<p>This is a two week unit, aimed at Year 3 (British NC Curriculum) based around the book of The Snowman by Raymond Briggs. It’s an ideal unit to do at the end of Autumn term and inspires some fantastic independent writing.</p> <p>There are 8 presentations- each equipped with appealing graphics and visual organisers to prompt this children learn the skills to become great story writers.</p> <p>Each lesson has a GPS (grammar) starter that builds up children’s knowledge of paragraphs and expanded noun phrases.</p> <p>There is built in reflection time for children to up-level and improve their writing and develop the skill of self-editing.</p> <p>The three parts to the development of this unit start with children learning a version of The Snowman story off by heart. The next step is them adapting the story by creating their own characters. The final step is their independent writing based around a success criteria (included).</p> <p>All resources that you need are included- writing frames, writing prompts, EAL/SEN resources. There is nothing else that you need to create.</p> <p>A great resource for the Christmas build up…it has been tried and tested several times and guaranteed to bring excitement, but importantly, a high quality piece of writing that can be celebrated.</p>

<p>This is for using the strategy for whole class guided reading.</p> <p>This is to go alongside the book The Flower by John Light.</p> <p>The book has a list of vocabulary with an attached powerpoint; a section retell; guided reading questions and answers and two extension activities.</p> <p>It was aimed at my higher Year 2 children.</p> <p>It covers the following National Curriculum learning objectives:</p> <p>-develop pleasure in reading, motivation to read, vocabulary and understanding by:<br /> listening to, discussing and expressing views about a wide range of contemporary and classic poetry, stories and non-fiction at a level beyond that at which they can read independently<br /> -becoming increasingly familiar with and retelling a wider range of stories, fairy stories and traditional tales<br /> -drawing on what they already know or on background information and vocabulary provided by the teacher<br /> -making inferences on the basis of what is being said and done<br /> -answering and asking questions<br /> -predicting what might happen on the basis of what has been read so far<br /> -using dictionaries to check the meaning of words that they have read<br /> -checking that the text makes sense to them, discussing their understanding, and explaining the meaning of words in context</p>

<p>This is for using the strategy for whole class guided reading.</p> <p>You will find the dictionary skills words (also on powerpoint) , retell exercise, comprehension questions and two extension activities.<br /> This is aimed at Year 2 class.</p>

This resource can be used with KS1 children to help learn about the history of toys. It is a co-operative learning activity, whereby children work in partners (one having Timeline A, one having Timeline B). They must use the other person's timeline to help complete their own. Images courtesy of Creative Commons/Free Stock photos.

This is a SMARTboard presentation including music and video links to show children what it is like to live in Beijing and the countryside. It includes an introduction to the Great Wall and asks children to compare China to where they live. I have also made a worksheet that follows on from the discussion. Please let me know what you think!

<p>This is for using the strategy for whole class guided reading.</p> <p>This is to go alongside the book Who’s Afraid of the Big Bad Book? by Lauren Child</p> <p>This has all resources needed to complete the strategy. You will find the dictionary skills words (also on powerpoint) , retell exercise, comprehension questions and two extension activities. It is aimed at a Year 2 class, but would also be suitable fro Year 3 and lower Year 4.</p>

<p>This is for using the strategy for whole class guided reading.</p> <p>You will find the dictionary skills words (also on powerpoint) , retell exercise, comprehension questions and two extension activities.<br /> This is aimed at Year 2 class, but would also be suitable for Y3 and 4 as the vocabulary is quite complex.</p>

<p>This is for using the strategy for whole class guided reading.</p> <p>This is for use alongside the picture story Tuesday by David Wiesner.</p> <p>his has all resources needed to for guided reading sessions. You will find a retell exercise, comprehension questions and three extension activities. It is aimed at a Year 2 class, but would also be suitable for Year 1 and 3.</p>

<p>This is for using the strategy for whole class guided reading.</p> <p>This is to go alongside the book Emily Brown and The Thing by Cressida Cowell and Neal Layton</p> <p>You will find the dictionary skills words (also on powerpoint) , retell exercise, comprehension questions and three extension activities.<br /> This is aimed at Year 2 class, and could even be for a high achieving group of year 1 children!</p>

This is for using the strategy for whole class guided reading.<br /> <br /> This is to go alongside the book Dr Xargles Book of Earthlets by Tony Ross.<br /> <br /> This has all resources needed to complete the strategy. You will find the dictionary skills words (also on powerpoint) , retell exercise, comprehension questions and two extension activities. It is aimed at a Year 2 class, but would also be suitable for Year 3 as has a deeper level of comprehension.

<p>This is for using the strategy for whole class guided reading.</p> <p>This is to go alongside the book Gorilla by Anthony Browne.</p> <p>You will find the dictionary skills words (also on powerpoint) , retell exercise, comprehension questions and two extension activities.<br /> This is aimed at Year 2 class, but would also be suitable for Y1 or Y3 (although comprehension questions may have to be adapted for Y1).</p>

<p>This is for using the strategy for whole class guided reading.</p> <p>This is to go alongside the book The Giraffe and the Pelly and Me by Roald Dahl.</p> <p>The book is divided into three sections, and each section has a list of vocabulary with an attached powerpoint; a section retell; guided reading questions and answers and two extension activities.</p> <p>It was aimed at my higher Year 2 children, but has enough breadth that it could be used in Year 3 and Year 4.</p> <p>It covers the following National Curriculum learning objectives:</p> <p>-develop pleasure in reading, motivation to read, vocabulary and understanding by:<br /> listening to, discussing and expressing views about a wide range of contemporary and classic poetry, stories and non-fiction at a level beyond that at which they can read independently<br /> -becoming increasingly familiar with and retelling a wider range of stories, fairy stories and traditional tales<br /> -drawing on what they already know or on background information and vocabulary provided by the teacher<br /> -making inferences on the basis of what is being said and done<br /> -answering and asking questions<br /> -predicting what might happen on the basis of what has been read so far<br /> -using dictionaries to check the meaning of words that they have read<br /> -checking that the text makes sense to them, discussing their understanding, and explaining the meaning of words in context</p>

<p>This is for using the strategy for whole class guided reading.</p> <p>This is to go alongside the book Fantastic Mr Fox by Roald Dahl.</p> <p>The book is divided into five sections, and each section has a list of vocabulary with an attached powerpoint; a section retell; guided reading questions and answers and two extension activities.</p> <p>It was aimed at my higher Year 2 children, but has enough breadth that it could be used in Year 3 and Year 4.</p> <p>It covers the following National Curriculum learning objectives:</p> <p>-develop pleasure in reading, motivation to read, vocabulary and understanding by:<br /> listening to, discussing and expressing views about a wide range of contemporary and classic poetry, stories and non-fiction at a level beyond that at which they can read independently<br /> -becoming increasingly familiar with and retelling a wider range of stories, fairy stories and traditional tales<br /> -drawing on what they already know or on background information and vocabulary provided by the teacher<br /> -making inferences on the basis of what is being said and done<br /> -answering and asking questions<br /> -predicting what might happen on the basis of what has been read so far<br /> -using dictionaries to check the meaning of words that they have read<br /> -checking that the text makes sense to them, discussing their understanding, and explaining the meaning of words in context</p>

<p>This is for using the strategy for whole class guided reading.</p> <p>This is to go alongside the book of a series of short stories called Frog and Toad Together by Arnold Lobel.</p> <p>You will find the dictionary skills words (also on powerpoint) , retell exercise, comprehension questions and two extension activities.<br /> This is aimed at Year 2 class, but would also be suitable for Y1 as the language is rather simple.</p>

<p>This is for using the strategy for whole class guided reading.</p> <p>This is to go alongside the book of a series of short stories called The Owl Who Was Afraid of The Dark by Jill Tomlinson.</p> <p>You will find the dictionary skills words (also on powerpoint) , retell exercise, comprehension questions and three extension activities.<br /> This is aimed at Year 2 class, but would also be suitable for early Y3 learning.</p>

This is for using the strategy for whole class guided reading.<br /> <br /> This is to go alongside the book Not Now Bernard by David McKee. <br /> <br /> I have not included the dictionary skills part for this exercise as the language in this story is very simple (however i am happy to make one if needed). There is a retell exercise, comprehension questions and two extension activities. It is aimed at a Year 2 class, but because of the simple language, it could also be used with Year 1.

<p><em><strong><strong>NEW AND UPDATED FOR 2024</strong></strong></em></p> <p>This guided reading activity is used to support the story, Where the Wild Things are by Maurice Sendak . It is aimed to be used with Whole Class Guided Reading, but can be used in small groups too.</p> <p>This is for using the strategy for whole class guided reading.</p> <p>The book has a list of vocabulary with an attached PDF ; a section retell; comprehension questions and answers and three extension activities. Everything you need is in one file.</p> <p>It was aimed at Key Stage 1 children.</p> <p>It covers the following National Curriculum learning objectives:</p> <p>-develop pleasure in reading, motivation to read, vocabulary and understanding by:<br /> listening to, discussing and expressing views about a wide range of contemporary and classic poetry, stories and non-fiction at a level beyond that at which they can read independently<br /> -becoming increasingly familiar with and retelling a wider range of stories, fairy stories and traditional tales<br /> -drawing on what they already know or on background information and vocabulary provided by the teacher<br /> -making inferences on the basis of what is being said and done<br /> -answering and asking questions<br /> -predicting what might happen on the basis of what has been read so far<br /> -using dictionaries to check the meaning of words that they have read<br /> -checking that the text makes sense to them, discussing their understanding, and explaining the meaning of words in context.</p>

<p>This is for using the strategy for whole class guided reading.</p> <p>This is to go alongside the book Pumpkin Soup by Helen Cooper.</p> <p>You will find the dictionary skills words (also on powerpoint) , retell exercise, comprehension questions and two extension activities.<br /> This is aimed at Year 2 class, and could even be for a high achieving group of year 1 children!</p>

<p>This guided reading activity is used to support the story, Cops and Robbers by Janet &amp; Allan Ahlberg . It is aimed to be used with Whole Class Guided Reading, but can be used in small groups too.</p> <p>This is for using the strategy for whole class guided reading.</p> <p>The book has a list of vocabulary with an attached powerpoint; a section retell; comprehension questions and answers and three extension activities.</p> <p>It was aimed at Key Stage 1 children. This poem story has many challenging words, so it may be useful to spend a couple of days on the ‘dictionary skills’ section to make sure that children understand the language.</p> <p>It covers the following National Curriculum learning objectives:</p> <p>-develop pleasure in reading, motivation to read, vocabulary and understanding by:<br /> listening to, discussing and expressing views about a wide range of contemporary and classic poetry, stories and non-fiction at a level beyond that at which they can read independently<br /> -becoming increasingly familiar with and retelling a wider range of stories, fairy stories and traditional tales<br /> -drawing on what they already know or on background information and vocabulary provided by the teacher<br /> -making inferences on the basis of what is being said and done<br /> -answering and asking questions<br /> -predicting what might happen on the basis of what has been read so far<br /> -using dictionaries to check the meaning of words that they have read<br /> -checking that the text makes sense to them, discussing their understanding, and explaining the meaning of words in context.</p>

<p>This guided reading activity is used to support the story, Dogger by Shirley Hughes . It is aimed to be used with Whole Class Guided Reading, but can be used in small groups too.</p> <p>This is for using the strategy for whole class guided reading.</p> <p>The book has a list of vocabulary with an attached powerpoint; a section retell; comprehension questions and answers and three extension activities.</p> <p>It was aimed at Key Stage 1 children.</p> <p>It covers the following National Curriculum learning objectives:</p> <p>-develop pleasure in reading, motivation to read, vocabulary and understanding by:<br /> listening to, discussing and expressing views about a wide range of contemporary and classic poetry, stories and non-fiction at a level beyond that at which they can read independently<br /> -becoming increasingly familiar with and retelling a wider range of stories, fairy stories and traditional tales<br /> -drawing on what they already know or on background information and vocabulary provided by the teacher<br /> -making inferences on the basis of what is being said and done<br /> -answering and asking questions<br /> -predicting what might happen on the basis of what has been read so far<br /> -using dictionaries to check the meaning of words that they have read<br /> -checking that the text makes sense to them, discussing their understanding, and explaining the meaning of words in context.</p>

<p>This is for using the strategy for whole class guided reading.</p> <p>This is to go alongside the book Flat Stanley by Jeff Brown.</p> <p>The book is divided into two sections, and each section has a list of vocabulary with an attached powerpoint; a section retell; guided reading questions and answers and three extension activities.</p> <p>It was aimed at my higher Year 2 children, but has enough breadth that it could be used in Year 3 and lower Year 4.</p> <p>It covers the following National Curriculum learning objectives:</p> <p>-develop pleasure in reading, motivation to read, vocabulary and understanding by:<br /> listening to, discussing and expressing views about a wide range of contemporary and classic poetry, stories and non-fiction at a level beyond that at which they can read independently<br /> -becoming increasingly familiar with and retelling a wider range of stories, fairy stories and traditional tales<br /> -drawing on what they already know or on background information and vocabulary provided by the teacher<br /> -making inferences on the basis of what is being said and done<br /> -answering and asking questions<br /> -predicting what might happen on the basis of what has been read so far<br /> -using dictionaries to check the meaning of words that they have read<br /> -checking that the text makes sense to them, discussing their understanding, and explaining the meaning of words in context</p>