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More Brilliant Books - Milestone 1 © 2018 Chris Quigley Education 3

Introduction

Teacher notes

Following the huge success of our first series of Brilliant Books, we are very proud to presentMORE BRILLIANT BOOKS!

We selected fifteen different, inspirational books that we know teachers will love to use with theirclasses. A new and updated format has been created to help motivate, engage and actively promotechildren to acquire, retrieve, retain and explain their understanding of reading.

It is our goal to motivate children to think differently and positively about books, making readingirresistible.

We hope you love these books as much as we do.

Alex Bedford Chris Quigley


Three cognitive domains

You may increase the depth of children’s understanding by ensuring the learning experience demands cognitive challenge. Children can learn the same objective but the depth at which they access it is dependent on the prior experiences and evidence of success. Here is our depth of learning approach to get you started:

BASIC ADVANCING DEEP

Low level cognitive demand. Involves following

instructions.

Higher level of cognitive demand. Involves mental processing beyond recall. Requires some degree of

decision making.

Cognitive demands are complex and abstract. Involves problems with multiple steps or more than

one possible answer. Requires justification of answers.

fluency, application, understanding


The FIVE essential features included in each book:

1. KNOWLEDGE of the world vital information about the people, places, time, setting and culture within the book.

2. VOCABULARY in context essential words and phrases you need to know, use and apply throughout the book.

3. S.M.S.C. philosophical activities and questions to inspire and integrate Spiritual, Moral, Social and Cultural education within each book.

4. Introductions & finishes Brilliant Beginnings help acquire knowledge and interest whilst Fabulous Finishes promote the ability to recall, retain and explain understanding.

5. Depth activitiesBasic, Advancing and Deep activities are designed around the book that stimulate and promote different types of thinking. All depth activities are cross-referenced to the Essentials and National Curriculum expectations.


Resources

THINKING TEMPLATES

We have created over 50+ unique templates to encourage children to explore and to actively participate with a book. It is our intention that children think critically about reading.

These are called the THINK-it maps. Each one is referenced against individual depth activities.

Like the verbs we use to illustrate the types of activities - Basic, Advancing and Deep, the THINK-it templates are not always exclusive to just these cognitive domains.

They are flexible and can be used to directly teach (instruction), as reminder prompts or through coaching techniques.

Use them to encourage critical thinking and develop understanding of reading and writing with the children you teach.

EXAMPLES

We have also included a few examples of pupils work, showing how Brilliant Books comes to life in classrooms. We hope these inspire you and your pupils.


Hairy Maclary from Donaldson’s DairyAuthor: Lynley Dodd


Hairy Maclary from Donaldson’s Dairy

Get to know the cheeky Hairy Maclary from Donaldson’s Dairy, and follow him on his troublesometrails. Accompanied by his fellow dogs, including: Hercules Morse, Bitzer Maloney, Muffin McLay,Bottomley Potts and Schnitzel Von Krumm, the six dogs go out for a walk from their homes. They areunaware that Scarface Claw, the toughest tomcat in town, is lurking round the corner…


Knowledge of the World

PeriodThis tale is in the present day, possibly in a town.

PlaceA town with a range of different sized houses, including bungalows. Each house is connected to one of the dogs.

A park is located nearby and it is connected with a variety of roads. Each house has a different boundary, some hedged, some wooden fenced whilst others are made of stone or suggest a grander entrance with brick walls.

Shops are nearby and beyond them is a park to the far end of town where something frightening is lurking in the shadows…

ContinentAustralia

CountryMore than likely it is set in a town in New Zealand although it could be a town in England.

DogsHairy Maclary is a Scottish Terrier or lesser known Aberdeen Terrier. They are small, short-legged and have a hard wiry, weather resistant coat. Lives at number 60.

Hercules Morse is a Mastiff. They are a very large dog with big heads but have a gentle and loving nature. Lives at number 54.

Bottomley Potts is a Dalmatian. These dogs are medium in size and have a black or brown (liver) spotted coat. When puppies are born they have a white coat and their spots usually appear after 3 weeks. Lives at number 52.

Muffin McLay is an Old English Sheepdog. These large dogs can grow a very long coat that covers their face and eyes. Some people believe that their history can be traced back to a similar dog captured in a painting by Gainsborough, 1771. Lives at number 48.

Bitzer Maloney is a Whippet, sometimes known as an English Whippet or Snap dog. Medium in size, they are smaller than their descendants – Greyhounds. There are examples of this type of dog found in Ancient Egyptian artwork! Lives at number 38.

Schnitzel Von Krumm is a Dachshund. They have short legs and long bodies. Their front legs are designed for digging and their front paws are paddle shaped and large. Sometimes they are known as a ‘sausage dog’ because of their shape!

CatScarface claw


Vocabulary in context

dairy in New Zealand a dairy is the name given to a small shop or convenience store.

Hairy Maclary a small, hairy dog. Breed: Scottish Terrier.

Hercules Morse a massive friendly dog. Breed: Mastiff.

Bottomley Potts a medium sized dog. Breed: Dalmatian.

Muffin MacLay a medium sized dog. Breed: Old English Sheepdog.

Bitzer Maloney a medium sized, speedy hound. Breed: Whippet.

Schnitzel Von Krumm a small, short legged dog. Breed: Dachshund.

Scarface Claw a fierce and wild tomcat.


dairy in New Zealand a dairy is the name given to a small shop or convenience store.

Hairy Maclary a small, hairy dog. Breed: Scottish Terrier.

Hercules Morse a massive friendly dog. Breed: Mastiff.

Bottomley Potts a medium sized dog. Breed: Dalmatian.

Muffin MacLay a medium sized dog. Breed: Old English Sheepdog.

Bitzer Maloney a medium sized, speedy hound. Breed: Whippet.

Schnitzel Von Krumm a small, short legged dog. Breed: Dachshund.

Scarface Claw a fierce and wild tomcat.

bundle things collected together, wrapped up.

bony describes something that is thin, gaunt and skinny.

snooped investigate to find something out, being inquisitive.

trotted to run at a medium pace with short steps.

toughest strong and hard, difficult to beat.

yowl a loud wailing cry, in pain or distress.

scatter to run away quickly in all directions.

EEEEOWWWFFTZ a furious war cry from Scarface Claw.


Spiritual, Moral, Social and Cultural Education

• An understanding of feelings and emotions and their likely impact.

When you read this book, what emotions do you feel? What images do you see in your mind?

• A sense of empathy with others, concern and compassion.

Which dog do you think needs the most care? How would you take care of the dog you have chosen?

• An ability to distinguish right from wrong.

Hairy Maclary went sniffing in the bin for tasty scraps. Was this a good idea or a bad idea?

• An ability to think through the consequences of their own and others’ actions.

Bins contain items that we, as humans, don’t want anymore. Hairy Maclary did sniff in the bin. What could the consequences be if he took something out that he shouldn’t eat?

Spiritual Moral


• Works successfully as a member of a group or team.

If you were looking after all these dogs how would you manage to walk them all safely? Who would help? What’s your plan?

• Resolves conflicts.

Scarface Claw is clearly a very ferocious cat with a bad temper. How would you help him feel less angry and aggressive towards the dogs?

• An appreciation of the diversity and interdependence of cultures.

All the dogs are different sizes, ages, breeds, colours and build. Do they notice the difference between themselves? How are we like them, and how are we different?

Social Cultural


Sparkling StartAcquire

Fabulous FinishRecall, Explain, Retain

• Set up a dog bonanza! Layout lots of pictures of different dogs. Ask pupils to think aloud and label the features they notice, such as: long legs, fat tummy, hairy coat, floppy ears.

• Using a picture of a visiting dog, prepare questions we are going to ask the owner. Now, with permission and risk assessment completed, arrange for a dog and their owner to visit the class.

• Perform this rhyming story for others. Practice using expression and effects to enhance the audience’s experience. This tale can be learnt by heart and recited from memory.


Basic

RECALL-it

Time to remember the story. Draw, map and label the events in the story. Tell it to yourself. Fold the flap over to push yourself and see if you can recall the events in order. The more times you do this, the better you will get! Test out your memory with a friend! Discuss events. Join in with stories or poems. Recognise and join in with (including role-play) recurring language.

DESCRIBE-itEach of these dogs is unique and different. Write words that describe each one. Hairy Maclary is a good one to start with. Use the DESCRIBE-it page to help. Join in with stories or poems. Discuss favourite words and phrases.

KNOW-itChoose a dog. What facts do you know? Find out and record new and interesting facts about each of the dogs. Use the KNOW-it page to help. Ask and answer questions about texts. Link reading to own experience and other books.

QUESTION-it Choose one dog like Bitzer Maloney, for example. What do we also want to know? Use the QUESTION-it page to help. Ask and answer questions about texts.

RETELL-itNow we know more about the dogs and the sequence of the story, why not retell it. Use words and pictures to help you explain the events and actions. The RETELL-it page may be useful here. Recognise and join in with (including role-play) recurring language.

WORD-it

Select a dog and place the image and text in the centre of the WORD-it page. Describe what you see and add well-chosen adjectives to describe. You may have some in a list already. Choose them carefully to help the reader understand more about the dog. Explain and discuss understanding of texts.


Advancing

TOP-it

Remembering all the dog facts and information it is time to make a list of all the measurable features dogs have, such as: height, speed, weight, noisiness. Decide on 4 common features and use these to help classify the dogs. As a class, allocate a number to the feature or category. Set a minimum and a maximum. You’ve created a card you can compare with others. Use the TOP-it page to help. Explain and discuss understanding of texts.

SUMMARISE-it

Use your RECALL-it page to remind you of the exact story details. Now divide the story up into events. Describe in a few sentences what happened in these events. Check your sentences are accurate and the book has a title. How does this help the reader? Do you notice how the author makes Hairy Maclary appear to do something different after introducing each new dog? Discuss the significance of the title and events.

SENSE-itChoose a dog and an event. What can you infer from the book about the untold parts of the event? Use the SENSE-it page to help. Make inferences on the basis of what is being said and done.

EMOTION-itUse the single character page first. The SUMMARISE-it page would be useful before this activity. Now match the key events and emotion colour to a chosen dog. Do the emotions change? How do the illustrations help you? Infer what characters are like from their actions.

COMPARE-it

Choose two dogs. What do you notice is similar and different? Use the COMPARE-it page to help. Select words and phrases that help describe each dog. Explain and discuss understanding of texts. Discuss favourite words and phrases. Check that reading makes sense and self-correct.

REMEMBER-itFlick back through the book. What do you remember? Can you recall some of the words and phrases used? Which ones stand out? Listen to and discuss a wide range of texts. Discuss favourite words and phrases. Discuss events.


Deep

RECOMMEND-itUse the information from the SUMMARISE-it pages. Select two events and recommend them to others. You could explain what is good about them, such as the sentences used, words, phrases, events or character interactions. Explain and discuss understanding of texts. Discuss favourite words and phrases.

SKETCH-it

Use words from the text. Select three. Discuss the meaning and spelling patterns. Read the words to understand their meaning and find them in the book to assess the context. Be imaginative, use the words and make a story up with them in. Now record it. You could give pupils 5 or 10 minutes to sketch out a story using the words selected. Can you spell them correctly, use them in context and with meaning? Push yourself and add two more words.

PREDICT-itRemember and recall the lines in the book. Follow the rhyming text and take turns to predict the next line. Say it out aloud. What follows “Bottomley Potts... covered in spots”? Recognise and join in with (including role-play) recurring language.

INVESTIGATE-itWhat if you changed the events in the story? How would this affect the meaning? Use the INVESTIGATE-it page to help. Change one part and imagine what could happen! Discuss events. Predict events. Check that reading makes sense and self-correct.

DESIGN-itWrite the story backwards - what if the end was the beginning? Use the DESIGN-it page to help create a different series of events. Recognise and join in with (including role-play) recurring language. Discuss favourite words and phrases.

SELECT-itThink aloud. Use text from the book and the NOTICE-it page. Identify words and phrases that rhyme. Say why they work. Annotate the text to show why and how they rhyme. Write alternatives inspired by Lynley Dodd. Discuss favourite words and phrases. Discuss events.


EMOTION-it (Single character)

Key event 1 Key event 2 Key event 3 Key event 4 Key event 5

Character emotion

Proof from the text or illustration

Happiness

Sadness

Anger

Fear

Disgust

Surprise

Love

Shame


VIEWPOINT-it (Single character)

Character:Words describing how this character felt.

I am writing sentences to show the viewpoint of this character.

Words describing what this character thought.


COMPARE-it - Hairy Maclarey from Donaldson’s Dairy


DESCRIBE-it - Hairy Maclarey from Donaldson’s Dairy

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