Cambridge Primary English · 0058 · First language
The Travelling Story Box
Join Noor and Ben as they take a box of stories around their neighbourhood. Repair messages, collect poems and make a guide for the next readers.
Stage 2 · 36 guided lessons · 108 practice questions
Learn with an adult in short sessions. Read aloud, rehearse words and sentences, draw, write and talk. Add daily reading, handwriting and live speaking and listening alongside these guided lessons.
Lesson 1 · 20 minutes
Read: A note inside the box
Read a note inside the box and explain an answer using the text.
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Lesson 2 · 20 minutes
Split digraphs and homophones
In take, tale and lake, a and e work across a consonant to represent the long a sound. Tale and tail sound alike but mean different things.
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Lesson 3 · 20 minutes
Create: A note inside the box
Write a note asking someone to take a story to a place. Use take or made and check tale/tail.
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Lesson 1 · 20 minutes
Read: A windy delivery
Read a windy delivery and explain an answer using the text.
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Lesson 2 · 20 minutes
Try a sound and check meaning
Bow can sound like low when it means a ribbon knot, or like how when it means bend forward. The sentence helps you choose the pronunciation.
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Lesson 3 · 20 minutes
Create: A windy delivery
Write two delivery rules using carefully, slowly or useful. Check each word against your word list.
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Lesson 1 · 20 minutes
Read: The mice in the story
Read the mice in the story and explain an answer using the text.
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Lesson 2 · 20 minutes
Change nouns and verbs carefully
Mouse changes to mice for more than one. It does not become mouses. Some plural nouns change in special ways.
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Lesson 3 · 20 minutes
Create: The mice in the story
Write two sentences about yesterday using watched or helped. Include one irregular plural: mice, children or sheep.
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Lesson 1 · 20 minutes
Read: Who said that?
Read who said that? and explain an answer using the text.
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Lesson 2 · 20 minutes
Questions, commands and lists
This asks for an answer, so it ends with a question mark. Put it beside the window is a command telling someone what to do.
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Lesson 3 · 20 minutes
Create: Who said that?
Write a question, a command and a list of three things to pack. Put each speaker on a new line if you add dialogue.
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Lesson 1 · 20 minutes
Read: The bigger blanket
Read the bigger blanket and explain an answer using the text.
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Lesson 2 · 20 minutes
Describe and compare precisely
Some means part of a group, while all means the whole group. A bigger blanket is larger than the first; the biggest would be larger than every other blanket being compared.
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Lesson 3 · 20 minutes
Create: The bigger blanket
Describe two reading places using an adjective and a comparison. Use some, most or all accurately.
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Lesson 1 · 20 minutes
Read: When the rain came
Read when the rain came and explain an answer using the text.
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Lesson 2 · 20 minutes
Join ideas with a clear link
Because links an action to its reason. When introduces the time something happens. But links ideas that contrast.
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Lesson 3 · 20 minutes
Create: When the rain came
Write three sentences about saving the box. Use because, when and but once each.
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Lesson 1 · 20 minutes
Read: A fox and a shared meal
Read a fox and a shared meal and explain an answer using the text.
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Lesson 2 · 20 minutes
Give a story a beginning, middle and end
At first signals the beginning of a change. The ending shows sharing replacing hiding. Retell the important change without adding events.
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Lesson 3 · 20 minutes
Create: A fox and a shared meal
Plan a new animal tale with a problem and a helpful ending. Describe the place and the two characters.
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Lesson 1 · 20 minutes
Read: The backwards umbrella
Read the backwards umbrella and explain an answer using the text.
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Lesson 2 · 20 minutes
Play with sound and adjectives
Sky, fly and high share an ending sound. The spelling need not match. The silly idea of an umbrella wanting something makes the poem playful.
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Lesson 3 · 20 minutes
Create: The backwards umbrella
Write a funny two-line poem about a hat or boot. Try a rhyme and one describing word.
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Lesson 1 · 20 minutes
Read: How the box stays dry
Read how the box stays dry and explain an answer using the text.
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Lesson 2 · 20 minutes
Find information efficiently
A glossary explains useful words. It is different from an index, which points to pages, and a contents page, which lists sections.
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Lesson 3 · 20 minutes
Create: How the box stays dry
Write an information card with a heading, two facts and a labelled drawing of a lid.
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Lesson 1 · 20 minutes
Read: Two accounts of one afternoon
Read two accounts of one afternoon and explain an answer using the text.
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Lesson 2 · 20 minutes
Group related sentences
This tells Ben’s preference. Noor gives a count and events. Both notes can describe the same afternoon while focusing on different things.
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Lesson 3 · 20 minutes
Create: Two accounts of one afternoon
Write two groups of sentences: what happened on a visit, then what you liked about it.
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Lesson 1 · 20 minutes
Read: A message for the next readers
Read a message for the next readers and explain an answer using the text.
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Lesson 2 · 20 minutes
Write for a real reader
The message has a clear audience: the next readers. It tells them what to do politely and includes details they need.
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Lesson 3 · 20 minutes
Create: A message for the next readers
Write a welcome message for a class book box. Say where to put books and who can help.
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Lesson 1 · 20 minutes
Read: The travelling celebration
Read the travelling celebration and explain an answer using the text.
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Lesson 2 · 20 minutes
Respond to your audience
This movement is a clue about the listeners. A speaker can notice faces and posture, then adjust volume or pace.
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Lesson 3 · 20 minutes
Create: The travelling celebration
Make a recommendation card naming a book or poem and one reason another child might enjoy it.
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Assessments are original Find Tutor practice, not official Cambridge examinations. Open responses need human review. A completed activity is not proof of independent mastery.