Dear ________________
(your name)
I found your letter – thank you. I am glad I can be your friend but I am sorry to hear that some of the children in the class do not like me and are afraid of me. Tell them I will never hurt or frighten them. Of course I don’t understand how such a tiny mouse as I can frighten anybody! But wait, you have asked so many questions.
Firstly, believe it or not! I live in your desk. The second one in the first row, next to the window. I have made myself so comfortable. I was afraid that if you said you didn’t like me, I would have to move again. I hate moving – it upsets me! I promise never to worry you or your friends. Can you imagine the chaos if I were to appear amongst all those shrieking little girls! That reminds me – is it possible for your class to work a little quieter? I have such a headache! I really feel sorry for your teacher, Mrs Smith, is it?
I’ll lie down now with a cold cloth on my head.
Midge
- Discuss the story.
| LO 1.1 | LO 2.5 | LO 3.3.1 | LO 3.5.8 |
| LO 4.7.1 |
- Read this list.
- Draw the pictures. Find out what they mean.
| true | clue | juice | bruise |
| glue | fruit | cruise | suit |
- Say the word “broom”.
Now say “book”. What is different about the “oo” sound in each one?
The “oo” in “broom” is .................................................................... (long or short)
The “oo” in “book” is .................................................................... (long or short)
| LO 3.4.1 |
- Here are more short “oo” sounds.
- Draw the pictures. Find out what they mean.
| book | shook | stood |
| hook | nook | wool |
| look | crook | soot |
| brook | good | |
| cook | wood |
- Test yourself. I wrote .......................................................................... words.
| LO 3.4.3 |
- Only your best friend must know your secret.
- Write the conversation (dialogue) you are having.
- Work in groups and decide how you can keep the class quiet, (so that Midge can rest).
- Draw up a list of ideas.
- Read them to the class and see whether you can get their co-operation.
Ideas:
1. ......................................................................................................................................
2. ......................................................................................................................................
3. ......................................................................................................................................
4. ......................................................................................................................................
5. ......................................................................................................................................
| LO 2.5 | LO 4.1.1 | LO 4.2.2 | LO 4.4.1 |
| LO 4.7.1 |
- Improve your reading by practising these words.
- Let your friend test you to see whether you can read these words.
| LO 3.3.3 |
Assessment
Learning Outcome 1: LISTENING : The learner is able to listen for information and enjoyment and respond appropriately and critically in a wider range of situations.
Assessment Standard 1.1: We know this when the learner listens attentively (extending concentration span) and responds to an extended sequence of instructions to the learner’s level;
Learning Outcome 2: SPEAKING : The learner is able to communicate confidently and effectively in spoken language in a wide range of situations.
Assessment Standard 2.5: We know this when the learner makes meaning of written text;
Learning Outcome 3: READING AND VIEWING : The learner is able to read and view for information and enjoyment and respond critically to the aesthetic, cultural and emotional values in texts.
Assessment Standard 3.3: We know this when the learner reads texts alone, and uses a variety of strategies to make meaning:
3.3.1 reads a printed text fluently and with understanding;
- uses word recognition and comprehension skills to read unfamiliar texts;
Assessment Standard 3.4: We know this when the learner consolidates phonic knowledge:
3.4.1 recognises that the same sound can be spelled in different ways (e.g. play, pain, plate);
3.4.3 recognises some more vowel sounds spelled with two letters (vowel diagraphs) (e.g. oi, ou, oa, aw);
Assessment Standard 3.5: We know this when the learner reads for information and enjoyment:
3.5.8 begins to analyse oral, written and visual texts for social-cultural values, attitudes and assumptions (e.g. in an advertisement on soap powder, talk about who it is meant to appeal to, and roles played by females and males).
Learning Outcome 4: WRITING : The learner is able to write different kinds of factual and imaginative texts for a wide range of purposes.
Assessment Standard 4.1: We know this when the learner uses pre-writing strategies to initiate writing:
- uses pre-writing strategies to gather information and choose a topic;
Assessment Standard 4.2: We know this when the learner uses pre-writing strategies to initiate writing:
4.2.2 writes a selection of short texts for different purposes;
Assessment Standard 4.4: We know this when the learner ‘publishes’ (makes public) own writing:
4.4.1 shares work with others by reading it aloud and/or displaying it in the classroom;
Assessment Standard 4.7: We know this when the learner writes legibly:
4.7.1 writes with ease and increasing speed as a result of frequent practice.