Cambridge: Primary English

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

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

activities and further language development exercises in the accompanying
digital resource.
CAMBRIDGE
Primary English
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• Audio recordings of all the texts and listening activities in the learner’s books
• ‘Common misconceptions’ highlight areas learners frequently find challenging
and show you how to overcome them
• The ‘Learning plan’ for each session show you how your lessons link to the
Cambridge International Primary English curriculum framework
• Downloadable tests, with answers, provide ready-made assessment
opportunities
• The ‘Teaching skills focus’ helps bring active learning into your classroom
Teacher’s Resource 4
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For more information on how to access and use your digital resource,
please see inside front cover. Sally Burt & Debbie Ridgard
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This resource is endorsed by
Cambridge Assessment International Education Completely Cambridge
✓ P rovides teacher support as part of a set of Cambridge University Press works with Cambridge
resources for the Cambridge Primary English Assessment International Education and experienced
curriculum framework (0058) from 2020 authors to produce high-quality endorsed textbooks
and digital resources that support Cambridge teachers
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✓ H
as passed Cambridge International’s and encourage Cambridge learners worldwide.
rigorous quality-assurance process
To find out more visit cambridge.org/
✓ Developed by subject experts cambridge-international
✓ For Cambridge schools worldwide
Registered Cambridge International Schools benefit from high-quality programmes,

assessments and a wide range of support so that teachers can effectively deliver
Cambridge Primary.
Visit www.cambridgeinternational.org/primary to find out more.
Second edition Digital access
Original material © Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication.
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CAMBRIDGE
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Primary English
Teacher’s Resource 4
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Sally Burt & Debbie Ridgard
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University Printing House, Cambridge CB2 8BS, United Kingdom

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Cambridge University Press is part of the University of Cambridge.

It furthers the University’s mission by disseminating knowledge in the pursuit of education,
learning and research at the highest international levels of excellence.
www.cambridge.org
Information on this title: www.cambridge.org/9781108760010
© Cambridge University Press 2021
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This publication is in copyright. Subject to statutory exception
and to the provisions of relevant collective licensing agreements,
no reproduction of any part may take place without the written
permission of Cambridge University Press.
First published 2015
Second edition 2021
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Printed in ‘XXXXXXXXXXX’ by ‘XXXXXXXXXXXXXX
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ISBN 978-1-108-76001-0 Paperback with digial access
Additional resources for this publication at www.cambridge.org/delange
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regarding prices, travel timetables, and other factual information given in this work is correct at
the time of first printing but Cambridge University Press does not guarantee the accuracy of
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such information thereafter.
NOTICE TO TEACHERS IN THE UK

It is illegal to reproduce any part of this work in material form (including photocopying and
electronic storage) except under the following circumstances:
(i) where you are abiding by a licence granted to your school or institution by the Copyright
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Licensing Agency;
(ii) where no such licence exists, or where you wish to exceed the terms of a licence, and you have
gained the written permission of Cambridge University Press;
(iii) where you are allowed to reproduce without permission under the provisions of Chapter 3
of the Copyright, Designs and Patents Act 1988, which covers, for example, the reproduction
of short passages within certain types of educational anthology and reproduction for the
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remains the intellectual property of Cambridge Assessment International Education.
Third-party websites and resources referred to in this publication have not been endorsed by
Cambridge Assessment International Education.
CONTENTS
Contents
Introduction 05
How to use this series 06
How to use this Teacher’s Resource 08
About the authors 13
About the curriculum framework 14
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About the assessment 14
Approaches to teaching and learning 15
Setting up for success 17
Teaching notes
1 Story time 20
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2 Exploring Earth 63
3 Mind pictures 98
4 Unlock your imagination 117
5 Making the news 159
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6 Let’s perform 193
7 What would you do? 213
8 Food for thought 252
9 Poems to see and hear 284
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Acknowledgements 00
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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
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Language awareness
Metacognition
Skills for Life
Letter for parents – Introducing the Cambridge Primary and
Lower Secondary resources
Lesson plan template
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Curriculum framework correlation
Scheme of work
Diagnostic check and answers
Mid-year test and answers
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End-of-year test and answers
Answers to Learner's Book questions
Answers to Workbook questions
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Glossary
You can download the following resources for each unit:
Differentiated worksheets and answers

Language worksheets and answers
End-of unit tests and answer
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INTRODUCTION
Introduction
Welcome to the new edition of our Cambridge Primary English series.
Since its launch, the series has been used by teachers and learners in over 100 countries for teaching
the Cambridge Primary English curriculum framework.
This exciting new edition has been designed by talking to Primary English teachers all over the
world. We have worked hard to understand your needs and challenges, and then carefully designed
and tested the best ways of meeting them.
As a result of this research, we’ve made some important changes to the series. This Teacher’s
Resource has been carefully redesigned to make it easier for you to plan and teach the course.
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The series now includes digital editions of the Learner's Books and Workbooks. This Teacher’s
Resource also offers additional materials available to download from Cambridge GO. (For more
information on how to access and use your digital resource, please see inside front cover.)
The series uses the most successful teaching approaches like active learning and metacognition
and this Teacher’s Resource gives you full guidance on how to integrate them into your classroom.
Formative assessment opportunities help you to get to know your learners better, with clear learning
intentions and success criteria as well as an array of assessment techniques, including advice on
self and peer assessment.
Clear, consistent differentiation ensures that all learners are able to progress in the course with tiered
activities, differentiated worksheets and advice about supporting learners’ different needs.
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All our resources include extra language support to enable teaching and learning in English. They
help learners build core English skills with vocabulary and grammar support, as well as additional
language worksheets.
We hope you enjoy using this course.
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Eddie Rippeth
Head of Primary and Lower Secondary Publishing, Cambridge University Press
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How to use this series

All of the components in the series are designed to work together.
The Learner’s Book is designed for learners to use in

class with guidance from the teacher. It offers complete
coverage of the curriculum framework. A variety of
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investigations, activities, questions and images motivate
learners and help them to develop the necessary
skills. Each unit contains opportunities for formative
assessment, differentiation and reflection so you can
support your learners’ needs and help them progress.
A digital version of the Learner's Book is included with
the print version and available separately. It includes
simple tools for learners to use in class or for self-study.
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The skills-focused write-in Workbook provides further
practice of all the topics in the Learner’s Book and
is ideal for use in class or as homework. A three-tier,
scaffolded approach to skills development promotes
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visible progress and enables independent learning,

ensuring that every learner is supported. Teachers can
assign learners questions from one or more tiers for
each exercise, or learners can progress through each of
the tiers in the exercise.
A digital version of the Workbook is included
with the print version.
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HOW TO USE
INTRODUCTION
THIS SERIES
The Teacher’s Resource is the

foundation of this series and you’ll
find everything you need to deliver the
course in here, including suggestions for
differentiation, formative assessment
and language support, teaching ideas,
answers, diagnostic check and extra
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worksheets. Each Teacher’s Resource
includes:
• A print book with detailed teaching
notes for each topic
• Digital Access with all the material
from the book in digital form plus
editable planning documents, extra
guidance, worksheets and more.
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A letter to parents, explaining the course, is available to download
from Cambridge GO (as part of this Teacher's Resource).
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How to use this

Teacher’s Resource
This Teacher’s Resource contains both general guidance and teaching notes that help you to deliver
the content in our Cambridge Primary English resources. Some of the material is provided as
downloadable files, available on Cambridge GO. (For more information about how to access and
use your digital resource, please see inside front cover.) See the Contents page for details of all the
material available to you, both in this book and through Cambridge GO.
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CAMBRIDGE PRIMARY ENGLISH 4 TEACHER’S RESOURCE
Teaching notes
1 Story time
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
Unit plan
be used to deliver the topic.
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Session Approximate Outline of learning content Resources
number of
learning hours
1.1 What makes a 1 Use specialised story vocabulary Learner’s Book 1.1
story a story? Talk about and compare stories
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Workbook 1.1
Summarise and retell a favourite
story
1.2Background
The Extend your knowledge
0.75feature explains prior
Discuss and compare features Learner’s Book 1.2
knowledge required
reading range to access the unit and gives BACKGROUND KNOWLEDGE
of stories based on personal
suggestions for addressing any gaps in your learners’
response Workbook 1.2
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prior knowledge. • Make sure you can confidently use appropriate

Choose a book for avocabulary
partner Worksheets
to talk 4.1, 4.9 fiction.
about children’s and 4.10
Learners’ prior knowledge can be informally
Start a reading log
• Stimulate learners’ interest in different fiction
assessed through the Getting started feature in the
Learner’s
1.3 Read Book.
and 0.75 Skim read an extractgenres by displaying
to establish a range
Learner’s Bookof books for
1.3
present an extract the main point them to explore.
Workbook 1.3
Discuss the features of the text
Present an extract reading aloud
The Teaching skills focus feature covers a teaching skill
in groups TEACHING SKILLS FOCUS
and suggests how to implement it in the unit.
1.4 Check your 1 Understand main idea of the Learner’s Book 1.4
In this unit, learners learn to access information
understanding extract
in a variety of ways.Workbook
In the digital
1.4age of online
Identify relevantdictionary
detail tools and instant information,
Relate the story to personal Worksheet 4.1
experience
Complete the reading log for
the text
1.5 Work with 1 Revise verb tenses Learner’s Book 1.5
8verbs and tenses Explore and understand
Original material © Cambridge University Press 2020. This material is not finaltenses
and is subject to further
Workbook 1.5 changes prior to publication.
in narrative and dialogue
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 section, the Learning plan table includes the learning objectives, learning
intentions and success criteria that are covered in the section.
It can be helpful to share learning intentions and success criteria with your learners at the start
of a lesson so that they can begin to take responsibility for their own learning
LEARNING PLAN
Learning objectives Learning intentions Success criteria
4Ri.02, 4Ri.03, 4Ri.07, 4Ri.16, • Use specialised story • Learners can use story
vocabulary. vocabulary to discuss stories.
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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.
Misconception How to identify How to overcome

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
Will’s thoughts as it is written in
first-person narrative. Encourage
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them to notice the first-person
pronouns (us, my, I ).
For each topic, there is a selection of starter ideas, main teaching ideas and plenary ideas.
You can pick out individual ideas and mix and match them depending on the needs of your
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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 Write a draft with more details
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(5 minutes) (30 minutes)

Resources: Learner’s Book Starter; independent readers Learning intentions: Write three-to-four
paragraphs of a fantasy story introduction.
Description: Open by talking about what makes
learners want to read on once they have started a Use peer-group review on drafts.
book. It is one thing to select a book based on the Revise and proofread drafts.
cover, or recommendation from a teacher or peers, but
it is another to start the book and want to carry on Resources: Competition entries from 1.1
reading it.
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The Language support feature contains suggestions for

how to support learners with English as an additional LANGUAGE SUPPORT
language. The vocabulary terms and definitions from
the Learner’s Book are also collected here. 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.
The Cross-curricular links feature provides suggestions CROSS-CURRICULAR LINKS

for linking to other subject areas.
Geography: Search for images of different settings
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(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.
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HOW TO USE THIS TEACHER'S RESOURCE
Digital resources to download

This Teacher’s Resource includes a range of digital materials that you can download from
Cambridge GO. (For more information about how to access and use your digital resource, please see
inside front cover.) This icon indicates material that is available from Cambridge GO.
Helpful documents for planning include:
• Letter for parents – Introducing the Cambridge Primary and Lower Secondary resources: a
template letter for parents, introducing the Cambridge Primary English resources.
• Lesson plan template: a Word document that you can use for planning your lessons.
• Curriculum framework correlation: a table showing how the Cambridge Primary English
resources map to the Cambridge Primary English curriculum framework.
• Scheme of work: a suggested scheme of work that you can use to plan teaching throughout
the year.
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Each unit includes:
• Differentiated worksheets: these worksheets are provided in variations that cater for different
abilities. Worksheets labelled ‘A’ are intended to support less confident learners, while worksheets
labelled ‘C’ are designed to challenge more confident learners. Answer sheets are provided.
• Language worksheets: these worksheets provide language support. Answers sheets are provided.
• End-of-unit 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:
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• 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.
• Mid-year test and answers: a test 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
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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 questions
• Answers to Workbook questions
• Glossary
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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).
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WORKSHEET 4.4: ASSESSMENT SHEET FOR

WRITING
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ABOUT THE AUTHORS
About the authors

Kathrine Hume
Kathrine Hume has been involved in primary school education in the
UK for 40 years, as both a teacher and headteacher. Her experience has
been in mainstream and special education, within rural and inner-city
schools. As a headteacher, much of her work involved encouraging and
developing trainee and recently qualified teachers.
Kathrine joined Cambridge University Press as an author following her
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retirement as a headteacher.
Sarah Lindsay
Sarah Lindsay started her educational career as a primary school teacher
in the UK. She then moved into authoring educational material, full-
time, for primary-school aged children; this she has done for the last 20
years, writing for the home and international markets. For twelve years
she has been a school governor.
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Among the many projects she has been involved with she is a lead author
in the Cambridge Grammar and Writing Skills series.
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About the framework

The information in this section is based on the Cambridge Primary English curriculum
framework (0058) from 2020. You should always refer to the appropriate curriculum framework document
for the year of your learners' examination to confirm the details and for more information.
Visit www.cambridgeinternational.org/primary to find out more.
The Cambridge Primary English curriculum from 2020 has been designed to help learners to become confident
communicators. They will learn to apply reading, writing, speaking and listening skills in everyday situations, as well
as developing a broad vocabulary and an understanding of grammar and language. Through this curriculum, learners
will develop evaluation skills, learn to appreciate texts from different cultures and learn to write for different audiences
and purposes.
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The Cambridge Primary English curriculum framework is split into three strands: reading, writing and speaking and
listening. For more information, visit the Cambridge Assessment International Education website.
A curriculum framework correlation document (mapping the Cambridge Primary English
resources to the learning objectives) and scheme of work are available to download from
Cambridge GO (as part of this Teacher's Resource).
About the assessment

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Information concerning the assessment of the Cambridge International Primary English
curriculum framework is available on the Cambridge Assessment International Education
website: www.cambridgeassessment.org
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This set of resources supports teachers and learners of the framework for Cambridge Primary English and has been
endorsed by Cambridge International for this purpose in preparing learners as they progress with the framework
ahead of any assessment of the framework that your school may choose to enter.
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APPROACHES TO TEACHING AND LEARNING
Approaches to
teaching and learning
The following are the teaching approaches underpinning our course content and how we understand
and define them.
Active learning
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Active learning is a teaching approach that places learner learning at its centre. It focuses on how
learners learn, not just on what they learn. We, as teachers, need to encourage learners to ‘think
hard’, rather than passively receive information. Active learning encourages learners to take
responsibility for their learning and supports them in becoming independent and confident learners
in school and beyond.
Assessment for Learning

Assessment for Learning (AfL) is a teaching approach that generates feedback which can be used
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to improve learners’ performance. Learners become more involved in the learning process and,
from this, gain confidence in what they are expected to learn and to what standard. We, as teachers,
gain insights into a learner’s level of understanding of a particular concept or topic, which helps to
inform how we support their progression.
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Differentiation
Differentiation is usually presented as a teaching approach where teachers think of learners as
individuals and learning as a personalised process. Whilst precise definitions can vary, typically the
core aim of differentiation is viewed as ensuring that all learners, no matter their ability, interest or
context, make progress towards their learning intentions. It is about using different approaches and
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appreciating the differences in learners to help them make progress. Teachers therefore need to be
responsive, and willing and able to adapt their teaching to meet the needs of their learners.
Language awareness
For all learners, regardless of whether they are learning through their first language or an additional
language, language is a vehicle for learning. It is through language that learners access the learning
intentions of the lesson and communicate their ideas. It is our responsibility, as teachers, to ensure
that language doesn’t present a barrier to learning.
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Metacognition
Metacognition describes the processes involved when learners plan, monitor, evaluate and make
changes to their own learning behaviours. These processes help learners to think about their
own learning more explicitly and ensure that they are able to meet a learning goal that they have
identified themselves or that we, as teachers, have set.
Skills for Life

How do we prepare learners to succeed in a fast-changing world? To collaborate with people
from around the globe? To create innovation as technology increasingly takes over routine work?
To use advanced thinking skills in the face of more complex challenges? To show resilience in the
face of constant change? At Cambridge, we are responding to educators who have asked for a
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way to understand how all these different approaches to life skills and competencies relate to their
teaching. We have grouped these skills into six main Areas of Competency that can be incorporated
into teaching, and have examined the different stages of the learning journey and how these
competencies vary across each stage.
These six key areas are:
• Creativity – finding new ways of doing things, and solutions to problems
• Collaboration – the ability to work well with others
• Communication – speaking and presenting confidently and participating effectively in meetings
• Critical thinking – evaluating what is heard or read, and linking ideas constructively
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• 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

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

Confident in working with information and Confident in teaching their subject and
ideas – their own and those of others. engaging each learner in learning.
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Responsible for themselves, responsive to Responsible for themselves, responsive to

and respectful of others. and respectful of others.
Reflective as learners, developing their ability Reflective as learners themselves, developing
to learn. their practice.
Innovative and equipped for new and future Innovative and equipped for new and future
challenges. challenges.
Engaged intellectually and socially, ready to Engaged intellectually, professionally and
make a difference. socially, ready to make a difference.
Reproduced from Developing the Cambridge learner attributes with permission from
Cambridge Assessment International Education.
More information about these approaches to teaching and learning is available to download from
Cambridge GO (as part of this Teacher's Resource).
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SETTING UP FOR SUCCESS
Setting up for success

Our aim is to support better learning in the classroom with resources that allow for increased learner
autonomy while supporting teachers to facilitate learner learning. Through an active learning
approach of enquiry-led tasks, open-ended questions and opportunities to externalise thinking in a
variety of ways, learners will develop analysis, evaluation and problem-solving skills.
Some ideas to consider to encourage an active learning environment are as follows:
• Set up seating to make group work easy.
• Create classroom routines to help learners to transition between different types of activity
efficiently, e.g. move from pair work to listening to the teacher to independent work.
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• Source mini-whiteboards, which allow you to get feedback from all learners rapidly.
• Start a portfolio for each learner, keeping key pieces of work to show progress at
parent–teacher days.
• Have a display area with learner work and vocab flashcards.
Planning for active learning

We recommend the following approach to planning:
1
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Planning learning intentions and success criteria: these are the most important feature of the
lesson. Teachers and learners need to know where they are going in order to plan a route to
get there.
2 Introducing the lesson: include a ‘hook’ or starter to engage learners using imaginative strategies.
This should be an activity where all learners are active from the start of the lesson.
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3 Managing activities: during the lesson, try to: give clear instructions, with modelling and written
support; coordinate logical and orderly transitions between activities; make sure that learning is
active and all learners are engaged ; create opportunities for discussion around key concepts.
4 Assessment for Learning and differentiation: use a wide range of Assessment for Learning
techniques and adapt activities to a wide range of abilities. Address misconceptions at
appropriate points and give meaningful oral and written feedback which learners can act on.
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5 Plenary and reflection: at the end of each activity and at the end of each lesson, try to: ask
learners to reflect on what they have learnt compared to the beginning of the lesson; build on
and extend this learning.
To help planning using this approach, a blank Lesson plan template is available to download
from Cambridge GO (as part of this Teacher's Resource).
We offer a range of Professional Development support to help you teach Cambridge Primary
Mathematics with confidence and skill. For details, visit cambridge.org/education
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1 Story time
Unit plan
number of
learning hours
1.1 What makes a 1 Use specialised story vocabulary Learner’s Book 1.1
story a story? Talk about and compare stories Workbook 1.1
Summarise and retell a favourite
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story
1.2 Extend your 0.75 Discuss and compare features Learner’s Book 1.2
reading range of stories based on personal
response Workbook 1.2
Choose a book for a partner Worksheets 4.1, 4.9 and 4.10
Start a reading log
1.3 Read and 0.75 Skim read an extract to establish Learner’s Book 1.3
present an extract the main point
Workbook 1.3
A Discuss the features of the text
Present an extract reading aloud
in groups
1.4 Check your 1 Understand main idea of the Learner’s Book 1.4
understanding extract
Workbook 1.4
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Identify relevant detail
Relate the story to personal Worksheet 4.1
experience
Complete the reading log for
the text
1.5 Work with 1 Revise verb tenses Learner’s Book 1.5
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verbs and tenses Explore and understand tenses Workbook 1.5

in narrative and dialogue
Explore more powerful verbs Language worksheet 1B
and their impact
1.6 Explore 1 Explore the beginning of the Learner’s Book 1.6
beginnings story
Workbook 1.6
Express a viewpoint about a
character
Create a story map to describe
the characters, setting and plot
Write a story beginning
18
1 STORY TIME

number of
learning hours
1.7 Character and 1 Explore how character and Learner’s Book 1.7
setting setting are developed
Workbook 1.7
Recognise how paragraphs
organise writing and sequence
ideas
Choose powerful verbs to create
impact
1.8 Create mind 1 Identify key words and phrases Learner’s Book 1.8
pictures Explain how characters and Workbook 1.8
settings are developed
FT
Link a setting to personal Worksheet 4.11
experience
Explore a writer’s choice of words
1.9 Find out more 1 Explore visual clues Learner’s Book 1.9
about the story Read a book description Workbook 1.9
Answer questions using
evidence from the text Language worksheet 1A
1.10 Practise 1 Use commas to make the Learner’s Book 1.10

A
using punctuation meaning of sentences clearer
to read for Workbook 1.10
Use punctuation to help read for
meaning meaning Worksheet 4.2, 4.3 and 4.12
Practise reading aloud fluently
and confidently
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1.11 Write a 1 Read, respond to and develop Learner’s Book 1.11
story starter fantasy story starters
competition entry Workbook 1.11
Invent a fantasy story starter
Design and fill in an entry form Worksheet 4.2
1.12 Write a story 1 Write a story beginning Learner’s Book 1.12

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introduction Give feedback on ideas Workbook 1.12

Proofread, revise and edit work
Worksheet 4.13
Present a story beginning at a
festival
Cross-unit resources
Diagnostic check
Learner’s Book Check your progress
Unit 1 Differentiated worksheet pack
Unit 1 End-of-unit test
19
BACKGROUND KNOWLEDGE
• Make sure you can confidently use appropriate • Direct learners to different genres of fiction in
vocabulary to talk about children’s fiction. the school or class library.
• Stimulate learners’ interest in different fiction • Encourage learners to use book covers to help
genres by displaying a range of books for choose books to read.
them to explore. • Encourage learners to try new genres, not just
their usual favourites.
TEACHING SKILLS FOCUS
Active learning
FT
• Use books as a tool to encourage active • Let learners talk about and recommend books
learning about learners’ preferences and within book club sessions. They can design
reading abilities. What characters, genres, book review sheets, or you can provide a
humour, animals, etc. do they enjoy? The more selection of differentiated book review sheets.
they listen to each other, the deeper their • Reading aloud to each other extracts they have
understanding and confidence will become. enjoyed provides practice at reading aloud for
• Ensure the classroom is well resourced with meaning.
books, or organise regular library visits. • Challenge learners, particularly confident,
• Have regular sessions where learners show, fast readers, to choose genres they would not
describe and report on what they are reading. normally read to extend their range. Remind
A
Would they recommend the book? To whom? them that it is fine not to like a book, but
Why? they should be able to express what they did
• Active discussion about books will increase not like about it and use this to inform future
learners’ confidence in using specialised ‘story’ choices.
vocabulary. • Learners will set up their own reading log in
this unit. Explain that this is not just a record of
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• Encourage reluctant readers to discuss their
reading. Guide them towards books they may what they have read, but also their responses
enjoy. Sit with them as they explore the covers to it. Encourage them to comment on and
and decide whether to read a book. compare things they have read, to develop
their tastes and preferences.
• Have they enjoyed other books by the same
author? Draw learners out slowly until they Reflect at the end of the unit on whether the
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feel confident to choose and express their learners have grown in confidence and skills at
preferences. managing their reading, and how you can help
them maintain this momentum throughout
• Set up differentiated or mixed-ability book the year.
clubs within the class. Both arrangements
benefit active learning.
20
1 STORY TIME
Cambridge Reading Adventures

Learners may be interested in reading a historical story and Tony Bradman (Level 4 Voyagers). In this book,
with some similar themes to When the Sea Turned to as villages are sacked by the great warlord Tamerlane,
Silver. One example is Tamerlane and the Boy by Tom a boy has to try to save his sister.
1.1 What makes a story a story?

LEARNING PLAN
FT
4Ri.02, 4Ri.03, 4Ri.07, 4Ri.16, • Use specialised story • Learners can use story
4Ra.01, 4Ra.03, 4Wv.01, vocabulary. vocabulary to discuss stories.
4Wv.06, 4SLm.01, 4SLm.03, • Discuss themes and features • Learners can talk about and
4SLm.05, 4SLs.01 of texts. compare themes and features
of stories.
• Retell a story.
• Learners can recount the
• Compare stories. main points of a story to an
audience.
A
Discuss other meanings of the ‘story talk’ words in
LANGUAGE SUPPORT other contexts (e.g. the setting Sun or a plot of land ) to
enhance their vocabulary and understanding of words
Learners need to be familiar with and confident with multiple meanings.
using the appropriate vocabulary to talk about
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stories and books. Give each learner a notebook to use as a personal
wordbook.
Model how to use the vocabulary when asking
questions and responding to learners in class. Encourage them to create different sections (e.g.
If you use the appropriate vocabulary, learners will spellings they need to learn; spelling rules and examples;
quickly begin to use it to build their knowledge of new words with definitions; specialist topic words;
aspirational or interesting words they would like to use
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how stories work from introduction to conclusion.

in their own writing; and word banks of interesting
synonyms for common words).
Starter idea Some learners may need support with new words and
definitions. Give them example sentences to show how
Understand ‘story talk’ (15 minutes)
the words are used in context.
Resources: Learner’s Book Starter; notebooks to use as
personal wordbooks Support active learning by encouraging learners to use
their wordbooks independently and
Description: Let partners or groups match the key self-select words they need to learn or want to
words with definitions, and then pull together a class use again.
discussion.
Learners should be familiar with the terms but may need
to revise them. Remind learners to use these terms when
discussing stories.
21
Remind learners about good manners in discussion,

Answers: taking turns and listening as well as talking.
The writer of a story, play or poem – author
A person, animal or fictional being in a story – character Answers:
The ending of the story – conclusion a Examples: tale, yarn, legend, myth, fable,
anecdote, account, recount, narrative, chronicle
Text taken from a story – extract
b–c Learner’s own answers
A synonym for ‘story’ – tale
Stories about events that have not really happened – Differentiation ideas: Keep the learners in mixed-
fiction ability groups, particularly as confident writers and
The beginning of the story – introduction readers may not necessarily be confident speakers.
The mixed abilities enable learners to support each
The storyline or sequence of events that make up a
other in different ways.
story, play or novel – plot
The solving of a problem – resolution 2 Retell a story (15 minutes)
FT
Learning intentions: To retell and summarise a story
The place or places where a story takes place – setting
in an engaging way for an audience.
A real or imaginary account of an event, or series of
Compare and comment on each other’s story.
events – story
Resources: Notebooks
The type of story – genre
Description: Tell the class a favourite story of your
own, or a traditional story appropriate to your
Main teaching ideas region.
1 Talk about stories (10 minutes) Oral storytelling traditions include Greek and
Roman myths, regional legends and tales, nursery
A
Learning intentions: Discuss and analyse stories they rhymes, fairy tales, folklore, religious stories and
have been told. epics (e.g. the Ramayana), stories about fantastical
Find synonyms for story and discuss shades of creatures or places (e.g. Big Foot, Atlantis, El
meaning. Dorado and Shangri-La), and even proverbs and
Resources: Workbook activities, board sayings within fables.
Allow free choice of partners. Encourage ‘story talk’
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Description: Write synonyms for story on the board.
Use an online thesaurus or ask learners to look in words and pointing words (e.g. first, second, finally).
their own ones. Explain that summarising means recounting the
Encourage learners to use the synonyms in main events without all the details. Set a three-
sentences to explore the shades of meaning. Point minute time limit for each story.
out that synonyms can have slight differences of Discuss oral storytelling, which is important in many
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meaning or nuances (e.g. yarn implies an oral tale cultures, and how oral stories have many versions and
and possibly exaggeration (spin a yarn)). can change over time (e.g. in the story of Hercules there
Invite personal responses and build a discussion are different accounts of how he overcame the snakes
before separating into groups. Explain that stories sent to kill him as a baby).
learners recall can be fiction, fact, or based on fact Explore how stories are changed from books
with invented details added for interest. Encourage into films. Have learners ever been surprised or
use of the word genre. disappointed by a film based on a book?
Use the Workbook activities to reinforce use of
story terminology. Answers:
a–d Learner’s own answers. Make sure learners include
Explore the significance of where learners heard the genre, setting, characters and plot. Encourage
the stories and who told them: stories can teach use of specific terminology.
something, reinforce a place within a culture,
religion or family, or simply entertain.
22
1 STORY TIME
Differentiation ideas: Negotiate with some learners Homework ideas

on their choice of partner and then target specific
pairs with support, listening in to their discussion and Learners can complete the Workbook activities for
recount, adding ideas of your own. 1.1. Ask them to get as far as they can. Extend selected
learners by encouraging them to complete Activity 5.
Assessment ideas: Use the session to informally assess
the learners’ competence with story terminology and
their ability to express personal preferences. Take Workbook
note of those who are reluctant for further individual
encouragement. In Activity 1, remind learners how to complete a
reading log.
Plenary idea In Activity 4, discuss what genres the cover
illustrations suggest.
What’s your story? (5 minutes) In Activity 5, explain that Pliny was a historical
Resources: A couple of short stories to tell the learners figure who lived in Ancient Rome.
FT
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 Answers for Workbook 1.1
of story. 1
Date: Learner’s own answers. Title: The Pliny
Survey the learners to find out what genre of stories Adventures; Author: BC Loveit; Publisher: Scroll
they told each other, and which is the most popular Publishing
genre. If time, invite volunteers to share their stories 2 Faiek, Jehan, Pliny, Madame Histoire
with the class.
3
Should identify Faiek, Jehan and Pliny because the
Ask learners to reflect on whether they know what they three of them go on the adventures.
like to read. What would help them make better choices 4
Learner’s own answers. Likely choices: adventure,
A
about which books to read in future? mystery, historical, imaginary world, fantasy.
Assessment ideas: Informally assess the learners’ 5
Learner’s own answers. Make sure learners express
confidence with story terminology. Take note of learners an opinion backed with reasons.
who are reluctant to express their reading preferences.
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1.2 Extend your reading range

LEARNING PLAN
4Rs.01, 4Ri.02, 4Ri.03, 4Ri.16 • Discuss and compare features • Learners can talk about what
4Ra.01, 4Ra.02, 4Ra.03, 4Wv.06 of stories based on personal they enjoy in a book.
4Wc.08, 4SLm.03 response.
• Learners can discuss character
4SLs.01, 4SLg.02 • Choose a book for a partner. and setting, and link it to their
experience.
• Start a reading log.
• Learners can use a reading
log as a record of their
FT
reading with their comments.
LANGUAGE SUPPORT Main teaching ideas

1 What features do you like? (10 minutes)
• In this session, learners continue to use
Learning intentions: Analyse and compare features
story terminology and consolidate their
of different genres of books.
understanding.
Express personal preferences.
A
• Only two words are defined. Spud is an
informal word for potato. Find out if learners Resources: Independent readers; access to school or
know any other informal words for potatoes class library; Worksheet 4.9 Extend your reading
used in their region (e.g. tatties or taters). Description: Being able to express personal
• Reinforce learners’ understanding of quirky preferences is important for extending individual
by discussing quirky characters in books they reading range.
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have read. Being comfortable that there is no ‘right’ answer is
important for reflecting background, and expressing
individuality, cultural perspective and creative self-
Starter idea expression.
Explore your independent reader Encourage learners to remain open to new genres.
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(10 minutes) Getting hooked on a particular author or series can

make it hard to move on.
Resources: Learner’s Book Starter; independent readers
Model how to reflect on reading preferences by
Description: This session sets the groundwork for expressing your own preferences – books you
extending learners’ range of reading throughout the enjoyed at their age and those you enjoy now.
year.
Revise genre vocabulary (e.g. adventure, comics,
It gets them to look afresh at their independent reading fables, fantasy, historical fiction, legends, mystery,
books and gain a deeper understanding of their reading myths, science fiction, short stories, stories from
habits and preferences.
24
1 STORY TIME
other countries or cultures, traditional tales, true-to- Model how to ask what they like and how to choose
life stories). a book with at least one feature their partner
Explore how books can cross genres (e.g. both might enjoy.
adventure and fantasy).
3 Start a reading log (10 minutes)
Answers: Learning intention: Start a reading log to record
a–d Learner’s own answers reading and reflections.
Resources: Notebooks that can be used for reading
Differentiation ideas: Use Worksheet 4.9 Extend logs or Worksheet 4.1 Reading log; Worksheet 4.10
your reading to challenge learners to read beyond Book review
their normal reading patterns. Suggest books to get Description: Introduce Worksheet 4.1 Reading log as
them going and support them in making further a moment of reflection after each reading session.
choices. Learners use the comment section to note favourite
characters or reflections on whether they enjoyed it.
2 Choose a book for your partner
FT
Alternatively, learners can copy the Worksheet 4.1
(10 minutes)
Reading log format into a notebook to keep as a
Learning intentions: Explore personal preferences in reading log.
books.
Ensure learners understand what is required in each
Challenge learners to read new genres. column as they fill in details of their readers.
Resources: Access to school or class library Book reviews: peer-group book reviews help
Description: Partners share their sentences from learners extend their reading range, but reviewing
Activity 1 and say what they have read recently. every book can be off-putting. Learners could
Explain they should choose a book for their partner fill in Worksheet 4.10 Book review for books they
particularly enjoyed or did not enjoy.
A
that is a different genre from their partner’s usual
preference, but still contains something they like Ensure learners understand that book length does
(e.g. an adventure story with animal characters). not correspond to difficulty. They should reflect on
They can discuss the books as they choose them. whether they understood the words and sentences
Hold the session in the library, with the school and could follow the story easily.
librarian guiding learners, if one is available. ICT opportunity: research websites that
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Ask pairs to share what they chose for each other review books for this age group (e.g. visit the
and whether they think they would enjoy the choice. Lovereading4kids website) and develop your
own resource of reviews. Some websites let you
download extracts that you could display and
Answers:
discuss in class.
a–e Learner’s own answers
Differentiation ideas: Challenge stronger readers
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Differentiation ideas: Work with selected pairs to to read a different genre of book or a new author.
help them choose books for each other, especially if Suggest books for less confident readers and their
they are still following a reading scheme. partners to ensure a good match.
25
Assessment ideas: If your school has a formal reading Homework ideas

programme, familiarise yourself with where learners
are in the scheme. Listen to each learner read to you Learners can complete Workbook activities for 1.2.
individually. They may not manage all of them. Negotiate with
learners, if necessary, which ones they do.
Use the learners’ reading logs to assess their level and
choices of reading. Ask learners to spend an extra 5–10 minutes on
independent reading each evening.
Learners choose a book they would not normally
choose to read.
Learners find out more about what sort of books they Workbook
enjoy. Recap the terms fact and fiction. Can learners
provide examples of each?
Plenary idea Partners can discuss their sentences to check they
My commitment (5 minutes) agree. Challenge learners to change their factual
sentences into fictional ones (e.g. There are six
FT
Resources: Notebooks or reading logs
dragon eggs in the box) and vice versa.
Description: Invite volunteers to share with the class
Remind learners to use story terminology in their
what they have learned about their reading.
sentences as well as evidence from the book cover.
Share again what you enjoy and look for when
Remind learners to use evidence to back up their
choosing a book to read. Tell them about a book you
ideas.
unexpectedly enjoyed.
Ask the learners to write a commitment in their
notebooks or reading logs outlining their reading plans. Answers for Workbook
For example, they could plan to read a different genre,
1 a fiction b fact c fiction
further books by the same author or try other books in
A
the same genre as their current book. d fact e fact f fiction
They could also commit to reading more regularly or to 2 Learner’s own answers
finish a book within a certain time. Writing down their 3 Learner’s own answers
commitment will help make it a reality. 4
Fiction – because the events are impossible in real
Ask the learners to reflect on whether they have learned life. Insist on at least two examples from the cover.
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anything new about their reading habits and preferences.
What would help them make better choices about books
to read?
Assessment ideas: Ask learners to share their
commitments and discuss their plans. This will allow
you to assess which learners are confident about taking
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control of their reading development and which learners

will need more support.
26
1 STORY TIME
1.3 Read and present an extract

LEARNING PLAN
4Rw.01, 4Rg.01, 4Rg.03, • Skim read an extract to • Learners can skim read an extract
4Ri.02, 4Ri.03, 4Ri.10, establish the main point. using key words and phrases to
4Ri.13, 4Ra.01, 4SLm.04, establish the main point.
• Discuss the features of
4SLg.01, 4SLp.02, 4SLp.03, the text. • Learners can talk about character,
4SLp.04, 4SLr.01 setting and plot.
• Present an extract reading
aloud in groups. • Learners can read aloud fluently
FT
and confidently using punctuation
and other strategies to decode
unfamiliar words.
LANGUAGE SUPPORT
• The extract is a mixture of narrative and • When the learners first skim read the extract,
dialogue. The dialogue contains informal suggest they identify unfamiliar words and try
expressions and words (kid, spud ) as well as to work out the meaning from the context. They
A
some figurative expressions. Support learners can use a dictionary to check.
by explaining the figurative phrases (e.g. steer • Discuss in what contexts the word churning is
clear of or she’s a total nut). most often used – milk can be churned into
• Point out that some words have more than one butter and cement can be churned. Ask the
meaning (e.g. expression: ‘the look on a face’ or learners if they can empathise with how Will’s
‘the way someone speaks or reads’). stomach must have felt.
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Common misconception
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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
Will’s thoughts as it is written in
first-person narrative. Encourage
them to notice the first-person
pronouns (us, my, I ).
Starter idea Description: Direct learners to 1.2, where spud is

defined as an informal name for potato, to identify
Explore the title of The Legend of Spud whether Spud is a real name or nickname. Discuss
Murphy (5 minutes) reasons for nicknames (e.g. traditional or regional
Resources: Learner’s Book Starter diminutives, something a younger sibling called them,
a personal attribute).
27
Ask learners what a legend is. Then ask the every bit of dialogue includes who said it. Learners
characteristics of a story that is a legend – they have know there is a new speaker from the new line. They
already learned about myths and legends. Discuss must use context to identify the speaker.
legends as stories from a long time ago, often with a Reinforce the difference between narrative and
hero having superhuman qualities. If they identify a dialogue. A story can be told entirely in narrative;
legend as a person, ask them to think of examples of a story told entirely in dialogue is effectively a play.
modern-day legends. Use the Workbook activities for additional practice.
Suggest some modern ‘legends’ from your region (e.g. Discuss the characteristics of an outside narrator
Mahatma Gandhi in India or Nelson Mandela in South versus a character relating the story, without
Africa). focusing too heavily on technical terminology.
How many of the learners’ ‘legends’ are associated with Third-person narrator: the story is recounted from
films, TV or sport? Differentiate being a legend for being the outside looking in.
famous and being a legend because of achievements.
First-person narrator: a character narrates the story
and is part of the action. The reader understands
FT
Answers:
• It means they are famous for something they have the story from the character’s perspective.
done and the sort of person they are. Learners are not yet expected to punctuate dialogue
• Learner’s own answers. Steer them away from completely, but they need to read it and identify
when a character speaks. Point out examples in
celebrities.
the extract of continuing speech (e.g. lines 19–21)
and new lines indicating a new speaker (e.g. lines 8
and 9).
Main teaching ideas
1 Prepare to read aloud (20 minutes) Answers:
a The family are discussing a holiday activity.
A
Learning intentions: Use keywords and phrases to
establish the main point. Dad suggests the library; Mum supports the
idea. Both Marty and Will are horrified. They
Differentiate between narrative and dialogue. aren’t keen on the librarian who allegedly
Resources: The Legend of Spud Murphy extract in shoots children with her spud gun.
Activity 1 b
The setting can be established from the
Description: Set the context by explaining that it is
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illustration – sitting around the breakfast table.
the school holidays and Mum is trying to think of c
Spud Murphy will be a main character (as will
activities to keep the boys occupied. Marty and Will) and extraordinary in some
Organise learners into groups of four to fit the way. The name’s silliness should indicate a
extract: Mum, Dad, Marty and Will (Will and the humorous book. It is likely to be about the
narrator are the same, but allow learners to work ‘legend’ associated with the character.
D
this out for themselves). d

Will narrates the story – he refers to himself as ‘I’.
Remind them that when skimming for key words e
Four people speak: Mum, Dad, Marty and Will
and phrases, they do not need to read every word; (also the narrator).
scanning is reading for specific information. They
are looking for characters, setting and what’s
Differentiation ideas: Carefully choose groups,
going on.
either of mixed or similar ability. Groups of similar
Encourage predictions, building on discussions ability will allow you to spend time supporting
about genre in the previous session. certain groups with careful questioning as they skim
Read the Language focus box to remind learners of read the extract.
the difference between narrative and dialogue. Not
28
1 STORY TIME
2 Read the extract aloud and present your Plenary idea

performance (20 minutes)
Present (5 minutes)
Learning intentions: Use punctuation and grammar
to read aloud fluently and accurately. Resources: The Legend of Spud Murphy extract in
Session 1.3 Activity 1
Work in a group to prepare a presentation.
Description: When groups have finished their
Use body language and gesture to support reading. presentations, come together and invite one or two
Resources: The Legend of Spud Murphy extract in groups to perform their reading to the class. Invite
Activity 1 feedback, focusing on what they enjoyed as well as areas
for improvement.
Description: Discuss what each character is like and
how they might speak. Remind them to consider if they can hear and see
the performance – the body language, expression and
Will – the narrator; ready to give his opinions. The
gesture to accompany the reading. Ask: Did the readers
reader must note when he is speaking or narrating.
bring the characters to life and sound authentic?
Marty – Will’s brother; often does silly things.
FT
Ask learners to reflect on their performances. Did they
Mum – amused by the boys’ reluctance to join the say their parts on time? Did the reading flow? Could
library but shocked at their ideas about Mrs (Spud) they pronounce all the words? Ask them to note areas
Murphy; convinced it is a ploy not to do any reading. for improvement.
Dad – thoughtful; on Mum’s side. Assessment ideas: Although you will not hear
Encourage learners to use different strategies to everyone’s performance, note how well the learners read
help them understand unfamiliar words, especially aloud and get into character. Are they reading for an
context. audience or are they just reading aloud?
Support groups to allocate roles appropriately (e.g.
Homework ideas
A
not giving narrative part to weakest reader).
Demonstrate how to read each character. Model Learners can complete the Workbook activities for 1.3.
using body language, punctuation and verb clues Mark them in class. Ensure more confident learners
(e.g. question mark, exclamation mark, begged, also complete Activity 3 and check their sentences with
whispered, asked) to add expression. a partner.
How could Will show when he’s speaking or Suggest learners choose a passage of their own from
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narrating? (e.g. He could face the audience when their independent reader to practise reading aloud.
narrating and face the characters when speaking.) Invite volunteers to read their passage in class or listen
to individually.
Allow practice time, and then let groups present their
reading to another group or the class.
Differentiation ideas: Extend the discussion on Workbook
D
narrative versus dialogue. How are plays different

from novels? What is lost if there is no narrative? Recap the Language focus box before learners
Can they suggest a way around it? embark on the activities.
Assessment ideas: Assess learners’ ability to add The activities practise differentiating between
expression, follow speech marks and respond to narrative and dialogue. They also revise basic
punctuation. punctuation to show dialogue as opposed to
narrative.
Learners perform a reading so that everyone can
hear and enjoy it. They move from identifying spoken words to
adding correct punctuation and starting new lines.
Learners prepare their own part and work out what
expression to add.
Learners practise together and give each other
feedback on how to improve.
29
Answers for Workbook c The principal announced, ‘The school will be

collecting plastic to make eco bricks this term.’
1 a ‘Please hang up your satchels neatly,’ reminded
d ‘Give that to me,’ she said. ‘It is mine.’
the sports teacher.
e ‘It feels like ages until the holidays,’ moaned
b The girls told their mum what had happened at
Lindiwe. ‘I wish they were next week.’
school. ‘It was hilarious,’ they said.
3 ‘Do we really have to go, Mum?’ asked Marty and
c ‘I’d like to help you,’ the teacher said, ‘but you
Will in unison.
must explain it to me.’
‘Yes. It will be good for you,’ said Mum. ‘I am not
d ‘You must be quiet in the library,’ explained the
going to change my mind.’
librarian, ‘because people are trying to
read.’ ‘In that case,’ grumbled Will, ‘I had better wear
e ‘No!’ said Chumi firmly to the dog. ‘You are not protective clothing. I don’t want to be caught out by
allowed on the sofa. It’s for people not dogs.’ that spud gun.’
‘Nor me!’ laughed Marty. ‘I’m super scared of Spud
2 a ‘What have you got for lunch?’ asked Zed.
FT
Murphy!’
b
‘I really enjoy sports day every year,’ I told my
grandmother.
1.4 Check your understanding

LEARNING PLAN
A
4Rv.07, 4Ri.06, 4Ri.08, 4Ri.09, • Understand main idea of the • Learners can establish the
4Ri.11, 4Ri.14, 4Ri.15, 4Wg.01, extract. main points in an extract.
4Wp.01, 4SLs.01
• Identify relevant detail. • Learners can identify relevant
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details in the text to support
• Relate the story to personal their answers.
experience.
• Learners can relate the story
• Complete reading logs for to their personal experience.
the text.
• Learners can complete their
D
reading log to record their

reflections on the extract.
30
1 STORY TIME
LANGUAGE SUPPORT
• Learners should be confident with the language meaning of nut – mad. Some learners may need
as they have worked extensively with the text in extra support with the figurative expressions in
the previous session. the extract.
• Check they can differentiate between literal • Remind learners that summarising means not
and figurative expressions. Mrs Murphy is not including every detail – just the key points.
literally a nut. It is an informal and figurative
Starter idea
What did you find out about The Legend of Description: Set your expectations and prepare
Spud Murphy? (5 minutes) learners by discussing the questions first. Help them
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identify relevant detail and model answering to
Resources: Learner’s Book Starter; The Legend of Spud
demonstrate understanding.
Murphy extract in 1.3 Activity 1
After the discussion, allow time to read the
Description: Allow learners a few minutes to discuss
questions and re-read the extract.
what they already know with a partner.
Remind learners to use full sentences for their
Although the book’s title contains Spud Murphy and
answers and check carefully for grammar, spelling
she is described in the extract, learners may not identify
and end-of-sentence punctuation.
her as a main character as she has not yet appeared.
Encourage partners to compare answers and clarify
They should, however, infer that she is a main character.
differences. This will help them become independent
She is the antagonist or the supposed ‘enemy’ character,
learners who can use a range of strategies to review
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while Marty and Will are the protagonists, the
their work.
characters followed and supported by the reader. They
have escapades that involve outwitting Spud Murphy. When everyone has finished, discuss answers with
the class to help with the self-evaluation. Self-
Share answers about having such a conversation as this
evaluation is more valuable if learners have an
family had at breakfast.
immediate idea if their answers are on track.
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Answers: Encourage the learners to reflect on their own
1 Spud Murphy is the main character answers directly after discussing the answers.
(the antagonist) – the legend is about her and she
is described, but Marty and Will are also main Answers:
characters (the protagonists). a Mum wants the boys to join the library as an
2 Learner’s own answers educational hobby during the holidays.
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b The boys went to art classes that ended when

Marty became ill from drinking paintbrush water.
Main teaching ideas c The library is Dad’s idea.
1 Answer the questions (25 minutes) d Will’s stomach is churning because he’s terrified
Learning intentions: Answer questions using of going to the library.
evidence from the text. e It’s educational and Mum thinks Marty and
Infer information about characters and express a Will cannot get into trouble reading a book.
personal response. f She means he dreams about riding horses rather
Resources: The Legend of Spud Murphy extract in than actually doing so.
1.3 Activity 1; notebooks
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g Grown-ups only think about what they see – Plenary idea

they don’t look deeper to what is really
going on. Share my log (5 minutes)
h Spud Murphy is the librarian (Mrs Murphy). Resources: Reading logs
i She is completely mad. A ‘total nut’ is a Description: After learners have finished their reading
figurative expression. logs, invite volunteers to share what they have written.
j Mum thinks Mrs Murphy is ‘a lovely old lady’. Find out if there is consensus on the book’s genre and
Will believes she does not show her true self to whether it would be a popular read.
grown-ups and that she hates children. She used Ask about their reasons for wanting or not wanting to
to be an army tracker of children from enemy read it and tie them to their predictions of what sort of
countries. He believes she shoots children with story it might be.
her spud gun if they are noisy in the library.
Encourage predictions about what may happen in the
Learner’s own answers on which view is more
book. Who will be triumphant – Marty and Will or
likely – encourage reasons.
Spud Murphy? Will the story make learners laugh or
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k Learner’s own answers; must indicate a personal keep them on the edge of their seats?
response.
Encourage learners to reflect on why they would or
would not enjoy reading the rest of The Legend of Spud
Differentiation ideas: Some learners could answer Murphy. What appealed or what did not? What would
the questions in note form. It will demonstrate made it more appealing?
understanding without pressurising them over the
grammar and punctuation. Assessment ideas: Use the final discussion to assess
learners’ grasp of the book’s genre and how they relate
2 Complete your reading log (10 minutes) it to their personal preferences. Predicting if they
might enjoy a book is an important skill to nurture and
Learning intention: Reflect on and develop
A develop.
preferences about books.
Resources: Reading logs or Worksheet 4.1 Reading log
Description: Revise how to fill in the reading log, Workbook
referring to the example in the Learner’s Book, on • They will work with homophones and near
page 13, or Worksheet 4.1 Reading log. homophones. Activity 3 is more challenging
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Encourage learners to write whether they would and extends learners because they have to
enjoy reading the rest of the book and why. work with the sounds to find the alternatively
spelled words without context.
Differentiation ideas: Give some learners specific
questions to answer in their reading log rather • Remind them to use dictionaries to help.
than allowing free reflection (e.g. Have you enjoyed • Recap noun, verb, adjective and adverb. Point
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the start of this story? Why did you enjoy / not out the spelling of nouns that end in -ice and
enjoy it? What would you have preferred in a story related verbs that end in -ise, with slightly
beginning? Would you enjoy reading more of this different pronunciation.
book? Why?).
• Encourage learners to note the different letter
Assessment ideas: Assess how well learners patterns making the same sound. Suggest
make connections among what they read, their they write some of the pairs into their
understanding of this story and features of stories. wordbook.
After partners have swapped answers, ask them • In Activity 2, learners analyse the word class
to review answers using the Reflection box. Allow of the homophone pairs. Discuss how many
them to make changes afterwards. are the same or different word classes.
If needed for assessment portfolios, learners could
use paper rather than notebooks.
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1 STORY TIME
2 Nouns Verbs Adjectives Adverbs

• In Activity 3, learners use only sounds (letter
combinations). They can use dictionaries practice practise eight aloud
to help. Their knowledge of how to make device devise bored
different vowel sounds will be important.
advice advise
• Go through the crossword with the whole
board ate
class even if not everyone has completed it.
They will benefit from revising which letter daze allowed
combinations make the same sound. days
eight
Homework ideas Note that eight is in two columns.

Learners can complete the Workbook activities for 1.4.
Go through them in class in the next session. 3 Across Down
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5 wear–where 1 paced–paste
Answers for Workbook
8 stare–stair 2 guest–guessed
1
practise–practice, bored–board, device–devise, 9 sure–shore 3 course–coarse
advise–advice, eight–ate, allowed–aloud, daze–days
10 hole–whole 4 bury–berry
6 hear–here
7 one–won
8 cereal–serial
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1.5 Work with verbs and tenses
LEARNING PLAN
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4Rv.03, 4Rv.05, 4Rv.06, 4Rg.09, • Revise verb tenses. • Learners can understand and
4Ww.03, 4Ww.07, 4Wv.02, can use different verb tenses.
4Wv.04, 4Wv.06, 4Wg.06, • Explore and understand
4Wg.07 tenses in narrative and • Learners can see how tenses
dialogue. are used differently in
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narrative and dialogue.

• Explore more powerful verbs
and their impact. • Learners can choose more
powerful verbs to give writing
impact.
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LANGUAGE SUPPORT
• Make sure learners are familiar with the their impact on your writing. This will encourage
language of tenses – past, present and future. learners to focus on their own word choices.
It should be revision from prior learning. This • In Activity 4e, some learners may need support
session focuses on the simple past for both with begged and its synonyms. This is a
regular and irregular verbs. vocabulary-building activity, so talk about the
• The session explores the effects created by meanings of the verbs in the box and give
using synonym verbs. Encourage discussion on examples of using them.
why you might choose one word or another and
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All verbs add –ed to the root verb Talk about the difference between Practice is critical for overcoming
to form the past tense. regular and irregular verbs, asking this issue. Helping learners identify
for examples of verbs in the past spelling rules will activate their
tense. This shows some add –ed awareness of what happens to
but others change the word form root verbs in the past tense. Both
completely. the Learner’s Book activities and
the Workbook provide plenty of
practice.
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Starter idea Main teaching ideas
Discuss tenses (5 minutes) 1 Work with verb tenses (10 minutes)
Resources: Learner’s Book Starter Learning intention: Revise the past, present and
Description: This is a quick activity to revise past, future tenses.
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present and future tenses, and the related terminology. Description: Revise verbs and what they do,
Allow partners to explain the difference between the especially to be and to have. Read the first paragraph
verb forms I laughed, I laugh and I will laugh and explore of the Spud Murphy extract in 1.3 together,
the other verbs provided in the same way. Invite pairs to identifying the verbs.
share their discussions. Use the Language focus box to revise the tenses.
Ask questions (e.g. What did you eat yesterday? You
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Point out that different pronouns require different

suffixes, but only in the present tense. can go home this afternoon and there is no school!
What will you do? ) and discuss the tense learners use
naturally in their answers.
Answers:
1–2 Laughed – past tense; laugh – present tense; will Learners are likely to be familiar with the past tense
laugh – future tense. Do the same with all the as a story tense. Encourage them to notice it more
verbs: smiled, smile, will smile, etc. consciously and remember it as the narrative tense.
3 In the present tense, when he, she or it is used, the
suffix –s is added to the root verb. Answers:
a tries/tells
tried/told
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1 STORY TIME
b reminds/informs/alerts
Answers:
reminded/informed/alerted a joined, marched, played, asked, cooked,
c Possible synonyms for’ ‘tell’: express, speak, whispered
say, state, inform, disclose, communicate, voice, b loved, arrived, hoped, decided
articulate.
tried, worried, spied
tells implies Mum might not have known
d
what happened; reminds implies she may have clapped, sagged, planned
forgotten; informs implies something formal; c In a, when the root verb ends in e, only d is
alerts adds a hint of danger. added. In tried, worried, spied the y changed
to i before adding ed. In clapped, sagged,
Differentiation ideas: Pair less confident and more planned the final consonant is doubled.
confident learners who can model how to use the d hoped, cried, died, fried, carried, hated,
different verbs and tenses. studied, stored.
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e Will’s stomach churned as he visualised
2 Form the past tense (15 minutes)
Mrs Murphy in his mind. Her image glared at
Learning intention: Learn how to form past tense for him, spud gun at the ready. He closed his eyes
regular verbs. and sighed deeply. Mum never changed her
Description: Learners should be familiar with adding mind however much he tried to make her.
the suffix -ed to regular verbs. Revise this structure f say–said, think–thought, find–found, is–was,
and reinforce the use of past tense in narrative. have–had
Three spelling rules for past tense are revised. Write g Learner’s own answers
a few more examples on the board (e.g. share, hop,
cry). Ask a volunteer to put them into the past
Differentiation ideas:
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tense. Develop the rules together before answering
Question c, then allow the learners to test the rules. • Work through the paragraph with learners who
may need more support before they write it, to
Write the spelling rules on large cards for display
ensure they suggest the correct verb and the
in the classroom. Also display each verb with its
past-tense form.
irregular past tense partner
(read–read, say–said, think–thought, find–found, is– • Learners can do the Workbook activities to
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was, has–had ). practise working with tenses.
In Question f, learners match verbs with irregular
3 Explore verb tenses in narrative and
past tense forms. Supplement this by discussing
further irregular past tense forms: dig–dug, wear– dialogue (10 minutes)
wore, sting–stung, grow–grew, feel–felt, buy–bought, Learning intention: Explore and understand tenses
drink–drank, pay–paid, get–got. Most learners in narrative and dialogue.
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will know the irregular forms and use them Description: This activity helps learners notice the
automatically. variety of tenses used in stories and dialogue.
Learners could write the examples of irregular verbs Use questions to help learners differentiate between
in Question f in their wordbooks on a special page past and present tense. Ask: How do you feel – hot,
for irregular verbs. cold or just right? This should prompt responses
This is a good time to check learners can identify all like: I feel . . . I am . . . Then ask: How did you feel
forms (present and past) of to be and to have. yesterday? This should prompt responses in the past
tense.
Spelling link: There are more activities on root
words and the -y rule in the Spelling section on Learners should be familiar with identifying
page 276 of the Learner’s Book. dialogue from having read the extract aloud. They
should notice a variety of tenses including the
present (e.g. You are not . . . it is perfect).
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Make learners aware that narrative and dialogue Differentiation ideas: Work with learners struggling
differ. Dialogue reflects how we talk in a variety of to recognise verbs. Identify verbs in their readers, a
tenses; narrative usually reflects how we report events paragraph at a time.
that have already happened. Some learners may need support to differentiate
between action verbs and the verbs to be and to
Answers: have. This can be especially challenging where
a Mostly present tense, but spoken descriptions perfect or continuous (progressive) tenses take to be
of past events are in the past. It depends on the and to have as the auxiliary verbs.
suffix added or a different past tense form. It is Help the same learners identify the verb tenses,
also in the context. focusing on action verbs first. Ask: Has the action
b Past tense (e.g. tried, said, was, added ). already taken place? Is it happening now or will it
c Answers may vary but are likely to recognise happen in the future?
that narrative is mostly in the past tense; Encourage learners who find it difficult to remember
dialogue is mostly (but not always) in the irregular spellings to write challenging words in their
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present tense. wordbooks as words to learn. Suggest they use pencil
so they can erase each word when they are more
Differentiation ideas: Work with small groups to confident of its spelling.
read and discuss dialogue tenses. Point out verbs Extend some learners into monitoring the tenses
that are part of the narrative, and use questions used in their independent readers.
to elicit what tense they are in and how they differ
from the dialogue verb tenses. Assessment ideas: Use the cloze passage in Activity
2e to assess whether learners are following past tense
4 Choose more powerful verbs for spelling rules.
dialogue (10 minutes) Check whether learners used irregular past tense forms
A accurately in Activity 2f.
Learning intention: Explore the impact of using
more powerful verbs. Language worksheet 1B Vocabulary building focuses
on choosing words for impact – verbs, adverbs and
Description: Organise learners into mixed-ability
more interesting synonyms. Use it to assess learners’
groups so able readers can model appropriate
understanding of more powerful words and using a
expression.
thesaurus. It extends their vocabulary so encourage
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This should be a fun activity – encourage them to note new words or words they would like to use
exaggerated expressions to match the verbs. again in their wordbooks.
Finish by asking learners to suggest which of the
verbs might apply to Mum’s mood by the end of the Plenary idea
extract: chuckled, laughed (My mother thought this
was all very funny). Verb quiz (5 minutes)
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Resources: Bank of verbs – regular and irregular, some

Challenge: Ask the learners to suggest a more
past and some present tense – written on (large) slips of
powerful alternative for said or asked wherever they
paper
are used.
Description: Hold up each verb in turn. Learners must
Answers: write the verb in the tense you call out.
a Learner’s own answers. They should notice the Go through the answers on the board for learners to
verb encourages them to speak in a particular check their spellings as well as the verb form.
way to reflect the mood it implies.
Ask learners to reflect on the verb tense activities. Which
b
Learner’s own discussion tense is used for narrative? How can they tell? What
c
Any of the verbs except laughed and chuckled; would help them feel more confident about using verb
said is ineffective because it is neutral, but it is tenses correctly?
not inappropriate. Assessment ideas: Do an informal survey of how many
learners got the verb tenses right and how many got
36
1 STORY TIME
them wrong in the quiz by a show of hands. Then ask Answers for Workbook
them to put up fingers to show how confident they feel
about working with present and past tense – five fingers 1 a worried, had
for very confident and one for needing more help. b told, kept
c went, said
Homework ideas d saw, shot
Learners can complete the Workbook activities for 1.5.
e wore, wrote
Monitor how far they get by going through the activities
in class. 2 a hit b hurt c shut d split
e let f set g spread h burst.
Workbook
3 Simple past Present Future
1 Read through the Language focus box to
remind the learners about specific tenses. awoke awake will awake
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2 Initially, learners complete straightforward broke break will break
cloze sentences. Then they must recognise froze freeze will freeze
the correct past tense form – point out that grew grow will grow
the past-and present-tense forms of the verbs
remain the same. Ask if they can think of any sang sing will sing
other verbs like this.
4 Present: have, have, has
3 Finally, learners must complete the missing Past: had, had, had
tenses in the grid and work with the irregular
verb to have, which is a useful verb for
forming tenses.
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1.6 Explore beginnings

LEARNING PLAN
4Rs.01, 4Ri.07, 4Ri.08, 4Ri.10, • Explore the beginning of the • Learners can discuss and talk
4Ri.17, 4Ra.02, 4Ra.03, 4Ws.01, story. about the features in the start
4Wc.01, 4Wc.02, 4Wc.04, of a story.
4Wc.05, 4SLg.03 • Express a viewpoint about a
character. • Learners can give opinions
and views on characters.
• Create a story map to
describe the characters, • Learners can draw up a
setting and plot. story map to describe plot,
FT
characters and setting.
• Write a story beginning.
• Learners can write an
interesting story beginning
that fits knowledge of the
plot so far.
LANGUAGE SUPPORT
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Learners are working with the same vocabulary You are not physically hooked/caught like a fish.
set as for the earlier extract, so they should feel Remind the learners that this is called ‘figurative
confident with the language. Point out that if you language’ – it isn’t using words literally according
are hooked on something like a book, author or to their dictionary meaning.
television series, it means your attention is caught.
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Starter idea Resources: The Legend of Spud Murphy extract in 1.3
Activity 1
Explore beginnings (5 minutes) Description: Allow time for groups to summarise
Resources: Learner’s Book Starter; independent readers their ideas about the opening.
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Description: Organise learners into groups to read out Remind them that ‘predicting’ is not the same as
the first few paragraphs of their readers to the rest of ‘guessing’. They should use clues from the text to
the group. In turn, the groups can discuss how each help them predict.
book starts, giving their opinions.
Prompt them to use their knowledge of story
Learners identify key characters and at least the initial structure and features when giving their viewpoint
setting. They should also pick up on clues about the on whether Spud Murphy will be more like Marty
book’s genre. and Will say or like Mum says.
Offer your ideas to model how to summarise.
Main teaching ideas
1 Explore the beginning of Spud Murphy
(10 minutes)
Learning intention: Explore, analyse and talk about
the beginning of the novel.
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1 STORY TIME
Differentiation ideas: Allow some learners to work

Answers: in pairs to create their story map so they benefit
a Learners may note some or all of the following: from sharing ideas. They can then both use their
tried to save us hints at disaster, but the next story map to write their own beginning.
sentence shows that it is not serious, only
being forced to do an educational hobby. This 3 Write a beginning (20 minutes)
suggests unexpected adventures and laughs
ahead. Learning intention: Write a different beginning.
b Marty, Will and Mrs Murphy. The setting is Resources: Notebooks

the library since the book is the legend of the Description: Explain that learners should use their
librarian, Mrs Murphy. story map to guide them to an alternative idea for
c-e Learner’s own answers. Make sure learners give how the story could have started.
reasons to back up their opinion. Use questions to encourage creative thinking. What
other hobby could they have tried? Could Marty and
Differentiation ideas: Pair less able with more Will suggest the library as a good idea?
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able learners, who could act as scribe and suggest Ask learners to write a first draft. They can choose
improvements (e.g. in tense). whether or not to include dialogue.
Extend some learners into writing out their Encourage learners to think of an attention-
summaries before sharing them with the class. grabbing first sentence, and to make their
beginnings lively and interesting.
2 Create a story map (15 minutes) When they exchange beginnings with a partner,
Learning intention: Use keywords and phrases to remind them to note what they liked and enjoyed as
make notes. well as possible improvements.
Resources: The Legend of Spud Murphy extract in 1.3
A
Activity 1 Answers:
Description: Only key words and short phrases Learner’s own writing
should be used. Prompt appropriate words by
asking questions (e.g. What do you think Will is like? Differentiation ideas: Some learners can write the
What does he enjoy? Do you think he exaggerates? first paragraph; others can write several paragraphs
Where else might the action take place?). (There is as a story beginning.
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more work on mind maps in Unit 2.) Extend some learners into not only proofreading
The story map does not need detail – just what their work but also using a thesaurus or dictionary
learners have established on plot, characters and to select words to improve their writing.
setting. Assessment ideas: Assess whether learners can
Invite learners to share their story maps and build a make links between what they read, their knowledge
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group map as a model for mind-mapping. of stories in general and the predictions they make.
Use the opportunity to identify adjectives, nouns Learners summarise on a story map what we know
and verbs on the story map. about the characters, setting and plot.
Learners can only use key words and phrases.
Answers:
Learner’s own answers
39
Plenary idea
Workbook
Share the beginning (5–10 minutes) Learners can check the introductions of different
Resources: The story beginnings learners wrote in the books if they are unsure of any points. Encourage
previous activity learners to give evidence and reasons for their
Description: When learners have finished improving opinions.
their beginnings, invite volunteers to read out their Invite volunteers to read the excerpt out loud.
beginnings. Briefly discuss what they can infer from what the
Celebrate their creativity and compare the ways that, as characters say. Encourage learners to imagine
writers, they have chosen to begin the story. what happened and what it must have been like,
using evidence in the text. Learners could role-play
Listen to as many learners as possible. If necessary, the scene they plan on the mind map.
listen to some in subsequent sessions.
Remind learners of the key features of the story
Ask learners to reflect on how they can improve their beginnings and encourage them to focus on an
beginnings after listening to the other beginnings.
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attention-grabbing first sentence.
Assessment ideas: Use learners’ story beginnings to assess
their knowledge of the features of a story beginning.
Homework ideas 1 Statements a and c should be ticked. Can accept e.
Learners can do the Workbook activities for 1.6. 2 L
argely Learner’s own answers. Main characters:
Selected learners can extend themselves by planning and Marty and Will; setting: art classroom; what happens:
writing another story beginning in Activities 2 and 3. Marty drinks the paintbrush water and is sick.
3 Learner’s own writing.
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1.7 Character and setting
LEARNING PLAN
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4Rw.01, 4Rv.01, 4Rv.03, • Explore how character and • Learners can use details to
4Rg.01, 4Rs.03, 4Rs.04, 4Ri.02, setting are developed. explain how characters and
4Ri.03, 4Ri.08, 4Ri.13, 4Ra.01, settings are developed.
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4Wv.04, 4Wv.06 • Recognise how paragraphs

organise writing and • Learners can understand how
sequence ideas. paragraphs are used to organise
and sequence ideas.
• Choose powerful verbs to
create impact. • Learners can choose more
powerful verbs to create impact.
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1 STORY TIME
LANGUAGE SUPPORT
The extract may contain unfamiliar vocabulary the author is modern. There may be unfamiliar
beyond the defined words. Encourage the use of names or descriptions because of the cultural
context and dictionaries for decoding words. understanding of what brings winter.
The story is set in a mythical place in China some Encourage learners to find synonyms for other
time in the past, although it is unspecific as to words too (e.g. synonyms for brown to describe
when or where. It has a historical setting; however, the village). It will help learners to become more at
the language is not old-fashioned because ease with using a thesaurus.
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Paragraphs are to make texts Ask the learners the purpose of Build their answers into a
easier to read by breaking up the paragraphs and why they start discussion and use the paragraph
text. new ones when writing. key to help the learners see why
paragraphs are used (to structure
content). They also gain practice
in Activity 2.
Starter idea Resources: When the Sea Turned to Silver extract in

the Learner’s Book on page 26 in 1.7 Activity 1
Focus on paragraphs (5 minutes) Description: This is a challenging text because of the
A
Resources: Learner’s Book Starter figurative descriptions. Encourage learners to enjoy
Description: Ask learners what a paragraph is. They have the language without worrying too much about
worked with paragraphs previously and are likely to whether they understand each word or expression.
explain it as a block of text. Draw out their definition of Recap that skimming means quickly reading a
a paragraph encouraging the term sentences. text for key words to give the main idea. Scanning
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Remind them that a sentence contains a verb and a requires closer reading to find specific information.
subject, and makes sense on its own. Suggest that learners read the extract aloud to
A sentence encapsulates one idea whereas a paragraph each other and then scan it silently to find the
develops that idea adding detail. information.
Ask why writers start new paragraphs. Learners at this Learners should quickly identify the main character
stage often start new paragraphs when one seems long and scan to find out about her.
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enough, rather than to mark a new thought, change in Explain that learners should begin with the broad
direction, new topic or new speaker. setting of the time of year before focusing on the
Informally assess their grasp of the purpose of village and then Pinmei’s hut.
paragraphs. If necessary, prompt learners to think about the
name of the place – it isn’t mentioned but learners
Main teaching ideas could find in the extract the mountainous region,
the type of place (a village), location (beneath/on
1 Read an extract from a historical fantasy the mountain) and what the weather is like (cold). It
story (15 minutes) could be anywhere, but clues in the text (the name
Learning intentions: Pinmei, Amah for grandmother, rice bowl, City of
• Read an extract for enjoyment. Bright Moonlight) suggest that the setting is China
or another country in that region.
• Scan for specific details.
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Ask learners to share ideas about when the story Answers:

takes place. It does not start with Once upon a a The scene is set as winter.
time or A long time ago; the start locates it out of The village and villagers are described.
time – When the sea turned to silver. This could be
a figurative description (e.g. of the sea freezing) Amah is introduced and why people visit her.
or a mythical happening, but these words give it a Pinmei realises winter has been long this year
mysterious, fantasy feel right from the start. Pinmei teases her grandmother.
The fantasy novel is full of figurative imagery. Clues about Pinmei’s character are given.
Encourage learners to enjoy the imagery and mind
pictures but not to feel they need to understand b Link the main ideas to reasons why the
every association. They should close their eyes new paragraphs were started: change of
and try to visualise the scenes without needing to topic/event.
explain them.
Differentiation ideas: Allow learners to exchange
their orders before finalising. They can discuss
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Answers:
differences and negotiate a shared answer.
a Pinmei, a young girl
b
A mountainous village with a hut up the 3 Explore descriptive verbs (15 minutes)
mountainside Learning intention: Explore the impact of powerful
c In an unclear time verbs in writing.
Resources: Thesauruses and dictionaries
Differentiation ideas: Pair readers so that the more
Description: Ask learners to write each underlined
confident readers can take on more of the reading.
verb on a separate line, in alphabetical order.
Encourage the learner not reading to follow the text
closely as it is read out. Even if learners know their meanings, let them focus
A
on the reading words in context.
2 Paragraphs organise ideas (10 minutes) Allow learners to use dictionaries when pairing
Learning intention: Sequence events according to verbs and their meanings in Question c.
paragraph organisation. Recap the meaning of synonym and remind learners
Resources: When the Sea Turned to Silver extract in that a thesaurus gives synonyms and sometimes an
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the Learner’s Book on page 26 in 1.7 Activity 1 antonym, but not a word’s definition.
Description: Remind learners that paragraphs Model trying thesaurus words in context as not all
should expand on one idea with detail. words are necessarily appropriate.
Learners consider reasons for starting a new Invite volunteers to read out one or more of their
paragraph, which are similar for fiction and non- verbs in context after they have compared their
fiction (different action, time, place or thought) choices, and comment on the effect.
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except that dialogue requires new paragraphs in

fiction. Answers:
When learners organise paragraph ideas, show a chilled, freeze, grabbed, grinned, pierced, scurry,
that some ideas span several paragraphs if there is shattered, taunt
dialogue. b
Learner’s own answers. They should use context
While they sequence the paragraph ideas, encourage clues to make sensible deductions.
learners to refer to the text so they can see how the c chilled – froze; pierced – cut through sharply;
points are linked and follow on one from each other. shattered – destroyed; scurry – move in a rushed
way; grabbed – took hold roughly; taunt – mock
gently; grinned – smiled widely; freeze – get
stuck.
d–g Learner’s own answers. Context is very
important in all these answers.
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1 STORY TIME
Differentiation ideas: Allow learners to work Homework ideas

in pairs. Monitor whether everyone can use a
dictionary and thesaurus. The learners can do the Workbook activities linked to
1.7. Consider which learners should complete Activity 3,
Encourage learners who are unconfident with a which requires them to analyse their independent readers.
thesaurus to form a small group and show them
how to search.
Note learners struggling with alphabetical order. Workbook
Provide an alphabet strip to fold into their Go through Activities 1 and 2 in class and invite
notebooks. volunteers who completed Activity 3 to share their
Assessment ideas: Take note of the learners who findings.
can choose interesting verb synonyms to fit the 1 This activity encourages learners to reflect on
context. Identify whether consolidation work why writers start new paragraphs. Learners’
is needed. stories often end up as a single paragraph
unless they make a conscious effort to write in
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Plenary idea paragraphs.
Pinmei verbs (5 minutes) 2 This activity requires the learners to classify
the phrases describing character and setting.
Resources: Thesaurus
Some are from the text; some are inferred
Description: Write Pinmei’s name in the middle of the from the text.
board and invite learners to write down interesting verbs 3 This activity extends learners into thinking
to describe her. beyond paragraphs as distinct units into
Based on the text, ask how she moves, speaks, listens thinking of whole chapters as coherent
and thinks about herself. episodes in a story.
A
Then ask learners to imagine her doing things that fit
her personality and to give interesting verbs for those
(e.g. alternatives for laughs, listens and helps). Answers for Workbook
Share verbs as a class to build a profile on the board. 1 All five boxes should be ticked.
Assessment ideas: Organise learners into groups to
share and comment on each other’s verbs. Can they
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suggest improvements?
CROSS-CURRICULAR LINKS
Geography: Search for images of different

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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.
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2 3
Learner’s own answers based on their independent
Setting Character
readers.
like sharp needles like the tail of a
disappearing mouse
up to the mountain unable to gasp for air
screaming and as if stung
struggling
hearty laughs and shy as a little mouse
stomping boots
bursting it into in her throat
darkness
rough stone hut alone with Amah
trapped in a bowl of ice
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1.8 Create mind pictures
LEARNING PLAN

A
4Rv.03, 4Rv.05, 4Rv.06, 4Ri.06, • Identify key words and • Learners can find relevant
4Ri.08, 4Ri.11, 4Ra.02, 4Ra.04, phrases. words and phrases that build
4Wc.01, 4Wc.02, 4Wc.03, up character and setting.
4Wc.04, 4Wc.08, 4Wp.02, • Explain how characters and
4SLg.03, 4SLg.04 settings are developed. • Learners can compare
a setting to their own
• Link a setting to personal experience.
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experience.
• Learners can understand
• Explore a writer’s choice of why writers choose particular
words. words.
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LANGUAGE SUPPORT
• Learners have already worked with the language • Ask learners for examples of connectives,
in the extract and so should feel confident. especially when they comprise more than one
• The initial activity requires learners to discuss word – and prepositions.
word classes and which ones are useful for • Explain that prepositions always appear before
finding key words and phrases. Learners should the noun they modify to show position.
be familiar with regular word classes: nouns, • Pronouns stand in for nouns.
adjectives, verbs and adverbs. Check they
• The and a/an are special words. Give examples
know the other word classes: connectives,
so that learners understand the difference, e.g.
prepositions, pronouns and definite and
indefinite articles.
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1 STORY TIME
CONTINUED
put the book on a table (any table) or put the Learner’s Book on page 285 where more
book on the table (specific table). information is given on word classes. The main
• You do not need to do a full grammar session. point of the activity is to focus on nouns, verbs,
You can refer to the reference section in the adjectives and adverbs as potential key words
and phrases.
Starter idea The text contains two similes as examples of

figurative language. Remind learners of the
Identify key words and phrases (5 minutes) figurative language work done on The Legend of
Resources: Learner’s Book Starter; reference section Spud Murphy. In Unit 3 they will pin down like
in the Learner’s Book on word classes/parts of speech, descriptions as similes.
page 285 Use the Workbook activities for additional practice
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Description: Check that learners are familiar the words on building a profile of Pinmei.
in the boxes. Ask for examples of each word class and
explain briefly any that the learners are less clear on. Use Answers:
the reference section at the back of the Learner’s Book a Learner’s own reading.
on page 285 to provide more background information. b
Learner’s own answers. Check learners are
Explore ideas for the most important word classes for using nouns and verbs especially as key words
key words and phrases. followed by adjectives and adverbs.
c
‘like sharp needles’ – a simile although learners
Main teaching ideas have not yet learned the term
A
1 Read the extract and scan for details d
Pinmei’s braid – ‘like the tail of a disappearing
(30 minutes) mouse’
Learning intention: Scan for detail. e Learner’s own suggestions.
Resources: When the Sea Turned to Silver extract in f
She believes that although Pinmei seems shy and
1.7 in the Learner’s Book on page 26 Activity 1 timid to others, when the time is right she will do
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something. She will find the courage to do what
Description: This activity, although it looks
is needed even if she is unsure of herself.
short, should take most of the session. Recap
that scanning means reading to locate specific
information; close reading allows learners to begin Differentiation ideas: Discuss the questions with
inferring meaning, motive and message from the groups of learners before they write their answers.
text as a whole. Learners refer to the text in 1.7
2 Think about the setting (15 minutes)
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and 1.8.
Learning intentions: Represent visually a mind
Encourage lists, mind maps or other methods to
picture built up from key words and phrases.
note down information. Learners can use colours
to highlight and organise the information. Remind Link a character or setting to personal experience.
them to use key words rather than copying whole Resources: A4 plain paper (or notebooks); coloured
sentences from the text. pencils
Ask learners how Pinmei’s life might have been Description: Learners complete the activity on their
different if she had had a brother or sister – would own, except when they discuss and compare the
she have been so interested in Amah’s stories? setting to where they live to consolidate their ideas
Emphasise that learners are developing their skills before drawing and writing.
by reading as writers, noticing how successful Learners can draw the village on A4 paper,
authors build character profiles and establish exploring ways to depict the harsh weather
settings using detail and careful word choice. conditions. Alternatively, allow learners to draw
45
what they think the inside of Amah’s hut is like with Description: Celebrate their illustrations and paragraphs.
all her embroidery threads and materials – warm Do a class comparison of the village and the area
and cosy compared with outside. surrounding your school. Use maps and photographs
Encourage learners to make comparisons using to illustrate your local area. Encourage words like rural
similes – The village is like . . . Where I live and urban.
is like . . . Make a wall display supplemented by maps and
When they write about whether they would like to photographs of your school area.
live where Pinmei lives, encourage learners to look Invite some learners to read out their paragraphs.
for positives as well as negatives about her life. The
village is not named so suggest they invent a suitable Finish by surveying the class to find out if anyone would
name to refer to it. like to live where Pinmei does.
Remind learners to write neatly on the Assessment ideas: Informally assess, through their
A4 paper so a display can be made. illustrations and paragraphs, whether learners have
appropriately interpreted the detail they gathered from
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Answers: the extract.
Learner’s own discussions, paragraphs and drawing. Note which learners can express a personal response and
imagine themselves in Pinmei’s position. Use questions
Differentiation ideas: Allow selected learners to do to support learners struggling to express themselves.
a joint activity with one drawing and one writing –
but helping each other. Homework ideas
Extend learners by asking them to exchange Learners can complete the Workbook activities for 1.8
paragraphs and drawings with a partner and suggest to provide more practice on building a character profile.
changes to improve their work. Go through the answers in class, inviting learners to
read out their responses to Activities 2 and 3.
Assessment ideas: The pictures, mind map and
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sentences on paper could be retained for portfolio
purposes as a record of learners’ understanding of Workbook
how to identify and use detail to build characters
and settings. The When the Sea Turned to Silver extracts are
provided in 1.9 of the Workbook, but learners
Negotiate appropriate criteria according to your could also answer the questions by referring to
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learners’ differentiated needs using Worksheet 4.11 their own list of key words and phrases.
Describing Pinmei’s village. Suggestions:
Activities 2 and 3 extend learners beyond explicit
• I have to build a profile of Fruitless Mountain information into drawing inferences about
Village. Pinmei’s character.
• I have to use the editing checklist to edit my In Activity 3, they respond personally to Pinmei’s
work.
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character and link her to their own experience.

This may be challenging for boys as they may see
Plenary idea her as less likely to be a friend, especially if they
are in a boys’ school. Approach this sensitively. At
Is it like here? (5 minutes)
this age, learners often prefer same-sex friends.
Resources: Maps and photographs of the local area;
illustrations and paragraphs learners completed in
Activity 2
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1 STORY TIME

1 2–3 Learner’s own answers. Look for empathy and links
Name: Pinmei to own experience.
Place where she Small village stretching
lives: up the mountainside, no
specific place but the
impression of China
Who is in her only Amah, her
family: grandmother
How long she Unknown
has lived there:
What she enjoys: Listening to Amah’s stories.
FT
1.9 Find out more about the story
LEARNING PLAN
4Rs.01, 4Ri.02, 4Ri.03, 4Ri.06, • Explore visual clues. • Learners can use visual clues
A
4Ri.07, 4Ri.08, 4Ri.11, 4Ri.14, to infer information.
4Ri.15, 4Ra.01, 4Wc.06, 4Wp.02, • Read a book description.
4SLm.03 • Learners can read a book
• Answer questions using description with understanding.
evidence from the text.
• Learners can use evidence
from the text to answer
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questions.
LANGUAGE SUPPORT
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Learners read a book description to expand their some learners may need support with some of the
knowledge of When the Sea Turned to Silver. Some vocabulary beyond the glossed words.
vocabulary carries over from the extract in 1.8, but
Starter idea Description: Display the book cover you sourced and
ask whether it matches what they read in the previous
Explore visual clues on book covers session – asking for reasons.
(15 minutes) Ask what else they find out from the cover relating to
Resources: Learner’s Book Starter; cover image of When character, setting, time or context. Most covers show
the Sea Turned to Silver by Grace Lin – available online an element of fantasy, myth or fable and the book set
out of time – often more historical than modern in
appearance.
47
Discuss how book covers affect how we choose a book.

Answers:
Compare the picture you sourced to the covers in the Learner’s own answers
Learner’s Book. In pairs, ask partners to describe each
one and whether it tells them anything new or confirms
Differentiation ideas: Allow learners to work in
their earlier ideas.
pairs to identify key words. Remind them they are
Encourage learners to describe factually before making not using full sentences or copying exactly from
inferences to prevent them rushing to judgements about the text.
preferences.
Reinforce the methodology – facts before analysis (facts 2 Answer questions on the text
– what they see; analysis – how the details match the (10 minutes)
story content as far as they know it). Learning intention: Answer questions using evidence
Learners then choose which one best matches from the text.
their impression of the story so far. Remind Resources: When the Sea Turned to Silver book
pairs that they do not have to agree, just explain their description in the Learner’s Book in 1.9 Activity 1
FT
view and respect each other’s views. on page 26
Invite pairs to share opinions and have a fun vote to see Description: When learners identify the tense,
which would win the best cover prize. discuss that plot summaries and book descriptions
Discuss the saying ‘Never judge a book by its cover’ often use majority present tense in contrast to past
tense narrative as a feature.
Main teaching ideas This activity is mainly about selecting relevant
details to form opinions. It involves inferring
1 Find out more about the story information from the book description and building
(15 minutes) on prior knowledge from the extract.
A
Learning intention: Identify key words and phrases The aim is for learners to discuss their ideas rather
to establish the main points. than write them down. It is time-consuming and
Resources: When the Sea Turned to Silver book frustrating for learners to focus on everything all
description in 1.9 Activity 1 the time; in this case, grammar and punctuation
are secondary – meaning and understanding are
Description: Follow school guidelines about
more important.
independent research for book reviews, but, as a
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general principle, encourage learners to look up Use the Workbook activities to practise finding
their books on the internet on reputable sites or relevant information to answer questions.
under supervision.
Encourage learners to read book reviews in Answers:
newspapers, magazines and online. Reviews by a Mostly present tense (two future tense verbs)
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similar-age learners help learners selecting books by b

Title: the sea does not turn to silver. Text:
extending their reading range independently. Luminous Stone that Lights the Night, Sea
There are many good independent bookseller sites; King’s palace at Sea Bottom, mysterious Lady
guide learners to relevant retailers in your region. Meng, sea dragon horse, Black Tortoise of
Many books and authors also have their own Winter, Tiger Emperor.
websites. c
Learner’s own answers but probably yes, she
Remind learners to use key words in the plot notes. will find it, but it may not be the answer – the
Discuss how stories work – beginning, a problem plot needs a complication or problem.
for the hero/protagonist, build up to a climax and a d
Learner’s own answers but they should identify
final resolution. Defeating the Tiger Emperor to save Amah and
Ask what the problem or complication might be and the world as the main idea.
where the climax might come.
48
1 STORY TIME
e
Learner’s own answers which should include Assessment ideas: Take note of learners who would
things like, the setting is not real, it is set out of benefit from more support to draw conclusions for
time, unlikely or impossible events and so on. further consolidation.
Use the differentiated worksheets and Language
Differentiation ideas: Organise selected learners worksheet 1A Skills development for more formal
into small groups to support them in their assessment.
discussions. Use questions to guide them like: What
Language worksheet 1A Skills development should
could not happen in the real world ?
be done after the learners have read and worked on
Some learners may need more practice before being When the Sea Turned to Silver book description. It
able to identify hidden or implicit meaning. Use contains lower- and higher-order questions with a
encouraging win–win questions. Win–win questions focus on close reading and understanding words in
give the learner little choice but the required answer context. Use it to assess how well learners identify
because the questions are so targeted (e.g. Do you relevant information to answer questions and how
think Pinmei will fight the Tiger Emperor physically, well they use context to understand.
or find a way to outsmart him?).
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Assess learners’ abilities using the differentiated Plenary idea
worksheets to identify key words and phrases to
establish the main points. They have worked with Compare books (5 minutes)
key words and phrases on two extracts. This activity Resources: Reading logs and extracts from The Legend of
allows them to demonstrate their skills at different Spud Murphy in 1.3 Activity 1 and When the Sea Turned
levels working on a passage providing more to Silver in 1.7 Activity 1
information on When the Sea Turned to Silver plot. Description: After learners have completed their logs,
initiate a class discussion to compare the two texts.
3 Complete your reading log (5 minutes)
The protagonist in Spud Murphy is a boy (and his
A
Learning intentions: Express a personal response to brother) and Pinmei the protagonist in When the Sea
a text. Turned to Silver is a girl.
Compare features of texts. Spud Murphy is in a modern everyday setting whereas
Resources: Reading logs When the Sea Turned to Silver is set out of time in a
Description: Keep the momentum going on the fantasy place.
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reading log. Spud Murphy is about brothers having to do an ordinary
Once again, encourage learners to say if they would activity in their school holidays whereas When the Sea
enjoy reading the rest of the book. Do a straw Turned to Silver is a fantasy story with a girl setting out
poll on who would read it to establish the class’s on a quest seeking to save her family and village, and
preferences. This will inform your choice of class requiring special gifts and characters to help her.
novel and recommendations during the year. Encourage learners to reflect on which of the two
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Ask learners to recall their opinions of the Spud books they would prefer to read and why. Ask how they
Murphy extract – they can refer to their reading log compare to their own favourite reading genres.
notes. Ask them to record similarities or differences Assessment ideas: Use the class discussion to assess
they notice, such as main characters, setting, genre, the learners’ ability to compare features and themes of
humour and so on. texts. If they need further support with the comparison,
Differentiation ideas: Monitor learners who find it this will inform further input on and practice at
difficult to express their opinions on paper. Sit with comparing texts.
them and talk about their responses before they
begin to write.
49
Homework ideas Answers for Workbook

Learners can complete the Workbook activities for 1.9. 1 Reread the extract.
All learners should complete at least Activities 1 and 2. 2 a The sea turned to silver (froze?) and the cold
Encourage learners to extend themselves by completing chilled the light of the sun.
Activity 3, which requires more inference and personal
b Enthusiastic and robust.
response. Go through the answers in class.
c The Black Tortoise of Winter.
d The tortoise was being forced to earth,
Workbook screaming and struggling, which explained the
Remind learners to look up unfamiliar words in a fierce and wild weather.
dictionary. e The snow was like sharp needles flying at the
Check learners’ answers to Activity 2 – they do mountain.
not need to write in full sentences. 3
All are true except iii (Amah only pretends she is
After learners complete Activity 3, discuss their upset), and possibly iv (accept either ticked or not
FT
responses to these open questions with the class ticked because Amah thinks it’s a royal gift and
and compare ideas. Pinmei does not – or at least teases Amah that it
isn’t).
4 a–e Learner’s own answers. Look for answers
backed by detail from the text.
1.10 Practise using punctuation to read for meaning

A
LEARNING PLAN

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4Rg.01, 4Rg.02, 4Wg.02, • Use commas to make the • Learners can use commas to
4SLp.01, 4SLp.02, 4SLr.01 meaning of sentences clearer. clarify meaning in sentences.
• Use punctuation to help read • Learners can use punctuation
for meaning to help read for meaning.
• Practise reading aloud • Learners can use a range of
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fluently and confidently strategies to read fluently and

confidently.
LANGUAGE SUPPORT
The learners are well-supported having familiarised themselves with the vocabulary in the extract and
book description.
50
1 STORY TIME
Starter idea Answers:

Talk about commas (15 minutes) 1 a The first pair has opposite meanings:
Do not stop and Do stop.
Resources: Learner’s Book Starter
In I like cooking my friends . . . the friends
Description: Organise the learners into small groups to
are being cooked.
discuss what commas do in writing.
In I like cooking, my friends . . . the cooking
Ask them to list the uses giving two or three examples
is being liked.
for each use.
In I need silver, paper and glue . . . all three
Learners can then skim through their independent
items are needed for the project: silver,
readers for commas, identifying their purpose. They
paper and glue.
should check their list to see if they need to add
anything. In I need silver paper and glue . . . only two
items are required for the project – silver
Discuss their findings and build up a class list for how
paper and glue.
commas are used in writing.
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bPinmei knows every one of her
Main teaching ideas grandmother’s tales. In fact, she finds out
that she’s a storyteller herself. Everyone
1 Read aloud using punctuation is keen to hear her stories. Slowly, she
(20 minutes) understands that stories are the way to
Learning intentions: Notice how commas can achieve immortality, whether it’s the
change the meaning of sentences. stories of Nuwa, the Red Stone, the
Green Tiger or the Ginseng Boy; her
Add necessary punctuation to enable fluent stories bring joy, peace and knowledge to
reading aloud. all who hear them.
A c Commas are used to create a pause to
Resources: Worksheet 4.12 Reading for meaning; a
paragraph containing commas to read out help understanding and to separate items
in a list.
Description: Reading for meaning both silently and
aloud is extremely important; while the processes
are different, the need to find meaning through Differentiation ideas: As an extension or for
sentences and punctuation is the same. further practice, use Worksheet 4.12 Reading for
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meaning with the paragraph printed for the learners
Sentences in Question a change in meaning, so they can mark where to place the commas,
depending on the punctuation. This is a fun, capital letters, full stops, question marks, etc.
warm-up activity to engage learners in looking at
punctuation as a tool to help them understand or
2 Practise reading aloud (15 minutes)
make meaning in text.
Learning intention: Use punctuation to read aloud
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Before the next activity, read out a passage of your for meaning, fluently and confidently.
choice to the learners. If possible, give each learner
a copy or project onto a screen or board. Highlight Resources: Worksheet 4.12 Reading for meaning
the commas and show how you pause at the Description: Allow learners time to explore reading
commas to create meaning. the paragraphs to themselves and then practise
Ask learners to write out the paragraph to read reading them aloud to each other, focusing on
aloud in their notebooks, adding in the missing reading for meaning by pausing at the commas.
punctuation they used to help them read it aloud Remind learners to follow the text while they read
fluently. each other the paragraphs so they can follow the
comma pauses and give each other feedback.
51
While learners read the extract to themselves, select Organise learners into reading ability groups. Give
individuals and listen to them reading, paying everyone a few minutes to read the extract and then ask
attention to the punctuation. This activity is not just volunteers from each group to read the passage aloud.
about reading aloud but about reading for meaning. Encourage groups to give each other feedback on the
Careless reading leads to comprehension problems. fluency and whether meaning was clear.
Encourage the learners to reflect on their partner’s Bring the class together and invite volunteers to read
feedback and to think how they aloud from each of the extracts.
can improve their reading-aloud skills and fluency.
Encourage the learners to reflect on their reading aloud.
Differentiation ideas: Allow some learners to If they stumble, where do they stumble? What could
read the first paragraph only from Worksheet they pay more attention to? Does adding expression as
4.12 Reading for meaning. They can use colours well as the punctuation help fluency?
or highlighters to mark where to pause or add
expression. Assessment ideas: Assess reading-aloud skills. Move
around groups while they read, noting fluency and use
The reading for meaning activities can be repeated of punctuation.
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for different passages and at different levels for
different-level readers. Homework ideas
Encourage stronger readers to extend themselves Learners can complete the Workbook activities for 1.10.
into reading more challenging texts and spend time Extend certain learners by encouraging them to complete
listening to other readers. Hearing learners read Activities 3 and 4. Go through the activities in class.
aloud is an important teaching tool.
Encourage learners to practise reading aloud to a family
Assessment ideas: Make informal notes on the member or caregiver at home each evening, asking for
class’s reading-aloud ability. feedback.
Negotiate appropriate criteria according to your
A
learners’ differentiated needs, using Worksheet
4.2 General assessment sheet. Here are some Workbook
suggestions: This activity provides practice on commas and
• We have to read the passage closely and decide meaning of sentences for learners to discuss.
where to add punctuation to create meaning. The learners add punctuation to separate list
items. Remind them that no comma is added
• We have to give each other feedback on how
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before and or or.
well we made sense of the paragraph using
punctuation. Encourage learners to read the passage aloud
to hear the natural breaks and to identify where
Alternatively, use Worksheet 4.3 How are your punctuation is needed. Discuss how punctuation
reading-aloud skills? affects meaning (e.g. compare gasped, frantically
scanning . . . and gasped frantically, scanning . . . ).
Plenary idea
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Ask: What did he do in a frantic way?

Reading unseen (5 minutes)
Resources: Extracts from books printed out
(or marked in books if no copies are possible) Answers for Workbook
Description: Learners have read both silently and aloud 1
In the first sentence four things are enjoyed, in the
using punctuation to create meaning. second sentence, five things are enjoyed because
Challenge them with an unseen passage. Select several fudge and cake are separated by a comma.
extracts from books at appropriate levels for different
reading abilities. Make several copies if possible so that
each member of the class has a copy.
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1 STORY TIME
2 a She collected feathers, shells, pebbles and ten years, unfurled his body, rubbing grit and dust
seaweed on the beach. from his eyes. He blinked as if unused to sunlight,
b Mohammed decided to tie his shoelaces, put on shading his eyes with his arm.
his cap, grab his ball and go outside to play. “ Where are you?” he gasped, frantically scanning the
c Shanaaz did her homework, not that she horizon. Suddenly, he grinned, clapping his delicate
wanted to. green hands together in delight and darted off in the
direction of his gaze.
d Patience wondered whether she would get
clothes, movie tickets, jewellery or a trip out for or
her birthday. “ Where are you?” he gasped frantically, scanning
3 Suggested answer: the horizon. Suddenly, he grinned, clapping his
delicate green hands together in delight and darted
he sand dunes shimmered in the early morning
T off in the direction of his gaze.
sunlight. Slowly and tentatively, a boy of about
4 Learner’s own reading aloud.
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1.11 Write a story starter competition entry
LEARNING PLAN
4Rs.02, 4Rs.04, 4Ra.02, 4Wv.03, • Read, respond to and • Learners can read and
A
4Wc.05, 4Wc.08, 4Wc.09, develop fantasy story starters. develop fantasy story starters.
4Wp.02, 4SLm.03, 4SLr.01
• Invent a fantasy story starter. • Learners can invent my own
fantasy story starter.
• Design and fill an entry form.
• Learners can design and fill
in an entry form according to
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criteria.
LANGUAGE SUPPORT
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Some learners may need support with some of Check that learners are familiar with the words
the listening activity words, especially since they in boxes in Question 1d. Discuss the shades of
will not see them written down and have time to meaning and nuance attached to each word.
decode them. Provide them with a glossary at your Encourage learners to use the words in sentences
discretion in advance (e.g. habits, universe, quest, to demonstrate their understanding. Give examples
determination, courage). of your own.
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The start of a fiction story is Ask learners how stories Explain that certain types of stories suit
usually the same, like once begin and note how formulaic beginnings, like fairy tales, myths or
upon a time or long, long many suggest a formulaic legends, or stories that are set out of time. Get
ago. beginning. learners to look at their independent readers
to find out how many have a formulaic first
sentence – it is likely to be few or none. Make
learners more aware of how fiction stories
begin by focusing on the first sentence of any
fiction books they come across or read.
Starter idea to Silver and any other fantasy novels they have read.
FT
Encourage them to compare it to their own writing
Listen to authors discussing fantasy fiction experience.
(10 minutes) Play the audio once more and ask them to jot down
Resources: Learner’s Book Starter; Audio track 1.1 notes as they locate the relevant detail.
Speaker 1 (female): When I plan a fantasy novel, I start Learners can then use their notes to answer the
with the characters. I like to have a mix of ordinary human questions in discussion either as a class or in groups. If
characters and animals or creatures, sometimes imaginary, they work in groups, make time for groups to share their
that often have special powers. My animals act and speak answers.
like people so my readers can relate to them, but I also try
to give them unusual features, ways of speaking or habits – Answers:
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like a dragon who can’t fly or breathe fire, or a fish that can 1 She starts with the characters.
grant wishes but only if you ask nicely. After the characters, 2
So the readers can relate to the animal characters.
I work on the setting. Some part of the story will always
take place in an imaginary location or in another world or 3
It is important that a fantasy setting is not like
universe. Sometimes the characters reach that place only real life.
after great effort, a test or by chance. The important thing is 4
Impossible situations, twists and turns, action,
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that the fantasy setting is not like real life. hero on quest pattern, good versus evil, setbacks
Speaker 2 (male): Fantasy stories have other features to be overcome.
too. For example, they involve situations not possible 5 You can share the narrator character’s thoughts.
in our realistic world, with lots of unexpected events.
They are usually full of action and often follow a
pattern of a hero on a quest or challenge, sometimes Main teaching ideas
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with a battle of good versus evil. Setbacks are overcome

by determination, courage and even kindness. Many 1 Read fantasy story starters in a group
fantasy stories are written in third-person narrative, but (15 minutes)
sometimes they are first-person so you can share the Learning intentions: Continue a story from a starter.
main character’s or hero’s thoughts.
Write a story starter.
Description: Read the questions with the learners before
playing the audio so they know what to listen out for. Resources: Slips of paper
Tell learners to listen carefully the first time just to hear Description: Learners can let their imagination loose
the information as a whole. in this fun activity.
Consider stopping the audio at various points and Use one of the story starter sentences or develop
discussing what learners have listened to. Make links your own with the class.
between what the speakers say and what learners have
encountered in the fantasy story, When the Sea Turned
54
1 STORY TIME
Check the class can identify the unlikely/fantasy 2 Enter the competition (20 minutes)
element. Then, each learner adds a sentence to Learning intentions: Design an entry form.
create a sequence of events.
Make notes for a story introduction.
It does not matter if the story becomes a bit silly
as this brainstorming is just to stimulate ideas; the Resources: A4 paper for the entry forms; coloured
story will not be developed beyond the introduction. pencils
Allow five minutes for groups to brainstorm – the Description: Encourage learners to enjoy designing
time pressure will help creativity and add energy. the form, but the main point is to make notes for
a creative story starter linked to a character and a
Learners write their sentences on a slip of paper to setting.
give to another group.
Remind learners to use key words and phrases, not
Ask one or two confident groups to do a live full sentences. They can use illustrations, which can
creative session with each adding a sentence. You be used in later activities.
may prefer to put the story starters in a hat and
invite volunteers to add sentences as they are pulled Writers write best about what they know because
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out. they can visualise it. Model what you might include
for a story set in the classroom, using key words and
Use the adjectives in the boxes in a fun way to phrases related to what you see, hear, smell, touch.
demonstrate degrees of intensity and to familiarise
learners with the vocabulary. Brainstorm other Use the story starters in Activity 1 to recap how
words including a few they may not know (e.g. small details set the mood (e.g. shrieked, mused ).
mundane, dreary, run-of-the-mill, electrifying, etc). Encourage learners to try ideas on a partner – some
Encourage them to suggest where they fit on the may prefer to keep their ideas as
interesting scale. a surprise.
Read out the first sentence of several books for the The forms will make an enjoyable display and
A
class to rate, or learners could read out and rate the allow learners to see how others approach the same
first sentences of their readers. activity.
Before learners evaluate each other's story starters, Give each form an excitement rating from the more
ask what they think 'page turning' means. Would it encouraging end of the ratings chart.
be good to be 'page turning' or not? It is a figurative
expression but with quite a literal basis. Answers:
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Learner’s own answers
Answers:
a–c Learner’s own answers and story starters. Differentiation ideas: Provide learners with a
d Suggested order as follows, but accept others if format for an entry form so they can focus on their
the grading is roughly right. Nuance is difficult story starter notes.
and readers attach their own interpretations to
Allow some learners to use a story starter from
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words.
Activity 1. They can give more detail on the
deadly boring dull ordinary character and setting.
interesting intriguing absorbing Assessment ideas: Assess how well learners plan
gripping enthralling and use original ideas. Check that they included
something unlikely or impossible in real life in their
Differentiation ideas: Organise learners into story starters and entry form. Use Worksheet 4.2
smaller and larger groups for this activity, with General assessment sheet to find appropriate criteria
more confident learners in larger groups. Work with with the learners. Here are some suggestions:
smaller groups and join in their sessions by adding a We have to design our own form for the
sentence of your own. competition.
55
We have to include key words and phrases on a Homework ideas

main character and the setting.
Learners can complete the Workbook activities
We have to include adjectives, adverbs and verbs to for 1.11. They can have fun at home creating imaginative
show the mood of our fantasy story idea. story starters with family members or a caregiver.
We have to write a gripping sentence that includes Workbook Activities 2 and 3 could also be used as
something unlikely or impossible in real life. extension activities in class.
Plenary idea Workbook

Develop a plot (5 minutes) Go through Activity 1 together in class (most
Resources: A story starter entry form or your own ‘entry are straightforward but Question g may require
form’ discussion) and share ideas from Activities 2
and 3.
Description: Use one of the learners’ entry forms or an
entry form you create. Read out or display the entry 1
The learners reflect on the options based on
FT
form by putting the key details on the board with the what they would expect or hope to find in an
attention-grabbing first sentence. attention-grabbing story starter.
As a class, develop the plot for a story based on the 2
Remind learners to write sentences that include
entry form details. Invite suggestions for what could a subject and a verb. Encourage them to use
happen in the story. adjectives and adverbs to add interest. Discuss
different ways of starting sentences (e.g. with a
Ask questions to elicit ideas. What happens to the noun or an adverb).
characters? Where do they go? Whom do they meet? What
complication or problem could come up? What happens in 3
Learners extend their creativity – remind them
the climax? How does the situation get resolved? that it’s only the first paragraph. They do not
have to develop the rest of the story.
A
Slowly build up a plot timeline using the most creative
ideas, but also show how the ideas need to link in a
logical sequence according to the pattern of a story.
Ask learners to reflect on how the plot was built up from
the initial entry form details. They can reflect on how there 1
All boxes should be ticked except d and j. g may or
is no one way a story can go. How might they develop their may not be ticked, depending on how learners view
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own stories from their entry forms? a formulaic start. There is no intrinsic problem with
a formulaic start as long as it moves rapidly into
Assessment ideas: Assess learners’ understanding of
something more interesting. Accept answers with
story pattern and plot characteristics to inform future
good reasons.
work on the ‘story recipe’.
2–3 Learner’s own answers and story starter. Look for
fantasy elements.
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1 STORY TIME
1.12 Write a story introduction

LEARNING PLAN
4Ra.03, 4Ra.04, 4Ww.09, • Write three-to-four • Learners can write two to

4Wv.03, 4Wv.04, 4Wv.06, paragraphs of a fantasy story three paragraphs of a fantasy
4Wg.02, 4Wg.04, 4Wg.06, beginning. story beginning.
4Ws.02, 4Wc.02, 4Wc.05,
4Wc.08, 4Wc.09, 4Wp.03, • Give each other feedback on • Learners can give feedback
4Wp.04, 4Wp.05, 4SLm.04, ideas. to partners on ideas and each
4SLm.05, 4SLr.01 other’s drafts.
• Present and illustrate their
FT
beginning at a festival. • Learners can revise and make
changes to their story draft.
• Revise draft for spelling,
punctuation, grammar and • Learners can present their
more descriptive verbs. work neatly and creatively on
paper and orally.
• Use peer-group review on
drafts.
LANGUAGE SUPPORT
A
Learners should not find the language challenging definitions so they can understand the words in
as no new texts are introduced. Go through the context.
glossed words and ensure learners understand the
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Starter idea ever turned out differently to how they anticipated at the
beginning?
Talk about what you enjoy in a book Gather learners’ thoughts and decide if it is worth
(5 minutes) reading beyond a beginning they find unappealing, or is
Resources: Learner’s Book Starter; independent readers the beginning essential to get them hooked?
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Description: Open by talking about what makes

learners want to read on once they have started a Main teaching ideas
book. It is one thing to select a book based on the
1 Write a draft with more details
cover, or recommendation from a teacher or peers, but
it is another to start the book and want to carry on (30 minutes)
reading it. Learning intentions: Write three-to-four paragraphs
of a fantasy story introduction.
Ask learners to reflect on the books they are reading.
Are they reading them because they have started them Use peer-group review on drafts.
or been told to read them, or are they enjoying the start Revise and proofread drafts.
and feel intrigued to see where it goes?
Resources: Competition entries from 1.1
Find out if recommendations from peers help them read
on past a beginning they are not enjoying? Has a book
57
Description: Encourage learners to use a planning 2 Celebrate your success (15 minutes)
diagram (e.g. a mind map, table or paper divided Learning intention: Present a story beginning.
into blocks).
Resources: Learners’ story beginnings from Activity 1
Remind learners to include a strong opening
sentence (topic sentence). Description: Make this a fun session. Celebrate all
the work learners have done in the unit.
Set a limited time for the activity. They don’t have
to write the entire story, so it doesn’t matter if they They have revised story features (character and
can’t think how it will end. setting) and story structure, they have looked at
mood and how writers build up profiles and settings
If learners have gone off their competition entry from detail.
idea, allow them to start afresh.
Now they need to feel it is worthwhile being a
Remind learners to use neat, joined-up handwriting writer. Create a festival atmosphere. Choose a
so their partner can easily read their ideas. special location and even invite another class, if
Each learner should suggest at least two ideas for possible, to share the occasion.
FT
how their partner could make their introduction Allow time to suggest story continuation plots and
more effective (e.g. content, action, choice alternative ideas for endings for some of the stories.
of powerful verb or adjective to intensify the
description or mood). Differentiation ideas: Don’t pressurise learners to
present their introductions in front of the entire class
Learners must check that their partner included a if they don’t feel confident. Allow some learners to
fantasy element. present their introductions in small groups.
Discuss TV programmes where each episode Assessment ideas: Use Worksheet 4.13 Assessment
ends with a cliffhanger that draws viewers back sheet – Fantasy Fiction entry to get learners to
for the next episode. Explain that before wide assess themselves on writing and presenting their
publication of books, many novels were published story starter. Check what is required in the success
A
in instalments, and used the cliffhanger technique to criteria and discuss the completed sheets with each
increase ongoing sales (e.g. many Charles Dickens learner. Focus on what they did well and areas for
books). improvement. Negotiate whether you agree with
Decide what grammar and punctuation aspects you their assessment.
want learners to focus on (e.g. speech marks for
dialogue, commas). Plenary idea
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Discuss possible formats for presenting their
Book talk (5 minutes)
introduction to the publisher (e.g. storyboard or
slideshow presentation, including illustrations). Description: Talk about book reviews and completing
their reading logs. Learners’ reading logs help them
If time is short, suggest that the introductions will to manage their reading development whereas book
only be read aloud and therefore the learners will reviews help others select books based on peer
D
only need to ensure their punctuation is sufficient recommendation.

for them to read aloud expressively.
Remind learners they do not always have to write a
Consider learners writing/presenting their story positive review of a book.
introductions in a slideshow presentation.
Ask what they find helpful in a book review (e.g. title
Differentiation ideas: Some learners may need and author (other books by the same author), plot
more time for writing. Try to find time to allow summary, main characters, setting, genre, reading level,
them to finish developing their story introductions. comment and rating).
Extend some learners into using electronic Build a book review form on the board with the class
presentation and proofreading tools. and undertake to print some out for the learners to
complete once they have finished an independent reader.
58
1 STORY TIME
Make space available in your class library or book area

for the book reviews to be available for the learners to Workbook
browse when choosing their next book.
When the learners have completed the Workbook
Encourage learners to reflect on how they choose books activity on plural spelling patterns, where they
and whether they could improve their strategies to work through and test various spelling rules,
choose more successfully according to their preferences, they should apply their knowledge to their story
as well as to try out new genres and authors. introduction, check carefully and correct any
Assessment ideas: While building the book review errors in their work.
form, note the learners’ confidence levels at talking
about what they look for in a book, the features and
different genres. Assess their ability to make informed Answers for Workbook
choices about reading, using a variety of strategies from For nouns ending in –s, –sh, –ch, the rule is to add –es;
reviewing a book’s cover to recommendations from for nouns ending in a consonant + –y, the rule is that –y
peers or a teacher. changes to –ies; for nouns ending in a vowel + –y, the
FT
rule is just add –s. The rest of the question is open.
Homework ideas
Learners can complete the Workbook activity for 1.12.
If any learners need more time to finish their writing,
they can continue at home. Some learners may want to
continue their stories beyond the beginning.
CHECK YOUR PROGRESS
1
Most writers use the [introduction] to introduce the story’s main [characters] and the [setting]. Usually
A
the beginning of a story will give you an idea of what [genre] the [author] has chosen for the story,
like [fantasy], adventure or true-to-life. The [plot] is what happens in a [fiction] story – the main events
leading up to what is hopefully an exciting or satisfying [conclusion].
2 managed tried crumbled entered carried munched smiled
3 saw had was thought came blew flew felt gave
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4 Learner’s own answers. Make sure the verb fits the context.
5 I like mango, ice-cream, jelly and sherbet.
I like mango ice-cream, jelly and sherbet.
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59
PROJECT GUIDANCE
• This work should be done in pairs or small the book description. The description does not
groups. Group learners of similar ability, bearing need to be detailed – a few plot details without
in mind that creativity and being artistic do not spoiling the climax.
always go hand in hand with strong reading and • Once they have their first draft, remind learners
writing skills. to focus on descriptive words for impact and the
• Each pair or group must choose one of their importance of proofreading carefully. Discuss
story beginnings to advertise at the festival. how bad it would be to see a spelling mistake on
They will not have done formal work on an advertisement.
advertisements and persuasive writing yet, but • Now they can work on the design, although they
they will have prior experience. may find it easier and more productive to have
• Bring in a selection of advertisements for books one person work on the description and one
or films. Discuss the purpose of advertisements person on the design.
FT
– to sell you or persuade you to do something. • Have as many resources available as possible,
Do not go into as much detail as you would in a including IT. Potentially, learners could do some
unit on advertising and persuasive writing. In this of this work in art classes if you can liaise with
unit, price isn’t a selling feature because the aim the school’s art teacher.
is to make somebody read the story.
• The poster display is an important part of the
• Provide large A1 or A2 sheets of card. Creative project as showcasing their work allows learners
layout and design can be a big feature. It would to feel proud of what they have done and they
be useful if learners had access to computers can enjoy and compare posters done by
and printing if they want to take a multimedia their peers.
approach.
A • As a project extension, if any of the learners are
• Encourage learners to start with the title as it is excited by their story. Suggest that they write the
a good way to brainstorm ideas before beginning whole story to share with the class.
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60

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NOTICE TO TEACHERS IN THE UK

CAMBRIDGE PRIMARY ENGLISH 4 TEACHER'S RESOURCE

Differentiated worksheets and answers

CAMBRIDGE PRIMARY ENGLISH 4 TEACHER'S RESOURCE

How to use this series

The Learner’s Book is designed for learners to use in

visible progress and enables independent learning,

The Teacher’s Resource is the

CAMBRIDGE PRIMARY ENGLISH 4 TEACHER'S RESOURCE

How to use this

prior knowledge. • Make sure you can confidently use appropriate

HOW TO USE THIS TEACHER'S RESOURCE

Learning objectives Learning intentions Success criteria

Misconception How to identify How to overcome

Starter idea Main teaching ideas

(5 minutes) (30 minutes)

CAMBRIDGE PRIMARY ENGLISH 4 TEACHER'S RESOURCE

The Language support feature contains suggestions for

The Cross-curricular links feature provides suggestions CROSS-CURRICULAR LINKS

HOW TO USE THIS TEACHER'S RESOURCE

Digital resources to download

CAMBRIDGE PRIMARY ENGLISH 4 TEACHER'S RESOURCE

WORKSHEET 4.4: ASSESSMENT SHEET FOR

ABOUT THE AUTHORS

About the authors

Kathrine joined Cambridge University Press as an author following her

CAMBRIDGE PRIMARY ENGLISH 4 TEACHER'S RESOURCE

About the framework

About the assessment

APPROACHES TO TEACHING AND LEARNING

Assessment for Learning

CAMBRIDGE PRIMARY ENGLISH 4 TEACHER'S RESOURCE

Skills for Life

Cambridge learner and teacher attributes

Cambridge learners Cambridge teachers

Responsible for themselves, responsive to Responsible for themselves, responsive to

SETTING UP FOR SUCCESS

Setting up for success

Planning for active learning

CAMBRIDGE PRIMARY ENGLISH 4 TEACHER’S RESOURCE

verbs and tenses Explore and understand tenses Workbook 1.5

Session Approximate Outline of learning content Resources

1.10 Practise 1 Use commas to make the Learner’s Book 1.10

1.12 Write a story 1 Write a story beginning Learner’s Book 1.12

introduction Give feedback on ideas Workbook 1.12

CAMBRIDGE PRIMARY ENGLISH 4 TEACHER’S RESOURCE

TEACHING SKILLS FOCUS

Cambridge Reading Adventures

1.1 What makes a story a story?

Learning objectives Learning intentions Success criteria

this out for themselves). d

Answers for Workbook c The principal announced, ‘The school will be

b Marty, Will and Mrs Murphy. The setting is Resources: Notebooks

similar-age learners help learners selecting books by b