Table Of Content

• Comprehension Louis Fidge • e---. Comprehension Louis Fidge - ," ' . - .~ .' . MACMILLAN FOUNDATION SKILLS .0' · "" .1· ... ; Contents Page Unit 1 Thinking of others 6 Unit 2 The water cycle 8 Unit 3 The 'lost' treasure 10 Unit 4 On top of Africa 12 Unit 5 Theseus and the Minotaur 14 Unit 6 Pollution 16 Unit 7 Water pollution 18 Unit 8 How green are you? 21 Unit 9 How music came to the world 24 Unit 10 William Shakespeare 27 Unit 11 Making the right decision 30 Unit 12 The world with its countries 33 Unit 13 Endangered animals 35 Unit 14 How did I get here? 38 , Unit 15 Hot deserts 41 Unit 16 Wha.le-hunting 44 Unit 17 In charge 47 Unit 18 The history of New York 50 Unit 19 The poachers 53 Unit 20 The Olympic Games 57 Glossary 61 1 Skills, Scope and Sequence Unit 1 Thinking of others Text Type Story with a moral Text Level Setting and characterisation Sentence Level Abstract nouns Word Level Common word endings ar and or Unit 2 The water cycle Text Type Information in form of flow diagram Text Level Features of diagram; Literal comprehension Sentence Level Prepositions Word Level Word endin g our Unit 3 The 'lost' treasure Text Type Information text (report) Text Level Que stions (literal/inferential/evaluative) Sentence Level Verb tenses - present/past/future Word Level Common word endings sure and ture Unit 4 On top of Africa Text Type Biographical account Text Level Questions (lite ral/i nferential/evaIuative) Sentence Level Subject/verb/object Wo rd Level Spelling strategies for difficult words Unit 5 Theseus and the Minotuar Text Type Greek legend Text Level Questions (Iiteral/i nferential/ appreciative/evalua tive) Sentence Level Compound sentences Word Level Synonyms Unit 6 Pollution Text Type Poem with a moral in form of a conversat ion Text Level Features of poem; Questions Sentence Level Positive and negative sentences • Word Level Commo n word ending tion Unit 7 Water pollution Text Type Non -fiction information text (report) Text Level Questions (literal/inferential) Sentence Level Pronouns Word Level Common word endin gs ary, ery and ory Unit 8 How green are you? Text Type Information text (report/checklist) Text Level Questions (literal/inferential) Sentence Level Imperative verbs in commands Word Level Common word endings sion and ssion Unit 9 How music came to the world Text Type Traditional story (from South America) Text Level Que stions (literal/inferential/appreciative) Sentence Level Conjunctions Word Level Study way sound of vowels following w is be affected Unit 10 William Shakespeare Text Type Autobiography Text Level Cloze procedure Sentence Level Composing endings to compound sentences Word Level Study of words in which i sounds like ee 2 Unit 11 Making the right decision Text Type Play based on English legend Text Level Sequencing Sentence Level Adjectives; Abstract nouns Word Level Homophones Unit 12 The world with its countries Text Type Poem with a moral message Text Level Features of the poem ; Questions Sentence Level Possessive pronouns Word Level Words with the same letter pattern but different pronunciation Unit 13 Endangered animals Text Type Presentation of information in chart-form Text Level Literal comprehension ; Features of text Sentence Level Sentences and phrases Word Level Prefixes ex and mis Unit 14 How did I get here? Text Type Mystery story Text Level Questions (literal/inferential) Sentence Level Speech marks (direct speech) Word Level Common word endings ance and ence Unit 15 Hot deserts Text Type Information text (non-chronolgical report) Text Level Features of text; Questions Sentence Level Singular and plurals Word Level " Root words Unit 16 Whale-hunting Text Type Information text/poem with a moral issue Text Level Questio ns (Iiteral/i nferential/appreciative) Sentence Level Using awareness of grammar to complete sentences Word Level Common word endin g ise Unit 17 In charge Text Type Adventure Text Level Literal , inferential and evaluative comprehension Sentence Level Punctuation Word Level Spelling rule - i before e Unit 18 The history of New York Text Type Chronological report Text Level Questions (literal/inferential) Sentence Level Types of sentences Word Level Proverbs Unit 19 The poachers Text Type Story raising moral issue Text Level Literal , inferential and evaluative comprehension Sentence Level Identifying verbs and adverbs Word Level Common word endings ous and ious Unit 20 The Olympic Games Text Type Information text (report) Text Level Questions (true or false) Sentence Level Parts of speech (general) Word Level Letter patterns ci and ti making a sh sound 3 Teacher's Notes Introduction to the series The texts Each book in the series introduces pupils to a wide range of culturally appropriate text types, including fiction, poetry and non-fiction. The books are carefully graded according to readability and are incremental in difficulty. The books provide a valuable complement to any other resources or series currently being used. The fact that each unit is structured in the same way makes the books accessible and easy to use. The related activities The related activities support the development of essential reading skills, at Text Level, encouraging pupils to read at different levels including literal, inferential and evaluative comprehension skills. The stimulus passages are also used to help pupils develop skills at Sentence Level (grammar and punctuation) and Word Level (spelling and vocabulary). The Skills Scope and Sequence Chart The Skills, Scope and Sequence Chart (on pages 2-3) provides an immediate overview of text types included and skills being developed at Text, Sentence and Word Level. This chart is very helpful for plann ing purposes. Using the books To gain maximum benefit from the books, it is suggested that they are used systematically, working through each unit one at a time, in the given order. However, the books may also be used flexibly, selecting units as desired to complement other work being done in class. Tackling the texts The stimulus texts may be tackled in a variety of ways. They could be used for shared reading. This could take the form of the teacher reading the whole text to the class or inviting different pupils to contribute as appropriate. Certain texts e.g. poems, provide an ideal opportunity for whole class participation . Alternatively the pupils could be asked to read the text silently or read it aloud in pairs or in groups. Whatever approach is used, to make the most of each text it should be discussed to ensure pupils have a good grasp of the literal meaning of the text and any vocabulary they may not have met before. The related Text Level activities may initially be done as a class verbally to help pupils reflect on the texts. Tackling the related activities The related activities at Text, Sentence and Word Level may be used systematically or selectively as desired . However they are used, it is suggested that prior to working any activity there is some discussion with the pupils to ensure they understand what is required of them. 4 Teaching Features of the books Units of work There are 20 units of work (of either two, three or four pagesin length). Eachunit is structured in the same way i.e. a stimulus text, followed by three different levels of activities (Text, Sentence and Word Level) . Text Level act iv ities Sentence Level activi ties Unit numb er and title (a range of di fferent ia ted (Grammar or comprehension tasks) p unctu ation tasks) Thinking of others fu r teeu, , Wh at is the 5l"ttil"g of the story (thc place where I .!.ppenedP 1 Yo.-'ho do Ali and his friends meet1 Think at ulm~ Woi)'t.you M.." . h" lpc-d ot hen kldlo Y. J wtat probl ems does the stranger h.a.vc1 n l\'(~ ....,f) once a man Iollktl .\ 11 who w.1\ llJI'dJm" homewith 111\ Irl,'ll\1 !"i WSohoyn darftde re aAclhi mpeerts othn e i ns trtahneg gerro. uspo moentl hy idnrgi nb .1 chuoplptpue!n ot'df waWteh radt wd"ay ~? i t? Ihr ll ll~h ..IWI-dry "'/ld. It\\'.., Ihr !J:..Jllt><l lI10nthofth..SUl11nWI.On ll1t'll What kind thmg drd Ahdc tu thl.' st,.a.ngcr .i.l.n..tdy hlha<u. ,.u mo emlaO IIW"~'''' ''H 'e"': 1.nUll ,C~dl .I td rnee) )(on;, Jo Ilnd 1r0a1g1s1. tth ile: -"n,.a sT nhtu' n1gf. "r y, IaINnd1 (l 'h["I l Ir ~)(llrf l Y 1• WWhhyy ddoid yAolui gteh ti nwk eAa~k ecra naendd twhee asktrear'n? ger IS brolher'? io ' him. lilt,y ...."In llned h lllJ,~'" him ..dnnk ~ nd tll '1Unl Iot"d ,h"'lf , How did the m"nger rl.'?o)l' All's lund 551 jou rney .hlOuSI) l/'1f Vo.X11 to Whdt do you think we cart leotrn Ir me ~tory1 II wav IWI lon ~ 1~IOft the-v l()'1,l Iho l w.n. Th e' tun bral down e' Tn hud.', The KlI'und I....,.llIlt moreundy ofnd du\,y. 1h" t,WH i["no ,In 'l) o. vpnngvrn 'lJ{hl. rtWtC' were no W~h'l "'-~ Il ' Ill:.Jlb)'. "non Ih':l1 "'·'UCJ- bc-&4n 10 run 1~1l 1 The ~ llnatl (ln Wd' b....1 'lht"" lkckJn:l lhill lhc only wa }' 10 " nvl\'(.-w,n \0 "IU"n Ih'" W.ll(Or IhJI W.I\ kllllo.·lwrcn Ih.·m. ~ .d\ h .:..y, c.1( 11 P':UI"n, 'cl1 td\r"alnlki l l~IU , i"l, 'hO~iQl,' I'In Wu.IlIl' c.'uIpi',futul wrnl ll1:n0 dIrh icnyl.v ttolop' pIl.". driulUdI \I1h1..", R\1Ig1.h.1I1.1 (, " slarlng "I htrn Hr Im IlH'tl l.U ~ lr lurn<'d10 I/ll" w.. ln ·c..rf '.., ..ml ,,11.110 him. '(;I' l· mr wall"! 10 my prollll:I, th.' \lrilnlll"" The ~ 1r a n;:t' r d rank Al1~ ~h .r t' , C\filth ostI'of:OJ)PO\l.te-o f ..l.lI:t.- otme w.u 'r, f" r tic .. '" vI'r y th ln l)' ,\ 11 11I,J nOlhl n ~ 10 ,hink. ~ J «"s Mrlu e dlby the __01 1'" pl"Jl1Cns twhae1t 1e\)r!(r' aa{nn)l(do"\ ;'I.· '\,1Ih1. ylI\I 'lmIlV'!, eun .o\..rn ,l 1e1E r.. .D..t.hh< llYdllJalllIr:Ih'A aT lp id l~b',ryen H~a r1h n,alelp i Wdr"lCll1'.-l.l.ek 1 cd r1 \(aa' un1d d1 I .owl1:.e l.1.a.("hk t eddr o.r l)'' lAlll.l: ll~l a('' (' .]~. TTIlhhN ee'- '_!S1A,Uo\pt _p~tArsd W1oMf" l,_l 'lll~!'r(T&It_J i" ... ..uol 0n.1.d ' lt1eU0n0l l0knm.l!ed; n .II' IN' rtJbblir with _ _ one rlItl1nln .&;, Ih" 'triln"..rc.sllt:'d,\1110 1111 hu n 11"'".5 urue 1" 1(0·' up and iii Th~~ " __In chmtllrlA: mo unt.,n, .w~lI III' 1i 1l0I l\I0 'It"1·" 1""~h ,1 l ~rnb .t; uknCcg "Jfr-J1u'l Idrt1lnu. uIr'Gn lko e o fi1tr ~ )oI u ~mr 'p nu ,' HW,c\ho1" \Iw.( W" \II\"d htn :IaI\l 'lwC.IH~ ) I' n .v ootu Iahrk on.'o m11. .-.u.. .ltde.r ,~r}I.i( \·\,\ ".iSllor unrJ, , )'1l0l0'0l 1k",1 10•'}1 f'TTh QhNo/it!.oo' nc~'o~ok ."M" d4h5l "MIC~.a i1"l nI" l__!W'lOlthO ___U f"U_ll'l' IfiiihwMtoo lr:n I~N"e -llY(JWn tt\e m~, ., her ~ Jt chr n .l'h '\l. Tlw ~lJ,m.l:"'f u n ilottJ.. H(" pl(l<d Ail up .Ind PUI hun on J u llW'l WO AO llVlL ·1allow mc,-he-old Al, ·, (11I;I1d" rh('\" WJlkl'\l f ,.. Ie" laJOm" 'IY\. Wltl, IIwM ~ j" t.o S"'P" oIttOrdlns 10 I" 'I¥IX'lt.ndI"p h~r Q'I" 0.' . Th~ Ih(', ' SI j'f'l'd In .'lOnhhnlcnt, The ~uan r; h..d H'r a1d Aas ll lltln...H l"1'4d It'd 111('111 1<1 '" ; I,n j,' Glossary of Language Terms AdJ' l lIY. ..." . oI!Ilf C1I.... ..... ~r>tlon@: N,S'U v.. N"I. t •• _..." """ I"," Text for reading and discussio n w""d ' It ,~ lT'O'e_r>.. l lo. 1">OU/l rump''' ..,...,.,."'....1 1'0 . 1\<)1+'., "'. A ~ , c."" "'t.I~ " " 'fH'l#11r.. Word Level activities Aa..Cfr't,No:l".-OmIr"tbfr 't p l 1'.l<. -tI.t. ..."I...I',.P I Y(M'fDrO '.,n.I..I .~l r~.bI .-U r '.IPIn, f.~o',,Il~. Il".." ' l.ol. v.'._I.I• Iw 1'QI• f.. ~ dtn~9. ~~O. ~.' lI..lt.l.- ' -'.'.'.'c'nt~ ~ No41Tu.I n.bl. cf.lo.t.yt.• &r'my nIl·ol''t.u'C .4.no.. ' ,•.l " O•~. .IJ.I-p"\n" "'u n!1('.t .f.J.. .oI.I tI!V0'OI 1c Ihot lm"I.lm "obnr (spe lling and vocabulary tasks) Alp•,:nh"".l<",l.l)by.t. .<." ~!bl<,"fou'I 'ht"ll"ul , , o r.n I,. q,r :O,ld_I.I I" rtl' llPkC.l.l '.y. .It. . ".~..l.y..l. wl.r."..." ," ~,", ,, .f ." .. ..,~..,. .I." I '«1 1-MAA~tl. " (0Pro.0" oal.0l0 I'0l9.·"0p." "".0f'.I"."" .-v.1n'-I·.I .~.f 1lln1'l"oQ' <t!W o~""prnI' ' r'.. "·C.K l. .".-. ..o l .clo.!lo'.!.y ·.r." .'1 ...I.•'.n.I .I.•f..1.;•.. !w..m. ...vto'P1. Ol"I'lO.I . .ftO PIh '".I I ' Cha~I~r "I.•.tf•.Q.O (.:O. .IP". \..."I .; ....f. . OI;I"+dC _!Io"lh "'..I Ilr'J.KlI O" .I't ." t ·. ..' .1.J ,.l, f'("\ ~lWI lfl4ft1'"t..I,. l.n ...., .p.~p'''\NI'1l: .'.U' (. ~!AA"rJf'lp ont"(l o 1,atOnMb(1(.1''"Ili ~'I,fI~.'"', ""," p(,HIl1,.i "."..p~0M.I . < (~1l" O'i\"O"''"" c ,. .Iu hulI.t"l Ill "\ "'al(f.tjl!I<l< I'tO 'l, "1."J 0'rCf,''.l'.t .l '~ , l' , • Comm.,.,d A comm.lnd ,\ V,·" ...." ", .. ·. M O<)'IW ,I Glossary Cop.n..e.l.,uc.0np::1oc tllC Ot "oll" 4U~A~ct_oan'ljIul n"t1C"1'fl 'g lo on r' .P.11 . u,l.o.Nn "'tol ObJl~tt"v<.~to "","l~ h~lb IK. 11t1.o .t Ff'(tIll- •.•,.., ."- p•o o• te ,r. .t...J tII'T" «t This explains and givesexamples of key language f1I.:."..'.I..h..Y. Q~1'!"'"tI .~...,d . .,l \'. '.I.fl:'[Itl'lw'ond l. toQfI Op.p..o...._." t'O.p'p.. o·t\. UlIf1I"._" I~ .."'p,",...~ COlllr,Clior> • rOltI>.rUOO'I I, .,.tIp"""",, l"On' t .adt " f"yf terms and concepts covered in the activities. The ~~ ' !1! ~" <I"tO _wort! by ~ 1 m.1 1f 1d1o"t'"\',t ,__ .il.I.IO.._.. 1 llr"l OloIi hf.l..l..t l. .pn/o'tf '>tAl' Ip .; II .~,,«.•,• 1 p h.. f( f4l"o"O"""'f(>~' .... Glossary may be used for teaching purpo ses or for Homophon. "olf>09h_" ~ ""tIt1h If<.l.f .JI!~ .-.0 lllt ....... !tt.t ... ... . " ·..... N Potm " pMm" . pooenool... III"" ' . reference by pupil. Len.0~Il~~. 1.. N....' . o.o- t ~rP. !I".o'!u"I lt..t'. , tt.I.l1Jn. wjo'Im.)V '..o ., '' l. l'I"r:n''',t' ~ Ci'4 dI. r~ rl uk 1 o." '1c· '''1t'u '"'' . .'rl' pr'0o'. ~r' nn1'' .'.t' 1'mll\I I'"I''o '!''r"o"<C" l,.l\t.f; d"' I'.J ' >l . o ~ IP"Ot.,J.~_."rI fI"f.I_"lk\l Jld".Y'rol~I'r~ "lrf.' .-r,...".P-.~.f ' .0'. .'I "1..o p'.O,, ,l .l I. l.'",1K '.III.,l!,CO'"- ·~ .""ll"Ie ' 'II; .l"(,..._'~, ylf.t 1tph',e "., "tr~ ' "Il"'' m,I.!," ~'"'.p' 'o"., ll.~ .. 1.l'.I" '. t 5 Thinking of others Think of some ways you have helped others today. There was once a man called Ali who was travelling home with his friends through a hot, dry land. It was the hottest month of the summer. On their way they met a poor stranger, dressed in rags. He was hungry and thirsty and had no money. He asked if he could join them. The travellers felt sorry for him. They welcomed him, gave him a drink and continued their journey through the desert. It was not long before they lost their way. The sun beat down even harder. The ground became more sandy and dusty. There were no rivers or springs in sight. There were no water wells nearby. Soon their water began to run out. The situation was bad. They decided that the only way to survive was to ration the water that was left between them. Each day, each person drank just one small cupful when they stopped for the night. One evening, when it was Ali's turn to drink, he noticed the stranger staring at him. He immediately turned to the water-carrier and said to him, 'Give my water to my brother, the stranger.' The stranger drank Ali's share of the water, for he was very thirsty. Ali had nothing to drink. The next day the same thing happened again. The stranger drank the water and Ali had none. Day after day it happened and each day Ali gave toe stranger his water. Each day Ali became weaker and weaker. One morning, the stranger called Ali to tell him it was time to get up and get on his camel. 'Get up, Ali. We are not far from water now. Soon you will be able to drink as much water as you like,' he said. Ali's friends looked at the stranger curiously. 'How do you know we are not far from water?' they asked. The stranger smiled. He picked Ali up and put him on a camel. 'Follow me,' he told Ali's friends. They walked for a few kilometres. Then they stopped in astonishment. The stranger had repaid Ali's kindness. He had led them to an oasis! 6 EXT LEVEL 1 What is the setting of the story (the place where it happened)? 2 Who do Ali and his "friends meet? 3 What problems does the stranger have? 4 Soon after Ali met the stranger. something bad happened. What was it? 5 Why did each person in the group only drink a cupful of water a day? 6 What kind thing did Ali do to the stranger? 7 Why do you think Ali called the stranger 'his brother'? 8 Why did Ali get weaker and weaker? 9 How did the stranger repay Ali's kindness? 10 What do you think we can learn from the story? SE r ENCE LEVEL Complete each sentence with an abstract noun from the box. beauty courage anger strength life fear poverty sound danger speed l!£=-e 1 Death is the opposite of 2 I was amazed by the of the princess. 3 The giant had the of ten men. 4 The shoppers were terrified and looked at the robber with _ 5 The of the car was amazing. 6 There is . in climbing mountains. 7 The cook was filled with when she saw the mess in her kitchen. 8 The beggar lived in _ 9 John showed great in fighting the lion. 10 The came to our ears. ORO LEVEL Write these words in two groups according"to the word endings (ar or or). beggar radar doctor actor grammar cellar calculator editor survivor burglar sugar conductor vinegar inspector scholar sailor 7 The water cycle The flow diagram below shows you where water comes from . Why do you think it is called a cycle? Does it have a beginning? Does it have an end? Water is warmed by the sun. It turns into water vapour and rises. The water vapour turns into small drops of water. These drops of water form clouds. As the clouds pass over high mountains and hills the drops of water fall to the ground as rain or snow. Streams and rivers carry the water down from the mountains and back towards the sea. ..-.. .... ~ ..". ~ ....... I ....... .. 8