Preview Collins Big Cat Whole-class Reading Handbook: Diamond to Pearl by Collins

Collins Big Cat Whole-Class Reading Handbooks provide a continuous programme of teaching and assessment that take every reader from phonics to fluency.

• • • • • •

Matches to the current programmes of study for English, Science, History and Geography. Other titles in this series:

Pearl

Sapphire

Series Editor: Gill Matthews

Emerald

Series Editor: Gill Matthews

Ruby

Topaz

Collins Big Cat Whole-Class Reading Handbook: Blue to Turquoise 978-0-00-825185-7

Complete teaching and assessment support

Lime

Turquoise

Collins Big Cat Whole-Class Reading Handbook: Pink to Yellow 978-0-00-825184-0

Series Editor: Gill Matthews

Guided Reading Handbook

Complete teaching and assessment support White

Orange

Yellow

Series Editor: Gill Matthews

Guided Reading Handbook

Complete teaching and assessment support

Copper

Guided Reading Handbook

Gold

Complete teaching and assessment support

Purple

Guided Reading Handbook

Green

Red

Complete teaching and assessment support

Blue

Pink

Guided Reading Handbook

Complete teaching and assessment support

Diamond

This handbook contains: Detailed support for whole-class reading sessions and independent sessions for every Big Cat book. Practice of reading comprehension strategies through focused, targeted lesson plans and resources, ensuring every pupil reaches age-related expectations. Advice for demonstration and modelling in every lesson plan, supporting pupils in developing key skills such as inference and deduction from the start. Vocabulary boost sessions for every book to extend pupils’ expressive and receptive vocabulary. Formative and summative assessment opportunities to fully assess pupil progress in reading. Digital downloads containing editable lesson plans, resources and assessments from the book are available on www.collins.co.uk.

Series Editor: Gill Matthews

Collins Big Cat Whole-Class Reading Handbook: Purple to Lime 978-0-00-825187-1

Collins Big Cat Whole-Class Reading Handbook: Copper to Topaz 978-0-00-825183-3

Collins Big Cat ebooks available online at

Collins Big Cat Whole-Class Reading Handbook: Ruby to Sapphire 978-0-00-825186-4

ISBN 978-0-00-825644-9

9 780008 256449

Series Editor: Gill Matthews

Pearl

Whole-class Reading Handbook

Diamond

Whole-Class Reading Handbook

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.

Big Cat Whole-class 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.

Big Cat Whole-class 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 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.

Example sentence

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.’

Big Cat Whole-class Reading Handbook: Diamond to Pearl

Whole-class 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.