Language Tree SB K

Third Edition

K t

Student’s Book K

Macmillan Education 4 Crinan Street London, N1 9XW A division of Springer Nature Ltd Companies and representatives throughout the world www.macmillan-caribbean.com

ISBN 978-1-380-05040-3 Text © Leonie Bennett 2021 Design and illustration © Macmillan Education Limited 2021 The author has asserted her rights to be identified as the author of this work in accordance with the Copyright, Design and Patents Act 1988. This edition published 2021 Second edition published 2016 First edition published 2006 All rights reserved; no part of this publication may be reproduced, stored in a retrieval system, transmitted in any form, or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publishers. Designed by Blue Dog Design Studio and Macmillan Education Illustrated by Jan Smith c/o Beehive; Pamela Goodchild c/o B.L. Kearley; Anni Axworthy, Dave Hill, Bethan Matthews and Lisa Williams c/o Sylvie Poggio Cover design by Clare Webber and Macmillan Education Cover illustration by Clare Webber Typeset by Tek-Art Picture research by Luz Cordero The author and publishers would like to thank Rochelle Richards and Carla St. Louis for their valuable contributions to this edition: Ingrid Daniel-Simon and Rochelle Richards ( Antigua ), Janelle Little and Christina Morris ( Barbados ), Kate Cyrus, Tessa McQuilkin and Sandra Thomas ( Grenada ) and Asif Dover and Jonathan Roberts ( St Vincent ). The author and publishers would like to thank the following for permission to reproduce their photographs: Alamy Stock Photo /blickwinkel/Schmidbauer p.46, Alamy Stock Photo/Ailsa Burn-Murdoch p.45, Alamy Stock Photo /Stephen Frink Collection p.44, Alamy Stock Photo/Rolf Richardson p.43; Getty Images /FatCamera p.29, Getty Images/Olezzo p.29, Getty Images/ozenli p.47, Getty Images/xperion /500px p.30; Macmillan Education Limited /Photodisc/Creative Crop p.51; Shutterstock /s_oleg p.29.

Printed and bound in India 2025 2024 2023 2022 2021 10 9 8 7 6 5 4 3 2 1

Contents

How to Use this Book................................................................................ 4 Scope and Sequence................................................................................ 6

1 At Home............................................................................................. 8 2 On the Beach.....................................................................................10 3 In the Morning ...................................................................................12 4 Tom and Kim Help.............................................................................14 5 The Tortoise and the Hare.................................................................16 What have I learnt? 1 . .......................................................................18 6 The Cakes . .......................................................................................19 7 Tell the Story 1..................................................................................24 8 Tell the Story 2..................................................................................26 What have I learnt? 2 . ......................................................................28 9 Real or Not Real?..............................................................................29 10 Anansi and Tiger................................................................................31 11 What Happens Next?.........................................................................40 What have I learnt? 3 . .....................................................................42 12 Animals .............................................................................................43 13 Wheels...............................................................................................47 What have I learnt? 4 . .......................................................................53 14 Reading the Signs. ............................................................................54 15 A Little Flower....................................................................................56 16 How to Grow Beans...........................................................................58 What have I learnt? 5 . ......................................................................62 17 If You Like Red..................................................................................63 18 Little Donkey......................................................................................66 What have I learnt? 6 . .......................................................................69 19 The Monkeys and the Hats................................................................70 What have I learnt? 7 . ...................................................................... 80 20 ABC Song..........................................................................................81

Listening Texts .........................................................................................84 Word List...................................................................................................89

Language Tree level K is designed to be used flexibly, in line with the teacher’s preferred approach and the ability of the class. Syllabus coverage The Student’s Book, used alongside the Workbook and the online Teacher’s Guide (www.macmillan-caribbean.com), provide complete syllabus coverage – a comprehensive programme of listening, speaking, reading and writing. The Scope and Sequence chart on pages 6–7 will support your short- and long-term planning, enabling you to make sure that you cover everything. A complete guide to how Language Tree Student’s Book K delivers the OECS syllabus can be found in the online Teacher’s Guide. On-the-page teacher’s notes Teaching suggestions on each page enable you to use the pupils’ content to deliver an integrated curriculum. Listening, speaking, reading and writing skills all develop from the illustrations and/or text in each unit. Listening Texts The symbol indicates a text at the back of the book for you to read aloud. These texts engage pupils in a range of structured listening activities, enabling you to develop and assess their listening skills. When reading aloud, demonstrate how to read with expression. Pause from time to time to check pupils’ understanding. How to Use this Book

What have I learnt? These activity pages occur regularly throughout the book. They can be used by the teacher according to the needs of the class – to review and practise or to assess skills and to identify areas in which pupils need further support while enabling pupils to recognise their own progress. Language Tree Workbook K provides activities to teach or reinforce skills arising from the activities in the Student’s Book. The sequence of phonemes in Workbook K is based on how common they are and how

useful they are in forming words. Online Teacher’s resources offer

suggestions for planning and integrating your language work using Language Tree , with further teaching notes. Teaching Tips In addition to the suggestions in the teacher’s notes, use the following techniques in connection with any text. Reading Before reading: Help pupils to make connections with their prior experience and to predict what the text will be about based on the title and the pictures. During reading: Language Tree uses both a phonic and a whole-word approach to reading. The workbook offers systematic practice of phonic awareness and sound blending. These skills are practised, in context, in this Student’s Book, alongside sight vocabulary and content words.

stories, arising from the illustrations and texts. Techniques include the following: • Pupils write freely and read back their own writing. (Observe pupils’ use of symbols that resemble letters, spaces between ‘letter clusters’, etc.) • Pupils dictate a sentence for you to write and which the pupil then copies. • Shared writing, in which you model the process of writing. Vocalise what you are doing (‘Think or write aloud’) and invite pupils to contribute ideas, words and spellings as you gather and select ideas, compose text etc. Speaking and Listening There are frequent opportunities for integrated speaking and listening activities in the teacher’s notes. This edition of Language Tree supports the transition from Creole to Standard English by valuing pupils’ home language and modelling Standard English. Allow pupils to talk about their personal experiences, pastimes etc. using both Standard English and Creole. Assessment and Differentiation Monitor progress. Praise pupils for their achievements and note in which areas individuals have difficulty. Help them to improve by, for example, teaching the same thing in a different way, working alongside them or limiting the scale of the tasks you set. Reinforce concepts through word play, songs and games. In addition to monitoring pupils’ mastery of specific skills, observe and encourage the level of their participation in and their enthusiasm for a range of activities.

Familiarise pupils with a variety of reading strategies: • using their knowledge of sound–letter relationships to blend sounds • using word length and the shape of words to help with decoding • using clues from the illustrations and the context. Integrate phonics by regularly pointing to an illustration and asking, “What sound does it begin with?” and “Can you point to/think of other things that begin with the same sound?” Ask pupils to think of words which rhyme with the word they have just read or an item in an illustration. Draw attention to high frequency words, such as the, he, some and practise them frequently. After reading: Activities suggested in the teacher’s notes require pupils to recall detail, make inferences, draw conclusions, identify cause and effect, express personal opinions and much more. Remember that, after reading any text, pupils can be asked to • recap what has been read, retell stories, invent new endings and role play • play games to practise rhyme and phonics • share ideas and ask questions about what has been read. Writing In addition to teaching letter formation (see Language Tree Workbook K ), it is important to encourage pupils’ creative writing and to accept and praise pupils’ attempts to convey written messages. The teacher’s notes in Language Tree Student’s Book K offer regular suggestions for a range of types of writing from captions to

Scope and Sequence Listening and speaking

Reading and viewing

Writing All suggestions in teacher’s notes

in teacher’s notes or appendix

1 At Home

Listen to information and recall details Introduce self

Relate to personal experience Distinguish between words and pictures Recognise initial sounds Use picture clues Relate to personal experience

Draw family Write own name Capital letter to start

2 On the Beach

Answer who/what/where questions Explore sounds – soft, loud, near, far Model Standard English Learn a song and improvise new verses

Draw a picture Write/dictate caption

3 In the Morning

Sequence of events

Draw/write about what they do in the morning

4 Tom and Kim Help

Recount personal experience

Difference between words and pictures Features of printed text: letter, word, sentence; left-to-right and top-to-bottom directionality Making inferences Tell a fable/fantasy story based on pictures

Draw/write about one thing they do at home

5 The Tortoise and the Hare

Listen to and retell a story Recall details Initial sounds Word and picture matching Sounds: loud or soft?

Shared writing Story starters

What have I learnt? 1

6 The Cakes

Recall details of a story read aloud Learn and sing a rhyme Retell story

Identify title Literal and inferential questions Context clues Use pictures to tell a realistic story Main idea Create a title

Draw/write about personal experience

7 Tell the Story 1

Oral recount

Shared writing

8 Tell the Story 2 Agree rules for discussion Recount in the order in which things happened

Sequence pictures Use pictures to tell a story

Shared writing: a sentence for each picture

Final sounds Sort the pictures. Tell the story Listen to distinguish between fact and fantasy

What have I learnt? 2 9 Real or Not Real?

Distinguish between reality and fantasy in illustrations and text Identify parts of a book Look at and categorise books Use title and pictures to predict Discuss character Recognise pattern and repetition Retell story through mime/role play Sight words Action words

Draw a fantasy animal Write or dictate a caption

10 Anansi and Tiger

Listen to a story Predict

Write a class story

Respond with repeated refrain View/listen to alternative version of a story Express opinions

11 What Happens Next?

Discuss road safety Talk about pets and pastimes

Prediction Cause and effect

Draw what happened next Write or dictate caption or sentence(s)

Action words

What have I learnt? 3

Listening and speaking in teacher’s notes or appendix

Reading and viewing

Writing All suggestions in teacher’s notes

12 Animals

Listen to information Generate questions

Features of non-fiction

Draw and write about an animal

13 Wheels

Recount personal experience

Number words Sight words

Draw and write in Standard English

Middle sounds Ask and answer: where does it live? Discuss purpose and features of signs, labels etc.

What have I learnt? 4

14 Reading the Signs

Environmental print Audience and purpose

Make a sign or label Write for a specific audience and purpose

15 A Little Flower

Listen and generate questions

Features of a poem Rhyme

Make a chart to record findings

16 How to Grow Beans

Listen to recognise rhyming Follow instructions

Features of instructions

Shared writing: instructions

Meaning of signs Make up a sign

What have I learnt? 5

17 If You Like Red Identify and form rhymes Act out poem

Identify rhyming parts of words Opposites

Draw and write sentences Create new verses illustrate a favourite rhyme Write a class story Revise

18 Little Donkey

View/listen to video version Talk about/compare illustrations

Identify Creole forms

Rhyme Sight words

What have I learnt? 6

19 The Monkeys and the Hats

Listen to a story read aloud Retell, role play Work in pairs Match sentence to picture Finish sentences Learn and sing a song Appreciate rhythm and rhyme

Generate questions Inference Express opinion

Draw and write about a scene from the story

What have I learnt? 7

20 ABC Song

Recognise capital letters Learn the order of letters in the alphabet

Use capital for days of week

1 At Home

Hi I am Tom.

Read the listening text from page 84. • Ask pupils to identify the characters and to connect the person’s spoken name with the printed name. • Have pupils introduce themselves to a partner using Standard English. Move on to having them asking and answering “How old are you?” and “Where do you live?” First, with a pupil, model the questions and answers in Standard English.

Hello I am Kim.

• Ask pupils to talk about the people in their own families. Help them to see that families come in many different forms. • Have pupils draw a picture of themselves with their families. • Help them to write their own names, beginning with a capital letter. Accept and praise their attempts at writing. • Display pupils’ names in print, e.g. to allocate pupils to their groups or to assign tasks to pupils – to help pupils to identify their names in print.

2 On the Beach

Read the listening text from page 84. • Invite pupils to identify the characters they know from pages 8 and 9 and say what the people are doing. • Ask: Would you like to/Do you do these things when you go to the beach? What else would you do? Invite pupils to draw a picture and write/dictate a caption. • Allow pupils to use both Standard English and Creole when giving oral reports about news and personal items of interest.

• Ask pupils to search the picture and to say what noises they would hear if they were on this beach ( boat, birds, plane, Kim, the sea, the wind, the baby ).

• What sounds do they make? Are they loud or soft sounds? • What else makes a loud noise? What makes a soft sound? • Extension: Read and talk about the poem on page 84.

3 In the Morning

• Ask pupils what Tom is doing in each of the pictures. Then ask what pupils themselves do in the mornings before school. Allow them to talk in Creole. Encourage them to speak clearly so that others can understand. • Talk about the sequence of events. In what order do pupils do each of these things? Read the listening text from page 84. • Ask pupils to say what they do each morning using Standard English.

• Ask pupils to tell you what sound the boy’s name begins with and to say other words beginning with the same sound. • Ask pupils to recount what they usually do after school. Ask them to draw a picture of one event and to dictate or write a caption. Praise attempts at writing. Look for symbols that resemble letters. Ask them to read their own writing. Sing the song, This is the way I… from page 84. Ask pupils to make up actions to go with the words and substitute other actions for ‘get out of bed’.

4 Tom and Kim Help

Kim helps Mom.

Kim helps Dad.

• Before reading: ask pupils what is happening in the illustrations. Ask if they do these things at home. Allow pupils to respond in Creole. • Reading: Introduce the term ‘title’. Ask pupils to point to the names Kim and Tom. Introduce the word ‘help’. • Point to where to begin reading. Read the text aloud, pointing to each word in their books as you say it. Help them to see that sentences are made up of distinct words separated by spaces and that text is read from left to right and from top to bottom on the page.

Tom helps Mom.

Tom helps Dad.

Do you help?

What do you do?

• After reading: Ask literal questions : Who washes the car? Who helps in the kitchen? etc. Help pupils to answer in Standard English. • Tell pupils to look at the picture of Tom carrying the bucket. Ask inferential questions , such as: Do you think the bucket is full or empty? What makes you think that? ( There is water splashing out of it. Tom is holding it with two hands so it seems heavy. )

5 The Tortoise and the Hare

Direct pupils’ attention to the relevant picture as you read the story aloud from pages 84–85. Point out that stories often begin with phrases that are obviously story starters, such as, Once upon a time… or One day... • Pause from time to time to ask pupils to recap in order to check their level of attention and their listening comprehension.

• Either ask pupils to work in pairs to use the pictures to retell the story; or work as a class and ask pupils to help you tell the story by contributing their ideas. Remind them to start with a story starter. • The class retelling could be a shared writing activity. ‘Think aloud’ as you write to demonstrate how you consider different options and use correct punctuation. • Ask what happened at the beginning of the story. Talk about what happened in the middle. Ask what happened in the end.

What have I learnt? 1 Can Do Skills

1 Loud

soft?

2 Match 1

Mom Dad 3 Say the words. Which two begin with the same sound? Kim Tom

18 • Extension: Ask pupils to shut their eyes and listen for a minute. Then ask them to draw all the things they could hear. • Say words such as whisper, squeak, hoot, giggle and ask them to use their voices to make the different sounds.

6 The Cakes

Mom made cakes. Kim made cakes.

• Before reading: Ask pupils to look at the illustration. Ask: What are Mom and Kim doing? What do you think this story will be about? ( Prediction ) Then read the listening text on page 85. • Reading: Read the title, pointing to the words. Explain that every story and every book has a title. Help pupils to find the titles of other books. • It is important that pupils use a variety of reading strategies. In addition to phonics they must use context clues – both from the illustrations and from what makes sense in the context of the sentence. • Ask what sort of book Mom is looking at.

Mom and Kim made cakes.

Look at the cakes.

• Ask what Mom and Kim are doing in the top picture. What do pupils think Mom is saying? • Ask: What do you think the cakes will be like when they come out of the oven? ( Hot, cooked, brown .) • Ask: How many cakes are there on the plate? Ask them to describe them. What shape are they? What has Kim done to decorate them? • Ask pupils to talk about who prepares food in their home, using both Standard English and Creole.

Dad got a cake.

Tom got a cake.

• Look at the illustrations and ask: Who is this? What is he doing? These are literal questions – the answers are clearly indicated in the illustrations or the text. • At each stage ask: How many cakes are left on the plate?

Grandad got a cake.

Grandma got a cake.

• Ask: Who has taken a bite from a cake? (Grandma.) • Tell pupils that sometimes we can guess information we have not been told. Ask: Do you think Grandma likes the cake? What makes you think that? ( The look on her face tells us that she is enjoying it; she is making the ‘OK’ sign with her hand .) • These are inferential questions, requiring pupils to say what they think based on clues in the story and the pictures.

Mom got a cake. Kim got a cake.

Look!

• Ask pupils to retell the story. You may like to prompt them with questions. • Ask: What do you think Tom, Dad, Grandma and Grandad said to Mom and Kim? ( Thank you .) Ask pupils to talk about a time when they shared something. Help them to draw a picture and to dictate or write a narrative about it, using Standard English. Extension: Sing the song on page 86. Pupils can make up their own version.

7 Tell the Story 1

• Tell pupils that these pictures tell a story but that they have been mixed up. Together, you are going to sort them out. You may want to tell them that picture 2 is the first in the story. • Ask them to say what they think the story is about. • Ask: Who are the children? Where are they? • Then look at each picture in turn. Ask: What is happening?

• Discuss which picture is the first/second/third/last and why? • Ask: What is the main idea of the story? ( Tom gets a football as a present. )

• Ask pupils inferential questions such as: How does Tom feel in picture 3? What might Tom be saying in picture 2? • With the pupils, retell the story in the correct sequence. You may write the story on the board using pupils’ contributions. Encourage them to suggest complete sentences which can be revised with the help of others.

8 Tell the Story 2

• Tell pupils that these pictures tell a story but that they have been mixed up. Follow the same procedure as for the story on pages 24 and 25. You may want to tell them that the children are building a house and that picture 3 is the first in the story. • Ask: What did Kim and Tom do first? What did they do next? Ask pupils to explain why they think that.

• With pupils, agree rules for class and group discussion, such as take turns to speak, listen carefully, don’t interrupt, speak clearly and loudly enough for others to hear. • Together, agree the correct sequence of events. (3, 4, 2, 1) • Ask: What do you think Kim is saying to Tom? What is Mom saying? • Tell pupils you want them to make up a title for the story. To do this they need to decide what the main idea of the story is. (E.g. Kim and Tom build a house.) • Together, make up a sentence about each picture. Write the sentences on the board and ask pupils to use them to tell the story.

What have I learnt? 2 Can Do Skills

1 Say the words. Find three pairs of words that end with the same sound.

2 Sort the pictures. Tell the story. 1 2

• Activity 2: Pupils can work with a partner to talk about the order in which the pictures tell the story. You may wish to tell them that picture 3 is the beginning of the story. • Ask which is the middle and which is the end of the story.

9 Real or Not Real?

• Talk about the difference between things that are real (facts or information about things that are true) and not real (fiction/ fantasy/made-up stories that are not true). • Ask pupils to help you make two lists on the board: a list of characters from stories ( Not real ) and a list of real people they know ( Real ). Then read aloud from page 86 and ask pupils to point to the picture you are talking about. • Ask which illustrations come from information books and which from stories. What makes pupils think that?

title

spine

front cover

author

back cover

• Tell pupils that these are the covers of two books. One is a story and one is an information book. Read the title of each book. Point out the author’s name and talk about the illustrations. • Ask: What do you think each book will be about? Which will give us information? Which will tell us a story? Ask pupils why they think that. • Have pupils tell their partner which book they would like to read and why. • Look at a selection of books and ask pupils to help you decide whether they are stories or information books. Check inside the books to see if their predictions are correct. Identify the front cover, back cover and title page of each.

10 Anansi and Tiger

Tiger said, “Help me, please.” Anansi said, “I will not.”

Before reading aloud from pages 86–87, tell pupils to turn the pages and look at the relevant picture when appropriate. Or, read aloud the story relating to a single page, then look at the picture and text on the pupils’ page before going on to read the ‘read-aloud’ text for the following page. • Ask: What is each character doing? (Anansi is lazily watching Tiger work. Tiger is digging the ground.) • Help pupils to see that illustrations often show us what kind of person a character is. Ask inferential questions such as: What do these pictures tell us about Anansi and Tiger? (Anansi is lazy. Tiger is hardworking.)

Tiger said, “I will do it.”

“I will do it.”

• Ask pupils to tell you what Tiger is doing. ( Digging, planting and watering .) Ask: What do you think will happen to the plants. (They will grow.) • Make sure pupils understand that each picture is of the same tiger doing a different job. There are not three tigers. • Ask pupils to retell the story so far, using the pictures as prompts. • Point out sight words, e.g. ‘do’ or ‘said’, and write them on the board. Include them in your collection of sight words to practise frequently.

Tiger said, “Help me, please.”

I will not.

Anansi said, “I will not.”

• Have pupils look at the illustrations and say what has happened to the cassava plants. ( They have grown .) Help pupils to understand the function of illustrations – how they help us to understand the events and characters in a story. • Ask: What do you think Tiger wants? ( He wants Anansi to help him .) What do you think Anansi wants? ( He wants to look at his cell phone .) • Remind pupils that the speech bubble contains the words that Anansi says. • Ask: How do you think Tiger felt when Anansi refused to help him?

Tiger said, “I will do it.”

“I will do it.”

• Read the words ‘I will do it’ above the first illustration while pupils point to the words. Ask pupils to point and say the words along with you the second and third time. • Help pupils to recognise words that are specific to the story. Encourage them to use the illustrations, the context and the initial letter ‘t’ to help them read the word ‘Tiger’. • How do pupils think Tiger felt about doing all the work himself?

Tiger said, “Help me, please.”

“I will do it.” “I will do it. I will do it.”

• Point out the grinding machine and explain that Tiger is going to use it to grind cassava into flour. Ask: Do you think it will be an easy job or a hard one? Why? What do you think Anansi is thinking? • Pause after reading, ‘Anansi said,’ to allow pupils to predict the words ‘I will not.’ Similarly, pause after ‘Tiger said’. Help them to see the pattern and repetition in the story. • Ask what sound the word ‘Anansi’ begins with. Together, think of other words with the same initial sound. ( Ant, alligator, animal .)

Tiger said, “Help me, please.”

Anansi said, “I will not.”

• Write the sight word ‘said’ on the board and ask pupils to work with their partner to find the word on this page and on previous pages. • Add sight words to a ‘word wall’. Practise sight words with the pupils every day. • Ask pupils to talk with a partner about what they think might happen next. Have the pupils share their ideas with the class. • If appropriate, introduce the idea of syllables in words. Clap the beats in the word ti-ger and contrast it with the single clap for please and help . With the class, say and clap the three beats of An-an-si . •

Tiger said, “I will do it.

I will do it.

I will do it.”

• Ask pupils to help you to make a list of all the jobs that Tiger has done to get to this point. ( planting, digging, grinding, cooking ) In what order did he do them? Point out that these are action words and invite pupils to suggest other action words. • Ask: Which part of the story so far do you like best? Which illustrations do you like best? • If you haven’t yet read the full version of the story from the listening texts ask: How do you think the story will end?

Tiger said, “Help me eat the bread, please.”

I will help!

Anansi said, “I will help! I will help! I will help!”

• Ask: What is happening in the picture? Who is Tiger talking to? ( His children ) • Ask: How does Tiger feel? What makes you think that? How does Anansi feel? What is he thinking? • Ask: What do you think Tiger will say to Anansi? • Point out the sight word ‘me’ and write it on the board. Include it in your collection of sight words to practise frequently.

No!

Tiger said, “NO! You will not!”

• Ask how Anansi feels at the end of the story. Explore what lesson he might have learned. Discuss how the story would be different if Anansi had agreed to help. • Tell half the class that they are Anansi and the other half that they are Tiger. Ask them to join in with the words of their character as you re-read the story. • Have pupils work in pairs to role play a conversation between Anansi and Tiger. • Show a YouTube video of “Little Red Hen”, the traditional story on which Tiger and Anansi is based. With pupils, compare the two stories and the illustrations. ( What is the same? What is different? ) Write a class version of the story using a shared writing approach.

11 What Happens Next?

Picture 1

Picture 2

• These activities encourage pupils to use pictures to help them predict outcomes and to think about cause and effect. • Focus on one picture at a time. Ask: What is happening? Then ask pupils to talk to a partner about what might happen next. Remind them to take turns in speaking, listening to what their partner says and not interrupting. • Help them to think of more than one outcome. (E.g. The car might squash the ball. The girl might run in front of the car. The driver might stop and tell the girl off.)

Listen to the story. Choose what happens next. 1

Read aloud the beginning of a story from Listening texts, page 87. Ask pupils to describe what is happening in each picture; How does Jake feel in each? Then read aloud the three alternate endings while pupils look at the pictures on this page. Ask them to select the ending they prefer and to say why they chose it. • Extension: Pupils choose one situation from either page 40 or 41, draw their own picture of what happened next and make up a sentence to go with it. Help them to say it in Standard English. Encourage pupils to write independently. When assessing their work consider to what extent they show an understanding of which letters represent certain sounds.

What have I learnt? 3 Can Do Skills

1 What are they doing?

Tiger is digging.

2 What happened next?

• Activity 1: Give plenty of practice in using action words to describe movement. • Have pupils mime actions which the other pupils have to guess. • Ask pupils to draw themselves doing an action and to write about it. Note their attempts to use letters to represent

sounds and whether they leave spaces between their ‘word’ clusters. • Activity 2: Ask pupils to suggest two different, possible outcomes.

12 Animals

This is a bird. It lives in the trees.

• Ask pupils to name animals which live in the wild. On the board, write ‘Sea,’ ‘Land,’ and ‘Forest’ and ask pupils to suggest animals which live in each place. • Ask pupils to look at pages 43–46 with a partner. Do they think this is a made-up story or true information? What makes them think that? • Ask: Do you know the name of this bird? ( Parrot – St. Vincent parrot .) Have you ever seen a parrot? Do you know how big parrots are? ( The St. Vincent parrot grows to about 40cm long .) Ask pupils what they know about each animal before reading aloud the text from page 87. Then read the text on the page with pupils.

This is a turtle. It lives in the sea.

• Have pupils look at the photograph. Do they know what animal this is? ( Turtle – hawksbill .) Have they ever seen a turtle? When and where? • Tell pupils that a hawksbill turtle can grow up to a metre long. Show how long this is with your hands. • Turtles lay eggs. Do pupils know any other animals which lay eggs? • The sight word ‘this’ occurs on every page of this unit. If pupils have learnt the word, have them work with a partner to find it on each page.

This is a monkey. It lives in the trees.

• Ask what animal this is. ( A green monkey – the green monkey is found in Barbados, St. Kitts and Nevis, St. Martin .) • Encourage pupils to read ‘This is a’ and help them to read words that are specific to the text, e.g. ‘monkey’, using illustration, context and initial letter. • Talk about the difference between photographs and illustrations. Look at magazines to see if they can tell which images are photographs. Discuss why they see photographs in information books but not in story books (different types of texts). ( A photograph usually shows something which is real .)

This is a fish. It lives in the sea.

• Ask pupils what the animal is and where it lives. ( Fish – angelfish. In the sea .) • After reading: Can pupils identify and name any parts of the fish in the photograph? ( Eye, mouth, tail, fin .) • Invite pupils to think of a question about one of the animals. (E.g. Where does a ____ live? What lives in the trees? ) Have them ask and answer in Standard English with a partner. • Ask pupils to draw an animal. Help them to dictate or write sentences to describe it using Standard English, modelled on the text.

13 Wheels

This is a wheelbarrow. It has one wheel.

• Before reading: Have pupils point to the title, ‘Wheels’, as you read it. • Ask what shape a wheel is and then ask them to name as many things as they can that have wheels. • Ask pupils what they can see in the photograph. Ask: How many wheels does it have? Have you ever seen a wheelbarrow? What was it used for? Do pupils know how a wheelbarrow moves? ( You have to lift the handles and push .) • After reading: How many times can pupils see the word ‘wheel’ on this page?

Grandad has a wheelbarrow. Grandad’s wheelbarrow has one wheel.

• Before reading: Ask if pupils remember who the person in the picture is. If necessary, look back to page 9. • After reading: Have them work with a partner to find and point to the word ‘Grandad’. • Ask what Grandad is doing and why he needs a wheelbarrow.

This is a bicycle. It has two wheels.

• Before reading: Ask pupils what they can see in the photograph. • Ask what sound the word ‘bicycle’ begins with. Can pupils suggest more words that begin with ‘b’? • Reading: Help pupils to recognise words that are specific to the story. Encourage them to use the illustration, the context, and the initial letter to help them to read the word ‘bicycle’. • Can pupils name any parts of the bicycle? ( Brakes, saddle, handlebars. ) • Can pupils think of anything else that has two wheels? ( A motorbike, a scooter .)

Kim has a bicycle. Kim’s bicycle has two wheels.

• Ask if any of the pupils can ride a bicycle. Do they have older brothers or sisters who can? • Ask pupils to point to the bell on Kim’s bicycle. Ask: When would she use her bell? • Discuss why the children are wearing cycle helmets. • Write ‘Kim’ on the board. Can they point to the word ‘Kim’ on the page?

This is a car. It has four wheels.

• Point out the ‘number words’ in the text. Write them on the board and ask pupils to work in pairs to find them in the text. • Invite pupils to write the correct numeral on the board next to the word. • Look at numbers 1–4 on a number line. Look again at the text and ask: Which number is missing ( 3 )? Can you think of anything with three wheels? ( Tricycle .) • Ask what else has four wheels. ( Bus, van, truck .) Tell them that some big vehicles have six or eight wheels.

Tom has a car. Tom’s car has four wheels.

• After reading: Recap by asking: Who has a wheelbarrow? Who has a car? Who has a bicycle? • What was the ‘main point’ or main idea of this text? ( Things with wheels .) Was it a story or did it contain information? • Have pupils talk to a partner about their perfect car or bicycle. What would it look like? What colour? What would be special about it? (Bells, mirrors, wings?) • Ask pupils to draw themselves in/on their perfect car or bicycle and dictate or write about it using Standard English. Demonstrate that sentences begin with a capital letter and end with a full stop.

What have I learnt? 4 Can Do Skills

S ay the words. Which two words have the same middle sound?

2 Where does it live? Ask and answer.

• Activity 2: Encourage pupils to ask and answer in Standard English. • Extension: Look online to find a video reading of A House is a House for Me by Mary Ann Hoberman.

14 Reading the Signs

Where do we see these signs? What do they tell us?

stop

• Look together for signs, notices and labels in the classroom and school. Ask pupils what their purpose is and how they are different from stories and poems. • Point to each sign on the page and ask pupils to tell you what it means and why it is important. Tell pupils that the bottom photograph shows part of the doors into a store. • Make sure that there are plenty of signs and labels displayed in the classroom. Ask pupil to suggest and make new ones for specific purposes. • Take pupils on a walk in the local environment to identify symbols, or take photos to show them, including familiar shop signs and brand logos.

What do these charts tell us?

How we get to school

Car

Bus

Walk

Fruit

Favourite

mango

pineapple

banana

melon

• You may introduce the charts by creating a three-dimensional chart. For example, survey a small group of children about their favourite colour and present the results in a ‘chart’ built of appropriately coloured building bricks. • Help pupils to interpret the charts on this page. Ask: ‘ Which is the most popular fruit in the class?’, ‘How many pupils come to school by bus? ’ • Extension: Ask groups of pupils (no more than 6) to find out their own information (e.g. favourite food) and show them how to record it. • Encourage pupils to observe print in other media, such as newspapers or television advertisements.

15 A Little Flower

A Little Seed A little seed A little pot A little soil – not a lot.

A little water A little sun A little flower

A lot of fun!

• Read the poem aloud to the class. Ask pupils to point to the words as you read it for the second time. • Introduce the sight word little and ask them to work in pairs to find it in the text. • Ask if the text is a story or a poem and how they know. ( rhyme, repetition, short lines ) • Read the first verse again and ask which words rhyme. Can they suggest more words that rhyme with pot ? Repeat with verse two.

Parts of a plant

flower

leaf

stem

roots

Read aloud from page 87 then ask pupils to read the labels and tell you what each part of the plant is for. • Help pupils to generate questions in Standard English based on what they have heard. (E.g. What are the roots for? ) Invite other pupils to answer. • If possible, enable pupils to look closely at 2 or 3 different flowers. Ask questions, e.g. How big is the flower? How many petals? What colour are they? What colour is the centre of the flower? What shape are the leaves? Encourage pupils to make comparisons. • Help pupils to make a simple chart recording their findings.

16 How to Grow Beans

What you need:

pot

seeds

soil

water

• Before reading: talk to pupils about instructions and give examples of those you give in the classroom ( Sit down. Open your books .) Ask them to give you more examples of instructions. Contrast instructions with statements and questions ( Put your bag there./Your bag is there./ Is that your bag? ) • Explain that the pictures on this page tell us what things we need in order to grow beans.

What to do: 1. Put soil in the pot.

2. Put a seed in the soil.

• Ask if the pupils know anyone who grows things. What do they grow? • Ask what the boy is doing in the pictures. • Ask: Which word begins with the same sound as ‘soil’ does? (Seed.) • Introduce the sight word ‘the’. Write ‘the’ on the board. Ask pupils to work in pairs. How many times can they find ‘the’ on this page?

3. Put the pot in the sun.

4. Put water on the soil.

• Remind pupils that seeds need food, light, warmth and water to grow. Tell pupils that plants get food from the soil. Ask how they get light ( from the sun ) and where they get water from ( from the rain or by being watered ). • Ask pupils to describe what is happening in each picture. • Ask pupils to predict what will happen next. ( The plant will grow .)

5. Pick the beans.

• Ask pupils to predict what the boy will do next. ( Eat the beans. Give them to an adult to cook .) Ask what vegetables the pupils would like to grow. • Extension: Search online to find a video of the rhyme ‘Five Little Peas’. Show it to the class and sing along. • As a class, create a simple set of instructions (e.g. how to wash your hands). Through shared writing, demonstrate features such as numbered points, command words and use of short sentences. • Engage in simple activities on how to make things, such as a paper hat or plane. Extension: Read aloud the action rhymes on page 87. Point out that these are also examples of instructions. Ask pupils to make up actions or to make up new instructions.

What have I learnt? 5 Can Do Skills

1 Where do you see these signs? What do they tell us?

• Point to each sign and ask which we see in the street and which in school. • How many words are on each sign? • Invite pupils to invent a sign for their bedroom at home.

17 If You Like Red…

If you like red go to bed.

If you like brown jump up and down.

• Write colour words on the board. Ask pupils to point to examples in the classroom. • Tell pupils to decide what their favourite colour is and to find other pupils with the same favourite colour by mingling and asking in Standard English: ‘ What’s your favourite colour?’ ‘Mine is_______ .’ • Develop an awareness of rhyme through songs, rhymes and word play. Help pupils to identify the rhyming parts of words. Have pupils think of more words that rhyme with red and brown . • What do pupils notice about the words ‘up’ and ‘down’? Can they suggest other pairs of opposites?

If you like green you can be a queen.

If you like blue tap your shoe.

• Extension: Pupils draw themselves dressed in their favourite colour and write ‘I like ______ (colour).’ If necessary, write the words on the page for them to copy. • Ask pupils to draw pairs of rhyming pictures. • Play a rhyme game: 1. The teacher, holding a shell, says a word (e.g., mat). 2. He/She passes the shell to a pupil who says a word rhyming with ‘mat’, then passes the shell to another who says another rhyming word. 3. The game continues until the children can think of no more rhyming words. 4. The pupil holding the shell at that point begins the game again with a new word.

Hello fellow!

If you like yellow say, “Hello Fellow!”

• Arrange a class recital. Divide the class into five groups. Each group reads one verse, performing the appropriate actions As a class, create new poems or new verses for ‘If You like Red’. For the latter, make up a new second line to some of the couplets. (E.g. If you like green: Eat a bean/don’t be mean. If you like white, fly a kite/say goodnight .) • Write the new verses on the board, ‘thinking aloud’ as you write. Draw attention to the beginning capital letter and the full stop at the end of each sentence. Extension: Read aloud the poems from page 88. Use them as a model for writing class poems. Allocate a colour to each group. What objects can pupils think of that are red, blue, etc? Write their ideas on the board. ‘Think aloud’ as you act as scribe for the class poems.

18 Little Donkey

Little Donkey Tingalayo Come little donkey come. Tingalayo Come little donkey come.

• ‘Little Donkey’ (also known as ‘Tingalayo’) is a traditional song. Look on the internet to find the tune. The words on this page are the chorus which is sung again after each verse. Two verses follow, on pages 67 and 68. • Ask pupils to look at the illustrations and guess what the song is about. • Read or sing the song to pupils, all the way through. Discuss with them whether it is a story or a poem/song. Ask why they think that. ( It has short lines and it rhymes .)

My donkey fast. My donkey slow. My donkey come. My donkey go.

• When you read the song for the second time, have pupils point to the words as you read them. Check pupils can match one spoken word to one written word. • Ask pupils to find two pairs of opposites on this page. • Point out the sight words ‘come’ and ‘my’ and write them on the board. Include them on your word wall of sight words and practise frequently. • Ask pupils which word rhymes with ‘slow’ on this page and on page 68 and to think of other words that rhyme with ‘slow’.

67 67

My donkey come if I tell him go. My donkey yes. My donkey no.

• Ask pupils what they think ‘ My donkey yes. My donkey no .’ means. • Here are two more verses to this song:

My donkey walk. My donkey talk./My donkey eat with a knife and fork. My donkey eat. My donkey sleep./My donkey kick with his two hind feet. • Point out the differences between the words of the song and the same sentences in Standard English. Invite pupils to share their favourite songs and rhymes, using both Standard English and Creole, and to illustrate them. • With the class, make up and write a story about the children and the donkey. Demonstrate how to revise by adding details.

What have I learnt? 6 Can Do Skills

1 Say the words. Which words rhyme?

2 Which two words rhyme in each sentence? 1 The frog sat on the log. 2 The vet will see my pet. 3 I like the red bike.

3 Point to the word that matches. 1 come cat home come 2 go no get go 3 you do you cow

• Extension: Ask pupils to think of more words that rhyme with cat, dog, and tree . • Say three words (including two that rhyme) aloud and ask pupils to identify the pair that rhyme. • Ask pupils to find the words come and go on pages 66-68 and the word you on page 63.

19 The Monkeys and the Hats

The man made hats. He made big hats. He made little hats. He made red hats. He made yellow hats.

• Ask: Why do you think the man has so many hats? What is he doing? ( weaving a hat ) • Have pupils describe the hats. Elicit the words ‘big’, ‘little’, ‘red’ and ‘yellow’. • Ask pupils to point to each word in the title as you read it. Ask how many words there are. Read the full story aloud from page 88, instructing pupils to look at the related pictures as you read. • Read the printed text with pupils.

Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7 Page 8 Page 9 Page 10 Page 11 Page 12 Page 13 Page 14 Page 15 Page 16 Page 17 Page 18 Page 19 Page 20 Page 21 Page 22 Page 23 Page 24 Page 25 Page 26 Page 27 Page 28 Page 29 Page 30 Page 31 Page 32 Page 33 Page 34 Page 35 Page 36 Page 37 Page 38 Page 39 Page 40 Page 41 Page 42 Page 43 Page 44 Page 45 Page 46 Page 47 Page 48 Page 49 Page 50 Page 51 Page 52 Page 53 Page 54 Page 55 Page 56 Page 57 Page 58 Page 59 Page 60 Page 61 Page 62 Page 63 Page 64 Page 65 Page 66 Page 67 Page 68 Page 69 Page 70 Page 71 Page 72 Page 73 Page 74 Page 75 Page 76 Page 77 Page 78 Page 79 Page 80 Page 81 Page 82 Page 83 Page 84 Page 85 Page 86 Page 87 Page 88 Page 89 Page 90

Made with FlippingBook Learn more on our blog