Storyworlds Scottish Planning Guide Scottish Correlation by Eleanor McMillan Heinemann Primary Halley Court, Jordan Hill, Oxford OX2 8EJ www.myprimary.co.uk a division of Harcourt Education Ltd © Harcourt Education Ltd, 2002 Storyworlds Scottish Planning Guide 06 05 04 03 02 10 9 8 7 6 5 4 3 2 1 Storyworlds Scottish Planning Guide Contents The Storyworlds Programme Storyworlds and the 5-14 Guidelines Storyworlds and Writing Storyworlds Software How to use this guide Level A Reading Level A Writing Level B Reading Level B Writing Stage-by-Stage correlation Storyworlds Writing 2 2 3 4 5 6 10 15 19 26 36 The Storyworlds Programme Storyworlds is a structured reading programme for 4-7-year olds. It comprises 144 readers, plus a Shared Reading and Writing strand. The Storyworlds readers are appropriate for both Independent and Group reading contexts, and teacher support and follow-up activities are provided for both uses. This Planning Guide provide detailed references to the 5-14 Language Guidelines and should be used in conjunction with the Scottish Edition Teaching Guides. Specific reading and writing skills can be identified quickly to enable greater flexibility in planning. In particular, references are given to show how Storyworlds can be used either for modelled or shared reading sessions with the teacher and pupils working together or for more independent tasks where each pupil can practise appropriate skills to a greater degree of independence. The materials in Storyworlds provide a detailed language programme for pupils working within Level A up to the early stages of Level C. As a rough guide, Stages 1-6 are suitable for pupils working to Level A, and Stages 7-12 are suitable for pupils working to Level B. Some of the independent activities of Stage 10-12 provide suitable tasks for pupils just starting Level C. Storyworlds and the 5-14 Guidelines The 5-14 Language Guidelines describe the early stages of learning to read as a stage when pupils will: be developing an understanding of the purpose of print by readings labels, signs and captions and by helping to make their own class books; be involved in pre-reading activities to develop skills of matching, discrimination, leftto-right eye movement, and sequencing; learn the basic skills of reading through a systematic and progressive programme, which should incorporate an initial sight vocabulary and also develop phonic and blending skills, and the skills of word attack; learn to enjoy books by listening to stories and poems and talking about them; create and read short texts, with teacher support; learn the language terms used in their reading programme. More recently, the HMI document Improving Reading at the Early Stages recommends reading schemes where there is a: … rich language programme providing a framework to support the teaching of reading. It should create opportunities to extend the pupils’ spoken language and to link talking, listening, reading and writing together. The document goes on to say that the reading scheme and the systematic development of phonic skills are the key elements in achieving continuity and progression in reading. The Storyworlds approach provides a framework to enable children to acquire a growing mastery over a range of reading skills. At each stage of reading development, from the early “see-saw” approach to the longer texts of Storyworlds Bridges, there are opportunities for children to recognise a growing sight vocabulary, use phonic knowledge to decode new and unfamiliar words and to understand stories of increasing complexity. The carefully controlled programme helps children to build on and consolidate the initial skills while developing confidence to tackle more challenging texts. This continuity from Primary 1 to Primary 3 and 4 helps to provide the stimulation and challenge for pupils to extend their skills effectively as described in Improving Reading at the Early Stages: Where practice was best …. pupils in P3 were beginning to: read more widely or at greater length, for example in reading short novels; read with increased fluency and expression; read to find evidence from a passage, to make simple references, to discuss the effectiveness of language and to identify main ideas; demonstrate their skills in understanding the language and structure of simple information passages such as descriptions, instructions and reports; and discuss books and express their own responses in comments and book reviews. The Group Reading approach suggested in the Storyworlds Teaching Guides embraces the supportive ethos required at the early stages when children are building up confidence in their reading skills and enjoying books by sharing their ideas and experiences with each other. Peer support is crucial and if combined with a manageable system where children take control over their reading, progress will be maximised. Big Books at each stage give teachers the opportunity to focus on group and whole class teaching and effectively interact with pupils, encouraging them to find links with the story and their personal experiences, to predict what might happen next and to analyse unfamiliar words into wounds in order to help them guess the words. Positive reference is made to this teaching approach in Improving Reading at the Early Stages (p11, 4.2): ... in a lively lesson using a Big Book. Freed from the organisational demands, the teacher concentrated on using here teaching skills to good effect. This interactive approach is an excellent way of modelling to pupils how to use a variety of reading strategies. It also provides opportunities for the teacher to make links between reading and writing. Storyworlds Plays can support collaboration as well as developing the skills of reading aloud. A clear structure with suggestions for before, during, and after reading guide the pupils to consider plot, character, setting etc and widen their knowledge about language. Storyworlds and Writing In Storyworlds, reading is explicitly linked to writing, through discussion of key aspects of the writer’s craft. At each stage through analysis and discussion children are encouraged to consider “models” of genres. In the HMI document Improving Writing 5-14, recommendations are made to help pupils understand the qualities of writing through discussion of reading and the document identifies important characteristics of an effective language programme: … In discussing reading and preparing for writing, there was a planned approach to enabling pupils to recognise that “quality” in relation to writing has several facets. Pupils were made aware of the need in any writing task to attend to: the content/ideas, and the writer’s grasp of them and attitude to them; the relevance and organisation of ideas and content, the way they are connected to one another, to meet the requirements of this task and readership; the choice of language to suit these requirements; the accuracy and correctness of expression, grammar, spelling and punctuation. In Storyworlds, there are opportunities to engage in a range of writing tasks such as functional, personal and imaginative writing, alongside the development of skills of structuring, punctuation, spelling, handwriting and presentation. The weekly planners in the Storyworlds Bridges Teaching Guide provide good examples of how to link reading and writing across an ability range and can be adapted to suit the needs of the class and the teaching support. Storyworlds Writing supports the core Storyworlds programme as a whole and further enriches the language curriculum by providing a comprehensive approach to reading and writing. The methodology supports whole class, interactive and participative teaching with independent follow-up work. The texts focus on popular Storyworlds characters, develop a range of genres and cover the key 5-14 language strands. For further details and correlation charts for Storyworlds Writing, see pp 36 – 40. Storyworlds Software Storyworlds Software has been created to help teachers integrate ICT into literacy by providing two linked activities for each Storyworlds book. The activities are all linked to key literacy skills and also practise ICT skills. In addition, there are literacy games that offer structured word and phonics skill practice. ICT and Literacy Integrating ICT throughout the curriculum is increasingly important. Children need to develop skills which will gain them access to a world in which the use of technology is essential to many aspects of life, including learning, work and leisure. In addition to this, ICT is in itself a valuable tool to enhance the teaching of literacy. Studies have shown that, providing there are clearly defined subject objectives in place, computers can help raise standards in literacy. Storyworlds Software integrates ICT and literacy in a way which keeps the literacy objective clearly in focus while providing the added stimulus and support for children that ICT can provide. It can be used as an early introduction to the world of technology which will prepare children to respond to the challenges and opportunities that that world will present. How to use this Planning Guide This Planning Guide comprises three sets of correlation charts: 5-14 Attainment Targets and Objectives Storyworlds correlation charts: Stage-by-Stage Storyworlds Writing correlation charts 5-14 Attainment Targets and Objectives Correlation charts for the 5-14 Attainment Targets show at a glance which Storyworlds units can be used for specific Attainment Targets and Objectives. The Storyworlds units covered here include the Storyworlds Plays published for Stages 4 – 6 and 7 – 9. The correlation charts cover the following strands in Reading and Writing: Reading: Reading for enjoyment Reading to reflect the writer’s ideas and craft Awareness of genre Reading aloud Writing: Functional writing Personal writing Imaginative writing Punctuation and Structure Spelling Handwriting and Presentation Within each strand, numbered objectives are given derived from the 5-14 Attainment Targets. These numbered objectives are matched against specific activities as presented in the Teaching Guides. Storyworlds correlation charts: Stage-by-Stage The Stage-by-Stage correlation charts show the Attainment Targets and Objectives covered by each book within the Storyworlds Stages. Storyworlds Software activities are shown using this symbol: . Numbered objectives refer back to the correlation charts for the 5-14 Attainment Targets to give the detail of specific objectives. Storyworlds Writing correlation charts The Storyworlds Writing correlation charts show which elements of the 5-14 Attainment Targets and Objectives are delivered by each unit within Storyworlds Writing. Level A Reading Reading for enjoyment Pupils will be able to: With teacher support: Read for enjoyment simple stories, poems and informational texts 1. Learn to enjoy books by listening to stories and poems and talking about them Stages 1-6 2. Develop and understand the purpose of print Stage 1 3. Learn the basic skills of reading through a systematic and progressive programme Stages 1-3 Storybooks Readaloud books Shared reading teaching cards Storyworld Plays Stages 4-6 Working independently (or in pairs) Stages 4-6 Storybooks Shared reading teaching cards Group reading teaching cards Level A Reading Reading to reflect on the writer’s ideas and craft Read and, with teacher support, talk about short, straightforward text showing that they understand one important idea Pupils will be able to: With teacher support: 1. Talk in a group or individually with the teacher to share text Stages 4-6 2. Predict what might happen next in a story Stages 4-6 Storyworld Plays The Wolf and the Kids Dipper in Danger 3. Pick out an important idea from the text Storyworld Plays Stage 4 Max and the Cat Little Rabbit Stage 5 The Wolf and the Kids Dipper in Danger Stage 6 Slug and the Sea Monster The Gingerbread Man Stage 4 Red Ted Goes to School Max and the Cat Pirate Pete Loses His Hat Little Rabbit Stage 5 Grandma’s Surprise Dipper and the Old Wreck Fire in the Wild Wood The Ugly Duckling Stage 6 The Big Boots Harry’s Snake Flora to the Rescue Awareness of genre Pupils will be able to: With teacher support: Working independently (or in pairs) Recognise at least one difference between two simple texts of distinct types 1. Recognise differences in the nature of story, poem and dramatic text Stages 1-6 2. Notice the different ways text can begin Working independently (or in pairs) Level A Reading Reading Aloud Pupils will be able to: With teacher support: Working independently (or in pairs) Read aloud a familiar passage or poem so as to convey understanding 1. Listen with understanding to the teacher reading aloud Stages 1-3 Big Books Readaloud Books Stages 4-6 Big Books Shared reading teaching cards 2. Build up confidence in reading to the teacher, with a partner and in a small group Stage 1 See-Saw Story books Stage 2-3 Springboards Storyworld Plays Stages 4-6 3. Gradually develop an awareness of audience Stages 1-6 Stages 4-6 4. Recognise and read aloud familiar words Stages 1-6 5. Recognise rhyming words and rhyming pattern Stage 1 The New Children Mr Big Goes to the Park The Big Pancake Stage 2 Naughty Joe Bingo Wants to Play Stage 3 The Empty Lunch Box Mr Marvel and the Cake The Boy Who Cried Wolf Stage 1 The Lost Storybook Mr Big Goes to the Park Mr Big Goes on Holiday The Little Red Hen Stage 2 Naughty Joe Bingo Wants to Play Monty at the Party The Fox and the Stork Stage 3 The Empty Lunchbox The Robots Frisky and the Cat Frisk Plays a Trick Mr Marvel and the Car The 3 Billy Goats Gruff The Boy Who Cried Wolf The Hare and the Tortoise Level A Reading Reading Aloud Pupils will be able to: With teacher support: 6. Recognise alphabet letters and their equivalent sounds Stage 1 The Naughty Hamster A Monster for Miss Owen The Lost Storybook Mr Big has a Party Mr Big Goes on Holiday Stage 2 Clever Joe Bingo and the Bone Yum Yum The Big Surprise Monty at the Seaside Monty at the Party The Old Woman and the Hen The Fox and the Rabbit Stage 3 The Selfish Dog 7. Develop and practise phonic skills Stages 4-6 Working independently (or in pairs) Stage 2 Monty at McBurger The Bears and the Honey Stage 3 Frisky and the Ducks The Selfish Dog Stages 4-6 Level A Writing Functional Writing Pupils will be able to: Write briefly for a simple practical purpose 1. Report orally on practical activities With teacher support: Working independently (or in pairs) 2. Explore sequence through drawings and diagrams 3. Observe and select important features to order their writing with the teacher acting as scribe Stage 3 The Lost Coat Frisky and the Cat Stage 4 Red Ted at the Beach Max and the Apples 4. Begin to compose simple pieces of writing using a combination of strategies Stage 4 Red Ted Goes to School Pirate Pete and the Treasure Island Pirate Pete Loses His Hat Personal Writing Pupils will be able to: With teacher support: Write briefly about a personal experience 1. Speak confidently about themselves and their experiences and interests Stages 1-6 All stories 2. Express their ideas through detailed drawing, mark-making or “having a go” 3. Contribute their ideas to a piece of writing scribed by the teacher 4. Write briefly following a sentence starter expressing their own ideas Working independently (or in pairs) Stage 3 The Selfish Dog The Robots Stage 4 Max and the Cat Stage 5 Dipper and the Old Wreck The Straw House Stage 6 Slug and the Sea Monster Level A Writing Imaginative Writing Pupils will be able to: With teacher support: Write a brief imaginative story 1. Begin to develop imaginative ideas through role play, stories, broadcasts etc. Stage 1 The Enormous Turnip Stage 2 Bingo Wants to Play Monty and the Ghost Train The Fox and the Stork Stage 3 The Lost Coat The Robots Frisky Wants to Sleep Frisky and the Ducks Stage 5 The Bag of Coal Stage 6 The Magic Trident 2. Develop an awareness of sequence by looking at beginnings, middles and endings of stories read by the teacher Stage 2 Dinner Time Stage 5 Dipper and the Old Wreck Stage 6 The School Fair Working independently (or in pairs) Level A Writing Imaginative Writing Pupils will be able to: With teacher support: 3. Begin to compose simple stories using a combination of strategies Stage 2 Dinner Time Bingo Wants to Play The Old Woman and the Hen Stage 3 The Three Billy Goats Gruff Stage 4 Max and the Drum Pirate Pete and the Monster Stage 5 Fire in the Wild Wood Stage 6 The School Fair The Magic Trident 4. Understands the function of print and writes for different purposes Working independently (or in pairs) Stage 4 Max and the Cat Pirate Pete and the Monster Little Rabbit The Sun and the Wind Stage 5 Grandma’s Surprise The Mango Tree Dipper and the Old Wreck Dipper to the Rescue Dipper in Danger The Big Snowball Creepy Castle The Bag of Coal The Lake of Stars The Wolf and the Kids The Straw House Stage 6 The Lost Costume The Big Boots The School Fair Harry’s Seal Olly the Octopus Slug the Sea Monster The Gingerbread Man The Old Woman Who Lived in a Vinegar Bottle The Cooking Pot Stage 1 The Naughty Hamster Peek-a-Boo Mr Big Goes to the Park Stage 2 Bingo Wants to Play Monty and the Ghost Train Stage 3 The Selfish Dog Level A Writing Punctuation and Structure Pupils will be able to: With teacher support: Use capital letters and full stops correctly in more than one sentence 1. Understand that capitals and full stops help to make the meaning clear when reading independently and to others Stages 2-6 2. Learn to use capital letters and full stops in their own writing through: -shared writing with the teacher as the model -reading their own writing to others Stages 2-6 Stage 5 Dipper and the Old Wreck The Straw House Stage 6 The Big Boots Slug and the Sea Monster Spelling Pupils will be able to: With teacher support: In writing tasks, spell accurately the words they need to use most commonly 1. Take an interest in words, how they sound, how they are made, and the patterns within them 2. Spell lists of common words and use them appropriately in their writing Working independently (or in pairs) Working independently (or in pairs) Stages 1-4 – Examining, discussing and practicing sight words Stages 5 & 6 Using look, cover, write and check Level A Writing Handwriting and presentation Pupils will be able to: Form letters and space words legibly 1. Develop good hand-eye coordination 2. Write letters using the correct formation 3. Use spacing in their own writing 4. Begin to link letters together With teacher support: Working independently (or in pairs) Through teacher modelling, using work books and photocopiable masters, pupils will have appropriate opportunities to practise and improve their skills from Stage 1 – Stage 6 Level B Reading Reading for enjoyment Pupils will be able to: With teacher support: Read stories, poems and informational texts regularly for enjoyment 1. Enjoy reading a variety of texts of manageable length Stages 7-12 Storyworld Plays Stages 7-9 2. Relate stories to their own knowledge and experience Stages 7-9 Big Books 7-9 Shared reading teaching cards 7-9 Group reading cards 7-9 Storyworld Bridges 10-12 Group reading cards 10-12 Group reading cards 7-9 3. Discuss stories with others and share their ideas and opinions Stages 7-9 Big Books 7-9 Shared reading teaching cards 7-9 Group reading cards 7-9 Storyworld Bridges 10-12 Group reading cards 10-12 Group reading cards 7-9 Pupils will be able to: With teacher support 1. Use pictorial and contextual cues Stages 7-9 Working independently (or in pairs) Stages 7-9 Workbook pages 2. Recall storylines and sequence thoughts and ideas Stages 7-9 Storyworld Plays 7-9 Big Books 7-9 Shared reading cards 7-9 Group reading cards 7-9 Storyworld Bridges 10-12 Group reading cards 10-12 Reading to reflect on the writer’s ideas and craft Read straightforward texts and in discussion and writing show that they understand the main ideas 3. Respond after discussion through drawings, diagrams etc Working independently (or in pairs) Stages 7-12 Storyworld Plays Stages 7-9 Group reading cards 10-12 Group reading cards 10-12 Stages 7-9 “Take home” pages Workbook pages Group reading cards 10-12 Level B Reading Awareness of Genre Pupils will be able to: With teacher support Show recognition of a few features of different types of simple texts: stories, poems, plays 1. Look for clues to suggest fact, fiction, poetry or drama Stages 7-12 Storybooks Workbooks PCM pages Shared reading cards Group reading cards Storyworld Plays 7-9 Teachers should take every opportunity to encourage pupils to recognise differences in text through shared reading and group reading activities 2. Begin to recognise differences in likely content from titles, covers, contents page, page layouts Reading Aloud Pupils will be able to: Read a familiar text with fluency 1. Share texts they have enjoyed with others 2. Develop a range of reading strategies such as sequencing, prediction and use of phonological, contextual and grammatical cues 3. Recognise and take account of stresses, pauses and emphases With teacher support: Working independently (or in pairs) Working independently (or in pairs) As pupils progress through Stages 7-12 they will develop their skills of reading aloud ad use a variety of strategies. Teachers will find that all the materials available at this stage provide opportunities to support pupils in small groups and individually:Storybooks Stages 7-12 Storyworld plays 7-9 Big Books 7-9 Shared reading cards 7-9 Group reading cards 7-9 Group reading cards 10-12 Level B Writing Functional Writing Pupils will be able to: With teacher support: Write briefly in an appropriate form for a variety of practical purposes 1. Use simple notes to order their writing Stage 7 The New Boy Stage 8 The Elephant that Forgot Kim and the Missing Paint Pot Stage 10 Tom’s Birthday Stage 12 Greyfriar’s Bobby 2. Consider style, vocabulary and layout features Stage 7 The New Boy Stage 8 The Highland Castle Stage 9 Hansel and Gretel Stage 12 Star Striker Deep Water Working independently (or in pairs) Stage 7 Kiboko and the Water Snake Stage 8 Kim and the Shape Dragon Stage 9 The Magic Carpet The Little Girl and the Bear Stage 10 Tom’s Birthday Treat Why the Tortoise has a Cracked Shell Stage 11 The Wrong Words Stage 12 Star Striker Deep Water Level B Writing Personal Writing Pupils will be able to: With teacher support: Working independently (or in pairs) Stage 7 Twiga and the Moon Stage 8 The Highland Cattle Stage 10 Tom’s Birthday Treat Write briefly in an appropriate sequence about a personal experience giving an indication of feelings 1. Use sequence appropriately 2. Reflect, consider and begin to reshape their stories Stage 10 Jake, Ace Detective Stage 11 Storm at Sea Stage 7 Bouncer Comes to Stay Stage 9 Cobra Cat Stage 10 Jake, Ace Detective Stage 11 Standing Tall Stage 12 Deep Water 3. Develop vocabulary to articulate feelings Stage 7 The Magic Shoes Stage 8 Rescue at Sea The Highland Cattle Stage 9 Big Barry Baker on the Stage Adventure at Sea Voyage into Space Jack and the Beanstalk 4. Write, using a letter format to express personal feelings and opinions Stage 7 The Next Door Neighbour Stage 8 Ali, Hassan and the Donkey Stage 9 City Cat Level B Writing Imaginative Writing Pupils will be able to: With teacher support: Write a brief, imaginative story or poem using appropriate organisation and vocabulary 1. Through discussion, questioning and sharing writing with the teacher or with a partner, be able to select and draft what they wish to say Stage 7 The Tug of War The Elves and the Shoemaker Stage 8 Kim and the Computer The Tiger and the Jackal Stage 9 Big Barry Baker and the Bullies Working independently (or in pairs) Stage 7 The New Boy The Next Door Neighbour Duma and the Lion The Magic Coat The Pied Piper Stage 8 The Highland Games The Shark With No Teeth Kim and the Computer Mouse The Three Wishes Stage 9 Big Barry Baker on the Stage The Little Girl and the Bear Jack and the Beanstalk Stage 11 Akbar’s Dream The Wrong Words Storm at Sea Stage 12 Jumble the Puppy Level B Writing Imaginative Writing Pupils will be able to: With teacher support: 2. Consider plot, dialogue, character and setting Stage 9 Cherry Blossom Cat 3. Discuss the content, rhythm and vocabulary of poetry Stage 9 The Two Giants Working independently (or in pairs) Stage 7 The Cricket Bat Mystery Bouncer Comes To Stay Kiboko and the Water Snake The Magic Boots The Pied Piper The Frog Prince Stage 8 The Highland Cattle The Bear That Wouldn’t Growl Kim and the Computer Giant Kim and the Missing Paint Pot The Tiger and the Jackal Stage 9 Big Barry Baker in Big Trouble Bit Barry Baker and the Bullies Canal Boat Cat Journey into the Earth Voyage Into Space Stage 10 The Monster in the Cupboard Stage 11 Akbar’s Dream Storm at Sea Stage 12 Star Striker Level B Writing Punctuation and Structure Pupils will be able to: With teacher support: Use capital letters and full stops correctly in more than one sentence and use common linking words 1. Identify the need for capitals and full stops to establish meaning Stages 7-12 In all writing activities pupils will be encourage to recognise the need to use capital letters and full stops 2. Link sentences with appropriate words Stages 7-12 Through shared writing activities and modeling the teacher will demonstrate how to link sentences using appropriate words Handwriting and presentation Pupils will be able to: With teacher support: Working independently (or in pairs) Form letters and space words legibly in linked script 1. Develop a fluent, legible style of handwriting Stages 7-12 Opportunities should be taken through shared writing tasks to model the skills of handwriting Stages 7-12 Pupils should be encouraged in all written tasks to improve their handwriting skills 2. Consider the layout of written work Working independently (or in pairs) Stage 7 Duma and the Lion The Elves and the Shoemaker Stage 8 Lost in the Mist The Shark with No Teeth The Snake That Couldn’t Hiss Kim and the Shape Dragon Little Red Riding Hood Stage 9 Canal Boat Cat Journey Into the Earth The Two Giants Stage 10 Tom’s Birthday Treat Stage 11 The Wrong Words Level B Writing Spelling Pupils will be able to: Spell frequently used words accurately and use a simple wordbank or dictionary 1. Use the look/cover/write/check strategy 2. Learn spelling rules and use phonological knowledge With teacher Support: Working independently (or in pairs) Stage 7 The Next Door Neighbour Twiga and the Moon The Pied Piper Stage 8 The Shark With No Teeth Kim and the Computer Mouse Stage 9 Big Barry Baker and the bullies Canal Boat Cat Stage 7 The New Boy Bouncer Comes to Stay Twiga and the Moon The Magic Boots The Magic Shoes The Frog Prince Stage 8 The Highland Games The Bear That Wouldn’t Growl The Elephant That Forgot Ali, Hassan and the Donkey Level B Spelling Writing Pupils will be able to: 3. Learn to spell frequently used words With teacher Support: Working independently (or in pairs) Stage 7 The Cricket Bat Mystery Twiga and the Moon Mamba and the Crocodile Bird Duma and the Lion The Magic Coat The Magic Hat The Elves and the Shoemaker The Frog Prince Stage 8 Rescue at Sea Lost in the Mist The Snake That Couldn’t Hiss Kim and the Missing Paint Pot Little Red Riding Hood Stage 9 Big Barry Baker’s Parcel Big Barry Baker in Big Trouble Canal Boat Cat Cobra Cat Adventure at Sea 4. Take responsibility to check and correct spellings using a wordbank or dictionary Stages 7-12 Every opportunity should be taken to encourage pupils to take responsibility to check and correct spellings Stage 1 Our World The new children A monster for Miss Owen The last storybook The naughty hamster Reading Enjoyment 1, 2, 3 Awareness of genre 1, Enjoyment 1, 2, 3 Awareness of genre 1, Enjoyment 1, 2, 3 Awareness of genre 1, Enjoyment 1, 2, 3 Awareness of genre 1, Animal World The lost toy Reading Peek-a-boo Hide and seek The big mess Enjoyment 1, 2, 3 Awareness of genre 1, Enjoyment 1, 2, 3 Awareness of genre 1, Enjoyment 1, 2, 3 Awareness of genre 1, Enjoyment 1, 2, 3, Awareness of genre 1, Fantasy World Mr Big goes to the park Mr Big has a party Mr Big is a big help Mr Big goes on holiday Reading Once Upon a Time World The enormous turnip The Lion and the mouse The little red hen The big pancake Reading Enjoyment 1, 2, 3, Awareness of genre 1, Enjoyment 1, 2, 3 Awareness of genre 1, Enjoyment 1, 2, 3, Awareness of genre 1, Enjoyment 1, 2, 3 Awareness of genre 1, Enjoyment 1, 2, 3, Awareness of genre 1, Enjoyment 1, 2, 3 Awareness of genre 1, Enjoyment 1, 2, 3 Awareness of genre 1, Enjoyment 1, 2, 3, Awareness of genre 1, Aloud 3, 4, 5 2 2 2 2 Reflect Aloud 3, 4, 5, 6 Reflect Aloud 3, 4, 5, 6 Aloud 3, 4, 5, 6, Writing Personal 1 Spelling 1 Personal 1 Spelling 1 Personal 1 Spelling 1 Personal 1 Imaginative 4, Imaginative Spelling 1 Writing 2 2 2 Reflect Aloud 3, 4, 5, Reflect Aloud 3, 4, 5 Aloud 3, 4, 5 Aloud 3, 4, 5, 2 Personal 1 Spelling 1 Personal 1 Imaginative 4 Personal 1 Spelling 1, Personal 1 Spelling 1 Spelling 1, Imaginative Imaginative Writing Aloud 3, 4, 5, 2 2 Reflect Aloud 3, 4, 5 Aloud 3, 4, 5, 2 2 Reflect Aloud 3, 4, 5, 6, Personal 1 Imaginative 4, Personal 1 Spelling 1, Personal 1 Spelling 1 Personal 1 Spelling 1 Spelling 1 Imaginative Writing Aloud 3, 4, 5, 2 2 Reflect Aloud 3, 4, 5 Aloud 3, 4, 5 2 2 Reflect Aloud 3, 4, 5, Personal 1 Imaginative 1, Personal 1 Spelling 1, Personal 1 Spelling 1, Personal 1 Spelling 1 Spelling 1 Imaginative Writing: Handwriting and Presentation Through teacher modelling, using work books and photocopy masters, pupils will have appropriate opportunities to practise and improve their skills from Stage 1 to Stage 6 Stage 2 Our World Dinner time Naughty Joe Clever Joe Helpers Reading Enjoyment 1, 2, 3 Awareness of genre 1, Enjoyment 1, 2, 3, Awareness of genre 1, Enjoyment 1, 2, 3 Awareness of genre 1, Enjoyment 1, 2, 3 Awareness of genre 1, Animal World Bingo and the bone Bingo wants to play The big surprise Yum! Yum! Reading Fantasy World Monty at the seaside Monty at the party Monty and the ghost train Monty at McBurgers Reading Once Upon a Time World The bears and the honey The fox and the rabbit The fox and the stork The old woman and the hen Reading Enjoyment 1, 2, 3, Awareness of genre 1, Enjoyment 1, 2, 3 Awareness of genre 1, Enjoyment 1, 2, 3 Awareness of genre 1, Enjoyment 1, 2, 3 Awareness of genre 1, Enjoyment 1, 2, 3, Awareness of genre 1, Enjoyment 1, 2, 3, Awareness of genre 1, Enjoyment 1, 2, 3 Awareness of genre 1, Enjoyment 1, 2, 3 Awareness of genre 1, Enjoyment 1, 2, 3 Awareness of genre 1, Enjoyment 1, 2, 3, Awareness of genre 1, Enjoyment 1, 2, 3 Awareness of genre 1, Enjoyment 1, 2, 3 Awareness of genre 1, 2 2 Reflect Aloud 2, 3, 4, 5 Reflect Aloud 2, 3, 4, 5, Aloud 2, 3, 4, 5, 6, 2 Aloud 3, 4, 5, 6 2 Writing Personal 1 Spelling 1, Personal 1 Spelling 1 Personal 1 Spelling 1 Personal 1 Spelling 1, Imaginative 2 Imaginative Imaginative Writing Aloud 2, 3, 4, 5, 6, 2 2 Reflect Aloud 3, 4, 5 Aloud 2, 3, 4, 5, 6, 2 2 Aloud 2, 3, 4, 5, 6 Personal 1 Spelling 1 Personal 1 Imaginative 1 Personal 1 Spelling 1 Personal 1 Spelling 1, Imaginative Spelling 1, Imaginative Imaginative Writing Aloud 2, 3, 4, 5, 6, 2 2 Reflect Aloud 2, 3, 4, 5, 6, Aloud 2, 3, 4, 5 2 2 Reflect Aloud 2, 3, 4, 5, 6, Personal 1 Spelling 1 Personal 1 Spelling 1 Personal 1 Spelling 1, Personal 1 Spelling 1 Imaginative Imaginative 1, Writing Aloud 2, 3, 4, 5, 6 2 Aloud 2, 3, 4, 5, 6, 2 2 2 Reflect Aloud 3, 4, 5, Aloud 2, 3, 4, 5, 6, Personal 1 Spelling 1, Personal 1 Spelling 1 Personal 1 Spelling 1 Personal 1 Spelling 1 Imaginative Imaginative Imaginative 1 Imaginative Writing: Handwriting and Presentation Through teacher modelling, using work books and photocopy masters, pupils will have appropriate opportunities to practise and improve their skills from Stage 1 to Stage 6 Stage 3 Our World The Empty Lunch Box The Lost Coat Reading Enjoyment 1, 2, 3 Awareness of genre 1 Enjoyment 1, 2, 3, Awareness of genre 1 The Robots Enjoyment 1, 2, 3 Awareness of genre 1 Enjoyment 1, 2, 3 Awareness of genre 1 The See-Saw Animal World Frisky and the Cat Frisky and the Ducks Frisky Plays a Trick Frisky Wants to Sleep Reading Fantasy World Mr Marvel and the Cake Mr Marvel and the Car Mr Marvel and the Lemonade Mr Marvel and the Washing Reading Once Upon a Time World The Boy Who Cried Wolf The Hare and the Tortoise The Selfish Dog The Three Billy Goats Gruff Reading Aloud 2, 3, 4, 5 Aloud 2, 3, 4, Writing Personal 1 Spelling Functional 3 Personal 1 Imaginative 1 Personal 1, 2 Imaginative 1, Personal 1 Imaginative Punctuation 1, 2 Punctuation 1, 2 Spelling 1 Punctuation 1, 2 Spelling 1, Punctuation 1, 2 Spelling 1 Writing Enjoyment 1, 2, 3 Awareness of genre 1 Enjoyment 1, 2, 3, Awareness of genre 1 Enjoyment 1, 2, 3 Awareness of genre 1 Enjoyment 1, 2, 3 Awareness of genre 1 Reflect Aloud 2, 3, 4, 5, Aloud 2, 3, 4, 6, Aloud 2, 3, 4, 5, Reflect Aloud 2, 3, 4, Functional 3 Personal 1 Personal 1 Imaginative 1, Personal 1 Imaginative Personal 1 Imaginative 1 Punctuation Spelling 1 Punctuation Spelling 1 Punctuation Spelling 1 Punctuation Spelling 1 1, 2 1, 2 1, 2 1, 2 Writing Enjoyment 1, 2, 3 Awareness of genre 1 Enjoyment 1, 2, 3 Awareness of genre 1 Enjoyment 1, 2, 3 Awareness of genre 1 Enjoyment 1, 2, 3, Awareness of genre 1 Enjoyment 1, 2, 3 Awareness of genre Enjoyment 1, 2, 3 Awareness of genre Enjoyment 1, 2, 3 Awareness of genre Enjoyment 1, 2, 3 Awareness of genre Reflect Aloud 2, 3, 4, 5 Reflect Aloud 2, 3, 4, 5, Reflect Aloud 2, 3, 4, Reflect Aloud 2, 3, 4, 5, Aloud 2, 3, 4 Aloud 2, 3, 4, Personal 1 Personal 1 Personal 1 Imaginative Personal 1 Imaginative Punctuation 1, Spelling 1 Punctuation 1, Spelling 1, Punctuation 1, Spelling 1, Punctuation 1, Spelling 1 2 Punctuation 1, Spelling 1 Punctuation 1, Spelling 1, Punctuation 1, Spelling 1 Punctuation 1, Spelling 1 2 2 2 2 Writing Aloud 2, 3, 4, 5, 1 Aloud 2, 3, 4, 5 1 1 1 Reflect Aloud 2, 3, 4, 6, Reflect Aloud 2, 3, 4, Personal 1 Imaginative Personal 1 Imaginative Personal 1, 2 Imaginative 4 Personal 1 Imaginative 3 Writing: Handwriting and Presentation Through teacher modelling, using work books and photocopy masters, pupils will have appropriate opportunities to practise and improve their skills from Stage 1 to Stage 6 2 2 2 Stage 4 Our World Lucy Loses Red Ted Red Ted at the Beach Red Ted Goes to School Sam Hides Red Ted Animal World Max and the Apples Max and the Cat Max and the Drum Max Wants to Fly Fantasy World Pirate Pete and the Monster Pirate Pete and the Treasure Island Pirate Pete Keeps Fit Pirate Pete Loses his Hat Once Upon a Time World Little Rabbit The Ant and the Dove The Sun and the Wind Town Mouse and Country Mouse Reading Enjoyment 1, 2, Reflect 1, Enjoyment 1, 2, Reflect 1, Enjoyment 1, 2, Reflect 1, 3, Enjoyment 1, 2, Reflect 1, Reading Enjoyment 1, 2, Reflect 1, Enjoyment 1, 2, Reflect 1, 3, Enjoyment 1, 2, Reflect 1, Enjoyment 1, 2, Reflect 1, Reading Enjoyment 1, 2, Reflect 1, Enjoyment 1, 2, Reflect 1, Enjoyment 1, 2, Reflect 1, Enjoyment 1, 2, Reflect 1, 3, 3 3 3 3 3 3 3 3 3 3 3 3 4, 7 Writing Personal 1 Spelling 1 Functional 3 Personal 1 Functional 4 Personal 1 Personal 1 Imaginative Genre 1 Aloud 3, 4, 7 Genre 1 Aloud 3, 4, 7 Genre 1, Aloud 3, 4, 7 Genre 1 Aloud 3, 4, 7 Writing Functional 3 Personal 1 Personal 1, 3 Imaginative 3 Personal 1 Imaginative 3 Personal 1 Imaginative Genre 1 Aloud 3, Genre 1 Aloud 3, Genre 1 Aloud 3, Genre 1 Aloud 3, Genre 1 Aloud 3, Genre 1 Aloud 3, Genre 1 Aloud 3, Genre 1 Aloud 3, 4, 7 4, 7 4, 7 4, 7 4, 7 4, 7 4, 7 Reading Enjoyment 1, 2, Reflect 1, 3, Enjoyment 1, 2, Reflect 1, Enjoyment 1, 2, Reflect 1, Enjoyment 1, 2, Reflect 1, Writing Personal 1 Imaginative 3 Functional 4 Personal 1 Personal 1 Functional 4 Personal 1 Punctuation 1, 2, Punctuation 1, 2 Spelling 1 Punctuation 1, 2 Spelling 1 Punctuation 1, 2 Spelling 1 Punctuation Spelling 1 Punctuation Spelling 1 Punctuation Spelling 1 Punctuation Spelling 1 1, 2, 1, 2 1, 2 1, 2 Punctuation 1, Spelling 1, Punctuation 1, Spelling 1 Punctuation 1, Spelling 1 Punctuation 1, Spelling 1 2 2, 2 2 Writing 3 3 3 3 Genre 1 Aloud 3, 4, 7 Genre 1 Aloud 3, 4, 7 Genre 1 Aloud 3, 4, 7 Genre 1, Aloud 3, 4, 7 Personal 1 Imaginative 3 Personal 1 Personal 1 Imaginative 3 Personal 1 Punctuation Spelling 1 Punctuation Spelling 1 Punctuation Spelling 1 Punctuation Spelling 1 1, 2, 1, 2, 1, 2 1, 2 Writing: Handwriting and Presentation Through teacher modelling, using work books and photocopy masters, pupils will have appropriate opportunities to practise and improve their skills from Stage 1 to Stage 6 Stage 5 Our World Grandma’s Surprise Reading Enjoyment 1, 3 Reflect 1, 3, Enjoyment 1, 3 Reflect 1, Enjoyment 1, 3 Reflect 1, Enjoyment 1, 3 Reflect 1, Genre 1 Aloud 3, Genre 1 Aloud 3, Genre 1 Aloud 3, Genre 1 Aloud 3, Animal World Dipper and the Old Wreck Reading Enjoyment 1, 3 Reflect 1, 3, Genre 1 Aloud 3, 4, 7 Dipper Gets Stuck Enjoyment 1, 3 Reflect 1, Enjoyment 1, 3 Reflect 1, Enjoyment 1, 3 Reflect 1, Genre 1 Aloud 3, 4, 7 Genre 1, Aloud 3, 4, 7 Genre 1 Aloud 3, 4, 7 Reading Enjoyment 1, 3 Reflect 1, Enjoyment 1, 3 Reflect 1, 3, Enjoyment 1, 3 Reflect 1, Genre 1 Aloud 3, 4, 7 Genre 1 Aloud 3, 4, 7 Genre 1 Aloud 3, 4, 7 The Big Snowball Enjoyment 1, 3 Reflect 1, Genre 1 Aloud 3, 4, 7 Once Upon a Time World The Lake of Stars Reading Presents The Mango Tree Who Did it? Dipper in Danger Dipper to the Rescue Fantasy World Creepy Castle Fire in Wild Wood The Bag of Coal The Straw House The Ugly Duckling The Wolf and the Kids Enjoyment 1, 3 Reflect 1, Enjoyment 1, 3 Reflect 1, Enjoyment 1, 3 Reflect 1, 3, Enjoyment 1, 3 Reflect 1, 4, 7 4, 7 4, 7 Writing Personal 1 Imaginative 3 Personal 1 Personal 1 Imaginative 3 Personal 1 4, 7 Writing Personal 1, 5 Imaginative 2, 3 Personal 1 Personal 1 Imaginative 3 Personal 1 Imaginative 3, Writing Personal 1 Personal 1 Imaginative 3 Personal 1 Imaginative 1, 3 Personal 1 Imaginative 3 Punctuation Spelling 2 Punctuation Spelling 2 Punctuation Spelling 2 Punctuation Spelling 2 1, 1, 1 1 Punctuation 1, Spelling 2 Punctuation 1, Spelling 2 Punctuation 1 Spelling 2 Punctuation 1 Spelling 2 Punctuation 1 Spelling 2 Punctuation 1 Spelling 2 Punctuation 1 Spelling 2, Punctuation 1, Spelling 2 Writing Genre 1 Aloud 3, 4, 7 Genre 1, Aloud 3, 4, 7 Genre 1 Aloud 3, 4, 7 Genre 1 Aloud 3, 4, 7 Personal 1 Imaginative 3 Personal 1, 5 Imaginative 3 Personal 1 Imaginative Personal 1 Imaginative 3, Punctuation 1 Spelling 2, Punctuation 1 Spelling 2 Punctuation 1 Spelling 2 Punctuation 1 Spelling 2 Writing: Handwriting and Presentation Through teacher modelling, using work books and photocopy masters, pupils will have appropriate opportunities to practise and improve their skills from Stage 1 to Stage 6 Stage 6 Our World The Big Boots Reading Enjoyment 1, 3 Reflect 1, 3, Enjoyment 1, 3 Reflect 1, Enjoyment 1, 3 Reflect 1, Enjoyment 1, 3 Reflect 1, Genre 1 Aloud 3, Genre 1 Aloud 3, Genre 1 Aloud 3, Genre 1 Aloud 3, Reading Enjoyment 1, 3 Reflect 1, Enjoyment 1, 3 Reflect 1, Enjoyment 1, 3 Reflect 1, Genre 1 Aloud 3, 4, 7 Genre 1 Aloud 3, 4, 7 Genre 1 Aloud 3, 4, 7 Writing Personal 1 Knowledge Personal 1 Spelling 2 Personal 1 Imaginative 3 Harry’s Snake Enjoyment 1, 3 Reflect 1, 3, Genre 1 Aloud 3, 4, 7 Personal 1 Imaginative Fantasy World Flora to the Rescue Reading Enjoyment 1, 3 Reflect 1, 3, Enjoyment 1, 3 Reflect 1, Enjoyment 1, 3 Reflect 1, Genre 1 Aloud 3, 4, 7 Genre 1, Aloud 3, 4, 7 Genre 1 Aloud 3, 4, 7 The Magic Trident Enjoyment 1, 3 Reflect 1, Genre 1, Aloud 3, 4, 7 Once Upon a Time World The Cooking Pot Reading The Castle The Lost Costume The School Fair Animal World Harry’s Elephant Harry’s Monkey Harry’s Seal Olly the Octopus Slug the Sea Monster The Gingerbread Man The Woman who lived in a Vinegar Bottle The Princess and the Pea 4, 7 4, 7 4, 7 4, 7 Writing Personal 1 Imaginative 3 Personal 1 Personal 1 Imaginative 3, Personal 1 Imaginative 1, 3 Writing Personal 1 Personal 1 Imaginative 3 Personal 1, 4 Imaginative 3 Personal 1 Imaginative 1, 3 Punctuation 1, Spelling 2 Punctuation 1, Spelling 2, Punctuation 1, Spelling 2 Punctuation 1, Spelling 2 2 2 2 2 Punctuation Spelling 2 Punctuation Punctuation Spelling 2 Punctuation Spelling 2 1, 2 Punctuation Spelling 2 Punctuation Spelling 2 Punctuation Spelling 2 Punctuation Spelling 2 1, 2 Punctuation Spelling 2 Punctuation Spelling 2 Punctuation Spelling 2 Punctuation Spelling 2 1, 2 1, 2, 1, 2, 1, 2 1, 2 1, 2, 1, 2 Writing Enjoyment 1, 3 Reflect 1, Enjoyment 1, 3 Reflect 1, Genre 1, Aloud 3, 4, 7 Genre 1 Aloud 3, 4, 7 Personal 1 Imaginative 3 Personal 1 Imaginative 3 Enjoyment 1, 3 Reflect 1, Enjoyment 1, 3 Reflect 1, Genre 1 Aloud 3, 4, 7 Genre 1 Aloud 3, 4, 7 Personal 1 Imaginative 3, Personal 1 1, 2, 1, 2 1, 2, Writing: Handwriting and Presentation Through teacher modelling, using work books and photocopy masters, pupils will have appropriate opportunities to practise and improve their skills from Stage 1 to Stage 6 Stage 7 Our World Bouncer Comes to Stay The Cricket Bat Mystery The New Boy The Next Door Neighbour Reading Enjoyment 1, 2, 3 Reflect 1, 2, 3, Enjoyment 1, 2, 3 Reflect 1, 2, 3, Enjoyment 1, 2, 3 Reflect 1, 2, 3, Enjoyment 1, 2, 3 Reflect 1, 2, 3, Genre 1, 2, Aloud 1, 2, 3 Genre 1, 2, Aloud 1, 2, 3 Genre 1, 2, Aloud 1, 2, 3 Genre 1, 2, Aloud 1, 2, 3 Animal World Duma and the Lion Kikobo and the Water Snake Mamba and the Crocodile Bird Twiga and the Moon Reading Enjoyment 1, 2, 3 Reflect 1, 2, 3, Enjoyment 1, 2, 3 Reflect 1, 2, 3, Enjoyment 1, 2, 3 Reflect 1, 2, 3, Enjoyment 1, 2, 3 Reflect 1, 2, 3, Genre 1, 2, Aloud 1, 2, 3 Genre 1, 2, Aloud 1, 2, 3 Genre 1, 2, Aloud 1, 2, 3 Genre 1, 2, Aloud 1, 2, 3 Fantasy World The Magic Boots Reading Enjoyment 1, 2, 3 Reflect 1, 2, 3, Enjoyment 1, 2, 3 Reflect 1, 2, 3, Enjoyment 1, 2, 3 Reflect 1, 2, 3, Enjoyment 1, 2, 3 Reflect 1, 2, 3, Genre 1, 2, Aloud 1, 2, 3 Genre 1, 2, Aloud 1, 2, 3 Genre 1, 2, Aloud 1, 2, 3 Genre 1, 2, Aloud 1, 2, 3 The Magic Coat The Magic Hat The Magic Shoes Once Upon a Time World The Elves and the Shoemaker The Frog Prince The Pied Piper The Tug of War Reading Enjoyment 1, 2, 3 Reflect 1, 2, 3, Enjoyment 1, 2, 3 Reflect 1, 2, 3, Enjoyment 1, 2, 3 Reflect 1, 2, 3, Enjoyment 1, 2, 3 Reflect 1, 2, 3, Writing Personal 1 Imaginative 2 Imaginative 2 Functional 1, 2 Imaginative 1, Personal 4 Imaginative 1 Writing Imaginative 1, Functional 2 Imaginative 2 Spelling 3 Personal 1, Writing Imaginative 2, Imaginative 1 Imaginative Personal 3 Punctuation Spelling 2 Punctuation Spelling 3 Punctuation Spelling 2 Punctuation Spelling 1 1, 2, 1, 2, 1, 2 1, 2 Punctuation 1, 2 Spelling 3 Punctuation 1, 2, Punctuation 1, 2, Punctuation 1, 2 Spelling 1, 2, 3 Punctuation Spelling 2 Punctuation Spelling 3 Punctuation Spelling 3 Punctuation Spelling 2 1, 2 1, 2 1, 2 1, 2, Writing Genre 1, 2, Aloud 1, 2, 3 Genre 1, 2, Aloud 1, 2, 3 Genre 1, 2, Aloud 1, 2, 3 Genre 1, 2, Aloud 1, 2, 3 Imaginative Personal Imaginative Personal Imaginative Personal Imaginative 1 2 1, 2 1 Punctuation 1, Spelling 3 Punctuation 1, Spelling 2, 3 Punctuation 1, Spelling 1 Punctuation 1, 2 2 2 2, Reading: Awareness of Genre Teachers should take every opportunity to encourage pupils to recognise differences in text through shared reading and group reading activities. Reading aloud As pupils progress through Stages 7-12 they will develop their skills of reading aloud and use a variety of strategies. Teachers will find that all the materials available at this stage provide opportunities to support pupils in small groups and individually. Writing: Handwriting and Presentation Opportunities should be taken through shared writing activities to model the skills of handwriting. Pupils should be encouraged in all written tasks to improve their writing skills. Stage 8 Our World Lost in the Mist Reading Enjoyment 1, 2, 3 Reflect 1, 2, 3, Enjoyment 1, 2, 3 Reflect 1, 2, 3, Enjoyment 1, 2, 3 Reflect 1, 2, 3, Enjoyment 1, 2, 3 Reflect 1, 2, 3, Genre 1, 2, Aloud 1, 2, 3 Genre 1, 2, Aloud 1, 2, 3 Genre 1, 2, Aloud 1, 2, 3 Genre 1, 2, Aloud 1, 2, 3 Animal World The Bear that Wouldn’t Growl The Elephant that Forgot The Shark with No Teeth The Snake that Couldn’t Hiss Reading Enjoyment 1, 2, 3 Reflect 1, 2, 3, Enjoyment 1, 2, 3 Reflect 1, 2, 3, Enjoyment 1, 2, 3 Reflect 1, 2, 3, Enjoyment 1, 2, 3 Reflect 1, 2, 3, Genre 1, 2, Aloud 1, 2, 3 Genre 1, 2, Aloud 1, 2, 3 Genre 1, 2, Aloud 1, 2, 3 Genre 1, 2, Aloud 1, 2, 3 Fantasy World Kim and the Computer Giant Kim and the Computer Mouse Kim and the Missing Paintpot Reading Enjoyment 1, 2, 3 Reflect 1, 2, 3, Enjoyment 1, 2, 3 Reflect 1, 2, 3, Enjoyment 1, 2, 3 Reflect 1, 2, 3, Genre 1, 2, Aloud 1, 2, 3 Genre 1, 2, Aloud 1, 2, 3 Genre 1, 2, Aloud 1, 2, 3 Kim and the Shape Dragon Enjoyment 1, 2, 3 Reflect 1, 2, 3, Genre 1, 2, Aloud 1, 2, 3 Once Upon a Time World Ali, Hassan and the Donkey Little Red Riding Hood The Three Wishes Reading Rescue at Sea The Highland Cattle The Highland Games Writing Personal 3, Functional 2 Personal 1, 3 Imaginative 1 Writing Imaginative 2 Knowledge Functional 1 Imaginative 1 Knowledge Writing Imaginative 2 Knowledge Imaginative 1 Functional 1 Imaginative 2 Knowledge Functional 2 Imaginative Punctuation 1, Spelling 3 Punctuation 1, Spelling 3 Imaginative 2 Punctuation 1, Punctuation 1, Spelling 2 2 2 2, 2, Punctuation 1, 2 Spelling 2 Punctuation 1, 2, Spelling 2 Punctuation 1, 2 Punctuation 1, 2 Spelling 3 Punctuation 1, 2 Punctuation 1, 2, Punctuation 1, 2 Spelling 3 Punctuation 1, 2 Writing Punctuation 1, 2, Enjoyment 1, 2, 3 Genre 1, 2, Personal 4 Reflect 1, 2, 3, Aloud 1, 2, 3 Spelling 2 Personal Enjoyment 1, 2, 3 Genre 1, 2, Punctuation 1, 2 Reflect 1, 2, 3, Aloud 1, 2, 3 Spelling 3 Enjoyment 1, 2, 3 Genre 1, 2, Imaginative 1 Punctuation 1, 2 Reflect 1, 2, 3, Aloud 1, 2, 3 Personal The Tiger and the Enjoyment 1, 2, 3 Genre 1, 2, Imaginative 2, Punctuation 1, 2 Reflect 1, 2, 3, Aloud 1, 2, 3 Jackal Reading: Awareness of Genre Teachers should take every opportunity to encourage pupils to recognise differences in text through shared reading and group reading activities. Reading aloud As pupils progress through Stages 7-12 they will develop their skills of reading aloud and use a variety of strategies. Teachers will find that all the materials available at this stage provide opportunities to support pupils in small groups and individually. Writing: Handwriting and Presentation Opportunities should be taken through shared writing activities to model the skills of handwriting. Pupils should be encouraged in all written tasks to improve their writing skills. Stage 9 Our World Big Barry Baker and the Bullies Big Barry Baker in Big Trouble Big Barry Baker on the Stage Big Barry Baker’s Parcel Reading Enjoyment 1, 2, 3 Reflect 1, 2, 3, Enjoyment 1, 2, 3 Reflect 1, 2, 3, Enjoyment 1, 2, 3 Reflect 1, 2, 3, Enjoyment 1, 2, 3 Reflect 1, 2, 3, Genre 1, 2, Aloud 1, 2, 3 Genre 1, 2, Aloud 1, 2, 3 Genre 1, 2, Aloud 1, 2, 3 Genre 1, 2, Aloud 1, 2, 3 Animal World Canal Boat Cat Reading Enjoyment 1, 2, 3 Reflect 1, 2, 3, Enjoyment 1, 2, 3 Reflect 1, 2, 3, Enjoyment 1, 2, 3 Reflect 1, 2, 3, Enjoyment 1, 2, 3 Reflect 1, 2, 3, Genre 1, 2, Aloud 1, 2, 3 Genre 1, 2, Aloud 1, 2, 3 Genre 1, 2, Aloud 1, 2, 3 Genre 1, 2, Aloud 1, 2, 3 Reading Enjoyment 1, 2, 3 Reflect 1, 2, 3, Enjoyment 1, 2, 3 Reflect 1, 2, 3, Enjoyment 1, 2, 3 Reflect 1, 2, 3, Enjoyment 1, 2, 3 Reflect 1, 2, 3, Genre 1, 2, Aloud 1, 2, 3 Genre 1, 2, Aloud 1, 2, 3 Genre 1, 2, Aloud 1, 2, 3 Genre 1, 2, Aloud 1, 2, 3 Cherry Blossom Cat City Cat Cobra Cat Fantasy World Adventure at Sea Journey into the Earth The Magic Carpet Voyage into Space Once Upon a Time World Hansel and Gretel Jack and the Beanstalk The Little Girl and the Bear The Two Giants Reading Enjoyment 1, 2, 3 Reflect 1, 2, 3, Enjoyment 1, 2, 3 Reflect 1, 2, 3, Enjoyment 1, 2, 3 Reflect 1, 2, 3, Enjoyment 1, 2, 3 Reflect 1, 2, 3, Writing Imaginative 1, 2 Personal Imaginative 2, Personal 3 Imaginative 1 Spelling 3 Writing Imaginative 2 Knowledge Personal 4 Imaginative Personal 2, Writing Personal 2 Knowledge Imaginative 2 Functional 2 Personal 2 Imaginative 2, Punctuation 1, 2 Punctuation 1, 2 Spelling 1, 3 Punctuation 1, 2 Knowledge Punctuation 1, 2, Punctuation 1, 2 Spelling 1, 3 Punctuation 1, 2, Punctuation 1, 2 Punctuation 1, 2 Spelling 3 Punctuation 1, 2 Spelling 3 Punctuation 1, 2, Punctuation 1, 2 Punctuation 1, 2 Writing Genre 1, 2, Aloud 1, 2, 3 Genre 1, 2, Aloud 1, 2, 3 Genre 1, 2, Aloud 1, 2, 3 Genre 1, 2, Aloud 1, 2, 3 Functional 2 Personal Personal 2 Imaginative 1, Functional 2 Personal Imaginative 3 Punctuation 1, 2 Punctuation 1, 2 Imaginative 1 Punctuation 1, 2 Punctuation 1, 2, Reading: Awareness of Genre Teachers should take every opportunity to encourage pupils to recognise differences in text through shared reading and group reading activities. Reading aloud As pupils progress through Stages 7-12 they will develop their skills of reading aloud and use a variety of strategies. Teachers will find that all the materials available at this stage provide opportunities to support pupils in small groups and individually. Writing: Handwriting and Presentation Opportunities should be taken through shared writing activities to model the skills of handwriting. Pupils should be encouraged in all written tasks to improve their writing skills. Stages 10 - 12 Stage 10 Jake, Ace Detective The Monster in the Cupboard Tom’s Birthday Treat Why Tortoise has a Cracked Shell Stage 11 Akbar’s Dream Standing Tall Storm at Sea The Wrong Words Stage 12 Deep Water Greyfriars Bobby Jumble the Puppy Star Striker Reading Enjoyment Reflect 3 Enjoyment Reflect 3 Enjoyment Reflect 3 Enjoyment Reflect 3 Reading Enjoyment Reflect 3 Enjoyment Reflect 3 Enjoyment Reflect 3 Enjoyment Reflect 3 Reading Enjoyment Reflect 3 Enjoyment Reflect 3 Enjoyment Reflect 3 Enjoyment Reflect 3 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3 Genre 1, 2 Aloud 1, 2, Genre 1, 2 Aloud 1, 2, Genre 1, 2 Aloud 1, 2, Genre 1, 2 Aloud 1, 2, Genre 1, 2 Aloud 1, 2, Genre 1, 2 Aloud 1, 2, Genre 1, 2 Aloud 1, 2, Genre 1, 2 Aloud 1, 2, Genre 1, 2 Aloud 1, 2, Genre 1, 2 Aloud 1, 2, Genre 1, 2 Aloud 1, 2, Genre 1, 2 Aloud 1, 2, Writing Personal 2 Punctuation 1, 2 Imaginative 2 Punctuation 1, 2 Functional 1, 2 Personal 1 Functional 2 Punctuation 1, 2 3 3 3 Punctuation 1, 2 3 Writing Imaginative 1, 2 Punctuation 1, 2 Personal 2 Punctuation 1, 2 Personal 2 Imaginative 1, 2 Functional 2 Imaginative 1 Punctuation 1, 2 3 3 3 3 3 Writing Functional 2 Personal 2 Functional 1 Punctuation 1, 2 Punctuation 1, 2 Punctuation 1, 2 3 Imaginative 1 Punctuation 1, 2 Functional 2 Imaginative 2 Punctuation 1, 2 3 3 Reading: Awareness of Genre Teachers should take every opportunity to encourage pupils to recognise differences in text through shared reading and group reading activities. Reading Aloud As pupils progress through Stages 7-12 they will develop their skills of reading aloud and use a variety of strategies. Teachers will find that all the materials available at this stage provide opportunities to support pupils in small groups and individually. Writing: Handwriting and Presentation Opportunities should be taken through shared writing activities to model the skills of handwriting. Pupils should be encouraged in all written tasks to improve their writing skills. Storyworlds Writing Storyworlds Writing is an additional strand to the Storyworlds programme designed to help you develop children’s early writing skills from the start of Level A through to Level B. It provides a series of Big Book anthologies to encourage children to think actively about and enjoy writing, through model texts, stimulus illustrations and writing frames. A comprehensive Teaching Guide accompanies each Big Book and provides both lesson plans and photocopy masters. If you use Storyworlds as your main reading resource, Storyworlds Writing fits perfectly alongside it. We have selected some of the most popular characters and created scenarios that provide plenty of opportunities to develop children’s writing. However, you do not need to have all the original Storyworlds books to use Storyworlds Writing effectively. If you use resources other than Storyworlds for teaching reading, then Storyworlds Writing offers a complete, concise package for teaching writing. Storyworlds Writing can be used as a standalone resource, as all the stimulus material you need is in the Big Books, and the Teaching Guides offer comprehensive notes. Using Storyworlds Writing in Scotland The National Guidelines for English Language 5-14 recommend that children practise three types of writing: functional writing or writing for a simple practical purpose (such as instructions); personal writing or writing about a personal experience using words which express feelings; and imaginative writing such as a brief story. The 5-14 strands in Storyworlds Writing are directly related to the writing mode of the language guidelines, and there are also opportunities to develop listening, talking and reading. In the suggested class lessons, where the teacher is demonstrating the writing process, advantage should be taken to talk about texts and consider the writer’s ideas and craft. At every stage, the teacher is encouraging pupils to organise their thinking and ideas in order to plan, draft and re-draft what they want to write. This approach, therefore, provides incidental opportunities to investigate language and the use of language in more detail. Storyworlds Writing will enrich and extend any reading programme and help teachers support pupils in making links between what they are reading and writing, which is an important feature identified in the HMI document Improving Writing 5-14. Storyworlds Writing Stages 1-6 covers Level A of the 5-14 Scottish Guidelines. Storyworlds Writing Stages 7-9 covers Level B of the 5-14 Scottish Guidelines. Storyworlds Writing Stages 1-3 Unit Strand Aspect Unit 1 Our class Functional Writing With teacher support, write briefly for a simple practical purpose Understand that names require a capital letter at the beginning Write letters using the correct formulation Unit 2 Mr Big’s new boots Unit 3 Bingo’s day Unit 4 The riverside café Unit 5 Monty gets dressed Unit 6 Jess and her friends Unit 7 The Three Billy Goats Unit 8 Frisky the lamb Punctuation and Structure Handwriting and Presentation Functional Writing Imaginative Writing Punctuation and Structure Handwriting and Presentation Functional Writing Imaginative Writing Punctuation and Structure Functional Writing Imaginative Writing Punctuation and Structure Functional Writing With teacher support, write briefly for a simple practical purpose Develop ideas through role-play; develop an awareness of sequence In shared writing sessions, investigate the use of capital letters, full stops and question marks Write letters using the correct formulation Report orally on practical activities; observe and select important features to order their writing with the teacher acting as scribe Develop ideas through role-play In shared writing sessions, investigate the use of capital letters and full stops Write briefly for a practical purpose with then teacher acting as scribe Develop ideas through role-play; develop an awareness of sequence Develop an understanding of when to use capital letters With teacher support, write briefly for a simple practical purpose; understand the importance of sequence when writing instructions. Punctuation and Develop an understanding of when to use capital letters Structure and full stops Functional Writing Observe and select important features to order their writing with the teacher acting as scribe; develop ideas through role-play Imaginative Writing Begin to compose simple sentence structures with the teacher acting as scribe Personal Writing Write a brief sentence expressing their own ideas Spelling Think about sounds in words Imaginative Writing Develop ideas through role-play; contribute to a simple story scribed by the teacher; develop an awareness of sequence; begin to consider character Spelling Think about sounds in words Imaginative Writing Develop ideas through role-play; contribute to a simple story scribed by the teacher; develop an awareness of sequence; express ideas through drawing Spelling Think about sounds in words Punctuation and Develop an understanding of when to use capital letters Structure and full stops Handwriting and Write letters using the correct formulation Presentation Storyworlds Writing Stages 4-6 Unit Strand Aspect Unit 1 Red Ted at the beach Personal writing Imaginative writing Write briefly expressing ideas. Compose simple sentence structures with the teacher acting as scribe. With teacher support, use a story plan to sequence the writing, discussing beginning, middle and end. Use capital letters and full stops. Unit 2 Pirate Pete and the pancakes Unit 3 Max has a party Punctuation and structure Spelling Imaginative writing Functional Writing Handwriting and presentation Functional writing Personal writing Spelling Unit 4 Dragons Unit 5 The Wolf and the Kids Unit 6 Dolphins Handwriting and presentation Imaginative writing Spelling Handwriting and presentation Imaginative writing Punctuation and structure Functional writing Handwriting and presentation Punctuation and structure Use knowledge of phonological awareness. Explore ideas through role-play. With the teacher acting as scribe, select important features to order the writing. Demonstrate and discuss the use of verbs at the beginning of each instruction. Discuss the layout of instructions and the use of numbering to show sequence Through modelling and careful questioning, the teacher will help pupils make a simple list. Use a simple frame to write an invitation. Write briefly, expressing own ideas Use knowledge of phonological awareness and common words. Write legibly giving attention to correct letter formation Consider character through drawings. Develop use of adjectives when describing character. Using a simple poem as a framework, the teacher will scribe pupil’s suggestions discussing how they can refine their ideas. Consider rhyme and rhythm in poetry writing. Use knowledge of phonological awareness Write legibly giving attention to correct letter formation. Develop ideas through role-play. With teacher support, consider character and setting. With teacher acting as scribe, use a story plan to sequence the writing, discussing beginning, middle and end. Use capital letters and full stops appropriately. With teacher support, formulate questions. With the teacher modelling, look at labelling and discuss the importance of this strategy in functional writing. Through modelling and careful questioning, help pupils make simple notes using headings and bullet points. Write legibly in an appropriate form. Use capital letters, full stops and question marks. Unit 7 Pet poems Unit 8 The country park Unit 9 The kingdom under the sea Unit 10 The Gingerbread Man Functional writing Personal writing Imaginative writing Spelling Handwriting and presentation Functional writing Spelling Handwriting and presentation Imaginative writing Punctuation and structure Spelling Imaginative writing Punctuation and structure With teacher support, write a list Write briefly, expressing own ideas Using a simple poem as a framework, the teacher will scribe pupils’ suggestions, discussing how they can refine their ideas. Use knowledge of rhyme and alliteration Write legibly giving attention to correct letter formation. Simple labelling. With teacher support, use a diagram to sequence writing. Through modelling and careful questioning, help pupils to make simple notes, using headings and bullet points. Use notes to order writing. Use knowledge of phonological awareness. Write legibly in an appropriate form. With teacher support, consider character and setting. Develop ideas through role-play. With teacher support, use pictures to sequence the story, discussing beginning, middle and end. Use capital letters and full stops appropriately. Use phonological awareness. With teacher support, use pictures to sequence the story and consider character. Through modelling, help pupils plan and write a simple story based on the framework of a traditional tale. Use capital letters and full stops appropriately. Storyworlds Writing Stages 7-9 Unit Unit 1 Robin and Sally Strand Imaginative writing Punctuation and structure Spelling Unit 2 Mamba and the crocodile bird Imaginative writing Functional writing Punctuation and structure Spelling Unit 3 The Pied Piper Unit 4 Rescue at Sea Handwriting and presentation Imaginative writing Spelling Handwriting and presentation Functional writing Imaginative writing Spelling Unit 5 The shark with no teeth Imaginative writing Spelling Unit 6 The tiger and the jackal Imaginative writing Spelling Punctuation and spelling Aspect Through modelling and questioning, the teacher will help pupils select and draft what they need to say. Develop sequence by putting pictures in order and use appropriate connective words. Use capital letters and full stops. Notice the spellings of common words and spelling patterns within words. With teacher support, consider character. Through modelling, the teacher will demonstrate the importance of sequencing in writing instructions. Learn how to use a verb at the beginning of each instruction. Use capital letters and full stops. Notice the spellings of common words and spelling patterns within words. Look at and discuss the layout of instructions Develop ideas through role-play. With teacher support, consider character. Consider rhyme and rhythm. Examine rhyming patterns in words. Look at and discuss the layout of poems. With teacher support, order writing using a simple flow chart. Use and appropriate form to write a list and a glossary, write simple definitions of words. Develop ideas and sequence through role-play. Use a dictionary or word bank to check on special interest words. Consider rhyme, rhythm, and the framework for writing poetry. With teacher support, use knowledge of rhyme to change and extend simple poetry frames. Use knowledge of rhyme and phonological awareness to help write words. Develop ideas through role play and with teacher support and careful questioning, consider character and setting. Consider appropriate vocabulary. Compose simple sentences with a partner. Use knowledge of common words and phonological awareness. Use capital letters and full stops appropriately. Unit 7 Tyrannosaurus Rex Unit 8 Big Barry Baker Functional writing Spelling Handwriting and presentation Imaginative writing Punctuation and structure Spelling Unit 9 Jack and the Beanstalk Unit 10 Jake Ace Detective Imaginative writing Spelling Handwriting and presentation Imaginative writing Punctuation and structure Spelling Form appropriate questions. Through modelling and questioning, the teacher will help the pupils select appropriate information and make notes. With teacher support, learn how to write a simple report using headings. Examine the detail and structure of special words. Use a report frame to present written information. With teacher support, plan a story considering the beginning middle and end. Consider character and setting, and develop use of descriptive words. Develop ideas through role-play. Use capital letters and full stops. Use knowledge of common words and phonological awareness. Through modelling and questioning, the teacher will help pupils develop the writing of simple poetry, riddles and raps. Use knowledge of rhyme. Write clearly and legibly. With teacher support, consider character and setting, and develop use of descriptive words. Use suitable linking words to structure and sequence story writing. Look at events from the points of view of different characters to help plan their story. Use capital letters and full stops. Use phonological awareness and knowledge of common words.