Page 27

Notes and Guidance



Teacher Information

Teacher Information

• Pupils will need to know the meaning of the following words to fully understand the poem: squire, knight, task, ancient, monument, sword, anvil, lord, king.

• Pupils may need a dictionary to complete questions 1 and 3.


• Ask pupils to tell things that they learnt about squires, knights and kings as a result of reading the poem.



• Remind pupils how to use a dictionary efficiently; i.e. alphabetical order and retrieval by 1st, 2nd and 3rd letters. Give each pupil, or pair of pupils, a dictionary. Write words from the text onto the board for pupils to find. • Discuss whether the pupils think that Arthur found the sword by accident, good luck or destiny. Discuss what is meant by the word ‘destiny’, and what the destiny of the person pulling the sword from the stone in this legend was. • Discuss the comprehension activities on page 18, then allow pupils to complete the page independently.


• Read and discuss the poem with the pupils to gauge their understanding of what they have listened to or read. Encourage pupils to utilise phonic knowledge and skills while reading so that decoding becomes automatic and reading more fluent. Correct inaccuracies during reading and question pupils to ensure they are making sense of the text. Highlight common exception words so pupils become more familiar with these, which will aid fluency. While reading, observe to see how pupils use phonic skills and knowledge to decode words. Assist those having difficulty decoding words.


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• Show pupils pictures of King Arthur and his famous sword. Explain the legend that only the true and rightful king could pull the sword from the stone (or anvil). Note that the Sword in the Stone is different to Arthur’s famous Excalibur sword, which he received from the Lady of the Lake.


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• During discussion of the poem, encourage pupils to employ courteous listening skills such as turn-taking and listening to the points of views of others. Pupils may like to compare the poem with others they have read or listened to.

• Look at and discuss the poem’s rhyming pattern. For each stanza, lines 1 and 2, then lines 3 and 4 rhyme. Write the rhyming word pairs on the board and read them with the pupils.

Differentiated Individual/Paired/Group Work • Pupils should share ideas to tell what might have happened to Arthur after he showed his father the sword. • Pupils should use these ideas to continue the poem’s story. More able pupils should be encouraged to write more stanzas for their poems than less able pupils. Review • As a class, pupils can share their poems.

Differentiated Individual/Paired/Group Work


• In groups, share ideas for rhyming words that could be used in a different poem about King Arthur finding the sword. List the following words to start pupils off: sword: bored, lord, broad, roared, soared king: thing, ring, bring, ping, sing stone: alone, moan, bone, cone knight: night, light, fright, might, alright, bright, sight


• Pupils should use these words to write a different poem about Arthur finding the sword. More able pupils should be encouraged to write more stanzas for their poems than less able pupils. Review

• Pupils should present their poems neatly and share them with the class.

Prim-Ed Publishing

Reading – Comprehension and Word Reading


2976IR Reading Comprehension and Word Reading 2nd class  
2976IR Reading Comprehension and Word Reading 2nd class