Preview Collins Big Cat Whole-class Reading Handbook: Pink to Yellow by Collins

Pink Red

Whole-class Reading Handbook Complete teaching and assessment support

Yellow

Series Editor: Gill Matthews

My Skateboard Book Band: Pink A This non-fiction recount follows a boy as he gets ready and goes skateboarding with his friends.

Skills focus • Read and understand simple sentences • Use phonic knowledge to decode regular words and read them aloud accurately • Answer ‘how’ and ‘why’ questions about experiences and in response to stories or events

• Use past, present and future forms accurately when talking about events that have happened or are to happen in the future • Develop understanding of vocabulary from experience of books

Whole-class reading session You will need • Multiple copies of Collins Big Cat My Skateboard

Tune in Look at the front cover. Ask the following questions: • What is the boy doing? (skateboarding) • Has anyone been on a skateboard? • Has anyone seen children skateboarding at the park? • What do you think is in the background? (skateboarding ramp) • What special kit is the boy wearing? (helmet, pads) Discuss and explore children’s experiences of skateboarding or similar activities such as riding a bike or scooter. Ask the following questions: • Would you like to go skateboarding? • What do you think skateboarding would feel like? • Do you think the boy likes skateboarding? (Yes, he looks happy in the photograph.) Ask children to point to the title of the book. Model reading the title. Ask: What sound does ‘skateboard’ begin with? (s) Ask children to point to the ‘s’. Stand with your back to them and model how to draw the letter ‘s’ in the air. Ask children to copy you. Point out that the book cover has a photograph rather than a drawing. Ask: Do you think this is a story or a real event? (real event) Explain this is a non-fiction book. It is a recount. A recount tells us about an event that happened. The photograph is a clue; it shows us the book is about a real experience.

Heads together Read page 2 aloud to the children. Model segmenting and blending the word ‘pads’ p-a-d-s. Then, ask children to reread page 2. Ask them to point to the first word that they think they should read. Support them in identifying the word and then following the text from left to right.

Discuss the photographs on pages 2 and 3. Ask the following questions: • What are the pads for? (to protect the skateboarder) • Why do skateboarders wear them? (so they don’t hurt themselves) • How is the boy putting the pads on? (with fastening tape) Read page 4 aloud to the children. Model segmenting and blending the word ‘helmet’. Support them in identifying the high frequency word ‘my’ on page 4. Explore the photographs on pages 4 and 5. Ask the following questions: • Why is it important to wear a helmet? (to protect your head) • Why do you think the helmet has small holes in it? (to stop your head getting too hot) Help the children to turn to pages 6 and 7. Read page 6 aloud. Ask: Where do you think the boy is going? (skateboarding/to the skate park) Point out that the boy is smiling in the photograph. Ask: What does that tell us? (the boy is happy/looking forward to skateboarding/he likes skateboarding)

Wrap up Model reading page 8 to the end, demonstrating fluency and expression. Ask children to reread page 8, pointing to the words. Ask: What do you like doing with your friends? Sequence the events in the story. Ask: What did the boy do first (put on his pads); second (put on his helmet); after that (picked up his skateboard); and finally? (He went to the skate park with his friends.) Summarise the text. For example: Name two things the boy did before he went skateboarding. (put on his pads and put on his helmet) Remind the children this is a non-fiction text. It is a recount. Ask: What event did the book tell us about? (the boy getting ready to go skateboarding) Discuss the features of the text. Ask children to point to the photographs and captions.

Big Cat Whole-class Reading Handbook: Pink to Yellow

Vocabulary boost session You will need • Multiple copies of Collins Big Cat My Skateboard • Pictures of people wearing protective clothing (for example, chef: apron, hairnet, hat; builder: hard hat, reflective jacket, boots; firefighter: helmet, protective jacket, trousers, boots, gloves; beekeeper: suit, face netting; police officer: helmet, bulletproof vest; cricket player: helmet, pads) • Resource sheet: Sentence stems

Vocabulary table Focus word Child-friendly explanation Example sentence

Tell me…

helmet

A type of hat worn to look after your head.

The boy is wearing a blue helmet.

Tell me about different helmets people wear.

protect

To protect something means to look after it or shield it.

The boy wears pads when Tell me about different clothing skateboarding to protect his people wear to protect themselves. knees.

enjoy

If you enjoy something, it is The boy enjoys fun or exciting. skateboarding.

Tune in Explain to the children that in this lesson they are going to look in more detail at some words linked to the text. Write the three focus words clearly for the children to see. Read the words together. Discuss and explain the child-friendly meaning of each word. Reread the text. Ask children to find the word ‘helmet’ in the text (page 4). Model reading the word using phonics knowledge. Share the example sentence. Ask children to look at page 3 in the book. Check that they are handling the book correctly and can locate the correct page. Ask: Why does the boy wear pads? (to protect his elbows and knees) Use the example sentence: The boy wears pads when skateboarding to protect his knees. Ask children to turn to page 7. Ask: Do you think the boy likes skateboarding? (Yes, he looks happy.)

Tell me about something you enjoy doing.

Discuss different words that mean ‘likes’ (for example, enjoys, it is fun, it is exciting, adores, fond of). Share the example sentence: The boy enjoys skateboarding.

Heads together Interact with the word meanings by asking the questions in the ‘Tell me’ column. Display pictures of different people dressed in protective clothing to prompt and extend the discussion. (See ‘You will need’ list above.) Discuss each picture. For example: • Who can you see in the pictures? • What different protective clothing can you see? • What is it protecting them from? Explain that some of these activities might be hobbies too, or activities people enjoy. Share some example sentences to model the word ‘enjoy’: The chef enjoys cooking; I enjoy baking lemon cakes.

Wrap up Give the children one or more sentence stems from Resource sheet: Sentence stems, to complete either verbally or as written work.

Follow-up independent sessions You will need • Resource sheet: What are they wearing? • Paper Ask children to draw a picture of a skateboarder and add labels. Or to complete Resource sheet: What are they wearing?, which involves adding labels to pictures. Hot-seating: choose one child to be the boy in the text (alternatively, an adult could take this role or children could take turns). The rest of the group ask questions, such as:

• Coloured pencils • Scissors • • • •

How long have you been skateboarding? What do you like about skateboarding? Why do you wear pads to skateboard? Does your head get too hot when wearing your helmet? • Where do you go skateboarding? • How often do you go skateboarding?

Minibeasts Book Band: Pink A This simple information book looks at the shapes and colours of five different minibeasts.

Skills focus • Read and understand simple sentences • Use phonic knowledge to decode regular words and read them aloud accurately

• Develop understanding of vocabulary from experience of books

Whole-class reading session You will need • • • •

Multiple copies of Collins Big Cat Minibeasts Letter ‘a’ flashcard Mini-whiteboards and pens Selection of plastic minibeasts (optional)

Tune in Ask children to pick up their books so that they are ready to look at the front cover. If necessary, demonstrate how to hold the book correctly. Ask: How do we know what this book is going to be about? Support the children in predicting the content, for example, by saying: • We can look at the picture on the front cover. (point to the picture) • We can read the title – where is that? (point to the title) • This is a long word. How will we read it? Focus on initial sound ‘M’. Point to the first letter. Ask: What sound do we say when we see this letter? Repeat for letters m-i-n-i and blend sounds to read ‘mini’. Model the reading strategy of breaking the word into two words by covering ‘beasts’. Read ‘Mini’. Ask: Do you know what ‘mini’ means? (something small or little) Repeat with ‘beasts’. Ask: What are ‘beasts’? (they could be animals or creatures) Support the children in reading the two words together: ‘Minibeasts’. Point and read, running your finger under the word. Tell the children that now they can read the title on the front cover of the book. Ask the following questions: • If ‘mini’ means small and ‘beasts’ are creatures, what do you think minibeasts are? (small creatures/little animals) • Do you know any minibeasts? Take responses from the group. Make a list on the board. Say, for example: In this book, there are lots of minibeasts. I wonder what minibeasts we might find? Introduce the phoneme card ‘a’.

Ask: What sound do we say when we see this letter? Explain to the children that they will see this letter on each page when they are reading the book, so they should remember when they see it to say ‘a’.

Heads together Help the children to turn to page 2. Ask them to point to the first word that they think they should read. Support them in identifying the word and then following the text from left to right. Read the book together. Focus on initial sounds and blending adjacent consonants at the beginning of words, for example: s-n ail, s-p ider. As you read, pause after each minibeast. Ask: Which part of the minibeast do you notice? Draw out words for parts of the body and discuss colours, for example: snail – brown shell; spider – legs; worm – wiggly body; caterpillar – green and orange spots; butterfly – blue wings; ladybird – red wings, black spots. Refer to the pictures of the children. Ask the following questions: • How have the children made the same shape? • What colours are they wearing? Demonstrate reading ‘caterpillar’ using syllables (chunk it up) cat/er/pill/ar. Focus on small words, for example: c-a-t and p-i-ll. Demonstrate reading the compound words ‘butter – fly’ and ‘lady – bird’ as two words.

Wrap up Review and praise the use of one-to-one tracking and reading strategies. Choose one minibeast (if using plastic ones, ask a child to choose one). Ask children to find it in the book. Ask each group to find their favourite minibeast. Model the sentence: A butterfly is my favourite minibeast because I like its colourful wings. Ask children to choose their favourite minibeast from the book. In turn, each child says their sentence, ‘A… is my favourite minibeast because…’

Big Cat Whole-class Reading Handbook: Pink to Yellow

Vocabulary boost session You will need • Multiple copies of Collins Big Cat Minibeasts • Flashcards of the focus words

• Paper • Coloured pencils

Vocabulary table Focus word Child-friendly explanation Example sentence Tell me… hairy

If something is hairy, it is covered in hair.

The hairy dog wagged its tail.

beautiful

If something is beautiful, it looks very nice.

It’s a beautiful day. Tell me something you have seen that is beautiful. (for example, a birthday cake, a picture)

shiny

When something is shiny, it I have some shiny is very bright. new shoes.

Tune in Explain to the children that they are going to look closely at the pictures of the minibeasts in the book and think of some more words to describe what they look like and what those words mean. Start with the spider (page 4). Say and show the word ‘hairy’ and then ask children to say the word with you. Explain that ‘hairy’ means it is covered in hair. Ask: What is the word that means covered in hair? (hairy) Demonstrate using the word in context by using the example sentence or one of your own. Explore the ‘Tell me’ questions with the children. Repeat this with ‘beautiful’ (page 10): A beautiful, blue butterfly; and ‘shiny’ (page 12): A shiny, red ladybird.

Heads together Practise and reinforce the children’s understanding of the focus words.

Tell me another animal that is hairy.

Tell me which of these are shiny: a brick, a star, a teddy bear, a diamond.

Ask the following questions: • Would you like to have a hairy hamster or a hairy cat for a pet? What would it feel like to stroke a hairy cat? • What might you see if you went for a walk on a beautiful day? Start your sentence with ‘On a beautiful day I saw…’ • I’m going to say an object and you’re going to say ‘shiny’ if you think it is very bright. (for example, a gold ring, a scarf, a key, a t-shirt)

Wrap up Use word association. Say a word and ask, for example: • Does gold make you think of ‘shiny’, ‘hairy’ or ‘beautiful’? Repeat with furry – hairy, and dress – beautiful. Use two or three words together, for example: One day a beautiful princess put on her shiny crown and rode her hairy pony into town. Ask children to use more than one of the new words in a sentence.

Follow-up independent sessions You will need • Numbered pictures of a variety of minibeasts or plastic minibeasts and trays of soil • Pictures of caterpillars and millipedes

• Magnifying glasses (optional) • Resource sheet: How many legs? • Resource sheet: Minibeasts zigzag book

Let the children work outdoors to set up a ‘minibeast safari’. Place numbered pictures of minibeasts outdoors or, alternatively, hide plastic minibeasts in trays covered with soil. Provide children with a numbered blank list. As they find each minibeast, they write the name of it on their list. Give the children copies of Resource sheet: How many legs? The children count the number of legs. Ask children to make a minibeast zigzag book (Resource sheet: Minibeasts zigzag book). They © HarperCollinsPublishers 2018

• Paper • Coloured pencils or paint • Dressing-up clothes

practise writing ‘A’ on each page and segmenting to spell longer words and compound words. Children can draw or paint their own minibeast. Ask the following questions: • What colour will it be? • What might it be doing? • How will they describe it? Ask them to say or write a sentence describing their minibeast using colour words.