Learning to read with Ladybird - penguin.co.uk

Learning to read with Ladybird

Read it yourself with

Ladybird

Key Words with Peter and Jane

Ladybird Sunstart

I’m Ready for Phonics

Starter Readers

Level 1 Books 1a–2c Books 1–2

• Say the Sounds• Rhythm and

Rhyme x 4• App• Flash Cards• Levels 1–9

Developing Readers

Level 2 Books 3a–4c Books 3–4• Say the Sounds• Flash Cards• Levels 10–12

Improved Readers

Level 3 Books 5a–7c Books 5–6

Confident Readers

Level 4 Books 8a–9c Level 3–4

Independent Readers

Books 10a–12c

Once your child has begun to read confidently there are many books to enjoy and encourage further practice, such as Genie Street,

Ladybird Tales and Tales of Africa. Happy reading!

Resources by Lorraine Horsley © L

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Ladybird SunstartIntroduction

The Ladybird Sunstart reading scheme uses the Key Words method of learning to read, featuring characters and stories from the Caribbean.

The clear structure of the Key Words method allows for steady progression through the six carefully graded mini hardback readers. When used alongside the three Sunstart workbooks, the series provides children and teachers with a complete scheme, designed to take a beginner from the early stages of reading through to reading fluency.

Book Approximate reading age

To be used with New words New phonic words in workbook

1 4–5 Key Words flash cards, wall pictures

and Workbook A

34

2 5–6 49 4

3 6–7 Key Words flash cards, wall pictures

and Workbook B

74

4 7–8 101 32

5 8–9Workbook C

124

6 9+ 144 45

Total 526 Total 81

Overall Total 607

The diagram below contains words in the first three sections of the key words list. It also shows, by the number printed above each word, in which book of the Sunstart Reading Scheme that word first appears.

a and he

I in his

it of what

the to was

all as at be but

are for had

have him his

not on one

said so they

we with you

about an back been before big by call

came can come could did do down first

from get go has her here if into just like

little look made make me more much

must my no new now off only or our over

other out right see she some their them

then there this two up want well went who

were what when where which will your old

3 2 1

1 1 1 2 3 3 31 3 2 4 44 43 1

5 1 5 36 31 3

3 3 2 23 5 22 44

1 1 3 626 4

3 5 6 65 5 442 2

3 4 1 41 36 2

3 3 1 52 5 32 1

5 2 4 35 35 4

1 1 1

2 1 5

2 2 2

6 3 2

2 2 1

1 3 1

1 3 1

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Classroom Activities Book 1 Lucky Dip

• Use the picture of the children on the beach (near the end of Book 2: On theBeach) to check that essential pre-reading skills are in place. Encourage thechildren to discuss what they can see and to predict what might happen. Whereare the children? Who might the man and woman be? What do they think mighthappen to the boy in the tree?

Learning objective use language skills to interpret pictures and predict whatmight happen next

• Develop your pupils’ ability to sequence and tell a story using p6–7 in the book.Photocopy the images and cut them into flashcards. Then shuffle them and askthe children to put them in order and tell you the story of what is happening.

Learning objective put pictures and events in the correct order and tell a storyfrom pictures

• Pages 10 and 11 of the book introduce children to colours. Set up Colour Corners inthe classroom with background paper or material of the appropriate colour andask pupils to bring in things from home to match.

Learning objective to recognize colours and colour names in print and to sortobjects by colour

• As pupils become familiar with the text and begin to recognize the words,introduce flash cards to reinforce the key words. Give pupils 9 flashcards,(I, can, boy, girl, tree, one, see a, one) and challenge them to arrange the cardsto produce 3 sentences to describe the classroom poster of the beach scene.You can then introduce 3 extra flashcards (big, little, two) and challenge them tomake longer sentences and finish the sentences correctly using a full stop.

Learning objective to recognize Key Words and use them to createsimple sentences

• Use Activity Sheet 2 on page 54 to develop pupils’ manipulative skills and practiseletter forms.

Learning objective to recognize that writing goes from right to left and useappropriate pencil control to form the common patterns found in writing

• If you have the resources you could set up your own Lucky Dip in the classroomwith objects hidden in sand. Ask pupils to come up one at a time and, withtheir eyes closed, pull out an object. Keeping their eyes closed, they must thendescribe the object to the rest of the class. They should describe the weight, size,texture of the object. Can they guess what it is? If not, the rest of the class cangive clues, e.g for a shell – it is found on the beach, an animal once lived in it, etc

Learning objective to use descriptive language effectively

Ladybird Sunstart

Classroom Activities Book 1

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Classroom Activities Book 2 On the Beach

• As you go through the story with your class, ask for volunteers to read thesentences containing words from Book 1. When you get to new words, ask pupilsto look at the picture for context clues and to come up with words that would fit.Discuss each suggestion the pupils come up with, pointing out the initial letter,what sound it makes, the length of the word and if the word makes sense.

Learning objective to use a variety of cues when reading unknown words(context, grammatical and phonic)

• A shallow tray of wet sand can allow children to write messages like Joy. Eachmorning a different child can leave a message for classmates to read. They canleave their name and handprint, too.

Learning objective to write their own name and simple sentences

• Cut out large letters to make an alphabet frieze for the classroom walls. Each childcan paint a letter and, when it is dry, add glue and sprinkle sand on top. The sandgives the letters a wonderful texture so pupils can trace the letters as they say thesounds they make. The frieze can be placed at child-height and when new wordsare encountered in the book, they can be written on cards and placed under thecorresponding letter.

Learning objective to secure alphabetic knowledge, alphabetic order andrelate letters to sounds

• Teach the class the nursery rhyme ‘One, two, three, four, five’. Use Activity Sheet 3on page 55 of this pack, which has the words to the rhyme, to help pupils learn toread and write the numbers from one to ten. (Note – only numbers one and twoappear in Books 1 and 2, but it is never too early to introduce these words). Canthe children identify the rhyming words in the nursery rhyme? Do they know anymore? E.g. dive, hive; then, den; when, men; etc.

Learning objective to recognize rhyming patterns and generate new wordsby analogy

• Continue the fishing theme with Activity Sheet 4 on page 56. Pupils can colourthe fish when they can read the word, or the fish can be cut out and gluedonto cardboard to make a game for two or more pupils. Attach a paper clip toeach fish and place them in a small cardboard box decorated with a seascape.Children are given a string with a small magnet on the end and must fish out aword. If they can read the word, they can keep the fish. If not it is returned. Thepupil with the most fish at the end is the winner.

Learning objective to read on sight a number of important key words

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Classroom Activities Book 3 The Kite

• Teach the children the nursery rhyme The Old Woman Who Lived in a Shoe,emphasising the rhyming words. Can they spot any other words they know thatrhyme with shoe and do (to, two, who, blue)? Provide them with other initialsounds to see if they can create new words e.g. fl-, gl-, gr-,br-, thr-,cr-, dr-,n-, z-.What letter patterns are used to create the rhyming sound (o, oo, ue, ew)? You canset up an art display with the woman and shoe and get your pupils to paint and cutout a self-portrait to stick on the display.

Learning objective to hear rhyming patterns and recognize the graphemephoneme correspondence for the long vowel sound oo

• After reading The Balloon, ask the children to imagine that they have found Ken’sballoon. Use Activity Sheet 6 on page 58 to write a letter to Ken describing whereand when they found the balloon, and to tell him a little bit about themselves ortheir school. Make sure they write their address at the top of the letter, using capitalletters for all the proper nouns.

Learning objective to write in letter format, using capital letters for proper nouns

• Point out the middle sound in balloon and school. Can the children recognize thesame sound as before? What other words with the oo spelling pattern can theyname (fool, tool, stool, pool, cool; moon, soon, noon, spoon).

Learning objective to recognize the oo spelling pattern

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Classroom Activities Book 4 Animals, Birds and Fish

• Use page 6–7 to review the rules of punctuation. Ask pupils to identify the threeways sentences can end (full stops, question marks or exclamation marks).Explain that we use exclamation marks to express surprise or strong feelings.Select four pupils to read the parts of Mother, Father, Joy and Ken. Their job isto read out the characters’ dialogue to the rest of the class. How will they knowwhich words to read? Look for the speech marks on the page. The rest of the classare to write down what the characters say. Remind the children who are readingthat their classmates will need to know if they should use a full stop, questionmark or exclamation mark at the end of the sentences, so they will need to usethe correct inflection in their voices to give the appropriate clues.

Learning objective to learn the differences between exclamation marks,question marks and full stops

• Provide sheets with the correct sentences written in speech bubbles. Then remindthe children that in order to write speech in a narrative text they will need to putspeech marks in the correct place. You will need to point out that question marksand exclamation marks remain unchanged, but full stops turn into commas whenthey appear in speech in the middle of a sentence. Model how to write a narrativetext from the speech bubbles before pupils finish the rest.

“Are all flamingoes pink?” Ken asks

“Here are some others,” says Mother

Learning objective to use the correct punctuation for speech

• Ask pupils to look at page 10. As a class, identify all the verbs in the passageand make a list on the board. These verbs are all in the present tense. Can thechildren identify the past tense form of these verbs? Challenge pupils to change atext from the present tense to the past tense by rewriting pages 16–17.

Learning objective to be able to convert present tense into past tense

Are all flamingoes pink?

Here are some others.

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Classroom Activities Book 5 I Wish

• Use the story called By Rocket to the Moon from page 20 as the basis for awriting activity. Ask pupils to imagine they are Ben and write a few pages fromBen’s diary about his adventure on the moon. Remind them that diary entries likethis are written in the first person.

Learning objective to distinguish between first and third person narratives andto write first person accounts

• Activity Sheet 8 contains an account of Sam’s imagined adventures in The Giant,but has been written with some spelling errors. Ask the children to rewrite theextract using the correct spellings and punctuation.

Learning objective to revise and edit text with correct spelling of commonwords and correct punctuation

• Collect the sports pages from newspapers and read some reports of cricketmatches and athletics competitions. Look at the headlines and highlight howthese are designed – to be eye-catching, to sometimes include words startingwith the same sound to grab attention and to summarise a whole event in a briefway. Note that headlines are not usually complete sentences and often havemissing words e.g Victory inspired by Courageous Captain = The victory wasinspired by the team’s courageous captain. Then identify the type of languageused in the report. What technical terms are used – wicket, innings, over, maiden,boundary, century? How is the writing made interesting and exciting? Use theknowledge from this exercise to prepare pupils to write their own newspaperreport of the game in The Cricket Test Match. Ask them to think up suitableheadlines for their report and to include some of the vocabulary associated withcricket. If they wish they can make up some quotes from the boy in the story andinclude them in their article. If you have access to computers, the report can bepresented in an appropriate format, layout and font, and illustrated with photos ofcricket players downloaded from the internet.

Learning objective to understand the features of a newspaper report and writein a similar style

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Classroom Activities Book 6 Guess What?

Book 6 is ideal for demonstrating how non-fiction texts are organised and how children can best use them to retrieve information.

• Begin by making a list of all the main headings in the book. Notice that they are ina bigger font size than the main text and they are in bold type. Ask pupils why thisis. Use the headings to compile a contents list for the book, and keep this in view asyou work through the remaining activities to help pupils access specific informationquickly and efficiently.

Learning objective to understand the function of a contents list innon-fiction writing

• As pupils read through the sections of the book, point out the captions anddiagrams. These provide extra information and are written in italic type. When youhave completed the book, ask questions with answers that can only be found inthe captions, pictures and diagrams e.g. What is the largest living animal? Howdid the Indians of Pitch Lake kill humming birds? Are there more earthquakes onthe East or West coast of America? Remind them to use their contents list to helpidentify which pages of the book may contain the answers to these questions.

Learning objective to retrieve facts from captions and interpret informationin diagrams

• Ask the class to identify what they consider to be the 3–5 most important wordson each page. Make a list of these with their page numbers, then arrange them inalphabetical order to compile an index. Divide the class into three groups: one canuse the contents list, one the index and the third group can use neither. Challengethe class to find answers to questions such as: Why does a lantern fish havelights? Which group is quickest to find the answer?

Learning objective to understand the function of an index as an aid to fasterinformation retrieval

• On page 36 there is a definition of the word magnifies. Select some other wordsfrom the book and ask pupils to write suitable definitions, e.g. volcano, polyp,earthquake. Arrange the words and their definitions in alphabetical order to createa glossary for the book.

Learning objective to be able to compile and use a glossary

• Use Activity Sheet 9 as a timed comprehension exercise to check that pupils haveread and understood the book’s content and can successfully extract relevantinformation from non-fiction texts.

Learning objective to understand how non-fiction writing is organised and todevelop the ability to retrieve information from non-fiction texts

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Circle the odd word out in each row.

boy boy boy box boy

big big bird big big

look little look look look

is is is is it

come can come come come

the the the that the

two to to to to

Look at the two pictures below. Can you spot five differences?

Activity Sheet 1 Book 1

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54 Activity Sheet 2 Book 1

Trace over the dotted lines to finish the picture. Make sure you go from left to right.

Can you see a boat?

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55Activity Sheet 3 Book 2

Trace over the numbers and letters, then write the number word in the correct place in the nursery rhyme.

(1) , (2) , (3) , (4) , (5) ,

Once I caught a fish alive,

(6) , (7) , (8) , (9) , (10) .

Then I let it go again.

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You can use the fish for various activities as detailed in the On the Beach classroom activities sheet – either asking children to colour them when they can read the word, or cutting them out and using for games.

have

some

with

likes

this

goes

are

they

come

what

look

play

and

for

that

the

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Use the words below to help you write your own sentences to tell the story of The kite.

Useful words

kite makes fly red dog runs afteraway string down water raft stops string help away take

1

2

3

4

5

6

7

8

Ladybird Sunstart

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Dear Ken,

My name is , and I found your balloon. It came down

Ladybird SunstartImagine you have found Ken’s balloon. Write a letter to Ken explaining where and when you found the balloon.

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Read the information about different types of animals, then fill in the sheet with the names of the animals you have read about in Book 4. Add some extra information about each animal.

Type of animal

What they are like Names Extra

information

Reptile

• Have scales anddry skin

• Have 4 legs orno legs

• Usually layeggs

Alligator Eats fish and small animals

Amphibian

• Have smoothmoist skin

• Live in water oron land

• Have webbedfeet

• Lay eggs

Fish

• Have scalesand fins

• Live in water

• Lay eggs

Bird• Have wings and

feathers

• Lay eggs

Mammal• Have hair or fur

• Feed babieswith milk

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Rewrite the extract using the correct spelling and punctuation.

Sam’s storyone day I was on the see shore. Their was no rain, but the sea was very ruff I sor a boy and girl in a boat. The Wind was very strong and I cuold sea they wer afrad. The gurl shouted, “help! and falled out of the boat.

i got ther just in time too lift the girl oowt of the water With myothur hand I lifted the bowt and put it back on the beech.

Select the correct verb forms to fit each sentence.

The Magic CarpetThe Great Wall of China is/are the first thing Pam and her brother see/sees. It is/are very old and no other wall in the world is/are so long or so strong. As they look/looks down, they can see/sees people walking along the Great Wall.

On they go/goes into China and then they see/sees a kind of Carnival. Many people is/are in it. Some dance/dances as they go/goes along. Most is/are dressed in beautiful colours. Some is/are in what look/looks like a very large snake or caterpillar. This move/moves along with the people. It have/has a big head and some wings. It is/are a dragon.

Ladybird Sunstart

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Comprehension Exercise

1 Circle the correct word to finish this sentence: Most earthquakes are

in warm places near the sea on mountains in cities

2 What are the creatures that make coral called?

3 Write brief notes to describe the life cycle of a common eel.

4 Name two animals that have a pouch.

5 Give two uses of asphalt.

6 There are no dinosaurs alive today, so how do we know how big they were?

7 Give three reasons why aluminium is a useful metal.

8 Which of these statements about lightning is true:

Lightning is man-made electricity.

Lightning can be dangerous.

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Further ResourcesWebsite

Visit www.ladybird.com for information, advice, resources and further activities.

Non-fictionFirst Fabulous Facts is an illustrated non-fiction series for 3–5 year olds. Fun and fascinating facts engage young children and bring their favourite interests, hobbies and obsessions to life.

ISBN

: 978

0718

1935

39IS

BN: 9

7807

1819

3546

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Further ResourcesReference

My First Ladybird Dictionary and My First Ladybird Thesaurus are ideal first reference books for primary school children, perfect for helping children expand their vocabulary and develop their English language skills.

ISBN

: 978

1409

3087

51

ISBN

: 978

1409

3120

24

ISBN

: 978

1409

3087

44

My First Ladybird Words and Pictures is a colourful first picture dictionary containing over 300 everyday words and pictures, ideal for helping children develop the skills needed for first reading. Each page is a differently themed scene, from kitchen and bathroom to town and park, with words placed next to clear images to help with word recognition.

Where next?Once children have progressed to independent reading with Ladybird, they can continue their reading journey with Puffin. From beautiful picture books to classroom favourites like Roald Dahl, Puffin’s world-renowned list is the perfect next step. A full list of Puffin titles is available at:

www.penguingroupstocklist.co.uk

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Learning to read with Ladybird - penguin.co.uk

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