1.1 Who am i? - little fox  (Page 3/3)

My name is Mary. I live in a big house with my mom and dad and my two brothers. They are so naughty. My mom has to shout at them a lot. One day they hid Daddy’s keys. He was late for work. I think he wanted to smack them. But Mom said that they must wash his car for him. Dad said they must do it for a whole year.

Mom takes us to school. She does not go to work. She works in the house at home. I help her when I get home from school. We cook supper together. My brothers don’t help us. They just make a mess.

Mommy says she will just lie in bed one day to see what happens.

1. Who are the characters in the story? Write their names in the circle and the name of the main character in the middle.

***SORRY, THIS MEDIA TYPE IS NOT SUPPORTED.***

1. What did the two boys do?

They ……………………………………………………………………………………

2. What happened to Dad because of what they did?

…………………………………………………………………………………………..

3. Do you think Mom chose a good punishment? Try to think of a better punishment, so that the boys will not hide the keys again?

………………………………………………………………………………………….

4. Choose a suitable punishment for each naughty deed. Draw a line from the naughty action in the left hand column to a suitable punishment in the right hand column.

Let’s look at words

Remember the vowels A E I O U. Sometimes Y has to work as a vowel too. Find the words that end in “y”. Y does not make the same sound as when we begin a word like YOU. What is the sound it makes in the words you have found. List them in the box below.

Look at boy and key . They end in “y” but the “y” does not have the same sound. Can you think of a word to rhyme with each one?

The picture will help you.

☻ Try to think of some more words that end in “y” like naughty.

Here are some clues:

1. At bedtime I like to listen to a s .

2. If I hurt someone, I must say s .

3. When my room is in a mess, my mom says

“T ………………………………………………….. up!”

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 1.3: We know this when the learner listens with enjoyment to oral texts (simple songs, rhymes, short poems and stories), and shows understanding:

1.3.6 expresses feelings about the oral text, giving reasons;

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 3.2: We know this when the learner makes meaning of written text:

3.2.1 reads a story on own or with the teacher;

Assessment Standard 3.3: We know this when the learner recognises and makes meaning of letters and words in longer texts:

3.3.3 uses phonic and other word recognition and comprehension skills such as phonics, context clues, and making predictions in order to make sense of text;

Assessment Standard 3.4: We know this when the learner develops phonic awareness:

3.4.2 recognises single consonants spelled with two letters (consonant diagraphs);

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

3.5.4 reads a variety of texts for enjoyment such as magazines, comics, non-fiction books.

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 4.5: We know this when the learner builds vocabulary and starts to spell words so that they can be read and understood by others:

4.5.3 uses homophones with increasing accuracy;

Learning Outcome 5: THINKING AND REASONING : The learner is able to use language to think and reason, and access, process and use information for learning.

Assessment Standard 5.2: We know this when the learner uses language to think and reason:

5.2.1 understands and uses language for logic and reasoning (e.g. such as cause and effect).