Complete English Stage 7

CAMBRIDGE PRIMARY

English
Teacherí s Resource
4

Sally Burt and Debbie Ridgard

University Printing House, Cambridge , United Kingdom

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Cover artwork: Bill Bolton

Learning objectives from the Cambridge Primary English curriculum
framework, for use from , are reproduced by permission of Cambridge
International Examinations.

The photocopy masters in this publication may be photocopied or distributed
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Contents 4
8
Introduction 12
Stage 4 Curriculum correlation 28
Unit 1 Storybook 43
Unit 2 Going deep 53
Unit 3 Mind pictures 66
Unit 4 Just imagine 78
Unit 5 Making the news 85
Unit 6 Sensational poems 99
Unit 7 What would you do? 111
Unit 8 Food for thought 119
Unit 9 Poems to ponder 156
Photocopy masters (PCMs) 157
Learner’s Book 4 index 159
Spelling lists
Spelling activity answers

Contents 3

The Cambridge Primary English series

The Cambridge Primary English series is a six-level, process and discovering that others do not always take
First Language English course covering and following the same approach or share opinions.
the Cambridge Primary English curriculum framework
from Cambridge International Examinations. The Each unit provides an opportunity for progression
Cambridge Primary English course is intended to lead through reading as a reader, reading as a writer and
into the Cambridge Secondary 1 Curriculum by giving writing, so that learners can experience the journey
learners the skills and knowledge to con dently access to becoming literate, with the emphasis shifting from
the secondary curriculum. The full series consists of learning to read towards reading to learn. The text
a suite of Learner’s Books, Teacher’s Resources (Book extracts selected for the course serve as language input
and CD-ROM) and write-in Activity Books for each and springboards for teaching and learning grammar
of the six levels. Although the series is designed to be and punctuation, phonics, spelling and the development
used as a suite, the Learner’s Book provides independent of listening, speaking, reading and writing skills.
and coherent coverage of the curriculum framework. However, texts should always be supplemented with
The Activity Book is not core but is recommended as literature and non- ction texts local to your region to
consolidation, extension or for homework. add depth and context to the range of skills learners
encounter through the Learner’s Book.

Learner’s Books Spelling

The Stage 4 Learner’s Book is the fourth of six in the The Learner’s Book contains three spelling spreads
Cambridge Primary English series. at the back of the book. These spelling spreads
contain speci c spelling rules and activities linked
Each Learner’s Book contains nine units: two long units to the units across the three terms to be used at the
and one shorter unit per 10-week term. Each long unit teacher’s discretion. Some spelling activities may also
contains 12 teaching sessions and has been designed to appear in the units and the Teacher’s Resource notes
be delivered over four weeks, with three lessons per week. will also indicate spelling opportunities (signposted
The shorter units are intended to be delivered over two with a spelling icon in the Learner’s Book). Ideally,
weeks with six teaching sessions in each. Since learners at least one formal spelling session per week should
work at different speeds, some double sessions have been be planned using either the spelling spreads or the
included to allow for differentiation of pace. The units spelling lists in the Teacher’s Resource that are provided
are in groups of three (1-3, 4-6, 7-9) and the units in each for reinforcement of common spelling patterns and
group may be taught in any order with progression being letter strings.
built in per term rather than unit by unit to add exibility
to the programme and to allow for more cross-curricular Vocabulary development is closely linked to spelling but
matching. a spelling programme does not on its own guarantee
vocabulary development. Each unit therefore introduces
Main units a set of words which will be used during the unit and
would therefore be useful for the pupils to learn. Certain
In Stage 4 each unit contains a range of text types and words are glossed in the chapters to clarify meaning
genres included as extracts around a unifying theme. immediately but at other times learners are encouraged
The texts have been carefully selected to include an to self-help by using dictionaries, thesauruses, whether
appropriate balance of ction, non- ction, and poetry print or ICT-based, and to re ect on the shades of
and plays, as well as to re ect the interests and diverse meaning suggested in the contextual use of the word.
cultural backgrounds of the learners. Understanding that words can have multiple meanings
or even multiple shades of meaning is important in
Each lesson contains a selection of activities aimed at many aspects of reading and writing, from advertising
enabling the learners to acquire speci c knowledge or to poetry; in addition to which, the excitement of words
skills across a wide range of text opportunities. Lessons and their power is a lifelong gift.
incorporate both whole class teaching led by the teacher,
and small group or individual work so that children can Features
practise and apply their learning, with regular checks to
self-assess their progress. Each unit contains speci c language input in the
form of Language focus boxes to support teacher-led
The course aims for an approach that encourages instruction emanating from text-based examples. These
learners to actively explore, investigate, understand, boxes allow learners to reference the input in their
use and develop their knowledge of English and in own time and internalise it as they work through the
particular their reading, writing, listening and speaking activities that provide opportunities to practise their
skills through the use of regular, guided group and skills. The language input is progressive and covers the
paired work, independent group work and individual curriculum framework over the year.
work. Discussion with a talk partner or in a small group
forms an important part of the course, helping learners Did you know? boxes draw learners’ attention to
become more articulate and con dent in expressing their interesting facts or cross-curricular information to add
opinions; it is also an important part of the embedding depth to the learning environment and to make cross-
curricular links where appropriate.
4 Cambridge Primary English Stage 4 Teacher’s Resource

The Tip boxes provide handy tips and reminders to the learners where appropriate. There are also tools and
guide learners and to ask questions that challenge their tips to guide group work, presentation skills and silent
thinking and interest. reading to support the teaching, the learning and the
assessment process.
The Duck mascot provides reminders and gives
examples for learners to follow. Activity Books

Icons indicate when an activity involves discussion, The Activity Book accompanying each Learner’s
writing, reading or paired/group work. While the Book includes supplementary and extension material
icons are indicators of the mode of work envisaged, mirroring and based on the content of the Learner’s
it is always at the teacher’s discretion to approach the Book so as to support:
activity from a different perspective especially when
implementing a differentiation strategy in the classroom. • the independent learning part of the teaching
• the ‘practise and apply’ parts of some sessions
have a discussion • some personalisation activities
• reinforcement of concepts introduced in the
do some reading
Learner’s Book
do some writing • space for quiet focused work.

role play, read out loud or do an oral activity The Activity Book content is not tied page by page to the
Learner’s Book content, rather it follows the Learner’s
do a spelling activity (from spelling spreads) Book unit by unit, so that each unit follows the same
unifying theme. At times, the Activity Books include
Throughout the course, the learners are encouraged to smaller extracts of texts included in the Learner’s Book
keep a reading log. This log is meant to track as much if they are useful to repeat in the Activity Book. The
of the reading that they do as possible, and not just Activity Books aim to cater for learners with a wide
for a reading scheme or independent reader books. range of learning styles, which means they include a
The reading log is intended to include both ction and wide range of activities from somewhat mechanical (drill
non- ction and any reading learners may do at home can still be an important learning tool for reinforcement
or when out and about – you can encourage them and modelling) to more open and creative, allowing for
to include advertisements, posters, newspapers and personalisation and differentiation.Tasks in the Activity
magazines, lea ets and even invitations in their logs. Book are also intended to provide some familiarisation
When learners look back over a year they will realise with the task types learners may encounter in the
the rich variety of media in which they engaged in Cambridge Primary Progression Tests.
reading and the process of keeping the log will help
make them active rather than passive readers as they The Activity Books are designed to be exible and
move from learning to read towards reading to learn should be used however suits the teacher and the class
and appreciate. The Learner’s Book reminds learners at the best. In some cases it may be appropriate to use
strategic moments to complete their reading logs with the Activity Books as class homework tasks or to allow
speci c comments to help them re ect on the reading certain learners to reinforce concepts at their own
that they have done in the Learner’s Book; however, the pace. Similarly a number of the activities can be used
log should be encouraged as a habit (not as a chore), to stretch learners, allowing them more freedom of
so the process must be quick and easy rather than a expression and creative space and to provide extension
laboured activity. where the different pace of learners needs to be
catered for.
Throughout the Learner’s Book learners encounter
self-re ection How did I do? questions on particular The answer keys to activities, where appropriate, are
activities. These self-assessment moments are designed provided per unit following the notes on Learner’s Book
to be speci c to the activity rather than general activities.
questions. Similar questions could be written on
the board by the teacher for activities which do not Teacher’s Resource
have the self-check element. The aim is to encourage
learners to re ect on their progress and identify areas The teachers’ guidance notes in the Teacher’s Resource
for themselves in which they are either achieving follow the pattern of the Learner’s Book, providing
satisfactorily or wish to improve upon. This Teacher’s support for the teacher across each of the nine units, six
Resource Book and CD-ROM contains a series of long and three short. The notes cover material for three
speci c photocopy masters aimed at slightly more lessons per week (30–45 minutes per lesson) based on
formal assessment of learners against a series of success the Learner’s Book content, and include answer keys.
criteria identi ed for the activity. These are explained in
more detail below. The unit-by-unit notes list what the teacher will need at
the beginning of each session together with the primary
At the end of the Learner’s Book, you will nd a learning objectives and outcomes for the session.
‘Toolkit’: a series of resources for use by the learners. Thereafter, it provides background and suggestions
These include a range of reference and learning tools for how to approach the activities in the Learner’s
such as an editing checklist and a self-evaluation tool for Book and, when necessary, includes supplemental
reading aloud. These resources can be used throughout
the programme and can be referenced by the teacher or

Introduction 5

information and structuring. Each session assumes a Teaching phonics, spelling and
mix of whole class teaching followed by group work vocabulary
(guided or independent), as well as a healthy mix of
pair and/or individual work, following the review, teach, Spelling spreads
practise, apply cycle. The Teacher’s Resource provides
opportunities and suggests strategies for differentiated Spelling and vocabulary is an integrated part of an
learning throughout as well as opportunities for both English programme. A teacher who is disciplined about
formal and informal assessment. focusing on spelling at the right moment and in the right
context is well on the way to having better spellers with
A summary of the curriculum framework coverage an increased vocabulary.
is provided in the grid on pages 8–11. The speaking
and listening element of the curriculum framework As mentioned, pages 140–145 of the Learner’s Book
is covered in part through speci c activities but also feature three spelling spreads, one for every three units,
through ongoing activities throughout the course. While providing a selection of rules and spelling activities
the speaking and listening activities are not formally linked to the units. The spreads are placed at the back of
assessed opportunities for informal assessment are the book to give the teacher exibility on when and how
suggested in the Teacher’s Resource. to do speci c spelling teaching and practice – whether as
a class activity or as differentiated work opportunity. In
Three to four additional activities are provided in the addition, the unit by unit notes include suggestions for
form of photocopy masters (PCM) for each unit with when and how to approach speci c spelling and word
accompanying notes. Some PCMs focus on speci c knowledge activities, providing the opportunity to work
assessment opportunities of writing activities in relation with the words and rules in context. The activities aim
to success criteria. The aim is for these PCMs to be part to reinforce a particular spelling rule or pattern and
of the activity and to engage the learners in developing address some of the basic reasons why learners struggle
their own appropriate success criteria so that they are to spell:
aware from the outset what is being looked for and how
they will be assessed. As a result the PCMs include • the language itself being confusing – quay sounding
self-re ection from the learners on their progress as like key; present being a noun or a verb
well as review by the teacher. The remaining PCMs
provide opportunities for consolidation, extension • pronunciation – sounding the words incorrectly
or differentiation for certain of the activities in the • confusing words that look similar – weak visual
Learner’s Book. Because success criteria are considered
to be a vital part of learners becoming independently perception
engaged in their learning process, certain generic • not being aware of root words or how to break down
PCMs have been included to allow teachers to develop
success criteria for a wide range of other activities syllables and parts of words.
throughout the Learner’s Book. In recognition of this,
where appropriate, session notes contain suggestions By actively focusing the learners’ attention on activities
for possible success criteria that can be negotiated with and useful rules in the context of the lesson, this
the learners to allow them some input into where they course aims to improve the average spelling age in your
will focus their efforts and how activities are assessed. classroom. A spelling programme should take into
However success criteria are not just about assessment; account the following:
they are about providing goals for learners to aspire to
in their personal learning journeys. • Acquiring a new word is a process: the word is
recognised, spelling is learned, meaning and use are
Some PCMs are ‘generic’ and can be used with any understood, the word is used in context.
unit, others are speci c to units or activities. The table
on page 119 clari es which are generic and which are • A learner’s ability to spell grows through practice and
speci c to particular units. An index to the Language analysis. Working with words and working out how
focus boxes in the Learner’s Book is also provided on and why letters are placed together, helps learners
page 156 as a photocopiable resource for use with learners. understand, internalise and apply the rules to other
words and in other contexts.
Each unit is supplemented with suggestions on how
to use the Activity Book, with answer keys to these • A learner’s ability to spell requires them to recognise
activities following the notes and answer keys to the the sounds that make up a word and translate them
Learner’s Book. into the written form. Spelling progresses when there
is an understanding of the association between the
The CD-ROM in the back of this Teacher’s Resource sounds and the symbols. By Stage 4, ‘sight’ words
includes PDFs of the Teacher’s Resource content for (words acquired by sight and not by rules, e.g. the
printing and reference. 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 nd the spelling support they want.

6 Cambridge Primary English Stage 4 Teacher’s Resource

Spelling lists enjoy spelling Snap or Bingo!; older learners might
enjoy a spelling challenge/ladder or a competition
The spelling lists on pages 157–58 of this Teacher’s that involves winners.
Resource are a supplement to the spelling spreads at the • LEARN the word. Learners commit the word to
back of the Learner’s Book. Notes on how to use the memory while writing it out in a word book or
spelling lists are also provided on page 157. personal spelling notebook. Tests or assessments need
not be repetitive weekly activities but learners do need
Teaching spelling in the classroom incentive to internalise the spelling of words and to
see they are making progress.
Many approaches to how spelling should be taught in
the classroom have been developed and continue to be Practical ideas for the classroom
developed. It is dif cult to be too rigid about this; much
depends on teacher commitment and the emphasis on Words and spellings need to be highlighted and enriched
spelling in the school as a whole. It is also dependent at every opportunity in the classroom.
on the level of the class and how many learners are
operating with English as their rst language or as the • Encourage personal word books or cards: include
primary language spoken in the home. words covered in spelling sessions and ones learners
look up in the dictionary. At the back, suggest
Ideally, spelling should be addressed on a daily basis they develop a bank of words they would like to
and in the context of the lesson. Embedded throughout use (especially powerful, descriptive or unusual
the notes are Spelling links; these are intended to suggest words). Word meanings can also be included. Some
opportunities at which the indicated spelling areas can children may bene t by using colours or underlining/
be looked at in greater detail. Spelling link opportunities highlighting to identify tricky bits or root words.
are also signposted with an icon in the Learner’s Book
units. A time should be set aside regularly for speci c • Have a classroom display of aspirational words or
spelling activities, e.g. to focus on a word, analyse it, themed words around a topic (any learning area).
group it with other words with the same spelling pattern
and then add it to a spelling dictionary or index book. • Have plenty of large spelling resources – dictionaries,
None of this need take up a lot of time but it does thesauruses, etc.
require a teacher to be constantly on the look-out for
opportunities to look at spelling. • Set up spelling buddies as a resource to use if a
dictionary or thesaurus does not help.
If possible, a formal spelling lesson should take place
once a week where rules are taught and learners are • Play word games such as word dominoes, or phonic
given a chance to practise the rule and use it. The formal pairs on a set of cards as a memory game.
lesson should focus on a speci c sound or rule the
teacher feels is relevant to the class and the context. • Highlight and discuss word origins and have a merit
system for anyone with interesting words or word
A suggested spelling session format information to share.

• SAY the word and SEE the word. Introduce words • Display lists of words with similar sounds or letter
both orally and visually so the learners see each patterns (either at the start, middle or end) – write the
word and hear the sound simultaneously to develop words large in the handwriting taught at the school
auditory perception. Use ashcards, words appearing (joined up if appropriate) to stimulate visual and
on a screen or written on the board. kinaesthetic knowledge.

• PLAY with the word. Learners write it in the air or on • Have an interactive word list of interesting words,
their desk with a nger, mime it to a partner, write it or words that match a spelling rule or word pattern
on a slate or paper and hold it up, do visual memory being focused on. Add to it whenever anyone comes
activities with a partner: look at a word, close eyes across a relevant word.
and spell it. These activities provide immediate
feedback and develop visual memory. Clap the • Consider an alphabet of vowel sounds and consonant
sounds to demonstrate how the word is broken into sounds as a display or frieze around the walls.
syllables. Let the learners nd their own associations
to help them remember words, e.g. ear in hear or ache • If handwriting lessons are timetabled, add word
in headache. patterns and sounds into those sessions.

• ANALYSE the word. Spelling rules can be helpful • Research free web resources to create your own
here to explain how words are built up, why letters crosswords and word searches linked to vocabulary in
move, how sounds change from one word to another themes and spelling rules you are working on.
and how patterns t into words.
Spelling may be a challenge but it does not have to be dull.
• USE the word – make up a sentence. Activities are Spelling can be fun if you make it that way!
provided in the Learner’s Book but you can add to
these by playing spelling games. Younger learners Finally, a note on handwriting practice. 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 for teaching handwriting.

We hope you enjoy teaching the course and that it will
help your learners to feel con dent about responding to
and using English in a variety of ways.

Sally Burt and Debbie Ridgard

Introduction 7

Stage 4 Curriculum correlation

Cambridge Primary English 0844 curriculum framework, for use from 2011.

Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8 Unit 9

Phonics, spelling and vocabulary ✓✓✓ ✓✓ ✓

4PSV1 Extend knowledge and use of ✓ ✓✓ ✓
spelling patterns, e.g. vowel ✓✓ ✓✓✓✓
phonemes, double consonants,
silent letters, common pre xes and ✓ ✓✓
suf xes. ✓✓ ✓
✓
4PSV2 Con rm all parts of the verb to be ✓ ✓✓ ✓✓
and know when to use each one. ✓✓✓
✓✓ ✓
4PSV3 Apply phonic/spelling, graphic,
grammatical and contextual ✓
knowledge in reading unfamiliar
words. ✓✓

4PSV4 Identify syllabic patterns in ✓✓ ✓
multisyllabic words. ✓ ✓✓✓

4PSV5 Spell words with common letter ✓ ✓✓✓
strings but different pronunciations, ✓ ✓ ✓✓
e.g. tough, through, trough, plough.
✓✓ ✓✓✓
4PSV6 Investigate spelling patterns;
generate and test rules that ✓✓
govern them.
✓✓
4PSV7 Revise rules for spelling words
with common in ections, e.g. -ing, ✓✓ ✓✓✓✓✓✓
-ed, -s.
✓✓✓✓ ✓✓✓✓
4PSV8 Extend earlier work on pre xes and ✓ ✓
suf xes.

4PSV9 Match spelling to meaning
when words sound the same
(homophones), e.g. to/two/too,
right/write.

4PSV10 Use all the letters in sequence for
alphabetical ordering.

4PSV11 Check and correct spellings and
identify words that need to be
learned.

4PSV12 Use more powerful verbs, e.g.
rushed instead of went.

4PSV13 Explore degrees of intensity
in adjectives, e.g. cold, tepid,
warm, hot.

4PSV14 Look for alternatives for overused
words and expressions.

4PSV15 Collect and classify words with
common roots, e.g. invent, prevent.

4PSV16 Build words from other words with
similar meanings, e.g. medical,
medicine.

Grammar and punctuation: Reading

4GPr1 Use knowledge of punctuation
and grammar to read with uency,
understanding and expression.

4GPr2 Identify all the punctuation marks
and respond to them when reading.

4GPr3 Learn the use of the apostrophe to
show possession, e.g. girl’s, girls’.

8 Cambridge Primary English Stage 4 Teacher’s Resource

4GPr4 Practise using commas to mark out Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8 Unit 9
meaning within sentences. ✓ ✓ ✓ ✓ ✓ ✓ ✓
✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
4GPr5 Identify adverbs and their impact on ✓ ✓ ✓ ✓
meaning. ✓ ✓ ✓ ✓ ✓ ✓ ✓
✓ ✓ ✓ ✓ ✓ ✓
4GPr6 Investigate past, present and future ✓ ✓
tenses of verbs. ✓ ✓ ✓ ✓ ✓ ✓
✓ ✓ ✓ ✓
4GPr7 Investigate the grammar of different ✓ ✓ ✓ ✓
sentences: statements, questions ✓ ✓ ✓ ✓
and orders. ✓ ✓ ✓

4GPr8 Understand the use of connectives ✓ ✓
to structure an argument, e.g. if,
although.

Grammar and punctuation: Writing

4GPw1 Use speech marks and begin to use
other associated punctuation.

4GPw2 Use a range of end-of-sentence
punctuation with accuracy.

4GPw3 Experiment with varying tenses
within texts, e.g. in dialogue.

4GPw4 Use a wider variety of connectives in
an increasing range of sentences.

4GPw5 Re-read own writing to check
punctuation and grammatical sense.

Reading: Fiction & poetry

4Rf1 Extend the range of reading.

4Rf2 Explore the different processes of ✓ ✓✓ ✓✓ ✓
reading silently and reading aloud. ✓
✓ ✓
4Rf3 Investigate how settings and ✓ ✓ ✓ ✓
characters are built up from details
and identify key words and phrases. ✓ ✓
✓ ✓
4Rf4 Explore implicit as well as explicit ✓ ✓✓ ✓✓ ✓
meanings within a text. ✓ ✓
✓
4Rf5 Recognise meaning in gurative ✓✓ ✓ ✓
language. ✓

4Rf6 Understand the main stages in a ✓ ✓ ✓
story from introduction to resolution.

4Rf7 Explore narrative order and the focus ✓ ✓
on signi cant events.

4Rf8 Retell or paraphrase events from the ✓ ✓
text in response to questions.

4Rf9 Understand how expressive and ✓ ✓
descriptive language creates mood.

4Rf10 Express a personal response to a ✓ ✓✓
text and link characters and settings
to personal experience.

4Rf11 Read further stories or poems by a ✓
favourite writer, and compare them.

4Rf12 Read and perform play scripts,
exploring how scenes are built up.

4Rf13 Explore the impact of imagery ✓
and gurative language in poetry,
including alliteration and simile, e.g.
as ... as a ....

4Rf14 Compare and contrast poems and ✓
investigate poetic features.

Introduction 9

Reading: Non- ction Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8 Unit 9
✓ ✓ ✓ ✓ ✓ ✓ ✓
4RNF1 Understand how points are ordered ✓ ✓ ✓ ✓ ✓ ✓
to make a coherent argument. ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
✓ ✓ ✓ ✓ ✓ ✓
4RNF2 Understand how paragraphs and ✓ ✓ ✓ ✓ ✓ ✓ ✓
chapters are used to organise ideas. ✓ ✓ ✓ ✓
✓ ✓ ✓ ✓ ✓ ✓ ✓
4RNF3 Identify different types of non- ction ✓ ✓ ✓ ✓
text and their known key features. ✓ ✓ ✓ ✓ ✓
✓ ✓
4RNF4 Read newspaper reports and ✓ ✓ ✓ ✓
consider how they engage the ✓ ✓
reader. ✓ ✓
✓ ✓
4RNF5 Investigate how persuasive writing is ✓ ✓
used to convince a reader. ✓ ✓

4RNF6 Note key words and phrases to
identify the main points in a passage.

4RNF7 Distinguish between fact and opinion
in print and ICT sources.

Writing: Fiction

4Wf1 Explore different ways of planning
stories, and write longer stories from
plans.

4Wf2 Elaborate on basic information with
some detail.

4Wf3 Write character pro les, using detail
to capture the reader’s imagination.

4Wf4 Explore alternative openings and
endings for stories.

4Wf5 Begin to adopt a viewpoint as a
writer, expressing opinions about
characters or places.

4Wf6 Begin to use paragraphs more
consistently to organise and
sequence ideas.

4Wf7 Choose and compare words to
strengthen the impact of writing,
including some powerful verbs.

Writing: Non- ction

4WNF1 Explore the layout and presentation
of writing, in the context of helping it
to t its purpose.

4WNF2 Show awareness of the reader by
adopting an appropriate style or
viewpoint.

4WNF3 Write newspaper-style reports,
instructions and non-chronological
reports.

4WNF4 Present an explanation or a point
of view in ordered points, e.g. in
a letter.

4WNF5 Collect and present information from
non- ction texts.

4WNF6 Make short notes from a text and
use these to aid writing.

4WNF7 Summarise a sentence or a
paragraph in a limited number
of words.

10 Cambridge Primary English Stage 4 Teacher’s Resource

Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8 Unit 9

Writing: Presentation ✓✓✓✓ ✓✓✓

4WP1 Use joined-up handwriting in all
writing.

Speaking and listening

4S&L1 Organise ideas in a longer speaking ✓ ✓✓
turn to help the listener.

4S&L2 Vary use of vocabulary and level of ✓ ✓ ✓ ✓✓✓✓
detail according to purpose.

4S&L3 Understand the gist of an account or ✓ ✓ ✓ ✓
the signi cant points and respond to
main ideas with relevant suggestions
and comments.

4S&L4 Deal politely with opposing points ✓ ✓ ✓

of view.

4S&L5 Listen carefully in discussion, ✓✓✓ ✓✓✓✓

contributing relevant comments and

questions.

4S&L6 Adapt the pace and loudness ✓ ✓✓✓✓✓✓✓
of speaking appropriately when
performing or reading aloud.

4S&L7 Adapt speech and gesture to create ✓ ✓✓✓
a character in drama.

4S&L8 Comment on different ways that ✓✓ ✓✓
meaning can be expressed in own
and others’ talk.

Introduction 11

1 Storybook

Unit overview

This is a four-week unit of 12 sessions focusing on ction and extending the learners’ range of reading. It
encourages them to re ect on their reading preferences and different genres of books. It also encourages
the learners to read as writers and to analyse how a writer builds up character and setting from small details.
The emphasis of the unit is introductions and how to grab the reader’s attention.

Aims and objectives

By the end of this unit, learners will:
• be able to use ‘story talk’ terminology effectively
• have the opportunity to predict story plots and discuss characters and setting
• explore narrative and dialogue tense conventions
• practise reading aloud skills focusing on punctuation and expression.

Skills development

During the course of this unit, learners will:
• revise and build on story talk terminology
• develop prediction and inference skills
• re ne their word selection skills
• use a variety of texts and ICT opportunities.

Prior learning

This unit assumes that learners can already:
• read books independently
• are familiar with ‘story talk’ and can differentiate between different types of stories at a basic level
• talk about characters and setting
• know essential parts of speech
• understand what a sentence is.

12 Unit 1 Storybook

Session 1: What makes a story B Remember a story
a story?
• Invite personal responses and build a discussion.
Learner’s Book pages: 6–7 • Explain that stories learners recall can be ctional,

Activity Book pages: 4–5 factual, or based on fact with invented details added
for interest.
You will need: a selection of different genres of books. • Explore the signi cance of where they heard
Nice to have: independent readers or learners’ own the stories and who told them: stories can teach
reading books. something, reinforce a place within a culture, religion
Spelling link: alphabetical order. or family, or simply entertain.
• Encourage use of the word genre.
Learning objectives
Answers:
Learning intentions
1–5 Learners’ own answers.
• to understand ‘story talk’ vocabulary
C Retell a story
• to recall a favourite story and retell it brie y.
• Tell the class a favourite story of your own, or a
Learning outcomes traditional story appropriate to your region. Oral
storytelling traditions include Greek and Roman
Learners can: myths, regional legends, nursery rhymes, fairy
tales, folklore, religious stories and epics, e.g. the
• display familiarity with, and can use, relevant Ramayana, stories about fantastical creatures
terminology or places, e.g. Big Foot, Atlantis, El Dorado
and Shangri-La, and even proverbs and sayings
• recall and summarise a story. within fables.

A Revise story talk • Allow free choice of talk partners. Encourage use
of ‘story talk’ words, e.g. setting, characters. Suggest
• Let talk partners or groups match vocabulary words using pointing words, e.g. rst, second, nally.
with de nitions rst, and then pull together a class
discussion. Learners should be familiar with all the • Explain that summarising means just recounting the
terms, but may need to revise them, hence the initial main events and not including all the details. Set a
group ice breaker. Remind learners to use these terms ve minute time limit for each story.
when discussing stories. Discuss other meanings
of the ‘story talk’ words, in other contexts, e.g. the • If learners recognise each other’s stories, do they
setting sun; a plot of land. remember anything differently? Discuss oral
storytelling, which is important in many cultures, and
• Learners could write the words and de nitions on the how oral stories may exist in many versions and can
back page of their notebooks for easy reference. change over time, e.g. in the story of Hercules, there
are different accounts of how he overcame the snakes
Answers: sent to kill him as a baby, including the animated
lm version. Explore how stories are changed from
• The writer of a story, play or poem – author book into lm. Have learners ever been surprised or
• A person, animal or ctional being in a story – character disappointed by a lm based on a book?
• The ending of the story – conclusion
• A passage taken from a story – extract Answers:
• A synonym for a story – tale
• Stories about events that have not really happened – ction 1–4 Learners’ own answers.
• The beginning of the story – introduction
• The sequence of events in a story, play or novel – plot • ICT opportunity: if you have a smart board or
• The solving of a problem – resolution computer display and access to the internet, show
• The place or places where a story takes place – setting learners different images associated with well-known
• A real or imaginary account of an event, or series of characters (they can suggest them) and how different
images affect perceptions.
events – story
• The type of story – genre Assessment opportunities

Spelling link Can learners:

• The above answers are almost in alphabetical • use story talk vocabulary con dently?
order. Which words (answers) would have to move • recount details of a story?
position to ensure alphabetical order?
Activity Book
• Did you know? Remind learners about synonyms and
alternative words. Point out that synonyms could A Remind learners how to complete a reading log.
have subtle differences of meaning or nuances, e.g.
yarn implies an oral tale and possibly exaggeration D Discuss what genres the cover illustrations suggest.
(‘spin a yarn’).
E Explain that Pliny is a historical gure who lived in
Ancient Rome.

Session 1 What makes a story a story? 13

Answers: • Ask: who is reading a book with animal characters/
an imaginary setting? Tell us about it. Do you prefer
A Date: Learners’ own answers. Title: The Pliny Adventures realistic books? Tell us about some of the events in
Author: BC Loveit Publisher: Scroll Publishing your book so far. Would you say it is an adventure or a
mystery story?
B Faiek, Jehan, Pliny, Madame Histoire
C Should identify Faiek, Jehan and Pliny because the three of • Invite some ideas and model sentences to help
learners express their preferences.
them go on the adventures.
D Learners’ own answers. Likely choices: Imaginary world; • Explore genre words (e.g. adventure, fantasy, science
ction, mystery, true to life, historical ction, stories
adventure; mystery; historical.
E Learners’ own answers. from other countries or cultures, myths, legends,
fables, traditional tales, short stories, comics).
Session 2: Extend your reading range Explore how books can cross genres, e.g. both
adventure and fantasy.
Learner’s Book pages: 8–9 • Use PCM 1 Extend your reading to challenge learners
to read beyond their normal reading patterns. Suggest
Activity Book page: 6 books to get them going and then support them in
making further choices.
You will need: a selection of different genres of books;
PCMs 1, 2 and 3; independent readers. Answers:
Nice to have: The Legend of Spud Murphy by Eoin Colfer
and Where the Mountain Meets the Moon by Grace Lin. 1–4 Learners’ own answers.

Learning objectives B Choose a book for each other

Learning intentions • Talk partners share their sentences from Activity A.
They tell each other what sort of books they
• to identify elements of enjoyable stories and relate to normally read, and what they have read recently.
personal preferences
• Explain they should choose a book for their partner.
• to extend range of reading choices It should be a genre different from their partner’s
usual preference, but still contain something they
• to start a personal reading log like (e.g. an adventure story with animal characters).
They can discuss the books as they choose them.
• to differentiate between types or genres of story.
• You could hold the session in the library, with the
Learning outcomes school librarian guiding learners, if one is available.
To get them going, the librarian could give a talk
Learners can: about popular books for their age group.

• articulate personal preferences • Ask some pairs to tell the class what they chose for
each other, and whether they think they would enjoy
• try out a different genre of book to their usual the book chosen for them.
reading pattern
Answers:
• start their log and ll it in for their independent
reader 1–3 Learners’ own answers.

• link features of stories to genre and discuss C Record your reading
preferences.
• Introduce PCM 2 Reading log. This is intended to
• This session sets the groundwork for an ongoing focus be a quick moment of re ection after each reading
on extending learners’ range of reading throughout the session. Learners use the comment section to note
year. They will set up a log to track all their reading in favourite characters or personal re ections on
school and at home (not just a book record). whether they enjoyed it.

A Story preferences • Learners ll in details of their current reader. Make
sure they understand what is required in each
• Being able to express personal preferences is column.
important for choosing books and for extending
individual reading range. Learners may fall back on • Book reviews: shared peer group book reviews are
formulaic responses if they are not con dent in their useful in helping learners extend their reading range,
preferences and approach. Being comfortable that but having to review every single book read can be
there is no ‘right’ answer is important for extending off-putting. Learners could ll in PCM 3 Book review
their individuality, re ecting background, cultural just for books they have particularly enjoyed or not
perspective and creative self-expression. Encourage enjoyed. Ensure learners understand book length
learners to remain open to new genres. Getting does not correspond directly with dif culty. They
hooked on a particular author or series can make it should re ect on whether they understood the words
hard to move on to other books and genres. and sentences and could follow the story easily.

• Express your own preferences of books you enjoyed
at the learners’ age and those you enjoy now.

• Model how to re ect on reading preferences, e.g.
The Legend of Spud Murphy by Eoin Colfer contains
humour, quirky characters, characters of similar age,
family life and children’s experiences of life.

14 Unit 1 Storybook

• ICT opportunity: research websites that review books Learning objectives
for this age group (e.g. www.lovereading4kids.co.uk)
and develop your own resource of reviews. This is a Learning intentions
good way to keep up-to-date with recent children’s
literature. Some websites let you download extracts • to use book clues to make predictions
that you could display and discuss in class.
• to differentiate between narrative and dialogue when
Differentiation: reading aloud

• Match stronger and less able readers as talk partners, • to present a reading in groups, using punctuation to
or mix reading abilities when they join other pairs. create meaning and expression.

• Challenge stronger readers to read a different genre Learning outcomes
of book. Suggest books for less con dent readers and
their partners to ensure a good match. Learners can:

Assessment opportunities • establish expectations of the story from the title

Reading: • clearly identify narrative and dialogue

• If your school has a formal reading programme, • read presenting narrator and characters and show
familiarise yourself with where learners are in appropriate expression.
the scheme. Listen to each learner read to you
individually, at some point. A Prepare to read an extract

• Assess the learners’ independent readers through • Organise learners into groups of four to t the roles
their reading logs to assess their level and choices in the extract.
of reading.
• Point out the de nition of spud. Discuss reasons for
Reading success criteria to negotiate: nicknames, e.g. traditional or regional diminutives,
something a younger sibling called them, a personal
• I have to choose a book I would not normally choose attribute.
to read.
• Discuss legends as stories from a long time ago,
• I want to nd out more about what sort of books often with a hero with superhuman qualities.
I enjoy. Explore how not all legendary gures are ‘good’, e.g.
the Pied Piper of Hamelin.
Activity Book
• Invite groups to feed back their ideas of modern-day
A Recap the terms fact and ction. Can learners provide legends. Suggest a few modern legends from your
examples of each? region, e.g. Mahatma Gandhi in India, or Nelson
Mandela in South Africa. How many of the legends
B Talk partners could discuss the sentences to decide on learners have thought of are associated with lms,
their category. TV or sport? Differentiate between being famous and
being a legend because of achievements.
C Challenge learners to change their factual sentences
into ctional ones (e.g there are six dragon eggs in the • Encourage predictions building on discussions about
box) and vice versa. genre in the previous session.

Answers: Answers:

A 1 ction 2 fact 3 ction 4 fact 5 fact 6 ction 1 Learners’ own answers. Likely answer is no. Ensure reasons
B Learners’ own answers. given support answer.
C Learners’ own answers.
D Fiction – because the events are impossible in real life. Insist 2 A person or character is a ‘legend’ when they are famous for
their extraordinary gifts or powers, and stories are told about
on at least two examples from the cover. them.

Session 3: Read and present 3 Learners’ own answers.
an extract 4 Spud Murphy will be a main character and will be

Learner’s Book pages: 9–11 extraordinary in some way. The silliness of the name should
indicate a humorous book. It is likely to be about the ‘legend’
Activity Book page: 7 associated with the character.

You will need: PCM 10. B Discuss narrative and dialogue
Nice to have: a copy of The Legend of Spud Murphy.
Spelling link: noun and verb homophones; practice • Reinforce the difference between narrative and
and practise. dialogue. A story can be told entirely in narrative;
a story entirely in dialogue is effectively a play.

• Recap that skimming is a reading skill to get the
general idea quickly; scanning is looking over the text
to nd speci c information.

• Discuss the characteristics of an outside narrator
versus a character relating the story, without focusing
too heavily on technical terminology.

Session 3 Read and present an extract 15

Third person narrator: the story is told as if someone Spelling link
is recounting the events from outside looking in.
Personal pronouns are not used except in dialogue. Point out that the noun practice and the verb to
First person narrator: a character narrates the story practise are spelled differently, despite sounding the
and is part of the action. The reader understands the same (homophone). Suggest the following memory jog:
story from the character’s perspective. Personal and practice – ice is a noun; practising – sing is a verb.
possessive pronouns such as I and me and mine. Other nouns/verbs: advice/advise; licence/license;
• Did you know? Learners are not yet expected to be device/devise.
able to punctuate dialogue completely, but do need to Note: not all verbs ending in ice change in the same
be able to read it, identify when a character speaks, way (e.g. service, price, rejoice).
and continues to speak, after a narrative insert. Point
out examples in the extract of speech continuing Differentiation:
(e.g. lines 19–21) and of new lines indicating a new
speaker (e.g. lines 8 and 9). • Organise mixed-ability reading groups. Support
less able readers by allocating the smallest part and
Answers: helping them individually to prepare their part.

1 Will narrates the story. His mother mentions his name and he • If some learners are anxious about performing
uses the personal pronouns I and my. to a large group, ensure this does not become an
ordeal. They could practise and present reading with
2 Marty, Mum, Dad and Will all speak. Will is also the narrator. expression just to you if necessary.

C Read the extract aloud Assessment opportunities

• Discuss what each character seems to be like and how Reading:
they might speak.
Will – the narrator; ready to give his opinions. The • Assess the learners’ ability to add expression, follow
reader will need to differentiate between when he is speech marks and respond to punctuation.
speaking and narrating.
Marty – Will’s brother; seems prone to doing silly Performance success criteria to negotiate:
things. • We have to perform a reading for … so that everyone
Mum – amused by the boys’ reluctance to join the
library and shocked at their ideas about Mrs (Spud) can hear and enjoy it.
Murphy; convinced it is a ploy not to do any reading. • We each have to prepare our own part and work out
Dad – thoughtful and on Mum’s side.
what expression to add.
• Support groups to allocate roles appropriately (e.g. • We have to practise together and give each other
avoiding giving the narrative part to the weakest
reader). feedback on how to improve.

• Demonstrate how you might read each character, Activity Book
adjusting your voice for effect. Stand up and use your
body to support expression. Model using punctuation A Encourage learners to remember their spelling work
to add expression. as they practise selecting the correct homophone for
each sentence.
• How could Will show when he is speaking and when
he is narrating? (e.g. by facing the audience when B Recap nouns, verbs and adjectives before learners
narrating and facing the other characters when attempt the cloze activity.
speaking.) Learners could consider omitting Will’s
narrative inserts (e.g. I asked) and just use body Answers:
language and expression.
A
• Recap basing expression on punctuation and content 1 practise 2 devise 3 device 4 advise 5 advice
clues (e.g. question mark, exclamation mark, begged, B
whispered, asked). 1 ate 2 eight 3 allowed 4 aloud 5 bored 6 board
7 daze 8 days
• Allow practice time, and then let groups present their
reading to another group or class.

• Extension: Extend the discussion on narrative versus
dialogue. How are plays different from novels? What
would be lost if there was no narrative? Can they
suggest a way around it?

16 Unit 1 Storybook

Session 4: Check your understanding B Record your reading

Learner’s Book page: 12 • Reinforce how to ll in the reading log by revising
what should appear in each section of the log.
Activity Book page: 8
• Refer to the reading log example on page 9.
You will need: notebooks.
• Encourage learners to write whether they would enjoy
Learning objectives reading the rest of the book.

Learning intentions Differentiation:

• to understand main idea of the extract • Support learners who read more slowly than others to
check that they can identify relevant parts of the text.
• to identify relevant detail
Assessment opportunities
• to relate story to personal experience
• Assess how well learners make connections between
• to complete reading log for text. what they read and their understanding of this story,
and features of stories in general.
Learning outcomes
• After talk partners have swapped answers, ask
Learners can: learners to review their answers using the How did I
do? box. Allow them to make changes afterwards.
• answer questions demonstrating comprehension of
main idea • If needed for assessment portfolio, learners could
write answers on paper rather than in their books.
• use relevant detail in their answers
Activity Book
• express a personal response
A Recap the terms noun, verb, adjective and adverb. Point
• complete their reading log. out the spelling pattern of nouns that end in ice and
related verbs that end in ise.
A Use close reading
Answers:
• Set your expectations and prepare learners to answer
the questions by discussing them together rst. Help A
them identify relevant detail and model answering to
demonstrate understanding. Use the prompts in the Nouns Verbs Adjectives Adverbs
answer section below. Encourage learners to quote or aloud
paraphrase text in their responses. practice practise eight
device devise bored
• After the preparation discussion, allow time for advice advise
learners to read the questions and re-read the extract board ate
on their own. Remind them to use full sentences for daze allowed
their written answers. Encourage talk partners to days
compare answers and clarify any differences. This will
help them become independent learners who can use B Learners’ own answers.
a range of strategies to review their work.
Session 5: Work with verb tenses
• When everyone has nished, discuss answers with
the class to assist with the self-evaluation questions. Learner’s Book pages: 12–14
Self-evaluation will be more valuable if learners have Activity Book pages: 8–12
an immediate idea whether their answers are on track,
rather than waiting for marked work to be handed You will need: large card on which to write a Handy
back when the momentum will have gone. Hint; learners’ independent readers.
Spelling link: revise rules for adding suf x ed; irregular
Answers: past tense verbs to be.

1 Mum wants the boys to join the library as an educational Learning objectives
hobby. Learning intentions
• to investigate and use the past tense in story narrative
2 The boys went to art classes which ended when Marty • to investigate present tense in dialogue
became ill from drinking paintbrush water. • to formulate a rule for forming past and present

3 Will’s stomach is churning because he is terri ed at the tenses for regular verbs
thought of going to the library. • to learn some irregular past tense forms
• to explore more powerful dialogue verbs.
4 Spud Murphy is the librarian (Mrs Murphy).
5 Mum thinks Mrs Murphy is ‘a lovely old lady’. Will believes

Mrs Murphy does not show her true self to grown-ups and
that really she hates children. She used to be an army tracker
of children from enemy countries. He believes she shoots
children with her spud gun if they make a noise in the library.
Answer on which view is more likely – learners’ own answers,
encourage reasons.
6 Learners’ own answers; must indicate a personal response.

Session 5 Work with verb tenses 17

Learning outcomes • Have an oral challenge each morning by asking the
class to close their eyes while you call out some of
Learners can: the verbs. Learners raise their hands if they know
and can spell the past tense form.
• note and use past tense for story narrative
• note and use present tense in dialogue • In question 3, learners match verbs with their
• establish a rule for forming verb tenses of irregular past tense forms. Supplement this by
discussing further irregular past tense forms:
regular verbs
• note irregular forms of verbs for learning dig–dug, wear–wore, sting–stung; grow–grew, feel–
• explore and use more powerful dialogue verbs. felt, buy–bought, drink–drank, pay–paid, get–got.
Learners could write them at the back of their
A Practise tenses notebooks on a special page for irregular verbs.
• When learners have written their own sentences
• Revise verbs and what they do, especially to be and using an irregular past tense form, invite volunteers
to have. Read through the rst paragraph of the Spud to read out a sentence. Ensure they have used the
Murphy extract together identifying the verbs. past tense correctly, and demonstrate it to the class.
• Learners often do not recognise to be as a verb
• Use the Language focus box to revise the past, present because it is not an action or doing verb. Point
and future tenses. Ask questions (e.g. What did you eat it out especially when it is a stative/linking verb.
yesterday? What will you do at the weekend?) and discuss The Spelling section, Activity Book and later units
the tense learners used naturally in their answers. contain more work on this important verb.

• Which tense ‘sounds’ more like part of a story? Spelling link
Learners are likely to recognise the past tense as a
story tense through familiarity. Encourage them now • This is also a good time to check that learners can
to notice it more consciously and thus internalise it. identify all forms of the irregular verbs to be and
to have.
Answers:
• Although complex tenses are not a speci c focus
1 a tries/tells at Stage 4, learners will use them automatically to
b tried/told form certain tenses. Most errors in using both verbs
are errors of concord and tense.
2 a reminds/informs/alerts
b reminded/informed/alerted To be To have

Duck speech bubble: tells implies Mum might not have known Singular Plural Singular Plural
what happened; reminds implies she may have forgotten;
informs implies something formal; alerts adds a hint of danger. Present tense

B Revise the suf x ed I am We are I have We have

• Learners should already be familiar with adding the You are You are You have You have
suf x ed to form the past tense of regular verbs. They
revise this structure and reinforce the use of past He/she/ They are He/she/it They
tense in narrative. it is has have

• Talk through the paragraph with less able learners Simple past tense
before they write it in their notebooks. Make sure
they suggest the correct verb and the past tense form. I was We were I had We had

• Two rules are revised in the Tip box. Write a few You were You were You had You had
examples on the board, e.g. share or spare. Ask a
volunteer to put them into the past tense. Try to develop He/she/it They He/she/it They had
the rules together before answering question 3. was were had

Spelling link Future tense

The activity revises two spelling rules for adding the I will be We will I will We will
suf x ed to a verb to form the past tense: be have have
You will
• If the verb already ends in e, just add d. be You will You will You will
• If the verb ends in y, the y changes to i before be have have
He/she/it
adding ed. will be They will He/she/it They will
be will have have
There are more activities on these spelling rules in the
Spelling section on page 140 of the Learner’s Book There are more activities on root words and the
which could be used for homework. y rule in the Spelling section on page 144 of the

• Write these spelling rules on large card and display Learner’s Book.
them in the classroom. Also display each of the
verbs with its irregular past tense partner from
question 3 (read–read, say–said, think–thought, nd–
found, is–was, has–had).

18 Unit 1 Storybook

Answers: between action verbs and the verbs to be and to have.
This can be especially challenging where perfect or
1 churned; visualised; glared; closed; sighed; changed continuous (progressive) tenses are used and to be and
2 a loved; arrived; hoped; decided to have are the auxiliary verbs.
• Help the same learners to identify the tense of the
b tried; worried; spied verbs, focusing on action verbs rst. Ask: has the
3 read–read, say–said, think–thought, nd–found, is–was, action already taken place, is it happening now or will it
happen in the future?
have–had • Create a spelling card for learners who nd it dif cult
4 Learners’ own answers. to remember irregular spellings. Divide the card
into alphabet blocks. Learners pencil in words they
C Explore verb tenses in dialogue struggled to remember so that they can erase each
word when they are more con dent of its spelling.
• This activity is designed to sensitise learners to the • Encourage able learners to check the tenses used in
variety of tenses that may be used in stories and their independent readers.
dialogue.
Assessment opportunities
• Do some oral activities differentiating between past
and present. Ask: how do you feel – hot, cold or just • Use the cloze passage in Activity B, question 1 to
right? This should prompt responses like: I feel ... I assess whether learners are successfully following past
am… Then ask: how did you feel yesterday? tense spelling rules.

• Demonstrate the difference between describing • Check whether learners used irregular past tense
something that has already happened and a current forms accurately in the sentences written in
state. Activity B, question 4.

• Learners should be familiar identifying dialogue, Activity Book
from having read the extract aloud. They should
notice the variety of tenses including the present, A Encourage learners to say the sentences out loud to
e.g. You are not … it is perfect. try and hear which verb is correct.

• Raise awareness that narrative and dialogue differ. C Explain that the present tense in the grid should be
Dialogue re ects how we actually talk in a variety of for the rst person: (I) awake, etc.
tenses; narrative re ects how we report events that
have already happened (usually in the past tense). D Support learners with crossword-solving skills.
Ask: how many letters does that word have? Which
Answers: words could it be? Which meaning ts? Let them use a
dictionary to check any meanings they are unsure of.
1 Mostly present tense, but spoken descriptions of past events
are in past tense. F Explore other powerful alternatives for ‘said’ using a
thesaurus and learners’ own ideas.
2 Past tense (e.g. tried, said, was, added).
3 Answers may vary but are likely to recognise that narrative is Answers:

mostly (but not always) in the past tense; dialogue is mostly A
(but not always) in the present tense. 1 worried, had; 2 told, kept; 3 went, said;
4 saw, shot; 5 wore, wrote.
D Use powerful verbs with dialogue B
1 hit 2 hurt 3 shut 4 split
• Organise learners into mixed-ability groups so able 5 let 6 set 7 spread 8 burst
readers can model using appropriate expression C
according to the verb used.
simple past present future
• This should be a fun activity – encourage exaggerated
expression to match the verb. awoke awake will awake
broke break will break
• Finish the activity by asking learners to suggest which froze freeze will freeze
of the verbs might apply to Mum’s mood by the end grew grow will grow
of the extract: chuckled, laughed (My mother thought sang sing will sing
this was all very funny).
D
• Reinforce regular past tense verb endings. Across: 2 sobbed; 6 yelled; 7 whispered
• Challenge: Suggest a more powerful alternative for Down: 1 mumbled; 2 suggested; 3 exclaimed;
4 shouted; 5 stammered
said or asked wherever they are used in the extract. E Learners’ own answers using the crossword answers.
F Learners’ own answers (accept sensible suggestions).
Answers: G Learners’ own answers.
H Present: have, have, has Past: had, had, had
1 Learners’ own answers. Learners should notice that the verb
encourages them to speak in a particular way to re ect the
mood it implies.

2 Any of the verbs except laughed and chuckled; said is
ineffective because it is so neutral, but it is not strictly
inappropriate.

Differentiation:

• Work with groups of learners you identify as struggling
to recognise verbs. Identify verbs in their own readers, a
paragraph at a time. Help them differentiate especially

Session 5 Work with verb tenses 19

Session 6: Explore beginnings Differentiation:
• Extend more able learners by encouraging them to
Learner’s Book page: 15
write out their summaries before sharing them with
Activity Book pages: 12–13 the class.
• Pair less able learners with more able learners who
You will need: a selection of stories/books with different could act as scribe and suggest improvements (e.g. in
types of beginnings. tense).

Learning objectives Assessment opportunities

Learning intentions • Use this lesson to assess whether learners can make
links between what they read, their knowledge of
• to use details from story to develop expectations stories in general and the predictions they make.
about the storyline
• Story map success criteria to negotiate:
• to log key words and phrases on a story map. We have to summarise on a story map what we
know about the characters, setting and plot.
Learning outcomes We can only use key words and phrases.

Learners can: Activity Book
A Learners could check the introductions of a range
• make predictions about the story
of books if they are unsure of any points. The nal
• summarise the key information in the extract using sentence may provide an opportunity for discussion.
key words and phrases. Encourage learners to give evidence and reasons for
their opinions.
A Analyse the beginning B Invite volunteers to read the excerpt out loud. Brie y
discuss what we can infer from what the characters say.
• Begin by choosing two to three stories and read out Encourage learners to imagine what happened, where,
the opening two or three sentences of each to the and what the situation must have been like, using
class. Model making predictions regarding characters, evidence in the text. Learners could role play the
settings and storyline. Encourage the use of scene they plan on the mind map.
questions: what do you think is happening? What does
this tell you about … ? Where is the story set? What Answers:
clues suggest what might happen in the story?
A Statements 1 and 3 should be ticked. Can accept 5.
• Allow time for groups to summarise their ideas about B Largely learners’ own answers. Main characters: Marty and
the Spud Murphy opening. Offer ideas of your own as
a model of summarising at the end. Will; setting: art classroom; what happens: Marty drinks the
paintbrush water and is sick.
Answers:
Session 7: Focus on character and
1 Learners may note some or all of the following: the words setting
tried to save us hints at disaster but the next sentence shows
that it is not serious danger, only that they are going to be Learner’s Book pages: 16–18
forced to take up an educational hobby they are not keen on, Activity Book pages: 13–14
suggesting there may be unexpected adventures and laughs
ahead. You will need: a range of younger picture storybooks
with a range of settings.
2 The main characters are likely to be Marty, Will and Mrs
Murphy. Much of the action may take place at the library Learning objectives
since the story is the legend of the librarian, Mrs Murphy. Learning intentions
• to read another story introduction
3–5 Learners’ own answers. • to investigate character and setting detail
• to explore paragraph changes
B Create a story map • to investigate descriptive verbs.
Learning outcomes
• Only keywords and short phrases should be used. Learners can:
Prompt appropriate words by asking questions, e.g. • skim a story for main idea and scan for speci c detail
What do you think Will is like? What does he enjoy? Do • establish the setting and character
you think he exaggerates? Where else might the action • explain why new paragraphs are used
take place? (There is more work on mind maps in • appreciate and use descriptive verbs.
Unit 2.)

• The story map does not need a lot of detail – it
should just capture what learners have already
established about the plot, characters and setting.
Invite learners to share ideas from their story maps
and create a group map as a model for future
mind-mapping activities.

• Use the opportunity to reinforce identi cation of
adjectives, nouns and verbs on the story map.

20 Unit 1 Storybook

A Analyse the start of a fantasy story C Explore powerful, descriptive verbs

• Recap that skimming means quickly reading a text, • Ask learners to write the verbs underlined in the text,
looking for key words to give the main idea of the each on a separate line, in alphabetical order.
extract.
• Even if learners know the meanings of the words,
• Learners should quickly identify the main character focus on the strategy of reading words in context.
and then skim for her name to nd out information Reinforce that many words have several meanings and
about her. words that are familiar in one context could mean
something different in another (e.g. tramp as a noun
• Learners may nd identifying the setting dif cult. means something different from tramp as a verb).
Ask what they think they should be looking for. Use
some picture books from earlier years and quickly • Have a side discussion on how different areas
recap identifying the setting from the pictures or from have more words to describe their predominant
the rst few paragraphs. weather condition (e.g. Inuit languages have a wide
vocabulary for different types of snow; places with
• If necessary, prompt learners to think about the name lots of rain use vocabulary such as downpour, drizzle,
of the place – it isn’t mentioned but appears later shower, deluge).
in the story, Village of Fruitless Mountain (at the
end Fruitless changes to Fruitful), the type of place • Allow learners to use dictionaries if necessary when
(a village), location (by river and mountain), local pairing verbs and their meanings in question 3.
features (paddy elds and mud) and what the weather
is like (hot). • Recap the term synonym. Explain that a thesaurus
will give synonyms and possibly an antonym but not
• Spelling points to discuss: color, meager and gray the de nition of a word. Model trying out words
are American spellings. Point out that certain letter from the thesaurus in context as not all words will
patterns are different in US English, for example the be appropriate, particularly if several nuances of
our ending becomes or in US English (colour–color, meaning appear in the thesaurus. If any learners
honour–honor, humour–humor); the re ending becomes are not con dent at using a thesaurus, ask them to
er (centre–center; meagre–meager, metre–meter); and join a small group and show them how to search for
some words are just spelled differently (grey–gray). words. Make a note of any learners who appear to be
struggling with alphabetical order.
• ICT opportunity: search for images of different settings
(e.g. paddy elds, villages by rivers and mountains) • Invite volunteers to read out one of their more
and weather conditions (sun, cloud, rain). Learners interesting verbs in context after they have compared
can identify features in the images as groundwork for their choices with a talk partner.
describing a setting later on.
Answers:
Answers:
1 coax, cut into, ashed, glowed, suited, tramp
1 Minli, a young girl. 2 Learners’ own answers. They should use context clues to
2 A village where Fruitless Mountain and Jade River met.
make sensible deductions.
A hard, poor landscape, dominated by muddy paddy elds. 3 cut into – sharply outlined against; coax – persuade;

B Paragraphs organise ideas tramp – walk heavily; ashed – came readily;
glowed – had a warm healthy appearance;
• This activity encourages learners to consider why sparkled – caught the light.
writers start a new paragraph – i.e. for a reason rather 4 Learners’ own answers.
than just because it seems like they have been writing 5 Possible answers: jutted, encourage, traipse, lit up, became,
for a while. Encourage discussion about keeping one shone, twinkled.
idea per paragraph and possible reasons for starting a 6 Learners’ own answers.
new one.
Differentiation
• The reasons are similar for both ction and non- ction
except that dialogue requires new paragraphs in ction. • Spend time with selected groups to make sure that
they are able to use a thesaurus.
Answers:
• Give learners who are struggling with alphabetical
1 order an alphabet strip that they can fold into their
• Fruitless Mountain is introduced notebooks.
• The setting for the village is described
• Minli’s home and family are introduced.
• Why Minli is different is explained.
• Clues about the plot are given.
• Minli asks her father to tell her a story.
2 Link the main ideas to reasons why the new paragraphs were

started: change of topic/event.

Session 7 Focus on character and setting 21

Assessment opportunities understand and to develop their skills as writers
• Make a note of learners who are able to choose by noticing how successful authors build character
pro les and establish settings using detail.
interesting verb synonyms to t the context. Identify • Remind learners to use key words rather than
whether consolidation work needs to take place. copying whole sentences from the text.
• Learners complete the activity on their own except
Activity Book when they discuss with a talk partner how the setting
A This activity encourages learners to re ect on why in the extract is similar to or different from where
they live. This discussion will help them think more
writers start new paragraphs. Many stories at this stage clearly about what the village by Fruitless Mountain
end up as a single paragraph unless learners make a is like before they draw it.
conscious effort to write in paragraphs. Point out that • Cross-curricular link/Extension: learners could draw
paragraphs have a purpose as well as making it easier to the village, exploring shades of colour. List brown
read text. colour synonyms for learners to match to actual
Revise the concept of one idea per paragraph – for colour samples, emphasising nuance and descriptive
both ction and non- ction (although in dialogue, power in words (e.g. chocolate, coffee, tan, beige,
a new line [i.e. paragraph] is started when a new russet, fawn, hazel, mahogany, umber, sepia, chestnut,
speaker speaks). auburn, tawny) and levels of intensity (pale, light dark,
dense, intense, luminous). Learners could add a pro le
Answers: map below their picture for display.

1–3 Learners’ own answers. Answers:

Session 8: Creating mind pictures 1 Possible answers:
from detail Setting – the village’s location: where Fruitless Mountain
and Jade River meet – tucked away in the corner; its colour:
Learner’s Book page: 19 a depressing shade of faded brown; the climate: hot and
Activity Book page: 14 dry – the water has to come from the river for the paddy
elds; the villagers’ problem: nothing grows on Fruitless
You will need: colouring pencils/pens. Mountain and the ground is hard and poor – they have to
Nice to have: a copy of Where the Mountain Meets the work very hard to get anything from it.
Moon by Grace Lin; PCM 10. Character – Minli’s name: means ‘quick thinking’; how
she is different: not brown and dull, glossy black hair with
Learning objectives pink cheeks, shining eyes, eager for adventure, a fast smile,
Learning intentions a lively and impulsive spirit not worn down by hard work;
• to build up a picture of the setting and characters what makes her different: her father’s stories keep her from
becoming like everyone else.
from detail in the text
• to begin to develop a viewpoint as a writer. 2 The village is not named in the extract – learners may
guess it is called Fruitless Mountain Village because it is the
Learning outcomes mountain is the dominant landmark and a key part of the
Learners can: story (title).
• produce setting and character pro les from relevant
3 Learners’ own answers. Learners must relate what they have
detail in the extract extracted about the setting to their own experience.
• express their opinion on the setting and characters.
4 Learners’ own answers. They should include a personal
A Scan for detail opinion and reason.
• This activity, although it looks short, should take the
Differentiation
whole session.
• Recap that scanning is a technique for locating • Allow selected learners to do a joint activity with
each doing half (one working on the drawing and
speci c information; close reading allows us to begin the other on the text). Then ask them to share their
to infer meaning, motive and message from the text answers.
as a whole.
• Encourage learners to use lists, mind maps or other Assessment opportunities
methods to note down the information they nd.
They could also use colours to highlight and organise • The pictures, mind map and sentences on paper could
the information. be retained for portfolio purposes as a record of
• Discuss your own school setting – the general area, learners’ understanding of how to identify and use
the weather, colours that learners might associate detail to build characters and settings.
with the school and how they would describe the
local community (e.g. busy, always inside/outside, • Negotiate appropriate criteria according to your
friendly). Emphasise that learners are reading to learners’ differentiated needs using PCM 10
Describing Fruitless Mountain Village. Here are some
suggestions:
We have to build up a word pro le of the village
and Minli using key words and phrases from the
extract.

22 Unit 1 Storybook

We have to compare the village and the area where A Use visual clues
we live.
We must draw our impression of the village and • Discuss how book covers give clues about genre,
explain if we would like to live there using full setting and characters and affect our choice of a
sentences. We must give at least two reasons. book. Encourage learners to re ect on the cover of
their independent reader and give an opinion on
Activity Book whether they like it and whether they think it ts the
story so far. Point out that the cover may not be a
A The extract from Where the Mountain Meets the Moon good indicator of the book if it does not t the ‘mind
is provided on pages 14 and 15 of the Activity Book, picture’ of the reader.
but learners could also answer these questions by
referring to their own list of key words and phrases. • Discuss the saying, ‘Never judge a book by its cover’.
If learners’ notes do not include some of the details • Encourage learners to begin by describing factually
they need, use this as an opportunity to examine
which key details they could have included in their before they make inferences. This should prevent
earlier notes. them from rushing to make judgements about
Learners can refer to the full extract if necessary to preferences. Reinforce the methodology – facts
complete their answers. before analysis (facts – what they see; analysis – how
the details match the story content as far as they
Answers: know it).
• Learners may need assistance applying the factual
Name: Minli What she enjoys: Father’s stories detail to the inferences about Minli and her
Lives in: village by surroundings. Ask questions to recap work already
Fruitless Mountain House: small, made of wooden done on the extract, for example: how is Minli
and Jade River boards held together by roof (like a different from the other villagers? What suggests this on
Family: Mother (Ma), bundle of matches) the book covers?
Father (Ba) and Minli • Encourage learners to think like writers rather than
How different: not brown and dull, readers when brainstorming descriptive or more
Name means: quick glossy black hair, pink cheeks, powerful/intense verbs/adjectives. Focus on the
thinking shining eyes, eager for adventure, a character versus the setting as the extract implies
fast smile that Minli is different from the people around her.
Personality: learners’ This could lead into a useful discussion about the
own answers. Why her name suits her: because characteristics of heroes/heroines in stories. Must
she has a lively and impulsive spirit, they be different from ordinary people?
and a habit of quick acting • Remind talk partners that they do not have to agree
on which cover ts their mind picture best, just
Picture: learners’ own answers. explain to each other their personal view. Invite pairs
to share opinions and then maybe have a fun vote to
Session 9: Find out more about see which would win the prize for the best cover.
the story
Answers:
Learner’s Book pages: 19–20
1 Learners’ own answers. Ensure answers include visible
Activity Book pages: 14–17 relevant details and use these to make sensible inferences
about Minli and her surroundings
You will need: examples of novels and stories with
interesting covers that give clues about the story. 2 Learners’ own answers.
Nice to have: book covers from the internet of various
local and international books from reputable sites. B Using a book description

Learning objectives • Follow school guidelines about independent
Learning intentions research for book reviews, but as a general principle,
• to use visual clues to develop understanding of encourage learners to look up the books they are
reading on the internet on reputable sites or under
implicit as well as explicit meaning supervision. Regularly encourage learners to read
• to use a book description to develop understanding books reviews in newspapers, magazines and online.
Reviews by learners of a similar age can be especially
of storyline relevant as part of selecting books and extending
• to complete reading log for the text. learners’ reading range independently. There are
Learning outcomes many good independent booksellers’ sites; guide
Learners can: learners to relevant retailers in your region. Many
• make links between visual and word clues, and books and authors also have their own websites.

implicit meaning
• predict a storyline
• complete their reading log.

Session 9 Find out more about the story 23

Answers: Activity Book

1 Possible answers: the characters in Minli’s father’s stories; A Encourage learners to look up any unfamiliar words
she sets out to change her family’s fortunes; she searches in a dictionary. After they have completed their
for the Man in the Moon on Never Ending Mountain; she gets answers, discuss learners’ responses to the open
a red dragon friend; she has to ask an important question questions (6, 8, 9, 10) and compare ideas.
when she gets to her destination.
Answers:
C Jot down notes
B
• This activity is about selecting relevant details to form 1 The land is poor and nothing grows there.
opinions. It involves inferring information from the 2 miserable (dif cult).
book description and building on prior knowledge 3 a A bunch of matches tied with a piece of twine (string).
from the extract. The aim is for learners to jot down
notes as reminders for oral feedback, rather than full b The wooden boards seem so small and imsy (especially
sentences. It is time-consuming and frustrating for from a distance) that they could resemble a bunch of
learners to have to focus on everything all the time; in matches.
this case, grammar and punctuation are secondary –
meaning and understanding are more important. 4 mud
5 Minli lives close to Jade River. Minli’s family grows rice. Minli
Answers:
was quick acting and quick thinking.
Possible answers: 6 Learners’ own answers but must explain why the villagers are
1 Mountains and moons don’t meet.
2 Getting instructions from a gold sh; believing her father’s brown and dull.
7 Yes.
stories could be real; that there could be a man in the moon; 8–10 Learners’ own answers.
her dragon friend; it says she encounters fantasy.
3 Learners’ own answers – but hopefully saving the village and Session 10: Practise using
punctuation to read for meaning
nding a way to make things grow again.
Learner’s Book page: 21
D Record your reading
Activity Book page: 17
• Keep the momentum going on the reading log.
Once again encourage learners to give an opinion You will need: the learners’ independent readers.
on whether they would enjoy reading the rest of the Nice to have: an example to read out that the learners
book. Do a straw poll of who thinks they would read can follow, containing sentences to be punctuated with
it to nd out about the class’s general preferences. commas for meaning; PCM 11.
This will help inform your choice of class novels and
recommendations throughout the year. Learning objectives

• Remind learners to use neat, joined-up handwriting Learning intentions
in their reading logs as well as their notebooks. Not
only will it make it easier to refer back to but all • to read to express meaning, focusing on commas
neat, joined-up handwriting helps increase learners’
kinetic knowledge of words and phrases in terms of • to extend awareness of reading for meaning as well
the feel and ow of words and their spellings. Make as with expression.
this a regular reminder whenever learners ll in their
reading logs. Learning outcomes

Differentiation Learners can:

• Some learners may need a lot more practice before • make sense of the extract using punctuation
they are able to identify hidden or implicit meaning
in texts. Use encouraging win-win questions in class • discuss their punctuation choices.
discussion. Lead them into the answers rather than
making the questions blocks. Win-win questions A Reading aloud using punctuation
effectively give the learner very little choice other than
to give the required answer because the questioning is • Reading for meaning both silently and aloud is
so targeted, for example: do you think Ba’s stories will extremely important; while the processes are different,
be important in the book? How do you think the covers the need to nd meaning through sentences and
and illustrations show this? Do you think the title is punctuation is the same.
related to Ba’s stories? What tells you this?
• Sentences a–d change dramatically in meaning,
Assessment opportunities depending on how they are read with the
punctuation. This is a fun, warm-up activity to get
• Make a note of any learners who struggle to draw the learners engaged in looking at punctuation as a
conclusions from what they can describe for further tool to help them understand or give meaning to text.
consolidation work.
• Before doing the next activity, read out a passage
of your choice to the learners. If possible, give each
learner a copy or project the extract onto the screen
or smart board. Highlight the commas and show how
you pause at the commas when you read to create
meaning.

24 Unit 1 Storybook

• Use PCM 11 Reading for meaning with the paragraph • Negotiate appropriate criteria according to your
printed for the learners so they can mark where they learners’ differentiated needs, using PCM 4
would like to place the commas, capital letters, full Assessment sheet. Here are some suggestions:
stops, etc. We have to skim read the passage and decide on
the main point.
Answers: We have to read the passage closely and decide
where to add punctuation to create meaning.
1 The rst pair has opposite meanings: Do not stop and We have to give each other feedback on how
Do stop. well we made sense of the paragraph using the
In I like cooking my friends … the friends are being cooked. punctuation.

In I like cooking, my friends … the friends are being liked. Activity Book
2 Minli loves her father’s tales. She is fascinated by the way A Encourage learners to read the text aloud to help

his eyes light up and his body seems straighter and younger. them hear the natural breaks and identify where
She never tires of hearing about the Man in the Moon, the punctuation is needed. Discuss how punctuation
Never Ending Mountain, the Bad Tiger Magistrate and places affects meaning, for example compare rasped,
like the Dragon’s Gate or the Village of the Moon Rain, but frantically scanning … and rasped frantically,
most of all, Minli longs for home. scanning … Ask: what did he do in a frantic way?

B Read aloud the book description Answers:

• The book description has two paragraphs of A
sentences with commas. The nal sentence has a The sand dunes shimmered in the early morning sunlight.
semicolon. Explain that the pause is longer than for a Slowly and tentatively a boy of about ten years unfurled his
comma but less than a full stop. Allow learners time body, rubbing grit and dust from his eyes. He blinked as if
to explore the process of reading the paragraphs to unused to sunlight, shading his eyes with his arm.
themselves initially and then to practise reading them “Where are you?” he rasped, frantically scanning the horizon.
aloud to each other, focusing on reading for meaning He grinned suddenly, clapping his delicate green hands
by pausing at the commas. Remind learners to follow together in delight, and darted off in the direction of his gaze.
the text while they read each other the paragraphs so (Accept variations that make sense.)
that they can follow the comma pauses and give each
other feedback. Session 11: Write a story starter
competition entry
• While learners are reading the extract to themselves,
select individuals and listen to them read a few Learner’s Book pages: 21–22
sentences, paying attention to the punctuation. This
activity is not just about reading aloud, but about Activity Book page: 18
reading for meaning. Punctuation and commas
need to be ‘read’ whether reading aloud or silently. You will need: A4 paper for the fantasy forms.
Careless reading causes comprehension problems. Nice to have: PCMs 4 and 12.

Answers: Learning objectives

1–2 Learners’ own answers. Learning intentions

Differentiation • to stimulate ideas for exciting story starters

• The reading for meaning activities can be repeated for • to design a form that ful ls certain criteria
different passages and at different levels for different
level readers. • to summarise in key words and phrases, detail about
character and setting
• As an additional activity, suggest learners prepare a
reading from their independent readers. They should • to explore the link between descriptive words and
read silently rst, noticing the punctuation and the mood
commas. Invite volunteers to read their paragraphs
out loud to you or to the class, and give feedback. • to write an exciting rst sentence to a fantasy story.

• Learners read aloud with varying uency and Learning outcomes
understanding at this stage. Allow stronger readers
to extend themselves into reading more challenging Learners can:
texts from their readers and spend time listening to
less able readers. Hearing learners read aloud is an • engage with story starters and add creative follow on
important teaching tool. sentences

Assessment opportunities • design and complete an entry for the Fantasy Fiction
competition
• Use this lesson as an opportunity to make informal
notes on the class’s reading aloud ability. • use key words and phrases on the entry form

• write an attention-grabbing rst sentence that
includes something unlikely or impossible in real life.

Session 11 Write a story starter competition entry 25

A Read fantasy story starters in a group Differentiation:
• Allow less con dent writers to use one of the story
• Learners can let their imagination loose in this initial
fun warm-up. Use one of the story starter sentences starters from Activity A. They can then work
suggested, or develop your own with the class if you backwards to try to give more information on the
prefer. Check that the class can identify the unlikely/ character and setting.
fantasy element in the starter; then each learner adds
a sentence in turn. It does not matter if the story Assessment opportunities
becomes quite silly as this brainstorming is just to
stimulate ideas and the story will not have to be • Make notes on how well learners are able to plan and
written beyond the introduction. use original ideas. Check they included something
unlikely or impossible in real life. Use PCM 12
• Allow about ve minutes for groups to brainstorm Assessment sheet – Fantasy Fiction entry or PCM 4
their own story starter sentence – the time pressure General assessment sheet to negotiate appropriate
will help them get creative and add some competitive criteria. Here are some suggestions:
energy. They must write their sentences on a slip We have to design a form of our own for the
of paper to give to another group. Ask one or two competition.
con dent groups to do a live creative session of We have to include keywords and phrases on: a
adding another sentence each but do not force anyone main character and the setting.
to take part. You may prefer to put all the story We have to include adjectives, adverbs, or verbs to
starters in a hat and invite volunteers to participate. describe the mood of our fantasy story idea.
We have to write an attention-grabbing sentence
• Ensure learners develop the habit of using clear, that includes something unlikely or impossible in
joined-up handwriting, even for brief notes. real life.

• Use the adjectives on the scale in a fun way to Activity Book
demonstrate the degrees of intensity; read out the A Discuss different ways of starting sentences, e.g.
rst sentence of several books for the class to rate.
Learners could read out and rate the rst sentence of with a noun or an adverb. Learners should try to use
their own readers. Brainstorm more words including different sentence structures in their answers.
a few they may not know: mundane, run-of-the-mill,
electrifying, etc. Answers:

• It may be useful to discuss the concept of an anti-climax. A
1–5 Learners’ own answers.
Answers:
Session 12: Write a story introduction
1–4 Learners’ own answers.
Learner’s Book page: 23
B Enter the competition Activity Book pages: 18–19

• Encourage learners to enjoy designing the form but You will need: competition entry from previous session.
the main point of the activity is for them to write a ICT opportunity: consider learners writing/presenting
story starter linked to a character and a setting. their story introductions in an electronic slideshow
presentation.
• Remind them to use key words and phrases, not full
sentences. They can use illustrations if they wish, Learning objectives
which can be used in later activities. Learning intentions
• to write three to four paragraphs of an introduction
• Writers tend to write better about something they
know because they can visualise it. Model what to a fantasy story
you might include for a story set in the classroom. • use peer group review on drafts
Brainstorm keywords and phrases focusing on what • revise draft for spelling, punctuation, grammar and
you see, hear, smell, and touch.
more descriptive verbs
• Use the story starters in Activity A to recap how • present and illustrate the introduction.
small details can set the mood (e.g. cautiously, tree, Learning outcomes
barking, panicked). Learners can:
• write two to three paragraphs
• Encourage learners to try out ideas on a talk partner • give feedback to talk partners on each other’s draft
rst, although some may prefer to keep their ideas as a • revise draft and make changes
• neatly write out their introduction and illustrate it.
surprise. These forms will make an enjoyable display for
the classroom wall – the display will also allow learners
to see how others approach the same task.
• You could give each form an excitement rating using
one of the adjectives from the more encouraging end
of the ratings chart.

Answers:

1 Learners’ own answers; ensure answers include a fantasy
element.

2–3 Learners’ own answers.

26 Unit 1 Storybook

A Draft your idea in more detail Assessment opportunities

• Encourage learners to use a planning diagram (e.g. • Story introductions on paper can be retained for
a mind map, table or a sheet of paper divided into portfolio evidence. Using PCM 4 Assessment sheet
blocks) to jot down notes. Encourage them to include assess the stories according to success criteria you
a strong opening sentence (a topic sentence). Set a have negotiated with your learners as appropriate for
limited time for the activity. Remind them they will their needs (including differentiation). Here are some
not have to write the entire story, so it doesn’t matter suggestions:
if they cannot think how the story will end. My introduction should contain something
unexpected or unlikely to happen in real life.
• If learners have gone off their idea in their My setting must be described clearly.
competition entry, allow them to start afresh. I must have a main character.
I must choose powerful verbs and adjectives to
• Remind learners to use their best joined-up handwriting show the mood in the introduction.
so that their talk partner can easily read their ideas. I must write the narrative parts in the past tense.

• Swapping notes with a partner will help learners who Activity Book
are stuck for ideas and it will give learners practice at
explaining further detail not included in their notes. A When learners have completed the Activity Book task
on plural spelling patterns, they should apply their
• Each learner should suggest at least two ideas on how knowledge to their story introduction, and check
their partner could make their introduction more carefully and correct any errors in their work.
effective (e.g. content, action, choice of powerful verb
or adjective to intensify the description or mood). Answers:

• Learners must check that their partner included a A
fantasy element. Does the introduction make them s, sh, ch – rule is to add es; nouns ending in a consonant + y –
want to know what happens next? rule is that y changes to ies; nouns ending in a vowel + y – rule
is just add s. The rest of the question is open.
• Discuss TV programmes where each episode ends
with a cliff-hanger that draws viewers back for the
next episode. Explain that before wide publication of
books, many novels were published in instalments,
and used the cliff-hanger technique to maximise
ongoing sales (e.g. many of Charles Dickens’ books).

• Decide in advance what grammatical and
punctuation aspects you would like the learners to
focus on (e.g. speech marks for dialogue, commas).
Discuss possible formats they could use to present
their introduction to the publisher, e.g. storyboard
or electronic slideshow presentation including
illustrations. If time is short you could suggest
that the introductions will only be read aloud and
therefore the learners will need to make sure that their
punctuation is suf cient for them to be able to read
aloud expressively.

Answers:

1–6 Learners’ own answers.

B Celebrate your success

Make this a fun session. Celebrate all the work learners
have done in the unit – they have revised story features
(character and setting) and story structure, they have
looked at mood and how writers build up pro les from
detail. Now they need to feel that it is worthwhile being
a writer. Create a festival atmosphere. Choose a special
location and even invite another class, if possible,
to share the occasion. Allow time to suggest story
continuation plots and alternative ideas for endings for
at least some of the stories.

Differentiation:

• Some learners may need more time for writing. Try
to nd time to allow them to nish developing their
story introduction.

Session 12 Write a story introduction 27

2 Going deep

Unit overview

This is a four-week unit of 12 sessions focusing on nding information in non- ction books. Learners read
dictionary de nitions, compare a contents page and index, read an introduction to a book and analyse
information from a non- ction book.
Learners practise summarising using key words and phrases and making notes using full sentences.
Learners also revise alphabetical order, words in context and verb tenses. Having practised their skills
of collecting and summarising information, learners prepare and deliver an oral presentation on a topic of
their choice.
Since learners work at different speeds, one double session has been allocated in this unit to allow for
differentiation of pace.

Aims and objectives

By the end of this unit, learners will:
• revise alphabetical order
• know the difference between a key word, a phrase and a sentence
• understand how to nd information using a contents page and index
• identify some key features of non- ction texts
• summarise information and write their own notes
• give an oral presentation.

Skills development

During the course of this unit, learners will:
• use a dictionary
• identify and use key words and phrases
• write sentences from key words and phrases
• change sentences into statements
• write sentences using different tenses
• research and present information.

Prior learning

This unit assumes that learners can already:
• repeat the alphabet and do simple ordering
• use a dictionary, basically
• explain the difference between ction and non- ction
• write sentences
• do a mind map using key words and phrases.

28 Unit 2 Going deep

Session 1: Talk about the sea Answers:

Learner’s Book pages: 24–25 1–3 Learners’ own answers.

Activity Book pages: 20–23 B Make up your own questions
• Think of questions that can be used as headings. The
You will need: space for small group/partner discussion;
notebooks. questions should evoke interest.
• Revise punctuation. All questions should begin with
Nice to have: some pictures of the sea and various sea
creatures. a capital letter, have a question word and end with
a question mark. Some question words are: Who?
ICT link: use of the internet to nd pictures or video What? Where? When? How? Why? Is? Are?
clips to show the class images of the sea and interesting • Discuss learners’ answers. If you have computers and
sea creatures. internet available in the classroom you could look up
the information to get accurate answers or ask learners
Learning objectives to do independent research at home. This is a good
opportunity for learners to research independently for
Learning intentions information in the library or at home.

• to discuss a topic together Answers:

• to practise listening skills 1–2 Learners’ own answers.

• to problem solve together C Listen to riddles and guess the answer
• Use this as an opportunity to develop listening skills.
• to read and comprehend a text
Read out a riddle or joke and then let pairs or groups
• to understand the purpose of a heading. discuss the answer and write it down. Then invite
volunteers to share their ideas and see if anyone
Learning outcomes got them right. The answers are on page 26 of the
Learner’s Book.
Learners can: • The rst riddle comes from a scene in the book, The
Hobbit, in which the hobbit Bilbo Baggins plays a riddle-
• listen in a discussion and share personal experiences game with Gollum in the caves of the Misty Mountains.
and knowledge of the sea This is a good opportunity to discuss the meaning of
the word mail as it is key in nding the solution to this
• use vocabulary related to the topic riddle. A de nition of mail appears in the dictionary
page extract in the Learner’s Book on page 26.
• disagree politely and offer other alternatives • The second riddle comes from the Book of Exeter,
and answers a book of ancient Anglo-Saxon riddles. Various
translations are available and you can nd other
• identify key features of a non- ction text examples online by searching for ‘Anglo-Saxon
riddles’ or ‘riddle poems’.
• make up their own headings.
Here is another example:
A Have a discussion I am the yellow hem
of the sea’s blue skirt.
• Some learners might not have seen the sea but most (Answer: sand on a beach.)
of them will have an idea of what the sea is like.
• This riddle links nicely with the expression ‘a sea of
• Encourage them to share their own ideas and knowledge’.
experiences. Remind them there is no right or wrong
answer when sharing personal knowledge and What can be deeper than the sea,
experience. Be sensitive as some learners might have More intriguing than stars and space,
negative feelings or experiences about the subject. Simple as can be,
Duller than an empty place,
• Initiate and monitor a class discussion. Prompt ideas As innocent as a gentle word,
on what the sea looks like, how it feels, what it can do. And guilty like a mean jailbird,
From whence comes most of the things we see,
• Encourage them to listen to each other and pay Which otherwise just wouldn’t be.
attention. What can it be, what can it be?
(Answer: thought.)
• After their initial ideas, if possible show pictures
of the sea or use a computer to display images and Session 1 Talk about the sea 29
prompt further discussion.

• Share speci c knowledge about the sea. As learners
contribute their facts, write down key words and
phrases for them to see and remember. Some of the
information might need to be veri ed. This could be
something for learners to do at home or in the library.

• There are many ways to present information. The
‘ shy facts’ are presented as Collector’s Cards. The
purpose of Collector’s Cards is to create interest
in a particular topic. Ask learners if they have ever
collected cards before – what was the topic?

• Discuss the expression ‘sea of knowledge’ (in the
duck’s speech bubble) and explain that as a gurative
expression, the word sea is not a real sea. It is used to
create an image of how vast and deep the knowledge is.

Riddle answers: C 5 Do whales speak to 2 Which sh glow in the
each other? dark?
1 sh
2 waves on the sea 4 Which sh don’t like 6 Can sh y?
swimming?
Differentiation:
1 Do sh need air? 3 Are whales a type of sh?
• Some learners might need help with new vocabulary
and concepts related to the sea. Be aware of any D a Frostbite
learners who might need extra visuals or explanations b On a seabed
about the sea. c A FSH
d A mussel
• As an extension activity, the learners can write their
own riddles about sea creatures using the riddles E Learners’ own answers.
provided as models.
F Learners’ own answers; should provide evidence of individual
research.

G

Assessment opportunities D H AL H ZA P

• Class discussion provides a good opportunity for OC S OR S O N H
informal assessment. Take note of learners with
particularly good or weak vocabulary. RL B I I OO T E Y

• Informal observation of group work and discussion A S P F F PME MP TH
will give you a good idea of which combinations of
learners work together well. B T DH L T P E OMO S

E L R A I MO RN I P I

Activity Book R OEN I N R ERLF

A Talk partners could discuss the expressions, rst W KEL R HAY
exploring what each would mean literally. Support
them in inferring its gurative meaning. S T S EAHOR S EA S NL
Learners can do independent research to nd out
where these expressions originate from and also nd O S UP OT CO S PKL
other expressions related to the sea. At this stage it is
important to encourage independent research. NWH A L E S H TE

C Ensure learners understand the statements and look QACROA O J
up any unfamiliar vocabulary.
U RN
E Ensure learners do not forget to write their
questions correctly with an initial capital letter and IK
question mark.
HS I FELDEEN
F Encourage learners to be creative when designing
their collector’s cards. They do not need to research a Session 2: Dictionary work
large volume of information, but should present it in
an eye-catching and effective way, using the headings Learner’s Book pages: 26–27
suggested or ideas of their own. Activity Book pages: 23–27
Explain that learners can use their own layout and
headings for the second card if they wish. You will need: at least one dictionary between two
If no suitable reference materials are available, learners, preferably a children’s dictionary. The
ask them to use information from the texts in the dictionaries do not need to be of the same kind.
Learner’s Book. Nice to have: extra dictionaries; the alphabet displayed
Ensure they reword information in their own words. in the classroom.
Spelling link: homonyms; work with alphabetical order.
G Explain that words may go in any direction
in the wordsearch grid, forwards, backwards, Learning objectives
diagonally, etc. Learning intentions
Support learners with scanning to nd the initial • to use a dictionary effectively to nd information
letter of each word. They could run a nger along • to understand words have a speci c meaning in their
each row line to help them scan methodically.
context.
Answers: 5c Learning outcomes
Learners can:
A 1 e; 2 a; 3 d; 4 b; • identify features of a dictionary
B Possible answers: • order words alphabetically
• nd the correct meaning of a word in its context.
1 all at sea
2 all hands on deck
3 the coast is clear
4 a sh out of water
5 sink or swim

30 Unit 2 Going deep