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Taken from: KS 1 Book Bands: White and Lime

For: The Enormous Crocodile Author: Roald Dahl, Illustrator: Quentin Blake

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You may copy this book freely for use in your school. The pages in this book are copyright, but copies may be made without fees or prior permission provided that these copies are used only by the institution which purchased the book. For copying in any other circumstances, prior written consent must be obtained from the publisher. The Enormous Crocodile Author: Roald Dahl, Illustrator: Quentin Blake Key stage 1: Lime

Roald Dahl is one of the most popular authors in the world. Many of his children’s books are very well known and have been made into films or stage productions. Popular Roald Dahl children’s stories include: Matilda, Charlie and the Chocolate Factory, The Twits, The BFG, The Witches and James and the Giant Peach. Although he died in 1990, his writing is still enjoyed by millions of children today.

Quentin Blake illustrated almost all of Roald Dahl’s books. He began working with Dahl in 1976 and they continued working together until Dahl’s death. Dahl described Quentin as ‘the finest illustrator of children’s books in the world today!’ In 2013, Blake was knighted in the New Year’s Honours list, which means he is now officially known as Sir Quentin Blake.

Story synopsis The Enormous Crocodile boasts to his friend, the Notsobig One, that he can devise various secret plans and clever tricks to catch some juicy small children to satisfy his voracious appetite. He leaves the brown, muddy river and meets various animals as he walks through the jungle: Humpy-Rumpy the hippopotamus, Trunky the elephant, Muggle-Wump the monkey and the Roly-Poly Bird. The animals all know that the Enormous Crocodile has nasty plans and tricks in mind; they are horrified that he is going to eat small children, but they are all cleverer than he is. As he enters the town, the Enormous Crocodile pretends to be a coconut tree. Just as a small boy is about to climb the ‘tree’, Humpy-Rumpy charges in and knocks the Enormous Crocodile to the ground. However, crocodiles are tough. Clever Trick Number Two is to make himself into a see-saw by balancing himself over a piece of wood in the playground. Just as the children are about to sit on the ‘see-saw’, Muggle-Wump appears and tells the children to run away as the crocodile is about to eat them up. Thwarted again, the Enormous Crocodile approaches a roundabout at the fair to pose as a wooden crocodile. A girl is about to climb up to ride on him when the Roly-Poly Bird swooshes down and tells her it is a real crocodile who wants to eat her up. By now the Enormous Crocodile is very hungry. Clever Trick Number Four is to place himself as a picnic bench next to a table on which he has placed flowers to entice the children. He waits as the children approach. They are about to sit on his back when a loud voice bellows “Stand back!” Trunky the elephant crashes out of the bushes, trots over to the crocodile bench and wraps his trunk around the crocodile’s tail. As the crocodile dangles upside down, Trunky swings him round and round in the air, faster and faster. Trunky suddenly lets go and the crocodile sails up into the sky ‘like a huge green rocket’. Higher and faster he goes, past the moon and stars, until he crashes headlong into the sun and sizzles up ‘like a sausage’.

The Enormous Crocodile © Badger Learning 2 PB Discussing the text Objective 7: participating in discussion about what is read to them, taking turns and listening to what others say

Objective 8: explaining and discussing their understanding of books, poems and other material, both those that they listen to and those that they read for themselves Discussing the text is the central focus of all guided reading sessions. These objectives run throughout the Teacher-led sessions and link to the following expectation:

‘Discussion should be demonstrated to pupils. They should be guided to participate in it and they should be helped to consider the opinions of others. They should receive feedback on their discussions.’ (National curriculum for Key Stage 1)

See the various ideas for encouraging KS1 pupils to join in the discussion in the Introduction to this book.

Questions The questions provided in the Teacher-led sessions can be used to explore and develop the children’s understanding. Examples of some possible answers for the more open questions are given; however, teachers should be aware that variations on these answers may also be correct.

Teacher-led session 1 Introducing the text Objective 1: drawing on what they already know or on background information and vocabulary provided by the teacher

Front cover: Look at the front cover. Ask the children: • Have they seen or read any other books by the same author and/or illustrator? • Can they guess what the crocodile has in his mouth in the illustration? This may be tricky as it is not clear. However, later in the story, the items in his mouth are revealed to be bird feathers.

Blurb: Ask the children: • What do you know about crocodiles? Where might crocodiles be found? • Ask them to identify some other jungle animals that might be in the story. • Discuss alliteration e.g. ‘greedy grumptious’ and ‘foul fiend’. • Is ‘grumptious’ a real word? (No – but pupils could still try to work out what it might imply within the context where it has been used.)

The Enormous Crocodile © Badger Learning 3 Beginning the story The activities and questions below relate to the following national curriculum expectations and objectives.

Objective 2: discussing and clarifying the meanings of words, linking new meanings to known vocabulary

Objective 4: making inferences on the basis of what is being said and done Objective 6: predicting what might happen on the basis of what has been read so far Begin the story by reading pages nine to 11 to the children. Emphasise the way the two crocodiles are talking. Take account of the punctuation, and the italics. Ask the children why you emphasised ‘tough’ and ‘chewy’, ‘nasty’ and ‘bitter’. Select some children to read the words spoken by the two crocodiles on page ten as if they are having the conversation. Remind the children to read with expression, taking account of the punctuation when they are reading to themselves. Ask the questions below during or after reading.

Page 9 • Where is the story set? • Which crocodile wants to eat a child for his lunch?

Page 10 • Which words show that the Notsobig One does not think children taste very nice?

Page 11 • How does the Enormous Crocodile describe himself? • How does the Notsobig One describe the Enormous Crocodile? How might children react if they saw the Enormous Crocodile coming towards them? Do you think the crocodile will get to eat any children?

Continuing reading Continue with reading pages 12–21, selecting Option A, B or C, depending on the ability of the children and the level of the text.

Option A Modelled reading The teacher reads aloud to the pupils. This approach links to the following expectations from the national curriculum:

‘Pupils should be taught to develop pleasure in reading, motivation to read, vocabulary and understanding by listening to and discussing a wide range of poems, stories and non-fiction at a level beyond that at which they can read independently.’ ‘“Thinking aloud” when reading to pupils may help them to understand what skilled readers do.’

The Enormous Crocodile © Badger Learning 4 Pupils should be discussing texts beyond the level at which they can phonically decode. This is a key aspect of the national curriculum for reading. Therefore, the teacher may purposely select a text the children cannot yet read entirely by themselves for use in guided reading. The focus is on comprehension rather than word level. Teachers should model how to use expression and pay attention to punctuation.

Option B Shared reading This approach links to the following national curriculum objectives:

Objective 3: checking that the text makes sense to them, reading fluently and correcting inaccurate reading If suitable, the children could take it in turns to read short segments of the text aloud. Encourage them to self-correct as they are reading. Teach pupils how to use phonics, picture cues and logic to work out the meanings and pronunciation of new words. Help pupils to read with expression and attention to punctuation.

Option C Independent reading The children are fluent readers and the text is matched to their reading level.

Objective 3: checking that the text makes sense to them, reading fluently and correcting inaccurate reading One of the key aims of the national curriculum is that children should learn to ‘read easily, fluently and with good understanding’. If the text has been matched to the reading level of pupils, the children can read independently, quietly or silently, while the teacher moves around the table listening to them. Encourage the children to self-correct as they are reading. Use phonics, picture cues and logic to work out the meanings and pronunciation of new words. Encourage pupils to read with expression and attention to punctuation.

Reading focus Objective 2: discussing and clarifying the meanings of words, linking new meanings to known vocabulary

As pupils are reading, ask them to think about how the other animals feel about the Enormous Crocodile. Fast finishers could list the words the other animals use to describe him.

Reading follow-up The questions below relate to the following national curriculum objectives:

Objective 2: discussing and clarifying the meanings of words, linking new meanings to known vocabulary

Objective 4: making inferences on the basis of what is being said and done Objective 5: answering and asking questions

The Enormous Crocodile © Badger Learning 5 Allow children to feed back and share their thoughts regarding the reading focus activity. Check whether pupils encountered any words or phrases they did not understand and discuss meanings. Check whether they have any questions about the text so far. Is there anything they found puzzling? Is there anything they would like to find out more about?

Page 12 • How does the author describe the Enormous Crocodile’s teeth? (Explain the use of a simile: ‘sparkled like knives in the sun’. Discuss the author’s word choice and the meaning of the phrase.)

Page 13 • How does the crocodile describe himself?

Page 14 • Which word does the author use to describe how big the hippopotamus is?

Page 15 • Which words rhyme on this page?

Page 16 • Which words are used to describe the elephant’s voice?

Page 17 • Which words rhyme on this page?

Page 18 • Find examples of alliteration. (Teachers will probably need to explain the meaning of alliteration. Examples are ‘foul and filthy fiend’ and ‘squashed and squished and squizzled’.)

Page 19 • How does Muggle-Wump greet the Enormous Crocodile?

Page 20 • Which words show you that Muggle-Wump was upset when he realised the Enormous Crocodile planned to eat a child? (‘Muggle-Wump went pale and began to shake all over…’)

Page 21 • Do you think the Enormous Crocodile will eat Muggle-Wump?

The Enormous Crocodile © Badger Learning 6 Independent work This work is related to what the children have read so far up to page 21. They may work on this independently, or with support, until the next guided reading session. Discuss the tasks with the pupils before they start to ensure that it is clear to them what they have to do.

PCM 1: Describing the Enormous Crocodile List phrases the different animals use to describe the Enormous Crocodile.

PCM 2: Warning! Create a poster warning pupils to stay away from the Enormous Crocodile.

Teacher-led session 2 Reviewing independent work Allow the children to share and discuss independent work. Give feedback regarding their ideas.

Continuing reading Continue with reading pages 22–33 selecting Option A, B or C as in Teacher-led session 1, depending on the ability of the children and the level of the reading book.

Reading focus Objective 8: explaining and discussing their understanding of books, poems and other material, both those that they listen to and those that they read for themselves Ask pupils to look carefully at the illustrations as they read. They could use post-it notes to indicate what is happening in each one.

Reading follow-up The questions below relate to the following national curriculum objectives:

Objective 2: discussing and clarifying the meanings of words, linking new meanings to known vocabulary

Objective 4: making inferences on the basis of what is being said and done Objective 5: answering and asking questions Check whether children have any questions about the text so far. Is there anything they found puzzling? Is there anything they would like to find out more about? Check whether they encountered any words or phrases they did not understand and discuss meanings.

The Enormous Crocodile © Badger Learning 7 Page 22 • How does Muggle-Wump avoid being eaten by the Enormous Crocodile?

Page 23 • What was the Roly-Poly Bird doing?

Page 24 • How does the Roly-Poly Bird greet the Enormous Crocodile?

Pages 26–27 • What does the Enormous Crocodile have in his mouth?

Pages 28–29 • How many children does the Enormous Crocodile decide he is going to eat?

Pages 30–31 • How does the Enormous Crocodile plan to trick the children?

Pages 32–33 • Which words does Humpy-Rumpy use to warn the children? • What do you think the children are thinking at this point? • What do you think the Enormous Crocodile is thinking?

Independent/Supported task PCM 3: Nasty tricks PCM 3 provides a set task for pupils to complete whilst they are reading. Independent readers might continue reading the story, filling in the task sheet on their own. The teacher will then later be able to assess their understanding. Alternatively, for children who need support, additional teacher-led guided reading sessions may be required. Teachers might read the story aloud, or the group might engage in shared reading. In this instance, teachers would discuss the set task with the pupils orally.

Enhancing understanding The following national curriculum objectives, questions and activities are for use after the children have completed the story. They enable the children to connect more deeply with the whole text and enhance their understanding. An additional teacher-led guided reading session may be required to complete the activities below.

Objective 9: pupils should learn about cause and effect in both narrative and non-fiction (for example, what has prompted a character’s behaviour in a story) • Why do you think Trunky the elephant swung the Enormous Crocodile so far away?

The Enormous Crocodile © Badger Learning 8 Optional activity Objective 10: use role-play to identify with and explore characters and try out the language they have listened to Ask pupils to imagine they could speak to the Enormous Crocodile. How would they persuade him to see the error of his ways? What would they say to persuade him that it is wrong to eat children? To develop this further, the teacher in role as the Enormous Crocodile could respond to their comments.

Objective 11: discuss the sequence of events in books and how items of information are related

PCM 4: The Enormous Crocodile Reorganise events which occurred in the story in order. It is probably best for children to cut out the events and arrange them in order, then check through carefully to ensure they make sense before sticking them down on a separate sheet or in their books. The correct order for the events is: 4,6,5,1,3,2

Follow-up activities • Use some of the rhymes in the text as models for writing your own rhymes. • Create a book of disguises for crocodiles. • Write part of the story from the point of view of one of the other animals. • Write a list of rules for good behaviour for the Enormous Crocodile. • Read The Twits by Roald Dahl. It contains some of the same characters as The Enormous Crocodile (the Roly-Poly Bird and Muggle-Wump).

Name ...... Date ...... Describing the Enormous Crocodile P21 P16–18 P16 Page THE MONKEY MUGGLE-WUMP ELEPHANT TRUNKY THE HIPPOPOTAMUS HUMPY-RUMPY THE Animal How the animal describes Enormous Crocodile

Name ...... Date ......

WAR NING! CHILDREN – DO NOT APPROACH THIS CROCODILE!

A description of the crocodile:

Why you should not approach this crocodile:

What to do if you see this crocodile:

Name ...... Date ...... Draw a picture of each nasty trick, say what the children do, and describe how they are saved. Nasty tricks Four Three Two One Nasty tricks What the children do? children and what does it do? Which animal saves the

Name ...... Date ...... The Enormous Crocodile

Arrange these events in order:

1. Muggle-Wump, the monkey, stopped the Enormous Crocodile from eating a child.

2. Finally, Trunky the elephant got rid of the Enormous Crocodile – forever!

3. The Roly-Poly Bird stopped the Enormous Crocodile from eating a child.

4. The Enormous Crocodile decided he wanted to eat a child for lunch.

5. Humpy-Rumpy, the hippo, stopped the Enormous Crocodile from eating a child.

6. The other animals were horrified.

The Enormous Crocodile © Badger Learning Assessing Understanding: Curriculum Reading Objectives (White and Lime) The Enormous Crocodile ✓ good understanding ✗ poor understanding — some understanding

Teacher-led session 1 Section Objective Pupil Pupil Pupil Pupil Pupil Pupil

Introducing 1 the text Beginning the 2,4,6 story Read 3 chapter 1 Reading focus 2

Reading 2,4,5 follow-up Teacher-led session 2 Section Objective Pupil Pupil Pupil Pupil Pupil Pupil

Read 3 chapter 2 Reading focus 8

Reading 2 4,5 follow-up Enhancing 9,10 understanding General comments: