Language Tree SB 1

Third Edition

Student’s Book 1

Third Edition

Macmillan Education 4 Crinan Street London, N1 9XW A division of Macmillan Education Limited

Companies and representatives throughout the world

www.macmillan-caribbean.com

ISBN 978-1-380-05041-0

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.

First edition published 2006 Second edition published 2016 This edition published 2021

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 Jim Eldridge and Jan Smith c/o Beehive; Pamela Goodchild and Joanna Williams c/o B.L. Kearley; Monica Auriemma, Anni Axworthy, Dave Hill, Bethan Matthews and Lisa Williams c/o Sylvie Poggio and Tek-Art Cover design by Macmillan Education and Clare Webber Cover illustration by Clare Webber Typeset by Tek-Art Picture research by (Proudfoot Pictures) and Luz Cordero The author and publishers would like to thank the following education professionals 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: Getty Images /Gfed p. 96, Getty Images/Wendy Love p. 96, Getty Images/Amith Nag Photography p. 97, Getty Images/Norjipin Saidi/EyeEm p.84, Getty Images/sburel p. 101.

Printed and bound in India

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Contents

How to Use this Book Scope and Sequence

4 6

Unit 1 Unit 2 non-fiction personal account traditional tale story non-fiction poems fable realistic story recipe and rhyme story journal picture story non-fiction / fiction poem non-fiction traditional tale poem traditional tale Every three units are followed by What have I learnt? , a page of formative assessment. Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8 Unit 9 How to Make a Pancake . .............................................. 58 Unit 10 Sports Day . ................................................................... 65 Unit 11 Alvin’s Journal ............................................................... 71 Unit 12 Lost ................................................................................ 77 Unit 13 Agoutis . ......................................................................... 84 Unit 14 People I Like . ................................................................ 90 Unit 15 Plants ............................................................................ 96 Unit 16 Anansi and the Yams .................................................... 103 Unit 17 Cats ............................................................................... 109 Unit 18 Making Music . ............................................................... 115 What Makes You Special? ............................................ 8 My Family . .................................................................... 14 The Big Yam .................................................................. 20 A Special Dog . .............................................................. 27 Important Places ........................................................... 33 Make it Rhyme .............................................................. 39 Brother Dog and the Bone ............................................. 46 The Dentist .................................................................... 52

The Writing Process

122 123 127

Listening texts

Skills Index

How to Use this Book Language Tree Level 1 follows an integrated approach and language skills in each unit develop naturally out of the reading text. Use the Student’s Book alongside Workbook 1 and online Teacher’s Guide at www.macmillan-caribbean.com to develop reading, listening, speaking and comprehension skills. Teaching units There are 18 teaching units, each comprising

Unit 3 The Big Yam

the following sections: Let’s talk/Listen up!

The unit is introduced via speaking ( Let’s talk ) or listening ( Listen up! ). These activities draw on the pupils’ experience or introduce the topic / type of text to be read. The symbol indicates a text for the teacher to read aloud from Listening Texts at the back of

Let’s talk What is the title of the story below? Look at the picture. What do you think the story will be about? Reading

The Big Yam: Part 1 A farmer had a big yam. The yam got bigger and bigger and bigger. The farmer wanted to dig up the yam.

this book. Reading

The passages cover a variety of text types which can be read aloud by the teacher, demonstrating how to read with expression and pausing from time to time to check pupils’ understanding. If pupils are reading, encourage them to work out the meaning of

He dug and dug. He pulled and pulled.

Unit 7

unfamiliar vocabulary from the context. Comprehension questions require pupils to recall detail, make inferences, draw conclusions, identify cause and effect and express personal opinions. For most classes it will be appropriate to talk through the questions as a class. You may then ask pupils to write answers to some of them. 1 Was the dog in the river real or not real? 2 Why did Brother Dog bark? 3 How did Brother Dog feel at the end of the story? 4 What would you tell Brother Dog to do next time he has a bone? a) Don’t look in the river. b) Be happy with what you have. c) Try to get more bones. 20 Speaking and listening Pupil A, pretend you ar Brother Dog’ friend. Pupil B, pretend you are Brother Dog. 1 Was the dog in the river real or not real? 2 Why did Brother Dog bark? 3 How did Brother Dog feel at the end of the story? 4 What would you tell Brother Dog to do next time he has a bone? a) Don’t look in the river. b) Be happy with what you have. c) Try to get more bones.

Unit 7

1 What is the farmer doing? 2 How does he feel?

• Let’s talk: Make a note of pupils’ predictions . Revisit after reading: Were they correct? • Point out that the answer to Question 1 is in the story. The answer to Question 2 is not. Pupils must work out the answer. • Tell pupils that good readers look for clues. Their answers are based on what they have read or can see in the picture ( using context clues and making inferences ). • See Workbook 1 pages 113–115 for more work on making inferences.

Unit 7

Speaking and listening This section either delivers a listening activity or requires pupils to work in pairs or in groups, engaging in discussion, retelling or role play.

Speaking and listening Pupil A, pretend you are Brother Dog’s friend. Pupil B, pretend you are Brother Dog. Speaking and liste ing Pupil A, pr tend you are Brother Dog’s friend. Pupil B, pr tend you are Brother Dog.

4 1 Pupil A, ask questions: 1 What happened to your bone? 2 How did you feel? 2 Pupil B, answer the questions. 1 Pupil A, ask questions: 1 What happened to your bone? 2 How did you feel? 2 Pupil B, answer the questions. 3 Swap roles. 1 Pupil A ask questions: 1 What happened to your bone? 2 How did you feel? 2 Pupil B, answer the questions. 3 Swap roles. one

The symbol

advises pupils to talk

together. The symbol advises the teacher to read a text aloud – usually from the Listening Texts at the back of this book. Pupils listen to identify key details and other features of the text.

• Speaking and listening: Role play helps pupils to better understand what they have read. • Demonstrate role play by having a pupil ask you the two questions. Respond in role as Brother Dog. CR Ask pupils if the characters would talk in Creole or in Standard English. Allow them to role play in either. • Invite some pu ils to perform their role play f r the class. • If the role play is in Creole, pick out a few phrases and ask, ‘How would you say that in Standard English?’ Language: more than one

more than one

Unit 14

Language: adjectives

Language work Teaching points are followed by practice exercises. Begin by asking questions to elicit what pupils already know. Before asking pupils to work independently on an exercise, demonstrate by working through an example together. Some pupils can then write their answers, individually or in pairs.

Some words tell us more about nouns: Daddy is strong . Grandad is kind. Strong and kind are describing words or adjectives .

1 Find one adjective in each sentence.

Example: She is polite. polite

Word work Examples of word-level work, such as vocabulary, syllables or rhyme, are drawn from the reading passage wherever possible. Writing The writing task arises from work pupils have done in the unit and follows the writing process. The first stage – getting ideas – is very important. It provides the material for pupils to work with. You may begin work as a class, brainstorming ideas and useful vocabulary on the board. Encourage pupils to check and revise their work and, if appropriate, to make neat, final copies for display. See page 122 for an overview of the writing process which underpins all the writing activities in Language Tree. Demonstrate every stage through shared writing. On-the-page teacher’s notes There are suggestions for introducing and extending the exercises at the bottom of each page. A more comprehensive teacher’s guide is available online. 96 To help with planning, syllabus objectives are highlighted in bold type. Where a skill can be practised further in the Workbook, page references are provided. ICT This symbol introduces ways of integrating technology into pupils’ learning. • Extension: Read th poem again, pointing out that it describes people whom the poet likes. Ask pupils if they know anyone who is strong, kind or noisy. • Activity 2 extension: Ask pupils to think of more adjectives and to write about their friend. ( ‘My friend is _________ and ___________.’ ) • Ask pupils to suggest other words we can use to describe people (e.g. clever, funny, polite, rude, lazy, generous, untidy, helpful ). 1 Daddy is strong. 2 He has long arms. 3 Grandad is kind. 4 I am noisy. 5 Grandma is small. 2 What are you like? Use adjectives from the box. kind happy friendly noisy quiet Use this sent nce starter: Sometime I am __________.

Unit 134

Word work: contractions A contraction is a short form of two words: There isn’t any food . ( is not becomes isn’t ) We put ’ to show where a letter is missing.

Write five sentences. Use a contraction in each one. Example: Mice aren’t mean.

Mice Cats

blue. green. mean.

isn’t aren’t

My dog Agoutis The cow

Writing 1 Read these notes.

bark

like to play

dogs

eat meat

chase cats

2 Use the notes to help you write four sentences about dogs. Example: Dogs like to play.

DA Writing: Ask pupils to write more or fewer sentences according to ability. Some can draw another animal, make their own notes and write about it. • Extension: On the board, show how to make a word web to gather and organise ideas about a different animal. Model how to use the ideas to write a short expository paragraph – putting the ideas into an appropriate order. ICT Demonstrate how to gather information about an animal from books, or how to use online/digital sources of information.

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Transition from Creole to Standard English This edition of Language Tree supports the transition from Creole to Standard English by valuing pupils’ home language and modelling Standard English. This symbol CR indicates activities and techniques which will help pupils to switch smoothly between the two.

Different abilities DA This symbol indicates ways to support pupils of different abilities. You may need to work alongside some pupils, responding to language questions or writing a group composition. Some pupils will benefit from working in mixed ability pairs. Assessment What have I learnt? – a page of formative assessment – occurs after every three units throughout the book. Pupils are quizzed on the previous three units, enabling teachers to note areas in which pupils need further support and enabling pupils to assess their own progress. Syllabus coverage A complete guide to how Language Tree SB1 covers the OECS syllabus can be found at www.macmillan- caribbean.com. The Scope and Sequence chart and Skills Index in this book will support your short- and long-term planning, enabling you to make sure that you are covering the syllabus.

Scope and Sequence UNIT

Reading and comprehension

Speaking and listening

1 What Makes You Special? • Draw on personal experience • Recall detail • Identify main idea

• Greetings • Ask a question • Give information

2 My Family

• Listen for detail • Derive clues from illustration • Draw on personal experience

• Listen for detail • Ask and answer questions • Communicate information • Retell story • Predict outcomes • Rules for working together

3 The Big Yam

• Make inferences • Express opinions • Make predictions

4 A Special Dog

• Identify story parts • Identify character and setting • Make predictions

Discuss ideas for a story

5 Important Places

• Relate prior knowledge to reading • Relate reading to personal experience • Recognise headings

Describe familiar places

6 Make it Rhyme

• Recognise different text types • Express opinion • Rhyme

• Listen to a poem • Recite and learn a verse

7 Brother Dog and the Bone • Identify main idea • High frequency words • Respond to story

• Listen for detail and main idea • Role play • Ask questions

8 The Dentist

• Make inferences • Identify main idea • Recognise cause and effect

• Share information • Rules for discussion

9 How to Make a Pancake

• Recognise and compare different text types • Identify features of instructions

• Listen to instructions • Give instructions

10 Sports Day

• Understand pictorial information • Use context clues • Make predictions

• Listen to information • Ask and answer questions

11 Alvin’s Journal

• Make inferences • Cause and effect • Draw conclusions

Discussion: make arguments for and against

12 Lost

• Make predictions • Make inferences • Identify beginning/middle/end • Distinguish between fact/fiction • Recognise different text types • Recall detail • Express personal response • Rhyme • Recognise different text types • Extract information from text • Recognise different text types • Identify main idea • Identify setting and characters • Discuss character traits • Make predictions • Express personal response • Explore new vocabulary

• Recount an experience • Retell the story

13 Agoutis

• Listen to information • Compare fiction and non-fiction

14 People I Like

• Listen to a Creole poem • Recite a poem with expression

15 Plants

• Ask for/give factual information • Listen for entertainment

16 Anansi and the Yams

• Listen to and retell a story • Role play

17 Cats

• Listen to a poem • Recite poem paying attention to pace

18 Making Music

• Make inferences • Identify main idea

• Plan a party • Invite a friend

Every three units are followed by What have I learnt? , a page of formative assessment.

Language

Word work

Writing

• Sentences • Capital letters and full stops

Alphabetical order: a–m

Draw and write sentences about yourself

• Statements • Questions

Alphabetical order: n–z

• Getting ideas • Write a statement and a question

Indefinite article: a , an

Words that mean the same as big

• Tell a story based on pictures • Check your writing

Capital letter: • for names of people • for ‘I’

Days of the week

Write a class story using story parts

Nouns: identifying

Context clues

Write about a familiar place

• Nouns: categorising • Word web

Rhyme

Write a poem

Plurals: add -s

Alphabetical order

Draw and write in response to what you have read

Plurals: add -es

Irregular plurals

• Write an account of personal experience • Writing process

Wh- questions

Words to indicate sequence

• Sequencing • Write instructions • Revise and edit

Verbs: identifying

Vocabulary: grouping verbs

Write about sports day

am , is , are

Context clues

• Invent an animal • Write in a journal

• Present continuous • Helping words

Syllables

Write a recount of an experience

• Simple present tense • Subject–verb agreement

Contractions

Write a short expository paragraph

Adjectives

Rhyme

• Use a word web to organise ideas • Describe a person

• Joining word: and • Editing what you have written

Opposites

Write an expository paragraph

Joining word: but

Root words and inflected endings: -ed , -ing

Plan a story using story parts

• has , have • Exclamation marks

Rhyme

Use an illustration as the basis for writing a poem

Past tense: was , were

Words to use to describe noises

Write an account of a personal experience

Unit 1 What Makes You Special?

Let’s talk What makes you special? Ask and answer.

Hello. My name is Sal. What is your name?

My name is Josh.

I’m six. How old are you?

Reading

This is Kim. She is six. Kim lives in Barbados. She likes singing.

I like singing.

1 How old is Kim? 2 Where does she live? 3 What does she like?

• CR Let’s talk: Allow pupils to ask and answer these questions in Creole. Then model the conversation with a pupil in Standard English. Pupils then work in pairs, using the Standard English forms. • Reading: Ask pupils to point to the words as you read aloud. Emphasise reading left to right. • Extension: Pupils should practise writing important personal information such as their address.

This is Ben. He is six.

He lives in Antigua. He likes reading and playing football.

1 How old is Ben? 2 Where does he live? 3 What does he like? 4 What is this story all about? a) football b) Ben c) Antigua 5 Would you like to meet Kim or Ben? Why?

• Question 4: Tell pupils it is important to be able to say clearly what a story or passage is ‘all about’. This is the main idea . Both Antigua and football are mentioned but the writing is all about Ben so the answer is ‘b’. • Question 5: Pupils are asked to express their own opinion . Encourage them to give reasons based on what the character likes or where he/she lives. • See Workbook 1 pages 116–117 for more work on main idea .

Unit 1

Speaking and listening Ask and answer.

What do you like doing?

I like playing cricket.

Where do you live?

I live in ..

Language: sentences A sentence begins with a capital letter and ends with a full stop . T his is Kim .

1 Complete these sentences about you. Example: My name is Danya . 1 My name is ___________. 2 I live in ______________.

3 I am _____________ years old. 4 I like ___________________.

• Speaking and listening: CR Allow pupils to ask and answer questions about where they live and what they like doing in Creole. Then tell them to follow the Standard English model in the speech bubbles. Encourage pupils to speak clearly when they question their partner and to listen politely to the reply. • For more work on sentences, see Workbook 1 pages 53–55. • Help pupils to see when it is appropriate to use complete sentences in speech.

Unit 1

Is it a correct sentence? 1 This is Ben. 2 he is six 3 Kim is a girl. 4 she lives in Barbados 5 She likes singing.

2 Write these sentences correctly: Example: I can skip â I can skip . 1 I can read

2 I see two cats 3 this is my bike. 4 my name is Tom. 5 This is my dog

3 How many sentences are there in the box?

Kim likes singing. She sings at school. She sings at church.

• Exercise 1: Ask pupils to say why the words are or are not a sentence. (2 and 4 do not have a capital letter or a full stop.) DA Exercise 2: You may ask some pupils to write the answers to fewer questions according to their ability.

Unit 1

A sentence must make sense. Is red ✗ My hat is red. ✓

4 Is it a sentence?

Example: run can. ✗

1 Can sing. 2 Mom can run. 3 six 4 The dog 5 The dog barked.

5 Make sentences from these words. Example: am six. I â I am six. 1 am happy. I 2 is my dog. This 3 sing. can I

4 peas. plants Dad 5 helps. He his Mom

• Exercise 5: Give three pupils each a card with one word from the sentence ‘I am happy’. Have them stand in front of the class holding up their cards in the order ‘am’, ‘happy’, ‘I’. Ask the class to tell them to swap positions until the sentence makes sense. Repeat with other mixed-up sentences.

Unit 1

Word work: alphabetical order

a b c d e f g h i j k l m n o p q r s t u v w x y z

Put each pair of words in alphabetical order. 1 Mom Dad 2 auntie cousin 3 dog cat 4 boy girl 5 Kim Danya

Writing 1 Draw a picture of yourself.

2 Write about yourself.

Use these sentence starters: My name is ______________. I like ______________________. I don’t like _____________________. I can ____________________.

• For more work on alphabetical order, see Workbook 1 pages 89–91.

• Encourage pupils to identify initial sounds when they are reading and to break words into separate sounds. DA Writing: Pupils can be asked to write one sentence or a short paragraph, according to ability. Some pupils may dictate sentences for you to write. • Tell pupils to re-read what they have written. Does it make sense? Have they begun each sentence with a capital letter and ended with a full stop? Explain that checking one’s work is part of the writing process.

Unit 2 My Family Listen up! Point to Kim. Listen to your teacher. Then answer the questions.

1 Who is a teacher? 2 Where does Mom work? 3 Who sings in a band?

• Listen up! Read aloud the text from Listening Texts on page 123. Encourage pupils to pay careful attention when listening so that they can recall details.

Reading: My Family

My name is Ben. I live with Mom, Grandad and my little sister. Mom works in a bank. Grandad picks us up from school every day. On Sundays he goes fishing.

1 How many people live in Ben’s home? 2 Where does Ben’s Mom work? 3 Who picks Ben up from school? 4 Who do you live with? Speaking and listening Work in a pair. Ask and answer.

Do you have brothers and sisters?

I have one brother.

How old is he? He is eight.

My brother’s name is Malik.

What is his name?

• Encourage pupils to isolate the beginning and final sounds in written words to help them to decode. • Have pupils relate their own experience to what they are reading. • Speaking and listening: CR Allow pupils to ask and answer these questions in Creole. Then model the conversation with a pupil in Standard English. Pupils then work in pairs, using the SE forms. If a pupil has no brothers or sisters, ask them to talk about other family members or friends. • Encourage pupils to ask follow-up questions to elicit more information from their partner.

Unit 2

Language Statements and questions

A statement is a telling sentence: Mom works in a bank. This sentence tells us about Mom. It ends with a full stop.

1 Make four statements. Example: Ben is at home.

funny. a boy. a girl. at home.

Ben is Kim is

2 Make up a statement about each picture.

DA While some pupils may be able to write their answers independently, work orally with others or support them to write just one or two sentences. • Remind pupils who are writing to begin each sentence with a capital letter and end with a full stop. • For more work on sentences, see Workbook 1 pages 53–55.

Unit 2

What is your name? A question is an asking sentence. It ends with a question mark.

3 Is it a question or a statement?

question

Example: Are you happy?

1 How old is Kim? 2 Kim is six. 3 Ben has a sister. 4 Is Ben a boy? 5 Who is a teacher?

4 Make up three questions. Example: Can you dance?

skip? hop? swim? dance?

Can you

• Point out that your voice goes up at the end of a sentence. • Exercise 1: Pupils need not write out the whole question. They can just write the numbers of the questions.

Unit 2

5 Make up three more questions.

Example: 1 Is Ben polite?

happy? tall? ten? polite?

Is Ben

6 Make up a question about each picture.

• Extension: Regularly have pupils ask questions about a text or a picture (as in Exercise 6) to demonstrate their understanding. CR If they ask their questions in Creole, praise the content. Either model how to ask the same question in Standard English or ask pupils how they would ask in Standard English. • Have pupils ask a partner a question about a story you have read or a topic you have just discussed. • For more work on questions, see Workbook 1 pages 57–58. 7 A mark is missing from each sentence. Is it a full stop or a question mark? Write the sentences correctly. Example: My Grandad is funny â My Grandad is funny . 1 My Mom is tall 2 I like Daddy 3 Can you swim 4 My sister is ten 5 Is Mom at home

Unit 2

Word work: alphabetical order

a b c d e f g h i j k l m n o p q r s t u v w x y z

Put these pairs of words in alphabetical order. 1 ten six 2 teacher school 3 person uncle 4 work sing 5 read write Writing

1 Draw a picture of someone in your family. Tell your partner about the person in your picture.

2 Write a statement about the person. 3 Write a question to ask the person.

• Writing: Allow pupils to use Creole in pair and group work, then ask them to use Standard English when they present their ideas to the class and when they write. • Remind pupils to break words into separate sounds, then to select the letters that represent these sounds. Demonstrate sounding out a word as you write it on the board. • Extension: Encourage pupils to ask the question of the family member and write the answer.

Unit 3 The Big Yam

Let’s talk What is the title of the story below? Look at the picture. What do you think the story will be about? Reading

The Big Yam: Part 1 A farmer had a big yam. The yam got bigger and bigger and bigger. The farmer wanted to dig up the yam.

He dug and dug. He pulled and pulled.

1 What is the farmer doing? 2 How does he feel?

The Big Yam: Part 2 A boy came along. The farmer and the boy pulled and pulled. A girl came along. The farmer and the boy and the girl pulled and pulled. A dog came along. The farmer and the boy and the girl and the dog pulled and pulled.

Speaking and listening Work in a pair. 1 Retell the story so far. 2 What do you think will happen next?

• Speaking and listening: Discuss the rules for speaking and listening (in tip box) asking pupils why they think each one is important. Can they think of any more rules? • Ask pupils to think about their own speaking and listening. Do they listen attentively and wait their turn to speak? • When reading or looking at pictures find opportunities to encourage pupils to predict what might happen next, based on what they already know. • For more work on predicting, see Workbook 1 pages 111–112.

Unit 3

The Big Yam: Part 3 POP! At last the yam came up.

“Thank you!” said the farmer. Then he made a big pot of yam soup and everyone had some.

1 What did the farmer make? 2 How did everyone feel at the end? Which part of the story did you like best?

• Explain that, sometimes, we can learn a lesson from a story by paying attention to the way the characters behave. • Discuss what pupils think the lesson of this story is. Write options on the board: a) Everyone needs a dog. b) We can do big things if we help each other. c) You must always tell the truth. ICT Extension: Search for a YouTube video of the story, ‘The Enormous Turnip’, and show it to the class. Discuss how the story in the video is the same as ‘The Big Yam’ and how it is different.

Unit 3

Language: ‘a’ or ‘an’

Use an when the next word begins with ‘a’, ‘e’, ‘i’, ‘o’ or ‘u’: an ant an umbrella Use a when the next word begins with any other letter: a boy

1 Use each pair of words in a sentence.

Example: A boy sat next to me.

a boy

a girl

an orange

an ant

2 Do we use an or a in front of these words?

Example: girl â a girl

1 farmer 3 umbrella 5 egg

2 animal 4 mango 6 yam

• Extension: Bring in or collect pictures of objects, for example an orange, an eraser, an egg, an apple, an umbrella. Add other objects from the classroom. Tell pupils to give three objects to a classmate, who says, for example, “I went shopping and bought an egg, a pencil and a book.” The objects are returned and the exercise repeated. • For more work on ‘a’ and ‘an’, see Workbook 1 page 50.

Unit 3

3 Write these sentences using a or an : 1 I got ____ box. I put in ___ apple and ___ orange. 2 I put in ___ bun. I put in ___ drink.

Word work: vocabulary 1 Which of these words means the same as big ?

huge

late

enormous

large

tiny

short

giant

2 Draw something big. It could be a whale or a truck or something else.

3 Choose one of the words that means the same as big . Use it in a sentence to describe your picture.

• Word work extension: Have pupils use some of the words that mean the same as ‘big’ to replace the word ‘Big’ in the title, ’The Big Yam’ (e.g. The Enormous Yam, The Large Yam ). Ask pupils which they think is the best title.

Unit 3

Writing: sequencing 1 Look at the pictures. What is happening?

2 Work together. Tell the story.

Once upon a time…

3 Write a sentence to go with each picture. Use these words to help you.

donkey farmer girl boy carrot pulled

harder

4 Re-read what you have written. • Have you told the story in the correct order?

• Work as a class to tell the story. DA Pupils can work individually or in mixed ability pairs to write a sentence to go with each picture. • Remind pupils to always write from left to write across the page. • Portfolio: Keep examples of pupils’ writing to record progress and achievement. Share these ‘portfolios’ with them. For more on portfolios see www.macmillan-caribbean.com • Have you begun each sentence with a capital letter? • Have you ended each sentence with a full stop? • Ask your partner to check your writing.

Unit 3 Units 1–3 What have I learnt? Can Do Skills

1 Listen to your teacher. Answer true or false. 1 Zabena wrote in her journal.

2 She has a sister who is 7 years old. 3 She plays cricket with her sister. 4 She wants to join a team. 2 Write two sentences about the goat. Write two sentences about the mouse.

the goat the mouse

is small big grey brown

3 Write these questions correctly. 1 do hens bark 2 can dogs fly 3 are cats blue 4 can dogs swim 4 Finish these sentences with a and an . 1 _____ hen laid ____ egg. 2 _____ boy ate ____ apple.

• Pupils’ answers will help you to assess whether it is necessary to review any concepts. • Read the instructions aloud and make sure that pupils understand how to answer each question. It may help to make up another example and work through it with them. • Question 1: Read aloud the text from Listening Texts on page 123.

Unit 3

Unit 4 A Special Dog

Listen up! Listen to your teacher. Answer the questions. 1 What day is the school fair? 2 What time does it begin? 3 Name two things that will be happening. Reading Read the title . Look at the illustration. What do you think this story will be about? A Special Dog

Candice made a toy dog. She took it to the school fair. “I made a toy dog,” she said. “His name is Rex. We can sell Rex at the fair.”

Beginning

Miss Hall said, “Rex is very nice but we will not sell him.”

middle

Candice looked unhappy.

1 What did Candice make? 2 Where did she take it? 3 Who is Miss Hall? 4 What do you think will happen next?

• Listen up! Read aloud the text from Listening Texts on page 123. • Reading: Pupils are asked to make predictions in Question 4. When they have read more of the story ask the class if anyone predicted correctly. • Point out the word ‘unhappy’ and cover the prefix ‘un’. Ask what word is left. Ask if pupils know other words beginning with ‘un’ (unfair, unusual). Can they guess what ‘un’ means? • Question 3: We are not told who Miss Hall is. Pupils have to infer the answer from the context .

Unit 4

Miss Hall said, “We will not sell Rex because he is special. We will put him on a special table. Then we will say, ‘Guess the dog’s name.’ ” “Yes!” said Candice. “And if somebody says ‘Rex,’ they will win the dog.” Candice grinned. Her toy dog was special!

End

1 Candice’s toy dog is special. What does ‘special’ mean here? a) better than the other toys b) worse than the other toys c) the same as the other toys 2 What must you do to win the toy dog? 3 How did Candice feel a) in the middle of the story? b) at the end of the story? 4 What would you call a toy dog?

• Question 3: The answer to Question 3a is in the story ( Candice looked unhappy ). To answer Question 3b, pupils have to make inferences. At the end we are only told that she ‘grinned’. Explain that we often know how a character feels from what they say or what they do or by looking at an illustration. • Ask pupils to suggest another word for ‘grinned’ ( smiled ). Ask how Candice looks in the picture.

Unit 4

Story parts

Every story has characters and a setting . The characters are the people or animals in the story. The setting is the place where things happen.

1 Who are the characters in ‘A Special Dog’? 2 What is the setting? 3 What happened at the beginning of ‘A Special Dog’? 4 What happened in the middle? 5 What happened at the end? 2

• Extension: Look back at ‘The Big Yam’ on pages 20–22 and ask pupils who the characters are in that story. (The farmer, the boy, the girl and the dog.) • For more work on story parts see Workbook 1 page 96.

Unit 4

Speaking and listening Work in a pair. Make up a story about Rex, the toy dog. 1 Who are the other characters? Choose two:

a friend

you

an animal

your teacher

2 Where does the story happen? Choose one setting:

in the forest

at school

in a house

in a store

3 What happens? Tell your story to another pair.

Language: capital letters

We use capital letters for the names of people and animals: C andice M iss H all

1 Write your full name. 2 Write the name of your teacher.

• Speaking and listening: CR Allow pupils to use Creole to make up their story. They can share their ideas with the class first in Creole and then in Standard English. • Extension: As a class exercise, draw a story chart like the one on page 108. Complete the chart with details of one of the stories pupils have made up. • Extension: Use the story chart in a subsequent lesson to map the details of another story the pupils know well. • Point out that the names of characters begin with a capital letter.

Unit 4

3 One capital letter is missing from each sentence. Write the sentences correctly.

Example: My cat is called fluff. â My cat is called Fluff.

1 The dog is called rex. 2 This toy was made by sam. 3 My brother is called kevin. 4 Miss hall is my teacher. 5 Mr. baker is the principal.

4 Where do you go after school? Answer using a sentence. Begin your sentence with ‘I ’ .

Example: I go to Daddy’s house.

5 Write two sentences about things that you do. Begin your sentences with capital ‘I ’. End them with a full stop.

Example: I sing in church.

I live with Grandma.

DA Exercise 3: Ask pupils to answer fewer than five questions, according to ability. • Exercise 5: You may ask pupils to draw a picture of themselves doing something before asking them to write a sentence beginning with ‘I’ to illustrate it. • See Workbook 1 page 56 for more work on capital letters.

Unit 4

Word work: days of the week We use capital letters to begin the days of the week.

Sunday Monday Tuesday Wednesday Thursday Friday Saturday

1 What day is today? 2 What day was yesterday? 3 What day is it tomorrow?

4 What day comes after Tuesday? 5 What day comes after Thursday? Writing 1 Work as a class. Make up a new story about Rex, the toy dog. • Who are the characters? • What is the setting? • What happens?

2 Write a class story.

• Writing: Pupils can contribute some of the ideas they discussed in the ‘Speaking and listening’ exercise on page 30 (Maybe Rex got lost.) • In addition to the ‘wh’ questions, you may create a word web together to help generate ideas. • With pupils’ help, demonstrate how to select ideas and draft the story, thinking aloud as you do so. • Read the first draft and encourage pupils to help you to improve what has been written. Revising and proofreading should become habitual. • For more work on story writing, see Workbook 1 page 130–133.

Unit 5 Important Places

Let’s talk Is there a store near where you live? What does it sell? Reading: Important places The School This is my school. It is green and it has a big yard. My teacher is Mrs. Brown.

The Store This is the store. It is near to my house. Daddy and I go to the store. We buy eggs and rice and beans.

1 Who is Kim’s teacher? 2 Is the school yard big or small? 3 What does Kim buy in the store? 4 Where does your family buy food?

• Let’s talk: CR Allow pupils to give oral reports about news or personal items of interest using both Standard English and Creole. • Your pupils’ local store may look different to the one illustrated here. • Do pupils know what we call the words in orange (headings)? Explain that headings are like mini titles, telling us the main idea of the following section. Headings make it easier to find the information we are looking for. • Use this opportunity to expand pupils’ understanding of how even everyday things vary from island to island and from urban to rural environments.

Unit 5

The Clinic This is the clinic. It is big and new. I go to the clinic when I am ill. I see the doctor. I see the nurse.

1 Is the clinic old or new? 2 When does Kim go to the clinic? 3 What important places are there near your home?

Speaking and listening 1 Ask your partner these questions. Listen to the answer.

Where do you go shopping?

I go to the supermarket. Where do you go?

I go to Al’s Store near my house. Who do you go with?

I go with Mommy.

2 Ask your partner another question.

• Pupils may call their local doctor’s surgery a health centre rather than a clinic. • Speaking and listening: Encourage pupils to take turns in speaking and listening and to listen attentively to their partner. Invite them to ask additional questions of their own. CR Move round the class observing their questions and answers. If they are using Creole, praise the content and encourage them to also ask and answer in Standard English. • Ask selected pupils to report back on what their partner told them. • Have pupils role play in pairs, taking it in turn to be the store keeper and a customer. They can begin: “Hello. Can I help you?” and “Yes please. I’d like ___.”

Unit 5

Language: nouns

Words which name things, people and places are called naming words or nouns : rice teacher school

1 Match each noun to one of the things below. Example: 1 book

Nouns: girl bell house book nurse car

• For more work on nouns, see Workbook 1 page 45.

Unit 5

2 Which word names a person or an animal? Example: old bird â bird

1 cat 2 big

hot

Mom

3 go duck 4 and help boy 5 red teacher this 6 dog book stop

3 Which word names a thing or a place? Example: key hello â key

1 egg hop 2 pot look 3 new clinic 4 run pen

help

5 store pull

cry

6 now school

dig

DA Exercises 2 and 3: Questions 4–6 are more difficult than Questions 1–3. • For more work on classifying nouns, see Workbook 1 page 46.

Unit 5

4 Which word is the noun?

Example: Mom is tired. â Mom

1 This is the clinic. 2 The baby is not well. 3 The door is open. 4 Here is the nurse. 5 The children are playing.

Word work: new words

When you read a word, check that it makes sense. • Read the whole sentence. • Look at the picture.

1 Is the missing word bicycle or book ? Why?

I put my b ___________ in my school bag.

• Word work: Tell pupils that the illustration and the other words in the sentence will often help them to read and understand a new word. They should sound the first letter, look for clues ( context clues ) and then guess. • The new word must make sense. For example, the answer to Exercise 1 is unlikely to be ‘bicycle’ because it would not make sense. • For more word context clues see Workbook 1, page 109–110.

Unit 5

2 What is the missing word? Read the sentence and use the picture clue.

nurse

banana

balloon

newspaper

2 I got a b_______ from the store.

1 I got a b_______ from the store.

3 I saw a n_________ in the clinic.

4 I saw a n_________ in the clinic.

Writing 1 Think of a place you both know. 2 Talk with a partner about your place. • What is it called? • What is it like? • What do you do there? 3 Write about your place.

• Writing: Talk with pupils about important places near where they live (e.g. market, library, store, clinic). Choose one and write its name on the board. Create a word web by writing words and phrases that pupils suggest. • Pupils can write about their local store using the ideas from ‘Speaking and listening’, page 34. DA Exercise 3: Some pupils may be able to write just one sentence. Praise their achievement.

Unit 6 Make it Rhyme

Listen up! Listen to your teacher reading a poem. 1 What does Jill do? 2 Who sits quietly? 3 Does Jill break things? How do you know? 4 Which words rhyme with chill ? Reading Kick a Ball Kick a stone. Kick a ball but don’t

kick a wall.

Pat a dog. Pat a cat but don’t

pat a rat.

Eat a pie. Eat a cake but don’t

eat a snake.

Leonie Bennett

• Read aloud the poem from Listening Texts on page 123 to pupils. Discuss how we know it is a poem not a story ( short lines; rhymes; the way it is laid out on the page ). Point out that not all poems rhyme. • Tell them that a group of lines in a poem is called a verse . • Make pupils aware of different text types . Point out examples in the classroom ( e.g. instructions, timetable, information, stories ).

Unit 6

1 What can you kick? 2 What can you eat? 3 What must you not pat? 4 Which word in the poem rhymes with each of these words? wall cat cake

5 Why does the author say ‘Don’t kick a wall’? 6 Which part of this poem do you like best?

Speaking and listening: recite the poem 1 Work in a group. 1 Learn one verse of the poem, Kick a Ball , by heart. 2 Make up actions to go with your verse.

2 Work as a class. Each group recites the verse it has learned.

• The comprehension questions include literal (1–3) and inferential (5) ones, while Question 6 asks pupils to express an opinion . • Speaking and listening: Explain to pupils that ‘recite’ means to read out loud. ICT Use a phone to record some of the pupils’ recitals. Ask pupils to listen and to critique their own performance. Ask: What is good about your recital? What could be better?

Unit 6

Language: groups of nouns 1 Re-read the poem on page 39. • How many nouns can you find? • Which of them are animals?

We can sort nouns into groups: Car, plane, bus are all words naming things you can travel in.

2 Which of these nouns are clothes? Write a list.

Example: â shirt

shirt

cup

hat laptop boat dress sock shorts

3 Which of these nouns are parts of your body? Write a list.

brush arm foot spoon nose chair head shoe

• Help pupils to see how things can be categorised or put into groups. • Extension: Write the headings ‘school’ and ‘family’ on the board and ask the class to suggest nouns relating to each. • For more work on categorisation of words, see Workbook 1 page 94–95.

Unit 6

4 Write the word food in the middle of a piece of paper. Around the page, write the names of different foods. Draw a picture of each food next to its name.

5 Which word is the name of the group?

Example: one numbers four ten â numbers 1 bushes trees plants grass 2 dogs cows animals hens

3 mango banana lime fruit

6 Read and say this number rhyme.

Mosquito one Mosquito two Mosquito jump In de ole man shoe

• Graphic organisers , such as tables and word webs, help pupils to generate ideas and to organise their ideas for writing. DA According to ability, some pupils may write their ideas; others may draw them. DA Vary the partners with whom pupils work, sometimes pairing pupils of different abilities. CR Let pupils recite and enjoy ‘Mosquito one’ then point out the last two lines of verse 1 and ask: How would we say this in Standard English? Point out the use of ‘de’ in Creole and ‘the’ in SE.

Unit 6

Word work: rhyme 1 Which word in the poem on page 39 rhymes with snake ? 2 Make five more words that rhyme with snake . Use these letters:

b t l m sh

+ ake

3 Sort the words. 1 Which four words rhyme with had ? 2 Which four words rhyme with big ?

mad pig dig wig fig lad bad dad

4 Sort the words. 1 Which four words rhyme with fit ? 2 Which four words rhyme with cot ?

hit

sit

got hot

not

bit

lit

pot

• Word work: Reinforce pupils’ awareness of rhyme through oral exercises such as action rhymes, songs, jingles and word play. • See Workbook 1 pages 78–79 for more work on rhyme. DA Exercise 2 extension: Ask pupils to use one of their words in a sentence. Some pupils can be asked to write their sentence.

Unit 6

Writing Make a poem. 1 Match the animal in list 1 to its rhyme in list 2. 2 Make a rhyming poem.

Example: A fox

in a box

List 1

List 2

A fox

on a log

A dog A bee

in a box

in a hat

A mouse

on a cake

A snake

in a house

A cat

in a tree

3 Write your poem neatly. 4 Draw a picture to go with your poem.

• Extension: Write a class poem based on the lists but adding detail describing each thing. E.g. An orange fox/ in a cardboard box. • Discuss the idea of audience (who we are writing for). Tell pupils you want this poem to go on the wall to show visitors to your classroom how creative the class is. • Invite pupils to draw pictures of the animals in the class poem. Write the poem in the middle of a large piece of paper and stick the pictures all around it. Display it in the classroom.

Unit 6

Unit 3 Units 4–6 What have I learnt? Can Do Skills

1 One capital letter is missing from each sentence. Write the sentences correctly.

1 We saw dan in the road. 2 I was late on monday. 3 My sister’s name is rianna. 4 Daddy and i went to the beach.

2 Which word is the noun? 1 Put the book there.

2 Can I have a mango? 3 Where is my book? 4 I can see two parrots.

3 People or animals? Write two lists.

man cow cat teacher hen girl boy ant

people

animals

man

4 Write two words that rhyme with each of these words. Ben rat call

DA Question 1: You may ask pupils to write only the word that requires a capital letter (not the whole sentence).

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