Page 1

Primary


Contents Welcome Penpals for Handwriting Cambridge Reading Adventures

2

Welcome to the Primary Catalogue

12

Cambridge Grammar and Writing Skills

24

Minimus

26

Mathematics resources

27

Coding Club

28

Whether you are looking for a series to help your learners develop fast and fluent handwriting, books that spark their love of reading or a series to get your class coding, our primary resources can help. Our newest series, Cambridge Grammar and Writing Skills, takes learners through a range of writing types, including haikus, fairy tales and recounts – giving them the knowledge and tools to tackle writing with confidence – discover the series on pages 24 and 25. For more information, please contact your local sales consultant or visit cambridge.org/primary

1


Building brighter futures together We put teachers ďŹ rst and work with Brighter Thinkers Everything we do begins with you, and a clear understanding of your needs and aspirations – because we believe teachers are at the heart of learning. We learn from, and work with leading educationalists and authors in Cambridge and around the world to embed best teaching and learning practice. We only adopt evidence-based approaches in our resources.

To support teaching and accelerate learning Practical and proven pedagogy We embed approaches to teaching and learning that engage and motivate students to participate in an active classroom.

Language of learning We use accessible language that makes new and complex ideas easier to understand, helping learners to progress.

Toolkit for teachers We offer a blend of print and digital resources, together with a range of professional development services, designed to enhance lesson planning, delivery and assessment.

And develop skills for life

Our approach encourages students to be creative and critical thinkers, to be resourceful collaborators and communicators, and to be conďŹ dent problem solvers and decision makers in education and in life.


Penpals for Handwriting

Penpals for Handwriting

Supported by

Second edition Penpals for Handwriting is our handwriting scheme for 3 to 11 year olds. The fun characters teach children about the different letter shapes, as they progress through five stages to develop a fast, fluent handwriting style. The series is ideal for whole-class teaching and includes digital resources with interactive content, including animations of patterns, letters and joins. Teacher’s resource

Unit 2

Straight lines and crosses

Key learning

Our detailed teacher’s resources give you everything you need to run handwriting lessons with confidence, including:

• •

Using the language of straight lines and crosses. Recognising straight lines and crosses.

Writing straight lines and crosses.

Using F2 Workbook 1 (p4–5) a Ask children to skywrite then to finger trace the straight lines in each section. b Encourage children to select the right implement to trace the straight lines. c Ask children to finish the straight line pattern.

1 Creative mark-making for continuous provision 1. Talk about straight lines in activities across the areas of learning and development. 2. Children go on a straight line hunt and record the lines found. 3. Encourage children to make straight lines in physical responses, following simple instructions. 4. Skywrite straight lines together. 5. Use the language of handwriting with children e.g. ‘straight line’, ‘top’, ‘bottom’, ‘across’, ‘sideways’, ‘up and down’, ‘begin’, ‘start’, ‘end’, ‘long’, ‘short’, ‘cross’. 6. Encourage children to mark-make with straight lines using a range of media. 7. Ask children to build straight lines with construction toys. 8. Use shape outlines geared to children’s interests and encourage children to fill them with straight line patterns. 9. Talk about the long-legged giraffe letters that are written from a straight line beginning: l, i, t, u, j, y. Notice that they all begin with a straight line but then have other features (curves, curls, descenders, etc.). 10. Children may enjoy using some elements of F1 and F2 Interactives.

• Suggestions for both group and independent work • Suggestions for extra practice and home practice

a b

c

d Prompt children to trace the tinted lines to complete the picture. e Ask children to make a pattern using the crosses shown.

d

2 Teacher-led activity

• Guidance on common errors and what to do about them

e

Using F2 Interactives • •

Penpals gym: Ask children to try the warm-ups: Wind and rain and Finger spread. Talk about: Ask children to copy the skywriting patterns with their fingers. Look at the images and talk about the straight lines and crosses found in our environment. Look at the images of other children’s work. Try: Invite children to use the interactive activity. Use the pen tools to draw straight lines and crosses on screen.

3 Extra support and home practice • • • •

• Full scope and sequence for the whole scheme that shows progression of skills and links to English National Curriculum requirements • Photocopy masters for extra handwriting practice and homework

F2

Teacher’s Book By Gill Budgell & Kate Ruttle

Assessment Assessment is a key part of monitoring a child’s handwriting progress, which is why we’ve made it easy for you to keep track of their development. Assessment features include: • A beginning-of-year assessment to help you track pupil progress

Unit 29 Assessment Key learning • • •

a Talk about and read the menu together. Ask children to copy out the menu in their best handwriting, using all the joins they know. b Check the key learning points above plus any issues children can remember to add to their checklist for excellent handwriting. Do not penalise children who are now managing to transfer their knowledge of the key joins to new letters. However, we do not expect or show this transference until Penpals for Handwriting Year 3. c Children read and write the words. d Self- or peer-assess: ask children to read each statement on page 31. They should write the statement number and add a 9 or 8 to show whether they think they have achieved it. e Children finger trace and write the pattern.

a

e

d

• ‘Penpals Gym’ that provides motor skills warm-up videos with audio • Letter formation and key join animations that teach children perfect handwriting technique • Video guidance on correct posture and pencil grip for right and left-handed pupils

2

cambridge.org/primary

a b

c

d

3 Extra support

Small group work: Workbook • Revisit contracted forms, e.g. ‘I’ve’ for ‘I have’. • Children work with word cards to match full and contracted words before working in the Workbook. Homework • PCM 29 on page 62.

4 Common errors • • •

46

Our whole-class interactive DVD supports students with letter formation, gross motor skills and more. It includes:

c

Handwriting practice with a spelling focus: contractions a Read the words together. b Now ask children to write the words. Focus on the joins. Check the key learning points. c Ask children to trace the words, then fill in the gaps in the chart. Remind them to take care with spacing when writing the contracted form. d Challenge activity: write a sentence using pronouns and a contraction. e Self- or peer-assess: ask children to tick the best join and a word with an apostrophe, finding one of each to improve.

Small group work: Practice Book • Read the menu together, spotting the known joins. • Support children to copy out each line with care, providing baselines if this helps.

• Three baseline assessment books for identifying and supporting children who require additional help with handwriting Penpals Interactive

2 Using the Workbook (p30)

Check the joins. Check correct letter and word spacing. Check use of the baseline.

1 Using the Practice Book (pp30-31)

Inconsistent letter size or spacing. Forgetting capital letter. Letters not on the baseline.

Term 3

Revisit the F1 continuous provision ideas. Use the IWB to further explore the patterns. Encourage children to use small whiteboards to practise the pattern. Check children’s sitting position, angle of paper, handedness and pencil grip. Ask children to create a straight line pattern or pattern with crosses at home and to share their work with you.


ǵ<˵ӽ:

Practise the joins.

oúw oúw oúu oúu

Practice books Our practice books have a range of activities to help your learners improve their handwriting. These include:

Read and write the words.

2

Write the joke.

Hoúw do yoúu coúunt coúws?

Practice Book

noúw doúwn Ԝ-roúw

".Ԝ- a coúwculator!

• Opportunities to practise pattern, letter and join formations

oúur oúut

Practise the pattern.

• Highlighted common exception/ high-frequency words

Penpals for Handwriting

Practising horizontal join, no ascender:

Unit 5

6

• Reinforcement work on phonics • GPS-linked write-in workbooks from Foundation 2 to Year 6 Handwriting intervention books If your students need further support with handwriting, our intervention books are the ideal solution. They can: Securing Fluency

• Help you to identify handwriting skills gaps and assist those children who need further support and practice

3

Intervention

• Offer the chance to revisit key learning from each term and provide opportunities to practise and revise

By Gill Budgell & Kate Ruttle

Write-in workbooks Available in packs of 10, our workbooks provide extra practice opportunities. This helps students master letter formation and joins while improving their speed and fluency. They are:

Unit 13

P

m<a<n-e©a<t<i<n<g s©h<a<ñ¡@k

Improving handwriting: the importance of spacing

Notice the letter spacing and the use of the hyphen.

6

1 Write each phase. Add a hyphen to each one to make the meaning clear.

• Ideal for smaller groups • Filled with activities that include a grammar, spelling or punctuation focus for additional practice

m<a<n e©a<t<i<n<g s©h<a<ñ¡@k – m<a<n-e©a<t<i<n<g s©h<a<ñ¡@k b©l<uÿ _®@i<r}e e©n<gi<nÿ – gr}î©n _®@i<n<ge©r}Ÿ©d m<oúnƒ[©tæ©r – b©l<uÿ n<a<i<l p©oßl<iƒ[©h – Class s©p©o®#õ‹<õª<y ze©b©r>a cr>oü@ [μ[©i<n<g – l<oún<g e©a<r}Ÿ©d r>a<b©b©i<t –

Workbook Name

2 Write a sentence using at least one hyphenated phrase with a focus on your letter spacing.

Penpals font CD Create class materials with the Penpals fonts! The fonts used in Penpals are based on the groundbreaking research of handwriting specialist and designer Rosemary Sassoon. You can use them to create worksheets and classroom displays.

Check: - your spacing of letters either side of the hyphen - your letter spacing - your use of the hyphen. Find two well-spaced words to tick and two to improve. Rewrite them. 14

For free support for handwriting in your classroom, visit cambridge.org/penpals • Type documents or display materials in the Penpals font • Install across your entire school network • Print and semi-cursive options available Joins in Microsoft Word® 2010 and above! ®

Font CD-ROM Adrian Williams & Rosemary Sassoon

cambridge.org/primary

3


Key Stage 1

F1 (3–5 years)

F2 / P1

Y1 / P2

Y2 / P3

Teacher Resource

Year

• Gross and fine motor skills practice

• Gross and fine motor skills practice

• Gross and fine motor skills practice

• Gross and fine motor skills practice

• Bank of patterns

• Animated handwriting models

• Animated handwriting models

• Animated handwriting models

• Activities for practice and assessment

• Activities for practice and assessment

• Activities for practice and assessment

• Animated mark-making practice

F1

Interactive

F2

Interactive

1

Interactive

2

Interactive By Gill Budgell & Kate Ruttle

By Gill Budgell & Kate Ruttle

By Gill Budgell & Kate Ruttle

By Gill Budgell & Kate Ruttle

Intervention Books

Pupil Resource

Whole-class Teaching

Penpals for Handwriting

Foundation

Securing Letter Formation

Intervention

1

By Gill Budgell & Kate Ruttle

Font CD

Poster Pack Curly caterpillar letter family

Developmental levels of pencil hold

One-armed robot letter family

Do the PENPALS 7 point check!

1 Whole-hand grasp: using a fisted hand.

Are you ready for handwriting? Relax!

cados gqef

Peripherals

The upper case alphabet

• Type documents or display materials in the Penpals font • Install across your entire school network • Print and semi-cursive options available

ABCDE FGHIJ KLMNO P aQbRcSdTe U V fWg hX iYj Z klmno pqrst uvwxyz

Font CD-ROM Adrian Williams & Rosemary Sassoon

4

cambridge.org/primary

2 Beginning to use the fingers: no longer using whole-hand grasp. • Around 2–3 years. • Use of forearm. • Movement is still quite stiff but there may be some wrist movement.

3 Holds pencil between thumb and two fingers: no longer using whole-hand grasp. • Around 3–4 years. • Both of these grips are the crude beginnings of the tripod grip. The hand tends to move as a unit, with limited wrist movement.

Supported by the

Left Handers

Long-legged giraffe letter family

Right Handers

b

© Cambridge-Hitachi 2015

4 Moving towards the tripod grip. • Around 4–6 years. • Holds pencil near point between first two fingers and thumb and uses it with good control. • Finger movements and wrist now in play. • Moving to a comfortable and efficient tripod grip: a precise three-way or tripod use of thumb, index and middle fingers.

Zig-zag monster letter family

Is your paper tilted at a slight angle? Supported by the

l i t u j y

Supported by the

© Cambridge-Hitachi 2015

© Cambridge-Hitachi 2015

zvwx

Supported by the

© Cambridge-Hitachi 2015

Children at this stage need more experiences that will strengthen their muscles (cutting, working with dough etc.) to increase readiness for a precision pen hold.

a

Is there a circle gap between your thumb and finger?

Supported by the

Supported by the

Are all chair legs touching the ground?

© Cambridge-Hitachi 2015

© Cambridge-Hitachi 2015

© Cambridge-Hitachi 2015

Is your body a fist width away from the desk? Are your feet flat on the floor?

Supported by the

The lower case alphabet

Joins in Microsoft® Word® 2010 and above!

• Around 1–2 years. • Use of upper body muscles. • Movement comes mainly from the shoulder with the arm moving as a unit.

rbnh mkp

Sit up and lean slightly forward

Are your elbows off the desk?

Supported by the

© Cambridge-Hitachi 2015


Penpals for Handwriting

Key Stage 2 Year

Y4 / P5

Y5 / P6

Y6 / P7

Whole-class Teaching

Teacher Resource

Y3 / P4

• Gross and fine motor skills practice

• Gross and fine motor skills practice

• Gross and fine motor skills practice

• Gross and fine motor skills practice

• Animated handwriting models

• Animated handwriting models

• Animated handwriting models

• Animated handwriting models

• Activities for practice and assessment

• Activities for practice and assessment

• Activities for practice and assessment

• Activities for practice and assessment

Interactive

3

Interactive

By Gill Budgell & Kate Ruttle

4

5

Interactive

Interactive

6

By Gill Budgell & Kate Ruttle

By Gill Budgell & Kate Ruttle

Intervention Books

Pupil Resource

By Gill Budgell & Kate Ruttle

Securing the Joins

Securing Fluency

2

Intervention

Intervention

By Gill Budgell & Kate Ruttle

Handwriting Pen Licence Certificates

Handwriting Pen Licence Business Cards

Alphabet Wall Frieze

Aa Bb

Cc

© Cambridge-Hitachi 2015

PENPALS

Peripherals

Dd Ee

Ff

Gg

© Cambridge-Hitachi 2015

for

“†|ԅԀԜ†,Licence

Certificate

3

By Gill Budgell & Kate Ruttle

School:

Hh Ii

Jj

Kk

Ll

Mm Nn Oo

Name: Date: © Cambridge-Hitachi 2015

Awarded to

Signature: excellence in

© Cambridge-Hitachi 2015

Awarded for:

for

Ppp

Qq Rr

Ss

© Cambridge-Hitachi 2015

Signed Date

Tt

Uu Vv

Ww

© Cambridge-Hitachi 2015

Xx

Yy

Zz

© Cambridge-Hitachi 2015

© Cambridge-Hitachi 2015

cambridge.org/primary

5


Penpals for Handwriting

Scope and sequence Units introducing new letters or joins are flagged with coloured dots.

Foundation 1/3–5 years Developing gross motor skills 1 Whole-body responses to the language of movement

15 Practising long-legged giraffe letters: u, t 16 Practising long-legged giraffe letters: j, y 17 Practising all the long-legged giraffe letters: l, i, u, t , j, y • 18 Introducing one-armed robot letters: r

2 Large movements with equipment

19 Practising one-armed robot letters: b, n

3 Large movements with malleable materials

20 Practising one-armed robot letters: h, m

4 Body responses to music

21 Practising one-armed robot letters: k, p

Developing fine motor skills

22 Practising all the one-armed robot letters: r, b, n, h, m, k, p

5 Hand and finger play 6 Making and modelling 7 Messy play

23 Practising all the long-legged giraffe and onearmed robot letters

8 Links to art

24 Reviewing all the long-legged giraffe and onearmed robot letters

9 Using one-handed tools and equipment

Term 3

10 Hand responses to music

• 25 Introducing curly caterpillar letters: c

Developing patterns

26 Practising curly caterpillar letters: a, d

11 Pattern-making

27 Practising curly caterpillar letters: o, s

12 Investigating dots

28 Practising curly caterpillar letters: g, q

13 Investigating straight lines and crosses

29 Practising curly caterpillar letters: e, f

14 Investigating circles 15 Investigating curves, loops and waves

30 Practising all the curly caterpillar letters: c, a, d, o, s, g, q, e, f

16 Investigating joined straight lines and angled patterns

31 Practising all the curly caterpillar, long-legged giraffe and one-armed robot letters

17 Investigating eights and spirals

• 32 Introducing zig-zag monster letters: z 33 Practising zig-zag monster letters: v, w, x

Foundation 2/Primary 1 Term 1 1 Dots 2 Straight lines and crosses

34 Practising all the zig-zag monster letters: z, v, w, x 35 Practising all the curly caterpillar and zig-zag monster letters 36 Reviewing all the curly caterpillar and zig-zag monster letters

3 Circles 4 Waves 5 Loops and bridges 6 Joined straight lines 7 Angled patterns 8 Eights 9 Spirals 10 Left-to-right orientation   11 Mix of patterns   12 Review of patterns   Term 2 • 13 Introducing long-legged giraffe letters: l 14 Practising long-legged giraffe letters: l, i

6

cambridge.org/primary

Year 1/Primary 2 Term 1 1 Practising long-legged giraffe letters 2 Writing words with ll • 3 Introducing capitals for long-legged giraffe letters 4 Practising one-armed robot letters 5 Practising long-legged giraffe letters and onearmed robot letters • 6 Introducing capitals for one-armed robot letters 7 Practising curly caterpillar letters 8 Writing words with double ff


• 10 Introducing capitals for curly caterpillar letters Term 2 11 Practising long-legged giraffe letters, onearmed robot letters and curly caterpillar letters 12 Practising zig-zag monster letters 13 Writing words with double zz

• 14 Introducing horizontal join to anticlockwise letters: o+ o, o+ a 15 Practising horizontal join to anticlockwise letters: w>a, w>o • 16 Introducing mixed joins for three letters: a< i < r, e © a < r 17 Practising mixed joins for three letters: o+ o ú r,

o úu<r

14 Mixing all the letter families

18 Practising mixed joins for three letters: i< n <g

15 Practising all the capital letters

19 Size and spacing

16 Practising all the numbers 0–9

20 End-of-term check

17 Writing words with ck and qu

Term 3

18 Practising long vowel phonemes: ai, igh, oo 19 Practising vowels with adjacent consonants: ee, oa, oo 20 End-of-term check Term 3 21 Numbers 10–20: spacing 22 Practising ch unjoined • 23 Introducing diagonal join to ascender: c· h 24 Practising ai unjoined • 25 Introducing diagonal join, no ascender: a< i 26 Practising wh unjoined • 27 Introducing horizontal join to ascender: w# h 28 Practising ow unjoined • 29 Introducing horizontal join, no ascender: o ú w 30 Assessment

Penpals for Handwriting

9 Writing words with double ss

21 Building on diagonal join to ascender: c· k, a< l, e © l, a< t, i< l, i< l < l 22 Building on diagonal join, no ascender: u< i, e © y, a< w, u< r, a< n, i< p 23 Building on horizontal join to ascender: oß@k, o ® #t , oß b, oß l 24 Building on horizontal join, no ascender: o ú i, o ú y, o ú n, o ú p, o ú v 25 Building on diagonal join to anticlockwise letters: Ÿ © d, c· c, e © g, i<c, a<d, u<g, d<d,

a<g

26 Building on horizontal join to anticlockwise letters: o+ c, o+ g, o+ d, v> a, v>o • 27 Introducing joins to s: aƒ[, e μ[, iƒ[, oü@ [, w> [, nƒ[, dƒ[, lƒ[, tƒ[, kƒ[ 28 Practising joining Ÿ © d and i< n <g 29 Assessment 30 Capitals

Year 2/Primary 3 Term 1 1 Practising diagonal join to ascender: t< h, c· h 2 Practising diagonal join, no ascender: a< i, a< y 3 Practising diagonal join, no ascender: i< r, e © r 4 Practising horizontal join to ascender: w# h, oß@h 5 Practising horizontal join, no ascender: o ú w, o ú u • 6 Introducing diagonal join to e: iÿ, uÿ • 7 Introducing horizontal join to e: o° e, v} e • 8 Introducing ö 9 Practising diagonal join, no ascender: lÿ 10 Writing numbers 1–100

Year 3/Primary 4 Term 1 1 Practising joining through a word in stages: no ascenders or descenders 2 Practising joining through a word in stages: parallel ascenders • 3 Introducing joining from s to ascender: s © h, s © l, s © t , s © k • 4 Introducing joining from s, no ascender: s © w, s © i, s@@¿, s © m, s © n, s © p, s © u • 5 Introducing joining from s to an anticlockwise letter: s © a, s © c, s © d, s © g, s © o, s © q

Term 2

• 6 Introducing joining from r to an ascender: ñ¡@ b, ñ¡@h, ñ¡@k, ñ¡@l, Ñ@@t

• 11 Introducing diagonal join to anticlockwise letters: e © a

• 7 Introducing joining from r, no ascender: r¬@i, r¬@u, r¬@n, r¬@p

12 Practising diagonal join to anticlockwise letters:

• 8 Introducing joining from r to an anticlockwise letter: r>a, r>d, r> g, r>o

i<gh 13 Practising diagonal join to anticlockwise letters: d<g, n<g

• 9 Introducing joining from r to e: a< r } e, e © r } e, u< r } e, o ú r } e, i< r } e • 10 Introducing break letters: g, j, y, f, b, p, x, z cambridge.org/primary

7


Penpals for Handwriting

14 Proportion of letters

Term 2 • 11 Introducing joining to f:

i< f, e © f, a< f, o® # f

15 Spacing between letters

• 12 Introducing joining from f to an ascender: _ #@‹ l, _ #@õ‹ ª

16 Spacing between words

• 13 Introducing joining from f, no ascender: _ ù, _ ®@i, _ ®@u, _ ®@r, _ ®@y

17 Writing at speed

• 14 Introducing joining from f to an anticlockwise letter: _@› o, _@› a

19 Speed and fluency

• 15 Introducing _ ‹@ # _ ®@ • 16 Introducing r¬@r • 17 Introducing s μ[ • 18 Introducing |u 19 Revising parallel ascenders and descenders 20 End-of-term check Term 3 21 Revising joins: letter spacing 22 Revising joins: spacing between words 23 Revising joins: consistency of size 24 Revising joins: fluency

18 Improving fluency 20 End-of-term check Term 3 21 Consistency of size 22 Proportion 23 Spacing between letters and words 24 Size, proportion and spacing   25 Fluency: writing longer words 26 Speed and fluency 27 Revising break letters 28 Print alphabet: presentation   29 Assessment    30 Capital letters: presentation

25 Revising joins: parallel ascenders 26 Revising joins: parallel ascenders and descenders

Year 5/Primary 6

27 Revising horizontal join from r to an anticlockwise letter: r> [ 28 Revising break letters

Term 1

29 Assessment

• 1 Introducing sloped writing in letter families

30 Revising capital letters

2 Practising sloped writing: diagonal join to ascender: t< h, s © h, n< b, n<d, h< t , s © t 3 Practising sloped writing: diagonal join, no ascender: a< i, a< y, k< n, e © r, iÿ, e © n

Year 4/Primary 5 Term 1

h< o

• 1 Introducing diagonal join from p and b to ascender: p © h, p © l, b © l

5 Practising sloped writing: horizontal join to ascender: w# h, w# l, oß@h, oß l, o ® # f, @o ß b

• 2 Introducing diagonal join from p and b, no ascender: b © u, b © i, b¿, p © u, p © i, p ¿

6 Practising sloped writing: horizontal join, no ascender: o ú i, o ú y, o ú u, o ú p, v} e

• 3 Introducing diagonal join from p and b to an anticlockwise letter: p © a, p © o, p μ[, b © a, b © o, b μ[

7 Practising sloped writing: horizontal join to an anticlockwise letter: o+ o, o+ a, w>a, w>o, v> a, v>o

4 Revising parallel ascenders and descenders: b© b, p© p 5 Break letters: x, z 6 Spacing in common exception words 7 Consistent size of letters 8 Relative size of capitals 9 Speed and fluency 10 End-of-term check Term 2 11 Revising parallel ascenders

8

4 Practising sloped writing: diagonal join to an anticlockwise letter: a<c, s © c, b © o, d<a, e © a,

8 Practising sloped writing: joining from r: r>a, r} e, r¬@i, r>o, r¬@u 9 Practising sloped writing: joining from s: s © h, s © c, s © l, s © w, s © p

s © u,

10   End-of-term check Term 2 11 Practising sloped writing: proportion – joining from f to ascender: _ ‹@ # l, _ ‹@#õ ª 12   Practising sloped writing: size – joining from f, no ascender: _@› a, _ ù, _ ®@i, _@› o, _ ®@u

12 Revising parallel ascenders and break letters

13 Different styles for different purposes: writing a paragraph

13 Relative sizes of letters

14 Practising sloped writing: speed: _ ‹@ # _ ®@

cambridge.org/primary


16 Practising sloped writing: size, proportion and spacing: s μ[ 17 Practising sloped writing: building speed: |u

15 Improving handwriting: the importance of closed and open letters 16 Improving handwriting: pen breaks in longer words

18 Different styles for different purposes: decorative alphabets

17 Handwriting for different purposes: annotations

19  Different styles for different purposes

19 Choice of handwriting tools

20 End-of-term check

20 End-of-term check

Term 3

Term 3

21 Sloped writing: proportion, joining p and b to ascenders: p © h, p © l, b © l

21 Handwriting for different purposes: fast-joined and print letters

22 Handwriting for different purposes: joining from p and b, no ascender: b © u, b © i, p ¿, p © u, p © i, p © r

22 Handwriting for different purposes: note making

23 Practising sloped writing: parallel downstrokes: p © p, b © b

24 Handwriting for different purposes: print letters for personal details

24 Practising sloped writing: all double letters

25 Different styles of writing

25 Practising sloped writing for speed: t< i <a< l, c· i <a< l

26 Handwriting for different purposes: presentation

26 Practising sloped writing for fluency

18 Handwriting for different purposes

Penpals for Handwriting

15 Practising sloped writing: speed and legibility: r¬r@

23 Handwriting for different purposes: neat writing

27 Personal style

27 Handwriting for different purposes: decorated capitals

28 Handwriting for different purposes: print alphabet

28 Handwriting for different purposes: layout

29 Assessment

29 Assessment

30 Capitals

30 Handwriting for different purposes: handwriting patterns

Year 6/Primary 7 Term 1 • 1 Style for speed: crossbar join from t: t ô h, t ® i, t ® r, t › a, õ ª õ ª • 2 Style for speed: looping from g: \l, \i, •3

\r, \a, \g Style for speed: looping from j and y: Ø , ]o, ó, {r, {o

• 4 Style for speed: looping from f • 5 Style for speed: different joins to s • 6 Style for speed: looping from b • 7 Style for speed: joining from v, w, x and z 8 Handwriting for different purposes: abbreviations 9 Spacing between words 10 End-of-term check Term 2 11 Improving handwriting: the importance of consistent sizing 12 Improving handwriting: the importance of proportion 13 Improving handwriting: the importance of spacing 14 Improving handwriting: the importance of consistent sizing of parallel ascenders and descenders

cambridge.org/primary

9


Penpals for Handwriting

Penpals for Handwriting Teacher’s Book Foundation 1

978-1-845-65669-0

Teacher’s Book Foundation 2

978-1-845-65534-1

Teacher’s Book Year 1

978-1-845-65984-4

Teacher’s Book Year 2

978-1-845-65554-9

Teacher’s Book Year 3

978-1-845-65486-3

Teacher’s Book Year 4

978-1-845-65563-1

Teacher’s Book Year 5

978-1-845-65999-8

Teacher’s Book Year 6

978-1-845-65741-3

Practice Book Year 1

978-1-316-50133-7

Practice Book Year 2

978-1-316-50137-5

Practice Book Year 3

978-1-316-50141-2

Practice Book Year 4

978-1-316-50146-7

Practice Book Year 5

978-1-316-50150-4

Practice Book Year 6

978-1-316-50154-2

Workbook – Patterns Foundation 2

978-1-845-65465-8

Workbook – Long-Legged Giraffe and One-Armed Robot Foundation 2

978-1-316-50126-9

Workbook – Curly Caterpillar and Zig-zag Monster Foundation 2

978-1-316-50122-1

Workbook Year 1

978-1-845-65440-5

Workbook Year 2

978-1-845-65298-2

Workbook Year 3

978-1-845-65992-9

Workbook Year 4

978-1-845-65385-9

Workbook Year 5

978-1-845-65861-8

Workbook Year 6

978-1-845-65677-5

Interactive DVD-ROM Foundation 1

978-1-845-65833-5

Interactive DVD-ROM Foundation 2

978-1-845-65516-7

Interactive DVD-ROM Year 1

978-1-845-65338-5

Interactive DVD-ROM Year 2

978-1-845-65583-9

Interactive DVD-ROM Year 3

978-1-845-65897-7

Interactive DVD-ROM Year 4

978-1-845-65891-5

Interactive DVD-ROM Year 5

978-1-845-65327-9

Interactive DVD-ROM Year 6

978-1-845-65556-3

Intervention Book 1 (Letter formation and introduction to joining)

978-1-845-65409-2

Intervention Book 2 (Securing the joins and legibility)

978-1-845-65555-6

Intervention Book 3 (Developing speed and fluency)

978-1-845-65696-6

Penpals for Handwriting Poster Pack

978-1-845-65607-2

Penpals for Handwriting Alphabet Wall Frieze

978-1-845-65816-8

Penpals for Handwriting Pen Licence Certificate

978-1-845-65585-3

Penpals for Handwriting Pen Licence Business Cards

978-1-845-65794-9

Penpals for Handwriting Font CD-ROM

978-1-845-65718-5

“The resources are really user friendly, the staff really like them.” Carla Gotch, Tennyson Road Primary School

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AD TO COME

Centre for Evaluation and Monitoring Inspired by teachers | Informed by evidence

At CEM, our aim is simple: we use world-class assessments and evidence to help teachers understand and support the children they work with. Schools in 70 countries use our formative, adaptive assessments to strengthen UK and international education programmes for students aged 3-19, including GCSE, A Levels, Cambridge IGCSE™ qualifications and the IB Diploma. Teachers can understand more about each student’s potential, track their progress and use the evidence to support good decision-making. CEM is now part of the Cambridge family, joining Cambridge University Press and Cambridge Assessment in a shared vision of improving education for all.

Speak to your local consultant to learn more about how CEM can help your school.


Cambridge Reading Adventures

Cambridge Reading Adventures Series editors: Sue Bodman and Glen Franklin, UCL Institute of Education

Bring stories from around the world into your classroom with Cambridge Reading Adventures, our primary reading scheme for ages 4 to 12. Children explore the seas with Sinbad, marvel at the wonders of the sky above us and unearth the secrets of the Ice Age with this exciting series.

Created in partnership with the UCL Institute of Education (IOE), the world’s leading University for Education*, the series includes 144 titles across 11 Book Bands and four new Strands taking readers beyond White Band. You can use Cambridge Reading Adventures on its own, or to support your teaching in English, maths and science.

Supporting you to deliver great reading lessons Every reader includes detailed teaching notes on the inside back cover to help you deliver lessons that inspire a love of reading. These include: • Full guidance for successful guided reading, including suggestions for supporting phonics, grammar, comprehension and new vocabulary

Books to develop confident, enthusiastic readers • Every child will find something they love: a mix of fiction and non-fiction with diverse topics for readers • Children progress from simple words at Pink A Band, to books with up to 3,500 words at Voyagers Strand

Going beyond learning to read After Transitional stage, reading changes from learning to read, to reading to learn. Our four Strands are for children reading confidently and ready to progress beyond White Band. Go to page 19 to find out more about Pathfinders, Wayfarers, Explorers and Voyagers.

• Follow-up activities that help your learners get creative with the stories • Key book details – word count, links to other curricula, high-frequency words and new vocabulary • Learning outcomes from reading the text

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*UCL IOE is ranked number one in the world for education by QS World University Rankings.


Cambridge Reading Adventures

Would you like on-screen versions of print books for front-of-class teaching? Bring your lessons to life with Digital Classroom – perfect for introducing a text or leading sessions with your class. • Show pages from the book for reading with your whole class • Zoom, highlight and annotate on screen with a range of easy-to-use tools • Download for offline use • Listen to audio in British or American English accents to help your learners understand correct pronunciation and intonation • Available as a 12-month single-user licence

Teacher resources Everything we do begins with a firm understanding of your needs and aspirations. So as well as teacher support in each of the readers, the series also includes three teacher’s resources – Early, Transitional and Conventional. • Support on the theory and practice of teaching reading • Teaching guidance in every book covers learning outcomes, developing comprehension, grammar and sentence structure, as well as curriculum links

• Guidance and templates help you assess and manage each child’s progress • A benchmark title in each level helps you determine every learner’s reading level

Teacher’s notes in Pink B title, My Dad is a Builder

This panel contains key book details – word count, links to other curricula, high-frequency words and new vocabulary.

Full guidance on how to run a guided reading lesson in class: introduction, teaching elements such as phonic decoding, reading aloud, checking comprehension and new vocabulary.

Suggested follow-up activities, including following up grammar objectives, and creative writing ideas.

Pink A to Blue Bands Early Cambridge Elevate Digital Classroom Access Card (1 year)

978-1-108-46561-8

Pink A to Blue Bands Early Teaching and Assessment Guide with Cambridge Elevate

978-1-108-58510-1

Green to White Bands Transitional Cambridge Elevate Digital Classroom Access Card (1 year)

978-1-108-46563-2

Green to White Bands Transitional Teaching and Assessment Guide with Cambridge Elevate

978-1-108-61243-2

Pathfinders to Voyagers Conventional Cambridge Elevate Digital Classroom Access Card (1 year)

978-1-108-46573-1

Pathfinders to Voyagers Conventional Teaching and Assessment Guide with Cambridge Elevate

978-1-108-64787-8

cambridge.org/primary

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Cambridge Reading Adventures

Pink A and B For new readers, Pink A and B Band books support children initially learning to use a book. • Range of fiction and non-fiction • Books in Pink Band have around 30–60 words, feature colourful illustrations and highly predictable language Pink A Band The Sun is Up

978-1-107-54987-6

Animal Homes

978-1-316-60071-9

Games

978-1-316-60084-9

Water

978-1-107-57584-4

Photos

978-1-108-40066-4

I Can Help

978-1-108-40566-9

Please Stop, Sara!

978-1-316-50313-3

Packing my Bag

978-1-316-60082-5

Jamila Finds a Friend

978-1-107-54963-0

Arif Goes Shopping

978-1-316-60810-4

The Tractor

978-1-108-40069-5

A Hot Day

978-1-316-60069-6

Non-Fiction

Everyday Tale

Animal Tale

Pink B Band At the Market

978-1-107-54993-7

Where do they Grow?

978-1-316-60073-3

Looking After Animals

978-1-316-60582-0

Who Lays Eggs?

978-1-107-54936-4

School Lunch

978-1-108-43963-3

Hello Baby

978-1-108-43961-9

My Dad is a Builder

978-1-107-54973-9

Leela Can Skate

978-1-107-57582-0

Our Den

978-1-316-50078-1

Where Are You Going?

978-1-108-43967-1

The Last Lemon

978-1-107-54909-8

Animal Tale

Omar’s First Day at School

978-1-316-60811-1

International School Series

Non-Fiction

Everyday Tale

Red In Red Band, a sense of story begins to be developed. • Illustrations remain supportive, but children have to use some decoding skills • These books have more complex sentence structures with less repetition to help students learn high-frequency words

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Houses and Homes

978-1-107-54949-4

The Weather Today

978-1-107-57676-6

Our Senses

978-1-316-60568-4

In the Sea

978-1-107-57578-3

Seagull

978-1-316-50310-2

The Enormous Watermelon

978-1-107-54924-1

Imani’s Library Book

978-1-108-40072-5

What Little Kitten Wants

978-1-108-40569-0

Bedtime on the Farm

978-1-316-50081-1

Look! It’s Baby Duck

978-1-107-54957-9

Leopard and his Spots

978-1-316-50308-9

Omar Can Help

978-1-107-57572-1

Non-Fiction

Everyday Tale

Animal Tale

International School Series


Yellow Band develops longer story plots, helping readers build their inferential skills. • More emphasis on understanding through reading and less on using illustrations to convey meaning • Repetition is used as a dramatic device, rather than a way of learning important words My School

978-1-107-55000-1

Stars

978-1-316-50315-7

Playgrounds

978-1-316-50318-8

The Big City

978-1-108-41079-3

The Boy Who Said No

978-1-108-40077-0

Where Are My Shoes?

978-1-108-43964-0

Little Tiger Hu Can Roar!

978-1-107-54996-8

Diego Fandango

978-1-107-55021-6

Oh Bella!

978-1-107-55070-4

A House for Snail

978-1-107-55006-3

Help!

978-1-108-40815-8

Late for School

978-1-107-57679-7

Non-Fiction

Cambridge Reading Adventures

Yellow

Everyday Tale

Animal Tale

International School Series

“Photobooks were popular and had good content for encouraging boys to engage in reading.” Helen Wright, Wilmslow Academy

Blue Blue Band stories become slightly more complex than Yellow Band, with several characters and episodes within the story to help develop comprehension. • Greater variation in sentence patterns helps students self-correct independently • Vocabulary in non-fiction titles becomes more technically specific • Less common words are supported by illustrations, providing opportunities to build word-reading power and knowledge of spelling patterns in English Making a Car

978-1-107-57597-4

My First Train Trip

978-1-107-57594-3

On the Track

978-1-316-50322-5

All Kinds of Plants

978-1-316-60579-0

Crabs

978-1-108-43537-6

It’s Much Too Early

978-1-107-56032-1

Suli’s Big Race

978-1-316-60086-3

Lost!

978-1-316-60078-8

The Mean Monkey

978-1-108-43971-8

A Day at the Museum

978-1-316-50320-1

The Show and Tell Day

978-1-108-40191-3

The Big Pancake

978-1-108-43972-5

The Pumpkin Monster

978-1-316-60576-9

Non-Fiction

Everyday Tale

Animal Tale

International School Series

Traditional Tale

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Cambridge Reading Adventures

Green Fiction titles usually feature several characters and story events are more developed, often lasting through several pages. • Longer, more complex words require readers to apply word-solving skills • Longer sentence structures focus on the use of punctuation • Books contain topic-specific vocabulary with moderate support from the illustrations and new words are often repeated to help learners Baking Bread

978-1-316-50327-0

Dressing for the Weather

978-1-316-50324-9

Big Bugs

978-1-107-55064-3

A Drop of Rain

978-1-107-55060-5

All About Honey

978-1-108-40572-0

Take Zayan with You!

978-1-107-57587-5

Up, Up...Elephant!

978-1-108-40082-4

Turtle is a Hero

978-1-107-55046-9

Hide and Seek

978-1-107-57599-8

International School Series

The Lion and the Mouse

978-1-107-55038-4

Traditional Tale

Non-Fiction

Everyday Tale Animal Tale

Orange Orange Band stories are longer than in previous bands, featuring more events and greater complexity. • Illustrations provide support for just one aspect of the story per page • Sentence structures become more complex, with some use of the conditional tense (e.g. sentences that speculate what could happen, normally containing the word ‘if’) • Children will recognise a large number of the high-frequency words used in this band, helping them become fluent and develop their understanding • High-frequency words in each book are no longer specified from Orange Band onwards

Life on the Reef

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978-1-107-56022-2

Town Underground

978-1-316-50333-1

Super Malls

978-1-316-50335-5

Get Active!

978-1-108-43973-2

The Great Inventor

978-1-316-50083-5

Everyday Tale

The Best Little Bullfrog in the Forest

978-1-107-56018-5

Animal Tale

For Today, For Tomorrow

978-1-107-55081-0

Omar in Trouble

978-1-316-50329-4

Sang Kancil and Crocodile

978-1-107-57604-9

Traditional Tale

Finn Saves The Day

978-1-108-43977-0

Adventure Story

Non-Fiction

International School Series


Turquoise Band extends descriptions of places and people, with phrases and expressions that provide new challenges to reading. • Vocabulary in both fiction and non-fiction is often less common and requires the reader to use their knowledge of spelling patterns • Non-fiction texts begin to use maps, charts and diagrams • Readers learn to navigate information presented alphabetically in glossaries and indexes Motorcycles

978-1-107-57624-7

How Chocolate is Made

978-1-107-57616-2

Clever Computers

978-1-316-50331-7

Draw the World

978-1-107-57684-1

A Dark Winter

978-1-108-43978-7

The Great Jewelled Egg Mystery

978-1-107-57614-8

Power Cut

978-1-316-60586-8

Little Fennec Fox and Jerboa

978-1-108-43092-0

Sinbad Goes to Sea

978-1-316-50338-6

Sang Kancil and the Tiger

978-1-107-55092-6

Cambridge Reading Adventures

Turquoise

Non-Fiction

Everyday Tale Animal Tale Traditional Tale

“The books are bright and colourful. The quality of the photographs in the non-fiction is superb.” Jo Flower, Winnington Park County Primary School

Purple The Purple Band includes storylines that often reflect character and/or author viewpoint, providing opportunities to discuss character motivation and response. • Story language develops further, with phrases found in traditional tales and storytelling, such as ‘long, long ago’ and ‘once upon a time’ • Non-fiction texts offer more in-depth information and technical vocabulary than previous bands Ships, Boats and Things that Float

978-1-107-56041-3

Going on a Plane

978-1-316-50088-0

The Book of World Facts

978-1-316-60080-1

Colourful Birds

978-1-108-43569-7

Pterosaur!

978-1-107-55108-4

Sorry Isn’t Good Enough

978-1-108-40081-7

Sinbad and the Roc

978-1-316-50340-9

King Fox

978-1-107-56215-8

Sandstorm

978-1-107-57607-0

Non-Fiction

International School Series Traditional Tale Adventure Story

cambridge.org/primary

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Cambridge Reading Adventures

Gold Gold Band books are for children approaching independence in predicting and evaluating story development. • Chapter books build tension, giving the opportunity for more sustained reading • Texts become longer to match growing reading stamina • More complex language structures throughout • Illustrations now offer only general support to the story Scarface: The Real Lion King

978-1-107-56047-5

Giants of the Ocean

978-1-107-55165-7

Animals of the Ice Age

978-1-107-55162-6

From Rags to Bags

978-1-316-50086-6

A World of Deserts

978-1-108-40585-0

Tigers of Ranthambore

978-1-108-43613-7

Tefo and the Lucky Football Boots

978-1-107-55141-1

Yu and the Great Flood

978-1-107-56225-7

Sang Kancil and the Farmer

978-1-108-40574-4

Lost at Sea

978-1-316-50344-7

Non-Fiction

International School Series Traditional Tale

Adventure Story

White White Band titles match the growing maturity of the reader and stories provide opportunities to explore ‘why?’ questions when responding to texts. • Readers encounter complex sentences with a wide range of grammar, such as ‘we’re’ and ‘they’re’ • Non-fiction topics may employ different genre styles across one text

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The Great Migration

978-1-107-56065-9

Earthquakes

978-1-316-50342-3

Sticks and Bricks and Bits of Stone

978-1-107-56056-7

The Mobile Continent

978-1-316-60067-2

The Rise of the Sauropods

978-1-108-40576-8

What’s for Lunch?

978-1-108-41187-5

Don’t Give Up Yet!

978-1-108-40078-7

Mei and the Pirate Queen

978-1-316-50090-3

The Great Escape

978-1-107-55158-9

The Silk Road

978-1-107-56232-5

Non-Fiction

International School Series Traditional Tale Adventure Story


• Use the text to find and interpret information as well as use glossaries and indexes • Manage more mature topics and themes • Use higher order thinking skills to evaluate characters, predict plot development and tackle sub-plots • Tackle complex words, greater variation in text and greater range of genres/text types

This page spread is from Voyagers title, The White Elephant

More complex, descriptive language used.

Cambridge Reading Adventures

Our Pathfinders, Wayfarers, Explorers and Voyagers titles are ideal for confident readers able to:

More text on the page, with longer sentences.

Illustrations used to add context to the story, not aid understanding.

cambridge.org/primary

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Cambridge Reading Adventures

Strand 1: Pathfinders • Pupils begin to justify their point of view about what they read • Stories and subject matter are suited to growing maturity of the reader • Literary devices that convey emotions begin to emerge

Honey and Toto: The Story

978-1-108-43615-1

of a Cheetah Family

Non-Fiction

Connections

978-1-108-43094-4

Leila’s Game

978-1-108-40820-2

River Rescue

978-1-108-40071-8

The Mountain of Fire

978-1-108-40074-9

Four Clever Brothers

978-1-108-41081-6

International School Series Adventure Story Playscript y p

Strand 2: Wayfarers rs • Developing knowledge and skills lls of reading non-fiction across a range of subjects subjects, texts integrate a good deal of dialogue ialogue alongside literary language • Children working at this Strand will be reading beyond what is on the page • Readers will need to infer characters’ feelings, thoughts and motives from their actions, justifying these with evidence

20

cambridge.org/primary

Timbuktu

978-1-108-41085-4

Diving Under the Waves

978-1-108-41164-6

Who is the Greatest?

978-1-108-43617-5

The Digger

978-1-108-40093-0

The Mystery of Sol

978-1-108-43672-4

Playscript

You and Me

978-1-108-41083-0

Poetry Anthology

Non-Fiction

Everyday Tale


• Most books require reading silently unless the task calls for reading aloud – e.g. plays • Children are able to discuss their reading preferences and read critically, considering the author’s effectiveness • Fiction books are likely to contain chapters that reflect sustained reading in one book over a short period of time • Non-fiction books contain all features seen at Transitional stage • Many texts now have sections that follow different genres or styles – e.g. brief recount within a report Skyscrapers

978-1-108-41189-9

Dolphins in the Wild

978-1-108-40583-6

The Changing Climate

978-1-108-40578-2

A Tale of Two Sinbads

978-1-108-43097-5

Hunters of the Sea

978-1-108-40099-2

Journey to Callisto

978-1-108-40581-2

Cambridge Reading Adventures

Strand 3: Explorers

Non-Fiction

Traditional Tale Adventure Story

Cambridge Reading Adventures packs You can buy Cambridge Reading Adventures books as individual titles, or in packs. For more information about packs, go to cambridge.org/cra

Strand 4: Voyagers • Readers will be able to discuss how language is used and how the words chosen cause reactions and inferences in the reader • Texts will use writing devices like flashbacks, parody, summary and commentary • Stories are longer (short novel) and follow a range of characters • Fiction books contain chapters offering opportunities for sustained reading, while others may be shorter but with deeper inferential meaning

Movie World

978-1-108-40106-7

Non-Fiction

The Refugee Camp

978-1-108-40108-1

Everyday Tale

The White Elephant

978-1-108-40588-1

Traditional Tale

Meltdown

978-1-108-43485-0

Adventure Story

Tamerlane and the Boy

978-1-108-41087-8

The Cave at the End of the World

978-1-108-43979-4

Historical Tale

cambridge.org/primary

21


International School Series

Traditional Tales

Animal Tales

Everyday Tales

Adventure Stories

Non-Fiction

• A Hot Day

• Jamila Finds a Friend • Packing my Bag • Arif Goes Shopping • Please Stop, Sara! • The Tractor

• • • • • •

• Omar’s First Day at School

• The Last Lemon

• • • • • •

• Where do they Grow? • Who Lays Eggs? • Looking After Animals • At the Market

• Omar Can Help

• Look! It’s Baby Duck • Leopard and his Spots • Bedtime on the Farm

• The Enormous Watermelon • Seagull • Imani’s Library Book • What Little Kitten Wants

• In the Sea • Houses and Homes • The Weather Today • Our Senses

• Late for School

• Little Tiger Hu Can Roar! • Diego Fandango • Oh Bella! • A House for Snail • Help!

• The Boy who Said No • Where Are My Shoes?

• • • •

My School Playgrounds Stars The Big City

My First Train Trip Making a Car On the Track All Kinds of Plants Crabs

Pink A Ar iof es G i ng Sho p p

Pink A band

Cambridge Reading Adventures

Band

The Sun is Up Water Games Animal Homes I Can Help Photos

Charlotte al-Qadi Rupert Van Wyk

Pink B Om r’s

Pink B band

First D y t School

Shou F khouri

Moni Perez

Red Enormous Watermelon

Red band

The

Alison Hawes

Elba Rodriguez

Yellow

Yellow band

STARS

Lauri Kubuitsile

Blue

• A Day at the Museum • The Show and Tell Day

• The Pumpkin Monster • The Big Pancake

• Lost! • It’s Much Too Early! • Suli’s Big Race • The Mean Monkey

• • • • •

• Hide and Seek

• The Lion and the Mouse

• Turtle is a Hero • Up, Up, Elephant!

• Take Zayan with You!

• • • •

• For Today, For Tomorrow • Omar in Trouble

• Sang Kancil and Crocodile

• The Best Little Bullfrog in the Forest

• The Great Inventor

• Sang Kancil and the Tiger • Sinbad Goes to Sea

• Little Fennec Fox and Jerboa

• The Great Jewelled Egg Mystery • Power Cut

Blue band

Alex Eeles Alan Rogers

My Dad is a Builder Our Den Leela Can Skate Hello Baby School Lunch Where Are You Going?

Green

Green band

Turtle is a Hero

Baking Bread A Drop of Rain Big Bugs Dressing for the Weather • All About Honey

Gabby Pritchard Fabrizio di Baldo

Orange Su pe r M al ls

• Finn Saves the Day

Orange band

Anita Ganeri

• Super Malls • Town Underground • Life on the Reef • Get Active!

Turquoise Claire Llewellyn

How

• Clever Computers • How Chocolate is Made • Draw the World • Motorcycles • A Dark Winter

Turquoise band

is Made d

Purple Sinbad

Purple band

and the Roc

22

Ian Whybrow

Nick Schon

cambridge.org/primary

• Sorry isn’t Good Enough

• King Fox • Sinbad and the Roc

• Sandstorm

• Pterosaur! • Ships, Boats and Things that Float • The Book of World Facts • Going on a Plane • Colourful Birds


Gold Yu and the Great Flood

Traditional Tales

Animal Tales

Everyday Tales

Adventure Stories

Non-Fiction

• Tefo and the Lucky Football Boots

• Yu and the Great Flood

• Lost at Sea • Sang Kancil and the Farmer

• From Rags to Bags • Scarface: The Real Lion King • Animals of the Ice Age • Giants of the Ocean • A World of Deserts • Tigers of Ranthambore

• Don’t Give Up Yet!

• The Great Escape • Mei and the Pirate Queen

• The Silk Road

• Sticks and Bricks and Bits of Stone • The Great Migration • The Mobile Continent • Earthquakes • The Rise of the Sauropods • What’s for Lunch?

• Leila’s Game

• Four Clever Brothers

• River Rescue • The Mountain of Fire

• Connections • Honey and Toto: The Story of a Cheetah Family

NICOLA HITORI DE

Gold band

Tony bradman

International School Series

White band

White

1 Pathfinders

Pathfinders

Cambridge Reading Adventures

Band

• The Digger • The Mystery of Sol • You and Me

2 Wayfarers

Wayfarers

Lauri Kubuitsile

Xavier Bonet

Explorers

• A Tale of Two Sinbads

Skyscrapers

3 Explorers

• Diving Under the Waves • Timbuktu • Who is the Greatest?

• Hunters of the Sea • Journey to Callisto

• Skyscrapers • Dolphins in the Wild • The Changing Climate

• Meltdown

• Movie World

Chris Oxlade

Voyagers

• The Refugee Camp • The Cave at the End of the World

4 Voyagers

Colin Millar and Spike Breakwell

• The White Elephant • Tamerlane and the Boy

cambridge.org/primary

23


Cambridge Grammar and Writing Skills

Cambridge Grammar and Writing Skills

NEW

Sarah Lindsay and Wendy Wren

Watch your learners grow in confidence as they develop their writing skills. They’ll write a newspaper article, adapt a myth and even create an advert for their favourite breakfast cereal! From haikus, fairy tales and plays to biographies, recounts and instructions, this series gives your learners the knowledge and skills to tackle a range of writing types.

Cambridge Grammar and Writing Skills Learner’s Book 1 Sarah Lindsay and Wendy Wren

• Uses product and process writing approaches to provide a framework for writing • Written for learners from all language backgrounds, it provides valuable consolidation for first language students and gives second language learners the opportunity to extend their skills

Model texts in each unit get learners familiar with the key features of each text type

These pages are from Cambridge Grammar and Writing Skills Learner’s Book 6

5 Clear explanation of the model text type

Explanatory writing: how is it done?

An explanation tells us how something is made or done. It explains what happens in the order in which it is done.

Let’s read This is an explanation of how plastic bottles are recycled. Here are a few important facts you should know before you read the explanation. These facts were compiled in 2018.

Fact file • Plastic has been around for over a century. • 8.3 billion metric tons of plastic have been used worldwide since it was introduced. • All around the world, every minute: – nearly 2 million single-use plastic bags are distributed – 1 million plastic bottles are bought. • About 8 million metric tons of plastic end up in the ocean every year. • Plastic can take up to 1000 years to biodegrade. This means that all the plastic ever produced is still around!

How Plastic Bottles Are Recycled Plastic is fantastic! It has given us so many things that make life better. But plastic is also a huge problem! It causes so much pollution and is a danger to marine life. One of the answers is to recycle. Plastic can be used again and again, and this is how it is done. STAGE 1: COLLECTING Firstly, plastic bottles are collected from homes and businesses. In some countries, people have a separate bin for plastic rubbish. In other countries, people put all their rubbish into the same bin.

STAGE 2: SEPARATING Secondly, if the plastic bottles are mixed in with other rubbish, they have to be separated before they can be sent to the recycling plant.

STAGE 3: SORTING Plastic bottles arrive at the recycling plant in many different sizes, shapes and colours. The next step in the recycling process is to sort the plastic bottles into different types. Different types of plastic can be made into different things. The sorting can be done by hand or by machine. The bottles are then cleaned for the first time.

STAGE 4: SHREDDING After the bottles have been sorted and cleaned, they are shredded into smaller pieces. The pieces are then washed again to remove any of the original contents of the bottles and any paper labels that are still sticking to them.

56 Unit 5 Explanatory writing: how is it done?

24

cambridge.org/primary

Plastic bottles

This machine shreds the plastic bottles into smaller pieces. Unit 5 Explanatory writing: how is it done?

57


Teacher’s resource

Each unit focuses on a different text type such as dialogue, recounts, reports or instructions. Model texts in each chapter show what good examples of each writing type look like – whether it’s character dialogue, recounts, reports or instructions. Specific activities help learners practise their grammar, in the context of each text type. Planning tools and an extended writing task develop essential editing, checking, planning and creative thinking skills.

Your essential companion to the course, the print and digital teacher’s resource includes everything you need to lead your lessons with confidence. • Full guidance and lesson plans, along with unit warm-ups, marking criteria and ideas for assessment give you complete classroom support • The ’How to use this book’ feature gives you top tips for using the learner’s book

• Improve comprehension skills with the ‘Let’s Talk’ section in each unit which encourages learners to discuss the model text

• Answer keys for each activity help you quickly and easily check your learners’ answers

• The ‘Writer’s Toolbox’ supports learners with activity tips • Helpful tools, like planning scaffolds and mind maps, help learners understand how to plan extended writing tasks

Cambridge Grammar and Writing Skills

Learner’s book

Students should be encouraged to work together during the ideas and planning stage. A range of planning tools, including mind maps, helps learners develop their writing.

These pages are from Cambridge Grammar and Writing Skills Learner’s Book 6

3 Each illustration shows a stage in the explanation of how a hot air balloon works.

B Rewrite each active sentence as a passive sentence. 1 The boy throws the bottle into the sea.

Use the words in the vocabulary boxes to discuss the illustrations. Stage 1

2 The man sorts the plastic bottles.

3 The plastic rubbish harms the whale.

balloon

no air

is taken

envelope

open space

Students bring together everything they have learned to create their own text, with planning support including story maps and prompts.

Let’s practise Hot air balloons have been around since the 18th century. The first successful hot air balloon flight carrying a person was in 1783.

Stage 2

You are going to write an explanation of how a hot air balloon works.

burner

flames

is lit

A Planning 1 What title will you give your explanation?

Stage 3

2 Look carefully at this diagram. It shows you the different parts of a hot air balloon.

flames

envelope

heat

is filled

air

hot air

envelope

hot air

Stage 4

fills

Unit 5 Explanatory writing: how is it done?

64 Unit 5 Explanatory writing: how is it done?

65

Words and phrases to help learners with their writing.

NEW Learner’s Book 1

978-1-108-73058-7

NEW Learner’s Book 2

978-1-108-73059-4

NEW Learner’s Book 3

978-1-108-73061-7

NEW Learner’s Book 4

978-1-108-73062-4

NEW Learner’s Book 5

978-1-108-73064-8

NEW Learner’s Book 6

978-1-108-73065-5

NEW Teacher’s Resource with Cambridge Elevate 1–3

978-1-108-76546-6

NEW Teacher’s Resource with Cambridge Elevate 4–6

978-1-108-76547-3

This series has not been through the Cambridge International endorsement process.

cambridge.org/primary

25


Minimus

Minimus Minimus is our lively introduction to Latin for children aged 7 and over. Students enjoy a mix of myths, stories, grammar support and historical background while discovering the Latin language and the culture of Roman Britain.

Pupil’s book Our pupil’s book is the perfect companion to learning Latin – discover Roman Britain brought to life with myths, stories and illustrations. Inside, you’ll find cross-curricular activities for geography, history, RE and art. Teacher’s resource Our teacher’s resource provides full support for non-specialist teachers, including worksheets about life in Roman times, suggested practical activities and translations of the Latin passages. Audio CD The audio CD provides help with Latin pronunciation and contains lively readings of the Latin texts to help motivate pupils.

MINIMUS

Starting out in Latin

TEACHER’S RESOURCE BOOK

Barbara Bell

26

Minimus: Starting out in Latin

Minimus Secundus: Moving on in Latin

Pupil’s Book

978-0-521-65960-4

978-0-521-75545-0

Audio CD

978-0-521-68146-9

978-0-521-68147-6

Teacher’s Resource Book

978-0-521-65961-1

978-0-521-75546-7

cambridge.org/primary


From creating maths word problems to our helpful primary maths whiteboard resource, explore our mathematics collection below. Apex Maths Word Problems Make word problem worksheets in just four steps. With content suitable for children aged 5 to 11, each DVD-ROM includes over 500 word problems. Select one or two-step questions, which mathematical operation, then choose from topics like real life, money and time. Click ‘create worksheet’ and you’re done. You can save, print and even personalise worksheets. Cambridge Primary Mathematics Toolbox

Revised for the new curriculum

Revised for the new curriculum

Word Problems Ages 7-8

Word Problems Ages 10-11

3

6E

A problem-solving resource that saves you time

A problem-solving resource that saves you time

• 100s of adaptable word problems

100s of adaptable word problems

Interactive whiteboard-friendly

Interactive whiteboard-friendly

Choose word problems to suit the needs of your students

Choose word problems to suit the needs of your students

Peter Clarke

Mathematics Resources

Mathematics resources

Extension

Paul Harrison

Do your students struggle to understand complex mathematical ideas? This whiteboard resource allows you to demonstrate concepts visually, making them easier for children to understand. For ages 5 to 11, the toolbox works alongside whatever maths scheme you already use. There are over 100 interactive tools so you can create and save single activities or whole lessons.

“Having this specialised toolbox means you can get to the tools and images you need for a maths lesson in a matter of seconds.” ICT for Education

Apex Maths Word Problems Ages 5–6 DVD-ROM 1

978-1-845-65254-8

Apex Maths Word Problems Ages 6–7 DVD-ROM 2

978-1-845-65255-5

Apex Maths Word Problems Ages 7–8 DVD-ROM 3

978-1-845-65256-2

Apex Maths Word Problems Ages 8–9 DVD-ROM 4

978-1-845-65257-9

Apex Maths Word Problems Ages 9–10 DVD-ROM 5

978-1-845-65258-6

Apex Maths Word Problems Ages 10–11 DVD-ROM 6

978-1-845-65259-3

Apex Maths Word Problems Ages 10–11 DVD-ROM 6 Extension

978-1-845-65260-9

Cambridge Primary Mathematics Toolbox

978-1-845-65281-4

cambridge.org/primary

27


Coding Club

Coding Club Challenge your students to create their own mystery game or e-book reader with this series of coding books. With clear explanations and a step-by-step layout, the series starts with basic skills and works its way up over three flexible levels.

The core books introduce the skills needed at each level, while additional books give students the chance to develop and practise skills in areas that interest them. The code is suitable for Mac, Windows and Linux users and is compatible with Raspberry Pi.

Cod Clu ing b

Accessible online and on tablet devices through the Cambridge Reader app. level 1 Chris Roffey

Python

Cod Clu ing b

Analysis of Code Box 2.8 entry.get() applies the get() function to the entry widget. This collects whatever text has been typed in to this text entry box and assigns it to the entered_text variable.

Next Steps

Next we clear the text box widget called output with this widget’s delete() method. This takes two arguments. The 0.0 says start deleting from line 0 (i.e. before line 1) and before character 0 (i.e. the beginning). END is a constant that always refers to the position after the last character in the text box. We could also have replaced END with a line.character index but END is easier.

Delving Deeper The indexes referred to in the delete() method work like coordinates but actually indicate where the cursor goes when selecting text. The rows or lines count from 0, before the first line, then 1 is the first line, 2 is the next etc. The character index (or column index) counts from 0, before the first character, then 1 after it, 2 next etc. Don’t forget a space is a character.

level 2 Chris Roffey

Did you know that the glossary contains all the key words from this book and Python Basics?

For example, my_string = "text| widget box" the cursor is at index position (1.4).

The next line of code finds the definition in the dictionary using the entered text as the key. Finally, this is added to the text box widget called output using the widget’s insert() method. This takes two arguments: 1 where to start the insertion: (END) i.e. the beginning (we have just cleared output) 2 what to insert: the definition found in the dictionary in the previous line.

Chapter 2: Building GUIs

Cod Clu ing b

level 3 Chris Roffey

Python: Basics (Level 1)

28

978-1-107-65855-4

Python: Programming Art (Supplement 1)

978-1-107-63109-0

Python: Next Steps (Level 2)

978-1-107-62325-5

Python: Interactive Adventures (Supplement 2)

978-1-316-63411-0

Python: Building Big Apps (Level 3)

978-1-107-66687-0

cambridge.org/primary

31


Bring your lessons to life with Digital Classroom • Project on-screen versions of your print books for simple yet effective teaching • Zoom and pan around the pages as well as highlighting and annotating text and images • Play audio and video straight from the page without switching platforms • Developed with teachers around the world

Available for: Cambridge Reading Adventures

cambridge.org/primary

29


cambridge.org/education/ukprimary2020

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Profile for Cambridge University Press Education

UK Primary 2020 Catalogue  

UK Primary 2020 Catalogue

UK Primary 2020 Catalogue  

UK Primary 2020 Catalogue