g2 volume b - miss ashley's...

Published by Collins

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Hammersmith

London

W6 8JB

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www.collinseducation.com

Text and illustrations © 2007 Satoshi KitamuraDesign © HarperCollinsPublishers Limited 2007

Series editor: Cliff Moon

Original ISBN 978-0-00-718663-1

Satoshi Kitamura asserts his moral right to be identified as the author of this work.

All 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 of the Publisher or a licence permitting restricted copying in the United Kingdom issued by the Copyright Licensing Agency Ltd., 90 Tottenham Court Road, London W1T 4LP.

British Library Cataloguing in Publication DataA Catalogue record for this publication is available from the British Library.

Illustrator: Satoshi KitamuraDesign Manager: Niki Whitehorn, [email protected] reading ideas author: Clare Dowdall

AcknowledgementsCollins would like to thank Uz Afzal and Fox Primary School for their help in concept trialling and development for this title.

Collins would also like to thank the teachers and children at the following schools who took part in the development of Collins Big Cat:

Printed and bound by Printing Express Limited, Hong Kong

Get the latest Collins Big Cat news at

www.collinsbigcat.com/elt

Alfred Sutton Primary SchoolSt. Anne’s Fulshaw C of E Primary SchoolAnthony Bek Primary SchoolBiddick Primary SchoolBritannia Primary SchoolChrist Church Charnock Richard C of E Primary School

Cronton C of E Primary SchoolCuddington Community SchoolGlory Farm County Primary and Nursery SchoolSt. John Fisher RC Primary SchoolKillinghall Primary SchoolMalvern Link C of E Primary SchoolMargaret Macmillan Primary School

Minet Nursery and Infant SchoolNorbreck Primary SchoolOffley Endowed Primary SchoolPortsdown Primary SchoolSt. Margaret’s RC Primary SchoolWadebridge Community Primary School

Colours

G2_volume_B.indb 104G2_volume_B.indb 104 11/05/13 6:18 PM11/05/13 6:18 PM

BlueBand 4

Satoshi Kitamura


I went to the art show and I looked at

the paintings.

There were lots of colours in the paintings

and I began to imagine …

106


107


108


… what if the world was all yellow?

There are lots of different yellows …

109


… or what if everything was red?

There are lots of different reds …

110


111


… or what if everything was blue?

Can you imagine a world where

everything is blue?

112


113


Then I had an idea.

114


The world isn’t just red or yellow or blue.

It’s a mixture of all these colours and

I wanted to try them out.

115


I went home and I did my own paintings.

Why don’t you play with colours, too?

Try out just one, and then add lots more.

116


117


A story map

118


119


WorkbookWorkbookG2_volume_B.indb 120G2_volume_B.indb 120 11/05/13 6:18 PM11/05/13 6:18 PM

121

Before You Read

1. Colour the picture.

1 yellow

2 red

3 blue

2. Which colour do you like best?

Tick ( ) your answer.


122

1. Look at the words in the box.

Find and circle them in

the word square.

imagine painting world

yellow different mixture

red blue everything

e v e r y t h i n g

d i f f e r e n t m

x m x m b c v i p i

x a n y t a t c a x

v g w o r l d n i t

b i x v e o x c n u

v n b x d r v b t r

y e l l o w b l i e

m b h y t h t u n x

n b v x f g h e g c

Key Story Words


123

2. Copy the words.

1 paintings ________________

2 imagine ________________

3 world ________________

4 different ________________

5 everything ________________

6 mixture ________________

7 wanted ________________


124

1. Complete each sentence with

the correct word to match

the story.

1 There were lots of ____________

(people/colours) in the paintings.

2 There are lots of ____________

(different/same) reds.

3 Can you ____________ (imagine/see)

a world where everything is blue?

4 Then I had an ____________

(thought/idea).

5 I wanted to ____________ (try/do)

them out.

Key Story Sentences 1


125


1. Match the beginning of each

sentence with its ending to match

the story.

everything

is blue?

I looked at

the paintings.

red or yellow

or blue.

different yellows ...

with colours, too?

I did my

own paintings.

I went to the art

show and

There are lots of

Can you imagine

a world where

The world

isn’t just

I went home and

Why don’t

you play

1

2

3

4

5

6

a

b

c

d

e

f


126


1. Fill in the blanks to match the story

and solve the crossword with words

from the box.

red

yellow

imagine

paintings

blue

1 I looked at the ______________.

2 Can you ______________ a world where

everything is blue?

3 What if the world was all ______________?

4 The world isn’t just red or yellow or

______________.

5 ... or what if everything was ______________?

1 2

4

3

5


127

1. True or False? Write “T” for True

or “F” for False.

Reading Comprehension 1

1 The girl went to

an art show.

2 There are no yellows

in the world.

3 Everything in the world

is red.

4 The world is a mixture of

different colours.


128

Reading Comprehension 2

1. Tick ( ) the correct sentence to

match the story.

1

2

3

4

a. I looked at

the paintings.

a. There aren’t

many reds.

a. All those paintings

made me feel blue.

a. I went home and I

did my own paintings.

b. I put up

my paintings.

b. There are lots

of different reds.

b. Can you imagine if

everything was blue?

b. I took all

the paintings home.


129

2. Number the sentences in the correct

order (1–6) to match the story.

I went to the art show and

I looked at the paintings.

Can you imagine a world

where everything is blue?

What if the world was

all yellow?

Then I had an idea.

There are lots of

different reds.

I went home and I did

my own paintings.

1


130

1. Connect the dots.

Follow the number code and

colour the picture.

Have Fun with English!

1

1 2 3

6

4 5

2 3

4 5 6


131

2. Find and circle fi ve words in

the word snake.

3. Draw and colour your favourite

scene from the story.

re

dy e

ll

ow

b l u e w

or

ld

h

o me

id

ea


132

Test Your English

1. Complete the sentences with

words from the box.

2. Choose the answer to each

question. Circle the letter.

1 I ____________________ at the paintings.

2 There are lots of _________________ reds.

3 Then I had an ________________________.

1 Where did the girl go?

a. the library

b. school

c. the art show

2 What colour did the girl paint at home?

a. a mixture

b. red

c. red and yellow

idea different looked


Go to page 175 to get your

Reward Certificate.

You have completed

Colours

CONGRATULATIONS!CONGRATULATIONS!

133


Getting started

• Ask the children to name their favourite colour. Ask why they like it. Create

a list of all the colours that the children know. Use items in the room to

help prompt them. (Note that some children may struggle to see colour.)

• Look at the cover and read the word colours together. What colours

can the children see? Read the author’s name. Practise blending

phonemes to say his name.

• Ask the children to look carefully at the rainbow. What do they know about

rainbows? List the colours in the rainbow.

Reading and responding• Read pp106–107 together. Model using phonic strategies to decode the

word paintings.

• Re-read pp106–107 together fluently. Ask them what the child may imagine

based on the pictures in the gallery. Encourage them to look closely

for detail.

• Read and look at pp108–109 together. What creatures can the children see

and where is this picture set? Encourage group discussion.

• Continue to read the book together to the end, noticing the animals that

can and can’t be seen in each picture.

Learning objectives: Read high-frequency words; apply phonic knowledge and skills as the prime approach to reading; identify the main events (beginnings and endings) in stories; use syntax and context when reading for meaning; take turns to speak, listen to others’ suggestions and talk about what they are going to do

Curriculum links: Art and Design; Self-portrait; Science; How we see things

High frequency words: and, are, at, can, could, did, had, if, it, just, like, look, more, of, one, or, out, see, the, them, there, to, too, went, were, what, with, would, you

Interest words: colours, art gallery, paintings, imagine, world, different, yellow, red, blue, mixture, green, orange, purple, brow, experiment

Resources: paint, brushes and paper

Word count: 18

134

Ideas for reading


Returning to the book• Using pp118–119, ask the children to recount the events. Use the

language beginning, middle and end. Discuss how the book might end

(using the last picture on the wall). Where is the child going?

• In pairs, ask them to skim through the book looking for a ‘tricky word’

(imagine, experiment). Discuss how they might tackle this word on their

own. Share ideas and remind them of their phonic knowledge.

• Re-read the whole book together fluently using appropriate expression.

• Ask the children to imagine what it would be like if the world was just

one colour. Would they like that?

Checking and moving on• Using pp116–117, ask the children to find as many different colours as

they can. Check these against the list from earlier.

• Go on a colour hunt. Ask the children to find as many different colour

items as possible in two minutes. Sort the items into primary colour groups

and ‘other’ groups.

• Design a snake for the jungle pictures that is as colourful as possible.

This could be coloured using crayon and tacked to the picture.

• Ask the children to pick one colour and paint a whole picture with shades

of that colour. They can use white to lighten the paint.

red yellow blue

135


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