Chase in New York
Book Band Orange A
RR Level 15
Genre Fantasy fiction
Length 16pp (266 words)
Letters and Sounds Phase 5
NC Level 1A
APP Level 1, High
Phonics Bug Up to Unit 27
High-frequency words their,
time, called, about, asked
Plot Summary
Ed and Lin fly to New York with their photographer father. They
marvel at the sights but when they see a thief grab a handbag,
they give chase. Lin manages to rescue the handbag only to
discover that it is not a real theft. The scene has been set up for a
movie and Lin and Ed end up being film stars!
Curr. Ref.
Objectives
APP Assessment Focus
7:5 (PNS)
ENG 1-19a (CfE)
RS8 (W)
R8 (NI)
Reading
Explore how particular
words are used,
including words and
expressions with similar
meanings
AF5: comments on obvious
features of language (L1);
some familiar patterns of
language identified (L2/
bullet 2)
1:3 (PNS)
LIT 1-03a (CfE)
OR7 (W)
T&L 9 (NI)
Speaking and Listening
Explain ideas and
processes using
non-verbal gestures to
support communication
AF2: understand and
engage with the speaker,
demonstrating attentive
listening (L1/bullet 1);
listen and respond to the
speaker, making simple
comments and suggestions
(L2/bullet 1)
9:4 (PNS)
LIT 1-26a (CfE)
WS5 (W)
W2 (NI)
Writing
Make adventurous word
and language choices
appropriate to the style
and purpose of the text
AF2: some indication of
basic purpose, particular
form or awareness of
reader (L1); some attempts
to adopt appropriate
style (L2/bullet 3)
Key
AF = Assessment Focuses for APP in Reading, Speaking & Listening
and Writing
APP = Assessing Pupils’ Progress, QCA (2009)
CfE = The Curriculum for Excellence (2009)
NI = Northern Ireland Primary Curriculum Foundation Stage (2007)
PNS = Strand objectives from the Primary National Strategies (2006)
W = Foundation Phase Framework for children’s learning for 3 to
7-year-olds in Wales (2008)
PCM
Session 1 Reading
Before Reading
Phonics for Reading
Pre-teach the high-frequency words and review strategies for
remembering them.
Check that the children know what the word ‘syllables’ means.
Can they tell you how many syllables there are in their name?
Can they clap the syllables in their name?
Clap the rhythm of SKY-scrap-ers while you say the word. Ask the
children to join you, then show them the word on page 5. Can
they tell you where the syllable breaks are? Do the same for
HUN-dreds, PEN-guins, OT-ters. PAN-da, fan-TAS-tic.
Tell the children that finding syllables can be a great help when
reading long words.
Walkthrough
Talk about the front and back covers. Encourage predictions:
• Have the children read any of the other Adventure Kids stories?
• Have they heard of New York? Do they know anything about
New York and what it might be like there?
• Why would the characters in the story be having a ‘chase’?
• When would the children have a ‘chase’?
During Reading
While the children read, ask them to think about the main question.
Main question: Can you find any prepositions in the story? (AF5)
(Explain that these are ‘when’ and ‘where’ words such as: above,
before, next to, on, in.)
Additional prompts to help you sample the children’s reading:
Page 2:
How do we know where Ed and Lin are? What
word tells us that they are not on their own? (with
– say this is one of the special ‘where’ and ‘when’
words that we are looking for) (AF5)
Page 4:
Check that the children can use their decoding
skills to read buildings. (AF1)
Page 5:
Read the word skyscrapers together. Can the
children see that this word is made from two
words put together? (a compound word) Ask them
to find the two separate words and suggest why
those words were used. (AF5)
Page 11:
Can the children read the word shouted? Can they
link this word to the word shout on page 6? (AF1)
Page 13:
Which one of the special ‘where’ and ‘when’ words
in the final sentence tells us about the robber and
the jail and links them together? (to) (AF5)
After Reading (collecting evidence for AF5)
Discuss the answer to the main question as a group.
Have a look at page 10 (in the book or on the IWB) where there are
many examples of prepositions. Ask the children to see if they can
find the words which tell us exactly where Lin was running (along a
path, across a bridge, into the zoo). Go through the rest of the text
and find others for your list of prepositions.
Quick Finishers
Can you add to the text on page 9 and make a list of other places
where Lin followed the robber?
Can you use any different prepositions to explain where they
went? (e.g. above, under, through, over)
Session 2 Speaking and Listening & Writing
Phonics for Writing
Write two columns of words on the whiteboard:
Column 1: York, yellow, green, park, take, pool
Column 2: stolen, new, lady, are, caught, seal
Let the children line up in front of the board. Time them, one by one,
as they take it in turns to join up words from each column which
have the same long vowel sound.
Talk about which spelling is more common (the spelling in Column 1).
Speaking and Listening
With your list of prepositions from the main question, use a set
of blank cards and draw simple symbols to represent the words,
such as a square for ‘along’, a circle for ‘across’, a cross for ‘into’,
etc. After discussing and agreeing the symbols and pictures for
each word, shuffle the cards and ask each group member to say a
sentence using the preposition illustrated. (AF2)
Writing
Show the children the PCM. Ask them if they can remember which
creatures the robber and Lin ran past. Check the order in which they
passed them.
Ask the children to draw a map of the chase scene on the PCM,
labelling each animal mentioned with a descriptive word. Other
animals and details can be included. (AF2)
Making Links
Look at an atlas and find both where you live, and New York. Plan
the possible flight path that the
children took with their dad.
Which countries and oceans
would you fly over? Could you
get there without flying? Draw a
map of the journey.