Oxford Level Oxford Level 11 HUGE Book Band 11 Lime Oxford Level 11 HUGE The Huge and Horrible All Stars Beast Pack 3a: Author: How to get in touch:

Transcription

1 All Stars Oxford Level 11 The Huge and Horrible Beast Author: Sean Taylor Illustrator: Tim Archbold Teaching notes author: Becca Heddle Book type: short story collection 5 The HUGE and Horrible Beast and other stories Sean Taylor Tim Archbold 2 About All Stars All Stars is a series of chapter fiction books written specifically for able readers aged 5 to 7 years. The books offer engaging, content-appropriate stories for infants at reading levels that will motivate and challenge your high-ability readers. All Stars are primarily for independent reading, but can be used in a variety of ways, including in able-reader guided reading sessions and in speaking, writing and drama activities. All Stars is endorsed by Potential Plus, a leading charity which supports children with high learning potential. You can find out more about Potential Plus at Synopsis The Huge and Horrible Beast: on his father s advice, Zé picks up everything he finds on his way to seek his fortune. The long creeper, rusty gate and pig all come in handy to persuade a huge and horrible beast that Zé is one as well. The Milkman and the Monkey: a cheating milkman waters down the milk he sells, and a monkey sees him at it. She throws half his money down the well, because his milk was half water. This persuades the milkman to stop cheating people. The Clever Hunter and the Elephant: a hunter catches a talking elephant and gloats about its stupidity. But when he brings his Chief to see the elephant, it won t speak. The hunter is cast out into the forest and finds he s not so clever after all. Why the Lion and the Hare Are Not the Best of Friends: when a hungry lion catches a hare, she tells him she can find him a much bigger meal. She leads him to his own reflection in a lake and escapes when he tries to catch it and falls in. Group/Guided reading Introducing the stories (Predicting) Look at the cover together. Ask: What sort of story does this look like? Do you expect all the stories to be similar? Look at the contents page to check this prediction. (Predicting) Read the back cover blurb. Say: I wonder what the chest of treasure has to do with Zé s story. Take suggestions from the children. (Clarifying) Look at the illustration on page 5. Ask children to compare where Zé lives with their own area and homes. Ask: What does the picture tell us about Zé? (Clarifying / Predicting) Turn to the image on page 34. Say: I wonder where in the world this story could be happening. Take suggestions from the children. Establish that the setting is probably different from Zé s story.

2 (Questioning) Look at the illustration on pages Encourage children to think of questions they could ask to find out what is going on. Some of the more challenging words and their definitions are listed on the front inside cover of the book. Encourage the children to look at these words and talk about their meaning to help build familiarity before children read the stories. Here are some additional tricky words that may be useful: ignore take no notice of bellowed shouted very loudly prove show with evidence elders the respected people in charge the stories Ask the children to read the stories aloud and help where necessary. Praise and encourage them as they read. (Predicting) Pause at the end of page 11. Ask: What do you think Zé will do? If children find this difficult, ask them to think about patterns the story seems to be following. (Clarifying) On pages 18 19, check children s sounding out of the words creak, heavy and voice. (Clarifying) Ask children to read pages aloud, paying attention to the punctuation and to intonation to put across the mood. (Clarifying) On page 33, ask: Can you explain what the author means when he writes so hot you could cut the air with a knife? Encourage them to think about when they have been very hot and how they would describe that airless feeling themselves. (Questioning) Pause on page 37. Ask: Can you think of any questions you d like to ask the monkey? (Clarifying / Summarizing / Predicting) After reading pages 52 53, say: I m not sure what the elephant is doing. Encourage the children to summarize the story so far to explain its actions and to say what they think might happen next. (Predicting / Clarifying) Pause after reading page 61 and ask: Can you predict what Lion is going to do? Do you know another story which is a bit like this one? Returning to the stories (Clarifying) Ask the children to think about Zé s dad and his advice. Ask: Has anyone ever given you advice? What sort of advice would you expect to be given on setting out on an adventure? Encourage them to think about the effect of this advice on the story s atmosphere. (Clarifying / Summarizing) Say: I wonder if the milkman really knew he was doing something bad. Prompt children to look back at the story for any clues that he did. (Clarifying / Summarizing) Ask: Why did the milkman change his ways? (Clarifying) Ask: What tells you that the guards of the Chief didn t want the hunter to see the Chief? Allow children time to look back at the story if necessary. (Predicting) Say: I wonder what would have happened if the elephant had spoken. Encourage children to speculate on how the story would have ended then. (Summarizing / Questioning) Say: There are good and bad characters in these stories. Ask: Which are the good characters, and which are the bad? Encourage the children to discuss this and come up with some questions that they could ask characters to work out if they are good or bad. Independent reading Introduce the stories as in the Group/Guided reading section above. Encourage the children to read the stories as independently as possible. Remember to give them lots of encouragement and praise.

3 Encourage the children to use a dictionary to look up any unfamiliar words. Encourage the children to answer the questions on the inside covers of the book. Able readers often read quickly but sometimes skim words or do not fully understand what they are reading. Try: stopping the children from time to time and asking them to explain what is happening in the story at that point, or who a character is, asking the children to examine the pictures and speech bubbles (if present). Encourage the children to tell you what information the pictures or speech bubbles give us, reminding children to look out for any difference between what is being said and what is being thought by the characters. Can they show you an example? Prompt more able readers to think about alternative language choices when exploring the text. For example, Can you think of any other words the author could have used to describe how this character felt here? Even able readers may need to pause to work out a new or tricky word. Encourage them to reread the whole sentence again to make sure they understand the context of the word. Find even more books for your able readers at BookMatch, the children s book recommendation tool specially designed for teachers, available free on Oxford Owl. Filter by year group and Oxford Level to find age-appropriate books to stretch your most able: Speaking, listening and drama activities Acting out a scene from the book. Put the children into small groups. Each group chooses a single scene from one of the stories to act out. They will need to decide which scene to act and practise it. They will then act it out for the rest of the class. Challenge other children to say what happens next in the story after this scene. Writing activities Describing the huge and horrible beast. Children discuss the huge and horrible beast in small groups. Point out that Zé never actually sees it in the story, so what it looks like is up to their imagination. Challenge them to brainstorm and make notes about what they think it would look like. If necessary, provide children with prompts and sentence starters, focusing on different aspects of the beast s appearance: size, face, claws, teeth... Children write a paragraph describing the beast individually. When they have finished writing, they should proofread their work and check it makes sense. They then swap with a partner and read their pieces together, looking for details to improve. Ask for comments about what they particularly liked about their partner s work. Cross-curricular suggestion Geography On maps of the world, children find Brazil, India, Central Africa and the Himalayas. Using books or the Internet, children research which animals are found in each place.

4 The Huge and Horrible Beast Curriculum links and assessment Links to Oxford Criterion Scale Can make predictions about a text using a range of clues, e.g. experience of books written by the same author, experience of books already read on a similar theme, or book title, cover and blurb. (RCS Standard 3, 7) Can provide simple explanations about events or information, e.g. why a character acted in a particular way. (RCS Standard 3, 9) Can summarize a story, giving the main points clearly in sequence. (RCS Standard 3, 18) Can confidently relate texts to their own experiences. (RCS Standard 3, 24) ENGLAND The National Curriculum in England: English Programme of Study, Year 2 Spoken language : Word reading : Comprehension National Curriculum objectives articulate and justify answers, arguments and opinions (SpokLang.4) read accurately by blending the sounds in words that contain the graphemes taught so far, especially recognising alternative sounds for graphemes (Y2 ReadWord.2) answering and asking questions (Y2 ReadComp.2iv) range of phonics they can use. Writing: Composition planning or saying out loud what they are going to write about (Y2 WritComp.2i) evaluating their writing with the teacher and other pupils (Y2 WritComp.3i) Can the children plan their writing through talk? SCOTLAND Curriculum for Excellence: Literacy and English experiences and outcomes, First Level Listening and talking Writing Experiences and outcomes I can show my understanding of what I listen to or watch by responding to and asking different kinds of questions. (LIT 1-07a) I can use my knowledge of sight vocabulary, phonics, context clues, punctuation and grammar to read with understanding and expression. (ENG 1-12a) To show my understanding, I can respond to different kinds of questions and other close reading tasks and I am learning to create some questions of my own. (ENG 1-17a) I am learning to use my notes and other types of writing to help me understand information and ideas, explore problems, generate ideas or create new text. (LIT 1-25a) Throughout the writing process, I can check that my writing makes sense. (LIT 1-23a) Can the children give reasons for their answers and ask their own questions? Can the children plan their writing through talk and making notes?

5 WALES Curriculum for Wales: Foundation Phase Framework, Year 2 Oracy Framework objectives express opinions, giving reasons, and provide appropriate answers to questions (Y2_OracSpea.1) confidently use all phonemes and their corresponding graphemes when blending and segmenting polysyllabic words (Y2_ReadStrat.3) show understanding of what they have heard by asking relevant questions to find out specific information (Y2_OracList.8) Writing use talk to plan writing (Y2_WritMean.4) Can the children plan their writing through talk? reread and improve their writing to ensure that it makes sense (Y2_WritMean.5) NORTHERN IRELAND Levels of Progression in Communication across the curriculum: Levels 1 and 2 Talking and listening Writing Levels of Progression use a general vocabulary to express thoughts, imaginings and opinions (L2_com_talk.3) use a range of reading strategies (L2_com_read.2) ask questions to seek clarification that develops understanding (L2_com_read.5i) talk about what they are going to write (L1_com_write.1) make changes in relation to agreed criteria (L2_com_write.1ii) Can the children plan their writing through talk?