Eas ES a Be CAMBRIDGE UNIVERSITY PRESS CAMBRIDGE Primary English Teacher's ResoThis code gives you access to your digital resource. Please scratch the panel lightly to reveal the code beneath (a coin is ideal for this): a dl How do | activate my digital resource’ ‘+ Please log in at cambridge.org/go and then click on ‘Add new resources’ to use the access code above. * Need to register? Create your account at eambridge.org/ge and then click ort ‘Add new resources’ to use the access code above. Terms and conditions: * This Access Code will give you access to the Digital Teacher's Resource starting from the day you first activate the code in Cambridge GO. Access will continue to be provided until such a time ‘that Cambridge is no longer able to host the service or provide access to the Resource. ‘+ This code can only be used once, is personal to you, and cannot be reused by anyone else. * Full terms and conditions are available at: cambridge.org/go/terms_of_useCAMBRIDGE UNIVERSITY PRESS CAMBRIDGE Primary English Teacher's Resource 4 Sally Burt & Debbie RidgardCAMBRIDGE UNIVERSITY PRESS University Printing House, Cambridge C82 8BS, United Kingdom (One Liberty Plaza, 20th Floor, New York, NY 10006, USA 4477 Williamstown Road, Port Melbourne, VIC 3207, Australia| 314-321, 31d Floor, Plot 3, Splendor Forum, Jasola Disteiet Centre, New Delhi ~ 110025, India 103 Penang Road, #05-06/07, Visioncrest Commercial, Singapore 238467 (Cambridge University Pres is part of the University of Cambridge. [furthers the University’ mission by disseminating knowledge inthe pursuit of education, learning and research a the highest international levels of excellence. woraccambridge.ong Information on this tite: wwwcambridge org/ 9781108770729 (© Cambridge University Press 2021 ‘This publication isin copyright. Subject to statutory exception {and tothe provisions of relevant collective licensing agreements, ‘no reproduction of any past may take place without the writen permission of Cambridge University Press First published 2015 Second edition 2021 20 19 18 17 16 15 14 13 1211 109.8 7654321 Printed in Malaysia by Vivar Printing A catalogue record for this publication i available from the British Library ISBN 978-1-108-77072-9 Paperback with Digital Access ‘Additional resources for this publication at wwwcambridgeore/g0 ‘Cambridge University Press has no responsibility fr the persistence of accuracy of URLS for extemal or thid-party intemet websites referred to in this publication, and dees not guarantee that any content on such vebsites is, or will remain, accurate or appropriate Information ‘regarding prices, travel timetables, nd other faetual information given in this work is correct at the time of first printing but Cambridge University Press does not guarintee the accurey of such information thereafter NOTICE TO TEACHERS IN THE UK Iti llega to reproduce any part of this work in material form (inchuding photocopying and electronic storage) except under the following circumstances (where you are abiding bya licence granted to your school or institution by the Copyright Licensing Agency; (i) where no such licence criss, or where you wish to exeoud the (erms of a cence, and you have ‘ined the weitten permission of Cambridge University Press, i) witere you are allowed to reproduce without permission under the provisions of Chapter 3 of the Copyright, Designs and Patents Act 1988, which covers, for example, the reproduction of short passages within certain types of edueational anthology and reproduetion for the Purposes of setting examination questions, Cambridge International copyright material n this publication is reproduced under licence and ‘remains the intellecual property of Cambridge Ascerament International Edveation. Third-party websites, publications and resources referred to in this publication have not been ‘endorsed by Cambridge Assessment International ication. Diignoste check, mid-point test, end-of year test and endeof-unit tests have been written ‘ay the authors. These may not fly reflect the approach of Cambridge Assessment ‘International Baweation.‘CONTENTS >» Contents ‘Acknowledgements Introduction About the authors How to use this series How to use this Teacher's Resource About the curriculum framework About the assessment Approaches to learning and teaching Setting up for success Teaching notes Story time Exploring Earth Mind pictures Unlock your imagination Making the news Let's perform What would you do? Food for thought Poems to see and hear we eVounrwen a Spelling activities answers 05 06 o7 08 10 15 15 16 21 8 238 14 152 186 205 243, 275 294> CAMBRIDGE PRIMARY ENGLISH 4 TEACHER'S RESOURCE Digital resources ‘The following items are available on Cambridge GO. For more information on how {to access and use your digital resource, please see inside front cover. Active learning Assessment for Learning Developing learner language skills Differentiation Improving learning through questioning Language awareness, Metacognition Skills for Life Letter for parents ~ Introducing the Cambridge Primary and Lower Secondary resources Lesson plan template and examples of completed lesson plans Curriculum framework correlation Scheme of work Audio files Diagnostic check and answers Mid-point test and answers End-of-year test and answers Answers to Learner's Book activities Answers to Workbook activities Glossary You can download the following resources for each unit: Differentiated worksheets and answers Language worksheets and answers End-of-unit tests and answersACKNOWLEDGEMENTS >» Acknowledgements The authors and publishers acknowledge the following sources of copyright material and are grateful forthe permissions granted. While every effort has been made, it has not always been possible to identify the sources ofall the material used, fr to trace all copyright holders. If any omissions are brought to our notice, we will be happy to include the appropriate ‘acknowledgements on reprinting Excerpts from the Approaches to learning and teaching series, courtesy of Cambridge University Press and Cambridge Assessment International Education: cambridge.orgJapproachestolearning Unit 1: extract from THE LEGEND OF SPUD MURPHY by Eoin Colpher (Puffin Books, 2004) reproduced by permission of Penguin Books Lid, text copyright and © Eoin Colfer, 2004 Reprinted by Kind permission of Eoin Colfer; Extract from When the Sea Turned to Silver by Grace Lin, reprinted with the permission of Little, Brown and ‘Company, Hachette Book Group; Unit 3: ‘Dad’ and ‘Mum’ by Andrew Fusek Peters, from Mad, Bad and Dangerously Haddock Copyright © 2006 Andrew Fusek Peters, published by Lion Hudson 2006. Reproduced with permission of the Licensor through PLSclear; ‘What Is Blue?” 1961 by Mary LeDuc O'Neill; and “The Colors live’ from HAILSTONES AND HALIBUT BONES by Mary O'Neill, ext copyright © 1961 by Mary Le Due O'Neill, Used by permission of Doubleday, an imprint of Random House Children’s Books, a division of Penguin Random House LLC. All rights reserved. Alll rights reserved, and published by Egmont UK Limited and used with permission; Unit 4: Extract from Harry's Mad by Dick King Smith © Dick King-Smith, used by permission of United Agents; Exetract from The Voyages of Doctor Dolittle by Hugh Lofting, published by permission of Christopher Lofting c/o ‘The Lotts Agency, Ltd.; Unit 6: Extract from ‘The Sparrow's Quest’ by Elizabeth Laird in Pea Boy & Other Stories from Iran retold by Elizabeth Laird, 2009, Frances Lincoln Ltd.; Unit 7: Extract from Single Shard by Linda Sue Park, Houghton Miflin Harcourt; Extract from The Butterfly Lion by Michael Morpurgo, Reproduced with permission of Harper Collins UK; Extract from Cool! by Michael Morpurgo, Reproduced with permission of Harper Collins UK; Unit 8: Extract and cover from Cook with Josh, Josh Thirion, Struik Lifestyle, 2012 reproduced with permission of Penguin Random House South Africa; Unit 9: ‘The Mist’ by Mpho Mamashela from A River of Stories, Tales and poems from across the Commonwealth compiled by Alice Curry; “Rooster and Hens' from THE CARNIVAL (OF THE ANIMALS by Jack Prelutsky, text copyright © 2010 by Jack Prelutsky. Used by permission of Random House Children’s Books, a division of Penguin Random House LLC. All rights reserved; ‘Silver’ and ‘Full Moon” ‘by Walter de la Mare, by permissions of The Literary Trustees of Walter de la Mare and The Society of Authors as their Representative; Tests Extracts from Dolphins in the Wild by Anna Bunney, Cambridge Reading Adventures, ‘Cambridge University Press, used by permission of ORCA, Extracts ftom What's for Lunch by Catherine Chambers, ‘Cambridge Reading Adventures, Cambridge University Press, used by permission of the author. Thanks to the following for permission to reproduce images: Cover by Omar Aranda (Beehive Illustration)> CAMBRIDGE PRIMARY ENGLISH 4 TEACHER'S RESOURCE > Introduction ‘Welcome to the new edition of our Cambridge Primary English series. Since its launch, the series has been used by teachers and learners in over 100 countries for teaching, the Cambridge Primary English curriculum framework. This exciting new edition has been designed by talking to Primary English teachers all over the world, We have worked hard to understand your needs and challenges, and then carefully designed and tested the best ways of meeting them, Asa result of this research, we've made some important changes to the series. This Teacher's Resource has been carefully redesigned to make it easier for you to plan and teach the course. ‘The series now includes digital editions of the Learner's Books and Workbooks. This Teacher's Resource also offers additional materials available to download from Cambridge GO. (For more information on how to access and use your digital resource, please see inside front cover.) ‘The series uses the most successful teaching approaches like active learning and metacognition and this Teacher's Resource gives you full guidance on how to integrate them into your classroom, Formative assessment opportunities help you to get to know your learners better, with clear learning intentions and success criteria as well as an array of assessment techniques, including advice on self and peer assessment. Cleat, consistent differentiation ensures that all learners are able to progress in the course with tiered activities, differentiated worksheets and advice about supporting learners’ different needs, All our resources include extra language support to enable teaching and learning in English, They help learners build core English skills with vocabulary and grammar support, as well as additional Tanguage worksheets, ‘We hope you enjoy using this course Eddie Rippeth Head of Primary and Lower Secondary Publishing, Cambridge University PressABOUT THE AUTHORS >» About the authors Sally Burt have been involved with education for both children and adults for almost 30 years. I obtained my honours and master’s degrees at Magdalen College, Oxford University, and my PGCE at Digby Stuart College, Roehampton, followed by teaching at various inner-city primary schools in London. I was the deputy head at All Saints primary school in London. moved to South Africa in 1995, where I taught in a junior schoo! for several years. After that, I started my own communications consultancy and since then I have been involved in editing, writing and training across a variety of contexts, including professional communication studies in higher education at the University of Cape Town, Thave worked with Debbie Ridgard for the last 20 years on English textbooks, workbooks, teacher resources, study guides and readers for a range of curricula and publishers, including Oxford University Press SA, Scholastic UK and Cambridge University Press UK. Lam also a contributing editor to a professional communications textbook, published by Juta in South Arica Debbie Ridgard have been involved in education for almost 30 years, sinee I graduated with a BPrimEd (WITS) in 1992. I spent 17 years teaching Grades 4-7 in a diverse, multi-cultural primary school in South Africa, While teaching became involved in teacher training and, later, writing educational material, [eft full-time teaching in 2010 to focus on writing, but have continued to take on part-time teaching positions at various diverse primary schools. have worked on writing projects with Sally Burt forthe last 20 years ‘Together, we have developed textbooks, workbooks and teacher guides for local and international curricula, as wel as literature and spelling guides for various publishers,Peta Note misters sot] (a >» How to use this series Se ‘The Learner's Book is designed for learners to use in cs Seed ear nnoame tena Primary English investigations, activities, questions and im: vate learners and help them to develop the nec skills. Each unit contains opportunities for for assessment, differentiation and reflection so you can support your learners’ needs and help them pra A digital version of the Learner's Book is included with the print version and available separately. It includes simple tools for learners to use in class or for self-study, OMERISGE Dees SN nce Ps = Pee en eT Primary English is ideal for use in class or as homework. A three-te Pee ane ROT me ra SOS UN ree name ty learner is supported. Teachers can Rtn eRe te er errr errors the tiers in the exercise Sa ee te ee a A digital version of the Workbook is inclucled SUS esemcees) eee dite lavas: tein) A print book with de notes for each topic Preece a ERE a form plu Maerua ret neon erent nt> CAMBRIDGE PRIMARY ENGLISH 4 TEACHER'S RESOURCE >» How to use this Teacher's Resource ‘This Teacher’s Resource contains both general guidance and teaching notes that help you to deliver the content in our Cambridge Primary English resources, Some of the material is provided as downloadable files, available on Cambridge GO. (For more information about how to access and use your digital resource, please see inside front cover.) Sce the Contents page for details of all the ‘material available to you, both in this book and through Cambridge GO. Teaching notes ‘This book provides teaching notes for each unit of the Learner's Book and Workbook. Each set of teaching notes contains the following features to help you deliver the unit. ‘The Unit plan summarises the topics covered in the unit, including the number of learning hours recommended for the topic, an outline of the learning content and the Cambridge resources that ‘can be used to deliver the topic. 11 What [1 Use specialised story vocabulary. Leamer's Book Session 1.1 ress? soy Talk about and compare stories. Workbook Session 1.1 ‘Summarise and retell a favourite story. ‘The Background knowledge feature outlines specific PTS eeu en ate ania skills, resources, grammar and subject knowledge that == — — ‘you can familiarise yourself with in order to help ‘you teach the unit content effectively. Before you begin to teach this unit, you may find it helpful to: Learners’ prior knowledge can be informally + make sure you can confidently use appropriate assessed through the Getting started feature in the Vocabulary to talk about children’s fetion Learner's Book. ‘The Teaching skills foeus feature covers a teaching skill (REA TS SR TEr err and suggests how to implement it in the unit Jn this unit, learners learn to access information ina variety of ways. In the digital age of online dictionary tools and instant information,HOW TO USE THIS TEACHER'S RESOURCE Reflecting the Learner's Book, each unit consists of multiple sections, A section covers a learning topic. At the start of each session, the Learning plan table includes the learning objectives, learning intentions and success criteria that are covered in the session. The learning objectives that are the main focus of the lesson are in bold, followed by those that are partially covered, can be helpful to share learning intentions and success criteria with your learners at the start of a lesson so that they can begin to take responsibility for their own learning, NIN ‘There are often common misconceptions associated with particular learning topics. These are listed, along with suggestions for identifying evidence of the misconceptions in your class and suggestions for how to overcome them. ception Books are always narrated in the | Ask who is doing the narrating. _| Point out the language of the third person. narrative allows readers to share Wills thoughts as itis written in first-person narrative. Encourage learners to notice the first-person pronouns (us, my, I)- For each topic, there is selection of starter ideas, main teaching ideas and plenary ideas, You can pick out individual ideas and mix and match them depending on the needs of your class. The activities include suggestions for how they can be differentiated or used for assessment. Homework ideas are also provided. Starter idea Main teaching ideas Talk about what you enjoy in a book 1. Talk about stories (10 minutes) (5 minutes) Learning intentions: Write three to four Resources: Learner's Book, Session 1.12: Getting paragraphs of a fantasy story introduction started; independent readers Use peer-group review on drafts, Description: Open by talking about what makes Revise and proofread drafts. earners want to read on once they have started a ‘book. Itis one thing to select a book based on the cover, or recommendation from a teacher or peers, but itis another to start the book and want to carry on reading it. Resources: Competition entries (Learner's Book, Session 1.1)> CAMBRIDGE PRIMARY ENGLISH 4 TEACHER'S RESOURCE ‘The Language support feature highlights specific vocabulary and uses of English throughout the unit that learners might not have encountered before, or may struggle with. It contains suggestions on how to approach these with your class and helpful ‘examples to help them better understand. ‘The Cross-curricular links feature provides suggestions for linking to other subject areas. PEUX eaeis Learners are working with the same vocabulary set as for the earlier extract, so they should feel confident with the language. Point out that if you are hooked on something like a book, author or television series, it means your attention is caught, Geography: Search for images of different settings {e.g. mountainous areas, villages up mountains) and ‘weather conditions (snow, ice, hail, windy or wild conditions, storms). Learners can identify features in the images as a basis for describing a setting.HOW TO USE THIS TEACHER'S RESOURCE Digital resources to download This Teacher's Resource includes a range of digital materials that you can download from Cambridge GO, (For more information about how to access and use your digital resource, please see inside front cover.) This icon ts indicates material that is available from Cambridge GO. Helpful documents for planning include: + Letter for parents — Introducing the Cambridge Primary and Lower Secondary resources: a template letter for parents, introducing the Cambridge Primary English resources. + Lesson plan template: a Word document that you can use for planning your lessons. + Curriculum framework correlation: a table showing how the Cambridge Primary English resources map to the Cambridge Primary English curriculum framework. + Scheme of work: a suggested scheme of work that you can use to plan teaching throughout, the year Bach unit includes: + Differentiated worksheets: these worksheets are provided in variations that cater for different abilities. Worksheets labelled ‘A’ are intended to support less confident learners, while worksheets labelled ‘C’ are designed to challenge more confident learners, Answer sheets are provided. + Language worksheets: these worksheets provide language support. Answers sheets are provided. + End-of-umit tests: these provide quick checks of the learner’s understanding of the concepts covered in the unit, Answers are provided. Advice on using these tests formatively is given in the Assessment for Learning section of this Teacher's Resource. Additionally, the Teacher's Resource includes: + Diagnostic check and answers: a test to use at the beginning of the year to discover the level that learners are working at. The results of this test can inform your planning, + Miid-point test and answers atest to use after learners have studied half the units in the Learner's Book. You can use this test to check whether there are areas that you need to go over again. + End-of-year test and answers: a test to use after learners have studied all units in the Learner's Book. You can use this test to check whether there are areas that you need to go over again, and to help inform your planning for the next year. + Answers to Learner's Book activities + Answers to Workbook activities + Glossary In addition, you can find more detailed information about teaching approaches. Audio is available for download from Cambridge GO (as part of this Teacher's Resource and as part of the digital resources for the Learner's Book and Workbook).> CAMBRIDGE PRIMARY ENGLISH 4 TEACHER'S RESOURCEABOUT THE CURRICULUM FRAMEWORK >» About the curriculum framework The information in this section is based on the Cambridge Primary English curriculum framework (0058) from 2020. You should always refer to the appropriate curriculum framework document for the year of your learners’ assessment to confirm the details and for more information. Visit www.cambridgeinternationalorgiprimary to find out more, ‘The Cambridge Primary English curriculum has been designed to help learners to become confident communicators. They will learn to apply reading, writing, speaking and listening skills in everyday situations, as well as developing a broad vocabulary and an understanding of grammar and language. Through this curriculum, learners will develop evaluation skills learn to appreciate texts from different cultures and learn to write for different audiences and purposes. ‘The Cambridge Primary English curriculum framework is split into three strands: reading, writing and speaking and listening, For more information, visit the Cambridge Assessment International Edueation website, A curriculum framework correlation document (mapping the Cambridge Primary English resources to the learning objectives) and scheme of work are available to download from Cambridge GO (as part of this Teacher's Resource). >» About the assessment Information about the assessment of the Cambridge International Primary English curriculum framework is available on the Cambridge Assesstent International Education website: tpsi/www.cambridgeinternational.org/primary> CAMBRIDGE PRIMARY ENGLISH 4 TEACHER'S RESOURCE > Approaches to learning and teaching ‘The following are the teaching approaches underpinning our course content and how we understand and define them, Active learning Active learning isa teaching approach that places learner learning at its centre. It focuses on how learners learn, not just on what they learn. We, as teachers, need to encourage learners to ‘think: hard’, rather than passively receive information, Active learning encourages learners to take responsibility for their learning and supports them in becoming independent and confident learners in school and beyond. Assessment for Learning Assessment for Learning (AfL) isa teaching approach that generates feedback which can be used. to improve learners’ performance. Learners become more involved in the learning process and, from this, gain confidence in what they are expected to learn and to what standard. We, as teachers, gain insights into a leamer’s level of understanding of a particular concept or topic, which helps to inform how we support their progression. Differentiation Differentiation is usually presented as a teaching approach where teachers think of learners as, individuals and learning as a personalised process. Whilst precise definitions can vary, typically the core aim of differentiation is viewed as ensuring that all earners, no matter their ability, interest or context, make progress towards their learning intentions. It is about using different approaches and ‘appreciating the differences in learners to help them make progress. Teachers therefore need to be responsive, and willing and able to adapt their teaching to meet the needs of their learners. Language awareness For all learners, regardless of whether they are learning through their first language or an additional language, language isa vehicle for learning. It is through language that learners access the learning intentions of the lesson and communicate their ideas. It is our responsibility, as teachers, to ensure that language doesn’t presenta barrier to learning.i APPROACHES TO LEARNING AND TEACHING Metacognition Metacognition describes the processes involved when learners plan, monitor, evaluate and make changes to the own learning behaviours, These processes help learners to think about their ‘own learning more explicitly and ensure that they are able to meet a learning goal that they have identified themselves or that we, as teachers, have set. Skills for Life How do we prepare learners to succeed in a fast-changing world? To collaborate with people from around the globe? To create innovation as technology increasingly takes over routine work? “To use advanced thinking skills in the face of more complex challenges? To show resilience in the {ace of constant change? At Cambridge, we are responding to educators who have asked for a ‘way to understand how all these different approaches to life skills and competencies relate to their teaching. We have grouped these skills nto six main Areas of Competency that can be incorporated into teaching, and have examined the different stages of the learning journey and how these competencies vary across each stage. ‘These six key areas are: + Creativity ~ finding new ways of doing things, and solutions to problems + Collaboration ~ the ability to work well with others + Communication — speaking and presenting confidently and participating effectively in meetings, 16 itical thinking ~ evaluating what is heard or read, and linking ideas constructively + Learning to learn ~ developing the skills to learn more effectively + Social responsibilities ~ contributing to social groups, and being able to talk to and work with people from other cultures. Cambridge learner and teacher attributes ‘This course helps develop the following Cambridge learner and teacher attributes. Confident in working with information and ideas - their own and those of others. Confident in teaching their subject and engaging each learner in learning Responsible for themselves, responsive to and respectful of others. Responsible for themselves, responsive to and respectful of others. Reflective as learners, developing their ability to learn. Reflective as learners themselves, developing their practice Innovative and equipped for new and future challenges. Innovative and equipped for new and future challenges. Engaged intellectually and socially, ready to make a difference, Engaged intellectually, professionally and socially, ready to make a difference. Reproduced from Developing the Cambridge learner attributes with permission from Cambridge Assessment huternational Education. ‘More information about these approaches to learning and teaching is available to download from Cambridge GO (as part of this Teacher's Resource). 7 >> CAMBRIDGE PRIMARY ENGLISH 4 TEACHER'S RESOURCE Approaches to learning and teaching English In this new edition of Cambridge Primary English we offer an integrated approach to language skills (Speaking, listening, reading and writing). This means that in each English lesson you can expect a focus on learning objectives from each strand of the curriculum framework. Each Learner's Book contains nine units: two long units and one shorter unit per 10-week term. Fach long unit of 12 sessions has been designed to be delivered over four weeks, with three lessons per week, plus a revision session. If your timing is different we hope the materials are flexible enough for you to be able to fit them to your requirements. The shorter units of six sessions are intended to be delivered ‘over two weeks, plus a revision unit, The units per term may be taught in any order with progression being built n per term, rather than unit-by-unit, to add further flexibility for the use of the programme and to allow for more cross-curricular matching. Listening and speaking are a focus for effective communication, but also underpin reading and writing skills too, We consolidate and develop the sub-strands inctuding: making yourself understood; showing understanding; group work and discussion; performance; and reffection and evaluation, We have included additional listening activities in this edition and there is enhanced support for developing listening and speaking skills in authentic and exciting contexts, Audio tracks ‘actively promote good pronunciation of English and you will find recordings of all the texts from, the Learner's Book in this Teacher's Resource. ‘Across each stage for reading and writing we introduce a wide range of fiction and non-fiction texts, including fiction genres, poetry and non-fiction text-types for different purposes. There is a broad selection of authentic texts from around the world, which have been included to promote reading for pleasure as well as an understanding of meaning and the conventions and features of different types of writing. For reading and writing we orchestrate rich coverage of each sub-strand and are still mindful to integrate listening, speaking, reading and writing skills as follows: ‘Word structure (phonics and spelling): We assume schools have followed a systematic phonics programme with decodable reading books and that increasingly learners are encouraged to enjoy and explore texts with less restricted word choice. We believe that phonics knowledge is a strong basis for reading and spelling, and that learners need to be both taught and have time to explore spelling patterns, rules and exceptions. By actively focusing the learners’ attention on activities and useful rules in the context of the lesson, this course aims to improve the average spelling age in your classroom. Phonic workbooks are provided for Stage | and may be of some use for learners Who need further or repeated practice in basic phonics at Stage 2. ‘The downloadable spelling ists in this Teacher's Resource are a supplement to the spelling activities at the back of the Learner’s Book. Embedded throughout the notes are Spelling links; these are intended to suggest opportunities at which the indicated spelling areas can be looked at in greater detail ‘There are three spelling spreads included at the back of each Learner’s Book. Each spread contains specific spelling activities to address some of the spelling objectives ina systematic way to ensure complete coverage of all the objectives. They can be used at the teacher's discretion as part of a wider session or as part of a dedicated spelling session. The answers to the spelling activities are included at the end of this Teacher's ResourceAPPROACHES TO LEARNING AND TEACHING A suggested spelling session format + SAY the word and SEE the word, Introduce words both orally and visually so the children see each word and hear the sound simultaneously to develop auditory perception. Use flash cards, words appearing on a screen or written on the board. + PLAY with the word. They write it in the air or on their desk with a finger, mime it to a partner, write it ona slate or paper and hold it up, do visual memory activities with a partner: look at a word, close eyes and spel it. These activities provide immediate feedback and develop visual memory. Clap the sounds to demonstrate how the word is broken into syllables, Let the children find their own associations to help them remember words eg. ear in hear or ache in headache. + ANALYSE the word. Spelling rules can be helpful here to explain how words are built up, why Jetters move, how sounds change from one word to another and how patterns fit into words + USE the word ~ make up a sentence. Activites are provided in the Learner's Book but you can add to these by playing spelling games. Younger children enjoy speling ‘snap’ or “bingo’; older children might enjoy a spelling challenge/ladder or a competition that involves winners. + LEARN the word. They commit the word to memory while writing it out in a wordbook or personal spelling notebook. Tests or assessments need not be repetitive weekly activities but learners do need incentive to internalise the spelling of words and to sec they are making progress. ‘Vocabulary and language: We provide multiple experiences and strategies for securing vocabulary, including saying a word and then writing it, exploring context, grammatical features and a word's relationship to other words (word families, prefixes, suffixes etc). We also explore texts with learners to reflect on writers’ choices of vocabulary and language. In the final sessions of each unit we then innovate oon the text vocabulary or language to apply learning and try out new found skills and knowledge, Practical ideas for the classroom ‘Words and spellings need to be highlighted and enriched at every opportunity in the classroom. 1. Encourage personal word books or cards: include words covered in spelling sessions and ones they look up in the dictionary. At the back, suggest learners develop a bank of | words they would like to use (especially powerful, descriptive or unusual words). Word ‘meanings can also be included. Some children may benefit by using colours or underlining! highlighting to identify tricky bits or root words. 2. Have a classroom display of aspirational words or themed words around a topic (any learning area). Have plenty of large spelling resources ~ online and print dictionaries, thesauruses, etc. ‘Set up spelling buddies as a first line of check if a dictionary or thesaurus does not help. Play word games such as word dominoes or phonic pairs on a set of cards as a meméry game.> CAMBRIDGE PRIMARY ENGLISH 4 TEACHER'S RESOURCE 6 Highlight and discuss word origins and have a merit system for anyone with interesting, words or word information to share. 7 Display lists of words with similar sounds or letter patterns (either at the start, middle or end) ~ write the words large in the handwriting taught at the school joined up if appropriate to stimulate visual and kinaesthetic knowledge. 8 Have an interactive word list of interesting words, or words that match a spelling rule or ‘word pattern being focused on. Add to it whenever anyone comes across a relevant word. 9 Consider an alphabet of vowel sounds and consonant sounds as a display or frieze around the walls. 10 If handwriting lessons are timetabled, add word patterns and sounds into those sessions. 11 Research free web resources to create your own crosswords and word searches linked to vocabulary in themes and spelling rules you are working on. Grammar and punetuation: Whilst being mindful of reading for pleasure and text coherence, we focus on the grammar and punctuation arising from a text so that learners experience new learning in context, We have respected both teacher and learners’ capacity for understanding and using correct ‘metalanguage in the classroom and especially in writing activities. Structure of texts: An exciting range of authentic texts is provided for discussion, performance, reflection and as models for learners’ own writing, This is especially true in the final sessions of each ‘unit when learners aim to write within the support of frameworks or scaffolds. Interpretation of and creation of texts: Whilst the units provide a rich and broad selection of texts, it isalso expected that learners are enjoying texts outside of the course, but aligned in some way to the topic or theme. Differentiation within each activity ensures that all learners can explore authentic texts and experiment with creative ideas and writing. Appreciation and reflection of reading: We support the ethos of reading for pleasure and encourage learners to reflect and evaluate their wider reading from an early age. Links to Cambridge Reading ‘Adventures (CRA) series are provided and offer a perfect bridge for learners between the texts in the Learner's Books, Book Band graded reading books in CRA and the wider world of authentic texts, ‘We adopt ‘assessment for learning’ strategies to encourage learners to work independently and in pairs or groups to discuss their reading (and wider learning), to share experiences and to respond to others’ ideas and experiences. Presentation and reflection of writing: We encourage learners to adopt a write, reflect/evaluate and improve cycle of working from an early age. We encourage them to present their own work and listen for feedback as well as to talk about their own ideas and others’. Handwriting is an important part of writing and this series encourages best practice in handwriting but does not teach it explicitly. We recommend using the Cambridge Penpals for Handuwriting series alongside Cambridge Primary English for teaching handwriting.SETTING UP FOR SUCCESS > Setting up for success ur aim is to support better learning in the classroom with resources that allow for increased learner autonomy while supporting teachers to facilitate learner learning. Through an active learning approach of enquiry-led tasks, open-ended questions and opportunities to externalise thinking in a variety of ways, learners will develop analysis, evaluation and problem-solving skills, Some ideas to consider to encourage an active learning environment are as follows: + Sot up seating to make group work easy. + Create classroom routines to help learners to transition between different types of activity efficiently, eg. move from pair work to listening to the teacher to independent work, + Source mini-whiteboards, which allow you to get feedback from all learners rapidly. + Start a portfolio for each learner, keeping key pieces of work to show progress at parent-teacher days + Have a display area with learner work and vocab flashcards. Planning for active learning ‘We recommend the following approach to planning. A blank Lesson Plan Template is available to download to help with this approach, 1. Planning learning intentions and success criteria: these are the most important feature of the lesson. Teachers and learners need to know where they are going in order to plan a route to get there. 2 Plan language support: think about strategies to help learners overcome the language demands of the lesson so that language doesn’t present a barrier to learning, 3. Plan starter activities: include a ‘hook’ or starter to engage learners using imaginative strategies. ‘This should be an activity where all learners are active from the start of the lesson, 4 Plan main activities: during the lesson, try to: give clear instructions, with modelling and written support; coordinate logical and orderly transitions between activities; make sure that learning is, active and all learners are engaged ; ceate opportunities for discussion around key concepts. 5 Plan assessment for learning and differentiation: use a wide range of Assessment for Learning techniques and adapt activities to a wide range of abilities, Address misconceptions at appropriate points and give meaningful oral and written feedback which learners can act on. 6 Plan reflection and plenary: at the end of each activity and at the end of each lesson, try to: ask learners to reflect on what they have learnt compared to the beginning of the lesson; build on and extend this learning, 7 Plan homework: if setting homework, it can be used to consolidate learning from the previous lesson or to prepare for the next lesson. ‘To help planning using this approach, a blank Lesson plan template is available to download from Cambridge GO (as part of this Teacher's Resource). For more guidance on setting up for success and planning, please explore the Professional Development pages of our website www.cambridge.org/education/PD ee a>> CAMBRIDGE PRIMARY ENGLISH 4 TEACHER'S RESOURCE > 1 Story time Unit plan 1.1 What Use specialised story vocabulary. Learner's Book Session 1.1 makes a st aston? Talk about and compare stories. Workbook Session 1.1 Summarise and retell a favourite story. 12 Extend 05+ Discuss and compare features of stories | Learners Book Session 1.2 1 readin based ee eae Workbook Session 1.2 Choose a book for a partner. + Worksheet 4.1 Start a reading | oo Wi worksheet 4.9 Wo Worksheet 4.10 13 Readand [05+ ‘Skim read an extract to establish the Learner's Book Session 1.3 t in point. eae penn Workbook Session 1.3 Discuss the features of the text. Present an extract reading aloud in groups. 14 Check [1 Understand the main idea of an extract. | Leamers Book Session 1.4 ieee Identify relevant detail Workbook Session 1.4 Relate the story to personal experience, UW Worksheet 4.1 Complete a reading log for the text, 1.5 Work with [1 Revise verb tenses, Learners Book Session 1.5, verbs and voce Explore and understand tenses in narrative | Workbook Session 1.5 and dialogue 2 W Language worksheet 1B Explore more powerful ves and their impact, 1.8 Explore [1 Explore the beginning of the stoy. Leamer’s Book Session 1.6 Reg ane Express a viewpoint about a character, ‘Workbook Session 1.6 Create a story map to describe the characters, setting and plot. Write a story beginning.1. STORY TIME 1.7 Character | 1 Explore how character and setting are Learner's Book Session 1.7 pad. sera developed Workbook Session 1.7 Recognise how paragraphs organise writing and sequence idess. Choose powerful verbs to create impact 78 Create [1 Identify key words and phrases Leamers Book Session 1.8 mind pictures Explain how characters and settings are developed. Link a setting to personal experience. Explore a writer's choice of words. Workbook Session 1.8 Worksheet 4.11 4 Differentiated worksheets 1A-C 1.9 Findout | 1 more about the story Explore visual clues. Read a book description. ‘Answer questions using evidence from the text Leamer's Book Session 1.9 Workbook Session 1.9 LH Language worksheet 14 1.10 Practise [1 using punctuation to read for meaning Use commas to make the meaning of sentences clearer. Use punctuation to help read for meaning. Practise reading aloud fluently and confidently. Learner's Book Session 1.10 Workbook Session 1.10 Lu Worksheet 4.2 WH Worksheet 4.3, Wa Worksheet 4.12 1.11 Writea [1 Read, respond to and develop fantasy Learner's Book Session 1.11 Diagnostic check Learner's Book Projects End-of-unit 1 test competion story starters Workbook Session 1.11 ou Invent a fantasy story starter. diWorsheet 42 Design and fillin an entry form. 1.42 wite [1 Write a story beginning Learners Book Session 1.12 a story : 2a nee Give feedback on ideas. Workbook Session 1.12 Proofread, revise and edit work. Present a story beginning at a festival. Leamer’s Book Check your progress Worksheet 4.13 DEE SS SS 23 >> CAMBRIDGE PRIMARY ENGLISH 4 TEACHER'S RESOURCE PUNE ou Nena Before you begin to teach this unit, you may find it helpful to: + make sure you can confidently use appropriate vocabulary to talk about children’s fiction + collect examples of books from a range of different genres to stimulate learners’ interest in fiction * familiarise yourself with where different fictional genres are located in the school class or library so that you can direct learners towards their preferred genre * collect examples of interesting book covers to show your learners to help them select books they might like to read * think of ways to encourage learners to try new genres, not just their usual favourites. Active learning * Use books as a tool to encourage active learning about learners’ preferences and reading abilities. What characters, genres, humour, animals, etc. do they enjoy? The more they listen to each other, the deeper th understanding and confidence will become. Ensure the classroom is welll resourced with books, or organise regular library visits. ‘+ Have regular sessions where learners show, describe and report on what they are reading. Would they recommend the book? To whom? Why? * Active discussion about books will learners’ confidence in using sper vocabulary. Encourage reluctant readers to discuss their reading. Guide them towarcls books they may enjoy. Sit with them as they explore the covers and decide whether to read a book * Have they enjoyed other books by the same author? Draw leamers out slowly until they feel confident to choose and express their preferences. * Set up differentiated or mixed-ability book clubs within the class. Both arrangements benefit active learning, * Let learners talk about and recommend books within book club sessions. They can design book review sheets, or you can provide a selection of differentiated book review sheets. * Reading aloud to each other extracts they have enjoyed provides practice at reading aloud for meaning, Challenge learners, particularly confident, fast readers, to choose genres they would not normally read to extend their range. Remind them that itis fine not to like a book, but they should be able to ‘express what they did not like about it and use this 10 inform future choices. Leamers will set up their own reading log in this Unit, Explain that this is not just a record of what they have read, but also their responses to it. Encourage them to comment on and compare things they have read, to develop their tastes and preferences. Reflect at the end of the unit on whether the earners have grown in confidence and skills at managing their reading, and how you can help them maintain this momentum throughout the year.1. STORY TIME Cambridge Reading Adventures Learners may be interested in reading a historical story with some similar themes to When the Sea Turned to Silver One example is Tamerlane and the Boy by Tom and Tony Bradman (Voyagers 4). In this book, as villages are sacked by the great warlord Tamerlane, a boy has to try to save his sister 1.1 What makes a story a story? LEARNING PLAN Learning objectives Learning intentions | Success criteria Main focus Also covered * Use specialised story | + Learners can use story vocabulary. vocabulary to discuss Ri.03, 4Ri.16, 4Ri.02, 4Ri.07, 7 stories. ‘4Ra.03, 4Wv.01, 4Ra.01, 4Wv.06, * Discuss themes and 4SLm.03, 4SLs.01 4SLm.01, 4SLm.05, features of texts. * Learners can talk about and compare themes aeolian and features of stories. * Compare stories. ‘+ Leamers can recount the main points of a story to an audience. LANGUAGE SUPPORT Learners need to be familiar with and confident Using the appropriate vocabulary to talk about stories and books. Model how to use the vocabulary when asking ‘questions and responding to learners in class. If you use the appropriate vocabulary, learners will quickly begin to use it to build their knowledge of how stories work from introduction to conclusion. Starter idea Understand ‘story talk’ (15 minutes) Resources: Learner’s Book, Session 1.1: Getting started; notebooks to use as personal wordbooks Description: Let partners or groups match the key words with definitions, and then pull together a class discussion. Learners should be familiar with the terms but may need to revise them. Remind learners to use these terms when discussing stories. Discuss other meanings of the ‘story talk? words in other contexts (eg. the setting Sun or a plot of land) to enhance their vocabulary and understanding of words ‘with multiple meanings, Give cach learner a notebook to use as a personal wordbook. Encourage them to create different sections (eg. spellings they need to learn; spelling rules and examples, ‘new words with definitions; specialist topic words; aspirational or interesting words they would like to use in their own writing; word banks of interesting synonyms for common words). ‘Some learners may need support with new words and. definitions. Give them example sentences to show how the words are used in context. ‘Support active learning by encouraging learners to use their wordbooks independently and self-select words they need to learn or want to use again,>> CAMBRIDGE PRIMARY ENGLISH 4 TEACHER'S RESOURCE Answers: The writer of a story, play or poem ~ author A person, animal or fictional being in a story ~charaeter ‘The ending of the story —eonetusion “Text taken from a story — extract A synonym for ‘story’ tale Stories about events that have not really happened fiction ‘The beginning of the story — introduction ‘The storyline or sequence of events that make up @ story, play or novel ~ plot ‘The solving of a problem - resolution ‘The place or places where a story takes place — setting A real or imaginary description of events, for others to see, hear, read or feel —story ‘The type of story ~ genre Main teaching ideas 1 Talk about stories (10 minutes) [Learning intentions: Discuss and analyse stories they have been told; find synonyms for story and discuss shades of meaning Resources: Learner's Book, Session 1.1, Activity 1 Description: Write synonyms for story on the board. ‘Use an online thesaurus or ask learners to look in their own ones, Encourage learners to use the synonyms in sentences to explore the shades of meaning. Point out that synonyms can have slight differences of meaning or nuances (e-. yarn implies an oral tale and possibly exaggeration — spin a yarn). Invite personal responses and build a discussion before separating into groups. Explain that stories learners recall can be fiction, fact, or based on fact with invented details added for interest. Encourage use of the word genre, Explore the significance of where learners heard the stories and who told them: stories can teach something, reinforce a place within a culture, religion or family, or simply entertain. Remind learners about good manners in discussion, taking turns and listening as well as talking, > Differentiation ideas: Keep the learners in mixed ability groups, particularly as confident writers and readers may not necessarily be confident speakers. ‘The mixed abilities enable learners to support each other in different ways. Answers: a Examples: tale, yarn, legend, myth, fable, anecdote, account, recount, narrative, chronicle bee Learners’ own answers Retell a story (15 minutes) ‘Learning intentions: Retell and summarise a story in an engaging way for an audience; compare and comment on each other's story Resources: Learner’s Book, Session 1.1, Activity 25 notebooks Description: Tell the class a favourite story of your own, or a traditional story appropriate to your region, Oral storytelling traditions include Greek and ‘Roman myths, regional legends and tales, nursery rhymes, fairy tales, folklore, religious stories and epics (eg. the Ramayana), stories about fantastical ‘creatures or places (@.g. Big Foot, Atlantis, El Dorado and Shangri-La), and even proverbs and sayings within fables. Allow free choice of partners. Encourage ‘story talk” words and pointing words (e.g. first, second, finaly). Explain that summarising means recounting the main events without all the details. Set a three- ‘minute time limit for each story. Discuss oral storytelling, which is important in ‘many cultures, and how oral stories have many versions and can change over time (eg. in the story of Hercules there are different accounts of how he ‘overcame the snakes sent to kill him as a baby), Explore how stories are changed from books into films. Have learners ever been surprised or disappointed by a film based on a book?1 STORY TIME > Differentiation ideas: Negotiate with some learners ‘on their choice of partner and then target specific pairs with support, listening in to their discussion and recount, adding ideas of your own, > Assessment ideas: Use the session to infor assess the learners’ competence with story terminology and their ability to express personal preferences. Take note of those who are reluctant for further individual encouragement. lly incite the gente, Sttng, chavaeters nd pe Encourage use a spite terminology Plenary idea What's your story? (5 minutes) Resources: A couple of short stories to tell the learners Description: At the end of the session, bring the learners together and share one or two short stories of your own. Ask if your story is a tale, anecdote, fable or other type of story Survey the learners to find out what genre of stories they told each other, and which is the most popular genre. If time, invite volunteers to share their stories with the class. ‘Ask learners to reflect on whether they know what they like to read. What would help them make better choices about which books to read in future? > Assessment ideas: Informally assess the learners’ confidence with story terminology. Take note of learners, ‘who are reluctant to express their reading preferences. Homework ideas Learners can complete the Workbook activities for Session 1.1. Ask them to get as far as they can, Extend selected learners by encouraging them to complete Activity 5. Answers for Workbook 1 Date: Learners’ own answers; Title: The Pliny Adventures; Author: BC Loveit; Publisher: Scroll Publishing. 2a Faick b Jehan ¢ Pliny d Madame Histoire 3-_Learners should identify Faiek, Jehan and Pliny becatuse the three of them go on the adventures. 4 Learners’ own answers. Likely choices: adventure, mystery, historical, imaginary world, fantasy. 5 Learners’ own answers. Make sure learners express aan opinion backed with reasons 1.2 Extend your reading range Learning objectives Learning intentions | ‘Success criteria Main focus ‘Also covered ‘Discuss and compare | + Learners can talk about features of stories based | what they enjoyin a 4Ri.02, 4Ri.03, | 4Rs.01, 4Ra.01, Con personal response. ook. AR.16, 4Ra.02, | 4¥Wv.06, 4Wc.08, 4Ra.03, 4SLm.03, | 45Ls.01 * Choose abook fora | ¢ Learners can discuss 4SLg.02 partner. character and setting, ee and link itto their k tart a reading log, Te * Learners can use a reading log as a record of their reading with their comments. 2 >> CAMBRIDGE PRIMARY ENGLISH 4 TEACHER'S RESOURCE LANGUAGE SUPPORT In this session, learners continue to use story terminology and consolidate their understanding, Only two words are defined. Spudis an informal word for potato. Find out if learners know any other informal words for potatoes used in their region (e.g. tatties or taters) Reinforce learners’ understanding of quirky by discussing quirky characters in books they have read. Starter idea Explore your independent reader (10 minutes) Resources: Learner's Book, Session 1.2: Getting started; independent readers Description: Ths session sets the groundwork for extending learners’ range of reading throughout the year. It gets them to look afresh at their independent reading books and gain a deeper understanding of their reading habits and preferences. Main teaching ideas 1 What features do you like? (10 minutes) Learning intentions: Analyse and compare features of different genres of books; express personal preferences Resources: Learner’s Book, Session 1.2, Activity 1; Worksheet 4.9 independent readers; access to school or class library Description: Being able to express personal preferences is important for extending infividual reading range, Being comfortable that there is no ‘right’ answer is, important for reflecting background, and expressing individuality, cultural perspective and creative self- expression. Encourage learners to remain open to new genres. Getting hooked on a particular author or series can make it hard to move on. Model how to releet on reading preferences by expressing your own preferences ~ books you enjoyed at their age and those you enjoy now. Revise genre vocabulary (eg. adventure, comics, fables, fantasy, historical fiction, legends, mystery, yths, science fiction, short stories, stories from other countries or cultures, traditional tales, true-to- life storie). 2 > Explore how books can cross genres (eg. both adventure and fantasy), > Differentiation ideas: Use Worksheet 4.9 Extend your reading to challenge learners to read beyond their normal reading patterns. Suggest books to get them going and support them in making further choices. Answers: a-d_ Learners’ own answers, Choose a book for your partner (10 minutes) ‘Learning intention: Explore personal preferences in books Resources: Learner's Book, Session 1.2, Activity 2; access to school or class library Description: Partners share their sentences from. Activity 1 and say what they have read recently. Explain they should choose a book for their partner that is a different genre from their partner’s usual preference, but still contains something they like (e.g. an adventure story with animal characters). ‘They can discuss the books as they choose them. Hold the session in the library, with the school librarian guiding learners, if one is available. Ask pairs to share what they chose for each other and whether they think they would enjoy the choice, > Differentiation ideas: Work with selected pairs to help them choose books for each other, especially if they are stil following a reading scheme ‘Model how to ask what they like and how to choose a book with at least one feature their partner might enjoy. Answers: ave Learners’ own answers:1 STORY TIME 3. Start a reading log (10 minutes) ‘Learning intention: Start a reading log to record reading and reflections Resources: Learner's Book, Session 1.2, Activity 3; Worksheet 4.1; Worksheet 4.10; notebooks that can bbe used for reading logs Description: Introduce reading logs (Worksheet 4.1) as 2 moment of reflection after each reading session. Learners use the comment section to note favourite characters or reflections on whether they enjoyed it, Alternatively, earners can copy the format on the worksheet into a notebook to keep as a reading log. Ensure learners understand what is required in each column as they fill in details of their readers. Book reviews: peer-group book reviews help learners extend their reading range, but reviewing every book can be off-putting. Learners could fill in Worksheet 4.10 Book review for books they particularly enjoyed or did not enjoy. Ensure learners understand that book length does not correspond to difficulty. They should reflect on whether they understood the words and sentences and could follow the story easily. ICT opportunity: research websites that review books for this age group (eg. visit the LoveReading4Kids website) and develop your ‘own resource of reviews. Some websites let you download extracts that you could display and discuss in class > Differentiation ideas: Challenge more confident readers to read a different genre of book or a new author. Suggest books for less confident readers and their partners to ensure a good match. > Assessment ideas: If your school has a formal reading programme, familiarise yourself with where learners are in the scheme. Listen to each learner read to you individually. Use the learners’ reading logs (Worksheet 4.1) to assess their level and choices of reading. Learners choose a book they would not normally ‘choose to read. Learners find out more about what sort of books they enjoy, Plenary idea My commitment (5 minutes) Resources: Notebooks or reading logs (Worksheet 4.1) Description: Invite volunteers to share with the class ‘what they have learnt about their reading. Share again what you enjoy and look for when choosing a book to read. Tell them about a book you ‘unexpectedly enjoyed. Ask the learners to write a commitment in their notebooks or reading logs (Worksheet 4.1) outlining their reading plans. For example, they could plan to read a different genre, further books by the same author or try other books in the same genre as their current book They could also commit to reading more regularly or to finish a book within a certain time. Writing down their commitment will help make it a reality ‘Ask the learners to reflect on whether they have learnt anything new about their reading habits and preferences. ‘What would help them make better choices about books torread? > Assessment ideas: Ask learners to share their ‘commitments and discuss their plans. This will allow you to assess which learners are confident about taking ‘control of their reading development and which learners will need more support. Homework ideas Learners can complete Workbook activities for Session 1.2. They may not manage all of them, Negotiate with learners, if necessary, which ones they do. ‘Ask learners to spend an extra 5-10 minutes on independent reading each evening, Answers for Workbook 1 a fiction b fact fiction fact e fact fiction 2 Learners’ own answers Learners’ own answers 4 Fiction ~ because the events are impossible in real life. Insist om at least two examples from the cover,> CAMBRIDGE PRIMARY ENGLISH 4 TEACHER'S RESOURCE 1.3 Read and present an extract Learning objectives | Learning intentions | Success criteria Main focus ‘+ Skim read an extractto | Leamers can skim read establish the main point. | an extract using key words and phrases to establish the main point. 4Rw.01, 4Rg.01, 4Rg.03, 4Ri.02, 4Ri.10, 4Ri.13, 4SLp.02, 4SLp.03, 4SLr.01 4Ri.03, 4Ra.01, 45Lm.04, 4SLg,01, 4SLp.04 ‘© Discuss the features of the text. * Learners can talk about character, setting and plot. * Present an extract reading aloud in groups. * Leamers can read aloud fiuently and confidently, using punctuation and other strategies to decode unfamiliar words. LANGUAGE SUPPORT ‘The extract is a mixture of narrative and dialogue. When the learners first skim read the extract, The dialogue contains informal expressions and suggest they identify unfamiliar words and try to words (kid, spud) as well as some figurative ‘work out the meaning from the context. They can expressions. Support learners by explaining the use a dictionary to check figurative phrases (e.g. steer clear of or she's a Discuss in what contexts the word churning is total nut), most often used - milk can be churned into butter Point out that some words have more than one ‘and cement can be churned. Ask the learners if meaning (e.g. expression: ‘the look on a face’ or they can empathise with how Will’ stomach must ‘the way someone speaks or reads’). have felt. Common misconception How to identify Books are always narrated in the ‘Ask who is doing the narrating third person. Point out the language of the narrative allows readers to share Wills thoughts as itis written in first-person narrative. Encourage them to notice the first-person pronouns (us, my; I).1 STORY TIME Starter idea Explore the title of The Legend of Spud Murphy (5 minutes) Resources: Learner's Book, Session 1.3: Getting started Description: Direct learners to Session 1.2, where spud is defined as an informal name for potato, to identify ‘whether Spud is a real name or nickname. Discuss reasons for nicknames (eg. traditional or regional diminutives, something a younger sibling called them, ‘a personal attribute). ‘Ask learners what a legend is. Then ask what the characteristics are of story that is a legend — they have already learnt about myths and legends, Discuss legends as stories from a long time ago, often with a hero having superhuman qualities. If they identity a legend as a person, ask them to think of examples of modern-day legends. ‘Suggest some modern ‘legends’ from your region (eg. Mahatma Gandhi in India or Nelson Mandela in South Africa). How many of the learners’ legends’ are associated with films, TV or sport? Diflerentiate being a legend for being famous and being a legend because of achievements. Answers: 1 Temeans they are famous for something they have done and the sort of person they are, 2 Learners’ own answers. Steer them away from celebrities. Main teaching ideas d 1 Prepare to read aloud (20 minutes) Learning intentions: Use keywords and phrases to establish the main point; differentiate between narrative and dialogue Resources: The Legend of Spud Murphy (Learner's Book, Session 1.3, Activity 1); Track 01 Description: Set the context by explaining that it is the school holidays and Mum is trying to think of activities to keep the boys occupied. Organise learners into groups of four to fit the extract: Mum, Dad, Marty and Will (Will and the narrator are the same, but allow learners to work this out for themselves). Remind them that when skimming for key words and phrases, they do not need to read every word; scanning is reading for specific information. They are looking for characters, setting and what’s going on Encourage predictions, building on discussions about genre in the previous session, Read the Language focus box to remind learners of the difference between narrative and dialogue. Not every bit of dialogue includes who said it. Learners know there is a new speaker from the new line. They ust use context to identify the speaker. Reinforce the difference between narrative and dialogue. A story can be told entirely in narrative; a story told entirely in dialogue i effectively a pla. Discuss the characteristics of an outside narrator versus a character relating the story, without focusing too heavily on technical terminology. ‘Third-person narrator: the story is recounted from the outside looking in. First-person narrator: a character narrates the story and is part of the action, The reader understands the story from the character's perspective. Leamers are not yet expected to punctuate dialogue completely, but they need to read it and identify when ‘character speaks, Point out examples in the extract of continuing speech (eg. lines 19-21) and new lines indicating a new speaker (eg. lines 8 and 9). > Differentiation ideas: Carefully choose groups, either of mixed or similar ability. Groups of similar ability will allow you to spend time supporting certain groups with careful questioning as they skim read the extract. Answers: The family are discussing a holiday activity Dad suggests the library; Mum supports the idea, Both Marty and Will are hortfied. They aren't keen on the librarian who allegedly shoots children with her spad gun, b The setting can be established from the illustration ~ sitting around the breakfast table, © Spud Murphy will be a main character (as will Marty ad Will) and extraordinary in some way. The name's silliness should indicate humorous book. I is likely to be about the ‘legend? associated with the character:> CAMBRIDGE PRIMARY ENGLISH 4 TEACHER'S RESOURCE Will narrates the story —he refers to himself as‘. ‘¢ Four people speak: Mum, Dad, Marty and Will {also the narrator) 2. Read the extract aloud and present a performance (20 minutes) Learning intentions: Use punctuation and grammar to read aloud fluently and accurately; work in a ‘group to prepare a presentation; use body language and gesture to support reading Resources: Learner's Book, Session 1.3, Activity 2; The Legend of Spud Murphy (Learner's Book, Session 1.3); Track 01 Description: Discuss what each characteris ike and how they might speak. Will - the narrator; ready to give his opinions, The reader must note when he is speaking or narrating, Marty ~ Will's brother; often does silly things. Mum — amused by the boys’ reluctance to join the library but shocked at their ideas about Mrs (Spud) ‘Murphy; convinced itis a ploy not to do any reading. Dad - thoughtful; on Mum’s side, Encourage learners to use different strategies to help them understand unfamiliar words, especially context, Support groups to allocate roles appropriately (cg. not giving narrative part to weakest reader), Demonstrate how to read each character. Model using body language, punctuation and verb clues, (eg. question mark, exclamation mark, begged, whispered, asked) to add expression, How could Will show when he’s speaking or narrating? (e.g, He could face the audience when narrating and face the characters when speaking.) Allow practice time, and then let groups present their reading to another group of the class. > Differentiation ideas: Extend the discussion on narrative versus dialogue. How are plays different from novels? What is lost if there is no narrative? Can they suggest a way around it? > Assessment ideas: Assess leamers’ ability to add expression, follow speech marks and respond to punctuation. Performance success criteria to negotiate: + Learners perform a reading so that everyone can hear and enjoy it. + Learners prepare their own part and work out ‘what expression to add. + Learners practise together and give each other feedback on how to improve. Plenary idea Present (5 minutes) Resources: The Legend of Spud Murphy (Learner's Book, Session 1.3); Tack 01 Description: When groups have finished their presentations, come togetiter and invite one or two groups to perform their reading to the lass. Invite feedback, focusing on what they enjoyed as well as areas for improvement. Remind them to consider if they can hear and see the performance — the body language, expression and gesture to accompany the reading. Ask: Did the readers bring the characters to life and sound authentic? ‘Ask learners to reflect on their performances. Did they say their parts on time? Did the reading flow? Could they pronounce all the words? Ask them to note areas for improvement. > Assessment ideas: Although you will not hear everyone's performance, note how well the learners read aloud and get into character. Are they reading for an audience of are they just reading aloud? Homework ideas Learners can complete the Workbook activities for Session 1.3. Mark them in class. Ensure more confident learners also complete Activity 3 and check their sentences with a partner. Suggest that learners choose a passage of their own from their independent reader to practise reading aloud. Invite volunteers to read their passage in class or listen to individually. Answers for Workbook 1 a ‘Please hang up your satchels neatly’ reminded the sports teacher. b The girls told their mum what had happened at school. ‘ILwas hilarious’ they said. 322 >¢ ‘[Wlike.to help you, the teacher said, ‘but you ‘must explain it to me.’ qd * i J explained the librarian, ‘because people are trying to read.” @ ‘Not’ said Chummi firmly to the dog. “You are. nol allowed on the sofa, It's for people not dogs. 2 a ‘What have you got for lunch? asked Zed. b ‘Lreally enjoy sports day every year’ I told my grandmother. ¢ The principal announced, ‘The schoo! will be collecting plastic to make eco bricks this term.” 1. STORY TIME ‘Give that to me, she said, ‘It is mine.” ‘It feels like ages until the holidays, moaned Lindiwe. ‘I wish they were next week.” 3+ ‘Do we really have to go, Mum?’ asked Marty and Will in unison. “Yes. It wll be good for you, said Mum. Tam not going to change my mind.’ “In that case,’ grumbled Will, ‘I had better wear protective clothing. I don’t want to be caught out by ‘that spud gun,” ‘Not me! laughed Marty. ‘I'm super scared of Spud Murphy! 1.4 Check your understanding _ LEARNING PLAN Learning objectives Learning intentions | Success criteria Main focus Also covered ‘* Understand the main | * Learners can establish idea of the extract. the main points in an ARv.07, 4Ri.06, | 4R’.08, 4R.09, , | extract. ARI.11, 4Ri.14, 4Wg.01, 4Wp.01, | * Identify relevant detail. 4Ri15 4815.01 + Learners can identify Learners should be confident with the language as they have worked extensively with the text in the previous session. Check they can differentiate between literal and figurative expressions. Mrs Murphy is not literally © Relate the story to personal experience. * Complete reading logs for the text. relevant details in the text to support their answers. * Learners can relate the story to their personal ‘experience. * Learners can complete their reading log to record their reflections on the extract. a nut. Its an informal and figurative meaning of nut mad, Some leamers may need extra support with the figurative expressions in the extract. Remind learners that summarising means not including every detail ~ just the key points.