Notes and Guidance (continued)
Assessment and Answers Assessment
Word Reading Teacher Information • The activities on page 7 focus on homophones, the long ‘i’ sound spelt ‘y’, the suffix ‘-ly’ and syllables.
Have pupils come up individually and read a paragraph of the text. Note as part of the assessment how well they handle tone, intonation and word recognition.
Ask the pupils to write a short summary of this fantasy tale in bullet points. Remind them to include the most important events, in the correct order.
Call out (or write on the board) the following words and have pupils place them in two different grids, according to the shared sound.
• Reread the text, but first explain to pupils that the focus will be on words. While reading, ask pupils to find the two words ending in ‘-ly’ and circle them (finally, sadly).
sky, ugly, body, badly, reply, cry, greedy, dry, July, sadly, brightly, try
• Discuss and list words which end with the suffix ‘-ly’. Tell pupils that words ending in ‘-ly’ usually tell how or how often something is done. Explain that the suffix is usually added straight onto the end of most root words without any spelling change; e.g. hourly, sadly. However root words ending in ‘-y’ with a consonant before it will need a spelling change; e.g. day/daily, happy/happily. • The long ‘i’ words spelt ‘y’ in question 3 should be spoken out loud, so pupils can hear the specific phoneme focused upon.
1. When Dryhten rebuked the dragons after Draca and Wyrm were nearly killed in battle, the sea and land dragons decided to end the feud. 2. Long ago
3. (a) nesting (c) champions
Differentiated Individual/Paired/Group Work
(b) clan (d) feud
4. No; Reasons may include that the dragon kings would not have chosen them to fight each other if they had known they were friends; No-one saw the friends when they met near the nesting field. 5. Yes; The land and sea dragons ended the feud so Draca and Wyrm would be able to see each other easily.
• Discuss the word reading activities on page 7, then allow pupils to complete the page independently.
• Ensure pupils are familiar with the term ‘homophone’. Give some examples (see, sea; there, their; maid, made). Elicit some examples from the pupils. Pupils suggest sentences for pairs of homophones, to be written onto the board; for example, son/sun = My uncle has a son called Sam./The sun is shining brightly.
6.–7. Answers will vary.
• In pairs, pupils should find and list words with an ‘-ly’ suffix.
• More able pupils could then sort the words according to whether the root word changed before the suffix was added.
• As a class, compare pupils’ lists of ‘-ly’ words. Who found the most words?
Reading – Comprehension and Word Reading
1. (a) their (c) be (e) one (g) way
(b) two (d) sea (f) son (h) not
2. (a) wood (c) write
(b) bean (d) wear
3. (a) cry, fly, dry, reply, July (b) sky 4. sadly 5. (a) cham/pi/ons (c) dra/gon (e) some/times (g) a/cross
(b) a/shamed (d) sel/fish (f) moun/tains