1. Ox TOR DOG re ie) Laura Hambleton© coling BigGt Pubs Cains {An imprint of HarperColinsPblshrs e e® 77-85 Fulham Palace Road Hammersmith London wesTe ‘row the copie Calin cxtaogve st wnnw.collinseducation.com (© HaxperCollinsPublshers Limited 2013 Author: Laura Hambleton Series editor: Kay Hiatt, 1098765432 SBN 978-0.00.750792-4 ‘Laura Hambleton asserts her moral right to be Identified asthe author of this work Al rights reserved. No pat of this publication may be reproduced, stored ina retreval system, oF ‘ransmitted in any form or by any means, elecronie, mechanical, photocopying, recording or otherwise, ‘without the prior wntten permission of the Publisher af alicence permitting restricted copying in the United Kingdom issued by the Copyright Licensing Agency Le, 90 Tottenham Cour Road, London WIT 4LP, [intish Library Cataloguing in Publication Data ‘catalogue record for this publication is available from the British Library. Iilustrator Laura Hambleton Designer: Emma DeBanks, www: ectdesign.co.uk Design manager: Niki Merrett, worwhitshomdesign. co.nz Reading ideas author: Clare Dowdall Acknowledgements Collins would like to thank the teachers and children at Holbeton Primary Schoo! who took part in the evelopment of Collins Big Cat Printed and bound by RR Donnelley APS ‘ete ats Cis fg Cat no at www.collinsbigeat.comTOP DOG - ? N ~ Written and illustrated by Laura Hambleton < CollinsIs Bob the best top dog? 2Bob must not end last. Is Bob in luck? 3Bob can jump. He is not bad. 4Ae Bob can run up the hill. 6But Tess is fast. Bob is last.Bob can dig in the mud. 8Bob is sad. Is Bob so bad? 10as Bob is soft. He can hug.Bob can hug best. He is in luck. 1214 RG DERI RLPEE BAD 16@% Ideas for reading ¢; Written by Clare Dowdall BA(Ed), MA(Ed) Lecturer and Primary Literacy Consultant Learning objectives: read simple words by _and events; use phonic knowledge to write sounding out and blending the phonemes __simple regular words all through the word from left to right; red Curriculum links: Personal, Social and some high frequency words; read a range Emotional Development: Self-confidence and of familiar and common words and simple set awareness sentences independentiy; extend their vocabulary, exploring the meanings and Focus phonemes: h, 6, f, ff, |, Il, $s, j sounds of new words; retell narratives in the Fast words: the, he correct sequence, drawing on the language patterns of stories; use talk to organise, sequence and clarify thinking, ideas, feelings Word count: 84 Getting started ‘* Review the focus phonemes using flash cards ‘* Write some words that feature the focus phonemes with a double consonant on a whiteboard, e.g, hill, Tess, Biff, mess. Add sound buttons for each phoneme. Practise blending the phonemes to read the words and notice that these focus phonemes are made from two graphemes (digraphs). ‘* Look at the front cover and read the title Top Dog. Look at the trophy in the picture and ask children what they think the title means. Help children to understand that a top dog is a phrase we sometimes use to say someone is the best at something. «Read the blurb together. Notice the question mark and discuss what might happen in this story. Reading and responding © Read pp2-3 together. Ask children to suggest what Bob is thinking in each picture, e.g. / want to be the best; | want to win a trophy. Support their ideas and extend their vocabulary. Write children’s ideas onto sticky notes. PREG FEF‘Look at the CVC words on pp2-3 with adjacent consonants, e.g. best, must, last. Model how to read words with four graphemes, and how to blend the phonemes st at the end of the words. ‘Ask children to read the story to the end, noticing what types of competitions Bob takes part in. ‘Listen to each child and support their ability to blend through each word as they read. Returning to the book # Using pp 14-15, ask children to describe what happened in the story, and how Bob felt at each stage. © Ask children to retum to the story to find out who was best at jumping, running, digging and hugging. Help children to write each dog’s name on a sticky note and add the sticky note to the correct dog on pp14-15. * Tum to p10. Read the words on this page and ask children whether they think Bob is bad and whether he should be sad. Help them to discuss what Bob is good at, and how this story ends happily. Checking and moving on # Using known phonemes, challenge children to make words that end with stusing magnetic letters, eg, past last, GS fast, mast, list, fist, ete. Top Dog at Drawing © Discuss what each child is good at doing and ask them to suggest what each Emily other are good at. Ask children to make Top Dog certificates to celebrate each other's achievements. Reading more Puff the Pup (Red A/Band 2A) is a story about a puppy who likes digging, DERM D075 FAColli 00, Big Cot @ Phonics TOP DOG Is Bob the top dog? ‘rows te compete Cts eatloje at ‘www.collinseducation.com 978-0-00-750792—6 SBN 97% 0 | | BN I oorlsurye ‘wwnw.collinsbigcat.com e@ 1 ° LN Band 2A