3.4 Thomas flies high 05 - the plan  (Page 2/2)

Down, down, down! Crash!

And that was the end of him.

Poor Thomas the tortoise!

• Draw the picture.
• Tell the class about your picture.

• How did you feel about the story?

My dictionary page

• Read the words.
• When you know them all you can play the game on the next page. (page 31).
• Keep this page in your file.

A game to play

• Four players.
• Choose whether you would like to be the frog, the dragonfly, the beetle or the tortoise. That is where you start.
• Each one takes a turn to read a word along his path to the cave.
• If you make a mistake you must start from the beginning.
• The first one to get to the cave is the winner.
• Plot your progress with a tick √. Use a pencil so that you can rub out the ticks if you have to begin again.

Assessment

Learning Outcome 1: LISTENING : The learner will be able to listen for information and enjoyment, and respond appropriately and critically in a wide range of situations.

Assessment Standard 1.1: We know this when the learner shows understanding of descriptions by noting relevant information:

1.1.4 recalls and retells parts of the story;

1.1.7 discusses in own home language any social and ethical issues (e.g. whether something is fair);

Assessment Standard 1.4: We know this when the learner shows understanding of a sequence of instructions by following them correctly:

Assessment Standard 1.6: We know this when the learner shows respect for classmates by giving them a chance to speak and listen to what they have to say:

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 talks about a picture, photograph or object:

Assessment Standard 2.10: We know this when the learner participates in a conversation on a familiar topic:

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 3.2: We know this when the learner begins to make meaning of written text by reading with the teacher:

3.2.6 discusses in own home language social and ethical issues;

Assessment Standard 3.3: We know this when the learner recognises and makes meaning of letters and words:

3.3.1 recognises on sight an increasing number of high-frequency words;

Assessment Standard 3.5: We know this when the learner reads aloud using correct pronunciation and appropriate stress:

Assessment Standard 3.8: We know this when the learner develops phonic awareness:

3.8.1 reads and follows instructions (e.g. how to play a game);

Learning Outcome 4: WRITING : The learner will be able to write different kinds of factual and imaginative texts for a wide range of purposes.

Assessment Standard 4.2: We know this when the learner enters words in a personal dictionary:

Assessment Standard 4.7: We know this when the learner uses punctuation ― commas, question marks and exclamation:

Assessment Standard 4.9: We know this when the learner writes short formulaic texts:

Learning Outcome 5: THINKING AND REASONING : The learner is able to use language to think and reason, and access, process and use information for learning.

Assessment Standard 5.5: We know this when the learner keeps a personal dictionary and uses a children’s dictionary:

Learning Outcome 6: GRAMMAR AND VOCABULARY : The learner knows and is able to use the sounds, vocabulary and grammar of the language to create and interpret texts.

Assessment Standard 6.3: We know this when the learner understands how possibility or probability is expressed (e.g. ‘he may/will come tomorrow’):

Assessment Standard 6.4: We know this when the learner understands how necessity is expressed.