© collins Bigot bse by Cote pei ape oliP lah 7a Fulham Pelee oad Hammersmith tan wea Sana ange ns ee 2 Tenens eee (© HarperCollinsPublishers Limited 2013, Author: lona Macdonald Series editor Kay Hiatt 1098765432 ISBN 978.0.00750782-5 e Aha mann Not hepa may bp no tie ye ee® Ce a er aera ane seh ne ie ea a a ity era nt iy 6 ant a der British Library Cataloguing in Publication Data ‘catalogue record for this publication is availabe from the British Library. Designer: Anna Stasinska: anna@annastasinska demon co.uk Designer manager: Niki Merrett, ww. whitehorndesign.co.nz Reading ideas author Clare Dowdll Peture researcher: Sophie Hartley Acknowledgements Front cover: Katarzyna Mazurovska/Shutterstock; pl: Africa Studio/Shuitterstock; p2: Kathy deWitt/Alamy; 3: Tony Eves/Alamy; pa: Steve Vdler/Superstock pS: Kathy deWitt/Alamy; p6: Joerg Boethling/Alamy;, 7: Marka/SuperStock; pS: © RIA Novost!TopFoto;p: John Burke/Getty Images; p10, lft: Chris Ratcliffe) Bloombera/Getty Images; p10, right: Ali AlSaadl/AFP/Getty Images; p1: Steve Vidler/Alamy; p12: Cultura Limited/SuperStock; p13: Picture Partners/Alamy; back cover: Meelis Endla/Shutterstock Coins would like fo thank the teachers and children at the folowing schools who took part In the development of Collins Big Cat: Hayes Primary School ‘Melcombe Primary School Printed and bound by RR Donnelley APS Gate aes Coins Ca ost www.collinsbigeat.comSheep to Jumpar & Written by Fiona Macdonald <> CollinsSheep live on farms. Sheep grow a coat of thick wool in time for winter. The new wool is clean and fluffy.Sheep feel hot when the sun shines and get smelly. The wool gets sticky and mucky and has bits of twig and mud in it.In June all the wool is cut off and loaded into big sacks. ages be Sheep feel cool because the wool has been cut off. 4The farmer sells the wool. The sacks are loaded on to a big truck and mee to the mill.At the mill the mucky wool is made clean. When it is clean they sort the wool into piles.Next, the wool gets a good brushing. Soon the wisps of wool are smooth. The wool can go to the next step.The wool is loaded into a spinner. The spinner twists the wool round and round. It makes the wool into yarn, like soft string.The yarn is loaded on to a loom. The loom moves up and down to make cloth. S OOThin yarn is made into socks and jumpers. Thick yarn is made into rugs and mats. Some yarn is made into fluffy wool for crafts. 2a ——A van takes the socks and jumpers, rugs and mats and wool to the shops.A things made of wool. Wool stapes us, fFeling chilly. "70S SP ,Shops sell wool. It is bright and soft. We can make things from wool at home. What do you think can be made?- ov a E 3 = ° ~ a. ov ov © wu» Ideas for reading «— Written by Clare Dowdall BA(Ed), MA(Ed) Lecturer and Primary Literacy Consultant Learning objectives: recognise alternative _ information in simple texts; experiment with ways of pronouncing graphemes; apply and build new stores of words phonic knowledge and skills as the prime approach to reading unfamiliar words; identify the constituent parts of two-syllable Focus phonemes: ar, ea, y (fluffy), a-e, i-e, and three-syllable words to support the igh, 0-€, ow, u-e application of phonic knowledge and skills; Fast words: because, when, they, all, are, what read phonically decodable two-syllable and three-syllable words; find specific Word count: 263 Curriculum links: Science Getting started * Look at a piece of wool together and ask children to suggest things that are made from wool and give suggestions of where wool comes from. Using word cards, practise reading words with the ar, a-e, -e, o-e, we graphemes. Remind children how the split digraph works using magnetic or moveable letters, for the words shines, june and piles. ‘* Hand out the books. Read the title and blurb and practise saying the words yarn and cloth. Add sound buttons and lines to the words, and help children to blend to read them. Ask children to predict what they think yarn is. Reading and responding © Explain that this book is an information book and ask children to look through the book and then describe how information books differ from stories, e.g. the use of photographs containing information; the use of captions; the use of questions. ‘* Tum to pp2-3. Read these pages aloud with children. Ask them to explain what they have found out about sheep so far, and to describe the differences in the two pictures. Check that children understand that p2 is describing the winter and p3 is describing the summer.Dwell on the longer two-syllable words and model how to use phonic knowledge and strategies, as well as word knowledge to read them. Ask children to continue reading to the end of the book with a partner. Support children as they tackle longer and less familiar words, e.g. loaded, Returning to the book @ As children finish reading, dwell on the question raised on p13. Read it again and ask children to think about what is made from wool in their homes, and what they could make from wool. @ Using the flowchart on pp14-15 help children to recount the stages in the process of changing a sheep's coat into clothing for people. Support children to use adventurous vocabulary as they describe what they can see by questioning them. Check that children understand the latter stages in the process, e.g. using a loom. Explain that the book uses many words that end in the y grapheme. Ask children to look through the book and collect all the words, writing them onto a whiteboard, e.g. fluffy, smelly, sticky, mucky. Discuss what is special about these words, e.g. they all have two syllables and make the ee phoneme at the end of the word. Checking and moving on Invite children to try on different My hat woollen items, e.g. scarf, hat, gloves, jumper. Discuss how the woollen items feel to wear and touch and scribe simple ideas as captions for a display. # Using digital cameras, help children to take photographs of, and to draw pictures of woollen items for their display. Ask children to add labels to their drawings. Reading more Peas, please! (Yellow/Band 3) is a non-fiction book about where peas come from.€ Collins Big@t Phonics to Jumpar Sheep wool is made into yarn to make cloth. e@ ‘Brose te cane Colin catgut www.collinseducation.com ISBN 978-0-00-750782-5 7800071507825 9 | www.collinsbigcat.com© collins Bigot bse by Cote pei ape oliP lah 7a Fulham Pelee oad Hammersmith tan wea Sana ange ns ee 2 Tenens eee (© HarperCollinsPublishers Limited 2013, Author: lona Macdonald Series editor Kay Hiatt 1098765432 ISBN 978.0.00750782-5 e Aha mann Not hepa may bp no tie ye ee® Ce a er aera ane seh ne ie ea a a ity era nt iy 6 ant a der British Library Cataloguing in Publication Data ‘catalogue record for this publication is availabe from the British Library. Designer: Anna Stasinska: anna@annastasinska demon co.uk Designer manager: Niki Merrett, ww. whitehorndesign.co.nz Reading ideas author Clare Dowdll Peture researcher: Sophie Hartley Acknowledgements Front cover: Katarzyna Mazurovska/Shutterstock; pl: Africa Studio/Shuitterstock; p2: Kathy deWitt/Alamy; 3: Tony Eves/Alamy; pa: Steve Vdler/Superstock pS: Kathy deWitt/Alamy; p6: Joerg Boethling/Alamy;, 7: Marka/SuperStock; pS: © RIA Novost!TopFoto;p: John Burke/Getty Images; p10, lft: Chris Ratcliffe) Bloombera/Getty Images; p10, right: Ali AlSaadl/AFP/Getty Images; p1: Steve Vidler/Alamy; p12: Cultura Limited/SuperStock; p13: Picture Partners/Alamy; back cover: Meelis Endla/Shutterstock Coins would like fo thank the teachers and children at the folowing schools who took part In the development of Collins Big Cat: Hayes Primary School ‘Melcombe Primary School Printed and bound by RR Donnelley APS Gate aes Coins Ca ost www.collinsbigeat.comSheep to Jumpar & Written by Fiona Macdonald <> CollinsSheep live on farms. Sheep grow a coat of thick wool in time for winter. The new wool is clean and fluffy.Sheep feel hot when the sun shines and get smelly. The wool gets sticky and mucky and has bits of twig and mud in it.In June all the wool is cut off and loaded into big sacks. ages be Sheep feel cool because the wool has been cut off. 4The farmer sells the wool. The sacks are loaded on to a big truck and mee to the mill.At the mill the mucky wool is made clean. When it is clean they sort the wool into piles.Next, the wool gets a good brushing. Soon the wisps of wool are smooth. The wool can go to the next step.The wool is loaded into a spinner. The spinner twists the wool round and round. It makes the wool into yarn, like soft string.The yarn is loaded on to a loom. The loom moves up and down to make cloth. S OOThin yarn is made into socks and jumpers. Thick yarn is made into rugs and mats. Some yarn is made into fluffy wool for crafts. 2a ——A van takes the socks and jumpers, rugs and mats and wool to the shops.A things made of wool. Wool stapes us, fFeling chilly. "70S SP ,Shops sell wool. It is bright and soft. We can make things from wool at home. What do you think can be made?- ov a E 3 = ° ~ a. ov ov © wu» Ideas for reading «— Written by Clare Dowdall BA(Ed), MA(Ed) Lecturer and Primary Literacy Consultant Learning objectives: recognise alternative _ information in simple texts; experiment with ways of pronouncing graphemes; apply and build new stores of words phonic knowledge and skills as the prime approach to reading unfamiliar words; identify the constituent parts of two-syllable Focus phonemes: ar, ea, y (fluffy), a-e, i-e, and three-syllable words to support the igh, 0-€, ow, u-e application of phonic knowledge and skills; Fast words: because, when, they, all, are, what read phonically decodable two-syllable and three-syllable words; find specific Word count: 263 Curriculum links: Science Getting started * Look at a piece of wool together and ask children to suggest things that are made from wool and give suggestions of where wool comes from. Using word cards, practise reading words with the ar, a-e, -e, o-e, we graphemes. Remind children how the split digraph works using magnetic or moveable letters, for the words shines, june and piles. ‘* Hand out the books. Read the title and blurb and practise saying the words yarn and cloth. Add sound buttons and lines to the words, and help children to blend to read them. Ask children to predict what they think yarn is. Reading and responding © Explain that this book is an information book and ask children to look through the book and then describe how information books differ from stories, e.g. the use of photographs containing information; the use of captions; the use of questions. ‘* Tum to pp2-3. Read these pages aloud with children. Ask them to explain what they have found out about sheep so far, and to describe the differences in the two pictures. Check that children understand that p2 is describing the winter and p3 is describing the summer.Dwell on the longer two-syllable words and model how to use phonic knowledge and strategies, as well as word knowledge to read them. Ask children to continue reading to the end of the book with a partner. Support children as they tackle longer and less familiar words, e.g. loaded, Returning to the book @ As children finish reading, dwell on the question raised on p13. Read it again and ask children to think about what is made from wool in their homes, and what they could make from wool. @ Using the flowchart on pp14-15 help children to recount the stages in the process of changing a sheep's coat into clothing for people. Support children to use adventurous vocabulary as they describe what they can see by questioning them. Check that children understand the latter stages in the process, e.g. using a loom. Explain that the book uses many words that end in the y grapheme. Ask children to look through the book and collect all the words, writing them onto a whiteboard, e.g. fluffy, smelly, sticky, mucky. Discuss what is special about these words, e.g. they all have two syllables and make the ee phoneme at the end of the word. Checking and moving on Invite children to try on different My hat woollen items, e.g. scarf, hat, gloves, jumper. Discuss how the woollen items feel to wear and touch and scribe simple ideas as captions for a display. # Using digital cameras, help children to take photographs of, and to draw pictures of woollen items for their display. Ask children to add labels to their drawings. Reading more Peas, please! (Yellow/Band 3) is a non-fiction book about where peas come from.€ Collins Big@t Phonics to Jumpar Sheep wool is made into yarn to make cloth. e@ ‘Brose te cane Colin catgut www.collinseducation.com ISBN 978-0-00-750782-5 7800071507825 9 | www.collinsbigcat.com