Full Flight
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Runway 2
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Teacher Book
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by Jane A C West
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with Copymasters
You may copy this book freely for use in your school.
The pages in this book are copyright, but copies may be made without fees
or prior permission provided that these copies are used only by the
institution which purchased the book. For copying in any other
circumstances, prior written consent must be obtained from the publisher.
Badger
Publishing
CONTENTS
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Goal!, Lost Dog, Music! Muzyka!
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Too Hot, Nadya’s Photos, Something from Nothing
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Billy’s Boy, Weather Girl
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Deyda’s Drum, The Drum Detective
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A Big Catch, Missing
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The Strawberry Thief, A Different Life
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Cage Boy, Romany Race
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In the Zone, Go For It!
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Dodgems, The Tomato King
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Tansy Smith – I Hate School!, Save Our Site
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Pirate Attack, Shop Shut
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Hitting the Basket, Water Life
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Wei’s Game, Game Player King
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Master Blasters, Lifelines
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Introduction
RUNWAY 2 TEACHER BOOK
This set of 14 books contains 30 stand-alone stories which are written for children who
struggle with reading or for whom English is an additional language.
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Children whose reading age is lower than their chronological age will benefit from these
age-appropriate and language-appropriate stories, carefully crafted by well-known
children’s writers, and designed to support the Catch Up Literacy programme.
become more self-confident and motivated
feel more in control of their reading
feel more confident to write about what they have read
think about the story’s subject matter across the curriculum.
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The Full Flight Runway 2 series
The books are written at five levels.
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Level 3: Goal! , Too Hot
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The stories are designed to help young readers:
Level 4: Billy’s Boy, The Strawberry thief, A Big Catch, Deyda’s Drum
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Level 5: Cage Boy, Master Blasters, Game Player King, In the Zone
Level 6: Dodgems, Tansy Smith
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Level 7: Pirate Attack, Hitting the Basket
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Vocabulary and Comprehension questions
At the start of each story is a list of the trickier vocabulary, as well as
some questions at the end.
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The vocabulary is intended to be pre-taught to children so that they recognise and
understand the words before embarking on the story. For EAL students particular attention
should be given to any colloquial words or phrases which they may not have seen before.
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The Comprehension questions are simple questions that teachers or assistants can use
to ascertain that any story has been genuinely understood. This is particularly useful with
children who may be skilful at decoding words without actually understanding the text.
The Teachers’ Notes
The notes for each text are set out under a series of clear headings.
Literacy framework links: Where the book links to the NLS.
Story Summaries: A Summary of each story in the book.
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Group discussion points: Points to start discussion about the book if reading as a
group.
Pair work: Extension work to be carried out orally or in writing.
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Topic work: Literacy/Cross curricular: This is intended as a jumping-off point for
further work on the topic. If working with EAL students, the topic work could be a good
place to introduce a wider range of words and phrases relating to important everyday
topics, and is also a good place for the student to compare aspects of their country of origin
with the UK.
L EVEL 3: G OAL !
One to two lines of text using high frequency vocabulary or one to three lines of
repeated text per page. Story length: approximately 100 words each.
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Literacy links
Ask and answer simple questions
Use words to do with friendship and explore the theme of friendship in depth
Construct simple sentences using the target vocabulary
Understand, select and use adjectives in a sentence
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By working through the discussion points, pair work and worksheets, you will cover the
following areas with your pupils:
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Story summaries
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All three stories are to do with making friends in Britain when you don’t speak much
English.
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Goal! by Jane A C West
Aban is from Iraq and speaks only two words of English: ‘football’ and ‘goal’. He uses
these to great effect and makes friends.
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Lost Dog by Jane A C West
Rafal is feeling lonely because he hasn’t yet made any friends. But he meets Billy, a little
dog who is lost. He takes Billy home and makes a new friend from Billy’s owner.
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Music! Muzyka! by Jane A C West
Telek from Poland and Nadif from Somalia become friends when they listen to music
together.
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Group discussion points
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Goal!
• How do you think Aban learned these two words of English?
• What other words might he learn if he plays for the school football team?
Lost Dog
• Why does Rafal help Billy?
• Do you think Billy helps him to make a new friend?
Music! Muzyka!
• Does it matter that Telek and Nadif don’t speak each other’s language?
• How does music help them become friends?
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Pair work
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With your partner, discuss then write down one sentence explaining:
• Why the characters were lonely
• How they began to make friends
• How their feelings changed during the story.
Your answer can be for one story or for all three stories.
Topic work
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Literacy activity
• Find out what sort of pets people like to keep in your class. Write down the answers.
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Cross curricular activity
1. Make a bar chart or pie chart of the pets your classmates keep in order of popularity.
Which is the most popular pet?
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2. Which is the most popular pet in Britain?
Find out at www.top-ten-10.com/recreation/pets/uk-pets.htm
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G OAL ! – C OPYMASTER
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Draw a picture of your favourite
footballer
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Who is your favourite footballer?
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Who does he/she play for? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
How many goals has he/she scored/saved/created this season?
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Who else has he/she played for? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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Why do you like him/her? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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If you could ask him/her three questions, what would you ask?
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2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
© Badger Publishing
L OST D OG – C OPYMASTER
Nouns are naming words, like ‘Rafal, ‘Billy’, ‘dog’, or ‘friend’.
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Adjectives are words that describe nouns.
unfriendly
black
white
scruffy
smart
happy
unhappy
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1. Draw a circle around the adjectives that describe Billy when Rafal meets
him.
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2. Complete the sentence using an adjective that describes Rafal.
tall
short
Rafal has . . . . . . . . . . . . . . . . . . . hair.
black
brown blond
slim
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Rafal is a . . . . . . . . . . . . . . . . . . .boy.
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Rafal is a . . . . . . . . . . . . . . . . . . . boy.
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3. Choose a name for Rafal’s new friend. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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4. Write two sentences that describe Rafal’s new friend.
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© Badger Publishing
M USIC ! M UZYKA ! – C OPYMASTER
These adjectives could be used to describe a good friend.
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fun, friendly, kind, funny, gentle, caring, clever, good at football,
thoughtful, sensitive, silly, good at dancing, older, younger, noisy, quiet,
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sensible, responsible, careful, lively, honest, hard-working, helpful.
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1. Pick 4 adjectives that describe a good friend. Start with the most
important.
A good friend is ...
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2. Would you like to have a friend like Telek? . . . . . . . . . . . . . . . . . . . . . . . . . . .
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3. What do you think Nadif likes most about Telek? . . . . . . . . . . . . . . . . . . . . . .
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© Badger Publishing