Published by Collins
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Text and illustrations © 2007 Satoshi KitamuraDesign © HarperCollinsPublishers Limited 2007
Series editor: Cliff Moon
Original ISBN 978-0-00-718663-1
Satoshi Kitamura asserts his moral right to be identified as the author of this work.
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior written permission of the Publisher or a licence permitting restricted copying in the United Kingdom issued by the Copyright Licensing Agency Ltd., 90 Tottenham Court Road, London W1T 4LP.
British Library Cataloguing in Publication DataA Catalogue record for this publication is available from the British Library.
Illustrator: Satoshi KitamuraDesign Manager: Niki Whitehorn, [email protected] reading ideas author: Clare Dowdall
AcknowledgementsCollins would like to thank Uz Afzal and Fox Primary School for their help in concept trialling and development for this title.
Collins would also like to thank the teachers and children at the following schools who took part in the development of Collins Big Cat:
Printed and bound by Printing Express Limited, Hong Kong
Get the latest Collins Big Cat news at
www.collinsbigcat.com/elt
Alfred Sutton Primary SchoolSt. Anne’s Fulshaw C of E Primary SchoolAnthony Bek Primary SchoolBiddick Primary SchoolBritannia Primary SchoolChrist Church Charnock Richard C of E Primary School
Cronton C of E Primary SchoolCuddington Community SchoolGlory Farm County Primary and Nursery SchoolSt. John Fisher RC Primary SchoolKillinghall Primary SchoolMalvern Link C of E Primary SchoolMargaret Macmillan Primary School
Minet Nursery and Infant SchoolNorbreck Primary SchoolOffley Endowed Primary SchoolPortsdown Primary SchoolSt. Margaret’s RC Primary SchoolWadebridge Community Primary School
Colours
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BlueBand 4
Satoshi Kitamura
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I went to the art show and I looked at
the paintings.
There were lots of colours in the paintings
and I began to imagine …
106
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107
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108
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… what if the world was all yellow?
There are lots of different yellows …
109
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… or what if everything was red?
There are lots of different reds …
110
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111
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… or what if everything was blue?
Can you imagine a world where
everything is blue?
112
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113
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Then I had an idea.
114
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The world isn’t just red or yellow or blue.
It’s a mixture of all these colours and
I wanted to try them out.
115
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I went home and I did my own paintings.
Why don’t you play with colours, too?
Try out just one, and then add lots more.
116
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117
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A story map
118
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119
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WorkbookWorkbookG2_volume_B.indb 120G2_volume_B.indb 120 11/05/13 6:18 PM11/05/13 6:18 PM
121
Before You Read
1. Colour the picture.
1 yellow
2 red
3 blue
2. Which colour do you like best?
Tick ( ) your answer.
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122
1. Look at the words in the box.
Find and circle them in
the word square.
imagine painting world
yellow different mixture
red blue everything
e v e r y t h i n g
d i f f e r e n t m
x m x m b c v i p i
x a n y t a t c a x
v g w o r l d n i t
b i x v e o x c n u
v n b x d r v b t r
y e l l o w b l i e
m b h y t h t u n x
n b v x f g h e g c
Key Story Words
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123
2. Copy the words.
1 paintings ________________
2 imagine ________________
3 world ________________
4 different ________________
5 everything ________________
6 mixture ________________
7 wanted ________________
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124
1. Complete each sentence with
the correct word to match
the story.
1 There were lots of ____________
(people/colours) in the paintings.
2 There are lots of ____________
(different/same) reds.
3 Can you ____________ (imagine/see)
a world where everything is blue?
4 Then I had an ____________
(thought/idea).
5 I wanted to ____________ (try/do)
them out.
Key Story Sentences 1
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125
Key Story Sentences 2
1. Match the beginning of each
sentence with its ending to match
the story.
everything
is blue?
I looked at
the paintings.
red or yellow
or blue.
different yellows ...
with colours, too?
I did my
own paintings.
I went to the art
show and
There are lots of
Can you imagine
a world where
The world
isn’t just
I went home and
Why don’t
you play
1
2
3
4
5
6
a
b
c
d
e
f
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126
Key Story Sentences 3
1. Fill in the blanks to match the story
and solve the crossword with words
from the box.
red
yellow
imagine
paintings
blue
1 I looked at the ______________.
2 Can you ______________ a world where
everything is blue?
3 What if the world was all ______________?
4 The world isn’t just red or yellow or
______________.
5 ... or what if everything was ______________?
1 2
4
3
5
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127
1. True or False? Write “T” for True
or “F” for False.
Reading Comprehension 1
1 The girl went to
an art show.
2 There are no yellows
in the world.
3 Everything in the world
is red.
4 The world is a mixture of
different colours.
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128
Reading Comprehension 2
1. Tick ( ) the correct sentence to
match the story.
1
2
3
4
a. I looked at
the paintings.
a. There aren’t
many reds.
a. All those paintings
made me feel blue.
a. I went home and I
did my own paintings.
b. I put up
my paintings.
b. There are lots
of different reds.
b. Can you imagine if
everything was blue?
b. I took all
the paintings home.
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129
2. Number the sentences in the correct
order (1–6) to match the story.
I went to the art show and
I looked at the paintings.
Can you imagine a world
where everything is blue?
What if the world was
all yellow?
Then I had an idea.
There are lots of
different reds.
I went home and I did
my own paintings.
1
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130
1. Connect the dots.
Follow the number code and
colour the picture.
Have Fun with English!
1
1 2 3
6
4 5
2 3
4 5 6
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131
2. Find and circle fi ve words in
the word snake.
3. Draw and colour your favourite
scene from the story.
re
dy e
ll
ow
b l u e w
or
ld
h
o me
id
ea
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132
Test Your English
1. Complete the sentences with
words from the box.
2. Choose the answer to each
question. Circle the letter.
1 I ____________________ at the paintings.
2 There are lots of _________________ reds.
3 Then I had an ________________________.
1 Where did the girl go?
a. the library
b. school
c. the art show
2 What colour did the girl paint at home?
a. a mixture
b. red
c. red and yellow
idea different looked
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Go to page 175 to get your
Reward Certificate.
You have completed
Colours
CONGRATULATIONS!CONGRATULATIONS!
133
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Getting started
• Ask the children to name their favourite colour. Ask why they like it. Create
a list of all the colours that the children know. Use items in the room to
help prompt them. (Note that some children may struggle to see colour.)
• Look at the cover and read the word colours together. What colours
can the children see? Read the author’s name. Practise blending
phonemes to say his name.
• Ask the children to look carefully at the rainbow. What do they know about
rainbows? List the colours in the rainbow.
Reading and responding• Read pp106–107 together. Model using phonic strategies to decode the
word paintings.
• Re-read pp106–107 together fluently. Ask them what the child may imagine
based on the pictures in the gallery. Encourage them to look closely
for detail.
• Read and look at pp108–109 together. What creatures can the children see
and where is this picture set? Encourage group discussion.
• Continue to read the book together to the end, noticing the animals that
can and can’t be seen in each picture.
Learning objectives: Read high-frequency words; apply phonic knowledge and skills as the prime approach to reading; identify the main events (beginnings and endings) in stories; use syntax and context when reading for meaning; take turns to speak, listen to others’ suggestions and talk about what they are going to do
Curriculum links: Art and Design; Self-portrait; Science; How we see things
High frequency words: and, are, at, can, could, did, had, if, it, just, like, look, more, of, one, or, out, see, the, them, there, to, too, went, were, what, with, would, you
Interest words: colours, art gallery, paintings, imagine, world, different, yellow, red, blue, mixture, green, orange, purple, brow, experiment
Resources: paint, brushes and paper
Word count: 18
134
Ideas for reading
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Returning to the book• Using pp118–119, ask the children to recount the events. Use the
language beginning, middle and end. Discuss how the book might end
(using the last picture on the wall). Where is the child going?
• In pairs, ask them to skim through the book looking for a ‘tricky word’
(imagine, experiment). Discuss how they might tackle this word on their
own. Share ideas and remind them of their phonic knowledge.
• Re-read the whole book together fluently using appropriate expression.
• Ask the children to imagine what it would be like if the world was just
one colour. Would they like that?
Checking and moving on• Using pp116–117, ask the children to find as many different colours as
they can. Check these against the list from earlier.
• Go on a colour hunt. Ask the children to find as many different colour
items as possible in two minutes. Sort the items into primary colour groups
and ‘other’ groups.
• Design a snake for the jungle pictures that is as colourful as possible.
This could be coloured using crayon and tacked to the picture.
• Ask the children to pick one colour and paint a whole picture with shades
of that colour. They can use white to lighten the paint.
red yellow blue
135
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