3.5 Willy goes fishing 02  (Page 2/2)

“Willy, that’s a delicious root. May I have it for my dinner?” asked Walter. Everyone burst out laughing.

“You didn’t catch a fish for your dinner, but at least you caught Walter’s dinner,” laughed Licky.

All three turned and walked home. “Well, never mind, next time we’ll have better luck,” said Willy with a big smile on his face.

1. Take turns to tell the story to a friend.

2. Draw a picture of Willy’s “fish”.

3. Talk about how Willy felt.

4. Talk about how Walter felt.

5. Discuss your feelings about the story.

• Sound the words.
• Read the words.
• Write the words.
• Draw their pictures.

• Now write the story of “Freddy”.
• Read it to the class.
• Draw the picture.

Freddy lived ………………………………………………………………………………………………..

He was a big ………………………………………………………………………………………………

One day a boy …………………………………………………………………………………………

with his ……………………………………………………………………………………………..and hook.

Freddy was ………………………………………………………………………………………………..

“Help, …………………………………………………………………………………….. ,” he shouted.

His friends ………………………………………………………………………………………………..

They saved ………………………………………………………………………………………………..

Freddy was very ……………………………………………………………………………………..

• Choose words for your story.

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 1.3: We know this when the learner listens with enjoyment to short stories, rhymes, poems and songs from a variety of cultures, and shows understanding:

1.3.7 expresses feelings about the story;

1.3.8 communicates back the sequence of ideas.

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 recognises letters and words and makes meaning of written text;

3.4.1 reads simple written materials;

3.4.3 uses phonic and word recognition skills to decode new or unfamiliar words in context;

Assessment Standard 3.5: We know this when the learner develops phonic awareness:

3.5.9 recognises common consonant diagraphs at the beginning and end of words;

3.5.10 recognises some high-frequency sight words.

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 writes with increasing legibility:

4.1.2 writes with increasing legibility:

4.1.3 forms letters of the alphabet successfully;

Assessment Standard 4.4: We know this when the learner drafts and revises:

4.4.1 contributes ideas to a group writing a story;

Assessment Standard 4.5: We know this when the learner writes so that others can understand, using writing conventions:

4.5.1 uses letters to form single words and short sentences;

Assessment Standard 4.6: We know this when the learner begins to build vocabulary and starts to spell words so that they can be read and understood by others:

4.6.3 attempts to spell unfamiliar words using knowledge of phonics.