2.4 Midge - part 05  (Page 2/2)

Dear ________________

(your name)

I found your letter – thank you. I am glad I can be your friend but I am sorry to hear that some of the children in the class do not like me and are afraid of me. Tell them I will never hurt or frighten them. Of course I don’t understand how such a tiny mouse as I can frighten anybody! But wait, you have asked so many questions.

Firstly, believe it or not! I live in your desk. The second one in the first row, next to the window. I have made myself so comfortable. I was afraid that if you said you didn’t like me, I would have to move again. I hate moving – it upsets me! I promise never to worry you or your friends. Can you imagine the chaos if I were to appear amongst all those shrieking little girls! That reminds me – is it possible for your class to work a little quieter? I have such a headache! I really feel sorry for your teacher, Mrs Smith, is it?

I’ll lie down now with a cold cloth on my head.

Midge

• Discuss the story.

• Read this list.
• Draw the pictures. Find out what they mean.

• Say the word “broom”.

Now say “book”. What is different about the “oo” sound in each one?

The “oo” in “broom” is .................................................................... (long or short)

The “oo” in “book” is .................................................................... (long or short)

• Here are more short “oo” sounds.
• Draw the pictures. Find out what they mean.

• Test yourself. I wrote .......................................................................... words.

• Only your best friend must know your secret.

• Write the conversation (dialogue) you are having.
• Work in groups and decide how you can keep the class quiet, (so that Midge can rest).
• Draw up a list of ideas.
• Read them to the class and see whether you can get their co-operation.

Ideas:

1. ......................................................................................................................................

2. ......................................................................................................................................

3. ......................................................................................................................................

4. ......................................................................................................................................

5. ......................................................................................................................................

• Improve your reading by practising these words.

• Let your friend test you to see whether you can read these words.

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 1.1: We know this when the learner listens attentively (extending concentration span) and responds to an extended sequence of instructions to the learner’s level;

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 makes meaning of written text;

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 3.3: We know this when the learner reads texts alone, and uses a variety of strategies to make meaning:

3.3.1 reads a printed text fluently and with understanding;

• uses word recognition and comprehension skills to read unfamiliar texts;

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

3.4.1 recognises that the same sound can be spelled in different ways (e.g. play, pain, plate);

3.4.3 recognises some more vowel sounds spelled with two letters (vowel diagraphs) (e.g. oi, ou, oa, aw);

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

3.5.8 begins to analyse oral, written and visual texts for social-cultural values, attitudes and assumptions (e.g. in an advertisement on soap powder, talk about who it is meant to appeal to, and roles played by females and males).

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:

• uses pre-writing strategies to gather information and choose a topic;

Assessment Standard 4.2: We know this when the learner uses pre-writing strategies to initiate writing:

4.2.2 writes a selection of short texts for different purposes;

Assessment Standard 4.4: We know this when the learner ‘publishes’ (makes public) own writing:

4.4.1 shares work with others by reading it aloud and/or displaying it in the classroom;

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.