Year 5. Model text. Kensuke's Kingdom. Non-chronological report on turtles.

Year 5. Kensuke's Kingdom. Model texts and reading comprehensions.

Model texts for Kensuke’s Kingdom novel study for Year 5. Including: 1. Character description of Michael (can be used after Chapter 1 of the book). 2. A balanced argument as to whether Michael should sail around the world (can be used after Chapter 2 of the book). 3. An informal letter from Michael to Eddie (can be used after Chapter 3 of the book). 4. A setting description of the island (can be used after Chapter 4 of the book). 5. A character description of Kensuke (can be used after Chapter 5 of the book) 6. A diary entry as Michale from his time on the island (can be used after Chapter 6 of the book). 7. Narrative of the jellyfish attach (can be used after Chapter 7 of the book). 8. Non-chronological report on turtles (can be used after Chapter 9 of the book). 9. Balanced argument about Kensuke leaving the island (can be used after Chapter 10 of the book). 10. Reading comprehension. Roughly 10 questions for each chapter of the book covering all Content Domains for the National Curriculum, presented with the headings: • Word Meaning, • Inference, • Summarising, • Analysis and Evaluation, • Evaluation of Content, • Structure and Quality, • Retrieval, • Predicting, • Explaining and Exploring, • Comparison and Synthesis. Each package includes a model text, a differentiated success criteria presented in two or three levels to cater to varying abilities, and a ‘fix it’ activity sheet focusing on spelling, punctuation, and grammar appropriate for Year 5 learners. The ‘fix it’ activity can also be used in conjunction with the model text to help generate ideas for pupils to write their own. Upon acquiring the resource, the following activities can be implemented: 1. Reading and Discussion: Initiate a class or group discussion about the features of the text type using the provided model text. Encourage students to share their opinions on the strengths and weaknesses of the writing. 2. Reviewing Success Criteria: Present the differentiated success criteria to students and task them with assessing the model text accordingly. Students can use colour coding, underlining, or ticking off to indicate the inclusion of all necessary features. 3. Error Correction Exercise: Engage students in a correction activity focusing on identifying and rectifying spelling, punctuation, and verb tense errors in the text. 4. Writing Task: Encourage students to craft their own newspaper report inspired by the model text and self/peer assess their work using the provided success criteria. The resources, conveniently formatted in Word, allows for easy adaptation to suit your teaching needs. I have also enclosed a copy of the model text for you to easily view to allow you to see if it suits your style of teaching. If you find this resource beneficial, kindly leave a review and email samantha-hunt@outlook.com with your username and the reviewed resource to claim another resource of equivalent value for free.