How to use this Teacher’s Resource

This Teacher’s Resource contains both general guidance and teaching notes that help you to deliver the content in our Cambridge Primary English resources. Some of the material is provided as downloadable files, available on Cambridge GO. (For more information about how to access and use your digital resource, please see inside front cover.) See the Contents page for details of all the material available to you, both in this book and through Cambridge GO.

CAMBRIDGE PRIMARY ENGLISH 4 TEACHER’S RESOURCE Teaching notes This book provides teaching notes for each unit of the Learner’s Book and Workbook. Each set of teaching notes contains the following features to help you deliver the unit. 1 Story timeThe Unit plan summarises the topics covered in the unit, including the number of learning hours recommended for the topic, an outline of the learning content and the Cambridge resources that can be used to deliver the topic. Unit plan

Session Approximate number of learning hours Outline of learning content Resources

1.1 What makes a story a story? 1 Use specialised story vocabulary Talk about and compare stories Summarise and retell a favourite story Learner’s Book 1.1

Workbook 1.1

The Background knowledge feature explains prior knowledge required to access the unit and gives BACKGROUND KNOWLEDGE1.2 Extend your reading range 0.75 Discuss and compare features of stories based on personal Learner’s Book 1.2 suggestions for addressing any gaps in your learners’ prior knowledge. Learners’ prior knowledge can be informally assessed through the Getting started feature in the • Make sure you can confidently use appropriate vocabulary to talk about children’s fiction. • Stimulate learners’ interest in different fiction response Choose a book for a partner Start a reading log Workbook 1.2 Worksheets 4.1, 4.9 and 4.10 Learner’s Book. 1.3 Read and 0.75 genres by displaying a range of books for Skim read an extract to establish Learner’s Book 1.3 present an extract the main point them to explore. Discuss the features of the text Workbook 1.3 The Teaching skills focus feature covers a teaching skill and suggests how to implement it in the unit. TEACHING SKILLS FOCUS Present an extract reading aloud in groups 1.4 Check your understanding 1 In this unit, learners learn to access information in a variety of ways. In the digital age of online dictionary tools and instant information, Understand main idea of the extract Identify relevant detail Learner’s Book 1.4 Workbook 1.4 Relate the story to personal Worksheet 4.1 experience Complete the reading log for the text

Reflecting the Learner’s Book, each unit consists of multiple sections. A section covers a learning topic. At the start of each section, the Learning plan table includes the learning objectives, learning intentions and success criteria that are covered in the section. It can be helpful to share learning intentions and success criteria with your learners at the start of a lesson so that they can begin to take responsibility for their own learning

LEARNING PLAN

Learning objectives 4Ri.02, 4Ri.03, 4Ri.07, 4Ri.16, Learning intentions

Use specialised story vocabulary. Success criteria

Learners can use story vocabulary to discuss stories.

There are often common misconceptions associated with particular learning topics. These are listed, along with suggestions for identifying evidence of the misconceptions in your class and suggestions for how to overcome them.

Misconception Books are always narrated in the third person. How to identify

How to overcome Ask who is doing the narrating. Point out the language of the narrative allows readers to share Will’s thoughts as it is written in first-person narrative. Encourage them to notice the first-person pronouns (us, my, I).

For each topic, there is a selection of starter ideas, main teaching ideas and plenary ideas. You can pick out individual ideas and mix and match them depending on the needs of your class. The activities include suggestions for how they can be differentiated or used for assessment. Homework ideas are also provided.

Starter idea

Talk about what you enjoy in a book (5 minutes) Resources: Learner’s Book Starter; independent readers Description: Open by talking about what makes learners want to read on once they have started a book. It is one thing to select a book based on the cover, or recommendation from a teacher or peers, but it is another to start the book and want to carry on reading it.

Main teaching ideas

1 Write a draft with more details (30 minutes) Learning intentions: Write three-to-four paragraphs of a fantasy story introduction. Use peer-group review on drafts. Revise and proofread drafts. Resources: Competition entries from 1.1

The Language support feature contains suggestions for how to support learners with English as an additional language. The vocabulary terms and definitions from the Learner’s Book are also collected here. LANGUAGE SUPPORT

Learners are working with the same vocabulary set as for the earlier extract, so they should feel confident with the language. Point out that if you are hooked on something like a book, author or television series, it means your attention is caught.

The Cross-curricular links feature provides suggestions for linking to other subject areas. CROSS-CURRICULAR LINKS

Geography: Search for images of different settings (e.g. mountainous areas, villages up mountains) and weather conditions (snow, ice, hail, windy or wild conditions, storms). Learners can identify features in the images as a basis for describing a setting.

Digital resources to download

This Teacher’s Resource includes a range of digital materials that you can download from Cambridge GO. (For more information about how to access and use your digital resource, please see inside front cover.) This icon indicates material that is available from Cambridge GO. Helpful documents for planning include: • Letter for parents – Introducing the Cambridge Primary and Lower Secondary resources: a template letter for parents, introducing the Cambridge Primary English resources. • Lesson plan template: a Word document that you can use for planning your lessons. • Curriculum framework correlation: a table showing how the Cambridge Primary English resources map to the Cambridge Primary English curriculum framework. • Scheme of work: a suggested scheme of work that you can use to plan teaching throughout the year. Each unit includes: • Differentiated worksheets: these worksheets are provided in variations that cater for different abilities. Worksheets labelled ‘A’ are intended to support less confident learners, while worksheets labelled ‘C’ are designed to challenge more confident learners. Answer sheets are provided. • Language worksheets: these worksheets provide language support. Answers sheets are provided. • End-of-unit tests: these provide quick checks of the learner’s understanding of the concepts covered in the unit. Answers are provided. Advice on using these tests formatively is given in the

Assessment for Learning section of this Teacher's Resource. Additionally, the Teacher’s Resource includes: • Diagnostic check and answers: a test to use at the beginning of the year to discover the level that learners are working at. The results of this test can inform your planning. • Mid-year test and answers: a test to use after learners have studied half the units in the Learner’s

Book. You can use this test to check whether there are areas that you need to go over again. • End-of-year test and answers: a test to use after learners have studied all units in the Learner’s

Book. You can use this test to check whether there are areas that you need to go over again, and to help inform your planning for the next year. • Answers to Learner’s Book questions

• Answers to Workbook questions • Glossary

In addition, you can find more detailed information about teaching approaches. Audio is available for download from Cambridge GO (as part of this Teacher’s Resource and as part of the digital resources for the Learner’s Book and Workbook).

CAMBRIDGE PRIMARY ENGLISH 5 WORKSHEET 5.1 BOOK REVIEW

Name

Date

Worksheet 5.1 Book review

CAMBRIDGE PRIMARY ENGLISH 5 WORKSHEET 5.5 MY EDITING SUCCESS CHECKLIST Name Date Cambridge Primary English Stage 5 – Burt & Ridgard © Cambridge University Press 2021 Worksheet 5.5 My editing success checklist Use this checklist to guide any writing activity you present to your teacher. 1 2 3 4 5 1 I followed all the instructions carefully. Comment: 2 I checked my spelling, grammar and punctuation. Comment: 3 I used a variety of sentence types. Comment: 4 I reviewed and improved the vocabulary I used. It is topic based / informative / colourful / figurative. Comment: 5 I presented my work attractively. I used neat presentation writing. / It is well-organised. / It is illustrated. Comment: 6 I used ICT to write/spellcheck/present my work. Comment: CAMBRIDGE PRIMARY ENGLISH 5 WORKSHEET 5.10 HOLD A DISCUSSION FORUM Name Date Cambridge Primary English Stage 5 – Burt & Ridgard © Cambridge University Press 2021 Worksheet 5.10 Worksheet 5.10 Hold a discussion forum 1 Our instructions for this activity: Prepare a group presentation on: • what we think about each discussion point • an alternative ending to the fable • how the lesson is learnt with our alternative ending. 2 Our success criteria:  We elected a group chair to manage the discussion.  We discussed the topics, listened to each person’s ideas and came to agreement.  We decided on a new ending to match A friend in need is a friend indeed.  Each person took part in the presentation. 3 What do we think happened to Grasshopper at the end of this fable? 4 What did Ant do? Ant ... 5 Was it right for Ant to do this? We think this was right/wrong because ... 6 Was Grasshopper lazy? We think Grasshopper was / was not lazy because ... 7 What could Ant or Grasshopper have done to change the outcome? We think ... • Ant: • Grasshopper: 8 To match A friend in need is a friend indeed, we changed the ending like this: Cambridge Primary English Stage 5 – Burt & Ridgard © Cambridge University Press 2021 Worksheet 5.1 Title Author Genre Plot/Content summary Best character / piece of information Picture CAMBRIDGE PRIMARY ENGLISH 5 WORKSHEET 5.3 WRITING ASSESSMENT Name Date Worksheet 5.3 Writing assessment This worksheet may be used to guide, check or self-assess any written work. Activity title and purpose: 1 My instructions for this activity • • • • 2 My success criteria (the things to be checked by the teacher) 3 New vocabulary / Other 4 Writing techniques I am pleased with / Other 5 Feedback I got from my partner Name: 6 What did I do well? CAMBRIDGE PRIMARY ENGLISH 5 WORKSHEET 5.2 READING LOG Name Date Worksheet 5.2 Reading log Recording everything you read (fiction and non-fiction) is a great way to remind yourself of what you know, like and want to be able to do. Keep your reading log handy at all times and don’t forget the enjoyometer!

7 What can I improve?

Worksheet 5.5

Cambridge Primary English Stage 5 – Burt & Ridgard © Cambridge University Press 2021 Worksheet 5.3 Did not enjoy Enjoyed a lot Date Title Author Genre (What is it?) My comment

Cambridge Primary English Stage 5 – Burt & Ridgard © Cambridge University Press 2021

Worksheet 5.2