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INTRODUCTION Contents PAGE 4 Why Short Reads Plus Higher? 5 Choosing a Short Text 6 Scheduling Short Reads Plus Higher in the Classroom 7 A Balanced Approach 8 Using the Short Reads Plus Higher Lesson Notes FICTION CARD TITLE TEXT TYPE GR LEVEL LEXILE PAGE 1. The Sword in the Stone Legend S 780L 10 Scholastic 2. The Ridgepole Realistic Fiction S 780L 12 3. The Secret Garden Classic T 700L 14 4. Martin Rattler Adventure T 790L 16 5. Prometheus the Fire-Giver Myth T 800L 18 6. The Two Foolish Frogs Folk Tale T 800L 20 7. Theseus and the Minotaur Myth T 800L 22 8. Coral Island Classic T 830L 24 9. Mr Deane Goes Missing Mystery U 810L 26 10. Poems of the Sea Poetry U 820L 28 © 2021 Scholastic Education International (S) Pte Ltd 11. The Young King Fairy Tale U 820L 30 12. The Riddle of the Frozen Flame Mystery U 830L 32 13. Three Men in a Boat Humorous Fiction U 860L 34 14. A Columbus of Space Science Fiction U 880L 36 15. 20,000 Leagues Under the Sea Science Fiction V 740L 38 2

NON-FICTION CARD TITLE TEXT TYPE GR LEVEL LEXILE PAGE 1. Do the Robot Instructions S 730L 40 2. Oil from the Earth 730L 42 3. Wake Up! Magazine S 730L 44 4. A Machine That Flies Essay S 750L 46 5. Wildlife for Sale 750L 48 6. African Plains Safari Newspaper S 780L 50 7. Cyberbullying 780L 52 8. Extreme Weather Magazine S 780L 54 9. Marie Curie Brochure T 790L 56 10. Ancient Honey 830L 58 11. The Acid Effect ScholasticEssay T 830L 60 12. Incredible Invertebrates 760L 62 13. Cousins in Conflict Guidebook T 920L 64 14. Health & Wellness Historical Recount T 920L 66 15. The Buried City 920L 68 Science Journal T 70 Answer Key © 2021 Scholastic Education International (S) Pte Ltd Instructions T Fact File U Telegram U Fact File U U Newspaper 3

Why Short Reads Plus Higher? Short Reads Plus Higher is an innovative, easy-to-implement guided reading programme. It includes: • Engaging age-appropriate Lexiled®1 texts grouped by Guided Reading Levels • A range of fiction and non-fiction texts that cover a variety of genres and text types • Suggestions for lesson preparation, class discussion and extension • An Activity Book with a graphic organiser and worksheet to accompany each text • A Reading Journal for students to record reading progress Why Guided Reading? Guided Reading involves the close reading of a short text passage, coupled with instruction, to help readers build a deep and critical understanding of the text. By developing students’ comprehension and higher-order thinking skills, you can help them make sense of the world. “A significant body of research links the close reading of complex text— whether the student is a struggling reader or advanced—to significant gains in reading proficiency, and finds close reading to be a key component of college and career readiness.” (Partnership for Assessment of Readiness for College and Careers, 2012, p. 7)2. READING AND REREADING FOR DIFFERENT PURPOSES The texts in Short Reads Plus Higher are carefully selected and deliberately short. This focuses students on purposeful reading, rereading and responding. They learn about the topic through rich vocabulary development and deep comprehension. 1st Reading © 2021 Scholastic Education International (S) Pte Ltd 2ndReading Scholastic 3rd Reading 4th Reading PREPARE READ DISCUSS WRITE AND READ CLOSELY Students reread and analyse the text Students actively respond to through questioning to explore: the text using: • text structure and features • higher-order thinking skills • key ideas and details • paired discussion • connections/conclusions • written responses • predictions/inferences • words and phrases in context ¹ Lexile, Lexile Framework and the Lexile symbol are U.S. registered trademarks of MetaMetrics Inc. ² Partnership for Assessment of Readiness for College and Careers. (2012). PARCC model content frameworks: English language arts/literacy grades 3-11. Version 2.0. Retrieved from www.parcconline.org/resources/educator-resources/ 4 modelcontent-frameworks/ela-model-content-framework/structure-of-the-model-content-frameworks-for-ela-literacy

Choosing a Short Text Your students should ideally be reading texts at a level appropriate to their reading development, or have teaching support to help them access texts outside their normal reading range. WITHIN A STUDENT’S READING RANGE Short Reads Plus Higher texts are levelled based on the well-established A-to-Z gradient of difficulty. This is designed to allow teachers to differentiate instruction and select texts that will challenge students to read and comprehend increasingly complex texts (Fountas & Pinnell, 2013). CHOOSING TEXTS AND TEXT COMPLEXITY Text complexity reflects three criteria: quantitative measures, qualitative measures and matching reader and tasks. Scholastic Quantitative measures Qualitative measures Reader and Task measures include: include: consider factors such as: • word length • levels of meaning • knowledge and experience • word frequency • levels of purpose • purpose for reading • word difficulty • structure • interest and motivation • sentence length • organisation • complexity of text-based task • text length • language conventionality • complexity of text-based • text cohesion • language clarity • prior language and questions knowledge demands © 2021 Scholastic Education International (S) Pte Ltd Each text has been levelled according to Lexile® measures, a commonly used quantitative measure to determine students’ independent reading level. Guided reading levels also reflect qualitative characteristics of text, such as organisation and clarity of language. Each text is accompanied by a graphic organiser in the Activity Book. These graphic organisers have been levelled to support reading response, and cover a range of reading skills from identifying key details to inferring. 5

Scheduling Short Reads Plus Higher in the Classroom The cards are designed as teacher-led activities and should be an alternative to other group activities. Because the cards are short, your class should be able to read, reread and discuss a card in one lesson of approximately 30 minutes. Students may then complete the worksheet activities and fill in their Reading Journal, either in class or at home, which will take about another 30 minutes. Instructional Focus and Stages of Reading Development at a Glance Self-Monitoring Emergent Guided Early Guided Transitional Guided Fluent Guided Reading Levels A–C Reading Levels D–I Reading Levels J–P Reading Levels N–Z • Picture clues • Monitor with meaning • Monitor with meaning • Monitor with meaning • Cross‑checking [picture [reread/think about text] • Self‑correct • Self‑correct and meaning] • Self‑correct • One‑to‑one matching • Self‑correct Decoding Scholastic• Cross‑checking [picture• Cover the ending • Integrate decoding • Integrate decoding Vocabulary clue/first letter] • Use known parts strategies to figure out strategies to figure out • Chunk big words unknown words unknown words • High‑Frequency Sight • Break down contractions Words • Use analogies • Reread and think, “What • Reread and think, “What would make sense?” would make sense?” • Use illustrations and text features to understand • Cover the ending • Clarify vocabulary unfamiliar words and • Chunk big words concepts • Use analogies • Reread for clues • Check the picture • Use a known part Fluency • Read with expression • Expression: Attend to italic/ • Expression: Read as if you • Use the author’s cues bold words are the character to read text with the appropriate rate, accuracy, • Expression: Read dialogue • Phrasing: Read two or three phrasing, and expression with expression words at a time • Rate: Mark the text to push the reader’s eye forward Comprehension • Build background • Retell: • Retell: Beginning‑Middle‑ • Retell © 2021 Scholastic Education International (S) Pte Ltd knowledge [Use schema/ Beginning‑Middle‑End End [B‑M‑E] Comprehension prior knowledge] [B‑M‑E] • Connect Conversation • Summarize using • Predict • Connect • Connect Somebody‑Wanted‑But‑So • Question • State opinions • Predict [S‑W‑B‑S] • Determine importance • Question • Infer • Determine importance • S, T, P [Stop, Think, • Visualise • Infer Paraphrase] • Evaluate • State and support opinions • Apply/synthesise • Retell: Who and What • State and support opinions • Character Analysis: Track the characters’ feelings • Connect • Predict • Question • Determine importance • Infer • Visualise • Evaluate • State and support opinions From Next Step Guided Reading Assessment Teacher’s Guide (Grades K–2) by Jan Richardson and Maria Walther. Text copyright © 2013 6 by Jan Richardson and Maria Walther. Used by permission of Scholastic Inc. All rights reserved.

A Balanced Approach Short Reads Plus Higher enables teachers to guide young students through the entire reading process—from basic understanding through to deep comprehension—by using short, powerful texts that are explored using a range of proven teaching strategies. All these aspects combine to provide a balanced approach to reading instruction. In Short Reads Plus Higher, students learn to re-read and look for evidence in the text to gain a deeper level of comprehension and appreciation for the way an author writes. Students can then use their higher-order thinking skills to respond to texts and enhance their own writing. DecodingScholastic Comprehension © 2021 Scholastic Education International (S) Pte Ltd Skills explored in context, Deep comprehension through carefully graduated rereading for different purposes • preparation to engage • text structure and meaning • literal and inferential question types with the text • higher-order thinking skills • phonics, spelling • exemplary answer modelling • vocabulary, grammar, Techniques punctuation • high-frequency Evidence-based, proven teaching strategies sight words • balanced questions covering Text many levels of comprehension • explicit instruction through Texts carefully selected to enable deep discussion exemplary responses • short, self-contained text • open-ended peer • age-appropriate • text worthy of deep discussion prompts • writing tasks linked reading and discussion • measured by Lexile®* to reading and reading level ¹ Department of Education, Science and Training (DEST) 2005, Teaching reading: Literature review, Canberra, Australia: Commonwealth of Australia * Lexile, Lexile Framework and the Lexile symbol are U.S. registered trademarks of Metametrics Inc. 7

Using the Short Reads Plus Higher Lesson Notes FOCUS QUESTION A question to help establish a clear purpose or support framework for reading the text REFERENCE PANEL ScholasticLevel 8 • Fiction • Card 12 The Riddle of the Frozen Flame Card reference data for teachers Mystery ?• Focus Question: How do authors usually show their characters are scared? PREPARE AND READ GRL U • 830L Brief prompts to engage PREPARE & READ students Summary: Nigel Merriton returns to his ancestral home • Read the title and introduction aloud. What paradox or contradiction READ CLOSELY in England. He sees odd features in the title? Questions teachers can flames in the marshlands ask to encourage careful nearby. What could they be? • This story doesn’t feature the main character, Inspector Cleek. Discuss rereading why an author may not follow one character’s experience through a story. Themes: encountering a RED NUMBERS mystery; being fearful; being • Ask students to read the card. BESIDE QUESTIONS superstitious Cross-reference to card READ CLOSELY illustration, pointing to where Text Features: title, students will find the answers introduction, dialogue, Words and Phrases in Context paragraphs, illustrations, How does the first sentence help explain what ‘misnomer’ means? In what columns, footnote way is the second sentence contrary to the first? 1 Vocabulary: . . . The first sentence describes Merriton Towers as lonely, then says it • gaunt: depressing or is ‘not a misnomer’. This means it is ‘not an incorrect name’. The second sentence is contrary to the first, as the word ‘handsome’ usually refers to miserable in appearance something beautiful. Here the house is handsome in a ‘gaunt, grey, prison- like way’. LESSON MATERIALS Lesson Materials: © 2021 Scholastic Education International (S) Pte Ltd Cross-reference to the lesson • Student Book pp. 27–28 Key Ideas and Details materials for each unit • Graphic Organiser p. 38 What clue in the third paragraph on the first page of the card suggests why • Worksheet pp. 39–40 Nigel has chosen to visit? What phrases in the first and fourth paragraphs of GRAPHIC ORGANISER • Reading Journal pp. 27–28 the same page indicate that Merriton Towers is remote? 1 – 4 task to build specific • Answers p. 81 reading skills Characters 32 Why do you think Borkins’s speech is different from that of Nigel? Why doesn’t he want Nigel to investigate the flames? What does this tell you about him? 5 – 8 Draw Conclusions What different strategies does the author use to show Nigel is afraid? 2 – 9 . . . The author shows Merriton is scared by his physical reactions (can’t sleep, sits in chair, restless, shaking nerves, whips around quickly when he hears a knock, cold chill, nervous ‘mirthless’ laugh), voice (high-pitched voice, speaks in broken and short sentences, exclamations), and statements (“You’ve fairly made my flesh creep”). ORGANISE INFORMATION Key Ideas and Details Help students to complete the reading skills task in the sheet labelled Graphic Organiser in their Activity Book. Ask: What were the main events in the story? Have students complete the plot diagram in the Graphic Organiser. Ask: What effect did the frozen flames have on the villagers? 32-33 SRP TG L8 TheRiddleOfTheFrozenFlame.indd 32 POSSIBLE RESPONSE 26/11/20 12:44 PM Exemplary answers for challenging questions 8

STUDENT TEXT RED NUMBERS ON CARD Copy of both sides of the card Cross-reference to questions in ‘Read Closely’ section Level 8 • Fiction • Card 12 HIGHER HIGHER Instinctively, he got to his feet. What on on my nerves, so I’m going out to earth—? But, even as his lips formed investigate.” the unspoken exclamation, another light joined the others—dancing, Borkins gave a little exclamation of 6 twinkling and flickering out there across alarm and put one trembling hand the gloomy marshlands. Merriton over his face. “Please, sir, don’t!” he forced open another window with some murmured in a shaken voice. “Those effort and gazed at the lights. lights, sir—if you knew the story! If you In a moment, sleep had gone from his values your life at any price at all don’t eyelids and he felt thoroughly awake. go out, sir, and investigate them.” He must throw on some clothes and The Riddle of the Frozen Flame investigate, for this was so strange, “What’s that?” Merriton swung round so incredible. He knew, well enough, and looked into the weak, rather This novel from the Inspector Cleek mystery series, first published in 1920, features that that part of the marshes was watery, blue eyes of his butler. “What gold robberies, jealousy, murder and mysterious flames that appear in marshy uninhabited. on earth do you mean, Borkins? Why meadows in the dead of night. At this point in the story, Nigel Merriton has returned Hastily, he began to dress. As he shouldn’t I go out and investigate to his family home in a remote part of England. During his first night there, Nigel struggled into a pair of trousers, there them? Who’s to stop me?” cannot sleep, and notices something surprising from his bedroom window. was a soft knock on his door. He whipped around as though he had “The story’s common knowledge, been shot, his nerves shaking from the Sir Nigel, sir. Them there flames are Scholastic very atmosphere of the place. strange. Frozen flames the villagers 7 “And who on earth are you?” he 1Merriton Towers had been called the He settled himself back against the snapped. calls ’em, because they don’t seem to give out no ’eat. Nobody lives in that © 2021 Scholastic Education International (S) Pte Ltd. Copyright © 2018 by Scholastic Inc. loneliest spot in England by many of hard, horsehair sofa and pulled up 5The door swung open a trifle and part of the Fens and there isn’t a single the tourists who visited, and it was not 4the blind, instantly filling the room a misnomer. It was a handsome place, the pale face of Borkins, the butler, person in the whole village that would with grey and lavender shadows; appeared, his eyes wide with fright and venture anywhere near it after dark.” no doubt, in its gaunt, grey, prison- outside, the marshes stretched out his mouth hanging open. “Sir Nigel, 2like way. in unbroken lines into the distance. sorry, I ’eard a dreadful noise—like Merriton lay with his eyes upon the a pistol shot it was, comin’ from this “Why?” © 2021 Scholastic Education International (S) Pte Ltd. Copyright © 2018 by Scholastic Inc. The first night, Nigel hardly slept a window and surveyed the scene room! Anythink the matter, sir?” wink. His bed was a huge four-poster, before him with despairing eyes. Not “Nothing!” broke out Merriton. “The “Because they never comes back, 8 circled by plush hangings that closed a sign of habitation anywhere—not a noise you heard was that window, that’s why, sir!” said Borkins. ‘‘Tisn’t an around him; it creaked at every turn vestige of it. which possibly hasn’t been opened for old wives’ tale neither—there’s been he made, until finally he got up, taking a century or two, groaning in pain at cases by the score. Only a matter of a quilt with him, and spent the rest of Focusing on the clump of trees that being forced into action again. Can’t six months ago, one of the boys from the hours upon a sofa beside an open stood out against the semi-darkness sleep in this beastly room and then the mill said he was a-goin’ ter see window. of the approaching dawn, he saw a I saw out the window those flames who it was wot made them flames light sudden burst of light, like a tiny flame, flickering across the horizon. up by theirselves, but he never came “How can people live in such places?” low down upon the very edge of I’ve been watching them for the back, and a new flame appeared the he muttered to himself, over and over the Fens. One light, two, three, and past twenty minutes and they’ve got next night.” then a very host of them flashed out. again. “No wonder my poor old uncle • The Fens are a marshy plain in eastern England. “Whew! Bit of a tall story, Borkins!” disappeared!” Nevertheless, a cold chill crept over 3 Merriton’s bones and he gave a forced, 9 mirthless laugh. “You’ve fairly made my Adapted from a novel by Thomas W. Hanshew 27 flesh creep with your beastly story!” he and Mary E. Hanshew said, in a rather high-pitched voice. GRL U • 830L 27-28 SRP SB L8 TheRiddleoftheFrozenFlame.indd 27 06/10/20 8:51 AM 28 COMPREHENSIVE 27-28 SRP SB L8 TheRiddleoftheFrozenFlame.indd 28 06/10/20 8:51 AM ANSWER KEY with thumbnails of graphic Have students answer the question in their • In the book, it is later found that the flames are organiser, worksheets and own words. made by criminals. What purpose could the flames Reading Journal have? (signals between criminals; make locals fear DISCUSS SUGGESTED area; burn evidence; distract from real scene of crime) ANSWERS These questions can be used for paired to open-ended questions discussion. Ask students to use the text to support WRITE © 2021 Scholastic Education International (S) Pte Ltd their reasoning. Then, ask them to share their ANSWER KEY conclusions with the group. Have students complete either one or both of the following options in the worksheets in their Worksheet Page 40 HIGHER • Why do you think the scene of the frozen flame Activity Book. occurs near the beginning of the story? (sets up HIGHER 2. Do you think Nigel will proceed with his plan to investigate mystery; gives background information about flames; 1. Write what you learnt from the story. the flames? Tell why or why not. creates suspense for reader) a. What was Merriton Towers called by tourists? Was Date: Complete the plot diagram to identify the key events in the story. Action Resolution What effect did the frozen flames have on the villagers? Why? Climax He prepared to go out to investigate the Borkins warned him that everyone They were so fearful of it that nobody dared to venture near the marshes. Nigel was unable to sleep that night and saw the flames • What are some facts you learn about the flames Level 8 • Fiction • Card 12 cause of the flames. who had gone to the marshes had when he looked out the window. He was about to set off to in the story? (called ‘frozen flames’; give off no He saw flickering flames across the marshes. disappeared. investigate them when he was stopped by Borkins. I think that heat; number increases when people disappear; in it accurate? Nigel will proceed with his plan to investigate the flames. middle of moors; scare villagers; have appeared for Graphic Organiser Page 38 Action © 2021 Scholastic Education International (S) Pte Ltd. Illustrations © 2018 by Scholastic Inc. © 2021 Scholastic Education International (S) Pte Ltd. Illustrations © 2018 by Scholastic Inc. at least six months) How would you investigate the He was not able to fall asleep so he sat on One reason why Nigel will proceed with his plan is because flames today? (hidden cameras; drones; movement b. Why do you think Nigel was there? the sofa and looked out the window. of his uncle. He might think that the mysterious flames could sensors; visit police) c. How can you tell that Nigel was affected by be linked to his uncle’s disappearance. Hence, he will want to investigate the flames in a bid to find his uncle. Borkins’ story? Introduction (Information/Explanation) Nigel was at Merriton Towers. Another reason Nigel might proceed is his inability to sleep. Rather than wasting time sitting on the sofa waiting for 2. Do you think Nigel will proceed with his plan to daylight, he might make better use of his time investigating investigate the flames? Tell why or why not. the flames. (Opinion) A final reason he will investigate is because his curiosity has Level 8 • Fiction • Card 12 been sparked by the flames. He will want to find out the cause Graphic Organiser of the flames since that part of the marshes is uninhabited. Name: 33 Although Borkins seemed to have Nigel’s interests at heart by dissuading him from investigating the flames, I do not think 38 he will be successful as Nigel will probably persist in leaving the house to find out the secret of the flames. 40 Worksheet Page 39 Reading Journal Pages 27–28 Level 8 • Fiction • Card 12 Level 8 • Fiction • Card 12 Worksheet Your reflections Name: Date: Rating: HIGHER I like how Borkins tried to warn Nigel about the flames. Date: Summarise the text in your own words. What you liked HIGHER Nigel was unable to sleep and saw flames in the distance through the window. When he wanted to investigate, he was stopped by Borkins the butler. Write down some new words you learned and look up their meanings. 32-33 SRP TG L8 TheRiddleOfTheFrozenFlame.indd 33 WRITE 26/11/20 12:44 PM New Words Meaning What you Nigel will ignore Borkin’s warning and go Two writing tasks using think will to investigate the flames. DISCUSS information/explanation and 1. Write what you learnt from the story. misnomer a name that is not suitable happen next Summative questions for paired opinion writing skills gaunt empty and unattractive discussion, encouraging higher- a. What was Merriton Towers called by tourists? Was it accurate? plush expensive and of high quality level thinking skills It was called the loneliest spot in England. Yes, it was like a prison flickering glowing in an unsteady way with nothing surrounding it. mirthless not showing real happiness © 2021 Scholastic Education International (S) Pte Ltd. Illustrations © 2018 by Scholastic Inc. What are some sentences you found interesting? What you The author wanted to create a setting think the suitable for a mystery to take place. © 2021 Scholastic Education International (S) Pte Ltd 1. He whipped around as though he had been shot, author © 2021 Scholastic Education International (S) Pte Ltd his nerves shaking from the very atmosphere of wanted to © 2021 Scholastic Education International (S) Pte Ltd the place. achieve 2. Borkins gave a little exclamation of alarm and put one trembling hand over his face. b. Why do you think Nigel was there? 3. Nevertheless, a cold chill crept over Merriton’s He was there to investigate the disappearance of his uncle. bones and he gave a forced, mirthless laugh. 27 28 SRP Reading Journal L8 Fiction.indd 27 05/10/20 11:50 AM SRP Reading Journal L8 Fiction.indd 28 05/10/20 11:50 AM c. How can you tell that Nigel was affected by Borkins’ story? He gave a forced mirthless laugh and his voice became rather high pitched, which implied that he was afraid. 9 39 81 SRP TG L8 Ans TheRiddleOfTheFrozenFlame.indd 81 81 01/12/20 9:15 AM

Level 8 • Fiction • Card 1 ScholasticThe Sword in the Stone Legend ?• Focus Question: How can an ordinary person become © 2021 Scholastic Education International (S) Pte Ltd extraordinary? GRL S • 780L PREPARE & READ Summary: Britain has no ruler. Merlin the Wise says • Read the title aloud. Tell students there are many legends about King a new king will be revealed. Arthur. A stone with a sword embedded in it appears. He • Read the introduction aloud. Explain that little is known of the source of who pulls it out will be king. this legend and that there are several theories about Arthur’s identity. Themes: following one’s • Ask students to read the card. destiny; cheating; revealing the truth READ CLOSELY Text Features: title, drop Words and Phrases in Context capital, introduction, At the start, what word and phrase tells you about the life of nobles (knights, dialogue, paragraphs, lords and barons) at the time? Why would fighting among the nobles make illustrations people unhappy? 1 2 Vocabulary: • etched: cut or carved into Key Events and Details What was so special about the sword embedded in the stone? Why did a surface Arthur not celebrate in any way when he removed it? 4 5 • swaddled: wrapped in a Sequence of Events What does Sir Ector do when he sees the sword? What happens next? 6 7 cloth • anointed: smeared or . . . Sir Ector doesn’t believe Sir Kay pulled the sword from the stone. He makes his son return the sword and try to pull it out again. Sir Kay can’t pull rubbed with oil, as part of the sword out, but Arthur can. The knights realise that this means Arthur is a religious ceremony the rightful king and they fall to their knees to show their respect. Lesson Materials: Author’s Craft • Student Book pp. 5–6 What is unusual about the language Sir Ector uses as he tells how • Graphic Organiser p. 5 Arthur came to live in his house? Why do you think the author used • Worksheet pp. 6–7 these words? 8 • Reading Journal pp. 5–6 • Answers p. 70 Make Connections What did the stranger say when he gave the baby to Sir Ector? Who says 10 something similar earlier? Who do you think the stranger was? 3 8 ORGANISE INFORMATION Characters/Draw Conclusions Help students to complete the reading skills task in the sheet labelled Graphic Organiser in their Activity Book. Ask: What do you learn about Arthur and Sir Ector? Help students to think about what they learnt from the text and complete the character information. Ask: In your opinion, will Arthur make a good king? Why do you think so? Have students write a sentence in the space provided.

Level 8 • Fiction • Card 1 The wizard Merlin, also known as Merlin the Wise, foretells the deaths of King Uther, the High King of Britain, and Queen Igraine. To save their baby son’s life, Merlin asks a nobleman, Sir Ector, to raise the child as his own son. He does not tell Sir Ector the truth about baby Arthur, saying only that his true identity will be revealed in time. HIGHER HIGHER © 2021 Scholastic Education International (S) Pte Ltd. Adapted from The Legends of King Arthur and His Knights by Sir Thomas Malory and Sir James Knowles. Copyright © 2016 by Scholastic Inc. The Sword 4Indeed, a sign appeared that Sir Kay announced, “I have the © 2021 Scholastic Education International (S) Pte Ltd. Adapted from The Legends of King Arthur and His Knights by Sir Thomas Malory and Sir James Knowles. Copyright © 2016 by Scholastic Inc. All rights reserved. Illustrations: side 1t courtesy Old Book Art Image Gallery; “A” © paulrommer/Shutterstock, Inc. Photo sides 1-2 background: © ranplett/iStockphoto. S in The sword of the stone, Father. I am All rights reserved. Illustrations: side 1t courtesy Old Book Art Image Gallery; “A” © paulrommer/Shutterstock, Inc. Photo sides 1-2 background: © ranplett/iStockphoto. very winter, in the square the one destined to be King.” Tone of a great London cathedral. It was a huge stone with a 6Sir Ector demanded that Sir sword embedded in it. On the sword was etched, ‘Whoever pulls Kay tell the truth about how he had the sword from this stone is born the possession of the sword. The father and rightful King of Britain.’ his sons rode quickly to the cathedral, For weeks, knights and nobles where Sir Ector told Arthur to return attempted to pull the sword from the the sword to the stone. Both Sir Ector stone. But the sword would not be and Sir Kay tried to pull out the sword, dislodged. but they failed. Arthur grasped the On the eve of the New Year, a great sword and pulled it out again with ease. tournament was held in the city. Sir Ector and Sir Kay were taking part Sir Ector and Sir Kay fell on their 7 in the jousting. Together with young knees before Arthur, who cried out Arthur, they rode on horseback to the in confusion, “Stop! Dear father and contest. But Sir Kay suddenly realised brother, why do you kneel before me?” that he had left his sword at home. Arthur offered to ride back to get it for Sir Ector said, “It all started on a 8 him. dark, dark night fifteen years ago. A When Arthur arrived at the house, it stranger came to my door. He handed rthur was a strong and gentle fifteen-year-old who 1 was locked and empty, for everyone was me a swaddled babe and bade me to was training to be a knight. He lived with Sir Ector at the tournament. But he remembered raise the child as my own son. When I and his son, Sir Kay, whom he called his father and a sword he had seen in the cathedral questioned him, he said that the child’s brother for he knew no other family. He looked square. He thought there would be no identity would be revealed in due time.” forward to following on their noble path. harm in borrowing it for the contest Scholastic and returning it after the event. He gazed fondly at Arthur. “Today, that But these were dark times. Without a strong ruler, the lords and has happened. Thanks to the sword in 5Not knowing the story behind the the stone, we now know that you are 2barons fought among themselves. The lives of the people were the son of Uther. You are the rightful sword in the stone, Arthur rode to the High King of Britain!” made miserable by conflict. The land called Britain was in a square. He dismounted from his horse, state of chaos. removed the sword, mounted his horse again and rode to the tournament. 3But the wise Merlin stepped forward to announce that a new era Sir Kay immediately recognised the When young Arthur heard this, he sword. Without saying a word to lamented that he had, that day, lost his would begin. There would soon be a new High King, who would Arthur, he took the sword to his father. father and brother. He had also lost the be revealed by a special sign. father and mother he had never known. But he swore to fulfil his duty. Retelling by Sir Thomas Malory and Sir James Knowles from a novel by T. H. White 5 He was anointed King Arthur. Thus GRL S • 780L began a reign of unity and peace. 05-06 SRP SB L8 TheSwordintheStone.indd 5 06/10/20 8:45 AM 6 05-06 SRP SB L8 TheSwordintheStone.indd 6 06/10/20 8:45 AM DISCUSS WRITE © 2021 Scholastic Education International (S) Pte Ltd These questions can be used for paired Have students complete either one or both of discussion. Ask students to use the text to support the following options in the worksheets in their their reasoning. Then, ask them to share their Activity Book. conclusions with the group. 1. Imagine you are Arthur. Retell the story in the • What beliefs about rulers and kings are first person. Use details from the story to show presented in the story? (leaders meant to maintain how you became king. order for the people; there is a rightful king who will (Information/Explanation) be the best leader; the rightful leader is the son of a king, in this case, Arthur) 2. How do you think you would feel if you were Arthur and Sir Ector had just told you the story • If you were Sir Ector, how would you have felt on of your identity? being asked to raise a strange child as your own? (Opinion) Why? (happy/excited: opportunity to provide a child with a good life; scared/worried: not knowing whose child it is; concerned about being a good parent) • Which parts of this legend are believable? (training; nobles fighting; tournament and contests; maybe some characters’ names) Which parts are most likely to be fantasy or mythology? (sword in stone; way Arthur becomes king) 11

Level 8 • Fiction • Card 15 Scholastic20,000 Leagues Under the Sea Science Fiction ?• Focus Question: What object would you be surprised to find in a © 2021 Scholastic Education International (S) Pte Ltd remote part of the ocean, and why? GRL V • 740L PREPARE & READ Summary: Professor Aronnax falls overboard as • Read the title aloud. Explain that a ‘league’ is a measure of distance no longer the warship he is travelling used and that 1 league is about 5 kilometres/3 miles. The distance in the title on attacks a sea monster. isn’t the depth dived to, but the distance travelled while under the sea. Conseil leaps in to save him. They find Ned, who knows • Read the introduction aloud and ask students what kind of information it what the monster really is. provides. Themes: being loyal; • Ask students to read the card. surviving; adapting; going on an adventure; persevering READ CLOSELY Text Features: title, Problem introduction, dialogue, What happens to the professor at the beginning of the story? Why does he paragraphs, illustrations, despair that he can’t be saved? 1 – 3 columns Vocabulary: Words and Phrases in Context • phosphorescent: quality How does the way Conseil speaks to the professor reflect their relationship? 4 – 6 of light that shines without heat Setting • quicksilver: liquid metal Where and when does the story take place? How do the professor and mercury Conseil try to cope? How does the environment affect them? 1 –7 10 Lesson Materials: . . . The scene is set in the sea in the middle of the night. The warship has • Student Book pp. 33–34 left the men behind, so they swim around in the hope of being picked up by • Graphic Organiser p. 47 its longboats. They cope by taking turns, with one swimming and towing his • Worksheet pp. 48–49 floating and resting partner. Even so, they suffer from cold and exhaustion. • Reading Journal pp. 33–34 • Answers p. 84 Make Inferences Although the characters have different backgrounds, how does the author 38 show they have something significant in common? 4 – 12 . . . The characters are from different backgrounds, but they use refined language. Their conversation and observations show deep understanding and intelligence. Key Ideas and Details What do Aronnax and Conseil think of the ‘monster’ at first? How does their thinking change when they talk to Ned? What does this imply? 1 8 –13 15 ORGANISE INFORMATION Compare and Contrast Help students to complete the reading skills task in the sheet labelled Graphic Organiser in their Activity Book. Ask: How do the two characters react and feel in different situations?

Level 8 • Fiction • Card 15 The year is 1866. After receiving reports of a strange sea monster, thought to be a narwhal, authorities 1 despatch a warship to destroy it. Included in the expedition is a French scientist, Professor Pierre Aronnax, who narrates the story, the professor’s servant, Conseil, and a Canadian whaler called Ned HIGHER H I G H E R10 Land. After a long search, the crew find and attack the monster but it is much tougher than they had expected. When Professor Aronnax is thrown into the water, he discovers things aren’t what they seem... Having concluded that our sole chance for salvation convulsively, filling with brine, and its coldness ran lay in being picked up by the warship’s longboats, we through me. I raised my head one last time, then I “Help!” This was the last shout I gave. My mouth had to take steps to wait for them as long as possible. collapsed. was filling with water. I struggled against being I decided to divide our energies so we wouldn’t dragged into the depths. both be worn out at the same time, and this was the Just then, something hard banged against me. I clung arrangement: while one of us lay on his back, staying to it. Then I felt myself being pulled upward, back 4Suddenly, my clothes were seized by energetic motionless with arms crossed and legs outstretched, to the surface of the water; my chest caved in, and I the other would swim and propel his partner fainted. hands. I felt myself pulled abruptly back to the surface of the sea, and I heard these words forward. This towing role was to last no longer than For certain, I came to quickly, because someone was pronounced in my ear: “If Master would oblige me ten minutes, and by sharing the burden in this way, massaging me so vigorously that it left furrows in by leaning on my shoulder, Master will swim with we could stay afloat for hours, perhaps even until my flesh. I half opened my eyes. much greater ease.” daybreak. With one hand I seized the arm of my loyal servant, Slim chance, but hope springs eternal in the human In the last light of a moon settling on the horizon, I Conseil. “You!” I said. “You!” breast! Besides, there were two of us. Lastly, I can spotted a face that I recognised at once. vouch—as improbable as it seems—that even if I had “Myself,” Conseil replied, “and at Master’s 5 wanted to destroy all my illusions, even if I had been “Ned!” I exclaimed. “You were thrown overboard command.” willing to give in to despair, I could not have done after the ship’s collision?” so! 20,000 LEAGUES “That collision threw you overboard along with me?” The cetacean had rammed our ship at about eleven “Yes, Professor, but I was luckier than you, and right 13 UNDER THE SEA o’clock in the evening. I therefore calculated on eight away I was able to set foot on this floating island.” 6“Not at all. But being in Master’s employ, I followed hours of swimming until sunrise. A strenuous task, but feasible, thanks to our system of ten-minute “Island?” Master.” The fine lad thought this only natural! rests. The sea was pretty smooth, so it barely tired us. Sometimes I tried to peer through the dense “Or in other words, on our gigantic narwhal.” “What about the ship?” I asked. gloom, which was broken only by the phosphorescent flickers coming from our movements. I stared 7“The ship?” Conseil replied, rolling over on his back. at the luminous ripples breaking over my hands, “Explain yourself, Ned.” shimmering sheets spattered with blotches of bluish © 2021 Scholastic Education International (S) Pte Ltd. Copyright © 2018 by Scholastic Inc. Although I was startled by this unexpected descent, I “I think Master had best not depend on it to any grey. It seemed as if we’d plunged into a pool of “It’s just that I soon realised why my harpoon got 14 have a very clear recollection of my sensations during great extent!” quicksilver. it. “What are you saying?” blunted and couldn’t puncture its hide.” Near one o’clock in the morning, I was overcome 11 At first, I was dragged about twenty feet under. I’m “Why, Ned, why?” a good swimmer, and I didn’t lose my head on the with tremendous exhaustion. My limbs stiffened in way down. With two vigorous kicks of the heel, I “I’m saying that just as I jumped overboard, I heard the grip of intense cramps. Conseil had to keep me “Because, Professor, this beast is made of 15 © 2021 Scholastic Education International (S) Pte Ltd. Copyright © 2018 by Scholastic Inc. came back to the surface of the sea. the men at the helm shout, “Our propeller and going, and attending to our self-preservation became boilerplate steel!” rudder are smashed!”” his sole responsibility. I soon heard the poor lad 2My first concern was to look for the warship. “Smashed?” gasping; his breathing became shallow and quick. I didn’t think he could stand such exertions for much longer. 3Had the crew seen me go overboard? WouldScholastic “Yes, smashed by the monster’s tusk! I believe it’s 8 the sole injury the ship has sustained. But most Commander Farragut put a longboat to sea? Could inconveniently for us, it can no longer steer.” I hope to be rescued? The gloom was profound. I glimpsed a black mass disappearing eastward, its lights fading out in the “Then we’re done for!” 9 “Go on! Go on!” I told him. distance. It was the warship. I felt I was done for. “Perhaps,” Conseil replied serenely. “However, we “Help! Help!” I shouted, swimming desperately still have a few hours before us, and in a few hours “Leave Master behind?” he replied. “Never! I’ll 12 towards the ship. one can do a great many things!” drown before he does!” My clothes were weighing me down. The water Conseil’s unflappable composure cheered me up. ... glued them to my body, paralysing my movements. ... Conseil kept towing me. Sometimes he looked up, I was sinking, suffocating. stared straight ahead, and shouted a request for directions, which was answered by a voice that was Extract from a novel by Jules Verne 33 getting closer and closer. I could barely hear it. I GRL V • 740L was at the end of my strength. My fingers gave out; my hands were no help to me. My mouth opened 33-34 SRP SB L8 20,000LeaguesUndertheSea.indd 33 06/10/20 8:52 AM 34 33-34 SRP SB L8 20,000LeaguesUndertheSea.indd 34 06/10/20 8:52 AM © 2021 Scholastic Education International (S) Pte Ltd Help students to think about what they learnt from • This story appeared in 1870. Discuss which the text and write their answers in the spaces elements might have been new and exciting provided. then. (narwhal; underwater vessel) What elements aren’t common now? (servant/master relationship; Ask: How would you describe each character? harpoon for one man to use to strike whale) Help students to infer the character traits of the two characters. • What dangers might Aronnax, Conseil and Ned face next in the story? (people in submarine may DISCUSS be unfriendly; starvation; shark attacks) These questions can be used for paired discussion. Ask students to use the text to support WRITE their reasoning. Then, ask them to share their conclusions with the group. Have students complete either one or both of the following options in the worksheets in their • What details in the story help suggest to the Activity Book. reader what the ‘floating island’ might be? (steel, made by people, probably a sea vessel—ship/barge/ 1. Imagine you are Conseil. Write a letter to a oil rig/submarine; difficult to see so low in water, friend describing how you saved your master. maybe upturned ship or submarine; no wreckage, so (Information/Explanation) probably a submarine) 2. Would you say that Professor Aronnax was lucky to have a servant like Conseil? Would he have survived without him? Tell why or why not. (Opinion) 39

Level 8 • Non-fiction • Card 15 ScholasticThe Buried City Newspaper ? Focus Question: How did the people of New York respond when a © 2021 Scholastic Education International (S) Pte Ltd blizzard buried their city in snow? GRL U • 920L PREPARE & READ Summary: This historical newspaper article describes • Review the meaning of the word ‘blizzard’. the devastation of New York • Discuss the elements of the masthead at the top of the newspaper. City by the Blizzard of 1888. • Ask students to read the card. Themes: recognising how READ CLOSELY the destructive Blizzard of 1888 affected New York Author’s Language Choices City; understanding how the What figurative language is used in the first two paragraphs of the article? citizens of New York City How does this language help readers understand the destruction caused by coped in the aftermath of the the blizzard? 2 blizzard Key Ideas and Details Text Features: masthead, How are the men dressed when they come out to dig paths through the headline, lead, headings, snow? Based on details in the text, what is the most likely reason that they photographs, captions are dressed this way? 3 Vocabulary: Make Connections • blizzard: violent windstorm What detail in the section ‘Locked in Sleeping Cars’ does the writer include to elaborate on the statement that 50,000 are homeless? 1 4 with dry, driving snow and intense cold Photos and Text • snowdrifts: piles of snow In the section ‘Below Zero’, the writer describes the ‘tremendous hills of formed by wind snow’ in the streets, and the ‘paths through which the population crept • appalling: inspiring shock along’. How do the photos support this description? 3 5 or horror • endurance: the ability to Vocabulary outlast difficulties What three words does the writer use to tell why the police and firemen • metropolis: very large city deserve praise? Which of these words means ‘the ability to outlast • benevolent: devoted to difficulties’? Which word means ‘not acting selfishly’? How do these words doing good works, kind show the writer’s admiration for their work? 6 Lesson Materials: ORGANISE INFORMATION • Student Book pp. 63–64 • Graphic Organiser p. 92 Cause and Effect/Make Inferences • Worksheet pp. 93–94 Help students to complete the reading skills task in the sheet labelled • Reading Journal pp. 63–64 Graphic Organiser in their Activity Book. • Answers p. 99 Ask: What caused the blizzard and how did it affect New York City? What 68 was done to tackle the problem? Guide students to to write the causes and effects using details they learnt from reading the text. Help them understand the steps taken to solve the problem. Ask: What do you understand about natural disasters from reading the text? Help students to answer the question in their own words.

Level 8 • Non-fiction • Card 15 The snowstorm that hit the east coast of North America in 1888 lasted a day and a half, dumping up to 130cm HIGHER of snow in some areas and creating snow drifts up to 16 metres tall. Approximately 400 people lost their lives in the storm, 200 of whom were in New York City. Ironically, much of the damage to New York occurred in the THE NEW YORK HERALD NEW YORK, N.Y., WEDNESDAY, MARCH 14, 1888 days following the blizzard due to fires, as the fire department could not function in the heavy snow. The New York HeraldHIGHER VOL. XXI NO. 8,653 NEW YORK, N.Y., WEDNESDAY MARCH 14, 1888 PRICE ONE CENT THE BURIED CITY The white hurricane had strewn her could go up and down town again without 5 danger of freezing to death in the streets, Nearly Half the City Is in Ruins and busiest streets with wreck and ruin. Courts but no one could get in or out of the city. 50,000 Are Homeless. 1 were closed and commerce was paralysed. 4Locked in Sleeping Cars Below Zero All the sleeping cars in the public railway depots were given to the public as hotels. © 2021 Scholastic Education International (S) Pte Ltd. Photos: side 1bl: © Clifford H. Jordan/Corbis; side 2bl: © Bettmann/Corbis, tr: © The Granger Collection. 2With men and women dying in the streets, Just after dawn yesterday the snow stopped. But the great wind still shook the Women and children lay on the hard New York saw day breaking through the earth. Snowflakes whirled upward again in floors. They thankfully ate cheese and wild clouds yesterday morning. Nature weird, fantastic shapes. At six o’clock the crackers distributed by railway officials. had overwhelmed the city. Citizens were thermometer was one degree below zero. found dead in the mighty snowdrifts. The telegraph wires were shredded into Thousands upon thousands of men © 2021 Scholastic Education International (S) Pte Ltd. Photos: side 1bl: © Clifford H. Jordan/Corbis; side 2bl: © Bettmann/Corbis, tr: © The Granger Collection. Within forty-eight hours the city was wrapped themselves in the oddest converted into an Arctic wilderness. It costumes. They turned out to dig paths was cut off from all railway and telegraph through the streets. In many places the communication. 3 diggers had to cut through gigantic drifts in order to reach people who were trapped in their own houses. tangled webs that caught the feet of horses Tremendous hills of snow were thrown and human beings in the snow. Editors cabled to London in hopes of getting news into the streets. People had to creep along from Boston. The telegraph operators paths between them. 6slept all night beside their instruments, Sometimes these hills were so high that a but no sound broke the deadly silence. The police and the firemen deserve man would walk for half a block without the highest praise for their endurance, being able to see anything but the gray sky unselfishness and heroism. This American Scholastic metropolis has exhibited a great, and above him. noble heart. Everyone agreed yesterday that every charitable and benevolent Horses helped drag away the fallen organisation within the reach of New York must open its doors wide to help. The city trees and telegraph poles. Thousands had lost so many millions of dollars by this storm that no man will dare to even of abandoned wagons were dug out and guess at the total damage. dragged to places of shelter. But with all the confusing sights and sounds, the most appalling thing was the absolute breaking off of all outside Above: Bullock teams are working hard to clear pathways through the snowdrifts. Top Snow covers a street and blows against communication. The elevated railway Right: A grocery store in Brooklyn operates a row of apartment houses surrounding trains had partially resumed work. Citizens in difficult circumstances to distribute Trinity Church. supplies. GRL U • 920L 63 63-64 SRP SB L8 Blizzardof1888.indd 63 06/10/20 9:37 AM 64 63-64 SRP SB L8 Blizzardof1888.indd 64 06/10/20 9:37 AM DISCUSS the event) How would it be different? (coloured These questions can be used for paired pictures; televesion news coverage; people will share discussion. Ask students to use the text to support their reasoning. Then ask them to share their personal experience on social media) conclusions with the group. © 2021 Scholastic Education International (S) Pte Ltd WRITE • How is the information in the article organised? How does this organisation help you understand Help students complete either one or both of the sequence of events? (catchy headings; the following options in the worksheets in their arranged in sequence of events; photographs and Activity Book. captions to support the text) 1. Write what you learnt from the text. • What details from the text supports the idea that a. How did the weather affect the recovery work? the blizzard turned the city of New York upside b. Why did some people think that it was a dream? down? (converted into Arctic wildness; courts and c. W hy do you think the telegraph operators slept commerce paralysed; snow hills; confusion and chaos) beside their instruments? (Information/Explanation) • Imagine that a blizzard like the one described in the article hit a major city in the present 2. Which details from the article best convey day. How would news coverage of the event people’s heroism in the aftermath of the be similar to the article? (newspaper will report blizzard? (Opinion) 69