How to use this series 0

How to use this series

All of the components in the series are designed to work together.

The Learner’s Book is designed for learners to use in class with guidance from the teacher. It offers complete coverage of the curriculum framework. A variety of investigations, activities, questions and images motivate learners and help them to develop the necessary skills. Each unit contains opportunities for formative assessment, differentiation and reflection so you can support your learners’ needs and help them progress. A digital version of the Learner's Book is included with the print version and available separately. It includes simple tools for learners to use in class or for self-study.

The skills-focused write-in Workbook provides further practice of all the topics in the Learner’s Book and is ideal for use in class or as homework. A three-tier, scaffolded approach to skills development promotes visible progress and enables independent learning, ensuring that every learner is supported. Teachers can assign learners questions from one or more tiers for each exercise, or learners can progress through each of the tiers in the exercise. A digital version of the Workbook is included with the print version.

The Teacher’s Resource is the foundation of this series and you’ll find everything you need to deliver the course in here, including suggestions for differentiation, formative assessment and language support, teaching ideas, answers, diagnostic check and extra worksheets. Each Teacher’s Resource includes: • A print book with detailed teaching notes for each topic • Digital Access with all the material from the book in digital form plus editable planning documents, extra guidance, worksheets and more.

The Phonics Workbooks are designed for learners to use in class in Kindergarten (Workbook A) and Stage 1 (Workbook B). These write-in workbooks work alongside Cambridge Primary English to help students make progress with reading and spelling. The Teacher's Resource recommends when to use the Phonics Workbooks, and there is additional support for teachers at the back of each Phonics Workbook.

A letter to parents, explaining the course, is available to download from Cambridge GO (as part of this Teacher's Resource).

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.

Session Approximate number of learning hours Outline of learning content Resources

1.1 At home 1 Explore the idea of known places. Read and talk about a family story set at home and answer questions about it. Explore using Learner’s Book Session 1.1 Workbook Session 1.1 Phonics Workbook X px

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

It will be helpful to be familiar with the following English subject knowledge for this unit:

• Ways to: • talk about places that are familiar: home,

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

Skills for life The activities throughout this book aim to develop key skills for the 21st century. These include:

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 Learning intentions Success criteria

Main focus

1Rv.02, 1Rs.01, 1Ra.04, Also covered • To talk about places they know.

1Rv.01, 1Ri.01, 1Ri.05, 1Ri.09, • Learners can talk about places they know.

Common misconceptions

Misconception We can read the pictures instead of the words. How to identify Ask learners to talk about a picture. Then together read the words on the page. Are they the same thing? How to overcome

Discuss the fact that although pictures can support our understanding and add extra information, we also have to read (decode and understand) the words on the page.

Starter idea

Book cover (10–15 minutes)

Resources: Learner’s Book 1.2 Getting started and/or book cover of It’s Much Too Early! by Ian Whybrow. Description: Ask learners what they know about the cover of a storybook. What do you know it will include? Share ideas. Ask learners to work in pairs to look at the book

Main teaching ideas

1 Listen for language patterns (20–30 minutes)

Learning intention: To read and identify repeated phrases and sentences in a text. Resources: Learner’s Book Session 1.2 Activity 1 Description: Split the class into four groups. Give each group a phrase or sentence from the story in Activity 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 will become more familiar with the repeated phrases and sentences in It’s Much Too Early! by recalling and then retelling the story from Learner’s Book Session 1.1.

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

Science: Gather a selection of toys, including a scooter, if possible. Encourage learners to think about the materials each toy is made from (wood, plastic, metal, glass, rock, paper or fabric).

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. 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. • 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 1 WORKSHEET 1.6 FINDERS KEEPERS PLANNING CHART

Name ___________________________________ Date _______________

CAMBRIDGE PRIMARY ENGLISH 1 WORKSHEET 1.4 HIDE AND SEEK Name ___________________________________ Date _______________ Worksheet 1.4 Hide and Seek Cut out the questions and answers. Match the questions with the answers. Stick them on a new sheet of paper. Then write a new question and answer underneath. Question Answer Who likes feeding the chicks? The cage door was open. What does Zara fill up the chick’s dish with? Zara What are the chicks called? With chick food like seeds What happened one day? They followed the scratch and peep sounds back to the cage. What did the children do? Fluff, Puff and Scruff How did they find Scruff? They looked on and under things in the classroom. CAMBRIDGE PRIMARY ENGLISH 1 WORKSHEET 1.2 DON’T SPILL THE MILK RETELLING Name ___________________________________ Date _______________ Worksheet 1.2 Don’t spill the milk retelling Make a story map. Cut out the pictures. Sort them into the right order. Use them to help you make a story map for Don’t spill the milk! Cambridge Primary English – Budgell © Cambridge University Press 2021 Worksheet 1.6 Finders keepers planning chart Work in pairs to plan your own story like Finders keepers. Title: I Want My Back Story feature Ideas A main character Three other characters A problem What goes missing? A repeated question and answer to each character The problem solved CAMBRIDGE PRIMARY ENGLISH 1 WORKSHEET 1.3 DON’T SPILL THE MILK! PUPPETS Name ___________________________________ Date _______________ Worksheet 1.3 Don’t spill the milk! puppets Cut out the pictures. Colour them. Stick each picture to a stick to make a puppet. Use the puppets to retell the story. CAMBRIDGE PRIMARY ENGLISH 1 WORKSHEET 1.1 IT’S MUCH TOO EARLY! RETELLING Name ___________________________________ Date _______________ Worksheet 1.1 It’s Much Too Early! retelling 1 Sort the words and pictures into the right order. Then retell the story.

Cambridge Primary English – Budgell © Cambridge University Press 2021

1

Cambridge Primary English – Budgell © Cambridge University Press 2021 At six o’clock, he went into Malik’s room. ‘Look what I’ve got!’ Malik said: ‘It’s much too early.’ He went back to bed. At five o’clock, he opened his new scooter!

1

Cambridge Primary English – Budgell © Cambridge University Press 2021

They went into Jamal’s room. Jamal said: ‘I want to sleep. It’s much too early!’

1

He took his scooter downstairs. He scared the cat and it broke a cup.

Cambridge Primary English – Budgell © Cambridge University Press 2021

1

About the curriculum framework

The information in this section is based on the Cambridge Primary English curriculum framework (0058) from 2020. You should always refer to the appropriate curriculum framework document for the year of your learners' examination to confirm the details and for more information. Visit www.cambridgeinternational.org/primary to find out more. The Cambridge Primary English curriculum from 2020 has been designed to help learners to become confident communicators. They will learn to apply reading, writing, speaking and listening skills in everyday situations, as well as developing a broad vocabulary and an understanding of grammar and language. Through this curriculum, learners will develop evaluation skills, learn to appreciate texts from different cultures and learn to write for different audiences and purposes. The Cambridge Primary English curriculum framework is split into three strands: reading, writing and speaking and listening. For more information, visit the Cambridge Assessment International Education website.

A curriculum framework correlation document (mapping the Cambridge Primary English resources to the learning objectives) and scheme of work are available to download from Cambridge GO (as part of this Teacher's Resource).

About the assessment

Information about the assessment of the Cambridge Primary English curriculum framework is available on the Cambridge Assessment International Education website:

www.cambridgeassessment.org

This set of resources supports teachers and learners of the framework for Cambridge Primary English and has been endorsed by Cambridge International for this purpose in preparing learners as they progress with the framework ahead of any assessment of the framework that your school may choose to enter.