To be used with Richard Hickey's 'Francis' short film. http://www.literacyshed.com/the-ghostly-shed.html https://vimeo.com/84786815 The original script is written by novelist & screenwriter Dave Eggers and the original transcript was taken from http://www.thisamericanlife.org/radio-archives/episode/448/transcript I rewrote the transcript to make it shorter so that it could be used as a Talk 4 Writing text.

Including excerpts from: The Hobbit Harry Potter The Lion, The Witch and the Wardrobe Covering work on setting description, building tension, using verbs, figurative language.

http://thatboycanteach.blogspot.co.uk/2016/12/structuring-reading-comprehension-for.html

Many of these questions have been written using this technique: http://thatboycanteach.blogspot.co.uk/2016/10/scaffolding-inference-trialling.html and some of them draw on ideas from Rhoda Wilson: https://misswilsonsays.wordpress.com/2016/10/02/moving-beyond-reading-comprehension-sheets/

A couple of texts - one a news report about a Tsunami written informally to be converted into formal language, the other a formal letter (not a complaint, or persuasive) outlining views on a fictional matter.

A quick reading comprehension in response to Donald Trump's 'Muslim Ban' in the US centred around Mo Farah's initial statement outlining his concerns about not being allowed back to the US. This reading comprehension has colour-coded questions using my 'Reading Roles' which are based on the content domain areas for reading (download them here: https://www.tes.com/teaching-resource/-11416334).

Reading comprehension questions for various chapters of Cosmic by Frank Cottrell-Boyce. Focussing on character description, retrieval, vocabulary and inference.

A range of non-fiction resources to support understanding of key themes and events in Hitler's Canary by Sandi Toksvig. The sets of questions named by the book's chapters are based on the book and not non-fiction texts.

Each of the new cognitive domains for reading has been linked to a well-known career/job/role in order to make each of the areas of the content domain easier to remember for both children and teachers. Each area has a symbol and is colour-coded so that there are further ways for the children to remember the areas and what they mean. These could be used to colour-code questions used in class - the symbols could also be assigned to question types so children begin to identify question types.

These questions are colour-coded and linked to symbols from my Reading Roles and some follow my scaffolding inference technique: http://thatboycanteach.blogspot.co.uk/2016/10/scaffolding-inference-trialling.html

2 simple grids with 20 different things per grid to find in picture books 2 more simple grids containing alphabet challenges

PowerPoint to introduce SPAG/GPS SATs Test on Tuesday 10th May 2016 - run down of the question types.

A WAGOLL resource (based on a Talk For Writing piece) for a discussion text. Two different structures are provided.

Condensed from http://thatboycanteach.blogspot.co.uk/2016/10/scaffolding-inference-trialling.html This is an explanation of on easy questioning technique to build children's understanding of what they are reading, focusing particularly on inference and how inference can be supported by vocabulary knowledge and information retrieval skills. The symbols/colours are linked to: https://www.tes.com/teaching-resource/reading-roles-a-way-to-help-children-remember-the-cognitive-domains-ks1-and-ks2-11416334

Focused on vocabulary and summarising texts Linked to my Reading Roles (see my other TES resources) Includes 4 different activities in a sequence Questions are based on this text from The British Museum: http://www.ancientgreece.co.uk/war/story/sto_set.html

A comprehension activity based on a picture by Nuccio DiNuzzo taken at a US airport where protesters are protesting against Trump's Muslim ban. The questions focus on inference and do depend on children having some background knowledge, i.e. of the Holocaust.

One poem per half term for year 5 and 6 children. The poems have been selected to represent a diverse range of poets as well as a range of poetic techniques. Poems could be chosen to link to particular units of work. As such, some of the poems listed here for year 5 might be taught in year 6, and vice versa. Year 5: Caged Bird – Maya Angelou (personification, verses, metaphor, repetition, theme, context, anthropomorphism) Eldorado – Edgar Allan Poe (verses, rhyming couplets, alliteration, structure, archaic language, narrative) From A Railway Carriage – RL Stephenson (narrative, verses, simile, structure rhyming couplets, rhythm, onomatopoeia, alliteration, repetition) In Flanders Field – John McCrae (rhyme, alliteration, rhyming couplets, narrative, verses, meter, historic) The Night Is Darkening Round Me – Emily Bronte (rhyme, theme, structure, verses, historic, meter) What is Pink? – Christina Rosetti (rhyme, rhythm, meter, repetition) Year 6: Be Very Afraid! – Carol Ann Duffy (figurative, repetition, free verse, alliteration, punctuation, humour) I Wandered Lonely As A Cloud – William Wordsworth (rhyme, verses, historic, simile, metaphor, meter) If – Rudyard Kipling (verses, historic, repletion, rhyme, theme) The British – Benjamin Zephaniah (some rhyme, assonance, repetition) Unfolding Bud – Naoshi Koriyama (verses) Where The Mind Is Without Fear – Rabindranath Tagore (alliteration, rhythm, some rhyme)

Reading Roles PLUS is a resource designed to aid children’s metacognition when reading. Metacognition can be defined simply as ‘thinking about thinking’. Reading Roles PLUS takes familiar job titles and assigns them to reading strategies and skills thus giving children an easy-to-refer-to system for being more deliberate with their thinking during reading, with the ultimate goal of being able to comprehend texts. Alongside the job title (or role) there is a symbol which can be used as a further way to prompt certain kinds of thinking – some children may find these easier to remember. Read more: www.thatboycanteach.co.uk/2018/04/reading-roles-metacognitive-reading-strategies.html

Differentiated 3 ways. encourages application of mathematical facts and strategies. Build-a-bike from a choice of parts using a budget (costs left blank so can be differentiated for groups). Literacy - write an explanation for why they have chosen the parts. Includes percentages and averages and inference/AF3 work for Literacy/reading. One of the maths resources can be found in this document under Maths B46: http://cycle.yorkshire.com/documents/tdf/legacy/EducationPacks/TDF-EducationResourcePack-SectionB.pdf

Included in this set of resources are summarised versions of the different parts of the story. These were created so that the children had something of a more realistic length to base their own story writing on. If you have the book you could create PowerPoint presentations combining the text and the images (for copyright reasons I have not included my versions of these). Also included are 'box up' frames (Talk For Writing) and comprehension questions.