Curriculum Induction Training 2019

Day 4 Handouts (Primary)

Handout D4.S1.H1: Word search

Find the words in the word search to reveal the hidden message (the letters of the message
are hidden between the words). The 11 words in the list may be horizontal, vertical or
diagonal. They may also be written forwards or backwards.
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R E A N D I N G A I S A P R O
C E S O S O F U R Y N D E R S ARTICULATE
T A N I D I N G T C H E C K A CHECK
N D R S E S P O I N N D I N S DECIPHER
DECODE
G T O S T H E M C E E A N P R EXPRESSION
I N G E E O F A U U T E E E X FLUENCY
T J M R P D P M L L L A C R I GUESS
IDENTIFY
Y C S P B E O L A F K O X E X PRONOUNCE
L F Z X W N O C T P G R P H C RECOGNISE
R S S E U G F P E N O K A P M SPEAK
Y F I T N E D I I D E B Z I D
R L L F L N J S I W E W O C Z
I C F L E C E O M Y F G O E N
P R O N O U N C E M S S R D L
V R H F U Y A S P D B B E P H

Message (14 words):

_R________________________________________________________________________

___________________________________________________________________________.

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Handout D4.S1.H2: Reading – some dos and don’ts
DOs  DON’Ts
A. DO decide beforehand what is
important for pupils to do with the
Planning reading, and set SMART learning
objectives: “By the end of this
lesson, you will be able to...“
DO share the learning objective(s)
for the lesson with pupils and
ensure the objective(s) link to the
Learning Standard being addressed
or the Reading skills and strategies
being developed.
DO use pupil-friendly language
when sharing these.
Pre-lesson DO carry out a short warm-up task
activity linked to the topic of the text, to
focus pupils on the input. For
example, you could use a visual
(photo, video clip, cartoon or
diagram) to introduce the topic, or
invite pupils to think about what
they already know about the topic.
B. DO provide a task or one or two
general questions for pupils to
Using answer when they read for the very
general first time. In this way, you guide
ideas: the them to understand the main idea
first or meaning of the text and give a
contact reason for processing the input.
Discuss their answers before you
with the
continue.
text
If you want pupils to read aloud to
practise pronunciation, DO this at a
later stage. Only ask pupils to read
already familiar material aloud. Ask
them to read aloud simultaneously
in pairs and tell them you are
practising pronunciation. Help
pupils individually with
pronunciation or as a class if you

DON’T prepare your lesson only in
terms of a page number or
exercise: “We’re going to do
Exercise 3 on page 97.”
DON’T forget to make pupils aware
of the learning objective(s) for the
lesson.
DON’T launch into a new topic
‘cold’ or without any introduction.
Pupils need to re-focus, settle and
tune in to the English lesson.
DON’T get pupils to read new
material aloud one by one. This will
not help either their Speaking or
their Reading development.
Reading familiar texts aloud can
occasionally be useful for
pronunciation practice but – if done
with unknown texts – actually slows
down the reading speed, hinders
understanding and often
demotivates. Reading silently with a
supporting task is more effective for
taking in new information.
DON’T supply a list of ‘difficult’
words with a translation in the
pupils’ first language. This
encourages pupils to stop every
time they meet a word that is
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notice common problems. unfamiliar. This is a poor reading

DO encourage pupils to ignore
words they do not know the first
time they read a text, so that they
can try to understand the main
points without getting stuck on
individual words.
strategy and gets in the way of
global understanding.
Similarly, DON’T over-teach
vocabulary before reading.
DON’T give out the texts in
advance of the tasks – you may
then struggle to get attention back.

C. DO provide a specific task for

pupils to answer while they read for
DON’T forget to set a task before
pupils read: ‘Read and tell me what
Using a second time. Discuss their it is about’ is not a task.
details: answers to this task. If they haven’t
understood the input, ask if it is DON’T encourage pupils to stop at
further every unknown word and don’t do
contact necessary to read again. Provide
fresh tasks each time they read. that yourself, either.
with input
DO encourage pupils to create their DON’T distract pupils by moving
own questions around the text, around the room or speaking during
either by hypothesising before they the Reading stages.
are exposed to the text (e.g. DON’T give answers to hypotheses
predicting), or to check yourself, before pupils have had
understanding. time to think about their own
DO encourage pupils to guess the explanations.
meaning of words from context, so
that they learn that they can
succeed in comprehending input
without understanding or stopping
at every word.

D. DO use the topic or the language in

the text as a stimulus for further
DON’T go immediately to whole
class checks – leave time for peer
Applying activities. Help pupils at this stage feedback (in groups or with talk
information to produce their own spoken or partner).
and written language. Draw attention to
specific aspects of language or the DON’T expect pupils to be able to
concluding reproduce vocabulary as soon as
characteristics of texts.
(post- they meet it; they need to come
lesson DO work to help pupils understand across vocabulary in several
activity) and recycle vocabulary. Ensure that different contexts before they can
pupils know both the meanings of use it.
words and their usage. Create new,
active tasks to help pupils recall DON’T give a list of English words
and process ideas and vocabulary. with their first language
translations, either at the start of
the lesson or at the end, since this
won’t help vocabulary learning very
much.

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Handout D4.S1.H3: Reading strategies tasks

Task 1
Read the text about a film premier on p. 6 and translate the following words from
Norwegian to English:
1. grønne ………………………………………..
2. første ………………………………………..
3. vi ………………………………………..
4. og ………………………………………..
5. med
………………………………………..

6. Kino ………………………………………..
Task 2
Discuss and write down which Reading strategies you used
to translate each word. How did you guess them?

grønne

første

vi

og

med

Kino

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Handout D4.S1.H4: Supporting pupils in Reading

Use this handout to record your ideas.

Knowledge area Example of teaching and learning strategy

Knowledge about the

combination of letters

Knowledge about
sentence structure

Knowledge about
word combinations

Knowledge about text

structure

Knowledge about the

world or topic

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Handout D4.S2.H1: Reading Content and Learning

Standards

Learning Standard Year 4

Content Standard Focus
A1 High

3.2
Understand a variety of Understand the main
linear and non-linear print idea in a variety of text 3.2.1
and digital texts by using types on familiar topics Understand the main idea of simple
appropriate reading texts of one or two paragraphs
strategies

3.2
Understand a variety of Understand specific
linear and non-linear print details in a variety of text 3.2.2
and digital texts by using types on familiar topics Understand specific information and
appropriate reading details of simple texts of one or two
strategies paragraphs

3.2
Understand a variety of
linear and non-linear print
and digital texts by using
appropriate reading
strategies
Use appropriate word 3.2.3
attack skills to Guess the meaning of unfamiliar
understand specific words from clues provided by title
meaning and topic

3.2
3.2.4
Understand a variety of Use appropriate basic
Recognise and use with little or no
linear and non-linear print dictionary skills
support key features of a simple
and digital texts by using
monolingual dictionary*
appropriate reading
strategies

3.3
Read independently for Read and understand a
information and variety of fiction and 3.3.1
enjoyment non-fiction texts with Read and enjoy A1 fiction/non-fiction
confidence and print and digital texts* of interest
enjoyment

*see next page for definitions of terms The complete list of terms will be available in the Glossary in
Year 4 SoW.

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Reading 3.2.4 key features of a simple monolingual dictionary

Recognise and use with little or no A monolingual dictionary is one which has only English (the
support key features of a simple words and the definitions). Various titles are available
monolingual dictionary specifically for children learning English or for CEFR A1
level learners.

Reading 3.3.1 A1 fiction/non-fiction print and digital texts

Read and enjoy A1 fiction/non- These are reading texts for young learners of English at
fiction print and digital texts of CEFR A1 level. Examples include stories, quizzes, emails,
interest etc.

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Handout D4.S2.H2: Types of question in Reading

Match the question type to its definition.

Question type Definition

Questions of literal a. These questions call for a pupil’s

reaction to the text.
comprehension E.g. What do you like about Kumar?

Questions involving b. These questions ask pupils to say

how well the writer has achieved their
reorganisation or
aim.
reinterpretation E.g. Do you agree with Sarah? Why/why not?

c. These are questions whose answers

Questions of
are directly and explicitly expressed in
inference the text.
E.g. What is the boy’s sister called?

d. These questions aim to make pupils

aware of what they do when they
Questions of interpret a text, such as recognising use
evaluation of discourse markers or features of text
organisation.
E.g. How do you know that this is a list?
(punctuation + and)

e. These questions require pupils to

Questions of consider what is implied but not
personal response explicitly stated.
E.g. What do you think made him angry?

Questions f. These are questions which require

concerned with how the pupil to reinterpret information or
find it in different parts of the text and
writers say what put it together in a new way.
they mean E.g. What is the problem?

Definitions adapted from: Christine Nuttall, Teaching Reading Skills in a Foreign Language (Macmillan, 1996)

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Handout D4.S2.H3: Questions for a Reading activity

Look at the material from Year 4 textbook (p.6).

Write at least four questions to go with this text. The questions should be of at least three
different types (refer back to Handout D4.S2.H2).

1. ______________________________________________________________________?

2. ______________________________________________________________________?

3. ______________________________________________________________________?

4. ______________________________________________________________________?

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Handout D4.S2.H4: Higher-order thinking skills

Identify the higher-order thinking skills in the box below that could be used by pupils in each
of the Reading lessons tasks.

1. Observing closelyReading
and describing
lesson tasks
2. Building explanations and interpretations
1. …read the title and predict content 11. … answer multiple-choice questions
3. Reasoning with evidence
2. …retell what has been read using key words 12. … answer True/False questions
4. Making connections
3. … identify the purpose ofdifferent
the text viewpoints and
13.perspectives
… label a diagram
5. Considering
4. … (if there are a number
6. Capturing theofessence
short texts)
and forming 14. ... draw a picture
conclusions
decide: which they prefer / which is closest to
7. Wondering
their country andsituation
/ family / their askingetc.
questions 15. …make summaries
8. guess
5. … try to Uncovering
what the complexity and
content is from going below
some 16. …the
tick surface
the right answer
key words / phrases from the text
17. … write four questions about the text –
6. … order some pictures which relate to the then give them to another group to
main points of the text – then read to check answer
their ideas
18. … say what certain numbers / figures
7. …decide on what you want to know about refer to
the content (e.g. for a story REX SAVES
LIVES) 19. … correct false information

8. … complete sentences 20. … underline words / phrases which mean

the same as …
9. … look for examples of language in the text
(e.g. giving advice) 21. … respond – which part is most
interesting? Find three things you didn’t
10. … complete a table know etc.

22. … (for a narrative) give pupils the main

events from the text – they predict what
will happen

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Handout D4.S3.H1: Words for sense poem

paper letter literature pen

ink hand grammar script

papyrus pencil print hieroglyph

pencil envelope epilogue word

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Handout D4.S3.H2: Stages of producing writing

Place the writing tasks in Table A into their category in Table B.

Table A

making a using reference

peer feedback on using visuals to
dictionary or pronouns
drafts focus descriptions
glossary (e.g. he, it)

using capital
peer editing using revising writing in
making mind maps letters and full
an editing code a group
stops in sentences

putting everyday using ‘Wh’ using conjunctions

free writing
routines in questions (What (e.g. or, but) to join
(brainstorming
chronological Where, When, sentences into a
ideas freely)
order Who, How, Why) paragraph

Table B

Composing Crafting Improving

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Handout D4.S3.H3: Activities to support spelling

Look at these activities. Rate the activities by circling a rating from 1 to 5, where 1 is highly
appropriate and 5 is highly inappropriate.

Activity Rating

1. Error correction: Give pupils a list of words with spelling

1 2 3 4 5
mistakes. Ask them to find and correct the mistakes.

2. Spelling race: One pupil in a group says a sentence with a

comparative adjective. Others in the group use letter cards to race to 1 2 3 4 5
spell the adjective.
3. Spelling test: Give pupils a list of 20 adjectives and their
comparative forms. Pupils learn the words for homework for a 1 2 3 4 5
spelling test in class.
4. Write it on my back: Give pupils some short simple sentences
with an adjective (e.g. The boy is tall.) Pupils take turns to trace the
1 2 3 4 5
spelling of the comparative adjective with their finger on their
partner’s back. The partner decides if it is correct.

5. Error correction: Collect examples of sentences pupils have

written where they made mistakes in spelling. Ask pupils to work in 1 2 3 4 5
pairs to find and correct the mistakes.

6. Spelling bee: The class compete in a spelling competition, where

the teacher says words, and pupils have to spell them in front of the
1 2 3 4 5
class. The pupil who spells the highest consecutive number of words
correctly is the winner. The pupil receives a prize.
7. Textbook activity: Ask pupils to do the speaking Activity 2 on
p.81 of Year 4 textbook. Remember to show them the box at the 1 2 3 4 5
bottom of the page.

8. Practice makes perfect: Have pupils write out each word 10 to

1 2 3 4 5
15 times in their notebook.

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Handout D4.S4.H1: Matching Writing skills to

Learning Standards

Which Learning Standard(s) does each Writing skill in the table relate to? A skill could be
related to more than one Learning Standard.

Writing skill

1. Putting sentences together to form a

2. Organising ideas logically
paragraph

3. Drafting the writing 4. Writing legibly

5. Managing cohesion effectively (linking 6. Accurate use of grammar and

sentences and parts of sentences) vocabulary
8. Selecting and planning appropriate
7. Editing and redrafting the work
content
10. Accurate use of spelling and
9. Proofreading and correcting the work
punctuation

Content Standard Focus Year 4 Learning Standard*

4.1 4.1.2
Form letters and words in neat Develop early writing Use cursive writing in written work
legible print using cursive skills
writing
4.2 4.2.1
Communicate basic information Communicate basic Explain and give reasons for simple
intelligibly for a range of personal information opinions
purposes in print and digital clearly
media
4.2 4.2.2
Communicate basic information Communicate basic Make and respond to simple offers
intelligibly for a range of information clearly and invitations
purposes in print and digital
media
4.2 4.2.3
Communicate basic information Communicate basic Describe basic everyday routines
intelligibly for a range of information clearly
purposes in print and digital
media
4.2 4.2.4
Communicate basic information Describe people and Describe people and objects using
intelligibly for a range of things clearly suitable statements
purposes in print and digital
media

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Content Standard
4.2
Communicate basic information
intelligibly for a range of
purposes in print and digital
media
4.3
Communicate with appropriate
language form and style for a
range of purposes in print and
digital media
4.3
Communicate with appropriate
language form and style for a
range of purposes in print and
digital media
4.3
Communicate with appropriate
language form and style for a
range of purposes in print and
digital media
*terms are defined below. The complete list of terms will be available in the Glossary in Year 4 SoW.
Writing 4.1.2
Use cursive handwriting in
written work
Writing 4.2
Communicate basic information
intelligibly for a range of
purposes in print and digital
media
Writing 4.2.1
Explain and give reasons for
simple opinions
Writing 4.2.2
Make and respond to simple
offers and invitations
Focus Year 4 Learning Standard*
4.2.5
Organise basic Connect sentences into a coherent
information paragraph using basic co-ordinating
appropriately conjunctions and reference
pronouns
4.3.1
Punctuate texts Use capital letters, full stops,
appropriately question marks and commas in lists
appropriately in guided writing at
discourse level
4.3.2
Spell high frequency Spell most high frequency words
words accurately accurately in guided writing
4.3.3
Plan, draft and edit Produce a plan or draft of one
work appropriately on paragraph for a familiar topic and
familiar topics modify this appropriately in
response to feedback
cursive writing
This is where a writer joins letters together in a word (also
known as joined-up writing or longhand). It makes the process
of writing faster and is used by native writers of alphabetic
scripts. Pupils should be using cursive writing fluently in all
hand-written work by the end of Year 4.
basic information
Basic information means the same as simple information (see
Speaking 2.1 above).
a range of purposes
The range of purposes is described in the learning standards
for Years 1-6. These purposes involve finding out about and
giving personal details and opinions.
simple opinions
These are the expression of opinions such as what pupils like,
dislike, prefer, or what they think of, for example, an idea or
some unusual food or clothes. The language used here will be
very simple and the opinions at a basic level.
simple offers and invitations
These may be in the form of an invitation card or a short letter
or email, or they may be oral. Information included in the
invitation is basic and may include date, time, place etc. of an
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Writing 4.2.3
Describe basic everyday
routines
Writing 4.2.4
Describe people and objects
using suitable statements
Writing 4.2.5
Connect sentences into a
coherent paragraph using basic
coordinating conjunctions and
reference pronouns
Writing 4.3.1
Use capital letters, full stops,
question marks and commas
appropriately in guided writing at
discourse level
See also Writing 4.3.2
Writing 4.3.2
Spell most high frequency
words accurately in guided
writing
Writing 4.3.3
Produce a plan or draft of one
paragraph for a familiar topic and
modify this appropriately in
response to feedback
event which is familiar to pupils.
basic everyday routines
These are actions and short series of actions which pupils do
each day and are, therefore, very familiar to pupils. They
should be basic in nature and language, and generally require
present simple (e.g. I get up at 7 o’clock, and I brush my
teeth.)
suitable statements
Pupils should be able to describe something effectively by the
end of Year 4. In order to do this, they should be able to
communicate sufficient and accurate detail about that person
or object in a simple way. It may include the pupils
themselves.
coherent paragraph
This is a paragraph which is made up of sentences that fit
together in meaning and through appropriate use of linking
words.
basic coordinating conjunctions
These are linking words which join words, sentences or parts
of sentences to bring them together. They should be simple in
Year 4, such as and, but, or.
reference pronouns
A word which represents a noun, In Year 4, these should be
simple, such as he/she, this/that etc.
guided writing
Pupils may follow models for writing, or the teacher will give
other support with content, vocabulary and language.
discourse level
The writing should be longer than a single sentence.
high frequency words
High frequency words are words which pupils use often in
Year 1-4 classroom activities, especially in writing.
feedback
Here, feedback may come from the teacher or from other
pupils (peer feedback). It is also possible for pupils to review
drafts of their own writing and revise them based on this. In
this case, the feedback would come from self-assessment.
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Handout D4.S4.H2: Technology in differentiation

We can use technology to support differentiation by:

• Giving choice of activity or activity type
• Using various input types (video, pictures, sound, text)
• Giving some pupils helper roles (e.g. to trouble-shoot technology with/for the
teacher)
• Having pupils collaborate and support each other in content or use of technology
(pair and group work)
• Working on pupil-centred projects
• Working on extension or review activities independently outside of class

Ideas for less proficient pupils Ideas for more proficient pupils

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Handout D4.S4.H3: Pyramid reflection

Pyramid reflection
Think back over today’s sessions and write down three key words that are important, two
concepts or ideas that have made an impression, one question you want to ask.

One
question I
want to ask

Two concepts or ideas that have

made an impression

Three key words that are important

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Handout D4.S4.H4: Learning journal

Learning journal entry 4

Respond to no more than three of the following prompts for your reflection on your learning
in Day 4.

 Today I learned…
 I was surprised by…
 The most useful thing I will take from today is…
 I was particularly interested in…
 What I liked most from today was…

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