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Sequencing visual texts (Book 1)

This master may only be reproduced by the original purchaser for use with their class(es). The publisher prohibits the loaning or onselling of this master for the purposes of reproduction.

Published by Prim-Ed Publishing 2014 Copyright© R.I.C. Publications® 2013 ISBN 978-1-84654-721-8 PR–6208

Copyright Notice Blackline masters or copy masters are published and sold with a limited copyright. This copyright allows publishers to provide teachers and schools with a wide range of learning activities without copyright being breached. This limited copyright allows the purchaser to make sufficient copies for use within their own education institution. The copyright is not transferable, nor can it be onsold. Following these instructions is not essential but will ensure that you, as the purchaser, have evidence of legal ownership to the copyright if inspection occurs.

Titles available in this series: Sequencing visual texts (Book 1) Sequencing visual texts (Book 2) Sequencing visual texts (Book 3)

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Sequencing visual texts Foreword Sequencing visual texts is a series of books which provides resources to support the teaching and learning of sequencing in early years classes. The series supports pupils struggling with written texts and those who need to develop oral communication skills. The series provides background information, suggestions for additional activities, and pictorial and text resources.

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Contents

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Titles in this series are: Sequencing visual texts—Book 1 Sequencing visual texts—Book 2 Sequencing visual texts—Book 3

Teachers notes............................... iv–ix

People.......................................39–40

Curriculum links..................................x

Weather/Seasons.......................41–42

Baseboards for two and three pictures................................ xi–xii

Eating and drinking.....................43–46

Blank jigsaw sequencing puzzle........ xiii

Celebrations.................................... 53

Daily activities............................47–52

TWO PICTURES

Playing, making and doing..........54–59

Animals.........................................2–7

Community.................................60–62

Plants..........................................8–10

Nursery rhymes..........................63–66

Weather....................................11–14

OPTIONAL TEXTS....................67–84

Daily activities............................15–27 Celebrations...............................28–31 THREE PICTURES Animals.....................................32–36 Plants........................................37–38

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Teacher notes The format of this book The books in this series differ in the number of pictures provided. Book 1 has two- and threepicture sequences, Book 2 has four or five, while Book 3 has six to eight pictures in a sequence as well as suggested text. Teachers are encouraged to photocopy the pictures onto card and laminate them for durability. The books in this series follow a consistent format. • Pages v to vii provide background information including a suggested order for teaching sequencing.

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• The artwork on pages viii and ix offer suggestions for art and craft to support the teaching and learning of sequencing, and also different ways sequencing may be represented in pictorial form.

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• Page viii provides a list of links for digital resources which teachers may find useful.

• Each book contains one or more baseboards relevant to the number of pictures in each sequence. Some baseboards will be given in a horizontal or vertical format depending on the number of pictures in the sequence. Pupils may use these as a base on which to glue their cut out pictures in sequence. • Alternatively, teachers may ask pupils to glue their pictures onto a large sheet of paper in a straight line. iv

Sequencing visual texts

• Page ix provides general information relating to linking sequencing activities to educational research.

• Page x provides curriculum links.

• Titles of pages provide suggested language to be used when discussing the pictures with the pupils. • The pictures are grouped by common themes or activities such as Animals, Weather and Celebrations. • Each set of cards on a page are separated by dotted lines for ease of separation. Prim-Ed Publishing ~ www.prim-ed.com


Teacher notes BACKGROUND INFORMATION What is sequencing? • Sequencing is the ability to identify components of a story, such as the beginning, middle and end, and to retell the events in a text in the order in which they occurred. Why is it important? • Sequencing is an important comprehension strategy, in particular in narrative texts. Ordering events (and connecting words) teaches children features of texts and allows the reader to place parts of a story into its overall framework. Through sequencing activities, readers obtain a clearer understanding of the writer’s purpose.

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• Recalling sequenced events in order makes it easier for children to recall all parts of a story, not just those which appeal to them.

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• Because sequencing helps children examine the structure of texts and stories, writing skills are supported. Early writing activities commence with drawing images and, later, more complicated storyboards.

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• Sequencing is the cognitive process of placing events, ideas or activities in a logical order. Pupils must connect pictures to actual objects or experiences then connect one to the next to arrange the sequence. Pupils make connections, determine importance, synthesise information and evaluate choices. They compare and contrast and look for similarities and differences. • Proficiency in sequencing supports learners as they develop phonic skills to connect beginning, medial and final sounds to blend sounds to create words and identify them when reading. Visual memory is an important aspect of reading. • Sequencing develops oral communication skills as pupils relate the reason for their selected order or retell the story in the sequence of events. • Visual learners are supported by images used in sequencing pictures. As short texts such as words then simple sentences are added to images, pupils make connections between what is known to the unknown, and develop understanding. • The use of picture sequencing helps pupils realise that visual images are a form of text and they can impart information, including emotions. They underscore the importance of pictures in an increasingly image-related digital world. • Children’s initial steps in writing begin with drawing lines and shapes. To smoothly progress from the familiar to the unknown, pupils need the ‘comfort’ of clear images. As they develop confidence and experience, pupils will be expected to compare illustrations in books and state differences, similarities and preferences.

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Teacher notes How can it be taught? • While it may be incorporated into any curriculum area, sequencing is often associated with early reading. Texts with clear, distinct events are best used; as are those with a clear beginning, middle and ending. This makes it easier for retelling. • Many curricular areas can be used to teach sequencing skills. Maths easily lends itself to the ordering of patterns (what comes next? after? in this pattern), shapes and numbers (what number comes before 5? or after 9?). Science activities depicting the stages of growth or life cycles reinforce sequences. Steps in a procedure such as a recipe follow a specific sequence.

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1. Oral introduction to sequencing

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• Immerse young children in literature based on a sequencing (or a cumulative) format. Some suggestions include:

I ain’t gonna paint no more Karen Beaumont

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The hungry caterpillar Eric Carle

The napping house Audrey Wood

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The doorbell rang Pat Hutchins

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This is the house that Jack built Pam Adams There was an old woman who swallowed a fly Pam Adams

Wombat stew Marcia K Vaughan If you give a mouse a cookie Laura Joffe Numeroff If you give a moose a muffin Laura Joffe Numeroff

If the shoe fits Alison Jackson

If you give a pig a pancake Laura Joffe Numeroff

Silly Sally Audrey Wood

If you give a pig a party Laura Joffe Numeroff

The bad-tempered ladybird Eric Carle

If you give a dog a donut Laura Joffe Numeroff

Joseph had a little overcoat Simms Taback

If you take a mouse to school Laura Joffe Numeroff

No jumping on the bed Tedd Arnold

If you take a mouse to the movies Laura Joffe Numeroff

We’re going on a bear hunt Michael Rosen Seven blind mice Ed Young

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Knuffle bunny: a cautionary tale Mo Willems

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Brown bear, brown bear, what do you see? Bill Martin

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Teacher notes How can it be taught? 1. Oral introduction to sequencing (continued) • Quiz pupils about daily class or school events to see if they can remember what activities they do on certain days of the week or times of the day. • Pupils may orally relate the directions in the correct order to tell how to get from one place to another in the playground or around the school. • Simple repetitive dance steps such as the ‘Hokey cokey’ may be used. Ask pupils what action comes next after each is performed. Singing repetitive songs such as ‘Old MacDonald’ and ‘This old man’ requires pupils to remember verses in order. • Involve the pupils in process activities such as following a few simple steps to create a dish or complete an art or craft activity.

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• Ask the pupils to role-play the steps in familiar activities such as getting dressed, tying shoelaces, setting the table etc.

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• With all oral sequencing activities, pupils should have modelled, and be encouraged to use, the correct language. Words such as ‘after’, ‘first’, ‘before’, ‘last’, ‘next’, ‘then’ and ‘while’ will reinforce the concept that events are connected and support grammar knowledge of connective words and the language of ‘time’.

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2. Sequencing using picture cards that depict the key events in a familiar story or activity

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• Use pictures in hard and digital copies, including cards and photographs, to sequence events in order. Start with two panels involving ‘before’ and ‘after’, or ‘first’ and ‘last’. Then progress to three, four or more pictures. This will include the beginning, middle and end of a story, activity or event. Simple charts such as those depicting the beginning, middle and end of a story or more complex charts such as flowcharts may be useful. • Letter and number sequencing can be included in this section. However, this skill is more difficult as it requires children to decide which numbers or letters are missing on a number line or in the alphabet. • Ask pupils to draw simple illustrations of the steps in a familiar activity such as getting a bowl of cereal ready to eat for breakfast. • Initially, young pupils may be aided by using pictures in a set which link together in order like a small jigsaw puzzle. See page xiii for blank jigsaw sequencing puzzle. 3. Introduce text • Add keywords or simple sentences to the pictures. Commence with one word then short sentences and finally more complex sentences. Gradually, pictures will be replaced with sequences containing text only. • Older or more proficient children should be encouraged to sequence strips of paper showing four to six lines of written text from a poem or story. • After becoming familiar with sequencing pictures and text to relate a story, activity, process or event, pupils may write a made-up story using a series of three or four unrelated pictures. • Storyboards (a basic graphic representation of a sequence of scenes) can be used as a visual aid to plan or explain a narrative, connecting the visual with the written text. Prim-Ed Publishing ~ www.prim-ed.com

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Teacher notes Links to digital resources Many websites provide aids for teaching sequencing. Teachers may find some of the following sites useful. • <http://www.turtlediary.com/kindergarten-games/esl-efl-games/picture-sequencing.html> This site has a few games with events up to five. • <http://childhood101.com/2011/06/literacy-spot-24-routines-with-free-printable-picturecards/> Daily routine cards with full colour photographs can be downloaded as a pdf for printing off and gluing onto cards. • Download free sequencing cards from <http://www.dltk-teach.com/alphabuddies/ sequence/story.htm> (pictures only), <http://www.dltk-teach.com/books/hungrycaterpillar/ sequencing.htm> (pictures only), <http://www.dltk-teach.com/rhymes/gingerbread/ sequencing.htm> (pictures with texts).

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• <http://www.makinglearningfun.com/themepages/BigGreenMonsterSequenceCards.htm> Simple pictures may be downloaded in black and white or colour from this site. Pictures of ‘The gingerbread man’ story are also available at <http://www.makinglearningfun.com/ themepages/GingerbreadStorySequenceCards.htm >

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• Apple cycle sequencing cards are available from Mrs Neslon’s Class at <http://www. mydeliciousambiguity.com/2010/11/free-printable-sequencing-cards.html> • ‘My day’ coloured photographs are available at <http://www.prekinders.com/2008/04/ sequencing/> The life cycle of a tree in photograph form is also available to download at <http://www.prekinders.com/2008/10/tree-life-cycle/>

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• A number of different pictorial cards with and without text are available from <http://www. enchantedlearning.com/sequencingcards/> Some nursery rhyme cards can be found at <http://www.enchantedlearning.com/rhymes/seq/> Life cycle sequencing wheel formats • Egg story sequencing set can be found at <http:// www.kizclub.com/animals.htm> Kidzclub also presents the life cycles of a butterfly, frog and duck LIFE C in a ‘wheel’ format at <http://www.kizclub.com/ OF A YCLE CHICK EN animalcrafts.htm> • <http://www.archjrc.com/childsplace/cards.html> has a number of cards relating to stories such as Are you my mother? by PD Eastman, Something from nothing by Phoebe Gilman, Time to sleep by Denise Fleming, Harry the dirty dog by Gene Zion, as well as many nursery rhymes. • Listen to the nursery rhymes and download coloured pictures at <http://www. teachersandfamilies.com/nursery/index.html> • Download coloured photographs with single word texts of the life cycles of a pumpkin and an apple at <http://www.montessoriforeveryone.com/Cultural-Materials_ep_61-1.html> • Stick figure sequencing cards, some humorous, can be found at <http://www.abcteach. com/directory/prek-early-childhood-reading-story-sequence-3038-2-1> Some are only accessible by members. However, a numbered base plate is provided on which to glue the cards in order. • A game requiring the pupils to complete a story about Marcelino and the huge honey pot at <http://www.uptoten.com/kids/kidsgames-mixedbag-storygame.html> This activity has seven pictures. viii

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Teacher notes General information • If possible, all sequencing activities should relate to, and connect with, familiar experiences and activities to help pupils connect prior knowledge to new concepts.

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• Inquiry learning helps pupils make sense of themselves and the world around them as they seek to answer questions. Inquiring means thinking, questioning, analysing, creating, planning and reflecting on answers to questions. Sequencing is an inquirybased learning activity. What comes next? What happened first? What happened last? What happens in the beginning? These questions all reinforce sequencing as an inquirybased learning activity.

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• The use of sequencing cards or digital resources reinforces the philosophy of learning by ‘doing’. Pupils should be actively involved as they learn. Games involving sequencing reinforce teaching and learning as a playbased, active learning process.

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• Children may work individually, in pairs or in small groups when sequencing, making it suitable as a collaborative activity. Pupils can learn from each other as they discuss and arrange cards or digital pictures.

• It is essential for teachers to use the language of sequencing when working with children as they sequence images. Words such as ‘first’, ‘next’, ‘last’, ‘before’, ‘after’, ‘beginning’, ‘middle’ and ‘end’ should be used and interchanged as appropriate. • Pupils who are capable should be encouraged to ‘write’ words or simple sentences to accompany a series of sequenced visual texts. NOTE 1: For all sequencing activities, if pupils can sensibly justify the reason for their chosen order, and it makes sense to teachers, this should be accepted as a viable answer. Pupils should not be expected to order visual texts based on the social or cultural expectations exhibited by others if it is not part of the pupils’ personal experience. NOTE 2: Optional texts are provided at the end of this book for more capable pupils. Teachers should replace these with others of their own choosing as they wish.

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Curriculum links COUNTRY

SUBJECT

LEVEL

OBJECTIVES

England

Communication and language

Foundation

• develop their own narratives and explanations by connecting ideas or events

English

Key stage 1 • give well-structured descriptions, explanations and narratives for different purposes (Year 1) • become familiar with fairy stories and traditional tales, retelling them • sequence sentences to form short narratives Key stage 1 • discuss the sequence of events (in books) • become increasingly familiar with, and retell (Year 2) fairy stories and traditional tales

Language and literacy

Foundation

• recall sequence and detail • talk about experiences, pictures and stories • sequence stories in reasonable detail using appropriate language

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Northern Ireland

Infant classes

• become an active listener based on stories read or told; e.g. telling and retelling a story in sequence • show understanding of text • retell familiar stories • analyse and interpret situations, events and sequences presented pictorially • retell a variety of stories and rhymes

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Key stage 1 • present ideas and information with some structure and sequence • retell a range of texts, representing ideas through pictures • use a range of comprehension skills, to interpret and discuss texts • explore and interpret a range of visual texts

• develop comprehension strategies 1st and 2nd classes • tell stories in his/her own words

Scotland

Wales

x

Literacy and English

Language, literacy and communication skills

Early

• understand stories and other texts by asking questions and linking what I am learning with what I already know • explore events in stories and other texts

First

• select ideas and relevant information and organise these in a logical sequence

Foundation

• experience a range of stimuli, including nursery rhymes, stories and information texts • tell and retell stories • respond to texts in different ways • experience and respond to a wide range of print • understand the purpose and function of written language as a means of organising ideas • write in response to a variety of stimuli

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Animals

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Before and after

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Plants

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Plants

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Plants

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Weather

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Before and after

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Before and after

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Daily activities

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First and last

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Crayons

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Crayons

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First and last

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Daily activities

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First and last

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First and last

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First and last

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First and last

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First and last

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Celebrations

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Celebrations

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First and last

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Animals

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Animals

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Animals

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Plants

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Plants

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People

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People

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Weather/Seasons

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Weather/Seasons

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Eating and drinking

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Eating and drinking

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Eating and drinking

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Eating and drinking

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Daily activities

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Celebrations

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Playing, making and doing

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Playing, making and doing

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Playing, making and doing

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Community

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Community

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Community

POLICE

POLICE

DENTIST

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Nursery rhymes

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Nursery rhymes

First, next, last 66

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Animals

puppy

dog

tadpole

frog

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Animals

hen

e

chicken

m pl

calf

g

Get the fish food.

sa

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The dog is digging a hole.

bull

Feed the fish.

The dog finds the bone. Animals

The egg cracks.

The chicken hatches.

The door of the birdcage is open.

The bird flies away.

Page 6

Animals

Animals

The dog is chasing the cat.

The cat climbs the tree. The dog cannot get the cat.

The dog is dirty.

The girl washes the dog.

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Animals

The boy has a ball. The dog wants to play.

The dog jumps for the ball.

lamb

sheep

Page 8

Plants

oak tree

e

acorn seed

flower

m pl

seed

g

The wind blows the plant.

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The seed is planted in the pot. Page 10

Plants

sa

Page 9

The wind breaks the plant.

A plant grows from the seed. Plants

The man is mowing the long grass.

The grass is cut.

Seeds are planted in the ground.

A carrot grows from the seed.

Page 11

68

Weather

snowman

melting snowman

go to the beach

build a sandcastle

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Page 12

Weather

It is raining.

Wear rain clothes outside.

It is snowing.

Wear warm clothes outside.

Page 13

Weather

Go swimming.

Rain falls from the clouds.

The rain makes puddles and rainbows.

m pl

Weather

sa

Page 14

e

It is a hot, sunny day.

g

The car is driving along the road.

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The rain makes puddles.

The car is buried under snow.

The sun dries up the puddles. Daily activities

The soup is cooking on the stove.

The soup in the saucepan is boiling.

The boy is sleeping. The stars are shining.

The boy is waking up. The sun is coming up.

Page 16

Daily activities

messy bedroom

tidy bedroom

messy bathroom

tidy bathroom

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Page 17

Optional texts

Daily activities

The sandpit is empty.

The sandpit is full.

The family is eating lunch.

The family has finished eating lunch.

Page 18

Daily activities

The girl puts air in the tyre.

The car runs over a sharp rock.

The car tyre is flat.

m pl

e

The bike tyre is flat.

Page 19

sa

The boy fell over. He hurt his knee.

g

The knee has a plaster on it.

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The boy gets ready for bed. Page 20

The boy is asleep in bed. Daily activities

Put toothpaste on the brush.

Clean your teeth.

The girl has a wobbly tooth.

The tooth falls out. The girl has a gap.

Page 21

70

Daily activities

Daily activities

The boy is fishing.

The boy caught a fish.

The candle is burning.

The candle has melted.

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Page 22

Daily activities

The girl is making something.

The girl has made a mask.

Dad gets a paint tin and brush.

Dad paints the fence.

Page 23

Daily activities

The baby is eating.

The baby has made a mess.

e

jam, bread, butter, plate and knife

m pl

jam sandwich

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The glass is full.

g

The jug is full of juice.

sa

Page 24

Daily activities

The jug is nearly empty.

The glass is almost empty. Daily activities

banana

The banana is peeled.

biscuit

The biscuit is half eaten.

Page 26

Daily activities

Mix the cake.

The cake is cooked.

The child spilled the juice.

The child cleans up the juice.

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Page 27

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Daily activities

The child has blocks.

The child built a block house.

Mum buys watermelons.

Mum gives a slice of watermelon to the boy.

Page 28

Celebrations

wrapped present

present

Jack-in-the-box

m pl

e

paper, ribbon, ball and box

sa

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The girl is going to blow up the balloon.

g

full balloon

flat balloon

The balloon is blown up. Celebrations

Sing Happy Birthday.

Eat the birthday cake.

Six candles are on the cake.

The child blows the candles out.

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72

Celebrations

Celebrations

ice-cream

dropped ice-cream

The magician has something in his hat.

The magician pulls a rabbit out of the hat.

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Page 32

The monkey picks a banana from the tree.

Animals

The monkey peels the banana.

The monkey eats the banana. The penguin climbs to the top of the hill.

The penguin slides down the hill.

The penguin hurts his head.

g

The cat climbs a tree.

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The boy throws the ball.

The dog chases the cat.

sa

The cat is scared of the dog.

Animals

m pl

e

Page 33

The dog chases the ball.

The dog catches the ball in his mouth. Page 34

The kitten is little.

Animals

The cat grows and plays.

The cat grows up. The puppy is little.

The dog is getting big. It is older.

The dog is very old. Prim-Ed Publishing ~ www.prim-ed.com

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Page 35

caterpillar

Animals

pupa

butterfly eggs

chicken

hen Animals

m pl

e

Page 36

The lamb drinks from mother sheep.

sa

The baby lamb is growing inside the sheep.

Vi ew in

eggs

g

The lamb has grown into a sheep.

tadpole

frog

Page 37

Plant seeds in a pot.

Plants

Water the seeds.

A flower grows. Plant seeds in the ground.

Water the seedlings as they grow.

Pick the carrots that grew. 74

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Page 38

The sunflower grows.

Plants

The sun shines on the sunflower.

The sunflower dies. acorn

small tree

big tree

m pl

e

Page 39

Vi ew in

child

g

man

boy

sa

baby

People

man

old man

Page 40

young girl

People

teenage girl

woman baby

small girl

big girl Prim-Ed Publishing ~ www.prim-ed.com

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Page 41

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It looks like itâ&#x20AC;&#x2122;s going to rain. The boy has an umbrella.

Weather/Seasons

It starts to rain. The boy puts up his umbrella.

The boy is dry. The girl is wet. The tree drops leaves.

The man rakes up the leaves.

The leaves make a big pile.

He has a cool drink. He is still hot.

Vi ew in

g

The boy goes for a swim.

sa

The boy is hot.

This is the snowman.

Weather/Seasons

m pl

e

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The sun shines. The snowman begins to melt.

The snowman has melted. Page 43

The bear tips honey cereal into the bowl.

Eating and drinking

The bear eats the cereal.

The bear washes his cereal bowl. The boy is in the kitchen.

The boy makes a sandwich.

The boy eats the sandwich. 76

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Page 44

Eating and drinking

The boy and girl get a big slice of cake.

The cake is ready to eat. They eat the slices of cake. a whole sandwich

half of a sandwich

no sandwich

a bite from the slice of pizza

Vi ew in

g

only the pizza crust left

sa

a slice of pizza

the apple

Eating and drinking

m pl

e

Page 45

a bite from the apple

only the apple core left Page 46

Get the ingredients.

Eating and drinking

Mix the ingredients in a bowl.

Put the mixture in a cake tin in the oven. Get a drink from the cupboard.

Put a straw in the drink.

Sip the drink. Prim-Ed Publishing ~ www.prim-ed.com

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Page 47

Optional texts

Put toothpaste on the brush.

Daily activities

Clean your teeth.

Lovely smile. The boy cleans his teeth.

The boy puts on his pyjamas.

Dad reads a story to the boy in bed.

g

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Put on a coat.

The girl is drying herself.

sa

The girl is having a bath. The girl is dressed.

Daily activities

m pl

e

Page 48

Pull on a hat.

Ready to go out. Page 49

The girl is walking.

Daily activities

The girl steps into a puddle.

The girl has a bath. The boy gets into bed.

The boy is asleep.

The boy wakes up. 78

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Page 50

The little boy is riding a tricycle.

Daily activities

Now he is older, he rides a bike with stabilisers.

When he is bigger, he rides without stabilisers. Get pencil and paper.

Put the pencil on the paper.

Write some words.

The girl is jumping down the stairs.

sa

She falls and hurts her knee.

g

She puts a plaster on her knee.

Daily activities

m pl

e

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Dad has a dirty car.

Dad washes the car.

Dad drives his clean car. Page 52

The lady is shopping. Her purse is in her hand.

Daily activities

The lady drops her purse.

The kind man picks up her purse. He gives it to her. The boy is running.

The boy falls down.

Mum looks at his sore knee. Prim-Ed Publishing ~ www.prim-ed.com

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Page 53

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The man puts on a big red nose.

Playing, making and doing

The man paints his face.

The man puts on a big fluffy wig. He is a clown! He opens the present. He has a new truck.

The boy gets a birthday present. He plays with his new truck.

Playing, making and doing

m pl

e

Page 54

g

The children fall together in a big heap.

The children slide down.

sa

The children climb up the slide.

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The boy walks out to bat.

The boy hits the ball.

The boy runs. Page 55

The girls open the toy box.

Playing, making and doing

The girls take out some toys to play with.

They play with the blocks and the teddy. The dog looks at the window.

The dog sees the boy. He jumps up to the window.

The boy comes inside to play. The dog barks. 80

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Page 56

The dog brings the bone to the man.

Playing, making and doing

The man takes the bone.

The man throws the bone. The dog jumps for it. The puzzle pieces are mixed up.

The girl joins some pieces together.

The girl finishes the puzzle. Playing, making and doing

He puts another block on top. Thatâ&#x20AC;&#x2122;s two blocks.

sa

The boy starts with one block.

m pl

e

Page 57

g

He puts another block on top. Thatâ&#x20AC;&#x2122;s three blocks. A tower!

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The girls chooses a brush.

The girl puts paint on the paper with the brush.

The girl has painted a picture of a flower. Page 58

The boy is making a bird house. Dad is watching.

Playing, making and doing

Dad hangs the bird house from a tree.

Birds come to nest in the bird house. The box has a model car in it.

They take the pieces out of the box.

They put all the pieces together. The girl paints the model car. Prim-Ed Publishing ~ www.prim-ed.com

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Page 59

Go to the library.

Community

Pick a book.

Read the book. Pack.

Go to the airport.

Fly away.

Add the walls and roof.

sa

Make the floor.

Vi ew in

g

The house is built. Write the letter.

Community

m pl

e

Page 60

Put the letter in an envelope. Write the address.

Post the letter in the box. Page 61

The cat is up the tree.

Community

The fireman climbs the ladder.

The fireman gives the cat to the girl. The boy is writing a letter.

The boy is putting the letter in an envelope.

The boy is posting the letter. 82

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Page 62

The child is going to the dentist. She is not happy.

Community

The dentist is looking at her teeth.

The child is leaving. She is glad that it is over! The police car is chasing the speeding driver.

The policeman made the speeding driver stop.

The policeman is giving the driver a ticket. There came a great spider who sat down beside her

sa

Little Miss Muffet sat on her tuffet eating her curds and whey.

Nursery rhymes

m pl

e

Page 63

g

And frightened Miss Muffet away.

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Jack and Jill went up the hill to fetch a pail of water.

Jack fell down and broke his crown

And Jill came tumbling after. Page 64

Incy Wincy Spider climbed up the waterspout.

Nursery rhymes

Down came the rain and washed poor Incy out.

Out came the sun and dried up all the rain, so Incy Wincy Spider climbed up the spout again. Humpty Dumpty sat on a wall.

Humpty Dumpty had a great fall.

All the king’s horses and all the king’s men couldn’t put Humpty together again. Prim-Ed Publishing ~ www.prim-ed.com

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Page 65

Optional texts

Hickory, dickory, dock. The mouse ran up the clock.

Nursery rhymes

The clock struck one.

The mouse ran down. Hickory, dickory, dock. Little Bo Peep has lost her sheep ...

m pl

e

Leave them alone and they will come home, wagging their tails behind them.

Nursery rhymes

When she got there the cupboard was bare ...

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g

sa

Page 66

Old Mother Hubbard went to the cupboard to get her poor dog a bone.

And doesnâ&#x20AC;&#x2122;t know where to find them.

And so the poor dog had none. The grand old Duke of York, he had ten thousand men.

He marched them up to the top of the hill ...

And he marched them down again.

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