Fg Or hColine BIGCAT Ii a casi pam hc soc eyo tage cd i ef ovens Pact org oP Artapinfapecanteies —— Riggerata joan ent ata itera a Tens ge or rarpercine cutren SEL 9GF Browse the caplet Coline atlogue t www.collins.co.uk ‘ext and illustrations © Shoo Rayner 2006 Design © HarperCollinsPublshers Limited 2006 Series editor: Kay Hiatt Author: Shoo Rayner 109 ISBN-13 978.0.00-723582.7 ISBN-10 0-00-723582-8 ‘Shoo Rayner asserts his moral right to be identified as the author ofthis work, All rights reserved. No part ofthis publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, [hotocopying, recording or etherwise, without the prior weitten permission ofthe Publisher ora licence permitting restricted copying In the United Kingdon lsued by the Copyright Licensing Agency Ltd, 90 Tottenham Court Road, London WIT 4LP British Library Cataloguing in Publication Data ‘A Catalogue record for this publication is available from the British Library. Itustrator: Shoo Rayner Designer: Nikki Kenwood @ Hakoona Matata Reading ideas author: Sue Graves Acknowledgements Collins would lke to thank the teachers and children at the following schools who took part in the development of Cains Big Cat Phonics: Athen Bek Primary schoo {anewoad inn Shel Engleeld Green infant choot Malcombe Paimery Stoo! Merton Abbey Primary Schoo! erie Primary Seka Printed and bound by RR Donnelley APS. Gate tet Cline By Cat rane at www.collins.co.uk/eollinsbigcatWritten and illustrated by Shoo Rayner CollinsSlip! Slap! Slop! Dog was in the mud. 2Dog was a mess. Cat was not.Dog let Cat pick the mud off.A bit of mud was stuck on.Cat had to cut the mud off. Snip! Snip! 6Dog got in the tub. Rub-a-dub-dub!Drip! Drip! Drip! Dog was wet. 8Dog ran fast till he was not wet.Dog was spick and span. 10But Cat was in a mess!Cat and Dog fell in the mud. 12Dog is a mess and Cat is a mess. Snap!spick and spanin a mess 15@*% Ideas for reading s@ Written by Sue Graves cert. Ed (Distinction) Primary Literacy Consultant Learning objectives: Hear and say sounds in Focus phonemes: t (cat, tub, let, cut, not), words in the order in which they occur; ck (pick, stuck, spick), e (mess, let) Extend vocabulary, exploring the meanings and sounds of new words; use their phonic Other new phonemes: s, a, i, n, ¢, €, 0, fm, knowledge to read simple regular words and, g, u, |, h, f, b make phonetically plausible attempts at more complex words. Fast words: was, the, to Curriculum Links: Physical development: Word count: 89 Recognise the importance of keeping healthy, Getting started © Write the words that feature the focus phonemes t, ck and e on a small whiteboard and ask the children to fast-read them, blending aloud if they need to. © Look at the words slip, slap, slop, stuck, snip, drip and fast on the whiteboard. e They all feature consonant clusters. Model how to blend the s and / together @ in slip and ask the children to try with the other words. ee? © Review the following irregular high frequency words: the, was and to. Select children to write these words on the whiteboard, from memory. # Look at the front cover together. Ask the children to identify the two animals. What are they are doing? Reading and responding Hand out the books to the children to read independently. Work round the children and listen in on them as they read. Check how they ate coping with the words that feature the focus phonemes and consonant clusters. © When the children have finished reading turn to p7 together. Ask them what rub-a-dub-dub means. Why is it a good way to describe the dog washing himself?Returning to the book ¢ Look at the labelled character illustrations on pp14-15. Ask them to read the labels. © Discuss the characters with the children. What other words would they use to describe them? Are the cat and dog friends or enemies? @ Ask the children why it is important to wash. When is it important to wash? Good examples could be before meals, after using the toilet etc. © Find out how many children own cats or dogs. Encourage the children to talk from their own experiences about their pets. How do they keep them clean? Checking and moving on # Find some non-fiction books about looking after pets. Ask the children to share one or two pages or pictures from the books they enjoyed. © Ask the children to draw or paint pictures of their own pets playing or Cat and Dog playing in the mud and to write a caption for their drawings. © When the children have finished, encourage them to share their captions with the group. Reading more et Cat, Big Cat (Red A/Band 2A) is a simple non-fiction recount that compares pet cats and big cats.The cat and the dog love to 0% chase each other. ‘rows the compl Cae atalogut a www.collins.c -723582-8 ISBN 0-00-723: www.collins.co.uk/oolinsbigcat >