GUIDED AND INDEPENDENT READING
26 collins.co.uk/BigCat
[email protected] 27
Total support for guided and
independent reading
How to be a Celt
build a home on land… or water
make beautiful objects
barter your craftsb
celebrate the festivalsc
make a sacrifi cem
46
213193 BigCat_Ruby_Celts.indd 46
10/07/2015 11:16
defend your homed
farm the landf
worship many godsw
listen to storytellers
leave something behind
fi ght the Romans!fi
47
213193 BigCat_Ruby_Celts.indd 47
10/07/2015 11:16
Reading objectives:
• discuss understanding and
explain the meaning of words in
context
• ask questions to improve
understanding
• retrieve and record information
from non-fi ction
Spoken language objectives:
• ask relevant questions to
extend their understanding and
knowledge
Curriculum links: History – the
Iron Age; Geography – locational
knowledge
Resources: materials for model
making, art materials for jewellery
design, ICT for research and
presentation
Build a context for reading
• Ask children to look at the front cover and describe what they can
see. Discuss who they think the Celts were, and what they know
about them.
• Turn to the blurb. Read it aloud to the group and compare the
information given to the children’s ideas. Check that children
understand the word “migrated”.
• Ask children to imagine what Britain was like 2,000 years ago.
Guide their thinking by asking questions: What were homes made
from? What did people eat? What was the environment like? How did
people travel?
Understand and apply reading strategies
• Read pp2–3 as a group. Discuss the information and help children
to make sense of the map. Identify Italy and Greece in relation to
Britain and relate this to the information given.
Written by Clare Dowdall ,PhD
Ideas for reading
213193 BigCat_Ruby_Celts.indd 48
10/07/2015 11:16
Lecturer and Primary Literacy Consultant
• Read the text and look at the images and labels together. Explain
that the image of the map shows Sydney in Australia, where the
celebration of New Year is happening.
• Ask children to read to the end of the book in pairs. Challenge
each pair to fi nd and remember three interesting facts about New
Year celebrations. Support children with tricky vocabulary and
place names as they read.
Returning to the book
• Ask children to recall their three facts and show the information
using a talking frame to support, e.g. we found out that New
Year’s resolutions are promises; we found out that…
• Reread the book as a group, checking that children have decoded
long and tricky vocabulary, e.g. resolution.
• At each new section, discuss the information and help children to
make connections to their own experiences, e.g. discuss new year
resolutions, lucky charms etc.
Checking and moving on
• Use a globe to locate the different traditions featured in the book.
Help children to match the map images to the globe.
• Provide children with a map of the world and some images of
New Year celebrations from the internet.
Using pp 22–23 as a model, help children to create
their own display of the different celebrations.
• Ask children to draw a picture showing how they would like
to celebrate New Year, e.g. cooking and eating special food,
dancing, having a street party etc.
Reading more
The King of the Forest (Green/Band 5) is a traditional Chinese story.
Published by Collins
An imprint of HarperCollinsPublishers
1 London Bridge Street
London SE1 9GF
© HarperCollinsPublishers Limited 2015
Author: Sean Callery
Series editor: Cliff Moon
10 9 8 7 6 5 4 3 2 1
ISBN 978-0-00-812782-4
All rights reserved. No part of this publication may be reproduced, stored in a
retrieval system, or transmitted in any form or by any means, electronic, mechanical,
photocopying, recording or otherwise, without the prior written permission of the
Publisher or a licence permitting restricted copying in the United Kingdom issued by
the Copyright Licensing Agency Ltd, 90 Tottenham Court Road, London W1T 4LP.
British Library Cataloguing in Publication Data
A catalogue record for this publication is available from the British Library.
Reading ideas author: Clare Dowdall
Picture researcher: Sophie Hartley
Every effort has been made to trace copyright holders. Any omission will be rectifi ed at the fi rst
opportunity.
The publishers would like to thank the following for permission to reproduce photographs:
Front cover: © Martin Gillespie/Shutterstock.com © The Trustees of the British Museum, back
cover: © donsimon/Shutterstock.com, p4-5 Pete Davis/Alamy, p6 donsimon/Shutterstock.com,
p9t Werner Forman/Universal Images G roup/Getty Images, p9b Leemage/UIG/Getty Images,
p10 Chronicle/Alamy, p11t © National Museums Scotland, p11b © The Trustees of the British
Museum, p18 Heritage Image Partnership Ltd/Alamy, p20t Imagno/Getty Images, p20b Steve
Vidler/Alamy, p22 Sabena Jane Blackbird/Alamy, p23 Borough of Poole Museum Service,
p25t Schellhorn/ullstein bild/Getty Images, p25b CM Dixon/Print Collector/Getty Images, p26t
Werner Forman/Universal Images Group/Getty Images, p26b CM Dixon/Print Collector/Getty
Images, p27t & b CM Dixon/Print Collector/Getty Images, p30 © Heritage Image Partnership
Ltd/Alamy, p31 Werner Forman/Universal Images Group/Getty Images, p32-33 Ancient
Art & Architecture Collection Ltd/Alamy, p36 Lorenzo Patoia/Shutterstock, p37 Jule_Berlin/
Shutterstock.com, p39 stocksolutions/Shutterstock.com, p40-41 Hideo Kurihara/Alamy.
Printed and bound by Printing Express Limited, Hong Kong
Browse the complete Collins catalogue at
www.collins.co.uk
Get the latest Collins Big Cat news at
www.collins.co.uk/collinsbigcat
27824_Celts_cover_CS6.indd 3
10/07/2015 11:04
• Read the text and look at the images and labels together. Explain
that the image of the map shows Sydney in Australia, where the
celebration of New Year is happening.
• Ask children to read to the end of the book in pairs. Challenge
each pair to fi nd and remember three interesting facts about New
Year celebrations. Support children with tricky vocabulary and
place names as they read.
Returning to the book
• Ask children to recall their three facts and show the information
using a talking frame to support, e.g. we found out that New
Year’s resolutions are promises; we found out that…
• Reread the book as a group, checking that children have decoded
long and tricky vocabulary, e.g. resolution.
• At each new section, discuss the information and help children to
make connections to their own experiences, e.g. discuss new year
resolutions, lucky charms etc.
Checking and moving on
• Use a globe to locate the different traditions featured in the book.
Help children to match the map images to the globe.
• Provide children with a map of the world and some images of
New Year celebrations from the internet.
Using pp 22–23 as a model, help children to create
their own display of the different celebrations.
• Ask children to draw a picture showing how they would like
to celebrate New Year, e.g. cooking and eating special food,
dancing, having a street party etc.
Reading more
The King of the Forest (Green/Band 5) is a traditional Chinese story.
Published by Collins
An imprint of HarperCollinsPublishers
1 London Bridge Street
London SE1 9GF
© HarperCollinsPublishers Limited 2015
Author: Sean Callery
Series editor: Cliff Moon
10 9 8 7 6 5 4 3 2 1
ISBN 978-0-00-812782-4
All rights reserved. No part of this publication may be reproduced, stored in a
retrieval system, or transmitted in any form or by any means, electronic, mechanical,
photocopying, recording or otherwise, without the prior written permission of the
Publisher or a licence permitting restricted copying in the United Kingdom issued by
the Copyright Licensing Agency Ltd, 90 Tottenham Court Road, London W1T 4LP.
British Library Cataloguing in Publication Data
A catalogue record for this publication is available from the British Library.
Reading ideas author: Clare Dowdall
Picture researcher: Sophie Hartley
Every effort has been made to trace copyright holders. Any omission will be rectifi ed at the fi rst
opportunity.
The publishers would like to thank the following for permission to reproduce photographs:
Front cover: © Martin Gillespie/Shutterstock.com © The Trustees of the British Museum, back
cover: © donsimon/Shutterstock.com, p4-5 Pete Davis/Alamy, p6 donsimon/Shutterstock.com,
p9t Werner Forman/Universal Images G roup/Getty Images, p9b Leemage/UIG/Getty Images,
p10 Chronicle/Alamy, p11t © National Museums Scotland, p11b © The Trustees of the British
Museum, p18 Heritage Image Partnership Ltd/Alamy, p20t Imagno/Getty Images, p20b Steve
Vidler/Alamy, p22 Sabena Jane Blackbird/Alamy, p23 Borough of Poole Museum Service,
p25t Schellhorn/ullstein bild/Getty Images, p25b CM Dixon/Print Collector/Getty Images, p26t
Werner Forman/Universal Images Group/Getty Images, p26b CM Dixon/Print Collector/Getty
Images, p27t & b CM Dixon/Print Collector/Getty Images, p30 © Heritage Image Partnership
Ltd/Alamy, p31 Werner Forman/Universal Images Group/Getty Images, p32-33 Ancient
Art & Architecture Collection Ltd/Alamy, p36 Lorenzo Patoia/Shutterstock, p37 Jule_Berlin/
Shutterstock.com, p39 stocksolutions/Shutterstock.com, p40-41 Hideo Kurihara/Alamy.
Printed and bound by Printing Express Limited, Hong Kong
Browse the complete Collins catalogue at
www.collins.co.uk
Get the latest Collins Big Cat news at
www.collins.co.uk/collinsbigcat
27824_Celts_cover_CS6.indd 3
10/07/2015 11:04
Published by Collins
An imprint of HarperCollinsPublishers
The News Building
1 London Bridge Street
London
SE1 9GF
• Read the text and look at the images and labels together. Explain
that the image of the map shows Sydney in Australia, where the
celebration of New Year is happening.
• Ask children to read to the end of the book in pairs. Challenge
each pair to fi nd and remember three interesting facts about New
Year celebrations. Support children with tricky vocabulary and
place names as they read.
Returning to the book
• Ask children to recall their three facts and show the information
using a talking frame to support, e.g. we found out that New
Year’s resolutions are promises; we found out that…
• Reread the book as a group, checking that children have decoded
long and tricky vocabulary, e.g. resolution.
• At each new section, discuss the information and help children to
make connections to their own experiences, e.g. discuss new year
resolutions, lucky charms etc.
Checking and moving on
• Use a globe to locate the different traditions featured in the book.
Help children to match the map images to the globe.
• Provide children with a map of the world and some images of
New Year celebrations from the internet.
Using pp 22–23 as a model, help children to create
their own display of the different celebrations.
• Ask children to draw a picture showing how they would like
to celebrate New Year, e.g. cooking and eating special food,
dancing, having a street party etc.
Reading more
The King of the Forest (Green/Band 5) is a traditional Chinese story.
Published by Collins
An imprint of HarperCollinsPublishers
1 London Bridge Street
London SE1 9GF
© HarperCollinsPublishers Limited 2015 Author: Sean Callery
Series editor: Cliff Moon
10 9 8 7 6 5 4 3 2 1
ISBN 978-0-00-812782-4
All rights reserved. No part of this publication may be reproduced, stored in a
retrieval system, or transmitted in any form or by any means, electronic, mechanical,
photocopying, recording or otherwise, without the prior written permission of the
Publisher or a licence permitting restricted copying in the United Kingdom issued by
the Copyright Licensing Agency Ltd, 90 Tottenham Court Road, London W1T 4LP.
British Library Cataloguing in Publication Data
A catalogue record for this publication is available from the British Library.
Reading ideas author: Clare Dowdall
Picture researcher: Sophie Hartley
Every effort has been made to trace copyright holders. Any omission will be rectifi ed at the fi rst
opportunity.
The publishers would like to thank the following for permission to reproduce photographs:
Front cover: © Martin Gillespie/Shutterstock.com © The Trustees of the British Museum, back
cover: © donsimon/Shutterstock.com, p4-5 Pete Davis/Alamy, p6 donsimon/Shutterstock.com,
p9t Werner Forman/Universal Images G roup/Getty Images, p9b Leemage/UIG/Getty Images,
p10 Chronicle/Alamy, p11t © National Museums Scotland, p11b © The Trustees of the British
Museum, p18 Heritage Image Partnership Ltd/Alamy, p20t Imagno/Getty Images, p20b Steve
Vidler/Alamy, p22 Sabena Jane Blackbird/Alamy, p23 Borough of Poole Museum Service,
p25t Schellhorn/ullstein bild/Getty Images, p25b CM Dixon/Print Collector/Getty Images, p26t
Werner Forman/Universal Images Group/Getty Images, p26b CM Dixon/Print Collector/Getty
Images, p27t & b CM Dixon/Print Collector/Getty Images, p30 © Heritage Image Partnership
Ltd/Alamy, p31 Werner Forman/Universal Images Group/Getty Images, p32-33 Ancient
Art & Architecture Collection Ltd/Alamy, p36 Lorenzo Patoia/Shutterstock, p37 Jule_Berlin/
Shutterstock.com, p39 stocksolutions/Shutterstock.com, p40-41 Hideo Kurihara/Alamy.
Printed and bound by Printing Express Limited, Hong Kong
Browse the complete Collins catalogue at
www.collins.co.uk
Get the latest Collins Big Cat news at
www.collins.co.uk/collinsbigcat
27824_Celts_cover_CS6.indd 3
10/07/2015 11:04
• Turn to the contents page. Ask children to select a topic to read
about and feed back to the rest of the group. Ask children to use a
spider chart to record key information and vocabulary. Model how
to do this if necessary.
• Ask children to read their section and collect key facts for sharing.
Develop reading and language comprehension
• Turn to pp46–47. Ask children to use the images provided to
describe the how the Iron Age Celts lived.
• Ask children to report back about their selected topic. Encourage
them to introduce new language and explain the meaning of
technical vocabulary.
• As a group, help children to raise questions for further research
based on what is already known from reading, e.g. What did people
sleep on in the round houses? How were the homes made waterproof ?
• Lead a discussion about what children think was good and what
wasn’t so good about Celtic lifestyles, e.g. warring between tribes,
equal rights for women and men. Help children to refer back to
the relevant sections of the book for information by skimming and
scanning to locate ideas.
Support a creative response
• Build a model of a Celtic hill fort or Crannog, or draw a picture of a
settlement.
• Use ICT to research Boudicca’s battles against the Romans and
what led to her defeat. Create a presentation in role as Boudicca.
• Design Celtic style jewelry or make Celtic clay pots and decorate
them using Celtic designs.
Read more
How to be a Roman in 20 Easy Stages (Ruby/Band 14) is another
history book.
27824_IdeasForReading.indd 49
27/04/2018 09:55
™
™
This book is produced from independently
certifed FSC paper to ensure responsible
forest management.
For more information visit:
www.harpercollins.co.uk/green
All rights reserved. No part of this publication may be reproduced, stored in a retrieval
system, or transmitted in any form by any means, electronic, mechanical, photocopying,
recording or otherwise, without the prior written permission of the Publisher or a licence
permitting restricted copying in the United Kingdom issued by the Copyright Licensing
Agency Ltd., Barnard’s Inn, 86 Fetter Lane, London, EC4A 1EN.
27824_cover.indd 3
6/11/18 6:10 PM
The Reader Response page
encourages pupils to respond
and explore a book in different
ways helping to improve their
inference and deduction skills
Assess comprehension using a range of strategies including discussion, debate and drama outlined in a bespoke reading session plan written by a literacy expert in the back of every Collins Big Cat book
With a wealth of genres and topics to choose from,
hundreds of high-quality fiction and non-fiction books
make guided and independent reading sessions varied
and interesting
Pages from The Celts,
Ruby
Pages from Guided Reading Handbook: Copper to Topaz