Page 33

Notes and Guidance



Teacher Information

Teacher Information

• This folk tale is also known as ‘The Fairy Cow’. A similar tale is ‘Hans in Luck’ by the Brothers Grimm.

• Question 1 requires pupils to use their prior knowledge about fairy stories and folk tales.

• The village of Hedley is in Northumberland, northern England. The Hedley Kow was a mischievous sprite who could transform himself into any shape, including a cow, goat, horse, donkey, kindling, straw and so on, in order to play strange or funny tricks on people.

• Pupils might need a dictionary to complete question 2.



• Ask pupils to list the items the old woman saw in the bottom of the pot, from the first item to the last item. Write them on the board. Do the items increase or decrease in value?

• Pupils complete the comprehension activities on page 24 independently.


• Compare their answers to questions that may have varied answers, especially questions 5 and 6. Pupils should tell which four words they chose for question 6 and why they chose them. Differentiated Individual/Paired/Group Work

• At the end of the folk tale, the Hedley Kow was busy looking for someone else to play tricks on. Pupils should write about the Hedley Kow’s next trick using bullet points.



• Pupils take it in turns to retell ‘The Hedley Kow’ folk tale in their own words, sequencing the events correctly.

m pl

• Discuss the character of the old woman. What opinion of her do the pupils have? Do they think she is foolish for being so happy every time her find diminishes in value? What moral might there be to the tale? For example, To be content with what you have, That possessions don’t buy happiness.


in g

• Read and discuss the text 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.

• Less able pupils should write five or six bullet points and more able pupils at least twelve. • Pupils should share their ideas and/or stories in a small group. Review • As a class, compare pupils’ answers to question 5 as their answers will vary and will be interesting to compare.


• During discussion of the text, 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 text with others they have read or listened to.


• ‘Hans in Luck’ is a similar story. The character swaps his items for items of lesser value, but he too is happy; for example, he starts with a lump of silver which is too heavy, so he swaps it for a horse but he falls off, and so on. Read a version of this story to the pupils (there are several online). Discuss the similarities between the stories. Differentiated Individual/Paired/Group Work • Pupils should write a story following the same pattern of items of a higher value changing/swapping to items of a lesser value. • Less able pupils could write a few sentences, with one sentence about each item, and draw illustrations. • More able pupils could write a story of several paragraphs, with each paragraph telling about the new item. Review • Pupils should share their work in a small group.

Prim-Ed Publishing

Reading – Comprehension and Word Reading


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