Race to the Magic Mountain: chapter reading guide

English-language edition | October 2026 | bernard.ink

Race to the Magic Mountain

Kwame's Magic Quest #2 | By Bernard Mensah; illustrated by Natasha Nayo.

Teacher notes: start here

Five adult-supported reading sessions cover all 20 chapters. Read four chapters, then allow 15-20 minutes for paired talk and one response. Use a shared or individual copy.

Spoilers: share one session at a time

Each pupil page is followed by teacher-only suggested responses. Print pupil pages separately. References use printed pages in the supplied Scholastic interior; publisher proofs may differ from your classroom edition.

Support and stretch

Offer read-alouds, pointing, partner talk, drawings or adult scribing. Extend by comparing two clues and revising a prediction. Do not assess handwriting when understanding is the focus.

Story and real life

Calabash magic is fantasy inspired by Ghanaian cultures. Do not describe invented spells or creatures as scientific facts. In real life, children should tell a trusted adult about bullying or danger; they should not handle it alone.

Chapters 1-4 Prepare for the journey

Read printed pages 1-18. Say, draw or write your answer. Find a page or picture clue for each idea.

  1. Why must Kwame reach the Magic Mountain?
  2. How does the time loop help him train?
  3. Why do Esi and Papa-Kow join the quest?

Draw one moment that supports your answer. Label an important detail.

My page or picture clue ...

Teacher notes Chapters 1-4

Suggested responses

  1. The green flame plans to combine the Boni and Omni into an all-powerful calabash (Chapter 1).
  2. Four days pass inside while only two minutes pass outside, allowing training before the stay-same spell runs out (Chapters 2-3).
  3. Their training, Sun Wielder and Weather Handler magic, and Papa-Kow's herb knowledge can help Kwame (Chapter 4).

Support and stretch

Support: reread one relevant illustrated moment and invite an oral response. Stretch: compare what characters believe with what the reader can prove.

Listen for

A relevant detail, a character's reason and a distinction between evidence and prediction. Accept different interpretations supported by the text.

Teaching links

Suggested England KS2 English: inference and discussion using evidence. US Grades 2-3: RL.2.1 and RL.2.3, adapted to reading development. These are suggested links, not an accredited curriculum.

Chapters 5-8 Rules of the Secret Forest

Read printed pages 19-36. Say, draw or write your answer. Find a page or picture clue for each idea.

  1. Why do the friends choose Sumaila rather than Jibril as a guide?
  2. How do Papa-Kow and Esi become trapped?
  3. How does Kwame free them, and what is lost in the escape?

Draw one moment that supports your answer. Label an important detail.

My page or picture clue ...

Teacher notes Chapters 5-8

Suggested responses

  1. Esi warns that white-hatted mmotia are trickier; Sumaila agrees to help after seeing Kwame's Omni (Chapter 5).
  2. Papa-Kow touches an herb despite the warning; Esi touches the vines while trying to rescue him (Chapter 6).
  3. His fire-wall spell burns off the vines without hurting his friends; Esi loses her calabash (Chapters 7-8).

Support and stretch

Support: reread one relevant illustrated moment and invite an oral response. Stretch: compare what characters believe with what the reader can prove.

Listen for

A relevant detail, a character's reason and a distinction between evidence and prediction. Accept different interpretations supported by the text.

Teaching links

Suggested England KS2 English: inference and discussion using evidence. US Grades 2-3: RL.2.1 and RL.2.3, adapted to reading development. These are suggested links, not an accredited curriculum.

Chapters 9-12 A sea and three riddles

Read printed pages 37-51. Say, draw or write your answer. Find a page or picture clue for each idea.

  1. Why is the rainbow sea missing from the map?
  2. What bargain does Mami Wata offer?
  3. How do Papa-Kow and Kwame win passage?

Draw one moment that supports your answer. Label an important detail.

My page or picture clue ...

Teacher notes Chapters 9-12

Suggested responses

  1. Venyo explains that it appears only once every two hundred years (Chapter 10).
  2. At least two of the three friends must answer her riddles correctly to win passage; losing would make them statues (Chapter 11).
  3. Papa-Kow answers a book; Kwame answers a comb. Esi does not solve her riddle, but the group wins together (Chapter 12).

Support and stretch

Support: reread one relevant illustrated moment and invite an oral response. Stretch: compare what characters believe with what the reader can prove.

Listen for

A relevant detail, a character's reason and a distinction between evidence and prediction. Accept different interpretations supported by the text.

Teaching links

Suggested England KS2 English: inference and discussion using evidence. US Grades 2-3: RL.2.1 and RL.2.3, adapted to reading development. These are suggested links, not an accredited curriculum.

Chapters 13-16 The broken Omni

Read printed pages 52-65. Say, draw or write your answer. Find a page or picture clue for each idea.

  1. Why does the green flame imitate Fifi's call for help?
  2. What happens to Kwame's own calabash?
  3. How do Okomfo Anochi and Quainoo help?

Draw one moment that supports your answer. Label an important detail.

My page or picture clue ...

Teacher notes Chapters 13-16

Suggested responses

  1. It tricks Kwame into arriving alone so it can destroy his Omni, the calabash that could stop it (Chapters 13-14).
  2. It blocks a green bolt but splits in two, leaving him unable to cast through it (Chapter 14).
  3. Okomfo lets Kwame use his Omni, and Quainoo becomes his animal helper and lends him power (Chapter 16).

Support and stretch

Support: reread one relevant illustrated moment and invite an oral response. Stretch: compare what characters believe with what the reader can prove.

Listen for

A relevant detail, a character's reason and a distinction between evidence and prediction. Accept different interpretations supported by the text.

Teaching links

Suggested England KS2 English: inference and discussion using evidence. US Grades 2-3: RL.2.1 and RL.2.3, adapted to reading development. These are suggested links, not an accredited curriculum.

Chapters 17-20 Friends home; a new problem

Read printed pages 66-85. Say, draw or write your answer. Find a page or picture clue for each idea.

  1. What memories strengthen the successful saving spell?
  2. How do the four friends get back to school?
  3. Why is the ending not a complete return to normal?

Draw one moment that supports your answer. Label an important detail.

My page or picture clue ...

Teacher notes Chapters 17-20

Suggested responses

  1. Shared reading, Oware and the chocolate gift support the spell's friendship power (Chapters 16-17).
  2. Fifi teaches Kwame a transportation spell. Esi safely bags the Boni and gathers the broken calabash (Chapter 18).
  3. The Boni is restored and golden rain repairs damage, but the tree cannot return Esi's calabash. Okomfo's Omni follows Kwame, his own Omni is broken and his robe changes (Chapters 19-20).

Support and stretch

Support: reread one relevant illustrated moment and invite an oral response. Stretch: compare what characters believe with what the reader can prove.

Listen for

A relevant detail, a character's reason and a distinction between evidence and prediction. Accept different interpretations supported by the text.

Teaching links

Suggested England KS2 English: inference and discussion using evidence. US Grades 2-3: RL.2.1 and RL.2.3, adapted to reading development. These are suggested links, not an accredited curriculum.