KS1/P1-3 STARTER INDEPENDENT BOOKS = 160 KS1 /P1-3 PRO INDEPENDENT BOOKS = 305

Year /
Phase
Term
BB Fiction = 106 Non-fiction = 54 Fiction = 105 Non-fiction = 40

Reception

term 1
/ P1
Phase 1 Lilac

Pro Independent
Packages includes

Reception / P1
everything from

term 2
Phase 2
Pink
the KS1 Starter
Independent
Packages
A B A A B

Reception / P1
Phase 3 term 3

Red

All
A B C A B C A B C B Levels
KEY
BB = Book Band
RR = Reading Recovery Level
Phase 4
Year 1 / P2

Year and Term =

term 1

A B C
If a child is confident in Yellow
reading at this level they
are on track to achieve
end of year expectations All
from the English A B C All Levels A B C Levels A B C All Levels All Levels
National Curriculum.
Book Band level =
A B C
Year 1 / P2
term 2

Blue
= only available for
online subscriptions
All All
A B C Levels A B C A B C Levels A B C

KS1 / P1–3
KS1 / P1–3

Phase 5
Year 1 / P2
term 3

Green

All All
A B C Levels A B C A B C Levels A B C
Year 2 / P3

Orange
term 1

All All
A B A/B A B A B A/B Levels A B Levels

Turquoise
All All
A B A/B A B A B A/B A B Levels
Levels
Year 2 / P3
term 2

Phase 6

For detail Purple

All
A B A/B A B A B A B All Levels
on age related Levels

expectations,
refer to your
Gold
book tracker All All
A B A/B A B A B A B
Levels Levels
Year 2 / P3
term 3

White

Bridging All All

A B A/B A B A B A/B A B
Bands Levels Levels

Lime
All All
A B A/B A B A B A/B A B Levels
Levels

KS2 STARTER INDEPENDENT BOOKS = 64 KS2 PRO INDEPENDENT BOOKS = 150

Year BB Fiction = 40 Non-fiction = 24 Fiction = 68 Non-fiction = 18

Year 3 A
P4 Brown All
Levels
All All
A B Levels A B A • Term 1 A • Term 2 All • Term 3 Levels B

Year 4 A
P5
Grey
KS2 / P4 –7

All All All

KS2 / P4 –7
A B Levels A B A • Term 1 A • Term 2 All • Term 3 Levels B Levels

Year 5
P6
Blue

All All All

A B Levels A B A • Term 1 A • Term 2 All • Term 3 Levels A Levels

A All
Levels
Red
All
A B Levels A B A • Term 1 A • Term 2 All • Term 3
B
Year 6
P7

Red Plus
All
A B A B Levels

www.pearsonprimary.co.uk
 KS1/P1-3 PRO GUIDED BOOKS = 133
Phonic Year / Teaching
BB Fiction = 87 Non-fiction = 46
phase Term Guides

Reception / P1
term 1
Phase 1 Lilac

Reception / P1
term 2
Phase 2 Pink

A B A B

Reception / P1
term 3
Phase 3 Red

A B C A B C
Year 1 / P2
term 1

Phase 4 Yellow

KEY A B C A B C
BB = Book Band
RR = Reading Recovery Level
Year 1 / P2
term 2

Year and Term = Blue

KS1 / P1–3

KS1 / P1–3
If a child is confident in
reading at this level they A B C All levels A B C
are on track to achieve
end of year expectations
from the English
Year 1 / P2
term 3

National Curriculum. Phase 5 Green

Book Band level = A B C All levels A B C
A B C

Ultimate packages
Orange
come with everything
A B A/B A B from Independent and
Year 2 / P3
term 1

Guided packages plus

Progress & Assess
assessment tests
Turquoise

A B A/B A B
Year 2 / P3
term 2

Phase 6 Purple

A B A/B A B

Gold

A B A/B A B
Year 2 / P3
term 3

For detail White

on age related
A B A/B A B
expectations, Bridging
refer to your Bands

book tracker
Lime

A B A/B A B

24 titles KS2 GUIDED PRO BOOKS = 24

providing
Year Fiction = 15 120 texts Non-fiction = 5 Magazine Workbooks Teaching Handbook Teaching Cards

Year 3, Autumn Term, Week 6

King Kafu and the Moon (Chapter 1)
Trish Cooke

Text Outline
We meet King Kafu and discover his big secret – he is afraid of the dark! Children will be given opportunities to
discuss phobias and being afraid. They will explore why King Kafu would want to keep his fear a secret from his
people, and consider the role of a king. Children will debate whether or not it is right to keep secrets. On Day 5
children explore other ways the king could light his bedroom.

Day 1 Activity Comprehension Strategies

WRIT TEN BY TRISH COOKE Children familiarise themselves with the following words by completing the
I L LU S T R AT ED BY A N D R E A C A S T EL L A N I activities in their workbooks: Clarifying

King Kafu
afraid, village, king, bragged, bravest, secret

Year 3
K IN G K A FU A N D T H E M O O N

Moon King Kafu

Day 2 Activity Comprehension Strategies
and Children pre-read the text for the week’s work (either independently, in pairs,
the or by having the text read to them by a TA or using the eBook narration). Using
their workbooks, children write their thoughts about the three key questions and Summarising

and
Moon
generate their own questions. The three key questions are: Connecting
What was King Kafu’s secret? Activating Prior Knowledge
King Kafu isn’t afraid of anything . . . or so Why did King Kafu keep a secret?
Questioning

the people in his village think! The truth is, he’s

scared of the dark. One night, the king notices
the Is it right to keep secrets?

P4
Day 3 Teacher discussion: see reverse of card.
that a piece of the moon is missing, and each
night the missing piece gets bigger! Can the Day 4 Activity Comprehension Strategies
villagers rise to the challenge and bring the In pairs, children revisit the questions discussed on Day 3 and reflect on how their
Connecting
thinking has developed by writing in their workbooks. The prompt for their notes is:
moon safely to him? And will a young boy • Do you think King Kafu is right to keep his fear a secret? What would you do, if
Visualising
Evaluating
have the answer to the king’s problem? you were the king?
T R I S H CO O K E

Day 5 Activity Comprehension Strategies

Children complete a writing activity in their workbooks. Children think of different
ways that King Kafu could light his bedroom at night, and give reasons why each
idea would be a good choice or not. Visualising
• Support: Children draw pictures and label them. Activating Prior Knowledge
• Extend: Children explain why they think King Kafu’s light did not come on, and
offer ideas for how he could light his bedroom.

www.pearsonschools.co.uk
[email protected]

KINGKAFUandtheMoon__CVR_9780435164478.indd 1 15/04/2016 09:10

KS2 / P4–7
KS2 / P4–7

Year 4, Autumn Term, Week 4

Death of the Dinosaurs
(pages 1–11)
Herbie Brennan

Text Outline
Death of the Dinosaurs provides two theories about why the dinosaurs died out: a major disaster or a slow death.
Many scientists believe that 65 million years ago a meteor crashed into Earth, sending up dust and blocking out
the Sun. The dinosaurs died from cold or from the death of all the plants. Iridium, a metal from space, cracks in
the quartz and an impact site provide evidence.

Day 1 Activity Comprehension Strategies

Children familiarise themselves with the following words by completing the

Year 4
activities in their workbooks: Clarifying
meteor, crater, fossil, theory, evidence, roamed

Day 2 Activity Comprehension Strategies

Children pre-read the text for the week’s work (either independently, paired, or
having the text read to them by a TA or using the eBook narration). Using their
Summarising
workbooks, children write their thoughts about the three key questions and
generate their own questions. The three key questions are: Connecting
How might a meteor have killed the dinosaurs? Activating Prior Knowledge
Questioning
Why is the layer of iridium interesting to scientists?
Why didn’t all life on Earth die when the meteor hit?

P5
Day 3 Teacher discussion: see reverse of card.

Day 4 Activity Comprehension Strategies

Children revisit the questions discussed on Day 3 and reflect on how their thinking
has developed by writing in their workbooks. The prompts for their notes are:
• Discuss whether the dinosaurs starved to death or died from the cold. Summarising
• Describe other evidence for the meteor strike. Visualising
• Describe what you think life on Eath was like once the dust cleared and the Sun
shone again.

Day 5 Activity Comprehension Strategies

Children complete a writing activity in their workbooks. The children write about
the consequences of some of the events in the book. Summarising
• Support: Children are given prompts to help them write. Connecting
• Extend: Children are asked to write about one additional event.

Year 3, Autumn Term, Week 6

King Kafu and the Moon (Chapter 1)
Trish Cooke

Text Outline
We meet King Kafu and discover his big secret – he is afraid of the dark! Children will be given opportunities to
discuss phobias and being afraid. They will explore why King Kafu would want to keep his fear a secret from his
people, and consider the role of a king. Children will debate whether or not it is right to keep secrets. On Day 5
children explore other ways the king could light his bedroom.

Day 1 Activity Comprehension Strategies

Children familiarise themselves with the following words by completing the
activities in their workbooks: Clarifying
afraid, village, king, bragged, bravest, secret

Year 5
Day 2 Activity Comprehension Strategies
Children pre-read the text for the week’s work (either independently, in pairs,
or by having the text read to them by a TA or using the eBook narration). Using
Summarising
their workbooks, children write their thoughts about the three key questions and
generate their own questions. The three key questions are: Connecting
What was King Kafu’s secret? Activating Prior Knowledge
Questioning
Why did King Kafu keep a secret?
Is it right to keep secrets?

P6
Day 3 Teacher discussion: see reverse of card.

Day 4 Activity Comprehension Strategies

In pairs, children revisit the questions discussed on Day 3 and reflect on how their
Connecting
thinking has developed by writing in their workbooks. The prompt for their notes is:
Visualising
• Do you think King Kafu is right to keep his fear a secret? What would you do, if
Evaluating
you were the king?

Day 5 Activity Comprehension Strategies

Children complete a writing activity in their workbooks. Children think of different
ways that King Kafu could light his bedroom at night, and give reasons why each
idea would be a good choice or not. Visualising
• Support: Children draw pictures and label them. Activating Prior Knowledge
• Extend: Children explain why they think King Kafu’s light did not come on, and
offer ideas for how he could light his bedroom.

Year 4, Autumn Term, Week 4

Death of the Dinosaurs
(pages 1–11)
Herbie Brennan

Text Outline
Death of the Dinosaurs provides two theories about why the dinosaurs died out: a major disaster or a slow death.
Many scientists believe that 65 million years ago a meteor crashed into Earth, sending up dust and blocking out
the Sun. The dinosaurs died from cold or from the death of all the plants. Iridium, a metal from space, cracks in
the quartz and an impact site provide evidence.

Day 1 Activity Comprehension Strategies

Children familiarise themselves with the following words by completing the
activities in their workbooks: Clarifying
meteor, crater, fossil, theory, evidence, roamed

Year 6
Day 2 Activity Comprehension Strategies
Children pre-read the text for the week’s work (either independently, paired, or
having the text read to them by a TA or using the eBook narration). Using their
Summarising
workbooks, children write their thoughts about the three key questions and
generate their own questions. The three key questions are: Connecting
How might a meteor have killed the dinosaurs? Activating Prior Knowledge
Questioning
Why is the layer of iridium interesting to scientists?
Why didn’t all life on Earth die when the meteor hit?

P7
Day 3 Teacher discussion: see reverse of card.

Day 4 Activity Comprehension Strategies

Children revisit the questions discussed on Day 3 and reflect on how their thinking
has developed by writing in their workbooks. The prompts for their notes are:
• Discuss whether the dinosaurs starved to death or died from the cold. Summarising
• Describe other evidence for the meteor strike. Visualising
• Describe what you think life on Eath was like once the dust cleared and the Sun
shone again.

Day 5 Activity Comprehension Strategies

Children complete a writing activity in their workbooks. The children write about
the consequences of some of the events in the book. Summarising
• Support: Children are given prompts to help them write. Connecting
• Extend: Children are asked to write about one additional event.

120
teaching cards
with 30 weeks
of teaching

Your local consultant is:

ISBN 978-0-9978807-8-6

9 780997 880786
Y483 PEUK

Pearson Education Ltd is committed to reducing its impact on the

environment by using responsibly sourced and recycled paper. www.pearsonprimary.co.uk