module 3 block a sessions...

© Crown Copyright 2007 Primary National Strategy 225Ref: 00042-2007FLR-EN Year 3 Literacy Support: Materials for teachers working in partnership with teaching assistants

Module 3 Block A Sessions 41–48

Summary notes for the teacher

Focus: Narrative (traditional tales)Example text: Jack and the Beanstalk retold by Margaret Nash, Heinemann Storyworlds, ISBN 0435114247 (set of six)Outcome: Writing their own story using features of traditional tales – planning and writing a story openingSummary: This is the beginning of the third module of the programme. The theme is traditional tales and the children will work on an extended piece of writing during the three blocks of work. In this two-week block they will read a traditional tale and identify themes and characters that are common in this genre. They will plan the story that Sir Kit needs to read to the dragon and begin writing in the style of a traditional tale.

Targets

■ Reading: I can tell you the main point of the story and show you how I know by talking about things that happen in the story.

■ Writing: I plan my writing carefully by thinking about what I want to say and collecting ideas.

■ Sentence: I can choose different adjectives to make my sentences more interesting.

■ Word: I can spell the words could and didn’t and I can spell compound words.

You will lead Sessions 41 and 45 (on Monday of each week). The preparation and resources needed for these sessions are listed below.

Session 41: Guided reading (teacher)

Prepare the new target fl ap cards (Module 3 Block A PCM 1).

Have individual whiteboards and pens available.

‘Books we know’ box: Add the guided reading books from the previous block of work. Ideally the children will be confi dent to reread these texts by themselves. Have the box available for children to use if they complete their other independent reading.

Session 45: Guided writing (teacher)

There is an example of a completed story plan and a story featuring Sir Kit on Module 3 Block A PCM 8. This PCM can be used by the teacher and teaching assistant to give an idea of what the children are aiming at and to provide a model that can be referred to in the sessions. Read through this material before the session.

Primary National Strategy © Crown Copyright 2007Year 3 Literacy Support: Materials for teachers working in partnership with teaching assistants Ref: 00042-2007FLR-EN

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Make a copy of the planning sheet (Module 3 Block A PCM 6) for each child.

Have the notes made on whiteboards in the previous session available.

Decide when the children will do the independent spelling activities, e.g. on Wednesday when there is no Quest session scheduled.

Prepare materials as follows.■ Make two copies of Module 3 Block A PCM 9, ideally onto card, and

cut into sets of ten word cards for each child. (Note: On the PCM there are three sets of the ten target words.)

■ Write the ten target words onto the children’s writing fl ap cards: could, didn’t, anything, somewhere, nobody, everyone, playground, bedroom, weekend, cupboard.

■ Have the zoom cards, spelling game boards and counters ready.

Involving the Quest group

These notes are designed to help you ask questions and prompt involvement from members of the Quest group. Although these children will be working on different objectives from the rest of the class during their intervention sessions, they should be as fully involved as possible in the whole-class teaching.

Work with the whole class could involve the following.■ Shared reading

– If you are reading fi ction with the class, ask them to think about the main point of the story you are reading. Involve children from the group in looking for evidence in the text to support and explain their point of view.

■ Shared writing and sentence level– Discuss the use of adjectives in texts you are reading and writing

with the class. Ask children in the group about the function of adjectives in sentences or to suggest vocabulary that would add interest or precision to shared writing text.

■ Word level– Challenge the children in the group to fi nd examples of compound

words in different texts they are reading. Start a list in class and invite all the children to contribute to it. Ask children in the group to check whether it is always true that the spelling of the two shorter words does not change when they are joined together.

■ Plenary– At the end of the block, invite children to share the introductions to

their Sir Kit stories.


Additional guided reading session

It is very important that the children in the group read with either the teacher or teaching assistant in a guided session during the second week. This will provide further reinforcement and reading practice and provide an opportunity to assess their progress.

Suggestions using traditional tales follow.

Book introductionReview the independent reading task. Ask the children to compare their answers to the questions about Jack and the Beanstalk. Ask: What is the main point of the story? and discuss with reference to the text and then agree on an idea, e.g. The hero seemed to make mistakes and take risks but it turned out all right in the end.

Provide a selection of traditional tales at an appropriate reading level (see list below for suggestions). Ask the children to choose one. Give them time to read the title and blurb and skim through the pages. Ask them to predict what they think the main point will be.

Strategy checkAsk the children what they can do to read unfamiliar words. Check that they know what to do if a word is not completely decodable.

Independent readingAsk the children to read their chosen book silently to themselves. Monitor their independent reading by listening to two or three children reading part of their texts. They should be able to read these texts fl uently.

Return to the textAsk the children to refl ect on their prediction about the main point of the story. Do they want to amend it? Discuss the similarities in the themes of the stories, e.g. did they all have a weak hero overcoming a strong villain?

ReviewGive children feedback on progress towards their reading target. Highlight examples of children being able to explain the main point of their story in their own words, and examples of children fi nding evidence in the book to support their answers.

Possible titles for guided reading

■ Book band 6– The Greedy King, Lighthouse, Ginn – Three Billy Goats Gruff, PM Traditional Tales, Nelson Thornes– Three Little Pigs, PM Traditional Tales, Nelson Thornes– Rapunzel, Read it Yourself, Ladybird– Three Little Pigs, Once Upon a Time, Reading 360, Ginn– Rumpelstiltskin, Once Upon a Time, Reading 360, Ginn


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■ Book band 7– Little Red Riding Hood, PM Traditional Tales, Nelson Thornes– Three Billy Goats Gruff, Literacy Links Plus, Kingscourt– Rumpelstiltskin, Literacy Links Plus, Kingscourt– Little Red Riding Hood, Story Steps, Kingscourt– Little Red Riding Hood, Once Upon a Time, Storyworlds, Heinemann

■ Book band 8– Rapunzel, Literacy Links Plus, Kingscourt– Hansel and Gretel, New Way, Nelson Thornes


Preparation and resources


Prepare the new target fl ap cards (Module 3 Block A PCM 1).

Have individual whiteboards and pens available.


Session 42: Intervention session (teaching assistant)

Make one copy of the parts of compound words (Module 3 Block A PCM 2), ideally onto card, and cut into separate words.

The speaking and listening activity involves comparing Jack and the Beanstalk with Rapunzel. You may wish to substitute a different story that they know really well.

Make one copy of the story summary prompt cards (Module 3 Block A PCM 3), ideally onto card.


Make one copy of the compound word cards (Module 3 Block A PCM 4), ideally onto card, and cut into separate words.

Make one A3 copy of the partially completed Jack and the Beanstalk checklist (Module 3 Block A PCM 5a).

Have the completed Jack and the Beanstalk checklist (Module 3 Block A PCM 5b) available for reference.


Make one A3 copy of the planning sheet (Module 3 Block A PCM 6).

Make up a story booklet (Module 3 Block A PCM 7) for each child and one for demonstration. Pages are double sided. Booklets will need to be stapled.

Write these questions on the board or a fl ipchart: What does the villain look like? How does the villain behave? What has the villain got that Sir Kit wants?

Provide individual whiteboards and pens.


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Note: Keep the notes on whiteboards or make photocopies to use in the next session.


There is an example of a completed story plan and a story featuring Sir Kit on Module 3 Block A PCM 8. This PCM can be used by the teacher and teaching assistant to give an idea of what the children are aiming at and to provide a model that can be referred to in the sessions. Read through this material before the session.

Make a copy of the planning sheet (Module 3 Block A PCM 6) for each child.

Have the notes made on whiteboards in the previous session available.


Prepare materials as follows:■ Make two copies of Module 3 Block A PCM 9, ideally onto card, and


■ Write the ten target words onto the children’s writing fl ap cards: could, didn’t, anything, somewhere, nobody, everyone, playground, bedroom, weekend, cupboard.



Make one copy of the Function game – story extract (Module 3 Block A PCM 10).

Refer to the example of a story featuring Sir Kit (Module 3 Block A PCM 8) for ideas about the opening paragraph.

Have the following available: completed planning sheets for each child from Session 45 (Module 3 Block A PCM 6); story booklet for each child (Module 3 Block A PCM 7); individual whiteboards and pens.


Have the following available: completed planning sheets for each child from Session 45 (Module 3 Block A PCM 6); story booklet for each child (Module 3 Block A PCM 7).

Refer to the example of a story featuring Sir Kit (Module 3 Block A PCM 8) for ideas if necessary.



Before the session, read through the children’s completed writing. Look for two common words that several children have had diffi culty with. Write these words on the fl ipchart.

Make copies of the marking ladder for each child and enlarge one to A3 for display (Module 3 Block A PCM 11).

Have spelling journals, stickers for target cards and CFSS stamp available.


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Module 3 Block A Sessions 41–48

Focus: Narrative (traditional tales)Example text: Jack and the Beanstalk retold by Margaret Nash, Heinemann Storyworlds, ISBN 0435114247 (set of six)Outcome: Writing their own story using features of traditional tales – planning and writing a story opening

Week 11

Session 41 – Monday: Guided reading with the class teacher

Teaching points Activities and teaching prompts

Introducing targets for this block5 min

Introduction to this block

(Note: You will need the new target fl ap cards (Module 3 Block A PCM 1) for this session.)

In our last block of work we found out about Dilly’s secret weapon for putting out the dragon’s fi re. I am going to remind you about the next part of Sir Kit’s quest from the story. Reread chapter 5: ‘The Dragon’s Cave’ from Sir Kit’s Quest and trace progress on the Quest map.

So now Sir Kit needs a story that he can read to the dragon. We are going to help him again. In this module of work we will read some traditional tales and use what we know about traditional tales to write our own stories. Sir Kit will then have something to read to the dragon.

These are the new targets for this week.

Reading: I can tell you the main point of the story and show you how I know by talking about things that happen in the story.

Writing: I plan my writing carefully by thinking about what I want to say and collecting ideas.

Sentence: I can choose different adjectives to make my sentences more interesting.

Word: I can spell the words could and didn’t and I can spell compound words.

Read through the new targets and involve children by elaborating briefl y,

e.g. Adjectives are words that give more information about somebody or something.

e.g. Compound words are made up of two other words, e.g. ‘football’.

Guided reading15 min

Identifying typical story themes

We are going to be thinking about the type of plots and characters that often appear in traditional tales.

Book introduction

We are going to read a traditional tale today and it is a story that you are likely to know already. Show children the cover of Jack and the Beanstalk. Help them to think about the theme of the story and the main characters by raising three questions, e.g. What is the problem that Jack and his mother have at the beginning of the story? How is it solved? Would you expect a small boy to be able to defeat a giant?

Summarise the points that the children have made, e.g. This is the type of story where the hero is weak and the villain is strong. The weaker character triumphs over the stronger character, usually by being clever or playing tricks.



Sustaining concentration when reading silently

Solving problems while reading without interrupting the fl ow

Strategy check

You are going to be reading the fi rst two chapters of this story to yourselves. I want you to read independently and use all the different strategies you know to help you make sure that what you read makes sense.

What can you do to help you read silently? Ask children to think of suggestions and share what they know about decoding words, recognising words they know already and checking that they understand what they are reading. Reinforce this by talking about yourself as a reader, e.g. Sometimes I get to the end of a sentence and I am not sure what it was all about. So then I go back a couple of sentences and reread, thinking really carefully about any words or phrases I wasn’t sure about.

On page 13 the giant speaks for the fi rst time. Can you fi nd the words in bold? Who knows the rhyme that the giant says in this story? Give the children a chance to practise reading ‘Fe fi fo fum …’, etc.

Independent reading

Ask the children to read the fi rst two chapters to page 14 silently to themselves. Listen to two or three children read aloud. Praise examples of their ability to solve any problems as they read, e.g. quickly using phonic knowledge to work out a word and then rereading the sentence to check and confi rm the meaning.

As you are reading I want you to think about this question: ‘What is Jack like?’ You can jot down words or phrases from the book on your whiteboards and we will discuss your ideas at the end of this session. Make a note of the page numbers so that we can look at those parts of the story again.

Identifying and discussing main characters:

■ evaluating behaviour■ justifying views

Referring to specifi c evidence in the text

Return to the text

Now you are halfway through the book and you have found out quite a lot about Jack. Give children a chance to share one of the things they have noted on their whiteboards. Involve all the children in checking the page references by fi nding the word or phrase for themselves.

Draw together their ideas and demonstrate how to make inferences based on what they have read, e.g. On page 5 Jack says that fi ve magic beans are better than gold coins so we have found out that he believes in magic. It also shows us that he doesn’t really think about his actions – he didn’t think about what his mother would say and he didn’t ask for any information about the type of magic the beans could do.

Review2 min

What have we done today to help us meet our target?

We have begun working on our reading target. We have thought about the main character and the type of story. That will help us to decide on the main point of the story.

Introduction to independent reading

Introduction of independent task to be completed by Session 43

Ask the children to read the rest of the story independently before the Quest session on Thursday (see details below).

Resources Module 3 Block A PCM 1: Target fl ap card 6

Copies of the guided reading text: Jack and the Beanstalk retold by Margaret Nash

Individual whiteboards and pens


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Independent reading task


Independent reading20 min

Note: This task is introduced at the end of Session 41 (Monday) and needs to be completed by Session 43 (Thursday).

The children read the rest of the book Jack and the Beanstalk and then answer the following questions in their reading journals.

■ Who is the hero?■ Who is the villain?■ Does the hero trick the villain or get the better of the villain?■ Can you make a note of the part of the story where the hero tricks the villain or

gets the better of him or her?

Resources Copies of the guided reading text Jack and the Beanstalk retold by Margaret Nash

Reading journals

‘Books we know’ box


Session 42 – Tuesday: Intervention session with the teaching assistant


Word level – introducing spelling convention5 min

Investigating how to form compound words

Spelling detectives: investigate

You are going to investigate something new today as spelling detectives. We are going to fi nd out about how to spell a set of longer words. They are called compound words.

‘Joining words’ game

Spread out the cards some, any, no, every, one, thing, body, where (Module 3 Block A PCM 2) on the table. We are going to take it in turns to pick up pairs of words that can be joined together to make a new word. Demonstrate how to pick up a card, e.g. ‘any’ and then join another card to make a new word, e.g. ‘thing’. Read the new word and then write it on the board.

Each child has a turn to make a compound word. Each card can be used more than once. (Continue for a second round if you have time.)

How many different words have we made? What do you notice about how the new words are spelt? Note that the spelling of the two shorter words does not change in the long word.

You can spell these words more easily when you have identifi ed each of the short words. Then you can use what you know about spelling to segment the phonemes and spell each part.

Speaking and listening – reading enrichment13 min

Identifying typical themes in several traditional tales

Story summaries

This activity involves comparing Jack and the Beanstalk with Rumpelstiltskin. You may wish to substitute a different story that the children know really well.

Yesterday you started reading Jack and the Beanstalk. We are going to think about the main things that happen in the story and then compare it with another traditional tale. We will see if we can spot any similar ideas, characters or events.

Summarising the plot of traditional tales

Retelling familiar stories orally

We will start by thinking about Jack and the Beanstalk. Spread out the story summary prompt cards (Module 3 Block A PCM 3) on the table and explain that you will show the children how to use the cards to help them retell the main points of the story.

1. Tell us about the hero – summarise in a sentence, e.g. Jack was a poor boy who believed in magic and was not scared of giants.

2. Tell us about the villain – a brief description of the bad character, e.g. The giant was very fi erce, ate people and lived in a castle at the top of a beanstalk.

3. Tell us how the story builds up – summarise what happens at the beginning of the story: Jack sold the cow for magic beans instead of money and the beans grew into an enormous beanstalk.

4. Tell us about the problem in the story – summarise what happens when the hero and villain meet: Jack hid in the giant’s castle at the top of the beanstalk. When the giant was asleep Jack stole his gold, his magic hen and his harp.

5. Tell us how the problem is sorted out in the end: Jack escaped down the beanstalk and then chopped it down when the giant tried to catch him. That was the end of the giant.

6. Did the hero play a trick on the villain? Use this question to help compare different stories. Jack persuaded the giant’s wife to help him. He pretended he hadn’t stolen anything before.


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Drawing out common themes in traditional tales

Shall we see whether this is the same in any other stories? Give out the cards again and repeat for one more story that the children know well, e.g. Rumpelstiltskin. Support the children in thinking of their sentences, e.g.

1. A miller’s daughter had to spin straw into gold before she could marry the king.2. A little man with a secret name could spin straw into gold.3. The little man helped the girl and she promised to give him her fi rst baby when

she became queen.4. The little man said that he would not take the baby if she could guess his

name.5. The queen’s servant overheard Rumpelstiltskin singing a song about his name.6. The queen found out the name and Rumpelstiltskin disappeared in a rage.

In this story the villain thought that he was cleverer than the hero, but he was still caught out in the end. In both stories the heroes manage to trick the villain so that they win in the end.

So we have found out that some traditional tales use similar ideas to others.

Review2 min

What have we done today to help us meet our targets?

We have worked on our word and reading targets today. We have looked at how compound words are made from two short words. We have looked at two stories and talked about common themes in traditional tales.

Resources Module 3 Block A PCM 2: Parts of compound words: some, any, no, every, one, thing, body, where

Module 3 Block A PCM 3: Story summary prompt cards


Session 43 – Thursday: Intervention session with the teaching assistant


Word level – checking and applying spelling strategies5 min

Identifying syllables and phonemes to help spell longer (compound) words

Spelling detectives: check

We investigated how to spell some compound words in the last session. Today you are going to try spelling more words by dividing them into syllables.

‘Clap and count’ game

Prepare a set of compound word cards (Module 3 Block A PCM 4). Read the word ‘bedroom’ and put the card face down on the table. Clap and count the syllables (two). Draw two lines on the board to represent the syllables and then write in the letters for each syllable.

Turn over the card and compare the spelling – is it correct?

Repeat with the rest of the cards. The children should draw the lines and write each syllable on their whiteboards each time. Then check against the word card.

Talk about the tricky bits – spelling the long vowels in each syllable of the word; identifying the silent letter in ‘cupboard’. It is very useful to break a longer word into syllables and then segment the phonemes in each syllable. You can use this for lots of longer words.

Returning to the guided reading text13 min

Identifying typical story themes

Looking at traditional tales

We are going to look at the characters and themes that often appear in traditional tales. We will look back at Jack and the Beanstalk and see which ones are there.

Display an enlarged copy of the partially completed Jack and the Beanstalk checklist (Module 3 Block A PCM 5a). This checklist will help us to think about each part of the story. We are going to look in the book for evidence.

Referring to specifi c evidence in the text

Sections 1 and 2

Explain how the fi rst two sections have been fi lled in by looking for evidence in the text and then making notes, e.g. These notes remind us what we fi nd out about the hero in chapter 1. Look at one of the pages listed and explain, e.g. pages 4–5: Jack can’t be very practical because he accepts beans instead of money. He must believe that they are really magic.

Section 3

In chapters 3 and 4 the story gets a bit more complicated. Can you fi nd the evidence for these things? Ask each pair of children to look for evidence in the text for a specifi c thing on the checklist, e.g. evidence of the hero getting the better of the villain.

The children give feedback and you complete the enlarged checklist. Use the completed checklist (Module 3 Block A PCM 5b) to support the discussion, e.g. Look on pages 16 and 22 for evidence of Jack succeeding. Add ticks or crosses to each section of Module 3 Block A PCM 5a when they have been discussed.

Section 4

Look together for the evidence in chapter 4 and complete the checklist.

We have found lots of evidence that Jack and the Beanstalk is a typical traditional tale. Can you think of any other stories with similar themes?

Review2 min


We have worked on our word and reading targets today. We have practised spelling compound words. We have thought about typical themes in traditional stories and looked for evidence in the book. This work will also help us with our writing target because we can use ideas from this story as we start to plan our own stories later in the week.


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Resources Module 3 Block A PCM 4: Compound word cards

Copies of the guided reading text: Jack and the Beanstalk retold by Margaret Nash

Module 3 Block A PCM 5a: Jack and the Beanstalk checklist, partially completed, enlarged to A3

Module 3 Block A PCM 5b: Completed Jack and the Beanstalk checklist, for reference


Session 44 – Friday: Intervention session with the teaching assistant


Word level – spelling high frequency words5 min

Using a range of memory strategies to learn high frequency words:

■ word roots■ analogy■ mnemonic■ handwriting

Spelling detectives: explore

Today we will look closely at two more words that we use a lot in our reading and writing and that it is easy to make mistakes with.

could: Write up the word, read it together and talk about why it is diffi cult to remember the correct spelling, e.g. The letter string ‘o-u-l’ representing the long vowel phoneme /oo/ is hard to remember.

Memory strategies:

1. analogy: would, should There are two other words with the same letter string and it helps to learn them together;

2. handwriting: If you practise writing ‘could’ in joined-up writing, your hand will get used to the shape of the word and it will be easier to remember. Say the letter names as you write;

3. mnemonic: Sometimes a little saying can help us remember a tricky letter string, e.g. oh you lucky duck.

Demonstrate, then the children try writing the word on their whiteboards. Then cover the word and ask the children to try writing the word independently.

didn’t: Write up the word, read and underline the tricky bit, e.g. The second syllable is tricky because it is a shortened version of a word.

Memory strategies:

1. roots: It is important to remember that this word is short for ‘did not’. The two words are combined but the vowel is missed out of the second word and we use an apostrophe to show that a letter is missing;

2. analogy: Lots of other words have the same spelling of the second syllable because they have been shortened in the same way, e.g. don’t, isn’t, can’t, couldn’t.

The children try writing the word as above.

Text level – planning for writing13 min

Using reading as a model for writing

Planning a story with an introduction, build-up, complication and resolution

Introduce story structure

We are going to start planning the story that you will be writing for Sir Kit to read to the dragon. We are going to be using the same structure used in Jack and the Beanstalk.

Introduce planning format

Display an enlarged version of the planning sheet (Module 3 Block A PCM 6). We are going to use the headings like the one we used when we were looking at the structure of Jack and the Beanstalk. Point to the headings and show children how these relate to the pages in the story booklet (Module 3 Block A PCM 8). This is going to be exciting – in the next few weeks you are each going to write a whole book! It will be like a traditional tale, but it will have your own ideas in it.

Using knowledge of story characters to plan their own writing

Role-play

We are going to do a little role-play to help us think about the two main characters in the stories you will be writing. You each need to make notes on your whiteboard to use in the next session. Ask the children to divide their whiteboards into two columns and put ‘Sir Kit’ as one heading and ‘villain’ as the other. I am going to take on the role of Sir Kit. I will tell you a bit about myself and then you can ask me questions. This will give you plenty of information to help you plan your story.


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Making notes based on role-play

Speak in role as Sir Kit, e.g. Hello, I’m a brave knight and I serve King Ralph. He is always sending me on quests to collect precious treasures or unusual things for him. I often get in a muddle and funny things happen to me, but it always turns out all right in the end.

I have rescued a magic sword from an evil troll, I collected the rare phoenix feather from a wicked wizard, I discovered the king’s missing crown in the big bad wolf’s house. I have so many adventures that it is hard to remember them all.

Once the children have had a chance to ask some questions, ask them to make some notes on their whiteboards to help them remember some details about Sir Kit.

Ask the author

You will be telling the story of when Sir Kit meets another villain. Sir Kit will be the hero of the story, and you can choose your own villain.

Now it is time to choose a villain for your story, e.g. giant, troll, evil wizard, ghost. Give the children thinking time. Write down the villain’s name and then talk to your partner about this character.

Making notes based on discussion

There are three questions on the fl ipchart for you to answer about your villain. I am going to interview you and ask you to answer each question in turn. I want you to imagine that you have actually met this character. If you get stuck we will all help you out with suggestions.

Start with the fi rst question: What does the villain look like? Children answer and then make a few notes. Remember, you don’t need to use complete sentences, just a few words or phrases to help you remember all those good ideas.

Repeat for the next two questions: How does the villain behave? What has the villain got that Sir Kit wants?

You have all thought of some excellent ideas about your villains. I will photocopy the notes from your whiteboards so that you can use them as you start to write your story next week.

Note: Either keep the notes on the whiteboards or make photocopies to use in Session 45.

Review2 min


Today’s work will help us with our word target and our writing target. We have explored the spelling of two more words – this will help you remember the correct spellings. We have begun planning our own stories about Sir Kit and we will continue with this next week.

Resources Module 3 Block A PCM 6: Planning to write a traditional tale, enlarged to A3

Module 3 Block A PCM 7: Story booklet, one made up for each child and one for demonstration

Questions written on fl ipchart: What does the villain look like? How does the villain behave? What has the villain got that Sir Kit wants?


Note: Keep the notes on whiteboards or make photocopies to use in the next session


Week 12

Session 45 – Monday: Guided writing with the class teacher


Guided writing15 min

Completing the story plan

Note: There is an example of a completed story plan and a story featuring Sir Kit in Module 3 Block A PCM 8. This can be used by the teacher and teaching assistant to give an idea of what the children are aiming for and to provide a model that can be referred to in the sessions. Read through this material before the session.

Explaining the purpose of planning

Using reading as a model for writing

Planning a story with an introduction, build-up, complication and resolution

In the last session you began thinking about the main characters in the stories you will be writing. I have had a look at your notes and you have got some really good ideas. Today you are going to complete whole story plans.

It is really important that you have an idea of the whole story before you start to write, otherwise it is easy to get stuck when you don’t know what you want to happen next.

Give each child their whiteboard from the previous session or a photocopy of their notes on characters, and a copy of the planning format. Refer to the example of a completed plan and story (Module 3 Block A PCM 8) for ideas on completing the plan. So far you have thought about the hero, the villain and what it is the villain has got that the hero wants. Allow time for the children to read through their ideas and then talk through the fi rst part of the plan.

Introduction

The fi rst part will introduce your story. You can give information about when and where the story takes place in the fi rst sentence, e.g. ‘Long, long ago in a far-away country …’ or ‘Once upon a time a king lived in grand castle …’ Give time for the children to think about their own story and then make notes on their planning sheet. They can then go on to complete the rest of the fi rst section using the photocopied notes from the previous session.

Using talk as a tool for planning

In the stories that you write, Sir Kit will meet the villain for the fi rst time but the villain will get the better of him. Then he will make up a plan and try again. At the end of the story Sir Kit will have got what he wanted. So now you need to think about your whole story. This is what we call the story plot.

Give children time to think and talk to a partner.

Ask the author

Now we are going to play the same game that you played in the last session. I will ask you some questions – you need to try and answer but if you get stuck we will all help you out with ideas. Ask each child: what happens when Sir Kit fi rst meets the villain? What is his plan for getting the better of the villain? How does it end? Involve the rest of the group in making suggestions if they are stuck. Use examples from the completed plan if needed, e.g. The villain would use any special powers or weapons when he meets Sir Kit. A bad-tempered troll who loves eating pepper could bop him on the head with a huge pepper pot! Sir Kit would then need to think of a way to escape the weapon, e.g. by loosening the lid so that all the pepper fell out and made the troll sneeze.

Using words and phrases for notes rather than complete sentences

Now you are ready to complete the rest of your plan. Read through the prompts for each section and give time for the children to make notes based on the ideas they have just shared. Encourage them to write brief notes using words and phrases rather than complete sentences.

Well done. You have each got a complete plan. Now you will be ready to begin writing your story in the next session.


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Review2 min

What will we do this week to help us meet our targets?

Reading: I can tell you the main point of the story and show you how I know by talking about things that happen in the story. You worked on this when you thought about the common themes in different traditional stories.

Writing: I plan my writing carefully by thinking about what I want to say and collecting ideas. You have completed your story plan today and collected some really good ideas. During the rest of the week you will be using the plan to help you write your own story.

Sentence: I can choose different adjectives to make my sentences more interesting. You will be investigating adjectives on Tuesday and then you will have a chance to choose really good adjectives when you describe the characters and setting at the beginning of your story.

Word: I can spell the words could and didn’t and I can spell compound words.

You investigated compound words last week. Now the challenge is to spell them correctly when you are doing your own writing.

Introduce independent spelling task


Remind children of activities to practise spelling the target words (see details below). Plan a time for children to do this before the Quest session on Thursday.

Resources Whiteboards from the previous session or photocopies of the character notes

Module 3 Block A PCM 6: Planning to write a traditional tale, A4 copy for each child and one A3 copy

Module 3 Block A PCM 8: Example of a completed plan and story, for reference

Module 3 Block A PCM 1: Target fl ap card 6


Independent spelling task

Teaching points Activities

Word level – spelling practice20 min

Using visual strategy

Consolidating spelling through Spuddy activities

Spelling activities

(These are done independently but will need some preparation.)

1. LSCWC (look, say, cover, write, check)

The children use their writing fl ap cards to practise the ten target words.

Remember to:

■ look at the word;■ say the word, say each letter;■ cover the word;■ write your attempt to spell the word;■ check the spelling.

Go back and have another go if your spelling is not correct.

Introduce two activities for the children to play with their Spuddy.

2. Zoom cards

The children fi nd any target words that they have not spelt correctly or had trouble with. They use their zoom card to fi nd the tricky bit. They close their eyes and visualise the word, then write the word. They check the spelling with their Spuddy.

3. Spelling game

This game uses the Quest map/spelling game board from the Quest folder. Each pair of children has a game board and each child has a counter. Each pair uses a set of word cards placed face down in a pile. They take it in turns to pick up a card, read the word on it and ask their partner to spell the word. If successful, they move the counter one space. They take it in turns until they get to the end of the pile of cards, moving the counter around the board for each correct spelling. When the pile is fi nished, partners test each other on the words they did not spell correctly.

Resources Module 3 Block A PCM 9: Word cards: could, didn’t, anything, somewhere, nobody, everyone, playground, bedroom, weekend, cupboard (one set for each child)

Writing fl ap cards

Zoom cards

Quest maps/spelling game boards, counters


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Sentence level5 min

Understanding the function of adjectives in sentences – to give more information about somebody or something

Investigating adjectives

Function

I have put part of a story up on the fl ipchart. Some of the words are underlined and we are going to think about the job that these words are doing in the sentences.

Read the whole paragraph to the group. (The underlined words are all adjectives except the word in bold in these notes which is a noun. It is not in bold on the version that you will display for the children – Module 3 Block A PCM 10.) Reread the fi rst sentence and discuss the function of the word ‘brave’, e.g. This word tells us more about Sir Kit.

Long, long ago there lived a brave knight called Sir Kit who served the king. The king needed a new sword and Sir Kit set off to fi nd the best sword in the land. It so happened that an ugly old troll was guarding a magical sword. He lived in a deep, dark swamp and was known far and wide for his bad temper and for bopping people on the head when they came too close . He was also famous for his love of pepper. He ate pepper with absolutely everything and the hotter it was, the more he enjoyed it.

Ask the children to discuss the function of the next underlined word after ‘brave’ and ask for suggestions. Explain how the second example relates to the fi rst, e.g. Both ‘brave’ and ‘new’ give more information about a person (Sir Kit) or a thing (the sword).

Using the word adjective appropriately

Repeat this with four more words, until all the children are confi dent about the function of the underlined words. If no one has used the word ‘adjective’, give an explanation, e.g. All the words that we have discussed have the same function – they tell us more about a person or thing. We call this type of word an ‘adjective’.

Ask the children to read on to the end of the text. One of the underlined words is not an adjective. Can you fi nd it? Encourage them to identify the type of word, e.g. What do we call words that name people or things?

Supported composition13 min

Using a story plan

Writing the opening page

Today you are going to use the ideas in your story plan to help you to write the beginning of your story about Sir Kit.

Give children their completed story plans from the previous session and allow time for them to remind themselves of their ideas.

Composing orally before writing

Opening sentence

You can use the opening sentence to give an idea of when and where the story happens and to introduce the hero, e.g. ‘Long, long ago there lived a brave knight called Sir Kit who served the king.’ Ask the children to talk about their ideas for an opening sentence, to rehearse it out loud and then write it on their whiteboards.

Don’t forget to look at the ideas on your story plan. You can tick off the different ideas on your plan as you use them in your stories.



Using adjectives to add interest and specifi c information

Give each child a chance to read out what they have written and make suggestions for improving it if necessary, e.g. You said ‘there was a knight called Sir Kit’. Can you think of an adjective that you could use to describe him? You can give a clue to the reader about what sort of character Sir Kit is going to be. If you say brave, strong, clever, powerful, it makes him sound very successful and likely to succeed. If you chose little, muddled, confused, you make him sound weaker and likely to have more problems.

Next two sentences

You can introduce the purpose of Sir Kit’s adventure in this part, e.g. ‘The king needed a new sword and so Sir Kit set off to fi nd the best sword in the land.’ Then you need to introduce the idea that the villain has the thing that Sir Kit is looking for, e.g. ‘It so happened that a troll was guarding a magical sword.’

Allow time for oral composition, share a few suggestions and then ask the children to write the next two sentences on their whiteboards.

Using the third person and past tense for writing narrative

Checking for the third person and past tense

Read through what you have written – does it sound like a story? Stories are written in the past tense – that means that they sound as though the events have already happened. This story is not about you, it is about Sir Kit and the villain that you have invented, so you need to check that you are writing about ‘he’, ‘they’ or ‘it’ and not ‘I’, ‘we’ or ‘me’.

When the children are happy with their fi rst three sentences they can write them into their story booklet. Monitor and support where necessary, reminding them to spell correctly words that they have learned and know well and to use capital letters and full stops for sentences.

Review2 min


Today’s work will help us with our sentence and writing targets. You investigated the function of adjectives in sentences and that helped you when you chose adjectives to describe Sir Kit. You have started to write your own story based on the plan that you made.

Resources Module 3 Block A PCM 10: Function game (story extract), enlarged to A3

Module 3 Block A PCM 6: Planning to write a traditional tale, children’s completed versions from the previous session

Module 3 Block A PCM 7: Story booklet



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Word level – spelling test8 min

Applying independent spelling strategies

Today we will see whether our spelling detectives can use what they have found out about compound words. I am going to read out two sentences for you to write down. Try and remember how the words looked and which tricky bits you zoomed in on.

Dictate the following.

1. We could go out somewhere this weekend.2. I didn’t fi nd anything to eat in the cupboard.

Involve the children in checking their own sentences and working out how many of the target words they have spelt correctly. How are you doing in meeting your target? Are there any words that you need to keep on learning?

Supported writing10 min

Using a story plan

Completing the opening page

Today you are going to fi nish writing the fi rst part of your story. You need to introduce the villain, say a bit about him and describe where Sir Kit will fi nd him. Demonstrate how to use the story plan by referring to the story of Sir Kit and the troll (Module 3 Block A PCM 8), e.g. ‘He lived in a deep, dark swamp and was known far and wide for his bad temper and for bopping people on the head when they came too close. He was also famous for his love of pepper.’


Give the children time to read through what they wrote in the previous session and refer to their notes about the villain on their story plan.

I want you to think about your ideas and then talk to your partner about three different things:

1. Describe what your villain looks like.2. Describe where your villain lives.3. Describe any special powers or weapons that your villain has.

Help each other to come up with some really interesting and imaginative ideas.

Punctuating sentences correctly

Allow time for discussion and then ask the children to turn their ideas into three complete sentences about the villain. They need to compose their sentences orally and then write them into their story booklet. Monitor and offer support as needed. How many full stops will you need if you are writing three sentences? Make sure that you put a full stop at the end of each sentence and start a new sentence with a capital letter.

Using adjectives to add interest and specifi c information

Look carefully at what you have written so far. What sort of adjectives have you used? Look for examples in the children’s work, e.g. You said that the giant was big. Can you think of another word that means ‘big’ but sounds even better? (e.g. ‘huge’ or ‘enormous’.)

Repeat this to help the children to describe the place where the villain lives, e.g. Sometimes we can use two adjectives together to give more detail about a place. So instead of just saying that the troll lived in a swamp we can say that the swamp was ‘dark’ and ‘damp’ to help people imagine what it would be like to be there.

Well done, you now have a good introduction to your story. In the next block of work you will be writing the middle of the story. This is where all the action happens, when Sir Kit and the villain meet each other.

Review2 min


We have worked on our word, writing and sentence targets today. You needed to remember what you had learned about spelling the target words as you used them in sentences. You used your ideas from your story plans and this helped you to compose sentences about the villain in your story. You thought about choosing the best adjectives to describe the villain in your story.



Resources Module 3 Block A PCM 6: Planning to write a traditional tale (children’s completed versions)

Module 3 Block A PCM 7: Story booklet (completed by the children)


248



Word level – using personal spelling lists5 min

Identifying misspelt words in their own writing

Using a range of strategies to remember the correct spellings

Using the personal spelling list

Before the session, read through the children’s completed writing. Look for two common words that several children have had diffi culty with. Write these words on the fl ipchart.

I want you to read through what you have written and look carefully at your spelling. Look carefully at these words: (read the words from the fl ipchart). If you have used these words, underline them in your writing. Compare your spelling with the correct spelling on the board. If you have made a mistake, highlight the bit that was diffi cult.

Ask the children to add the two words to their personal spelling list (in their spelling journal). Can you think about a way to remember each of these words? Talk about strategies for remembering them, referring to the memory strategies in the spelling journal.


Rereading their own writing to make sure that it makes sense and is accurate

Identifying errors and making improvements

Assessing the sense of their own story writing by looking for specifi c features

Using CFSS and a marking ladder to check writing

Today you are going to do the CFSS check on what you have written for part 1 of your Sir Kit story. We are also going to use something else to help you check that it really makes sense. It is a marking ladder. There is a list of things to look out for in each part of the story that you write. You can give yourself a tick for each thing that you fi nd in your own writing. Your teacher will also be using this checklist to see how you are getting on.

Start by checking for capital letters, full stops and spellings and ticking them off on the ‘CFSS stamp’.

Now I will help you to check for sense. The things on this marking ladder are what you need to be sure that the beginning of your story makes sense. Give out the marking ladder sheets (Module 3 Block A PCM 11) and read through part 1 – the points that children should look for in the introduction to their story. Give yourself a tick for each thing you have achieved. If you are not sure, talk to your partner.

Reviewing targets7 min

Have we achieved our targets?

We have reached the end of this block of work so it is now time to review our targets. Talk through each target, awarding stickers to the children depending on whether they have achieved the target or need to do more work. Involve the children in evaluating their own progress, e.g. Can you fi nd me evidence of something that you have done to reach this target?

Reading: Remind the children of the reading work they have done and refer each to their journal.

Writing: Ask the children to think about their own story plan. Are they happy with their plan? Have they been able to use the plan to write the beginning of their own story?

Sentence: Ask the children to fi nd at least one example of an adjective that they have used in their own writing.

Word: Ask the children whether they used the words could or didn’t or compound words in their own work. Praise examples of correct spelling or successful checking and correction.

You have planned the story for Sir Kit to read to the dragon and written the fi rst page. In the next block of work, which you will start next week, you will be carrying on with your stories. It is important to write a really good story that the dragon will enjoy so that he will let Sir Kit have the treasure.



Resources Module 3 Block A PCM 11: Marking ladder: copy for each child and one copy enlarged to A3 for display


Module 3 Block A PCM 1: Target fl ap card 6

CFSS stamp


250

Module 3 Block A PCM 1: Target fl ap card 6 (side 1)

Name

TARGET FLAP CARD 6

Reading

Writing

Sentence

Word


Module 3 Block A PCM 1: Target fl ap card 6 (side 2)

ReadingI can tell you the main point of the story and show you

how I know by talking about things that happen in the

story.

WritingI plan my writing carefully by thinking about what I want to

say and collecting ideas.

SentenceI can choose different adjectives to make my

sentences more interesting.

WordI can spell the words could and didn’t and I can spell

compound words.

Fold along central line

ƒ


252

Module 3 Block A PCM 2: Parts of compound words

some one

any thing

no body

every where


Module 3 Block A PCM 3: Story summary prompt cards

1 Tell us about the hero.

2 Tell us about the villain.

3 Tell us how the story builds up.

4 Tell us about the problem in the story.

5 Tell us how the problem is sorted out in the end.

6 Did the hero play a trick on the villain?


254

Module 3 Block A PCM 4: Compound word cards

bedroom

playground

weekend

somewhere

cupboard


Module 3 Block A PCM 5a: Partially completed Jack and the Beanstalk checklist

Introduction – Chapter 1

• We know where the story takes place. ✓ page 2: ‘Once upon a time …’ tells us that

we are in the world of traditional tales. The illustration tells us that the story took place a long time ago.

• We know something about the hero. ✓ pages 2-3: Jack lives with his mother. They

are poor.

pages 4-5: Jack is not very practical. He believes in magic.

page 6: His mother says he is silly.• We know something about

the villain. ✗ The villain is not introduced until later on in the story.

• We have a clue about what might happen in the story. ✓ page 2: ‘Once upon a time …’ tells us that it is a

traditional tale. We can expect something magical to happen.

page 6: Jack’s mother throws the beans out of the window, but it is not the end of the story. This is likely to be the magical part.

Build-up – Chapter 2

• The hero and the villain meet. ✓ Jack climbs the beanstalk and goes into the

giant’s house.

page 13: The giant is described as: ‘…as tall as a tree and as big as a bus …’

• The hero wants something that the villain has got … ✓ page 14: Jack steals the giant’s gold.

• OR the villain wants something that the hero has got.

✗


256

Complication – Chapters 3 and 4

• The hero thinks of a way to get the better of the villain.

• The hero succeeds …

• OR the villain succeeds.

Resolution – Chapter 4

• The hero wins in the end.

• Things change for the hero.

• Things change for the villain.


Module 3 Block A PCM 5b: Completed Jack and the Beanstalk checklist

Introduction – Chapter 1

• We know where the story takes place. ✓ page 2: ‘Once upon a time …’ tells us that

we are in the world of traditional tales. The illustration tells us that the story took place a long time ago.

• We know something about the hero. ✓ pages 2-3: Jack lives with his mother. They

are poor.

pages 4-5: Jack is not very practical. He believes in magic.

page 6: His mother says he is silly.• We know something about

the villain. ✗ The villain is not introduced until later on in the story.

• We have a clue about what might happen in the story. ✓ page 2: ‘Once upon a time …’ tells us that it is a

traditional tale. We can expect something magical to happen.

page 6: Jack’s mother throws the beans out of the window, but it is not the end of the story. This is likely to be the magical part.

Build-up – Chapter 2

• The hero and the villain meet. ✓ Jack climbs the beanstalk and goes into the

giant’s house.

page 13: The giant is described as: ‘…as tall as a tree and as big as a bus …’

• The hero wants something that the villain has got … ✓ page 14: Jack steals the giant’s gold.


✗


258

Complication – Chapters 3 and 4


✓ The pattern is repeated:

page 15: Jack returns and tricks the giant’s wife.

page 19: Jack returns for a third time and sneaks in.

• The hero succeeds …✓ page 18: Jack steals the hen and golden eggs.

page 22: Jack steals the golden harp.• OR the villain succeeds.

✗

Resolution – Chapter 4

• The hero wins in the end.✓ page 23: Jack chops down the beanstalk.

• Things change for the hero. ✓ page 24: Jack and his mother are happy and

rich.• Things change for the

villain. ✓ page 24: It is the end of the giant.


Module 3 Block A PCM 6: Planning to write a traditional tale

Part 1: INTRODUCTION – Write the story opening

Where and when does the story take place?

What is the hero like?

What is the villain like?

What has the villain got that Sir Kit needs?

Part 2: BUILD-UP – Describe the fi rst meeting when the villain is the winner

How did Sir Kit and the villain meet?

How did Sir Kit fi rst try to get the thing that he wanted?

How did the villain get the better of Sir Kit?

Part 3: COMPLICATION – Explain what the hero planned to do next

What was Sir Kit’s plan?

Part 4: ACTION – Describe the second meeting when Sir Kit was successful

What happened when Sir Kit and the villain met again?

Part 5: RESOLUTION – Explain how the story ends

What happened to the villain?

What happened to Sir Kit?


260

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____

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____

____

____

____

____

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Part 5: How does the story end?


262

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Part 3: What does the hero plan to do next?


264

Module 3 Block A PCM 8: Example of a completed plan and story

Part 1: INTRODUCTION – Write the story opening

Where and when does the story take place? Long ago

What is the hero like? brave

What was the villain like? bad tempered, ugly troll, loves hot pepper

What has the villain got that the hero needs? Sir Kit needs to get the troll’s sword for the kingPart 2: BUILD-UP – Describe the fi rst meeting when the villain was the winner

How did the hero and villain meet? Sir Kit fi nds the troll’s hideout – followed the smell of cooking.

What did the hero want? Asked for sword in exchange for red hot chilli pepper.

How did the villain get the better of the hero? Troll bopped him on head with enormous pepper pot.

Part 3: COMPLICATION – Explain what the hero planned to do next

What was the hero’s plan? Wait until the troll is asleep. Undo the lid of the pepper pot. Next time he uses it the pepper pours out. Troll sneezes, eyes stream.

Part 4: ACTION – Describe the second meeting when the hero was successful

What happened when the hero and villain met again? Carries out plan during night. Hides at breakfast time until troll uses pepper. Sneaks past and fi nds the sword.

Part 5: RESOLUTION – Explain how the story ends

What happened to the villain? Angry when he realised what had happened. Calmed down because he stopped eating pepper.

What happened to the hero? Took sword back to the king. King so pleased he gave him half his kingdom.


Sir Kit and the Troll

Part 1: INTRODUCTION

Long, long ago there lived a brave knight called Sir Kit who served the king. The king needed a new sword and Sir Kit set off to fi nd the best sword in the land. It so happened that an ugly old troll was guarding a magical sword. He lived in a deep, dark swamp and was known far and wide for his bad temper and for bopping people on the head when they came too close. He was also famous for his love of pepper. He ate pepper with absolutely everything and the hotter it was, the more he enjoyed it.Part 2: BUILD-UP

Sir Kit travelled to the edge of a deep dark swamp where the mud oozed from the ground and there were swarms of fl ies hovering over it. The mud smelt like cheesy socks mixed with damp dog. Sir Kit could also make out another smell. He sniffed hard and then sneezed. He could defi nitely smell pepper.

Sir Kit started to wade through the mud. He followed the smell all the way to an old hut. There, sitting outside was a hideous troll. It had three eyes, warts all over its nose and skin that looked green with slime. The troll was shaking pepper from an enormous pepper pot onto a piece of pizza.

‘I’m terribly sorry to bother you’, said Sir Kit, ‘but I was just wondering if you would like to trade your magic sword for this pack of rare pepper. It is the hottest in the world.’

‘No!’ yelled the troll and he bopped Sir Kit on the head with the pepper pot. ‘Go away and don’t come back!’

Sir Kit ran away and hid from the troll because he needed time to think about what to do next.Part 3: COMPLICATION

The brave knight disappeared behind the ugly troll’s hut. He rubbed his head and tried to think of a plan. Eventually he remembered the great, big, enormous pepper pot. He would wait until the troll was asleep and then undo the lid. The next time the troll came to use his pepper pot all the hot pepper would fall on him and make him sneeze. That would be Sir Kit’s chance to sneak past and steal the magic sword.


266

Part 4: ACTION

As night fell Sir Kit was waiting behind the troll’s hut. Eventually he heard the troll snoring loudly so he crept round to carry out the fi rst part of his plan. In no time at all the lid of the pepper pot was undone and Sir Kit was back in his hiding place.

The next morning the troll got up as usual and made his porridge. ‘And now for the best bit,’ he said to himself as he picked up the pepper pot and began to shake it on the porridge. Clouds of pepper billowed out and the troll began to sneeze. He sneezed and sneezed until his eyes were streaming. He ran blindly towards a muddy pool and stuck his head into the water.

Meanwhile Sir Kit waited for his chance. He ran into the troll’s hut and quickly found the magic sword. He hid it under his cloak and made his way out of the swamp before the troll had realised what was happening. Part 5: RESOLUTION

The troll was livid when he found that the sword had gone. His temper lasted for days and his shouts could be heard echoing all round the swamp. Eventually he calmed down and something amazing happened. He went right off pepper and never ate it again. Little by little his temper began to improve and he never bopped anyone on the head again.

Sir Kit returned to the king and presented him with the magic sword. The king was overjoyed and gave Sir Kit half his kingdom as a reward. Sir Kit lived happily ever after.


Module 3 Block A PCM 9: Word cards

could could could

didn’t didn’t didn’t

anything anything anything

somewhere somewhere somewhere

nobody nobody nobody

everyone everyone everyone

playground playground playground

bedroom bedroom bedroom

weekend weekend weekend

cupboard cupboard cupboard


268

Module 3 Block A PCM 10: Function game (story extract)

Long, long ago there lived a brave

knight called Sir Kit who served the

King. The King needed a new sword and

Sir Kit set off to fi nd the best sword

in the land. It so happened that an

ugly old troll was guarding a magical

sword. He lived in a deep, dark swamp

and was known far and wide for his

bad temper and for bopping people on

the head when they came too close.

He was also famous for his love of

pepper. He ate pepper with absolutely

everything and the hotter it was, the

more he enjoyed it.


Module 3 Block A PCM 11: Marking ladder

Part 1: IntroductionTeacher Things to look for: Child

I have explained where and when the story takes place.I have described the hero.I have described the villain.I have introduced the theme of the story.I have chosen interesting adjectives.It sounds like a story – I have written in the past tense.

Part 2: Build-upTeacher Things to look for: Child

I have described where the hero and villain fi rst met.I have described what the hero tried to do.I have explained how the villain got the better of the hero.I have used speech marks correctly.It still sounds like a story – I have written in the third person and the past tense.

Part 3: ComplicationTeacher Things to look for: Child

I have described the hero’s plan for getting what he wants from the villain.I have chosen interesting adjectives.It still sounds like a story – I have written in the third person and the past tense.

Part 4: ActionTeacher Things to look for: Child

I have described how the hero carries out his plan.I have explained what happens to the villain when the hero carries out his plan.I have described how the hero gets the thing he is searching for.It still sounds like a story – I have written in the third person and the past tense.

Page 5: ResolutionTeacher Things to look for: Child

I have explained how the story ends.I have described how things turned out for the villain.I have described how things turned out for the hero.It still sounds like a story – I have written in the third person and the past tense.


270

Module 3 Block B Sessions 49–56


Focus: Narrative (traditional tales)Example texts: The Two Giants retold by Mary Dickinson, Heinemann Storyworlds, ISBN 0435114239Outcome: Writing their own story using features of traditional tales – writing the middle of the story.Summary: This is the second two-week block of this module. The children will read another traditional tale and make comparisons between characters, structure and themes. They will write two more parts of their own stories.

Targets

■ Reading: I can talk about what characters do and show you how I know by using some words and phrases from the story.

■ Writing: I can write so that it begins to sound like a story and show you where I have written about characters and setting.

■ Sentence: I can write sentences in the third person and the past tense when I am writing a story.

■ Word: I can spell the words friend and said and I can spell adjectives ending in ‘er’, ‘est’ and ‘y’.

You will lead Sessions 49 and 53 (on Monday of each week). The preparation and resources needed for these sessions are listed below.


Prepare the new target fl ap cards (Module 3 Block B PCM 1).



Look at the example story featuring Sir Kit (Module 3 Block A PCM 8) for reference if necessary.

The children will need their story plans and story booklets and the new target fl ap cards (Module 3 Block B PCM 1).



Prepare materials as follows.■ Make two copies of Module 3 Block B PCM 10, ideally onto card, and


■ Write the ten target words onto the children’s writing fl ap cards: friend, said, bigger, hottest, sadder, sleepy, funniest, lazier, fatter, darkest.



These notes are designed to help you ask questions and prompt involvement from members of the Quest group. Although these children will be working on different objectives from the rest of the class during their intervention sessions, they should be as fully involved as possible in the whole-class teaching.

Work with the whole class could include the following.■ Shared reading

– When you are reading fi ction, ask the children to identify information about characters in the text and to comment on their actions and motives. Encourage them to make inferences that go beyond the literal.

– Draw attention to the person and tense used in different types of text. Can the children in the group identify examples of verbs in, for example, the past tense?

■ Shared writing and sentence level– Talk about the person and tense that you are writing in when

demonstrating writing. Ask the children from the group to suggest how to spell particular verbs in the correct tense. Make a deliberate mistake for the children to spot, e.g. a change from the fi rst to the third person in the middle of a text.

■ Word level– Display lists of comparative and superlative forms of adjectives

and invite children to add to these. Ask the children from the group to write labels with different rules to help with spelling, e.g. for adjectives with a short vowel, double the consonant before adding the suffi x.

– Set the expectation that they will spell the words ‘friend’ and ‘said’ correctly in their independent writing for all subjects.

■ Plenary– At the end of the fi rst week a group of three children could be invited

to use character puppets as they retell The Two Giants for the class.


272

Additional guided reading session

It is very important that the children in the group read with either the teacher or teaching assistant in a guided session during the second week. This will provide further reinforcement and reading practice and provide an opportunity to assess their progress.

Suggestions using The Two Giants follow.

Book introductionReview the independent reading task. Ask children to read out the predictions they made about the story. Discuss how accurate they were. Think about why the characters behaved in a certain way. Ask questions to help the children to work out characters’ thoughts and feelings using examples from the text and making inferences based on what they have read.

Explain that in this session the children will reread the text and use a checklist for traditional tales (Module 3 Block B PCM 9) to look at the story structure.

Strategy checkReinforce the strategy of scanning a page, fi nding a key word and then reading the sentence around it when looking for information in a text.

Independent readingThe children reread the text independently, scanning to fi nd evidence of the different features. Ask two or three children specifi c questions to monitor their ability to show you examples in the text.

Return to the textUse the completed checklists to compare the story with the other traditional tales that the children read in the previous block of work. Identify similarities and differences in the structure and themes. Encourage the children to express preferences and to explain why they enjoyed one story more than another.

ReviewGive children feedback on their progress towards the reading target and highlight examples of children showing you evidence in the text about characters and actions.




Prepare the new target fl ap cards (Module 3 Block B PCM 1).



Make one copy of the comparative adjectives (Module 3 Block B PCM 2), ideally onto card, then cut it into word cards.

Have the following guided reading texts available: Jack and the Beanstalk retold by Margaret Nash (from last week) and The Two Giants retold by Mary Dickinson.

Make one copy of the giant comparison chart (Module 3 Block B PCM 3), enlarged to A3.


Make one copy of Module 3 Block B PCM 4, ideally onto card. Cut up into three rule cards and six adjective cards.

Write these headings on a fl ipchart: ‘Finn’, ‘Culcullin’, ‘Shaya’.

Make one set of puppets of Culcullin, Finn and Shaya (Module 3 Block B PCM 5), copied onto card and cut out. Attach a straw or stick to the back of each puppet so that it can be held.

Have copies of the guided reading text available: The Two Giants, retold by Mary Dickinson.


Make a set of the Sir Kit and villain puppets (Module 3 Block B PCM 6) for each child: copy onto card and attach sticks or straws to the back for children to hold.

Have the children’s story plans and story booklets for the Sir Kit story available (completed Module 3 Block A PCMs 6 and 7).


Refer to the example story featuring Sir Kit (Module 3 Block A PCM 8) if necessary.


274

You will need the children’s story plans and story booklets for their story about Sir Kit (completed Module 3 Block A PCMs 6 and 7).

Have the new target fl ap cards available (Module 3 Block B PCM 1).


Prepare materials as follows.■ Make two copies of Module 3 Block B PCM 10, ideally onto card,

and cut into sets of ten target word cards for each child. (Note: On the PCM there are three sets of the target words.)

■ Write the ten target words onto children’s writing fl ap cards: friend, said, bigger, hottest, sadder, sleepy, funniest, lazier, fatter, darkest.



Make one A3 copy of the Improve story extract (Module 3 Block B PCM 7).

Have sticky notes available.

You will need the children’s story plans and story booklets (completed Module 3 Block A PCMs 6 and 7).

Make one A3 copy of the sentence prompts for part 3 (Module 3 Block B PCM 8).


Have the following available: the children’s story plans and story booklets (from Module 3 Block A PCMs 6 and 7); the sentence prompts for part 3 (Module 3 Block B PCM 8), enlarged to A3 (used in Session 54).


Have the following available: children’s spelling journals; copies of the marking ladder (from Module 3 Block A PCM 13) and the A3 version for display; children’s story booklets (completed Module 3 Block A PCM 7); Module A Block B PCM 1:Target fl ap card 7; CFSS stamp.


Module 3 Block B Sessions 49–56

Focus: Narrative (traditional tales)Example texts: The Two Giants retold by Mary Dickinson, Heinemann Storyworlds, ISBN 0435114239 (set of six)Outcome: Writing their own story using features of traditional tales – writing the middle of the story

Week 13

Session 49 – Monday: Guided reading with the class teacher




Sir Kit is getting ready to fi nish the last part of his quest but he has a really big task this time – writing a whole story for the dragon! It is going to take several weeks for us to help him with this task. Remind children of the story and reread chapter 5 of Sir Kit’s Quest if necessary.

In this block of work you are going to read more traditional tales and these will give you some more ideas to use as you write the middle part of your own stories.

These are the new targets for this week.

Reading: I can talk about what characters do and show you how I know by using some words and phrases from the story.

Writing: I can write so that it begins to sound like a story and show you where I have written about characters and setting.

Sentence: I can write sentences in the third person and the past tense when I am telling a story.

Word: I can spell the words friend and said and I can spell adjectives ending in ‘er’, ‘est’ and ‘y’.

Read through the new targets and involve children by elaborating briefl y, e.g. When we write stories we want to make it sound as though the events have already happened. So we use the past tense, e.g. ‘Once upon a time there lived a troll who loved to eat pepper.’ And not ‘A troll lives round here who loves to eat pepper.’ You started to write in the past tense last week.


Making a prediction about the book based on the cover and blurb

Identifying features of traditional tales

Book introduction

We are going to start a new story today called The Two Giants. Give each child a copy of the book and give them time to look at the cover and read the blurb. What sort of story do you think this is going to be? Have you read any other stories like this? Take suggestions and draw out ideas that identify this as a traditional tale. Explain that this is a traditional tale from Ireland and it has been told by storytellers for many, many years. This is just one version that has been written down.

Introduce the names of the characters. Turn to pages 2–3 and have a look at the illustrations. There are two giants. Can you fi nd their names? Help the children to identify Finn and Culcullin on the page. The third character is Finn’s wife – turn to page 5 and fi nd her name: Shaya. How do you think this might be pronounced? Can you think of another word which has ‘ay’ in it? (e.g. say, day.) So the fi rst syllable rhymes with ‘day’ and then you add a short ‘a’ on the end.


276


Using word recognition skills to tackle unfamiliar words; checking for understanding using the sentence and context

Strategy check

What can you do to help you understand what you are reading and work out unfamiliar words? Take suggestions from children and emphasise that they can apply their phonic knowledge and skills, recognise words they know and use what they know about word structure. They can read the whole sentence and think about what would make sense.

Sustaining concentration when reading silently

Independent reading

Ask children to read to the end of page 7. Then discuss the questions (written on the fl ipchart) What do we know about Finn? …about Culcullin? …about Shaya? Who is the hero? Who is the villain?

The children read the pages silently to themselves and then offer suggestions about specifi c characters to be noted on the fl ipchart. Ask for suggestions about the hero and villain, e.g. Finn is the hero because he is introduced fi rst in the story and that is how traditional tales usually start.

Expressing a reasoned opinion


This is a diffi cult question because there are two giants – it was easy to see that the giant was the villain in Jack and the Beanstalk but it is not so clear in this story. We will learn more as we read on.

The children read on to the end of the chapter. Listen to one or two children reading aloud. As they fi nish they can make notes on their whiteboards of anything else they have found out about the characters.

Discussing interpretations of the story

Return to the text

Ask children to complete the chapter by reading to the end of page 9.

Do you think that Culcullin is the villain? What makes you think that? Take suggestions, drawing out the idea that in this type of story the weaker character often wins in the end, and now we know that Finn is not as strong as Culcullin.

What do you think about the hero? It could be Finn or Shaya. Who seems to be the clever one who knows what to do? Encourage the children to make their own suggestions about which is the hero, justifying them with reference to this text, or other stories they know.

Read on to the end of page 13 as the children follow. What did Shaya do to convince Culcullin that Finn was stronger?

You will fi nish the story independently and then be able to make up your own mind about which character is the hero.

Review2 min


Refer back to the reading target for this block of work. We have begun to think about the characters in the story we were reading today and have discussed what type of characters we think they are. This will help us to achieve the reading target.



Ask children to read from page 14 to the end of the book before the Quest session on Thursday (see details below).

Resources Module 3 Block B PCM 1: Target fl ap card 7

Copies of the guided reading text: The Two Giants retold by Mary Dickinson, Heinemann Storyworlds, ISBN 0435114239 (set of six)

Questions on a fl ipchart: What do we know …about Finn? …about Culcullin? …about Shaya? Who is the hero? Who is the villain?

Individual whiteboards and pens.


Independent reading task


Independent reading20 min

Note: This task is introduced at the end of Session 39 and needs to be completed by Session 51 (Thursday).

The children need to start by noting their prediction of what will happen in the second half of the story. They then read from page 14 to the end independently and think about the fi nal reading journal question.

Reading journal questions:

■ What do you think will happen at the end of the story? Will Shaya fi nd a way to get the magic fi nger?

■ Now read to the end of the book.■ How close was your prediction to what actually happened in the story?

Resources Reading journals

Copies of the guided reading text: The Two Giants retold by Mary Dickinson



278

Session 50 –Tuesday: Intervention session with the teaching assistant



Understand how to spell comparative adjectives by adding the suffi xes ‘er’, ‘est’, or ‘y’


You are going to be spelling detectives again today. You are going to investigate what happens to an adjective when you add the suffi xes ‘er’, ‘est’, or ‘y’. Adding these letters as suffi xes means adding them to the end of the word.

Display three adjective cards: ‘big, bigger, biggest’ (Module 3 Block B PCM 2) and ask the children to answer these questions:

Which one is the root word? (big)

What has been added to the root word each time? (The children write the letters ‘g-e-r’ and ‘g-e-s-t’ on their whiteboards.)

How does the meaning of the word change? (It gives you three words to compare three things that are different sizes.)

How does the spelling of the root word change? (The fi nal consonant is doubled.)

Challenge children to make up sentences using the three words, e.g. My brother is big, my sister is bigger, but I am the biggest.

Display the next three cards: ‘funny, funnier, funniest’ and go through the same questions again. Note that the ‘y’ changes to ‘i’.

What do you notice about adding these suffi xes? You can make a set of words to compare things. The root word may be changed.

Speaking and listening – reading enrichment13 min

Identifying and discussing the main and recurring characters

Comparing characters in traditional tales

Are all giants the same in traditional tales? So far we have met three different giants in the stories we are reading. Today we are going to compare the giants. You might get some more ideas to use in the stories you are writing.

Each child needs to work with a partner. Each pair needs a copy of Jack and the Beanstalk (the guided reading text for Block A) and a copy of The Two Giants (the current guided reading text). Display the giant comparison chart (Module 3 Block B PCM 3). See completed chart below.

Jack’s giant Finn Culcullin

Description pages 11, 12, 13stamps feet, tall as tree, big as bus

Pictures: pages 2, 4, 5strong enough to juggle rocks; tidal waves when swims

page 8so tall, head in clouds; so heavy, road shakes

Catch-phrases page 13Fe, fi , fo, fum…

page 2I am the biggest and strongest…

pages 3, 8I’ll break your bones and bash

Likes pages 14, 17, 21gold, magic hen, harp

pages 4, 5juggle, garden, swim

–

Dislikes page 11 people (except to eat)

page 7 Culcullin page 9 Finn

Other information

Has a wife. Lives up a beanstalk.

Wife called Shaya.

Has a magic fi nger.



Justifying their own views with reference to the text

We will start by working together on this. Think about how each of the giants is described. Look up the page numbers in the books to help you to remember. Make brief notes using the children’s suggestions. Encourage them to fi nd specifi c evidence in the text for what they say, e.g. You said that Jack’s giant was big. Can you fi nd the sentence on page 13 that describes how big he was?

Now we know that all the giants are big and heavy. We will compare some more things about them. Give a category to each pair: catch-phrases (i.e. things that the giants always say); likes; dislikes. Encourage them to look up the page references in the books to fi nd evidence and to use the illustrations as well as the text.

Take feedback from each pair and make notes on the chart.

Is there any other information that we can compare about the giants? Are they all married? Do they all live up beanstalks? Take children’s suggestions.

Evaluate characters’ behaviour

Look through the chart. Is there anything that we can say about all giants in stories based on what we have noted on the chart? e.g. They are big and heavy, they have a catch-phrase.

Why do you think giants are usually the bad characters in stories? Encourage the children to express their own opinions about this question. Stress that there is no right or wrong answer but that you are interested in what they think, e.g. ‘Being big makes giants frightening.’ ‘They need to eat a lot, including people.’ ‘They are clumsy because they are so big and can’t help hurting people.’

Review2 min


We have worked on our word and reading targets today. We investigated how suffi xes change the spelling and meaning of some adjectives. We have compared characters in different stories and looked for evidence in the text.

Resources Module 3 Block B PCM 2: Comparative adjectives

Copies of the guided reading texts: Jack and the Beanstalk retold by Margaret Nash, and The Two Giants retold by Mary Dickinson

Module 3 Block B PCM 3: Giant comparison chart, enlarged to A3


280



Word level – checking and applying the strategies5 min

Reinforcing understanding of how to spell adjectives with the suffi x ‘er’

Spelling detectives: check

We began looking at adjectives last time. We found out that you can change the meaning of the word and this can have an effect on the spelling of the root word.

‘Which rule will you choose?’ game

You are going to have a look at some adjectives and decide what you would do to the root word when you add ‘er’.

Read through the three rule cards (Module 3 Block B PCM 4): 1: Leave the root word as it is. 2: Change the fi nal ‘y’ to ‘i’. 3: Double the fi nal consonant.

Turn over the fi rst adjective card, read it and ask a child to choose the rule.

The children try using the rule as they spell the word on their whiteboards. Demonstrate the correct spelling, moving the word to the correct rule if necessary.

Repeat with as many of the other words as possible: sleepy, sad, hot, lazy, dark, near.

Returning to the guided reading text13 min

Looking at dialogue to fi nd out more about characters

Today we are going to have another look at part of the book that we have been reading and think about how different characters behave. We are going to use puppets and take it in turns to speak the words that they use in chapter 2 of the story. Put three headings on the fl ipchart: ‘Finn’, ‘Shaya’, ‘Culcullin’, and explain that you will be making notes about each of the characters during the session.

Reviewing the conventions for punctuating direct speech

Give out puppets of the three characters: Finn, Shaya and Culcullin (Module 2 Block B PCM 5) to the fi rst three children. Have a quick look at page 10. Do you remember how we know when each character starts and fi nishes speaking? Check the children’s understanding of speech marks.

I will be the narrator and you need to be ready to read out the words that your character speaks. Think about the type of voice that you think your character would use and check for clues in the text. Read through pages 10–13 with the children speaking the dialogue for their puppets.

Discussing and evaluating the behaviour of characters

Talk about how each character speaks and behaves. What does it tell us about their character? Encourage the children to offer their own opinions about this. Make a list of adjectives – words and as part of phrases – to describe each character, (e.g. Culcullin: always shouting, bad tempered and angry, behaves like a bully; Shaya: thinks quickly, clever answers, pretends to be kind, sneaky; Finn: not very clever).

Swap roles so that the other children can use the puppets. Read through pages 14–16 as before. Are there any more words or phrases to add to the notes we have made about the characters? (e.g. Culcullin: can be polite, perhaps quite lonely and wants someone to be friendly).

Finish off by asking the children to think about anything new they have learned about the story characters today. You may be able to use some of these ideas in your own story to make your characters more interesting.

Review2 min


We have worked on our word target and our reading target today. We have tried out three rules for adding ‘er’ to adjectives. We have looked in more detail at the story characters and thought about why they behave in particular ways.



Resources Module 3 Block B PCM 4: Rules and adjective cards

Copies of the guided reading text: The Two Giants retold by Mary Dickinson

Headings written on a fl ipchart: ‘Finn’, ‘Shaya’,‘Culcullin’

Module 3 Block B PCM 5: Puppet templates – Finn, Shaya and Culcullin: one set, copied onto card and cut out, with straws or sticks stuck on the back for children to hold


282





■ identifying syllables and phonemes

■ handwriting■ word roots■ mnemonics



Friend: Write up the word, read it together and talk about why it is diffi cult to remember the correct spelling, e.g. The letter ‘i’ before the ‘e’ is hard to remember.

Memory strategies:

1. syllables and phonemes: one syllable, fi ve phonemes Remember that the /e/ phoneme is represented by the letters ‘i-e’;

2. handwriting: If you practise writing ‘friend’ in joined-up writing, your hand will get used to the shape of the word and it will be easier to remember. Say the letter names as you write;

3. mnemonic: Sometimes a little saying can help us remember a tricky letter string, e.g. ‘Put ‘i’ in your friend before the end’.

Demonstrate, then the children try writing the word on their whiteboards. Then cover the word and ask the children to try writing the word independently.

Said: Write up the word, read and underline the tricky bit, e.g. It is diffi cult to remember the ‘a-i’ in the middle because it sounds like ‘e’.

Memory strategies:

1. roots: past tense of the verb ‘to say’;2. handwriting: If you practise writing ‘said’ in joined up writing, your hand will get

used to the shape of the word and it will be easier to remember. Say the letter names as you write;

3. mnemonic: e.g. Sally Anne is d . Can you think up your own word beginning with ‘d’ to help you complete the mnemonic?

The children try writing the word as above.


Planning to write dialogue

Next week you will be writing the middle part of your stories about Sir Kit. Today you are going to use your imaginations to think about what it will be like when Sir Kit meets your villain for the fi rst time.

Using a story plan as a basis for writing

Give out the children’s story plans and booklets (from Module 3 Block A PCMs 6 and 7). As you haven’t worked on these for a little while I am going to give you a minute to read through your plan and your story so far. Look carefully at the way that you have described your villain and your plan for parts 2 and 3 of your story – the build-up and complication.

Give each child a Sir Kit puppet and the template for their own villain puppet (Module 3 Block B PCM 6).

We are going to use these puppets to plan what Sir Kit and the villain will say and do when they meet. This will give you lots of ideas to use in your writing. Look back at the way you described your villain. You have 2 minutes to make a very quick sketch on the puppet template. (You could suggest that the children can take the templates home and work on them further if they want to improve their puppets.)

Using oral rehearsal before writing

Now you are going to use the puppets to work out in detail what happens when your villain and Sir Kit fi rst meet. Think about how Sir Kit would talk and what sort of character your villain is. Is he angry and bad tempered like Culcullin, or is he clever and sneaky? Remember to think about what they will say to one another and how the villain gets the better of Sir Kit this time. Give the children about 5 minutes to work out the action and dialogue for this part of their story. Encourage them to act out the scene using their puppets and to change and improve as they go along.



Using ideas from reading and talk to inform writing

Exploring characters and adding detailed descriptions of behaviour

Ask one or two children to act out what they have planned using their puppets. Involve the other children in making suggestions and support them in making brief notes on their planning sheets based on their discussion today. What sort of character is this villain? Make a note of some more details that you could mention in your story, e.g. give some reasons for his behaviour. How would he speak and move? Think about describing his tone of voice and the way he moves based on what you have done with the puppets: ‘He growled in a threatening way …his long tail twitched crossly …’ Make a note of any new ideas you have on your planning sheet.

Review2 min


Today’s work will help us with our word target and our writing target. We have thought of memory strategies for the tricky bits in two words that we use a lot. We have planned how to write about the characters in our stories in more detail and we will continue with this next week.

Resources Module 3 Block A PCM 6: Planning to write a traditional tale (completed by the children)


Module 3 Block B PCM 6: Puppet templates – Sir Kit and the villain: one set for each child, copied onto card and cut out, with sticks or straws stuck on the back for children to hold


284

Week 14




Writing part 2: Build-up

Note: The story featuring Sir Kit on Module 3 Block A PCM 8 can provide a model to be used in this week’s sessions.

Today you are going to write the next page of your Sir Kit stories. You planned this in detail in the last session and you will be able to use the ideas from your plans today.

Selecting interesting adjectives when describing settings

The fi rst thing you need to do is to describe where Sir Kit and the villain meet. This is the setting for this part of the story and you can use interesting adjectives to help your readers imagine it. You could write one or two sentences, e.g. ‘Sir Kit travelled to the edge of a deep dark swamp where the mud oozed from the ground and there were swarms of fl ies hovering over it. The mud smelt like cheesy socks mixed with damp dog.’

Give the children time to talk briefl y about their ideas with a partner and then write their own sentences in their story booklet. Support them and praise examples of children choosing adjectives carefully.

Understanding and beginning to use correct punctuation for direct speech

Now you can go on to write about what happens when they meet and the villain gets the better of Sir Kit. You can use the ideas that you tried out with your puppets last time. You can include a conversation between the two characters that will tell us a bit more about what they are like. Who can remember how you show when somebody is speaking in a story? Remind children about the correct use of speech marks and about starting a new line for a new speaker.

Using the third person and the past tense when writing narrative

Give the children time to write this part of their story, based on their plan. Support them and prompt them to continue writing in the third person and the past tense.

Praise examples of children using the dialogue to show more about their characters, e.g. describing their tone of voice, making the two characters sound very different from one another when they talk.

Combining two ideas in a sentence using because

You just need a fi nal sentence now to fi nish off this part of the story. What does Sir Kit do when the villain gets the better of him? See if you can compose a sentence using the word ‘because’, e.g. ‘Sir Kit ran away and hid from the troll because he needed time to think about what to do next.’

Give the children time to compose their sentence and then write it.

Review2 min


Reading: I can talk about what characters do and show you how I know by using some words and phrases from the story. You have thought about the hero and villain in The Two Giants and found evidence to back up what you say.

Writing: I can write so that it begins to sound like a story and show you where I have written about characters and setting. You have continued with your stories today and described a setting. You will carry on with the next part of your story on Tuesday and Thursday and you will be able to check that you are really making your writing sound like a story.

Sentence: I can write sentences in the third person and the past tense when I am telling a story. Each time you are writing your stories this week you will be thinking about two things: making sure that it sounds as though the story has already taken place and making sure that you are writing about other characters and not yourself.

Word: I can spell the words friend and said and I can spell adjectives ending in ‘er’, ‘est’ and ‘y’. You investigated these words last week. Now the challenge is to spell them correctly in your own writing.





Remind the children of the activities to practise spelling the target words (see details below). Plan a time for the children to do this before the Quest session on Thursday.



Module 3 Block A PCM 8: Example of a completed plan and story (for reference)

Module 3 Block B PCM 1: Target fl ap card 7


286

Independent spelling task

Teaching points Activities

Word level – spelling practice20 min


Consolidating spelling through Spuddy activities

Spelling activities




Remember to:




2. Zoom cards


3. Spelling game


Resources Module 3 Block B PCM 10: Word cards: friend, said, bigger, hottest, sadder, sleepy, funniest, lazier, fatter, darkest: one set for each child

Writing fl ap cards (with words written in as above)

Zoom cards





Sentence level5 min

Understanding how to use adjectives effectively

Investigating adjectives

We began thinking about adjectives in the last block of work. Today we are going to think about the best way to use adjectives effectively.

Improve: Display the story extract (Module 3 Block A PCM 7).

Sir Kit disappeared behind the ugly troll’s hut. He rubbed his head and tried to think of a plan. Eventually he remembered the great, big, enormous pepper pot. He would wait until the troll was asleep and then undo the lid. The next time the troll came to use his pepper pot all the hot pepper would fall on him and make him sneeze. That would be Sir Kit’s chance to sneak past and steal the magic sword.

Read through the text and then go back and talk about the choice of words in the sections that have been underlined. Make changes by writing new words on sticky notes and placing them over the original words.

1. ugly troll’s. It isn’t always necessary to use an adjective, especially if you have already described the character a little earlier. This word needs to be taken out.

2. his head. In the story, the troll has just hit Sir Kit on the head with the pepper pot! It would be good to choose an adjective to describe how Sir Kit’s head is feeling to remind the reader what has happened. Take suggestions from the children and discuss the best choice of adjective, e.g. sore/aching/painful, to add here.

3. great, big, enormous Sometimes we use more than one adjective to give more information or to create an effect. But if you look carefully at these adjectives you will notice that they all mean the same thing. We will choose just one of these words – which do you think would sound best?

Reread the passage with the improvements you have agreed.


Writing part 3: Complication

Yesterday you fi nished writing part 2 of your stories. Sir Kit has a problem to deal with now. He needs to think up a plan to get what he wants from the villain and that is what you are going to start writing about today. We have just read the ideas that I am using in my story, now you need to plan the next part of your own stories.

Using a story plan The fi rst thing to do is to look at the notes that you wrote in your plan for this part of the story. Give the children time to read through their notes.

This page of the story needs about six sentences that will tell us these things.

Read through the sentence prompts (Module 3 Block B PCM 8).

Sentence 1: How Sir Kit is feeling

Sentence 2: How he gets the ideas for his plan

Sentence 3: The fi rst thing he will do

Sentence 4: The next thing he will do

Sentence 5: What he expects to happen to the villain next

Sentence 6: How he will get the thing he wants


Ask the children to begin composing their sentences orally, working with a partner. Give time for them to think in detail about what they want to write and to change and improve their ideas. Remember that you are just explaining Sir Kit’s plan in this part of the story, and not describing what actually happens when he goes back to the villain. You will do that in part 4.

Rereading their own writing to check that it makes sense

Now you need to spend the rest of this session writing your fi rst two or three sentences, using the ideas that you have just planned. As you are writing you can keep saying the sentences out loud to yourself, to remind you what you want to say next and to check that what you are writing makes sense.


288


Choosing adjectives carefully

Writing in complete sentences using capital letters and full stops correctly

Support the children as they are writing, prompting them to think carefully about the adjectives they are using. You will be fi nishing this part in the session on Thursday.

Review2 min


Today’s work will help us with our writing target. You found out about choosing and using adjectives carefully to make your writing more effective and you have continued writing the next part of your story.

Resources Module 3 Block B PCM 7: Improve (story extract), enlarged to A3

Sticky notes

Module 3 Block A PCM 6: Planning to write a traditional tale (completed by the children)


Module 3 Block B PCM 8: Sentence prompts for part 3, enlarged to A3






Today we will see whether our spelling detectives can use what they have found out about spelling adjectives with the suffi xes ‘er’, ‘est’, ‘y’. I am going to read out two sentences for you to write down, Try and remember how the words looked and which tricky bits you zoomed in on.


1. My friend said that it was the hottest day ever.2. My dog is getting fatter and lazier.

Involve the children in checking their own sentences and working out how many of the target words they have spelt correctly. How are you doing in meeting your target? Are there any words that you need to keep learning?


Completing part 3

On Tuesday you planned in detail what you wanted to write in part 3 of your story and today you will be fi nishing it off. Remember that the villain has got the better of Sir Kit so now he needs to make up a plan so that he will win in the end and get what he wants. Have a look at what you have written so far and think about what you wanted to write next. Display the sentence prompts used in Session 54 (Module 3 Block B PCM 8).

Using story plans Give the children time to read through their writing and think about what they want to write next. Check that each child remembers their plan and is ready to write. Support any who are stuck by helping them to read their own planning notes.

Writing independently, checking that their own work is accurate and makes sense

Explain to the children that you want them to fi nish off this part of the story working as independently as possible. You need to observe them as they write and only prompt or support if necessary.

Don’t forget that you can say the whole sentence that you want to write out loud to yourself before you start writing. If you keep reading and rereading as you go along you will be able to check that your writing is accurate and makes sense.

Check whether the children are writing in complete sentences, referring to their story plan, and using correct spellings for words they have been learning.

Once they have fi nished this part of the story, ask the children to look back through what they have written in the whole of their story so far and to think about how they will be completing their story next week.

Review2 min


We worked on our word, writing and sentence targets today. We tested our memory strategies by using words in sentences. You are making sure that your story writing sounds like a story by using the third person and the past tense and you are really helping us to imagine the characters and setting.



Module 3 Block B PCM 8: Sentence prompts for part 3 (used in Session 54), enlarged to A3


290




Identifying misspelt words in their own writing

Using a range of strategies to remember the correct spellings


Ask each child to fi nd their personal spelling list in their spelling journal.

You are going to read through parts 2 and 3 of your story and look out for any of the words that are on your personal spelling lists. If you fi nd them you need to check that they are spelt correctly. Look carefully at the tricky bit of each word and remember the tip you are using to help you remember it.

Support the children as they do this, encouraging them to correct their own spelling errors as they fi nd them.

If a child has not used any of the words, support him or her in identifying another misspelt word and in making corrections.




Assessing the sense of their own story writing by looking for specifi c features

Using CFSS and the marking ladder to check writing

Now you are going to do the CFSS check for parts 2 and 3 of your story about Sir Kit. You are also going to use the next part of the marking ladder and you can give yourself a tick for each thing that you fi nd. Don’t forget that your teacher will also be using this when he or she looks at your story.

Start by checking for capital letters, full stops and spellings and tick them off on the CFSS stamp as you fi nd them. Give the children time to do this with a partner, making any necessary changes as they go along.

Now you can use the marking ladder to help you check for sense. Display an enlarged version (Module 3 Block A PCM 13) and read through the points to look for on part 2. Give the children time to check these and then repeat for part 3. How well do you think your stories are coming on? Do you think you are remembering to include all the different things on the marking ladder?



We have reached the end of this block of work so now it is time to review our targets. Involve the children as much as possible in assessing their own progress towards these targets. I want you to think really carefully about whether you have achieved each one. Think about the evidence you could show me in your work.

Reading: Remind children of their work on the characters in The Two Giants and refer to their reading journal.

Writing: Ask the children to fi nd an example of their own writing about characters and setting to show you. Have they helped the reader to imagine what they are writing about?

Sentence: Ask the children to fi nd examples in their writing where they have used he, she, it or they and verbs written in the past tense. Have they used this consistently throughout their writing?

Word: Ask the children whether they used the words friend and said and adjectives ending in ‘er’, ‘est’ and ‘y’ in their own work. Praise examples of correct spelling or successful checking and correction.

Your stories are coming on really well. You will be able to fi nish them in the next block of work and then Sir Kit will fi nally be able to complete his quest.

Resources Spelling journals

Module 3 Block A PCM 13: copies for the children and one enlarged to A3 for display

CFSS stamp


Module 3 Block B PCM 1: Target fl ap card 7


Module 3 Block B PCM 1: Target fl ap card 7 (side 1)

Name

TARGET FLAP CARD 7

Reading

Writing

Sentence

Word


292

Module 3 Block B PCM 1: Target fl ap card 7 (side 2)

ReadingI can talk about what

characters do and show you how I know by using some words and phrases from

the story.

WritingI can write so that it begins to sound like a story and show you where I have

written about characters and setting.

SentenceI can write sentences in the third person and the past tense when I am telling

a story.

WordI can spell the words friend

and said and I can spell adjectives ending in ‘er’, ‘est’

and ‘y’.


ƒ


Module 3 Block B PCM 2: Comparative adjectives

big

bigger

biggest

funny

funnier

funniest


294

Mo

dul

e 3

Blo

ck B

PC

M 3

: Gia

nt c

ompa

rison

cha

rt

Jack

’s G

iant

Finn

Culcullin

Des

cription

page

s 11

, 12,

13

Pict

ures

: pag

es 2

, 4, 5

page

8

Catc

h-ph

rase

spa

ge 1

3pa

ge 2

page

s 3,

8

Like

spa

ges

14, 1

7, 2

1pa

ges

4, 5

Dislik

espa

ge 1

1pa

ge 7

page

9

Oth

er inf

ormat

ion


Module 3 Block B PCM 4: Rules and adjective cards

1. Leave the root word as it is.

2. Change the fi nal ‘y’ to ‘i’.

3. Double the fi nal consonant.

sleepysadhotlazydarknear


296

Module 3 Block B PCM 5: Puppet templates – Finn, Shaya and Culcullin

Instructions: copy or paste each picture onto card. Attach a stick or straw onto the back of each one so that children can hold the puppets up.


Module 3 Block B PCM 6: Puppet templates – Sir Kit and the villain

Instructions:

1. Make a copy for each child.

2. Photocopy or paste the picture of Sir Kit onto card.

3. Provide each child with an outline to be made into a picture of the villain from their own story.

4. Attach a stick or straw onto the back of each puppet so that it can be held up.


298

Module 3 Block B PCM 7: Improve (story extract)

Sir Kit disappeared behind the ugly troll’s

hut. He rubbed his head and tried to think

of a plan. Eventually he remembered the

great, big, enormous pepper pot. He would

wait until the troll was asleep and then

undo the lid. The next time the troll came

to use his pepper pot all the hot pepper

would fall on him and make him sneeze.

That would be Sir Kit’s chance to sneak

past and steal the magic sword.


Module 3 Block B PCM 8: Sentence prompts for part 3

Sentence 1:How Sir Kit is feeling

Sentence 2:How he gets the ideas for his plan

Sentence 3:The fi rst thing he will do

Sentence 4:The next thing he will do

Sentence 5:What he expects to happen to the villain next

Sentence 6:How he will get the thing he wants


300

Module 3 Block B PCM 9: Traditional tales checklist

This can be used as part of the additional guided reading session. For details see Summary notes for the teacher.

In the story you are reading, are the following things true?

Introduction

• We know where the story takes place.

• We know something about the hero.

• We know something about the villain.

• We have a clue about what might happen in the story.

Build-up

• The hero wants something that the villain has got…


• The hero and the villain meet.

Complication


• The hero succeeds …

• OR the villain succeeds.

Resolution

• The hero wins in the end.

• Things change for the hero.

• Things change for the villain.


Module 3 Block B PCM 10: Word cards

friend friend friend

said said said

bigger bigger bigger

hottest hottest hottest

sadder sadder sadder

sleepy sleepy sleepy

funniest funniest funniest

lazier lazier lazier

fatter fatter fatter

darkest darkest darkest


302

Module 3 Block C Sessions 57–64

Notes on Block C

As this is the fi nal block of work for the group, there are several changes in organisation for these two weeks. This is to enable you to assess the children’s progress towards the targets in more detail and to round off the programme as a whole. Changes are listed below.

Week 15 Week 16

Mon Session 57: Guided reading (teacher and teaching assistant)

Both the teacher and teaching assistant need to be involved in this session. The teaching assistant demonstrates silent reading while the teacher observes specifi c children within the group.


This session is led by the teacher as usual.

Independent reading (observed by the teaching assistant)

This needs to be timetabled for a specifi c session when the teaching assistant is available so that he or she can observe the children as they read independently from their chosen texts.

Independent spelling practice

Children practise their spellings using the Spuddy activities as usual.

Tue Session 58: Guided reading (teaching assistant) This additional reading session provides a further opportunity to observe children reading independently.

There is no word level work.


Word level: The spelling test is timetabled for this session instead of on Thursday this week.

Text level: The children fi nish writing their stories in this session. If it is appropriate for the children in this group, they could take their story booklet home to work on illustrations. They will need to have their booklet with them for Thursday’s session.

Thu Session 59: Intervention session (teaching assistant)

Word level: Plurals – word sorting game

Review of reading: This session focuses on reviewing children’s progress as readers and looking back at all the books they have read in the course of the programme. The children will need access to all the books used for guided and independent sessions.


This session will be used for checking and correcting fi nished stories.

Fri Session 60: Intervention session (teaching assistant)

Word level: High frequency words

Text level: Planning writing

Session 64: Celebration (teaching assistant)

The fi nal session should be used to celebrate the children’s success, round off the story of Sir Kit’s quest and reward the children for all their hard work. If possible, prepare a magic box for the children to open – a shoe box or something similar covered in wrapping paper – containing treats of some sort, e.g. sweets, stickers or biscuits.




Focus: Narrative (traditional tales)Example texts: Big Bo Peep by Jonathan Allen Ginn, Lighthouse, ISBN 0602301009Outcome: Writing their own story using features of traditional tales – completing the story.Summary: This is the fi nal block of work in the Quest programme. The work is completed, the children receive feedback on what they have done and are involved in self-assessment. The structure of the block differs from usual. The children read another story based on a traditional tale but the emphasis is on observing each child to assess their progress. They complete their story about Sir Kit and celebrate their achievements in the fi nal session.

Targets

■ Reading: I can read to myself for 15 minutes.■ Writing: I can write a complete story with a beginning, middle and end.■ Sentence: I can check my own writing to make sure that it has capital

letters, full stops, makes sense and is spelt correctly.■ Word: I can spell the words saw and because and I can change nouns

from singular to plural.

You will lead sessions 57 and 61 (on Monday of each week). The prepara-tion and resources needed for these sessions are listed below.

Session 57: Guided reading (teacher and teaching assistant)

Prepare a new set of target fl ap cards (Module 3 Block C PCM 1).

Make a copy of the observation sheet for silent reading (Module 3 Block C PCM 2)

Decide which two children will be observed fi rst.

Decide when the independent reading will take place so that the teaching assistant can observe two more children reading independently and make notes on the observation sheet.

Add to the ‘Books we know’ box a selection of traditional tales at a similar level to Big Bo-Peep (Book band 10 – White) for children to choose from for independent reading. Suggestions include the following.■ Anancy and Mr Dry-Bone by Fiona French, Francis Lincoln Ltd., ISBN

0711207879■ Rama and the Demon King by Jessica Souhami, Francis Lincoln Ltd.,

ISBN 0711211582■ Crafty Chameleon by Mwenye Hadithi, Little Brown & Co., ISBN

0340486988


304

■ The Paper Bag Princess by Robert Munsch, Scholastic Ltd., ISBN 0439010179

■ The Snow Queen New Way Orange Parallel books, Nelson Thornes, ISBN 0174005563

■ Swan Lake New Way Orange Parallel books, Nelson Thornes, ISBN 0174005563

■ The Little Girl and the Bear, Storyworlds Stage 9 Once Upon a Time, Heinemann, ISBN 0435114255

■ Hansel and Gretel, Storyworlds Stage 9 Once Upon a Time, Heinemann, ISBN 0435141325


Write the following paragraph prompts onto the fl ipchart:1. Describe how Sir Kit carries out the plan.2. Explain what happens to the villain as a result of Sir Kit’s plan.3. Describe how Sir Kit fi nally gets the thing he has been looking for and

escapes.

Have the following available: the children’s plans and booklets for their stories about Sir Kit (from Block A, Module 3 Block A PCMs 6 and 7a–d), Module 3 Block C PCM 1: Target fl ap card 8

Decide when the children will do the independent spelling activities. This week the spelling test is part of the next session so it may not be possible to complete the activities before that.

Materials to be prepared:■ Make two copies of Module 3 Block C PCM 5, ideally onto card, and


■ Write the ten target words onto the children’s writing fl ap cards: saw, because, children, feet, leaves, babies, boxes, glasses, halves, families.



These notes are designed to help you ask questions and prompt involve-ment from members of the Quest group. Although they will be working on different objectives to the rest of the class during their intervention sessions, they should be as fully involved as possible in the whole-class teaching.

Work with the whole class could include the following.■ Shared reading

– When you are reading fi ction, involve children in the group in identify-ing the structure of the plot, e.g. by identifying the beginning, middle and end of a story.


■ Shared writing and sentence level– Consider adopting the CFSS routine for the whole class as a way of

checking their written work. Children from the group could be invited to talk through what to do for each part of the routine when you are checking a piece of shared writing.

■ Word level– Involve the children from the group in spelling plurals as part of

shared writing. The whole class could contribute to a list of singular and plural nouns and children could be challenged to fi nd unusual and irregular plurals.

– Once the Quest sessions have fi nished, children in the group could go on referring to their personal spelling lists in their spelling journal. Set the expectation that they will spell these words correctly in all their written work.

■ Plenary– Celebrate the achievements of the Quest group, e.g. ask children

to read out their fi nished story to the rest of the class, ask them to talk about the targets they have achieved and what they are most proud of.

– Consider having a Quest display in the classroom, created by the group, to let the other children see what they have been doing, e.g. a Quest map, story booklets, target fl ap cards, a Quest board and spelling game ready to play, photographs of the group.


306


Session 57: Guided reading (teacher and teaching assistant)

Prepare a new set of target fl ap cards (Module 3 Block C PCM 1).

Make a copy of the observation sheet for silent reading (Module 3 Block C PCM 2).

Decide which two children will be observed fi rst.

Decide when the independent reading will take place so that the teaching assistant can observe two more children reading independently and make notes on the observation sheet.

Add to the ‘Books we know’ box a selection of traditional tales at a similar level to Big Bo-Peep (Book band 10 – white) for children to choose from for independent reading. Suggestions include the following.■ Anancy and Mr Dry-Bone by Fiona French, Francis Lincoln Ltd., ISBN

0711207879■ Rama and the Demon King by Jessica Souhami, Francis Lincoln Ltd.,

ISBN 0711211582■ Crafty Chameleon by Mwenye Hadithi, Little Brown & Co., ISBN

0340486988■ The Paper Bag Princess by Robert Munsch, Scholastic Ltd., ISBN

0439010179■ The Snow Queen, New Way Orange Parallel books, Nelson Thornes,

ISBN 0174005563■ Swan Lake, New Way Orange Parallel books, Nelson Thornes, ISBN

0174005563■ The Little Girl and the Bear, Storyworlds Stage 9 Once Upon a Time,

Heinemann, ISBN 0435114255■ Hansel and Gretel, Storyworlds Stage 9 Once Upon a Time, Hein-

emann, ISBN 0435141325

Session 58: Guided reading (teaching assistant)

Identify the next two children to be observed in this session. Make notes on the observation sheet (Module 3 Block C PCM 2), used in the previous session.


Make one copy of Module 3 Block C PCM 3, ideally onto card. Cut into separate words.

Check that the ‘Books we know’ box contains copies of all the guided reading texts used during the programme:■ The Journey to Dragon Island■ What are Volcanoes? by Claire Llewellyn, Heinemann First Library,

ISBN 0431023824


■ Really Wild Sharks by Claire Robinson, Heinemann Library, ISBN 0431028761

■ Dilly the Dinosaur by Tony Bradman, Egmont, 0749746823■ Dilly and the Goody-Goody by Tony Bradman, Egmont (Blue Bananas),

ISBN 1405202491■ Jack and the Beanstalk retold by Margaret Nash, Heinemann Story-

worlds, ISBN 0435114247■ The Two Giants retold by Mary Dickinson, Heinemann Storyworlds,

ISBN 0435114239■ Big Bo Peep by Jonathan Allen Ginn, Lighthouse, ISBN 0602301009

Also have available each child’s reading journal and Warm-up PCM 3: Sir Kit’s reading journal – this was used in the warm-up session at the begin-ning of the programme. It would be useful to display it and refer to it during the session.


The children’s story plans and story booklets for the Sir Kit story (from Module 3 Block A PCMs 6 and 7) will be required.

Make one A3 copy of Module 3 Block C PCM 4.

Have available the puppets of Sir Kit and the villain that were used in Block B.


Write the following paragraph prompts onto the fl ipchart.1. Describe how Sir Kit carries out the plan.2. Explain what happens to the villain as a result of Sir Kit’s plan.3. Describe how Sir Kit fi nally gets the thing he has been looking for

and escapes.

Have the following available: the children’s story plans and booklets for their stories about Sir Kit (from Module 3 Block A PCMs 6 and 7), new set of target fl ap cards (Module 3 Block C PCM 1).

Decide when the children will do the independent activities. This week the spelling test is part of the next session so it may not be possible to com-plete the activities before that.

Prepare materials as follows.■ Make two copies of Module 3 Block C PCM 5, ideally onto card, and


■ Write the ten target words onto the children’s writing fl ap cards: saw, because, children, feet, leaves, babies, boxes, glasses, halves, families.



308


Make one A3 copy of the story ending (Module 3 Block C PCM 6).

Have available the children’s story plans and booklets for their stories about Sir Kit. (Note: You could suggest that children take their story book-lets home to add illustrations. They must bring them back for Thursday’s session.)


Ensure that children have their copies of the marking ladder (from Module 3 Block A PCM 11) and display the enlarged copy.

Have the following available: spelling journals, children’s story booklets, CFSS stamp, new set of target fl ap cards (Module 3 Block C PCM 1).

Session 64: Celebration (teaching assistant)

Before the session select two of the children’s completed stories and invite them to read the stories aloud to the group. Check that they feel confi dent about doing this.

Make one A3 copy of the checklist (Module 3 Block C PCM 7).

Have a copy of Sir Kit’s Quest to read to the group.

Prepare a magic box (e.g. a decorated shoe box) for the children to open at the end of the session. It could contain treats for the children, e.g. sweets, stickers or biscuits.



Focus: Narrative (traditional tales)Example texts: Big Bo Peep by Jonathan Allen Ginn, Lighthouse, ISBN 0602301009Outcome: Writing their own story using features of traditional tales – completing the story

Week 15

Session 57 – Monday: Guided reading with the class teacher and the teaching assistant




This is the last block of work for the Quest group. You will fi nish the stories for Sir Kit to read to the dragon and then he will be able to complete his quest. Do you remember that he is trying to get the magic box? I wonder what he will fi nd in it? Remind the children of the story and reread chapter 5 of Sir Kit’s Quest if necessary.

In this block you will be reading more traditional tales, fi nishing your story and making sure that it is written accurately and really sounds like a story. There will be some more words to learn and you will also be able to pick your own words to add to your personal spelling list.

Involving children in setting targets for themselves

Before I show you the targets for this block, have a quick think about anything that you want to get better at. Can you make up a target for yourself to try to achieve during the last two weeks of the Quest programme?

Give children a chance to think and respond. If they devise their own target, help them to note it on the back of their target fl ap cards (Module 3 Block C PCM 1).

Read through the new targets.

Reading: I can read to myself for 15 minutes.

Writing: I can write a complete story with a beginning, middle and end.

Sentence: I can check my own writing to make sure that it has capital letters, full stops, makes sense and is spelt correctly.

Word: I can spell the words saw and because and I can change nouns from singular to plural.


Note: Both the teacher and the teaching assistant need to be involved in this session.

Teachers will select the fi rst two children to observe reading silently and will make brief notes on the observation sheet (Module 3 Block C PCM 2). Teaching assistants will read alongside the children and make informal observations.

Making predictions based on the title and previous reading

Book introduction and strategy check

We are going to read this book in our next two sessions. Have a look at the title – does anything surprise you about it? Talk about ‘Little Bo Peep’ and ask someone to say the nursery rhyme. So we know about Little Bo Peep but have you ever heard of Big Bo Peep? What sort of story do you expect this to be?

Apply phonic knowledge and skills, knowledge of word structure and spelling to read unfamiliar words

Ask the children to turn to page 2. Read the text as they follow. Pause at the word ‘shepherdess’ and ask the children to suggest strategies for working out the word. Demonstrate how to break it into chunks, use phonic knowledge to blend phonemes and then to think about the meaning of the word in the context of the sentence. There is a tricky bit in this word, because we don’t pronounce the ‘h’ in ‘shepherdess’.

Now you know who the story is about I want you to read independently to the end of chapter 1 on page 12.


310


Sustaining concentration and understanding while reading silently

Independent reading

Children read silently, alongside the teaching assistant who provides a model, demonstrating how to read silently. Meanwhile the teacher selects two children to observe and makes notes using the observation sheet (Module 3 Block C PCM 2). Both adults need to make every effort to let the children try to read independently, encouraging them to solve problems for themselves rather than asking for help.

Reading with understanding

Return to the text

Assess children’s understanding of what they have read by asking the observed children a couple of questions about the story so far, e.g. What was the wolf like? (e.g. page 5: lazy; page 6: sneaky; page 10: not able to scare Bo Peep.) Who is the hero of this story?

Review2 min


You have begun reading this book silently to yourself today. Give an example of a child solving a problem independently. In your independent reading task you will each have a chance read silently for at least 15 minutes – how do you think you will manage?



Ask the children to read another book at the same level (see details below) before the Quest session on Thursday.

In the independent reading task they will be observed for 15 minutes by the teaching assistant.

Resources Module 3 Block C PCM 1:Target fl ap card 8

Copies of the guided reading text: Big Bo Peep by Jonathan Allen Ginn

Module 3 Block C PCM 2: Observation sheet for silent reading, with the children’s names fi lled in


Independent reading observed by the teaching assistant


Independent reading

Reading silently, sustaining concentration for at least 15 minutes

Note: This task is introduced at the end of session 57. The teaching assistant needs to observe the children reading independently for 15 minutes, so the task will need to be timetabled before the fi nal session.

Children choose a book from a similar level to the ones they have been reading in guided sessions (see suggestions in the Summary notes for the teacher).

They read independently for at least 15 minutes. The teaching assistant observes and makes notes on the observation sheet focusing on the last children in the group (those not yet observed this week). The teaching assistant also notes an overall impression of the children’s ability to sustain concentration for a full 15 minutes.

The children then answer the questions on their reading journal pages to demonstrate their understanding of the book they have read:

Who is the hero? Who is the villain? Does the hero play a trick on the villain or catch the villain out? Find the part of the story where the hero gets the better of the villain. Write down the page number.

Resources Reading journals

Module 3 Block C PCM 2: Observation sheet for silent reading, to complete for the next two children



312

Session 58 – Tuesday: Guided reading with the teaching assistant



Note: You will be observing two more children reading independently today. Select them before the session and read through the prompts on the observation sheet.

Apply phonic knowledge and skills, knowledge of word structure and spelling to read unfamiliar words

Book introduction and strategy check

This part of the session is designed to be brief, to give as much time for independent reading as possible.

Today you are going to read the rest of Big Bo Peep. She has got rid of the wolf, what do you think might happen next? Turn with the children to page 13 and read it to them as they follow in their own books. What will the robbers want to do when they have heard the ‘Little Bo Peep’ song?

You are going to read independently and I want you to try your very best to sort out problems for yourself. What do you do when you are reading an unfamiliar word? Take quick feedback.

Sustaining concentration and understanding while reading silently


Independent reading

Children read independently to the end of the book while you observe two children. Make notes on the observation sheet (Module 3 Block C PCM 2).

Return to the text

Well done – you have read the whole book now. Ask a couple of quick questions aimed at the children you were observing to check that they have understood what they have read, e.g. How did the robber-chief change by the end of the story? (stopped stealing sheep, married Bo Peep, became a farmer) Was Bo Peep scared of the band of robbers? (didn’t run away, challenged them to arm wrestle)

Review2 min


We have worked on our reading target today. You read the book silently to yourself. Ask children to think about how well they managed when they were reading independently.

Resources Copies of the guided reading text: Big Bo Peep by Jonathan Allen Ginn

Module 3 Block C PCM 2: Observation sheet for silent reading, to complete for the next two children





Understanding how to change nouns from singular to plural

Recognising common spelling patterns


Today we are going to investigate what happens to the spelling of a word when it changes from singular (one thing) to plural (more than one thing).

Word sort: Give the children two singular nouns each and spread out the plurals on the table (Module 3 Block C PCM 3). All the words we are looking at today are nouns (naming words). You are holding the singulars. Can you fi nd the plurals for each one?

When all the words are in pairs help the children to sort them into groups according to the spelling pattern by asking them to fi nd:

1. Words which just add ‘s’: friends, lights, shoes;2. Words which add ‘es’: boxes, glasses, dishes;3. Words where the fi nal ‘y’ is changed to ‘ies’: babies, jellies, parties;4. Words where the fi nal ‘f’ is changed to ‘ves’: halves, selves, leaves.

Ask children what they notice about the spelling patterns for each group of words. How can this help you when you are remembering how to spell a particular word? (e.g. if it ends in ‘x’, ‘sh’, ‘ss’, add ‘es’).

Reading review13 min

Reviewing progress as readers

Today we are going to look back at the reading you have done during the Quest programme and think about how you have improved as readers.

Reading silently Reviewing independent reading

Talk to the children about what you have observed while they have been reading independently. Let them know how long they were able to sustain silent reading and praise examples of children solving problems independently whilst they were reading without interrupting the fl ow.

Expressing a view about a text and giving a reasoned opinion

Favourite texts

Look through the ‘Books we know’ box and select the book that you enjoyed reading most during the Quest programme. Give the children time to select a book and to have a quick look through it.

I would like you each to take a turn to think about why you enjoyed the book. Go round the group asking each child to show their book and explain their choice. Use questions to prompt them to give more detail, e.g. You said that you thought it was interesting. Is there a new fact that you learned? Can you show us where to fi nd some interesting information?

Self-assessment of their attitude to reading

How do the children feel about reading?

Look in your reading journal. Do you remember when you thought about your own attitude to reading? Ask the children to fi nd the ‘Attitude to reading’ page in their reading journal.

Sir Kit has really changed his attitude to reading during his quest. He has learned how to read instructions carefully and how to use information texts. Now that he has met Dilly, Sir Kit can’t wait to read more books about him, and he is looking forward to reading all your stories to the dragon.

Give children time to review their ‘attitude to reading’ lists, supporting them as needed, e.g. by helping them to identify their own strengths as readers.

Is there anything that you still fi nd hard about reading? Look at the list and highlight no more than one thing that you would like to continue working on.

Give the children time to do this, offering support if needed.


314


Making a choice about independent reading

Continuing to read independently

It is important to go on reading and to try and fi nd the type of books that you particularly enjoy. Then you will begin to fi nd that you want to read because you enjoy doing it and not just because someone is telling you to!

Ask the children to think about what they would choose to read next, e.g. Do you want to fi nd out about something by reading an information book? Would you like to read another Dilly story or another traditional tale? Help them to think about where they can fi nd the sort of book they are looking for, e.g. in the class collection, school library, public library.

Review2 min


We have worked on our word target and our reading target today. You investigated different ways to make nouns into plurals. You have thought about how your attitude to reading has changed and decided what you would like to read next. That will help you to concentrate on your independent reading for longer and longer!

Resources Module 3 Block C PCM 3: Singular and plural noun cards


Reading journals: children’s ‘Attitude to reading’ page completed in the warm-up sessions

Warm-up PCM 3: Sir Kit’s reading journal






• analogy• syllables and phonemes• handwriting• word roots• mnemonics



saw: Write up the word, read it together and talk about why it is diffi cult to remember the correct spelling, e.g. There are different ways of spelling the long vowel and it is hard to remember the past tense of ‘see’.

Memory strategies:

1. root: past tense of the verb ‘to see’, e.g. I can see my friend now/I saw my friend yesterday. Remember that this verb is unusual with no ‘-ed’ ending;

2. analogy: raw, draw, paw;3. handwriting: If you practise writing ‘saw’ in joined up writing, your hand will get

used to the shape of the word and it will be easier to remember. Say the letter names as you write.

Demonstrate, then the children try writing the word on their whiteboards. Then cover the word and ask children to try writing the word independently.

because: Write up the word and underline the tricky bit, e.g. It is diffi cult to remember the ‘a-u’ in the second syllable.

Memory strategies:

1. syllables and phonemes: divide into two syllables and segment each one (two phonemes and three phonemes);

2. handwriting: If you practise writing ‘because’ in joined-up writing, your hand will get used to the shape of the word and it will be easier to remember. Say the letter names as you write;

3. mnemonic: Sometimes it is helpful to make up a little saying to remember the letters, e.g. big elephants can always understand small elephants.

Children try writing the word as above.


Planning the fi nal part of the story

Next week you are going to fi nish off your stories about Sir Kit so that he can read them to the dragon. Today we will think about the fi nal part of the story, describing what happens when Sir Kit carries out his plan and then planning a good story ending.

Give out the children’s story plans and booklets (Module 3 Block A PCMs 6 and 7). As you haven’t worked on these for a little while I am going to give you a minute to read through your plan and your story so far.

Demonstrating how to use a story plan as the basis for writing

Display an enlarged version of Module 3 Block C PCM 4. I have been writing my own story about Sir Kit and the troll. I am going to explain to you now how I have turned the ideas from my plan into a completed story.

Read through the plan for part 4: Action. Explain each paragraph using the prompts on the sheet.

1st paragraph: Describe how Sir Kit carries out the plan.

2nd paragraph: Explain what happens to the villain as a result of Sir Kit’s plan.

3rd paragraph: Describe how Sir Kit fi nally gets the thing he has been looking for and escapes.

You can draw arrows to show how the prompts in the plan relate to each part of the story text.

Now I want you to think about how Sir Kit will carry out his plan in your own story. You need to look at your story plan and think about the three paragraphs you will write. You can use the puppets to act out the action if that helps you to plan.

Using oral rehearsal before writing

Give time for the children to plan in detail by talking to a partner and/or using the puppets.


316


Using ideas from reading and talk to inform writing

You can add any new ideas that you have had for this part of the story to your plan. Then you will be able to remember the ideas and use them when you are writing next week. Give the children time to note ideas and praise them for using words and phrases rather than complete sentences.

Review2 min


Today’s work will help us with our word target and our writing target. We have looked carefully at two words so that we can understand and remember the tricky bits. We have planned the next part of our stories in detail and that will help us when we continue writing on Monday.



Module 3 Block B PCM 6: Puppet template – Sir Kit and the villain

Module 3 Block C PCM 4: Annotated extract from story plan and completed story, enlarged to A3



Week 16




Reviewing progress as writers

Writing part 4: Action

Before the session, write the paragraph prompts (listed below) on a fl ipchart.

Today you are going to write the next part of your Sir Kit stories. You have worked hard on your writing during your Quest sessions. Can you remember some of the writing and sentence targets you have achieved? Take suggestions from children and prompt them if necessary, e.g. writing in complete sentences; joining ideas in a sentence, writing a description, planning carefully, making it sound like a story by using the third person and the past tense.

Using plans as the basis of writing

You have already planned this writing carefully. I have put the prompts for each paragraph up on the fl ipchart to remind you what you need to write in this part of the story:

1. Describe how Sir Kit carries out the plan.2. Explain what happens to the villain as a result of Sir Kit’s plan.3. Describe how Sir Kit fi nally gets the thing he has been looking for and escapes.

You can follow your plan and tick things off when you have included them in your story.

Writing independently remembering to:

■ punctuate sentences correctly

■ spell known words correctly

■ use the third person and the past tense

Give time for the children to write the next part of their stories based on their planning. Encourage them to work as independently as possible and observe the strategies they are able to use, e.g. practising a sentence aloud before writing; continually reading and rereading to check for sense; punctuating sentences as they go along. Praise all those who are writing in the third person and past tense consistently.

When they have fi nished, ask the children to read through what they have written in this session. Did you use all the ideas in your plan? Are you ready to write the fi nal part tomorrow to fi nish off your story?

Review2 min


Have a look at your target fl ap cards and think about these targets. What will you need to do this week in order to achieve them? Read through the targets encouraging the children to identify ways that they will work on them.

Reading: I can read to myself for 15 minutes. You have each read for at least 15 minutes and you have thought about the progress you have made.

Writing: I can write a complete story with a beginning, middle and end. We will have completed our stories by the end of this week.

Sentence: I can check my own writing to make sure that it has capital letters, full stops, makes sense and is spelt correctly. We will be checking our stories on Thursday this week.

Word: I can spell the words saw and because and I can change nouns from singular to plural. We are learning these words and you need to use them correctly in your own writing.

Children’s personal targets: Did you make up your own target for this block of work? Have a look at it now and think about the work you did last week. Are you achieving this target? Take suggestions from children.



Remind children of the activities to practise spelling the target words (see details below). Plan a time for children to do this before the fi nal Quest session on Friday.


318




Paragraph prompts, written onto fl ipchart:

1. Describe how Sir Kit carries out the plan.2. Explain what happens to the villain as a result of Sir Kit’s plan.3. Describe how Sir Kit fi nally gets the thing he has been looking for and escapes.

Module 3 Block C PCM 1: Target fl ap card 8


Independent spelling practice




Consolidating spelling using Spuddy activities

Spelling activities for ‘super-spellers’




Remember to:




2. Zoom cards


3. Spelling game


Resources Module 3 Block C PCM 5: Word cards: saw, because, children, feet, leaves, babies, boxes, glasses, halves, families: one set for each child

Writing fl ap cards (with words written in as above)

Zoom cards



320





Today we will see whether our spelling detectives can use what they know about spelling plurals. I am going to read out two sentences for you to write down.


1. I saw children kicking leaves with their families in the park.2. The babies giggled because I tickled their feet.

Involve the children in checking their own sentences and working out how many of the words they have spelt correctly. How are you doing in meeting your target? Are there any words that you need to keep learning?


Writing part 5: Resolution

You are going to write the end of your story today. Story endings are very important because they fi nish everything off. It is important to tell the reader what happens to the characters and how things end up.

Using a story plan Display the example of a story ending (Module 3 Block C PCM 6). Read through as the children follow. There are two paragraphs, one to explain how things changed for the villain and one to explain what happened to Sir Kit. You each need to write two paragraphs to fi nish off your story.


Give the children time to refer to their story plans and talk through what they are going to write with a partner.

Writing independently remembering to:

■ punctuate sentences correctly

■ spell known words correctly

■ use the third person and the past tense

Give time for the children to write the last part of their stories based on their planning. Encourage them to work as independently as possible and observe the strategies they are able to use, e.g. practising a sentence aloud before writing; continually reading and rereading to check for sense; punctuating sentences as they go along. Praise all those who are writing in the third person and the past tense consistently.

As they fi nish, ask them to begin reading through their stories as a whole to check that they are happy with them. If appropriate, they could take their story booklet home to add illustrations. They will need to bring the booklet back for Thursday’s session.

Well done – you have now fi nished your stories. On Thursday you will be doing the CFSS check and making sure that you are happy with what you have written.

Review2 min


Today we have concentrated on our writing target. You learned more about how to check that a story is written in the past tense and the third person. You also completed the fi nal part of your story about Sir Kit so you have now written a story with a beginning, middle and end.



Module 3 Block C PCM 6: Story ending, enlarged to A3





Identify misspelt words in their own writing

Use a range of strategies to remember the correct spellings


Ask children to fi nd their personal spelling list in their spelling journal. You are going to read through the fi nal two parts of your stories and look out for any of the words that are on your personal spelling lists. If you fi nd them you need to check that they are spelt correctly. Look carefully at the tricky bit of each word and remember the tip you are using to help you remember it.

Support the children as they do this, encouraging them to correct their spelling errors as they fi nd them.

If any children have not used any of the words, support them in identifying another misspelt word and in making corrections.




Assessing the sense of their own writing by looking for specifi c features

Using CFSS and the marking ladder to check writing

Now you are going to do the CFSS check for parts 4 and 5 of your story about Sir Kit. You are also going to use the next part of the marking ladder and you can give yourself a tick for each thing that you fi nd.

Start by checking for capital letters, full stops and spellings and tick them off on the CFSS stamp as you fi nd them. Give the children time to do this with a partner, making any necessary changes as they go along.

Now you can use the marking ladder to help you check for sense. Display an enlarged version (Module 3 Block A PCM 11) and read through the points to look for on part 4. Give the children time to check these and then repeat for part 5. Are you happy with your fi nished stories? Did you include all the things on the marking ladder?



Now it is time to look at our fi nal set of targets and think about what you have achieved. Involve the children as much as possible in assessing their own progress towards the targets. I want you to think carefully about the evidence you could show me in your work.

Reading: Ask the children to think about how they got on with the independent reading task.

Writing: Ask the children to identify the beginning, middle and end of their own story.

Sentence: Ask the children to look for examples of things that they have changed or corrected in their story after doing the check.

Word: Ask the children if they used the words saw and because in their own work. Praise examples of correct spelling or successful checking and correction.

Personal targets: If children devised their own target for this week ask them to show you evidence of having achieved it.

You have achieved many targets during the Quest programme. Are there any that you still want to work on? Invite children to identify any further areas for improvement.

Resources Spelling journals

Module 3 Block A PCM 11: Marking ladder: copies for the children and enlarged copy for display


CFSS stamp

Module 3 Block C PCM 1: Target fl ap card 8


322

Session 64 – Friday: Celebration with the teaching assistant


Text level10 min

Recognising and evaluating features of narrative writing:

■ story structure■ characters■ the third person and the

past tense

Presenting and responding to stories

Before the session select two of the completed stories and invite the children who wrote them to read the stories aloud to the group. Check that the two children feel confi dent about doing this.

You fi nished your stories yesterday and now they are ready for Sir Kit to read to the dragon. Just imagine the scene, Sir Kit is probably feeling very nervous about what the dragon might do to him. The dragon is in a very bad mood and needs to be impressed if he is going to hand over the magic box! We have got two brave volunteers to read the stories and I am going to pretend to be the dragon. I am going to need help from the rest of you as well though. You will need to advise the dragon on what you think of the story!

Display a copy of the checklist (Module 3 Block C PCM 7) and read it through with the children. You are looking out for three things: Does the story have a beginning, middle and end? Can you imagine the villain? Does it sound like a traditional tale?

Ask the fi rst child to read out the story, while everyone listens. Explain that they can tick the items off on their checklists as they are listening. Praise the story in role as the dragon, e.g. I liked the part when …, I could really imagine that ugly troll …, I hate trolls!

Ask other children to give their views about whether each question on the checklist was answered.

Repeat with the second story.

Conclude the session in role as the dragon. I have told Sir Kit that I am very happy with the stories. I enjoyed them so much that I am happy to hand over the magic box. I never worked out how to open it anyway, so it was no use to me!

Celebrating achievement10 min

Opening the magic box

Sir Kit has fi nally accomplished every part of his Quest. I am going to read you the fi nal chapter of the story that started the whole programme. Read chapter 6: ‘The Quest Ends’ from Sir Kit’s Quest to the group.

Sir Kit solved his problems without any magic at all. And all of you have worked so hard during this programme that your reading and writing have improved in all sorts of ways. So today we can fi nally reveal the mystery of the magic box. Produce the ‘magic box’. Let’s open it up and see what is inside.

Reveal the contents and share them out so that each child receives an award. Finish the session by praising each child for things they have achieved during the programme.

Resources Module 3 Block A PCM 7: Story booklet (completed by the children)

Module 3 Block C PCM 7: Responding to stories checklist, enlarged to A3

Sir Kit’s Quest

Magic box (e.g. a decorated shoe box) containing a treat for the children


Module 3 Block C PCM 1: Target fl ap card 8 (side 1)

Name

TARGET FLAP CARD 8

Reading

Writing

Sentence

Word


324

Module 3 Block C PCM 1: Target fl ap card 8 (side 2)

ReadingI can read to myself for

15 minutes.

WritingI can write a complete story with a beginning, middle and

end.

SentenceI can check my own

writing to make sure that it has capital letters, full stops, makes sense and

is spelt correctly.

WordI can spell the words saw and because and I can

change nouns from singular to plural.


ƒ


Mo

dul

e 3

Blo

ck C

PC

M 2

: Obs

erva

tion

shee

t for

sile

nt re

adin

g

Beh

avio

ur o

bser

ved

Nam

es

12

34

56

Con

cent

ratin

g w

ell

Rea

ding

sile

ntly

Fing

er p

oint

ing

only

at p

oint

of

diffi

culty

Che

ckin

g pi

ctur

es

Ref

errin

g ba

ck to

a p

revi

ous

page

Voca

lisat

ion

at p

oint

of d

iffi c

ulty

Losi

ng c

once

ntra

tion,

e.g

. tal

king

to

a fri

end

Flic

king

thro

ugh

page

s

Spe

ndin

g a

long

tim

e on

one

pag

e

Look

ing

at th

e en

d of

the

stor

y

Oth

er c

omm

ents


326

Module 3 Block C PCM 3: Singular and plural noun cards

friend friends

light lights

shoe shoes

box boxes

glass glasses

dish dishes

baby babies

jelly jellies

party parties

leaf leaves

half halves

self selves


Mo

dul

e 3

Blo

ck C

PC

M 4

: Ann

otat

ed e

xtra

ct fr

om s

tory

pla

n an

d co

mpl

eted

sto

ry

Stor

y plan

Part

4:

ACT

ION –

des

crib

e th

e se

cond

m

eeti

ng w

hen

the

hero

was

suc

cess

ful.

Wha

t ha

ppen

ed w

hen

the

hero

and

vill

ain

met

aga

in?

• Ca

rrie

s ou

t pl

an d

urin

g ni

ght.

• H

ides

at

brea

kfas

t ti

me

unti

l tro

ll us

es

pepp

er.

• Sn

eaks

pas

t an

d fi n

ds s

word

.

Para

grap

h pr

ompt

s:

1.

Des

crib

e ho

w Si

r Ki

t ca

rrie

s ou

t th

e pl

an.

2. E

xpla

in w

hat

happ

ens

to t

he v

illai

n as

a

resu

lt o

f Si

r Ki

t’s p

lan.

3. D

escr

ibe

how

Sir

Kit

fi nal

ly g

ets

the

thin

g he

has

bee

n lo

okin

g fo

r an

d es

cape

s.

Complet

ed s

tory

As

nigh

t fe

ll Si

r Ki

t wa

s wa

itin

g be

hind

the

tro

ll’s

hut.

Ev

entu

ally

he

hear

d th

e tr

oll s

nori

ng lo

udly

so

he c

rept

rou

nd

to c

arry

out

the

fi rs

t pa

rt o

f hi

s pl

an. I

n no

tim

e at

all

the

lid o

f th

e pe

pper

pot

was

und

one

and

Sir

Kit

was

back

in h

is

hidi

ng p

lace

.

The

next

mor

ning

the

tro

ll go

t up

as

usua

l and

mad

e hi

s po

rrid

ge. “

And

now

for

the

bes

t bi

t,” h

e sa

id t

o hi

mse

lf a

s he

pic

ked

up t

he p

eppe

r po

t an

d be

gan

to s

hake

it o

n th

e po

rrid

ge. C

loud

s of

pep

per

billo

wed

out

and

the

trol

l beg

an

to s

neez

e. H

e sn

eeze

d an

d sn

eeze

d un

til h

is e

yes

were

st

ream

ing.

He

ran

blin

dly

towa

rds

a m

uddy

poo

l and

stu

ck h

is

head

into

the

wat

er.

Mea

nwhi

le S

ir K

it w

aite

d fo

r hi

s ch

ance

. He

ran

into

the

tr

oll’s

hut

and

qui

ckly

fou

nd t

he m

agic

swo

rd. H

e hi

d it

und

er

his

cloa

k an

d m

ade

his

way

out

of t

he s

wam

p be

fore

the

tro

ll ha

d re

alis

ed w

hat

was

happ

enin

g.


328

Module 3 Block C PCM 5: Word cards

saw saw saw

because because because

children children children

feet feet feet

leaves leaves leaves

babies babies babies

boxes boxes boxes

glasses glasses glasses

halves halves halves

families families families


Module 3 Block C PCM 6: Story ending

The troll was livid when he found that the sword

had gone. His temper lasted for days and his

shouts could be heard echoing all round the

swamp. Eventually he calmed down and something

amazing happened. He went right off pepper

and never ate it again. Little by little his temper

improved and he never bopped anyone on the head

again.

Sir Kit returned to the King and presented him

with the magic sword. The king was overjoyed and

gave Sir Kit half his kingdom as a reward. Sir Kit

lived happily ever after.


330

Module 3 Block C PCM 7: Responding to stories checklist

Story 1 Story 2Does the story have a beginning, middle and end?

Can you imagine the villain?

Does it sound like a traditional tale?


End of Week 16: Progress check 3

Speaking and listening

■ Participates in sustained conversation on a particular subject and explains own views

■ Takes on role of a story character to explore dilemmas, feelings and motives

Comments

Word level: word recognition and word structure and spelling

■ Uses a range of strategies to remember spellings– joined handwriting– recognising shapes of words– syllabifi cation– knowledge of tricky bits in words– words within words– analogy– mnemonic

■ Spells Module 3 target words correctly in dictated sentences

In guided reading■ Demonstrates reading fl uency by:

– applying phonic knowledge and skills independently– self-correcting without interrupting the fl ow of reading– automatically reading high and medium frequency words

■ Uses knowledge of a range of prefi xes and suffi xes to help decode long complex words

In guided writing■ Uses phonic knowledge and knowledge of word structure to spell, check and

correct unfamiliar words■ Uses knowledge of high frequency and medium frequency words when

spelling■ Independently checks and corrects misspelt words in their own writing

Sentence level: understanding and interpreting texts; sentence structure and punctuation

■ Understands the function of adjectives, verbs and nouns

In guided reading■ Uses grammatical knowledge to support reading for sense■ Uses knowledge of punctuation to understand dialogue in stories

In guided writing

■ Generally writes in complete sentences with correct punctuation■ Uses some connectives to link ideas in sentences to indicate reason or cause■ Uses adjectives to add interest or specifi c information■ Uses the third person and the past tense when writing narrative■ Uses speech marks to punctuate dialogue■ Rereads writing, checking for grammatical sense and accuracy■ Uses grammatical knowledge to make improvements


332

Text level reading: understanding and interpreting texts; engaging with and responding to texts

In guided reading

■ Solves problems while reading without interrupting the fl ow■ Scans a familiar text to identify specifi c information■ Evaluates the behaviour of a main character, justifying views and referring to

evidence in the text■ Retells and summarises the plot of a story■ Identifi es common themes in stories and draws conclusions about typical

characters■ Talks about own reading preferences and compares these with others

In independent reading■ Makes a choice of reading matter■ Sustains concentration when reading independently for 15 minutes

Text level writing: creating and shaping texts; text structure and organisation

In guided writing

■ Uses words and phrases to make notes■ Plans a story with an introduction, build-up, complication and resolution■ Adds detailed description of a character’s behaviour■ Assesses the sense of their own story writing by checking for features of genre

In independent writing

■ Sustains story writing for at least 15 minutes, using a range of strategies and resources to support the process

■ Checks their own writing for capital letters, full stops, correct spelling and sense and makes improvements

module 3 block a sessions...

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