TASK: Imagine you are Lion. Write a thank you letter to the mice and the mouse Queen to thank them for rescuing you. Draw a picture with your letter. CURRICULUM LINKS: (KS1) Understand both the books that they can already read accurately and fluently and those that they listen to by: drawing on what they already know or on background information and vocabulary provided by the teacher answering and asking questions CURRICULUM LINKS: (KS2) Understand what they read, in books they can read independently, by: checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context asking questions to improve their understanding

TASK: The journey along the yellow brick road has been full of dangers, for example, in Chapter Eight the raging river and the sleepy poppies. Make a warning poster for one or more of the dangers along the yellow brick road. CURRICULUM LINKS: (KS1) Understand both the books that they can already read accurately and fluently and those that they listen to by: drawing on what they already know or on background information and vocabulary provided by the teacher explain and discuss their understanding of books, poems and material, both those that they listen to and those that they read independently for themselves CURRICULUM LINKS: (KS2) Understand what they read, in books they can read independently, by: summarising the main ideas drawn from more than one paragraph, identifying key details that support the main ideas identifying how language, structure and presentation contribute to meaning

TASK: Imagine you are Scarecrow. You are writing in your diary. Rewrite the chapter about your adventure lost in the forest of the Kalidahs from Scarecrow’s point of view. CURRICULUM LINKS: (KS1) Understand both the books that they can already read accurately and fluently and those that they listen to by: making inferences on the basis of what is being said and done answering and asking questions CURRICULUM LINKS: (KS2) Understand what they read, in books they can read independently, by: drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence identifying how language, structure and presentation contribute to meaning

Task: Now that you’ve met Toto, Dorothy, Scarecrow, Tin Woodman and Lion, choose one of the characters and create a character profile for them. Use information from the text and your own imagination to create the profile. CURRICULUM LINKS: (KS1) Understand both the books that they can already read accurately and fluently and those that they listen to by: drawing on what they already know or on background information and vocabulary provided by the teacher answering and asking questions CURRICULUM LINKS: (KS2) Understand what they read, in books they can read independently, by: checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context asking questions to improve their understanding

TASK: Retell the story of how a jolly woodman became a tin woodman using a comic strip style. CURRICULUM LINKS: (KS1) Develop pleasure in reading, motivation to read, vocabulary and understanding by: discussing the sequence of events in books and how items of information are related becoming increasingly familiar with and retelling a wider range of stories, fairy stories and traditional stories CURRICULUM LINKS: (KS2) Understand what they read, in books they can read independently, by: summarising the main ideas drawn from more than one paragraph, identifying key details that support the main ideas asking questions to improve their understanding

TASK: Turn Chapter Four into a play script and act it out with your friends. CURRICULUM LINKS: (KS1) Develop pleasure in reading, motivation to read, vocabulary and understanding by: discussing the sequence of events in books and how items of information are related becoming increasingly familiar with and retelling a wider range of stories, fairy stories and traditional tales CURRICULUM LINKS: (KS2) Maintain positive attitudes to reading and understanding of what they read by: continuing to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks preparing poems and plays to read aloud and to perform, showing understanding through intonation, tone and volume so that the meaning is clear to an audience

TASK: Create your own ‘brainy’ quiz by writing questions to match the answers on the card. CURRICULUM LINKS: (KS1) Understand both the books that they can already read accurately and fluently and those that they listen to by: drawing on what they already know or on background information and vocabulary provided by the teacher answering and asking questions CURRICULUM LINKS: (KS2) Understand what they read, in books they can read independently, by: checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context asking questions to improve their understanding

TASK: Use the information in Chapter Two to explain what the main problem in the story is, and what the plan is to resolve it. Think about what has happened to Toto and Dorothy. What do they want to do? What is stopping them from achieving their goal? What do they need to do next? Do you think the plan will work? CURRICULUM LINKS: (KS1) Understand both the books that they can already read accurately and fluently and those that they listen to by: checking that the text makes sense to them as they read and correcting inaccurate reading predicting what might happen on the basis of what has been read so far CURRICULUM LINKS: (KS2) Understand what they read, in books they can read independently, by: drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences

TASK: Research and create a fact file about twisters (tornadoes). You can use information from the story as well as research from the Internet to find out about twisters. Use the information you discover to create a fact file that could teach others about twisters. CURRICULUM LINKS: (KS1) Understand both the books that they can already read accurately and fluently and those that they listen to by: drawing on what they already know or on background information and vocabulary provided by the teacher answering and asking questions CURRICULUM LINKS: (KS2) Understand what they read, in books they can read independently, by: checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context asking questions to improve their understanding