If you are very patient, or simply lucky, you may spot The Beryllium Baboon in its natural habitat - the Cambridge primary school. When the BB is not teaching, eating cake or sleeping, it can occasionally be found creating short stories (along with questions and yes - even answers) for guided reading and English comprehension lessons in its school. The target age range of these offerings is therefore Yr6 and perhaps a bit older - let's say 11-14.
If you are very patient, or simply lucky, you may spot The Beryllium Baboon in its natural habitat - the Cambridge primary school. When the BB is not teaching, eating cake or sleeping, it can occasionally be found creating short stories (along with questions and yes - even answers) for guided reading and English comprehension lessons in its school. The target age range of these offerings is therefore Yr6 and perhaps a bit older - let's say 11-14.
Number 4 in a series of 24
The Slug is a short story written to appeal to children of Year 6. It is used in guided reading sessions, for developing English comprehension skills and enhancing vocabulary.
The material is designed to be challenging but accessible to children working within the government's expectation for children at the end of Key Stage 2. It is possible that teachers of children in KS3 may find the resources useful.
The story comprises two distinct pages with a mini-cliff hanger at the end of the first page. Each page is designed to be used in either i) a single longer discrete lesson or ii) a series of shorter sessions.
To accompany each page of the story, a set of example questions and suggested answers is provided.
In the author's school, three half-hour sessions are devoted to each page. In the first session, the children are introduced to the story and some of the questions are answered in a group setting. In the second session, the children answer the remaining questions independently. In the third session, the group reconvenes and the group discusses their answers and receives feedback.
Number 3 in a series of 24
The Toenail is a short story written to appeal to children of Year 6. It is used in guided reading sessions, for developing English comprehension skills and enhancing vocabulary.
The material is designed to be challenging but accessible to children working within the government's expectation for children at the end of Key Stage 2. It is possible that teachers of children in KS3 may find the resources useful.
The story comprises two distinct pages with a mini-cliff hanger at the end of the first page. Each page is designed to be used in either i) a single longer discrete lesson or ii) a series of shorter sessions.
To accompany each page of the story, a set of example questions and suggested answers is provided.
In the author's school, three half-hour sessions are devoted to each page. In the first session, the children are introduced to the story and some of the questions are answered in a group setting. In the second session, the children answer the remaining questions independently. In the third session, the group reconvenes and the group discusses their answers and receives feedback.
Number 1 in a series of 24
The short story The Benie was written to appeal to children of Year 6. It is used in guided reading sessions, for developing English comprehension skills and enhancing vocabulary.
The material is designed to be challenging but accessible to children working within the government's expectation for children at the end of Key Stage 2. It is possible that teachers of children in KS3 may find the resources useful.
The story comprises two distinct pages with a mini-cliff hanger at the end of the first page. Each page is designed to be used in either i) a single longer discrete lesson or ii) a series of shorter sessions.
To accompany each page of the story, a set of example questions and suggested answers is provided.
In the author's school, three half-hour sessions are devoted to each page. In the first session, the children are introduced to the story and some of the questions are answered in a group setting. In the second session, the children answer the remaining questions independently. In the third session, the group reconvenes and the group discusses their answers and receives feedback.
This mathematics investigation was designed for use by children of Year 6 - under the guidance and encouragement of a suitable mentor. It was not intended to be a ‘fire and forget’ worksheet, but rather a framework for discussion and exploration.
The students are presented with a problem in which there are two mystery numbers to be found. Two clues are provided, namely the Sum of the two numbers and the Difference between them.
Initially, the numbers given are sufficiently small so that a ‘straightforward’ and accessible strategy can be used to determine the solution.
In the second part of the question, the sizes of the numbers are increased, which greatly increases the difficulty of the problem and suggests the need to discover alternative strategies. Some of these are provided in the teacher’s commentary.
Although the material is designed to be challenging but accessible to children working within the government’s expectation for children at the end of Key Stage 2, it is possible that teachers of children in KS3 may find the resources useful.
