<p>Y3 / Y4 The Abominables (by Eva Ibbotson) opening - Story mapping example and WAGOLL adapted story introduction and self assessment / peer assessment sheet.</p> <p>Once the children know the story opening well (following on from p.1-17 activities and questions along with sequencing activity - see separate resource) they should be able to map out the key events in the story using pictures.</p> <p>The story map can then be adapted using post it notes to change key details (see inside for example).<br /> There is then an example story opening WAGOLL in which a boy falls overboard from a cruise ship and is stranded on an island.</p> <p>Finally, there is an editable self and peer assessment sheet.</p> <p>Required text extract is available for free download at LoveReading.</p>

<p>Y3 / Y4 The Abominables (by Eva Ibbotson) p.1-6 whole class guided reading. Word work, and differentiated retrieval and inference questions.</p> <p>Start this 3-4 day section either with the word work (so that the children are familiar with the new words and can look out for them) or by reading pages 1-6.<br /> Address any tricky words by trying to read/understand them in the context of the question. We also had 2 pairs of children in ‘Dictionary Corner’ that raced to find the definitions when we came across our word work words (displayed up on the board) – this worked quite well.<br /> Next, move on to the differentiated retrieval questions and finally the differentiated inference questions.</p> <p>Required text extract is available for free download at LoveReading.</p> <p><strong>Curriculum coverage<br /> Reading</strong><br /> Develop positive attitudes to reading and understanding of what they read by:</p> <ul> <li>listening to and discussing a wide range of fiction</li> <li>reading books that are structured in different ways and reading for a range of purposes</li> <li>using dictionaries to check the meaning of words that they have read</li> <li>increasing their familiarity with a wide range of books</li> <li>discussing words and phrases that capture the reader’s interest and imagination</li> </ul> <p>Understand what they read, in books they can read independently, by:</p> <ul> <li>checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context</li> <li>asking questions to improve their understanding of a text</li> <li>drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence</li> <li>predicting what might happen from details stated and implied</li> <li>using the first two or three letters of a word to check its spelling in a dictionary</li> </ul> <p>Develop their understanding of the concepts set out in English Appendix 2 by:</p> <ul> <li>extending the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although</li> </ul>

<p>Differentiated sequencing of events activity for p.1-12.<br /> <strong>Group A</strong><br /> Cut out and order the 8 boxes. Draw a picture for each.</p> <p><strong>Group B</strong><br /> Cut out and order the 12 boxes. Draw a picture for each.</p> <p><strong>Group C</strong><br /> Using the prompt word in each of the 12 boxes, write a short summary for that section. No picture drawing.</p> <p>Answers included at the end.</p> <p>Required text extract is available for free download at LoveReading.</p>

<p>Y3/Y4 / Y5 mixed class mini topic focusing on the banned Iceland Christmas advert and the use of Palm Oil.<br /> Focuses mainly around reading to start with then move on to writing balanced arguments and persuasive letters.</p> <p>Starts with reading comprehension (requires additional comprehension activity from Twinkl - <strong>NOT INCLUDED IN THIS PACK</strong>).</p> <p><strong>All included:</strong></p> <ul> <li>Day by day mini topic breakdown with editable resource sheets</li> <li>Iceland advert transcript - to be deconstructed</li> <li>Poetry elements breakdown prompt</li> <li>Differentiated inference questions</li> <li>Palm oil products sorting activity (with answers in topic plan)</li> <li>Example notes from Banksy grafitti P4C session</li> <li>Banksy grafitti balanced arguments written by Y4s - to be deconstructed</li> <li>Planning sheet for balanced arguments</li> <li>Balanced argument assessment sheet</li> <li>Persuasive letter example and check lists (to J. K. Rowling)</li> <li>Persuasive letter assessment sheet</li> </ul> <p><strong>Curriculum coverage (from Year 3 and Year 4 programme of study)</strong><br /> Reading comprehension:</p> <ul> <li>Listening to and discussing a wide range of poetry</li> <li>Using dictionaries to check the meaning of words that they have read</li> <li>Preparing poems and play scripts to read aloud and to perform, showing<br /> understanding through intonation, tone, volume and action</li> <li>Recognising some different forms of poetry</li> <li>Checking that the text makes sense to them, discussing their understanding and<br /> explaining the meaning of words in context</li> <li>Asking questions to improve their understanding of a text</li> <li>Drawing inferences such as inferring characters’ feelings, thoughts and motives<br /> from their actions, and justifying inferences with evidence</li> <li>Identifying how language, structure, and presentation contribute to meaning</li> </ul> <p>Writing composition:</p> <ul> <li>Discussing writing similar to that which they are planning to write in order to<br /> understand and learn from its structure, vocabulary and grammar</li> <li>Discussing and recording ideas</li> <li>Organising paragraphs around a theme</li> <li>In non-narrative material, using simple organisational devices (for example,<br /> headings and sub-headings)</li> <li>Evaluate by assessing the effectiveness of their own and others’ writing and suggesting<br /> improvements</li> </ul>

<p>Y3 / Y4 The Abominables (by Eva Ibbotson) p.6-12 whole class guided reading. Word work, and differentiated retrieval and inference questions.</p> <p>Start this 3-4 day section either with the word work (so that the children are familiar with the new words and can look out for them) or by reading pages 6-12.<br /> Address any tricky words by trying to read/understand them in the context of the question. We also had 2 pairs of children in ‘Dictionary Corner’ that raced to find the definitions when we came across our word work words (displayed up on the board) – this worked quite well.<br /> Next, move on to the differentiated retrieval questions and finally the differentiated inference questions.</p> <p>Required text extract is available for free download at LoveReading.</p> <p>Curriculum coverage<br /> Reading<br /> Develop positive attitudes to reading and understanding of what they read by:</p> <ul> <li>listening to and discussing a wide range of fiction</li> <li>reading books that are structured in different ways and reading for a range of purposes</li> <li>using dictionaries to check the meaning of words that they have read</li> <li>increasing their familiarity with a wide range of books</li> <li>discussing words and phrases that capture the reader’s interest and imagination</li> </ul> <p>Understand what they read, in books they can read independently, by:</p> <ul> <li>checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context</li> <li>asking questions to improve their understanding of a text</li> <li>drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence</li> <li>predicting what might happen from details stated and implied</li> <li>using the first two or three letters of a word to check its spelling in a dictionary</li> </ul> <p>Develop their understanding of the concepts set out in English Appendix 2 by:</p> <ul> <li>extending the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although</li> </ul>

<p>Y3 / Y4 The Abominables (by Eva Ibbotson) p.13-17 whole class guided reading. Word work, and differentiated retrieval and inference questions.</p> <p>Start this 3-4 day section either with the word work (so that the children are familiar with the new words and can look out for them) or by reading pages 13-17.<br /> Address any tricky words by trying to read/understand them in the context of the question. We also had 2 pairs of children in ‘Dictionary Corner’ that raced to find the definitions when we came across our word work words (displayed up on the board) – this worked quite well.<br /> Next, move on to the differentiated retrieval questions and finally the differentiated inference questions.</p> <p>Required text extract is available for free download at LoveReading.</p> <p>Curriculum coverage<br /> Reading<br /> Develop positive attitudes to reading and understanding of what they read by:</p> <ul> <li>listening to and discussing a wide range of fiction</li> <li>reading books that are structured in different ways and reading for a range of purposes</li> <li>using dictionaries to check the meaning of words that they have read</li> <li>increasing their familiarity with a wide range of books</li> <li>discussing words and phrases that capture the reader’s interest and imagination</li> </ul> <p>Understand what they read, in books they can read independently, by:</p> <ul> <li>checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context</li> <li>asking questions to improve their understanding of a text</li> <li>drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence</li> <li>predicting what might happen from details stated and implied</li> <li>using the first two or three letters of a word to check its spelling in a dictionary</li> </ul> <p>Develop their understanding of the concepts set out in English Appendix 2 by:</p> <ul> <li>extending the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although</li> </ul>

<p><strong>Y3 Y4 Stone Age Boy p.1-20 Guided reading Word Work, Retrieval and Inference questions.<br /> Whole class guided reading</strong></p> <p>Start this 3-4 day section either with the word work (so that the children are familiar with the new words and can look out for them) or by reading pages 1-20.<br /> Address any tricky words by trying to read/understand them in the context of the question. We also had 2 pairs of children in ‘Dictionary Corner’ that raced to find the definitions when we came across our word work words (displayed up on the board) – this worked quite well.<br /> Next, move on to the differentiated retrieval questions and finally the differentiated inference questions.</p> <p><strong>Curriculum coverage<br /> Reading</strong><br /> Develop positive attitudes to reading and understanding of what they read by:</p> <ul> <li>listening to and discussing a wide range of fiction</li> <li>reading books that are structured in different ways and reading for a range of purposes</li> <li>using dictionaries to check the meaning of words that they have read</li> <li>increasing their familiarity with a wide range of books</li> <li>discussing words and phrases that capture the reader’s interest and imagination</li> </ul> <p>Understand what they read, in books they can read independently, by:</p> <ul> <li>checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context</li> <li>asking questions to improve their understanding of a text</li> <li>drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence</li> <li>predicting what might happen from details stated and implied</li> <li>using the first two or three letters of a word to check its spelling in a dictionary</li> </ul> <p>Develop their understanding of the concepts set out in English Appendix 2 by:</p> <ul> <li>extending the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although</li> </ul>

Y4 / Y5 / Y6 Place value + counting up/down in steps of powers of 10

<p>KS2 Y3/4 Chapter 3 - The Den.<br /> The Explorer by Katherine Rundell 3 day guided reading pack - Word context, retrieval &amp; inference.</p> <p><strong>Series of work contains</strong>:<br /> Definition and word context study<br /> Retrieval questions<br /> Inference questions<br /> Summarising &amp; sequencing key events<br /> Making comparisons within the text<br /> Predicting</p> <p>Diferentiated two ways. Includes chapter page numbers list and introduction to the story.<br /> Ties in with Rainforest topic - ideal for in school or home learning.</p> <p><strong>Curriculum coverage<br /> Reading</strong><br /> Develop positive attitudes to reading and understanding of what they read by:</p> <ul> <li>listening to and discussing a wide range of fiction</li> <li>reading books that are structured in different ways and reading for a range of purposes</li> <li>using dictionaries to check the meaning of words that they have read</li> <li>increasing their familiarity with a wide range of books</li> <li>discussing words and phrases that capture the reader’s interest and imagination</li> </ul> <p>Understand what they read, in books they can read independently, by:</p> <ul> <li>checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context</li> <li>asking questions to improve their understanding of a text</li> <li>drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence</li> <li>predicting what might happen from details stated and implied</li> <li>using the first two or three letters of a word to check its spelling in a dictionary</li> </ul> <p>Develop their understanding of the concepts set out in English Appendix 2 by:</p> <ul> <li>extending the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although</li> </ul>

<p>KS2 Y3/4 Chapter 11 - The Monkeys and the Bees.<br /> The Explorer by Katherine Rundell 3-5 day guided reading pack - Word context, retrieval &amp; inference.</p> <p>Series of work contains:<br /> Definition and word context study<br /> Retrieval questions<br /> Inference questions<br /> Summarising &amp; sequencing key events<br /> Making comparisons within the text<br /> Predicting</p> <p>Diferentiated two ways. Includes chapter page numbers list and introduction to the story.<br /> Ties in with Rainforest topic - ideal for in school or home learning.</p> <p>Curriculum coverage<br /> Reading<br /> Develop positive attitudes to reading and understanding of what they read by:</p> <p>listening to and discussing a wide range of fiction<br /> reading books that are structured in different ways and reading for a range of purposes<br /> using dictionaries to check the meaning of words that they have read<br /> increasing their familiarity with a wide range of books<br /> discussing words and phrases that capture the reader’s interest and imagination<br /> Understand what they read, in books they can read independently, by:</p> <p>checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context<br /> asking questions to improve their understanding of a text<br /> drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence<br /> predicting what might happen from details stated and implied<br /> using the first two or three letters of a word to check its spelling in a dictionary<br /> Develop their understanding of the concepts set out in English Appendix 2 by:</p> <p>extending the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although</p>

<p>KS2 Y3/4 Chapter 10 - Abacaxi.<br /> The Explorer by Katherine Rundell 3-5 day guided reading pack - Word context, retrieval &amp; inference.</p> <p>Series of work contains:<br /> Definition and word context study<br /> Retrieval questions<br /> Inference questions<br /> Summarising &amp; sequencing key events<br /> Making comparisons within the text<br /> Predicting</p> <p>Diferentiated two ways. Includes chapter page numbers list and introduction to the story.<br /> Ties in with Rainforest topic - ideal for in school or home learning.</p> <p>Curriculum coverage<br /> Reading<br /> Develop positive attitudes to reading and understanding of what they read by:</p> <p>listening to and discussing a wide range of fiction<br /> reading books that are structured in different ways and reading for a range of purposes<br /> using dictionaries to check the meaning of words that they have read<br /> increasing their familiarity with a wide range of books<br /> discussing words and phrases that capture the reader’s interest and imagination<br /> Understand what they read, in books they can read independently, by:</p> <p>checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context<br /> asking questions to improve their understanding of a text<br /> drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence<br /> predicting what might happen from details stated and implied<br /> using the first two or three letters of a word to check its spelling in a dictionary<br /> Develop their understanding of the concepts set out in English Appendix 2 by:</p> <p>extending the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although</p>

<p><strong>Y3 Y4 Stone Age Boy p.21-34 Guided reading Word Work, Retrieval and Inference questions.<br /> Whole class guided reading</strong></p> <p>Start this 3-4 day section either with the word work (so that the children are familiar with the new words and can look out for them) or by reading pages 21-34.<br /> Address any tricky words by trying to read/understand them in the context of the question. We also had 2 pairs of children in ‘Dictionary Corner’ that raced to find the definitions when we came across our word work words (displayed up on the board) – this worked quite well.<br /> Next, move on to the differentiated retrieval questions and finally the differentiated inference questions.</p> <p><strong>Curriculum coverage<br /> Reading</strong><br /> Develop positive attitudes to reading and understanding of what they read by:</p> <ul> <li>listening to and discussing a wide range of fiction</li> <li>reading books that are structured in different ways and reading for a range of purposes</li> <li>using dictionaries to check the meaning of words that they have read</li> <li>increasing their familiarity with a wide range of books</li> <li>discussing words and phrases that capture the reader’s interest and imagination</li> </ul> <p>Understand what they read, in books they can read independently, by:</p> <ul> <li>checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context</li> <li>asking questions to improve their understanding of a text</li> <li>drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence</li> <li>predicting what might happen from details stated and implied</li> <li>using the first two or three letters of a word to check its spelling in a dictionary</li> </ul> <p>Develop their understanding of the concepts set out in English Appendix 2 by:</p> <ul> <li>extending the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although</li> </ul>

<p>KS2 Y3/4 Chapter 12 - Con.<br /> The Explorer by Katherine Rundell 3-5 day guided reading pack - Word context, retrieval &amp; inference.</p> <p>Series of work contains:<br /> Definition and word context study<br /> Retrieval questions<br /> Inference questions<br /> Summarising &amp; sequencing key events<br /> Making comparisons within the text<br /> Predicting</p> <p>Diferentiated two ways. Includes chapter page numbers list and introduction to the story.<br /> Ties in with Rainforest topic - ideal for in school or home learning.</p> <p>Curriculum coverage<br /> Reading<br /> Develop positive attitudes to reading and understanding of what they read by:</p> <p>listening to and discussing a wide range of fiction<br /> reading books that are structured in different ways and reading for a range of purposes<br /> using dictionaries to check the meaning of words that they have read<br /> increasing their familiarity with a wide range of books<br /> discussing words and phrases that capture the reader’s interest and imagination<br /> Understand what they read, in books they can read independently, by:</p> <p>checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context<br /> asking questions to improve their understanding of a text<br /> drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence<br /> predicting what might happen from details stated and implied<br /> using the first two or three letters of a word to check its spelling in a dictionary<br /> Develop their understanding of the concepts set out in English Appendix 2 by:</p> <p>extending the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although</p>

<p>KS2 Y3/4 Chapter 2 - The Green Dark.<br /> The Explorer by Katherine Rundell 3 day guided reading pack - Word context, retrieval &amp; inference.</p> <p><strong>Series of work contains</strong>:<br /> Definition and word context study<br /> Retrieval questions<br /> Inference questions<br /> Summarising &amp; sequencing key events<br /> Making comparisons within the text<br /> Predicting</p> <p>Diferentiated two ways. Includes chapter page numbers list and introduction to the story.<br /> Ties in with Rainforest topic - ideal for in school or home learning.</p> <p><strong>Curriculum coverage<br /> Reading</strong><br /> Develop positive attitudes to reading and understanding of what they read by:</p> <ul> <li>listening to and discussing a wide range of fiction</li> <li>reading books that are structured in different ways and reading for a range of purposes</li> <li>using dictionaries to check the meaning of words that they have read</li> <li>increasing their familiarity with a wide range of books</li> <li>discussing words and phrases that capture the reader’s interest and imagination</li> </ul> <p>Understand what they read, in books they can read independently, by:</p> <ul> <li>checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context</li> <li>asking questions to improve their understanding of a text</li> <li>drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence</li> <li>predicting what might happen from details stated and implied</li> <li>using the first two or three letters of a word to check its spelling in a dictionary</li> </ul> <p>Develop their understanding of the concepts set out in English Appendix 2 by:</p> <ul> <li>extending the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although</li> </ul>

<p>Ancient Egyptians Talk For Writing story and whole class guided reading.<br /> The Time Slip Scarab T4W - Year 3 / Year 4.</p> <p>Whole text with colourful pictures - ready to go script for Talk for Writing.<br /> Also:</p> <ul> <li>Retrieval questions (differentiated 3 ways)</li> <li>Inference questions with example answers using A.P.E (Answer it! Prove it! Explain it!) demonstration / WAGOLL</li> <li>Word / vocabulary work</li> </ul> <p>Tried and tested by Y3/4 teachers to support whole class guided reading and Ancient Egyptians topic.</p> <p>Ideal for:</p> <ul> <li>story mapping using pictures and actions</li> <li>Innovating the story</li> <li>Writing adapted versions</li> </ul>

<p>KS2 Y3/4 Chapter 13 - Smoke.<br /> The Explorer by Katherine Rundell 3-5 day guided reading pack - Word context, retrieval &amp; inference.</p> <p>Series of work contains:<br /> Definition and word context study<br /> Retrieval questions<br /> Inference questions<br /> Summarising &amp; sequencing key events<br /> Making comparisons within the text<br /> Predicting</p> <p>Diferentiated two ways. Includes chapter page numbers list and introduction to the story.<br /> Ties in with Rainforest topic - ideal for in school or home learning.</p> <p>Curriculum coverage<br /> Reading<br /> Develop positive attitudes to reading and understanding of what they read by:</p> <p>listening to and discussing a wide range of fiction<br /> reading books that are structured in different ways and reading for a range of purposes<br /> using dictionaries to check the meaning of words that they have read<br /> increasing their familiarity with a wide range of books<br /> discussing words and phrases that capture the reader’s interest and imagination<br /> Understand what they read, in books they can read independently, by:</p> <p>checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context<br /> asking questions to improve their understanding of a text<br /> drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence<br /> predicting what might happen from details stated and implied<br /> using the first two or three letters of a word to check its spelling in a dictionary<br /> Develop their understanding of the concepts set out in English Appendix 2 by:</p> <p>extending the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although</p>

<p>KS2 Y3/4 Chapter 4 - The River.<br /> The Explorer by Katherine Rundell 3 day guided reading pack - Word context, retrieval &amp; inference.</p> <p><strong>Series of work contains</strong>:<br /> Definition and word context study<br /> Retrieval questions<br /> Inference questions<br /> Summarising &amp; sequencing key events<br /> Making comparisons within the text<br /> Predicting</p> <p>Diferentiated two ways. Includes chapter page numbers list and introduction to the story.<br /> Ties in with Rainforest topic - ideal for in school or home learning.</p> <p><strong>Curriculum coverage<br /> Reading</strong><br /> Develop positive attitudes to reading and understanding of what they read by:</p> <ul> <li>listening to and discussing a wide range of fiction</li> <li>reading books that are structured in different ways and reading for a range of purposes</li> <li>using dictionaries to check the meaning of words that they have read</li> <li>increasing their familiarity with a wide range of books</li> <li>discussing words and phrases that capture the reader’s interest and imagination</li> </ul> <p>Understand what they read, in books they can read independently, by:</p> <ul> <li>checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context</li> <li>asking questions to improve their understanding of a text</li> <li>drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence</li> <li>predicting what might happen from details stated and implied</li> <li>using the first two or three letters of a word to check its spelling in a dictionary</li> </ul> <p>Develop their understanding of the concepts set out in English Appendix 2 by:</p> <ul> <li>extending the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although</li> </ul>

<p>KS2 Y3/4 Chapter 5 - Food (Almost).<br /> The Explorer by Katherine Rundell 3 day guided reading pack - Word context, retrieval &amp; inference.</p> <p><strong>Series of work contains</strong>:<br /> Definition and word context study<br /> Retrieval questions<br /> Inference questions<br /> Summarising &amp; sequencing key events<br /> Making comparisons within the text<br /> Predicting</p> <p>Diferentiated two ways. Includes chapter page numbers list and introduction to the story.<br /> Ties in with Rainforest topic - ideal for in school or home learning.</p> <p><strong>Curriculum coverage<br /> Reading</strong><br /> Develop positive attitudes to reading and understanding of what they read by:</p> <ul> <li>listening to and discussing a wide range of fiction</li> <li>reading books that are structured in different ways and reading for a range of purposes</li> <li>using dictionaries to check the meaning of words that they have read</li> <li>increasing their familiarity with a wide range of books</li> <li>discussing words and phrases that capture the reader’s interest and imagination</li> </ul> <p>Understand what they read, in books they can read independently, by:</p> <ul> <li>checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context</li> <li>asking questions to improve their understanding of a text</li> <li>drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence</li> <li>predicting what might happen from details stated and implied</li> <li>using the first two or three letters of a word to check its spelling in a dictionary</li> </ul> <p>Develop their understanding of the concepts set out in English Appendix 2 by:</p> <ul> <li>extending the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although</li> </ul>

<p>KS2 Y3/4 Chapter 8 - Maiden Voyage.<br /> The Explorer by Katherine Rundell 3-5 day guided reading pack - Word context, retrieval &amp; inference.</p> <p>Series of work contains:<br /> Definition and word context study<br /> Retrieval questions<br /> Inference questions<br /> Summarising &amp; sequencing key events<br /> Making comparisons within the text<br /> Predicting</p> <p>Diferentiated two ways. Includes chapter page numbers list and introduction to the story.<br /> Ties in with Rainforest topic - ideal for in school or home learning.</p> <p>Curriculum coverage<br /> Reading<br /> Develop positive attitudes to reading and understanding of what they read by:</p> <p>listening to and discussing a wide range of fiction<br /> reading books that are structured in different ways and reading for a range of purposes<br /> using dictionaries to check the meaning of words that they have read<br /> increasing their familiarity with a wide range of books<br /> discussing words and phrases that capture the reader’s interest and imagination<br /> Understand what they read, in books they can read independently, by:</p> <p>checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context<br /> asking questions to improve their understanding of a text<br /> drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence<br /> predicting what might happen from details stated and implied<br /> using the first two or three letters of a word to check its spelling in a dictionary<br /> Develop their understanding of the concepts set out in English Appendix 2 by:</p> <p>extending the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although</p>

<p>KS2 Y3/4 Chapter 6 - Fire.<br /> The Explorer by Katherine Rundell 3 day guided reading pack - Word context, retrieval &amp; inference.</p> <p><strong>Series of work contains</strong>:<br /> Definition and word context study<br /> Retrieval questions<br /> Inference questions<br /> Summarising &amp; sequencing key events<br /> Making comparisons within the text<br /> Predicting</p> <p>Diferentiated two ways. Includes chapter page numbers list and introduction to the story.<br /> Ties in with Rainforest topic - ideal for in school or home learning.</p> <p><strong>Curriculum coverage<br /> Reading</strong><br /> Develop positive attitudes to reading and understanding of what they read by:</p> <ul> <li>listening to and discussing a wide range of fiction</li> <li>reading books that are structured in different ways and reading for a range of purposes</li> <li>using dictionaries to check the meaning of words that they have read</li> <li>increasing their familiarity with a wide range of books</li> <li>discussing words and phrases that capture the reader’s interest and imagination</li> </ul> <p>Understand what they read, in books they can read independently, by:</p> <ul> <li>checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context</li> <li>asking questions to improve their understanding of a text</li> <li>drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence</li> <li>predicting what might happen from details stated and implied</li> <li>using the first two or three letters of a word to check its spelling in a dictionary</li> </ul> <p>Develop their understanding of the concepts set out in English Appendix 2 by:</p> <ul> <li>extending the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although</li> </ul>