2.10 Midge part 2 - 03  (Page 2/2)

Needless to say all the mice (and rats) had a meeting last night. Our plan was to wait until we found the big black cat asleep. Then one of us would creep up to him and tie a bell around his neck. In that way we would hear him come. Granddad asked for volunteers but as you know we are all so small. Nobody wanted to bell the cat. We were all too scared.

Then I had a brain wave. I said I had a friend, a special friend, who might be able to help us. Now we are asking you. Do you think you could tie a bell around the cat’s neck? I know it is not your cat but I have seen you playing with the children living with the cat. Perhaps you can persuade them.

I am sending this letter by express post. Please write soon (unless you’d rather phone: Cell no. 083 555 0000).

Regards

Midge X X X

For you to do.

• Use your dictionary to find out the meaning of these words.

volunteers: means ……………………………………………………………………...

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persuade: means ……………………………………………………………………….

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brain-wave: means …………………………………………………………………….

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• Divide into groups.
• Take turns to tell one another about a narrow escape you had.
• Write your story.
• Think about how you are going to begin.
• Use your dictionary to spell difficult words correctly.
• Read your story to the class.

A narrow escape

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• Write these “all” words

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• Write these “alk” words

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• Write Midge’s story over correctly and draw the picture.
• Remember: capital letters, full stops, question marks and exclamation marks.

One day all the mice had a meeting there was a big black cat trying to catch them they decided to tie a bell around his neck who was going to do it nobody was brave enough they asked my friend to help them.

Assessment

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 contributes to group and class discussions:

2.5.1 initiates topics in group discussions;

2.5.3 suggests or elaborates ideas;

2.5.7 answers questions and gives reasons for answers;

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 3.4: We know this when the learner consolidates phonic knowledge:

3.4.7 recognises the use of “all” and “alk”;

Assessment Standard 3.5: We know this when the learner reads for information and enjoyment:

3.5.4 develops vocabulary by using a dictionary and keeping a personal dictionary,

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:

4.1.2 begins to plan writing;

Assessment Standard 4.3: We know this when the learner revises own writing:

4.3.1 discusses own and others writing to get or give feedback;

Assessment Standard 4.5: We know this when the learner builds vocabulary and spells words independently:

4.5.4 uses dictionary to check spellings and meanings of words;

4.5.5 uses knowledge of phonics and spelling rules to write unfamiliar words;

Assessment Standard 4.6: We know this when the learner uses appropriate grammatical structures and writing conventions:

4.6.2 uses punctuation appropriately (capital letters, full stops, question marks, commas, apostrophes, exclamation marks);

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.

Learning Outcome 6: LANGUAGE STRUCTURE AND USE : The learner will know and be able to use the sounds, words and grammar of the language to create and interpret texts.

Assessment Standard 6.2: We know this when the learner works with words:

6.2.4 identifies and uses more synonyms and antonyms;

Assessment Standard 6.3: We know this when the learner works with sentences:

6.3.7 uses punctuation correctly.