Primary English Teacher’s Resource 2 Sample by Cambridge International Education

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Cambridge Primary English With everything you need to plan and run your lessons, this teacher’s resource helps you get the most out of the series. You’ll find starter and plenary activities as well as additional lesson ideas, along with learner’s book and workbook answers. There are language support suggestions, along with clearly identified assessment and differentiation ideas to help you meet all your learners’ needs. You’ll also have access to downloadable worksheets with additional differentiation activities and further language development exercises in the accompanying digital resource.

CAMBRIDGE

Primary English

• Audio recordings of all the texts and listening activities in the learner’s books • ‘Common misconceptions’ highlight areas that learners frequently find challenging and show you how to overcome them • The ‘Learning plan’ for each session shows you how your lessons link to the Cambridge Primary English curriculum framework • The ‘Teaching skills focus’ helps bring active learning into your classroom For more information on how to access and use your digital resource, please see inside front cover.

Teacher’s Resource 2

✓ P rovides teacher support as part of a set of

resources for the Cambridge Primary English curriculum framework (0058) from 2020

✓ H as passed Cambridge International’s rigorous quality-assurance process

✓ Developed by subject experts ✓ For Cambridge schools worldwide

Completely Cambridge Cambridge University Press works with Cambridge Assessment International Education and experienced authors to produce high-quality endorsed textbooks and digital resources that support Cambridge teachers and encourage Cambridge learners worldwide. To find out more visit cambridge.org/ cambridge-international

This resource is endorsed by Cambridge Assessment International Education

Gill Budgell & Kate Ruttle

Registered Cambridge International Schools benefit from high-quality programmes, assessments and a wide range of support so that teachers can effectively deliver Cambridge Primary. Visit www.cambridgeinternational.org/primary to find out more.

Second edition

Digital access

Original material © Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication.

We are working with Cambridge Assessment International Education towards endorsement of this title.

Original material ÂŠ Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication.

We are working with Cambridge Assessment International Education towards endorsement of this title.

CAMBRIDGE

Primary English

Teacherâ&#x20AC;&#x2122;s Resource 2

Gill Budgell & Kate Ruttle

Original material ÂŠ Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication.

We are working with Cambridge Assessment International Education towards endorsement of this title.

University Printing House, Cambridge CB2 8BS, United Kingdom One Liberty Plaza, 20th Floor, New York, NY 10006, USA 477 Williamstown Road, Port Melbourne, VIC 3207, Australia 314–321, 3rd Floor, Plot 3, Splendor Forum, Jasola District Centre, New Delhi – 110025, India 79 Anson Road, #06–04/06, Singapore 079906 Cambridge University Press is part of the University of Cambridge. It furthers the University’s mission by disseminating knowledge in the pursuit of education, learning and research at the highest international levels of excellence.

www.cambridge.org Information on this title: www.cambridge.org/9781108805469 This publication is in copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press. First published 2015 Second edition 2021 20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1

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Cambridge University Press has no responsibility for the persistence or accuracy of URLs for external or third-party internet websites referred to in this publication, and does not guarantee that any content on such websites is, or will remain, accurate or appropriate. Information regarding prices, travel timetables, and other factual information given in this work is correct at the time of first printing but Cambridge University Press does not guarantee the accuracy of such information thereafter. NOTICE TO TEACHERS IN THE UK

It is illegal to reproduce any part of this work in material form (including photocopying and electronic storage) except under the following circumstances: (i) where you are abiding by a licence granted to your school or institution by the Copyright Licensing Agency; (ii) where no such licence exists, or where you wish to exceed the terms of a licence, and you have gained the written permission of Cambridge University Press; (iii) where you are allowed to reproduce without permission under the provisions of Chapter 3 of the Copyright, Designs and Patents Act 1988, which covers, for example, the reproduction of short passages within certain types of educational anthology and reproduction for the purposes of setting examination questions. Cambridge International copyright material in this publication is reproduced under licence and remains the intellectual property of Cambridge Assessment International Education. Third-party websites and resources referred to in this publication have not been endorsed by Cambridge Assessment International Education.

Original material © Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication.

We are working with Cambridge Assessment International Education towards endorsement of this title. CONTENTS

Contents Introduction 05 How to use this series 06 How to use this Teacher’s Resource 08 About the authors 13 14

About the curriculum framework

About the assessment 14 Approaches to teaching and learning

Setting up for success

1 Story time 2 Exploring Earth 3 Mind pictures

Teaching notes

20 57 93

112

5 Making the news

148

4 Unlock your imagination

183

7 What would you do?

205

8 Food for thought

238

9 Poems to see and hear

274

6 Let’s perform

Acknowledgements 00

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Digital resources The following items are available on Cambridge GO. For more information on how to access and use your digital resource, please see inside front cover.

Active learning Assessment for Learning Developing learner language skills Differentiation

Language awareness Metacognition Skills for Life

Improving learning through questioning

Letter for parents – Introducing the Cambridge Primary and Lower Secondary resources

Lesson plan template

Curriculum framework correlation Scheme of work

Diagnostic check and answers

Answers to Learner's Book questions Answers to Workbook questions Glossary

You can download the following resources for each unit:

Differentiated worksheets and answers Language worksheets and answers

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We are working with Cambridge Assessment International Education towards endorsement of this title. INTRODUCTION

Introduction Welcome to the new edition of our Cambridge Primary English series. Since its launch, the series has been used by teachers and learners in over 100 countries for teaching the Cambridge Primary English curriculum framework. This exciting new edition has been designed by talking to Primary English teachers all over the world. We have worked hard to understand your needs and challenges, and then carefully designed and tested the best ways of meeting them.

As a result of this research, we’ve made some important changes to the series. This Teacher’s Resource has been carefully redesigned to make it easier for you to plan and teach the course. The series now includes digital editions of the Learner's Books and Workbooks. This Teacher’s Resource also offers additional materials available to download from Cambridge GO. (For more information on how to access and use your digital resource, please see inside front cover.)

The series uses the most successful teaching approaches like active learning and metacognition and this Teacher’s Resource gives you full guidance on how to integrate them into your classroom.

Formative assessment opportunities help you to get to know your learners better, with clear learning intentions and success criteria as well as an array of assessment techniques, including advice on self and peer assessment.

Clear, consistent differentiation ensures that all learners are able to progress in the course with tiered activities, differentiated worksheets and advice about supporting learners’ different needs. All our resources include extra language support to enable teaching and learning in English. They help learners build core English skills with vocabulary and grammar support, as well as additional language worksheets.

We hope you enjoy using this course. Eddie Rippeth

Head of Primary and Lower Secondary Publishing, Cambridge University Press

Original material © Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication.

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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.

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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.

•

HOW TO USE INTRODUCTION THIS SERIES

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

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How to use this Teacher’s Resource Teaching notes

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 2 TEACHER’S RESOURCE

1 Friends and families

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.

Unit plan Topic

Approximate number of learning hours

1.1 Friends at school

Outline of learning content

Learners read a poem about what humans are made of. They listen to a story about a ‘Show and Tell’ day and answer questions about it. Finally, they plan their own ‘Show and Tell’ presentation. The Background knowledge feature explains prior

Resources

Learner’s Book Session 1.1 Workbook Session 1.1 Differentiation worksheets 1A–C Audio track 01

BACKGROUND KNOWLEDGE

knowledge required to1.5 access the unit and gives read part 1 of a story about 1.2 A family Learners Learner’s Book Session 1.2 suggestions for addressing any gaps in your learners’ adventure a family adventure. They It is answer helpful to be familiar with Session the following Workbook 1.2 subject prior knowledge. comprehension questions, and for this unit: knowledge explore words and phrases – including Language worksheet 1.1 Learners’ prior knowledge can be informally • ways to present personal information, talk those assessed through the Getting started feature in with the prefixes and suffixes. about feelings, understand humour, talk about Learner’s Book. friend and family relationships, and describe Learner’s Book Session 1.3 1.3 Retelling 2+ Learners recall part 1 of the story what characters say and do and acting and tell part 2 using a sequence of Workbook Session 1.3 pictures. They sequence the whole story and act it in groups. Worksheets 1.2 and 1.3 The Teaching skills focus feature covers a teaching skill TEACHING SKILLS FOCUS and how to implement it in the unit. 1.4suggests Describing 2.5 Learners listen to a list poem and Learner’s Book Session 1.4 what characters answer questions about it. They Metacognition describes the processes involved when Workbook Session 1.4 do explore vocabulary, spelling and the learners plan, monitor, evaluate and make changes use of the comma into a their list. They write Worksheet own learning behaviours 1.4 and become selftheir own lists. regulating learners. To use this, you could:

1.5 Challenges and excuses

Learners talk about challenges before Learner’s Book Session 1.5 listening to and then silently reading Workbook Session 1.5 this first story about brothers. They answer questions, explore word and Worksheet 1.5 phrase meanings and identify verb 8 Original material © Cambridge University Press endings 2020. This is not final and is subject to further changes prior to publication. –edmaterial and –ing.

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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

Learning intentions

2Rw.05, 2Rw.06, 2Rv.01,

Success criteria • Learners can listen and respond to questions about a story.

• To listen and respond to questions about a story.

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. How to identify

How to overcome

Fiction stories about information are not stories.

Ask learners if the story book, The Show and Tell Day is fiction or non-fiction.

Discuss that it is a story book about information – but it is still a story.

Misconception

Share some non-fiction books to accompany the fiction content, e.g. photo books with information about shells and stones, origami and kites.

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

Main teaching ideas

About me (10–15 minutes)

1 Listening to The Show and Tell Day (15–30 minutes)

Resources: Learner’s Book, Session 1.1, Getting started; further pictures or photos of different family groupings

Learning intention: to listen to a story and answer questions about it

Description: Ask learners to talk about their friends and families. Be sensitive to different learners’ family situations.

Resources: Learner’s Book, Session 1.1, Activity 1; Workbook 1.1; Worksheet 1.1; Audio track 01: The Show and Tell Day

Ask them to work with a partner to explore and talk about the big picture noticeboard in Learner’s Book, Session 1.1.

Description: Tell learners they are going to hear a story about a ‘Show and Tell’ day. (Explain the term ‘show and tell’ if learners don’t know it.)

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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 Cross-curricular links feature provides suggestions for linking to other subject areas.

CROSS-CURRICULAR LINKS

Learners will benefit from reading the Cambridge Reading Adventures book, The Show and Tell Day and matching the ‘Show and Tell’ objects to each character. This may be achieved by making simple character puppets for story retelling.

Science: Learners explore sources of power. Explain how a torch works or set up a simple battery circuit.

10 Original material © Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication.

We are working with Cambridge Assessment International Education towards endorsement of this title. HOW TO USE THIS TEACHER'S RESOURCE

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).

11 Original material © Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication.

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UNIT 1: Friends and families

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12 Original material © Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication.

We are working with Cambridge Assessment International Education towards endorsement of this title. ABOUT THE AUTHORS

About the authors Gill Budgell Gill is the director of Frattempo Ltd which is a consultancy business specialising in educational and publishing services. She has over 30 years’ experience of education as a teacher, publisher, researcher and writer of early years and primary English language resources.

Before establishing Frattempo, Gill was an in-house educational primary publisher for 14 years, and prior to that followed the usual route of class teacher to senior adviser. She is qualified in supporting the needs of bilingual pupils and specialises in English language and literacy resources. She has developed, written and published many outstanding and award-winning print and digital primary resources with industry partners. Gill is an industry judge for both BETT and ERA educational awards in the UK and has worked extensively in international markets as both teacher and trainer.

Kate Ruttle

Kate Ruttle has been a primary school teacher in the UK for over 30 years. She has been involved in educational published for over 25 years and has worked on a wide range of resources for teaching literacy as well as for supporting learners with special educational needs.

She has contributed to the development of the Cambridge International curriculum for English as a First Language as well as producing resources linked to the curriculum.

13 Original material © Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication.

We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE PRIMARY ENGLISH 2â&#x20AC;&#x201A; TEACHER'S RESOURCE

About the 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 concerning the assessment of the Cambridge International 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.

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We are working with Cambridge Assessment International Education towards endorsement of this title. APPROACHES TO TEACHING AND LEARNING

Approaches to teaching and learning Active learning

The following are the teaching approaches underpinning our course content and how we understand and define them.

Active learning is a teaching approach that places learner learning at its centre. It focuses on how learners learn, not just on what they learn. We, as teachers, need to encourage learners to ‘think hard’, rather than passively receive information. Active learning encourages learners to take responsibility for their learning and supports them in becoming independent and confident learners in school and beyond.

Assessment for Learning

Assessment for Learning (AfL) is a teaching approach that generates feedback which can be used to improve learners’ performance. Learners become more involved in the learning process and, from this, gain confidence in what they are expected to learn and to what standard. We, as teachers, gain insights into a learner’s level of understanding of a particular concept or topic, which helps to inform how we support their progression.

Differentiation

Differentiation is usually presented as a teaching approach where teachers think of learners as individuals and learning as a personalised process. Whilst precise definitions can vary, typically the core aim of differentiation is viewed as ensuring that all learners, no matter their ability, interest or context, make progress towards their learning intentions. It is about using different approaches and appreciating the differences in learners to help them make progress. Teachers therefore need to be responsive, and willing and able to adapt their teaching to meet the needs of their learners.

Language awareness For all learners, regardless of whether they are learning through their first language or an additional language, language is a vehicle for learning. It is through language that learners access the learning intentions of the lesson and communicate their ideas. It is our responsibility, as teachers, to ensure that language doesn’t present a barrier to learning.

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Metacognition Metacognition describes the processes involved when learners plan, monitor, evaluate and make changes to their own learning behaviours. These processes help learners to think about their own learning more explicitly and ensure that they are able to meet a learning goal that they have identified themselves or that we, as teachers, have set.

Skills for Life

How do we prepare learners to succeed in a fast-changing world? To collaborate with people from around the globe? To create innovation as technology increasingly takes over routine work? To use advanced thinking skills in the face of more complex challenges? To show resilience in the face of constant change? At Cambridge, we are responding to educators who have asked for a way to understand how all these different approaches to life skills and competencies relate to their teaching. We have grouped these skills into six main Areas of Competency that can be incorporated into teaching, and have examined the different stages of the learning journey and how these competencies vary across each stage. These six key areas are:

Creativity – finding new ways of doing things, and solutions to problems Collaboration – the ability to work well with others Communication – speaking and presenting confidently and participating effectively in meetings Critical thinking – evaluating what is heard or read, and linking ideas constructively Learning to learn – developing the skills to learn more effectively Social responsibilities – contributing to social groups, and being able to talk to and work with people from other cultures.

• • • • • •

Cambridge learner and teacher attributes This course helps develop the following Cambridge learner and teacher attributes. Cambridge teachers

Confident in working with information and ideas – their own and those of others.

Confident in teaching their subject and engaging each learner in learning.

Responsible for themselves, responsive to and respectful of others.

Cambridge learners

Reflective as learners, developing their ability Reflective as learners themselves, developing to learn. their practice. Innovative and equipped for new and future challenges.

Innovative and equipped for new and future challenges.

Engaged intellectually and socially, ready to make a difference.

Engaged intellectually, professionally and socially, ready to make a difference.

Reproduced from Developing the Cambridge learner attributes with permission from Cambridge Assessment International Education. More information about these approaches to teaching and learning is available to download from Cambridge GO (as part of this Teacher's Resource).

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We are working with Cambridge Assessment International Education towards endorsement of this title. SETTING UP FOR SUCCESS

Setting up for success Our aim is to support better learning in the classroom with resources that allow for increased learner autonomy while supporting teachers to facilitate learner learning. Through an active learning approach of enquiry-led tasks, open-ended questions and opportunities to externalise thinking in a variety of ways, learners will develop analysis, evaluation and problem-solving skills. Some ideas to consider to encourage an active learning environment are as follows: Set up seating to make group work easy.

•

Create classroom routines to help learners to transition between different types of activity efficiently, e.g. move from pair work to listening to the teacher to independent work.

•

Source mini-whiteboards, which allow you to get feedback from all learners rapidly.

•

Start a portfolio for each learner, keeping key pieces of work to show progress at parent–teacher days.

•

Have a display area with learner work and vocab flashcards.

•

Planning for active learning

We recommend the following approach to planning:

1 Planning learning intentions and success criteria: these are the most important feature of the lesson. Teachers and learners need to know where they are going in order to plan a route to get there.

2 Introducing the lesson: include a ‘hook’ or starter to engage learners using imaginative strategies. This should be an activity where all learners are active from the start of the lesson. 3 Managing activities: during the lesson, try to: give clear instructions, with modelling and written support; coordinate logical and orderly transitions between activities; make sure that learning is active and all learners are engaged ; create opportunities for discussion around key concepts.

4 Assessment for Learning and differentiation: use a wide range of Assessment for Learning techniques and adapt activities to a wide range of abilities. Address misconceptions at appropriate points and give meaningful oral and written feedback which learners can act on. 5 Plenary and reflection: at the end of each activity and at the end of each lesson, try to: ask learners to reflect on what they have learnt compared to the beginning of the lesson; build on and extend this learning. To help planning using this approach, a blank Lesson plan template is available to download from Cambridge GO (as part of this Teacher's Resource). We offer a range of Professional Development support to help you teach Cambridge Primary Mathematics with confidence and skill. For details, visit cambridge.org/education

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1 Friends and families Unit plan Topic

Approximate number of learning hours

Outline of learning content

Resources

1.1 Friends at school

Learner’s Book Session 1.1

Learners read part 1 of a story about a family adventure. They answer comprehension questions, and explore words and phrases – including those with prefixes and suffixes.

Learner’s Book Session 1.2

Learners recall part 1 of the story and tell part 2 using a sequence of pictures. They sequence the whole story and act it in groups.

Learner’s Book Session 1.3

Learners listen to a list poem and answer questions about it. They explore vocabulary, spelling and the use of the comma in a list. They write their own lists.

Learner’s Book Session 1.4

Learners talk about challenges before listening to and then silently reading this first story about brothers. They answer questions, explore word and phrase meanings and identify verb endings –ed and –ing.

Learner’s Book Session 1.5

Learners explore another story about the brothers. They listen and read the story. They then answer questions that require some inference and explanation, and explore words and phrases.

Learner’s Book Session 1.6

Learners retell a story using captions. They identify connectives in sentences and then plan and write their own version of the story.

Learner’s Book Session 1.7

2.5

1.4 Describing what characters do

1.3 Retelling and acting

1.5

1.2 A family adventure

1.5 Challenges and excuses

1.6 Brother trouble

1.7 Sequencing and adding to a story

2.5

Workbook Session 1.1 Differentiation worksheets 1A–C Audio track 01

Workbook Session 1.2 Language worksheet 1.1

Workbook Session 1.3 Worksheets 1.2 and 1.3

Workbook Session 1.4 Worksheet 1.4

Workbook Session 1.5 Worksheet 1.5

Workbook Session 1.6

Workbook Session 1.7 Worksheet 1.5

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Topic

Approximate number of learning hours

Outline of learning content

Resources

1.8 Describing what characters say

Learners read a poem to explore how characters speak and what they say. They explore how to punctuate speech and use command verbs. Then they write a short poem in the same style.

Learner’s Book Session 1.8

Learners read and talk about part 1 of a funny family story. They use speech punctuation and read character parts with expression. They notice language patterns and use these to make simple predictions.

Learner’s Book Session 1.9

Learners explore specific sentence starters, they use sentence starters and pictures to predict and tell part 2 of a story. They answer comprehension questions and use quantifiers.

Learner’s Book Session 1.10

Learners listen to possible endings for a funny family story, then explore its features. They practise using connectives before planning and writing their own funny family story.

Learner’s Book Session 1.11

Learners reflect on their own story writing. They review and self-assess their learning from the unit.

Learner’s Book Session 1.12

1.12 Look back

1.11 Planning and writing a funny family story

Worksheet 1.6

Workbook Session 1.9 Worksheet 1.7

1.10 Exploring language

1.5

1.9 Mum and daughter fun

Workbook Session 1.8

Check your progress and projects

Learners answer seven questions that check their understanding of the unit.

Workbook Session 1.10 Worksheet 1.8

Workbook Session 1.11 Worksheets 1.9 and 1.10

Workbook Session 1.12 Language worksheet U1.2 Learner’s Book and Workbook, end of unit

Cross-unit resources Diagnostic check

Learner’s Book Check your progress

Unit 1 Differentiated worksheet pack Unit 1 End-of-unit test

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Cambridge Reading Adventures Learners may enjoy other fiction titles from Cambridge Reading Adventures that follow the unit theme: •

Take Zayan With You! at Green band (easier than unit text)

•

For Today, For Tomorrow at Orange band (easier than unit text)

•

Sorry Isn’t Good Enough at Purple band (harder than unit text and also featured in Stage 2, Unit 7).

BACKGROUND KNOWLEDGE lists and correct use of the comma the language of a cumulative text phonics – letter to sound knowledge; long vowel phonemes; blending and segmenting word and syllables common prefixes and suffixes, e.g. –er punctuation for direct speech.

• •

TEACHING SKILLS FOCUS

• • •

It is helpful to be familiar with the following subject knowledge for this unit: • ways to present personal information, talk about feelings, understand humour, talk about friend and family relationships, and describe what characters say and do • connectives • adjectives

Metacognition Metacognition describes the processes involved when learners plan, monitor, evaluate and make changes to their own learning behaviours and become self-regulating learners. To use this, you could: encourage learners to reflect on their overall thinking and learning skills rather than just their knowledge or skills in a given topic

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challenge yourself to find different ways to encourage and support learners to reflect on their learning

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make sure you are confident about your own skills and professional understanding of English for any given session, so that you can think about the process of learning you are asking of learners (wherever possible) create opportunities for learners to think, plan, do, talk and reflect alongside the activities in this unit.

Keep in mind the art of good questioning. Delve deeper into a response with ‘What’, ‘Why’ and ‘How’ questions, and use ‘Tell me more about …’. At the end of this unit, consider the metacognition strategies you included in your teaching and which were most effective for learners, for example: •

activating prior knowledge

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direct instruction to use a strategy

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modelling of learned strategy

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memorisation of strategy

•

guided practice

•

independent practice

•

structured reflection.

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1.1 Friends at school LEARNING PLAN Learning objectives

Learning intentions

Success criteria

2Rw.05, 2Rw.06, 2Rv.01, 2Rv.04, 2Rs.01, 2Ri.01, 2Ri.05, 2Ra.01, 2Ra.03, 2Wv.01, 2Wv.04, 2Wv.05, 2Wg.06, 2Ws.01, 2Wc.04, 2Wc.05, 2Wp.04, 2SLm.02, 2SLm.03, 2SLm.04, 2SLm.05, 2SLs.02, 2SLp.04, 2SLr.01, 2SLr.02

• To listen and respond to questions about a story.

• Learners can listen and respond to questions about a story. • Learners can plan and present their ‘Show and Tell’.

• To reflect on others’ presentations.

• Learners can reflect on others’ presentations.

LANGUAGE SUPPORT

• To deliver a short presentation.

• To explore words in texts.

They may also be supported by the Workbook activities for this session, which focus on word exploration.

• Learners can explore words in texts.

Common misconceptions

How to identify

How to overcome

Fiction stories about information are not stories.

Ask learners if the story book, The Show and Tell Day is fiction or non-fiction.

Discuss that it is a story book about information – but it is still a story.

Misconception

Share some non-fiction books to accompany the fiction content, e.g. photo books with information about shells and stones, origami and kites.

Starter idea About me (10–15 minutes) Resources: Learner’s Book, Session 1.1, Getting started; further pictures or photos of different family groupings Description: Ask learners to talk about their friends and families. Be sensitive to different learners’ family situations.

Ask them to work with a partner to explore and talk about the big picture noticeboard in Learner’s Book, Session 1.1. Look out for learners who seem less confident using the vocabulary of the Getting started activity and support them with picture/word cards or vocabulary banks.

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Main teaching ideas 1 Listening to The Show and Tell Day (15–30 minutes) Learning intention: to listen to a story and answer questions about it Resources: Learner’s Book, Session 1.1, Activity 1; Workbook 1.1; Worksheet 1.1; Audio track 01: The Show and Tell Day Description: Tell learners they are going to hear a story about a ‘Show and Tell’ day. (Explain the term ‘show and tell’ if learners don’t know it.)

Next, ask learners to think about, and make notes on, what they would bring in for a ‘Show and Tell’ day. Finally, remind them to bring in their items for a presentation activity. Answers: 2a This is a peacock feather; This is a collection of puppets. 2b This is a … (learners’ own answers).

Learners will first listen to an introduction before the story continues as both audio and text.

one. Remind them to write sentences with correct punctuation. You could provide sentence starters and/or model some answers before asking learners to write. You could ask them to draw the picture too.

Learners should listen out for what each character brings to school and write answers in a notebook. Play track 01 (audio of The Show and Tell Day) (more than once if helpful) or read the text aloud.

In preparation for Activity 3, encourage learners to think about objects they could bring in for a ‘Show and Tell’ presentation.

Challenge learners by asking them to add an idea that would really interest them (even if not real), e.g. a ‘Show and Tell’ of dinosaur eggs or a ‘Show and Tell’ of old toys.

3 Plan a presentation (30–45 minutes)

Answers: 1a It is a special ‘Show and Tell’ day. 1b Miss Garcia: a family photograph album; Omar: his shell and rock collection; Zara: her origami collection; and Beno: his kites. 1c The things are too big for the display table. 1d Learners’ own solutions, but may include creative ideas about displays – hanging items, taking photos etc.

Differentiation ideas: Support learners by providing a sentence starter for each: This is a ‘Show and Tell’ … ; This is a ‘Show and Tell’ collection of …

Learning intention: to plan and present a short presentation; to give feedback Resources: Learner’s Book, Session 1.1, Activity 3; technology for display if appropriate; filming equipment if appropriate

Audioscript for track 01: The Show and Tell Day It was Show and Tell Day at school. The children were happy. They had things to show. Everyone liked Show and Tell Day.

Challenge learners by asking them to provide several solutions to the problem and relate to their own classroom.

‘I will go first,’ said Miss Garcia. ‘I will tell you about my family. I have a mum, a dad and two sisters.’ ‘I like to take photos of my family.’

Differentiation ideas: Support learners by asking them to work with a partner, providing worksheet 1.1 to those who will benefit from writing answers into a chart.

2 Look at the pictures (15–20 minutes) Learning intention: to write captions for photos Resources: Learner’s Book, Session 1.1, Activity 2 Description: Ask learners what other types of things children might bring in to share for a ‘Show and Tell’ day. Ask them to look at the pictures in the Learner’s Book, Session 1.1 and write a caption for each

Miss Garcia showed her photographs to the children. ‘Here I am, on holiday with my family,’ she said. ‘Now it’s your turn, Omar,’ said Miss Garcia. ‘Come and show us your things.’

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well as those who are remembering to take turns in listening and speaking during the presentations.

‘I like finding rocks and shells,’ said Omar. ‘I go down to the beach to find them.’ The children looked at the rocks and shells.

Answers: Learners’ own answers Differentiation ideas: Support learners by reading through the questions with them. Some learners may prefer to work with a partner if they share the same or similar interests or if they have a ‘Show and Tell’ that is relevant to them both.

Zara was next. ‘I like to make animals from paper,’ said Zara. ‘I keep them in this box.’

Beno came to show his kites to the class. ‘Look at this kite,’ said Beno. ‘It can fly very fast.’ ‘Wow! Your kites are great,’ said Kofi. ‘Thanks,’ said Beno. ‘You can come and fly kites with me.’

4 Play a word game! (10 minutes)

Learning intention: to explore words in terms of letters, sounds and meanings Resources: Learner’s Book, Session 1.1, Activity 4; word cards Description: Model how to play the game using the example in the Learner’s Book. If necessary, provide word cards as prompts or ask learners to prepare their own word lists.

‘Well done, everyone,’ said Miss Garcia. ‘Now we will make a display on my big table.’

Challenge learners to think of more questions they could ask to help them plan their presentation.

‘I can make ladybirds and frogs and fish,’ said Zara. ‘I like this rabbit,’ said Leila. Zara smiled. ‘I can show you how to make it,’ she said.

‘Oh no! We have too many things to show,’ said Omar. ‘We need a bigger table.’

Description: Tell learners they are going to plan their own ‘Show and Tell’ using the questions in the Learner’s Book, Session 1.1, to help them.

Allow them to record their ideas in any way they like, e.g. chart, visuals, words. You could work with a group who may need support to answer the questions.

Ask learners who are ready to present their ‘Show and Tell’ things. For learners who are not ready, explain that presentations will continue throughout the week. Alternatively, you could plan a ‘Show and Tell’ event for all learners to give their presentations on the same day. Check which learners can confidently plan and share their ideas, and are motivated and engaged. Spot those who are eager to participate fully as

The game can help with non-verbal communication, phonics, spelling, comprehension, vocabulary building, speaking and syllable counting. So you could play it several times. Answers: Learners’ own ideas Differentiation ideas: Support learners who need some initial ideas by providing word cards for prompts. Challenge learners by asking them if anyone knows what a phoneme is. Where appropriate extend to other common terms e.g. digraph.

Plenary idea Play an ‘exit the classroom’ game (5 minutes) Description: Extend the ‘Show and Tell’ idea. Let learners ask you up to 20 questions to discover what your own ‘Show and Tell’ might be. It could be a fictional item, so you could challenge them with something unusual, e.g. a collection of exotic butterflies from around the world. Assessment ideas: Ask learners to reflect on their own use of open and closed questions (self-assessment).

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•

CROSS-CURRICULAR LINKS Science: Learners find out more about what humans are made of. They can check the facts in the poem in Session 1.1. They can also find out more about natural history museums (especially if they are closeby) and explore the collections (e.g., shells, rocks, stones, gems).

Homework ideas Ask learners to: complete the Workbook activity for this session if not completed in class

Answers for Workbook Focus: a Friends, 7; photographs, 11; families, 8; class, 5 b families and photographs c Photographs d y e fly is the odd one out because the y is code for its letter name while the others are code for /ee/. Practice: a million, 7; brain, 5; approximately, 13; heart, 5 b brain, heart c The first and last letter sound/ letters d air or ear Challenge: Learners’ own responses

•

write their own ‘recipe for me’ (see Getting started); they should compose their text first, then write it neatly inside an outline shape of themselves.

1.2 A family adventure LEARNING PLAN

Learning intentions

Success criteria

2Rw.03, 2Rw.05, 2Rw.06, 2Rw.07, 2Rv.01, 2Rv.02, 2Rv.04, 2Rs.01, 2Ri.02, 2Ri.10, 2Ri.11, 2Ri.12, 2Ri.13, 2Ri.14, 2Ri.15, 2Ra.01, 2Ra.02, 2Ra.05, 2Ww.03, 2Ww.06, 2Ww.07, 2Wv.04, 2Wg.01, 2SLp.01, 2SLp.04

• To explore words and phrases.

• Learners can explore words and phrases.

Learning objectives

• To read part of a family adventure story.

• To answer questions about the story.

• To explore prefixes and suffixes.

• Learners can read part of a family adventure story. • Learners can answer questions about the story. • Learners can explore and use prefixes and suffixes.

LANGUAGE SUPPORT

Learners will benefit from exploring the words and phrases in Getting started and Activity 3. Encourage learners to follow the story with the words and pictures as you read it aloud.

Then follow with several further readings as needed. The text is at Turquoise band level and decodable, so it should not be too challenging.

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Common misconceptions Misconception

How to identify

How to overcome

That words have just one meaning in English.

Ask learners what they think of when you say the word power.

Use Getting started to demonstrate more fully that words can be confusing and sometimes you have to stop and reconsider a word meaning. See also lost as in losing electricity in the story and tablet as in a digital pad.

See what responses you get.

Power (10–15 minutes)

Encourage learners to read the text independently. Remind them to use their phonics or the meaning of the sentence to tackle unfamiliar words. Some learners may wish to read silently.

Starter idea Resources: paper and pen (or sticky notes) for each table or group Description: Before opening the Learner’s Book, ask learners to say what they think of when you say the word power.

Ask them to work as a group to draw or write their ideas on a poster sized piece of paper or on sticky notes.

Talk about independent reading, paired or guided reading, using phonics or other strategies, to work out unknown words, and where and when a story is set. Encourage learners to explore the Turquoise book band.

After five minutes share and combine the ideas. Continue with this throughout the unit to create an interesting word web of ideas, adding further words as they arise or are of interest to the learners.

Encourage learners to think about the setting of time and place for this story. Establish it is a modern-day setting. How can readers tell this from the story?

Now ask learners to look at the pictures in the Learner’s Book. Was each of these images of power mentioned in the group work?

Ask learners what happens if you have a cut in the power: a power cut? Share experiences.

What other associations are there with the word power? Answers may include: girl power, super power, power pack and flower power. Support learners who are not familiar with the vocabulary.

Main teaching ideas

1 Read Power Cut, Part 1 (15–20 minutes) Learning intention: to read a story using phonics to work out any unknown words; to say when the story is set Resources: Learner’s Book, Session 1.2, Activity 1; 1.2, Audio track 02 if required Description: Tell learners they are going to read part 1 of a story about family. This family have an unexpected adventure – they have a power cut. You may wish to listen to the audio of the story first.

Differentiation ideas: Support learners by reading with them in a group. Challenge learners by asking them to read independently, writing down any words they get stuck on. Ask them to find evidence for the time and place of the story setting.

2 Read each question … (30 minutes) Learning intention: to answer a range of comprehension question types about a text Resources: Learner’s Book, Session 1.2, Activity 2 Description: If possible, display the whole text on a board. Once learners have read it, ask if they have any questions. Invite them to read with a purpose, predicting and thinking beyond the literal text. Encourage them to support each other with their responses. Work through the questions together, or ask learners to read and answer the comprehension questions. Ask learners to swap responses with a partner to peer mark their answers. Discuss any discrepancies. Alternatively, you may wish to work through answers as a whole class. In either case, ask learners to show how they arrived at their answers and what

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in the text helped them to decide. Sharing the text on a board will help with this. Answers: Learners’ own, but look for answers broadly similar to these. a It was a normal/usual evening/an evening like any other.

are day dreaming, our way if we are trying to get somewhere, our balance if we fall over.) Continue to work aurally through the questions if necessary. Alternatively, ask learners to start reading and write their answers in their notebooks. You can use the Workbook and/or the Language worksheet U1.1 in class, now, to further explore prefixes and suffixes.

b The lights went off suddenly. c Mr Chen asked if everyone is okay because it was completely dark and he was worried that they might be scared.

Answers: Learners’ answers should be similar to:

d The torch only has a small beam of light so they don’t know how long the torchlight will last / the torch is low on battery.

b something you take for a headache/ a tablet of stone used to write on

a an air-conditioning unit

The food in the fridge and freezer will be ruined e because there is no power to keep it cold / frozen.

weight if on a diet, temper if extremely angry, c ourselves if we are day dreaming, our way if we are trying to get somewhere, our balance if we fall over

Learners’ own f

d the lights went off; … turned the heater on e suddenly, completely

everybody; torchlight; forehead; ice cream (generally f ice cream is hyphenated (acting as one word)

Differentiation ideas: Support learners by working with them in a group. Consider providing answers to the questions so learners focus on matching questions and answers.

Challenge learners by asking them to respond in full sentences, providing as much detail as possible. Ask them to check their punctuation in their responses. Ask them to write a question to challenge the class.

3 Answer these questions about words and phrases … (15–20 minutes)

Learning intention: to explore words and phrases using phonics and word meanings

Resources: Learner’s Book, Session 1.3, Activity 3; Workbook 1.2; Language worksheet 1

Description: Remind learners about their exploration of the word at the beginning of the session. Ask if anyone knows other words that have multiple meanings. Draw their attention to the noun tablet (a digital pad, a medicinal pill and, historically, a stone carving) and to the verb to lose. How is losing electricity different from losing your purse? What else do we lose? (Answers include: weight if on a diet, temper if extremely angry, ourselves if we

Differentiation ideas: Support learners by talking through some or all of the questions as modelled earlier, either with the whole class or with a group needing support. Challenge learners by asking them to work independently on their answers, writing their responses in full and checking sentence punctuation. Can they provide more examples of how to use a verb like lose? Ask learners what other verbs have many different ways to use them in English, e.g. take.

Plenary idea Lose and loose (5 minutes) Description: Ask learners to work in pairs to provide two sentences – one using lose and one using loose. Explain that one of the words is from the verb to lose, e.g. I’ve lost my purse, and the other is an adjective, e.g. My trainer laces are loose. Are there other similar words that learners find confusing (e.g. their, there, they’re; two, to, too). Ask how they will remember the difference between these words – and any others they identify.

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Answers for Workbook

CROSS-CURRICULAR LINKS Science: Learners explore sources of power. Explain how a torch works or set up a simple battery circuit. Spelling links: Talk about the spelling of prefixes and suffixes and compound words. Give some examples and review the activities in Session 1.2.

Homework ideas Ask learners to: complete the Workbook activity for this session if not completed in class

•

list things where they live that would not work if there were a power cut.

Practice: a Mr and Mrs Chen were normally tired from working all day. b Suddenly, the lights went out. c ‘Wow! It’s so dark in here,’ said Ben excitedly. d Luckily, Dad found a torch. e ‘I can fix the problem of Grandma’s melting ice cream cake,’ said Ben helpfully. Challenge: un– unusual (it was an unusual evening; it means ‘not’ or the opposite of the rest of the word); re– recharge (Amy had recharged her tablet; it means ‘again’); –ful wonderful (it was a wonderful adventure; it means ‘a lot of’); –less useless (the torch was useless without batteries; it means ‘none’ or ‘not’)

•

Focus: happy-unhappy; zip-unzip; lucky-unlucky; pack-unpack; well-unwell. Each with un underlined.

1.3 Retelling and acting Learning objectives

LEARNING PLAN

Success criteria

• To talk about the story so far recalling the main points.

• Learners can talk about the story so far recalling the main points.

• To tell the next part of the story from pictures and speech.

2Rg.01, 2Rg.02, 2Rs.01, 2Ri.06, 2Ri.07, 2Ri.10, 2Ra.01, 2Wv.01, 2Ws.01, 2Wp.04, 2SLm.01, 2SLm.04, 2SLm.05, 2SLs.01, 2SLs.02, 2SLg.01, 2SLp.01, 2SLp.03

Learning intentions

• To reorder sentences to retell the whole story. • To act the story in a small group.

• Learners can tell the next part of the story from pictures and speech. • Learners can reorder sentences to retell the whole story. • Learners can act the story in a small group.

LANGUAGE SUPPORT Learners may benefit from having the character speech bubbles available for the role-play activity. Use Activity 1 in this section.

Real-life experiences can help to support vocabulary and understanding. So, if possible, show the inside of a torch and how it works; buy an ice cream and watch how long it takes to melt.

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Starter idea The story so far … (5–10 minutes) Resources: Learner’s Book, Session 1.3, Getting started Description: Put learners into groups. Ask them to work quickly to recall the main points in the story from Session 1.2. Ask them to summarise by using the questions in the Learner’s Book as a guide: The Chen family were having normal evening when there was a power cut. Their torch was low on battery and then stopped working. An ice cream cake for Grandma was in the freezer and would melt.

2 Read the captions … (30–60 minutes) Learning intention: to sequence and re-read a story using captions; to write and illustrate a story Resources: Learner’s Book, Session 1.3, Activity 2; Workbook 1.3; Worksheet 1.2; story board examples; large pieces of paper and writing tools Description: You can use Worksheet 1.2 to cut up the text and hand out to four learners or groups. Ask learners to sort themselves into the correct order to retell the story. Repeat several times if necessary. You can use the Workbook activity here for further practice.

Invite responses from the groups. Look out for those who are struggling to problem-solve and support them.

Challenge learners to think about the different ways to read the text within the group, e.g. by character/ by image. Is there an opportunity to extend the narrator’s speech?

Ask for their ideas about what they would do to solve the problems, e.g. the cake would not really melt in a short time if the door was left closed. Things don’t melt that quickly; it was a starry night so once our eyes adjust, we can see quite well in the dark.

Learning intention: to work in groups to tell the events of a story using pictures and speech bubbles

Draw learners’ attention to the four chunks of text in the Learner’s Book. Tell them they need to write the story in their notebooks by sequencing the text in the right order, then drawing a picture to illustrate each chunk of text. Keep in mind this activity will help with sequencing, sorting, reading, understanding a story summary, reading and writing captions, illustrating a story and storyboarding.

Resources: Learner’s Book, Session 1.3, Activity 1; recording equipment

You may prefer learners to work in pairs on a larger piece of paper to make a story board poster.

Main teaching ideas

1 Tell the next part of the story … (10–20 minutes)

Description: Ask learners to work in groups of four (one learner for each character). Give learners five minutes to read the text together in their group, supporting each other with any tricky words, but encouraging them to ‘read’ the pictures too.

Stop them and discuss the story. Is the family’s solution what they expected? Did any of them have the same idea? Ask learners to re-read the pictures and speech bubbles noticing the end of sentence punctuation: full stops, exclamation marks and question marks. If possible, consider asking groups to record their readings so they can hear their own read aloud voices in character role play.

Differentiation ideas: Support learners by allowing them to work in mixed groups so different strengths can be utilised.

Answers: First: It was an evening just like any other in the Chen family apartment. Suddenly, the lights went off. It was a power cut. Second: Mr Chen found his torch, but it was only a small beam. The apartment got hot and the fridge and freezer stopped working too. Grandma’s ice cream cake was going to melt. Then the torch went out. Third: Amy had a good idea to use the light from her tablet. Ben had a good idea to eat the ice cream cake before it melted. Fourth: Later, the power came back on. Then the problem was how to tell Grandma that they had eaten her cake. Differentiation ideas: Support learners by encouraging them to work in pairs to make a largerscale poster. Use Worksheet 1.2 for learners who may benefit from cutting and sticking in order to sequence the story before illustrating it.

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Challenge learners to present the story as a cartoon strip/story board adding speech bubbles and effects as they do so.

3 Act the story in a group (30 minutes)

Even if learners are going to complete this for homework, this is a good rehearsal. Ask learners to reflect on how they work out which word is missing.

Learning intention: to work in groups to act a story

CROSS-CURRICULAR LINKS

Resources: Learner’s Book, Session 1.3, Activity 3; Worksheet 1.3 Description: Tell learners they are going to work in their original groups to act the whole story. They will use role play, work in a group, improvise speech, enhance the story and use their creativity.

Homework ideas Ask learners to:

You can use Worksheet 1.3 here, which provides speech bubbles to help learners with part 2 of the story. They may adopt the same technique for retelling part 1, if helpful.

Geography: Learners find out more about light pollution in cities, especially if it is a problem where they live.

Learners will need to decide what props they need, if any. Encourage them to consider how they will introduce their play, e.g. is there a musical introduction or an opening scene to introduce the characters?

complete the Workbook activity for this session if not completed in class

•

(if possible) make some ice cubes at home in the freezer; put one cube in the fridge to see how long it takes to melt and the other in a cup out of the fridge. How could they record the results? How long did each take to melt? They should report back to the class on what they found.

Answers for Workbook

Allow time for learners to plan their performance together and then to enjoy performing. Consider capturing some on film if possible or invite another class in school to watch.

•

Encourage peer group review of each performance.

Differentiation ideas: Support learners by suggesting they number their speech bubbles so they know what to say and when. Some learners may have added to the story when they were sequencing and storyboarding it.

If they wish to use their own version of the story for the role play, challenge them to win the support of the group by using persuasive language.

Plenary idea

Fill the gap (5–10 minutes)

Resources: Learner’s Book, Session 1.3; Workbook 1.3 Description: Ask learners to listen to the sentences in the Workbook activity as you read them aloud. Ask them to fill in the gaps orally as you work through each of the differentiated levels: missing high frequency words; verbs and noun phrases including adjectives. Alternatively, you may prefer to use these sentences as dictations for which learners may be asked to write the whole sentence or just the missing words.

Focus:

a It was an evening just like any other in the Chen family apartment. b Suddenly, the lights went off. It was a power cut. c Mr Chen found his torch, but it was only a small beam. d The apartment got hot and the fridge and freezer stopped working too. e Grandma’s ice-cream cake was going to melt.

Practice: a ‘Is everybody okay?’ asked Mr Chen. b Amy had a good idea to use the light from her tablet. c Ben had a good idea to eat the ice-cream cake before it melted. d Later, the power came back on. e Then the problem was how to tell Grandma that they had eaten her cake. Challenge: Answers may include these or similar: a It was an evening just like any other. b Mr and Mrs Chen were tired from work and the children were busy playing on tablets. c Suddenly, the lights went off. The apartment was completely dark. d There was only a small beam of light from the torch. e The ice-cream cake will melt if it gets warm.

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1.4 Describing what characters do LEARNING PLAN Learning objectives

Learning intentions

Success criteria

2Rw.03, 2Rw.05, 2Rw.06, 2Rv.01, 2Rv.02, 2Rg.01, 2Rs.02, 2Ri.02, 2Ri.06, 2Ri.12, 2Ra.01, 2Wc.01, 2Ww.06, 2Wv.04, 2Wv.05, 2Wg.01, 2SLm.01, 2SLs.01, 2SLg.04

• To talk about what characters do.

• Learners can talk about what characters do.

• To use phonics to work out unknown words.

• Learners can use phonics to work out words they do not know.

• To write lists using commas and correct punctuation.

LANGUAGE SUPPORT

• Learners can listen to and read a list poem.

• To listen to and read a list poem.

Prepare picture/word cards for some learners or ask them to work in pairs to make their own.

Learners will benefit from vocabulary teaching before the session as the poem contains an odd mix of items that they may not be familiar with.

• Learners can write lists using commas and correct punctuation.

Common misconceptions

How to identify

How to overcome

The more commas the better.

Dictate sentences to learners that include lists. Discuss the punctuation and in particular the use of the comma.

Show examples of how to use the comma between items, but not before the first or for the last and not for a list of two things.

Misconception

Starter idea

1 Collectors and collections (10–15 minutes) Resources: Learner’s Book, Session 1.4, Getting started Description: Talk about the pictures in the Learner’s Book.

Use the Workbook for practice.

Find out what learners already know about the subject of collectors. If you have any collectors in the class arrange – in advance, if possible – for them to bring in their collections to show others. Be aware of learners who have no or little experience of collecting, and support them. Point out this language to learners: to collect (verb); collector (noun to describe a person) and collection (noun to describe things).

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Main teaching ideas 1 Listening to the poem Younger Brother (20 minutes) Learning intention: to listen to a poem and make inferences about it Resources: Learner’s Book, Session 1.4, Activity 1; Worksheet 1.4; Session 1.4, Audio track 03

Learning intention: to identify commas used to separate items in a list; to add commas to items in a list Resources: Learner’s Book, Session 1.4, Activity 2; Workbook 1.4 Description: Ask learners to look at the Language Focus box and use it to explain the use of the comma to separate items in a list. Ask learners to work in pairs to count the number of commas in the poem (14). Establish that this is a list poem and the commas separate the list of things the younger brother collects.

Description: Tell learners that this poem describes what a character does. He is a collector. Explain that listeners need to listen for how many different things the character collects (14 if stones and rocks count as one). This poem will help learners enjoy simple texts, focus their listening and understand listening tips.

2 Count the commas in the poem (20 minutes; 30 minutes with Workbook)

Use the Listening tip in the Learner’s Book to discuss how to listen well. Ask learners for any other tips they may have.

For active learning, you may read the poem aloud and ask them to stand up or sit down every time they know there should be a comma in the text.

Play the audio of the poem (track 03), or read it aloud for learners, asking them to use their chosen listening technique.

Ask learners to rewrite and correct the sentences with correct punctuation – adding commas and the word and.

Talk about how many odd things this younger brother collects. They are not similar so he probably doesn’t have a special name (see the specialist collector words in the Starter activity).

Now use the Workbook activity for this session for further comma practice.

As a class, check the answers together.

Ask if anyone notices anything else about the poem (it is a list of things).

Discuss any unknown words. Use the pictures in the Learner’s Book to help with this if helpful.

Ask learners to read the text in pairs, pointing to the text as they do so. As they read through, they should discuss what they think this younger brother is like. Invite them to share their ideas and to explain why they think this. For example, they may say he is fun (he is interested in so many things); messy (he has broken things and half-made things); and disorganised (doesn’t tidy up) etc. Differentiation ideas: Support learners by letting them hear the poem before they read it. This will help them to feel more confident with the list of vocabulary. Use the pictures to help with this too. Challenge learners to read the poem independently and to reflect on how the listening tips helped them to focus or not.

Answers: bi I collect stones of interesting shapes, half-made models and stickers. bii I collect stickers, badges, pencils and feathers. biii I collect seeds, socks, broken saucers, batteries and glass marbles. biv I collect half-made models and torch batteries (no commas or and). Differentiation ideas: Support learners to use tiny counters or sticky notes to flag the commas in the Learner’s Book if this helps them to keep count. Repeat the active learning activity for those who need to practise identifying commas further. Challenge learners to write the whole poem as a list – see if they realise that just a list of the words (like a shopping list) does not need commas.

3 Write your own lists (20–30 minutes) Learning intention: to write lists for different scenarios Resources: Learner’s Book, Session 1.4, Activity 3; Workbook 1.4 Description: Tell learners they are going to write their own lists in sentences. They should correctly

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use commas, punctuation and vocabulary, and should write their own ideas, with purpose.

Description: Choose three learners to stand by each of the labels once placed on the floor.

Invite learners to write their sentences in some creative frames, e.g. things you would like to collect in an outline of a box; things for a summer holiday in an outline of a suitcase or bag; things you like about your family in a picture frame.

Ask a fourth learner to read Younger Brother aloud.

If possible, some of these could be reproduced for a class display. Answers: Learners’ own

When any of the three hear a word that matches their label, they should leap over it. Change learners a few times and/or read further sentences featuring those spellings. Assessment ideas: •

Ask learners to say how well they think those leaping have listened

•

Ask learners what they find most useful in helping them to remember how to listen well.

Homework ideas

Challenge learners to add further scenarios and/or explain why they have chosen the items in their list.

•

complete the Workbook activity for this session if not completed in class

•

answer the questions written in Getting started

•

research fascinating facts about famous collectors in history (see Unit 3, Mary Anning).

Differentiation ideas: Support learners by providing word banks or word/picture cards of some of their ideas before they begin to write their sentences.

4 Look for words in the poem … (20–30 minutes)

Learning intention: to explore words and spellings in a poem

Ask learners to:

Answers for Workbook

Description: Tell learners to work alone or in pairs to search the poem for words that:

Focus: 1 tick: a, d Correct b: We searched all day for sticks, stones and shells. Correct c: The box was full of feathers, pebbles and seeds.

Resources: Learner’s Book, Session 1.4, Activity 4

end in –er: younger, brother, holders, stickers, feathers, saucers

•

end in –le: bottle, marbles

have double letters: bottles, collects, roll, seeds, batteries, glass.

b On the school trip I was in a group with Anish, Zoe, Paulo and Ann.

•

Share the answers to check everyone has found all the words.

Ask for ideas to add to each list.

Practice:

I collect stamps, dolls and joke books.

At the zoo I saw monkeys and parrots.

d I have a collection of small things like coins, gems, petals and shells.

Differentiation ideas: Support learners who may benefit from working together by pairing them. Some learners may need to search for just one category of spelling.

Challenge:

Challenge learners to add more words to each list. Check if they can identify other spelling categories in the poem, e.g. long vowel phonemes (e.g. stones, shapes, seeds).

b Beno, Omar, Hamidi and Zayan are my best friends at school.

Plenary idea

a In my family I have a mum, a dad, a brother and a sister.

c My younger sister collects bugs, leaves and twigs. d I collect games, quiz cards and jokes. e I can make origami fish, swans, frogs and boats.

Jump! (5 minutes) Resources: three labels – one each for: –er, –le, double letters

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1.5 Challenges and excuses LEARNING PLAN Learning intentions

Success criteria

2Rv.01, 2Rv.02, 2Rg.01, 2Rs.01, 2Ri.02, 2Ri.06, 2Ri.10, 2Ri.12, 2Ri.13, 2Ri.15, 2Ra.01, 2Ra.02, 2Ra.03, 2Ww.05, 2Wg.07, 2Wv.01, 2Wv.04, 2Wv.05, 2SLs.02

• To listen to and read a story discussing its theme.

• Learners can listen and read a story discussing its theme.

• To answer questions about the story.

• Learners can answer questions about the story.

• To explore the words and phrases in the story.

• Learners can explore the words and phrases in the story.

Learning objectives

• To explore and use verb endings -ed and –ing.

LANGUAGE SUPPORT

Starter idea

as there are only three characters. Speaking the parts may support learners with sentence structures and tense forms.

The chunking of the story and boxing questions may help some learners to read and ask questions as they go. The story lends itself to acting/role play,

• Learners can explore and use verb endings -ed and –ing.

Challenges (10–20 minutes)

Resources: Learner’s Book, Session 1.4, Getting started

Description: Ask learners what sort of things they find a challenge. Which challenges do they enjoy and which are too difficult? What makes something too challenging and how do they find ways to keep going? When does encouragement turn into bullying? Show them the pictures in the Learner’s Book of different physical challenges and share further ideas. Tell them the next story is about two brothers and a friend who are challenging one another. You may invite learners to write a personal (and secret) challenge to work on.

Main teaching ideas 1 Listen to and read this story … (40–60 minutes) Learning intention: to listen to a story and answer questions about it; to read a story

Resources: Learner’s Book, Session 1.5, Activity 1; Session 1.5, Audio track 04 Description: Tell learners this story is about two African-American brothers and their friend, Gloria. The boys are called Julian and Huey and they get into all sorts of trouble. Read the following short introduction to the story, which describes how and why Julian gets into trouble: Julian says he does not like trouble, but he always seems to get into it! He doesn’t see the little spark that starts trouble. The other problem is that he has great ideas, which often lead to trouble! Talk about the use of the word spark as in to ‘to set off or begin’. Ask if learners can relate to this. Ask learners to listen to the story without stopping to answer questions. Read it aloud or play the audio (track 04). Discuss their initial impressions. Explain that they are now going to answer questions about what they hear, so they need to focus. You may wish to share the questions first. Read or play the audio again, stopping at the end of each section so that children can answer the questions.

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Be careful with the following question in column 3: WHY do you think Huey did not sound very excited? Note that his verbal responses and excuses probably do not match his non-verbal response – Julian and Gloria probably know Huey is making excuses. Ask learners how Huey might have responded to the increasing pressure to join in (non-verbally). Role play if possible to explore verbal and non-verbal communication.

Ask learners to re-read the story, working alone or in pairs, looking for verbs ending –ing or –ed and sorting them into lists. Learners can copy and complete the chart in the Learner’s Book, or create a simple list of the verbs. Throughout, encourage learners to talk about story settings, clues to where stories are set, topic words, unknown words. You can use the Workbook activity for this session now.

Finally, ask learners to read the text silently to themselves. If you have not used the questions for aural/oral work you may wish learners to write their answers to the questions in their notebooks now.

Description: Write pushing and pushed on the board and invite learners to explain the difference. Remind them that –ing represents the present (continuous) tense and –ed represents the simple past tense.

As you circulate, check learners are feeling confident about their answers.

Answers: –ing: looking; swinging; flying; sitting; parachuting; going –ed: used; checked; pushed; landed (excited is an adjective here) Differentiation ideas: Support learners by providing a set of cards with the verbs from the text; ask them to match them to the text and then sort them into lists.

Possible answers: Box 1: There is a new swing and a new pile of sand in the garden; Julian was playing with his younger brother, Huey, and their friend, Gloria. Box 2: Julian checked for trucks in the sand so he would not hurt himself when he landed; It felt like flying, then sitting in air and then parachuting. Box 3: Gloria flew from the swing/copied Julian easily; Huey wasn’t sounding excited because he was nervous/worried/scared. Box 4: He said he needed his lucky shirt and to tie up his shoe laces; The spark was calling Huey a ‘scaredy cat’; The friends might fall out/ argue; Huey might cry and run away; Huey might do the challenge and hurt himself or fly like the others, etc.

Differentiation ideas: Support learners by allowing them to follow the text in the Learner’s Book when they are listening. Allow them to read in pairs rather than alone and silently. Challenge learners to read silently and answer the questions in full sentences with further reasoning. Ask learners to write some more questions about the story.

2 Read the story again (10–20 minutes) Learning intention: to find and sort verbs ending in –ing and –ed; to know that –ing represents present tense and –ed past tense

Challenge learners to add a third column for other verbs and discuss how to name them (simple present: are, is, sit, look, see, hurry, can/can’t, put, come, need, tie, get, like, wants) (irregular verbs: was, got, were, said, flew, had).

Plenary idea That was the spark … (5 minutes) Description: Check learners have understood that it sounds like there is going to be some kind of trouble at the end of the text. Draw their attention to the use of the word spark again. Ask learners, one by one, to say what they think will happen next in the story, and what the trouble might be. Once completed they may leave the classroom. Assessment ideas: Ask learners to reflect on how good they are at asking and answering questions.

Resources: Learner’s Book, Session 1.5, Activity 2; Workbook 1.5; a set of cards with –ed and –ing verbs from the text

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Homework ideas

Answers for Workbook

Ask learners to:

Focus: swinging; checked; pushed; flying; landed.

•

complete the Workbook activity for this session if not completed in class

Practice: wanted/needed; needed/wanted; making; tied; jumped; wasted

•

choose up to six unknown words from the unit and use a dictionary to look up and write their meaning.

Challenge: Learners’ own including: had; looked; launched off; flying; diving; zoomed; mumbled; shouted

LEARNING PLAN

1.6 Brother trouble Learning intentions

Success criteria

2Rv.01, 2Rv.02, 2Rv.03, 2Rv.04,2Rg.01, 2Rg.02, 2Rs.01, 2Ri.02, 2Ri.06, 2Ri.10, 2Ri.12, 2Ri.13, 2Ri.15, 2Ra.01, 2Ra.03, 2Wv.01, 2Wv.04, 2Wv.05, 2Wg.01, 2Wg.04, 2SLm.04, 2SLs.01, 2SLs.02, 2SLp.02, 2SLr.03

• To listen to and read another story featuring familiar characters.

• Learners can listen to and read another story featuring familiar characters.

• To answer and write questions about the story exploring words and ideas.

• Learners can answer and write questions about the story exploring words and ideas.

• To act out the meaning of phrases from the story.

• Learners can act out the meaning of phrases from the story.

Learning objectives

LANGUAGE SUPPORT

Learners will benefit from creating a personal A–Z vocabulary bank in which they can keep words with definitions and/or illustrations to help them

remember. Worksheet 1.4 recaps the story and this may be useful for some learners.

Common misconceptions Misconception

How to identify

How to overcome

Character speech in our writing always has to be in full sentences.

Ask learners to find examples where father speaks using just one or two words: “A pudding” “A wonderful pudding”’ “Perfect!”

When learners are writing character responses, remind them that how they write speech can be an important part of creating the character.

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Misconception

How to identify

How to overcome

Ask them what the full responses would be: “I’m going to make a (wonderful) pudding.” “The pudding is perfect.”

Provide practice and remind them in Session 1.7 when they are writing their own version of this story.

Starter idea 1 Getting into trouble (10 minutes)

Read or play the audio again, stopping at the end of each section so that children can answer the questions. In Box 1, refer to the glossary when you reach: a whole raft of lemons. In Box 6 Huey makes a ‘hole’ in the pudding. Explore whole and hole in terms of meanings and spelling.

Resources: Learner’s Book, Session 1.6, Getting started; and/or additional pictures of actions that are likely to spark trouble

Explain to learners that they are now going to answer questions about what they hear, so they need to focus. You may wish to share the questions first.

Description: Ask learners about rules they have at home and rules at school. What do they already know about getting into trouble? Handle sensitively with those who tend to cause more trouble than others. Talk about and sort the pictures in the Learner’s Book.

If you have not used the questions for aural/oral work you may wish learners to write their answers to the questions in their notebooks.

If time, create a class or school list of rules that help us to be kind and to stay out of trouble.

Finally, ask learners to read the text in Boxes 5 and 6 aloud in pairs. If there is time encourage them to perform this. This text provides opportunities to explore character voice.

Talk about being good role models for younger brothers and sisters. Ask learners to complete the sentence starter: I am a good (brother/sister/cousin) because …

Main teaching ideas

1 Listen to and read another story … (40–60 minutes)

Learning intention: to listen to a story with familiar characters; to answer questions about words and phrases used in a story; to read a story Resources: Learner’s Book, Session 1.6, Activity 2; Session 1.6, Audio track 05

Description: Tell learners this is another story about Julian and Huey, except this time they are with their father. Ask them to listen to the whole story without stopping to answer questions. Read the story or play the audio (track 05). Discuss learners’ initial impressions and, if necessary, deal with the formality of the name ‘father’ as opposed to ‘dad’.

As you circulate, check that learners are feeling confident about their answers. Possible answers: Box 1: Father is making a wonderful pudding. Box 2: Father sliced and then squeezed the lemons. Box 3: Julian poured in the sugar; Father is a messy cook because in the last part the lemon seeds flew out on the floor and in this box the cream splashed on the stove. Box 4: Learners’ own, for example: I think the pudding smelled like creamy lemon candy; Before the egg white the pudding was stiff and after the egg white is was soft and lighter than air. Box 5: Julian says the pudding has waves on the top like an ocean; Huey puts his finger in because he cannot resist/is hungry/tempted (or similar). Box 6: The pudding tasted like a whole raft of lemons on the sea and a night on the sea; Learners’ own ideas

Differentiation ideas: Support learners by allowing them to follow the text in the Learner’s Book when they are listening. Allow them to read in pairs rather than alone and silently.

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Resources: Learner’s Book, Session 1.6, Activity 3

Challenge learners to read aloud for the class and answer the questions in full sentences with further reasoning.

Description: Together look back at the questions in the boxes for the text. Which question words were used? (What? How? Why?)

2 Read these instructions (10–20 minutes)

Ask if anyone remembers other question words (When? Where? Which? Who?)

Learning intention: to read and act out a story to show the meanings of words and sentences

Ask learners what a question always needs (a question mark). Remind them to begin with a capital letter too.

Resources: Learner’s Book, Session 1.6, Activity 2; Workbook 1.6 Description: Act one of the instructions from the Learner’s Book. Ask learners to guess what you are doing. Invite them to explain your actions using the language from the story.

In their notebooks, ask learners to write at least one question for each box of the story, then ask a partner to answer them. Differentiation ideas: Support learners by asking them to select one box and to write their question for it.

Together, act each instruction.

Together, ideally with the text on a shared screen, ask learners to find each instruction in the text. Check they know the meanings of all the words – including those specifically related to cooking. Read the sentences where the words appear and discuss possible meanings of the words.

Plenary idea

Lucky dip (5 minutes)

Resources: cards or a bag of ping-pong balls with question words written on them

Invite learners to say any more instructions they could add from the text (e.g. Whip the egg whites; Pour in the sugar).

Challenge learners to write two or more questions for each box and to use a good mix of question words.

Ask learners, in turn, to act the instructions; ask others to say what they are doing.

On completion, ask learners to reflect on the best way to remember any of the more unusual words. Encourage them to carry out their ideas, e.g. write the word slice across the middle of a lemon to help you remember.

You could ask learners to complete the Workbook activities for this session now; this will provide further exploration of language and ideas in the text. The activity would also work well as a homework task.

Differentiation ideas: Support learners by providing the opportunities to repeat the acting out to reinforce meanings. Challenge learners to write further instructions using some of the words from the instructions in the Learner’s Book.

3 Write one new question for each box of the story (10–20 minutes) Learning intention: to practise using question words and writing questions with correct punctuation

Description: Invite learners to pick a card or ping-pong ball. They must ask a question about the story using the question word displayed. They may select another learner to answer. That learner then picks the next question word. Assessment ideas: Ask learners to reflect on how good they are at asking and answering questions.

Homework ideas Ask learners to: •

complete the Workbook activity for this session if not completed in class

•

research a pudding recipe to make a class recipe book. For every recipe, ask learners to say what they think the finished food tastes like using descriptive language like Julian and Huey’s father!

Answers for Workbook Focus: lemons, eggs, sugar and cream Practice: Learners’ own ideas

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Challenge:

5 Hot honey pudding

1 Best biscuit pudding

6 Quick queen’s pudding

2 Crunch and crack pudding

7 Soft sugar pudding

3 Fancy filled pudding

8 Tasty topped pudding

4 Gorgeous glittery pudding

1.7 Sequencing and adding to a story

LEARNING PLAN Learning objectives

Learning intentions

Success criteria

2Rg.03, 2Rs.01, 2Ri.02, 2Ri.06, 2Ri.07, 2Ri.08, 2Ri.11, 2Ri.12, 2Wv.01, 2Wv.04, 2Wv.05, 2Wg.06, 2Ws.01, 2Wc.01, 2Wc.02, 2Wc.04, 2Wp.04, 2SLp.03, 2SLr.01

• To retell a story using pictures.

• Learners can retell a story using pictures.

• To write captions.

• Learners can write captions. Learners can find connectives in sentences.

• To find connectives in sentences.

• Learners can plan and write anew story.

• To plan and write a new story

LANGUAGE SUPPORT

Learners will benefit from revisiting the story in this session by listening to the audio or through a whole-class reading. They will also benefit from

using the worksheets for this session if they prefer to manipulate physical cards to support their retelling.

Common misconceptions Misconception

How to identify

How to overcome

Authors always use adjectives to tell us about characters.

Ask learners to describe one of the characters. They may well use adjectives.

Remind learners when they are planning or writing their characters for a story that they can make a physical description but that speech and actions are just as important.

Then read some examples from the text to show how we can also use speech and actions, e.g. About father: He rolled up his sleeves and pushed back his hair and beat the egg yolks; About Huey: If I just put my finger in – there – I’ll know how it tastes.

Use the Character review in Getting started.

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Starter idea Character review (5–10 minutes) Resources: Learner’s Book, Session 1.7, Getting started; sticky notes; pictures or outline of Julian and Huey on the wall or board Description: Ask learners to exchange opinions about the two main characters in the story; Julian and Huey. Extend to include father too, if helpful. Encourage learners to share their thoughts.

Differentiation ideas: Support learners to use the worksheet to cut and stick rather than write sentences in full. Challenge learners to write more complex sentences for their captions using connectives.

2 Spot the connectives (20 minutes) Learning intention: to explore connectives Resources: Learner’s Book, Session 1.7, Activity 2; connectives word cards

Ask learners to write one word to describe each character on separate sticky notes, then stick these inside a drawn outline/picture of each character. Review the words and learners’ explanations for their opinions.

You can use Worksheet 1.4 for support with writing captions now. You can use the Workbook activity for this session to further explore sequencing.

Draw learners’ attention to the fact that no adjectives are used to describe the characters in the text. We must work out what sorts of characters they are from the way the author describes their actions, and from their speech and the illustrations.

Read the sentences aloud and ask learners to identify the connective in each one. Then read the sentences aloud again, leaving a gap for the connective in each. Ask learners to provide the missing connective.

Look out for learners who struggle without the adjective description or the visual support. The actions are more subtle and may need explaining to some learners. The role-play activity in the last session should have helped with this.

Description: Check learners have remembered or know the term ‘connective’ and together work through some examples. They will have met ‘and’ and ‘but’ in Stage 1.

Main teaching ideas

Ask learners to complete the Learner’s Book activity in their notebooks.

1 Retell the story by writing captions … (30–60 minutes)

Answers: because; but; if; and; so

Learning intention: to recall a story sequence of events using picture cues; to write captions for pictures

Resources: Learner’s Book, Session 1.7, Activity 1; Workbook 1.7; Worksheet 1.4 (cut up for the main activity or as a worksheet for learner support)

Description: Begin with a game: Find your partner! First, hand out the nine pictures and nine caption cards from the worksheet. Then ask learners to find the person with the matching caption or picture. Finally, ask another learner to organise the pictures and captions in the correct order to retell the story.

Differentiation ideas: Support learners by providing connectives on word cards so they can find and match them to each sentence. This may work well as a group activity and writing each sentence may not be so important. Challenge learners to write each sentence and then to write some further sentences about the story using the same or different connectives.

3 Plan and write a new story (30–60 minutes)

Repeat the game if necessary with different learners. Can the second group work more quickly?

Learning intention: to plan a story featuring siblings; to write a story using planning questions

Together, look at the pictures in the Learner’s Book. Ask learners to describe them. Write any useful words on the board.

Resources: Learner’s Book, Session 1.7, Activity 3; Worksheet 1.5; large pieces of paper if storyboarding

Ask learners to complete the Learner’s Book activity.

Description: Give learners who will benefit from a planning sheet and structured questions a copy of the worksheet.

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Tell learners they are going to plan and write their own story that is similar to The Pudding Like a Night on the Sea. Read the prompt questions in the Learner’s Book together.

Each pair must say a sentence about the story and that uses a connective: e.g. I liked the part where Huey says “It’s such a big pudding. It can’t hurt to have a little more” because it shows his cheekiness.

Before writing begins, ask learners how they would like to write their story, e.g. in a notebook or as a storyboard. Provide paper if they are storyboarding.

As each pair contributes, they may leave.

As learners work, check and support their handwriting, punctuation and spelling while they plan and write each sentence.

Ask learners to:

If there is time, share examples of story outlines or ideas, encouraging peer review and reflection.

•

complete the Workbook activity for this session if not completed in class

•

complete their own story writing if not completed in class

•

find other examples in picture books of character descriptions that rely on actions, speech and illustrations.

Differentiation ideas: Support learners to use the worksheet to aid planning. Encourage some learners to work large scale with storyboarding if this helps with sequencing their ideas prior to writing their sentences. Scribe sentences where necessary.

Homework ideas

Challenge learners to add detail to their story as well as to use connectives, interesting words and actions to present the characters. Encourage illustration that adds real value to the story.

Answers for Workbook Focus: d, e, b, a, c

Practice: a What are you going to make?

b My father is a big man with wild black hair. c It will taste like a whole raft of lemons.

Plenary idea

Play an ‘exit the classroom’ game: connectives (5 minutes) Description: Ask learners to work in pairs.

d Juice squirted in my eye. Challenge: pudding, kitchen, squeezed, lemon; Learners’ own sentences

1.8 Describing what characters say LEARNING PLAN

Learning objectives

2Rw.01, 2Rw.02, 2Rv.05, 2Rg.01, 2Rg.02, 2Rg.04, 2Rs.02, 2Ri.02, 2Ri.12, 2Ra.01, 2Rw.03, 2Wg.01, 2Wg.04, 2Wc.01, 2SLm.04, 2SLp.01, 2SLp.03

Learning intentions

Success criteria

• To explore what and how characters say things.

• Learners can explore what and how characters say things.

• To identify commands in a poem. • To notice punctuation to read aloud in character. • To write a poem that describes what a friend or family member says.

• Learners can identify commands in a poem. • Learners can notice and use punctuation to read aloud in character. • Learners can write a poem that describes what a friend or family member says.

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LANGUAGE SUPPORT Learners may role play asking politely and asking more directly or rudely – for example, Please can you pass me the pencil? Pass the pencil!

Starter idea

Challenge learners to reflect on the backstory to the poem. Why might mum be speaking like this?

Ways to be polite (5–10 minutes) Resources: Learner’s Book, Session 1.8, Getting started

Test the ideas: ask different learners to role play different scenarios, e.g. Joe, please can you ask Franco politely to close the door; Ajay, please can you tell Nadia politely to shut the door.

Main teaching ideas

2 Work in pairs. Read the poem aloud … (20 minutes) Learning intention: to read the poem aloud in character using end punctuation as a guide.

Description: Ask learners to work with a partner to talk about the words and phrases they know in English and their own language(s) that are polite. Share some ideas.

Teach in advance of the session any vocabulary you think learners may be less familiar with, e.g. mind (verb); state (noun); stuff (noun); stare (verb).

Description: Set up a read-around-the-class for this poem so each learner reads a different line – using the punctuation and/or mum’s character and mood as a guide. You can use the Worksheet questions here. Ask learners to work in pairs to practise their reading further.

1 Listen to and then read the poem (15–20 minutes)

Resources: Learner’s Book, Session 1.8, Activity 3; Worksheet 1.6; recording equipment if appropriate

After about five minutes invite pairs to perform their reading of the poem to the class.

Resources: Learner’s Book, Session 1.8, Activity 1; Worksheet 1.6; Audio track 06

Assessment ideas: If time, and if you have the equipment, ask some learners to record their readings for peer assessment or end-of-session reflections.

Learning intention: to listen to a poem and talk about character

Description: Ask learners to listen to the poem. Play the audio (track 06) or read the poem aloud. This activity will be good for discussing character, using topic vocabulary, noticing end punctuation marks and relating to own experience.

Ask learners to think about these questions as they listen:

Ask learners which sentences are commands where mum is telling her son or daughter to do something (Wake up!, Get up!, Out of bed!, Mind …, Don’t …, Look …, Put …, Close …). Talk about the questions in the Learner’s Book that invite them to think about what people in their homes say to them. In some instances this may need sensitivity. Differentiation ideas: Support learners so that they can contribute to the conversation. Displaying the text on a whiteboard for all to see will enable you to point out specifics to learners as they are discussed.

Invite peer assessment and reflect on the importance of punctuation as a guide to how we might say things. Differentiation ideas: Support learners by organising them into mixed ability pairs and/or asking some learners to read just a section of the poem together. Challenge learners to play with changing the punctuation and how this affects reading aloud, e.g. Mum is in a really good mood so how does it change the way you read the poem even though she is giving out orders?

3 Explore the language of the poem (20 minutes; 30 minutes if using the Workbook) Learning intention: to explore the language features of a poem

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Resources: Learner’s Book, Session 1.8, Activity 3; Workbook 1.8

Use Worksheet 1.6 now for those learners who need support. Give learners time to write their poems and, if time, invite readings.

Description: Draw learners’ attention to the Language Focus box. Talk about punctuation marks at the end of a sentence. Ask learners to find an example rhyming word, command verb, full stop, question mark and exclamation mark before they tackle the questions alone or in pairs. Ask learners to complete the questions in their notebooks.

Challenge learners to create a longer poem and peer-assess their work on completion.

Plenary idea Sharing our poems (5 minutes) Resources: learners’ poems Description: Invite learners to share their short poems in character. Have some fun with guessing what the character is like – although be mindful of respect. Invite peer assessment of each poem and performance.

Answers: a bed/head; late/state; please/keys; please/trees; said/bed b wake (up); get (up); get (out of bed); mind …; don’t …; look …; put …; close … c full stops: 9; question marks: 2; exclamation marks: 8 d I won’t tell you again. It’s funny because she does tell the child again.

Differentiation ideas: Support learners by providing the worksheet. Some learners may only manage four or five sentences.

Assessment ideas: Ask learners to check their handwriting and punctuation. Explain to learners that people often use exclamation marks too much and that spoils their effect. Ask them: How will you remember when to use them and use them well?

Homework ideas

Challenge learners to notice other punctuation, e.g. ellipsis … meaning the sentence is not really finished.

•

complete the Workbook activity for this session if not completed in class

•

rewrite the poem as narrative, using speech marks for the things mum says, e.g. “Wake up! Get up! Out of bed!” yelled Mum.

Differentiation ideas: Support learners by allowing them to work on fewer questions or to find just one more example of each feature.

4 Writing a short poem (20–30 minutes)

Learning intention: to write a short poem in the style of The Things Mums Say using its language features Resources: Learner’s Book, Session 1.8, Activity 4; Worksheet 1.6

Description: Keep in mind that this activity is good for planning, reviewing language features, writing and drafting.

Talk about the things learners might say to someone in their family: a younger or older sibling, a grandparent. Talk about how we change what we say and the way we say it to fit with the person and how well we know them. Ask learners to decide on a character for their short poem and then to write at least five things that person would say. Encourage them to use a good range of the language features identified in The Things Mums Say.

Ask learners to:

Answers for Workbook Focus: 1a Q; b S; c Q 2 Learners’ own responses Practice: 3a ?; b .; c .; d ? 4 Learners’ own responses Challenge: a Shall I write it down for you? b How did you know? c Put all your stuff away now, please. d Don’t whisper, it’s rude.

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1.9 Mum and daughter fun LEARNING PLAN Learning intentions

Success criteria

2Rw.07, 2Rg.01, 2Rs.01, 2Ri.03, 2Ri.06, 2Ri.11, 2Ri.12, 2Ri.16, 2Ra.01, 2Wg.01, 2Wg.03, 2Ww.07, 2Ww.09, 2SLm.05, 2SLs.01, 2SLp.01, 2SLp.02

• To listen to a story for pleasure.

• Learners can enjoy listening to a story.

• To listen for and write missing words in a story.

• Learners can listen to a story and write the missing words.

• To notice speech punctuation and read character parts with expression.

• Learners can notice speech punctuation and read character parts with expression.

Learning objectives

• To notice and use language patterns to predict what happens next in a story.

LANGUAGE SUPPORT

• Learners can notice and use language patterns to predict what happens next in a story.

Learners will benefit from teaching of some unknown vocabulary in advance of the activities. You could: • explore the idea of the peas ‘ganging up’ on the plate (Daisy is describing the peas as if they

are enemies ganging up against her; she also describes them as little green balls) • explain the verb skip (meaning here to miss) through sentences like ‘and you can skip your bath’.

Starter idea

Main teaching ideas

What you like and don’t like to eat (5 minutes)

1 Listen to Eat Your Peas, Part 1 (20–30 minutes) Learning intention: to listen to a story text for pleasure; to listen for missing words and write them

Is there an obvious class favourite food and/or something that almost everyone dislikes?

Ask learners to look at the Eat your Peas text in the Learner’s Book and point out the gaps. Explain they will now listen again and write the missing words in

Resources: Learner’s Book, Session 1.9, Getting started; Worksheet 1.7 Description: Tell the class about something you love to eat and something you do not. Use the pictures in the Learner’s Book to identify some ideas: ice cream; chillies; coconut, chicken, chocolate, slices of cake, dim sum. Look out for those learners who need further support with the vocabulary of food. Provide visual aids or real food items if possible to practise further. Ask learners to share their views

Continue in the plenary if you run out of time for everyone.

Resources: Learner’s Book, Session 1.9, Activity 1; Worksheet 1.7; Session 1.9, Audio track 07 Description: Invite learners to listen to the story. Encourage them to enjoy the stories and listen for pleasure. After the initial listening invite learners to share what they understood of the story. Ask for summaries. Ask if any learners have any questions about the story.

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their notebook or on the worksheet. Some learners will need to use the listed words for extra support; others may not. Answers: Box 1: going, ganging; Box 2: eat; Box 3: like; Box 4: stay; Box 5: said; Box 6: your; Box 7: don’t; Box 8: buy Differentiation ideas: Support learners by providing the worksheet for the listening cloze.

3 Draw and write what you think Mum offers Daisy next (15–20 minutes) Learning intention: to use a story pattern to predict what happens next Resources: Learner’s Book, Session 1.9, Activity 3; paper for a six-page zig-zag book Description: Tell learners to work in pairs or alone to think about what they think Daisy’s mum offers Daisy next. The activity will be good for noting story pattern, understanding a cumulative story structure, using imagination and creative ideas and enjoying humour. When they are ready, ask them to create a zig-zag book (a long strip of paper that can be folder into six sections). Ask learners to draw and write a caption for each thing Daisy’s mum offers in the story: a pudding, a clock, a bath with a x through it, 10 puddings, a bike. On the blank pages they should add their own ideas. They may turn the book over and use the other side of the pages too if they have lots of ideas. Ask learners at the end to share their completed books and ideas, explaining why they chose them, and to create a class display. Differentiation ideas: Support learners who may benefit from sharing their initial ideas with a partner or to just draw their ideas. They may need subsequent help to write their captions. Challenge learners to continue with ever-increasing offers from Mum on the reverse pages of the book. Ask them to write a sentence rather than just a caption (they will have to write quite small).

Challenge learners to make notes and/or questions as they are listening. For the listening cloze ask learners to write the missing words in a list without reference to the text in the Learner’s Book and without using the worksheet.

Challenge learners to use props, and experiment with expression and intonation.

2 Read the first part of the story again … (15–30 minutes)

Learning intention: to identify speech punctuation; to speak or read aloud in character Resources: Learner’s Book, Session 1.9, Activity 2; Workbook 1.9, Differentiation worksheets 1A–C; simple props for Mum and Daisy, e.g. hand held masks or learners’ own ideas Description: Tell learners that they will work in pairs to practise reading the parts of Mum and Daisy. This activity will be good for role play, expression, intonation, understanding humour and appreciating a cumulative story structure. Draw their attention to the Language Focus box and discuss the examples. Find examples in the text. Together identify the text sections for each character: (Both: Box 1; Mum: Boxes 2, 4, 6, 8; Daisy: Boxes 3, 5, 7, 9.) Give learners about 5–10 minutes to practise reading the text in pairs. Challenge some learners to think about props, but expect all learners to read with expression. You can use the differentiation worksheets here. Invite selected learners to share their performance. Encourage peer review of the reading and the performances. You can use the Workbook activities for this session now to provide further practice in punctuation for speech. Differentiation ideas: Support learners by creating and providing prompt cards of Mum’s words and Daisy’s words.

Plenary idea Punctuate us! (10–15 minutes) Resources: speech sentences cut up into separate word cards; cards with: speech marks, commas, full stops Description: and out the word cards for a speech sentence from the story, e.g. Eat your peas said Mum (five learners are needed for this sentence). Learners must organise themselves into the correct order in a line. Ask the others what this sentence needs. Invite them to choose one of the punctuation cards and then to join the line-up of learners, standing in the correct place.

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engaging learners to express their opinions and to extend vocabulary.

Continue until the sentence is correctly punctuated with learners holding cards. •

Repeat with a different sentence. Assessment ideas: Ask learners to swap with a partner to check their use of punctuation marks. Ask them whether physically getting into the correct place helps them to remember the punctuation rules.

CROSS-CURRICULAR LINKS

Answers for Workbook Focus: a “Eat your peas,” said Mum. / “Eat your peas!” said Mum. b “I don’t like peas,” said Daisy. c “If you eat your peas, you can have some pudding,” Mum said. d “I like green beans,” Daisy said. Accept the use of ! in any of the cases. Practice:

Science: Learners experiment with the conditions for plant growth by growing beans and peas in a jar lined with damp cotton wool. They keep diaries and/or photo journals. Help them measure the growth of the shoots.

Ask the others to put the speech marks in the right place. Learners can stand themselves in the correct place. At this stage we are not concerned with the position of the comma.

“I don’t like anything “Hurry up and eat your green,” said Daisy. peas, Daisy!” shouted Mum.

Homework ideas Ask learners to:

complete the Workbook activity for this session if not completed in class

•

draw or stick items they do not like to eat on one half of a paper plate (or a circular piece of paper) and things they love to eat on the other half. You could make a colourful class display and use for

Daisy said, “I don’t like the taste of green vegetables!”

Mum asked, “What do you like?”

Challenge: Answers may include different speech verbs. a “If you eat your lunch, you can have some pudding,” promised Mum. b “Eat with your mouth closed!” said Dad. c “Hurry up and eat your lunch,” instructed the man. d “Would you like a pudding?” asked the lady

•

1.10 Exploring language LEARNING PLAN

Learning objectives

2Rv.02, 2Rv.05, 2Rg.05, 2Rs.01, 2Ri.02, 2Ri.07, 2Ri.08, 2Ri.15, 2Ra.03, 2Ra.05, 2Wv.02, 2Wv.03, 2Wv.04, 2SLm.03, 2SLs.02, 2SLr.01

Learning intentions

Success criteria

• To use a sentence starter from a story to write new sentences.

• Learners can use a sentence starter to write their own sentences.

• To tell a story using sentence starters and pictures.

• Learners can tell a story using sentence starters and pictures.

• To answer questions about a story. • To use quantifiers to talk about how much or how many of something.

• Learners can answer questions about a story. • Learners can use quantifiers to talk about how much or how many of something.

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LANGUAGE SUPPORT Learners will benefit from having picture prompts and captions to match for retelling part 2 of the story and then for writing. Use Worksheet 1.8 for this.

Starter idea

At Activity 3 support learners in a group before asking them to work on their own or in pairs; alternatively, select specific questions for them to answer, e.g. a, d, e and f.

their writing with a speech bubble (do it this way round to avoid fitting writing into too small a space).

Daisy game (5–10 minutes) Resources: Learner’s Book, Session 1.10, Getting started; a light, inflatable ball or similar

Description: Begin by saying: If you give me a lolly, I will be good. Then throw the ball to a learner.

Answers: Learners’ own

Ask them to say: If you give me a lolly, I will be good and go to bed. Continue in this way for as long as learners can recall the list of promises and think of new ideas to add. Be aware of learners struggling to memorise ideas. Devise ways that partners could help them.

Challenge learners to create their own ideas for each sentence rather than using those in the book.

2 Use the sentence starters and pictures to continue … (30–45 minutes)

Then repeat with a different sentence but using the same structure.

Differentiation ideas: Support learners by allowing them to use some of the examples on the board, if they need them to get started. If creating a class display ask them to write just one response in a speech bubble template.

Main teaching ideas

1 Copy and finish … (15–20 minutes)

Learning intention: to use a sentence starter from a story to write new sentences

Resources: Learner’s Book, Session 1.10, Activity 1; large speech bubbles for writing if you choose Description: Remind learners of the Daisy Game if played in Getting started.

Tell them that they are going to use the If you …, I will … structure to write some of their own sentences. Give learners as much help with this structure as they need as it will be fully introduced in Stage 3.

Rehearse some responses with learners first, writing some on the board for learners who need support to use, if necessary. Ask learners to plan their responses and choose one to finish each sentence. If you want to create a class display, provide large empty speech bubble shapes for learners to write in. Some learners may be able to write and then surround

Learning intention: to explore and use sentence starters and pictures to tell the next part of a story Resources: Learner’s Book, Session 1.10, Activity 2; Worksheet 1.8 Description: Show learners the pictures in the Learner’s Book and talk about each line. Together, rehearse the activity using the sentence starters and the pictures. The activity, in general, will be good for reading, saying sentences, identifying words for pictures, writing sentences with speech marks, expanding topic vocabulary, understanding a cumulative story structure, reading pictures and reading for pleasure. Remember their predictions at the end of Session 9. Did anyone predict these promises? Was anyone close? Then ask learners to rehearse saying the sentences and using the vocabulary in pairs before drawing and writing this part of the story in their books. You can provide Worksheet 1.8 for those learners who will benefit from matching words to pictures rather than writing them.

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Answers may be similar to: If you eat your peas, I’ll buy you 4 shops and 17 swimming pools; You’ll never have to go to bed, go to school, wash, brush your hair, brush your teeth or change your clothes; I’ll buy you Africa and 92 chocolate factories; We’ll live in Superland; You can have all the rocket ships you want and I’ll buy you the earth, the moon, the stars and the sun … and a new fluffy pencil case!

Answers: a It shows that she will not change her mind about the peas. It shows her character is strong.

Differentiation ideas: Support learners by providing Worksheet 1.8.

Differentiation ideas: Support learners by working with groups for discussion prior to answering in writing.

Question f asks learners to apply the situation to themselves.

Learners’ own answers

Challenge learners by asking them to describe the characters and explain why.

Challenge learners to write more elaborate sentences, to check their speech punctuation carefully and to know they have used connectives (and, or).

•

3 Answer these questions about Eat Your Peas (15–30 minutes) Learning intention: to answer questions about a text giving some explanation

Learning intention: to talk about and use simple quantifiers; to identify true or false statements Resources: Learner’s Book, 1.10, Activity 4; Workbook 1.10 Description: Tell learners they are going to read and answer questions about the text.

Resources: Learner’s Book, Session 1.10, Activity 2; Parts 1 and 2 of Eat Your Peas.

4 Read these sentences … (15–20 minutes)

Description: Tell learners that they are going to answer questions about the text Eat Your Peas. The activity will be good for answering a range of comprehension questions to demonstrate understanding of: giving explanations for answers and expressing opinions, predicting, using adjectives to describe characters, noticing story structure and language patterns, revising notions of character, setting and that stories are from different times and places.

Work through the questions together as a class before asking learners to write their answers, or use this as an opportunity to assess learners’ understanding so far and ask them to work independently writing their answers in their notebooks. •

Question a checks on character.

•

Question b asks for detailed text evidence.

•

Question c asks for learners’ to understand that Daisy’s repeated phrase represents her determination and stubbornness.

•

Question d asks learners to use adjectives to describe the two characters.

•

Question e asks learners to predict.

If needed, work through the questions orally first before asking learners to record their answers in writing. Or do this with some learners and let others work ahead. When all learners have decided on their answers ask for volunteers to share their lists. Does everyone agree? Draw their attention to the Language Focus box to talk about quantifiers using the language most suitable for your class. Ask different learners to say sentences featuring one of the words and if others arise then include, e.g. How many peas did Daisy eat? None. You can use the Workbook activity here for further practice of using simple quantifiers. Answers: True: b, d, f False: a, c, e, Learners’ own sentences Differentiation ideas: Support learners by providing the sentences on strips of paper so they can be physically sorted by a group into the two lists: True or False.

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Challenge learners to write more than three sentences of their own and to ensure they use an example of each of the quantifiers and others if they know them.

Plenary idea

Homework ideas Ask learners to: •

complete the Workbook activity for this session if not completed in class

•

ask family members questions: If I …, what will you do/give me/buy me? Record answers and share the variety of responses!

If you don’t … (5 minutes) Description: Talk about changing the language structure in the story to a negative: If you don’t …, I will/won’t … Provide a few examples: If you don’t all read a book this evening, I will cry!; If you don’t smile today, I won’t give you a sticker!

Focus: a lots of; b some; c any; d no; e more Practice: Learners’ own questions. Challenge: Learners’ own responses. If learners don’t have a die available and cannot make one, they should write numbers 1–6 on small bits of paper and put them in a pot. Shake them and pick one out each time.

Set up a chain reaction round the class so each learner must say a sentence like this before leaving the class.

Answers for Workbook

After each person speaks they must challenge another. Assessment ideas: Assess whether children are able to use positive and negative structures with confidence.

1.11 Planning and writing a funny family story

LEARNING PLAN Learning objectives

Learning intentions

Success criteria

2Rv.02, 2Rv.05, 2Rg.01, 2Rg.03, 2Rs.01, 2Rs. 02, 2Ri.03, 2Ri.06, 2Ri.08, 2Ri.11, 2Ri.12, 2Ri.14, 2Ri.15, 2Ri.16, 2Ra.03, 2Wv.02, 2Wv.03, 2Wv.04, 2Wv.05, 2Wg.02, 2Wg.03, 2Wg.05, 2Wg.06, 2Ws.01, 2Wc.01, 2Wc.02, 2Wc.04, 2SLs.01, 2SLs.02, 2SLg.03, 2SLg.04

• To explore the features of a funny family story.

• Learners can explore the features of a funny family story.

• To write sentences using and, but, or and because. • To talk about choices for writing a story.

• To plan and write a funny family story.

• Learners can write sentences using and, but, or and because. • Learners can talk about choices they make for writing a story. • Learners can plan and write a funny family story.

LANGUAGE SUPPORT Learners will benefit from role playing the two possible options before or after listening. Use the pictures in the Learner’s Book as visual clues too.

Use worksheets for learners who will benefit from annotating text as they work.

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Common misconceptions Misconception

How to identify

How to overcome

You can’t repeat sentences in your writing/ you have to always write new sentences.

Ask learners to find examples in their own writing of repeated structures.

Show learners how it can be funny if a character repeats their words, how a story can grow if a character repeats and adds to their words and how it can help the reader to make predictions about the story or the character.

Or do they know any stories that repeat structures (often in Traditional Tales which they will meet in U4).

The story ending (10–20 minutes)

Resources: Learner’s Book, Session 1.11, Getting started; Session 1.11 Audio track 08

Description: Tell learners that they are going to think about how this story might end.

Audioscript for track 08: Ending 1

Take learners’ views and try to reach a class consensus. The book ending is option 1 – it turns out that Mum does not like Brussel sprouts so she and Daisy just eat pudding. Remind learners that pudding and dessert are the same thing.

Main teaching ideas

1 Look back at parts 1 and 2 of Eat Your Peas (20–30 minutes)

Ask them to listen to two possible endings. Play the audio (track 08). Point to the relevant picture in the Learner’s Book to support learners who will benefit from a visual clue. 08

Encourage partners to ask questions about each ending to clarify what they heard and which ending is the most likely.

Starter ideas

Learning intention: to talk about story features and identify them in a text Resources: Learner’s Book, Session 1.11, Activity 1; Worksheet 1.9

“Yes,” said Mum.

Description: Tell learners you are going to review the language features of the story. This activity will allow them to express opinions.

“You really wnt me to eat my peas, don’t you?” said Daisy.

I’ll eat my peas if you eat your brussels sprouts,” said Daisy.

Mum looked down at her own plate and her bottom lip began to tremble.

“But I don’t like brussels sprouts,” said Mum. “Exactly!” said Daisy. “You don’t like brussels sprouts and I DON’T LIKE PEAS!” “But we both like dessert!” Ending 2

“You really want me to eat my peas, don’t you?” said Daisy. “Okay…” said Daisy. “I’ll eat some of the peas just for you!” And she did!

Together read the sentences in the Learner’s Book. Clarify any unknown vocabulary. Ask learners to work in pairs to decide whether they agree or disagree with the statements and then to explain why. If they agree, they should find an example from the text. You may wish learners to work in pairs or groups on large pieces of paper for this activity, to write in their notebooks or to use Worksheet 1.9 for guidance. Invite learners to share their ideas. Answers: All statements are true. Learners will find a variety of examples in the text for discussion.

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Differentiation ideas: Support learners by asking them to work in mixed-ability groups. Some groups may need some adult helpers to help them identify examples in the text. Challenge learners to think of other books they have read and enjoyed that have been funny or have had a surprise ending.

2 Write a connective … (10–15 minutes; 20–30 minutes if using Workbook) Learning intention: to revise reading and writing sentences using connectives

Description: Ask learners to read each sentence in the activity and write a connective to fill the gap.

Use the Workbook activity here for further practice of using connectives. Continue to support learners as they work on the activity.

Differentiation ideas: Support learners in planning by providing Worksheet 1.10. Challenge learners to elaborate their ideas within their plan, for example by adding character and setting detail.

4 Write your story (30 minutes) Learning intention: to write a story using own ideas Resources: Learner’s Book, Session 1.11, Activity 4 Description: Ask learners to write their own version of the story, using their plans. As you walk around the class, talk to different learners about their ideas and their writing, adding support where necessary. The room should be industrious and fairly quiet. Any talk should be writing focused. Differentiation ideas: Support learners by modelling how to use the planning sheet, or provide a template of boxes for them to write into. Reduce the number of promises made for those learners whose speed of writing may slow them down.

Answers: a and; b or; c and; d because; e but

Answers: Learners’ own answers

Resources: Learner’s Book, Session 1.11, Activity 2; Workbook Session 1.11

Provide Worksheet 1.10 here for learners who may benefit from writing ideas in a template.

Differentiation ideas: Support learners by allowing them to write only the connective as their answer. Or you may provide the sentences as sentence strips and provide the connectives as word cards for them to select from, before they write the sentences. Challenge learners to begin work in the Workbook or write some similar challenges for a partner to complete in class.

3 Plan to write your own funny family story (30 minutes)

Learning intention: to plan a funny family story Resources: Learner’s Book, Session 1.11, Activity 3, Worksheet 1.10, large piece of paper and felt tip pens Description: Tell learners they are going to plan their own story based on Eat Your Peas and the language features they identified in Activity 1. This will allow them to draw on own experience, work in rough or write notes and discuss ideas. Together read through the planning question prompts that learners should use to plan. Ask learners to work on planning their story independently, providing support where needed.

Challenge learners to add detail to their stories, and to cross check with the language features listed to ensure they are using them all, and appropriately.

Plenary idea Sharing ideas (5 minutes) Description: Ask learners in each group to share their stories or part of their stories before they leave the classroom. Ask questions: Who has included themselves in their story? Who has included their mum? Dad? Aunt? Brother?, etc. What do you or your character not want to do? Ask learners how they feel about the planning templates? Did these help them with thinking about their story content? How? Did their plan stay the same or did it change as they wrote?

Homework ideas Ask learners to:

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•

complete the Workbook activity for this session if not completed in class

•

continue with their stories at home if not completed in class.

Answers for Workbook

Practice: Answers include: a I’ll buy every supermarket and I’ll buy every sweetshop. b You never have to go to bed again or go to school. c I will buy you anything you want, but I want you to eat your peas. d I do want all those things, but I don’t like peas. Challenge: Learners’ own sentences

Focus: a and /or; b or/but; c but; d but

1.12 Look back

LEARNING PLAN Learning objectives

Learning intentions

Success criteria

2Rs.01, 2Rs.02, 2Ri.01, 2Ri.02, 2Ri.08, 2Ra.01, 2Ra.03, 2Ww.08, 2Wv.01, 2Wp.01, 2Wp.05, 2Wp.06, 2SLg.02

• To reflect on, edit and improve our writing.

• Learners can reflect on, edit and improve their writing.

• To share our writing with others and listen to feedback for improvement.

• Learners can share their writing with others and listen to feedback for their improvement.

• To review and self-assess our learning from the unit.

• Learners can reflect on how they like to learn.

• To reflect on how we learn.

• Learners can review and self-assess their learning from the unit.

LANGUAGE SUPPORT

Use Language worksheet U1.2 to check knowledge and understanding of the unit vocabulary and to practise spelling.

Starter idea

Features (10–15 minutes)

Resources: Learner’s Book, Session 1.12, Getting started; recording equipment Description: Invite learners to reflect on their story writing in the last session.

Discuss whether learners would like to make an audio library resource of their stories as a way to share them with peers or learners in younger classes. Provide recording equipment as appropriate.

Main teaching ideas 1 Read your writing again (15 minutes)

In pairs ask them to take a few minutes to check back to the list of features in Session 1.11 and discuss whether they used them and why.

Learning intention: to reflect on and review writing against a list of features; to check handwriting neatness

Are there any features they would like to add to the ones in the Learner’s Book? Ask for examples.

Resources: Learner’s Book, Session 1.12, Activity 1; Workbook 1.12

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Description: Ask learners to read and reflect on their own writing several times by: •

pointing at each word as they read it, to make certain that they haven’t missed out any words and to ensure the writing makes sense

•

reading aloud using the punctuation as a guide and to check correct use of punctuation marks

•

swapping with a partner to exchange feedback

•

checking neatness of handwriting. Are letters correctly formed and consistent? Is the writing easy to read?

Is it a story or poem?

Main characters

Power Cut

story

Younger Brother

poem

The Chen family: Mum, Dad, Ben and Amy The younger brother Julian and Huey

The Julian Stories story The Things Mums Say Eat Your Peas

poem

Mum

story

Mum and Daisy

Differentiation ideas: Support learners by reading their work aloud with them, or work in a group using one or two of their stories to pick up on assessment ideas.

Text

Challenge learners to publish their story on-screen exploring editing functions to help them.

2 Think about the main texts in this unit (10 minutes)

Resources: Learner’s Book, Session 1.12, Activity 2

Description: Ask learners to look back at all the texts from the unit. They can look at texts in the Learner’s Book, the Workbook and in other books and texts on screen you may have provided. This activity will be good for learners to review the unit orally and in writing, express an opinion, sort, categorise, and copy and complete information in a chart format.

Discuss the texts as a whole class and encourage learners to broadly review them.

Ask learners to record their answers in their notebook using the chart structure provided in the Learner’s Book. Answers: Text

Is it a story or poem?

Main characters

The Show and Tell Day

story

A Recipe for Me

poem

Miss Garcia the teacher, Omar, Zara and Beno any person

Is it about friends or family?

Did I enjoy? Why? Marks out of 10

The Show and Friends: at Tell Day school

Learner’s own response.

A Recipe for Me

Either friends or family

Learner’s own response.

Power Cut

Family: family adventure

Learner’s own response.

Younger Brother

Family: younger Learner’s own brother response.

The Julian Stories

Family: brothers

Learner’s own response.

The Things Mums Say

Family: mums

Learner’s own response.

Eat Your Peas

Family: mum and daughter

Learner’s own response.

Learning intention: to reflect on the texts about friends and families in the unit; to express an opinion about each text

Story or poem

Differentiation ideas: Support learners in a small group by looking back at the texts to remind them of each one before they tackle the completion of the charts. Challenge learners to write their own responses without using the prompts provided. Ask them to add a row for any other texts with the theme of friends and families they have read for pleasure while working on Unit 1.

3 Think about how you like to learn (10–15 minutes) Learning intention: to reflect on the process of learning

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Resources: Learner’s Book, Session 1.12, Activity 3; large piece of paper, pens Description: Ask learners to work in groups to discuss the questions that focus on metacognition principles. Give learners time to share ideas and write comments.

Plenary idea What did you enjoy? (5 minutes) Description: Ask learners to talk with a partner about what they enjoyed most about this unit. What did they enjoy least? What was the most helpful thing they learned?

After about five minutes ask them to feed back group by group, explaining what similarities and differences they discovered about the ways they like to work.

Homework ideas

Then ask each learner to answer each question in their notebook for their own use.

Answers for Workbook

Ask learners to complete the Workbook activity for this session if not completed in class.

Answers: Learners’ own reflections

CHECK YOUR PROGRESS

Learners’ own answers

Learning intention: to show what they have learned

Resources: Learner’s Book, Unit 1

Description: Ask learners to work individually. This activity will give them the opportunity to demonstrate some of the key ideas they have learned or practised in the unit. If learners struggle with any of the questions, try to make time to revisit the relevant sections in the Learner’s Book. Ask them to read each question and answer it in their notebook.

As learners work, circulate through the classroom to see how they are doing, but try to allow them to work alone. Answers: 1 They are all stories or poems about friends or families. Learners should use connectives such as so.

Learners’ own answers

was; went; had; were; sang

Learners’ own answers but must be commands or questions

Learners’ own answers: If you … I will …

Learners’ own answers

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PROJECT GUIDANCE The Unit 1 projects build on the reading, writing and understanding learners have developed throughout the unit. Since they have just read several fictional texts, the project options here extend the themes further and provide opportunities for the learners to choose to work in a group, as a pair or alone. It may be that you prefer to allocate a project to the class.

Assessing the project The most valuable assessment of the projects will be as follows. Group and Pair projects: observations of the learners as they work together to plan and create the outcome. Discussions you have with them will be valuable. The final group or pair outcome will be important too: did they achieve what they set out to achieve?

Group project: Learners plan a ‘Show and Tell’ week with their group. Encourage them to ensure they have a good mix of ideas to present to the class.

the item, but if possible try to anticipate needs, e.g. large pieces of paper for a poster.

Pair project: Learners design and make a board game based on one of the stories or poems in this unit. Solo project: Learners make a zig-zag book about their family and write a short list for each member of the family about they say or do.

Solo projects: If the solo project is being completed at home ensure that the learner is fully engaged and whilst working with parents, is not letting parents do all the work.

Setting up the project

In all cases outcomes should be shared, celebrated, presented or displayed and discussed.

•

In all cases learners should self and peer assess – both giving and receiving feedback.

•

Resources will depend on which project learners choose and how they want to create the item, but if possible try to anticipate needs, e.g. large pieces of paper for a poster. The projects are designed to encourage creativity and critical thinking. Group projects are more easily managed in class, while Pair and Solo projects may be suitable for homework if shared around Sessions 1.11 and 1.12. If you allow learners to choose, ensure that over the course of the year they have a good mix of project experiences in terms of the three working options. In any case they will be most useful if learners are given time to both plan and create the project outcome. Allow one week for learners to work on their project in their own time or in pockets of time. Resources will depend on which project learners choose and how they want to create

•

As you assess each learner’s contributions ask yourself these questions. •

•

• • •

Did the learner engage with the project independently, or did they need support? If so, what kind of support did they need? Did the learner have sufficient understanding of the topic to tackle their chosen project with knowledge and skills? Did the learner demonstrate know how to plan and list resources needed? Did the learner use appropriate vocabulary? Did the learner work co-operatively as part of a group to plan and prepare the project – or work well alone if working on the solo project? Did the learner contribute usefully and respectfully to group discussions? Did the learner create a successful outcome? Did the learner show evidence of having learned from the project process?

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Primary English Teacher’s Resource 2 Sample

Articles inside

How to use this Teacher’s Resource

About the authors

How to use this series

Approaches to teaching and learning

Introduction