5 model text types for the novel Holes by Louis Sachar: • Two setting descriptions (one of Camp Green Lake and the other of Green Lake), • Two informal letters from Stanley to his parents (one lying saying everything is fine and the second one being honest), • Four-character descriptions of Stanley, Zero, The Warden and Zero • A newspaper report on Stanley being sent to Camp Green Lake. • A non-chronological report on yellow-Spotted lizards Each resource comes with at least one model text, a differentiated success criteria (presented up to three ways) to suit the needs of all abilities and a ‘Fix the Mistakes’ activity, focusing on spelling and punctuation and grammar. This also acts as another ideas generator for children before they write their own text. How to Use the Resource: Start by examining the model text as a class or in pairs. Encourage students to identify the features of a non-chronological report and express their preferences or critiques about the provided example. Review and deliberate on the Success Criteria provided. Distribute differentiated criteria to students and prompt them to evaluate the model text against it. Encourage them to visually highlight, underline, or tick off elements as needed. Engage students in the ‘Fix the Mistake’ activity, concentrating on rectifying spelling errors, punctuation misuse, and verb tense inaccuracies. After the preparatory activities, encourage students to produce their own newspaper report. Utilize the provided success criteria for self-assessment and peer evaluation. This Word-format resource is adaptable to suit your teaching requirements, offering flexibility in implementation. If you find this resource beneficial, we invite you to leave a review. As a token of appreciation, you will be eligible to receive another resource of equal value for free. Simply email your username, the reviewed resource, and your desired complimentary resource to samantha-hunt@outlook.com.

Model texts for The Explorer novel study (written by Katherine Rundell) for Year 5. Including: Character descriptions of Fred and con, which can be used at any point during the book. A non-chronological report on the Amazon Rainforest, again, this can be used at any point during the books. A balanced argument for leaving the den (to be taught when reading to page 23). A setting description (used after the chapter The Den). Narrative from a different perspective based on the chapter Food (Almost). A diary entry to be used after the chapter Smoke. A second narrative based on Con finding the map in the chapter The Monkeys and the Bees. A sports newspaper report for the Stuck in the Mud chapter. 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: 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. 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. Error Correction Exercise: Engage students in a correction activity focusing on identifying and rectifying spelling, punctuation, and verb tense errors in the text. 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 resource, 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.

Model texts for The Explorer novel study (written by Katherine Rundell) for Year 6. Including: Character descriptions of Fred and con, which can be used at any point during the book. A non-chronological report on the Amazon Rainforest, again, this can be used at any point during the books. A balanced argument for leaving the den (to be taught when reading to page 23). A setting description (used after the chapter The Den). Narrative from a different perspective based on the chapter Food (Almost). A diary entry to be used after the chapter Smoke. A second narrative based on Con finding the map in the chapter The Monkeys and the Bees. A sports newspaper report for the Stuck in the Mud chapter. 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 6 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: 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. 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. Error Correction Exercise: Engage students in a correction activity focusing on identifying and rectifying spelling, punctuation, and verb tense errors in the text. 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 resource, 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.

5 Model Texts based on The Silver Sword by Ian Serraillier An informal letter as Edek, explaining what has happened to him. can be used after Chapter 13. Character Description of Ruth. Character profile on Jan. Diary entry as Ruth. Chapter 11. Can be used after chapters 14 and 15. A setting description of The Blitz Can be used at the end of the book. A setting description of The Swiss Mountains. Each resource comes with at least one model text, a differentiated success criteria (presented up to three ways) to suit the needs of all abilities and a ‘Fix the Mistakes’ activity, focusing on spelling and punctuation and grammar and a ‘Magpie Map’ to help children generate ideas and enhance their vocabulary. This also acts as another ideas generator for children before they write their own text. Upon acquiring the resource, the following activities can be implemented: Reading and Discussion: Initiate a class or group discussion about the features of the text using the provided model text. Encourage students to share their opinions on the strengths and weaknesses of the writing. 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. Magpie map. Two pages full of expanded noun phrases, smiles, metaphors, adjectives and 6 sense words associated with the writing task to aid children with their ideas and increase their vocabulary. Error Correction Exercise: Engage students in a correction activity focusing on identifying and rectifying spelling, punctuation, and verb tense errors in the text. Writing Task: Encourage students to craft their own text inspired by the model and self/peer assess their work using the provided success criteria. This Word-format resource is adaptable to suit your teaching requirements, offering flexibility in implementation. 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.

6 Model Texts based on The Silver Sword by Ian Serraillier An informal letter as Edek, explaining what has happened to him. can be used after Chapter 13. Character Description of Ruth. Character profile on Jan. Diary entry as Ruth. Chapter 11. Can be used after chapters 14 and 15. A setting description of The Blitz Can be used at the end of the book. A setting description of The Swiss Mountains. Each resource comes with at least one model text, a differentiated success criteria (presented up to three ways) to suit the needs of all abilities and a ‘Fix the Mistakes’ activity, focusing on spelling and punctuation and grammar and a ‘Magpie Map’ to help children generate ideas and enhance their vocabulary. This also acts as another ideas generator for children before they write their own text. Upon acquiring the resource, the following activities can be implemented: Reading and Discussion: Initiate a class or group discussion about the features of the text using the provided model text. Encourage students to share their opinions on the strengths and weaknesses of the writing. 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. Magpie map. Two pages full of expanded noun phrases, smiles, metaphors, adjectives and 6 sense words associated with the writing task to aid children with their ideas and increase their vocabulary. Error Correction Exercise: Engage students in a correction activity focusing on identifying and rectifying spelling, punctuation, and verb tense errors in the text. Writing Task: Encourage students to craft their own text inspired by the model and self/peer assess their work using the provided success criteria. This Word-format resource is adaptable to suit your teaching requirements, offering flexibility in implementation. 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.

5 Model Text Types and Reading Comprehension questions for the novel Holes by Louis Sachar: • Two setting descriptions (one of Camp Green Lake and the other of Green Lake), • Two informal letters from Stanley to his parents (one lying saying everything is fine and the second one being honest), • Four-character descriptions of Stanley, Zero, The Warden and Zero • A newspaper report on Stanley being sent to Camp Green Lake. • A non-chronological report on yellow-Spotted lizards This pack also includes roughly 10 questions for each of the 50 chapters, covering all Content Domains of the National Curriculum. This resource could be used as part of your guided reading, morning activity or a meaningful filler. Suitable for self or peer marking with answers provided. Each resource comes with at least one model text, a differentiated success criteria (presented up to three ways) to suit the needs of all abilities and a ‘Fix the Mistakes’ activity, focusing on spelling and punctuation and grammar. This also acts as another ideas generator for children before they write their own text. How to Use the Resource: Start by examining the model text as a class or in pairs. Encourage students to identify the features of a non-chronological report and express their preferences or critiques about the provided example. Review and deliberate on the Success Criteria provided. Distribute differentiated criteria to students and prompt them to evaluate the model text against it. Encourage them to visually highlight, underline, or tick off elements as needed. Engage students in the ‘Fix the Mistake’ activity, concentrating on rectifying spelling errors, punctuation misuse, and verb tense inaccuracies. After the preparatory activities, encourage students to produce their own newspaper report. Utilize the provided success criteria for self-assessment and peer evaluation. This Word-format resource is adaptable to suit your teaching requirements, offering flexibility in implementation. If you find this resource beneficial, we invite you to leave a review. As a token of appreciation, you will be eligible to receive another resource of equal value for free. Simply email your username, the reviewed resource, and your desired complimentary resource to samantha-hunt@outlook.com.

Model texts for The Explorer novel study (written by Katherine Rundell) for Years 5 and 6. Including: Character descriptions of Fred and con, which can be used at any point during the book. A non-chronological report on the Amazon Rainforest, again, this can be used at any point during the books. A balanced argument for leaving the den (to be taught when reading to page 23). A setting description (used after the chapter The Den). Narrative from a different perspective based on the chapter Food (Almost). A diary entry to be used after the chapter Smoke. A second narrative based on Con finding the map in the chapter The Monkeys and the Bees. A sports newspaper report for the Stuck in the Mud chapter. 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 and 6 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: 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. 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. Error Correction Exercise: Engage students in a correction activity focusing on identifying and rectifying spelling, punctuation, and verb tense errors in the text. 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 resource, 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.