COLLINS BIG CATSTRUCTURE CHART Structure Chart: …resources.collins.co.uk/free/CBCFR/APP Support...

Cat and Dog* Goldilocks and Get the Fruit! Stripes Carry Me Look OutShoo Rayner the Three Bears Paul Shipton Monica Hughes Monica Hughes Butterfly!*978-0-00-718528-3 Barbara Mitchelhill 978-0-00-718529-0 978-0-00-718534-4 978-0-00-718535-1 Nic Bishop

978-0-00-718531-3 978-0-00-718532-0

The Big Turnip Stop That Little Red Riding How to Make What am I? How to MakeMonica Hughes Robot! Hood a Scarecrow Maoliosa Kelly a Pizza978-0-00-718644-0 Alison Sage Katharine McEwan Kim Wilde 978-0-00-718679-2 Zoë Clarke

978-0-00-718678-5 978-0-00-732912-0 978-0-00-718645-7 978-0-00-732913-7

Dinosaur Rock In the Garden* The Very Wet Cars Pushing and My Skateboard*Damian Harvey Mitch Cronick Dog Monica Hughes Pulling Maoliosa Kelly 978-0-00-718540-5 978-0-00-718538-2 Damian Harvey 978-0-00-718558-0 Monica Hughes 978-0-00-718536-8

978-0-00-718543-6 978-0-00-718541-2

The Guinea Pigs In the Boat The Farmer’s Shapes How Many My Family TreePaul Shipton Paul Shipton Lunch Monica Hughes Animals? Zoë Clarke978-0-00-718648-8 978-0-00-718646-4 Paul Shipton 978-0-00-718649-5 Lee Newman 978-0-00-732915-1

978-0-00-732914-4 978-0-00-718647-1

The See-saw The Big Splash The Robot* Wheels Come to the Cats*Paul Shipton Maureen Paul Shipton Frances Ridley Circus! Claire Llewellyn978-0-00-718553-5 Haselhurst 978-0-00-718546-7 978-0-00-718550-4 Damian Harvey 978-0-00-718548-1

978-0-00-718557-3 978-0-00-718551-1

Colour Bears Monster Mess Playing We Like Fruit! I Can Do It! In the DesertTasha Pym Tasha Pym Tim Hopgood Gill Budgell Paul Shipton Becca Heddle978-0-00-718652-5 978-0-00-718650-1 978-0-00-732916-8 978-0-00-7186-53-2 978-0-00-718651-8 978-0-00-732917-5

A Day Out Tec and the Tec and the Up, Up and What’s Inside? In the Dark*Claire Llewellyn Hole* Cake Away Monica Hughes Claire Llewellyn978-0-00-718555-9 Tony Mitton Tony Mitton Sue Graves 978-0-00-718542-9 978-0-00-718552-8

978-0-00-718554-2 978-0-00-718545-0 978-0-00-718559-7

Cat and Dog Play Have You Ever? The Magic Egg My Bike Ride Weather Report How to MakeHide and Seek Tasha Pym Vivian French Maoliosa Kelly Alison Hawes a Sock PuppetShoo Rayner 978-0-00-718654-9 978-0-00-732918-2 978-0-00-718661-7 978-0-00-718655-6 Jillian Powell978-0-00-718660-0 978-0-00-732919-9

Woody’s Week Pirates* Where is the What Do You Let’s Go The Oak Tree*Michaela Morgan Paul Shipton Wind? Like? Shopping Anna Owen978-0-00-718560-3 978-0-00-718561-0 Celia Warren Anna Owen Betty Moon 978-0-00-718562-7

978-0-00-718566-5 978-0-00-718564-1 978-0-00-718567-2

What’s For Super Ben Ben and Bobo My Exercise What Are You BonesBreakfast? Steve Smallman Martin Waddell Diary Making? Jonathan EmmettPaul Shipton 978-0-00-718656-3 978-0-00-732920-5 Alison Hawes Alison Hawes 978-0-00-732921-2

978-0-00-718668-6 978-0-00-718669-3 978-978-0-00-718657-0

*available as a Talking Book on the CD-ROM14

Structure Chart:Lilac–Red B Bands

LilacBand 0

Pink ABand 1A

Pink BBand 1B

Red ABand 2A

Red BBand 2B

FictionBookbandPaired fiction and non-fiction

Oh Dear Me, My PartyI’m Late for Tea! Maoliosa KellyAlison Hawes 978-0-00-718533-7

978-0-00-718530-6

The Picnic MinibeastsMonica Hughes Siobhan Hardy 978-0-00-718539-9 978-0-00-718537-5

Fly Away Home The PondShoo Rayner Claire Llewellyn978-0-00-718544-3 978-0-00-718549-8

The Beach Shapes on Alison Hawes the Seashore978-0-00-718547-4 Frances Ridley

978-0-00-718556-6

Tec and the Litter At the DumpTony Mitton Claire Llewellyn978-0-00-718565-8 978-0-00-718563-4

15

COLLINS BIG CAT STRUCTURE CHART

Non-fiction ICT resources

Other teaching resources

Big Book of Rhymes A978-0-00-718932-8

Big Book of Non-fiction A978-0-00-718933-5

Assessment and Support Guide A978-0-00-726572-5

CD-ROM A978-0-00-719865-8

Resource and Records Manager CD-ROM978-0-00-720080-1

25

COLLINS BIG CAT LILAC–RED B BOOKS

Pin

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This Guide contains book-by-book details and planning notes for all

Collins Big Cat guided reading books from book bands Lilac to Red B.

This page directs you to the right page for information and PCMs for all the Lilac to

Red B guided reading books. To find a short text summary, learning objectives, high

frequency words and related resources for a particular guided reading book, look at

the page number next to ‘Info’. To find the PCM for the particular book, look at the

number next to ‘PCM’. The PCMs are numbered 1 to 70 and they start on page 68.

24

Lila

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Ban

d 0

Pin

k A

/ B

an

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A

Lilac–Red B books

In the Garden

FictionInfo p34 PCM 13A story with predictablestructure and patternedlanguage

Cars

Non-fictionInfo p36 PCM 18A non-fiction report

The Very Wet Dog


Pushing andPullingNon-fictionInfo p38 PCM 19A simple non-fiction recount

Dinosaur Rock


My Skateboard

Non-fictionInfo p38 PCM 20A simple non-fiction recount

The Picnic

FictionInfo p36 PCM 16A wordless story with apredictable structure

The Guinea Pigs


Minibeasts

Non-fictionInfo p36 PCM 17A simple information book

Shapes

Non-fictionInfo p40 PCM 22A simple non-fiction book

In the Boat


How ManyAnimals?Non-fictionInfo p40 PCM 24A simple information book

The Farmer’sLunchFictionInfo p66 PCM 63A story with predictablestructure and patternedlanguage

My Family Tree


Cat and Dog


Stripes

Non-fictionInfo p28 PCM 6A wordless non-fiction book

Goldilocks and the Three BearsFictionInfo p26 PCM 2A wordless traditionalstory

Carry Me


Get the Fruit!


Look Out Butterfly!


Oh Dear Me, I’m Late for Tea!FictionInfo p28 PCM 4A wordless story with apredictable structure

The Big Turnip

FictionInfo p30 PCM 9A wordless traditionalstory

My Party


How to Make aScarecrowNon-fictionInfo p32 PCM 10A wordless instruction text

Stop that Robot!

FictionInfo p32 PCM 11A wordless fantasy story

What am I?

Non-fictionInfo p32 PCM 12An information book

Little Red RidingHoodFictionInfo p66 PCM 61A wordless traditionalstory

How to Make aPizzaNon-fictionInfo p66 PCM 62A wordless instructionbook

The See-saw


Wheels

Non-fictionInfo p44 PCM 30A simple non-fiction book

The Big Splash!


Come to theCircus!Non-fictionInfo p46 PCM 31A simple information book

The Robot


Cats


Fly Away Home


Colour Bears


The Pond

Non-fictionInfo p44 PCM 29A simple non-fiction report

We Like Fruit


Monster Mess


I Can Do It!


Playing


In the Desert


A Day Out


What’s Inside?


Tec and the CakeFictionInfo p50 PCM 38A story with predictablestructure and patternedlanguage

In the Dark


Tec and the HoleFictionInfo p50 PCM 39A story with predictablestructure and patternedlanguage

Up, Up and Away Non-fictionInfo p54 PCM 44A simple non-fiction recount

The Beach


Cat and Dog PlayHide and SeekFictionInfo p54 PCM 45A story with predictable structure and patternedlanguage

Shapes on theSeashoreNon-fictionInfo p52 PCM 41A simple non-fictionrecount

My Bike Ride


Have You Ever?


Weather Report


The Magic Egg


How to Make aSock PuppetNon-fictionInfo p70 PCM 68An instruction text

Pirates


What Do You Like?


Where is theWind?FictionInfo p58 PCM 50A story with predictablestructure and patternedlanguage

Let’s Go Shopping!

Non-fictionInfo p62 PCM 55A simple non-fiction report

Woody’s Week


The Oak Tree

Non-fictionInfo p62 PCM 56A simple non-chronological report

Tec and the LitterFictionInfo p60 PCM 52A story with predictablestructure and patternedlanguage

What’s ForBreakfast?FictionInfo p62 PCM 57A story with predictablestructure and patternedlanguage

At the Dump


My Exercise Diary


Super Ben

FictionInfo p64 PCM 59A patterned story withpredictable structure

What Are YouMaking?Non-fictionInfo p64 PCM 60A non-fiction recount

Ben and Bobo


Bones


67

RECEPTION BOOK-BY-BOOK GUIDE

Learning objectivesHigh

frequencywords

Interest words

Related resources

Early Learning GoalsLanguage for Thinking: use talk to organise, sequence

and clarify thinking, ideas, feelings and events; uselanguage to imagine and recreate roles and experiences

Reading: show an understanding of the elements ofstories, such as main character, sequence of events,and openings; retell narratives in the correct sequence,drawing on the language patterns of stories

Scottish Curriculum for Excellence: Listening and Talking,Reading, Writing, Early Stage

wordlessbook

little,surprise,

visits,Granny

PCM 61: Children draw andlabel their own food items for Granny.

Early Learning GoalsLanguage for Communication: extend their vocabulary,

exploring the meaning and sounds of new wordsLanguage for Thinking: use talk to organise, sequence

and clarify thinking, ideas, feelings and eventsReading: show an understanding of how information

can be found in non-fiction texts to answer questionsabout where, who, why and how


wordlessbook

make, pizza PCM 62: Children cut out andsequence the stages involved inmaking a sandwich.



Reading: read a range of familiar and common wordsand simple sentences independently; retell narratives in the correct sequence, drawing on the languagepatterns of stories


my farmer,lunch,

sandwich,banana,apple,biscuit,camera,birthday,where’s

PCM 63: Children write ashopping list for the farmer’sbirthday party.

66

COLLINS BIG CAT ASSESSMENT AND SUPPORT GUIDE A

Curriculum linksText typeAbout the bookBook

band

Personal, Social and EmotionalDevelopment: Work as part ofa group or class, taking turnsand sharing fairly. Beconfident to try new activities,initiate ideas and speak in afamiliar group

A wordlesstraditionalstory

Little Red Riding Hood

Katharine McEwen A wordless traditional story that retellsLittle Red Riding Hood’s journey from herhome to visit her Granny in the forest. As she travels, she is followed by ahungry wolf, and gets a shock when she finds the wolf in Granny’s bed andGranny locked in a cupboard! This versionhas a happy ending, as the Woodcuttercomes to the rescue just in time for tea!The story map on pp14–15 can be usedto recount the story from beginning toend. Li

lac

/ B

an

d 0

Physical development:Recognise the importance ofkeeping healthy, and thosethings which contribute to this

A wordlessinstructionbook

How to Make a Pizza

Zoë Clarke and Steve Lumb

A simple, wordless instruction bookwhere readers discover how fun and easy it is to make and eat pizza! Clear,colourful photographs show each stageof the process. Readers will find plenty to discuss as they study each page forinformation. The recount wheel shownon pp14–15 will help children to readand remember the different stages inorder.

Lila

c /

Ban

d 0

Personal, Social and EmotionalDevelopment: Be confident totry new activities, initiate ideasand speak in a familiar group

A story with a predictablestructure andpatternedlanguage

The Farmer’s Lunch

Paul Shipton and John Gordon

The farmer has lost his lunch, but soondiscovers the surprise that the animals on the farm have planned for him, andthe reason they have hidden his lunch. A humorous story that challengeschildren to search each page to find thefarmer’s missing lunch. A story map isincluded on pp14–15 to help childrenrecount the events of the story frombeginning to end.

Pin

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A

69



frequencywords

Interest words

Related resources

Early Learning GoalsLanguage for Communication: sustain attentive listening,

responding to what they have heard by relevantcomments, questions or actions

Reading: read a range of familiar and common wordsand simple sentences independently; show anunderstanding of how information can be found innon-fiction texts to answer questions about where,who, why and how


this, is, my,mum, dad,

and

family, sister,brother,

grandparents

PCM 64: Children draw apicture of themselves withsomeone in their family andwrite who it is.

Early Learning GoalsLanguage for Thinking: use language to imagine and

recreate roles and experiencesReading: read a range of familiar and common words

and simple sentences independently; retell narratives in the correct sequence, drawing on the languagepatterns of stories


I, like, we,in, the

playing,rain, wind,snow, mud

PCM 65: Children draw apicture of their favouriteseason, label it, and write a sentence about it.


exploring the meanings and sounds of new wordsLanguage for Thinking: use talk to organise, sequence

and clarify thinking, ideas, feelings and eventsReading: read a range of familiar and common words

and simple sentences independently; show anunderstanding of how information can be found innon-fiction texts to answer questions about where,who, why and how


this, is, the,are, in

desert,flowers,animals,cities,

children

PCM 66: Children add labels to the artwork of things thatcan be found in the desert.

68



band

Personal, Social and EmotionalDevelopment: Have adeveloping respect for theirown cultures and beliefs andthose of other people

A non-fictionreport

My Family Tree

Zoë Clarke and Anne Wilson

In this simple non-fiction report, the idea of a family tree is introduced. As they turnthe pages, readers see how a family treecan be constructed. First a mum, then adad, sister, brother and finally grandparentsare added to the branches of a tree. Simpletext supports the beautiful illustrations.This report will provide the basis fordiscussion about different family membersand what they like to do. On pp14–15 acomplete family tree is included to supportdiscussion and understanding.P

ink /

Ban

d 1

A

Knowledge and Understanding ofthe World: Find out about theenvironment, and talk aboutthose features they like anddislike

A story with apredictablestructure andpatternedlanguage

Playing

Tim Hopgood A gentle story, with simple, repetitivetext, about a group of friends and thevarious games they play through the seasons and changing weatherconditions. A story map on pp14–15 can be used to help children sequencethe seasons and remember the differentweather conditions found in each one.

Pin

k /

Ban

d 1

B

Knowledge and Understandingof the World: Find out about theenvironment, and talk aboutthose features they like anddislike

A non-fictionreport

In the Desert

Becca Heddle A simple non-fiction report about life inthe desert. Readers learn that the desertis a surprising place which has flowers,animals, and even children living there.The photographs provided on pp14–15allow children to recall new vocabularyand rehearse using it in context.

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71



frequencywords

Interest words

Related resources



Reading: read a range of familiar and common wordsand simple sentences independently; show andunderstanding of the elements of stories, such as maincharacter, sequence of events, and openings


I, a, at magic,hungry,

tired, thirsty,wet, muddy

PCM 67: Children draw apicture of a wish they wouldmake with a magic egg andwrite a sentence about it.

Early Learning GoalsLanguage for Communication: interact with others,

negotiating plans and activities and taking turns inconversation

Reading: read a range of familiar and common wordsand simple sentences independently; show anunderstanding of how information can be found innon-fiction texts to answer questions about where,who, why and how


on, the, in sockpuppet,

pull, stick,draw, cut,

tuck,tongue,

eyes

PCM 68: Children cut out and sequence the stagesinvolved in making a fingerpuppet, and complete thewritten instructions.


exploring the meanings and sounds of new wordsReading: read a range of familiar and common words

and simple sentences independently; show anunderstanding of the elements of stories, such as maincharacter, sequence of events, and openings; retellnarratives in the correct sequence, drawing on thelanguage patterns of stories


and, said,the, at, no,

are

wallop,splat, crash,

bang

PCM 69: Children fill in themissing letters to complete sentences from the book.

70



band

Personal, Social and EmotionalDevelopment: Be confident totry new activities, initiate ideasand speak in a familiar group


The Magic Egg

Vivian French and Karen Donnelly

A magical story with a predictablestructure and patterned language, wherea little boy learns to be careful what hewishes for! When he finds a magic eggits surprising powers seem to give himwhat he wants until his luck changes. A story map on pp14–15 providesopportunities for retelling the story in role.

Red

/ B

an

d 2

A

Creative Development: Explorecolour, texture, shape, form andspace in two or three dimensions

An instructiontext

How to Make a Sock Puppet

Jillian Powell and Steve Lumb

A simple and appealing instruction textwhich describes the stages involved inmaking sock puppets. Clear, colourfulphotographs accompany the text. The use of action captions on pp14–15 willhelp to develop children’s vocabularyand support oral instruction-giving.

Red

/ B

an

d 2

A

Personal, Social and EmotionalDevelopment: Work as part ofa group or class, taking turnsand sharing fairly


Ben and Bobo

Martin Waddell and Julian Mosedale

An amusing story about two elephantspainting a wall. Bobo thinks he is good at painting, but he keeps tripping andknocking into things in his way, makingmore of a mess each time! It is not untilBen and Bobo stand back and observethe scene that they realise Bobo might bequite good at painting after all. A storymap is included on pp14–15, which canbe used to help children recount theevents of the story in order.

Red

/ B

an

d 2

B

72 73

COLLINS BIG CAT ASSESSMENT AND SUPPORT GUIDE A RECEPTION BOOK-BY-BOOK GUIDE


band Learning objectivesHigh

frequencywords

Interest words

Related resources

Knowledge and Understandingof the World: Ask questionsabout why things happen andhow things work

A non-fictionreport


exploring the meanings and sounds of new wordsLanguage for Thinking: use talk to organise, sequence

and clarify thinking, ideas, feelings and eventsReading: show an understanding of how information can

be found in non-fiction texts to answer questionsabout where, who, why and how


you, in bones,body, head,back, hand,legs, foot

PCM 70: Children add labels to the skeleton.

Bones

Jonathan Emmett, Alan Baker and Steve Lumb

This non-fiction report introduces readersto the topic of bones in the human body.Photographs with matching illustrationsand captions help readers to read aboutthe different types of bones in theirhands, legs, back, feet and head. A complete, labelled skeleton onpp14–15 will help children recap whatthey’ve read.

Red

/ B

an

d 2

B

Help Little Red Riding Hood pack her basket for Granny.

Choose items from the box below for her to take.

Draw them and add labels.

Little Red Riding Hood

Learning objective: Write labels and captions

© HarperCollinsPublishers 2010. This page may be photocopied for use in the classroom.

Name _________________________________________________________PCM

61

sandwich cake jam apples bread

biscuits crisps bananas carrots

Cut out the pictures. Stick them in the right order

to show how to make a sandwich.

How to Make a Pizza

Learning objective: Attempt writing for different purposes, using features of different forms such as lists, stories and instructions


Name _________________________________________________________PCM

62

✄

It is the farmer’s birthday.

What food will you buy for his party?

Write a shopping list.

The Farmer’s Lunch



Name _________________________________________________________PCM

63

Dra

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pic

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of

you a

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our

fam

ily.

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who it

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____

____

____

____

____

____

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____

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Nam

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____

____

____

____

____

____

____

____

____

____

____

____

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PC

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Playing

Learning objective: Begin to form simple sentences, sometimes using punctuation


Name _________________________________________________________PCM

65

autumn winter spring summer

cold wet snowy sunny windy

Draw a picture of your favourite season.

Write what season it is and one sentence about it.

Use the words in the box.

My favourite season is _________________________________________.

It is _____________________________________________________________________________.

Label the pictures of things in the desert.

Use the words in the box.

animal children city flowers

In the Desert



Name _________________________________________________________PCM

66

_________________________________________ _________________________________________

_________________________________________ _________________________________________

The Magic Egg



Name _________________________________________________________PCM

67

I wish ______________________________________________________________________________________________.

[Artwork brief: The largemagic egg, with a fewlines coming from it tosuggest it is glowing, inthe bottom left rightcorner, overlapping thecorner of the frame.]

[Design brief: Landscape thought bubbleor abracadabra star, filling page.

In the top leftright, please canwe have the boyfrom the storyholding his egg?

What would you wish for if you had a magic egg?

Draw a picture of it and write what your wish is.

How to Make a Sock Puppet



Cut out the boxes and put them in the right order.

Fill in the labels. Use the words in the box.

Name _________________________________________________________PCM

68

eyes Pull Cut mouth Stick Draw

_______________________ the hair on.

Draw the _______________________ on.

_______________________ the eyes on.

_______________________ the glove. _______________________ the puppet on.

Stick the _______________________ on.

✄

Finish the sentences.

Ben and Bobo

Learning objective: Begin to form simple sentences, sometimes using punctuation


Name _________________________________________________________PCM

69

Mind the ______ucket!

Mind the l ______d!

Mind the ladd______ ______!

Fill in the labels. Use the words in the box.

Bones



Name _________________________________________________________PCM

70

hand head legs foot back

COLLINS BIG CATSTRUCTURE CHART Structure Chart: …resources.collins.co.uk/free/CBCFR/APP Support...

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