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Teaching Cards
King Kafu and the Moon (Chapter 1)
Every reader is
available as an audio
eBook in the online
reading world
We meet King Kafu and discover his big secret – he is afraid of the dark! Children will be given opportunities to
discuss phobias and being afraid. They will explore why King Kafu would want to keep his fear a secret from his
people, and consider the role of a king. Children will debate whether or not it is right to keep secrets. On Day 5
children explore other ways the king could light his bedroom.
Year 3/P4
Day 2
Online toolkit for teachers, that
supports the whole of KS2, gives
you lesson plans, curriculum links,
and activities for supporting and
extending understanding.
Online reading world for children
containing beautiful audio eBook
versions of every reader.
Activity
Children pre-read the text for the week’s work (either independently, in pairs,
or by having the text read to them by a TA or using the eBook narration). Using
their workbooks, children write their thoughts about the three key questions and
generate their own questions. The three key questions are:
What was King Kafu’s secret?
Why did King Kafu keep a secret?
Is it right to keep secrets?
Day 3
Comprehension Strategies
Clarifying
Activity
In pairs, children revisit the questions discussed on Day 3 and reflect on how their
thinking has developed by writing in their workbooks. The prompt for their notes is:
• Do you think King Kafu is right to keep his fear a secret? What would you do, if
you were the king?
Day 5
Activity
Children complete a writing activity in their workbooks. Children think of different
ways that King Kafu could light his bedroom at night, and give reasons why each
idea would be a good choice or not.
• Support: Children draw pictures and label them.
• Extend: Children explain why they think King Kafu’s light did not come on, and
offer ideas for how he could light his bedroom.
King Kafu
and
the
Moon
Comprehension Strategies
Summarising
Connecting
Activating Prior Knowledge
Questioning
www.pearsonschools.co.uk
[email protected]
Teacher discussion: see reverse of card.
Day 4
Moon
King Kafu isn’t afraid of anything . . . or so
the people in his village think! The truth is, he’s
scared of the dark. One night, the king notices
that a piece of the moon is missing, and each
night the missing piece gets bigger! Can the
villagers rise to the challenge and bring the
moon safely to him? And will a young boy
have the answer to the king’s problem?
T R I S H CO O K E
Children familiarise themselves with the following words by completing the
activities in their workbooks:
afraid, village, king, bragged, bravest, secret
Comprehension Strategies
KINGKAFUandtheMoon__CVR_9780435164478.indd 1
15/04/2016 09:10
2 weeks’ teaching
3 weeks’ teaching
5 weeks’ teaching
10 weeks’ teaching
5 weeks’ teaching
5 weeks’ teaching
Connecting
Visualising
Evaluating
Comprehension Strategies
Visualising
Activating Prior Knowledge
x 30 Teacher Cards per year group
Death of the Dinosaurs
(pages 1–11)
Teaching
Handbook
WRIT TEN BY TRISH COOKE
I L LU S T R AT ED BY A N D R E A C A S T EL L A N I
K IN G K A FU A N D T H E M O O N
King Kafu
and
the
Text Outline
Activity
Workbooks
Year 3, Autumn Term, Week 6
Trish Cooke
Day 1
Books
x 1 workbook per term
Year 4, Autumn Term, Week 4
Herbie Brennan
Text Outline
Death of the Dinosaurs provides two theories about why the dinosaurs died out: a major disaster or a slow death.
Many scientists believe that 65 million years ago a meteor crashed into Earth, sending up dust and blocking out
the Sun. The dinosaurs died from cold or from the death of all the plants. Iridium, a metal from space, cracks in
the quartz and an impact site provide evidence.
Day 1
Activity
Children familiarise themselves with the following words by completing the
activities in their workbooks:
meteor, crater, fossil, theory, evidence, roamed
Day 2
Activity
Year 4/P5
Children pre-read the text for the week’s work (either independently, paired, or
having the text read to them by a TA or using the eBook narration). Using their
workbooks, children write their thoughts about the three key questions and
generate their own questions. The three key questions are:
How might a meteor have killed the dinosaurs?
Why is the layer of iridium interesting to scientists?
Why didn’t all life on Earth die when the meteor hit?
Day 3
Activity
Children revisit the questions discussed on Day 3 and reflect on how their thinking
has developed by writing in their workbooks. The prompts for their notes are:
• Discuss whether the dinosaurs starved to death or died from the cold.
• Describe other evidence for the meteor strike.
• Describe what you think life on Eath was like once the dust cleared and the Sun
shone again.
Day 5
Activity
Children complete a writing activity in their workbooks. The children write about
the consequences of some of the events in the book.
• Support: Children are given prompts to help them write.
• Extend: Children are asked to write about one additional event.
Includes practical information,
assessment guidance,
implementation advice and
curriculum matching charts.
Comprehension Strategies
Summarising
Connecting
Activating Prior Knowledge
Questioning
3 weeks’ teaching
Teacher discussion: see reverse of card.
Day 4
The villagers were confused. The
moon had disappeared before, and
it
had always come back again. But
there
was a reward of one thousand gold
coins. So they started thinking of
ways
to capture the moon.
Comprehension Strategies
Clarifying
2 weeks’ teaching
5 weeks’ teaching
Comprehension Strategies
Summarising
Visualising
Comprehension Strategies
Summarising
Connecting
They decided to build a rocket.
They worked non-stop for eleven
days and nights.
Finally, the rocket
was finished. But
when the villagers
looked up at the
sky, the moon
was gone.
x 30 Teacher Cards per year group
10 weeks’ teaching
5 weeks’ teaching
5 weeks’ teaching
x 1 workbook per term
12
13
King Kafu and the Moon (Chapter 1)
Year 5/P6
peaks
The sun was hiding behind the
overlooked
when I came to a clearing that
was
the valley far below. The view
amazing.
my
“Here is a fitting place to make
and
Vision Quest.” I dropped the bag
I was
sat to rest before setting up camp.
had only
exhausted already and my trial
just begun.
Text Outline
We meet King Kafu and discover his big secret – he is afraid of the dark! Children will be given opportunities to
discuss phobias and being afraid. They will explore why King Kafu would want to keep his fear a secret from his
people, and consider the role of a king. Children will debate whether or not it is right to keep secrets. On Day 5
children explore other ways the king could light his bedroom.
Day 1
Activity
Children familiarise themselves with the following words by completing the
activities in their workbooks:
afraid, village, king, bragged, bravest, secret
Day 2
Activity
Children pre-read the text for the week’s work (either independently, in pairs,
or by having the text read to them by a TA or using the eBook narration). Using
their workbooks, children write their thoughts about the three key questions and
generate their own questions. The three key questions are:
What was King Kafu’s secret?
Why did King Kafu keep a secret?
Is it right to keep secrets?
Day 3
21
Activity
In pairs, children revisit the questions discussed on Day 3 and reflect on how their
thinking has developed by writing in their workbooks. The prompt for their notes is:
• Do you think King Kafu is right to keep his fear a secret? What would you do, if
you were the king?
Day 5
Rawlinson
I listen to them talking
When we all go out to play
And my mind is full of lots
of
Clever things I want to say.
I wait for the right moment
Activity
Children complete a writing activity in their workbooks. Children think of different
ways that King Kafu could light his bedroom at night, and give reasons why each
idea would be a good choice or not.
• Support: Children draw pictures and label them.
• Extend: Children explain why they think King Kafu’s light did not come on, and
offer ideas for how he could light his bedroom.
Poetry Pulse
Poetry Pulse
Comprehension Strategies
Clarifying
Comprehension Strategies
Summarising
Connecting
Activating Prior Knowledge
Questioning
Teacher discussion: see reverse of card.
Day 4
20
The Hidden Heart
of Me by Julia
Year 3, Autumn Term, Week 6
Trish Cooke
of
After stealing another mouthful
I pulled
water, I set up my sacred space.
and
the white stones out of the bag
I could
placed them in a circle in which
an
comfortably sit. I made sure I left
the first
opening facing east to welcome
rays of the sun.
lean-to
a
made
I
When this was done,
of pine branches and stowed everything
shelter.
I had brought with me under the
This consisted of a water skin (now
my rocks,
almost empty), the hide bag for
buffalo
a parfleche carrier made from
s and
rawhide in which I had sweetgras
to light
sage, along with flint and steel
my smudges.
Comprehension Strategies
5 weeks’ teaching
1 week’s teaching
10 weeks’ teaching
4 weeks’ teaching
5 weeks’ teaching
5 weeks’ teaching
Connecting
Visualising
Evaluating
Comprehension Strategies
Visualising
Activating Prior Knowledge
I listen to them listing
All the actors in our play
And I haven’t got a part.
Someone asks if I’m okay.
I find my head is nodding,
Though my heart is crying,
It’s saying I could act, too,
If I’d only have a go.
“No!”
And I open up my mouth;
I line the words up ready
…
But no clever things come
out.
I listen to them joking
As we’re walking home
from school
And the words inside my
head
All sound so funny and so
cool.
I shouldn’t over-think it;
I should really jump right
in –
But instead I walk in silence
And the jokes are trapped
within.
But I’m not the kind of person
Who just lets their feelings
out.
I keep swallowing my words
down,
While the noisy people shout.
They think I’m dull and
grey
But if they really looked
they’d see
There’s a rainbow-burst
of colour
In the hidden heart of me.
x 30 Teacher Cards per year group
2
Y5_Mag_p02-03_HiddenHeart.i
ndd All Pages
x 1 workbook per term
3
08/11/2016 10:59
Death of the Dinosaurs
(pages 1–11)
Year 4, Autumn Term, Week 4
Herbie Brennan
Text Outline
Death of the Dinosaurs provides two theories about why the dinosaurs died out: a major disaster or a slow death.
Many scientists believe that 65 million years ago a meteor crashed into Earth, sending up dust and blocking out
the Sun. The dinosaurs died from cold or from the death of all the plants. Iridium, a metal from space, cracks in
the quartz and an impact site provide evidence.
Day 1
Activity
Children familiarise themselves with the following words by completing the
activities in their workbooks:
meteor, crater, fossil, theory, evidence, roamed
Year 6/P7
Day 2
Activity
Children pre-read the text for the week’s work (either independently, paired, or
having the text read to them by a TA or using the eBook narration). Using their
workbooks, children write their thoughts about the three key questions and
generate their own questions. The three key questions are:
How might a meteor have killed the dinosaurs?
Why is the layer of iridium interesting to scientists?
Why didn’t all life on Earth die when the meteor hit?
Day 3
Day 4
Activity
Activity
Children complete a writing activity in their workbooks. The children write about
the consequences of some of the events in the book.
• Support: Children are given prompts to help them write.
• Extend: Children are asked to write about one additional event.
Includes practical information,
assessment guidance,
implementation advice and
curriculum matching charts.
Comprehension Strategies
Summarising
Connecting
Activating Prior Knowledge
Questioning
Teacher discussion: see reverse of card.
Children revisit the questions discussed on Day 3 and reflect on how their thinking
has developed by writing in their workbooks. The prompts for their notes are:
• Discuss whether the dinosaurs starved to death or died from the cold.
• Describe other evidence for the meteor strike.
• Describe what you think life on Eath was like once the dust cleared and the Sun
shone again.
Day 5
Comprehension Strategies
Clarifying
5 weeks’ teaching
10 weeks’ teaching
5 weeks’ teaching
2 weeks’ teaching
3 weeks’ teaching
5 weeks’ teaching
Comprehension Strategies
Summarising
Visualising
Comprehension Strategies
Summarising
Connecting
x 30 Teacher Cards per year group
x 1 workbook per term
Professional
Development
Course
A half-day PD course
written by Dr Wayne Tennent
(face-to-face half-day course
and online modules)