Page 2 - KEYLINKS_CATALOGUE_E&A

Momsy made a pot of hot soup
as they watched the clouds beating each other. The wind began to whine and the rain beat a drum roll on the roof.
PREVIEW/
VIEW yHouwsdoomeesththinegillaubsotruattiwohnatell MbeomthsinykMinig?gins and KC might WRehaedrethtehepraegaentyowyorudrseylof.u hdoidwnʼtoksnaoyw? the meaning of or Clarify – stalked, twitching, drum roll.
KC left his throne and stalked around the room – his royal tail in the air and his whiskers twitching.
What do you think is meant by p‘riocytuarletainil’y?oWuhrihcheawdo?rHdoswp?aint a
“He can smell a storm,” said Papa.
Hbiogwstdoormyo?uWkhnicohwwthoirsdswateslla you?
What do you think made Papa sHaoywʻKwCoucoldulydosumfeelllainstaosrmto’r?m like this? Why? Wmhigahttdhoaypopuenthninekxt?
Thewindwasgettingstronger–tugging at the house as if it was trying to snatch it away. Its icy fingers reached through under the gaps under the door.
pCaognetin1u7e. on PREVIEW/VIEW to REVAIDEIWNG
Outside, sticks and leaves and paper chased each other in the air.
Find – an advjercbtive a noun
67
How do you know it is a noun, verb or an adjective?
Turn to READING REVIEW on page 11.
WRITING REVIEW
Find an example of personification.
Turn to WRITING REVIEW on page 9.
Piserwshoennifiacnation oigrdieavane,nimotbarajleiatcsrte
of a person. TWOROILTEBROSX
Suddenly, the door blew open. A flash of lightning zig-zagged across the sky and the clouds slapped each other – hard.
“It’s KC,” said Papa. “He’s not here. He must have gone out when the door blew open.”
“A royal cat like him,” said Momsy, “won’t survive in a storm like this. We’ll have to rescue him.”
PREVIEW/
VIEW
What do you think has hyoaupptehninekd?thWaht?at makes Read the pages to yourself. Wdiedrneʼtthkenroewanthyewmoerdasniynogu of or how to say? Csularrvifivye–.flickering,
Were your predictions right anbexotu?t wWhayt?wWohuyldnohta?ppen How do you know Hugo iFsinʼdttshcearwedorodfsttheatdamrkak?e you think this. Wyohuarthpeicatdurwehdeon you greatdin... ‘oTtherc’?louds slapped each What other words paint a picture for you?
Why do you think Momsy thought a royal cat like KstCorwmo?uWldhnaʼt sduorvyiovue tinhitnhke might be a consequence of going out in the storm? Continue on PREVIEW/VIEW to page 17.
WRITING
REVIEW
Find an
example of
personification.
Turn to WRITING REVIEW on page 11.
The room went black. “Power’s off,” said Momsy.
Papa closed the door and Momsy lit the candles. Hugo loved the way the flickering light made shadows on the wall.
Then they heard the noise. It was a strange, hissing sound.
“That’s an animal,” said Momsy.
There’s a monster on the wall!
89
Personification
oigridsfieavawane,pnhimoetrbnarsajloeaiatcnsrt.e
WRITERS TOOL BOX
5 June
PREVIEW/
VIEW
Look at the top photograph. Wishtihcehdpetrescotnived?oWyhoyu dthoinykou think that? Look at the photo of the rhino. The rhino horn iPseowpolrethusaelotht eofhmoronnteoy.make mtheisdiscineo.tWgohoydd?oWyhoyudtohiynoku think the doodles are there? RWehaoditshtelpliangetthoeysotourys?elWf.ho dWoeryeotuhtehrienakntyhewʻowrdeʼs iyso? u didnʼt know the meaning of or how to say? What clues cmaenaynoinuguosfeatowworodrkyoutdtohe
Today I talked on the phone to amancalledJoneswhoIknow sells rhino horns. I told him I wanted to buy a black rhino horn because I needed some money.
I don’t like pretending to be a criminal and I feel terrible that another rhino could be killed
for its horns. But it is probably the only way we will catch people like Jones.
Cnolatrikfyno–wc?riminal, pretending. How was this detective pWrheytednodiynoguttohbinekahceridmoiensanlʼ?t
Jones and other people like him might make a lot of money selling rhino horns but if they are caught they could spend a long time in jail.
lcirkiempinraelt?enHdoiwngdtooyboeuaknow trhisnowkililllneodt?bFeintdhethfierswtobrldasck that make you know this. Ctoopntaigneue17o.n PREVIEW/VDiIaEryW
How stupid is that!
23
WRITING
REVIEW
A diary records thoughts and feelings. What are some of the detectiveʼs thoughts here?
A diary can be written as though the person writing it is talking to someone. Which sentences on this page make it seem like the writer is talking to someone?
Turn to WRITING REVIEW on page 7.
TWOROILTEBROSX
2
Unlock the keys t
Approved for the current CAPS - F
Key Links encourages explicit teaching through engaging fiction and non-fiction texts.
Easy-to-access prompts focus teacher–learner discussions to maximise teaching opportunities. The lessons address all three curriculum strands of language, literacy and literature. They give specific focus to active learner interaction. Learners are expected to think and talk about what and how they read.
Learners are specifically taught processing skills, such as word recognition and sound and letter knowledge. They also explicitly discuss and use comprehension strategies right from the beginning. As they develop their reading skills, links between reading and writing are made more precise.
Why? Learners learn to read text, comprehend it, and learn from what they read.
How? So?
What makes Key Links truly different for learners?
The books
• The humorous fiction titles and fascinating non-fiction titles engage readers.
• The wrap-around covers increase excitement and add information about the book before reading.
• There is a good balance of fiction and non-fiction titles at each level.
The design
• The design is cutting edge, to appeal to young, visually savvy learners. Features include speech bubbles, variety of fonts and design, and non-fiction features.
Documentary-Style Non-Fiction
• To make non-fiction more accessible to beginner readers Key Links uses a documentary style.
• Using a ‘case study’ approach, experiences of animals or people are recounted to give students a more familiar story-like feel.
What makes Key Links truly different for teachers?
The Focus Panel provides practical support ‘on the page’.
The FOCUS PANELS provide prompts to use
• PREVIEW – before reading
• VIEW – during reading
• REVIEW – after reading
The prompts focus on:
• oral language – thinking and
talking about text
• comprehension strategies –
making meaning
• processing skills – unlocking the text • vocabulary and letter-sound
relationships in context
• readingfluency
• writing letters, words and word
families
The prompts for non-fiction titles focus students on:
• clarifying and building vocabulary • ‘reading’ the non-fiction features • making connections
• forming opinions
• making inferences
• comparing and contrasting
• posing questions
• summarising