CAMBRIDGE PRIMARY

English
Teacherí s Resource

Sally Burt and Debbie Ridgard

University Printing House, Cambridge cb2 8bs, United Kingdom

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First published 2015
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Cover artwork: Bill Bolton

Learning objectives from the Cambridge Primary English 0844 curriculum

framework, for use from 2011, are reproduced by permission of Cambridge
International Examinations.

notice to teachers
The photocopy masters in this publication may be photocopied or distributed
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purchased the publication. Worksheets and copies of them remain in the copyright of
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 Contents

Introduction 4

Stage 4 Curriculum correlation 8

Unit 1 Storybook 12

Unit 2 Going deep 28

Unit 3 Mind pictures 43

Unit 4 Just imagine 53

Unit 5 Making the news 66

Unit 6 Sensational poems 78

Unit 7 What would you do? 85

Unit 8 Food for thought 99

Unit 9 Poems to ponder 111

Photocopy masters (PCMs) 119

Learner’s Book 4 index 156

Spelling lists 157

Spelling activity answers 159

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 Each unit provides an opportunity for progression
from Cambridge International Examinations. The through reading as a reader, reading as a writer and
Cambridge Primary English course is intended to lead writing, so that learners can experience the journey
into the Cambridge Secondary 1 Curriculum by giving to becoming literate, with the emphasis shifting from
learners the skills and knowledge to confidently access learning to read towards reading to learn. The text
the secondary curriculum. The full series consists of extracts selected for the course serve as language input
a suite of Learner’s Books, Teacher’s Resources (Book and springboards for teaching and learning grammar
and CD-ROM) and write-in Activity Books for each and punctuation, phonics, spelling and the development
of the six levels. Although the series is designed to be of listening, speaking, reading and writing skills.
used as a suite, the Learner’s Book provides independent However, texts should always be supplemented with
and coherent coverage of the curriculum framework. literature and non-fiction texts local to your region to
The Activity Book is not core but is recommended as add depth and context to the range of skills learners
consolidation, extension or for homework. 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 specific 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 flexibility
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 fiction, non-fiction, and poetry
print or ICT-based, and to reflect on the shades of
and plays, as well as to reflect 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
Each lesson contains a selection of activities aimed at or even multiple shades of meaning is important in
enabling the learners to acquire specific knowledge or many aspects of reading and writing, from advertising
skills across a wide range of text opportunities. Lessons to poetry; in addition to which, the excitement of words
incorporate both whole class teaching led by the teacher, and their power is a lifelong gift.
and small group or individual work so that children can
practise and apply their learning, with regular checks to Features
self-assess their progress.
Each unit contains specific language input in the
The course aims for an approach that encourages form of Language focus boxes to support teacher-led
learners to actively explore, investigate, understand, instruction emanating from text-based examples. These
use and develop their knowledge of English and in boxes allow learners to reference the input in their
particular their reading, writing, listening and speaking own time and internalise it as they work through the
skills through the use of regular, guided group and activities that provide opportunities to practise their
paired work, independent group work and individual skills. The language input is progressive and covers the
work. Discussion with a talk partner or in a small group curriculum framework over the year.
forms an important part of the course, helping learners
Did you know? boxes draw learners’ attention to
become more articulate and confident 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
The Duck mascot provides reminders and gives assessment process.
examples for learners to follow.
Icons indicate when an activity involves discussion, Activity Books
writing, reading or paired/group work. While the The Activity Book accompanying each Learner’s
icons are indicators of the mode of work envisaged, Book includes supplementary and extension material
it is always at the teacher’s discretion to approach the mirroring and based on the content of the Learner’s
activity from a different perspective especially when Book so as to support:
implementing a differentiation strategy in the classroom.
• the independent learning part of the teaching
have a discussion • the ‘practise and apply’ parts of some sessions
do some reading • some personalisation activities
• reinforcement of concepts introduced in the
do some writing
Learner’s Book
role play, read out loud or do an oral activity • space for quiet focused work.
do a spelling activity (from spelling spreads) The Activity Book content is not tied page by page to the
Throughout the course, the learners are encouraged to Learner’s Book content, rather it follows the Learner’s
keep a reading log. This log is meant to track as much Book unit by unit, so that each unit follows the same
of the reading that they do as possible, and not just unifying theme. At times, the Activity Books include
for a reading scheme or independent reader books. smaller extracts of texts included in the Learner’s Book
The reading log is intended to include both fiction and if they are useful to repeat in the Activity Book. The
non-fiction and any reading learners may do at home Activity Books aim to cater for learners with a wide
or when out and about – you can encourage them range of learning styles, which means they include a
to include advertisements, posters, newspapers and wide range of activities from somewhat mechanical (drill
magazines, leaflets and even invitations in their logs. can still be an important learning tool for reinforcement
When learners look back over a year they will realise and modelling) to more open and creative, allowing for
the rich variety of media in which they engaged in personalisation and differentiation.Tasks in the Activity
reading and the process of keeping the log will help Book are also intended to provide some familiarisation
make them active rather than passive readers as they with the task types learners may encounter in the
move from learning to read towards reading to learn Cambridge Primary Progression Tests.
and appreciate. The Learner’s Book reminds learners at The Activity Books are designed to be flexible and
strategic moments to complete their reading logs with should be used however suits the teacher and the class
specific comments to help them reflect on the reading the best. In some cases it may be appropriate to use
that they have done in the Learner’s Book; however, the the Activity Books as class homework tasks or to allow
log should be encouraged as a habit (not as a chore), certain learners to reinforce concepts at their own
so the process must be quick and easy rather than a pace. Similarly a number of the activities can be used
laboured activity. to stretch learners, allowing them more freedom of
Throughout the Learner’s Book learners encounter expression and creative space and to provide extension
self-reflection How did I do? questions on particular where the different pace of learners needs to be
activities. These self-assessment moments are designed catered for.
to be specific to the activity rather than general The answer keys to activities, where appropriate, are
questions. Similar questions could be written on provided per unit following the notes on Learner’s Book
the board by the teacher for activities which do not activities.
have the self-check element. The aim is to encourage
learners to reflect on their progress and identify areas
for themselves in which they are either achieving Teacher’s Resource
satisfactorily or wish to improve upon. This Teacher’s The teachers’ guidance notes in the Teacher’s Resource
Resource Book and CD-ROM contains a series of follow the pattern of the Learner’s Book, providing
specific photocopy masters aimed at slightly more support for the teacher across each of the nine units, six
formal assessment of learners against a series of success long and three short. The notes cover material for three
criteria identified for the activity. These are explained in lessons per week (30–45 minutes per lesson) based on
more detail below. the Learner’s Book content, and include answer keys.
At the end of the Learner’s Book, you will find a The unit-by-unit notes list what the teacher will need at
‘Toolkit’: a series of resources for use by the learners. the beginning of each session together with the primary
These include a range of reference and learning tools learning objectives and outcomes for the session.
such as an editing checklist and a self-evaluation tool for Thereafter, it provides background and suggestions
reading aloud. These resources can be used throughout for how to approach the activities in the Learner’s
the programme and can be referenced by the teacher or Book and, when necessary, includes supplemental

Introduction 5
information and structuring. Each session assumes a Teaching phonics, spelling and
mix of whole class teaching followed by group work
(guided or independent), as well as a healthy mix of
vocabulary
pair and/or individual work, following the review, teach, Spelling spreads
practise, apply cycle. The Teacher’s Resource provides Spelling and vocabulary is an integrated part of an
opportunities and suggests strategies for differentiated English programme. A teacher who is disciplined about
learning throughout as well as opportunities for both focusing on spelling at the right moment and in the right
formal and informal assessment. 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 As mentioned, pages 140–145 of the Learner’s Book
and listening element of the curriculum framework feature three spelling spreads, one for every three units,
is covered in part through specific activities but also providing a selection of rules and spelling activities
through ongoing activities throughout the course. While linked to the units. The spreads are placed at the back of
the speaking and listening activities are not formally the book to give the teacher flexibility on when and how
assessed opportunities for informal assessment are to do specific spelling teaching and practice – whether as
suggested in the Teacher’s Resource. 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 specific spelling and word
accompanying notes. Some PCMs focus on specific 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 • the language itself being confusing – quay sounding
they will be assessed. As a result the PCMs include like key; present being a noun or a verb
self-reflection from the learners on their progress as • pronunciation – sounding the words incorrectly
well as review by the teacher. The remaining PCMs • confusing words that look similar – weak visual
provide opportunities for consolidation, extension perception
or differentiation for certain of the activities in the • not being aware of root words or how to break down
Learner’s Book. Because success criteria are considered syllables and parts of words.
to be a vital part of learners becoming independently
engaged in their learning process, certain generic By actively focusing the learners’ attention on activities
PCMs have been included to allow teachers to develop and useful rules in the context of the lesson, this
success criteria for a wide range of other activities course aims to improve the average spelling age in your
throughout the Learner’s Book. In recognition of this, classroom. A spelling programme should take into
where appropriate, session notes contain suggestions account the following:
for possible success criteria that can be negotiated with • Acquiring a new word is a process: the word is
the learners to allow them some input into where they recognised, spelling is learned, meaning and use are
will focus their efforts and how activities are assessed. understood, the word is used in context.
However success criteria are not just about assessment; • A learner’s ability to spell grows through practice and
they are about providing goals for learners to aspire to analysis. Working with words and working out how
in their personal learning journeys. and why letters are placed together, helps learners
Some PCMs are ‘generic’ and can be used with any understand, internalise and apply the rules to other
unit, others are specific to units or activities. The table words and in other contexts.
on page 119 clarifies which are generic and which are • A learner’s ability to spell requires them to recognise
specific to particular units. An index to the Language the sounds that make up a word and translate them
focus boxes in the Learner’s Book is also provided on into the written form. Spelling progresses when there
page 156 as a photocopiable resource for use with learners. is an understanding of the association between the
sounds and the symbols. By Stage 4, ‘sight’ words
Each unit is supplemented with suggestions on how (words acquired by sight and not by rules, e.g. the
to use the Activity Book, with answer keys to these Dolch sight list) should have been acquired, although
activities following the notes and answer keys to the frequent reminders and displays are still valuable.
Learner’s Book.
Although the spelling spreads are designed primarily
The CD-ROM in the back of this Teacher’s Resource to be teacher-mediated, there is no reason why
includes PDFs of the Teacher’s Resource content for learners should not be encouraged to refer to them
printing and reference. independently if they feel the need to do so and know
where to find the spelling support they want.

6 Cambridge Primary English Stage 4 Teacher’s Resource

Spelling lists enjoy spelling Snap or Bingo!; older learners might
The spelling lists on pages 157–58 of this Teacher’s enjoy a spelling challenge/ladder or a competition
Resource are a supplement to the spelling spreads at the that involves winners.
back of the Learner’s Book. Notes on how to use the • LEARN the word. Learners commit the word to
spelling lists are also provided on page 157. memory while writing it out in a word book or
personal spelling notebook. Tests or assessments need
Teaching spelling in the classroom not be repetitive weekly activities but learners do need
incentive to internalise the spelling of words and to
Many approaches to how spelling should be taught in
see they are making progress.
the classroom have been developed and continue to be
developed. It is difficult to be too rigid about this; much Practical ideas for the classroom
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 first 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 benefit 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
• Have a classroom display of aspirational words or
units. A time should be set aside regularly for specific
themed words around a topic (any learning area).
spelling activities, e.g. to focus on a word, analyse it,
• Have plenty of large spelling resources – dictionaries,
group it with other words with the same spelling pattern
thesauruses, etc.
and then add it to a spelling dictionary or index book.
• Set up spelling buddies as a resource to use if a
None of this need take up a lot of time but it does
dictionary or thesaurus does not help.
require a teacher to be constantly on the look-out for
• Play word games such as word dominoes, or phonic
opportunities to look at spelling.
pairs on a set of cards as a memory game.
If possible, a formal spelling lesson should take place • Highlight and discuss word origins and have a merit
once a week where rules are taught and learners are system for anyone with interesting words or word
given a chance to practise the rule and use it. The formal information to share.
lesson should focus on a specific sound or rule the • Display lists of words with similar sounds or letter
teacher feels is relevant to the class and the context. patterns (either at the start, middle or end) – write the
words large in the handwriting taught at the school
A suggested spelling session format (joined up if appropriate) to stimulate visual and
• SAY the word and SEE the word. Introduce words kinaesthetic knowledge.
both orally and visually so the learners see each • Have an interactive word list of interesting words,
word and hear the sound simultaneously to develop or words that match a spelling rule or word pattern
auditory perception. Use flashcards, words appearing being focused on. Add to it whenever anyone comes
on a screen or written on the board. across a relevant word.
• PLAY with the word. Learners write it in the air or on • Consider an alphabet of vowel sounds and consonant
their desk with a finger, mime it to a partner, write it sounds as a display or frieze around the walls.
on a slate or paper and hold it up, do visual memory • If handwriting lessons are timetabled, add word
activities with a partner: look at a word, close eyes patterns and sounds into those sessions.
and spell it. These activities provide immediate • Research free web resources to create your own
feedback and develop visual memory. Clap the crosswords and word searches linked to vocabulary in
sounds to demonstrate how the word is broken into themes and spelling rules you are working on.
syllables. Let the learners find their own associations Spelling may be a challenge but it does not have to be dull.
to help them remember words, e.g. ear in hear or ache Spelling can be fun if you make it that way!
in headache.
Finally, a note on handwriting practice. This series
• ANALYSE the word. Spelling rules can be helpful
encourages best practice in handwriting but does not
here to explain how words are built up, why letters
teach it explicitly. We recommend using the Cambridge
move, how sounds change from one word to another
Penpals for Handwriting series alongside Cambridge
and how patterns fit into words.
Primary English for teaching handwriting.
• USE the word – make up a sentence. Activities are
provided in the Learner’s Book but you can add to We hope you enjoy teaching the course and that it will
these by playing spelling games. Younger learners help your learners to feel confident 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 prefixes and
suffixes.
4PSV2 Confirm 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 inflections, e.g. -ing,
-ed, -s.
4PSV8 Extend earlier work on prefixes and ✓ ✓ ✓
suffixes.
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 fluency,
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

 Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8 Unit 9
4GPr4 Practise using commas to mark out ✓ ✓ ✓ ✓ ✓
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 figurative ✓ ✓ ✓ ✓
language.
4Rf6 Understand the main stages in a ✓ ✓
story from introduction to resolution.
4Rf7 Explore narrative order and the focus ✓ ✓ ✓
on significant 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 figurative language in poetry,
including alliteration and simile, e.g.
as ... as a ....
4Rf14 Compare and contrast poems and ✓ ✓ ✓
investigate poetic features.

Introduction 9
 Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8 Unit 9
Reading: Non-fiction
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-fiction ✓ ✓ ✓
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 profiles, 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-fiction
4WNF1 Explore the layout and presentation ✓ ✓ ✓ ✓
of writing, in the context of helping it
to fit 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-fiction 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 significant 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 fiction and extending the learners’ range of reading. It
encourages them to reflect 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
• refine 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 fictional,
Activity Book pages: 4–5 factual, or based on fact with invented details added
You will need: a selection of different genres of books. for interest.
Nice to have: independent readers or learners’ own • Explore the significance of where they heard
reading books. the stories and who told them: stories can teach
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
Learning intentions Answers:
1–5 Learners’ own answers.
• to understand ‘story talk’ vocabulary
• to recall a favourite story and retell it briefly.
C Retell a story
Learning outcomes • Tell the class a favourite story of your own, or a
Learners can: traditional story appropriate to your region. Oral
• display familiarity with, and can use, relevant storytelling traditions include Greek and Roman
terminology myths, regional legends, nursery rhymes, fairy
tales, folklore, religious stories and epics, e.g. the
• recall and summarise a story.
Ramayana, stories about fantastical creatures
or places, e.g. Big Foot, Atlantis, El Dorado
A Revise story talk and Shangri-La, and even proverbs and sayings
• Let talk partners or groups match vocabulary words within fables.
with definitions first, and then pull together a class • Allow free choice of talk partners. Encourage use
discussion. Learners should be familiar with all the of ‘story talk’ words, e.g. setting, characters. Suggest
terms, but may need to revise them, hence the initial using pointing words, e.g. first, second, finally.
group ice breaker. Remind learners to use these terms • Explain that summarising means just recounting the
when discussing stories. Discuss other meanings main events and not including all the details. Set a
of the ‘story talk’ words, in other contexts, e.g. the five minute time limit for each story.
setting sun; a plot of land. • If learners recognise each other’s stories, do they
• Learners could write the words and definitions on the remember anything differently? Discuss oral
back page of their notebooks for easy reference. storytelling, which is important in many cultures, and
how oral stories may exist in many versions and can
Answers: change over time, e.g. in the story of Hercules, there
• The writer of a story, play or poem – author are different accounts of how he overcame the snakes
• A person, animal or fictional being in a story – character
sent to kill him as a baby, including the animated
• The ending of the story – conclusion
• A passage taken from a story – extract film version. Explore how stories are changed from
• A synonym for a story – tale book into film. Have learners ever been surprised or
• Stories about events that have not really happened – fiction disappointed by a film based on a book?
• The beginning of the story – introduction
• The sequence of events in a story, play or novel – plot Answers:
• The solving of a problem – resolution 1–4 Learners’ own answers.
• The place or places where a story takes place – setting
• A real or imaginary account of an event, or series of • ICT opportunity: if you have a smart board or
events – story computer display and access to the internet, show
• The type of story – genre
learners different images associated with well-known
characters (they can suggest them) and how different
Spelling link images affect perceptions.
• The above answers are almost in alphabetical Assessment opportunities
order. Which words (answers) would have to move
position to ensure alphabetical order? Can learners:
• use story talk vocabulary confidently?
• Did you know? Remind learners about synonyms and
• recount details of a story?
alternative words. Point out that synonyms could
have subtle differences of meaning or nuances, e.g. Activity Book
yarn implies an oral tale and possibly exaggeration
(‘spin a yarn’). A Remind learners how to complete a reading log.
D Discuss what genres the cover illustrations suggest.
E Explain that Pliny is a historical figure who lived in
Ancient Rome.

Session 1 What makes a story a story? 13

 Answers: • Ask: who is reading a book with animal characters/
A Date: Learners’ own answers. Title: The Pliny Adventures
an imaginary setting? Tell us about it. Do you prefer
Author: BC Loveit Publisher: Scroll Publishing realistic books? Tell us about some of the events in
B Faiek, Jehan, Pliny, Madame Histoire your book so far. Would you say it is an adventure or a
C Should identify Faiek, Jehan and Pliny because the three of mystery story?
them go on the adventures. • Invite some ideas and model sentences to help
D Learners’ own answers. Likely choices: Imaginary world;
adventure; mystery; historical.
learners express their preferences.
E Learners’ own answers. • Explore genre words (e.g. adventure, fantasy, science
fiction, mystery, true to life, historical fiction, stories
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
Learner’s Book pages: 8–9 adventure and fantasy.
Activity Book page: 6 • Use PCM 1 Extend your reading to challenge learners
You will need: a selection of different genres of books; to read beyond their normal reading patterns. Suggest
PCMs 1, 2 and 3; independent readers. books to get them going and then support them in
making further choices.
Nice to have: The Legend of Spud Murphy by Eoin Colfer
and Where the Mountain Meets the Moon by Grace Lin. Answers:
1–4 Learners’ own answers.
Learning objectives
Learning intentions B Choose a book for each other
• to identify elements of enjoyable stories and relate to • Talk partners share their sentences from Activity A.
personal preferences They tell each other what sort of books they
• to extend range of reading choices normally read, and what they have read recently.
• to start a personal reading log • Explain they should choose a book for their partner.
It should be a genre different from their partner’s
• to differentiate between types or genres of story.
usual preference, but still contain something they
Learning outcomes like (e.g. an adventure story with animal characters).
Learners can: They can discuss the books as they choose them.
• articulate personal preferences • You could hold the session in the library, with the
• try out a different genre of book to their usual school librarian guiding learners, if one is available.
reading pattern To get them going, the librarian could give a talk
about popular books for their age group.
• start their log and fill it in for their independent • Ask some pairs to tell the class what they chose for
reader each other, and whether they think they would enjoy
• link features of stories to genre and discuss the book chosen for them.
preferences.
Answers:
• This session sets the groundwork for an ongoing focus 1–3 Learners’ own answers.
on extending learners’ range of reading throughout the
year. They will set up a log to track all their reading in C Record your reading
school and at home (not just a book record).
• Introduce PCM 2 Reading log. This is intended to
A Story preferences be a quick moment of reflection after each reading
session. Learners use the comment section to note
• Being able to express personal preferences is
favourite characters or personal reflections on
important for choosing books and for extending
whether they enjoyed it.
individual reading range. Learners may fall back on
• Learners fill in details of their current reader. Make
formulaic responses if they are not confident in their
sure they understand what is required in each
preferences and approach. Being comfortable that
column.
there is no ‘right’ answer is important for extending
• Book reviews: shared peer group book reviews are
their individuality, reflecting background, cultural
useful in helping learners extend their reading range,
perspective and creative self-expression. Encourage
but having to review every single book read can be
learners to remain open to new genres. Getting
off-putting. Learners could fill in PCM 3 Book review
hooked on a particular author or series can make it
just for books they have particularly enjoyed or not
hard to move on to other books and genres.
enjoyed. Ensure learners understand book length
• Express your own preferences of books you enjoyed
does not correspond directly with difficulty. They
at the learners’ age and those you enjoy now.
should reflect on whether they understood the words
• Model how to reflect on reading preferences, e.g.
and sentences and could follow the story easily.
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 • to use book clues to make predictions
literature. Some websites let you download extracts • to differentiate between narrative and dialogue when
that you could display and discuss in class. reading aloud
Differentiation: • to present a reading in groups, using punctuation to
• Match stronger and less able readers as talk partners, create meaning and expression.
or mix reading abilities when they join other pairs.
Learning outcomes
• Challenge stronger readers to read a different genre
of book. Suggest books for less confident readers and Learners can:
their partners to ensure a good match. • establish expectations of the story from the title
• clearly identify narrative and dialogue
Assessment opportunities
• read presenting narrator and characters and show
Reading: appropriate expression.
• If your school has a formal reading programme,
familiarise yourself with where learners are in
A Prepare to read an extract
the scheme. Listen to each learner read to you
individually, at some point. • Organise learners into groups of four to fit the roles
• Assess the learners’ independent readers through in the extract.
their reading logs to assess their level and choices • Point out the definition of spud. Discuss reasons for
of reading. nicknames, e.g. traditional or regional diminutives,
something a younger sibling called them, a personal
Reading success criteria to negotiate:
attribute.
• I have to choose a book I would not normally choose • Discuss legends as stories from a long time ago,
to read. often with a hero with superhuman qualities.
• I want to find out more about what sort of books Explore how not all legendary figures are ‘good’, e.g.
I enjoy. the Pied Piper of Hamelin.
• Invite groups to feed back their ideas of modern-day
Activity Book legends. Suggest a few modern legends from your
region, e.g. Mahatma Gandhi in India, or Nelson
A Recap the terms fact and fiction. Can learners provide
Mandela in South Africa. How many of the legends
examples of each?
learners have thought of are associated with films,
B Talk partners could discuss the sentences to decide on
TV or sport? Differentiate between being famous and
their category.
being a legend because of achievements.
C Challenge learners to change their factual sentences
• Encourage predictions building on discussions about
into fictional ones (e.g there are six dragon eggs in the
genre in the previous session.
box) and vice versa.
Answers:
Answers:
1 Learners’ own answers. Likely answer is no. Ensure reasons
A 1 fiction 2 fact 3 fiction 4 fact 5 fact 6 fiction
given support answer.
B Learners’ own answers.
2 A person or character is a ‘legend’ when they are famous for
C Learners’ own answers.
their extraordinary gifts or powers, and stories are told about
D Fiction – because the events are impossible in real life. Insist
them.
on at least two examples from the cover.
3 Learners’ own answers.
4 Spud Murphy will be a main character and will be
extraordinary in some way. The silliness of the name should
indicate a humorous book. It is likely to be about the ‘legend’
Session 3: Read and present associated with the character.
an extract
Learner’s Book pages: 9–11 B Discuss narrative and dialogue
Activity Book page: 7
• Reinforce the difference between narrative and
You will need: PCM 10. dialogue. A story can be told entirely in narrative;
Nice to have: a copy of The Legend of Spud Murphy. a story entirely in dialogue is effectively a play.
Spelling link: noun and verb homophones; practice • Recap that skimming is a reading skill to get the
and practise. general idea quickly; scanning is looking over the text
to find specific 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
is recounting the events from outside looking in. Spelling link
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 • Organise mixed-ability reading groups. Support
speaker (e.g. lines 8 and 9). less able readers by allocating the smallest part and
helping them individually to prepare their part.
Answers: • If some learners are anxious about performing
1 Will narrates the story. His mother mentions his name and he
to a large group, ensure this does not become an
uses the personal pronouns I and my.
2 Marty, Mum, Dad and Will all speak. Will is also the narrator. ordeal. They could practise and present reading with
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. • Assess the learners’ ability to add expression, follow
Will – the narrator; ready to give his opinions. The speech marks and respond to punctuation.
reader will need to differentiate between when he is
Performance success criteria to negotiate:
speaking and narrating.
• We have to perform a reading for … so that everyone
Marty – Will’s brother; seems prone to doing silly
can hear and enjoy it.
things.
• We each have to prepare our own part and work out
Mum – amused by the boys’ reluctance to join the
what expression to add.
library and shocked at their ideas about Mrs (Spud)
• We have to practise together and give each other
Murphy; convinced it is a ploy not to do any reading.
feedback on how to improve.
Dad – thoughtful and on Mum’s side.
• Support groups to allocate roles appropriately (e.g.
avoiding giving the narrative part to the weakest Activity Book
reader). A Encourage learners to remember their spelling work
• Demonstrate how you might read each character, as they practise selecting the correct homophone for
adjusting your voice for effect. Stand up and use your each sentence.
body to support expression. Model using punctuation B Recap nouns, verbs and adjectives before learners
to add expression. attempt the cloze activity.
• How could Will show when he is speaking and when
he is narrating? (e.g. by facing the audience when Answers:
narrating and facing the other characters when A
1 practise 2 devise 3 device 4 advise 5 advice
speaking.) Learners could consider omitting Will’s
B
narrative inserts (e.g. I asked) and just use body 1 ate 2 eight 3 allowed 4 aloud 5 bored 6 board
language and expression. 7 daze 8 days
• Recap basing expression on punctuation and content
clues (e.g. question mark, exclamation mark, begged,
whispered, asked).
• 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 fill in the reading log by revising
Activity Book page: 8
what should appear in each section of the log.
You will need: notebooks.
• Refer to the reading log example on page 9.
Learning objectives • Encourage learners to write whether they would enjoy
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
• to identify relevant detail
check that they can identify relevant parts of the text.
• to relate story to personal experience
• to complete reading log for text. Assessment opportunities
Learning outcomes • Assess how well learners make connections between
Learners can: what they read and their understanding of this story,
and features of stories in general.
• answer questions demonstrating comprehension of • After talk partners have swapped answers, ask
main idea learners to review their answers using the How did I
• use relevant detail in their answers do? box. Allow them to make changes afterwards.
• express a personal response • If needed for assessment portfolio, learners could
• complete their reading log. write answers on paper rather than in their books.

Activity Book
A Use close reading
A Recap the terms noun, verb, adjective and adverb. Point
• Set your expectations and prepare learners to answer
out the spelling pattern of nouns that end in ice and
the questions by discussing them together first. Help
related verbs that end in ise.
them identify relevant detail and model answering to
demonstrate understanding. Use the prompts in the
Answers:
answer section below. Encourage learners to quote or A
paraphrase text in their responses.
Nouns Verbs Adjectives Adverbs
• After the preparation discussion, allow time for
learners to read the questions and re-read the extract practice practise eight aloud
device devise bored
on their own. Remind them to use full sentences for advice advise
their written answers. Encourage talk partners to board ate
compare answers and clarify any differences. This will daze allowed
help them become independent learners who can use days
a range of strategies to review their work. B Learners’ own answers.
• When everyone has finished, discuss answers with
the class to assist with the self-evaluation questions.
Self-evaluation will be more valuable if learners have
an immediate idea whether their answers are on track, Session 5: Work with verb tenses
rather than waiting for marked work to be handed Learner’s Book pages: 12–14
back when the momentum will have gone. Activity Book pages: 8–12
You will need: large card on which to write a Handy
Answers: Hint; learners’ independent readers.
1 Mum wants the boys to join the library as an educational
hobby. Spelling link: revise rules for adding suffix ed; irregular
2 The boys went to art classes which ended when Marty past tense verbs to be.
became ill from drinking paintbrush water.
3 Will’s stomach is churning because he is terrified at the Learning objectives
thought of going to the library.
4 Spud Murphy is the librarian (Mrs Murphy). Learning intentions
5 Mum thinks Mrs Murphy is ‘a lovely old lady’. Will believes • to investigate and use the past tense in story narrative
Mrs Murphy does not show her true self to grown-ups and
that really she hates children. She used to be an army tracker • to investigate present tense in dialogue
of children from enemy countries. He believes she shoots • to formulate a rule for forming past and present
children with her spud gun if they make a noise in the library.
tenses for regular verbs
Answer on which view is more likely – learners’ own answers,
encourage reasons. • to learn some irregular past tense forms
6 Learners’ own answers; must indicate a personal response. • to explore more powerful dialogue verbs.

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
• note and use past tense for story narrative and can spell the past tense form.
• 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
regular verbs discussing further irregular past tense forms:
• 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 first 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.
• Use the Language focus box to revise the past, present • Learners often do not recognise to be as a verb
and future tenses. Ask questions (e.g. What did you eat because it is not an action or doing verb. Point
yesterday? What will you do at the weekend ?) and discuss it out especially when it is a stative/linking verb.
the tense learners used naturally in their answers. The Spelling section, Activity Book and later units
• Which tense ‘sounds’ more like part of a story? contain more work on this important verb.
Learners are likely to recognise the past tense as a
story tense through familiarity. Encourage them now
to notice it more consciously and thus internalise it. Spelling link
Answers: • This is also a good time to check that learners can
1 a tries/tells identify all forms of the irregular verbs to be and
b tried/told to have.
2 a reminds/informs/alerts • Although complex tenses are not a specific focus
b reminded/informed/alerted
at Stage 4, learners will use them automatically to
Duck speech bubble: tells implies Mum might not have known
what happened; reminds implies she may have forgotten; form certain tenses. Most errors in using both verbs
informs implies something formal; alerts adds a hint of danger. are errors of concord and tense.
To be To have
B Revise the suffix ed Singular Plural Singular Plural
• Learners should already be familiar with adding the Present tense
suffix ed to form the past tense of regular verbs. They I am We are I have We have
revise this structure and reinforce the use of past You are You are You have You have
tense in narrative.
• Talk through the paragraph with less able learners He/she/ They are He/she/it They
before they write it in their notebooks. Make sure it is has have
they suggest the correct verb and the past tense form. Simple past tense
• Two rules are revised in the Tip box. Write a few I was We were I had We had
examples on the board, e.g. share or spare. Ask a You were You were You had You had
volunteer to put them into the past tense. Try to develop
the rules together before answering question 3. He/she/it They He/she/it They had
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
suffix ed to a verb to form the past tense: You will be have have
• 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 He/she/it be have have
adding ed. will be They will He/she/it They will
There are more activities on these spelling rules in the be will have have
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, find–
found, is–was, has–had).

18 Unit 1 Storybook
 between action verbs and the verbs to be and to have.
Answers:
1 churned; visualised; glared; closed; sighed; changed
This can be especially challenging where perfect or
2 a loved; arrived; hoped; decided continuous (progressive) tenses are used and to be and
b tried; worried; spied to have are the auxiliary verbs.
3 read–read, say–said, think–thought, find–found, is–was, • Help the same learners to identify the tense of the
have–had verbs, focusing on action verbs first. Ask: has the
4 Learners’ own answers.
action already taken place, is it happening now or will it
happen in the future?
C Explore verb tenses in dialogue • Create a spelling card for learners who find it difficult
• This activity is designed to sensitise learners to the to remember irregular spellings. Divide the card
variety of tenses that may be used in stories and into alphabet blocks. Learners pencil in words they
dialogue. struggled to remember so that they can erase each
• Do some oral activities differentiating between past word when they are more confident of its spelling.
and present. Ask: how do you feel – hot, cold or just • Encourage able learners to check the tenses used in
right? This should prompt responses like: I feel ... I their independent readers.
am… Then ask: how did you feel yesterday?
Assessment opportunities
• Demonstrate the difference between describing
something that has already happened and a current • Use the cloze passage in Activity B, question 1 to
state. assess whether learners are successfully following past
• Learners should be familiar identifying dialogue, tense spelling rules.
from having read the extract aloud. They should • Check whether learners used irregular past tense
notice the variety of tenses including the present, forms accurately in the sentences written in
e.g. You are not … it is perfect. Activity B, question 4.
• Raise awareness that narrative and dialogue differ.
Dialogue reflects how we actually talk in a variety of Activity Book
tenses; narrative reflects how we report events that
have already happened (usually in the past tense). A Encourage learners to say the sentences out loud to
try and hear which verb is correct.
Answers: C Explain that the present tense in the grid should be
1 Mostly present tense, but spoken descriptions of past events for the first person: (I) awake, etc.
are in past tense. D Support learners with crossword-solving skills.
2 Past tense (e.g. tried, said, was, added).
Ask: how many letters does that word have? Which
3 Answers may vary but are likely to recognise that narrative is
mostly (but not always) in the past tense; dialogue is mostly words could it be? Which meaning fits? Let them use a
(but not always) in the present tense. dictionary to check any meanings they are unsure of.
F Explore other powerful alternatives for ‘said’ using a
thesaurus and learners’ own ideas.
D Use powerful verbs with dialogue
• Organise learners into mixed-ability groups so able Answers:
readers can model using appropriate expression A
1 worried, had; 2 told, kept; 3 went, said;
according to the verb used.
4 saw, shot; 5 wore, wrote.
• This should be a fun activity – encourage exaggerated B
expression to match the verb. 1 hit 2 hurt 3 shut 4 split
• Finish the activity by asking learners to suggest which 5 let 6 set 7 spread 8 burst
of the verbs might apply to Mum’s mood by the end C
of the extract: chuckled, laughed (My mother thought simple past present future
this was all very funny). awoke awake will awake
• Reinforce regular past tense verb endings. broke break will break
• Challenge: Suggest a more powerful alternative for froze freeze will freeze
grew grow will grow
said or asked wherever they are used in the extract. sang sing will sing

Answers: D
1 Learners’ own answers. Learners should notice that the verb Across: 2 sobbed; 6 yelled; 7 whispered
encourages them to speak in a particular way to reflect the Down: 1 mumbled; 2 suggested; 3 exclaimed;
mood it implies. 4 shouted; 5 stammered
2 Any of the verbs except laughed and chuckled; said is E Learners’ own answers using the crossword answers.
ineffective because it is so neutral, but it is not strictly F Learners’ own answers (accept sensible suggestions).
inappropriate. G Learners’ own answers.
H Present: have, have, has Past: had, had, had

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:
Learner’s Book page: 15 • Extend more able learners by encouraging them to
Activity Book pages: 12–13 write out their summaries before sharing them with
You will need: a selection of stories/books with different the class.
types of beginnings. • Pair less able learners with more able learners who
could act as scribe and suggest improvements (e.g. in
Learning objectives tense).
Learning intentions Assessment opportunities
• to use details from story to develop expectations
• Use this lesson to assess whether learners can make
about the storyline
links between what they read, their knowledge of
• to log key words and phrases on a story map. stories in general and the predictions they make.
Learning outcomes • Story map success criteria to negotiate:
Learners can: We have to summarise on a story map what we
• make predictions about the story know about the characters, setting and plot.
We can only use key words and phrases.
• summarise the key information in the extract using
key words and phrases.
Activity Book
A Learners could check the introductions of a range
A Analyse the beginning of books if they are unsure of any points. The final
• Begin by choosing two to three stories and read out sentence may provide an opportunity for discussion.
the opening two or three sentences of each to the Encourage learners to give evidence and reasons for
class. Model making predictions regarding characters, their opinions.
settings and storyline. Encourage the use of B Invite volunteers to read the excerpt out loud. Briefly
questions: what do you think is happening? What does discuss what we can infer from what the characters say.
this tell you about … ? Where is the story set? What Encourage learners to imagine what happened, where,
clues suggest what might happen in the story? and what the situation must have been like, using
• Allow time for groups to summarise their ideas about evidence in the text. Learners could role play the
the Spud Murphy opening. Offer ideas of your own as scene they plan on the mind map.
a model of summarising at the end.
Answers:
Answers: A Statements 1 and 3 should be ticked. Can accept 5.
1 Learners may note some or all of the following: the words B Largely learners’ own answers. Main characters: Marty and
tried to save us hints at disaster but the next sentence shows Will; setting: art classroom; what happens: Marty drinks the
that it is not serious danger, only that they are going to be paintbrush water and is sick.
forced to take up an educational hobby they are not keen on,
suggesting there may be unexpected adventures and laughs
ahead.
2 The main characters are likely to be Marty, Will and Mrs Session 7: Focus on character and
Murphy. Much of the action may take place at the library
since the story is the legend of the librarian, Mrs Murphy. setting
3–5 Learners’ own answers. Learner’s Book pages: 16–18
Activity Book pages: 13–14

B Create a story map You will need: a range of younger picture storybooks
• Only keywords and short phrases should be used. with a range of settings.
Prompt appropriate words by asking questions, e.g.
What do you think Will is like? What does he enjoy? Do
Learning objectives
you think he exaggerates? Where else might the action Learning intentions
take place? (There is more work on mind maps in • to read another story introduction
Unit 2.) • to investigate character and setting detail
• The story map does not need a lot of detail – it
• to explore paragraph changes
should just capture what learners have already
established about the plot, characters and setting. • to investigate descriptive verbs.
Invite learners to share ideas from their story maps Learning outcomes
and create a group map as a model for future Learners can:
mind-mapping activities.
• skim a story for main idea and scan for specific detail
• Use the opportunity to reinforce identification of
adjectives, nouns and verbs on the story map. • establish the setting and character
• explain why new paragraphs are used
• appreciate and use descriptive verbs.

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 find out information Reinforce that many words have several meanings and
about her. words that are familiar in one context could mean
• Learners may find identifying the setting difficult. something different in another (e.g. tramp as a noun
Ask what they think they should be looking for. Use means something different from tramp as a verb).
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 first few paragraphs. weather condition (e.g. Inuit languages have a wide
• If necessary, prompt learners to think about the name vocabulary for different types of snow; places with
of the place – it isn’t mentioned but appears later lots of rain use vocabulary such as downpour, drizzle,
in the story, Village of Fruitless Mountain (at the shower, deluge).
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 fields and mud) and what the weather • Recap the term synonym. Explain that a thesaurus
is like (hot). will give synonyms and possibly an antonym but not
• Spelling points to discuss: color, meager and gray the definition 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 confident 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
• ICT opportunity: search for images of different settings struggling with alphabetical order.
(e.g. paddy fields, 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, flashed, 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 fields. 3 cut into – sharply outlined against; coax – persuade;
tramp – walk heavily; flashed – came readily;
glowed – had a warm healthy appearance;
sparkled – caught the light.
B Paragraphs organise ideas 4 Learners’ own answers.
• This activity encourages learners to consider why 5 Possible answers: jutted, encourage, traipse, lit up, became,
writers start a new paragraph – i.e. for a reason rather shone, twinkled.
than just because it seems like they have been writing 6 Learners’ own answers.
for a while. Encourage discussion about keeping one
idea per paragraph and possible reasons for starting a Differentiation
new one. • Spend time with selected groups to make sure that
• The reasons are similar for both fiction and non-fiction they are able to use a thesaurus.
except that dialogue requires new paragraphs in fiction. • Give learners who are struggling with alphabetical
order an alphabet strip that they can fold into their
Answers: notebooks.
1
• Fruitless Mountain is introduced
• 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
interesting verb synonyms to fit the context. Identify profiles and establish settings using detail.
whether consolidation work needs to take place. • Remind learners to use key words rather than
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 reflect on why in the extract is similar to or different from where
writers start new paragraphs. Many stories at this stage they live. This discussion will help them think more
end up as a single paragraph unless learners make a clearly about what the village by Fruitless Mountain
conscious effort to write in paragraphs. Point out that is like before they draw it.
paragraphs have a purpose as well as making it easier to • Cross-curricular link/Extension: learners could draw
read text. the village, exploring shades of colour. List brown
Revise the concept of one idea per paragraph – for colour synonyms for learners to match to actual
both fiction and non-fiction (although in dialogue, colour samples, emphasising nuance and descriptive
a new line [i.e. paragraph] is started when a new power in words (e.g. chocolate, coffee, tan, beige,
speaker speaks). russet, fawn, hazel, mahogany, umber, sepia, chestnut,
auburn, tawny) and levels of intensity (pale, light dark,
Answers:
1–3 Learners’ own answers.
dense, intense, luminous). Learners could add a profile
map below their picture for display.

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

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 reflect on the cover of
their independent reader and give an opinion on
whether they like it and whether they think it fits the
Activity Book
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 fit 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 • Discuss the saying, ‘Never judge a book by its cover’.
referring to their own list of key words and phrases. • Encourage learners to begin by describing factually
If learners’ notes do not include some of the details before they make inferences. This should prevent
they need, use this as an opportunity to examine them from rushing to make judgements about
which key details they could have included in their preferences. Reinforce the methodology – facts
earlier notes. before analysis (facts – what they see; analysis – how
Learners can refer to the full extract if necessary to the details match the story content as far as they
complete their answers. know it).
• Learners may need assistance applying the factual
Answers:
detail to the inferences about Minli and her
Name: Minli What she enjoys: Father’s stories surroundings. Ask questions to recap work already
Lives in: village by House: small, made of wooden
done on the extract, for example: how is Minli
Fruitless Mountain boards held together by roof (like a different from the other villagers? What suggests this on
and Jade River bundle of matches) the book covers?
Family: Mother (Ma), How different: not brown and dull, • Encourage learners to think like writers rather than
Father (Ba) and Minli glossy black hair, pink cheeks, readers when brainstorming descriptive or more
shining eyes, eager for adventure, a powerful/intense verbs/adjectives. Focus on the
fast smile character versus the setting as the extract implies
Name means: quick Why her name suits her: because that Minli is different from the people around her.
thinking she has a lively and impulsive spirit, This could lead into a useful discussion about the
and a habit of quick acting
characteristics of heroes/heroines in stories. Must
Personality: learners’ Picture: learners’ own answers.
they be different from ordinary people?
own answers.
• Remind talk partners that they do not have to agree
on which cover fits their mind picture best, just
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
Learner’s Book pages: 19–20 Answers:
Activity Book pages: 14–17 1 Learners’ own answers. Ensure answers include visible
relevant details and use these to make sensible inferences
You will need: examples of novels and stories with about Minli and her surroundings
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,
encourage learners to look up the books they are
• to use visual clues to develop understanding of 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.
of storyline Reviews by learners of a similar age can be especially
• to complete reading log for the text. relevant as part of selecting books and extending
Learning outcomes learners’ reading range independently. There are
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

 Activity Book
Answers:
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 B
Jot down notes
1 The land is poor and nothing grows there.
• This activity is about selecting relevant details to form 2 miserable (difficult).
opinions. It involves inferring information from the 3 a A bunch of matches tied with a piece of twine (string).
book description and building on prior knowledge b The wooden boards seem so small and flimsy (especially
from a distance) that they could resemble a bunch of
from the extract. The aim is for learners to jot down matches.
notes as reminders for oral feedback, rather than full 4 mud
sentences. It is time-consuming and frustrating for 5 Minli lives close to Jade River. Minli’s family grows rice. Minli
learners to have to focus on everything all the time; in was quick acting and quick thinking.
this case, grammar and punctuation are secondary – 6 Learners’ own answers but must explain why the villagers are
brown and dull.
meaning and understanding are more important. 7 Yes.
8–10 Learners’ own answers.
Answers:
Possible answers:
1 Mountains and moons don’t meet.
2 Getting instructions from a goldfish; believing her father’s
stories could be real; that there could be a man in the moon;
Session 10: Practise using
her dragon friend; it says she encounters fantasy. punctuation to read for meaning
3 Learners’ own answers – but hopefully saving the village and Learner’s Book page: 21
finding a way to make things grow again.
Activity Book page: 17
You will need: the learners’ independent readers.
D Record your reading Nice to have: an example to read out that the learners
• Keep the momentum going on the reading log. can follow, containing sentences to be punctuated with
Once again encourage learners to give an opinion commas for meaning; PCM 11.
on whether they would enjoy reading the rest of the
book. Do a straw poll of who thinks they would read Learning objectives
it to find out about the class’s general preferences. Learning intentions
This will help inform your choice of class novels and
• to read to express meaning, focusing on commas
recommendations throughout the year.
• to extend awareness of reading for meaning as well
• Remind learners to use neat, joined-up handwriting
as with expression.
in their reading logs as well as their notebooks. Not
only will it make it easier to refer back to but all Learning outcomes
neat, joined-up handwriting helps increase learners’ Learners can:
kinetic knowledge of words and phrases in terms of • make sense of the extract using punctuation
the feel and flow of words and their spellings. Make
• discuss their punctuation choices.
this a regular reminder whenever learners fill in their
reading logs.
Differentiation
A Reading aloud using punctuation
• Reading for meaning both silently and aloud is
• Some learners may need a lot more practice before
extremely important; while the processes are different,
they are able to identify hidden or implicit meaning
the need to find meaning through sentences and
in texts. Use encouraging win-win questions in class
punctuation is the same.
discussion. Lead them into the answers rather than
• Sentences a–d change dramatically in meaning,
making the questions blocks. Win-win questions
depending on how they are read with the
effectively give the learner very little choice other than
punctuation. This is a fun, warm-up activity to get
to give the required answer because the questioning is
the learners engaged in looking at punctuation as a
so targeted, for example: do you think Ba’s stories will
tool to help them understand or give meaning to text.
be important in the book? How do you think the covers
• Before doing the next activity, read out a passage
and illustrations show this? Do you think the title is
of your choice to the learners. If possible, give each
related to Ba’s stories? What tells you this?
learner a copy or project the extract onto the screen
or smart board. Highlight the commas and show how
Assessment opportunities
you pause at the commas when you read to create
• Make a note of any learners who struggle to draw meaning.
conclusions from what they can describe for further
consolidation work.

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
1 The first pair has opposite meanings: Do not stop and where to add punctuation to create meaning.
Do stop.
We have to give each other feedback on how
In I like cooking my friends … the friends are being cooked.
well we made sense of the paragraph using the
In I like cooking, my friends … the friends are being liked.
2 Minli loves her father’s tales. She is fascinated by the way punctuation.
his eyes light up and his body seems straighter and younger.
She never tires of hearing about the Man in the Moon, the Activity Book
Never Ending Mountain, the Bad Tiger Magistrate and places A Encourage learners to read the text aloud to help
like the Dragon’s Gate or the Village of the Moon Rain, but
them hear the natural breaks and identify where
most of all, Minli longs for home.
punctuation is needed. Discuss how punctuation
affects meaning, for example compare rasped,
B Read aloud the book description frantically scanning … and rasped frantically,
• The book description has two paragraphs of scanning … Ask: what did he do in a frantic way?
sentences with commas. The final sentence has a
Answers:
semicolon. Explain that the pause is longer than for a A
comma but less than a full stop. Allow learners time The sand dunes shimmered in the early morning sunlight.
to explore the process of reading the paragraphs to Slowly and tentatively a boy of about ten years unfurled his
themselves initially and then to practise reading them body, rubbing grit and dust from his eyes. He blinked as if
aloud to each other, focusing on reading for meaning unused to sunlight, shading his eyes with his arm.
“Where are you?” he rasped, frantically scanning the horizon.
by pausing at the commas. Remind learners to follow He grinned suddenly, clapping his delicate green hands
the text while they read each other the paragraphs so together in delight, and darted off in the direction of his gaze.
that they can follow the comma pauses and give each (Accept variations that make sense.)
other feedback.
• While learners are reading the extract to themselves,
select individuals and listen to them read a few
sentences, paying attention to the punctuation. This Session 11: Write a story starter
activity is not just about reading aloud, but about competition entry
reading for meaning. Punctuation and commas Learner’s Book pages: 21–22
need to be ‘read’ whether reading aloud or silently. Activity Book page: 18
Careless reading causes comprehension problems.
You will need: A4 paper for the fantasy forms.
Answers: Nice to have: PCMs 4 and 12.
1–2 Learners’ own answers.
Learning objectives
Differentiation Learning intentions
• The reading for meaning activities can be repeated for • to stimulate ideas for exciting story starters
different passages and at different levels for different
• to design a form that fulfils certain criteria
level readers.
• As an additional activity, suggest learners prepare a • to summarise in key words and phrases, detail about
reading from their independent readers. They should character and setting
read silently first, noticing the punctuation and the • to explore the link between descriptive words and
commas. Invite volunteers to read their paragraphs mood
out loud to you or to the class, and give feedback. • to write an exciting first sentence to a fantasy story.
• Learners read aloud with varying fluency 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 • engage with story starters and add creative follow on
less able readers. Hearing learners read aloud is an sentences
important teaching tool. • design and complete an entry for the Fantasy Fiction
competition
Assessment opportunities
• use key words and phrases on the entry form
• Use this lesson as an opportunity to make informal
• write an attention-grabbing first sentence that
notes on the class’s reading aloud ability.
includes something unlikely or impossible in real life.

Session 11 Write a story starter competition entry 25

 Differentiation:
A Read fantasy story starters in a group
• Allow less confident writers to use one of the story
• Learners can let their imagination loose in this initial
starters from Activity A. They can then work
fun warm-up. Use one of the story starter sentences
backwards to try to give more information on the
suggested, or develop your own with the class if you
character and setting.
prefer. Check that the class can identify the unlikely/
fantasy element in the starter; then each learner adds Assessment opportunities
a sentence in turn. It does not matter if the story
becomes quite silly as this brainstorming is just to • Make notes on how well learners are able to plan and
stimulate ideas and the story will not have to be use original ideas. Check they included something
written beyond the introduction. unlikely or impossible in real life. Use PCM 12
• Allow about five 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.
confident 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.
• Ensure learners develop the habit of using clear, We have to write an attention-grabbing sentence
joined-up handwriting, even for brief notes. that includes something unlikely or impossible in
• Use the adjectives on the scale in a fun way to real life.
demonstrate the degrees of intensity; read out the
Activity Book
first sentence of several books for the class to rate.
Learners could read out and rate the first sentence of A Discuss different ways of starting sentences, e.g.
their own readers. Brainstorm more words including with a noun or an adverb. Learners should try to use
a few they may not know: mundane, run-of-the-mill, different sentence structures in their answers.
electrifying, etc.
Answers:
• It may be useful to discuss the concept of an anti-climax.
A
1–5 Learners’ own answers.
Answers:
1–4 Learners’ own answers.

B Enter the competition Session 12: Write a story introduction

Learner’s Book page: 23
• Encourage learners to enjoy designing the form but
the main point of the activity is for them to write a Activity Book pages: 18–19
story starter linked to a character and a setting. You will need: competition entry from previous session.
• Remind them to use key words and phrases, not full ICT opportunity: consider learners writing/presenting
sentences. They can use illustrations if they wish, their story introductions in an electronic slideshow
which can be used in later activities. presentation.
• Writers tend to write better about something they
know because they can visualise it. Model what Learning objectives
you might include for a story set in the classroom. Learning intentions
Brainstorm keywords and phrases focusing on what
you see, hear, smell, and touch. • to write three to four paragraphs of an introduction
• Use the story starters in Activity A to recap how to a fantasy story
small details can set the mood (e.g. cautiously, tree, • use peer group review on drafts
barking, panicked). • revise draft for spelling, punctuation, grammar and
• Encourage learners to try out ideas on a talk partner more descriptive verbs
first, although some may prefer to keep their ideas as a • present and illustrate the introduction.
surprise. These forms will make an enjoyable display for
Learning outcomes
the classroom wall – the display will also allow learners
to see how others approach the same task. Learners can:
• You could give each form an excitement rating using • write two to three paragraphs
one of the adjectives from the more encouraging end • give feedback to talk partners on each other’s draft
of the ratings chart.
• revise draft and make changes
Answers: • neatly write out their introduction and illustrate it.
1 Learners’ own answers; ensure answers include a fantasy
element.
2–3 Learners’ own answers.

26 Unit 1 Storybook
 Assessment opportunities
A Draft your idea in more detail
• Story introductions on paper can be retained for
• Encourage learners to use a planning diagram (e.g.
portfolio evidence. Using PCM 4 Assessment sheet
a mind map, table or a sheet of paper divided into
assess the stories according to success criteria you
blocks) to jot down notes. Encourage them to include
have negotiated with your learners as appropriate for
a strong opening sentence (a topic sentence). Set a
their needs (including differentiation). Here are some
limited time for the activity. Remind them they will
suggestions:
not have to write the entire story, so it doesn’t matter
My introduction should contain something
if they cannot think how the story will end.
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.
• Remind learners to use their best joined-up handwriting
I must choose powerful verbs and adjectives to
so that their talk partner can easily read their ideas.
show the mood in the introduction.
• Swapping notes with a partner will help learners who
I must write the narrative parts in the past tense.
are stuck for ideas and it will give learners practice at
explaining further detail not included in their notes.
• Each learner should suggest at least two ideas on how Activity Book
their partner could make their introduction more A When learners have completed the Activity Book task
effective (e.g. content, action, choice of powerful verb on plural spelling patterns, they should apply their
or adjective to intensify the description or mood). knowledge to their story introduction, and check
• Learners must check that their partner included a carefully and correct any errors in their work.
fantasy element. Does the introduction make them
want to know what happens next? Answers:
A
• Discuss TV programmes where each episode ends
s, sh, ch – rule is to add es; nouns ending in a consonant + y –
with a cliff-hanger that draws viewers back for the rule is that y changes to ies; nouns ending in a vowel + y – rule
next episode. Explain that before wide publication of is just add s. The rest of the question is open.
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 sufficient 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 profiles 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 find time to allow them to finish 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 finding information in non-fiction books. Learners read
dictionary definitions, compare a contents page and index, read an introduction to a book and analyse
information from a non-fiction 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 find information using a contents page and index
• identify some key features of non-fiction 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 fiction and non-fiction
• 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
You will need: space for small group/partner discussion; B Make up your own questions
notebooks.
• Think of questions that can be used as headings. The
Nice to have: some pictures of the sea and various sea questions should evoke interest.
creatures. • Revise punctuation. All questions should begin with
ICT link: use of the internet to find pictures or video a capital letter, have a question word and end with
clips to show the class images of the sea and interesting a question mark. Some question words are: Who?
sea creatures. What? Where? When? How? Why? Is? Are?
• Discuss learners’ answers. If you have computers and
Learning objectives internet available in the classroom you could look up
Learning intentions the information to get accurate answers or ask learners
• to discuss a topic together to do independent research at home. This is a good
opportunity for learners to research independently for
• to practise listening skills
information in the library or at home.
• to problem solve together
Answers:
• to read and comprehend a text 1–2 Learners’ own answers.
• to understand the purpose of a heading.
Learning outcomes C Listen to riddles and guess the answer
Learners can: • Use this as an opportunity to develop listening skills.
• listen in a discussion and share personal experiences Read out a riddle or joke and then let pairs or groups
and knowledge of the sea discuss the answer and write it down. Then invite
• use vocabulary related to the topic volunteers to share their ideas and see if anyone
got them right. The answers are on page 26 of the
• disagree politely and offer other alternatives
Learner’s Book.
and answers
• The first riddle comes from a scene in the book, The
• identify key features of a non-fiction text Hobbit, in which the hobbit Bilbo Baggins plays a riddle-
• make up their own headings. game with Gollum in the caves of the Misty Mountains.
This is a good opportunity to discuss the meaning of
A Have a discussion the word mail as it is key in finding the solution to this
riddle. A definition of mail appears in the dictionary
• Some learners might not have seen the sea but most
page extract in the Learner’s Book on page 26.
of them will have an idea of what the sea is like.
• The second riddle comes from the Book of Exeter,
• Encourage them to share their own ideas and
a book of ancient Anglo-Saxon riddles. Various
experiences. Remind them there is no right or wrong
translations are available and you can find other
answer when sharing personal knowledge and
examples online by searching for ‘Anglo-Saxon
experience. Be sensitive as some learners might have
riddles’ or ‘riddle poems’.
negative feelings or experiences about the subject.
• Initiate and monitor a class discussion. Prompt ideas Here is another example:
on what the sea looks like, how it feels, what it can do.
I am the yellow hem
• Encourage them to listen to each other and pay
attention. of the sea’s blue skirt.
• After their initial ideas, if possible show pictures (Answer: sand on a beach.)
of the sea or use a computer to display images and
prompt further discussion. • This riddle links nicely with the expression ‘a sea of
• Share specific knowledge about the sea. As learners knowledge’.
contribute their facts, write down key words and
What can be deeper than the sea,
phrases for them to see and remember. Some of the
information might need to be verified. This could be More intriguing than stars and space,
something for learners to do at home or in the library. Simple as can be,
• There are many ways to present information. The Duller than an empty place,
‘fishy facts’ are presented as Collector’s Cards. The
As innocent as a gentle word,
purpose of Collector’s Cards is to create interest
in a particular topic. Ask learners if they have ever And guilty like a mean jailbird,
collected cards before – what was the topic? From whence comes most of the things we see,
• Discuss the expression ‘sea of knowledge’ (in the Which otherwise just wouldn’t be.
duck’s speech bubble) and explain that as a figurative
What can it be, what can it be?
expression, the word sea is not a real sea. It is used to
create an image of how vast and deep the knowledge is. (Answer: thought.)

Session 1 Talk about the sea 29

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

Assessment opportunities D H A L H Z A P
• Class discussion provides a good opportunity for O C S O R S O N H
informal assessment. Take note of learners with R L B I I O O T E Y
particularly good or weak vocabulary. A S P F F P M E M P T H
• Informal observation of group work and discussion
B T D H L T P E O M O S
will give you a good idea of which combinations of
learners work together well. E L R A I M O R N I P I
R O E N I N R E R L F
Activity Book
W K E L R H A Y
A Talk partners could discuss the expressions, first
exploring what each would mean literally. Support S T S E A H O R S E A S N L
them in inferring its figurative meaning. O S U P O T C O S P K L
Learners can do independent research to find out N W H A L E S H T E
where these expressions originate from and also find Q A C R O A O J
other expressions related to the sea. At this stage it is
important to encourage independent research. U R N
C Ensure learners understand the statements and look I K
up any unfamiliar vocabulary. H S I F E L D E E N
E Ensure learners do not forget to write their
questions correctly with an initial capital letter and
question mark.
F Encourage learners to be creative when designing Session 2: Dictionary work
their collector’s cards. They do not need to research a Learner’s Book pages: 26–27
large volume of information, but should present it in Activity Book pages: 23–27
an eye-catching and effective way, using the headings
suggested or ideas of their own. You will need: at least one dictionary between two
Explain that learners can use their own layout and learners, preferably a children’s dictionary. The
headings for the second card if they wish. dictionaries do not need to be of the same kind.
If no suitable reference materials are available, Nice to have: extra dictionaries; the alphabet displayed
ask them to use information from the texts in the in the classroom.
Learner’s Book. Spelling link: homonyms; work with alphabetical order.
Ensure they reword information in their own words.
G Explain that words may go in any direction Learning objectives
in the wordsearch grid, forwards, backwards, Learning intentions
diagonally, etc.
• to use a dictionary effectively to find information
Support learners with scanning to find the initial
letter of each word. They could run a finger along • to understand words have a specific meaning in their
each row line to help them scan methodically. context.
Learning outcomes
Answers:
Learners can:
A 1 e; 2 a; 3 d; 4 b; 5 c
B Possible answers: • identify features of a dictionary
1 all at sea
• order words alphabetically
2 all hands on deck
3 the coast is clear • find the correct meaning of a word in its context.
4 a fish out of water
5 sink or swim

30 Unit 2 Going deep