BIG erie renee ae Mixed Sources ee corned ts sn @e Browse aie come cae oe? ‘wmwcollns.c0.uk @ e (© HarperCollinsPublishers Limited 2011 ‘Author: Linda Strachan Series editor Kay Hiatt 1098765 ISBN 978:0.00-742202.9 All rights reserved. No par ofthis publication may be reproduced, stored ina retrieval system, oF transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, ‘without the prior written permission ofthe Publisher ora licence permitting restricted copying in the United Kingdom isued by the Copyright Licensing Agency Ltd, 90 Tottenham Court Road, London WIT ALP. British Library Cataloguing in Publication Data {Acatalogue record fr this publication is availabe from the British Library IMustrator Olver Hurst Design manager: Nicola Kenwood, Hakoona Matata Designs Reading ideas author: Clare Dowdell Acknowledgements Collins would like fo thank the teachers and children at the following schools wh took past in the evelopment of Collins Big Cat: (Chudleigh CE Community Primary School Henry Green Primary School John Betts Primary Schoo! Kingstone & Thruxton Primary School ‘Meleombe Primary Schoo! Oley Endowed Peimary School ‘The Echelford Primary School ‘Wadebridge Community Primary School ‘Whitehill Infant School Printed and bound by RR Donnelley APS ‘ete ts Cons Bi Cat ews | wnww.collins.co.uk/collinsbigcatSinging Beetle Written by Linda Strachan Illustrated by Oliver Hurst CollinsPoppy the beetle liked to sing. She sang all day. She sang if she was happy. She sang if she was sad.The rest of the beetles didn’t like Poppy’s singing. They said her singing was squeaky. No one wanted to play with Poppy.Poppy was sad. She went off into the woods. “Now I can sing as loudly as I want!” she said. She sang so loudly that ... 4... She didn’t spot Harry, the mouse! Harry was looking for a treat.Jake, the snake, was looking for a treat, too. “Yummy, a mouse!” he said.But Poppy’s singing was so loud ... that Harry didn’t spot Jake.Jake looked at Harry. Harry looked at Poppy. Poppy looked at Jake. “Look out, little mouse!” Poppy cried. “BK sneaky snake wants you as a snack.”Harry got a fright. “A snake!” he said. He ran to hide in a heap of leaves. He tried not to shake.Jake’s tummy gave a rumble. He went to look for Harry. “Look out!” said brave little Poppy.Then Poppy began to sing. It was loud and squeaky. Jake got a fright and he slid away.Harry came out. “You are a brave beetle,” he said. “And I like your singing.” “Really?” said Poppy.Harry liked to sing, too. “We can sing together!” he said. So Harry and Poppy sang together, every day. . Squeak! \\ Squeal! \ \ seteechIdeas for reading « Written by Clare Dowdall, PhD Lecturer and Primary Literacy Consultant Learning objectives: read more challenging Curriculum links: Personal, Social and texts; attempt to read more complex Health Education: Developing good words using phonic knowledge; recognise _relationships; Science: Plants and animals alternative ways of pronouncing graphemes already taught; identify the constituent parts of two and three syllable words to Fast words: all, her, she, was, said, want(ed), ‘support the use of phonics knowledge and |, little, want(s) skills; recognise automatically an increasing Word count: 227 number of familiar high frequency words; identify the main events and characters in stories Focus phonemes: ee, ie, a-€, €2, 00, ie Getting started @ Revise the focus phonemes ee (beetle), ea (squeak), 00 (woods), a-e (snake), ie (tried) using whiteboards. Ask children to suggest words that contain these phonemes/graphemes and model writing them, # Read the title and back cover together. Discuss what might happen to the singing beetle in the story. @ Discuss strategies that can be used to read longer words. Model how to look for famitiar word endings and to break words into constituent syllables. Reading and responding © Walk through the book with the children, identifying new and fast words, e.g. squeaky, sneaky, leaves, fright @ Ask the children to read from beginning to end, taking time to look at the pictures and use decoding skills to help read and make meaning. ‘* Move around the group, listening to them blending through words independently and using word knowledge to read, e.g. familiar endings Invite fast finishers to reread the book with expression, using the speech and punctuation marks.Returning to the book ‘© Using the story map on pp14-15, ask children to identify each stage of the story and recount what happens to Poppy and Harry the mouse. Ask children to find the answers to some questions, making reference to the page, e.g. Why didn’t Harry spot Jake the snake? Where did Harry hide? ‘© Ask children to search the book for words containing the ee and ea grapheme. Help children to sort the words into two sets. ‘© Hot seat a child in role as Poppy to find out why she likes singing and how she felt when she saw Harry was in trouble. Checking and moving on Ask children to draw a picture of Poppy and add words to describe her character, e.g. brave, happy, lonely. Find out about beetles and their habitats using books and the Internet. Reading more Bart the Shark (Yellow/Band 3) is a humorous story about a scary shark and a fearless crab.BIG CAT = Phonics Singing Beetle Poppy the beetle liked to sing all day. Did her 0% singing save Harry the BS @ mouse? 0% use the coll Con catalogue at worwcollins.co.uk BN 978-0-00-742202-9 Bo 1s a 22029! wirw.collins.co.uk/collinsbigcat ed, e >