Page 74

Notes and Guidance (continued)

Assessment and Answers Assessment

Word Reading Teacher Information


• The activities on page 65 focus on words with ‘wr’, ‘le’, ‘al’ and the soft ‘g’ sound, the suffixes ‘-ful’ and ‘-ment’ and homophones.

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.


Ask the pupils to write six questions they would like to ask the fairy princess.


Call out (or write on the board) the following words and have pupils write down the root words. enjoyment, joyful, beautiful, merriment, careful, playful, plentiful, movement, agreement, entertainment


• Explain to pupils that the ‘w’ in ‘wr’ is silent, and probably reflects pronunciation from hundreds of years ago. • Discuss and list words which end with the suffixes ‘-ful’ and ‘-ment’. Explain that these suffixes are usually added straight onto the end of most root words without any spelling change; e.g. careful, enjoyment. However root words ending in ‘-y’ with a consonant before it will need a spelling change; e.g. plenty/ plentiful, merry/merriment.


1. (a) leader/chief (c) wrap/blanket

• Discuss the word reading activities on page 65, then allow pupils to complete the page independently. Differentiated Individual/Paired/Group Work


• In pairs, pupils should find and list words with ‘-ment’ and ‘-ful’ suffixes; for example, enjoyment, playful.

• More able pupils should sort them according to whether the root word ends in a ‘y’ and therefore changes to an ‘i’ before the suffix is added.

3. The fairy princess heard her son crying and no-one came to look after him. 4. The shawl/flag gave the MacLeods assistance during difficult times. 5. Answers will vary.

6. The fairy bridge was used to move between the realm of the fairies and the land of the mortals/humans. 7. Answers will vary. Word Reading

1. (a) -dge

(b) g

(c) g

4. (a) al

(b) al

(c) le

5. (a) joyful

(b) beautiful

(c) Teacher check

6. (a) -ment

(b) y

7. (a) night (d) their (g) would

(b) son (e) him (h) hear

2. wr 3. motion, station, nation

(c) through (f) made



(b) family/tribe/group

2. Long ago, One year later, When she returned, When the child grew older, Hundreds of years later, Years later

in g

• 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 soft ‘g’, ‘wr’, ‘le’ and ‘al’ words in questions 1, 2 and 4 should be spoken out loud, so pupils can hear the specific phonemes focused upon.



m pl

• Reread the text, but first explain to pupils that the focus will be on words. While reading, ask pupils to circle the two words that start with silent letters—one with a silent ‘w’ and the other with a silent ‘k’ (wrapped, knights).

Pupils should then swap lists of questions and write answers to their classmate’s questions.

• As a class, compare pupils’ lists of ‘-ment’ and ‘-ful’ words. Which of the suffixes has the greatest number of words?


Reading – Comprehension and Word Reading

Prim-Ed Publishing

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