Preview Collins Big Cat Whole-class Reading Handbook: Purple to Lime

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Collins Big Cat Guided Reading Handbooks provide a continuous programme of teaching and assessment that take every reader from phonics to fluency.

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Matches to the current programmes of study for English, Science, History and Geography.

Complete teaching and assessment support

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Series Editor: Gill Matthews

Collins Big Cat Whole-Class Reading Handbook: Blue to Turquoise 978-0-00-825185-7

Collins Big Cat Whole-Class Reading Handbook: Copper to Topaz 978-0-00-825183-3

Collins Big Cat Whole-Class Reading Handbook: Ruby to Sapphire 978-0-00-825186-4

Collins Big Cat ebooks available online at

Series Editor: Gill Matthews

Collins Big Cat Whole-Class Reading Handbook: Diamond to Pearl 978-0-00-825644-9

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Collins Big Cat Whole-Class Reading Handbook: Pink to Yellow 978-0-00-825184-0

Series Editor: Gill Matthews

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Series Editor: Gill Matthews

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Series Editor: Gill Matthews

Guided Reading Handbook

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Complete teaching and assessment support

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Guided Reading Handbook

Complete teaching and assessment support

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Guided Reading Handbook

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Complete teaching and assessment support

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Guided Reading Handbook

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Complete teaching and assessment support

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Guided Reading Handbook

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Other titles in this series:

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Complete teaching and assessment support

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This handbook contains: Detailed support for whole-class reading sessions and independent sessions for every Big Cat book.

Practice of reading comprehension strategies through focused, targeted lesson plans and resources, ensuring every pupil reaches age-related expectations.

Advice for demonstration and modelling in every lesson plan, supporting pupils in developing key skills such as inference and deduction from the start.

Vocabulary boost sessions for every book to extend pupils’ expressive and receptive vocabulary.

Formative and summative assessment opportunities to fully assess pupil progress in reading.

Digital downloads containing editable lesson plans, resources and assessments from the book are available on www.collins.co.uk.

ISBN 978-0-00-825187-1

9 780008 251871

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Whole-Class Reading Handbook

Series Editor: Gill Matthews

Star Boy’s Surprise Book Band: Purple A fantasy story about a boy who lived on a star with a robot.

Skills focus • Draw on knowledge of vocabulary to understand texts • Identify/explain the sequence of events in texts

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

Whole-class reading session You will need • Multiple copies of Collins Big Cat Star Boy’s Surprise

Tune in Explain to the children that they going to read a ‘fantasy story’. Discuss what ‘fantasy’ means: made up, imaginary so it might be imaginary characters and/or setting. Examples include unicorns, dragons, gnomes, or a magical setting such as a planet or a city under the sea.

Introduce the book by looking at the front cover.

Read the title together using segmenting and blending. Point out the digraphs ‘ar’, ‘oy’ and ‘ur’.

Ask the following questions: • Who do you think the main character is in this book? (the boy) • What other characters can you see? (a robot) • Why do you think he might be called ‘Star Boy’?

• Where do you think the setting is?

• Can you predict what the story is about?

Turn the book over to the back cover. Recap that a blurb tells us more about the book. Model reading the blurb using fluency and accuracy.

Ask the following questions: • What is a surprise? (something that isn’t expected) • What might the surprise be?

Can the children predict what sort of surprise the boy would like for his birthday?

Look at the title page.

Ask: Who are the author and illustrator? (Jana Hunter and Mark Turner) Recap that an author writes the text and an illustrator creates the pictures.

Heads together Look at pages 2 and 3 together. Model reading the text fluently with accuracy. Discuss words to describe the setting and record on the board. Ask children to

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work in pairs to verbally create sentences to describe the setting in detail. Encourage them to imagine what it would smell, sound and feel like.

Ask children to read pages 4 to 7 independently.

Remind them of the strategies that they can use to help, such as: checking the text makes sense, picture clues, high frequency words and decoding. Listen to the children read and support them where necessary.

Pause at page 7.

Ask the following questions: • Can you predict what Star Boy wants?

• What would you like if you lived on a star alone?

Read pages 8 and 9 together.

Ask the following questions: • Were your predictions correct?

• Why is ‘A SURPRISE’ written in capital letters? (for emphasis) • Do you think Star Boy will get a surprise?

• What might Star Boy’s surprise be?

Ask children to read pages 10 to 21 independently.

Listen to them as they read and support where needed. Can they find out what the surprise is?

Wrap up Discuss what Star Boy’s surprise was.

Ask the following questions: • Did he have just one surprise? (no, he had lots) • Was he pleased with his surprises?

• Do you think he will wish upon a star again?

Consider the events in the story and how they link together.

Ask the following questions: • How did the girl find Star Boy? (because Ace wrote Happy Birthday in stones) • Where did Ace learn to make pictures/messages out of stones? (the boy made a picture of a rocket on page 6)

© HarperCollinsPublishers 2018

Big Cat Whole-class Reading Handbook: Purple to Lime

Turn to pages 22 and 23. Ask children to work in pairs to retell the story using the pictures from the viewer as a prompt.

Look at the food items on page 18. Read them aloud and ask if the children notice anything. Point out the alliteration. Challenge children to think of other items that they could have at the picnic.

Vocabulary boost session You will need • Multiple copies of Collins Big Cat Star Boy’s Surprise

• Access to the internet or information books about Jupiter • Paper, coloured pencils or pens

Vocabulary table Focus word Child-friendly explanation

Example sentence

Tell me…

rocket

A type of vehicle that blasts into space.

The rocket zoomed into space.

Tell me what Space Girl’s rocket was like.

surprise

A surprise is something you weren’t expecting.

I organised a surprise party for my friend.

Tell me what you would like as a surprise.

Jupiter

Jupiter is a planet.

Jupiter is one of the planets.

Tell me what you know about Jupiter.

Tune in

Heads together

Explain that in this lesson the children are going to look in more detail at some of the words that the author has used and what those words mean. Write the three focus words clearly for the children to see.

Read the words together. Discuss and explain the child-friendly meaning of each word.

Explain that you are going to say a sentence that has a missing word. Ask children which of the words might change, for example: surprise, surprising, surprised.

• The astronaut was extremely to see an alien when he landed on the moon.

• The astronaut had travelled for days in his space .

• is a planet that orbits the sun.

• The launched into space.

• We were to discover another space craft.

Reread the text.

Challenge children to find the words in the text. (‘rocket’, page 16; ‘surprise’, title; ‘Jupiter’, page 18)

Wrap up Explore the three focus words by discussing the questions in the ‘Tell me’ column of the table, above.

Challenge children to think of a sentence using one of the focus words.

Follow-up independent sessions You will need • Resource sheet: Storyboard for Star Boy’s Surprise • Resource sheet: Design a space picnic • Collage materials including sandpaper, paints, foil, card, gems • Cardboard boxes, cardboard tubes, empty yoghurt pots, foil, springs, pipe cleaners, scissors, glue © HarperCollinsPublishers 2018

Hand out copies of Resource sheet: Storyboard for Star Boy’s Surprise. The children draw pictures and write a sentence about each event in the story.

Hand out copies of Resource sheet: Design a space picnic. The children draw and label items. Encourage them to use alliteration, as in the story.

Ask children to create a collage of the fantasy setting.

Ask children to design and make a robot using junk modelling.

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Unusual Traditions Book Band: Purple A non-chronological report about unusual traditions from around the world including dances, festivals, sports and games.

Skills focus • Draw on knowledge of vocabulary to understand texts • Identify/explain key aspects of fiction and non-fiction texts, e.g. character, events, title

• Identify/explain the sequence of events in texts • Read words accurately and fluently

Whole-class reading session You will need

Heads together

• Multiple copies of Collins Big Cat Unusual Traditions • A map of the world and a map of the UK

Turn to pages 2 and 3 together. Model reading using fluency and accuracy. Ensure children understand what a tradition is.

Tune in Introduce the book by looking at the front cover.

Model reading the title.

Ask the following questions: • Does anyone know what a tradition is? (something that has happened in the same way for a long time) • What can you see on the front cover?

• Do you think this is a fiction or non-fiction book?

Turn to the back cover and explore the blurb. Recap that a blurb tells us more about the book. Model reading the blurb fluently.

Ask the following questions: • What does ‘unusual’ mean? (a bit different or less common) • What do you think the photograph shows?

Look at the contents page together. Read through the headings.

Ask the following questions: • On which page can you find out about night traditions? (page 8) • What is page 18 about? (sports and games)

Return to the contents page and ask each child to choose a topic/heading. Ask them to read their pages independently. Listen to children read and support them where needed.

Invite children to share what they have found out with the group.

Wrap up Recap what a tradition is (something that has happened in the same way for a long time). Can children think of any traditions at school, for example, sports day, summer fete, leavers’ assembly, bonfire night. The children may be able to think of traditions that happen locally, such as a carnival or fete. They may have smaller family traditions.

Ask: Has anyone been to any of the events mentioned in the text?

Look at a map of the UK and find the locations mentioned in the text: Stonehaven in Scotland, Devon, the Cotswold hills and Somerset in England.

Ask children to choose the tradition that they find most interesting from the book and explain why.

Turn to pages 22 and 23 and look at the map to give children an idea where the traditions in the book take place. Do they know where their school is? Show the children on the map where it is.

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© HarperCollinsPublishers 2018

Big Cat Whole-class Reading Handbook: Purple to Lime

Vocabulary boost session You will need • Multiple copies of Collins Big Cat Unusual Traditions

• A selection of books with traditional tales, such as Little Red Riding Hood, The Three Little Pigs, The Elves and the Shoemaker, The Ugly Duckling

Vocabulary table Focus word Child-friendly explanation

Example sentence

Tell me…

unusual

Something that is a little bit different is unusual.

The sunset was an unusual purple colour.

Tell me which unusual tradition in the book you find the most interesting.

traditional

If something is traditional, it has happened in the same way for a long time.

The teacher read the Tell me about a traditional tale children a traditional tale. you like.

dangerous

If something is dangerous, it is not safe.

The old climbing frame looked dangerous.

Tune in

Tell me about an activity that is dangerous.

Explain that in this lesson the children are going to look in more detail at some of the words that the author has used and what those words mean. Write the three focus words clearly for the children to see.

Read the words together. Discuss and explain the child-friendly meaning of each word.

Ask the following questions: • Which traditional tales do you know?

• What makes them traditional? (they have been told the same way for many years) • Is there anything dangerous in the stories? (For example: the three little pigs were in danger of being gobbled up by the wolf.)

Reread the text.

Wrap up

Heads together

Recap the three focus words by discussing the questions in the ‘Tell me’ column of the table, above.

Focus on the word ‘traditional’ and share the traditional tales.

Challenge children to think of a sentence using one of the focus words.

Follow-up independent sessions You will need • Paper, paints • Resource sheet: Postcard for Unusual Traditions • Resource sheet: The senses Ask children to choose the tradition that they find most interesting and paint a picture of it.

Hand out copies of Resource sheet: Postcard for Unusual Traditions. Children should imagine that they

© HarperCollinsPublishers 2018

have seen one of the traditions from the book taking place while on holiday and write a postcard to a family member or friend about it.

Give each child a copy of Resource sheet: The senses. Children should imagine that they were present while one of the traditions was taking place and write about it. What could they see? Smell?

Taste? Hear? Feel? They can also draw a picture of the tradition.

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