LizMessages

I’m sorry xx I’m sorry too xx

15

Sue Graves

It’s Time to Talk

LizMessages

I’m sorry xx I’m sorry too xx

15

Questions1. WhyareBethandTazfeelingdownatthestartofthestory?2. WhydoyouthinkMumandDadarearguing?3. WhatmakesDadsendtextmessagestoMum?4. WhyisDadpuzzledwhenBethgiveshimtheflowers?5. WhatdoyouthinkMumandDadaretalkingaboutattheend?

PHONICS/SPELLING Alternative spellings for long vowel phonemes - revision

Long vowel phonemes

/ai/ /ee/ /igh/ /ow/ /oo/ /oa/ /or/ /ear/

again each cried/cry

about mood home all appeared

day feeling down tissue moan(ed) always cheered

gave me nice flowers too showed before

great need sigh y(oo) toe bought

hate scream argue told saw

laid speak new sort

later we overdue talk

same

table

they

CONTRACTIONS

I’mthat’sthey’re

idea

chance

TRICKY WORDS

5

It’s Time to TalkSueGraves

BOOK 1

4STAGE

2 3

Taz and Beth were feeling down. Mum and Dad were shouting at each other again.

Dad went off in a mood. Mum cried into a tissue. It was always the same.

4 5

“I hate it when they scream at each other,” moaned Taz. “All they ever do is argue.”

“They need to sort things out,” said Beth with a sigh. “But how can they when they’re always apart?”

6 7

The next day, Taz had an idea. He told Beth about it.“Great!” said Beth.

Beth bought a bunch of flowers and hid them.

8 9

Then Taz got Mum’s new phone and sent Dad a text from it. The text said, “I’m sorry xx”.

LizMessages

Clear

I’m sorry xx

10 11

Dad sent a text back. It said, “I’m sorry too xx”.

12 13

Then Taz sent Dad a new text from Mum’s phone.It said, “We need to talk xx”.

LizMessages

Clear

We need to talk xx

I’m sorry xx I’m sorry too xx

14 15

LizMessages

Clear

We need to talk xx

I’m sorry xx

I’m sorry too xx

OK. See you later xx

Dad sent a text back. It said, “OK. See you later xx”.

16 17

Dad appeared at the flat. Beth showed him the flowers, but he looked unsure.

She stood on his toe before he had a chance to speak.

18 19

Mum saw Dad and she saw the flowers.“That’s nice,” she said. She laid them on the table and gave Dad a hug.

20 21

“I do care,” said Mum. “Me too,” said Dad. “A good chat is long overdue.”

22 23

©RisingStarsUKLtd.

TherightofSueGravestobeidentifiedastheauthorofthisworkhasbeenassertedbyherinaccordancewiththeCopyright,DesignandPatentsAct,1988.

OriginalDocksidelocationandcharacterscreatedbyPhilippaBatemanandJohnTownsend.

Published2011

Coverdesign:Pentacorplc/RichardScottIllustrations:SantaComunicaçãoLda/ImaginarLtd

Penciller,inkerandshader:MickyBackgroundsandcolour:JoãoCésar,PedroMendes&LeonorMoura

Consultantpublisher:GillBudgellSerieseditor:LouiseGlasspoole

ThepublisherswouldliketothankthefollowingforadvisingonDocksideresources:nasen,TheSchoolsNetwork,NickyWhiteatBradfordAcademyandVictoriaCrivelli.

Allrightsreserved.Nopartofthispublicationmaybereproduced,storedinaretrievalsystemortransmittedinanyformbyanymeans,electronic,mechanical,photocopying,recordingorotherwisewithoutthepriorpermissionofRisingStarsLtd.

BritishLibraryCataloguinginPublicationData.ACIPrecordforthisbookisavailablefromtheBritishLibrary.

ISBN:978-0-85769-413-3

PrintedbyCraftPrintInternationalLtd.,Singapore

RisingStarsUKLtd.7HatchersMews,BermondseyStreet,LondonSE13GSwww.risingstars-uk.com

“Yes!” cheered Beth and Taz. “It worked!”

24

I SBN 978-0-85769-413-3

9 7 8 0 8 5 7 6 9 4 1 3 3

www.risingstars-uk.com

BOOK 1

4STAGE

Can Taz and Beth help to sort things out?

Cover design: Pentacor plc / Richard ScottCover illustration: Imaginar Ltd / Zemideias: Micky / Santa Comunicação Lda

9DOCKSIDE TEACHER’S NOTES

■ plTS: Reflective learner – assess themselves and others■ SEal: Learning to be together

■ Ask learners to consider how people create and maintain relationships inreal life. What advice would you give someone?

writing■ pCm 3: Learners write in role as agony aunts/uncles and offer advice to

Beth, Taz, Brad and Liz on their current situation. Allow them access totheir recorded role-plays so they can focus on their writing. You maywish to explore the ‘Ask Sam’ section of the Childline website prior towriting: www.childline.org.uk

Create (pShE)■ Use the internet to explore organisations like Childline and

the NSPCC. Advice for specific issues can be found on the useful links page of the Childline website.

■ Create a poster or leaflet explaining the work of one or more of theseorganisations and how they can help with family problems.

(Based on Letters and Sounds grid p144)

* Word cards for use with these activities can be printed out from the CD-ROM. See also the high frequency word cards provided on pages 61–62. Alternatively, you may wish to use WordCard Generator:www.wordcardgen.webspace.virginmedia.com/index.html

** Some learners with visual stress may find tracking and speed-reading of aboard at a distance very difficult. It may be better to work at desk top level, oron an IWB/computer screen with colour focus to help tracking.

alternative spellings of long vowel phonemes

/ai/ /ee/ /igh/ /oa/ /oo/ /ar/ /or/ /ur/ /ow/ai (paint) ee (been) igh oa oo ar (depart) or ur oway (away) ea (beat) y ow ew a (south; bath) aw ir (girl) oua-e (space) e-e i-e o-e ue au ereigh (neigh) ie (thief ) o ui al ear (learn)ey (grey) y ou ourei (feint) ey y(oo) ea (great) eo (people) ew (new)aigh (straight) ue (overdue)/oi/ /ear/ /air/ /ure/oi (boil) ear (appear) air (stairs) ure (sure)oy (decoy) ere (here) are (dare)

eer (deer) ear (tear)

Dockside TB4 pp01_31_Teacher 08/11/2011 16:13 Page 9

BOOK 1

IT’S TIME TO TALK

8 DOCKSIDE TEACHER’S NOTES

SummaryTaz and Beth hate it when their mum and dad argue and Dad goes off in ahuff. They decide that what both parents need is to talk to each other toresolve their differences, but neither of them will make the first move. Tazand Beth come up with a plan to sort things out once and for all by sendingtexts from Liz’s phone to encourage them to meet and chat.

SESSION 1prepare for reading Review: ■ Use flashcards* or the whiteboard to revisit all of the long vowel

phonemes: ai, ee, igh, oa, oo, ar, or, ur, oi, ow, ear, air, ure, (y)oo. Asklearners to speed-read the sounds.**

■ Do learners remember any other ways in which these vowel sounds canbe represented?

■ Record some of the words they identify. Ask learners to highlight theletter patterns showing how these vowel sounds may be represented.

Challenge: ■ Make flashcards of the words identified. Ask learners to sort the words

according to their vowel sound.

High frequency words: ■ Focus on the high frequency words shout, again, need, about, next, day.

Ask learners to use sound buttons to blend the words (sh-ou-t, a-g-ai-n,n-ee-d, n-e-x-t, d-ay).

■ Ask learners to build the words with magnetic letters or phonix cubes to ensure they take a ‘phonics first’ and multisensory approach.

■ Focus on the word new. Remind learners that although there is a y soundin words like new (‘nyoo’) and tube (‘tyoob’), the y isn’t representedseparately. Can learners think of any other words which have the (y)oosound? (argue, overdue, due, view, dew, queue)

phonics/Spelling ■ pCm 1: Provide each learner with a set of phoneme fans from PCM 1 or

printed from the CD-ROM. Select Set A, B or C according to your revisionfocus.

■ Read aloud/show a selection of words. Ask learners to hold up the cardwhich represents the sound(s) they can hear in each word. Suggestionsinclude:

4 SET A: entertain, spoon, delay, blue, they, street, envelope, shoe, smile, window, phone

4 SET B: turn, cartoon, naughty, fourteen, walk, grounded, coin, clown, lip balm, destroy, worst, daughter, voice

4 SET C: appear, secure, fair, square, cheer, pure, interfere, share, chair, nearly

■ Record some of the words on flashcards to use for the grid activitybelow. Ask learners to highlight the letter patterns that show some ofthe different ways the vowel sounds may be represented.

4 Together sort the words according to their vowel sound. Revise alternative spellings of long vowel phonemes.

4Create a shared table and add in words that you learn on a regular basis. Use the grid on page 9 as a guide (note that this grid is not a definitive list).

SESSION 2Independent/guided reading ■ Vocabulary: Introduce unfamiliar tricky words and discuss any

confusions, meanings and contexts.■ Read the book title and blurb together, identifying words containing

long vowel phonemes.■ Flick through the book together, identifying tricky words and asking

learners to decode some of the words with long vowel phonemes out ofcontext.

■ Think about: Would Liz and Brad be pleased if they knew what Taz andBeth were up to? Why?

■ Ask learners to read the book in pairs, listening to each other. Remindthe listener to do a sense check: is what is being read out loud makingsense? Is the learner taking account of punctuation to aid meaning?Listen in briefly to each of the pairs as they read.

■ After reading: Discuss the ‘think about’ question. Ask learners toelaborate on their responses.

■ pCm 2: Explain the task. Learners should work independently tocomplete the words at the top of the PCM. Learners then complete thecrossword with reference to the book. They can then swap papers anduse the book to check each other’s work. Encourage discussion aboutany misunderstandings.

SESSION 3Talk for writing ■ Revisit the book using the questions on the inside front cover.■ Tell learners that you want them to work in fours to consider what might

have happened in the flat after Brad (Dad) arrived.■ Following their discussion, ask learners to each adopt the role of one of

the characters from the story and create a role-play of the dialogue. Usecharacter cards or labels to remind each pupil who they are(Brad/Liz/Taz/Beth). Use laminated speech and thought bubbles that canbe written on for their lines.

■ Repeat by thinking about what might have happened to cause Liz(Mum) and Brad (Dad) to argue at the start of the story. This may requiresensitivity depending on pupils’ home experiences.

■ Ask learners to record each other’s role-plays on mobile phones,video cameras or digital recorders.

phonics/Spelling Long vowel phonemes high frequency words Tricky words Contractionsai ee igh oa about chance I’magain each cried/cry home again idea that’sday feeling nice moan(ed) day they’regave me sigh showed lookedgreat need toe needhate scream told newlaid speak nextlater we othersame sawtable shouting/shoutedthey yesoo ow or earmood about all appearedtissue down always cheeredtoo flowers beforey(oo) boughtargue sawnew sortoverdue talk

Book Band: orange/turquoise NC Level: 2c RA: 6.5–7.0 24 pages 221 wordsTEXT Summary

STAGE

4

Dockside TB4 pp01_31_Teacher 08/11/2011 16:13 Page 8

BOOK 1 IT’S TIME TO TALK PCM1

PHONEME FANS Name …………………………………………………………. Date ………………

LO: Revise alternative spellings for long vowel phonemesPLTS: Creative thinker – generate ideas and explore possibilities

© Rising Stars UK Ltd. 2011Stage 4/Book 1/long vowel phonemes10

SET A

ai ee igh oa ooA A A A A

SET B

ar or ur oi owB B B B B

SET C

ear air ureC C C

Dockside TB4 pp01_31_Teacher 08/11/2011 16:13 Page 10

11

BOOK 1 IT’S TIME TO TALK PCM2

CROSSWORD PUZZLE Name …………………………………………………………. Date ………………

LO: Use long vowel phonemes to complete a crosswordPLTS: Self-manager – cope with challenges

© Rising Stars UK Ltd. 2011Stage 4/Book 1/long vowel phonemes

ee ue ar ie ea oa

1

2 3

4

5

6

7

8 9

10

11

12

Across2 “They’re always

_ _ _ _ _,” sighed Beth.5 Mum cried lots of

_ _ _ _ _ .7 Mum had a _ _ _ mobile.8 Beth thought Taz had a

_ _ _ _ _ idea.11 Beth stood on Brad’s toe

before he had a chance to _ _ _ _ _.

12 “I hate it when they scream ateach other,” _ _ _ _ _ _ Taz.

Down1 Dad _ _ _ _ _ _ _ _ at

the flat.3 “_ _ _ _ need to sort things

out,” said Beth.4 Mum _ _ _ _ _ because she

was upset.6 “All they ever do is _ _ _ _ _,”

said Taz.9 When she cried, Mum used

a _ _ _ _ _ _.10 The text message said

“We _ _ _ _ to talk”.

The long vowel phoneme is missing from these words. Use the letters in the boxes to complete them.

ap_ _t gr_ _t tiss_ _ sp_ _ k app_ _red n_ _ d

cr_ _ d arg_ _ t_ _ rs m_ _ned ch_ _red scr_ _m

Fill in the crossword using clues from the book.

Dockside TB4 pp01_31_Teacher 08/11/2011 16:14 Page 11

Stage

1 BOOK 1 IT’S TIME TO TALK PCM3

OFFERING ADVICEName …………………………………………………………. Date ………………

LO: Think about events from the point of view of different charactersPLTS: Creative thinker – connect their own and others’ experiences in creative ways

© Rising Stars UK Ltd. 2011Stage 4/Book 1/long vowel phonemes12

Read what each person has to say. Write your advice to helpsolve their problem in the box.

The trouble withMum and Dad is thatneither wants to tellthe other that they’resorry. How can I getone of them to saysorry first?

I wish Brad and Icould talk more, butwe always end uparguing. How can Istop getting soannoyed with him?

I don’t want to argue somuch with Liz, but shealways finds somethingto get angry about.What do I do to upsether, and how can I stopdoing it?

Mum and Dad needto sort things out, butthey’re always apart.How can I get themtogether?

ADVICE:

BRAD

BETH

TAZLIZ

ADVICE:

ADVICE: ADVICE:

Dockside TB4 pp01_31_Teacher 08/11/2011 16:14 Page 12