Gac By ae eg and (j/ BeRS \; Mal Peet and Elspeth Graham Sarah HorneMx ESS sc coovase BIG CAT 5Cissneguthinonton pain coin pone ‘epoe mragen oth wer for ruc ugh FSC Published by Collins [ila inigeloy etd wore cman hae om en [An imprint of HarperCollinsPubishers ‘Greer at mung me tev mtn wel lp ee ‘The News Bullding ‘psn rare pena tec ou 1 London Bridge Steet let mor an Hager de vironment London a + ie faprclinecountgeet Browse the complet Colins cata al k ‘© HarperCollinsPublishers Limited 2013 Authors: Mal Peet and Elspeth Graham Series editor: Kay Hiatt woos7 6543 ISBN 978-0-00-750780-1 Al rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior written permission ofthe Publisher or a 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 ‘A catalogue record for this publication is available from the British Library Ilustrator: Sarah Horne Designer Niki Merrett Reading ideas author: Clare Dowdall Acknowledgements Collins would like to thank the teachers and children at Hayes Primary School who took partin the development of Collins Big Cat Printed and bound in China by RR Donnelley APS ete atest Cli Bg Cat ews at ‘www.collins.co.uk/collinsbigcat ORBEAWritten by Mal Peet and Elspeth Graham Illustrated by Sarah Horne CollinsZog was zooming around in his flying ship. He had found a lovely planet. “Just where I can have my lunch,” said Zog.Zog landed on the ground and looked around. He was hungry so he got his picnic basket. “T will have lunch and then I will look around,” said Zog.Zog saw Zebra. “Tam Zog,” said Zog. “My name is Zebra,” said Zebra. “T like your stripes,” said Zog. “Have some of my picnic.”After lunch Zog and Zebra went to play. “Shall we play hide and seek?” asked Zebra. “You hide and I will count to ten,” said Zog.Zebra hid in the trees. Zog looked for Zebra. His stripes made him hard to see. 6Next Zog hid. He was very quiet and very still. What was that? Zog saw the long grass shake and quiver. Something was hidden in it.It was a big cat! The big cat was not playing. He was creeping up on Zebra. The big cat wanted to eat Zebra. “Look out!” shouted Zog as he ran to 82 See 7Zog jumped on Zebra and they ran away. Zebra was safe! But it was getting late and Zog had to leave.Zog and Zebra felt sad. “T will miss you, Zebra,” said Zog. “Who will I play with?” said Zebra. Zog and Zebra had a big hug.As Zog took off he felt a tear slip down his cheek. Then he had a plan ... “T will go back,” said Zog and he zoomed back to Zebra.“Come with me,” said Zog. It was a squeeze getting Zebra into the flying ship. Zog was huffing and puffing but soon Zebra was in.~ © Ideas for reading Written by Clare Dowdall, PhD Lecturer and Primary Literacy Consultant Learning objectives: recognise automatically an increasing number of familiar and high frequency words; apply phonic knowledge and skills as the prime approach to reading unfamiliar words that are not completely decodable; identify the constituent parts of two-syllable and three-syllable words to support the application of phonic knowledge and skills; read phonically decodable two- and find specific information in simple texts; make predictions showing an understanding of ideas, events and characters; retell stories, ordering events using story language Curriculum links: PS.H.E. Focus phonemes: z, qu, ay, €a (eat), a-e, i-e Fast words: saw, what, have, some, where, 50, who, you, was, said @e syllable and three-syllable words; identify Word count: 308 the main events and characters in stories Getting started © Explain that the book contains some “tricky” fast words. Practise reading e these fast words using prepared word cards. Point to known and recognised ® graphemes in each word and ask children to sound-talk the known grapheres where possible. «Hand out the book. Read the title Zog and Zebra together. Revise the phoneme zand ask children to suggest words that begin with this phoneme. Read the blurb, Discuss what Zog is and establish that he is an alien. Ask children to predict what they think is hiding in the long grass. List their suggestions. Reading and responding « Read pp2-3 aloud to the children. Model reading the speech with expression. Ask children to reread it with you. # Challenge children to identify longer words made up of more than one known part, e.g. zoom-ing; fly-ing; love-ly; plan-et; land-ed; a-round. Ask children to clap the beats to these words. Explain that lots of words share the same endings, e.g. ing, ly, ed, and that recognising these helps us to read quickly.‘Ask children what they know already about the characters and the setting, to prepare children for independent reading. Challenge children to predict what will happen to Zog and Zebra. * Ask children to continue reading independently aloud to p13. Support the children 4s they read, helping them to tackle longer words, fast words and to read with expression, Returning to the book « Using the story map on pp14-15, ask children to recount the story in their own words. Discuss whether the children’s predictions were accurate. # Ask children to go into role as either Zog or Zebra, and to explore how they feel at different points in the story by asking questions. © Tum to pp4-5. Look at the word stripes. Ask children to count the phonemes stri/p-e's, Revise the split digraph i-e, and how it works in the word stripes. Challenge children to search the book for other words with split digraphs, eg.reae © Reread the story aloud as a group. Model reading with fluency and expression, and encourage children to take control of the rereading, Checking and moving on @ Using sticky notes, ask children to write speech bubbles to add to pictures in the story. Help children to use their phonic knowledge to make attempts to spell unfamiliar words. Ask children to talk about what Zog and Zebra might do next and to draw a picture of it. Discuss friendship and why Zog and Zebra are friends. ‘© Support children to develop an oral recount of the story using actions and voices for each character. Reading more / Spy Fly (Vellow/Band 3) is another story written by Mal Peet and Elspeth Graham.Zog and Zebra went to play but something was 0% hidden in the long grass. Br cai ae an ‘www.collins.co.uk @ e j iii e INO, www.collins.co.uk/collinsbigcat