—~h- Janice Vale Steve LumbMx: rom tom FSC ent sone SS sc cooase BIG CAT erro tentepin in BE Published y Cots Freee ctpenrereict i Rriapant(forpeCalishibtites Leachate ed Tene Sarnia taal See re out ne about HarperCollins and the envionment: ladon spatetgleatinmes Ses heap rue ng ar ee vwcolins cook © HarpercolinsPublishers 2006 Series editor: Kay Hiatt, ‘Author: Janice Vale 10 ISBN-13 978.0.00-723599.5 ISBN-10 0.00.723599.2 Janice Vale asserts her moral right tobe identified as the author of this work All rights reserved. No pat of this publication may be reproduced, stored in a retrieval system, oF transmitfed in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, Without the prot witten permission of the Publisher ora licence permitting restricted copying in the United ‘Kingdom issued by the Copyright Licensing Agency Ltd, 90 Tottenham Court Road, London WIT ALP. British Library Cataloguing in Publication Data ‘catalogue record for this publication i available from the British Library. Photographer: Steve Lum Designer Adam Pryor Reading ideas author: Kelley Taylor Acknowledgements 3s would lke to thank the teachers and children at the fllowing schools who took part in the ‘Eveopment of Can Big Cat Pontes Anthony Bek Primary School Earlswood Infant School Englefield Green Infant School Melcombe Primary School Merton Abbey Frimary School Riverview Primary School Printed and bound by RR Donnelley APS. Gat te tes Con Big Cat ens a ‘wuew.collins.co.uk/collinsbigcatWritten by Janice Vale Photographs by Steve Lumb CollinsAlex taps a tin can with a stick. Tap. Tap. She wants a better sound. She slips a sock on the end of the stick. That's better. dum dee dumYou can beat a drum:Josh bangs two pot lids. Clash! Bash! Crash! He wants a better sound. He slides the lids across each other. ch! Clashy \Kate shakes some peas in a box. Pitter-patter. Pitter-patter. She shakes some shells in a sock. She likes that better.Denzil hooks string round a box. He plucks the wire. It sounds just right. It sounds like the rain. {p-drop Tib-drop +cVicky blows into a tube. Long. Short. Short. Long. The tube squeaks and squeals. It is singing a song. a Wee-waa &@ Wee-waa ES)Shane pats his legs. He slaps his arms. slip, slapHe claps his hands and rubs his chest. Clap shh a a clap,Alex starts to tap her drum. They all start to play to the beat.The beat might get faster or louder or slower or softer. They all copy the drum beat.Faster, louder, slower, softer. i Clashy fee yer" : aot yer en? An " = ae 12 ;They are all making their own sounds to the beat. They all rock! slip, slap Wee-waa Wee-waa setin can, stick and sock Cp shells in a sock~, 5 —~, strings round a box Ly s hands, arms and chestIdeas for reading Written by Kelley Taylor Educational Consultant Learning objectives: Use phonological Focus phonemes: i-e (like, slides, wire), knowledge to work out, predict and check _—_u-e (tube), ea (beat, squeaks, squeals), the meanings of unfamiliar words and to igh (right, might), ow (low, slow) make sense of what they read; Blend phonemes for reading. Fast words: she, wants, the, of, two, some, into, he, they, their Curriculum links: Music: Exploring pulse and rhythm; Exploring instruments and Word count: 263 symbols; Science: Making different sounds. oe? Getting started ‘© Write the words that include the focus phonemes i-e, ure, ea, igh and ow ona eS e small whiteboard and ask the children to fast-read them, blending aloud if ee? they need to. Do these words give the children any clues about what will e happen in the story? «Before introducing the book, talk about the phrase My drum rocks and ask the children to explain what this kind of expression means to them. Ask them to substitute other words for drum, e.g. My mum rocks. & ‘© Reveal the book's cover ftom the right side, showing one musician at a time. 2 Ask the children to say what sounds each instrument might make. Do they e@ notice that the instruments are home made? Reading and responding © Give the children copies of the book to read independently. © Check that the children are blending the words where necessary and draw their attention to the text in bold, in the speech bubbles and in the captions. Highlight the different expression used for each of these. © Check that the children are phrasing sentences correctly and pausing at full stops for the intended effect, e.g. after Pitter-patter on p5. © When children have reached p9, ask: What is different about Shane's instrument?Returning to the book e Referring to pp14-15, ask the children to read the labels on the instruments. Can they remember the sounds each instrument made? ¢ Ask the children to find examples of how some of the musicians made their sounds better. © Can they say which instrument is the most important and why? Checking and moving on @ Find objects in the classroom that could make the sounds from the story. Make a wall display with headings, e.g. These things can go "clatter-smatter”. © Make an illustrated chart of real instruments and the sounds they make. Instrument ding, ding bang, bang «Try the instruments out and ask others if they agree with the sounds you have given them, e.g. another child might say: / think that sounds more like a 'ding-a-ling Ina group, experiment with keeping in time with one child beating a drum. Invent signals that tell everyone when to get faster, louder, softer, slower, etc. e Reading more How to Grow a Beanstalk (Blue/Band 4) is an instruction text explaining how you | tan grow a bean plantCollins BIG CAT Phonics gock Oug, Denzil plucks the strings. It sounds like rain. @e His box rocks! 0% mec 0% @ @e @- UU 23599) www.collins.co.uk/collinsbigcat