Guided Reading - Fantastic Mr Fox 6 Week Plan This 6 week guided reading plan focuses on The Fantastic Mr Fox by Roald Dahl. This plan follows group-based guiding reading approach meaning that each /table or group will complete a different activity on each day. This package includes a detailed plan that lays out the schedule for the whole 6 weeks, alongside this there are follow-up tasks that relate to each weeks activities. Example Plan: Book Intro/ recap: (5 mins) Introduce new text (chn should have listened to ebook Chapters 1 The Three Farmers and 2 Mr Fox prior to session) Read chapters 1 and 2 to the children. What were the farmers’ name? Challenge pwb: Collect all the adjectives and adverbs that describe the farmers. What kind of an impression do these words make together? Which farmer would you rather work for? Explain your answer. Strategy Check: (5 mins) Explain that when reading you will always encounter new words. What can we do if we find a word we don’t understand? Elicit use a dictionary. How will this help us when reading a text? State LO. Explain that today we will learn to use a dictionary accurately to look up tricky words and find their definitions. Independent reading: (5 mins) Chn read extract/ area of focus. Response to the text: (10 minutes) Model process thinking aloud using alphabetical order to find a tricky word. Read the meaning. Discuss. Put into a sentence. Ask chn to put inot a sentence of their own (using context in book to help them) In pairs, chn to repeat for another word. Then independently when reading the text. Feedback at end. Was it useful? How did it help you to understand the text? Do you like the text so far? Introduce follow up task.

Year 4 - Guided Reading - The Robot and the Bluebird. This two week guided reading plan focuses on The Robot and the Bluebird by David Lucas. This plan follows a whole class guided reading approach meaning that all children are required to do the same activity on each day. The activities are differentiated. The activities include a follow up task, comprehension, language activity and spelling focus. Example Plan: Text: The Robot and the bluebird Children to have the front cover of the text and complete inference grid: -What can I see? -What might happen? -What questions do I have? Children to read the text in pairs. Content Domain: Identifying, discussing and collecting effective words and phrases which capture the reader’s interest and imagination e.g. metaphors, similes Possible Questions: How has the robot been described? What is he like? How do you feel about him? Which page has the most engaging language? (p19/20) Which words stand out? How do they make you feel? Why? What features has the author used? Activity: Children to have a copy of this page and to highlight/text mark the engaging features. Follow Up Tasks: -Show page as the seasons change (7/8). Questions: What words have already been used to describe him? What words do we like? How does it make us feel? Can we capture the reader’s interest anymore on this page? What language features could we use? Activity: Children to work in pairs to come up with different language features to describe the robot that will engage the reader more. (adverbial phrase/expanded noun phrase/ compound sentence/complex sentence/simile/metaphor) Spelling Focus: [SHORT ACTIVITY] Words ending in (k sound) –que Can you think of any words that end in a –k sound? -ck -k -ke Examples: focus on: unique, antique. Other words: like, leek, meek, week, weak, cake, bake etc Comprehension (differentiated): Based on finding and collecting adjective, metaphors, similes and explaining why the author has used the different phrases. Free reading – any text Free writing – any writing about the text (ideas include description of the robot/bluebird, book review, own story of where the bird came from/journey) Challenge: Can they include any of the spelling words we have focused on?

Year 4 - Guided Reading - The Twits - Roald Dahl This four week guided reading plan focuses on The Twits by Roald Dahl. This plan follows a whole class guided reading approach meaning that all children are required to do the same activity on each day. The activities are differentiated. The activities include a follow up task, comprehension, language activity and spelling focus. Example Plan: Text: The Twits by Roald Dahl Children to read up to page 22 individually Content Domain: Ask question to improve understanding of text Have questions on the board and in pairs children discuss the answers. As a class discuss the answers using the text to help. What was Mrs Twit like when she was younger? What did Mr Twit have in his bead? What was the first trick Mrs Twit played on Mr Twit? What did Mr Twit do to Mrs Twit’s walking stick? How did Mr Twit explain to Mrs Twit what had happened to her walking stick? Read pages 23-30. Discuss what happened in the story so far. Activity: Ch to think about the story so far. Ch to think about who do you think is the worse person; Mr or Mrs Twit? Ch to use evidence (quotes) and the tricks to support their answer. Spelling Focus: [SHORT ACTIVITY] The suffix –ly is added to an adjective to form an adverb. The rules already learnt still apply. The suffix –ly starts with a consonant letter, so it is added straight on to most root words Exceptions: (1) If the root word ends in –y with a consonant letter before it, the y is changed to i, but only if the root word has more than one syllable. (2) If the root word ends with –le, the –le is changed to –ly. (3) If the root word ends with –ic, –ally is added rather than just –ly, except in the word publicly. The words truly, duly, wholly. Comprehension (differentiated): Ch to read and answer the questions based on the story they have read so far. Ch to mark their answers after. Free reading – any text Free writing – writing a new introduction to the Iron Man. Challenge: Can they include any of the spelling words we have focused on?

Guided Reading - The Hodgeheg This is a weekly guided reading plan for a year 4 class. Text: The hodgeheg by Dick King Smith Book introduce Show ch the front cover on the IWB. What do you think the book will be about? Discuss with tables. Ge feedback. What type of book do you think it is? Why do you think this? Show ch the blurb and read together. Does this change what you think the book might be about? Share LO: I am learning to retrieve information from a text. Strategy check Discuss with class what strategies we could use if we were stuck on a word, what they could do when they are reading etc. Independent reading Children to read the extract by them selves. Response to text Remind ch of the LO. On the IWB have a range of questions about the text. Explain to them what the word retrieval means and how we answer these types of questions. Discuss the answers as a class once they have disussed with partner. Where do the hedgehogs live? What did they have to do to get to the park? What were the baby hedgehogs named after? Find one word that means the food was delicious. Other activities include a comprehension, comprehensive lessons plans and powerpoint.

Year 4 - Guided Reading - The iron Giant This three week guided reading plan focuses on The Iron Giant by Ted Hughes. This plan follows a whole class guided reading approach meaning that all children are required to do the same activity on each day. The activities are differentiated. The activities include a follow up task, comprehension, language activity and spelling focus. Example Plan: Text: The Iron Giant Children to have the front cover of the text and first page and complete table What techniques can you see? Is the Iron Man going to be a villain or a hero? What tells you this? Children to read the text in pairs. Content Domain: Identifying, discussing and collecting effective words and phrases which capture the reader’s interest and imagination e.g. metaphors, similes Making predictions based on information stated and implied Possible Questions: How has the robot been described? What is he like? How do you feel about him? What does the front cover tell us? How is this different from the writing? What do you think will happen? Activity: Children to have a copy of this page and to highlight/text mark the engaging features. Children put in negative/positive ideas in table and then write prediction. Follow Up Tasks: -Show page as the seasons change (7/8). Questions: What words have already been used to describe him? What words do we like? How does it make us feel? Can we capture the reader’s interest anymore on this page? What language features could we use? Activity: Children to work in pairs to come up with different language features to describe the robot that will engage the reader more. (adverbial phrase/expanded noun phrase/ compound sentence/complex sentence/simile/metaphor) Spelling Focus: [SHORT ACTIVITY] Words ending in (k sound) –que Can you think of any words that end in a –k sound? -ck -k -ke Examples: focus on: unique, antique. Other words: like, leek, meek, week, weak, cake, bake etc Comprehension (differentiated): Based on finding and collecting adjective, metaphors, similes and explaining why the author has used the different phrases. Free reading – any text Free writing – any writing about the text (ideas include description of the robot/bluebird, book review, own story of where the bird came from/journey) Challenge: Can they include any of the spelling words we have focused on?

Guided Reading - The Lighthouse This week long guided reading plan focuses on The Lighthouse short story. This plan follows a whole class guided reading approach meaning that all children are required to do the same activity on each day. The activities are differentiated. The activities include a follow up task, comprehension, language activity and spelling focus. Example Plan: Text: The Lighthouse Book introduce Show ch the front cover on the IWB. What do you think the book will be about? Discuss with tables. Get feedback. What type of book do you think it is? Why do you think this? Show ch the blurb and read together. Does this change what you think the book might be about? Share LO: I am learning to draw inferences. Strategy check Discuss with class what strategies we could use if we were stuck on a word, what they could do when they are reading etc. Independent reading Children to read the extract by them selves. Response to text Remind ch of the LO. On the IWB have a range of questions about the text. Explain to them what the word inference means and how we answer these types of questions. Things you infer from the text, it about what you think its saying using your reasoning rather than sing concrete evidence. Read between the lines and make a well informed guess. Using Discuss the answers as a class once they have disussed with partner. What do you think Kittiwakes, Terns and Guillemots are? Why? What does “Thy way is in the sea, and my path in the great waters” Mean? What do we think the men were? Why? What phrase makes you think that the boy is scared? Recap what had happened in the extract yesterday and re read. I am learning to draw inferences about a character. Activity: Ch to use what they have read and write a paragraph describing what the men/creatures look like. Spelling Focus: [SHORT ACTIVITY] Comprehension (differentiated): Ch to read and answer the questions based on the story they have read so far. Ch to mark their answers after. Free reading – any text Free writing – writing a new introduction to the Iron Man. Challenge: Can they include any of the spelling words we have focused on?

Year 4 - Guided Reading - It was a dark and stormy night This is a two week plan for guided reading based around Allan Ahlberg’s It was a dark and stormy night. The plan suggests activities for each day including follow up tasks and comprehensions. Example plan: Text: It Was A Dark and Stormy Night by Allan Ahlberg Children to have the front cover of the text and complete inference grid: -What can I see? -What might happen? -What questions do I have? Children to read chapter 1, 2 and 3 text in pairs. Content Domain: Identifying, discussing and collecting effective words and phrases which capture the reader’s interest and imagination e.g. metaphors, similes Possible Questions: Who was Antonio? What happened to him? What did they want Antonio to do? Who took over the story? Follow Up Tasks: Activity: Give ch a selection of words from the story that read yesterday. Ch to have a go with a partner to define what the words mean, once they have done that they check them with a dictionary. Torrents brigands sodden jaws lashing Spelling Focus: [SHORT ACTIVITY] Prefix: Inter and Super inter– means ‘between’ or ‘among’. super– means ‘above’. Spelling words: interact, intercity, international, interrelated, supermarket, superman, superstar Comprehension (differentiated): Ch to read the firework poem and answer differentiated questions about it. Free reading – any text Free writing – any writing about the text (ideas include description of the robot/bluebird, book review, own story of where the bird came from/journey) Challenge: Can they include any of the spelling words we have focused on?

Year 4 - Guided Reading - How To Train a Dragon This one week guided reading plan focuses on How To Train a Dragon by Cressida Cowell. This plan follows a whole class guided reading approach meaning that all children are required to do the same activity on each day. The activities are differentiated. The activities include a follow up task, comprehension, language activity and spelling focus. Example Plan: Text: How to train your dragon by Cressida Cowell Day 1: Book introduce Show ch the front cover on the IWB. What do you think the book will be about? Discuss with tables. Get feedback. What type of book do you think it is? Why do you think this? Show ch the blurb and read together. Does this change what you think the book might be about? Share LO: I am learning to draw inferences from a piece of text. Strategy check Discuss with class what strategies we could use if we were stuck on a word, what they could do when they are reading etc. Independent reading Children to read the extract by them selves. Response to text Remind ch of the LO. On the IWB have a range of questions about the text. Explain to them what the word inference means and how we answer these types of questions. Discuss the answers as a class once they have disussed with partner. Why do you think they don’t want Hiccup to be commanding the team? Do you think they like Limpets? Why do think Hiccup had been feeling sick? How do you feel about the characters in the story? Recap what had happened in the extract yesterday and re read. Day 2: I am learning to predict what is going to happen next. Activity: Ch to complete predict based on what they have read so far what might happen next in the story. Day 3: Spelling Focus: [SHORT ACTIVITY] Words with the sound spelt ei, eigh, or ey /eɪ/ Statutory: eight, eighth, reign Other: vein, weigh, neighbour, they, obey Day 4: Comprehension (differentiated): Ch to read and answer the questions based on the story they have read so far. Ch to mark their answers after. Day 5: Free reading – any text Free writing – writing a new introduction to the Iron Man. Challenge: Can they include any of the spelling words we have focused on?

Year 4 - Guided Reading - Secret Friends This one week guided reading plan focuses on Secret Friends by Elizabeth Laird. This plan follows a whole class guided reading approach meaning that all children are required to do the same activity on each day. The activities are differentiated. The activities include a follow up task, comprehension, language activity and spelling focus. Example Plan: Text: Secret Friend Day 1: Children to have the front cover of the text. What do you think the book will be about? What tells you this? What do we notice in the picture? Children to read chapter 1-3 in pairs. Content Domain: Identifying, discussing and collecting effective words and phrases which capture the reader’s interest and imagination e.g. metaphors, similes Making predictions based on information stated and implied Possible Questions: What kind of person is Lucy? What do you think the word ‘outsider’ means? How did Lucy treat Rafaella in school? Activity: Make a prediction about what might happen in the story. Day 2: Identifying main ideas drawn from more than one paragraph and summarising these Activity: Look at chapter 1-3 in pairs. Write down any emotive language. Any examples of phrases or words that make the reader feel an emption. e.g I could tell that tears had sprouted behind her eyelids. Look through the text for adventurous vocabulary (e.g. treacherous, outcaste, offended, hypocryites, embarrassment, contempt). What do these words mean? Can you find synonyms? Can you put the words into a sentence of your own? Day 3: Spelling Focus: [SHORT ACTIVITY] Day 4: Comprehension (differentiated): Analysing and comparing a range of plot structures. Questions focus on areas that have already been discussed during English, so minimal support should be required. Question one (follow up - predictions) What do you think the word ‘outsider’ means? -How did the children in school treat Rafaella like an outsider? -What kind of person is Rafaella? -How did Lucy treat Rafaella in school? -If you were Rafaella, would you want to be friends with Lucy? Discuss reasons for your ideas. -Why do you think the story is called ‘Secret Friends’? Which character in chapter 3 did you have more empathy for/like/dislike? Why Day 5: Free reading – any text Free writing – writing a new introduction to Secret Friend Challenge: Can they include any of the spelling words we have focused on?

An editable google slides assembly presentation based around Remembrance Day. Suitable for KS1 & KS2. Detailed notes for each slide included to help deliver the assembly presentation. Visuals and Wigits used to be simple and help SEND and EAL children access. Extension ideas included in notes to create writing activities based on personal reflection. Opportunities for thinking and partner discussion as well as sharing thoughts, ideas and personal experiences with the assembly or group. Slides include: What is Remembrance Day? When is Remembrance Day and why was it created? Why is Remembrance Day celebrated? How is Remembrance Day celebrated? Two minute silence information Poppy Appeal Slide In Flanders Field Poem Reflection and act of worship (prayer) included to be accessible for both community and church schools.

An editable google slides assembly presentation based around the festival of Diwali. Suitable for KS1 & KS2. Detailed notes for each slide included to help deliver the assembly presentation. Visuals and Wigits used to be simple and help SEND and EAL children access. Extension ideas included in notes to create writing activities based on personal reflection. Opportunities for thinking and partner discussion as well as sharing thoughts, ideas and personal experiences with the assembly or group. Slides include: What is Diwali? When is Diwali? Why is Diwali celebrated? How is Diwali celebrated? What is eaten on Diwali? The Story of Rama and Sita with original images Reflection and act of worship (prayer) included to be accessible for both community and church schools.

An editable google slides assembly presentation based around Harvest Festival. Suitable for KS1 & KS2. Detailed notes for each slide included to help deliver the assembly presentation. Visuals and Wigits used to be simple and help SEND and EAL children access. Extension ideas included in notes to create writing activities based on personal reflection. Opportunities for thinking and partner discussion as well as sharing thoughts, ideas and personal experiences with the assembly or group. Slides include: What is World Mental Health Day? What is mental health Scenarios on whether is positive mental health or negative. How our school is our workplace. Reflection and act of worship (prayer) included to be accessible for both community and church schools.

An editable google slides assembly presentation based around Black History Month 2024. The key theme for Black History Month 2024 is ‘Reclaiming Narratives’ which has been focussed on in the presentation. Suitable for KS1 & KS2. Key figures in American and British black history are celebrated by learning their stories. Some are commonly known (e.g. MLKjr) and some are lesser known to British children (e.g.Ignatius Sancho). Detailed notes for each slide included to help deliver the assembly presentation. Visuals and Wigits used to be simple and help SEND and EAL children access. Could be used as a classroom lesson to develop more discussion, knowledge, stories and complete writing activity. Slides include: What is Black History Month? Simple quiz for children to guess who the important person is, with a fact page about each one. Facts about Benjamin Zephaniah and opportunity for writing a poem based on his poem ‘The British’. Reflection and act of worship (prayer) included to be accessible for both community and church schools.

An editable google slides assembly presentation based around the Jewish festival Rosh Hashanah. Suitable for KS1 & KS2. Detailed notes for each slide included to help deliver the assembly presentation. Visuals and Wigits used to be simple and help SEND and EAL children access. Extension ideas included in notes to create writing activities based on personal reflection. Opportunities for thinking and partner discussion as well as sharing thoughts, ideas and personal experiences with the assembly or group. Slides include: What is Rosh Hashanah? When is Rosh Hashanah? Why is Rosh Hashanah celebrated? How is Rosh Hashanah celebrated? What is eaten on Rosh Hashanah? Reflection and act of worship (prayer) included to be accessible for both community and church schools.

An editable google slides assembly presentation based around Harvest Festival. Suitable for KS1 & KS2. Detailed notes for each slide included to help deliver the assembly presentation. Visuals and Wigits used to be simple and help SEND and EAL children access. Extension ideas included in notes to create writing activities based on personal reflection. Opportunities for thinking and partner discussion as well as sharing thoughts, ideas and personal experiences with the assembly or group. Slides include: What is Harvest Festival? When is Harvest Festival? What is harvested in Britain? A Harvest Festival acrostic poem to inform children and help them celebrate. Ways to celebrate Reference to the Food bank charity, the Felix Project Reflection and act of worship (prayer) included to be accessible for both community and church schools.

An editable google slides assembly presentation based around Bonfire Night (Guy Fawkes Night). Suitable for KS1 & KS2. Detailed notes for each slide included to help deliver the assembly presentation. Visuals and Wigits used to be simple and help SEND and EAL children access. Could be used as a classroom lesson to develop more discussion, knowledge, and understanding of firework saftey. Slides include: What is Bonfire Night? Who was Guy Fawkes? What was Britain like in 1605? Differences between Protestants and Catholics in 1605. What was the gunpowder plot? How do we celebrate bonfire night? Bonfire safety. Reflection and act of worship (prayer) included to be accessible for both community and church schools.

An editable google slides assembly presentation based around the value of care. Suitable for KS1 but can be used for KS2 if discussion is developed. Key questions posed throughout to challenge and deepen children’s understanding of how to show care. Detailed notes for each slide included to help deliver the assembly presentation. Visuals and Wigits used to be simple and help SEND and EAL children access. Could be used as a classroom circle time activity to develop more discussion. Slides include: Definitions of care Examples and discussions of what care looks like Definitions of careful, caring and careless. Simple quiz to decide if images are of careful, caring or careless. Reflection and act of worship (prayer) included to be accessible for both community and church schools.

Introducing our meticulously crafted teaching unit that draws inspiration from the powerful narrative of Francesca Sanna’s “The Journey”. This 5-week writing unit is designed to captivate students while fostering a deep understanding of the refugee experience. Key Features: Developed in line with Power of Reading Plans Comprises plans, slides, resources, and differentiated activities Fully adaptable to align with your unique teaching approach “The Journey” is Francesca Sanna’s debut picture book that beautifully encapsulates the experiences of refugees from diverse backgrounds. The narrative is straightforward and easy to comprehend, while the stunning illustrations depict the varied landscapes and emotional trajectories of a family seeking refuge. While ending on a note of hope, the book underscores the persistent uncertainty that many refugees face. Primary Goals of this Teaching Sequence: Enrich students’ comprehension and appreciation of the struggles encountered by refugees. Cultivate empathy. Delve into the concept of universal human rights and freedoms. Spanning roughly 26 sessions, this teaching sequence offers a wealth of opportunities for educators to impart advanced reading and writing skills through a poignant and challenging text. The striking illustrations invite reader engagement and reflection on intricate themes, facilitating a thorough exploration of sensitive content and inspiring genuine, creative responses. Please ensure all students are emotionally equipped to engage with this text due to its sensitive nature. Teachers should take into account their students’ prior experiences and use this insight to gauge the depth of exploration into the themes presented.

Key Details: Focus Text: The Matchbox Diary by Paul Fleischman 4 Week Writing Unit Contains Plans, slides, resources. Introducing our meticulously designed 4-week teaching unit, centered around the captivating text “The Matchbox Diary” by Paul Fleischman. This comprehensive writing unit provides an all-inclusive package containing plans, slides, and resources to ensure a seamless teaching experience. “The Matchbox Diary,” illustrated by Bagram Ibatoulline, tells the heartwarming story of a man sharing his early life experiences with his great-granddaughter. Unable to read or write in his youth, he ingeniously preserved memories in matchboxes, each containing an object that symbolized a significant event in his past. The narrative unfolds as the family’s journey from Italy to America in the early 20th century is revealed through the examination of each object, accompanied by images resembling framed sepia photographs. The once illiterate boy ultimately becomes someone who makes the printed word accessible to others. Our teaching unit aims to: Engage children with a relatable and empathetic story. Explore themes and issues, fostering connections with students’ own lives through discussion and idea development. Encourage creative responses to the text through drama, music, dance, storytelling, and artwork. Compose poetry. Write in role to explore and develop empathy for characters. Boost students’ confidence in writing for real purposes and audiences. Spanning approximately 20 sessions, this 4-week teaching sequence supports educators in addressing topics such as separation, belonging, adjusting to new circumstances, and life journeys. Elevate your teaching experience and inspire your students with our exceptional teaching unit focused on “The Matchbox Diary” by Paul Fleischman. Don’t miss out on our extensive collection of teaching resources and units of work! We’re dedicated to providing valuable content that will enrich your teaching experience and inspire both you and your students. Join our growing community of educators today and discover the endless possibilities with The Teaching Couple.

Journey through the epochs with “Living Things - Evolution and Inheritance,” a class assembly script resource that takes students and spectators on a thrilling voyage through the history of life on Earth. This comprehensive script is an ideal resource for teachers aiming to present a class assembly that vividly brings to life the concepts of evolution and the legacy of inheritance. Key Features: Dynamic Script: Our script traverses the timeline of life, from the earliest organisms to the diversity of life we see today, highlighting the mechanisms of evolution and the role of inheritance. It’s crafted to be both educational and captivating, ensuring that students and audience members are engaged from beginning to end. Diverse Character List: Featuring a range of characters, including famous scientists like Charles Darwin, to personified animals and plants that have adapted over time, the character list allows each student to play a part in telling the story of evolution. Recommended Props: To bring the assembly to life, we provide a list of suggested props that can be easily sourced or created. These props add a visual and interactive element to the performance, helping to illustrate the process of natural selection and genetic inheritance. Adaptations for All Educational Settings: The resource includes suggestions for adapting the script for various year groups or school types, ensuring that the content is relevant and engaging for any audience. Educational Engagement: This assembly script goes beyond a simple performance, serving as a rich educational tool that encourages students to explore and internalize the principles of evolution and inheritance through the power of drama and storytelling. Additional Information: Editable PDF: To ensure that this resource meets the specific needs of your class, the script is provided in an editable PDF format. Upload it to Google Docs for the flexibility to make edits, customize dialogue, or adjust roles to fit your students’ abilities and your educational objectives. Discover More on TES: If “Chronicles of Change: Living Things - Evolution and Inheritance” inspires your students’ curiosity about the natural world, be sure to explore our extensive range of resources available on the TES website. We offer a variety of materials across different subjects and grade levels, all designed to enhance the learning experience.