foundation skills reading comprehension tb 1 2

How thisis done obviously depends very much on the type of text , the teacher's aims and the level of reading ability of the class.. at certain places: - to ask children to recall detail

Teacher's Book

P ag e

I ntroduction

Teac her's Book 1 Skills, scope and sequence cha rt

Te aching notes a nd answ ers 1

Answers to comprehension te s t s

I ntroduction

What i s R ea in g

Comprehension is an a ctive process It involves

the reader making meaning from:

• the v is u l information on the page (the print,

the punctuation and the pictures);

• the non-v isual informat ion (such as

b ckground know ledge based on past

experiences with language and the world)

Compre e sion involves a range of skills,

moving from the easy to the difficult in terms of

the demands they place on the reader Five

categories may be identified In order of

difficulty, these are:

1 Literal comprehen sion

This focuses on ideas and information explicitly

stated in the text itself The tasks may involve

recognising or recalling details from the actual

text

2 R eorgani si ng

At this level, child ren are expected to analyse

a d/or reorganise ideas or information explicitly

stated in the text For example, tasks may

involve classify ing, outlining or summarising

3 Inferring

This requires children to use explicitly stated

information or ideas, along with int uit ion and

personal experience, as a basis for making

inf erences The child is required to use thinking

and imagination that go beyond the printed

page

4 Eva luat ing

Here, the reader is required to evaluate a text,

by comparing the ideas presented in the text

with externalcriteria (suchas othersources of

information), or internal criteria (such as drawing

on his or her own experiences, know ledge or

values) Qualit ies of accuracy, cceptability,

d sirabilit y etc re involved when using evaluative comprehension

S Appre ciating

This involves the subjective response of the impact of the text on the reader It requires an emotionalrespo seto the content, characters or incidents, or to the author's use of language or imagery

These five categories may be summarised as:

• reading the lines (using literal comprehension);

• reading between the li nes (reorganising and

Teach ing feat ures of B oo 1

Unit number and title

Related a ctivity for indiv idu al ch i ldren to complete

~ T -shi rts

Wha t is y o ur fav ourite co lour

Wha t are the colours o f th e ra 0 0 0 0

A lp ha bet c heck-up Further practice

( Bo ok 1r p ages 68- 9 ) a ctivity for

H igh f reque n cy wo rd s c heck-u p

(T eacher 's Book, pag e s 19-2 0)

co mpl eted at any approp riate t i me

o t he y ear

3

T ack ling t h e te xts

Before r eading th e te xt

undertaken before the text is read Here are just

a few :

• On the basis of the title, pictures, type

language used etc encourage children

predict what sort of text it i

e.g story, information, play, poem, a d

what might happen

• Analyse the way the text is organised What

helpful headings does it have? How is it se

or useful pictures?

• Provide links with children's background

knowledge and previous experience What do

may find out about the subject from the text?

Re a ding the text

One of the most productive ways to tackle the

stimulus text is to use it for shared reading with

the class as a whole orwith agroup How thisis

done obviously depends very much on the type

of text , the teacher's aims and the level of

reading ability of the class

• One way is for the teacher to read the whole

text to the class straight through without

stopping to explain unfamiliar vocabulary,

whilst the children follow it in their own

books Reading the text to the class gives the

children a general overview and enables them

to gain the gist of the text It doesn't matter

word In any case, the understanding of

many unfamiliar words will be helped by a

passage as a whole

at certain places:

- to ask children to recall details or to

- to ask children to predict how they think

them to be actively involved in listening and

reading);

think of that character's behaviour?'

a class or by inviting different children

contrib ute as appropr

• Alternatively the children could be asked to read the text silently or read it aloud in pairs

or in groups

be identified and tackled, encouraging

children to use contextual cues to help them

words are printed in b old type the first time

Teacher's Book, and can be explained to pupils if necessary

After r eading t he text - ta c kling the related acti vities

• After reading, the text should be discussed to ensure children have a good grasp of the

literal meaning of the text and any

• Childrencould beasked to re-tellstoriesin

• The related Text Level activities (which

the levels of comprehension) may initially be done verbally as a class to help children

reflect on the texts, and then converted into

individually or in pairs, or even in small groups as appropriate from time to time to

selectively as desired (However they are used, it is suggested that prior to working any activity the pupils are helped to understand exactly what is required of thern.)

5

R eadi 9 Compre en si

Text type Information text in form of p oem

Activ ity Sentence complet ion usin g p i ct ure clue s

F urt h er p ra ct ice K eeping a weathe r diary (recording ; usi ng sentences)

K i tes

Un it 13

Activity Hand-eye co-ordination and se ntence completion

Further p ractice Class ify ing rhyming w o rds ( cvc) into sets

Growing things Unit 14

Te xt ty p e I nf ormat ion text showing a process (pictures and s entences)

Activity Sequencing p ictures and sentence s

Further pract ice Sentence c omplet ion based on numbers and colour s

At the seas i de Uni t 1 5

Activity Picture a nd word matc hing

Further practice Answer ing simp le quest ions using p icture clues

A ni mal a lphabe t Uni t 16

T ext type Alphabetically-organised t e x t ( in f orm of s imple dictionary)

Activity Sentenc e completion (using alpabetically-organ ised text with picture clues) Furt her pract ice Arranging words i n a lphabetical order according to fi rst letter

The day the doctor came

Un i t 17

Te x t type Simple story about a common experience (p ictures and sentences)

Activity Sentence completion ('people's jobs' theme ; usi ng p ict ure and context clues) Further practice Word-making (using words end ing i n ' all' , 'ell ' and ' ill' in rhym ing sets)

Sentence completion based on the story (using picture clues)

Ten little monkeys

Number rhyme Completing rhyming phrases Completing fam iliar nu r sery rhyme

Key vocabulary

balloon , rocket, rain

The a ct i vities

Related activity ( page 11 )

Sentence completion, filling in missing wo rd

(given each time) to accompany a picture

IAnsw ers : kite, bird, plane, rocket

Introduce the unit by getting children to talk

about what they want to be when they are

grown up The text is a ser ies of pictures and

showing a child dressing up in 'dressing-up

clothes' suggesting different occupations e.g

they like best When looking at the page with

the children, use the pictures to help them wo rk

out any unfamiliar words underneath

K ey vo cabulary

nurse, princess, astronaut, teacher, cook

T he acti vi ti es

Relat ed a ct i vity (p age 13)

Sentence completion , filling in the missing word

(given each time) to accompany each picture

An s wers: princess, nurse, teacher, (open)

Fu rther pr actice (page 5 1)

pictures and captions of things they need, and

writing sentences a out them

Introduce the unit by asking children to talk

did they do it? Look at the text together (Note that it is divided into two clear sections: 'What you need' and 'What you do' You may wish to discuss why this is important.) In the 'What you need' section the pictures are all accompanied by labels to aid comprehension The 'What you do' section consists of five numbered pictures showing various steps in the process of making a

boat Discuss how the numbering helps Look aand discuss each picture one at a time

K e y voc abulary

paper, scissors , brush straw you drink through a paper or plastic straw

The a ct i v it i e s

Re lat ed activity (p age 15)

Numbering four pictures in the correct order to continue the story; predicting and drawing what happens next

An swers: The order of the pictures is as follows:

T hings I can d o

The d a y

The text

Can children name different parts of the day?

What happens at night? What happens in the

day? This sequence of pictures and

accompanying captions, set out as a circular flow

diagram with arrows, shows what happens a

different times of the day Look at each picture

and sentence together as a class Discuss the

w a y the pi ctures a r e o r ganised Do all days

follow the same pattern?

Key vocabulary

moon, star s, sun

shine to give out a bright light

twinkle to shine like a star, brighter and less

The order of the pictures should be as follows :

1 The moon comes out

2 The moon shines

3 The stars twinkle

4 The sun comes up

5 The sun shines

6 The sun goes down

Fu rther p r actic e (pag e 5 )

Identify ing the odd picture out in a set of four

pictures;picture/ word matching and writ ing

Answers: door, bicycle, bell, bird, spade

\,

13

The text

Be in by getting children to list as many things

as possible that they can do The simple text, with supporting pictures, is in the form of a

rhyme L ok at and read the rhyme to and with

the class several times Perhaps the children could be asked to act out the rhyme as it is

being read

K ey vocabulary

anyth ing

pop a small bang or bursting noise

tie my lace s fasten my shoes (boys' type)

The activities

R e lated e ct i v i ty ( p age 2 )

Looking at pictures, reading captions and ticking

those which the child is able to do

Begin by asking children what a giraff e is What

do they know about giraffes? Can they describe one? The text consists of a labelled picture of a

giraffe, identifying some of its key physical

features in simple, structured sentences Look at the picture and read each sentence with the class, getting the children to use the picture to help them as much as possible

Answers:

The wind blows the kite

The wind

Fu rt her pra cti c e (p a e 5 )

Keeping a weather diary for a week, using

structures

IAnswers : (open)

Un it 1 Ki tes

them to share their experiences What makes

kites fly? This simple rhyme has built-in

repetition and predictable language st ruct ures to

facilitate reading Read it to the class several

times, one after the other, to help them get the

feelof it Ask them to follow the words as you

do so Encourage them to join in with the words

when they feel confident

hi gh, sky, butterfly, climbs

tiny very small

still continues

summertime during the summer

Related activit y (pag e 31)

Fine motor control, colour words

Answer: The order of the kites is as follows:

blue, green, red, yellow

Further p r a cti ce (pa ge 6 0)

anything? Encourage them to tell the rest of the

Key vocabulary

s eed s, hole, plant, grow

R e lated a ct ivity (p ag e 33)

(taken from the text) in order

F urth er pr act ice (p age 61)

Countin g; sentence completion using number

Answer s:

There are five yellow flow ers

There are fo ur orange flowers

There are two red flowers

There are six bile flowers

l!Ini t 1 ~ The da y th e U nit My b ody

d octor c e The te xt

Ask the children to recount any experiences they

have h d of being ill a d visiting the doctor or

having the doctor pay a home visit What was

the matter? What happened? The text is a

simple recount of a child being ill and o a visit

by the doctor It consists of a seriesof pictures,

each picture being accompanied by a short

sentence Discuss the pictures before reading the

text to and with the children

Sentence completion , with picture cues, using

the names of people who help us

F urthe r pr a ctice ( pag e 64)

Onset and rime words using ill, all , ell

Answ ers:

Mak e the wo rds: hill, ball, wall, well, yell

Write the letters: yell, hill, well, fill, ball

T h e text

How many diff erent parts of their bodiescan the

children name? This rhyme, accompanied by a

labelled picture, focuses on naming parts of the

body ead the rhyme several timesto the class,

encouraging them to find the name of each body part as it is mentioned in the rhyme on the

picture, or else point to it on their own bodies

K ey v o cab ulary

h ead, nose , mo uth, chin, nec k, che st , hand ,

thumb , eye , ear, le g arm

The activities

Rel ated activity (p ag e 4 1)

Labelling picture with names of parts of the body;using wordsin sentences

A n sw ers: Children draw lines to label the

Further pra ctice ( page 65)

Sentence completion , using picture cues to help,

focusing on the five senses

[ _ _ _ _ _ _ _ Com e nsi n Test: Fi • o 1

The crocodile and the monkey

The crocodile was in the water

The crocodile ran after the

The monkey threw a banana

at the crocodile

A lion is like a big cat

A lion eats meat

A lion can run fast

A lion is brown

A baby lion is called a cub

© C o pyri ght M a millan E ducatio n Lt d 200 1 23

I _ _ _ _ _ _ _1 Comprehension Test: Poetry

My body

I have ten fingers

I have ten toes

I have two eyes

I have one nose

I have two legs

I have two feet

I have one mouth

© Copyright Macmillan Education Ltd 2001 25

1 How many fingers do you have?

Do you have two or ten toes?

How many eyes do you have?

Do you have one or two feet?

What do you do with your mouth?

Marks: D out of 5

© Copyrig ht M acmillan Edu cation Ltd 2 001 26

5

Fiction: The crocodile and the monkey

1 The crocodile was in the water

2 The crocodile saw a monkey

3 The crocodile ran after the monkey

4 The monkey climbed a tree

5 The monkey threw a banana at the crocodile

Non-fiction: The lion

1 A lion eats meat

2 A lion is brown

3 A lion is like a big cat

4 A lion can run fast

5 A baby lion is called a cub

Poetry: My body ,

1 I have ten fingers

2 I have ten toes

3 I have two eyes

4 I have two feet

5 I eat with my mouth

27

Teacher's Book

Unit 1 I can do the same as you!

Text Type Autobiographical te xt w ith familiar setting Text Level Sentence compl et ion (l it eral comprehension) Sentence L evel Focus an verbs

Ward Lev el cvc words with s hort med ial a

Short words ending w ith -ng

Sentence completion (literal comprehension) Indefinite article

Alphabetical knowledge and order

Text Type Story with familiar setting/ instructions

Te xt Level Senten ce completion (lit eral co mprehensio n) Sentence Level Pun ctuation - capital l etters and full stops Word Level cvc w ords w ith short medial 0

Word order - sentence structure cvc word s with short medial e

Unit 7 How to make a glass xylophone

T ext Type In structi on s

T ext Level Feature s of in struction s/ sequen ce

Sent ence Level Punctuati on - capital letter s and qu estion marks Word Level Short word s ending with - ck

Con sonant digraph sh

Focu s on adjectives

cv c words with short medial i

Unit 10 The lion and the mouse

T ext Type Tradit ional story

T ext Level Charact erisation

S entence Level Focus on verbs (animal noise s)

Word Level cvc word s with short med ial a and u