Reading Comprehension 1

Reading Comprehension 1

Comprehension

Skills, scope and sequence

Teacher's notes - introduction to the series Teaching features of the book

Unit 1 T-shirts

Unit 2 The kittens

Unit 3 What goes up?

Unit 4 Dressing up

Unit 5 How to make a boat

Unit 6 My messy bedroom

Unit 7 Playing ball

Unit 8 The day

Unit 9 Things I can do

Unit 10 A giraffe

Unit 11 On the farm

Unit 12 The wind

Unit 13 Kites

Unit 14 Growi ,ng things

Unit 15 At the seaside

Unit 16 Animal alphabet

Unit 17 The day the doctor came

Unit 18 My body

Unit 19 The big carrot

Unit 20 Ten little monkeys

The alphabet

Further practice

Alphabet check-up (1)

Text type

Activity

Further practice

What goes up?

Information text focusing on 'up' and 'dow n' (pictures and sentences) Sentence completion ('things that go up' theme)

Picture/word matching Unit 4

Text type

Activity

Further practice

Dressing up Simple story about common experience (pictures and sentences) Sentence completion ('dressing up' theme)

Picture comprehension and sentence completion Unit 5 How to make a boat

Text type

Activity

Further practice

Instructional text Sequencing pictures Things that go together (pictures and words) Unit 6

Text type

Activity

Further practice

My messy bedroom Simple story about a common experience (pictures and sentences) Sentence completion ('family' theme)

Sentence completion (furniture; using labelled pictures)

Odd one out (using pictures and writing words) Unit 9

Te xt type

Activity

Further practice

Things I can do Information text (autobiographical) Responding to simple phrases and pictures ('things I can do' theme) Word -making (cvc words in rhyming sets)

Classifying animals (form and wild animals) The wind

Information te xt i n form of poem Sentence completion using picture clues Keeping a weather diary (recording ; using sentences) Kites

Poem Hand-eye co-ordination and sentence completion Classifying rhyming words (eve) into sets

Sentence completion based on numbers and colours Unit15

Picture and word matching Answering simple questions using picture clues Animal alphabet

Alphabetically-organised text (in form of simple dictionary) Sentence completion (using alpabetically-organised text with picture clues) Arranging words in alphabetical order according to first letter

Text type

Activity

Further practice

My body Information text (naming ports of body) in form of poem and labelled picture Labell ing picture and sentence completion

Sentence completion focusing on 'sensory' verbs (using picture clues) Unit 19

Unit 20

Text type

Ten little monkeys Number rhyme

Te acher's notes - introduction to

th e series

The texts

Each book in the series introduces pupils to a wide range of culturally appropriate text types, including fiction , poetry and non-fiction The books are carefully graded according

to readability and are incremental in difficulty The books provide a valuable complement

to any other resources or series currently being used The fact that each unit is structured

in the same way makes the books accessible and easy to use

The related activities

The related activities support the development of essential reading skills, encouraging pupils to read at different levels using literal, inferential and evaluative comprehension skills The stimulus passages are also used to help pupils develop skills in grammar,

punctuation, spelling and vocabulary

The skills, scope and seq,uence chart

The 'skills, scope and sequence chart' (on pages 2-3) provides an immediate overview of text types included and skills being developed through the related activities and further practice activities This chart is very helpful for planning purposes

Using the books

To gain maximum benefit from the books, it is suggested that they are used systematically, working through each unit one at a time, in the given order However, the books may also

be used flexibly, selecting units as desired to complement other work being done in class

Tackling the texts

The stimulus texts may be tackled in a variety of ways They could be used for shared

reading This could take the form of the teacher reading the whole text to the class or inviting different pup ils to contribute as appropriate Certain texts e.g poems, provide

an ideal opportunity for whole class participation Alternatively the pupils could be asked

to read the text silently or read it aloud in pairs or in groups Whatever approach is used, to make the most of each text it should be discussed to ensure pupils have a good grasp of the literal meaning of the text and any vocabulary they may not have met before Key vocabulary words are printed in bold type, and the Teacher's Book indicates how these might be dealt with The related activities may initially be done as a class verbally to help pupils reflect on the texts

Tackling the related activities

The related activities may be used systematically or selectively as desired It is suggested that prior to working any activity there is some discussion with the pupils to ensure they understand what is required of them

The Teacher's Book

The Teacher's Book accompanying this series contains comprehensive lesson notes and answers for each unit, plus three comprehension tests (for fiction, non-fiction and poetry texts)

4

Units of work

There are 20 units of work Each unit is structured in the same way i.e a stimulus text, accompanied by two activity pages, fo r developing a range of reading and language skills

Relat ed act ivity for individual c hil dren to Unit number and titl e

a g reen T - s hirt

T ext for reading and discussion with the class

(pages 68-9) each unit

This may be completed (pages 4 8-67)

at any appropriate time

Trace over the lines Read the words

\ ,,'

_-_ ,." , ' _

some milk

What goes up? How many

The bird goes up

What goes up?

Write

~

-~ astronaut Th.Ls Ls on a.stron.a.ut

Have you ever made anything at home?

What did you use? How did you do it?

What you need

a box a straw paper scissors paints a brush

What you do

1

The first one is done for you

What do your parents say about your bedroom?

Do you keep it tidy?

Look at my books!

Look at my crayons! Look at my clothes!

Look at my bed!

mother father

brother sister

Throw a ball Catch a ball

LL

18

Number the pictures to tell the story

The first one is done for you

The sun goes down

The moon shines The sun comes up

Things I can

What special things can you do? Can you do

s ome things that your friends can't do?

I can sing

22

smile make a face hold a spider

A giraffe

Have you ever seen a giraffe? What was it like?

A giraffe has two small ears

A giraffe has A giraffe

Choose the word ~

1 A giraffe has a sma.ll head (big, small)

2 A giraffe has two ears (big, small)

3 A giraffe has a neck (long, short)

4 A giraffe has four legs (long, short)

5 A giraffe has a tail (long, short)

What animals live on a farm? What noises do they make?

The cow said, "Moo" The horse said, "Neigh"

The sheep said, "Baa" The chicken said, "Cluck"

Match

I cow I I horse I I sheep I I chicken I I mouse I [§I]

~:: :-::::The wind blows the sea ~ ::: :: = ;-

My kite is flying high in the

Tiny and white like a

Higher and higher still it

c6

t

/ /

/

We get some seeds We dig a hole

- 0

/ ,' \

The sun shines Some flowers

Number the pictures to tell the story

The first one is done for you

W hat do you see at the seaside?

_

I went to the seaside

What did I see?

I saw a whale

It splashed water over me

34

Do you know the alphabet? Can you say the alphabet on your own?

Aa antelope An antelope runs

Dd~ - ~ A _ looks like a horse

An

Ff

Have you ever been ill? What was the matter?

1

/

to my house

The doctor gave me

38

I doctor II baker I I builder I [ teacher II dentist I I farmer

I help you when you are ill

What are the parts of your body?

I've got one head,

And one nose too,

One mouth and one chin

I've got one neck

And one chest too,

ear

And so have you

thumb

I've got two eyes,

And two eors too,

Two legs and two arms

And so have you

hand

chest

1

The little old man and the little old lady and the little boy and

lik e best

The little old man pulled the

I "

The little old man and the

little old lady and the little

boy pulied the big carrot It

did not come up

2

The little old man and the little old lady pulled the big carrot It did not come up

4

the little girl pulled the big carrot It did not come up

The little old man and the

little old lady and the little

boy and the little girl and the

cat pulied the big carrot It

did not come up

The little old man and the little old lady and the little boy and the little girl and the cat and the mouse pulled the big carrot Up it came!

carrot cat ball girl car helicopter

Draw

a carrot on the table

a ball in the box

a car in front of the shop

a cat under the chair

a girl next to the boy

a helicopter above the tree

Ten little monkeys

What funny things do monkeys do?

One little monkey swings in a tree

~" : _ Two little monkeys splash in the sea

­

Three little monkeys play on a swing

Four little monkeys dance and sing

Five little monkeys jump on cars

~*~***

P.I ~~ t:i.~l?* Six little monkeys look at the stars Seven little monkeys chase some cats

Eight little monkeys wear funny hats

Nine little monkeys nod their heads

Ten little monkeys sleep in their beds

44

Write the rhymes

Match the words

Match

[§J ~ I balloon

I rocket I I plane

ktte

-U nit 4

princess astronaut

desk crown

pan

Write

Th.e prLn.cess n.eed.s th.e

Match these things

-U nit 6 - fu rther p ebe e

Look at this bedroom

Un it 8 ff u rther p cbe e

C olour the odd one red Write

Make the wordS

big body

small ears

small eyes short

tail

short legs

Write about ' a hippo

~ htppo h.a.s a bLg bod.~ ~ _

monkey cow

U nit 12 - f u rthe r Fl ~a et\c e

bat get dot cut

but fat lot sit

Can you read

the words?

There is -= : ::=-= - on.e ­ brown flower.

There are yellow flowers

There are green flowers

There are orange flowers

There are red flowers

Make the words

Unit 18 - f urther pra cb ce

Read and write

Unit 20 - f urther pr act\c e

I Once I caught a fish alive 1

I Then I let it go again 1

[ Because it bit my finger so 1

I This little finger on the right 1

-One, two, three, four, five

~-Th.en

Why did you let it go?