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 = 142
Fiction = 62 Non-fiction = 16
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
These books are available
in Independent
reading packages
For detail on age related expectations, refer to your book tracker
Your local consultant is:
W63
5
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
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
Year
1 /
P1
term
3Ye
ar 2
/ P3
term
2Ye
ar 2
/ P3
term
1Ye
ar 2
/ P3
term
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
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
These books are available
in Guided reading
packages
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