C t the. B b y. Mary-Anne and the Cat Baby. About All Stars. Synopsis. Group/Guided reading Introducing the story. Pat Thomson DEE SHULMAN

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1 All Stars Oxford Level 11 Mary-Anne and the Cat Baby Author: Pat Thomson Illustrator: Dee Shulman Teaching notes author: Becca Heddle Book type: novel 5 M ry-a nne nd C t the B b y Pat Thomson DEE SHULMAN 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 Mary-Anne and her friend, Josh, want to take the pram out for a walk, but the baby is noisy and smelly. So they dress up Muffin the cat and take him instead. They enjoy their outing until Harry Banks s dog chases Muffin up a tree. Harry goes after Muffin but gets stuck so a window cleaner is needed to rescue them both. Luckily, Mary-Anne s mum is asleep when they get home, so there is still time for the boys to help Mary-Anne finish her chores and not get into trouble. Group/Guided reading Introducing the story (Clarifying / Predicting) Look at the front cover. Say: I wonder why the cat is wearing those clothes. Discuss possible reasons, and what might happen to a cat dressed as a baby. (Predicting) Ask: Do you think this is going to be a scary story or a funny one? Encourage children to justify their answers with reasons. (Clarifying) Look at the pictures on page 6. Say: I wonder which version of Mary-Anne is the real her. Encourage the children to think about how they present themselves differently sometimes, and then to discuss what sort of person Mary-Anne might be. (Questioning) Look at the pictures on page 8. Ask: What questions would you like to ask Mary-Anne? Could you find out how she feels about the baby and the cat? 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 story. Here are some additional tricky words that may be useful: latch a metal mechanism that sticks out from a gate to hold it closed greengrocer s a shop which sells fruit and vegetables nursemaid a nanny for small children

2 the story Ask the children to read the story aloud and help where necessary. Praise and encourage them as they read. (Clarifying / Summarizing) Stop after reading pages and ask: Are Josh and Mary-Anne friends or not? How can you tell? Discuss how the children talk to their own friends. (Clarifying) After reading page 12, ask: What does Mary-Anne mean when she says We d need pegs on our noses? (Clarifying) On page 14, ask: What do the children mean by an airing? Take in ideas and confirm the correct meaning. (Clarifying) After reading pages 18 19, ask: Do Uncle Harry and the greengrocer really think Muffin is a baby? When do they realize? Choose children to read the pages aloud, reminding them to use appropriate expression and intonation. (Predicting) After reading page 22, ask: What do you think will happen to Muffin now they ve left him in the pram outside the shop? (Clarifying) On page 31, ask: What does Josh mean when he says You re no oil painting yourself? (Predicting / Summarizing) Pause at the end of page 39 and ask: What do you think Mary-Anne and Josh will do next? Why? Do you think they are behaving kindly? (Questioning) Pause at the end of page 63 and ask: What questions would you like to ask Mary-Anne about her adventures? Returning to the story (Clarifying) Turn back to page 21. Say: This story happened a long time ago. Look how many sweets they got for a penny! Discuss how much it might cost to get the same amount of sweets now. (Clarifying / Summarizing) Look again at pages Ask: How did Mrs Belling feel when she looked into the pram? Why? (Clarifying) Ask: What was it that made Harry want to see the baby? Encourage the children to discuss this, then say: I sometimes feel I really want something if someone has told me I can t have it. Ask: Have you ever felt like that? (Clarifying / Summarizing) Ask: What did you think about the window cleaner? (Children can turn to page 51 to reread the section). Why do you think he had a big grin on his face? (Summarizing) Ask: Why did Mary-Anne think she would be in trouble when she got home? (Summarizing) Ask: What was your favourite part of the story? Why? (Questioning) Ask: If Muffin could talk, what questions would you ask him? Independent reading Introduce the story as in the Group/Guided reading section above. Encourage the children to read the story as independently as possible. Remember to give them lots of encouragement and praise. 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?

3 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 an imagined scene from the story. Put the children into groups of four. The group members need to decide who will play each part from the story: Uncle Henry, Mr Green (the greengrocer), the window cleaner and Mrs Munns (the sweetshop lady). You can add in Mrs Whiting or remove a character if a group is too large or small. Each group rehearses a conversation where the other characters tell Mrs Munns about the events. If necessary, the children can look back at the story to work out exactly what their character knows and has seen, and to think about what questions they might ask. Children improvise their scene, with the other characters going into Mrs Munns shop and talking about the extraordinary events of the day. If time allows, groups act out their scene for the rest of the class. activities Describing events from a character s point of view. Turn back to pages and 47 48, to see what Mrs Belling sees in the story and what she says. In groups, children brainstorm ideas for what Mrs Belling would say if she had to describe the baby and what happened. Encourage children to note any useful words and phrases they think of. Each child writes a description of the baby from Mrs Belling s point of view. Encourage them to read their passage through and correct any punctuation and spelling points they can spot. They can also swap with a partner to check each other s writing and suggest improvements. Cross-curricular suggestion History Research life for children in Victorian times using the Internet and books.

4 Mary-Anne and the Cat Baby 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 apply their phonic knowledge automatically enabling an increasing capacity to attend to meaning rather than decoding. (RCS Standard 3, 12) Can read aloud with intonation, taking into account a wider range of punctuation (.?!, ). (RCS Standard 3, 15) Having read a text, can find the answers to questions, both written and oral. (RCS Standard 3, 20) Can discuss reasons for events in stories by beginning to use clues in the story. (RCS Standard 3, 22) ENGLAND The National Curriculum in England: English Programme of Study, Year 2 Spoken language : Word reading : Comprehension : Composition National Curriculum objectives participate in discussions, presentations, performances, role play, improvisations and debates (SpokLang.9) read accurately by blending the sounds in words that contain the graphemes taught so far, especially recognising alternative sounds for graphemes (Y2 ReadWord.2) making inferences on the basis of what is being said and done (Y2 ReadComp.2iii) writing down ideas and/or key words, including new vocabulary (Y2 WritComp.2ii) evaluating their writing with the teacher and other pupils (Y2 WritComp.3i) Encourage the children to undertake their role play in a way which enables all to play their parts. range of phonics they can use. Encourage the children to make notes and use them in their writing. SCOTLAND Curriculum for Excellence: Literacy and English experiences and outcomes, First Level Listening and talking Experiences and outcomes When I engage with others, I know when and how to listen, when to talk, how much to say, when to ask questions and how to respond with respect. (LIT 1-02a) I can use my knowledge of sight vocabulary, phonics, context clues, punctuation and grammar to read with understanding and expression. (ENG 1-12a) I can share my thoughts about structure, characters and/or setting, recognize the writer's message and relate it to my own experiences, and comment on the effective choice of words and other features. (ENG 1-19a) 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) Encourage the children to undertake their role play in a way which enables all to play their parts. Encourage the children to make notes and use them in their writing.

5 WALES Curriculum for Wales: Foundation Phase Framework, Year 2 Oracy Framework objectives adopt a specific role, using appropriate language in structured situations (Y2_OracSpea.7) confidently use all phonemes and their corresponding graphemes when blending and segmenting polysyllabic words (Y2_ReadStrat.3) express views about information and details in a text, considering content, ideas, presentation, organisation and the language used (Y2_ReadResp.1) use simple subject-related words accurately (Y2_WritLang.2) reread and improve their writing to ensure that it makes sense (Y2_WritMean.5) Encourage the children to undertake their role play in a way which enables all to play their parts. Encourage the children to make notes and use them in their writing. NORTHERN IRELAND Levels of Progression in Communication across the curriculum: Levels 1 and 2 Talking and listening Levels of Progression follow discussions, make contributions and observe conventions of conversation (L2_com_talk.2i) use a range of reading strategies (L2_com_read.2) express opinions [and make predictions] (L2_com_read.5ii) show a sense of structure and organisation (L2_com_write.2ii) make changes in relation to agreed criteria (L2_com_write.1ii) Encourage the children to undertake their role play in a way which enables all to play their parts. Encourage the children to make notes and use them in their writing.

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