Task: Chapter Eleven is full of exciting action as the Wicked Witch of the West tries to defeat the group of friends. Use the chapter to describe how the friends manage to thwart each of the Witch’s attacks. 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

The Grotlyn by Benji Davies - a beautifully illustrated rhyming tale about things that go bump in the night. Perfect for readers 4 and up. Join the dots and colour in Rubi, Sam and PC Vickers.

Here is some more developed thinking about what can be found in a mystery story (some of these points may overlap with your earlier ideas). a) Tick any number of the ones you agree with and add more to the list if you can. b) With support from the points on the previous page, use the following line, taken from ‘Ivy and Scarlet, The Lost Twin’, to open your own mystery writing scene. Then in no more than 500 words either produce an entirely new opening to a story or a scene from the middle of a story.

TASK: Can you find all of the words below from the book in the word search? The words can go up, down, left, right or diagonal.

Task: Use the storyboard sheet to show the story of Flamingo Boy. Either draw or make notes in each section. Imagine you are planning on turning the written story into a film and you need to plan the scenes. Ideas to include: Think about how many boxes there are on the storyboard – this is how many parts you need to split the story into. • Make notes on the key events from the story, you can always add parts you have forgotten to the beginning or ending later.

TASK: Discuss the phrase ‘Home is home, and home is best’ with your classmates. What do you think it means? What does the word ‘home’ mean to you? Imagine you meet someone who doesn’t know the word ‘home’. Draw and describe your idea of ‘home’. 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

Make your own glasses to look just like Bad Nana! Bad Nana is a KS1-aligned, highly illustrated series for young readers. Bad Nana: Older Not Wiser is available now.

A pack of eleven resource sheets for Key Stage 2 classes related to The Sand Dog by Sarah Lean - author of A Dog Called Homeless. English curriculum links covered include: Maintain positive attitudes to reading - increasing familiarity with wide range of books Understand what they read - drawing inferences such as character’s feelings, thoughts, motives and justifying with evidence Understand what they read - identify how language, structure and presentation contribute to meaning Understand what they read - checking the text makes sense to them, asking questions to improve understanding Understand what they read - summarize the main ideas and identify key details to support them Cross-curricular links included: Geography

“Symbolism is the practice or art of using an object or a word to represent an abstract idea. An action, person, place, word, or object can all have a symbolic meaning.” (examples.yourdictionary.com) What symbolism could Zada’s background and her battered skateboard represent in contrast to Sam’s birthday wishes and his brand-new skateboard?

Can you find all of the words in the wordsearch below? Design your very own sea monster in the space below. Does it have big scary teeth? Tentacles? A tail?

Task: Create a leaflet to promote the conservation of flamingos that would appeal to children at your school. Think about what might make the leaflet interesting and engaging. Use information from the story as well as your imagination. You may also like to research similar topics to get ideas. Ideas to include: • A catchy title and headings • Clear, easy-to-read information • Images with captions • Information about what people can do to help flamingo populations • Information about what flamingos need to survive and thrive • Information about the problems faced by flamingos and possible solutions

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

The Grotlyn by Benji Davies - a beautifully illustrated rhyming tale about things that go bump in the night. Perfect for readers 4 and up. The Grotlyn was very busy sneaking about the streets. In this word search are fifteen words that describe things the Grotlyn did or was doing. Can you find them all?

TASK: Use information from Chapter Twelve to help you solve the crossword puzzle. 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

Thinking about the sense of place, work with a partner to complete this task. a) Does the writer want us to like or dislike the place? Give a reason for your response. b) Why does the writer want the reader to recognise: the size of the place? What words or phrases do you think emphasise this?

Written by former Children’s Laureate Lauren Child MBE, ‘Hubert Horatio: How to Raise Your Grown-Ups’ is a hilarious and gloriously illustrated book for ages 6+. These accompanying teaching resources work within the National Curriculum and are filled with fun activities that will engage even reluctant readers! From wordsearches to designing a garden and vocabulary games to crosswords, there’s something for everyone in this pack!

Be like Jeanie and make your own cool badges! Bad Nana is a KS1-aligned, highly illustrated series for young readers. Bad Nana: Older Not Wiser is available now.

Use this guide to translate Bad Nana’s old-fashioned lingo! Bad Nana is a KS1-aligned, highly illustrated series for young readers. Bad Nana: Older Not Wiser is available now.

Should you be allowed to behave exactly how you want to just because it’s your birthday? Prepare two persuasive arguments for a class debate.