level 2 book a - アプリコット出版permission is given to teachers to reproduce this page for...

I Can, Can You?Fast and Slow

A Rainbow of

ParrotsSpot

The Grasshopper

and the FleaAt School

Going to Town

This Is a Fish

Level 2Book a

Level 2

Word Count 35

Text Type Literary recount

High Frequency can, you

Word/s Introduced

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This symbol relates to comprehension (meaning maker)

This symbol relates to decoding(code breaker)

This symbol relates to critical analysis(text critic or analyser)

This symbol relates to use(text user)

2

Cover & Title Page

We have designed these lesson plans so that, if you wish, you can have the plan in front of you asyou teach, rather than a copy of the book. Each page of the book is illustrated in the planstogether with some suggestions for teaching. These have been divided into questions anddiscussion that you may have before the children read the book and after the children havecompleted the reading. This is not an arbitrary division. Some of you may prefer to explore themeaning and the language in more detail before the children read. Your decisions will depend onthe gap between the children’s current knowledge and the content, vocabulary, and language ofthe book they are about to read. Remember that the more information the children have up front,the easier it will be for them to read the text. However, this does not mean that you should readthe text to them first.

We have addressed four areas that we think are important in developing good readers. As well ascomprehension and decoding, we have addressed the issue of children being able to analyse anduse the texts they read. The symbols below guide you to the type of question or discussion.

Read the title to the children. Invite them to discuss things thatthey can do.You may like them to demonstrate some, for example,hop. As they demonstrate, have them say to the rest of the group,Can you hop? I can. This will help them with the pattern of thetext, which is opposite to that of the title of the book.

Ask the children to respondto the story. Ask which thingsthe people in the story didthat the children can do, too.

Talk with the children about howwell they managed to point to eachword as they read. Did theyremember to move their finger backto the beginning of the second line?


A Rainbow of

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The Grasshopper


Going to Town

This Is a FishAFT

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Ask the children to lookat the picture and saywhat this boy can do.

Draw the children’s attention tothe question mark. Remind themthat when they see this mark atthe end of a sentence, thesentence asks a question.

Discuss hopping with thechildren. How many of them canhop? Have them demonstrate.Talk about how hard it is tobalance on one foot.

Ask the children to locate canand you on this page. Ask themto reread the page pointing toeach word if they are unable tolocate can and you.

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4/5Ask the children to discusswhat this girl is doing.

Discuss running with the children.Ask them which animals they knowthat can run. Do they know theanimal that can run fastest of all?

Ask the children to locate canand you on this page. Ask themto reread the page pointing toeach word if they are unable tolocate can and you.

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Ask the children to look atthe picture and predict whatthey think the text might say.

Discuss jumping. Do the childrenknow the difference between longjump and high jump? Have theyheard of hop, step and jump? Whichanimals do they know that can jump?

Ask the children to locatecan and you on this page.

Ask the children todiscuss this picture andsay what the man is doing.

Invite the children to sharewith the group all the thingsthey know that can fly.

Ask the children to locatecan and you on this page.


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The Grasshopper


Going to Town

This Is a Fish5

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Ask the children to suggestwhat the baby is doing.What is the baby saying?

Discuss crawling with thechildren. Who or what elsecould say, I can crawl?

Ask the children to point tocan and you on this page.

Discuss this picture with thechildren. What is the girldoing? What is she saying?

Go back to the cover and invite thechildren to talk more about the girlin this picture. How many otherthings in this book can she do?

Ask the children to point tocan and you on this page.

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Discuss this picture more fully. Where is the man whois singing? Why is there a curtain in the picture? Whatis the name of the instrument that the children cansee? Explain more about the musical notes.

Explain the purpose of aglossary to the children.Invite them to read the wordsin the glossary with you.

Ask the children to work with a partner. One child readsthe book. The other answers the questions with yes or no.Children then change over so the other child does thereading.

Ask the children to return to thebeginning of the book. Remind themthat when they have read the first line,they need to sweep their finger backto the beginning of the second line.

2 a I Can, Can You? Name __________________

Cut out the sentences. Match them to the

sentences in the book.

Can you hop?

I can.

Can you run?

I can.

Can you swim?

I can.

Can you sing?

I can.

Permission is given to teachers to reproduce this page for classroom use.


2 a I Can, Can You? Name __________________

1. Draw your favourite part of the book.

2. Write the sentence to go with your picture.


A Rainbow of

ParrotsSpot

The Grasshopper


Going to Town

This Is a Fish

Level 2Book b

Level 2

Word Count 48


High Frequency go, said

Word/s Introduced

Ask the children to respond tothe book. Ask them to retellwhich animals went fast and which animals went slow.

Discuss with the children how wellthey matched their fingers and thetext. Ask them how they managedlooking at the words as well as thepicture to help them read.

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2

Cover &Title Page



Read the title to the children and have them discuss animalsthat can go fast and animals that go slow. You may want toclassify these in two columns or circles on the board. Askthe children to look at the cover and the title page and saywhether they think the animals go fast or slow.


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Ask the children to look at thepicture, identify the animal, andsay whether it goes fast or slow.

Point out the speech marks to thechildren. Discuss their purpose.Tell the children that in this bookit is the animal in the picture thatis talking. Ask them to predictwhat the horse is saying.

Discuss this picture more fully.Ask the children where thehorse is. What is it doing?

Ask the children to point togo and said on this page.

Ask the children to look more closely at thispicture. Is the snail in the same place as thehorse? They may need to check back to thepage before. Are the snail and the horsedoing the same thing? What might it be?

Ask the children to locatego and said on this page.

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Point out the speech marks onthis page. Ask the children whatthey think the snail is saying.

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Ask the children to identify thisanimal and say whether it goes fastor slow. If the students call the turtlea tortoise, acknowledge the goodguess and tell them the correct word.

The children may have troubleidentifying this animal. If theysay lion or tiger, acknowledgethe good guess.

Ask the children to say lion and tigerslowly and listen for the initial lettersound. See if they can see a word thatstarts with these letters. Then tell thecorrect word and explain how youknew it was not lion or tiger.

Discuss cheetahs more fully.Do the children know that thecheetah is the fastest animal?

Have the children identifygo and said on this page.

Discuss turtles more fully. Ask thechildren to suggest why the turtle has awalking stick. Will the turtle win the race?

Ask the children to pointto go and said. Also askthem to point to the.


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The Grasshopper


Going to Town

This Is a Fish5

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Ask the children to identifythis animal and say whetherit goes fast or slow.

Discuss worms more fully. Do thechildren know how they move? Is aworm as slow as a turtle?

Ask them to tell you whatthe speech marks mean.

Ask the children to identifythis animal and ask whetherit goes fast or slow.

If the children call this insect acaterpillar, ask them to say caterpillarand listen for the initial sound. Askthem to see if there is a word startingthat way on the page. Prompt themwith the initial sound of worm.

Talk more about the deer. Howfast can it go? Will it win the race?

Ask the children tolocate go, said and the.

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Discuss giraffes with thechildren. Will a giraffe’s longlegs help it run faster?

Ask the children to use theinformation that they know tosuggest which animal will winthe race. Which will comesecond? Which will come last?

Ask the children to look atthis picture and suggestwhat the insect is saying.

Ask the children to go back to thebeginning of the book. Remind them ofone to one pointing and return sweep.Also remind them to use the words as wellas the picture to help them as they read.

Ask the children to go back through the text andanalyse how the pages alternate – one page with a fastanimal and the next page with a slow animal. Ask themwhy they think the author wrote the book this way.

Colour the animals that go fast with red.

Colour the animals that go slow with blue.


2 b Fast and Slow Name __________________


2 b Fast and Slow Name __________________

1. Draw the fastest animal.

Write I go fast under your picture.

2. Draw the slowest animal.

Write I go slow under your picture.


A Rainbow of

ParrotsSpot

The Grasshopper


Going to Town

This Is a Fish

Level 2Book c

Level 2

Word Count 60

Text Type Factual description

High Frequency here, it, a

Word/s Introduced

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2

Cover &Title Page



Children who do not know their colours will need extrahelp to read this book. It may be good idea to do a colourrelated activity with these children before they read thebook. Discuss the cover and title page. Ask the childrenwhy they think the book is called A Rainbow of Parrots.

Ask the children to respond tothe book. Ask them whichparrot they liked best and why.

Ask the children to comment ontheir reading. Did they find ithard or easy? Have them say why.


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The Grasshopper


Going to Town

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Ask the children to look at thisparrot and say what colour it is.

Here and it are new high frequencywords for this book. Because thesenew words start each sentence, youmay have to read this page to thechildren so they hear the pattern.

Discuss this parrot in more depth.Do the children know the wordsbeak and feathers? Have themidentify those in the photo.

Ask the children to point tohere and it on this page.

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Discuss this parrot in more depth. Can thechildren tell from the photo where this parrotlives? Do they know the word wings? Havethem identify the beak, feathers and wings.

Ask the children to pointto here and it on this page.

Ask the children to look at thisphoto. Say, Here is a parrot. Whatcolour is it? This will reinforce thelanguage structure.

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Ask the children whatcolour this parrot is.

Ask the children to lookat this photo. Ask themwhat colour the parrot is.

Discuss this parrot with thechildren. Do they know where it issitting? Do they know the wordclaws? Have them point to the claws.

Ask the children to point tohere and it on this page. Askthem to tell you any otherword on the page they know.

Discuss this parrot. Ask thechildren where it is. Have themidentify the parts of the parrot thatthey know. Can they see the tail?

Ask the children to pointto here and it on this page.


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The Grasshopper


Going to Town

This Is a Fish5

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Ask the children what colourthis parrot is. You may have todiscuss this further with them,as there is some blue on theparrot as well as black.

If the children say that thisparrot is blue, tell them theword is black. Point to blackas you say it, emphasisingthe final ck sound.

Ask the children to look at thisparrot and say what colour it is.

Ask the children to talk more aboutthis parrot. Do they know the wordcrest? Can they identify the crest?

Ask the children to look more closely at thisparrot. Can they see two different shades ofblue? Can they see a light blue and a darker blue?

Have the children point tohere and it on this page.

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Have the children look moreclosely at this parrot and nameother colours they can seebesides blue and yellow. Askthem which parts are white.

After the children have told youthat the parrot is blue and yellow,say, Yes, it is blue and yellow. This will reinforce the differentlanguage pattern on this page.

Tell the children that thisparrot is two colours, too. Askthem what the colours are.

Tell the children to return tothe beginning of the book.Remind them to point toeach word as they say it.

Ask the children what newinformation they have learned. How can they use this information?

Ask the children to go back through thebook looking at the colour of the pageswhere the print is and the colour of theparrots. Ask them why they think thepages and the birds are the same colours.

Colour the parrots.

red orange green

white black bluePermission is given to teachers to reproduce this page for classroom use.

2 c A Rainbow of Parrots Name __________________


2 c A Rainbow of Parrots Name __________________

Cut up the sentences.

Jumble up the words.

Put the sentences together again.

1. Here is a parrot.

It is red.

2. Here is a parrot.

It is blue.


A Rainbow of

ParrotsSpot

The Grasshopper


Going to Town

This Is a Fish

Level 2Book d

Level 2

Word Count 62


High Frequency she, and, by

Word/s Introduced

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2

Cover &Title Page



Ask the children to respond to thebook. Talk about a variety of reasonswhy dogs dig holes – to bury andfind bones? Because they are bored?

Discuss the children’s readingstrategies with them. Did theyfind any of the reading hard?If so, what?

Read the title to the children. Ask themto look at the picture on the cover andthe title page and predict what the storymight be about. Discuss with them whythey think the book is called Spot.


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Ask the children to look at thepicture and say what Spot is doing.

Ask the children to read thispage again. Did they discuss thefact that Spot may be diggingjust because she likes to dig?

Ask the children to locate sheand and on this page.

You may like to broaden the discussion toinclude different types of fences. Ask thechildren what this fence is made of. Whatother fencing materials do they know about?

Ask the children to locate she,by and and on this page.

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4/5Ask the children to look at thispicture to find out where Spotis digging. If necessary, leadthe discussion to the fact thatshe is digging by the fence.

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Ask the children to look at thepicture and say where Spot isdigging now. Ask them to suggestwhere Spot may dig next.

Ask the children to saywhere Spot is digging now.

If the children say that Spot is by the path orthe tree, ask them to say these words slowlyand listen for the first sound. Point to theword house. Ask the children what letter andsound house starts with. They should then beable to predict that Spot is by the house.

Discuss types of houses with the children.Ask them to compare the house in thepicture with where they live. What is thesame? What is different?


Ask the children to locateshe, by and and on this page.


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The Grasshopper


Going to Town

This Is a Fish5

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Ask the children whethertheir prediction from theprevious page was right.Where is Spot digging now?

After the children havepredicted gate, ask them whatletter gate starts with. Thenhave them find gate in the text.

Discuss gates in greater detail. What othertypes of gates do the children know about?


Ask the children whereSpot is digging now. Askthem where they thinkSpot will be digging next.

Have the children find the wordpath in the text after they havesaid what it will begin with.


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Discuss the flowers with thechildren. Do they know the namesof these flowers? Can they namethe colours? What other flowersdo the children know?


Ask the children to respondto this page. Why do theythink Spot has dug holes allover the garden?

Discuss with the children how they think theowners will feel when they see what Spot hasdone. What will they say to Spot? What will theydo to make sure Spot does not do that again?

Ask the children to return to thebeginning of the book. Remind themto point as they read. Remind themalso to use the words and the picturesto help them get the exact meaning.

Cut out the pictures.

Put them in order.


2 d Spot Name __________________


2 d Spot Name __________________

Read and draw.

1. Spot likes to dig.

2. She digs by the house.

3. She digs and digs.


A Rainbow of

ParrotsSpot

The Grasshopper


Going to Town

This Is a Fish

Level 2Book e

Level 2

Word Count 63


High Frequency like

Word/s Introduced

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2

Cover &Title Page



Read the title to the children. Askthem to share some of the thingsthat they know about grasshoppersand fleas. Ask the children if theythink that grasshoppers can hop. Do they think that fleas can hop, too?

Talk about the wordgrasshopper. Write it onthe board. Point out thatit is a compound word.Circle the two wordsgrass and hopper.

Ask the children to retell the story. Wheredid the grasshopper start out? Where didthe flea start out? Where did they gonext? Where did they both end up?

Discuss the children’s readingstrategies. Ask them to shareanything that they found hard.


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The Grasshopper


Going to Town

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Ask the children to look at thepicture and discuss what isgoing on. Who is in the picture?What are they doing?

Say the word like. Ask thechildren what like starts with.Have them locate like on the page.

Ask the children to look at thepicture and discuss what isgoing on. Who is in the picture?What are they doing?

Ask the children tolocate like on this page.

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Discuss this picture more fully. Whatdo children know about the relationshipbetween cats and dogs? Do they knowof dogs and cats that live together? Dothey know of dogs that chase cats?

Ask the children to pointto like on this page.

Ask the children to look at this picture. Whois in this picture – the grasshopper or theflea? What is the flea hopping on? Where dothey think the flea will hop to next?

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Ask the children to look at thepicture and say what is happening.Where is the grasshopper hoppingto now? Where did the grasshoppercome from?

Ask the children tolocate like on this page.

Ask the children where the flea isnow. Did they predict that it wouldhop from the dog to the cat?



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The Grasshopper


Going to Town

This Is a Fish5

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Ask the children what ishappening now. Where hasthe grasshopper come from?Where is it going?


Where is the flea now?What do the childrenthink will happen next?

Ask the children to point to like on this page.Then ask them to locate to, on and the.

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Discuss with the children someother places that the grasshopperand the flea could have hopped toon their way.

Ask the children to point to likeon this page. Then ask them tolocate to, on and the.

What has happened in the story?Where are the grasshopper andthe flea? What do the childrenthink the flea is saying to thegrasshopper?

Ask the children to go back to thebeginning of the book. Remindthem to think about the story asthey read. Remind them to pointto each word as they read.

Review the book again with the children.Point out the alternating structure thattells about the grasshopper and the flea.Ask the children why they think theauthor wrote the story like this.


1. Read the sentences. Cut out the words.

Jumble the words.

Make the sentences again.

I like to hop.

I hop on the cat.

2. Draw a picture of the sentences.

2 e The Grasshopper and the Flea Name __________________

Draw a line to the words that are the same.

she likeby gosaid and here itlike youcan shego saidand here it byyou can


2 e The Grasshopper and the Flea Name __________________


A Rainbow of

ParrotsSpot

The Grasshopper


Going to Town

This Is a Fish

Level 2Book f

Level 2

Word Count 63

Text Type Factual recount

High Frequency at, my

Word/s Introduced

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2

Cover &Title Page



Read the title to the children. Discuss whatthey do at school. Invite them to say whatis the same and what is different betweenwhat they do and what the children on thecover and title page do at school.

Ask the children to respondto the book. Which type ofart do they like best?

Discuss the children’s readingstrategies. Did they remember topoint to each word as they read it?Did they remember to use the print aswell as the picture to help them read?


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Ask the children to look at thephoto. What is the little girldoing? What has she painted?What colours has she used?

Ask the children what letterthe word mum starts andends with. Ask them to findthe word mum on the page.

Ask the children to discuss the paintingthey do at school. Do they have paint pots like this? Do they have easels?Do they put newspaper on the tables?

Ask the children to identifyat and my on the page.

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Ask the children to talk about theirpersonal experiences with crayon andscratch paintings. What tool did theyuse to scratch away the crayon?

Have the children point toat and my on this page.

Invite the children to discuss thisphoto. What has the girl madeher picture out of? How did shedo it? Who is in her picture?

Ask the children what letter theword dad starts and ends with.Ask them to find the word dadon the page.

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Ask the children about thisphoto. What has the boy made?What materials has he used?How did he do it?

Invite the children to look at thisphoto and discuss what the boyhas made. What is in hispicture? How has he made it?

Invite the children to talk about theirpersonal experiences with cutting andpasting. What is hard to do? What iseasy to do? Did they make a cat?


Ask the children to share theirpersonal experiences. Have anyof them made a picture like this?



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The Grasshopper


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This Is a Fish5

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Ask the children to talk aboutthis photo. What has the boymade? How did he do it? Why ishe holding it up to the window?

Discuss with the childrenwhat the girl in this photo has made. How did she do it?

Ask the children to share their experiences ofmaking a picture like this. What did they make?Has anyone ever made a butterfly like this?


Ask the children how this girl’shouse is the same/differentfrom where they live.


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If children make an incorrect prediction,for example, truck for car, ask themwhat letter they expect to see at thebeginning of truck. Point to the word car.Ask them to make another predictionusing the initial letter as a guide.

Ask the children to discuss thispage. What has the girl made?What do they think she is saying?

Ask the children to return to thebeginning and read the book. Youmay have to prompt for the patternas they start to read page 2.

Ask the children to review thebook. What new things havethey learned? How can theyuse what they have learned?

Discuss drawing with chalk. Whereelse do people draw with chalk?Why can you draw with chalk inplaces where you cannot use paint?



2 f At School Name __________________

1. Read the sentences. Cut out the words.

Jumble the words. Make the sentences again.

I am at school.

This is my fish.

2. Draw a picture of the sentences.


2 f At School Name __________________

Read and copy these sentences.

I am at school.

This is my mum.

This is my dad.

This is my dog.

This is my cat.


A Rainbow of

ParrotsSpot

The Grasshopper


Going to Town

This Is a Fish

Level 2Book g

Level 2

Word Count 63


High Frequency

Word/s Introduced

BEFO

RE R

EAD

ING

A

FTER

REA

DIN

G





2

Cover &Title Page



Read the title to the chidren. Tell them thatthis book is about some people that go totown. They go in different ways. Discuss withthe children the ways that they go to town.

Discuss the reading strategies withthe children. Comment on the goodreading strategies you saw whilethey were reading independently.

Ask the children to respond to the book.Ask them what they think might happennext. What will each of the people doafter they have been to the sale?


A Rainbow of

ParrotsSpot

The Grasshopper


Going to Town

This Is a Fish3AFT

ER R

EAD

ING

BE

FORE

REA

DIN

GA

FTER

REA

DIN

G

Ask the children to look atthis picture. Ask them howthis person goes to town.

BEFO

RE R

EAD

ING

2/3

4/5Ask the children to discussthis picture and say howthis man goes to town.

Discuss this picture in more depth. Have the childrencomment on the landscape. Do they know what this type ofland is called? How far away from town do they think it is?What do they think this man is going to buy at the sale?

Invite the children to talk about wherethis man lives. How far away fromtown does he live? What do they thinkhe is going to buy at the sale?

Talk to the children about thispicture. Do they know the nameof the rock in the background?

Talk more about this picture. Howclose to town does this person live?What might she buy at the sale?

AFT

ER R

EAD

ING

BEFO

RE R

EAD

ING

AFT

ER R

EAD

ING

4

8/9

6/7BE

FORE

REA

DIN

G

Ask if any of the children goto town the same way as thisperson goes to town.

Ask the children what the wordbike starts with. Have themidentify bike on the page.

Have the children discussthis picture. How does thisperson go to town? Ask ifanyone in the group goesto town in a truck.

Ask the children what they think truckstarts with. Have them find the word truck.If they point to town, say truck and town,emphasising the final sound again andasking them to listen for the difference.


A Rainbow of

ParrotsSpot

The Grasshopper


Going to Town

This Is a Fish5

10/11

12/13

AFT

ER R

EAD

ING

BE

FORE

REA

DIN

GA

FTER

REA

DIN

G

BEFO

RE R

EAD

ING

Ask how many childrencould go to town like thisfrom where they live. Do theylive close enough to town?

Talk more about this picture.What do the children think thisperson will buy at the sale?

Write the word skateboard onthe board. Talk to the childrenabout the two words that makeup the word skateboard.

Talk more about this picture.Invite the children to namethe objects that they cansee. What do they think thisperson will buy at the sale?

Write the words truck and tractor on the board.Point out the initial letter, or if your children aregood with letter / sounds, point out the initialblend. Ask the children to read both the words,listening for the same initial sound.

Ask the children how this persongoes to town. What do they thinkthis person does for a job?

6

AFT

ER R

EAD

ING

BEFO

RE R

EAD

ING 16

AFT

ER R

EAD

ING

BE

FORE

REA

DIN

G 14/15Talk with the children about howthis man goes to town. Ask thechildren why they think all thesepeople are going to town. Havethem make a prediction.

Ask the children to look backthrough the pictures. Ask themto use the information in thepictures to say which peoplelive in similar areas.

Discuss this page withthe children. Was theirprediction right? Why dopeople go to sales?

Tell the children to return to thebeginning of the book. Remindthem to use the pictures andthe print to help them read.

Ask children what they have learnedabout the different ways people can goto town. How could they use thisinformation if they were talking aboutthe transport people in the desert used?


2 g Going to Town Name __________________

1. Read the words. 2. Write the words.

can

you

go

said

here

it

at

my

this

1. Look at the pictures. Put a red ring around the pictures

of people who live out of town.

2. Put a blue ring around the pictures of people who live in

the town.

Colour in the pictures.


2 g Going to Town Name __________________


A Rainbow of

ParrotsSpot

The Grasshopper


Going to Town

This Is a Fish

Level 2Book h

Level 2

Word Count 49

Text Type Information report

High Frequency this

Word/s Introduced

BEFO

RE R

EAD

ING

A

FTER

REA

DIN

G





2

Cover &Title Page



Tell the children that this book is about animals and fish and howthey move. Discuss some animals that the children know andhave the children say some of the ways that they move. Readthe title to the children. Ask them to look at the cover and thetitle page and say what they can see.

Discuss the children’s readingstrategies. Praise the good readingbehaviour you noted while theywere reading independently.

Ask the children to retell howeach of the animals moved.Were there two or more animalsthat moved in the same way?


A Rainbow of

ParrotsSpot

The Grasshopper


Going to Town

This Is a Fish3AFT

ER R

EAD

ING

BE

FORE

REA

DIN

GA

FTER

REA

DIN

G

Ask the children to discussthis page. What can they see?How does the fish move?

BEFO

RE R

EAD

ING

2/3

4/5Ask the children to discussthis page. Ask them to saythe way the bird is moving.Ask, Can a bird swim?

Ask the children to discuss otherthings a bird can do. Ask them toshare their personal experiencesof seeing other ways birds move.

Ask the children to point tothe word this on this page.

Discuss fish in more detail.Can the children name theparts of a fish? Do theyknow how fish breathe?


AFT

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ING

BEFO

RE R

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AFT

ER R

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4

8/9

6/7BE

FORE

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G

Ask the children to name thisanimal and say what it cando. Can it fly? Can it swim?Can it run?

If the children suggest that thecamel can walk, praise themfor their good try. Point to theword run and say, Is this howwalk would start?

Ask the children what thisanimal is. Ask if it can swim.

If the children suggest that this is analligator, point to the c at the beginningof crocodile and ask if this letter couldstart the word alligator. Ask what elsethe animal could be starting with c.

Discuss other ways a crocodile can move.How does it get around when it is on theland? Explain that a crocodile is a reptile.Tell the children the difference betweenreptiles and mammals.


Discuss camels in more depth. Askthe children what else camels can do.



A Rainbow of

ParrotsSpot

The Grasshopper


Going to Town

This Is a Fish5

10/11

12/13

AFT

ER R

EAD

ING

BE

FORE

REA

DIN

GA

FTER

REA

DIN

G

BEFO

RE R

EAD

ING

Invite the chidren to name thisanimal and say what it can do.Can it fly? Can it swim? Can itrun? Can it jump?

If the children say hop or run forjump, point to the j and ask themto predict a word starting thisway. You may have to say theinitial sound to prompt them.

Discuss kangaroos with thechildren. Tell them how akangaroo’s long back legs andthick tail help it jump. Askwhat else a kangaroo can do.


Invite the children to discussthis page. What is the animal?What can it do?

Discuss with thechildren what otherthings koalas can do.

If you are working with a group of children who arevery good with letter-sound relationships, you maywant to write crocodile, camel, kangaroo and koalaon the board and draw their attention to the sameinitial sound represented by different letters.

6

AFT

ER R

EAD

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BEFO

RE R

EAD

ING 16

AFT

ER R

EAD

ING

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FORE

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DIN

G 14/15This animal may be hard for somechildren to recognise. If so, tell themit is a platypus. Ask them to look atthe photo to say what it can do.

Discuss platypuses with thechildren. Can they name the partsof the platypus in the photo?

Ask the children to go back and look at thepictures again. Which animals move in thesame way? Which animals can move in waysother than in the photos? How many animalscan swim? How many animals can run?

Have the children look at theglossary. Ask them to readthe words under each photo.

Tell the children to go back to thebeginning of the book. Remind them topoint to each word as they read it. Remindthem to use the text and the photos tohelp with their reading. You may have totell them this as it is a new word.

Ask the children what new things theyhave learnt. Ask them how they could usethis information next time they visit a zoo.

Write in the first letter.

__oala __ish

__amel __latypus

__rocodile __ird __angarooPermission is given to teachers to reproduce this page for classroom use.

2 h This Is a Fish Name __________________


Read the sentences. Draw the picture.

This is a kangaroo.It can jump.

2 h This Is a Fish Name __________________

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level 2 book a - アプリコット出版permission is given to teachers to reproduce this page for...

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