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.

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.

The 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.

Topic Approximate number of learning hours Outline of learning content Resources

1.1 What is a prologue? 1 Explore how books start Read and explore a prologue Start a learning journal Learner’s Book Session 1.1 Workbook Session 1.1 Worksheet 6.1

The Background knowledge feature explains prior knowledge required to access the unit and gives suggestions for addressing any gaps in your learners’ prior knowledge. Learners’ prior knowledge can be informally assessed through the Getting started feature in the Learner’s Book. BACKGROUND KNOWLEDGE

The early extracts in Unit 1 come from East, a book based on an old Norwegian folktale, East of the Sun, West of the Moon. The book is historical, being set long ago in a time of wooden sailing ships and travel by horse or foot.

The Teaching skills focus feature covers a teaching skill and suggests how to implement it in the unit. TEACHING SKILLS FOCUS

This unit focuses on many aspects of language awareness, from the nuts and bolts of word class and sentence structure (word order)

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

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.

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.

LEARNING PLAN

Learning objectives

6Rv.02, 6Rv.03, 6Rs.01, 6Rs.03, 6Ri.02, 6Ri.03, Learning intentions

• Explore how books start • Read and explore a prologue • Learners can talk about how books start

Success criteria

Misconception

Prologues have to be written from the perspective of a character in the book. Discuss the prologue to East and ask how different it would have been in third-person narrative. Use learners’ responses to stimulate a discussion on the benefits of third- and first-person narrators. Third-person narrative does not allow readers to get inside the head of a character in the same way as first-person. However, it can be seemingly

How to identify How to overcome

Starter idea

List words with prefixes (10 minutes)

Resources: Dictionaries, online etymological dictionary Description: In pairs, learners should list words with the given prefixes. Using the words as context, learners should discuss what the prefixes mean. Point out that using the root word can help decode the prefix when the whole meaning is considered. Learners can check using a dictionary.

Main teaching ideas

1 Looking for clues in the prologue (25 minutes)

Learning intention: To make inferences using evidence from more than one point in the text Resources: The prologue of East (Learner’s Book Session 1.1, Activity 2) Description: Before learners start the activity, review what they remember of the prologue and previous discussion. Encourage learners to work with a partner initially.

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

The vocabulary in this session builds on the previous session which will support some learners. At the end of the session, more work is done on word origins and prefixes. Encourage

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

Geography: Gather reference books on Africa, particularly Zimbabwe and Zambia in the area of the Victoria Falls and Bulawayo.

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 6 WORKSHEET 6.3 READING STRATEGIES

Name

Date

Worksheet 6.3 Reading strategies

CAMBRIDGE PRIMARY ENGLISH 6 WORKSHEET 6.5 MY WRITING PROCESS

Date

1 Match each reading strategy to its purpose.

Name Worksheet 6.5 My writing process Follow this process to complete any writing activity. Tick each step as you go. Stage in process ✓ My notes and comments Choose a topic CAMBRIDGE PRIMARY ENGLISH 6 WORKSHEET 6.2 PERSONAL GOALS Pay attention to every detail in the text.

Identify audience, purpose, language, format

Name

Use what you already know to understand the Date text. Worksheet 6.2 Personal goals

Brainstorm ideas and interesting vocabulary

Write a first draft My personal goals Term 1

My strengths

My areas for improvement Understand what you see. Look through a text quickly to get the main idea

Predict read in context scan skim summarise read closely analyse & evaluate use prior knowledge use visual literacy

CAMBRIDGE PRIMARY ENGLISH 6 WORKSHEET 6.4 FEATURES OF FICTION AND NON-FICTION TEXTS Name Date Worksheet 6.4 Features of fiction and non-fiction texts 1 Identify the features of different text types as you meet them throughout the year. 2 Add examples of these texts types as you come across them. Text type Features Instructions Search for specific details to locate information. Understand unfamiliar words from how they are used. Story/novel Work out what’s going to happen. • Command verbs • Numbered steps in sequence • Clear, plain language • Narrative and/or dialogue Examples

Edit using a checklist and a dictionary My goals for this term

New words

Write or say just the main points. CAMBRIDGE PRIMARY ENGLISH 6 WORKSHEET 6.1 Learning journal Name Weigh up the meaning, purpose and usefulness of the text as a whole.

Review paragraphs and sentences My personal goals Term 2

Write a second draft (optional)

Have someone review and proofread your draft My strengths

My areas for improvement

My goals for this term

New words

Cambridge Primary English – Burt & Ridgard © Cambridge University Press 2021 My personal goals Term 3 My strengths

My areas for improvement

My goals for this term

Cambridge Primary English – Burt & Ridgard © Cambridge University Press 2021 Cambridge Primary English Stage – Burt & Ridgard © Cambridge University Press 2021 1 Cambridge Primary English – Burt & Ridgard © Cambridge University Press 2021 Date Worksheet 6.1 Learning journal 1 Trim this page neatly and stick it into the front of your notebook. Ideas for my learning journal Possible section Suggestions for what to includeA reading log • Title, author, fiction/non-fiction, genre • My response and opinions • Techniques to use again Model extracts Extracts (copied or pasted in) I particularly enjoy ... Other examples Examples of techniques and skills in different contexts and media (fiction, non-fiction, novels, e-books, magazines, comic books, graphic novels, newspapers, brochures, pamphlets, posters, advertisements, online articles, etc.). My writing experiments Try new writing techniques and styles, e.g. looking at: character development; narrative voice; tenses; voices and moods; suspense techniques; punctuation and layout experiments, etc. My word bank 1 Words that interest me that I want to use again: • from books, a thesaurus, dictionaries or online • with definitions or examples of how the words are used. Idiomatic phrases and proverbs Note down idioms and proverbs to help me add ‘colour’ to my writing. (Remember to write down what they mean! ) Tips for speeches and presentations A note of: • what other people do well • what works for me • techniques I would like to try. Spelling A note of: • useful strategies, rules and letter patterns • words and word families I find useful • word origins.

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

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