A non fiction text based on a blog about a trip to a desert> Planning is sequential for a week of Guided Reading and goes through year 6 reading domains LOs for week To use picture and language cues to make predictions about a given text (2e) To discuss vocabulary connotations in a text (2a/g) To make character inferences and predict reactions (2d/2e) To engage with a text to illicit deeper meaning (2d) To apply taught skills

Inspiring and heartwarming GR week unit of work based on famous Youtube Thai Life Insurance ad “The Unsung Hero”- lots of opportunity for cross currricular links such as PSHE and also wider life lessons to be learnt! Includes planning and resources for a week of Guided Reading focusing around the skills of visual inference Great for UKS2 L.O.s: (based on reading domains) To discuss themes in a video To use appropriate vocabulary for effect and purpose (2a/g) To discuss and apply character inferences (2d) To apply taught skills

(est) 2 week unit for Guided Reading on the Christmas Truce Includes: Full planning Texts: Poem and Information text Comprehension Questions Visual inference activity Poem analysis activity Perfect to guide a year 6 class through reading domains L.O.s for this unit: To use picture and language cues to make predictions about a given text (2e) To discuss vocabulary connotations in a text (2a/g) To make character inferences and predict reactions (2d/2e) To engage with a text

Short Story “The Strapbox Flyer” by Paul Jennings with a set of retrieval Qs and inference

Guided Reading suitable for years 5/6 based on the poem “The Dings and the Dongs”. Sequenced based on reading domains. L.O.s: To analyse language and make vocabulary inferences (2g/f) To summarise (2c) compare (2h)themes in a poem Includes planning and resources for 3 lessons

A checklist on how to build suspense in writing for ks2 based on Teachwire Pie Corbett texts for children to annotate/compare against the checklist

Activ. flip for one lesson on active and passive voice L.O. To identify parts of a sentence and convert berween active and passive voice

The Dream Asylum - BBC 500 word story competition text Planning and Qs based on this For a whole week of guided reading Stages: Fluency and understanding>Vocabulary>deeper meaning>application of skills taught

Planning and resources where relevant for Stig of the Dump chapters 1-7 includes PDF of the book 3 week unit Reading domain based questions in planning or in printable resources Suitable for UKS2 including Year 6 Suitable for an extended reading unit

Lesson based on Francis video (Literacy Shed) which I used as an observation lesson Breakdown: Part 1 Francis film available on YT and Lit shed Chn to go through the following structure, working through Francis scene by scene and to work in pairs to label their worksheets by critically looking at the clip from the perspective of a film maker thinking of producing a similar film i.e. What makes the scenes effective? How is mood and atmosphere created? How does the film maker use light? How is sound used to convey mood? Part One -Setting the scene • Describe the woods (use your senses) • Where there any signs that something was not right? • What could she be feeling whilst she was walking through? • Where was she heading too? Part Two- Launch of the boat • Describe the lake • What did it look like? • What was the atmosphere like at this point? (peaceful, tranquil) • Describe the taking off of the boat? • Describe when she found a spot? What did she do? Part Three-Build up • Describe the first knock on the boat? • What were her initial feelings at this point? • Did she feel her imagination was just running wild? • Any signs of disbelief? Part Four-Continuing knocking • Describe her hearing more knocks? • What was she now feeling? (panic) Part Five (final few lines) • End with a final few lines explaining the journal and what was written at the end. • ‘I DID KNOCK’. Part 2 Chn to organise Francis transcript into order to look at sequencing of the storyline Chn to match vocabulary given on IWB to appropriate part of the story and label their notes page with the vocabulary Chn should justify with their talk partners why they have selected certain adjectives Plenary Chn to discuss their vocabulary choices as a class and be able to justify them in relation to the mood and atmosphere of the scene.

A small classroom display showcasing British Values including: Laws, Freedom, Democracy and individual liberty with lettering also

co-ordinating conjunctions display for class with lettering for fish/underwater theme