Cambridge Primary English Teacher's Resource 3 by Cambridge International Education

CAMBRIDGE PRIMARY

English

TeacherĂ s Resource

Gill Budgell and Kate Ruttle

University Printing House, Cambridge cb2 8bs, United Kingdom Cambridge University Press is part of the University of Cambridge. It furthers the Universityâ&#x20AC;&#x2122;s mission by disseminating knowledge in the pursuit of education, learning and research at the highest international levels of excellence. www.cambridge.org ÂŠ Cambridge University Press 2015 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 Printed in India by Replika Press Pvt. Ltd A catalogue record for this publication is available from the British Library isbn 978-1-107-62802-1 Paperback with CD-ROM 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 the publishers do not guarantee the accuracy of such information thereafter. Cover artwork: Bill Bolton Learning objectives from the Cambridge Primary English 0844 curriculum framework, for use from 2011, are reproduced by permission of Cambridge International Examinations. notice to teachers The photocopy masters in this publication may be photocopied or distributed electronically free of charge for classroom use within the school or institution that purchased the publication. Worksheets and copies of them remain in the copyright of Cambridge University Press, and such copies may not be distributed or used in any way outside the purchasing institution.

Contents Introduction

Stage 3 Curriculum correlation chart

Unit 1 Ordinary days

Unit 2 Letâ&#x20AC;&#x2122;s have a party!

Unit 3 See, hear, feel, enjoy

Unit 4 Fiery beginnings

Unit 5 Letters

Unit 6 Poems from around the world

Unit 7 Dragons and pirates

Unit 8 Wonderful world

101

Unit 9 Laughing allowed

114

Photocopy masters (PCMs)

122

Spelling lists

162

Spelling activity answers

165

Contents 3

The Cambridge Primary English series The Cambridge Primary English series is a six-level, First Language English course, covering and following the Cambridge Primary English curriculum framework from Cambridge International Examinations. The Cambridge Primary English course is intended to lead into the Cambridge Secondary 1 curriculum by giving learners the skills and knowledge to confidently access the secondary curriculum. The full series consists of a suite of Learner’s Books, Teacher’s Resources (Book and CD-ROM) and write-in Activity Books for each of the six levels. Although the series is designed to be used as a suite, the Learner’s Book provides independent and coherent coverage of the curriculum framework. The Activity Book is not core, but recommended as consolidation, extension or for homework.

Learner’s Books The Stage 3 Learner’s Book is the third of six in the Cambridge Primary English series. Each Learner’s Book contains nine units; two long units and one shorter unit per ten-week term. Each long unit of 12 sessions has been designed to be delivered over four weeks, with three lessons per week. The shorter units of six sessions are intended to be delivered over two weeks. The second half of the final session in each unit is a review of the learning covered. The units are in groups of three (1–3, 4–6, 7–9) and the units in each group may be taught in any order with progression being built in per term rather than unit-by-unit to add flexibility to the programme and to allow for more cross-curricular matching.

Main units In Stage 3, each unit contains a range of text types and genres included as whole texts or extracts around a unifying theme. The texts have been carefully selected to include an appropriate balance of fiction, non-fiction, poetry and plays, as well as to reflect the interests and diverse cultural backgrounds of the learners. Each lesson contains a selection of activities aimed at enabling the learners to acquire specific knowledge or skills across a wide range of text opportunities. Lessons incorporate both whole-class teaching led by the teacher and small group, pair or individual work so that children can practise and apply their learning. Comprehension activities are pivotal to each unit and may be oral, aural and/or involve reading and writing. Scaffolding and modelling learning for the learners plays an important part in the teaching and learning sequence of each unit and leads the learner towards increasing independence. Frequently, learners are invited to ‘innovate’ on a text to support and develop their confidence to create. There is the opportunity to begin to develop self-assessment at the end of each unit using a simple ‘smiley face’ system. The course aims for an approach that encourages children to actively explore, investigate, understand, 4

Cambridge Primary English Stage 3 Teacher’s Resource

use and develop their knowledge of English and in particular their reading, writing, listening and speaking skills through the use of regular, guided group and paired work, independent group work and individual work. Discussion with a talk partner or in a small group forms an important part of the course, helping learners become more articulate and confident in expressing their opinions; it is also an important part of embedding process and discovering that others do not always take the same approach or share opinions. Each unit provides an opportunity for progression through speaking and listening which includes specific vocabulary development, reading as a reader, reading as a writer, talk for writing and writing so that learners can experience the journey to becoming literate, with the emphasis shifting from learning to read towards reading to learn. The texts and extracts selected for the course serve as language stimuli and springboards for teaching and learning grammar and punctuation, phonics, spelling and the development of listening, speaking, reading and writing skills. However, texts should always be supplemented with a broad range of other texts and especially local literature and non-fiction texts local to your region to add depth and context to the range of skills learners encounter through the Learner’s Book. Online texts and multimodal texts (film, animation, e-book, audio book, etc.) should also be actively included to ensure that learners are exposed to a rich and engaging diet of words and pictures to support their language learning.

Spelling The Learner’s Book contains three spelling spreads at the back of the book. These spelling spreads contain specific spelling rules and activities linked to the units across the three terms to be used at the teacher’s discretion. Some spelling activities may also appear in the units and the Teacher’s Resource notes will also indicate spelling opportunities (signposted with a spelling icon in the Learner’s Book). Ideally, at least one formal spelling session per week should be planned using either the spelling spreads or the spelling lists in the Teacher’s Resource that are provided for reinforcement of common spelling patterns and letter strings. Vocabulary development is closely linked to spelling but a spelling programme does not on its own guarantee vocabulary development. Each unit therefore introduces a set of words which will be used during the unit and would therefore be useful for the pupils to learn.

Features Most units contains specific language input in the form of Language focus boxes to support teacher-led instruction emanating from text-based examples. They are reminders for the learners too. The language input is progressive and covers the curriculum framework over the year.

The Tip box provides handy tips and reminders to guide learners and to ask questions that challenge their thinking and interest. The Why not? feature flags creative curriculum opportunities that are linked to the unit theme and may be valuable to pursue. The Duck mascot provides reminders and gives examples for learners to follow. Icons indicate when an activity involves discussion, writing, reading or active work. While the icons are indicators of the mode of work envisaged, it is always at the teacher’s discretion to approach the activity from a different perspective especially when implementing a differentiation strategy in the classroom. talk with a partner or a group do some reading do some writing active work, such as games, role play and drama do a spelling activity (from spelling spreads) At the end of the Learner’s Book, you will find a ‘Toolkit’; a series of reference resources for use by the learners. These include a range of reference and learning tools such as words lists and pictures to recall and review the learning in the stage. These resources can be used throughout the programme and can be referenced by the teacher or the learners where appropriate.

Activity Books The Activity Book accompanying each Learner’s Book includes supplementary and extension material mirroring and based on the content of each session within the Learner’s Book so as to support: • the independent learning part of the teaching • the ‘practise and apply’ parts of some sessions • some personalisation activities • reinforcement of concepts introduced in the Learner’s Book • space for quiet focused work. The Activity Book content is not tied page-by-page to the Learner’s Book content, rather it follows the Learner’s Book unit-by-unit, so that each unit follows the same unifying theme. At times, the Activity Books include smaller extracts of texts included in the Learner’s Book if useful to repeat in the Activity Book. The Activity Books aim to cater for learners with a wide range of learning styles, which means they include a wide range of activities from somewhat mechanical (drill can still be an important learning tool for reinforcement and modelling) to more open and creative, allowing for personalisation and differentiation. The Activity Books are designed to be flexible and should be used however suits the teacher and the class the best. In some cases it may be appropriate to use the Activity Books as class homework tasks or to allow certain learners to reinforce concepts at their own

pace. Similarly a number of the activities can be used to extend learners, allowing them more freedom of expression and creative space and to provide extension where the different pace of learners needs to be catered for. The answer to activities, where appropriate, are provided per unit following the notes on Learner’s Book activities within the Teacher’s Resource.

Teacher’s Resource The teachers’ guidance notes in the Teacher’s Resource follow the pattern of the Learner’s Book, providing support for the teacher across each of the nine units. The notes cover material for three lessons per week (30–45 minutes per lesson) based on the Learner’s Book content and include answers where appropriate. The unit-by-unit notes list what the teacher will need at the beginning of each session together with the primary learning intentions and outcomes for the session. Thereafter, it provides background and suggestions for how to approach the activities in the Learner’s Book and, when necessary, includes supplemental information and structuring. Each session assumes a mix of whole-class teaching followed by group work (guided or independent) as well as a healthy mix of pair and/or individual work, following the review, teach, practise, apply cycle. The Teacher’s Resource provides opportunities and suggests strategies for differentiated learning throughout as well as opportunities for informal assessment. A summary of the curriculum framework coverage is provided in the grid on pages 8–11. It shows comprehensive coverage of all elements of the Cambridge Primary English curriculum framework: phonics, spelling and vocabulary, grammar and punctuation, reading, writing and speaking and listening through specific activities. Opportunities for informal assessment are suggested throughout the Teacher’s Resource. Additional activities for each unit are provided in the form of photocopy masters (PCMs). The PCMs provide opportunities for consolidation, extension or differentiation for certain of the activities in the Learner’s Book. The optimum time to use the PCMs is clearly flagged in the Teacher’s Resource, unit by unit. Some PCMs are ‘generic’ and can be used with any unit. The table accompanying the PCMs clarifies which are generic and which are specific to particular units. The CD-ROM in the back of the Teacher’s Resource includes PDFs of the Teacher’s Resource content for printing and reference.

Teaching phonics, spelling and vocabulary Spelling and vocabulary is an integrated part of an English programme. A teacher who is disciplined about focusing on spelling at the right moment and in the right

Introduction

context is well on the way to having better spellers with an increased vocabulary. As mentioned, pages 127 –133 of the Learner’s Book feature three spelling spreads, one for every three units, providing a selection of rules and spelling activities linked to the units. The spreads are placed at the back of the book to give the teacher flexibility on when and how to do specific spelling teaching and practice – whether as a class activity or as differentiated work opportunity. In addition, the unit by unit notes include suggestions for when and how to approach specific spelling and word knowledge activities, providing the opportunity to work with the words and rules in context. The activities aim to reinforce a particular spelling rule or pattern and address some of the basic reasons why learners struggle to spell: • the language itself being confusing – quay sounding like key; present being a noun or a verb • pronunciation – sounding the words incorrectly • confusing words that look similar – weak visual perception • not being aware of root words or how to break down syllables and parts of words. By actively focusing the learners’ attention on activities and useful rules in the context of the lesson, this course aims to improve the average spelling age in your classroom. A spelling programme should take into account the following: • Acquiring a new word is a process: the word is recognised, spelling is learnt, meaning and use are understood, the word is used in context. • A learner’s ability to spell grows through practice and analysis. Working with words and working out how and why letters are placed together, helps learners understand, internalise and apply the rules to other words and in other contexts. • A learner’s ability to spell requires them to recognise the sounds that make up a word and translate them into the written form. Spelling progresses when there is an understanding of the association between the sounds and the symbols. By Stage 4, ‘sight’ words (words acquired by sight and not by rules, e.g. the Dolch sight list) should have been acquired, although frequent reminders and displays are still valuable. Although the spelling spreads are designed primarily to be teacher-mediated, there is no reason why learners should not be encouraged to refer to them independently if they feel the need to do so and know where to find the spelling support they want.

Spelling lists The spelling lists on pages 162–164 of this Teacher’s Resource are a supplement to the spelling spreads at the back of the Learner’s Book. Notes on how to use the spelling lists are also provided on page 162.

Cambridge Primary English Stage 3 Teacher’s Resource

Teaching spelling in the classroom Many approaches to how spelling should be taught in the classroom have been developed and continue to be developed. It is difficult to be too rigid about this; much depends on teacher commitment and the emphasis on spelling in the school as a whole. It is also dependent on the level of the class and how many children are operating with English as their first language or as the primary language spoken in the home. Ideally, spelling should be addressed on a daily basis and in the context of the lesson. Embedded throughout the notes are Spelling links; these are intended to suggest opportunities at which the indicated spelling areas can be looked at in greater detail. Spelling link opportunities are also signposted with an icon in the Learner’s Book units. A time should be set aside regularly for specific spelling activities, e.g. to focus on a word, analyse it, group it with other words with the same spelling pattern and then add it to a spelling dictionary or index book. None of this need take up a lot of time but it does require a teacher to be constantly on the look-out for opportunities to look at spelling. If possible, a formal spelling lesson should take place once a week where rules are taught and learners are given a chance to practise the rule and use it. The formal lesson should focus on a specific sound or rule the teacher feels is relevant to the class and the context.

A suggested spelling session format • SAY the word and SEE the word. Introduce words both orally and visually so the learners see each word and hear the sound simultaneously to develop auditory perception. Use flash cards, words appearing on a screen or written on the board. • PLAY with the word. Learners write it in the air or on their desk with a finger, mime it to a partner, write it on a slate or paper and hold it up, do visual memory activities with a partner: look at a word, close eyes and spell it. These activities provide immediate feedback and develop visual memory. Clap the sounds to demonstrate how the word is broken into syllables. Let learners find their own associations to help them remember words e.g. ear in hear or ache in headache. • ANALYSE the word. Spelling rules can be helpful here to explain how words are built up, why letters move, how sounds change from one word to another and how patterns fit into words. • USE the word – make up sentence. Activities are provided in the Learner’s Book but you can add to these by playing spelling games. Younger learners enjoy spelling Snap or Bingo; older learners might enjoy a spelling challenge/ladder or a competition that involves winners. • LEARN the word. Learners commit the word to memory while writing it out in a word book or personal spelling notebook. Tests or assessments need not be repetitive weekly activities but learners do need incentive to internalise the spelling of words and to see they are making progress.

Practical ideas for the classroom Words and spellings need to be highlighted and enriched at every opportunity in the classroom. • Encourage personal word books or cards: include words covered in spelling sessions and ones learners look up in the dictionary. At the back, suggest learners develop a bank of words they would like to use (especially powerful, descriptive or unusual words). Word meanings can also be included. Some learners may benefit by using colours or underlining/ highlighting to identify tricky bits or root words. • Have a classroom display of aspirational words or themed words around a topic (any learning area). • Have plenty of large spelling resources – dictionaries, thesauruses, etc. • Set up spelling buddies as a first line of check if a dictionary or thesaurus does not help. • Play word games such as word dominoes or phonic pairs on a set of cards as a memory game. • Highlight and discuss word origins and have a merit system for anyone with interesting words or word information to share. • Display lists of words with similar sounds or letter patterns (either at the start, middle or end) – write the words large in the handwriting taught at the school (joined up if appropriate) to stimulate visual and kinaesthetic knowledge. • Have an interactive word list of interesting words, or words that match a spelling rule or word pattern being focused on. Add to it whenever anyone comes across a relevant word. • Consider an alphabet of vowel sounds and consonant sounds as a display or frieze around the walls. • If handwriting lessons are timetabled, add word patterns and sounds into those sessions. • Research free web resources to create your own crosswords and word searches linked to vocabulary in themes and spelling rules you are working on. Spelling may be a challenge but it does not have to be dull. Spelling can be fun if you make it that way!

Teaching grammar/punctuation and handwriting Grammar and punctuation teaching and learning is integrated into the programme being clearly flagged as opportunities arising from texts and activities. Informal assessment opportunities are also cited within the Teacher’s Resource. • Have an interactive word list of interesting words, or words that match a phonic rule being focused on. Add to it whenever anyone comes across a relevant word. • Together build classroom displays that are interactive, useful and organic – not just pretty! Create banks of aspirational words or themed words around a topic (any learning area). • Systematically include common words that don’t always follow the most obvious phonic rules. These are sometimes referred to as high-frequency and tricky words. • If handwriting lessons are timetabled, add letter, sound and word practice into those sessions. • Research free web resources to create your own games and activities linked to vocabulary in themes and phonic rules you are working on. This series encourages best practice in handwriting but does not teach it explicitly. We recommend using the Cambridge Penpals for Handwriting series alongside Cambridge Primary English. We hope you enjoy teaching the course and that it will help your learners to feel confident about responding to and using English in a variety of ways.

Introduction

Stage 3 Curriculum correlation Cambridge Primary English 0844 curriculum framework, for use from 2011. Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

3PSV1 Use effective strategies to tackle blending unfamiliar words to read (including sounding out, separating into syllables, using analogy, identifying known suffixes and prefixes, using context)

✓

3PSV2 Use and spell compound words

✓

Unit 6

Unit 7

Unit 8

Unit 9

Phonics, spelling and vocabulary ✓

3PSV3 Know irregular forms of common verbs 3PSV4 Use effective strategies to tackle segmenting unfamiliar words to spell (including segmenting into individual sounds, separating into syllables, using analogy, identifying known suffixes and prefixes, applying known spelling rules, visual memory, mnemonics)

✓ ✓

3PSV5 Learn rules for adding ing, ed, s to verbs 3PSV6 Extend earlier work on prefixes and suffixes

✓

✓ ✓

✓

3PSV7 Explore words that have the same spelling but different meanings (e.g. form, wave [homonyms])

✓

3PSV8 Use a dictionary or electronic means to find the spelling and meaning of words

✓

3PSV9 Organise words or information alphabetically using first two letters

✓

3PSV10 Identify misspelt words in own writing and keep individual spelling logs

✓

3PSV11 Consider how the choice of words can heighten meaning

✓

3PSV12 Infer the meaning of unknown words from the context

✓

3PSV13 Explore vocabulary for introducing and concluding dialogue (e.g. said, asked)

✓

3PSV14 Generate synonyms for high frequency words (e.g. big, little, good)

✓

✓ ✓

✓

Grammar and punctuation Reading 3GPr1 Use knowledge of punctuation and grammar to read age appropriate texts with fluency, understanding and expression

✓

3GPr2 Recognise the use of the apostrophe to mark omission in shortened words (e.g. can’t, don’t) 3GPr3 Collect example of nouns, verbs and adjectives, and use the terms appropriately

✓

Cambridge Primary English Stage 3 Teacher’s Resource

✓

Unit 1

Unit 2

Unit 3

3GPr4 Identify pronouns and understand their function in a sentence 3GPr5 Understand that verbs are necessary for meaning in a sentence

✓

Unit 4

Unit 5

✓

3GPr6 Understand pluralisation and use the terms ‘singular’ and ‘plural’

✓

Unit 6

Unit 7

✓

Unit 8

Unit 9

✓ ✓

Writing

3GPw1 Maintain accurate use of capital letters and full stops in showing sentences

✓

3GPw2 Learn the basic conventions of speech punctuation and begin to use speech marks

✓

3GPw3 Use question marks, exclamation marks, and commas in lists 3GPw4 Continue to improve consistency in the use of tenses

✓

✓ ✓

✓

3GPw5 Ensure grammatical agreement of pronouns and verbs in using standard English

✓

3GPw6 Use a wider variety of sentence types including simple, compound and some complex sentences

✓

3GPw7 Begin to vary sentence openings, e.g. with simple adverbs

✓

✓ ✓

✓

Reading Fiction and poetry

3RF1

Sustain the reading of 48 and 64 page books, noting how the text is organised into sections or chapters

3RF2

Read aloud with expression to engage the listener

✓

3RF3

Answer questions with some reference to single points in the text

✓

3RF4

Begin to infer meanings beyond the literal e.g. about motives and character

3RF5

✓

Identify different types of stories and typical story themes

✓

3RF6

Identify the main points or gist of a text

✓

3RF7

Consider words that make an impact (e.g. adjectives and powerful verbs)

✓

3RF8

Understand and use the terms ‘fact’, ‘fiction’ and ‘non-fiction’

3RF9

Read a range of story, poetry and information books and begin to make links between them

✓

✓ ✓

✓

3RF10 Read and comment on different books by the same author

✓

3RF11 Read play scripts and dialogue, with awareness of different voices

✓

3RF12 Practise reading and reciting poems

✓

✓ ✓

✓

Introduction

Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6

✓

Unit 7

Unit 8

Unit 9

Non-fiction

3RNF1 Scan a passage to find specific information and answer questions 3RNF2 Locate information in non-fiction texts using contents page and index 3RNF3 Read and follow instructions to carry out an activity

✓

✓ ✓

✓

3RNF4 Consider ways that information is set out on page and on screen (e.g. lists, charts, bullet points)

✓

3RNF5 Locate books by classification

✓

3RNF6 Identify the main purpose of a text

✓

3RNF7 Use ICT sources to locate simple information

✓

✓ ✓

✓

✓ ✓

Writing Fiction

3Wf1

Write first-person accounts and descriptions based on observation

3Wf2

Develop descriptions of settings in stories

✓

3Wf3

Write portraits of characters

✓

3Wf4

Write simple play scripts, based on reading

3Wf5

Plan main points as a structure for story writing

3Wf6

Begin to organise writing in sections or paragraphs in extended stories

3Wf7

Develop range of adverbials to signal the relationship between events

3Wf8

Use reading as a model for writing dialogue

3Wf9

Write and perform poems, attending to the sound of words

✓

✓ ✓

✓

✓ ✓

✓

3Wf10 Choose and compare words to strengthen the impact of writing, including noun phrases

✓

✓ ✓

✓

Non-fiction

3WNF1 Write book reviews summarising what the book is about 3WNF2 Establish purpose for writing, using features and style based on model texts

✓

3WNF3 Write letters, notes and messages 3WNF4 Make a record of information drawn from a text (e.g. by completing a chart)

Cambridge Primary English Stage 3 Teacher’s Resource

✓

✓ ✓

✓

Unit 1

Unit 2

✓

Unit 3

Unit 4

Unit 5

✓

Unit 6

Unit 7

Unit 8

Unit 9

Presentation

3WP1

Ensure consistency in the size and proportion of letters and the spacing of words

3WP2

Practise joining letters in handwriting

3WP3

Build up handwriting speed, fluency and legibility

✓

3WP4

Use IT to write, edit and present work

✓

Speaking and Listening

3S&L1 Speak clearly and confidently in a range of contexts, including longer speaking turns

✓

3S&L2 Adapt tone of voice, use of vocabulary and non-verbal features for different audiences

✓

3S&L3 Take turns in discussion, building on what others have said

✓

3S&L4 Listen and respond appropriately to others’ views and opinions

✓

3S&L5 Listen and remember a sequence of instructions 3S&L6 Practise to improve performance when reading aloud 3S&L7 Begin to adapt movement to create a character in drama 3S&L8 Develop sensitivity to ways that others express meaning in their talk and non-verbal communication

✓ ✓

✓

Introduction 11

Ordinary days

Unit overview This is a four-week unit focusing on stories with familiar settings such as home, school and the countryside. The unit is based around two picture books: Once Upon an Ordinary School Day by Colin McNaughton and Amazing Grace by Mary Hoffman. Learners will develop a vocabulary to talk about settings and begin to understand how authors create settings through words. Although the unit focuses on short extracts from the books, learners will enjoy them more if you can share the entire story with them each time.

Aims and objectives By the end of the unit, learners will be able to: • identify characters and settings in real-life stories • read aloud with increased confidence, fluency and expression, taking account of punctuation • recognise nouns, verbs and adjectives used by writers to create settings and characters • identify main ideas and themes of stories and sections of stories and use this for planning • write a story with a familiar setting which shows a logical sequence of events.

Skills development During the course of this unit, learners will: • use a range of strategies to read and understand unfamiliar words • learn to recognise verbs, nouns and adjectives and use the terms appropriately • read aloud with increased fluency, using punctuation • recognise different ways of showing dialogue and begin to use speech marks in their writing • extend the range of sentence types used in their writing.

Prior learning This unit assumes that learners can already: • read and use common ways of representing all vowel and consonant phonemes • read and spell over 200 high-frequency words • read and understand shorter texts with increased independence • write their own stories and include some sentence punctuation • write with increasing legibility and fluency using correctly formed letters and largely joined-up writing.

Unit 1 Ordinary days

Session 1: Setting the scene Learner’s Book pages: 6–7 Activity Book page: 4

Spelling link: compound words (e.g. classroom, bedroom).

Learning objectives Learning intentions • to understand the idea of setting • to write a sentence describing a familiar setting • to use and understand the words noun and adjective • to use capital letters and full stops. Learning outcomes Learners can: • show an understanding of the idea of a setting in their discussions and descriptions • use appropriate adjectives and nouns in setting descriptions • use some capital letters and full stops in their writing.

Talk about places

• Ask learners to look at the photos. Elicit the names of the places. Answers: a classroom; b bedroom; e beach; f woods/forest

c shopping mall;

d market;

• Ask them whether they have visited places like the ones in the photos or seen similar places on TV. • Pair work: ask learners to talk in pairs about places they have visited. They should discuss the places they have visited using the questions as prompts. • Ask individual learners to tell the class what their talk partner said about somewhere they visited.

Spelling link • Discuss compound words (e.g. classroom, bedroom). Do learners know any more? • There are further activities on compound words in the Spelling section on page 127 of the Learner’s Book.

Focus on nouns and adjectives

• Draw learners’ attention to the Language focus box. Introduce the terms noun and adjective and read the explanation. • Ask learners to name things they can see in the classroom (e.g. teacher, table, chair, door, window). Establish that these names are nouns. • Ask learners to use some adjectives in front of the nouns (e.g. nice teacher, wooden table, plastic chair, open door, high window). • Differentiation: ask less confident learners whether it is possible to draw the word. Explain that if a word can be drawn, it is probably a noun.

• Ask learners to think of nouns and adjectives for the six photos. • Give learners a few minutes to write their sentences about the pictures. Remind them to use capital letters and full stops correctly and ensure they know that each sentence must have an adjective + noun. • Differentiation: encourage more confident learners to explore noun + verb + adjective constructions (e.g. The teacher is friendly; My bedroom was messy). Answers: Possible answers: a It is a busy classroom. b I have a messy bedroom. c It is a large shopping mall. d It is an exciting market. e It is a beautiful beach. f It is a calm forest.

Use a setting for a story

• Pair work: ask learners to choose a setting from Activity B. Give them time to think of and discuss a story that could happen in their setting (e.g. losing and finding something, making friends, achieving something difficult, getting lost, having an adventure). Assessment opportunities • Grammar: note learners who make incorrect choices as you ask them to identify adjectives. We have learned to: • show an understanding of what the word setting means for a story. Ask: does ‘setting’ describe the place? What other information is part of the setting? • use and understand the words noun and adjective. Ask: what is the difference between a noun and an adjective? • use nouns and adjectives to describe a setting. Ask: why do you think it is important to use good words when you describe a setting? • use some capital letters and full stops in writing. Observe. Activity Book A Learners underline nouns and using adjectives. Answers: Nouns: mountain; rabbit; butterfly; shirt; book; office; rain Adjectives: interesting; clever; sharp; beautiful; young; blue; happy

B Learners take a photo or draw a picture of a view and write at least six labels using adjective + noun. Answers: Learners’ own answers.

Session 1 Setting the scene 13

Session 2: An ordinary school day Learner’s Book page: 8 Activity Book page: 5

Nice to have: Once Upon an Ordinary School Day by Colin McNaughton. Spelling links: compound words (e.g. breakfast, goodbye); spelling strategies.

Learning objectives Learning intentions • to think about what they can learn from a story opening • to read aloud with expression • to know strategies for tackling unfamiliar words. Learning outcomes Learners can: • discuss story openings • explore and practise the idea of ‘with expression’ • identify two familiar and one new strategy for tackling unfamiliar words.

• Differentiation: ask more confident learners to work out how many different ways there are of pronouncing a in the first sentence. • If you have a copy, read aloud the picture book Once Upon an Ordinary School Day at the end of the session.

Spelling link • Revisit the compound words from Session 1: classroom and bedroom. Can learners identify some compound words in the story (breakfast, goodbye)? Assessment opportunities • Reading: note which learners are able to use the strategies to read tricky words. We have learned to: • discuss a story opening. Ask: why does the author use the word ‘ordinary’ so much in the story opening? • read aloud and explore the idea of ‘with expression’. Ask: what does ‘with expression’ mean? • identify strategies for tackling unfamiliar words. Ask: which strategies do you use most often? Why? Activity Book

Read the story opening

• Read aloud to the class the story opening of Once Upon an Ordinary School Day. • Ask learners to read it quietly to themselves, in their heads. • Point out that when you read it aloud you read fluently, not pausing to sound out each word. Point out too that you used the punctuation, including the commas, to help you to read with expression. • Pair work: ask learners to take it in turns to read the story opening aloud, using your reading as a model. • Differentiation: take the opportunity to practise reading with less confident readers. Give individual learners feedback on how to improve on reading with expression.

Check understanding

• Ask learners to write the answers to the first lot of questions in their notebooks. Answers: The boy was dreaming. He had an ordinary wash. He set off for school.

• Pair work: first ask learners to talk about the second lot of questions in pairs. • Open it out to a whole-class discussion to consider responses. Answers: The writer keeps using the word ordinary, so he wants us to know that this is not a special boy and that he follows a lot of routines. Kind of story/what might happen: learners’ own answers.

Unit 1 Ordinary days

A Learners draw a picture of an extraordinary school day and label six extraordinary things. Answers: Learners’ own answers.

B Learners re-read the opening sentence of the story and list the adjectives and nouns. Answers: Adjectives: ordinary; school* Nouns: school*; day; boy; dreams; bed; wash; clothes; breakfast *Accept school as adjective or noun.

Session 3: The power of words Learner’s Book pages: 9–10 Activity Book page: 3

You will need: dictionaries. Nice to have: Once Upon an Ordinary School Day by Colin McNaughton. Spelling link: alphabetical order.

Learning objectives Learning intentions • to think about why writers use descriptive words • to have strategies for working out the meaning of unfamiliar words • to use dictionaries to find the meaning of some unfamiliar words. Learning outcomes Learners can: • recognise descriptive words and understand why they are used • use context and related words to work out meaning • use a dictionary to find the meaning of unfamiliar words.

Read on

• Read the extract from Once Upon an Ordinary School Day together and invite discussion about it. • Discuss what happened to the ordinary children when they heard the music. • Ask learners to answer the questions in their notebooks. Answers: 1 He was Mr Gee/the new teacher. 2 They had to close their eyes, open their ears and listen. 3 They listened to music while they were writing.

Talk about the story

• Ask learners to look back at the work they did in the previous session, predicting what would happen. • Discuss the questions as a class. Help learners to understand that the author’s insistence that everything is ordinary at the beginning of the story establishes an expectation that it will soon become extraordinary. • Draw learners’ attention to the Any volunteers? speech bubble. Have any of them ever tried making pictures in their heads while listening to music? Invite them to share their experiences. Answers: 1 Learners’ own answers. 2 The music/Mr Gee helped the change happen. 3 He knows he can be extraordinary/life doesn’t have to be ordinary. 4 Learners’ own answers.

Focus on adjectives

• Re-read the extract aloud to the class using a dull voice for the first sentence then gradually increasing the enthusiasm and expression with which you read. Make sure learners realise that your voice reflects the meaning of the story. • Ask learners to point to the adjective ordinary in the first sentence. How many times is it repeated? (three) • Pair work: challenge learners to read the story in the same way as you to their talk partner. • Draw learners’ attention to the Language focus box. Explain that adjectives can come after nouns as well as before them in noun + verb + adjective constructions. The verbs between a noun and adjective in this sort of sentence are often is, was, are or were. • Pair work: ask learners to work together on the first two questions. • Differentiation: suggest that less confident learners only look at adjectives that precede nouns. Remind them that you can usually draw a noun. Answers: 1 12 adjectives apart from ordinary: new; first; clear; barmy; bonkers; nutty; rumbling; rolling; thunderous; stampeding; racing; wonderful. 2 The author uses interesting words after Mr Gee arrives to show the effect he has on the class.

• Look at question 3 together. Read the strategies in the Tip box for working out the meaning of unfamiliar words and discuss when they might be useful. Remind learners that in the previous session they considered how to pronounce unfamiliar words. • Ask learners to look up the words in question 4 in dictionaries and write the definitions in their notebooks. • Differentiation: ask more confident learners to investigate the idioms ‘Nutty as a fruitcake’ and ‘What’s he on about?’ Answers: 3 thunderous = very loud/sounding like thunder 4 Learners’ own answers.

Spelling link • Looking words up in a dictionary is a good way of reinforcing alphabetical order. • There are further activities on alphabetical order in the Spelling section on page 128 of the Learner’s Book and on page 00 of the Activity Book. Assessment opportunities • Vocabulary: note which learners are able to understand and suggest a wide range of appropriate adjectives as part of their vocabulary. We have learned to: • recognise some descriptive words and say why writers use them. Ask: what difference do descriptive words make to the text? What kinds of words would you look for? Session 3 The power of words

• have strategies for working out the meaning of unfamiliar words. Ask: which of the strategies do you think would be most useful? Why? • use dictionaries to find the meaning of some unfamiliar words. Ask: what do you need to know in order to use a dictionary properly? Activity Book A Learners complete the alphabet. B Learners write words in alphabetical order, find them in a dictionary and write definitions. Answers: Possible answers: Word

Meaning

crash

(verb) to make a sudden, loud noise

extraordinary

very special, unusual or strange

ordinary

not special, different or unusual in any way

thunderous

extremely loud

wonderful

very good; making you feel surprise or admiration

• Explain that the place in the pictures is the same but the atmosphere is different, so we need different adjectives to describe it. • Pair work: give learners time to work in pairs to identify which adjectives should be applied to which picture. Encourage them to use dictionaries to check the meaning of any words they are unsure of. Answers: A: cheerful, sunny, warm, bright, colourful, busy, smiley, lively, light, happy B: sad, dark, rainy, stormy, dull, empty, dangerous, thundery, gloomy, ugly

• Draw learners’ attention to the Language focus box, reminding them where they can use adjectives in a sentence. Point out the verbs that often go before the adjective in noun + verb + adjective constructions. • Ask learners to write three sentences to describe the setting in each of the pictures. • Differentiation: encourage more confident learners to use a thesaurus to find different adjectives from the ones given in the Learner’s Book. Answers: Learners’ own answers.

Session 4: More about settings

Spelling link

Learner’s Book pages: 11–12 Activity Book page: 7

You will need: dictionaries; thesauruses. Spelling link: alphabetical order.

Learning objectives Learning intentions • to identify the main points in a setting • to describe a setting using powerful words • to know how the choice of words can heighten meaning. Learning outcomes Learners can: • identify the main points in a setting • describe new settings using powerful words, capturing the atmosphere of a place as well as its physical appearance • appreciate the impact of good words in creating a setting.

Talk about two pictures

• Talk about the pictures together. Make two lists on the board to record the similarities and differences between the two pictures. For example:

Similarities

Differences

the place both pictures have people in them

the weather the mood of the people what the people are doing

Unit 1 Ordinary days

• Looking words up in a dictionary or a thesaurus is a good way of reinforcing alphabetical order. • There are further activities on alphabetical order in the Spelling section on page 128 of the Learner’s Book.

Create a setting for a story

• Pair work: ask learners to talk about the story told in the cartoon strip. The pictures contain very little information so learners will need to use their imagination to say what happens, and where and why it happens. • Ask learners to think of a title for the story and write it in their notebooks. • Ask them to describe the setting in three or four sentences. Tell them to use somewhere they have been to for their setting so that they can more easily use descriptive words for a place they know. Remind them of the work they did before when they looked at how adjectives can be used to create a setting. • Differentiation: make thesauruses available to learners who finish quickly. Ask learners with a more limited vocabulary to use the adjectives in Activity A. Answers: Learners’ own answers.

Assessment opportunities • Reading: note which learners are able to identify settings and create their own. We have learned to: • to identify the main events in a setting. Ask: what information did you get from the comic strip? What information did the reader need to add? • describe a setting using powerful words, capturing atmosphere as well as look. Ask: which kind of words did you use in your setting? • be aware of the impact of good words in creating a setting. Ask: how did the adjectives affect how you felt about the two pictures? Activity Book A Learners complete two descriptions by writing adjectives in the gaps. Answers: Possible answers: 1 It is a beautiful day. The sky is bright so everyone feels happy. Some people are arriving. They are feeling excited as they walk towards the mall. Others have spent a long time in the shops. They look pleased as they walk back to their cars. 2 It is a gloomy day. There is a big storm. The sky is dark so everyone feels grumpy. The people who are arriving are feeling unhappy as they walk towards the mall. Other people are leaving. They look annoyed as they hurry back to their cars.

B Learners replace adjectives with more interesting adjectives to improve a description. Answers: Possible answers: 1 sunny; 2 excited; 3 beautiful; 4 relaxed; 5 refreshing; 6 delicious; 7 delighted; 8 wonderful

Session 5: Characters Learner’s Book pages: 12–13 Activity Book page: 8

You will need: dictionaries; thesauruses. Spelling link: words beginning with ch pronounced /k/.

Learning objectives Learning intentions • to identify the main points about a character • to answer questions about a character using inference as well as evidence • to write a character portrait. Learning outcomes Learners can: • identify the main points about a character • answer questions using inference • write a character portrait based on a model.

Describe a character

• Ask learners to look back at the cartoon strip from the previous session and to re-read the description they wrote of the setting. • Pair work: challenge learners to use the cartoon strip to create an entire story. Give them time to think about the story for themselves – they can make notes if they wish to. Ask them to tell their talk partner a story based on the events in the cartoon strip. Tell them they should explain how the events are linked and use their imagination to describe the setting and the characters, so bringing the story to life. • Ask learners to write a short description of the main character in their cartoon strip story. Make sure they understand that they should include information on what their character looks like, does, thinks or says, and how their character feels. Answers: Learners’ own answers.

Spelling link • Write the word character on the board. Talk about the spelling – point out that although it begins with ch the first sound is /k/. Ask learners to make a list of other words with the ch spelling that is pronounced /k/ (e.g. choir, chorus, ache, stomach, school, technology, echo, orchid, anchor).

Create another character

• Talk about the three pictures together. Discuss who the characters could be. • Ask learners which character they would like to be friends with and to explain why. What do they think the characters would enjoy doing? • Talk about the kinds of story the characters are likely to be in. • Ask learners to write one adjective for each of the characters. Encourage them to think of the best, most powerful adjectives they know. • Differentiation: show learners with a more limited vocabulary how to use a thesaurus and support them as they choose and write their adjectives. Answers: Learners’ own answers.

• Discuss what clues in the pictures or other information the learners used to select their adjectives. • Read the character portrait of Liang together. Check that learners are familiar with all of the vocabulary used, including connotations of words like saunter. Encourage the use of dictionaries if appropriate. • Ask learners to answer question 3 in their notebooks, writing True or False in response to each of the statements. Make sure learners understand that none of the answers are given explicitly. For example, sometimes they have to use clues in the verbs used (Liang doesn’t chat, he texts/uses SMS; he doesn’t get Session 5 Characters

excited about going to the shop, he saunters over); sometimes there are clues in the information about what the character does (he’s interested in computers and looks at websites, so he probably knows about computers; he might play football but we don’t know for sure). Answers: Liang and his friends have fun together – True. Liang talks a lot – False. Liang knows a lot about computers – True. Liang is excited about visiting the computer shop – False. Liang likes playing football – We don’t know (accept false if inferred).

• Ask learners to write a short character portrait of one of the other two characters. To help them, suggest they think about the illustration and create the character in their own mind first. • Differentiation: ask more confident learners to write a paragraph about each aspect of their chosen character: what they look like, what they do, what they think or say, and how they feel. • As a class discuss with learners what information they used from the pictures to help them to write their character portrait. Answers: Learners’ own answers.

Assessment opportunities • Reading: note which learners are able to identify and infer characters traits. We have learned to: • identify the main points about a character. Ask: what kind of information about your character did you write? • answer questions about a character using inference as well as evidence. Ask: how did you work out the answers to the questions? • write a character portrait based on the given model. Ask: what was the most difficult thing to record about your character? Activity Book A Learners write a different character portrait of Liang. Answers: Learners’ own answers.

B Learners match adjectives with near synonyms. Answers: friendly – welcoming; happy – delighted; kind – considerate; busy – occupied; interested – engrossed; excited – enthusiastic

Unit 1 Ordinary days

Session 6: Verbs Learner’s Book pages: 14–15 Activity Book page: 9

Spelling link: verbs ending in s and ed.

Learning objectives Learning intentions • to know that a sentence must have a verb • to identify verbs in sentences. Learning outcomes Learners can: • understand that a sentence must contain a verb • identify verbs in sentences.

Focus on verbs

• Read the information about verbs at the start of the Language focus box together and go through the points one at a time. • Call out a series of words (e.g. eat, leg, write, sit, chair, mouse) and ask learners to say whether each one is a verb. Ask them how they know. Explain that ‘doing’ or ‘action’ verbs are easy to identify because you can demonstrate them (e.g. ask learners to pretend to eat, write, sit). Establish that you can’t chair or mouse. • Now call out a series of words including verbs that can’t be demonstrated and ask learners to identify the verbs (e.g. know, think, happy, can, have, tired, is). Again ask them how they know. • Suggest that learners use the following test to identify verbs: if the word can follow I or he then it may be a verb (e.g. I know, I think, I can, I have, he is). If the word can follow the then it isn’t a verb (e.g. the happy child, the tired horse). • Introduce the concept of tense. Spend some time reinforcing it as this is a key grammar concept. • Make links between verb forms ending in s in the present tense and ed in the past tense. • Read the information about sentences in the second part of the Language focus box. Reinforce the fact that a sentence must have a verb. Discuss the other criteria for a sentence. • Pair work: ask learners to work together to identify which of 1–6 are sentences. • Differentiation: work with less confident learners to establish these key concepts. • Tell learners to write the sentences, not the phrases, in their notebooks. Check that they have identified and underlined the verbs correctly. Answers: 2 She whispered to her friend. 3 I love chocolate. 4 I heard hundreds of elephants. 6 They walk to school together.

Spelling link • Look at verbs ending in s and ed while discussing tense and focus on the different sounds of the verb inflections. For example, the s ending has a /s/ sound in walks but a /z/ sound in waves; the ed ending has a /t/ sound in walked, a /d/ sound in waved but an /id/ sound in started.

B Complete sentences with the correct form of be • Draw learners’ attention to the Did you know? box. Read it together and focus on the list of words that are part of the verb be. • Warn learners that these little words can be hard to spot and explain that they can practise using them to complete sentences 1–5. • Differentiation: challenge more advanced learners to find more forms of the verb be (e.g. present participle = being, past participle = been, future = will be, negatives = isn’t, aren’t, wasn’t, weren’t). Answers: 1 2 3 4 5

When he was six, Liang could play the piano very well. His fingers were very good at finding the notes. Now that Liang is eight, he can mend computers. Liang’s teacher says that he is very clever. “I am very interested in computers,” said Liang.

Focus on the verb have

• Read the Tip box. Give some examples (e.g. say, says, said; look, looks, looked). Acknowledge that be is a tricky verb because the forms of it (e.g. am, is, were) are very different from each other. • Tell learners that for most verbs the different forms are similar, as with the verb have. Drill the present tense forms: I have, you have, he has, she has, it has, we have, they have. • Pair work: ask learners to look at the sentences and agree which words are different forms of have. Ask them to write the sentences in their notebooks and to underline all the forms of the verb have. Answers: 1 2 3 4

Sharks have sharp teeth. I had a toy like that when I was little. She is having a violin lesson at the moment. She has no front teeth at the moment.

Assessment opportunities • Grammar: note which learners struggle to change the verbs between tenses. We have learned to: • recognise that sentences must have verbs. Ask: how would you know if a group of words was a sentence? • identify verbs in sentences. Ask: which tip would you give a friend to help them to identify a verb?

Activity Book A Learners underline the verb in sentences and identify the tense by writing past, present or future. Answers: 1 rings – present; 2 will be – future; 3 are – present; 4 learnt – past; 5 will be – future; 6 picked – past; 7 grows – present

B Learners identify forms of the verb be in groups of three words. Answers: am; are; be; was; were; was; is; are; was

Session 7: Amazing Grace Learner’s Book pages: 15–17 Activity Book pages: 10–11

You will need: thesauruses. Nice to have: PCM 1; Amazing Grace by Mary Hoffman. Spelling link: prefixes and suffixes.

Learning objectives Learning intentions • to make predictions about a story • to find the setting, main character and theme of a story. Learning outcomes Learners can: • answer questions and make predictions about the story • identify the setting, character and main theme.

Explore the word amazing

• Ask learners what they think amazing means. Can they illustrate what they think it means in a sentence? • Draw a word web on the board like the one below.

sounds a bit the same =

means the opposite =

means the same = surprising

AMAZING

means the opposite =

means the same =

looks a bit the same = means the opposite =

Session 7 Amazing Grace

• Encourage learners to use thesauruses to find synonyms (words that mean the same, e.g. surprising) and antonyms (words that mean the opposite, e.g. boring) as well as words that look a bit the same (e.g. amusing) and sound a bit the same (e.g. amaze, amazed, amazement; maze). Explain that drawing a word web can help them to understand and remember a word because it helps them link it to other words in their vocabulary. • Differentiation: encourage more confident learners to make their own word webs exploring other words from the text (e.g. auditions, remember, exciting, nothing). Display these around the classroom. • Read the story extract aloud to the class. Answers: Learners’ own answers.

Spelling link • When you complete the word web, draw learners’ attention to the suffixes in words like amazement, amaze, amazes, amazed and amazingly. You can use other word webs to introduce other suffixes, such as ness, and prefixes such as pre, un and im. • There are further activities on suffixes and prefixes in the Spelling section on pages 128–129 of the Learner’s Book.

Explore the meaning of the story

• If you are using the PCMs, PCM 1 Understanding stories could be used as a listening comprehension activity. It should be completed before Pair work (below). Give learners the second half of the sheet, containing the questions and answer spaces. Note that the extract on the PCM contains an extra paragraph in section 1 of the story, but learners will still need to read sections 2 and 3 to answer question 3 in the Learner's Book. • Pair work: ask learners to read the story extract aloud and with expression to their talk partner. • Differentiation: take the opportunity to work with less confident readers to help them read and understand the text. • Discuss the idiom ‘if you put your mind to it’. Give learners a chance to think for themselves about what it might mean, then clarify its meaning with the class (if you really want to do something and try very hard to do it). • Encourage learners to predict what Nana thinks about Grace playing Peter Pan, based on what she has said and done so far. • Ask learners to look at the questions in question 2 and to write their answers in their notebooks.

Answers: a b c d

Grace liked stories most. They were going to put on a play about Peter Pan. Grace wanted the part of Peter Pan. She thought she couldn’t be Peter Pan because she was a girl and she was black.

Answers: PCM 1 1 Grace/a girl called Grace/Amazing Grace 2 Possible answers: read to her/told to her/made up in her own head/from books/from TV/from films/from videos/from Nana’s long memory (any three) 3 act out the story 4 elephants/100 elephants 5 c

• Group work: put learners in small groups to talk about the questions in question 3. They should be able to use the skills they have already learned to comment on the characters and setting, as well as to make predictions about how the story ends. Answers: Possible answers: 3 a Grace likes stories and acting, and she wants to be Peter Pan. Ma got angry when Grace told her what the other children said. Nana is calm and encouraging. b The first setting is at home, while Grace is acting; the second is in school; the third is back at home again. c Grace will probably be Peter Pan in the play. 4 Main theme: C If you put you mind to it, you can be anything you want to be.

• Introduce the idea that stories have themes – the main idea that runs through the whole story. • Pair work: ask learners to discuss the sentences in the speech bubbles in question 4. Ensure they understand that all the statements are true about the story, but only one sums up the theme (‘If you put your mind to it, you can be anything you want to be’). • If possible, read the whole book to the class for learners to hear how the story ends, or tell them the ending. (Grace auditions for the part of Peter Pan, all the children vote for the best actor and Grace is chosen to play Peter Pan. Natalie tells Grace, “You were great.” Ma and Nana are proud of her, and Nana says, “If Grace puts her mind to it she can do anything she wants.”) Assessment opportunities • Reading: note which learners are able to identify and infer the theme of the story. We have learned to: • make predictions about a story. Ask: what information helps you guess what is going to happen? • identify the setting, main character and theme of a story. Ask: what do the words ‘setting’, ‘main character’ and ‘theme’ mean? Activity Book A Learners complete word webs for exciting and whispered.

Unit 1 Ordinary days

Answers: Possible answers:

means the same = thrilling sounds a bit the same = excitement

means the same = exhilarating

Learning outcomes Learners can: • recognise speech marks • identify and use common verbs with speech • reproduce the way people speak when they read aloud with expression.

A means the opposite = uninteresting means the opposite = dull

EXCITING

means the opposite = boring

means the same = fun looks a bit the same = exiting

means the same = mumbled sounds a bit the same = whispering means the opposite = yelling means the opposite = roaring

means the same = murmured

WHISPERED

means the opposite = shouting

B Learners write the end of a story. Answers: Learners’ own answers.

Session 8: Dialogue Learner’s Book page: 17 Activity Book page: 12

You will need: thesauruses. Nice to have: PCM 2; coloured pencils. Spelling link: alphabetical order.

Learning objectives Learning intentions • to recognise speech punctuation • to find verbs that go with speech • to read with expression.

means the same = muttered looks a bit the same = mister

Focus on dialogue in stories

• Introduce the term dialogue and explain its meaning (conversation in a story). • Draw learners’ attention to the Tip box. Demonstrate or find examples of the ‘six’/‘sixty-six’ “and ‘nine’/‘ninety-nine’’ shapes of the speech marks at the beginning and end of speech. • Point out that the speech marks go round the words the characters actually say. The phrases like said Grace are not inside the speech marks. • Ask learners to re-read part 2 of the text extract. (They should start reading at One day at school and stop at We’ll choose the parts next Monday.) • Discuss questions 1–4 together. Answers: 1 2 3 4

3 Raj, Natalie, the teacher ‘‘You can’t be Peter Pan. He wasn’t black.’’ The words are in speech marks.

Explore words with a similar meaning to said • Suggest learners make and keep a ‘Dialogue thesaurus’ in the backs of their notebooks which they can add to throughout the year. • Pair work: ask learners to re-read the story and to look for speech words which are used instead of said (whispered and asked). • Ask them to find and count the number of times the word said is used (it is used six times). Tell them that each time they see it they should think of another word the writer could have used instead. Encourage them to use thesauruses to find synonyms. • Differentiation: encourage more confident learners to find an additional close synonym for each of the verbs they identify. Answers: Learners’ own answers.

• Point out the way dialogue is laid out on a page: when a different character speaks, the writing starts on a new line. It looks like a new paragraph, but it isn’t. • If you are using the PCMs, PCM 2 Dialogue in stories includes more work on recognising dialogue and verbs to use instead of said. Use it to reinforce these important ideas.

Session 8 Dialogue 21

• Pair work: ask learners to look at question 2 and to read each line to their talk partner, using the verb to inform the expression they give their reading. Point out the Duck speech bubble. Ask them to think of reasons why the people might be speaking in the five different ways.

Spelling link • Remind learners of the need to use alphabetical order when they look up words in a thesaurus. • There are further activities on alphabetical order in the Spelling section on page 128 of the Learner’s Book. Assessment opportunities • Reading: note which learners are able to use the speech marks effectively to guide intonation when reading aloud. We have learned to: • recognise speech marks. Ask: how do you know which words a character says? • find common verbs that go with speech. Ask: why do some writers use verbs other than ‘said’? • know how people speak and use this to read with expression. Ask: how do speech verbs help you read with expression? Activity Book A Learners underline words spoken by Mihu in blue and words spoken by Yuu in green. Answers: Mihu (underlined in blue): Where are you going? … Where have you been? … I have been so worried! … Nothing is that important. … Boys should do what their mother tells them to do. … You are a good boy! Yuu (underlined in green): I’ll be back later, mother. … I’m sorry. … I had forgotten to do something important, but then I remembered it. … But this was very important! … I had forgotten to get your present. But then I remembered. Look!

B Learners identify and list the speech verbs. Answers: shrieked; shouted; demanded; mumbled; complained; declared; stated

C Learners write the verbs from Activity B in alphabetical order. Answers: complained; declared; demanded; mumbled; shouted; shrieked; stated

Learning objectives Learning intentions • to work cooperatively • to sequence the main events of a story • to use a story mountain to show the shape of the story. Learning outcomes Learners can: • listen and respond to the views and opinions of others in their group • sequence events correctly • use a story mountain as a shape for the story.

Focus on the sequence of events in a story • Look at the six notes, a–f, and explain that they show the main events of the story Amazing Grace. • Group work: ask learners to discuss and agree on the order of the main events. Answers: e; d; c; a; f; b

• Introduce the story mountain in question 2 and refer to the Did you know? box, which explains that this story shape is the shape of most stories. 1 The introduction sets the scene and introduces the main character(s)/setting. 2 The beginning introduces a problem or difficulty that the main character will have to overcome. 3 The development explains the problem a bit more or adds more problems/difficulties. 4 In the exciting part, the main character has to prove himself/herself and show whether he/she can overcome the problem. 5 Then what happens? explains the outcome of the exciting part. 6 The ending wraps up the events and ends the story. • Talk about other stories learners are familiar with. Can they see how they fit into the story mountain shape? • Differentiation: support less confident learners as they match events in other familiar stories to the stages of the story mountain. • Group work: give each group a large piece of paper and ask them to recreate the story mountain with the events of Amazing Grace, listing them in the order in which they happened.

Session 9: Sequencing events Learner’s Book page: 18 Activity Book pages: 12–13

You will need: large pieces of paper. Nice to have: digital cameras or phone cameras.

Unit 1 Ordinary days

Learners act out the story

• Group work: ask learners to create their own versions of the story by acting it out, following the plan they created in their story mountain. • Introduce the drama technique of ‘freeze frame’: first the group nominates a director. Then the director organises the actors into a series of still poses, each

one representing part of the story. The director takes a photo (or mimes taking a photo) of each of the poses. After every photo (real or imaginary) each actor in turn explains how their character felt at that particular point in the story. • Differentiation: suggest that groups nominate a more confident learner first as their director. Others can then have a turn at being director once the activity has been modelled. Assessment opportunities • Speaking and listening: note which learners are able to work well in a group, articulating their own ideas and responding to those of their peers. We have learned to: • listen and respond to views and opinions of others. Ask: what did you do if you disagreed with someone else’s idea? • sequence the main events of the story. Ask: what clues did you use to sequence the story? • use a story mountain to show the shape of the story. Ask: do you think it is useful to know how to organise events in a story mountain? Why? Activity Book A Learners select a story, write the title and author, and write the six main ideas/events in a story mountain. Answers: Learners’ own answers.

B Learners answer questions about their chosen story. Answers: Learners’ own answers.

Session 10: Plan a story Learner’s Book pages: 19–20 Activity Book page: 14

Nice to have: PCM 3; PCM 4b; thesauruses. Spelling link: spelling strategies for unknown words.

Learning objectives Learning intentions • to plan a new story • to tell their new story to a talk partner • to give and receive feedback to improve their story. Learning outcomes Learners can: • plan a new story • rehearse and tell their story to a talk partner • give and receive feedback to improve their story.

Focus on planning a new story

• Explain that learners are to think of an idea for their own story based on the pattern of events in Amazing Grace. • Talk about the three suggestions for stories given in the Learner’s Book. Discuss how these story suggestions could fit the pattern of Amazing Grace. • Confirm that learners can choose one of the suggested ideas or think up their own idea. • If you are using the PCMs, PCM 3 Boxing up a story shows the principle of ‘boxing up’ a story. Explain the layout to the class. Column 1 shows the main events of Amazing Grace. Column 2 shows the pattern of events; it doesn’t have any details like characters or particular actions. Column 3 is empty for learners to plan their own stories, following the story mountain pattern of Amazing Grace. • Ask learners to plan their own story using a story mountain or PCM 3, following the model you have just demonstrated. • Differentiation: encourage more confident learners to annotate their plans with key vocabulary from a thesaurus in order to ensure that they are ready to use more sophisticated words. • If you are using the PCMs, PCM 4b Success criteria for writing a story shows the success criteria for the story. Edit the criteria if appropriate for your class and explain why each statement is included on PCM 4b. Although learners will use PCM 4b for selfassessment, you could also use it to give feedback. There is also a teacher assessment version, PCM 4a, which you can use to record learners’ progress yourself.

Learners tell their stories

• Ask learners to use their plan to say the story quietly to themselves. Saying the words rather than just thinking them is important because it helps learners to remember what they plan to write. Refer them to the Tip box, which explains the need to ‘speak like a writer’. • Differentiation: ask some less confident learners to say their story aloud to you at this point. Give them feedback and help them improve their story. • Pair work: if you are using the PCMs, encourage learners to use PCM 4b while they tell their story to a talk partner. Ask talk partners to give constructive feedback, using PCM 4b as a guide. You may want to model how to do this.

Spelling link • When you have heard some learners telling their stories, select a number of words to illustrate strategies for spelling unknown words. Model them using sounding out, analogy or beginnings and endings.

Session 10 Plan a story

Assessment opportunities • Writing: note which learners are able to plan and tell a coherent story. We have learned to: • plan a new story. Ask: how was it helpful to base your story on ‘Amazing Grace’? • tell the new story to a partner. Ask: what was easy or difficult about speaking like a writer? • give and receive feedback to improve the story. Ask: how will the feedback you received make your story better? Activity Book A Learners add missing capital letters and full stops to a story. Answers: Marco loved riding his bike but he was getting too big for it.1 H2e needed a new bike but he knew his papa didn’t have enough money.3 O4ne day he saw a notice for a bike race.5 T6he prize was a new bike.7 M8arco wanted that new bike but first he would have to win the race on his little bike.9

B Learners complete a spelling log. Answers: Possible answers: Word

Tricky bit

Word

Similar word

was

want

what

said

again

against

other

brother

cover

Session 11: Write a story Learner’s Book page: 20 Activity Book pages: 15–16

Nice to have: completed PCM 4b from Session 10.

Learning objectives Learning intentions • to carry out a brief self-assessment of spacing for handwriting • to write a story from a plan • to use dialogue in the story. Learning outcomes Learners can: • check spacing in handwriting • write a story, following a plan • include dialogue in their story.

Learners write their stories

• Pair work: give learners the opportunity to retell their story to their talk partner in order to remind themselves of the flow of ideas and the rhythm of the language.

Unit 1 Ordinary days

• Remind them of the success criteria on PCM 4b Success criteria for writing a story if they have completed this. • Remind them to include a setting and a description of the character/characters, and to use some dialogue. • Ask learners to write their stories, using their plan and remembering to include setting, character description and dialogue. Ask them to think too about their handwriting (see Activity B).

Check handwriting

• Draw learners’ attention to the Duck speech bubble. Discuss the importance of good handwriting. • Ask learners to look back through their notebooks. Is their writing quick and neat? • Ask them to focus on spacing between letters and between words. Is it regular? • Tell them to look at the tall letters (b, d, h, k, l, t – and possibly f, depending on the handwriting style you are teaching) – do they rise above the rest? • Tell them to now look at the long letters (g, j, p, q, y – and usually f) – do they drop below the line? • Ask learners to think of one thing they need to remember when they are writing. • Differentiation: when doing longer pieces of writing like stories, some learners may need to use ICT (e.g. learners with dyslexia or dyspraxia). Assessment opportunities • Writing: note which learners are able to write without time-wasting activities. We have learned to: • check spacing in handwriting. Ask: why do you think spaces between letters and between words are important? • write a story from a plan. Ask: did you use your plan while you were writing? Did you tell the story you planned to tell? • use dialogue in the story. Ask: when in your story did you use dialogue? Activity Book A Learners read the story then answer the questions. Answers: 1 c 2 She would act it out. 3 Yes, she wanted to be in the play because she put up her hand. 4 Raj was wrong (when he said Grace couldn’t be Peter Pan because she was a girl) because Peter Pan is always a girl in plays. 5 Nana said to Grace, ‘‘You can be anything you want, Grace, if you put your mind to it.’’

Session 12: Improve your story Learner’s Book pages: 20–21 Activity Book page: 17

You will need: stories from Session 11 (not marked). Nice to have: PCM 4a; PCM 4b; learners’ story plans; thesauruses.

Learning objectives Learning intentions • to check and improve a story • to find things that are the same and different between the stories • to identify nouns, verbs and adjectives • (in unit review) to assess their understanding of nouns, verbs and adjectives • (in unit review) to assess their understanding of dialogue. Learning outcomes Learners can: • improve their stories • improve descriptions and correct errors in their writing • compare stories and make links • sort nouns, verbs and adjectives into groups • (in unit review) assess their understanding of nouns, verbs and adjectives • (in unit review) assess their understanding of dialogue.

Focus on improving the stories

• Make sure learners understand that the focus of Activity A is on improving their stories. Clarify that the priority is to improve and strengthen their story, not to correct errors. You will need to allow them time to make improvements and you might want them to make these with a different coloured pen or pencil in order for you to see what they have changed. • Ask learners to re-read their plans, then to re-read their stories. Did the story follow the plan? • Differentiation: work with individual learners whose stories and plans are different to establish the reason why they are different and to consider the impact on the story. • Ask learners to check their story for dialogue. If they haven’t used any, ask them to insert some now.

B Learners improve descriptions and do a final check • Establish your expectation that all learners will improve their descriptions by adding/amending at least three adjectives. • Tell them either to add an adjective if they didn’t previously have one or to strengthen a description by changing an adjective for a better one. Suggest they use a thesaurus for ideas.

• Ask learners to look at question 2 and to check that their sentences are grammatically accurate. Are there any little words missing? Have they used and too often? • Ask them to check tenses – it is easy to move accidentally between them. Remind them to look for ed verb endings to check for the past tense. • Tell them to check that they have used the third person he or she consistently and that I only occurs in dialogue. • Ask learners to focus on what they already know about spelling. Have they used the strategies they have been taught? Have they spelled high-frequency words accurately? • Have they used correct punctuation? Do their sentences begin with a capital letter and end with a full stop, question mark or exclamation mark? • Give learners time to read their stories aloud, to a talk partner or to themselves. This should help them to identify any additional errors. • Finally, if you are using the PCMs, ask learners to revisit the self-assessment statements on PCM 4b Success criteria for writing a story. • Differentiation: ask more confident learners to work in pairs to read each other’s stories and suggest improvements.

Unit review: How did I do? C

Review stories

• Briefly revisit the stories you read together: Once Upon an Ordinary Day (page 9), Amazing Grace (pages 15–16). • Pair work: allow learners to discuss the books briefly, mentioning similarities (e.g. the main characters are children) and differences. • Have a class vote to decide on their preferred story.

Self-assessment

• Ask learners to look at question 1. How do they know which part of speech a word belongs to? Do they have any tips to share? • Ask them to copy and complete the table in their notebooks. Answers: Nouns: box; school; queen Verbs: bounced; smiled; quacked Adjectives: black; silly; quick

• Ask learners to self-assess their learning about nouns, verbs and adjectives by pointing at the scale. • Ask learners to look at question 2 and to write the true statements (there are three of them). Answers: We use the word dialogue to talk about conversations in stories. We put speech marks around the words characters say so we know what they said. We start a new line when a new character says something.

Session 12 Improve your story

• Ask learners to self-assess their learning about dialogue by pointing at the scale. • Success criteria: If appropriate, learners could use a sheet adapted from PCM 4b to record their self-assessment on nouns, verbs and adjectives, and dialogue. Support them to form positive self-assessment habits by modelling commentary that both recognises achievements and reflects constructively on areas for improvement. Assessment opportunities • Writing: note which learners are able to use the selfassessment activity with some accuracy. We have learned to: • improve a story and identify errors. Ask: what is the difference between improving a story and correcting errors? • compare stories and make links. Ask: what other stories do you know that have something that is the same as one of these stories?

Unit 1 Ordinary days

• identify and sort nouns, verbs and adjectives. Ask: do all words ending in ‘ed’ have to be verbs? • assess understanding of nouns, verbs and adjectives: Ask: do you feel confident using nouns, verbs and adjectives? • assess understanding of dialogue. Ask: why do you think writers use dialogue in stories? • Use PCM 4a Success criteria for writing a story (teacher version) to record your assessment of learners’ achievements. Activity Book Learners identify five words from their writing that they found difficult to spell and complete a spelling log. Answers: Learners’ own answers.

Let’s have a party!

Unit overview This is a four-week unit focusing on instructions. During the unit learners will read and follow instructions, first to create a pop-up invitation, then to prepare for a party, including using recipe books and writing shopping lists. Having developed an understanding of the instructional text type, learners will be supported as they invent a new party game, based on a familiar one, give oral instructions to their friends in order to try out the game, then write instructions for playing it. At the end of the unit, you can decide whether to hold a party as a treat for the class.

Aims and objectives By the end of the unit, learners will be able to: • read and follow instructions, recognising features of the text type • create oral and written instructions based on a model text • use verbs appropriately when writing instructions • locate information in non-fiction texts using the contents page and index • speak and listen more confidently in group activities.

Skills development During the course of this unit, learners will: • use a range of strategies to read and understand unfamiliar words • use a range of strategies to spell words they are not sure of and to check the spelling • read aloud with increased fluency, using punctuation • secure recognition of irregular forms of common verbs • ensure grammatical agreement with subject and verb to write standard English • use adverbs to vary sentence beginnings • use alphabetical order to organise a list.

Prior learning This unit assumes that learners can already: • read and use common ways of representing all vowel and consonant phonemes • read and spell over 200 high-frequency words • read and understand shorter texts with increased independence • write with increasing legibility and fluency using correctly formed letters and largely joined-up writing • participate cooperatively in a group • use and understand the words noun, verb and adjective.

Unit 2 Let’s have a party!

Session 1: Celebrations Learner’s Book pages: 22–23 Activity Book page: 18

You will need: access to the internet; dictionaries; books about celebrations. Spelling links: suffixes; alphabetical order.

Learning objectives Learning intentions • to use dictionaries • to use ICT sources to find information • to find information in books • to recount experiences in a group. Learning outcomes Learners can: • use alphabetical order to find a definition • research celebrations using books and ICT sources • recount experiences, including information about where, when, what, why and who.

Talk about celebrations

• Draw learners’ attention to the Language focus box and talk about different ways of reading unfamiliar words. Suggest that celebration is too long to sound out and discuss strategies for reading it and other similarly long words (i.e. dividing it into syllables, looking for the root word and the suffix). • Challenge learners to think of any other words where a verb is transformed into a noun by adding tion (e.g. inform/information; decorate/decoration; create/ creation; correct/correction; invent/invention; collect/ collection). • Ask learners to look at the photos and decide what they show. Establish that they are all celebrations. Answers: A B C D E F

Chinese New Year celebration Carnival Indian wedding celebration Baby naming ceremony Birthday party Graduation celebrations

• Group work: give learners time to look carefully at the photos and to search for clues about what each one shows. Ask them to use any prior knowledge as well as clues in the photos to guess what is being shown. Do they know any of the places or countries? • Make sure that each member of the group has the opportunity to talk about celebrations they have been to. Draw learners’ attention to the Duck speech bubble about the information to include in their account. If learners don’t include it when they are talking, tell the others to ask questions to find out the information.

Unit 2 Let’s have a party!

Spelling link • Point out the spelling of tion, which is pronounced shun; tion is the most common way of spelling this noun suffix at the end of a word. • There are further activities on suffixes in the Spelling section on page 129 of the Learner’s Book.

Find out about celebrations

• Ask learners to start by using a dictionary to look up the word celebration. Draw their attention to the Tip box showing the alphabet. Remind learners to first look up c for celebration, then to look up ce and then cel, and so on, until they find the whole word. • Tell learners that they are going to find information about different celebrations. Discuss what they are going to look up and what they might expect to find. Talk about options for their research: books or the internet. Then set learners on their task. Ask them to make notes about the information they find. • Differentiation: support less confident learners by asking them to search for images rather than text. Ask them to write one or two sentences about what the image shows. Extend the task for higher-level learners by asking them first to write questions they want to find answer from to their research.

Spelling link • The dictionary work provides a good opportunity to revise alphabetical order. Assessment opportunities • Speaking and listening: note which learners are able to sustain their information about a celebration, speaking confidently and including information about what, when, where, who and why. We have learned to: • use alphabetical order to find a definition. Ask: why did we use a dictionary? What kind of information is in a dictionary? How do you find information in a dictionary? • research celebrations learners know and from around the world using books and the internet. Ask: what did you look up? • find information in books. Ask: what did you find out? Which books did you use? Why? • recount experiences including information about where, why, what, why and who. Ask: why is it important to include this information when you tell people about experiences you have had?

Activity Book A Learners find 20 words linked to celebrations in the wordsearch.

the end of the unit will happen or whether it is just a hypothetical party – learners will want to know!) Group work: appoint a learner to be in charge of each group. Tell the group leaders that they have to make sure their group discussion remains amicable. They must decide who talks next and ensure that everyone has a chance to contribute. Differentiation: appoint higher-level learners to be group scribes. This will enable them to participate fully while giving others a chance to speak. Ask learners to talk about their experiences and expectations of parties. Ask them to make notes about ideas for the class party, using the questions in the Learner’s Book as prompts. Remind them to be realistic about their expectations of parties in school! Draw the class together to give feedback about their ideas for the party. Ask the group leaders to give feedback on how well their group participated, listened and built on others’ ideas. Ask learners to give examples of how they developed others’ ideas. Give learners time to jot down the most important ideas from their discussions in their notebooks.

•

Answers: F

B Learners draw a picture of a celebration or find a photo of one and label five features. Answers: Learners’ own answers.

Session 2: A class party Learner’s Book page: 23 Activity Book page: 19

You will need: large sheets of paper. Nice to have: PCM 5.

Learning objectives Learning intentions • to take turns in discussions • to listen to others and build on ideas • to identify verbs in sentences. Learning outcomes Learners can: • understand that everyone is entitled to join in a discussion • make their ideas link to others’ ideas • identify verbs wherever they are in a sentence.

• •

•

Focus on verbs in instructions

• Pair work: ask learners to recall what they already know about instructions and to make a list of what they know (they should have encountered instructional texts in previous stages). • Ask individual learners to share their findings with the class. Elicit the fact that instructions tell people how to do something and when you follow instructions you want to know what to do at each stage. • Draw learners’ attention to the Duck speech bubble. Remind them that, since instructions tell you what to do, verbs are particularly important in them. • Ask learners to copy the sentences 1–4 into their notebooks and to underline the verb in each one. • Differentiation: as this is an important concept, work with less confident learners to help them identify the verbs. Answers: 1 Write; 2 dance; 3 are; 4 Make

• If you are using the PCMs, PCM 5 Understanding instructions offers an optional comprehension activity based on an instructional text.

Begin to plan a party

• Explain to learners that before they can have a party they need to plan it first. (Decide whether the party at

Session 2 A class party

Assessment opportunities • Speaking and listening: note which learners are able to work well in a group, articulating their own ideas and responding to those of their peers. We have learned to: • take turns in discussions. Ask: were you all able to take turns? Why was it important? • listen to others and make their ideas link to others’ ideas. Ask: what did you have to do to make your ideas link to the ideas of others? • identify verbs in sentences. Ask: why were some verbs at the beginning of sentences and some in the middle? Activity Book A Learners circle the verbs in the recipe. Answers: How to make salt dough You will need 2 cups of flour 1 cup of salt 1 cup of warm water A cup for measuring A large mixing bowl A spoon An airtight container What to do 1 Mix together the flour and salt in a large bowl. 2 Slowly stir in the warm water. 3 Mix well until the mixture feels like dough. 4 Use your hands to push the mixture into a ball. 5 Knead for at least five minutes or until smooth. 6 Put the salt dough in an airtight container to keep it soft.

B Learners identify three features of the text that show it is an instruction text. Answers: Possible answers: The title shows the text is instructions because it tells the reader how to do something. / The title is ‘How to …’. It’s a recipe: recipes are instructions. There is a list of what you need and a list of what you have to do. The steps are numbered, showing the order of the instructions. There are lots of command verbs. Lots of the sentences begin with verbs. The sentences are quite short.

Session 3: Fiction or non-fiction? Learner’s Book pages: 24–25 Activity Book pages: 20–21

You will need: a variety of fiction and non-fiction books; large sheets of paper. Spelling link: the suffix tion.

Learning objectives Learning intentions • to talk about the purpose of a text • to decide whether a text is fiction or non-fiction • to begin to identify some features of text types. Learning outcomes Learners can: • recognise that texts have audiences and purposes • use the words fiction and non-fiction accurately • understand the word features and identify some features of different text types.

Explore the differences between fiction and non-fiction texts • Read the Did you know? box together. Discuss the words, ensuring learners understand the vocabulary. • Draw learners’ attention to the Tip box. Together, read the tips for differentiating between fiction and non-fiction books. • Distribute the fiction and non-fiction books you have gathered. Ask the learners to tell you whether the book they are looking at is fiction or non-fiction. • Differentiation: give less confident learners books that are clearly non-fiction and which follow all of the guidelines given in the Tip box. More confident learners can look at books which are more difficult to assess. Tell learners that they will need to dip into the books in order to make their decisions. • Encourage learners to talk about the clues they used to help them decide. Can learners identify any text types?

Spelling link • Look at the spelling of fiction. Spell other words ending in the suffix tion (e.g. action, station, caption, collection, introduction, injection, direction, position, question).

Learners identify text types

• Ask learners to read the three short texts. • When they have finished, ask them to answer question 1 in their notebooks. Tell them to write whether the texts are fiction or non-fiction and the text type of each one.

Unit 2 Let’s have a party!

Answers: 1 fiction – story; 2 non-fiction – instructions; 3 non-fiction – invitation

• Pair work: ask learners to share what they wrote with each other. Discuss any discrepancies. • Draw learners’ attention to the Duck speech bubble, which introduces the meaning of the word features when it applies to text types. Discuss what is meant by purpose, layout and language of a text. • Ask learners to discuss how they decided on the text type of the three short texts. Which features did they identify? • Learners should begin to make a list of the main features they used to identify each of the text types. Answers: Possible answers: Invitation Purpose: to invite someone to an event Layout: each different piece of information is on its own line Language: gives the minimum of information needed; not many adjectives Instructions Purpose: to tell someone what to do Layout: a list of things you need; a numbered list of instructions telling you what to do Language: each instruction is a sentence or two; some sentences begin with sequencing words Story Purpose: to tell a story Layout: lots of lines that make paragraphs Language: lots of details; lots of adjectives to describe feelings and actions; past tense verbs.

Check understanding

• Ask learners to answer questions 1–3 in their notebooks. Answers: 1 João wanted to dress up as a dragon. 2 You mix the baking powder in with the flour. 3 Rio de Janeiro

Assessment opportunities • Reading: note which learners are able to identify the different text types and recognise key features of them. We have learned to: • recognise that texts have audiences and purposes. Ask: why does it matter to know the purpose of a text? • use the words fiction and non-fiction accurately. Ask: what is the main difference between fiction and nonfiction texts? • understand the word features and identify some for each text type. Ask: why do you think different text types have different features?

Activity Book A Learners answer comprehension questions about a recipe. Answers: 1 It is non-fiction. 2 Possible answers: The title shows the text is instructions because it tells the reader how to do something. / The title is ‘How to …’. There is a photo. There is a list of what you need and a list of what to do. The instructions are numbered. 3 Someone has written it to tell readers how to do something/ how to make a cake. 4 People who want to learn to make a sponge cake/want to know how to make a sponge cake will read it. 5 It is an instruction text.

B Learners answer comprehension questions about an invitation. Answers: 1 It is non-fiction. 2 Possible answers: The layout is the sort of layout used in invitations. The sort of information given is the sort given in invitations. It has RSVP at the end. It is designed like an invitation. There is a mixture of handwriting and printing. 3 Someone has written it to invite someone to an event. 4 The person who is being invited/it is addressed to will read it. 5 It is an invitation.

Session 4: Instructions Learner’s Book pages: 26–27 Activity Book pages: 22–23

You will need: three pieces of card for each learner – 25 cm × 20 cm (10 × 8 inches), 12 cm × 8 cm (5 × 3 inches) and 12 cm × 12 cm (5 × 5 inches); scissors; rulers; glue; colouring pens/pencils. Spelling link: spelling strategies.

Learning objectives Learning intentions • to read and follow instructions • to identify fiction and non-fiction texts • to look at sequencing words in instructions. Learning outcomes Learners can: • follow instructions to make a pop-up card • identify a text as non-fiction and know its purpose • recognise sequencing words (simple adverbs) at the beginning of instructions.

Do more work on instructions

• Talk about the party that you are planning. Are the party guests going to be learners from the class, or will you have other guests too? Will it have a theme? If so, put the learners in groups to discuss a theme before agreeing on one as a class. Discuss the purpose of invitations.

Session 4 Instructions

• Read the text for making a pop-up card together, then ask the learners to identify features of the text which tells them it is an instructional text. • Differentiation: encourage more confident learners to focus more on the language than the layout. • Give learners the materials they need and ask them to make a pop-up card. If you have agreed on a theme for your party, draw something related to that theme for step 6 of the instructions. • Differentiation: you may want to sit with learners who are likely to need support with reading or help with fine motor skills. You could also do this as a class activity, working together step-by-step through the instructions. This allows you to demonstrate each step and check that everyone is following.

Spelling link • Focus on the word piece. Can learners use information in that word to spell words other words with ie (e.g. field, shriek, brief, belief, believe, relief ). • There are further activities on spelling strategies in the Spelling section on page 127 of the Learner’s Book.

Focus on the language of instructions

• Ask learners to find sentences in the instructions which start with a verb. Ask them to write a list of the verbs in their notebooks. • Ask them to make another list of other words that begin sentences. Answers: Verbs: Fold; Glue; Draw Other words: First; Then; Next; Finally

• Draw learners’ attention to the Language focus box. Introduce the idea of ‘command verbs’ (i.e. imperatives, but ‘command verb’ is easier for learners to understand). Ask learners to suggest other command verbs that could be used to begin an instruction (e.g. Sit down, Stand up). • Establish that the other words are sequencing words. Discuss the use of the sequencing words. You may choose to introduce them as adverbs, but it’s more important at this stage that learners recognise them as sequencing words that reinforce the order in which events happen. • Ask learners to look back at the recipe in the previous session on page 25. Can they find all the command verbs and sequencing words there? Answers: Verbs: mix; Add; beat; mix; sift; fold; spoon; bake Sequencing words: First; Now; Then; Finally

Unit 2 Let’s have a party!

Assessment opportunities • Reading: note which learners are able to follow instructions with little support. We have learned to: • read and follow instructions to make a pop-up card. Ask: what helped us to know what to do? • identify the text as non-fiction and to know its purpose. Ask: how do we know whether a text is fiction or non-fiction? What do non-fiction texts tell us? • recognise sequencing words in instructions. Ask: in instructions, which two types of words do you find at the beginning of sentences? Why? Activity Book A Learners reorder words to make instructions. Answers: 1 2 3 4 5

First fold the card in half. Next fold the small card. Stick the small card into the big card. Then draw a picture. Finally stick the picture on the small card.

B Learners explore which word beginnings they can add tion to to make a word. Answers: 1 ✗ ; 2 ✗ ; 3 decoration; 4 station; 5 ✗ ; 6 fiction; 7 direction; 8 ✗ ; 9 exploration; 10 information; 11 attention

Session 5: Write an invitation Learner’s Book pages: 27–28 Activity Book pages: 24–25

You will need: pop-up cards from the previous session; access to computers with printers (or coloured pens or pencils). Spelling link: adding suffixes.

Learning objectives Learning intentions • to recognise the layout of an invitation • to understand how verbs show tense • to write an invitation using ICT • to use capital letters and full stops. Learning outcomes Learners can: • recognise the layout of an invitation • know that verbs show tense • use capital letters and full stops • follow instructions and use ICT to write an invitation.