Clarissa’s Market Mix

Reading together

This original Level 20 reader is written for children aged 5–10 who benefit from accessible text and age-appropriate characters. It uses connected sentences, familiar vocabulary and picture support, with sustained sequences, uncertainty, comparison, prediction and inference supported by story events. Varied sentence beginnings, pronouns, short dialogue, time words and simple cause-and-effect links help children follow a small problem, an attempt and its solution. Children practise reading phrased sentences, tracking pronoun references, using punctuation and checking that what they read makes sense. Each book has eight story sections, chosen for its action sequence. A reader may point to each word, join in with a repeated phrase, and use the illustration to discuss meaning. Introduce picture-supported words before reading; offer help with any unfamiliar word. Level 20 is the intended difficulty, not a formal PM assessment. Reading age 7½–8 is an approximate guide to text difficulty; it does not describe the student’s age or maturity.

Before reading

Read the title and look at the cover. Introduce the characters shown there. Explore compare, ingredients, convenient, delay, recognised using familiar examples. Invite a prediction about what might happen.

During reading

Introduce unfamiliar character names and useful topic words before reading. Help the student blend unfamiliar words using letter–sound patterns they have learned. Explain a word with an untaught pattern, then reread the sentence. Use illustrations to discuss meaning and check understanding; do not ask students to guess printed words from pictures. These School Readers are not a phonics-sequenced decodable programme.

An adult can model the first sentence, then invite the reader to join in. Point to the words from left to right, pause at the full stop, and reread the short sentence for meaning. Use Talk Together for a prompt on each page. Encourage students to look back at both the words and the pictures to support an answer.

After reading

Why does Clarissa start choosing peppers before checking the list? Which vegetables does the family already have at home? How does the stallholder help Clarissa learn about squash? Why do they choose a smaller squash? Why does Clarissa stop before putting the loose apple in her bag? How do the children help after the apples spill? What does their list help them do? What changes for Clarissa?

Retell the beginning, problem, actions and ending. Explain why a character changed their mind. Use details from the story to support your ideas. Talk about another way the problem might have been solved.

Reading-age guide

Levels 1–20 describe this library’s editorial progression. Reading-age ranges are approximate orientation guides, not tested scores or automatic equivalents to PM, Oxford Levels or Reading Recovery. Choose a book by listening to the student read and checking fluency and understanding. Match the characters and subject matter to the student’s age and interests separately from text difficulty.

Activities

An adult can read the eleven separate question cards aloud and offer picture support. The questions include recall, simple “why” discussion and word meaning; the activity instructions are support text, not an independent Level 20 reading task. Explore five vocabulary words, build them from movable letters, order three story pictures and retell the story. Students can drag with a mouse or finger, use tap controls, or use the keyboard. Personal discussion answers may vary.