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Come to the Circus Book Band: Pink B This simple information book reveals a variety of acts at the circus.

Skills focus • Read and understand simple sentences • Use phonic knowledge to decode regular words and read them aloud accurately • Read some common irregular words

• Develop their own narratives and explanations by connecting ideas or events • Develop understanding of vocabulary from experience of books

Guided reading session You will need • Multiple copies of Collins Big Cat Come to the Circus

Tune in Ask children to pick up their books so that they are ready to look at the front cover. If necessary, demonstrate how to hold the book correctly. Introduce the book by reading the title and asking the children whether any of them have ever been to a circus or know what one is. Look closely at the front cover together. Ask: What are the people are doing? (performing at a circus) Point to the title, read it and tell the children that this is the title of the book. Ask them to repeat the word ‘title’ and point to the title on their own copy. Explain that the title tells us what the book is about. Turn to the title page and look at the picture together. Ask: What is it? (tent, big top) Explain that a circus is usually held in a large tent called a ‘big top’.

Heads together Read page 2 to the children, asking them to follow as you read. Ask children to point to the first word that they think they should read. Support them in identifying the word and then following the text from left to right. Encourage them to join in with reading ‘Come and see the…’, using their finger to point as they read. Now look at the pictures on pages 2 and 3. Ask: What are they doing? (being silly, throwing pies, playing music) Check that children know the word ‘clowns’ and clarify if necessary.

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Read page 4 to the children, asking them to follow as you read. Support them to join in with reading ‘Come and see the…’, using their finger to point as they read. Model strategies for reading the word ‘dancers’, for example: looking at the pictures, looking at the initial sound ‘d’. Continue in this way, reading pages 6 to 9, asking the children to join in and using the pictures and initial sounds to help read new words. Check that the children are handling the book correctly and are following the text from left to right. Read pages 10 to 13, asking the children to follow as you read. Support them to join in with reading ‘Come and see the…’, using their finger to point as they read. Briefly explain what an acrobat is (page 10) and a tightrope walker (page 12).

Wrap up Read pages 2 to 9 again together, seeing if the children can read the new words using the strategies that you have modelled. Ask the following questions: • Do you think the people like being in the circus? Why? (yes, they look happy, smiling) • Would you like to be in a circus? Why? Read page 14 and look at the pictures on pages 14 and 15. Check the children understand that all of the acts featured in the book make up the circus. Ask: Can you point to a picture and tell me what the act is called? Read page 15 and explain what it means. Ask: Why do people need to know this information? (so they know when to come and see the circus) Explain to the children that this is an information book; the words and pictures tell us real things instead of telling us a story. Ask children to choose a picture from the book and show you the real things that they can see.

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Big Cat Guided Reading Handbook: Pink to Yellow

Vocabulary boost session You will need • Multiple copies of Collins Big Cat Come to the Circus

Vocabulary table Focus word Child-friendly explanation

Example sentence

Tell me…

circus

A circus is a group of acts like clowns and dancers who perform in a show.

The children were excited about going to watch the circus.

Tell me about a time when you have seen a circus.

clown

A clown is a person who dresses up and does silly things to make people laugh.

The clown threw a custard Tell me something you know pie and it was very funny. about clowns.

magician

A magician is a person who does magic tricks.

The magician turned the sticks into flowers.

Tune in Remind the children that Come to the Circus is an information book; the words and pictures tell us real things instead of telling us a story. Explain to the children that in this lesson they are going to look closely at some of the words the author has used and what those words mean. Read the book aloud to the children, asking them to follow and join in as you read. Check that the children are following the text from left to right. Refer back to each of the focus words in the book, writing the word on the board, giving a child-friendly explanation and asking the children to say the focus word with you, for example: The book is about a circus. A circus is a group of acts like clowns and dancers who perform in a show. Now, say the word with me – circus. You may wish to use the examples in the table, above. Refer to each of the focus words that you have written and give the children the example sentences. Then ask them to interact with the word meanings by asking the questions in the ‘Tell me’ column. You may wish to demonstrate by giving some examples of your own. Ask children to say the words with you once more.

Heads together Explore and develop children’s understanding of the focus words. Refer to the pictures on pages 14 and 15 of the book.

Tell me about a time when you have seen a magic trick.

Ask: All of these people are in the circus. Can you tell me what a circus is? (a show in a big tent with lots of different acts) Ask children to turn to the picture on page 1. Ask: This is a special tent. What is it for? (it’s where a circus takes place) Refer to the pictures on pages 2 and 3. Ask the following questions: • Tell me about the clowns. What are they wearing? (colourful trousers, silly hats) • What are they doing? (throwing pies, playing music) • What else might they do to make people laugh? (fall over, throw water) Refer to the pictures on pages 8 and 9. Ask the following questions: • Who is this? (a magician) • What does he do? (magic tricks)

Wrap up Review the word meanings. Ask the following questions: • What’s the word that means a group of acts like clowns and dancers who perform in shows? (circus) • What’s the word that means a person who dresses up and does silly things to make people laugh? (clown) • What’s the word that means a person who does magic tricks? (magician)

Follow-up independent sessions You will need • Resource sheet: Circus favourites • Dressing-up clothes • Resource sheet: At the circus, coloured pencils or pens Give each child a copy of Resource sheet: Circus favourites. Ask them to choose their favourite act in the circus and to tell their Reading Partner what it is

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and why they like it the best. They then write their answer. Ask each child to choose an act that they would like to do if they were in the circus and to tell their Reading Partner what it is and why they would like to do it. They then write their answer. Give each child a copy of Resource sheet: At the circus. They draw pictures and add labels to make up a story of their own about a visit to a circus. Let the children role-play being a magician.

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Percy and the Rabbit Book Band: Yellow Percy the Park Keeper’s cap, scarf and gloves go missing in this story with a familiar setting.

Skills focus • Draw on knowledge of vocabulary to understand texts • Make inferences from texts

• Predict what might happen on the basis of what has been read so far • Read words accurately and fluently

Guided reading session You will need

Heads together

• Multiple copies of Collins Big Cat Percy and the Rabbit

Read page 2 aloud to the children, asking them to follow as you read. Support them to join in with reading. Model reading with expression, paying attention to the punctuation and changing your voice when Percy speaks. Read page 4 in the same way. Ask the following questions: • What do you think Percy is thinking? (The mice are having fun, but are being naughty.) • How do you think the mice are feeling? (happy, excited) Read pages 8 to 11 in the same way, continuing to model reading with expression, paying attention to the punctuation and changing your voice when the characters speak. Ask the following questions: • How do you think the rabbit is feeling now? Why? • Where do you think Percy’s hat and scarf are? Read page 12 together. Pay attention to the word ‘are’ and ask: • Why do you think it is written in italics? (for emphasis)

Tune in Ask children to pick up their books so that they are ready to look at the front cover. If necessary, demonstrate how to hold the book correctly. Introduce the book by asking the children to look closely at the front cover. Ask: What can you see? Read the title aloud, asking the children to join in. Ask the following questions: • How do you think the rabbit is feeling? (cross, fed up) • How do you think Percy is feeling? Why? (tired, cheerful, mopping his brow, smiling) • What do you think the story is about? Turn to the title page and read the title aloud, asking the children to join in and following as they read. Ask children to point to where it tells us who wrote and illustrated the book. Ask them to point and follow as you read this aloud. Ask the following questions: • What do you think Percy and the rabbit are looking at? • What do you think they are thinking? Turn to the back cover. Ask children what we call the words on the back cover of a book. (blurb) Read the blurb aloud, with the children joining in.

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Wrap up Ask the following questions: • How do you think the story carries on? • What do you think happens to the rabbit? Percy? The mice? • What kind of character is Percy? How do you know? (He is kind because he helps the rabbit and the mice.) • What kind of character is the rabbit? How do you know? (The rabbit is grumpy – it doesn’t smile when Percy stops the mice playing in his home.)

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Big Cat Guided Reading Handbook: Pink to Yellow

Vocabulary boost session You will need • Multiple copies of Collins Big Cat Percy and the Rabbit

Vocabulary table Focus word

Child-friendly explanation

Example sentence

Tell me…

away

If someone moves away from a place, it means that they are not there anymore.

The children went away from the slide.

Tell me about a time you have gone away from your home.

then

‘Then’ is a time word that starts I sat down on the chair then I telling us what happens next. fell asleep.

Tell me about two things that happened before school – try to use ‘then’ when you tell me.

where

You use ‘where’ to ask questions about the place someone or something is in.

Tell me a question that you might ask about a place. Use ‘where’ to start your question.

Where do you live?

Tune in

Heads together

Explain to the children that in this lesson they are going to look closely at some of the words the author has used and what those words mean. Read the book aloud to the children, asking them to follow and join in as you read. Refer back to each of the focus words in the book, writing up the word, giving a child-friendly explanation and asking the children to say the focus word with you. For example: In the book, the mice went away. If someone moves away from a place, it means that they are not there anymore. Now, say the word with me – ‘away’. You may wish to use the examples in the table, above. Refer to each of the focus words that you have written up and give the children the example sentences. Then ask them to interact with the word meanings by asking the questions in the ‘Tell me’ column. You may wish to demonstrate by giving some examples of your own. Ask children to say the words with you once more.

Explore and develop the children’s understanding of the focus words. Tell the children that you will say a sentence that is missing a word and that they have to say one of the new words that fits into the sentence. Tell them that either ‘away’, ‘then’ or ‘where’ will fit into the blank. • ____________ did you put the book? • Gran put the book ____________ . • Joe cleaned his teeth ____________ he got into bed.

Wrap up Ask the following questions to review the word meanings: • What’s the word that is a time word that starts telling us what happens next? (then) • What’s the word that starts a question about the place someone or something is in? (where) • What’s the word that means someone or something has moved and is not there anymore? (away)

Follow-up independent sessions You will need • Multiple copies of Collins Big Cat Percy and the Rabbit • Resource sheet: Character descriptions • Resource sheet: Then and where Ask children to work with their Reading Partners and to read the book aloud together.

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Using Resource sheet: Character descriptions, the children write about the rabbit and Percy. When they have finished they can share their ideas with their Reading Partner. Using Resource sheet: Then and where, ask children to draw two pictures from the story and write a sentence under each. The sentences must contain the words ‘then’ and ‘where’.

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