Ladybird Sunstart

Transcription

Ladybird Sunstart

Learning to read
with Ladybird
Starter
Readers
Level 1
Key Words
with Peter
and Jane
Books 1a–2c
Ladybird
Sunstart
Books 1–2
• Say the Sounds
• Rhythm and
Rhyme x 4
• App
• Flash Cards
• Levels 1–9
• Say the Sounds
• Flash Cards
• Levels 10–12
Developing
Readers
Level 2
Books 3a–4c
Books 3–4
Improved
Readers
Level 3
Books 5a–7c
Books 5–6
Confident
Readers
Level 4
Books 8a–9c
Level 3–4
Independent
Readers
I’m Ready
for Phonics
Books 10a–12c
Once your child has begun to read confidently there are many books
to enjoy and encourage further practice, such as Genie Street,
Ladybird Tales and Tales of Africa. Happy reading!
Resources by Lorraine Horsley
Inside_Front_Cover.indd 1
© Ladybird Books Ltd MMXIII. These materials can be photocopied for use in the classroom only.
Read it
yourself with
Ladybird
02/08/2013 16:34
Ladybird Sunstart
Introduction
The Ladybird Sunstart reading scheme uses the Key Words method of learning
to read, featuring characters and stories from the Caribbean.
The clear structure of the Key Words method allows for steady progression
through the six carefully graded mini hardback readers. When used alongside
the three Sunstart workbooks, the series provides children and teachers with a
complete scheme, designed to take a beginner from the early stages of reading
through to reading fluency.
Book
Approximate
reading age
To be used with
New words New phonic words
in workbook
1
4–5
34
2
5–6
Key Words flash
cards, wall pictures
and Workbook A
3
6–7
74
4
7–8
Key Words flash
cards, wall pictures
and Workbook B
5
8–9
6
9+
49
4
101
32
124
Workbook C
144
45
Total 526
Total 81
The diagram below contains words in the first three sections of the key words
list. It also shows, by the number printed above each word, in which book of the
Sunstart Reading Scheme that word first appears.
1 1 1
a and he
1 1
1
I in his
1 3
1
it of what
2 3 1 3 3
all as at be but
2 1
5
are for had
2
2 2
have him his
3 2 1
not on one
6 3 2
said so they
1 3 1
the to was
2 2
1
we with you
3
2
3
4
4
1
4
4
about an back been before big by call
5
1
1
5
6
3
3
3
came can come could did do down first
3
3
2
2
3
4
4
2
5
2
from get go has her here if into just like
1
1
6
3
2
4
6
little look made make me more much
3
5
2
6
5
2
6
4
5
4
must my no new now off only or our over
3
4
6
1
1
2
4
3
other out right see she some their them
3
3
2
1
2
1
5
5
3
then there this two up want well went who
5
2
5
4
5
4
3
3
were what when where which will your old
Overall Total 607
46
41-80.indd 46
02/08/2013 16:34
Ladybird Sunstart
Classroom Activities Book 1 Lucky Dip
• Use the picture of the children on the beach (near the end of Book 2: On the
Beach) to check that essential pre-reading skills are in place. Encourage the
children to discuss what they can see and to predict what might happen. Where
are the children? Who might the man and woman be? What do they think might
happen to the boy in the tree?
Learning objective
use language skills to interpret pictures and predict what
might happen next
• Develop your pupils’ ability to sequence and tell a story using p6–7 in the book.
Photocopy the images and cut them into flashcards. Then shuffle them and ask
the children to put them in order and tell you the story of what is happening.
Learning objective
put pictures and events in the correct order and tell a story
from pictures
• Pages 10 and 11 of the book introduce children to colours. Set up Colour Corners in
the classroom with background paper or material of the appropriate colour and
ask pupils to bring in things from home to match.
to recognize colours and colour names in print and to sort
objects by colour
• As pupils become familiar with the text and begin to recognize the words,
introduce flash cards to reinforce the key words. Give pupils 9 flashcards,
(I, can, boy, girl, tree, one, see a, one) and challenge them to arrange the cards
to produce 3 sentences to describe the classroom poster of the beach scene.
You can then introduce 3 extra flashcards (big, little, two) and challenge them to
make longer sentences and finish the sentences correctly using a full stop.
Learning objective
to recognize Key Words and use them to create
simple sentences
• Use Activity Sheet 2 on page 54 to develop pupils’ manipulative skills and practise
letter forms.
Learning objective
to recognize that writing goes from right to left and use
appropriate pencil control to form the common patterns
found in writing
• If you have the resources you could set up your own Lucky Dip in the classroom
with objects hidden in sand. Ask pupils to come up one at a time and, with
their eyes closed, pull out an object. Keeping their eyes closed, they must then
describe the object to the rest of the class. They should describe the weight, size,
texture of the object. Can they guess what it is? If not, the rest of the class can
give clues, e.g for a shell – it is found on the beach, an animal once lived in it, etc
Learning objective
to use descriptive language effectively
Classroom Activities Book 1
41-80.indd 47
Learning objective
47
02/08/2013 16:34
Ladybird Sunstart
Classroom Activities Book 2 On the Beach
• As you go through the story with your class, ask for volunteers to read the
sentences containing words from Book 1. When you get to new words, ask pupils
to look at the picture for context clues and to come up with words that would fit.
Discuss each suggestion the pupils come up with, pointing out the initial letter,
what sound it makes, the length of the word and if the word makes sense.
Learning objective
to use a variety of cues when reading unknown words
(context, grammatical and phonic)
• A shallow tray of wet sand can allow children to write messages like Joy. Each
morning a different child can leave a message for classmates to read. They can
leave their name and handprint, too.
Learning objective
to write their own name and simple sentences
• Cut out large letters to make an alphabet frieze for the classroom walls. Each child
can paint a letter and, when it is dry, add glue and sprinkle sand on top. The sand
gives the letters a wonderful texture so pupils can trace the letters as they say the
sounds they make. The frieze can be placed at child-height and when new words
are encountered in the book, they can be written on cards and placed under the
corresponding letter.
to secure alphabetic knowledge, alphabetic order and
relate letters to sounds
• Teach the class the nursery rhyme ‘One, two, three, four, five’. Use Activity Sheet 3
on page 55 of this pack, which has the words to the rhyme, to help pupils learn to
read and write the numbers from one to ten. (Note – only numbers one and two
appear in Books 1 and 2, but it is never too early to introduce these words). Can
the children identify the rhyming words in the nursery rhyme? Do they know any
more? E.g. dive, hive; then, den; when, men; etc.
Learning objective
to recognize rhyming patterns and generate new words
by analogy
• Continue the fishing theme with Activity Sheet 4 on page 56. Pupils can colour
the fish when they can read the word, or the fish can be cut out and glued
onto cardboard to make a game for two or more pupils. Attach a paper clip to
each fish and place them in a small cardboard box decorated with a seascape.
Children are given a string with a small magnet on the end and must fish out a
word. If they can read the word, they can keep the fish. If not it is returned. The
pupil with the most fish at the end is the winner.
Learning objective
48
41-80.indd 48
to read on sight a number of important key words
Learning objective
02/08/2013 16:34
Ladybird Sunstart
Classroom Activities Book 3 The Kite
• Teach the children the nursery rhyme The Old Woman Who Lived in a Shoe,
emphasising the rhyming words. Can they spot any other words they know that
rhyme with shoe and do (to, two, who, blue)? Provide them with other initial
sounds to see if they can create new words e.g. fl-, gl-, gr-,br-, thr-,cr-, dr-,n-, z-.
What letter patterns are used to create the rhyming sound (o, oo, ue, ew)? You can
set up an art display with the woman and shoe and get your pupils to paint and cut
out a self-portrait to stick on the display.
Learning objective
to hear rhyming patterns and recognize the grapheme
phoneme correspondence for the long vowel sound oo
• After reading The Balloon, ask the children to imagine that they have found Ken’s
balloon. Use Activity Sheet 6 on page 58 to write a letter to Ken describing where
and when they found the balloon, and to tell him a little bit about themselves or
their school. Make sure they write their address at the top of the letter, using capital
letters for all the proper nouns.
Learning objective
to write in letter format, using capital letters for proper nouns
• Point out the middle sound in balloon and school. Can the children recognize the
same sound as before? What other words with the oo spelling pattern can they
name (fool, tool, stool, pool, cool; moon, soon, noon, spoon).
to recognize the oo spelling pattern
Learning objective
41-80.indd 49
49
02/08/2013 16:34
Ladybird Sunstart
Classroom Activities Book 4 Animals, Birds and Fish
• Use page 6–7 to review the rules of punctuation. Ask pupils to identify the three
ways sentences can end (full stops, question marks or exclamation marks).
Explain that we use exclamation marks to express surprise or strong feelings.
Select four pupils to read the parts of Mother, Father, Joy and Ken. Their job is
to read out the characters’ dialogue to the rest of the class. How will they know
which words to read? Look for the speech marks on the page. The rest of the class
are to write down what the characters say. Remind the children who are reading
that their classmates will need to know if they should use a full stop, question
mark or exclamation mark at the end of the sentences, so they will need to use
the correct inflection in their voices to give the appropriate clues.
Learning objective
to learn the differences between exclamation marks,
question marks and full stops
Are all flamingoes pink?
“Are all flamingoes pink?” Ken asks
Here are some others.
“Here are some others,” says Mother
Learning objective
to use the correct punctuation for speech
• Ask pupils to look at page 10. As a class, identify all the verbs in the passage
and make a list on the board. These verbs are all in the present tense. Can the
children identify the past tense form of these verbs? Challenge pupils to change a
text from the present tense to the past tense by rewriting pages 16–17.
Learning objective
50
41-80.indd 50
to be able to convert present tense into past tense
• Provide sheets with the correct sentences written in speech bubbles. Then remind
the children that in order to write speech in a narrative text they will need to put
speech marks in the correct place. You will need to point out that question marks
and exclamation marks remain unchanged, but full stops turn into commas when
they appear in speech in the middle of a sentence. Model how to write a narrative
text from the speech bubbles before pupils finish the rest.
02/08/2013 16:34
Ladybird Sunstart
Classroom Activities Book 5 I Wish
• Use the story called By Rocket to the Moon from page 20 as the basis for a
writing activity. Ask pupils to imagine they are Ben and write a few pages from
Ben’s diary about his adventure on the moon. Remind them that diary entries like
this are written in the first person.
Learning objective
to distinguish between first and third person narratives and
to write first person accounts
• Activity Sheet 8 contains an account of Sam’s imagined adventures in The Giant,
but has been written with some spelling errors. Ask the children to rewrite the
extract using the correct spellings and punctuation.
to revise and edit text with correct spelling of common
words and correct punctuation
• Collect the sports pages from newspapers and read some reports of cricket
matches and athletics competitions. Look at the headlines and highlight how
these are designed – to be eye-catching, to sometimes include words starting
with the same sound to grab attention and to summarise a whole event in a brief
way. Note that headlines are not usually complete sentences and often have
missing words e.g Victory inspired by Courageous Captain = The victory was
inspired by the team’s courageous captain. Then identify the type of language
used in the report. What technical terms are used – wicket, innings, over, maiden,
boundary, century? How is the writing made interesting and exciting? Use the
knowledge from this exercise to prepare pupils to write their own newspaper
report of the game in The Cricket Test Match. Ask them to think up suitable
headlines for their report and to include some of the vocabulary associated with
cricket. If they wish they can make up some quotes from the boy in the story and
include them in their article. If you have access to computers, the report can be
presented in an appropriate format, layout and font, and illustrated with photos of
cricket players downloaded from the internet.
Learning objective
to understand the features of a newspaper report and write
in a similar style
41-80.indd 51
Learning objective
51
02/08/2013 16:34
Ladybird Sunstart
Classroom Activities Book 6 Guess What?
Book 6 is ideal for demonstrating how non-fiction texts are organised and how
children can best use them to retrieve information.
• Begin by making a list of all the main headings in the book. Notice that they are in
a bigger font size than the main text and they are in bold type. Ask pupils why this
is. Use the headings to compile a contents list for the book, and keep this in view as
you work through the remaining activities to help pupils access specific information
quickly and efficiently.
Learning objective
to understand the function of a contents list in
non-fiction writing
• As pupils read through the sections of the book, point out the captions and
diagrams. These provide extra information and are written in italic type. When you
have completed the book, ask questions with answers that can only be found in
the captions, pictures and diagrams e.g. What is the largest living animal? How
did the Indians of Pitch Lake kill humming birds? Are there more earthquakes on
the East or West coast of America? Remind them to use their contents list to help
identify which pages of the book may contain the answers to these questions.
to retrieve facts from captions and interpret information
in diagrams
• Ask the class to identify what they consider to be the 3–5 most important words
on each page. Make a list of these with their page numbers, then arrange them in
alphabetical order to compile an index. Divide the class into three groups: one can
use the contents list, one the index and the third group can use neither. Challenge
the class to find answers to questions such as: Why does a lantern fish have
lights? Which group is quickest to find the answer?
Learning objective
to understand the function of an index as an aid to faster
information retrieval
• On page 36 there is a definition of the word magnifies. Select some other words
from the book and ask pupils to write suitable definitions, e.g. volcano, polyp,
earthquake. Arrange the words and their definitions in alphabetical order to create
a glossary for the book.
Learning objective
to be able to compile and use a glossary
• Use Activity Sheet 9 as a timed comprehension exercise to check that pupils have
read and understood the book’s content and can successfully extract relevant
information from non-fiction texts.
Learning objective
52
41-80.indd 52
to understand how non-fiction writing is organised and to
develop the ability to retrieve information from non-fiction
texts
Learning objective
02/08/2013 16:34
Ladybird Sunstart
Circle the odd word out in each row.
boy
boy
boy
box
boy
big
big
bird
big
big
look
little
look
look
look
is
is
is
is
it
come
can
come
come
come
the
the
the
that
the
two
to
to
to
to
Look at the two pictures below.
Can you spot five differences?
Activity Sheet 1 Book 1
41-80.indd 53
53
02/08/2013 16:34
Ladybird Sunstart
Can you see a boat?
54
41-80.indd 54
Trace over the dotted lines to finish the picture.
Make sure you go from left to right.
02/08/2013 16:34
Ladybird Sunstart
Trace over the numbers and letters, then write the number
word in the correct place in the nursery rhyme.
(1)
(5)
, (2)
,
, (3)
, (4)
,
, (9)
,
(6)
(10)
, (7)
.
, (8)
Then I let it go again.
41-80.indd 55
Once I caught a fish alive,
55
02/08/2013 16:34
Ladybird Sunstart
You can use the fish for various activities as detailed in the
On the Beach classroom activities sheet – either asking
children to colour them when they can read the word, or
cutting them out and using for games.
play
are
have
and
they
this
for
that
goes
likes
what
some
come
look
56
41-80.indd 56
the
with
02/08/2013 16:34
Ladybird Sunstart
Use the words below to help you write your own sentences to
tell the story of The kite.
Useful words
kite makes fly red dog runs after
away string down water raft
stops string help away take
1
2
3
4
5
6
7
8
41-80.indd 57
57
02/08/2013 16:34
Ladybird Sunstart
Imagine you have found Ken’s balloon. Write a letter to Ken
explaining where and when you found the balloon.
Dear Ken,
, and I
My name is
found your balloon.
It came down
58
41-80.indd 58
02/08/2013 16:34
Ladybird Sunstart
Read the information about different types of animals, then fill in
the sheet with the names of the animals you have read about in
Book 4. Add some extra information about each animal.
What they
are like
Reptile
• Have scales and
dry skin
• Have 4 legs or
no legs
• Usually lay
eggs
Amphibian
• Have smooth
moist skin
• Live in water or
on land
• Have webbed
feet
• Lay eggs
Fish
• Have scales
and fins
• Live in water
• Lay eggs
Bird
• Have wings and
feathers
• Lay eggs
Mammal
• Have hair or fur
• Feed babies
with milk
41-80.indd 59
Names
Alligator
Extra
information
Eats fish and small
animals
Type of
animal
59
02/08/2013 16:34
Ladybird Sunstart
Rewrite the extract using the correct spelling and punctuation.
Sam’s story
one day I was on the see shore. Their was no rain, but the sea
was very ruff I sor a boy and girl in a boat. The Wind was very
strong and I cuold sea they wer afrad. The gurl shouted, “help!
and falled out of the boat.
Select the correct verb forms to fit each sentence.
The Magic Carpet
The Great Wall of China is/are the first thing Pam and her
brother see/sees. It is/are very old and no other wall in the
world is/are so long or so strong. As they look/looks down,
they can see/sees people walking along the Great Wall.
On they go/goes into China and then they see/sees a kind
of Carnival. Many people is/are in it. Some dance/dances as
they go/goes along. Most is/are dressed in beautiful colours.
Some is/are in what look/looks like a very large snake or
caterpillar. This move/moves along with the people. It have/
has a big head and some wings. It is/are a dragon.
60
41-80.indd 60
i got ther just in time too lift the girl oowt of the water With my
othur hand I lifted the bowt and put it back on the beech.
02/08/2013 16:34
Ladybird Sunstart
Comprehension Exercise
1 Circle the correct word to finish this sentence:
Most earthquakes are
in warm places
near the sea
on mountains
in cities
2 What are the creatures that make coral called?
3 Write brief notes to describe the life cycle of a common eel.
4 Name two animals that have a pouch.
6 There are no dinosaurs alive today, so how do we know how big
they were?
7 Give three reasons why aluminium is a useful metal.
8 Which of these statements about lightning is true:
Lightning is man-made electricity.
Lightning can be dangerous.
41-80.indd 61
5 Give two uses of asphalt.
61
02/08/2013 16:34
Further Resources
Website
Visit www.ladybird.com for information, advice, resources and further activities.
Non-fiction
ISBN: 9780718193546
ISBN: 9780718193539
First Fabulous Facts is an illustrated non-fiction series for 3–5 year olds. Fun
and fascinating facts engage young children and bring their favourite interests,
hobbies and obsessions to life.
80
41-80.indd 80
02/08/2013 16:35
Further Resources
ISBN: 9781409312024
ISBN: 9781409308751
My First Ladybird Dictionary
and My First Ladybird
Thesaurus are ideal first
reference books for primary
school children, perfect for
helping children expand their
vocabulary and develop their
English language skills.
ISBN: 9781409308744
Reference
My First Ladybird Words and Pictures
is a colourful first picture dictionary
containing over 300 everyday words
and pictures, ideal for helping children
develop the skills needed for first
reading. Each page is a differently
themed scene, from kitchen and
bathroom to town and park, with words
placed next to clear images to help with
word recognition.
Once children have progressed to
independent reading with Ladybird,
they can continue their reading
journey with Puffin. From beautiful
picture books to classroom
favourites like Roald Dahl, Puffin’s
world-renowned list is the perfect
next step. A full list of Puffin titles is
available at:
www.penguingroupstocklist.co.uk
Inside_Back_Cover.indd 41
Where next?
02/08/2013 16:34

Ladybird Sunstart

Transcription

Similar documents

UP UP AND AWAY - Principato di Seborga

Eenie Meenie “Uni” Mo.

The Little School Bus - AmazingClassroom.com

Power, Steering Proxes R888 sticks to the track whilst you stick to

Everyday Value

IDeal™ - Afimilk

AVS24 2.4 GHZ Wireless Audio/Video Sender

Best Places to Work Genumark

gaytimes.co.uk 6 1

Ladybird World Instructions