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Reading – Word Reading


ENGLAND Apply their growing knowledge of root words, prefixes and suffixes both to read aloud and to understand the meaning of new words they meet.


SCOTLAND Respond to literal, inferential and evaluative questions and other close reading tasks.


WALES Consider what they read/view, responding orally and in writing to the ideas [and] vocabulary.


NORTHERN IRELAND Represent their understanding of texts in a range of ways.


• Point out to the children that this recipe includes several notes about the need for ADULT SUPERVISION or ADULT SUPPORT.


• Talk about what this means. What is the difference between the two terms? • Talk about why they are written in capitals. • Look at the word ‘supervision’ and talk about the prefix ‘super’. This may have originally been taught earlier.


• Ask the children to research the etymology of the prefix ‘super’ (a prefix coming from Latin, with the basic meaning of above or over.


• Ask them in pairs to list other words that feature this prefix – e.g. supermarket, superman, supercool. Writing – Transcription


ENGLAND Use a thesaurus.


WALES Develop their understanding of the structure, vocabulary, grammar and punctuation of English, and of how these clarify meaning.


SCOTLAND Learn to select and use strategies and resources before students read and as they read to help make the meaning of texts clear.


NORTHERN IRELAND Use traditional and digital sources to locate, select, evaluate and communicate information relevant for a particular task.


• If possible use class sets of a thesaurus. • Ask the children to look up the first word in the list provided below (the words are all taken from the recipe).


• Ask them to find three synonyms and one antonym for each word. Some examples are given below, synonyms in italic and square brackets and antonyms at the end.


• Encourage the children to recognise that not every word shown in the thesaurus as a synonym is necessarily a suitable replacement. Although a word may have a similar meaning in one context, it may not necessarily be the right one to use in a different context.


• Mini [small, tiny, little] giant • Large [big, great, huge] small • Mix [combine, join, merge] separate • Peel [skin, strip, unwrap] wrap • Divide [share, split, distribute] join • Equally [uniformly, evenly, regularly] unequally • Cool [chill, make colder, lower in temperature] warm • Dried [dehydrated, desiccated, shrivelled] fresh • Allow [let, permit, consent] forbid • Support [help, encourage, assist] oppose • Makes [creates, formulates, yields] destroys


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