Encourage a combination of observation and interpretation. Conclude with the following learning point: In well-presented non-fiction books, illustrations and text work together to communicate information.

Extension activities You will need • Multiple copies of Collins Big Cat Designing Places and Spaces

Look at buildings and spaces in your local area. Discuss how they could be improved, and produce some designs to illustrate your ideas. Design a new toy or game. Create a ‘Dragons’ Den’ and pitch your ideas to the Dragons.

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Nicholas Nickleby Book band: Pearl A retelling of the famous classic tale set in Victorian England.

Skills focus • 2a Give/explain the meaning of words in context • 2d Make inferences from the text/explain and justify inferences with evidence from the text

• 2e Predict what might happen from details stated and implied • Reading aloud with fluency and expression

Guided reading session Skills focus

You will need

• 2d Make inferences from the text/explain and justify inferences with evidence from the text • 2e Predict what might happen from details stated and implied • Reading aloud with fluency and expression

• Multiple copies of Collins Big Cat Nicholas Nickleby • Individual whiteboards and pens

Tune in Ask if anyone has heard of this book before. Explain that it is a retelling of a classic story written by the Victorian author, Charles Dickens.

‘turn up the volume’ as you listen to each of them read. Comment on their reading of direct speech and how they are making the characters come to life.

Fast finishers

Invite children to look at the front and back covers of the book and read the blurb. Check understanding of the term ‘orphan’ and discuss any other stories children may have come across which include orphans, for example Oliver Twist, The Secret Garden, The Wolves of Willoughby Chase.

Ask children to write adjectives on their whiteboard to describe the three characters.

Read pages 2 to 5 aloud, modelling reading with fluency and expression, as children follow in their books. Discuss what we have learnt about the three characters so far. (for example, Nicholas and Kate – brother and sister, orphans; father recently died; no money; travelled from Devonshire; Uncle Ralph – their father’s brother; rich; cold-hearted; does not want his brother’s children.)

Ask: • What has Uncle Ralph decided to do with Nicholas and Kate? (teacher’s assistant; assistant in a hat shop) • How do you think the two children feel about this? (worried about being separated)

Ask: What do you predict might happen to the two children?

Heads together Ask children to read to page 9 to themselves fluently and expressively. Remind them of the importance of bringing the characters to life when reading direct speech. Move around the group and ask them to

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Wrap up Comment on the way children’s reading brought the characters to life.

Invite children to share their opinions of the three characters, asking fast finishers to share the adjectives that they have written on their whiteboards. Discuss: • Uncle Ralph is not a pleasant man. Find quotations from the text to support this. (for example, ‘Uncle Ralph’s (eyes) glittered coldly’; ‘What are you to me?’; ‘I’ve no wish for them to live here’; ‘Mr Nickleby gave them a cruel smile.’)

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Big Cat Guided Reading Handbook: Diamond to Pearl

Independent reading sessions Skills focus

You will need

• Multiple copies of Collins Big Cat Nicholas Nickleby • Reading Journals • Resource sheet: Reading detective for Nicholas Nickleby

You are reading Nicholas Nickleby. With your Reading Partner, discuss the beginning of the story. Read Chapter 2 together, taking turns to read a page each. Remember to read with ﬂuency and expression, taking notice of the punctuation. Discuss your impression of Uncle Ralph and Wackford Squeers of Dotheboys Hall (Do-the-boys). On your Reading detective resource sheet, record your opinion of these two characters, supported by evidence from the text. You are reading Nicholas Nickleby. Read Chapter 3 on your own, remembering to use expression even when you are reading in your head. With your Reading Partner, discuss your opinions of events at Madame Mantalini’s hat shop. Answer these questions in your Reading Journal: • How do you think Kate felt when she was chosen to work in the shop? • Why did Madame Mantalini turn against Kate? • What is your opinion of Scaley and Tix? Who do you think they are and why is Madame Mantalini so frightened of them? • What is your impression of Mr Mantalini? • Which word on page 36 means the same as “told off”?

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Big Cat Guided Reading Handbook: Diamond to Pearl

You are reading Nicholas Nickleby. Read Chapter 4 with your Reading Partner. Take turns to read a page aloud, reading with ﬂuency and expression, paying attention to punctuation, and in particular, direct speech. In your Reading Journal, write a prediction of how you think Uncle Ralph is going to get his own back on Nicholas. What do you think Nicholas will do about it in return? Add any new information about Mr Squeers to your Reading detective resource sheet. You are reading Nicholas Nickleby. Read Chapters 5 and 6 together as a group, taking turns to read a page each. Remember to read with ﬂuency and expression, taking notice of the punctuation, especially direct speech. Discuss your opinions of Smike, John Browdie and the Cheeryble brothers. Record your thoughts on your Reading detective resource sheet. Add any new information about Mr Squeers to your Reading detective resource sheet. You are reading Nicholas Nickleby. Read Chapter 7 with your Reading Partner. Discuss the friendship between Nicholas and Smike and the kindness of the Cheeryble brothers. How do you think the story will end? Answer these questions in your Reading Journal: • Why did Nicholas, Kate and Smike feel at ease as soon as they arrived at the Cheeryble’s home? • What was Nicholas’s reaction to Madeline? • How do you think the Cheeryble brothers felt about Wackford Squeers? • Which word on page 66 means “entering someone’s property without permission”? • What illness did Smike die of? Add any new information to your Reading detective resource sheet. 240

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Big Cat Guided Reading Handbook: Diamond to Pearl

Vocabulary boost session Skills focus

You will need

• 2a Give/explain the meaning of words in context

• • • •

Multiple copies of Collins Big Cat Nicholas Nickleby Reading Journals Completed copies of Resource sheet: Reading detective for Nicholas Nickleby Resource sheet: Vocabulary boost for Nicholas Nickleby

Vocabulary table Focus word Brief or phrase explanation

Example sentence

Definition

beckoned

signalled

The guide beckoned me to follow him along the path.

To beckon someone is to signal to them to come to you or follow you, often with a hand movement or gesture.

treacherous

untrustworthy, The captain was a treacherous A treacherous act is something that is evil and deceitful pirate, caring nothing for his victims. underhand.

lectured

instructed

The young cyclists were lectured on To lecture someone is to teach them or tell the rules of road safety. them what to do.

utterly false

completely untrue

I found the description of the hotel to be utterly false.

forged

made fake ones

The criminals were caught after they To forge something is to make an illegal, fake had forged hundreds of £20 notes. version.

If something is false, it is not true or accurate. Utterly false means that it is completely wrong.

Tune in

Heads together

Invite children to share their opinions of the text and their impressions of some of the characters, using their Reading detective resource sheet and pages 78 and 79 for reference.

Give each pair a copy of Resource sheet: Vocabulary boost for Nicholas Nickleby. Explain that this is a cloze procedure. They should read it through once for meaning, then reread it, filling in the appropriate words and phrases from the list.

Tell children the focus of this lesson is some of the words the author has used in the final chapter. Ask children to turn to Chapter 8. Read pages 70 and 71 aloud, briefly explaining the focus words and phrases. Write up the focus words and phrases and go through the vocabulary boost process, using the information in the table above to help you, elaborating on the meaning of each word or phrase by using it in a sentence and then giving children a definition.

Wrap up Read the completed passage together as a group. Monitor children’s understanding of the focus words and phrases. Ask children to predict how they think the story of Nicholas Nickleby will end. Read the remaining pages together, discussing likes, dislikes, puzzles and patterns.

Extension activities You will need • Multiple copies of Collins Big Cat Nicholas Nickleby • Reading Journals Design two contrasting adverts for Dotheboys Hall. One advert should be as Mr Squeers describes it, providing the most amazing standards of care and education. The other advert should tell it like it really is!

For example: • What did Noggs think about Ralph Nickleby sending Nicholas away with Mr Squeers? • How did John Browdie feel about the way Mr and Mrs Squeers treated the boys at Dotheboys Hall? • How did Smike feel when Nicholas arrived at the school and started to treat him with kindness? Read the original novel by Charles Dickens or watch a film of the story.

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