t

KS1

/ P1–

3

www.pearsonprimary.co.uk

KS2

/ P4–

7KS

1 / P

1–3

KS1 /P1-3 PRO INDEPENDENT BOOKS = 305

Fiction = 105 Non-fiction = 40

KS1/P1-3 STARTER INDEPENDENT BOOKS = 160

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

Phase 1 Lilac

Phase 2 Pink

Phase 3

Red

Phase 4

Yellow

Phase 5

Blue

Green

Orange

Phase 6

Turquoise

Purple

Gold

Bridging Bands

White

Lime

Rece

ptio

n / P

1

term

1Re

cept

ion

/ P1

term

2Re

cept

ion

/ P1

term

3Ye

ar 1

/ P

2 te

rm 1

Year

1 /

P2te

rm 2

Year

1 /

P2te

rm 3

Year

2 /

P3te

rm 1

Year

2 /

P3te

rm 2

Year

2 /

P3te

rm 3

KS2 PRO INDEPENDENT BOOKS = 150

Fiction = 68 Non-fiction = 18

A A B C

A

A

A

B

B

C

C

B C All Levels

B C

A B A

A

A

A B

B C

B C

A B

A

A

A

A

B

B

B

B

A B

C

All Levels

All Levels

All Levels

A

A

A

A

A

A

B

B

B

B

B

B

A/B

A/B

A/B

A/B

A/B

A/B

KS2 STARTER INDEPENDENT BOOKS = 64

Year BB Fiction = 40 Non-fiction = 24

Year 3 P4 Brown

Year 4 P5

Grey

Year 5 P6

Blue

Year 6 P7

Red

Red Plus

A

A B

A

A

A

B

B

B

A

A

A

A

B B

B

B

B

All Levels

All Levels

All Levels

All Levels

KS2

/ P4–

7

KEY BB = Book Band

RR = Reading Recovery Level

Year and Term = If a child is confident in reading at this level they are on track to achieve end of year expectations from the English National Curriculum.

Book Band level =

= only available for online subscriptions

A B C

A

A • Term 1

A • Term 1

A • Term 1

A • Term 1

All • Term 3

All • Term 3

All • Term 3

All • Term 3

B

A • Term 2

A • Term 2

A • Term 2

A • Term 2

A

A

A

B

A

B

B

All Levels

All Levels

All Levels

All Levels

All Levels

All Levels

All Levels

All Levels

Pro Independent Packages includes everything from the KS1 Starter Independent

Packages

B

B

BA

A

All Levels

A

A B A/B

B

A

A

A

A

A

A

A B

B

B

B

B

A

A

B

B

B

B A/B

A/B

A/B

CAll

Levels

All Levels

A B C

CBA

A B C

A CBAll

Levels

All Levels

All Levels

All Levels

C

CBAAll

Levels

All Levels

All Levels

All Levels

A BAll

Levels

A BAll

Levels

All Levels

All Levels

All Levels

All Levels

For detail on age related expectations, refer to your book tracker

Your local consultant is:

Phonic phase

Year / Term BB Fiction = 87 Non-fiction = 46 Teaching

Guides

Phase 1 Lilac

Phase 2 Pink

Phase 3 Red

Phase 4 Yellow

Phase 5

Blue

Green

Orange

Phase 6

Turquoise

Purple

Gold

Bridging Bands

White

Lime

Ultimate packages come with everything

from Independent and Guided packages plus

Progress & Assess assessment tests

Rece

ptio

n / P

1

term

1Re

cept

ion

/ P1

term

2Ye

ar 1

/ P

2 te

rm 1

Year

1 /

P2

term

2Ye

ar 1

/ P2

te

rm 3

Rece

ptio

n / P

1 te

rm 3

Year

2 /

P3te

rm 2

Year

2 /

P3te

rm 1

Year

2 /

P3te

rm 3

A B

AA

A

B

B

A/B

A/B

AA B A/B B

AA B A/B B

B

A/BBA BA

AB A/B BA

All levelsA A B CB C

A B CAll levelsA

A

A

A A BB

B C

A

A B C

B CB C

B C

KS1

/ P1–

3

Year

Year 3 P4

Year 4 P5

Year 5 P6

Year 6 P7

KS2

/ P4–

7

Fiction = 15 Non-fiction = 5 Magazine Workbooks Teaching Handbook Teaching Cards

Year 3, Autumn Term, Week 6King Kafu and the Moon (Chapter 1)

Trish Cooke

Text OutlineWe 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:

afraid, village, king, bragged, bravest, secretClarifying

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 their workbooks, children write their thoughts about the three key questions and generate their own questions. The three key questions are:

What was King Kafu’s secret?

Why did King Kafu keep a secret?

Is it right to keep secrets?

Summarising

Connecting

Activating Prior Knowledge

Questioning

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 thinking has developed by writing in their workbooks. The prompt for their notes is:

• Do you think King Kafu is right to keep his fear a secret? What would you do, if you were the king?

Connecting

Visualising

Evaluating

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.

• Support: Children draw pictures and label them.

• Extend: Children explain why they think King Kafu’s light did not come on, and offer ideas for how he could light his bedroom.

Visualising

Activating Prior Knowledge

Year 4, Autumn Term, Week 4Death of the Dinosaurs (pages 1–11)Herbie Brennan

Text OutlineDeath 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:

meteor, crater, fossil, theory, evidence, roamedClarifying

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 workbooks, children write their thoughts about the three key questions and generate their own questions. The three key questions are:

How might a meteor have killed the dinosaurs?

Why is the layer of iridium interesting to scientists?

Why didn’t all life on Earth die when the meteor hit?

Summarising

Connecting

Activating Prior Knowledge

Questioning

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.

• Describe other evidence for the meteor strike.

• Describe what you think life on Eath was like once the dust cleared and the Sun shone again.

Summarising

Visualising

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.

• Support: Children are given prompts to help them write.

• Extend: Children are asked to write about one additional event.

Summarising

Connecting

Year 3, Autumn Term, Week 6King Kafu and the Moon (Chapter 1)Trish Cooke

Text OutlineWe 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:

afraid, village, king, bragged, bravest, secretClarifying

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 their workbooks, children write their thoughts about the three key questions and generate their own questions. The three key questions are:

What was King Kafu’s secret?

Why did King Kafu keep a secret?

Is it right to keep secrets?

Summarising

Connecting

Activating Prior Knowledge

Questioning

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 thinking has developed by writing in their workbooks. The prompt for their notes is:

• Do you think King Kafu is right to keep his fear a secret? What would you do, if you were the king?

Connecting

Visualising

Evaluating

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.

• Support: Children draw pictures and label them.

• Extend: Children explain why they think King Kafu’s light did not come on, and offer ideas for how he could light his bedroom.

Visualising

Activating Prior Knowledge

Year 4, Autumn Term, Week 4Death of the Dinosaurs (pages 1–11)Herbie Brennan

Text OutlineDeath 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:

meteor, crater, fossil, theory, evidence, roamedClarifying

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 workbooks, children write their thoughts about the three key questions and generate their own questions. The three key questions are:

How might a meteor have killed the dinosaurs?

Why is the layer of iridium interesting to scientists?

Why didn’t all life on Earth die when the meteor hit?

Summarising

Connecting

Activating Prior Knowledge

Questioning

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.

• Describe other evidence for the meteor strike.

• Describe what you think life on Eath was like once the dust cleared and the Sun shone again.

Summarising

Visualising

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.

• Support: Children are given prompts to help them write.

• Extend: Children are asked to write about one additional event.

Summarising

Connecting

www.pearsonschools.co.uk

enquiries@pearson.com

W R I T T E N B Y T R I S H C O O K EI L L U S T R A T E D B Y A N D R E A C A S T E L L A N I

King Kafu isn’t afraid of anything . . . or so the people in his village think! The truth is, he’s scared of the dark. One night, the king notices that a piece of the moon is missing, and each night the missing piece gets bigger! Can the villagers rise to the challenge and bring the moon safely to him? And will a young boy

have the answer to the king’s problem?

KIN

G K

AFU

AN

D T

HE

MO

ON

TR

ISH C

OO

KE

King Kafuandthe Moon

King Kafuandthe Moon

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

KS2

/ P4–

7

A B C

KEY BB = Book Band RR = Reading Recovery Level

Year and Term = If a child is confident in reading at this level they are on track to achieve end of year expectations from the English National Curriculum.

Book Band level =

KS1

/ P1–

3

KS1/P1-3 PRO GUIDED BOOKS = 133

KS2 GUIDED PRO BOOKS = 24

www.pearsonprimary.co.uk

24 titles providing 120 texts

120 teaching cards with 30 weeks

of teaching

For detail on age related expectations, refer to your book tracker

Y483

PE

UK

Pearson Education Ltd is committed to reducing its impact on the environment by using responsibly sourced and recycled paper.

9 780997 880786

ISBN 978-0-9978807-8-6