Notes and Guidance (continued)
Assessment and Answers Assessment
Word Reading C2
• The activities on page 19 focus on homophones, words starting with ‘kn’, words ending in ‘il’ and the suffixes ‘-ly’ and ‘-er’. Introduction • 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 ‘-il’ and circle them (until, anvil).
Present the following list of words to the pupils and ask them to write a definition for each. squire, knight, king, sword, ancient, monument, lost, brave
Ask the pupils to write a short summary of this legend in bullet points. Remind them to include the most important events, in the correct order.
Write the following word starts on the board. Pupils have to decide whether an ‘il’, ‘el’ or ‘le’ ending is needed to complete the word. They should create three lists.
il: penc, unt, foss, nostr le: tab, app, bott, litt, midd
1. (a) squire – a young nobleman attending to a knight before becoming a knight himself (b) monument – a statue, building or structure erected to commemorate an important person or event (c) ancient – something that has existed for a very long time (d) anvil – a heavy iron block on which metal can be hammered and shaped 2. Britons were natives or inhabitants of Great Britain./Celtic inhabitants of southern Britain before and during Roman times. 3. worried/anxious/upset/troubled 4. squire, knight 5. He got lost in the wood.
• Discuss and list words which end with the suffix ‘-er’. Tell pupils that this suffix is usually added straight onto the end of most root words without any spelling change; e.g. kinder. Root words ending in ‘y’ need to change the ‘y’ to ‘i’ before adding the suffix; e.g. happier. Root words ending in ‘e’ need to drop the ‘e’ before adding the suffix; e.g. nicer.
• Discuss and list words which end with the suffix ‘-ly’. Explain to 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.
el: cam, tunn, squirr, trav, tow
• 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.
• The ‘kn’ and ‘il’ words in questions 2 and 3 should be spoken out loud, so pupils can hear the specific phonemes focused upon. • Discuss the word reading activities on page 19, then allow pupils to complete the page independently.
Differentiated Individual/Paired/Group Work
7. Answers may include: Arthur kept the sword to use; The sword was kept on display in the anvil. 8. Answers will vary. Word Reading
1. (a) knight (d) to
(b) knew (e) so
(c) through (f) wood
2. (a) kn-
(c) Teacher check
3. (a) il
(c) Teacher check
4. (a) quickly
(b) suddenly, proudly
5. (a) muddier
(b) happier, lazier, heavier, funnier
• In pairs, pupils should find and list words that start with ‘kn’. Less able pupils could write some of the words in simple sentences. More able pupils could write homophones for some of the ‘kn’ words; for example, knead/need, know/no, knew/new, knight/night. They could then use the homophone word pairs in sentences; for example, To make bread you need to knead the dough.
6. No; Arthur was meant to find the sword in the stone so that he could become the king of the Britons.
• As a class, compare pupils’ lists of ‘kn’ words. Share some of their sentences.
Reading – Comprehension and Word Reading