Book Band Green CRR Level 14Genre Fantasy fictionLength 16pp (219 words)Letters and Sounds Phase 5

NC Level 1BAPP Level 1, SecurePhonics Bug Up to Unit 27High-frequency words came, could, make, looked

Plot SummaryWallace is always inventing crazy machines. This time he has made a robot called the Autochef who can help to cook breakfast for him and Gromit. Gromit knows that the machines don’t always work according to plan, so he’s not surprised when the eggs fly out, the tea squirts out, and the machine spins round and round, going mad!

Wallace & Gromit and the Autochef

Curr. Ref. Objectives APP Assessment Focus

7:4 (PNS)LIT 1-14a (CfE)RS8 (W)R9 (NI)

Reading Recognise the main elements that shape different texts

AF4: some awareness of meaning of simple text features (L1)

4:1 (PNS)LIT 1-04a (CfE)OS12 (W)T&L 2 (NI)

Speaking and ListeningExplore familiar themes and characters through improvisation and role-play

AF3: engage in imaginative play enacting simple characters and situations using everyday speech, gesture or movement (L1)

9:4 (PNS)LIT 1-26a (CfE)WS11 (W)W2 (NI)

WritingFind and use interesting words and phrases, including story language

AF7: mostly simple vocabulary (L1/bullet 1)vocabulary (L1/bullet 1)

PCMPCMPCMPCMPCMPCM

KeyAF = Assessment Focuses for APP in Reading, Speaking & Listening and WritingAPP = Assessing Pupils’ Progress, QCA (2009)CfE = The Curriculum for Excellence (2009)

NI = Northern Ireland Primary Curriculum Foundation Stage (2007)PNS = Strand objectives from the Primary National Strategies (2006)W = Foundation Phase Framework for children’s learning for 3 to 7-year-olds in Wales (2008)

Session 1 Reading

Before Reading

Phonics for ReadingTurn to page 2 and point to the word invention. Ask the children for their help to read it. Ask, “What can we do first, with a long word like this?” (Split it up into syllables). Ask a volunteer to write the word on the board and add a line between each syllable (in/ven/tion). Focus on the ‘tion’ and explain, if necessary, how this letter string is pronounced.

Walkthrough

Talk about the front and back covers. Encourage predictions: • Have the children read the other Wallace & Gromit stories? Who

is who?• Do the children know that Wallace is an inventor? What does

this machine seem to be for?• Why might Gromit be wearing a raincoat inside?

During Reading

While the children read, ask them to think about the main question.

Main question: What do the words in speech bubbles and bold tell us? (AF4)

Additional prompts to help you sample the children’s reading:

Page 2: Check that the children can use their decoding skills to read invention. (AF1)

Page 2: What has Wallace managed to fix? (the remote for the Autochef) How do the children know he has fixed it? (AF2, AF4)

Page 7: What sound appears when the Autochef is starting to go wrong? How do we know this? (AF2, AF4)

Page 8: Why do you think the author has made the word splat look like it does? (AF4)

Page 12: Can the children read the word spout? Can they link this word to the word round on page 13? (medial vowel sound ‘ou’) (AF1)

Page 13: How does Wallace feel on this page? How can you tell? (AF4)

After Reading (collecting evidence for AF4)

Discuss the answer to the main question as a group. Look together at the whole story, flick through the pages and point out all the text that is either in a speech bubble or written in bold. At each point ask the children what is being said or suggested. Why would the author want to include those words? Do they move the story along? Do they help you to understand what it is like to be in the room with the Autochef? Do they tell you what Wallace is like?

Quick Finishers

What food do you like? Think of a recipe that the Autochef could help you with.

What could go wrong if the Autochef cooks this for you?

Speaking and ListeningOne of the machines that still works in Wallace’s house is his telephone. Ask the children to imagine that they are Wallace and Wallace’s friend, Wendolene. Wallace is going to call Wendolene to tell her all about what happened when the Autochef went wrong. Invite the children to practise a phone call and then show the others what they can do. (AF3)

WritingUsing the PCM, the children can write a sentence to explain how the Autochef went wrong at three different points in the story. They can use the story and pictures as a prompt, but encourage them to add their own choice of words. (AF7)

Making Links

How many different ways to cook or eat eggs can the children think of? If the Autochef tried each of these ways using two eggs each time, how many eggs would Wallace need to buy?

Session 2 Speaking and Listening & Writing

Phonics for WritingRemind the children of the word invention, and ask a volunteer to find it in the book on page 2 and write it on the board. Ask another child to underline the part of the word that makes the ‘shun’ sound. Say some more ‘tion’ words out loud, and encourage the children to have a go at spelling them (e.g. station, mention, action).