Page 40

Notes and Guidance (continued)

Assessment and Answers Assessment

Word Reading C2

• The activities on page 31 focus on syllables, compound words, plurals and words containing ‘al’ and ‘all’.

ocean, shelter, insect, fungi, bramble, motorway

C4

Ask the pupils to research more information about the animal they drew in the ‘Differentiated Work’ section. Using nonfiction reference books and the Internet, ask them to find some facts about this animal to present as a short report. For example, what food the animal eats, whether it is nocturnal, if it hibernates or migrates for winter, whether it lays eggs or has live babies, how long it lives for.

WR2

Present the following list of words to the pupils and ask them to sort them according to the number of syllables they contain.

m pl

Introduction • Reread the text, but first explain to pupils that the focus will be on words. While reading, ask pupils to find and underline words containing ‘al’ and ‘all’ (natural, animals, special, mammals, tall, smaller, small, fallen). Development

information, text, describe, layer, plant, animals, caterpillar, variety, bees, destroyed, habitat, small, different, underneath, environment, farming

• Ensure pupils are familiar with the term ‘compound word’. Give some examples (football, handbag, sunglasses). Elicit some examples from the pupils. Pupils should present the compound words as addition sums with illustrations; for example, butter (

) + fly (

) = butterfly (

Answers

)

• Discuss how singular nouns ending in ‘y’ need to change the ‘y’ to ‘i’ before adding ‘-es’. Find a singular noun in the diagram, ending in ‘y’, and make it plural (canopy). Pupils should be told that words ending with the /i:/ sound spelt ‘-ey’ always have their plurals formed by adding an ‘-s’. For example, it is ‘understoreys’ rather than ‘understories’.

1. Answers may include: a definition/explanation of a habitat, a definition/explanation of a woodland, the layers of a woodland, the plants and animals that live in the layers of a woodland, differences between woodland habitats, what is happening to woodlands. 2. … a natural environment (home) for a variety of plants and animals. 3.–5. Answers will vary.

in g

• The ‘al’ and ‘all’ words in questions 4 and 5 should be spoken out loud, so pupils can hear the specific phonemes focused upon.

Comprehension

sa

Present the following list of words to the pupils and ask them to write a definition for each.

e

Teacher Information

• Discuss the word reading activities on page 31, then allow pupils to complete the page independently.

6. (a) Answers may include: damp, wet, dark, muddy

Differentiated Individual/Paired/Group Work

7. The plants and animals might disappear.

• Pupils should find and list words from the text with the following amounts of syllables: one, two, three and four.

Review

ew

• Less able pupils should find three words for each syllable count. More able pupils should find between five and ten.

Vi

• As a class, compare pupils’ lists of words. Which of the syllable counts has the greatest number of words?

28

Reading – Comprehension and Word Reading

(b) The plants and animals need the conditions provided by the layer to survive (find food, breathe etc.)

Word Reading

1. (a) en/vi/ron/ment (d) un/der/sto/rey

(b) hab/i/tat (c) can/o/py (e) in/ver/te/brates

2. (a) woodlands (d) butterfly

(b) toadstools (e) wildflowers

3. (a) canopies

(b) varieties

4. (a) al

(b) special, natural

(c) rainforest (f) seashore

5. (a) tall, smaller, small, fallen (b) Teacher check

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