Cat and Dog* Goldilocks and Get the Fruit! Stripes Carry Me Look Out Shoo Rayner the Three Bears Paul Shipton Monica Hughes Monica Hughes Butterfly!* 978-0-00-718528-3 Barbara Mitchelhill 978-0-00-718529-0 978-0-00-718534-4 978-0-00-718535-1 Nic Bishop 978-0-00-718531-3 978-0-00-718532-0 The Big Turnip Stop That Little Red Riding How to Make What am I? How to Make Monica Hughes Robot! Hood a Scarecrow Maoliosa Kelly a Pizza 978-0-00-718644-0 Alison Sage Katharine McEwan Kim Wilde 978-0-00-718679-2 Zoë Clarke 978-0-00-718678-5 978-0-00-732912-0 978-0-00-718645-7 978-0-00-732913-7 Dinosaur Rock In the Garden* The Very Wet Cars Pushing and My Skateboard* Damian Harvey Mitch Cronick Dog Monica Hughes Pulling Maoliosa Kelly 978-0-00-718540-5 978-0-00-718538-2 Damian Harvey 978-0-00-718558-0 Monica Hughes 978-0-00-718536-8 978-0-00-718543-6 978-0-00-718541-2 The Guinea Pigs In the Boat The Farmer’s Shapes How Many My Family Tree Paul Shipton Paul Shipton Lunch Monica Hughes Animals? Zoë Clarke 978-0-00-718648-8 978-0-00-718646-4 Paul Shipton 978-0-00-718649-5 Lee Newman 978-0-00-732915-1 978-0-00-732914-4 978-0-00-718647-1 The See-saw The Big Splash The Robot* Wheels Come to the Cats* Paul Shipton Maureen Paul Shipton Frances Ridley Circus! Claire Llewellyn 978-0-00-718553-5 Haselhurst 978-0-00-718546-7 978-0-00-718550-4 Damian Harvey 978-0-00-718548-1 978-0-00-718557-3 978-0-00-718551-1 Colour Bears Monster Mess Playing We Like Fruit! I Can Do It! In the Desert Tasha Pym Tasha Pym Tim Hopgood Gill Budgell Paul Shipton Becca Heddle 978-0-00-718652-5 978-0-00-718650-1 978-0-00-732916-8 978-0-00-7186-53-2 978-0-00-718651-8 978-0-00-732917-5 A Day Out Tec and the Tec and the Up, Up and What’s Inside? In the Dark* Claire Llewellyn Hole* Cake Away Monica Hughes Claire Llewellyn 978-0-00-718555-9 Tony Mitton Tony Mitton Sue Graves 978-0-00-718542-9 978-0-00-718552-8 978-0-00-718554-2 978-0-00-718545-0 978-0-00-718559-7 Cat and Dog Play Have You Ever? The Magic Egg My Bike Ride Weather Report How to Make Hide and Seek Tasha Pym Vivian French Maoliosa Kelly Alison Hawes a Sock Puppet Shoo Rayner 978-0-00-718654-9 978-0-00-732918-2 978-0-00-718661-7 978-0-00-718655-6 Jillian Powell 978-0-00-718660-0 978-0-00-732919-9 Woody’s Week Pirates* Where is the What Do You Let’s Go The Oak Tree* Michaela Morgan Paul Shipton Wind? Like? Shopping Anna Owen 978-0-00-718560-3 978-0-00-718561-0 Celia Warren Anna Owen Betty Moon 978-0-00-718562-7 978-0-00-718566-5 978-0-00-718564-1 978-0-00-718567-2 What’s For Super Ben Ben and Bobo My Exercise What Are You Bones Breakfast? Steve Smallman Martin Waddell Diary Making? Jonathan Emmett Paul Shipton 978-0-00-718656-3 978-0-00-732920-5 Alison Hawes Alison Hawes 978-0-00-732921-2 978-0-00-718668-6 978-0-00-718669-3 978-978-0-00-718657-0 *available as a Talking Book on the CD-ROM 14 Structure Chart: Lilac–Red B Bands Lilac Band 0 Pink A Band 1A Pink B Band 1B Red A Band 2A Red B Band 2B Fiction Bookband Paired fiction and non-fiction Oh Dear Me, My Party I’m Late for Tea! Maoliosa Kelly Alison Hawes 978-0-00-718533-7 978-0-00-718530-6 The Picnic Minibeasts Monica Hughes Siobhan Hardy 978-0-00-718539-9 978-0-00-718537-5 Fly Away Home The Pond Shoo Rayner Claire Llewellyn 978-0-00-718544-3 978-0-00-718549-8 The Beach Shapes on Alison Hawes the Seashore 978-0-00-718547-4 Frances Ridley 978-0-00-718556-6 Tec and the Litter At the Dump Tony Mitton Claire Llewellyn 978-0-00-718565-8 978-0-00-718563-4 15 COLLINS BIG CAT STRUCTURE CHART Non-fiction ICT resources Other teaching resources Big Book of Rhymes A 978-0-00-718932-8 Big Book of Non-fiction A 978-0-00-718933-5 Assessment and Support Guide A 978-0-00-726572-5 CD-ROM A 978-0-00-719865-8 Resource and Records Manager CD-ROM 978-0-00-720080-1
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COLLINS BIG CATSTRUCTURE CHART Structure Chart: …resources.collins.co.uk/free/CBCFR/APP Support Packs/0 Lilac Band... · 25 COLLINS BIG CATLILAC–RED B BOOKS Pink B / Band 1B Red
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Cat and Dog* Goldilocks and Get the Fruit! Stripes Carry Me Look OutShoo Rayner the Three Bears Paul Shipton Monica Hughes Monica Hughes Butterfly!*978-0-00-718528-3 Barbara Mitchelhill 978-0-00-718529-0 978-0-00-718534-4 978-0-00-718535-1 Nic Bishop
978-0-00-718531-3 978-0-00-718532-0
The Big Turnip Stop That Little Red Riding How to Make What am I? How to MakeMonica Hughes Robot! Hood a Scarecrow Maoliosa Kelly a Pizza978-0-00-718644-0 Alison Sage Katharine McEwan Kim Wilde 978-0-00-718679-2 Zoë Clarke
Dinosaur Rock In the Garden* The Very Wet Cars Pushing and My Skateboard*Damian Harvey Mitch Cronick Dog Monica Hughes Pulling Maoliosa Kelly 978-0-00-718540-5 978-0-00-718538-2 Damian Harvey 978-0-00-718558-0 Monica Hughes 978-0-00-718536-8
978-0-00-718543-6 978-0-00-718541-2
The Guinea Pigs In the Boat The Farmer’s Shapes How Many My Family TreePaul Shipton Paul Shipton Lunch Monica Hughes Animals? Zoë Clarke978-0-00-718648-8 978-0-00-718646-4 Paul Shipton 978-0-00-718649-5 Lee Newman 978-0-00-732915-1
978-0-00-732914-4 978-0-00-718647-1
The See-saw The Big Splash The Robot* Wheels Come to the Cats*Paul Shipton Maureen Paul Shipton Frances Ridley Circus! Claire Llewellyn978-0-00-718553-5 Haselhurst 978-0-00-718546-7 978-0-00-718550-4 Damian Harvey 978-0-00-718548-1
978-0-00-718557-3 978-0-00-718551-1
Colour Bears Monster Mess Playing We Like Fruit! I Can Do It! In the DesertTasha Pym Tasha Pym Tim Hopgood Gill Budgell Paul Shipton Becca Heddle978-0-00-718652-5 978-0-00-718650-1 978-0-00-732916-8 978-0-00-7186-53-2 978-0-00-718651-8 978-0-00-732917-5
A Day Out Tec and the Tec and the Up, Up and What’s Inside? In the Dark*Claire Llewellyn Hole* Cake Away Monica Hughes Claire Llewellyn978-0-00-718555-9 Tony Mitton Tony Mitton Sue Graves 978-0-00-718542-9 978-0-00-718552-8
Cat and Dog Play Have You Ever? The Magic Egg My Bike Ride Weather Report How to MakeHide and Seek Tasha Pym Vivian French Maoliosa Kelly Alison Hawes a Sock PuppetShoo Rayner 978-0-00-718654-9 978-0-00-732918-2 978-0-00-718661-7 978-0-00-718655-6 Jillian Powell978-0-00-718660-0 978-0-00-732919-9
Woody’s Week Pirates* Where is the What Do You Let’s Go The Oak Tree*Michaela Morgan Paul Shipton Wind? Like? Shopping Anna Owen978-0-00-718560-3 978-0-00-718561-0 Celia Warren Anna Owen Betty Moon 978-0-00-718562-7
What’s For Super Ben Ben and Bobo My Exercise What Are You BonesBreakfast? Steve Smallman Martin Waddell Diary Making? Jonathan EmmettPaul Shipton 978-0-00-718656-3 978-0-00-732920-5 Alison Hawes Alison Hawes 978-0-00-732921-2
FictionInfo p64 PCM 59A patterned story withpredictable structure
What Are YouMaking?Non-fictionInfo p64 PCM 60A non-fiction recount
Ben and Bobo
FictionInfo p70 PCM 69A story with predictablestructure and patternedlanguage
Bones
Non-fictionInfo p72 PCM 70A non-fiction report
67
RECEPTION BOOK-BY-BOOK GUIDE
Learning objectivesHigh
frequencywords
Interest words
Related resources
Early Learning GoalsLanguage for Thinking: use talk to organise, sequence
and clarify thinking, ideas, feelings and events; uselanguage to imagine and recreate roles and experiences
Reading: show an understanding of the elements ofstories, such as main character, sequence of events,and openings; retell narratives in the correct sequence,drawing on the language patterns of stories
Scottish Curriculum for Excellence: Listening and Talking,Reading, Writing, Early Stage
wordlessbook
little,surprise,
visits,Granny
PCM 61: Children draw andlabel their own food items for Granny.
Early Learning GoalsLanguage for Communication: extend their vocabulary,
exploring the meaning and sounds of new wordsLanguage for Thinking: use talk to organise, sequence
and clarify thinking, ideas, feelings and eventsReading: show an understanding of how information
can be found in non-fiction texts to answer questionsabout where, who, why and how
Scottish Curriculum for Excellence: Listening and Talking,Reading, Writing, Early Stage
wordlessbook
make, pizza PCM 62: Children cut out andsequence the stages involved inmaking a sandwich.
Early Learning GoalsLanguage for Thinking: use talk to organise, sequence
and clarify thinking, ideas, feelings and events; uselanguage to imagine and recreate roles and experiences
Reading: read a range of familiar and common wordsand simple sentences independently; retell narratives in the correct sequence, drawing on the languagepatterns of stories
Scottish Curriculum for Excellence: Listening and Talking,Reading, Writing, Early Stage
PCM 63: Children write ashopping list for the farmer’sbirthday party.
66
COLLINS BIG CAT ASSESSMENT AND SUPPORT GUIDE A
Curriculum linksText typeAbout the bookBook
band
Personal, Social and EmotionalDevelopment: Work as part ofa group or class, taking turnsand sharing fairly. Beconfident to try new activities,initiate ideas and speak in afamiliar group
A wordlesstraditionalstory
Little Red Riding Hood
Katharine McEwen A wordless traditional story that retellsLittle Red Riding Hood’s journey from herhome to visit her Granny in the forest. As she travels, she is followed by ahungry wolf, and gets a shock when she finds the wolf in Granny’s bed andGranny locked in a cupboard! This versionhas a happy ending, as the Woodcuttercomes to the rescue just in time for tea!The story map on pp14–15 can be usedto recount the story from beginning toend. Li
lac
/ B
an
d 0
Physical development:Recognise the importance ofkeeping healthy, and thosethings which contribute to this
A wordlessinstructionbook
How to Make a Pizza
Zoë Clarke and Steve Lumb
A simple, wordless instruction bookwhere readers discover how fun and easy it is to make and eat pizza! Clear,colourful photographs show each stageof the process. Readers will find plenty to discuss as they study each page forinformation. The recount wheel shownon pp14–15 will help children to readand remember the different stages inorder.
Lila
c /
Ban
d 0
Personal, Social and EmotionalDevelopment: Be confident totry new activities, initiate ideasand speak in a familiar group
A story with a predictablestructure andpatternedlanguage
The Farmer’s Lunch
Paul Shipton and John Gordon
The farmer has lost his lunch, but soondiscovers the surprise that the animals on the farm have planned for him, andthe reason they have hidden his lunch. A humorous story that challengeschildren to search each page to find thefarmer’s missing lunch. A story map isincluded on pp14–15 to help childrenrecount the events of the story frombeginning to end.
Pin
k /
Ban
d 1
A
69
RECEPTION BOOK-BY-BOOK GUIDE
Learning objectivesHigh
frequencywords
Interest words
Related resources
Early Learning GoalsLanguage for Communication: sustain attentive listening,
responding to what they have heard by relevantcomments, questions or actions
Reading: read a range of familiar and common wordsand simple sentences independently; show anunderstanding of how information can be found innon-fiction texts to answer questions about where,who, why and how
Scottish Curriculum for Excellence: Listening and Talking,Reading, Writing, Early Stage
this, is, my,mum, dad,
and
family, sister,brother,
grandparents
PCM 64: Children draw apicture of themselves withsomeone in their family andwrite who it is.
Early Learning GoalsLanguage for Thinking: use language to imagine and
recreate roles and experiencesReading: read a range of familiar and common words
and simple sentences independently; retell narratives in the correct sequence, drawing on the languagepatterns of stories
Scottish Curriculum for Excellence: Listening and Talking,Reading, Writing, Early Stage
I, like, we,in, the
playing,rain, wind,snow, mud
PCM 65: Children draw apicture of their favouriteseason, label it, and write a sentence about it.
Early Learning GoalsLanguage for Communication: extend their vocabulary,
exploring the meanings and sounds of new wordsLanguage for Thinking: use talk to organise, sequence
and clarify thinking, ideas, feelings and eventsReading: read a range of familiar and common words
and simple sentences independently; show anunderstanding of how information can be found innon-fiction texts to answer questions about where,who, why and how
Scottish Curriculum for Excellence: Listening and Talking,Reading, Writing, Early Stage
this, is, the,are, in
desert,flowers,animals,cities,
children
PCM 66: Children add labels to the artwork of things thatcan be found in the desert.
68
COLLINS BIG CAT ASSESSMENT AND SUPPORT GUIDE A
Curriculum linksText typeAbout the bookBook
band
Personal, Social and EmotionalDevelopment: Have adeveloping respect for theirown cultures and beliefs andthose of other people
A non-fictionreport
My Family Tree
Zoë Clarke and Anne Wilson
In this simple non-fiction report, the idea of a family tree is introduced. As they turnthe pages, readers see how a family treecan be constructed. First a mum, then adad, sister, brother and finally grandparentsare added to the branches of a tree. Simpletext supports the beautiful illustrations.This report will provide the basis fordiscussion about different family membersand what they like to do. On pp14–15 acomplete family tree is included to supportdiscussion and understanding.P
ink /
Ban
d 1
A
Knowledge and Understanding ofthe World: Find out about theenvironment, and talk aboutthose features they like anddislike
A story with apredictablestructure andpatternedlanguage
Playing
Tim Hopgood A gentle story, with simple, repetitivetext, about a group of friends and thevarious games they play through the seasons and changing weatherconditions. A story map on pp14–15 can be used to help children sequencethe seasons and remember the differentweather conditions found in each one.
Pin
k /
Ban
d 1
B
Knowledge and Understandingof the World: Find out about theenvironment, and talk aboutthose features they like anddislike
A non-fictionreport
In the Desert
Becca Heddle A simple non-fiction report about life inthe desert. Readers learn that the desertis a surprising place which has flowers,animals, and even children living there.The photographs provided on pp14–15allow children to recall new vocabularyand rehearse using it in context.
Pin
k /
Ban
d 1
B
71
RECEPTION BOOK-BY-BOOK GUIDE
Learning objectivesHigh
frequencywords
Interest words
Related resources
Early Learning GoalsLanguage for Thinking: use talk to organise, sequence
and clarify thinking, ideas, feelings and events; uselanguage to imagine and recreate roles and experiences
Reading: read a range of familiar and common wordsand simple sentences independently; show andunderstanding of the elements of stories, such as maincharacter, sequence of events, and openings
Scottish Curriculum for Excellence: Listening and Talking,Reading, Writing, Early Stage
I, a, at magic,hungry,
tired, thirsty,wet, muddy
PCM 67: Children draw apicture of a wish they wouldmake with a magic egg andwrite a sentence about it.
Early Learning GoalsLanguage for Communication: interact with others,
negotiating plans and activities and taking turns inconversation
Reading: read a range of familiar and common wordsand simple sentences independently; show anunderstanding of how information can be found innon-fiction texts to answer questions about where,who, why and how
Scottish Curriculum for Excellence: Listening and Talking,Reading, Writing, Early Stage
on, the, in sockpuppet,
pull, stick,draw, cut,
tuck,tongue,
eyes
PCM 68: Children cut out and sequence the stagesinvolved in making a fingerpuppet, and complete thewritten instructions.
Early Learning GoalsLanguage for Communication: extend their vocabulary,
exploring the meanings and sounds of new wordsReading: read a range of familiar and common words
and simple sentences independently; show anunderstanding of the elements of stories, such as maincharacter, sequence of events, and openings; retellnarratives in the correct sequence, drawing on thelanguage patterns of stories
Scottish Curriculum for Excellence: Listening and Talking,Reading, Writing, Early Stage
and, said,the, at, no,
are
wallop,splat, crash,
bang
PCM 69: Children fill in themissing letters to complete sentences from the book.
70
COLLINS BIG CAT ASSESSMENT AND SUPPORT GUIDE A
Curriculum linksText typeAbout the bookBook
band
Personal, Social and EmotionalDevelopment: Be confident totry new activities, initiate ideasand speak in a familiar group
A story with a predictablestructure andpatternedlanguage
The Magic Egg
Vivian French and Karen Donnelly
A magical story with a predictablestructure and patterned language, wherea little boy learns to be careful what hewishes for! When he finds a magic eggits surprising powers seem to give himwhat he wants until his luck changes. A story map on pp14–15 providesopportunities for retelling the story in role.
Red
/ B
an
d 2
A
Creative Development: Explorecolour, texture, shape, form andspace in two or three dimensions
An instructiontext
How to Make a Sock Puppet
Jillian Powell and Steve Lumb
A simple and appealing instruction textwhich describes the stages involved inmaking sock puppets. Clear, colourfulphotographs accompany the text. The use of action captions on pp14–15 willhelp to develop children’s vocabularyand support oral instruction-giving.
Red
/ B
an
d 2
A
Personal, Social and EmotionalDevelopment: Work as part ofa group or class, taking turnsand sharing fairly
A story with a predictablestructure andpatternedlanguage
Ben and Bobo
Martin Waddell and Julian Mosedale
An amusing story about two elephantspainting a wall. Bobo thinks he is good at painting, but he keeps tripping andknocking into things in his way, makingmore of a mess each time! It is not untilBen and Bobo stand back and observethe scene that they realise Bobo might bequite good at painting after all. A storymap is included on pp14–15, which canbe used to help children recount theevents of the story in order.
Red
/ B
an
d 2
B
72 73
COLLINS BIG CAT ASSESSMENT AND SUPPORT GUIDE A RECEPTION BOOK-BY-BOOK GUIDE
Curriculum linksText typeAbout the bookBook
band Learning objectivesHigh
frequencywords
Interest words
Related resources
Knowledge and Understandingof the World: Ask questionsabout why things happen andhow things work
A non-fictionreport
Early Learning GoalsLanguage for Communication: extend their vocabulary,
exploring the meanings and sounds of new wordsLanguage for Thinking: use talk to organise, sequence
and clarify thinking, ideas, feelings and eventsReading: show an understanding of how information can
be found in non-fiction texts to answer questionsabout where, who, why and how
Scottish Curriculum for Excellence: Listening and Talking,Reading, Writing, Early Stage
you, in bones,body, head,back, hand,legs, foot
PCM 70: Children add labels to the skeleton.
Bones
Jonathan Emmett, Alan Baker and Steve Lumb
This non-fiction report introduces readersto the topic of bones in the human body.Photographs with matching illustrationsand captions help readers to read aboutthe different types of bones in theirhands, legs, back, feet and head. A complete, labelled skeleton onpp14–15 will help children recap whatthey’ve read.
Red
/ B
an
d 2
B
Help Little Red Riding Hood pack her basket for Granny.
Name _________________________________________________________PCM
67
I wish ______________________________________________________________________________________________.
[Artwork brief: The largemagic egg, with a fewlines coming from it tosuggest it is glowing, inthe bottom left rightcorner, overlapping thecorner of the frame.]
[Design brief: Landscape thought bubbleor abracadabra star, filling page.
In the top leftright, please canwe have the boyfrom the storyholding his egg?
What would you wish for if you had a magic egg?
Draw a picture of it and write what your wish is.
How to Make a Sock Puppet
Learning objective: Attempt writing for different purposes, using features of different forms such as lists, stories and instructions